Pathways to Higher Education

Project

Center for Advancement of

Postgraduate Studies and Research,
Faculty of Engineering - Cairo University
(CAPSCU)

Problem Solving and

Decision Making
Trainer’s Guide
Dr. Mohamed A. Abdel Raheem
Assoc. Prof. Manal Kamal Abdel-Rahman
Dr. Aly Rashad Abdel-Moemin
 Table of Contents

Introduction 1
The First Meeting Agenda 2
The Second Meeting Agenda 5
The Third Meeting Agenda 7
Sample Questions for Evaluation 12
Training Evaluation Forms 20
Problem Solving and Decision Making Trainer’s Guide

Introduction
Read through the trainer’s guide. This is intended as a guide. Be guided by your experience, the
needs of the trainees, and your own common sense, as well as the information in here. Most of
the suggestions and all of the information have been developed through pathways classroom
experience and discussions.

We recommend arriving at least half an hour before the start of the session, particularly on day
one. We suggest you shake hands with each participant as they come into the classroom (with
respect to the culture between males and females) and introduce yourself to them; it cools the hot
weather and sets the type of friendly atmosphere that is conductive to learning.

Many of the flip charts can be prepared ahead of time. The first page should be set up like this:

• Name of Workshop: Problem Solving and Decision Making

• Facilitated by: Dr. Mohamed A. Abdel Raheem
• Organization: Pathways

Include in different colors, around the border of the room, the words politeness, contribution, and
confidentiality. You might also want to add the words exercises, role play, learning, and fun.

Materials Required

 Participant Flip Chart Paper

 Markers
 A4/ paper

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Problem Solving and Decision Making Trainer’s Guide

The First Meeting Agenda

It covers the Training Sessions #1 and part of #2.

Minutes Activity
20 minutes Intended learning objectives and free discussion with trainees Training
Activity (1)
10 minutes Definition of a Problem
25 minutes Problem Situations Training Activity (2)
10 minutes Problem Solving
20 minutes Types of Managerial Problems Training Activity (3)
20 minutes Problem Environments Training Activity (4)
15 minutes Decision-Making
60 minutes Decision making and management process Training Activity (5,6,7)

Intended learning objectives and Free discussion with trainees Training Activity (1)
(8:30-8:50)

Introduce yourself. Establish trustworthiness by giving examples of training experience, and your
own experiences with Problem Solving and Making Decision programme, including some
attractive and funny stories if you have them.

Ask trainees to respect confidentiality: what we say in this room stays in this room. Remind them
that it was Mark Twain who said, “If two people have the same opinion, you don’t need one of
them,” so we are at liberty to disagree with one another, and with the trainer.

However, respect other people’s opinions. We ask that you act politely, to make sure we give
other people their contribution of session time, and that we listen when other people are talking.
Finally, we ask that you participate. You get out of a workshop just about what you put into it,
and you will learn as much from sharing with others as you will from the concepts we bring you.

Give the participants a chance to introduce themselves to you. You will perhaps want to know
their names, their departments, their position titles, and how they are involved in the pathways.
Address breaks and gives them info about, coffee, and cell phones or other important information
about place such as fire exists, emergency doors. Ask trainees to turn to their handbooks and
read the overall objectives of the training session. Then ask them to identify their own learning
objectives. Present the agenda (as a handout, electronic presentation, or flip chart) and look at the
topics you plan to cover. Go over these with the trainees and ask if there is anything there they
didn’t expect to see, or something not there that they had been hoping for.

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Problem Solving and Decision Making Trainer’s Guide

Please voluntary ask trainees to give a definition of a problem and how would a trainee share the
problem: alone, family or with friends. The purpose of this activity is to make an initial
evaluation of trainees and previous experience about the problem solving.

Definition of a Problem
(8:50-9:00)

Ask trainees to turn to their handbooks and read the definition of a problem, introduce the
definition of a problem, encourage trainees to participate for couple minutes.

Problem Situations Training Activity (2)

(9:00-9:25)

That will include free discussion with trainees, and address some questions to trainees to think
about, make this activity easy and let all to share.
What sort of problem situation do you get involved in?
What are the aspects of problem situations that you feel you do well?
What are the aspects you would like to improve?

Problem Solving
(9:25-9:35)

Ask couple of trainees (voluntarily) to explain what is meant by problem solving from their
backgrounds, then introduce what we really mean in this situation, then move on to explaining
(page 2) in the trainee handbook and ppt.

Types of Managerial Problems Training Activity( 3)

(9:35-9:55)

Explain clearly the types of managerial problems, use Figure 1.3 (page 3) that in both trainee
handbook and ppt. Let trainees participate in this activity; Ask them, imagine you are a manager
of a factory or group leader; please give examples of structured, unstructured and crisis situation.
How would you solve them? Share other trainees’ experiences to overcome the crisis situation if
you have them?

Problem Environments Training Activity( 4)

(9:55-10:15)

Ask trainees: Have you been in any of the three environments, if so explain their nature. Can you
suggest another type of environment than mentioned in this session?

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Problem Solving and Decision Making Trainer’s Guide

Decision-Making
(10:15-10:30)

Please let trainees go through the ILOs for session (2), then explain to them the Decision making
and management process with mention to the Figure 1.2 in trainee’s handbook and in the
presentation as well.

Decision Making and Management Process Training Activity (5, 6, 7)

(10:30-11:30)

Make trainees practice the decision making and management process that will include activities
5, 6 and the time for these activities are 60 minutes therefore divide this time on the activities that
can control by you and depending on trainee’s skill required for such activities.

Training Activity (5)

(10:30-11:00)

Let them listen to this piece of listening or you can also let trainees play this role (acting) about
the decision making.

Training Activity (6)

(11:00-11:15)

Ask trainees to divide into five different groups that will represent the five steps of the decision
making process with an optional subject for this activity.

Training Activity (7)

(11:15-11:30)

The purpose of this activity specifically is to help trainees how to identify the problem properly
and link between previous experience when he/she made mistakes when identifying and defining
certain problem and the new skills obtained through the session; Ask trainees: How would you
describe your mistakes when identify and define the problem?

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Problem Solving and Decision Making Trainer’s Guide

The Second Meeting Agenda

It covers the Training Sessions #2.

Minutes Activity
30 minutes The Decision-Making Process Training Activity (8)
30 minutes Decision-Making Models Training Activity (9)
30 minutes Decision Trees
30 minutes Personal Decision Framework Training Activity (10)
30 minutes Increasing Participation in Decision Making
30 minutes Improving Decision-Making Breadth and Creativity Training Activity (11)

The Decision-Making Process Training Activity (8)

(8:30-9:00)

Ask trainees to divide into 4 groups to practice (Generate and Evaluate Possible Solutions) as
follows: One group start up with identifying the problem, second group find solutions and third
group sorting the solutions, finally judging group evaluate the possible solutions suggested and
the whole process. Let trainees take this responsibility under your supervision.

Decision-Making Models Training Activity (9)

(9:00-9:30)

Ask trainees to participate with examples of the classical decision model, and the behavioural
(administrative) decision model if they have them.

Decision Trees
(9:30-10:00)

Please explain first, the concept of decision tree, use as well the figure in the trainee’s handbook.
Go with them to these steps that are interdependent, i.e., each step is influenced by the step that
precedes it.

Personal Decision Framework Training Activity (10)

(10:00-10:30)

Give trainees short introduction about that not all managers go about making decisions in the
same way and mention to the different types of managers’ styles. Later on, give them the chance
to describe the type of managers they have been met, or watched in the media. Ask them for
example, what do you think about their style? how effective do you think their management style
was to their decision making and business? And may ask them what did you deduct from this
session?

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Problem Solving and Decision Making Trainer’s Guide

Increasing Participation in Decision Making

(10:30-11:00)

Let trainees discuss the increasing participation in decision making for few minutes; now explain
that to them use Table 2.1 in the trainee’s handbook and the presentation. Encourage trainees to
focus on the positive side of the advantages of participative decision making.

Improving Decision-Making Breadth and Creativity Training Activit (11)

(11:00-11:30)

The purpose of this activity is to help trainees to think imaginatively to improve decision-
making. It does not matter what is displayed, the matter is imaging the displayed. Ask
trainees to indicate to the use of the displayed? Ask trainees; there two techniques have been
mentioned in this session to help you make better decisions, can you suggest new technique
you personally use it, please everyone participate.

Preparation for the third meeting

Please give trainees the attention to read the case studies in the session three to think about the
answers of these cases. That will be find in trainee’s handbook; in page 20.

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Problem Solving and Decision Making Trainer’s Guide

The Third Meeting Agenda

Case Study on Decision Making
It covers the Training Sessions #3.

Minutes Activities
20 minutes Case for Analysis on Group Decision-Making
25 minutes Case for Managers’ Orientations
20 minutes Workshop on Individual & Group Decision-Making
20 minutes Workshop on Management Decision Making Profile
25 minutes Background to the Management
25 minutes Exercises on a Diagnostic Survey for Creative Problem Solving
20 minutes Exercise on How Creative Are You?
25 minutes Exercises on Innovative Attitude Scale

The puropse of the following case study in this session is to give trainnes more activities to
increase their experience when delaing with problems and making desion issues.

Case for Analysis on Group Decision-Making

(8:30-8:50)

Decision by the group:

Group decision making: democratic leadership group participation. Please let the trainees to turn
to their handbooks and read the case study that may take 7-10 minutes, after that let everyone
participate with the answers suggested. Below are the answers of question, please encourage
innovative answers.

The first question

A list of mistakes made by J Stevens, which the groups expected to reach through analysis and
discussions.

1. He didn’t explore the applicability of the idea in his own company. Not all theories are
applicable in all environments. Examples can be given such as J.I.T. and M.B.O.
2. He didn’t get the approval of top management
3. The decision under consideration “the production standards” needs the cooperation of and
coordination among many departments. He didn’t do this
4. He didn’t check on the ability of the group to perform the task assigned to it
5. He involved all the members of the group (25) which is relatively large, and can
negatively affect group effectiveness
6. He didn’t tell them about the time he expects them to do the task

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Problem Solving and Decision Making Trainer’s Guide

7. He didn’t keep to himself the right to have the final word i.e. to accept or reject their
suggestions.
8. He should have expected that workers always have tendency and interest to set low
standards, so that they can achieve them easily
9. He didn’t explain to them the benefits they will receive as a result of increasing the
present standards
10. The basis of his belief that the standard is low are not adequate
11. He didn’t participate in the discussion. He could avoid the situation he is facing if he did
so.
12. When he wants to try a new idea, it is better to choose a less important subject, not an
important subject that affects the whole company.

The second question

The alternative course of action opened to him.
The trainee is expected to mention the consequences of each action, both the positive and the
negative ones.

1. Ask them to explain the basis of their decision, or how they reached their decision to
reduce the present standards.
2. Tell them that he is only training them, and it’s out of his authority to change the
standards.
3. Tell them that he will report the whole situation to the top management and will accept its
decision.
4. Tell them that he will ask an outside consultant.
5. Use his authority and refuse their suggestions.

Case for Managers’ Orientations

(8:50-9:15)

After reaching the score of both “P” score and “T” score, and putting them on the figure, please
comment on the orientations according to the following, and using the managerial grid (the figure
of the grid is given).

1. If both scores are low: impoverished management.

2. If both scores are high: team management.
3. If T score is high and P score is low: Authority management.
4. If P score is high and T score is low: country club management.
5. If both scores are medium: middle-of-the-road management.

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Problem Solving and Decision Making Trainer’s Guide

Concern for people

People oriented

High 1,9 9,9

9 Country club management Team management
Thoughtful attention to the needs Work accomplishment is from
8 of people for satisfying committed people; interdependence
relationship leads to a through a “common stake” in
7 comfortable, friendly organization organization purpose leads to
atmosphere and work tempo. relationships of trust and respect.
6
5,5
Middle-of-the-road Management
5 Adequate organization performance
is possible through balancing the
4 necessity to get out work with
maintaining morale of the people at
3 a satisfactory level.

2 Impoverished management Authority-compliance

Exertion of the minimum Efficiency in operations results
effort to get required work from arranging conditions of work
1 done is appropriate to sustain in such a way that human elements
organization membership. interfere to a minimum degree.
Low 1,1 9,1

1 2 3 4 5 6
7Low 8 9 Concern for production
high
Task oriented, Work centered

Workshop on Individual & Group Decision-Making

(9:15-9:35)

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Problem Solving and Decision Making Trainer’s Guide

Please ask the trainees to:

1) Objectives and Alternatives

A-Determine the objective they want to achieve or realize. (The objective is to SURVIVE)
B- Determine the alternatives to achieve this objective. For example, they can:
i. Stay where they are and communicate with others, or attract the attention of others
to save them.
ii. Walk to the nearest life or population.
iii. Divide into two groups, one of them stays in place, and the other walks.
C- Discuss how practical is each alternative.

2) The ranking of items (the importance of items) is greatly affected by the alternative chosen.

3) When calculating individual grade, individual ranking is subtracted from ideal ranking
regardless of the sign, e.g. 3-5 is considered the same as 5-3 (the result in both cases is 2).

4) The same is followed when calculating group grade.

5) The ideal ranking of items saved is as follows:

Item Rank
Flashlight 2
Knife 6
Air map 15
Rain coat 13
Compass 4
Compress kit 7
Pistol 5
Parachute 3
Salt tables 10
Water 8
Book 14
Sunglasses 11
Soft drinks 9
Top coat 12
Mirror 1

6) Interpretation & discussion of the results:

A- When the grade is closer to zero it means that the ranking is closer to the ideal ranking.
As the grade become higher, it means that the ranking is far from the ideal ranking.
B- When group grade is > individual grade it means that group decision is more effective
than individual decision.
C- When individual grade is < or equal to group grade, it means that the group is ineffective,
something is wrong.

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Problem Solving and Decision Making Trainer’s Guide

Workshop on Management Decision Making Profile

(9:35-10:00)

Ask trainees to turn to their handbooks to complete this profile, follow three steps that clearly
explained in the trainee handbook for example in step 1. This profile provides the trainee with
relevant insights about their behaviour when conducting business, in a relative and comparative
form. It not therefore a test with 'right' or 'wrong' answers: its aim is to help you by giving
relevant information about yourself to help formulate appropriate, realistic training and
development plans. The other steps are also explained in the same book.

Background to the Management

(10:00-10:25)

Review in this training session the processes of Decision Making Profile (MDP) that focuses on
the ways that directors, managers and professionals approach problem analysis and decision-
making, and it is frequently used in its own right to assess individuals' preferred modes of
behaving in these key executive activities. The aim of the Management Decision Making Profile
is to help trainee to identify the primary and backup modes of decision-making when in the role
of director or manager. Please ask trainees to follow the instructions in the trainee handbook.

Exercises on a Diagnostic Survey for Creative Problem Solving

(10:25-10:50)

Diagnostic Surveys for Creative Problem Solving

Problem Solving, Creativity, and Innovation
Ask trainees to find the instructions of this exercise in the trainee handbook page (37) and then
give examples on the survey and the scoring key & interpretation of results. Let them practice
this exercise within the time available.

Exercise on How Creative Are You

(10:50-11:10)

Let trainees read the instructions of the exercise the scoring key & interpretation of results. The
following test helps trainees to determine if they have the personality traits, attitudes, values,
motivations, and interests that characterize creativity. It is based on several years' study of
attributes possessed by men and women in a variety of fields and occupations who think and act
creatively. The instructions are clearly explained in the trainee handbook.

Exercises on Innovative Attitude Scale

(11:10-11:30)

Ask trainees to carry on working in the trainee handbook and to follow the instructions about this
exercise and the scoring key. Ask trainees to indicate the extent to which each of the statements is
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Problem Solving and Decision Making Trainer’s Guide

true of either trainee actual behaviour or intentions at work; ask trainees to describe the way they
are or the way they intend to be on the job and to use the scale for their responses.

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Sample Questions for Evaluation

Problem Solving Decision Making

S Question Choice Difficult Answe

N y r
1. Problem environment or a.Certainty. D D
conditions for solving b.Risk.
problems in organizations c.Uncertainty.
are: d.All of the above.
2. Problem solving styles are: a.Directive styles. D D
b.Analytical styles.
c.Conceptual and behavioral styles.
d.All of the above.
3. Brainstorming uses: a.Face-to-face interaction. D A
b.Critical comments are allowed.
c.Promotes restricted thinking.
d.None of the above.
4. A performance opportunity a.Actual performance is more than D D
exists when: anticipated performance.
b.Actual performance is less than
desired.
c.Actual performance offers the
potential to be better than
anticipated.
d.Both a and c.
5. Which of the following is in a.Alternative actions and their D C
line with a risk outcomes are known.
environment? b.Inability to assign probabilities to
the outcomes of alternatives.
c.We can assign probabilities to the
outcomes of alternatives.
d.None of the above.

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Among the common errors a.Selecting a particular solution too D C
in the stage of generating quickly.
and evaluating possible b.Choosing an alternative that has
solutions are: damaging side effects.
c.Both a and b.
d.None of the above

The classical model of a.The manager is acting in a certain D D

decision making is based on environment.
the following assumptions: b.The manager is facing a clearly
defined problem.
c.The manager knows all possible
alternatives and their consequences.
d.All of the above.
Which of the following is a.The manager is facing a well- D C
not among the assumptions defined problem.
of the classical decision b.The manager makes an optimizing
making model? decision that gives the absolute best
solution.
c.The manager makes a satisfying
decision.
d.The manager knows all possible
alternatives and their consequences.
Which of the following is a.The manager acts with incomplete D A
an assumption of the information in a risk environment.
behavioral decision making b.The manager faces a well-defined
model? and clear problem.
c.The manager makes an optimizing
decision.
d.The manager knows all possible
alternatives and their outcomes.
Which of the following is a.The manager chooses the absolute D B
an assumption of the best solution.
behavioral decision-making b.The manager has only partial
model? knowledge about alternatives and
their outcomes.
c.The problem is clear and well-
defined.
d.The manager has perfect
knowledge about alternatives and
consequences.

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S Question Choice Difficult Answe

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The concept which refers to a.The decision making model. D C
differences among people b.The decision making
with respect to how they environment.
perceive problems and c.The personal decision making
make decisions is known style.
as: d.The decision making process

The directive style of a.Prefer simple and clear cut D D

decision making is used by solutions.
managers who: b.Make decisions quickly.
c.Are efficient and rational and
prefer to rely on existing rules.
d.All of the above
Which of the following is a.Preferring simple and clear cut D B
not consistent with the solutions.
directive style of decision b.Searching for the best possible
making? decision.
c.Making decisions quickly.
d.Considering only one or two
alternatives instead of a lot of
information.
Which of the following is a.Preferring simple and clear cut D A
not consistent with the solutions.
analytical style of decision b.Considering complex solutions.
making? c.Searching for the best possible
decision.
d.Relying on as much data as
possible.
Which of the following is a.Considering a broad amount of D D
not consistent with the information.
conceptual style of decision b.Managers are more socially
making? oriented.
c.Managers like to solve problem
creatively.
d.None of the above.
The behavioral style of a.Have deep concern for others. D D
decision making assumes b.Like to talk to people and
that managers: understand their feelings.
c.Are concerned with the personal
development of others.
d.All of the above.

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Problem Solving and Decision Making Trainer’s Guide

S Question Choice Difficult Answe

N y r
Which of the following is a. Solving problems creatively. D C
not consistent with the b. Having deep concern for others.
behavioral style of decision c. Relying on existing rules and
making? procedures.
d. Both a and c.
For the way a problem is a.Defining the problem too broadly. E D
originally defined, three b.Defining the problem too
mistakes may occur: narrowly.
c.Focusing on symptoms instead of
causes.
d.All of the above.
The following are important a.Benefits. E D
criteria for evaluating b.Cost and time.
alternative solutions to a c.Ethics and acceptability.
problem: d.All of the above.
Some problems: a.Have familiar, straight forward E D
and clear information.
b.Can be expected.
c.Managed and avoided.
d.All of the above.
By definition, a problem is: a.An undesired state of things. E C
b.Not realizing planned objectives.
c.A difference between an actual
level and a desired level.
d.None of the above
A performance deficiency a.Actual performance is more than E B
exists when: desired.
b.Actual performance is less than
desired.
c.Actual and desired performances
are equal.
d.All of the above.
Which of the following is a a.Familiar. E D
characteristic of structured b.Straightforward.
problems? c.Clear.
d.All of the above
In structured problems: a.Manager can develop specific E A
ways to deal with them.
b.Usually require novel solutions.
c.Need "early-warning" systems.
d.All of the above
Which of the following is a.Certainty. E D
not a problem environment b.Risk.
or condition? c.Uncertainty.

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Problem Solving and Decision Making Trainer’s Guide

S Question Choice Difficult Answe

N y r
d.Crisis.
The first step of the a.Generating and evaluating E D
decision making process is: alternative solution.
b.Selecting the preferred solution.
c.Implementing the solution.
d.None of the above.
Which of the following is a.Benefits and costs. E D
not among the criteria used b.Timeliness.
for evaluating alternatives? c.Acceptability.
d.none of the above

When actual performance is a.Performance opportunity. E A

more than expected b.Performance deficiency.
performance, the situation c.Performance improvement.
is known as: d.Performance measurement.
Managerial problems a.Structured problems. E D
include the following types: b.Unstructured problems.
c.Crisis problems.
d.All of the above.
Among the advantages of a.Broader perspective for problem E D
participative decision definition.
making are: b.More knowledge is utilized.
c.Fostering members satisfaction
and support.
d.All of the above.
Which of the following is a.Time consuming. E A
not an advantage of b.Broader perspective for problem
participative decision definition.
making? c.Utilizing more knowledge.
d.Fostering members satisfaction
and support.
Disadvantages of a.Time consuming. E D
participative decision b.Compromise decisions.
making include: c.Group thinks.
d.All of the above.
Which of the following is a.Clarifying ambiguous problems. E A
not a disadvantage of b.Diffusion of responsibility.
participative decision c.Group thinks.
making? d.Time consuming.
A crisis problem: a.Is an unexpected problem that can M A
lead to disaster if not resolved
quickly and appropriately.
b.Is impossible to handle.

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S Question Choice Difficult Answe

N y r
c.Does not need early warnings.
d.None of the above.
Participative decision a.Time consuming and directed M D
making are: towards compromise.
b.Fosters member satisfaction.
c.Offers broader perspective for
problem definition.
d.All of these.
Problem situations may be: a.A performance deficiency. M C
b.A performance opportunity.
c.Both a and b.
d.None of the above.

Which of the following is a.Realizing continuous M A

not a problem situation? improvements.
b.A performance deficiency.
c.A performance opportunity.
d.All of the above.
Which of the following is a.Structured problems. M D
not a type of managerial b.Unstructured problems.
problems? c.Crisis problems.
d.Planned problems
Which of the following is a.Involve a degree of ambiguity. M B
not a characteristic of b.Straight forward and expected.
unstructured problems? c.Often occur as new or unexpected
situations.
d.None of the above.
Which of the following is a.Managers can plan and develop M D
consistent with crisis specific ways to deal with them.
problems? b.Can lead to a disaster if not
resolved quickly.
c.Need "early-warning" systems.
d.Both b and c.
In unstructured problems, a.Make non-programmed decisions. M A
managers usually: b.Develop crisis plan.
c.Make programmed decisions.
d.All of the above.
Risk and uncertainty are a. Structured problems. M B
more common to: b. Unstructured.
c. Problems faced by low level
management.
d. All of the above.
Which of the following is a. Selecting a particular solution to M C
among the common errors quickly.

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Problem Solving and Decision Making Trainer’s Guide

S Question Choice Difficult Answe

N y r
or mistakes which may b. Choosing an alternative that has
occur when identifying and damaging side effects.
defining the problem? c. Focusing on symptoms instead of
causes.
d. All of the above.
Which of the following is a.Defining the problem too broadly M D
not among the common or too narrowly.
errors or mistakes which b.Focusing on symptoms instead of
may occur when identifying causes.
or defining the problem? c.Choosing the wrong problem to
deal with.
d.Selecting a particular solution too
quickly.
Which of the following is a.Benefits and costs. M D
not among the criteria used b.Timeliness.
for evaluating alternatives? c.Acceptability.
d.None of the above.
Which of the following is a.Selecting a particular alternative. M A
not among the criteria used b.Timeliness.
for evaluating alternatives? c.Acceptability.
d.Costs and benefits.
Decision-making models a.The classical model. M A
include: b.The social model.
c.The complex model.
d.All of the above.
Decision-making models a.The classical model. M C
include: b.The administrative model.
c.Both a and b.
d.None of the above.
The decision making model a.The heuristic model. M C
which assumes availability b.The administrative model.
of perfect information is: c.The classical model.
d.The behavioral model.
According to the behavioral a.Have cognitive limitations. M D
decision making model, the b.Acts with incomplete information
manager: in a side risk environment.
c.Chooses the satisfactory
alternative.
d.All of the above.
Heuristics are: a.Strategies for simplifying decision M A
making.
b.Strategies for decision making
rationality.
c.Strategies for increasing

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Problem Solving and Decision Making Trainer’s Guide

S Question Choice Difficult Answe

N y r
cooperation in decision making.
d.All of the above
According to the analytical a.Managers like to consider M D
style of decision making: complex solutions.
b.Managers rely on as much data as
they can gather.
c.Managers search for the best
possible decision.
d.All of the above.
Which of the following is a.The directive style. M B
not one of the decision b.The managerial style.
styles? c.The analytical style.
d.The conceptual style.

The conceptual style of a.Like to solve problem creatively. M A

decision making assumes b.Search for the best possible
that managers: decision.
c.Make decision quickly.
d.Prefer simple and clear solutions.
Which of the following is a.A performance deficiency. M B
not a problem situation? b.A performance appraisal.
c.A performance opportunity.
d.None of the above.
The process of identifying a a.Problem environment. M B
discrepancy between actual b.Problem solving.
and desired levels and then c.Problem recognition.
taking action to resolve the d.Problem management
deficiency or take
advantage of the
opportunity is a definition
of:
Major decisions are rarely a.An individual. M A
made by: b.A group.
c.A management team.
d.All of the above.
Problem situations may be: a-A performance deficiency. E C
b-A performance opportunity.
c-Both a and b.
d-None of the above
Decision-making models a-The classical model. M A
include: b-The social model.
c-The complex model.
d-All of the above.
Disadvantages of a- Time consuming. E D

Pathways to Higher Education 20

Problem Solving and Decision Making Trainer’s Guide

S Question Choice Difficult Answe

N y r
participative decision b- Compromise decisions.
making include: c- Group think.
d- All of the above.
Which of the following is a- Clarifying ambiguous problems. E A
not a disadvantage of b- Diffusion of responsibility.
participative decision c- Group think.
making? d- Time consuming.

Pathways to Higher Education 21

Problem Solving and Decision Making Training Evaluation Forms

Training Evaluation Forms

1. Trainee Evaluation Form, Skills Evaluation

Form 1: TEF
Batch: To be filled by: Trainer
Class: Frequency: at the end of each course

Training Course: : Negotiation Skills Trainer: …................................................

Date: from ................. to ................ Course hours: ..........................................

decision making

Communication
and social skills
Post-Training
Trainee Code

Planning and
Pre-Training

Thinking &
Motivation

creativity
Trainee Name

NB: Dimension to measure (insert rating between 0 and 5: e.g. 3.75)

Evaluator Name: ........................................................... Date: ……/……/……

Pathways to Higher Education 22

Problem Solving and Decision Making Training Evaluation Forms

2. Monitoring and Evaluation Form

(Trainer Evaluation, page 1/3)
Form 11: M&E # 1
Batch: To be filled by: Monitor & Evaluator and Coordinator
Class: Frequency: when required

Training Course: ............................................... Trainer: …................................

Date: .................................................................. Course hours: ...........................

Based on watching to all what they did, and listening to all what they said, please
try to evaluate and appraise this course (program) through selecting the appropriate
weight regarding each of the following items:

First: How well did the trainer?

Degree*
1. Use practical examples and/or analogies to enhance learning
and maintain interest?
2. Use time effectively (e.g. show organization, transition
appropriately, prioritize tasks…etc)?
3. Transfer knowledge and concepts in a way you understand
effectively?
4. Questions (asks) participants to stimulate group discussion
and verify learning?
5. Simple, clear and understandable during his/her explanation
and discussion?
6. Observes progress and provides assistance?
7. Illustrates with case studies, critical incidents, role playing,
or simulation?
8. Uses effectively the different visual aids?
9. Has the ability to involve learners in the lectures?
10. Stays on subject, (i.e. doesn’t get sidetracked)?
11. Encourages questions and discussion?
12. Use brainstorming?
13. Being familiar and specialized in the course area?
14. His/her voice pitch and pace pronunciation is appropriate?
* Give a number out of max 5 (use decimals: e.g. 4.3, 3.75)
Notes: (for more space, use the back of this sheet)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………

Evaluator Name: ........................................................... Date: ……/……/……

Pathways to Higher Education 23

Problem Solving and Decision Making Training Evaluation Forms

2. Monitoring & Evaluation Form

(Classroom, page 2/3)

Form 11: M&E # 2

Batch: To be filled by: Monitor & Evaluator and Coordinator
Class: Frequency: when required

Second: Regarding the classroom and services, in your opinion, what Their
evaluation

(Give a number out of max 5, use decimals: e.g. 4.3, 3.75)

Item Degree*
A- Classroom
1. The seating arrangement is appropriate and seats are appropriate.
2. The rooms are air-conditioned.
3. The smell of the classroom is normal.
4. The lights distribution intensity on the usage of aids are OK.
5. The angles of lights with the seating and effect of outside lights
are OK.
6. Noise from outside and noise that comes out of air-conditioning
equipments do not interfere with lecturing.
7. The rooms have enough power outlets.
B- Services
8. The Media were appropriate (media such as: overhead projector,
data show, OHP ... etc)
9. The Cafeteria services are appropriate (such as: food, drinks …
etc).
10. The communication facilities (such as phones, internet) are
available and appropriate for the participants.
11. The emergency requirements are available (such as: medical care,
fire safety system …etc).

Notes: (for more space, use the back of this sheet)

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Evaluator Name: ........................................................... Date: ……/……/……

Pathways to Higher Education 24
Problem Solving and Decision Making Training Evaluation Forms

2. Monitoring & Evaluation Form

(Trainees Evaluation, page 3/3)
Form 11: M&E # 3
Batch: To be filled by: Monitor & Evaluator and Coordinator
Class: Frequency: when required

Third: Regarding the trainees, based on your observation, what your evaluation for
the following:

)Give a number out of max 5, use decimals: e.g. 4.3, 3.75(

Item Degree*
1. They feel that the courses meet their needs and interests.
2. They usually participate in the class discussion effectively.
3. They are satisfied with the trainers (as an average).
4. They consider that there is a matching between the materials in
their books and the materials given in the classes by the trainers.
5. They feel that there is a lack of language ability regarding the
materials of these courses.
6. They think that this program will benefit them much in their life
and work career.
7. They consider that all the requirements (such as: seating, class,
material, training aids, cafeteria) that are related to this program
are well planned, designed and available.
8. They consider this program a good chance for them to have two
ways of communication.
9. They consider that these courses enhanced their skills and
abilities in many areas of studies.
10. They consider that they have:
a) Good and qualified trainers.
b) Trainers that they are capable of using the audio-visual
aids
11. They consider that the whole program is well designed especially with regard
the following elements:
a) The length of the whole program.
b) The training time schedule per day.
c) The time assigned for each course.
d) The length for each lecture.

Notes: (for more space, use the back of this sheet)

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Evaluator Name: ........................................................... Date: ……/……/……

Pathways to Higher Education 25

 Pathways to Higher Education Project
Pathways Mission Partners
Training fresh university graduates in order - FECU. - Ford Foundation, USA.
to enhance their research skills to upgrade - Cairo, Ain Shams, Assuit, Helwan, Minia,
their chances in winning national and South Valley, Fayoum, Sohag, Beni-Sueif &
international postgraduate scholarships as Benha Universities.
well as obtaining better job. - National Council for Women
- Future Generation Foundation
- Social Fund for Development

Arabic Publications
English Publications 1- ‫ طرق قياسها وأساليب تنميتها‬:‫المحاجة‬.
1- Planning and Controlling. 2- ‫القواعد اللغوية األساسية للكتابة العلمية‬.
2- Systems and Creative Thinking. 3- ‫دليل مشروعات التخرج من برنامج "تنمية مهارات البحث‬
3- Research Methods and Writing Research ‫"العلمى‬.
Proposals. 4- ‫التخطيط والرقابة‬.
4- Statistical Data Analysis. 5- ‫التفكير النمطى واإلبداعى‬.
5- Teams and Work Groups. 6- ‫مناهج البحث وكتابة المشروع المقترح للبحث‬.
6- Risk Assessment and Risk Management. 7- ‫التحليل اإلحصائى للبيانات‬.
7- Communication Skills. 8- ‫تكوين الفرق والعمل الجماعى‬.
8- Negotiation Skills. 9- ‫تقييم وإدارة المخاطر‬.
9- Analytical Thinking. 10- ‫مهارات االتصال‬.
10- Problem Solving and Decision Making. 11- ‫مهارات التفاوض‬.
11- Stress Management. 12- ‫ القدرة والمهارة واألسلوب‬:‫التفكير التحليلى‬.
12- Accounting for Management and Decision 13- ‫حل المشاكل وصنع القرار‬.
Making. 14- ‫إدارة الضغوط‬.
13- Basics of Managerial Economics. 15- ‫المحاسبة لإلدارة وصنع القرار‬.
14- Economic Feasibility Studies. 16- ‫أساسيات االقتصاد اإلدارى‬.
15- Health, Safety and Environment. 17- ‫دراسات الجدوى االقتصادية‬.
16- Wellness Guidelines: Healthful Life. 18- ‫™ اإلطار المعرفى والتقييم‬:‫البيئة والتنمية™ المستدامة‬
17- General Lectures Directory. ‫المحاسبى‬.
19- ‫ من أجل حياة صحية‬:‫إرشادات الصحة العامة‬.
Project Web-site 20- ‫ الفرص والتحديات‬:‫المشروعات الصغيرة‬.
www.pathways.cu.edu.eg 21- ‫أضواء حول الموضوعات المعاصرة‬.
22- ‫ ديوانُنا‬... ‫شعرا ُء الطرق‬.
23- ‫بناء العقلية البحثية‬.

Published by: CAPSCU – Center for Advancement of Postgraduate Studies,

Faculty of Engineering - Cairo University
Tel: (+202) 35716620, (+202) 35678216 Fax: (+202) 35703620
Web-site: www.capscu.eng.cu.edu.eg E-mail: capscu@eng.cu.edu.eg