English Learning Guide

Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

Name: Cohort: Date:

Training program: Instructor:

PROBLEM SOLVING
ALTERNATE PATHS AND OPPORTUNITIES/MULTIPLE SOLUTIONS /STRATEGIES (SHORT & LONG
TERM)

This workshop will help you recognize vocabulary about problems that can be sorted out with
multiple solutions, find out opportunities in problems to get positive outcomes and some strategies
according to terms.

Objective: From the development of these activities, you will be able to analyze, manage and sort out
a problem, taking into account different strategies and suitable solutions at your workplace.

1. Work individually and discuss the following questions:

• Do you consider strategies are important to sort out a problem? Why?

• Is it easier to find different solutions for a problem at work, in a collective or individual way?
• When do you consider a problem as a possible opportunity to get good outcomes?
Explain your answer.

2. Individual work: Describing problems

Look for the meaning of the following adjectives and expressions:

-critical -insignificant -irrelevant -minor -ongoing - persistent -severe - trivial

-unimportant - urgent - quick-fix - long shot - hiccup -defect -obstacle

- https://dictionary.cambridge.org/es/

- https://www.oxfordlearnersdictionaries.com/definition/english/network_1?q=network

• Which five adjectives or expressions describe problems or issues that usually need serious
attention?
• Which adjectives or expressions describe issues that don’t deserve much attention?
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English Learning Guide
Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

3. Skills practice: Do the following activities to practice the learnt vocabulary and
English structures.

3.1. Listening Practice: steps to identify possible solutions to a problem

The actions focused to find out the accurate steps to get problem solved, are divided into a
variety of strategies from which it is possible to select the best option, according to the context.
That’s why through this task, you will get familiar with some vocabulary you will find in the
video below.

Write down a short definition for each word or expression:

• Identify • Fishbone diagram • Maximize

• Develop • Rubric • Test
• Execute • Strengths • Symptom
• Assess • Weaknesses • Troubleshooting
• Goal • Threats • Actionable
• Time-bound • Measurable
• Milestone • Resources
• Analytics • Full-blown
• Surveys • Pros and cons

1
Now, watch the following video on the link https://www.youtube.com/watch?v=QOjTJAFyNrU
and answer these questions:
https://www.youtube.com/watch?v=x8Ot6f_WQPE

• What does the acronym I.D.E.A stand for?

• What is the importance of symptoms recognition when solving problems?
• According to the video, is it useful to organize the problem in a graphic way? Why?
• Which step evidences the variety of possible solutions to a problem considering its causes?
• How can we compare or determine the best solution or path to follow to solve a problem?
• What is your opinion about this problem-solving model?
• Share your answers with your partners ask/answer questions.

1Taken from https://www.youtube.com/watch?v=QOjTJAFyNrU used by SENA for academic purposes,

exclusively.
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English Learning Guide
Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

3.2. Reading Practice: 3 types of problem solvers

Work individually to read the following text. Before reading the text, look for the underlined
words/ expressions and make a list of synonyms and explain their meaning using your own
words. You can also make some notes and look for the vocabulary that you don’t understand.

2
3 Types of Problem Solvers: Which One Are You?
Employers want to hire people that are going to get things done. They want people that when
faced with a problem, actively solve it. They are looking for people who are part of the solution not
people who are part of the problem. You need to show them you are a problem solver. There are
generally three different types of problem solvers:

• The Independents – These are the people that look at a problem and solve it on their own
right away.
• The Thinkers – These are the people that think critically about any situation before making
a move.
• The Askers – These are the people that ask someone for the answer to ensure that they’re
solving the problem the “right way.”

Which one are employers looking for? Well, they want you to be all three in one. They want to see
that you’re willing to do all of the above – that you take initiative, do nothing carelessly, and are
willing to ask questions. What they also want to see is that the problem is solved in that specific
order. That is why it is probably that during a job interview you will be asked the following:

Tell me about a situation where you had to solve a difficult problem. What did you do? What
was the outcome? What do you wish you had done differently?

When faced with this type of behavioral interview question, make sure that you show you are an
“initiative taking” problem solver first. Avoid sounding like you seek help right away. Also, try to
avoid making the problem something that you caused. Focus on problems you found, or problems
caused by others. You need to show that you can:

• Identify the problem

• Analyze the situation
• Implement the solution

Here is 1 example answer:

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Text adapted from https://everydayinterviewtips.com/3-types-of-problem-solvers-which-one-are-you/
2

used by SENA for pedagogical purpose, exclusively.

English Learning Guide
Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

“Customer service was receiving a significant number of complaints about stock arriving way too
late. I reviewed our delivery schedule then met with the staff involved in the customer delivery
process. We identified that the problem seemed to be that the orders for stock were not being
processed fast enough. I recommended a change in our data entry system and regular follow-up
with customers was added to the process. This solved the late delay problem and ensured
customers felt their needs were met in a better way through regular communication.”

In this scenario, the applicant shows they were able to assess the problem, analyze the situation
and implement a solution that included an improvement in the customer relationship.

Answering these types of behavioral interview questions isn’t easy. You definitely need to think
about your answer beforehand and have a good example scenario prepared. What problem would
you prepare?

Now, work individually to socialize the information given in the text and answer the following
questions:

• Why is it important to be an “initiative taking” problem solver?

• What was the piece of advice about the strategy provided in the text?
• according to the text, is there any specific process to solve problems?
• What would it be your answers to the questions from the text in a job interview?
• What type of problem solver are you? Why? Explain your answer.
• Share your answers with the rest of the class.

3.3. Writing Practice: paragraph about what you would do to solve a problem.
3
Work individually and practice the following conversation about a problem at work

Colleague A: Hi Daniel, it looks like we have a serious problem. I'm at the conference and I've got
my presentation on in 25 minutes but the laptop has just crashed on me and I've lost all my
PowerPoint slides!
Colleague B: Good grief! Are you saying it won't even start up?
Colleague A: Yes, exactly.
Colleague B: OK, let's not panic. I don't suppose you made a backup of the data?
Colleague A: Yes, I did actually. There should be a CD on my desk.
Colleague B: Yes, I can see it from here. Look, what I suggest is that you get on to the
organisers and have them reschedule your presentation. I'll send down my assistant with a
replacement laptop.

3Text adapted from https://www.linguahouse.com/esl-lesson-plans/business-english/problem-solving

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used by SENA for pedagogical purpose, exclusively.

English Learning Guide
Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

Colleague A: I'm not sure about that idea. The conference centre seems quite far from our office.
How long will it take her to get here?
Colleague B: Only about 30 minutes, assuming the traffic doesn't hold her up. So, the best thing
would be to arrange your presentation for 3 o'clock.
Colleague A: Right, that makes sense. I'll go and sort it out right away.

Now, analyze the following conversation and do the following activities

Part a: Now identify and write the parts or expressions from the dialogues in the following
categories:

Declaring a problem: ___________________________________________________________

Finding out more details: _______________________________________________________

Diagnosing a problem: __________________________________________________________

Making a suggestion: ___________________________________________________________

Accepting a suggestion: _________________________________________________________

Rejecting a suggestion: _________________________________________________________

Taking action: _________________________________________________________________

Part b: Write in at least one paragraph what you would have done to sort out this problem, try to
use new vocabulary and expressions learnt.

________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
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English Learning Guide
Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

3.4. Speaking Practice: role play about problem solving at work.

Individually, choose and role-play one of the following situations using the expressions from this
lesson (invent the dialogue). Take a role to be Colleague A or Colleague B.

Problem 1: You can't get hold of the sales director and you need to speak to her immediately
because one of your clients has an urgent request.

COLLEAGUE A COLLEAGUE B

• Declare the problem. • You want to know more details:

• Provide details:
• She's not answering her calls.
• You've tried emailing her.
• Accept or reject suggestions. Take
action.
• Is she not answering her calls?
• Has Colleague A tried emailing?
• Diagnose the problem and make
suggestions.

Problem 2: You haven't received any payment from one of your clients.

COLLEAGUE A COLLEAGUE B

• Declare the problem. • You want to know more details:

• Provide details:
• The payment was due one month ago.
• You've sent the invoice twice.
• You've sent an email reminding the
client.
• You haven't called the client about it.
• This is the first time you've had a
problem with this client.
• Accept or reject suggestions. Take
action.
• When was the payment due?
• Has the client received the invoice?
• Has Colleague A emailed the client?
• Has Colleague A called the client?
• Is this the first time?
• Diagnose the problem and make
suggestions.

Problem 3: One of your best clients is thinking about switching to one of your competitors.

COLLEAGUE A COLLEAGUE B

• Declare the problem. • You want to know more details:

• Provide details: • Why?
• The competitor is offering a cheaper • Has Colleague A offered the client a
price. discount?
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English Learning Guide
Competency 1
Unit 6: Problem Solving
Workshop 6
Centro de Servicios Financieros- CSF

• You have offered your client a 5 per • How much?

cent discount. • Diagnose the problem and make
• Accept or reject suggestions. Take suggestions.
action.

4. Extension activities: the extension activities will help you improve your performance
in the topics. You need to reach at least five hours of practice on your own.

To do some Simple past review visit:

https://es.liveworksheets.com/le811328ya https://www.englisch-
hilfen.de/en/exercises/tenses/simple_past_mix2.htm

To improve and practice the use of Modal verbs visit:

https://es.liveworksheets.com/vc1234519ng https://www.englisch-
hilfen.de/en/exercises/modals/form.htm https://www.perfect-english-
grammar.com/modal-verbs-of-probability-exercise-1.html

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