Workinfo.com

  • You are here:  

Solve problems, make decisions and implement solutions SAQA ID 242817

  • January 25, 2016
  • Written by  Gary Watkins
  • Published in Training Programmes

Solve problems, make decisions and implement solutions

Programme Overview

Welcome to this learning programme that will lead the learner to a greater understanding of solving problems, making decisions and implementing solutions .

As the learner works his/her way through the learning programme he/she will gain competence against the following Unit Standard:

Solve problems, make decisions and implement solutions

SAQA ID 242817: Solve problems, make decisions and implement solutions

NQF Level 4, 8 Credits

Intended Audience

This learning programme is intended for all persons who need to solve problems, make decisions and implement solutions.  This Unit Standard is intended for junior managers of organisations. The Unit Standard specifies the knowledge and skills required to solve problems and make decisions.

Programme entry level requirements

It is assumed that people learning towards this Unit Standard are already competent in:

  • Communication and Mathematical Literacy at NQF Level 3

Programme Outcomes

In this learning programme, we will be covering the following learning outcomes :

During the workshop the learner will complete a number of class activities that will form part of his/her formative assessment.  In this the learner has the opportunity to practice and explore new skills in a safe environment.  The learner should take the opportunity to gather as much information as he/she can to use during his/her workplace learning and self-study.

The workshop will be followed by summative assessment tasks to be completed through self-study in your workplace.  In some cases, the learner may be required to do research and complete the tasks in his/her own time.

Accreditation

This unit standards is a core unit standard of Qualifications ID57712, Further Education and Training Certificate: Generic Management, Level 4, NQF Level 04

Gary Watkins

Gary Watkins

Managing Director

C: +27 (0)82 416 7712

T: +27 (0)10 035 4185 (Office)

F: +27 (0)86 689 7862

Social Profiles

Related items.

  • Understand how primary labour legislation impacts on a business SAQA ID 13952
  • Manage individual and team performance SAQA ID 11473
  • Use communication techniques effectively SAQA ID 12433
  • Manage a diverse work force to add value SAQA ID 252043
  • Build teams to achieve goals and objectives SAQA ID 252037

Latest from Gary Watkins

  • National and Regional Economically Active Population Profile QLFS Q3:2021
  • National and Regional Economically Active Population Profile QLFS Q2:2021
  • Consolidated Directions on Occupational Health and Safety Measures in certain workplaces as at 11 June 2021
  • COVID19TERS Benefits as at 20 July 2021
  • Adjusted Level 3 Lockdown - 25 July 2021
  • About Workinfo.com
  • Corporate Details

HR Vacancies

  • Human Resource Vacancies
  • Employee Relations Vacancies
  • Training Vacancies
  • Payroll Vacancies

HR Associations

 LinkedIn

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 
13600  Demonstrate knowledge of regulatory requirements for permit to work systems 
SGB Power Plant Operations 
-  
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
Passed the End Date -
Status was "Reregistered" 
2018-07-01  2023-06-30  SAQA 06120/18 
2024-06-30   2027-06-30  
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 
 
People credited with this unit standard are able to describe the requirements to apply a permit to work; describe the requirements for a lockout system; describe the requirements for testing of plant and or apparatus. 
1. Listen, question, observe, describe and accurately align with the sender`s need.
2. Understand and respect peoples values and beliefs as well as those of the organisation and manage his/her actions in line with the above.
3. Understands one`s own development requirements.
4. Understands the company`s vision and manage their actions in line with it.
5. Specific organisation safety standards.
6. Basic first aid.
7. Fire fighting.
8. Specific emergency preparedness.
9. Problem solving and decision making.
10. Environmental awareness.
11. Organisation understanding. 
 
Describe the requirements to apply a permit. 
1. Authorisation requirements are described according to organisational requirements. 
Issuer and receiver of permit
 
2. The description outlines the method used for the requisition of plant and or electrical apparatus for maintenance according to organisational requirements. 
3. The method used for preparing for maintenance plant and or electrical apparatus is described according to organisational safety standards. 
Includes responsibilities of authorised person.
 
4. The method used for cancelation of authorisation for maintenance on plant and or electrical apparatus is described according to organisational standards. 
5. The method used for the return of plant and or electrical apparatus to service is described according to organizational standards. 
Desribe the requirements for a lock-out system. 
1. The description outline the system used to ensure security of all points of isolation according to organisational
standards. 
2. The description outline the means which is used to ensure security of all points of isolation according to
organisational requirements. 
3. The description outlines the method of access control to restricted areas according to organisational requirements. 
Electrical, mechanical and hazardous substance areas
 
Describe the requirements of testing plant and electrical apparatus during authorised maintenance. 
Describe the requirements of testing plant and or electrical apparatus during authorised maintenance. 
1. The regulatory requirements for testing of plant and or electrical apparatus before returning to service are described according to organisational standards. 
Mechanical, electrical and hazardous substances
 
2. The responsibilities of the issuer of the test permit are described according to organisational standards. 
3. The responsibilities of the receiver of the test permit are described according to organisational standards. 
Accreditation : Evaluation of documentation and registration thereof according to SAQA approved process.

Moderation : Power Plant Operations SGB. 
1. Relevant documentation procedure knowledge.
2. Understand the trends and or incidents related to the specific regulatory requirement application.
3. Regulatory procedure knowledge. 
N/A 
 
Identifying & solving problems in which responses display that responsible decisions using critical and creative thinking have been made. 
Working effectively with others as a member of a team, group, organization, and community. 
Organising and managing oneself and one`s activities responsibly and effectively. 
Collecting, analysing, organizing and critically evaluating information. 
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. 
Using science and technology effectively and critically, showing responsibility towards the environment and health of others. 
Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. 
Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
a. Reflecting on and exploring a variety of strategies to learn more effectively;
b. Participating as responsible citizens in the life of local, national and global communities;
c. Being culturally and aesthetically sensitive across a range of social contexts;
d. Exploring education and career opportunities;
e. Developing entrepreneurial opportunities. 

 
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 
Terminology used in this unit standard is consistent with the following:
Core    Further Education and Training Certificate: Electrical Network Control  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2023-06-30  EWSETA 
Core    Further Education and Training Certificate: Power Plant Operations  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2023-06-30  EWSETA 
Core    National Diploma: Fossil Power Plant Process Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
Status was "Reregistered" 
2009-02-18  Was EWSETA until Last Date for Achievement 
Core    National Diploma: Hydro Power Plant Process Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
Status was "Reregistered" 
2009-02-18  Was EWSETA until Last Date for Achievement 
Core    National Diploma: Nuclear Power Plant Process Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
Status was "Reregistered" 
2009-02-18  Was EWSETA until Last Date for Achievement 
Fundamental    National Diploma: Power Plant Process Control Operations  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 
2023-06-30  EWSETA 
Elective    National Certificate: Fossil Power Plant Operation  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
Status was "Reregistered" 
2023-06-30  EWSETA 
Elective    National Certificate: Hydro Power Plant Operation  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
Status was "Reregistered" 
2009-02-18  Was EWSETA until Last Date for Achievement 
Elective    National Certificate: Nuclear Power Plant Operation  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
Status was "Reregistered" 
2023-06-30  EWSETA 
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
 
1. Kelvin Power (Pty) Ltd 
2. MPUMELELO TRAINING 
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

LEDISA Academy Training Logo

Problem-Solving Skills

Purpose of this problem-solving skills training course.

The  Problem Solving, Decision Making & Solution Implementation  Training Course enables the first line and middle manager to solve problems, make decisions and implement solutions. This  accredited management and leadership training  are for those who really want to make a difference.

What is the minimum entry requirements?

  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.

Learning Approach

  • Our workshops and on-site courses run over two or three days. Portfolios and final assessment are completed on the last day of the workshop.
  • 2-Day Online training through Webinar Sessions over Zoom or our Groove Webinar Platform.
  • Blended e-Learning: Learners set their own learning pace and complete the programme based on the time available. This can be done within a few hours, one to two weeks or even within two months.

How long does it take to complete the Problem-Solving Skills Course?

  • Workshop attendance: 2 Days, thereafter 6 weeks for submission of Portfolio of Evidence.
  • Online Webinar Course: 2 Days
  • Blended e-Learning option: 4 Weeks to complete self-study & 4 weeks to complete final assessment Phase.2

Problem-Solving Skills Course Outline

  • Defining a problem.
  • Investigating the problem.
  • Generating problem solutions.
  • Implementing problem solution.
  • Evaluating the effectiveness of the solution.

Services SETA (SAQA) Alignment

SAQA US Number:  242817 US Title: Solve problems, make decisions and implement solutions NQF Level: Level 4 Credits: 8

Problem-Solving Skills Course Articulation

Credits obtained during this skills programme will contribute towards qualification 57712, FET Certificate: Generic Management, NQF Level 4.

Delivery Method & Language

The programme is facilitated in English by a competent subject matter specialist/s, who utilises the following techniques to ensure that the session is practical and experiential: Lecture, Exercises, Discussion, Role Plays, Case Studies, PowerPoint Presentation, Videos, Simulations, and Learner Assessment. Study Methods include workshop training, blended online learning and in-house/on-site training.

Certification

  • Upon successful completion, the learner will receive a Letter of Competence.
  • Upon verified Competence, the learner will receive a Certificate of Competence from LEDISA Academy, as well as a Statement of Results issued by Services SETA.

Accreditation

LEDISA Academy (Pty) Ltd is accredited for this training course with the Services SETA. Accreditation Number 9703. Proof of Registration available on request.

Book Your Seat Now / Contact Us For More Details!

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 
243025  Monitor machining process, interpret statistical process control charts, and rectify production problems 
SGB Manufacturing and Assembly Processes 
-  
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
Undefined  Regular  Level 3  NQF Level 03 
Passed the End Date -
Status was "Reregistered" 
2018-07-01  2023-06-30  SAQA 06120/18 
2024-06-30   2027-06-30  
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 
 
This unit standard reflects the skills required to:
The following competencies are assumed:
The scope and level of this unit standard is indicated by range statements related to the specific outcomes.

Rectify means implementing remedial actions and monitoring and evaluating the effect of changes and also includes reporting the problem where it is beyond the limits of the learner's authority. 
 
Describe and explain the purpose of quality processes and the relationship to work activities. 
Quality processes include upper and lower process limits, critical characteristics, principles of statistical process control, measuring and checking methods, consequences of poor quality products. 
Response to questioning indicates an understanding of the theoretical principles of statistical process control and the identification of out-of-control production conditions. 
Assessment criterion type: Understanding confirmed. 
Key concepts include:
Response to questioning indicates an understanding of the common faults, their causes and how they can be rectified. 
A problem solving technique can be described and applied and the purpose of such techniques can be explained. 
The purpose of this assessment criterion is to establish if the learner can apply a systematic approach to problem solving. Problem solving techniques include any tool to systemise the problem solving process, eg fishbone diagrams, flowcharts, root cause analysis.
 
Review statistical information and identify unstable processes. 
Unstable processes, trends and error conditions are identified and a response to the problem is determined. 
Assessment criterion type: Results achieved. 
Downtime and production losses are minimised. 
Assessment criterion type: Indicator. 
The learner's evidence shows that he/she has identified and interpreted a range of different unstable process conditions, trends and error conditions. 
A consistent and systematic approach is used to identify and determine a response to the problem. 
Response includes choices such as stopping the machining process, referring a problem to the appropriate person or making running adjustments.
 
Analyse the process conditions in unstable processes and determine the cause of the problem. 
The underlying cause of the problem is identified and recorded. 
A consistent and systematic approach is used to identify problems and develop a solution. 
Implement remedial action, monitor and evaluate the effect of changes and record and report actions. 
Implement remedial action includes reporting the problem when the solution exceeds the person's authority or resources. 
Remedial actions are appropriate to the cause and result in an ongoing resolution of the problem. 
All remedial actions are carried out with due care for the equipment, the materials and the quality of the final product. 
Remedial actions are communicated effectively and timeously to the appropriate person. 
Records are accurate and processed in line with organisational standards. 
Monitor the production process and ensure that it runs smoothly. 
The learner's evidence shows that he/she can anticipate problems. 
Problems are restricted to common manufacturing problems related to the process or the product.
 
A consistent and systematic approach is used to check the various aspects of the process. 
Aspects of the process include equipment conditions, tooling and associated components, lubricant levels, stock levels and type of stock.
 
Assessment will be governed by the policies and guidelines of a relevant Education and Training Quality Assurance body (ETQA), which has jurisdiction over this field of learning. The policies and procedures of the relevant ETQA will also determine:
The following items reflect the type of knowledge that the assessor will evaluate.

Names & functions of:
N/A 
 
Identify and solve problems.
Work effectively with others.
Organise and manage myself and my activities.
Collect, analyse, organise and critically evaluate information.
Communicate effectively.
Use science and technology effectively and critically.
Demonstrate an understanding of the world as a set of related systems.

 
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 
Core    National Certificate: Automotive Components: Manufacturing and Assembly  Level 3  NQF Level 03  Passed the End Date -
Status was "Reregistered" 
2023-06-30  MERSETA 
Core    National Certificate: CNC Production Machining  Level 3  NQF Level 03  Passed the End Date -
Status was "Reregistered" 
2023-06-30  MERSETA 
Core    Further Education and Training Certificate: Production Technology  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2023-06-30  MERSETA 
Elective    National Certificate: Mechanical Engineering: Machining and Tooling  Level 3  NQF Level 03  Passed the End Date -
Status was "Reregistered" 
2023-06-30  As per Learning Programmes recorded against this Qual 
Elective    National Certificate: Metal and Engineering Manufacturing Processes  Level 3  NQF Level 03  Passed the End Date -
Status was "Reregistered" 
2023-06-30  MERSETA 
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
 
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 
246617  Participate in a problem solving work group 
SGB Pulp and Paper 
-  
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
Undefined  Regular  Level 4  NQF Level 04 
Passed the End Date -
Status was "Reregistered" 
2018-07-01  2023-06-30  SAQA 06120/18 
2024-06-30   2027-06-30  
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 
 
This unit standard is intended for a person who has to participate actively in a problem solving work group. This will ensure that the obstacles to production efficiency in a tissue conversion operation are cleared in accordance with safe and accepted work practices.

A person credited with this unit standard is able to:
Description of required skills:
The context of this unit standard includes a complete tissue conversion process including final packing operations if in-line packaging is performed. Processes included are diaper conversion, femcare product conversion, roll tissue conversion and cut tissue conversion.

The level assigned to this unit standard is appropriate because the process requires a wide range of cognitive skills and offers a considerable choice of solutions. A broad knowledge base incorporating some theoretical concepts, analytical interpretation of information, informed judgement and a range of sometime innovative responses to concrete but often unfamiliar problems are employed. 
 
Explain the problem solving process. 
A formal problem solving methodology is explained in accordance with specified requirements. 
Problem solving strategies are explained in terms of life and workplace applications. 
Workplace applications may include:
Behavioural obstacles to efficient problem solving are identified and explained in accordance with specified requirements. 
Group dynamics which contribute to efficient problem solving are described in terms of the principles of group work. 
Own role and contribution to group activities are explained in accordance with specified requirements. 
Identify deviating events. 
Types of deviations that could occur are explained with the assistance of workplace examples. 
Process deviations may include:
Simple statistical process control methods are explained in terms of their use to identify deviations. 
Statistical process control methods are used to monitor a range of parameters. 
Process deviations and potential deviations are identified as applicable to own workplace. 
Deviations and potential deviation types may include:
Product quality deviations and potential deviations are identified as applicable to own workplace. 
Extent and impact of deviations are quantified in terms of a tissue conversion operation. 
An accurate problem statement is formulated using correct terminology. 
Collect data relevant to solving the problem. 
Relevant data and data sources are identified that may cause the problem and as applicable to the problem solving methodology. 
Data may include:
Relevant data is collected in accordance with the type of problem. 
Data is analysed to confirm or refute possible causes. 
Contribute to the analyses of causal factors and the identification of the cause of the problem. 
Results are compared to findings obtained by other members of the group 
Possible causes are formulated in accordance with the type of problem and using appropriate terminology. 
Causes are analysed in terms of the data obtained and its potential to cause the problem. 
A most likely cause is selected and motivated based on the analysis. 
Contribute to implementing solutions and carry out follow-up activities. 
Recommendations are formulated in order to address the problem. 
Chosen actions are checked for compliance with the (standard operating) instructions. 
The optimum action is implemented in accordance with workplace procedures. 
Changes in variables are monitored and evaluated against the expected results. 
On-going or new problems are addressed in the light of other options identified during the analysis. 
On-going problems should be referred if a solution is not found within a specified time limit. 
Prescribed documentation is completed in accordance with workplace procedures. 
An assessor, accredited with a relevant NQF 4 or higher qualification, will assess the learner's competency.
The qualifying learner understands and can:
N/A 
 
The learner is able to identify and solve problems in which responses display that responsible decisions, using critical and creative thinking, have been made by:
The learner is able to work effectively with others as a member of a team, group, organisation or community by:
The learner is able to organise and manage himself and his activities responsibly and effectively by:
The learner is able to collect, analyse, organise and critically evaluate information when:
Communicate effectively by using mathematical and/or language skills in the modes of oral and/or written presentations by:
The learner is able to use science and technology effectively and critically, showing responsibility towards the environment and health of others by:
Demonstrate an understanding of the world as a set of related systems by rrecognising that problem solving contexts do not exist in isolation by:
Contribute to the full personal development of each learner and the social and economic development of the society at large by:

 
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 
Application:

This unit standard may also find application within:
Core    Further Education and Training Certificate: Tissue Conversion  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2015-06-30  FPMSETA 
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
 
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

problem solving and decision making saqa

  • Higher Education
  • K-12 Education
  • All-Human Resources
  • Leadership Foundations
  • Leader Onboarding
  • Executive Team Development
  • Multi-Tier Team Development
  • High Potential Leadership
  • Inclusive Leadership
  • Culture Development
  • Women in Leadership
  • Leading Change
  • Leader Wellbeing
  • Relationship Management
  • High Potential
  • Career Development
  • Organizational Transition
  • Strategic Planning
  • Talent & Succession Planning
  • Employee Experience
  • News & Insights
  • Clients Say
  • Lead Excel Learning
  • Leader Foundations

Session Six: Problem Solving and Decision Making

problem solving and decision making saqa

Virtual Link

Session expired

Please log in again. The login page will open in a new tab. After logging in you can close it and return to this page.

What is decision making?

Signpost with three blank signs on sky backgrounds

Decisions, decisions. When was the last time you struggled with a choice? Maybe it was this morning, when you decided to hit the snooze button—again. Perhaps it was at a restaurant, with a miles-long menu and the server standing over you. Or maybe it was when you left your closet in a shambles after trying on seven different outfits before a big presentation. Often, making a decision—even a seemingly simple one—can be difficult. And people will go to great lengths—and pay serious sums of money—to avoid having to make a choice. The expensive tasting menu at the restaurant, for example. Or limiting your closet choices to black turtlenecks, à la Steve Jobs.

Get to know and directly engage with senior McKinsey experts on decision making

Aaron De Smet is a senior partner in McKinsey’s New Jersey office, Eileen Kelly Rinaudo  is McKinsey’s global director of advancing women executives and is based in the New York office, Frithjof Lund is a senior partner in the Oslo office, and Leigh Weiss is a senior adviser in the Boston office.

If you’ve ever wrestled with a decision at work, you’re definitely not alone. According to McKinsey research, executives spend a significant portion of their time— nearly 40 percent , on average—making decisions. Worse, they believe most of that time is poorly used. People struggle with decisions so much so that we actually get exhausted from having to decide too much, a phenomenon called decision fatigue.

But decision fatigue isn’t the only cost of ineffective decision making. According to a McKinsey survey of more than 1,200 global business leaders, inefficient decision making costs a typical Fortune 500 company 530,000 days  of managers’ time each year, equivalent to about $250 million in annual wages. That’s a lot of turtlenecks.

How can business leaders ease the burden of decision making and put this time and money to better use? Read on to learn the ins and outs of smart decision making—and how to put it to work.

Learn more about our People & Organizational Performance Practice .

How can organizations untangle ineffective decision-making processes?

McKinsey research has shown that agile is the ultimate solution for many organizations looking to streamline their decision making . Agile organizations are more likely to put decision making in the right hands, are faster at reacting to (or anticipating) shifts in the business environment, and often attract top talent who prefer working at companies with greater empowerment and fewer layers of management.

For organizations looking to become more agile, it’s possible to quickly boost decision-making efficiency by categorizing the type of decision to be made and adjusting the approach accordingly. In the next section, we review three types of decision making and how to optimize the process for each.

What are three keys to faster, better decisions?

Business leaders today have access to more sophisticated data than ever before. But it hasn’t necessarily made decision making any easier. For one thing, organizational dynamics—such as unclear roles, overreliance on consensus, and death by committee—can get in the way of straightforward decision making. And more data often means more decisions to be taken, which can become too much for one person, team, or department. This can make it more difficult for leaders to cleanly delegate, which in turn can lead to a decline in productivity.

Leaders are growing increasingly frustrated with broken decision-making processes, slow deliberations, and uneven decision-making outcomes. Fewer than half  of the 1,200 respondents of a McKinsey survey report that decisions are timely, and 61 percent say that at least half the time they spend making decisions is ineffective.

What’s the solution? According to McKinsey research, effective solutions center around categorizing decision types and organizing different processes to support each type. Further, each decision category should be assigned its own practice—stimulating debate, for example, or empowering employees—to yield improvements in effectiveness.

Here are the three decision categories  that matter most to senior leaders, and the standout practice that makes the biggest difference for each type of decision.

  • Big-bet decisions are infrequent but high risk, such as acquisitions. These decisions carry the potential to shape the future of the company, and as a result are generally made by top leaders and the board. Spurring productive debate by assigning someone to argue the case for and against a potential decision can improve big-bet decision making.
  • Cross-cutting decisions, such as pricing, can be frequent and high risk. These are usually made by business unit heads, in cross-functional forums as part of a collaborative process. These types of decisions can be improved by doubling down on process refinement. The ideal process should be one that helps clarify objectives, measures, and targets.
  • Delegated decisions are frequent but low risk and are handled by an individual or working team with some input from others. Delegated decision making can be improved by ensuring that the responsibility for the decision is firmly in the hands of those closest to the work. This approach also enhances engagement and accountability.

In addition, business leaders can take the following four actions to help sustain rapid decision making :

  • Focus on the game-changing decisions, ones that will help an organization create value and serve its purpose.
  • Convene only necessary meetings, and eliminate lengthy reports. Turn unnecessary meetings into emails, and watch productivity bloom. For necessary meetings, provide short, well-prepared prereads to aid in decision making.
  • Clarify the roles of decision makers and other voices. Who has a vote, and who has a voice?
  • Push decision-making authority to the front line—and tolerate mistakes.

Circular, white maze filled with white semicircles.

Introducing McKinsey Explainers : Direct answers to complex questions

How can business leaders effectively delegate decision making.

Business is more complex and dynamic than ever, meaning business leaders are faced with needing to make more decisions in less time. Decision making takes up an inordinate amount of management’s time—up to 70 percent for some executives—which leads to inefficiencies and opportunity costs.

As discussed above, organizations should treat different types of decisions differently . Decisions should be classified  according to their frequency, risk, and importance. Delegated decisions are the most mysterious for many organizations: they are the most frequent, and yet the least understood. Only about a quarter of survey respondents  report that their organizations make high-quality and speedy delegated decisions. And yet delegated decisions, because they happen so often, can have a big impact on organizational culture.

The key to better delegated decisions is to empower employees by giving them the authority and confidence to act. That means not simply telling employees which decisions they can or can’t make; it means giving employees the tools they need to make high-quality decisions and the right level of guidance as they do so.

Here’s how to support delegation and employee empowerment:

  • Ensure that your organization has a well-defined, universally understood strategy. When the strategic intent of an organization is clear, empowerment is much easier because it allows teams to pull in the same direction.
  • Clearly define roles and responsibilities. At the foundation of all empowerment efforts is a clear understanding of who is responsible for what, including who has input and who doesn’t.
  • Invest in capability building (and coaching) up front. To help managers spend meaningful coaching time, organizations should also invest in managers’ leadership skills.
  • Build an empowerment-oriented culture. Leaders should role model mindsets that promote empowerment, and managers should build the coaching skills they want to see. Managers and employees, in particular, will need to get comfortable with failure as a necessary step to success.
  • Decide when to get involved. Managers should spend effort up front to decide what is worth their focused attention. They should know when it’s appropriate to provide close guidance and when not to.

How can you guard against bias in decision making?

Cognitive bias is real. We all fall prey, no matter how we try to guard ourselves against it. And cognitive and organizational bias undermines good decision making, whether you’re choosing what to have for lunch or whether to put in a bid to acquire another company.

Here are some of the most common cognitive biases and strategies for how to avoid them:

  • Confirmation bias. Often, when we already believe something, our minds seek out information to support that belief—whether or not it is actually true. Confirmation bias  involves overweighting evidence that supports our belief, underweighting evidence against our belief, or even failing to search impartially for evidence in the first place. Confirmation bias is one of the most common traps organizational decision makers fall into. One famous—and painful—example of confirmation bias is when Blockbuster passed up the opportunity  to buy a fledgling Netflix for $50 million in 2000. (Actually, that’s putting it politely. Netflix executives remember being “laughed out” of Blockbuster’s offices.) Fresh off the dot-com bubble burst of 2000, Blockbuster executives likely concluded that Netflix had approached them out of desperation—not that Netflix actually had a baby unicorn on its hands.
  • Herd mentality. First observed by Charles Mackay in his 1841 study of crowd psychology, herd mentality happens when information that’s available to the group is determined to be more useful than privately held knowledge. Individuals buy into this bias because there’s safety in the herd. But ignoring competing viewpoints might ultimately be costly. To counter this, try a teardown exercise , wherein two teams use scenarios, advanced analytics, and role-playing to identify how a herd might react to a decision, and to ensure they can refute public perceptions.
  • Sunk-cost fallacy. Executives frequently hold onto underperforming business units or projects because of emotional or legacy attachment . Equally, business leaders hate shutting projects down . This, researchers say, is due to the ingrained belief that if everyone works hard enough, anything can be turned into gold. McKinsey research indicates two techniques for understanding when to hold on and when to let go. First, change the burden of proof from why an asset should be cut to why it should be retained. Next, categorize business investments according to whether they should be grown, maintained, or disposed of—and follow clearly differentiated investment rules  for each group.
  • Ignoring unpleasant information. Researchers call this the “ostrich effect”—when people figuratively bury their heads in the sand , ignoring information that will make their lives more difficult. One study, for example, found that investors were more likely to check the value of their portfolios when the markets overall were rising, and less likely to do so when the markets were flat or falling. One way to help get around this is to engage in a readout process, where individuals or teams summarize discussions as they happen. This increases the likelihood that everyone leaves a meeting with the same understanding of what was said.
  • Halo effect. Important personal and professional choices are frequently affected by people’s tendency to make specific judgments based on general impressions . Humans are tempted to use simple mental frames to understand complicated ideas, which means we frequently draw conclusions faster than we should. The halo effect is particularly common in hiring decisions. To avoid this bias, structured interviews can help mitigate the essentializing tendency. When candidates are measured against indicators, intuition is less likely to play a role.

For more common biases and how to beat them, check out McKinsey’s Bias Busters Collection .

Learn more about Strategy & Corporate Finance consulting  at McKinsey—and check out job opportunities related to decision making if you’re interested in working at McKinsey.

Articles referenced include:

  • “ Bias busters: When the crowd isn’t necessarily wise ,” McKinsey Quarterly , May 23, 2022, Eileen Kelly Rinaudo , Tim Koller , and Derek Schatz
  • “ Boards and decision making ,” April 8, 2021, Aaron De Smet , Frithjof Lund , Suzanne Nimocks, and Leigh Weiss
  • “ To unlock better decision making, plan better meetings ,” November 9, 2020, Aaron De Smet , Simon London, and Leigh Weiss
  • “ Reimagine decision making to improve speed and quality ,” September 14, 2020, Julie Hughes , J. R. Maxwell , and Leigh Weiss
  • “ For smarter decisions, empower your employees ,” September 9, 2020, Aaron De Smet , Caitlin Hewes, and Leigh Weiss
  • “ Bias busters: Lifting your head from the sand ,” McKinsey Quarterly , August 18, 2020, Eileen Kelly Rinaudo
  • “ Decision making in uncertain times ,” March 24, 2020, Andrea Alexander, Aaron De Smet , and Leigh Weiss
  • “ Bias busters: Avoiding snap judgments ,” McKinsey Quarterly , November 6, 2019, Tim Koller , Dan Lovallo, and Phil Rosenzweig
  • “ Three keys to faster, better decisions ,” McKinsey Quarterly , May 1, 2019, Aaron De Smet , Gregor Jost , and Leigh Weiss
  • “ Decision making in the age of urgency ,” April 30, 2019, Iskandar Aminov, Aaron De Smet , Gregor Jost , and David Mendelsohn
  • “ Bias busters: Pruning projects proactively ,” McKinsey Quarterly , February 6, 2019, Tim Koller , Dan Lovallo, and Zane Williams
  • “ Decision making in your organization: Cutting through the clutter ,” McKinsey Quarterly , January 16, 2018, Aaron De Smet , Simon London, and Leigh Weiss
  • “ Untangling your organization’s decision making ,” McKinsey Quarterly , June 21, 2017, Aaron De Smet , Gerald Lackey, and Leigh Weiss
  • “ Are you ready to decide? ,” McKinsey Quarterly , April 1, 2015, Philip Meissner, Olivier Sibony, and Torsten Wulf.

Signpost with three blank signs on sky backgrounds

Want to know more about decision making?

Related articles.

Three gear wheels in contact

What is productivity?

" "

What is the future of work?

" "

What is leadership?

  • Business Essentials
  • Leadership & Management
  • Credential of Leadership, Impact, and Management in Business (CLIMB)
  • Entrepreneurship & Innovation
  • Digital Transformation
  • Finance & Accounting
  • Business in Society
  • For Organizations
  • Support Portal
  • Media Coverage
  • Founding Donors
  • Leadership Team

problem solving and decision making saqa

  • Harvard Business School →
  • HBS Online →
  • Business Insights →

Business Insights

Harvard Business School Online's Business Insights Blog provides the career insights you need to achieve your goals and gain confidence in your business skills.

  • Career Development
  • Communication
  • Decision-Making
  • Earning Your MBA
  • Negotiation
  • News & Events
  • Productivity
  • Staff Spotlight
  • Student Profiles
  • Work-Life Balance
  • AI Essentials for Business
  • Alternative Investments
  • Business Analytics
  • Business Strategy
  • Business and Climate Change
  • Design Thinking and Innovation
  • Digital Marketing Strategy
  • Disruptive Strategy
  • Economics for Managers
  • Entrepreneurship Essentials
  • Financial Accounting
  • Global Business
  • Launching Tech Ventures
  • Leadership Principles
  • Leadership, Ethics, and Corporate Accountability
  • Leading Change and Organizational Renewal
  • Leading with Finance
  • Management Essentials
  • Negotiation Mastery
  • Organizational Leadership
  • Power and Influence for Positive Impact
  • Strategy Execution
  • Sustainable Business Strategy
  • Sustainable Investing
  • Winning with Digital Platforms

7 Ways to Improve Your Ethical Decision-Making

A diverse team of five business professionals having a discussion

  • 03 Aug 2023

Effective decision-making is the cornerstone of any thriving business. According to a survey of 760 companies cited in the Harvard Business Review , decision effectiveness and financial results correlated at a 95 percent confidence level across countries, industries, and organization sizes.

Yet, making ethical decisions can be difficult in the workplace and often requires dealing with ambiguous situations.

If you want to become a more effective leader , here’s an overview of why ethical decision-making is important in business and how to be better at it.

Access your free e-book today.

The Importance of Ethical Decision-Making

Any management position involves decision-making .

“Even with formal systems in place, managers have a great deal of discretion in making decisions that affect employees,” says Harvard Business School Professor Nien-hê Hsieh in the online course Leadership, Ethics, and Corporate Accountability . “This is because many of the activities companies need to carry out are too complex to specify in advance.”

This is where ethical decision-making comes in. As a leader, your decisions influence your company’s culture, employees’ motivation and productivity, and business processes’ effectiveness.

It also impacts your organization’s reputation—in terms of how customers, partners, investors, and prospective employees perceive it—and long-term success.

With such a large portion of your company’s performance relying on your guidance, here are seven ways to improve your ethical decision-making.

1. Gain Clarity Around Personal Commitments

You may be familiar with the saying, “Know thyself.” The first step to including ethics in your decision-making process is defining your personal commitments.

To gain clarity around those, Hsieh recommends asking:

  • What’s core to my identity? How do I perceive myself?
  • What lines or boundaries will I not cross?
  • What kind of life do I want to live?
  • What type of leader do I want to be?

Once you better understand your core beliefs, values, and ideals, it’s easier to commit to ethical guidelines in the workplace. If you get stuck when making challenging decisions, revisit those questions for guidance.

2. Overcome Biases

A bias is a systematic, often unconscious inclination toward a belief, opinion, perspective, or decision. It influences how you perceive and interpret information, make judgments, and behave.

Bias is often based on:

  • Personal experience
  • Cultural background
  • Social conditioning
  • Individual preference

It exists in the workplace as well.

“Most of the time, people try to act fairly, but personal beliefs or attitudes—both conscious and subconscious—affect our ability to do so,” Hsieh says in Leadership, Ethics, and Corporate Accountability .

There are two types of bias:

  • Explicit: A bias you’re aware of, such as ageism.
  • Implicit: A bias that operates outside your awareness, such as cultural conditioning.

Whether explicit or implicit, you must overcome bias to make ethical, fair decisions.

Related: How to Overcome Stereotypes in Your Organization

3. Reflect on Past Decisions

The next step is reflecting on previous decisions.

“By understanding different kinds of bias and how they can show themselves in the workplace, we can reflect on past decisions, experiences, and emotions to help identify problem areas,” Hsieh says in the course.

Reflect on your decisions’ processes and the outcomes. Were they favorable? What would you do differently? Did bias affect them?

Through analyzing prior experiences, you can learn lessons that help guide your ethical decision-making.

4. Be Compassionate

Decisions requiring an ethical lens are often difficult, such as terminating an employee.

“Termination decisions are some of the hardest that managers will ever have to make,” Hsieh says in Leadership, Ethics, and Corporate Accountability . “These decisions affect real people with whom we often work every day and who are likely to depend on their job for their livelihood.”

Such decisions require a compassionate approach. Try imagining yourself in the other person’s shoes, and think about what you would want to hear. Doing so allows you to approach decision-making with more empathy.

Leadership, Ethics, and Corporate Accountability | Develop a toolkit for making tough leadership decisions| Learn More

5. Focus on Fairness

Being “fair” in the workplace is often ambiguous, but it’s vital to ethical decision-making.

“Fairness is not only an ethical response to power asymmetries in the work environment,” Hsieh says in Leadership, Ethics, and Corporate Accountability . “Fairness–and having a successful organizational culture–can benefit the organization economically and legally as well.”

It’s particularly important to consider fairness in the context of your employees. According to Leadership, Ethics, and Corporate Accountability , operationalizing fairness in employment relationships requires:

  • Legitimate expectations: Expectations stemming from a promise or regular practice that employees can anticipate and rely on.
  • Procedural fairness: Concern with whether decisions are made and carried out impartially, consistently, and transparently.
  • Distributive fairness: The fair allocation of opportunities, benefits, and burdens based on employees’ efforts or contributions.

Keeping these aspects of fairness in mind can be the difference between a harmonious team and an employment lawsuit. When in doubt, ask yourself: “If I or someone I loved was at the receiving end of this decision, what would I consider ‘fair’?”

6. Take an Individualized Approach

Not every employee is the same. Your relationships with team members, managers, and organizational leaders differ based on factors like context and personality types.

“Given the personal nature of employment relationships, your judgment and actions in these areas will often require adjustment according to each specific situation,” Hsieh explains in Leadership, Ethics, and Corporate Accountability .

One way to achieve this is by tailoring your decision-making based on employees’ values and beliefs. For example, if a colleague expresses concerns about a project’s environmental impact, explore eco-friendly approaches that align with their values.

Another way you can customize your ethical decision-making is by accommodating employees’ cultural differences. Doing so can foster a more inclusive work environment and boost your team’s performance .

7. Accept Feedback

Ethical decision-making is susceptible to gray areas and often met with dissent, so it’s critical to be approachable and open to feedback .

The benefits of receiving feedback include:

  • Learning from mistakes.
  • Having more opportunities to exhibit compassion, fairness, and transparency.
  • Identifying blind spots you weren’t aware of.
  • Bringing your team into the decision-making process.

While such conversations can be uncomfortable, don’t avoid them. Accepting feedback will not only make you a more effective leader but also help your employees gain a voice in the workplace.

How to Become a More Effective Leader | Access Your Free E-Book | Download Now

Ethical Decision-Making Is a Continuous Learning Process

Ethical decision-making doesn’t come with right or wrong answers—it’s a continuous learning process.

“There often is no right answer, only imperfect solutions to difficult problems,” Hsieh says. “But even without a single ‘right’ answer, making thoughtful, ethical decisions can make a major difference in the lives of your employees and colleagues.”

By taking an online course, such as Leadership, Ethics, and Corporate Accountability , you can develop the frameworks and tools to make effective decisions that benefit all aspects of your business.

Ready to improve your ethical decision-making? Enroll in Leadership, Ethics, and Corporate Accountability —one of our online leadership and management courses —and download our free e-book on how to become a more effective leader.

problem solving and decision making saqa

About the Author

IMAGES

  1. Decision Making and Problem Solving Questions and Answers

    problem solving and decision making saqa

  2. Master Your Problem Solving and Decision Making Skills

    problem solving and decision making saqa

  3. PPT

    problem solving and decision making saqa

  4. PPT

    problem solving and decision making saqa

  5. Problem Solving vs Decision Making: Difference and Comparison

    problem solving and decision making saqa

  6. Problem Solving and Decision Making

    problem solving and decision making saqa

VIDEO

  1. IB ACIO 2023 Math Exam:Analyzing 18 Feb Shift 2 2021 Solutions || IB ACIO 2023 Maths #ibacio2023

  2. 2022 SQA Higher Mathematics Paper 1 no.7 Trigonometric Formulae

  3. 2022 Higher Mathematics Paper 2 no.2 Roots of a quadratic equation

  4. Defining the Problem

  5. PROBLEM SOLVING & DECISION MAKING

  6. Team Building Activities

COMMENTS

  1. SAQA

    Apply problem-solving techniques to make a decision or solve a problem in a real life context : SAQA US ID: UNIT STANDARD TITLE ... The role of brainstorming in problem solving and decision-making is explored and an indication is given of the power of group decision-making and accountability for personal decisions. ... As per the SAQA Board ...

  2. SAQA

    Apply problem-solving techniques to make a decision or solve a problem in a real life context : SAQA US ID: UNIT STANDARD TITLE: ... SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2007-06-26 : ... The role of brainstorming in problem solving and decision-making is explored and an indication is given of the power of group ...

  3. SAQA

    Demonstrating an ability to perceive problem-solving as a process and manage problem-solving objectively. ... The risk management process is understood and explained generically and in the context of public service problem analysis and decision making. ... As per the SAQA Board decision/s at that time, this unit standard was Reregistered in ...

  4. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: LAST DATE FOR ACHIEVEMENT: ... Possible solutions are generated by using a range of problem-solving techniques. ASSESSMENT CRITERION RANGE : Includes, but is not limited to: Delphi Technique, Mapping, Computer ...

  5. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: ... The systems approach as applied to decision making and problem solving. Critical and analytical thinking techniques. Techniques for analysing and defining problems. UNIT STANDARD DEVELOPMENTAL OUTCOME :

  6. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : ... > Different problem solving techniques ie business, academic and other. ... defining; decision making and problems solving processes. UNIT STANDARD CCFO SCIENCE : Using science and technology effectively and critically, showing responsibility ...

  7. PDF Problem Solving & Decision Making

    Problem solving and decision making phases The Input phase in which a problem is perceived and an attempt is made to understand the situation or problem ... SAQA ID: 242817 NQF Level: 4 Credits: 8 US Title: Solve Problems, make decisions and implement solutions

  8. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: ... Decision-making strategies are evaluated in terms of their effectiveness as approaches to ethical decision-making and moral problem solving within particular ethical codes and specific workplace, sector or ...

  9. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 ... complexity and uncertainty in governance and decision-making are understood and discussed with examples. ... Demonstrate an understanding of the world as a set of interrelated systems by recognising that problem solving contexts relating to administrative ...

  10. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: LAST DATE FOR ACHIEVEMENT: 2024-06-30 ... Apply problem solving techniques to analyse a situation. Define a multi-faceted problem in the function.

  11. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" ... The decision-making process is explained in relation to choices made and creative thinking skills. ... Demonstrate an understanding of the world as a set of interrelated systems by recognising that problem-solving contexts relating to scenario planning and visioning do ...

  12. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: LAST DATE FOR ACHIEVEMENT: ... This unit standard is intended to promote general skills, knowledge and understanding of persons co-responsible for problem solving in order to ensure knowledgeable, competent ...

  13. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 ... This unit standard is intended for learners who will need to use problem-solving skills within the scientific environment in order to solve problems effectively, and specific competencies will be needed within the area of analytical thinking. ... by making it ...

  14. Solve problems, make decisions and implement solutions SAQA ID 242817

    Module 3: Generate problem solutions. Module 4: Implement solution (s) Module 5: Evaluate the effectiveness of the solution. · Generate possible solutions by using a range of problem-solving techniques. · Identify criteria and use weighting to enable the ranking of proposed solutions. · Evaluate possible solutions against the established ...

  15. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : ... Contribute to team problem solving? ... Decision making matrices; Nominal group technique; Consensus; Majority vote. ASSESSMENT CRITERION 3 : 3. Contributions to decision making are made on the basis of available data and are made objectively.

  16. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : ... organize and evaluate information in such a way that he/she will be able to contribute to decision-making. ... Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in ...

  17. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: LAST DATE FOR ACHIEVEMENT: ... Construct and interpret probability and statistical concepts in problem solving and decision making in real-world situations.

  18. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : SAQA 06120/18 : LAST DATE FOR ENROLMENT: ... Problem solving and decision making. 10. Environmental awareness. 11. Organisation understanding. UNIT STANDARD RANGE : Electrical and mechanical plant :

  19. Problem-Solving. Services SETA & SAQA Accredited Training Course

    Purpose of this Problem-Solving Skills Training Course. The Problem Solving, Decision Making & Solution Implementation Training Course enables the first line and middle manager to solve problems, make decisions and implement solutions. This accredited management and leadership training are for those who really want to make a difference.

  20. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : ... Problem solving techniques include any tool to systemise the problem solving process, eg fishbone diagrams, flowcharts, root cause analysis. ... Ensure that it runs smoothly includes making adjustments required, giving instructions to the ...

  21. SAQA

    SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : ... A business case is compiled and presented in order to facilitate project selection and decision making by business stakeholders. ... Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving ...

  22. SAQA

    Participate in a problem solving work group : ORIGINATOR: SGB Pulp and Paper : PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY - ... SAQA DECISION NUMBER: Passed the End Date - Status was "Reregistered" 2018-07-01 : 2023-06-30 : ... Contribute to establishing the optimum action to be taken and making recommendations.

  23. Session Six: Problem Solving and Decision Making

    In session six, we transition from problem solving to decision making by understanding the process of problem solving, vertical and lateral thinking, and discussing decision making techniques to enhance strategic leadership skills. Continue Reading Session Six: Problem Solving and Decision Making

  24. What is decision making?

    Get to know and directly engage with senior McKinsey experts on decision making. Aaron De Smet is a senior partner in McKinsey's New Jersey office, Eileen Kelly Rinaudo is McKinsey's global director of advancing women executives and is based in the New York office, Frithjof Lund is a senior partner in the Oslo office, and Leigh Weiss is a senior adviser in the Boston office.

  25. 7 Ways to Improve Your Ethical Decision-Making

    Effective decision-making is the cornerstone of any thriving business. According to a survey of 760 companies cited in the Harvard Business Review, decision effectiveness and financial results correlated at a 95 percent confidence level across countries, industries, and organization sizes.. Yet, making ethical decisions can be difficult in the workplace and often requires dealing with ...