problem solving styles questionnaire

Problem-Solving Style Questionnaire

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About Problem-Solving Style Questionnaire

Author details.

Thomas Cassidy and Christopher Long Parker

(I still confuse between above two. Some Resources mention 1st one and some on second one. Hope as researcher you can help to verify this)

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Background/Description

The Problem-Solving Style Questionnaire (PSSQ) is a self -report questionnaire that measures four dimensions of problem-solving style: sensing, intuitive, feeling, and thinking. It was developed by Thomas Cassidy and Christopher Long in 1996, based on Carl Jung ’s theory of psychological types.

The PSSQ is a widely used instrument for assessing problem-solving style in a variety of settings, including educational institutions, workplaces, and counseling offices. It has been shown to be a reliable and valid measure of problem-solving style, and it has been used in numerous research studies to investigate the relationship between problem-solving style and other variables, such as academic achievement , job performance, and mental health.

The PSSQ is a relatively short instrument, consisting of 20 items with five items for each dimension. Respondents rate each item on a five-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree). The scores for each dimension are then summed to create a total score for that dimension.

The following is a brief interpretation of the four PSSQ dimensions:

• Sensing: People with a high sensing problem-solving style prefer to learn through concrete experiences and focus on practical details. They may also be good at hands-on tasks and troubleshooting problems.
• Intuitive: People with a high intuitive problem-solving style prefer to learn through abstract concepts and theories and focus on the big picture. They may also be good at thinking creatively and coming up with new ideas.
• Feeling: People with a high feeling problem-solving style prefer to make decisions based on personal values and emotions. They may also be good at empathizing with others and considering their needs .
• Thinking: People with a high thinking problem-solving style prefer to make decisions based on logic and objective reasoning. They may also be good at analyzing information and identifying patterns and trends.

It is important to note that everyone has a unique combination of problem-solving styles. There is no one “best” problem-solving style. The best way to solve a problem is to use the style that is most effective for the specific situation.

The PSSQ can be used in a variety of ways. It can be used to help individuals understand their own problem-solving style and to develop strategies for improving their problem-solving skills. It can also be used to identify individuals who may need additional support in problem-solving.

For example, a student who has a high intuitive problem-solving style may benefit from learning how to break down complex problems into smaller steps. A student who has a high sensing problem-solving style may benefit from learning how to see the big picture and generate ideas.

The PSSQ can also be used in the workplace to help employees understand their own problem-solving style and to develop teams with a variety of problem-solving styles. This can lead to more effective problem-solving and better decision-making.

Administration, Scoring and Interpretation

The Problem-Solving Style Questionnaire (PSSQ) can be administered in a variety of settings, including educational institutions, workplaces, and counseling offices. It is a relatively short instrument, so it can be administered individually or in groups.

To administer the PSSQ, simply provide respondents with a copy of the questionnaire and instruct them to read each item carefully and rate it on a five-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree). Once respondents have completed the questionnaire, collect the questionnaires and score them.

To score the PSSQ, simply sum the responses to the five items for each dimension. The total score for each dimension ranges from 5 to 25. Higher scores indicate a stronger preference for that problem-solving style.

Here are some additional tips for administering the PSSQ:

• Provide respondents with a quiet and comfortable place to complete the questionnaire.
• Allow respondents enough time to complete the questionnaire without feeling rushed.
• Be sure to answer any questions that respondents may have about the questionnaire.
• Once respondents have completed the questionnaire, thank them for their time.

Reliability and Validity

The Problem-Solving Style Questionnaire (PSSQ) has been shown to be a reliable and valid measure of problem-solving style.

Reliability refers to the consistency of a measure. A reliable measure is one that produces similar results when administered to the same people at different times.

Validity refers to the accuracy of a measure. A valid measure is one that measures what it is intended to measure.

The PSSQ has been shown to be reliable in a number of studies. For example, Cassidy and Long (1996) reported that the PSSQ had a Cronbach’s alpha of .77, which is considered to be a good level of reliability .

The PSSQ has also been shown to be valid in a number of studies. For example, Cassidy and Long (1996) found that the PSSQ scores were correlated with other measures of problem-solving style, such as the Myers-Briggs Type Indicator (MBTI).

In addition, the PSSQ has been used in a number of research studies to investigate the relationship between problem-solving style and other variables, such as academic achievement , job performance, and mental health. The results of these studies suggest that the PSSQ is a valid measure of problem-solving style.

Available Versions

Ghodrati, M., Bavandian, L., Moghaddam, M. M., & Attaran, A. (2014). On the relationship between problem-solving trait and the performance on C-test.  Theory and practice in language studies ,  4 (5), 1093-1100.

Khan, M. J., Younas, T., & Ashraf, S. (2016). Problem Solving Styles as Predictor of Life Satisfaction Among University Students.  Pakistan Journal of Psychological Research ,  31 (1).

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Frequently asked questions.

What is the Problem-Solving Style Questionnaire (PSSQ)? The PSSQ is a self -report questionnaire that measures four dimensions of problem-solving style: sensing, intuitive, feeling, and thinking.

What are the four dimensions of problem-solving style measured by the PSSQ? The four dimensions of problem-solving style measured by the PSSQ are: Sensing, Intuitive, Feeling, and Thinking.

How is the Problem-Solving Style Questionnaire scored? The PSSQ is scored by summing the responses to the five items for each dimension. The total score for each dimension ranges from 5 to 25. Higher scores indicate a stronger preference for that problem-solving style.

What are the benefits of using the Problem-Solving Style Questionnaire? The PSSQ can be used to help individuals and teams understand their problem-solving styles and develop strategies for improving their problem-solving skills. It can also be used to identify individuals who may need additional support in problem-solving.

Is the PSSQ a reliable and valid measure of problem-solving style? Yes, the PSSQ has been shown to be a reliable and valid measure of problem-solving style. It has been used in a number of research studies to investigate the relationship between problem-solving style and other variables, such as academic achievement , job performance, and mental health.

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Self-Assessment • 20 min read

How Good Is Your Problem Solving?

Use a systematic approach..

By the Mind Tools Content Team

Good problem solving skills are fundamentally important if you're going to be successful in your career.

But problems are something that we don't particularly like.

They're time-consuming.

They muscle their way into already packed schedules.

They force us to think about an uncertain future.

And they never seem to go away!

That's why, when faced with problems, most of us try to eliminate them as quickly as possible. But have you ever chosen the easiest or most obvious solution – and then realized that you have entirely missed a much better solution? Or have you found yourself fixing just the symptoms of a problem, only for the situation to get much worse?

To be an effective problem-solver, you need to be systematic and logical in your approach. This quiz helps you assess your current approach to problem solving. By improving this, you'll make better overall decisions. And as you increase your confidence with solving problems, you'll be less likely to rush to the first solution – which may not necessarily be the best one.

Once you've completed the quiz, we'll direct you to tools and resources that can help you make the most of your problem-solving skills.

How Good Are You at Solving Problems?

Instructions.

For each statement, click the button in the column that best describes you. Please answer questions as you actually are (rather than how you think you should be), and don't worry if some questions seem to score in the 'wrong direction'. When you are finished, please click the 'Calculate My Total' button at the bottom of the test.

Answering these questions should have helped you recognize the key steps associated with effective problem solving.

This quiz is based on Dr Min Basadur's Simplexity Thinking problem-solving model. This eight-step process follows the circular pattern shown below, within which current problems are solved and new problems are identified on an ongoing basis. This assessment has not been validated and is intended for illustrative purposes only.

Below, we outline the tools and strategies you can use for each stage of the problem-solving process. Enjoy exploring these stages!

Step 1: Find the Problem (Questions 7, 12)

Some problems are very obvious, however others are not so easily identified. As part of an effective problem-solving process, you need to look actively for problems – even when things seem to be running fine. Proactive problem solving helps you avoid emergencies and allows you to be calm and in control when issues arise.

These techniques can help you do this:

PEST Analysis helps you pick up changes to your environment that you should be paying attention to. Make sure too that you're watching changes in customer needs and market dynamics, and that you're monitoring trends that are relevant to your industry.

Risk Analysis helps you identify significant business risks.

Failure Modes and Effects Analysis helps you identify possible points of failure in your business process, so that you can fix these before problems arise.

After Action Reviews help you scan recent performance to identify things that can be done better in the future.

Where you have several problems to solve, our articles on Prioritization and Pareto Analysis help you think about which ones you should focus on first.

Step 2: Find the Facts (Questions 10, 14)

After identifying a potential problem, you need information. What factors contribute to the problem? Who is involved with it? What solutions have been tried before? What do others think about the problem?

If you move forward to find a solution too quickly, you risk relying on imperfect information that's based on assumptions and limited perspectives, so make sure that you research the problem thoroughly.

Step 3: Define the Problem (Questions 3, 9)

Now that you understand the problem, define it clearly and completely. Writing a clear problem definition forces you to establish specific boundaries for the problem. This keeps the scope from growing too large, and it helps you stay focused on the main issues.

A great tool to use at this stage is CATWOE . With this process, you analyze potential problems by looking at them from six perspectives, those of its Customers; Actors (people within the organization); the Transformation, or business process; the World-view, or top-down view of what's going on; the Owner; and the wider organizational Environment. By looking at a situation from these perspectives, you can open your mind and come to a much sharper and more comprehensive definition of the problem.

Cause and Effect Analysis is another good tool to use here, as it helps you think about the many different factors that can contribute to a problem. This helps you separate the symptoms of a problem from its fundamental causes.

Step 4: Find Ideas (Questions 4, 13)

With a clear problem definition, start generating ideas for a solution. The key here is to be flexible in the way you approach a problem. You want to be able to see it from as many perspectives as possible. Looking for patterns or common elements in different parts of the problem can sometimes help. You can also use metaphors and analogies to help analyze the problem, discover similarities to other issues, and think of solutions based on those similarities.

Traditional brainstorming and reverse brainstorming are very useful here. By taking the time to generate a range of creative solutions to the problem, you'll significantly increase the likelihood that you'll find the best possible solution, not just a semi-adequate one. Where appropriate, involve people with different viewpoints to expand the volume of ideas generated.

Tip: Don't evaluate your ideas until step 5. If you do, this will limit your creativity at too early a stage.

Step 5: Select and Evaluate (Questions 6, 15)

After finding ideas, you'll have many options that must be evaluated. It's tempting at this stage to charge in and start discarding ideas immediately. However, if you do this without first determining the criteria for a good solution, you risk rejecting an alternative that has real potential.

Decide what elements are needed for a realistic and practical solution, and think about the criteria you'll use to choose between potential solutions.

Paired Comparison Analysis , Decision Matrix Analysis and Risk Analysis are useful techniques here, as are many of the specialist resources available within our Decision-Making section . Enjoy exploring these!

Step 6: Plan (Questions 1, 16)

You might think that choosing a solution is the end of a problem-solving process. In fact, it's simply the start of the next phase in problem solving: implementation. This involves lots of planning and preparation. If you haven't already developed a full Risk Analysis in the evaluation phase, do so now. It's important to know what to be prepared for as you begin to roll out your proposed solution.

The type of planning that you need to do depends on the size of the implementation project that you need to set up. For small projects, all you'll often need are Action Plans that outline who will do what, when, and how. Larger projects need more sophisticated approaches – you'll find out more about these in the article What is Project Management? And for projects that affect many other people, you'll need to think about Change Management as well.

Here, it can be useful to conduct an Impact Analysis to help you identify potential resistance as well as alert you to problems you may not have anticipated. Force Field Analysis will also help you uncover the various pressures for and against your proposed solution. Once you've done the detailed planning, it can also be useful at this stage to make a final Go/No-Go Decision , making sure that it's actually worth going ahead with the selected option.

Step 7: Sell the Idea (Questions 5, 8)

As part of the planning process, you must convince other stakeholders that your solution is the best one. You'll likely meet with resistance, so before you try to “sell” your idea, make sure you've considered all the consequences.

As you begin communicating your plan, listen to what people say, and make changes as necessary. The better the overall solution meets everyone's needs, the greater its positive impact will be! For more tips on selling your idea, read our article on Creating a Value Proposition and use our Sell Your Idea Skillbook.

Step 8: Act (Questions 2, 11)

Finally, once you've convinced your key stakeholders that your proposed solution is worth running with, you can move on to the implementation stage. This is the exciting and rewarding part of problem solving, which makes the whole process seem worthwhile.

This action stage is an end, but it's also a beginning: once you've completed your implementation, it's time to move into the next cycle of problem solving by returning to the scanning stage. By doing this, you'll continue improving your organization as you move into the future.

Problem solving is an exceptionally important workplace skill.

Being a competent and confident problem solver will create many opportunities for you. By using a well-developed model like Simplexity Thinking for solving problems, you can approach the process systematically, and be comfortable that the decisions you make are solid.

Given the unpredictable nature of problems, it's very reassuring to know that, by following a structured plan, you've done everything you can to resolve the problem to the best of your ability.

This assessment has not been validated and is intended for illustrative purposes only. It is just one of many Mind Tool quizzes that can help you to evaluate your abilities in a wide range of important career skills.

If you want to reproduce this quiz, you can purchase downloadable copies in our Store .

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Afkar Hashmi

😇 This tool is very useful for me.

over 1 year

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The Problem Solving Inventory (PSI)

The PSI assesses an individual's awareness and evaluation of his or her problem-solving abilities or style, thus provides a global of that individual as a problem solver.The PSI is a self-reported measure . The PSI consists of 35 six-point Likert items (with 3 filler questions), which constitute 3 factors: Problem-Solving Confidence, Approach-Avoidance Style, and Personal Control. The questions were constructed by the authors as face valid measures of each of the five problem-solving stages, based on a revision of an earlier problem-solving inventory. The items were randomly ordered and written to contain an equal number of positive and negative statements about problem solving. Low scores indicate behaviors and attitudes typically associated with successful problem solving.

Self/Inhibitory Control, Failure Avoidance, Confidence, Problem Solving

Administration Information

The PSI should be administered and interpreted by professionals who have expertise in testing and knowledge about problem solving, and have normative information about the PSI.

Access and Use

Not indicated

Dugas, M. J., Letarte, H., Rhéaume, J., Freeston, M. H., & Ladouceur, R. (1995). Worry and problem solving: Evidence of a specific relationship. Cognitive Therapy and Research , 19 (1), 109-120.  https://doi.org/10.1007/BF02229679

Heppner, P. P., & Anderson, W. P. (1985). The relationship between problem-solving self-appraisal and psychological adjustment. Cognitive Therapy and Research , 9 (4), 415-427.  https://doi.org/10.1007/BF01173090

Huang, Y., & Flores, L. Y. (2006). Exploring the validity of the Problem-Solving Inventory with Mexican American high school students. Journal of Career Assessment , 19 (4), 431-441.  https://doi.org/10.1177/1069072711409720

Ladouceur, R., Blais, F., Freeston, M. H., & Dugas, M. J. (1998). Problem solving and problem orientation in generalized anxiety disorder. Journal of Anxiety Disorders , 12 (2), 139-152.  https://doi.org/10.1016/S0887-6185(98)00002-4

Nezu, A. M. (1986). Cognitive appraisal of problem solving effectiveness: Relation to depression and depressive symptoms. Journal of Clinical Psychology , 42 (1), 42-48.  https://doi.org/10.1002/1097-4679(198601)42:1<42::AID-JCLP2270420106>3.0.CO;2-2

Psychometrics

D'Zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology , 2 (2), 156-163.  https://doi.org/10.1037/1040-3590.2.2.156

Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology , 29 (1), 66-75.  https://doi.org/10.1037/0022-0167.29.1.66

Maydeu-Olivares, A., & D'Zurilla, T. J. (1997). The factor structure of the Problem Solving Inventory. European Journal of Psychological Assessment , 13 (3), 206-215.  https://doi.org/10.1027/1015-5759.13.3.206

Sahin, N., Sahin, N. H., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research , 17 (4), 379-396.  https://doi.org/10.1007/BF01177661

Psychometric Considerations

Psychometrics is the science of psychological assessment. A primary goal of EdInstruments is to provide information on crucial psychometric topics including Validity and Reliability – essential concepts of evaluation, which indicate how well an instrument measures a construct - as well as additional properties that are worthy of consideration when selecting an instrument of measurement.

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Problem Solving Style Inventory

Do you engage employees to help fix company problems, or do you usually devise resolutions on your own? The Problem-Solving Style Inventory (PSSI) evaluates your typical problem-solving techniques against the four critical factors to consider when solving specific situations. Help supervisors, managers, and team leaders identify their dominant and supportive styles of decision-making and conflict resolution within their work environment using this effective training tool.

Problem-Solving Style: How It Works

The Problem-Solving Style Inventory , self and feedback forms, provide 30 pairs of statements describing how people typically solve problems or make decisions. Scoring the participants' selections allows everyone to generate an overall problem-solving technique and decision-making style preference profile. One's sub-scores indicate the usage of each of the five problem-solving styles.

The Five Problem-Solving Styles:

• Ego-oriented
• We-oriented
• Other-oriented

Combining the self and feedback scores allows managers to compare their data with their team's responses. Participants learn about the different problem-solving styles, the four critical factors in choosing a style, analyze the possible overuse or underuse of each style, and design personal action plans. The self-inventory may be completed either before training or at the session. The feedback inventory should be completed and returned before the session so they can be scored and summarized.

Problem-Solving Style:  Uses and Applications

The Problem-Solving Style Inventory illustrates the various styles available to a supervisor or manager for solving problems and making decisions. You can plot a manager's problem-solving behavior along two axes, the first being "ego-centered behavior," or the extent to which a manager attempts to solve all problems by themselves or with little help. Meanwhile, "other-centered behavior" is how a manager includes other people in the problem-solving or decision-making process.

Learning Outcomes

By the end of this workshop, you will be able to:

• Identify which styles you tend to use and ignore
• Understand when and how to use different styles
• Determine which of the five styles is most useful for your team
• Identify the essential factors to consider when choosing a style

Product Details

Product Type: Assessment

Target Audience: Leadership teams and upper management Measures: A manager's preference for one of five problem-solving styles

Dimensions: Communication, problem-solving, team-building, and conflict resolution Time Required: Scoring: 10 minutes. Interpretation: one hour.

What to Order

Facilitator Guide: Order One Guide Per Trainer.

The Facilitator Guide includes background information, administrative guidelines, and a step-by-step workshop outline.

Paper Assessment 5-Pack: Order One Pack for Up to Five Participants.

The Paper Assessment is ideal for facilitators who prefer to oversee scoring and administration of the assessment. It includes pressure-sensitive forms for manual scoring.

Observer Form 5-Pack: Order One Pack for Up to Fiver Participants.

The Observer Form is designed to check the accuracy of a coach’s perception by allowing them to see how their peers perceive their style.

About the Author

Kenneth R. Phillips, Ph.D. , is the president of Phillips Associates, a performance management and sales performance training and consulting firm. He has been helping large and small organizations achieve improved performance since 1975. A noted authority in the performance management and sales performance training arenas, Dr. Phillips is a frequent speaker for numerous regional and local ASTD and SHRM groups. He held administrative positions with two national corporations and two colleges before pursuing his Ph.D. in organizational behavior at Northwestern University. Phillips Associates has a reputation as a supplier of programs and services that make a measurable impact on productivity.