Problem Solving
Problem solving in real life and in the workplace
- Duration
- 3 h
- Units
- 3
- Lessons
- 22
- Interactive activities
- 25
Read the transcript
SMILE · Module 5: Problem Solving · introduction video (English)
This is Omar. His payslip shows twenty hours less than he worked. He could get angry, or do nothing and lose his money.
Instead, he checks his own notes. He writes down the facts, asks the office politely, and the missing hours are paid the next month. Step by step, a problem becomes a plan.
Workers know it. Seventy-nine percent of adult employees in the EU said problem solving is very important for doing their job, more than any other skill in the list.
This module has three units. One: Understanding Problem Solving, Taking the First Step. Two: Problem Solving in the Reality of Young Migrants. Three: Practical Strategies and Good Practices, Time to Take the Field.
You will solve real cases step by step and map a problem. You will practise asking for help, and get a certificate at the end.
Ready to take the first step? Let's start: Module five, Problem Solving.
On screen: Source: Cedefop, European Skills and Jobs Survey (2014)
Narration: AI-generated voice (OpenAI)
Music: AI-generated (Google Lyria)
Animation: SMILE project, Smart Leap
A shift plan you cannot fully read, a payslip with missing hours, a letter with a deadline, too many worries at once: life in a new country is full of problems. This module gives you one simple process for all of them, five steps based on the social problem-solving model of D'Zurilla and Nezu. You learn why problem solving is a skill you can practise and how migration shapes the problems you meet. Then you practise how to define a problem, ask for help, find options, decide responsibly and learn from the result. Most lessons are practice: realistic cases, chat role-plays, a self-check and short plans for your own life.
This module places problem solving at its centre as a core soft skill for the personal development, social inclusion and employability of young migrants. It introduces problem solving as a learnable and transferable competence that supports young migrants in identifying challenges, analysing situations, making responsible decisions and reflecting on outcomes in the contexts of daily life, education, internships and the workplace. The module addresses specific migration-related challenges such as language barriers, cultural differences, power imbalances, uncertainty and limited access to information. Through practical examples, case studies, role-play activities and reflection exercises, participants develop structured and constructive (solution-focused) approaches to dealing with challenges.
Duration in the curriculum. Total duration about 3 hours: 1.5 hours of theoretical input and guided discussion, 1.5 hours of practical learning (case studies, role-play, reflection). It can be delivered as one 3-hour session or two shorter sessions.
How this module teaches
- Accessibility. Short and easy-to-understand theoretical presentations.
- Participant-centred. Guided and open group discussions.
- Realistic basis. Case studies based on real-life situations.
- Experiential learning. Role-play practice where nobody is afraid of making mistakes.
- Self-awareness. Reflection exercises and self-diagnosis tools.
Assessment
Assessment is formative and reflective. The focus is on learning progress, awareness and skill development, not on grading. Tools: observation of participation in group activities, reflection questions and facilitated group discussion, a self-diagnosis questionnaire and feedback during role-play exercises.
Key references of the curriculum
- OECD. (2018). The Future of Education and Skills: Education 2030. Paris: OECD Publishing.
- OECD. (2021). Skills for Social Progress: The Power of Social and Emotional Skills. Paris: OECD Publishing.
- OECD. (2019). OECD Skills Outlook 2019: Thriving in a Digital World. Paris: OECD Publishing.
- European Commission. (2019). Key Competences for Lifelong Learning. Brussels: European Union.
- European Commission. (2020). Action Plan on Integration and Inclusion 2021-2027. Brussels: European Union.
- European Commission. (2022). European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience. Brussels: European Union.
- International Labour Organization. (2020). Global Employment Trends for Youth 2020. Geneva: ILO.
- International Labour Organization. (2021). Integrating Migrants into the Labour Market. Geneva: ILO.
- International Labour Organization. (2019). Skills for Employment Policy Brief. Geneva: ILO.
- UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO.
- UNESCO. (2020). Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
- United Nations. (2016). New York Declaration for Refugees and Migrants. New York: United Nations.
- UNHCR. (2013). A New Beginning: Refugee Integration in Europe. Geneva: UNHCR.
- World Health Organization. (2019). Life Skills Education for Children and Adolescents in Schools. Geneva: WHO.
- Council of Europe. (2016). Competences for Democratic Culture: Living Together as Equals in Culturally Diverse Democratic Societies. Strasbourg: Council of Europe.
- Council of Europe. (2020). Youth Work and Social Inclusion. Strasbourg: Council of Europe.
- Heckman, J. J., & Kautz, T. (2012). Hard Evidence on Soft Skills. Labour Economics, 19(4), 451-464.
- D'Zurilla, T. J., & Nezu, A. M. (2010). Problem-Solving Therapy. New York: Springer Publishing.
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
- European Training Foundation (ETF). (2020). Supporting Migrant Employability through Skills Development. Turin: ETF.
Suggested balance
- Theory and guided discussion 1 h 30 min
- Practice: cases, role-play, reflection 1 h 30 min
As set in the SMILE curriculum for this module (total 3 h).
Learning outcomes
By the end of this module you will be able to:
- Define problem solving and explain its importance in the contexts of daily life, education and employment.
- Identify common problems faced by young migrants in work, educational and social settings.
- Explain the key steps (stages) involved in effective problem solving.
- Demonstrate problem-solving skills (in practice) through role-play and group activities.
- Apply constructive and responsible strategies when facing challenges (crises).
- Reflect on their own problem-solving strengths and the areas they need to develop (self-assessment).
Who is it for
- Young migrants and refugees aged 18-30 who work, train or look for work in Europe or Türkiye
- Youth workers, trainers and mentors who support young newcomers
- Employers and supervisors who want to understand the problems new colleagues face
- Anyone who wants a practical, step-by-step way to deal with problems
What you need
- Basic English (A2-B1)
- A phone or computer with internet
- No previous training needed
Module challenge: Problem Solver
Complete all required activities in the 22 lessons and pass the knowledge check with at least 60%. Along the way you will have used the five steps in real situations: an unclear instruction, missing hours, a cancelled appointment and a difficult conversation at work.
Curriculum
Units and topics in the order of the SMILE curriculum.
Unit 1Understanding Problem Solving (Taking the First Step)
- Definition of problem solving 7 min 1 activities Free preview
- Problem solving as a learnable skill 7 min 1 activities
- Steps in the problem-solving process 10 min 1 activities
- Problem solving in daily life and in employment 8 min 1 activities
- Skills related to problem solving (analysis, decision-making, reflection) 8 min 1 activities
- Attitudes related to problem solving (patience, responsibility, openness to learning) 7 min 1 activities
- Common misunderstandings about problem solving 6 min 1 activities
- Reflection activity 7 min 2 activities
Unit 2Problem Solving in the Reality of Young Migrants
- Workplace expectations and unclear instructions 9 min 1 activities
- Cultural differences in approaching problems 8 min 1 activities
- Emotional and psychological aspects of problem solving (stress management) 9 min 1 activities
- Language barriers and communication challenges 8 min 1 activities
- Power dynamics, authority and awareness of rights 9 min 1 activities
- Social isolation, support networks and access to information 8 min 1 activities
- Case studies 9 min 2 activities
Unit 3Practical Strategies and Good Practices (Time to Take the Field)
- Defining the problem clearly 7 min 1 activities
- Breaking problems down into smaller, manageable steps 7 min 1 activities
- Asking for help and information (taking the initiative) 7 min 1 activities
- Exploring possible solutions (alternatives) 7 min 1 activities
- Making responsible decisions 7 min 1 activities
- Reflecting on outcomes and learning from experience 6 min 1 activities
- Role-play activity 9 min 2 activities Free preview
- Knowledge check: Problem Solving 10 min Knowledge check
Presentation and materials
Questions about this module
Do I need to be good at problem solving to start?
No. The module treats problem solving as a skill you learn by practice, like a language. You start with what you already know from your own life and build on it step by step.
Which problem-solving model does the module use?
Five steps based on the social problem-solving model of the psychologists D'Zurilla and Nezu: Face it, Define, Find options, Decide, Do it and check. The same steps come back in every unit, and Unit 3 gives you a practical tool for each one.
Is the self-check a test?
No. The problem-solving self-check in Unit 1 is a self-diagnosis tool for your own learning. There are no right answers and no grades. Take it again at the end of the module to see what has changed.
Does the module give legal advice about my rights at work?
No. It helps you recognise warning signs and shows where to ask, for example labour inspectorates, ALO 170 in Türkiye, Faire Integration in Germany, trade unions and migrant support organisations. For your own case, please ask an advice service.
How long does it take, and can I do it with others?
About three hours: 22 short lessons of 6 to 10 minutes and a 10-minute knowledge check. You can do it alone on your phone. Each activity lesson also has a "Try it with someone" step for a friend, classmate or group.
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