What is Problem Based Learning?

Problem-based learning (PBL) is a hands-on approach where learners work together to understand and solve complex, real-world problems.

Also known as Project Based Learning, Problem Based Learning can be an impactful approach to how your employees learn. In the workplace, learners can activate prior knowledge on a similar problem to connect the dots as they solve real work problems. The active approach to learning keeps learners engaged. The real-world nature of the problem grabs learner interest. This interest then leads to an ongoing engagement to find new information to solve the problem.

At most companies, teams regularly engage in collaborative problem solving but we don’t necessarily rely on PBL as a method of active learning. Workplace learning usually happens over a Learning Management System (LMS) with self-paced courses. While LMS can serve many learning needs, complex topics need learning environments that are collaborative and learner led. PBL offers a way to engage learners to deepen their learning. This can be especially useful when they need to refine abilities related to problem solving, process or policy based solutions.

The framework outlined below can be utilized to explore Project Based Learning in the workplace. I have included an example PBL scenario about building cultural intelligence for a global workforce to explain how the points could work in a context.

PBL Design Process

Define the Overall Problem

The quality of the problem determines the impact of PBL. A problem that is meaningful and important to learners is the key to engagement. When designing a problem, you could start with a relevant driving question that captures the problem to be solved. As learners explore driving questions, they will learn and apply important ideas.

Example: Your company is expanding internationally, and employees now collaborate with colleagues, clients, and partners from diverse cultural backgrounds. However, many employees struggle to navigate cultural differences, leading to misunderstandings, communication breakdowns, and missed opportunities for collaboration. Leadership wants to enhance cultural intelligence (CQ) across teams.

Describe the Problem Scenario

Example: A project team is assigned to work with an overseas office for the first time. During their initial meetings, they notice differences in communication styles – some team members are very direct, while others rely on indirect cues. There are also varying expectations around punctuality, decision-making, and hierarchy. The team is unsure how to adjust their approach while maintaining productivity and respect.

Design Learning Goals

Draft 3-5 learning goals to guide outcomes and measure the success of PBL. This will prevent “going down the rabbit hole” scenarios and encourage learners to drive towards established learning goals. When drafting learning goals, ensure that they are a good investment of time for learners.

Examples:

• Describe cultural intelligence and why it matters in global teams.
• Identify different communication styles, decision-making processes, and workplace norms.
• Practice strategies to adapt and collaborate effectively across cultures.

Identify Facts

Examples: Culture influences workplace behaviors, including communication, leadership, and teamwork. Cultural intelligence (CQ) is a skill that can be developed through exposure and practice. Companies with high CQ teams report better innovation and collaboration. Misunderstandings in global teams often stem from differing high-context vs. low-context communication styles.

Scaffold Learners

Scaffold learners with training content and resources to support them. Identify knowledge gaps in order to support learning. Identify self-directed learning resources to help learners deepen their understanding as they solve the problem.

Example:

• Learners will reflect on their own cultural influences and assumptions.
• They will engage with case studies of global teams facing cultural challenges.
• They will participate in role-playing exercises where they practice navigating cross-cultural interactions.

Guided Inquiry to Generate Hypotheses

Guide learners to engage in collaborative activities to find solutions to the driving question. Activities will enable them to generate and explore hypotheses. Apply new knowledge to problem. Through this process, learners create tangible solutions to the problem they are trying to solve.

Example questions: How does culture shape workplace expectations? What strategies can help bridge cultural gaps in professional settings? How can we adapt our communication style without losing authenticity? What are the risks of stereotyping or making assumptions about cultures?

Evaluate and Refine

Example: Learners will apply their knowledge in a simulated cross-cultural project where they work in teams to develop a business proposal for a new global market. They will refine their approach based on real-world input.

Assessing PBL Suitability for your Workplace

As a trainer, determine whether PBL is suitable for your context. Learners who thrive in PBL methods are typically self-motivated problem solvers. PBL is effective in the workplace when learners can immediately apply the learning to their environment. But there are limitations to how effective PBL can be. For example, learners who prefer learning material instead of learning by discovery will find it difficult to thrive in this learning environment. They will not be able to grasp the concept of metacognition and reflection. Lack of time, lack of structure and the uncertain nature of the PBL process can also become a barrier to some learners.

If your workplace and learning content can utilize PBL, it can be empowering. Learners engaging in PBL demonstrate stronger knowledge, improved ability to link and apply procedural knowledge to situations. They are more confident in coping with uncertainty, and more conducive to teamwork.

– Author: Niloma Kolay, Co-founder Acts Consultation

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The following resources were referenced for this post:

Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 275–297). Cambridge University Press.

(Blumenfeld et al., Reference Blumenfeld, Soloway, Marx, Krajcik, Guzdial and Palincsar1991; Krajcik et al., Reference Krajcik, Blumenfeld, Marx and Soloway1994; Krajcik & Czerniak, Reference Krajcik and Czerniak2013).

Lu, J., Bridges, S., & Hmelo-Silver, C. E. (2014). Problem-based learning In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 298–318). Cambridge University Press.

ChatGPT for the excellent examples to clarify the points above.