Sequential Problem Solving description

Title: Sequential Problem Solving
A Student Handbook with Checklists for Successful Critical Thinking
Author: Fredric Lozo

Sequential Problem Solving is written for those with a whole brain thinking style. It is for those who seek to validate the propriety of when and under what circumstances they utilize each aspect of their intellect. Sequential Problem Solving helps those with a logical nature to develop creative right brain intuitive processes in a way that can be efficiently utilized by the orderly left brain to develop new solutions to both old and everyday problems. Included are basic study skills for high school and college students.

Problem solving skills is an important skills needed by all. It helps to be success in their daily life, works and anything that relates to problem-solving. This book provides knowledge and wisdom from the perspective of sequential problem solving processes. There are various methodology used in problem-solving such as ‘brainstorming’, ‘lateral thinking’, ‘cause-effect-chain-analysis’, ‘function analysis’, ‘theory of inventive problem solving’ or ‘TRIZ’, ‘plan-do-check-action’, ‘critical thinking’ and many more.

This book provides important information about sequential problem solving that might help problem solver to understand the problem from different perspective and how to solve them accordingly. The primary focus will be on the thinking method in problem solving. This book contains many step by step checklists, much like pilots use to make certain that things of importance are not overlooked. These individual checklists are tied together in a broad flowchart that provides a sequential decision making pathway. The contents of the checklists are things that many adults utilize instinctively, without conscious thought. However, this checklist can provide adults with a more positive way of checking their own thinking, in times of stress, and a way for students to become instinctive users of sound logic practices. Teachers may find that students instantaneously begin to act more mature because of the realization that their peers have a common body of knowledge about values and character traits and checklists to evaluate the behavior of others.

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