The impact of training technique on the difficulty of quality improvement problem solving

A questionnaire surveying the type of training technique used (lecture, workshop, videotape, role playing, self tutorial (workbook) and self‐tutorial (computer)) for each of the seven steps in the quality improvement problem‐solving process was sent to 180 training directors in firms stating their participation in a quality improvement strategy. The training directors were then queried on the degree of difficulty experienced in executing each of the problem‐solving process steps. Evaluating the solution and final evaluation were shown to be the significantly most difficult steps to execute, and forming a team and identifying the problem were shown to be the least difficult steps; but the level of difficulty was not found to be related to the training technique used.