Business logics class at Yokohama National University

The semester has just finished at Yokohama National University.

  • Business logic and team consensus
  • Problems solving


Good job! See you somewhere in the world!

I would be happy to give my lecture(s) of “practical” business logic making (for communication, negotiation and presentation etc.) for your company, university and many kinds of organization.

Final exams at Yokohama National University

I have announced two final exams of the classes I have at Yokohama National University.

  • Business Logics and Team Consensus


・Business Problem Solving Logics and Frameworkfinal-presentation-announcement-problem-solving

Every student is assigned to a team and they still have two weeks to prepare for the final team-presentation.

I am looking forward to their excellent outputs.


Piano cover: “Here, there and everywhere (The Beatles)”

Here is another cover of a song of the Beatles, “Here, there and everywhere”.

It makes me realize again their music is quite unique and extremely awesome.

How you can develop your facilitation(team discussion) & problem-solving skills in a university program.

We will spend two weeks to tackle the following exercises in a team.

This is for the “Logical thinking” class:


This is not an individual exercise and you need to reach an agreement with your team members, which is exactly the same situation you will face in a company.

You may be required to use almost all the techniques(i.e. facilitation skill & logic development skills) to make an answer.


And this is for “Problem-solving” class:


This is a comprehensive exercise where all the skills learned in the class will be required to get a practical solution.


I am really excited to know how my students will use their skills learned in the class and lead to a “high-quality” answer.

3 questions and 4 common pitfalls for facilitator

%e6%9d%bf%e6%9b%b8My university class now shifted its focus from the individual logical thinking skills to finding a solution with a group.
Focusing only on a few tips improved the students’ facilitation skills.

How would you make sure that you meet MECE requirement in your logic tree?

“I am not alway for sure that I meet the MECE requirement when developing a logic-tree”

This is a common issue for many problem-solvers.

Many of the pure “academic” people cannot solve this issue and they may not be able to reach a practical solution forever.


On the other hands, practical business person needs to conclude issues and decide which way to go.

I have the solution for such practical problem-solvers, which I teach to the students in my university business class.

There are two simple criteria as follows. If you are sure that you meet the criteria, then you may not have any practical issues even if you stop expanding logic-tree further.



This is something you cannot find in any kinds of “logical-thinking” books but you definitely need to know when facing a practical issue to solve.


How do you make sure of the MECE structure?

Keeping MECE (Mutually Exclusive and Collectively Exhaustive) is one of the biggest challenges for applying the logical thinking concepts for practical issue-solving.


In my class, students learn how to develop a logic tree while keeping the MECE structure in a practical way.


One of the tips is using “Pair concept” for coming up with possible alternative ideas.

The concept logically leads to a solid logic tree as follows:


Once you have an idea of possible cause (in the chart above, “Promotion was not effective”), you may draw an alternative cause by asking yourself “WHAT IF this is not a cause”.


In the chart above, the alternative is “Price up”.


Similarly you may repeat the same practices until you cannot come up with any other ideas.

In addition to the simple “pair concept” practice, you may apply the “category approach” as follows:



The words in blue in the chart above show “category names”, while descriptions in the white boxes are possible causes.

Using “Category names” allows you to lead alternative ideas much more easily by applying the pair concept to the category itself, rather than to the possible causes.


In my problem solving class, students repeat this excercises until they can make a solid tree showing all possible causes logically. It does not take much time, only a couple of practices are required.