Tag Archives: class

Assumption making for financial business planning at Yokohama National University

One of the final goals of the international students, studying at YCCS program of Yokohama National University is to make their own “feasible” business plan.


I have five classes in the program, where I teach:

  • Business problem solving
  • Financial business planning
  • Team facilitation
  • Logical thinking (for negotiation, communication etc.)
  • Business data analytics


One of the weakness of the students, who do not have any working experience, is the fact that they do not know how to know the “realistic” assumptions for making a business plan.


In this semester, I only focus on the techniques and knowledge about making reasonable assumptions.

This week, we will talk about “Goal-based” assumption.

This is one of the slides from the class:


I apply “active-learning” for all of my classes, where the students are actively participate in the discussion, assignments and group work.

We will discuss the topic and their own works assigned at the previous week.



Please let me know if you need further information for considering such practical business class at university.


Business problem solving class at Yokohama National University

Formulation of the problem really matters in order to solve it.

Logic tree is a key to the solution. You can formulate comprehensively the entire picture of the issues/problems.


Here is an example used in my class at Yokohama National University for the international students:

Exercise 1

The students learn how to develop a logic tree by re-allocating those cards. You need to sort and put the same level of information/cards in the same layer.


This is a good exercise in which you can learn how to aggregate or breakdown an issue into smaller pieces.


This is an example of the answer of the exercise:

Exercise 2

It is very rare to have such a class, even in Japan, where you can learn very practical skill sets for problem-solving used for real-business issues.


In my class, students from huge variety of nationalities tackle the exercise in such diverse learning environment.


I am happy to answer to any inquiries.

Business profit simulation class (Final exam)

Final exam case was announced last week.

The students are required to complete their own business financial plan and give an individual presentation in two weeks.


This is the case:


There is no “right” answer but the plan must be feasible and reasonable while meeting all the business requirements given in advance.


They have already learned the techniques to develop a business financial plan.

Making reasonable assumptions and adjustments to meet the requirements are the key!


Good luck and enjoy it !



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 you properly summarize your observations? (Induction)

Induction was the main topic in my “Business Logics and Team Consensus” class at Yokohama National University in Japan for the international students.


The first exercise at today’s class was to make a summary of the following three statements:


  • Japanese is busy
  • Japanese is punctual
  • Japanese acts quickly
  • Japanese is always in a hurry

It seems that they all make a sense.  But wait a minute!

Did you add your personal assumptions when you reach the conclusion???

For instance, “Japanese is busy”…. Acting quickly does not necessarily mean the person is “busy”. The conclusion comes from such assumption which is not drawn from the real observation or fact.

Such mistake makes your logic weak.


As one of the techniques you should remember when you develop your logic using induction, ask yourself about the assumption(s) you make. If the assumption(s) is valid, you may have no problem in your story..



Here are some other exercises in the class today.


An answer to the question above is as follows:


This is not an only the answer. But I felt that the students were getting more skilled to construct their ideas logically.

This was the last exercise for today, which took more time to reach to the answer:


My answer was quite simple, while some students made more complex answers..



Today’s points were:

Don’t add your assumptions too much when you make a conclusion by summarizing your observations. Try to be based on the facts only.


Please contant me if you are interested in the practical business skill classes in your country.



How to develop a “Logic Tree” for problem-solving

This is an exercise in my problem-solving class at Yokohama National University in Japan.


Drawing a logic tree to show a whole picture of the stakeholders in the university, assuming that the diagram is used to make priority to implement an evacuation program for earthquake.

The students are learning how to breakdown the people into small pieces to show more details (such as students, professors and workers etc.).

In such exercise, they learn what is the effective category and what is the appropriate level of information to make a decision and how to avoid to miss critical information.


They learned to use MECE technique in the exercise as well.

Following is another exercise in the class to re-allocate the boxes and make an effective logic tree.



And, here is an answer:


The key point of this exercise was to keep the same level of the issue in the same layer and to gain the skills to summarize small pieces of information in a logical way.


My programs are quite unique as they are designed for the  (undergraduate) students to gain very practical business skills.


If you are interested in those academic but extremely practical programs, please contact me.



How can you fix your “logic jump” in your argument?

“Logic jump” was a main topic in my Class  “Business Logics and Team Consensus” at Yokohama National University today.

Many people make mistakes when they develop a logic (or simply to say, message).

You may skip some necessary explanations or assumption you make, which causes misunderstanding and mis-communication.


They are simply explained in the following two cases:

Logic jump 1.jpg

CASE 1 is generally called “Deductive method”.

In your daily conversation, you may never clearly mention any principles, rules which are already known by anybody and are called a”Major premise”.

But what if the major premise is wrong or not the same as other people……??

Sometimes it is a powerful method to clarify the gap of the premises with others so that you make your message.conclusion more reasonable, convincing and logical.


CASE 2 is a common pitfall of skipping some layers of the logic (logic jump).

You may need to fill the gap between a conclusion and reason(s) so that other people can understand how you reach the conclusion. In many cases you may know how you reach it but others may not. By clarifying the “missing” layers, you can reinforce your story/logic significantly.


Here are some exercise, our students tackled as a team in my class:



There is not a single “right” answer but it is quite important to think what are missing and how you can strengthen your logic.

The teams competed with one another in the class and enjoyed the competition so much!


Keep on studying hard!