Surveys conducted between 2012 and 2020 have established conclusively that there is a substantial need internationally for generic skills and one of the most important of these skills is problem-solving, especially complex problem-solving (CPS.) However, two recent surveys conducted by this author of numerous problem-solving training courses advertised online show that there is almost no focus on CPS in these courses. Also, there is a lack of a common understanding of what mental processes constitute effective problem-solving. There appear to be two main schools of thought; those who understand problem solving to be a mental process that stands on its own and those who understand it to be made up of various modes or ways of thinking.

Considering the complexity of the problems facing the world and that complex problem-solving is usually a collaborative and team effort, it is clear that there is a need for a common conceptualisation and understanding of CPS. Consequently, the CPS framework proposed by Hunter (2019) is reviewed in this article and the application of the elements of this framework to the training of CPS is discussed in some detail.