JOURNAL ANSWER NEEDED BY 04-26-16 BY 11 PM
Yushicaw01
joural_question_04-23-16.docxUpon completion of this class, each student will be able to:
1. Discuss the concepts and traps in information gathering and intelligence in decision making.
2. Use quantitative methods in information gathering and decision making.
3. Articulate some of the difficulties in synthesizing personal values and organizational values as a decision maker. CRITICAL ANALYSIS AND DECISION MAKING 18
OUTCOMES
The following outcomes are expected of each student for this class:
1. Through thoughtful participation in class discussion, demonstrate a grasp of the information and concepts presented in the reading and in the lecture.
2. Through work on the in-class exercises, demonstrate a grasp of some of the quantitative methods used in information gathering.
3. Through entries in a journal, reflect upon and react to the reading and to his or her decision-making style, his or her strengths and weaknesses as a decision maker, and possible intelligence gathering traps.
ASSIGNMENTS
The following assignments are to be completed prior to this class:
Individual
1. Read pages 75–129 in Russo and Schoemaker and pages ix–66 in Badaracco.
2. Continue to reflect upon your reading, class discussion, and experience in your journal. In particular, think about the following questions:
a. What did you learn about yourself and your decision style?
b. What does your style reveal about the way you make decisions?
c. Does this coincide with how you pictured yourself making decisions?
d. Based on what you learned, what might be your strengths and weaknesses as a decision maker? What might be something you could change in the way you make decisions that might change that weakness or reinforce that strength?
e. Describe at least one problem encountered in your work in which poor framing of the decision to be made rendered a poor decision inevitable? What trap did it fall into?
f. Which in-class exercise best illustrated the traps that we fall into?
g. Having read about the traps that beset us in gathering information, what bias have you been guilty of in a recent decision? Which ones have you seen at work in your peer's or superior's decisions? Explain.
These questions are simply a jumping-off point. To produce an "A" or "B" journal, you must go further. Your instructor will give you more specific instructions. CRITICAL ANALYSIS AND DECISION MAKING 19
In addition to answering these questions, record the "thought" questions that your learning team develops.
3. Ensure that you have an appropriate topic for a research paper through research and consultation with the instructor.
Learning Team
1. Discuss, as you feel comfortable, some of the ideas in your journal with your team members. From this discussion, formulate two or three "thought" questions about some aspect of decision making to bring up in class.
2. Settle on a topic that you wish to present in Class Four. Attempt to pick out an issue that one or more of the team members have dealt with or have a great interest in. Remember the idea of the presentation is to discuss an ethical issue that managers have to deal with as decision makers.
CLASS THREE
OBJECTIVES
Upon completion of this class, each student will be able to:
1. Analyze Vroom's model of decision making and explain its relevance to the manager.
2. Explain and demonstrate techniques designed to improve group decision making.
3. Describe the most common group decision-making traps, including ethical ones.
OUTCOMES
The following outcomes are expected of each student for this class:
1. Through thoughtful participation in class discussion, demonstrate a grasp of the information and concepts presented in the reading and in the lecture. CRITICAL ANALYSIS AND DECISION MAKING 20
2. Through participation in class exercises, demonstrate a grasp of the issues involved in critical analysis and decision making in groups as well as techniques designed to improve group decision making.
3. Through entries in a journal, reflect upon and react to the reading and to his or her experience regarding ethical traps and group decision making.
4. Through preparation of a prospectus, demonstrate the ability to determine an adequate topic for a research paper.
ASSIGNMENTS
The following assignments are to be completed prior to this class:
Individual
1. Read pages 159–186 in Russo and Schoemaker and pages 67–146 in Badaracco.
2. Finish the exercises started in the Class Two. Be prepared to discuss them in Class Three.
3. Complete and submit a prospectus on your proposed research paper.
4. Continue to reflect upon your reading, class discussion, and experience in your journal. In particular, think about the following questions:
a. With which of the quantitative tools covered in Class Two are you familiar?
b. Which tools do you think you would find most useful in making decisions at your place of work? Why?
c. Describe a situation in which you have seen one of the traps or biases surrounding information gathering at your place of work.
d. In light of the Class Two discussion, what are some of the ethical traps and biases that managers fall into? Where have you seen these demonstrated?
e. Short of a change in human nature, what are some ways that these traps can be guarded against by decision makers? How might one operationalize that in an organization? Which ones have you seen at work in the recently publicized corporate scandals?
These questions are simply a jumping-off point. To produce an "A" or "B" journal, you must go further. Your instructor will give you more specific instructions.
In addition to answering these questions, record the "thought" questions that your learning team develops. CRITICAL ANALYSIS AND DECISION MAKING 21
Learning Team
1. Discuss, as you feel comfortable, some of the ideas in your journal with your team members. From this discussion, formulate two or three "thought" questions about some aspect of decision making to bring up in class.
2. Discuss the cases presented in Badaracco. Discuss Badaracco's approach to the cases in the volume. Be prepared for an impromptu presentation on the cases discussed.
3. Continue preparation for the ethical dilemma presentation due in Class Four.
CLASS FOUR
OBJECTIVES
Upon completion of this class, each student will be able to:
1. Articulate the importance of consciously deciding upon a decision approach method.
2. Explain the implementation of a decision as part of the decision-making process.
3. Summarize the barriers to personal and organizational learning from decisions and ways to overcome them.
OUTCOMES
1. Through a thoughtful and coherent presentation, analyze an ethical dilemma faced by decision makers.
2. Through thoughtful participation in class discussion, demonstrate a grasp of the information and concepts presented in the reading and in the lecture.
3. Through entries in a journal, reflect upon and react to the reading and to his or her own experience regarding ethical traps and group decision making. CRITICAL ANALYSIS AND DECISION MAKING 22
ASSIGNMENTS
The following assignments are to be completed prior to this class:
Individual
1. Read pages 133–158 and 197–273 in Russo and Schoemaker.
2. Continue to reflect upon your reading, class discussion, and experience in your journal. In particular, think about the following questions:
a. How can you tell when you should use an individual versus a group decision-making process?
b. How could Vroom's model help you with that decision?
c. Think about a couple of examples of a group decision-making process that went horribly wrong. What trap did the members of the group fall into? What lessons did members of the group learn?
d. What technique does your place of business usually use in dealing with group decisions?
e. Having thought about an ethical dilemma for your presentation, evaluate Badaracco's treatment of how managers should go about solving ethical dilemmas.
f. Do you agree with his assertion that general principles are often of little help?
g. What in his treatment did you find useful?
h. How do you think he would have approached the dilemma that your learning team did a presentation on?
i. Given his treatment, what kind of ethical advice would he give to managers?
These questions are simply a jumping-off point. To produce an "A" or "B" journal, you must go further. Your instructor will give you more specific instructions.
In addition to answering these questions, record the "thought" questions that your learning team develops.
Learning Team
1. Complete and practice for the ethical dilemma presentation.
2. Discuss, as you feel comfortable, some of the ideas in your journal with your team members. From this discussion, formulate two or three "thought" questions about some aspect of decision making to bring up in class. CRITICAL ANALYSIS AND DECISION MAKING 23
CLASS FIVE
OBJECTIVES
Upon completion of this class, each student will be able to:
1. Discuss the importance of personal learning for the decision maker.
2. Talk about the major learning points of his or her research project.
3. Summarize the key learning points of the class.
OUTCOMES
The following outcomes are expected of each student for this class:
1. Through the completion of a 10- to 15-page research paper, demonstrate the ability to analyze and synthesize concepts covered in this course.
2. Through thoughtful participation in class discussion, demonstrate a grasp of the information and concepts presented in the reading and in the lecture.
3. Through entries in a journal, reflect upon and react to the question of personal and organizational learning for decision-making skills.
4. Through successful completion of a final examination, demonstrate the ability to comprehend and analyze a case using the skills learned in the course.
ASSIGNMENTS
The following assignments are to be completed prior to this class:
Individual
1. Continue to reflect upon your reading, class discussion, and experience in your journal. In particular, think about the following questions:
a. How do you go about making a choice among all the decision-making choices?
b. What "traps" in this area have you seen in your organization?
c. What opportunities are there for personal and organizational learning in your organization for the decision maker?
d. What action plan have you formulated for yourself in attempting to learn from experience? CRITICAL ANALYSIS AND DECISION MAKING 24
e. How well does your organization learn from its decisions?
f. What could your organization do better in an attempt to aid decision makers?
g. How does your company support the organizational and personal values of its managers or employees? What could it do better?
h. What have you found to be the most surprising, useful, and challenging concepts or practices in this course on decision making?
These questions are simply a jumping-off point. To produce an "A" or "B" journal, you must go further. Your instructor will give you more specific instructions.
In addition to answering these questions, record the "thought" questions that your learning team develops.
2. Complete and submit the individual research paper.
Learning Team
1. Discuss your finished research papers with other members of the team. Relate the major learning point that you encountered in your research.
