Activity 7: Practice # 5 - Teaching Critical Thinking and ...
Activity 6: Practice # 5- Teach Critical Thinking and Case Decision-Making
Purpose: To define the concepts of critical thinking and decision making and to explore the supervisor’s role in coaching workers to make sound decisions in case planning.
Time: 175 minutes
Objectives: Through this activity, the supervisor will:
• Define and discuss the components of critical thinking and decision making.
• Develop guidelines for evaluating workers’ decision making.
Materials:
• Participant Workbook
• Flip chart and markers
• Projector
• PowerPoint file
|Sequence: |Time |
|Define Critical Thinking – Brainstorming Activity |30 minutes |
|Define Decision Making – Small Group Activity |45 minutes |
|Decision Making Exercise Part 1 |15 minutes |
|The Decision-Making Process |25 minutes |
|Decision Making Exercise Part 2 |50 minutes |
|[pic] |[pic] |[pic] |Trainer Demonstration |[pic] |
|Learner Guide: |Chart: |Slide: |[pic] |Key Points |
|[pic] |Game |[pic] |Group Activity |[pic] |
|Handout |[pic] |Skills Practice: |[pic] |Pair Activity |
| |
|Activity 6: Practice # 5 - Critical Thinking and Case Decision – Making (Total Minutes = 175) |
|Method |Script |Tips/Notes |
|Defining Critical Thinking – Brainstorming – (30 minutes) |
| |[pic] | |
|[pic] | | |
|Slide: | | |
| | | |
|[pic] |[pic] | |
|Slide: | | |
|Say: |Let’s begin our discussion on critical thinking by first looking at the |Show slide “Miniature Guide to |
| |process of “thinking.” To analyze the thinking process we must learn to |Analytic Thinking circles 1 & 2 |
| |identify and question its Elemental Structures. |Note: Circle 2 consists of the |
| | |questions below each point |
| |According to The Critical Thinking Community’s Miniature Guide to Analyze | |
| |Thinking: | |
| |1. Whenever we think we think for a purpose; | |
| |What is my fundamental purpose? | |
| |What are the goals and/or objectives? | |
| | | |
| |2. Within a point of view; | |
| |What is my point of view with respect to the issue? | |
| |What is your frame of reference, perspective, orientation? | |
|Say: |3. Based on assumptions; | |
| |What assumptions am I using in my reasoning? | |
| |What assumptions, presuppositions, taking for granted have you made? | |
| |4. Leading to implications and consequences. | |
| |What are the implications of my reasoning (if I am correct)? | |
| |What are the implications and consequences? | |
| |5. We use data, facts, and experiences, | |
| |What information do I need to answer my questions? | |
| |What information, data, facts, observation | |
| |and experiences were used? | |
| |6. To make inferences and judgments, | |
|Say: |What are my most fundamental inferences or conclusions? | |
| |What interpretation, inference, conclusions, or solutions were made? | |
| |7. Based on concepts and theories, | |
| |What is the most basic concept in the question? | |
| |What concepts, theories, definition, | |
| |axioms, laws, principles or models were | |
| |used? | |
|Say: |8. To answer a question or solve a problem. |Clarify concepts and answer questions|
| |What is the key question I am trying to answer? | |
| |What questions are at issue? | |
| |What are the problem issues? | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Now that we understand the elemental structure of the “thinking” process, how| |
| |would you define critical thinking? | |
|[pic] |Instruct the group to: | |
| |Form groups of 4 to 5. | |
| |As a group brainstorm the definition of critical thinking. | |
| |Select a record/reporter. | |
| | |Reconvene group after 3 minutes |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |[pic] | |
|[pic] | | |
|PowerPoint Slide: | | |
|Ask: |“What is critical thinking?” |Chart responses to questions |
| | | |
|[pic] |Possible answers: |Four definitions of Critical Thinking|
|Learner Guide: |The art of thinking about your thinking while you are thinking in order to |are listed to the left. |
| |making your thinking better: more clear, more accurate, or more defensible. | |
| | | |
| |Critical thinking is a purposeful, directed thought. It is not easy and | |
| |requires explicit mental energy. Critical thinking does not occur when the | |
| |mind is on automatic. | |
| | | |
| |Critical thinking is separating the issues, examining the facts, and reaching| |
| |a decision. | |
| | | |
| |Critical thinking is self-directed, self disciplined, self-motivated, and | |
| |self-corrective thinking. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |“When is critical thinking used?” |Suggestions for using Critical |
| | |Thinking |
| |Possible answers: | |
| |When a problem or decision needs to be studied with an open mind. We all | |
| |think but left to itself much of our thinking is biased, distorted, partial, | |
| |uninformed or down-right prejudiced. Yet the quality of our life and that of| |
| |what we produce, make, or build depends precisely on the quality of our | |
| |thought. | |
| | | |
|[pic] |When the topic is complex, has important implications, or there is the chance| |
|Learner Guide: |that strong personal views on the issue might lead to biased reasoning. | |
| |Remember, shoddy thinking is costly, both in money and in quality of life. | |
| | | |
| |When there is a need to make the best decision possible. When decisions | |
| |involve the lives of others, critical thinking makes good sense. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |What steps do critical thinkers take? | |
|[pic] | | |
|Learner Guide: |As stated earlier, critical thinking is the disciplined mental activity of | |
| |analyzing/ evaluating a problem or issues and selecting through an | |
| |intellectual process the best solution alternative to address it. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| | | |
| |Critical thinking involves these steps: |Five (5) steps of the Critical |
|[pic] | |Thinking process |
| |1. Identifying and Clarifying a Problem. | |
|Key Points: |Recognize that a problem exists. Some problems may be big (everytime I hit |1. Identifying and Clarifying a |
| |the save button in Spirit I loose my information); others may be continuous |Problem |
| |annoyances (the state car is low on gas). | |
| | | |
| |2. Gather the Evidence |2. Gather the Evidence |
|Say: |Learn more about the problem situation. Look for possible causes and | |
| |solutions. (Is there a problem with the instructions in the Spirit | |
| |instructions manual?), (Is the car being driven more than previously?) | |
| |This step may mean checking records, calling a “super user”, brainstorming | |
| |with workers or peers. | |
| |3. Evaluate the Evidence |3. Evaluate the Evidence |
|Say: |Where did the information come from? | |
| |Does it represent various points of view? | |
| |What biases could be expected from each source? | |
| |How accurate is the information gathered? | |
| |Is it fact or opinion? For example, fact Tracy Jones has a broken arm; | |
| |opinion it was caused by twisting (this is an opinion, if there is no medical| |
| |corroboration. | |
| |4. Consider Alternatives and Implications. |4. Consider Alternatives and |
|Say: |Draw conclusions from the gathered evidence and pose solutions. Then, weigh |Implications. |
| |the advantages and disadvantages of each alternative. What are the cost, | |
| |benefits, and consequences? | |
| |What are the obstacles, and how can they be handled? | |
| |What solution best serves your goals, and those of your organization? | |
| |5. Choose and implement the best alternative. |5. Choose and implement the best |
|Say: |Select an alternative and put it into action. |alternative. |
| |Follow through on your decision by monitoring the results of implementing | |
| |your plan. |Source: Mary Ellen Guffey, Business |
| | |Communication: Process and Product, |
| | |2E (Cincinnati: South-Western College|
| | |Publishing, 1996), Chapter 1 |
| |What are Characteristics of a Good Critical Thinker? |Nickerson (1987) Mississippi |
| |Uses information skillfully and impartially. |Supervisor’s Guide To Implementing |
|Say: |Organizes thoughts and articulates them concisely and coherently. |Family Centered Practice |
| |Suspends judgment in the absence of sufficient evidence to support a | |
|[pic] |decision. | |
|Learner Guide: |Attempts to anticipate the probable consequence of alternate actions before | |
| |choosing among them. | |
| |Has a sense of the value and cost of information, knows how to seek | |
| |information, and does so when it makes sense. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Applies problem-solving techniques appropriately in domains other than those | |
|Say: |in which they were learned. | |
| |Listens carefully to other people’s ideas. | |
| |Recognizes that most real-world problems have more than one possible solution| |
| |and that those solutions may differ in numerous respects and may be difficult| |
| |to compare in terms of a single merit. | |
| |Looks for unusual approaches to complex problems. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Respects differing viewpoints without distortion, exaggeration, or | |
|Say: |characterization. | |
| |Is aware that one’s understanding is always limited. | |
| |Recognizes the fallibility of one’s own opinion, the probability of bias in | |
| |those opinions, and the danger of differentially weighting evidence according| |
| |to personal preferences. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Can strip a verbal argument of irrelevancies and phrase it in terms of its | |
| |essentials. | |
| |Understands the differences among conclusions, assumptions, and hypotheses. | |
| |Habitually questions one’s view and attempts to understand both the | |
| |assumptions that are critical to those views and implications of the views. | |
| | | |
| |[pic] | |
|[pic] | | |
|PowerPoint Slide: | | |
| |[pic] | |
|[pic] | | |
|PowerPoint Slide: | | |
|Ask: |So what can you do to maximize the quality of your thinking? | |
| |Learn how to become an effective “critic” of your thinking. | |
| |Ask the right questions when facing a complex decision. Asking the right | |
| |questions doesn’t take any longer than asking the wrong ones. | |
|[pic] |Ask yourself | |
| |What precise questions am I trying to answer? | |
|Key Questions: |What is the best question to ask in this situation? | |
| |Is there a more important question I should be addressing? | |
| |Does this question capture the real issue I am facing? | |
| |Is there a question I should answer before I attempt to answer this question?| |
| |What information is needed to answer this question? | |
|[pic] |What conclusions seem justified in light of the facts? | |
|Learner Guide: |What is my point of view? Do we need to consider another? | |
| |Is there another way to look at the question? | |
| |Tools that can be used to improve critical thinking: | |
|[pic] |Goals and objectives (define what we are after). | |
|Learner Guide: |Questions and problems (define what we must answer or solve). | |
| |Information and data (is needed to answer our questions and solve our | |
| |problems). | |
| |Modes of interpreting or judging information (is needed to come to a | |
| |conclusion). | |
| |Concepts and ideas (are needed to organize and make sense of the information | |
| |we have). | |
| |Key assumptions (are used as starting points in our thinking). | |
| |Point of view (enables us to see things in a certain light or perspective). | |
| |As supervisor you can help your workers develop or improve their critical | |
| |thinking skills, by helping them: | |
|Say: |Identify goals and purposes | |
| |Gather relevant information | |
| |Formulate questions clearly and precisely | |
|[pic] |Determine (and evaluate) the assumptions they are making | |
| |Think through the implications of the decisions they make | |
|Key Points: |Make logical and accurate inferences and interpretations | |
| |Clearly articulate the concepts or ideas that are guiding their thinking | |
| |Consider alternate ways of looking at situations. | |
|[pic] |Critical thinking: | |
| |Involves logic. | |
|Key Points: |Requires asking the right questions to increase the probability of achieving | |
| |the desired goal. | |
| |Is a way of thinking that is goal-oriented. | |
| |Is a way of thinking that is based on criteria and standards. | |
| |Requires the “thinker” to give rational reasons for their thoughts or ideas. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
|Defining Decision-Making 45 minutes |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Earlier we discussed using critical thinking when making decisions that | |
|[pic] |involve the lives of others. When we brainstorm with our client/families or | |
|Learner Guide: |when we brainstorm with workers we do so in an attempt to make the best | |
| |decision possible. So what is decision-making? | |
| |[pic] | |
| | | |
|[pic] | | |
|PowerPoint Slide: | | |
|Say: |Decision- making is the process of sufficiently reducing uncertainty and |Decision-making defined |
| |doubt about alternatives to allow a reasonable choice to be made from or | |
| |among them. | |
| |This definition stresses the information gathering function of the decision | |
| |making process. | |
| |Very few decisions are made with absolute certainty because complete | |
| |knowledge about all the alternatives is seldom possible. | |
| |Thus, every decision involves a certain amount of risk. | |
|Say: |Concepts and Definitions |Concepts and Definitions |
| | | |
| | | |
| | |Introduction to Decision Making |
| | |Robert Harris, 7/1998 |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
|Say: | | |
| |Information. Knowledge about the decision, the effects of its alternatives, | |
| |the probability of the alternatives, etc. | |
| | | |
| |Too much information can actually reduce the quality of a decision, so in | |
| |some cases “less is more” and “the more information, the better” is not true.| |
| | | |
| |According to Robert Harris- when too much information is sought or obtained, | |
| |one or more of several problems can arise: | |
|Say: |1. A delay in the decision occurs because of the time required to obtain and| |
| |process the extra information. This delay can impair the effectiveness of | |
| |the decision or solution. | |
| |2. Information overload will occur. In this state, so much information is | |
| |available that decision-making ability actually declines because the | |
| |information in its entirety can no longer be managed or assessed | |
| |appropriately. | |
|Say: |A major problem with information overload is forgetfulness. When too much | |
| |information is taken into memory, especially in a short period of time, some | |
| |of the information (often that received early on) will be pushed out. | |
| | | |
| |The example is sometimes given of the man who spent the day at an | |
| |information-heavy seminar. At the end of the day, he was not only unable to | |
| |remember the first half of the seminar but he had also forgotten where he | |
| |parked his car that morning. | |
| | | |
| |3. Selective use of the information will occur. The decision maker will | |
| |choose from among all the information available only those facts which | |
| |support a preconceived solution or position. | |
| |4. Mental fatigue occurs, which results in slower work or poor quality of | |
| |work. | |
| |5. Decision fatigue occurs, where the decision maker tires of making | |
| |decisions. Often, the result is fast, careless decisions or even decision | |
| |paralysis-no decisions are made at all. | |
|Say: |The quantity of information that can be processed by the human mind is | |
| |limited. Unless information is consciously selected, processing will be | |
| |biased toward the first part of the information received. After that, the | |
| |mind tires and begins to ignore subsequent information or forget earlier | |
| |information. | |
|Say: |Alternatives. The possibilities one has to choose from. | |
| |Can be identified or developed. | |
| |Merely searching for preexisting alternatives will result in less effective | |
| |decision making. | |
|Say: |Criteria. Characteristics or requirements that each alternative must possess| |
|[pic] |to a greater or lesser extent. | |
|Learner Guide: | | |
| |Usually the alternatives are rated on how well they possess each criterion. | |
|Say: |Goals. What you want to accomplish. | |
| | | |
| |A component of goal identification should be included in every instance of | |
| |decision analysis. | |
|Say: |Value. Desirability of a particular outcome, the value of the alternative, | |
| |whether in dollars, satisfaction, or other benefit. | |
|Say: |Preferences. These reflect the philosophy and moral hierarchy of the | |
| |decision maker. The decision maker’s “value”. Basically what the decision | |
| |maker desired as outcomes. | |
|Say: |Decision Quality. Rating whether a decision is “good” or “bad”. | |
|Say: |Individuals, groups, or teams make decisions every day. Some decisions are |Kinds of decisions |
| |very important and affect a lot of people, whereas other decisions are small | |
| |and affect only one or two people. Some decisions require input from others | |
| |while others do not. Some decisions can be made on the spot while others | |
| |require thought. Some are costly while others are of little consequence. | |
| |Decisions categorized. There are several | |
| |basic kinds of decisions. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
|Say: |Decisions whether. This is the yes/no, either/or decision that must be made |Introduction to Decision Making, |
| |before we proceed with the selection of an alternative. Example: Should I |Robert Harris, VirtualSalt, 1998 |
| |buy a new TV? Decisions whether are made by weighing reasons pro and con. | |
| | |Types of Decisions |
| |It is important to be aware of having made a decision whether, since too | |
| |often we assume that decision-making begins with the identification of |Decision Whether |
| |alternatives, assuming that the decision to choose one has already been made.| |
|Say: |Decision which. These decisions involve a choice of one or more alternatives|Decision Which |
| |from among a set of possibilities, the choice being based on how well each | |
| |alternative measures up to a set of predefined criteria. | |
| |[pic] | |
|[pic] | | |
|PowerPoint Slide: | | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Contingent decisions. These are decisions that have been made but put on |Contingent Decision |
|Say: |hold until some condition is met. | |
| | | |
| |I’ve decided to buy that car if I can get it for the right price. | |
| | | |
| |Most people carry around a set of already made, contingent decisions, just | |
| |waiting for the right conditions or opportunity to arise. Time, price, | |
| |energy, availability, opportunity, encouragement—all these factors can figure| |
| |into the necessary conditions that need to be met before we can act on our | |
| |decisions. | |
|Decision Making Exercise Part 1 (15 minutes) |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
|Do: |Instruct participants to turn to the Decision-Making Exercise, p.____ of |Set up the exercise using the |
|[pic] |their Learner Guide. |information to the left. |
|Learner Guide: | | |
| |Instructions (Individually) Part 1 |This exercise uses worksheet 1 & 2. |
| | |Use worksheet 1 for this part of the |
| |1. Think of a recent decision you made regarding a specific case from your |exercise. |
| |unit’s caseload. | |
| |2. Based on your decision answer the |Allow 12 minutes for participants to |
|[pic] |following questions: |the answer questions. |
|Learner Guide: | | |
| |What was the quality of the decision? | |
| |How did you know? |Trainers do not process at this time.|
| |What was it based on? | |
| |Did you develop alternate solutions? |Value is defined as how desirable a |
| |How did you select your final solutions? |particular outcome is, the value of |
| |Was your decision readily accepted by relevant parties? |the alternative, whether in dollars, |
| |What was the speed of your decision? |satisfaction, or other benefit. |
| |What was the cost of your decision, if any? | |
| |What agency or personal value was supported by your decision? | |
| |What if any were the consequence(s) of your decision? | |
| |3. You have 12 minutes to complete worksheet 1. |Debrief/process the worksheet later. |
| |4. The Decision-Making worksheet is on p.____ of the Learner Guide. | |
| |5. Put your worksheet aside when you finish. It will be debrief/process | |
| |later. | |
|The Decision – Making Process (25 minutes) |
|Say: |Before we debrief/process this activity I want to spend sometime discussing |Begin lecture on the Seven Step |
| |the decision-making process. |Decision-making Process. |
| | | |
| |There are 7 steps in the decision-making process. As in critical thinking the| |
| |first step is defining the problem. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
|Say: |Define the problem. | |
| |Identify the decision to be made together with the goals and objectives it | |
| |should achieve. | |
| |Determine the scope and limitation of the decision. | |
| |When thinking about the decision, be sure to include a clarification of | |
| |goals: I must decide who will get the next sexual abuse case. | |
|Say: |Gather the facts. |Stress the caution regarding |
| |Get as many facts as possible about a decision within the limits of time |gathering to many facts. |
| |imposed on you and your ability to process them, but remember you cannot get | |
| |all the facts. Caution: Too many facts can hinder the decision-making |Too many facts can hinder the |
| |process. |decision- |
| |A lack of information should not prevent you from making a decision. | |
| |A decision based on partial knowledge is usually better than not making a | |
| |decision, when a decision is needed. | |
| |As part of your collection of facts, list your feelings, hunches, and | |
| |intuitive urges. Many decisions will rely on intuition because of the | |
| |remaining degree of uncertainty involved in the situation. | |
|Say: |Develop Alternatives (solutions). | |
| |Make a list of all the possible choices you have, including the choice of | |
| |doing nothing. | |
| |Choosing to do “nothing” is also a decision. | |
| |Non-decisions are often harmful. But sometimes the decision to do nothing is| |
| |useful or at least better than the alternatives, so it should always be | |
| |consciously included in the decision making process. | |
|Say: |Rate (weigh) and evaluate the risk of each alternative (solution). | |
| |This is the evaluation of the value of each alternative. | |
| |Consider the negative of each alternative (cost, consequence, problems | |
| |created, time needed, etc.) | |
| |Consider the positive of each (money saved, time saved, added creativity or | |
| |happiness, etc.) | |
| |Remember that the alternative you may want or that would in the best of all | |
| |possible worlds be an obvious choice will, however, not be functional in the | |
| |real world because of too much cost, time, or lack of acceptance by others. | |
|Say: |Because of the degree of uncertainty in decision making as to whether your | |
| |alternative will work you must rate (weigh) the risk of each alternative. |Rating risk |
| |The best alternative is the one that gets you closest to your stated goal or | |
| |objective. | |
| |Risk can be rated as percentages, ratios, rankings, grades or in any other |Comparison of decision making and |
| |form that allows them to be compared. |problem solving. |
| |In decision-making unlike problem-solving, there is always a degree of | |
| |uncertainty in any choice. | |
| |In problem solving you hunt around for the solution that best solves a | |
| |particular problem, and by such a hunt you are pretty sure that the solution | |
| |will work. | |
| | | |
| | | |
| | | |
| | | |
| |Make a decision (select one solution). | |
| |If you are making an individual decision, use your preference (which may | |
| |include the preference of others). | |
| |Choose the path to follow, whether it includes one of the alternatives, more | |
| |than one of them (a multiple decision) or the decision to choose none. | |
|Say: |Implement the alternative (solution). | |
| |One important item often overlooked in implementation is failing to fully | |
| |explain the risks and drawbacks to those who will carry it out or those who | |
| |will be affected by it. | |
| |Remember implementers are much more willing to support decisions when they | |
| |(1) understand the risks and (2) believe that they are being treated with | |
| |honesty and like adults. | |
| |Remember also that most decisions can be changed, very few are irrevocable. | |
| |Don’t rush to change a decision if your plan takes time to work, however, do | |
| |not hesitate to change direction if a particular decision is clearly not | |
| |working out or is being somehow harmful. | |
|Say: |Evaluate the Consequences (outcomes). | |
| |Was your decision a good or bad one? A good decision is a logical one based | |
| |on the available information and reflecting the preference of the decision | |
| |maker. | |
| |The important concept to grasp is that the quality of a decision is not | |
| |related to its outcome: A good decision can have either a “good” or a “bad” | |
| |outcome. | |
| |Similarly, a bad decision (one not based on adequate information or not | |
| |reflecting the decision maker’s preference) can still have a good outcome. | |
| | | |
| |For example, if you do extensive analysis and carefully decide on a certain | |
| |investment based on what you know about its risks and your preferences, then | |
| |your decision is a good one, even though you may lose money on the | |
| |investment. Similarly, if you throw a dart at a listing of stocks and buy | |
| |the one the dart hits, your decision is a bad one, even though the stock may | |
| |go up in value. | |
|Say: |Good decisions that result in bad outcomes should not be cause for guilt or | |
| |recrimination. | |
| |Three considerations come into play when judging the quality of a decision. | |
| |These three considerations are in addition to using logic, information and | |
| |alternatives. They are: | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |1. The decision must thoroughly and completely meet the stated goals and | |
|Say: |objectives; | |
| | | |
| |How well does the alternative chosen meet the goals identified? | |
| | | |
| |2. The decision must take into account valuable byproducts or indirect | |
| |advantages; | |
| | | |
| |A candidate for employment may also have extra abilities not directly related| |
| |to the job but valuable to the agency nonetheless. | |
| | | |
| |3. The decision must be cost effective. | |
| | | |
| |Are there negative consequences to the alternative that make that choice less| |
| |desirable? We often overlook this consideration. | |
| |A decision can be made by one or more persons. | |
| | | |
| |Individual decisions can be made when: | |
| |An individual has the information needed; | |
| |A real emergency exists and there is no time to involved others; | |
| |The individual is comfortable with the decision-making process. | |
| | | |
|[pic] |[pic] | |
|PowerPoint Slide: | | |
| |Shared or group decision making | |
|Say: |Occurs when a group shares ideas and analysis, and agrees upon a decision to | |
| |implement. | |
| |Group decision making from an efficiency standpoint is better. | |
| |Studies have shown that people prefer to implement the ideas they themselves | |
| |think of rather than those ideas generated by an executive figure. | |
| |May take longer than individual decision making. | |
| | | |
| |[pic] | |
|[pic] | | |
|PowerPoint Slide: | | |
|Say: |Decision making is a nonlinear, recursive process. That is, most decisions |Example taken from |
| |are made by moving back and forth between the choice criteria and the | |
| |identification of alternatives. | |
| | | |
| |Example: Suppose someone wants to decide, should I get married? Notice that| |
| |this is a decision “whether”. A linear approach to decision making would be | |
| |to decide this question by weighing the reasons pro and con (what are the | |
| |benefits and drawbacks to getting married) and then to move on to the next | |
| |part of the process, the identification of criteria (supporting, easy going, | |
| |competent, affectionate, etc.). Next, we identify alternatives (people) | |
| |likely to have these criteria (Peter, Arthur, Jeff, Gene, etc.). Finally we | |
| |would evaluate each alternative according to the criteria and choose the one | |
| |that best meets the criteria. We would thus have a scheme like this: | |
| |Decision whether… select criteria… identify alternatives… make choice. | |
| |However, the decision to get married may really be a contingent decision. | |
|Say: |“I’ll get married if I can find the right person.” I will therefore, be | |
| |influenced by the identification of alternatives. Now suppose we have | |
| |arrived at the “identify alternatives” state of the process when we discover | |
| |that Jeff (one of alternatives) has a wonderful personality characteristic | |
| |that we had not thought of before, but that we now really want in a husband. | |
| |We add that characteristic to our criteria. Thus, the decision making | |
| |process continues to move back and forth, around and around as it progresses | |
| |in what will eventually be a linear direction but which in its actual | |
| |workings is highly recursive. | |
|Ask: |Are there questions before we return to the decisions you recorded earlier. | |
| |Instruct group to review the answers they recorded earlier in Part 1, based |Worksheet 2 is the same as worksheet |
| |on the information learned from our previous discussions. |1 |
|Do: | | |
|[pic] |You have 10 minutes to review the answers you provided earlier. |Allow 10 minutes for review |
| |Note changes on Worksheet # 2 | |
| |Based on your review answer the following questions |Worksheet 2, p.___ of the Learner’s |
| | |Guide |
| |1. What did you learn from this exercise? | |
| |2. What could you have done differently? | |
| |3. Were you satisfied with your original assessment of your decision? | |
| |4. What if anything changed? | |
| |5. Were concepts learned that will help you improve your decision making | |
| |skills? | |
| |6. What concepts and/or ideas can you take from this exercise to apply on | |
| |the job? | |
|Ask: |Who would like to share? |Solicit answer from those who want to|
| | |share. |
|Key Points: |A decision making process based on data/ standards and the right information |Add value, clarify, and answer all |
| |leads to “good decisions.” |questions before moving to key points|
| |Much of what supervisors do is solve problems and make decisions. As a new | |
|Say: |supervisor you must develop an organized approach to problem- solving and | |
| |decision-making. Not all problems can be solved, and not all decisions can | |
| |be made, by following one set list of guidelines. However, guidelines can | |
| |help get you started, and with practice, will become second nature to you. | |
| | | |
| |[pic] | |
| | | |
| | | |
| | | |
| | | |
| | | |
|[pic] | | |
|Slide: | | |
| |Decision-Making Exercise #2 | |
|Say: | |Set up the next reflection exercise. |
| |Much of our discussion has been about how to make a decision. For some of us| |
| |making a decision can be an arduous process. So for many, this task is put | |
| |off until the last minute, done hastily, or with little thought. |3 minutes |
| | | |
| |Our next discussion is one of reflection. I want you to think back to a time| |
| |when you either: | |
| |Failed to make a decision (did nothing) | |
| |Made the easiest decision you could make | |
| |Ignored cues that a decision was needed | |
| |Made a decision hastily | |
| | | |
| |You have 3 minutes | |
|Ask: |1. Can you identify the motivating factors that caused you to do nothing, |Solicit random responses from |
| |take the easiest way out, ignore cues that a decision was needed or make a |participants |
| |decision hastily because you failed to plan? | |
| | | |
| |2. What have or will you do to overcome these factors? | |
| |Instruct participant to: |Individual exercise |
| |Individually respond to the statements on p____ of the Learner Guide, | |
| |entitled Decision Making: Characteristics I Display. |Allow 10 minutes to answer questions |
| |Be prepared to discuss your responses with the large group | |
|Do: | | |
|[pic] |When I fail to make a decision I behave in the following manner. | |
|Learner Guide: |When I make the easiest decision it is apparent in the following way(s). | |
| |When I actively ignore cues that a decision is needed I behave in the | |
| |following manner. | |
| |I display the following behaviors when I make a quick decision to avoid a | |
| |disaster. | |
| |When I make the right decision and things still fall apart I understand the | |
| |following. | |
|Say: |Now that you understand how you behave and respond when you fail to make a |Group exercise |
| |decision, how can you use this information to help your workers improve their| |
| |decision making capabilities? | |
| | |Allow 10 minutes |
| |Instruct participants | |
| | | |
| |Form groups | |
| |Answer the question on p.____ of your Learner Guide. | |
|Say: |Possible answers: | |
| |Meet with the worker to: | |
| |Discuss the need for a decision (why is a decision necessary) | |
| |Review the objective(s) or goal(s) of the case that the decision will impact | |
| |Determine what is preventing the worker from deciding after he/she has agreed| |
| |to do so | |
| |Help the worker review or identify alternatives. Discuss the pros and cons | |
| |of each alternative | |
| |Discuss the consequence to the family, worker, agency, if a decision is not | |
| |made and/or implemented. | |
| |Recognizing how you act when you fail to make a decision, make a decision | |
|Say: |hastily, or when you make the easiest decision or ignore cues that a decision| |
| |is needed, will help you recognize them in your workers. You will be able | |
| |to identify when they are dodging a decision. | |
| |You can use the points generated in your group discussion as guidelines for | |
| |helping your workers improve their decision making skills and to help them | |
| |recognize when they are avoiding decision making. | |
| |These guidelines can also be helpful to you. You can use them to keep on top | |
| |of your decision making game. | |
|[pic] | | |
|PowerPoint Slide: |[pic] | |
|Say: |Tips to help you help your workers, make decisions: |Supportive role of the supervisor in |
| |Help the worker break down issues into manageable chunks, if he/she seems |decision making |
| |overwhelmed. | |
| |Reassure the worker that making the decision is a team effort and that he/she| |
| |has your support. | |
| |Reaffirm your supportive role by allowing the worker to take the lead. Only | |
| |offering suggestions when asked. | |
|Say: |Allow the worker time to weed out alternatives without feeling too pressured.| |
| |Compare the worker’s value with that of the agency. | |
| |Establish a decision deadline and stick to it. | |
| |Agree on an implementation deadline and stick to it. | |
| |Be accessible for consultation as needed by the worker. | |
| |Offer praise and support. | |
| | | |
|[pic] |[pic] | |
|Slide: | | |
| |A Decision-Making Checklist, p.____ of the Learner Guide is a tool that can |Trainer’s the checklist is in |
|[pic] |be useful in helping you evaluate your worker’s decision-making skills. |Appendix A. |
|Learner Guide: | | |
| |There is one last question I want you to answer before we leave this topic. |Solicit responses from those who want|
|Say: | |to share. |
| |That question is: When I make a decision and everything goes as planned I | |
| |feel the following? |Allow 5 to 10 minutes for discussion |
| |We all make decisions of varying importance. However, studies show that most| |
|[pic] |people are much poorer at decision making than they think. | |
| |Decisions are made in the context of other decisions not in isolation. | |
|Key Points: |Decisions are usually made in streams. | |
| |Every decision follows a previous decision, enables many future decisions and| |
| |prevents other future decisions. | |
| |People who have trouble making decisions are sometimes trapped by the | |
| |constraining nature of decision making. | |
| |Every decision you make precludes other decisions, and therefore might be | |
| |said to cause a loss of freedom. If you decide to marry Jeff, you no longer | |
| |can decide to marry Arthur. | |
| |Just as making a decision can cause a loss of freedom; it also can create new| |
| |freedom, new choices, and new possibilities. | |
| |A decision left unmade will often result in a decision by default or a | |
| |decision being made for you. | |
| |No decisions are made without some risk, but decision making is necessary. | |
|Summary: |Supervisory tasks include critical thinking and decisions making. Both tasks| |
| |require you to define a problem or issue, to gather facts, to develop or | |
| |identify solutions, and to select and implement the best alternative. To do | |
| |this you must rely on data rather than your “gut”. | |
|Say: |In your role as teacher, coach, and/or supporter, etc., it is your job to | |
| |help cultivate your worker’s ability to think at a higher level and to make | |
| |decisions based on facts and weighing of alternatives rather than their past | |
| |experience. | |
|Transition Statement: |Culture competency is essential in critical thinking and decision-making. | |
| |Our next practice looks at culture. | |
Appendix A
Decision-Making Checklist
Can the caseworker?
|Frame the problem correctly? |Yes |No |
|Gather the most relevant facts? |Yes |No |
|Develop alternatives/solutions, alone? |Yes |No |
|With the family? |Yes |No |
|Identify alternatives/solutions, alone? |Yes |No |
|With the family? |Yes |No |
|Select an alternative/solution, alone? |Yes |No |
|With the family? |Yes |No |
|Establish the criteria (characteristics or requirements) that must exist in each |Yes |No |
|alternative/solution? | | |
|Establish what is to be accomplished? |Yes |No |
|Establish a “value” (outcome) for each alternative/solution? |Yes |No |
|Base expected outcomes on his/her preferences? |Yes |No |
|Base expected outcomes on the preference of the agency? |Yes |No |
|Articulate possible consequences of each alternative/solution to the client family, the agency, the |Yes |No |
|worker or the supervisor? | | |
|Determine how well a chosen alternative meets the identified goal? |Yes |No |
|Anticipate acceptance by those who must implement the decision? |Yes |No |
|Anticipate acceptance by those most affected by the decision? |Yes |No |
|Articulate the benefits and drawbacks of the decision? |Yes |No |
|Determine the scope and limitations of the decision? |Yes |No |
|Articulate discomfort with the decision making process? |Yes |No |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- lesson plan choices and consequences
- activity 7 practice 5 teaching critical thinking and
- lesson plan strengths and weaknesses
- workplace readiness skills worksheet
- behavior intervention plan worksheet
- 6th grade reading writing argumentative texts unit
- work and study skills home casey family programs
- year 5 economics need v wants primezone
Related searches
- fun critical thinking interview questions
- critical thinking interview questions
- critical thinking questions for interview
- good critical thinking questions examples
- sample critical thinking questions
- list of critical thinking questions
- critical thinking competency examples
- critical thinking in education articles
- critical thinking argument examples
- critical thinking and philosophy
- critical thinking competency standards
- critical thinking competency definition