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: | | |

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|[pic] |[pic] | |

|PowerPoint Slide: | | |

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|[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 |

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