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Managing Decision Making and Problem Solving

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© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Copyright ©2011 Pearson Education

Decision Making, Learning, Creativity, and Entrepreneurship

Understanding Management First Canadian Edition Slides prepared by Janice Edwards College of the Rockies Copyright © 2009 Nelson Education Ltd.

Managing Decision Making and Problem Solving Copyright © Houghton Mifflin Company. All rights reserved.9–1.

6-1 Managerial Decision Making Copyright © 2006 by South-Western, a division of Thomson Learning. All rights reserved. Chapter 6.

Chapter Learning Objectives After studying this chapter you should be able to:

Adeyl Khan, Faculty, BBA, NSU Managing Decision Making and Problem Solving.

1 Decision making – The process of making a choice between alternatives Problem solving - the process of producing alternative solutions to a recognized.

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Problem Solving and Decision Making A situation that exists when objectives are not being met. Problem Solving The process of taking corrective.

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PowerPoint Presentation by Charlie Cook Creative Problem Solving and Decision Making Chapter 4 Copyright © 2003 South-Western/Thomson Learning. All rights.

Copyright ©2011 Pearson Education, Inc. publishing as Prentice Hall

DECISION MAKING. What Decision Making Is?  Decision making is the process of identifying problems and opportunities, developing alternative solutions,

The Nature of Decision Making

1-1 Review ●What is SWOT? ●What are Porter’s Generic Strategies? ●What is the Miles and Snow Typology? ●What is the Product Life Cycle? ●What types of.

Fundamentals of Core Concepts & Applications Griffin Griffin Third Edition MANAGEMENT PowerPoint Presentation by Charlie Cook Copyright © 2003 Houghton.

© 2006 Thomson-Wadsworth. Learning Objectives Define decision making. Describe how critical thinking skills are used in decision making. State how decisions.

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Decision Making vs. Problem Solving

What's the difference.

Decision making and problem solving are two closely related concepts that are essential in both personal and professional settings. While decision making refers to the process of selecting the best course of action among various alternatives, problem solving involves identifying and resolving issues or obstacles that hinder progress towards a desired outcome. Decision making often involves evaluating different options based on their potential outcomes and consequences, while problem solving requires analyzing the root causes of a problem and developing effective strategies to overcome it. Both skills require critical thinking, creativity, and the ability to weigh pros and cons. Ultimately, decision making and problem solving are interconnected and complementary processes that enable individuals to navigate complex situations and achieve desired goals.

Further Detail

Introduction.

Decision making and problem solving are two essential cognitive processes that individuals and organizations engage in to navigate through various challenges and achieve desired outcomes. While they are distinct processes, decision making and problem solving share several attributes and are often interconnected. In this article, we will explore the similarities and differences between decision making and problem solving, highlighting their key attributes and how they contribute to effective problem-solving and decision-making processes.

Definition and Purpose

Decision making involves selecting a course of action from multiple alternatives based on available information, preferences, and goals. It is a cognitive process that individuals use to make choices and reach conclusions. On the other hand, problem solving refers to the process of finding solutions to specific issues or challenges. It involves identifying, analyzing, and resolving problems to achieve desired outcomes.

Both decision making and problem solving share the purpose of achieving a desired outcome or resolving a particular situation. They require individuals to think critically, evaluate options, and consider potential consequences. While decision making focuses on choosing the best course of action, problem solving emphasizes finding effective solutions to specific problems or challenges.

Attributes of Decision Making

Decision making involves several key attributes that contribute to its effectiveness:

• Rationality: Decision making is often based on rational thinking, where individuals evaluate available information, weigh pros and cons, and make logical choices.
• Subjectivity: Decision making is influenced by personal preferences, values, and biases. Individuals may prioritize certain factors or options based on their subjective judgment.
• Uncertainty: Many decisions are made under conditions of uncertainty, where individuals lack complete information or face unpredictable outcomes. Decision makers must assess risks and make informed judgments.
• Time Constraints: Decision making often occurs within time constraints, requiring individuals to make choices efficiently and effectively.
• Trade-offs: Decision making involves considering trade-offs between different options, as individuals must prioritize certain factors or outcomes over others.

Attributes of Problem Solving

Problem solving also encompasses several key attributes that contribute to its effectiveness:

• Analytical Thinking: Problem solving requires individuals to analyze and break down complex problems into smaller components, facilitating a deeper understanding of the issue at hand.
• Creativity: Effective problem solving often involves thinking outside the box and generating innovative solutions. It requires individuals to explore alternative perspectives and consider unconventional approaches.
• Collaboration: Problem solving can benefit from collaboration and teamwork, as diverse perspectives and expertise can contribute to more comprehensive and effective solutions.
• Iterative Process: Problem solving is often an iterative process, where individuals continuously evaluate and refine their solutions based on feedback and new information.
• Implementation: Problem solving is not complete without implementing the chosen solution. Individuals must take action and monitor the outcomes to ensure the problem is effectively resolved.

Interconnection and Overlap

While decision making and problem solving are distinct processes, they are interconnected and often overlap. Decision making is frequently a part of the problem-solving process, as individuals must make choices and select the most appropriate solution to address a specific problem. Similarly, problem solving is inherent in decision making, as individuals must identify and analyze problems or challenges before making informed choices.

Moreover, both decision making and problem solving require critical thinking skills, the ability to evaluate information, and the consideration of potential consequences. They both involve a systematic approach to gather and analyze relevant data, explore alternatives, and assess the potential risks and benefits of different options.

Decision making and problem solving are fundamental cognitive processes that individuals and organizations engage in to navigate through challenges and achieve desired outcomes. While decision making focuses on selecting the best course of action, problem solving emphasizes finding effective solutions to specific problems or challenges. Both processes share attributes such as rationality, subjectivity, uncertainty, time constraints, and trade-offs (in decision making), as well as analytical thinking, creativity, collaboration, iterative process, and implementation (in problem solving).

Understanding the similarities and differences between decision making and problem solving can enhance our ability to approach complex situations effectively. By leveraging the attributes of both processes, individuals and organizations can make informed choices, address challenges, and achieve desired outcomes.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

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The Psychology of Decision-Making Strategies

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.

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You have to make decisions both large and small throughout every single day of your life. What do you want to have for breakfast? What time should you meet a friend for dinner? What college should you go to? How many children do you want to have?

When faced with some decisions, you might be tempted to just flip a coin and let chance determine your fate. In most cases, we follow a certain strategy or series of strategies in order to arrive at a decision.

For many of the relatively minor decisions that we make each and every day, flipping a coin wouldn't be such a terrible approach. For some of the complex and important decisions, we are more likely to invest a lot of time, research, effort, and mental energy into coming to the right conclusion.

So how exactly does this process work? The following are some of the major decision-making strategies that you might use.

The Single-Feature Model

This approach involves hinging your decision solely on a single feature. For example, imagine that you are buying soap. Faced with a wide variety of options at your local superstore, you decide to base your decision on price and buy the cheapest type of soap available. In this case, you ignored other variables (such as scent, brand, reputation, and effectiveness) and focused on just a single feature.

The single-feature approach can be effective in situations where the decision is relatively simple and you are pressed for time. However, it is generally not the best strategy when dealing with more complex decisions.

The Additive Feature Model

This method involves taking into account all the important features of the possible choices and then systematically evaluating each option. This approach tends to be a better method when making more complex decisions.

For example, imagine that you are interested in buying a new camera. You create a list of important features that you want the camera to have, then you rate each possible option on a scale of -5 to +5.

Cameras that have important advantages might get a +5 rating for that factor, while those that have major drawbacks might get a -5 rating for that factor. Once you have looked at each option, you can then tally up the results to determine which option has the highest rating.

The additive feature model can be a great way to determine the best option for a variety of choices. As you can imagine, however, it can be quite time-consuming and is probably not the best decision-making strategy to use if you are pressed for time.

The Elimination by Aspects Model

The elimination by aspects model was first proposed by psychologist Amos Tversky in 1972. In this approach, you evaluate each option one characteristic at a time beginning with whatever feature you believe is the most important. When an item fails to meet the criteria you have established, you cross the item off your list of options. Your list of possible choices gets smaller and smaller as you cross items off the list until you eventually arrive at just one alternative.

Decision Making

The previous three processes are often used in cases where decisions are pretty straightforward, but what happens when there is a certain amount of risk, ambiguity, or uncertainty involved? For example, imagine that you are running late for your psychology class.

Should you drive above the speed limit in order to get there on time, but risk getting a speeding ticket? Or should you drive the speed limit, risk being late, and possibly get docked points for missing a scheduled pop quiz? In this case, you have to weigh the possibility that you might be late for your appointment against the probability that you will get a speeding ticket.

When making a decision in such a situation, people tend to employ two different decision-making strategies: the availability heuristic and the representativeness heuristic. Remember, a heuristic  is a rule-of-thumb mental short-cut that allows people to make decisions and judgments quickly.

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The Availability Heuristic

When we are trying to determine how likely something is, we often base such estimates on how easily we can remember similar events happening in the past. For example, if you are trying to determine if you should drive over the speed limit and risk getting a ticket, you might think of how many times you have seen people getting pulled over by a police officer on a particular stretch of highway.

If you cannot immediately think of any examples, you might decide to go ahead and take a chance, since the availability heuristic has led to you judge that few people get pulled over for speeding on your particular route. If you can think of numerous examples of people getting pulled over, you might decide to just play it safe and drive the suggested speed limit.

The Representativeness Heuristic

This mental shortcut involves comparing our current situation to our prototype of a particular event or behavior. For example, when trying to determine whether you should speed to get to your class on time, you might compare yourself to your image a person who is most likely to get a speeding ticket.

If your prototype is that of a careless teen that drives a hot-rod car and you are a young businesswoman who drives a sedan, you might estimate that the probability of getting a speeding ticket is quite low.

Keep in Mind

The decision-making process can be both simple (such as randomly picking out of our available options) or complex (such as systematically rating different aspects of the existing choices). The strategy we use depends on various factors, including how much time we have to make the decision, the overall complexity of the decision, and the amount of ambiguity that is involved.

• Hockenbury, D. H. & Hockenbury, S. E. (2006). Psychology. New York: Worth Publishers.
• Tversky, A., & Kahneman, D. (1982). Judgment under uncertainty: Heuristics and biases. In Daniel Kahneman, Paul Slovic, & Amos Tversky (Eds.).  Judgment under uncertainty: Heuristics and biases.  New York: Cambridge University Press.
• Tversky, A. (1972). Elimination by aspects: A theory of choice.  Psychological Review, 80,  281-299.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Problem solving &Decision Making

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• 1. PRESENTED BY: Musa Abu Sbeih Nurse Consultant PROBLEM SOLVING & DECISION MAKING
• 2. Decision Making Outlines:  Definitions : Problem-solving, decision making.  Types of decisions.  Decision making conditions.  Steps in the Rational Decision-Making Process.  Advantages and Disadvantages of Group and Team Decision Making.
• 3. Decision Making "The act of choosing one alternative from among a set of alternatives “(Griffin,2003). OR "The process of selecting one course of action from alternatives". (Tomey,2000)
• 4. DECISION MAKING "The act of choosing one alternative from among a set of alternatives “(Griffin,2003). OR "The process of selecting one course of action from alternatives". (Tomey,2000)
• 5. Types of Decisions • Programmed Decisions – A decision that is a fairly structured decision or recurs with some frequency or both. • Example: Starting your car in the morning. • Nonprogrammed decisions – A decision that is relatively unstructured and occurs much less often than a programmed decision. • Example: Choosing a vacation destination.
• 6. Decision-Making Conditions Level of ambiguity and chances of making a bad decision Lower HigherModerate Certainty UncertaintyRisk The decision maker faces conditions of...
• 7. Decision-Making Conditions • Decision Making Under Certainty – A condition in which the decision maker knows with reasonable certainty what the alternatives are and what conditions are associated with each alternative. • Decision Making Under Risk – A condition in which the availability of each alternative and its potential payoffs and costs are all associated with risks.
• 8. Decision-Making Conditions Cont.. • Decision Making Under Uncertainty – A condition in which the decision maker does not know all the alternatives, the risks associated with each, or the consequences of each alternative.
• 9. Steps in the Rational Decision-Making Process Step Detail Example 1. Recognizing and defining the decision situation Some stimulus indicates that a decision must be made. The stimulus may be positive or negative. A plant manager sees that employee turnover has increased by 5 percent. 2. Identifying alterna- tives Both obvious and creative alternatives are desired. In general, the more important the decision, the more alternatives should be considered. The plant manager can increase wages, increase benefits, or change hiring standards. 3. Evaluating alterna- tives Each alternative is evalu- ated to determine its feasibility, its satisfactoriness, and its consequences. Increasing benefits may not be feasible. Increasing wages and changing hiring standards may satisfy all conditions.
• 10. Steps in the Rational Decision-Making Process (cont’d) Step Detail Example 4. Selecting the best alternative Consider all situational factors, and choose the alternative that best fits the manager’s situation. Changing hiring standards will take an extended period of time to cut turnover, so increase wages. 5. Implementing the chosen alternative The chosen alternative is implemented into the organizational system. The plant manager may need permission from corporate headquarters. The human resource department establishes a new wage structure. 6. Following up and evaluating the results At some time in the future, the manager should ascertain the extent to which the alternative chosen in step 4 and implemented in step 5 has worked. The plant manager notes that, six months later, turnover has dropped to its previous level.
• 11. Problem identication &Situation Analysis Define the problem ( What is wrong?) Define the factors that are causing the problem. Concentrate on the problem rather than the symptom. Use a questioning attitude in order to be able analyze the situation, and to develop tentative hypothesis and test them. What? Who? When? Where? How?
• 12. Remember When you believe that you have identified the cause or causes of the problem by analyzing available information; you should begin exploring alternatives
• 13. Exploring the alternatives  Decide whether the situation is covered by a policy,If not, you must draw on your education and experience for facts and concepts that will help you to explore alternatives.  Examine how others managed to solve similar problems ( continuing education, professional meetings, review of literature, correspondence,brainstorming with staff). group participation in decision making increases the number of alternatives and the quality of decision making
• 14. Evaluating Alternatives in the Decision-Making Process Is the alternative feasible? Eliminate from consideration Is the alternative satisfactory? Are the alternative’s consequences affordable? Retain for further consideration Yes Yes Yes Eliminate from consideration Eliminate from consideration No No No
• 15. Choosing the Most Desirable Alternative Factors that interfere with reaching effective decisions: Eagerness to reach a decision. Avoidance of the real problem. Lack of clear problem definition. Inadequate data. Mixing of idea generation and idea evaluation. Lack of staff commitment. Decisions made by large groups.
• 16. How to choose the most desirable alternative? Will this decision accomplish the stated objectives? Does it maximize effectiveness and efficiency? Can the decision be implemented ?
• 17. CONSIDER The patient safety. Staff acceptance. Morale. Public acceptance. Cost. Risk of failure.
• 18. Implement the Decision The decision that is not put into action is useless. Communicate the decision to appropriate staff in a manner that does not arouse antagonism. Explain the decision and procedures so that you can gain cooperation of those responsible for it’s implementation. Facilitate decision implementation.
• 19. Evaluate the results Evaluate the results based on a predetermined criteria. Evaluation tools should be used to review and analyze the results( Audits, checklists, ratings,and rankings).
• 20. What to do ? (Action) Steps Review, with suitable modifications.
• 21. Advantages and Disadvantages of Group and Team Decision Making Advantages Disadvantages 1. More information and knowl- edge is available. 2. More alternatives are likely to be generated. 3. More acceptance of the final decision is likely. 4. Enhanced communication of the decision may result. 5. Better decisions generally emerge. 1. The process takes longer than individual decision making, so it is costlier. 2. Compromised decisions resulting from indecisiveness may emerge. 3. One person may dominate the group. 4. Groupthink may occur.
• 22. PROBLEM SOVLING Is part of decision making. A systematic process that focuses on analyzing a difficult situation, problem solving always includes a decision making steps”
• 23. What is a Problem? • A problem is an opportunity for improvement. • A problem is the difference between your current state and your goal state. • A problem results from the recognition of a present imperfect and the belief in the possibility of a better future.
• 24. Rational Problem Solving 24 DEFINE THE PROBLEM GENERATE ALTERNATIVE SOLUTIONS EVALUATE & SELECT AN ALTERNATIVE IMPLEMENT & FOLLOW UP
• 25. QUESTIONS
• 26. REFERENCES • Bandma N.E& Bandman B, (1995), Critical Thinking in Nursing,Second edition,A Simon &Schuster. • Griffin, 2003,Fundamentals of management Core Concepts & Applications,third edition, Houghton Mifflin Company. • Harrison .F,(2003),The Managerial Decision-Making Process, Fifth Edition, San Francisco State University • Tomey, A. (2000) Guide to Nursing Management and Leadership, 6th edition, Mosby.

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Problem Solving and Decision Making - PowerPoint PPT Presentation

Problem Solving and Decision Making

... issues are not the usual stuff of the supervisor's job. ... gather the raw materials by learning about the problem and by developing your general knowledge. ... – powerpoint ppt presentation.

• Problem solving involves making a series of decisions
• deciding that something is wrong,
• deciding what the problem is, and
• deciding how to solve it.
• Successful problem solving depends on good decisions.
• Decision A choice from among available alternatives.
• Much of the supervisors job is making decisions.
• In many cases, decisions are made without giving any thought to the process of deciding.
• Supervisors will automatically decide something
• because it feels right or
• because a decision has been made on a similar issue in the past.
• Decision making can be improved by understanding how the decision-making process works in theory and in practice.
• The rational model of decision making includes
• a. identify the problem
• b. identify the alternative solutions
• c. gather and organize the facts
• d. evaluate the alternatives
• e. select and implement the best alternative
• f. get feedback and take corrective action.
• The importance of understanding and using a model is that the decision will be the result of facts and analysis rather than of opinions and feelings.
• Identification of the real problem is extremely important.
• If the wrong cause and solution for that cause is selected, the problem will still be there.
• Deming says that most problems are unknown or unknowable.
• There are two basic types of problems
• simple, or acute and
• long-standing, or chronic, problems.
• Simple problems occur suddenly, and the cause of the problem may be obvious.
• An example is when the electricity goes off because a fuse is blown.
• The chronic, or recurring, problem is usually more complex, and it is difficult to determine the causes and solutions.
• This type of problem can benefit from the conscious use of a problem-solving or decision-making model.
• Choosing an alternative that meets minimum standards of acceptability.
• Solutions that meet minimum standards will likely result in a return of the problem, since there is no margin of safety that will allow for slight changes and desirable outcomes.
• The tendency to most easily remember events that have occurred recently.
• To test this concept, try to remember what happened yesterday.
• Now try to remember eight or ten days ago with the same kind of detail.
• Rigid opinions about categories of people.
• Supervisors often have neither the time nor the desire to follow all these steps to make a good decision.
• They may have trouble thinking of all the alternatives or
• gathering all the facts they need.
• Given the human and organizational limitations, supervisors tend to make compromises most of the time.
• If the supervisor is aware of the kinds of compromises people make, he or she is more likely to be aware when using them.
• Some kinds of compromises are useful in some situations, others are to be avoided as much as possible.
• Sitnplicity.
• Usually what we do is think over our experiences and consider some of the ways similar problems have been handled in the past.
• The downside of this approach is that it tends to bypass new and innovative solutions that may deliver better results.
• When it seems impossible or unreasonable to find the best alternative in the universe, decision makers settle for an alternative they consider enough .
• The process is also known as bounded rationality, that is, the decision maker places limits, or bounds, on the rational model of decision making.
• The decision maker considers alternatives only until he or she finds one that meets his or her minimum criteria acceptability.
• This considers alternatives that are the result of intuition and instincts, rather than impartial data.
• Even when the process for arriving at the decision otherwise rational, the numbers used in the process may be subjective.
• As a result, they may be less than completely accurate.
• People tend to favor solutions that they believe they can justify to others.
• People may assume that everyone sees things the way they do.
• They think if something is clear to them it is also clear to everyone else.
• Decision makers must find out what other people are thinking and take those views into account.
• Rigid opinions about categories of people distort the truth that people offer a rich variety of individual strengths and viewpoints.
• The cure for stereotyping is not to assume that everyone is alike.
• The supervisor should be aware of what his or her stereotypes about people and situations are.
• In making a decision, the supervisor should consider whether those stereotypes truly describe the situation at hand.
• When the consequences of a decision are great, the supervisor should spend more time on the decision.
• He or she should try to follow the rational model of decision making, collecting information and including as many alternatives as possible.
• When the consequences are slight, the supervisor should limit the time and money spent in identifying and evaluating alternatives.
• In a crisis, the supervisor should quickly select the course of action that seems best
• This is an application of satisficing.
• Rather than waiting to evaluate other alternatives, the supervisor should begin implementing the solution and interpreting feedback to see whether the solution is working.
• Supervisors should be careful in identifying crisis situations.
• Sometimes it is easy to define more and more situations as a crisis or pseudo crisis using crisis decision-making methods.
• The supervisors boss doesnt want to hear about every minor decision, but the boss does need to know what is happening in the department.
• The supervisor should inform the boss about major decisions.
• These would include decisions affecting
• the department,
• meeting objectives,
• responses to crises, and
• any decision that might be controversial.
• When the boss needs to know about a decision, its usually smart to discuss the problem before reaching and announcing the decision.
• The boss may have some input to the decision-making process that may modify the supervisors decision.
• In a crisis, the supervisor may not have time to consult with his or her boss and has to settle for discussing the decision as soon as possible afterward.
• Sometimes it is difficult to say which alternative solution is best.
• Perhaps none of the choices looks good enough.
• In this case, it may be difficult to move beyond studying the alternatives to selection and implementation.
• However, avoiding a decision is just another way to decide to do nothing.
• Being decisive means reaching a decision within a reasonable amount of time.
• The supervisor should pick the best alternative or at least an acceptable one, and then focus on implementing it.
• A decisive supervisor clears his or her desk of routine matters when a problem arises.
• The supervisor
• refers the question or problem to the proper people,
• delegates appropriately, and
• keeps work moving.
• He or she takes complete responsibility for getting the facts needed.
• A decisive supervisor keeps his or her employees informed of what they are expected to do and how they are progressing relative to their objectives.
• Being decisive should not mean that a supervisor is blind to signs of a mistake.
• If the feedback indicates the solution is not working, the supervisor must be flexible and try another approach
• Avoid making a major issue out of each decision.
• Good planning can avert many crises, and life-and-death issues are not the usual stuff of the supervisors job.
• Put each issue into perspective so that alternatives can be evaluated and an appropriate amount of time can be devoted to finding the solution.
• Avoid inappropriate responses to failure.
• Acknowledge mistakes, but do not dwell and agonize over them.
• It is more important to learn whatever lesson the mistake can teach, and then move on.
• Remember to draw on easily available information.
• Have some of the alternatives been tried before?
• If so, what was the outcome?
• Also consult with other members of the organization or with outside experts.
• Beware of promising too much.
• Dont make promises you cant keep to your employees or your boss.
• A body of techniques for comparing the consequences of possible decisions in a risk situation.
• A graph that helps in decision making by showing the value of expected outcomes of decisions under varying circumstances.
• Decision trees can be used to present a variety of conditions to help familiarize others who are involved in the decision-making process.
• A computer program that leads the user through the steps of the formal decision-making process.
• Software programs can construct the tree diagram and other decision-making tools, such as matrices that consider multiple factors.
• The decision tree is a graph or picture of all alternatives under consideration.
• Decision-making benefits from a logical process that will present alternatives in a format that displays the alternatives and consequences of selecting each of the possible alternatives.
• It is useful to the supervisor because it can show relationships and potential outcomes of each step of the decision-making process, and allows mathematical calculations by including probability factors or risk involved in each decision.
• In constructing the decision tree, the consequences for each alternative are considered.
• The decision tree can also be used to inform and communicate with the supervisors boss.
• A decision can be selected with a fair amount of certainty.
• However, with the decision tree, if the selected alternative not working as anticipated, another alternative has already been considered with its consequences.
• The failure to think independently and realistically as a group because of the desire to enjoy consensus and closeness.
• An illusion of being invulnerable
• Defending the groups position against any objections
• A view that the group is clearly moral--the good guys
• Stereotyped views of opponents
• Pressure against group members who disagree
• Self-censorship, that is, not allowing oneself to disagree.
• An illusion that everyone agrees (because no one states an opposing view)
• Self-appointed mindguards--people who urge other group members to go along with the group.
• Some organizations allow or expect supervisors to work with others in arriving at a decision
• Supervisors might encourage employees to come up with a solution themselves.
• Group members can contribute more ideas for alternatives than an individual working alone.
• The group will have a broader perspective since the experience of the group is broader than an individuals experience.
• People involved in the decision will better understand an alternative selected and also be more likely to support the decision.
• Involvement by employees in decision making provides an opportunity for improving morale and employee self-esteem.
• Recognition of the contributions of groups is a powerful motivator.
• Group decision making is slower than individual decision making.
• There is an opportunity cost to the organization when employees spend time in meetings rather than producing or selling.
• If one person dominates the decision-making process, the value of multiple inputs is lost.
• An idea-generating process in which group members state their ideas, a member of a group records them, and anyone may comment on the ideas until the process is complete.
• Brainstorming is the process of coming up with as many ideas as possible.
• It may be structured, that is, each person takes a turn suggesting an idea.
• An unstructured session calls for individuals calling out whatever comes to mind. In the use of either method, no value judgments should be made about the suggestions.
• A brainstorming session can be held for generating ideas about problems to be solved, causes for identified problems, and alternative solutions for the problem.
• Individuals with knowledge about the issue should be included, although an outsider may also be useful.
• This person will help clarify and question why suggestions are or are not made.
• The supervisor is wise to involve employees in some but not all decisions.
• When a decision must be made quickly, like in an emergency, the supervisor should probably make it alone.
• When the supervisor needs to build support for a solution, such as in cutting costs or improving productivity, the group process is useful.
• When the consequences of a poor decision are great, the benefits of the groups collective wisdom are worth the time and expense of gathering the input
• The supervisor may use the employees for input or they may be asked to make the decision.
• Whenever supervisors ask for employee input, they should be sure they intend to use the information.
• Since a primary benefit of group decision making is the variety of opinions and expertise, a supervisor leading a decision-making meeting should be sure that everyone is participating.
• The supervisor should concentrate on listening and encouraging the input of others.
• If someone is not participating, the supervisor may have to ask for his or her opinion or thoughts on the matter at hand.
• Brainstorming is another way to generate ideas in a group.
• Group members state their ideas no matter how far-reaching they may seem.
• No one may criticize or even comment on an idea until the end of the process.
• All ideas are recorded on a flip chart or black (white) board.
• Evaluation or follow-up on ideas takes place after all ideas are suggested.
• Fifty to a hundred ideas may be generated in a single brainstorming session.
• The value of generating ideas in a free and open forum is to have group members build off each others ideas.
• Some ideas are likely to be only slightly different from others or a combination of previously mentioned ideas.
• The ability to bring about something imaginative or new.
• In decision making, creativity means being able to generate alternatives that are innovative or different from what what has been used in the past.
• Thinking outside the box
• There is a common notion that some people are creative and the rest of us are stuck with following routine and ordinary courses of action.
• A fundamental way to become more creative is to be open to your own ideas.
• think of as many alternatives as you can
• jot them down
• dont evaluate them until after you have finished the list.
• Gather the raw materials by learning about the problem and by developing your general knowledge.
• Constantly expand your experience.
• Work over those materials in your mind
• As you think of partial ideas, jot them down so you can refer to them later.
• If youre stuck on a problem, try leaving it for a while.
• Let your subconscious do the work.
• Stimulate your imagination.
• Identify an idea.
• Ideas often pop into your head unexpectedly.
• Shape and develop the idea to make it practical
• Seek out constructive criticism.
• The most important step a supervisor can take to establish a work climate that encourages creative thinking is to show that he or she values creativity.
• When employees offer suggestions, the supervisor should listen attentively and look for the positive aspects of the suggestions.
• Then the supervisor should attempt to implement the suggestions and give the employee credit for the idea.
• Failure should be acknowledged as a sign that people are trying.
• Help employees see what can be learned from failures as well as from successes.
• Creating an environment that fosters creativity is not simply listening to alternative solutions when problems occur.
• The environment is developed daily and by all levels of the organization.
• The supervisor can nurture a creative environment by the way he/she treats people and their ideas on an ongoing basis.
• Respect for all employees and appreciation of daily contributions will create an environment where employees feel valued and are willing to think about the problems of the workplace.
• Often supervisors and employees have difficulty being creative because they are afraid their ideas will fail.
• Focus on learning from failures
• Another barrier to creativity is being overly busy.
• Creativity requires time to think.
• Isolation also interferes with creativity.

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Problem Solving vs. Decision-Making

Sep 26, 2012

570 likes | 3.03k Views

Problem Solving vs. Decision-Making. Problem-solving is a set of activities designed to analyze a situation and find, implement, and evaluate solutions. Decision making is making choices at each step of the problem-solving process.

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Problem Solving vs. Decision-Making • Problem-solving is a set of activities designed to analyze a situation and find, implement, and evaluate solutions. • Decision making is making choices at each step of the problem-solving process. Emergency decision making begins with EOPs and SOPs--before disaster strikes.

The Problem-Solving Model • Identify the problem. • Explore alternatives. • Select an alternative. • Implement the solution. • Evaluate the solution.

Factors That Affect Decision Making • Political • Safety • Financial • Environmental • Ethical

Decision-Making Styles • Sensing (stability) • Intuition (innovation) • Thinking (effectiveness) • Feeling (integrity)

Four Ways to Make a Decision • Individual • Consultation • Group • Delegation

Attributes of Good Decision Makers Knowledge Initiative Advice-seeking Selectivity Comprehensiveness Currency Flexibility Good judgment Calculated risk-taking Self-knowledge

Ethical Don’ts • Don’t exceed your authority. • Don’t use your position to seek personal gain. Avoid even the appearance of ethical violations.

Ethical Do’s • Place the law and ethical principles above personal gain. • Act impartially. • Protect and conserve agency property. • Put forth honest effort.

Components of Ethical Decisions • Commitment or motivation • Consciousness or awareness • Competency or skill

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