Problem Solving And Decision Making: Problematic Situations

Problem Solving And Decision Makingproblema Situation That Exists When

Problem Solving And Decision Makingproblema Situation That Exists When

Problem Solving and Decision Making Problem A situation that exists when objectives are not being met. Problem Solving The process of taking corrective action to meet objectives. Decision Making The process of selecting an alternative course of action that will solve a problem. Managers need to make proficient decisions while performing the functions of management. Management, Decision Making, and Problem Solving The Relationship Among Management Functions, Decision Making, and Problem Solving Managers need to make proficient decisions while performing the functions of management.

Steps in Problem Solving Identify the problem Generate ideas Evaluate alternatives Choose among alternatives Implement chosen alternative Learn from feedback The Decision-Making Model A six-step model that when properly utilized increases chances of success in decision making and problem solving. Model 4–1 Decision-Making Styles Reflexive Style Makes quick decisions without taking the time to get all the information that may be needed and without considering all the alternatives. Reflective Style Takes plenty of time to make decision, gathering considerable information and analyzing several alternatives. Consistent Tends to make decisions without rushing or wasting time. Types of Decisions Programmed Decisions Recurring or routine situations in which the decision maker should use decision rules or organizational policies and procedures to make the decision.

Nonprogrammed Decisions Significant and nonrecurring and nonroutine situations in which the decision maker should use the decision-making model. Decision-Making Structure Exhibit 4–1 Decision-Making Models Rational Model (Classical Model) The decision maker attempts to use optimizing, selecting the best possible alternative. The Bounded Rationality Model The decision maker uses satisficing, selecting the first alternative that meets the minimal criteria for solving the problem. Which Decision Model to Use Exhibit 4–4a Decision-Making Conditions Certainty Each alternative’s outcome is known in advance. Risk Probabilities can be assigned to each alternative.

Uncertainty Lack of information or knowledge makes the each alternative unpredictable such that no probabilities can be determined. Decision-Making Conditions Continuum Exhibit 4–4b Potential Advantages and Disadvantages of Using Group Decision Making Exhibit 4–3 When to Use Group or Individual Decision Making Exhibit 4–4c Define the Problem or Opportunity Distinguish Symptoms from the Cause of the Problem List the observable and describable occurrences (symptoms) that indicate a problem exists. Determine the cause of the problem. Removing the cause should cause the symptoms to disappear or cease. Symptom: Customer dissatisfaction Cause: Poorly trained employees Solution: Implement customer relations training program for employees Set Objectives and Criteria Setting Objectives Involves establishing clear objectives that will make for better decisions.

Objectives state what the decisions should accomplish in solving a problem or taking advantage of an opportunity. Setting Criteria Involves setting standards that an alternative must meet to be selected as the decision that will accomplish the objective. Generate Creative Alternatives Innovation The implementation of a new idea Product innovation (new things) Process innovation (new way of doing things) Creativity A way of thinking that generates new ideas The Creative Process Preparation Incubation and illumination Evaluation Stages in the Creative Process Exhibit 4–5 Become familiar with the problem; generate as many alternatives as possible. Take some time before working on the problem again to gain additional insight.

Before implementing the solution, evaluate the alternative to be sure it is practical. Characteristics of Useful Information Timeliness Quality (Accuracy) Completeness (Amount) Relevance Exhibit 4–6 Group Decision-Making Techniques That Foster Creativity Exhibit 4–7 Generating Creative Alternatives Brainstorming The process of suggesting many possible alternatives without evaluation. Synectics The process of generating novel alternatives through role playing and fantasizing. Nominal Grouping The process of generating and evaluating alternatives using a structured voting method that includes listing, recording, clarification, ranking, discussion, and voting to select an alternative. Generating Creative Alternatives Consensus Mapping (Ringi) The process of developing group agreement on a solution to a problem.

Delphi Technique The process of using a series of confidential questionnaires posed to experts to refine a solution. Responses That Kill Creativity Exhibit 4–8 Analyzing the Feasibility of Alternatives Quantitative Techniques Break-even analysis Capital budgeting Payback Discounted cash flow Linear programming Queuing theory Probability theory Cost-Benefit (Pros and Cons) Analysis Cost-Benefit Analysis A technique for comparing the cost and benefit of each alternative course of action using subjective intuition and judgment along with math. The Alternative Analysis Techniques Continuum: Exhibit 4–10 Plan, Implement, and Control Plan Develop a plan of action and a schedule of implementation. Implement the Plan Communicate and delegate for direct action.

Control Use checkpoints to determine whether the alternative is solving the problem. Avoid escalation of commitment to a bad alternative. Decision Tree Exhibit 4–11 Situational Management: Decision Making Model 4–2a Situational Management: Decision Making (cont’d) Model 4–2b D.E.C.I.D.E. [Shortened Title up to 50 Characters] 8 D.E.C.I.D.E. SPMT 620 Leadership and Management in Sport Sherisa Livingston Dr. Pamela Wojnar American Public University System August 26, 2018 D.E.C.I.D.E. I am the head volleyball coach at the University of South Carolina, Livingston located in Springfield, South Carolina. USC, Livingston was founded in 1928 as a women’s school under the name Livingston State Female College. The university has a very rich and diverse history as many of its charter students served as nurses or medics during WWII. After declining an invitation to merge with Upstate University, USC Livingston decided to open its doors to men in 1985, although before this time the university had accepted men solely as graduate students. USC Livingston is a private not-for-profit school with a total undergraduate enrollment of 5,978, with a gender distribution of 52 percent female students and 48 percent male students.

USC Livingston competes at the NCAA Division 3 level, in the Intercollegiate Athletic Association. The Mastodons or ‘Dons as they are affectionately known have 12 Varsity sports, comprised of 8 women’s teams and 4 men’s teams with plans to expand the men’s programs to 8 total sports within the next 2 years. The women’s teams include softball, soccer, tennis, volleyball, basketball, track & field, field hockey, and gymnastics. The men’s teams include soccer, tennis, basketball, and track & field. For this situation I will be using the DECIDE model which is an acronym of 6 particular activities needed in the decision-making process: (1) D = define the problem, (2) E = establish the criteria, (3) C = consider all the alternatives, (4) I = identify the best alternative, (5) D = develop and implement a plan of action, and (6) E = evaluate and monitor the solution and feedback when necessary (Guo, 2008).

This is a model that can be used when making decisions and can lead to more effective decisions. . I. Classify or define the problem or opportunity (D) · While out with friends I noticed three of the USC Livingston men’s soccer student athletes with a young man in his mid to late twenties that I did not at first recognize. When the young man stepped closer to the student-athletes I recognized him as a former soccer student-athlete and someone who had been kicked out of USC Livingston for violation of the athletic, university, and NCAA drug policy and someone who had been known to distribute Performance Enhancing Drugs (PEDs). · Before I could step forward and call out to the student- athletes I saw each of them in turn give this former student-athlete money and receive a small brown bag in return.

While I could not tell what was in the bags, given this young man’s history I felt it could not be something good. Before I could do more than step in their direction the crowd of four dispersed, and I did not think the student-athletes saw me, so I turned back and headed into the restaurant. · These are not student-athletes who play for me, so I am not aware of their character, but I am aware of their importance to their team, and the impact this situation could have on their team, the athletic department and the university. · Jumping to the wrong conclusion could also be a potential problem. II. Establish objectives and criteria (clarify) (E) · Given that I did not see what was in the bag and only know that the person these young men was meeting with had distributed PEDs in the past I would need to collect some pertinent information before making a decision.

I would need to decide what information is needed, the best sources of information, and how to get it. · What kind of decision is this? In this situation the decision would be a naturalistic one meaning a decision that exists in a framework that shows how people make decisions and perform cognitively complex functions in demanding, real-world situations (Klein, 2008). Although PEDs are not something most coaches deal with on a daily basis making decisions with lots of gray area are. · Another problem is that some information may be available in one moment but not available in the next, i.e. if indeed there were PEDs in the bag they could have been consumed or destroyed before verifying their existence.

The student-athletes were on the same team and could be friends meeting for any number of reasons. For all I know there could have been girl scout cookies in the bags. · Speak with my group so that when I do write down what I saw I can say if anyone else saw the same thing. · Is this my decision to make solely on how to handle it? · Is this a problem that has prevalent in our athletic department? III. Consider all creative and innovative alternatives (C) · “Sixty percent (of good problem-solving) is the ability to anticipate; 40 percent . . . is the ability to improvise, to reject a preconceived idea . . . , and to rule by action instead of acting by rules” (Radaskiewicz McNeely, 2014). This is where everything should be laid out and weighed in order of importance and impact. · In this situation there are a few possible paths of action, or alternatives that can be taken.

With a situation that has so much gray area additional information and time is needed to construct appropriate alternatives to the situation. I should write down what I know in order to be clear when explaining. · Speak with the student-athlete’s coach about the situation to see his opinion on how to proceed. Remember to put myself in his position if another coach was coming to me about this type of issue with one of my athletes. · Speak to athletic director about the situation and see if he will recommend having the athletes brought in for drug testing. · Speak with the student athletes directly: This is the least desirable solution as these are not my players and I may be seen as overstepping by doing so by their coach, the athletic director and upper administration. · Speak with the young man who was giving the bag to the student-athletes: also not very desirable because what reason would he have to tell me what they were doing and why? · Speak with others in the athletic department to see if they have heard anything related to this issue: also not desirable because that would be involving more people than necessary in this situation.

IV. Identify the best alternatives and select the most feasible (I) · How will this situation impact the soccer team, athletic department, and university as a whole? · Legality and permissibility of any decision made under laws and governing bodies: government law, NCAA, University policy, athletic policy. · Ethics of any alternative chosen. Does the solution make sense for the problem and is it ethical on top of that? · How feasible is each alternative in terms of implementation and outcomes? V. Develop and implement a plan of action (D) · Postponing decision making will cause a loss of control over the situation or for the situation to escalate further if there were PEDs in the bag. · If the NCAA has to step in sanctions could be far worse than if the situation is handled internally first. · Decide how best to approach the coach of the young men. · Review my notes and memory of the situation so I have all facts that I know and remember of the situation. · Decide how to proceed if the coach wants to take the situation to the athletic director. VI. Evaluate the decision (E) · Here is where we would put the decision to work. · “What if?†: What if the student-athletes had not given the young man money for the bags? What if there were girl scout cookies in the bag and not PEDs? Is this a repeat issue with these student-athletes or is this the first instance? Are there similar situations involving this team or student-athletes as a whole? · What are the consequences of this decision to all involved? · Is it possible to protect the rights of those involved (or my own character) while still maximizing the overall good for all of the stakeholders? · My preferred decision is to speak with the student-athletes’ coach because I do not know what was in the bag and have no proof but only suspicions as to what it contained. Going to the to speak with the athletic director first and hoping that he speaks with their coach about the situation or bringing the student-athletes in for a drug test could net negative decisions and consequences all around. This decision could lead to a strain on my personal and professional relationship with the track and field coach. In most situations I prefer to go with my gut and make a decision based on what feels right at the time. Most times this ends up being the right decision but in cases like this I have to see down and really use other criteria like the D.E.C.I.D.E. model to rational decision making whenever possible. When it is a decision that is far-reaching and touches so many I find that the rational approach to decision making is your best course of action.

References

Guo, K. (2008). DECIDE: a decision-making model for more effective decision making by health care managers. The Health Care Manager, 27(2), 19-24. doi: 10.1097/01.hcm.0000311329.28973.eb

Klein, G. (2008). Naturalistic Decision Making. Human Factors, 50(3), 458-460. doi:10.1177/0018720808092375

Radaskiewicz McNeely, A. (2014). 11 essentials of effective writing (p. 215). Heinle & Heinle.