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understood. Known commonly as fact finding and problem solving. Equally as important as the act of deciding.
established solutions and the values of the decision maker are aligned; the educational leader will be able to live with the results which translates into ownership of the decision.
Selecting the solution that maximizes long term gains: Solutions
that are far reaching which maximize short and long term gains should be high sought.
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Behavioral Decision-Making
The behavioral decision-making model follows a chronological
order of events Leaders make decisions based upon all that is known at the time. The making of a decision is sometimes more important than collecting all the alternatives. Expect the unexpected If it works, dont try to fix it! Select the first alternative that satisfied minimal standards of acceptability
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called decisions of bounded rationality. Successful 21st century educational leaders call upon their prior experiences, intestinal fortitude, intuition and related situations.
Maintain your perspective in making decisions. Contextual
rationality is used to describe these environmental influences including, but not limited to, internal and external politics, distribution of power and authority, and other environmental influences that impact decision-making
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Another major form of decision-making entitled retrospective rationality, involves justifying the rationality of decisions that have already been made. Successful 21st century educational leaders make their best decision and let it go and gon on to the next decision.
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incremental model of decision-making is often referred to as the method of successive limited comparisons.
The incremental model of decision-making
Establishes goals and considers different solutions occurs simultaneously Renders the quality of the solution to be determined by the agreement of decision makers Considers only the options similar to the current state of affairs, the number of options and outcomes are significantly reduced.
Narrows the analysis of the differences between existing situations and options Deemphasizes theoretical analyses and increase the comparisons of concrete alternatives
Educational leaders who focus upon a reasonable set of alternatives on the basis of their experiences are able to make predictions of outcomes with accuracy and confidence.
Incremental decision-making has its limitations: it is at times too narrow and specified.
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approach to complexities and uncertainties while meeting the needs of decision-making under these conditions (Etzioni, 1990; Etzioni, 1967). This approach is actually a synthesis of the behavioral and the incremental models. Educational leaders examine data that is both of slight importance as well as data that is deeply entrenched in their schools culture.
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that results in a worse outcome than if a decision were not made in the first place. If additional time is needed explain to others the importance of this additional time. A delay to collect and analyze more information before taking action is crucial. Reveal your decision in stages. Stagger your decisions. By revealing your decision in stages, educational leaders will be able to evaluate the outcomes of each decision before proceeding to the next revelation.
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Dont put all your eggs in one basket: Allow the usage of partial resources until the consequences are satisfactory. Diversity your alternatives, maximize your gains: Treating each alternative as an investment. Make adjustments on the basis of the gains. By diversifying their alternative, educational leaders are able to maximize
their gains Keep your options open: Position yourself in the decisions that you make to be able to rescind, reverse and improve your decisions again when additional information is known.
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unlike other classical decision making models because solutions are developed before problems are determined (Kingdon, 2003). Instead of awaiting a problem to respond to, decision makers may be waiting for an opportunity to implement the decisions that already have been determined
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circumstances surrounding each situation. This approach relies on the chance that a certain problem will occur Most likely to occur in organizations that experience extremely high uncertainty without established board policies and administrator procedures
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Inform others of a decisions, share the rationale of an established decision, give others a chance to ask questions, digest the implications of the decision and prepare for the outcomes of the decision, hope others will accept the decision more readily.
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of a more rational and logical decision; The educational leaders will ultimately be making the decision based upon the consensus of information they have attained from others; extend appreciation to others for their input; explain that the thoughts of others will not necessarily be reflected in their decisions.
Demonstrate care for their thoughts, concerns and recommendations Calling others together to obtain a majority rule: Offers the advantage of specifically encouraging opinions and shifting positions in time as ideas and values change; the majority rule technique has the distinct disadvantage of creating winners and losers
determine decisions: Explain the process for making decisions straight from the onset; consensus may create pressure; it is recommended that consensus building be implemented sparingly Although shared decision-making empowers others it also means increased responsbility on the shoulders of others. Participants need to be willing to risk emotional involvement in situations once perceived as off limits under autocratic paradigms.
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educational leaders will need to provide the following keys to development successful 21st century shared decision-making process (Clemen, 1996; Ghahramani, 1996). Educational leaders need to build collaborative cultures: Creating a collaborative culture that value others as capable contributors to the decision-making process will not be an easy undertaking.
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development as well to bring this change: Leaders need to be trained to transform educational settings into collegial environments. Educational leaders need to align personal values with organizational values: Leaders must establish congruence between personal values and organizational values when it comes to implementing shared decision-making strategies.
decision-making practices: Leaders need to establish mechanisms and procedures to initiate and sustain shared decision-making processes. Educational leaders will need to provide meaningful training for others: Provide skill acquisition for all staff members through meaningful, real-life training opportunities.
and celebration: Provide training that includes opportunities for personal and organizational reflection and celebration. Take time to celebrate successes! Educational leaders will need to provide assessment and awareness opportunities: Ensure that training includes an understanding of the importance of assessment and awareness of the change process and tailored to the different types of decisions that will need to be made.
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and they groups leads to divisive measures that challenge the unity of the whole faculty. Risk 5: Shared decision-making members cave in to peer pressure. Members may resort to pressuring other group members who express arguments against the groups collective vision or commitments. Individuality is key to successful shared decision-making.
Risk 6: Shared decision-making members falsely view silence as golden. Members perceive falsely that everyone agrees with the groups decision; silence is seen as consent. Leaders need to encourage each shared decision-making member to share their thoughts, ask questions, and voice their concerns.
Risk 7: Shared decision-making members appoint themselves to superior positions! Leaders need to ensure that shared decision-making members uphold an equal voice, equity, and an equal voice and vote status.
Perspective on Decision-Making
Effective decision-making depends on the skills,
dispositions, and experiences of the educational leader. Successful 21st century educational leaders will need to be aware that their decisions will bring conflict from some regardless of their decision and they will need to resolve this conflict if the decision is to be successful.
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ensure the success of decisions. Student achievement is the most important indicator of successful 21st century educational leadership. Therefore, understanding the decisionmaking process and how to improve student learning will greatly benefit those you lead. Knowing and practicing the key concepts, keys to success and even risky keys will support and assist educational leaders in gaining increased student achievement and school improvements.
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