La Toma de Decisiones La toma de decisiones es un proceso influenciado por valores e información en el que un problema percibido es definido y analizado,

Presentación del tema: "La Toma de Decisiones La toma de decisiones es un proceso influenciado por valores e información en el que un problema percibido es definido y analizado,"— Transcripción de la presentación:

1 La Toma de Decisiones La toma de decisiones es un proceso influenciado por valores e información en el que un problema percibido es definido y analizado, se buscan soluciones alternas y se escoge una que es implantada y posteriormente evaluada.

2 Pasos en el Proceso de la Toma de Decisiones

3 Este proceso es racional aunque hay valores personales y factores externos que pueden afectar la decisión. Algunas de las barreras para las buenas decisiones son situacionales: - El tiempo disponible para la toma de decisiones - La disponibilidad de recursos para implantar una determinada alternativa

4 - La información disponible - La ambigüedad de la situación, incluyendo las alternativas y las posibles consecuencias. - El grado de autonomía organizacional para la toma de decisiones - Las expectativas de otros relacionadas con la naturaleza de la toma de decisiones - La cantidad de tensión en la situación

5 Otras variables para la buena toma de decisiones son personales: - Los valores éticos del que toma las decisiones que excluye ciertas alternativas. - Sus creencias relativas a involucrar otros en su toma de decisiones. Típicamente tiene que ver con su idea sobre la capacidad del grupo.

6 La Toma de Decisiones con Participación Razones a favor de involucar a otros : 1. Aumentan los puntos de vista y se utiliza el peritaje colectivo. 2. Mejora el autoconcepto del grupo y facilita la aceptación y la implantación 3. Es consistente con la cultura democrática en la que vivimos

7 Razones en Contra : 1. El pensamiento de Grupo: Group Think que conduce a un deterioro de la eficiencia racional, poco contacto con la realidad y juicios morales laxos. Ocurre en grupos con gran cohesión y conduce a lo siguiente:

8  Invulnerabilidad  Racionalización  Seudo moralidad  Desarrollo de estereotipos  Presión  Auto censura  Unanimidad  Porteros de las mentes

9 2. Tendencia a adoptar riesgos extremos. La toma de decisiones grupal según Leon Guen (Practicing the Art of Leadership)

10 Identifying a Problem An Approach to Effective School Leadership

11 Developed from the Contents of Reginald Leon Green’s Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards Chapter 5

12 IDENTIFYING A PROBLEM A Five Step Process

13 IDENTIFYING A PROBLEM Step 1  Clearly state the concern or issue that you are facing. Identify what is real or true about the problem or concern as factually as can be determined.

14 THE CONCERN –Students cannot use Microsoft PowerPoint to make presentations.

15 IDENTIFYING A PROBLEM Step 2  Determine if the identified concern or issue is being influenced by the organization (structure) or a function (process).

16 INFLUENCE –The inability of students to use Microsoft PowerPoint is a function of the instructional process. Instructional Process

17 IDENTIFYING A PROBLEM Step 3  Determine the person(s) most affected by the concern.

18 THE INDIVIDUALS MOST AFFECTED  The identified void is skill deficiency, and students and employers (i.e, our customers) are most affected by skill deficiencies.

19 IDENTIFYING A PROBLEM Step 4  State the problem. –(What problem does the identified truth create?)

20 THE PROBLEM –Graduates of Springview Elementary lack knowledge and skills necessary to use technology applications effectively.

21 IDENTIFYING A PROBLEM Step 5  Prepare an action question for the faculty

22 ACTION QUESTION –What changes can be made to increase student skill development in Microsoft PowerPoint production?

23 ASSESSING THE OUTCOME  How will we determine if the action taken has made a difference?

24 THE ASSESSMENT CRITERIA –At least 90% of the students will be able to make a PowerPoint presentation.

25 IDENTIFYING A PROBLEM –Identify the reality/truth. –State the problem. –Determine action steps. –Make an assessment.

26 REFERENCE  Greenberg, J. & Baron, R. A. (2003). Behavior in organizations: Understanding and managing the human side of work (8 th ed.). Upper Saddle River, NJ: Prentice Hall.

27 HOW TO STATE A PROBLEM Enhancing Faculty Participation

28 Developed from the Contents of Reginald Leon Green’s Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards Chapter 5

29 EFFECTIVELY STATING A PROBLEM  An essential skill for school leaders is the ability to assist the faculty in effectively stating a problem.

30 EFFECTIVELY STATING A PROBLEM  When a problem is effectively stated, a faculty can be greatly encouraged to resolve that issue or problem.

31 EFFECTIVELY STATING A PROBLEM  When a problem is effectively stated, creativity is encouraged, the issues are given full consideration, and alternative solutions are developed.

32 DEFINING THE PROBLEM  The greatest aid in defining a problem is isolating the real heart of the problem.

33 DEFINING THE PROBLEM  There must be a separation of creative thinking from judgmental thinking.

34 DEFINING THE PROBLEM  It must be understood that the meeting is called not to settle the problem, but to get ideas on how to settle the problem.

35 STATING THE PROBLEM Step 1  The process should begin with a problem question, not a solution question.

36 A Solution Question  “How can we get teachers to accept team teaching?”  The solution has been given, “...get teachers to accept...”

37 A Question Statement  “What instructional approach would be best to meet the needs of our students?”  Or, “What information would be helpful to teachers to make decisions about working cooperatively with each other?”

38 STATING THE PROBLEM Review this statement…  “How do we get rid of our present instructional system and install a more efficient method?”  Is this a problem or solution statement?

39 A Solution Statement Again, the solution is given.  A problem statement would be, “What are the characteristics of a teaching approach that we would like to have?”

40 BEST PRACTICE  The best practice suggests a separation of the solution from the problem; then the faculty can focus on understanding the details of the problem.

41 BEST PRACTICE  Once this occurs, appropriate solutions are likely to emerge.

42 STATING THE PROBLEM  There are no hard and fast rules for stating a problem. However, the art of group leadership is assisting the group to state questions in a problem, rather than a solution framework.

43 REFERENCES  Greenberg, J. & Baron, R. A. (2003). Behavior in organizations: Understanding and managing the human side of work (8 th ed.). Upper Saddle River, NJ: Prentice Hall.