Chapter 6a - William Allan Kritsonis, PhD - Lecture Notes - Decision Making

8/20/2019 Chapter 6a - William Allan Kritsonis, PhD - Lecture Notes - Decision Making

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Factors to Consider When Making

Judgments and Decisions About

Controversial Issues

William A. Kritsonis, PhD

Chater !



Judgment

• Judgment- noun : a formal utterance of an

authoritative opinion

• Definition from Webster's New Collegiate Dictionary

• Judgments are made everyday based on whom

and what is being judged.



Moral Architecture

• A successful leader must be able to bring people

together in order to create a common sense of

camaraderie as it relates to morals and values and

what will benefit the school as a whole with specialattention giving to the students.

– An effective moral architecture should reflect the diverse

talents and skills of school and district communities to

answer questions as !ho do we want to be as members ofthis community"# and the answer requires more mundane

and specific questions$ such as whom do we each owe"#$

etc.



%olerance for &ero %olerance

• &ero %olerance policies are becoming ubiquitous as means forencouraging and discouraging certain types of behaviors.

– 'ringing weapons$ poisons$ and hallucinogenic drugs to

school should be discouraged.

– 'ullying$ beating$ and mauling classmates are the sorts ofthings all are likely to agree are bad things and to be

eliminated from school and district terrain.

– All o" the o""enses listed above are trul# unaccetable

"rom ro"essionals in the education "ield ,but does one

behavior demand the same conse$uence as the other

based on the %ero tolerance olic# or can e&cetion be

made'



&ero %olerance•

&ero tolerance(s obsession with behavior instead of actions often leads to

uncompromising stances.

– Administrators are often placed in positions where

harsh penalties lead to tough decisions even

though the evidence may be clearly visible and

justifiable.

–

)veryone associated with the implementation ofthe *ero tolerance policy will feel uncomfortable

most of the time.



+acism and ,ate peech: ragments of chool and /istrict 0ulture

• 1n every moral theory$ there are grounds for

despising racism and hate speech.

– 1n daily operations of school districts$ specific rules

applying penalties and punishments must beadministered to ensure awareness of and respect for

prohibitions against racism and hate speech.

Hate speech should be eliminated from nation’s

schools, and somehow as a democratic community

devoted to respecting the rights of individuals

stakeholders must figure out where to draw lines

and when and how to amend lines already drawn.



+acism and ,ate peech cont.

• 1nnocent insensitivity also may misconstrued and

should be looked into further before

administering punishment. Although the problems

may be challenging it should not be overlooked.

• %here is no fail safe system of moral management

but there is no e2cuse for management to be less

than vigilant and morally alert to the challenge.



3roviding a afe )nvironment: At

!hat 0ost• tudents as well as staff must feel safe in order to

perform effectively.

• chools that serve as *ones of safety for student

learning and teaching e2cellence are most evident inschools and districts with elevated moral

architectures.

• chools with minimal moral architecture feebly try to

provide some modest safety through the deployment

of a showy array of fortifications and enforcement

strategies.



afe )nvironment

• Administrators serve their constituencies best

by addressing the entire range of safety$

support$ and moral architecture that makes

learning and creative e2ploration central to the

school and district setting.

• (ngoing and ine""ective management o"

student aggression is a sign that the school

has an ine""ectual moral architecture.



Particiation in the )reat Conversion o" *umankind

chools should effectively invite students to converse with one another to develop a sense of

mutual respect for each other$ passion for truth and a more general understanding of the four

corners of educational purpose.



Decision making

• %his is a systematic process of choosing

from several alternatives to achieve

desired result 45amlesh6olow$ 7889.All decision making models include the

concept of rational activity.



Models in Decision Making

• %he 0lassical /ecision Making Model

• %he 'ehavioral /ecision Making Model

• %he <arbage 0an Model

• %he =room- >etton ?ormative Model



Classical Decision Making Model

• %he classical model of decision making

assumes that decision making is a rational

process whereby decision makers seek toma2imi*e the chances of achieving their

desired objectives by considering all

possible alternatives$ e2ploring allconceivable consequences from among

the alternatives and then making decision.



Classical Decision Making Model

?umerous authors have provided their

models of the decision making process$

but most include versions of the si2 stepswe have included in our model in the

diagram that follows.



+tes in the Decision Making Process

Identi"# theProblem

)enerate

Alternatives

valuateAlternative

s

Choose theAlternative

Imlementthe Decision

valuate theDecision

-CC/



Factors that a""ect rational

decision making

• 1nternal and e2ternal politics

• 0onflict resolution techniques

• /istribution of power and authority• %ime constraints

• 0ost

• 1nability to process information

• ;imits of human rationality



0ene"its o" Decision Making

• /ecision @uality

• /ecision 0reativity

• /ecision Acceptance

• /ecision nderstanding

• /ecision Judgment• /ecision Accuracy



Problems that damage decision

making

• Although there are a number of

advantages to both autocratic and

participatory decision making$ thereare also a number of problems that

can impede with decision

effectiveness or cause decisions to be

inconsistent when either is used.



Problems that

afect decisionmaking

Groupthin

k

Risky Shit

Escalationo

commitment



Conclusion

•All decisions in schools have someinfluence on the performance of both

faculty and staff. ;eaders working

independently can improve the decisionmaking process by recogni*ing their own

biases and those of others. %herefore$

understanding the decision making process and how to effectively utili*e it is

of paramount importance to school

leaders.



+eferences

• !agner$ 3. A.$ 6 impson$ /. J. 4BCC8.

Ethical Decision Making in School

Administration. ;os Angeles: age

3ublications.

• ;unenburg$ .0.$ 6 Drnstein$ A.0. 4BCCE.

Edcational administration! Conce"ts and "ractices 4Fth ed.. 'elmont$ 0A: %homson

,igher )ducation.

Chapter 6a - William Allan Kritsonis, PhD - Lecture Notes - Decision Making

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