PERSONAL DISCOVERY
LESSON 6: DECISION MAKING
"No trumpets sound when the important decisions
of our life are made.
Destiny is made known silently."
Agnes De Mille
I.
Literacy Objective: The students will be able to list steps in decision making.
II.
Materials for Lesson:
"Decision Making Strategies" - handout
"Steps to Decision Making" - handout
"What Would You Have Done?" - handout
"The Road Not Taken" by Robert Frost - handout
III.
Suggested Readings:
100 Ways to Enhance Self-Concept in the
handbook for teachers and parents (1976)
Jack Canfield & Harold C. Wells
Prentice Hall, Inc.
Englewood Cliffs, NJ
Classroom: a
IV.
Additional Activity:
"Learn to Question Your Indecisions" optional handout
V.
Notes to Instructor: A decision is a commitment to take or not to take an action or to
accept or reject an attitude. Decisions are made by individuals and groups. Short-range
decisions require little risk. Long-range decisions require planning for contingencies,
which automatically means that risk is involved. Teach decision-making as a system for
making these long-range decisions that is clear and demystified. It is a process that can
be used constantly throughout a lifetime. Talk about how one decision often leads to
another. Relate the decision-making process to the previous lesson on values.
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Journal Entry:
Review:
Write about the biggest decision you have ever made.
What decision was it?
How did you make it?
Was it difficult? Easy? Why?
Would you call it a "good" decision?
What would you do differently?
Discuss how each student spent 5 good minutes with each member in their
household:
What they did?
How they personally felt?
How they think the family member felt?
Was it difficult to arrange?
Was it a good idea?
Do they want to do it again?
I. INITIAL INQUIRY
Begin today's class with discussion questions on decision making, for example:
*
What are some examples of small decisions you have made?
*
What are some examples of big decisions you have made?
*
How do you make small decisions?
*
How do you make big decisions?
*
Do you think it is be important to have a process for making important
decisions? Why?
*
What decisions (big or small) did you make today?
*
How did you decide to come to this class?
*
How do you help your children make decisions?
*
What is difficult about making decisions?
II. LEARNING ACTIVITY
Distribute copies of Decision Making Strategies handout, or if the reading level is too
advanced, summarize the information and put the quotes on the chalkboard. Discuss each
strategy and ask for examples of each approach.
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Below are some decisions you can use for discussion purposes. Ask the students which of the
decision making strategies would be most effective if they were:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
deciding to accept a job
picking a movie to see
responding when someone asks "How are you?"
deciding what to write for a homework assignment
deciding to quit a job
choosing a program to watch on TV on Thursday night
deciding what to wear
being offered a cup of coffee
deciding what to do when your car breaks down
picking a route to take to school every day
reacting to a yellow light when you get to a corner
ordering a meal at a restaurant
deciding to smoke a cigarette or not
deciding on whether to go to a party
deciding to have a baby
Some decisions are routine and habitual. Others require more thought, time, and information.
These are usually long-range decisions and they carry more risk because the consequences are
far-reaching.
Self-paced Activities:
Activity 1: Ask these students to list some decisions they have recently made and then identify
the strategy they used to make each of the decisions.
Activity 2: Ask these students to give an example of a decision which would have an effect on
other decisions.
Activity 3: Ask these students to think of a decision that was very difficult for them to make.
Then ask them to write about why it was difficult to make and what helped them make the
decision.
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Distribute the Steps to Decision Making and discuss each step of the decision making
process.
1.
Define the problem-Figure out just what the problem is and put it into
your own words.
2.
List the alternatives-List all the ways the problem can be solved that you
can think of.
3.
List the pros and cons for each alternative. Look at each option and
decide what would happen if you tried each solution.
4.
Choose the best solution and make a plan. Figure out exactly how you
are going to do what you need to do. Make sure it is a "workable" plan.
Then take action!
5.
Evaluate and modify.
Measure your progress by asking:
"Did I accomplish what I wanted?"
"Am I satisfied with the results?"
"Do I need to revise the decision now that I have more
information?"
A good decision maker must always be ready to consider new information and readjust a plan to
satisfy new needs.
Give examples of decision making steps. One example is included here.
EXAMPLE
1.
Define the problem. Figure out just what the problem is and put it into your own words.
"I'm trying to decide if it's worth it to go to school and take all the classes I need to take in order to
get a GED."
2.
List the alternatives. List all the ways the problem can be solved that you can think of.
Choice A:
Yes. I can decide to do whatever it takes to get a GED.
3.
Choice B:
No. I can decide not to get a GED.
Choice C:
I can decide not to decide until I take a class or two and see how hard it is. Then
I will make a decision.
List the pros and cons for each alternative. Look at each option and decide what would
happen if you tried each solution.
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Choice A - Yes. I can decide to
do whatever it takes to get a
GED.
*
*
*
*
Choice B - No. I can decide not
to get a GED.
*
*
*
Choice C - I can decide not to
decide until I take a class or
two and see how hard it is.
Then I will make a decision.
*
*
*
Advantages
Can get a better job
Will make my kids
proud
Self-satisfaction
Will learn more English
*
*
*
More time for family
and friends
More time for hobbies
Will be home when my
kids come home
*
*
I won't be setting myself
up for possible failure.
It is less risk.
I can make a more
informed decision.
*
*
*
Disadvantages
Will take lots of time
Won't be able to visit
with friends as much
House won't be as
clean
Worried about future
Limits opportunity to get
a good job and make
money
Get bored at home
Keeps me dependent
on welfare
Seems like only "half" of
a commitment. My life
would be more directed
if I really decided.
Choice D ______________
_______________________
_______________________
_______________________
For this example, choose Choice A and make a workable plan of action.
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4.
Choose the best solution and make a plan. Figure out exactly how you are going to
do what you need to do. Make sure it is a "workable" plan. Then take action!
PLAN OF ACTION
What do I need to
know about this
alternative?
How do I find this
Information?
Date to be completed
1. * What are the
options in this
community?
1. * Will check the
Yellow Pages for
information.
05/08/95
* Will talk with family,
friends, caseworker,
neighbors about my
plans and to get more
information on options.
2. * I need specific
information from each
one of them, such as:
- Where will the
classes be offered?
- What time are the
classes?
- How do I apply?
- What are the dates of
the classes?
-Are there special
requirements?
- Is there a cost?
3. * I need to know if
this will help to get a
good job in the future?
05/09/95
2. * Will call each of
the agencies to obtain
the information.
5/10/95
* Will make
appointments to visit
sites I am interested in.
5/17/95
3. * Will research
career options at
school library, YWCA,
college career center,
TEC.
9/1/ 1995
* Will look at classified
ads every Sunday.
* Will talk to workers in
various fields.
6/1/ 1995
6/1/ 1995
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5.
Evaluate and modify.
Measure your progress by asking:
"Did I accomplish what I wanted?"
"Am I satisfied with the results?"
"Do I need to revise the decision now that I have more
information?"
A good decision maker must always be ready to consider new information
and readjust a plan to satisfy new needs.
Involve the class in giving other examples.
This is an abstract exercise so try to keep it as uncomplicated and concrete as possible. Take it
one step at a time. Try to focus on making career and educational decisions and how to
develop effective plans of action full of very specific tasks.
Discuss the words "decision" and "outcome".
A decision is the act of choosing, selecting, and deciding among several possibilities.
An outcome is the result or consequence of the decision.
It is important to distinguish between a poor decision and a poor outcome, or a good decision
and a good outcome. The difference is the person has control over the decision, not the
outcome. The future can only be predicted, whereas decisions are always based in the present.
So a "good decision" is one in which the skills of decision making are used to choose the
alternative that is best according to the individual's preferences, values, information, and
probabilities.
III. LANGUAGE EXPERIENCE
Read aloud the "What Would You Have Done?" handout on Bernard Goetz. Ask each
student to write a response to the questions. Discuss everyone's answers.
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IV. READING IN CONTEXT
Pre-reading activity:
What is a poem?
How does it differ from prose?
What do you think a poem titled "The Road Not Taken" will be about?
Discuss how a poem stays alive because it is rooted in mortal things and deathless emotions. It
is felt first and thought out afterwards. Frost once wrote in a letter "It begins with a lump in the
throat, a homesickness or a lovesickness. It is reaching out toward expression; an effort to find
fulfillment. A complete poem is one where an emotion has found its thought, and the thought
has found the words." (Untermeyer, L. Robert Frost's Poems, 1969)
Read and discuss "The Road Not Taken" by Robert Frost.
Post-reading activity: What has made "all the difference" to the poet?
Describe the mental images you get from the poem.
Write the poem in prose form.
What personal meaning does the poem have to you?
What does the line "Yet knowing how way leads on to way" mean
to you?
Personal Dictionary
V. HOME ASSIGNMENT
Ask the students to think back about the decision they wrote about in their journals at the
beginning of class. What other decisions could they have made at that time? Ask them to write
about what would have happened if they had decided another way .. "the road not taken".
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ADDITIONAL ACTIVITIES
1.
Using the information on the importance of values and the steps learned in class on
decision making, discuss with the students "What would you do if..."
*
*
*
*
*
*
*
*
*
*
*
You saw a hit and run accident
You found out a good friend was a drug dealer
You found $100.00 on the sidewalk
You knew your best friend's husband was having an affair
You found out you only had 6 months to live
You were granted 3 wishes
Your 15 year old daughter wanted your permission to get married
Your son brought home a stray dog
You found out your sister had AIDS
You received a $4,000.00 scholarship to the school of your choice
You knew some of the gang members who held up a convenience store
Have the students generate their own lists of "What if's..." to ask each other in class.
2.
"Learn to Question your Indecisions" by Niki Scott, Gannett News Service
3.
Ask the students to form small groups of 3-4 people and generate a list of "Blocks to
Decision Making". Ideas might include fear of:
*
*
*
*
*
making mistakes
being seen as a fool
being criticized
family or peer pressure
age, race, or sex role stereotyping
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DECISION MAKING STRATEGIES
Impulsive:
Takes the first alternative available without looking at other
alternatives or collecting information. "Decide now; think
later."
Intuitive:
Based on feelings and emotions. "It feels right."
Delaying:
Postponing thought and action until later. "I'll think about it
tomorrow."
Fatalistic:
Leaving decisions to the environment or fate. "Whatever will
be, will be."
Compliant:
Going along with the plans of someone else without making an
independent decision. "If it's okay with you, it's okay with
me."
Paralytic:
Unable to set the process in motion in order to make a
decision. "I know I should, but I just can't seem to get
started."
Agonizing:
Gets lost in gathering information and analyzing alternatives.
Never advances to a decision point. "I can't make up my
mind."
Habitual:
Based on habits without much thought. "I've always done it
this way."
Planful:
Systematic following of decision making strategies that can be
used every day. "Let me take the time to make a thoughtful
decision."
Source: Unknown
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Steps to Decision Making
1.
Define the problem. Figure out just what the problem is and put it into your own
words.
2.
List the alternatives. List all the ways the problem can be solved that you can
think of.
3.
List the pros and cons for each alternative. Look at each option and decide
what would happen if you tried each solution.
4.
Choose the best solution and make a plan. Figure out exactly how you are
going to do what you need to do. Make sure it is a "workable" plan. Then take
action!
5.
Evaluate and modify.
Measure your progress by asking:
"Did I accomplish what I wanted?"
"Am I satisfied with the results?"
"Do I need to revise the decision now that I have more information?"
A good decision maker must always be ready to consider new information and
readjust a plan to satisfy new needs.
____________________________________________________________________________________
____________________________________________________________________________________
__________________
Think of a personal example and work through the steps
1.
Define the problem. Figure out just what the problem is and put it into your own words.
2.
List the alternatives. List all the ways the problem can be solved that you can think of.
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3.
List the pros and cons for each alternative. Look at each option and decide what would
happen if you tried each solution.
Choice A -
Advantages
Disadvantages
Choice B -
Choice C -
Choice D -
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4.
Choose the best solution and make a plan. Figure out exactly how you are going to do what
you need to do. Make sure it is a "workable" plan. Then take action!
PLAN OF ACTION
What do I need to
know about this
alternative?
How do I find this
information?
Date to be completed
Check when completed
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5.
Evaluate and modify.
Measure your progress by asking:
"Did I accomplish what I wanted?"
"Am I satisfied with the results?"
"Do I need to revise the decision now that I have more
information?"
A good decision maker must always be ready to consider new information and readjust a
plan to satisfy new needs.
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What Would You Have Done?
In 1981 B. Goetz was mugged by 4 men. His ribs were badly hurt. The cops only got one of the
men. They booked him. But not much happened to the man after that.
Then one day in 1984, Goetz was getting on a subway. There were 4 kids on the subway. The
kids were all 17 or 18 years old. They asked him for $5. They did not say that they would hurt
him. But Goetz was thinking that they would hurt him. Goetz was afraid.
Goetz had a gun with him, and he used it. He used it on all 4 kids. Even the one who was
running away. One of the kids was very badly hurt.
Do you think Goetz did the right thing?
What would you have done if you were Goetz? Why?
After he used his gun, Goetz did not wait for the cops. He ran away and hid. At that time no one
knew his name or where he lived. The police put pictures of Goetz on T.V. and in the
newspapers. Goetz gave himself up.
Should Goetz have run away? Did he do the
right thing when he gave himself up? What
would you have done? Why?
The cops booked Goetz. They said that he should not have had a gun, and that he should not
have used it. Newspaper people asked Goetz why he had used his gun. He told them that he
had been afraid.
If you worked for a newspaper, what kind of story
would you write about Goetz? Why?
At first, most newspapers and most people said that Goetz did the right thing. For a time, there
were not as many muggings on the subway.
But then Goetz started to say other things. He said that people had to use guns to be safe.
Many people said that this was not right. They were afraid of what would happen if everyone
owned and used guns. Many people started to think about Goetz in a different way.
Do you think everyone should have a gun? Do you own a gun?
Would you buy one? Would you use it?
Source:
Contemporary's New Beginnings in Reading (Book 5) by Bonnie Tivenan (1985).
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THE ROAD NOT TAKEN
BY ROBERT FROST
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and II took the one less traveled by,
And that has made all the difference.
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Learn to Question Your Indecisions
by Niki Scott / Gannett News Service
You are faced with a decision you cannot make. The knot in your stomach feels like cement, and as each day passes,
your feeling of dread increases. It happens to everyone. Here are some questions you might ask yourself if you're
paralyzed by an attack of indecisiveness:
*
Do you have all the information you need? Are you dealing with facts, or with vague impressions and hearsay?
If you don't have the facts, it's best to stop stewing and start asking questions.
*
Can you forgive yourself if you make the wrong decision? Can you be as kind to yourself as you are to a friend
who makes an honest mistake? If you know that you can forgive yourself, your fear about being wrong will
diminish.
*
What's the worst that can happen? What are the consequences you will have to face if you're wrong?
*
Are you being realistic about those consequences? Or are you scaring yourself by using extreme language?
*
We often say, "I'll never work again," when we mean, "I'd have to find another job." Or we say, "He'd kill me,"
when we mean, "He'd be angry." Or we say, "I'd never get over it," when the truth is that we would - eventually.
We escalate our fear of being wrong when we exaggerate the consequences.
*
What will you do if you are wrong? Try to imagine the worst - realistically - then plan what you'll do if it
happens. Making the right decision is less a matter of life and death if you know what you'll do if you are
wrong.
*
Have you turned this into an either-or situation? Are there options you haven't considered? If you have only
two choices and don't like either of them, force yourself to think of other options.
In almost any situation, there are more than two possible courses of action. If you can think of compromise
plans, you may suddenly find yourself able to make a decision.
*
Are you making this decision by not making it? If you don't job-hunt, you make an indirect decision to stay in
your present job. If you don't get around to telling someone the truth, you make a passive decision not to.
The trouble with passive decision-making is that it leaves us feeling out of control. If what happens next is
good for us, we don't take the credit for making it happen. If what happens isn't good, we can't console
ourselves by saying that we did, at least, take a risk.
*
Finally, do you have to make a decision right now? Or are you cornering yourself with artificial deadlines?
There is a world of difference between deliberately postponing a decision and not making one.
*
Instead of saying, "I can't make a decision," try saying, "I won't make a decision right now - I choose not to."
*
If that feels right to you, you may simply need more time. You'll feel in control if you give yourself that time
instead of letting it slip away because you're paralyzed.
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