WORKPLACE DECISION MAKING
Course
Practicum in
LPSCS
Unit V
Workplace
Decision Making
Essential
Question
What thought
process is
involved in
making decisions
at work?
TEKS
§130.301(c)
(2)(A)(B)(C)(D)
Prior Student
Learning
The student
should be able to
identify situations
that require
making choices
and how to
respond.
Estimated Time
3 hours
Rationale
Each specific career in LPSCS requires its employees to make decisions on
the job. Whether it is in an investigation or in trying a case, persons in
LPSCS careers are confronted with making impactful decisions.
Objectives
The students will be able to:
1. Identify potential problems which may require a decision quickly.
2. Define available options regarding a specific problem through
gathering information.
3. Identify the consequences of options.
4. Explain the importance of gathering information prior to making a
decision.
5. Explain a seven step decision-making process.
Engage
Read the children’s story, “The Three Little Pigs.” Ask the students to
journal answers to the following questions:
 What problems are the pigs presented with at the beginning of the
story?
 How does each little pig go about solving his problem?
 Which little pig’s solution (house) takes the longest?
 Which little pig’s solution (house) is the most effective?
 Is the quickest solution necessarily the best one?
 How do the little pigs deal with the wolf?
 Are they more successful individually or when they combine efforts
and ideas?
Have students discuss their answers. Explain that careers in LPSCS
require making many decisions—some of those decisions can mean life or
death. Use the Discussion Rubric and the Writing Rubric for assessment as
needed.
Key Points
I. Key Terms
A. Problem – a question proposed that needs a solution
B. Option – a choice
C. Alternatives – two or more options in a situation
D. Outcome – the final result
E. Solution – the process of solving a problem
F. Decision – the act of making a choice or coming to a solution
G. Goal – something you aim for that takes planning and work
H. Plan of Action – a series of steps to be carried out
I. Process – a series of actions directed to some end
J. Risk – a behavior with an element of danger that could cause injury
or harm
K. Consequence – the result of an action – can be positive or
negative
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II. When we make decisions
A. Personal Life
B. Relationships
C. Driving
D. Workplace
III. How we make decisions
A. Ignore that a decision needs to be made
B. Blindly make a decision
C. Make a plan
IV. Seven steps in decision making
A. Recognize a Problem
1. Define what needs to be decided
2. Consider the influencing factors
B. Gather Information and Resources
1. Information
a) Books
b) Internet
2. Resources
a) People
b) Employer Policy/Procedures
3. Training
a) Training Manuals
b) On-the-job training
C. List the Options
1. Project confidence
2. Project a positive attitude
D. Weigh and Compare the Options
1. Analyze each option
2. Consider the consequences of each option
3. Place the options in priority order
E. Make a Decision
1. Choose the best option
2. Choose a combination of options
F. Make a Plan
1. Make the steps of the plan
2. Take action
G. Evaluate the Decision
1. Determine the results of your decision
2. If the outcome was not what was expected, determine if you
need to repeat any steps
V. Points to Remember
A. You can always change your mind about a decision you have made
B. There is probably not just one right choice – few decisions are
totally wrong
C. Deciding is a process, not a one-time event
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D. All decisions have an element of risk
E. Think of the worst possible outcome – could you live with that?
F. Trust your intuition
Activities
1. Group Scenario Activity: Divide the students into groups of 3 to 5. Give
each team one of the decision-making scenarios (Use the Decision
Making Scenarios handout). Have each team use the seven-step
decision-making process to work through the decision-making scenarios.
Each group will illustrate its decision and the outcome on the Decision
Making Chart handout. Each group will present its decision and results
to the class. Use the Presentation Rubric for assessment.
2. Personal Decision-Making Activity: As a class, brainstorm and record on
the board decisions that each student may have to make in the near
future (examples: which occupation field/cluster to enter; which
training/educational program to take; whether you would like to own your
own business; deciding on a part-time job while in high school; whether
or not you want to go directly to work or college immediately after high
school; which high school courses to take; whether to change jobs).
Each student will identify a problem and work through the seven-step
decision- making process. Use the Individual Work Rubric for
assessment.
Assessments
Workplace Decision Making Quiz and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Writing Rubric
Materials
Workplace Decision Making computer-based presentation
Workplace Decision Making Key Terms
Decision Making Scenarios handout
Decision Making Chart handout
Steps to Decision Making Worksheet
The Three Little Pigs book
Resources
Florida Department of Education
http://www.fldoe.org/workforce/ced/ced_workplace.asp
Accommodations for Learning Differences
For reinforcement, students will list workplace decision-making terms and
give examples of each. Use the Individual Work Rubric for assessment.
For enrichment, students will write a research paper on SARA (Scanning,
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Analysis, Response, and Assessment) model of problem solving, which is
used by law enforcement agencies. Use the Writing Rubric and/or the
Research Rubric as needed for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(2)
The student applies concepts of critical thinking and problem
solving. The student is expected to:
(A)
analyze elements of a problem to develop creative and
innovative solutions;
(B)
critically analyze information to determine its value for
the problem-solving task;
(C)
compare and contrast alternatives using a variety of
critical-thinking skills; and
(D)
conduct technical research to gather information
necessary for decision making.
College and Career Readiness Standards
Cross Disciplinary Standards
I. Key Cognitive Skills
B. Reasoning
1. Consider arguments and conclusions of self and others.
2. Construct well-reasoned arguments to explain phenomena,
validate conjectures, or support positions.
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WORKPLACE DECISION MAKING KEY TERMS
1. Problem – a question proposed that needs a solution
2. Option – a choice
3. Alternatives – two or more options in a situation
4. Outcome – the final result
5. Solution – the process of solving a problem
6. Decision – the act of making a choice or coming to a solution
7. Goal – something you aim for that takes planning and work
8. Plan of Action – a series of steps to be carried out
9. Process – a series of actions directed to some end
10. Risk – a behavior with an element of danger that could cause injury or harm
11. Consequence – the result of an action – can be positive or negative
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DECISION MAKING CHART
What is the problem?
Options:
1.
2.
3.
Outcomes for Each Option:
1.



2.



3.



Choice – Which option will you choose?
How did it go?
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DECISION MAKING SCENARIOS
Scenario 1
The prosecutor in a Driving While Intoxicated (DWI) case realizes that the blood drawn from the
Defendant might not have been drawn properly, as required by law (unsanitary place, alcohol
swab used to prep the skin, person drawing the blood not certified to do such, etc.). The blood
alcohol content (BAC) of the Defendant’s blood test is a .180 – “A slam dunk case,” thinks the
prosecutor. The Defense attorney has requested plea negotiations with the prosecutor.
What should he do?
Scenario 2
An officer is dispatched to a house to investigate a strange odor. When she arrives, she begins to
check the perimeter. She smells a strong odor of chemicals coming from the house. One of the
windows allows her to see into the house a little. She can see what appears to be a meth lab.
What should she do?
Scenario 3
A Juvenile Correctional officer observes another Juvenile Correctional officer being verbally
abusive to a ward, in response to that ward cursing the officer. The situation quickly escalates into
a physical confrontation.
What should the observing officer do?
Scenario 4
An irate client who is outraged because a judge has left a critical motion in the client’s case
undecided for over a year has called his attorney’s office. The client demands that the attorney call
the judge’s law clerk to find out the cause of the delay.
What should the attorney do?
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STEPS TO DECISION MAKING WORKSHEET
1. Define your problem.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Gather information and resources.
A. What information do you need?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Where or who are possible resources?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. List your options. (Number of options may vary.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Weigh, compare your options.
Positives
A.
Negatives
B.
C.
D.
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5. Make a decision.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. Make a plan of action. (What can you do to get the best possible outcome?)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
7. Evaluate the decision. (Are you happy with the outcomes of your decision? Do you need to
make some changes in your plan? For this activity, why do you think your decision was the
best choice?) Record your answers in the space provided below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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WORKPLACE DECISION MAKING QUIZ
Name________________________________
Date__________________________
Answer the following questions:
1. ______ What is the act of making a choice or coming to a solution?
a. Option
b. Choice
c. Decision
d. Goal
2. ______ What may trigger your awareness that a decision needs to be made?
a. Solutions
b. Influencing factors
c. Plans of action
d. Resources
3. ______ What may be a source of information in considering options in decision-making?
a. People
b. Problems
c. Alternatives
d. Goal setting
4. ______ What should be considered when weighing different options to reaching a decision?
a. Solutions
b. Choices
c. Priorities
d. Consequences
5. ______ It is important to do which of the following whether or not the decision you made
solved the initial problem?
a. Value
b. Evaluate
c. Compare
d. Choose
6. ______ Which of the following is not one of the 7-steps in decision making?
a. Evaluate
b. Change your mind
c. Make a decision
d. Make a plan
7. ______ Which of the following is a source of information to be used in decision-making?
a. Professional dress
b. Professional communication
c. Employee Training Manuals
d. Employee Vacation Days
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8. ______ Remember, there is only one right choice when making decisions.
a. True
b. False
9. ______ Which of the following activities would be considered a decision?
a. Understanding the new policy on sexual harassment
b. Being late for work due to an accident
c. Performing cleanup routine before leaving work
d. Accepting a job offer
10. ______ If the outcome is positive, you have always made the right decision.
a. True
b. False
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WORKPLACE DECISION MAKING QUIZ KEY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
B
A
D
B
B
C
B
D
B
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Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering Information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, and bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 The presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media to
communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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