Supervisor Practice in Child Welfare
Module 3: Casework Management
Instructor’s Guide
Activity 6: Practice # 5- Teach Critical Thinking and Case DecisionMaking
Purpose: To define the concepts of critical thinking and decision making and to explore
the supervisor’s role in coaching workers to make sound decisions in case planning.
Time: 175 minutes
Objectives: Through this activity, the supervisor will:
 Define and discuss the components of critical thinking and decision making.
 Develop guidelines for evaluating workers’ decision making.
Materials:
 Participant Workbook
 Flip chart and markers
 Projector
 PowerPoint file
Sequence:
Time
Define Critical Thinking – Brainstorming Activity
Define Decision Making – Small Group Activity
Decision Making Exercise Part 1
The Decision-Making Process
Decision Making Exercise Part 2
30 minutes
45 minutes
15 minutes
25 minutes
50 minutes
Trainer
Demonstration
Slide:
Learner Guide:
Chart:
Key Points
Game
Group Activity
Skills Practice:
Pair Activity
Handout
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Module 3 Activity 6
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Supervisor Practice in Child Welfare
Module 3: Casework Management
Instructor’s Guide
Activity 6: Practice # 5 - Critical Thinking and Case Decision
– Making (Total Minutes = 175)
Method
Script
Tips/Notes
Defining Critical Thinking – Brainstorming – (30 minutes)
Casework
Management
Slide:
Teach Critical Thinking and
Decision Making
Critical Thinking
Slide:
Say:
Let’s begin our discussion on critical thinking
by first looking at the process of “thinking.” To
analyze the thinking process we must learn to
identify and question its Elemental Structures.
According to The Critical Thinking
Community’s Miniature Guide to Analyze
Thinking:
1. Whenever we think we think for a purpose;
What is my fundamental purpose?
What are the goals and/or objectives?
Show slide “Miniature
Guide to Analytic
Thinking circles 1 & 2
Note: Circle 2
consists of the
questions below
each point
www.criticalthinking.org
2. Within a point of view;
What is my point of view with respect to the
issue?
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Supervisor Practice in Child Welfare
Module 3: Casework Management
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Say:
Say:
Say:
Tips/Notes
What is your frame of reference,
perspective, orientation?
3. Based on assumptions;
What assumptions am I using in my
reasoning?
What assumptions, presuppositions, taking
for granted have you made?
4. Leading to implications and consequences.
What are the implications of my reasoning
(if I am correct)?
What are the implications and
consequences?
5. We use data, facts, and experiences,
What information do I need to answer my
questions?
What information, data, facts, observation
and experiences were used?
6. To make inferences and judgments,
What are my most fundamental inferences
or conclusions?
What interpretation, inference, conclusions,
or solutions were made?
7. Based on concepts and theories,
What is the most basic concept in the
question?
What concepts, theories, definition,
axioms, laws, principles or models were
used?
8. To answer a question or solve a problem.
 What is the key question I am trying to
answer?
 What questions are at issue?
 What are the problem issues?
To answer a
question or solve a
problem
PowerPoint Slide:
Instructor’s Guide
Clarify concepts and
answer questions
Whenever
we think
we think for
a purpose.
Based on
Concepts and
Theories
Elements
Within a Point of
View
lements
Of
Of
Thought
Thought
Based on
Assumptions
To make inferences
and judgments
We use data, facts,
and
Experience
V 3 8/08
Leading to Implications
And
Consequences
Module 3 Activity 6
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Module 3: Casework Management
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What is the key
question I am trying
to answer?
PowerPoint Slide:
What is the
most basic
concept in the
question?
Instructor’s Guide
Tips/Notes
What is my
fundamental
purpose?.
What is my point of
view with respect to
the issues?
Elements
lements
Of
Of
Thought
Thought
What
assumptions
am I
using in my
reasoning?
What are my most
fundamental
inferences or
conclusions?
What information
do I need to
answer my
questions?
What are the
Implications of my
reasoning
(if I am correct)?
What are the
problems?
What questions are
at issue?
What concepts,
theories,
definitions,
axioms, laws,
principles or
models were
used?
PowerPoint Slide:
What interpretation,
inferences,
conclusions, or
solutions were
made?
What are the
goals
Objectives?
Elements
lements
Of
Of
Thought
Thought
What information,
data, facts,
observations and
experiences were
used?
What is your frame
of reference,
perspective,
orientation?
What
assumptions,
presuppositions,
taking for granted
Have you made?
What are the
Implications
and consequences?
Now that we understand the elemental
structure of the “thinking” process, how would
you define critical thinking?
Instruct the group to:
 Form groups of 4 to 5.
 As a group brainstorm the definition of
critical thinking.
 Select a record/reporter.
Reconvene group
after 3 minutes
What is Critical Thinking?
The art of thinking about your
thinking while you are thinking
in order to make your thinking:
PowerPoint Slide:



clearer
more accurate
more defensible
What is Critical Thinking?

PowerPoint Slide:


V 3 8/08
Critical thinking is a purposeful,
directed thought.
It is not easy and requires explicit
mental energy.
Critical thinking does not occur
when the mind is on automatic.
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Module 3: Casework Management
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“What is critical thinking?”
Ask:
Learner Guide:
Instructor’s Guide
Possible answers:
 The art of thinking about your thinking
while you are thinking in order to
making your thinking better: more
clear, more accurate, or more
defensible.

Critical thinking is a purposeful, directed
thought. It is not easy and requires
explicit mental energy. Critical thinking
does not occur when the mind is on
automatic.

Critical thinking is separating the
issues, examining the facts, and
reaching a decision.

Critical thinking is self-directed, self
disciplined, self-motivated, and selfcorrective thinking.
Tips/Notes
Chart responses to
questions
Four definitions of
Critical Thinking are
listed to the left.
What is Critical Thinking?
Critical thinking is:
PowerPoint Slide:

separating the issues

examining the facts

reaching a decision
What is Critical Thinking
Critical thinking is:
PowerPoint Slide:

self-directed

self- disciplined

self-motivated

self-corrective
“When is critical thinking used?”
Possible answers:
 When a problem or decision needs to
be studied with an open mind. We all
think but left to itself much of our
thinking is biased, distorted, partial,
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Module 3 Activity 6
Suggestions for
using Critical
Thinking
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Module 3: Casework Management
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Tips/Notes
uninformed or down-right prejudiced.
Yet the quality of our life and that of
what we produce, make, or build
depends precisely on the quality of our
thought.
Learner Guide:

When the topic is complex, has
important implications, or there is the
chance that strong personal views on
the issue might lead to biased
reasoning. Remember, shoddy
thinking is costly, both in money and in
quality of life.

When there is a need to make the best
decision possible. When decisions
involve the lives of others, critical
thinking makes good sense.
When is Critical Thinking Used?
Critical thinking is used when:

a problem or decision needs to be
studied with an open mind.

the topic is complex, has important
implications, or there is the chance that
strong personal views on the issue might
lead to biased reasoning.

there is a need to make the best decision
possible.
PowerPoint Slide:
What steps do critical thinkers take?
Learner Guide:
As stated earlier, critical thinking is the
disciplined mental activity of analyzing/
evaluating a problem or issues and selecting
through an intellectual process the best
solution alternative to address it.
5 Steps of Critical Thinking
PowerPoint Slide:
Choose
and Implement
the Best Alternative
Identify
and Clarify
a Problem
Consider the
Alternatives and
Implications
Gather
the
Evidence
Evaluate the
Evidence
Critical thinking involves these steps:
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Module 3 Activity 6
Five (5) steps of the
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Key Points:
Say:
Say:
Say:
Say:
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Instructor’s Guide
1. Identifying and Clarifying a Problem.
 Recognize that a problem exists. Some
problems may be big (everytime I hit
the save button in Spirit I loose my
information); others may be continuous
annoyances (the state car is low on
gas).
2. Gather the Evidence
 Learn more about the problem situation.
Look for possible causes and solutions.
(Is there a problem with the instructions
in the Spirit instructions manual?), (Is
the car being driven more than
previously?)
 This step may mean checking records,
calling a “super user”, brainstorming
with workers or peers.
3. Evaluate the Evidence
 Where did the information come from?
 Does it represent various points of
view?
 What biases could be expected from
each source?
 How accurate is the information
gathered?
 Is it fact or opinion? For example, fact
Tracy Jones has a broken arm; opinion
it was caused by twisting (this is an
opinion, if there is no medical
corroboration.
4. Consider Alternatives and Implications.
 Draw conclusions from the gathered
evidence and pose solutions. Then,
weigh the advantages and
disadvantages of each alternative.
What are the cost, benefits, and
consequences?
 What are the obstacles, and how can
they be handled?
 What solution best serves your goals,
and those of your organization?
5. Choose and implement the best alternative.
 Select an alternative and put it into
Module 3 Activity 6
Tips/Notes
Critical Thinking
process
1. Identifying and
Clarifying a Problem
2. Gather the
Evidence
3. Evaluate the
Evidence
4. Consider
Alternatives and
Implications.
5. Choose and
implement the best
alternative.
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Supervisor Practice in Child Welfare
Module 3: Casework Management
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
Say:
Learner Guide:
Instructor’s Guide
action.
Follow through on your decision by
monitoring the results of implementing
your plan.
What are Characteristics of a Good Critical
Thinker?
 Uses information skillfully and
impartially.
 Organizes thoughts and articulates
them concisely and coherently.
 Suspends judgment in the absence of
sufficient evidence to support a
decision.
 Attempts to anticipate the probable
consequence of alternate actions
before choosing among them.
 Has a sense of the value and cost of
information, knows how to seek
information, and does so when it makes
sense.
Tips/Notes
Source: Mary Ellen
Guffey, Business
Communication: Process
and Product, 2E
(Cincinnati: SouthWestern College
Publishing, 1996),
Chapter 1
Nickerson (1987)
Mississippi Supervisor’s
Guide To Implementing
Family Centered Practice
Characteristics of a Critical Thinker

PowerPoint Slide:



Say:



V 3 8/08
Uses information skillfully and
impartially.
Organizes thought and articulates
them concisely and coherently.
Attempts to anticipate the probable
consequence of alternative actions
before choosing among them.
Applies problem-solving techniques
appropriately in domains other than
those in which they were learned.
Listens carefully to other people’s
ideas.
Recognizes that most real-world
problems have more than one possible
solution and that those solutions may
differ in numerous respects and may be
difficult to compare in terms of a single
merit.
Looks for unusual approaches to
Module 3 Activity 6
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complex problems.
Characteristics of a Critical Thinker

PowerPoint Slide:


Say:


Has a sense of value and cost of
information, knows how to seek
information, and does so when it
makes sense.
Applies problem-solving techniques
appropriately in domains other than
those in which they were learned.
Respects differing viewpoints without
distortion, exaggeration, or
characterization.
Is aware that one’s understanding is
always limited.
Recognizes the fallibility of one’s own
opinion, the probability of bias in those
opinions, and the danger of differentially
weighting evidence according to
personal preferences.
Characteristics of a Critical Thinker

PowerPoint Slide:





V 3 8/08
Listens carefully to other people’s
ideas.
Recognizes that most problems
have more than one possible
solution.
Looks for unusual approached to
complex problems.
Can strip a verbal argument of
irrelevancies and phrase it in terms of
its essentials.
Understands the differences among
conclusions, assumptions, and
hypotheses.
Habitually questions one’s view and
attempts to understand both the
assumptions that are critical to those
views and implications of the views.
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Supervisor Practice in Child Welfare
Module 3: Casework Management
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Characteristics of a Critical Thinker

PowerPoint Slide:


Respects differing viewpoints
without distortion, exaggeration, or
characterization.
Is aware that one’s understand is
limited.
Recognizes the fallibility of one’s
own opinion.
Characteristics of a Critical Thinker


PowerPoint Slide:
Ask:
Key Questions:
Learner Guide:
V 3 8/08

Can strip a verbal argument of
irrelevancies and phrase it in terms of its
essentials.
Understands the differences among
conclusions, assumptions, and
hypotheses.
Habitually questions one’s view and
attempts to understand both the
assumptions and implications of the view.
So what can you do to maximize the quality of
your thinking?
 Learn how to become an effective
“critic” of your thinking.
 Ask the right questions when facing a
complex decision. Asking the right
questions doesn’t take any longer than
asking the wrong ones.
Ask yourself
 What precise questions am I trying to
answer?
 What is the best question to ask in this
situation?
 Is there a more important question I
should be addressing?
 Does this question capture the real
issue I am facing?
 Is there a question I should answer
before I attempt to answer this
question?
 What information is needed to answer
this question?
 What conclusions seem justified in light
of the facts?
 What is my point of view? Do we need
to consider another?
 Is there another way to look at the
question?
Module 3 Activity 6
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Learner Guide:
Say:
Key Points:
Key Points:
V 3 8/08
Instructor’s Guide
Tips/Notes
Tools that can be used to improve critical
thinking:
 Goals and objectives (define what we
are after).
 Questions and problems (define what
we must answer or solve).
 Information and data (is needed to
answer our questions and solve our
problems).
 Modes of interpreting or judging
information (is needed to come to a
conclusion).
 Concepts and ideas (are needed to
organize and make sense of the
information we have).
 Key assumptions (are used as starting
points in our thinking).
 Point of view (enables us to see things
in a certain light or perspective).
As supervisor you can help your workers
develop or improve their critical thinking skills,
by helping them:
 Identify goals and purposes
 Gather relevant information
 Formulate questions clearly and
precisely
 Determine (and evaluate) the
assumptions they are making
 Think through the implications of the
decisions they make
 Make logical and accurate inferences
and interpretations
 Clearly articulate the concepts or ideas
that are guiding their thinking
Consider alternate ways of looking at
situations.
Critical thinking:
 Involves logic.
 Requires asking the right questions to
increase the probability of achieving the
desired goal.
 Is a way of thinking that is goal-oriented.
 Is a way of thinking that is based on criteria
and standards.
Module 3 Activity 6
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Requires the “thinker” to give rational
reasons for their thoughts or ideas.
5 Steps of Critical Thinking
PowerPoint Slide:
Choose
and Implement
the Best Alternative
Identify
and Clarify
a Problem
Consider the
Alternatives and
Implications
Gather
the
Evidence
Evaluate the
Evidence
Defining Decision-Making 45 minutes
Decision- Making
PowerPoint Slide:
Learner Guide:
Earlier we discussed using critical thinking
when making decisions that involve the lives of
others. When we brainstorm with our
client/families or when we brainstorm with
workers we do so in an attempt to make the
best decision possible. So what is decisionmaking?
Decision-Making Defined
PowerPoint Slide:
Say:
V 3 8/08
Decision-Making is:
 The process of sufficiently reducing
uncertainty and doubt about
alternatives to allow a reasonable
choice to be made from among them.
Decision- making is the process of sufficiently
reducing uncertainty and doubt about
alternatives to allow a reasonable choice to be
made from or among them.
Module 3 Activity 6
Decision-making
defined
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


Say:
Instructor’s Guide
Tips/Notes
This definition stresses the information
gathering function of the decision
making process.
Very few decisions are made with
absolute certainty because complete
knowledge about all the alternatives is
seldom possible.
Thus, every decision involves a certain
amount of risk.
Concepts and Definitions
Concepts and
Definitions
www.virtualsalt.com
Introduction to Decision
Making Robert Harris,
7/1998
Concepts and Definitions
 Information
 Alternatives
PowerPoint Slide:
 Criteria
 Goals
 Value
 Preferences
 Decision Quality
Say:

Information. Knowledge about the
decision, the effects of its alternatives,
the probability of the alternatives, etc.
Too much information can actually
reduce the quality of a decision, so in
some cases “less is more” and “the
more information, the better” is not true.
Say:
V 3 8/08
According to Robert Harris- when too
much information is sought or obtained,
one or more of several problems can
arise:
1. A delay in the decision occurs because
of the time required to obtain and
process the extra information. This
delay can impair the effectiveness of
the decision or solution.
2. Information overload will occur. In this
Module 3 Activity 6
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Say:

Instructor’s Guide
Tips/Notes
state, so much information is available
that decision-making ability actually
declines because the information in its
entirety can no longer be managed or
assessed appropriately.
A major problem with information
overload is forgetfulness. When too
much information is taken into memory,
especially in a short period of time,
some of the information (often that
received early on) will be pushed out.
The example is sometimes given of the man
who spent the day at an information-heavy
seminar. At the end of the day, he was not
only unable to remember the first half of the
seminar but he had also forgotten where he
parked his car that morning.
Say:
Say:
V 3 8/08
3. Selective use of the information will
occur. The decision maker will choose
from among all the information
available only those facts which
support a preconceived solution or
position.
4. Mental fatigue occurs, which results in
slower work or poor quality of work.
5. Decision fatigue occurs, where the
decision maker tires of making
decisions. Often, the result is fast,
careless decisions or even decision
paralysis-no decisions are made at all.
 The quantity of information that can be
processed by the human mind is
limited. Unless information is
consciously selected, processing will be
biased toward the first part of the
information received. After that, the
mind tires and begins to ignore
subsequent information or forget earlier
information.
 Alternatives. The possibilities one has
to choose from.
 Can be identified or developed.
Merely searching for preexisting
Module 3 Activity 6
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Say:

Learner Guide:
Say:
Say:
Say:
Say:
Say:

Instructor’s Guide
Tips/Notes
alternatives will result in less effective
decision making.
Criteria. Characteristics or
requirements that each alternative must
possess to a greater or lesser extent.
Usually the alternatives are rated on
how well they possess each criterion.
Goals. What you want to accomplish.
A component of goal identification
should be included in every instance of
decision analysis.
 Value. Desirability of a particular
outcome, the value of the alternative,
whether in dollars, satisfaction, or other
benefit.
 Preferences. These reflect the
philosophy and moral hierarchy of the
decision maker. The decision maker’s
“value”. Basically what the decision
maker desired as outcomes.
 Decision Quality. Rating whether a
decision is “good” or “bad”.
Individuals, groups, or teams make decisions
every day. Some decisions are very important
and affect a lot of people, whereas other
decisions are small and affect only one or two
people. Some decisions require input from
others while others do not. Some decisions
can be made on the spot while others require
thought. Some are costly while others are of
little consequence.
Decisions categorized. There are several
basic kinds of decisions.
Kinds of decisions
Decisions Categorized
Decisions Whether choices:
 Are yes/no, either/or
 Are made by weighing the “Pros and Cons”
PowerPoint Slide:
 Must be made before selecting an alternative
Example: “ Should I buy a buy a new Car?”
Say:
V 3 8/08

Decisions whether. This is the yes/no, Introduction to
Decision Making,
either/or decision that must be made
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before we proceed with the selection of
an alternative. Example: Should I buy a
new TV? Decisions whether are made
by weighing reasons pro and con.

Say:

It is important to be aware of having
made a decision whether, since too
often we assume that decision-making
begins with the identification of
alternatives, assuming that the decision
to choose one has already been made.
Decision which. These decisions
involve a choice of one or more
alternatives from among a set of
possibilities, the choice being based on
how well each alternative measures up
to a set of predefined criteria.
Tips/Notes
Robert Harris,
VirtualSalt, 1998
Types of Decisions
Decision Whether
Decision Which
Decisions Categorized
Decisions Which:
 Involve selecting from one or more
alternatives from a set of possibilities.
 Are based on how well the choice measures
PowerPoint Slide:
up to predefined criteria.
Decisions Categorized
Contingent Decisions:
 Decisions that have been made but put on
hold until some condition is met.
PowerPoint Slide:
Example: “I’ll buy that car If I can get it for the
right price.”

Say:
Contingent decisions. These are
decisions that have been made but put
on hold until some condition is met.
Contingent
Decision
I’ve decided to buy that car if I can get it
for the right price.
Most people carry around a set of
already made, contingent decisions,
just waiting for the right conditions or
opportunity to arise. Time, price,
energy, availability, opportunity,
encouragement—all these factors can
V 3 8/08
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figure into the necessary conditions that
need to be met before we can act on
our decisions.
Decision Making Exercise Part 1 (15 minutes)
Decision-Making Exercise
Part 1
Individually:
 Think of a recent decision you made
regarding a specific case from your unit’s
workload.
 Based on your decision answer the 10
questions in your guides.
 After you have answers all 10 questions
complete The Decision-Making: A Seven
Step Process Worksheet #1.
PowerPoint Slide:
Do:
Learner Guide:
Learner Guide:
V 3 8/08
Instruct participants to turn to the DecisionMaking Exercise, p.____ of their Learner
Guide.
Set up the exercise
using the information
to the left.
Instructions (Individually) Part 1
This exercise uses
worksheet 1 & 2.
Use worksheet 1 for
this part of the
exercise.
Allow 12 minutes for
participants to the
answer questions.
1. Think of a recent decision you made
regarding a specific case from your unit’s
caseload.
2. Based on your decision answer the
following questions:






What was the quality of the decision?
How did you know?
What was it based on?
Did you develop alternate solutions?
How did you select your final solutions?
Was your decision readily accepted by
relevant parties?
 What was the speed of your decision?
 What was the cost of your decision, if
any?
 What agency or personal value was
supported by your decision?
 What if any were the consequence(s) of
your decision?
3. You have 12 minutes to complete
worksheet 1.
4. The Decision-Making worksheet is on
p.____ of the Learner Guide.
Module 3 Activity 6
Trainers do not
process at this time.
Value is defined as
how desirable a
particular outcome is,
the value of the
alternative, whether
in dollars,
satisfaction, or other
benefit.
Debrief/process the
worksheet later.
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Instructor’s Guide
Tips/Notes
5. Put your worksheet aside when you finish.
It will be debrief/process later.
The Decision – Making Process (25 minutes)
Say:
Before we debrief/process this activity I want
to spend sometime discussing the decisionmaking process.
Begin lecture on the
Seven Step
Decision-making
Process.
There are 7 steps in the decision-making
process. As in critical thinking the first step is
defining the problem.
7 Step Decision Making Process
Evaluate
the
Consequences
PowerPoint Slide:
Implement
the
Solution
Select
One
Solution
Say:
Say:
V 3 8/08
Define
the
Problem
Children Are Safe
Weigh
Solutions
Gather
Facts
Develop
Alternate
Solutions
Define the problem.
 Identify the decision to be made
together with the goals and objectives it
should achieve.
 Determine the scope and limitation of
the decision.
 When thinking about the decision, be
sure to include a clarification of goals: I
must decide who will get the next
sexual abuse case.
Gather the facts.
 Get as many facts as possible about a
decision within the limits of time
imposed on you and your ability to
process them, but remember you
cannot get all the facts. Caution: Too
many facts can hinder the decisionmaking process.
 A lack of information should not prevent
you from making a decision.
 A decision based on partial knowledge
is usually better than not making a
decision, when a decision is needed.
Module 3 Activity 6
Stress the caution
regarding gathering
to many facts.
Too many facts can
hinder the decision-
Page 18 of 30
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Instructor’s Guide
Tips/Notes

Say:
Say:
Say:
V 3 8/08
As part of your collection of facts, list
your feelings, hunches, and intuitive
urges. Many decisions will rely on
intuition because of the remaining
degree of uncertainty involved in the
situation.
Develop Alternatives (solutions).
 Make a list of all the possible choices
you have, including the choice of doing
nothing.
 Choosing to do “nothing” is also a
decision.
 Non-decisions are often harmful. But
sometimes the decision to do nothing is
useful or at least better than the
alternatives, so it should always be
consciously included in the decision
making process.
Rate (weigh) and evaluate the risk of each
alternative (solution).
 This is the evaluation of the value of
each alternative.
 Consider the negative of each
alternative (cost, consequence,
problems created, time needed, etc.)
 Consider the positive of each (money
saved, time saved, added creativity or
happiness, etc.)
 Remember that the alternative you may
want or that would in the best of all
possible worlds be an obvious choice
will, however, not be functional in the
real world because of too much cost,
time, or lack of acceptance by others.
 Because of the degree of uncertainty in
decision making as to whether your
alternative will work you must rate
(weigh) the risk of each alternative.
 The best alternative is the one that gets
you closest to your stated goal or
objective.
 Risk can be rated as percentages,
ratios, rankings, grades or in any other
form that allows them to be compared.
Module 3 Activity 6
Rating risk
Comparison of
decision making and
problem solving.
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Supervisor Practice in Child Welfare
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Method
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

Say:
Say:
V 3 8/08
Instructor’s Guide
Tips/Notes
In decision-making unlike problemsolving, there is always a degree of
uncertainty in any choice.
In problem solving you hunt around for
the solution that best solves a particular
problem, and by such a hunt you are
pretty sure that the solution will work.

Make a decision (select one solution).
 If you are making an individual decision,
use your preference (which may include
the preference of others).
 Choose the path to follow, whether it
includes one of the alternatives, more
than one of them (a multiple decision)
or the decision to choose none.
Implement the alternative (solution).
 One important item often overlooked in
implementation is failing to fully explain
the risks and drawbacks to those who
will carry it out or those who will be
affected by it.
 Remember implementers are much
more willing to support decisions when
they (1) understand the risks and (2)
believe that they are being treated with
honesty and like adults.
 Remember also that most decisions
can be changed, very few are
irrevocable. Don’t rush to change a
decision if your plan takes time to work,
however, do not hesitate to change
direction if a particular decision is
clearly not working out or is being
somehow harmful.
Evaluate the Consequences (outcomes).
 Was your decision a good or bad one?
A good decision is a logical one based
on the available information and
reflecting the preference of the decision
maker.
 The important concept to grasp is that
the quality of a decision is not related to
its outcome: A good decision can have
Module 3 Activity 6
Page 20 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Method
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
Instructor’s Guide
Tips/Notes
either a “good” or a “bad” outcome.
Similarly, a bad decision (one not based
on adequate information or not
reflecting the decision maker’s
preference) can still have a good
outcome.
For example, if you do extensive analysis and
carefully decide on a certain investment based
on what you know about its risks and your
preferences, then your decision is a good one,
even though you may lose money on the
investment. Similarly, if you throw a dart at a
listing of stocks and buy the one the dart hits,
your decision is a bad one, even though the
stock may go up in value.
Say:


Good decisions that result in bad
outcomes should not be cause for guilt
or recrimination.
Three considerations come into play
when judging the quality of a decision.
These three considerations are in
addition to using logic, information and
alternatives. They are:
Decision Considerations
Three considerations to use when judging the
quality of a decision.
PowerPoint Slide:
Say:
1.
The decision must thoroughly and completely
meet the stated goals and objectives.
2.
The decision must take into account valuable
byproducts or indirect advantages.
3.
The decision must be cost effective.
1. The decision must thoroughly and
completely meet the stated goals and
objectives;
How well does the alternative chosen
meet the goals identified?
2. The decision must take into account
valuable byproducts or indirect
advantages;
A candidate for employment may also
V 3 8/08
Module 3 Activity 6
Page 21 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Method
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Instructor’s Guide
Tips/Notes
have extra abilities not directly related
to the job but valuable to the agency
nonetheless.
3. The decision must be cost effective.
Are there negative consequences to the
alternative that make that choice less
desirable? We often overlook this
consideration.
A decision can be made by one or more
persons.
Individual decisions can be made when:
 An individual has the information
needed;
 A real emergency exists and there is no
time to involved others;
 The individual is comfortable with the
decision-making process.
Individual vs. Shared Decisions
Individual decisions can be made when:
PowerPoint Slide:
 An individual has the information needed.
 A real emergency exists and there is no time to
involve others.
 The individual is comfortable with the decision-
making process.
Say:
V 3 8/08
Shared or group decision making
 Occurs when a group shares ideas and
analysis, and agrees upon a decision to
implement.
 Group decision making from an
efficiency standpoint is better.
 Studies have shown that people prefer
to implement the ideas they themselves
think of rather than those ideas
generated by an executive figure.
 May take longer than individual decision
making.
Module 3 Activity 6
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Supervisor Practice in Child Welfare
Module 3: Casework Management
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Tips/Notes
Individual vs. Shared Decisions
A decision can be made by a group when:
 a group shares ideas and analysis and agrees
upon a decision to implement.
PowerPoint Slide:
 a group decision, from an efficiency standpoint,
is better.
Say:
Say:
V 3 8/08

Decision making is a nonlinear,
recursive process. That is, most
decisions are made by moving back
and forth between the choice criteria
and the identification of alternatives.
Example taken from
Virtualsalt.com
Example: Suppose someone wants to
decide, should I get married? Notice that this
is a decision “whether”. A linear approach to
decision making would be to decide this
question by weighing the reasons pro and con
(what are the benefits and drawbacks to
getting married) and then to move on to the
next part of the process, the identification of
criteria (supporting, easy going, competent,
affectionate, etc.). Next, we identify
alternatives (people) likely to have these
criteria (Peter, Arthur, Jeff, Gene, etc.). Finally
we would evaluate each alternative according
to the criteria and choose the one that best
meets the criteria. We would thus have a
scheme like this:
Decision whether… select criteria…
identify alternatives… make choice.
However, the decision to get married may
really be a contingent decision. “I’ll get
married if I can find the right person.” I will
therefore, be influenced by the identification of
alternatives. Now suppose we have arrived at
the “identify alternatives” state of the process
when we discover that Jeff (one of
alternatives) has a wonderful personality
characteristic that we had not thought of
before, but that we now really want in a
husband. We add that characteristic to our
criteria. Thus, the decision making process
continues to move back and forth, around and
around as it progresses in what will eventually
be a linear direction but which in its actual
Module 3 Activity 6
Page 23 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Method
Script
Ask:
Do:
workings is highly recursive.
Are there questions before we return to the
decisions you recorded earlier.
Instruct group to review the answers they
recorded earlier in Part 1, based on the
information learned from our previous
discussions.



Ask:
Key Points:
Say:
V 3 8/08
Instructor’s Guide
You have 10 minutes to review the
answers you provided earlier.
Note changes on Worksheet # 2
Based on your review answer the
following questions
1. What did you learn from this exercise?
2. What could you have done differently?
3. Were you satisfied with your original
assessment of your decision?
4. What if anything changed?
5. Were concepts learned that will help
you improve your decision making
skills?
6. What concepts and/or ideas can you
take from this exercise to apply on the
job?
Who would like to share?
A decision making process based on data/
standards and the right information leads to
“good decisions.”
Tips/Notes
Worksheet 2 is the
same as worksheet 1
Allow 10 minutes for
review
Worksheet 2, p.___
of the Learner’s
Guide
Solicit answer from
those who want to
share.
Add value, clarify,
and answer all
questions before
moving to key points
Much of what supervisors do is solve problems
and make decisions. As a new supervisor you
must develop an organized approach to
problem- solving and decision-making. Not all
problems can be solved, and not all decisions
can be made, by following one set list of
guidelines. However, guidelines can help get
you started, and with practice, will become
second nature to you.
Module 3 Activity 6
Page 24 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Method
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Instructor’s Guide
Tips/Notes
Decision-Making Exercise Part 2



1.
2.
3.
4.
5.
6.
Review your answers from Part 1
Make changes on Worksheet #2
Answer the following questions:
What did you learn from this exercise?
What could you have done differently?
Were you satisfied with your original assessment?
What if changed (if anything)?
Were concepts learned that will help improve your skills?
What concepts/ideas learned will be applied on the job?
Slide:
Decision-Making Exercise #2
Say:
Much of our discussion has been about how to
make a decision. For some of us making a
decision can be an arduous process. So for
many, this task is put off until the last minute,
done hastily, or with little thought.
Set up the next
reflection exercise.
3 minutes
Our next discussion is one of reflection. I
want you to think back to a time when you
either:
 Failed to make a decision (did nothing)
 Made the easiest decision you could
make
 Ignored cues that a decision was
needed
 Made a decision hastily
Ask:
Do:
You have 3 minutes
1. Can you identify the motivating factors that
caused you to do nothing, take the easiest
way out, ignore cues that a decision was
needed or make a decision hastily
because you failed to plan?
2. What have or will you do to overcome
these factors?
Instruct participant to:
Individually respond to the statements on
p____ of the Learner Guide, entitled Decision
Making: Characteristics I Display.
Be prepared to discuss your responses with
the large group

Learner Guide:
V 3 8/08

Solicit random
responses from
participants
Individual exercise
Allow 10 minutes to
answer questions
When I fail to make a decision I behave
in the following manner.
When I make the easiest decision it is
Module 3 Activity 6
Page 25 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Method
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Instructor’s Guide
Tips/Notes
apparent in the following way(s).
When I actively ignore cues that a
decision is needed I behave in the
following manner.
 I display the following behaviors when I
make a quick decision to avoid a
disaster.
 When I make the right decision and
things still fall apart I understand the
following.
Now that you understand how you behave and Group exercise
respond when you fail to make a decision, how
can you use this information to help your
workers improve their decision making
Allow 10 minutes
capabilities?

Say:
Instruct participants
Say:
Say:
V 3 8/08
Form groups
Answer the question on p.____ of your
Learner Guide.
Possible answers:
Meet with the worker to:
 Discuss the need for a decision (why is
a decision necessary)
 Review the objective(s) or goal(s) of the
case that the decision will impact
 Determine what is preventing the
worker from deciding after he/she has
agreed to do so
 Help the worker review or identify
alternatives. Discuss the pros and cons
of each alternative
 Discuss the consequence to the family,
worker, agency, if a decision is not
made and/or implemented.
 Recognizing how you act when you fail
to make a decision, make a decision
hastily, or when you make the easiest
decision or ignore cues that a decision
is needed, will help you recognize them
in your workers. You will be able to
identify when they are dodging a
decision.
Module 3 Activity 6
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Supervisor Practice in Child Welfare
Module 3: Casework Management
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

Instructor’s Guide
Tips/Notes
You can use the points generated in
your group discussion as guidelines for
helping your workers improve their
decision making skills and to help them
recognize when they are avoiding
decision making.
These guidelines can also be helpful to
you. You can use them to keep on top
of your decision making game.
Decision Making
Tips to help you help your workers make
decisions:
PowerPoint Slide:
 Break down issues into manageable chunks, if
he/she seems overwhelmed.
 Reassure the worker that making decisions is a
team effort.
 Allowing the worker to take the lead. Only offering
suggestions when asked.
Say:
Say:
Tips to help you help your workers, make
Supportive role of the
decisions:
supervisor in
 Help the worker break down issues into decision making
manageable chunks, if he/she seems
overwhelmed.
 Reassure the worker that making the
decision is a team effort and that he/she
has your support.
 Reaffirm your supportive role by
allowing the worker to take the lead.
Only offering suggestions when asked.






V 3 8/08
Allow the worker time to weed out
alternatives without feeling too
pressured.
Compare the worker’s value with that of
the agency.
Establish a decision deadline and stick
to it.
Agree on an implementation deadline
and stick to it.
Be accessible for consultation as
needed by the worker.
Offer praise and support.
Module 3 Activity 6
Page 27 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Method
Script
Instructor’s Guide
Tips/Notes
Decision Making
 Allow the worker time to weed out alternatives
Slide:
without feeling too pressured.
 Agree on an implementation deadline and stick
to it.
 Be accessible for consultation as needed by the
worker.
 Establish a decision deadline and stick to it.
 Offer praise and support.
A Decision-Making Checklist, p.____ of the
Learner Guide is a tool that can be useful in
helping you evaluate your worker’s decisionmaking skills.
Trainer’s the
checklist is in
Appendix A.
There is one last question I want you to
answer before we leave this topic.
Solicit responses
from those who want
to share.
Learner Guide:
Say:
Key Points:
V 3 8/08
That question is: When I make a decision and
everything goes as planned I feel the
Allow 5 to 10 minutes
following?
for discussion
 We all make decisions of varying
importance. However, studies show
that most people are much poorer at
decision making than they think.
 Decisions are made in the context of
other decisions not in isolation.
Decisions are usually made in streams.
 Every decision follows a previous
decision, enables many future decisions
and prevents other future decisions.
 People who have trouble making
decisions are sometimes trapped by the
constraining nature of decision making.
 Every decision you make precludes
other decisions, and therefore might be
said to cause a loss of freedom. If you
decide to marry Jeff, you no longer can
decide to marry Arthur.
 Just as making a decision can cause a
loss of freedom; it also can create new
freedom, new choices, and new
possibilities.
 A decision left unmade will often result
in a decision by default or a decision
Module 3 Activity 6
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Supervisor Practice in Child Welfare
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Method
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Instructor’s Guide
Tips/Notes
being made for you.
No decisions are made without some
risk, but decision making is necessary.
Supervisory tasks include critical thinking and
decisions making. Both tasks require you to
define a problem or issue, to gather facts, to
develop or identify solutions, and to select and
implement the best alternative. To do this you
must rely on data rather than your “gut”.
In your role as teacher, coach, and/or
supporter, etc., it is your job to help cultivate
your worker’s ability to think at a higher level
and to make decisions based on facts and
weighing of alternatives rather than their past
experience.
Culture competency is essential in critical
thinking and decision-making. Our next
practice looks at culture.

Summary:
Say:
Transition
Statement:
V 3 8/08
Module 3 Activity 6
Page 29 of 30
Supervisor Practice in Child Welfare
Module 3: Casework Management
Instructor’s Guide
Appendix A
Decision-Making Checklist
Can the caseworker?
Frame the problem correctly?
Gather the most relevant facts?
Develop alternatives/solutions, alone?
With the family?
Identify alternatives/solutions, alone?
With the family?
Select an alternative/solution, alone?
With the family?
Establish the criteria (characteristics or
requirements) that must exist in each
alternative/solution?
Establish what is to be accomplished?
Establish a “value” (outcome) for each
alternative/solution?
Base expected outcomes on his/her preferences?
Base expected outcomes on the preference of the
agency?
Articulate possible consequences of each
alternative/solution to the client family, the agency,
the worker or the supervisor?
Determine how well a chosen alternative meets the
identified goal?
Anticipate acceptance by those who must implement
the decision?
Anticipate acceptance by those most affected by the
decision?
Articulate the benefits and drawbacks of the
decision?
Determine the scope and limitations of the decision?
Articulate discomfort with the decision making
process?
V 3 8/08
Module 3 Activity 6
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
Yes
Yes
No
No
Yes
Yes
No
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
Yes
No
No
Page 30 of 30