MGT 350
Critical Thinking:
Strategies in
Decision Making
mgt350u1.1
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MGT 350 – Critical Thinking: Strategies in Decision Making
CONTRIBUTORS
The University gratefully acknowledges the contribution of the following people to the
completion of this course of study:

Rodo Sofranac, MBA, faculty member, Phoenix Campus.

Peter Francis, MA, faculty member, Phoenix Campus.

Marilyn Fullmer-Umari, MBA, MA, faculty member, Online and Colorado Campuses.

Karen Kemp, MAOM, faculty member, Phoenix Campus.

Steve Roussas, MS, faculty member, Phoenix Campus.

Vince Lazara, PhD, faculty member, Tucson and Online Campuses.

Kay Albert, Project Manager, College of Undergraduate Business and Management.
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MGT 350 – Critical Thinking: Strategies in Decision Making
OVERVIEW
This module contains assignments and information for multiple University of Phoenix course
delivery methods. Additional assignments are noted for individuals and Learning Teams in
multiple delivery methods. Select the delivery method that applies to you, using the following
guide:

If you are taking this course face-to-face in a classroom, use the “assignments,” “additional
assignments for classroom students,” and “Learning Team assignments.”

If you are enrolled through the Online Campus and are taking this course entirely in an online
environment, use the “assignments,” “additional assignments for Online students,” and
“Learning Team assignments.”

If you are enrolled in FlexNet®, which is a combination of Classroom and Online delivery
methods, you will use the “assignments,” and or “additional assignments for classroom or
Online students” as directed by your instructor.

If you are taking this course through Directed Study and are working one-to-one with an
instructor, use the “assignments,” and “additional assignments for directed study students.”
In all cases, refer to the syllabus distributed by your instructor for a comprehensive listing of the
assignment descriptions and due dates.
COURSE DESCRIPTION
This course provides students opportunities for analysis, synthesis, prescription, and application
of critical thinking and decision making within the organization. Emphasis is placed on preparing
managers who can deal clearly, rationally, and creatively with a diverse workforce and dynamic
workplace. This course equips students with concrete skills in critical thinking and decision
making that will allow them to identify and solve organizational problems, as well as provide
strategic direction.
(NOTE: This course is also part of the core curriculum for the Bachelor of Science in
Management (BSM) program. The BSM Journal assignment is mandatory for students in that
program. For those students taking this course as an elective, the BSM journal assignment should
NOT be completed.)
CRITICAL THINKING CASE STUDY ASSESSMENT
MGT 350 Critical Thinking: Strategies in Decision Making is a core course in the University of
Phoenix Business Program. The student will complete a critical thinking case study analysis that
will be repeated in the program’s capstone course, GEN 480 Interdisciplinary Capstone Course.
This assignment is part of ongoing institutional assessments at University of Phoenix. It is
scheduled early in the BSB Program to assess entry-level critical-thinking skills. A post
assessment is completed in GEN 480, at the end of the BSB Program, to demonstrate gains in
critical-thinking skills.
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MGT 350 – Critical Thinking: Strategies in Decision Making
You will work individually to complete this critical thinking case study analysis. You should
complete the assignment as best you can with your current knowledge base and critical thinking
abilities. It is meant as an assessment to ensure that the University’s BSB Program is bringing
value to students’ education. Your instructor will evaluate the individual critical thinking case
study analyses against a standardized scoring rubric. Evaluation of writing and thinking skills are
included.
After completion of the critical thinking case study analysis and its evaluation in the capstone
course, GEN 480, the results will be compared with the results from this course. This comparison
is expected to provide both you and the University with important information. You will be able
to see how you have grown through your participation in the BSB Program. In addition to
measuring individual student growth, the University will be better able to assess the BSB
Program as part of its continuous improvement process.
TOPICS OR LEARNING OBJECTS
The Nature of Critical Thinking
Problem Identification
Decision-Making Process
Solution Implementation
Assessment of Decision Outcomes
OBJECTIVES
The Nature of Critical Thinking

Define the concept of thinking.

Anticipate the merits of learning to think critically.

Examine the diversity of thinking processes.

Outline elements of critical thinking.

Recognize fallacies in arguments.
Problem Identification

Identify components in the process of problem discovery.

Compare and contrast the forms of thinking used in problem recognition processes.

Identify various forces affecting problem framing.

Analyze the impact of various forces of influence on problem identification.

Apply critical thinking strategies to frame business problems.

Research resource availability in regard to organizational problem solving.
3
MGT 350 – Critical Thinking: Strategies in Decision Making

Evaluate resources in terms of their usefulness for problem solving in various business
scenarios.
Decision-Making Process

Identify techniques for decision making.

Apply a decision-making technique.

Evaluate methods for obtaining input from stakeholders.

Identify influences on decision making.

Identify the generally accepted steps of problem solving and decision making.

Recommend strategies for addressing constraints on effective decision making in
organizations.

Determine the pitfalls of failing to recognize fallacy in reasoning.
Solution Implementation

Assess factors influencing decision implementation in an organization.

Develop criteria to evaluate the success of the given decision.

Describe tactics for implementing strategically sound decisions when faced with complex
problems.

Define the elements of an ethically defensible decision.

Assess the ethical implications of a decision.
Assessment of Decision Outcomes

Produce results according to standards.

Demonstrate the importance of monitoring actions and their consequences.

Assess the risk of prematurely rejecting a solution to a complex problem.

Prescribe remedial action plans that redirect decision outcomes.

Determine when to change standards in response to unexpected developments.

Evaluate problem solving and decision-making processes.
4
MGT 350 – Critical Thinking: Strategies in Decision Making
PROGRAM HANDBOOK
Students are responsible for adhering to a number of University of Phoenix policies and
standards including, but not limited to, the following. This information can be downloaded from:
http://ecampus.phoenix.edu

Program Goals

Computer Recommendations

Learning Team Philosophy

University of Phoenix Grading Guidelines

University of Phoenix Standards for Written Work

University of Phoenix Standards for Oral Presentations

University of Phoenix Approved Style Guide

University of Phoenix Standards for Learning Team Work
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MGT 350 – Critical Thinking: Strategies in Decision Making
STUDENT MATERIALS
BOOKS
Browne, M. N. & Keeley, S. M. (2000). Critical thinking: Asking the right questions (1st ed.).
Needham Heights, MA. Pearson Custom Publishing.
McCall, M. W., Jr., & Kaplan, R. E. (1990). Whatever it takes (2nd ed.). Englewood Cliffs, NJ:
Prentice Hall.
ADDITIONAL MATERIALS
Aaron, J. E. The Little, Brown Compact Handbook. 3rd ed. [University of Phoenix Custom
Edition]. Needham Heights, MA: Pearson/Longman, 1999.
“Library Handbook.” (Download at: http://ecampus.phoenix.edu)
WEB SITE RESOURCES
Companion Web site for information and assignments:
http://www.pearsoncustom.com/link/crithink
User ID: reasoning
Password: 812cd105
(“eight,” “one,” “two,” “C,” “D,” “L,” “zero”, “five”)
UNIVERSITY OF PHOENIX MATERIALS
“The Puzzle of the Nine Dots.” (Week One)
“Preparing Case Study Analyses.” (Week One)
“Case Study Characteristics: Evaluation Form.” (Week One)
“Decision-Making Steps.” (Week One)
“Decision-Making Worksheet.” (Week One)
“Problem-Solving Tools and Techniques.” (Week Three)
“Critical Thinking Case Study: Let it Pour - My First Assignment as Executive Assistant.”
(Week Four)
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MGT 350 – Critical Thinking: Strategies in Decision Making
WEEK ONE
THE NATURE OF CRITICAL THINKING
Objectives
Define the concept of thinking.
Anticipate the merits of learning to think critically.
Explain the diversity of thinking processes.
Outline elements of critical thinking.
Recognize fallacies in arguments.
REQUIRED READING
Chapters 1, 4, 5, and 6 in the text Critical Thinking: Asking the Right Questions.
Preface, Preface to 1st ed., and Chapter 1 in the text Whatever it Takes.
ASSIGNMENTS
(Note: Unless otherwise indicated, all assignments are to be completed prior to the week in which they
appear for classroom students and during the week in which they appear for Directed Study and Online
students.)
Critical Thinking and Decision Making Paper.
Prepare a 700-1,400 word, typewritten paper discussing the relationship between critical thinking
and decision making which answers the following questions. Be prepared to discuss some ideas
from your paper in class.
1. What is critical thinking?
2. What is decision making?
3. What do the authors of materials for this course say they are?
4. What do you think they are?
5. How do they relate to each other?
6. What are the benefits of being a critical thinker?
7. How do you see these processes present or absent in your work?
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MGT 350 – Critical Thinking: Strategies in Decision Making
ADDITIONAL ASSIGNMENTS
For Classroom Students
1. Read the following, available at http://ecampus.phoenix.edu
“Learning Team Charter Sample.”
“Directions for Completing Learning Team Log.”
“Learning Team Log.”
“Directions for Completing the Learning Summary.”
“Learning Summary.”
2. Be prepared to select Learning Team members that will work together throughout the
course. Also be prepared to submit for approval your next Learning Team meeting location.
For Online Students
1. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
2. Be prepared to select Learning Team members that will work together throughout the
course.
For Directed Study Students
1. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
2. Submit a 350-700 word response to Discussion Questions posed by your faculty member.
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MGT 350 – Critical Thinking: Strategies in Decision Making
LEARNING TEAM MEETING ONE
THE NATURE OF CRITICAL THINKING
Objectives

Define the concept of thinking.

Anticipate the merits of learning to think critically.

Examine the diversity of thinking processes.

Outline elements of critical thinking.

Recognize fallacies in arguments.
ASSIGNMENTS
Complete the following assignments with the Learning Team during the meeting.
These assignments are due in Week Two.
1. Review the objectives from Week One. Discuss additional insights and questions that may
have arisen for you since the class meeting. (20 minutes)
2. Case Study #1: Case Model Selection Progress Report. (4 hours)
a. Select a work-related problem from a Learning Team member’s workplace. Begin your
case analysis by discussing how the problem was identified and the best way to frame the
decision-making process to solve it. Then, choose any one of the various decision-making
techniques discussed in the readings or design your own. Apply the technique to the
selected problem. Determine if the technique helped upgrade the decision-making
process and arrival at a solution. Be sure to emphasize the use of the technique and not
the scope of the problem. In preparation for the assignment due in Week Three, begin to
construct the outline and reference page that will be submitted with the oral presentation.
b. Prepare a 350-700 word, typewritten Progress Report that describes the case study
selected by the team, how the team identified the problem, and resources that will be used
to complete the assignment.
c. Prepare two-three Microsoft® PowerPoint® slides or hard copies, as directed by your
instructor, regarding the team’s selected case study.
3. Classroom Students Only.
a. Create the Learning Team charter. (30 minutes)
b. Classroom student logs. (10 minutes)
1) Submit the required Learning Team Log.
2) Submit for approval your next Learning Team meeting location.
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MGT 350 – Critical Thinking: Strategies in Decision Making
WEEK TWO
PROBLEM IDENTIFICATION
Objectives

Identify components in the process of problem discovery.

Compare and contrast the forms of thinking used in problem recognition processes.

Identify various forces affecting problem framing.

Analyze the impact of various forces of influence on problem identification.

Apply critical thinking strategies to frame business problems.

Research resource availability in regard to organizational problem solving.

Evaluate resources in terms of their usefulness for problem solving in various business
scenarios.
REQUIRED READING
Chapters 2 and 3 in the text Critical Thinking: Asking the Right Questions.
Chapters 2 and 3 in the text Whatever it Takes.
ASSIGNMENTS
(Note: Unless otherwise indicated, all assignments are to be completed prior to the week in which they
appear for classroom students and during the week in which they appear for Directed Study and Online
students.)
Critical Thinking Styles and Forces of Influence Paper.
Prepare a 1,400-1,750 word, typewritten paper on a recent organizational problem in your
workplace. Address the following points:
1. Describe the setting.
2. Frame the problem in two different ways, each reflecting specific forces of influence.
3. Identify the type(s) of thinking used, such as logical, scientific, persuasive, or creative.
4. Identify other forces of influence such as gender, culture, ethnicity, birth order, religion, race,
economic status, ethics, etc. that can influence the way one frames a problem.
5. Provide an answer to the dilemma, “How do we accept each other’s differences and still get
anything done?”
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MGT 350 – Critical Thinking: Strategies in Decision Making
ADDITIONAL ASSIGNMENTS
For Classroom Students
Submit the Learning Team assignments due this week.
For Online Students
1. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
2. Submit the Learning Team assignments due this week.
For Directed Study Students
1. Case Study #1: Case Model Selection Progress Report.
a. Select a work-related problem in your workplace. Begin your case analysis by discussing
how the problem was identified and the best way to frame the decision-making process to
solve it. Then choose any one of the various decision-making techniques discussed in the
readings, or design your own. Apply the technique to the selected problem. Determine if
the technique helped upgrade the decision-making process and arrival at a solution. Be
sure to emphasize the use of the technique not the scope of the problem. Begin to
construct the outline and reference page that will be submitted with your Presentation in
week Three.
b. Submit a 350-700 word, typewritten progress report that describes the case study you
selected, how you identified the problem, and the resources that will be used to complete
the assignment.
c. Submit two-three Microsoft® PowerPoint® slides or hard copies, as directed by your
instructor, regarding your selected case study.
2. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
3. Submit a 350-700 word response to Discussion Questions posed by your faculty member.
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MGT 350 – Critical Thinking: Strategies in Decision Making
LEARNING TEAM MEETING TWO
PROBLEM IDENTIFICATION
Objectives

Identify components in the process of problem discovery.

Compare and contrast the forms of thinking used in problem recognition processes.

Identify various forces affecting problem framing.

Analyze the impact of various forces of influence on problem identification.

Apply critical thinking strategies to frame business problems.

Research resource availability in regard to organizational problem solving.

Evaluate resources in terms of their usefulness for problem solving in various business
scenarios.
ASSIGNMENTS
Complete the following assignments with the Learning Team during the meeting.
These assignments are due in Week Three.
1. Review the objectives from Week Two. Discuss additional insights and questions that may
have arisen for you since the class meeting. (30 minutes)
2. Case Study #1: Oral Presentation and Outline - Problem Identification and Framing, and
Application of Decision-Making Techniques. (4 hours and 20 minutes)
Based on the work-related problem selected in Week One by the Learning Team:
a. Prepare a 20-30 minute Oral Presentation accompanied by a Microsoft® PowerPoint®
slide presentation of four-six slides.
b. Submit a 300-500 word outline of the presentation and a reference page. The reference
page must have at least five different references, including at least one from the course
texts and at least two from the electronic media.
Remember that a case study includes analysis, synthesis, and prescription. It is NOT just
story telling. Each Learning Team member has equal responsibility for the preparation
and presentation of the case. Keep in mind that a portion of the presentation time should
be spent engaging the rest of the class in discussions of your respective case.
3. Classroom Students Only.
Classroom student logs. (10 minutes)
a. Submit the required Learning Team Log.
b. Submit for approval your next Learning Team meeting location.
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MGT 350 – Critical Thinking: Strategies in Decision Making
Summary
1. Summarize the key points for this week and preview the next week.
2. Collect Learning Team Logs.
3. Sign off on Learning Team locations for upcoming meetings.
4. Remind Directed Study and Online Students to submit a summary of their learning this week.
It is left to your discretion to set guidelines for the summary. The summary should be used to
evaluate students’ understanding of the material covered during the week.
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MGT 350 – Critical Thinking: Strategies in Decision Making
WEEK THREE
DECISION-MAKING PROCESS
Objectives

Identify techniques for decision making.

Apply a decision-making technique.

Evaluate methods for obtaining input from stakeholders.

Identify influences on decision making.

Identify the generally accepted steps of problem solving and decision making.

Recommend strategies for addressing constraints on effective decision making in
organizations.

Determine the pitfalls of failing to recognize fallacy in reasoning.
REQUIRED READING
Chapter 7 in the text Critical Thinking: Asking the Right Questions.
Chapter 4 in the text Whatever it Takes.
ASSIGNMENTS
(Note: Unless otherwise indicated, all assignments are to be completed prior to the week in which they
appear for classroom students and during the week in which they appear for Directed Study and Online
students.)
Article Review with Internet Reference.
Prepare a 1,050-1,400 word, typewritten paper accompanied by a two-four slide Microsoft®
PowerPoint® presentation discussing a decision-making technique (model, tool, method, etc.) as
described on the course Web site or another site on the Internet. Include the following points:
1. Explain the technique.
2. Describe an example of how this technique could be applied to a problem from your
workplace.
3. Identify the limitations of this technique or situations in which using the technique would not
be appropriate or optimal.
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MGT 350 – Critical Thinking: Strategies in Decision Making
ADDITIONAL ASSIGNMENTS
For Classroom Students
Submit the Learning Team assignments due this week.
For Online Students
1. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
2. Submit the Learning Team assignments due this week.
For Directed Study Students
1. Case Study #1: Presentation and Outline – Problem Identification and Framing, and
Application of Decision-Making Techniques.
Based on the work-related problem you previously selected:
a. Submit a 350-500 word Case Study #1: Progress Report with a reference page. Include
at least five different references, with at least one from the course text and two from the
electronic media.
b. Submit two-three Microsoft® PowerPoint® slides as directed by your instructor,
regarding your selected case study.
2. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
3. Submit a 350-700 word response to Discussion Questions posed by your faculty member.
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MGT 350 – Critical Thinking: Strategies in Decision Making
LEARNING TEAM MEETING THREE
DECISION-MAKING PROCESS
Objectives

Identify techniques for decision making.

Apply a decision-making technique.

Evaluate methods for obtaining input from stakeholders.

Identify influences on decision making.

Identify the generally accepted steps of problem solving and decision making.

Recommend strategies for addressing constraints on effective decision making in
organizations.

Determine the pitfalls of failing to recognize fallacy in reasoning.
ASSIGNMENTS
Complete the following assignments with the Learning Team during the meeting.
These assignments are due in Week Four.
1. Review the objectives from Week Three. Discuss additional insights and questions that may
have arisen for you since the class meeting. (30 minutes)
2. Case Study #2:Progress Report - Decision Implementation and Outcomes Evaluation. (4
hours and 20 minutes)
a. Select a situation from a Learning Team member’s workplace and identify a recently
implemented solution to a problem or opportunity. Evaluate and discuss the various
influences affecting implementation of that decision. Answer the following questions:
1) How do great ideas turn into action, or get stopped? Discuss the process of designing
possible outcomes and evaluation tools and methods.
2) What are we trying to do?
3) How do we know we did it?
4) What do we do if it doesn’t happen?
Begin to construct the outline and reference page that will be submitted with the oral
presentation in Week Five.
b. Submit a 350-1,050 word, typewritten progress report that describes the case study
selected by the team, how the team selected the evaluation tools and methods that will be
used, and the resources needed to complete the assignment.
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MGT 350 – Critical Thinking: Strategies in Decision Making
c. Submit two-three Microsoft® PowerPoint® slides regarding the outcome evaluation
model selected or developed for analyzing this case.
3. Classroom Students Only.
Classroom student logs. (10 minutes)
a. Submit the required Learning Team Log.
b. Submit for approval your next Learning Team meeting location.
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MGT 350 – Critical Thinking: Strategies in Decision Making
WEEK FOUR
SOLUTION IMPLEMENTATION
Objectives

Assess factors influencing decision implementation in an organization.

Develop criteria to evaluate the success of the given decision.

Describe tactics for implementing strategically sound decisions when faced with complex
problems.

Define the elements of an ethically defensible decision.

Assess the ethical implications of a decision.
REQUIRED READING
Chapters 5 and 6 in the text Whatever it Takes.
University of Phoenix Material “Critical Thinking Case Study: Let it Pour - My First Assignment
as Executive Assistant.”
ASSIGNMENTS
(Note: Unless otherwise indicated, all assignments are to be completed prior to the week in which they
appear for classroom students and during the week in which they appear for Directed Study and Online
students.)
Critical Thinking Case Study.
Prepare a 1,750-2,100 word, typewritten on the critical thinking case study assignment, “Critical
Thinking Case Study: Let it Pour - My First Assignment as Executive Assistant.” You will work
individually to complete this critical-thinking case study analysis. You should complete the
assignment as best you can with your current knowledge base and critical-thinking abilities. It is
meant as an assessment to ensure that the University’s BSB Program is bringing value to
students’ education. Your instructor will evaluate the individual critical thinking case study
analyses against a standardized scoring rubric. Use the materials included in the module to help
you prepare this assignment.
ADDITIONAL ASSIGNMENTS
For Classroom Students
Submit the Learning Team assignments due this week.
18
MGT 350 – Critical Thinking: Strategies in Decision Making
For Online Students
1. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
2. Submit the Learning Team assignments due this week.
For Directed Study Students
1. Case Study #2:Progress Report - Decision Implementation and Outcomes Evaluation.
a. Select a situation from your workplace and identify a recently implemented solution to a
problem or opportunity. Evaluate the various influences affecting implementation of that
decision. Answer the following questions:
1) How do great ideas turn into action, or get stopped? Explore the process of
designing possible outcomes and evaluation tools and methods.
2) What are you trying to do?
3) How do you know you did it?
4) What do you do if it doesn’t happen?
Begin to construct the outline and reference page that will be submitted with the
Presentation in Week Five.
b. Submit a 350-1,050 word, typewritten Progress Report that describes the case study you
selected, how you selected the evaluation tools and methods that will be used, and
resources needed to complete the assignment.
c. Submit two-three Microsoft® PowerPoint® slides regarding the outcome evaluation
model selected or developed for analyzing this case.
2. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
3. Submit a 350-700 word response to Discussion Questions posed by your faculty member.
19
MGT 350 – Critical Thinking: Strategies in Decision Making
LEARNING TEAM MEETING FOUR
SOLUTION IMPLEMENTATION
Objectives

Assess factors influencing decision implementation in an organization.

Develop criteria to evaluate the success of the given decision.

Describe tactics for implementing strategically sound decisions when faced with complex
problems.

Define the elements of an ethically defensible decision.

Assess the ethical implications of a decision.
ASSIGNMENTS
Complete the following assignments with the Learning Team during the meeting.
These assignments are due in Week Five.
1. Review the objectives from Week Four. Discuss additional insights and questions that may
have arisen for you since the class meeting. (30 minutes)
2. Case Study #2:Oral Presentation - Decision Implementation and Outcomes Evaluation. (4
hours)
a. Each Learning Team will prepare a 20-30 minute Oral Presentation accompanied by a
Microsoft® PowerPoint® slide presentation of three-five slides of their case with the
topic for Week Five. Remember that a case study includes analysis, synthesis, and
prescription. It is NOT just story telling. Also, each Learning Team member has equal
responsibility for the preparation and presentation of the case. Keep in mind that a
portion of the presentation time should be spent engaging the rest of the class in
discussions of your respective case.
b. Each group must also provide an outline of the presentation and a reference page. The
reference page must have at least five different references, including at least one from the
course texts and at least two from electronic media.
3. Classroom Students Only.
a. Classroom student logs. (10 minutes)
1) Submit the required Learning Team Log.
2) Submit for approval your next Learning Team meeting location.
b. Learning Summary. (20 minutes)
20
MGT 350 – Critical Thinking: Strategies in Decision Making
1) As a team, review the University of Phoenix Classroom Materials “Directions for
Completing the Learning Summary” and “Learning Summary.” These materials can
be downloaded from: http://ecampus.phoenix.edu
2) As a team, complete the Learning Team Table section of the Learning Summary. Be
sure to discuss the Learning Team charter goals and results, then provide reflective
commentary.
3) Individually, complete the Individual Questions for Reflection.
4) Be prepared to discuss the Learning Summary in Week Five.
5) Each team member should submit one copy to the faculty member and retain one
copy to help write his/her Learning Team Charter in the next course.
21
MGT 350 – Critical Thinking: Strategies in Decision Making
WEEK FIVE
ASSESSMENT OF DECISION OUTCOMES
Objectives

Produce results according to standards.

Demonstrate the importance of monitoring actions and their consequences.

Assess the risk of prematurely rejecting a solution to a complex problem.

Prescribe remedial action plans that redirect decision outcomes.

Determine when to change standards in response to unexpected developments.

Evaluate problem solving and decision-making processes.
REQUIRED READING
Chapter 8 in the text Critical Thinking: Asking the Right Questions.
ASSIGNMENTS
(Note: Unless otherwise indicated, all assignments are to be completed prior to the week in which they
appear for classroom students and during the week in which they appear for Directed Study and Online
students.)
1. Ethical Decision-Making Paper.
Prepare a 1,050-1,400 word, typewritten paper that discusses the impact of ethics on decision
making. Define and discuss the elements of an ethically defensible decision. Answer the
following questions in your paper:
a. What are the ground rules?
b. What could they be?
c. What should they be?
d. What are the ethical implications of the decision?
e. How might the decision change the ground rules?
2. BSM Journal: A Learner-Centered Tool.
(NOTE: This course is part of the core curriculum for the Bachelor of Science in
Management (BSM) program. The BSM Journal assignment is mandatory for students in that
program. For those students taking this course as an elective, the BSM journal assignment
should NOT be completed.)
a. Complete the BSM Journal entry required for this course. Summarize what you learned
and how this applies to a management setting.
22
MGT 350 – Critical Thinking: Strategies in Decision Making
b. Select one or two of your best papers from this course. Include these papers in your BSM
portfolio as these may be helpful to you in later coursework, as well as offering you many
ideas and references for your final Capstone course.
ADDITIONAL ASSIGNMENTS
For Classroom Students
Submit the Learning Team assignments due this week.
For Online Students
1. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
2. Submit the Learning Team assignments due this week.
For Directed Study Students
1. Case Study #2:Presentation - Decision Implementation and Outcomes Evaluation.
a. Submit a 350-1,050 word Presentation of your case study, accompanied by three-five
Microsoft® PowerPoint® slides. Remember that a case study includes analysis,
synthesis, and prescription. It is NOT just story telling.
b. Submit an outline of the presentation and a reference page that has at least five different
references, including at least one from the course texts and two from the electronic
media.
2. Weekly Summary: submit your summary for this week, as instructed by the faculty member
in the course syllabus.
3. Submit a 350-700 word response to Discussion Questions posed by your faculty member.
1.
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
THE PUZZLE OF THE NINE DOTS
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
PREPARING CASE STUDY ANALYSES
The following general guidelines may be used in preparing for an oral or written case analysis
and presentation.
There may be several feasible courses of action regarding the solution to any case. It is more
important to concern yourself with the process of problem definition and isolation, analysis, and
evaluation of alternatives, and the choice of one or more recommendations, rather than trying to
find a single answer.
Very often, the right answer is the one which you can propose, explain, defend, and make work.
The Process of Analyzing a Case
1. Read and study the case thoroughly and efficiently.
Read the case once for familiarity, noting issues that come to the forefront. Read the case
again. Determine all the facts, making notes about symptoms of problems, root problems,
unresolved issues, and roles of key players. Watch for issues beneath the surface.
2. Isolate the problem(s).
Get a feel for the overall environment by putting yourself in the position of one of the key
players. Seek out the pertinent issues and problems.
3. Analyze and evaluate alternatives.
a. Once the problems and issues are isolated, work at gaining a better understanding of
causes. In what area of the unit do the problems exist? Why? What caused them?
Examine and evaluate the strengths and weaknesses of the unit’s processes (e.g.,
planning, communication), human behaviors, and/or exhibits (e.g., financial statements,
sales reports.) Check the effectiveness of managerial competencies. Are the unit’s
objectives and strategies compatible with its skills and resources?
b. Formulate a solid evaluation of the case.
Examine various alternatives. Weigh the pros and cons of each. Are they feasible?
Decide on the most valid.
4. Make recommendations.
Draw up your set of recommendations on what must be done and prepare an agenda of
corrective actions. What recommendations would you make to the manager of this unit?
What specific functions and activities does the unit have to perform in order to solve its
problems? Are the recommendations workable? Affordable? A good rule of thumb to follow
is to avoid recommending anything you would not do yourself if you were in management’s
shoes. Give reasons for your recommendations.
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MGT 350 – Critical Thinking: Strategies in Decision Making
Presenting the Case
1. Identify key problems and issues: State them as clearly and precisely as possible. It is
essential that your presentation reflect a sharply focused diagnosis of significant problems
and issues confronting management.
2. Present the analysis and evaluation: Support your evaluation with facts. If you add exhibits or
documentation discuss them, don’t just tack them on to the report.
3. Recommendations and plan of action: Recommendations should address all of the problems
and/or issues that were identified and analyzed. What are the consequences of your
recommendations? Be sure the unit is financially able to carry them out. Don’t speak in
generalities, such as: “Everyone should do more communicating.” Be specific. What should
be done? Who should do it? When? For example, state the following: “Manager X should
take the following steps: 1., 2., 3., etc.”
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
CASE STUDY CHARACTERISTICS: EVALUATION FORM
WRITTEN WORK
ORAL
PRESENTATION
MECHANICS
SAMPLE SCORE
Example: 50 points
7
APA Style
Style
Punctuation
Utilization of A/V
Spelling
Team Effort
Grammar
Techniques
Sentence Structure
Reading
Syntax
Time Usage
ANALYSIS (What is)
10
Framework for
analysis diagrammed
Framework for
analysis diagrammed
Brief introduction of
case
Brief introduction of
case
Pertinent issued
identified
Pertinent issued
identified
Problem(s) clearly
and specifically
defined
Problem(s) clearly
and specifically
defined
Assumptions clearly
illustrated
Assumptions clearly
illustrated
All relevant
stakeholders
considered
All relevant
stakeholders
considered
Facts and figures used
when appropriate
Facts and figures used
when appropriate
27
ACTUAL SCORE
MGT 350 – Critical Thinking: Strategies in Decision Making
Materials from class
and text related
Materials from class
and text related
Transition from
analysis to synthesis
Transition from
analysis to synthesis
SYNTHESIS (What could be)
Framework identified
Framework identified
Other supporting
information
incorporated
Other supporting
information
incorporated
Evaluation organized
Evaluation organized
Problems redefined.
Problems redefined.
Alternatives clearly
and specifically stated
Alternatives clearly
and specifically stated
Alternatives address
pertinent issues
Alternatives address
pertinent issues
Alternatives flow
from analysis
Alternatives flow
from analysis
Pros and cons of each
alternative considered
Pros and cons of each
alternative considered
Plans reconstructed
Plans reconstructed
Transition from
synthesis to
prescription
Transition from
synthesis to
prescription
13
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MGT 350 – Critical Thinking: Strategies in Decision Making
PRESCRIPTION (What should be)
Identification of
framework
Identification of
framework
Recommendations
flow logically from
alternatives
Recommendations
flow logically from
alternatives
Recommendations
clearly and
specifically described
Recommendations
clearly and
specifically described
Recommendations
clearly support issues
Recommendations
clearly support issues
All stakeholders
interests considered
All stakeholders
interests considered
Implementation
considerations
explained
Implementation
considerations
explained
15
Barriers identified and Barriers identified and
appraised
appraised
Plan workable and
plausible
Plan workable and
plausible
Key case problems
and solutions
summarized
Key case problems
and solutions
summarized
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MGT 350 – Critical Thinking: Strategies in Decision Making
GENERAL
5
Critical thinking
Critical thinking
Persuasiveness of
presentation
Persuasiveness of
presentation
Overall grasp of key
issues
Overall grasp of key
issues
Originality of analysis
Originality of analysis
Group participation/
discussion
Group participation/
discussion
Impact of presentation Impact of presentation
TOTAL
50
Copyright 2000 by Rodo Sofranac. Reprinted by permission of the author.
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
DECISION-MAKING STEPS
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
DECISION-MAKING WORKSHEET
FRAMING THE PROBLEM
1. Identify the problem.
2. Define criteria, goals, objectives.
3. Evaluate effects of the problem.
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MGT 350 – Critical Thinking: Strategies in Decision Making
MAKING THE DECISION
1. Identify causes of the problem.
2. Frame alternatives.
3. Evaluate impacts of alternatives.
4. Make the decision.
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MGT 350 – Critical Thinking: Strategies in Decision Making
EVALUATING THE DECISION
1. Implement decision.
2. Measure impacts.
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
PROBLEM-SOLVING TOOLS AND TECHNIQUES
Affinity Diagram
Importance Weighting
Bar Chart
Influence Diagram
Benchmarking
Intuition
Brainstorming
Line Graph
Cause-and-Effect (Fishbone) Diagrams
Metaphorical Thinking
Cause-and-Effect Diagram with Addition of Cards
Mind Mapping
Cause Screening
Multivoting
Check Sheets
Nominal Group Technique
Criteria Matrix
Pareto Chart
Control Chart
Pie Chart
Decision Tree
Plan-Do-Check-Act Cycle
Flow Chart
Provocation
Following the Rules
Run Chart
Force Field Analysis
Requirements Analysis
Group Think
Scatter Diagram
Histograms
Starbursting
Imagining
Value Analysis
Visualizing
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MGT 350 – Critical Thinking: Strategies in Decision Making
UNIVERSITY OF PHOENIX MATERIAL
CRITICAL THINKING CASE STUDY
Let It Pour: My First Assignment as Executive Assistant
Who says rainy days and Mondays can get you down? It’s Monday and raining, and I’m on top
of the world. On Saturday I got engaged, on Sunday we found a house that we’re going to bid on
this coming weekend, today is the first day of my promotion to Executive Assistant to the Chief
Executive Officer (CEO) and this coming Saturday I’m graduating, having completed my
bachelor’s at the University of Phoenix. Oh yeah! “Let it pour,” I yell to myself as I pull into the
hospital’s parking lot.
In fact, rain is good! Why do they always call anything but sunshine “bad weather”? After such a
long dry spell, we need the moisture. It helps the crops grow, cleans the air, and fills the lakes.
So, all the eaters, breathers, and water drinkers, that should cover us all, can’t live without it. Bad
weather? What kind of thinking is that? Uh, oh! My thinking is bouncing around like the waves
of the puddle I just stepped in.
Greetings and best wishes surround me as I make my way to the executive offices, my new place
of employment. I discover my office to be a single desk in space shared with the CEO’s
administrative assistant (AA). No problem! The AA is a great person, with a positive attitude, a
good thinker, and very efficient. We’ll work well together.
“Good morning. Your new business cards are on your desk. Here’s a writing pad. The boss
wants to see you in the executive meeting room ASAP,” shoots out of the AA’s mouth as if from
an automatic weapon. I throw my attaché case “on” my office - the desk - grab one of my new
business cards, and hustle to the meeting room. I take a quick look at my card. There it is: Chris
Smith, Executive Assistant, Faith Community Hospital.
As I reach for the door handle, it seems unusually low. I must be walking above the clouds. My
moment of pride is cut short by the incredible panoramic view of our beautiful valley - that view,
the clouds, with their infinite variety of geometric patterns and shades of white and gray, rolling
through the sky.
“Good morning, Chris,” my new boss greets me. “Welcome aboard,” Pat offers, more as an
obligatory greeting than a real welcome. “These rainy days and Mondays really get me down.
Have a seat.” As I sit down, Pat continues by commenting, “I understand you’re about to get
your degree.”
“I am almost done! This Saturday is graduation,” I answer, with a sense of pride and relief, and
somewhat nostalgically.
“Far from done; you’ve only just begun,” the CEO clarifies. “But, before we go on with the task
at hand, tell me, which courses did you enjoy the most?” Just as I begin to answer, Pat quickly
adds, “Let me change that question: In which courses did you learn the most?”
I think, ‘Which ones do you want to hear?’ but I answer, “Management, Public Speaking,
Organizational Behavior, Ethics, and, of course, Critical Thinking.”
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MGT 350 – Critical Thinking: Strategies in Decision Making
“Great,” answers the CEO, “because you’re going to need every one of those and more with the
first assignment I’m about to give you. Are you ready to apply your newly developed skills?”
“Let the rain fall down on me,” I respond, hoping Pat has a sense of humor.
“Oh, it will, and I hope it doesn’t dissolve you.” Yes, Pat does have sense of humor.
“I see you have your business card. Turn it over, please. Just in case you don’t have the mission
statement memorized, you can always read it, right there on the back of the card.
With the foundation and commitment of our spiritual heritage and values, our mission is to
promote the health and well-being of the people in the communities we serve through a
comprehensive continuum of services provided in collaboration with the partners who share
the same vision and values.
“What do you think?” asks Pat.
“I believe it, and I’ll certainly try hard to live by it. Plus, by having it on the back of our cards,
we’re doing a great job at keeping it in front of everybody, so to speak,” I chuckle.
“Nice play on words, Chris. Unfortunately, few Faith Community members and partners seem to
be flipping for it lately,” responds the CEO. We’ve got some interesting interpretations of the
mission statement being made, in all of our stakeholder groups. Very patchy, I must say. Chris,
do you have any idea what’s going on out there?”
“It’s pouring,” I respond bluntly.
“Yes it is!” Pat confirms. “It’s falling from every direction and coming in all over the place.
Here’s some of what I’m thinking about.
“Let’s start with this morning’s news headline that medical errors cause tens of thousands of
deaths each year, close to 100,000 in hospitals alone. With that as the external panoramic view,
let me paint the picture for you, from the inside out.
“I report directly to the Board of Directors of the Faith Foundation. Its diversity alone is a
kaleidoscope of thinking and decision making. The grand point of commonality among the
Board members is their support of the purpose, values, and survival of Faith Hospital. The entire
community knows of our religious heritage and our commitment to the public. That openness
attracts a wide variety of believers - Board of Directors, staff, patients, and their families, as well
as others - each with infinite influences on his or her own thinking. I’m not sure how many of
our stakeholders realize or understand the differences among ethics, laws, beliefs, oaths, etc. If
they do understand, how many accept the fact that we draw our value lines at diverse junctures
when it comes to applying these ground rules?”
“On one hand,” continues Pat, “We have particular patients who refuse to take certain medical
services and on the other hand, particular staff members who refuse to give certain services. In
both cases, they feel that medical intervention can go too far into conflict with their religious
beliefs or personal moral convictions. We have a case in our Neo Natal Ward, where Child
Protective Services is in the process of taking custody of the baby and threatening to file charges
against us because of the way we provided services or, as they allege, failed to provide services.
All this trouble despite our actions being in agreement with the parents’ wishes. Last week, three
staff members in the ICU initiated Do Not Resuscitate (DNR) directives. The only problem was
that no written orders to that effect existed. At the same time, I have some sincere, qualified staff
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MGT 350 – Critical Thinking: Strategies in Decision Making
who are driven by a personal directive that says ‘we have to do all that we can.’ In another recent
incident, staff members did not follow DNR directives even though these were in place.
Moreover, all three events had the support of the patients’ families.
“And how are our doctors responding? Well, they’re putting patients first, I guess! From various
interpretations of the Hippocratic Oath, to assorted compassion and passions regarding the ‘right
to die,’ they are all over the place. From managed care to capitation, health care givers are
experiencing a tremendous loss of power.
“Nonetheless, we have wonderful people who care very much about the well-being of their
patients; so much so, in fact, that one of our hospital pharmacists is filling uninsured
prescriptions by accepting payment in installments. Two of our counselors are treating some of
their clients pro bono, unauthorized! At the other end of the spectrum, some staff members care
so much about Faith’s survival that they refuse to serve patients unless they confirm insurance
coverage first. You can imagine how popular that is with patients and the media alike. All we
need is for someone to die because we didn’t service him or her! One of our residents is ordering
fruitless exams for the terminally ill. Yet another group of staff members, specifically, a group of
nurses in ER, care so much about their personal survival that they are refusing to service
bleeding patients until the patients receive HIV clearances.
“Those that request our services (i.e., our clients, the public) come to us from all points of the
compass….”
“ . . .Or spectrums of the rainbow,” I interject.
“O.K.,” the CEO responds slowly. “From all spectrums of the rainbow. But I’m not talking as
much about ethnicity, culture, or physical stuff--stuff, one of those biomed-tech terms, you
know--as I am about the range of responsibility. Between their needs and wants, our patients
bring a massive flood of service demands through our doors. Sure, we all want to live healthier
and longer, but who has the greatest responsibility for health maintenance? And when someone’s
well-being is in distress, we at Faith had better provide the perfect remedy. Heck, it’s like
blaming the rain for getting wet or the umbrella if you’re not totally dry.
“If we had more time and stamina, I could also tell you about so-called especially wonderful
collaborations with insurance companies and the regulators, HMOs, PPOs, and other TLAs - you
know, three letter acronyms, AMA, AHA, HHS, ETC. Who gets covered, how much and when
we get paid seem to be totally out of our hands at times. At the same time we get so-called
supportive intervention that goes something like, ‘I’m from Medicare and Medicaid, and I’m
here to save you.’ And, if they don’t, we, of course, have our own insurance coverage. I bet you
wouldn’t believe me if I told you that our premium costs are decreasing. Good, because they’re
not!
“Look at how much our costs have increased compared to last year. A year ago, our costs were
$217.00 per patient per day. On the last report that I received from accounting, that figure had
risen to $240.00. Two questions came immediately to mind when I saw this number: Are we
running a less efficient operation? Can we reduce costs without impacting quality?
“I asked the financial analyst for an evaluation, and he indicated that we’ve had a 7% decrease in
patient population. Roughly 28% of our costs are fixed costs - costs that do not vary with the
fluctuating patient population. This tells me that our costs do not change proportionally with the
number of patients that we treat. If we can’t do something to increase the patient count, then we
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MGT 350 – Critical Thinking: Strategies in Decision Making
will have to make some tough cost-reduction decisions. Assuming that we are not able to
increase our patient count, we will have to reduce our fixed cost to break even.”
As I listen to Pat, I try not to let my mounting stress show in my face. At this point, I wish I had
paid more attention in those accounting and finance courses I took....
Pat picks up a paper from the desk. “Here is some data that you might find interesting, Chris. If
we hold steady at 7,863 patients and 39,866 patient days, we will be forced to reduce our fixed
costs by 15% just to break even. That assumes that our average reimbursement rate does not
change. That is one heck of a big reduction!”
“I’m sorry, it’s just that I’m getting showered with chaos. I really don’t believe everyone is
against us. We may have a written unifying mission statement, but everyone thinks about it
differently. We may all be in the same boat during the same storm, but no two people are rowing
in the same way or in the same direction. In fact, some don’t even have their oars in the water!
Harsh as it may sound, I’ve got a business to run here. We may be a not-for-profit, but we have
people to serve, bills to pay, a mission to live by--as if I need the Board to remind me--and it is
pouring.
“I’m not sure of my role anymore. I mean, where should I be spending most of my time and
energy, not to mention other resources? Should I fight for healthcare reform or reform the
healthcare fight? I’m not trying to play words games here, but are the answers from the outside
in, or vice versa?”
Pat takes a slow and deliberate pause, then turns to me appearing ready and eager to solve the
problems before us.
“Here, then, is your first assignment,” said Pat. “I want you to put together a preliminary report
that will form the basis for my presentation at that meeting. Two weeks from today, we will hold
the first all-member staff meeting I’ve attempted during my ten years at Faith.”
Pat is ready and eager to solve the problems before us, by first delegating them to me.
“We will also tape the meeting for those who can’t be there in person or who need to review the
message a few times. And, guess what added bonus we’ll have? Member of the media are
requesting permission to attend.
“I’m not asking you to write a speech. I can create my own message. But I do want you to give
me some ideas about what to say. If I talk about all the stuff going on, I’ll have everyone running
for a storm shelter; therefore, capture the essential components. Just as importantly, though, I
want some specifics on how to say it. What I’d like you to do is give me a strategic overview that
offers a look from three angles: what’s going on right now, what we can do about it, and what
we should do about it.”
“These are the three main elements of a case study,” I proclaim.
“Great! Our investment in your schooling is paying off already,” adds Pat, somewhat
sarcastically.
“I want you to use your critical-thinking skills in addressing the main topics that I need to cover
in this presentation. To me, these appear to be organizational processes, ethical issues, and
communication systems. I also want you to address any other issues that may arise.
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MGT 350 – Critical Thinking: Strategies in Decision Making
“Oh, by the way, Chris, I hate to rain on your parade, but I want to go over that report with you
next Monday. Good luck on your first week.”
As I leave the executive office my legs move as if I have 20-pound ankles weights on each foot. I
quietly whisper to myself, “Rainy days and Mondays still don’t get me down. Let it pour.”
Here’s what I came up with….
Refer to University of Phoenix Material, “Preparing Case Study Analyses” to prepare your
paper.
1. Define the problems that appear in this case study.
2. Propose the appropriate solutions(s).
3. Describe your rationale for the proposed solution(s).
4. Use the appropriate format for your paper.
40