‫بسم هللا الرحمن الرحيم‬
KINGDOM OF SAUDI ARABIA \ MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY
RIYADH MALE COLLEGE OF HEALTH SCIENCES
HEALTH SERVICES ADMINISTRATION
PS
The Way Ahead Towards Quality PS
DM
DM :
The “Evidence Based Health Administrator (EBHA)”
EISA ALI JOHALI
3/22/2016
‫عيس ى بن علي الجوحلي‬
Johali
2009/2010/2011
1
‫بسم هللا الرحمن الرحيم‬
Welcome
PS-DM ?
EISA ALI JOHALI
‫عيس ى بن علي الجوحلي‬
A Lecturer
B A. M. Sc. Heath Education, KSU 1407 /1987
Short Fellowship Planning Health Professions Education, UIC, USA 1991
MA (Ed.) Nursing Curriculum, Teaching & Learning, UK 1995
Author of two published books, the 3rd under publishing, plus 2 projected
3/22/2016
Johali
2
JOHALI PROBLEM SOLVING & D MAKING
PROBLEM SOLVING
&
DECISION MAKING
PS
3/22/2016
DM
Johali
3
‫‪Evidences from Holly Quran‬‬
‫بسم هللا الرحمن الرحيم والصالة والسالم على سيد األنام نبينا محمد بن عبدهللا (صلى هللا عليه وسلم) وبعد نفتتح مذكرتنا هذا بما نتطلع وإياكم له دنيا وآخرة‬
‫بقول هللا عزوجل‪:‬‬
‫•‬
‫ُ‬
‫ْ ُ ْ َ َ‬
‫ه ُ َ َ ُ َ َ ُ ُ ُ َ ُْْ ُ َ َ َ ُ‬
‫َ َ َ‬
‫ْ َْ‬
‫َ َّ‬
‫َ ََُهُُ‬
‫ُ ُ َ ْ ُ َ‬
‫{ َوق ِل اع َملوا ف َسي َرى اّلل ع َملك ْم ورسوله واْلؤ ِمنون وست َردون ِإلى ع ِال ِم الغي ِب والش َهاد ِة فين ِبئكم ِب َما كنت ْم تع َملون } التوبة‬
‫‪105‬‬
‫(بعض من براهين الجودة والعمل بإخالص وجزاءه الجنة)‬
‫•‬
‫َّ َ َ َ ً‬
‫ُ ه َّ‬
‫ُ َّ ُ‬
‫َ‬
‫ُ ُ َ َ َ ٌ ْ َ ٌ َْ َ ُ‬
‫َّ‬
‫ُ‬
‫اس ُلكي ُس ُب َل َرهبك ُذ ُل ًال َي ْخ ُر ُ‬
‫الث َم َرات َف ْ‬
‫اس ِإن ِفي ذ ِلك آلية‬
‫لن‬
‫ل‬
‫اء‬
‫ف‬
‫ش‬
‫ه‬
‫ي‬
‫ف‬
‫ه‬
‫ان‬
‫و‬
‫ل‬
‫أ‬
‫ف‬
‫ل‬
‫ت‬
‫خ‬
‫م‬
‫اب‬
‫ر‬
‫ش‬
‫ا‬
‫ه‬
‫ون‬
‫ط‬
‫ب‬
‫ن‬
‫م‬
‫ج‬
‫ل‬
‫ك‬
‫ن‬
‫م‬
‫ي‬
‫ل‬
‫ك‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ه{ َث ْم َ َ َ َّ ُ وِ َ‬
‫ِلقوم يتفكر ن }النحل‪69‬‬
‫•‬
‫ُ َّ َ ْ َ َ َ َ ْ ُ َ‬
‫َ َْ َ ََ ُ َ‬
‫َّ‬
‫{ َيا َأ ْه َل ْالك َتاب ل َم ُت َ‬
‫ور ُاة َ‬
‫الت َ‬
‫ن‬
‫ن‬
‫اإلنجيل ِإال ِمن بع ِد ِه أفال تع ِقلو }آل عمران‪65‬‬
‫و‬
‫ت‬
‫ل‬
‫نز‬
‫أ‬
‫ا‬
‫م‬
‫و‬
‫يم‬
‫اه‬
‫ر‬
‫ب‬
‫إ‬
‫ي‬
‫ف‬
‫و‬
‫آج‬
‫ح‬
‫ِ‬
‫ِ ِ ِ‬
‫ِ‬
‫ِ‬
‫ِ ِ‬
‫ِ‬
‫(من براهين الحث على التعقل والتفكير ‪ ..‬وهي كثيرة جدا‪ ..‬بل أن االسالم كله كذلك)‬
‫(بحث المزيد ذوا العالقة المباشرة بمواضيع المقرر ”عربي انجليزي“ خيار مشاركة بحثية فرصة لكم)‬
‫‪4‬‬
‫‪Johali‬‬
‫‪3/22/2016‬‬
Preface
We are beginning to realize that, everything else being equal,
the level of effectiveness and efficiency in an (health services)
organization is directly related to the “Quality” of problem – solving
and decision – making
J. Alexander McMahan in Jonathon Rakich et al 1985
Although, PS is a complex approach, it is like “Yet” the Arabic
pronoun that collapses the minds of the scientists. The above
citation promotes my attention that “every work, every teacher, and
all the health professions of whom your our future “Health
Administrators” the master of health care services, should look for
Excellency the “Quality”.
Therefore, I review most of the literature that emphasis the
relation between Quality and our Problem Solving - Decision Making
(PS-DM) Course, looking for Quality Centred Health Care Managerial
PS-DM (Quality CHCM PS-DM). Staring by reasoning why we have to
learn PS-DM?, probing their scientific roots with historical
development progress towards quality, and promote my adult
learners to be active creative, and finally to share in rebuilding the
most common theories and process models to meet the national
needs, interests and demands.
Finally it is my pleasure, to remind my adult learner
that
“Every learner Will Success Except Who Don’t Want”
The Lecturer
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5
‫خطتنا لتعليم وتعلم نافع بعون هللا ثم باإلخالص والجد واالجتهاد‬
PS-DM Objectives & Lifelong T – L Plan 2010
Units/Subjects
ًWeeks
Notes
2 hrs/week
1st & 2nd
UNDERSTANDING EACH OTHER
DISCUSSIN1G THE COURSE OBJECTIVES Via this T& L
Plan
Interactive L with Open
dialogue + Group working
Reasoning WHY “PS&DM ?:
3rd & 4th
5th
6th
-Probing Nature - & Defining PS-DM Roots Terms
-The most common theories/models of PS–DM 1
I L with Reflective
Questions (RQ)
-The most common theories/models of PS-DM
(2): PS–DM Critical/Reflective Thinking Basic
Concepts
Interactive L with RQ
Assignments Plan & 1st EXAM
Aid & Hajj Mubarak
7th & 8th
9th & 10th
11th
12th
13th & 14th
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15th & 16th
- Kinds/Types of DM - Tips & Steps in PS - DM
-- Applied PS-DM Guidelines Model (1)
Interactive L with RQ
- Applied PS-DM Guidelines Model (2)
I L /Case study/PS
-Decision Support Technologies DST (1)
I L + Role play +PS
2nd Exam & Assignments Presentation
-Decision Support Technologies DST (2)
- Final Revision & Summary
I L + Role play +PS
- FINAL EXAM
I L + Role play +PS
Johali
6
PS-DM Major References & Sources
•
•
** Your Smart Reflective Notes.
** Johali, E. A. (2009/2010) Problem Solving – Decision Making:
The Way Ahead Towards Quality PS -DM : The “Evidence Based Health
Administrator (EBHA)” A Critical Lecture Notes & Literature Review
(Available at Student Copy Centre the College ‫ & مركز التصوير بالكلية‬at al
Quiafil Centre near KSU‫)مركز القويفل لخدمات الطالب طرق الملك فهد جوار جامعة الملك سعود‬
•
*Rakich, Jonathon . S. etal (1985) Managing
Organizations (Chapters 1 & 7). W. B. Saunders.
•
*Gredler, M. E. (2005) Learning Instruction: Theory into Practice. Pearson.
•
Maggi Savin-Baden (200) Problem – based Learning in Higher Education:
Untold Studies. SRHE & Open University Press.
•
Scriven, M., & Paul, R. (1992) Critical thinking defined. Handout given at
Critical Thinking Conference November, Atlanta, GA.
•
The related Internet Sites …. www.managementhelp.org/prsn_prd/prob ...........
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Johali
Health
Services
7
Be Ready – Define Course Abbreviation
• To be "Ready – Welling", Let us "Learn by Thinking about the most popular
Course Abbreviations:
• Reflect on meaning of (P; PS; DM)?
• What do you think (CT/RT) mean?
• What is the relations between the above Abbreviations?
Our Course is:
PS
DM?
What is it mean?
==============
• “PS DM” is not just reflect relation, it is a created formula to explain the
"Strong Correlation" between the two approaches of our course the
“Problem Solving & Decision Making”
• There is no effective & efficient DM without PS; and there is no PS without
Critical/Reflective Thinking (CT/RT)
• Explaining the CAs Symbols & Sources:
- Centre showing how P confused
- Math the Creative Problem Solving and Synaptic Problem Solving Strategies
- Others reflects approached and models for later
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8
Reasoning Why PS
DM?
Think in Peer & Small Group
•
Who are you ? & whom you are working with?
•
Review your Responsibilities & Duties?
•
Can you manage without Problem/ PS
•
Can you reach Excellency “Quality Management” without PS?
DM?
-----------
To conclude:
We are learning PS
description
DM because, it is a part of HA job
(HAJD),
to
assure
the
Quality
of his
Profession, we can not decide effectively and efficiently “reach
Quality” without QPS Process
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Probing & Defining
The Sciences of PS
DM?
• The Histo-Scientific Roots & Definitions of (PS DM);
PS/PSL in relation to their quality leading the CT/RT.
• The Most related
Techniques
3/22/2016
Theories/Models/
Johali
Approaches
&
10
Probing Scientific Roots of PS-DM
• Almost,
every
PS
scientific
term
comes
from
education/experience/ PS with Learning the Millennium
• Historically, PS is traced back to the Ancient Greek
Philosophers of Education mainly Socrates &
Aristotle, by their advice “not to teach but to put a
problem in front of students to be solved by them
self”
• Did
our Ancient Muslims Philosophers/Scientists
such as al Ghazali, Ibn Sina’a (Avicenna) .. have
experiences with Learning /PS/PSL/PBL ?(Ego Reflective)
====
Ego Reflective
What is the difference between PS/PSL&PBL?”
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Probing Scientific Roots of PS-DM
• In the early 1900s, "Rousseau" a French philosopher
promote and practice the above advices by his saying:
Give your scholar no verbal lessons, he should be taught by
experience alone...Put the problems before him and let him solve
them himself. Let him know nothing because you have told him, but
because he has learnt it for himself. Let him not be taught science, let
(Johali 1995)
him discover
• Also,
Albert Einstein" (1878-1955) the German/US
Physicist advised their pupils to use PS (Valcin 2001)
• Later, many Western philosophers and scientists and
Authors mainly the Psychologists and Humanists such
as (Dewey 1938; Rogers 1969; McGuire 1972, Barrows
& Tamblyn 1980 Neisser 1982...) were added new
concepts/approaches to PS/PBL skills and activities
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12
Probing Scientific Roots of PS-DM
• Meanwhile in the 1980s the McMaster Canadian
University, the PS introduced to medical education as
skills, and developed to ” Problem Solving Learning
PSL”, & later to PBL/PBC to & PBM
• In the late 1980s, PS widely introduced to the nursing
and nursing managerial
Decision Making, with
(Harrison
1981).
Elective/Critical Thinking
DM
• Decision Making starts early with tale of Management,
it used as a synonymous for “Management and
Leadership” which have huge philosophical and
scientific concepts.
• In the late 1940s, Herbert A. Simon’s argument that
most managers made decisions that did not fit the
objectives rationality theory (Simon 1965), by which Ps
and CT were used to reach quality DM
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13
Defining PS
DM?
DM
• Decision the choice of one from a set of initially
possible alternatives.
• DM is the act of choosing; a process of converting
information into action (Practice)
• DM is the study of identifying and choosing
alternatives on the values and preferences of the
decision maker (Science)
• DM can be describe as the process of sufficiently
reducing uncertainly and doubt about alternative to
allow other reasonable choices
• Decision Maker (D. Maker) is a person, or a group of
people (e.g., a committee) who makes the final
choice among the alternatives.
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Defining PS
DM?
PS
• Every Problem (P) asks for an answer or solution.
• P is the gap between the current and the desired
situations/ it is an obstacle /barrier to achieve objective
•
Trying to find a solution to a problem is known as “Problem
Solving (PS) process”.
the act of finding
solutions/answers (Act)
• PS
•
is
the
most
appropriate
In Managerial process, PS is a part of DM, it is a systematic
process that focuses on analyzing a difficult situation
Ego Reflective thinking
“Can you decide without PS? – Can you SP without DM?”
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15
Probing PS-DM/PSL/PBL – A Puzzle?
My Students are dismayed when I say to them“ Half of
what you are taught as medical students will 10 years
have been shown to be wrong, and the Trouble is, none of
your teachers known which half
Dr Sydney Borwell, Dean of Harvard Medical School
In
Small
Group,
read
critically,
the
above
“Mystery/Puzzle” statement, discover problem/problems
and the associated factors. Finally look for solutions and
decide ?
Also, I am say “ more than Half of What You are taught
at the college in 3 years are Wrong ?! Do You Agree ? (Y /
N ) Why ?!
--------------This Puzzle wrote as an introductory for PS/PSL/PBL? Or
other further developed “Health/ Medical Education
Approaches ?”
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Defining PSL/PBL
PSL
PBL
Type of teaching process
Type of Education/Curriculum
P is an option, may or may not use
Use P is compulsory
PS is Cognitive / information Centre, but
PSL ends with learning outcomes “affect
and act” or psycho
Affective / Psycho Centre
Same Principle as PBL
Use Problem Scenario to encourage
students to engage themselves in learning
process
The principle idea behind problem-based
learning is that ”the starting point for learning
should be a problem, a query or a puzzle
that the learner wishes to solve“ (Boud 1985)
Problem Scenario is the Centre of
Education/Curriculum
There is no PBL without PSL
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17
PS
DM
Most Common
Theories / Models/ Approaches
That can assure QPSDM
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18
Theories & Models
PS + CT/RT = QDM
Although only one step in the problem solving process,
decision making is an important task that relies heavily on
critical thinking skills
(Marquis & Huston, 1994)
To improve decision–making ability, it is important to use an
adequate process model as the theoretical bases for
understanding and applying critical thinking skills.
The above citations are evidence regarding the strong
correlation (
) not only between PS & DM, but also there is
Strong correlation with Critical/Reflective Thinking (CT/RT) Or
PS + CT/RT = QDM , there is no Quality DM without PS, there is
no PS with Quality the CT. By this equation we can start
probing the most related philosophical scientific concepts .
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19
PS
DM
Theories & Models
There are a huge literature regarding
philosophies
and
sciences
of
“Managerial=Decision Making the Manager, the
leader, and Health Management or
H
Administration, in addition to “Critical Thinking &
Problem Solving”. However, since you a third
year student, it is expected that you have learn
the most related philosophies and sciences of
health managerial and management.
By which we have to enlighten our way to
assure the “Quality Health Managerial Problem
Solving Model” (QHMPSM)
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20
Root of CT – PS Science
Mathematics-Perception & Meta-cognition= CT-PS ?!
Follow – See by Minds – Predict &
Conclude
The Philosophers & Scientists of
PS/PB Learning theories:
•Plato’s view 327-417 B.C. “the mind
was developed through the study of
the pure forms of mathematics such
as the circle, the square, and the
classics”;
•Gestaltqualtat. Psychology (Gestalt
1890s, Wertheimer 1939, Murphy
1949, Katona 1967… etc) the sensory
elements ‘Perception of Mathematic
PS”:
A young boy enthusiastically solving a math problem
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21
S P1: In the 1st semester, after one week the
learners come without solution, they did not even try
to think, in It is very easy for those who tried in the
class. In the 2nd it seems more difficult in the class..
it is just by moving (3) & (6) the Best
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22
SP2: It seem more / less difficult, with 1St Sem. It was similar as above, no one try to
solve. With 2nd “You” ………..
It is just by moving “Three” matchsticks only (the middle “ up, left & right”
to reconstruct new square down to the left (more complex the P1)
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23
Gestalt psychology Math. PS (Cont.)
P3: Measure 20 units of water from jugA= 29 units, JugB = 3
units?
SP3: Fill Jug A and pour it off into B three times
29 – (3X3) = 20
(complex = multiple solutions, alternatives)
P4: Measure 99 units from jugA= 14 units, B = 163 units, C=25?
SP4: By “Fill Jar B; pour into A, and then fill C twice jar A”
B – A – 2C = 263 – 14 – 50 = 99 units
(complex = multiple solutions, alternatives)
P5: Measure 25 units from A= 28, B=76, C=3
SP5: Only by A – C (a simple one way solution )
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Philosophers & Scientists of Behavioral Learning by PS
•
Piaget’s cognitive development theory 1920s;1963: Development of
Natural Logic from birth to adulthood - Logical Reasoning &
Thinking (= Symbolic–Picture–Logic the SPL Computing Program/
Turtle Geometry & LOGO…. ) - Just motivate Readiness
•
Vygotsky’s Curtural – historical theory 1924-1934: The Problems
that the child solves independently represent the actual level of
development (Self PS = Real level of Development)
•
Pandura’s social-cognitive theory 1963: With Self regulatory system,
the major function of thought is to enable people to predict events
and to develop ways to control those that affect their lives.
•
Skinner’s operant conditions theory: A baby shakes a rattle, a child
runs with a pinwheel, a scientists operates a cyclotron – and “ALL
ARE “Reinforced” by the Results (Skinner1968; Gredler 2000)
•
Gagne’s conditions of learning: quality of learning in 9 phases from
attendance and expectancy to generalizability “develop, modify,
create” new science/skills”.
(Just learn by thinking & comparing Not by memorize)
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25
Philosophers & Scientists of Behavioral Learning by PS
•
In 1966: Paige and Simon compared the problem-solving performance of
•
According to Hayes and Simon (1974), UNDERSTAND was based on two
STUDENT to that of human problem solvers. Their intent was to try to
describe human behavior while solving algebra word problems. Their results
provided evidence that the direct-translation (syntactic) process of
STUDENT is a good first approximation in describing human problem-solving
performance. Further testing determined that STUDENT could not account
for human solution processes that rely on semantic knowledge.
underlying assumptions. To understand a written problem, the text is read and encoded
both semantically and syntactically; and a representation must be made of the newly
encoded information. The resulting representation must include what Newell and
Simon (1972) defined as a problem space. A problem space consists of the set of
problem elements, the initial state of the problem and its goal, an operator or a set of
operators for transforming the initial state into the goal, and the restrictions under which
the operator may be applied (later you will discover their related concepts in PS
Learning Triangle Model)
(Just learn by thinking & comparing Not by memorize)
=====
(Again don’t memorize but use your Magic brain to compare, think & learn for “
Ego Q: Question Gagne supports “Reinforced by Result” ( T / F ?)
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26
The PSL Triangular Model (PSLTM)
Add “CAPs”
• Cognitive: Know
• Attitude: Value
•Practice: skills
3/22/2016
Mathias J. Sutton Purdue University
http://scholar.lib.vt.edu/ejournals/JITE/v40n4/sutton.html
Johali
27
What is PSLTM ?
•
•
•
This Model traced back to the emphasis on problem solving in technology
education which was paralleled the move in general education from
behaviorism toward constructivism, or a blend of behaviorism and
constructivism.
The Hayes and Simon (1974) Model of human problem solving
differentiated between understanding the problem and solving the
problem. They explained that the problem-solving process is
nonlinear (a Latin word means not created by lines bt by Math functions).
Solving may begin without a complete representation of the problem.
The circle at the center of the model (1) represents learning transfer
(Knowledge- Cognitive) Once the solver (2) completely understands the
problem and its underlying structure (Attitude), then transfer to similar
situations can occur (Practice). There is a definite link between the
understanding of a problem and transfer of learning. In order to transfer
knowledge, it is necessary for students to understand the internal
connections between problems and domain knowledge (Greeno, 1984;
Jonassen, 2003). Learning transfer is at the center of the model because it
represents the heart of all learning, applying what has been learned to
novel (new work) situations.
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28
Common PS Types
The different types of problem solving:
•
Preventative:
– � PPS: looks at putting in place solutions prior to abnormalities
occurring. Best identified during the design stage prior to transfer to
manufacturing using Advanced Quality Tools.
•
Pro- active:
– �PAPS: looks at the current standards and by analyzing data using
the 7 quality control tools seeks to make kaizen improvements
(http://kaiserpermenate.org )
•
Reactive:
– � RAPS: looks at the abnormalities that have occurred and by
gathering and analyzing data using some of the 7 quality control tools
aims to provide a customer protection and countermeasure.
(more detail regarding Tools later )
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29
Chiclets’ Table of Problems & Other PS Types
P Types
PS Types
Well-define/Routine/
Reproductive T
“ Novice P Solver”
ill-Define/Non-
routine/productive T
“Expert P Solver”
Givens
(prearrange)
Elements with relation and
condition,
Elements with relation and
condition,
Goal
Desired goal/objectives
Desired goal/objectives
Allowable
Operators
Explicit /reconstruct used
procedures for similar P/ ….
Procedures/ construct of a
novel solution / ….
Meta-cognitive PS
Research Skills
Heuristics
(A Rule of Thumb)
Two
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Johali
Artificial Intelligence
(Simulated
Computing)
Programming
30
Conclude in a mathematical equations:
Secrete of Miracle Mind + Physical training Math + 6 Sensations the
Perception + Motivation + good Conditions = Ready & Welling to reach
QDM = PS + CT/RT
Think (Where do you place “PS” process in our Mind)
At?
--Highest the Complex Level/ Learning PS
Thus, Metacognitive describes as “Thinking “about, when, and where”
of Thinking” = Not only think about deep and wide knowledge or
information and one’s awareness to solve problems, but how, when
and where to use appropriate strategies
Why
P Difficulties & the CT/RT the Meta / Deep the Meaningful Thinking for PS?!
(See P Difficulties)
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Characters of Difficult Problems
• Intrasparency: Lack of clarity of the situation
• Polytely: Multiple Goals
• Complexity: Huge numbers of items,
interrelations, and decisions
• Dynamics: Time considerations
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(1 Min Manage)
32
PS-DM Critical/Reflective Thinking
(CT/RT)
Prime aim of the course - There is no QPS & QDM without CT\RT
Ego Reflective Assignment (15 Grades free)
Discover Brain the Miracle Creation?!! ‫اكتشف عظمة معجزة العقل وعالقته بالتفكير‬
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33
CT Group Work to Reflect these pictures
See & Feel by your Mind’s Eyes & Senses !
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What is CT/RT?
•
As it deals with using Brain the Miracle creation of
“ALLAH” the Only Greatest and Merciful in the whole
Universe, CT defines and describes by various
philosophers and scientists, all agreed that it is more
complex than PS and DM”.
•
Critical Thinking, sometime referred to as Reflective
Thinking, it related to evaluation and has a broader
scope than PS-DM.
•
Reasoning & Creative analysis are the Major Two
Elements of CT are
• CT requires Reflective = Deep ; Contemplative;
Insightful; Philosophical Thoughts
Reflective Assignment
“Search for Evidences in the Wholly Qura’n”
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What is CT/RT ?
Critical Thinking is
The use of those cognitive skills or strategies that
increase “the probability of a desirable outcome” the
quality
The intellectual process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or
generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and
action
Modern, Modified frm (Scriven & Paul, 1992)
• It is used to describe thinking that is purposeful, reasoned and
goal directed
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What is CT/RT?
• It is the kind of thinking involved in solving
problems, formulating inferences,
calculating
likelihoods, and making decisions when the thinker
is using skills that are thoughtful and effective for
the particular context and type of thinking task.
• It involves evaluating the thinking process - the
reasoning that went into the conclusion we've
arrived at the kinds of factors considered in making
a decision. Critical thinking is sometimes called
directed thinking because it focuses on a desired
outcome.
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Critical Thinking Definitions:
Common Components
(5S+S+MT)
•
•
•
•
•
•
•
Self-assessment.
Self-directed
Self-disciplined
Self-monitored, and,
Self-corrective thinking
Standards for thinking.
Meta-level of thinking: more than just skills
or abilities.
• Thinking as a basis for informed action.
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CT Characteristics
C/RT who can (5 Capabilities=AMDDM):
1- Ask critical questions;
2- Make detailed observations;
3- Discover assumptions and define their terms;
4- Distinguish between fact and opinion;
5- Make assertions based on sound logic and solid
evidence.
Characteristics of Critical Thinker (3As+IAW+LSS+LALEA):
1. Asks pertinent (relevant) questions
2. Assesses statements and arguments
3. Able to admit a lack of understanding or information
4. has A sense of curiosity
5. Interest in finding new solutions
6. Able to clearly define a set of criteria for analyzing ideas
7. Willing to examine beliefs, assumptions, and opinions
and weigh them against facts
( Cont.)
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CT Characteristics
8. Listens carefully to others and is able to give
feedback
9. Sees that critical thinking is a lifelong process of
self-assessment
10. Suspends judgment until all facts have been
gathered and considered
11. Looks for evidence to support assumption and
beliefs
12. Able to adjust opinions when new facts are found
13. Looks for proof
14. Examines problems closely
15. Able to reject information that is incorrect or
irrelevant
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FRISCO-Model of CT
• Focus- What is the main point/issue,
question to resolve?
• Reasons- What supports our conclusion,
what is the evidence?
• Inference (Conjecture)-How well do the
reasons support the conclusion?
• Situation-What is the context in which we
are operating?
• Clarity-Have we avoided confusion?
• Overview-Review and check mechanism?
(Redraw with coming CT-Frisco M)
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CT “FRISCO” MODEL
Do You Believe in Your Amazing Brain; is it able?
Discover some evidences
(RQ: Redraw Integrated Model from Frisco + CT Frisco ?)
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few old Evidences
Amazing Magic Brain
You are the Owner of the World’s
Most Powerful Computer
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FOUR CT STYLES
in three steps
Discover Y CT Best Styles
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in three step Discover Y CT best Styles - 1st
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in three step Discover Y CT best Styles – 2nd
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in three step Discover Y CT best Styles – 3rd
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in three step Discover Y CT best Styles
Results
• CS = Concrete (physical,
real)
Sequential - based in reality, what
you can detect by your senses, you can notice and recall
easily
• CR = Concrete Random - Same as above except that you are
willing to take more of a trail – and – error approach, thus, you often have
the feeling of true creative thought
• AR = Abstract random - Organize information through reflection,
and thrive in unstructured - Your real world is feelings and
emotions
• AS = Abstract
sequential = You love
the world of philosophy (abstract thought) and theory – May,
(theoretical, conceptual)
You will be a great philosopher and scientist
(Continuing discover your CT Styles ?)
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PS
DM
APPROACHES & APPLIED MODELS
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PS-DM Common Approaches
• The Rational Approach: it traditional and more typically
used, it involves CAIACIE ‫ كياكي‬7 Steps:
• Clarifying description of the problem
• Analyzing causes
• Identifying alternatives
• Assessing each alternative
• Choosing one, (*** DM occurs )
• Implementing it,
• Evaluating whether the problem was solved or not?
=======
R\CTQs
-
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CAIACIE is …………, ….
PS-DM Rational approach is more state of the art … (F) the true “Appreciative inquiry
DM occurs at the 5th Step of CAIACIE (T/F?)
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PS–DM Common Approaches
• The second PS Approach is the Appreciative Inquiry.
• It is more state-of-the-art approach,
• it asserts that "problems" are often the result of our
own perspectives on a phenomena, eg, if we look at it
as a "problem," then it will become one and we'll
probably get very stuck on the "problem.“
• It approves / more +ve
• Appreciative inquiry includes:
– identification of our best times about the situation in
the past,
– wishing and thinking about what worked best then,
– visioning what we want in the future, and
– building from our strengths to work toward our
vision( ***DM)
R\CTQ
-
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Appreciative Inquiry the 2nd PS-DM approach involves CAIACIE (F) the true (the Rational)
PS-DM Rational approach approves more positive (F) the true “Appreciative inquiry)
In Appreciative Inquiry the PS-DM approach, you can decide at the last step (T)
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PS Technological based Models; Flowcharts; Games
•
•
•
•
•
Problem solving can take many forms but, if you try problem solving without
any structure (science), you may end up with a bigger problem:
Instead, you can use some of the following Techniques –
Technologies:
Definition of Problem:
• Something that needs a solution.
• Can be either positive or negative.
P Frequencies:
• Chronic - Ongoing and Accepted problems
• Spasmodic - Sudden change to normal process.
P Levels:
• L 0: Abnormality only affecting those directly related to the process
and contained.
• L 1: Abnormality that affects the processes ability to achieve Q,C
and D.
• L 2: Abnormality that affects the next process and may have an
impact on the final customer.
• L 3: Abnormality that has affected the final customer.
P Analysis:
• Qualitative tools: Tools which are used to obtain and structure
ideas during the problem solving cycle
• Cause & effect diagram (Ishikawa, fishbone)
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PS Technological based Models; Flowcharts; Games
Flow Chart 5 Brainstorming Steps the Cycle
•
•
Quantitative Tools: Tools that are used to gather
and analysis numerical data during the Problem
Solving Cycle.
PSC has 5 PS Principles:
1. Problem Definition
2. Identify Root Cause
3. Customer Protection and Countermeasure's
4. Confirm Effectiveness of Countermeasure
5. Feedback / Feed forward
www.beyondlean.com/images/Pro
blemSolvingCycle.j
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PSC = Plan + Do + Check + Act
With the firs 5 Sub-Steps
Ego Thinking ( P = ……+ ………. )
PS Process Plan Model (PSP)
Learn by Thinking? (Sequence) & then Reflect…
Lora K. Kaisler 2003
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http://www.google.com.sa/imgres?imgurl=http://21cif.com/tutorials/micro/mm/searchprocess/images/flowchart.
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PS Process Plan Model & Flowcharts
(PSP; CPSP; PSPFC)
• PSP model turns out there is a regular pattern that experts
follow as they think their way through the process of
searching for difficult information on the Internet.
– First they decide exactly what they want, where they are most
likely to find it, how they are mostly likely to find it, and then
what they will do next after each step they take.
– They constantly fluctuate between looking at the big picture of
what they want and the little picture of analyzing what they
have found. It looks something like this (PSC; PSP; CPSP; PSFC).
• Analyze the PSP Diagrams:
Begin with Define; A true problem solving process will not
only move from the blue arrows, through the red arrows, to
the black arrow; it may make many revolutions through the
cycle before locating exactly what is sought. Surfing the net
is random exploration; problem solving involves definite
questions and answers.
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CPSP ?
http://www.idea-sandbox.com
Learn by Thinking ?(which calls which? & then Reflect…
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Understanding CPSP
• Fact-finding calls for problem-definition and preparation. Problemdefinition calls for picking out and pointing up the problem.
Preparation calls for gathering and analyzing the pertinent data.
• Idea-finding calls for idea-production and idea-development. Idea
production calls for thinking up tentative ideas as possible leads.
Idea-development calls for selecting the most likely of the resultant
ideas, adding others, and reprocessing all of these by such means
as modification and combination.
• Solution-finding calls for evaluation and adoption. Evaluation calls
for verifying the tentative solutions, by tests and otherwise. Adoption
calls for deciding on, and implementing, the final solution.
– Regardless of sequence, every one of those steps calls for deliberate
effort and creative imagination.
http://www.idea-sandbox.com/destination/2007/10/osborn-creative-problem-solving-process/
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PS Flow Chart (PSPFC)
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scottthong.files.wordpress.com
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Creative Problem Solving and Synectics (CPSS)
•
•
•
•
CPSS are Problem Solving Strategies
CPS is a process that allows individuals to solve personal challenges and assists members of business
and industry to create environments that allow innovation to flourish.
The CPS Method is taught by experienced professionals who work with schools, business and industry
and international groups.
The steps in the Creative Problem Solving Process include:
–
–
–
–
–
–
•
•
Each step of the process stresses divergent thinking, or brainstorming. Very often the problem as
initially expressed (the mess) is a combination or sub problem. An example of the process that was
used in a community is provided in The Power of Yes. Synectics is another form of problem solving
that was developed by W. J. J. Gordon. Synectics comes from the Green and means "the joining
together of different and apparently irrelevant elemnts or ideas."
The steps in the Synectics include:
–
–
–
–
–
–
–
•
•
Stating the Problem (Called The Mess)
Fact Finding
Renaming the Problem
Idea Finding
Solution Finding
Acceptance Finding
–
The Problem as Given
Compressed Conflict
Essence Analysis
The Problem as Understood
Direct Analogy
Analysis of the Analogue
Algebraic Force Fit
Practical Viewpoint
Synectics philosophy compares challenges to the natural world looking for solutions.
SC.com has Members of my consulting staff can work with individuals, groups or companies to assist
in determining challenges, helping the invested parties to come up with their own solutions.
Actual examples are Johali
cited in The Power of Yes.
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PSP the 7 Quality Control Tools (7 QCTs)
Symptom
Recognition
Fact
Finding
Problem
Identification
Follow Up
Idea
Generation
Solution
Development
Plan DM
Implementation
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http://homepages.stmartin.edu/fac_staff/dstout/MEM650
61
Xerox Problem Solving Process
http://homepages.stmartin.edu/fac_staff/dstout/MEM650
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Other Tools used in PS Cycle
There are many “math's & technological Tools” that are used to gather
and analysis numerical data during the problem solving cycle:
–
Pareto: Pareto analysis is one of the most powerful of the problemsolving tools
Check sheets
Control charts
Histograms
Scatter diagrams
–
–
–
–
Ego Reflective Assignment
(Use PSP Concepts in a PS Internet Searching, can you use (Yes/ Nowhy?)
http://www.scribd.com/doc/8938829/Basic-Seven-Tools
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The Overall
“Managerial PS-DM Process Model
the (MPS-DMPM)
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DM Kinds
•
There are many kinds of DM; Three Major Kinds (DDC)
are:
1. Decision Whether: YES/NO; EITHER/OR, this kind must be made
before proceeding to the selection of an alternatives
2. Decision Which: This kind involves a choice of one or more
alternatives from among a set of possibilities
3. Contingent ( Delayed\Conditional\Emergency) Decision: The decision that
has been made but put on hold until some condition is met.
•
•
•
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R\CTQs
D Which = Yes/NO; Either/OR (F) the true D Whether
D Whether must be made before proceeding the selection (F) true D Which
Contingent D is a made D but put on hold (T)
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DM Major Types
The range of decisions made by Managers can be grouped into
many classifications. From major to minor or Difficult to Easy, the
most three Sets are:
1.
“End” means D: Manage by Objectives looking for the
2.
Administrative – Operational:
– Administrative made by senior manager have a
significant impact; major resources allocation and
utilization (whether /or; what)
– Operational: made by mid-level and first-line
managers in day to day operational activities
3.
Programmable–Nonprogrammable:
– Programmable: Repetitive; Routine
– Programmable–Nonprogrammable: Simon: novel,
“end” outcome The Results
unstructured & consequential
-
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R\CTQs
“End means DM” is managing by objectives looking for inputs (
End means DM” is the difficult easy type of DM types
(
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)
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DM Kinds\Types
(http://www.laynetworks.com/management-tutorials.html
Even though ; There are not Mutually Exclusive because they
are Overlapping Types\Kinds. There are many other DM
types\kinds, the most 7 Types:
1. Irreversible: Permanent - Unalterable It commits one irrevocably when
there is no other satisfactory option to the chosen course. With PS,
managers should avoid it.
2.
Reversible: changeable, can altered completely either before, during
or after the agreed action begins.
3.
Experimental: It requires positive feedback before one can decide on
a course of action
4.
Trial and Error: It uses both, the positive and negative feedback
before selecting one particular course of action. Thus, it allows the
manager to adopt and adjust plans continuously before the full and final
commitment.
5.
Stage Up Stage: made in steps until the whole action is completed. It
allows close monitoring of risks as one accumulates the evidence of outcomes and obstacles at every stage. It permits feedback and further
discussion before the next stage of the decision is made.
6.
Cautious: type allows time for contingencies and problems that may
crop up later at the time of implementation
7.
Conditional & Delayed: C is an ‘either/or’ kind of decision with all
options kept open; D puts on hold till the decision–makers feel that the
time is right.
. To understand, in group you have to be R\CT and to match between
these details within the previous sets of kinds\types
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DM Kinds\Types - Group RT & Discussion?
Decide the Decisions:
1.
2.
3.
4.
5.
What to wear?
What to wear if you a baby?
Whether to do your homework?
Whether you will get all the answer right if you do your homework as well
as you can?
Whether to go to college?
-----------(Which has (1) Thinking?; (2) One Option; (3) more than Options?
Which Easy / minor or difficult/major Type; Which is a Decision & Which is an Outcome?
)
Answers
===============
1, 3 & 5 are Decisions; while 2 hasn’t thinking; 4 is an outcome has only one Option
====
“To be use in Decision Matrix/ Management by Technology
may be with Mr Noor
For Deep understanding this will hold at Sat. 17 Jan & Be repeated for DT end P56
RQs
-
Irreversible DM is changeable
(
)
Reversible uses when there is no other satisfactory option (
)
DM usually requires thinking (
)
- Outcome is a type of decision (
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Decision Tree
• Decision Tree (DT) is a new and very complex
approach to leadership and management. Originally it use
in the financial HRM
• DT a tree with Three Major Branches (PAD):
• Possible Events: Four branches in Increase or Decrease
Demands of Procedures & Staff
• Alternative Actions: Hire or Overtime paying
• Decision Point the last event
(See the simplified Model and discover the variables)
For details, deep and complex consult
(Ken Shah & Prof. Param J. Shah)
http://www.laynetworks.com/management-tutorials.html
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Decision Tree Model
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The Overall (MPS-DMPM) the PSPM
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MPS-DM PM
Problem Attributes (Characters / Quality)
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MPS-DM STYLES MODEL
See recent the following Vrooms’ Net updated Figure
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MPS-DMPM
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Types of Styles
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Vroom - Jago Decision Model
With Summary compare to figure 7-5 & 7-6 Plus
http://www.decision-making-confidence.com/vroom-jago-decision-model.html
0.0% No or Low Important /Quality
1
2
3
A = Authoritative-Autocratic
the Unilateral D Aggressive
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High Important/ Quality to Others 100%
4=d
5=e
6=f
7=g
Degree of
effect
C=Consultative D
with acceptant
C2=Consider
degree
G=Group
Assertive
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Other MPS-DM Managerial; Social & Humanitarian
Leadership Styles ACFDAA
• Authoritative: Bureaucratic \ Autocratic…
• Consultative: Collective pros & cons, asks for advice and
opinions but D is your responsibility alone, may it can lead to
upset or disappointment
• Facilitative: The facilitative decision making style indicates
a joint effort between leaders and subordinates.
• Delegative Democracy: from delegation, pass on decision
making power to one or more
Other communicative styles
• Aggressive: Offensive\Active or Passive (avoid)
• Assertive: Carry others’ feelings: the Islamic focus
our
intension
Which close to the Perception-Motivation of the Quality?
Which do you prefer to be treated by ?! Or
Do as DMC says:
ASSERTIVE: Carry others’ feelings:
the Islamic focus our intension 76
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Decision Support Technology\Decision Support System
DST/DSS/ESS
computerize
support QDM
• Why:
support:
Competition;
Speed;
• DST means Decision Support Technology, it is….
• DSS means Decision Support Systems, it enables
managers to get the solution for unstructured or
semi-structure problems.
• ESS means Executive Support Systems, it is an
easy-to-use IT systems that presents information in a
highly summarized and analyzed data for managers,
helps top managers oversee the organization’s
operation and development strategic plans.
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Decision Support Technology\Decision Support System
DST/DSS
•
Decision Matrix is the Grid Analysis, it is a decision tool used
by Decision Maker as a pat of DSS. It describes as “The
simplest form of Multiple Criteria Decision Analysis (MCDA)”.
It also known as:
– The Multiple Criteria Decision Aid
– The Multiple Criteria Decision Management
(MCDM)
•
Why D Matrix?, It helps you to decide between several
•
Practice manual DST/DSS by D Matrix Activities: 0 Option; W
Weights; S Scores (if there is time or Self practice)
options, while taking many different factors into account.
(Reflect & Use The Previous Technological Techniques)
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Holding Group Discussion &
Workshop
(if there is a time with Guidelines)
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PS
DM Applied Model
Basic Guidelines
To
Problem Solving and
Decision Making
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Basic Guidelines to PS
DM
Almost all the Western managers are solve problems
and make decisions. New managers and supervisors, in
particular, often make solve problems and decisions by
reacting to them. They are "under the gun", stressed
and very short for time. Consequently, when they
encounter a new problem or decision they must make,
they react with a decision that seemed to work before.
It's easy with this approach to get stuck in a circle of
solving the same problem over and over again.
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Basic Guidelines to PS
DM
Define the problem
Define Problem is often where people struggle, they react to
what they think the problem is?. Instead, seek to understand
more about “Why you think there's a problem” through
asking your Self & Other the Following Questions:
a. What can you see that causes you to think there's a
problem?
b. Where is it happening?
c. How is it happening?
d. When is it happening?
e. With whom is it happening? (HINT: Don't jump to "Who is
causing the problem?" When we're stressed, blaming is often
one of our first reactions. To be an effective manager, you
need to address issues more than people.)
f. Why is it happening?
g. Write down a five-sentence description of the problem in
terms of:
- The following should be happening, but isn't ..." or “
- The following is happening and should be: ..."
- As much as possible, be specific in your description,
including what is happening, where, how, with whom and
why. (It may be helpful at this point to use a variety of research methods).
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Basic Guidelines to PS
DM
Defining complex problems:
If the problem still seems overwhelming, break it down by
repeating steps a-f until you have descriptions of several related
problems.
• Verifying your understanding of the problems:
It helps a great deal to verify your problem analysis for conferring
with a peer or someone else.
• Prioritize the problems:
• a. If you discover that you are looking at several related
problems, then prioritize which ones you should address first.
• b. Note the difference between "important" and "urgent"
problems. Often, what we consider to be important problems to
consider are really just urgent problems. Important problems
deserve more attention. For example, if you're continually
answering "urgent" phone calls, then you've probably got a
more "important" problem and that's to design a system that
screens and prioritizes your phone calls.
• Understand your role in the problem:
Your role in the problem can greatly influence how you perceive
the role of others. For example, if you're very stressed out, it'll probably
look like others are, too, or, you may resort too quickly to blaming and
reprimanding others. Or, you are feel very guilty about your role in the
problem, you may ignore the accountabilities of others.
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Basic Guidelines to PS
DM
• Look at potential causes for the problem
a. It's amazing how much you don't know about what you
don't know. Therefore, in this phase, it's critical to get
input from other people who notice the problem and who
are effected by it.
b. It's often useful to collect input from other individuals one
at a time (at least at first). Otherwise, people tend to be
inhibited about offering their impressions of the real
causes of problems.
c. Write down what your opinions and what you've heard
from others.
d. Regarding what you think might be performance problems
associated with an employee, it's often useful to seek
advice from a peer or your supervisor in order to verify
your impression of the problem.
e. Write down a description of the cause of the problem and
in terms of what is happening, where, when, how, with
whom and why.
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Basic Guidelines to PS
•
•
DM
Identify alternatives for approaches to resolve the problem
At this point, it's useful to keep others involved (unless you're
facing a personal and/or employee performance problem).
Brainstorm for solutions to the problem. Very simply put,
brainstorming is collecting as many ideas as possible, then
screening them to find the best idea. It's critical when collecting
the ideas to not pass any judgment on the ideas -- just write them
down as you hear them. (A wonderful set of skills used to identify
the underlying cause of issues is Systems Thinking.)
Select an approach to resolve the problem : When
selecting the best approach, consider:
a.
b.
c.
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Which approach is the most likely to solve the problem for
the long term?
Which approach is the most realistic to accomplish for
now? Do you have the resources? Are they affordable? Do
you have enough time to implement the approach?
What is the extent of risk associated with each alternative?
(The nature of this step, in particular, in the problem solving process
is why problem solving and decision making are highly integrated.)
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Basic Guidelines to PS
DM
•
Select appropriate Managerial Styles: (Assertive /
Indirect Aggressive): Be Assertive carry the feelings
of others, putt yourself in the place of your
employee, patients and their relatives
•
Plan the implementation of the best alternative (this
is your action plan):
a. Carefully consider "What will the situation look
like when the problem is solved?"
b. What steps should be taken to implement the best
alternative to solving the problem? What systems or
processes should be changed in your organization,
for example, a new policy or procedure? Don't resort
to solutions where someone is "just going to try
harder".
•
•
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Basic Guidelines to PS
DM
• c. How will you know if the steps are being followed or
not? (these are your indicators of the success of your
plan)
d. What resources will you need in terms of people,
money and facilities?
• e. How much time will you need to implement the
solution? Write a schedule that includes the start and
stop times, and when you expect to see certain
indicators of success.
• f. Who will primarily be responsible for ensuring
implementation of the plan?
g. Write down the answers to the above questions and
consider this as your action plan.
• h. Communicate the plan to those who will involved in
implementing it and, at least, to your immediate
supervisor.
(An important aspect of this step in the problem-solving process
is continually observation and feedback.)
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Basic Guidelines to PS
DM
•
Monitor implementation of the plan: Monitor the
•
Verify if the problem has been resolved or not
a.
b.
c.
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indicators of success:
a. Are you seeing what you would expect from the
indicators?
b. Will the plan be done according to schedule?
c. If the plan is not being followed as expected,
then consider: Was the plan realistic? Are there
sufficient resources to accomplish the plan on
schedule? Should more priority be placed on various
aspects of the plan? Should the plan be changed?
One of the best ways to verify if a problem has been
solved or not is to resume normal operations in the
organization. If still, you should consider:
What changes should be made to avoid this type of
problem in the future? Consider changes to policies and
procedures, training, etc.
Lastly, consider "What did you learn from this problem
solving?" Consider new knowledge, understanding
and/or skills.
Consider writing a brief memo that highlights the
success of the problem solving effort, and what you
learned as a result. Share it with your supervisor, peers
and subordinates.
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PS – DM 27 TIPS
Just as people are different, so are their styles of
decision making. Each person is a result of all of the
decisions made in their life to date. Recognizing this facts,
here are some “Tips” to help you to enhance your PS – DM
cleverness:
1.
2.
3.
4.
5.
Do not make decisions that are not yours to make.
When making a decision you are simply choosing from
among alternatives. You are not making a choice between
right and wrong.
Avoid snap decisions. Move fast on the reversible ones and
slowly on the non-reversible.
Choosing the right alternative at the wrong time is
not any better than the wrong alternative at the right
time, so make the decision while you still have time.
Do your decision making on paper. Make notes and
keep your ideas visible so you can consider all the
relevant information in making this decision.
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PS–DM TIPS
6. Be sure to choose based on what is right, not who is right.
7. Write down the pros and cons of a line of action. It clarifies
your thinking and makes for a better decision.
8. Make decisions as you go along. Do not let them
accumulate. A backlog of many little decisions could be
harder to deal with than one big and complex decision.
9. Consider those affected by your decision. Whenever feasible,
get them involved to increase their commitment.
10. Recognize that you cannot know with 100% certainty that
your decision is correct because the actions to implement it
are to take place in the future. So make it and don't worry
about it.
11. Use the (O+A+R) Approach in Decision Making. Look at O,
Objectives you are seeking to attain, A, the Alternatives you
sense are available to you and R, the risk of the alternative
you are considering.
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PS–DM TIPS
12. It has been said that a decision should always be made at the
lowest possible level and as close to the scene of action as
possible. However, a decision should always be made at a level
insuring that al activities and objectives affected are fully
considered. The first rule tells us how far down a decision should be
made. The second how far down it can be made.
13. Remember that not making a decision is a decision not to take
action.
14. To be effective a manager must have the luxury of having the right
to be wrong.
15. Trust yourself to make a decision and then to be able to field the
consequences appropriately.
16. Don't waste your time making decisions that do not have to be
made.
17. Determine alternative courses of action before gathering data.
18. Before implementing what appears to be the best choice, assess
the risk by asking "What can I think of that might go wrong with this
alternative?
19. Many decisions you make are unimportant-about 80% of them.
Establish operating limits and let your secretary or others make
them for you.
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PS–DM TIPS
20. Consider making the decision yourself in lieu of a group, but
recognize the potential for less commitment by those
affected.
21. As part of your decision making process, always consider
how the decision is to be implemented.
22. As soon as you are aware that a decision will have to be
made on a specific situation, review the facts at hand then
set it aside. Let this incubate in your subconscious mind
until it is time to finally make the decision.
23. Once the decision has been made, don't look back. Be
aware of how it is currently affecting you and focus on your
next move. Never regret a decision. It was the right thing to
do at the time. Now focus on what is right at this time.
24. Mentally rehearse implementation of your choice and reflect
in your imagination what outcomes will result.
25. Brainstorming alternative solutions with your staff or others
will gain fresh ideas and commitment.
26. Discontinue prolonged deliberation about your decision.
Make it and carry it through.
27. Once you have made the decision and have started what
you are going to do, put the "what if's" aside and do it with
commitment.
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Or Assertive & Evidence HA
PS Based HA
can be modified to
Millennium
CUSTOMER & EVIDENCE BASED
HEALTH ADMINISTRATION
CEBHA
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PS as a tool for Managing by Evidence
• Since “Problem and Problem Solving” are usually, the
first step in the Evidence Based Medicine (EBM);
Evidence Based Medical Education (EBME), and
Evidence Based Nursing (EBN) (Sackett et al 2000)
• Even the management scientists not yet go far to the
Evidence Based, the millennium concept of medicine
and nursing practice and education; Our PS will be the
first step towards:
Evidence Based Health Administration (EBHA)
=====
Evidence Based Health Management – Health
Care – Health Policy
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Johali Adapted Creative 6 Steps CEBHA
With extensive searching the limited literature
regarding this newly created concept, and after critical
thinking, the Best 6 Steps towards CEBHA are:
(http://www.amazon.co.uk/gp/reader/0443062889 )
•
•
•
•
•
•
Assess & Understand Customer
Produce Evidence
Make Evidence
Use Evidence
Promote C to Choice
Promote C To Decide
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Practice e-Learning PS-DM
• http://en1.4you.4dh.com/go/Problem%20S
olving%20Games/?
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www.ebhc.org/
If we have Live Internet, We have to Practice:
-http://www.mtalearning.com/problem-solvingactivities/problemsolving.html?gclid=CPWHnOG0350CFZoU4wod3i1T
NQ
-http://www.gamequarium.com/problemsolving.html
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With
My Best – Idealist Wishes
Don’t forget To:
•Be Excellency in ever think
•Be Critical Thinkers
•Be Creative; &
•Meaningful Assertive HA & Learners
Lifelong and Day After
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Further Evidences for CEBHA &
Further PS-DM Literature 1
•
•
•
•
www.amazon.com/Evidence-Based-Health-Care-Management Multivariate/dp/0792374851
Evidence-Based Information Technology: Concept for Rational ...
Evidence-Based Practice in Health Education and Promotion: A ... Problem solving and critical thinking skills
were two other instructional areas mentioned.... . majority of these evidence-based health education data Strengthening capacity in developing countries for evidence-based... Building capacity needs PS
The Site Map - Part 1
Site Map Part 2
Home page
Decision Making Confidence for easier and faster decision making
•
•
How to
How to make a decision by you, for you!
– Decision making in adolescents - what brain power have they got?
– The various influences on decision making in adolescents
– How do I make good decisions and can I do it each and every time?
– How do I make good decisions? Part 2
– How to make faster decisions
– Personal values and decision making clearly explained.
– The Ultimate Decision Making Process!
•
•
Learn how - courses
The Ultimate Decision Making Courses...
– The Secrets To Make Your Relationships Work
Tips
Decision Making Tips and Secrets they won't tell you
– Decision mistakes that occur as a result of natural bias
– How can I make good decisions easily and quickly?
•
•
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Further PS-DM Literature 2
•
•
Skills
Decision Making Skills
–
Barriers in decision making and how to deal with them
• More barriers to decision making
–
Decision making without critical thinking is how we used to do it.
–
How do I make good decisions and can I do it each and every time?
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Learn how to implement a decision so that it enhances your own life each time
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The patterns within the buyer decision process
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There's a career change needed if...
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Unclear decisions waste your time, effort and money.
–
What decision making frames do you use?
•
•
Definition
Definition of decision making
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A comparison of decision models reveals some interesting ideas!
–
An overview of decision making approaches, what works and what doesn't.
–
An overview of the different types of decision making
• A variety of decision wheels!
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An overview of the types of decision making styles
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More decision making strategies
–
Short lessons on decision making that will allow you to go a long way
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What decision making alternatives are available to you?
•
•
Models
Decision Making Models overview
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An examination of the pros and cons of the six step decision making process
–
An overview of the most popular decision making models
–
An overview of the recognition primed decision making model
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Explain the decision making process to me!
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How to use the 7 Step Decision Making Model
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Learn how to quickly run the Vroom-Jago decision model
–
Rational decision making models
•
•
Intuition
What is intuition and how reliable is it?
–
A practical, working definition of intuition
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Further PS-DM Literature 3
Tools and techniques
•
A range of decision making tools and techniques explained.
–
A close look at the managerial decision making process
–
A list of decision strategies
–
Decision tree software pros and cons
–
Explain decision trees simply
–
How to draw decision trees and decision trees examples
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How to use a decision making process grid
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How to use the Kepner Tregoe decision making model
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Is decision making software of value?
–
Overview of the ORM Decision Matrix
–
Some specific decision making tools and techniques explained.
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The big picture of business decision making models
–
The stages in decision making made easy
–
Use decision making process games to accelerate your learning
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Visual Decision Tools can make life easy if used well.
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What are rule-based decision tools and where are they used?
Styles
•
Want to know more about decision making style and examples?
–
A long list of examples of decision making models!
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Authoritative decision making and other leadership styles
–
Some common decision mistakes and why they occur
–
The pros and cons of the collective participative decision making style
•
Evaluate
•
How to evaluate a decision to avoid making poor ones.
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Avoid some common but invisible decision making traps
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Fallacy decision making - what is it?
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More decision making traps - What they are and how to deal with them
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Sound Decisions - do your decisions stand the test of time?
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The effects of bad decisions can reach through space and time
•
Gender
•
How and why gender roles in decision making are changing
–
A look at decision making and gender influences
–
More decision making and gender influences
–
Some important gender differences in decision making you should know about
–
The keys to financial decision making in relationships
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Quotes
•
Decision quotes for a variety of occasions
101
Further Sources
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