Preview Extract
Chapter 8 Decision Making and Creative Problem Solving END OF CHAPTER FEATURES • Terms to Understand – encourage students to make use of the flashcards available on the student website. Also, suggest they visit the Manager’s Toolkit section on the website for tips and suggestions for aspiring managers. • Action Learning Exercise – How Creative Are You? Encourage students (in groups or individually) to use the techniques and approaches presented in this chapter to figure out how to get the ball out of the pipe without causing damage. Have the class debrief together and review the questions for discussion that follow. • Ethics Exercise – Do the Right Thing, Is Overtime the Right Decision in this Situation? Have students review the case of Quality Float Works and their recent growth. What would they do? Have them contemplate the ethical questions - a few possible responses they are likely to offer are included. What are the ethical implications of the following interpretations? 1. This is a very fair arrangement – a class case of “share the pain, share the gain”. Besides it gives Westlund-Deenihan some room to maneuver in case the economy softens again? Answer: Encourage students to put themselves in the shoes of the employees. It is not clear if they even want to work overtime. Certainly the decision provides the company president with the most flexibility seems like she is just trying to rationalize her decision by making sound like she is looking out for employees. 2. Bringing back all the laid-off employees (those who desired to return) for a least part-time work, before granting overtime to existing employees, would have better served the greater good. After all. The laid-off employees suffered the most? Answer: Yes, this approach would also probably save the company money as they would not have to pay time and a half. Perhaps Westlund-Deenihan does not want these folks returning for fear that they may bring negative attitudes with them. 3. In the spirit of employee empowerment and participative management, Westlund-Deenihan should have polled employees to see if a majority wanted to go the overtime route or first bring back all laid-off employees, and acted accordingly? Answer: If she was truly open to the employees input and ideas this would be a great approach. However, if her mind is already made up, this could backfire if employees feel like she asked for their opinion but went ahead and did want she wanted anyway. 4. Your own ethical interpretations? Answer: Concise ethical interpretations: 1. Utilitarianism: Actions are ethical if they produce the greatest good for the greatest number. 2. Deontology: Actions are ethical if they adhere to rules and duties, regardless of the outcome. 3. Virtue Ethics: Actions are ethical if they align with good character traits like honesty and compassion. 4. Ethical Relativism: Ethical standards are culture-dependent, with no absolute right or wrong. 5. Rights-Based Ethics: Actions are ethical if they respect and protect individual rights. 6. Care Ethics: Actions are ethical if they prioritize empathy and the needs of others in relationships. • Managers-In-Action Video Case Study – Greensburg, Kansas CHAPTER 8 MANAGERS-IN-ACTION VIDEO: GREENSBURG, KS – DECISION MAKING The 100 Year Decision Length: 7 minutes and 46 seconds Topics: Decision Making, Conflict, Buy-in, Vision, Groups, Situational Factors, Courage, Efficiency, Effectiveness, Resource Conservation, Leadership and rural America. Company Background From the Greensburg Greentown website January 10, 2011 http://www.greensburggreentown.org Background At 9:45 pm on May 4th, 2007 an EF5 tornado leveled the rural town of Greensburg, Kansas. Just days after the storm, the community came together and decided to rebuild sustainably, striving to become a model green town for the future. The city leader’s approach to this 100 year decision was supported by many but there were also several residents and business owners that spoke out against the decision to go green. Ever since this landmark commitment was made, Greensburg Greentown -- a grassroots community-based organization -- has worked side-by-side with city and county officials, business owners and local residents to incorporate sustainable principles into their rebuilding process. We serve as an educational resource for the community, a conduit through which donations can be distributed, and a representative to those outside the community who are interested in the Green Initiative. Mission To provide inspiration and leadership to Kiowa County in order to be a model of sustainable living for the world. Vision Greensburg Greentown exists to: • Make it easier for residents to ascribe to, and adhere to, green practices and to make green living appealing to residents. • Engage as many residents as possible in the enthusiastic pursuit of making Greensburg a model green community. • Establish incentives in order to maximize the participation of businesses and residents in rebuilding Greensburg as a model green community. • Bring in resources and support from around the country to make the dreams of Greensburg as a model green community a reality. • Make it easier for builders, building supply companies and all local businesses to do business as green as possible. • Work to spur economic development with a green emphasis. • Serve the residents in an unbiased consumer advocate capacity, striving to get them the best value for their money as they rebuild their homes and businesses. Program Plan Programs undertaken by Greensburg Greentown are in service to the mission of providing the residents of Greensburg, Kansas and the surrounding area with the resources, information and support they need to rebuild Greensburg as a model green community. Greensburg Greentown is a grassroots community owned organization that represents the townspeople as Greensburg rebuilds in a sustainable fashion. Consulting by Staff and Volunteers - Greentown provides technical assistance and support for individuals, businesses, nonprofits and government offices seeking to build and operate programs guided by green principles. This is done through a volunteer matching program as well as through staff consulting. Energy Rater - We work with Certified Energy Rater Brian Wendland to assist homeowners to maximize energy savings in their homes. This professional is available to both new and existing homeowners. Library - We stock and maintain a library of materials so that people can educate themselves in the green building/living process. Educational Materials - We write and distribute information that assists people in making their decisions easier. There is a great quantity of information already available which we sift through, making the best available to Greensburg residents. Educational Series - We provide a series of classes and speakers addressing issues related to sustainable building and green living. These classes are taught at locales in and around Greensburg as well as through online and telephone courses for those residents with telephone and computer access. Website - This is a place where people find information about happenings related to the green initiative, extensive resources for those seeking education and links to other helpful websites. There is also a forum where questions about all aspects of green building and living is posted and responded to. Outreach - We interview residents as a means of gathering information about what is most important to them in the green rebuilding of their community. During the interview process we share information about how a model green town might look. Chain of Eco-Homes - The Chain of Eco-Homes project plans to build up to twelve model homes in Greensburg. Each home will serve as a “living laboratory” featuring a variety of building techniques, prices, sizes, energy efficiency features, and green living products and services. Each will be unique, and will be available both as an informational center and as eco-lodging where people can experience green living first-hand in homes that interest them. Planning - Greensburg Greentown works in concert with the other parties interested in moving forward with the Green Initiative in Greensburg and the surrounding area. Greentown serves as eyes and ears of the city and county leadership in carrying out the vision of Greensburg as a model green community. Fundraising - Greentown brings in funds from outside the community to support innovative programs and infuse the efforts with energy and resources. Show and Tell Registry - In order to provide the best examples to residents of what "green" means, a registry has been established to list those in the area that already have in place the latest in sustainable or green technologies. Synopsis of Video Greensburg Kansas Decision Making: the one-hundred year decision. Following the Tornado that devastated the town of Greensburg, Kansas, leaders and residents were faced with a major decision – what to do next. The residents could move, or stay and be part of the rebuilding. Prior to the Tornado, the city was looking for ways to be a better town by increasing efficiency and effectiveness and decreasing waste. As a result, they saw this storm as an opportunity to rebuild the town with a new direction. In this video, the city administrator shares his approach to what he describes as the 100 year decision. Current and former residents provide their perspectives and offer both positive and negative commentary on the decision making process. Through this video you will gain greater insight into the complex challenges managers face in the decision making process. For more information about Greensburg and the 100 year decision to go green visit the Greensburg Greentown website: http://www.greensburggreentown.org Previewing Questions 1. Describe the decision making process. Answer: By definition, decision making is the process of identifying and choosing among alternative courses of action in a manner appropriate to the demands of the situation. 2. What factors may complicate the decision making process? Answer: There are eight main factors that complicate the process: a. Multiple criteria that requires the decision maker to balance diverse needs and interests of various stakeholders. b. Intangibles such as employee morale, customer good will and overall appeal of a decision. c. Risk and uncertainty balancing opportunity with potential failure. d. Long-term implications – something that may be good for today could have negative implications down the road. e. Interdisciplinary input that requires consultation with various experts if we’re going to get it right – of course this slows down the process. f. Pooled decision making that involves individuals and managers participating in complex decisions. g. Value judgment that includes people with different backgrounds and perspectives which will usually involve disagreement. h. Unintended consequences – results that are not predicted but arise as because of decision. 3. What are some of the keys to success for managers faced with a difficult decision that impacts their entire team? Answer: One of the best ways to minimize the law of unintended consequences is to seek the input from team members and by factoring in the eight elements previously mentioned. In addition, by taking steps to adapt and work within an range of uncertainty, managers can help guide their team through change and difficult decisions. Postviewing Questions 4. What did city leaders do to gain buy-in and support for their decision to go green in the rebuilding process? Answer: They created an exciting vision that gave the residents hope for a better future. Residents felt like pioneers in the process and expressed positive feelings about having all new schools, businesses, city buildings, homes and museums that would be beautiful, new and green. To increase the level of buy-in they held several town hall meetings to gather input and suggestions from residents. It was a concerted effort to get everyone involved. 5. Critique the town of Greensburg’s approach to the 100 year decision. Answer: They did a good job of following the problem-solving process (Figure 8.6). The actual situation was clear – it was “a war zone” and the desired state was fairly clear (at least from the leaders’ perspective) to use this blank canvas to go in a new direction to be more efficient and effective with less waste, in other words go green and build the best. From there they appear to have followed the next three steps although one can argue that they may have rushed the decision and failed to consider a few of the factors mentioned in complex decision making (Figure 8.1) which led to some unintended consequences including the mayor resigning and at least one outspoken resident opposing the decision. It does appear that the leaders made an effort to balance the various stakeholders’ needs and wants, they certainly considered the intangibles and knew that going green would look good, long-term implications were at least partially considered as they labeled this the 100 year decision and implemented a plan to build with the best for long-term sustainability. The issue of how this would all be paid for was not apparent which could imply that interdisciplinary input was missing a necessary financialtax resource. Of course, the critics will argue that the decision was too narrowly focused on going green and they should have slowed the process down to allow more time for input and evaluation of the potential options. 6. Compare and contrast the decision from the perspective of current and former residents evaluating the positive and negatives presented. Answer: The positives for current residents is that they get to help design and build a new town with all green buildings made from the best materials available. They see themselves as pioneers and express excitement, a sense of pride and hope for their town’s future. On the downside, they will have to pay for this investment in a sustainable town. Former and current residents who are opposed to the decisions made feel they had no choice and that the leaders were not open to input but rather “shut down” negative comments. They see this as a mistake by the city council for a variety of reasons including having no clear plan for how residents would be taxed in the future to help pay for this new green town. 7. Would you do anything different if you were the city administrator? If yes, explain what and why. If no, explain why not. Answer: Although the city administrator followed most of the recommended steps for complex decision making he could have done a couple of things differently. He did not have the luxury of slowing the process down too much as the town needed to rebuild. However, he could have presented a financial report, forecast and budget to let residents know how this effort would be funded. CLOSING CASE: SOLUTION THE PHANTASMAGORIA FACTORY 1. Multiple criteria—meeting the needs of the company, the performers and the business partners Intangibles—aesthetic appeal Risk and uncertainty—a completely new approach to the circus Long-term implications—the decision not to license shows and just build them internally—controlled quality and limited growth Value judgments—not mentioned in the case, but Cirque du Soleil has performers and employees from across the world. There have to be some decision differences where this is an issue. 2. At this point, probably some decisions are programmed, because the company has been in existence for so long. But with the types of creative shows they present, nonprogrammed decisions have to be a regular part of the creative process. 3. Personal opinion question. The key decision was not to license their shows to others. It has protected quality and led to slower growth. It could lead to unintended consequences (such as quicker-acting competitors), but it’s hard to predict what since they would be unintended. Every major decision has the potential to be key to a company’s continued success, or even survival. 4. Personal opinion question. It lets the creative people be creative, while the business people watch the money. They spread the risk by sharing the financial burden with business partners, but their record of success makes that risk pretty minimal. They also invest in technology that supports ever more creative approaches to the theater. And they hire creative people. Finally, as one who has seen several of their shows can attest—there are no limits on their artistic vision. 5. Personal opinion question. Directors have a budget, although a generous one. They’ve also been smart enough to keep their strongest people and make them part of the process. Releasing only one new show a year enables them to produce programs without overtaxing the creative people on their team. One thing not mentioned that they could do is to give their people a chance to explore other parts of the world and see other events to enrich their ideas. 6. Personal opinion question. Gathering incredibly talented and creative people and giving them the freedom to explore and expand their potential. INSTRUCTIONAL TIPS 1. The relative advantages and disadvantages of group-aided decision making will come into sharper focus for your students if you give them an opportunity to relate their personal experiences with making decisions in groups. 2. Your students’ big-picture, long-term, and creative thinking will be sharpened by having them identify unintended consequences that have surfaced (e.g., motor vehicle airbags that ended up killing infants and elderly people). Also, have them look ahead to anticipate possible unintended consequences of emerging technologies (e.g., cloning, stem cell research). 3. Your students will better understand the problem-finding process discussed in Chapter 8 if you give them an opportunity to identify some problems in politics, society or in their own communitycampus. This can be an individual or team activity in class. Often, there is confusion between a problem and a symptom. In order to make sure they get to the base problem, have your students state the problems in terms of the difference between an actual state of affairs and a desired situation. It’s the gap that counts. It will rapidly become clear that the actual problem may be different from the original definition and that the causes can be many and complex. You can follow up this activity by having students generate alternative solutions. At this point, distinctions among problem resolving, solving, and dissolving can come into play. As part of this discussion, you can bring up the issue of whether “satisficing” has become a common solution to the world’s problems, and why the students believe this has (or has not) happened. 4. To introduce the students to the difference between individual and group problem solving, you could have your students address a simple problem such as how many objects they can think of that are red. After a period of time in individual efforts, have them get together as a group and generate additional answers. Then discuss how the interaction, as well as the ideas others had from the individual exercise, contributed to the extended list. ADDITIONAL DISCUSSION/ESSAY QUESTIONS 1. What sources of decision complexity must today’s managers cope with? Answer: Today's managers must cope with various sources of decision complexity, including: 1. Technological Advances: Integrating new technologies and managing cybersecurity risks. 2. Globalization: Navigating diverse cultures, regulations, and international supply chains. 3. Data Overload: Filtering and analyzing vast amounts of information to make informed decisions. 4. Rapid Market Changes: Adapting to quickly shifting consumer preferences and market trends. 5. Economic Uncertainty: Mitigating risks related to inflation, recession, and currency fluctuations. 6. Regulatory Compliance: Adhering to complex legal requirements across different jurisdictions. 7. Sustainability and Ethics: Balancing profitability with social and environmental responsibility. 8. Workforce Diversity: Managing a diverse and inclusive workforce. 9. Innovation Pressure: Fostering creativity and managing risks of new ventures. 10. Stakeholder Expectations: Balancing demands from shareholders, employees, customers, and the community. Managers need agility, strategic thinking, and adaptability to navigate these complexities effectively. 2. What is the difference between a programmed decision and a nonprogrammed decision, and how should managers go about making each type of decision? Answer: Programmed Decision: • Definition: Programmed decisions are routine, repetitive, and involve established procedures or rules. These decisions are typically made in response to recurring organizational problems or opportunities. • Example: Reordering office supplies when inventory reaches a certain level. • How to Make: Managers can make programmed decisions by following standard operating procedures or using predefined decision rules. These decisions are usually straightforward and require minimal analysis. Nonprogrammed Decision: • Definition: Nonprogrammed decisions are unique, complex, and involve novel situations where no established procedures or rules exist. These decisions are made in response to unanticipated problems or opportunities. • Example: Deciding to launch a new product line in response to changing market trends. • How to Make: Managers should approach nonprogrammed decisions with a structured decision-making process. This may involve gathering relevant information, analyzing alternatives, evaluating risks, and consulting with stakeholders before making a final decision. Making Programmed Decisions: 1. Identify the Problem or Opportunity: Recognize the need for a decision based on predefined triggers or thresholds. 2. Gather Relevant Information: Collect data necessary to evaluate the situation and determine the best course of action. 3. Evaluate Alternatives: Consider different options based on available information and decision rules. 4. Select the Best Alternative: Choose the most suitable option based on the analysis and decision criteria. 5. Implement the Decision: Put the decision into action, following established procedures and protocols. Making Nonprogrammed Decisions: 1. Recognize the Need for Decision: Acknowledge the unique nature of the situation and the absence of predefined solutions. 2. Define the Problem: Clearly articulate the issue and its significance, considering potential consequences. 3. Gather Information: Conduct thorough research and analysis to understand the situation and identify possible courses of action. 4. Generate Alternatives: Brainstorm creative solutions and evaluate their feasibility and potential outcomes. 5. Evaluate Alternatives: Assess the advantages and disadvantages of each alternative, considering risks and benefits. 6. Make the Decision: Select the best course of action based on the analysis and stakeholder input. 7. Implement the Decision: Develop a plan for implementing the decision, considering resource allocation and timelines. 8. Monitor and Evaluate: Continuously assess the outcomes of the decision and make adjustments as necessary. In summary, programmed decisions are routine and follow established procedures, while nonprogrammed decisions are unique and require a structured approach to problem-solving. Managers should tailor their decision-making processes to the nature of the decision to achieve the best outcomes. 3. Why is knowledge management so important to good decision making today? Answer: Knowledge management is crucial for effective decision-making in contemporary business environments due to several key reasons. Firstly, the modern business landscape is characterized by rapid changes in technology, market conditions, and consumer preferences. Knowledge management ensures that decision-makers have access to up-to-date information and insights, enabling them to make informed decisions that are aligned with current trends and opportunities. Secondly, knowledge management facilitates organizational learning and innovation. By capturing and sharing knowledge across the organization, companies can avoid repeating past mistakes and can leverage successful strategies and best practices. This continuous learning process fosters a culture of innovation, allowing organizations to adapt to changing circumstances and stay ahead of the competition. Thirdly, in today's globalized economy, organizations often operate across diverse geographic locations and cultural contexts. Knowledge management helps in overcoming communication barriers and ensures that information is effectively shared and understood across different parts of the organization. This is critical for making decisions that take into account the unique challenges and opportunities of different markets. Furthermore, knowledge management enhances collaboration and teamwork within organizations. By providing employees with access to a shared pool of knowledge and expertise, it promotes collaboration and collective problem-solving, leading to better decision outcomes. In conclusion, knowledge management is essential for good decision-making today because it enables organizations to stay agile and responsive to change, fosters innovation, facilitates cross-cultural communication, and enhances collaboration among employees. 4. What is the difference between group decision making and group-aided decision making, and why does group decision making present management with a dilemma? Answer: Group decision making involves a process where a group of individuals come together to collectively make a decision. This can involve brainstorming ideas, discussing options, and reaching a consensus or voting on a final decision. Group-aided decision making, on the other hand, refers to a process where a group provides input or assistance to an individual decision-maker, but the final decision is ultimately made by the individual. The dilemma presented by group decision making for management lies in balancing the advantages of collective wisdom and diverse perspectives with the potential drawbacks of groupthink and inefficiency. On one hand, group decision making can lead to more creative solutions, as different members bring unique insights and experiences to the table. It can also increase acceptance and commitment to the decision, as members feel a sense of ownership over the outcome. However, group decision making can also be time-consuming and prone to issues such as groupthink, where the desire for consensus overrides critical thinking and independent judgment. Additionally, conflicts within the group or dominant personalities can hinder the decision-making process and lead to suboptimal outcomes. In contrast, group-aided decision making can leverage the benefits of group input while allowing for a more efficient decision-making process. The individual decision-maker can benefit from the expertise and perspectives of others without being bogged down by group dynamics or the need to reach consensus. However, this approach may lack the diversity of ideas and perspectives that can come from true group decision making. In conclusion, the dilemma for management lies in finding the right balance between the advantages and drawbacks of group decision making. While group input can lead to better decisions in some cases, it is important to be mindful of the potential pitfalls and to carefully manage the decision-making process to ensure optimal outcomes. 5. How can management systematically go about identifying and solving problems? What test can managers use to identify whether something is a cause of the problem or not? Answer: Management can systematically identify and solve problems by following a structured approach that involves several key steps. Firstly, it is important to clearly define the problem and understand its scope and impact. This may involve gathering data, conducting interviews, and analyzing relevant information to gain a comprehensive understanding of the issue. Once the problem is clearly defined, management can then begin to identify possible causes. This can be done through techniques such as brainstorming, root cause analysis, and the use of cause and effect diagrams. By identifying the underlying causes of the problem, management can develop effective solutions that address the root cause rather than just the symptoms. To test whether something is a cause of the problem or not, managers can use a variety of tests and tools. One common test is the "but for" test, which asks whether the problem would have occurred "but for" the potential cause. In other words, if the potential cause had not been present, would the problem still have occurred? Another test is the test of reasonableness, which asks whether the potential cause is a reasonable explanation for the problem based on available evidence and logic. Additionally, managers can use statistical tests and experiments to further investigate the relationship between potential causes and the problem. Overall, by following a systematic approach to problem identification and solving, management can effectively address issues and improve organizational performance. 6. How do problem solving, problem resolving, and problem dissolving differ? Answer: Problem solving, problem resolving, and problem dissolving are three distinct approaches to dealing with problems, each with its own characteristics and outcomes. Problem solving refers to the process of finding a solution to a specific problem. It typically involves identifying the problem, gathering relevant information, generating potential solutions, evaluating those solutions, and implementing the best one. Problem solving is a structured approach that aims to resolve the issue at hand and achieve a desired outcome. Problem resolving, on the other hand, goes beyond simply finding a solution to a problem. It involves addressing the underlying causes of the problem to prevent it from recurring in the future. Problem resolving is more proactive and strategic, focusing on long-term solutions rather than quick fixes. Problem dissolving takes a broader view of problem solving by questioning the assumptions and beliefs that underlie the problem. It involves challenging the status quo and rethinking the fundamental nature of the problem itself. Problem dissolving is about reframing the problem in a way that opens up new possibilities and leads to innovative solutions. In summary, problem solving is about finding a solution to a specific problem, problem resolving is about addressing the underlying causes to prevent future problems, and problem dissolving is about challenging assumptions and reframing the problem to find innovative solutions. Each approach has its place in effective problem solving, depending on the nature of the problem and the desired outcome. Discussion Starter: Problem Finding After hearing about Enron, Bernie Madoff and other unethical and illegal acts critics have argued the “devil is in the details” and that “moneynumbers are the route of all evil?” if only people had kept their eye on the ball (the numbers). One way successful managers monitor performance in an effort to identify problems is to go by the numbers, also referred to as “dash boards” “key indicators” and “score cards”. For Discussion: 1. In your own personal affairs, what numbers do you need to track to make sure your life is headed in the right direction? Answer: In my personal affairs, there are several key numbers that I track to ensure my life is headed in the right direction: 1. Financial Metrics: I track my income, expenses, savings rate, and net worth to ensure I am meeting my financial goals and maintaining financial stability. 2. Health Metrics: I track my weight, body measurements, exercise frequency, and overall health markers (like blood pressure and cholesterol levels) to ensure I am maintaining a healthy lifestyle. 3. Career Metrics: I track my performance metrics at work, such as project completion rates, client satisfaction scores, and career progression milestones, to ensure I am growing professionally and achieving my career goals. 4. Personal Development Metrics: I track the number of books I read, courses I take, and new skills I learn to ensure I am continuously growing and improving myself. 5. Relationship Metrics: I track the quality and quantity of time spent with loved ones, as well as the strength of my relationships, to ensure I am nurturing my personal connections and maintaining a balanced life. By tracking these key numbers, I can assess whether I am making progress toward my goals and make any necessary adjustments to stay on track. 2. At your present (or most recent) place of employment, what numbers are emphasized the most by management? Are they the right numbers? Answer: At my most recent place of employment, management emphasized several key numbers, including: 1. Sales Revenue: Management closely monitored sales revenue to gauge the overall financial health of the company and track progress towards revenue targets. 2. Profit Margins: Profit margins were a critical metric to assess the profitability of products and services and identify areas for cost savings or pricing adjustments. 3. Customer Satisfaction Scores: Management placed a strong emphasis on customer satisfaction scores to ensure that customers were happy with the products and services offered. 4. Employee Engagement and Retention Rates: Management monitored employee engagement and retention rates to ensure a positive work environment and retain top talent. 5. Operational Efficiency Metrics: Metrics such as production efficiency, inventory turnover, and on-time delivery rates were closely monitored to ensure efficient operations. While these numbers are important for assessing the performance of the company, there were times when other key aspects, such as employee well-being or long-term sustainability, were not as emphasized. In some cases, the focus on short-term financial metrics could lead to decisions that prioritized immediate gains over long-term success. Therefore, it is important for management to strike a balance and consider a broader range of metrics to ensure the overall health and sustainability of the organization. 3. One set of numbers that can be important in school is grades. How focused are you on your “score” for each class? By the end of the semester, are you pretty sure of what your grades are likely to be? Why or why not? Answer: In school, I am quite focused on my grades for each class as they are a direct reflection of my understanding of the material and my academic performance. I regularly track my progress throughout the semester by keeping an eye on my assignments, quizzes, and exam scores. By doing so, I can gauge how well I am understanding the material and where I might need to focus more attention. By the end of the semester, I usually have a good idea of what my grades are likely to be, especially if the grading criteria and weighting are clearly communicated by the instructor. However, there can still be some uncertainty, particularly if there are major assignments or exams remaining that could significantly impact my final grade. I also take into account factors such as class participation, which may not have a clear numerical value but can still influence my overall grade. Overall, while I can make educated guesses about my final grades, there is always a degree of uncertainty until all grades are finalized. BONUS VIDEOS BIZFLIX VIDEO CASES FROM THE TEXTBOOK WEBSITE Discussion Questions and Guide Video Case: Failure to Launch VIDEO CASE SYNOPSIS Meet Tripp (Matthew McConaughey), thirty-five years old, nice car, loves sailing, and lives in a nice house—with his parents. Tripp’s attachment to his family usually annoys any woman with whom he becomes serious. Mother Sue (Kathy Bates) and father Al (Terry Bradshaw) hire Paula (Sarah Jessica Parker). She specializes in detaching people like Tripp from their families. The term “failure to launch” refers to the failure to move out of the family home at an earlier age. This fast-moving BizFlix video case, however, relates to a subplot in the movie. It begins with the sound of a bird chirping as it perches on a tree limb. Kit (Zooey Deschanel) and Ace (Justin Bartha) have waited patiently for the bird’s arrival. This bird has annoyed Kit for many days. Ace believes that Kit only pumped the shotgun twice, so he shoots the bird with the intention of scaring it off. They immediately feel guilty when they realize they’ve seriously injured—possibly killed—the bird. VIDEO CASE DISCUSSION QUESTIONS AND SUGGESTED ANSWERS 1. Does “The Bird Problem” present Kit and Ace with a programmed or nonprogrammed decision? What features of their decision problem led to your choice? Answer: Kit and Ace face an ill-defined situation based on the speed with which it happens and their lack of experience with such an event. The situation is largely unstructured although Ace’s radiologist experience can help structure the problem. They collectively face a nonprogrammed decision with important consequences—a dead or live bird. 2. Assess the degree of certainty or uncertainty that Kit and Ace face in this decision problem. What factors set the degree of certainty or uncertainty? Answer: Both of them face a high degree of uncertainty because of their lack of experience with “Bird Problems.” Kit’s behavior emphasizes her uncertainty by frantically counting off three seconds. Ace is not sure about using his CPR skills on the bird. 3. Review the decision-making model described in Figure 8.4 of the chapter. Which of these steps appear in “The Bird Problem?” Note the examples of each step that you see. Answer: Each decision-making step appears in the scene. The following lists the steps and gives an example from the film scene. • Scan the situation: Kit and Ace easily see that bird has severe injuries. Ace now wants to check its vital signs and pulse. • Determine whether a decision is required: Kit and Ace establish that the bird is still alive; it is perilously close to death but they may be able to save it. • Select a desired alternative: all behavior focuses on saving the bird, the desired alternative. • Implement the chosen alternative: Ace’s fierce effort at bird resuscitation and Kit’s frantic counting for three seconds shows this decision process’s implementation step. • Evaluate and provide feedback: the bird’s slow breathing and cooing offers some feedback. Its quick bite of Ace’s nose offers stronger feedback. The bird’s erratic flight in the house and then out the door gives Kit and Ace a clear evaluation of a positive decision process. BONUS COOPERATIVE LEARNING TOOL: INSTRUCTOR NOTES How Creative Are You? This exercise is based on the classroom-tested problem presented in the Action Learning Exercise in the text. The ping-pong-ball-in-the-pipe exercise is an excellent and fun way of getting your students to test their creativity by relying on both “thinking” and “intuitive” information-processing styles. It also illustrates advantages and disadvantages of group-aided decision making. This exercise seems to work best when teams of approximately six people are given five minutes to come up with as many “feasible” solutions as possible. One person in each team should assume the task of recording the team’s ideas for later discussion. After the five-minute time limit has elapsed, you can ask one team after another to share one of their “great” ideas until the stock of ideas has been exhausted. The following solutions, using all eight items in one way or another, are among the most frequently mentioned by management students who engage in creative thinking. To a creative person, a coat hanger may be many things besides something to hang a coat on (and so on down the list of items). • Cut coat hanger with hammer and chisel, flatten its ends with the hammer, and fashion a giant pair of tweezers for withdrawing the ball. • Roll a portion of the inside plastic bag of the Wheaties box into a telescope and then draw the ball out by turning the top of the telescope. (If there is enough clearance, it might be possible to do the same with a telescope fashioned of cardboard from the Wheaties box.) • Assuming the hammer has a wooden handle, fashion thin chopsticks by smashing the hammer with the monkey wrench. Draw the ball up and out with the chopsticks. • A piece of clothesline (assumed to be woven thread, not plastic) cut with the hammer and chisel can be unraveled to fashion a sling for cradling the ball up and out. • The globe of the light bulb can be filed away or broken delicately to reveal the filament wires inside. These wires can serve as pincers for grasping the ball when the base of the light bulb is lowered into the pipe with a piece of the coat hanger. • A strip of the Wheaties box can be used as a cradle for extracting the ball. • A long strip of the Wheaties box can be rolled into a thin straw that, when moistened with saliva on one end, can be used to suck the ball up and out. • Some chewed-up Wheaties can be used as “glue” applied to the hammer handle or the coat hanger to pull the ball out on the end of the tool. (Have you ever tried to scrub dried cereal off the inside of a bowl?) • Bodily fluids can be used to float the ball out of the pipe. The fact that many students think of this tactic but hesitate to mention it can be used as a basis for discussing how we often put arbitrary restrictions on our creative thinking. After all, the exercise said nothing about being socially acceptable or polite. Following class discussion of the various tactics for getting the ball out of the pipe, you may want to ask your students to reflect on whether they were constrained by any of the ten mental locks on creativity (“looking for the ‘right’ answer,” “forgetting how to play,” “not wanting to look foolish,” etc.). Most of us are our own worst enemies when it comes to stifling creativity. Solution Manual for Management Robert Kreitner, Charlene Cassidy 9781111221362
