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La Toma de Decisiones

La Toma de Decisiones. La toma de decisiones es un proceso influenciado por valores e información en el que un problema percibido es definido y analizado, se buscan soluciones alternas y se escoge una que es implantada y posteriormente evaluada. Pasos en el Proceso de la Toma de Decisiones.

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La Toma de Decisiones

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  1. La Toma de Decisiones La toma de decisiones es un proceso influenciado por valores e información en el que un problema percibido es definido y analizado, se buscan soluciones alternas y se escoge una que es implantada y posteriormente evaluada.

  2. Pasos en el Proceso de la Toma de Decisiones

  3. Este procesoesracionalaunque hay valorespersonales y factoresexternosquepuedenafectar la decisión. Algunas de lasbarrerasparalasbuenasdecisiones son situacionales: • El tiempodisponiblepara la toma de decisiones • La disponibilidad de recursosparaimplantarunadeterminadaalternativa

  4. La información disponible • La ambigüedad de la situación, incluyendo las alternativas y las posibles consecuencias. • El grado de autonomía organizacional para la toma de decisiones • Las expectativas de otros relacionadas con la naturaleza de la toma de decisiones • La cantidad de tensión en la situación

  5. Otras variables para la buenatoma de decisiones son personales: • Los valoreséticos del quetomalasdecisionesqueexcluyeciertasalternativas. • Suscreenciasrelativas a involucrarotros en sutoma de decisiones. Típicamentetienequever con su idea sobre la capacidad del grupo.

  6. La Toma de Decisiones con Participación Razones a favor de involucar a otros: • Aumentan los puntos de vista y se utiliza el peritajecolectivo. • Mejora el autoconcepto del grupo y facilita la aceptación y la implantación • Es consistente con la culturademocrática en la quevivimos

  7. Razones en Contra: • El pensamiento de Grupo: Group Think que conduce a un deterioro de la eficienciaracional, pococontacto con la realidad y juiciosmoraleslaxos. Ocurre en grupos con grancohesión y conduce a lo siguiente:

  8. Invulnerabilidad • Racionalización • Seudo moralidad • Desarrollo de estereotipos • Presión • Auto censura • Unanimidad • Porteros de las mentes

  9. Tendencia a adoptar riesgos extremos. La toma de decisiones grupal según Leon Guen (Practicing the Art of Leadership)

  10. Identifying a Problem An Approach to Effective School Leadership

  11. Developed from the Contents of Reginald Leon Green’s Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards Chapter 5

  12. IDENTIFYING A PROBLEM A Five Step Process

  13. IDENTIFYING A PROBLEMStep 1 • Clearly state the concern or issue that you are facing. Identify what is real or true about the problem or concern as factually as can be determined.

  14. THE CONCERN • Students cannot use Microsoft PowerPoint to make presentations.

  15. IDENTIFYING A PROBLEMStep 2 • Determine if the identified concern or issue is being influenced by the organization (structure) or a function (process).

  16. INFLUENCE • The inability of students to use Microsoft PowerPoint is a function of the instructional process. Instructional Process

  17. IDENTIFYING A PROBLEMStep 3 • Determine the person(s) most affected by the concern.

  18. THE INDIVIDUALS MOST AFFECTED • The identified void is skill deficiency, and students and employers (i.e, our customers) are most affected by skill deficiencies.

  19. IDENTIFYING A PROBLEMStep 4 • State the problem. • (What problem does the identified truth create?)

  20. THE PROBLEM • Graduates of Springview Elementary lack knowledge and skills necessary to use technology applications effectively.

  21. IDENTIFYING A PROBLEMStep 5 • Prepare an action question for the faculty

  22. ACTION QUESTION • What changes can be made to increase student skill development in Microsoft PowerPoint production?

  23. ASSESSING THE OUTCOME • How will we determine if the action taken has made a difference?

  24. THE ASSESSMENT CRITERIA • At least 90% of the students will be able to make a PowerPoint presentation.

  25. IDENTIFYING A PROBLEM • Identify the reality/truth. • State the problem. • Determine action steps. • Make an assessment.

  26. REFERENCE • Greenberg, J. & Baron, R. A. (2003). Behavior in organizations: Understanding and managing the human side of work (8th ed.). Upper Saddle River, NJ: Prentice Hall.

  27. HOW TO STATE A PROBLEM Enhancing Faculty Participation

  28. Developed from the Contents of Reginald Leon Green’s Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards Chapter 5

  29. EFFECTIVELY STATING A PROBLEM • An essential skill for school leaders is the ability to assist the faculty in effectively stating a problem.

  30. EFFECTIVELY STATING A PROBLEM • When a problem is effectively stated, a faculty can be greatly encouraged to resolve that issue or problem.

  31. EFFECTIVELY STATING A PROBLEM • When a problem is effectively stated, creativity is encouraged, the issues are given full consideration, and alternative solutions are developed.

  32. DEFINING THE PROBLEM • The greatest aid in defining a problem is isolating the real heart of the problem.

  33. DEFINING THE PROBLEM • There must be a separation of creative thinking from judgmental thinking.

  34. DEFINING THE PROBLEM • It must be understood that the meeting is called not to settle the problem, but to get ideas on how to settle the problem.

  35. STATING THE PROBLEMStep 1 • The process should begin with a problem question, not a solution question.

  36. A Solution Question • “How can we get teachers to accept team teaching?” • The solution has been given, “...get teachers to accept...”

  37. A Question Statement • “What instructional approach would be best to meet the needs of our students?” • Or, “What information would be helpful to teachers to make decisions about working cooperatively with each other?”

  38. STATING THE PROBLEM Review this statement… • “How do we get rid of our present instructional system and install a more efficient method?” • Is this a problem or solution statement?

  39. A Solution Statement Again, the solution is given. • A problem statement would be, “What are the characteristics of a teaching approach that we would like to have?”

  40. BEST PRACTICE • The best practice suggests a separation of the solution from the problem; then the faculty can focus on understanding the details of the problem.

  41. BEST PRACTICE • Once this occurs, appropriate solutions are likely to emerge.

  42. STATING THE PROBLEM • There are no hard and fast rules for stating a problem. However, the art of group leadership is assisting the group to state questions in a problem, rather than a solution framework.

  43. REFERENCES • Greenberg, J. & Baron, R. A. (2003). Behavior in organizations: Understanding and managing the human side of work (8th ed.). Upper Saddle River, NJ: Prentice Hall.

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