Theme #1: How Do Individuals Make Decisions
Theme #2: Emotional, Psychological and Social Traps
Approach critical thinking from the start removing the bias in decision making. Imposing objectivity into the process has to start from the beginning so recognizing the way we come into making decisions is important.
The above reading is to give you an idea of what to write. Let me know if you have further question.
Learning Activity 1 – Theme One
In order to make the process more objective, it is important to critically view the factors surrounding the process itself.
Select three of the traps that can affect decision making. Create your own fact pattern exemplifying how the trap affected a business decision. You can also use a real example from the Internet but be careful not to use the same one as someone else. Do not identify the trap. Post your example by Friday. Then let your fellow classmates tell you what trap it is. On Sunday go back and make sure that everyone identified the right trap for your scenario.
Learning Activity 2 – Theme Two
How do you make decisions?
As adults we all feel that our decision making process must be pretty good. However, everything we do can be improved. How good are your decision making skills?
Take the quiz in the link above and evaluate your decision making skills. Report your scores to the class with an evaluation of the areas that could stand improvement.
Review your results and then look at the psychological traps that affect decision making. Provide examples of times when you have been influenced by a trap? Do you think that the quiz findings reflect a tendency to fall prey to a trap? For instance, when you go to the grocery store do you stick to a list or do you walk out with items that struck you as yummy as you saw them in the aisle or the front of the store.
Evidence of critical thinking (analysis, synthesis, evaluation and reflection) of class reading material and discussion
analysis, synthesis, evaluation and reflection is strongly present across all posts; rich in contentfull of thought, insight,and analysis (0.826 – 0.9375)
analysis, synthesis, evaluation and reflection is present in most posts – substantial information thought, insight, and analysis has taken place (.741 – .825)
attempts analysis, synthesis, evaluation, and reflection but not strongly evident or only partially evident – generally competent information is thin and commonplace (.647 – .731)
analysis, synthesis, evaluation, and reflection is poorly demonstrated or does not exist; rudimentary and superficial; no analysis or insight is displayed (0 – .646)
Responses to classmates and instructor reflect a substantive understanding of course material
responses to instructor/classmates are complete and meaningful as required; responses are relevant and advance the level and depth of the discussion consistently using course material in the responses (0.826 – 0.9375)
responses to instructor/classmates are complete and meaningful as required; responses are relevant and advance the level and depth of the discussion occasionally using the course material in the responses (.741 – .825)
responds to instructor/classmates meet requirements but either a) responses lack some detail to explain answer; b) responses do not add to the conversation; c) student does not use course material; d) student does not respond to as many peers as required or e) lacks consistency in responding to others (.647 – .731)
fails to respond to classmates and/or instructor as required; responses are superficial (I agree statements, restating what other student stated; response that evaluates the quality of a student’s post adding no substantial comment) (0 – .646)
Relevance of participation to topic under discussion
contributions are relevant and demonstrates outstanding understanding of material; uses various course material/resources in responding, and consistently and accurately ties to activity (0.826 – 0.9375)
contributions are relevant and mostly demonstrates a good understanding of material; uses some course material/resources in responding and attempts to ties to activity (.741 – .825)
contributions are somewhat relevant and demonstrates some understanding of the material; rarely uses course material/resources in responses and occasionally ties to activity (.647 – .731)
contributions are off topic, distracting; does not use relevant course material/resources in responses (0 – .646)
Writing mechanics and APA usage
consistently uses grammatically correct posts with no misspellings and no APA style errors (0.826 – 0.9375)
few grammatical or spelling errors are noted in posts/ attempts in-text citations and reference list but errors are present (.741 – .825)
errors in spelling and grammar evident; attempts in-text citations or reference list but omits the other; paraphrases or uses source material without consistently citing/referencing (.647 – .731)
poor spelling and grammar in most posts; no evidence of proofreading; no attempt at APA (0 – .646)