Chapter3 Communication Skills

Problem Solving and Decision Making(3)

Case Studies

Chapter3 Chapte3 Chapter3 Chapter3 Chapter3 Chapter3 Chapter3 Chapter3

Chapter 2: Case Studies

Contents:

3.5

Background to the Management

3.5 Background to the Management

Decision Making Profile

The Management Decision Making Profile (MDP) focuses on the ways that directors, managers and professionals approach problem analysis and decision-making, and it is frequently used in its own right to assess individuals' preferred modes of behaving in these key executive activities.

The aim of the Management Decision Making Profile is to help identify your primary and backup modes of decision-making when in the role of director or manager. It seeks to identify and give recognisable definition to your motivation and behaviour. It should also show you how some of your most important drives and behaviours combine and interact to produce your characteristic approaches to making decisions in your job. The profile provides data about the extent to which individuals and management teams or work groups are likely to:

1. Collect and analyse data

2. Generate options

3. Explore new ideas and approaches

4. Clarify and crystallise issues

5. Set priorities

6. Show determination and resolve in pursuing objectives

7. Time the seizing of opportunities and taking action

8. Think ahead, in terms of consequences and outcomes

9. Plan for results and review progress.

The behavioural manager constructs upon which the MDP is based have their roots in established psychological theories of cognition and emotion. The framework around which the questionnaire is built is developed from classical approaches to problem analysis and decision making-both military and industrial. The form of the instrument is a development of the results of research undertaken since 1979 by Michael Williams and partners throughout Europe, the US and the UK into:

· Leadership 'style'

· Executive competencies

· Managerial behaviour

As with all other hawks mere Management Assessment Profile the MDP was launched after evaluative research and 'field trials' with hundred directors, managers and functional specialists. The research upon which the MDP draws is taken from the responses of over 5.000 directors, managers and professional specialists from twelve different countries, over a period of twelve years.

Since that initial validation, it has been used with several thousand respondents from the managerial and professional norm group in:

· The UK	· USA
· Ireland	· Canada
· Western Europe

If used in conjunction with either Myers Briggs Type Indicator and/or The Leadership Style Profile the instrument can provide significantly more relevant data about how people-individually and collectively:

· Think	· Handle conflict
· Feel	· Perceive the world
· Solve problems
· Make decisions

Interpreting the scores

Rarely, if ever, can behaviours be directly measured with consistent reliability, accuracy and precision. What psychometric instruments do is to infer measurement of preferences, tendencies and competencies.

From this information it is normally quite possible to establish the range of a person's behavioural comfort and competence, outside of which he/she is likely to be less effective, or behave in ways inappropriate to the demands of a particular role, function or task.

It is important to remember, at this stage, that psychometric data is neither absolute, nor definitive. It is, essentially, relative and indicative. That is, relative to norms and indicative of areas of behaviour which it would seem important to explore and examine further, in the light of job and/or role requirements.

The descriptions accompanying the management decision making profile should provide respondents (and their sponsors) with clear picture of the key strengths, preferences and areas for development, in the individual, in all six areas of decision making activity.

The instrument thus should provide an informed basis for dialogue and discussion about development needs and the actions necessary to help individuals – and their organisations – to capitalise upon and further develop strengths, and what to do about weaknesses in problem analysis and decision making.

In addition to the obvious help it can provide in individual development, the management decision making profile can be used, with effect, as a team building tool since it can generate much useful feedback and discussion, as aid to work group profiling. Here both analyses of collective strengths, as well as areas for development at team – and also cross-functional level – can be of major use in developing more effective team and inter-departmental working.

The significance of the scores against factors 'A' through 'F'

A. Inquiry is about :

· Concern for accuracy

· Fact finding

· Defining standards

· Defining principals

· Defining criteria

· Attention to detail

· Probing data/information

· Analysing

· Classifying

· Categorising

· 'What is it …..?

C. Diagnosis is about:

· Self confronting

· Clarifying situations/problems

· Crystallising issues

· Establishing important priorities

· Weighing up information

· Accepting hard facts

· Facing realities

· Simplifying issues

· 'What is the main thing here?'

· What's really important here?'

B. Insight is about:

· Concern to establish scope, range and potential

· Scanning problems/situations

· Getting facts into perspective

· Looking for alternatives or options

· Looking ahead

· Bringing up new angles or short cuts

· Questioning assumptions

· 'What else….?'

· What does it have to be like this?'

D. Driving is about:

· Building resolve

· Applying pressure

· Resisting pressure

· Persisting

· Persevering

· Getting to grips

· Having strong purpose

· Maintaining purpose

· 'What do we need?'

· 'Who, or what, is going to cause the problem

E. Planning is about:

· Foreseeing consequences and outcomes

· Sensing trends and patterns

· Setting goals and objectives

· Seeing the action steps ahead

· Updating as conditions change-proactive adaptability

· 'Live' action plans i.e. planning ahead

· Measuring progress

· Sensing time scales e.g. short, medium long

· 'Where out comes do we want?'

· 'How do we ensure our goals are met?'

· How do we best follow up?'

F. Pace is about:

· Flexibility, immediate adaptability

· Moment of decision

· Adjusting time priorities

· On the spot programming

· Seizing opportunities

· Making progress

· Moving on

· Speeding up or slowing dawn

· 'What is next..?'

· 'When?'

· Selection election of the right momenet, i.e. . seizure of the 'moment of opportunity'

Essentially it is an impassive instrument using forced choice as the basis to its scoring. The instrument seeks to measure behaviour along six separate, but related, dimensions of problem analysis and decision making. These are grouped in related pairs, broadly representing 'left brain' and 'right brain' behaviours for each of the three basic stages of managerial problem solving, i.e.:

Stage

'Left brain' activity

'Right brain' Activity

1. Awareness (situational analysis)

Concerns
Information available
Scope

Inquiry

searching
examining
probing
analysing
defining
categorising

Insight

intuiting
exploring situations
generating ideas
synthesising
scanning
creating options

2. Direction

(mission/task analysis)

Problems and obstacles
Priorities and objectives
Strengths and weaknesses

Inquiry

assessing
weighing
clarifying
crystallising
simplifying
prioritising

Drive

insisting
persisting
resisting
being determined
being resolute
building purpose

3. Action

(execution and commitment)

Opportunities
Threats
Consequences and outcomes

Planning

Foreseeing
Predicting
Anticipating
Preparing
Over viewing
Monitoring
Following up

Pace of response

Sense of timing
Recognising the right conditions
Taking opportune action
Adapting responses
Being flexible
Varying speed of reaction/response

The three groups of 'left brain' activities – inquiry diagnosis and planning – are essentially, cognitive, logical mental behaviours aimed variously identifying facts, detail, what is important in problems or situations, and what necessary proactive steps need to be taken in sequence, to ensure that objectives are met that unintended consequences are avoided, where possible.

The three groups of 'right brain' behaviours are less 'disciplined', premeditated and structured and are, respectively, more a matter of intuitive 'feel', perception, resolution, spontaneity and adaptability.

The basic structure of the instrument follows the long-established and well proven situation mission-execution model developed in the armed forces as a basis for teaching decision making at both operational and strategic level. Although the worlds of military business leaders differ enormously, in many respects, the intellectual and emotional processes involved in decision making and problem resolution remain the same in the both – and, indeed, in many other-working environments.

As with all psychometric instruments, the data and feedback generated is usually more meaningful and in context when seen in conjunction with:

· Observed behaviour in a variety of situations

· Track record and job/role performance

· The accumulated feedback obtained from other relevant psychometric profiles.

3.6

Exercises on a Diagnostic Survey for Creative Problem Solving

3.6 Exercises on a Diagnostic Survey for Creative Problem Solving

· The survey

· The scoring key & interpretation of results

Diagnostic Surveys for Creative Problem Solving

Problem Solving, Creativity, and Innovation

Step 1: Before you read the material in this chapter, respond to the following statements by writing a number from the rating scale that follows in the left-hand column (Reassessment). Your answers should reflect your attitudes and behavior as they are now, not as you would like them to be. Be honest. This instrument is designed to help you discover your level of competency in problem solving and creativity so you can tailor your learning to specific needs. When you have complete the survey, use the coring key in Appendix 1 to identify the skill areas discussed chapter that are most important for you to master.

Step 2: After you have completed the reading and the exercises in this chapter and, ideally, as many as you can of the skill Application assignments at the end of this chapter, cover up your first set of answers. Then respond to the same statements again, this time in the right-hand column (Post assessment). When you have completed the survey, use the scoring key in the Appendix to measure your progress. If your score remains low in specific skill areas, use the behavioral guidelines at the end of the skill learning section to guide your further practice.

Rating Scale

1. strongly disagree

2. disagree

3. slightly disagree

4. slightly agree

5. agree

6. strongly agree

Assessment
Pre-	Post-	When I encounter a routine problem:
-------	--------	1. I state clearly and explicitly what the problem is. I avoid trying to solve it until I have defined it.
-------	--------	2. I always generate more than one alternative solution to the problem, instead of identifying only one obvious solution.
-------	--------	3. I keep in mind both long-term and short-term consequences as I evaluate various alternative solutions.
-------	--------	4. I gather as much information as I can about what the problem is before trying to solve it.
-------	--------	5. I keep steps in the problem-solving process distinct; that is, I define the problem before proposing alternative solutions, and I generate alternatives before selecting a single solution.

When faced with an ambiguous or difficult problem that does not have easy solution:

-------	-------	6. I try out several definitions of the problem. I don't limit myself to just one way to define it.
-------	-------	7. I try to be flexible in the way I approach the problem by trying out several different alternative methods rather than relying on the same approach every time.
-------	-------	8. I try to find underlying patterns among elements in the problem so that I can uncover underlying dimensions or principles that help me understand the problem.
-------	-------	9. I try to unfreeze my thinking by asking lots questions about the nature of the problem before considering ways to solve it.
-------	-------	10. I try to think about the problem from both the left (logical) side of my brain and the right (intuitive) side of my brain.
-------	-------	11. To help me understand the problem and generate alternative solutions, I use analogies and metaphors that help me identify what else this problem is like.
-------	-------	12. I sometimes reverse my initial definition of the problem to consider whether or not the exact opposite is also true.
-------	-------	13. I do not evaluate the merits of an alternative solution to the problem before I have generated a list of alternatives. That is, I avoid selecting one solution until I have developed several possible solutions.
-------	-------	14. I often break down the problem into smaller components and analyze each one separately.
-------	-------	15. I have some specific techniques that I use to help develop creative and innovative solutions to problems.

When trying to foster more creativity and innovation among those with whom I work:

-------	-------	16. I help arrange opportunities for individuals to work on their ides outside the constraints of their normal job assignments.
-------	-------	17. I make sure there are divergent points of view represented or expressed in every complex problem-solving situation.
-------	-------	18. I sometimes make outrageous suggestions to stimulate people to find new ways of approaching problems.
-------	-------	19. I try to acquire information from individuals outside the problem-solving group who will be effected by the decision, mainly to determine their preferences and expectations.
-------	-------	20. I sometimes involve outsiders (e.g., customers or recognized experts) in problem-solving discussions.
-------	-------	21. I try to provide recognition not only to those who come up with creative ideas (the idea champions) but also to those who support others' ideas (supporters) and who provide resources to implement them (orchestrates).
-------	-------	22. I encourage informed rule breaking in pursuit of creative solutions.

*Scoring Key*		*ASSESSMENT*
*SKILL AREA*	*ITEMS*	*PRE-*	*POST-*
Rational Problem Solving	1,2,3,4,5	_____	_____
Creative Problem Solving	6,7,8,9,10,11,12,13,14,15	_____	_____
Fostering Innovation	16,17,18,19,20,21,22	_____	_____
	Total Score		_____

Comparison Data

Compare your scores to three comparison standers: (1) Compare your scores against the maximum possible (132). (2) Compare your scores with the scores of other students in your class. (3) Compare your scores to a norm group consisting of 500 business school students. In comparison to the norm group, if you scored

105 or above	You are in the top quartile.
94-104	You are in the second quartile.
83-93	You are in the third quartile.
82 or below	You are in the bottom quartile.

3.7

Exercise on How Creative Are You?

3.7 Exercise on How Creative Are You?

· The exercise

· The scoring key & interpretation of results

How Creative Are You? (Revised)

How creative are you? The following test helps you determine if you have the personality traits, attitudes, values, motivations, and interests that characterize creativity. It is based on several years' study of attributes possessed by men and women in a variety of fields and occupations who think and act creatively.

For each statement, write in the appropriate letter:

A. Agree

B. Undecided or don't know

C. Disagree

Be as frank as possible. Try not to second-guess how a creative person might respond. Turn to Appendix (1) to find the answer key and an interpretation of your scores.

--------	1. I always work with a great deal of certainty that I am following the correct procedure for solving a particular problem.
--------	2. It would be a waste of time for me to ask questions if I had no hope of obtaining answers.
--------	3. I concentrate harder on whatever interests me than do most people.
--------	4. I feel that a logical, step-by-step method is best for solving problems.
--------	5. In groups, I occasionally voice opinions that seem to turn some people off.
--------	6. I spend a great deal of time thinking about what others think of me.
--------	7. It is more important for me to do what I believe to be right than to try to win the approval of others.
--------	8. People who seem uncertain about things lose my respect.
--------	9. More than other people, I need to have things interesting and exciting.
--------	10. I know how to keep my inner impulses in check.
--------	11. I am able to stick with difficult problems over extended periods of time.
--------	12. On occasion, I get overly enthusiastic.
--------	13. I often get my best ideas when doing nothing particular.
--------	14. I rely on intuitive hunches and feeling of "rightness" or "wrongness" when moving toward the solution of a problem.
--------	15. When problem solving, I work faster when analyzing the problem and slower when synthesizing the information I have gathered.
--------	16. I sometimes get a kick out of breaking the rules and doing things I am not supposed to do
--------	17. I like hobbies that involve collecting things.
--------	18. Daydreaming has provided the impetus for many of my more important projects.
--------	19. I like people who are objective and rational.
--------	20. If I had to choose from two occupations other than the one I now have, I would rather be a physician than an explorer.
--------	21. I can get along more easily with people if they belong to about the same social and business class as myself.
--------	22. I have a high degree of aesthetic sensitivity.
--------	23. I am driven to achieve high status and power in life.
--------	24. I like people who are sure of their conclusions.
--------	25. Inspiration has nothing to do with the successful solution of problems.
--------	26. When I am in an argument, my greatest pleasure would be for person who disagrees with me to become a friend, even at the price of sacrificing my point of view.
--------	27. I am much more interested in coming up with new ideas than in trying to sell them to others.
--------	28. I would enjoy spending an entire day alone, just "chewing the mental cud."
--------	29. I tend to avoid situations in which I might feel inferior.
--------	30. In evaluating information, the source in more important to me than the content.
--------	31. I resent things being uncertain and unpredictable.
--------	32. I like people who follow the rule "business before pleasure."
--------	33. Self-respect is much more important than the respect of others.
--------	34. I feel that people who strive for perfection are unwise.
--------	35. I prefer to work with others in a team effort rather than solo.
--------	36. I like work in which I must influence others.
--------	37. Many problems that I encounter in life cannot be resolved in terms of right or wrong solutions.
--------	38. It is important for me to have a place for everything and everything in its place.
--------	39. Writers who use strange and unusual words merely want to show off.
--------	40. Below is a list of terms that describe people. Choose 10 words that best characterize you.

Energetic

fashionable

Original

resourceful

Stern

Informal

Factual

Inhibited

Poised

Alert

Unemotional

Dynamic

Courageous

Perceptive

Thorough

Realistic

Absent-minded

Well-liked

ersuasive

Self-confident

Cautious

Egotistical

Predictable

Dedicated

Open-minded

Enthusiastic

Acquisitive

Curious

Clear-thinking

Self-demanding

Efficient

quick

Impulsive

Modest

Flexible

Rstless

Observant

Persevering

Habit-bound

Independent

Formal

Forward-looking

Tactful

Innovative

Practical

Organized

Understanding

Polished

Helpful

Good-natured

Determined

Involved

Sociable

Retiring

Text Box: How Creative Are You?

Scoring Key

Circle and add up the values assigned to each item. The values are as follows:

	A AGREE	B UNDECIDED OR DON'T KNOW	C DISAGREE		A AGREE	B UNDECIDED OR DON'T KNOW	C DISAGREE
1.	0	1	2	10.	1	0	3
2.	0	1	2	11.	4	1	0
3.	4	1	0	12.	3	0	-1
4.	-2	0	3	13.	2	1	0
5.	2	1	0	14.	4	0	-2
6.	-1	0	3	15.	-1	0	2
7.	3	0	-1	16.	2	1	0
8.	0	1	2	17.	0	1	2
9.	3	0	-1	18.	3	0	-1

	A AGREE	B UNDECIDED OR DON'T KNOW	C DISAGREE		A AGREE	B UNDECIDED OR DON'T KNOW	C DISAGREE
19.	0	1	2	30.	-2	0	3
20.	0	1	2	31.	0	1	2
21.	0	1	2	32.	0	1	2
22.	3	0	-1	33.	3	0	-1
23.	0	1	2	34.	-1	0	2
24.	-1	0	2	35.	0	1	2
25.	0	1	3	36.	1	2	3
26.	-1	0	2	37.	2	1	0
27.	2	1	0	38.	0	1	2
28.	2	0	-1	39.	-1	0	2
29.	0	1	2

The following have values of 2:

energetic	dynamic	perceptive	Dedicated
Resourceful	Flexible	Innovative	Courageous
Original	Observant	Self-demanding	Curious
Enthusiastic	Independent	Persevering	Involved

The following have values of 1:

self-confident	Determined	Informal	Forward-looking
Thorough	Restless	Alert	Open-minded

The rest have values of 0

Total Score

Comparison Data

95-116	Exceptionally creative
65-94	Very creative
40-64	Above average
20-39	Average
10-19	Below average
Below 10	Noncreative

3.8

Exercises on Innovative Attitude Scale

3.8 Exercises on Innovative Attitude Scale

· The Exercise

· The Scoring key

Innovative Attitude Scale

Indicate the extent to which each of the following statements is true of either your actual behavior or your intentions at work; describe the way you are or the way you intend to be on the job. Use the scale for your responses.

Rating Scale

5 Almost always true

4 Often true

3 Not applicable

2 Seldom true

1 Almost never true

--------	1. I openly discuss with my supervisor how to get ahead.
--------	2. I try new ideas and approaches to problems.
--------	3. I take things or situations apart to find out how they work.
--------	4. I welcome uncertainly and unusual circumstances related to my tasks.
--------	5. I negotiate my salary openly with my supervisor.
--------	6. I can be counted on to find a new used for exiting methods or equipment.
--------	7. Among my colleagues and coworkers, I will be the first or nearly the first to try out a new idea or method.
--------	8. I take the opportunity to translate communications from other departments for my work group.
--------	9. I demonstrate originality.
--------	10. I will work on a problem that has caused others great difficulty.
--------	11. I provide critical input toward a new solution.
--------	12. I provide written evaluations of proposed ideas.
--------	13. I develop contacts with experts outside my firm.
--------	14. I use personal contacts to maneuver into choice work assignments.
--------	15. I make time to pursue my own pet ideas or projects.
--------	16. I set aside resources for the pursuit of a risky project.
--------	17. I tolerate people who depart from organizational routine.
--------	18. I speak out in staff meetings.
--------	19. I work in teams to try to solve complex problems.
--------	20. If my co-workers are asked, they will say I am a wit.

SCORING: To score the "innovative Scale," turn to Appendix 1 to find the answer key and an interpretation of your score.

Innovative Attitude Scale

Scoring Key

Add up the numbers associated with your responses to the 20 items. When you have done so, compare that score to the following norm group (consisting of graduate and undergraduate business school students, all of whom were employed full time).

Percentile indicates the percent of the people who are expected to score below you.

Score	Percentile
39	5
53	16
62	33
71	50
80	68
89	68
97	95

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