Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers
Make Things Happen
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Pack items
Individual ranking
Group ranking
Influence
Flashlight
Swiss Army knife
Canteen
Denim jacket
Soda
Whiskey
Nylon rope
Water purification kit
Matches
Compass
Cellphone
Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers
Make Things Happen
CAREER CORNER GROUP EXERCISES
CAREER CORNER GROUP EXERCISE 1: ESTABLISHING A DECISION
METHODOLOGY
Learning Objectives
• Students will develop a decision methodology.
Introduction
Decision-making skills are critical in achieving success. Decision-making, at its core, is an act of
choice made between two or more courses of action. Companies succeed or perish based on
decisions made by senior executives. It is important for students to demonstrate this capability if
they expect to be hired, retained, and promoted by their employers. This exercise focuses on the
process of making decisions and asks students to create their own decision-making methodology.
Instructions
The primary purpose of this exercise is for students to develop a decision methodology they can
use to hone their decision-making skills. We will use the Management in Action at the end of the
chapter as a context for this activity.
First, have students review the six steps to establishing a decision methodology. They then will
develop a decision methodology that the MTA and other government officials could follow in
order to fix the crumbling subway system. This exercise requires the students to read Chapter 7’s
Management in Action segment, “New York’s Subway System Is Crumbling” prior to class.
1. Start the class by viewing the following 60 Minutes clip, “ Why Has the New York City
CAREER
READINESS
ONLINE
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3. Put students into groups of four or five. Have each group apply these decision-making
steps to creating a decision methodology for Andy Byford to use in tackling the issues
4. Facilitate a class discussion using the following questions:
• How did you select what decision needed to be made? What are the ramifications
of your selection process?
• What information did you consider in order to understand the roots of the issue
and the possible solutions? How did politics influence this process?
• Which stakeholders should provide feedback to your methodology?
• How does actively thinking about the specific methodology to use when solving
problems improve your decision-making process?
• Did members of your group have different decision-making styles? How did this
impact the development process?
• How can you incorporate this methodology into your own decision-making
process?
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Make Things Happen
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CAREER CORNER GROUP EXERCISE 2: CREATING SETS OF READY-MADE
SOLUTIONS
Learning Objectives
• Students will enhance their understanding of the decision-making process.
• Students will be exposed to ready-made problem-solving solutions.
Introduction
Decision-making skills are critical in achieving success. Decision-making, at its core, is an act of
choice made between two or more courses of action. Critical thinking and problem solving are
key competencies prospective employers expect candidates to possess. It is important for
students to demonstrate this capability if they expect to be hired, retained, and promoted by their
employers.
Instructions
The primary purpose of this exercise is for the students to develop ready-made solution(s) they
can build on in the future. The secondary objective is to give students an opportunity to reflect on
how their decision-making processes affect the effectiveness of their problem-solving
capabilities. This activity has two steps. The first step is self-reflection on three past problem-
solving efforts. In the second, students form pairs to discuss what caused the differential
outcomes. The takeaway from this exercise is a set of ready-made solutions for problems the
students have faced at work and at home.
1. Ask your students to think of a time when they faced a problem at work or in their
personal life and successfully resolved it. Have them write down the answers to the
following questions:
• What was the problem? Where did it occur? Who was involved?
• What was the solution?
• Why did you select this solution?
• What lessons did you learn from this experience that you can use in the future?
2. Next have the students think of a time when they faced a problem, either at home or at
3. Finally, ask the students to think of someone who is good at solving problems. Have
4. Put students into pairs. Give the pairs 5 to 10 minutes to discuss their three problem
solving examples. Have then focus on what caused the differential outcomes.
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• Did anyone face similar problems? Were they resolved in the same way? If not, how
did you solve them?
• If you are faced with a similar problem, does knowing how these problems were
solved or not, improve your problem-solving capabilities?
• How can you be proactive in searching for and applying ready-made solutions?
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Make Things Happen
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UBER CONTINUING CASE
Chapter 7: Decision Making
This part of the Uber cumulative case focuses on Chapter 7 and covers principles related to the
decision-making process. This continuing case’s real-world application of management
knowledge and skills is designed to help students develop critical-thinking ability and realize the
practical power of sound managerial skills for solving problems.
The case includes five multiple-choice questions and two essay-based questions. The essay-
based questions can also be used in-class to spur discussion:
1. Compare and contrast Khosrowshahi and Kalanick’s decision-making styles. Be sure to
use examples from the case.
Student responses may vary, but the best answer identifies Khosrowshahi’s decision-making
style as behavioral or conceptual and Kalanick’s as directive.
The behavioral style is the most people oriented of the four styles. People with this style
2. Is Uber utilizing evidence-based management? Explain.
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Make Things Happen
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Make Things Happen
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MANAGER’S HOT SEAT
DECISION MAKING: A HURRICANE OF A CHOICE
I. Introduction
A hurricane is approaching a major city and local officials need to decide whether or not to order
an evacuation. The Director of Emergency Services, mayor, police chief and a meteorologist are
meeting to quickly discuss a course of action that may have life-threatening consequences.
II. Learning Objectives
1. Demonstrate how a leader can effectively follow the decision-making process.
3. Evaluate individual versus group decision making.
4. Analyze a decision in terms of ethical standards.
III. Scenario Description:
Scene Set-up: Ava and Josh are in the storm center.
Scene Location: Storm Center
Profile:
Ava Marques, Director of Emergency Operations
Josh Hardy, meteorologist, Emergency Services Management
Veronica Aveles, Mayor
Chief Tony DeGuardia, Shelbyville Police Department
Summary: A hurricane is approaching the city of Shelbyville and the Director of Emergency
Operations, Ava Marques, needs to make an evacuation decision as soon as possible. There is a
chance that the storm may miss the city, and Ava’s meteorologist, Josh Hardy, recommends she
discuss the matter with Veronica Aveles and Tony DeGuardia, the mayor and police chief of
Shelbyville, respectively. There is a good amount of disagreement on what decision needs to be
made.
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IV. Discussion of Theory
• Decision-making process
o Ava not evaluating alternatives
o Satisficing has possibly occurred
• Decision-making biases
o Sunk-cost – Tony
o Framing – Veronica
o Recency – Ava
• Individual vs. group decision making
o Groupthink – Tony
o Group decision making slower and differing opinions
o Getting buy-in from other stakeholders
• Ethical decision making
o Maximizing taxpayer resources – something discussed by Tony
o Effects on stakeholders
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APPLICATION-BASED ACTIVITY
DECISION MAKING: A BRIDGE OVER TROUBLED WATER
I. Introduction
The Rockman Construction Company has been contracted to build a bridge for the city. The
bridge was supposed to be completed in a year, but the project has run over time and budget. A
student will play a project manager at Rockman and will need to work with the team lead at the
construction site to figure out a solution. Otherwise, the city will need to hire another contractor
to finish the work.
II. Learning Objectives
2. Apply the most effective decision-making style in order to successfully complete a
project.
III. Scoring Dimensions
The following theoretical concepts from the chapter are covered and scored in the simulation:
Theoretical Concepts
Percentage of Simulation
Evidence-Based Decision Making
20%
Analytical
20%
Conceptual
20%
Behavioral
20%
Directive
20%
IV. Follow-up Activity
Students can be assembled into groups of four to five in order to create a Decision Methodology
document that will apply to the simulation. This document can be used by future Rockman
Construction project managers when facing similar types of situations.
The following is a recap of the steps necessary to create a decision methodology:
Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers
Make Things Happen
Students should apply these six steps to the problem Rockman Construction is facing. The