MSLD 632 Module 9- Role of Emotion in Decision Making

Baba Shiv's Brain Research at Standford: Decision Making was an excellent presentation that explained the correlation between emotions and decision-making. Mostly focusing on confidence, he concludes that any negative emotions (no confidence) made by the decision-maker will have an effect on those in part of the decision (Shiv, 2011). Decision-making is my primary focus as an academic advisor. While there are some cases where I make decisions, I mostly help students make their own final decision(s). 

In the most honest standpoint, Professor Shiv's presentation was not new information. A lot of my current advisement strategies come from my own experience as a former student. As a transfer student, I experienced a lot of technical issues and confusions to determine what classes I needed to take. Because of this, I often relied on the help of my advisors. While my advisor was an overall friendly individual, there was always a long line of students waiting: causing him to rush through his advisement. In addition, he usually lacked confidence of his advisement due to his constant business travels (always out of the office and had little experience with advisement). Constantly feeling unsure and rushing through his advisement, I always felt like a nuisance and remained what Shiv described a "high maintenance" individual.

Ever since I started working for my university, I always think about myself as a former student. I never want my students to feel and go through the same things I did and knew it was all up to me. A few months ago, I had a student from my university's online campus that was clearly in distress. After going back and forth, I learned that the student attempted to turn in his tuition payment to his advisor, but couldn't reach out to her due to her office being closed. Since the situation wasn't unusual, I had an immediate answer and felt very confident on how to resolve the issue. In addition to smiling and speaking in a happy tone, I also emphasized with the student: which I believe is critical in decision-making. Empathy is defined as the ability to share and relate the feelings of others. In this case, I knew exactly how the student felt on not receiving the help he wanted. By relating to the student, I often find myself expressing my true emotions during the resolution process (Somogyi, 2013). For this case, I explained to the student how important immediate assistance is to me. As a suggestion, I recommended him to change his advisement location to us to receive local-time advisement: in addition to be able to process his payment. The student agreed and was satisfied by the decision.

While many of the questions that come in my office are general, there are some cases where I come across some very unusual situations. A couple weeks ago, I had a potential student come into my office asking for some general information about what degree programs we offer. Everything was going in order until the person asked me about using a military benefit that I've never processed before. I started to feel very nervous and often stumbled on explaining how the benefit is used. Likely overhearing my struggles, my boss ended up interrupting us and answered the question. Since the student had other questions to ask, he ended up talking to my boss rather than me: which continued even after he was admitted to the university. The mistake I made was that I kept going. Rather than talking with uncertainty, I should have been honest and asked the individual if he doesn't mind me asking my boss for clarifications. 

References:

Shiv, B. (2011). Brain Research at Stanford: Decision Making [Video file]. Youtube. Retrieved from https://www.youtube.com/watch?v=WRKfl4owWKc

Somogyi, R., Buchko, A., & Buchko, K. (2013). Managing with empathy: Can you feel what I feel? Journal of Organizational Psychology. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1470425153/fulltextPDF/CE275E3C16174E05PQ/1?accountid=27203

MSLD 632 Module 8- Reflections on the Cynefin Framework

As an academic advisor, problem solving is a daily task. While most questions I deal with are general and straightforward, there are cases where problem solving require more time and thinking. As leaders, it is important to keep in mind that situations come in different forms. Ones must be able to correctly identify the type of situation they’re in and figure out the most effective way to handle them. The Cynefin Framework is one of many tools leaders can use to do this. 

The Cynefin Framework is divided into four main quadrants: simple, complicated, complex, and chaotic. The center of the framework includes a fifth element known as disorder, where the situation is unclear on where it should be categorized (Snowden & Boone, 2007). While the framework help identify which of the five categories fit well with the situation we’re dealing with, there are some cases where situations can merge and involve more than one context.

The first example I can recall is during my first few weeks as an advisor. Prior to working at my current location, I was receiving training at a neighboring campus with another advisor. One of the few things we went over were how to make degree maps, or course recommendations to students. Initially, I fell into the simple context: where there’s minimal thinking and cause and effects are easily identified (Snowden & Boone, 2007). For this case, I thought that a map would be completed by simply listing the courses the student requires for their degree. After my advisor reviewed it, she told me that the importance was to consider the student themselves. This then shifted the situation from simple to complicated: since now I need to consider the student’s preferences and schedule.

Another example I recently recall is when I received an email from an instructor: who was concerned about one of my student. The instructor notified me about the student’s consecutive absences and declining grades. Initially, the situation was categorized as complicated. I knew that there was something going on with the student and he needed to be reached out and given a few options. While I assumed that the student was dealing with scheduling disputes (most common reason), the situation became complex and nearly chaotic when he did not respond immediately. It wasn’t until a few weeks later when he finally reached us: stating that his father passed away.

As an advisor, I often have the habit of viewing the situation as one big cluster. This often times make it confusing and difficult to understand the situation: often times leading me to make less effective decisions. Personally, I believe the key of using the Cynefin Framework is to simplify complexity. In addition of helping leaders identify what the situation is and how to handle them, the tool provides a starting point and allows one to take apart the situation so ones can absorb information easier. The idea Is a lot like Systems of Thinking: we take apart the main idea and examine its smaller parts (Nosich, 2012). By taking apart and understanding the smaller components, we’re not only understanding the situation easier and more efficiently, but this could lead to leaders to branch out and see and understand things they weren’t initially aware about (Nosich, 2012). 

References:

Nosich, G.D. (2012). Learning To Think Things Through: A Guide to Critical Thinking Across the Curriculum. Boston: Pearson Education.

Snowden, D. & Boone, M. (2007). A Leader’s Framework for Decision Making. Harvard Business Review. Retrieved from https://hbr.org/2007/11/a-leaders-framework-for-decision-making.

MSLD 632 Module 7- Collaborative Decision Making

Whether we’re making decisions on our own or in a group, collaboration can be very useful in making effective decisions. Collaboration are not only useful in terms of the speed and convenience of completing tasks, but they can also be used as a learning opportunity for everyone involved (Llopis, 2013). While we may be capable of problem solving by ourselves, it is important to keep in mind that we only see things in our own point-of-view. By understanding what others think, we may be able to obtain information that we may have never initially thought of.

I was able to get a better understanding of this when I unexpectedly got promoted to my first leadership position for a university summer camp program. I understood that my position was overall the same as my last one, but it was much more independent and a lot of the decisions had to be made by myself. One day, I had a situation where one of my camp participant got very ill. Both of my bosses were working out-of-town that day and it was mostly up to me to help the child. Not really knowing what to do, I asked two other camp coordinators (same position as me): who’s been working a few years more than I have for assistance. Despite being a coordinator for a few years, the two of them never really dealt with such situation: putting us all on the same boat.

Since the child was starting to have mild breathing complications, I knew that she had to get immediate medical attention. However, since the camp program had very strict rules and procedures, I felt a bit lost. Because of this, I received help from the two counselors: who were more familiar with their contacts. In the end, I was able to contact the child’s parents and my boss and was able to take her to a nearby hospital.

Since the situation was a bit of an emergency, everything was fast paced. If the situation was not an emergency, the first thing I would consider from this scenario is to take time and learn from my co-workers. At the time, I was new into my job and wasn’t familiar with all the procedures. Without their assistance, I probably wouldn’t have done my job properly. Another benefit to always consider is the emotional support received. For this scenario, I was beyond worried about dealing with the whole situation. But with my co-workers providing assisting and clarifying things, it helped me boost confidence to get the job done. Lastly, as weird as it sounds, I should always consider this example when group work is an option. Personally, I am not a fan of working with others and always have the mentality that working alone is best. While working alone may be convenient, it is important to remember that our minds are limited and working alone will prevent us from branching out.

References:

Llopis, G. (2013). 6 Ways Effective Listening Can Make You A Better Leader. Forbes. Retrieved from https://www.forbes.com/sites/glennllopis/2013/05/20/6-effective-ways-listening-can-make-you-a-better-leader/#4108c20d1756

MSLD 632 Module 6- The High Cost of Conflict

As a former student, I’ve had many instances where my advisors did not fully listen and jumped straight into conclusions. While many of them had minutes before lecturing a class, most of them picked up keywords in my explanation and assumed the situation. Personally, I thought that such behavior is unprofessional and a bit uncaring.

Due to my personal experiences, I always try to ensure that I actively listen to my students. Listening is a very important habit since they’re not only essential in gathering information, but it also revolves around creating and maintaining relationships (Llopis, 2013). Despite my effort to actively listen, I often times have difficulties to do so: especially when responding to phone calls. Due to a hearing disability, communicating through phones and any other electronic devices has always been one of my biggest weakness. To ensure that I don’t keep people on the line for so long (since I worry that they will get mad), I have a constant habit of picking up keywords and assume what the person has said. When I make such assumptions, the person usually repeat themselves (and sometimes progressively becomes irritated) or in rare cases hang up or request to contact the campus director. The usual results I get from this habit are students losing some trust and prospective students losing interest to attend our university.

The outcome is completely different when ones take time to listen. I had a student from our online campus last year who visited my office looking clearly distraught. Noticing this, I decided to approach her with some extra caution. In addition to listening, it is also important to display appropriate body language such as eye contact, tone, and facial expressions. By utilizing this correctly, it help establish a sense of care (Somogyi, Buchko, & Buchko, 2013). For this case, the student was upset and having difficulties due to her advisor rushing things. The situation was very similar from my own experiences, so I was able to establish a strong connection with her. Throughout our conversation, I maintained eye contact and nodded to show her that I understand. As the MindToolsVideos clip stated, it’s also important to provide feedback to acknowledge that you were listening (2015). For my case, I repeated a few things she stated, and said things such as “we’ll make sure that we get this all sorted out okay?” to express my care for the student. In the end, I was not only able to resolve her issue, but we also established a strong student relationship. She trusted us for assistance and we would engage in small conversations. The best thing about this student is that she successfully graduated last year and has even recommended our campus to her friends and coworkers.

References:
Llopis, G. (2013). 6 Ways Effective Listening Can Make You A Better Leader. Forbes. Retrieved from https://www.forbes.com/sites/glennllopis/2013/05/20/6-effective-ways-listening-can-make-you-a-better-leader/#4108c20d1756

“MindToolsVideos”. (2015). Improve Your Listening Skills with Active Listening [Video file]. Youtube. Retrieved from https://www.youtube.com/watch?v=t2z9mdX1j4A

Somogyi, R., Buchko, A., & Buchko, K. (2013). Managing with empathy: Can you feel what I feel? Journal of Organizational Psychology. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1470425153/fulltextPDF/CE275E3C16174E05PQ/1?accountid=27203

MSLD 632 Module 5- How Protected Are Your Protected Values

While there are some cases where we could disregard or sacrifice our values, there are also some that we always consider when making decisions. As Hoch (2001) states, protected values are considered absolute and inviolable (p. 251). Personal values can be defined differently from person to person, and are often times related to past experiences or beliefs.

Perhaps the most important protected value I possess is to do what I believe is right. As an academic advisor, I make decisions all the time. While there are curricular standards and procedures I must follow, I also have the opportunity to add some creativity and autonomy to my decision-making. A common example of when I consider this value is when I have prospective students with on-campus courses as their most or only preferred modality. While there are a rare few that prefer this modality and really care about their education, many of them only prefer on-campus courses for the sakes of their personal benefits (they get paid more for on-campus courses). Despite the importance of increasing student population, I usually tell these students straight out that we may not be the right campus for them: as my university is shifting more towards online courses. The good thing about this value is that I have informed the student to help minimize or completely avoided the chances of dealing with arguments and other complications in the future. The downside to this however is that there are procedures and standards that I must follow, and if I break or oppose to any of them, I could deal with further consequences.

Students themselves are another protected value that I deeply consider. Despite the procedures, standards, and university preferences, there are some cases where the university’s way of doing things don’t mix well with the student. The preference in phones are a great example. My university encourages staff members to call students to not only notify students in urgent situations, but to inform them with general information such as what courses and new degree programs we’re offering. As a full-time worker and current student myself, I already receive such information repetitively through our university website and email subscriptions. With more than 90% of my student population working at Boeing and their sub-companies, I also believe that calling them while working is very disruptive. This value has allowed me to think from others’ point-of-views: which could help make more effective decision-making. Similar to the previous example, following this value may put me at risk for the company.

The last value that I always consider and ensure is quality output. From past experiences, I’ve had advisors who has rushed their advisement: leading me to struggle (problems grow later when coming back to them) and believe that my success doesn’t matter. Now that I’m an advisor myself, I always ensure that I thoroughly examine and think things over despite the amount of time I have. With this value, I had made students very satisfied and well-informed about their situation. The only thing I need to be careful however is to don’t always disregard time: as some students may need the information for other purposes (such as needing the information for work purposes).

References:
Hoch, S. J., Kunreuther, H. C., & Gunther, R. E. (2001). Making Decisions. Hoboken, NJ: John Wiley & Sons, Inc.