You are right, Edryce
a faculty member's lot is not an easy one.
However, as my original posting pointed out, if we develop a curriculum that
helps students translate the theories into practical decision guidelines, the
more likely that they will take something useful with them when they step out
into the work-world.
There, however, they make decisions that affect stakeholders very soon, if
not immediately.
Understanding what they should consider with every such decision, and
developing habits to be thorough in asking appropriate questions will make them more
effective - not only in their work environment but also their personal lives.
Let me answer your question: "What is the goal of your questions?" with what
might be considered my original statement of objective for starting this
thread, let me repeat two points:
7. There is little in the field of management and leadership education and
development that directly addresses this need for learners to acquire greater
competence in decision making. Victor Vroom's work on participation and
Herbert Simon's emphasis on decisions rather than actions, are two outstanding
exceptions. However, the focus of education in Organizational Behavior (behavioral
science) aspects of management is primarily on theories and descriptive
examples of the application of theories to specific situations, rather than on
helping learners develop the critical thinking and analysis skills that lead to
consistently better decisions in all situations.
8. Better balance between the descriptive and prescriptive (as is done in
the scientific and functional disciplines) would likely bring graduates of
educational and developmental programs who will make better comprehensive
management and leadership decisions and thus probably bring more effective
organizations.
These two points can be seen as a call to join in an effort to define what
management education (and development) can do so graduates will be better able
to make effective decisions, especially in their leadership roles, when they
are called on to lead a project, lead in gaining agreement on an idea in a
meeting, leading a team, or, ultimately possibly leading in their professions or
leading an entire organization.
Finally, my Point 5 is also relevant here:
5. A group of comprehensive, integrated questions that can remind of all or
most of the issues that deserve consideration in a decision, can help to
ensure that relevant issues are not likely to be ignored.
If we can define such a list of questions and then concentrate on helping
learners develop the habit to use them reqularly, we will probably make
management education and development significantly more effective. We might wind up
writing a book together.
My post was an attempt to rally support for such a definition and support for
gaining a foothold in academia, and especially in Organizational Behavior
courses for this viewpoint.
Cheers,
Erwin (Rausch)
didacticra@aol.com and
erausch@kean.edu