A632.9.3.RB_RoleofEmotioninDecisionMaking_LouBeldotti

A632.9.3.RB

Role of Emotion in Decision Making

            Who hasn’t let their heart hijack their brain?  No one is immune. 

            As a youth, it happened more often that it does now.  I remember falling in and out of love multiple times once I decided that girls did not have cooties.  This ridiculous behavior made me make so many wrong or rash decisions.  An example of this was when I was seventeen years old and living with my mother and step-father in Colorado.  I had fallen in love with a girl that I went to High School with.  I was so crazy in love that when my parents decided that they were going to move back East, I refused to go.  At first, they were dead set against me staying.  I told them that when I turned eighteen, I would move back.  They finally gave in and I moved in with my girlfriend’s Aunt and Uncle and my parents moved back East.  A few months later, it was discovered that my girlfriend was pregnant.  So, I enlisted in the Army, graduated from High School a semester early, went to training, married my girlfriend, moved to Washington State with her and my young son, then to Germany with child number two, then to Texas and was divorced after only eight years of marriage.  All due to matters of the heart. 

            Ok, you might think that this story is not that out of the ordinary and maybe it isn’t.  However, before all of this occurred, I had intended on becoming a doctor.  I had my plan laid out…I took the right classes in High School…had a college chosen and read all I could get my hands on about medicine.  My mother would brag to people that I was medical school bound.  Well, the heart controlled the brain and here I am today…53 years old, retired from the Army, three grown children, teaching High School, and not a doctor.

            So, this is one way to look at how emotions can affect the decision-making process.  However, emotions can work to your advantage in other respects.  Baba Shiv (2011) discusses how emotions can provide positive results especially in sales and marketing.  I know exactly what he means.  When I was an Army Recruiter and then a Career Counselor, I had to really stimulate the emotions of my potential recruits and retainees.  Sure, I could speak to the minds of the individuals by discussing Training, Education, Adventure, and Money but seemed so clinical.  As a recruiter, I spoke directly to what excited them…their emotions.  The same thing applied to my retainees but it was slightly different.  These Soldiers had already spent time in the Army.  Their decision to remain or get out was often tied to emotions.  Some of these emotions were good ones where others were not.  Some Soldiers were just ready to leave.  These were hard sales.  Often it would require offering them new opportunities or even money to convince them to stay. 

            As you can see, two completely different scenarios, with totally different effects of emotions.  In both situations, I achieved “my desired” outcome but in the personal reflection, I did not achieve my original life goal.  As a recruiter, I did not convince every person to enlist and as a Career Counselor, I did not retain every single Soldier.  But in all situations, emotions played a crucial part.

Reference

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

A632.8.3.RB_ReflectionsontheCynefinFramework_LouBeldotti

A632.8.3.RB

Reflections on the Cynefin Framework

            In this blog, I am asked to create a reflection based on critically thinking about how the Cynefin Framework can benefit your decision-making. Consider the chart on page 7 of the HBR article A Leader's Framework for Decision Making and discuss decision-making in multiple contexts; include two specific examples of decisions in multiple contexts that you have made. Detail the considerations from the various contexts that influenced your decision.  Critically assess the Cynefin Framework and describe 5 ways it can provide an improved context for decision making.

            Until this course, I was totally unaware that this framework even existed.  Yes, I knew that some decisions were simple, some were complicated, some were complex, and even some were chaotic.  Most of my experiences in the chaotic quadrant took place in a combat environment.  When I was a young Soldier, all decisions were based on the simple quadrant... “wax the floor”, “polish the brass”, “clean the latrine”, “drive the jeep”, “sweep the floor”, and other simple tasks.  This did not require the use of very much gray matter to get the desired result. 

            As I developed into a leader through training, military education, and mentorship, the tasks that I faced moved from the simple to the complicated and even complex.  It was part of my growth.  I had to be able to think on my feet and direct my subordinates through anything that we could possibly face.  You, see…although the military is very structured, it is very fluid.  Things can turn on a dime.  In peace time, this often occurs at the whim of the Commander.  Nothing is carved in stone.  During operations, a fragmentary Order (FRAGO) can come at any time.  The FRAGO usually takes the operation back to the beginning and send it in a different direction.  Snowden (n.d.) refers to it as “resetting”.  Young Soldiers hate resetting!  They have already done so much and now they must undo what they have done and start all over again.

            In the context of chaotic, I only experienced this during combat.  Although we had excellent intelligence, the enemy could always be unpredictable.  But guess what?  Sometimes in the midst of chaos, things aren’t always as they seem.  An example of this occurred in 1991 while I was deployed to the Middle East during the first Gulf War.  We had set up a hasty assembly area and were about to have lunch. Suddenly radios started crackling and the word was that our Squadron was engaging the enemy.  The Squadron Commander, Lieutenant Colonel (LTC) Edward J. O’Shaughnessy, Jr. radioed the Howitzer Battery (HB) to start delivering indirect fire to the enemy’s location.  The sound of artillery echoed for miles.  Radio transmissions came constantly when suddenly, LTC O’Shaughnessy ordered, “Cease fire”.  Oddly, the cannons did not stop.  He ordered it again.  Still cannon fire.  He finally demanded it over the radio and the HB Commander stated that he had ceased fire.  Now chaos ensued.  Who was firing?  It had to be the enemy.  The entire Squadron went into full retreat, pulling back a kilometer as advised in the Standard Operating Procedure (SOP) leaving food, trash, and water behind.  Once the Squadron regrouped, it was discovered that units from the 7^th Infantry Division were delivering indirect fire on the Squadron’s location because they believed that they were engaging the enemy.  Bad intel and total chaos.

            The Cynefin Framework make sense to me but it isn’t something that I believe needs to be defined.  Especially from the military perspective.  I actually find it just a map of common sense already used by many managers and leaders. 

            I do, however, like the Snowden and Boone (2007) descriptions found in the HBR article:

Simple Contexts: The Domain of Best Practice

Simple contexts are characterized by stability and clear cause-and-effect relationships that are easily discernible by everyone. Often, the right answer is self-evident and undisputed. In this realm of “known knowns,” decisions are unquestioned because all parties share an understanding. Areas that are little subject to change, such as problems with order processing and fulfillment, usually belong here.

            I like the known.  Usually these are daily tasks that do not change.  These are things that we have full knowledge of and very little change occurs from day to day.

Complicated Contexts: The Domain of Experts

Complicated contexts, unlike simple ones, may contain multiple right answers, and though there is a clear relationship between cause and effect, not everyone can see it. This is the realm of “known unknowns.” While leaders in a simple context must sense, categorize, and respond to a situation, those in a complicated context must sense, analyze, and respond. This approach is not easy and often requires expertise: A motorist may know that something is wrong with his car because the engine is knocking, but he has to take it to a mechanic to diagnose the problem.

            This is where I usually exist.  This is the context that I must use my leadership.  In the complicated contexts, the leader must lead. 

Complex Contexts: The Domain of Emergence

In a complicated context, at least one right answer exists. In a complex context, however, right answers can’t be ferreted out. It’s like the difference between, say, a Ferrari and the Brazilian rainforest. Ferraris are complicated machines, but an expert mechanic can take one apart and reassemble it without changing a thing. The car is static, and the whole is the sum of its parts. The rainforest, on the other hand, is in constant flux—a species becomes extinct, weather patterns change, an agricultural project reroutes a water source—and the whole is far more than the sum of its parts. This is the realm of “unknown unknowns,” and it is the domain to which much of contemporary business has shifted.

            In the Army, complex contexts are part of the training phase.  New Soldiers are like a blank canvas.  SOPs mean nothing to them however only have the “right answer”.  This also applies to Regulations, Field Manuals (FMs), and Technical Manuals (TMs).  Through trial and error, the Army has concluded that there is only one correct way to do something. 

Chaotic Contexts: The Domain of Rapid Response

In a chaotic context, searching for right answers would be pointless: The relationships between cause and effect are impossible to determine because they shift constantly and no manageable patterns exist—only turbulence. This is the realm of unknowables. The events of September 11, 2001, fall into this category.

            Chaos is chaos.  As a retired military leader, I trained my Soldiers to deal with chaos effectively.  In combat, it could be the difference between life and death.  I trained them to deal with the unknown.  Multiple scenarios.  All of the what-ifs that we could think of were discussed.

           

References

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

Snowden, D. (n.d.). The Cynefin Framework. [Video File]. Retrieved from https://www.youtube.com/watch?v=N7oz366X0-8

A632.7.3.RB_CollaborativeDecisionMaking_LouBeldotti

A632.7.3.RB

Collaborative Decision Making

            In this blog, I am asked to reflect on the role of collaboration and getting to resolution in the process of decision-making. Rarely, if ever, do our decisions affect only ourselves, consider the importance of getting other stakeholders involved, and how can they help you make a better decision for all?  

            I must recall a specific situation where I was faced with making a decision within the context of the information in this module’s reading, describe the process I went through and the outcome I was seeking. How did stakeholder involvement help me make a better decision?  If stakeholders were not involved, could they have been? Would that have led to a better resolution? Did I achieve my objective?  Finally, identify 3 ways I may use this learning experience to make better decisions in the future.

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less.
As well as if a promontory were.
As well as if a manor of thy friend's
Or of thine own were:
Any man's death diminishes me,
Because I am involved in mankind,
And therefore never send to know for whom the bell tolls;
It tolls for thee. 

-John Donne

            Just as the man is a piece of the continent, he must collaborate with the rest of the continent.  Everyone that is involved with the conflict must be involved in the resolution decision-making process.

            Input from all stakeholders is key in resolving the conflict.  I personally never make decisions without first discussing them with my spouse.  The same applies to any decision being made.

            As a school teacher, one of the biggest conflicts I face is how well a child is doing in school.  If a child is doing well, there is no conflict.  If a child is doing poorly, then the conflict exists.  The conflict usually comes from the child, his or her parents, their other teachers, the guidance counselors, and the administrators.  The child blames the teachers, teachers blame the child and the parents, the parents blame everyone except the child, and the guidance counselors and administrators don’t actually lay blame but I’m sure that they have someone in mind.

            The most popular way to resolve conflict in these situations is to arrange conferences with all stakeholders.  Believe it or not, the child is also often included in these meeting.  Things that bring about these meetings are discipline problems, tardiness, excessive absences, and grades. 

            As a teacher, the outcome I seek is what is in the best interest of the child.  Involving all stakeholders really is in the best interest of the child as long as the actual problem(s) is addressed and the “blame game” is kept out of the decision making process. 

            Most of the time, these meetings err on the side of the child and a plan is created based on input from all.  Generally, an Individual Education Plan (IEP) is developed which addresses everything from discipline to grades.  Accommodations are agreed upon and put into place.  Once the plan is in place, periodic re-evaluations are done to see if the plan is working.  Meeting are called, input is solicited, and tweaks are made. 

            From these experience and from this week’s reading, three ways I may use what I’ve learned is by applying the many practices described such as “Testing Your Intuition”, “Following Your Instincts” (this is something I will use more often), and “Ongoing Feasibility Testing”. (Levine, 2009).

References

Donne, J. (1624). No man is an island. Retrieved from https://www.poemhunter.com/poem/no-man-is-an-island/

Levine, S. (2009). Getting to resolution: Turning conflict into collaboration. (2d Ed). Oakland, CA: Berrett-Koehler

A632.6.3.RB_TheHighCostofConflict_LouBeldotti

A632.6.3.RB

The High Cost of Conflict

            

             I know we have all heard it.  “We were born with two ears and one mouth…listen twice as much”.  Too often, people want to “yap” instead of listen.  They want to inject, interject, argue, and be heard.

            As a school teacher, I have really learned to find an equilibrium between listening and speaking.  I may not always listen twice as much because of my position but I certainly know when to shut up.

            Being a retired Soldier and a Secondary School Teacher, I can state that both occupations have their level of high stress.  There was more stress being in combat but today’s High School is pretty darn stressful just like any career field.  Especially where there is a “chain of command” or hierarchy.  According to Patient Services, Methodist Hospital HealthSystem (1997), “Conflict is inevitable, especially in highly stressed environments. Clinical environments marked by nurse-physician conflict (and nurse withdrawal related to conflict avoidance) have been proven to be counterproductive to patients. Clinical environments with nurse-physician professional collegiality and respectful communication show decreased patient morbidity and mortality, thus enhancing outcomes. The growth of managed care, and the organizational turmoil associated with rapid change, makes it imperative to structure the health care environment so that conflict can be dealt with in a safe and healthy manner. Professional health care education programs and employers have a responsibility to provide interactive opportunities for multidisciplinary audiences through which conflict management skills can be learned and truly change the interpersonal environment. Professionals must be free to focus their energy on the needs of the patient, not on staff difficulties.”  In this example, one can see that that the high cost of conflict is patient health.  In the military, it can mean the difference between life and death on the battle field, and in the class room, it can mean the difference between a student have a successful four-years of High School or a student dropping out or failing.

            In the video found at https://www.youtube.com/watch?v=t2z9mdX1j4A, the moderator discusses “active listening” as a key tool to dealing with conflict.  I was drawn to the content of the video immediately because since the day I began Basic Training (3/10/1983) to the day that I retired (4/31/2010), the Army has formally taught me all about “active listening”.  According to Major Joel P. Cummings (2012), “Army leadership doctrine recognizes the importance of listening to those we lead to make better plans and decisions. Field Manual 6-22, Army Leadership, calls this skill active listening. ‘Active listening helps communicate reception of the subordinate’s message verbally and nonverbally,’ according to FM 6-22. ‘To capture the message fully, leaders listen to what is said and observe the subordinate’s manners.’ Active listening is an essential component to the leadership competency of ‘communicates.’ Leadership doctrine also recognizes that communication is essential to the other seven leadership competencies.”  I am pretty sure that this really helped my hone my active listening skills of the course of my almost three decades of service.

            So, this assignment asks the question, “Think about the last time you “really listened” to someone else and gave them time to “get their story out”. How different was that experience from your normal communications?”  Honestly, I believe that I engage in active listening as a constant.  Defining “normal conversation” is a bit difficult.  If I am just yacking it up with friend, I am pretty sure that I have flicked the active listening switch to off.  However, when dealing with conflict and assisting my students, I am always switched on.

References

Patient Services, Methodist Hospital HealthSystem. (1997). The high cost of conflict.  15(3):119-23. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/9305111

MindToolsVideos. (2015, June 12). Improve Your Listening Skills with Active Listening. [VIDEO FILE]. Retrieved from https://www.youtube.com/watch?v=t2z9mdX1j4A

Cummings, J.P. (2012, November-December). Active Listening: the Leader’s Rosetta Stone. Retrieved from http://www.benning.army.mil/armor/eARMOR/content/issues/2012/NOV_DEC/Articles/Cummings_ND12.pdf

A632.3.3.RB_FramingComplexDecisions_LouBeldotti

A632.3.3.RB

Framing Complex Decisions

Describe the 3 different tools or approaches for dealing with complex, multiple stakeholders, and environmental decision processes in your organization. Reflect on changes or alterations you would consider to ensure the most successful process possible. Describe the elements in detail and make clear the available options and consequences.

            People, are generally just hard to deal with.  During the school year, I have to deal with children who are products of their home environment, parents and guardians that think that their children and wards can do no wrong, and coworkers who are stuck in their ways.

            According to Hoch et al (2001, p 128-129), there are three basic ingredient to “new approaches to decision-making strategies”.  They are:

·         Building the information base.  “The use of data warehousing and data mining, together with powerful evaluation vehicles based on optimization and simulation models of grand scope, provide the basis for a much richer and more precise informational base for decisions.”

·         Identifying constraints.  “The calculus of real options has underlined the importance of assuring that today’s decisions are directed at assuring a rich menu of possibilities for tomorrow’s decisions.”

·         Strengthening organizational capabilities.  “The fact that managers need powerful decision support and data management tools to function adequately dictates the organizations as a whole require new skills and capabilities to design and implement new tools.”

At my current school, we use data warehousing to the maximum.  The school district gathers data about these children from the kindergarten on, and provides access to every teacher who comes in contact with the child over the course of their 13-year education.  With this information, each teacher is armed with the ability to customize an individual teacher plan for children who require it.  As a whole, if the school system observes the fact that the child need specialized attention, the school system, along with the student, parents, guidance counselor, and case manager design an Individual Education Plan (IEP) that every teacher and administrator must follow.  The plan becomes a legal document and the lack of following it, without permission, can cost the educator his or her job.

            Constraints are identified and immediately addressed.  Adjustments are made to insure that all obstacles are removed or smoothed over.  This allows the educator and the child to understand all of the accommodations that are required.  Accommodations are given when the student makes the request.  This leaves very little for the educator to decide. 

            Finally, the school is constantly in flux making changes, as required.  If changes are needed, the staff, as a whole, is immediately trained to understand the requirement and put it into force.

Reference

Hoch, S.J. & Kunreuther, H.C., with Gunther, R.E. (2001). Wharton on making decisions. Hoboken, NJ: John Wiley & Sons

A632.5.4.RB_HowProtectedAreYourProtectedValues_LouBeldotti

A632.5.4.RB

How Protected are Your Protected Values?

            I have always processed values that were passed on by how I was raised, who I associated with, and my own internal monologue.  I honestly never gave consideration that maybe some of these values were protected.  However, now that I think about it, I do, indeed, hold some values more sacred than others.

            According to Hoch et al (2001, pg. 251), “People often draw a line in the sand to create values that are protected from trade-offs.  These protected values (PVs) are considered absolute and inviolable.  Many of these values concern natural resources, such as species and pristine ecosystems, and health issues such as feeding the hungry and protecting children’s welfare.  People with these PVs do not think these values should be sacrificed for any compensating benefit, no matter how small the sacrifice or how large the benefit.  In other words, the values should be protected from the trade-offs.”  So, after reading this I had to ask, “Were my values created?”  I am going to say that they were developed.

            So, what are my protected values?  I had to do some deep thinking to really come up with the answer.  First, I am a veteran and patriot.  I served in the U.S. Army for a little over 27 years.  Because of this, my first two protected values are the love and respect for the American flag and my love of this country.  No one…I mean no one shows disrespect for that lovely red, white, and blue piece of fabric.  If they do, they have to deal with me.  To illustrate this, allow me to tell you a story.  In 2009, my major command was doing a mass-reenlistment on the steps of the National Archive in Washington, DC.  After the ceremony, two Soldiers were retiring the US Colors (ceremonial American Flag) and they allowed it to almost touch the ground.  I was across the street taking pictures when I observed this.  I took flight and crossed the street in a matter of seconds “dressing down” these to young knuckleheads verbally.  Since I was a very senior Soldier, they looked as though they were going to defecate in their pants.  I explained to them the importance of taking great care of the flag and to never…ever…ever…let it touch the ground.  I’m pretty sure my message was received loud and clear. 

            I also value family.  I use the same zeal, as I do with the flag, when dealing with those that wish to offend my loved ones.   I actually even apply this to my closest friend.  Offend them…offend me. 

            So, the pros of my passion only enhance my love of country, flag, family and friends.  The cons are the fact that I’ll split your lip if you disrespect the flag, my country, my family, and friends.  This could, in fact, cause me to get in trouble with the law or potentially get my butt kicked.  That’s the chance that I am more than willing to take. 

            Since I feel so strongly about these things, a step far beyond the bounds of decision-making and go into the realm of instinct. 

            Until this exercise, I had really never given thought to these protected values or my reaction.  However, even though I now see this, I will not change a thing.

Reference

Hoch, S.J., & Kunreuther, H. C., with Gunther, R.E. (2001). Wharton on decision making. Hoboken, NJ: John Wiley & Sons

A632.2.3.RB_HowToMakeChoosingEasier_LouBeldotti

A632.2.3.RB

Sheena Iyengar: How to Make Choosing Easier

            In her video, Sheena Iyengar (2011) indicates that choice overload has the biggest effect on making decisions or choices.  I would have to completely agree.  It is always a conundrum when I go to stores such as Sam’s Club or World Market.  So many choices.  So many, choice, so little time!  Don’t get me wrong, I like choices.  However, I often spend hours in these stores and often buy very little.  But other times I come out spending entirely too much money.  When I go to these places I must bring my wife to keep me in check.  You see, I am an impulse buyer.

            As I see it, more is not better.  “More” often causes confusion.  I often have a hard time items that offer too many choices unless I know exactly what I want.  Things like jeans and canned tomatoes use to drive me nuts.  However, I now only by a certain brand and style of jeans and a certain brand of canned tomatoes regardless of the amount of choices around me.  According to Iyengar (2001), “Less is more”. She informs the viewer that too many choices cause the following: 

       

·         You are more likely to delay choosing.

·         You make worse choices.

·         You choose things that make you less satisfied.

            I get it.  Like I said earlier, I may come out of the store without anything or less than I intended, I may be caused to impulse buy, and I sometimes have “buyer’s remorse”.

            Iyengar (2001) then discusses for techniques to mitigate choice overload.  She first states that choices should be “cut”.  I believe that this applies more to the retailer but can be applied to the consumer.  The retailer should offer less choices. In Iyengar’s researcher, she describes improved sales and profits.  As a consumer, I should already have my mind set on what I want.  Just like the jeans and canned tomatoes. 

            Her next technique is “concretization”.  Make concrete decisions by have knowledge of the consequences associated with the choice.  As described in the first technique, I already have my mind solidly set on certain products.  An organization can also use this technique by only offering its employees certain benefits and not an endless buffet of options.  Things like retirement plans and health/dental options cost the company less and doesn’t confuse the employee. 

            Her next technique is categorization.  She informs the viewer that we can handle more categories than choices.  I am pretty sure that is why almost all grocery stores are organized in categories.  Just look at the aisle marques and you’ll understand.  Everything fresh or perishable is on the outer walls like the bakery, produce, and meats while everything else is aligned in aisles in the middle.  I am such a frequent food shopper that I can navigate a grocery store with my eyes closed.  I know the categories of the aisles…condiments…spices…pasta, rice, beans, and sauces and so on. 

            Her final technique is condition for complexity.  She informs the viewer that we can handle a lot more information than we think.  I agree.  Information is one thing but choices are another.  I would add that as consumers, we must have our choices in mind before making these decision by doing research.  The decision to buy a car, furniture, health insurance and more.  Our minds can handle the information, we just need to be ready to narrow down the choices.

           

Reference

Iyengar, S. (2011). How to making choosing easier. TED. [VIDEO FILE]. Retrieved from https://www.ted.com/talks/sheena_iyengar_choosing_what_to_choose

A632.4.4.RB_DeceptionInNegotiations_LouBeldotti

A632.4.4.RB

Deception in Negotiations

“Can you detect a lie?  One study found that 28 percent of negotiators lied about a common interest issues during negotiations, while another study found that 100 percent of negotiators either failed to reveal a problem or actively lied about it during negotiations if they were not directly asked about the issue.” (Hoch et al, pg. 187, 2001)

            I have experience in this.  In the early 90s, I moonlit as a car salesman and from 1994 – 2003, I served as an US Army Recruiter.  Let me be honest, a sales person does what he or she has to close the deal.  Is lying required?  No.  Is omitting information wrong?  From my experiences I’m going to go with a “no”.  If you didn’t ask me, I didn’t volunteer the information.

            In car sales, the product spoke for itself.  During delivery, all the bells and whistles need to be described to the buyer.  The negotiation happened during the sale and it was actually the Sales Manager and Finance person that gave the bottom line.  It was up to the salesperson to close the deal.  Tactics like telling the customer that the price was only valid “today” or throwing in free oil changes usually closed the deal.  Other layers of persuasion would be added if the customer wanted to “walk”.

            Recruiting was a bit different.  In the old days, we would seek a dominant buying motive (DBM), by using TEAMS.  Training…was the applicant looking for a skill?, Education…was the applicant looking for money for college?, Adventure…was the applicant looking for a thrill like jumping out of a plane?, Money…was the applicant looking for a guaranteed pay check?, or Service to Country…was the applicant just interested in serving his or her country or carrying on a family tradition? 

            Omission of information is common practice in negotiations.  Sadly, so is lying.  However, a skilled negotiator can detect lies very easily.

            So, in this blog, I am asked to reflect on deceptions in negotiations and describe four ways to reduce your vulnerability to deception during negotiations, relate an example of a recent negotiation in which I was misled and one in which I may have overstated a claim. In the case of the overstatement, how far would I have gone, or did I actually go, to leverage your position?

            So how does one reduce his or her vulnerability to deception during negotiations?  Here are my thoughts.

            1.  Don’t be gullible and believe everything you hear.  Vet, vet, vet!

            2.  Do your research.  Know who you are dealing with.

            3.  Sleep on it.  Never say yes until you are absolutely sure.  This pisses sales people off. 

            4.  Take “no” for an answer.  Give “no” for an answer. Don’t be afraid of “NO”.

            My wife and I have had three opportunities to say no in the past year and a half.  We have had someone try to sell us a water softener, another try to convince us into solar panels, and a third try to sell us another water softener.  The first water softener person was very convincing.  We actually said “yes” but after the agreement, we exercised our “buyers right to rescind” after sleeping on it because the sale was made in our home.  The solar panel guys visited us over a year ago.  He then made contact again and we invited him out to our home.  His sales pitch made sense but we said “no” because of the cost.  Finally, the next water softener sales person made sense and we have been enjoying the product for several months.  The company threw in ten years of soaps, lotions, and potions.  We saw this as a win-win although the price was higher than me being a similar device at Lowes or Home Depot and installing it myself.

            Since I work in secondary education, I really don’t have many opportunities to overstate my product.  Secondary education is compulsory to age 16 in most states.  Kids have to go to school.  However, kids do not need to pick my elective.  I tell them how great my program is and they and their parents make their choice.  I need to keep my numbers up to 10% of the student population or 150 Cadets per year, whichever is lesser.  Sometimes I have to sell the program. 

Reference

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

A632.1.4.RB_Multistage Decision-Making_Lou Beldotti

A632.1.4.RB

Multistage Decision-Making

            How about the graphic above?!  To me, it reads like stereo instructions.  Is decision-making really a mathematical equation?  I’m going to say…no.  However, there is something definitely very analytical about decision making.

            For this blog, I have been challenged with the following:  Hoch, Chapter 3 discusses the power of everyday reasoning in multistage decision-making. The text discusses the way that researchers solve multistage problems through the application of formulas (dynamic programming models) that provide the most significant chances of success. Critically think about your own decision-making process and reflect on the process you use in relation to the decision making process recommendations outlined in the article. How would you apply optimal dynamic decision analysis to predict the future impact of today's decision? Additionally, would the conclusions reached on pages 57 of the text improve your decision-making? How and why?

            According to Hoch, et al (2001), “Optimal dynamic programming solutions are based on two foundational assumptions about problem solving that, if violated, would likely lead to the poor performance of any intuitive solution:

1.      Complete forward planning.  When maximizing total utility over a horizon, decision makers are assumed to look ahead to all future periods and anticipate all possible choices and outcomes.

2.      Optimal learning.  Decisions are assumed to fully utilize past information to update current beliefs and future predictions

            Sounds like I need to be an actuary.  Not really.  However, to properly solve problems, I need to be as analytical and logical as Mr. Spock from “Star Trek” and as astute and observant as Sean from “Psych”.

            I’m a forward thinker.  I am always thing five steps ahead.  Maybe more.  Just ask my wife.  When a decision is required I fire up the old gray matter.  If I do “this” what will the potential outcome(s) be?  If I need to get a drink from the fridge, I honestly think about the steps that are required to fulfill that need.  My first inclination is to ask my wife.  However, if she is doing something else, I certainly can’t ask my dogs so I have to do it myself.  I actually think about the glass, how much ice is in the freezer, and my beverage of choice and its location.  Silly.  I am often called anal which is a derivative of analytical.  This goes for about everything I do.  I actually think about all the things that can go wrong in my decisions and how to avoid them or overcome them.  Again, ask the Missus. 

            I have learned from my mistakes.  I once used a razor blade to open a paint container.  I no longer do that.  I’ll show you the scar.  I once ate too much.  I once left a candle burning and fell asleep.  I once backed out of the garage with my car door open.  I once touched a hot stove.  There are a lot of “onces”.  Have I done these things twice?  Nope.  However, there are things that I have done over and over again being met with the same results.  What causes this?  Myopia.  According to Hoch (2001, pg. 46), “What drives our tendency toward shortsightedness?  The most obvious culprits, of course, are cognitive limitations”.  The lights are on but no one is home.  It reminds of Albert Einstein’s definition of insanity, “Doing the same thing over and over again and expecting different results.”

            Ok, so let us continue to delve into the science of decision making.  Decisions are sometimes emotional.  Who hasn’t heard of the husband or wife doing something outside of the norm because of emotion(s)?  I mean there are people who have stolen and even killed because of emotions.  So how do we bridle and harness these emotions?  “The first step to using our approach to emotion-laden decisions is simply to recognize that emotions have an impact on decisions.  Neglecting these considerations may be costly (Hoch, 2001).”  I say, be cognitive of your emotions. 

            Look gentle reader, think critically, think analytically, and be aware of your emotions.  Do not base your decisions on feelings, gut, or emotions.  However, a mathematical equation is not necessary.   Think, damn it.  Think!

Reference

Hoch, S. J., Kunrreuther, H. C., & Gunther, R. E. (2001).  Wharton on making decisions.  Hoboken, NJ: John Wiley & Sons

A634.9.4.RB_AReflectionofOurLearning_LouBeldotti

A634.9.4.RB

A Reflection of Our Learning

            This has been the third ethics course that I have taken since pursuing higher education and I must say it has been my favorite.  The previous took courses were more in tune with business but ethics is ethics.

            LaFollete’s (2007) text was very informative.  Everything I read evoked great thought on my part.  It gave me great drive to do addition research. In Part Four: Autonomy, Responsibility, and Risk, LaFollette discusses the death penalty in chapter 11.  What I read truly motivated me to do more research on the Death Penalty.  This was my findings:

RESEARCH

            The Colonies of America from 1608 until 1776 and the United States from 1776 until 2002 have executed 15,269 citizens according to a 32 year study conducted by M. Watt Espy, Jr. and John Ortiz Smykla (Espy & Smykla, 2016).  According to the US Department of Justice (USDOJ), there have been 1,188 executions carried out in the United States from 1977 to 2009 (USDOJ, 2010).

            There have been many methods of execution of the past 400 years.  Some would be considered very inhumane.  The methods have been:

• Asphyxiation – Gas chamber
• Bludgeoned/Broken on a wheel
• Burned
• Electrocuted
• Gibbeted
• Hanged
• Lethal injection
• Pressing
• Shot – Firing squad

(Espy and Smykla, 2016)

            I believe that most would say that being bludgeoned to death, burned, gibbeted, and crushed to death under heavy weight (pressing) are indeed cruel and unusual means of execution.  During my research, I discovered there was only one recorded execution by pressing.  According to Heather Snyder (Snyder, 2001), Giles Corey was executed by pressing in Essex County, Massachusetts on September 18, 1692, accused of witchcraft.   The death penalty is controversial enough – image if these execution methods were still in use today?

            Upon further investigation, I also discovered that execution was most widely used from 1930 – 1939, lethal injection is the most common method used, 20 – 29 is the age range of the majority of executions, there has been 365 females between 1608 and 2002, and there have been 14,753 males executed in that same time frame (Espy & Smykla, 2016).

            I believe the most controversial topic regarding the death penalty if the race of the person executed.  Those against capital punishment make the argument that most people executed are minorities.  Below is the execution demographic of those executed from 1608 – 2002:

Asian               Black               Hispanic                      Native American                     White

147                  7353                    349                                     362                               6344

            Separately, it would seem that white (41.5%) and black (48.2%) people are the largest groups who are executed.  However, when the term minority is used it usually encompasses all persons considered to be a minority.  With the above mentioned examples, it would appear that 8211 (53.8%) minorities were executed and 6344 (41.5%) white were executed. 

            Now let’s look at executions from 1977 to 2009:

Asian               Black               Hispanic                      Native American                     White

   6                   411                     91                                        8                                    672

            Collectively, 516 (43.4%) minorities were executed during this time while 672 (56.6%) white were executed.  There is twenty-two years of overlap but the indication here is that being a minority has nothing to do with who is executed.  I submit that what truly affects these numbers is socio-economics.  I’d elaborate but think that this discussion is for another time (USDOJ, 2010)

            According to the 2010 US Census, there were 223,745,538 white people living in the US while there were 107,013,359 minority people living in the US.  Based on data from 1997 to 2009, less than one percent (0.00048218) of minorities were executed based on their demographic and less than one percent (0.00030034) white were executed based on their demographic (U.S. Census Bureau, 2011).

            But why do people commit capital crimes?  Are the responsible for their crimes if they are young, have learning disabilities, and have diminished mental capacities? What is our responsibility as a society?  Do we consider their upbringing (socio-economics)?  Should the punishment fit the crime?  Who should be put to death and why? 

            A recent case in the state of Florida actually answers many of these questions.  Markeith Lloyd has been charged with the murder of his pregnant ex-girlfriend, Sade Dixon (the un-born child died also) on December 13, 2016 and then murders Orlando Police Department Lieutenant Debra Clayton just 27 days later on January 9, 2017.  In a strange twist, State Attorney, Aramis Ayala, made a public statement stating that she would not be seeking the death penalty in Lloyd’s case.  Her publicly stated reasoning is, "I have given this issue extensive, painstaking thought and consideration.  What has become abundantly clear through this process is that while I currently do have discretion to pursue death sentences, I have determined that doing so is not in the best interests of this community or in the best interests of justice. After careful review and consideration of the new statute, under my administration I will not be seeking the death penalty." (Cordieiro, 2017).  This caused public outrage and Governor Rick Scott removed her from the case and asked for her recusal.  I believe that her statement is based on personal conviction and has nothing to do with justice.

            Lloyd was found fit to stand trial and even requested to represent himself.  He is of an age to be aware of right and wrong.  He does come from an oppressed upbringing.  Being a supporter of capital punishment, he should be put to death.  His crimes were so heinous and done in cold blood that this is the correct course of action.  It isn’t up to the prosecutor to determine his punishment but up to a jury of his peers.

            The next lesson that spoke volumes to me is found in Part Three: Life and Death.  In chapter 9, LaFollette discusses Slippery Slope Arguments.  According to LaFollette (2007, pg. 130), “The moral roads on which we travel are slippery.  Our individual and collective actions inevitably affect others, ourselves, and our institutions.  They shape the people we become and the kind of world we inhabit.  They increase or decrease the likelihood, however slight, that certain futures will occur.  Sometimes those consequences are positive, a giant leap for moral humankind.  Other times they are detrimental or morally regressive.”  Essentially, if you do that then this will happen.  So basically, don’t do that.

            Until I did some research for this discussion, I thought that the term slippery slope stood on its own with a general understanding.  However, according to Logically Fallacious (2017), Slippery Slope is “also known as absurd extrapolation, thin edge of the wedge, camel's nose, domino fallacy.”  If someone had used one of these terms previous to this knowledge, I probably would have had no idea what they were talking about.

            I, for one, do my best to avoid the slippery slope.  However, I see it affect students, every day.  I have kids who violate dress code, attendance, and tardiness habitually.  Once they get into a rhythm, they continue to slide until they reach a point that they are suspended or their grades suffer.  I talk to them until I am blue in the face but they just don’t get it. 

            Finally, Part Six: The Demands on Morality, chapter 18, Egoism: Psychology and Moral really got my brain to bubbling.   According to Stephen O. Sullivan and Philip A. Pecorino (2002), “Ethical egoism is a normative theory.  As previously indicated, it recommends, favors, praises a certain type of action or motivation, and decries another type of motivation. It has two versions: individual ethical egoism and universal ethical egoism. In the first version one ought to look out for one's own interests. I ought to be concerned about others only to the extent that this also contributes to my own interests.  In the second version, everybody ought to act in their own best interest, and they ought to be concerned about others only to the extent that this also contributes to their own interests.”  I believe that egoism goes hand and hand with narcissism.  Self-absorption is another descriptive term for the egotist.  Egoism has no position in the workplace.  It becomes a hindrance and a distraction.  

            Over the course of my 27-year Army career, I met many egotistical people.  These people were so self-centered and self-absorbed.  Always talking about themselves and what they could do for the organization.  When I was promoted to Sergeant First Class and put in-charge of a Recruiting Station I placed a sign on my desk and it read…“Check your ego at the door”.   However, my Recruiters did not always do this.  An example of how ego would get in the way of ethical decision is when a Recruiter is a “Super Star” but suddenly starts failing.  Now the Recruiter starts cutting corners, omitting disqualifying information, and fabricating things to get his or her numbers up to continue appearing as a Super Star.  A tangled web.  A tangled web, indeed.

            In LaFollette’s text (2007, pg. 272), egoism is regarded two ways.  Psychological egoism and ethical egoism.  LaFollette states that psychological egoism “seems to fit ordinary observations about what motivates people…If we reflect on our own lives and the lives of our friends, we are no different.  Doing what we want often makes us happy, while we are usually dissatisfied if we cannot do what we want”.  I see this often and find it to be very selfish.  Not just selfish but juvenile.  I can equate this to children on the playground.  Billy wants to play on the teeter totter but Susy wants to play on the swings.  Billy throws a tantrum to get his way. 

            Although not the polar opposite, ethical egoists are different from their psychological egoist brethren.  According to LaFollette (2007, pg. 281), “An ethical egoist is not an immoralist.  The immoralist says there is no such thing as morality.  Such a view is untenable, for, according to the theory, others would not act wrongly if they killed or assaulted her…The ethical egoist is not vulnerable to such quick dismissals.  She claims there is one moral standard: namely, that each of us should act in ways that maximize our own self-interest.”  It is not wrong if it is important to the individual.  As long as it betters what they wish to attain.  This is similar to the race car driver that notices that his opponent has a bubble in his tire.  The bubble can cause a blow-out and multiple wrecks on the track but gives the ethical egoist an advantage if this happens.  The ethical egoist knows that his opponent probably will not be hurt so it is worth the risk.

            Finally, from my Army experience, I do believe that “rank has its privileges”.  Leaders have climbed the corporate ladder and should receive benefits that others do not.  When I worked for Northrop Grumman, I had a private inner office.  However, my director had a much bigger private outer office with windows.  She had earned her position and was entitled to her office.  This motivated me to want the same thing.  I’m sure that if I hadn’t been laid off, I would have had that window office by now.  I guess I am a bit of an egoist.

References

Espy, M. W. and Smykla, J. O. (2016, December 9). US Executions from 1608 – 2002. Retrieved from http://deathpenalty.procon.org/view.resource.php?resourceID=004087

US Department of Justice (USDOJ) US Bureau of Justice Statistics (USBJS) , "Capital Punishment, 2009 - Statistical Tables - Number of Persons Executed by Race, Hispanic Origin, and Method, 1977-2009," Dec. 2, 2010

LaFollette, H. (2007). The practice of ethics. Malden, MA: Blackwell Publishing

Snyder, H. (2001, Spring). Giles Corey. Retrieved from http://salem.lib.virginia.edu/people?group.num=&mbio.num=mb6

U.S. Census Bureau. (2011, March). Overview of Race and Hispanic Origin: 2010. Retrieved from https://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf

Cordiero, M. (2017, March 13). State Attorney Aramis Ayala won't pursue the death penalty during her term. Retrieved from http://www.orlandoweekly.com/Blogs/archives/2017/03/16/state-attorney-aramis-ayala-wont-pursue-the-death-penalty-during-her-term

Logically Fallacious. (2017). Slippery Slope. Retrieved from https://www.logicallyfallacious.com/tools/lp/Bo/LogicalFallacies/162/Slippery_Slope

Sullivan, S. O. and Pecorino, P. A. (2002). Ethical egoism.  Retrieved from http://www.qcc.cuny.edu/SocialSciences/ppecorino/ETHICS_TEXT/Chapter_5_Teleological_Theories_Egoism/Ethical_Egoism.htm