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