EDUC 506 - La Resolución de Conflictos en el Escenario Escolar

1. La Toma de Decisiones
La toma de decisiones es un proceso
influenciado por valores e información en
el que un problema percibido es definido y
analizado, se buscan soluciones alternas
y se escoge una que es implantada y
posteriormente evaluada.

2. Pasos en el Proceso de la Toma
de Decisiones

3. Este proceso es racional aunque hay
valores personales y factores externos
que pueden afectar la decisión. Algunas
de las barreras para las buenas
decisiones son situacionales:
- El tiempo disponible para la toma de
decisiones
- La disponibilidad de recursos para
implantar una determinada alternativa

4. - La información disponible
- La ambigüedad de la situación, incluyendo
las alternativas y las posibles
consecuencias.
- El grado de autonomía organizacional para
la toma de decisiones
- Las expectativas de otros relacionadas con
la naturaleza de la toma de decisiones
- La cantidad de tensión en la situación

5. Otras variables para la buena toma de
decisiones son personales:
- Los valores éticos del que toma las
decisiones que excluye ciertas
alternativas.
- Sus creencias relativas a involucrar otros
en su toma de decisiones. Típicamente
tiene que ver con su idea sobre la
capacidad del grupo.

6. La Toma de Decisiones con
Participación
Razones a favor de involucar a otros:
1. Aumentan los puntos de vista y se
utiliza el peritaje colectivo.
2. Mejora el autoconcepto del grupo y
facilita la aceptación y la implantación
3. Es consistente con la cultura
democrática en la que vivimos

7. Razones en Contra:
1. El pensamiento de Grupo: Group
Think que conduce a un deterioro de
la eficiencia racional, poco contacto
con la realidad y juicios morales laxos.
Ocurre en grupos con gran cohesión y
conduce a lo siguiente:

8. ◆ Invulnerabilidad
◆ Racionalización
◆ Seudo moralidad
◆ Desarrollo de estereotipos
◆ Presión
◆ Auto censura
◆ Unanimidad
◆ Porteros de las mentes

9. 2. Tendencia a adoptar riesgos
extremos.
La toma de decisiones grupal
según Leon Guen (Practicing the
Art of Leadership)

10. Identifying a Problem
An Approach to Effective School
Leadership

11. Developed from the Contents of
Reginald Leon Green’s
Practicing the Art of Leadership: A
Problem-based Approach to
Implementing the ISLLC Standards
Chapter 5

12. IDENTIFYING A PROBLEM
A Five Step Process

13. IDENTIFYING A PROBLEM
Step 1
◆Clearly state the concern or issue
that you are facing. Identify what is
real or true about the problem or
concern as factually as can be
determined.

14. THE CONCERN
– Students
cannot use
Microsoft
PowerPoint to
make
presentations.

15. IDENTIFYING A PROBLEM
Step 2
◆Determine if the identified concern or
issue is being influenced by the
organization (structure) or a function
(process).

16. INFLUENCE
– The inability of
students to
use Microsoft
PowerPoint is
a function of
the
instructional
process.
Instructional Process

17. IDENTIFYING A PROBLEM
Step 3
◆ Determine the
person(s) most
affected by the
concern.

18. THE INDIVIDUALS MOST
AFFECTED
◆The identified void is skill
deficiency, and students and
employers (i.e, our customers) are
most affected by skill deficiencies.

19. IDENTIFYING A PROBLEM
Step 4
◆ State the problem.
– (What problem does the identified truth
create?)

20. THE PROBLEM
– Graduates of Springview
Elementary lack knowledge and
skills necessary to use
technology applications
effectively.

21. IDENTIFYING A PROBLEM
Step 5
◆ Prepare an action question for the
faculty

22. ACTION QUESTION
– What changes
can be made to
increase student
skill
development in
Microsoft
PowerPoint
production?

23. ASSESSING THE OUTCOME
◆ How will we determine if the action
taken has made a difference?

24. THE ASSESSMENT CRITERIA
– At least 90% of the students will be able to
make a PowerPoint presentation.

25. IDENTIFYING A PROBLEM
–Identify the reality/truth.
–State the problem.
–Determine action steps.
–Make an assessment.

26. REFERENCE
◆ Greenberg, J. & Baron, R. A. (2003). Behavior
in organizations: Understanding and managing
the human side of work (8th ed.). Upper Saddle
River, NJ: Prentice Hall.

27. HOW TO STATE A PROBLEM
Enhancing Faculty Participation

28. Developed from the Contents of
Reginald Leon Green’s
Practicing the Art of Leadership:
A Problem-based Approach to Implementing
the ISLLC Standards
Chapter 5

29. EFFECTIVELY STATING A PROBLEM
◆ An essential skill for school leaders is
the ability to assist the faculty in
effectively stating a problem.

30. EFFECTIVELY STATING A PROBLEM
◆ When a problem is effectively stated, a
faculty can be greatly encouraged to
resolve that issue or problem.

31. EFFECTIVELY STATING A PROBLEM
◆ When a problem is effectively stated,
creativity is encouraged, the issues are
given full consideration, and alternative
solutions are developed.

32. DEFINING THE PROBLEM
◆ The greatest aid in defining a problem
is isolating the real heart of the
problem.

33. DEFINING THE PROBLEM
◆ There must be a separation of creative
thinking from judgmental thinking.

34. DEFINING THE PROBLEM
◆ It must be understood that the meeting is
called not to settle the problem, but to
get ideas on how to settle the problem.

35. STATING THE PROBLEM
Step 1
◆ The process should begin with a
problem question, not a solution
question.

36. A Solution Question
◆ “How can we get teachers to accept
team teaching?”
◆ The solution has been given, “...get
teachers to accept...”

37. A Question Statement
◆ “What instructional approach would be best to
meet the needs of our students?”
◆ Or, “What information would be helpful to
teachers to make decisions about working
cooperatively with each other?”

38. STATING THE PROBLEM
Review this statement…
◆ “How do we get rid of our present
instructional system and install a more
efficient method?”
◆ Is this a problem or solution statement?

39. A Solution Statement
Again, the solution is given.
◆ A problem statement would be, “What
are the characteristics of a teaching
approach that we would like to have?”

40. BEST PRACTICE
◆ The best practice suggests a separation
of the solution from the problem; then
the faculty can focus on understanding
the details of the problem.

41. BEST PRACTICE
◆ Once this occurs, appropriate solutions
are likely to emerge.

42. STATING THE PROBLEM
◆ There are no hard and fast rules for
stating a problem. However, the art of
group leadership is assisting the group
to state questions in a problem, rather
than a solution framework.

43. REFERENCES
◆ Greenberg, J. & Baron, R. A. (2003).
Behavior in organizations: Understanding and
managing the human side of work (8th ed.).
Upper Saddle River, NJ: Prentice Hall.