- The Oxford Handbook Of Organizational Decision Making
- List of Figures
- List of Tables
- Notes on Contributors
- Organizational Decision Making: Mapping Terrains on Different Planets
- Boom and Bust Behavior: On the Persistence of Strategic Decision Biases
- Information Overload Revisited
- Decision Making with Inaccurate, Unreliable Data
- Borgs in the Org? Organizational Decision Making and Technology
- Making the Decision to Monitor in the Workplace: Cybernetic Models and the Illusion of Control
- Culture and Decision Making
- Facing the Threat of Disaster: Decision Making When the Stakes are High
- The Fit Between Crisis Types and Management Attributes as a Determinant of Crisis Consequences
- Employing Adaptive Structuring as a Cognitive Decision Aid in High Reliability Organizations
- Expertise and Naturalistic Decision Making in Organizations: Mechanisms of Effective Decision Making
- Cognitively Skilled Organizational Decision Making: Making Sense of Deciding
- Linking Rationality, Politics, and Routines in Organizational Decision Making
- Superstitious Behavior as a Byproduct of Intelligent Adaptation
- On The Implications of Behavioral Decision Theory for Managerial Decision Making: Contributions and Challenges
- Intuition in Organizational Decision Making
- Affect and Information Processing
- Individual Differences And Decision Making
- Group Composition and Decision Making
- Making Sense of Real Options Reasoning: An Engine of Choice that Backfires?
- The Social Construction of Rationality in Organizational Decision Making
- When “Decision Outcomes” are not the Outcomes of Decisions
- What Lies Behind Organizational Façades and How Organizational Façades Lie: An Untold Story of Organizational Decision Making
- Teaching Decision Making
- Facilitating Serious Play
- Do Activities of Consultants and Management Scientists Affect Decision Making by Managers?
- Risk Communication in Organizations
- Structuring the Decision Process: An Evaluation of Methods
- Strategy Workshops and “Away Days” as Ritual
- Troubling Futures: Scenarios and Scenario Planning for Organizational Decision Making
- Subject Index
- Personal Name Index: Includes All Referenced Authors
Abstract and Keywords
Management educators base their efforts to teach decision making on two arguments: normative and descriptive. The normative argument holds that there are universal principles of rational choice underlying formal methods managers can learn and apply. Its descriptive counterpart contends that empirical research has identified effective and ineffective decision practices managers can learn to emulate or avoid. Though each approach has legitimacy, there are serious limitations. Normative rules are often not useful in practice since they pass the problems by, leave key challenges unaddressed. The descriptive strategy has an overabundance of material that could be taught. While there are many plausible accounts of decision making, researchers have not identified a useful, empirically validated “right way” of making choices. This article provides an account of the teaching of decision making that highlights the educational implications of alternative views of organizational choice.
Gerald F. Smith is a professor in the Department of Management, College of Business Administration, at the University of Northern Iowa. He received a PhD in decision sciences from the Wharton School at the University of Pennsylvania (1985). Gerald Smith's research has focused on managerial problem solving, the thinking managers do when faced with complex organizational problems. Much of his early research, published in journals like Management Science and Organizational Behavior and Human Decision Processes, used conceptual analysis to reach a clearer understanding of notions like problem definition and problem structure. A later stream of research, concerned with problem solving aimed at improving the quality of organizational products and processes, culminated in the publication of Quality Problem Solving (1998). Professor Smith's more recent publications have appeared in educational journals and address controversies regarding the nature of thinking skills and the challenges of teaching students how to think effectively.
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