Decision-Making
Before making a decision, it is necessary to understand what we are dealing with. What task or problem are we facing? What does it comprise? In this section, we have collected exercises that allow you to clarify the situation in order to make the right decision.
Objective:
To help participants analyze the situation from different perspectives and see the consequences of making different decisions.
Number of participants:
2 to 25
Age range:
15+
Duration:
25 minutes
How to conduct:
Ask participants to choose a situation that requires a decision. Depending on the age of your participants, these could be situations like choosing a university or a pet, or, for example, considering a mortgage. The exercise is done in writing and step-by-step, as it is easy to get confused with the categories and answers.
1.Provide the following guidelines on how to choose a situation:
2.Give the following instructions:
3. Go through an example:
Consider a situation where a person wants to get a dog but has doubts preventing them from making a decision.
- Do NOT frame the problem as a dilemma.
- Choose your own problem. You cannot create Descartes’ Squares for other people.
- Choose a situation you can control.
2.Give the following instructions:
- Divide a sheet of paper into four parts as shown below.
- Answer the questions one-by-one and write down the answers. You don’t have to follow the order here, but you need to answer all four questions.
3. Go through an example:
Consider a situation where a person wants to get a dog but has doubts preventing them from making a decision.
Quadrant "What will happen if I do it?":
Describe the advantages of making the decision. Find as many answers to this question as possible. They will serve as your motivation.
Pros of getting a dog:
Quadrant "What will happen if I DON’T do it?":
List the advantages of leaving things as they are. It is important to note all the benefits of your current situation.
Pros of NOT getting a dog:
Quadrant "What will NOT happen if I do it?":
Describe the negative consequences of making the decision, the price you will have to pay.
Cons of getting a dog:
Quadrant "What will NOT happen if I DON’T do it?":
List the cons of not making the decision — everything that may bother you in the present or future.
Cons of not getting a dog:
Read all the options, highlight or underline the most significant criteria and consequences of making the decision.
Note:
Descartes’ Square itself does not provide an answer to the question of which decision to make. However, it helps to see the pros and cons of possible alternatives. This makes the decision-making process more visual and facilitates the choice.
This technique could be used for pair work: one participant analyzes their situation using this technique, and the other asks guiding questions and ensures that the answers are in the correct quadrants and aren’t repetitive.
Describe the advantages of making the decision. Find as many answers to this question as possible. They will serve as your motivation.
Pros of getting a dog:
- I will fulfill my childhood dream.
- I will walk more.
- I will have a loyal friend.
- …
Quadrant "What will happen if I DON’T do it?":
List the advantages of leaving things as they are. It is important to note all the benefits of your current situation.
Pros of NOT getting a dog:
- I will be able to move to another city or country at any moment.
- I will save money, as I won’t have to spend it on dog food and the vet.
- I will be able to easily go away for the weekend without having to find someone to take care of the dog.
- …
Quadrant "What will NOT happen if I do it?":
Describe the negative consequences of making the decision, the price you will have to pay.
Cons of getting a dog:
- There's a risk that the pet will damage the furniture and shoes.
- I will have to clean up more often.
- I will have to get up early to walk the pet.
- …
Quadrant "What will NOT happen if I DON’T do it?":
List the cons of not making the decision — everything that may bother you in the present or future.
Cons of not getting a dog:
- I will not experience the joy of having a pet.
- I will not get to try dog training.
- I will miss out on the source of unconditional joy when coming home from work/school.
- …
Read all the options, highlight or underline the most significant criteria and consequences of making the decision.
Note:
Descartes’ Square itself does not provide an answer to the question of which decision to make. However, it helps to see the pros and cons of possible alternatives. This makes the decision-making process more visual and facilitates the choice.
This technique could be used for pair work: one participant analyzes their situation using this technique, and the other asks guiding questions and ensures that the answers are in the correct quadrants and aren’t repetitive.
This exercise is an adaptation of a technique first described by philosopher and critical thinking instructor Evgeny Volkov.
Source
Source
Objective:
To help participants analyze the situation and possible solutions from different perspectives.
Number of participants:
2 to 25
Age range:
14+
Duration:
45 minutes
How to conduct:
Ask participants to clearly formulate a problem that needs to be solved. Then provide them with the following question words:
Who?
Why?
What?
Which?
Where… from?
(By) When?
How?
What … like…?
Participants should complete the questions so that they are relevant to the selected problem. For example, if a participant states the problem: "I don't know what subject to study" the questions might be: "Who can help me choose one?" or "(By) When do I need to make the decision?"
For 20 minutes, participants write down questions and answers. It is better to answer the questions in a sequesnce, finding potential solutions in the answers to the preceding questions.
After four or five questions, participants may reach clarity about what decision to make (first). This technique can also help identify previously overlooked risks.
Note:
Participants might start to struggle with formulating question words after listing standard words like "when," "what," and "why." Review the categories of questions from the "Bloom's Taxonomy Flower" exercise beforehand to ensure a diverse range of question words.
Additionally, E. Volkov offers a ready-made list of questions:
What situation am I in, and what difficulties am I facing?
What are the consequences of this situation?
What solutions do I see?
What are the options?
What is the optimal solution?
What values guide my decision-making?
What do I want to do or achieve?
What do I have to do? (What do the situation, the problem, and my real possibilities make me do?)
Do I have all the necessary resources for an optimal solution?
Are there additional resources available to me somewhere?
Is there a theory, model, or specific example that can serve as a model or basis for developing a solution?
Who am I in this situation?
What is my role in this task?
Why?
What?
Which?
Where… from?
(By) When?
How?
What … like…?
Participants should complete the questions so that they are relevant to the selected problem. For example, if a participant states the problem: "I don't know what subject to study" the questions might be: "Who can help me choose one?" or "(By) When do I need to make the decision?"
For 20 minutes, participants write down questions and answers. It is better to answer the questions in a sequesnce, finding potential solutions in the answers to the preceding questions.
After four or five questions, participants may reach clarity about what decision to make (first). This technique can also help identify previously overlooked risks.
Note:
Participants might start to struggle with formulating question words after listing standard words like "when," "what," and "why." Review the categories of questions from the "Bloom's Taxonomy Flower" exercise beforehand to ensure a diverse range of question words.
Additionally, E. Volkov offers a ready-made list of questions:
What situation am I in, and what difficulties am I facing?
What are the consequences of this situation?
What solutions do I see?
What are the options?
What is the optimal solution?
What values guide my decision-making?
What do I want to do or achieve?
What do I have to do? (What do the situation, the problem, and my real possibilities make me do?)
Do I have all the necessary resources for an optimal solution?
Are there additional resources available to me somewhere?
Is there a theory, model, or specific example that can serve as a model or basis for developing a solution?
Who am I in this situation?
What is my role in this task?
Objective:
To introduce participants to an algorithm that facilitates decision-making (adapted from Hammond et al., 2015).
Number of participants:
2 to 25
Age range:
18+
Duration:
90 minutes
How to conduct:
Explain that over the next hour and a half, you will follow a specific algorithm that will help them make decisions.
Step 1:
Work on the right decision problem – 10 minutes
Give the following instruction: "Individually describe the task that needs to be solved or the situation that requires a choice."
You can also comment on this step: "The success of the forthcoming steps depends on how you frame the problem; the decision should lie within your responsibility and be achievable within your control. For this exercise, it is not recommended to focus on a systemic issue, as solving it lies outside of your control."
Step 2:
Specify your objectives – 15 minutes
Help participants with the goal setting: "Describe what you want to see as the result of your decision-making."
Comment: "The decision should lead you where you want to be. What kind of job do you want? Remote or office-based, with a flexible schedule or a fixed one? In a large corporation or a startup? As Hammond et al. (2015) mention, “A decision is a means to an end“, so ask yourself what you want. Which of your interests, fears, values, beliefs, and expectations are most relevant to this vision? A clear goal will bring you closer to solving the problem."
Step 3:
Create imaginative alternatives – 15 minutes
Pair up the participants and suggest discussing the possible ways to reach their goals in pairs.
Comment: "How many alternative ways to achieve the goal are there? Which of them can you implement? Which resources would you need for their implementation? Do you have these resources?"
Steps 4 and 5:
Understand the consequences and grapple with your tradeoffs – 15 minutes
At this stage, participants ask each other questions about the consequences of each of the alternatives.
Comment:
"How do these options align with your goals? Traveling to Asia for six months... Sounds tempting, right? But how will it affect your studies or work? What about your parents? Or your health? It is important to seriously consider all these consequences. Descartes’ Square can help you come up with more potential consequences. You’ll also need to consider potential trade-offs between different objectives and priorities."
Step 6:
Clarify your uncertainties – 10 minutes
Here, participants can ask each other such questions as: "What might happen in the future? How likely is it?"
Comment: "Uncertainty complicates the choice. But the right decision involves overcoming uncertainty and assessing the likelihood of different outcomes and their consequences."
Step 7:
Think hard about your risk tolerance – 15 minutes
Then, participants help each other evaluate risks. Each person makes a list of risks and reads it out loud to their partner, who asks follow-up questions.
Comment:
"Whenever uncertainty is involved in decision-making, risks arise. Once you describe them, you can exclude unviable options. In many cases, the choice will be obvious. If it is not, you may want to consider the degree of risk you are willing to take. Different people might be willing to accept different levels of risk. Understanding your personal risk tolerance will help you stay coolheaded while evaluating each option and making the decision.”
Step 8:
Consider linked decisions – 10 minutes
At this final step, participants reflect individually on what turns their lives might take if they make one decision or the other – 10 minutes
Comment:
"Today's decisions affect tomorrow’s choices, and your goals for tomorrow influence your today’s choices. Your subject choices in high school or college may prompt you to choose your future career. Such decisions are called interrelated. To make the right choice now, think about what dilemmas you might face later. Consider all available information; it will be easier then to make the right choice despite uncertainty."
References:
Hammond, J. S., Keeney, R. L., & Raiffa, H. (2015). Smart choices: A practical guide to making better decisions. Harvard Business Review Press.
Work on the right decision problem – 10 minutes
Give the following instruction: "Individually describe the task that needs to be solved or the situation that requires a choice."
You can also comment on this step: "The success of the forthcoming steps depends on how you frame the problem; the decision should lie within your responsibility and be achievable within your control. For this exercise, it is not recommended to focus on a systemic issue, as solving it lies outside of your control."
Step 2:
Specify your objectives – 15 minutes
Help participants with the goal setting: "Describe what you want to see as the result of your decision-making."
Comment: "The decision should lead you where you want to be. What kind of job do you want? Remote or office-based, with a flexible schedule or a fixed one? In a large corporation or a startup? As Hammond et al. (2015) mention, “A decision is a means to an end“, so ask yourself what you want. Which of your interests, fears, values, beliefs, and expectations are most relevant to this vision? A clear goal will bring you closer to solving the problem."
Step 3:
Create imaginative alternatives – 15 minutes
Pair up the participants and suggest discussing the possible ways to reach their goals in pairs.
Comment: "How many alternative ways to achieve the goal are there? Which of them can you implement? Which resources would you need for their implementation? Do you have these resources?"
Steps 4 and 5:
Understand the consequences and grapple with your tradeoffs – 15 minutes
At this stage, participants ask each other questions about the consequences of each of the alternatives.
Comment:
"How do these options align with your goals? Traveling to Asia for six months... Sounds tempting, right? But how will it affect your studies or work? What about your parents? Or your health? It is important to seriously consider all these consequences. Descartes’ Square can help you come up with more potential consequences. You’ll also need to consider potential trade-offs between different objectives and priorities."
Step 6:
Clarify your uncertainties – 10 minutes
Here, participants can ask each other such questions as: "What might happen in the future? How likely is it?"
Comment: "Uncertainty complicates the choice. But the right decision involves overcoming uncertainty and assessing the likelihood of different outcomes and their consequences."
Step 7:
Think hard about your risk tolerance – 15 minutes
Then, participants help each other evaluate risks. Each person makes a list of risks and reads it out loud to their partner, who asks follow-up questions.
Comment:
"Whenever uncertainty is involved in decision-making, risks arise. Once you describe them, you can exclude unviable options. In many cases, the choice will be obvious. If it is not, you may want to consider the degree of risk you are willing to take. Different people might be willing to accept different levels of risk. Understanding your personal risk tolerance will help you stay coolheaded while evaluating each option and making the decision.”
Step 8:
Consider linked decisions – 10 minutes
At this final step, participants reflect individually on what turns their lives might take if they make one decision or the other – 10 minutes
Comment:
"Today's decisions affect tomorrow’s choices, and your goals for tomorrow influence your today’s choices. Your subject choices in high school or college may prompt you to choose your future career. Such decisions are called interrelated. To make the right choice now, think about what dilemmas you might face later. Consider all available information; it will be easier then to make the right choice despite uncertainty."
References:
Hammond, J. S., Keeney, R. L., & Raiffa, H. (2015). Smart choices: A practical guide to making better decisions. Harvard Business Review Press.
Analysis:
Participants discuss various aspects of the task or situation, ask questions, and identify key points that require attention. This fosters the ability to analyze information and see it in context.
Evaluation:
Participants assess different aspects of the task or situation by assigning numerical values that express the complexity or importance of that task or situation. This requires critical thinking to consider all factors and make informed decisions.
Discussion:
During the discussion, participants share their thoughts, justify their positions, and interact with others. This develops participants’ communication skills as well as their the ability to analyze and challenge ideas.
Decision-Making:
After discussion and evaluation, participants make informed decisions based on collective consensus. This requires the ability to evaluate alternatives, weigh different arguments, and draw well-reasoned conclusions.
Participants discuss various aspects of the task or situation, ask questions, and identify key points that require attention. This fosters the ability to analyze information and see it in context.
Evaluation:
Participants assess different aspects of the task or situation by assigning numerical values that express the complexity or importance of that task or situation. This requires critical thinking to consider all factors and make informed decisions.
Discussion:
During the discussion, participants share their thoughts, justify their positions, and interact with others. This develops participants’ communication skills as well as their the ability to analyze and challenge ideas.
Decision-Making:
After discussion and evaluation, participants make informed decisions based on collective consensus. This requires the ability to evaluate alternatives, weigh different arguments, and draw well-reasoned conclusions.
Objective:
To help participants enhance their understanding of the problem and its context through a structured discussion.
Number of participants:
5 to 25
Age range:
14+
Duration:
30-60 minutes
How to conduct:
1.Preparation:
Identify the task or situation that needs to be evaluated or resolved, such as decision-making regarding a project or resolving disputes and disagreements.
2.Card Distribution:
Give each participant a set of cards with numbers representing different levels of complexity or importance (e.g., from 1 to 10).
3.Discussion:
Provide participants with the necessary information and conduct a group discussion regarding the situation or task in question. Allow participants to ask questions and express their thoughts on the task.
4.Evaluation: Ask participants to choose a card that they believe best reflects the complexity or importance of each aspect of the task. Participants keep their cards hidden (they will reveal them simultaneously at the next step).
5.Card Revelation: After all participants have chosen their cards, they all reveal their cards simultaneously. Differences in evaluations can spark further discussion of the task or situation.
6.Additional Discussion (optional): If the evaluations vary significantly, hold an additional discussion to identify the reasons for the discrepancies and reach a consensus.
7.Decision-Making: Based on the discussion and the reached consensus, the group decides on the complexity or importance of the task.
8.Feedback: Provide feedback to participants on the outcome of the planning poker session. Discuss the reasons for the differences in evaluations and ways to improve the process.
9.Action: The group uses the results of the planning poker session to make decisions or plan the next steps in resolving the task.
Identify the task or situation that needs to be evaluated or resolved, such as decision-making regarding a project or resolving disputes and disagreements.
2.Card Distribution:
Give each participant a set of cards with numbers representing different levels of complexity or importance (e.g., from 1 to 10).
3.Discussion:
Provide participants with the necessary information and conduct a group discussion regarding the situation or task in question. Allow participants to ask questions and express their thoughts on the task.
4.Evaluation: Ask participants to choose a card that they believe best reflects the complexity or importance of each aspect of the task. Participants keep their cards hidden (they will reveal them simultaneously at the next step).
5.Card Revelation: After all participants have chosen their cards, they all reveal their cards simultaneously. Differences in evaluations can spark further discussion of the task or situation.
6.Additional Discussion (optional): If the evaluations vary significantly, hold an additional discussion to identify the reasons for the discrepancies and reach a consensus.
7.Decision-Making: Based on the discussion and the reached consensus, the group decides on the complexity or importance of the task.
8.Feedback: Provide feedback to participants on the outcome of the planning poker session. Discuss the reasons for the differences in evaluations and ways to improve the process.
9.Action: The group uses the results of the planning poker session to make decisions or plan the next steps in resolving the task.
Note:
Multiple evaluation factors can be introduced, such as personal interest, implementation complexity, etc.
Variation: Planning Poker in Education
Multiple evaluation factors can be introduced, such as personal interest, implementation complexity, etc.
Variation: Planning Poker in Education
- Assessing Task Complexity: Before starting an assignment, students can assess the complexity of the task using planning poker. This helps them better understand what lies ahead and adjust their expectations.
- Gauging Interest in a Topic: Before studying a new topic or material, you can gauge students’ interest in it using planning poker. This can help you tailor the lesson to the group's interest level.
- Group Decision-Making: During project or task discussions, students can use planning poker to make decisions about priorities, resource allocation, and other important issues.
- Assessing Understanding of Material: At the end of a lesson or module, students can assess their understanding of the material using planning poker. This allows you to evaluate the effectiveness of your teaching and adjust your approach if necessary.
- Resolving Disputes and Disagreements: In case of disputes or disagreements on a topic or issue, students can use planning poker to reach a consensus and make informed decisions.
- Reflection and Feedback: After a lesson or module, students can use planning poker to reflect on their learning and the knowledge gained, and provide feedback to the instructor.