Ewan Simpson, Ph.D. MGT5212 Decision Making COURSE GUIDE AND SYLLABUS. Ewan Simpson, PhD, Associate Professor of Management

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1 1 Ewan Simpson, Ph.D. Ewan Simpson, Ph.D. MGT5212 Decision Making COURSE GUIDE AND SYLLABUS Ewan Simpson, PhD, Associate Professor of Management Masters in Business Administration (MBA) Bang College of Business KIMEP University SPRING 2013

2 2 Contents Page Number 1. Overview 3 2. Instructor Availability 3 3. Instructional Resources 3 4. Relationship Between Course and Program 4 5. Learning Philosophy and Methodology 4 6. Course Description / Overview 4 7. Learning Objectives 5 8. Intended Learning Outcomes 6 9. Learning Activities Assessment Scheme Grading Scale Detailed Course Structure Key Dates Other issues 10 Appendix 1 12

3 3 1. Overview Semester: Fall 2012 Instructor: Ewan Simpson, Ph.D. Course Code and Title: MGT5212 Decision Making Class Time : , Mondays and Wednesdays Class Place: #203 Course Credit: Three (3) credits Office: Room #328, Dostyk Building Phone: , ext.2287 E mail: simpson@kimep.kz 2. Instructor Availability Office/Advising Hours: Mondays/Wednesdays , Tuesdays/Thursdays (outside office hours by appointment only please send an to arrange) Note: It is much more effective to send an e mail outlining the specific issue you wish to discuss either during office hours or at another time. I will respond within 24 hours. 3. Instructional Resources 3.1 Reference Textbook: There is no set textbook. The main learning materials are the extensive PowerPoint materials prepared by the instructor for each class, drawing on multiple sources. Reading materials will be provided as the course proceeds as and when relevant. As background, students are recommended to purchase a copy of : A Primer on Decision Making by James March. This is available as an ebook from for $ Please note this is not required, but is recommended since it is a classic compilation of writings by one of the world s leading decision making academics. 3. Other Resources

4 4 To be provided as the course proceeds in the form of articles, webpages and video. 4. Relationship Between Course and Program This course is an elective course for the Management specialization. 5. Learning Philosophy and Methodology Aim To combine the development of: practical knowledge of the subject analytical and critical thinking skills in a collegial environment. Foundations 1. A structured approach to course delivery is critical. Students have a right to know the subject matter they will be exposed to in advance. At times, however, unforeseen changes may have to be made. In this event, as much notice as possible will be given. 2. It is also critical to get a firm grasp of the basic concepts from the start. Many business subjects often obscure the often common sense fundamentals which underpin the content. The goal is to help the student to unearth these base concepts for themselves. 3. Practicality is also crucial. A good course must help the student to develop a toolkit or framework for understanding the subject, but is also applicable in other contexts. 4. Relevance to Kazakhstan and Central Asia is also fundamental. This can take several forms, including students sharing their experiences in applying the issues raised in class. 5. Interaction in class based on respect for each participant and their contribution is not only a more enjoyable way to learn than traditional chalk and talk learning, it is a better way. 6. Students should be assessed via a combination of individual efforts and team based projects. 7. Support in providing supplementary learning materials outside the class and online enhances the in class learning experience. 6. Course Description/Overview This course explores the theory and practice of decision making, drawing on global best practice, the insights of world class decision making researchers and practitioners and the experience and expertise

5 5 of people in leadership positions in Kazakhstan. The focus is on developing practical insights into three issues : Theories of decision making; The practice of decision making The key role of human factors in decision making. This focus will be delivered by a combination of introduction of theories and concepts, self assessment, case analysis and discussion, with an emphasis on discussion and conversation using practical examples from everyday life as well as business to illustrate concepts. In essence, the course attempts to provide a grounding in what makes decision making successful by looking at the issues from multiple perspectives. The course does not draw on standard textbooks. Rather it draws directly on the writings of experts in the field. 7 Learning Objectives On successful completion of the course, students will have achieved the following: 6.1. Knowledge Students will: understand the core concepts of the many theories of decision making learn how to analyze decision making by using established specific tools build a framework to allow differentiation of good decision making approaches from bad from a range of ethical viewpoints; how to apply all of the above in the context of Kazakhstan. 6.2 Skills: In addition to the knowledge base development indicated above, students will further develop the following generic skills as they proceed through the course: written communication; Interpersonal/team skills; Problem solving/creativity; Critical thinking skills; Oral communication; The core intent, however, is to assist students to develop their own decision making capacity. 6.3 Application Abilities:

6 6 Students will be able to Develop a thought framework regarding the field of decision making which allows issues to be addressed strategically and critically Apply this framework to understand cases specific to the class, in their wider learning experience and in their current and future personal and professional life 8. Intended Learning Outcomes Upon successful completion of the course, students will be able to; Work in groups and understand what it means to be part of a team to deliver effective decisions however defined Communicate business knowledge related to decision making in both oral and written form; Recognize and diagnose decision making problems, Demonstrate a base knowledge of practical decision making issues. Apply this knowledge to help understand approaches to decision making in the context of the Kazakhstan business environment. 9. Learning Activities Students are expected to undertake various learning activities both in class and outside the class. For every one hour in class, students are expected to spend two hours working independently, on their own or in groups, outside the class. As a motivation and time management tool, they will be encouraged to keep a record of study. Therefore on average, successful completion should involve an average commitment of 9 hours per week over the course of the semester. Classroom Contact (45 hours): During the 15 week semester, students will spend: 3 hours per week, totaling 45 hours in the semester. Preparation for Presentation (45 hours): Background reading and study (video etc) is essential in order that excellent presentations can be made. Reading Assignments and Preparation for examination assessments (45 hours): Background reading and study (video etc) is essential in order to maximize the effectiveness of learning in class.

7 7 10 Assessment Scheme The course is assessed by a combination of continuous assessment and final assessment as follows Assessment Element % of total Continuous Assessment: 60% Of which: Continuous Assessment Exam 1 15% Continuous Assessment Exam 2 15% Group Case Presentation 30 % Final Assessment 40% Of which: Final Examination 40% TOTAL (Continuous plus final assessment) 100% *Attendance is essential in order to fully understand the key concepts and issues in the course, as well as to effective participation in discussions in class. Note: According to Order #5 issued by Associate Vice President, Dr Golam Mostafa on June (attached as Appendix 1) students must have at least 30 of the 60 points available from the continuous assessment element of the assessment system to proceed to sit the final examination. Further, the Dean will approve the list of students eligible to sit the final examination on the basis of student compliance with regulations. The Registrar will provide the list of eligible students. Please note that the instructor has NO control over this process of approval to sit for the final examination other than the award of grades for the continuous assessment element of the course, NOR any say in the design of this system of assessment in regard to the need for two examinations as part of the continuous assessment element of the course. Therefore any queries about the design and implementation of this system should be referred to the Dean of the College. 11 Grading Scale Letter grades for the course will follow the same standards as specified in the KIMEP Catalog. The table below presents the grading scale.: Letter Grade Numeric Scale A A A B B B C C C D D D F Below 50

8 8 12. Detailed Course Structure Week Date Session Number Content Reading 1: 9 11 Jan 1: Jan Course General Description of Approach PPT slides on L Drive overview and Content of the Course 2: Jan 2: Jan Starting Point: The Rational Choice Model March, J. (1994) A Primer on Decision Making, ch 1 PPT slides on L Drive 3: Jan Starting Point: The Rational Choice Model 2 March, J. (1994) A Primer on Decision Making, ch 1 PPT slides on L Drive 3: Jan 4: Jan Starting Point: The Rational Choice Model 3 March, J. (1994) A Primer on Decision Making, ch 1 PPT slides on L Drive 5: Jan Why We Make Bad Decisions and Decision Traps 1 Hammond, J.S., Keeney, R.L., Raiffa, H. (2006) The Hidden Traps in Decision Making, Harvard Business Review, January 2006, reprinted in Harvard. 4: 28 Jan Feb 1 6: Jan Why We Make Bad Decisions and Decision Traps 2 Campbell, A., Whitehead, J., Finkelstein, S. (2009) Why Good Leaders Make Bad Decisions, Harvard Business Review, February 2009, reprinted in Harvard PPT slides on L Drive Hammond, J.S., Keeney, R.L., Raiffa, H. (2006) The Hidden Traps in Decision Making, Harvard Business Review, January 2006, reprinted in Harvard. Campbell, A., Whitehead, J., Finkelstein, S. (2009) Why Good Leaders Make Bad Decisions, Harvard Business Review, February 2009, reprinted in Harvard

9 9 PPT slides on L Drive 7: Jan Why We Make Bad Decisions and Decision Traps 3 Hammond, J.S., Keeney, R.L., Raiffa, H. (2006) The Hidden Traps in Decision Making, Harvard Business Review, January 2006, reprinted in Harvard. Campbell, A., Whitehead, J., Finkelstein, S. (2009) Why Good Leaders Make Bad Decisions, Harvard Business Review, February 2009, reprinted in Harvard PPT slides on L Drive 5: 4 8 Feb 8: Feb Ethics 1 9: Feb : CONTINUOUS ASSESSMENT EXAMINATION 1 Examination on material covered in classes 2 8 6: Feb 10: Feb How Our Unconscious Undermines Our Attempts to Be Ethical Decision Makers 11: Feb Strategies to Address Unconscious Bias Banaji, M.A., Bazerman, M.H., Chugh, D. (2003) How (Un) Ethical Are You?, Harvard Business Review, December 2003, reprinted in Harvard Banaji, M.A., Bazerman, M.H., Chugh, D. (2003) How (Un) Ethical Are You?, Harvard Business Review, December 2003, reprinted in Harvard Banaji, M.A., Bazerman, M.H., Chugh, D. (2003) How (Un) Ethical Are You?, Harvard Business Review, December 2003, reprinted in Harvard 7: Feb 12: Feb System 1 and 2 Thinking Kahneman, D (2011) Thinking Fast and Slow, Ch 1 13 Feb Moods and Emotions Lewicki, R.J., Barry, B.,

10 10 8: 25 Feb March 1 14: Feb Frames and Over Optimism Impacts on Decision Processes Saunders, D.M. (2007) Essentials of Negotiation, McGraw Hill Irwin, ch5 Lovallo, D., Kahneman, D. Delusions of Success: How Optimism Undermines Executives Decisions, Harvard Business Review, July 2003, reprinted in Harvard Business Review (2011) Making Smart Decisions 15:Feb Countering Over Optimism Lovallo, D., Kahneman, D. Delusions of Success: How Optimism Undermines Executives Decisions, Harvard Business Review, July 2003, reprinted in Harvard Business Review (2011) Making Smart Decisions 9: March MARCH 4 MARCH 10 SPRING BREAK NO CLASSES 16: March The Wisdom of Crowds 1 Surowiecki, J. (2004) The Wisdom of Crowds, ch 1 3, Anchor Books. 17: March The Wisdom of Crowds 2 Surowiecki, J. (2004) The Wisdom of Crowds, ch 10 11, Anchor Books. 10: March 18: March Small Groups and Teams March, J. (1994) A Primer on Decision Making, ch 3 and 4 11: March 11: March 19: March : CONTINUOUS ASSESSMENT EXAMINATION 2 Examination on material covered in classes : March Group Think and Other Challenges 1 21: March Group Think and Other Challenges 2 Coutu, D. (2009) Why teams Don t Work: AN interview with John L Hackman,, Harvard Business Review, May 2009, reprinted in Harvard Managing Teams Coutu, D. (2009) Why teams Don t Work: AN interview with John L Hackman,, Harvard Business Review, May 2009, reprinted in Harvard Managing Teams

11 11 12: 1 5 April 22: April Developing Conflict In Decision Processes March, J. (1994) A Primer on Decision Making, ch 3 and 4 Eisenhardt, K.M., Kahwajy, J.L., Bourgeois, L.J. (1997). How Management Teams Can Have a Good Fight, Harvard Business Review, July 1997, reprinted in Harvard Managing Teams 23: April Tackling Indecision and Decision Role Clarity Charan R. (2001) Overcoming a Culture of Indecision, Harvard Business Review, January 2001, reprinted in Harvard Rogers, P., Blenko, M. (2006) Who has the D? How Clear Decision Roles Enhance Performance Harvard Business Review, January 2006, reprinted in Harvard Business Review (2011) Making Smart Decisions 13: 8 12 April 24: April Evidence based Management and Advocacy Garvin, D.A., Roberto, M.A. (2001) What You Don t Know About Making Decisions, Harvard Business Review, August 2001, reprinted in Harvard Pfeffer, J., Sutton, R.I. (2006) Evidence Based Management, Harvard Business Review, January 2006, reprinted in Harvard 25: April Building a Strategic Decision Making Process Mankins, M.C., Steele, R. (2006) Stop Making Plans; Start Making Decisions, Harvard Business Review, January 2006, reprinted in Harvard Business Review (2011) Making Smart Decisions

12 12 Davenport, T. H.(2009) Make Better Decisions, Harvard Business Review, November 2009, reprinted in Harvard 14: April 15: April 16: 29 April May 3 May : April Best Practice at the Three Levels 1 Prior readings and PPT Slides on L drive 27: April Best Practice at the Three Levels 2 Prior readings and PPT Slides on L drive 28: April Group Case Presentations 1 29: April Group Case Presentations 2 30: 29 April Review and Examination Preparation Examination Period 13. Key Dates Assessment Element % of total Date Continuous Assessment: 60% Of which: Continuous Assessment Exam 1 15% 6 February 2013 Continuous Assessment Exam 2 15% 20 March 2013 Group Case Presentation 30 % 22 April 2013 submission of group case materials 22 April and 24 April group case presentations Final Assessment 40% Of which: Final Examination 40% May 4 May 15 TBC TOTAL (Continuous plus final assessment) 100% 14. Other issues Referencing of submitted documentation: Please follow the Harvard referencing system referencing written submissions. A comprehensive guide is available at: Plagiarism Please follow the guidance provided on the L Drive:

13 13 Discipline Please follow the guidance provided in the Catalog. Violations will be dealt with according to KIMEP University Policies and Procedures. Attendance Attendance is expected. If you do not come to class, you only punish yourself. KIMEP University policies on withdrawal will be applied to persistent non attendees. Coming to Class It is courtesy to your fellow students, and good practice for your future career, to arrive at class in good time for the start of the lecture. If you do arrive late, please respect others and enter quietly. THANK YOU FOR CHOOSING TO TAKE THIS COURSE

14 14 Appendix 1: Order #5 dated June regarding student assessment

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