ALEC 616

Facilitator name(s):

Lesson Plan
Blaine Balliett
Date of Program: 11/23/2015
Michael Burbank

Title of the Program:Making Decisions in Time-Sensitive Situations.

Objectives:

Participants will be able to:

Objective #1: Work both individually and in teams to solve a realistic problem
using segmented, complex data.
Objective #2: Gain experience making difficult decisions through a team
discussion and problem-solving activity.

Room Set Up:

The room will be/should allow for small groups of 4-5 participants to sit together. Additionally,
there will be a computer with a DVD player stationed at the front of the room where everyone
can watch a short film after the discussion. There should also be a whiteboard to write down key
learning points from the discussion and video.
Equipment Needed:
Computer with DVD player.
Projector.
Whiteboard with markers.
22 pieces of scrap paper.
Case study folders including Parts A, B, and C.

Sequence:
Teacher Activity / Teaching
Methods
1. Icebreaker Paper
cutting
(Blaine - primary
Michael - supporting)

2. Content Introduction
(Michael - primary
Blaine - supporting)

Time
5 minutes

5 minutes

Materials &
Resources
White computer paper
(Blaine - primary
Michael - supporting)

Folders with Parts A

and B included
(Michael - primary
Blaine - supporting)

Active Learning / Student

Activity
Participants will each be given
one piece of paper and asked
to close their eyes fold the
paper in half once and then
twice. Participants will then be
asked to tear off a corner of
the paper. Then they will fold it
once more and tear off one
more corner. Everyone will
open their eyes and observe
each persons paper. Then we
will discuss differences in
paper folding/tearing and how
they relate to individuals.
Each participant will be given a
folder and asked to evaluate
the situation.

3. Working through
case
(Michael and Blaine observing/taking
notes)
4. Get into groups
(Blaine - primary
Michael - supporting)
5. Make a decision as
a group
(Michael - primary
Blaine - supporting)
6. Relate the case
study to the Challenger
Disaster
(Blaine - primary
Michael - supporting)

10 minutes

Each participant will work

through parts A and B and
determine their decision.

5 minutes

Participants will assemble into

3 groups of 4 and two groups
of 5.
Participants will discuss case
together and then they will be
given Part C.

2 minutes

Tell groups that their decisions

were meant to mirror the
Challenger Disaster Situation.
Introduce video.

7. Play video
(Michael and Blaine observing/taking
notes)
8. Wrap-up discussion
(Michael - primary
Blaine - supporting)
9. Evaluations
(Michael and Blaine both equally
involved)

8 minutes

Watch video from 5:00-12:04

mins and discuss.

10 minutes

Discuss each groups decision

implications from case study
after watching NASA video.
Pass out evaluations and ask
each member to fill one out.

8 minutes

5 minutes

Part C of case

Evaluation handouts

Reasoning behind sequence selections (Why did you order the program the way you
did?):
The order of the program was decided based on prior, successful implementation in other
classroom and business meeting situations. We believe the order we chose allows for the most
efficient use of time and offers meaningful discussion opportunities for our participants.
Active Learning / Training will be utilized by:
A case study activity that allows students to actively participate in the decision-making process
both as individuals and as part of a team. Throughout the activity, students will have the
opportunity to discuss the importance of clear communication, inclusive environments, and
collaborative decision-making as they work through a difficult set of circumstances to make a
decision required by the case study.
Facilitation Questions to be used throughout delivery.
1. How did you come to the conclusions to race or not race?
2. Why did you come to those conclusions? What was the evidence you used to make
your decisions?
3. How did you handle group members who had different views from yours when
deciding to race or not race?
4. For those of you that disagreed with the final decision, did you believe your point was
considered thoroughly? Why or why not? For those of you that agreed to race, if more
was at stake than just money, do you think your decision would have changed?
5. After working through this case study and watching the video on the Challenger
explosion, what are some ideas to keep you out of being pushed into group-think
decisions that you, individually, strongly disagree with?
6. What kinds of practices can be implemented by your organization to prevent situations
like these from occurring?
References and Useful Sources on the topic:
Klein, G. (2015). Reflections on applications of naturalistic decision making. Journal of Occupational
and Organizational Psychology, 88(2), 382-386.
Janis, I. L. (1972). Victims of groupthink: A psychological study of foreign-policy decisions and fiascoes.
Oxford, England: Houghton Mifflin.
Paul't Hart. (1991). Irving L. Janis' Victims of Groupthink. Political Psychology, 12(2), 247278.
http://doi.org/10.2307/3791464