Essay on Selecting a Personal Project
The selection of the right decision making method is very important for taking the right decision. At this point, decision makers should take into consideration multiple effects, while taking the final decision, including their target audience, stakeholders affected by the decision, effects of the decision, resources available to decision makers and many other factors (Braynion, 2004). At this point, it is possible to refer to the decision making model developed by the group of students, which may be quite efficient and successful, if applied properly.
The approach of selection used by students could be beneficial when the qualitative assessment is required and the objectivity of the assessment is not necessary (Hammond, Keeny, & Raiffa, 2002). The qualitative assessment involves the analysis of factors that influence the perception of the decision by target audience. In such a context, the proposed approach of selection is efficient.
This method of selection can be also applied to the decision making process, when the main goal of the selection is evoking interests of the target customer group (Blanchard & Bowles, 2003). The proposed selection model implies the choice of criteria for the selection grounded on the personal experience of decision makers which basically coincides with those of the target audience affected by the decision.
Furthermore, this approach of selection is beneficial, when students, who actually make the choice of the method of selection, have to rate different items on the ground of their personal experience to make the best choice. The grading of items before the selection allows making the right choice since decision makers clearly see which item is the best one.
At the same time, measures of success chosen by students may change over time consistently. In this regard, measures which are the most subjective are the most vulnerable to the risk of changes over time. For instance, the originality is a good measure at the moment, but it may change over time, if the chosen item becomes popular and therefore loses its originality (Yuan & Shaw, 1995). In case of the current group of students and their measures, the video is an original item but, if other students start using videos en mass, there is a risk that video will become routine and, thus, lose their originality.
Furthermore, fun may be another good measure at the moment, but it will definitely change over time since what looks funny now may not be funny in the future (Breneman & Taylor, 2006). Different issues may be funny today because of their specific context, while, in the future, the context may change and these issues become not funny.
At the same time, some measures are quite stable and they are unlikely to change over time, at least significantly. For instance, the demonstration of skills is a stable measure since there is a definite set of skills required and they will not change much in the course of time since if the item matches the selected set of skills then it is good, if not – then it is bad (Butcher & Clarke, 1999). Similarly, the measure “produce a good report” is also quite stable and it is unlikely to change over time. In fact, this measure implies the existence of specific requirements to a good report which are not likely to change over time and changes may be insignificant.
The proposed decision making method is applicable to situations, when decisions are taken on the ground of the subjective experience of decision makes mainly. At the same time, it is possible to apply this decision making method to situations, when decision makers have to make decisions that are attractive for the target audience and the decision makers know the audience perfectly (Benfari, 2009). What is meant here is the fact that what is funny for the decision maker is funny for the audience too or what is original for the decision maker should be really original for the target audience. In such a case, the proposed model of decision making can be applied successfully and bring positive effects. For instance, such decisions can be taken by a group of students, preparing for a presentation for their class and the audience includes their peers (Kirk & Broussine, 2000). In such a case, the proposed decision making model is efficient because students know their peers well.
Similarly, this decision making model can be applied in the workplace environment, when a manager prepares a presentation for his/her colleagues or subordinates and knows them well. As a result, the manager can assess possible effects of the presentation and the means used for the presentation rightly because the manager knows his/her colleagues and subordinates well. In such a situation, the proposed decision making model is applied in the familiar context and the decision maker can forecast accurately the response of the target audience on the presentation. As a result, the decision maker, for instance, the manager, can plan the presentation in such a way that it will keep the interest of the target audience high from the beginning of the presentation until its end.
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