Decision-Making and Goal-Setting skills "means showing steps in a process to make a decision or set and achieve a goal". Students demonstrate appropriate application of this skill when they can show the steps of making a good decision, can demonstrate that alternative actions were considered and that they considered whether or not they were making a good decision. Students demonstrate understanding of goal-setting skills when they can chose a reachable goal and develop a plan with several steps to reach it, then reconsider to see if the plan is helping to reach the goal. Activities that can help build this skill include: creating a wellness plan, a fitness calendar, or role-playing scenarios using the decision-making process. (from: Assessing Health Literacy: A Guide to Portfolios).

Decision Making

Decision making involves choosing between alternative courses of action to deal with a problem. Steps in the Decision-Making Process:

1. Analyze the situation. Define what is happening. Get input from others. Be objective rather than emotional.

2. Define the problem. Don't deal with symptoms, but focus on the actual problem.

3. Consider options / Develop solution alternatives. Each alternative must solve the problem.

4. Evaluate the solution alternatives. Look at both the positive and the negative consequences of each alternative. Some alternatives will have fewer "side effects", or unintended consequences. Get input from others if needed.

5. Make a choice / decision. Make the choice that has the least negative consequences and that solves the problem, accomplishes the purpose, and meets the goal.

6. Implement the plan and evaluate the decision. Make changes in the plan if needed, again using the steps of the decision-making process.

Web-Links

• Provides a "Conflict Resolution Kit" containing twelve skills. Skills 8 and 9 apply to this area.

Teaching Decision Making and Goal Setting

Many students are not accustomed to breaking down the decision making process. To make this process relevant, remind students that decision making and problem solving are things they do several times a day.
Some students may resist employing a structured decision-making process, because they think it takes too much time or is too "mechanical" and does not allow spontaneity. For most minor decisions, a formal decision-making process is not necessary. However, using a decision-making model in complex situations can help people avoid serious negative consequences. Becoming a good decision-maker doesn't mean people lose the ability to have fun or to do things "on a whim." Rather, it means they look before they leap and are fully aware of their options.

There are many types of decision-making/problem-solving models, and they are all more alike than different. If students have already been exposed to decision-making or problem-solving models, this one is similar and contains the same important ideas. These models provide only a framework for making decisions. It is appropriate at times to skip certain steps or to compress others. Steps may vary slightly at different grade levels.

• Step One: Define the problem to be solved. This includes thinking about the facts of the situation as well as the feelings of people directly involved.
• Step Two: Generate at least three options or alternative courses of action. We often feel stressed about major decisions because we are only thinking of two solutions. In fact, there may be ten ways to solve that problem effectively. This is why it is so important to spend some time gathering information related to the problem.
• Step Three: Think about the positive and negative consequences of each option. This may include answering questions such as: What are my responsibilities to my parents? What are my feelings and fears about each option? In addition to the positive and negative consequences of decisions, we often have to consider the questions of short-term and long-term consequences. For example: If Sam saw his buddy purchase steroids from a high school student, Sam might decide not to confront his friend. Sam might believe that this is a positive consequence, because he did not jeopardize the friendship. However, this is a short-term positive consequence, and Sam might not feel positive about his decision later.
• Step Four: List others affected by these options and describe any feelings, emotions, or values that may be in conflict with the options you have named. This step allows time to think about the other "key players" involved. Major decisions usually involve others in a meaningful way.
• Step Five: After weighing all the options, choose the best one.
• Step Six: Design a plan of action to carry out this decision. For example: Sam has chosen a drug free lifestyle, but still wants to hang out with his friends. There is a party in his neighborhood next week. Sam should get as much information about the upcoming party as possible, so he could have fun and be safe. Knowing drugs might be there, he could plan to practice refusal skills and also plan to have several drug-free friends meet him at the party.
• Step Seven: Evaluate your decision. How did it work out? Were there any consequences you had not thought about before? What would you do differently next time?

Goal Setting

The Goal-setting Processincludes making a clear goal statement that defines a realistic goal, a plan for reaching the goal, and a reward for when the goal is reached. There are a variety of processes that can be used to set goals. Important goal-setting steps include:

• Set a goal.
• Look at options to meet the goal.
• Establish a plan.
• Think about rewards for reaching the goal.
• Monitor your progress toward the goal.
• Evaluate progress. If needed, adjust the goal and redo the plan.

Problem-Solving/Conflict Resolution

Problem solving is the process of determining a discrepancy between how things are and how they are desired to be and then taking action to resolve this discrepancy. There are three primary conflict resolution problem-solving processes:

• Negotiation
• Mediation
• Consensus Decision Making

Each of these processes has similar characteristics, including:

• Parties identify their own needs and interests.
• Parties work cooperatively to find solutions to meet those needs and interests.
• Parties stay focused on the problem.
• Parties work cooperatively to find a mutually acceptable solution.

Each problem-solving process has similar steps:

• Agree that you disagree (agree to negotiate; set the stage).
• Take turns talking (gather perspectives/identify interests).
• Restate what you think you heard (explain the other's viewpoint).
• Come up with a solution that works for both parties (create and evaluate options/generate agreement).

Negotiation

Negotiation is a problem-solving process in which there are face to face efforts by those involved to resolve the dispute or problem. Representatives of those involved may also meet face to face to negotiate on behalf of the disputing parties.

Steps in Negotiation
1. Agree that you disagree and you will try to negotiate.
2. Take turns talking; look at things from the viewpoint of the other party.
3. Describe what you want, how you feel, and the reasons for your wants and feelings.
4. Take the other person's point of view and then summarize your understanding of what he or she wants and feels and the reasons for his or her wants and feelings.
5. Think of several ways to solve the conflict in a way that works for both parties (create win-win options).
6. Choose the best way and make an agreement to do it.
7. Get outside help if unable to resolve the conflict.

Mediation

Mediation is a problem-solving process in which the two parties in the dispute are assisted by a neutral third party known as the "mediator". Face to face meetings of the parties involved, or their representatives, occur during the mediation process.

Consensus Decision Making

Consensus decision making is a group problem-solving process in which all of the parties in the dispute, or representatives of each party, work together to resolve the dispute. A plan of action is created that all parties can and will support. Consensus decision making may or may not be facilitated by a neutral party.