C h a p t e r   1 8

Module 10—Implementing
the Decision: Wrap-Up

Module 10 describes a process for developing a proposal to help get agreement to implement a decision. It should be used with the multiple-day program schedules. It also includes the end-of-program review and posttest material.

Training Objectives

After completing this module, the participants should be able to

• list the important factors to consider in planning to implement a decision
• develop a plan for implementing a decision you have made.

Module 10 Time

• Approximately 2 hours

Note: This schedule includes time for a quick review at the start and a learning check at the end. A 10-minute break is included. Because this is the final module, it also includes time for a posttest and program evaluation.

Materials

• Attendance list
• Pencils, pens, and paper for all participants
• Whiteboard or flipchart, and markers
• Name tags or name tents for all participants
• Worksheet 18–1: Finalizing Your Proposal
• Evaluation Instrument 18–1: Posttest on Decision Making
• Computer, screen, and projector for displaying PowerPoint slides; alternatively, overhead projector and overhead transparencies
• PowerPoint slide program (slides 18–1 through 18–14)
• Software and files
• This chapter for reference or detailed trainer’s notes
• Certificates of completion for all participants
• Evaluation Instrument 5–2: Final Full-Program Evaluation Form
• Optional: music, coffee, or other refreshments.

Module Preparation

Arrive ahead of time to greet the participants and make sure materials are available and laid out for the way you want to run the class. Turn on and test computer equipment.

Sample Agenda

0:00	Welcome the participants.
	Have slide 18–1 up on the screen as people arrive.
	Go to slide 18–2 as you introduce the objectives.
	Ask for questions and concerns.
0:05	PowerPoint with discussion.
	Begin with slide 18–3, and proceed through slide 18–6. These slides have more content and notes than those in previous modules.
0:45	Break.
0:55	Worksheet.
	Show slide 18–7 as participants complete Worksheet 18–1: Finalizing Your Proposal.
1:30	Wrap-up.
	Check for learning; see questions below.
	Review the entire program—slides 18–8 and 18–9
	Show slide 18–10. Discuss the Lehrer quote with the class.
	Show slide 18–11. Hand out Evaluation Instrument 18–1. As participants work on the test, hand out Evaluation Instrument 5–2: Final Full-Program Evaluation Form.
1:50	Show answers to posttest on slide 18–12. Discuss as necessary.
	Show slide 18–13 and discuss as desired.
2:00	Show slide 18–14: Farewell. Edit slide to include any pertinent information.

Trainer’s Notes

8:00 a.m. Welcome (5 minutes).

Show slide 18–1 as participants arrive.

Take care of housekeeping items.

8:05 a.m. Winning Proposals (40 minutes).

Show slide 18–2, and preview the module objectives.

Show slide 18–3.

Below are points to cover about creating a proposal to implement a decision.

The level of formality of proposals varies greatly. Your proposal may take the form of a feasibility report, a specific form to turn in to your company’s suggestion system, an informal chat with the boss, or any number of other written or oral formats. The issues you are addressing and the level of familiarity of your boss (or other decision makers) with those issues will influence how you approach and develop the proposal.

Some of your first steps would be as follows:

Classify your audience. Begin the design of a proposal by classifying the audience that will be evaluating the recommendations. Are they “expert,” “technician,” “executive,” “layperson,” or a “combined” audience?

Remind the learners of the characteristics of these audiences as covered in module 1. Creating your proposal with the readers in mind allows them to easily pick out information of interest.

Establish credibility. This step is sometimes unnecessary or even impossible. If you (or your group) are well-known to the decision makers, you are probably stuck with your existing reputation—at least in the short run. If that reputation is good, be sure to keep it that way. If your reputation is not good (or you are unknown to the decision makers), you may want to use additional sources to support your idea. In any case, to gain or maintain credibility, you need to carefully present and document your recommendations.

Credibility is, of course, in the eye of the beholder. It always pays to scope out your audience and play to your strengths and their preferences as you design your proposal. Sometimes you can be more credible if you remind the decision maker of your credentials or results you’ve achieved in the past. Sometimes showing that the idea has worked elsewhere in similar circumstances (maybe for a competitor) will establish that it might be worth trying.

Whatever process you use, the key point is to maneuver the people who must accept and implement the decision into a willingness to read about or listen to the idea. They have to believe that you may have something worthwhile to say.

Ensure a focus on your idea. It has to be possible for the decision makers to get to the idea. Don’t allow a sloppy presentation, with misspelled words or mistakes, to take away from your great ideas. But, looks aren’t everything: An exquisitely produced, superbly printed, and graphically memorable proposal that is shallow or unworkable will still not sell. Besides, if it’s too slick, management will wonder why you spent so much time and money on the presentation instead of doing your job.

The objective of proposal packaging can be summed up by saying that it must be an “appropriate quality” for the situation at hand. Avoid distractions that will inhibit your message. This applies to both written and oral presentations.

Show slide 18–4.

Discuss the Malcolm Gladwell quote with the class.

Show slide 18–5.

Not all 11 categories suggested on this slide and the next are needed in every proposal. Depending on the topic and other circumstances, several of these ideas may be handled in a single sentence, whereas others may require pages or hours of discussion. These topics are presented in a sequence that will work for most proposals, but this order is not sacrosanct. Rearrange the ideas if it seems to make sense for the topic at hand.

1. Begin by expressing the need for a change. State early and clearly what the proposal is and why it is needed. The only exception to this rule is if the proposal is so radical that stating it up front will result in an immediate rejection of the idea. In that situation, you will need to build up to the recommendation through discussion. Normally, though, that takes too much of the audience’s time, so get right to the point. If this takes you more than three sentences, you need to rethink it and focus more carefully.

2. Define the problem or opportunity that led to the proposal. What brought this idea to mind? Remember, management frequently looks at problems or opportunities mainly in terms of numbers. How much did it cost? How much more could be produced? How much time could be saved?

The “M” resources might cue you to a way of defining the problem. What money, materials, methods, minutes, machinery, maintenance, management, markets, manpower, milieux, or manuscripts are doing less than they could? (OK—that’s a stretch. Look up milieux, though, and you’ll see why it works.)

3. Understand the background of the problem or opportunity. How did the underlying problem or opportunity develop? Has it always been there, or did some change occur that has caused it?

4. Emphasize the need for a solution. What will happen if no changes are made? Will the organization still be able to operate? This “down-side discussion” needs to be tied to specific dollar and time costs whenever possible.

5. Specify the benefits of adopting the proposal. What specific savings or improvement will occur as a result of implementing the change? Increased production, faster turnaround, reduced complaints, or what else? Once again, tying these to defensible and clear numbers will be helpful for most decision makers. You need to be enthusiastic about the benefits, yet not come across as a “used-car salesman.”

Note that the proposal details have still not been divulged. Presenting the benefits (instead of details) at this point is part of developing a momentum. The intent is to get the decision maker into a receptive enough mood to listen to the details. Later in the proposal is the place to specify the details, but first, you need to sell the benefits that will come out of the proposed changes or ideas. “Benefits-first” is a technique taught in nearly every sales class.

Show slide 18–6.

6. Define the nature and scope of the proposal. What change is being proposed, and where will it be implemented? Does it involve one person or one department or a company-wide effort? How pervasive will the effects of the change be? What other areas of the organization will be affected in addition to the areas in which the change occurs? Who else, if anyone, needs to be involved?

7. Present a plan for implementing the decision. What methods will be used in implementation? What tasks have to be done—and by whom? What facilities and equipment will be needed? When do these things need to happen? Clarity is the keyword in the implementation plan. Use analogies, examples, simple graphics, and terms and formats comfortable to the audience, and include charts, photographs, and tables.

The implementation plan, however, should include only the key points. Further details can be put in an appendix to a written proposal or in handouts or visuals to be used only if needed during an oral proposal. This style of presentation allows the presenter to engage in an unobstructed overview, yet drop to a deeper level, if necessary. The appropriate level depends on knowing the audience and whether the decision maker will be involved with simple approval/disapproval, or in the actual process of implementation.

8. Provide support for the proposal. Do you personally have any experience relevant to the proposal? Can you cite examples of where it has been tried before? Who else in the organization (or outside) may have the background to help? Are there articles, books, or other reference sources you could cite to support the ideas? Remember to include the names and credentials of people who helped develop the original idea and others in the organization with whom the proposal has already been discussed.

9. Discuss the likelihood of success. No implementation of change is going to come off perfectly. Of course, your proposal should have more going for it than against it, but don’t leave yourself open to criticism by ignoring potential problems. It is far better to bring up objections yourself than to respond to them only when challenged by the decision makers. Disarm this possibility by listing criticisms and problems, with either a valid response to each or a summation of the consequences if these problems actually interfere.

10. Explain and justify the cost of the proposal. It is a typical sales technique to leave discussion of the cost until the sale is made. Sooner or later, however, the issue of cost will come up. Be ready to present the costs accurately and in projected cost/benefit (value or return-on-investment) terms. Remember, too, that total cost includes employee-hours, materials, and many other things. In some organizations, the kind of cost may be as important as the amount of the cost. For example, an organization may have a budget for equipment but not for hiring people, or capital expenses rather than operating expenses. These limitations could be due to different tax treatments or legislative mandates for hiring or many other reasons. It may be necessary to specify costs by category for this type of situation. Overall, do as much as possible to focus on the positive value created by the proposed change.

11. Document, if necessary. In most proposals, the documentation can be delivered in an appendix to the proposal.

The term appendix, of course, refers to an organ in the body that no one pays any attention to unless something goes wrong. An appendix should include any supporting material that might be of interest to the decision maker, but which is so detailed that it would impede the flow of ideas. Examples might include charts, surveys, computations, input data, flow charts, articles, lists of personnel, and so forth. Similar information needs to be on hand or available for review following an oral presentation. The decision maker should be given the documentation for later review or as a reminder, in order to allow effective consideration of the proposal.

8:45 a.m. Break (10 minutes).

8:55 a.m. Application Exercise (40 minutes).

Show slide 18–7. Distribute Worksheet 18–1: Finalizing Your Proposal and help participants in completing their responses to the questions it poses.

9:35 a.m. Program Summary (10 minutes).

Show slides 18–8 and 18–9. Delete from the program summary any modules not covered in the version of the program you presented to this class. Edit the slides to reflect the modules you presented to this class.

PROGRAM SUMMARY

Slides 18–8 and 18–9 just restate the topics presented in each of the 10 modules. Use whatever review technique you prefer. Have the participants look at their final worksheet for each of the modules as you go over things. The module objectives for each are summarized below.

MODULE 1—THE DECISION-MAKING PROCESS: ANATOMY OF A DECISION

• List and explain the steps by which a decision is made.
• Explain the benefits of a structured decision-making process.
• Determine the relative importance of a decision.

MODULE 2—THE CREATIVE PROCESS: DEVELOPING OPTIONS

• Explain the importance of creativity in decision making.
• Clarify the goal of a decision.
• Develop or identify viable options from which to choose.
• Calculate the degree of risk related to a decision.

MODULE 3—BARRIERS TO CREATIVITY

• Identify six kinds of barriers that may affect effective decision making.
• Identify personal traits related to decision making.
• Identify group traits related to decision making.

MODULE 4—OVERCOMING BARRIERS TO CREATIVITY

• Explain four techniques for overcoming barriers to creativity.
• Develop a personal plan for reducing at least two common barriers.

MODULE 5—TOOLS TO IMPROVE CREATIVITY

• Describe at least five simple tools that may help improve creativity.
• Apply the appropriate tools to a variety of situations requiring creativity.

MODULE 6—THE ANALYTIC PROCESS: NARROWING DOWN THE OPTIONS

• Identify significant sources of data for decision-making analysis.
• Determine the value of collecting additional information.
• Explain and use the concept of Pareto analysis.

MODULE 7—USING EVERYDAY STATISTICS

• Define probability using common examples.
• Use the concept of probability to explain common simple decision-making situations.
• Explain the process and uses of sampling data related to decision making.

MODULE 8—USING TOOLS TO IMPROVE ANALYSIS

• Describe at least five simple tools that may help improve analysis of information.
• Apply the appropriate tools to a variety of situations requiring analysis of information.

MODULE 9—THE HUMAN ASPECT: EMOTIONAL AND IRRATIONAL FACTORS

• Discuss the merits of group versus individual decision-making processes.
• List at least two differences between expert and layperson decision-making requirements.
• Describe the influence of framing on the decision-making process.
• Describe the influence of technology on the decision-making process.

MODULE 10—IMPLEMENTING THE DECISION: WRAP-UP

• List the important factors to consider in planning to implement a decision.
• Develop a plan for implementing a decision you have made.

9:45 a.m. A Final Thought on Decision Making (10 minutes).

Show slide 18–10. Review the Jonah Lehrer quote with the class.

Show slide 18–11. Distribute Evaluation Instrument 18–1: Posttest on Decision Making.

Note: The 20-question true-false test should only require about 5 minutes. When most everyone appears to be finished, move on to slide 18–12 and let individual participants grade themselves, unless you prefer to grade them.

9:55 a.m. Last Thoughts on Decision Making (5 minutes).

Show slide 18–13. Discuss the Malcolm Forbes, Malcolm Gladwell, and Joanne Lee quotes.

LEARNING CHECK QUESTIONS

You can use the learning check questions and answers in oral or printed form.

Discussion Questions

Ask the participants these questions for reflection:

• Analyze a recent decision with which you are familiar (ask for a volunteer to answer).
  What was the process used in making it?
  Was adequate critical thinking used?
  Did any organizational structure, climate, or cultural factor have an influence on the decision? Was technology an influence on this decision in any way?
  How else could the decision have been framed? Would that have influenced the result?
• Name a couple of the hazards of overdeveloping a proposal before it is presented.
  Answers: Minor changes become more difficult; may be wasted effort if the idea is not accepted.
• If the person who will receive and decide on the proposal is an expert in the field, what sort of approach might you want to use? How about if he or she is a layperson?
  Answers: For the expert, cite explicit sources of why the idea is good and provide a detailed appendix with facts and figures. For the layperson, a more anecdotal approach will work, including stories of why it’s needed and where it has worked and what personal benefits can they expect.
• Why is it frequently appropriate to delay discussion of details about a proposal until later in the presentation.
  Answer: It’s important that the big idea gets accepted first.

10:00 a.m. A Final Farewell.

Show slide 18–14. Edit this slide to include the appropriate details. Ask participants to complete and return their evaluation form, Evaluation Instrument 5–2. Each organization will probably have its own policies on this. Typically, attendees are asked to either leave it on the table as they exit, put it in an envelope (provided), or give it to their supervisor or training representative once they return to their job site. Each instructor or organization will have specific policies.

Worksheet 18–1

Complete as much of the following as you can in the time available. Take this with you following the training program, and use it to develop your ideas more fully.

In no more than two sentences, what is your idea?

1

What format and level of formality is needed?

2	Written, oral, other? Formal report, casual conversation or in-between?

Define the audience that will consider the idea:

3	Who is it? How much do they know? The audience is: __Expert __Technician __Executive __Layman __Mixed or unknown

How well developed must the proposal be?

4	Just enough to get the idea accepted, or very complete? Does it need to be divided into planning, then implementation? What quality issues apply in this case?

How can you enhance the proposal’s credibility?

5	What in your record (or your team’s) can you cite? How can you make it more believable? What politics may be going on regarding this issue? What else can help the audience agree with it?

What background is needed for the audience?

6	What change (if any) happened to cause this problem or opportunity?
	What are the consequences of not dealing with the proposal being made?

What support exists for the proposal?

7

What specific support do you have for the idea in terms of underutilized resources, excessive costs, poor allocation of people or equipment, customer complaints, employee dissatisfaction, awkward procedures, new market opportunities, issues with facilities, and so on? Cite specific numbers and costs. If you don’t know them now, where can you find them before you finalize the proposal? Personal experience? Other people who agree so far? Books or articles? Other places it has worked?

What are the benefits of this idea?

8	List the expected benefits, quantifying them when possible.

What are the specifics: What, who, when, and where?

9	Specifically, what are you asking the decision maker to agree to at this time? Who else will be involved or affected? What other offices, locations, departments, and people will be involved or affected? When should this change happen?

As much as possible prior to approval, what is the general implementation plan and what actions are needed?

10	Include the schedule, list of tasks, methods, facilities involved, and so on.

Is there a possible downside to the proposal?

11	List any significant issues that might arise, as well as how you would deal with them or the consequences.

What will the proposal cost to implement?

12	What is the budget (by category if necessary), who will pay for it?
	What is the expected ROI (return-on-investment) or cost-benefit ratio?

What materials do you need in the appendix?

13	Charts, surveys, computations, input data, articles, lists of personnel, references, citations, and so on.

Additional Notes:

 

 

© 2010 Decision-Making Training, American Society for Training & Development

Evaluation Instrument 18–1

Circle either T (true) or F (false):

T	F	1. We all make hundreds of decisions every day.
T	F	2. All decisions are made in an essentially similar pattern.
T	F	3. The first step in decision making is to determine if one is really needed.
T	F	4. Deadlines are an influence on a decision’s importance.
T	F	5. Decisions that can be changed later are often less critical.
T	F	6. Technological capability is an example of a limitation in decision making.
T	F	7. Most of us are born with more creativity than we use.
T	F	8. Being stuck in a rut is an example of an emotional block.
T	F	9. We can improve our creativity with practice.
T	F	10. Choices should be evaluated as they appear.
T	F	11. Decision making applies to all phases of management or supervision.
T	F	12. Checklists and catalogs can be idea-generating tools.
T	F	13. Intuition is more important than rational thought in the early stages of decision making.
T	F	14. Limits should be established early in the decision-making process.
T	F	15. Tolerance for risk influences individual decision making.
T	F	16. Listing possible sources of information, then trying to determine which is most important, is a simplified form of Pareto analysis.
T	F	17. A decision matrix can be used to aid almost any decision.
T	F	18. It is better to present ideas to individuals than to groups.
T	F	19. Brainstorming can be done by any individual to help make decisions.
T	F	20. “Framing” the decision properly is helpful but not essential.

Posttest Answers: 1 T; 2 T; 3 T; 4 F (may be urgent but not important); 5 T; 6 T; 7 T; 8 T; 9 T; 10 F; 11 T; 12 T; 13 T; 14 T (but only limited limits); 15 T; 16 T; 17 T; 18 T (usually); 19 F; 20 F (it is essential).

 

© 2010 Decision-Making Training, American Society for Training & Development