Evaluation of an in-basket technique for teaching effective and efficient use of participatory decision-making.

Abstract

The problem addressed by this study is the inefficiency and reduced quality of problem-solving and decision-making that results from a pervasive and uncritical use of Participatory Decision Making (PDM) by educational administrators at all levels. This study was designed to assess the effectiveness of an experimental version of Collet's (1992) Problem-Solving and Decision-Making Facilitator Checklist (PS/DM Checklist) designed to produce more effective and efficient use of PDM by current and prospective educational administrators. Twelve performance scales measuring changes in both participant behavior and decision quality were developed to assess the skills required to determine who should be involved in solving a particular problem and at what level. To provide a link to existing research, the targeted skills were categorized as expanded versions of five skill areas measured by NASSP assessment: problem analysis, judgment, organizational ability, decisiveness, and leadership. This study compares the scores of two randomly assigned groups of aspiring and practicing administrators on each of the twelve performance scales. The experimental group received a participation/efficiency treatment involving extensive practice with the PS/DM Checklist. The comparison treatment used a version of the PS/DM Checklist that did not contain the elements dealing with PDM. In-basket tests were administered to both groups at the beginning of the experiment, at the end of the sixth week of treatment, and at the end of the eighth week of treatment. The study's primary interest focused on the differential effects of the experimental and comparison treatments administered between the pre-test and post-test I. However, for reasons of equity it was necessary to make both treatments available to each group. At the beginning of the seventh week the treatment groups were switched and the results of these shortened treatments measured by post-test II. Analysis of post-test I scores produced significant results confirming this hypothesis for all twelve variables. It was concluded that use of the experimental version of the PS/DM Checklist improved the efficiency and effectiveness of PDM use by administrators in a simulated environment. Qualitative and anecdotal evidence suggests that most participants were successfully using the procedures in their regular work environment. Analysis of post-test II scores suggests that: (1) participants in the experimental group continued to improve their skill in using PDM, and (2) comparison group subjects exposed to a short version of the experimental treatment appear to have gained skill but the improvement was not significant. The dissertation presents a discussion of the practical implications of the study results.