The neuroscience of decision-making: from heuristics to matrices, making thinking visible

Abstract

Everyone involved in education is a decision-maker, from classroom teachers to trustees, and the decisions we make are one of the most significant determinants of our effectiveness. Nevertheless, while educators have access to professional development opportunities covering an array of pedagogical skill-sets, there is little training offered in decision-making theory and systemic processes, perhaps based on an assumption that life alone provides the experience necessary for effective decision-making. Research on decision-making indicates that we are neurologically hardwired and habituated to reply on predominately unconscious heuristics when making choices. This dissertation explores the question of how might an understanding and awareness of common decision-making heuristics change, improve, or influences decision-making? This dissertation is an example of a developmental evaluation. I used a case study model to explore how participants who attended the seminar entitled "The Neuroscience of Decision-Making: Improving Personal and Professional Capacity" came to better understand their decision-making tendencies through an increased awareness of their use of and reliance on heuristics. The practical application of the grounded theory approach explores the question of how the use of a "program matrix," a logic-model based framework designed to make thinking more visible, might make decision-making more systemic and collaborative. The findings indicate that participant's perceptions of their decision making evolved as a result of their participation in the seminar. Similarly, the use of the "program matrix" encouraged a more collaborative and systemic approach to programmatic decision-making.