The Advocate Team Process The basic procedure used for the advocate team process is that several

teams of individuals work separately on the same problem to arrive at possible solution or alternative suggestions. The recommendations from the individual teans are then used by decision maker in arriving at the one best solution to the problem at hand. The premise of this planning approach is that several teams working on the same problem will provide different approaches, solutions, or alternatives to the problem. 1. Identify the task fo the teams, including objectives to be met. 2. Select at least two teams, composed of four to si members each. Individuals asked to serve should be knowledgeable on the subject, willing to e press idea, innovative, and able to work in a group setting. !. Select a seperate meeting location for each team and provide an ade"uate lenght of time for teams to discuss the topic thoroughly. #. $repare team members, through written materials and % or joint orientation session, with appropriate background information that e plains the task to the team, describes any constraints, details the format that the team&s recommendations are to follow, and highlights how input from the teams will be utili'ed. (. )old separate team meetings, which first must include the selection of a chairperson for each team, then hace the teams determine thier own operating procedures, keeping in mind the deadline for completion of the team&s final report. *. $rovide servises to each team that will aid in effective and efficient work, for e ample, technial writers, clerical staff, resource people, and copying e"uipment. The final report submitted by each team could be presented in a meeting attended by all teams, or it could be submitted privetely to the person or group re"uesting the information. The advocate team process has numerous application in curriculum development for vocational and technical education, or when decision making situation is at hand. + ample of uses for this planning techni"ue are setting the goals of an organi'ation, identifying strategies for reaching those goals, establishing new programs, developing components of a comprehensive plan, developing alternative education or training programs, or other situations where more than one alternative e ists to a problelm. Summary of Approaches for Decision Making Several approaches for decision making have been discussed. To bring this section of the chapter to a close, several general observations need to be made. ,irst, regardless of the decision-making process used by an organi'ation, all individuals must fully understand how the decisions are made and the proper procedures to follow when input is desired. .n organi'ation will never establish a procedure in which all individuals involved agree on the process, but if all understand the process, at least open lines of communication can be maintained. Second, once a procedure for making decision has been agreed on, then the process of arriving at any future decisions must adhere to the established written guidelines. /eviation from established policy for decision making will result in a disruptive system and the development of distrust in other who must work with the organi'ation.

Third, educational administrators who work directly with the decision-making body must have realistic information and fact about their programs. Subordinates to administrators, teachers, and other who withhold infprmation and present inaccurate pictures will not provide valid data to the decison makers on base their decision. ,ourth, all decision-making procedures must provide a system that assures multiple avenues for information to be fed into the decision-making environment. The use of advisory groups, consultans, and proper atmosphere for individuals to volunteer information will assist in helping the decisionmaking process flow smoothly. ,ifth, not discussed in this chapter but still a vital part of decision-making process, there must be a follow up of all decisions made. This would include the conce"uences observed, how the decision-making process could be improved, and the resulting effect decisions are having on program improvement. Si th, all decision makingmaking procedures must incorporate within their thier written policies the roles and responsibilities of all those involved either directly on indirectly with the process. 0nly this way will individulas know what is e pected of them and what they can e pect of others. ,inally, no approach is going to be perfect or will provide decision maker with direct answers to a problem under consideration. /ecision making ultimately focuses on human judgement, based on what is thought to be possible, desirable, and once the decision is made probable.

ESTABLISHI ! STA DA"DS #$" DE%ISI$ MA&I !