Programmed Decisions in Education:
* Definition: These are routine, repetitive decisions that can be handled using established procedures, policies, or rules. They often involve little ambiguity or uncertainty.
* Examples:
* Granting a student a make-up exam following a pre-established policy.
* Ordering standard classroom supplies based on a predetermined budget.
* Assigning grades based on a clearly defined rubric.
* Following school attendance policies.
* Scheduling standardized tests.
* Characteristics:
* Structured
* Repetitive
* Well-defined procedures
* Low risk
* Minimal time investment
Non-Programmed Decisions in Education:
* Definition: These are unique, complex decisions that require significant thought, analysis, and judgment. There's no established procedure to follow, and they often involve significant uncertainty and ambiguity.
* Examples:
* Designing a new curriculum for a specialized program.
* Developing a response to a sudden crisis (e.g., a school shooting, a major unexpected budget cut).
* Resolving a conflict between students or staff members that requires careful consideration of individual circumstances.
* Selecting a new principal or superintendent.
* Determining how to best support a student with exceptional needs who doesn't fit neatly into existing support categories.
* Characteristics:
* Unstructured
* Novel
* No established procedures
* High risk
* Significant time investment
* Often involve multiple stakeholders and perspectives
Key Differences Summarized:
| Feature | Programmed Decisions | Non-Programmed Decisions |
|-----------------|---------------------------------|-----------------------------------|
| Structure | Highly structured | Unstructured |
| Frequency | Routine, repetitive | Infrequent, unique |
| Complexity | Simple, straightforward | Complex, multifaceted |
| Uncertainty | Low | High |
| Risk | Low | High |
| Decision-Maker | Often lower-level administrators | Often higher-level administrators |
| Time Commitment | Low | High |
Essentially, programmed decisions streamline processes within an educational institution, while non-programmed decisions shape its direction and respond to unique challenges and opportunities. Both types are crucial for effective educational management.