Kindly summarize the folowing data in 300 words

ABSTRACT

This article describes a multistep exercise focused on decision-making that can be used

in a variety of disciplines. The exercise helps students understand process issues in

decision-making and the complexity of doing so in real world scenarios. The exercise

uses a case to illustrate the paradoxical effect of how decision-makers often focus on the

content of decisions in lieu of attending to the decision-making process. It is best suited

for upper-level undergraduate and graduate students. Insights about process issues are

revealed through creating a team contract, a team inventory, and making the decisions

required in the case analysis. These revelations occur across three 75-minute classes but

can be adapted to the time available and relevance of the course. The articles structure

is organized according to Wiggins and McTighes curriculum development model.

LIMITATIONS AND FUTURE RESEARCH

This study has several limitations worth noting. First, a limitation is that the

pre and post measures only gauged changes in knowledge, with no bridge to

action. In this way, there is no data that indicates there will actually be any

changes in future behavior. Future research may include administering the pre

and posttest at times other than just prior to, and following the exercise. Doing

so would help establish what learning occurred and when it happened, thus en

abling instructors to determine what elements of the course provide the great

est learning improvements. This could be linked to learning goals established at

the beginning of each course through the use of an appreciative inquiry exercise

(Conklin, 2009) that helps identify them. Further distinctions could also be

revealed by pursuing the effects of gender and/or professional experience on

decision-making.

SUMMARY

This article has described a set of activities that differ from traditional lecture

based teaching models. The insights that often occur are likely to increase retention

as they stand outside the typical classroom experience. We readily acknowledge

that some of the courses in references used for this article are modeled on good

old-fashioned, stand-and-deliver, sage-on-the-stage (Gibson, 1996) lecture. Still,

the challenge is to more fully integrate activities and exercises that leverage

the shared power of the form of EBL demonstrated by this exercise on the DM

process.