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LESSON 13
Facilitating Skills in Counseling

What are in store for you?

✔ Facilitating Skills of a Counselor

✔ Personal Characteristics of a Facilitator

Duration: 3 Hours

Introduction

A person who manifests abilities used to provide opportunities and resources to a

group of people that enable them to make progress and succeed is a good facilitator.
He/she also provides assistance to an individual in search for meaningful existence as
he/she uses skills necessary to make the encounter fruitful. Some of his/her abilities
include being prepared, setting guidelines, being flexible, active listening and managing
time.

This lesson introduces

essential facilitation skills that are
useful for all types of counselling
catered by a good counselor. These
skills are necessary to build trust,
assess emotional state or condition of
the client, develop empathy and
identify key issues or problems to
deliver the much needed help to the
clients. Learning experiences include
observing, practicing, and applying
facilitation techniques and methods in
the helping process.

What you should know? (Main Objective)

● At the end of this module, it is expected that you deduce from a case study how
facilitating skills in counseling considers the needs, strengths, interests and
experiences of learners are implemented by the values educator.

Specifically, you should be able to:

● Identify the important elements of the different facilitation skills;

● Assess personal attributes in line with the facilitator’s characteristics;
● Facilitate a simple dialogue with a classmate acting as a client using the skills of a
counselor.

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What do you already know? (Pre-test)

As part of procedures for determining your prior knowledge on the topic presented
in this module, I want you to answer the simple assessment below identifying the
counselor’s skills described on the opposite column (The first letter of the answer is
given). Your honesty is the key to success in achieving the intended learning outcomes
of this module for you.

SKILLS
A ______________________
B _______________________
C _______________________
D _______________________
E _______________________
F _______________________
G _______________________
H _______________________
I _______________________
M _______________________
DESCRIPTION
Attending to members’ verbal and non-
verbal communication without judging or
evaluating
Acknowledging the nature of the
relationships being formed
Helping members to identify and agree
on the behaviors that will promote
achievement of their purpose and goals
Orchestrating and coordinating the
group’s action.
Acknowledging when energy is sagging,
and taking steps to reinvigorate the
group’s attention to its task and process.
Calling attention to what is underway;
Searching for commonality;
Helping members reach understanding
Helping members to individually and
collectively define concrete and
achievable goals
Searching for commonality;
Helping members reach understanding
Searching for commonality;
Helping members reach understanding
Demonstrating desirable behavior
through actions, i.e. positive
communication, supportive feedback,
etc.

ACTIVITY

Tulong Ko , Para sa Iyo….

From whom did you receive assistance or help when you were in high school?

______________________________________________________________________
______________________________________________________________________
______________________________________.

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 What kind of assistance was given to you by them?

______________________________________________________________________
______________________________________________________________________
______________________________________

How did he/she facilitated the dialogue before the actual help was given?

______________________________________________________________________
______________________________________________________________________
______________________________________

What characteristics of a helping person did you see from him/her?

______________________________________________________________________
______________________________________________________________________
______________________________________

You finally did it, you already completed the first two tasks. Before you begin I
would like you to reflect on what you have done and experienced in your recent activity
because that is the key to moving forward. You can do that by completing each clause
below.

The activities above made me remember

______________________________________________________________________
______________________________________________________________________
____________

It made me think and realize that

______________________________________________________________________
______________________________________________________________________
____________

I therefore commit to

______________________________________________________________________
______________________________________________________________________
____________

By this time, you are very much prepared to learn more about personal
characteristics and facilitating skills of a counselor

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ANALYSIS

Basic Skills in Counseling

1. Attending Skills
• Includes eye contact expression, body language, vocal quality, and
verbal tracking, verbal and non-verbal behaviors.

2. Listening Skills
• An extremely important dimension of the counselor’s work by hearing
the client accurately, seeing the point of view and feeling the world as
they experience it.

3. Perceiving Skills
Involves an intense process of
actively listening for themes, issues,
personal construct, and emotions.
(e.g. views of oneself, attitudes
towards other, consistent
interpersonal relationship patterns,
fear of failure, and search for
personal power.)

4. Communicating Skills
Refers to understanding the client’s personal constructs, as the unique set
of thoughts a person uses to process information, give meaning to life
events, order one’s world, explain cause-and-effect relationships, and make
wise decisions.

5. Leading Skills
Describes the counselor’s selection of a response that anticipates the
client’s readiness to benefit from a particular kind of response.

The Facilitation Skills Needed

The table below presents the different facilitating skills that every good counselor took
into consideration in the performance of his/her tasks as a helping professional. The
table also presents the purpose/s of the particular skills coupled with the description of
the same.

SKILL PURPOSE DESCRIPTION

Active listening To encourage trust, self- Attending to members’
disclosure and exploration verbal and non-verbal
communication without
judging or evaluating
Analyzing To synthesize data for the Identifying patterns;
purpose of determining Linking cause-and-effect
subsequent action relationships

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 Recognizing the
multiplicity of factors
influencing a
person/situation
Assessing To identify members’ Observing members’
growth needed and goals; behaviors, identifying
To recognize maladaptive themes or patterns in the
behaviors and thought members’ lives, recording
patterns; pertinent data, and thus
To estimate what growth forming tentative and
challenges a member is flexible evaluations of
ready to handle and then each member
to invite this new learning.
Balancing To ensure equal attention Inviting members to
to both task (what is to benotice/speak about what
done) and process (how it is happening in the group;
is done) so that the Acknowledging the nature
group’s purpose is upheld of the relationships being
formed
Contracting To determine the Helping members to
boundaries, rules, identify and agree on the
standards and norms for a behaviors that will
group’s interaction promote achievement of
their purpose and goals
Coordinating To ensure a match Being guided by the
between the purpose of each session
task/topic/purpose set for as set by the facilitators
the group by the
presenters with the actual
tasks/goals/ relationships
undertaken by the group
Directing To help the group Assigning members
accomplish certain roles/tasks;
Initiating activity;
Orchestrating and
coordinating the group’s
action.
Energizing To stimulate renewed Acknowledging when
effort and interaction energy is sagging, and
among group members taking steps to
reinvigorate the group’s
attention to its task and
process.

Focusing To channel the group’s Calling attention to what

attention and energy to is underway;
particular topics, Searching for
processes, dynamics or commonality;
goals Helping members reach
understanding

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Goal setting To help group members
identify, clarify and agree
on their purpose, goals
and direction
Harmonizing To restore harmony,
cooperation and unity
when conflict or other
differences surface
Initiating To set the pace of the
group’s process;
To prevent floundering;
To introduce new focus
and energy
Interpreting To provide group
members with a new
perspective for
considering and
understanding their
behavior, thoughts or
emotions
Mediating To help members reach
agreement or resolve
disputes
Modelling To provide examples of
desired behaviors;
To inspire members to
actualize their potential
Observing To be aware of all that is
happening (overtly and
covertly) within the group
and responding as
appropriate
Promoting healing To foster well-being and
restoration of a sense of
wholeness
Helping members to
individually and
collectively define
concrete and achievable
goals
Searching for
commonality;
Helping members reach
understanding
Promoting group
participation;
Searching for
commonality;
Helping members reach
understanding
Offering alternative
explanations;
Reframing a group
member’s message to
consider new angles.
Helping members resolve
conflict
Demonstrating desirable
behavior through actions,
i.e. positive
communication,
supportive feedback, etc.
Taking note of what is
happening in the group;
Noticing how people are
participating;
Checking energy and
interest levels;
Diagnosing blocks or
problems
Allowing members to feel
their pain;
Asking them if they need
anything from the group;
Encouraging members to
express their negative
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ABSTRACTION

Choose the first three facilitating skills that you think you can make use of in helping
students with a particular concern. State the reason for your choice.

1.
______________________________________________________________________
______________________________________________________________________

2.
______________________________________________________________________
______________________________________________________________________

3.
______________________________________________________________________
______________________________________________________________________

APPLICATION

Assess what you have learned. (Post – Test will be administered on a later date)

Final Requirement

Congratulations you are one step away from finishing this module. You have done so
much to come this far. As final requirement, I want you to do the following; Write a short
essay entitled: My First Counseling Experience

Suggested Readings

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Page 147 of 169
 LESSON 14
Ethical Consideration in Counseling

What are in store for you?

1. Ethical Principles in Counseling

2. Ethical Consideration in Counseling
Duration: 3 Hours

Introduction

The term ethics comes from the Greek word ethos meaning custom, habit or character. It
is a set of moral principles or rules for an individual or group. Ethics determine choices to be made,
either by an individual or by group. In the counselling profession, ethics underpin the nature and
course of actions to be taken by the counsellor. It is expected that counsellors and other helping
professionals behave and perform in an ethical manner at all times.

Counselors in an ethical manner should: act in

the best interest of their client; promote the welfare of
their client; protect client’s rights at all times;
maximize help for the betterment of their clients and
minimize the possibility of inflicting harm upon their
clients or do no harm. Hence, the counselors should
always be guided by the ethical principles of their
profession and the ethical considerations that they have
to keep in mind in the conduct of assisting their client,
individually or by group.

What you should know? (Main Objective)

● At the end of this module, it is expected that you deduce from a case study how
facilitating skills and ethical considerations in counseling considers the needs,
strengths, interests and experiences of learners are implemented by the values
educator.

Specifically, you should be able to:

● Identify which classification of counselling suits the learner’s gender, needs, strength,
interest and experiences.

What do you already know? (Pre-test)

As part of procedures for determining your prior knowledge on the topic presented
in this module, I want you to answer the below without any pretension or interest to

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impress me and your classmates. Your honesty is the key to success in achieving the
intended learning outcomes of this module for you.

Direction: Tick whether the statement is an ethical principle or an ethical consideration

in counselling.

ETHICAL ETHICAL
STATEMENT
PRINCIPLE CONSIDERATION
1. Confidentiality means that any identifying
information is not made available to, or
accessed by anyone but the program
coordinator.
3. Informed consent means that the person
participating in the evaluation is fully informed
about the evaluation being conducted.
2. Confidentiality plays a major role in defining
the communication between a counsellor and a
client.
4. Fostering the practitioner’s self-knowledge
and care for self.
6. Counsellors should make every effort to
foster self-determination and individual
responsibility on the part of clients. It’s a
respect for the client's right to be self-
governing.
5. Only assess those components that are of
relevance to the program/initiative being
conducted.
7. A commitment to avoiding harm to the client.
This principle is to avoid sexual, financial and
emotional or any form of exploitation.
8. Anonymity is a stricter form of privacy than
confidentiality, as the identity of the participant
remains unknown to the research team.
9. Voluntary participation means that people
participate in the evaluation free from coercion.
10. A commitment to promoting the clients
well-being. This principle means to act in the
best interest of your client.

ACTIVITY

May K ka ba dyan?

1. Students will be asked to identify at least 4 K (In tagalog - Katangian) of an individual

whom they look into as an ethical person. (Ex. Former Teacher, Counselor, Principal,
Parent or Known Personalities.)

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 1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

2. What do these 4 K have in common?

______________________________________________________________________
______________________________________________________________________
_________________________________.

3. Do they complement or contradict with one another?

______________________________________________________________________
______________________________________________________________________
_________________________________

4. As you summarize the 4K, can you visualize an ethical person now?

______________________________________________________________________
______________________________________________________________________
_______________________________.

You finally did it, you already completed the first two tasks. Before you begin I
would like you to reflect on what you have done and experienced in your recent activity
because that is the key to moving forward. You can do that by completing each clause
below.

The activities above made me remember

______________________________________________________________________
______________________________________________________________________
____________

It made me think and realize that

______________________________________________________________________
______________________________________________________________________
____________

I therefore commit to

______________________________________________________________________
______________________________________________________________________
____________

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 By this time you are very much prepared to learn more about ethical principles and
considerations in counseling.

ANALYSIS

Ethical Principles of Counseling

1. Confidentiality and Privileged Communication: Confidentiality plays a major role in

defining the communication between a counsellor and a client. Counsellors should
respect the privacy of their clients and preserve the confidentiality of information acquired
in the course of their work. Trust is the backbone of therapy.

In distinguishing between confidentiality and

privileged communication, it is important to
remember that confidentiality is primarily an
ethical concept whereas privileged
communication is a legal concept. Confidentiality
is defined as an ethical responsibility and
professional duty that demands that information
learned in private interaction with a client not be
revealed to others. Professional ethical standards
mandate this behavior except when the
counsellor’s commitment to uphold client
confidences must be set aside due to special and
compelling circumstances or legal mandate.

2. Autonomy: Counsellors should make every effort to foster self-determination and

individual responsibility on the part of clients. It’s a respect for the client's right to be self-
governing. This principle emphasizes the clients’ commitment to participate in
counselling, usually on a voluntary basis, to seek informed consent, protect privacy,
informing the client of any conflicts once they become apparent. It prohibits the counsellor
from manipulation of the client against their will may be for socially beneficial ends. Clients
are seen as ends in themselves not means to an end.

3. Beneficence: A commitment to promoting the clients well-being. This principle means

to act in the best interest of your client. To provide service based on training/ experience.
To continue updating one’s knowledge for professional development and to enhance the
quality of services provided to the client. Here, the obligation of the counsellor becomes
important because the client may have at that point of time diminished autonomy based
on immaturity, distress, psychological disturbance, emotional imbalance or nervous
break-down.

4. Non-maleficence: A commitment to avoiding harm to the client. This principle is to

avoid sexual, financial and emotional or any form of exploitation. In India where there are

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no specified rules for same sex therapist/ 53
counsellor this becomes pertinent. The
counsellor should not take any financial favor,
help or aid from the client for their own needs
and not to exploit the weaker, dependent and
vulnerable position of the client. To cause no
harm and to foster psychological and physical
wellbeing of the client.

5. Justice: Counsellor needs to provide fair,

impartial and adequate service to all clients. To
provide just and equal opportunity,
disregarding their personal and social
characteristics which might give rise to discrimination/ oppression. Respect for human
rights and dignity should actually reflect in their work.

6. Self-Respect: Fostering the practitioner’s self-knowledge and care for self. Seeking
counselling for appropriate personal, professional support and development. To keep
updated on training, active encouragement in life enhancing activities and relationships.

Counsellors are strongly encouraged to aspire for personal moral qualities like:

1. Empathy: Feeling from another person’s perspective. ‘Standing in the client’s shoes’.

2. Sincerity: A personal commitment to consistency between what is professed and what

is done.

3. Integrity: Straightforwardness and commitment to being moral in dealing with others,

honesty and coherence.

4. Resilience: Strength to work for the client without getting stressed.

5. Respect: Showing appropriate esteem to others and their understanding of

themselves.

6. Humility: The ability to assess accurately and acknowledge one’s own strengths and
weaknesses.

7. Competence: Using skills and knowledge to do what is required.

8. Fairness: The consistent application of appropriate criteria to inform discussions and

actions.

9. Wisdom: Possession of sound judgment.

10. Courage: To act despite fears, risks and uncertainty.

11. Commitment: To keep up appointments and respect the individual.

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12. Concern: To be all concerned and give adequate time/ attention to the client.

Ethical Considerations in Counseling

It is imperative that ethical issues are considered during the formulation of the evaluation
plan. Ethical considerations during evaluation include:

● Informed consent
● Voluntary participation
● Do no harm
● Confidentiality
● Anonymity
● Only assess relevant components.

Informed Consent

Informed consent means that the person participating in the evaluation is fully informed
about the evaluation being conducted. Participants need to be made aware of the purpose
of the project, who or what group is funding it, how the findings will be used, if there are
any potential adverse impacts of their participation and who will have access to the
findings. The main purpose of informed consent is that the participant is able to make an
informed decision as to whether they will participate in the evaluation or not. Additional
information should also be provided in the event that the participant becomes distressed
in any way during their participation.

Voluntary Participation

Voluntary participation means that people participate in the evaluation free from coercion.
Participants are free to withdraw their participation at any time without negatively
impacting on their involvement in future services or the current program 2 and
relationships with any of the researchers or research bodies involved. It can be
challenging to encourage high risk youth to become engaged in a program and it is
therefore difficult when participants choose not to continue in a program. It is the right of

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participants to leave a program of this nature at any time, therefore no pressure should
be placed on those who choose not to continue. Explanations are also not required.

Do no harm

Harm can be both physical and/or psychological and therefore can be in the form of:
stress, pain, anxiety, diminishing self-esteem or an invasion of privacy. It is imperative
that the evaluation process does not in any way harm (unintended or otherwise)
participants.

Confidentiality

Confidentiality means that any identifying information is not made available to, or
accessed by anyone but the program coordinator.2 Confidentiality also ensures such
identifying information is excluded from any reports or published documents. Given that
there are often small numbers in peer based programs, it is very important to consider
how reports are worded to ensure that there is no opportunity for people to be identified
even though names are not used.

Anonymity

Anonymity is a stricter form of privacy than confidentiality, as the identity of the participant
remains unknown to the research team.2 This is more difficult to achieve than
confidentiality as participants in the context of social research are usually known to the
program coordinator.

Only assess relevant components

Only assess those components that are of relevance to the program/initiative being
conducted. High risk populations are sometimes being used as guinea pigs or a captive
audience to ask all sorts of questions in evaluations that are of interest to groups
conducting the program/initiative but not relevant to the program nor will be to the group
who are involved in the program. It is important to keep evaluations as simple as possible
and to remain focused on the intention of the evaluation and what the data gathered will
be used for.

ABSTRACTION

What ethical practices of a counselor which are very much related to the teaching
profession would you like to embrace as a future educator? Justify your answer.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________.

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APPLICATION

Assess what you have learned. (Post – Test will be administered on a later date)

Final Requirement

Congratulations you are one step away from finishing this module. You have done
so much to come this far. As a final requirement, I want you to do the following: Write a
reflection on, The set of Ethics I need to embrace as I prepare to become a teacher.

Suggested Readings

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]

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 LESSON 15
Stages in Decision Making

What are in store for you?

1. Meaning, Characteristics, Principles and Stages in decision making.

Duration: 3 Hours

Introduction

When one decides, he/she is making an act of choosing from among alternatives.
Just like in the first phase of the valuing process, where one has to decide from among
alternatives after a thorough consideration of the consequences of choices he/she has to
make. This according to many, is the art of decision making.

Every day we are confronted with a lot of choices, and therefore, the need to decide
is always there. In the process of making a decision, we are faced with two or more
alternatives as a possible response to a problem or difficulty. A careful study of the
situation is important as well as the
possibilities on how the decision would
turn out to be fruitful.

But there are instances where one

cannot even find a possible choice,
although a lot of squeezing of the brain
has been done already. What seems to
be the problem? Is it the individual
himself/herself? Is it the process of
making a decision? Or indecision on the
part of the individual who has no guts to face the reality that he/she has to decide. As one
writer had said; Not to decide is to decide.

In many instances, clients visit the guidance center because of the fact that they
do not know what to do. They are facing a blank wall. It is at this point where the guidance
of the good counselor is sought. The much needed help, the decision making process.

What you should know? (Main Objective)

● At the end of this module, it is expected that you explain the decision making
process in counseling that suits the learner's gender, needs, strengths, interests
and experiences.

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Specifically, you should be able to:

● Identify the importance of decision making process;

● Understand how a decision is reach by the individual based on some important
factors to consider;
● Assist student-clients in decision making by following the correct steps of the
process.

What do you already know? (Pre-test)

As part of procedures for determining your prior knowledge on the topic presented
in this module, I want you to answer the self-rating form below without any pretension or
interest to impress me and your classmates. Your honesty is the key to success in
achieving the intended learning outcomes of this module for you.
Multiple Choice. Encircle the letter of the correct answer.

On items 1-3, identify who defined decision-making in the given items:

1. “A decision is an act of choice wherein an executive forms a conclusion about what

must be done in a given situation.”
a. Terry b. Mcfarland c. Davar

2. “Decision making is the selection of one behavior alternative from two or more
possible alternatives.”
a. Terry b. Mcfarland c. Davar

3. Decision making can be defined as the selection based on one criteria of one
behavior alternative from two or more possible alternatives.
a. Terry b. Mcfarland c. Davar

On items 4-6, identify the importance of decision making skills for students described in
each item:

4. These are experienced by the students for which they have to acknowledge the
available resources.
a. Self-determination b. Learning disabilities c. Helplessness

5. The capability of the student in understanding this leads them in trying to make
effective decisions and an alternative method to obtain it.

a. Understanding strengths and weaknesses b. Socialization Skills

c. Self-determination

6. It is a combination of knowledge, belief, skills that enable students to become goal-

directed, autonomous behavior and even self-regulated.
a. Socialization Skills a. b. Helplessness c. Self-determination

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On items 7-10, the principles of decision making described in each item:

7. This principle has an important bearing on decision-making, and it should be readily

understood. If this is rigid and highly centralized, decision-making authority will remain
confined to the top management level.
a. Subject Matter of Decision Making b. Organizational Structure c. Analysis of
the Objectives and Policies

8. This principle is necessary to make a correct selection of decisions from among the
alternatives.
a. Analysis of the Objectives and Policies b. Proper Communication System
c. Sufficient Time

9. It is a matter of common experience that it is usually helpful to think over various

ideas and possibilities of a problem for the purpose of identifying and evaluating it
properly.
a. Participation of the Decision-maker b. Sufficient Time
c. Study of the Impact of a Decision

10. This principle enables him to change the decision and win over the cooperation of
all the diverse groups
a. Consideration of the Chain of Actions b. Flexibility of Mind
c. Sufficient Time

ACTIVITY

Sayang na Sayang Lang….

Direction: Kindly identify three decisions in the past that you have regretted. They should
be related to the following:
a. Schooling/Studies
b. Faith in God
c. Relationship (family or friend)

1. Why do you regret the important decision you have made?

_____________________________________________________________________
_____________________________________________________________________
____________________________________
2. If given the chance, will you choose to change your decision?
_____________________________________________________________________
____________________________________
3. What lesson did you learn from the process?
_____________________________________________________________________
_____________________________________________________________________
____________________________________
4. Do you usually ask someone to assist you in making important decisions? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________
Page 159 of 169
 You finally did it, you already completed the first two tasks. Before you begin I
would like you to reflect on what you have done and experienced in your recent activity
because that is the key to moving forward. You can do that by completing each clause
below.

The activities above made me remember

______________________________________________________________________
______________________________________________________________________
____________

It made me think and realize that

______________________________________________________________________
______________________________________________________________________
____________

I therefore commit to

______________________________________________________________________
______________________________________________________________________
____________

By this time you are very much prepared to learn more about the meaning,
characteristics, principles and stages in decision making

ANALYSIS

Definition of Decision-Making:
Decision-making can be defined as the process of selecting a right and effective
course of action from two or more alternatives for the purpose of achieving a desired
result.

Terry defines decision-making “as the selection of one behavior alternative from
two or more possible alternatives.”

Mcfarland for his part stated that: “A decision is an act of choice wherein an
executive forms a conclusion about what must be done in a given situation. A decision
represents behavior chosen from a number of alternatives.”

Davar on the other hand said that, Decision making can be defined as the
selection based on one criteria of one behavior alternative from two or more possible
alternatives. To decide means to cut off, or in practical content, come to conclusion.

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Characteristics of Decision Making:
The following are the characteristics of decision making:
1. Decision making is based on rational thinking.
2. It involves the evaluation of various alternatives available. The selection of the best
alternative will be made only when pros and cons of all of them are discussed and
evaluated.
3. It is a process of selecting the best from among alternatives available.
4. It involves certain commitment.
5. Decision making is the end product because it is preceded by discussions and
deliberations.
6. Decision making is aimed to achieve organizational goals. In the case of students,
the organization where he/she belongs is the school.

Importance of Decision Making Skills for Students:

Decision making plays a vital role in the life of students. It diverts the students from falling
into the trap that manages the students and
saves their career life. The ability to distinguish
between choices and needs plays a vital role
in the life of students
Here are a few strategies that are followed
while taking decisions. They are as follows:

1. Self – determination:
Self-determination is a combination of
knowledge, belief, skills that enable students
to become goal-directed, autonomous
behavior and even self-regulated. This is
enhanced with knowing and valuing oneself,
planning, acting, experiencing and learning
from the outcomes.

2. Learning disabilities:
These learning disabilities are experienced by the students for which they have to
acknowledge the available resources. They should try to disclose their weakness with the
concerned member as they may try to help the students.

3. Understanding strengths and weakness:

If the student is capable of understanding the strengths and weaknesses then they must
try to make effective decisions and an alternative method to obtain it.

4. Helplessness:
Helplessness deals with the effects of failure in which one can predict the past and future
effects of failures. It often leads to a lack of positive and effective decision making skills.
The accuracy has to be found within the strength and weaknesses and even the
preferences taken into account.

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5. Socialization skills:
Socialization skills are usually decided learned from special education or through
individual tutoring methods. The majority of students fail in effective decision-making
skills. It helps in understanding and learning the skills of making different alternatives.
These instructions enable the students to make them learn infused counseling of various
programs, dealing with academic support classes that include extra-curricular activities.
This instruction provides effective choices for figuring the disabilities within the students.

Process of Decision Making:

Decision-making process involves:

1. Defining the problem
1. Clarifying the objectives
2. Identifying the alternative method
3. Analyzing the consequences
4. Making the right choice

1. Defining the problem

Problem definition has its own way of taking

an initial assessment. It has to be identified
and analyzed from all the possible ways to
sort it out. Here one can find the possibilities
that dissect the problem.
It helps to find the root cause of the problem
and deal with possibilities to solve the problem. And analyze the connection between the
problem and the cause. This helps in developing better problem-solving skills.

2. Clarifying the objectives

The objectives deal with taking and collecting points on the address and hope of the
problem. It changes the specific objectives in a concerted manner. And it provides a
separation between the ends to explore new objectives.

It clarifies the path towards each objective. To test each objective, one must concentrate
on capturing their interests.

3. Identifying alternative methods

One must think about possible ways to handle the situation. He/she must expand the
search within the network and even the help obtained from the experts. One must take
care of each and every objective and must know how and when to stop it.

This identification of alternative methods dealt with already experienced people and
experts to make a worthy decision.

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4. Analyzing the consequences

One must analyze the consequences mentally by viewing him/her in the future. It involves
process analysis that helps in solving problems from beginning till the end. It suggests
what will happen in each stage of the problem analysis.

It also eliminates the inferior alternatives. It provides a concise view of the remaining
members of the organization. This supports both objectives and alternatives.

5. Making the right choice

This stage comes after the analysis of consequences. The analysis has to be done until
the right choice or the right alternative is found. In certain situations, one must find a
simple alternative that will help in maximizing the benefits of the organization.
One must try to choose an alternative accurately. The method chosen after detailed
analysis will help in the switch over to the other alternative without causing a lot of trouble.

Principles of Decision Making:

If certain principles are followed for decision-making, such multidimensional reactions

can mostly be overcome.

These principles are stated as follows:

1. Subject-matter of Decision-making:

Decisional matters or problems may be divided into groups consisting of programmed

and non-programmed problems. Programmed problems, being of routine nature,
repetitive and well-founded, are easily definable and, as such, require simple and easy
solutions. Decision arrived at such programmed problems has, thus, a continuing effect.
But in non-programmed problems, there is no continuing effect because they are non-
repetitive, non-routine, and novel. Every event in such problems requires individual
attention and analysis and its decision is to be arrived at according to its special features
and circumstances.

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2. Organizational Structure:

The organizational structure, having an important bearing on decision-making, should be

readily understood. If the organizational structure is rigid and highly centralized, decision-
making authority will remain confined to the top management level. This may result in
delayed and confused decisions and create suspicion among the employees.
On the contrary, if the organizational structure provides scope for adequate delegation
and decentralization of authority, decision-making will be flexible and the decision-making
authority will be close to the operating centers. In such a situation, decision-making will
be prompt and expected to be more effective and acceptable.

3. Analysis of the Objectives and Policies:

Proper analysis of the objectives and policies is needed for decision-making. The clear
definition of objectives and policies is the basis that guides the direction of decision-
making. Without this basis, decision-making will be aimless and unproductive.

4. Analytical Study of the Alternatives:

For decision-making, analytical study of all possible alternatives of a problem with their
merits and demerits is essential. This is necessary to make out a correct selection of
decisions from among the alternatives.

5. Proper Communication System:

Effective decision-making demands a machinery for proper communication of information

to all responsibility centers in the organization. Unless this structure is built up, ignorance
of decision or ill-informed decision will result in misunderstanding and loose coordination.

6. Sufficient Time:

Effective decision-making requires sufficient time. It is a matter of common experience

that it is usually helpful to think over various ideas and possibilities of a problem for the
purpose of identifying and evaluating it properly. But in no case a decision can be delayed
for an indefinite period, rather it should be completed well in advance of the scheduled
dates.

7. Study of the Impact of a Decision:

Decision is intended to be carried out for the realization of the objectives of the
organization. A decision in any particular area may react adversely in other areas of the
organization. As all business activities are interrelated and require coordination, it is
necessary that a study and analysis of the impact of any decision should precede its
application.

8. Participation of the Decision-maker:

The decision-maker should not only be an observer while others will perform as per his
decision. He should also participate in completing the work for which decision was taken
by him. This experience will help him in decision-making in future. The principle of

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participation in work of the decision-maker will enable him to understand whether the
decision taken is practical and also guide him in forthcoming decisional matters.

9. Flexibility of Mind:

This is essential in decision-making, because decisions cannot satisfy everybody. Rigid

mental set-up of the decision-maker may upset the decisions. The flexible mental
disposition of the decision-maker enables him to change the decision and win over the
cooperation of all the diverse groups.

10. Consideration of the Chain of Actions:

There is a chain relationship in all the activities of any organization. Different activities are
tied up in a chain sequence. Any decision to change a particular work brings change in
other related works also. Similarly, decision-making also proceeds following the chain of
action in different activities. Therefore, before taking a decision one should consider the
chain relationship among different activities.

ABSTRACTION

In this activity students begin to learn a decision making strategy that will help them
improve the quality of the choices they make.

Guiding Question: Skillful Decision Making

1. What makes a decision necessary?

______________________________________________________________________
__________________________________________________________

2. What are my options?

______________________________________________________________________
________________________________________________________________

3. What are the likely consequences of each option?

______________________________________________________________________
________________________________________________________________

4. How important are the consequences?

______________________________________________________________________
________________________________________________________________

5. Which option is best in light of the consequences?

______________________________________________________________________
________________________________________________________________

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APPLICATION

Assess what you have learned. (Post – Test will be administered on a later date)

Final Requirement

Congratulations you are one step away from finishing this module. You have done so
much to come this far. As final requirement, I want you to do the following:

Problem: Living in the new normal set up, What’s up?

Supply the necessary answers to the blank spaces as you complete the task to solve the
given problem.

Suggested Readings

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Cinco, L. A. (2008). Guidance and counseling in schools. Mandaluyong: National

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Egan, G. (1998). The skilled helper. Belmont: Brooks/Cole Publishing Co.

Hill, C. E. & O’Brien, K. M. (2003). Helping Skills: Facilitating Exploration, Insight, and
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Ivey, A. E. & Ivey, M. B. (1999). Intentional interviewing & counseling: Facilitating client
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Rosales, L. R. (2000). Counseling in perspective: Theory process and skills. Quezon

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Schmidt, J. (2005). Comprehensive counseling and guidance program. London:

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Stone, C.B. and Dahir, C.A. (2004). School counselor accountability. New Jersey:
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Villar, I.V. (2007). Implementing a comprehensive guidance and counseling programs

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