'Example of Six-Step Decision Plan\r'

'Rainier Joseph S. Viacrucis. MBA-1 Managerial ratiocination Making Using the six-step Decision-Making process: 1. Identifying the difficulty and its details: a. A adolescent is asking his/her p arnts to sully a elevated-end toilet facility that is the course of study/ essential(prenominal)- yield of his/her generation (ex. I-phone or I-pad) as a present for his/her birth daylight b. The stripling is tending(p) an fee of 200 pesos per school day. c. The family is spiritedness on a figure, and is cutting its be †the produces do non neediness to clear beyond the all(a)owance of the adolescent. d.\r\nThere are manageable slice- beat subscriber lines available though there are no cognize detailed facts on them. TASK: cooperate the parents decide on the best theme to the smear/ what to do in the shoes. 2. ontogeny Possible Alternatives: a. debase whatchamacallum †cloud the gubbins immediately; since it is the birthday of their boor; he/she entr usting however be a tyke once in a lifetime, this go forth show that you genuinely care ab off him/her. b. refund organization †Negotiation of a reinforcer organisation for better grades or exam results. The exams results or better grades must be deserving the reward. . Buy Gadget transposition †Parents sewer by a substitute of the high-end gadget; which whitethorn look like the historical thing or grant the akin functionality with the popular one scarce with a much lower price. d. service department sales event proceeds †The parent and teen poop agree to conduct old items of the stripling via â€Å"Garage Sale” and the proceeds of the initiative pass on be used to misdirect the gadget the teen wants. e. Part- fourth dimension contemplate †The teen toilette opt to do a part-time business organization. It may employ time to gather up the silver requiremented to buy the gadget. f.\r\n installing defrayment of the Gadget †Th e parents ass buy the gadget via â€Å" sequence basis” and will cut-off the allowance for a condenseificant amount which will be used to pay/ service pay the monthly installment. g. matching nest egg (50/50 nest egg) †The parent will flout the amount of savings per day of the teen and will mystify the amount to the entrust for safekeeping, while the adolescent can have the bankbook and have a articulate signatory with his/her parent. h. Payment by go †in-house part-time job of the teenager. . Don’t Buy The Gadget †Let the teenager project that you are living on a budget, and he/she must do his/her part. Make him/her see that the gadget he/she wants to buy is un needed. 3. Evaluating the Possible Alternatives: a. Buy Gadget †â€Å"We’ll buy it! Happy birthday… we adore you! ” i. confirming: The parents can make the teenager turn in that they care for him/her. ii. invalidating: The communicate will just spoil th e teenager; he/she will non know the pry of bullion/the gadget bought. iii.\r\n oppose: The Family is on a budget; expenses should only be on truly undeniable items †the gadget is to a greater extent than of a sumptuosity the family can’t afford in this day and age. b. Reward System †â€Å" near Job! Here’s your Reward! ” i. imperative: The teenager will carry additional effort in his/her studies and different activities. ii. autocratic: The teenager will prize more the gadget, since he/she beted hard in studying or do fountainhead in other activities to get it. iii. ordained: The System will encourage headspring(p) behavior and more productive activities. iv. forbid: What if there is no reward?\r\nThe reward will be the motivation of the teenager and this will complicate relationships, curiously when the parent can’t deliver the imitation reward. v. detrimental: could foster an unhealthy assurance on full-grown opinion or else of forming their own because they are constantly feeling for reaffirmation or approval via an adult mandated award system. c. Buy Gadget Substitute †â€Å"Here… It has the same features, but it’s more practical…” i. compulsive: If the teen can well understand the situation of the family-being on budget; he/she will appreciate that he/she was still bought a gadget of the similar functions. i. domineering: The teenager will know the value of cash. iii. plus: the teenager will match to be content on simpler things. iv. interdict: since the teenager knows that the gadget is cheaper, he/she will non value/take care the gadget. v. Negative: the teenager may become thwart that he/she is only given a substitute of the one he/she wants. d. Garage Sale Proceeds †â€Å"To buy what you want, you must sell what you don’t need. ” i. Positive: The teenager will value the object, since he lost fewthing he had in assemble to get it. i. Positive: The teenager’s skill in selling items will be exercised †he is practicing to be a new entrepreneur. iii. Positive: The teenager’s room will be more in order. iv. Negative: What if the teenager’s want is non moral/ non good? †He/she will sell what he/she has just to get it. counterbalance worse, he/she may sell all the items in your house. v. Negative: Sense of soppy value for things will not be recognized by the teenager. e. Part-time job †â€Å"If you really want it, you must drill for it. ” i.\r\nPositive: It gives the come about of independence to the teenager. ii. Positive: The teenager will take in the skills of Time Management. iii. Positive: The teenager will have his/her own source of income. iv. Positive: He/she will take on the value of bullion †he/she will learn that it is not easy to obtain/earn it. v. Negative: It will be hard for the teenager to focus on his/her studies. vi. Negative: he/she will be tempted to drop out of school, since he/she has already started to earn money. vii. Negative: He/she will be hard-pressed in handling both schools and work. . Installment payment of Gadget †â€Å"You’ll pay for it all over a period of time with part of your allowance. ” i. Positive: You can put it in your budget. Instead of paying the full amount, you can pay for it over the period of time. ii. Positive: Some networks/Company offers bundles including their service (Post paying(a) plans of Networks) iii. Positive: The teenager will learn how to budget his finances. iv. Negative: The interest is high when you pay for an item in an installment basis. v.\r\nNegative: The teenager may learn of other tracks to earn money (which may not be good) †to quit for the cut in allowance. g. Matching savings †â€Å"I’ll match what you save, so we can buy it. ” i. Positive: It gives a sense of partnership mingled with the teenager and the parents. ii . Positive: It teaches the teenager the value of savings. iii. Negative: He/she will be more hot to save; he/she may turn over his/her basic needs just to buy the item. iv. Negative: He/she may not exert more effort to extra-curricular activities which could call forth his skills and knowledge. . Negative: Since the teenager is saving, He/she may not mingle more with friends who could languish the development of his/her social skills. h. Payment by service †â€Å"I’ll buy it, but you’ll have to do this…. ” i. Positive: The teenager will learn that you need to do manything before you can have something. ii. Positive: The teenager will learn how to be patient. iii. Positive: Teenager will learn the basic theatre skills which are really key in the future. iv. Negative: The teenager will not do anything wrong the house if not paid/rewarded of some kind. . Negative: There will be no sense of responsibility for the child †since he/she will do the household chores for a price. i. Don’t Buy The Gadget †â€Å"We don’t need it, we must buy only needful things” i. Positive: If the teenager will understand that they are in a budget †he/she will learn the value of thriftiness and buying only the necessary things. ii. Positive: The Money will be used to buy more necessary items. iii. Negative: If the teenager will not understand †the teenager may be disappointed and could ruin their relationship 4.\r\n testimony of An election (or Make the Decision) My testimony is more of a combination of different Alternatives verbalize above. First is having a conversation with the teenager, it is very necessary to make him understand the situation †the family is on a budget. Second, it is as well as intrinsic that the teenager has a part in buying the gadget †he/she must have a contribution, preferably money he/she earned. Third, the deal must be designed in a way that establishes more trus t between the parents and the teenager, as well as prepare for his/her future.\r\nMy recommendation is the Matching Savings Alternative combine with Part-time alternative †this motivates the teenager, as well as teaches him to save and to budget his finances. Having the Matching savings alternative minimizes the pressure to the teenager in his work, while the Part-time alternative minimizes the pressure of saving and sacrificing the school day allowance. This combination establishes a partnership between them, as well as commandment the teenager the important mindset and skills he will need in the future. alike this kind of joint venture could work for any other project and/or for his future needs. . What is required for the Alternative (Implementation of the Decision) To tool the combination, you must help the teenager find a part-time job, one that does not conflict with his studies †weekends. You will also want to open an account with the bank; some banks have these kinds of accounts (ex. WISE account of RCBC)- conjunction account, while giving the custody of the passbook to the teenager †as a sign of trust. 6. How to Monitor Solution/What are the possible effects of the Alternative (Monitor you solution):\r\nIt is very important to monitor/tract the progress of the solution, especially for this combination. The monitoring control could either be the weekly or monthly deposit of the Matching savings alternative †tell to see whether the money is already lavish; this recurring activity could also military service as a bonding endorsement between the parents and the teenager which could deepen the relationship. It is also very essential that the parent will motivate the teenager from time to time especially with him/her having a part-time job †on the road to his/her independence.\r\n'