The document outlines an assignment aimed at understanding individual vs. group decision-making processes in a business context. It includes detailed instructions for writing a case study, specifies the required format, and emphasizes the importance of critical analysis, in-text citations, and third-person writing. Additionally, it emphasizes evaluating decision-making factors such as biases and group dynamics while providing a grading rubric for assessment.

1. Instructions
Assignment 2
Individual vs. Group Decision Making
Purpose:
In week four we examined biases that occur in making decisions
as individuals and the effect they can have upon the process. In
week five, we focused on individuals making decisions within
an organization and in week six group decision making within
the organization.
The purpose of this assignment is to have the student
demonstrate how individuals and groups can have differing
ways of making decisions and when each should be used in
business to its best effect.
Instructions:
Step 1: Review “How to Analyze a Case Study” under Week 4
Content.
Step 2: Create a Word or Rich Text Format (RTF) document
that is double-spaced, 12-point font. The final product will be
between 5-6 pages in length excluding the title page and
reference page.
Step 3: Review the grading rubric for the assignment
Step 4: Follow this format:
· Title page with title, your name, the course, the instructor’s
name;
· Introduction paragraph in which the decision process is
described and its significance in business. The introductory
paragraph is the first paragraph of the paper but is typically
written after writing the body of the paper (Questions students
responded to above). View this website to learn how to write an
introductory
paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.h
tml
· Body Paragraphs

2. · Summary paragraph. A summary paragraph restates the main
idea(s) of the essay. Make sure to leave a reader with a sense
that the essay is complete. The summary paragraph is the last
paragraph of a paper.
Step 5: In writing a case study, the writing is in the third
person. What this means is that there are no words such as “I,
me, my, we, or us” (first person writing), nor is there use of
“you or your” (second person writing). If uncertain how to
write in the third person, view this
link: http://www.quickanddirtytips.com/education/grammar/firs
t-second-and-third-person
Step 6: In writing this assignment, students are asked to
support the reasoning using in-text citations and a reference list.
A reference within a reference list cannot exist without an
associated in-text citation and vice versa. View the sample
APA paper under Week 1 content.
Step 7: In writing this assignment, students are expected to
paraphrase and not use direct quotes. Learn to paraphrase by
reviewing this
link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 8: Read critically and analyze the scenario provided under
Week 6 Content.
Step 9: Write down or highlight key facts from the scenario.
Consider making an outline to capture key points in the paper.
Step 10: In your paper, respond to the following elements of
decision making:
· Apply the decision process to create a decision statement;
· Explain the factors in play for the father and daughter that
could affect the decision making;
· Explain the pros and cons of group and individual decision
making;
· Explain the factors (e.g. bias, consequences, decision making
styles) at work in the case for the could affect decision making
for a team;
· Discuss the authority the team should have and why. Discuss
the best type of group decision making team for this situation.

3. Who should comprise the team;
Step 11: Using the grading rubric as a comparison, read
through the paper to ensure all required elements are presented.
Step 12: Proofread the paper for spelling and grammatical
issues, and third person writing.
· Use the spell and grammar check in Word as a first measure;
· Have someone who has excellent English skills to proof the
paper;
Read:
http://the7stages.com/wordpress/business/group-decision-
making-versus-individual-decision-making…which-is-better/
Criteria
Outstanding
Superior
Good
Substandard
Failure
Content: decision statement
1 point
Defined the decision to be made with respect to the case facts.
(0.9 - 1)
0.85 points
Defined the decision to be made but was worded vaguely with
respect to the case facts.
(0.8- 0.899)
0.75 points
Defined the decision to be made but inaccurate for the case
facts.
(0.7 - 0.799)
0.65 points

4. Attempted to define the decision to be made not the best
decision statement for the case facts.
(0. 6 - 0.699)
0 points
Failed to define the decision to be made.
(0 – 0.59)
Content: discussion of factors bias, stakeholders, consequences,
linked decisions that affect father or daughter decision making
1.6 points
Discussed the factors that impact on the objectivity of applying
the process to decision making;discussed in-depth.
(1.44 - 1.6)
1.36 points
Discussed the factors that impact on the objectivity of applying
the process to decision making; sufficiently discussed needs
more clarification on some aspects.
(1.28 - 1.439)
1.2 points
Discussed several of the factors that impact on the objectivity
of applying the process to decision making;discussed
missed key points or needs more clarification on some aspects.
(1.12 - 1.279)
1.04 points
Attempted to discuss a few of the factors that impact on the
objectivity of applying the process to decision making;
discussion did not fully fit the facts provided or inaccurate
statements made. Key points are missing.
(0.96 - 1.119)
0 points

5. Failed to discuss the factors that impact on the objectivity of
applying the process to decision making.
(0 – 1.959)
Content: explaining the pros and cons of group vs. individual
decision making
1.4 points
Discussion explained the pros and cons to group and individual
decision comprehensively and fit the facts of the case.
(1.26 - 1.4)
1.19 points
Discussion explained the pros and cons to group and individual
decision sufficiently but some clarification on some aspects
with respect to the facts of the case needed.
(1.12 - 1.259)
1.05 points
Discussion explained some of the pros and cons to group and
individual decision making some inaccurate statements made.
(0.98 - 1.119)
0.91 points
Discussion attempted to explain the pros and cons to group and
individual decision making did not fully fit the facts provided
or inaccurate statements made.
(0.84 - 0.979)
0 points
Discussion failed to explain the pros and cons to group and
individual decision making.
(0 – 0.839)
Content: discussion of factors bias, stakeholders, consequences,
linked decisions that affect team decision making
1.6 points

6. Discussed the factors that impact on the objectivity of applying
the process to decision making;discussed in-depth.
(1.44 - 1.6)
1.36 points
Discussed the factors that impact on the objectivity of applying
the process to decision making;sufficientlydiscussed needs more
clarification on some aspects.
(1.28 - 1.439)
1.2 points
Discussed several of the factors that impact on the objectivity
of applying the process to decision making;discussed
missed key points or needs more clarification on some aspects.
(1.12 - 1.279)
1.04 points
Attempted to discuss a few of the factors that impact on the
objectivity of applying the process to decision making;
discussion did not fully fit the facts provided or inaccurate
statements made.
(0.96 - 1.119)
0 points
Failed to discuss the factors that impact on the objectivity of
applying the process to decision making.
(0 – 0.959)
Content: Explain the authority, type, and composition of team
best suited for team
1.4 points
Concepts are fully developed as to the type, composition, and
authority of a team that is best for the scenario decision making.
(1.26 - 1.4)
1.19 points

7. Developed the type, composition, and authority of a team that is
best for the scenario decision making but missing a few key
ideas.
(1.12 - 1.259)
1.05 points
Mostly discussed the type, composition, and authority of team
that is best for the scenario decision making but missing a few
key ideas.
(0.98 - 1.119)
0.91 points
Attempted to discuss the type, composition, and authority of
team that is best for the scenario decision making but the
discussion imprecise and was missing key ideas.
(0.84 - 0.979)
0 points
Failed to discuss the type, authority and composition of team
that is best for the scenario decision making.
(0 – 0.839)
Critical Thinking/Reasoning
4 points
Concepts and ideas are fully developed. Thinking is consistent
in accurately interpreting questions and material/provides solid
assumptions, reasoning and evaluation with sound conclusions.
Reader can easily follow the author's logic and reasoning.
(3.6 -4)
3.4 points
Concepts and ideas are developed. Thinking is mostly consistent
in accurately interpreting questions and material/ provides good
assumptions, reasoning and evaluation with sound
conclusions. Reader can easily follow the author's logic and
reasoning.

8. (3.2 - 3.59 )
3 points
Concepts and ideas are mostly developed but may need
clarification on some aspects of thinking, reasoning or
evaluation. Conclusions are drawn. Reader follows the
author’s logic but occasionally there are areas that are unclear.
(2.8 - 3.19)
2.6 points
Concepts and ideas are not cohesive. Misinterprets questions
or material; ignores or superficially evaluates, justifies little
and seldom explains reasoning; draws unwarranted
conclusions. At times, the reader must attempt to determine the
author's train of thought.
(2.4 - 2.79)
0 points
Concepts and ideas are not fully developed or presented in a
cohesive manner. Misinterprets questions or material.
(0 – 2.39)
Application of Resources
4 points
Arguments or positions are well-supported with evidence from
the readings/experience; ideas go beyond the course material
and recognize implications and extensions of the material and
concepts.
(3.6 - 4)
3.4 points
Arguments or positions are mostly supported by evidence from
the readings and course content; ideas presented demonstrate
understanding of the material and concepts.
(3.2 - 3.59)
3 points

9. Arguments are more often based on opinion or unclear views
than on position grounded in the readings of material or
external sources of material.
(2.8 - 3.19)
2.6 points
Arguments are frequently illogical and unsubstantiated; Limited
use of facts in case study and essential information presented in
resources; May resort to ad hominem attacks on the author
instead of making meaningful application of the material.
(2.4 - 2.79)
0 points
Arguments lack meaningful explanation or support of
ideas. Does not provide facts presented in case study.
(0 – 2.39)
Attention to Instructions
2 points
demonstrated full understanding of requirements responded to
each aspect of assignment
(1.8 - 2)
1.7 points
demonstrated understanding of requirements; missed one minor
aspect of assignment
(1.6 - 1.79)
1.5 points
demonstrated some understanding of requirements; missed a key
element or two minor aspects of assignment
(1.4 - 1.59)
1.3 points
failed to show a firm understanding of requirements; missed two

10. key elements or several minor aspects of assignment
(1.2 - 1.39)
0 points
did not demonstrate understanding of assignment requirements
(0 – 1.19)
Writing Mechanics
2 points
Strictly adheres to standard usage rules of written English,
including but not limited to capitalization, punctuation, and
spelling. No errors found. No jargon used.
(1.8 - 2)
1.7 points
Adheres to standard usage of mechanics: conventions of written
English, including capitalization, punctuation, and spelling.
One to three errors found.
(1.6 - 1.79 )
1.5 points
Minimally adheres to standard usage rules of mechanics:
conventions of English, including capitalization, punctuation,
and spelling. Four to 10 errors found.
(1.4 - 1.59)
1.3 points
Does not adhere to standard usage rules of mechanics:
conventions of written English, including capitalization,
punctuation, and spelling. More than 10 errors found.
(1.2 - 1.39)
0 points
Does not adhere to standard usage rules of mechanics:
conventions of written English largely incomprehensible and
errors are too plentiful to count.

11. (0 – 1.19)
APA Style (6th ed.)
1 point
No APA style errors; Proper citation of source material is used
throughout paper. Reference titles follow APA with only the
first word, the first word after a colon and proper nouns
capitalized.
(0.9 - 1)
0.85 points
Attempts in-text citations and reference list but one or two APA
style errors noted.
(0.8 - 0.89)
0.75 points
Attempts in-text citations and reference lists; APA style errors
are noted; inconsistencies in citation usage are noted throughout
document.
(0.7 - 0.79)
0.65 points
Attempts either in-text citations or reference list but omits the
other.
(0 - 0.69)
0 points
No attempt at APA style.
(0 – 0.89)
Overall Score
Outstanding
18 or more
Superior
16 or more
Good
14 or more

12. Substandard
12 or more
Failure
0 or more
Sources:
http://hrweb.mit.edu/learning-development/learning-
topics/teams/articles/models
https://www.forbes.com/sites/glennllopis/2012/12/17/5-ways-to-
lead-a-meeting-make-30-decisions-in-30-
minutes/#6bf118b78827
http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-
dm/pt3ch11.html
http://www.artsfwd.org/6-types-of-group-decisions/
http://www.decision-making-solutions.com/decision-
alternatives.html
http://www.studygs.net/problem/problemsolvingv2.htm
http://www.aquilent.com/how-do-your-stakeholders-affect-your-
decision-making/
http://www.maxwideman.com/guests/portfolio/framing.htm
http://www.mentoring.org/old-downloads/mentoring_429.pdf
https://www.boundless.com/management/textbooks/boundless-
management-textbook/decision-making-10/decision-making-
process-78/generate-alternatives-376-8380/

13. Case Study #2: American Tool and Die (Due Week 6)
As the sun rose on a crisp fall morning, Kelly Mueller’s Learjet
touched down onto a small airstrip outside
Tupelo, Mississippi, and taxied toward the hangar, where a
festive crowd gathered to await the arrival of
Toyota’s CEO. This morning, the governor of Mississippi, along
with local politicians and business leaders
from the automobile industry, would celebrate the construction
of a new Toyota plant on a 1,700-acre site in
Blue Springs. The new plant would produce 150,000 Highlander
sport utility vehicles each year. The energy
and enthusiasm of the crowd was palpable. The new plant would
give hope to a local community that had
been hit hard by the recession.
The purpose of Mueller’s visit was to assess new business
opportunities for the company she ran for her
father, Vince Brofft, CEO of American Tool & Die (AT&D).
Mueller joined the company in 1998 after
working for 15 years as an engineer at two U.S. automakers.
Then, after seven successful years as chief
operations officer at AT&D, this scrappy dynamo convinced her
father she was ready to be president.
Energetic and tireless, Mueller took over the helm of AT&D, an
auto parts manufacturer that sold braking and
ignition systems directly to the top three U.S. automakers.
Mueller was a mover and while she did her
homework she liked to make decisions quickly and by herself.
Having worked in large organizations before
she often had to make decisions with others and while she could
do this the thought that she would get to do
things on her own in the small business was intoxicating. With
195 employees, AT&D was located in
Farmington Hills, Michigan, among dozens of other automobile

14. parts suppliers in the Upper Midwest.
AT&D, established in 1912 by Mueller’s great uncle, had a long
history in Farmington Hills. Mueller had
often talked with employees who would recount stories about
their fathers or grandfathers working in the
same Farmington Hills plant—the last of the original
manufacturing operations in town.
Mueller was in Mississippi to research moving AT&D’s plant
close to a foreign automaker. The foreign
automakers, particularly Honda and Toyota, had been quickly
grabbing market share away from the big three
automakers, who had severely cut production as the economy
worsened. As inventory started stacking up on
dealer lots, U.S. automakers curtailed production in order to
cope with the sudden drop in demand. Next, they
put the squeeze on parts suppliers to lower prices. That’s when
AT&D leaders started feeling the crunch and
watching their financial picture turn grim.
Mueller faced an unprecedented challenge to survive this
economic downturn and save her family’s
company. She pleaded with her father to think creatively and
shake up the status quo at AT&D to avoid
bankruptcy. Her plan was to forge into new markets and court
foreign automakers. This plan would require
closing the plant in Michigan and opening one near the new
Toyota facilities in Mississippi. Her father
adamantly resisted this plan even though he knew she was right.
“Dad,” a recent text message explained, “we
have opportunities here in Mississippi. There’s no future in
Michigan. We can’t sit around waiting for the big
three to come back! It’s adapt or die!”
Back at the Farmington Hills plant, Brofft pondered his
daughter’s “adapt or die” theory and considered

15. an alternative to moving the plant to Mississippi—a move that
would cause 195 employees to lose their
livelihood in a small, close-knit community. Brofft agonized
over choices that could dismantle a company
that his family had built. He was sickened by the prospect of
laying off employees who were like family. He
didn’t want to move but the thought of leaving Michigan was
paralyzing the decision process. He always
made decisions in the past by consulting with his plant manager
and good friend Joe Carney. Now he had to
let his daughter in on the process and he just wasn’t sure he
could open his mind to her ideas. As an
alternative to moving the plant, Brofft considered ways to stay
in Michigan. The only feasible option was to
drastically cut payroll costs. To do so, he needed support from
the local union.
Brofft called a meeting with the plant manager and union
leaders to explain AT&D’s dire financial
situation. He urged them to make concessions in the employee
compensation agreement and explained that
these plans would save the company from certain bankruptcy.
Assuming he could win their support, Brofft
proposed three strategies to the local union reps to keep the
company financially afloat: (1) reduce worker
wages by 10 percent for one year; (2) mandate a two-week,
unpaid furlough at the end of December; and (3)
downsize the number of employees by 30 percent. Exasperated,
the local union leaders could barely restrain
their anger. They were adamantly opposed to all three ideas.
Yet probing beyond the fray, Brofft sensed the
fear that lurked under the union reps’ gruff exterior. He sensed
their vulnerability, but could not break through

16. the reactionary bark that protected it. If union leaders would not
cooperate, the plant would have to move and
everyone in Farmington Hills would suffer.
In the meantime, Mueller held several successful presentations
with local Toyota executives while in
Mississippi. “I’ve made progress, Dad,” she said in a voice
mail. “I can tell it’s going to be a long and drawn-
out process, but they are very impressed with our product and
historical strength. They’ve agreed to another
meeting next month.”
Sources: Karen E. Klein, “Survival Advice for Auto Parts
Suppliers,” BusinessWeek (June 16, 2009),
http://www
.businessweek.com/pri.t/magazine/content/09_62/s09020159548
39.htm (accessed November 12,
2009); Amy Barrett, “Auto-Parts Suppliers Brace for
Downturn,” BusinessWeek (February 13, 2009);
http://www.businessweek.com/smallbiz/content/jun2009/sb2009
0616_816915.htm (accessed November 12,
2009); and Toyota, http://www.toyota .com (accessed November
12, 2009
· Your name
The course name and number
The instructor’s name
The document must be double-spaced, 12-point font and use
“Times New Romans font” The final product will be between 5
pages OR MORE (if needed) in length excluding the title page
and reference page.
REQUIRED THROUGHOUT Title Tab at the beginning of each

17. section.
Fill in the information under each section tab as you apply
critical thinking skills throughout the written assignment
Introduction
How are the decision-making process important (In Depth) and
its significance in businesses.
In the introduction summarizes the case study.
View this website to learn how to write an introductory
paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.h
tml
Decision Statement
Under this tab-Apply the decision-making process to create a
decision statement with respect to the case facts for this
scenario.
Factors-Father or Daughter
Under this tab -Discussed the factors that impact on the
objectivity of applying the process to decision making;
discussed in-depth.
Father or Daughter
Biases (that will affect his decision)
Stakeholders (that will affect his decision)
consequences (that will affect his decision)
Pros and Cons of Group vs. Individual decision-making
Under this tab -Explain in depth the pros and cons for group and
individual decision comprehensively and fit the facts of the
case.
Factors-Team
Under this tab -Discuss the factors that impact on the
objectivity of applying the process to decision making;
discussed in-depth.
Team-Biases (that will affect their decision)
Team-Stakeholders (that will affect their decision)
Team-consequences (that will affect their decision)
Comprising The Team
Under this tab –
Discuss IN DEPTH the authority type (WHAT IS THE

18. AUTHORITY TYPE) should lead the team for this situation and
WHY.
Discuss IN DEPTH the best type of group (WHAT IS THE
BEST GROUP TYPE) for this situation and WHY.
Discuss IN DEPTH Who would be included within the team and
why for this situation.
Summary
A summary paragraph restates the main idea(s) of the essay.
Make sure to leave a reader with a sense that the essay is
complete. The summary paragraph is the last paragraph of the
paper.
References