Decision Lab

Decision Lab is structured around making a collective decision in a situation where there is no single obvious answer and the available information is incomplete, contradictory, or ambiguous. Students work as a team, but each person brings a different perspective, interest, or piece of information, which means that the final decision is not a simple choice, but the result of negotiation. The central dynamic is the tension between different positions. Students must persuade others, defend their own point of view, and at the same time work towards a solution that the whole group can accept. This reflects real-life decision-making in organisations, where decisions are rarely based on complete information or full agreement. It develops not only critical thinking, but also the ability to act under conditions of uncertainty and pressure. For this reason, avoid tasks that are too straightforward or have an obvious solution. In such cases, the need for discussion disappears and the activity loses its value. A lack of clearly differentiated perspectives can also be problematic: if everyone thinks in a similar way, the tension that drives the process does not emerge. The activity can be adapted in different ways. You may assign students stakeholder roles, provide different sets of data, or introduce constraints such as time pressure, limited information, or the requirement to reach a decision by majority vote.

Course: Strategic Management
Topic: Deciding Whether to Launch a New Product on the Market
Students decide whether to launch a new technology product. The company has strong growth potential, but the market data are inconclusive: some analyses suggest high demand, while others point to significant risks in entering the market.

Introduction (5–10 min)
The lecturer presents the company’s situation and outlines the main challenge. Students are asked to decide whether the company should enter the market. They receive different pieces of information, some of which are incomplete or contradictory.

Assigning Perspectives (5–10 min)
Each student is given a different perspective, such as finance director, marketing manager, product development specialist, investor, or customer. Each role has its own goals, concerns, and priorities, which shape how the student approaches the decision.

Analysis and Position Preparation (10–20 min)
Students analyse the available data and prepare their position. They decide which course of action they recommend and how they will justify it. At this stage, they develop arguments and identify where they are willing to compromise and what they want to defend.

Decision-Making Discussion (15–30 min)
The group discusses the case from different perspectives. Students present arguments, negotiate, and work towards a shared decision. The aim is not to reach a compromise at any cost, but to make a well-considered and informed choice.

Making the Decision (5–10 min)
The group reaches a decision and prepares a justification for it. Students clearly explain why they chose a particular option and which risks they have taken into account.

Reflection (5–10 min)
Students reflect on how the discussion developed, which arguments were most convincing, and what influenced the final decision. They also consider how the different perspectives affected their thinking.

• When the problem is ambiguous and requires decision-making.
• When you want to develop students’ argumentation and negotiation skills.
• When it is important to understand different interests and perspectives.

• When the task has one obvious answer.
• When students lack the necessary contextual knowledge.
• When there is not enough time for both discussion and reflection.

• The discussion remains superficial → introduce different perspectives or conflicting data.
• One person dominates → balance participation and structure the discussion more clearly.
• The decision seems arbitrary → require a data-based justification.

Easier → Provide more structured data and fewer conflicting pieces of information.
More Challenging → Introduce incomplete data, time pressure, and the need to make decisions despite uncertainty.

• Make sure each role has a genuine influence on the final decision.
• Introduce a time limit to increase the pace and intensity of the activity.
• Encourage students to ask questions and challenge each other’s arguments.

Formative Assessment
During the activity, the teacher reviews the group’s provisional decision, the selection criteria adopted, and the way available data and stakeholder perspectives are used. Developmental feedback is provided by identifying which arguments are well justified, which risks or stakeholder interests have been overlooked, and how the group can refine its decision before presenting the final version.

Summative Assessment
Assessment focuses on the final decision and its justification. Assessment criteria may include the appropriateness of the decision, the quality of the argumentation, the use of data, awareness of limitations, and the ability to make decisions in situations characterised by incomplete information and competing interests.