CORE LET 3

Unit 2: Leadership Theory and Application

Chapter 4: Leadership Strategies
Lesson 4: Decision-Making and Problem-Solving
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minutes periods with Part 1 and 2 activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Solve a problem using the seven-step problem-solving process
Linked ELA Common Core: RI.11-12 READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.2., W.11-12. WRITING -
W.11-12.1., W.11-12.1.b., W.11-12.1.e., W.11-12.2., W.11-12.3.b., W.11-12.3.c., W.11-12.10., SL.11-12. SPEAKING AND
LISTENING - SL.11-12.1., SL.11-12.1.c., SL.11-12.4., L.11-12. LANGUAGE - L.11-12.2.b., L.11-12.4., L.11-12.6.
Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse
and global workforce. Address civic concerns that impact the community and society at large. Make decisions that promote
positive social, emotional, and physical health.

Thinking Processes Core Abilities

Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) Build your capacity for life-long learning
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) Communicate using verbal, non-verbal,
visual, and written techniques
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Take responsibility for your actions and
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
choices
Part-Whole - Brace Map* (Alt. = Pie Chart) Do your share as a good citizen in your
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) school, community, country, and the world
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) Treat self and others with respect
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) Apply critical thinking techniques
* Thinking Map

Multiple Intelligences Bloom’s Taxonomy Authentic Assessment Learning Objectives

Bodily/Kinesthetic Remember Observation Checklist Describe the seven-step problem-solving
Visual/Spatial Understand Portfolio process
Logical/Mathematical Apply Rubric Describe the decision-making process
Verbal/Linguistic Analyze Test and Quizzes Describe the Quarterbacks of Life Stepping
Stone Four: Decide and Plan
Musical/Rhythmical Evaluate Thinking Map®
Naturalist Create Graphic Organizer Describe behaviors that contribute to or block
efforts to solve a group problem
Interpersonal Structured Reflection Notebook Entries
Define key words: cohesive, contingencies,
Intrapersonal Metacognition Logs
improving, influencing, intuitions, non-judgments,
What? Performance objectively, operating
So What? Project
Now What?
Socratic Dialog Legend:
E-I-A-G  Indicates item is not used in lesson
 Indicates item is used in lesson

Lesson Preview:
Inquire: Cadets explore the difference between problem-solving and decision-making in an assigned scenario. Cadets create
a Bubble Map and discuss their scenarios.
Gather: Part 1: Cadets view a presentation on the Seven Step Problem-Solving and Decision-Making process. Cadets create
a Flow map showing the process. Part 2: Cadets view a presentation on the Quarterbacks of Life (QBOL) Stepping Stone
Four and create a graphic organizer that includes the important features of the Decide and Plan step.
Process: Part 1: Cadet teams solve the problem in Exercise #1: Solve a Problem - Make Decisions. Afterwards, Cadets
discuss their experiences in problem-solving. Part 2: Cadets use a case study problem and work in teams to outline the
process for solving it.
Apply: Cadets reflect on one of their goal and use the Stepping Stones to Success Self-Assessment rubric see what they
have achieved so far. Cadets complete the Decision-Making and Problem-Solving Performance Assessment task.

1
Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

CORE LET 3
Unit 2: Leadership Theory and Application
Chapter 4: Leadership Strategies
Lesson 4: Decision-Making and Problem-Solving
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minutes periods with Part 1 and 2 activities for Days 1 and 2

Note: As an additional resource for this lesson, you may wish to reference the Decision-Making Skill Enhancer from the
Success Profiler ™ program throughout this lesson. It is located in the Curriculum Manager. Familiarize yourself with this
material and determine how to integrate it into the existing learning activities.
Note: This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 6 – Fire Safety and materials for this lesson
are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT
curriculum before implementation. Teen CERT lessons can be implemented as JROTC elective hours of instruction as agreed
upon by the school and/or JROTC education professionals.

Instructor Lesson Plan:

Why is this lesson important?
Successful leaders exert a great deal of effort to get positive results from subordinates. Just as communication is
essential to leadership, so too are the abilities to solve problems, make plans and put plans and decisions into
action. In this learning plan, you will examine problem-solving processes and decision-making models to use in a
variety of personal and team situations.

Lesson Question
When I begin to work with others to solve a problem, what kind of behaviors can block our success at solving the
problem? How can I avoid that behavior?

What will Cadets accomplish in this lesson?

Lesson Competency
Solve a problem using the seven-step problem-solving process

What will Cadets learn in this lesson?

Learning Objectives
a. Describe the seven-step problem-solving process
b. Describe the decision-making process
c. Describe the Quarterbacks of Life Stepping Stone Four: Decide and Plan
d. Describe behaviors that contribute to or block efforts to solve a group problem
e. Define key words: cohesive, contingencies, improving, influencing, intuitions, non-judgments, objectively,
operating

When will your Cadets have successfully met this lesson’s purpose?
Performance Standards
 by creating a meeting agenda that would help the Cadet’s team select a service project and writing a summary
that explains how the Cadet has used the seven steps for problem-solving.
 when your Cadet’s summary identifies (recognize or define) the problem
 when your Cadet’s summary describes appropriate facts and assumptions related to the problem
 when your Cadet’s summary identifies alternative solutions as courses of action
 when your Cadet’s summary explains the stated action plan
 when your Cadet’s summary describes the implementation strategy
 when your Cadet’s summary describes the follow-up plans

NOTES:

Unit 2: Leadership Theory and Application 2

Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

Part 1: 45 minutes

Phase 1 -- Inquire:

Lesson Delivery Setup:

1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to
Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the
Focusing Question.
4. Prepare to display the Learning Objectives.
5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
6. Provide chart paper and markers for partner or team use.
7. Familiarize yourself with the scenarios in the animation. Be ready to lead a class discussion on the
difference between solving a problem and making a decision.
8. Prepare to display a sample Double-Bubble Map.

Student Learning Activity Teaching Notes

Direct Cadet Focus: Ask Cadets to think about the
difference between problem-solving and decision-making.
The Inquire Phase of the lesson is to set Cadets up to begin
thinking about what they already know about this subject
area.
1. THINK ABOUT the difference between Display the Focusing Question on the PowerPoint
problem-solving and decision-making. Presentation. Allow time for discussion.
PREPARE for this lesson by discussing Review the Student Learning Plan. Ask Cadets to find the
What you will accomplish in this lesson; answers to the following questions on their plans: What will
What you will learn in this lesson; Why this you accomplish in this lesson; What you will learn in this
lesson is important, and When you will have lesson; Why the lesson is important; When will you have
successfully met this lesson’s purpose. successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that
learning objectives tell them ‘what’ they will learn about in
this 90-minute lesson.
Explain that key words are vocabulary words. They will
appear throughout the lesson. Suggest that Cadets write
down on paper or circle any words that they are not familiar
with. Remind them that you may be checking their
comprehension of the words later in the lesson.
2. PARTICIPATE in a team discussion about Present the animation on decision-making. Divide Cadets
your assigned scenario. CREATE a Double into three teams. Distribute chart paper and markers to each
Bubble map to distinguish between team. Assign teams one of the three scenarios presented in
problem-solving and decision-making. the slide.
PRESENT your map to the class.  Susan - takes drugs to cope with shyness
 Jan - flips a coin to make an important life decision
 Robert - undergoes a risky operation and dies
Instruct teams to decide if their scenario involves good
decision-making. Direct Cadets to create a Double Bubble
map to distinguish between problem-solving and decision-
Unit 2: Leadership Theory and Application 3
Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

making. Allow time for teams to present and discuss their

ideas to the class.
3. REFLECT on the difference between Use these Reflection Questions as tools to focus Cadet
problem-solving and decision-making. discussion, reflection on learning, and note taking as you
ANSWER the reflection questions feel appropriate for your Cadet population.
presented by your instructor.  Do you think people get confused about the
difference between problem-solving and decision-
making? Explain.
 Do you consider yourself a problem-solver,
decision-maker, or both? Explain.
Conclude this phase of learning by summarizing the
purpose of the activity and informing them that they will now
learn some new information about a method for solving
problems.

Total Time: 15 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.

Phase 2 -- Gather Part 1:

Lesson Delivery Setup:

1. Prepare to show all Gather Phase slides from the Lesson PowerPoint presentation.
2. Provide access to a student text: Unit 2: Citizenship in Action and Leadership: Theory and Application
(hardbound); LET 3 (softbound); the e-text version found in the U2C4L4 resource folder on the Curriculum
Manager.
3. Provide chart paper and markers for partner or team use.
4. Prepare to display a sample Flow Map and familiarize yourself with the animation on the Seven-Step
Problem-Solving and Decision-Making process.

Student Learning Activity Teaching Notes

Direct Cadet Focus: Ask Cadets to think about the
processes involved in decision-making and problem-
solving.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
1. TAKE NOTES on the video that explains the Present the animation on the Seven-Step Problem-
Seven-Step Problem-Solving and Decision- Solving and Decision-Making process and instruct
Making process. In your team, CREATE a Flow Cadets to take notes.
Map that shows the seven steps, and includes a After the presentation, divide Cadets into their same
branch that lists the “Three Rs” of good groups and instruct them to create a Flow Map that
decision-making. PRESENT your Flow Map to illustrates the seven-step process. Be sure they include
the class. a branch for the three components of good decision-
making. Encourage Cadets to use their student text for
additional reading.
Allow class time to view each team’s Flow Map. Make
corrections, if needed.
2. REFLECT on what you learned about the seven Use these Reflection Questions as tools to focus Cadet
step process. ANSWER the reflection questions discussion, reflection on learning, and note taking as

Unit 2: Leadership Theory and Application 4

Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

presented by your instructor. you feel appropriate for your Cadet population.
 What have you experienced before when
working through a problem or trying to make a
decision?
 What has worked or not worked for you in the
past?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now ‘do’ something with the new information
or skill they were introduced to.

Total Time: 15 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.

Phase 3 -- Process Part 1:

Lesson Delivery Setup:

1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Familiarize yourself with the instructions on Exercise #1: Solve a Problem - Make Decisions. Prepare sets
of the “broken squares” for each team in your class.
3. Prepare to distribute copies of page 2 of Exercise #1: Solve a Problem - Make Decisions.
4. Prepare to lead a class discussion after the activity.

Student Learning Activity Teaching Notes

Direct Cadet Focus: Ask Cadets to think about what
they have learned about the Problem-Solving Process.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
1. SOLVE the problem in Exercise #1: Solve a Divide the class into teams and distribute page 2 of
Problem - Make Decisions with your team. Exercise #1: Solve a Problem - Make Decisions.
NOTICE when you or other team members use Answer any questions Cadets may have about the
one of the seven steps in the problem-solving task. Distribute sets of the “broken squares” to each
process you just learned about. team. Allow teams about 10 minutes to complete the
task.
2. PARTICIPATE in a class discussion about which Lead a class discussion about the “broken squares”
steps your team was able to use to solve the exercise. Ask Cadets how they used or did not use any
problem, and which steps you were not able to of the seven steps in problem-solving. Ask team judges
use. if they had problems enforcing the rules. Ask team
observers about what they noticed (based on the
handout questions for observers).
3. REFLECT on the difficulties your team had in Use these Reflection Questions as tools to focus Cadet
solving the problem. ANSWER the reflection discussion, reflection on learning, and note taking as
questions presented by your instructor. you feel appropriate for your Cadet population.
 What did you learn from this activity?
 How long do you think it would have taken your
team to solve the problem if you had been
allowed to talk?
 How can you use this information in leading
your team?

Unit 2: Leadership Theory and Application 5

Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

Total Time: 15 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.

Part 2: 45 minutes

Phase 2 -- Gather Part 2:

Lesson Delivery Setup:

1. Prepare to show all Gather Phase slides from the Lesson PowerPoint presentation.
2. Provide chart paper and markers for partner or team use.
3. Be prepared to answer questions about Quarterbacks of Life (QBOL) Stepping Stone Four: Decide and
Plan.
4. Ensure student texts are available.
5. Prepare to display the animation.
6. Prepare to display a sample graphic organizer.

Student Learning Activity Teaching Notes

Direct Cadet Focus: Ask Cadets to think about how
they would like to build or enhance their own decision-
making skills as part of their leadership development.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
3. VIEW the presentation on Quarterbacks of Life Present the animation on Quarterbacks of Life (QBOL)
(QBOL) Stepping Stone Four: Decide and Plan. Stepping Stone Four: Decide and Plan. Present the
TAKE NOTES on the presentation that covers slide on the three steps of decision-making. Instruct
the three steps of decision-making. In your team, Cadets to take notes because the decision-making
CREATE a graphic organizer of your choosing to steps are not in their text. After the presentation, divide
represent the important part of QBOL’s Decide Cadets into teams and distribute chart paper and
and Plan. If time allows, you may also jigsaw the markers. Instruct Cadets to create a graphic organizer
student text. that illustrates the important parts of “Decide and Plan”
Allow class time to review and discuss the teams’
charts.
If time allows, have Cadets jigsaw the student text.
4. REFLECT on what you learned about decision- Use these Reflection Questions as tools to focus Cadet
making. ANSWER the reflection questions discussion, reflection on learning, and note taking as
presented by your instructor. you feel appropriate for your Cadet population.
 What techniques would you consider trying for
yourself?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now ‘do’ something with the new information
or skill they were introduced to.

Total Time: 15 minutes

Unit 2: Leadership Theory and Application 6

Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.

Phase 3 – Process Part 2:

Lesson Delivery Setup:

1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Familiarize yourself with the case study in this lesson.
3. Prepare to distribute Handout #1: Leadership Case Study. Alternately, you may direct Cadets to read the
case study in their text.
4. Prepare to distribute Exercise #2: QBOL Stepping Stones to Success Decide and Plan.
5. Be prepared to launch Reinforcing Questions.
6. Provide chart paper and markers for team use.

Student Learning Activity Teaching Notes

Direct Cadet Focus: Ask Cadets to think of
themselves as leaders who are helping teams solve
problems and use a good decision-making processes
along the way.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
4. READ the case study in your text (or as a handout Divide Cadets into teams and make sure all Cadets
from your instructor). IDENTIFY the three most have access to a copy of the case study (Handout #1
important parts of the problem to address and or text) Allow class time for the Cadets to read the
work through each of them using the seven-step case study.
process. Use Exercise #2: QBOL Stepping Stones Instruct teams to identify the three most important
to Success Decide and Plan on the QBOL Decide parts of the problem and to address them with the
and Plan Model as a resource to help your team. seven-step process.
ILLUSTRATE the problem and process for solving
it by using a Thinking Map or other graphic Distribute Exercise #2: QBOL Stepping Stones to
organizer. PRESENT your map or chart to class. Success Decide and Plan as a resource for teams.
Instruct teams to illustrate the problem and process
for solving it by using a Thinking Map or other graphic
organizer.
Allow class time for teams to present their work. Guide
teams to discuss their strategies and amend areas
that need improvement.
Display the Reinforcing Question(s).
5. REFLECT on the work your team did. ANSWER Use these Reflection Questions as tools to focus
the reflection questions presented by your Cadet discussion, reflection on learning, and note
instructor. taking as you feel appropriate for your Cadet
population.
 Can you think of a time recently when you
and/or your team could have used a good
problem-solving or decision-making process?
Explain.
Conclude this phase of learning by summarizing the
purpose of the activity and informing Cadets that they
will now apply the new knowledge or skill through the
assignment or activity outlined in the performance
assessment task.

Unit 2: Leadership Theory and Application 7

Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

Total Time: 20 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.

Phase 4 -- Apply:

Lesson Delivery Setup:

1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
2. Distribute copies of the rubric Stepping Stones to Success Self-Assessment.
3. Distribute the Decision-Making and Problem-Solving Performance Assessment Task.
4. Determine how you will review the key words from this lesson.
5. Prepare to use the Digital Timer application in your Curriculum Manager.
6. Prepare to assign the performance assessment task as homework as time necessitates.

Student Learning Activity Teaching Notes

Direct Cadet Focus: Ask Cadets to think about their
own personal goals and how the decision-making
process affects how those goals are achieved.
This phase of learning will help Cadets transfer past
knowledge and experience to new knowledge and
skills introduced and practiced during this lesson.
Prompt Cadets by asking them how this lesson can be
used beyond this classroom experience.
1. IDENTIFY one of your goals. Use the Stepping Distribute the Stepping Stones to Success Self-
Stones to Success Self-Assessment to assess Assessment rubric. Instruct Cadets to think about a
where you are at in terms of meeting your goal. personal goal (for a team project or personal growth
and development). Instruct Cadets to use the rubric to
help them meet their goals. Direct them to choose one
goal and score themselves on how much they have
achieved toward meeting that goal.
2. COMPLETE the Decision-Making and Problem- Distribute the Decision-Making and Problem-Solving
Solving Performance Assessment Task. SUBMIT Performance Assessment Task. The assessment task
your completed performance assessment task to may be completed in class or assigned as homework,
your instructor for feedback and a grade. depending on the available time.
Refer Cadets to the scoring guide for a list of criteria
that should be included in their written summary. The
same criteria on the scoring guide can be used as a
grading checklist, too.
Remind Cadets that lesson assessment tasks can be
used as evidence of learning and are solid artifacts to
add to their Cadet Portfolios.
3. REVIEW the key words of this lesson. Key words connect concepts and principles
introduced in the text and learning activities. After
activities are complete, Cadets should be able to
complete a quick check on each word and define it
properly.
Remind Cadets that key words were introduced
throughout various learning activities and should not
be ‘new’ to them.
Instruct Cadets that you are going to see how well
they remember the key word meanings and launch

Unit 2: Leadership Theory and Application 8

Chapter 4: Leadership Strategies Lesson 4: Decision-Making and Problem-Solving

the automated response slides or one of several

animated games.
Remember to use your digital timer in Curriculum
Manager to set a reasonable time limit for this activity.
4. REFLECT on what you have learned in this Use these Reflection Questions as tools to focus
lesson and how you might use it in the future. Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.
 How comfortable do you feel using these
steps?
 How can you become more comfortable using
them?
Can Cadets answer the Lesson Question(s) now:
When I begin to work with others to solve a problem,
what kind of behaviors can block our success at
solving the problem? How can I avoid that behavior?
Allow some time for discussion.

Total Time: 10 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.

Homework:

Additional time will be needed to successfully complete the Decision-Making and Problem-Solving Performance
Assessment Task and the QBOL Stepping Stones to Success Self Assessment. Moreover, you may wish to assign
Reflection Questions to Cadets as homework.

Optional Activities:
The following activities are not used within the Student Learning Plan, but you may find them useful for
enrichment, extra practice, or as homework assignments. The optional activities for this lesson plan include:
 Handout #1 – Leadership Case Study
 Video #1 – QBOL Bo Eason
 Guide Cadets to work through the Decision-Making Skill Enhancement of the Success Profiler ™ program.
NOTE: Depending on computer availability, Cadets may work independently or with a small team or
partner. If working with another Cadet, encourage the team to consider a team problem when working
through the interactive exercises on the software. Allow Cadets to individually complete each worksheet
option (or print them out prior to beginning the session). Remind Cadets to complete the exercises up to
the “Insights” section on Decision-Making and Negotiating. NOTE: This section of the Skill Enhancement
will be reviewed in Lesson 3: Negotiating.
 Instruct Cadets to complete all worksheets included in the Skill Enhancement and print a copy to include
in their Cadet Portfolio.

Note on Cadet Portfolios:

As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet
Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet
Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating
Cadet Portfolios.

Unit 2: Leadership Theory and Application 9