Response to student #2 answer
This is indeed a good job. The answers given reflect the requirements of the exercise. Identification of various aspects required for completion of the assessment clearly indicate competent interpretation of the happenings presented in the paradox under consideration . You have clearly noted that in order to avoid the Abilene paradox, someone has to be on the other side of the view of others. Still, you stated that advocating for the negative as someone could do in this case would help the people involved in a very appropriate way.
Response to student #1
This response is indeed thrilling. You openly indicate that all the meetings that you attend do not usually prove productive. This issue you considered and presented to your boss. This clearly indicates that you have a thorough understanding of the requirements of this assignment. Based on the manner you address the various happenings during particular identified meetings, it is evident that your response to the problem of decision making reflects real life situations which occur many a times in different places and occasions within organizations . Your declaration that right leadership can ensure effectiveness of group decision-making meetings implies your understanding of the needs of a group.
Response to student #3
You clearly not that the elected government officials no longer involve in effective group decision making. This affects the interest of the government as well as the public. This shows your thorough understanding of the content of the article . You noted that the persons responsible for decision-making in addressing the prevailing debt position of the country do not feel the effects non-discussion antis. This implies your thorough identification of the matters that result to ineffective decision making in this regard. Notably, your response to the article is appropriate and compelling.
References
Andreas, M. &. (2008). Cells, Circuits, and Choices: Social Influences on Perceptual Decision Making. Cognitive, Affective and Behavioral Neuroscience,8(4) , pp 2-30.
MI, K. Y. (2005). Promoting Informed Choice: Evaluating a Decision-Making Tool for Family Planning Clients and Providers in Mexico. International Family Planning Perspectives, 31(4) , pp 4-29.
Robert, T. J. (2013). Four Blueprints for Ensemble Decision-Making. Ivey Business Journal Online, , pp 3-25.
