Running head: PRINCIPLED DECISION MAKER 1

Principled Decision Maker

Corey Langerveld

Azusa Pacific University

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Principled Decision Maker

Leadership requires responsibility, and from one situation to another, the demands and

requirements can look significantly different. However, one constant that is universal for leaders,

is that decisions must be made (Nahavandi, Denhardt, Denhardt, & Aristigueta, 2015).

Therefore, decision-making can become one of the greatest challenges that leaders face for a

variety of reasons. These reasons include things such as differing demands between stakeholders,

time sensitive situations, complex circumstances, and much more. With all of these reasons in

mind, an overarching challenge is to remain committed to one’s ethical foundation and principles

in the midst of stressful and demanding contexts.

In response to this challenge, an important competency of leaders is that they are able to

be principled and consistent in their decision making. In order to make decisions that are ethical

and principled, a leader must first define her core beliefs and values (Newton, 2013). This gives

a leader a clear understanding of her ethical foundation, which allows for her to identify the ways

in which situations and choices have or could violate her principles. Awareness produces

confidence, as a leader will tend be firm in the beliefs she holds, making it less likely that she

will waiver in times of anxiety or pressure surrounding a decision. With awareness as the first

piece of a leader’s ability to make principled decisions, the second piece is having the ability to

cognitively assess various decisions, and the ways in which different options either support or

violate one’s principles.

Perhaps the best way for a leader to cognitively assess and determine decisions, is

through the use of a process that requires a leader to analyze in great detail. While there are a

variety of approaches and strategies, one in particular can bring clarity and understanding to a

leader in times of decision making. Newton (2013) identifies the DISORDER acronym, which
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can be used to facilitate decision making that involves ethical dilemmas. “D” stands for

definition of the dilemma, “I” for inquiry to obtain information, “S” is for sorting out

stakeholders, “O” for options/outcomes, “R” is the rights and rules, “D” is the decision, “E” is

evaluation of effects of the decision, and finally, “R” is for review and reconsideration. With

each step in the acronym, it provides an opportunity for careful evaluation and consideration that

can help a leader assess the ways in which a circumstance interacts with their ethical beliefs and

principles. With a clearly defined process to follow, it can eliminate uncertainty that often clouds

judgement and leads to the violation of one’s principles (Newton, 2013). While there are other

strategies pertaining to a leader’s decision making, the DISORDER acronym as helped me

understand conflicts in decision making, and serves as an example of a process that can assist

leaders.

Interpretation of Knowledge

In LDRS 503, we read Duhigg (2014), who looked at the ways in which habits were

created, implemented, and adjusted, and more importantly, how habits impacted individual’s

entire lives. One of those areas was decision making, in that the habits that are formed have a

significant influence on the ways in which a person makes decisions. Duhigg (2014) presented

the concept of a habit loop, which consists of a cue, then a routine, and finally, a reward. The

premise of the book was that individuals have the ability to change their habits, by first

identifying what cues their behavior and the reward in which they seek to gain. With this

knowledge known, an individual can replace a negative behavior with a positive one that

responds to the cue and brings about the same reward. What became clear was that making

ethical and principled decisions can become a habit, giving a leader the ability to be consistent in

the decisions that he makes.

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With Duhigg’s (2014) habit loop in mind, it highlighted for me that it is possible to gain

consistency in decision making, which is crucial for a leader’s influence and reputation, as others

can respect a leader who does not shy away from his principles and convictions. Those who

remain firm in their principles and convictions, and have developed the habit of making

decisions that do not violate those beliefs, are able to move forward with confidence and a clear

understanding of where they are headed.

Another key understanding that came from my time in LDRS 503 has led me to think

more critically of leadership and the ways in which decisions are made. As we discussed ethical

dilemmas and situations in the course, we looked at cases in which decisions were made out of

convenience, regardless of ethical implications. In many instances, when leadership made these

kinds of decisions, it set the tone for others. Specifically, when an organization or group saw that

leaders were willing to set aside principles, then all others were more likely to follow suit and

also make decisions out of convenience sake (Nahavandi et. al, 2015). Over time, an

organization can be derailed by decisions that are unethical and violate principles that are

necessary for the well-being of all. With this knowledge, I first realized that as a leader, my

responsibility is to set the tone for others, and I must, at all times, be principled in my decision

making. Not only does this sort of commitment and consistency serve as an example and guide

for others, but more importantly, principled decision making will yield positive results, either in

the short-term or long-term. At the end of the day, leadership is about accomplishing a mission,

and principled decision making is a significant component in the achievement of that pursuit.

Application of Knowledge

In LDRS 563, we were given an assignment in which were asked to evaluate a decision

that we had made (see Appendix A). The assignment entailed a description of the event, the
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dilemma, potential courses of action, the decision-making process, and ultimately, the decision.

In the midst of the assignment, I had to take an honest look at the motivation behind the various

courses of action that were possible. In the particular situation which I wrote the paper about, the

topic of commitment and loyalty was at the center of my decision. I was faced with a decision, in

that I was evaluating whether or not I would leave a summer league basketball team that I was a

part of. The situation was complicated, in that I felt obligated to continue playing for the team, as

I had never been one to quit, however, from a basketball standpoint, the team was having a

negative impact on my development. At that time, I was pursuing a career in professional

basketball, and so I needed to utilize the summer as a time in which I could improve and prepare

for my first professional season.

This assignment brought about an opportunity for me to evaluate my competency as a

principled decision maker, in that I looked at the competing factors and influencing elements that

contributed to my cognitive thought process. This reflection provided me with a chance to assess

my awareness of the core principles that I believe in, and whether or not those principles were

present in my decision making. In this particular assignment, I found that one of the main issues

that made the situation difficult, was that I perceived that one of my core principles, loyalty,

would potentially be violated if I made a particular decision. This perceived violation served as

an encouragement, in that I realized my awareness of this issue was a good sign that my core

beliefs and principles are present in the decision-making process.

Another way in which I have been able to apply the knowledge gained in the MAiL

program was just a couple weeks ago. In recent weeks, Azusa Pacific has had a couple

controversies and finds itself in a rather peculiar place. Being a proud APU alum, and being on

campus for six years now, I had some thoughts and concerns for the university. At first, I learned
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about some of the issues going on, gathering information and perspectives from various groups

and people. From there, I began to reflect on my own thoughts and feelings, and how they either

mirrored our countered the opinions of others. After this process of evaluation and consideration,

I realized that I had a strong belief in terms of where APU was at, and the direction it needed to

go. I began to write my thoughts, addressing a letter to the board of trustees that contained my

observation of the state of APU, and some suggestions for what I believed were actions that

needed to be taken. After a couple hours of writing, I felt that I had articulated all of my

thoughts. However, when I finished writing, I was not sure if I actually wanted to send the letter

or not. I was fearful that some of the things I said in the letter could lead to consequences from

the school, in that I was highly critical of certain individuals, particularly some in positions of

authority. On the other hand, I felt that it was my duty to send the letter, in that at the end of the

day, I desire for APU to be a place that honors God and is successful in the long run. Therefore, I

faced a decision; to send the letter, or not. With the competency of principled decision maker in

mind, I spent time evaluating the different options, and how my core values and beliefs were

either reflected in a decision or not. Ultimately, I concluded that I needed to speak up and send

the letter. This conclusion was reached because perhaps the most significant principle in my life

is to fear God and God alone, and since the sole obstacle to sending the letter was fear of the

consequences I would face from people, I realized that I would violate this core belief. In the

short-term, I believe that my letter has had a positive impact, in that those whom I wrote it to

have responded, letting me know that they appreciated the letter, and have been discussing the

contents with one another. Therefore, this situation gave me an opportunity to make a principled

decision, which will help in my development of the competency.

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Creation of New Knowledge

Earlier in this paper, I wrote about Newton’s (2013) DISORDER acronym, in that it can

assist in the decision-making process. This acronym is a tool that I want to utilize in my own

decision-making process in order to promote ethical and principled decisions. In order to

improve my own ability to harness the effectiveness of the acronym, I must implement it and

practice it. The way I plan on doing this is through a deliberate goal. For the most part, I usually

face a significant decision at least once a month, in that it is a situation which takes a period of at

least a few days to analyze and thoroughly contemplate the circumstance and all potential

options. Therefore, over the next four months, I want to set a goal of using the DISORDER

acronym for at least one decision each month. What this means is that I will write out each

component of the acronym, assessing the decision-making process carefully. By repeating this

process at least once a month, I think it will increase my ability to utilize the DISORDER

acronym, and second, it will give me experience in cognitive reasoning and analysis of decisions,

which will bring attention to the ethical implications that each decision possesses. This will

allow for deliberate contemplation of how decisions can either affirm or violate the principles

that I hold in my life. The success, or failure, of this strategy will be measured by whether or not

I utilize the DISORDER acronym at least one time each month. It is my belief and hope, that

setting this goal and being committed to it will give me a tool to hold me accountable, in that my

decisions are rooted in an ethical foundation that reflects and affirms the principles that reflect

my faith.
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References

Duhigg, C. (2014). The power of habit: Why we do what we do in life and business. New York:

Random House. ISBN: 978-0812981605.

Nahavandi, A., Denhardt, R. B., Denhardt, J. V., Aristigueta, M. P. (2014). Organizational behavior.

Thousand Oaks, CA: Sage Publications, Inc. ISBN: 978-1452278605.

Newton, L. (2013). Ethical decision making: Introduction to cases and concepts in ethics.

New York, NY: Springer Publishing.

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Appendix A

Personal Assessment Paper

Corey Langerveld

Azusa Pacific University

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Personal Assessment Paper

In all of my academic career, I do not believe that I have ever had an assignment that is as

applicable as this one is for me right now. Within one hour ago, I was in the midst of making a

tough decision that had me debating with myself over and over again. Just when I thought I had

come to a final decision, I would then begin to wrestle with it all over again. In this paper, I will

describe the situation, discuss my decision-making process and the decision that resulted, and

then address alternate decisions that could have been made.

The Drew League

This summer, I was given the opportunity to play in a world-famous pro-am basketball

league here in Los Angeles. The league is called “The Drew League,” and it has been in

existence for nearly 50 years, as each summer, players from across the country come to compete

each weekend from June through July. Some of the world’s best players have played in The

Drew League, such as LeBron James, Kevin Durant, Chris Paul, James Harden, DeMar Derozan,

Metta World Peace, and many more. For four summers, I tried to find a team, however, year

after year I was unable to get on one. Going into this summer, I had given up on playing in The

Drew League.

One day in May, I received a message from a coach in The Drew League, asking me if I

wanted to be a part of his team. I figured that it was too good to be true, in that I had tried many

times to find a team, but came up empty, yet when I did nothing, a coach sought me out. The

following week, I started going to practice two times a week, driving nearly two hours both

ways. These practices were long and exhausting, as they would last nearly three hours. After a

few weeks of practice, I was anxious and excited for the games that started in June. Finally, the

first weekend of the games came, and in two games, I barely played. I was confused and angry,
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as I had spent significant time going to practice and communicating with my coach. In our

communication, he would always say how well I was doing and how I would be a major part of

the team. Since it was the first weekend, I figured that it would get better and I would start seeing

the court more in the upcoming weeks.

The next couple weeks passed, and I continued going to practice two times a week and

barely playing in the games. Coach continued to say my time was coming and I believed that this

would be the case. Finally, I was given a chance to start, and I played the majority of the game

and did very well. That night, the coach called me and told me how happy he was to have me on

the team and how I was going to be a big part of the team moving forward. However, the

following weekend, I barely played in the game on Saturday, and we took a bad lost to a bad

team. On Sunday, I did not play at all. I was upset, but I figured I would give it one more week.

The following weekend, I played two minutes in our game on Saturday, and did not play

at all on Sunday. I was beyond upset, in that I had been committed to the team for two months,

attending all practices, and playing well when I was in the game. While I sat on the bench, coach

would bring new players each week who had not practiced and put them in ahead of me. Coach

stopped speaking to me entirely and gave no indication as to why I was not playing or why he

was ignoring me. After ten games with the team, I had a decision to make.

Decision-Making

Why I Should Leave the Team…

There were many different factors at play during my decision-making process. One of my

main frustrations was that I had spent a significant amount of time driving to and from practice

and games, with the belief that I would receive meaningful and valuable game experience.

However, this was not what was happening. Rather than spending time with my trainer and
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working on various skills, I went to practice to work on team elements, while gaining minimal

game experience and being unable to implement the things I worked on in practice. Due to the

time commitment of practice and games, I was only able to work out with my trainer once or

twice a week, rather than the preferred four or five times a week.

Another reason in which I considered leaving the team, was the difference between the

communication with coach and I, and reality. From the first practice, the coach encouraged me

and told me that I would be a huge part of the team moving forward. Each week, even after I had

barely been playing, he continued to tell me that he was simply letting me get used to the speed

and that my time was coming. However, each week it became worse and worse, as I played less

and we communicated less. When we did talk, he insisted that my time would come and to stay

ready. Going into this past weekend, he insisted that I would be given the opportunity to play a

lot, instead, I did not play at all. Due to the clear inconsistency between his communication with

me, and the reality, I felt that it would be a perpetual problem.

The next reason, and perhaps the most important, was that with each week, I felt my

skills deteriorating, and my confidence eroding. A player cannot improve by sitting on the bench

and watching. Additionally, it can create doubt in a player when they are not even given a chance

to play in the game. After ten games, I was experiencing both decrease in skill, and a self-doubt

in my abilities. This current time is crucial in my basketball career, as I am in the process of

obtaining a professional contract. Now is the time in which I should be gaining experience, and

building confidence, as the world of professional basketball will be far tougher than anything I

have experienced before.

The final reason that led me to consider leaving the team, was that I felt no support or

commitment from the team. Each game, the players were different, and the coach’s attitudes was
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inconsistent. One game he would be praising a player, the next game he would say that the

player should just quit the team. It was a toxic environment, in that conflict and verbal disputes

between players and coaches were constant. It was exhausting to be around.

Why I Should Stay on the Team…

The first reason that I would stay on the team, is the fact that I joined in the first place. By

saying yes to the coach, I made a commitment that I would play for his team. I have never quit

anything before, as it is my belief that a person should see something through if they started it.

This would fall into this category, in that I started the season with the team, and I was

considering stepping away from the team before the end of the season. Not only do I have a hard

time with quitting, but I would be fearful that it could give me a certain reputation in particular

circles that might be damaging in the future.

Another reason in which I would stay on the team, is that simply being a member of a

team in The Drew League is significant for one’s reputation and image in the basketball world.

As I mentioned above, there have been many famous players that have played in the league, and

therefore, it is well-known. Many people try to play in the league, but only a few get the

opportunity. This is a particularly challenging aspect, in that I recognize I am privileged to be a

part of the league, and quitting could keep me from ever being a part of the league in the future.

While I am currently playing only a few minutes here and there, being on the team could

lead to an opportunity down the road to get in the game and make a good impression.

Throughout the history of sports, there are countless stories in which a player is finally given a

chance and takes advantage of it. This could certainly happen for me, in that coach could decide

to put me in the game and I do some great things that earn respect. While there is no guarantee it

will happen, there is also no guarantee it will not happen.

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Perhaps the biggest reason that I would stay on the team, is because I believe that I am

good enough to be in the league. This is the competitive side in me, in that if I quit I will not

have an opportunity to show everyone else I belong. In the little bit of action, I saw, I felt like I

belonged and I was on the cusp of breaking through. However, I never ceased the moment fully,

and this will irritate me and stick with me moving forward.

With all of these reasons in mind, I am fearful that if I quit, I will eventually regret it. In

the moment, it is easy to tell myself I will not regret it as I am upset and frustrated, however, as I

get further away from it, there is no guarantee how I will feel. With both the reasons for quitting

and the reasons for staying laid out, I turned to some of the theories and concepts that we learned

in class to help me make a decision.

Ethical Egoism

In evaluating the reasons for leaving the team, and the reasons for staying, there were two

main theories that I considered. The first was ethical egoism. Wilkens (2011) discusses this

particular theory, in that is it about putting one’s self above all else. Therefore, it would follow

the principle that what is right, can be defined for what is best for one’s self, as it sees an

individual as more important than anyone else. Wilkens (2011) states that few people would

admit their use of this approach, due to the common recommendation that it is important to be

unselfish. I fall into this category, as I would rarely admit my own ethical egoism, however, in

this particular situation I believe it is useful. When evaluating my position with the team, I am

motivated to do what is best for myself, in that I have a career and future to think about. While

most teams require sacrifice and commitment, a summer league team is unique in that it is

temporary and brief. With my current situation, I believe that for my own benefit and interest, I

should leave the team. As I mentioned earlier, I am sacrificing my own development and
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preparation for my professional basketball career, and this is not ideal. Therefore, if I am to stay

with the team, I would not be putting myself first.

Kantian Ethics

Kantian ethics are all about doing one’s duty (Wilkens, 2011). It is not about the result or

outcome but doing what is expected and following the rules in place. In my current situation, it

could be argued that I have a duty to the team, as I joined the team and took a roster spot.

Therefore, my duty would be to finish out the season, doing whatever is expected of me by the

coaches, without concern for my own interests. However, my duty could also be to stop playing

with the team.

The reason for this is that I have an agent who is working to secure me a job overseas.

This agent needs me to prepare for the upcoming season, which includes a significant amount of

time training. With this responsibility, I have the duty to make time to train and develop my

skillset, which is not the current reality while being on the team.

The Decision

After extensive consideration, evaluation, and re-evaluation, the decision I made was to

leave the team. At this stage in my basketball career, I must put my own interests first as I

prepare to become a professional. I cannot afford to spend the summer being a member of the

team and losing the opportunity to improve as a player. Therefore, ethical egoism played a role

in my decision, in that I had to do what was best for myself moving forward.

The alternatives are clear, in that I could have stayed with the team in hopes it would

improve, or I could have had a conversation with my coach regarding the decision I faced.

Kantian ethics would lead me to a different approach than ethical egoism, in that I would put my

duty ahead of my own interests. While there is the potential, in this particular situation, that duty
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and egoism could lead to the same decision, most of the time one must choose to put duty above

their own interests. For the most part in my life, I would tend to use Kantian ethics when making

a decision, despite the personal cost. However, as a Christian, I believe that my “duty” is to God.

What God asks and excepts of me determines what the right decision is, while anything outside

of this is the wrong decision.

God should be the foundation for decision-making, as we are called to live according to

His plan. When people make decisions without God, they may have short-term or brief success,

however, they will experience tremendous hardship, as well as doubt and regret that results from

their decision-making. With this in mind, I spent a significant amount of time in prayer during

my decision, as it was important for me to speak with God, so that I could listen and allow for

God to speak into my decision-making. After prayer and reflection, I felt that God had confirmed

that it was best for me to leave the team.

Conclusion

This decision was far from easy. It was a unique situation for me, in that I was in a well-

respected league, however, it had become more harmful than beneficial. Eventually, the decision

had to be made. For my own career, it was in my best interest to move forward and go on

without the team. The situation provided me with an opportunity to apply the knowledge gained

in this course, and I am incredibly thankful for all that I have been learning!
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References

Wilkens, S. (2011). Beyond bumper sticker ethics: An introduction to theories of right and

wrong. Downers Grove, IL: IVP Press