How do we evaluate whether the decision was the best after making it? Our daily choices, whether buying something or making a significant career decision, influence the human experience greatly. After making a decision, as time goes by, we frequently wonder if we chose wisely (Bortolotti, 2011). Reflecting on past events may appear to provide understanding, but evaluating our choices is challenging. This essay explores methods for assessing results after deciding, acknowledging the complexities, and proposing a diverse approach to manage them effectively.
An often-used method for evaluating decisions is to concentrate on the results. This approach focuses on evaluating the results. Did the choice result in the intended effects? If someone changes jobs for a better work-life balance, this framework will determine if the new job meets that expectation by looking at fewer work hours or more time with family (Fan et al., 2021). Relying only on results can be misleading. Factors outside of our control, like fluctuations, can significantly affect outcomes and influence job satisfaction, no matter how good the original decision was. An alternative method to explore the value-driven framework is embracing a more subtle strategy (Donhauser, 2021). In this method, the primary goal is to guarantee that every choice one makes aligns with our fundamental beliefs. Was the decision in line with our core values? It is possible to obtain a promising role using a job change as a reference point, but it may come at the expense of financial security. We are assessing success centers on whether the choice aligns with valuing personal satisfaction more than financial security.
The value-based framework has limitations because our values are not fixed; they evolve as we age. A choice that aligns with our beliefs, ideally at 25, may not align with our current focus at 50. Additionally, discovering your core values may feel overwhelming, requiring introspection and questioning your identity (Barton & Ryan, 2020). A reflective learning framework in our post-decision assessment is a technique to manage these complexities. This approach assists us in examining the actual decision-making process. Have we collected sufficient data on possible effects? Have we carefully considered every possible option? A study on reflective learning suggests that examining past decisions can improve the ability to make more effective choices in the future (Otermans et al., 2023). Considering the process allows us to find areas where we can improve in decision-making, regardless of the outcome of the current choice.
There is no definitive method to determine the optimal choice from past decisions. However, we can gain insights from our behaviors by utilizing various frameworks, such as outcome-based, value-based, and reflective learning (Tusche & Bas, 2021). This complex method allows us to assess the success of the decision in achieving goals, alignment with personal values and beliefs, and reliability of the decision-making process.
Recognizing the outcomes of this method would not only transform a futile quest for “the” answer into a reachable objective but also view it as an ongoing learning process, offering an edge in making improved decisions in the future. Moreover, acknowledging the impact of emotions and potential biases on the decision-making process could potentially expand this framework. This method allows us to discover true worth in the correlation between choice and its outcomes by moving past the misconception of a singular “best” choice.
References
Barton, G., & Ryan, M. (2020). What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity, and employability. Journal of International Students, 10(S2), pp. 1–16.
Bortolotti, L. (2011). Does reflection lead to wise choices? Philosophical Explorations, 14(3), 297-313. https://doi.org/10.1080/13869795.2011.594962
Donhauser, J. (2021). How to make value-driven climate science for policy more ethical. Studies in History and Philosophy of Science Part A, 89, 31-40. https://doi.org/10.1016/j.shpsa.2021.06.014
Fan, Y., Potočnik, K., & Chaudhry, S. (2021). A process‐oriented, multilevel, multidimensional conceptual framework of work–life balance support: A multidisciplinary systematic literature review and future research agenda. International Journal of Management Reviews, 23(4), 486-515. https://doi.org/10.1111/ijmr.12254
Otermans, P. C., Aditya, D., & Pereira, M. (2023). A Study Exploring Soft Skills in Higher Education. Journal of Teaching and Learning for Graduate Employability, 14(1), 136-153.
Tusche, A., & Bas, L. M. (2021). Neurocomputational models of altruistic decision‐making and social motives: Advances, pitfalls, and future directions. Wiley Interdisciplinary Reviews: Cognitive Science, 12(6), e1571. https://doi.org/10.1002/wcs.1571
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