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Student-centered teaching at its best in action

Decision Readiness Gate with Paul Byrum

Paul shares a structured “decision readiness gate” approach, which he uses in strategy courses to move students from analysis to executive-level decision-making. 
  • Decision Readiness Gate with Paul Byrum

    This +1 Teaching Tip comes from Dr. Paul Byrum, Professor of Practice in Strategic Management in the College of Business and Technology, who we honored at the Exception Teaching event with the Spirit of Reflective Teaching award.

    Paul shares a structured “decision readiness gate” approach, which he uses in strategy courses to move students from analysis to executive-level decision-making. Rather than stopping at frameworks (e.g., SWOT, Five Forces), students must pass a "gate" where they clearly define the strategic decision, identify constraints and trade-offs, and commit to a single course of action. This is often implemented through boardroom-style simulations where teams defend decisions under time pressure. The approach emphasizes judgment, not just analysis, and creates a clear transition point between analysis and decision, mirroring how decisions are made in practice.

    Dr. Byrum observes positive outcomes from this strategy. He relates how students demonstrate stronger ability to translate analysis into actionable recommendations and become more comfortable making decisions under uncertainty. He observes improved clarity in written and verbal communication, more realistic consideration of trade-offs, and less reliance on “listing” frameworks without interpretation. Over time, students shift from asking “what is the right answer?” to defending a position with evidence and constraints.

    This strategy is a good example of an active learning technique sometimes called Case-Based Decision-Making which combines real-world scenarios with the critical thinking process of making and justifying decisions. Another related approach is Problem-Based Learning (PBL) which is a form of inquiry-based learning where students work on complex problems that don't have simple solutions.

    There are many ways to adapt such a strategy to various class settings and modalities. Paul suggests this approach works best after students have been introduced to core analytical frameworks, as it assumes a baseline level of understanding. He warns that instructors should be prepared to enforce commitment—students will often try to avoid choosing a single path. It is most effective in upper-division or graduate courses where ambiguity and trade-offs can be explored meaningfully. Clear expectations and structured prompts help maintain rigor.

    Dr. Byrum says this approach was developed through his experience of course design and iterative refinement in undergraduate and MBA strategy courses. He also notes it has been strengthened through reflective teaching practices encouraged by the Center for Teaching Excellence, particularly through opportunities to examine and adapt instructional approaches in response to classroom experience.

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