Observation Evaluation Decisionmaking A Discussion Mark Wickham Observation

Observation, Evaluation & Decision-making: A Discussion Mark Wickham

Observation • Effective observation is fundamental to accurate evaluation and decision-making: • Observation→ Evaluation → Conclusion

Observation • Anything less will compromise our ability to gather all of the information required to make correct decisions consistently: • Even if you happen to get the decision correct, it is none-the-less a “flawed decision”! • More on this later……

Task: Count the number of Fs…

Observation • In the case of the sentence test there were 6 Fs: • People don’t tend to observe the letter “F” when it is in the word, “of” because the mind registers the word as “ov”.

Count the number of Fs…

Observation • Observation is a skill – like any other - that umpires need to continually develop in order to improve their performance….

Observation • Research from the USA has indicated that only about 20% of sport officials accurately observe what happens during a given play, and have the skills to evaluate that play accurately: • How would we know whether we are in that 20%?

How do we judge our observation skill levels? • Observation is not as simple as it seems: • “If you try to look at everything, you will miss important details” • “If you don’t have a plan to observe, you have a plan to fail to observe” • There are many brain processes, preconceptions, and even beliefs that can interfere with our observation and evaluation. • “Selective Perception” covers most of these…

Task: Find the hidden Tiger

Observation • “The hidden Tiger” was written on the Tiger itself…but were you were looking for another animal? • Why were you looking for another animal?

Find the hidden Tiger….

Observation • Barriers to Effective Observation: • Many observations based on expectations and habit (‘selective perceptions’): • In this approach, we organise what we see according to our preconceptions (much like the ‘Tiger’ example…) • What are the barriers to effective observation we are aware of? • Taufel’s “Proper Preparation…. . ” Presentation. .

Observation • Better observation takes two things: • (a) Knowing what you need to be looking for, and • (b) Knowledge about the possible variances in what you are observing

Observation: What you need to know…. • This part takes patience and practice! • “What is it that I need to observe effectively as a cricket umpire? ” • Be a thorough student of the Laws and Playing Conditions • Understand how to observe all relevant information consistently throughout the day • …not as easy as it sounds – anyone ever miscounted an over because of a distraction, unexpected event, or being with a troubled partner

Observation: Goal Setting • Understanding what your responsibilities as an umpire are is critical: • • Time-keeping (when was the batsman out? etc. ) Over-throws Running between wickets Players entering the protected area Was the delivery legal (height etc. )? Damage to the pitch, and how it occurred Where did the ball pitch? • What other responsibilities do we need to keep on top of?

Observation: Goal Setting • Improving Observation: • Increase your patience in order to “slow down”, “relax” and “watch” • Ask questions of your observation: • • e. g. “How did the ball get there? ” e. g. “How is the bowler using the crease in their delivery stride? ”

Memory: The link between Observation and Evaluation • Simply put, memory is the mental activity of recalling information that you have observed, learned or experienced.

Memory: The link between observation and evaluation • How memory and decision-making works: • Observation→ Evaluation → Conclusion • (Perception) (Memory) (Decision)

Memory: Observation You are the driver of a public bus. You leave the bus depot with no passengers on board. First up, you drive the bus 5 km east, where you stop and you pick up 5 passengers (2 men, 1 boy and 2 women). Next, you drive the bus 6 km north, where 3 people get off the bus (1 man and 2 women) and 6 people get on (1 man, 2 girls, 3 women – one of the women has a seeing-eye dog). Next, you drive the bus 5 km west, where 5 people get off (2 women, 2 girls and 1 boy) and 7 people get on (3 men, 3 women and 1 boy). Next you drive 4 km south, where 4 people get on (4 men). Lastly, you drive the bus back to the bus depot where all of the remaining passengers get off the bus.

Memory: How do you manage it? • Regular exercise • Increases oxygen to your brain. • Reduces the risk for disorders that lead to memory loss, such as diabetes and cardiovascular disease. • May enhance the effects of helpful brain chemicals and protect brain cells. • Managing stress • Cortisol, the stress hormone, can damage memory if the stress is unrelieved. • Stress makes it difficult to concentrate. • Good sleep habits • No smoking! • Good/Planned Nutrition

Evaluation and Conclusion • Back to the case about the bus driver: • Using your memory – answer the following: • How old is the bus driver?

Memory: Observation? You are the driver of a public bus. You leave the bus depot with no passengers on board. First up, you drive the bus 5 km east, where you stop and you pick up 5 passengers (2 men, 1 boy and 2 women). Next, you drive the bus 6 km north, where 3 people get off the bus (1 man and 2 women) and 6 people get on (1 man, 2 girls, 3 women – one of the women has a seeing-eye dog). Next, you drive the bus 5 km west, where 5 people get off (2 women, 2 girls and 1 boy) and 7 people get on (3 men, 3 women and 1 boy). Next you drive 4 km south, where 4 people get on (4 men). Lastly, you drive the bus back to the bus depot where all of the remaining passengers get off the bus.

Evaluation and Decision-Making Bad Decision Correct Decision Incorrect Decision • You “guessed” correctly; • You didn’t see all of the relevant information; • You used the appeal to help you make your decision • You feel relieved that “you got away with that one!” • You “guessed” incorrectly; • You didn’t see the relevant information; • You used the appeal to help you make your decision • You are unhappy that you “got caught out with that one!” Good Decision • You saw all of the relevant information and could recall it; • You applied the appropriate law accurately and consistently; • You reviewed your decision before giving it. • You know that you didn’t see all of the relevant information; • You applied the appropriate law accurately and consistently; • You reviewed your decision before giving it. • You are honest with yourself and the players

Concluding Remarks: • The human mind is a reprogrammable computing device: • If you make a point to regularly practice your observation skills, observation/evaluation/conclusions will get easier and more accurate.

A Question for the group… • How can we improve our individual performance? • How to we recognise our current levels of performance? • What can we do day-to-day/week-to-week etc. to improve the levels of our performance? • Do we set goals for improving our observations? • Einstein: “If you always do what you’ve always done. You will always get what you always got!”

Resources available to improve observation skills?

Think about how you might use: • Self Assessment: • This will allow you to go back and check your own performance. • We must set specific and measurable goals for our self-assessment, and reflect honestly about what we NEED to improve to move forward. • Mentoring Programme? • Wednesday Evening Umpire Meetings/Discussions • Captains’ Reports (with a ‘grain of salt’ of course…) • Fellow Umpire and/or Match Observer Reports • Video Documentation • Club Net Sessions?