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, pre-conceptions, 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 on the day?

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: ObservationYou are the driver of a public bus. You leave the bus depot with no passengers on board. First up, you drive the bus 5km east, where you stop and you pick up 5 passengers (2 men, 1 boy and 2 women). Next, you drive the bus 6km 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 5km 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 4km 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 5km east, where you stop and you pick up 5 passengers (2 men, 1 boy and 2 women). Next, you drive the bus 6km 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 5km 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 4km 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.

Correct Decision

Incorrect Decision

Good DecisionBad 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!”

•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

Evaluation and Decision-Making

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?