The conceptual orientation that guides the University of Utah's field-based doctoral program in educational administration is described in this paper, with a focus on making judgments within the decision-making process. The first part explains the rationale for adopting the conceptual orientation and the second part describes the normative model upon which the program's conceptual orientation is based. Three common sources of human error are identified: knowledge structures based on previous experience; the availability heuristic; and the representativeness heuristic. The third part of the study explains plans for using the normative model as an instructional tool. A conclusion is that the model provides a normative and interpretive tool for determining the applicability of theory to daily administrative practice. (8 references) (LMI)