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OB Exam #2 > Chapter 9: Learning and Decision-Making > Flashcards

Chapter 9: Learning and Decision-Making Flashcards

1
Q

Learning

A

A relatively permanent change in an employee’s knowledge or skill that results from experience

  • key difference between novices and experts
  • impact on decision-making
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2
Q

Decision-making

A

Process of generating and choosing from a set of alternatives to solve a problem
- more knowledge and skills more accurate and sound decisions

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3
Q

Why do some employees learn to make decisions better than others?

A

Expertise: knowledge and skills that distinguish experts from novices

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4
Q

Types of knowledge

A

Explicit: easily communicated and available to everyone
E.g. taught during training sessions
Tacit: only learnt through experience
E.g. intuition, skills, practical intelligence, mental modes
- know how to do it but hard to explain

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5
Q

What are the 3 methods of learning?

A
  1. Reinforcement
  2. Observation
  3. Experience
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6
Q

Reinforcement

A

Learn by observing link between voluntary behaviour and the consequences that follow it

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7
Q

4 contingencies of reinforcement

A
  1. Positive: positive outcome follows DESIRED behaviour
    E.g. praise for desired behaviour - increased pay, promotions, recognition
  2. Negative: unwanted outcome follows DESIRED behaviour
    E.g. getting yelled at when you don’t get to work on time so now you go to work on time
  3. Punishment: unwanted outcome follows UNWANTED behaviour
    E.g. suspending an employee for always showing up late
  4. Extinction: removal of a positive outcome/consequence following UNWANTED behaviour
    E.g. Removing attention when a child acts childish
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8
Q

Schedules of Reinforcement (5)

A
  1. Continous
  2. Fixed Interval
  3. Variable Interval
  4. Fixed Ratio
  5. Variable Ratio
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9
Q

Continuous

A
  • simplest schedule
  • new learning acquired most rapidly
  • impractical for most jobs
  • short-lived
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10
Q

Fixed interval or variable interval

A

Interval = time
Fixed-interval: reinforcement occurs at fixed time periods (average performance)
Variable-interval: reinforcement occurs at random periods of time (moderately high performance)

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11
Q

Fixed ratio or variable ratio

A

** based on number of actual behaviours**
Fixed ratio: reinforcement following fixed number of behaviours (high performance)
Variable ratio: behaviours reinforced after varying number of them have been exhibited (very high)

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12
Q

Observation

A

Social learning theory: argues people in organizations learn by observing others

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13
Q

Steps of behaviour modelling

A
  1. Employees observe actions of others
  2. Employees must remember actions of model after they’re not present
  3. Employees must have appropriate skills to reproduce actions
  4. Employee must view the model receiving reinforcement of behaviour and then receive it themselves
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14
Q

Goal Orientation

A

The activities and goals that people prioritize

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15
Q

After goal orientation: 2 options

A

A. Learning orientation: focus on building competence

B. Performance orientation: focus on demonstrating competence

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16
Q

After performance orientation: 2 options

A

A. Performance prove: demonstrate competence so others think favourably of them
B. Performance avoid: demonstrate competence so others won’t think poorly of them

17
Q

Methods of decision-making

A

Programmed: somewhat automatic decisions because decision maker’s knowledge allows them to recognize situation and course of action to be taken
- Crisis situation: change that results in an urgent problem that must be addressed immediately
Non-programmed decisions: decisions made when problem is new, complex or not recognized
- rational-decision making model can be used

18
Q

Rational-decision making model

A

Step-by-step approach to making decisions that is designed to maximize outcomes by examining all available alternatives

  1. Determine criteria
  2. Generate list of alternatives
  3. Evaluate alternatives against criteria
  4. Choose solution that maximizes value and results in best outcome
  5. Implement solution
  6. Evaluate solution
19
Q

Common reasons for problems in decision-making (4)

A
  1. Limited info
  2. Faulty perceptions
  3. Faulty attributions
  4. Escalation of commitment
20
Q

Problem #1: Limited Information

A
  • people subject to bounded rationality
    Bounded rationality: notion that people do not have ability or resources to process all available info and alternatives when making a decision
    E.g. tend to pick 1st acceptable alternative
21
Q

Problem #2 Faulty perceptions

A

Selective perception: tendency for people to see their environment only as it affects them and as it is consistent with their experience

  1. Projection bias
  2. Stereotypes
  3. Availability bias
  4. Anchoring effect
  5. Framing
  6. Representative bias
  7. Contrast bias
  8. Recency effect
  9. Ratio effect
22
Q

Projection bias

A

Made by decision makers that other others think, feel and act as they do
Social identity theory: people identify themselves according to the various groups to which they belong and judge others according to the groups they associate with

23
Q

Stereotype and Availability bias

A

Stereotype: assumptions made about others based on their social group membership
E.g. females aren’t good leaders
Availability bias: tendency for people to base judgements on info that is easier to recall

24
Q

Anchoring effect and Framing

A

Anchoring effect: tendency to rely too heavily or anchor one piece of info
Framing: tendency to make different decision based on how a question or situation is phrased

25
Q

Representative bias and Contrast Effect

A

Representative bias: tendency to assess likelihood of an event by comparing it to similar events and assuming will be similar
Contrast effect: tendency to judge things continuously based on a reference near to them

26
Q

Recency effect and Ratio effect

A

Recency effect: weigh recent events more than earlier events
Ratio effect: to judge same possibility of an unlikely event as lower when probability is presented in form of a ratio of smaller vs larger numbers

27
Q

Problem #3: Faulty Attributions

A

Process by which causes or motives assigned to explain people’s behaviour
Internal: blame individual factors - ability, motivation
External: blame environmental factors - bad weather or traffic

28
Q

Errors in attributions

A

Fundamental attribution error: tendency for people to judge others’ behaviours as due to internal factors
Self-serving bias: attributing one’s failure to external factors and success to internal factors

29
Q

Attribution decision framework

A

Consensus: did others act the same way under similar situations?
Distinctiveness: does the person tend to act different in other circumstances?
Consistency: does the person always do this when performing this task?
Internal att - low consensus, high distinctiveness, low consistency
External att - high consensus, high distinctiveness, low consistency

30
Q

Problem #4: Escalation of commitment

A

Decision to continue to follow a failing course of action

- Why? may wish to avoid looking incompetent or admit they made a mistake

31
Q

Learning effect on job performance?

Learning effect on organizational commitment?

A 
Job performance: 
- moderate (+) 
- employees with more knowledge and skill have higher TP 
Organizational commitment: 
- weak (+)
- " " higher affective commitment
32
Q

Training

A

Systematic effort by organizations to facilitate learning of job-related knowledge and behaviour
Knowledge transfer: exchange of knowledge between employees

33
Q

Types of Knowledge transfer

A

Behaviour modelling training: previous
Communities of practice: groups of employees who learn from one another through collaboration over extended period of time
Transfer of training: when employees retain and demonstrate knowledge, skills and behaviours required for their job after training ends
Climate for transfer: an organizational environment that supports the use of new skills

OB Exam #2 (5 decks)

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