Chapter 9: Learning and Decision Making Flashcards
decision making: programmed decisions
are things we’ve encountered in the past (often)
intuitions
decision making: non-programmed decisions
new decisions that we’ve never encountered
decision-making problems (5)
information problems
faulty perceptions
faulty attributions
escalation of commitment
advice discounting
decision-making problems: information
bounded rationality (don’t have all information)
satisficing: good enough
maximizing: evaluating options
searching for too little information (satisficer)
information overload: looking for too much info (maximizer)
confirmation bias
search for information that confirms decision
decision-making problems: faulty perceptions
perception is essentially trying to make sense of our environment
primacy is relying heavily in first impressions
recency is relying on last impressions
projection bias
projecting personal thoughts on others
stereotyping
assumptions about a perosn
contrast effect
compare between interviewers
decision-making problems: faulty attributions
how motives are assigned to explain peoples behaviour
two classes:
dispositional: blame the person
situational: something in the situation explains why something is happening the way it is
fundamental attribution error
tendency to over rely on dispositional attribution for others
self-serving bias
calc prof “being harder than other profs” or “OMG i aced that exam because I’m the greatest”
cues used to make attributions: consistency
does the person engage in the behaviour consistently in this situation?
are they late in the morning, certain days, etc.?
cues used to make attributions: consensus
do most people engage in that same behaviour or is it unique to that person?
positive reinforcement
adding something good after a behaviour
giving a dog a treat for sitting
negative reinforcement
taking something bad after a behaviour
best employee doesn’t have to clean store
positive punishment
adding something bad after a behaviour
you have to do dishes after bitching about what’s for dinner
negative punishment
taking something good after a behaviour
taking iPad away after talking back to parents
extinction
removing good outcome that used to follow undesirable behaviour
ignoring the class clown so they stop being a fool
schedules of reinforcement
continuous: reward given after every desired behaviour, works well but hard to maintain, ie praise
fixed interval: reward given on fixed time periods, works average, ie pay cheque
variable interval: reward given on variable time periods, works moderately well, ie supervisor walk-by
fixed ratio: reward given on fixed number of desired behaviours, works well, ie price-rate pay
variable ratio: reward given on variable number of desired behaviours, works very well, ie commission pay
goal orientation: learning
a predisposition or attitude according to which building competence is deemed more important by an employee than demonstrating competence
goal orientation: performance - prove orientation
a predisposition or attitude by which employees focus on demonstrating their competence so that others think favourably of them
bounded rationality
dont have all of the information
satisficing: good enough
maximizing: information overload
faulty perceptions
trying to make sense of the environment
primacy is relying on first impressions
recency is relying on last impressions
faulty attributions
how motives are assigned to explain peoples behaviour
dispositional: blame the person
situational: blame the situation
fundamental attribution error
tendency to over rely on dispositional attribution for others
example: late person MUST be lazy
cues used to make attributions
consistency: does the person engage in the behaviour consistently in this situation?
consensus: does everyone engage in the behaviour
distinctiveness: does the person engage in the behaviour in many situations or is it distinct to one situation
what attributions do you make?
Smith always takes long work breaks, his peers do not, and he took long breaks in his old job
consistency: does it all the time
consensus: his peers do not
distinctiveness: did it at his last job
escalation of commitment
a common decision-making error, in which the decision maker continues to follow a failing course of action
advice taking
advice taking is ubiquitous to decision-making
trust in advisor promotes advice utilization
advisor is an expert
advisor has good intentions
advisor is explicitly solicited
advice is framed as information
what is learning
a relatively permanent change in knowledge, skill, or behaviour that occurs due to practice or experience
what do employees learn (4)
practical skills: job specific skills, knowledge
intrapersonal skills: problem solving, critical thinking
interpersonal skills: learning how to work together better, civility training, team or group work
cultural (to organization) skills: focused on all the things to the specific success to the company’s values, goals, etc,
what do employees learn (2)
explicit knowledge: books
tacit knowledge: gut feelings, can’t be easily quantified
how do employees learn
operant learning: behaviour -> consequences
consequences can be either good OR bad
