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23 Cards in this Set
- Front
- Back
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Satisficing
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○ Choosing a solution that meets a minimum standard of acceptance
○ Resolves problems by producing solutions that are satisfactory, as opposed to optimal |
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Decision-Making Styles
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directive
analytical conceptual behavior |
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○ Five issues to consider when using groups to make decisions:
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§ Groups were less efficient than individuals; consider time constraints
§ Groups were more confident about their judgments and choices than individuals; can fuel groupthink § Group size affected decision outcomes; decision quality was negatively related to group size § Decision-making accuracy was higher when groups knew a great deal about the issues at hand and group leaders possessed the ability to effectively evaluate the group members' opinions and judgments § The composition of a group affects its decision-making processes and ultimately performance |
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• Group Problem-Solving Techniques
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brainstorming
the nominal group technique the delphi technique |
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§ Seven rules for brainstorming used by IDEO, a product design company:
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□ Defer judgment
□ Build on the ideas of others □ Encourage wild ideas □ Go for quantity over quality □ Be visual □ Stay focused on the topic □ One conversation at a time |
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five stages of creativity
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preparation
concentration incubation illumination verification |
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• Decision-Making Biases
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availability heuristic
representativeness heuristic confirmation bias anchoring bias overconfidence bias hindsight bias framing bias escalation of commitment bias |
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• Practical Recommendations for Increasing Creativity
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○ Effectively managing the stages of creativity and fostering a positive and supportive work environment
○ Establish corporate values that emphasize innovation goals and to allocate rewards and resources to innovative activities ○ Management should create a "safe" work environment that encourages risk taking, autonomy, collaboration, and trusting relationships among employees ○ Develop "peer environment" where people are more concerned about working for the greater good then their own personal success ○ Providing effective feedback ○ Stay connected with innovations taking place in the academic community |
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• Practical Lessons from Feedback Research
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○ The acceptance of feedback should not be treated as a given; it is often misperceived or rejected
○ Managers can enhance their credibility as sources of feedback by developing their expertise and creating a climate of trust ○ Negative feedback is typically misperceived or rejected ○ Although very frequent feedback may erode one's sense of personal control and initiative, feedback is too infrequent in most work organizations ○ Feedback needs to be tailored to the recipient ○ While average and below-average performers need extrinsic rewards for performance, high performers respond to feedback that enhances their feelings of competence and personal control ○ Computer-based performance feedback leads to greater improvements in performance when it is received directly from the computer system rather than via an immediate supervisor ○ Recipients of feedback perceive it to be more accurate when they actively participate in the feedback session versus passively receiving feedback ○ Destructive criticism tends to cause conflict and reduce motivation ○ "the higher one rises in an organization the less likely one is to receive quality feedback about job performance? |
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• Trouble Signs for Organizational Feedback
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○ Feedback is used to punish, embarrass, or put down employees
○ Those receiving the feedback see it as irrelevant to their work ○ Feedback information is provided too late to do any good ○ People receiving feedback believe it relates to matters beyond their control ○ Employees complain about wasting too much time collecting and recording feedback data ○ Feedback recipients complain about feedback being too complex or difficult to understand |
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360 degree feedback
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letting individuals compare their own perceived performance with behaviorally specific and usually anonymous performance information from their manager, subordinates, and peers
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• Tips for Giving Good Feedback
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○ Focus on performance, not personalities
○ Give specific feedback linked to learning goals and performance outcome goals ○ Channel feedback toward key result areas for the organization ○ Give feedback as soon as possible ○ Give feedback to coach improvement, not just for final results ○ Base feedback on accurate and credible information ○ Pair feedback with clear expectations for improvement |
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Assertive
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Pushing hard without attacking; permits others to influence outcome; expressive and self-enhancing without intruding on others
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Aggressive
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Taking advantage of others; expressive and self-enhancing at other's expense
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Nonassertive
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Encouraging others to take advantage of us; inhibited; self-denying
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• Nonverbal Communication
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body movements and gestures
touch facial expressions eye contact |
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• Keys to Effective Listening
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○ Capitalize on though speed
○ Listen for ideas ○ Find an area of interest ○ Judge content, not delivery ○ Hold your fire ○ Work at listening ○ Resist distractions ○ Hear what is said ○ Challenge yourself ○ Use handouts, overheads, or other visual aids |
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• Gender Differences in Communication
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○ Men are less likely to ask for information or directions in a public situation that would reveal their lack of knowledge
○ In decision making, women are more likely to downplay their certainty; men are more likely to downplay their doubts ○ Women tend to apologize even when they have done nothing wrong. Men tend to avoid apologies as signs of weakness or concession ○ Women tend to accept blame as a way of smoothing awkward situations. Men tend to ignore blame and place it elsewhere ○ Women tend to temper criticism with positive buffers. Men tend to give criticism directly ○ Women tend to insert unnecessary and unwarranted thank-you's in conversations. Men may avoid thanks altogether as a sign of weakness ○ Women tend to ask "what do you think?" to build consensus. Men often perceive that question to be a sign of incompetence and lack of confidence ○ Women tend to give directions in indirect ways, a technique that may be perceived as confusing, less confident, or manipulative by men ○ Men tend to usurp ideas stated by women and claim them as their own. Women tend to allow this process to take place without protest ○ Women use softer voice volume to encourage persuasion and approval. Men use louder voice volume to attract attention and maintain control ○ Differences are not stereotypes for all women and men; there are always exceptions to the rule ○ Your linguistic style influences perceptions about your confidence, competence and authority which may affect your future job assignments and subsequent promotability |
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• Genderflex
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○ Temporarily using communication behaviors typical of the other gender
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Grapevine
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unofficial communication system of the informal organization
§ Can function positively as early warning signal for organizational changes, a medium for facilitating organizational changes, a medium for embedding organizational culture, a mechanism for fostering group cohesiveness, and way of getting employee and customer feedback |
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Management by Walking Around (MBWA)
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managers walk around and informally talk to people from all areas and levels
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Liaison individuals
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those who consistently pass along grapevine information to others
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Organizational moles
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those who use the grapevine to enhance their power and status
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