Mos 2181 Ch 9

Front 1

Learning

Back 1

Permanent change in employee’s knowledge or skills that results from experience

Front 2

Decision-making

Back 2

Processof generating and choosing from a set of alternatives to solve the problem

Front 3

Expertise

Back 3

The knowledge and skills that distinguish experts from novices

Front 4

Explicitknowledge

Back 4

general knowledge; easily communicated and available to everyone, ex: textbook

If you can put it in a manual, or write it down, it is explicit

Front 5

tacit knowledge

Back 5

personal knowledge; can only be learned through experience, hard to explain, and people maynot even know they possess the “know how”

ex: intuition

Front 6

3 methods of learning

Back 6

1. reinforcement

2. observation

3. experience

Front 7

4 contingencies/ types of reinforcement

Back 7

1. positive reinforcement

2. negative reinforcement

3. extinction

4. punishment

Front 8

positive reinforcement

Back 8

desirable behaviour, given desirable outcome

Front 9

negative reinforcement

Back 9

desirable behaviour, taking away negative/undesirable outcome

(ex: manager removing undesirable tasks)

Front 10

extinction

Back 10

undesirable behaviour, take away positive outcome

Front 11

punishment

Back 11

undesirable behaviour, given something undesirable

Front 12

operant conditioning

Back 12

learning through the link between voluntary behaviours and their consequences

we repeat behaviours with desirable outcomes

Front 13

schedules of reinforcement

Back 13

timing of when contingencies are applied or removed

Front 14

continuous

Back 14

consequences follows each behaviour

quickest learning but not long term - behaviour stops when consequence stops

only good for new behaviours or infrequent ones

Front 15

fixed interval

Back 15

rewarded after a constant time period

i.e. monthly paycheck delivery

Front 16

variable interval

Back 16

reinforces behaviour at random times

ie supervisor walk arounds

Front 17

fixed ratio

Back 17

reinforces behaviour after a certain number of behaviours exhbited

ex: piece-rate pay in factories

Front 18

variable ratio

Back 18

reinforces behaviour after a varying number of behaviour exhibited

ex: salespeople + commission

Front 19

in general, do fixed or variable schedules lead to higher performance?

Back 19

variable schedules (esp variable ratio) lead to higher levels of performance

Front 20

social learning theory

Back 20

people learn by observing others

Front 21

4 steps in the behavioural modelling process

Back 21

1. attentional processes - focuses on model's critical behaviours

2. retention processes - learner must remember behaviours when model is no longer present

3. production processes - learner needs skillset to be able to reproduce behaviours

4. reinforcement - learner sees model receiving reinforcement for behaviour, does it themselves and then recieves reinforcement

Front 22

best way to learn tacit knowledge

Back 22

behavioural modelling

learner can observe, learn from observations, and then repeat observed behaviours

Front 23

3 types of goal orientations

Back 23

1. learning orientation

2. performance-prove

3. performance-avoid

Front 24

learning orientation

Back 24

predisposted/attitude where u prioritize learning (learning/building competence > anything else)

Front 25

performance prove orientation

Back 25

demonstrate competence so others thing favourably of them

Front 26

performance avoid orientation & the type of tasks they prefer

Back 26

demonstrate competence so others don't think poorly of them; tend to work on tasks they're already good at so people won't see them fail

Front 27

if a manager wants to reduce anxiety and increase performance before training what type of goal orientation should he set?

Back 27

learning orientation

Front 28

programmed decision making

Back 28

automatic decisions, use intuition, they "just know" based on knowledge and experience

Front 29

in which situations is intuition most useful?

Back 29

crisis situations - change resulting in urgent problems that must be addressed immediately

intuition effective if decision-maker has high-level of expertise

Front 30

intuition

Back 30

emotional judgement based on quick, unconscious, gut feelings

Front 31

non-programmed decisions

Back 31

new, complex problem so rational decision making model is used

Front 32

rational-decision making model (6 steps)

Back 32

determine decision criteria, list of alternatives, evaluate alternatives, choose solution, evaluate solution

Front 33

2 problems with decision-making

Back 33

1. limited info

2. faulty perceptions

Front 34

bounded rationality

Back 34

notion that people do not have all the ability to process all available info and alternatives when making a decision

Front 35

2 problems with bounded reality

Back 35

1. people consider what they are likely to do rather than what they should do (miss info when simplifying complex environment)

2. satisfice - select first acceptable alternative considered

Front 36

selective perception

Back 36

people tend to perceive the environment as it affects them and in a way that is consistent with their expectations

Front 37

projection bias

Back 37

people assume that others think, feel, and act as they do

Front 38

social identity theory

Back 38

people identify themselves according to the various groups to which they belong and judge others - stereotypes

Front 39

stereotypes

Back 39

assumptions made about others based on their social group membership

Front 40

heuristics

Back 40

simple, efficient rules of thumb that allow us to make decisions more easily when we are confronted by situations of uncertainty

Front 41

availability bias

Back 41

tendency for people to base their judgments on info that is easier to recall

Front 42

anchoring

Back 42

relying too heavily (anchoring) on one piece of info regardless of its accuracy/relevancy

Front 43

framing

Back 43

making different decisions based on how the question/situation is phrased

Front 44

representativeness

Back 44

assess likelihood of an event by comparing it to a similar event and assuming it will be similar

Front 45

contrast

Back 45

judging things erroneously based on nearby reference

Front 46

recency

Back 46

weighing recent events more than earlier events

Front 47

ratio effect

Back 47

the tendency to judge the same probability of an unlikely event as lower when the probability of the event in expressed in a ratio using smaller rather than larger numbers

(ex- 7 out of 100 judged to be more likely than 1 in 10)

Front 48

fundamental attribution error

Back 48

attribute behaviour of others due to internal factors (motivation, ability, attitudes)

Front 49

self-serving bias

Back 49

attribute one's own failures to external factors and one's success to internal factors

Front 50

what type of framework do we use to judge people we are familiar with?

Back 50

more detailed framework

Front 51

3 criteria used to attribute cause

Back 51

consensus, distinctiveness, consistnecy

Front 52

consensus (cause attribution)

Back 52

did others act the same way in similar situations?

Front 53

distinctiveness

Back 53

does this person tend to act differently in other circumstances

Front 54

consistency

Back 54

does the person always do this when performing this task (have they done this before?)

Front 55

external attribution

Back 55

high consensus, high distinctiveness, low consistency

Front 56

internal attribution

Back 56

low consensus, low distinctiveness, high consistency

Front 57

collectivist vs individualistic in terms of scandal/ negative event

Back 57

collectivist - leader takes blame regardless of guilt

individualist - person who apologizes is seen as giving admission of guilt - we blame the employee

Front 58

escalation of commitment

Back 58

decision-maker continues to follow a failing course of action

Front 59

correlation between learning and job performance

Back 59

moderate positive

higher levels of task performance

Front 60

correlation between learning and organizational commitment

Back 60

weak positive effect

slightly higher effect on affective commitment

Front 61

training

Back 61

systematic effort by organizations to facilitate learning of job-related knowledge and behaviour

Front 62

which is more effective: virtual or in-class training?

Back 62

both are equally effective

Front 63

knowledge transfer

Back 63

exchange of knowledge from one employee to another

Front 64

communities of practice

Back 64

groups of employees who learn from one another through collaboration over an extended period of time

Front 65

transfer of training

Back 65

when employees retain and demonstrate the knowledge, skills, and behaviours required for their job after training

Front 66

3 criteria that create a climate for transfer of training

Back 66

1. manager supports transfer & stresses its importance ( key factor)

2. peer support

3. opportunities to use the new knowledge