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Management & Policy
MAP 310
| Question | Answer |
|---|---|
| Managers | AKA administrators, especially in not-for-profit organizations. Individuals who achieve goals through other people. An organizational member who integrates and coordinates the work of others. |
| Organization | A consciously coordinated social unit, composed of two or more people, that functions on a relatively continuous basis to achieve a common goal or set of goals. |
| Planning | A process that includes defining goals, establishing strategy, and developing plans to coordinate activites. |
| Organizing | Determining what tasks are to be done, who is to do them, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. |
| Leading | A function that includes motivating employees, directing others, selecting the most effective communication channels, and resolving conflicts. |
| Controlling | Monitoring activites to ensure they are being accomplished as planned and correcting any significant deviations. |
| Mintzberg's Managerial Roles (3 Groups) | Interpersonal, informational, and decisional. |
| Interpersonal (3 Roles) | Figurehead, leader, and liaison. |
| Figurehead Role | Symbolic head; required to perform a number of routine duties of a legal or social nature |
| Leader Role | Responsible for the motivation and direction of employees |
| Liaison | Maintains a network of outside contacts who provide favors and information |
| Informational (3 Roles) | Monitor, disseminator, and spokesperson. Becoming very important. |
| Monitor | Receives wide variety of information; serves as nerve center of internal and external information of the organization |
| Disseminator | Transmits information received from outsiders or from other employees to members of the organization |
| Spokesperson | Transmits information to outsiders on organization's plans, policies, actions, and results; serves as expert on organization's industry |
| Decisional (4 Roles) | Entrepreneur, disturbance handler, resource allocator, and negotiator. |
| Entrepreneur | Searches organization and its environment for opportunities and initiates projects to bring about change |
| Disturbance handler | Responsible for corrective action when organization faces important, unexpected disturbances |
| Resource allocator | Makes or approves significant organizational decisions |
| Negotiator | Responsible for representing the organization at major negotiations |
| Robert Katz's Three Essential Management Skills | Technical, human, and conceptual |
| Technical Skills | The ability to apply specialized knowledge or expertise |
| Human Skills | The ability to work with, understand, and motivate other people, both individually and in groups |
| Conceptual Skills | The mental ability to analyze and diagnose complex situations |
| Fred Luthan's Four Managerial Activites | Traditional management, communication, human resource management, and networking |
| Traditional Management | Decision making, planning, and controlling |
| Communication | Exchanging routine information and processing paperwork |
| Human Resource Management | Motivating, disciplining, managing conflict, staffing, and training |
| Networking | Socializing, politicking, and interacting with outsiders |
| Successful Managers | Defined in terms of the speed of promotion within the organization. Networking made the largest relative contribution to success and human resource management activites made the least relative contribution. |
| Effective Managers | Defined in terms of the quantity and quality of performance and satisfaction and commitment of their employees. Communication made the largest relative contribution and networking the least. |
| Organizational Behavior (OB) | A field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization's effectiveness |
| Systematic Study | Looking at relationships, attempting to attribute causes and effects, and drawing conclusions based on scientific evidence |
| Intuition | A gut feeling not necessarily supported by research |
| Psychology | The science that seeks to measure, explain, and sometimes change the behavior of humans and other animals |
| Social Psychology | An area withing psychology that belnds concepts from psychology and sociology and that focuses on the influence of people on one another |
| Sociology | The study of people in relation to their social environment or culture |
| Anthropology | The study of societies to learn about human beings and their activities |
| Contingency Variables | Situational factors: variables that moderate the relationship between two or more other variables. Ex: x leads to y, but only under conditions specified in z |
| Workforce Diversity | The concept that organizations are becoming more heterogeneous in terms of gender, age, race, ethnicity, sexual orientation, and inclusion of other diverse groups |
| Empowering Employees | Putting employees in charge of what they do |
| Ethical Dilemmas | Situations in which individuals are required to define right and wrong conduct |
| Model | An abstraction of reality. A simplified representation of some real-world phenomenon |
| OB Model | Proposes that there are three levels of analysis in OB, and that, as we move from the individual level to the organization systems level, we add systematically to our understanding of behavior in organizaitons. Individual - Group - Organization Systems |
| Dependent Variable | A response that is affected by an independent variable |
| Primary Dependent Variables in OB | Productivity, absenteeism, turnover, and job satisfaction. More recently, deviant workplace behavior and organizaitonal citizenship behavior. |
| Productivity | A performance measure that includes effectiveness and efficiency |
| Effectiveness | Achievement of goals |
| Efficiency | The ratio of effective output to the input required to achieve it |
| Popular Measures of Organizational Efficiency | Return on investment, profit per dollar of sales, and output per hour of labor |
| Absenteeism | The failure to report to work |
| Turnover | The voluntary and involuntary permanent withdrawal from an organization |
| Deviant Workplace Behavior | AKA antisocial behavior or workplace incivility. Voluntary behavior that violates significant organizational norms and, in doing so, threatens the well-being of the organization or its members |
| Organizational Citizenship Behavior (OCB) | Discretionary behavior that is not part of an employee's formal job requirements, but that nevertheless promotes the effective functioning of the organization |
| Job Satisfaction | A positive feeling about one's job resulting from an evaluation of its characteristics |
| Independent Variable | The presumed cause of some change in the dependent variable |
| Individual-Level Independent Variabless | Personal and biographical characteristics such as age, gender, and marital status; personality characteristics; an inherent emotional framework; values and attitudes; and basic ability levels. Also, perception, individual decis. making, learning, motivat |
| Group-Level Independent Variables | Patterns of behavior they are expected to exhibit, what the group considers to be acceptable standards of behavior, and the degree to which group members are attracted to each other |
| Organization Systems Level Independent Variables | The design of the formal organization; the organization's internal culture; and the organization's human resource policies and practices |
| Chapter 1 In-Class Activities | Office Space trailer - "how not to manage." Write down 1 time a manager messed up and 1 times a manager did something well. |
| T or F: The best manager for a group of engineers is the one who is the best engineer in the group. | False. The most common method of promotion is taking the "best". |
| T or F. Spending time building relationships among team members is always helpful to ensure good work. | False |
| T or F. To get employees to do a better job, pay them more money. | True or False. It depends, people are motivated by different things. |
| T or F. In overall vocabulary and intelligence, male and female workers are not noticeably different. | True. But gender differences do exist. There are also less females in top management positions. |
| T or F. Interviews are the best method for hiring the right person for the job. | False. But interviews are the most commonly used. |
| T or F. People work harder when part of a team than when working by themselves. | False. |
| Social Loafing | People tend to loaf off in group settings because they feel less responsibility |
| T or F. As suggested by the dumb blonde idea, physically attractive job candidates tend to be viewed as colder and less intelligent than plainer ones. | False. We favor attractive people. |
| T or F. The most effective work groups are those with very little conflict. | False. Managers should stimulate an appropriate level of conflict. |
| First-line Manager | Need the highest level of technical skills; oversee. |
| First-line Employee | Entry-level position |
| Forces Leading Organizational Change (Four) | Technological innovation, globalization, changing demographics and diversity, and employee empowerment. |
| Ability | An individual's capacity to perform the various tasks in a job |
| Intellectual Abilites | The capacity to do mental activities - thinking, reasoning, and problem solving. Intelligent people tend to be better employees. |
| Seven Most Frequently Cited Dimensions Making Up Intellectual Abilities | Number aptitude, verbal comprehension, perceptual speed, inductive reasoning, deductive reasoning, spatial visualization, and memory |
| The Wonderlic Personnel Test | The most widely used intelligence test in hiring decisions; takes only 12 minutes; different forms; each has 50 questions. Speed (almost nobody has time to answer every question) and Power (questions get harder as you go along). Ave. Score is low: 21/50 |
| Multiple Intelligence | Intelligence contains four subparts: cognitive, social, emotional, and cultural |
| Physical Ability | The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics |
| Strength Factors (4) | Dynamic strength, trunk strength, static strength, and explosive strength. |
| Flexibility Factors (2) | Extent flexibility and dynamic flexibility |
| Other Factors (3) | Body coordination, balance, and stamina |
| The Ability-Job Fit | Directing attention at aonly the employee's abilities or only the ability requirements of the job ignores the fact that employee performance depends on the interaction of the two. |
| Biographical Characteristics | Personal characteristics - such as age, gender, race, and length of tenure - that are objective and easily obtained from personnel records. |
| Reasons That the Relationship Between Age and Job Performance is Likely to be an Issue of Increasing Importance During the Next Decade (3) | (1) The widespread belief that job performance declines with increasing age. The evidence contradicts this belief. (2) The workforce is aging. (3) U.S. legislation outlaws mandatory retirement. |
| Learning | Any relatively permanent change in behavior that occurs as a result of experience |
| Theories of Learning (3) | Classical conditioning, operant conditioning, and social learning. |
| Classical Conditioning | A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Grew out of experiments to teach dogs to salivate in response to the ringing of a bell, conducted by Ivan Pavlov |
| Unconditional Stimulus | Invariable cause that leads to a reaction (the meat) |
| Unconditioned Response | The reaction that took place whenever the unconditioned stimulus occured (increase in salivation) |
| Conditioned Stimulus | The artificial stimulus (the bell) |
| Conditioned Response | Behavior in response to conditioned stimulus (salivation in reaction to the bell alone) |
| Operant Conditioning | A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment; B.F. Skinner |
| Behaviorism | A theory which argues that behavior follows stimuli in a relatively unthinking manner |
| Social-Learning Theory | The view that people can learn through observation and direct experience |
| Processes to Determine the Influence That a Model Will Have on an Individual (4) | Attentional processes, retention processes, motor reproduction processes, reinforcement processes |
| Attentional Processes | People learn from a model only when they recognize and pay attention to its critical features. They are mostly influenced by models that are attractive, repeatedly available, important to us, or similar to us in our estimation |
| Retention Processes | A model's influence will depend on how well the individual remembers the model's action after the model is no longer readily available |
| Motor Reproduction Processes | After a person has seen a new behavior by observing the model, the watching must be converted to doing. This process then demonstrates that the individual can perform the modeled activites. |
| Reinforcement Processes | Individuals will be motivated to exhibit the modeled behavior if positive incentives or rewards are provided. Behaviors that are positively reinforced will be given more attention, learned better, and preformed more often. |
| Shaping Behavior | Systematically reinforcing each successive step that moves an individual closer to the desired response; guiding their learning in graduated steps |
| Four Ways to Shape Behavior | Positive reinforcement, negative reinforcement, punishment, and extinction |
| Positive Reinforcement | Following a response with something pleasant; works best |
| Negative Reinforcement | Following a response by the termination or withdrawal of something unpleasant |
| Punishment | Causing an unpleasant condition in an attempt to eliminate an undesirable behavior |
| Extinction | Eliminating any reinforcement that is maintaining a behavior |
| Schedules of Reinforcement (2) | Continuous reinforcement and intermittent reinforcement |
| Continuous Reinforcement | Reinforcing a desired behavior each time it is demonstrated |
| Intermittent Reinforcement | Reinforcing a desired behavior often enough to make the behavior worth repeating but not every time it is demonstrated |
| Ratio Schedules | Depend on how many responses the subject makes |
| Interval Schedules | Depend on how much time has passes since the previous reinforcement |
| Fixed-Interval Schedules | Spacing rewards at uniform time intervals. Ex: paychecks every set time |
| Variable-Interval Schedule | Distributing rewards in time so that reinforcements are unpredictable. Ex: pop quizzes, automatic holiday bonuses |
| Fixed-Ratio Schedule | Initiating rewards after a fixed or constant number of responses |
| Variable-Ratio Schedule | Varying the reward relative to the behavior of the individual. Ex: slot machines |
| OB Mod | The application of reinforcement concepts to individuals in the work setting |
| OB Mod Five-Step Problem-Solving Model | (1) identifying critical behaviors; (2) developing baseline data; (3) identifying behavioral consequences; (4) developing and implementing an intervention strategy; (5) evaluating performance improvement |
| Self-Efficacy | How capable we feel; changed from situation to situation |
| Omission | Ignoring behavior in the hope of eventually eliminating it; slower process, but effective |
| Attitudes | Evaluative statements or judgments concerning objects, people, or events |
| Cognitive Component of an Attitude | The opinion or belief segment of an attitude |
| Affective Component of an Attitude | The emotional or feeling segment of an attitude |
| Behavioral Component of an Attitude | An intention to behave in a certain way toward someone or something |
| Cognitive Dissonance | Any incompatibility between two or more attitudes or between behavior and attitudes; Leon Festinger |
| The desire to reduce dissonance would be determined by... (3) | The importance of the elements creating the dissonance, the degree of influence the individual believes he or she has over the elements, and the rewards that may be involved in dissonance |
| The most powerful moderators of the attitudes-behavior relationship are... | The importance of the attitude, its specifity, its accessibility, whether there exist social pressures, and whether a person has direct experience with the attitude |
| Self-Perception Theory | Attitudes are used after the fact to make sense out of an action that has already occurred |
| Job Satisfaction | A positive feeling about one's job resulting from an evaluation of its characteristics; AKA employee attitudes |
| Job Involvement | The degree to which a person indentifies with a job, actively participates in it, and considers performance important to self-worth |
| Psychological Empowerment | Employees' belief in the degree to which they impact their work environment, their competence, the meaningfulness of their job, and the perceived autonomy in their work |
| Organizational Commitment | The degree to which an employee indentifies witha particular organization an its goals and wishes to maintain membership in the organization |
| Three Seperate Dimensions to Organizational Commitment | Affective commitment, continuance commitment, normative commitment |
| Affective Commitment | An emotional attachment to the organization and a belief in its values |
| Continuance Commitment | The perceived value of remaining with an organization compared to leaving it |
| Normative Commitment | An obligation to remain with the organization for moral or ethical reasons |
| Perceived Organizational Support (POS) | The degree to which employees believe the organization values their contribution and cares about their well-being |
| Employee Engagement | An individual's involvement with, satisfaction with, and enthusiasm for the work they do |
| Attitude Surveys | Eliciting responses from employees through questionnaires on how they feel about their jobs, work groups, supervisors, and the organization |
| The Two Most Widely Used Approaches to Measuring Job Satisfaction | A single global rating and a summation score made up of a number of job facets |
| Exit | Dissatisfaction expressed through behavior directed toward leaving the organization |
| Voice | Dissatisfaction expressed through active and constructive attempts to improve conditions |
| Loyalty | Dissatisfaction expressed by passively waiting for conditions to improve |
| Neglect | Dissatisfaction expressed through allowing conditions to worsen |
| The Exit-Voice-Loyalty-Neglect Framework | Theoretical framework helpful in understanding the consequences of dissatisfaction. The framework's four responses differ from one another along two dimensions: constructive/destructive and active/passive |
| Chapter 3 In-Class Activities | Bethany Hamilton Video - Shark Attack, Patterns of Dysfunctional Thinking Exercise about incident that angered me |
| Why Become Positive? (5) | Will feel happier and thus enjoy life more; will strengthen your immune and cardiovascular systems and have better physical health; will be a more effective employee; will persist longer toward goals you set; will be better liked and will motivate them |
| Patterns of Dysfunctional Thinking (8) | Black or white thinking, overgeneralization, negative filter, disqualify the positive, mind reading, negative fortune-telling, mislabeling self or others negatively, personalization |
| Black or White Thinking | Extremes; no gray areas |
| Overgeneralization | A single example forms into an entire generalization |
| Negative filter | Only notice negative; lens |
| Disqualify the Positive | Good things are just luck |
| Mind reading | Assuming the negative |
| Negative fortune-telling | Arbitrarily drawing negative conclusion |
| Mislableing self or other negatively | Worst conclusion |
| Personalization | Everything's about me |
| Other Ways to Combat Negativity (6) | Cost-Benefit Analysis of attitudes and beliefs, seek aid of optimism coach, take note of and keep records of successes rather than failures, re-categorize failures as learninig opportunities, cultivate mindfulness or flow |
| Snyder and Lopez's Top 10 Characteristics of the Best Bosses | Clear goals and duties, deliver corrective feedback, genuine and authentic in their interactions, honest and model integrity, find employee talents and build on them, trust their workers, encourage diverse views and take feedback, set high rsnbl standards |
| Personality | The sum total of ways in which an individual reacts and interacts with others |
| Personality appears to be a result of both... | Heredity and environmental factors... also Situation |
| Heredity | Refers to those factors that were determined at conception: physical stature, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms |
| Environment | The culture in which we are raised; the norms among our family, friends, and social groups; and other influences that we experience |
| Personality Traits | Enduring characteristics that describe an individual's behavior |
| The Myers-Briggs Type Indication (MBTI) | A personality test that taps four characteristics and classifies people into 1 of 16 personality types |
| Extraverted vs. Introverted | Extraverted individuals are outgoing, sociable, and assertive. Introverts are quiet and shy. |
| Sensing vs. Intuitive | Sensing types are practical and prefer routine and order. They focus on details. Intuitives rely on unconscious processes and look at the "big picture." |
| Thinking vs. Feeling | Thinking types use reason and logic to handle problems. Feeling types rely on their personal values and emotions. |
| Judging vs. Perceiving | Judging types want control and prefer their world to be ordered and structured. Perceiving types are flexible and spontaneous. |
| The Five-Factor Model of Personality - The "Big Five" | Five basic dimensions underlie all others and encompass most of the significant variation in human personality. The factors are: extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience |
| Extraversion | Captures one's comfort level with relationships. A personality dimension describing someone who is sociable, gregarious, and assertive. |
| Agreeableness | Refers to an individual's propensity to defer to others. A personality dimension that describes someone who is good-natured, cooperative, and trusting. |
| Conscientiousness | Measure of reliability. A personality dimension that describes someone who is responsible, dependable, persistent, and organized. This is the only factor that determines better workers; others depend on the nature of the job. |
| Emotional stability | Taps a person's ability to withstand stress. A personality dimension that characterizes someone as calm, self-confident, secure (positive) versus nervous, depressed, and insecure (negative). |
| Openness to experience | Adresses one's range of interests and fascination with novelty. A personality dimension that characterizes someone in terms of imagination, sensitivity, and curiosity. |
| 3 Main Ways in Which Personality is Measured | self-report surveys, observer-ratings surveys, projective measures (Rorschach Inkblot Test and Thematic Apperception Test) |
| Core Self-Evaluation | Degree to which individuals like or dislike themselves, whether they see themselves as capable and effective, and whether they feel they are in control of their environment or powerless over their environment |
| Self-Esteem | Individuals' degree of liking or disliking themselves and the degree to which they think they are worthy or unworthy as a person |
| Locus of Control | The degree to which people believe that they are masters of their own fate |
| Internals | Individuals who believe that they control what happens to them |
| Externals | Individuals who believe that what happens to them is controlled by outside forces such as luck or chance |
| Machiavelliansim | Degree to which an individual is pragmatic, maintains emotional distance, and believes that ends can justify means |
| Narcissism | The tendency to be arrogant, have a grandiose sense of self-importance, require excessive admiration, and have a sense of entitlement |
| Self-Monitoring | A personality trait that measures an individual's ability to adjust his or her behavior to external, situational factors |
| Type A Personality | Aggressive involvement in a chronic, incessant struggle to achieve more and more in less and less time and, if necessary, against the opposing efforts of other things or other people |
| Proactive Personality | People who identify opportunities, show initiative, take action, and persevere until meaningful change occurs |
| Values | Basic convictions that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence |
| Value System | A hierarchy based on a ranking of an individual's values in terms of their intensity |
| Terminal Values | Desirable end-states of existence; the goals that a person would like to achieve during his or her lifetime |
| Instrumental Values | Preferable modes of behavior or means of achieving one's terminal values |
| Power Distance | A national culture attribute describing the extent to which a society accepts that power in institutions and organizations is distributed unequally |
| Individualism | A national culture attribute describing the degree to which people prefer to act as individuals rather than as members of a group |
| Collectivism | A national culture attribute that describes a tight social framework in which people expect others in groups of which they are a part to look after them and protect them |
| Masculinity | A national culture attribute describing the extent to which the culture favors traditional masculine work roles of achievement, power, and control. Societal values are characterized by assertiveness and materialism. |
| Femininity | A national culture attribute that has little differentation between male and female roles, where women are treated as the equals of men in all respects of the society |
| Uncertainty Avoidance | A national culture attribute describing the extent ot which a society feels threatened by uncertain and ambiguous situations and tries to avoid them |
| Hofestede's Framework for Assessing Cultures | One of the most widely referenced approaches for analyzing variations among cultures. Found that managers and employees vary on five value dimensions of national culture: power distance, individ v. collect, masc v. fem, uncertain avd, long-term v. short |
| Rokeach Value Survey | Consists of two sets of values, with each set containing 18 individual value items. Terminal values and instrumental values. |
| Long-Term Orientation | A national culture attribute that emphasizes the future, thrift, and persistence |
| Short-Term Orientation | A national culture attribute that emphasizes the past and present, respect for tradition, and fulfilling social obligations |
| Personality-Job Fit Theory | Identifies six personality types and proposes that the fit between personality type and occupational environment determines satisfaction and turnover |
| Organizational Culture Profile (OCP) | Helps assess whether or not an individual's values match the organization's; Helps individuals sort their characteristics in terms of importance, which indicates what a person values |
| Global Leadership and Organizational Behavior Effectiveness (GLOBE) | Research program that is an ongoing cross-cultural investigation of leadership and national culture; identifies nine dimensions on which national cultures differ |
| Chapter 4 In-Class Activity | Myers-Briggs Type Indicator: ENFP |
| Value System | A hierarchy based on a ranking of an individual's values in terms of their itensity |
| Cognitive Dissidence | Doing something wrong even though you know it's not right |
| Perception | A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment |
| Attribution Theory | An attempt when individuals observe behavior to determine whether it is internally or externally caused |
| Fundamental Attribution Error | The tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgments about the behavior of others |
| Self-Serving Bias | The tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors |
| Selective Perception | Selectively interpreting what one sees on the basis of one's interests, background, experience, and attitudes |
| Halo Effect | Drawing a general impression about an individual on the basis of a single characteristic |
| Contrast Effects | Evaluation of a person's chracteristics that are affected by comparisons with other people recently encountered who rank higher or lower on the same characteristics |
| Projection | Attributing one's own characteristics to other people |
| Stereotyping | Judging someone on the basis of one's perception of the group to which that person belongs |
| Self-Fulfilling Prophecy | A situation in which one person inaccurately perceives a second person and the resulting expectations cause the second person to behave in ways consistent with the original perception |
| Profiling | A form of stereotyping in which a group of individuals is singled out - typically on the basis of race or ethnicity - for intensive inquiry, scrutinizing, or investigating |
| Decisions | The choices made from among two or more alternatives |
| Problem | A discrepancy between some current state of affairs and some desired state |
| Rational | Making consistent, value-maximizing choices within specified constraints |
| Rational Decision-Making | A decision-making model that describes how individuals should behave in order to maximize some outcome |
| Creativity | The ability to produce novel and useful ideas |
| Three-Component Model of Creativity | The proposition that individual creativity requires expertise, creative-thinking skills, and intrinsic task motivation |
| Bounded Rationality | Making decisions by constructing simplified models that extract the essential features from problems without capturing all their complexity |
| Anchoring Bias | A tendency to fixate on initial information, from which we then fail to adequately adjust for subsequent information; we tend to "satisfice" or make good enough decisions |
| Conformation Bias | The tendency to seek out information that reaffirms past choices and to discount information that contradicts past judgments; making a decision that supports our beliefs; only hear what we want to hear - block everything else out |
| Availability Bias | The tendency for people to base their judgments on information that is readily available to them |
| Representative Bias | Asessing the likelihood of an occurrence by inappropriately considering the current situation as identical to ones in the past |
| Escalation of Commitment | An increased commitment to a previous decision in spite of negative information; sunk cost = something you can't recover |
| Randomness Error | The tendency of individuals to believe that they can predict the outcome of random events; creating meaning out of random events; looking for patterns; leads to superstition |
| Winner's Curse | A decision-making dictum that argues that the winning participants in an auction typically pay too much for the winning item |
| Hindsight Bias | The tendency for us to believe falsely that we'd have accurately predicted the outcome of an event, after that outcome is actually known |
| Intuitive Decision Making | An unconscious process created out of distilled experience |
| Utilitarianism | Decisions made to provide the greatest good for the greatest number |
| Whistle-Blowers | Individuals who report unethical practices by their employer to others |
| Rational Decision Making Model Assumptions (6) | problem clarity, known options, clear preferences, constant preferences, no time or cost constraints, maximum payoff |
| 6 Steps in Rational Decision Making | define the problem, identify the decision criteria, allocate weights to the criteria, develop the alternatives, evaluate the alternatives, select the best alternative |
| Chapter 5 In-Class Activities | Car Crash/Surgeon Riddle, "The Ugly Truth" Video |
| Cognitive Miser | Someone who tends not to think thoroughly about everything; can lead to biases or mistakes |
| Ethical Decision Criteria | utilitarianism, rights, or justice |
| Rights | Respecting and protecting basic rights of individuals such as whistleblowers |
| Justice | Imposing and enforcing rules impartially |
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