Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
66 Cards in this Set
- Front
- Back
Learning |
Permanent change in employee’s knowledge or skills that results from experience |
|
Decision-making |
Processof generating and choosing from a set of alternatives to solve the problem |
|
Expertise |
The knowledge and skills that distinguish experts from novices |
|
Explicitknowledge |
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 |
|
tacit knowledge |
personal knowledge; can only be learned through experience, hard to explain, and people maynot even know they possess the “know how” ex: intuition |
|
3 methods of learning |
1. reinforcement 2. observation 3. experience |
|
4 contingencies/ types of reinforcement |
1. positive reinforcement 2. negative reinforcement 3. extinction 4. punishment |
|
positive reinforcement |
desirable behaviour, given desirable outcome |
|
negative reinforcement |
desirable behaviour, taking away negative/undesirable outcome (ex: manager removing undesirable tasks) |
|
extinction |
undesirable behaviour, take away positive outcome |
|
punishment |
undesirable behaviour, given something undesirable |
|
operant conditioning |
learning through the link between voluntary behaviours and their consequences we repeat behaviours with desirable outcomes |
|
schedules of reinforcement |
timing of when contingencies are applied or removed |
|
continuous |
consequences follows each behaviour quickest learning but not long term - behaviour stops when consequence stops only good for new behaviours or infrequent ones |
|
fixed interval |
rewarded after a constant time period i.e. monthly paycheck delivery |
|
variable interval |
reinforces behaviour at random times ie supervisor walk arounds |
|
fixed ratio |
reinforces behaviour after a certain number of behaviours exhbited ex: piece-rate pay in factories |
|
variable ratio |
reinforces behaviour after a varying number of behaviour exhibited ex: salespeople + commission |
|
in general, do fixed or variable schedules lead to higher performance? |
variable schedules (esp variable ratio) lead to higher levels of performance |
|
social learning theory |
people learn by observing others |
|
4 steps in the behavioural modelling process |
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 |
|
best way to learn tacit knowledge |
behavioural modelling learner can observe, learn from observations, and then repeat observed behaviours |
|
3 types of goal orientations |
1. learning orientation 2. performance-prove 3. performance-avoid |
|
learning orientation |
predisposted/attitude where u prioritize learning (learning/building competence > anything else) |
|
performance prove orientation |
demonstrate competence so others thing favourably of them |
|
performance avoid orientation & the type of tasks they prefer |
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 |
|
if a manager wants to reduce anxiety and increase performance before training what type of goal orientation should he set? |
learning orientation |
|
programmed decision making |
automatic decisions, use intuition, they "just know" based on knowledge and experience |
|
in which situations is intuition most useful? |
crisis situations - change resulting in urgent problems that must be addressed immediately intuition effective if decision-maker has high-level of expertise |
|
intuition |
emotional judgement based on quick, unconscious, gut feelings |
|
non-programmed decisions |
new, complex problem so rational decision making model is used |
|
rational-decision making model (6 steps) |
determine decision criteria, list of alternatives, evaluate alternatives, choose solution, evaluate solution |
|
2 problems with decision-making |
1. limited info 2. faulty perceptions |
|
bounded rationality |
notion that people do not have all the ability to process all available info and alternatives when making a decision |
|
2 problems with bounded reality |
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 |
|
selective perception |
people tend to perceive the environment as it affects them and in a way that is consistent with their expectations |
|
projection bias |
people assume that 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 - stereotypes |
|
stereotypes |
assumptions made about others based on their social group membership |
|
heuristics |
simple, efficient rules of thumb that allow us to make decisions more easily when we are confronted by situations of uncertainty |
|
availability bias |
tendency for people to base their judgments on info that is easier to recall |
|
anchoring |
relying too heavily (anchoring) on one piece of info regardless of its accuracy/relevancy |
|
framing |
making different decisions based on how the question/situation is phrased |
|
representativeness |
assess likelihood of an event by comparing it to a similar event and assuming it will be similar |
|
contrast |
judging things erroneously based on nearby reference |
|
recency |
weighing recent events more than earlier events |
|
ratio effect |
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) |
|
fundamental attribution error |
attribute behaviour of others due to internal factors (motivation, ability, attitudes) |
|
self-serving bias |
attribute one's own failures to external factors and one's success to internal factors |
|
what type of framework do we use to judge people we are familiar with? |
more detailed framework |
|
3 criteria used to attribute cause |
consensus, distinctiveness, consistnecy |
|
consensus (cause attribution) |
did others act the same way in similar situations? |
|
distinctiveness |
does this person tend to act differently in other circumstances |
|
consistency |
does the person always do this when performing this task (have they done this before?) |
|
external attribution |
high consensus, high distinctiveness, low consistency |
|
internal attribution |
low consensus, low distinctiveness, high consistency |
|
collectivist vs individualistic in terms of scandal/ negative event |
collectivist - leader takes blame regardless of guilt individualist - person who apologizes is seen as giving admission of guilt - we blame the employee |
|
escalation of commitment |
decision-maker continues to follow a failing course of action |
|
correlation between learning and job performance |
moderate positive higher levels of task performance |
|
correlation between learning and organizational commitment |
weak positive effect slightly higher effect on affective commitment |
|
training |
systematic effort by organizations to facilitate learning of job-related knowledge and behaviour |
|
which is more effective: virtual or in-class training? |
both are equally effective |
|
knowledge transfer |
exchange of knowledge from one employee to another |
|
communities of practice |
groups of employees who learn from one another through collaboration over an extended period of time |
|
transfer of training |
when employees retain and demonstrate the knowledge, skills, and behaviours required for their job after training |
|
3 criteria that create a climate for transfer of training |
1. manager supports transfer & stresses its importance ( key factor) 2. peer support 3. opportunities to use the new knowledge |