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Determining decision making
Understanding the decision making process
Determining decision making
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As we expand our knowledge of decision making the one thing that is constant is change. With change comes novelty and complexity as to how we deal with situations. We have been taught not to look at these problems one-dimensionally, but to approach them with our performance and knowledge acquisition components. Leveraging the use of our executive or meta-component process to plan, monitor, and reevaluate our approach to a problem. As humans, we can use our intelligence to deal with the novelty of issues that fall on us and make decisions accordingly. However, as we deal with novelty, we can use another mental process besides context and insight to help us with these issues. We can use creativity to as an additional mental process. Sternberg …show more content…
Sternberg states that we go through a process of automatization, in which we move lower level information processing to an automated state, like reading. What this allows us to do is be able to have more of our higher functions focusing on our surroundings. Atomization processing comes in two forms; controlled processing is first, which is slow, one step at a time, effortful, under mindful control, limited by short-term memory, and requires little training. The second is automatic processing, which is fast, different operations can happen at once, effortless, not limited by short-term memory, for the most part, subconscious, and requires much practice. If we become proficient at atomization, this will leave more mental capacity to put toward our complex problems and think of creative ways to approach, view, and decide the best path to resolve our issues. There are steps we can take to become better at automatization; we can be consistent with how we process information. Devote our full attention to the task at hand; distractions take away from our focus. We should push ourselves and work faster on tasks as we learn to automatize. Being motivated can improve our automation process. These were some of the things we can do to increase our ability to automatize our processing skills. What we can learn and understand as we increase our intelligence is that besides knowing the components of intelligence. Sternberg, argues that an individuals experience dealing with situations and tasks is an important part of our mental processing skills, and knowing how to work with novelty and automatizing data and gaining more experience with problem-solving is all part of our
DEVELOPMENT. In developing the PCA, test author used 2 kinds of creativeness, one depending on J. P. Guilford's idea of divergent (versus.convergent) thinking along with the other depending on Teresa Amabile's inclusion of social and atmosphere factors in creativeness. Following Guilford, test author defines divergent production as 'the generation of options to satisfy specified broad requirements' (examiner's manual, p. 2). Both divergent-thinking subtests apply Guilford's concept by getting students to (a) complete eight pictures depending on incomplete figures, and (b) on two separate exercises of 20 geometric figures, identify just as much groups of three or higher figures as possible depending on some common feature. The eight completed sketches are each acquired for four from six divergent techniques recognized by Guilford (sensitivity to problems, originality, redef...
People can achieve intelligent by learning or by following their passion in whatever they love. If someone loves fixing cars there is a chance he will become a mechanic, so he will be intelligent in that careers. That is how someone becomes intelligent because they learned everything they can about their profession in book or by what they learn on the streets. To become a intelligent person is important in society because that sets a standard for us and we try to learn everything we can to be the best in our jobs and careers, so we can be the best in our field.
Psychologists Howard Gardner and Robert Sternberg were recognized as being exceptional from an early age. Having similar theories of intelligence, they both believe in a broader definition of intelligence than traditionally recognized. Both conclude there are far more complex functions involved. While learning of Gardner and Sternberg I found that in my own experiences follow examples of Sternberg's theory there is a definitions by Sternberg of intelligence states: “Intelligent behavior involves adapting to your environment, changing your environment, or selecting a better environment.” When I enrolled in school again after 10 years I found myself evaluating what I needed to change to in my enviroment to be successful in school. Adapting
It is often difficult to remember that intelligence is purely a social construct, and as such is limited to operational definitions. Binet & Simon (1905, as cited in Mackintosh) defined it purely in terms of mental ability: "the ability to judge well, to comprehend well, to reason well." Wechsler (1944, as cited in Mackintosh) added behavioral factors: "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with the environment." Sternberg (1985) synthesizes the previous definitions, defining intelligence as "the mental capacity of emitting contextually appropriate behavior at those regions in the experiential continuum that involve response to novelty or automatization of information processing as a function of metacomponents, performance components, and knowledge acquisition components." Gardner (1993) took the definition to a societal level, as "the ability or skill to solve problems or to fashion products which...
Sternberg’s theory defines intelligence as mental activity directed towards purposive adaption to, selection and shaping of, real-world environments relevant to one’s life (Santrock, 2013). According to Sternberg intelligence is more than just a single, general ability, he proposed successful intelligence consist of three factors. The three factors include analytical intelligence, creative intelligence, and practical intelligence (Santrock, 2014).
The true nature of intelligence has been debated more intensely then ever over the last century. As the science of psychology has developed one of the biggest questions it had to answer concerned the nature of Intelligence. Some of the definitions that have been given for intelligence have been the ability to adjust to one’s environment. Of course by such a definition even a person who is generally considered to be dull can be regarded as being intelligent if he can take care of himself. Other definition is such as having the tendency to analyze things around yourself. However it can be argued that such behavior can lead to over-analyzing things and not reacting to one’s environment and dealing with it in an intelligent manner.
In a 1921 symposium entitled “Intelligence and Its Measurement”, psychiatrists were asked to define intelligence and their answers varied greatly. One described intelligence as “equivalent to the capacity to learn.” Other definitions included “the ability to adapt adequately to relatively new situations”, “the capacity to learn or profit from experience”, and “the knowledge that an individual possesses.” And one stated that there was no simple definition to the word because “intelligence involves two factors- the capacity for knowledge and knowledge possessed” (Sternberg & Detterman, 1986, p.39-40).
• Strategic management is fluid and complex. Change creates original combinations of conditions requiring shapeless non-repetitive responses.
Several people have developed the idea that as a person gets older their intelligence will decrease, this assumption has been developed through the idea that as an individual’s age increases, their fluid intelligence skills deteriorates. However there is more to intelligence than just fluid intelligence, crystallised intelligence works in much the same way except in reverse, with the older generation having more crystallised intelligence than younger people in their teenage years. Crystallized intelligence consists of acquired skills and knowledge which comes from ...
Langdon, K. (2001). Smart things to know about decision making. Retrieved December 9, 2007, from eResourse.
Managers should be ready to teach the importance of decision-making skills and reinforcing organizational policy. Avoiding hasty, careless decisions, which can have devastating results on the manager's unit or the entire organization. Decisions made with forethought, using the many managerial tools available will lead to better and more profitable operatio...
Management will continue to encounter new challenges that require problem solving and decision-making strategies. Some problems may be easily resolved while others could take much longer depending on the complexity of the problem. In order for management to make effective decisions and achieve success for their businesses, the decision makers need to have adequate knowledge of the situation, critical thinking and excellent communication skills, and a sophisticated approach for tackling problems. Every business should have a systematic approach for solving problems and making decisions. Without one, decision making would be insufficient and businesses would be unproductive.
Decision Making Insights. I will be most successful when I have all the information necessary for decision-making, as my dominant cognitive styles are planning and knowing. This approach does not leave room for ambiguity and stifles flexibility and creativity. Consequently, I thrive in established organizations that value hierarchy, procedures, and open communication, because they assist my natural cognitive processes. (Pearson Education, 2016)
Most theories accept the idea that decision-making consists of a number of steps or stages such as improving creativity, critical thinking skills, and problem solving techniques. It is well recognized that routine cognitive processes such as memory, reasoning, and concept formation play a primary role in decision-making (Decision-Making 2015).
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.