ADM 2336 Chapter Notes - Chapter 11: Groupthink, Group Cohesiveness, Decision-Making

32 views4 pages

cerisecricket4

9 May 2016

School

Department

Course

Professor

For unlimited access to Textbook Notes, a Class+ subscription is required.

Document Summary

Decision making is the process of developing a commitment to some course of action. It involves making a choice among several action alternatives. Decision making can also be described as a process of problem solving. A problem exists when a gap is perceived between some existing state and some desired state. Problems that occur often with well structured problems we rely on programmed decisions. It is the policies we have we know how to deal with it we refer to our manual. They do not happen very often we reply on non-programmed decisions e. g. decline in students by 40% To be rational means taking into account facts you should be informed well structured. You consider everything its a 7 step process: To see if it is really solving the problem we tend to be rational however we are bounded (restricted) Perfectly rational decision making contrasted with bounded rationality.

Related Questions

The purpose behind much of advertising is to influence each of the five Consumer Decision Making process (Problem Recognition, Information Search, Evaluation of Alternatives, Product Choice (i.e. Purchase) and Outcomes (i.e. Postpurchase). Each stage of the Consumer Decision Making process has techniques that help consumers to manage the stage and then move onto the next one successfully. Eventually, the consumer moves to purchase (where we get excited to make the sale) but don't underestimate how important the last stage (post purchase) is to making additional sales in the future. Below are guidelines that show basic techiniques used to target and manipulate each Consumer Decision Stage through advertising.

Below are some issues that you will want to consider as you evaluate each of the five chosen advertisements. Please remember that your goal is not simply to answer these questions, but to provide insights into the consumerâs decision making process that you feel would be useful to a marketing manager (e.g., if an ad triggered the consumerâs decision to purchase the product). Other areas to comment on would be level of involvement, etc.

Consumer Decision Making Stage:	Considerations for Stage:	Common Ad Techniques:
Problem Recognition	What problems does this product solve for the consumer? â¢ What triggered the decision to purchase this product? â¢ Was this the first time the consumer purchased such a product? Define and discern the Actual and Desired States	Ask a question (Whatâs for dinner tonight?) Show before (actual state) and after (desired state) Use the word ânewâ or âintroducingâ to initiate curiosity.
Information Search	â¢ Did the consumer seek information about the product and about various brands? How was this information collected, and how much information was collected? â¢ Was the consumer searching for any advertisements for the product? What was the consumerâs reaction to these advertisements?	Match amount of information with type of product. Direct consumers to website, free kit or other information venues. Show role models that âlookâ like the target market. Show the entire line of product offerings (all the flavors and colors, etc.) Testimonials, etc.
Evaluation of Alternatives	â¢ How many alternatives were considered? How were they selected?â¢ What features and characteristics of the product were most important to the consumer? Salient and Determinant defined attributes. â¢ How important was the brand of the product to the consumer?	Featuring specific variables that the product is known for (ex. Volvo=Safety). This is known as âpositioningâ a product. Competitive method (brand compares themselves to âleading brand or categoryâ) Comparative method (brand compares themselves to another brand by name (Coke vs. Pepsi)
Product Choice	â¢ Did any other people play a role in the decision process? Describe theroles that each person played. â¢ How was the final choice determined? How carefully was the decision made? â¢ Where did the consumer make the purchase? Why? â¢ Did the consumer pay full price for the product?	Tell consumers where and how the product is sold. Offer many ways to pay for the product. Divide payments. Offer sales promotion (coupons, rebates)
Post-Purchase Evaluation	â¢ How is the product used and consumed? How does the consumer feel when he or she uses the product? â¢ What is the meaning of this product to the consumer? Does it merely serve a function for the consumer, or does it say something about who the consumer is? Does the Ad encourage repeat purchase or loyalty to the brand- how?	Show awards the brand has won. Show how a brand should be consumed. Allow consumers many ways to return the product. Allow consumers to easily provide feedback. Reward consumers loyalty

This assignment asks you to find one ad that addresses each of the needs of the five stages (in other words five different ads). This means that there must be five different ads for the total project, one for each stage (all ads are different from one another). Create a Power Point Presentation that shows how the advertiser is addressing the needs of the consumer for the specific Consumer Decision Making stage.

*Be aware that there is a helpful power point demonstration in a conference opened this week marked as "Advertising and the Consumer Decision Process (Ad Examples)". This is informative only and does not need to be commented on.

First, show the ad in a slide and then follow-up with a slide which explains (bullet form) why the ad slide targets the Consumer Decision Making process stage. ALL ADS MUST BE STILL ADS (NO VIDEOS or LINKS). Therefore the ad MUST be able to be copied and pasted within the power point slide (NO LINKS). Here is the format of the presentation:

Slide 1: Name, date

Slide 2: Problem Recognition Ad

Slide 3: Explanation why it addresses this stage

Slide 4: Information Search Ad

Slide 5: Explanation why it addresses this stage

Slide 6: Evaluation of Alternatives Ad

Slide 7: Explanation why it addresses this stage

Slide 8: Product Choice (Purchase) Ad

Slide 9: Explanation why it addresses this stage

Slide 10: Outcomes (Postpurchase) Ad

Slide 11: Explanation why it addresses this stage

Slide 12: Conclusion

In the conclusion of the slide presentation choose which ad is most effective (overall) and why.

Logistics Run Down:

-No more than 18 slides in length (includes cover page and bibliography)

-Include a cover page and bibliography of sources. Outside sources (esp. learning resources from weeks covered) are encouraged to be cited and used.

-Organize and utilize the headings given above.

-No more than 2 grammatical/spelling errors are allowed (please proof before submitting).

-Text is required to be in Times Roman, 12 pt font, double space the text.

- Keep voice in business third person. Do not include visuals in text analysis, if need to add create an appendix and refer your reader to such.

Â© Division of Chemical Educatio

â¢

www.JCE.DivCHED.or

â¢ Vol.

86 No.

11 November

2009 â¢

Journal of Chemical Educatio

1277

In the Classroom

Self-heating or self-cooling containers for meals and bever

ages are excellent examples of chemistry in action for the every

day life of consumers. Such containers consist of dual chambers

where the food is usually contained in the internal chamber

while the chemical process that would heat or cool the food or

beverage occurs in the other. A common cooling system consists

of ammonium nitrate and water while a common heating system

consists of the reaction of calcium oxide in water. The heating

or cooling chamber requires the reagents to be separated until

ready to use.

These hydration methods are simple and do impart heat

effects; however, they present some limitations such as heat

ing times of 5â15 minutes (required to generate the necessary

temperature increases) and the need for large amounts of the

reagents because of the low heat energ y yield, which then must

occupy a considerable space in the containers. Emerging tech

nologies are making self-heating foods more accessible to the

general public. One such technolog y is the self-propagating

high-temperature synthesis (SHS) that involves the oxidation of

a mixture of aluminum and other metals by iron oxide, Fe

The change in enthalpy of this reaction is greater than 3 kJ/g

of reactants, making it more than 4 times higher than the heat

energ y evolved when limestone reacts with water

(1).

This tech

nolog y ensures heating a beverage from 2â3 Â°C to the boiling

point in less than 90 seconds and cutting the heating time for

food to less than four minutes.

In Spain and other European countries self-heating bever

ages are known as âautocalentablesâ and are easily found at gas

stations, airports, and highway rest stops. A variety of these

products are available including different types of coffee (black,

with milk, or cappuccino), chocolate, and tea. In the United

States commercialization of these food products has been tar

geted toward outdoors enthusiasts and the military; however,

companies such as Starbucks and Wolfgang Puck are advancing

into this market. In the 1980s the U.S. Army took the lead to

further develop the technolog y required to enhance the Meals,

Ready to Eat or MREs that were used a decade earlier by the U.S.

Space Program. One of these advancements included the Flame

less Ration Heater (FRH) that allows military troops in combat

to have a hot meal. These MREs, which include snacks, main

entrees, and desserts, are now sold through a number of online

sites and are available individually or in packages of âemergency

supplyâ or âdisaster preparednessâ units

(2).

These products provide an excellent means to promote

interest in chemistry. The activity described in this article uses

these commercial products to study the chemistry that produces

the self-heating mechanism. Concepts such as stoichiometry,

enthalpy of reaction, enthalpy of solution, heat transfer, and

density of liquids are the core principles involved in these reac

tions. Creative ways to use these products may also be discussed.

For example, the FRH of the MREs have been used in combat

situations to warm intravenous fluids before administering them

to patients as deployed medical units often do not have means to

heat these fluids and by doing so they may prevent hypothermia

in patients

(3).

Methodology

We have used this activity with two different method

ologies in the classroom: as the foundation for problem-based

learning (PBL) and as the framework for inquir y-g uided

instruction (IGI). Even though this activity could be easily

performed in the laboratory, it has been designed, tested, and

implemented as a classroom activity where calculations and

evaluation of results take precedence to data collection. In the

PBL methodolog y the acquisition of skills and knowledge arise

from the need to solve a problem related to the background

or experience of the students. The expected learning depends

primarily on the collective reflection of a group of students.

The role of the instructor is to meet with the group of students

primarily as a listener and when necessary pose questions to

lead students in the right direction. In PBL the problem is

loosely constructed but the goal is clearly stated. PBL has

received prominent emphasis in health-related careers

(4â6),

but its benefits have been documented in a variety of disciplines

(7â10)

and academic levels of instruction

(11â14).

IGI adopts

a more structured approach where student learning is promoted

through the use of questions meant to initiate the curiosity of

the students to get them started on finding answers to their own

questions

(15, 16).

Both methodologies rely on group work

where students collectively think, reflect, and provide ways

by which to solve a problem. The instructor facilitates these

processes rather than informing students what needs to be done

next. This activity is presented using both methodologies so that

instructors may choose the one that better fits their pedagogical

goals or teaching styles.

The Chemistry of Self-Heating Food Products

An Activity for Classroom Engagement

Maria T. Oliver-Hoyo*

Department of Chemistry, North Carolina State University, Raleigh, NC 27695; *

[email protected]

Gabriel Pinto

E.T.S. de Ingenieros Industriales, Universidad PolitÃ©cnica de Madrid, 28006 Madrid, Spain

Juan Antonio Llorens-Molina

E.T.S. del Medio Rural y EnologÃa, Universidad PolitÃ©cnica de Valencia, 46010 Valencia, Spain

1278

Journal of Chemical Educatio

â¢ Vol.

86 No.

11 November

2009 â¢

www.JCE.DivCHED.or

â¢

Â© Division of Chemical Educatio

In the Classroom

The design of this activity fulfills the common elements

these methodologies share along with what Duch identifies as

practical criteria for a âgoodâ problem

(17)

â¢ âhookingâ

the student

to spark

interest

and

motivation

preferably within a real-life context

â¢ requiring

reflection

as students

recognize

and explain

how

to proceed, discerning which information is relevant and

necessary at each stage of the solving process

â¢ relying

on group

thinking

rather

than

dissecting

tasks

among group members

In addition we designed this activity to depend on analysis of

data, evaluation of results, and extension of concepts of a real-life

chemistry application.

Activity

The same principles and rationale apply to the two ex

amples provided: self-heating beverage and MRE (or the FRH

system). Instructors may use the example that students are more

familiar with so that chemistry principles become more tangible

to them. The aim is to propose a real-life chemistry problem for

which students will need to calculate the heat produced by the

chemical reaction or the dissolution process, the accompany

ing theoretical change in temperature, and finally compare the

theoretical change to the temperature observed. With either

methodolog y, PBL or IGI, the instructor shows the class the

container, carries out a demonstration, and gives necessary data

or appropriate information resources. The activity is designed

to use five minutes of class time and allow students to work in

groups, outside the classroom, to solve the problem posed.

Self-Heating Beverage

In class, the instructor asks a student to follow the direc

tions on the label of the self-heating chocolate beverage, while

the instructor does the demonstration. The temperature reached

inside the beverage container is recorded. The beverage is passed

around the classroom for students to feel the warmed container.

Students are given the masses of the different substances. In this

particular example these are CaCl

(54.31

g ), water (60.45

g ),

chocolate (93.68

g and a volume of 75 mL), container (21.22 g

polypropylene and 8.39

g Al). The instructor may choose to

adopt PBL methodolog y when presenting this activity to the

students and the problem could be similar to the one presented

in Figure 1. If the methodolog y adopted is IGI, a homework

set may be distributed that includes the following guiding

questions:

Draw a scheme that describes the container (materials

and design). Based on this design could you propose the

chemical process involved in heating the beverage?

Suggest a procedure by which the instructor was able to

determine the masses given.

Because the dissolution of CaCl

in water is an exother

mic process, how would you estimate the heat (in kJ)

liberated during the process and the temperature the

beverage should reach? Does the estimated temperature

match the temperature claimed by the manufacturer of

the container? Provide explanations and state possible

assumptions.

Explain the rationale for the following recommendations

given in the product label:

i) Shake upside down for 40 seconds.

ii) Do not perforate or cut the container.

iii) Self-heating will occur only once.

iv) Do not warm the container by any other means such

as microwave or oven.

Comment on the advantages or disadvantages of this type

of container and suggest improvements.

f )

Decide whether this type of container could be used to

cool a beverage rather than to heat it. Propose a chemical

process that could achieve that.

g )

With the data provided in this exercise, could you

compute the density of the chocolate? Using values of

the enthalpy of salt dissolution in water and other ther

mochemical data, could you calculate the lattice energ y

of the salt?

The proposed solutions to each question can be found in the

online material.

It is worth pointing out the rationale for including each of

these questions in the homework is because the methodolog y

is as important as the exercise. When students are required to

examine the information provided by manufacturers they realize

that without a chemical equation to describe the process they

Figure

1. Scheme

of the self-heating

beverage container and PBL problem.

Product A:

Self-Heating Beverage

PBL Problem:

Currently there are commercial

products that claim to heat its contents

based on the dissolution process of

a salt, in our case, calcium chloride.

We need to warm the 76 mL of the

beverage in this container to 60 Â°C.

To do so we need to know how much

salt and water are required in this

container.

1. In closing a request for a recommendation, you should include

a. an expression of appreciation.

b. an indication that youï¿½ve enclosed a stamped, preaddressed envelope.

c. the full name and address of the person to whom the letter should be

sent.

d. all of the above.

2. When writing a claim letter, the best way to begin is by

a. complimenting the company for past service.

b. providing a detailed description of the faulty merchandise.

c. providing a straightforward statement of the problem.

d. threatening legal action if you do not receive a favorable

adjustment.

3. When making a claim or requesting an adjustment, your closing should usually

a. clearly state how angry and disappointed you are.

b. explain the specific details of the problem.

c. request a specific action or express your desire to find a solution.

d. do all of the above.

4. Routine, positive messages should do all of the following except

a. leave your reader with a good impression.

b. use an indirect approach.

c. provide all required details.

d. communicate the information or good news.

5. In a positive message, the main idea is presented

a. in the first sentence of the middle paragraph.

b. at the end of the middle paragraph.

c. right at the beginning of the letter.

d. in the last sentence of the letter.

6. The longest part of a positive message is typically the

a. introduction.

b. body.

c. close.

d. Noneï¿½all parts are usually the same length.

7. ï¿½If the figures are in by the end of the month we will hopefully be able to begin

planning for the upcoming yearï¿½s budget, but if they are not then the plan

ning process will most definitely have to wait until laterï¿½ is an example of

a. a comma splice.

b. an overly long sentence.

c. an indefinite pronoun starter.

d. an awkward pointer.

8. Which of the following is an example of a hedging sentence?

a. The report seems to be incomplete.

b. The deadline is next Tuesday.

c. The financial statement needs to have two sections.

d. None of the above is hedging.

9. What is wrong with the following sentence? ï¿½To waste time and missing dead

lines are bad habits.ï¿½

a. Similar ideas are not parallel.

b. It contains a dangling modifier.

c. It contains a split infinitive.

d. Nothingï¿½it is grammatically correct as written.

10. What is wrong with the following sentence? ï¿½Driving to the office, a police

officer stopped me for speeding.ï¿½

a. It lacks parallelism.

b. It contains a dangling modifier.

c. It contains an awkward pointer.

d. Nothingï¿½it is grammatically correct as written.

11. ï¿½Government task force report recommendationsï¿½ is an example of

a. redundancy.

b. a dangling modifier.

c. a dependent clause.

d. a long noun sequence.

12. Which of the following sentences contains a camouflaged verb?

a. Some do; others donï¿½t.

b. She is a marketing manager but also serves as ad manager.

c. It is Johnï¿½s recommendation that she be hired.

d. He slowly, deliberately added the numbers.

13. Roughly ___ percent of U.S. employers have terminated employees for

misuse of company e-mail systems.

a. 1

b. 10

c. 25

d. 80

14. E-mail hygiene refers to

a. the absence of slang and informal language in e-mail messages.

b. a nationwide movement to do away with information overload.

c. all the efforts companies make to keep e-mail clean and safe.

d. none of the above

15. E-mails should include all of the following except:

a. information about attachments

b. inside address

c. e-mail addresses of sender and receiver

d. contact information

16. When it comes to monitoring incoming and outgoing e-mail,

a. most companies do not make the effort.

b. only about 10 percent of U.S. employers do it.

c. most employers view it as an invasion of employee privacy.

d. about 50 percent of U.S. employers regularly do so.

17. When it comes to legal issues,

a. e-mails mean nothingï¿½only printed documents can be used in court.

b. e-mail and other electronic documents have the same weight as printed

ones.

c. your e-mail messages are off limitsï¿½using them in court would violate

your privacy.

d. none of the above are correct.

18. According to a recent study, workers exposed to a constant barrage of

e-mail, IM, and phone calls

a. increased their productivity by 20 percent.

b. were 50 percent more likely than their peers to be promoted.

c. experienced an average 10-point drop in their functioning IQ.

d. experienced none of the above

19. One important element of basic e-mail etiquette is to

a. be careful about using the ï¿½ccï¿½ function.

b. use bullets and lists.

c. include headings on all e-mails.

d. capture your readersï¿½ attention.

20. A good opening for a negative message would be

a. Iï¿½m sorry to say I have some bad news.

b. This letter is in reply to your application.

c. Your rï¿½sumï¿½ clearly shows why you are interested in becoming a

management trainee with our company.

d. We have no openings at this time.

21. In a negative message, the reasons for the decision

a. are so obvious that you donï¿½t need to mention them.

b. come directly after the buffer and follow naturally from it.

c. should be glossed over quickly.

d. should be long and roundabout to cushion the negative aspects.

22. In the reasons section of a negative message, you should

a. present enough detail for the audience to understand your reasons.

b. explain what your decision is before you explain why you have reached it.

c. apologize for the negative decision.

d. do all of the above.

23. A way to be tactful when giving your reasons for bad news is to

a. explain why the decision is good for you and your company.

b. highlight, if possible, how your negative decision benefits your readers.

c. explain that the decision is based on company policy.

d. apologize for having to be the bearer of bad news.

24. Using the indirect approach, the bad news comes

a. immediately after the buffer.

b. immediately before the reasons.

c. immediately after the reasons.

d. at the very end.

25. A good way to make bad news less painful is to

a. maximize the space devoted to it.

b. say, ï¿½I trust our decision is satisfactory.ï¿½

c. avoid stating it and hope that the reader understands what you mean.

d. de-emphasize it by embedding it in the middle of a sentence or paragraph

ADM 2336 Chapter Notes - Chapter 11: Groupthink, Group Cohesiveness, Decision-Making

Document Summary

Get access

Related Documents

ADM 2336 Lecture : ADM2336 - Chapter 11 Decision Making

ADM 2336 Lecture : ADM2336 - Ch11 Decision Making

ADM 2336 Lecture Notes - Lecture 8: Tacit Knowledge, Selective Perception, Fundamental Attribution Error

Related Questions