Difference between revisions of "Programmed decision"
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A [[programmed decision]] (hereinafter, the ''Decision'') is any [[decision]] that is made while handling a [[structured task]]. These decisions are repetitive and can be handled by a routine approach. The ''Decisions'' are opposed to [[non-programmed decision]]s, which are unique and nonrecurring [[decision]]s that require custom-made [[solution]]s. | A [[programmed decision]] (hereinafter, the ''Decision'') is any [[decision]] that is made while handling a [[structured task]]. These decisions are repetitive and can be handled by a routine approach. The ''Decisions'' are opposed to [[non-programmed decision]]s, which are unique and nonrecurring [[decision]]s that require custom-made [[solution]]s. | ||
| − | In [[enterprise]]s, the ''Decisions'' are often made according to [[policy|polici]]es, [[operative rule]]s, etc. Their [[decision-making approach|approach]] to [[decision-making]] must be classified as rational. | + | In [[enterprise]]s, the ''Decisions'' are often made according to [[policy|polici]]es, [[operative rule]]s, etc. Their [[decision-making approach|approach]] to [[decision-making]] must be classified as [[rational decision-making|rational]] and, often, without any alternatives. |
Revision as of 18:23, 14 June 2020
A programmed decision (hereinafter, the Decision) is any decision that is made while handling a structured task. These decisions are repetitive and can be handled by a routine approach. The Decisions are opposed to non-programmed decisions, which are unique and nonrecurring decisions that require custom-made solutions.
In enterprises, the Decisions are often made according to policies, operative rules, etc. Their approach to decision-making must be classified as rational and, often, without any alternatives.
Definitions
According to Management by Robbins and Coulter (14th edition),
- Programmed decision. A repetitive decision that can be handled by a routine approach.
Competence
Structured-task competence. A model that describes psychological states involved in the process of progressing from incompetence to analytical competence and, further, to intuitive competence in some knowledge, skill, and/or ability.
- Unconscious incompetence (or wrong intuition). A situation in which the individual neither understands nor knows how to accomplish a task and does not necessarily recognize the deficit.
- Conscious incompetence (or wrong analysis). A situation in which the individual neither understands or knows how to accomplish a task, but he or she recognizes the deficit. He or she also realizes the value of new knowledge, skill, and/or ability needed in addressing the deficit. The making of mistakes can be integral to the learning process at this level of competence.
- Conscious competence (or right analysis). A situation in which the individual understands and/or knows how to accomplish a task. However, demonstrating the knowledge, skill, and/or ability requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the needed knowledge, skill, and/or ability.
- Unconscious competence (or right intuition). A situation in which the individual not only understands and knows how to accomplish a task, but has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can sometimes be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.
