Separating the confident from the correct: Leveraging member knowledge in groups to improve decision making and performance

Bonner, Bryan L.; Bolinger, Alexander R.

doi:10.1016/j.obhdp.2013.07.005

Cited by 23 publications

(22 citation statements)

References 71 publications

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“…Neste sentido, salienta-se que a aquisição de conhecimento em grupo se torna mais relevante e confiável para os indivíduos, quando comparada ao processo individual (BONNER;BOLINGER, 2013).…”

Section: Análise E Interpretação Dos Resultadosunclassified

Aprendizagem E Conhecimento Na Tomada De Decisão: Uma Discussão Teórica

Nespolo¹,

Dias²,

Souza³

et al. 2015

Qualitas

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51Qualitas Revista Eletrônica v.16, n.2, jul./set.2015 ISSN 1677 4280 RESUMOO objetivo deste estudo foi propor uma discussão relacionando o conhecimento e a aprendizagem, para a tomada de decisão nas organizações. Como objetivos específicos pretendeu-se conceituar e delimitar a abrangência das dimensões propostas, identificar como interferem no processo da tomada de decisão, e apresentar e descrever as proposições resultantes da sua análise e interpretação. Como método de pesquisa, utilizou-se abordagem qualitativa com natureza aplicada, com objetivo exploratório e descritivo. Como procedimento técnico para coleta de dados empregou-se a pesquisa bibliográfica, os quais foram analisados pela técnica de análise de conteúdo. Concluiu-se que a organização promove e orienta a aprendizagem organizacional, que é disseminada transformando-se em conhecimento. O conhecimento, em sua forma tácita, juntamente aos modelos mentais, também é responsável pela orientação da tomada de decisão.Palavras-chave: Aprendizagem. Conhecimento. Tomada de decisão. ABSTRACTThe objective of this study was to propose a discussion relating the knowledge and learning for decision making in organizations. Specific objectives aim was to conceptualize and define the scope of the proposed dimensions, identify as interfering in the process of decision making, and to present and describe the resulting propositions of analysis and interpretation. As a research method, we used qualitative approach applied nature, with exploratory and descriptive goal. As a technical procedure for data collection employed to literature, which were analyzed using content analysis. It was concluded that the organization promotes and guides the organizational learning, which is disseminated turning into knowledge. Knowledge, in its tacit form, along with mental models, is also responsible for guiding decision-making.

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Section: Análise E Interpretação Dos Resultadosunclassified

Aprendizagem E Conhecimento Na Tomada De Decisão: Uma Discussão Teórica

Nespolo¹,

Dias²,

Souza³

et al. 2015

Qualitas

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show abstract

“…For decades, social science has labored to understand the complicated matter of how group members combine their preferences and resources to make decisions and perform tasks (Davis, ; Hastie & Kameda, ; Hinsz et al, ; Laughlin, ; Thomas & Fink, ). A number of articles (e.g., Bonner & Bolinger, ; Bonner, Gonzalez, & Sommer, ; Bonner & Sillito, ; Bonner, Sillito, & Baumann, ) have built on this tradition by examining how group members bring their existing declarative knowledge to bear on a novel problem (i.e., transfer of learning, Ellis, ; Holyoak & Thagard, ; Ross & Kilbane, ; Shepard, ). In that line of research, problem solvers were directed to reflect on how the knowledge they possessed could be leveraged to solve a novel problem.…”

Section: Transfer Of Learning In Groupsmentioning

confidence: 99%

The Effects of Differing Knowledge Transfer Strategies on Group Decision Making and Performance

Walker

Bonner

2017

Behavioral Decision Making

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Encouraging reflection on one's existing knowledge in a group setting increases shared understanding, makes information available for problem solving, and makes it easier for members to show and to be shown the merit of others' preferences. However, it is also possible that attempting to constrain the process by which problem solvers manage this reflection process may prevent them from effectively tailoring their approach to different problems. The current research focuses on how the nature of different knowledge transfer strategies impacts problem solving processes and outcomes by examining manipulations of, or constraints to, problem solvers' approach to knowledge transfer. Participants were directed to generate associated knowledge in preparation for answering a series of estimation items, either in a group or individually. We found that groups using a shared reflection process (as opposed to reflecting at an individual member level) were able to give more weight to the inputs of their more expert members and that groups outperformed individuals. We discuss the process of promoting knowledge transfer in a group context relative to an individual context and relate this to the concept of task demonstrability.

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“…For instance, individuals may not know the minimum freeway driving distance from Philadelphia to Chicago, but they may know that it takes about 6 hr to drive from Philadelphia to Pittsburgh, which they in turn estimate to be roughly halfway to Chicago. By reflecting on the information that they already know, individuals can improve the accuracy of their estimates (Bonner & Bolinger, 2013). Similarly, reflection can facilitate performance in survival …”

Section: Overview Of Decision-making Tasksmentioning

confidence: 99%

“…Modeled on the format used in previous estimation research (e.g., Bonner & Bolinger, 2013;Bonner & Sillito, 2011), the questions in Task 2 were different in content but parallel in form to the questions in Task 1 (e.g., "What is the minimum freeway driving distance from Philadelphia to Atlanta? "), as illustrated in Figure 1.…”

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confidence: 99%

The Gap Between Perceived and Actual Learning From Group Reflection

Bolinger

Stanton

2014

Small Group Research

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Group reflection is often used as an intervention to facilitate group performance, but reflecting in groups may also affect individual learning. In this article, we compare the effects of individual and group reflection on individuals’ learning in two pairs of decision-making tasks. In two studies, we found that individuals who reflected in groups improved their performance from Task 1 to 2. However, individuals who reflected in groups did not realize greater performance improvements than individuals who reflected alone. Furthermore, individuals who reflected alone perceived that they learned more than individuals who reflected in groups. We discuss the implications of the gap between perceived and actual learning and describe the implications of our findings for group research, as well as recommendations for future research.

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Separating the confident from the correct: Leveraging member knowledge in groups to improve decision making and performance

Cited by 23 publications

References 71 publications

Aprendizagem E Conhecimento Na Tomada De Decisão: Uma Discussão Teórica

Aprendizagem E Conhecimento Na Tomada De Decisão: Uma Discussão Teórica

The Effects of Differing Knowledge Transfer Strategies on Group Decision Making and Performance

The Gap Between Perceived and Actual Learning From Group Reflection

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