scholarly journals Investigating Decision Making Processes in Distributed Development Teams: Findings of a Comparative Empirical Study

2009 ◽  
Author(s):  
Ban Al-Ani ◽  
David Redmiles
Keyword(s):  
Decision Making ◽  
Empirical Study ◽  
Distributed Development ◽  
Development Teams ◽  
Decision Making Processes

scholarly journals Over-Signing in College Football: Why Does It Occur?

2017 ◽  
pp. 1-24 ◽  
Author(s):  
Robert Turick ◽  
Amanda Paule-Koba
Keyword(s):  
Decision Making ◽  
Empirical Study ◽  
Collegiate Athletes ◽  
College Football ◽  
Football Bowl Subdivision ◽  
Football Coaches ◽  
Athletic Scholarships ◽  
College Programs ◽  
Decision Making Processes ◽  
Accepted Practice

This study sought to determine what factors influence the decision-making processes of college football coaches when over-signing a recruiting class and/or roster. NCAA Bylaws limit the number of scholarships Football Bowl Subdivision (FBS) members can award for their program (85) and annually (25) in recruiting. Over-signing is the term used to describe the practice of college programs signing prospective collegiate athletes to a National Letter of Intent (NLI) that may exceed the maximum number of athletic scholarships permitted by the NCAA, or when a team brings in a recruiting class that pushes the team’s number of players on scholarship past 85. This action results in coaching staffs taking a scholarship away from a returning player or later informing an incoming player he will not be extended a scholarship. Although many sport journalists have written about this issue (Bachman, 2011; Doyel, 2010; Feldman, 2007; Gordon, 2011; Towers, 2011; Whiteside, 2011), it has not yet been examined through an empirical study. Seventeen college football coaches and personnel staff were interviewed for this study. Our findings show that over-signing occurs because it is an accepted practice that can give coaches a competitive advantage, while also compensating for general attrition and indecisive recruits.

Commensuration, compromises and critical capacities: Wage determination in collective firms

2019 ◽  
Vol 58 (2) ◽  
pp. 261-281
Author(s):  
Nina Pohler
Keyword(s):  
Decision Making ◽  
United Kingdom ◽  
Empirical Study ◽  
Common Interest ◽  
Wage Determination ◽  
The United Kingdom ◽  
Decision Making Processes ◽  
Formal Equality ◽  
Fair Pay

This article analyses pay determination as a process of commensuration as well as a process in which commensuration can fail. The analysis is based on an empirical study of two collective firms in Germany and the United Kingdom and their attempts to self-determine fair pay. Due to the formal equality of members and their democratic decision-making processes, these cases are a specifically interesting context for studying the determination of pay. Through the analysis of a failed attempt at finding a formula for fair pay, as well as a fragile compromise formula, a contribution is made to the literature on commensuration and the construction of compromises. The article also extends this literature by explaining the obstacles to the creation of a compromise that would go beyond the need for a common interest. Callon and Muniesa’s work on calculation is used to clarify the steps that are necessary to move from questions of worth to the assessment of worth and its expression in measures. To introduce the question of legitimacy in evaluation processes, Callon and Muniesa’s framework is supplemented with Boltanski and Thévenot’s work on critical capacities.

Cognitive Processing of Miscommunication in Interactive Listening: An Evaluation of Listener Indecision and Cognitive Effort

2021 ◽  
pp. 1-17
Author(s):  
Jennifer M. Roche ◽  
Arkady Zgonnikov ◽  
Laura M. Morett
Keyword(s):  
Decision Making ◽  
Cognitive Processing ◽  
Language Processing ◽  
Cognitive Effort ◽  
Mouse Tracking ◽  
Computer Mouse ◽  
Decision Making Processes ◽  
Computer Mouse Tracking ◽  
Listening Task ◽  
Processing Effort

Purpose The purpose of the current study was to evaluate the social and cognitive underpinnings of miscommunication during an interactive listening task. Method An eye and computer mouse–tracking visual-world paradigm was used to investigate how a listener's cognitive effort (local and global) and decision-making processes were affected by a speaker's use of ambiguity that led to a miscommunication. Results Experiments 1 and 2 found that an environmental cue that made a miscommunication more or less salient impacted listener language processing effort (eye-tracking). Experiment 2 also indicated that listeners may develop different processing heuristics dependent upon the speaker's use of ambiguity that led to a miscommunication, exerting a significant impact on cognition and decision making. We also found that perspective-taking effort and decision-making complexity metrics (computer mouse tracking) predict language processing effort, indicating that instances of miscommunication produced cognitive consequences of indecision, thinking, and cognitive pull. Conclusion Together, these results indicate that listeners behave both reciprocally and adaptively when miscommunications occur, but the way they respond is largely dependent upon the type of ambiguity and how often it is produced by the speaker.

“It's Not Humanly Possible to Do Everything”: Perspectives on Intervention Decision-Making Processes of Parents of Children with Autism Spectrum Disorders

2015 ◽  
Vol 22 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Erinn Finke ◽  
Kathryn Drager ◽  
Elizabeth C. Serpentine
Keyword(s):  
Decision Making ◽  
Individualized Education Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sources Of Information ◽  
Individual Decision ◽  
Decision Making Processes ◽  
Spectrum Disorders ◽  
Interview Methodology ◽  
Communication Interventions

Purpose The purpose of this investigation was to understand the decision-making processes used by parents of children with autism spectrum disorder (ASD) related to communication-based interventions. Method Qualitative interview methodology was used. Data were gathered through interviews. Each parent had a child with ASD who was at least four-years-old; lived with their child with ASD; had a child with ASD without functional speech for communication; and used at least two different communication interventions. Results Parents considered several sources of information for learning about interventions and provided various reasons to initiate and discontinue a communication intervention. Parents also discussed challenges introduced once opinions of the school individualized education program (IEP) team had to be considered. Conclusions Parents of children with ASD primarily use individual decision-making processes to select interventions. This discrepancy speaks to the need for parents and professionals to share a common “language” about interventions and the decision-making process.

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