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c_4mahsiv6lrwb | In the weeks and months preceding the 2016 United States presidential election, there was near-unanimity among news media outlets and polling organizations that Hillary Clinton's election was extremely likely. For example, on November 7, the day before the election, The New York Times opined that Clinton then had "a co... | Groupthink |
c_yfc12pkwb6bb | In the corporate world, ineffective and suboptimal group decision-making can negatively affect the health of a company and cause a considerable amount of monetary loss. | Groupthink |
c_otv8opxvukvi | Aaron Hermann and Hussain Rammal illustrate the detrimental role of groupthink in the collapse of Swissair, a Swiss airline company that was thought to be so financially stable that it earned the title the "Flying Bank". The authors argue that, among other factors, Swissair carried two symptoms of groupthink: the belie... | Groupthink |
c_jpxngyagoiv3 | : 1055 With the board members lacking expertise in the field and having somewhat similar background, norms, and values, the pressure to conform may have become more prominent. : 1057 This phenomenon is called group homogeneity, which is an antecedent to groupthink. Together, these conditions may have contributed to the... | Groupthink |
c_rxh3y2bb0elo | Another example of groupthink from the corporate world is illustrated in the United Kingdom-based companies Marks & Spencer and British Airways. The negative impact of groupthink took place during the 1990s as both companies released globalization expansion strategies. Researcher Jack Eaton's content analysis of media ... | Groupthink |
c_qmh1lcvuyxay | Up until the consequence of groupthink erupted they were considered blue chips and darlings of the London Stock Exchange. During 1998–1999 the price of Marks & Spencer shares fell from 590 to less than 300 and that of British Airways from 740 to 300. Both companies had already featured prominently in the UK press and m... | Groupthink |
c_rtzym9i7ruye | Recent literature of groupthink attempts to study the application of this concept beyond the framework of business and politics. One particularly relevant and popular arena in which groupthink is rarely studied is sports. The lack of literature in this area prompted Charles Koerber and Christopher Neck to begin a case-... | Groupthink |
c_kck60yz62d0g | The decision was a failed attempt to gain a stronger negotiating stance against Major League Baseball. : 21 Koerber and Neck suggest that three groupthink symptoms can be found in the decision-making process of the MLUA. First, the umpires overestimated the power that they had over the baseball league and the strength ... | Groupthink |
c_yiloi69tw464 | The union also exhibited some degree of closed-mindedness with the notion that MLB is the enemy. Lastly, there was the presence of self-censorship; some umpires who disagreed with the decision to resign failed to voice their dissent. : 25 These factors, along with other decision-making defects, led to a decision that w... | Groupthink |
c_28eyp5vmd7jy | Researcher Robert Baron (2005) contends that the connection between certain antecedents which Janis believed necessary has not been demonstrated by the current collective body of research on groupthink. He believes that Janis' antecedents for groupthink are incorrect, and argues that not only are they "not necessary to... | Groupthink |
c_gcda112z2552 | Aldag and Fuller (1993) argue that the groupthink concept was based on a "small and relatively restricted sample" that became too broadly generalized. Furthermore, the concept is too rigidly staged and deterministic. Empirical support for it has also not been consistent. The authors compare groupthink model to findings... | Groupthink |
c_a67h4xeaj295 | Aldag and Fuller thus suggest a new model called the general group problem-solving (GGPS) model, which integrates new findings from groupthink literature and alters aspects of groupthink itself. : 534 The primary difference between the GGPS model and groupthink is that the former is more value neutral and more politica... | Groupthink |
c_fikpbcdawcc1 | Later scholars have re-assessed the merit of groupthink by reexamining case studies that Janis originally used to buttress his model. Roderick Kramer (1998) believed that, because scholars today have a more sophisticated set of ideas about the general decision-making process and because new and relevant information abo... | Groupthink |
c_k610wtvv3055 | Both presidents sought the advice of experts outside of their political groups more than Janis suggested. : 241 Kramer also argues that the presidents were the final decision-makers of the fiascos; while determining which course of action to take, they relied more heavily on their own construals of the situations than ... | Groupthink |
c_sj2edfkn1wct | Groupthink, while it is thought to be avoided, does have some positive effects. A case study by Choi and Kim shows that with group identity, group performance has a negative correlation with defective decision making. This study also showed that the relationship between groupthink and defective decision making was insi... | Groupthink |
c_a92z3wu5z6xc | Whyte (1998) suggests that collective efficacy plays a large unrecognised role in groupthink because it causes groups to become less vigilant and to favor risks, two particular factors that characterize groups affected by groupthink. McCauley recasts aspects of groupthink's preconditions by arguing that the level of at... | Groupthink |
c_8l51bzeaefmz | According to a theory many of the basic characteristics of groupthink – e.g., strong cohesion, indulgent atmosphere, and exclusive ethos – are the result of a special kind of mnemonic encoding (Tsoukalas, 2007). Members of tightly knit groups have a tendency to represent significant aspects of their community as episod... | Groupthink |
c_6z9h2p9plxap | Baron, R. S. (2005). "So right it's wrong: groupthink and the ubiquitous nature of polarized group decision making". Advances in Experimental Social Psychology. | Groupthink |
c_nby9ws1ngs1l | 37: 219–253. doi:10.1016/S0065-2601(05)37004-3. ISBN 9780120152377. | Groupthink |
c_s38txue5vmg7 | Ferraris, C.; Carveth, R. (2003). "NASA and the Columbia disaster: Decision-making by groupthink?" | Groupthink |
c_ka7abqt1xad1 | (PDF). Proceedings of the 2003 Association for Business Communication Annual Convention. Archived from the original (PDF) on 2012-10-18. | Groupthink |
c_bq9sq9iaxjdy | Retrieved 2018-09-18. Esser, J. K. (1998). | Groupthink |
c_3hquhqf4agob | "Alive and well after 25 years: a review of groupthink research" (PDF). Organizational Behavior and Human Decision Processes. 73 (2–3): 116–141. | Groupthink |
c_wgt6ep3cuyl2 | doi:10.1006/obhd.1998.2758. PMID 9705799. Archived from the original (PDF) on 2013-06-18. | Groupthink |
c_88ed8u16hzhv | Hogg, M. A.; Hains, S. C. (1998). "Friendship and group identification: A new look at the role of cohesiveness in groupthink". | Groupthink |
c_z6sjohthcrms | European Journal of Social Psychology. 28 (3): 323–341. doi:10.1002/(SICI)1099-0992(199805/06)28:3<323::AID-EJSP854>3.0.CO;2-Y. | Groupthink |
c_qbbtm8yklwm3 | Klein, D. B.; Stern, C. (Spring 2009). "Groupthink in academia: Majoritarian departmental politics and the professional pyramid". | Groupthink |
c_0n62b2d0ytd4 | The Independent Review: A Journal of Political Economy (Independent Institute). 13 (4): 585–600. Mullen, B.; Anthony, T.; Salas, E.; Driskell, J. E. | Groupthink |
c_4s1qp2h6z7sd | (1994). "Group cohesiveness and quality of decision making: An integration of tests of the groupthink hypothesis". Small Group Research. | Groupthink |
c_6gi8v1vxluo4 | 25 (2): 189–204. doi:10.1177/1046496494252003. S2CID 143659013. | Groupthink |
c_wtypi69r7n2b | Moorhead, G.; Ference, R.; Neck, C. P. (1991). "Group decision fiascoes continue: Space Shuttle Challenger and a revised groupthink framework" (PDF). | Groupthink |
c_yf2g1nnpomex | Human Relations. 44 (6): 539–550. doi:10.1177/001872679104400601. | Groupthink |
c_y29s99nipnec | S2CID 145804327. Archived from the original (PDF) on 2012-07-07. O'Connor, M. A. | Groupthink |
c_kjzw36c87goe | (Summer 2003). "The Enron board: The perils of groupthink". University of Cincinnati Law Review. | Groupthink |
c_lgpb2ga8k9uy | 71 (4): 1233–1320. SSRN 1791848. Packer, D. J. | Groupthink |
c_r8yn0id5x7ob | (2009). "Avoiding groupthink: Whereas weakly identified members remain silent, strongly identified members dissent about collective problems" (PDF). Psychological Science. | Groupthink |
c_mygqxo9u4uj6 | 20 (5): 546–548. doi:10.1111/j.1467-9280.2009.02333.x. PMID 19389133. | Groupthink |
c_145ca0ohc6p0 | S2CID 26310448. Rose, J. D. (Spring 2011). | Groupthink |
c_bnbh5m1admpw | "Diverse perspectives on the groupthink theory: A literary review" (PDF). Emerging Leadership Journeys. 4 (1): 37–57. | Groupthink |
c_zwp4299wblya | Tetlock, P. E. (1979). "Identifying victims of groupthink from public statements of decision makers" (PDF). | Groupthink |
c_4q4s9b0w7s47 | Journal of Personality and Social Psychology. 37 (8): 1314–1324. doi:10.1037/0022-3514.37.8.1314. | Groupthink |
c_z8xhcy1q4el6 | Tetlock, P. E.; Peterson, R. S.; McGuire, C.; Chang, S. J.; Feld, P. (1992). "Assessing political group dynamics: A test of the groupthink model" (PDF). | Groupthink |
c_ht8f5hs37f6e | Journal of Personality and Social Psychology. 63 (3): 403–425. doi:10.1037/0022-3514.63.3.403. | Groupthink |
c_qbx6kmpi74um | Turner, M. E.; Pratkanis, A. R.; Probasco, P.; Leve, C. (1992). "Threat, cohesion, and group effectiveness: Testing a social identity maintenance perspective on groupthink" (PDF). | Groupthink |
c_0dmlfglmom8o | Journal of Personality and Social Psychology. 63 (5): 781–796. doi:10.1037/0022-3514.63.5.781. | Groupthink |
c_6zfr5h1ijz8c | Archived from the original (PDF) on 2012-09-23. Retrieved 2012-02-04. Whyte, G. | Groupthink |
c_5hzilfappl4m | (1989). "Groupthink reconsidered". Academy of Management Review. | Groupthink |
c_pr8qvwt7ohat | 14 (1): 40–56. doi:10.2307/258190. JSTOR 258190. | Groupthink |
c_90weng7npzgi | Janis, Irving L. (1972). Victims of Groupthink: A Psychological Study of Foreign-policy Decisions and Fiascoes. Boston: Houghton, Mifflin. | Groupthink |
c_sdverodhsbcd | ISBN 0-395-14002-1. Janis, Irving L.; Mann, L. (1977). | Groupthink |
c_psr6tv8erq7z | Decision making: A Psychological Analysis of Conflict, Choice, and Commitment. New York: The Free Press. ISBN 0-02-916190-8. | Groupthink |
c_0n94gj4bd691 | Kowert, P. (2002). Groupthink or Deadlock: When do Leaders Learn from their Advisors?. | Groupthink |
c_ps6vw6mbpbul | Albany: State University of New York Press. ISBN 0-7914-5250-6. Martin, Everett Dean, The Behavior of Crowds, A Psychological Study, Harper & Brothers Publishers, New York, 1920. | Groupthink |
c_6rvj9nhlm0ui | Nemeth, Charlan (2018). In Defense of Troublemakers: The Power of Dissent in Life and Business. Basic Books. | Groupthink |
c_cdpr4vrprg3a | ISBN 978-0465096299. Schafer, M.; Crichlow, S. (2010). | Groupthink |
c_k28q2szq3pic | Groupthink versus High-Quality Decision Making in International Relations. New York: Columbia University Press. ISBN 978-0-231-14888-7. | Groupthink |
c_7fct2j811cz6 | Sunstein, Cass R.; Hastie, Reid (2014). Wiser: Getting Beyond Groupthink to Make Groups Smarter. Harvard Business Review Press. | Groupthink |
c_c63wlg256pa2 | 't Hart, P. (1990). Groupthink in Government: a Study of Small Groups and Policy Failure. | Groupthink |
c_poaoshd8afqv | Amsterdam; Rockland, MA: Swets & Zeitlinger. ISBN 90-265-1113-2. 't Hart, P.; Stern, E. K.; Sundelius, B. | Groupthink |
c_enkrfqr4ugq2 | (1997). Beyond Groupthink: Political Group Dynamics and Foreign Policy-Making. Ann Arbor: University of Michigan Press. ISBN 0-472-09653-2. | Groupthink |
c_upj8ji2q4ha1 | The CRAAP test is a test to check the objective reliability of information sources across academic disciplines. CRAAP is an acronym for Currency, Relevance, Authority, Accuracy, and Purpose. Due to a vast number of sources existing online, it can be difficult to tell whether these sources are trustworthy to use as tool... | CRAAP test |
c_mrrs2bim4wrw | The CRAAP test aims to make it easier for educators and students to determine if their sources can be trusted. By employing the test while evaluating sources, a researcher can reduce the likelihood of using unreliable information. The CRAAP test, developed by Sarah Blakeslee and her team of librarians at California Sta... | CRAAP test |
c_494p56vm20vu | The first step toward knowing if a source is reliable is to check its currency. Currency means that the information found is the most recent. That said, students and educators may ask where the information was posted or published. Next, they look to see if the information has been revised or updated and whether the res... | CRAAP test |
c_g6uc36ehkqav | The topic is also taken into consideration of whether it needs current news, media, or the latest findings from research or that can be found from older sources as well. These questions are important because they help pinpoint recent trends of the information and also exhibit the constant research changes that are spre... | CRAAP test |
c_aw8h4m1jm8sm | When looking at sources, the relevance of the information will impact a well rounded research endeavor. One question in this category to ask is how does the topic relate to the information given in a source? More importantly, the writers of the references should focus on the intended audience. There are a vast number o... | CRAAP test |
c_2fyeutxpstqq | Therefore, the relevance of the information helps the audience know what they are looking for. Also, there is a check-in about whether the data is at an appropriate level of comprehension, that is, the degree must not be too elementary or advanced for the students' or educators' needs. Because of the variety of sources... | CRAAP test |
c_d0we86050tpw | There is, however, not only the currency and relevance of the given source, but also its authority to consider. This is significant because the students and educators will look to see who is the author, publisher, or sponsor before they can trust the information. Their education level and the author's affiliations are ... | CRAAP test |
c_3o6i5amsqphr | Emphasizing the trustworthiness of sources, the accuracy of the contents in the source must connect back to the origin. Evidence must support the information presented to the audience. Evidence can include findings, observations, or field notes. | CRAAP test |
c_o2brs0p2sn2n | The report must be reviewed or referred. It must be verifiable from another source or common knowledge. That said, the language used in the sources has to be unbiased or free of emotion, because of its use for fact retrieval. The content in the source should be free of spelling, grammar, or typographical errors. | CRAAP test |
c_gjqswynn70nj | The purpose of the sources helps the readers know whether the information they are looking for is right for their research. The questions that arise when looking for the purpose range from informing, teaching, selling, entertaining, research or even self-gaining purposes. Also, the author's intentions should be clear. ... | CRAAP test |
c_gkrxytjh5a87 | The test was implemented by Sarah Blakeslee during the spring of 2004 when she was creating a first year workshop to first-year instructors. Blakeslee was frustrated that she could not remember the criteria for looking up different sources. After much thought, she came up with the acronym. She wanted to give students a... | CRAAP test |
c_tdqxf01zjpt6 | One of the other tests that came before the CRAAP test is the SAILS test: Standardized Assessment of Information Literacy Skills, created in 2002 by a group of librarians at Kent State University as an assessment for students' information literacy skills. The SAILS test focuses more on the scores as a quantitative meas... | CRAAP test |
c_ppcup76jeu2u | One university has started using the CRAAP test to help teach students about online content evaluation. In a 2017 article, Cara Berg, a reference librarian and co-coordinator of user education at William Paterson University emphasizes website evaluation as a tool for active research. At Berg's university, for example, ... | CRAAP test |
c_9az8ur6iie1a | When the CRAAP test was first implemented at William Paterson University, there were some technical challenges. The workshop for website evaluation felt rushed and in most cases, librarians could not cover all the angles in one class session. As well, as a consequence of rushing the website evaluation portion for reaso... | CRAAP test |
c_hk13gm73ard8 | The CRAAP test is generally used in library instruction as part of a first-year seminar for students. Students were required to participate in this class as a part of the graduation requirement at William Paterson University. Besides using the CRAAP method in English courses, many other courses have been using this met... | CRAAP test |
c_nltjxeqorn4k | The test is applied the same way as the website evaluation and is used universally in all courses. Examples of universities that use the CRAAP test include Central Michigan University, Benedictine University, Community College of Baltimore County, among the many examples. There are other schools that use the test as a ... | CRAAP test |
c_6bwe2ksm9i4b | In 2004, Marc Meola's paper "Chucking the Checklist" critiqued the checklist approach to evaluating information, and librarians and educators have explored alternative approaches. Mike Caulfield, who has criticized some uses of the CRAAP test in information literacy, has emphasized an alternative approach using step-by... | CRAAP test |
c_mghz49ofgmdb | Visual.ly is a community platform for data visualization and infographics. It was founded by Stew Langille, Lee Sherman, Tal Siach, and Adam Breckler in 2011. | Visual.ly |
c_31gk7rx0952m | Visual.ly was inspired by the founders’ time at Mint.com. As Mint's Director of Marketing, Langille noticed that the infographics posted to MintLife, the company blog, generated 30 times more traffic than a comparable text article. According to Langille, “we knew we were onto something big.”In April 2011, Langille, alo... | Visual.ly |
c_l3a8bodh7y46 | Langille states that Visual.ly aims to evolve how digital news media outlets present information, similar to how USA Today’s weather infographics transformed news outlets in the early ‘90s and how Wired’s graphic design influenced digital media in the early 2000s.In October 2011, Visual.ly announced a $2 million round ... | Visual.ly |
c_k3znlcnjjc1e | Visual.ly is structured both as a showcase for infographics as well as a marketplace and community for publishers, designers, and researchers. The site allows users to search images through description, tags, and sources in a variety of categories, ranging from Education to Business or Politics. Users can publish infog... | Visual.ly |
c_0qjjg3bidbr7 | Through this tool, users will be able to gather information from databases and APIs in an automated service (meaning that users only need to specify the kind of information they want to visually display) to produce an infographic. Visual.ly’s first tool, the Twitter Visualizer tool allows users to input the Twitter han... | Visual.ly |
c_nggmmgj9rn1g | Visual.ly’s infographics have been featured on NPR, The Huffington Post and CNN. They were named as one of Inc. Magazine’s 10 new web tools to make life easier. Their YouTube channel has received over 100,000 views. | Visual.ly |
c_7o0uw9w5cmib | Sloyd (Swedish slöjd), also known as educational sloyd, is a system of handicraft-based education started by Uno Cygnaeus in Finland in 1865. The system was further refined and promoted worldwide, and was taught in the United States until the early 20th century. It is still taught as a compulsory subject in Finnish, Da... | Sloyd |
c_z9bwryik3moc | The word sloyd is derived from the Swedish word slöjd, which translates as crafts, handicraft, or handiwork. It refers primarily to woodwork but also paper-folding and sewing, embroidery, knitting and crochet. Otto Salomon, with the financial support of his uncle, started a school for teachers on the Nääs estate (now a... | Sloyd |
c_5joti4d8gj0y | Sloyd (slöjd) has been a Swedish school subject since the 1870s and compulsory since 1955. In the present national curriculum for Swedish elementary schools, students have classes in Slöjd every semester, normally between the ages of nine and fifteen. In most schools, the course is still divided traditionally into two ... | Sloyd |
c_6hn55xyzk8fw | Differences in what kind of tasks are selected, and how the subject-specific content is handled, depending on the teacher's training. The present aims of the slöjd curriculum in Sweden are: developing the ability to create and design self-made products in different materials expressing cultural and aesthetic values. ma... | Sloyd |
c_lwnboip9pjo0 | Born in Finland, Meri Toppelius was the first to introduce the sloyd system in the United States.The major points of sloyd introduction in the United States were Gustaf Larsson's Sloyd Teacher Training School, which was housed on the fourth floor of the North Bennet Street Industrial School (now the North Bennet Street... | Sloyd |
c_qjmdzqrh61kc | Gustaf Larsson wrote a number of books about sloyd and sloyd education, and B.B. Hoffmann, principal of the Baron De Hirsch Trade School, also published an important text. Ednah Anne Rich, a graduate of Gustaf Larsson's school in Boston and of the Sloyd Training School at Nääs started Sloyd teacher training in Santa Ba... | Sloyd |
c_3kpuk9kk78f8 | In educational sloyd, as devised by Otto Salomon in the 1870s, woodworking projects were designed to build incrementally on the child's growing skill. This was accomplished by making the projects grow in the degree of difficulty over a period of time, through the introduction of the complexity of shape and procedures, ... | Sloyd |
c_e9ei02n9g57t | Sloyd was taught through the use of series of models, growing in difficulty and complexity that the students were supposed to accurately reproduce without interference from the teacher. Salomon developed exercises in the use of various tools leading to proficiency in the making of models. The exercises in the use of va... | Sloyd |
c_qsuh73x5m4ga | The objects in the model series were designed to be useful to the child and his family, thereby building a relationship of goodwill and mutual support in the child's education. "Paper sloyd," in particular, was intended as a preparation for woodworking and sewing, which were considered more difficult work appropriate f... | Sloyd |
c_cmoldz3iw8wn | The book Paper Sloyd for Primary Grades suggests that the craft's benefits for the student included the following: "Observation is quickened; eyes are trained to see right lines and distances, thus aiding in free-hand drawing and writing; while the hand and wrist muscles, being used for a definite purpose, unconsciousl... | Sloyd |
c_o6nndylzkxrr | Sloyd differed from other forms of manual training in its adherence to a set of distinct pedagogical principles. These were: that instruction should move from the known to the unknown, from the easy to the more difficult, from the simple to the more complex, from the concrete to the abstract, and the products made in s... | Sloyd |
c_wbop7xv4eydp | The knife was controversial when sloyd was first introduced in the UK. Educators in London and the other cities of the UK could hardly imagine putting knives in the hands of the juveniles. They developed a rationale for the use of chisels instead. | Sloyd |
c_379zjzt4nx5x | Salomon's purpose in the use of the knife was that it illustrates a fundamental premise. During the time of sloyd's invention and introduction in rural Sweden, nearly every boy growing up on a farm was already experienced in the use of the knife and knew how to use it without endangering himself or others. Starting wit... | Sloyd |
c_hqn8emsdsqa1 | He also believed that beauty of form was more readily available through the use of the knife. Salomon believed that of all the basic crafts, woodworking best fit general educational purposes. Because most schools would not be able to afford to introduce a wide variety of crafts to their students, the overall needs of e... | Sloyd |
c_ovzmvejq6f59 | He adhered rigidly to this plan, and it was not until his death that textile and metal sloyd was added to the teacher training at Nääs. It was also clear to Salomon that mastery of a single craft was more important than a cursory exploration of several crafts that did not offer the student the opportunity of reaching a... | Sloyd |
c_456b2mg6k13j | This was in contrast to the Russian system devised by Victor Della Vos, which was intended as a vocational system to help prepare students for employment in industry. The distinctions between the two systems were greater than perceived by many. | Sloyd |
c_4ob1idb6a2j4 | Both used a series of models, but the Russian system used only parts of things rather than finished objects. Salomon's system was based firmly on his study of a long line of educational philosophers like Rousseau, Pestalozzi, Fröbel, Commenius and others. Teacher training at Nääs involved extensive lectures in the fund... | Sloyd |
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