Category Archive: Management

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Management in all business areas and human organization activity is the act of getting people together to accomplish desired goals and objectives. Management comprises planning, organizing, staffing, leading or directing, and controlling an organization or effort for the purpose of accomplishing a goal.

The Ebbinghaus Forgetting Curve

The Ebbinghaus Forgetting Curve hypothesizes the decline of memory retention in time. A related concept is the strength of memory that refers to the durability that memory traces in the brain. The stronger the memory, the longer period of time that a person is able to recall it. A typical graph of the forgetting curve purports to show that humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material. This conclusion is not currently supported by evidence since the only studies done by Ebbinghaus are on himself. This does not meet the standards for scientific research.

His first hurdle was to find a means to study “pure” learning. In his experiments, he decided to use himself as the test subject. His next problem was to find material to learn that had absolutely no meaning or relationship to anything he already knew. Ebbinghaus finally decided to use three-letter “nonsense words” which consisted of a consonant-vowel-consonant formation. For his study, he created 2,300 of these nonsense words.

His study began with him learning multiple lists of the created nonsense words. His pre-established standard was to be able to have perfect recall of the words, and he studied each list until he had them memorized. He then recorded his recall of these “words” at different time intervals ranging from 20 minutes to 31 days, all in the time span of one year.

The results of Ebbinghaus’s experiments revealed a relationship between the forgetting of learned information over time. He found that a good part of what a person forgets takes place within 20 minutes of the initial learning. Within one hour, a person forgets nearly half of what was originally learned. After 24 hours, almost 2/3 of the previously learned material is forgotten. These results are known as the “Ebbinghaus Forgetting Curve.” Three years later, Ebbinghaus repeated his experiment with similar results.

How Quickly Do We Forget?

According to Ebbinghaus, the level at which we retain information depends on a couple of things:

  • The strength of your memory
  • The amount of time that has passed since learning

The shape of the curve is defined by the following equation: (Warning: math ahead!) Retention = e ^ -(Time/Strength of Memory)

It’s easier to see in a graph:

Keep in mind, your unique memory strength will determine whether you retain half the information for 3 weeks (as in the graph above) or more, or less. Depending on what you’ve learned, especially classroom style, I’ve read estimates that say we forget 90% within the first month – or even first week!

So how do we help them overcome the Ebbinghaus Curve?  Well the speed of forgetting depends on a number of factors such as the meaningfulness of the information, stress level, repetition of information and the use of mnemonic techniques.

So, making the information meaningful for our learners is one way to help them remember.   It is a lot easier to remember the phone number of a favorite restaurant than 7 meaningless numbers.

As the graph below shows, Repetition of learning definitely improves retention of information.  Initially the information needs to be repeated quickly–good instructors often repeat the important information in a class.    Review of information after a class has a dramatic effect on information retention.   According to the Curve  of Forgetting: University of Waterloo, participants who spend 10 minutes reviewing information within 24 hours of receiving will raise the curve almost to 100% again. A week later, it only takes 5 minutes to “reactivate” the same material and again raise the curve. By day 30, your brain will only need 2-4 minutes to give you the feedback, “Yes, I know that…”

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Bayes’ theorem

In probability theory and applications, Bayes’ theorem (alternatively Bayes’ law or Bayes’ decision rule) links a conditional probability to its inverse. That is, it provides the relationship between P(A | B) and P(B | A). It is valid in all common interpretations of probability, and is commonly used in science and engineering.[1] The theorem is named for Thomas Bayes (pronounced /ˈbeɪz/ or “bays”).

To illustrate, suppose J. Doe is a randomly chosen American who was alive on January 1, 2000. According to the United States Center for Disease Control, roughly 2.4 million of the 275 million Americans alive on that date died during the 2000 calendar year. Among the approximately 16.6 million senior citizens (age 75 or greater) about 1.36 million died. The unconditional probability of the hypothesis that our J. Doe died during 2000, H, is just the population-wide mortality rate P(H) = 2.4M/275M = 0.00873. To find the probability of J. Doe’s death conditional on the information, E, that he or she was a senior citizen, we divide the probability that he or she was a senior who died, P(H & E) = 1.36M/275M = 0.00495, by the probability that he or she was a senior citizen, P(E) = 16.6M/275M = 0.06036. Thus, the probability of J. Doe’s death given that he or she was a senior is PE(H) = P(H & E)/P(E) = 0.00495/0.06036 = 0.082. Notice how the size of the total population factors out of this equation, so that PE(H) is just the proportion of seniors who died. One should contrast this quantity, which gives the mortality rate among senior citizens, with the “inverse” probability of E conditional on H, PH(E) = P(H & E)/P(H) = 0.00495/0.00873 = 0.57, which is the proportion of deaths in the total population that occurred among seniors.

Bayes' theorem
Here are some straightforward consequences of (1.1):

Probability. PE is a probability function.[2]
Logical Consequence. If E entails H, then PE(H) = 1.
Preservation of Certainties. If P(H) = 1, then PE(H) = 1.
Mixing. P(H) = P(E)PE(H) + P(~E)P~E(H).[3]

The most important fact about conditional probabilities is undoubtedly Bayes’ Theorem, whose significance was first appreciated by the British cleric Thomas Bayes in his posthumously published masterwork, “An Essay Toward Solving a Problem in the Doctrine of Chances” (Bayes 1764). Bayes’ Theorem relates the “direct” probability of a hypothesis conditional on a given body of data, PE(H), to the “inverse” probability of the data conditional on the hypothesis, PH(E).

(1.2) Bayes’ Theorem.
PE(H) = [P(H)/P(E)] PH(E)

In an unfortunate, but now unavoidable, choice of terminology, statisticians refer to the inverse probability PH(E) as the “likelihood” of H on E. It expresses the degree to which the hypothesis predicts the data given the background information codified in the probability P.

Begin by having a look at the theorem, displayed below. Then we’ll look at the notation and terminology involved.

In this formula, T stands for a theory or hypothesis that we are interested in testing, and E represents a new piece of evidence that seems to confirm or disconfirm the theory. For any proposition S, we will use P(S) to stand for our degree of belief, or “subjective probability,” that S is true. In particular, P(T) represents our best estimate of the probability of the theory we are considering, prior to consideration of the new piece of evidence. It is known as the prior probability of T.

Bayes’ Theorem, sometimes called the Inverse Probability Law, is an example of what we call statistical inference. It is very powerful. In many situations, people make bad intuitive guesses about probabilities, when they could do much better if they understood Bayes’ Theorem.
Recall that the definition of conditional probability is:
[1] P(B|A) = P(A and B)/P(A)
Bayes’ Theorem is used to solve for the inverse conditional probability, P(A|B). By definition,
[2] P(A|B) = P(A and B)/P(B)
Solving [1] for P(A and B) and substituting into [2] gives Bayes’ Theorem:
P(A|B) = [P(B|A)][P(A)]/P(B)

We can use Bayes’ Theorem to find the conditional probability of event A given the conditional probability of event B and the unconditional probabilities of events A and B.

For example, we said that Bernie Williams is a .400 hitter with a runner in scoring position. In other words, P(B|A) = 0.4. We also said that the unconditional probability of Bernie Williams coming up with a runner in scoring position is 0.2, and that the unconditional probability of Bernie Williams getting a hit is 0.3.

Therefore, if you are given the information that Bernie Williams got a hit, you can infer something about the probability that there was a runner in scoring position. Using Bayes’ Theorem,
P(A|B) = [P(B|A)][P(A)]/P(B) = [0.4][0.2]/[0.3] = .267

What this says is that when we are given the information that Bernie Williams got a hit, we should estimate the probability that he came up with a runner in scoring position as .267, which is higher than the unconditional probability of 0.2 that he will come up with a runner in scoring position.

The importance of accurate data in quantitative modeling is central to the subject raised in the question: using Bayes’s theorem to calculate the probability of the existence of God. Scientific discussion of religion is a popular topic at present, with three new books arguing against theism and one, University of Oxford professor Richard Dawkins’s book The God Delusion, arguing specifically against the use of Bayes’s theorem for assigning a probability to God’s existence. (A Google news search for “Dawkins” turns up 1,890 news items at the time of this writing.) Arguments employing Bayes’s theorem calculate the probability of God given our experiences in the world (the existence of evil, religious experiences, etc.) and assign numbers to the likelihood of these facts given existence or nonexistence of God, as well as to the prior belief of God’s existence–the probability we would assign to the existence of God if we had no data from our experiences. Dawkins’s argument is not with the veracity of Bayes’s theorem itself, whose proof is direct and unassailable, but rather with the lack of data to put into this formula by those employing it to argue for the existence of God. The equation is perfectly accurate, but the numbers inserted are, to quote Dawkins, “not measured quantities but & personal judgments, turned into numbers for the sake of the exercise.”

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Life-career Rainbow

Career-development theorists tend to ignore one of the most basic facts of life—that while people are busy making a living, they are living a life. The result is that many theorists describe career development as if it occured in isolation from human development. Isolating life roles creates a false scenario that does not reflect life as people live it. Career interventions emanating from false scenarios have limited usefulness as clients leave career counseling and attempt to implement their work-related decisions within a complex web of life-role activities. When career counselors ignore their clients’ multiple life-role activities, they also ignore the fact that life roles can interact in ways that are supportive, supplementary, complementary, or conflicting. Life roles can enrich life or overburden it.

Donald Super noted that for each person, the social elements that constitute a life are arranged in a pattern of core and peripheral roles. This pattern is defined as the life structure. The life structure organizes and channels the person’s engagement in society. To understand an individual’s career, it is important to know and appreciate the web of life roles that embeds that individual and her or his career concerns.

Understanding the Model:
Life-career Rainbow
The Life Career Rainbow (see figure 1 below) helps us think about the different roles we play at different times in our life.

“Life Roles” are represented by the colored bands of the rainbow, shown in the diagram below. Age is shown by the numbers around the edge of the rainbow. And the amount of time typically taken with each life role is described by the size of the dots in that colored band of the rainbow.

Career Development & Counseling Services – Dr Ed Colozzi

Mind Tools article – Using the Life Career Rainbow.pdf Mind Tools article – Using the Life Career Rainbow.pdf, 667 KB

Pyramid Principles

Barbara Minto’s Pyramid Principle is a hierarchically structured thinking and communication technique that can be used to precede good structured writing. The Minto Pyramid Principle assumes that you already know how to write good sentences and paragraphs. It concentrates instead on the thinking process that should precede the writing.

She presents ‘rules’ for structuring any piece of writing:

  1. Ideas at any level in the pyramid must always be summaries of the ideas grouped below them.
  2. Ideas in each grouping must always be the same kind of idea.
  3. Ideas in each grouping must always be logically ordered.

Reader Reveiws From Amazon.com

It is VERY slow going, but you *do* get the impression that this is an important skill to have. The tips are good, and the examples are easy to comprehend. I dont think they should wait until you’re in business to learn this. They should teach the Principle in highschool!… if you could stay awake long enough to learn it.

Like one reviewer said, “the book on structuring documents is not well structured”. I was trying to create a presentation on this book. After I summarized all the chapters in a PowerPoint, I could hardly connect one chapter to the other sequentially. This book needs a makeover.

Fritz Heider’s Balance Theory

Fritz Heider’s Balance Theory is a motivational theory of attitude change proposed by Fritz Heider, which conceptualizes the consistency motive as a drive toward psychological balance. Heider proposed that “sentiment” or liking relationships are balanced if the affect valence in a system multiplies out to a positive result.

For example: a Person who likes an Other person will be balanced by the same valence attitude on behalf of the other. Symbolically, P (+) > O and P < (+) O results in psychological balance.

This can be extended to objects (X) as well, thus introducing triadic relationships. If a person P likes object X but dislikes other person O, what does P feel upon learning that O created X? This is symbolized as such:

* P (+) > X
* P (-) > O
* O (+) > X

The goal is now to understand the relationships between each pair (P-O, P-X, O-X), in terms of:

  • L: liking, evaluating and approving, or
  • U: A more general cognitive unit that is formed, such as similarity or belonging.

 

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