Discussion 1Metrics Is An Instrument Encouraging An Assessme
Discussion 1metrics Is An Instrument Which Encourages An Associati
Discussion 1 metrics is an instrument which encourages an association to care for their business, workers, and assets of the organization. It is critical to have this device in the association for lawful purposes, wellbeing purposes, and so on. It likewise helps the association achieve its objectives. What's more, you can't disclose the entire measurements to the employees of the association; they ought to get it without anyone else. If you attempt to explain it more than necessary, it won't work in the way you have arranged. (Brotby, W. K., & Hinson, G., 2016). It plays a key role in effective IG programs as it helps in the success of the business. Success can be anything – doing advertising, trading the product, offering the product to the customer. Some information is required to acquire metrics, which must be provided by employees of the association. Without their input, it won't work.
Furthermore, if you want to achieve success, it should be carried out by any employee of the organization. Investors can also be included in this process since they can recognize what changes are happening within the organization. With the help of metrics, an IG program can be developed in an organization to assist workers in managing information through solutions and systems. It guides the employees and the organization on how to handle electronic-based items and machines. (Turban, E., & Sipior, J. C., 2015).
References
- Brotby, W. K., & Hinson, G. (2016). PRAGMATIC Security Metrics Applying Metametrics to Information Security. Boca Raton: CRC Press.
- Turban, E., & Sipior, J. C. (2015). Information technology for management: Digital strategies for insight, action, and sustainable performance. Hoboken, NJ: Wiley.
Discussion 2 Dealing with data every day is a hectic work for any employee of an organization
Managing data daily presents significant challenges for organizational employees. It is essential for organizations to implement robust accountability measures and automated, lawful data governance strategies. These strategies should narrow data scope, streamline processes, and incorporate effective approaches to prevent data loss (MacLennan). One critical aspect of data governance is metrics—numerical values representing data analyses. For example, the total incoming data volume or the percentage of sales achieved are metrics, providing measurable insights into organizational performance. Metrics can be categorized into operational, derived from processes like production time, and financial, emphasizing profit ratios or financial goals (MacLennan, 2014). These metrics consolidate data and serve as direct solutions for managing complex datasets, offering analytics that delineate organizational progress. Robust data metrics allow organizations to track performance, identify areas needing improvement, and support decision-making processes effectively.
References
- MacLennan, A. (2014). Information Governance and Assurance: Reducing Risk, Promoting Policy. Facet Publishing.
Hull’s and Tolman’s Theories on Motivation and Learning: Foundations and Applications
Hull’s theory of motivation is rooted in behaviorist principles emphasizing associations and reinforcement. It posits that behavior is primarily driven by biological needs (such as hunger or thirst) and that learning occurs through a system of drives, cues, responses, and rewards. According to Hull, motivation is a result of internal states that seek to reduce drives, with behavior strengthened through reinforcement (Hull, 1943). Tolman’s theory, contrastingly, is based on purposive behaviorism, emphasizing cognitive maps and expectation as central to motivation and learning. Tolman argues that behaviors are goal-directed and that internal cognitive processes guide actions based on expectations of future rewards (Tolman, 1948). Both theories influence how we understand motivation: Hull’s focuses on direct reinforcement of behaviors, while Tolman emphasizes internal goals and mental representations shaping learning and motivation.
Application to Scenarios
Scenario 1: Alan and Cynthia’s behavior explained via Hull’s theory
According to Hull’s theory, Alan’s consumption of beers while watching sports and Cynthia’s intake of wine with dinner can be explained through physiological needs and reinforcement. Alan’s behavior might be reinforced through the pleasurable effects and social reinforcement associated with drinking while engaging in leisure activities like watching sports. Similarly, Cynthia’s choice of wine during dinner could be driven by social and cultural reinforcement, reinforcing her behavior to seek comfort or enjoyment in alcohol consumption during meals. Hull suggests that these behaviors are strengthened through rewards—pleasure, relaxation, social acceptance—and serve to temporarily satisfy physiological needs or reinforce social bonding.
Scenario 2: Tim and Gerald’s beliefs explained via Tolman’s theory
Within Tolman’s purposive framework, Tim’s belief that studying leads to good grades exemplifies a goal-directed behavior driven by expectancy. He anticipates that increased effort will yield the reward of higher grades. Gerald’s belief—that good grades depend on instructor grading on the curve—reflects an expectation based on environmental cues and internalized understanding of the grading system. Tolman asserts that these behaviors are guided by mental representations and expectations about how actions will influence outcomes. Tim’s motivation stems from a clear goal and the expectation that effort will produce success, whereas Gerald’s motivation depends on expectations about external factors, such as the grading curve, which influence his behavior.
Comparison Chart
| Hull's Theory | Tolman's Theory | |
|---|---|---|
| Fact 1 | Behavior is driven by biological needs and reinforced through rewards. | Behavior is goal-directed, influenced by internal expectations and cognitive maps. |
| Explanation of fact 1 | Actions increase or decrease based on reinforcement that reduces biological drives (Hull, 1943). | Actions are motivated by expectations of achieving specific goals, based on mental representations (Tolman, 1948). |
| Fact 2 | Reinforcement strengthens behavior through biological drives and external rewards. | Behavior is guided by internal goals and expectations about future outcomes. |
| Explanation of fact 2 | Reinforced behaviors are likely to occur again due to reward-based learning. | Learning occurs as individuals develop cognitive maps, enabling purposeful decision-making. |
Reasoning
Scenario 1 (Alan and Cynthia):
Under Hull’s theory, their drinking habits are reinforced behaviors linked to physiological and social rewards, such as relaxation or social bonding. The reinforcement increases the likelihood of these behaviors reoccurring in similar contexts.
Scenario 2 (Tim and Gerald):
Based on Tolman’s perspective, Tim’s belief in studying as a pathway to success aligns with goal-oriented behavior driven by internal expectations. Gerald’s reliance on external cues like grading curves reflects behavior motivated by external expectations about outcomes, not just reinforcement, illustrating internal perceptual and cognitive processes shaping learning and motivation.
References
- Hull, C. L. (1943). Principles of Behavior. New York: Appleton-Century-Crofts.
- Tolman, E. C. (1948). Purposive Behavior in Animals and Men. University of California Press.