COGNITIVE CONFLICT IN STRATEGIC DECISION OF MANAGEMENT TEAMS IN SMALL ENTERPRISES
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT Purpose: The objective of this article is to explain how cognitive conflict happens and what are its contributions to the decision-making processes of management teams in small enterprises (SE). Originality/value: Although SEs are important and numerous, the cognitive conflict in their management team and the strategic decision making of this team are understudied. This article helps to feel this gap with contributions and implications which are helpful for research and practice related to those themes. Design/methodology/approach: The descriptive methodological approach was adopted based on qualitative methods and multicase study (Eisenhardt, 1989). Data were collected with interviews and analyzed within and cross-case procedures, according to Miles and Huberman’s (1994) recommendations. Four cases of SE were studied. Findings: The strategic decision processes were considerably determined by cognitive conflicts. Such conflicts questioned decision possibilities and highlighted aspects related to intuition and improvisation, both normally useful and present in the strategic decision processes of SE. Cognitive conflict inhibits improvisation because its occurrence creates useful questionings in decision making preparation. Those questionings generated deepness in discussion and analysis for decision making in the studied SEs.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it