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Abstrak :
Studi tetang pengambilan keputusan hakim memperlihatkan bahwa keputusan hakim dipengaruhi oleh faktor legal, ekstra legal, dan kontekstual.Teori integrated complexity yang dicetuskan oleh Suedfeld dan Tetlock (1992) menjelaskan pentingnya kemampuan kognisi, konseptual atau integrated complexity pada pengambilan keputusan yang panting , yang bersifat segera atau siaga. Integrated Complexity diukur dari dua variabel kognisi yakni variabel d fferensiation dan integration. Tingginya angka pemidanaan pada anak yang melanggar hukum pidana membuat peneliti berketetapan untuk menjadikan hakim anak sebagai subyek penelitian.Tesis ini berupaya menjelaskan bagaimana integrated complexity dan nilai yang dianut seorang hakim berperan dalam keputusan hakim pada perkara anak yang melanggar hukum pidana. Penelitian dilakukan terhadap delapan (8) hakim anak pada dua Pengadilan Negri (PN) di wilayah Jabotabek .HasiI wawancara kualitatif terhadap hakim diberikan skor dengan integrated complexity scoring system yang disusun oleh Brawn dan Ballard,dkk(1992) . Metode ini disebut sebagai mixed methode oleh Tashakori dan Ted ll ie (1989) atau tepatnya metode kualitatif yang dikuantifikasi. Kemudian, dilakukan perbandingan profit hakim antara kelompok hakim yang sangat direkomendasikan (SDR) dengan hakim yang direkomendasikan (DR). Penelitian ini membuktikan tesis bahwa hakim dengan integrated complexity yang tinggi mempertimbangkan nilai-nilai universalism khususnya keadilan sosial, sehingga menghasilkan keputusan berupa tindakan mengembalikan anak ke orang tua (AKOT), atau lembaga sosial, Sedangkan tesis kedua bahwa hakim dengan tingkat integrated complexity rendah mengacu pada nilai-nilai security, khususnya aturan hukum yang menciptakan stabilitas di dalam masyarakat atau orderliness, akan menghasilkan keputusan pemidanaan (berupa penempatan Anak di Lembaga Pemasyarakatan atau Hukuman Percobaan) juga dapat dibuktikan.

Abstrak :
Tujuan utama penelitian ini untuk mengetahui apakah terdapat pengaruh signifikan dari sikap terhadap manajemen kokpit, hazardous attitudes dan persepsi mengenai risiko terhadap pengambilan keputusan pilot dalam operasi non-normal. Dengan metode non-random, angket model Likert diberikan kepada 537 pilot aktif, kesemuanya pria, baik dari penerbangan militer maupun sipil. Variabel demografis seperti jam terbang total, usia dan organisasi pilot disertakan dalam penelitian. Metode model persamaan struktural SEM digunakan, baik untuk menganalisis model pengukuran maupun struktural; di samping perbandingan rerata seperti uji-t, nalisis varians satu jalur dan korelasi bivariat. Dari hasil analisis, dapat disimpulkan bahwa model teoretis pengambilan keputusan pilot dalam operasi non-normal dapat dijelaskan melalui sikap terhadap perilaku manajemen kokpit, hazardous attitudes, dan persepsi mengenai risiko. Hasil penelitian ini antara menambahkan pentingnya aspek afektif dalam teori pengambilan keputusan, yang diharapkan berimplikasi praktis untuk memperkaya pelatihan pilot dalam konteks crew resource management.

Abstrak :
[Rebekka Sputtek sheds light upon the question of how the personality and emotional traits of executives influence their decision making and leadership behavior. While recent strategic management research has started to recognize the relevance of an executive's personality traits as antecedents of organizational outcomes, this stream has called for a more fine-grained clarification of the psychological processes underlying executive decision making. In order to contribute to the understanding of these processes, a holistic model integrating the role of an expedient set of personality variables and anger in executive’s decision making comprehensiveness as well as authenticity of transformational leadership is developed., Rebekka Sputtek sheds light upon the question of how the personality and emotional traits of executives influence their decision making and leadership behavior. While recent strategic management research has started to recognize the relevance of an executive's personality traits as antecedents of organizational outcomes, this stream has called for a more fine-grained clarification of the psychological processes underlying executive decision making. In order to contribute to the understanding of these processes, a holistic model integrating the role of an expedient set of personality variables and anger in executive’s decision making comprehensiveness as well as authenticity of transformational leadership is developed.]

Abstrak :
In this book, which is based on a five-year study following over 200 students at seven colleges, the authors argue that becoming liberally educated is a complex and messy process involving making decisions and learning from them. Colleges create spaces (both physical and metaphysical) in which students must make decisions, often in the face of ambiguous situations. Some of these decisions--like declaring a major--are formal and happen infrequently. Others--like deciding to talk to a professor after class or balancing academic and extracurricular commitments--are informal and occur almost every day. Because most of these decisions have no right or wrong answers, the choices students make, and what they learn from these choices, shape their college experiences. Students can see their decision-making as opportunities to change and reflect, a process by which they learn about themselves and acquire practice for making decisions as adults after college. But they can also see decision-making as an obstacle course for which the best approach is to minimize risk, reduce uncertainty, and finish quickly. In "figuring things out," either seeing decisions as opportunities or obstacles, college students find themselves caught up in a process of self-creation and re-creation. This simple observation about the college experience has neither been fully appreciated nor systematically explored. Yet the implications of casting student experiences as a series of choices that offer opportunities for re-creation have consequences for students and colleges alike. Students don't just start college and then finish it. They start and re-start college many times