Cognitive Control Capabilities, Routinization Propensity, and Decision-Making Performance

• Published in: Organization science (Providence, R.I.) R.I.), 2014-07, Vol.25 (4), p.1111-1133
• Main Author: Laureiro-Martinez, Daniella
• Format: Article
• Language: English
• Subjects: Analysis; Attention; Attention control; Behavior; Behavioral neuroscience; Cognition; Cognition & reasoning; Cognitive ability; cognitive control capabilities; Cognitive models; Cognitive psychology; Computer system performance; Decision making; Economic behaviour; Empirical research; Generativity; microfoundations; Mindfulness; Neurosciences; Organizational analysis; Planning methods; Propensity scores; routines; routinization propensity; Strategic management; strategy; Studies; Working memory
• ISSN: 1047-7039; 1526-5455
• DOI: 10.1287/orsc.2014.0899

This paper examines the cognitive and behavioral foundations of decision making at the individual level. It is based on a study conducted with 86 graduate students and a model that combines the highly mindful cognitive control capabilities and the less-mindful routinization propensity to explain decision-making performance. The paper offers three contributions. First, I introduce and empirically observe cognitive control capabilities, i.e., the supervisory cognitive mechanisms through which individuals monitor and control their own attention processes. Second, I introduce and operationalize the concept of routinization propensity. This is an individual-difference variable capturing the tendency to develop and enact a behavioral repertoire of standard solutions. Third, I propose and test a model in which routinization propensity mediates the impact of cognitive control capabilities on decision-making performance. I show that both high and low levels of mindfulness are essential to maximize performance in strategic decision making. Counterintuitively, however, higher cognitive control capabilities are connected to higher levels of routinization propensity, which in turn enhance performance. These findings contribute to the development of an integrated theory of cognition, decision making, and learning.