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Bounded Rationality and Cognitive Limits in Political Decision Making  

Brooke N. Shannon, Zachary A. McGee, and Bryan D. Jones

Bounded rationality conceives of people engaging in politics as goal oriented but endowed with cognitive and emotional architectures that limit their abilities to pursue those goals rationally. Political institutions provide the critical link between micro- and macro-processes in political decision-making. They act to (a) compensate for those bounds on rationality; (b) make possible cooperative arrangements not possible under the assumptions of full or comprehensive rationality; and (c) fall prey to the same cognitive and emotional limits or canals that individual humans do. The cognitive limitations that hamper individuals are not only replicated at the organizational level but are in fact causal.


Foreign Policy Learning  

Guy Ziv

An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor’s beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely “learned”—a distinction referred to as “complex” vs. “simple” learning. Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts. Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China’s Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers’ transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan’s success in applying lessons from the West to modernize its army in the second half of the 19th century. The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker’s beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous. Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.


Leadership and Change in the Public Sector  

Jose Luis Mendez

The nature and evolution of the field of studies of public sector leadership can be understood by focusing on four theoretical orientations: institutional, transformational, collaborative, and contingent. The first one argues that, within a democracy, public sector executives do not exercise—or should not exercise—a strong leadership. The second one, on the contrary, stresses their “transformational” role. The third orientation favors more horizontal leading styles, while the last one argues that all the previous types of leadership could emerge depending on the specific conditions. Each of these four orientations takes a specific position toward change and has led to a considerable number of books and articles. This clearly shows that leadership is an important issue in the study of the public sector. It also shows the theoretical fragmentation present in this field and that there is not a fit-all type of leadership. Paradoxically, there is still a noticeable lack of research on some topics, such as the causes and effects of leadership. Thus, there is not a clear understanding yet of the extent to which leading within government makes a positive difference and, in case it does, of how to make it happen. Filling these voids would certainly help this field to gain greater relevance within the wider field of leadership studies as well as in the social sciences in general.


Negotiation in the Law Enforcement Context  

Gregory M. Vecchi

Law enforcement negotiation is one of the only times when a law enforcement officer interacts with an offender during the commission of a crime and, as such, can influence the outcome of the situation in favor of law enforcement. All other interactions between offenders take place after the commission of the crime or during undercover operations when the law enforcement officer is hiding their identity. Law enforcement crisis and tactical negotiation (LECTN) provides techniques, tactics, and procedures for seamlessly dealing with difficult, dangerous, and disordered persons to obtain voluntary compliance through the application of verbal influence-based skill sets. LECTN is a method by which to deal with perceived threats to a subject’s emotional, psychological, or physical well-being during intense conflict or crisis situations. Understanding critical incidents and the mindset of a subject is critical to determining the proper communication strategies and tactics. At the heart of the process is understanding and assessing instrumental and expressive behavior in order to apply tactical negotiation or crisis intervention. A key skill set to being effective in negotiating with difficult, dangerous, and disordered persons is to build credibility through the application of the Behavioral Influence Stairway Model in the effective application of active listening skills, empathy, rapport–trust, and influence to persuade behavioral change on the part of the subject.


Nudging in Public Policy  

Alice Moseley

“Nudging” in public policy involves using behavioral, economic, and psychological insights to influence the behavior of policy targets in order to help achieve policy goals. This approach to public policy was advocated by Thaler and Sunstein in their book Nudge in 2008. Nudging is underpinned by a conception that individuals use mental shortcuts (heuristics) in day-to-day decision-making, shortcuts that do not always serve their long-term interests (for instance, in relation to eating and exercise patterns, road safety, or saving for the future). Nudging does not involve seeking to persuade individuals about the merits of pursuing particular courses of action that will better serve their long-term welfare. Rather, it involves altering the choice environment so that when people follow their instincts, using familiar mental shortcuts, the most prominent option available to the policy target will be one that is likely to promote their own welfare, and that of society more widely. Nudging has come to be considered a core part of the policy toolkit in many countries but academic scholarship has also debated the ethical dimensions of nudging, and there is a flourishing research literature on the efficacy, public acceptability, merits, and limitations of this approach within public policy.


Outcomes of Political Decision Making  

Marcus M. Weymiller and Christopher W. Larimer

“Decision outcomes” refers to mass political behavior as well as decisions by elites in the policy arena. Such outcomes are naturally the product of the decision-making process, a process that has been informed considerably by research in areas outside of political science. Political and policy processes are less defined by rational responses to incoming information than by pre-existing cognitive biases favoring narratives, stories, and symbols. Thus, to accurately understand decision outcomes requires an interdisciplinary approach, and, indeed, the discipline of political science has increasingly incorporated insights from psychology, social psychology, sociology, behavioral economics, and other social and natural sciences. Decision outcomes may reflect the true preferences of decision-makers, but behavior and outcomes have also been shown to change dramatically depending on who knows (or will know) the decision. Considering decision outcomes as the dependent variable, several factors have been identified that consistently and significantly shape outcomes in the political and policy worlds. Political outcomes, such as voting (by citizens and elites), are often explained by focusing on party ID or partisanship, and for good reason, but there are also instances in which decision outcomes are better encapsulated by more localized factors or influences. Policy outcomes, on the other hand, are less easily defined or predicted. Emotional testimonies and random fluctuations affect whether an issue is acted upon by a legislative body. Attention to social context and a concern for fairness is a primary driver of decision outcomes in social situations. In particular, leader–follower dynamics and group outcomes are significantly affected by the process in which decisions are made.


Q Methodology in Research on Political Decision Making  

Steven R. Brown

Q methodology was introduced in 1935 and has evolved to become the most elaborate philosophical, conceptual, and technical means for the systematic study of subjectivity across an increasing array of human activities, most recently including decision making. Subjectivity is an inescapable dimension of all decision making since we all have thoughts, perspectives, and preferences concerning the wide range of matters that come to our attention and that enter into consideration when choices have to be made among options, and Q methodology provides procedures and a rationale for clarifying and examining the various viewpoints at issue. The application of Q methodology commonly begins by accumulating the various comments in circulation concerning a topic and then reducing them to a smaller set for administration to select participants, who then typically rank the statements in the Q sample from agree to disagree in the form of a Q sort. Q sorts are then correlated and factor analyzed, giving rise to a typology of persons who have ordered the statements in similar ways. As an illustration, Q methodology was administered to a diverse set of stakeholders concerned with the problems associated with the conservation and control of large carnivores in the Northern Rockies. Participants nominated a variety of possible solutions that each person then Q sorted from those solutions judged most effective to those judged most ineffective, the factor analysis of which revealed four separate perspectives that are compared and contrasted. A second study demonstrates how Q methodology can be applied to the examination of single cases by focusing on two members of a group contemplating how they might alter the governing structures and culture of their organization. The results are used to illustrate the quantum character of subjective behavior as well as the laws of subjectivity. Discussion focuses on the broader role of decisions in the social order.


The Special Role of Religion in LGBT-Related Attitudes  

Abigail Vegter and Donald P. Haider-Markel

Religious tradition and religiosity affect attitudes toward LGBT people, their rights, and their position within religious communities. There is significant variability within the American context concerning how religious traditions approach issues related to sexuality and gender identity, with monotheistic religions holding more conservative positions. These positions and the elites who hold them often influence the attitudes of their congregants, but not always, as some congregations diverge from the official positions of their denominations in terms of attitudes toward LGBT rights, religious leadership, and congregational membership. As the religious landscape is consistently changing in terms of attitudes toward sexual minorities, understanding the special role of religion in LGBT-related attitudes remains important and an area ripe for future scholarship.