Failure is the social concept of not meeting a desirable or intended objective, and is usually viewed as the opposite of success. [1] The criteria for failure depends on context, and may be relative to a particular observer or belief system. One person might consider a failure what another person considers a success, particularly in cases of direct competition or a zero-sum game. Similarly, the degree of success or failure in a situation may be differently viewed by distinct observers or participants, such that a situation that one considers to be a failure, another might consider to be a success, a qualified success or a neutral situation.
It may also be difficult or impossible to ascertain whether a situation meets criteria for failure or success due to ambiguous or ill-defined definition of those criteria. Finding useful and effective criteria or heuristics to judge the success or failure of a situation may itself be a significant task.
Cultural historian Scott Sandage argues that the concept of failure underwent a metamorphosis in the United States over the course of the 19th century. Initially, Sandage notes, financial failure, or bankruptcy, was understood as an event in a person's life: an occurrence, not a character trait. The notion of a person being a failure, Sandage argues, is a relative historical novelty: "[n]ot until the eve of the Civil War did Americans commonly label an insolvent man 'a failure'". [2] Accordingly, the notion of failure acquired both moralistic and individualistic connotations. By the late 19th century, to be a failure was to have a deficient character. [3]
A commercial failure is a product or company that does not reach expectations of success.
Most of the items listed below had high expectations, significant financial investments, and/or widespread publicity, but fell far short of success. Due to the subjective nature of "success" and "meeting expectations", there can be disagreement about what constitutes a "major flop".
Sometimes, commercial failures can receive a cult following, with the initial lack of commercial success even lending a cachet of subcultural coolness. [4] [5]
Marketing researchers have distinguished between outcome and process failures. An outcome failure is a failure to obtain a good or service at all; a process failure is a failure to receive the good or service in an appropriate or preferable way. [6] Thus, a person who is only interested in the final outcome of an activity would consider it to be an outcome failure if the core issue has not been resolved or a core need is not met. A process failure occurs, by contrast, when, although the activity is completed successfully, the customer still perceives the way in which the activity is conducted to be below an expected standard or benchmark.
Wan and Chan note that outcome and process failures are associated with different kinds of detrimental effects to the consumer. They observe that "[a]n outcome failure involves a loss of economic resources (i.e., money, time) and a process failure involves a loss of social resources (i.e., social esteem)". [7]
A failing grade is a mark or grade given to a student to indicate that they did not pass an assignment or a class. Grades may be given as numbers, letters or other symbols.
By the year 1884, Mount Holyoke College was evaluating students' performance on a 100-point or percentage scale and then summarizing those numerical grades by assigning letter grades to numerical ranges. Mount Holyoke assigned letter grades A through E, with E indicating lower than 75% performance and designating failure. The A–E system spread to Harvard University by 1890. In 1898, Mount Holyoke adjusted the grading system, adding an F grade for failing (and adjusting the ranges corresponding to the other letters). The practice of letter grades spread more broadly in the first decades of the 20th century. By the 1930s, the letter E was dropped from the system, for unclear reasons. [8]
Philosophers in the analytic tradition have suggested that failure is connected to the notion of an omission.[ citation needed ] In ethics, omissions are distinguished from acts: acts involve an agent doing something; omissions involve an agent's not doing something.
Both actions and omissions may be morally significant. The classic example of a morally significant omission is one's failure to rescue someone in dire need of assistance. It may seem that one is morally blameworthy for failing to rescue in such a case.
Patricia G. Smith notes that there are two ways one can not do something: consciously or unconsciously. [9] A conscious omission is intentional, whereas an unconscious omission may be negligent, but is not intentional. [10] Accordingly, Smith suggests, we ought to understand failure as involving a situation in which it is reasonable to expect a person to do something, but they do not do it—regardless of whether they intend to do it or not. [11]
Randolph Clarke, commenting on Smith's work, suggests that "[w]hat makes [a] failure to act an omission is the applicable norm". [12] In other words, a failure to act becomes morally significant when a norm demands that some action be taken, and it is not taken.
Scientific hypotheses can be said to fail when they lead to predictions that do not match the results found in experiments. Alternatively, experiments can be regarded as failures when they do not provide helpful information about nature.[ citation needed ] However, the standards of what constitutes failure are not clear-cut. For example, the Michelson–Morley experiment became the "most famous failed experiment in history" because it did not detect the motion of the Earth through the luminiferous aether as had been expected. This failure to confirm the presence of the aether would later provide support for Albert Einstein's special theory of relativity. [13]
Wired magazine editor Kevin Kelly explains that a great deal can be learned from things going wrong unexpectedly, and that part of science's success comes from keeping blunders "small, manageable, constant, and trackable". He uses the example of engineers and programmers who push systems to their limits, breaking them to learn about them. Kelly also warns against creating a culture that punishes failure harshly, because this inhibits a creative process, and risks teaching people not to communicate important failures with others (e.g., null results). [14] Failure can also be used productively, for instance to find identify ambiguous cases that warrant further interpretation. [15] [16] When studying biases in machine learning, for instance, failure can be seen as a "cybernetic rupture where pre-existing biases and structural flaws make themselves known". [17]
The term "miserable failure" was popularized as a result of a widely known "Google bombing", which caused Google searches for the term to turn up the White House biography of George W. Bush. [18]
During the early 2000s, the term fail began to be used as an interjection in the context of Internet memes. The interjection fail and the superlative form epic fail expressed derision and ridicule for mistakes deemed "eminently mockable". [19] According to linguist Ben Zimmer, the most probable origin of this usage is Blazing Star (1998), a Japanese video game whose game over message was translated into English as "You fail it". [19] [20] [21] The comedy website Fail Blog , launched in January 2008, featured photos and videos captioned with "fail" and its variations. [19] The #fail hashtag is used on the microblogging site Twitter to indicate contempt or displeasure, and the image that formerly accompanied the message that the site was overloaded is referred to as the "fail whale". [22]
In welfare economics, a Pareto improvement formalizes the idea of an outcome being "better in every possible way". A change is called a Pareto improvement if it leaves everyone in a society better-off. A situation is called Pareto efficient or Pareto optimal if all possible Pareto improvements have already been made; in other words, there are no longer any ways left to make one person better-off, without making some other person worse-off.
In psychology, decision-making is regarded as the cognitive process resulting in the selection of a belief or a course of action among several possible alternative options. It could be either rational or irrational. The decision-making process is a reasoning process based on assumptions of values, preferences and beliefs of the decision-maker. Every decision-making process produces a final choice, which may or may not prompt action.
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. When a particular behavior is rewarded regularly, it will most likely persist; conversely, if a particular behavior is constantly punished, it will most likely desist. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual. Albert Bandura is known for studying this theory.
Business performance management (BPM) is a management approach which encompasses a set of processes and analytical tools to ensure that an organization's activities and output are aligned with its goals. BPM is associated with business process management, a larger framework managing organizational processes.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained by examining student work directly to assess the achievement of learning outcomes or it is based on data from which one can make inferences about learning. Assessment is often used interchangeably with test but is not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word "assessment" came into use in an educational context after the Second World War.
A self-serving bias is any cognitive or perceptual process that is distorted by the need to maintain and enhance self-esteem, or the tendency to perceive oneself in an overly favorable manner. It is the belief that individuals tend to ascribe success to their own abilities and efforts, but ascribe failure to external factors. When individuals reject the validity of negative feedback, focus on their strengths and achievements but overlook their faults and failures, or take more credit for their group's work than they give to other members, they are protecting their self-esteem from threat and injury. These cognitive and perceptual tendencies perpetuate illusions and error, but they also serve the self's need for esteem. For example, a student who attributes earning a good grade on an exam to their own intelligence and preparation but attributes earning a poor grade to the teacher's poor teaching ability or unfair test questions might be exhibiting a self-serving bias. Studies have shown that similar attributions are made in various situations, such as the workplace, interpersonal relationships, sports, and consumer decisions.
Product design is the process of creating new products for businesses to sell to their customers. It involves the generation and development of ideas through a systematic process that leads to the creation of innovative products. Thus, it is a major aspect of new product development.
Criminalization or criminalisation, in criminology, is "the process by which behaviors and individuals are transformed into crime and criminals". Previously legal acts may be transformed into crimes by legislation or judicial decision. However, there is usually a formal presumption in the rules of statutory interpretation against the retrospective application of laws, and only the use of express words by the legislature may rebut this presumption. The power of judges to make new law and retrospectively criminalise behaviour is also discouraged. In a less overt way, where laws have not been strictly enforced, the acts prohibited by those laws may also undergo de facto criminalization through more effective or committed legal enforcement. The process of criminalization takes place through societal institutions including schools, the family, and the criminal justice system.
In psychology, self-efficacy is an individual's belief in their capacity to act in the ways necessary to reach specific goals. The concept was originally proposed by the psychologist Albert Bandura in 1977.
A high reliability organization (HRO) is an organization that has succeeded in avoiding catastrophes in an environment where normal accidents can be expected due to risk factors and complexity.
In education, Response to Intervention is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are at risk of or currently performing below grade or age level standards. However, to better reflect the transition toward a more comprehensive approach to intervention, there has been a shift in recent years from the terminology referring to RTI to MTSS, which stands for "multi-tiered system of supports". MTSS represents the latest intervention framework that is being implemented to systematically meet the wider needs which influence student learning and performance.
Regret is the emotion of wishing one had made a different decision in the past, because the consequences of the decision one did make were unfavorable.
Self-enhancement is a type of motivation that works to make people feel good about themselves and to maintain self-esteem. This motive becomes especially prominent in situations of threat, failure or blows to one's self-esteem. Self-enhancement involves a preference for positive over negative self-views. It is one of the three self-evaluation motives along with self-assessment and self-verification . Self-evaluation motives drive the process of self-regulation, that is, how people control and direct their own actions.
Academic advising is, according to the National Academic Advising Association, "a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students' educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes."
Counterfactual thinking is a concept in psychology that involves the human tendency to create possible alternatives to life events that have already occurred; something that is contrary to what actually happened. Counterfactual thinking is, as it states: "counter to the facts". These thoughts consist of the "What if?" and the "If only..." that occur when thinking of how things could have turned out differently. Counterfactual thoughts include things that – in the present – could not have happened because they are dependent on events that did not occur in the past.
Organizational safety is a contemporary discipline of study and research developed from the works of James Reason, creator of the Swiss cheese model, and Charles Perrow author of Normal Accidents. These scholars demonstrated the complexity and system coupling inherent in organizations, created by multiple process and various people working simultaneously to achieve organizational objectives, is responsible for errors ranging from small to catastrophic system failures. The discipline crosses professions, spans industries, and involves multiple academic domains. As such, the literature is disjointed and the associated research outcomes vary by study setting. This page provides a comprehensive yet concise summary of safety and accidents organizational knowledge using internal links, external links, and seminal literature citations.
Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. A mastery orientation is also sometimes referred to as a learning orientation.
In psychology, sociology and gender studies, "doing gender" is the idea that gender, rather than being an innate quality of individuals, is a social construct that actively surfaces in everyday human interaction. This term was used by Candace West and Don Zimmerman in their article "Doing Gender", published in 1987 in Gender and Society. According to this paper, an individual's performance of gender is intended to construct gendered behavior as naturally occurring. This façade furthers a system through which individuals are judged in terms of their failure or success to meet gendered societal expectations, called the accountability structure. The concept of doing gender was later expanded in the book Doing Gender, Doing Difference, edited by Sarah Fenstermaker and Candace West.
Automation bias is the propensity for humans to favor suggestions from automated decision-making systems and to ignore contradictory information made without automation, even if it is correct. Automation bias stems from the social psychology literature that found a bias in human-human interaction that showed that people assign more positive evaluations to decisions made by humans than to a neutral object. The same type of positivity bias has been found for human-automation interaction, where the automated decisions are rated more positively than neutral. This has become a growing problem for decision making as intensive care units, nuclear power plants, and aircraft cockpits have increasingly integrated computerized system monitors and decision aids to mostly factor out possible human error. Errors of automation bias tend to occur when decision-making is dependent on computers or other automated aids and the human is in an observatory role but able to make decisions. Examples of automation bias range from urgent matters like flying a plane on automatic pilot to such mundane matters as the use of spell-checking programs.
Success is the state or condition of meeting a defined range of expectations. It may be viewed as the opposite of failure. The criteria for success depend on context, and may be relative to a particular observer or belief system. One person might consider a success what another person considers a failure, particularly in cases of direct competition or a zero-sum game. Similarly, the degree of success or failure in a situation may be differently viewed by distinct observers or participants, such that a situation that one considers to be a success, another might consider to be a failure, a qualified success or a neutral situation. For example, a film that is a commercial failure or even a box-office bomb can go on to receive a cult following, with the initial lack of commercial success even lending a cachet of subcultural coolness.
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