Using the Discount Matrix

Prepared By

Manu Melwin Joy

Research Scholar

School of Management Studies

CUSAT, Kerala, India.

Phone – 9744551114Mail – manu_melwinjoy@yahoo.com

Kindly restrict the use of slides for personal purpose.Please seek permission to reproduce the same in public

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Discount Matrix

• Discounting results in

unresolved problems.

• Thus, if we can devise a

systematic way of identifying

the nature and intensity of

discounting, we will have a

powerful tool for problem

solving.

• Such a tool is called discount

matrix.

Using the Discount Matrix

• Whenever a problem is notbeing solved, someinformation relevant to thesolution of that problem isbeing ignored.

• The discount matrix gives usa systematic way topinpointing whatinformation is being missed.

• This in turn providesguidance to the specificactions we need to take tosolve the problem.

Using the Discount Matrix

When a problem

remains unsolved

despite efforts to solve

it, this is often because

the person is addressing

the problem on too low

a diagonal of the

discount matrix.

Using the Discount Matrix

It follows that in using

the matrix as a problem

solving tool, we need to

begin by looking for

discounts on the highest

diagonal first.

Using the Discount Matrix

• We step into the matrix atthe top left corner.

• If we discover a discountthere, we need to deal withthat discount before goingany further downward or tothe right.

• Because if we miss thatinitial discount and try todeal with a discount on anylower diagonal, ourintervention will itself bediscounted.

Example

• If you were the friend of asmoker and seeing himcough, you say “ I amconcerned about you.Please give up smoking.”

• With your intervention, youhave addressed theproblem on the lowestdiagonal of the box.

• The issue is whether thesmoker is going to act on aspecific option.

Example

• But suppose the smoker isdiscounting much higher on thematrix?

• For example, he may be diagonalT2, discounting the significance ofstimulus and existence of theproblem.

• It is obvious that he will alsodiscount any relevance in whatyou have just said to him.

• Why should he have anyinvestment is stopping smoking,when as far as he is aware, hissmoker’s cough is not a problem.

Example

Suppose now you wanted

to help your smoking

friend by systematically

using the discount matrix,

you would begin by

checking for a discount on

diagonal T1. “Are you

aware that you have got a

really bad cough?”

Example

• If he confirms that he isaware of the cough, youwould go down to the nextdiagonal.

• You might ask “ Is thatcough of yours somethingyou bother about?”

• Were he to reply “No, Notreally, it is something I justtake for granted.”

• Now you have located thathis discount is on T2.

Example

• This lets you know that if

your smoker friend is to

give up his habit, he first

needs to become aware

that his cough may

indicate a problem

• He needs to realize too

that his problem may be a

cause of his concern.

Activity

• Using discount matrix toreview your personalexample of a problemsituation you did not solveat the time.

• Begin at the top left of thediscount matrix, checkeach box, workingdownwards on successivediagonals, until youidentify the box in whichyou were discounting.

Activity

• As before, if you wereworking in a group or with awilling friend, it may behelpful if you get a secondopinion.

• Test whether you were alsodiscounting in all the otherboxes on the same diagonaland those below it.

• What were the area ofdiscount?

• Were you discountingyourself, others or theenvironment?

Activity

• When you have identified thediscount, consider its egostate source.

• Did it come fromcontamination? An exclusion?Or were you uninformed ormisinformed?

• Let yourself be aware ofwhatever part of reality youhad previously beendiscounting.

• If you need accurate or newinformation, get it.

Activity

• Now rerun the situation in your

mind’s eye.

• When you come to the point at

which you began discount,

replace the discount with your

full awareness of reality.

• How do you now act, think or

feel differently?

• How does this alter the

outcome of the situation?

Application

• The discount matrix was

originally developed for

use in psychotherapy.

• But it provides an equally

effective tool for problem

solving in organization

and education.

Example

• A college teacher takes aclass and asks studentsome questions to checktheir understanding.

• To his surprise, thestudents can answerhardly any.

• He told himself “Thesestudents are not working.Why they don’t have anymotivation?

Example

• By assuming that thestudents have not beenworking, he is addressinga discount in the area ofothers on diagonal T5 orT6 of the discount matrix.

• He has assumed thatstudents knew they haveto work but they eitherdon’t feel they can handlethe work or just aren’tgetting started?

Example

• When he were to checkthrough the discount matrix,the real problem may bedifferent.

• While lecturing, he mumbles.The students cant hear whathe is saying.

• The discount is on diagonalT2 of the matrix.

• To address the problem, thelecturer simply needs tospeak up.

Thank

you

Other TA topics available on slideshare

1. Strokes - http://www.slideshare.net/manumjoy/strokes-24081607.

2. Games People Play - http://www.slideshare.net/manumjoy/psychological-games-people-play.

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7. Transactions - http://www.slideshare.net/manumjoy/transactions-33677298.

8. Time Structuring - http://www.slideshare.net/manumjoy/time-structuring.

9. Life Position - http://www.slideshare.net/manumjoy/life-position.

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11. Structural Pathology - http://www.slideshare.net/manumjoy/structural-pathology.

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13. Integrated Adult - http://www.slideshare.net/manumjoy/integrated-adult.

14. Stroke Economy - http://www.slideshare.net/manumjoy/stroke-economy-33826702.