Perception and Learning

Chapter 3

3-1

Learning Objectives

1. Distinguish between social perception and social identity concepts.

2. Explain how attribution process works and describe various social perception bias sources.

3. Understand how social perception process operates in performance appraisals, employment interviews, and corporate image cultivation contexts.

3-2Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Learning Objectives

4. Define learning and describe the two types most applicable to OB: operant conditioning and observational learning.

5. Describe how learning principles are involved in organizational training and innovative reward systems and how knowledge can be effectively managed.

6. Compare how organizations use reward in organizational behavior management programs and how punishment can be used most effectively when administering discipline.

3-3Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Social Identity Theory

3-4Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Attribution Process

3-5

Correspondent Inferences

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Attribution Process

3-6

Causal attribution• Internal• External

Causal attribution theory (Kelly)• Consensus• Consistency• Distinctiveness

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Attribution Process

3-7

Casual Attribution

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Perceptual Biases

3-8

Halo Effect

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Perceptual Biases

3-9

Fundamental attribution error

Similar-to-me effect

Selective perception

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Perceptual Biases

3-10

First Impression Error

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Perceptual Biases

3-11

Self-fulfilling Prophecy

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Perceptual Biases

3-12

Stereotyping

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Organizational Applications

Performance appraisal

Impression management

Corporate image

3-13Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Applicant Impression Management

3-14Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Learning

3-15

Operant Conditioning

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Learning

3-16

Reinforcement Contingencies

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Reinforcement

Schedules•Continuous•Partial

Interval•Fixed•Variable

Ratio•Fixed•Variable

3-17Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Learning

3-18

Observational Learning

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Training

DefinitionVarieties

•Classroom training•Apprenticeship programs•Cross-cultural training•Corporate universities•Executive training programs•E-training

3-19Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Effective Training Keys

Participation

Repetition

Transfer of training

Feedback

3-20Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Organizational Behavior Management

Discipline

Progressive discipline

3-21Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Disciplinary Measures Continuum

3-22Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Effective Discipline

Deliver punishment immediately after

undesirable response

Give moderate levels of punishment

Punish undesirable behavior, not person

Use punishment consistently across

occasions

3-23Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Effective Discipline

Punish everyone equally for same

infraction

Clearly communicate reasons for

punishment

Do not follow punishment with

noncontingent rewardsCopyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 3-24