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

Social Identity Theory 3-4 Copyright © 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 3-13 Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Applicant Impression Management 3-14 Copyright © 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 3-17 Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Learning 3-18 Observational Learning Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Training  Definition  Varieties Classroom training Apprenticeship programs Cross-cultural training Corporate universities Executive training programs E-training 3-19 Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Effective Training Keys  Participation  Repetition  Transfer of training  Feedback 3-20 Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Organizational Behavior Management  Discipline  Progressive discipline 3-21 Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

Disciplinary Measures Continuum 3-22 Copyright © 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 3-23 Copyright © 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 rewards Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 3-24