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Perception and Learning Chapter 3 3-1 Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall
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Perception and Learning
Chapter 3
3-1Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall
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
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Attribution Process
3-6
Causal attribution• Internal• External
Causal attribution theory (Kelly)• Consensus• Consistency• Distinctiveness
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Attribution Process
3-7
Casual Attribution
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Perceptual Biases
3-8
Halo Effect
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Perceptual Biases
3-9
Fundamental attribution error
Similar-to-me effect
Selective perception
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Perceptual Biases
3-10
First Impression Error
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Perceptual Biases
3-11
Self-fulfilling Prophecy
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Perceptual Biases
3-12
Stereotyping
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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
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Learning
3-16
Reinforcement Contingencies
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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
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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
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Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 3-25
