Download Chapter 3: Perception and Learning

Perception and
Learning
Chapter 3
Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall
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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.
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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.
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Social Identity Theory
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Attribution Process
Correspondent Inferences
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Attribution Process
 Causal attribution
• Internal
• External
 Causal attribution theory (Kelly)
• Consensus
• Consistency
• Distinctiveness
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Attribution Process
Casual Attribution
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Perceptual Biases
Halo Effect
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Perceptual Biases
 Fundamental attribution error
 Similar-to-me effect
 Selective perception
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Perceptual Biases
First Impression Error
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Perceptual Biases
Self-fulfilling Prophecy
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Perceptual Biases
Stereotyping
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Organizational Applications
 Performance appraisal
 Impression management
 Corporate image
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Applicant Impression
Management
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Learning
Operant Conditioning
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Learning
Reinforcement Contingencies
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Reinforcement
 Schedules
• Continuous
• Partial
 Interval
• Fixed
• Variable
 Ratio
• Fixed
• Variable
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Learning
Observational Learning
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Training
 Definition
 Varieties
• Classroom training
• Apprenticeship programs
• Cross-cultural training
• Corporate universities
• Executive training programs
• E-training
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Effective Training Keys
 Participation
 Repetition
 Transfer of training
 Feedback
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Organizational Behavior
Management
 Discipline
 Progressive discipline
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Disciplinary Measures
Continuum
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Effective Discipline
 Deliver punishment immediately after undesirable
response
 Give moderate levels of punishment
 Punish undesirable behavior, not person
 Use punishment consistently across occasions
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Effective Discipline
 Punish everyone equally for same infraction
 Clearly communicate reasons for punishment
 Do not follow punishment with noncontingent
rewards
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