中国经济管理大学
MBA课堂
《组织行为学》

CHAPTER 2 - FOUNDATIONS OF INDIVIDUAL BEHAVIOR

CHAPTER OBJECTIVES
After reading this chapter, students should be able to:
List the dominant values in today's workforce.
Describe the relationship between satisfaction and productivity.
Explain the theory of cognitive dissonance.
Summarize the relationship between attitudes and behavior.
Explain how two people can see the same thing and interpret it differently.
Summarize attribution theory.
Outline the learning process.

LECTURE OUTLINE
I. VALUES
A. Introduction
1. Values represent basic convictions that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence.
2. Value systems contain a moral flavor in that they carry an individual's ideas as to what is right, good, or desirable.
3. Value systems represent a prioritizing of individual values.
4. Values are identified by the relative im­portance an individual assigns to them, such as freedom, pleasure, self-respect, honesty, obedience, and equality.

B. Types of Values
1. Rokeach Value Survey (RVS)
a) Milton Rokeach created the Rokeach Value Survey.
b) The RVS consists of two sets of values, with each set containing eighteen individ­ual value items.
c) One set, terminal values, refers to desirable end-states of existence. These are the goals that a person would like to achieve during his or her lifetime.
d) The other set, instrumental values, refers to preferable modes of behavior or means of achieving the terminal value.
(1) Exhibit 2-1 gives common examples for each of these sets.
e) RVS values vary among groups.
(1) People in the same occupations or categories (e.g., corporate managers, union members, parents, and students) tend to hold similar values.
2. Contemporary Work Cohorts
a) A four-group model that attempts to capture the unique values of different cohorts or generations in the U.S. workforce.
(1) Exhibit 2-2 proposes that employees can be segmented by the era in which they entered the workforce.
(2) Because most people start work between the ages of 18 and 23, the eras also correlate closely with the chronological age of employees.
b) “Veterans” are workers who grew up influenced by the Great Depression, and so on, who entered the workforce from the through the 1950s and early 1960s.
(1) They believe in hard work, the status quo, and authority figures.
(2) Once hired, they tend to be loyal to their employer.
(3) They are likely to place the greatest importance on a comfortable life and family security.
c) “Boomers” entered the workforce during the mid-1960s through the mid-1980s and were influenced heavily by the civil rights movement, the Beatles, the Vietnam war, and baby-boom competition.
(1) They brought with them the “hippie ethic” and distrust of authority.
(2) They place a great deal of emphasis on achievements and material success, believing that ends can justify means.
(3) A desire for autonomy, directs their loyalty to­ward themselves, and a view that organizations that employ them are merely vehicles for their careers.
(4) Terminal values such as a sense of accomplishment and social recognition rank high with Boomers.
d) Generation X—“Xers”—have been shaped by globalization, two-career parents, MTV, AIDS, and computers:
(1) They value flexibility, life options, and job satisfaction.
(2) Family and relationships are very important to this cohort.
(3) Team-oriented work is important.
(4) Money is important as an indicator of career performance.
(5) They are willing to trade off salary increases, titles, security, and promotions for increased leisure time and expanded lifestyle options.
(6) On the RVS, they rate high on friendship, happiness, and pleasure.
e) The most recent entrants to the workforce, the “Nexters” have grown up during prosperous times, and tend to be optimistic about the economy:
(1) They tend to believe in themselves and be confident about their ability to succeed.
(2) They are at ease with diversity and are the first generation to take technology for granted.
(3) Nexters are very money-oriented and desirous of the things that money can buy, seeking financial success.
(4) Teamwork is enjoyed but self-reliance is important.
(5) Terminal values such as freedom and a comfortable life rank high with Nexters.
3. An understanding that individuals’ values differ but tend to reflect the soci­etal values of the period in which they grew up can be a valuable aid in explaining and predicting behavior.

C. Values, Loyalty, and Ethical Behavior
1. If ethical standards have fallen, perhaps we should look to our four-stage model of work cohort values for a possible explanation.
a) See Exhibit 2-2.
2. Through the mid-1970s, the managerial ranks were dominated by Veterans whose loyalties were to their employer. When faced with ethical dilemmas, their decisions were made in terms of what was best for their or­ganization.
3. Beginning in the mid-to-late 1970s, Boomers began to rise into the upper levels of management. They were soon followed by pragmatic types.
4. By the early 1990s, a large portion of middle and top management positions in business organizations were held by Boomers.
a) The loyalty of Boomers is to their careers. Their focus is inward, and their primary concern is with looking out for number one.
b) Such self-centered values would be consistent with a decline in ethical stan­dards.
5. The potential good news in this analysis is that Xers are now in the process of moving into middle-management slots and soon will be rising into top management. 
6. Since their loyalty is to relationships, they are more likely to consider the ethical implications of their actions on others around them.
7. We might look forward to higher ethical standards in business over the next decade or two merely as a result of changing values within the managerial ranks.

D. Values Across Cultures
1. A Comparison of American and Japanese Cultures
a) American children are taught early the values of individuality and uniqueness.
b) A significant part of an American student's education is to learn to think, analyze, and question.
c) Japanese children are indoctrinated to be "team players," to work within the group, and to conform.
d) Japanese counterparts are rewarded for recounting facts.
e) The average U.S. worker is more competitive and self-focused than the Japanese worker.
2. A Framework for Assessing Cultures
a) A widely referenced ap­proach for analyzing variations among cultures has been done by Geert Hofstede.
(1) He found that managers and employees vary on the following five value dimensions of national culture:
b) Power distance
(1) The degree to which people in a country accept that power in insti­tutions and organizations is distributed unequally.
c) Individualism vs. collectivism
(1) Individualism is the degree to which people in a coun­try prefer to act as individuals rather than as members of groups.
(2) Collectivism is the opposite or the equivalent of low individualism.
d) Quantity of life vs. quality of life
(1) Quantity of life is the degree to which values like assertiveness, the acquisition of money and material goods, and competition prevail.
(2) Quality of life is the degree to which people value relationships and show sensitivity and concern for the welfare of others.
e) Uncertainty avoidance
(1) The degree to which people in a country prefer structured over unstructured situations.
(2) In countries that score high on uncertainty avoidance, people have an increased level of anxiety that manifests itself in great nervousness, stress, and aggressiveness.
f) Long-term vs. short-term orientation
(1) People in long-term orientation countries look to the future and value thrift and persistence.
(2) A short-term orientation values the past and present and emphasizes respect for tradition and social obligations.
g) Exhibit 2-3 summarizes how a number of countries rate on these five dimensions.
3. Implications for OB.
a) Most of the concepts that currently make up OB have been developed by Americans using American subjects within domestic contexts.
(1) Therefore not all OB theories and concepts are universally applicable to managing people around the world.

II. ATTITUDES
A. Introduction
1. Attitudes are evaluative statements—either favorable or unfavorable—concerning objects, people, or events.
2. They reflect how one feels about something.
3. OB focuses on a very limited number of job-related attitudes—job satisfaction, job involvement (the degree to which a person identifies with his or her job and actively partici­pates in it), and organizational commitment (an indicator of loyalty to, and identi­fication with, the organization).
a) Job satisfaction has re­ceived the bulk of attention.

B. Job Satisfaction
1. Job satisfaction refers to an individual’s general attitude toward his or her job.
a) A person with a high level of job satisfaction holds positive attitudes toward the job.
b) A person who is dissatisfied with his or her job holds negative attitudes about that job and has a low level of satisfaction.
2. What Determines Job Satisfaction?
a) The most important factors conducive to job satisfaction are mentally challenging work, equitable rewards, supportive working conditions and supportive colleagues.
b) Employees tend to prefer jobs that give them opportunities to use their skills and abilities and that offer a variety of tasks, freedom, and feedback on how well they are doing.
c) Employees want pay systems and promotion policies that they perceive as just, unambiguous, and in line with their expectations.
d) Employees are concerned with their work environment for both personal comfort and job facilitation.
(1) They prefer physical surroundings that are safe, com­fortable, clean, and have a minimum degree of distractions.
e) For most employees, work also fills the need for social interaction, therefore, friendly and supportive co-workers lead to increased job satisfaction.
3. Satisfaction and Productivity
a) This topic has attracted a lot of attention and interest.
b) The early views were "a happy worker is a productive worker."
c) A more careful analysis indicates that if satisfaction does have a positive effect on productivity, that effect is fairly small.
(1) The introduction of moderating vari­ables, however, has improved the relationship.
d) Currently, on the basis of a comprehensive review of the evidence, it appears that productivity is more likely to lead to satisfaction rather than the other way around.
4. Satisfaction and Organizational Citizenship Behavior (OCB)
a) Early discussions of OCB assumed that it was closely linked with satisfaction.
b) More recent evidence, however, suggests that satisfaction influences OCB, but through perceptions of fairness.
c) There is a modest overall relationship between job satisfaction and OCB; satisfaction is unrelated to OCB when fairness is controlled for.
d) Job satisfaction comes down to conceptions of fair outcomes, treatment, and procedures.
(1) If employees perceive organizational processes and outcomes to be fair, trust develops.
(2) When employees trust the employer, they are more willing to voluntarily engage in behaviors that go beyond formal job requirements.

C. Reducing Dissonance
1. Cognitive dissonance occurs when there are inconsistencies be­tween two or more of a person's attitudes or between a person's behavior and atti­tudes.
a) The theory of cognitive dissonance suggests that people seek to minimize dissonance and the discomfort it causes.
2. A person’s desire to reduce dissonance is determined by the importance of the elements creating the dissonance, the degree of influence the individual believes he or she has over the elements, and the rewards that may be in­volved in dissonance.
a) If the elements creating the dissonance are relatively unimportant, the pres­sure to correct this imbalance will be low.
b) The degree of influence that individuals believe they have over the elements involved will have an impact on how they will react to the dissonance.
c) If they per­ceive the dissonance to be an uncontrollable result—something that they can't change—they are not likely to be receptive to attitude change.
3. Rewards also influence the degree to which individuals are motivated to re­duce dissonance.
a) The tension inherent in high dissonance may be reduced if ac­companied by a high reward.
4. Organizational Implications
a) It can help to predict the propensity to engage in both attitudinal and be­havioral change.
b) The greater the dissonance—after it has been moderated by impor­tance, choice, and reward factors—the greater the pressure to reduce it.

D. The Attitude-Behavior Relationship
1. The early research on the relationship between attitudes (A) and behavior (B) assumed a causal relationship; that is, the attitudes people hold determine what they do.
2. In the late 1960s, however, this assumed relationship between attitudes and behavior (A-B) was challenged by a review of the research.
a) A reviewer of a number of studies concluded that attitudes were either unrelated to behavior or, at best, only slightly related.
b) More recent research has demonstrated that there is indeed a measurable relationship if moderating contingency variables are taken into consideration.
3. Concentration on both specific attitudes and specific behaviors improves our chances of finding significant A-B relationships.
a) The more specific the attitude we are measuring and the more specific we are in identi­fying a related behavior, the greater the probability that we can show a relationship between A and B.
4. Social constraints also moderate behavior.
a) Discrepancies between attitudes and behavior may occur because the social pressures on the individual to behave in a certain way are exceptionally powerful.
5. Of course, A and B may be at odds for other reasons.
a) Individuals can and do hold contradictory attitudes at a given time.

III. PERCEPTION
A. Introduction
1. Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.
2. Research consistently demonstrates that different individuals may look at the same thing yet perceive it differently.

B. Factors Influencing Perception
1. A number of factors operate to shape and sometimes distort perception.
2. These fac­tors can reside in the perceiver, in the object or target being perceived, or in the con­text of the situation in which the perception is made.
3. Personal characteristics affecting perception include attitudes, personality, motives, interests, past experiences, and expectations.
4. Characteristics of the target being observed can affect what is perceived.
5. Because targets are not looked at in isolation, the relationship of a target to its background influences perception as does our tendency to group close things and similar things together.

C. Attribution Theory
1. Much of the research on perception is directed at inanimate objects.
a) OB is concerned with human perception.
b) Our perception and judgment of a person's ac­tions will be significantly influenced by the assumptions we make about that person's internal state.
2. Attribution theory develops explanations of how we judge people differently depending on what meaning we attribute to a given behavior.
3. The the­ory suggests that when we observe an individual's behavior, we attempt to deter­mine whether it was internally or externally caused.
a) That determination depends on three factors: (1) distinctiveness, (2) consensus, and (3) consistency.
b) Internally caused behaviors are believed to be under the personal control of the individual.
c) Externally caused behavior results from outside causes; that is, the person is seen as forced into the behavior by the situation.
4. Distinctiveness refers to whether an individual displays different behaviors in different situations.
a) What we want to know is whether this behavior is unusual.
b) If it is, the observer is likely to give the behavior an external at­tribution.
c) If this action is not unique, it will probably be judged as internal.
5. If everyone who is faced with a similar situation responds in the same way, we can say the behavior shows consensus.
a) From an attribution perspective, if consensus is high, you would be expected to give an external attribution to the employee's tardiness.
b) If other employees who took the same route made it to work on time, you would conclude the tardiness had an internal cause.
6. Consistency. Does the person respond the same way over time?
a) The more consistent the be­havior, the more the observer is inclined to attribute it to internal causes.
7. We look at actions and judge them within their situational context.
a) If you have a reputation as a good student yet fail one test in a course, the instructor is likely to disregard the poor exam.
b) Why? He or she will at­tribute the cause of this unusual performance to external conditions.
8. Another important finding from attribution theory is that errors or biases dis­tort attributions.
a) There is substantial evidence that when we judge the behavior of other people, we tend to underestimate the influence of external fac­tors and overestimate the influence of internal or personal factors.
(1) This is called the fundamental attribution error.
b) Individuals also tend to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck.
(1) This is called the self-serving bias and suggests that feedback provided to employees in performance reviews will be predictably distorted by recipients depending on whether it is positive or negative.

D. Shortcuts to Judging Others
1. People in organizations do make judgments about others all the time.
a) To make the task easier, individu­als take shortcuts.
2. Individuals cannot assimilate all they observe, so they use selectivity.
a) Selective perception allows us to “speed read” others but not without the risk of drawing an inaccurate picture.
3. Assumed similar­ity, or the “like me” effect, results in an individual’s perception of others being in­fluenced more by what the observer is like than by what the person being observed is actually like.
4. When we judge someone on the basis of our perception of the group to which he or she belongs, we are using the shortcut called stereotyping.
5. When we draw a general impression about an individual on the basis of a sin­gle characteristic such as intelligence, sociability, or appearance, a halo effect is operating.

IV. LEARNING
A. Introduction
1. Almost all complex human behavior is learned. If we want to ex­plain, predict, or control behavior, we need to understand how people learn.
2. A more accurate definition of learning is any relatively permanent change in be­havior that occurs as a result of experience.
a) Exhibit 2-4 summarizes the learning process.
3. First, learn­ing helps us adapt to, and master, our environment.
a) By changing our behavior to accommodate changing conditions, we become responsible citizens and produc­tive employees.
4. Learning is built upon the law of effect, which says that behav­ior is a function of its consequences.
a) Behavior that is followed by a favorable con­sequence tends to be repeated; behavior followed by an unfavorable consequence tends not to be repeated.
b) Consequence, in this terminology, refers to anything a person considers rewarding (i.e., money, praise, promotions, a smile).
5. Two theories, or explanations, of how we learn.
a) Shaping
b) Modeling
6. When learning takes place in graduated steps, it is shaped.
a) Much of our learning has been done by shaping.
b) When we speak of “learning by mistakes,” we are refer­ring to shaping. We try, we fail, and we try again.
7. In addition, much of what we have learned is the result of observ­ing others and modeling our behavior after them.
a) Modeling can produce complex behavioral changes quite rapidly.

V. IMPLICATIONS FOR MANAGERS
A. Introduction
1. Exhibit 2-5 summarizes the discussion of individual behavior.
a) Although they are not permanently fixed, an employee's values, attitudes, and personality are essentially givens at the time he or she en­ters an organization.
b) Ability has also been added to our model to acknowledge that an individual's behavior is influenced by the talents and skills that person holds when he or she joins the organization.

B. Values
1. Knowl­edge of an individua's value system can provide insight into his or her attitudes.
2. Given that people's values differ, managers can use the Rokeach Value Sur­vey to evaluate job applicants and determine if their values align with the dominant values of the organization.
a) An employee's performance and satisfaction are likely to be higher if his or her values fit well with the organization.
3. Managers are more likely to appreciate, evaluate positively, and allocate re­wards to employees who “fit in,” and employees are more likely to be satisfied if they perceive that they do “fit in.”

C. Attitudes
1. Managers should be interested in their employees’ attitudes because attitudes in­fluence behavior.
2. Research on the satisfaction-productivity relationship suggests that the goal of making employees happy on the as­sumption that doing so will lead to high productivity is probably misdirected.
a) Man­agers would get better results by directing their attention primarily to what will help employees become more productive.
3. Managers should also be aware that employees will try to reduce cognitive dis­sonance.
a) If employees are required to engage in activities that appear inconsistent to them or are at odds with their at­titudes, the pressures to reduce the resulting dissonance are lessened when the em­ployee perceives the dissonance as externally imposed and thus beyond his or her control or if the rewards are significant enough to offset the dissonance.

D. Perception
1. Managers need to recognize that their employees react to perceptions, not to real­ity.
2. Employees naturally organize and interpret what they see; inherent in this process is the potential for perceptual distortion.
3. Managers need to pay close attention to how employees perceive both their jobs and management practices.

E. Learning
1. The issue is whether managers are going to let employee learning occur ran­domly or whether they are going to manage learning—through the rewards they allocate and the examples they set.
2. If marginal employees are rewarded with pay raises and promotions, they will have little reason to change their behavior.
3. Similarly, managers should realize that employees will look to them as models.

SUMMARY
The dominant values in today's workforce vary with the work cohort the individual belongs to: Veterans, Boomers, Xers, or Nexters. Exhibit 2-2 outlines the values for each group.
Job satisfaction refers to an individual’s general attitude toward his or her job. There has been a lot of discussion about job satisfaction and productivity. The early views were “a happy worker is a productive worker.” A more careful analysis indicates that if satisfaction does have a positive effect on productivity, that effect is fairly small. Currently, on the basis of a comprehensive review of the evidence, it appears that productivity is more likely to lead to satisfaction rather than the other way around.
Cognitive dissonance occurs when there are inconsistencies be­tween two or more of a person’s attitudes or between a person's behavior and atti­tudes. The theory of cognitive dissonance suggests that people seek to minimize dissonance and the discomfort it causes. A person’s desire to reduce dissonance is determined by the importance of the elements creating the dissonance, the degree of influence the individual believes he or she has over the elements, and the rewards that may be in­volved in dissonance.
Early research on the relationship between attitudes and behavior assumed a causal relationship; that is, the attitudes people hold determine what they do. In the late 1960s a reviewer of a number of studies concluded that attitudes were either unrelated to behavior or, at best, only slightly related. More recent research has demonstrated that there is indeed a measurable relationship if moderating contingency variables are taken into consideration.
Two people can see the same thing and interpret it differently because a number of factors operate to shape and sometimes distort perception. These fac­tors can reside in the perceiver, in the object or target being perceived, or in the con­text of the situation in which the perception is made. Personal characteristics affecting perception include attitudes, personality, motives, interests, past experiences, and expectations. Characteristics of the target being observed can also affect what is perceived.
Attribution theory develops explanations of how we judge people differently depending on what meaning we attribute to a given behavior. The the­ory suggests that when we observe an individual's behavior, we attempt to deter­mine whether it was internally or externally caused and that determination depends on three factors: (1) distinctiveness, (2) consensus, and (3) consistency. Another important finding from attribution theory is that errors or biases dis­tort attributions. This is called the fundamental attribution error.
Almost all complex human behavior is learned. If we want to ex­plain, predict, or control behavior, we need to understand how people learn. An accurate definition of learning is any relatively permanent change in be­havior that occurs as a result of experience. Exhibit 2-4 summarizes the learning process.

DISCUSSION QUESTIONS
What is the Rokeach Value Survey?
Answer - The Rokeach Value Survey (RVS) was developed by Milton Rokeach. The RVS consists of two sets of values, with each set containing eighteen individ­ual value items. One set, terminal values, refers to desirable end-states of existence. These are the goals that a person would like to achieve during his or her lifetime. The other set, instrumental values, refers to preferable modes of behavior or means of achieving the terminal value. Exhibit 2-1 gives common examples for each of these sets.

What are the dominant values in today’s workforce as segmented by work cohort, and why is understanding them important for managers?
Answer - A four-group model can be used to show the unique values of the different “workforces.” Exhibit 2-2 shows how employees can be segmented by the era in which they entered the work force. Workers who grew up influenced by the Great Depression, and so on, who entered the workforce through the 1950s and early 1960s believe in hard work, the status quo, and authority figures. Once hired, “Veterans” tended to be loyal to their employer, were likely to place the greatest importance on a comfortable life and family security. “Boomers” entered the workforce from the mid-1960s through the mid-1980s and were influenced heavily by the civil rights movement, the Beatles, the Vietnam war, and baby-boom competition.  They brought with them the “hippie ethic” and distrust of authority.  But they place a great deal of emphasis on achievement and material success, believing that ends can justify means.  Boomers see the organizations that employ them merely as vehicles for their careers.  Terminal values like a sense of accomplishment and social recognition rank high with them.  Xers have been shaped by globalization, two-career parents, MTV, AIDS, and computers. They value flexibility, life options, and job satisfaction. Family and relationships are very important to this cohort. Money is important as an indicator of career performance, and they are willing to trade off salary increases, titles, security, and promotions for increased leisure time and expanded lifestyle options. Xers are less willing to make personal sacrifices for the sake of their employers, and on the RVS they rate high on true friendship, happiness, and pleasure.  The most recent entrants to the workforce, the Nexters, have grown up during prosperous times, so they tend to be optimistic about the economy, to believe in themselves, and to be confident about their ability to succeed.  Nexters are at ease with diversity and the first generation to take technology for granted.  This generation is very money-oriented and desirous of the things that money can buy.  They seek financial success.  They tend to emphasize terminal values such as freedom and a comfortable life.  An understanding that individuals' values differ but tend to reflect the soci­etal values of the period in which they grew up can be a valuable aid in explaining and predicting behavior.

Discuss the five value dimensions of national culture identified by Geert Hofstede, which can be used to analyze variations among cultures.
Answer – Power distance is the degree to which people in a country accept that power in institutions and organizations is distributed unequally.  Individualism vs. collectivism—Individualism is the degree to which people in a country prefer to act as individuals rather than as members of groups.  Collectivism is the opposite.  Quantity of life vs. quality of life—Quantity of life is the degree to which values such as assertiveness, the acquisition of money and material foods, and competition prevail.  Quality of life is the degree to which people value relationships, and show sensitivity and concern for the welfare of others.  Uncertainty avoidance is the degree to which people in a country prefer structured over unstructured situations.  Long-term vs. short-term orientation—People in long-term-orientation countries look to the future and value thrift and persistence.  A short-term orientation values the past and present, and emphasizes respect for tradition and fulfilling social obligations.  Exhibit 2-3 provides a summary of how a number of countries rate on these five dimensions. 

Describe the relationship between satisfaction and productivity.
Answer - The relationship between job satisfaction and productivity has attracted a lot of attention and interest. The early view was “a happy worker is a productive worker.” A more careful analysis indicates that if satisfaction does have a positive effect on productivity, that effect is fairly small. The introduction of moderating vari­ables, however, has improved the relationship. Currently, on the basis of a comprehensive review of the evidence, it appears that productivity is more likely to lead to satisfaction rather than the other way around.

Explain the theory of cognitive dissonance and its implications for organizations.
Answer - Cognitive dissonance occurs when there are inconsistencies be­tween two or more of a person's attitudes or between a person's behavior and atti­tudes. The theory of cognitive dissonance suggests that people seek to minimize dissonance and the discomfort it causes. A person's desire to reduce dissonance is determined by the importance of the elements creating the dissonance, the degree of influence the individual believes he or she has over the elements, and the rewards that may be in­volved in dissonance. If the elements creating the dissonance are relatively unimportant, the pres­sure to correct this imbalance will be low. The degree of influence that individuals believe they have over the elements involved will have an impact on how they will react to the dissonance. If they per­ceive the dissonance to be an uncontrollable result—something that they can't change—they are not likely to be receptive to attitude change. Rewards also influence the degree to which individuals are motivated to re­duce dissonance. The tension inherent in high dissonance may be reduced if ac­companied by a high reward. The organizational implication is that it can help to predict the propensity to engage in both attitudinal and be­havioral change. The greater the dissonance after it has been moderated by impor­tance, choice, and reward factors, the greater the pressure to reduce it.

Summarize the relationship between attitudes and behavior.
Answer - Early research on the relationship between attitudes and behavior assumed a casual relationship; that is, the attitudes people hold determine what they do. In the late 1960s, however, this assumed relationship between attitudes and behavior (A-B) was challenged by a review of the research. More recent research has demonstrated that there is indeed a measurable relationship if moderating contingency variables are taken into consideration. Concentration on both specific attitudes and specific behaviors improves our chances of finding significant A-B relationships. The more specific the attitude we are measuring and the more specific we are in identi­fying a related behavior, the greater the probability that we can show a relationship between A and B. Social constraints also moderate behavior. Discrepancies between attitudes and behavior may occur because the social pressures on the individual to behave in a certain way are exceptionally powerful.

Explain how two people can see the same thing and interpret it differently.
Answer - Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Research consistently demonstrates that different individuals may look at the same thing yet perceive it differently. There are a number of factors that influence perception and sometimes distort perception. These fac­tors can reside in the perceiver, in the object or target being perceived, or in the con­text of the situation in which the perception is made. Personal characteristics affecting perception include attitudes, personality, motives, interests, past experiences, and expectations. Characteristics of the target being observed can affect what is perceived. Because targets are not looked at in isolation, the relationship of a target to its background influences perception as does our tendency to group similar or nearby objects together.

Summarize attribution theory.
Answer - Attribution theory develops explanations of how we judge people differently depending on what meaning we attribute to a given behavior. The the­ory suggests that when we observe an individual's behavior, we attempt to deter­mine whether it was internally or externally caused. That determination depends on three factors: (1) distinctiveness, (2) consensus, and (3) consistency.

Summarize the difference between the fundamental attribution error and the self-serving bias.
Answer – The fundamental attribution error is the tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors which making judgments about the behavior of other people.  The self-serving bias is a tendency for individuals to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck when view one’s own behavior.

Explain the various shortcuts we use to evaluate people and their potential problems.
Answer - Making judgments about others is done all the time by people in organizations. To make the task easier, individu­als take shortcuts. Individuals cannot assimilate all they observe, so they use selectivity. Selective perception allows us to “speed read” others but not without the risk of drawing an inaccurate picture. Assumed similar­ity, or the “like me” effect, results in an individual’s perception of others being in­fluenced more by what the observer is like than by what the person being observed is actually like. When we judge someone on the basis of our perception of the group to which he or she belongs, we are using the shortcut called stereotyping. When we draw a general impression about an individual on the basis of a sin­gle characteristic such as intelligence, sociability, or appearance, a halo effect is operating.

Explain the learning process.
Answer - Almost all complex human behavior is learned. If we want to ex­plain, predict, or control behavior, we need to understand how people learn. A more accurate definition of learning is any relatively permanent change in be­havior that occurs as a result of experience. Exhibit 2-4 summarizes the learning process. First, learn­ing helps us adapt to, and master, our environment. Learning is built upon the law of effect, which says that behav­ior is a function of its consequences. There are two theories of how we learn; through shaping and through modeling. When learning takes place in graduated steps, it is shaped. When we speak of "learning by mistakes," we refer­ to shaping. We try, we fail, and we try again. In addition, much of what we have learned is the result of observ­ing others and modeling our behavior after them. Modeling can produce complex behavioral changes quite rapidly.

EXERCISES
A. Interviewing Cohorts
The purpose of this exercise is to show to the students how much work values really vary. The students will develop an interview instrument and use it to interview three to five people who are clearly in different age categories (i.e., work cohorts).
Put students into small groups.
As separate groups, brainstorm questions for an interview regarding job satisfaction, life goals, and so on.
As a class discuss the questions and ideas and narrow them to a list of five to ten questions, something that could be administered in an oral interview in thirty minutes.
Each group should assign one member to each cohort.
Workers who grew up influenced by the Great Depression, and so on, who entered the workforce from the mid-1940s through the late-1950s.
Employees who entered the workforce during the 1960s through the mid-1970s were influenced heavily by John F. Kennedy, and so on.
Individuals who entered the workforce from the mid-1970s through the mid-1980s reflect the society’s return to more traditional values but with far greater em­phasis on achievement and material success.
Generation X has been shaped by globalization, the fall of communism, MTV, and so on.
The interviewer should identify an individual and conduct an interview using the questionnaire created in class.
Students might consider scouting the local McDonald’s or Wal-Mart. These types of businesses hire across the age spectrum and would make it easier to find candidates to interview.
Groups should meet and consolidate their information into a report, either a ten minute oral or a three to five page written report.
As part of their report they should discuss a practical implication for managing an individual from each of the cohorts.
How would they manage them differently based on the information they've found?
Groups should present and discuss their findings in class.
Students will find information that will support and conflict with what the text says.
Students will discover that workers have very different views of the nature of work, life goals, etc.

B. Identifying Shortcuts to Judging Others

During class discussion, have students identify (even blurt out) commonly held stereotypes about different groups.  The instructor can begin by identify a group of people and having the student indicate the associated short cut, or stereotype.  Eventually, have the students themselves identify both the groups and the stereotype.  Some groups the instructor might begin with could include blondes (dumb), women drivers (reckless), Jewish business owners (frugal).  A suggestion would be to include ethnic short cuts, gender short cuts, national origin short cuts, and even attempt to go global with short cuts about different cultures. 

End this exercise by reminding students of the dangers of short cuts or stereotyping.  But, that if individuals are aware of commonly-held stereotypes, they are most likely to avoid them, rather than “blindly” believe.