Learning, Perception, andAttribution
TWO KEY LEARNINGPROCESSES AND E-LEARNING
•Learning is a relatively permanent changein behavior based on practice orexperience. Unless learning takes place,few employees would be able to performtheir jobs satisfactorily.
Two Key Learning Processesand e-Learning
•Modeling and Shaping
a. Modeling occurs through imitating someone.
b. Shaping occurs through rewarding small steps.
•Cognitive Learning
a.Assumes that learning is complicated including motivationand hunches.
b. Informal learning—organization does not determine ordesign the learning process.
Cognitive Learning
•The learner’s orientation influences theamount of cognitive learning. A masteryorientation relates to a dedication toincreasing one’s competence on a task.
•With performance orientation, learnersfocus on how well they perform on a taskand making comparisons with others.
Two Key Learning Process and e-Learning (continued)
•Informal learning includes practical,intrapersonal, interpersonal skills, and culturalawareness.
•E-Learning is a Web-based form of computer-based training.
a. Used widely when learners are geographicallydispersed
b. Cognitive process of self-motivation and
self-discipline are needed.
Learning Styles
•People learn best in different ways, such asthrough studying versus doing
•Visual, Auditory, and Kinesthetic Styles
1.Visual learners learn best by seeing.
2.Auditory learners rely on hearing.
3.Kinesthetic learners learn best by touching andmoving
4.Most learners combine the three styles tosome degree.
Learning Styles
Learning styles have also been dividedinto four orientations based on four stagesof the learning cycle:
concrete experienceobservations andreflectionsformation of abstractions andgeneralizationshypotheses to be tested,leading to new experiences. The fourlearning orientations stemming from thecycle are:
Learning Styles and Implications
1.An orientation toward concrete experiences thatemphasizes being involved in experiences and dealingwith human interactions in a personal way.
2.An orientation toward reflective observation thatemphasizes understanding meanings.
3.An orientation toward abstract conceptualization thatemphasizes applying logic, ideas, and concepts.
4.An orientation toward testing implications of concepts innew situations that emphasizes actively influencingpeople and changing situations.
Individual Differences Related to SkillAcquisition
•People with high mental ability and theability to concentrate learn better.
•In one study, air traffic controllers whoacquired more skills, scored higher on (a)cognitive ability test, and (b) warmthfactor—warm, outgoing, attentive toothers, cooperative, generous, andtrusting.
Perception
•Perception deals with the various ways inwhich people interpret things in the outsideworld and how they act on the basis ofthese perceptions.
Much phenomena is interpreted in terms ofhow we perceive it, rather than what it reallyis.
Contributors to Perceptual Distortions
Emotionally Charged Stimulus
Perceptual
Distortion
Person as
Receiver
Mental Processes
Denial
Stereotyping
Halo effect
Projection
Selective Perception
Chapter 3: PowerPoint 3.4
External Factors inSelective Screening
SelectiveScreening
Size
Intensity
Contrast
Motion
Repetition
Novelty andfamiliarity
Chapter 3: PowerPoint 3.5
SelectiveScreening
Personality
Learning
Motivation
Internal Factors inSelective Screening
Perceptualset
Characteristics of the stimulus
•Perceptual problems are most likelyencountered when the stimulus or cue tobe perceived affects the emotional statusof the perceiver. The perception of astimulus or event depends on theemotions, needs, attitudes, and motives ofa person.
Mental processes of people
•The general purpose of these perceptualshortcuts is usually to make the reality lesspainful or disturbing. As such, thesemental processes are types of defensivebehavior.
Mental processes of people
•Denial. We block out the existence of painful sensory information.
•Stereotyping. We lessen discomfort when we encounter a personwho does not fit a stereotype by looking for behavior that conformsto the stereotype.
•Halo effect. People may color everything that they know about aperson because of one recognizable favorable or unfavorablecharacteristic.
•Projection. We project out own faults on to others instead ofmaking an objective appraisal of the situation.
•Selective perception. People use this mechanism when theydraw an unjustified conclusion from an unclear situation. (Theyperceive what they want to.)
Attribution Theory and Blame
•Two common attribution errors are (a) the fundamental attributionerror, and (b) self-serving bias.
The fundamental attribution error is the tendency to attributebehavior to internal causes when focusing on someone else’sbehavior
The self-serving bias is the general tendency to attribute one’sachievements to good inner qualities, while attributing failure toadverse factors within the environment.
•People attribute causes based on three dimensions: consensus (didothers do it?); consistency (stable performance?); anddistinctiveness (unusual for the person?)
Attribution Theory and Blame,continued
•People attribute behavior to external causeswhen they perceive high consensus, lowconsistency, and high distinctiveness.
•People attribute behavior to internal causeswhen they perceive low consensus, highconsistency, and low distinctiveness.
•Blame is natural when harmful events takeplace, but can block problem solving.
Chapter 3: PowerPoint 3.10
Attributions of Internal andExternal Causes of Behavior
Consistency is high
Distinctiveness is high
Consensus is high
Consistency is high
Distinctiveness is low
Consensus is low
Consistency is low
Attribution ofexternal causes
Attribution ofinternal causes
Attribution of eitherexternal or internalcauses