MHR 3200 Exam 3 Study GuideK&F Chapters 4-5: Social Perception and Individual DifferencesSocial Information Processing ModelEnvironmental Stimuli/Information (Selective Attention/Awareness) Interpretation/Categorization (Encoding and Simplification) Memory-different types (Storage and Retention) Judgments and Decisions (Retrieval and Response)- Perception: a cognitive process that enables us to interpret and understand our surroundings- Attention: the process of becoming consciously aware of something or someone- Cognitive categories: a number of objects that are considered equivalent- Schema: represents a person’s mental picture or summary of a particular event or type of stimulus- Stereotype: an individual’s set of beliefs about the characteristics or attributes of a group- Implicit cognition: represents any thoughts or beliefs that are automaticallyactivated from memory without our conscious awarenessKelley’s Model of Attribution: An attribution is made as to whether action(s) and/or behavior(s) resulted from internal factors (e.g., ability, amount of work) or external factors (e.g., task difficulty). This attribution is based on the consensus, distinctiveness, and consistency of the observed behavior. Can be made for good or poor performance/outcomes ! Involves three dimensions:1. Consensus: involves a comparison of an individual’s behavior with that of his/her peers2. Distinctiveness: determined by comparing a person’s behavior on one task with his/her behavior or other tasks3. Consistency: determined by judging if the individual’s performance on a given task is consistent over timeAttributional Tendencies- Fundamental attribution bias: reflects one’s tendency to attribute another person’s behavior to his/her personal characteristics, as opposed to situational factors- Self-serving bias: represents one’s tendency to take more personal responsibility for success than for failureDiversity: The individual differences that make people different from,and similar to, each other- Can tend to focus on differences- Easy to find segregation of group within organizationsInclusion: The extent to which the vast diversity of organizational members is brought together in a meaningful way to increase success (individual, group and organizational)- Recognizes diversity of organizational members- Primary focus is on bringing these differences togetherDiscrimination: occurs when employment decisions about an individual are due to reasons not associated with performance or are not related to the jobAffirmative action: an artificial intervention aimed at giving management a chance to correct an imbalance, an injustice, a mistake, or outright discrimination that occurred in the pastManaging diversity: enables people to perform up to their maximum potentialGlass Ceiling: used to represent an absolute barrier or solid roadblock that prevented women from advancing to higher-level positions“Core Self Evaluation”- Self-efficacy: A person’s belief about his/her chances of successfully accomplishing a specific task.- Self-esteem: A person’s belief about his/her own self worth.- Emotional stability: One of the Big 5 personality traits; a person’s tendency to be relaxed, secure, not worry, not experience negative emotions under pressure, etc;- Locus of control: Extent to which someone believes outcomes in their life are influenced largely by external events (external locus of control) vs. their own behaviors and actions (internal locus of control)The “Big 5” Personality Dimensions Model- Extraversion: Outgoing, talkative, sociable, assertive- Agreeableness: Trusting, good natured, cooperative,- “softhearted”- Conscientiousness: Dependable, responsible, persistent, achievement-oriented- Emotional Stability: Relaxed, secure, unworried- Openness to Experience: Intellectual, imaginative, curious,- Broad-mindedIntelligence: represents an individual’s capacity for constructive thinking, reasoning, and problem solvingTypes of Intelligence- Linguistic: Learn and use written and spoken languages- Logical-Mathematical: Deductive reasoning, problem solving, etc- Musical: Appreciate, compose and perform music- Bodily-Kinesthetic: Have good mind/body coordination/movement- Spatial: Recognize and effectively use patterns- Interpersonal: Effectively connect with and work with others- Intrapersonal: Understand and regulate one’s own self- Naturalist: Live in harmony with one’s environmentPersonality: defined as the combination of stable physical and mental characteristics that give the individual his/her identity- Proactive Personality: someone who is relatively unconstrained by situational forces by situational forces and who effects environmental changeSelf-Esteem: a belief about one’s own self-worth based on an overall self-evaluationSelf-Efficacy: a person’s belief about his or her chances of successfully accomplishing a specific taskLearned helplessness: the severely debilitating belief that one has no control over one’s environmentLocus of Control- Internal locus of control: people who believe they control the events and consequences that affect their lives are said to possess an internal locus of control - External locus of control: those who believe their performance is the product of circumstances beyond their immediate control Emotional Stability: individuals that are relaxed, secure, unworried, and less likely to experience negative emotions under pressureAttitude: a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object- Affective component: the feelings or emotions one has about a given object orsituation- Cognitive component: reflects the evaluation or belief one has about an object or situation- Behavioral component: refers to how one intends or expects to act toward someone or somethingEmotional Intelligence: the ability to manage oneself and one’s relationships in mature and constructive ways- Emotional contagion: when someone’s mood affects your own moodThe Social Styles Model• Is a meaningful and simple model of interpersonal effectiveness• Is relevant for all levels in an organization, and all kinds oforganizations• Can help identify ways to improve relationships (e.g., in teams within your classes) Provides a nice framework for effective development discussionsThe Myers-Briggs Type Indicator• Describes rather than prescribes• Describes preferences, not skills
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