Attitudes 190906 Four

8/3/2019 Attitudes 190906 Four

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TRAINING FORATTITUDES

BYN.K.Shrivastava


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Attitude

Attitudes are likes and dislikes favourable or unfavourable evaluations of

and reactions to objects, people,situations, or any other aspects of theworld including abstract ideas and socialpolicies


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Beliefs

Value

+ ATTITUDE

Intention to

Behave

Behaviour


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Three Components

Cognitive

(Informational,

beliefs)

Affective

(emotional,

feelings)

Conative

(behavioural

tendencies to

behave in aparticular way)

Not Visible Observable


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Functions

Attitudes help to predict behaviour

Attitudes help people to adapt to

work environment


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Functions

Adjustive Function

To adjust to work environment

Ego-Defensive

To defend their self image

Value Expressive

Provide people with a basis for

expressing their values

Knowledge

Help supply standards and frame of reference that allow

people to organise and explore the world around them


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Psychologica

l Factors

Direct Experience Institutions

Social Communication

Determinantsof Attitude


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Compliance

IdentificationInternalization

PsychologicalProcess


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Conformity

InnovationRebellion

BehaviouralProcess


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Attitude

Values

Personality

BehaviourPerception

Beliefs/opinion

Attitudes & Behaviour


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FIRST SET

POSITIVE ATTITUDES WILL CIRCUMSCRIBE -

ATTITUDE TO SELF

ATTITUDE TO LEARNING AND CHANGE


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ATTITUDE TO SIGNIFICANT OTHERS

SUPERIORS, COLLEAGUES AND

SUBORDINATES OUTSIDE EXPERTS

INTERNAL CUSTOMERS

EXTERNAL CUSTOMERS (PEOPLE TO BESERVED)


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SECOND SET

ATTITUDE TO QUALITY OF SERVICE

ATTITUDE TO INNOVATIVENESS AND

CREATIVITY


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DIMENSIONS OF

EXCELLENCE OF SELF PHYSICAL SELF

SOCIAL SELF

EMOTIONAL SELF

THINKING SELF

SPIRITUAL SELF SELF CONCEPT

SELF IDEAL


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ATTITUDE TO

ORGANISATION VISION

MISSION

TARGETS CULTURE(NORMS/VALUES/TRADI

TIONS)

INFRASTRUCTURE ENVIRONMENT

(PSYCHOLOGICAL& PHYSICAL)


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NEGATIVE ATTITUDES

CRITICISING ORGANISATION IN PUBLIC PLACES

ALWAYS FIND FAULTS IN THE ORGANISATION

TAKING JOB CASUALLY

HIDING CAPACITY TO PERFORM

SETTING LOW TARGETS

CONCEALING INFORMATION FROM OTHERS

GANGING UP AFAINST SOMEONE

GENERATING FALSE REPORT TO PLEASE TOPMANAGEMENT

PREFERENCE FOR COMFORTS AND POMP & SHOW

NEVER SERIOUS ABOUT SAFETY


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ATTITUDE TO LEARNING AND

CHANGE I AM TOO OLD TO LEARN.

LEARNING IS RESTRICTED TO SCHOOLS & COLLEGES ONLY.BECAUSE WE GET DEGREE/DIPLOMA CERTIFICATE.

NOBODY IS A POTENTIAL SOURCE OF LEARNING FOR ME.

IF I LEARN, I WILL BE OVER BURDENED WITH WORK.

IF I SHARE MY WILLINGNESS TO LEARN, PEOPLE WILL FEELTHAT I AM A WEAK PERSON.

I LEARN FOR OTHERS NOT FOR MYSELF. I DO NOT GAIN ANYTHING BY LEARNING.

WHATEVER I HAVE LEARNT IN PAST IS SUFFICIENT FOR METO BE EFFECTIVE EXECUTIVE.


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SIGNS OF

EMOTIONAL

DETERIORATION


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INCREASING DISTRUST OF OTHERS

EMOTIONAL FATIGUE

AN INCREASING DEPENDENCE ON OTHERS

FEELINGS OF INFERIORITY

FREQUENT SPELLS OF ANXIETY


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THE DESIRE TO REGRESS BACK TO AN EARLIERAGE

LONG-LASTING FEELINGS OF ANGER ANDHOSTILITY

LONG-LASTING IRRITABILITY

FREQUENT PERIODS OF SADNESS OR DEPRESSION

SOCIAL WITHDRAWAL CHANGES IN APPETITE FOR NO PHYSICAL

REASON


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TEN COGNITIVE DISTORTIONS

WHICH GIVE RISE TO

NEGATIVE EMOTIONS


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OVER GENERALISATION: CLINGING ON TO ONE NEGATIVE INCIDENT

AND EXPECTING IT TO HAPPEN ALL THE TIME

LABELLING : CRITICISING AND LABELLING THE PERSON

INSTEAD OF THE MISTAKE

BENOCULAR TRICK: MAGNIFYING YOUR OWN PROBLEM,

MINIMISING OTHERS


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ALL OR NOTHING THINKING:

CLASSIFYING PEOPLE INTO GOOD OR BAD.

EMOTIONAL REASONING:

EXAGGERATED THINKING ABOUT THE

NEGATIVE CONSEQUENCES OF SMALL

INCIDENTS.

PERSONALISATION:

BLAMING YOURSELF FOR OTHERS MISTAKES.


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DISQUALIFYING THE POSITIVE :

WHERE BAD THINGS COUNT, GOOD THINGSDONT.

SHOULD THINKING:

EXCESSIVE EXPECTATIONS OF WHATSHOULD

HAPPEN.

FORTUNE TELLING ERROR:

JUMPING TO WRONG CONCLUSIONS.

MENTAL FILTER:

WHERE 10 INCIDENTS HAPPEN BUT YOU KEEP

THINKING OF THAT ONE NEGATIVE INCIDENT.


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GENERALISED INDICATORSOFDEPRESSION


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GENERAL SADNESS OR DEPRESSION

LOSS OF ENERGY, LETHARGY

LOSS OF INTEREST IN RELATIONSHIPS LOSS OF INTEREST IN MANY ACTIVITIES

INABILITY TO CONCENTRATE


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POOR APPETITE

WEIGHT LOSS

GUILT FEELINGS

POOR SELF-CONCEPT

LOSS OF SELF-ESTEEM


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PERSONALITY DISORDERS

Antisocial Personality Disorder

(A.P.D.)


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INTIMATE SOCIAL RELATIONSHIPS

DISHONEST

OFTEN VIOLENT

EXPERIENCES LITTLE GUILT ABOUT

BREAKING


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NARCISSITIC PERSONALITY

DISORDER(N.P.D.)


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UNREALISTIC SENSE OF SELF IMPORTANCE

PREOCCUPIED WITH FANTASIES OF FUTURESUCCESS

REQUIRES CONSTANT ATTENTION AND

PRAISE


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REACTS VERY NEGATIVELY TO CRITICISM

EXPLOITS OTHERS

FEELS ENTITLED TO SPECIAL CONSIDERATION

LACK OF GENUINE CONCERN FOR OTHERS


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Obsessive Compulsive

Personality Disorder

(O.C.P.D.)


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PERFECTIONISTIC

DOMINATING

POOR ABILITY TO EXPRESS AFFECTION

EXCESSIVE DEVOTION TO WORK

INDECISIVE WHEN FACED WITH MAJORDECISIONS


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PARANOID

PERSONALITYDISORDER


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SUSPICIOUS

MISTRUSTS

REACTS NEGATIVELY TO CRITICISM

OVER SENSITIVE


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LOVE AND WARMTH

APPRECIATION AND GRATITUDE

CULTIVATE CURIOSITY

FEELING OF EXCITEMENT ANDPASSION

DETERMINATION

EMOTIONS OF POWER


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ATTITUDE OF FLEXIBILITY

CONFIDENCE

SELF-ESTEEM

VITALITY


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II. How Do Attitudes Change?


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How do Attitudes Change?

Attitudes may be very changeable;changes are frequently due to social

influence.


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Changing Attitudes by ChangingBehavior: Cognitive Dissonance

Theory RevisitedAttitudes may change due to the cognitivedissonance that results from behavior that

appears to have insufficient internaljustification; changing the attitude tocorrespond with the behavior provides aninternal justification.


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Changing Attitudes by ChangingBehavior: Cognitive Dissonance

Theory Revisited

Counterattitudinal advocacy is hard toinduce on a mass scale, so people usually

attempt to change the attitudes of themasses through persuasivecommunications.


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Persuasive Communications andAttitude Change

The study of persuasive communicationby social psychologists began with theYale Attitude Change approach, which

examines the conditions under whichpeople are most likely to change theirattitudes in response to a persuasiveappeal and focuses on whosaidwhatto

whom.


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Both theories state that under certainconditions, people are motivated to payattention to and think about the facts in a

message; this is referred to as the centralroute to persuasion.


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Under other conditions, people are notmotivated to pay attention to the facts amessage presents and only attend to

superficial characteristics such as whodelivers it and how long it is. In this casepeople may be influenced by the peripheralroute to persuasion.


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Persuasive Communications and AttitudeChange


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Persuasive Communications and AttitudeChange


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Which route to attitude change will peopletake? One determinant is the personalrelevance of the topic. The more relevant

the topic, the more people will take thecentral route to persuasion. Here, they willbe influenced the most by the strength ofthe arguments.


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Peoples motivation to listen carefully to

message content may also depend on

their level of need for cognition, the extentto which they seek out and think aboutinformation in their social worlds.


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The route to attitude change also dependson peoples ability to pay attention to the

arguments. The more distracted peopleare, the more they will take the peripheralroute.


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Attitude change will be more long-lasting ifit occurs through the central route.


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Emotion and Attitude Change

In order to get people to use the centralprocessing route, you need to get theirattention. This can be done by playing to

their emotions.


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However, people want to preserve goodmoods, so they will avoid activities thatmight spoil their good mood. This meansthat people in good moods will often avoid

paying close attention to a persuasivecommunication, because they think thatdoing so will lower their mood.


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Fear-arousing communicationsare mosteffective if they induce a moderateamount of fear and people believe that

listening to the message will reduce thisfear. If the message is too scary or notscary enough, it will fail.


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In the heuristic-systematic model ofpersuasion, when people take theperipheral route to persuasion they often

use heuristics, e.g., length equalsstrength, or Experts are always right.


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Emotions and moods themselves can beused as a heuristic; we ask ourselves

How do I feel about it? and if we feel

good, we infer we have a positive attitude.This can get us into trouble if the goodfeelings are due to something other thanthe attitude object.


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The central route to persuasion workswell for cognitively based attitudes butnot for affectively based ones. If an

attitude is cognitively based, it is best touse rational arguments to change it.


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Affectively based attitudes can bechanged using persuasivecommunications that are emotional.


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In general, advertisements work best ifthey are tailored to the kind of attitudethey are trying to change.


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Attitudes 190906 Four