COURSE CONTENT
 ATTITUDE AND VALUE
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3–0
 Reinforcement: Positive; negative; contingencies of reinforcement;
schedules of reinforcement
 Behavior and its modification
 Transfer of learning through training
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INDIVIDUAL PROCESSES – ATTITUDES AND VALUES
Meaning and scope; attitude and behaviour
Work attitude
Belief & trust
Attitudes and values
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3–1
Attitudes
Attitudes
Evaluative
statements or
judgments
concerning
objects,
people, or
events.
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Cognitive component
The opinion or belief segment
of an attitude.
Affective Component
The emotional or feeling segment
of an attitude.
Behavioral Component
An intention to behave in a certain
way toward someone or something.
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What is Attitude
 PREDISPOSITIONS TO RESPOND
CONSISTENTLY TO CERTAIN PEOPLE, IDEAS,
OR SITUATIONS.
 WE HAVE ATTITUDES ABOUT SPECIFIC
“THINGS”
 ATTITUDES ARE A RELFECTION OF AN
INDIVIDUAL’S VALUES AND BELIEF SYSTEM
 THE WORLD’S WINDOW INTO THAT INDIVIDUAL
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3–3
ATTITUDES
THREE COMPONENTS
– Cognitive component (opinion or belief)
– Affective component (emotional feelings)
– Behavioral component (intention to behave)
 Example: studying negative attitudes towards group
– Negative beliefs (cognitive)
– Prejudice, negative feelings (affective)
– Discrimination, negative actions (behavioral)
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3–4
Cognitive Dissonance
 1950s Leon Festinger proposed the theory of
Cognitive Dissonance
 ‘Any incompatibility between two ro more
attitudes or between behavior and attitude.”
 Complete dissonance is unavoidable.
 Dissonance influenced by:
– Unimportant elements
– Choice/ Control over elements
– Rewards
The greater the
pressure to reduce it
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3–5
The Theory of Cognitive Dissonance
Cognitive Dissonance
Any incompatibility between two or more attitudes
or between behavior and attitudes.
Desire to reduce dissonance
• Importance of elements creating dissonance
• Degree of individual influence over elements
• Rewards involved in dissonance
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3–6
COGNITIVE CONSISTENCY
vs DISSONANCE
FESTINGER (57)
EXPLAINS THE LINKAGE BETWEEN ATTITUDES AND BEHAVIOR
When the 3 elements…
CONSISTENCY
Are in Harmony
We feel…
At Peace and Content
DISSONANCE
Conflict
Uncomfortable
Attitude change is…
Not Likely
Possible
---------------------------------------------------ATTITUDE CHANGE IS MOST LIKELY WHEN THE ELEMENTS ARE IMPORTANT TO YOU, THEY APPEAR
TO CONFLICT, YOU HAVE SOME CONTROL OVER THEM, AND THERE AREN’T LARGE REWARDS TO
YOU FOR HOLDING THIS ATTITUDE/BEHAVIOR.
YOU CAN:
Change your behavior (stop polluting the river)
Conclude the dissonant behavior isn’t so important after all (I have to make decisions in the best interest
of the company, besides it’s within legal limits)
Change your attitude (there isn’t anything wrong with this pollution)
Seek out more consonant elements (the benefits to society of our products outweigh the cost of this
minor pollution)
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3–7
Measuring the A-B Relationship
 Recent research indicates that attitudes (A)
significantly predict behaviors (B) when
moderating variables are taken into account.
Moderating Variables
• Importance of the attitude
• Specificity of the attitude
• Accessibility of the attitude
• Social pressures on the individual
• Direct experience with the attitude
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3–8
THE ATTITUDE-BEHAVIOR RELATIONSHIP
DOES ATTITUDE  BEHAVIOR?
(Sometimes attitudes don’t seem to predict behavior very well).
DOES THE ATTITUDE REFLECT AN IMPORTANT (FUNDAMENTAL) VALUE?
SPECIFIC ATTITUDES AND SPECIFIC BEHAVIORS ARE STRONGLY LINKED.
“Do you intend to stay/quit in the next six months” is clearly more specific than “…are you satisfied
with your work?”
FREQUENTLY REMEMBERED (AND EXPRESSED) ATTITUDES ARE MOST LIKELY TO PREDICT
BEHAVIOR. If you talk about it enough, you’ll act on it.
IF YOU’VE HAD DIRECT PERSONAL EXPERIENCE WITH THE SITUATION, YOUR ATTITUDE WILL BE
STRONGLY LINKED TO YOUR SUBSEQUENT BEHAVIOR
DISCREPANCIES IN THE ATTITUDE  BEHAVIOR LINK ARE MOST LIKELY
WHEN:
THERE ARE STRONG SOCIAL PRESSURES APPLIED EXTERNALLY, AND/OR
THERE ARE LARGE REWARDS FOR “GOING ALONG” WITH THE CROWD.
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3–9
Self-Perception Theory
Attitudes are used after the fact to make sense
out of an action that has already occurred.
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3–10
Self-Perception Theory
 Daryl Bern (1972) – we make judgments about ourselves as
we make judgments about other people.
 Attitudes are used after the fact to make sense out of an
action that has already occurred.
 Contrary to cognitive dissonance.
 People tend to create attitudes after they have behaved in a
particular manner.
 When attitudes are vague and ambiguous Self-perception
theory works.
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3–11
HOFSTEDE - VALUES ACROSS CULTURES
Power distance
Acceptance of hierarchical differences
Tolerance of autocratic leadership
Individualism / collectivism
PERSONAL ACCOUNTABILITY vs GROUP COOPERATION AND
COLLABORATION
To what extent is individual freedom & independence valued?
Uncertainty avoidance
Feeling threatened by ambiguous situations?
Do people want structure, stability, rules & clear performance measures?
Achievement / nurturing (masculinity / femininity)
Assertiveness, competition, the acquisition of money and material goods
Or are relationships, sensitivity and concern for others more important
Long-term / short-term orientation (cofucian dynamism)
Do you look to the future: is persistence, thrift and hard work important?
Or is the past, respect for tradition, & fulfilling obligations important?
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3–12
Types of Attitudes
Job Satisfaction
A collection of positive and/or negative feelings that
an individual holds toward his or her job.
Job Involvement
Identifying with the job, actively participating in it,
and considering performance important to self-worth.
Organizational Commitment
Identifying with a particular organization and its
goals, and wishing to maintain membership in the
organization.
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3–13
Types of Attitudes
Perceived Organizational Support (POS)
Degree to which employees feel the organization cares
about their well-being.
Employee Engagement
An individual’s involvement with, satisfaction with, and
enthusiasm for the organization.
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3–14
An Application: Attitude Surveys
Attitude Surveys
Eliciting responses from employees through
questionnaires about how they feel about their jobs,
work groups, supervisors, and the organization.
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3–15
Sample Attitude Survey
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3–16
Attitudes and Workforce Diversity
 Training activities that can reshape employee
attitudes concerning diversity:
– Participating in diversity training that provides for selfevaluation and group discussions.
– Volunteer work in community and social serve centers
with individuals of diverse backgrounds.
– Exploring print and visual media that recount and
portray diversity issues.
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3–17
Job Satisfaction
 Measuring Job Satisfaction
– Single global rating
– Summation score
 How Satisfied Are People in Their Jobs?
– Job satisfaction declined to 50.4% in 2002
– Decline attributed to:
• Pressures to increase productivity and meet tighter
deadlines
• Less control over work
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3–18
How Employees Can Express Dissatisfaction
Exit
Voice
Behavior directed toward
leaving the organization.
Active and constructive
attempts to improve
conditions.
Loyalty
Neglect
Passively waiting for
conditions to improve.
Allowing conditions to
worsen.
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3–19
Responses to Job Dissatisfaction
Source: C. Rusbult and D. Lowery, “When Bureaucrats Get the Blues,” Journal
of Applied Social Psychology. 15, no. 1, 1985:83. Reprinted with permission.
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E X H I B I T 3–5
3–20
The Effect of Job Satisfaction on Employee
Performance
 Satisfaction and Productivity
– Satisfied workers aren’t necessarily more productive.
– Worker productivity is higher in organizations with
more satisfied workers.
 Satisfaction and Absenteeism
– Satisfied employees have fewer avoidable absences.
 Satisfaction and Turnover
– Satisfied employees are less likely to quit.
– Organizations take actions to retain high performers
and to weed out lower performers.
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3–21
Job Satisfaction and OCB
 Satisfaction and Organizational Citizenship
Behavior (OCB)
– Satisfied employees who feel fairly treated by and are
trusting of the organization are more willing to engage
in behaviors that go beyond the normal expectations of
their job.
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3–22
Job Satisfaction and Customer Satisfaction
 Satisfied employees increase customer
satisfaction because:
– They are more friendly, upbeat, and responsive.
– They are less likely to turnover which helps build longterm customer relationships.
– They are experienced.
 Dissatisfied customers increase employee job
dissatisfaction.
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3–23
VALUE SYSTEM
Given below is a list of values, you are required to rank
them on a scale of 1-5 where 1 is the most important and
5 is the lowest important value as appear to you.
Punctuality
Self respect
Honesty
Cleanliness
Love
Assertiveness
Freedom
Happiness
Equality
_____________________
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3–24
VALUES -
PREFERENCES THAT ENDURE
 Judgmental element
 Content (important or not) and intensity attribute (how important it
is)
 BASIC CONVICTIONS ABOUT WHAT CONDUCT OR END-STATE IS
“GOOD” OR RIGHT FOR YOU. (JUDGMENTAL)
 VALUES ARE RELATIVELY STABLE AND ENDURING
 WE CREATE A HIERARCHY OF VALUES, BASED ON THEIR
IMPORTANCE TO US.
 HIGHLY INTENSE VALUES MAKE UP THE CORE OF OUR VALUE
SUSTEM
VALUES GENERALLY INFLUENCE ATTITUDES AND BEHAVIOR
CONTENT
What exactly is the mode of conduct or end-state being judged?
INTENSITY
How important is this value? Values can be ranked in importance
to create a value hierarchy.
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3–25
ALLPORT’S SIX VALUE CATEGORIES
 THEORETICAL
– INTEREST IN THE DISCOVERY OF TRUTH THROUGH REASONING &
SYSTEMATIC THINKING
 ECONOMIC
– INTEREST IN THE ACCUMULATION AND USE OF WEALTH
 AESTHETIC
– INTEREST IN BEAUTY, FORM, AND ARTISTIC HARMONY
 SOCIAL
– INTEREST IN PEOPLE, LOVE AND HUMAN RELATIONSHIPS
 POLITICAL
– INTEREST IN POWER AND INFLUENCING OTHER PEOPLE
 RELIGIOUS
– INTEREST IN UNITY, SPIRITUALITY, AND IN UNDERSTANDING THE
COSMOS AS A WHOLE
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3–26
VALUE
Basic conviction 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
VALUE SYSTEM
A HIERARCHY BASED ON A RANKING OF AN
INDIVIDUAL’S VALUE IN TERMS OF THEIR
INTENSITY
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3–27
DO VALUES CHANGE???
•“NO”…They are relatively permanent
•They are formed in our earlier years of life
•Black n white…… what about grey????
VALUES INFLUENCE OUR ATTITUDES
AND BEHAVIORS
DIFFERENCE IN VALUE SYSTEM
DETERMINES DIFFERENCES IN
ATTITUDES AND BEHAVIOR
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3–28
Types of values
 Milton Rokeach Value Survey
– Terminal values: desirable states of existence; the
goals which a person would like to achieve in his life.
– Instrumental values: preferable modes of behavior or
means of achieving one’s terminal values.
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3–29
Rokeach Value Survey
 Terminal
– A comfortable life
– An exciting life
– A sense of accomplishment
– A world at peace
– A world of beauty
– Equality
– Family security
– Freedom
– Happiness
– Inner harmony
– Love
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 Instrumental
– Ambitious
– Broad minded
– Capable
– Cheerful
– Clean
– Courageous
– Forgiving
– Helpful
– Honest
– Imaginative
– Independent
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VALUE CONFLICT
 THREE TYPES
 Intrapersonal – Experienced when highly ranked
instrumental or terminal value pull the individual in
different direction. Honesty can be pushed aside by
ambitious an obedient in hard driving mgr
 Interpersonal – When a person encounters
difficulties in interpersonal relation ie. Parent, boss,
employee
 Individual – org conflict – Conflict that arises when
individual employees find themselves at odds with
their employing org value system.
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3–31
Case study
 Suppose you work in an advertising agency as a
client service manager. You are young, energetic,
willing to learn and have a success story of 2 years
working with the agency. You are handling major
clients and enjoy good reputation within and
outside the organization. One of your clients has
even offered you a job. But you have declined and
are really happy and satisfied. You report directly
to the CEO. One day you found out that the agency
hired a new experienced marketer now you will be
reporting to him. This has caused you a
substantial mental and emotional set back.
Questions:
 What would be your immediate reaction to this
situation?
 Keeping the dissatisfaction model in view, what
would be your strategy?
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