2. Understanding Social Perception and Managing Diversity
Learning Objectives
Describe perception in terms of the social information processing model.
Identify and briefly explain four managerial implications for social perception.
Explain, according to Kelley’s model, how external and internal causal attributions are formulated.
Demonstrate your familiarity with the demographic trends that are creating an increasingly diverse workforce.
Identify the barriers and challenges to managing diversity.
Discuss the organizational practices used to manage diversity identified by Ann Morrison
Chapter Four

3. Perception Defined
4-1
Perception is the process of interpreting one’s environment.
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4. A Social Information Processing
Model of Perception
4-2 Figure 4-1
Stage 1
Selective Attention/
Comprehension
Stage 2
Encoding
and Simplification A
Competing
environmental
stimuli:
* People
* Events
* Objects B
Interpretation
and
categorization A C C D E F F
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5. A Social Information Processing Model of Perception (Cont.)
4-3 Figure 4-1
Stage 3
Storage and
Retention
Stage 4
Retrieval
and Response
Memory
Judgments and
decisions C
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6. Social Information Processing Model
Of Perception
4-4
Stage 1: Selective Attention/Comprehension - Attention is the process of becoming aware of something or someone - People pay attention to salient stimuli
Stage 2: Encoding and Simplification - Encoding is the process of interpreting environmental stimuli by using information contained in cognitive categories and schemata - The same information can be interpreted differently by people due to individual differences
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7. Social Information Processing Model
of Perception (Cont.)
4-5
Stage 3: Storage and Retention - Encoded information or stimuli is sent to long- term memory - Long-term memory is composed of three compartments containing categories of information about events, semantic materials, and people
Stage 4: Retrieval and Response - Information is retrieved from memory when people make judgments and decisions
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8. Stereotypes
4-6
A Stereotype is a belief about the characteristics of a group
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9. Commonly Found Perceptual Errors
4-7 Table 4-1
Perceptual Error
Description
A rater forms an overall impression about an object and then uses the impression to bias ratings about the object.
Halo
A personal characteristic that leads an individual to consistently evaluate other people or objects in an extremely positive fashion.
Leniency
The tendency to avoid all extreme judgments and rate people and objects as average or neutral.
Central Tendency
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10. Perceptual Errors (Cont.)
Commonly Found
Perceptual Errors (Cont.)
4-8 Table 4-1
Perceptual Error
Description
The tendency to remember recent information. If the recent information is negative, the person or object is evaluated negatively.
Recency Effects
The tendency to evaluate people or objects by comparing them with characteristics of recently observed people or objects.
Contrast Effects
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11. Kelley’s Model of Attribution
4-9
Basic Premise: An attribution is based on the consensus, distinctiveness, and consistency of the observed behavior.
Consensus - Involves comparing an individual’s behavior with that of his
or her peers. - High consistency indicates an individual is different from peers.
Distinctiveness - Involves comparing a person’s behavior or accomplishments on one task with the behavior or accomplishments from
other tasks Highly distinctive behavior or results represents a situation where the current behavior or result is significantly different from typical behavior or results on other tasks.
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12. Kelley’s Model of Attribution (Cont.)
4-10
Consistency - Involves comparing a person’s behavior or accomplishments on a given task over time. - High consistency implies that a person performs a certain task the same, time after time.
Predictions - Internal or personal attributions are made when a behavior is associated with low consensus and distinctiveness, and high consistency External or environmental attributions are made when a behavior is related with high consensus and distinctiveness, and low consistency.
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13. Consensus Low High A B C D E A B C D E People People
4-11 Figure 4-2
Low
High
Individual Performance
Individual Performance A B C D E A B C D E
People
People
Source: KA Brown, “Explaining Group Poor Performance: an Attributional Analysis,” Academy of Management Review, January 1984, p 56. Used with permission.
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14. Consensus High Low A B C D E A B C D E Tasks Tasks
4-12 Figure 4-2
High
Low
Individual Performance
Individual Performance A B C D E A B C D E
Tasks
Tasks
Source: KA Brown, “Explaining Group Poor Performance: an Attributional Analysis,” Academy of Management Review, January 1984, p 56. Used with permission.
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15. Consensus Low High Time Time Individual Performance
4-13 Figure 4-2
Low
High
Individual Performance
Individual Performance
Time
Time
Source: KA Brown, “Explaining Group Poor Performance: an Attributional Analysis,” Academy of Management Review, January 1984, p 56. Used with permission.
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16. Attributional Tendencies
4-14
Fundamental attribution bias- ignoring environment factors that affect behavior
Self-serving bias- taking more personal responsibility for success than failure
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17. The Four Layers of Diversity
4-15 Figure 4-3
Organizational Dimensions
Functional Level/ Classification
External Dimensions*
Geographic Location
Marital Status
Work Content/ Field
Mgmt. Status
Internal Dimensions*
Income
Age
Personality
Parental Status
Personal Habits
Race
Recreational Habits
Division/ Dept./ Unit/ Group
Appearance
Sexual Orientation
Union Affiliation
Ethnicity
Physical Ability
Work Experience
Religion
Educational Background
Work Location
Seniority
Source: L Gardenswartz and A Rowe, Diverse Teams at Work: Capitalizing on the Power of Diversity (New York: McGraw-Hill, 1994), p. 33
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18. Projected Entrants and Departures in the US
Workforce from 2000 to 2010
4-16 Table 4-2
Percent Entrants
Percent Leavers
Total
Men
Women
100
49.6
50.4
55.4
44.6
White
(Non-Hispanic)
60.6
77.4
African-American
13.7
11.8
Hispanic
17.9
7.2
Asian and
Other Races
7.8
3.6
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19. Barriers and Challenges to
Managing Diversity
4-17
Inaccurate stereotypes and prejudice
Ethnocentrism
Poor career planning
An unsupportive and hostile working environment for diverse employees
Lack of political savvy on the part of diverse employees
Difficulty in balancing career and family issues
Fears of reverse discrimination
Diversity is not seen as an organizational priority
The need to revamp the organization’s performance appraisal and reward system
Resistance to change
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20. Common Diversity Practices: Accountability Practices
4-18 Table 4-3
Top management’s personal intervention
Internal advocacy groups
Emphasis on EEO statistics, profiles
Inclusion of diversity in performance evaluation goals, ratings
Inclusion of diversity in promotion, decision criteria
Inclusion of diversity in management succession planning
Work and family policies
Policies against racism, sexism
Internal audit or attitude survey
Active AA/EEO committee, office
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21. Common Diversity Practices: Development Practices
4-19 Table 4-3
Diversity training programs
Networks and support groups
Development programs for all high-potential managers
Informal networking activities
Job rotation
Formal mentoring program
Informal mentoring program
Entry development programs for all high-potential new hires
Internal training (such as personal safety or language)
Recognition events, awards
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22. Common Diversity Practices: Recruitment Practices
4-20 Table 4-3
Targeted recruitment of non-managers
Key outside hires
Extensive public exposure on diversity (AA)
Corporate image as liberal, progressive, or benevolent
Partnerships with educational institutions
Recruitment incentives such as cash supplements
Internships (such as INROADS)
Publications or PR products that highlight diversity
Targeted recruitment of managers
Partnerships with nontraditional groups
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