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| A Cognitive process that enables us to interpret and understand our surroundings. |
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| The process of becoming consciously aware of something or someone. |
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| Memory does not store observed information in its original form; encoding is required. Our brains interpret or translate raw information into mental representations. To accomplish this, perceivers assign pieces of information to ____________. |
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| Represents a person's mental picture or summary of a particular event or type of stimulus. |
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| We use _________ to interpret and evaluate our environment, using schemata and cognitive categories. This is also used with schemata to help us organize and remember information. |
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| Relying on encoding helps us to simplify what might be a bewildering range of inputs. Encoding and schemata make the world more manageable. |
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| This compartment includes categories with information about both specific events (relying on unique details) and general events (relying on schemata). These memories describe appropriate sequences of events in well-known situations, such as going to a restaurant, going on a job interview, going to a food store, or going to a movie. |
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Definition
| Refers to general knowledge about the world, as a kind of mental dictionary of concepts. Each concept includes a definition (good leader) and associated traits (outgoing), emotional states (happy), physical characteristics (tall), and behaviors (works hard). Concepts in a semantic memory are stored as schemata; such schemata are often subject to cultural differences. |
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Definition
| Categories within this compartment supply information about a single individual (your professor) or group of people (professors). You are more likely to remember information about a person, an event, or an advertisement if it contains characteristics that are similar to something stored in the compartments of memory. |
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Term
| The four stages of social perception |
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Definition
Stage 1: Selective Attention/Comprehension
Stage 2: Encoding and Simplification
Stage 3: Storage and Retention
Stage 4: Retrieval and Response |
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Term
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Definition
| Something is ______ when it stands out from its context. A 250-pound man would be ______ in a women's aerobic class, but not in the locker room of an NFL team. Needs and goals often dictate which stimuli are ______. Negative information is more _____ than positive information. |
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| Represents any thoughts or beliefs that are automatically activated from memory without our conscious awareness. |
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| An individual's set of beliefs about the characteristics or attributes of a group. |
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| We categorize people into groups according to criteria (such as gender, age, race, and occupation). |
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| Stereotype Formation and Maintenance |
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Definition
1. Categorization
2. Inferences
3. Expectations
4. Maintenance |
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Definition
| We infer that all people within a particular category posses the same traits or characteristics: women are nurturing, older people have more job-related accidents, African Americans are good athletes, and professors are absentminded. |
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| We form expectations of others and interpret their behavior according to our stereotypes. |
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We maintain stereotypes by:
- Overestimating the frequency of stereotypic behaviors exhibited by others.
- Incorrectly explaining expected and unexpected behaviors.
- Differentiating minority individuals from ourselves. |
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| Suspected or inferred causes of behavior. |
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| Behavior is attributed to features coming from within a person, such as ability. |
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| Behavior is attributed to features coming from without a person and from within the environment, such as a difficult task. |
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| Compares an individual's behavior with that of his or her peers. |
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| Compares a person's behavior on one task with his or her behavior on other tasks. |
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Definition
| Judges if the individual's performance on a given task is consistent over time. |
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| Fundamental Attribution Bias |
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Definition
| Reflects one's tendency to attribute another person's behavior to his or her personal characteristics, as opposed to situational factors. |
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Definition
| Represents one's tendency to take more personal responsibility for success than for failure. |
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| The statistical measurements of populations and their qualities (such as age, race, gender, or income) over time. |
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Definition
| Represents the multitude of individual differences and similarities that exist among people. |
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Term
| Surface-level Characteristics |
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Definition
| Those that are quickly apparent to interactants, such as race, gender, and age. |
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| Deep-level Characteristics |
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Definition
| Those that take time to emerge in interactions, such as attitudes, opinions, and values. |
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Term
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Definition
| Occurs when employment decisions about an individual are due to reasons not associated with performance or are not related to the job. |
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Definition
| An artificial intervention aimed at giving management a chance to correct an imbalance, injustice, mistake, or outright discrimination that occurred in the past. |
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Term
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Definition
| Enables people to perform up to their maximum potential. |
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Term
| The Educational Component |
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Definition
| This "strategy has two thrusts: one is a to prepare nontraditional managers for increasingly responsible posts, and the other is to help traditional managers overcome their prejudice in thinking about and interacting with people who are of a different sex or ethnicity." |
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Term
| The Enforcement Component |
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Definition
| This strategy "puts teeth in diversity goals and encourages behavior change." |
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Term
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Definition
| This strategy exposes people to others with different backgrounds and characteristics, which "adds a more personal approach to diversity by helping managers get to know and respect others who are different." |
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Term
| Access-and-legitimacy Perspective |
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Definition
| Based in recognition that the organization's markets and constituencies are culturally diverse. |
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Term
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Definition
| Used to represent an invisible but absolute barrier or solid roadblock that prevents women from advancing to higher-level positions. |
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Term
| The most common barriers to implementing successful diversity programs |
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Definition
1. Inaccurate stereotypes and prejudice
2. Ethnocentrism
3. Poor career planning
4. A negative diversity climate
5. An unsupportive and hostile working environment for diverse employees
6. Lack of political savvy on the part of diverse employees
7. Difficulty in balancing career and family issues
8. Fears of reverse discrimination
9. Diversity is not seen as an organizational priority
10. The need to revamp the organization's performance appraisal and reward system
11. Resistance to change |
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Term
| Inaccurate Stereotypes and Prejudice |
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Definition
| Belief that differences are viewed as weaknesses. Promotes the view that diversity hiring will mean sacrificing competence and quality. |
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Term
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Definition
| The ethnocentrism barrier represents the feeling that one's cultural rules and norms are superior or more appropriate than the rules and norms of another culture. |
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Term
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Definition
| This barrier is associated with the lack of opportunities for diverse employees to get the type of work assignments that qualify them for senior management positions. |
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Term
| A Negative Diversity Climate |
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Definition
| Positive when employees view the organization as being fair to all types of employees; This type of view would not adhere to these positive views. |
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Term
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Definition
| A subcomponent of an organization's overall climate and is defined as the employees' aggregate "perceptions about the organization's diversity-related formal structure characteristics and informal values. |
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Term
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Definition
| Reflects the extent to which people feel safe to express their ideas and beliefs without fear of negative consequences. |
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Term
| An Unsupportive and Hostile Working Environment for Diverse Employees |
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Definition
| Sexual, racial, and age harassment are common examples of this. |
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Term
| Lack of Political Savvy on the Part of Diverse Employees |
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Definition
| Not knowing how to "Play the Game" or how to get ahead in the organization may prevent diverse groups from advancement. |
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Term
| Difficulty in Balancing Career and Family Issues |
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Definition
| Idea that home life, such as keeping house, or raising children, may get in the way of work, or prevent from working nights and weekends. Most often affects women. |
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Term
| Fears of Reverse Discrimination |
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Definition
| Belief that leads to very strong resistance because people feel that one person's gain is another's loss. |
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Term
| The Need to Revamp the Organization's Performance Appraisal and Reward System |
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Definition
| A change to how success and performance are determined based on actions, and not diversity. |
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Term
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Definition
| A reason that diversity may not be accepted into the organization, because it requires significant organizational and personal change. |
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Term
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Definition
| Represents the process companies use to encourage people to reenter the workforce after a temporary career break. |
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Term
| Framework Developed by R. Roosevelt Thomas Jr. 8 Generic Actions Used to Address Any Diversity Issue |
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Definition
1. Include/Exclude
2. Deny
3. Assimilate
4. Suppress
5. Isolate
6. Tolerate
7. Build Relationships
8. Foster Mutual Adaptation |
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Term
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Definition
| Framework of Options 1: Primary goal is to either increase or decrease the number of diverse people at tall levels of the organization. |
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Definition
| Framework of Options 2: Do not recognize that differences exist between diverse people. |
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Term
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Definition
| Framework of Options 3: Belief that all diverse people will learn to fit in or become like the dominant group. It only takes time and reinforcement for people to see the light. This occurs by use of recruitment practices or orientation programs. |
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Definition
| Framework of Options 4: Differences are squelched or discouraged when using this approach. This can be done by telling or reinforcing others to quit whining and complaining about issues. |
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Definition
| Framework of Options 5: Maintains the current way of doing things by setting the diverse person off to the side. In this way the individual is unable to influence organizational change. An example would be to place a diverse person on a special task. |
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Term
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Definition
| Framework of Options 6: Acknowledging differences byt not valuing or accepting them. It represents a "live-and-let-live" approach. |
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Term
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Definition
| Framework of Options 7: Based on the premise that good relationships can overcome differences. Addresses diversity by fostering quality relationships - characterized by acceptance and understanding - among diverse groups. |
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Term
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Definition
| Framework of Options 8: People are willing to adapt or change their views for the sake of creating positive relationships with others. This implies that employees and management alike must be willing to accept differences and, most important, agree that everyone and everything is open for change. |
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