Interpersonal Behavior
Assignment#1
Submitted to:
M. Ismail
Section: (A)
Dated: 23 August 2010
UCP-PCBA Interpersonal Behavior
Introduction:
This assignment is assigned by our respected course instructor Professor Zafar Jamal of
subject ‘Interpersonal Behavior’. The topic of this assignment is ‘Attribution Theory’. In
this assignment we will cover all the aspects of Attribution Theory in comprehensive way
and its implication and application in different fields especially in organizations that how
managers use this theory as a technique while performing their professional duties.
Initial theories were developed by Fritz Heider, Bernard Weiner, Edward Jones, Keith
Davis and Harold Kelley, all social psychologists. Heider first wrote of attribution theory
in 1958. However there have been modifications since that time.
Attribution theory is seen as very relevant to the study of a person’s perceptions, event
perceptions and attitude change, which can then lead to individuals impacting their own
self-esteem, as well as their own levels of anxiety. Heider specifically believed that
people acted on the basis of their beliefs, and that their beliefs must be taken into account
by the therapist. It did not matter whether their beliefs were accurate, valid, or based in
reality; individuals would act based on their belief systems.
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According to attribution theory, the explanations that people tend to make to explain
success or failure can be analyzed in terms of three sets of characteristics:
• First, the cause of the success or failure may be internal or external. That is, we
may succeed or fail because of factors that we believe have their origin within us
or because of factors that originate in our environment. (Locus of Control)
• Second, the cause of the success or failure may be either stable or unstable. If we
believe cause is stable, then the outcome is likely to be the same if we perform the
same behavior on another occasion. If it is unstable, the outcome is likely to be
different on another occasion. (Stability)
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Consistency describes whether the person being observed behaves the same way when
faced with the same set of circumstances. If the person being observed acts the same way
in the same type of situation, consistency is high; if they act differently each time, then
consistency is low. Distinctiveness is whether the observed person acts the same way in
different types of situations. If the person being observed exhibits the same behavior in a
variety of contexts, then distinctiveness is low; if they have different behavior depending
on the context, then distinctiveness is high. Finally, consensus is the degree to which
other people, if in the same situation, would behave similarly to the person being
observed. If the observer sees others acting the same way that the person being perceived
acts, then consensus is high. However, if others behave differently in the type of
situation, then consensus is low. Consistency, distinctiveness, and consensus are
evaluated when observing behavior, and then a judgment about an internal versus
external cause of behavior is made. When consistency, distinctiveness, and consensus are
all high, the perceiver concludes that there is an external cause of behavior. When
consistency is high, distinctiveness is low, and consensus is low, the perceiver will
attribute the cause of behavior to internal factors.
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excelled. This further points to an external cause of Ali's poor performance. Finally, Mrs.
Khan assesses consensus, or the behavior of others in this similar task. In asking the team
members about their experiences with the current project, she finds that many of them
have had difficulty in developing this custom sales training program. Thus, all indicators
point to Ali's poor performance being caused by an external factor, such as a difficult task
or a demanding client. Based on this attribution, Mrs. Khan may explore ways in which
to minimize the negative effects of the external factors on Ali's performance rather than
attempting to influence his level of effort or ability.
The prior example illustrated how consistency, distinctiveness, and consensus might
point toward an external cause. However, these three factors also may lead an observer to
attribute behavior to an internal cause, such as the observed person's effort or ability.
Mrs. Khan, the observer from the previous example, also has experienced difficulties
with a secretary named Nadia. Another manager has complained to Mrs. Khan that Nadia
has not completed work on time and turns in work full of errors. Mrs. Khan observes
Nadia for several days and finds that, when given work by this particular manager, Nadia
continues to perform poorly, which indicates an internal cause (i.e., high consistency).
Second, when performing work for other managers on other tasks, Nadia continues to do
substandard work; this is distinctiveness, and it again points to an internal cause. Finally,
Mrs. Khan observes that when other secretaries perform the work assigned by the
manager who complained about Nadia, they are able to successfully perform their duties
in a timely manner. This is consensus, and it also points to an internal cause. Based on
these observations, Mrs. Khan can attribute Nadia's poor performance to an internal
cause, or namely to Nadia's own lack of skill or effort.
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People make attributions every day. However, these attributions are not always correct.
One common problem in assigning cause is called the fundamental attribution error. This
is the tendency of a person to overestimate the influence of personal factors and
underestimate the influence of situational factors when assessing someone else's
behavior. That is, when observing behavior, a person is more likely to assume that
another person's behavior is primarily caused by them and not by the situation. In the
workplace, this may mean that managers are more likely to assume that employees' poor
performance is due to a lack of ability or effort rather than to task difficulty or luck. The
fundamental attribution error, while prominent in North America, is not as common
across the rest of the world. In other cultures, such as in India and Pakistan, the
fundamental attribution error is the opposite; people assume that others are more
influenced by situation than by personal factors. Thus, while one can assume this error to
be present in American managers' perceptions, this may not be the case for managers
from other cultures.
As described previously, when a person perceives their own success or failure versus
perceiving the success or failure of others, they assign one or more causes: effort, ability,
task difficulty, or luck. Effort and ability are internal causes, and task difficulty and luck
are external causes. Some researchers argue that it is human nature to have a self-serving
bias, which is the tendency to credit one's own successes to internal factors and one's own
failure to external factors. Thus, a common assessment of a person's own success might
be: "I got a raise because I'm very skilled at my job" (ability), or "I was promoted
because of all of the hours I've put into the job" (effort). Common assessments of a
person's own failure might be: "I didn't finish the project on time because the deadline
was unreasonable for the amount of work required" (task difficulty), or "I didn't make the
sale because someone else happened to speak to the client first" (luck). Coupled with the
fundamental attribution error, the self-serving bias indicates that people tend to make
different attributions about their own successes and failures than the successes and
failures of others.
While some researchers argue that the self-serving bias is widespread across most
humans in most cultures, others argue that this is not so. Results from a meta-analysis (a
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Attribution theory was developed to explain how people understand the causes of human
behavior, be it their own or someone else's. Managers often act based on their attributions
and may act inappropriately if attributions are not valid. Managers who are aware of the
attributional process, the types of internal and external attributions, and the presence of
the fundamental attribution error and the self-serving bias can better understand their own
and others' behavior.
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psychology, and the mental health domain. There is a strong relationship between self-
concept and achievement. Weiner (1980) states: "Causal attributions determine affective
reactions to success and failure. For example, one is not likely to experience pride in
success, or feelings of competence, when receiving an ‘A’ from a teacher who gives only
that grade, or when defeating a tennis player who always loses...On the other hand, an
‘A’ from a teacher who gives few high grades or a victory over a highly rated tennis
player following a great deal of practice generates great positive affect." (p.362).
Attribution theory has been used to explain the difference in motivation between high and
low achievers. According to attribution theory, high achievers will approach rather than
avoid tasks related to succeeding because they believe success is due to high ability and
effort which they are confident of. Failure is thought to be caused by bad luck or a poor
exam, i.e. not their fault. Thus, failure doesn't affect their self-esteem but success builds
pride and confidence. On the other hand, low achievers avoid success-related chores
because they tend to (a) doubt their ability and/or (b) assume success is related to luck or
to "who you know" or to other factors beyond their control. Thus, even when successful,
it isn't as rewarding to the low achiever because he/she doesn't feel responsible, i.e., it
doesn't increase his/her pride and confidence.
Attributions also may influence employee motivation. Employees who perceive the cause
of their success to be outside of their control may be reluctant to attempt new tasks and
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may lose motivation to perform well in the workplace. Conversely, employees who
attribute their success to themselves are more likely to have high motivation for work.
Thus, understanding attributions that people make can have a strong effect on both
employee performance and managerial effectiveness.
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References:
• Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General
Learning Press
• http://www.wikipedi.org
• http://knol.google.com/k/narayana-rao-kvss/attribution/2utb2lsm2k7a/156
• http://education.calumet.purdue.edu/vockell/EdpsyBook/Edpsy5/edpsy5_attributi
on.htm
• www.enotes.com
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