Soft Skills - Attitude

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Soft Skills
Attitude

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Soft Skills - Attitude

  1. 1. Attitudes An attitude is a predisposition to act or feel a certain way towards a person or thing.
  2. 2. Attitudes • have an emotional charge + or – • occur within a situation • can not be measured directly – self reporting or inference • are learned • not temporary - more or less enduring Situation Attitude
  3. 3. Attitudes are learned • In the absence of existing attitude we are open to suggestion Something (object of attitude) Positive result Goal achievement Formation of a + attitude
  4. 4. Communicator effect • highly respected source helps formation of an attitude • an inept attempt to teach an attitude can lead to a negative reaction eg. anti drug ads
  5. 5. Attitude stability depends on • how closely it's linked with other attitudes • knowledge - cognitive aspect • degree of liking/disliking - affective aspect
  6. 6. Peanut butter example • Cognitive (Knowledge) – larger jar for the money – less oil on top – creamier and easier to spread • Affective (Emotional) – pretty label – I like those teddy bear presenters • 2 component model: sum of cognitive X affective leading to a goal
  7. 7. Attitudes can be formed to preserve balance in our self image • Have to fit with other attitudes, values, information accepted, what we do • Changes in these may cause a readjustment of an attitude – eg. Johnny Cash for Ripple Wine – Billy Jean King for sports clothes Knowledge Opinion Attitudes Values
  8. 8. Attitude to object vs attitude to a behaviour • The attitude-toward-object model – Attitude is function of evaluation of product -specific beliefs and evaluations • The attitude-toward-behavior model – Is the attitude toward behaving or acting with respect to an object, rather than the attitude toward the object itself • Object: Rolls Royce car • Behaviour: purchasing a Rolls Royce
  9. 9. Tricomponent Attitude Model (ABC) – Affect (How I feel about it)plus – Behavioural tendency (Conative), plus – Cognitions (what I think or know) about likely consequences of behaviour AFFECTIVE (Feeling) Behaviour CONATIVE COGNITIVE Knowledge
  10. 10. Measurement • Observation - difficult & time consuming • Qualitative – pinpoint importnat attributes & issues – provide direction for further research • Self reporting scales – Likert - degree of agreement with a statement – Semantic differential - opposite adjectives – Rank order scale – Constant sum scale
  11. 11. Attitude Profiling • Single component – One dimensional based on feelings – Healthy vs unhealthy breakfast – Popular in commercial market research – Could be a lot more specific • Multi attribute methods – What are key ATTRIBUTES used to judge something – Rate the brands on these attributes – How important is each attribute?
  12. 12. Multiattribute model This college has great facilities Disagree |__|__|__|__|__|__|__| Agree strongly 1 2 3 4 5 6 7 strongly Teachers at this college are highly professional Disagree |__|__|__|__|__|__|__| Agree strongly 1 2 3 4 5 6 7 strongly Courses are recognised by employers Disagree |__|__|__|__|__|__|__| Agree strongly 1 2 4 5 6 7 strongly College is easy to get to Disagree |__|__|__|__|__|__|__| Agree Strongly 1 2 3 4 5 6 7 strongly
  13. 13. Snake diagrams Fishbein type models SUM of Score X Importance on all attributes Full time Marketing students' evaluation of subjects Sem 2/04 Que st ionnaire it e m BSBSLS306A BSBMKG604A BSBMKG404A BSBMKG406A BSBADV605A BSBCMN310A BSBCMN310A BSBMGT608A
  14. 14. Attitude change strategies • Changing the Basic Motivational Function • Associating the Product With an Admired Group or Event • Resolving Two Conflicting Attitudes • Altering Components of the Multiattribute Model • Changing Beliefs About Competitors’ Brands
  15. 15. Four Basic Attitude Functions • utilitarian – what it will do for you • ego defensive function – helps protect customer self image • value expressive – reflects customers general values, lifestyle or attitude • knowledge – cater to customer need to know
  16. 16. Associate with a special group, event or cause • eg. famous people who attended TAFE • associate with Football, Olympics, etc. Relating two conflicting attitudes • eg. Do you want a status course or a job
  17. 17. Alter components of the multi attribute model • change the evaluation of attributes • eg. you'll get a job with TAFE • changing broad beliefs • eg. TAFE is more than this is how we hold the drill • adding a new attribute • eg. social activities • change the overall brand rating • eg. the one personnel companies go to first • change beliefs about competing brands

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