Intra Personal Processes-Collective Behaviour, Learning & Perception

Intra personal processes- Collective
behaviour, Learning & Perception
Presented by,
K.S.ANU PRIA LASHMI (2020507020)
Intrapersonal processes
 communication you have
with yourself, either
Intrapersonal stages
spoken, written or
thought. Intrapersonal 1) External stimuli/
communication can be Internal stimuli
anything from solving a 2) Selective perception
complex problem in your 3) Decoding
mind to thinking about
4) Evaluation
what to wear today or
what to have for 5) Integration
breakfast. 6) Message formation
 All intrapersonal 7) Encoding
communication is 8) Internal feedback
triggered by external or /External feedback.
internal stimuli.
Collective Behaviour
 Spontaneous transitory of emotions and

unpredictable events that involves crowd behavior,
riots, panics and social movements.
Behaviour change in direction and form more

quickly when people become emotional and
uninhibited.
Collective behaviour: Definition
Its temporary, relatively undifferentiated patterns of behavior
that are not guided by shared norms. It is considered
collective for it involves actions of a group of people.
(According to Storer,1980)
It’s a non-routine action of an emotionally aroused gathering

of people who face and ambiguous situation. These are
unplanned actions or relatively spontaneous actions were
concerned individuals and groups improvised joint
response to an unusual and problematic situation.
(According to Lofland, 1985)
Characteristics of group involved in collective
behavior:
 involves large number of people

 Relative anonymity prevails
 They are usually temporary in nature
 level of institutionalization is low
 doesn`t have to conform an established norms.
 no stable and predictable event but its changeable and
episodic.
 They lack formal organization in terms of an
established system of differentiated positions
Levels of behaviour:
Human relations fuel behaviour. The three levels of
behaviour are
1. Individual -level behaviour : as one types a
letter on the computer or fills out Requisition forms
2. Group -level behaviour : as one and many
work on a project together or attend department
Meetings
3. Organizational-level behaviour : in an
organization a group of people working to achieve
one or more objectives.
Learning
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
Learning
Learning is a process within the organism which results in the

capacity for changed performance which can be related to
experience rather than maturation.
( Ribeaux and Poppleton , 1978)
It is the experience after which an individual qualitatively

changed the way he or she conceived something
( Burgone and Hodgson, 1983)
The need for learning in organization:
Organization seeking excellence and quality, flexibility
and adaptability are clustering tasks in new and flexible
ways, and so demanding new ways of thinking and working
from their employees. These are the ability to :
break down traditional barriers and work outside the

definition and security of traditional job descriptions
develop new working relationships that modify the
organization’s hierarchical structure ;
deploy and develop these personal skills to the benefit of
the working group and the organization as the whole .
The outcomes of learning:
Skill
●
needed at all level of an organization(from manager to cleaner)
●
High levels of such skills needed to operate complex technology
●
cognitive, linguistic, social and interpersonal skills
ability to apply knowledge& skills with understanding to a work
Competence
●
activity
●
concept integrates knowledge & skills assessed via performance
●
‘know how is the tacit knowledge of how to execute something,
Know – how and tacit knowledge: whereas, ‘know-that’ is the statement of formal thinking about
the actual set of procedure involved in the execution.
The stages of learning: Fitts 1962
Cogniti Associat Autonom

ve stage ive stage ous stage
the learners refines the
●
learners have to
●
●
●
motor patterns of
the learners has to
●
●
establish through behaviour until external
understand what is practice the s-r links sources of information
required, its rules the correct patterns become redundant and
and concepts, and of behaviour , the capacity
simultaneously to
how to achieve it gradually perform secondary task
eliminating errors. increases.
HRD learning activities:
Off- the- job
On-the-job job learning
learning
learning activities
activities
when individual instruction
●
●manifest themselves as new job
include college and universities
●
● ●
●
appropriate assignments and/or duties that

courses as well as workshops
●conducted by internal HRD
● foster growth, development,
and seminars
learning specialists/ highly ●conducted by outside
●
and confidence
●Individual analysis
qualified managers ●
●purpose is to enhance
●
consultants & instructors ●focused on providing new
●
●used to supplement internal
●
performance through the experience & increased
organizational learning
acquisition of increased responsibilities, they are often
● Eg; program on team building
●
knowledge, skills, competencies, not viewed as learning
and/or improved behaviour. or interpersonal dynamic using
activities..
●Eg:on-the-job training
● outside resources away from ● include job rotations and job
●
(OJT)workshops & seminars the organizational setting.

enrichment programs
Perception
the process of perceiving and the way of conceiving
something.
perception is the process of acquiring, interpreting ,
selecting and organizing sensory information.
People’s behaviour is based on their perception of what
reality is, not on reality itself.
Factors that influence
perceiver perception:
situation
target
Person perception:
Making judgments about others. Basically, the theory
suggests that when we observe an individual’s behaviour, we
attempt to determine whether it was internally or externally
caused.
Determinants:
1. Distinctiveness: shows different behaviours in
different situations.
2. Consensus: response is the same as others to
same situation.
3. Consistency: responds in same way over time.
Importance of perception:
 If the manager has good perception in any department of the

organization, the department team will have safe solutions with
risky ideas.
 To find innovative solutions for the problem.
 To leverage creativity and motivate the higher plateau of thinking.
 With the help of perception, habits and attitudes will get changed.
 With the help of perception, we can find solutions the most
difficult problems.
Perception plays both positive / negative
part in many aspects of the organization:
 Employment interview: perception can help the manager to
recruit the best fit. Perceptual biases can affect the accuracy of
interviewers’ judgments of applicants.
 Performance expectations: perception can help the manager to
make the most effective judgement on the expectation.
 Self-fulfilling prophecy (pygmalion effect): the lower or higher
performance of employees reflects preconceived leader
expectations about employee capabilities.
 Performance evaluations: perception can help the manager to
make the most effective performance appraisal of the employee.
Appraisals can be subjective perceptions of performance.
REFERENCES
1. Koontz Weihrich Aryasri,
Principles of Management, Tata
McGraw-Hill
2. https://www.researchgate.net/to
pic/Social-
Exclusion/publications

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Intra personal processes- Collective

behaviour, Learning & Perception

 Spontaneous transitory of emotions and

Behaviour change in direction and form more

It’s a non-routine action of an emotionally aroused gathering

 involves large number of people

Learning is a process within the organism which results in the

It is the experience after which an individual qualitatively

break down traditional barriers and work outside the

ability to apply knowledge& skills with understanding to a work

Cogniti Associat Autonom

appropriate assignments and/or duties that

(OJT)workshops & seminars the organizational setting.

 If the manager has good perception in any department of the

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