3) Attitude

MMP-2024
Human Values - Handout 3
3 ATTITUDE
UNDERSTANDING ATTITUDE
 An important part of how we think about ourselves and others comes from our
knowledge of how we view the world. This view is shaped by our self-knowledge
and the ways we think and perceive, which we are often filled with errors and
biases.
 Attitude is the overarching framework that encapsulates all these. Attitude are
fundamental determinants of our perceptions of and actions toward all aspects
of our social environment. Attitudes involve a complex organization of
evaluative beliefs, feelings, and tendencies toward certain actions.
 To build a better understanding of attitude and its related aspects, some of the
important definitions are as follows:
 According to N.L. Munn, “Attitudes are learned predispositions towards
aspects of our environment. They may be positively or negatively
directed towards certain people, service, or institution.”
 According to Gordon Allport, “An attitude is a mental and neural state of
readiness, organized through experience, exerting a directive or dynamic
influence upon the individual’s response to all objects and situations with
which it is related.”
 Frank Freeman said, “An attitude is a dispositional readiness to respond
to certain institutions, persons or objects in a consistent manner which
has been learned and has become one’s typical mode of response.”
 “An attitude is our assessment of ourselves, other people, ideas, and
objects in our world”
 “An attitude is a relatively enduring organization of beliefs around an
object or situation predisposing one to respond in some preferential
manner.” — Milton Rokeach.
 “Attitude can be described as a learned predisposition to respond in a
consistently favorable or unfavorable manner for a given object.” —
Martin Fishbein and Icek Ajzen.
 Attitude is intricately and intimately linked with beliefs, thought processes, value
systems, perceptions, behavior, etc. Self-perception is an important component
of attitude. Not only does it decide one’s aspirations but also the ability to
persevere through difficult situations.
 Attitude affects behavior of oneself and others in different situations. One is
supposed to understand the content of attitude in order to build better
understanding of oneself best and others.
 Notably, the difference between positive attitude and negative attitude be

delineated and the importance of positive attitude is understood in order to
manifested in daily life especially dealings in public service. One should also be
able to form linkages between attitude and emotional intelligence.
STRUCTURE
 The first way we can examine attitudes is through a “tripartite” model. It is often
referred to as the ABC’s of attitudes and consists of three bases or
components, affect, behavior, and cognition.
I. Affective or Emotion- It is
positive or negative feelings
or emotions about an
attitude object. E.g., fear,
sympathy, hate. It is
responsible for bringing the
evaluative element in our
judgments.
II. Behavioral Action Tendency – It is a tendency or disposition to act in
certain ways toward something. Emphasis is on the tendency to act,
not the actual acting; what we intend and what we do may be quite
different.
III. Cognitive or Belief – It is our thoughts, beliefs, and ideas regarding an
attitude object. When a human being is the object of an attitude, the
cognitive component is frequently a stereotype, e.g., "welfare
recipients are lazy".
FEATURES OF ATTITUDE
• Attitude is learned.
• It is enduring and consistent.
• It involves a subject-object relationship- the object includes self.
• It is communicated; hence, the expression of attitude is a social act.
• It affects behavior intimately.
• It is relatively permanent and thus can be changed slowly.
• Shares dynamic and intricate relationship with value system.
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FUNCTIONS
 Attitudes can serve functions for the individual. Daniel Katz (1960) outlines four
functional areas:
1. Knowledge - Attitudes provide meaning (knowledge) for life. The
knowledge function refers to our need for a world which is
consistent and relatively stable. This allows us to predict what is
likely to happen, and so gives us a sense of control. Attitudes can
help us organize and structure our experience. Knowing a person’s
attitude helps us predict their behaviour. For example, knowing
that a person is religious we can predict they will go to Church.
2. Self / Ego-expressive - The attitudes we express
helps communicate who we are and also makes us feel good
because we have asserted our identity. Self-expression of attitudes
can be non-verbal too: think bumper sticker, cap, or T-shirt
slogan. Therefore, our attitudes are part of our identify, and help us
to be aware through the expression of our feelings, beliefs and
values.
3. Adaptive - If a person holds and/or expresses socially acceptable
attitudes, other people will reward them with approval and social
acceptance. For example, when people flatter their bosses or
instructors (and believe it) or keep silent if they think an attitude is
unpopular. Again, expression can be nonverbal [think politician
kissing baby]. Attitudes then, are to do with being a part of a social
group and the adaptive functions helps us fit in with a social group.
People seek out others who share their attitudes, and develop
similar attitudes to those they like.
4. Ego-defensive - The ego-defensive function refers to holding
attitudes that protect our self-esteem or that justify actions that
make us feel guilty. For example, one-way children might defend
themselves against the feelings of humiliation they have
experienced in P.E. lessons is to adopt a strongly negative attitude
to all sports. People whose pride has suffered following a defeat in
sport might similarly adopt a defensive attitude: “I’m not bothered,
I’m sick of rugby anyway…”. This function has psychiatric
overtones. Positive attitudes towards ourselves, for example, have
a protective function (i.e. an ego-defensive role) in helping us
reserve our self-image.
 The basic idea behind the functional approach is that attitudes help a person to
mediate between their own inner needs (expression, defence) and the outside
world (adaptive and knowledge).
THE FOUR BASIC TYPES OF ATTITUDES:
1. Positive Attitude: This is one type of attitude in organizational behaviour.
One needs to understand how much a positive attitude it takes to keep the
work moving and progressing. It means that keeping a positive mindset and
thinking about the greater good, no matter whatever the circumstances are.
A positive attitude has many benefits which affect out other kinds of
behaviour in a good way. For example, a person who has a positive attitude
and mindset will look for the good in other person’s no matter how bad they
behave or how bad is their attitude. The former person thinks about the
greater good and that is why he is called a person with a positive attitude.
2. Negative Attitude: A negative attitude is something that every person
should avoid. Generally, people will negative attitude ignore the good things
in life and only think about whether they will fail. They often find a way out
of tough situations by running away from it. They often compare themselves
with other persons and find the bad in them only. In short, he is exactly the
opposite of the one with a positive mindset. There are certain bad effects
that a person with a negative mindset has to face.
3. Neutral Attitude: This is another type of attitude that is common. That
mindset is a neutral one. There is no doubt. Neither is there any kind of
hope. The people generally tend to ignore the problems in life. They wait for
some other individual to take care of their problems. They generally have a
lazy life and they are often unemotional. It is as if they don’t think about
anything that much and doesn’t care for the same as well.
4. Sikken Attitude: One of the most dangerous types of attitudes and different
is the sikken attitude. The sikken attitude has the calibre to destroy every
image that comes in connection with a positive image. This type of attitude
is more of a negative attitude and is very destructive. It often reflects the
mind’s negativity. It is necessary to let go off this kind of attitude for the
betterment of the self and the people around you. They are often difficult to
be mended because the attitude is deep-rooted within one’s personality.
However, with time, it nevertheless is possible to change the course of
direction of this attitude.
ATTITUDE FORMATION
Social learning:
 This is a factor that plays an important role in the development of attitude.
Process of learning affects the development of attitude and the way an
individual learns other forms of behaviour. Three processes of learning affect
development of attitudes and these are :
 Classical Conditioning: According to classical learning a neutral stimulus
comes to elicit an unconditioned response when repeatedly paired with
an unconditioned stimulus. Social psychologists opine that it applies to
the development of attitudes as well. For example, when a child
repeatedly listens from his father that Pakistan is an enemy country,
and all the terrorist activities in our country are Pakistan supported, the
child gradually develops a negative attitude towards Pakistan, even
though initially the word Pakistan was a neutral word for him. In a
classic experiment on the role of classical conditioning in attitude
formation, two nation words – Dutch and Swedish were presented
before a group of subjects. When the word Dutch was presented, it was
followed by recitation of positive adjectives like happy, laborious and
sacred etc. But the word Swedish was followed by recitation of negative
adjectives like dirty, ugly, bitter etc. At the end of the experiment, it was
found that subjects had developed positive attitude toward the nation
word Dutch as it was followed by positive adjectives and a negative
attitude among subjects was evident for the nation word Swedish. It
was presumed that repeated pairing with positive words elicited a
positive response for nation word Dutch.
 Instrumental Conditioning: According to this theory of learning states,
we learn those responses that are rewarded and show an increased
probability of repeating such responses. However, we tend not to
repeat responses that are punished. Studies reveal that children
develop attitudes maintained by their parents simply because holding
such attitudes is rewarding. Exhibition of attitudes and behaviour
similar to parents is often met with reward and praise from parents and
dissimilarities or deviation is met with punishment and admonition.
Thus, children soon learn that holding attitudes similar to that of
parents is instrumental in getting the desired results.
 Observational learning: A number of behaviours are learned by
watching the activities of others and the outcome of such activities.
Children growing often watch parents and significant others in the
family and society doing things which they follow without questioning
the wisdom or logic behind these activities. They follow without
question only because they trust in the wisdom of their parents and
significant others in the family and society.
Group Affiliations
 Group affiliations are an important source of formation and development of
attitude. An individual adopts the values, norms, opinions, beliefs and way of
behaviour in order to become an acceptable member of that group, because
following the line suggested by the group is rewarding.
 Besides group exerts pressure for conformity to group and nonconformity is met
with punishment. According to social psychologists group affiliations affect
attitude formation. Primary group is immediate group of the individual that is
family, peer group etc. Such groups have limited number of members and enjoy
face to face interactions.
 Since primary groups are based on close cooperation, affinity and compassion
members of primary group often develop similar attitudes. Family members
particularly parents have tremendous influence over development of attitude
among children.
 According to social psychologists’ attitudinal homogeneity among primary group

members can be attributed to four reasons. Since primary groups are closely
interknit, members face too much pressure for conformity to group.
 Therefore, members of primary group are more likely to show attitudinal

similarity. Primary groups create conditions where attitudes of one member are
favourable to other members which breeds liking among them. This liking breed
further similarity and this similarity in turn leads to attitudinal similarity.
 All members of the primary group receive similar or same information. They are
more likely to process and analyse the information in more or less similar
fashion thus developing attitudinal homogeneity.
 Any new member of a primary group is more likely to develop attitudes similar
to the group in order to gain acceptance in that group. Reference group is a
group, the individual is not a member of which but he aspires to be like
members of that group.
 Thus, such a group is used as standard for reference or comparison. Usually, a

person identifies with such groups by changing or adopting values, norms, goals
similar to that of reference group.
Cultural Factors
 Cultural factors also affect the development of attitudes. Every society has its
culture and every culture has its traditions, norms, values, religion etc. Thus
socialisation of every person is affected by the cultural factors of that society.
 Studies reveal that people reared in different cultures exhibit different attitudes
while people reared in the same culture show similarity of attitudes. For
example, a marriage proposal between first cousins is viewed favourably in
Muslim culture while in Hindu culture it is viewed with disdain.
 In one of the studies, it was found that cultural differences lead to development
of certain common attitudes among members of a given culture. For example,
members of Arapesh tribe are liberal, cooperative, and kind-hearted.
 On the other hand, members Mundugumor tribe are usually aggressive, zealous
and selfish. Anthropologists concluded that it was due to difference in emphasis
on the development of different personality traits among the two cultures.
Personality Factor
 Personality traits also have an important role to play in the formation and
development of attitudes. Attitudes which are in consonance of personality
traits are acquired easily. In a research study it was found that persons with
highly organised attitudinal system accept merits and demerits of their
personality as a matter of conscience.
 Some other studies found that people with low IQ and literacy level are usually
conservative, suspicious, hostile and has a tendency to attribute their faults to
others.
 Stereotypes: Every society is characterised with some stereotypes. Stereotypes

are simple generalised expectations about people of other groups. For example,
it is believed that women as compared to men are more religious and
suggestible, it leads to development of certain attitudes towards women.
 Given information: Information given to the individual also plays important role
in the formation of attitudes. In modern society modern means of
communication, particularly radio and television, play important role in shaping
the opinions, views and attitudes about many an issue of public concern.
Although not all types of information have equal effect on attitudes.
ATTITUDES AND VALUES

 The most frequently cited definition of what constitutes a human value is
offered by Rokeach (1973) as an “enduring belief that a specific mode of conduct
or end-state of existence is personally or socially preferable to an opposite or
converse mode of conduct or end-state of existence”.
 Values constitute an important aspect of self-concept and serve as guiding

principles for an individual. Rokeach argued that, considered together, values
form values systems where a value system is “an enduring organisation of beliefs
concerning preferable modes of conduct or end-states of existence along a
continuum of importance”.
 Thus the importance of different values should co-vary with the importance of
others in the value system. For e.g., you may value ‘honesty’ over ‘success’.
Human values are strongly prescriptive in nature and form the core around
which other less enduring beliefs are organised. As such they are important in a
range of other processes, like attitudes. It is contended that the formation of
specific attitudes is predicated upon more general values. Values indirectly
influence behaviour through their influence on attitudes. Although values can
shape attitudes, it does not however mean that values shape all attitudes.
 It is clear that some attitudes are formed through the influence of long-standing
values internalized early in life. These are called symbolic attitudes, because the
attitude object is a symbol of something else.
 In contrast, there are some attitudes that are based on utility, a direct benefits
and costs of the attitude object. These are called instrumental attitudes, because
they are instrumental to meet those needs. Interestingly the same attitude
object could serve a symbolic or an instrumental need. For e.g., your decision to
eat only vegetarian food could be based on utility (if you stay in a place like
Europe or America where it is more difficult to get vegetarian food) or taste-
instrumentally based attitudes— versus considerations of animal rights and right
to live-symbolically based values.
 Values are relatively more stable and enduring than attitudes, since they are
basic notions about what is right and wrong. Attitudes are less stable than
values. Further, if we know an individual’s values, we are better able to predict
his behaviour in a particular situation.
ATTITUDE-BEHAVIOUR RELATION
 Theory of Reasoned Action - The theory of reasoned action was proposed by
Fishbein and Ajzen (1975). They suggested that behaviour is primarily a function
of an intention to carry out a particular act. These intentions, in turn are
determined by two factors: the attitude towards the behaviour and the
subjective norm. The attitude is a function of belief about consequences and
subjective evaluation of those consequences.
 The Theory of Planned Behaviour - In a later modification of theory of reasoned
action theory, known as the theory of planned behaviour by Ajzen, 1991 added a
third factor that leads to behavioural intention: perceived behavioural control.
Perceived behavioural control refers to people’s appraisals of their ability to
perform the behaviour in question. As a general rule, the more favourable the
attitude and subjective norm, and the greater the perceived control, the
stronger should be the
person’s intention to
perform the behaviour in
question. Let us use an
example to explain this
theory. Rahul believes that
smoking causes cancer and
that cancer is very bad
(therefore he has a negative
attitude towards smoking). His fiancée wants him to quit smoking and he would
like to please her (subjective norm for smoking is low). He however realizes that
this habit is deeply ingrained and lacks confidence in his ability to become a non-
smoker (low perceived behavioural control). Thus, despite his proper attitude
and the subjective norm, Rahul is unlikely to quit smoking.
 It is also true that at times subjective norms will determine our intentions. Even
if we dislike something, we may do it anyway, because of subjective norms
(think of peer pressure). For instance, even if Rahul had a negative attitude
toward smoking, had the will power to quit (high behavioural control), but
thought that his friends expect him to smoke and he wanted to please his
friends (high subjective norm towards smoking), he would have probably not
have an intention to quit smoking. This model has been quite accurate in relating
attitudes to behaviour in areas like voting, drug use, political and family planning
behaviour. It is important to note that this model will be accurate only in
explaining behaviour based on rational thinking and planning— hence the name
‘planned behaviour’.
ATTITUDE CHANGE
 Attitudes are relatively permanent meaning thereby that they are subject to
change but slowly overtime. Psychologists claim that attitude change is of two
types –
1. Congruent change - When a favourable attitude becomes more
favourable after an incident, it is congruent change.
2. Incongruent change - However, when attitude change is
unfavourable that is direction of change is opposite of the already
held attitude, it is called incongruent change.
FACTORS THAT AFFECT ATTITUDE CHANGE

Psychologists have identified a number of factors that affect attitude change which are
as:
Changing reference group

 Psychologists found that change in reference group leads to change in attitude
as well. In one of the experiments Newcomb (1950) found that a group of fresh
entrants of girls were conservative as they were coming from a family of
conservative parents.
 However, environment of the college promoted liberalism and one of the aims
of college was to promote liberalism among students. In the last year of college,
it was found that girls had shifted from conservatism to liberalism.
Changing group affiliations

 This has direct bearings on change in attitudes. It has been observed that when a
person breaks ties with old group and joins new one, he readily adopts norms,
values, opinions and beliefs of the new group. Therefore, change in attitudes is
also there.
 However, change in attitude or change in group affiliations depend on two

things-
1. Characteristics of group
2. Characteristics of membership in group.
 By characteristics of the group, we mean norms, values and beliefs of the group.
If the standards, norms, beliefs and values of new group are more attractive to
the individual then the individual is likely to change his attitudes more readily.
 Similarly, characteristic of membership refers to the individual’s position in the
new group. If new position in new group accords greater status and power and
prestige, then the individual is more likely to change his attitude in the direction
held by the group.
 For example, if a leader is changing his affiliations from BJP to Congress Party, he
may find himself elevated to the level of national level, certainly he would
change his attitudes more in favour of Congress and its policies.
Additional information
 Change in attitude is also brought about by information received from means
like Radio, Television, and Newspaper. The person also gets information through
interaction with others.
 However, change in attitudes resulting from reception of additional information

depends on the nature of social situation in which information is given.
 Psychologist have delineated three types of such social situations which are as
follows:
i. When the additional information is given in front of several people then
when individual is alone, attitude change is faster and greater.
ii. When an individual publicly accepts and declares his attitudes and beliefs,
he commits himself to those attitudes and beliefs. Such public
commitment brings about a sort of rigidity in his attitudinal stand and any
additional information is likely to bring change in attitudes.
iii. However, in a situation where the individual has not made public his
attitudes and values i.e. his commitment is private not public. Additional
information will bring more change in attitudes because public is not
aware of the individual’s previous stand on the issue.
Persuasive Communication
 By persuasive communication we mean communication of such facts and
information as are attractive and appealing to the listener and has direct bearing
on the attitudes of the person. Change in attitude through persuasive
communication depends on four factors:
1. Source of communication
2. Characteristics and content of communication
3. Channel of communication, and
4. Characteristics of audience.
 By source of communication, we mean the person who provides information for
attitude change. Studies reveal that there are certain characteristics of source
which are effective in producing attitude change and these are: - Credibility of
the communicator, Attractiveness of the communicator, Content and
characteristic of communication.
Enforced contact
 One important factor in attitude change is enforced contact. By enforced contact
we mean a social situation in which two opposing parties are compelled to
interact with each other.
 For example, when an Indian and a Pakistani are compelled to live in the same
room and share other things. It is presumed that such enforced contact allow
people to understand each other in a better way through repeated exposure to
each other.
 In such situation people receive first-hand information about each other and has
the opportunity to test the information received.
Characteristics of audience
 Effectiveness of communication aimed at changing attitudes of audience is also
dependent upon the characteristics of the audience receiving the message. It
has been found that people who are high in self-esteem, self-confidence and are
aggressive by nature are less likely to be affected by a communication to change
attitude.
 Age has also been found to adversely affect change in attitude. Increase in age
brings about rigidity and conservatism in thinking thus an aged person is less
likely to be affected by persuasive communication.
THE THEORIES OF ATTITUDE CHANGE

I. Consistency Theories: The basic assumption of these theories is the need of the
individual for consistency. There must be consistency between attitudes, between
behaviours, and among attitudes and behaviours. A lack of consistency causes
discomfort so that an individual attempt to ease the tension by adjusting attitudes
or behaviours in order to once again achieve balance or consistency. Relationships
among the perceiver, another person, and an object are the main focus of balance
theory. Relationships are either positive or negative, based on the cognitive
perceptions of the perceiver. In this theory, there are eight possible configurations;
four balanced and four unbalanced. Unbalanced states are recognized as being
unstable. Under these conditions, perceivers attempt to restore balance by changing
their attitudes toward objects or other persons. Persuasive communications
attempt to change the affective component of an attitude system by changing the
cognitive component of attitude. In other words, providing an individual with new
information that changes the cognitive component of attitude will tend to cause
that individual to change overall attitudes toward an object.
II. Cognitive Dissonance theory: Cognitive dissonance theory argues that behaving in a
way that contradicts existing attitudes creates a feeling of discomfort. Put another
way; people feel bad when they perform an action that is inconsistent with their
attitudes. For example, an animal lover may feel upset if they accidentally run over a
hedgehog; a pro-environmentalist may feel bad if they throw their plastic covers on
the ground at the end of a night out. People will look for ways to try to explain it
and, if none are apparent, they will resort to the only means left to them to resolve
the discrepancy: they will change their attitude so that it matches the behaviour
they have performed. Like self-perception theory, cognitive dissonance theory
predicts that behaviours cause attitudes rather than the other way around, but
unlike self-perception theory, a weak prior attitude is not a prerequisite for the
effect. In fact, dissonance will not occur unless there is a prior attitude that is fairly
strong; otherwise, there will be no discrepancy and no strong feelings of discomfort
III. Reinforcement Theories: The main aspect of the reinforcement theory is that when
behaviour is reinforced, then it will be repeated and used again, and when if the
behaviour is not reinforced, then that behaviour will continue without change.
Therefore, if this behaviour is currently bad, it will stay that way, unless something is
done. The Reinforcement Theory starts to look into punishment and reward for
behaviour. This is what Skinner started to go into, saying that punishment was
needed to make sure people stay on the right track and produce work, which is of
adequate quality. This theory includes all the three kinds of conditioning that have
been discussed in Attitude Formation section
IV. Social Judgment Theories: Social judgment theory focuses on how people's prior
attitudes distort their perceptions of the positions advocated in persuasive
messages, and how such perceptions mediate persuasion. In general terms, the
theory assumes that a person's attitudes serve as a judgmental standard and anchor
that influences where along a continuum a persuader is advocated position is
perceived to lie. According to this theory, an individual's initial attitude serves as an
anchor for the judgment of related attitude communications. Opinions are
evaluated against this point of reference and are placed on an attitudinal continum.
SOCIAL INFLUENCE AND PERSUASION
Understanding Social Influence
 Lisa Walker in The Blackwell Encyclopedia of Sociology defines Social

influence “as change in an individual's thoughts, feelings, attitudes, or behaviors
that results from interaction with another individual or a group. Social influence
is distinct from conformity, power, and authority.
 Conformity occurs when an individual expresses a particular opinion or behavior

in order to fit in to a given situation or to meet the expectations of a given other,
though he does not necessarily hold that opinion or believe that the behavior is
appropriate.
 Power is the
ability to force or
coerce someone
to behave in a
particular way by
controlling her
outcomes.
 Authority is
power that is
believed to be legitimate (rather than coercive) by those who are subjected to it.
 Social influence, however, is the process by which individuals make real changes
to their feelings and behaviors as a result of interaction with others who are
perceived to be similar, desirable, or expert.
 People adjust their beliefs with respect to others to whom they feel similar in
accordance with psychological principles such as balance. Individuals are also
influenced by the majority: When a large portion of an individual’s referent
social group holds a particular attitude, it is likely that the individual will adopt it
as well. Additionally, individuals may change an opinion under the influence of
another who is perceived to be an expert in the matter at hand.
FACTORS THAT AFFECT SOCIAL INFLUENCE:
 Emotional content of the message

 Credibility and reliability and authenticity of the speaker
 attitude and emotional makeup of the audience
 Social cultural, political and economic conditions.
 The importance of social influence for civil servants is immense. At the level of
an individual civil servants can see and understand how interactions in various
social spheres influence their own behavior, attitude, values, beliefs,
perceptions, thoughts, etc.
 At a public level understanding social influence equipped them to understand

how different people are influenced through their interaction with them.
Changing people's attitude and persuading them to follow law and contribute to
the betterment of society is an integral part of civil servant's job. Various factors
that interplay social influence and persuasion in the framework of
communication and action has to be delineated and understood.
PERSUASION
 In The Dynamics of Persuasion, Perloff defines persuasion can be defined as "...a
symbolic process in which communicators try to convince other people to
change their attitudes or behaviours regarding an issue through the transmission
of a message in an atmosphere of free choice."
 The key elements of this definition of persuasion are:

1. Involves a deliberate attempt to influence others
2. People are not coerced; they are instead free to choose through self-
persuasion
3. Persuasive messages are transmitted in a variety of ways, including
verbally and nonverbally via television, radio, internet, or face-to-face
communication.
4. Persuasion is symbolic, utilizing words, images, sounds, etc
 Persuasion deals with how do people think about, and incorporate, the
information they receive that is counter to their current point of view? What
determines whether they are persuaded by arguments or not?
 This is a question of obvious relevance to our understanding of how people
think, feel, and behave. Do TV adverts work? When do people change their
brand of toothpaste? What changes people’s vote in political election
campaigns? What makes people decide to adopt a healthier diet? How people
react to messages intended to make them change their mind is the focus of this
final section.
 Persuasion has an objective is attempted to be

achieved through social influence. Broadly,
persuasion can also be understood as a part or a
type of social influence.
 Communication is the instrument which aims to

engage people in different social settings in order to influence them. many at
times the method is persuasion. Notably, it must be highlighted that persuasion
encapsulates a component of respecting individual autonomy and freedom to
make choices.
 It must be differentiated from coercion. It should also be kept in mind that not
all communication is intended to be persuasive; other purposes include
informing or entertaining.
 A number of researchers have created theories that help explain why people are
persuaded. Two important theories must must be understood as follows:
MODES OF PERSUASION
Modes of persuasion are the methods a speaker or teacher can use to appeal to their
audience. People often use the various modes of persuasion in everyday conversations
as well as in their professional capacities. More than 2,000 years ago, Aristotle taught
his students about four basic ways to convince an audience of a belief or concept.
Aristotle was a famous Greek rhetorician, scientist and teacher, and he emphasized the
modes known as ethos, pathos and logos.
1. Ethos
Ethos relies on credibility as the method for convincing others. You can establish
credibility in a range of ways, such as experience or education. If an established and
trained psychologist wrote a paper on the psychology that impacts anxiety and
depression, the credibility comes from that individual's experience and knowledge in
the field. However, if that same psychologist wrote an article about cooking, they
wouldn't have the same assumed credibility in that particular field.
For some, credibility is assumed based on their qualifications. People can establish their
own ethos by emphasizing what makes them an expert in a particular field. Individuals
may also build their ethos by referencing and citing credible sources in their arguments
or appealing to the logic of the audience.
2. Pathos
Pathos is a mode of persuasion that appeals to the human emotions. Human beings feel
complex emotions, and feelings can often trump common sense and logic in behaviors
and actions. Due to the complexity of feelings, pathos is a powerful mode of persuasion
that allows people to connect with one another and experience emotions. The feelings a
person experiences can also motivate them to act differently or believe something to be
true, making pathos very effective for persuasion. Of the key modes of persuasion,
pathos is often the least respected due to its inability to remain objective. People feel
different emotions based on their experiences in life, so appealing to those emotions
may not always be the best course of action for a wide and varied audience.
3. Logos
Logos appeals to the logical side of the audience members, and using logos can help
establish the ethos in writing. Performing research is a good starting point when relying
on logos as your dominant mode of persuasion. As you research a topic, you can glean
information that will help you present it more logically to your audience. An important
element of maintaining logos in rhetorical works is avoiding faulty logic. Also referred to
as logical fallacy, this situation may occur if you try to use logic that isn't accurate or
based on facts.
4. Kairos
Aristotle also mentioned a

fourth mode of persuasion,
although he didn't group it
with the other three in his
teachings. This mode is
known as kairos, which
translates from Greek to
opportune or right moment.
When applying the mode of
persuasion known as kairos,
the speaker or writer must take advantage of or create the ideal moment to deliver a
message. For example, a government representative trying to convince their
constituents to take action around gun laws might reach out to them after a local
shooting incident. This example incorporates both Kairos, or taking advantage of the
right moment, and pathos, or appealing to emotions.
STEPS TO EFFECTIVE PERSUASION
Step#1: (What) The first step in effective persuasion is to clearly state your goal – what
is it you want to do?
Step#2: (Who) Once you know your goal, determine who you must persuade,
identifying all persons or groups.
Step #3: (How) The third goal is to begin to develop methods of persuasion. First, you
should carefully analyse the situation and the persons and groups whom you hope to
persuade by answering these questions:
 Does what you want offer little or no perceived benefit to the person or persons you
want to influence?
 Do you and those you want to persuade have about equal power?
 Can both sides help (or hurt) each other almost equally?
Step #4: (Select) After the analysis, select your methods and organize them into a
process you will implement.
1. You are more likely to persuade others when you:

 give logical reasons – statements that answer the question “why?”
 relate the reasons directly to the persons you are attempting to persuade
 use facts to support your reasons
 share genuine feelings about the issue
 relate feelings directly to the persons you are attempting to persuade
2. You are more likely to be an effective persuader in the long run when you are
ethical. Lying, name-calling, exaggeration and distortion of facts has no place in
ethical persuasion.
3. You are also more likely to persuade people when you and your organization
have credibility. This means that you are more likely to be successful when
people like you, trust you and have confidence in you.
You have credibility if people see you as:
 competent – you have done your homework and know what you are talking
about.
 well-intentioned – you have a positive motive
 ethical – you are telling the truth and displaying high standards and positive
attitudes
 likable – you are not trying to fight.
MORAL AND POLITICAL ATTITUDES
POLITICAL ATTITUDES
 Max Rosenberg in his paper “Analyzing Political Attitudes” writes that the term
‘political attitude refers to the mental or emotional set with which an individual
approaches.
 A political problem and which determines his line of conduct towards that
problem. The sum total of the political attitudes of an individual reveals that
person's outlook on the political aspect of social living.
 It could be learned, for example, whether the person was radical, progressive,
liberal, conservative, or reactionary. That which can be said of the individual can
likewise be applied to a group or community. The total of the political attitudes
and outlooks of the various individuals will reveal the political bent of the group.
 All individuals have political attitudes. All are affected by the acts of
governmental units, with resulting thoughts, opinions, and attitudes. For some
people it is enough to have their own way of thinking and believing. For others
this is not enough; they must seek to persuade everyone else to believe that
their particular points of view are the best, or the most expedient, or the least
expensive, or possibly, that they will benefit the majority. Many people are even
willing to die, if necessary, for their political attitudes and beliefs.
Why Political Attitudes need to be Studied?
 The study helps an individual to understand and differentiate various political

attitudes and make an informed choice in order to support one or refute the
other.
 To understand the content and structure that make up different political
attitudes.
 As civil servants developing the quality of respecting different political
attitudes and in inculcating an attitude to be able to cooperate and
collaborate with people belonging to different political attitudes in order to
achieve the collective good.
 Politics being a very integral part of one's public
engagement, by understanding the sources of various political attitudes one
can rationally analyze once own political attitudes and give up beliefs and
values that do not support social, economic and political progress and
development.
 Political attitudes affect political participation and political aspirations of an
individual or a group.
FACTORS AFFECTING POLITICAL ATTITUDES
1. The Environment
The surroundings and atmosphere, in which an individual is brought up, plays a
vitally important role in moulding a person's character. It is the second of the
two ingredients in the mould; the other is the hereditary impulses and
tendencies. These two together-heredity and environment-determine the type
of individual that will be the end result. Assume that a youth lives in a poor
factory district. The workers in the neighbourhood labour for starvation wages.
The youth's father is one of these workers. The youth's whole life is imbued with
the ideal of a better life for such people. What. will be his attitude towards
labour unions, strikes, income taxes, government interference for higher wages,
government interference for lower wages?
Assume the opposite, that the youth live in a mansion. He is in continual and
constant contact with the idea of profits, profits. He is always hearing that the
workers complain needlessly about wages and hours-and are never satisfied. All
his acquaintances are in agreement with this idea. What will be this youth's
attitude towards labour unions, strikes, income taxes, government interference
for higher or lower wages? The environment is of fundamental importance in
determining an individual's political attitudes. And this influence is one of long-
lasting effect.
2. Mass Media
In the determination of political attitudes, the very latest developments are the
tools of mass media like newspapers, cinema, radio, social media, informal
chatting platforms, television, etc. These mechanical tools and toys, which
characterize the closely-linked, easily-reached society of our day, are like any
other sources of information and opinion, They can be utilized for ends which
are highly desirable-political enlightenment and enrichment; they can likewise
be utilized for ends that are far less desirable-political befuddlement and chaos.
The demagogue and self-seeker as well as the leader and statesman come
directly into the private dwellings of the population. The poisoning of minds and
the confusing of thought is carried on simultaneously with the exposition of the
desirable opinions and the explanations of the better-informed and the better
qualified. From all indices the mass media will continue to be more and more
significant as a political influence and a means of spreading political knowledge
and propaganda.
3. Social Interest
Social interest as an intellectual concept may refer to at least two conditions-an
interest in the social scene on the part of individuals, or in another sense, the
best interest of society. In the first meaning well-developed personal interest in
the social scene the degree of interest may range from an idle, objective
curiosity to a willingness to offer property and life. In the second meaning-the
best interest of society-the interest ranges from a negative, antisocial position,
through indifference, to a positive position of working for society. In both
meanings, however, social interest serves as important influences in blowing the
wind of political opinion.
4. Family and Traditions

The individual gets acquainted with the first social life in the family
establishment where it is a natural member from the moment of birth. Basic
values, attitudes, norms, and belief patterns are the family environment for the
child who has met with the family, especially until the school period, and the
unrestricted information source of determination is unlimited. From this point of
view, the family conveys certain decision-making patterns with concrete social
relations as well as with the social values and norms of the child through the
conscious socialization process.
The family may not directly convey the political attitudes, values, norms and
beliefs to the child. However, what children learn from their families may have
political consequences. Authoritarianism is a good example of this kind of
phenomenon. Those who are authoritarian tend to be obedient to those who
are higher than themselves, that they should not be criticized, and those who
are in the subordinate tends to think that they should not resist orders. The
method of raising children leads to the identification of the authoritarian
personality, which may include political value judgment and attitudes, such as
disturbing political competition, being hierarchically organized, thinking that
everyone has a certain place in society.
5. Formal Education
Education in general intends to create personalities of individuals and allow
them to access their autonomy in order to rationally use the available resources
and make the best out of surrounding circumstances. Formal education includes
education provided through institutions like schools and universities. Education
has a direct bearing up one's understanding of politics, political participation and
most importantly political attitudes. A well-educated mind tends to be liberal in
contrast to orthodox or conservative, respecting others' beliefs, values, thoughts
and political positions. Education is instrumental in creating individuals who
have the capacity to cooperate and collaborate with individuals and groups with
different political attitudes and positions.
In this very context it is important that the curriculum and syllabus of education
systems are thus created that proportional space are given to different political
ideologies so that students are well accustomed to the basic tenants of politics
and ideologies. Formal education provided through institutions should
provide free, encouraging and nurturing space for individuals to develop their
own political attitudes by intimately engaging with teachers and fellow
students.
SOME POLITICAL ATTITUDES
Radical
it refers to an attitude that shows that individuals a group of individuals seek to bring
about the change into an existing practice, institution or a value drastically. Thus, the
existing state differs from the altar state with great contrast. For example, French
Revolution trying to replace monarchy through democracy. radicals 10 to be generally
highly discontent with the existing system of ways and desire immediate change and
thus may include violence as a means.
Liberal
does that mean suggests this attitude entails and accommodative stance where people
manifesting such an attitude are ready to engage in evolutionary mechanisms like
dialogue to bring about a change. It includes in itself a wide spectrum of plural thoughts
beliefs and ideas and proactive attitude to include new spectrums. Liberals tend to
abhor violence and prefer democratic means for bringing change.
Moderate
This position is a mix of conservative and liberals. On one hand

moderates are democratic in their means while on the other hand they exhibit
considerable resistance to change. one should be able to examples from the group of
moderates that were active during the initial phase of freedom struggle of India.
Conservative
This political attitude emphasizes the value of traditional institutions and practices. It
regards society as a living organism with organically interlinked parts. They value
institutions which evolved slowly, for they promote social stability and continuity.
Government should guard existing ways of life and not attempt to transform society
rapidly. Suspicion of government activism separates conservatism from liberalism and
radicalism. Conservatism as a doctrine was first propounded in late eighteenth century
largely as a reaction to French revolution. Two famous thinkers associated with
conservatism are Chateaubriand in France and Edmund Burke in England. According to
them violent, non-traditional and disruptive methods polluted the liberal principles of
French revolution.
Reactionary
Reactionary political attitude favors restoration of a previous, and usually outmoded,

political or social order. Reactionaries hanker after a society whose days are over. It is a
form of nostalgia for the past. Political and social changes occur due to various forces.
Once some institutions and ideas are dethroned, they cannot be restored.
Civil servants and political attitude

Civil servants have to work intimately with the political leaders who hold different
ideologies and thus their understanding of different political attitudes is very important.
Civil servants are expected to show nonpartisanship that is no favor or disfavor to a
group of people due to their political attitudes and ideology.
Individual personal political attitudes should not be an obstacle in discharging one's

duties. One should be politically neutral in its official capacity and objective in public
dealings. Civil servants are not only expected to uphold law and order but also to act as
an active and responsible citizen. They must be tolerant and respectable to different
political ideologies.
MORAL ATTITUDES
 Moral attitudes are result of learned beliefs and moral values. These attitudes
design the conceptual schema for an individual to function in a moral
framework. It is notable FACTORS AFFECTING MORALE ATTITUDES
that all individuals work in 1. Family and social circle
some kind of moral 2. Level of education
framework. 3. Socio-political and Economic Conditions
4. Religion
5. Institutions like state, political
 Moral attitude is the
institutions, etc.
linchpin that decides 6. Hereditary and Genetic factors
7. Advancement of Science and Technology
one’s ability to find coherence and acceptability of normative values.
 Moral attitudes in general encapsulate moral judgments such as good or bad,

right and wrong, etc. Moral attitudes are also seen when one shows opinions
and judgments about the world, other people, ideas, etc. apart from the action
that one undertakes.
 Moral attitudes of civil servants should reflect values like

perseverance, nonpartisanship truthfulness, honesty, goodness, empathy etc.
 Civil servants have an added responsibility to manifest their moral attitudes

through their actions as they are always subject to public scrutiny and are
accountable for their actions. Not only people learn from such actions but also
try to emulate them in their daily lives.
 For example, for a young I.A.S. officer to promote social justice through
annihilation of caste system is by going to a public school and eating the mid-day
meal made by an old Dalit woman who was otherwise not allowed to cook
owing to her caste identity.
Features of Moral Attitude
 These are dynamic and not static and thus evolved over a period of
time. Although these attitudes are relatively permanent. The process of
evolution or their change maybe very slow.
 All individuals have some kind of moral attitude.
 Moral attitudes have a social-cultural dimension to them and thus find variance
when studies with respect to different cultures.
 Moral attitudes are spoken in respect to individuals who have autonomy or
sense of discretion. For example, moral attitudes are not spoken of stones,
walls or animals.
 Made up of moral values and beliefs.
 Direct bearing on moral actions and behavior.
***
MMP-2024
EMOTIONAL INTELLIGENCE HANDOUT
EMOTIONAL INTELLIGENCE
 The term emotional intelligence was created by two researchers, Peter Salovey
and John Mayer in their article “Emotional Intelligence” in the
journal Imagination, Cognition, and Personality in 1990.
 It was later popularized by Dan Goleman in his
1996 book Emotional Intelligence. Emotional
intelligence describes the ability, capacity, skill,
or self-perceived ability to identify, assess, and
manage the emotions of one’s self, of others,
and of groups.
 People who possess a high degree of
emotional intelligence know themselves very
well and are also able to sense the emotions of
others. They are affable, resilient, and
optimistic. Surprisingly, emotional intelligence
is a relatively recent behavioural model.
 By developing their emotional intelligence individuals can become more
productive and successful at what they do, and help others become more
productive and successful too.
 The process and outcomes of emotional intelligence development also contain
many elements known to reduce stress—for individuals and therefore
organizations—by moderating conflict; promoting understanding and
relationships; and fostering stability, continuity, and harmony.
 Last but not least, it links strongly with concepts of love and spirituality. With
spiritual techniques this ability to understand emotions – EI – can be
substantially developed and nurtured.
“If your emotional abilities aren’t in hand, if you don’t have self-
awareness, if you are not able to manage your distressing
emotions, if you can’t have empathy and have effective
relationships, then no matter how smart you are, you are not
going to get very far.” —Daniel Goleman
 In a nutshell, emotional intelligence refers to the ability to identify and regulate

our own emotions, to recognize the emotions of other people and feel empathy
toward them, and to use these abilities to communicate effectively and build
healthy, productive relationships with others. Healthy, productive relationships
not only are key to our psychological well-being, they’re also vital to physical
health.
ABILITY MODELS OF EMOTIONAL INTELLIGENCE
 In Western history and in psychology, emotions and reasoning sometimes have
been viewed in opposition to one another. Contemporary thinkers, however,
hold that, emotions convey information about relationships and suggests that
emotions and intelligence can work hand in hand.
 Emotions reflect relationships between a person and a friend, a family, the
situation, a society, or more internally, between a person and a reflection or
memory.
 The mental ability model of emotional intelligence makes predictions about the
internal structure of the intelligence and also its implications for a person's life.
 The theory predicts that emotional intelligence is, in fact, an intelligence, like
other intelligences in that it will meet three empirical criteria.
1. First, mental problems have right or wrong answers, as assessed by
the convergence of alternative scoring methods.
2. Second, the measured skills correlate with other measures of mental
ability (because mental abilities tend to inter-correlate) as well as
with self-reported empathy).
3. Third, the absolute ability level rises with age i.e. - experience.
 The model further predicts that emotionally intelligent individuals are more
likely to -
a) have grown up in bio-socially adaptive households (i.e., have had
emotionally sensitive parenting),
b) be less defensive,
c) be able to reframe emotions effectively (i.e., be realistically optimistic
and appreciative),
d) choose good emotional role models,
e) be able to communicate and discuss feelings,
f) Develop expert knowledge in a particular emotional area such as
aesthetics, moral or ethical feeling, social problem solving,
leadership, or spiritual feeling.
MIXED MODELS OF EMOTIONAL INTELLIGENCE

 Goleman created a model that also was mixed and was characterized by the five
broad areas, including –
i. knowing one's emotions,
ii. managing emotions,
iii. motivating oneself,
iv. recognizing emotions in others
v. handling relationships.
 His list of specific attributes under motivation, for example, include, marshalling
emotions, delaying gratification and stifling impulsiveness, and entering flow
states.
 Goleman recognized that he was moving from emotional intelligence to

something far broader. He states that "'ego resilience” is quite similar to [this
model of] emotional intelligence" in that it includes social (and emotional)
competencies.
 He goes so far as to note that, "There is an old-fashioned word for the body of
skills that emotional intelligence represents: character."
 Goleman makes extraordinary claims for the predictive validity of his mixed
model. He states that emotional intelligence will account for success at home, at
school, and at work.
 Among youth, he says, emotional intelligence will lead to less rudeness or
aggressiveness, more popularity, improved learning (Goleman, 1995a, p. 192),
and better decisions about "drugs, smoking, and sex.
 At work, emotional intelligence will assist people "in teamwork, in cooperation,
in helping learn together how to work more effectively”.
 More generally, emotional intelligence will confer "an advantage in any domain
in life, whether in romance and intimate relationships or picking up the
unspoken rules that govern success in organizational polities''.
COMPONENETS OF EMOTIONAL INTELLIGENCE

 Individuals have different personalities, wants, needs, and ways of showing their
emotions. Navigating through this requires tact and shrewdness—especially if
one hopes to succeed in life.
 This is w
 Here emotional intelligence theory helps. In the most generic framework, five
domains of emotional intelligence cover together personal (self-awareness, self-
regulation, and self-motivation) and social (social awareness and social skills)
competences.
SELF-AWARENESS
(i) Emotional awareness: Recognizing one’s emotions and their effects.
(ii) Accurate self-assessment: Knowing one’s strengths and limits.
(iii) Self-confidence: Sureness about one’s self-worth and capabilities.
HOW TO IMPROVE SELF-AWARENESS

 Ask for constructive feedback
 Keep a journal
 Learn new skills
 Meditate
 Pay attention to your thoughts and emotions
 Practice mindfulness
 Reflect on your experiences
 Set goals and routines to achieve them
 Use positive self-talk
 Work on building a growth mindset
SELF-REGULATION
(i) Self-control: Managing disruptive emotions and impulses.
(ii) Trustworthiness: Maintaining standards of honesty and integrity.
(iii) Conscientiousness: Taking responsibility for personal performance
(iv) Adaptability: Flexibility in handling change.
(v) Innovativeness: Being comfortable with and open to novel ideas and
new information.
HOW TO IMPROVE SELF-REGULATION
 Be mindful of your thoughts and feelings.
 Build distress tolerance skills.
 Find ways to manage difficult emotions.
 Look at challenges as opportunities.
 Practice your communication skills.
 Recognize that you have a choice in how you respond.
 Use cognitive reframing to change thought patterns and emotional responses.
 Work on accepting your emotions.
SELF-MOTIVATION
i. Achievement drive: Striving to improve or meet a standard of excellence.
ii. Commitment: Aligning with the goals of the group or organization.
iii. Initiative: Readiness to act on opportunities.
iv. Optimism: Persistence in pursuing goals despite obstacles and setbacks.
HOW TO IMPROVE MOTIVATION

 Avoid overusing extrinsic rewards.
 Celebrate your results.
 Focus on setting small, measurable goals.
 Introduce challenges to keep things interesting.
 Set goals to help build intrinsic motivation.
 Work with a friend or co-worker to find accountability.
SOCIAL AWARENESS
i. Empathy: Sensing others’ feelings and perspective, and taking an active interest
in their concerns.
ii. Service orientation: Anticipating, recognizing, and meeting customers’ needs.
iii. Developing others: Sensing what others need in order to develop, and
bolstering their abilities.
iv. Leveraging diversity: Cultivating opportunities through diverse people.
v. Political awareness: Reading a group’s emotional currents and power
relationships.
HOW TO SOCIAL AWARENESS

 Be willing to share your own feelings.
 Engage in a cause such as a community project or social service.
 Listen to other people.
 Talk to new people and learn about their experiences.
 Try to imagine yourself in someone else's place.
SOCIAL SKILLS
i. Influence: Wielding effective tactics for persuasion.
ii. Communication: Sending clear and convincing messages.
iii. Leadership: Inspiring and guiding groups and people.
iv. Change catalyst: Initiating or managing change.
v. Conflict management: Negotiating and resolving disagreements.
vi. Building bonds: Nurturing instrumental relationships.
vii. Collaboration and cooperation: Working with others toward shared goals.
viii. Team capabilities: Creating group synergy in pursuing collective goals.
HOW TO IMPROVE SOCIAL SKILLS

 Ask open-ended questions.
 Find icebreakers that will help start conversations.
 Notice other people's social skills.
 Practice good eye contact.
 Practice your social skills.
 Practice active listening.
 Show interest in others.
 Watch your body language.
EMOTIONAL MATURITY
 When we think of someone who’s emotionally mature, we typically picture a
person who has a good understanding of who they are. Even if they don’t have
all the answers, an emotionally mature individual gives off a sense of “calm amid
the storm.” They’re the ones we look to when going through a difficult time
because they perform well under stress.
 In other words, emotional maturity is when someone can manage their
emotions no matter their circumstances. They know how to respond to tough
situations and still keep their cool. It’s a skill set they can consistently work on
over time.
WHAT ARE THE KEY CHARACTERISTICS OF EMOTIONAL MATURITY?

1. Taking responsibility- People with emotional maturity are aware of their
privilege in the world and will try to take steps toward changing their behavior.
This means you don’t blame others (or yourself) when something goes awry. You
possess a spirit of humility — instead of complaining about your circumstances,
you become action-oriented. You may ask, “What can I do to improve this
situation?”
2. Showing Empathy - Emotionally mature individuals approach life by doing as
much good as they can and supporting those around them. You know how to put
yourself in someone else’s shoes. Meaning, you often feel more concern for
others and try to find ways of helping.
3. Owning mistakes - You know how to apologize when you’ve done wrong. No
excuses. You’ll admit your mistakes and try to find ways of rectifying the
situation. You also don’t have the desire to be right all the time. Instead, you’ll
acknowledge that you indeed don’t have “all the answers.”
4. Being unafraid of vulnerability - You’re always willing to open up and share your
own struggles so others feel less alone. You’re also not interested in being seen
as “perfect” all the time. Emotional maturity means being honest about your
feelings and building trust with those around you because you don’t have an
agenda.
5. Recognizing and accepting needs - Those with emotional maturity can admit
when they need help or when they’re burning out. For example, you’ll
acknowledge when you need a break and know when to ask your boss for a day
off. You’re also able to clearly communicate with your partner for more help
around the house.
6. Setting healthy boundaries - Setting healthy boundaries is a form of self-love
and respect. You know how and when to define a line and won’t allow others to
cross it. If a colleague belittles or puts you down, you won’t stand for it and will
let your voice be heard.
Emotional Intelligence should result in Emotional Maturity. The framework to improve

the same in public administration is as follows:
CONTEXTUALIZING EMOTIONAL INTELLIGENCE FOR CIVIL SERVICES

Emotional intelligence holds immense instrumental value in realizing the objectives of
good governance. Importance can be seen as fools:
 Emotional intelligence allows one to be a more effective leader and team
builder.
 Understanding how others are feeling allows you to communicate with them
effectively thus leaving no scope for misunderstanding and miscommunication.
 Knowing more about what you are feeling allows you to be more self-aware and
understand yourself more deeply. This helps someone to manage own actions
and achieve aspirations and goals in life so stop
 By being more aware of your emotions, you can also improve your self-control
abilities and exhibit highest standards of ethics in morality
 Managing your emotions effectively allows you to exert greater control in
situations marked by stress or conflict. Collaborative and cooperative approach
is often chosen over reactionary or authoritarian approach to reach a feasible
and practical solution.
 It helps civil servants to maintain ethics in public and private relationships.
 It provides a framework for civil servants to uphold and protect the foundational
values of civil services.
***

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MMP-2024

Human Values - Handout 3

 Notably, the difference between positive attitude and negative attitude be

 According to social psychologists’ attitudinal homogeneity among primary group

 Therefore, members of primary group are more likely to show attitudinal

 Thus, such a group is used as standard for reference or comparison. Usually, a

 Stereotypes: Every society is characterised with some stereotypes. Stereotypes

ATTITUDES AND VALUES

 Values constitute an important aspect of self-concept and serve as guiding

FACTORS THAT AFFECT ATTITUDE CHANGE

Changing reference group

Changing group affiliations

 However, change in attitude or change in group affiliations depend on two

 However, change in attitudes resulting from reception of additional information

THE THEORIES OF ATTITUDE CHANGE

Understanding Social Influence

 Lisa Walker in The Blackwell Encyclopedia of Sociology defines Social

 Conformity occurs when an individual expresses a particular opinion or behavior

 Emotional content of the message

 At a public level understanding social influence equipped them to understand

 The key elements of this definition of persuasion are:

 Persuasion has an objective is attempted to be

 Communication is the instrument which aims to

Aristotle also mentioned a

1. You are more likely to persuade others when you:

Why Political Attitudes need to be Studied?

 The study helps an individual to understand and differentiate various political

FACTORS AFFECTING POLITICAL ATTITUDES

4. Family and Traditions

SOME POLITICAL ATTITUDES

This position is a mix of conservative and liberals. On one hand

Reactionary political attitude favors restoration of a previous, and usually outmoded,

Civil servants and political attitude

Individual personal political attitudes should not be an obstacle in discharging one's

 Moral attitudes in general encapsulate moral judgments such as good or bad,

 Moral attitudes of civil servants should reflect values like

 Civil servants have an added responsibility to manifest their moral attitudes

Features of Moral Attitude

 In a nutshell, emotional intelligence refers to the ability to identify and regulate

MIXED MODELS OF EMOTIONAL INTELLIGENCE

 Goleman recognized that he was moving from emotional intelligence to

COMPONENETS OF EMOTIONAL INTELLIGENCE

HOW TO IMPROVE SELF-AWARENESS

HOW TO IMPROVE MOTIVATION

HOW TO SOCIAL AWARENESS

HOW TO IMPROVE SOCIAL SKILLS

WHAT ARE THE KEY CHARACTERISTICS OF EMOTIONAL MATURITY?

Emotional Intelligence should result in Emotional Maturity. The framework to improve

CONTEXTUALIZING EMOTIONAL INTELLIGENCE FOR CIVIL SERVICES

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