NEOLMS MODULE

HBOR 1013 Human Behavior in Organization

Lesson: Values, Ability, Attitudes, and Job Satisfaction

Topic: Explain how values, attitudes leads to job satisfaction

Learning Outcomes: At the end of this module, you are expected to:

1. Contrast terminal and instrumental values

2. List the dominant values in today’s workforce
3. Identify the five value dimensions of national culture
4. Contrast the three dimensions of attitudes
5. Summarize the relationship between attitudes and behaviour
6. Identify the role consistency plays in attitudes
7. State the relationship between job satisfaction and attitude
8. Identify four employer responses to dissatisfaction

LEARNING CONTENT

Introduction:

Judge the picture above. What is your understanding about it? How can attitudes and values affect job
satisfaction? The answers lie in the individuals’ perceptions. Today attitudes, values are the most important criteria in
hiring an employee. In this module you would see how these play in the success of organization.

Lesson Proper:

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VALUES

Values have both content and intensity attributes. The content attribute says that a mode of conduct or end-
state of existence is important. The intensity attribute specifies how important it is.

When we rank an individual’s values in terms of their intensity, we obtain that person’s value system.

Values refer to stable and evaluative life goals that people have, reflecting what is most important to them. Values are
founded during one's life as a result of the collect of life experiences and are likely to be relatively constant.

The values a person holds will affect his employment. For example, someone who has an orientation toward strong
stimulation may pursue extreme sports and select an occupation that involves fast action and high risk, such as fire fighter,
police officer, or emergency medical doctor. Someone who has a drive for achievement may more readily act as an
entrepreneur.

Types of Values

Social psychologist Milton Rokeach, developed the classification system of values which consists of two sets of values,
18 individual value items in each. One set is called terminal values the other instrumental values.

Instrumental values can be defined as specific methods of behavior. Instrumental values are not an end goal, but rather
provide the means by which an end goal is accomplished. Character traits and personal characteristics, like being
imaginative and independent make up most of the instrumental values.

The Instrumental values include:

1. Cheerfulness

2. Ambition

3. Love

4. Cleanliness

5. Self-Control

6. Capability

7. Courage
8. Politeness

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9. Honesty

10. Imagination

11. Independence

12. Intellect

13. Broad-Mindedness

14. Logic

15. Obedience

16. Helpfulness

17. Responsibility

18. Forgiveness

The end goals that people strive to achieve and are most important to us are known as terminal values. Terminal values are
the overall goals that people hope to achieve in their lifetime. Terminal values include inner harmony, social recognition,
and a world of beauty.

Here is the list of the 18 terminal values which are:

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1. A world at peace- free of war and conflict

2. Family security- taking care of loved ones

3. Freedom-independence; free choice

4. Equality-brotherhood; equal opportunity for all

5. Self-respect-self esteem

6. Happiness- contentedness

7. Wisdom- a mature understanding of life

8. National security- protection from attack

9. Salvation-saved; eternal life

10. True friendship- close companionship

11. A sense of accomplishment- a lasting contribution

12. Inner harmony- freedom from inner conflict

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13. A comfortable life-a prosperous life

14. Mature love- sexual and spiritual intimacy

15. A world of beauty- beauty of nature and the arts

16. Pleasure-an enjoyable, leisurely life

17. Social recognition- respect; admiration

18. An exciting life- a stimulating, active life

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Values Congruence

from business organizations. The concept of value congruence refers to how similar an The term value congruence, or
value "fit," has received much attention lately individual's values hierarchy to the values hierarchy of the organization, a
co-employee or other sources of comparison. Person-organization value congruence happens when the employee's and
organizations dominant values are similar.

A second type of values congruence entails of how consistent the values evident in ones action (enacted values) with what
ones say he believes in (espoused value). This espoused-enacted values congruence is vital for leaders because any
obvious gap undermines their perceived integrity.

The third type of values congruence consists of the compatibility of an organization's dominant values with the prevailing
values of the community or society in which it carries out business.

Cross-cultural Values

Organizational behavior is an essential element in every organization. The organizations in the world are different
according to their culture which means that the values applied in each organization are different across cultures.

1. Individualism
It can be defined as the level to which a person values independence and personal uniqueness. Highly individualist people
give importance to personal freedom, self sufficiency, control over their own lives, and appreciation of the unique
qualities that distinguish them from others.
The main characteristics of individualism are:

a. identity is based on the individual

b. tasks prevail over relationships

c. speaking one's mind is a sign of honesty

2. Collectivism-It is the extent to which people value duty to groups to which they belong and to group harmony. Highly
collectivist people defined themselves by their group membership and value harmonious relationship within the group.
The main characteristics of collectivism are:

a. identity is based on the group to which one belongs

b. relationships prevail over tasks

c. direct confrontations should be avoided.

3. Power distance
It can be defined as the extent to which people allow unequal distribution of power in a society and in an organization. It
is different from one country to another especially where there is a huge difference between Asia and Western country.
People in high distance countries, believe that power and authority are facts of life.

4. Uncertainty avoidance
This is the extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations.
Unstructured situations are novel, unknown, surprising, and different from usual.
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5. Achievement orientation
A strong achievement orientation means that when work-related goals come into conflict with other areas of life, the
desire to achieve will win out. In the world of "work-life balance," the balance is tilted towards work.

ABILITY

Ability is a person's talent to perform a mental or physical task. It includes both the natural aptitudes and the learned
capabilities needed to productively finish a task. Aptitudes are the natural talents that aid employees in learning specific
task more speedily and execute them better. Learned capabilities are the skills and knowledge that a person currently has.
They tend to diminish over time when not in use.

The following abilities have been discovered to help differentiate between higher and lower performers in the workplace:
mental ability, emotional intelligence, tacit knowledge and physical ability.

Mental Ability

Mental ability also known as intelligence is a better predictor of training proficiency and job success when selecting
candidates for a position. Mental ability is the acquisition and application of knowledge in solving problems. There are
several types of mental abilities namely:

1. Verbal ability This is the ability to understand and express oral and written communication quickly and accurately.
There are two abilities under verbal ability namely oral comprehension and written comprehension. Oral comprehension
is the ability to understand spoken words and sentences while written comprehension is the ability to understand written
words and sentences.

2. Quantitative ability It refers to the two types of mathematical abilities. There are two abilities under quantitative ability
which are numerical aptitude and numerical reasoning. Numerical aptitude is the ability to perform basic mathematical
operations quickly and accurately. Numerical reasoning is the ability to analyze logical relationships and to recognize the
underlying principles underlying them

3. Reasoning ability This is the ability to analyze information so as to make valid judgments on the basis of insights, rules
and logic. There are four abilities under reasoning ability specifically problem sensitivity, deductive reasoning, inductive
reasoning and originality.

4. Spatial ability - This is the ability linked to visual and mental representation and manipulation of objects in space. It has
two types to be precise spatial orientation and visualization. Spatial orientation is having good understanding of where one
is relative to others things in the environment. A person with high spatial orientation would have no trouble finding his
way back where he came from even without a map or without the help of anyone. Visualization is the ability to imagine
three-dimensional forms in space and to be able to manipulate them mentally. A person has high visualization if he can
picture in his mind how a room would look like if the furniture inside it were rearranged.

5. Perceptual ability It is the ability to perceive, understand and recall patterns of information. Under this ability are speed
and flexibility closure and perceptual speed. Speed and flexibility closure is the ability to pick out a pattern of information
quickly in the presence of distracting information, even without all the information present. Perceptual speed is the ability
to examine and compare numbers, letters and objects quickly.

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Emotional Intelligence

Another important kind of intelligence that can often play a significant role in behavior in organizations is known as
emotional intelligence (EI). Emotional intelligence is the handling of relationships and interactions with others. It has four
basic components namely:

1. the ability to recognize and regulate our own emotions (e.g., to hold our temper in check)

2. the ability to recognize and influence others' emotions (e.g., the ability to make them enthusiastic about our ideas)

3. self-motivation (the ability to motivate oneself to work long hours and resist the temptation to give up)

4. the ability to form effective long-term relationships with others

However, extensive research on El suggests that a more appropriate model of this kind of intelligence includes the
following factors instead:

1. Appraisal and expression of emotions in oneself

An individual's ability to understand his or her own emotions and to express these naturally

2. Appraisal and recognition of emotions in others The ability to perceive and understand others'
emotions

3. Regulation of emotions in oneself - The ability to regulate one's own emotions

4. Use of emotions to facilitate performance - The ability to use emotions by directing them toward constructive activities
and improved performance (e.g., by encouraging oneself to do better)

Tacit Knowledge

Tacit knowledge also called informal knowledge is the unwritten, unspoken, and hidden vast storehouse of work-related
practical know-how that employees acquire based on his or her emotions, experiences, insights, intuition, observations
and internalized information. Successful employees learn how an organization operates, the norms of work teams and the
values of the organizational culture.

Tacit knowledge, a particular challenge for knowledge management is essential to competitive advantage because it's
difficult for competitors to copy. Organizations would like to avoid knowledge loss owing to employee turnover.
However, tacit knowledge almost at all times goes with the employee when he leaves the workplace.

Here are some examples of tacit knowledge critical to business that is difficult to write down, visualize and teach:

1. How to speak a language - It is really complicated to write down the rules of a language. Learning a specific language
involves immersion or using the language for long periods of time.

2. Innovation is an indescribable skill. Some individuals exert great effort with innovation for many decades with modest
success. Other individuals appear to innovate easily for a period of time.

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3. Leadership-It is difficult to teach a complex social skill like leadership. There is no real process or training that can be
assured to make a leader. Leadership widens from experience.

4. Aesthetic sense - It explains why art and culture is so much engaging. It is hard to articulate the appeal of a work of art.
It is even more difficult to teach an aesthetic sense. Aesthetic sense is embedded in an individual's world view. It can be
refined but not taught.

5. Sales is another difficult social skill that is quite tricky to teach. Great salespeople are normally described as "naturals"
because it is not easy to transfer the skill to others.

6. Body Language is extremely significant to communication. However, it is complex to teach.

7. Intuition is the ability to comprehend things with no application of logic. It is vital to innovation and decision making.

8. Humor-It is not always likely to make clear why something is funny. It is hard to teach a sense of humor. For instance,
humor needs an exacting timing which is considered intuitive.

9. Snowboarding Tasks that necessitate physical coordination like riding a snowboard or bicycle are regarded as tacit
knowledge.

10. Emotional Intelligence is the ability to read and use emotions to influence results. It is difficult to teach or express.

Physical Ability

Physical ability is performing job-related tasks requiring manual labor or physical skill. Jobs that require this ability are
structural iron and steel workers, tractor trailer and heavy equipment drivers, farm workers and firefighters. Here are a few
important types of physical abilities:

1. Strength-It refers to the degree to which the body is capable of exerting force. There are several types of strength
according to the job:

a. Static strength It refers to the ability to lift, push or pull heavy objects using hands, arms, legs, shoulders or back. It is
involved in jobs in, which people need to lift objects, such as boxes, equipment, machine parts and heavy tools.

b. Explosive strength - It refers to the ability to exert short bursts of energy to move the body or an object. Employees who
are required to run, jump or throw things at work must have this ability.

c. Dynamic strength - It is the ability to exert force for a prolonged period of time without becoming overly fatigued and
giving out. It is needed for jobs that need employees to climb, ropes or ladders or pull themselves up onto platforms.

2. Stamina - It refers to the ability of the person's lungs and circulatory system to work efficiently while he is engaging in
prolonged physical activity. It is important for jobs requiring running, swimming and climbing like athletes, dancers,
commercial divers and firefighters.

Flexibility and coordination - Flexibility means the ability to twist, stretch, bend or reach. This is required on jobs that
need extreme ranges of motion like walking in cramped compartment or an awkward position. Coordination is the quality
of physical movement.

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 a. Dynamic flexibility is needed for a job that is repeated and somewhat quick bends, twists or reaches such as a
house painter on a ladder attempting to paint some trim just barely within reach. Athletes, dancers, riggers,
industrial machinery mechanics, choreographers, commercial divers and structural oil and steel workers need this
ability.
b. Gross body coordination-It is the ability to synchronize the movements of the body, arms and legs to do
something while the body is in motion.

c. Gross body equilibrium-It is the ability to maintain the balance of the body in unstable contexts or when the
person has to change direction like jumping rope and walking on a beam balance

3. Psychomotor ability - It means the capability to manipulate and control objects.

a. Fine manipulative ability This is the ability to keep the arms and hands steady while using the ands to do
precise work, generally on small or delicate objects like arteries, nerves, gems and watches.

b. Control movement ability This is the ability to make precise adjustments using machinery to complete work
effectively like anyone who drills things for a living whether wood, concrete or teeth.

c. Response orientation - This is the ability to choose the right action swiftly in response to several different
signals.

d. Response time-This is the ability that reflects how quickly a person responds to signaling information after it
happens.

4. Sensory ability - It is the capability related with vision and hearing.

a. Near and far vision - It is the ability to see details of an object up close or at a distance.

b. Night vision - It is the ability to see things in low light.

c. Visual color discrimination - It is the ability to detect differences in colors and shades.

d. Depth perception - It is the ability to judge relative distances.

e. Hearing sensitivity - It is the ability to hear differences in sounds that vary in terms of pitch and loudness.

f. Auditory attention It is the ability to focus on a source of sound in the presence of other sources.

g. Speech recognition - It is the ability to identify and understand the speech of others.

ATTITUDE IN THE WORKPLACE

Attitudes are all around us and indeed impact our behavior. Attitudes are shaped by experiences. An attitude is a persistent
mental state of readiness to feel and behave in a favorable or unfavorable manner about a particular person, object or idea.
Three significant conclusions could be taken from the definition which are:
1. Attitudes are stable- Without strong reasons to change attitudes, the attitudes of people will remain the same.

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2. Attitudes are directed towards some person, object or idea-People could have specific yet differing attitudes say on their
jobs, about their immediate supervisors or on an idea presented by a friend.

3. An attitude on an object or a person relates to an individual's behavior towards that object or person-The attitudes of
people may influence their actions. People may behave in ways consistent to their actions.

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Attitude Formation

Personal values, experiences and personalities are some forces that could form attitudes. It is significant to know the
structure of an attitude in order to see how attitudes are formed and could be changed. There are three important
components of an attitude, namely:

1. Affective-This is the emotional component of an attitude which includes the feelings of a person about an object that
could be positive, negative or neutral. It is often learned from parents, teachers and peers. For example: "I am afraid of
rats." This affect component of attitude also reflects the emotions of people.

2. Cognitive - This component consists of the person's perceptions, beliefs and opinions about something. It refers to the
thought processes highlighting rationality and logic. Evaluative belief of a person is a vital element of cognition.

3. Behavioral This element of an attitude is the tendency of a person to take action in a definite way toward someone or
something. For example: "I will avoid rats and scream if I see one".

Two Important Attitudes in the Workplace

Inside the workplace, people have different attitudes about so many things. Attitudes about salary, employee benefits,
potential promotions, their boss and even food menu in the canteen are some of these things. Yet, two important attitudes
are of the essence in the workplace, which are:

1. Job Satisfaction is the degree of gratification or fulfillment of an employee in his work. Personal factors like needs and
aspirations determine are drivers of job satisfaction.

2. Organizational Commitment mirrors the identification and attachment of an individual to the organization. A highly
committed employee would see himself as a true member of the organization, would ignore negligible sources of
dissatisfaction, and would have intention to stay in the job.

Change of Attitude

While attitudes are enduring and have a powerful effect on behavior, they can also be changed. Social forces like peer
pressures and changes in the society often act on existing attitudes that over time attitudes may change in impulsive
manners. Managers in most organizations are active in changing employee attitudes.

Persuasive Communication is the use of television, radio and Internet advertisements to persuade people to change
attitudes. There are four elements in the persuasive communication approach to attitude change, which are:

1. Communicator - He is the individual who embraces a particular attitude and desires to convince others to share that
attitude. Here are the qualities of the communicator that would affect attitude change in the target:

a. The communicator's overall credibility People give more weight to persuasive messages given by people they respect.

b. Trust in the intentions of the communicator People will believe the communicator if he is objective and less serve-
serving.

c. Similarity of interests of goals and interests with target - This is the reason why celebrities are used in ads because they
are widely liked and have characteristics which are perceived by people to be comparable to them.

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d. Attractiveness of the communicator The physical attractiveness of the communicator will create strong tendency for
people to be persuaded.

2. Message-It is the content intended to stimulate the change in other's attitudes. Fear arousal is an important dimension of
message content. For instance, for a smoker knowing that smoking is linked to heart disease may change his attitude
toward it, while if the smoker is just told that smoking will make his teeth yellow the fear is weak and so the likelihood of
change is weaker. There are still three factors that could induce larger changes in attitude, namely:

a. The possibility that negative results will actually occur if no change in behavior is done; for example no change in
attitude for the smoker if he does not believe that he is likely to develop heart disease

b. The perceived effect of changing behavior, for instance if he has been smoking so many years that he does not believe
that stopping at this time will help the situation

c. The perceived ability to change behavior, in this case if the smoker does not believe he can quit smoking

3. Situation-It is the surroundings in which the message is offered.

4. Target-He is the person whose attitude the communicator desires to change. The following people would have difficulty
in changing their behavior:

a. More rigid and less willing to change their attitudes

b. With high self-esteem because they know they are correct

c. Locus of control

Cognitive Dissonance is the uneasy feeling when an individual behaves in a way inconsistent with existing attitude. It is
assumed that attitudes and behavior must be consistent. This means that the behavior of a person should not be
contradictory with the attitudes that they hold. This kind of inconsistency is called cognitive dissonance. For example, an
individual smoking cigarettes and knowing that smoking causes lung cancer and heart disease, but still do not stop it.

There are three conditions that lead to dissonance and the changing of attitude, which are:

1. Behavior must be considerably inconsistent with the attitude rather than slightly inconsistent

2. Inconsistent behavior may cause damage or have negative effects for others

3. Inconsistent behavior must be voluntary and not forced or at least the person may perceive it that way

Cognitive dissonance influences people in a number of ways. Often people encounter conflicts between attitude and
behavior especially in the workplace. Feelings of discomfort and tension are often dealt with through dissonance

Effect of Job Satisfaction on Employee Performance

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 Manager’s interest in job satisfaction tends to center on its effect on employee performance. Researchers have
recognized this interest, so we find a large number of studies that have been designed to assess the impact of job
satisfaction on employee productivity, absenteeism and turnover.

Satisfaction & Productivity

As the “myth or Science?” box concludes, happy workers aren’t necessarily productive workers. At the individual
level, the evidence suggests the reverse to be more accurate- that productivity is likely to lead to satisfaction.
Interestingly, if we move from the individual level to that of the organization, there is renewed support for the original
satisfaction- performance relationship. When satisfaction and productivity data are gathered for the organization, we
find that organizations with more satisfied employees tend to be more effective than organizations with less satisfied
employees. So while we may not be able to say that a happy worker is more productive, it might be true that happy
organizations are more productive.
Satisfaction & Absenteeism
We find a negative relationship between satisfaction and absenteeism, but the correlation is moderate.
Satisfaction & Turnover
Satisfaction is also negatively related to turnover but the correlation is stronger than what we found for absenteeism.

How Employee Express Dissatisfaction?

Employee dissatisfaction can be expressed in a number of ways. For example, rather than quit, employees can
complain, be insubordinate, steal organizational property or shrink part of their work responsibilities. Below offers four
responses that differ from one another along two dimensions: constructiveness/destructiveness and activity/passivity.

1. Exit - leaving the organization and looking for a new position (resigning)
2. Voice - an attempt to improve conditions
3. Loyalty - passively but optimistically waiting for conditions to improve.
4. Neglect - allowing conditions to worsen

How Manager Create a Satisfied Employee?

1. Mentally Challenging Work - people prefer jobs that give them the opportunity to use their skills and abilities.
2. Equitable Rewards - pay systems and promotion policies must be just, unambiguous and in line with expectations.
3. Supportive Working Conditions - people concerned with their environment for personal comfort and facilitating a
good job.
4. Supportive Colleagues - people get more out than merely money or tangible achievement. Their work fills the need
for social interaction.

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 # To Do!

 PROCEED in the LMS ASSESSMENT.

*** END of LESSON 1***

ACTIVITIES/ APPLICATION:

For Modular, a separate worksheet is attached, to be submitted/ given back to the teacher.
For LMS, this part shall be answered in the Offline Assessment. Worksheet is attached/ uploaded
When can you say that learning is manifested by a person?

EVALUATION

For LMS, this part shall be encoded in the Quiz portion, to be administered synchronously.
For Modular, a separate quiz sheet is attached, to be submitted/ given back to the teacher.

Directions: Read the questions/ items carefully and choose the best answer from the given options. Choose the letter that
represents your answer on the space before the item.

1. Which of the following is a difference between terminal values and instrumental values?
A. Terminal values are preferred modes of behavior, while instrumental values are preferred way.
B. Terminal values include outcomes related to love and charity, while instrumental values include.
C. Terminal values are related to desirable ends, while instrumental values are desirable means.
D. Terminal values are specific to how a person goes about living, while instrumental values part life.
2. Which of the following is true of individuals with a positive effect?
A. They generally tend to be enthused.
B. They are characterized by features that are related to introversion.
C. They are characterized with a state of being anxious.
D. They are characterized by a neurotic personality.
3. Among the Big Five personality traits, which of the following is typically associated withan individual being
good-natured and trustful?
A. Emotional stability B. Conscientiousness [Link] D. Extraversion
4. Which of the following is true of the perceptual error of availability bias?
A. It leads to blindly ignoring information that contradicts an existingopinion.
B. It is driven by a general desire to avoid cognitive dissonance.
C. It is rooted in limitations in the information we possess or our memory.
D. It helps to navigate the constant bombardment of information.
5. Greg wants to buy a new car. He does some research and test-drives several cars before deciding to purchase the
one with the highest safety rating and best gas mileage. Which type of attitude influenced his decision?
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 A. Affectively based attitude
B. Cognitively based attitude
C. Explicitly based attitude
D. Implicitly based attitude
6. Sara loves puppies. Which of the following could be an example of the behavioral component of her attitude
towards puppies?
A. Every time she sees a puppy, she squeals in delight.
B. She thinks all puppies are helpless and need to be protected.
C. Every time she sees a puppy, she feels giddy.
D. When she thinks about puppies, she experiences a boost in her mood.
7. An attitude can be inferred from a person’s:
A. Cognition
B. Affect
C. Behavior
D. All of the given
8. People are more selective about exposure to content when:
[Link] is decreased
B. An attitude is personally important
C. Sequentially arriving information decreases commitment
D. When one is complacent
9. If a person has two important attitudes, those attitudes are likely to be:
A. Mutually consistent B. Accessible D. Persistent over time C. All of the given
10. How can a person reduce dissonance?
A. Add cognitions B. Subtract cognitions
D. Reduce the importance of dissonant cognitions [Link] of thegiven

ASSIGNMENT

Read the topic on values and attitudes. How do values affect work performance of employees in the organization?

REFERENCES

Textbooks

Robins, S. (2001). Organizational Behavior. New Jersey: Prentice-Hall, Inc.

Books:

Martirez, C.(2000). Management of human behavior in organizations. Manila, Philippines : National Book Store.

Mison, I. B. (c2004).Human behavior in business organization. MandaluyongCity : National Book Store.

Zarate, C. A. (c2006).Organizational behavior and management in Philippine organizations. Manila : Rex Book Store.

Zulueta, F. M. (c2002). Human behavior in organizations. MandaluyongCity : National Book Store.

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Slocum, Jr., J. W. (c2009). Principles of organizational behavior. New York South Western.

Colquitt, J. (c2009). Organizational behavior : improving performance and commitment in the workplace. Boston :
McGraw-Hill/Irwin.

Kinicki, A. (c2009). Organizational behavior : key concepts, skills & best practices. Boston : McGraw-Hill Irwin.

Kreitner, R. (c2004).Organizational behavior. Boston : McGraw Hill/Irwin.

McShane, S.(2005). Organizational behavior. Boston : McGraw-Hill.

Moorhead, G. (c2004).Organizational behavior : managing people and organizations. Boston : Houghton Mifflin.

Online Reference

[Link]

[Link]

Learning Materials

1. Worksheets (teacher-made)
2. Powerpoint (teacher-made)

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School of Accountancy, Business and Hospitality
Business Administration Department
Curriculum 2019-2020

CORRESPONDENCE LEARNING MODULE

HBOR 1013 (Human Behavior in Organization)

WORKSHEET

Task #1

In not more than 10 sentences, share your insights on the following:

1. When can you say that learning is manifested by a person?

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Assignment

Kindly study the traits for building positive personality. How do you develop positive personality?

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School of Accountancy, Business and Hospitality
Business Administration Department
Curriculum 2019-2020

CORRESPONDENCE LEARNING MODULE

HBOR 1013 (Human Behavior in Organization)

QUIZ SHEET

Use this quiz sheet to place your answers for the evaluation part of the module.

Based from your understanding on the lessons given, answer the question below.

a. Why do some students, even after social skills instruction, fail to display desired behaviors?

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