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Biographical CharacteristicsBiographical CharacteristicsPersonal characteristicssuch as age, gender,and marital statusthat are objective andeasily obtained from personnel records.
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Ability, Intellect, andIntelligence
AbilityAn individuals capacity to performthe various tasks in a job.
Intellectual Ability
The capacity to do mental activities.
Multiple IntelligencesIntelligence contains four subparts:cognitive, social, emotional, and cultural.
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Number aptitude
Verbal comprehension
Perceptual speed
Inductive reasoning
Deductive reasoning
Spatial visualization
Memory
Dimensions ofIntellectual Ability
E X H I B I T 21
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Physical AbilitiesPhysical Abilities
The capacity to do tasksdemanding stamina, dexterity,strength, and similar
characteristics.
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Other Factors
7. Body coordination
8. Balance
9. Stamina
Nine Physical Abilities
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength Flexibility Factors
5. Extent flexibility
6. Dynamic flexibility
E X H I B I T 22
Source:Adapted fromHRMagazinepublishedby the Society for HumanResource Management,Alexandria, VA.
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Ability-JobFit
The Ability-Job Fit
EmployeesAbilities
Jobs AbilityRequirements
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Learning
Learning
Involves change
Is relatively permanent Is acquired through experience
Any relatively permanent change in behaviorthat occurs as a result of experience.
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Concept of learning
Process of acquiring ability to respond in anadequate manner to a situation which mightnot have been encountered previously.
Process by which new behavior is acquired ,involves changes in behavior , practicing themand permanently implementing them.
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Nature of Learning
Involves change in behavior
Temp change is not a part of learning
Based on some form of practice or experience
Behavior must be reinforced
Components of learning Drive based on motivation, strong stimulus
impels action.
Cues & stimuli objects in environment as
perceived by individual.Generalization same conditionsDiscriminationemits response bt nt same
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Responses
Reinforcement
Retention
Extinction
Spontaneous recovery
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Theories of Learning
Key Concepts
Unconditioned stimulus
Unconditioned response
Conditioned stimulus
Conditioned response
Classical Conditioning
A type of conditioning in which an individualresponds to some stimulus that would not
ordinarily produce such a response.
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E X H I B I T 23
Source:The Far Side by Gary Larson 1993Far Works, Inc. All rightsreserved. Used withpermission.
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Theories of Learning (contd)
Key Concepts
Reflexive (unlearned) behavior
Conditioned (learned) behavior
Reinforcement
Operant Conditioning
A type of conditioning in which desired voluntarybehavior leads to a reward or prevents a punishment.
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Theories of Learning (contd)
Key Concepts
Attentional processes
Retention processes
Motor reproduction processes
Reinforcement processes
Social-Learning TheoryPeople can learn through observationand direct experience.
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Theories of Learning (contd)
Key Concepts
Reinforcement is required to change behavior.
Some rewards are more effective than others.
The timing of reinforcement affects learningspeed and permanence.
Shaping BehaviorSystematically reinforcing each successive step thatmoves an individual closer to the desired response.
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Types of Reinforcement
Positive reinforcement
Providing a reward for a desired behavior.
Negative reinforcement
Removing an unpleasant consequence whenthe desired behavior occurs.
Punishment
Applying an undesirable condition to eliminatean undesirable behavior.
Extinction
Withholding reinforcement of a behavior tocause its cessation.
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Schedules of ReinforcementContinuous Reinforcement
A desired behavior is reinforcedeach time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make thebehavior worth repeating but notevery time it is demonstrated.
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Schedules of Reinforcement(contd)
Fixed-Interval Schedule
Rewards are spaced atuniform time intervals.
Variable-Interval Schedule
Rewards are initiated after afixed or constant number of
responses.
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Schedules of Reinforcement(contd)
Fixed-ratio
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Intermittent Schedules ofReinforcement
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Intermittent Schedules ofReinforcement (contd)
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Behavior Modification
Five Step Problem-Solving Model
1. Identify critical behaviors
2. Develop baseline data
3. Identify behavioral consequences
4. Develop and apply intervention
5. Evaluate performance improvement
OB ModThe application of reinforcement conceptsto individuals in the work setting.
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OB MOD OrganizationalApplications
Well Pay versus Sick Pay
Reduces absenteeism by rewarding attendance,not absence.
Employee Discipline The use of punishment can be counter-
productive.
Developing Training Programs
OB MOD methods improve trainingeffectiveness.
Self-management
Reduces the need for external management
control.