Ability

Dimensions of Intellectual Ability

Number aptitude Verbal comprehension Perceptual speed Inductive reasoning Deductive reasoning Spatial visualization Memory

Dimensions of Intellectual Ability

1. Number Aptitude: Ability to do speedy and accurate arithmetic
2. Verbal Comprehension: Ability to understand what is read or heard and the relationship of words to each other.

3. Perceptual Speed: Ability to identify visual similarities and differences quickly and accurately.
4. Inductive Reasoning: Ability to identify a logical sequence in a problem and then solve the problem.

Dimensions of Intellectual Ability, Contd.,

5. Deductive Reasoning: Ability to use logic and assess the implications of an argument. 6. Spatial Visualization: Ability to imagine how an object would look if its position in space were changed. 7. Memory: Ability to retain and recall past experiences.

Multiple Intelligence
Cognitive

Social

Multiple intelligence

cultural

Emotional

Physical Ability
The capacity to do tasks demanding stamina, dexterity (swiftness or precision), strength, and similar characteristics.

Nine Physical Abilities

Strength Factors
Dynamic strength Trunk strength Static strength Explosive strength

Flexibility Factors
Extent flexibility Dynamic flexibility

Other Factors
Body coordination Balance Stamina
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The Ability-Job Fit

Employees Abilities

Ability-Job Fit

Jobs Ability Requirements

Biographical Characteristics

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Theories of learning

Classical Conditioning
A type of conditioning in which and individual responds to some stimulus that would not ordinarily produce such a response.

Stimulus Response

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Classical Conditioning Theory

In the area of classroom learning, classical conditioning is seen primarily in the conditioning of emotional behavior.

Things that make us happy, sad, angry, etc. become associated with neutral stimuli that gain our attention.

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Operant conditioning

A type of condition in which desired voluntary behavior leads to a reward or prevents a punishment. This theory argues that behavior is a function of its consequences. Operant behavior means voluntary or learned behavior in contrast to reflexive or unlearned behavior.

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Consequences of behavior

Reinforcement

Strengthens the response More likely to recur

Punishment

Weakens the response Less likely to recur

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Positive and negative reinforcement

Positive reinforcement

Increases behavior by presenting something desired after a response

Negative reinforcement

Increases behavior by removing an aversive stimulus after a response

Both increase the probability of the response being repeated!!!!!

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Positive and negative punishment

Positive punishment

Decreases behavior by presenting an aversive stimulus after a response Decreases behavior by removing a pleasant stimulus after a response

Negative punishment

Both decrease the probability of the response being repeated!!!!!

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Reinforcement Punishment
Positive
Chocolate Bar Electric Shock

Negative

Excused from duties

No TV privileges

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Types of Reinforcement

Event is Added

Event is Removed

(best to use)

Pleasant Event
Unpleasant Event

Positive reinforcement
(increases behavior)

Extinction
(decreases behavior)

Punishment
(decreases behavior)

Negative reinforcement
(increases behavior)

(worst to use)

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Rewards Used by Organizations

Monetary
REWARDS Pay Pay raises Stock options Profit sharing Deferred compensation Bonuses/bonus plans Incentive plans Expense accounts SUPPLEMENTAL BENEFITS Company automobiles Health insurance plans Pension contributions Vacation and sick leave Recreation facilities Child care support Club privileges Parental leave REWARDS FROM THE TASK Sense of achievement Jobs with more responsibility Job autonomy/self-direction Performing important tasks STATUS SYMBOLS Corner offices Offices with windows Carpeting Drapes Paintings Watches Rings Private restrooms SELF-ADMINISTERED REWARDS Self-congratulation Self-recognition Self-praise Self-development through expanded knowledge/skills Greater sense of self-worth

SOCIAL/INTERPERSONAL REWARDS Praise Developmental feedback Smiles, pats on the back, and other nonverbal signals Requests for suggestions Invitations to coffee or lunch

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Social learning theory

The view that people can learn through observation and direct experience. Four processes have been found to determine the influence that model will have on an individual.
1. 2.

3.
4.

Attention processes Retention processes Motor reproduction processes Reinforcement processes

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Shaping Behavior
Systematically reinforcing each successive step that moves an individual closer to the desired response.

Key Concepts
Reinforcement is required to change behavior. Some rewards are more effective than others. The timing of reinforcement affects learning speed and permanence.

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Four Methods of Shaping Behavior

1. Positive reinforcement: Following a response with something pleasant, e.g., boss praises an employee for job well done.
2. Negative reinforcement: Following a response by the termination or withdrawal of something unpleasant, e.g., If your college instructor asks a question and you don not know the answer, looking through your lecture notes is likely to preclude your being called on. This negative reinforcement because you have learned that looking busily through your notes prevents the instructor from calling on you.
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Four Methods of Shaping Behavior, Contd.,

3. Punishment: Causing unpleasant condition in an attempt to eliminate an undesirable behavior, e.g., giving an employee a two-day suspension from work without pay for showing up drunk is an example of punishment. 4. Extinction: Eliminating any reinforcement that is maintaining a behavior, e.g.,College instructors who wish to discourage students from asking questions in class can eliminate this behavior in their students by ignoring those who raise their hands to ask questions.

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Schedules of Reinforcement
Continuous Reinforcement A desired behavior is reinforced each time it is demonstrated.

Intermittent Reinforcement
A desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is demonstrated.

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Schedules of Reinforcement (contd)

Fixed-Interval Schedule Rewards are spaced at uniform time intervals.

Variable-Interval Schedule Rewards are initiated after a fixed or constant number of responses.

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Schedules of Reinforcement (contd)

Fixed-ratio

E X H I B I T 24

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Intermittent Schedules of Reinforcement

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Intermittent Schedules of Reinforcement (contd)

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Behavior Modification

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5 Step Problem-solving Model

Identify Critical behavior

Should be observable, objective, and countable Provides a baseline of current performance Identify behavioral consequences Taken directly from operant conditioning principles

Measure the frequency of the behavior

Perform a functional analysis

Develop and apply a strategy- Apply intervention

Measure the frequency of the behaviorEvaluation of performance

Assesses revised performance

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OB MOD Organizational Applications

Well Pay Reduce absenteeism by rewarding attendance. Employee Discipline The use of punishment can be counter-productive. Developing Training Programs Improve training effectiveness. Self-management Reduces the need for external management control.

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