GROUP 2

An individuals capacity to perform the various tasks in a job.

Intellectual Abilities-The abilities needed to perform mental activities. Physical Abilities-The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.

 Jobs

make differing demands on people and that people differ in their abilities. performance is enhanced when there is high ability-job fit. ability-job fit, employees will likely to fail.

Employee

Poor

 Number Aptitude Verbal Comprehension Perceptual Speed Inductive Reasoning Deductive Reasoning Spatial Visualization Memory

Strength Factors: Dynamic strength, Trunk strength, Static strength, Explosive strength

Flexibility Factors: Extent flexibility, Dynamic flexibility

Other Factors Body coordination, Balance, Stamina

Age

Older workers bring experience, judgment, a strong work ethic, and commitment to quality. Gender Few differences between men and women that affect job performance. Race Contentious issue: differences exist, but could be more culturebased than race-based. Tenure People with job tenure (seniority at a job) are more productive, absent less frequently, have lower turnover, and are more satisfied.

Any relatively permanent change in behavior that occurs as a result of experience

Almost all complex behavior is learned. Learning is a continuous, life-long process. The principles of learning can be used to shape behavior

 Classical

conditioning (Ivan

Pavlov)
a type of conditioning in which an individual responds to
some stimulus that would not ordinarily produce such a response. 4 key concepts: - unconditioned stimulus - unconditioned response - conditioned stimulus - conditioned response

 Operant

Conditioning (B.F.

Skinner)
- The theory that behavior is a function of its consequences and is learned through experience. - Operant behavior: voluntary or learned behaviors Behaviors are learned by making rewards contingent to behaviors. Behavior that is rewarded (positively reinforced) is likely to be repeated. Behavior that is punished or ignored is less likely to be repeated.

 Social

learning

- the view people can learn through observation and direct experience. - Attributes of models that influence learning: Attention: the attractiveness or similarity of the model Retention: how well the model can be recalled Motor reproduction: the reproducibility of the models actions Reinforcement: the rewards associated with learning the model behavior

Shaping behavior systematically reinforcing each successive step that moves an individual closer to the desired response. Methods of shaping behavior:
Positive reinforcement: rewarding desired behaviors. Negative reinforcement: removing an unpleasant consequence once the desired behavior is exhibited. Punishment: penalizing an undesired behavior. Extinction: eliminating a reinforcement for an undesired behavior.

Two Major Types: 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 Multiple frequencies

Ratio Depends on the number of responses made. Interval Depends on the time between reinforcements. Fixed Rewards are spaced at uniform time intervals or after a set number of responses. Variable Rewards that are unpredictable or that vary relative to the behavior.