Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Individual
The
inuence
of
individual
dierences
in
the
form
of
ability
and
biographical
characteris:cs
on
employee
performance
and
sa:sfac:on
Ability
An
individuals
capacity
to
perform
the
various
tasks
in
a
job
An
assessment
of
what
one
can
do
Know
how
people
dier
in
abili:es
and
use
that
knowledge
to
increase
the
likelihood
of
employee
performing
well
Intellectual
Ability
The
capacity
to
do
mental
ac:vi:es
such
as
thinking,
reasoning
and
problem
solving
Dimensions
Number
Ap:tude
(Accountant)
Verbal
Comprehension
(Plant
Manager)
Perceptual
Speed
(Fire
Inves:gator)
Induc:ve
Reasoning
(Market
Researcher)
Deduc:ve
Reasoning
(Supervisor)
Spa:al
Visualiza:on
(Interior
Decorator)
Memory
(Salesperson)
Physical Ability
Biographical
Characteris:cs
These
are
objec:ve
in
nature
and
easily
obtained
from
personal
records
Age
Gender
Race
Religion
Length
of
Tenure
Learning
A
rela:vely
permanent
change
in
behavior
that
occurs
as
a
result
of
experience
Learning
involves
change
(Good
or
Bad)
Change
must
be
ingrained
(+
ve
or
ve)
Experience
is
necessary
for
learning
(Observa:on
/
Prac:ce
/
Reading)
Theories
of
Learning
Classical
Condi:oning
Operant
Condi:oning
Social
Learning
Classical
Condi:oning
A
type
of
condi:oning
in
which
an
individual
responds
to
some
s:mulus
that
would
not
ordinarily
produce
such
a
response
Example:
Dog,
Meat,
Bell
and
Saliva:on
Experiment
by
Scien:st
Pavalov
Meat;
No
Bell
Dog
Salivates
No
meat;
Ring
the
Bell
No
Saliva:on
Meat
&
Ring
the
Bell
Together
Dog
Salivates
Operant
Condi:oning
A
type
of
condi:oning
in
which
desired
voluntary
behavior
leads
to
a
reward
or
prevents
a
punishment
(Scien:st
Skinner)
Behavior
is
a
func:on
of
its
consequences
Crea:ng
pleasing
consequences
to
follow
specic
forms
of
behavior
would
increase
the
frequency
of
that
behavior
This
is
in
the
form
of
posi:ve
reinforcement
or
rewards
Social
Learning
The
view
that
people
can
learn
through
observa:on
and
direct
experience
The
existence
of
observa:onal
learning
and
the
importance
of
percep:on
in
learning
People
respond
to
how
they
perceive
and
dene
consequences
The
inuence
of
models
(ROLE
MODELS)
is
central
to
the
social
learning
view
point
Shaping
Behavior
Systema:cally
reinforcing
each
successive
step
that
moves
an
individual
closer
to
the
desired
response
Posi:ve
Reinforcement
Nega:ve
Reinforcement
Punishment
Ex:nc:on
Here,
the
rst
two
reinforcements
results
in
learning
as
they
strengthen
the
behavior
while
the
other
two
weaken
the
behavior
Scheduling
of
Reinforcements
Con:nuous
Reinforcements:
Reinforcing
a
desired
behavior
each
:me
it
is
demonstrated
Ex:
Compliments
Intermi_ent
Reinforcement:
Reinforcing
a
desired
behavior
oaen
enough
to
make
the
behavior
worth
repea:ng
but
not
every
:me
it
is
demonstrated
This
intermi_ent
can
be
of
two
types
Ra:o
Schedule:
Depends
on
how
many
responses
the
subject
makes
Interval
Schedule:
Depends
on
how
much
:me
has
passed
since
the
previous
reinforcement