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ABILITY & LEARNING Presented By:- Gautam Singh

Ability & Learning By Me

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Page 1: Ability & Learning By Me

ABILITY & LEARNING

Presented By:-Gautam Singh

Page 2: Ability & Learning By Me

Intellectual

Abilities

• The abilities needed to perform mental activities

• General Mental Ability (GMA) is a measure of overall intelligence

Physical Abilities

• The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics

ABILITY : An individual’s capacity to perform various tasks in a job

Page 3: Ability & Learning By Me

Dimensions of Intellectual Ability

Intellectual Ability

Number Aptitude

Verbal Comprehe

nsion

Perceptual Speed

Inductive Reasoning

Deductive Reasoning

Spatial Visualizati

on

Memory

Page 4: Ability & Learning By Me

ADVANTAGES

Can identify physically able people without harming their wellbeing and the job

Decreases cost related to disability, medical insurance, and other financial compensation

Decreases absenteeism

DISADVANTAGE

Costly to administer

Requirements should be confirmed through job analysis

May contain age related bias

ABILITY

Page 5: Ability & Learning By Me

Components of learning

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

Involves Change

Is Relatively Permanent

Is Acquired Through

Experience

Page 6: Ability & Learning By Me

Classical conditioning theory Operant conditioning theory

Cognitive learning theory Social learning theory

Theories of Learning

Page 7: Ability & Learning By Me

Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus

First described by Ivan Pavlov (1849-1936), Russian physiologist, in 1903, and studied in infants by John B. Watson (1878-1958)

Classical conditioning

Page 8: Ability & Learning By Me

Key Concepts:

◦ Unconditioned stimulus (Food) A naturally occurring phenomenon

◦ Unconditioned response (Salivation) The naturally occurring response to a natural stimulus

◦ Conditioned stimulus (Bell) An artificial stimulus introduced into the situation

◦ Conditioned response (Salivation with bell) The response to the artificial stimulus

Classical Conditioning

Page 9: Ability & Learning By Me

Reflex – Involuntary response to a stimulus

Conditioned reflex- learned reflex

Unconditioned reflex – spontaneous reflexes (Tears, sweating etc)

Acquisition - Formation of a learned response to a conditioned stimulus through pairing with an unconditioned stimulus

Extinction – Elimination of cond response by removal of Ucs

Spontaneous recovery - Re-emergence of an extinguished conditioned response after a rest period

Elements and processes of classical conditioning

Page 10: Ability & Learning By Me

Generalization - The tendency to respond to a stimulus that is similar to the conditioned stimulus

Discrimination - The ability to distinguish between different stimuli, tendency for a response to be elicited by one stimulus and not another (sometimes similar) stimulus

Elements and processes of classical conditioning

Page 11: Ability & Learning By Me

Greater number of pairing of Ucs ans Cs

Consistent pairing Strength of Ucs Lesser gap between Ucs and Cs

Factors influencing classical conditioning

Page 12: Ability & Learning By Me

Human beings are more complex than dogs

Human brain can override simple conditioning

Organizational set up is too complex is utilize the concepts of classical conditioning

LIMITATIONS

Page 13: Ability & Learning By Me

Operant conditioning investigates the influence of consequences on subsequent behavior.

Operant conditioning investigates the learning of voluntary responses

B.F Skinner introduced the concepts of operant conditioning

Operant Conditioning

Page 14: Ability & Learning By Me

It is the consequence that follows the response

that influences whether the response is likely or unlikely to occur again

The three-term model of operant conditioning (S--> R -->S) incorporates the concept that responses cannot occur without an environmental event (e.g., an antecedent stimulus) preceding it

There are two types of consequences, positive and negative

Basic Concepts of Operant Conditioning

Page 15: Ability & Learning By Me

Shaping - 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

OPERANT CONDITIONING

Page 16: Ability & Learning By Me

Positive reinforcement◦ Providing a reward for a desired behavior

(Promotion) Negative reinforcement

◦ Removing an unpleasant consequence when the desired behavior occurs (Removing extra work load)

Punishment◦ Applying an undesirable condition to eliminate an

undesirable behavior ( Warning letter) Extinction

◦ Withholding reinforcement of a behavior to cause its cessation (Holding increments)

Types of Reinforcement

Page 17: Ability & Learning By Me

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

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

Variable Interval – Rewards given at different time

Fixed Ratio - Rewards are initiated after a fixed or constant number of responses

Variable Ratio – Rewards given at variable amount of output

Schedules of Reinforcement

Page 18: Ability & Learning By Me

Learning is an active process of filtering, selecting, organizing, and integrating information (Mayer)

Learning takes place when new associations are formed and they are added to the existing information base

Learning may not be manifested through behaviour

Cognitive theories of learning

Page 19: Ability & Learning By Me

Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling

It explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences

Social theories of learning

Page 20: Ability & Learning By Me

Attention – The model should be attended

Retention – Remembering the model when she / he is not available

Reproduction — Reproducing the image and practicing the newly learned behaviour

Self-efficacy - Learner has to identify his or her ability to perform

Motivation - Having a good reason to imitate, presence of positive consequences is important

Necessary conditions for effective modeling

Page 21: Ability & Learning By Me

Effective video clippings during training program can bring desired behaviour in the employees

Team leader can act as a role model and influence the members

Desired behaviours might be reinforced to delay extinction

Application of social cognitive theory in organization

Page 22: Ability & Learning By Me

Even the wisest mind has something yet to learn