What is ability Explain different types of ability?

Answer 1

a. Intellectual Abilities

That requires doing mental activities.

Intellectual ability commonly refers to the ability measured by performance

on an intelligence test. It is also sometimes used in the context of discussing

the performance of someone in an academic or real world setting

 Number aptitude, verbal comprehension, perceptual speed, inductive

reasoning, deductive reasoning, spatial visualization, memory

 Cognitive Abilities Tests: Paper and pencil or individualized assessment

of an individual's general mental ability or intelligence.

These tests may be categorized as:

 General Intelligence Tests

 Aptitude Tests

 Mechanical Aptitude

 Clerical Aptitude

 Spatial Aptitude

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Advantages

 Highly reliable.

 Verbal reasoning and numerical tests have shown high validity for a

wide range of jobs.

 The validity rises with increasing complexity of the job.

 Combinations of aptitude tests have higher validities than individual tests

alone.

 May be administered in group settings where many applicants can be

tested at the same time.

 Scoring of the tests may be completed by computer scanning

equipment.

 Lower cost than personality tests.

b. Physical Abilities

These require doing tasks demanding stamina, dexterity, strength, and

similar characteristics.

Advantages

 Can identify individuals who are physically unable to perform the

essential functions of a job without risking injury to themselves or others

 Can result in decreased costs related to disability/medical claims,

insurance, and workers compensation

 Decreased absenteeism

Disadvantages

 Costly to administer

 Requirements must be shown to be job related through a thorough job

analysis

 May have an age based disparate impact against older applicants

 Learning is a term frequently used by a great number of people in a wide

variety of contexts. Learning can be defined as a relatively permanent

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change in behaviour or potential behaviour as a result of direct or

indirect experience. There are two primary elements in this definition.

 The change must be relatively permanent. This means that after

'learning', our behaviour must be different, either better or worse as

compared to our behaviour prior to this learning experience. For

example, you 'learn' to drive a car or have 'learned' how to use a

computer.

 This change must occur due to some kind of experience or practice.

This learning is not caused by biological maturity. For example, a child

does not learn to walk; it is a natural biological phenomenon. We do not

learn to eat or drink.

Learning is thus a change in behaviour as a result of experience. Different

psychologists and behavioral scientists have defined learning differently.

Given below are a few important definitions of learning:

Stephen P Robbins - "Learning is any relatively permanent change in

behaviour that occurs as a result of experience."

Munn N.L - "Learning is the process of having one's behaviour modified,

more or less permanently, by what he does and the consequences of his

action, or by what he observes."

Steers and Porter - "Learning can be defined as relatively permanent

change in behaviour potentially that results from reinforced practice or

experience."

It must be understood that the learning itself is not observable, but only

change in behaviour is observable which is the result of the process of

learning. This change in behaviour must be differentiated from changes in

behaviour from other causes. The causes of such changes includes ageing,

such as being stronger or improvement in memory in the early formative

years, instinctive response tendencies such as a timid person being brave at

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the time of a crisis. Accordingly, as a unique determinant of behaviour,

learning cannot take place unless the learner actually experiences what has

to be learned.