tag:blogger.com,1999:blog-19798624647871378082024-03-14T02:05:53.500+07:00Kabar KabarIndonesia New - Photography - Video - Articles - Psychology - Job Advertising - Human Resources nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.comBlogger46125tag:blogger.com,1999:blog-1979862464787137808.post-5244314403020234282018-03-30T22:19:00.003+07:002021-07-10T23:25:57.542+07:00DELEGATION<div dir="ltr" style="text-align: left;" trbidi="on">
Delegation<br />
<br />
Salah satu kemampuan seorang pemimpin dalam menjalankan organisasi adalah kemampuan mendelegasikan. Mendelgasikan merupakan sebuah kegiatan memberikan tugas atau wewenang kepada orang yang kita percayai<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-bFKqERO4Ok4/SICPmvRjzpI/AAAAAAAAJT0/iJzR5uBZJSU6eX3UH5_BlRsLbQTbBwK2wCPcBGAYYCw/s300/leadership_coaching_cover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="300" data-original-width="199" src="https://1.bp.blogspot.com/-bFKqERO4Ok4/SICPmvRjzpI/AAAAAAAAJT0/iJzR5uBZJSU6eX3UH5_BlRsLbQTbBwK2wCPcBGAYYCw/s0/leadership_coaching_cover.jpg" /></a></div><br /></div>
nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-58185389775507778132015-11-10T09:59:00.000+07:002015-11-10T09:59:53.332+07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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INFLUENCE ERFORMANCE AND EFFECTIVENESS</span></b></div>
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<u><span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Roman; mso-no-proof: no;">Kevin R. Murphy</span></u></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<b><span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Bold; mso-no-proof: no;">Handbook of Workplace Assessment </span></b></div>
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<span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Roman; mso-no-proof: no;">Evidence-Based Practices for Selecting and Developing Organizational
Talent</span></div>
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<span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Roman; mso-no-proof: no;">John C. Scott</span></div>
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<span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Roman; mso-no-proof: no;">Douglas H. Reynolds, Editors</span></div>
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<span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Roman; mso-no-proof: no;">Foreword by Allan H. Church and</span></div>
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<span style="font-family: "Calligraph421 BT"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: IN; mso-bidi-font-family: Frutiger-Roman; mso-no-proof: no;">Janine Waclawski</span></div>
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<br /></div>
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<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Assessment in
organizations can be carried out for a variety of purposes, many with high
stakes for both individuals and organizations.The stakes can be particularly
high when assessments are used to make decisions about <u>personnel selection
and placement or about advancement and development of individuals once they
have been hired.</u> If assessments focus on traits, attributes, or outcomes that
are not relevant to success and effectiveness, both organizations and
individuals may end up making poor decisions about the fit between people and
jobs. If assessments are appropriately focused but poorly executed (perhaps the
right attributes are measured, but they are measured with very low levels of
reliability and precision), these assessments may lead to poor decisions on the
parts of both organizations and individuals. In this chapter, I focus on broad
questions about the content of assessments (for example, What sorts of human
attributes should assessments attempt to measure?) and say very little about
the execution of assessments (the choice of specifi c tests or assessment
methods, for example) or even the use of assessment data. My discussion is
general rather than specifi c, focusing on general dimensions of assessment
(whether to assess cognitive abilities or broad versus narrow abilities, for
example) rather than on the specifi cs of assessment for a particular job (say,
the best set of assessments for selecting among applicants for a job as a fi
refi ghter).</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">This chapter
provides a general foundation for many of the chapters that follow. It sets the
stage by discussing broad dimensions of individual differences that are likely
to be relevant for understanding performance, effectiveness, and development in
the workplace. The remaining chapters in Part One start addressing more specifi
c questions that arise when attempting to assess these dimensions. Chapter Two
reviews the range of methods that can be used to assess the quality of
measures, and Chapters Three through Eight provide a more detailed examination
of specifi c domains: cognitive abilities, personality, background and
experience,knowledge and skill, physical and psychomotor skills and abilities,
and competencies.Part Two of this book discusses assessment for selection,
promotion,and development, and Parts Three and Four deal with strategic
assessment programs and with emerging trends and issues.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">I begin this
chapter by noting two general strategies for determining what to assess in
organizations: one that focuses on the</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">work and the other
that focuses on the person. The person - oriented approaches are likely to
provide the most useful guidance</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">in determining what
to assess for the purpose of selection and placement in entry - level jobs, and
work - oriented assessments</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">might prove more
useful for identifying opportunities for and challenges to development and
advancement.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<b><span style="font-family: "Vijaya","sans-serif"; font-size: 13.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">Two Perspectives for Determining What to
Assess</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">A number of
important decisions must be made in determining <u>what to assess</u>, but <u>the
first is to determine whether the focus</u></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<u><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">should be on the person or the work</span></u><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">. That is, it is
possible to build assessment strategies around the things people do in
organizations in carrying out their work roles (work oriented) or </span><span style="font-family: "Vijaya","sans-serif"; font-size: 9.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">Individual Differences That Influence
Performance </span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">around the </span><span style="font-family: "Vijaya","sans-serif"; font-size: 9.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">characteristics
o</span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">f individuals that influence what they do and how well they do
it in the workplace (person oriented).For example, it is common to start the
process of selecting and deciding how to use assessments with a careful job
analysis on the</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">assumption that a
detailed examination of what people do, how they do it, and how their work
relates to the work of others will</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Vijaya","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">Work - Oriented Strategies</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Different jobs
involve very different tasks and duties and may call on very different sorts of
knowledge or skill, but it is possible to describe the domain of work in
general terms that are relevant across a wide range of jobs and organizations;
such a wide – ranging description provides the basis for worker - oriented
strategies for determining what to assess. Starting in the late 1960s,
considerable progress was made in the development of structured questionnaires
and inventories for analyzing jobs (for example, the Position Analysis
Questionnaire; McCormick, Jeanneret, & Mecham, 1972). These analysis
instruments in turn helped to defi ne the contents and structure of the O * NET
(Occupational Information Network; Peterson, Mumford, Borman, Jeanneret, & Fleishman,
1999) Generalized Work Activities Taxonomy, arguably the most comprehensive
attempt to describe the content and nature of work. Table 1.1 lists the major
dimensions of this taxonomy.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; font-size: 9.0pt; line-height: 115%; mso-ansi-language: IN; mso-fareast-language: IN;"><img height="211" src="file:///C:\Users\nikon\AppData\Local\Temp\msohtmlclip1\01\clip_image002.gif" width="319" /></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;"></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">If you were to ask,
“ What do people do when they work? ” Table 1.1 suggests that the answer would
be that they gather information, process and make sense of that information,
make decisions, perform physical and technical tasks, and interact with others.
The specifi cs might vary across jobs, but it is reasonable to argue that Table
1.1 provides a general structure for describing jobs of all sorts and for
describing, in particular, what it is that people do at work. Each of these
major dimensions can be broken down into subdimensions (which are shown in this
table), most of which can be broken down even further (for example, administering
can be broken down into performing administrative activities, staffi ng
organizational units, and monitoring and controlling resources) to provide a
more detailed picture of the activities that make up most jobs. In the fi eld
of human resource (HR) management, the detailed analysis of jobs has largely
been replaced with assessments of competencies. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">The term <i>competency
</i>refers to an individual ’ s demonstrated knowledge, skills, or abilities
(Shippmann et al., 2000). The precise defi nition of competencies and the
similarities and differences between traditional job analysis and competency
modeling are matters that have been sharply debated (Shippmann et al., 2000),</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; font-size: 9.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">Individual Differences That Infl uence Performance </span><span style="font-family: "Vijaya","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">7 </span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">and it is not clear whether competency
modeling is really anything other than unstructured and informal job analysis.
Nevertheless, the business world has adopted the language of competencies,</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">and competency -
based descriptions of work are becoming increasingly common. Some competency
models are based on careful analysis and compelling data, most notably the
Great Eight model (Bartram, 2005):</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<b><span style="font-family: "Vijaya","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: IN; mso-no-proof: no;">Great Eight Competency Model</span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Leading and deciding</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Supporting and cooperating</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Interacting and presenting</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Analyzing and interpreting</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Creating and conceptualizing</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Organizing and executing</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Adapting and coping</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-fareast-font-family: Vijaya; mso-no-proof: no;"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Enterprising and performing</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Vijaya","sans-serif"; mso-ansi-language: IN; mso-no-proof: no;">Bartram summarizes
evidence of the validity of a range of individual difference measures for
predicting the Great Eight. Unlike some other competency models, assessment of
these particular competencies is often done on the basis of psychometrically
sound measurement instruments.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<br /></div>
</div>
nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-56416869109052240452013-09-22T01:50:00.000+07:002013-09-22T01:50:00.822+07:00Blackberry to cut 4,500 jobs amid earnings plunge<div dir="ltr" style="text-align: left;" trbidi="on">
<b>Blackberry has announced
it is planning to cut 4,500 jobs, or 40% of its worldwide workforce, in
an attempt to staunch huge losses. The smartphone maker said it anticipated a loss of as much as
$995m (£621m) when it reports its second-quarter earnings next week.</b><br />
<br />
Shares in the firm closed down 17% after briefly being halted following the announcement.<br />
In August, the Canadian company said it was evaluating a possible sale.<br />
<a href="http://press.blackberry.com/financial/2013/blackberry-announces-preliminary-second-quarter-fiscal-2014-resu.html">In a statement</a>
on Friday, Blackberry's chief executive Thorstein Heins said: "We are
implementing the difficult, but necessary operational changes announced
today to address our position in a maturing and more competitive
industry, and to drive the company toward profitability."<br />
"Going forward, we plan to refocus our offering on our
end-to-end solution of hardware, software and services for enterprises
and the productive, professional end user."<br />
<span class="cross-head">'Off a cliff'</span>
The company said the losses were primarily attributable to disappointing sales of its new Z10 model smartphone.<br />
Released in January to much fanfare after many delays, the phone has failed to enthuse consumers.<br />
In June, Mr Heins said that the company had shipped only 2.7
million Z10 phones out of 6.8 million total. Many Blackberry users had
instead opted to stick with earlier models.<br />
Over the summer, word trickled out the company had hired a series of advisors to help it explore options.<br />
In August, board member Timothy Dattels was appointed to a
committee that would consider different business models, including a
potential sale.<br />
"We believe that now is the right time to explore strategic alternatives," said Mr Dattels at the time.<br />
Analysts have long indicated that Blackberry's trove of
patents could be attractive to potential buyers, but none of the large
technology companies have publicly indicated interest.<br />
"The company has sailed off a cliff," BGC technology analyst Colin Gillis told the BBC.<br />
<a class="hidden" href="http://www.bbc.co.uk/news/business-24182038#story_continues_2">Continue reading the main story</a>
<div class="marketdata-widget">
<h2>
<a href="http://www.bbc.co.uk/news/business/market_data/shares/4/174900/default.stm">BlackBerry Ltd</a>
</h2>
<span class="date">Last Updated at 20 Sep 2013, 20:00 GMT</span>
<span class="chart-key">*Chart shows local time</span>
<img alt="BlackBerry Ltd intraday chart" src="http://www.bbc.co.uk/news/business/market_data/chart?chart_primary_ticker=NASDAQ:BBRY&chart_time_period=1_day&canvas_colour=000000&primary_chart_colour=CC0000&use_transparency=0&plot_colour=ffffff&cp_line_colour=1F4F82&margin_left=35&margin_bottom=20&margin_right=20&time_24hr=1&tiny_chart=1&tiny_month_view=1&logo_strength=light&y_axis_left=1&x_axis_plain=1&cp_line=1&cp_line_style=dotline&charting_freq=1_minute&co_dimension%5Ewidth=271&co_dimension%5Eheight=170&small_chart_x_label_format=1&date_label_spacing=30" />
<table style="height: 70px; width: 261px;">
<colgroup>
<col class="md-col1"></col>
<col class="md-col2"></col>
<col class="md-col3"></col>
</colgroup>
<thead>
<tr>
<th scope="col">price</th>
<th scope="col">change</th>
<th scope="col">%</th>
</tr>
</thead>
<tbody>
<tr>
<td>
8.73
</td>
<td class="down">
<span>-</span>
<div class="statslo">
-1.80</div>
</td>
<td class="down">
<span>-</span>
<div class="statslo">
-17.06</div>
</td>
</tr>
</tbody>
</table>
</div>
<div id="story_continues_2">
"This is the quarter where Blackberry as you used to know it is no longer."</div>
Mr Gillis said the job cuts and losses today could dampen the
enthusiasm of potential buyers and might indicate the company could not
find any interested parties.<br />
This week, the company released a new version of its handset,
the Z30, which was praised by observers but was nonetheless
overshadowed by Apple's launch of its new smartphone products.<br />
"It's not a bad phone," said Mr Gillis.<br />
"I'm sure they'll sell at least one."<br />
<br />
<a href="http://www.bbc.co.uk/news/business-24182038">http://www.bbc.co.uk/news/business-24182038 </a></div>
nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-7567133177597982492013-09-22T01:39:00.002+07:002013-09-22T01:47:27.795+07:008 REASON YOU SHOULD CONSIDER SWITCHING TO ANDROID <div dir="ltr" style="text-align: left;" trbidi="on">
<b><span style="color: red;">I expected to dislike the operating system, or at least come away with
proof that iOS is definitively better. But after just a month of using
Android part-time, I fell in love it. Here’s why. </span></b><!--[if gte mso 9]><xml>
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<![endif]--><a href="http://www.techlicious.com/review/8-reasons-you-should-consider-switching-to-android/#ixzz2fYPYob9P">
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<span style="background-color: white;"><span style="color: red;"><a href="http://www.techlicious.com/review/8-reasons-you-should-consider-switching-to-android/#ixzz2fYPYob9P"><span style="font-size: 8pt; line-height: 115%;"><span style="font-family: "Arial","sans-serif";">http:www.techlicious.com/review/8-reasons-you-should-consider-switching-to-android/#ixzz2fYPYob9P</span></span></a></span></span></div>
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nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-48292820019290698662013-09-22T01:27:00.002+07:002013-09-22T01:27:44.268+07:00Apple’s iPhone 5s, iPhone 5c and iOS 7<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: large;"><b><span style="font-family: "Times New Roman","serif";">Apple is never going to be a company
that makes a phone for everybody. But with the iPhone 5s and 5c, Apple is
finally offering new models for two different types of somebody.</span></b></span></div>
<span style="font-size: large;"><b>
</b></span><div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
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<br style="mso-special-character: line-break;" />
</span><span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 12.0pt;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">For all the ways in which
the world of technology changes at a breakneck pace, there are plenty of
respects in which it hardly seems to change at all. Here’s one: There’s never a
shortage of people who are absolutely positive that Apple <i>must</i> do
something right away — usually involving adding a feature or hitting a price
point — to avoid being rendered irrelevant by the rest of the industry.<br />
Here’s another: Apple seems to take active pleasure in ignoring those people.
While it sometimes does stuff in the general ballpark of addressing the
competitive issues at hand, it does so on its own timetable, and usually not in
the exact fashion the chorus of experts insists is absolutely necessary.<br />
Long ago, the theory emerged that Apple needed to offer not an iPhone but
iPhones — multiple models, including a budget-priced version. The theory turned
into a <a href="http://www.pcmag.com/article2/0,2817,2344805,00.asp" target="_self" title=""><span style="color: blue;">rumor that such a move was
imminent</span></a>. Instead, the company continued to introduce only one
iPhone a year, and catered to the price conscious by keeping older models
around at lower prices.<br />
But now, years later, Apple is doing something in the general ballpark of
addressing the competitive issues folks thought would force it to introduce
multiple iPhones. And hey — whaddaya know! — it’s done it on its own timetable,
and not in the exact fashion the chorus of experts insisted was absolutely
necessary.</span></div>
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Read more: <a href="http://techland.time.com/2013/09/18/review-apples-iphone-5s-iphone-5c-and-ios-7/#ixzz2fYJOH7Qf"><span style="color: #003399;">http://techland.time.com/2013/09/18/review-apples-iphone-5s-iphone-5c-and-ios-7/#ixzz2fYJOH7Qf</span></a></span></div>
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nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-35504309752226599002013-09-16T22:51:00.001+07:002013-09-16T22:51:06.174+07:00Meditation Will Make You Smarter (And Happier)<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><a href="http://www.psychologytoday.com/basics/meditation" title="Psychology Today looks at Meditation"><span style="color: blue;">Meditation</span></a>
is probably as old as human civilization itself. While the test of time could
be proof positive demonstrating the benefits of meditation, scientific study
has yielded evidence that meditation is good for us as well. In this blog post,
I’ll summarize widely publicized research about <a href="http://www.meditationforhealthpodcast.com/" target="_blank" title="Meditation"><span style="color: blue;">meditation</span></a>.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Dr. Herbert Benson: Meditation
Research Pioneer</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">In the late 1960’s, Dr. Herbert
Benson of Harvard Medical School conducted scientific studies to test the
health benefits of meditation. (As an aside, his findings motivated me to begin
my own meditation practice.) He determined that meditation could be used
successfully in treating physiological problems, such as high blood pressure,
heart disease and migraine headaches, as well as autoimmune diseases such as
diabetes and arthritis. As they meditated, he found that his test subjects
heartbeats and breathing had slowed, their blood lactate levels decreased, and
their brains had increased in alpha activity, which is a sign of relaxation.
Dr. Benson also found that meditation was helpful in stopping or slowing obsessive
thinking, anxiety, <a href="http://www.psychologytoday.com/basics/depression/symptoms" title="Psychology Today looks at Symptoms of Depression"><span style="color: blue;">depression</span></a>, and hostility. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">In the “Set Point Study,” scientists
found that each of us has a natural “set point” in our brains for both good and
bad emotions. The study found that people accustomed to being<a href="http://www.happinesspodcast.org/" target="_blank" title="Happiness"><span style="color: blue;"> happy</span></a> have more activity in the front portion of
their frontal lobes. Meanwhile, the right side is more active in people who
worry or are anxious. Even when major events occur in a person’s life, such as
winning the lottery, scientists have found that <a href="http://www.psychologytoday.com/basics/neuroscience" title="Psychology Today looks at Neuroscience"><span style="color: blue;">brain</span></a>
chemistry shifts back to its normal, or set point within about six
months. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">One of the most dramatic examples of
what can be called “resetting the set point” was a study done with people who
had suffered paralysis from spinal cord injuries. Although they could no longer
walk and often suffered from depression in the short run, within six months of
the accident, these individuals had returned to their normal mental set points
and their original state of <a href="http://www.psychologytoday.com/basics/happiness" title="Psychology Today looks at Happiness"><span style="color: blue;">happiness</span></a>.
In other words, no matter what happens in a person’s life, the shift back to
the set point inevitably takes place.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The good news is that you CAN change
your set point through meditation. One study demonstrated that after only eight
weeks of meditating for approximately one hour each day, six days a week, test
subjects reported they had become happier. Follow-up tests showed that these
individuals’ set points had changed—to the extent that their normal level of
mental happiness had been raised. In addition, they had become better at
picking up emotional cues from others, and they reported developing more <a href="http://www.psychologytoday.com/basics/empathy" title="Psychology Today looks at Empathy "><span style="color: blue;">empathy</span></a>
towards others’ emotions. On the physical level, the researchers found that the
meditators’ immune system responses had improved. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">MRI’s and Meditation</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">In a recent UCLA study, researchers
used high-resolution magnetic resonance imaging (MRI’s) to scan the brains of a
group of subjects who were long-time meditators. They found that these
individuals’ brains were larger than their non-meditating counterparts. Another
study found that <a href="http://www.psychologytoday.com/conditions/aging" title="Psychology Today looks at Aging"><span style="color: blue;">aging</span></a>
people who meditate regularly don’t lose their gray matter as fast as
non-meditators. Apparently, the meditators’ brains have noticeably thicker
tissue in the prefrontal cortex, which is the region of the brain responsible
for attention and control.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Imagine the implications of these
discoveries! Not only can meditation prevent brain cells from dying, which
typically happens as we age, it can boost a person’s brain size in several
crucial regions. Furthermore, researchers have concluded that meditation can
actually make a person more intelligent. Evidence is also demonstrating that
people who meditate regularly are able to focus more deeply and deal with <a href="http://www.psychologytoday.com/basics/stress" title="Psychology Today looks at Stress"><span style="color: blue;">stress</span></a>
better than non-meditators. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Science is describing what long time
meditators have known all along: A consistent meditative practice decreases
stress and increases well being. To start meditating, feel free to check out my
free guided meditation available on iTunes and at <a href="http://www.meditationforhealthpodcast.com/" target="_blank"><span style="color: blue;">www.meditationforhealthpodcast.com</span></a></span></div>
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<![endif]-->nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-37705214594296484252013-09-14T23:41:00.000+07:002013-09-14T23:45:41.992+07:00Framework for Organizational Assessment<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<span style="font-size: large;"><span style="color: red;"> INDIVIDUAL DIFFERENCES THAT INFLUENCE </span></span><span style="font-size: large;"><span style="color: red;"><span style="font-size: large;"><span style="color: red;">PERFORMANCE AND EFFECTIVENESS</span></span> </span></span></div>
<div style="text-align: center;">
<span style="color: #38761d;">What Should We Assess?</span></div>
<div style="text-align: center;">
<b><span style="color: red;">Kevin R. Murphy</span></b></div>
<div style="text-align: justify;">
<div style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-5MJpRQDqXJY/UjSPdK5TwqI/AAAAAAAAAJk/dZUEmJDbeI8/s1600/Handbook+of+Workplace.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-5MJpRQDqXJY/UjSPdK5TwqI/AAAAAAAAAJk/dZUEmJDbeI8/s1600/Handbook+of+Workplace.jpg" height="200" width="131" /></a></div>
Assessment in organizations can be carried out for a variety of purposes, many with high stakes for both individuals and organizations. The stakes can be particularly high when assessments are used to make decisions about personnel selection and placementor about advancement and development of individuals once they have been hired. If assessments focus on traits, attributes, or outcomes that are not relevant to success and effectiveness, both organizations and individuals may end up making<br />
poor decisions about the fi t between people and jobs. If assessments are appropriately focused but poorly executed (perhaps the right attributes are measured, but they are measured with very low levels of reliability and precision), these assessments may lead to poor decisions on the parts of both organizations and individuals. In this chapter, I focus on broad questions about the content of assessments (for example, What sorts of human attributes should assessments attempt to measure?) and say very little about the execution of assessments (the choice of specific tests) or assessment methods, for example) or even the use of assessment data. My discussion is general rather than specifi c, focusing on general dimensions of assessment (whether to assess cognitive abilities or broad versus narrow abilities, for example) rather than on the specifi cs of assessment for a particular job (say, the best set of assessments for selecting among applicants for a job as a fi refi ghter). This chapter provides a general foundation for many of the chapters that follow. It sets the stage by discussing broad dimensions of individual differences that are likely to be relevant for understanding performance, effectiveness, and development in the workplace. The remaining chapters in Part One start addressing more specifi c questions that arise when attempting to assess these dimensions. Chapter Two reviews the range of methods that can be used to assess the quality of measures, and Chapters Three through Eight provide a more detailed examination of specifi c domains: cognitive abilities, personality, background and experience, knowledge and skill, physical and psychomotor skills and abilities, and competencies. Part Two of this book discusses assessment for selection, promotion, and development, and Parts Three and Four deal with strategic assessment programs and with emerging trends and issues. I begin this chapter by noting two general strategies for determining<br />
what to assess in organizations: one that focuses on the work and the other that focuses on the person. The person - oriented approaches are likely to provide the most useful guidance in determining what to assess for the purpose of selection and placement in entry - level jobs, and work - oriented assessments might prove more useful for identifying opportunities for and challenges to development and advancement.<a href="http://www.4shared.com/office/msHvS8nr/Assessment_Strategic.html">More read </a></div>
nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-51028101271919091912013-09-14T23:04:00.002+07:002013-09-14T23:04:24.910+07:00Five Ways to Flunk a Phone InterviewMore and more hiring managers are turning to phone interviews as an
initial means to narrow down applicants. Not only does this method allow
recruiters to take a large candidate pool and filter it down to the top
contenders, but it also cuts costs by reducing time dedicated to
conducting several in-person interviews. This initial call is an
opportunity for candidates to make a positive first impression, and it
may be the only chance to convince a prospective employer that you are a
good fit for the job. So how can you stand out from the competition?
Start by avoiding these five phone interview pitfalls:<br />
<ol>
<li><strong>Taking the call in a distracting environment: </strong> Eliminate
any and all potential background noises like screaming children and
barking dogs, as well as Facebook notifications, e-mails, or text
messages. Why? “Background noises can be extremely off-putting during a
phone interview, so special care to eliminate these annoyances should
always be taken,” explains Jackie Ducci, president of New York boutique
recruitment firm <a href="http://www.ducciassociates.com/team.php">Ducci & Associates</a>.
Recruiters want to be sure they have your full attention, and you don’t
want to give the impression that you bring chaos in your wake. Treat
your phone interview the same way you would an in-person interview –
after all, you wouldn’t bring your kids and pets to a potential
employer’s office would you?</li>
<li><strong>Being a passive participant:</strong> Actively engage
the interviewer with your own set of thoughtful questions throughout
the call. Not only will this avoid any awkward silences, but it will
also showcase how well-versed you are with the company and, in turn, how
serious you are about the role. Jason Swett, CEO of <a href="http://www.sniphq.com/">Snip Salon Software</a>,
an online appointment software firm for hair salons, says that
candidates that spend the entire phone call passively answering
questions come across as boring and ill prepared. “Come up with
specific, thoughtful questions about the company and the people who are
interviewing you. This will show that you have a genuine interest in
that company specifically, and will increase the chances that your
interviewers will think you’re a good fit.” Ducci adds that by engaging
your interviewer with questions, “you create a back and forth dynamic,
which will lead to a more natural connection and a better rapport.”</li>
<li><strong>Forgetting to smile:</strong> The best way to avoid
seeming disinterested or low-energy is to make sure you are smiling as
you are speaking. As Senior Technical Recruiter of Technology Staffing
and Consulting firm <a href="http://www.eliassen.com/">Eliassen Group</a>,
Anne Ledger has participated in her fair share of phone interviews. She
recommends looking into a mirror for the duration of the call to better
monitor your facial expressions. “You can practice speaking while
looking at yourself and SMILE. It will put you at ease and make you
relaxed and ready to nail the phone screen.”</li>
<li><strong>Speaking without thinking:</strong> Dialogue is the
most important element of any phone conversation, so choose your words
wisely. “Your voice and choice of words are really the only aspect of
who you are that the employer can use to gauge whether or not they like
you,” notes Ducci. “Be articulate of course, but also cognizant of
expressing some personality and enthusiasm while you are speaking. The
high-energy, friendly candidates are far more likely to excel in a phone
interview.”</li>
<li><strong>Neglecting to follow-up:</strong> Be proactive and
send a follow up e-mail immediately after the call. It should not only
review what was discussed, but also thank the interviewer for their time
and reiterate your interest in the position. Joshua Weiss, CEO of
mobile application development company <a href="http://teliapp.com/">TeliApp</a>,
says that the follow up is your last chance to get as much pertinent
information across as possible. “For all you know, the interviewer may
have dozens of candidates, and you’re relying on his / her notes taken
during the call,” explains Weiss. “Make sure you get across everything
you got across that’s important over the call, and that you include
items that didn’t come up that you wanted to discuss.”</li>
</ol>
<div style="text-align: center;">
Courtesy to : <a href="http://thejobscholar.com/five-ways-to-flunk-a-phone-interview/?goback=.gmp_39636.gde_39636_member_269247178#!">http://thejobscholar.com</a></div>
nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-54744267494359786072011-09-11T02:45:00.001+07:002011-09-11T02:45:08.835+07:00CONTEXT OF PSYCHOLOGICALASSESSMENTS IN INDUSTRIAL/ORGANIZATIONAL SETTINGS<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><b><span style="color: #151515; font-family: Times-Bold; font-size: 10.0pt; mso-bidi-font-family: Times-Bold;">CONTEXT OF PSYCHOLOGICALASSESSMENTS IN INDUSTRIAL/ORGANIZATIONAL SETTINGS</span></b></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #151515; font-family: Times-Roman; font-size: 10.0pt; mso-bidi-font-family: Times-Roman;">Psychologists have been active in the assessment of individuals in work settings for almost a century. In light of the apparent success of the applications of psychology to advertising and marketing (Baritz, 960), it is not surprising that corporate managers were looking for ways that the field could contribute to the solution of other business problems, especially enhancing worker performance and reducing accidents. For example, Terman (1917) was asked to evaluate candidates for municipal positions in California. He used a shortened form of the Stanford-Binet and several other tests and looked for patterns against past salary and occupational level (Austin, Scherbaum, & Mahlman, 2000). Other academic psychologists, notably Walter Dill Scott and Hugo Munsterberg, were also happy to oblige.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="color: #151515; font-family: Times-Roman; font-size: 10.0pt; mso-bidi-font-family: Times-Roman;">In this regard, the approaches used and the tools and techniques developed clearly reflected prevailing thinking among researchers of the time. Psychological measurement approaches in industry evolved from procedures used by Fechner and Galton to assess individual differences (Austin et al., 2000). Spearman’s views on generalized intelligence and measurement error had an influence on techniques that ultimately became the basis of the standardized instruments popular in work applications. Similarly, if instincts were an important theoretical construct (e.g., McDougal, 1908), these became the cornerstone for advertising interventions. When the laboratory experimental method was found valuable for theory testing, it was not long before it was adapted to the assessment of job applicants for the position of street railway operators (Munsterberg, 1913). Vocational interest blanks designed for guiding students into <span style="mso-spacerun: yes;"> </span>careers were adapted to the needs of industry to select people who would fit in. Centers of excellence involving academic faculty consulting with organizations were often encouraged as part of the academic enterprise, most notably one established by WalterBingham at Carnegie Institute in Pittsburgh (now CarnegieMellon University). It makes sense, then, that programs such those at as Carnegie, Purdue, and Michigan State University were located in the proximity of large-scale manufacturing enterprises. As will become clear through a reading of this chapter, the legacy of these origins can still be seen in the models and tools of contemporary practitioners (e.g., the heavy emphasis on the assessment for the selection of hourly workers for manufacturing firms).</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="color: #151515; font-family: Times-Roman; font-size: 10.0pt; mso-bidi-font-family: Times-Roman;">The practice of assessment in work organizations was also profoundly affected by activities and developments during the great wars fought by the United States. Many of the personnel and performance needs of the military during both the first and secondWorldWars were met by contributions of <span style="mso-spacerun: yes;"> </span>psychologists recruited from the academy. The work of Otis on the (then) new idea of the multiple-choice test was found extremely valuable in solving the problem of assessing millions of men called to duty for their suitability and, once enlisted, for their assignments to specific work roles. The Army’s Alpha test, based on the work of Otis and others, was itself administered to 1,700,000 individuals. Tools and techniques for the assessment of job performance were refined or developed to meet the needs of the military relative to evaluating the impact of training and determining the readiness of officers for promotion. After the war, these innovations were diffused into the private sector, often by officers turned businessmen or by the psychologists no longer employed by the government. Indeed, the creation of the </span><i><span style="color: #151515; font-family: Times-Italic; font-size: 10.0pt; mso-bidi-font-family: Times-Italic;">Journal of Applied Psychology </span></i><span style="color: #151515; font-family: Times-Roman; font-size: 10.0pt; mso-bidi-font-family: Times-Roman;">(1917) and the demand for practicing psychologists in industry are seen as outgrowths of the success of assessment operations in the military (Schmitt & Klimoski, 1991). In a similar manner, conceptual and psychometric advances occurred as a result of psychology’s involvement in government or military activities involved in winning the second World War. Over 1,700 psychologists were to be involved in the research, development, or implementation of assessment procedures in an effort to deal with such things as absenteeism, personnel selection, training (especially leader training), and soldier morale. Moreover, given advances in warfare technology, new problems had to be addressed in such areas as equipment design (especially the user interface), overcoming the limitations of the human body (as in high-altitude flying), and managing work teams. Technical advances in survey methods (e.g., the Likert scale) found immediate applications in the form of soldier morale surveys or studies of farmers and their intentions to plant and harvest foodstuffs critical to the war effort. A development of particular relevance to this chapter was the creation of assessment procedures for screening candidates for unusual or dangerous assignments, including submarine warfare and espionage. The multimethod, multisource philosophy of this approach eventually became the basis for the assessment center method used widely in industry for selection and development purposes (Howard & Bray, 1988). Finally, when it came to the defining of performance itself, Flanagan’s (1954) work on the critical incident method was found invaluable. Eventually, extensions of the approach could be found in applied work on the assessment of training needs and even the measurement of service quality.Over the years, the needs of the military and of government bureaus and agencies have continued to capture the attention of academics and practitioners, resulting in innovations of potential use to industry. This interplay has also encouraged the development of a large and varied array of measurement tools or assessment platforms. The Army General Classification test has its analogue in any number of multiaptitude test batteries. Techniques for measuring the requirements of jobs, like Functional Job Analysis or the Position Analysis Questionnaire, became the basis for assessment platforms like the General Aptitude Test Battery (GATB) or, more recently, the Occupational Information Network (O*Net; Peterson, Mumford, Borman, Jeanneret, & Fleishman, 1999). Scales to measure job attitudes (Smith, Kendall, & Hulin, 1969), organizational commitment (Mowday, Steers, & Porter, 1979), or work adjustment (Dawis, 1991) found wide application, once developed. Moreover, there is no shortage of standard measures for cognitive and noncognitive individual attributes (Impara & Plake, 1998). Afinal illustration of the importance of cultural context on developments in industry can be found in the implementation of civil rights legislation in America in the 1960s and 1970s (and, a little later, the Americans with Disabilities Act). This provided new impetus to changes in theory, research designs, and assessment practices in work organizations. The litigation of claims under these laws has also had a profound effect on the kinds of measures found to be acceptable for use as well.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><br />
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</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="color: #151515; font-family: Times-Roman; font-size: 9.0pt; mso-bidi-font-family: Times-Roman;">RICHARD J. KLIMOSKI AND LORI B. ZUKIN</span></div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-19196027849995989882011-06-18T01:00:00.000+07:002011-06-18T01:00:53.096+07:00HISTORY OF INTELLECTUAL ASSESSMENT<div style="text-align: center;">HISTORY OF INTELLECTUAL ASSESSMENT</div><div style="text-align: center;"><br />
</div>We begin our discussion of intellectual assessment with a review of historical perspectives. This vantage point is critical because little can be understood devoid of knowledge of its history. Speculations into the nature of human intelligence can be traced back to the Greek philosopher Plato (ca. 428/427–348/347 B.C.E.) who referred to reason as the highest functioning part of the soul. Since that time, philosophers and scientists have engaged in dialogue pertaining to the nature of cognitive processing and intelligent behavior. Beginning in the sixteenth century, attempts were made to differentiate mental deficiencies from mental illness. Prominent philosophers and psychologists involved in this work include Jean Esquirol, Sir Francis Galton, Alfred Binet, and<br />
James Cattell.<a href="mailto:nikonfrenly@gmail.com"> More</a>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-15453544076665681682011-06-18T00:57:00.000+07:002011-06-18T00:57:40.472+07:00Intellectual Assessment<div style="text-align: center;"><span style="font-size: x-large;">Intellectual Assessment</span></div><div style="text-align: center;"><span style="font-size: xx-small;"><i>Lloyd A. Taylor, Cara B. Reeves and Erin Jeffords</i></span></div><br />
<div style="text-align: justify;">The practice of estimating intellectual abilities dates back to the beginnings of scientific thought. Greek philosophers and modern-day psychologists alike have attempted to understand the nature of human intelligence and to devise methods by which to measure intellectual capabilities. These intellectual assessments often play important roles in diagnoses of learning disabilities, academic placement, occupational selection, and medical treatment plans. Additionally, intellectual assessments routinely have a significant role in the conceptualization of neurocognitive sequelae following traumatic injuries. Thus, the methods by which we estimate intellectual functioning, and the scientific integrity of these assessment tools, are critical to our<br />
practice as psychologists.<br />
The goals of this chapter are to provide an overview of the history of intellectual assessment and common definitions of intelligence. We additionally review traditional intellectual assessment tools, as well as more recent additions to the intellectual assessment arsenal.We discuss the impact of intellectual assessment in the context of psychoeducational assessments and review legislation related to intellectual assessment in the context of educational settings. Finally, we provide two clinical case examples to reiterate the role of cognitive assessment in clinical practice. <a href="mailto:nikonfrenly@gmail.com">More </a></div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-4364869748179475152011-02-19T02:36:00.000+07:002011-02-19T02:36:42.058+07:00RECRUITMENT<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--> <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><!--[endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><b><i><span style="font-family: "Arial","sans-serif"; font-size: 14pt;"><br />
</span></i></b></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The Recruitment or selection process is a series of specific steps used to decide which recruits should be hired. The process begins when recruits apply for employment and ends with the hiring decision. Though the final hiring decision is made by the immediate supervisor or manager in many cases the HRM department evaluates applicants in regard to their potential suitability through the use of valid procedures. The process may be seen as consisting of eight discrete steps, namely:</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. Preliminary reception of applications </span></b></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This is the step that brings together the organization with the applicant. The applicant has the chance to learn about the organization and the organization has the chance to provide all the necessary information about the job. Often a preliminary interview may be granted as courtesy, which helps the organization to screen out obvious misfits.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. Employment tests </span></b></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">These tests are devices that assess the match between applicants and job requirements. Tests may be standardized and based on <u><i>paper and pencil </i></u>or may be based on exercises that simulate real working conditions. For instance, an applicant for a secretarial position may be asked to take a test on office tasks, or an applicant for the accounting department may be asked to take a test in mathematics. For higher level positions, which often involve complex tasks testing of decision making procedures and skills may be necessary and such testing may be based on real-life working conditions and performance is assessed by more than one raters. Testing assumes that the device is valid, which in turn, implies that test scores relate significantly to potential job performance or to another job-relevant criterion. Thus considerable caution should be exercised on test selection and use of test results. Many tests have been validated on large populations, but testing specialists should conduct their own studies to make sure that a particular test is valid for its planned use. There exists a wide range of tests, including, but not limited to: psychological tests, knowledge tests, performance tests, graphic response tests, attitude tests, and medical tests.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Selection interview</span></b></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> This is a formal, in-depth conversation conducted to evaluate an applicant’s acceptability. During the interview the organization tries to learn about three issues: </span></div><ol><li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><u>Can the applicant do the job?</u></span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Will the applicant do the job? And,</span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How does the applicant compare with others who are being considered for the job? </span></li>
</ol><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Selection interviews are flexible and can be adapted to unskilled, skilled, managerial and staff employees. In addition, they facilitate a two-way exchange of information – the applicant learns about the organization and the organization learns about the applicant. </span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interviewing may take one of the following forms: </span><br />
<ul><li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Unstructured (it is based on few if any planned questions and often questions are made up during the interview), </span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Structured (it is based on a predetermined checklist of questions and all</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">applicants are asked the same questions),</span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Mixed (this is a combination</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">between structured and unstructured questions),</span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Behavioral (the questions</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">are limited to hypothetical situations and the evaluation is based on the</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">solution given or approach taken by the applicant) and </span></li>
<li><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Stress (it includes a</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">series of harsh, rapid fire questions, which are intended to upset the applicant). </span></li>
</ul><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interviews have some shortcomings with their most noticeable flaws being in</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> the areas of reliability and validity. Reliability relates to the interpretation of</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> the interview results does not vary from interviewer to interviewer; however, if is common for different interviewers to form different opinions. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Validity relates to the type of questions asked during the interview process.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>4. References and background checks</b> </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">During this step the organization aims to assess the reliability, job accomplishments, titles, educational background and other facts that may be relevant about the applicant. Assessment involves reviewing of applicant’s references and examination of applicant’s background checks. References and background information should be collected carefully, with due regard to potential legal and privacy complications. Often companies omit a thorough investigation of this step to avoid the potential legal implications. On the other hand, letters of reference about an applicant may suffer in reliability and obscure reality.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>5. Medical evaluation</b></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">When necessary the organization may ask qualified applicants to undertake medical tests that are necessary to ascertain that the applicant can handle the physical or mental stress of a job. Caution should be exercised to limit medical testing to the tests that are directly linked with the position for which the applicant is considered; failing to do so may give rise to serious legal complications from the part of the applicant.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>6. Supervisory interview</b> </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The ultimate responsibility for a newly hired worker’s success falls to the worker’s immediate supervisor. The HRM department provides to the supervisor with a short-list of qualified; the immediate supervisor interviews the qualified individuals to assess technical and managerial abilities. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><br />
</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>7. Realistic job preview</b> </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This step supplements the supervisory interview and shows the applicant the job and the job setting before the hiring decision is made.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>8. Hiring decision </b> </span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">This step marks the end of the selection process, assuming that the applicant accepts the job offer. Hiring may be decided by the immediate supervisor alone, or the immediate supervisor may propose few candidates for hiring. It is advisable to retain the files of qualified yet rejected applicants for consideration in the future.</span></div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-74172669458406239212011-02-19T02:17:00.000+07:002011-02-19T02:17:50.083+07:00Antisocial Personality Disorder<div style="text-align: justify;"><div style="text-align: justify;">The discussion of antisocial personality disorder (ASPD) allows a sobering look at the field of clinical psychiatry in general, and its research endeavours in particular. An extremely important aspect in the overall perception of this disorderis the cultural dimension. The very term ‘‘antisocial’’ reflects the inherence of environmental factors. Cultural relativism plays an important role, particularly in the light of the media and the general public’s tendency to easily introduce clinical terms into everyday jargon [1]. Antisocial is a very broad term; antisocial behaviour can be a coping mechanism to deal with an adverse milieu in large cities and small towns alike, in modern Western world metropolis, and in tiny villages in the Sahara desert, the Australian jungles, or Andean communities in Latin American countries [2]. Furthermore, there are the ‘‘charming’’ or ‘‘acceptable’’ psychopaths, many of them living not precisely in the darkness of jails or in the fringes of a society that considers itself ‘‘normal’’. It is important to realize the enormous influence of social and cultural</div>aspects in what Robert Cloninger calls ‘‘self-aware, immaterial aspects of human personality’’, and subsumes under the concept of psyche. By the same token, it is legitimate to support, as Cloninger does, the notion of different types of antisocial personalities. The hard core criminal may be at one extreme of this true clinical spectrum, and the charming businessman or politician at the other. The severity of levels (and the need to measure them as accurately as possible) are critical factors, with both diagnostic and therapeutic implications.<br />
It is almost paradoxical that some comorbidities make the antisocial personality disordered patient more amenable to therapeutic interventions. This issue is important in that we need to, first, prove whether it is true, and second, what aspects of these interventions may contribute to the relatively better prognosis of multi-morbid ASPD patients. It is logical to speculate that the psychological predispositions (and their neurophysiological underpinnings) of these individuals can make some of them more receptive to reflection, interpersonal transactions, introspection, relearning processes, capacity to self-transcend, and other concepts cogently examined by Cloninger. Yet, the beautiful correlations between temperament, existing diagnostic categories, and factors such as motivation and goal accomplishment, are somewhat blurred when postulating that any of these temperament configurations can occur ‘‘in people with either mature or immature </div><div style="text-align: justify;"></div><div style="text-align: justify;">Mayo Psychiatry and Psychology Treatment Center, Rochester, MN, USA characters’’. Isn’t immaturity a critical feature of personality disorders? If so, isn’t it also legitimate to wonder whether we are then talking about ASPD as a diagnosis, or whether the antisocial behaviour is simply a defective (therefore, hopefully correctable) coping mechanism for individuals affectively or emotionally compromised? The diagnostic placement of ASPD is another controversial matter. While in recent years the efforts of the authors of DSM and ICD have strengthened the descriptive aspect, it is important to keep in mind Jablensky’s comment that the clinical use of this label reflects a trend towards ‘‘typologizing’’ conditions that are essentially multidimensional [3]. Even Cloninger’s dimensional terms have fallen into the typological, descriptive, categorical usage to which clinical practitioners are so adept. This is not only a reflection of an ‘‘occupational deformity’’ by hurried clinicians, but also the result of the complexity of a disorder that uses descriptive adjectives more generously than any other existing clinical condition. Even Cloninger’s terminology abounds in this kind of terms, for both the depiction of ASPD and his novel ‘‘coherence therapy’’ approach. Moreover, to define a personality disorder as a ‘‘description of someone whose thoughts and human relationships are usually lacking in self-awareness’’ may strike some as too broad or simplistic to be of any use in research.<br />
A related question is whether Cluster B is the best niche for ASPD. Answering those who question the very existence of Axis II in any nosological classification, it could be said that ASPD may be one of the strongest reasons to keep it even if, for instance, the connections between ASPD and somatization, or with substance dependence in the patient and his/her relatives, have not been fully explained. On the issue of gender, it has been said that ASPD in men is what histrionic personality is among women [4]. Indeed, ASPD stands alone in its complexity, and the difficulties to be appropriately grasped and tested. If we are truly faithful to a multidimensional approach in diagnostic parlance, the notion of spectrum may have, in the antisocial personality, one of its most fertile fields of application. Are only criminals to be labelled as ASPDs? I would submit that the spectrum concept would assist in responding to this question. Moreover, the concept of cluster may even be more precise as it may include features such as narcissism and histrionic behaviour, which are part of other personality types, but seem to be also essential components of ASPD. Do the variations in the spiral movement of selfaware consciousness in ASPD imply clinical variations in the spectrum of antisocial behaviours? Taking from Cloninger’s approach, the ASPD spectrum would have to include areas beyond the pure phenomenological description, and get into aetiopathogenic, diagnostic and therapeutic grounds. The neurobiological approach would have to produce much more persuasive evidence related to the underlying dysfunction or disruption. Neuroimaging and genetic studies may only contribute to the eventual clarification of the most severe cases within the spectrum, which leaves out a significant number of patients whose ASPD label then may or may not be valid. In this context, the issue of differential diagnosis withother conditions, including bipolar disorder, is extremely pertinent. Clinicians all over the world face the problem of labelling ‘‘moodiness’’, ‘‘irritability’’, and ‘‘dysphoria’’ as mood rather than personality features,and a variant of bipolarity rather than an autonomous Axis II entity. This is important also for the effort at translating psychophysiological findings into descriptors of symptomatic remission, and consistent responsiveness<br />
to therapy, i.e. amenability to Cloninger’s ‘‘radical transformation of behaviours’’. The treatment of ASPD is clearly the most challenging and frustrating aspect of this condition. It starts with therapists from different schools, who do not necessarily agree on some of the key descriptive features, such as ‘‘lack of empathy’’, among ASPD patients. How do we explain the fierce loyalty that true antisocials show towards other members of their gangs? Is this a distorted notion of loyalty, or is it loyalty perverted by external pressures and by what are perceived as oppressive realities? Are we talking about antisocials here? Or would reviving the old terms ‘‘asocial’’ or ‘‘dissocial’’ [5] solve these discrepancies? In fact, Gabbard seems to think that<br />
these patients profess significant capacity for empathic discernment, even though it is a rather self-serving feature [6]. The ‘‘otherness’’ of the ASPD may have both a psychological and physiological basis, but neither this somewhat abstract concept nor the current neuro- and psychophysiological findings qualify for a ‘‘physiological marker’’ as suggested by some authors. On the other hand, is the grouping in primary and secondary psychopaths just one way to dress up our varying levels of therapeutic expectations and hopes? Furthermore, the verdict is still out regarding the use of wellstructured environments and the setting in which they take place (correctional schools, prisons, and the military). In short, ASPD embodies all the challenges and complexities of a multidimensional entity, and the need to be truly eclectic in studying its many different aspects. Progress has been made, and yet the trite comment that a lot remains to be done has never been truer than at this point in history. The antisocial behaviour is universal, and yet ASPD patients are unique in their biopsychosocial, cultural, and spiritual contexts. This is an uphill battle that, one would like to think, is being won a little step at a time. </div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><span style="font-size: x-small;">REFERENCES</span><br />
<span style="font-size: xx-small;">1. Alarco´n R.D., Foulks E.F., Vakkur M. (1998) Personality Disorders and Culture. Clinical and Conceptual Interactions. Wiley, New York.<br />
2. Reid W.H. (1985) The antisocial personality: a review. Hosp. Commun. Psychiatry, 36: 831–837.<br />
3. Jablensky A. (2002) The classification of personality disorders: critical review and need for rethinking. Psychopathology, 35: 112–116.<br />
4. Nuckolls C.W. (1992) Toward a cultural history of personality disorders. Soc. Sci. Med., 35: 37–47.<br />
5. American Psychiatric Association (1952) Diagnostic and Statistical Manual of Mental Disorders, 1st edn. American Psychiatric Association, Washington.<br />
6. Gabbard G. (1997) Finding the ‘‘person’’ in personality disorders. Am. J. Psychiatry, 154: 891–893.<br />
7. Frank J.D., Frank J.B. (1993) Persuasion and Healing. Johns Hopkins University<br />
Press, Baltimore.</span></div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-91525335929729690782010-10-26T09:04:00.000+07:002010-10-26T09:04:52.762+07:00<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
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<div align="center" style="text-align: center;"><span style="font-size: 16pt;">BEHAVIOR EVENT INTERIVIE</span></div><div align="center" style="text-align: center;"><span style="font-size: 20pt;">BEI</span></div><div align="center" style="text-align: center;"><span style="font-family: "Arial Black";">Nikon Frenly </span></div><div align="center" style="text-align: center;"><br />
</div><div style="line-height: 150%; text-align: justify;"><span style="font-family: "Bradley Hand ITC"; font-size: 11pt; line-height: 150%;">Behavioral Event Interview adalah salah satu metode interview yang dapat dipergunakan untuk mengetahui perbedaan kompetensi karyawan dengan cara menggali dan membandingkan pengalaman-pengalaman yang dimiliki oleh seseorang untuk dapat dipergunakan pada saat ini. Konsep Behavioral Event Interview berawal dari asumsi bahwa perilaku seseorang dimasa lalu cenderung akan diulangi dimasa yang akan datang jika situasi yang dihadapi dimasa yang akan datang mirip atau hampir sama dengan situasi dimana perilaku pernah muncul. Namun dalam konteks Behavioral Event Interview pengalaman yang digali oleh interviewer dikhususkan hanya pada kompetensi yang berhubungan dengan pekerjaan-pekerjaan yang akan dilakukan oleh caon karyawan di tempat yang baru. </span></div><div style="line-height: 150%; text-align: justify;"><span style="font-family: "Bradley Hand ITC"; font-size: 11pt; line-height: 150%;">Berbicara mengenai kompetensi, biasanya kita akan langsung membayangkan sekumpulan orang dimana sestiap orang memiliki perbedaan dalam hal kemampuan bekerja satu sama lain. Perbedaan itu kemampuan bekerja ini biasanya dikaitkan dengan perbedaan dalam penyelesaian tugas dan watak atau karakteristik pribadi yang mempengaruhi reaksi seseorang ketika menghadapi lingkungan. Metode Behavioral Event Interview dipergunakan untuk melihat kinerja serta karakter seseorang dimasa yang lalu untuk memprediksi tingkat kesuksesan yang akan dicapai dimasa yang akan datang. Unutk memahami lebih dalam mengenai kompetensi maka perlu dipahami definisi kompetensi itu sendiri. </span></div><div style="line-height: 150%; text-align: justify;"><br />
</div><div style="line-height: 150%; text-align: justify;"><i><span style="font-family: "Bradley Hand ITC"; font-size: 11pt; line-height: 150%;">Competencies are basic characteristics that can be linked to enhanced performance by individuals or teams of individuals. The groupings of competen-cies, indicates, may include knowledge, skills, and abilities.</span></i><span style="font-family: "Bradley Hand ITC"; font-size: 11pt; line-height: 150%;"></span></div><div class="MsoNormal"><br />
</div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-87983596294464925992010-10-22T10:03:00.000+07:002010-10-22T10:03:44.910+07:00Student Guide To Psychology<div style="text-align: center;"><span style="font-size: large;"> STUDENT GUIDE TO PSYCHOLOGY</span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="200" src="http://2.bp.blogspot.com/_o6wg7kvILFM/TMD-qChLdrI/AAAAAAAAAEo/oAMoHRESMKA/s200/Student+Guide+To+Psychology.JPG" style="margin-left: auto; margin-right: auto;" width="126" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"></td></tr>
</tbody></table><span style="font-size: large;">Introduction </span><br />
<span style="color: red; font-family: Times,"Times New Roman",serif; font-size: x-large;">P</span>sychology, that “nasty little subject,” as William James called it, embraces the full range of actions and events which appear to depend, at least in part, on perceptions, thoughts, feelings, motives, and desires. These very processes, however, also seem to depend, at least in part, on internal biological states as well as external social influences. To complicate matters even further, influences can be “social” only insofar as they are perceived or thought of as such, and can only be “influences” to the extent that they converge on motives, feelings, and desires. These considerations, in turn, reflect or are in some way conditioned by larger cultural and historical influences. In all, then, what James ironically described as a “nasty little subject” is in fact a complex and overarching set of problems and perspectives arising from the abiding project of self-knowledge.<br />
That project, of course, is not owned by any discipline or society of scholars or scientists. Self-knowledge includes factors at once biological, genetic, anatomical, medical, <a href="http://www.megaupload.com/?d=72EQYT0I"><span style="color: blue;">Download</span></a>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-34942269587285743432010-10-21T13:32:00.000+07:002010-10-21T13:32:24.387+07:00Personality Psychology<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_o6wg7kvILFM/TL_eXuyiNSI/AAAAAAAAAEk/yZhhHPg08Ro/s1600/Sampul+Buku+Cabridge+HAndbook+Personality.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/_o6wg7kvILFM/TL_eXuyiNSI/AAAAAAAAAEk/yZhhHPg08Ro/s200/Sampul+Buku+Cabridge+HAndbook+Personality.JPG" width="128" /></a></div><br />
The study of personality requires an unusual feat of mental vision. Those of us who work in this field must focus narrowly on one or more specialized research topics, while simultaneously maintaining a wide-angle view of personality in a broader sense. The day-to-day demands of doing research can make it hard to<br />
preserve the broader focus, especially when immediate research projects are progressing well. The aim of this Handbook is to assist researchers, practitioners and students to regard the larger picture of personality research. Recent years have seen a resurgence of interest in personality, directed along lines of research that<br />
sometimes converge and sometimes seemto diverge. Ourmotivation in compiling this Handbook was to provide a general overview of the many areas of study that together define this branch of psychological science – that many of us consider to be becoming increasingly relevant and important in psychology more generally. The contributors to this Handbook rose to their task admirably, producing relatively brief summaries of their respective areas of expertise in an accessible style that are intended to inform and stimulate, and at times provoke. We instructed contributors to present their material in a way that they thought most appropriate: our concern was to ensure that chapters were presented in the way that best suited the topics – as a result, some chapters are longer than others, and some topics are divided over several chapters.We offer a collective ‘thank you’ to all contributors not only for producing such high-quality chapters but also for their forbearance in the production process which, as a result of the number of chapters, was slower than anticipated.We can only hope that contributors are pleased by the finished Handbook.<br />
We are very grateful to Cambridge University Press for agreeing to publish this work; especially to Sarah Caro, Commissioning Editor, for her constant encouragement and advice, and then, after Sarah’s departure, to Andrew Peart and Carrie Cheek for their patience and skill in bringing this project to fruition. Gerald<br />
Matthews wishes to thank the University of Cincinnati for allowing a period of sabbatical leave, and the Japan Society for the Promotion for Science for supporting a study visit to the University of Kyushu, which assisted him in his editorial role.<br />
Philip J. Corr Gerald Matthews <a href="https://docs.google.com/leaf?id=0B_lFETLVXvY3ZGFkOTYxZWQtZTI3Yy00ZmUwLThjZTEtNDZlMTgxMjBhYzk2&hl=en">Download</a>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-73189200587484260562010-10-21T13:28:00.000+07:002010-10-21T13:28:12.417+07:00Managing People<div style="text-align: center;"><b><span style="font-size: x-large;">Managing People</span></b></div><div style="text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/_o6wg7kvILFM/TL_dalqoAqI/AAAAAAAAAEg/laeTPi5klKo/s1600/Human+Resources+Management+Practice.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/_o6wg7kvILFM/TL_dalqoAqI/AAAAAAAAAEg/laeTPi5klKo/s200/Human+Resources+Management+Practice.JPG" width="149" /></a></div>This part underpins the rest of the Handbook. It deals with the approaches and philosophies that affect how people are managed in organizations, the roles of the HR function and its members, and the special considerations that affect international people management. The term ‘people management’ embraces the two related concepts of human resource management (HRM) and human capital management (HCM), which are defined and explained in the first two chapters. These have virtually replaced the term ‘personnel management’, although the philosophies and practices of personnel management still provide the foundations for the philosophy and practices of HRM and HCM. The relationships between these aspects of people management are modelled in Figure 0.2 <a href="https://docs.google.com/fileview?id=0B_lFETLVXvY3ZTU3NThkNDYtMzRiMi00MWFmLWE5ZmMtNWM0YzgwOTdiZGU2&hl=en">Download</a>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-1352604998896098022010-10-16T13:46:00.000+07:002010-10-16T13:46:43.490+07:00Psychology of Color<div style="text-align: center;"><b><span class="header-page">Color Psychology and Marketing<br />
</span><span class="subhead"> Business, Sales and the World Wide Web Are In Color</span></b></div>Color is a meaningful constant for sighted people and it's a powerful psychological tool. By using color psychology, you can send a positive or negative message, encourage sales, calm a crowd, or make an athlete pump iron harder.<br />
Employ the latest color psychology in all facets of marketing and particularly in logo design, web site design, the cover of a book, or the package of a product.<br />
The field of industrial psychology has a sub-field that studies only the psychology of color. It is no accident that Campbell's soup has used the same four colors on their labels for years and years. When I mentioned that product, I'll bet an image of that label popped into your head.<br />
Below is a quick overview of the meaning of basic colors in the Western Hemisphere. This information will help you decided what colors to use in your marketing projects. The psychology of color changes with lighter or darker shades of the colors below are often associated with much different meanings. And remember for the World Wide Web, and different cultures have differing views on the meaning of color.<br />
If you are unsure of the psychology of color, contact Precision Intermedia at 707-725-0804 or email info@precisionintermedia.com<br />
<b>Psychology of Color: Black</b><br />
Black is the color of authority and power, stability and strength. It is also the color associated with intelligence (doctorate in black robe; black horn rimmed glasses, etc.) Black clothes make people appear thinner. It's a somber color sometimes associated with evil (the cowboy in the black hat was almost always the "bad guy"). In the western hemisphere black is associated with grieving. Black is a serious color that evokes strong emotions; it is easy to overwhelm people with too much black.<br />
<b>Psychology of Color: White</b><br />
For most of the world this is the color associated with purity (wedding dresses); cleanliness (doctors in white coats) and the safety of bright light (things go bump in the night ... not the bright sunshine!). It is also used to project the absence of color, or neutrality. In some eastern parts of the world, white is associated with mourning. White associated with creativity (white boards, blank slates). It is a compression of all the colors in the color spectrum.<br />
<b>Psychology of Color: Gray</b><br />
Gray is most associated with the practical, timeless, middle-of-the-road, solid things in life. Too much gray leads to feeling mostly nothing; but a bit of gray will add that rock solid feeling to your product. Some shades of gray are associated with old age, death, taxes, depression or a lost sense of direction. Silver is an off-shoot of gray and often associated with giving a helping hand, strong character (sterling in-fact!). <br />
<b>Psychology of Color: Red</b><br />
If you want to draw attention, use red. It is often where the eye looks first. Red is the color of energy. It's associated with movement and excitement. People surrounded by red find their heart beating a little faster and often report feeling a bit out of breath. It's absolute the wrong color for a baby's room but perfect to get people excited. Wearing red clothes will make you appear a bit heavier and certainly more noticeable. (Some studies show red cars get more tickets but that maybe because the red car owners drive faster or the ticket giver notices the movement of the red car more prominently). Red is not a good color to over use but using a spot of red in just the right place is smart in some cases (one red accent in a otherwise neutral room draws the eye; a red tie with a navy blue suit and white shirts adds just the right amount of energy to draw the eye (no wonder it's the "uniform of the day" at the seats of government). Red is the symbol of life (red blooded life!) and, for this reason, it's the color worn by brides in China. Red is used at holidays that are about love and giving (red roses, Valentines hearts, Christmas, etc.) but the true color of love is pink. Pink is the most calming of all colors -- often our most dangerous criminals are housed in pink cells as studies show that color drains the energy and calms aggression. Think of pink as the color of romance, love, and gentle feelings, to be in the pink is to be soothed.<br />
<b>Psychology of Color: Blue</b><br />
Ask people their favorite color and a clear majority will say blue. Much of the world is blue (skies, seas). Seeing the color blue actually causes the body to produce chemicals that are calming; but that isn't true of all shades of blue. Some shades (or too much blue) can send a cold and uncaring message. Many bedrooms are blue because it's calm, restful color. Over the ages blue has become associated with steadfastness, dependability, wisdom and loyalty (note how many uniforms are blue). People tend to be more productive in a blue room because they are calm and focused on the task at hand. Some studies are showing that weight lifters can lift more weight in a blue gym - in fact, nearly all sports are enhanced in blue surroundings.<br />
<b>Psychology of Color: Green</b><br />
The color of growth, nature, and money. A calming color also that's very pleasing to the senses. Dark forest green is associated with terms like conservative, masculine and wealth. Hospitals use light green rooms because they too are found to be calming to patients. It is also the color associated with envy, good luck, generosity and fertility. It is the traditional color of peace, harmony, comfortable nurturing, support and well paced energy.<br />
<b>Psychology of Color: Yellow</b><br />
Cheerful yellow the color of the sun, associated with laughter, happiness and good times. A person surrounded by yellow feels optimistic because the brain actually releases more seratonin (feel good chemical in the brain) when around this color. It is the color associated with optimism but be careful with yellow, when intense, it is the color of flames and studies show babies cry more in (bright) yellow rooms and tempers flare more around that color too. It has the power to speed up our metabolism and bring out some creative thoughts (legal tablets are yellow for good reason!). Yellow can be quickly overpowering if over-used, but used sparingly in the just the right place it can be an effective tool in marketing to greater sales. Some shades of yellow are associated with cowardice; but the more golden shades with the promise of better times.<br />
<b>Psychology of Color: Orange</b><br />
The most flamboyant color on the planet! It's the color tied most this fun times, happy and energetic days, warmth and organic products. It is also associated with ambition. There is nothing even remotely calm associated with this color. Orange is associated with a new dawn in attitude.<br />
<b>Psychology of Color: Purple</b><br />
What color were the robes of kings and queens? Yes, they were purple, our most royal color that is associated with wealth, prosperity, rich sophistication. This color stimulates the brain activity used in problem solving. However, when overused in a common setting it is associated with putting on airs and being artificial/ Use purple most carefully to lend an air of mystery, wisdom, and respect. Young adolescent girls are most likely to select nearly all shades of purple as their favorite color.<br />
<b>Psychology of Color: Brown</b><br />
This color is most associated with reliability, stability, and friendship. More are more likely to select this as their favorite color. It's the color of the earth itself "terra firma" and what could represent stability better. It too is associated with things being natural or organic. Caution however, for in India it is the color of mourning.<br />
<br />
<br />
<b>Basics on How to Use Color Together</b><br />
Color psychology is complicated field of study and goes deep into the meaning of combining colors for a particular desired effect. We will broad brush some basics that may well enough for you to make good color choices for a web site with marketing in mind.<br />
<b>Monochromatic Color Scheme</b> This is the use of a single color in varying shades. This can be a clean and interesting look on a web site. It's soothing and pleasing to the eye especially in the blue or green hues.<br />
<b>Complimentary Color Scheme</b> This is using high contrast of color by selecting colors directly opposite from one another on the color wheel (such as pink and lime green). This puts a warm color with a cool color and is pleasing to the eye.<br />
<b>Triple Color Scheme</b> This scheme uses three colors equally spaced from each other around a color wheel. It's popular with web designers and allows for a harmonious color scheme. <br />
You ARE that first flash of color seen on your web site it's important to remember that color is the first thing registered by a person who goes to your web site. It that is pleasing, they will read on -- if it's displeasing you may lose them in a nano second. So first select your background color and then select two other colors for your web site. Remember to keep in mind the meaning and harmony of colors. <br />
<br />
<br />
<b>Recommended Reading on Color</b><br />
<b>Title: <i>Living Colors: A Definitive Guide to Color Palettes Through the Ages</i></b> <br />
Author: Margaret Walch <br />
Publisher: Chronicle Books (1995) <br />
Comments: Spiral bound work book; shows 80 classic color schemes from art and design history.<br />
<b>Title: <i>The Designers Guide to Color Combinations: 500+ Historic and Modern Color Formulas in CMYK*</i></b> <br />
Author: Leslie Cabarga <br />
Publisher: North Light Books (2003) <br />
Comments: This author doesn't teach color theory or even provide a color wheel in this book; but the book does contain a large collection of color combinations that work together.nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-32997568494905024402010-10-16T13:42:00.000+07:002010-10-16T13:42:58.460+07:00Study confirms: Whatever doesn't kill us can make us stronger<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_o6wg7kvILFM/TLlJGeQ89TI/AAAAAAAAAEE/PDapkbj3iCI/s1600/201010153844230.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/_o6wg7kvILFM/TLlJGeQ89TI/AAAAAAAAAEE/PDapkbj3iCI/s1600/201010153844230.jpg" /></a></div><h1 class="border-red"><span style="font-size: small;">Study confirms: Whatever doesn't kill us can make us stronger</span></h1><br />
<br />
We've all heard the adage that whatever doesn't kill us makes us stronger, but until now the preponderance of scientific evidence has offered little support for it. However, a new national multi-year longitudinal study of the effects of adverse life events on mental health has found that adverse experiences do, in fact, appear to foster subsequent adaptability and resilience, with resulting advantages for mental health and well being.<br />
The study, "Whatever Does Not Kill Us: Cumulative Lifetime Adversity, Vulnerability and Resilience," to be published in the forthcoming issue of the Journal of Personality and Social Psychology, is available on the website of the American Psychological Association at <a href="http://psycnet.apa.org/psycinfo/2010-21218-001/" title="http://psycnet.apa.org/psycinfo/2010-21218-001/">http://psycnet.apa.org/psycinfo/2010-21218-001/</a>.<br />
It examined a national sample of people who reported their lifetime history of adverse experiences and several measures of current mental health and well being.<br />
Authors are Mark Seery, PhD, assistant professor of psychology at the University at Buffalo; E. Alison Holman, PhD, assistant professor of nursing sciences, University of California, Irvine; and Roxane Cohen Silver, PhD, professor of psychology and social behavior and medicine at UC Irvine.<br />
Seery, senior author of the study, says previous research indicates that exposure to adverse life events typically predicts negative effects on mental health and well-being, such that more adversity predicts worse outcomes.<br />
But in this study of a national survey panel of 2,398 subjects assessed repeatedly from 2001 to 2004, Seery and co-researchers found those exposed to some adverse events reported better mental health and well-being outcomes than people with a high history of adversity or those with no history of adversity.<br />
"We tested for quadratic relationships between lifetime adversity and a variety of longitudinal measures of mental health and well-being, including global distress, functional impairment, post-traumatic stress symptoms and life satisfaction," Seery says.<br />
"Consistent with prior research on the impact of adversity, linear effects emerged in our results, such that more lifetime adversity was associated with higher global distress, functional impairment and PTS symptoms, as well as lower life satisfaction.<br />
"However," says Seery, "our results also yielded quadratic, U-shaped patterns, demonstrating a critical qualification to the seemingly simple relationship between lifetime adversity and outcomes.<br />
"Our findings revealed," he says, "that a history of some lifetime adversity -- relative to both no adversity or high adversity -- predicted lower global distress, lower functional impairment, lower PTS symptoms and higher life satisfaction."<br />
The team also found that, across these same longitudinal outcome measures, people with a history of some lifetime adversity appeared less negatively affected by recent adverse events than other individuals.<br />
Although these data cannot establish causation, Seery says the evidence is consistent with the proposition that in moderation, experiencing lifetime adversity can contribute to the development of resilience.<br />
"Although we studied major lifetime adversity," he says, "there is reason to believe that other relatively mundane experiences should also contribute to resilience. <a href="http://esciencenews.com/articles/2010/10/15/study.confirms.whatever.doesnt.kill.us.can.make.us.stronger">Read More</a>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-13109637440029410852010-10-13T16:10:00.000+07:002010-10-13T16:10:00.840+07:00The Five-Factor Model of personality traits<span style="font-size: large;"><b>The Five-Factor Model of personality traits: consensus and controversy</b></span><br />
<br />
<div style="text-align: center;"><i>R</i>obert R. McCrae</div><br />
<br />
<br />
There is little doubt that the Five-Factor Model (FFM) of personality traits (the ‘Big Five’) is currently the dominant paradigm in personality research, and one of the most influentialmodels in all of psychology.Digman’s 1990 reviewon the topic has become the most highly cited article in the history of the Annual Review of Psychology,with over 1,200 citations. Barrick and Mount’s 1991 meta-analysis of job performance and the FFM – itself cited over 900 times – brought personality back into the mainstream of Industrial/Organizational Psychology. The FFM has led to novel and compelling reformulations of the personality disorders that stand a fair chance of reshaping Axis II in the DSM-V (Widiger and Trull 2007). Cross-cultural collaborations have shown the universality of the FFM and demonstrated pervasive fallacies<br />
in national character stereotypes (Terracciano, Abdel-Khalak, Ádám et al. 2005). Social psychologist Harry Reis (personal communication, 24 April 2006) recently characterized the FFM as ‘the most scientifically rigorous taxonomy that behavioural science has’, and for his research on the FFM, Paul Costa was selected by the Division of General Psychology of the American Psychological Association to present the 2004 Arthur W. Staats Lecture for Contributions towards Unifying Psychology. What is it that researchers from so many disciplines have come to appreciate? As Digman and Inouye (1986) put it, ‘If a large number of rating scales is used and if the scope of the scales is very broad, the domain of personality descriptors is almost completely accounted for by five robust factors’ (p. 116). In other words, these five factors provide a structure in which most personality traits can be classified. This structure arises because traits co-vary. For example, people who are sociable and assertive tend also to be cheerful and energetic; they are high on the Extraversion (E) factor, which is said to be defined by sociability, assertiveness, cheerfulness and energy. However, people who are sociable and assertive may or may not be intellectually curious and imaginative. Those traits define a<br />
separate factor, Openness to Experience (O). Neuroticism versus Emotional Stability (N), Agreeableness versus Antagonism (A), and Conscientiousness (C) are the remaining factors. There is a widespread consensus that these five factors are necessary and moreor-less sufficient to account for the co-variation of most personality traits, and it is Robert R.McCrae receives royalties from the Revised NEO Personality Inventory (NEO-PI-R). This research was supported by the Intramural Research Program, NIH, National Institute on Aging. 148this comprehensiveness that chiefly accounts for the utility of the FFM. Researchers who wish to conduct a review of the literature on personality correlates typically find that many different scales and instruments have been used to assess personality. If each is assigned to one of the five factors, their esults can be meaningfully combined. Again, the FFM provides a framework for systematic exploratory research. Suppose, for example, one wished to study the effects on personality of growing up in East versus West Germany (Angleitner and Ostendorf 2000). One might hypothesize that East Germans would be, say, higher<br />
in C and lower in O, and administer only measures of those two factors. But if the real differences turned out to be in levels of N and A, such a design would not reveal it. By administering measures of the full FFM one can be sure that important traits have not been overlooked.nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-38489563192695969772010-10-13T16:03:00.000+07:002010-10-13T16:03:50.378+07:00Lowongan Kerja<div class="separator" style="clear: both; text-align: center;"><a class="popupInvoker" href="http://www.sejaya.com/" style="cursor: pointer; margin-left: 1em; margin-right: 1em;"></a></div><div class="jobLogo" style="text-align: center;"> </div><div> </div><div class="coDesc" style="text-align: center;"> <span mce_style="font-size: 10pt;" style="font-size: 10pt;"><span mce_style="font-family: verdana,arial,helvetica,sans-serif;" style="font-family: verdana,arial,helvetica,sans-serif;">Kami adalah perusahaan distributor Minuman yang sedang berkembang membutuhkan professional muda, energik dan menyukai tantangan untuk bergabung menjadi anggota team kami sebagai</span></span><br />
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<span mce_style="font-size: 10pt;" style="font-size: 10pt;"><span mce_style="font-family: verdana,arial,helvetica,sans-serif;" style="font-family: verdana,arial,helvetica,sans-serif;"> Kawasan Industri - Pulogadung</span></span></div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-1136060803335537372010-10-09T14:57:00.000+07:002010-10-09T14:57:24.775+07:00EMOTIONAL INTELLIGENCE<div style="font-family: Georgia,"Times New Roman",serif; text-align: center;"><span style="font-size: large;"><b>EMOTIONAL INTELLIGENCE</b></span></div><div style="background-color: white; color: purple; text-align: center;"><i><b><span style="font-size: x-large;">G</span>oleman (1995) has defined emotional intelligence as: ‘The capacity for recognizing</b></i></div><div style="text-align: center;"><i><b><span style="background-color: white; color: purple;">our own feelings and that of others, for motivating ourselves, for managing emotions</span></b></i></div><div style="text-align: center;"><i><b><span style="background-color: white; color: purple;">well in ourselves as well as others.’ The four components of emotional intelligence</span></b></i></div><div style="text-align: center;"><i><b><span style="background-color: white; color: purple;">are:</span></b></i></div><div style="text-align: center;"><br />
</div><ol><li>Self-management – the ability to control or redirect disruptive impulses and moods and regulate your own behaviour coupled with a propensity to pursue goals with energy and persistence. The six competencies associated with this component are self-control, trustworthiness and integrity, initiative, adaptability– comfort with ambiguity, openness to change and strong desire to achieve.</li>
<li> Self-awareness – the ability to recognize and understand your moods, emotions and drives as well as their effect on others. This is linked to three competencies:self-confidence, realistic self-assessment and emotional self-awareness.</li>
<li>Social awareness – the ability to understand the emotional makeup of other people and skill in treating people according to their emotional reactions. This is linked to six competencies: empathy, expertise in building and retaining talent, organizational awareness, cross-cultural sensitivity, valuing diversity and service to clients and customers.</li>
<li>Social skills – proficiency in managing relationships and building networks to get the desired result from others and reach personal goals, and the ability to find common ground and build rapport. The five competencies associated with this component are: leadership, effectiveness in leading change, conflict management, influence/communication, and expertise in building and leading teams.</li>
</ol>According to Goleman it is not enough to have a high IQ (intelligence quotient); emotional intelligence is also required.In 1998 Goleman defined emotional intelligence in a way that encompasses manyof the areas covered by typical competency frameworks. Miller et al (2001) found that processes<br />
one-third of employers covered by their survey had consciously included emotional intelligence-type factors such as interpersonal skills in their frameworks. Dulewicz and Higgs (1999) have produced a detailed analysis of how the emotional intelligence elements of self-awareness, emotional management, empathy,relationships, communication and personal style correspond to competencies such as sensitivity, flexibility, adaptability, resilience, impact, listening, leadership, persuasiveness, motivating others, energy, decisiveness and achievement motivation. They conclude that there are distinct associations between competency modes and<br />
elements of emotional intelligence.As noted by Miller et al (2001), a quarter of the employers they surveyed haveprovided or funded training that is based on emotional intelligence. The most common areas are in leadership skills, people management skills and team working..<br />
<br />
<ul><li><span style="font-size: xx-small;">Goleman, D (1995) Emotional Intelligence, Bantam, New York</span></li>
<li><span style="font-size: xx-small;"> </span><span style="font-size: xx-small;">Goleman, D (1998), Working With Emotional Intelligence, Bloomsbury, London</span><span style="font-size: xx-small;">Goleman, D (1999) Emotional Intelligence, presentation made at CIPD annual conference, October</span></li>
</ul>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-66387337445193145882010-10-09T14:48:00.000+07:002010-10-09T14:48:42.428+07:00TYPES OF COMPETENCIES<div style="color: red; text-align: center;"><b>TYPES OF COMPETENCIES</b></div>The three types of competencies are behavioural competencies, technical competen-<br />
cies and NVQs and SNVQs.<br />
<br />
<div style="color: blue;"><b>Behavioural competencies</b></div>Behavioural competencies define behavioural expectations, ie the type of behaviour<br />
required to deliver results under such headings as teamworking, communication,<br />
leadership and decision-making. They are sometimes known as ‘soft skills’.<br />
Behavioural competencies are usually set out in a competency framework.<br />
The behavioural competency approach was first advocated by McClelland (1973).<br />
He recommended the use of criterion-referenced assessment. Criterion referencing or<br />
validation is the process of analysing the key aspects of behaviour that differentiate<br />
between effective and less effective performance.<br />
But the leading figure in defining and popularizing the concept of competency in<br />
the USA and elsewhere was Boyatzis (1982). He conducted research that established<br />
that there was no single factor but a range of factors that differentiated successful<br />
from less successful performance. These factors included personal qualities, motives,<br />
experience and behavioural characteristics. Boyatzis defined competency as:<br />
‘capacity that exists in a person that leads to behaviour that meets the job demands<br />
within the parameters of the organizational environment and that, in turn, brings<br />
about desired results’.<br />
The ‘clusters’ of competencies he identified were goal and action management,<br />
directing subordinates, human resource management and leadership. He made a<br />
distinction between threshold competencies, which are the basic competencies<br />
required to do a job, and performance competences, which differentiate between high<br />
and low performance<br />
<br />
<b style="color: blue;">Technical competencies</b><br />
Technical competencies define what people have to know and be able to do (knowl-<br />
edge and skills) to carry out their roles effectively. They are related to either generic<br />
roles (groups of similar jobs), or individual roles (as ‘role-specific competencies’).<br />
The term ‘technical competency’ has been adopted fairly recently to avoid the<br />
confusion that existed between the terms ‘competency’ and ‘competence’. Com-<br />
petency, as mentioned above, is about behaviours, while competence as defined by<br />
Woodruffe (1990) is: ‘A work-related concept which refers to areas of work at which<br />
the person is competent. Competent people at work are those who meet their perfor-<br />
mance expectations.’ Competences are sometimes known as ‘hard skills’. The terms<br />
technical competencies and competences are closely related although the latter has a<br />
particular and more limited meaning when applied to NVQs/SNVQs, as discussed<br />
below <br />
<br />
<b style="color: blue;">NVQ/SNVQ competences</b><br />
The concept of competence was conceived in the UK as a fundamental part of the<br />
process of developing standards for NVQs/SNVQs. These specify minimum stan-<br />
dards for the achievement of set tasks and activities expressed in ways that can be<br />
observed and assessed with a view to certification. An element of competence in<br />
NVQ language is a description of something that people in given work areas should<br />
be able to do. They are assessed on being competent or not yet competent. No attempt<br />
is made to assess the degree of competence.<br />
<br />
<span style="font-size: xx-small;"><i>Thurley, K (1979) Supervision: A reappraisal, Heinemann, London</i></span>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-72966420018679189462010-03-15T11:42:00.001+07:002010-03-15T11:42:44.220+07:00<div style="text-align: center;"><b>Eating Disorders<br />
Anorexia</b></div><div style="text-align: center;"><br />
</div><div style="text-align: justify;">The current system of psychiatric classification, the Diagnostic and Statistical Manual of Mental</div><div style="text-align: justify;">Disorders–Fourth Edition (DSM-IV; American Psychiatric Association [APA], 1994), includes two</div><div style="text-align: justify;">official eating disorder (ED) syndromes: anorexia nervosa and bulimia nervosa, and a third (still</div><div style="text-align: justify;">provisional) diagnosis, binge-eating disorder.</div><div style="text-align: justify;">Anorexia nervosa (AN) is defined by a relentless pursuit of thinness and a morbid fear of the</div><div style="text-align: justify;">consequences of eating (usually expressed as a dread of weight gain or obesity). An eating</div><div style="text-align: justify;">disorder where preoccupation with dieting and thinness leads to excessive weight loss while</div><div style="text-align: justify;">the individual continues to feel fat and fails to acknowledge that the weight loss or thinness is</div><div style="text-align: justify;">a problem. Symptoms of anorexia, or anorexia nervosa, include significant weight loss,</div><div style="text-align: justify;">continuation of weight loss despite thinness, persistent feeling of being fat even after</div><div style="text-align: justify;">weight loss, exaggerated fear of gaining weight, loss of menstrual periods, preoccupation</div><div style="text-align: justify;">with food, calories, nutrition and/or cooking, dieting in secret, compulsive exercising, sleep</div><div style="text-align: justify;">disorders, and a pattern of binging and purging.</div><div style="text-align: justify;">The condition also has psychosexual effects. The sexual development of anorexic adolescents</div><div style="text-align: justify;">is arrested, while adults who have the disease generally lose interest in sex. While the term</div><div style="text-align: justify;">anorexia literally means “loss of appetite,” anorexics generally do feel hunger but still refuse to</div><div style="text-align: justify;">eat.</div><div style="text-align: justify;">The great majority of anorexics (about 95 percent) are women. Risk factors for the disorder</div><div style="text-align: justify;">may include a history of alcoholism and/or depression, early onset of puberty, tallness,</div><div style="text-align: justify;">perfectionism, low self-esteem, and certain illnesses such as juvenile diabetes. Psychosocial</div><div style="text-align: justify;">factors associated with the disease are over-controlling parents, an upwardly mobile family,</div><div style="text-align: justify;">and a culture that places excessive value on female thinness. Emotionally, anorexia often</div><div style="text-align: justify;">involves issues of control; the typical anorexic is often a strong-willed adolescent whose</div><div style="text-align: justify;">aversion to food is a misdirected way of exercising autonomy to compensate for a lack of</div><div style="text-align: justify;">control in other areas of his or her life.</div><div style="text-align: justify;">Medical consequences of anorexia may include infertility, osteoporosis, lower body</div><div style="text-align: justify;">temperatures, lower blood pressure, slower pulse, a weakened heart, lanugo (growth of fine</div><div style="text-align: justify;">body hair), bluish hands and feet, constipation, slowed metabolism and reflexes, loss of muscle</div><div style="text-align: justify;">mass, and kidney and heart failure. Anorexics also have been found to have abnormal levels</div><div style="text-align: justify;">of several neurotransmitters, which can, in turn, contribute further to depression. People</div><div style="text-align: justify;">suffering from anorexia often must be hospitalized for secondary medical effects of the</div><div style="text-align: justify;">condition. Sometimes the victim must be force-fed in order to be kept alive. Due to medical</div><div style="text-align: justify;">complications as well as emotional distress caused by the disorder, anorexia nervosa is one of</div><div style="text-align: justify;">the few mental disorders that can be fatal.</div><div style="text-align: justify;">The Antidepressants</div><div style="text-align: justify;">The body of a woman with anorexia. (Biophoto Associates/ Science Source. Photo</div><div style="text-align: justify;">Researchers, Inc. Reproduced with permission.) ance. Treatment and cure for anorexia are</div><div style="text-align: justify;">possible through skilled psychiatric intervention that includes medical evaluation,</div><div style="text-align: justify;">psychotherapy for the individual and family group, nutritional counseling, and possibly</div><div style="text-align: justify;">medication and/or hospitalization. With treatment and the passage of time, about 70 percent</div><div style="text-align: justify;">of anorexics eventually recover and are able to maintain a normal body weight. The American</div><div style="text-align: justify;">Anorexia and Bulimia Association is the principal and oldest national non-profit organization</div><div style="text-align: justify;">working for the prevention, treatment, and cure of eating disorders. Its mission is inclusive of</div><div style="text-align: justify;">sufferers, their families, and friends. The AABA publishes a quarterly newsletter reviewing</div><div style="text-align: justify;">developments in research and programming. It also organizes a referral network which</div><div style="text-align: justify;">includes educational programs and public information materials, professional services and</div><div style="text-align: justify;">outpatient programs, patient and parent support groups, and training of recovered</div><div style="text-align: justify;">patients as support group facilitators. See also Body image; Bulimia</div><div style="text-align: justify;">Further Information</div>1. American Anorexia and Bulimia Association (AABA). 418 E. 78th Street, New York, New York 10021, (212) 734–<br />
1114.<br />
2. American Dietetic Association (ADA) NCDC-Eating Disorders. 216 W. Jackson Blvd., Chicago, Illinois 60606, (800)<br />
366–1655.<br />
3. National Anoretic Aid Society. 445 E. Dublin-Granville Road, Worthington, Ohio 43229, (614) 436–1112.<br />
4. National Association of Anorexia Nervosa and Associated Disorders (ANAD). Box 7, Highland Park, Illinois 60035,<br />
(708) 831–3438.nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0tag:blogger.com,1999:blog-1979862464787137808.post-15480118258873354572010-03-15T11:40:00.001+07:002010-03-15T11:40:50.757+07:00Alzheimer’s Disease<meta content="text/html; charset=utf-8" http-equiv="Content-Type"></meta><meta content="Word.Document" name="ProgId"></meta><meta content="Microsoft Word 12" name="Generator"></meta><meta content="Microsoft Word 12" name="Originator"></meta><link href="file:///C:%5CDOCUME%7E1%5CSouL%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><link href="file:///C:%5CDOCUME%7E1%5CSouL%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CDOCUME%7E1%5CSouL%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link> <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><style>
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</div><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;"><b><span style="font-family: "Californian FB","serif"; font-size: 28pt;">Alzheimer’s Disease<o:p></o:p></span></b></div><div class="MsoNormal" style="margin-bottom: 0.0001pt;"><b><span style="font-family: "Californian FB","serif"; font-size: 14pt;">Introduction <o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;"><b><i><span style="font-family: "Californian FB","serif"; font-size: 14pt;">A permanent disease that can’t be change, Alzheimer’s disease is a progressive condition in which nerve cells in the brain degenerate, In the period of this disease, the brain size will be decreases</span></i></b><b><i><span style="font-family: "Eras Light ITC","sans-serif"; font-size: 14pt;">.<o:p></o:p></span></i></b></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";">Alzheimer’s disease is the most common degenerative brain<b> </b>disorder. In US, approximately 4 million Americans are afflicted with Alzheimer’s disease and the sufferer number predicted grow to 14 million by 2050. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";">Although research funded that onset of the disease is rare before the age of 60. After that age, the incidence of Alzheimer’s disease increases steadily, and more than one-quarter of all individuals above the age of 85 have this disease. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";">In addition, Alzheimer’s disease is the cause of about three-quarters of all cases of <b>dementia </b>in individuals above the age of 65. </span><span style="color: #151515; font-family: "Californian FB","serif";">On average, most individuals survive for 8 to 10 years after being diagnosed with Alzheimer’s disease and will spend five of those years closely supervised by family or living in a skilled nursing home facility (Hendrie, 1998)</span><span style="font-family: "Californian FB","serif";"><o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="color: #151515; font-family: "Californian FB","serif";">During the Alzheimer’s disease final stage, roughly 1 to 3 years, include diminished ability to communicate, impaired swallowing, weight loss, and inability to recognize self or family members. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";"> General interest and research focusing on the cause and treatment of this condition have grown in recent years because the number of elderly persons in the population is increasing. The cause of Alzheimer’s disease is not known, but several theories of causality have been advanced. These theories propose <b>genetic, environmental, viral, immunological, biochemical,</b> and other causes for the disease. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";">The specific features of Alzheimer’s disease vary from individual to individual, but the general course of the disease is fairly consistent in most cases. The symptoms of the disease tend to be more severe at night. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";">The first stage of Alzheimer’s disease is usually forgetfulness, accompanied by some anxiety and mild <b>depression</b>. This usually develops into a more serious loss of <b>memory</b>, especially of recent events, moderate spatial and temporal disorientation, loss of <b>ability </b>to concentrate, <b>aphasia</b>, and increased anxiety. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><span style="font-family: "Californian FB","serif";">This set of symptoms is usually followed by profound spatial and temporal disorientation, delusions, hallucinations, incontinence, general physical decline, and death. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><br />
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</div><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;"><b><span style="color: #151515; font-family: Times-Bold; font-size: 8pt;">REFERENCES<o:p></o:p></span></b></div><div class="MsoListParagraphCxSpFirst" style="margin-bottom: 0.0001pt; text-align: justify; text-indent: -0.25in;"><span style="color: black; font-family: Times-Bold; font-size: 8pt;">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="color: #151515; font-family: Times-Roman; font-size: 8pt;">American Psychiatric Association. (1980). </span><i><span style="color: #151515; font-family: Times-Italic; font-size: 8pt;">Diagnostic and Statistical Manual of Mental Disorders </span></i><span style="color: #151515; font-family: Times-Roman; font-size: 8pt;">(3rd ed.). Washington, DC: American Psychiatric Press.</span><span style="color: black; font-family: Times-Bold; font-size: 8pt;"><o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-bottom: 0.0001pt; text-align: justify; text-indent: -0.25in;"><span style="font-size: 8pt;">2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "Optima-Bold","sans-serif"; font-size: 8pt;">GALE ENCYCLOPEDIA OF PSYCHOLOGY, 2ND EDITION 30 </span><span style="font-family: "Arial","sans-serif"; font-size: 8pt;">Brain tissue damaged by Alzheimer’s disease. </span><span style="font-size: 8pt;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
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</div>nikonfrenlyhttp://www.blogger.com/profile/12452782813499277262noreply@blogger.com0