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C H A P T E R 1 0 Ability DIS C USSI ON QUESTION S 10.1 What roles do learning, education, and other experiences play in determining a person’s abilities? For which type of ability—cognitive, emotional, or physical—do these factors play the largest role? 10.2 Think of a job that requires very high levels of certain cognitive abilities. Can you think of a way to redesign that job so that people who lack those abilities could still perform the job effectively? Now respond to the same question with regard to emotional and physical abilities. 10.3 Consider your responses to the previous questions. Are cognitive, emotional, and physical abilities different in the degree to which jobs can be redesigned to accommodate people who lack relevant abilities? What are the implications of this difference, if there is one? 10.4 Think of experiences you’ve had with people who demonstrated unusually high or low levels of emotional intelligence. Then consider how you would rate them in terms of their cognitive abilities. Do you think that emotional intelligence “bleeds over” to affect people’s perceptions of cognitive ability? 10.5 What combination of abilities is appropriate for the job of your dreams? Do you possess those abilities? If you fall short on any of these abilities, what could you do to improve? CASE: FBI The FBI’s website provides a vivid description of the job of a special agent. One day a special agent may be focused on recruiting a human source of information from a foreign country to avert a terrorist attack. Another day may involve several different activities; testifying in court in the morning, planning a sting operation over lunch, chasing down a suspect on a Most Wanted list in the afternoon, and speaking at a community event in the evening. To be effective at these tasks, special agents not only need to be physically fit, but they also need to be able to work independently, be adaptable to changing and sometimes very dangerous situations, make logical decisions based on all available facts, and communicate effectively and articulately, both orally and in writing. To make sure new hires possess these abilities, the FBI requires that special agent applicants go through a series of examinations, which include a three-hour session consisting of cognitive, behavioral, and logical reasoning tests, a 90-minute written test that measures problem solving abilities, a one-hour panel interview intended to supplement the information gathered in the other testing, physical fitness tests, and a medical exam which, among other things, tests vision and hearing. One of the assumptions behind this testing is that new hires will possess the abilities necessary to have an effective and long career as an FBI special agent. But is this assumption valid? On the one hand, many of the abilities that are tested during the hiring process remain relatively stable over time. So, for exle, an agent who scored high on the logical reasoning ability test when hired will have high logical reasoning ability years later. On the other hand, some abilities change over time, and not for the better! Most notably, physical abilities tend to erode due to the process of aging and coping with the demands of work and life. In recognition of this specific issue, the FBI recently instituted annual physical fitness testing. The test includes the number of sit-ups in one minute, a timed 300-meter sprint, the maximum number of pushups (untimed), and a timed 1.5 mile run. The scoring system is based on an agent’s age and sex, and those who 327 328 C H A P T E R 1 0 Ability score below standard (or who do not take the test without a medical excuse) are given a rating of no higher than “Minimally Successful” on the “Maintaining High Professional Standards” dimension of their annual performance review. 10.1 Which specific cognitive and emotional abilities are likely to be most important for FBI special agents? Explain. 10.2 Identify the specific physical abilities that are assessed in the FBI’s annual physical fitness test. Describe the responsibilities of special agents for which these abilities are likely to be most important. 10.3 How might the frequency of various special agent responsibilities make it important to test for physical abilities (but not cognitive or emotional abilities) on an annual basis? Explain. Sources: FBI, “News and Features,” https://www.fbi.gov (accessed March 20, 2017); FBI, “Jobs: Career Paths,” https:// www.fbijobs.gov/career-paths (accessed March 20, 2017); M.S. Schmidt, “Battling Crime and Calories at F.B.I. (Fit Bureau of Investigation),” The New York Times, April 4, 2015. https://www.nytimes.com/2015/04/06/us/battling-crime -and-calories-at-fbi-fit-bureau-of-investigation.html?emc=edit_th_20150406#038;nl=todaysheadlines#038;nlid=71709239#038;_r=1. EX ERC ISE: E MOTION AL IN TE LLIG E N C E The purpose of this exercise is to help you become more aware of your emotions and the emotions of others, as well as to see how emotions can be regulated and used in your daily life. This exercise uses groups, so your instructor will either assign you to a group or ask you to create your own group. The exercise has the following steps: 10.1 Think about situations in which you’ve experienced each of the following four emotions: • • • • Joy Anxiety Sadness Anger 10.2 In writing or in discussion with your group, answer the following questions about each situation: a. What, exactly, triggered your emotion in this situation? b. What impact did your emotions have on the outcome of the situation? Consider how your emotions affected you, others, and the general outcome of the situation. (Was it positive or negative?) c. What strategies did you use to deal with the emotion? d. What other strategies could you have used to deal with the emotion? For exle, one student noted: “I always get anxious when I take tests. Last week, I was supposed to have a midterm in Accounting, and sure enough, the upcoming test triggered my anxiety. Because I was anxious, I put off studying, and I tried to get some friends to go out to a club with me. We all had a good time that night, but the next day I got a D on my Accounting test, and two of my friends failed their Management midterms. I was using procrastination and avoidance as strategies for dealing with my anxiety. Another strategy I could have used was to face the anxiety head-on by talking to my professor to get a better understanding of the material that was going to be on the test, or by getting a group of my friends together to form a study group for Accounting.” C H A P T E R 1 0 Ability 10.3 Compare your responses with the responses of your fellow group members. As a group, answer the following questions: a. What emotional triggers do you share? In what ways are your emotional triggers different? b. Are there some strategies for dealing with emotions that seem especially helpful? Unhelpful? c. According to the stories told by the group, are there times when emotions actually help get a task done or a goal accomplished? How might you harness your emotions to help you achieve specific outcomes in the future? Source: Adapted from M.A. Brackett and N.A. Katulak. “Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students.” Improving Emotional Intelligence: A Practitioner’s Guide, ed. J. Ciarrochi and J.D. Mayer. New York: Psychology Press/Taylor #038; Francis, 2006, pp. 1–27. EN DN OTES 10.1 Fleishman, E.A.; D.P. Costanza; and J. Marshall-Mies. “Abilities.” In An Occupational Information System for the 21st Century: The Development of O*NET, ed. N.G. Peterson, M.D. Mumford, W.C. Borman, P.R. Jeanneret, and E.A. Fleishman. Washington, DC: American Psychological Association, 1999, pp. 175–95. 10.2 Neisser, U.; G. Boo- doo; T.J. Bouchard; A.W. Boykin; N. Brody; S.J. Ceci; D.F. Halpern; J.C. Loehlin; R. Perloff; R.J. Sternberg; and S. Urbina. “Intelligence: Knowns and Unknowns.” American Psychologist 51 (1996), pp. 77–101. 10.3 McCartney, K.; M.J. Harris; and F. Bernieri. “Growing Up and Growing Apart: A Developmental Meta-Analysis of Twin Studies.” Psychological Bulletin 107 (1990), pp. 226–37. 10.4 Cottrell, J.M.; D.A. Newman; and G.I. Roisman. “Explaining the Black-White Gap in Cognitive Test Scores: Toward a Theory of Adverse Impact.” Journal of Applied Psychology 100 (2015), pp. 1713–36. 10.5 Ceci, S.J. “How Much Does Schooling Influence General Intelligence and Its Cognitive Components? A Reassessment of the Evidence.” Developmental Psychology 27 (1991), pp. 703–22. 10.6 Kohn, M.L., and C. Schooler. “Occupational Experience and Psychological Functioning: An Assessment of Reciprocal Effects.” American Sociological Review 38 (1973), pp. 97–118; Kohn, M.L., and C. Schooler. Work and Personality: An Inquiry into the Impact of Social Stratification. Norwood, NJ: Ablex, 1983; and Neisser et al., “Intelligence.” 10.7 Winerman, L. “Smarter Than Ever?” Monitor on Psychology, March 2013, pp. 30–33. 10.8 O*NET Online, http://online.onet center.org/find/ descriptor/browse/ Abilities/#cur (accessed June 5, 2006). 10.9 Keiser, H.N.; P.R. Sackett; N.R. Kuncel; and T. Brothen. “Why Women Perform Better in College Than Admission Scores Would Predict: Exploring the Roles of Conscientiousness and Course-Taking 329 .المملكة العربية السعودية وزارة التعليم الجامعة السعودية اإللكترونية College of Administrative and Financial Sciences Assignment 2 Deadline: 20/11/2021 @ 23:59 Course Name: Organizational Behavior Student’s Name: Course Code: MGT301 Student’s ID Number: Semester: 1st CRN: Academic Year: 2021/2022 G For Instructor’s Use only Instructor’s Name: Dr xxxxxxxxxxxxxxxxxx Students’ Grade: 00/ 05 Level of Marks: High/Middle/Low Instructions – PLEASE READ THEM CAREFULLY • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. • Assignments submitted through email will not be accepted. • Students are advised to make their work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page. • Students must mention question number clearly in their answer. • Late submission will NOT be accepted. • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). • Submissions without this cover page will NOT be accepted. Course Learning Outcomes-Covered 1 Evaluate ethical issues as related to organizational behavior and decision making from an individual and organization perspective. (CLO6). Assignment 2 Reference Source: Textbook:Colquitt, J. A., LePine, J. A., #038; Wesson, M. J. (2019). Organizational behaviour: Improving performance and commitment in the workplace (6th ed). Burr Ridge, IL: McGraw-Hill Irwin. Case Study: – Case: FBI Please read the case “FBI” from Chapter 10 “ABILITY” Page: – 328 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (6th ed). by Colquitt, J. A., LePine, J. A., #038; Wesson, M. J. (2019) and Answer the following Questions: Assignment Question(s): 1. Which specific cognitive and emotional abilities are likely to be most important for FBI special agents? Explain. (1.25 Marks ) (Min words 150-200) 2. Identify the specific physical abilities that are assessed in the FBI’s annual physical fitness test. Describe the responsibilities of special agents for which these abilities are likely to be most important. (1.25 Marks ) (Min words 150-200) 3. How might the frequency of various special agent responsibilities make it important to test for physical abilities (but not cognitive or emotional abilities) on an annual basis? Explain. (1.25 Marks ) (Min words 200) Part:-2 Discussion question: – Please read Chapter 10 “ABILITY” Carefully and then give your answers on the basis of your understanding. 4. What combination of abilities is appropriate for the job of your dreams? Do you possess those abilities? If you fall short on any of these abilities, what could you do to improve? (1.25 Marks ) (Min words 200-300) Important Note: – Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles. Due date for the submission of Assignment:- 2 • Assignment-2 should posted in the Black Board by end of Week-09. • The due date for the submission of Assignment-2 is end of Week-11. Answer: 1. 2. 3. . .
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