MGT 301 SEU Cognitive Ability Required for Human Adaptation Case Study

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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 Learning Outcomes: • Understand the concept of Batch Production Process. • To manage the level of Inventory. • To take the decision of New product Development. • How to reduce waste in the Production Process. Case Study The Company The Lew-Mark Baking Company is located in a small town in western New York State. The bakery is run by two brothers. Lew and Mark, who formed the company after they purchased an Archway Cookie franchise. With exclusive rights in New York and New Jersey, it is the largest Archway franchise. The company employs fewer than 200 people, mainly bluecollar workers, and the atmosphere is informal. The Product The company’s only product is soft cookies, of which it makes over 50 varieties. Larger companies, such as Nabisco, Sunshine, and Keebler, have traditionally produced biscuit cookies, in which most of the water has been baked out, resulting in crisp cookies. Archway cookies have no additives or preservatives. The high quality of the cookies has enabled the company to develop a strong market niche for its product. The Customers The cookies are sold in convenience stores and supermarkets throughout New York and New Jersey. Archway markets its cookies as “good food” no additives or preservatives and this appeals to a health-conscious segment of the market. Many customers are over 45 years of age, and prefer a cookie that is soft and not too sweet. Parents with young children also buy the cookies. The Production Process The company has two continuous band ovens that it uses to bake the cookies. The production process is called a batch processing system. It begins as soon as management gets orders from distributors. These orders are used to schedule production. At the start of each shift, a list of the cookies to be made that day is delivered to the person in charge of mixing. That person checks a master list, which indicates the ingredients needed for each type of cookie, and enters that information into the computer. The computer then determines the amount of each ingredient needed, according to the quantity of cookies ordered, and relays that information to storage silos located outside the plant where the main ingredients (flour, sugar, and cake flour) are stored. The ingredients are automatically sent to giant mixing machines where the ingredients are combined with proper amounts of eggs, water, and flavorings. After the ingredients have been mixed, the batter is poured into a cutting machine where it is cut into individual cookies. The cookies are then dropped onto a conveyor belt and transported through one of two ovens. Filled cookies, such as apple, date, and raspberry, require an additional step for filling and folding. The nonfilled cookies are cut on a diagonal rather than round. The diagonal-cut cookies require less space than straight-cut cookies, and the result is a higher level of productivity. In addition, the company recently increased the length of each oven by 25 feet, which also increased the rate of production. As the cookies emerge from the ovens, they are fed onto spiral cooling racks 20 feet high and 3 feet wide. As the cookies come off the cooling racks, workers place the cookies into boxes manually, removing any broken or deformed cookies in the process. The boxes are then wrapped, sealed, and labeled automatically. Inventory Most cookies are loaded immediately onto trucks and shipped to distributors. A small percentage is stored temporarily in the company’s warehouse, but they must be shipped shortly because of their limited shelf life. Other inventory includes individual cookie boxes, shipping boxes, labels, and cellophane for wrapping. Labels are reordered frequently, in small batches, because FDA label requirements are subject to change, and the company does not want to get stuck with labels it can’t use. The bulk silos are refilled two or three times a week, depending on how quickly supplies are used. Cookies are baked in a sequence that minimizes downtime for cleaning. For instance, lightcolored cookies (e.g., chocolate chip) are baked before dark-colored cookies (e.g., fudge), and oatmeal cookies are baked before oatmeal raisin cookies. This permits the company to avoid having to clean the processing equipment every time a different type of cookie is produced. Quality The bakery prides itself on the quality of its cookies. A quality control inspector sample cookies randomly as they come off the line to assure that their taste and consistency are satisfactory, and that they have been baked to the proper degree. Also, workers on the line are responsible for removing defective cookies when they spot them. Scrap The bakery is run very efficiently and has minimal amounts of scrap. For example, if a batch is mixed improperly; it is sold for dog food. Broken cookies are used in the oatmeal cookies. These practices reduce the cost of ingredients and save on waste disposal costs. The company also uses heat reclamation: The heat that escapes from the two ovens is captured and used to boil the water that supplies the heat to the building. Also, the use of automation in the mixing process has resulted in a reduction in waste compared with the manual methods used previously. New Products Ideas for new products come from customers, employees, and observations of competitors’ products. New ideas are first examined to determine whether the cookies can be made with existing equipment. If so, a sample run is made to determine the cost and time requirements. If the results are satisfactory, marketing tests are conducted to see if there is a demand for the product. Potential Improvements There are a number of areas of potential improvement at the bakery. One possibility would he automates packing the cookies into boxes. Although labor costs are not high, automating the process might save some money and increase efficiency. So far, the owners have resisted making this change because they feel an obligation to the community to employ the 30 women who now do the boxing manually? Another possible improvement would be to use suppliers who are located closer to the plant. That would reduce delivery lead times and transportation costs, but the owners are not convinced that local suppliers could provide the same good quality. Other opportunities have been proposed in recent years, but the owner rejected them because they feared that the quality of the product might suffer. Questions 1. Briefly describe the cookie production process. (150 words) 2. What are two ways that the company has increased productivity? Why did increasing the length of the ovens results in a faster output? (150 words) 3. Do you think that the company is making the right decision by not automating the packing of cookies? Explain your reasoning. What obligation does a company have to its employees in a situation such as this? (200 Words) 4. What factors cause Lew-mark to carry minimal amounts of certain inventories? What benefits result from this policy? Answer: 1234- (100 words) 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 example, 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&nl=todaysheadlines&nlid=71709239&_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 example, 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 & 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., & 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., & 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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.‫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., & 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 “...


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