MGT 301 SEU FBI Organizational Behavior Case Study Questions

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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 “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. . . ©Marmaduke St. John/Alamy FEDERAL BUREAU OF INVESTIGATION I f you go to the Federal Bureau of Investigation’s home page, you’ll see links to lists of most wanted criminals, terrorists, and victims of kidnappings and other missing persons. You might also see an announcement regarding the filing of charges against computer hackers, or a warning to the public regarding a new type of investment fraud. In fact, it won’t take you long to realize that the scope of the FBI’s responsibilities is remarkably broad. The agency not only provides assistance to municipal, state, federal, and international law enforcement agencies, but it also conducts investigations into cybercrime, business crime, public corruption, and terrorism. If that’s not enough, the FBI also runs programs that provide assistance to crime victims and their families. With all these responsibilities, it should not be surprising to learn that there are many different types of jobs at the FBI. The first job that might come to mind is that of the special agent who does things like plan operations, interview suspects, and piece clues together to solve crimes. However, carrying out the agency’s mission also requires intelligence analysts, surveillance specialists, and linguists. Additionally, the FBI employs professionals involved in specialized fields such as accounting and finance, communications, counseling, engineering, law, mathematics, and medicine. So, what are the implications to the FBI of having employees involved in so many different types of jobs? Although the FBI seeks to hire personnel who have similar values and regard for the role of justice in society, the agency also needs people who possess the specific abilities required for the specific jobs that need to be filled. To accomplish this, the FBI conducts extensive testing of job-specific abilities during the hiring process. For example, when hiring intelligence analysts, the FBI tests for whether applicants possess strong reasoning abilities. This is because intelligence analysts need to be able to identify potential causes for a problem, critically evaluate hypotheses regarding potential causes in light of available information, and draw sound conclusions as to which hypothesis is most likely. As another example, the FBI tests for perceptual abilities of those interested in becoming surveillance specialists. This is because surveillance personnel need to pay attention to details and recognize patterns in observations of people and objects. The FBI’s hiring process is expensive and time-consuming; however, it believes that the safety of the United States and its citizens depends on having personnel with abilities that are tailored to the requirements of specific jobs. 306 C H A P T E R 1 0   Ability ABILITY 10.1 What is ability? Few people have the physical abilities necessary to compete with professional golfers such as Annika Sorenstam, who is widely considered to be the top female golfer of all time. The topic of ability is probably already familiar to you. This is because “ability” is an everyday word in our language, and we’ve all developed a pretty good understanding of our own abilities. All of us have experience doing things that require different abilities, and we received feedback, in one form or another, as to how well we did. So knowing that you’re already familiar with the topic of ability, why would we write an entire chapter on it for this textbook? Well for one thing, there are many different abilities, some of which are important but might not be as familiar to you. Another reason we’ve included a chapter on ability is, although it might seem obvious that abilities are highly related to effectiveness in jobs, this relationship is truer in some circumstances than in others. Finally, it may be useful to understand how organizations use information about abilities to make good managerial decisions. Our chapter is organized around these three issues. Ability refers to the relatively stable capabilities people have to perform a particular range of different but related activities.1 In contrast to skills, which can be improved over time with training and experience, ability is relatively stable. Although abilities can change slowly over time with instruction, repeated practice, and repetition, the level of a given ability generally limits how much a person can improve, even with the best training in the world. One reason for this stability relates to the “nature vs. nurture” question, an issue that has been much debated in OB (see Chapter 9 on personality and cultural values for more discussion of such issues). So, are abilities a function of our genes, or are they something we develop as a function of our experiences and surroundings? As it turns out, abilities are a function of both genes and the environment, and the amount attributable to each source depends somewhat on the nature of the ability. Consider for a moment abilities that are physical in nature. Although training that involves weightlifting, dancing, and swimming can improve a person’s strength, equilibrium, and endurance, there are limits to how much improvement is possible. As an example, there are millions of people who take golf lessons and practice their swing for countless hours on a driving range, yet the vast majority of these people could never compete in a professional golf tournament because they just can’t manage to consistently hit that little white ball straight or far enough. As an example of abilities that are cognitive in nature, you likely know people who, even if they went to the best schools on earth, would have great difficulty doing well in jobs such as theoretical astrophysics that require a lot of brainpower. For abilities that are more cognitive in nature, such as those we mentioned in the chapter opening, it appears that genes and the environment play roughly equal roles.2 However, differences in cognitive abilities due to the environment become less apparent as people get older, and this may be especially true for the effect of the family environment.3 As an example, though neglect, abuse, and deprivation may have a negative impact on how children fare on standardized intelligence tests, that negative impact does not tend to carry over into adulthood. Beyond the family situation, there are some other factors in the environment that affect cognitive ability.4 For instance, the quantity of schooling may be important because it provides opportunities for people to develop knowledge and critical thinking skills.5 There’s also evi©John Gress/AP Images dence that our choice of occupations C H A P T E R 1 0   Ability 307 may influence our cognitive abilities. Complex work develops and exercises our minds, which promotes higher performance on intelligence tests.6 Finally, certain biological factors are known to affect cognitive abilities negatively during childhood. Examples include malnutrition, exposure to toxins such as lead, and prenatal exposure to alcohol. In fact, over the last century average scores on standardized intelligence tests have risen significantly in industrialized countries as the quality and availability of education and health factors have improved, and the complexity of life has increased.7 WHAT DOES IT MEAN FOR AN EMPLOYEE TO BE “ABLE”? As the examples in the previous paragraphs imply, there are different types of ability. Whereas the golf example refers to physical ability, the theoretical astrophysics example refers to cognitive ability. In fact, there are many different facets of ability, and they can be grouped into subsets by considering similarities in the nature of the activities involved. As we’ll talk about in the sections to follow, abilities can be grouped into three general categories: cognitive, emotional, and physical. As our OB Internationally feature illustrates, there may be some abilities that do not fit neatly into one of these three categories. Nevertheless, all abilities refer to what people can do. That’s in contrast to personality (the subject of Chapter 9), which refers to what people are like or what people will likely do. As with personality, organizational personnel and hiring systems focus on finding applicants who possess abilities that match the requirements of a given job. COGNITIVE ABILITY Cognitive ability refers to capabilities related to the acquisition and application of knowledge in problem solving.8 Cognitive abilities are very relevant in the jobs most of you will be involved with—that is, work involving the use of information to make decisions and solve problems. Chances are good that your cognitive abilities have been tested several times throughout your life. In fact, each year millions of children in the United States take standardized tests of intelligence at some point during elementary school, middle school, or high school.9 Although you might not remember taking one of these, you probably remember taking the Scholastic Assessment Test (SAT). And though you probably thought about the SAT as a test that would have a major impact only on where you could and could not go to college, the SAT is actually a test of cognitive ability. You might also remember that the SAT included a variety of different questions; some tested your ability to do math problems, whereas other questions assessed your ability to complete sentences and make analogies. In fact, the different types of questions reflect specific types of cognitive ability that contribute to effectiveness on intellectual tasks. Table 10-1 lists many of these cognitive ability types, along with their specific facets and some jobs in which they’re thought to be important. The definitions and information in this table, as well as that discussed in the following sections, comes from research that produced a public database called O*NET, which outlines requirements of employees in different types of jobs and occupations.10 VERBAL ABILITY Verbal ability refers to various capabilities associated with understanding and expressing oral and written communication. Oral comprehension is the ability to understand spoken words and sentences, and written comprehension is the ability to understand written words and sentences. Although these two aspects of verbal ability would seem highly related—that is, people who have high oral comprehension would tend to have high written comprehension, and vice versa—it’s not difficult to think of people who might be high on one ability but low on the other. As an example, it’s been reported that as a result of his dyslexia, actor Tom Cruise has poor written comprehension and can learn his lines only after listening to them on tape.11 10.2 What are the various types of cognitive ability? 308 C H A P T E R 1 0   Ability OB INTERNATIONALLY What makes some people more or less effective in culturally diverse organizational contexts? According to some, the answer to this question is cultural intelligence, or the ability to discern differences among people that are due to culture and to understand what these differences mean in terms of the way people tend to think and behave in different situations. There are three sources of cultural intelligence that correspond to the “head,” “body,” and “heart.” The source of cultural intelligence that corresponds to the head is called cognitive cultural intelligence. This concept refers to the ability to sense differences among people due to culture and to use this knowledge in planning how to interact with others in anticipation of a cross-cultural encounter. The source of cultural intelligence that corresponds to the body is called physical cultural intelligence, which refers to the ability to adapt one’s behavior when a cultural encounter requires it. Finally, the source of cultural intelligence that corresponds to the heart is called emotional cultural intelligence. This concept refers to the level of effort and persistence an individual exerts when trying to understand and adapt to new cultures. Understanding cultural intelligence may be useful because it’s an ability that can be improved through training. A training program could begin with an assessment to identify sources of cultural intelligence that may be weak. Consider, for example, an individual who is very knowledgeable about the customs and norms of another culture and is very willing to learn more, but who just can’t alter her body language and eye contact so that it’s appropriate for the other culture. In this particular case, the aim of the training would be to improve physical cultural intelligence. The individual might be asked to study video that contrasts correct and incorrect body language and eye contact. The individual might also be asked to engage in role-playing exercises to model the appropriate behavior and receive feedback from an expert. Finally, the individual might be asked to take acting classes. Although an organization may rely on improvements in employee cultural intelligence that result from exposure to new cultures and cross-cultural experiences, the costs of poor performance in cross-cultural contexts can be significant for both the employee and the organization, and therefore, training on cultural intelligence may have great utility. Sources: P.C. Earley and S. Ang, Cultural Intelligence: Individual Interactions across Cultures (Stanford, CA: Stanford University Press, 2003); P.C. Earley and E. Mosakowski, “Cultural Intelligence,” Harvard Business Review 82 (2004), pp. 139–46; L. Imai and M.J. Gelfand, “The Culturally Intelligent Negotiator: The Impact of Cultural Intelligence (CQ) on Negotiation Sequences and Outcomes,” Organizational Behavior and Human Decision Processes 112 (2010), pp. 83–98; and M.M. Chao, R. Takeuchi, and J.L. Farh. “Enhancing Cultural Intelligence: The Roles of Implicit Culture Beliefs and Adjustment.” Personnel Psychology 70 (2017), pp. 257–92. Two other verbal abilities are oral expression, which refers to the ability to communicate ideas by speaking, and written expression, which refers to the ability to communicate ideas in writing. Again, though it might seem that these abilities should be highly related, this is not necessarily so. You may have taken a class with a professor who had authored several well-regarded books and articles, but at the same time, had a very difficult time expressing concepts and theories to students. Although there could be many reasons this might happen, one explanation is that the professor had high ability in terms of written expression but low ability in terms of oral expression. Generally speaking, verbal abilities are most important in jobs in which effectiveness depends on understanding and communicating ideas and information to others. As an example, the effectiveness of business executives depends on their ability to consider information from reports and other executives and staff, as well as their ability to articulate a vision and strategy that promotes employee understanding. As another example, consider how important the verbal abilities of a
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Organizational Behavior

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Organizational Behavior
Question 1
The FBI special agents require various cognitive and emotional abilities. First, the
cognitive ability of reasoning abilities. This ability is essential since it helps one understand
whether they have the problem-solving capability. Special agents such as intelligence analysts
require reasoning abilities. The logic reason is vital since it helps an individual find a problem
and its solution (Colquitt et al., 2019). Secondly, the special agents require perceptual abilities
for various specialists in the field of surveillance. This is the ability to deal with and give
meaning to sensory stimuli. The surveillance specialists need to pay more attention to details and
identify patterns in observations of individuals and objects. Finally, the emotional ability of
empathy is vital since it helps the agents demonstrate that they understand the feelings of the
various victims of terrorism, cybercrimes, and other criminal activities. Through train...


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