Organizational Behavior (Case: FBI)

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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?

D I S C U S S I O N Q U E S T I O N S

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�rela- tively�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�abili- ties�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�

C A S E : F B I

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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.

E X E R C I S E : E M OT I O N A L I N T E L L I G E N C E

The�purpose�of�this�exercise�is�to�help�you�become�more�aware�of�your�emotions�and�the�emo- tions�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.”

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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.

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.�Bor- man,�P.R.�Jeanneret,� and�E.A.�Fleishman.� Washington,�DC:� American�Psychologi- cal�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.�Stern- berg;�and�S.�Urbina.� “Intelligence:�Knowns� and�Unknowns.”� American Psychologist� 51�(1996),�pp.�77–101.

10.3� McCartney,�K.;�M.J.� Harris;�and�F.�Ber- nieri.�“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.�“Explain- ing�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.”�Develop- mental Psychology�27� (1991),�pp.�703–22.

10.6� Kohn,�M.L.,�and�C.� Schooler.�“Occupa- tional�Experience�and� Psychological�Func- tioning:�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 Psychol- ogy,�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�

E N D N OT E S

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  • PART 3: INDIVIDUAL CHARACTERISTICS
    • CHAPTER 10: Ability
      • DISCUSSION QUESTIONS
      • CASE
      • EXERCISE
      • ENDNOTES