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٢٠٢٢ ، أﻛﺗوﺑر٢١ ،اﻟﺟﻣﻌﺔ ١٠: ص٥٤ Week 8: Interactive activity 8.1 Learning Outcomes: • Understand group dynamics • Evolve from a group to a team • Use divergent thinking • Use convergent thinking 8.2 Action Required: Read the article in the following link: https://hbr.org/2015/11/the-problem-solving-process-that-prevents-groupthink 8.3 Test your Knowledge (Question): 1. Why groupthinking is not good for the group? Write with example. 2. What are the differences between Divergent and Convergent thinking? Week 9: Interactive activity 9.1 Learning Outcomes: • Reach closure • Avoid common group traps • Work with large groups • Build sustainable agreements 9.2 Action Required: Read the following statement: “Group decision making is very popular in complex working environment. Organizations are embracing group projects and teamwork for their projects and work.” 9.3 Test your Knowledge (Question): Do groups make better decisions than individuals? 9.4 Instructions ○ Answer the question in test your knowledge section. ○ Post your answer in the discussion board using the discussion link below (Week 9: Interactive Learning Activity Seven) Week 10: Interactive activity 10.1 Learning Outcomes: • Understand decision support systems • Model decisions quantitatively • Describe data objectively 10.2 Action Required: Read the following statement: Decision support tools are widely used in the business world and are becoming increasingly complex and specialized. 10.3 Test your Knowledge (Question): What do you think are the dangers of developing and using sophisticated decision support tools? Week8: Interactive activity 8.1 Learning Outcomes: • Define financial system. • Describe the role of financial intermediaries. 8.2 Action Required: Read the article by using the following link: https://www.wallstreetmojo.com/financial-intermediary/ 8.3 Test your Knowledge (Question): Discuss the different types of financial intermediaries. 8.4 Instructions Answer the given question in your own word and it should be approximately 120 words. Learning Outcomes: Chapter- 10 (10-06;10-05) 8.2 Action Required: (Knowledge Application) Cognitive ability refers to capabilities related to acquiring and applying knowledge in problem solving. Types of cognitive ability include verbal, quantitative, reasoning, spatial, and perceptual. Research indicates that genes and the environment play equal roles in how we acquire these abilities. Consider the facets of cognitive ability and cognitive employment testing in your future career: how important will they be? Case Analysis (Sorry, You’re Too Smart) Have you ever been turned down for a job because you were “overqualified”? Although this may sound like a compliment, it can be disappointing when you are job hunting. Consider applicants who are turned down for jobs because they are “too smart.” This could be determined by pre-employment testing or the interviewer may assume applicants’ cognitive ability based on education level, GPA, or certifications. You don’t often hear someone say that an applicant is “too emotionally intelligent” or “too physically coordinated.” So why does it matter if you are overqualified in cognitive ability? Employers may argue that cognitively overqualified employees will not perform well in their jobs. The lack of challenge they feel in the job tasks could make them bored and unmotivated and then lead to low performance. In fact, research shows that cognitively overqualified employees perform just as well as other employees, but not necessarily better. If the employees are in leadership positions and are cognitively overqualified, they perform better than other leaders. So if someone tries to tell you that you won’t perform well if you are cognitively overqualified, that’s not a fact. Employers may also argue that employees who are cognitively overqualified for their jobs will have higher job dissatisfaction. Specifically, they may be dissatisfied with the wages, challenges, and potential for career advancement. In short, these employees see the gap between their current and potential situations and that makes them unhappy at work. We all don’t have intelligence tests when we are employed, so what about when you perceive you are overqualified in your cognitive skills, but don’t have actual test scores to support your assumption? Employees who perceive they are cognitively overqualified tend to actually be correct. They also tend to have higher levels of openness to experience personality trait from the Big Five model. 8.3 Test your knowledge:(Questions) 1. An interviewer who assumes you have a certain average cognitive ability level because she knows your level of education would be correct according to what test? 2. According to the case, what might a company do to raise job satisfaction and retain employees who are cognitively overqualified?
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