Distribute copies of the form, “What Do People Want From Their Jobs?” Divide the group into subgroups of 3-5 people each. Ask each person to indicate which of the ten items listed is felt to be of MOST importance in contributing to employee morale. Weight the items from 1 – 10, assigning 10 to the most important items, 9 for #2, etc., in a reverse weighting order so that all 10 numbers are used. Then have each group total the individual weights within their group. Rank the 10 items under the column marked “Group.” Advise the group that this same scale has been given to thousands of workers around the country. In comparing related rankings of both employees and supervisors, the typical supervisory group is ranked in this order (mark in the “Supervisors” column).Discussion Questions:1. High wagesHowever, when employees are given the same exercise and asked what affects their morale the most, their answers tend to follow this pattern (mark in “Employees” column).
2. Job security
3. Promotion in the company
4. Good working conditions
5. Interesting work
6. Personal loyalty of supervisor
7. Tactful discipline
8. Full appreciation of work done
9. Help on personal problems
10. Feeling of being in on things1. Full appreciation of work doneNote that the top three items marked by the employees are the last three felt to be important for them by their supervisors.
2. Feeling of being in on things
3. Help on personal problems
4. Job security
5. High wages
6. Interesting work
7. Promotion in the company
8. Personal loyalty of supervisor
9. Good working conditions
10. Tactful discipline
| Individual | Group Factors | Supervisors | Employees | |
| High Wages | ||||
| Job Security | ||||
| Promotion in the Company | ||||
| Good Working Conditions | ||||
| Interesting Work | ||||
| Personal Loyalty of Supervisor | ||||
| Tactful Discipline | ||||
| Full Appreciation of Work Done | ||||
| Help on Personal Problems | ||||
| Feeling of Being in on Things |
Level # Responses 90% ___ 95% ___ 96% ___ 97% ___ 98% ___ 99% ___
While giving each participant a pencil and a piece of paper, the trainer asks the group members to think about the general qualities they feel an effective employee must possess. The participants are then given three minutes to list these qualities on paper. Next the trainer asks that each group member rank order the items on his or her list according to the perceived importance of each quality. (1 representing the most important quality that an employee can possess.) When participants have finished their rank orderings, the trainer asks them to divide into discussion groups of four or five participants each. The members of each discussion group are to share their lists and the rationales for their selections and then attempt to reach a consensus on the five most important qualities they feel an effective employee must possess. (If a consensus cannot be reached in 10 minutes, the group members may vote to determine the group’s list of qualities.) After 10 minutes the trainer calls the discussion groups together and asks a volunteer from each group to read his or her group’s top five qualities out loud. When all of the discussion groups have presented their lists, the trainer may process the exercise through a group discussion on the similarities and differences among the various lists. The discussion should also explore the assumptions, values, and the attitudes associated with each group’s selection.Variations: The group leader may ask participants to rate themselves, on a scale of 1 to 10 (1 indicating complete competence, and 10 showing no competence), on how they feel they meet each of their own top five qualities. After the discussion groups report on their lists, the trainer may give the entire group five minutes to reach a final consensus on the top five qualities an effective employee must possess. SOURCE:
While giving each participant a pencil and a copy of the Goal Listing Sheet, the trainer asks the group members to think about their professional goals. Next each participant is to record his or her daily, weekly, monthly and yearly professional goals on their Goal Listing Sheet. The group members should be encouraged to be as specific as possible in formulating their goals. When all of the group members have completed their lists, the trainer asks them to form pairs and to discuss their goals with their partners. After 10 minutes the group leader calls the participants together and initiates a discussion on goal setting and the establishment of priorities for the accomplishment of the established goals.Variations: The group leader may ask the participants to prepare lists that focus on personal as well as professional goals. If the group members are connected by common work bonds, the trainer may instruct them to establish team goals.
Daily Goals:SOURCE:
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5. Monthly Goals:
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5. Yearly Goals:
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The group leader begins by explaining that this activity gives the participants an opportunity to examine some factors that influence their performance on the job. After giving each participant a pencil and a copy of the Performance Variables Sheet, the trainer informs the group members that they have five minutes in which to complete the forms to the best of their ability. When the allotted time has elapsed, the group leader asks the participants to pair off and then spend approximately 10 minutes sharing information from their sheets with their partners. The trainer may process the exercise by reassembling the group and initiating a discussion on the factors that the participants feel inhibit and/or promote performance in the work environment.Variation: The trainer can use other headings for the Performance Variables Sheet. For example: Why I am ideally suited for the job – Why my job does not fit me or my short term goals – My long term goals.
What makes my job easier:
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