motivational analysis of organizations

5. Resident hall assistants have not been attending the weekly in-service training
programs carefully planned by me and other staff members. It was previously
decided that these programs were important for the maximum functioning of the
assistants, and the assistants were aware of their expected attendance at these
programs before accepting their positions.
To ensure attendance at these programs, I am likely to:
a. Clarify the reasons for the training programs and the consequences of not
attending.
b. Arrange a discussion with those not attending and encourage them to explore
their personal goals and responsibilities as resident assistants.
c. Carefully outline the reasons for the training program and the expectation of
attendance to all resident assistants.
d. Contact each resident assistant not attending and encourage him or her to do
so.
e. Arrange meetings with all resident assistants to assess why some are not
attending the meetings and discuss alternative in-service training formats.
Most Least
Similiar 9 8 7 6 5 4 3 2 1 0 Similar
6. The student-faculty judicial board has asked me to supervise a student placed
under strict disciplinary probation for one semester. At the end of this semester, I
am to make a recommendation to the board regarding the student’s probationary
status based on my evaluation of his or her behavior. In working with this
student, I will probably:
a. Meet with the student to review openly our relationship in establishing goals
for behavioral change and treat the evaluation as a shared responsibility.
b. Meet with the student informally and as a friend to share my reactions to his
or her behavior and encourage him or her to ask questions about a change in
his or her behavior.
c. Evaluate the student’s behavior for him or her on the basis of reports,
comparing the student with others I have supervised, and on the basis of my
understanding of the probationary requirements; then tell the student ways in
which he or she can make improvements.
d. Encourage the student to make a personal assessment of his or her behavior
and areas for improvement as he or she thinks necessary and then try to
stimulate personal commitment and self-confidence on the student’s part.
e. Develop a rather casual relationship with the student, inform him or her of
the probationary requirements, and make a recommendation based on the
expected behavior of students at the university.
The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 43