motivational analysis of organizations

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or eighteen of the judges, representing 95 to 100 percent agreement, indicating a high degree of content validity. Coefficients of correlation were computed between the scores on this scale and selfrankings assigned to the work dimensions by 120 senior medical students as follows: ■ Creativity = .86; 90 ❘❚ ■ Economics = .64; ■ Independence = .39; ■ Status = .51; ■ Service = .73; ■ Academics = .68; ■ Security = .65; ■ Collegiality = .35; and ■ Work conditions = .47. Given the limitations of self-rankings, these coefficients of correlation indicate a high degree of concurrent validity; all coefficients are significant at the .01 level. Cluster analysis of the coefficients of correlation obtained on this scale (N = 309 senior medical students from seven medical schools) indicated that the original ten work values fell into four clusters. The first cluster consisted of status, security, economics, and work conditions; the second consisted of creativity and service values; the third consisted of academics and independence values; and the fourth consisted of collegiality and rural. The first cluster consists of extrinsic dimensions, and the next three are more intrinsic in nature. Test-retest reliability was established by using twenty-six respondents. The testretest coefficients of correlation obtained were as follows: ■ Creativity = .81; ■ Economics = .61; ■ Independence = .87; ■ Status = .81; ■ Service = .75; ■ Academics = .57; ■ Security = .51; ■ Collegiality = .57; and ■ Work conditions = .29. Except for work conditions, all coefficients are significant at the .01 level. The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
Suggested Uses This instrument has been used in postgraduate programs of management as well as in management-development programs. It is particularly useful as a value-clarification activity, and it can be used in conjunction with any career-development program. An action plan can be created for helping respondents to bring their careers more closely in line with their work values. REFERENCES Centers, R. (1961). The psychology of social classes: A study of class consciousness. New York: Russell and Russell. Domenichetti, M. (1970). Work-values in adolescence as a function of vocational maturity. Dissertation Abstracts International, 21, 4-A. Douglass, A.A. (1922). Interests of high school seniors. School & Society, 16, 79-84. English, H.B., & English, A.C. (1958). A comprehensive dictionary of psychological and psychoanalytical terms: A guide to usage. New York: McKay. Ginzberg, E. (1951). Towards a theory of occupational choice. Occupations, 30, 491-494. Gray, J.T. (1963). Needs and values in three occupations. Personnel and Guidance Journal, 42, 238-244. Pareek, U., Rao, T.V., & Pestonjee, D.M. (1981). Behavior processes in organizations. New Delhi: Oxford & IBH. Rao, T.V. (1976). Doctors in making. Ahmedabad, India: Sahitya Mudranalaya. Schein, E.H. (1990). Career anchors: Discovering your real values (rev. ed.). San Diego, CA: Pfeiffer & Company. Thompson, O.E. (1966). Occupational values of high school students. Personnel and Guidance Journal, 44, 850- 853. The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 91
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❚❘ ASSESSING STYLES OF CAREER M
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other people from the organization
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Females Males Figure 2. Format for
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STYLES OF CAREER MANAGEMENT Tom Car
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_____ 9. Know who the people are wh
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VII. The current concern with impre
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STYLES OF CAREER MANAGEMENT SCORING
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❚❘ COPING WITH AMBIGUITY Rick R
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questionnaire can also be used to h
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1. You are a supervisor of a small
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7. A friend is having difficulty at
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MANAGERIAL ATTITUDE QUESTIONNAIRE S
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❚❘ THE ENTREPRENEURIAL ORIENTAT
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involve continual exposure. Episodi
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Those who score high on entrepreneu
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MacDonald, A.P., Jr. (1973). Intern
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6. (a) Entrepreneurs fail because o
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THE ENTREPRENEURIAL ORIENTATION INV
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❚❘ INTERVENTION-STYLE SURVEY B.
Page 39 and 40: the four groups attached to the 9,
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Page 43 and 44: 5. Resident hall assistants have no
Page 45 and 46: 9. The Placement Service is a divis
Page 47 and 48: INTERVENTION STYLE SURVEY SCORING S
Page 49 and 50: Scoring To score the LEAD Questionn
Page 51 and 52: LEAD QUESTIONNAIRE Russell Doré In
Page 53 and 54: It is more important for a leader:
Page 55 and 56: LEAD QUESTIONNAIRE ANSWER SHEET E _
Page 57 and 58: On the Differentiation scale, a hig
Page 59 and 60: 5. To develop an instrument that wi
Page 61 and 62: Validity and Reliability Establishi
Page 63 and 64: working with. If they work with mac
Page 65 and 66: THE LEARNING-MODEL INSTRUMENT Kenne
Page 67 and 68: 15. My favorite way to learn to do
Page 69 and 70: THE LEARNING-MODEL INSTRUMENT INTER
Page 71 and 72: In an uncertain economy, making suc
Page 73 and 74: MANAGEMENT-STYLES SPECTRUM Kenneth
Page 75 and 76: 8. When under pressure for a fast d
Page 77 and 78: 17. Managers act as if the best rew
Page 79 and 80: 27. Managers assume that the best w
Page 81 and 82: Area 3: Project-planning, organizin
Page 83 and 84: MANAGEMENT-STYLES SPECTRUM SURVEY I
Page 85 and 86: MANAGEMENT-STYLES SPECTRUM SPECTRUM
Page 87 and 88: Significant gender differences in t
Page 89: The work dimensions included are cr
Page 93 and 94: I prefer work in which: _____ 3a. I
Page 95 and 96: I prefer work in which: _____ 27a.
Page 97 and 98: MANAGERIAL WORK-VALUES SCALE INTERP
Page 99 and 100: MANAGERIAL WORK-VALUES SCALE ACTION
Page 101 and 102: ❚❘ MOTIVATIONAL ANALYSIS OF ORG
Page 103 and 104: dysfunctional although related to t
Page 105 and 106: All of the coefficients are very hi
Page 107 and 108: Table 4. Mean Values for a Sample o
Page 109 and 110: McGregor, D. (1966). Leadership and
Page 111 and 112: Rarely/ Sometimes/ Often/ Usually/
Page 113 and 114: MOTIVATIONAL ANALYSIS OF ORGANIZATI
Page 115 and 116: ❚❘ MOTIVATIONAL ANALYSIS OF ORG
Page 117 and 118: y control; on the other hand, if th
Page 119 and 120: ackup motive (the one with the next
Page 121 and 122: aspects of role stress and total ro
Page 123 and 124: 8. Expert influence-Dependency. The
Page 125 and 126: climate or of individual units, div
Page 129 and 130: ____ e. People here usually refer p
Page 131 and 132: ____ e. Decisions here are made and
Page 137 and 138: ❚❘ PATTERNS OF EFFECTIVE SUPERV
Page 139 and 140: DEBRIEFING AND DISCUSSION The facil
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SUPERVISORY BEHAVIOR QUESTIONNAIRE
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❚❘ STRATEGIC LEADERSHIP STYLES
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eaking this cyclical pattern, leade
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Steers, R.M. (1977). Organizational
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____ 14. I consider myself to be an
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STRATEGIC LEADERSHIP STYLES INSTRUM
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7. Bureaucrat Category: Statement 7
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STRATEGIC LEADERSHIP STYLES INSTRUM
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3. Builders are most valuable when
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■ Realize that Synergists may wan
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If Aristocrats work for you: ■ En
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❚❘ THE SUPERVISORY AND LEADERSH
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teams, tries to be objective in pro
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5. They have a low need for affilia
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same for fifteen of the eighteen pa
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THE SUPERVISORY AND LEADERSHIP BELI
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❚❘ SUPERVISORY ATTITUDES: THE X
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SUPERVISORY ATTITUDES SCORING SHEET
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SUPERVISORY ATTITUDES LECTURETTE 1
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❚❘ THE VISIBILITY/CREDIBILITY I
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necessary. Then the respondents are
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THE VISIBILITY/CREDIBILITY INVENTOR
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1 = Strongly Disagree (Very Unlike
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THE VISIBILITY/CREDIBILITY INVENTOR
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item scale that has substantial int
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REFERENCES Peters, L.N., Terborg, J
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____ 8. The business community shou
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❚❘ THE MANAGERS FOR THE 21 st C
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A second study by Keys and Case (19
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more than the overall average), 30
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6. Respondents now should be ready
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MANAGERS FOR THE 21ST CENTURY INVEN
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to see what your organization’s t
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3. Which management practices does
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5. The most successful managers ide
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