week 2_work preferences competencies and ideal job

8/4/2019 Week 2_Work Preferences Competencies and Ideal Job

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WORKPREFERENCES,

COMPETENCIES,ANDYOURIDEALJOB

Presenter:Elizabeth A. Smith, Ph.D.Founder

Community Medical Foundation for Patient Safety

The University of St. ThomasCenter for International StudiesGlobal Health (4370)

August 31, 2011


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A major goal in life is to becompetent and demonstrate

competence in daily activitiesat work, at home, and in social

relationships and situations.

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OBJECTIVES OF THIS EXERCISE Learn about rank-difference correlation between self-

assessed competence and work preference.

Build a model to enable users to think through the types

of work activities they would like to perform at the levelsof work they wish to do.

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A perpetual goal of humanmotivation is to develop self

more fully.

Knowledge of self increases self-

confidence, self-reliance, and jobperformance.

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RANKDIFFERENCE CORRELATIONAlso called Spearmans rank correlation

Named after Charles Spearman

Spearmans correlation coefficient denoted by(Greek rho)

Used in nonparametric measure

Used in assessing statistical dependence between2 or more variables

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RANKDIFFERENCE CORRELATION

COEFFICIENT FORMULA

= 1

Where = Measure of relationship

N= Number of work activities rankedD= Difference between 2 ranks

= Sigma, or sum of6

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6 D2

N (N2

1)


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STEP BYSTEP INSTRUCTIONS

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COLUMN 1

List the major work activities (1 through 6) that youwould like to perform on a regular basis in yourideal job.


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COLUMN 2

Rank competence to perform each work activityusing 1 for the most competent6 for the leastcompetent. Try not to rank two activity the same.If you have two activities ranked the same for

competence, raise your hand.


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COLUMN 3

Rank preferences for performing each work activitylisted in Column 1. Use the same methoddescribed for Column 2.


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COLUMN 4

Subtract each rating in Column 3 from thecorresponding rating in Column 2.

Add Column 4.

The sum ofColumn 4 must be zero.


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COLUMN 5

Square the difference of each ranking in Column 4.Add the numbers to get D2


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= 1

Complete equation to calculate .

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6 D2

6 (36

1)


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INTERPRETING YOUR RESULTS

The higher the , the closer work competenciesand work preference match

Correlation > 0.70 = close relationship

Correlation of 0.50 or 0.60 = modestrelationship

Correlation < 0.40 = little relationship

Correlation can be further tested statistically to

determine significance

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DISCUSSION

1. What are some ways you could use therank difference correlation?

2. When people are not competent toperform their jobs at a satisfactory level,what happens? Could this be happening inhealth care and other work settings?

3. How can professional competence in yourfield of study or major be raised? 14

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THE CORE-UNIQUE-EXPANDING(C-U-E) MODEL

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CORE

UNIQUE

EXPANDING

High-level competenciesneeding creativity andforefront knowledge

Specialized knowledge,training, and experience, likeacademic accomplishment orcertification

Basic, routine, repetitivetasks having low difficultyand low challenge levels,like data entry


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THE CORE-UNIQUE-EXPANDING(C-U-E) MODEL-COREWORK

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Core work areas are simple, routine, and repetitivetasks (data entry, recording keeping)Group leaders and managers who monitor and

supervise work are performing Core activitiesChallenge levels are low if people do Core level workmost of the timePeople who are overqualified for a particular job or do

not like what they are doing will not be motivated to do

their bestHowever, Core activities done well, on time, and in a

cost-effective manner keep organizations in business


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THE CORE-UNIQUE-EXPANDING(C-U-E) MODEL-UNIQUEWORK

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Unique work areas are a persons prime areas offormal study and demonstrated competence

Unique work activities require knowledge,expertise, or competence based on education,

training, or experience

When people are competent to perform Unique

work activities, their talents closely match jobrequirements


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THE CORE-UNIQUE-EXPANDING(C-U-E) MODEL-EXPANDINGWORK

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Expanding work areas include demanding, oftencomplex and mentally stimulating work activitiesthat are high in motivating potential

Performing Expanding work satisfies Maslowsthree progressively higher level needs of belonging,self-esteem, and self-actualization

Expanding work provides opportunities forgrowth, achievement, advancement, uniqueness,and self-sufficiency

Work itself can be an intrinsic motivator


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C-U-E MODEL GRID CONSTRUCTION

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Step 1

Select 5 or 6 activities or types of work that you do on

a regular basis and write them in the columns (#1,#2, #3) at the top of the grid.


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Step 2

Rate each activity on the ten dimensions of the

C-U-E model using the operationally defined 7-pointrating scale described in Table 10.1.


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Step 3

Add the columns for each job category to find out the

approximate level of the various jobs you perform.


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Step 4

Divide the sum of each column by the number of

variables on which it was rated to get an average.If you rated your job on all ten variables of themodel, divide by 10. If you used six variables,

divide by 6, and so on. This rough estimate of yourlevel of work is only a guide.


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Step 5

Group averages in Step 4 using the following

numerical baselines:

Core: 1.0 2.5

Unique: 2.51 5.5

Expanding: 5.51 7.0


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Interpretation of Results

Evaluation

Summary and Conclusions

Are you happy with your work?

Be honest. 24

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week 2_work preferences competencies and ideal job

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