A simple role-playing game on the ability to identify needs. Examples of business games
Needs
1. Exercise “Cannibals”
Target: The exercise is a challenge for the needs identification stage.
Time: 25-30 minutes
Band size: 6-14 people
Description: For the next exercise we need to split into two groups.
- Divided.
- We appeal to those who remain.
You are a ferocious tribe of cannibals living on a tropical island. Some of you (tribal leaders) once studied in Moscow, at the Patrice Lumumba University, therefore:
- Do you understand Russian
- You are ready to leave alive only those foreigners who will be useful to your tribe.
Each of the strangers will come before you with proof of their own need for the tribe. Everyone has 3 minutes to speak (you set the time yourself).
Your task: At the end of all presentations, you will announce to the stranger whether you will leave him alive or eat him.
- Instructions for those who survived.
- they understand Russian
- they are ready to leave alive those of you who turn out to be useful to the tribe.
Discussion:
- Question for those who were eaten - why do you think this happened?
- Was it worth it to immediately offer something to the tribe without finding out what they might need?
- How could you know how you would be useful to the tribe?
- What skills did you need to demonstrate in this exercise?
2. Exercise “Three Captains”
Target: Realize the importance of perseverance in sales. Time: 15-20 minutes
Band size: 12-18 people
Description: For the next exercise I need three volunteers.
Imagine that you live on a desert island. It is known that after some time this island goes under water and ceases to exist. And it so happened that three ships sailed past this island, which temporarily moored, but after a while they would definitely sail away. Your task is to get the captains to agree to take you on the ship within 10 minutes. Consent is obtained in the form of the signature of the ship's captain. To do this, you will need some kind of piece of paper to collect signatures. In this case, an important point is related to the fact that the greater the number of signatures, the better it is for you. Think about how you will receive these signatures, while the volunteer captains and I will go out.
- We go out the door with the volunteers so that the rest of the group does not hear the instructions.
- Let's go back.
- Let's do this, I will name the number of signatures, and those who have as many as I named will raise their hands.
- Who has 0 of them?
- Who has 1?.. 2?.. 3?
- How are you feeling? What do you think about captains?
- I will now tell you the principle by which the captains signed, and you will tell me why this is fair. The captains signed every fifth appeal.
- In what sense does this exercise apply to sales work?
3. Who am I?
Goal: to practice the skill of asking questions.Band size: 10-14 people
Time: 10-15 minutes
Description:
1. Divide the group into two parts and move them apart so that they cannot hear each other.
2. Give participants roles.
3. Participants from one team will be, for example: boys and men - Don Quixotes, girls - Nadezhda Krupsky.
4. Members of the other team will be: the guys will be Leshchenko’s Lions, the girls will be Cinderellas.
5. After this, you need to divide the participants into pairs. You need to divide it so that the participants in the pair are from different teams.
6. Assignment: Participants in pairs will need to ask questions to each other in order to find out the roles of each. You can’t ask one question and its variations: “Who are you?” Also, you cannot not answer and you cannot lie when asked a question. It would be wise for participants to take turns asking questions.
The exercise takes 5-7 minutes.
Discussion:
How are you feeling?
Who managed to find out the partner's name? Who doesn't?
What helped?
What was stopping you?
What is this exercise about? What conclusions can we draw from it?
What will you take from the exercise to your life/work?
4. Exercise “Gift”
Target: practice the skills of clarifying the client’s request, practice questioning technologies (open, closed and alternative questions), active listening skills.
Time: 45 – 50 minutes
Materials: not required
Description:“We all love to receive gifts. It’s especially nice when you receive as a gift something that makes you happy, something you’ve long dreamed of. To give such a gift to our loved ones, we need to somehow find out what we would actually like to receive. Now I suggest you practice identifying your preferences and wishes.”
The coach invites 2 participants to the center of the circle. 1st participant – “Gifted”; 2nd – “Giver”.
Task "To the Giver"
:
You want to give a gift to this person (1st participant). You need to find out (in as much detail as possible) what gift he would like to receive from you for... New Year (March 8, Birthday, etc.).
Discussion:
- Did you manage to find out what the 1st participant wants to receive as a gift?
- What contributed to clarifying the needs of the “Gifted One”?
- What questions were asked?
- How could you find out the necessary information faster?
- What difficulties did you encounter when determining the needs of the “Gifted Person”? How did you overcome it?
- What is the general technology for finding out the necessary information from your interlocutor?
After analyzing the “negotiations” of the first pair, you can continue to train in identifying needs, dividing the participants into pairs, or in the form of an “aquarium” - each pair does a “circle” exercise.
5. "Elections"
Goal: to practice your ability to read needs.
Time: 25 – 30 minutes
Material: not required
Description:
Here are several characters: a merry fellow, a “dandy”, an insecure man, a rude man, an intellectual, a business woman, a young mother. Imagine that each of these characters passes by you within a minute, heading to the bus stop. You stand and work piecework: collect signatures in favor of “your” candidate, receiving an appropriate fee for each signature. Say only one phrase (maximum two), but such that the person will stop and sign your sheet. What will you tell him? The group evaluates your resourcefulness and decides whether you were successful in getting the signature or not.Discussion:
- Evaluate your result?
- Why do you think you managed to complete the task?
- How did you choose the phrase for the different characters?
- What needs to be improved to achieve results?
- What helped you in doing the exercise?
6. "Leaders and Pearls."
Target– identify/consolidate skills in establishing contact, identifying client needs, and negotiating.
Time spending: 30-40 minutes.
Materials: many different items
Number of participants: 6-12 people.
Description: we select two “tribe leaders” (preferably from strong participants), create two teams of “merchants”.
Preamble: merchants come to an island in the Pacific Ocean. They need to exchange all their goods for pearls with the tribe leader. Whichever team exchanges more wins.
Assignment for the leaders: a group of merchants will approach each of you with an offer of exchange. Change only if they respect you, establish contact, ask questions, and listen to your wishes with respect. If you don’t like the approach, take any closed pose. Your goal is to exchange all the sparkling objects from the merchants to decorate your palace (but if they are not nice to you, they offer you anything, don’t exchange).
Quest for merchants: your task is to exchange pearls. You can use props as your product (the trainer prepares the props in advance).
Props: all kinds of small bright objects - spoons, handkerchiefs, cosmetics, soft toys, etc.
Analysis of the exercise. Let's summarize which team traded more pearls. The leaders share their impressions of the negotiations. After the first round, sometimes we give a second round (if the participants wish and have time) to reinforce a completely different behavior in sales - with attention to the client, etc. (the task for the leaders is different, for example, take only glass containers).
Discussion:
-
Share your impressions of the negotiations.
- How did you achieve the result?
- What would you like to change during the negotiations?
- What contributed to identifying the need?
Conducted trainings for the Ingosstrakh company. And I came up with this Metaphorical Facilitation based on the proverb “A well-fed man does not seek bread.” After all, what happens in insurance is that when a person is doing well, he does not seek a meeting with an insurance agent. This game is perfect for any other area of business. The main thing is then to translate all the ideas of the participants into business language, to summarize the “bottom line”.
What is good about metaphor in training? The fact that participants, working in a different, metaphorical reality, can look “behind the problem” and find solutions that they have not seen before. I think for other trainings it is also possible to select proverbs that reflect a problem or situation in a specific area of business, and write exercises based on them.
Metaphorical facilitation “A well-fed person does not look for bread”
Mechanics: The group is divided into two subgroups. Each team answers a question. Participants write or draw answers. Then there is a presentation of the developed ideas.
Time: 20 minutes.
Equipment: flip chart sheets for each team, colored markers.
Instructions: Now we will plunge into metaphorical reality. Remember the proverb “A well-fed man does not look for bread.” Our task now is to answer the questions within 10 minutes:
Team 1 – “Why doesn’t the well-fed one look for bread?”
Team 2 - “Under what conditions will a well-fed person go looking for bread?”
Then presentation of ideas. The trainer himself translates several points from the answers, then offers them to the participants.
To be honest, I myself did not always know what this point could mean. And the participants could always interpret and translate into business language. This is what “always trust the group” means.
Here are the results:
| 1 team
“WHY DOESN’T THE FULL SEEK BREAD” Participants' response | Translation into business language | 2nd team
“ UNDER WHAT CONDITIONS WILL A FULL ONE GO SEARCH FOR BREAD? ?” Participants' response | Translation into business language |
| "He's full by definition." | Needs satisfied | "In reserve."
"Let it be". | Think about the future. Or he had a bad experience and decided to take out insurance. |
| “He has bread in reserve.” | Is there a reserve or is already insured? | "For sale" | Insurance broker. |
| “He is something else, meat, milk.” | Non-client. For other reasons, he chooses something else: install an alarm in the apartment. | "Feed the Hungry" | Buy for family, Charity. As a gift to loved ones. |
| “Doesn’t know the taste of bread.” | I’ve never taken insurance, I just don’t know about this possibility. The need is hidden, unformed. | « It’s better for the belly to burst than for good things to go to waste.” | Considers it as an investment of money. Pensions. Voluntary Medical Insurance. |
| "Laziness. I just ate my fill of bread.” | Doesn't think about tomorrow. Today is good. | “If the neighbor has more bread.” | Prestige. Like others. Be no worse than your surroundings. CASCO. |
| “There’s just no need for bread.” | Optimist. Or had a bad insurance experience. | « If he knows there will be a crop failure.” | Information about projected economic and financial changes. |
| "Doesn't eat"
"Vegetarian" type. | He “thinks” that he is not needed, that the service will not be useful. | « Increase in grain prices." | Increasing prices for insurance rates. |
| “He knows that if he needs it, they will bring him bread.” | Home agent. Or they solve all financial problems for him (her). |
Goals:
- Educational:
- study the structure of the family budget;
- identify possible resources based on modeling students’ project activities;
- Developmental:
- continue work on developing the skills to independently apply knowledge in various life situations;
- develop communication skills.
- Educational:
- continue to instill in students goodwill, respect for the opinions of others, a sense of family value and rational planning of the family budget.
Tasks:
- With the help of game situations, consolidate the basics of home economics;
- Strengthen children's skills in working in groups, teach them how to make collective decisions in the process of discussing a problem;
- Understand the needs of the intended family, determine the types of expenses and income;
- Develop strategies for reducing the expenditure side of the family budget and increasing its income side (using specific examples).
Methods:
- heuristic;
- problem
- research.
View: lesson business game.
Type: lesson in applying knowledge.
Means of education:
- Handouts (game situations, family budget diagrams)
- Multimedia presentation ( Appendix 2 )
Participants: 3 teams of 5-6 people, and if the game is played in parallel, then a team from each class participates.
Jury: expert economist ( Annex 1 )
Preparatory stage:
- Divide students into 3 families: low, middle, high income.
- Introduce the topic, problem, and final product of the project.
- Prepare an expert economist.
- Distribution of players by roles.
- Preparation of collective analysis.
Tours:
- Food basket.
- Public utilities.
- Health.
- Education.
- Business project.
- Bank.
- Entrepreneurial activity.
- Lottery.
Tasks:
Tour 1. Food basket
Select 10 main types of products for your family's food basket for the month from 15 offered:
1) bread;
2) sugar;
3) mineral water;
4) vegetable oil;
5) corn flakes;
6) meat;
7) fish
8) dried squid;
9) carbonated drinks;
10) milk;
11) egg;
12) mayonnaise;
13) potatoes;
14) vegetables;
15) fruits.
If you choose the 10 main products correctly, then you will spend 1,500 rubles on purchasing a food basket.
Select 13 main types of products for your family’s food basket for the month from 20 offered:
1) bread;
2) sugar;
3) mineral water;
4) oil;
5) corn flakes;
6) meat;
7) fish;
8) dried squid;
9) carbonated drinks;
10) milk;
11) egg;
12) mayonnaise;
13) potatoes;
14) vegetables;
15) fruits;
16) salt;
17) shrimp;
18) confectionery products;
19) tea;
20) dried fruits.
If you correctly select 15 main products, then you will have to spend 3,000 rubles on their purchase.
Justify your answer. Record your expenses.
Select 15 basic products for your family’s food basket from the 25 offered:
1) bread;
2) sugar;
3) mineral water;
4) oil;
5) corn flakes;
7) fish;
8) dried squid;
9) carbonated drinks;
10) milk;
11) egg;
12) mayonnaise;
13) potatoes;
14) vegetables;
15) dried fruits;
16) salt;
17) shrimp;
18) confectionery products;
19) iwasi herring;
20) dried dates;
21) marinades;
22) smoked lard;
23) salted nuts;
24) sweets;
25) chips.
If you choose the 10 main products correctly, then you will spend 5,000 rubles on purchasing a food basket.
Justify your answer. Record your expenses.
Correct answer.
In all three cases, the food basket must contain the following product names:
1) bread;
2) sugar;
3) oil;
4) meat;
5) fish;
6) milk;
7) egg;
8) potatoes;
9) vegetables;
10) fruits.
Tour 2. Utilities
Assignment for a Low Income Family
Choose the most suitable accommodation option for your family, taking into account the amount of utility bills.
1. You have a personal apartment, but the cost of utilities increases by 10% every month (1000 rubles + 100 rubles).
2. You rent an apartment; utilities are 800 rubles, but there is no guarantee that you will not be asked to vacate it in the coming days.
3. You have a house 8 km from the regional center with a service fee of 200 rubles. per month: but every day you have to get to the regional center by bus (ticket price - 10 rubles one way).
Having chosen your option, justify your answer. Record your expenses.
Assignment for a middle-income family
Your family has moved to the city, and you are having trouble paying rent and utilities. What will be your choice?
1. Rent of a one-room apartment (without amenities) – 2000 rubles. per month + utilities – 1000 rub. per month.
2. Rent of a two-room apartment (on the outskirts of the city) – 3,000 rubles. per month + utilities – 1500 rub. per month.
3. Rent of a two-room apartment (in the city center) – 4,000 rubles. per month + utilities – 2000 rub. per month.
Justify your answer. Record your expenses.
Assignment for a high-income family
Taking into account the cost of utilities and living conditions, choose housing for your family from a number of proposed options, based on the fact that:
1. Payment for utilities in a cottage in the city center is 12,000 rubles. per month (there is a swimming pool, gym, sauna, two-story garage, satellite TV, TV and video filming).
2. The cost of utilities in a three-room apartment in a panel house is 3,000 rubles. per month (but the house is located in a dangerous area, where burglaries often occur, the entrances do not have intercoms, and the parking lot is far away).
3. The cost of utilities in a country house with all conditions is 1,500 rubles. per month (but it is located in an environmentally unfavorable area).
Justify your answer. Record your expenses.
Round 3. Health
Assignment for a Low Income Family
Your grandmother is sick. What are your actions?
1. You will not spend money, believing that your grandmother will recover on her own without medical assistance (but there is no guarantee that a full recovery will occur).
2. Admit to a regular hospital with treatment for 2000 rubles. (probability of recovery – 70%).
3. You will independently treat your grandmother at home with inexpensive medications for a total cost of 500 rubles. (probability of recovery – 50%)
4. Send your grandmother abroad, but the treatment will cost 30,000 rubles. (probability of recovery – 100%).
Assignment for a middle-income family
Doctors prescribed urgent treatment for your mother. What will you do?
1. You won’t spend money, choose self-medication (but there is no guarantee that it will be cured).
2. Admit it to a regular hospital, where the cost of treatment will be 2000 rubles. (probability of recovery – 70%).
3. Choose home treatment with inexpensive drugs with a total cost of 1,500 rubles. (probability of recovery – 50%).
4. Send to a sanatorium, spending 25,000 rubles on a trip. (recovery is guaranteed).
Justify your answer. Record your expenses.
Assignment for a high-income family
Your child requires urgent surgery. What will be your decision?
1. Agree to the operation abroad and pay 125,000 rubles. (100% recovery guarantee, but you will be able to do this operation only after 3 months).
2. You will have the operation in Russia for 60,000 rubles. (90% recovery guarantee, you can have surgery in two days).
3. Contact a local healer and spend 3,000 rubles on treatment. (guaranteed recovery – 10%).
Justify your answer. Record your expenses.
Round 4. Education
Assignment for a Low Income Family
What will be most important before the new school year?
1. Purchasing a school uniform for 800 rubles.
2. Buying school supplies for 1000 rubles.
3. Transfer of a child to a specialized college for 500 rubles. per month.
Justify your answer. Record your expenses.
Assignment for a middle-income family
What will be important before the new school year?
1. Purchase of uniforms and textbooks for 3,000 rubles. and sending the child to a regular school
2. Placement of a child in a lyceum with individual education (the cost of education includes the cost of uniforms and training) for 6,000 rubles.
3. Enrolling a child in college at a university with possible
free admission to this university for 11,200 rubles.
Justify your choice. Record your expenses.
Assignment for a high-income family
Choose the most appropriate option for your child’s education.
1. In a regular Russian college for 20,000 rubles.
2. At the Moscow State Institute of International Relations (MGIMO) with further enrollment in this university for 100,000 rubles.
3. Study at a college at Oxford University with the prospect of further admission to any university in the world for 160,000 rubles.
Tour 5. Business project
Families must choose from the proposed options (coffee shop, grocery store, arcade, hairdresser) which business project is promising in modern conditions. Justify your choice.
Round 6. Bank
Each family optionally fills out a bank deposit agreement form. Bank "MP" at 200% per annum.
Justify your answer. Record your expenses.
After filling out the agreement forms, the banker deciphers the abbreviation “MP” - “Soap Bubble” which “bursts” along with the deposits.
Tour 7. Entrepreneurship
The task for all families is to develop a project to increase the income side of the budget. Families present their own project to increase the income side of the family budget. A family with a low level of income – “Souvenirs of the Baikal region”, a family with an average level of income – “Flower business”, a family with a high level of income – “Tourism business”
organization of excursions, travel, recreation" ( Appendix 3
). Record it in your income.
Round 8. Lottery
You won 100 thousand rubles in the Golden Key lottery - use this amount taking into account the interests of all family members.
An expert economist gives bonuses to families.
Summarizing. Students summarize all the data and determine the type of family budget. Analyze the result obtained.
“Free microphone” - what I learned in class.
October 17, 2017 Executive coach, business trainer, consultant. IP Dimitriev D.V.Group game "Tour trip" to assess the skill of identifying needs
I first used this game in the late 90s, having learned about it from other coaches. I don't know the author's name. The game allows you to develop or assess needs identification skills. Works great with both salespeople and executives or human capital specialists. The logic of the game is based on the buyer’s hidden motive and the skills of identifying his hidden needs, without identifying which it is impossible to convince him of anything.
General instructions:
Divide into four teams. Three teams are travel agencies, the fourth is a group of clients.
You are at an exhibition of tourism services and are participating in an auction for a promotional tour. The team that persuades this group of clients to buy their tour will become the travel company of the year.
Each team communicates with clients strictly in turn and with only one response, which can consist of a maximum of three complete sentences. Clients react to your response and the word is passed on to the next team. And this continues until:
- or the client team will not say that they are ready to accept the offer
- or you will exhaust the replica limit, which is initially 12 per team
Attention: any travel agency team has the right to skip its turn with the right to one extraordinary turn later.
Instructions to team #1:
You specialize in sea cruises. You have access to the best and most comfortable aircraft. The highlight is cruises in the Caribbean. Also popular destinations are Thailand, the Azores, a cruise based on "The Diamond Arm", the Northern Sea Route, Cruises based on the most popular films, books by Jules Verne, as well as the very pearl of your offer - "Around the World in 80 Days".
Instructions to team #2:
You specialize in traveling around Russia. All corners of our Motherland with maximum comfort and the best guides. Sochi, Baikal, Solovki, Altai, beaches of Primorye and Kaliningrad, museums of St. Petersburg and Kizhi, pilgrimage tours, fishing, hunting, etc.
Instructions to team #3:
You are the world leader in extreme tourism: surfing. kiting, alpine skiing, submarines, hot air balloons, volcanoes, peaks, caves, flights to the stratosphere and Antarctica, sex tourism and retreats, diving in the Mariana Trench or Namibian diamond mines, etc.
Client team:
You are a group of snow maidens. You want to have a great rest, but at the same time stay alive.
- You melt at temperatures above 6 degrees Celsius.
- You cannot withstand overloads greater than 2 atmospheres.
- You dissolve in salt water of any temperature.
- You cannot withstand excessive pressure at depth.
But you are extremely embarrassed about your limitations and do not want to communicate them openly. You simply refuse all offers that could seriously harm you and only in response to a mediocre question do you hint at what would suit you more.
You only agree to an offer that does not contain any risks for you.
The cost of the trip does not matter to you; all the companies’ offers are affordable for you.
Target- acquisition of practical skills in developing a system of non-material incentives for employees.
Formulation of the problem
Study the theoretical part.
Answer the questions of the test S. Ritchie, P. Martin “Motivational Profile”. Enter the results in table 42.
Build a motivational profile (example - Figure 7).
Shade the percentage of current need satisfaction in each column.
Group members change motivational profiles.
By processing the resulting profile, offer individual non-material incentives that could satisfy the most significant needs for the employee (examples - table 41). Particular attention should be paid to dominant needs with a low value of current satisfaction.
The group is divided into subgroups. Each subgroup determines the leading factors (needs) of its team and offers non-material incentives that satisfy the needs of the majority of group members.
Rice. 7 Motivational profile (example)
Guidelines
Test "Motivational Profile"(Sheila Ritchie, Peter Martin)
How to use the test:
You need to distribute 11 points between four options for each of the statements, indicated by the letters (a), (b), (c), (d). If you think that one of the factors is most important to you, rate it 11 points; if you consider it completely unimportant, do not award it any points; in other cases, try at your own discretion to distribute all 11 points between the four factors proposed in each statement. Make sure all 11 points are awarded.
To get the best answers to questions, you should answer questions quickly without thinking for a long time. Your first, perhaps perhaps not entirely conscious, response is probably the truest reflection of your true feelings.
Answering all questions of the Motivational Profile and calculating the results will take you approximately one hour.
Test questions:
I believe I could make a big contribution in a job where...
a) good wages and other types of remuneration; b) there is an opportunity to establish good relationships with work colleagues;
c) I could influence decision-making and demonstrate my strengths as an employee; d) I have the opportunity to improve and grow as a person.
2. I wouldn’t like to work where...
a) there are no clear instructions on what is required of me; b) there is practically no feedback and assessment of the effectiveness of my work;
c) what I do looks of little use and little value; d) poor working conditions, too noisy or dirty.
3. It is important to me that my work... a) was associated with significant diversity and change; b) gave me the opportunity to work with a wide range of people; c) provided me with clear instructions so that I knew what was expected of me; d) allowed me to get to know the people I work with well.
4. I believe that I would not be very interested in a job that... a) would provide me with little contact with other people; b) would hardly be noticed by other people;
c) would not have specific outlines, so I would not be sure what is required of me;
d) would be associated with a certain amount of routine operations.
5. I like my job if...
a) I clearly understand what is required of me;
b) I have a comfortable workplace and there are few distractions;
c) I have good rewards and wages;
d) allows me to improve my professional qualities.
6. I think I would like it if... a) there would be good working conditions and there would be no pressure on me; b) I would have a very good salary;
c) the work would actually be useful and bring me pleasure; d) my achievements and work would be appreciated.
7. I don’t think work should...
a) be poorly structured, so it is unclear what should be done; b) provide too few opportunities to get to know other people well; c) be of little significance and of little use to society or uninteresting to carry out;
d) remain unrecognized or its implementation should be taken for granted.
8. Work that brings satisfaction...
a) associated with significant variety, change and stimulation of enthusiasm;
b) provides an opportunity to improve one’s professional qualities and develop as a person;
c) is useful and significant for society; d) allows me to be creative (be creative) and experiment with new ideas.
9. It is important that the work...
a) recognized and valued by the organization in which I work; b) would provide opportunities for personal growth and improvement; c) was associated with great diversity and change; d) would allow the employee to influence others.
10. I don’t think work will be satisfying if... a) in the process of its implementation there are few opportunities to make contacts with different people;
b) salary and remuneration are not very good;
c) I cannot establish and maintain good relationships with work colleagues;
d) I have very little autonomy or flexibility.
11. The best job is the one that... a) provides good working conditions;
b) gives clear instructions and explanations regarding the content of the work; c) involves performing interesting and useful tasks; d) allows you to receive recognition of personal achievements and quality of work.
12. I probably won’t work well if... a) there are few opportunities to set goals and achieve them; b) I do not have the opportunity to improve my personal qualities; c) hard work does not receive recognition and adequate reward; d) the workplace is dusty, dirty or noisy.
13. When determining job responsibilities, it is important... a) give people the opportunity to get to know each other better; b) provide the employee with the opportunity to set goals and achieve them; c) provide conditions for employees to demonstrate creativity; d) ensure the comfort and cleanliness of the work place.
14. I probably won’t want to work where...
a) I will have little independence and opportunities to improve my personality;
b) research and manifestations of scientific curiosity are not encouraged; c) very little contact with a wide range of people; d) there are no decent bonuses and additional benefits.
15. I would be satisfied if...
a) there would be an opportunity to influence the decision-making of other employees;
b) the work would provide wide variety and change; c) my achievements would be appreciated by other people; d) I would know exactly what is required of me and how I should do it.
16. Work would satisfy me less if... a) would not allow you to set and achieve difficult goals; b) would not clearly know the rules and procedures for performing the work; c) the level of remuneration for my labor would not correspond to the level of complexity of the work performed;
d) I would have virtually no influence on the decisions made or what others do.
17. I believe that the position should provide... a) clear job descriptions and instructions on what is required of me; b) the opportunity to get to know your work colleagues better; c) the ability to perform complex production tasks that require all efforts;
d) variety, change and rewards.
18. Work would be less satisfying if... a) would not allow the possibility of even a small creative contribution; b) would be carried out in isolation, that is, I would have to work alone; c) there would be no favorable internal climate in which I could grow professionally;
d) would not provide an opportunity to influence decision-making.
19. I would like to work where...
a) other people recognize and appreciate the work I do; b) I will have the opportunity to influence what others do; c) there is a decent system of bonuses and additional benefits; d) you can put forward and test new ideas and be creative.
20. It’s unlikely that I would want to work where...
a) there is no variety or change in work; b) I will have little opportunity to influence decisions made; c) wages are not too high;
d) working conditions are not good enough.
21. I believe that a satisfying job should include...
a) the presence of clear instructions so that employees know what is required of them; b) the opportunity to be creative (creative approach); c) the opportunity to meet interesting people;
d) a feeling of satisfaction and really interesting tasks.
22. Work will not be enjoyable if... a) minor allowances and additional benefits are provided; b) the working conditions are uncomfortable or the room is very noisy; c) there will be no opportunity to compare your work with the work of others; d) exploration, creativity, and new ideas are discouraged.
23. I consider it important that my job provides me with... a) many contacts with a wide range of people interesting to me; b) the ability to set and achieve goals
c) the ability to influence decision making; d) high level of wages.
24. I don’t think I would like my job if... a) the working conditions are uncomfortable, the workplace is dirty or noisy; b) little chance of influencing other people;
c) there are few opportunities to achieve the set goals; d) I would not be able to be creative and come up with new ideas.
25. In the process of organizing work, it is important... a) ensure the cleanliness and comfort of the workplace;
b) create conditions for the manifestation of independence;
c) provide for the possibility of diversity and change; d) provide ample opportunities for contact with other people.
26. Most likely, I would not want to work where... a) working conditions are uncomfortable, i.e. noisy, dirty, etc.;
b) there are few opportunities to make contacts with other people; c) the work is not interesting or useful; d) the work is routine and tasks rarely change.
27. Work is probably satisfying when... a) people recognize and appreciate a job well done; b) there is ample opportunity for maneuver and flexibility; c) you can set complex and bold goals for yourself; d) there is an opportunity to get to know your colleagues better.
28. I wouldn’t like a job that...
a) would not be useful and would not bring a feeling of satisfaction; b) would not contain an incentive for change; c) would not allow me to establish friendly relations with others; d) would be non-specific and would not pose complex tasks.
29. I would show a desire to work where...
a) the work is interesting and useful;
b) people can establish long-term friendships; c) I would be surrounded by interesting people;
d) I could influence decision making.
30. I don’t think work should... a) provide for the person to work alone most of the time; b) give little chance of recognition of the employee’s personal achievements; c) interfere with the establishment of relationships with colleagues; d) consist primarily of routine duties.
31. Well-planned work is a must... a) provides a sufficient range of benefits and many allowances; b) has clear recommendations for implementation and job responsibilities; c) provides the opportunity to set goals and achieve them; d) stimulates and encourages the development of new ideas.
32. I would consider work unsatisfying if... a) could not perform complex promising work; b) there would be little opportunity for creativity; c) only a small amount of independence would be allowed; d) the very essence of the work would not seem useful or necessary.
33. The most important characteristics of the position are... a) the opportunity for a creative approach and original, out-of-the-box thinking; b) important duties, the fulfillment of which brings satisfaction; c) the ability to establish good relationships with colleagues; d) the presence of significant goals that the employee is called upon to achieve.
Table 42. Answer table
An individual motivational profile consists of the following motivational factors:
1. The need for high wages and material reward.
2. Need for good working conditions and a comfortable environment.
3. The need for clear structuring of work, the availability of feedback and information to judge the results of their work, the need to reduce uncertainty and establish rules and guidelines for performing work. People with a high need for structure in their work need to know exactly what is required of them. They want to be sure that they strictly follow all production procedures. Lack of guidance and information will cause them stress. Such people strive for a high level of organization. They want to see the world as orderly, predictable and controllable. People who score high on this need should be motivated by establishing clear routines or by giving them the opportunity to establish their own routines.
4. Need for social contacts: in communication with a wide range of people, a slight degree of trust, connections with colleagues, partners and clients. Such workers derive satisfaction and positive emotions from numerous contacts with other people. Many of them are able to show tolerance to the surrounding bustle and noise that invariably accompany joint work. Thus, creating opportunities for multiple contacts or moving them into positions that involve such contacts can increase the satisfaction of these employees.
5. The need to form and maintain long-term, stable relationships, presupposing a significant degree of closeness of relationships and trust. One must try to create a moral climate that encourages relationships. Such employees will be satisfied in the conditions of trust, favorable work and personal relationships characteristic of an effective team.
6. The need to gain recognition on the part of other people, in order for others to value the merits, achievements and successes of the individual. The motivation of such people is to satisfy such a need through various means: from verbal gratitude to material encouragement. The manager needs to take into account that the perception of expressions of gratitude depends on his sincerity. If recognition sounds insincere, then it can destroy motivation (demotivate). Additionally, different people need different forms of recognition. Some people need to express gratitude in a solemn atmosphere in the presence of work colleagues, while others need to just say “thank you” in the process of work. Of course, recognition should appear immediately after an event or an action that deserves it, while recognition of merit does not necessarily have to be accompanied by material reward.
7. The need to set bold, challenging goals for yourself and achieve them. The predominant feature of such people is the desire to do everything themselves. They can volunteer to work overtime. But before they begin the task, they must make sure that the goal is measurable and assessable. They will instinctively avoid activities involving uncertainty where it is difficult or impossible to measure contributions and achievements. Employees who strive for achievement should always feel driven by some purpose. If they are deprived of it, life may seem meaningless to them. Having achieved a goal, workers experience a few moments of triumph, and then restlessness takes over, and they are again ready to achieve.
The motivation of such workers lies in a clear definition of the goal and the formation of complete devotion to it. Preparing conditions for concentrating their energy is of great importance.
8. The need for influence and power, the desire to lead others is an indicator of competitive assertiveness, since it involves mandatory comparison with other people and influencing them. Those who seek to influence are of great interest to any organization. The key question to consider is not only a person's ability to influence, but also the purpose for which he seeks to influence others. Is the influence humane, directed in the interests of the organization and delegation of authority? Or is it aimed only at achieving one’s own interests and manifests itself in a harsh destructive manner? In addition, the desire to exert influence almost always encounters resistance from other people. Therefore, relationships can become hostile and especially problematic if an employee who displays authority and influence lacks tact, diplomacy, tolerance, in other words, everything that is usually denoted by the concept of “social intelligence.” The motivation of such people is to provide opportunities to constructively influence others to achieve organizational goals. Moreover, training in acceptable methods of influence and methods of exercising power, including practical training, should be an important part of their motivation.
9. Need for variety, change and stimulation, the desire to avoid routine. Indicates a tendency to always be in a state of elation, readiness for action, love for change. Such people need a constant opportunity to switch to something new. Having set to work with great energy, they soon begin to experience boredom. They may almost unconsciously avoid planning their activities. If the nature of the work involves constant change, if an influx of fresh energy and new initiatives is required, then such people will be perfect for such work.
If there is no opportunity in the process of motivating such people to provide them with an activity that involves elements of variety, the authors of the methodology recommend, in particular, focusing on showing them the path to further incentives: “When this project is completed, you will have an excellent opportunity to do something new.”
You can try to imagine unfinished work as a new activity. The manager’s task is to constantly stimulate such an employee to complete the task, to complete what he started.
10. The need to be creative, an analyzing, thinking worker, open to new ideas. This indicator indicates a tendency to demonstrate inquisitiveness, curiosity and non-trivial thinking. Although the ideas that such a person brings and strives for will not necessarily be correct or acceptable. If managed correctly, such people are very useful for any organization. But their creativity must be focused on business objectives. If creativity cannot be concentrated, it cannot be used.
For creative individuals, it is very important to have the right to make mistakes, since in this regard they are very vulnerable. If the company's corporate culture is not tolerant, if every meeting turns into accusations and ridicule, then creative employees will prefer not to share their ideas.
11. The need for self-improvement, growth and development as a person. This is an indicator of the desire for independence and self-improvement. People who have a high need for self-improvement evaluate their work from precisely this perspective. Personal growth pushes them towards independence, which in its extreme expression can turn into a desire not to depend on anyone. Motivating employees with such aspirations requires the manager to be able to correlate what they strive for with what the organization needs. The very discussion of this problem with the employee can play a motivating role, as it will show him that the manager understands his needs and is striving to satisfy them.
In order to motivate such employees, situations should be created that would satisfy their current needs: periodically send them to courses, seminars, involve them in staff training, and perform tasks requiring self-development.
12. Need for interesting, socially useful work. The creators of the methodology emphasize that the desire for interesting and useful work is of greater importance than other motivation factors. There are ample opportunities for motivation here. If a person has a high need for useful and interesting work, then the manager’s task is to organize the activity in such a way that employees can perceive it as interesting and useful, otherwise other motivational factors are not at full force.
You need to find out what a particular employee means by the concepts of “interesting” and “useful” work. To enhance perceptions of the usefulness of the work, it is useful to explain to performers the broader context within which their particular work occupies a certain position and has a certain meaning.
