Job Anaylsis Assignment Example | Topics and Well Written Essays - 500 words

Job Anaylsis - Assignment Example the interviewer and interviewee is at two different locations at the time of the interview. 2. The major challenge with one to one interview is that the in most cases the interviewer is only conversant with a limited scope of knowledge which is in line with his/her line of career or day to day duties which they tend to concentrate with during the interview. This is always a disadvantage to the interviewee more so when one is conversant with the line of interest of the interviewer because they don’t get to be tested in other areas that one may be good at but the interviewer don’t ask because they are not conversant with (Armstrong, et al.2012). 3. For the case of one to one interview, I would suggest that they have a panel instead of one panel so that each member of the panel will have a chance to ask a question in line with their area of competence. This will work to the advantage of both parties since they will be able to examine the applicant one most of the areas of their interest and the interviewee will also get a chance to prove that he/she has a line that is best in or they may prove to be good at different areas. In the telephone interview, I would urge the company to communicate early enough the exact date and time of the interview so as to enable the interviewee to do prepare and thorough research for the interview and one can also control his/her environment before the interview so as to avoid poor communication during the interview. 4. It is very important to carry out a background investigation for a job. This is necessary since it will enable you to really understand the company you want to work for better. It also helps one to make intelligent guesses of the questions one is likely to expect during the interview or at least one will be able to know which sections the employer might be really interested with. The interviewer may also ask a question about the company to determine if one is

Political Topic Essay Example | Topics and Well Written Essays - 1000 words

Political Topic - Essay Example Of interesting note, of those that found the crisis to be the most sever of their lfietime, the youngest group, 18-35, had the smallest percentage, 33%, compared to the over 55 age group, 42%, many of whom would have been alive during the Great Depression. Even though this group is the youngest and has the least amount of time in which to compare different crises, this smaller percentage could be in part due to the crisis affecting the financial and housing markets more, of which this younger group would be less likely to feel the effects of, as opposed to the direct effect of the price of filling up one’s tank with gas. Older Americans with assets, including owning their own house and such, would probably feel the anxiety of the financial sector being in peril. The poll found that 78% of those polled favored that some sort of government intervention be taken. Of those, 22% favored the plan that was proposed by President Bush, and 56% favored a plan different from the Bush proposal. Of those polled, only 11% favored that no action be taken at all, with another 11% having no opinion. A telephone survey was performed for this poll. There was a margin of error of plus of minus 3%. In the first set of questions asked, the poll asked what specific plan of action would they like to see done. Also, it should be noted that this poll was taken before high-intensity negotiations took place in Congress. The poll attempted to also find out to the degree at which people were following the story in the news. 80% of people were either watching the news very closely or somewhat closely, and this statistics ranked in the highest tiers as far as percentages of people following a new story. The poll also asked what the outcome would be if no action was taken by Congress, and the resounding answer was that 74% of people felt that the situation would get worse. Some of the questions tended to be

Human Development Theory And Social Work Issues Social Work Essay

Human Development Theory And Social Work Issues Social Work Essay This study deals with the utility of human development theory in understanding practical social work issues. It takes up the case of the Murray family (provided in the appendix to this essay) and using the family as a base, attempts to apply different aspects of human development theory in a practical real life scenario. The study is divided into five specific sections. The first section briefly describes the circumstances of the Murray family. This is followed by the application of two theories of human development, (a) Erik Eriksons psychosocial development theory and Bronfenbrenners Ecological Model of Human Development, to understand child and adult development, (b) the ways in which political and social processes influence human development, (c) the role of inequalities in human development, and (d) the ways in which theories of human development underpin social work knowledge and values. The Murray family scenario is elaborated in detail in the appendix to this study and is thus being taken up briefly here. Jack (43) and Evelyn (36) Murray stay with their daughter Lora (6) and Evelyns mother Doris (71). Jack has two other sons, Seb (17) and David (15), who live separately. Jack Murray was an adopted child. He was brought up by parents who were open about his adopted status and has never shown any inclination to trace his biological parents. Jack has alcohol related problems and is prone towards domestic violence. Evelyn has been hurt and that too badly, in the recent past. Lora is doing well in school and is cared for by Doris, who is however becoming frail. She had to be placed in an emergency foster care environment during her summer holidays, even as her mother made use of a womens shelter to escape the difficulties of her home. Doris worries about being separated from her granddaughter and family if she were to go to a care home. All family members have expressed their willingness to work with a social worker. Application of Theories of Human Development Erik Eriksons theory of human development was first advanced in 1950 and has been significantly augmented in later years (Brenman-Gibson, 1997, p 329). Eriksons psychosocial theory states that life can be segregated into 8 stages from birth to death, which comprise of (a) infancy (birth to 18 months), (b) early childhood (18 months to 3 years), (c) play age (3 to 5 years), (d) school age (5 to 12 years), (e) adolescence (12 to 18 years), (f) young adulthood (18 to 35 years), (g) middle adulthood (35 to 55 or 65 years) and (h) late adulthood (55 or 65 to death) (Brenman-Gibson, 1997, p 329). Each of Eriksons 8 stages involves a crisis that is characterised by two opposing emotional forces. Infancy, for instance, involves trust v mistrust and is characterised by the care of the mother for a child with an emphasis on touch and visual contact (Christiansen Palkovitz, 1998, p 133). Successful transition through this period results in individuals learning to trust in life and to have confidence in the future, even as problems during this period can lead to feelings of worthlessness and mistrust (Christiansen Palkovitz, 1998, p 133). The school age of 6 to 12 years is similarly characterised by the opposing forces of industry and inferiority (Brenman-Gibson, 1997, p 331). Individuals are capable of learning, building and achieving numerous skills and knowledge during this period, thereby developing feelings of industry. This stage of development can also lead to the experiencing of feelings of inferiority and inadequacy with peers and result in problems of self esteem and competence (Brenman-Gibson, 1997, p 331). Eriksons philosophy rests on two important themes, namely (a) that the world enlarges as people go along, and (b) that failure is cumulative (Douvan, 1997, p 16). The first theme is indisputable. Whilst the second is debatable, it is true that children who have to perforce deal with difficult circumstances find it challenging to negotiate later stages in their lives in comparison with others (Douvan, 1997, p 16). Various studies have revealed that children who were not stroked as infants find it difficult to connect with others in their adulthood. Eriksons theory of human development has gained wide acceptance and is often used as a framework for understanding the nature of issues that lead to current behaviour and to prepare for the coming stages (Douvan, 1997, p 16). The analysis of the Murray family members reveal that Jack Murray could have suffered from lack of stroking in his infancy, especially up to his adoption at the age of 6 months. This could have resulted in entrenched feelings of worthlessness and tendencies to mistrust the world. Such feelings, along with his experience of growing up as an adopted child, may have inculcated feelings of low self esteem and be causal in his current drinking problems. Whilst Lora has grown up in the presence of affectionate parents and a loving grandmother, she is now entering the school age and the coming 6 years will enlarge her contact with the world, where parents whilst still important will not be the complete authorities they have been until death. The application of Eriksons theory of human development helps social workers in understanding the various influences that individuals experience in the course of their lives and the roles of such influences in guiding their current behaviour and their emotional and social attitudes (Raeff Benson, 2003, p 61). Bronfenbrenners ecological model was first introduced in the early 1970s. His general ecological model is defined by 2 propositions (Brendtro, 2006, p 162). The first proposition states that human development, specifically in the early phases but also throughout life, occurs through processes that progressively become more complex and involve reciprocal interaction between active and evolving humans, who are bio-psychological in their approach, and the people, objects, and symbols in their immediate environment (Brendtro, 2006, p 162). Such interaction, when it occurs over extended time periods, on a regular basis are termed as proximal processes and can be found in activities between parent and children, children and children, and solitary or group play, as well as in reading, getting to know new skills and performing complex and difficult tasks (Brendtro, 2006, p 162). The second proposition states that the power, content, form and direction of these proximal processes influence development in a varying manner on account of the characteristics of developing individuals (Brendtro, 2006, p 162). Such development is also influenced by the environment in which such processes take place and the nature of development outcomes that are under study. The mother infant interaction, (an important proximal process) emerges as an important predictor of developmental outcomes (Brendtro, 2006, p 162). Bronfenbrenners theory defines 4 different types of systems, namely the Micro system, the Meso system, the Exo system and the Macro system, which shape human development (Austrian, 2002, p 43). The Micro system comprises of the family, classrooms and schools, and other systems in the proximal environment in which people operate. The Meso system represents the interaction of two micro systems, like the connection between the home and the school of a child (Austrian, 2002, p 43). The Exo system represents the environment that is external to the experience of an individual and in which his or her involvement is indirect, but which effects development, all the same. The workplace of the parents of a child is a relevant example of an Exo system. The Macro system represents the larger cultural context (Austrian, 2002, p 43). Bronfenbrenners theory perceives the environment of a child in terms of quality and context and attempts to explain differences between the knowledge, development and skills of individuals through the structure, support and guidance of the societies in which they exist (Ahuja, 2006, p 3). He states that interaction between over lapping eco systems affect people significantly. Applying Bronfenbrenners theory to the Murray family, it can be seen that Loras family and classrooms can be called the micro systems, which directly influence her working and development (Ahuja, 2006, p 3). When these two micro systems start working together to educate Lora, such education occurs through the Meso system. The society and culture in which Lora is being raised provides the underlying influence to these systems and is termed the Macro system. The comprehension of interaction of these systems helps in understanding the way in which children develop and the factors that influence failure and success (Ahuja, 2006, p 3). Analysis of various micro and macro systems can help social workers significantly in understanding the various influences that shape the development of children. Researchers have in fact specifically found the significance of macro systems to be causal to general depression and feelings of low self esteem in individuals (Ahuja, 2006, p 3). The application of Bronfenbrenners theory in the Murray family scenario enables the development of greater understanding on the influences of different micro and Macro systems on the development of Lora in her school age and can help social workers to adopt appropriate intervention methods. Role of Political and Social Processes on Human Development Whilst there is little doubt that the development of individuals is largely shaped by their home and school environments, sociological theory also places significant stress on the influence of larger society on such development (Grusec Hastings, 2008, p 42). All individuals grow up in specific political, cultural and social environments that shape their attitudes and behaviours and influence their development in specific ways. The particular societies in which people live are home to different types of religious, cultural and social attitudes, biases and beliefs (Grusec Hastings, 2008, p 42). Such political and social processes provide individuals with the means to participate within their own society, which itself contains shared customs, norms, traditions, values and social roles (Grusec Hastings, 2008, p 42). These processes are essentially life long, starting in childhood and continuing till death. Both Erikson and Bronfenbrenners theories deal with the process of socialisatio n but through different perspectives Such socialisation occurs through the influence of the family, religion, schools and peer groups, workplaces and the larger community (Berns, 2009, p 131). These processes are also influenced by local media and political thought. Children and young adults are significantly influenced by their peers. Such influences can often be negative and result in substance abuse, premature sexual activity and the need to live up to wrong expectations (Berns, 2009, p 131). Mass media plays an immense role in influencing human development. The constant exposure of children to glamour, sexual satisfaction and violence can influence the development of children and young adults in various ways (Berns, 2009, p 131). With regard to the Murray family, it can well be understood that the personal development of all concerned individuals is likely to be influenced by different political and social processes. The continuance of domestic violence at home can lead to feelings of distress in Lora, especially when she compares her domestic environment to that of her friends, and cause her to wish to shift to a more peaceful environment. Such socialisation processes can furthermore leads to feelings of shame about her background and low self esteem, lead her to shun her family and take solace in her peers and spark of truant and delinquent behaviour. Impact of Inequalities on Human Development Social work theory and knowledge primarily aims to diminish and eliminate the impact of inequalities on the lives of individuals (Neckerman, 2004, p 189). Inequalities can arise on account of various factors like income, education, gender and ethnic status. Such inequalities essentially serve to reduce excess of affected people to various facilities and reduce the prospects of their life outcomes and their chances to lead normal and enriching lives, inequalities in income can for example deprive the children of such families from various educational and other facilities and severely diminish their life outcomes (Neckerman, 2004, p 189). Such inequalities can also generate feelings of low esteem and result in suboptimal performance in and out of school during childhood and in the workplace in adult life. Numerous studies have revealed that children with poorly educated parents receive significantly lesser educational sustenance and support at home, which in turn affects their cognitiv e development and adversely influences their performance at school (Marger, 2004, p 86). Lora the 6 year old Murray child has until now done very well in school. The disturbed domestic situation in her house, especially the gender inequality between her parents and the domestic violence faced by her mother can well result in poorer educational support at home, especially when she is moving into the learning stage and needs it the most. Gender inequality has been widely accepted to be an important factor in the unequal life chances offered to men and women of societies across the world and has resulted in unequal development and life chances of the two sexes (Marger, 2004, p 86). Influence of Human Development Theories on Social Work Knowledge and Values Theories of human development help in shaping the ideas of readers on the essence of human behaviour (Austrian, 2002, p 56). It expands the understanding of individuals of the scope, the potential and complexity of human function. Whilst scholars of human development do not agree on or endorse a single theory, many of these theories provide new perspectives for the observation and interpretation of human behaviour (Austrian, 2002, p 56). Piagets theory of cognitive development has resulted in a new appreciation for the ways in which children construct sense and meaning out of their experiences (Raeff Benson, 2003, p 81). Eriksons psychosocial theory highlights the concept of identity, even as the social learning theory of Bandura has resulted in the widespread use of modelling to simulate conditions under which children increase their learning by observing and imitating the behaviour of others (Raeff Benson, 2003, p 81). The social work profession draws extensively on theories of h uman development for understanding the behaviour of individuals, with specific regard to the causal influences of such behaviour. An understanding of such theories not only enables social workers to understand the causes for human behaviour but also helps them to plan appropriate interventions to improve the social, emotional and economic conditions of people (Raeff Benson, 2003, p 81). It helps social workers to understand the dynamic interaction that takes place among human beings and the impact of social systems upon the lives of people. A greater understanding of such theories also helps social workers in appreciating human diversity, as well as the impact of different actions in helping human beings to access opportunities and services that foster realisation of social and economic justice (Austrian, 2002, p 56). Conclusions

Type Talk Essay example -- essays research papers

Type Talk: The 16 Personality Types That Determine How We Live, Love, and Work by Otto Kroeger and Janet M. Thuesen Dell Publishing, October, 1989 Type Talk is a primer on personality preference typing centered on the Myers-Briggs Type Indicator (â€Å"MBTI†). The MBTI is a widely-used â€Å"test† that helps a person begin to understand why people perceive situations differently, communicate different from others, and opt for different activities. The book’s authors, Otto Kroeger and Janet Thuesen, husband and wife, have long been in the forefront of adapting the MBTI for use in everyday life and coined the phrase â€Å"Typewatching† as a descriptor for their work. Kroeger and Thuesen open the book with a chapter on â€Å"name-calling†. They use this phrase, not in the derogatory sense as is often the case, but to show that name-calling is used by everyone as a means of â€Å"cataloging people† based on their unique, identifying characteristics. If we’re to do this inevitable â€Å"name-calling† the authors believe it should be done in an objective and constructive manner and when elevated to this higher level it becomes â€Å"Typewatching† In the early 1920’s the Swiss psychologist Carl Jung developed a theory of personality types where he said behavioral differences were â€Å"a result of preferences related to the basic functions our personalities perform throughout life† (p. 8). Jung’s theory was published in his book titled Personality Types in 1923. Meanwhile, earlier in the century, Katherine Briggs was researching human behavior and through her observations had developed a way to describe it – that due to different life styles, people approach life differently. When Briggs read Jung’s work she found it to be very similar to her own work and set hers aside to focus on Jung’s. Shortly thereafter, Briggs’ daughter, Isabel Briggs Myers became involved and the mother-daughter team sought to assimilate their work with that of Jung. In the 1940’s Myers created an inventory based on her mother’s observations and Jung’s theory. The two women theorized that, with the offensive of the Second World War so near, if people were more aware of their psychological type they could be assigned to wartime roles that best fit their preferences. The MBTI was slow to gain acceptance by the psychological community. Few psychologists signed on to Jung’s obscure theories and even Jung himself felt his theor... ...Another benefit from the style of this book is that it prompts us to laugh at ourselves as I did when I read the traits of a (P)erceiver who is â€Å"easily distracted and can get ‘lost’ between the front door and the car† (p. 21). The foreword to the book comes from Dr. Charles Seashore, a faculty member at Santa Barbara’s Fielding Institute. In his foreword he presents what I feel is a major premise of this book where he says â€Å"impossible conflicts, unreconcilable differences, and personality conflicts are amenable to new types of solutions when seen through the lens of Typewatching. Our hopeless dilemmas are turned to the light in such a way that vivid colors soon replace dull and draining grays. The differences that block us can be translated into differences that empower us.† I find the views expressed in Type Talk offer a perfect complement to the humanistic perspective on personality where the humanists emphasize free will and the innate goodness of humankind. Typewatching seeks to move us beyond the simplistic good/bad, right/wrong approach to behavior by leading us toward an appreciation of the gifts and strengths of ourselves and others and a celebration of our differences.

Nutrition Worksheet Essay

1. What is the name of the recipe you are evaluating? Grilled Chicken Breast 2. Which essential nutrients—carbohydrates, fats, proteins, vitamins, and minerals—are included in the recipe? Each nutrients are include in the recipe. Carbohydrates are 1.41 grams which provide a 0% daily value. Total fat is 1.46 grams and brings 2% daily value. Vitamins that are included are A, and C which A is 26.95 with 1% daily value and C 5.43 mg and has a daily value of 9%. Calcium is 16.66 mg and has a daily value of 2% and Iron .92 mg and has a value of 5%. All are very important in collecting your daily intake of nutrients. 3. Which ingredients are providing each nutrient? The protein is coming from the chicken which also brings some fat. The garlic and the salt combined equal the amount of sodium in the meal. The lemon would bring the vitamin C and Iron. The chicken is high in cholesterol which in some diets is not very good depending on the persons health. 4. Does this recipe include a good balance of essential nutrients? Explain your answer. I would answer yes just because chicken is a very healthy thing to eat. Chicken has a lot of protein. The body needs protein to help your muscles stay strong. In my opinion when looking to lose weight or turn fat to muscle chicken breast is an excellent choose. 5. How could the recipe be altered to include more essential nutrients? How the recipe could be altered would be to boil the chicken and not to grill it. Another thing would to just use black pepper for taste and cut out the garlic and the lemon. If you were to use salt I would pick up some NO SALT SALT. The is no sodium in that salt. The less things to make it taste enjoyable the better. 6. Do you consider this a healthy meal? If not, what is a healthy alternative? I do consider this a healthy meal. The reason so is that I have ate this my entire life. Chicken is a huge key to loosing weight for me and for others I know. Chicken provides a great potion of proteins that help you lose weight and gain muscle. Part 2: Nutrition Questions Respond to the following questions in 75 to 125 words each: 1. Do you find it easy or difficult to determine the nutritional value of food? What are some methods to help you more easily determine the nutritional values of food? I do find it hard to read a food label. The food label is so tricky and can be wrong in times. It also depends on what kind of diet your on as well. I think by understanding the values helps to understand how to watch what you eat. A method that I use on choosing what I eat have helped me lose weight. If it was living at one point in it’s life it is great for your body. If the food has been processed to make it taste better chances are that it holds no key nutritional values. 2. What environmental, economic, and psychosocial factors influenced your food and drink choices today? I attended an NFL game today so let’s just say I did not eat healthy. The environment I was in did cause me to not eat or drink as much because of the high prices. When around so much great smelling food and the tradition to have a couple beers and watch your favorite team win I will take my chances. When returning home I did have a nice meal o make up for my bad choices. I have come to believe that influence does play a key role in what you eat or drink on a daily basis. It just comes down to you to determine what choice you will make.

Work Satisfaction and Motivation

————————————————- THE RELATIONSHIP BETWEEN REWARDS, RECOGNITION AND MOTIVATION AT AN INSURANCE COMPANY ————————————————- IN THE WESTERN CAPE ABSTRACT Increasingly, organizations are realizing that they have to establish an equitable balance between the employee’s contribution to the organization and the organization’s contribution to the employee. Establishing this balance is one of the main reasons to reward and recognize employees. Organizations that follow a strategic approach to creating this balance focus on the three main components of a reward system, which includes, compensation, benefits and recognition (Deeprose, 1994). Studies that have been conducted on the topic indicates that the most common problem in organizations today is that they miss the important component of recognition, which is the low-cost, high-return ingredient to a well-balanced reward system. A key focus of recognition is to make employees feel appreciated and valued (Sarvadi, 2005). Research has proven that employees who get recognized tend to have higher self-esteem, more confidence, more willingness to take on new challenges and more eagerness to be innovative (Mason, 2001). The aim of this study is to investigate whether rewards and recognition has an impact on employee motivation. A biographical and Work Motivation Questionnaire was administered to respondents (De Beer, 1987). The sample group (N= 184) consists of male and female employees on post-grade levels 5 to 12. The results of the research indicated that there is a positive relationship between rewards, recognition and motivation. The results also revealed that women and employees from non-white racial backgrounds experienced lower levels of rewards, recognition and motivation. Future research on the latter issues could yield interesting insights into the different factors that motivate employees. ————————————————- Notwithstanding the insights derived from the current research, results need to be interpreted with caution since a convenience sample was used, thereby restricting the generalizability to the wider population. ————————————————- ———————————————— ———————————————â€⠀- DATA GATHERING INSTRUMENT For the purpose of this study a quantitative methodology was followed and a questionnaire was used as the measuring instrument. According to Leary (2004), the major advantages of questionnaires are that they can be administered to groups of people simultaneously, and they are less costly and less time-consuming than other measuring instruments. The data gathering techniques used included a biographical questionnaire and the Work Satisfaction and Motivation Questionnaire as set out by De Beer (1987). ———————————————— BIOGRAPHICAL QUESTIONNAIRE The biographical questionnaire was a self-developed questionnaire that incorporated the following personal information of the respondents, gender, home language, marital status, age, race, job classification, education, qualifications, job grade and tenure. Refer to Appendix 2. ———â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- WORK SATISFACTION AND MOTIVATION QUESTIONNAIRE The questionnaire as set out by De Beer (1987) incorporates the sixteen factors of Herzberg’s two-factor theory. The questionnaire consisted of nine dimensions that impact employee satisfaction and motivation. Refer to Appendix 3. ————————————————- THE NINE DIMENSIONS OF THE QUESTIONNAIRE According to De Beer (1987) the nine dimensions are as follows: 1. Work content probed the respondents’ feelings about the type of work they do. 2. Payment probed respondents’ satisfaction with their salaries. 3. Promotion probed for the opportunity that the organization offers for promotion. 4. Recognition probed whether the respondent was receiving the recognition and feedback for the jobs they perform. . Working conditions were probed as the fifth factor and looked at opportunity to mix with colleagues and interpersonal relations. 6. Benefits looked at whether the benefits such as pension, medical schemes and leave were satisfactory. 7. Personal probed the respondents’ feeling s towards their job. 8. Leadership or supervision probed the level of satisfaction with the manager. 9. General probed if the respondents’ had considered alternative employment, and hence their level of satisfaction with the organization. Appendix 2 ————————————————- BIOGRAPHICAL INFORMATION . Gender Male Female 2. Home / Preferred language English Afrikaans Xhosa Other 3. Marital Status Single Married Divorced Widowed 4. Age Under 20 years 21 –30 years 31 – 40 years 41 – 50 years 51 – 60 years 61 years & older 5. Race African Asian Colored White 6. Job Classification Specialist Line Manager Clerical/ Administration If you are unsure which category, please state your occupation: 7. Educational Qualification < Std 8 Matric Diploma Degree Masters Other (Please specify) 8. Job Grade PG 9 PG 10 PG 11 PG 12 PG 13 PG 14 PG 15 9. How long have y ou been employed at this company? Less than 1 year 1 year – 5 years 6 years – 10 years 11 years – 15 years 16 years – 20 years 21 years or longer Appendix 3 ————————————————- Work Satisfaction and Motivation Questionnaire 1. INTRODUCTION It is fairly obvious that people differ from one another in what they need and expect to get from different areas of their lives. Please think about the work you do and because most jobs are not perfect, consider what would make it better from your point of view. 2. METHOD FOR ANSWERING QUESTIONS With each question, you have a choice of three answers. Choose one of the following: TRUE = T NOT SURE = NS UNTRUE = U Mark your answers with a cross (X). 3. WORK CONTENT | T| NS | UT| 3. 1 I am interested in my work | 1| 2| 3| 3. 2 My work consists of a variety of work | 1| 2| 3| 3. 3 I receive training daily which teaches me something new| 1| 2| 3| 3. 4 My work is easy | 1| 2| 3| 3. 5 The amount of work is easy to handle| 1| 2| 3| 3. 6 I control the amount of work I do myself| 1| 2| 3| 3. 7 I am completely independent of others | 1| 2| 3| 3. 8 I regard the content of my work as responsible | 1| 2| 3| 3. I know exactly what my mistakes are | 1| 2| 3| 3. 10 I am allowed to decide on the methods for doing the work | 1| 2| 3| 3. 11 I am proud to say what kind of work I do | 1| 2| 3| 3. 12 My work is the way to future success | 1| 2| 3| 3. 13 I will not be dismissed without good reason | 1| 2| 3| 3. 14 I have the opportunity to take part when decisions are made | 1| 2| 3| 3. 15 I feel that my work is of value in my department | 1| 2| 3| 3. 1 6 There is not time for idleness | 1| 2| 3| 3. 17 I have a certain degree of authority in my work | 1| 2| 3|   | 4. PAYMENT | T| NS | UT| . 1 My salary is satisfactory in relation to what I do | 1| 2| 3| 4. 2 I earn the same as or more that other people in a similar job| 1| 2| 3| 4. 3 The basis of payment, for example overtime payment, is reasonable | 1| 2| 3| 4. 4 Salary increases are decided on a fair manner | 1| 2| 3| 5. PROMOTION | T| NS | UT| 5. 1 I will be promoted within the next two years| 1| 2| 3| 5. 2 Everyone has an equal chance to be promoted | 1| 2| 3| 5. 3 Staff are promoted in a fair and honest way | 1| 2| 3|   | 6. RECOGNITION | T| NS | UT| 6. 1 I am praised regularly for my work | 1| 2| 3| 6. I receive constructive criticism about my work | 1| 2| 3| 6. 3 I get credit for what I do | 1| 2| 3| 6. 4 I am told that I am making progress | 1| 2| 3| | 7. WORKING CONDITIONS | T| NS | UT| 7. 1 My working hours are reasonable| 1| 2| 3| 7. 2 I am never overworked | 1| 2| 3 | 7. 3 I get the opportunity to mix with my colleagues and to communicate on aspects of our work| 1| 2| 3| | 8. BENEFITS | T| NS | UT| 8. 1 My pensions benefits are good | 1| 2| 3| 8. 2 My medical scheme is satisfactory| 1| 2| 3| 8. 3 I never have problems with my arrangements for leave | 1| 2| 3|   | 9. PERSONAL | T| NS | UT| 9. I am given work in accordance with my qualifications a skills| 1| 2| 3| 9. 2 I work in the department of my choice| 1| 2| 3| | 10. MY LEADER/ SUPERVISOR | T| NS | UT| 10. 1 Is satisfied easily | 1| 2| 3| 10. 2 Will support me if there are problems | 1| 2| 3| 10. 3 Can be convinced and persuaded | 1| 2| 3| 10. 4 Is a warm-hearted person | 1| 2| 3| | 11. GENERAL | T| NS | UT| 11. 1 I have considered changing jobs | 1| 2| 3| 1. 2 I have been looking out for another job | 1| 2| 3| 11. 3 I am thinking of resigning| 1| 2| 3| | | | | THANK YOU | | | | Please check to make sure that you have not missed any questions. |