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Values
at Work 9-5:
What is important?
| Course Number |
LWE901 |
| Objectives |
At the end of this course, you will
have: 1. determined my life
priorities, 2. translated them into work-related values, 3.
recognized value-barriers, 4. applied values in workplace cases, and
5. analyzed values@work.
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| Credit Hours and Fee |
3.0 CE Credit Hours with a fee of $24.00 |
| Instructor |
Rudolf Klimes, PhD (Indiana University), MPH
(Johns Hopkins University);
Adjunct Professor at Folsom Lake College, Folsom CA. |
Welcome
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1.
LIFE PRIORITIES
(My
life priority is___________)
Consider what you want out of life. Select ONE
of the following goals as your life priority: (There are no right or wrong
answers here.)
| __Make money and be rich. |
__Be famous and important. |
| __Serve others effectively. |
__Other____________________________ |
| __Be at peace within myself. |
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ERIC_NO:
ED320061,
Two Paycheck Families: Therapeutic Techniques to Enhance Family Functioning, by
Chambliss, Catherine; Hartl, Alan J.,
1990
ABSTRACT:
American family life is being transformed by the trend toward two paycheck
families, yet most people have not been socialized to live in this way, and
social institutions have been slow to accommodate the needs of two paycheck
families. Accordingly, this paper presents a package of therapeutic techniques
designed to help members of two paycheck families learn how to adjust to this
family lifestyle. After a brief introduction, an audience-generated list of 12
common family stressors is presented and external and internal sources of stress
are defined. The main part of the paper presents a therapeutic model for dealing
with the stresses in two-paycheck families. Techniques are classified under four
headings: control, courage, commitment, and cooperation. Control techniques
emphasize locus of control, mutual brain storming, rethinking, and shared
gloating. Courage techniques address perfectionism, learning to say no,
rewarding effort despite outcomes, and experimentation. Commitment techniques
address life priorities, self-defeating fantasies, guilt, and
marital enhancement. Finally, cooperation techniques include delegation,
household preferences, scheduling, and friendships. www.askeric.org

2.
WORK-RELATED VALUES
(I work for___)
A value is something of worth that is useful or
important to the possessor. In order to reach my above life priority, I plan to
place special emphasis in my 9-5 work-life on the issues in ONE of the following
value groups:
___Insights into issues, enjoying an inner
life, being relaxed, having a balanced life.
___Gaining recognition, obtaining the respect
of peers, being accepted, accomplishing great things.
___Handling conflicts, solving problems,
communicating, being honest & sensitive to the needs of others.
___Having physical life comforts, increasing
resources, being financially secure, investing money.
ERIC_NO:
ED283071,
The Role of Work Values in Leader-Member Exchange, by
Steiner, Dirk D.; Dobbins, Gregory H.,
1987
ABSTRACT:
The Leader-Member Exchange (LMX) approach to leadership emphasizes the
interactive nature of the superior-subordinate relationship, asserting that an
individual's role in an organization is defined through a series of episodes
with the supervisor. Because work-related values
are potentially important subordinate characteristics in LMX development, a
study was conducted to examine the role that leader and subordinate work values
and leader attributions play in the development of supervisor-subordinate
relationships. Undergraduate management students (N=111) with either high or low
intrinsic and high or low extrinsic work values supervised the work of four
theoretical subordinates. The work values of the "subordinates" were also
manipulated. Analyses revealed that subordinates with high intrinsic or
extrinsic work values were treated with greater negotiating latitude and were
assigned more challenging tasks. Attributions for the subordinate's past high
performance were more internal and less external when the subordinate had high
intrinsic and extrinsic work values and when subordinates had work values
similar to those of their leader. Furthermore, attributions for past subordinate
performance were found to mediate the effect of work values on
leader-subordinate exchanges.

3.
OVERCOMING VALUE-BARRIERS
(I plan to work
against___)
The main barriers that stop me from expressing
the above marked values in my 9-5 life are:
___I am self-centered and unable to let others
get ahead of me. I have to be in control.
___I am not able to keep the larger issues of
life in mind at work. On my job I am in the here-and-now mode.
___I just work to make money and to pass the
time. My real life is after work.
___I feel helpless and blame others for my
difficulties. I often see myself as the scapegoat.
___Other
barriers________________________________________________________
ERIC_NO:
ED393977,
Educational Intervention for Nurse Managers in a Situation of Need for Rapid
Change by
Davies, Susan,
1996
ABSTRACT:
The principles of action research were used to identify the reasons for
substandard patient care in two long-term care facilities in Quebec; then, a
20-hour inservice education course for nurse managers at the facilities was
developed, presented, and evaluated. Fifteen nurse managers (1 director of
nursing, 12 health care managers, and 2 nurse clinicians) who volunteered for
the study completed a learning needs assessment to identify their work-related
values and gaps in their managerial and clinical expertise and
self-efficacy. The nurses then participated in 10 2-hour training sessions that
were designed on the basis of the needs assessment and ongoing discussions. At
the end of the 10-week course, participants completed 2-hour written
evaluations. One month later, they participated in a learning circle and
responded to trigger questions to validate the evaluation findings. The course
was credited with effecting changes in the participants' values and behaviors
that in turn resulted in improved practice on the part of personnel in their
units.
Summary Notes: The definition of the concept of value
includes worth. A life priority can be reached best by emphasizing values.
Historically, nurses made their work priority service. The value "Work with
Others" deals with teams.

4. APPLYING VALUES@WORK, 9-5
Below state the number of the case which you
identify with the most and the least. Give reasons.
CASE
4.1: Henry has become comfortable with his highly creative co-worker, Jim, and
his slow plodding boss, Mary. He now realizes that everyone has talents and
weaknesses, even he himself. It struck him all at once when he had to admit that
Jim and Mary, in spite of their limitations, had things more together than he
himself did.
CASE 4.2: When Ray reached 40, he realized that he will never change the world
or be president of Intel. He had the respect of his supervisor, co-workers,
family and friends, and that seemed enough. He did not have to impress them any
more to earn brownie points.
CASE 4.3: June was very frustrated at work. She called herself a perfectionist,
but one day she learned that that was just a cover-up for focusing on other's
reactions to her work rather than on the quality of her work. For her, work was
not only dealing with things, but mainly with people. When she was able to make
real friends of the people around her, she began to relax.
CASE 4.4: Marg had a mixture of fear and anger against many of her
fellow-workers. Fear because she felt she could not trust them to understand her
special problems. And anger for being so isolated. As she talked out her
problems with one of her co-workers, she soon concluded that her problems were
not so special. Her anger started to dissipate when it was pointed out to her
that she herself was the cause of her isolation.
CASE 4.5: Jane knew for sure that her life had a larger purpose and that her job
was a fulfillment of that purpose. She was a part of a larger design. One of her
stages was her worksite.
CASE 4.6: Harry saw himself as an agent of encouragement not only in his home
and among his friends, but also at work. Generally, he felt good about his lot.
With so many conflicts and problems around him, he did his best to create a
positive and constructive attitude at his workplace.
CASE 4.7: The technical nature of Jim's work demanded his total concentration.
At that time, the only values that were important were honesty and 100% quality.
But in the transitions, in the planning and reporting, Jim was very much of a
team-player who respected his co-workers and pitched in where he was needed.
State the number of the case with which you
identify.
the most:___________________
Why?_____________________________________
the least:___________________
Why?_____________________________________
Select your work priority on which you plan to concentrate
now:
___MONEY: I see myself wasting less time and
making more money.
___PERSONAL INSIGHT: I cannot get upset by the
problems around me. I will live mainly within myself.
___JOB PROMOTION: Whatever it takes, I will get
to the top.
___SERVICE: I am here at work to help our
clients, fellow-workers and supervisors.
ERIC_NO:
ED243373,
RN Baccalaureate Education: A Process-Product Evaluation, 1979-1983. Final
Report. By
Jacobsen, Marilyn-Lu W.; Sabritt, David,
1983
ABSTRACT:
Processes and outcomes associated with baccalaureate education for registered
nurses were studied longitudinally as part of the Sleuthing Nursing Pathways
Project. Participants included about 500 registered nurses who entered the
Bachelor of Science in Nursing (BSN) programs at the University of Kentucky, the
University of Louisville, Northern Kentucky University, and the University of
Cincinnati between 1979 and 1982. Evidence was found that registered nurses'
completion of a baccalaureate program was associated with changes in work-related
value systems described as a transition from technical to
professional outlooks on nursing. Factor analysis revealed four dimensions:
identification with nursing as an organized profession; belief in the use of
expanded forms and sources of knowledge; acceptance of holistic approaches to
nursing; and belief in the capacity of nurses to act autonomously and make
independent decisions. The performance and role structure of registered
nurse-BSN graduates were compared with those of generic BSN, associate degree,
and nursing diploma graduates working in similar settings. www.askeric.org

5. ANALYZING VALUES@WORK
Look for the answers to the following questions
in the underlined sources. Click on them. Please read the articles carefully,
since they also provide information that will be tested.
5.1
How are values such as justice, belonging and service defined? Career
Values.
5.2
What are some intrinsic and extrinsic values?
5.3
How did your values change through the years? In a 1990 US government survey,
high school sophomores stated their values as: 85% work success, 77%
relationships, 65% leisure time, and 44% money. Yet most adults say that they
work for the money. Grady Cash found that work-stress was related to personal
finance in 40% of cases, relationships in 25%, work in 20% and health/safety in
15%. Historically, nurses saw their work as service. Optional further readings
may be found in 1st Corinthians 12:8-11 (that deals with diversities of gifts
given to each one for the profit of all, namely wisdom/knowledge, faith,
healing, etc.) and Matthew 25:40 (that focuses on service to the least
fortunate).
Ethics
Resources
Ethics
Glossary
Classic Texts in
Ethics
Ethics
Connection - What is Ethics?
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