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Motivation and Career Anchors Assessment TC "Motivation and Career Anchors Assessment" \l 2

The Career Anchor serves to define which of our needs has the highest priority; which of the factors in our work lives we may not be willing to give up because they represent who we really are. Many people are not really clear about what is most important to them and find they make career choices that are inappropriate and lead to dissatisfaction at work. The purpose of knowing your Career Anchor is to develop sufficient insight to be able to make intelligent and appropriate career choices. Each of the anchors is discussed in detail following the assessment.

The items in this inventory are designed to help you identify the Career Anchor or self-concept that is most important to you in your work life. As you answer the questions, think in terms of what it is you really want in your work life. Remember, there is no right or wrong answers - only your answers.

For each statement, circle the number that best rates how important it is to you to have this factor in your work life. How willing would you be to give it up? How critical is it for you to retain it?

Very Important Not Important

Scoring Your Career Anchor

To find your career anchor, transfer your ratings on each of the 64 questions onto the scoring sheet on the following page. Add the scores down each column and place this number in the corresponding TOTALS box below each column. The highest score is your Career Anchor. If any two scores are close (within 10 points), read the description of each of the two Career Anchors and see which one you feel best describes your true preference. The Career Anchor indicated by your second highest score may also be an important indicator and should also be recorded. The Career Anchor descriptions follow the scoring form. If one of the descriptions seems to be accurate with your own self-perceptions but is not your highest number, use that one as your Career Anchor, regardless of the scores. Record your Career Anchors on the lines below:

My primary Career Anchor is: __________________________________________ TC "Career Anchors" \l 3

My secondary Career Anchor is: ________________________________________

Career Anchor Scoring Sheet

Career Anchor Descriptions TC "Career Anchor Descriptions" \l 3

SECURITY, STABILITY, ORGANIZATIONAL IDENTITY TC "Security, Stability, andOrganizational Identity" \l 4

This Career Anchor is usually subdivided into two categories. First, there are those people whose careers are anchored in the stability of employment in an organization. This person becomes strongly identified with the company and seeks the security of a long-term employment relationship, regular wages, and a modest progression through the ranks. They show loyalty, the willingness to change locations if the company and the job require it, and the acceptance of whatever assignments come along.

The second type of security anchor is geographic location. These individuals are strongly rooted in the region, often have most of their family members in the same area, are active in the community, and may sacrifice promotion and standard of living to avoid moving from one location to another.

Success for security anchored people is experienced through having contributed to a company over the long haul, regardless of the level of that contribution.

AUTONOMY/INDEPENDENCE TC "Autonomy/Independence" \l 4

This anchor applies to people who have an overriding need to do things their own way, in their own time, and independent of others to the greatest extent possible. Being autonomous should not be confused with being an entrepreneur. Building a new business and taking risks is not necessarily a component of autonomy. People who value autonomy and independence may find the typical organizational roles constraining and prefer to pursue organizational career paths that are out of the ordinary. This independence is characteristic of what many organizations call individual contributors, or internal consultants.

The autonomy-anchored person does not feel a strong sense of loyalty or obligation to the organization and would probably refuse a promotion or transfer if it meant giving up his or her independence. If they work in large organizations, they are attracted to jobs in which independence is possible: research and development, field sales, data processing, financial analysis, etc.

Sometimes autonomous individuals reach a high level of education in their striving to be free, independent, and self-reliant. Many professionals such as university professors, doctors, lawyers, individual corporate contributors, internal corporate consultants, and free-lance consultants have chosen careers that allow them to express their autonomy.

TECHNICAL/FUNCTIONAL COMPETENCE TC "Technical/Functional Competence" \l 4

The person anchored in technical or functional competence is most motivated towards being very knowledgeable and producing highly effective work in some field of specialization. They are primarily motivated by the content of the work they perform. These people tend to identify strongly with their expertise, and their self-concept is dependent on their ability to succeed and be recognized in their area of specialty.

Technical or functional competence may lead to a managerial position, but these people are only satisfied if they can manage within their discipline and would avoid a promotion if it meant leaving their specialty and losing their connection with that field. People with this anchor are seldom satisfied in a generalist position.

Every occupation and organization has its technical/functional specialists who are capable of making outstanding contributions when they are allowed to develop and use their expertise.

MANAGERIAL COMPETENCE TC "Managerial Competence" \l 4

The key motivations for people anchored in managerial competence are advancement up the corporate ladder to higher levels of responsibility, growing opportunities to serve in a position of leadership, increasing contribution to the overall success of the organization, and a long-term opportunity for high income and estate-building.

People committed to managerial competence recognize the need to excel in three basic areas of management: analytical, interpersonal, and emotional. Analytical competence is the ability to identify, analyze, and solve problems under conditions of uncertainty or incomplete information. Interpersonal competence includes the ability to supervise people and to influence, lead, and control them toward their achievement of organizational goals. Emotional competence includes the capacity to remain energized and proactive, without excessive anxiety or guilt, during periods of high stress, emotional and interpersonal crises, appearances of failure, and increasingly higher levels of responsibility and authority, and in general be able to handle the characteristic pressures and stresses that accompany management responsibilities.

The person with managerial competence as a Career Anchor has significant in all three areas, as differentiated from the technical or functional person who is highly developed in one skill area. This competence is recognized principally through promotion, and the managerial-anchored individual requires frequent promotions to remain satisfied.

ENTREPRENEURIAL CREATIVITY TC "Entrepreneurial Creativity" \l 4

The individual with an entrepreneurial anchor has a strong need to create a new business, the motivation to overcome obstacles, the willingness and the courage to run risks, and the desire for personal gain and recognition for what is accomplished.

It is important to separate entrepreneurial creativity from the autonomy anchor and from the technical/functional anchor. The entrepreneur is firmly rooted in ownership, creating a marketable and profitable product or service (regardless of the technology or intellectual discipline involved), and in making large amounts of money.

These individuals seldom stay with an organization that is not their own for long periods of time. They are eager to be fully active in an enterprise of their own creation where they can sink or swim on the merits of their personal ideas, abilities, personality, and drive.

SENSE of SERVICE/DEDICATION to a CAUSE TC "Sense of Service and Dedication to a Cause" \l 4

People with a service anchor are characterized as being principally motivated by dedicating their work and sometimes their lives in the service of others. This dedication may take the form of working in a position in which they can directly serve others as counselors, physicians, therapists, nurses, or in the other helping or supportive occupations and professions. Service may also take the form of providing comfort, entertainment, leisure activities, athletic training, personal or business support activities (personal or administrative assistant), or any support service that represents a contribution to others.

They may also manifest this dedication through a commitment to the preservation or realization of a set of values that they consider important not only in their own lives but also in the larger world around them. Money is not usually an important motivater for these people. Recognition, along with financial and working support for their work and cause, is far more important and often drives their major activities: public relations, fund raising, and enrolling volunteers.

Not everyone with this anchor is dedicated to a charitable cause. For example, a scientist who has a desire to improve the environment may stay in a job only if he or she can work on environmental matters. A personnel manager may be expressing a desire to serve people. An executive assistant may be committed to serving his or her boss, and full-time parenting may be an expression of the service anchor.

PURE CHALLENGE TC "Pure Challenge" \l 4

For the challenge-anchored person, the one thing that matters is being challenged at the highest possible level. Success is defined in terms of winning the war or the game or the contract or the sale, overcoming obstacles, being the best, being the first, beating the competition, reaching for their highest, surpassing previous goals, and so on.

This person sees the area of work or the specific job to be performed as secondary to the experience of challenge. They often seek variety in their careers (and in their lives in general) and, in the absence of challenge, become highly dissatisfied. Easy things are boring.

LIFE-STYLE INTEGRATION TC "Life-Style Integration" \l 4

For people whose anchor is life-style integration, work is not the major vehicle of self-expression. They are most interested in ensuring that they have a life balanced among various interests such as family, friends, hobbies, recreational and leisure activities, study and learning other than work-related subjects, and so on. They develop their self-concepts around issues of their total life styles, and how they define those life styles is the major guide and constraint on their careers.

These people choose jobs, careers, and organizations that allow them to make all the major sectors of their lives work together into an integrated whole. Career decisions do not dominate their lives.

TOTALS

Autonomy/

Independence

Entrepreneurial

Creativity

Security, Stability,

Organizational Identity

Life-Style

Integration

Technical/

Functional

Competence

Managerial

Competence

Sense of

Service/

Dedication

to a Cause

Pure

Challenge

· Based on your career anchors exercise, how well do you think that your career anchors match your current job (or target job)? Are there any values that you have indicated that are not part of your current job? How might you be able to shift your current job or career plan to include these values?

· What is the relationship between career planning and lifelong learning? How are you building lifelong learning into your Professional Development Plan? What resources are available to you through Excelsior, your employer, your profession, and your community to facilitate career planning and lifelong learning?

After you have filled out the worksheets, write a short report (2-3 pages) based on the findings in your worksheets, with at least one paragraph for each of the four main items below:

· Understanding of yourself

What is important in your work?

What are the "must haves" for you in a job?

What are your limiting factors?

· Understanding of your organization

What is important to your organization?

How is your organization changing?

Are there opportunities for growth in your organization?

What opportunities are available in your organization and how might your role change?

· What are the gaps?

Are there values of your own that aren't being met in your current position?

Are there values of your own that aren't being met in your organization?

Are there factors in your current position that limit you?

Where do you see yourself in 2 years, 5 years, 10 years?

· How will you meet these gaps?

What skills do you need to acquire?

What barriers might prevent you from reaching your future goals?

What resources are available to help you overcome any barriers or obtain the skills that you need?

What is your 2 year, 5 year, and 10 year plan?

This paper should be attached to this dropbox, be in Word document format and include APA citations where necessary. Please review the rubric while completing this plan.