THEME: Goal Setting, Reflections and Self-Assessment
Lesson: Quick Work Preference Inventory
Learning Outcomes
 Students will reflect upon and understand the different work styles that exist, after the completion
of a Work Preference Inventory
Essential Questions
 What kind of worker are you?
Level
 Grade 11
Time
 2 x 15 minutes
Materials
 Work Preference Inventory Handout
 Work Preference Results Handout
Procedure
Lesson 1 – 15 minutes
1. Write essential questions on the board.
2. Engage on a discussion based on the essential question. Ask students, “What kind of worker are
you? Think about group projects… Do you prefer to take charge and lead? Or do you prefer to just
be given a task and complete it? Would you rather brainstorm ideas or research information? Do
you prefer assignments where there is only one correct answer or do you like more creative
assignments?...”
* Teachers may review the Inventory to get a sense of where these questions are going…
3. Handout the Work Preference Inventory Handout. Review the directions with the students for “Step
One”. They are to choose one of the two options that are presented for each row (A,B,C or D), that
describes them best. Note that these options are broken into Work Preference Categories.
4. After the Inventory is completed, students are to complete “Step Two” and total their results for
each column.
5. Next, students are to note in which column they scored highest: A, B, C or D. If they have a tie
between columns, note both. Once they have their score, they are to check the “Work Preference
Results”.
Lesson 2 – 15 minutes
1. Review the results from the previous day’s Work Preference Inventory. Discuss any questions the
students may have regarding the Inventory (ie: vocabulary or terminology).
2. Finally, have students identify their work style. Give students the handout titled, Work Preference
Results. Students are to identify their preference for working, provided in the categories. They
will be either, a “Focuser (Self-Starter)”, “Relater (Enthusiastic)”, “Integrator (Finisher)”,
“Operator (Detailer)”.
Closure
 Ask students how knowing their work style will benefit them when choosing groups for
assignments. Prompt them into the realization that if you have too many individuals of the same
work style, it may be difficult to complete the assignment. Or if there are difficulties completing
the assignment, knowing that there are different work styles out there will help the students come
to understand reasons why some groups work better than others.
 This assignment basically helps increase student understanding regarding their personality and
work behaviour.
Reference: www.careerperfect.com/content/career-planning-work-preference-inventory/
Quick Work Preference Inventory
Step 1
Choose one of the two options presented for each row across that fits you the closest; for
example, in Row 1 choose between A or B; in Row 2 choose between A or C; etc.
I LIKE assignments which enable me to:
A
1.
Take action
2.
Take action
3.
Take action
B
C
Coordinate activities
Gather information
Follow procedures
4.
Coordinate activities
5.
Coordinate activities
6.
Gather information
Follow procedures
Gather information
7.
Accomplish tangible
results
8.
Accomplish tangible
results
9.
Accomplish tangible
results
Creatively problem-solve
Analyze facts/data
Participate with others
11.
Participate with others
12.
Creatively problem-solve
Analyze facts/data
Creatively problem-solve
Be in charge
14.
Be in charge
15.
Be in charge
Follow procedures
Participate with others
10.
13.
D
Analyze facts/data
Be involved
Be self-directed
Be systematic
16.
Be involved
17.
Be involved
Be self-directed
Be systematic
18.
Be self-directed
19.
Know what needs to be
done; then cut loose and do it
20.
Know what needs to be
done; then cut loose and do it
21.
Know what needs to be
done; then cut loose and do it
Be systematic
Know who else will be
included or affected
Know why an
assignment is to be done
Know how an
assignment is to be done
22.
Know who else will be
included or affected
23.
Know who else will be
included or affected
24.
Know why an
assignment is to be done
Know how an
assignment is to be done
Know why an
assignment is to be done
Know how an
assignment is to be done
Step 2
Total your selections
A
B
C
D
Totals:
Add the total number of checked circles in columns A, B, C and D.
Accuracy Check: Total of A+D+C+D =
(Should be 24)
Next, note in which column you scored highest: A, B, C or D. If you have a tie between
columns, note both. Once you have your score, check the Work Preference Results
below.
Work Preference Results
The column in which you scored highest represents your preferred work style. (If
you tied scores, you can consider both columns to represent your preferred work styles.)
A If you scored
B If you scored
C If you scored
D If you scored
highest in A, your
highest in B, your
highest in C, your
highest in D, your
work style and
work style and
work style and
work style and
defining characteristics defining characteristics defining characteristics defining characteristics
are listed below in this are listed below in this are listed below in this are listed below in this
column
column
column
column
Your work style is:
Focuser
(Self-Starter)
Relater (Enthusiastic) Integrator (Finisher)
You like to:
Focus (What)
Relate (Whom)
Integrate (Understand Operate (Understand
Why)
How)
You want to know:
Task at hand
Big Picture
Significance
Details
Your preferred roles
are:
Taking charge;
Working
independently
Coordinating;
Facilitating
Problem-solving;
Diagnosing
Monitoring; Analyzing
You are concerned
with:
Practicality
Teamwork
Innovation
Documentation
You manage by:
Directing
Organizing
Planning
Controlling
Your managing style
is:
Authoritative
Democratic
Self-directed
Systematic
You want to be:
Productive
Flexible
Self-reliant
Accountable
You value:
Experience
Participation
Questioning
Compliance
You follow:
Strong leader
Focus of group
Personal reasoning
Policy
You work well with:
Clear goals
Broad goals
Ideas/Input
Systems
Your focus is on:
Outcomes
Involvement
Input
Procedures
You want to have:
Authority
Influence
Time to assess
Boundaries
You learn best by:
Doing
Observing and
participating
Listening
Repetition
Operator (Detailer)