Your learners will go through their scholastic and professional lives, succeeding more where they know there is a good fit between their personal values and beliefs and those that are played out in each of their organizational memberships. Most of what is presented in this chapter gives the learner a set of concepts by which to recognize the organization structure and culture on that side of the fit. What must they know about themselves to align the interior side of this fit with an organization—those very same personal values and beliefs? An ethical dimension to be pondered in the original exercise that follows is this. Learners hear how scarce the good jobs are becoming from the media and their social contacts every day. How choosy can they be in seeking the place to work where there is likely to be a strong fit between their values and those of the employing organization? Perhaps the practical thing to do is talk themselves into the proposition that they can work anywhere for the right position and compensation, as long as they are not drawn into something illegal. In other words, get the job and adapt. Fit oneself into the place, rather than risk not finding a place at all.

Questions:

1. Pose the question: Would you really work at any company where you can get the best deal? In other words, do they subscribe to the rather cynical proposition that “one size fits all”?  Why or why not? What are the relative costs of each to one’s peace of mind? 

2. You may have to listen to some disturbing “facts of life” stated from the point of view of those who are not working in the relatively cloistered, value-centered realm of academia. They may, if they trust you and each other, speak candidly about the real in “real world.” On the other hand, you may be pleasantly surprised to hear that they would step away from or leave employment that would have them be a person they are not.  Perhaps you have done so in your career and would choose to let them know this as an act of trust in their discretion. 

3. Learners may wish to somewhat mask their true feelings about this question. Therefore, here is a system to bring out their initial statements without direct attribution. 

a. Set out two boxes with slits in the top to allow them to drop in a file card. One box is marked: 

Box A: Placement worth waiting for (long shot). The other box is marked: 

Box B: Placement here and now (sure thing). 

b. Give every learner two file cards. Instruct them to leave one of the cards blank. On the other, they are to print legibly why they choose to throw their lot (at this point in their careers) in one box or the other. They are not to discuss what they have written with anyone. 

c. Now, ask them to form a line and file past each of the two boxes. They will drop the card with writing in the one they would choose (A or B) and will drop the blank card in the one they would not choose. This way, they are preserving some anonymity. 

d. Solicit two volunteers. One will open and read the cards in Box A. Then, the other will read the cards in Box B. When they come to a blank card, they say “blank.” Keep a tally on the box of how many blank cards are posted in Box A and Box B. This will give the class a trend to consider along with hearing what is read to them. 

e. You may choose to have learners talk over in teams what they have heard and said about the dilemma of waiting to find jobs that will fit them, or take any job and fit in. Alternatively, lead a general class discussion. Is it possible to be value-neutral to keep a job that meets at least some of one’s practical and professional needs? If it turns out that, the fit with organizations in Box B is creating problems for the rest of the people in the organization, as well as yourself, is quitting the right thing to do? What if the offers that come out of Box A are rare? How long can and should one wait?