CLASS EXERCISE: NEEDS PRIORITY EXERCISE PURPOSE This class exercise is designed to help you un- derstand employee needs in the workplace. INSTRUCTIONS (SMALL CLASS) Step 1: The table below lists in alphabetical order 16 char- acteristics of the job or work environment. Working alone, use the far-left column to rank-order the importance of these characteristics to you personally. Write in "1" beside the most important characteristic, "2" for the second most important, and so on, through to "16" for the least important character- istic on this list. Step 2: Identify any three (3) of these work attributes that you believe have the largest score differences between Gener- ation Y (Millennial) male and female college students in your country (i.e., those born in 1980 or after). Indicate which gender you think identifies that attribute as more important. Step 3: Students are assigned to teams, where they compare each other's rank-order results as well as perceived gender dif- ferences in needs. Note reasons for the largest variations in rankings and be prepared to discuss these reasons with the Personal Ranking of Work-Related Attributes ATTRIBUTES OF WORK (LISTED ALPHABETICALLY) Challenging work Commitment to social responsibility Good health and benefits plan Good initial salary level Good people to report to Good people to work with Good training opportunities/developing new skills Good variety of work Job security Opportunities for advancement in position Opportunities to have a personal impact Opportunities to have a social impact Opportunity to travel Organization is a leader in its field Strong commitment to employee diversity Work-life balance 152 entire class. Students should pay close attention to different needs, self-concepts, and various forms of diversity (ethnicity, profession, age, etc.) within your class to identify possible ex- planations for any variation of results across students. Step 4: The instructor will provide results of a recent large- scale survey of Generation-Y/Millennial postsecondary stu- dents (i.e., born in 1980 or after). When these results are presented, identify the reasons for any noticeable differences in the class. Relate the differences to your understanding of the emerging view of employee needs and drives in work set- tings. For gender differences, discuss reasons why men and women might differ on these work-related attributes. INSTRUCTIONS (LARGE CLASS) Step 1 and Step 2: Same as the small class instructions. Step 3: The instructor will ask students, by a show of hands (or use of classroom technology), to identify their top-ranked attributes as well as the attributes believed to have the greatest gender differences among Gen-Yers. Step 4: Same as above. YOUR RANKING (I-MOST IMPORTANT)