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Evaluation of motivation in the selection of employees. Motivating questions Motivate for new questions

Topics to get started

Clarification

Heart of the matter

What do you think is the problem?

What's stopping you?

What do you see as the biggest obstacle?

What worries you the most about this?

What do you want?

What do you mean? Like this?

Is something stopping you? Can you tell me more? What exactly do you want?

Topics for the "study of life"

"Life exploration" is a type of so-called "effective question" that is commonly used as a homework assignment in between coaching sessions. You ask the client to think about these questions (topics) for a week. Instead of looking for the only correct answer, the client is immersed in self-exploration, through which he learns and knows himself better. The following list of topics for "life research" is by no means exhaustive. Coaches who are creative in their work will always add new topics.

What do I want?

What does it mean to live full life"? What do I put up with in my life, what do I endure? Which of my ideas (expectations, etc.) are unrealistic?

What is integrity? How am I organized, how do I function?

What does it mean to me to live according to my values?

What does it mean to be "powerful"? How does this manifest itself in my life?

What does it mean to "be present"? How does this manifest itself in my life?

What is my usual mood? Is it a habit?

What is a choice? What does it mean to "choose"? How does this manifest itself in my life?

Where, in what situations do I allow myself not to keep my word? What is the difference between "desire" and "goal"? Am I living my life or trying to please someone? (How does it manifest itself?).

What do I do to avoid contact with my feelings? (Maybe I escape it by abusing alcohol, food or work?).

Where is my attention directed? (On yourself, on other people, on work, on daydreams, on your vision of the desired future, on your values, on your complaints?).

What works"?

What supports me and helps me move on? What does "work" mean to me? What gives me freedom?

What does it mean to "prosper" and "prosper"? How does this manifest itself in my life? Where am I too hard on myself?

What is present in my life (external and internal conditions) when I am “on top”?

What means of self-organization leads me to victory? For what problems of the world am I the solution?

In what situations am I unable to laugh at myself? What do I need to achieve my goals? What is the difference between self-realization and wellness?

Great goals call to action; vague, indefinite - quickly forgotten. What are my own goals? What am I building? Cathedral or high-rise apartment building? What am I becoming?

What does it mean to "be fearless"? How does this manifest itself in my life?

What would I like to be this week?

What does it mean - "to allow" or "allow"? How does this manifest itself in my life?

What does it mean - "to include in the area of one's interests" or "accept"? How does this manifest itself in my life? What does it mean to be "creative"? How does this manifest itself in my life?

What effective questions could I ask myself every morning?

What does it mean to "be persistent"? How does this manifest itself in my life?

What is "inspiration"? How does this manifest itself in my life?

What banner do I carry?

What does it mean - "to be powerful", "cheerful", "to be in contact with your strength", "to be purposeful"? And all this at once? How does this manifest itself in my life?

What suffering do I see in the people around me? What does it mean - "to speak (or act) from a pure heart"? How does this manifest itself in my life? How do I keep myself out of life? What am I doing right now: affirming life or drowning it out in myself and others?

What does it mean to "follow your intuition"? How does this manifest itself in my life?

What does it mean to "be focused"? How does this manifest itself in my life?

What does it mean to "be a leader"? How does this manifest itself in my life?

When the client is stuck

What is not true here? What am I resisting now?

If I were “on top” right now, what would I do? Where do I give up my power? In what situations? To whom do I give it?

What are my false beliefs?

What kind am I aiming to do? Who do I want to be? (Knowing or ignorant?). What do I need to leave alone? What is missing?

What is needed in this situation?

What does it mean to be "a special, exceptional person"? How does this manifest itself in my life? Evidence of what exactly am I going to look for this week?

What does it mean to "beget" or "cause"? How does this manifest itself in my life? What do I "want" as opposed to "should"? Where do I automatically agree with something or refuse something?

Where do I limit myself? What are the other possibilities? Where did I get too comfortable?

What does it mean to "go with fear"? How does this manifest itself in my life?

What does it mean - "tie up"? How does this manifest itself in my life?

What does it mean to "go to extremes"? How does this manifest itself in my life? Where do I betray myself?

What else can I do to follow my values? What would you need to ask me to move on?

What are effective and motivating interpretations of what is happening to me?

Where do I not compromise? And where do I show excessive flexibility?

What do I have to pay for ________________?

Where do I keep myself from acting? What am I not giving to the world? What am I not willing to risk?

What does it mean to "succumb"? How does this manifest itself in my life?

In what situations do I suffer, suffer? What will set me free?

What are my beliefs behind this situation? What are my expectations?

Classification questions ("passport"). Questions about a respondent's sociodemographic characteristics are included in the questionnaire to rule out competing hypotheses and to refine our understanding of existing patterns by looking at how they differ across demographic groups. Almost any questionnaire includes questions related to the following parameters: gender, age, nationality / religion, income, education, occupation, marital status, family composition, length of residence in the area. The questionnaire almost always ends with “passport” questions. The quota survey uses this block of questions at the beginning of the questionnaire.

Fact questions. Exam type questions. From the whole variety of questions, one can single out those that fix an action that has already taken place, indicate the presence of some fact. For example, he quit his job, bought a color TV, vacationed at the sea, has a library, etc. These are the so-called factual questions. They should be clearly defined in time and space: “Did you have a permanent job during last year?”, “How many times have you been to the cinema in the last month?”.

Factual questions, as a rule, are not difficult to understand and difficult to answer. True, some of them may require both a good memory and considerable mental effort, when the researcher, for example, asks about the distant past or asks to sum up some actions or average them: “How many cups of coffee do you drink a day?”, “What is the average Do you study?”, “How do you usually spend your free time?” etc. In factual questions, it is obligatory to fix specific temporal and spatial frameworks. “Tell me, please, exactly how many times during the last year did you go to the cinema?”

To check the accuracy of information, you can enter the so-called. "exam" questions containing tasks, experimental situations, the solution of which requires the respondent to use certain information, skills, as well as familiarity with specific events, names. Respondents are often asked to indicate the place of work of famous politicians, artists, sportsmen. Sometimes respondents are asked to interpret a list of terms. Thus, you can find out the degree of familiarity with any field of activity.

Motivational questions, which include questions about opinions, attitudes, and motives, are very attractive to sociologists. They give an idea about the attitudes of the respondent, how he understands and perceives certain events, etc. Motivational questions begin with the words: “How do you think …” or “How do you evaluate …”, “Who should be responsible for …”, “Why did you choose …”, “Where, in your opinion, is better …”.

Motivational questions are often used in the study of public opinion, for example, during elections. Without going into a detailed analysis of the essence of motivational behavior and the value of studying it for sociological research, we only note that they are interesting primarily as a kind of ideal model of human behavior. But ideal representation and actual behavior are far from being the same thing.

From the whole variety of questions, one can single out those that fix an action that has already taken place, indicate the presence of some fact. For example, he quit his job, bought a color TV, vacationed at the sea, has a library, etc. These are the so-called factual questions. They are usually clearly defined in time: "Have you permanent job during the last year?"

Factual questions are one of the main types of questionnaires and play an important role in sociological research. First of all, they are interesting in that, having fixed an already accomplished fact, act, action, they no longer depend at the time of the question on the opinion of the respondent, his condition, assessment, etc. This allows you to get an objective picture of certain aspects of people's activities. So, when determining the standard of living of certain social groups it is possible to follow the path of its determination by the respondents themselves. The respondents' opinion about themselves is also of interest and may be necessary in solving a particular problem. But it is possible to build a system of indicators that record only the fact of economic well-being, say, the presence of a car, an apartment, furniture, household items, etc., and, based on the analysis of these data, derive a general objective assessment of the standard of living of the studied groups. The conclusions of these two studies may be very different. I don’t know how it is in other countries, but in Russia they like to show off, they always underestimate the level of their well-being. And only factual data allows you to get a more or less accurate picture.

Factual questions, as a rule, are not difficult to understand and difficult to answer. True, some of them may require both a good memory and considerable mental effort, when the researcher, for example, asks about the distant past or asks to sum up some actions or average them: "How many cups of coffee do you drink a day?", "As an average Do you study?", "How do you usually spend your free time?" etc. The average in this case is not an assessment of activity, but some average action.

In this regard, some features of factual questions concerning the distant past and future action should be noted.

Factual questions, as already noted, fix what happened, facts independent of the respondent's assessment. But there is a danger here, if it concerns the distant past, that the fact (of presence, action) can be perceived through quality assessment situations. For example, we ask how many square meters of living space the respondent had 15 years ago. Most of the respondents remember this in best case approximately. The footage of a dwelling in these cases is often fixed through qualitative definitions: a large or small room, i.e. the way it remained in the perception of the respondent. Accordingly, the idea of \u200b\u200bthe footage of the room changes. Having once examined the living conditions of respondents that they had 15 years ago, we unexpectedly found out that depending on the increase or maintenance of the number of people living in an apartment, its total footage in the perception of residents decreases or increases. This can be explained by the fact that an overcrowded apartment is perceived as small, and a sparsely populated apartment as large.

And although in the given example the respondents' answer was expressed in some quantitative units, in fact, information was taken here about the respondents' assessment of their living conditions. As you can see, in this case there was a substitution of concepts, as a result of which the information received did not reflect the reality that was studied by the sociologist.

It is more difficult to analyze the events of past years, because, consciously or not, the respondent considers them in the context of the present day, the current situation and accordingly transforms his act, his assessment, sincerely believing that this is how it really happened. It is no coincidence that the past often seems better than the present.

Of a different nature are factual questions concerning future action. When a sociologist asks what the respondent would do if he met a hooligan on the street, he actually removes information not about the fact of behavior, but about the attitude to action. If the respondent answers that he would certainly fight back (in fact, it often happens the other way around), then his answer does not reflect real behavior, but only his opinion on this action, which is far from the same thing.

The main disadvantage of factual questions is that they do not study action in development, they only fix the fact, giving a momentary cut. However, to understand the causes of a particular phenomenon, this information is often not enough. That is why sociologists use the so-called motivational questions to study the deep sources of this or that phenomenon, the correct assessment of certain socio-economic, spiritual processes.

They have several forms and, accordingly, different purposes: they remove the intensity of the process, find out the motives of behavior, evaluate the activity (through the opinion of the respondents), find out personal attitudes, value orientations, show the direction of the process, etc.

The intensity of the process is removed by questions of this type: how often, rarely, more, less? Let's say: "How often do you watch TV?" (answer options: very often, often, rarely, very rarely, I don’t watch TV). Questions that study the intensity of the course of the process are used quite readily by sociologists, but they are difficult to analyze, since their interpretation is not the same for different people.

"What does it mean to get home for a long time in the conditions of a big and small city?". In both cases, respondents can answer that they spend a lot of time, but for a city like Moscow, this will mean about an hour and a half, and for a city like, say, Vladimir, only fifteen minutes.

What does it mean to watch TV often? For a person with a higher education, this is an average of one to two hours a day, for people with primary education it could be five or six hours. Therefore, when analyzing responses such as "often", "rarely", "more", "less", etc., it is first of all necessary to clearly know how the respondents understand these words, since their understanding can be very different from the researcher's attitude.

Motivational questions are very attractive to sociologists. They are often used in the study of public opinion, for example, during elections.

Motivational questions give an idea about the attitudes of the respondent, how he understands and perceives certain events, etc. Without going into a detailed analysis of the essence of motivational behavior and the value of studying it for sociological research, we only note that they are interesting primarily as a kind of ideal model of human behavior. But ideal representation and actual behavior are far from being the same thing.

The ideal idea, formed on the basis of past experience, in specific behavior is mediated by the real situation, the conditions of life. We ask women how many children they would like to have. Most often they answer: two or three children. In fact, most have one child, at least in Moscow.

Questionnaires also often ask the respondent to evaluate the prestige of a particular job, some events, actions, determine their attitude to a particular phenomenon, etc. Typical questions: "Tell me, please, how do you evaluate the work of your deputy?", "Are you satisfied with your work?" etc.

These questions at general approach aimed at clarifying the opinion of the respondent. As you know, sociologists mainly study public opinion. It is no coincidence that most of the questionnaire questions begin with the words: "How do you think...?", "What do you think...?", "What opportunities do you think there are...?" etc. In the practice of using motivational questions, it is necessary to specify the evaluation criteria or be able to agree on concepts. Without determining what the respondent and the researcher mean, how they understand this or that phenomenon, the sociologist runs the risk of inadequately evaluating the respondent's answers.

When studying the level of cultural development of any groups, one can, in principle, confine oneself to a direct question: "How do you assess your level of cultural development?", offering the respondents some kind of scale. What gives the researcher the information received, through such a direct question, through self-assessment? Only that the respondents rated themselves in such and such a way. But how this information, corresponds to some common criteria level of cultural development for this group? The only thing that can be said is that the data on the level of cultural development obtained through self-assessment are a reflection of some of the respondents' own criteria.

Such information is of little value if reference points and evaluation criteria are not chosen. Such criteria are established and defined by other questions. The researcher sets this criterion by formulating a series of questions, for example, about the presence of cultural consumption items in the family, about visiting cultural institutions, etc. By ranking the answers of the respondents according to some significance, the sociologist determines the level of cultural development of the studied groups of people. The researcher can correlate his criterion, the level of cultural development with the level of development as determined by the respondents themselves, and thereby identify deviations, how much it is overestimated or underestimated, how objective their self-assessment is, etc., which will allow determining the structure and direction of cultural consumption of various groups of respondents .

In order for the researcher and the respondent to speak the same language and understand each other, it is necessary to formulate control questions in the questionnaire. Let's say, after the question "Tell me, please, is there a big library in your house?" (Answer: "Big") the following question is asked: "Can you name the approximate number of books in your library?" (Answer: "About 100 books"). security question we determine what the respondent understands by "large library". By analyzing his idea of "big library" and relating it to the common understanding or the researcher's understanding, it is possible to determine some qualities of the respondent, for example, whether he wants to present himself in a more favorable light.

Thus, in order to determine the correctness of the respondent's understanding of a particular phenomenon, it is necessary to correlate it with another understanding. This other understanding may be the point of view of the researcher himself. By correlating the respondents' answers with their own ideas, the sociologist can conclude how correctly the respondent understands the phenomenon under study. But strictly speaking, neither the researcher nor the respondent can claim that their understanding is true, i.e. how much the understanding of the phenomenon under study by the researcher and the respondent coincides with such an understanding that reflects objective reality. A sociologist, of course, can accept his point of view as true and fully satisfy the research tasks, but this does not yet prove that his understanding corresponds to objective reality. For this, a third criterion must be introduced. For example, to take as a basis such an understanding of the phenomenon of an object, which is accepted in scientific literature and which received good check in numerous sociological research. As a criterion, one can take the understanding of the phenomena of the object by some expert group. The latter is typical for cases when it is necessary to define a poorly developed concept. Thus, a kind of coordination grid is created, where the answers of the respondents find their place and have clear coordinates.

Public opinion is a special world with its own internal laws and dialectics of development. How is public opinion formed? How does it affect public consciousness and behavior? What objective processes does it reflect? Ultimately, everything is determined by people endowed with consciousness, will, possessing value orientations who are interested in solving certain problems, having a real idea of how to achieve the goals. In turn, objective reality, which does not depend on the consciousness of an individual, has an impact on the formation of public opinion and public consciousness. The relationship between these phenomena is very complex and not yet fully understood. However, it can be said with confidence that only a comprehensive, close study of the motives of representation and real behavior in their relationship to each other makes it possible to clarify the role of both in the problem under study, to identify the causes of a particular phenomenon.

Often, due to the understanding of the essential difference between the two forms of social existence, namely the ideal representation and real behavior, they are mixed, and then the motives act as the causes of behavior. Respondents' answers based on behavioral motives are often taken by sociologists as reasons, and as a result, unreasonable recommendations are issued. The ideal and real behavior of people, their attitudes and actions may not coincide completely or partially, and may even be opposite to each other.

Of course, it does not follow from what has been said that the study of the motives of behavior does not make it possible to discover the real causes. The motives of behavior contain a greater or lesser share of information that reflects, to one degree or another, real processes, through the study of which one can find an approach to identifying the causes of behavior.

Conceptual content of the question

One of the principles of conceptual division allows us to group questions into two types, namely with incomplete and complete division. The first type means that the set of alternatives offered to the respondent does not exhaust the entire conceptual content of the question. In the second type of questions, the set of alternatives completely exhausts it. Each of them has its own rules of construction and features of use.

Of great interest are questions with incomplete division. Their peculiarity lies in the fact that the concept contained in them has an unlimited division, and the set of alternatives becomes unlimited, as, for example, in the question "Which combination of colors do you like best?" The conceptual content of the question may be limited, but broad enough, and the respondent is offered a large number of response options, say "What literature do you have in your home library?" (options: historical, memoir, special, detective, fantastic, etc.).

The main difficulty and complexity of using this type of question is that the researcher must be limited to a certain and rather small set of alternatives. In fact, the sociologist cannot offer the respondent all possible answers. In most cases, this is not really necessary.

This or that set of alternatives can be dictated by various tasks.

1. The sociologist is interested only the fact of the presence of a certain phenomenon, process or feature, therefore it is limited to such a set of alternatives that only fixes this phenomenon. For example, the fact of indicating the presence of one or another literature indicates that the respondent has a home library. This is usually done in cases where it is not possible to ask a direct question.

2. The researcher wants find out how the phenomenon under study manifests itself or how intense the process is, for example, the degree of participation in the political life of the country. This can be determined by the forms of political life in which the respondent participates, assuming that participation in complex forms of political life indicates a great socio-political activity.

3. Sociologist researches some specific side of the manifestation of the phenomenon or process under study, some features of its course. So, along with revealing the fact of participation in the political life of society, the level of activity of the respondent, it may be necessary to find out in what area public life the respondent is most active: at the place of residence, at work, etc. Accordingly, alternatives are also selected.

4. Researcher studies a certain aspect of any phenomenon, process, for example, what kind of political activity the respondent conducts on the basis of importance, complexity, responsibility, or in which political organizations he works. Depending on the nature of political activity, one can determine the aspect of interest to the researcher.

5. The sociologist may also be interested in what features (characteristics) the respondent has, and from all possible options, he chooses those that characterize him to a greater extent, for example, as an active participant in public life.

And so on.

Each of these approaches requires a specific construction of a set of alternatives. So, in the case of fixing some phenomenon, process, revealing the intensity of its course, etc. it is impossible to take private, insignificant, random forms of its manifestation, since in this case there is a danger of fixing an unstable state of a phenomenon or process. It is necessary to be sure that, using certain indicators as answer options, alternatives to the question, we fix the essential characteristics.

For example, in a question about political activity, with a random set of alternatives, we may not get a true picture of the level of social activity of the respondent. Therefore, it is necessary to choose only those alternatives that could sufficiently reliably characterize the phenomenon under study, show the stability of its features, i.e. to choose the most significant indicators characteristic of the problem being solved.

The development of questions with incomplete division requires a clear definition of the conceptual content of the formulated question, a complete and clear definition of what information the sociologist wants to receive. This is probably why this type of question is used, judging by the published sociological questionnaires, reluctantly. Indeed, this question always leaves some dissatisfaction. I would like to ask a lot, but the volume of the question and the methodological requirements for limiting the number of alternatives do not allow this. As a result, the impression remains that a large amount of unclaimed and so necessary (especially when it cannot be obtained) information remains overboard. True, such dissatisfaction is the result of a fuzzy idea of what information a sociologist needs to solve a research problem.

In sociological questionnaires, the question with full division is most often used, i.e. a question, the alternatives of which, as subconcepts, completely or mostly exhaust the conceptual content of the question.

For instance:

PLEASE TELL WHAT LITERATURE DO YOU HAVE IN YOUR HOME LIBRARY?

Artistic ..............................................................()

political

scientific, special.................................... ()

educational............................................................ ()

The proposed set of answers for the most part exhausts (for the home library) the conceptual content of the question. Indeed, literature can be (in this context) either artistic, or political, or scientific, special, or educational. (Of course, other options for a complete division are possible: for example, "domestic", "foreign" - but this is a different conceptual content of the issue).

The main thing when constructing this type of question is to correctly maintain the volumes and the ratio of sub-concepts, which act as alternatives. It is necessary that the alternatives identified as subconcepts have equal volumes, the totality of which completely or at least for the most part exhausts the general concept that is put into the question by the context of the study.

But often this rule is violated. As the analysis of sociological questionnaires shows, at least four typical mistakes are made when constructing this type of questions.

1. Alternatives have too much generality. Often, their totality exceeds the content of the concept of a question in terms of volume. For example, questionnaires often ask about vocational training with such alternatives. Fragment of the questionnaire:

"TELL PLEASE WHERE DID YOU GET YOUR PROFESSIONAL TRAINING?"

In vocational schools, technical colleges and other schools........................…..()

Various professional courses......... ()

Directly in production ..................()

At the technical school........................................................ ()

At the university .................................................. ...............…()

In this issue, the introduction of the alternative "at the university" is not entirely correct, since it describes a wider range of phenomena: along with the professional, the institute also gives a general higher education. The respondent perceives the last alternative as a broader concept, which often leads to double answers, since he is forced to choose one alternative within the conceptual content of the question (what kind of professional training he has) and the second alternative within the more general concept(what does he have general education), which leads to a shift in the indicator vocational education. If the workplace employs a large number of workers with secondary specialized and higher education (currently there are from 10 to 30% of such workers), then this can lead to a significant distortion of information. In the aggregate of responses (double responses), the number of those with vocational training may turn out to be much larger than it really is.

The requirement to limit the scope of the concepts of alternatives often conflicts with another methodological requirement - limiting the quality of alternatives in the question. However, the latter inevitably leads in many cases to an increase in the scope of the concepts of alternatives, an increase in the level of their generality. The desire to reduce the level of generality, the reduction in the volume of concepts result in an increase in the number of alternatives in the question. So, in the question of the availability of this or that literature in the home library, the number of alternatives increases with the reduction in the volume of concepts: artistic, social, political, scientific, special, educational, reference, etc.

The resolution of this contradiction depends on the correct development of the conceptual content of the issue, i.e. formulating its conceptual content of a certain level of generality, which determines the level of generality of its alternatives.

2. Alternatives have a small level of generality, are of a particular nature, and in terms of volume, their totality does not exhaust the volume of the concept of a question.

Fragment of the questionnaire:

"WHAT IS THE MOST IMPORTANT THING FOR YOU IN

EDUCATION OF A CHILD?"

Cleanliness of hands and clothes ..........................................()

Politeness......................................................... ()

Accuracy................................................. .....()

Keeping your promises............................. ()

Do not cheat.................................................... ()

Study well.................................................. ()

Loving parents ..................................................................()

Other, write _________________________

_________________________________________

The concept of "education" even within the framework of a particular family is much broader than the proposed set of concepts in the alternatives. And although the scope of the general concept is, in principle, exhausted by the inclusion of the last alternative, in fact this is just a trick of the sociologist, who failed to formulate the question methodically correctly. The proposed set of alternatives describes only a part of the total volume of the concept, which does not allow determining the main parameters of the education process and thereby obtaining correct data.

3. The scope of the concepts of alternatives may not be commensurate when the scope of the concepts of one alternative may be greater than the scope of the concepts of another, or when one alternative is separated from the other, i.e. a gap is obtained in the volumes of concepts, or when the volumes of their concepts intersect.

Let us give an example of the incommensurability of concepts in terms of volume.

"TELL, PLEASE, WHAT ATTRACTS YOU TO LIVING IN THE VILLAGE, IN THE RURAL AREAS?"

Clean air, closer to nature,

calmness, no noise......…………………….…..()

Having your own home...........………………………….()

Presence of a garden...............…………………………()

What else, write _________________________________

The first alternative in this set is clearly larger in volume than the rest, and naturally, it will also gain more votes. If the volumes of the concepts of these alternatives are balanced, for example, if the first alternative is "to be closer to nature", then the percentage distribution of respondents' answers will change accordingly, i.e. the last two alternatives will receive more votes. Depending on the volume of concepts, their quantitative expression also changes.

It is necessary to dwell in more detail on issues with overlapping volumes of alternatives.

Fragment of the questionnaire:

"TELL PLEASE. WHAT IS THE MOST IMPORTANT THING IN YOUR LIFE FOR YOU?"

Patriotism............................................……..….()

Civic duty..................................…………()

National identification...............………....()

What else, write __________________________

It is clear that the volumes of these conceptual formations intersect, it is difficult to separate them and fill them with specific content. Moreover, the concept of "patriotism" acts as a more general one, including some of the other concepts. This set of alternatives puts the respondent in a difficult position. In his understanding of patriotism, civic duty is as important as national identity. These concepts are so equal in order that it is practically impossible to choose the leading one among them. Therefore, when summing up the answers of the respondents, an almost equal distribution of all alternatives is obtained. The difference in answers by alternatives can be random, and with a large set of them, the factor of the location of alternatives comes into force: the first alternatives receive the most votes. As a result, the researcher does not receive from the respondents' answers data on the priority of this or that moral motive (if this was his task).

Here is another example with the intersection of the volumes of the concepts of alternatives.

Question: "What is your age?"

And here the respondent is put in a difficult position. If, for example, he is exactly 24 years old, then to which column should he attribute himself: 20-24 or 24-28 years old? What if he's 28? The decision depends on the personal interest of the respondent in assessing his age. If the respondent wants to be a little younger, then he will classify himself in a smaller age group, and if older (this happens less often), then in the next group. This is probably why in studies where the question is built with overlapping scopes of concepts, women always turn out to be somewhat younger than men.

The logical division is rather difficult because it requires the definition common feature, according to which the division of concepts occurs. There are questions where such a division is not difficult, for example, age, work experience, etc. Here the sign is so clear that there are no difficulties in dividing, with the exception of specific points. But there are cases when it is very difficult to find or single out a common feature, a single basis that would allow, within the framework of a common concept, to clearly separate one group of phenomena from another. Thus, films are often divided into feature films and comedy films, although comedy films are also feature films. And although everyone understands this, it is not possible to find any single basis for serious, deep feature films. The subway announces: "Citizens passengers, it is customary for us to give way to women and older people." And only an understanding of the difficulty of identifying some common feature for the concepts of "women" and "older people" does not allow us to accuse the authors of the appeal of logical absurdity. The conceptual definition and construction of alternatives is the most important in sociology.

For 30 years, every morning Steve Jobs asked himself one question: "If today were the last day of my life, would I want to do what I'm going to do today?"

Have you ever asked yourself this question? Sometimes he can confuse you if you go someone else's path and do not listen to yourself. One morning before going to work, I also asked myself this question, and you know, it is so difficult to admit to yourself that you are not living the life you dreamed of.

And my second question was: “What would I like to do if this day was my last?” And then I realized how dear my loved ones are to me, my husband, son, parents, my brother. It is on such days that you understand the truth and falsity of your path.

Notepad always with you

Try to ask yourself this question for at least a week, because you don’t want to lie to yourself. Better a bitter truth than a sweet lie.

Get into the habit of writing. It can be small notes, and some ideas, you should always have a notebook at hand, in which there will be a place for everything.

Yesterday I lost my notebook, or rather I forgot it after filming in a hotel. When I noticed the loss, there were two options for the development of further events - to search for him, go after him, but lose a few days and not write anything, or the second option - I decided that I would buy myself a new notebook. Thirty minutes later, I walked out of the store with a new, bright notebook, which compares favorably in price and format from the previous one. Everything is in your hands, including how to react to surrounding events.

Plans for the day should be written in your notebook. Someone does it in the evening, it is convenient for someone to plan with a fresh mind, in the morning. Most importantly, among the many things that you wrote down, you need to highlight three main points that you definitely need to do for this day.

Depending on these three goals, you will build a movement strategy for the current day. There will be only three motivating questions in the morning and three in the evening.

Challenge is the cause and the driving force behind all the deeds of humanity. If there is an ocean, we will cross it. If there is a disease, we will cure it. If there is injustice, we will correct it. If there is a record, we will beat it. And if there is a peak, we will conquer it. Every person needs to strive for something. Call it a challenge or a goal, but that's what makes us human. Taking on the challenge, we went from being a caveman to flying to the stars.
Richard Branson

morning questions

What can I do today to move towards my goals? The three goals that you have described for the current day should help you move towards your global goals, for a year or for five years. Doing something today, you must understand that this is a small shawl on the way to big plans. At this point, write everything that comes to mind, including some small tasks, for example, write to someone about your new project, or ask for some contacts who can help you.
What/who can stop me from moving towards my goals? This point is somewhat destructive, so briefly outline your fears, or what others around you may say destructively about your goals. Just be ready to understand this, and if someone tells you something in the current day, you will understand that this phrase or this person does not help you at all in moving towards everything planned, but, on the contrary, stops you, and you will go calmly. farther.
What am I missing to achieve my goals? Think about the knowledge, books that are worth reading or at least flipping through to gain additional skills and abilities that will help you move forward. By the way, sometimes I go to book store, I look through many books, and only in one I find the answer on two pages to the question that concerns me. Knowledge is everywhere, you just need to understand where and how you can get it.

As for the evening questions, they follow from the morning questions and completed tasks for the day.

Evening questions

What did I do today to move towards my goals? Highlight the main five, if possible, more points that you have made today on the way to your goals. And not necessarily some global steps, on the contrary, these can be small advances. If you are moving, then you are growing, and if you are standing still, then you are degrading.
What experiences have I gained/-la today? Maybe today you wrote to a stranger with a request and he agreed to help you, and now you know that you need to knock on different doors, and they will definitely open them for you. Or maybe today you felt the pain of betrayal, or set up, and now you know who you can trust and who you can’t. This is your life, and you are the conductor in it, look for positive notes in any situation, what does this or that event teach you, how does it enrich you?
What can I brag about? And at this point, do not be stingy, remember all the little things, how you helped someone quickly decide, or gave way to transport, or introduced your friends and now they decided to launch new business. Or maybe you made a sincere compliment to someone, and the person beamed before your eyes? Praise yourself, you deserve the best.

You can learn more about mindset, coaching and tools to achieve any goals at the 9-week online training Itzhak Pintosevich"

- 6 effective questions that will push you to act right now
- Use motivating questions for the morning and evening
- The best motivating questions for every day

1) What action can I take now, within 5 minutes?
This is a very powerful question that you should ask yourself from time to time. First, it will give you a sense of clarity about what you can do instantly. Secondly, it will help reduce the time when performing most actions. This is the most important key to getting started. It can be used even if your goal is to write a book, start with at least a paragraph.

2) What dream and what goal do I want to achieve?
Constantly remind yourself of what you want to achieve in the future. Your dreams and your goals are what inspire and motivate you. If you want to take action without being motivated, you may want to revisit your set goals later, because that's not what you really want to achieve. Your goals and your dreams should be interesting to push you to action. Most people put things off until later because they don't feel enjoyment in what they do.

3) Why am I doing this?
The reasons behind what you do are your source of motivation. When a person has no other choice, the cause becomes stronger and if you do not take action, then you will face serious consequences. Get to know your strong emotional reasons for getting what you want.

4) If I don't do it now, what will happen later?
Using the nudge method, you can overcome procrastination and push yourself to take action by asking this question. When you ask yourself what might happen if I don't, you usually run into thoughts that scare you. If you don't act now, you are unlikely to get anywhere.

5) If I do it now, what will happen later?
Contrary to the "push" method above, this can be called the "pull" method, where you will use rewards as motivation to take action. Imagine if you act right now and achieve your goals, what will happen?

6) What have I achieved today?
Ask yourself this question right now. If you didn't take enough action today, you may feel guilty and end up acting right now. Great people often ask themselves this question throughout the day. They want to know and be sure that they have done enough to improve the quality of their lives.

So what did you do today? Have you done anything that will bring you closer to your dream? Or have you not been productive at all today?

These 6 effective questions will push you to take action right now. As long as you seriously ask yourself questions and give serious answers, you awaken your inner drive, which charges you with motivation and pushes you to action. Remember, discipline is a habit and you need motivation every day, so ask these questions when you feel the need to. Good luck to you!

- Use motivating questions for the morning and evening

Morning questions:
1) What can I do today to move towards my goals?
The three goals that you have described for the current day should help you move towards your global goals, for a year or for five years. Doing something today, you must understand that this is a small shawl on the way to big plans. At this point, write everything that comes to mind, including some small tasks, for example, write to someone about your new project, or ask for some contacts who can help you.

2) What / who can prevent me from moving towards my goals?
This point is somewhat destructive, so briefly outline your fears, or what others around you may say destructively about your goals. Just be ready to understand this, and if someone tells you something in the current day, you will understand that this phrase or this person does not help you at all in moving towards everything planned, but, on the contrary, stops you, and you will go calmly. farther.

3) What am I missing to achieve my goals?
Think about the knowledge, books that are worth reading or at least flipping through to gain additional skills and abilities that will help you move forward. Knowledge is everywhere, you just need to understand where and how you can get it.

As for the evening questions, they follow from the morning questions and completed tasks for the day.

1) What did I do today to move towards my goals?
Highlight the main five, if possible, more points that you have made today on the way to your goals. And not necessarily some global steps, on the contrary, these can be small advances. If you are moving, then you are growing, and if you are standing still, then you are degrading.

2) What experience have I gained/-la today?
Maybe today you wrote to a stranger with a request and he agreed to help you, and now you know that you need to knock on different doors, and they will definitely open them for you. Or maybe today you felt the pain of betrayal, or set up, and now you know who you can trust and who you can’t. This is your life, and you are the conductor in it, look for positive notes in any situation, what does this or that event teach you, how does it enrich you?

3) What can I praise myself for?
And at this point, do not be stingy, remember all the little things, how you helped someone decide quickly, or gave way to a seat in transport, or introduced your friends and now they decided to start a new business. Or maybe you made a sincere compliment to someone, and the person beamed before your eyes? Praise yourself, you deserve the best.

- The best motivating questions for every day

I want to tell you about the top five questions to ask yourself every day. These motivating questions will help you understand what is more important to you, where you should go and what to devote your time to. After all, the biggest mistake a person can make, not even consciously, is to plunge himself into an endless run in a circle.

It would seem that a person is so busy with something that he does not have enough time for anything. But at the same time, he is not moving anywhere, his life is simply slipping. It's a waste of time. Every day he only loses his energy. And in return he does not receive any results or satisfaction. Of course, this person does not experience any joy from his life.

At the same time, avoiding this fatal mistake is quite simple. To do this, you need to develop the habit of starting your day with the correct installation on it. For wherever you go, you will reach. So try every morning to work with your diary and write down five important questions.

So you immediately “kill two birds with one stone” with one blow:

1) Get all the benefits that the process of writing by hand brings to our lives.
2) Direct the wheel of your life in the right direction.

I have prepared five important questions for you to think about every day. They are made in the form of cards that you need to print out, stick on a solid base and put in your Diary.

As you can see, the technique itself is quite simple. But you will get the strongest result from it. The few minutes you spend answering these questions will be a real tuning fork to set up your day.