(HR) Book 1
(HR) Book 1
ENGAGEMENT
Creating positive
energy at work
JOAN PETERS
Joan Peters
All reasonable steps have been taken to ensure that the contents of this book do not,
directly or indirectly, infringe any existing copyright of any third person and, further,
that all quotations or extracts taken from any other publication or work have been
appropriately acknowledged and referenced. The publisher, editors and printers take
no responsibility for any copyright infringement committed by an author of this work.
Copyright subsists in this work. No part of this work may be reproduced in any form or
by any means without the written consent of the publisher or the author.
While the publisher, editors and printers have taken all reasonable steps to ensure
the accuracy of the contents of this work, they take no responsibility for any loss or
damage suffered by any person as a result of that person relying on the information
contained in this work.
All cases are for illustrative purposes only and the intent is not to evaluate the
performance of an organisation.
ISBN: 978-1-86922-814-9
eISBN: 978-1-86922-815-6 (ePDF)
Published by KR Publishing
P O Box 3954
Randburg
2125
Republic of South Africa
Printed and bound: HartWood Digital Printing, 243 Alexandra Avenue, Halfway House,
Midrand
Typesetting, layout and design: Cia Joubert, [email protected]
Cover design: Marlene de’Lorme, [email protected]
Editing and proofreading: Jennifer Renton, [email protected]
Project management: Cia Joubert, [email protected]
Table of Contents
i
Section 2: The Engagement Toolkit for leaders 25
ii
Employees, especially Millennials, expect more of
leadership in companies 83
Organisational purpose 87
Does your organisation’s purpose or vision inspire anyone? 87
How to define our WHY: Purpose, vision and contribution 90
Developing a company and team vision, purpose and values 91
Identifying your company’s values 95
Engagement increases when company and personal
values align 102
My individual purpose 104
Rochelle shares her experiences with Nicholas 107
Clarity of roles and results 109
Summary 112
Reflection 114
iii
Full spectrum leadership 152
Leadership roles and skills 155
Reflection 162
Important qualities for leaders 163
Summary 180
Rochelle and Nicholas conclude their coaching sessions 182
Endnotes 215
Index 223
iv
About the Author
v
Introduction
vi
best work. Employee Engagement is also intended for HR executives
who are responsible for crafting employee policies. Finally, individual
employees will gain great insights from this book into the factors
affecting their own engagement at work.
vii
A Model for Employee Engagement
Great Work
Climate
I love my job
Work with
Great
Meaning and
Leadership
Purpose
Learning and
Growing
viii
Section 1
Why focus on employee engagement?
1
Employee Engagement
Chapter 1
High levels of employee engagement
benefit everyone
2
Chapter 1: High levels of employee engagement benefit everyone
Rochelle leaned back in her chair as her team left her office after their
weekly meeting. She was feeling uneasy. Rochelle was new to her
company, RoofCo, a manufacturer of roof tiles, having only joined
two months ago. She headed up the Marketing team, which was
responsible for functions such as sales forecasts, identifying sales
outlets, market research, promotions and advertising.
So far this was not the case, however. Meetings were fairly quiet; only
one or two employees offered any ideas and people seemed to be
waiting for instructions. There was a strange, cautious atmosphere
with little initiative and low energy. Rochelle was wondering what
her strategy should be to build higher levels of energy amongst
her team. The goals for the department were tough, so she needed
everyone to be fully engaged and to collaborate, innovate and
achieve the targets she had agreed to.
3
Employee Engagement
resigned. It seemed to Daniel that his employees just did not care
about the company or the quality of their work.
4
Chapter 1: High levels of employee engagement benefit everyone
5
Employee Engagement
In practice…
“If the person who works at your company is not appreciated, they are not
going to do things with a smile,” Branson says. By not treating employees
well, companies risk losing customers due to bad service. Branson says he
has made sure that Virgin prioritises employees first, customers second,
and shareholders third. “Effectively, in the end shareholders do well, the
customers do better, and your staff remains happy,” he says.2
6
Chapter 1: High levels of employee engagement benefit everyone
These include:
The general belief is that when people are engaged and love
their work, they do better work. According to a survey conducted
by HR.com, over 90% of respondents believed that there is solid
evidence linking engagement to performance, and that engagement
has the strongest impact on customer service and productivity.3
7
Employee Engagement
Talent in the form of the worker on the shop floor who is now
working with sophisticated equipment and expected to turn out top
quality work that would have been unthinkable a few years ago is
also typically saying, “I am proud to be working at this company and
I love the product. However, if you want the best out of me, please
don’t treat me like a number or as an extension of the machine. Talk
to me, listen to my ideas and concerns, address my problems with
parts and equipment, respect me, get to know me, support me and
involve me”.
Talent in the form of the older, wiser, more experienced and possibly
less-qualified employees also has needs. They are saying, “Change
and new demands are all happening rapidly, so I need support and
reassurance. I have been doing a good job for years, I like my team,
we’ve been together for a long time, and I don’t always agree that
there is a need to change. For me, the old way still works fine, but if
things need to change, please make sure I get the necessary training
and the time I need to adjust”.
8
Chapter 1: High levels of employee engagement benefit everyone
9
Employee Engagement
10
Chapter 1: High levels of employee engagement benefit everyone
The bottom line is, your employees can come to work every day,
but if they aren’t truly engaged in their work, they are harming your
business in some way as mediocrity and minimal effort become the
norm. Many organisations struggle with employees who are at work,
but not fully contributing.
engagement engagement
engagement satisfaction
LOW HIGH
ENGAGEMENT
11
Employee Engagement
However, I really cannot say that I love my job. In fact, I feel a little
depressed at the start of the work week and I have to talk sternly to
myself. I am paying off a house and car and my kids’ education is
expensive. Plus, I have to save for retirement one day, so I need this
job with its perks and benefits, and I enjoy the status it gives me in
my family and community.
12
Chapter 1: High levels of employee engagement benefit everyone
This person loves the work but feels the company is taking advantage
of them. They feel they are giving a lot and are not appreciated or
sufficiently valued in return in terms of salary, seniority or other
tangible benefits. This person will soon be looking around for a
new position and when they resign, there is often a quick scramble
to make a counter-offer in the hopes of retaining their skills and
positive energy.
13
Employee Engagement
14
Chapter 1: High levels of employee engagement benefit everyone
Gallup’s data reveals that business units in the top quartile of their
global employee engagement database are 17% more productive
and 21% more profitable than those in the bottom quartile.8
15
Employee Engagement
When you feel good your brain generates happy chemicals like
dopamine and serotonin, which
16
Chapter 1: High levels of employee engagement benefit everyone
More success
More well-being
& happiness
Success
Well-being &
happiness
17
Employee Engagement
However, there is more to work than just what we earn and what we
do with it. There are more ways in which we can view work, so let’s
look at working at its best and all the additional ways in which work
can contribute to our well-being.
Work can also help us feel good about ourselves, firstly, through a
sense of achievement. When we achieve tough targets or get that
promotion, we feel successful. When people depend on us for a
product or service, we feel a certain sense of importance and pride.
Also, when we are recognised and acknowledged for work done well,
we feel good about ourselves. Work can also provide us with status in
our communities and families, depending on where we work, what we
do and how successful we are perceived to be. All of these feed our
self-esteem and self-confidence, which are essential for our well-being.
18
Chapter 1: High levels of employee engagement benefit everyone
Finally, work offers us the opportunity to use our talents and skills to
make a positive difference in our world.
We are in our full power at work when our work aligns to our
strengths and offers us an opportunity to make a difference to
something that is important to us; something we are passionate
about.
All of this is what work can potentially offer us; this is work at its best.
Work offers us the opportunity to unlock our potential and achieve
personal greatness, if we so choose.
19
Employee Engagement
■■ company culture;
■■ inspiring leadership;
■■ work aligned to my strengths;
■■ work with meaning and purpose;
■■ a sense of achievement and contribution;
■■ autonomy;
■■ clarity regarding role and goals and an empowering
performance review system;
■■ opportunities for learning and growth;
■■ recognition;
■■ a sense of belonging and a positive work climate;
20
Chapter 1: High levels of employee engagement benefit everyone
The chapters that follow will help you to think through your work
situation and offer ways to enhance or make changes at work that
will take you in the direction of:
21
Employee Engagement
ary
Summ
22
Chapter 1: High levels of employee engagement benefit everyone
How engaged do you feel in your current job? (Rate yourself out of
10 on each of the following criteria.)
Energy score ___ Dedication score ____ Flow score ___Total score ___
23
Employee Engagement
24
Section 2
The Engagement Toolkit for leaders
Imagine you are a collector of Koi and you import beautiful fish
from Japan that cost a fortune. Would you put them in dirty,
murky water? Of course not; you would make sure everything
in their environment was as perfect as you could get it so their brilliance
shines through.
25
Employee Engagement
Great Work
Climate
I love my job
Work with
Great
Meaning and
Leadership
Purpose
Learning and
Growing
26
Chapter 2
The work climate for engagement
Rochelle was fed up with her team. The energy and innovation she
expected from them was just not there. Through the company’s
coaching programme, she selected Nicholas to be her coach.
At her first coaching session, Rochelle vented her feelings about her
team. “I am so frustrated with them”, she told Nicholas. “I expected
so much from this team but they are just not stepping up.”
27
Employee Engagement
28
Chapter 2: The work climate for engagement
29
Employee Engagement
Impact: The results of one’s work and the belief that your work is
making a difference and contributing to the organisation’s goals.
People are at their best when they are in a work climate where they
feel “safe”. Simon Sinek calls this a “Circle of Safety”, which is an
environment of trust, respect and cooperation where people can be
authentic and thrive.24
30
Chapter 2: The work climate for engagement
trust fear culture, then we get into the behaviour patterns Rochelle
describes in her team.
31
Employee Engagement
32
Chapter 2: The work climate for engagement
The Energy Matrix helps you to assess the climate in your team:
HIGH
ENERGY
NEGATIVE POSITIVE
ENERGY ENERGY
LOW
ENERGY
33
Employee Engagement
34
Chapter 2: The work climate for engagement
tips/ideas
35
Employee Engagement
36
Chapter 2: The work climate for engagement
“We all know what a financial bank account is. We make deposits into
it and build up a balance from which we can make withdrawals when
we need to. An Emotional Bank Account describes the amount of
trust that’s been built up in a relationship. It’s the feeling of safeness
you have with another human being.
“If I make deposits into an Emotional Bank Account with you through
courtesy, kindness, honesty and keeping my commitments to you, I
build up a balance. Your trust towards me becomes higher, and I can
call upon that trust many times if I need to. I can even make mistakes
and that trust level, that emotional balance, will compensate for it.
My communication may not be clear, but you’ll get my meaning
anyway. You won’t make me “an offender for a word.” When the trust
account is high, communication is easy, instant, and effective.
37
Employee Engagement
■■ courtesy;
■■ kindness;
■■ empathy;
■■ fairness;
■■ mostly a “win-win” approach to resolving problems;
■■ honesty and openness, sharing of information, ideas and
feelings;
■■ a concern for others’ needs as well as your own;
■■ listening to understand and acknowledging others’ views;
■■ a willingness to accept feedback and constructive criticism;
■■ admitting when you are wrong;
■■ integrity (adopting good principles and living according to
them);
■■ seeing the good in others;
■■ supporting others’ good ideas;
■■ keeping your commitments;
■■ being reliable and dependable;
38
Chapter 2: The work climate for engagement
■■ being consistent (you walk your talk and set a good example);
■■ being willing to share experience and knowledge with others;
■■ giving assistance when required;
■■ accepting and respecting other people, even when there are
differences in values, cultures and personalities;
■■ consulting people before making decisions which affect them;
and
■■ showing good judgement and having the competence and
skills to contribute to the work of this group. People want to
work with leaders and team members who are skilled and
knowledgeable about the technical aspects of the job and who
have a depth of experience.
tips/ideas
Consider sharing this list with your team and asking people to
reflect on what they as individuals are putting into the team’s
“trust account”.
39
Employee Engagement
40
Chapter 2: The work climate for engagement
tips/ideas
41
Employee Engagement
We all have our bad days and do things that upset others. We will
have disagreements. If we feel we have been treated badly in some
way, we may resort to criticism, competition or disengagement out of
anger or frustration, all of which creates a bad atmosphere at work.
Conflict is normal and expected. The main thing for the leader is to
ensure that conflicts are resolved quickly and effectively, as if left
unresolved, they will create a tense environment and cause a break
down in trust.
42
Chapter 2: The work climate for engagement
When tensions are running high between two people, you may need
to get them together and work through a conflict-resolution process.
43
Employee Engagement
■ Ask the person with the problem to describe the situation: what
happened and what the consequences were. Do not allow any
interruptions.
■ Ask the person how he/she interpreted the behaviour, or the
assumptions he/she came to, i.e. when you did... or when this
happened… it seemed to me, or I thought you were…
■ Ask the other person to respond:
■ What happened and why did it happen that way?
■ Regarding the conclusions the other person came to, if they
don’t agree with the conclusion, they may acknowledge that
they can see how the person came to that conclusion, e.g. “My
intention was never to undermine you, but I can see how it
might look that way”.
■ Ask both parties what is needed now to fix the situation and how
we can move forward.
■ Summarise who will do what and thank both parties for
engaging in the conversation.
5. Recognise excellence
Many employees feel taken for granted and not valued at work,
even when they have achieved something really great. Over time this
erodes engagement as people feel that they should not bother if
their efforts are not valued or appreciated.
44
Chapter 2: The work climate for engagement
Think back to a time when you felt “different”. If you also felt
excluded it would not have been a great experience. A sense
of belonging, connection and inclusion is an important part of
psychological safety. Our sense of engagement at work increases
when we have good relationships, whether with a supervisor,
colleagues, or customers.
45
Employee Engagement
46
Chapter 2: The work climate for engagement
7. Share information
47
Employee Engagement
48
Chapter 2: The work climate for engagement
49
Employee Engagement
They may deny that the change will happen or that it will
continue or last. People in the denial stage are trying to
avoid dealing with the fear and uncertainty of the change.
People tend to move out of the denial stage when they see
clear indicators that things will be different. Information is
key!
FIGHT or FLEE
When people can see that change will happen, they may
move into a state of anger and resistance. Some employees
may choose to leave.
It is critical that leaders deal with this anger well and help
people work through it so they can move to the next stage.
If leadership is poor, the anger at this stage may last a long
time.
FLOW
50
Chapter 2: The work climate for engagement
People also need to accept that their ideas or suggestions may not
work out or they may not be able to convince their team, but as the
leader you can still encourage new ideas and experimentation.
Yet a tolerance for failure does not mean “anything goes” and that
there are no consequences for poor performance; employees are
still accountable for results and professional conduct. As leaders
we need to both reward excellence and address poor performance,
accepting that people will make errors and exercise poor judgement
on occasions.
51
Employee Engagement
If you are confident that your employees have the necessary skills,
allow them to do the work in their own way. As a leader, you cannot
do everything yourself. Being trusted is a big motivator, while
micro-management is a huge demotivator. With a less-experienced
employee, encourage more frequent check-ins and ask more
questions. With all employees, agree up-front on when you need
feedback and updates. It takes courage for a leader to let go and
allow others to make decisions, as we fear the consequences of
possible mistakes. It is thus important that people understand when
they need to check in with their managers.
52
Chapter 2: The work climate for engagement
11. Be accessible
53
Employee Engagement
Finding the positive: Sindile was very despondent about her boss.
In her coaching she described him as aggressive, challenging and
unsupportive. He challenged every proposal she made and tried to
find flaws in her approach. Discussions were generally robust and
argumentative as he talked over her and she always left his office feeling
worn down and wondering why she bothered.
Later on I asked her if she could see any benefits to her from his
approach. After a long pause, she said, “By the time I get to the
meetings where I need to present my proposals, I know that all the
problem areas in my presentation have been sorted out and I am very
prepared for anything that may come up. I definitely go in with a better
presentation and more confidence.”
54
Chapter 2: The work climate for engagement
Branson: 1. Listening is one of the most important skills that anyone can
have. That’s a very Virgin trait. Listening enables us to learn from each
other, from the marketplace, and from the mistakes that must be made
in order to get anywhere that is original and disruptive. I learn so much
from guests and employees that way.
David Rock has identified five factors that the brain treats the same as
survival issues. A threat to any of these triggers the “protect” response
and floods our systems with cortisol and adrenaline. If these are in
positive territory, we feel “safe”. Leaders need to be aware of their
impact on others and try to find ways to increase these factors at work
in order to increase psychological safety. He calls this the SCARF model,
which stands for:5
55
Employee Engagement
Relatedness: This refers to being part of the group; being with people
you know; having a sense of belonging, friendship and inclusion; and
being with people you trust and who have similar values. The ‘threats’
include being ignored or excluded, distrust, being among people with
different values, or being among strangers.
Fairness: This refers to a sense of justice and to rules that are applied
consistently. The ‘threats’ include feelings of injustice and that there are
different rules for different people.
Figure 9: SCARF – A useful model for managing the team climate for high
engagement
56
Chapter 2: The work climate for engagement
The team agreed on some norms in the form of “do more of”, “do
less of” and “keep on doing”.
Meetings were starting to go better but there was still a long way to
go in terms of each person’s full engagement.
“To build confidence and energy in the team”, said Nicholas, “my
suggestion is that we start to explore each person’s strengths”.
ary
Summ
57
Employee Engagement
Reflection
Trust
Respect
Collaboration
Conflict
Recognition
Belonging
Information sharing
Change
Allow people
discretion
Accessible
Positivity
58
Chapter 3
Aligning work to employees’ strengths
Imagine going to work every day, knowing that for most of the day
you will be doing what you love doing and do well. Your levels of
engagement, success and happiness at work would be high.
59
Employee Engagement
As leaders, our role is to help bring out the best in people and
support our team members’ growth and development. The best
leaders know that each person is different, that no one is good at
everything, and that that’s OK. They observe employees at their best
in order to identify their natural talents as well as what they care
about at work. They then put them into roles or on projects where
these talents can develop into full-blown strengths.49
When we tap into our gifts and talents, work flows with more ease
and creativity. We also develop greater confidence and well-being
as a result of the successes and enjoyment we experience. It is as
though we are “firing on all cylinders”. If we can achieve that, then
work will not feel like work. Using our strengths well leads to success
and happiness at work.
When people talk about your strengths, they may say “you have a
gift”. And of course, gifts are something we give to others. We are
meant to do something with our talents and if we don’t, we feel
unfulfilled.
60
Chapter 3: Aligning work to employees’ strengths
Martin Seligman, in his book Flourish, suggests that you should think
of your strengths as:
61
Employee Engagement
■ you feel happy and fulfilled when you are involved in these
activities;
■ other people tell you that you have a gift for this activity;
■ you are attracted to this activity;
■ you learn quickly how to do this;
■ you look forward to engaging in this type of activity;
■ you feel happy and confident when you do this;
■ time stands still – you are totally engrossed;
■ you are energised by it;
■ it is internally motivated; and
■ you can hardly stop yourself from using it whenever possible.51
Our strengths are a golden thread in our lives. It does not matter
where we find ourselves, we will find ourselves expressing our
strengths in one way or another. We feel as though something is
missing when we cannot find an outlet for our strengths. The best
scenario is when we use our strengths to make a difference to
something important to us: then we are in our full power. When you
are expressing your talents in the world you will be making your
greatest contribution and feeling most successful and fulfilled.
Your strengths or your gifts represent the “magic” within you and are
key to your success and feelings of fulfilment.
You have strengths and your job is to identify them, develop them
and put them to work.
People get a boost in energy and happiness when they use their
strengths. When we are able to align our work to our strengths, we
feel energised. We enter a state called “flow”, which is when we are
so absorbed that time passes quickly and what we are doing happens
easily and naturally. Flow is “a state of being so intensely absorbed
in and focused on an activity that a person loses their sense of time
and their sense of self while their sense of control over their activity
increases. Their actions flow effortlessly”. The experience of flow
leads to higher engagement levels, creativity and energy. This results
in greater happiness and satisfaction. The conditions required for
62
Chapter 3: Aligning work to employees’ strengths
■■ You work on a task that is in line with your natural talents and
skills and that you feel passionate about.
■■ Because it is in line with your natural strengths, you look forward
to this task.
■■ You learn what you need to know or are able to do it easily.
■■ You persevere if you come across obstacles because you want it
to be a success because it is something you believe is important.
■■ You are successful at this task.
■■ Rewards follow: clients/customers and bosses are appreciative,
you get recognition at work, and over time your skills and
reputation grow and your career flourishes.
■■ Your self-confidence grows and you feel good about your work.
■■ As a result of your increased confidence, you take on bigger and
more complex projects.
■■ You go through the same cycle, only at a higher level of
complexity and skill.
63
Employee Engagement
tips/ideas
64
Chapter 3: Aligning work to employees’ strengths
Now, how do you know what your real strengths and talents are?
The clues are all around us; we have to observe ourselves and start to
notice and appreciate things about ourselves that we usually take for
granted.
Then ask each team member to do the exercise for themselves and
see what they come up with in terms of their strengths.
65
Employee Engagement
tips/ideas
The achievements you list must be ones that made you feel
particularly good, which you enjoyed doing and feel that you did
well. Whatever you were doing just seemed to flow; things just came
easily and naturally to you; there was little or no struggle. They can
come from different periods of your life and from different aspects of
your life. These achievements need to be things you have done, not
just part of some great experience. Give concrete examples of what
you were actually doing, for example, talking, listening, building,
researching, creating etc.
Focus on what you did, not on what other people did or on the
circumstances surrounding each event.
Verbs Objects
I created… A beautiful garden
I wrote… A story for children
I developed… A team dashboard to track KPIs
Once you have a nice long list of what you were doing in these
situations, go back and circle the words in the lists above that feel
like you at your best.
66
Chapter 3: Aligning work to employees’ strengths
tips/ideas
For further insights about your strengths, please also work through
the following questions to help you further crystallise and confirm
your thoughts about your strengths.
67
Employee Engagement
■■ What are the most consistent messages you have been hearing
about your contribution/talents?
■■ When working in a team, what is your special contribution to the
success of the team? What do people get out of being with you?
Is it your leadership? Your humour? Are you a natural organiser?
A detail person? Are you the do-er? Do you see how to make an
idea work?
■■ What positive feedback have you received?
■■ When at work do you feel most engaged? What energises you?
When you are doing things that you enjoy and engage you, you
are connected to your strengths.
■■ Think of times when you experienced positive emotions at work
because you were enjoying what you were doing, proud of the
work you were doing, and enthusiastic about what you were
doing.
■■ What types of activities make you feel most happy and fulfilled
when you do them over and over again? And what causes this
happiness?
■■ If you were given a free day at work to do whatever you like
to do most, what would you choose to do? Or, when there is
nothing to do or when you have a choice of what to do, what
do you tend to do? Do you make things? Talk to people? Paint?
Write? Tidy up? Ask why you do these things? What is it that you
are trying to create or contribute? What makes it satisfying?
■■ What drains your energy at work? And what is that the opposite
of?
■■ What feels “missing” from your work right now?
■■ Whose job do you envy and why?
Finally, from all of this, identify what you love to do and do well. How
do you stand out? What do you consider to be your greatest gifts?
To do this, look at your answers to all the questions. See what goes
together; look for common themes or the “golden threads” from all
the examples listed above. For example, are your strengths working
with people? Working with ‘things’? Or in the field of ideas? Are
68
Chapter 3: Aligning work to employees’ strengths
69
Employee Engagement
CliftonStrengths (Gallup)57
70
Chapter 3: Aligning work to employees’ strengths
■■ Review the top five strengths and the description of each one.
■■ Reflect on how each strength plays out in your life. Recall
situations when you used those strengths and the impact they
had, and how the use of each strength contributes to your team
and job role, as well as to successes you have had.
■■ How do these compare to your own assessment of your
strengths that you completed above?
■■ Executing.
■■ Influencing.
■■ Relationship Building.
■■ Strategic Thinking.
71
Employee Engagement
The VIA lists 24 character strengths which are divided into six
clusters:
The more we can align our job to our strengths, the more engaged
and successful we are likely to be at work. So how are you using your
strengths at work?
72
Chapter 3: Aligning work to employees’ strengths
■■ What part of you wants to see the light of day at work? How can
you spend more time in your ‘talent zone’, i.e. you do more of
what you do best and less of what you don’t do so easily and
well?
□□ Think of the activities in line with your strengths and what
you love to do.
□□ Think about how you actually spend your time and what do
you do every day.
□□ Compare the two lists.
□□ What is the message?
■■ What situations do you regularly encounter where your
strengths are not a good match?
□□ Who in your team complements you in terms of strengths
and should take responsibility for these situations?
(Your strengths are not good for every situation, and in
some situations, you can step back and let people with
complementary skills step forward.)
■■ How can you make changes so you do more of what you do best
and less of what you don’t do easily and well?
■■ What could you introduce into your work that would shake
things up positively?
■■ How can you use your strengths in a new way to address current
workplace challenges or to create a new reality for yourself
(adventure)?
□□ If there is a block or conflict in your life at present, think
about which talent or strength you have that you are
currently not using to resolve the situation.
If you have compared your strengths with your daily work tasks and
found some misalignments, you may consider some “job crafting”.
This refers to the steps people take to align their jobs more closely to
their strengths and values. Job crafting has been shown to have an
73
Employee Engagement
You may have to negotiate with your manager and your team to add
or take away tasks so that your job is more fulfilling and a better
fit with your personal strengths and values. Changes you propose
making to your job must also create value for the team and the
company, and be done for the right reasons and not just to get rid
of the routine work that has to be done. Engaged people are more
likely to job craft by seeking new challenges, e.g. by volunteering for
projects.60
■■ In what way can you more fully use your strengths at work?
■■ How can you best develop your natural talents so you can
become one of the best at performing this type of activity?
■■ What has been your best achievement this year? How could you
use that experience to accelerate your success going forward?
■■ What might be some new ways you can use your talents to
create high performance?
74
Chapter 3: Aligning work to employees’ strengths
■■ In what ways can you best use your strengths and talents to
make a difference at work?
People are often very concerned about fixing their weaknesses and
shortcomings; none of us can do everything well, but each of us can
do something better than many other people. We each have unique
talents and a unique way of expressing them, but there are also
things we just don’t do well.
Genius
Analytical
Thinking
Normal Performance
Creativity Interpersonal
Skills
A Real Problem
75
Employee Engagement
Strengths that are over used can also become a weakness however,
so Jeffrey needs guidance on when he should step forward and when
he should hold back with his analytical skills. We have all used the
term “analysis-paralysis” at times when someone will not make a
decision because they want more and more information. And rational
analysis can also inflame a situation when emotions are running high.
Jeffrey may also decide to lean on one of his team members who is
gifted with talents in bringing about harmony and consensus when
he must face difficult conversations or conflict.
76
Chapter 3: Aligning work to employees’ strengths
People want to do work they are good at and can feel good
about; they want to play to their strengths. When employees are
mismatched in a role, they will struggle to succeed and become
bored and frustrated. They may not feel enthusiastic about being
at work and they will have to look for enjoyment and a sense of
purpose in weekend activities.
77
Employee Engagement
Rochelle’s experiences
Rochelle was very upbeat at her next coaching session with Nicholas.
She proudly told him that she had read his notes on strengths, done
the reflective exercises, asked her team to also complete them, and
held a team session where each person shared their conclusions
about their strengths. It turned out to be very affirming for people as
team members confirmed each other’s strengths and in many cases
had added on a few more to each person’s list.
The team spoke about job roles too. Rochelle mentioned that
she had realised that the work of the team required a real mix of
strengths. The team needed people to identify opportunities and
problems; to share best practice information and make suggestions
about the way forward; to evaluate those ideas; to plan and execute;
to influence to get buy-in from others; to trouble shoot when
the unexpected happened; and to coordinate to keep the team
organised and focused.
“And what feedback did you get from the team?”, asked Nicholas.
“Fortunately they could see I have leadership and strategic skills”,
said Rochelle. “They also said I am good at delegating, but I think
they were teasing me!”
78
Chapter 3: Aligning work to employees’ strengths
ary
Summ
People are at their best when their work makes use of their
strengths. The best leaders identify each person’s strengths
and allocate work accordingly. This is a win-win approach; the
employee loves his or her work and does it well, meaning the work
of the team is of a better standard.
Work through the reflective exercises in this chapter and ask your
team to do the same.
79
Employee Engagement
—Rumi
80
Chapter 4
Meaning, purpose and a sense of
contribution at work
“The best prize that life has to offer is the chance to work hard
at work worth doing.”
―Teddy Roosevelt
“Your real work is to figure out where your power base is and
to work on that alignment of your personality, your gifts you
have to give, with the real reason why you are here. Align your
personality with your purpose, and no one can touch you.”
―Oprah Winfrey
81
Employee Engagement
Nicholas arrived a little late and a bit flustered to the next coaching
session. “So we’re talking about meaning and purpose at work”, he
said. “A bit difficult to get excited about roof tiles but let’s try!”
“What do you mean?”, said Rochelle. “Roof tiles are very important!”
“Then help me out”, said Nicholas, rolling his eyes. “What am I
missing?”
“I get it”, said Nicholas, “roof tiles are important and you are proud of
these products. So let’s talk about how we can use this to build high
engagement in your team”.
Imagine going to work each day to use your strengths in a way that
makes an important difference to someone somewhere.
If you ever read articles about people who are successful, you
will notice that the word ‘passion’ usually comes up in the article.
Successful people are working at something they feel passionate
about, whether its good coffee, natural beauty products, saving lives,
beautiful furniture or buildings. Their passion for what they do gives
them energy for the hard work needed to achieve their vision. Work
involving activities and projects we are passionate about gives us the
inner fuel to persevere and achieve great results.
82
Chapter 4: Meaning, purpose and a sense of contribution at work
83
Employee Engagement
Millennials want to work for leaders who are visionary, ethical and
agents of positive social change. They want leaders to commit to
making a positive impact on the world, as well as prepare their
organisations and employees for the changes that Industry 4.0 is
causing. They further want to work for companies that are creating
innovative products and services for their customers. Unfortunately,
many Millennials see business leaders as having a negative impact on
society.
84
Chapter 4: Meaning, purpose and a sense of contribution at work
Employees want more than just a salary; they also want to feel their
work is important. They want to work for organisations with an
inspiring mission and purpose, and they want to see how their work
connects to the purpose of the company. In a nutshell, they want to
contribute.
85
Employee Engagement
86
Chapter 4: Meaning, purpose and a sense of contribution at work
Organisational purpose
The WHY is the purpose or cause that drives every one of us. When
we are living in alignment with our WHY, we feel most alive, positive
and energised. Companies and teams with a strong, consistent WHY
command trust and loyalty over time, so if we can put words to those
feelings, we will be able to inspire the right action from our people.
87
Employee Engagement
Disruption is in Virgin’s DNA and they have made sure this is captured
in their purpose; the reason Virgin exists. Virgin Group’s purpose is
“changing business for good”, which means thinking about the long
term impact of the business decisions that they make today.
According to Branson, “the Virgin values have and will always be the
same: to change the game and challenge the status quo by providing a
product or service of great use. My first business venture was Student
magazine. Along the way, we saw gaps in the market where Virgin could
play a role and can be an incredible force for good, and that’s become
our motto. If you love what you do and if you believe in what you do,
others will share your enthusiasm. Passionate people find their way to
the Virgin Group, and when they do, we snap them up and try to keep
them within the family.
“What is your vision for the personal computer?” Campbell asked Jobs.
Campbell said what happened next still gives him goose bumps. “Steve
Jobs was a magical storyteller,” Campbell told me. “For the next hour,
he talked about how personal computers were going to change the
world. He painted a picture of how it would change everything about the
way we worked, educated our children and entertained ourselves. You
couldn’t help but buy in.” Vision, said Campbell, was the one thing that
separated Steve Jobs from the others.77
88
Chapter 4: Meaning, purpose and a sense of contribution at work
“Never afraid to stand out from the crowd and stand up for what’s right,
we search the world for the finest ethically-sourced ingredients to create
a range of naturally-inspired beauty products.
—Anita Roddick79
A purpose or vision should create the spark and the excitement that
lifts an organisation out of the ordinary. A vision should energise
people and encourage them to work together. The vision should
provide the over-arching goal, i.e. the “why”. This provides the
89
Employee Engagement
90
Chapter 4: Meaning, purpose and a sense of contribution at work
Definitions of terms
Goals: The priorities for realising the vision, purpose and values.
91
Employee Engagement
92
Chapter 4: Meaning, purpose and a sense of contribution at work
Crystallise your thoughts by doing some “time travel” into the future.
Imagine it is five years into the future. What do you want to see?
What will make you proud?
As you go through this process, let images come to mind and write
key word and phrases on cards that capture what you wish to create
in your company or team for customers, employees and stakeholders.
Then let it ‘brew’ for a few days until the right words emerge.
Finally, bring all your thoughts together. As a business leader, what
do you believe in? What kind of business do you want to create?
What kind of team do you wish to lead? What are you passionate
about?
The words you are looking for are those that describe:
93
Employee Engagement
94
Chapter 4: Meaning, purpose and a sense of contribution at work
For people to feel engaged, they need to fit in with the culture of
their company, i.e. they need to agree with “the way things are done
around here”.
95
Employee Engagement
As leaders, we need to ensure that our company values are the right
ones to support the achievement of our organisation’s vision. If you
reflect on the vision and purpose of your company or team, ask
yourself what values you believe are essential to support that vision
and purpose, which make it a great place to work.
Once the values have been identified, the specific behaviours that
support each value also need to be clarified.
96
Chapter 4: Meaning, purpose and a sense of contribution at work
Unless you are starting a new company, the workplace already has
a culture, which may or may not be relevant for the vision going
forward. The values that prevail are the values that are most often
reinforced and rewarded. As leaders we need to start by identifying
the culture that already exists by asking ourselves how we typically
do things here. Then we need to ask ourselves if that is the best
culture to drive our organisation’s or team’s success going forward.
Most companies operate on a default culture and we simply continue
with the existing way of doing things.
The values that exist are either a reflection of the current leaders’
underlying beliefs, or they are the heritage of past leaders. If you
look at the behaviour of leaders, you can tell what the values of a
company really are.82
97
Employee Engagement
Talented employees who join your company because your vision and
values resonate with them will be quickly disillusioned if they realise
it’s a paper exercise with nice posters on the wall and an appearance
in the business plan and annual reports, but is never applied in
creating the organisation’s culture.
98
Chapter 4: Meaning, purpose and a sense of contribution at work
The actions the leader takes and the words they use give employees
messages about what is really valued. When these messages are
consistent, employees know where they stand. The best leaders
understand the impact their actions have on how employees behave
every day. Leaders must be congruent; their words and actions must
support one another.
How leaders behave towards one another also reflects their real
values. Leaders who focus on power and internal competition create
toxic environments. A leadership team should thus work together to
bring the vision and values to life and create a strong culture.83
99
Employee Engagement
100
Chapter 4: Meaning, purpose and a sense of contribution at work
101
Employee Engagement
102
Chapter 4: Meaning, purpose and a sense of contribution at work
Managers who are clear about their organisation’s values and who
believe that their personal values are closely aligned with them
have the most positive feelings about their organisations. They also
express more commitment to their organisation and enjoy feelings of
personal success and engagement, as well as lower stress and anxiety
levels.89
Values
103
Employee Engagement
We don’t want someone who can just do a job; we want the best person
for the job. Yet we don’t look for “stars” seeking special treatment and
perks. Our best efforts are collaborative, and the Patagonia culture
rewards the ensemble player while it barely tolerates those who need
the limelight.
We also seek core Patagonia product users, people who love to spend as
much time as possible in the mountains or the wild. We are, after all, an
outdoor company. We would not staff our trade show booth with a bunch
of out-of-shape guys wearing white shirts, ties, and suspenders any more
than a doctor would let his receptionist smoke in the office. We can hardly
continue to make the best outdoor clothing if we become primarily an
“indoor” culture. So we seek out “dirtbags” who feel more at home in a
base camp or on the river than they do in the office. All the better if they
have excellent qualifications for whatever job we hire them for, but we’ll
often take a risk on an itinerant rock climber that we wouldn’t on a run-
of-the-mill MBA. Finding a dyed-in-the-wool businessperson to take up
climbing or river running is a lot more difficult than teaching a person with
a ready passion for the outdoors how to do a job.
My individual purpose
“Don’t ask what the world needs. Ask what makes you come
alive, and go do it. Because what the world needs is people
who have come alive.”
—Howard Thurman
104
Chapter 4: Meaning, purpose and a sense of contribution at work
David was a lawyer and he was not feeling very energised; the pressure
was high and there were too many issues to deal with. As his coach, I
asked him what his intention was as a lawyer. As he spoke, he became
alive again: his choice as a lawyer in every case was to either go for a
win at all costs, or to be a fair lawyer and find solutions that are just to
both parties. He realised that he felt most alive when he achieved a fair
outcome for both parties and that was the reputation he wanted. With a
clear intention, his energy levels and passion for his work returned.
105
Employee Engagement
Make a list of what you are passionate about, what inspires you, what
you want to do more of, and how you want to make a difference at
work.
Then make another list of your current tasks, projects and activities at
work.
Looking at the list of your current activities, tick off the ones that are
currently in line with your personal passions and strengths.
106
Chapter 4: Meaning, purpose and a sense of contribution at work
Then create a new list of projects or tasks that are in line with your
strengths and passions that you would love to be part of your role
at work. Think about how you can start to bring those into your
role at work. Who do you need to talk to and whose permission
do you need? This is probably a good discussion to keep for your
performance appraisal when your manager asks you about career
aspirations.
“I hope you found they had a passion for roof tiles”, said Nicholas,
trying to look innocent.
“Actually they do”, said Rochelle. “I first asked them how they felt
about the company vision and values and if they felt connected to
them. Fortunately my team loves the company’s products and feels
proud of them. Our roof tiles are really stylish and have been used
by architects in some new, expensive and high profile developments.
It makes the team proud. They also relate to the values and believe
they are “right”. Of course, we all see examples of where they are
not being lived in the company, but overall they feel they fit with the
culture.
107
Employee Engagement
explaining to the market what our products are about and we believe
our own marketing messages. The ethics of customer analytics was
quite a discussion with team members questioning how far we take
it. We did not finalise a purpose or vision statement for the team, but
there were a lot of ideas about the significance of our role. The team
felt that architects, builders and developers need to know about
the great quality products we make and how our products beautify
buildings. There was also a feeling that we need to spend more time
researching building trends and work more closely with the product
development team so that together we make sure our products
remain appealing. Ideas started flowing in terms of how we could go
about this.
“It was such a great conversation”, said Rochelle. “We’ve really turned
this team around.”
“Well done”, said Nicholas. “The team sounds really inspired. So, does
everyone know what their exact role is going forward and how the
team will proceed with these great ideas? The details of who does
what are clear to everyone?”
108
Chapter 4: Meaning, purpose and a sense of contribution at work
“That’s your next step”, explained Nicholas. “Otherwise you had a fun
afternoon talking about what could be but it’s business as usual. That
will really disillusion your team. Clarity is very important for people.
People want to know what their role is, what everyone else’s role
is, what their key tasks are, and what the deliverables are, i.e. what
success will look like.
“When people have clearly defined and achievable goals that are
shared freely, everyone feels more comfortable and more work gets
done. Goals need to be aligned in the team and they have to be
revisited and discussed regularly. We mustn’t write down annual
goals and then look at them at the end of the year. We need to
discuss our goals and our progress at least quarterly.
“It helps engagement when people know what to do, when they
see what others are working on, and the measurement of their
performance is clear. And most importantly for the engagement of
the team, as people achieve their goals and KPIs, they experience a
sense of achievement and success, which builds confidence and well-
being at work.”
“I’m not sure I know where to begin”, said Rochelle, starting to feel a
knot in her stomach.
109
Employee Engagement
“Then the innovations the team was talking about, you can add
as part of an existing role or you can list them as new stand-alone
projects.
“Once you have that list, it’s a case of allocating a name next to each
role. Try to keep all the tasks that go with a role together, but if it’s a
very big role, you may consider splitting it, as long as its practical to
do so.
“The next step is to ask each person to write up their roles and
responsibilities. Your company most likely has a performance
management form, but if not, devise your own.” Nicholas quickly
sketched an example:
“As you can see”, said Nicholas, “you’re agreeing on what success will
look like, not telling people how to do their job. You’ve also linked
work to purpose. The person now knows what is expected and can
use their own discretion on how to proceed. Of course, you’re not
110
Chapter 4: Meaning, purpose and a sense of contribution at work
abdicating: you’ll ask the person to share their ideas with the team
and get further input, and you’ll hold progress reviews where you can
guide and coach as required. The less experienced the person, the
closer you’ll stay to the project and probably the more input you’ll
give.
“For job demands, look at the volume of work and the complexity
of the work. Then consider the resources available to the employee
to do the job: think about the employee’s skill level, confidence,
resilience, support, time for the task, systems and processes, budget
etc.
“If there is an imbalance and the demands are greater than the
resources, the result is disengagement. The person will probably give
up if they think there is no chance of success.
111
Employee Engagement
ary
Summ
112
Chapter 4: Meaning, purpose and a sense of contribution at work
Research findings show that joy stems from believing one’s work is
truly meaningful. Employees who believe their “company makes a
positive societal contribution” and who feel “personally committed
to achieving the company’s vision and strategy” experience the
most joy at work.92
113
Employee Engagement
Reflection
As a leader:
114
Chapter 5
Learning and growing at work to build
capability and confidence
“I followed your process”, said Rochelle. “At our weekly team meeting
we listed all the roles and associated tasks and projects and allocated
those to team members. We took people’s strengths into account as
well as the work they felt they would most like to be part of.
115
Employee Engagement
“So now everyone is clear on their roles. The core roles are essentially
the same but everyone has something new; some work has been
moved around to be more in line with people’s strengths and
where they want to contribute. I now have everything in place for
performance reviews later, as well for my one-on-one meetings
with team members. At our weekly team meetings, each person will
present an update on their area of the business and we have plans
to set up a visual display of results which we can update monthly. “I
really think we are in a good space!”
As leaders, our role is to help bring out the best in people and
support our team members’ growth and development so that they
experience success at work and the team achieves its goals. Nothing
makes a person feel better about work than feeling highly successful
and valued.
116
Chapter 5: Learning and growing at work to build capability and confidence
■■ interpersonal skills;
■■ emotional intelligence, especially self-confidence and personal
engagement;
■■ ethics/integrity;
■■ critical thinking;
■■ innovation/creativity;
■■ communication;
■■ leadership;
■■ finance and economics;
■■ languages;
■■ having a global mindset; and
■■ analytical skills.
117
Employee Engagement
—Peter Drucker
118
Chapter 5: Learning and growing at work to build capability and confidence
□□ innovation; and
□□ respect.
■■ Leadership skills if the employee is in a management, team
leader or project leader role, e.g.:
□□ clarifying roles, goals and performance standards;
□□ planning and organising;
□□ monitoring performance;
□□ performance reviews;
□□ team problem solving and decision making;
□□ enhancing employee engagement;
□□ coaching;
□□ selecting team members;
□□ giving useful feedback;
□□ leading team meetings;
□□ communication and information sharing; and
□□ developing team members’ skills.
Secondly, once these skills have been identified, you as the manager
and the employee need to agree on the employee’s current skill
levels. You can use a simple rating such as Expert, Competent, Not
Yet Competent.
The third step is to agree on how the skill gaps will be closed. As far
as possible, “bake” learning into the daily work and use a variety of
development approaches. With the pace of change in the workplace,
we all need to be learning daily and the 70:20:10 approach is a good
guideline to use.
119
Employee Engagement
If you look back on your own career and what contributed the most
to your development, you will most likely conclude that you grew
the most through challenging work experiences, especially the ones
at the edge of your comfort zone and skill set. Taking on a stretch
project with new challenges and requiring new mindsets and skills
will increase your capability and confidence, as well as expand your
comfort zone moving forward…. provided of course the stretched
comfort zone does not lead to failure and doesn’t break our
confidence.
Both reflection and feedback are required for the full benefits of
workplace experiences to be harvested. Bosses, mentors, coaches
and peers can all assist our learning and development by being
120
Chapter 5: Learning and growing at work to build capability and confidence
our sounding boards and helping us to gain new insights from our
experiences at work.
121
Employee Engagement
122
Chapter 5: Learning and growing at work to build capability and confidence
123
Employee Engagement
training=10%
reflection &
feedback=20%
work experiences=70%
Leadership development
By now I am sure you are starting to see the huge impact that
leadership has on employee engagement, so leadership development
is absolutely essential.
124
Chapter 5: Learning and growing at work to build capability and confidence
For each group, you can set up relevant development to address the
development needs identified, following the 70:20:10 principle.
125
Employee Engagement
Your top talent then needs leadership development that will prepare
them for the next level of management.
126
Chapter 5: Learning and growing at work to build capability and confidence
127
Employee Engagement
Will the development approach used with Leonard work with a senior
person? Learning can make us feel vulnerable; we have to admit that
we are not skilled in something. We may feel we should know these
things and resist development activities or trying out new behaviours.
It requires courage as a senior person to embrace learning, but
your willingness to be vulnerable, say you too need ongoing
development, and involve yourself in learning and growing will send
128
Chapter 5: Learning and growing at work to build capability and confidence
129
Employee Engagement
130
Chapter 5: Learning and growing at work to build capability and confidence
Powerful questions:
Active listening
131
Employee Engagement
Good coaching will leave the person with some new insights, feeling
encouraged, energised, acknowledged and knowing what to do next.
Task-focused coaching
For example, imagine your team member tells you she led a project
team meeting that went very badly. She is upset and needs to make
sense of what happened and how to deal with a similar situation in
the future. So how to coach her through this experience?
132
Chapter 5: Learning and growing at work to build capability and confidence
Concrete
Experience
(doing/having an
experience)
Active Reflective
Experimentation Observation
(planning/trying out (reviewing/reflecting
what you have learned) on the experience)
Abstract
Conceptualisation
(concluding/learning
from the experience)
For the experience you need to coach the person through, ask the
person to reflect on what happened:
133
Employee Engagement
Reflection is all about getting into deeper thinking, and questions are
the stimulus to help get us there.
134
Chapter 5: Learning and growing at work to build capability and confidence
take from their experiences and how they can apply the lessons to
other situations.
Ask these questions that will help the person make decisions going
forward:
The debrief: If the person needs to take any actions to remedy the
situation, ask the following questions:
135
Employee Engagement
When we reflect with people in this way in a safe space, we will help
others come to a significant understanding of past experiences that
can set them up to succeed in future situations. The alternative is to
keep making the same mistakes. The ability to be disciplined enough
to practice self-reflection holds the key to our future success.
GROW stands for Goal, (current) Reality, Options and Way forward
These questions get the person thinking through the purpose and
aims of the project. The discussion might include the end goal or
purpose of the project, or shorter-term milestones or progress goals
along the way:
136
Chapter 5: Learning and growing at work to build capability and confidence
137
Employee Engagement
jobs support team and organisational goals, and if they are going
about the task in the best way. Knowing what is expected of me is an
important factor in my personal engagement and success. This goes
beyond what a job description can supply; employees want managers
to provide them with clarity and support.
Peer coaching
It works as follows:
138
Chapter 5: Learning and growing at work to build capability and confidence
Feedback
Most employees are keen to know how they are doing and if they
need to do anything differently.
139
Employee Engagement
140
Chapter 5: Learning and growing at work to build capability and confidence
For people to take on new challenges, projects and roles, they need
the confidence that they can succeed. In coaching conversations, it’s
important to ask people what their confidence levels are when facing
a challenging task. If they feel they will not succeed, then ask them to
list all their beliefs about why they will not succeed and ask them to
examine these. Try to separate the “real” issues (e.g. it is an untested
approach) from limiting assumptions (e.g. they will not cooperate
with me).
141
Employee Engagement
Then it’s time for you to give feedback on your views of their
performance and your overall assessment and rating. Mention their
strengths and what is needed to develop those further, as well as the
person’s impact on the team’s performance. It is important to affirm
the person so that they leave motivated to perform well and to work
on their areas of development.
142
Chapter 5: Learning and growing at work to build capability and confidence
ary
Summ
143
Chapter 6
The Leaders Role in Employee
Engagement
“Our final session”, said Rochelle. “What more is there to talk about?”
“But that’s all we’ve spoken about”, said Rochelle, “are you saying
there is more for me to do?”
“Yes, it’s time to think holistically about your role as the manager of
this department, as well as some of the personal qualities you need
to be a success in a leadership role.”
You will have noticed throughout the preceding chapters how crucial
the manager’s role is in employee engagement. People want to work
for managers who support them, give them work in line with their
145
Employee Engagement
strengths and passion, develop and engage them, and care about
them both as employees and people.
Once organisations have clarified the goals of the company and their
expectations of their employees, the missing piece is often how they
will achieve the active support of their employees to help make this
happen. How will they unlock employees’ drive and energy to want
146
Chapter 6: The leader’s role in employee engagement
147
Employee Engagement
148
Chapter 6: The leader’s role in employee engagement
Vision and connection with people are the starting points to inspire
employees.
The most effective leaders are those who are motivated by purpose
and service to people. They are more able to inspire people
to achieve extraordinary levels of engagement, creativity and
performance through vision, and through finding ways for people
to achieve a sense of meaning, human connectedness, success and
happiness at work. People who can see that their collective efforts
contribute something positive to society, the company, the customer
and the people working in the team are more engaged and feel
greater trust and loyalty to the leader.
Leaders need to truly embrace the value of people and not merely
see them as a commodity or a resource. This is what is meant by the
term “Servant Leadership”, a term used to describe visionary leaders
who have the intention to make a positive difference.
149
Employee Engagement
150
Chapter 6: The leader’s role in employee engagement
The focus is on the “Triple Bottom Line”, where the aim of the
business is to make a profit while providing value to people
(employees, customer, suppliers and the community) and the planet.
151
Employee Engagement
152
Chapter 6: The leader’s role in employee engagement
Levels of Characteristics
consciousness
7 Service Wisdom/Visionary: Service to society,
humanity and the planet. Focus on ethics,
social responsibility, sustainability and future
generations.
Displays wisdom, compassion and humility.
6 Making a Mentor/Partner: Strategic alliances and
difference partnerships, servant leadership. Focus on
employee fulfilment, and mentoring and
coaching.
Displays empathy and utilises intuition in
decision-making.
5 Internal Integrator/Inspirer: Strong cohesive culture
cohesion and a capacity for collective action. Focus
on vision, mission and values. Displays
authenticity, integrity, passion and creativity.
153
Employee Engagement
Levels of Characteristics
consciousness
4 Transformation Facilitator/Influencer: Empowerment,
adaptability and continuous learning. Focus on
personal growth, teamwork and innovation.
Displays courage, responsibility, initiative, and
accountability.
3 Self-esteem Manager/Organiser: High performance
systems and processes. Focus on strategy,
performance, excellence, quality, productivity
and efficiency. Displays pride in performance.
2 Relationship Relationship Manager/Communicator:
Employee recognition, open communication
and conflict resolution. Creates employee
and customer loyalty, and treats people with
dignity.
1 Survival Financial Manager/Crisis Director: Financial
stability, organisational growth, and employee
health and safety. Displays calmness in the
face of chaos, and decisiveness in the midst of
danger.
154
Chapter 6: The leader’s role in employee engagement
Daniel Goleman identified six leadership styles and skill sets leaders
must be able to draw on, depending on the situation. Each set of
skills is appropriate to specific situations and we cannot rely on only
one or two skill sets if we are to be a Full Spectrum Leader. The most
effective leaders know what is needed in each situation.108
155
Employee Engagement
2. Affiliative Leadership: When this style and skills are used well,
people feel valued and their feelings are considered. These skills
are particularly needed from Level 2 upwards in Barrett’s model;
the leader works at building good relationships and harmony
in the team. By connecting with people, by building trust and
respect, and by offering emotional support during difficult
times, these leaders build tremendous loyalty. People want to
feel a sense of connection, belonging and inclusion, so this style
is essential at all times and required even more when a leader
needs to build morale, create harmony or repair broken trust.
A supportive, trusting and non-controlling relationship
with a supervisor and good co-worker relations encourages
engagement.
156
Chapter 6: The leader’s role in employee engagement
This style works well in combination with the Visionary and Pace-
Setting approaches.
To use this style well, the leader needs the skills of:
■ listening;
■ empathy;
■ conflict resolution; and
■ trust building.
157
Employee Engagement
158
Chapter 6: The leader’s role in employee engagement
159
Employee Engagement
■■ counselling;
■■ creating rapport;
■■ giving guidance and advice in the best interests of the
employee; and
■■ developing talent.
160
Chapter 6: The leader’s role in employee engagement
161
Employee Engagement
Reflection
For each of the six styles and skill sets listed above, reflect on how much of
your time is spent on each (as a rough percentage), then indicate what you
believe your current skill level is and changes you want to make.
Command
Affiliative
Pace-setting
Participative
Coach
Visionary
162
Chapter 6: The leader’s role in employee engagement
Passion
Success starts with passion for what you do. Vision also flows
from passion. In every article you read about a successful person
or business, the words “passion” and “vision” will come up as the
starting point.
163
Employee Engagement
Assertiveness
High
My Concern for My Needs, Concerns and Wishes
Dominant Assertive
Withdrawing Accommodating
Low
High
My Concern for Your Needs, Concerns and Wishes
164
Chapter 6: The leader’s role in employee engagement
165
Employee Engagement
People who are in this mode often like security and predictability.
People who adopt this style have strong needs for acceptance and
want to be liked at all costs. They often have problems setting clear
personal boundaries.
Again, this will not build great relationships in the long-term. If you
are in this mode too much, you will soon feel that you are being
taken advantage of and your resentment will build up over time.
Also, your team members who have more dominant styles will tend
to ride roughshod over you. If there are too many people in the team
with this style, there will be little debate or challenge and decisions
made will not have been thoroughly evaluated. There will be more
emphasis on good relationships and not “rocking the boat”.
166
Chapter 6: The leader’s role in employee engagement
People who are mostly in this mode have strong needs for growth
and self-development, and want to make a contribution. They realise
that listening to the people around them they will broaden their
understanding and that this will lead to better and more creative
decisions.
This style will build a great team as you are open about your views
and wishes, but also willing to listen and understand the views of
others and to make decisions which all can support.
There are two main skills you need to work on to be in the assertive
style:
What this basically means is that there must be a concern for your
own benefit and well-being, as well for the benefit and well-being
of others in the team. To achieve this balance, there needs to be a
commitment in the team to keep the channels of communication
open and to work through problems.
Time to reflect
What would you say is your dominant style? Where is your area of
growth? If your most-used style is in the:
167
Employee Engagement
Every day you have to deal with people in different quadrants and
each one will present a particular challenge and a particular growth
opportunity for you. Very often we wish other people would change,
but this is simply a way of distracting ourselves from our own growth
needs. Instead, let’s take the view that it is impossible to change
another person – only they can do that. Our best strategy is to
grow ourselves by developing new strategies and skills to deal with
any difficulties our colleagues, customers or managers present us.
This approach will reduce the amount of stress and frustration we
experience when people do not behave as we think they should.
Self-empowerment
168
Chapter 6: The leader’s role in employee engagement
can influence them and then there will be fewer things going wrong
that we could have prevented. Then we will have more time to deal
with the things we cannot control if they do go wrong.
Every work process has inputs and outputs, so if I focus on the inputs
and ensure a stable process and well-trained employees, less will go
wrong and people will enjoy their work more.
Our
Locus of that concern us
Control The things
ce
thi
ngs I nflu
w e cannot Control or
169
Employee Engagement
■■ be clear on what you stand for. What are your values and
beliefs? Thinking and acting with integrity arises when you
understand your own values and why you do what you do; and
■■ make decisions based on core values. What will be for the
greater good or what will lead to the fulfilment of our vision? If
you make decisions based on what will make you look good and
help your career, people will question your integrity.
An authentic person lives according to their values and speaks their
truth. However, this does not mean giving ourselves permission to
be dogmatic. An authentic person realises their values and beliefs
reflect where they are now, and these may grow as a result of new
experiences or influences. They are open to learning from others and
from new experiences, and are constantly learning and expanding.
Authentic people also consider the impact of their views and
170
Chapter 6: The leader’s role in employee engagement
behaviour on others and have a regard for others’ beliefs and values.
They know they have the right to share their views but they do so
carefully, realising we are all “work-in-progress”.
171
Employee Engagement
When we are confident in our abilities, we will put in the time and
effort required and persevere when there are difficulties. When
success is achieved, this feeds our confidence, meaning we take on
bigger challenges. This leads to an upward spiral of success and well-
being. In this way, confidence and optimism or a positive mindset
come before success! We need to build our confidence in order to
take the steps needed.
—Sean Achor
172
Chapter 6: The leader’s role in employee engagement
173
Employee Engagement
Humility
■■ we don’t have all the answers and we know what we don’t know;
■■ we can learn from others;
■■ others have contributed to our success; and
■■ we too have made mistakes and judgement errors.
People with humility make fewer mistakes because they are open to
the views of others and are not arrogant enough to believe they are
infallible. We tend to learn humility the hard way, i.e. once we have
disregarded important input and done it our way and maybe failed,
or once we have alienated colleagues or team members by taking all
the credit.
174
Chapter 6: The leader’s role in employee engagement
insights we have learned from them, it will make it easier for others
to do the same, which earns the leader trust and respect.
“I don’t think you can solve problems unless you’re curious about
them, and so much of what we do is solving problems or looking at
innovations in our supply chain or working with complicated issues
around partnerships or innovations, to me that’s a natural quality
that you’ve got to have–about business, your colleagues, challenges–
it helps you be a better leader. We need a world full of people asking
deep questions or else we’re not going to have a world to live in.”–
Rose Marcario (Patagonia CEO)
Resilience
175
Employee Engagement
176
Chapter 6: The leader’s role in employee engagement
As we can see from the diagram below, between an incident and our
response, we have choice. For example, if a team member does not
meet an important deadline, I have the choice to:
React or
Respond
Thoughts/
Consequences
Incident beliefs/ My behaviour
(Reality)
assumptions
Choice
177
Employee Engagement
Of course we are only human – even the best leaders will have their
bad days when they react badly, but with self-reflection and some
humility, we will take steps to correct the situation. As leaders we
need strategies that keep us calm and stable so that the people
around us are not also stressed and anxious.
Reflect on the qualities listed above and identify where you are already
strong.
Identify one or two qualities you wish to strengthen. List specific actions
you will take to strengthen these.
178
Chapter 6: The leader’s role in employee engagement
Young people have a bad reputation for “job hopping”, but two of the
group I was coaching had been in the same jobs for over five years and
were both regarded as top performers. This normally meant that they
would be mobile.
I asked them about their careers and both said they had considered
changing jobs to add to their CV, but both said they did not want to leave
their manager.
They both felt that if they had made mistakes, it was very easy to go to
their managers, tell them about it and have a conversation about how
to sort things out quickly. You would only be in trouble if you did not
highlight a mistake.
179
Employee Engagement
ary
Summ
180
Chapter 6: The leader’s role in employee engagement
If you were to give your leadership story a name, like the title of a book or
a movie, what would you call your story?
What beliefs or ideas underpin your leadership story? What has been your
success formula so far?
Where did these ideas on leadership come from, i.e. what has been the
greatest influence on you as a leader?
■■ Who has had a positive impact on your beliefs about leading and
motivating people?
■■ What did you learn from these people?
■■ What was the one event that helped you to become the leader you
are today?
181
Employee Engagement
How have these beliefs influenced the way you see yourself, your work
and the people who are important to you?
Where will these beliefs take you? Is that where you want to be heading?
Will there be changes to these beliefs?
Picture your retirement or farewell party. What do you want people to say
about you?
“It has been a lot to absorb”, said Rochelle. “I’ll certainly write up my
intentions as a leader. I can see that leadership for high engagement
is lifelong work. I’ll come back to these notes many times and reflect.
Thank you for putting me on this path. I will grow as a person and as
a leader, and I hope to be able to look back at the positive role I have
played in developing talented people as well as my impact on the
company’s success.”
182
Section 3
HR’s role in supporting employee
engagement
183
Employee Engagement
Chapter 7
Measuring employee engagement
■■ customer experience
■■ productivity
■■ quality
■■ absenteeism
■■ turnover among your talented employees
184
Chapter 7: Measuring employee engagement
Consider how the workplace has changed over the past 10 years
or so… flatter organisational structures; fewer managers with wider
spans of control; younger employees, possibly with different value
systems and views on work; new technologies; and a workforce made
up of full-time employees, contractors and remote workers. The
line between work and private time has blurred with smartphones,
e-mails and WhatsApp groups. All of this means that we must ask
ourselves if we are still measuring what is important to employees in
our engagement surveys.
185
Employee Engagement
sure if this survey is measuring the factors that bring out the best
in people and make them want to stay. Then we use the results to
develop action plans and strategies, using up a lot of people’s time
and company resources, that have no or little impact on engagement
among our employees.
Survey phase
Results phase
186
Chapter 7: Measuring employee engagement
187
Employee Engagement
The downside is that the costs often seem very high and there is no
choice regarding the questions, although some companies do offer
the option to add additional company-specific questions to their
standard set of questions.
188
Chapter 7: Measuring employee engagement
189
Employee Engagement
3. Can you see a clear link between your work and the company’s
goals and objectives?
4. Are you proud to be a member of your team?
5. Does your team inspire you to do your best work?
6. Does your team help you to complete your work?
7. Do you have the appropriate amount of information to make
correct decisions about your work?
8. Do you have a good understanding of the informal structures
and processes at your organisation?
9. When something unexpected comes up in your work, do you
usually know who to ask for help?
My job
190
Chapter 7: Measuring employee engagement
My team
1. I feel proud to be part of this team for their results, impact and
contribution.
2. In this team, there is a climate of trust and respect for each
other.
3. I have a sense of belonging in this team.
4. Commitment levels are high in this team.
5. In this team there is a culture of innovation and continuous
improvement; we are never satisfied with mediocrity.
6. In this team, people are highly skilled and experienced and have
what it takes to do the job well.
7. At work I am able to freely raise issues that are important to me,
e.g. ideas, problems.
8. At work my ideas and concerns are carefully considered.
9. In this team, we are clear on the team’s goals and roles.
10. Our work processes are clear.
11. Communication in this team is good; everyone ensures
that team members are well-informed and that we get the
information we need when we need it.
12. We have relationships of collaboration, trust and respect with
other teams in the organisation.
Leadership
Resources/Work environment
191
Employee Engagement
The company
If you are developing your own survey, one option is to test your
questions on a small sample of employees before rolling them out
across the organisation.
192
Chapter 7: Measuring employee engagement
Your next challenge in doing the survey is how you will gather
each employee’s responses. Online is usually the best, but many
companies have constraints if there are groups of employees who are
not able to work on a computer or if it is difficult for employees to
access a computer.
193
Employee Engagement
with a password letter and a paper copy of the survey. They stopped
the production line for 30 minutes and asked these employees to
complete the survey on the paper copy, only entering their password
for identification. Students then collected the forms and entered
their responses onto the survey system. Because only a password
was used, no-one could identify whose form was whose, thereby
protecting confidentiality.
Once you have the go-ahead from top management for the survey
and you have worked out how you will go about doing it, it’s then
time to communicate your plan to the rest of the organisation. This
can be a combination of face-to-face briefings supplemented with
information via e-mail, on company notice boards or letters with
employees’ pay slips. The communications must include why we
are doing the survey, when it will take place, assurances around
confidentiality, what we will be doing with the results and of course,
the questions employees will be asked to rate as well as the rating
scale. You may decide to give the survey a catchy title such as Pulse
or Barometer.
True story: One of the senior managers misunderstood the rating scale:
he thought 1 was the top rating. He rated his boss, one of the Directors
and a good leader, Poor or Very Poor on all the questions. The Director
was distraught, trying to fathom who in his team of senior managers was
so unhappy. It was only during the results discussion that this person
realised his mistake!
194
Chapter 7: Measuring employee engagement
Most online systems will give you a daily participation rate for
the company, divisions and teams, and it is good to keep people
informed of the progress as it does help to get people to do the
survey. My suggestion is to use fun communications to motivate
people to do the survey.
Once we have selected and validated our survey questions and run
the survey, the key question is what to do with the results once we
have them. Is it clear what actions you need to take to address low-
scoring items and to maintain the high-scoring items?
195
Employee Engagement
196
Chapter 7: Measuring employee engagement
Do not ‘name and shame’ the leaders with poor engagement scores:
things are not always as they seem…
Once top management have the results of the survey, they are
responsible for identifying and addressing company-wide engagement
initiatives. This is when they often turn to HR for guidance.
197
Employee Engagement
198
Chapter 7: Measuring employee engagement
A set of guidelines like the ones below will help leaders through the
process.
The first step leaders must take is to ensure their team members see
the scorecard.
Secondly, each leader needs to analyse the scorecard and identify the
following:
■■ How many people participated in the survey? What does that tell
me? How do I interpret a high or a low participation rate?
■■ What is the overall engagement score? Is it better or worse than
previous surveys? How does it compare to the overall company
or divisional score? Should I be happy with this score or should I
be concerned? Were there any special circumstances during the
past year that may have influenced the results?
■■ What are the top three and the bottom three scores? What
is my understanding of the reasons for this? What may have
contributed to these results?
■■ If this is a regular annual survey, reflect on the actions we took
after the last survey. Can I see the impact of these in this year’s
results? What worked well and what did not work so well in
terms of engagement?
Thirdly, good leaders listen and understand before they take action,
so each leader must set up a special “results talk” session with the
team. Now if the scorecard is good, it’s an easy conversation: the team
explains the reasons for the good scores and makes a few suggestions
to remove some small frustrations. The manager is happy.
199
Employee Engagement
Person 2 rated Strongly Disagree and said Integrity means fairness. She
mentioned an example of an employee who had the opportunity to
take part in a special development programme and she felt it had been
handled unfairly.
This discussion gave the leader a good insight into the issues that
affected the ratings, as well as the impact of leadership behaviours on
the team.
200
Chapter 7: Measuring employee engagement
Make sure you as the leader ask open questions to explore the issues
highlighted in the scorecard and listen well.
■■ Welcome everyone.
■■ Review the purpose of the meeting:
□□ Review our scorecard.
□□ Identify what is working well and what we need to address to
make work more fulfilling for us all.
□□ Agree on two to three action plans.
■■ Display the scorecard and highlight key trends and information:
participation rate, engagement index, best and worst scoring items,
and any significant changes since the last survey.
■■ Ask the team to share their overall impressions of the results: what
stands out for you? Which question is of most concern to you?
■■ Focus on the top scoring items: ask the team what contributed to the
good score, i.e. what is working well so we know to maintain that?
■■ Focus on the items of top concern: what contributed to the low
scores and what do we need to do about it?
■■ Agree an action plan with the team. The action plan should consist
of:
□□ a description of the current situation;
□□ a description of the desired situation, i.e. what will success look
like?
□□ the action steps required to move from the current to the
desired situation; and
□□ who is responsible for each action step. Try to share the
workload among the team as it is important that team members
also feel responsible for contributing to high engagement.
201
Employee Engagement
■■ Agree on how you will review progress; one suggestion is that the
engagement action plans are reviewed as part of your weekly/
monthly team meetings. Once the action plans are completed,
you can ask the team what else you can all do to make this a great
place to work. In this way, the focus on engagement and shared
responsibility for engagement is maintained on an ongoing basis.
■■ Remember to give recognition as progress is made.
If the team is not talking openly, or if one or two people dominate, then
do this exercise:
■■ Split the team into pairs and ask them to write on Post-it notes:
□□ what is helping me to be engaged at work and do a good job;
and
□□ requests or suggestions to make this a really great place to work.
■■ Ask each pair to put up their Post-it notes on a wall or on a flip chart.
■■ Cluster the Post-it notes into similar themes.
■■ Work through the items: ask the pair who put up the item to explain
more fully what they meant by it. As the leader, listen and ask
questions to clarify.
■■ Thank the team for their feedback. Make the point that we must
ensure we continue to do the things that are already working and
not neglect these.
■■ Ask the team to identify the high priority issues from the requests
and suggestions list. The team can vote or discuss until they reach
consensus.
Imagine standing on the scale and you note that you are 5 kgs
overweight. Then, without doing anything different, you stand on
the scale a week later and you are upset because you are still 5 kgs
overweight. This is how some companies approach engagement
surveys: we run them annually, we look at the results, it is business
as usual, and then in a year’s time everyone is frustrated because
there is no improvement. There are also managers who think once
the results talk is over, they can tick off employee engagement as
completed!
202
Chapter 7: Measuring employee engagement
203
Employee Engagement
■■ attendance;
■■ sick leave;
■■ length of service;
■■ training and development received;
■■ performance ratings;
■■ job changes within the company;
■■ information from exit interviews as well as stay interviews;
■■ focus groups;
■■ social analytics on data from platforms such as Glassdoor,
LinkedIn, Facebook or Twitter;
■■ the company recognition programme; and
■■ innovation management.
For the time being, the annual employee survey is still the norm in
companies that do surveys, but a new wave of technology is opening
up many other options. New pulse-type survey tools are flooding the
market. SurveyMonkey is well known, but look on Google and you
will see apps such as:
■■ SurveyPlanet;
■■ LimeSurvey;
■■ QuickTapSurvey;
■■ YesInsights;
■■ Survey Anyplace;
204
Chapter 7: Measuring employee engagement
■■ SmartSurvey; and
■■ Client Heartbeat.
All of these are fair comments and mainly point to good leadership
and trust. In a perfect working world with only great leaders, we may
not need a survey to know how people feel about work.
205
Employee Engagement
ary
Summ
206
Chapter 8
The engagement strategy
Laurisha felt weary as she put the phone down after Daniel’s ranting.
Maybe she should have stayed at her previous company where the
people and leadership practices were far more advanced. Laurisha
had a good insight into the mood at Rozzby as people confided in
her. Maybe it was time for her to move to another company and
this time she would be far more careful to find out more about the
company culture and not be blinded by the salary.
That night she did not sleep well and found herself wide awake at 3
am. A moment of clarity emerged and Laurisha decided to write to
Daniel and give him the strategy from HR that he requested. If he
takes offence, too bad, I will get another job. Fired up with coffee and
3 am courage, Laurisha wrote an e-mail to Daniel:
Dear Daniel, thank you for your call this afternoon. You are right,
we do have an employee engagement problem. I see it also in the
absenteeism figures and in the many disciplinary cases.
Rozzby culture
We make parts for vacuum cleaners that no one ever sees, except the
vacuum cleaner service agents, and I know you have said many times
that it is not possible to inspire people with our product range. It is
207
Employee Engagement
208
Chapter 8: The engagement strategy
■■ Who are we and what do we stand for? What is our WHY beyond
making vacuum cleaner parts? Are we a trusted supplier? A
technological innovator? Environmentally responsible? What
reputation do we want as a supplier?
209
Employee Engagement
Leadership
210
Chapter 8: The engagement strategy
211
Employee Engagement
Recruitment
I know money does not mean you love your job or your boss or
your company; you may be here only because you love the money.
Pay and benefits can be a big demotivator if people feel underpaid,
however, so we need to pay people enough so it’s not an issue.
212
Chapter 8: The engagement strategy
Recognition
Communication
Change management
213
Employee Engagement
This seems a lot and I might sound very critical, but I have worked
in companies where these activities were normal practice and I have
seen the positive impact.
I recommend that the top team meet for a day or two off-site with a
skilled facilitator to reflect on what kind of a company we wish to be
and how we can get started.
Kind regards,
Laurisha
The next morning Laurisha wondered if she had done the right thing.
Maybe she should have thought about it more before hitting the
‘Send’ button.
By late afternoon there had been no word from Daniel about her
e-mail and in a management meeting earlier, he seemed very tense
and avoided eye contact with her.
As Laurisha walked into Daniel’s office, she saw her mail printed out
on his desk with lots of notes in the margin. Daniel leaned back and
said, “I didn’t really like what I read, but you are right, we have lost
our way as a company. We have work to do. How do we start?”
214
Endnotes
Chapter 1 Endnotes
215
Employee Engagement
Chapter 2 Endnotes
21 Re:Work. n.d. Google’s Guide: Understand team effectiveness. Retrieved
from: https://rework.withgoogle.com/print/guides/5721312655835136/
22 Havard Business Review. 2019. Creating Psychological Safety in the
Workplace. Retrieved from: https://hbr.org/ideacast/2019/01/creating-
psychological-safety-in-the-workplace
23 Delizonna, L. 2017. High-Performing Teams Need Psychological Safety.
Here’s How to Create It. Retrieved from: https://hbr.org/2017/08/high-
performing-teams-need-psychological-safety-heres-how-to-create-it
24 Sinek, S. 2014. Leaders Eat Last: Why Some Teams Pull Together and
Others Don’t. New York: Penguin Group.
25 Rock, D. 2009. Your Brain at Work: Strategies for Overcoming Distraction,
Regaining Focus, and Working Smarter All Day Long. New York: Harper
Collins.
26 Bruch, H. & Voge, B. 2011. Fully Charged: How Great Leaders Boost Their
Organization’s Energy and Ignite High Performance. Boston, MA: Harvard
Business Review Press.
27 Voge, B. 2011. Manage Your Organization’s Energy. Retrieved from:
https://hbr.org/2011/02/manage-your-organizations-ener
28 Brown, B. 2012. Daring Greatly: How the Courage to Be Vulnerable
Transforms the Way We Live, Love, Parent, and Lead. New York: Penguin
Group.
29 Zak, J. 2017. The Neuroscience of Trust. Retrieved from: https://hbr.
org/2017/01/the-neuroscience-of-trust
216
Endnotes
30 Business Central. 2019. 7 Simon Sinek Quotes That Will Change Your
Thinking on Leadership and Business. Retrieved from: https://www.
businesscentral.net/7-simon-sinek-quotes-that-will-change-your-
thinking-on-leadership-and-business
31 Covey, S. 1989. The 7 Habits of Highly Effective People. New York: Simon
and Schuster, p188.
32 Dutton, J. 2003. Fostering High-Quality Connections: How to deal with
corrosive relationships at work. San Francisco, CA: Jossey-Bass.
33 Kline, N. 1999. Time to Think: Listening to Ignite the Human Mind.
London: Cassell Illustrated.
34 Glaser, J. 2013. Conversational Intelligence: How Great Leaders Build
Trust and Get Extraordinary Results. New York: Bibliomotion, Inc.
35 Ibid.
36 Glaser, J.E. 2014. Minimize Fear – Maximize Trust: Elevating
Conversational Intelligence Elevates Mutual Success. Retrieved
from: https://www.psychologytoday.com/us/blog/conversational-
intelligence/201412/minimize-fear-maximize-trust
37 Zak, J. 2017. The Neuroscience of Trust. Retrieved from: https://hbr.
org/2017/01/the-neuroscience-of-trust
38 Glaser, J. 2013. Conversational Intelligence: How Great Leaders Build
Trust and Get Extraordinary Results. New York: Bibliomotion, Inc.
39 Cameron, K. & McNaughtan, J. 2014. Positive Organisational Change.
Journal of Applied Behavioural Science, 50(4), 445-462.
40 Deloitte. 2018. 2018 Deloitte Millennial Survey. Retrieved from: https://
www2.deloitte.com/content/dam/Deloitte/global/Documents/About-
Deloitte/gx-2018-millennial-survey-report.pdf
41 Ridgway, R. 2018. People management: how to create a psychologically
safe environment at work. Retrieved from: https://www.hrzone.com/
lead/culture/people-management-how-to-create-a-psychologically-
safe-environment-at-work
42 Havard Business Review. 2019. Creating Psychological Safety in the
Workplace. Retrieved from: https://hbr.org/ideacast/2019/01/creating-
psychological-safety-in-the-workplace
43 Delizonna, L. 2017. High-Performing Teams Need Psychological Safety.
Here’s How to Create It. Retrieved from: https://hbr.org/2017/08/high-
performing-teams-need-psychological-safety-heres-how-to-create-it
44 Deloitte. 2018. 2018 Deloitte Millennial Survey. Retrieved from: https://
www2.deloitte.com/content/dam/Deloitte/global/Documents/About-
Deloitte/gx-2018-millennial-survey-report.pdf
45 Giles, S. 2016. The Most Important Leadership Competencies, According
to Leaders Around the World. Retrieved from: https://www.speakcdn.
217
Employee Engagement
com/assets/1145/the_most_important_leadership_competencies_
according_to_leaders_around_the_world.pdf
46 Liu, A. 2019. Making Joy a Priority at Work. Retrieved from: https://hbr.
org/2019/07/making-joy-a-priority-at-work
47 Shawn, A. 2013. Before Happiness. New York: Crown Business, p15.
48 Schawbel, D. 2014. Richard Branson’s Three Most Important
Leadership Principles. Retrieved from: https://www.forbes.com/sites/
danschawbel/2014/09/23/richard-branson-his-3-most-important-
leadership-principles/#16733f593d50
Chapter 3 Endnotes
49 Buckingham, M. & Clifton, D.O. 2005. Now, Discover Your Strengths.
London: Pocket Books.
50 Crabb, S. 2011. The Use of Coaching Principles to Foster Employee
Engagement. The Coaching Psychologist, 7(1), 27-34.
51 Seligman, M. 2012. Flourish, A Visionary New Understanding of
Happiness and Well-being. New York: Simon & Schuster Atria Books.
52 Wesson, K. & Boniwell, I. 2007. Flow Theory-Its Application to Coaching
Psychology. International Coaching Psychology Review, 2(1), 33-43.
53 Salanova, S., Llorens, S. & Schaufeli, W.B. 2011. “Yes, I Can, I Feel Good,
and I Just Do It!” On Gain Cycles and Spirals of Efficacy Beliefs, Affect
and Engagement. Applied Psychology: An International Review, 60(2),
255-285.
54 Salanova, M., Bakker, A.B. & Llorens, S. 2006. Flow at Work: Evidence for
an Upward Spiral of Personal and Organisational Resources. Journal of
Happiness Studies, 7(1), 1-22.
55 Dick, R. 1998. Setting Your Genius Free. New York: Berkley Books.
56 Ibid.
57 CliftonStrengths. 2019. Live Your Best Life Using CliftonStrengths.
Retrieved from: https://www.gallupstrengthscenter.com/
58 VIA Institute on Character. n.d. Bring your character strengths to life &
live more fully. Retrieved from: https://www.viacharacter.org/www/
59 Wrzesniewski, A. & Dutton, J.E. 2001. Crafting a Job: Revisioning
Employees as Active Crafters of Their Work. Academy of Management
Review, 26(2), 179-201.
60 Cameron, K. & McNaughtan, J. 2014. Positive Organisational Change.
Journal of Applied Behavioural Science, 50(4), 445-462.
61 Ibid.
62 Kopelman, S., Elana, R., Feldman, D.M. & McDaniel, D.T. 2012. Mindfully
negotiating a career with a heart. Organizational Dynamics, 41(2), 163-171.
218
Endnotes
Chapter 4 Endnotes
63 Crabb, S. 2011. The Use of Coaching Principles to Foster Employee
Engagement. The Coaching Psychologist, 7(1), 27-34.
64 Kopelman, S., Elana, R., Feldman, D.M. & McDaniel, D.T. 2012. Mindfully
negotiating a career with a heart. Organizational Dynamics, 41(2), 163-
171.
65 Rothmann, S. & Welsh, C. 2013. Employee Engagement: The Role of
psychological Conditions. Management Dynamics, 22(1), 14-25.
66 Zander, B. & Zander, R.S. 2000. The Art of Possibility: Transforming
Professional and Personal Life. Boston, MA: Harvard Business School
Press, p56.
67 Cartolari, R. 2019. Traditional Leadership Models Are Losing Relevance:
Four Areas To Focus On In 2019. Retrieved from: https://www.
forbes.com/sites/forbescoachescouncil/2019/01/24/traditional-
leadership-models-are-losing-relevance-four-areas-to-focus-on-in-
2019/#53512ccbef0a
68 Deloitte. 2019. The Deloitte Global Millennial Survey 2019: Optimism,
trust reach troubling low levels, p13. Retrieved from: https://www2.
deloitte.com/global/en/pages/about-deloitte/articles/millennialsurvey.
html
69 Ibid.
70 Ibid.
71 Rothmann, S. & Welsh, C. 2013. Employee Engagement: The Role of
psychological Conditions. Management Dynamics, 22(1), 14-25.
72 Garrad, L. 2017. How to Make Work More Meaningful for Your Team.
Retrieved from: https://hbr.org/2017/08/how-to-make-work-more-
meaningful-for-your-team
73 Sinek, S., Mead, D. & Docker, P. 2017. Find Your Why: A Practical Guide
for Discovering Purpose for You and Your Team. New York: Penguin
Random House.
74 Garrad, L. 2017. How to Make Work More Meaningful for Your Team.
Retrieved from: https://hbr.org/2017/08/how-to-make-work-more-
meaningful-for-your-team
75 Virgin Group. n.d. Our Purpose. Retrieved from: https://www.virgin.com/
virgingroup/content/our-purpose-0
76 Schawbel, D. 2014. Richard Branson’s Three Most Important
Leadership Principles. Retrieved from: https://www.forbes.com/sites/
danschawbel/2014/09/23/richard-branson-his-3-most-important-
leadership-principles/#16733f593d50
77 Gallo, C. 2011. Steve Jobs and the Power of Vision. Retrieved from:
https://www.forbes.com/sites/carminegallo/2011/01/18/steve-jobs-and-
the-power-of-vision/#15e33a5b172b
219
Employee Engagement
Chapter 5 Endnotes
93 Deloitte. 2018. 2018 Deloitte Millennial Survey. Retrieved from: https://
www2.deloitte.com/content/dam/Deloitte/global/Documents/About-
Deloitte/gx-2018-millennial-survey-report.pdf
94 Ibid.
95 Mindsetworks. n.d. Decades of Scientific Research that Started a Growth
Mindset Revolution. Retrieved from: https://www.mindsetworks.com/
science/
96 Dweck, C.S. 1988. Why Do Mindsets Matter? Retrieved from: https://
danerwin.typepad.com/my_weblog/2014/04/dweck.html
220
Endnotes
Chapter 6 Endnotes
102 Harter, J. & Adkins, A. 2015. Employees Want a Lot More From Their
Managers. Retrieved from: https://www.gallup.com/workplace/236570/
employees-lot-managers.aspx
103 Robison, J. 2019. What Millennials Want is Good for Your Busi-
ness. Retrieved from: https://www.gallup.com/workplace/248009/
millennials-good-business.aspx?g_source=link_NEWSV9&g_medi-
um=TOPIC&g_campaign=item_&g_content=What%2520Millenni-
als%2520Want%2520Is%2520Good%2520for%2520Your%2520Business
104 Chamorro-Premuzic, T., Wade, M. & Jordan, J. 2018. As AI Makes More
Decisions, the Nature of Leadership Will Change. Retrieved from: https://
hbr.org/2018/01/as-ai-makes-more-decisions-the-nature-of-leader-
ship-will-change
105 Greenleaf, R.K. n.d. Who is a Servant Leader? Retrieved from: https://
www.greenleaf.org/
106 Mackey, J. & Sisodia, R. 2013. “Conscious Capitalism” Is Not an Oxymo-
ron. Retrieved from: https://hbr.org/2013/01/cultivating-a-higher-con-
scious
107 Barrett, R. 2010. Leadership Development. Retrieved from: https://www.
valuescentre.com/leadership-development/
108 Goleman, D., Boyatzis, R. & McKee, A. 2002. Primal Leadership. Boston,
MA: Harvard Business School Press.
109 Giles, S. 2016. The Most Important Leadership Competencies, According
to Leaders around the World. Retrieved from: https://hbr.org/2016/03/
the-most-important-leadership-competencies-according-to-leaders-
around-the-world
110 Achor, S. 2013. Before Happiness. New York: Crown Business.
111 Fredrickson, B.L. 2004. The Broaden-and-Build Theory of Positive
Emotions. The Royal Society, 359, 1367-1377.
221
Employee Engagement
112 Kaplan, S., Bradley-Geist, J.C., Ahmed, A., Anderson, A., Hargrove, A.K.
& Lindsey, A. 2013. A Test of Two Positive Psychology Interventions to
Increase Employee Well-Being. Journal of Business and Psychology, 29(3),
367-380.
113 Zenger, J. & Folkman, J. 2013. The Ideal Praise-to-Criticism Ratio.
Retrieved from: https://hbr.org/2013/03/the-ideal-praise-to-criticism
114 HeartMath Institute. n.d. The Science of HeartMath. Retrieved from:
https://www.heartmath.com/science/
115 Vozza, S. 2014. Personal Mission Statements Of 5 Famous CEOs (And
Why You Should Write One Too). Retrieved from: https://www.fastcom-
pany.com/3026791/personal-mission-statements-of-5-famous-ceos-
and-why-you-should-write-one-too
Chapter 7 Endnotes
116 Bersin, J. 2015. Becoming irresistible: A new model for employee
engagement. Retrieved from: https://www2.deloitte.com/insights/us/en/
deloitte-review/issue-16/employee-engagement-strategies.html
117 Gallup. 2016. Gallup Q12 Employee Engagement Survey. Retrieved from:
https://q12.gallup.com/Public/en-us/Features
118 Murphy, M. 2015. Stop Asking These Questions on Your Employee
Engagement Survey. Retrieved from: https://www.forbes.com/sites/
markmurphy/2015/05/04/stop-asking-these-questions-on-your-
employee-engagement-survey/#4ab3d6f14fa1
119 Gallup. 2016. Gallup Q12 Employee Engagement Survey. Retrieved from:
https://q12.gallup.com/Public/en-us/Features
120 Wiles, J. (2018). 9 Questions that Should be in Every Employee
Engagement Survey. Retrieved from: https://www.gartner.com/
smarterwithgartner/the-9-questions-that-should-be-in-every-
employee-engagement-survey/
121 Dvorak, N. & Pendell, R. 2019. Want to Change Your Culture? Listen
to Your Best People. Retrieved from: https://www.gallup.com/work-
place/247361/change-culture-listen-best-people.aspx?g_source=link_
WWWV9&g_medium=TOPIC&g_campaign=item_&g_content=Want%2
520to%2520Change%2520Your%2520Culture%3f%2520Listen%2520to
%2520Your%2520Best%2520People
222
Index
A D
223
Employee Engagement
F K
224
Index
225
Employee Engagement
226
EMPLOYEE ENGAGEMENT
Creating positive energy at work
KR Publishing’s Talent Management Series offers a practical but evidence-based approach to
strategic talent management. Each book in the series covers the ‘how-to’ of a key area of talent
management, giving professionals the latest insights on a specific topic framed within a South
African context.
This series is a comprehensive resource which includes step-by-step guides, checklists and case
studies!
Employee Engagement: Creating positive energy at work is essential reading for anyone
who currently manages people or will lead them in the future.
Previously Leadership Development Manager at Volkswagen Group South Africa, today Joan
Peters is a consultant in the field of leadership and organisational development and an
executive coach. She worked closely with the different CEOs and a wide range of executive
management, leading a range of change management processes. These include leadership
development interventions, coaching, talent management, assessment centres, organisational
culture interventions, employee engagement surveys and team development workshops. Joan
has an MPhil in Management Coaching from the University of Stellenbosch Business School.