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6/16/2016
1
© MFMER© MFMER
Continual Improvement Forum
Employee Engagement: Helping Your Staff Go Above and Beyond
Shannon Bennett, Quality Management SupervisorJune 13th, 2016
© MFMER
DisclosuresRelevant Financial Relationship(s):
Nothing to Disclose
Off Label Usage:
Nothing to Disclose
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© MFMER
Objectives
• Describe drivers of trust associated with manager-employee relationships
• Identify unmet employee needs that are limiting greater engagement
• Develop an engagement plan for your team
© MFMER
What is “engagement”?
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What is “engagement”?
• Intellectual, emotional, and/or values alignment with:
• Organization• Job• Manager• Co-workers
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What is “engagement”?
• Intellectual, emotional, and/or values alignment with:
• Organization• Job• Manager• Co-workers
• Engagement often drives discretionary effort• Going above and beyond the baseline job
requirements
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The engagement spectrum (Gallup)
Engaged
Disengaged
Actively Disengaged
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The engagement spectrum (Gallup)
Engaged
Disengaged
Actively Disengaged
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© MFMER
The engagement spectrum (Gallup)
Engaged
Disengaged
Actively Disengaged
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The engagement spectrum (Gallup)
Engaged
Disengaged
Actively Disengaged
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Why is engagement important?
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Why is engagement important?
Absenteeism
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Why is engagement important?
Absenteeism
Turnover
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Why is engagement important?
Absenteeism
Turnover
Safety incidents
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Why is engagement important?
Absenteeism
Turnover
Safety incidents
Patient safety incidents
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Why is engagement important?
Absenteeism
Turnover
Safety incidents
Patient safety incidents
Quality Issues
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Why is engagement important?
Absenteeism
Turnover
Safety incidents
Patient safety incidents
Quality Issues
Customer rating
© MFMER
Why is engagement important?
Absenteeism
Turnover
Safety incidents
Patient safety incidents
Quality Issues
Customer rating
Productivity
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Aspects of engagement
• External Focused
• Internal Focused
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills
• Internal Focused
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills• Social network: relationships
• Internal Focused
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills• Social network: relationships• Work/life balance
• Internal Focused
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills• Social network: relationships• Work/life balance
• Internal Focused• Hope: do I have some control?
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills• Social network: relationships• Work/life balance
• Internal Focused• Hope: do I have some control?• Efficacy: can I do what is expected?
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills• Social network: relationships• Work/life balance
• Internal Focused• Hope: do I have some control?• Efficacy: can I do what is expected?• Resiliency: can I overcome obstacles?
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Aspects of engagement
• External Focused• Skills & training: interpersonal skills• Social network: relationships• Work/life balance
• Internal Focused• Hope: do I have some control?• Efficacy: can I do what is expected?• Resiliency: can I overcome obstacles?• Optimism: will there be a positive outcome?
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Key engagement driver
• The greatest impact on engagement is the manager – 70% of engagement scores
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Key engagement driver
• The greatest impact to engagement is the manager – 70% of engagement scores
• Is the manager engaged?
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© MFMER
Key engagement driver
• The greatest impact to engagement is the manager – 70% of engagement scores
• Is the manager engaged?
• Is there a high level of trust in the manager?
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• Communication• Competence• Integrity
Credibility
• Support• Collaboration• Caring
Respect
• Equity• Impartiality• Justice
Fairness
Com
pone
nts
of tr
ust
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• Communication• Competence• Integrity
Credibility
• Support• Collaboration• Caring
Respect
• Equity• Impartiality• Justice
Fairness
Com
pone
nts
of tr
ust
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• Transparent, open communication• Clear expectations• Translation – what does this mean to you
Communication
• I know what I’m doing• I know my staff know what they’re doing• Meaningful responsibilities
Competence
• Follow-through• Role model• Consistency
IntegrityCre
dibi
lity
© MFMER
• Transparent, open communication• Clear expectations• Translation – what does this mean to you
Communication
• I know what I’m doing• I know my staff know what they’re doing• Meaningful responsibilities
Competence
• Follow-through• Role model• Consistency
IntegrityCre
dibi
lity
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• Transparent, open communication• Clear expectations• Translation – what does this mean to you
Communication
• I know what I’m doing• I know my staff know what they’re doing• Meaningful responsibilities
Competence
• Follow-through• Role model• Consistency
IntegrityCre
dibi
lity
© MFMER
• Transparent, open communication• Clear expectations• Translation – what does this mean to you
Communication
• I know what I’m doing• I know my staff know what they’re doing• Meaningful responsibilities
Competence
• Follow-through• Role model• Consistency
IntegrityCre
dibi
lity
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• Staff development• Feedback
Support
• Shared decision-making• Soliciting ideas• Closing the loop
Collaboration
• Workload balancing• Stress management• Utilizing staff passion and skills
Caring
Res
pect
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• Staff development• Feedback
Support
• Shared decision-making• Soliciting ideas• Closing the loop
Collaboration
• Workload balancing• Stress management• Utilizing staff passion and skills
Caring
Res
pect
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• Staff development• Feedback
Support
• Shared decision-making• Soliciting ideas• Closing the loop
Collaboration
• Workload balancing• Stress management• Utilizing staff passion and skills
Caring
Res
pect
© MFMER
• Staff development• Feedback
Support
• Shared decision-making• Soliciting ideas• Closing the loop
Collaboration
• Workload balancing• Stress management• Utilizing staff passion and skills
Caring
Res
pect
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• Equal work for equal pay• Equal respect regardless of position
Equity
• Avoid preferential treatment• Fair does not mean equal
Impartiality
• Escalation path is understood• Supportive when concerns are brought
forward
Caring
Fai
rnes
s
© MFMER
• Equal work for equal pay• Equal respect regardless of position
Equity
• Avoid preferential treatment• Fair does not mean equal
Impartiality
• Escalation path is understood• Supportive when concerns are brought
forward
Caring
Fai
rnes
s
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• Equal work for equal pay• Equal respect regardless of position
Equity
• Avoid preferential treatment• Fair does not mean equal
Impartiality
• Escalation path is understood• Supportive when concerns are brought
forward
Caring
Fai
rnes
s
© MFMER
• Equal work for equal pay• Equal respect regardless of position
Equity
• Avoid preferential treatment• Fair does not mean equal
Impartiality
• Escalation path is understood• Supportive when concerns are brought
forward
Caring
Fai
rnes
s
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© MFMER
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Employee needs
• Clear expectations
• Available resources
• Use of talents
• Recognition and feedback
• A voice
• Teamwork & camaraderie
• Personal growth
© MFMER
Clear Expectations
• Everyone knows how to do their job and what’s expected of them – often a stumbling block
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Clear Expectations
• Everyone knows how to do their job and what’s expected of them – often a stumbling block
• Do good work• Don’t make mistakes• Try your best
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Clear Expectations
• Everyone knows how to do their job and what’s expected of them – often a stumbling block
• Do good work• Don’t make mistakes• Try your best• Vague = Bad
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Clear Expectations
• Everyone knows how to do their job and what’s expected of them – often a stumbling block
• Do good work• Don’t make mistakes• Try your best• Vague = Bad
• If a manager cannot articulate job expectations, they can’t reasonably expect the employee to meet those expectations
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Clear Expectations
• Expectations may not be universal• Baseline expectations vs. individual
expectations
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Clear Expectations
• Expectations may not be universal• Baseline expectations vs. individual
expectations
• Baseline (fairness)• Universal, e.g. follow SOPs, wear PPE• Job duties (role based)• Work unit norms
© MFMER
Clear Expectations
• Expectations may not be universal• Baseline expectations vs. individual
expectations
• Baseline (fairness)• Universal, e.g. follow SOPs, wear PPE• Job duties (role based)• Work unit norms
• Individual (growth)• Short and long term goals• Stretch assignments
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Clear Expectations
• Be careful mandating the “how”• I want you to prepare a 20 slide presentation
on educational models by the end of the month and present to the executive team.
© MFMER
Clear Expectations
• Be careful mandating the “how”• I want you to prepare a 20 slide presentation
on educational models by the end of the month and present to the executive team.
• We agree that an appropriate goal to advance in your career is to increase your comfort level speaking in front of an audience.
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Clear Expectations
• Be careful mandating the “how”• I want you to prepare a 20 slide presentation
on educational models by the end of the month and present to the executive team.
• We agree that an appropriate goal to advance in your career is to increase your comfort level speaking in front of an audience.
• Check in (again, without micromanaging)• 1:1’s, team meetings, milestone checkpoints
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Available Resources
• Do I have what I need to do my job?
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Available Resources
• Do I have what I need to do my job?• Material
• Challenging for managers w/o purchasing authority
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Available Resources
• Do I have what I need to do my job?• Material
• Challenging for managers w/o purchasing authority
• Transparency• Solicit input from staff
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Available Resources
• Do I have what I need to do my job?• Material
• Challenging for managers w/o purchasing authority
• Transparency• Solicit input from staff
• Training• Poor training = lack of confidence
© MFMER
Available Resources
• Do I have what I need to do my job?• Material
• Challenging for managers w/o purchasing authority
• Transparency• Solicit input from staff
• Training• Poor training = lack of confidence
• Feedback/support• Does management care about me?
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Use of Talent
• “I have a passion for X”; use it!
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Use of Talent
• “I have a passion for X”; use it!• Employee who are able to use their strengths
daily are 6x more likely to be engaged (Gallup)
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Use of Talent
• “I have a passion for X”; use it!• Employee who are able to use their strengths
daily are 6x more likely to be engaged (Gallup)
Management Approach
Engaged Disengaged Actively Disengaged
Standard 30% 50% 20%
Focus on Strengths
61% 38% 1%
Ignore 2% 40% 57%
© MFMER
Use of Talent
• “I have a passion for X”; use it!• Employee who are able to use their strengths
daily are 6x more likely to be engaged (Gallup)
Management Approach
Engaged Disengaged Actively Disengaged
Standard 30% 50% 20%
Focus on Strengths
61% 38% 1%
Ignore 2% 40% 57%
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© MFMER
Use of Talent
• “I have a passion for X”; use it!• Employee who are able to use their strengths
daily are 6x more likely to be engaged (Gallup)
Management Approach
Engaged Disengaged Actively Disengaged
Standard 30% 50% 20%
Focus on Strengths
61% 38% 1%
Ignore 2% 40% 57%
© MFMER
Use of Talent
• Help them find their strengths• Strengths Finder 2.0
• Use strengths to meet team objectives
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Use of Talent
• Help them find their strengths• Strengths Finder 2.0
• Use strengths to meet team objectives
• Incorporate strengths into performance reviews
• Set goals based on strengths
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Recognition and Feedback
• Are you successful in your job?
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Recognition and Feedback
• Are you successful in your job?• How do you know?
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Recognition and Feedback
• Are you successful in your job?• How do you know?
• “Glass half full” people – no news is good news• What if they’re not meeting expectations?
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Recognition and Feedback
• Are you successful in your job?• How do you know?
• “Glass half full” people – no news is good news• What if they’re not meeting expectations?
• “Glass half empty” people – no news is bad news
• What if they’re doing great but don’t know it?
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Recognition and Feedback
• You get the behaviors you reinforce
• Good behaviors: reward
• Poor behaviors: “punish”
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Recognition and Feedback
• You get the behaviors you reinforce
• Good behaviors: reward
• Poor behaviors: “punish”
• Let’s talk about psychology*
*Herzberg’s Hygiene and Motivational Factors
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Recognition and Feedback
• You get the behaviors you reinforce
• Good behaviors: reward
• Poor behaviors: “punish”
• Let’s talk about psychology*
*Herzberg’s Hygiene and Motivational Factors
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Recognition and Feedback
• Things not to do• Be vague
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Recognition and Feedback
• Things not to do• Be vague• Use the “sandwich” technique
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Recognition and Feedback
• Things not to do• Be vague• Use the “sandwich” technique• Give feedback with the wrong intent
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Recognition and Feedback
• Things not to do• Be vague• Use the “sandwich” technique• Give feedback with the wrong intent
• Here’s how to give feedback• Ask permission/Is this a good time?
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Recognition and Feedback
• Things not to do• Be vague• Use the “sandwich” technique• Give feedback with the wrong intent
• Here’s how to give feedback• Ask permission/Is this a good time?• When you [behavior]…
…here’s what happened [consequence]
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A Voice
• What do they need, what do they want, what do they think
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A Voice
• What do they need, what do they want, what do they think
• Benefits• All of us are smarter than some of us
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A Voice
• What do they need, what do they want, what do they think
• Benefits• All of us are smarter than some of us• Feedback for management team
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A Voice
• What do they need, what do they want, what do they think
• Benefits• All of us are smarter than some of us• Feedback for management team• Enables smoother change management
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A Voice
• Building and maintaining an environment of open communication
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A Voice
• Building and maintaining an environment of open communication
• Make it safe
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A Voice
• Building and maintaining an environment of open communication
• Make it safe• Solicit input
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A Voice
• Building and maintaining an environment of open communication
• Make it safe• Solicit input• Invite differing views (and don’t growl at the
messenger)
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A Voice
• Building and maintaining an environment of open communication
• Make it safe• Solicit input• Invite differing views (and don’t growl at the
messenger)• Actually listen
“Most people do not listen with the intent to understand; they listen with the intent to reply.”
-Stephen R. Covey
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Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
© MFMER
Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Teamwork
• Approach• Set the expectation
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Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Teamwork
• Approach• Set the expectation• Use teams to solve problems
© MFMER
Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Teamwork
• Approach• Set the expectation• Use teams to solve problems• Focus on open, honest, respectful
communication
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Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Teamwork
• Approach• Set the expectation• Use teams to solve problems• Focus on open, honest, respectful
communication• Shared decision-making
© MFMER
Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Teamwork Approach
• Set the expectation
• Use teams to solve problems
• Focus on open, honest, respectful communication
• Shared decision-making
• Reward teamwork (manager-staff and peer-peer)
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Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Camaraderie Approach
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Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Camaraderie
• Ice breakers or “get to know you’s”
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Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Camaraderie
• Ice breakers or “get to know you’s”
• Team members are valued for their unique qualities
© MFMER
Teamwork & Camaraderie
• Working together to meet common goals• And not hating each other on the way
Camaraderie Approach
• Ice breakers or “get to know you’s”
• Team members are valued for their unique qualities
• Community meals
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Personal Growth
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Personal Growth
• Aligned (somewhat) with utilization of strengths• Using strengths in new ways
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Personal Growth
• Aligned (somewhat) with utilization of strengths• Using strengths in new ways
• Learning and/or experiencing new things
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Personal Growth
• Aligned (somewhat) with utilization of strengths• Using strengths in new ways
• Learning and/or experiencing new things
• Autonomy is an important component
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Personal Growth
• Aligned (somewhat) with utilization of strengths• Using strengths in new ways
• Learning and/or experiencing new things
• Autonomy is an important component• As is empowerment
© MFMER
Personal Growth
• Aligned (somewhat) with utilization of strengths• Using strengths in new ways
• Learning and/or experiencing new things
• Autonomy is an important component• As is empowerment
• Make your life easier - delegate
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Employee Engagement Action Plan
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Employee Engagement Action Plan
• Start with management (i.e. self-reflection)
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Employee Engagement Action Plan
• Start with management (i.e. self-reflection)• Do you encourage input and suggestions?
• Do you actively listen?• Do you provide context or ask probing
questions?• Do you provide rationale when ideas
aren’t used?
© MFMER
Employee Engagement Action Plan
• Start with management (i.e. self-reflection)• Do you encourage input and suggestions?
• Do you actively listen?• Do you provide context or ask probing
questions?• Do you provide rationale when ideas
aren’t used?• How autonomous is your staff?
• Do you “check in”, or micromanage?• What’s your mistake tolerance?
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Employee Engagement Action Plan
• Start with management (i.e. self-reflection)• How often do you give feedback?
• Is correcting feedback done from a place of the other person’s success?
• Is positive feedback frequent and meaningful?
© MFMER
Employee Engagement Action Plan
• Start with management (i.e. self-reflection)• How often do you give feedback?
• Is correcting feedback done from a place of the other person’s success?
• Is positive feedback frequent and meaningful?
• What’s your visibility level?• Are you approachable? Are you sure?
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Employee Engagement Action Plan
• Critically evaluate your work unit• What employee needs aren’t being met?
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Employee Engagement Action Plan
• Critically evaluate your work unit• What employee needs aren’t being met?
• Select a few “gap” areas and focus on them• Elements of trust• Employee needs
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Build Your Approach
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Build Your Approach
• Write down your vision and goals for the work unit
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Build Your Approach
• Write down your vision and goals for the work unit
• Share them
© MFMER
Build Your Approach
• Write down your vision and goals for the work unit
• Share them
• Manage and coach to the goals; constant feedback
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Build Your Approach
• Write down your vision and goals for the work unit
• Share them
• Manage and coach to the goals; constant feedback
• Solicit input and shared decision-making (where appropriate)
© MFMER
Build Your Approach
• Write down your vision and goals for the work unit
• Share them
• Manage and coach to the goals; constant feedback
• Solicit input and shared decision-making (where appropriate)
• Support growth and learning
• Communicate, communicate, communicate
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Effective Employee Engagement
Employee engagement takes effort to maintain…
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Effective Employee Engagement
Employee engagement takes effort to maintain…
…but develops into a positive spiral of teamwork and success
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Questions & Discussion