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Employee engagement slide deck.6.1.16
- 1. To engage employeesin the workforce examples of ways. Yes, hmmm. Source: yodaspeak.co.uk
- 2. © Metso© MetsoDate Author Title2 INTERNAL Some eye-opening facts about employee engagement
- 3. © Metso© Metso Engagedemployees are… Date Author Title3 38% more productive Source: Workplace Research Foundation
- 4. © Metso© MetsoDate Author Title4 Engaged employees are… 5X less likely to have a safety incident 7X less likely to have an LTI Source: MolsonCoors study
- 5. © Metso© MetsoDate Author Title5 Engaged employees are… 87% less likely to leaveSource: Corporate Leadership Council
- 6. © Metso© Metso Engagedemployees … Date Author Title6 Businesses in the top 25% of employee engagement increased profitability by 4% (Source: Taleo Research 2009) Fabick CAT improved “% of industry net sales” by 300% Increase profitability..
- 7. © Metso© MetsoDate Author Title7 INTERNAL
- 8.
- 9. © Metso© MetsoDate Author Title9 INTERNAL Working for a bad boss doubles your risk of heart attacks Source: Nyberg, et al. The Swedish WOLF study
- 10. © Metso© MetsoDate Author Title10 INTERNAL Disengaged workers have children who are more likely to misbehave Source: Stewart et al, Father’s Work Experiences Effect Childrens’s Behaviours
- 11. © Metso© MetsoDate Author Title11
- 12. So being engaged isa better option! Date Author Title13 INTERNAL
- 13. Date Author Title14 Butto engage employees how, hmm? Some examples, what are, hmm? Hmmmmmm.
- 14. © Metso© Metso Startbefore day one.. Date Author Title15 Get the right person into the right role Have a strong onboarding program Employee experiences in the first few months critical. Turnover of employees <12months is 35%+ so room for improvement Make work meaningful
- 15. © Metso© MetsoDate Author Title16 Communication is key.. Organisational communication is responsible for 23% of variance in employee engagement And yes..the TeamBrief process when genuinely followed does impact on employee engagement in a positive fashion!
- 16. Date Author Title17 Butnot just formal comms.. Companies who implement regular employee feedback have turnover rates that are 14.9% lower than for employees who receive no feedback. (Source: Gallup)
- 17. Date Author Title18 Butperhaps work to be done? 425 respondents 26% of respondents ie 1:4 employees
- 18. © Metso© MetsoDate Author Title19
- 19. © Metso© Metso Investin mentoring Date Author Title20 Mentoring increases employee engagement, knowledge & skills (Source: Perrin, 2003) Mentoring is not just for HiPOs Mentoring – High Impact Low Cost Strategy to Engage Employees (Source: Kaye, 2009; Arms, 2010)
- 20. © Metso© MetsoDate Author Title21 INTERNAL Foster Great Management High performing managers: Create simple goals that are clear and transparent In addition a coaching culture correlates highly with business performance, engagement & retention (Source: Bersin, 2007)
- 21. GROW coaching model GR O W Leading @ Metso : Coach for Success
- 22. Know when toManage and when to Coach 02/06/1623 CompetenceCompetence Direct Delegate Develop Use directive style when: •The employee has low to moderate competence •Is new to the role Define excellence (what, how and when), and provide specifics Delegate when: •Employee has some experience in the role •Has a track record or competence Define excellence and clear goals. Then let the employee determine the approach Develop when: •Employee has high competence and high commitment •Has experience •Is trying new approaches Define excellence and get out of the way! Give plenty of recognition for success Commitment “The more time you spend delegating and developing the more effective you will be!”
- 23. © Metso© Metso Fosteremployee growth Date Author Title24 Career opportunities a key driver of engagement #1 driver globally (Source: Hewitt, 2015) 425 respondents For both questions - 132 respondents or 1:3 employees either neutral or negative. If just ratings 1-4 then 1 in 4 employees answered in the negative
- 24. © Metso© Metso DriveTrust and Confidence Inspiring employee confidence in leadership is critical As a leader your words and deeds must match
- 25. “GReAT” Leaders focus onGrowth, Recognition And Trust* Date Author Title26 (*Source: Kevin Kruse)
- 26.
Editor's Notes
- #23 Source: http://en.wikipedia.org/wiki/GROW_model There are a number of different versions of the GROW model. The following table presents one view of the stages but there are others. The &apos;O&apos; in this version has two meanings. GGoalThe Goal is the end point, where the client wants to be. The goal has to be defined in such a way that it is very clear to the client when they have achieved it. RRealityThe Current Reality is where the client is now. What are the issues, the challenges, how far are they away from their goal? OObstaclesThere will be Obstacles stopping the client getting from where they are now to where they want to go. If there were no Obstacles the client would already have reached their goal. OptionsOnce Obstacles have been identified, the client needs to find ways of dealing with them if they are to make progress. These are the Options. WWay ForwardThe Options then need to be converted into action steps which will take the client to their goal. These are the Way Forward. As with many simple principles, any user of GROW can apply a great deal of skill and knowledge at each stage but the basic process remains as written above. There are numerous questions which the coach could use at any point and part of the skill of the coach is to know which questions to use and how much detail to uncover. The following is a very simple example of using the GROW model to achieve a goal. This example deals with weight loss. If the client wants: &apos;To bring my weight down to 120 pounds in three months and keep it down&apos;, that is their Goal. The more heartfelt and personal, the more meaningful the goal is to the person and the more likely they will be to commit to and achieve the goal. The GROW approach would then be to establish the Reality by stating what their weight is now. The coach would then ask awareness questions to deepen understanding of what is happening when the client tries to lose weight, thus identifying the Obstacles. These questions could include: When you have been able to lose weight — what made the difference? What is the difference between the times you are able to keep weight off and the times when you put it on again? What would have to change for you to be sure you could lose the weight and keep it off? If the client genuinely answers these questions they will discover new information about what works and does not work for them in terms of weight loss, and create some potential for change. It then becomes possible to create some strategies or Options which get around the Obstacles. These could include looking at which diets or exercise regimes work best, or finding a specific type of support. Once the client knows the strategies that are likely to work they can establish a Way Forward which involves taking action steps. This is where they commit to what they will do in the short term to put the strategies into effect. For instance, one action might be asking a particular person for support, and another might be to buy a different selection of foods. GROW neatly highlights the nature of a problem for coaching purposes. In order for a problem to exist in coaching terms there has to be two elements present. Firstly there has to be something that the client is trying to achieve — the Goal. Then there has to be something stopping them achieve that goal — the Obstacle(s). Using GROW automatically breaks a problem down into these component parts. The same principles can be applied whatever goal or problem the client has. GROW can be used on technical problems, issues regarding processes, strategy questions, interpersonal issues and many more. The model can also be used by a group who are all working on the same problem or goal.
- #24 http://www.forbes.com/sites/work-in-progress/2012/05/01/know-when-to-manage-and-when-to-coach/ Know When to Manage and When to Coach In business, we have to be both coaches and managers. To lead effectively, we need to know when to wear which hat. Managing involves a more directive, task-oriented style that should only be used under certain conditions. It usually produces the best results in a crisis situation, when someone has never done the task before, or when they have little or no confidence in their ability to get it done. Coaching works best for developmental purposes, especially when you have a team of competent professionals already performing at a reasonably high level. Once you define winning for your organization, team members may need your guidance and support. But in most cases they shouldn’t need direction. Knowing when to direct, delegate or develop is critical to managerial effectiveness. Determine which style is appropriate based on the task at hand rather than the individual. Often, people will need a combination of styles depending on the complexity of the task assigned, their experience with the task, and the competency levels required to complete it with excellence. Direct when the employee has low to moderate competence with the skills and abilities needed to complete the task. Be sure to define excellence (what, how and when), and provide specifics (templates, examples, etc.) so the person can achieve the desired outcome. Direct when a person: Is new in a role Is new to the company Is new to the client/customer Has new job responsibilities or tasks Has new ways of working Delegate when the employee has moderate to high competence. Again, define excellence so both sides have clarity around the goal. Then let the employee determine the approach they will take and keep you informed as to their progress. Ask questions and provide direction and specific support when necessary. Delegate when a person has: Some experience in the role A track record or competence A sensitive task or client Confidence in their abilities Similar ways of working Develop when the employee has high competence and high commitment to the task. Then define excellence and get out of the way! Give plenty of recognition for successful completion of the task. Then determine the person’s next challenge. Develop when the person: Has extensive experience Has demonstrated evidence of competency Has experienced similar clients or task sensitivities Is growing new competences Is trying new approaches Sometimes we have to coach and sometimes we have to manage. But the more time we can spend delegating and developing, the more effective we’ll be.