Question

1. Explain why managers should resist the inclination to rely on generalizations about why employees behave in a specific manner that does not reflect what you desire from them. What would you do instead of relying on generalizations? 2. As an organizational manager, why should you pay attention to your employee’s job satisfaction level? 3. Should you adjust your decision-making approach to the unique culture you are operating in -- adjusting to the criteria that the organization values? Explain your answers. 4. Describe in-groups and in-group favoritism. How can a manager control the negative effects of in-group formation? Explain why in-group-favoritism may foster the practice groupthink. Is groupthink ever valuable? 5. What are common characteristics of an effective team? How would you facilitate group creation and then help individuals in that group learn to work was a team in an organization? 6. How would you, as an organizational manager, avoid putting your colleagues in a position where they feel they have no useful, organizational power? 7. Discuss the ways your management policies, practices, and processes help determine how your organization best engages change. 5 pages please. Today is the last day.

Answer 1

Management :

Management is an art as well as science. Because the management of any organization comprises with some concepts to manage the whole environment of an organization.

According to Henry Fayol, "To mange is to forecast and plan, to organize, to

compound, to co-ordinate and to control."

As the whole management needs planning, organizing, controlling, directing and staffing.

It includes both internal and external environment.

1. Planning : Planning is the most fundamental and the most pervasive

of all management functions. If people working in groups have to

perform effectively, they should know in advance what is to be done,

what activities they have to perform in order to do what is to be

done, and when it is to be done. Planning is concerned with 'what',

'how, and 'when' of performance. It is deciding in the present about

the future objectives and the courses of action for their achievement.

It thus involves:

(a) determination of long and short-range objectives;

(b) development of strategies and courses of actions to be

followed for the achievement of these objectives; and

(c) formulation of policies, procedures, and rules, etc., for the

implementation of strategies, and plans.

The organizational objectives are set by top management in the

context of its basic purpose and mission, environmental factors,

business forecasts, and available and potential resources. These

objectives are both long-range as well as short-range.

2. Organizing : Organizing involves identification of activities

required for the achievement of enterprise objectives and

implementation of plans; grouping of activities into jobs; assignment

of these jobs and activities to departments and individuals;

delegation of responsibility and authority for performance, and

provision for vertical and horizontal coordination of activities. Every

manager has to decide what activities have to be undertaken in his

department or section for the achievement of the goals entrusted to

him. Having identified the activities, he has to group identical or

similar activities in order to make jobs, assign these jobs or groups

of activities to his subordinates, delegate authority to them so as to

enable them to make decisions and initiate action for undertaking

these activities, and provide for coordination between himself and his subordinates, and among his subordinates.

3. Staffing : Staffing is a continuous and vital function of management.

After the objectives have been determined, strategies, policies,

programmes, procedures and rules formulated for their achievement,

activities for the implementation of strategies, policies, programmes,

etc. identified and grouped into jobs, the next logical step in the

4.Directing : Directing is the function of leading the employees to

perform efficiently, and contribute their optimum to the achievement

of organizational objectives. Jobs assigned to subordinates have to

be explained and clarified, they have to be provided guidance in job

performance and they are to be motivated to contribute their optimum performance with zeal and enthusiasm. The function of

directing thus involves the following sub-functions :

(a) Communication

(b) Motivation

(c) Leadership

5. Controlling : Controlling is the function of ensuring that the

divisional, departmental, sectional and individual performances are

consistent with the predetermined objectives and goals. Deviations

from objectives and plans have to be identified and investigated, and

correction action taken. Deviations from plans and objectives

provide feedback to managers, and all other management processes

including planning, organizing, staffing, directing and coordinating

are continuously reviewed and modified, where necessary.

Controlling implies that objectives, goals and standards of

performance exist and are known to employees and their superiors. It

also implies a flexible and dynamic organization which will permit

changes in objectives, plans, programmes, strategies, policies,

organizational design, staffing policies and practices, leadership

style, communication system, etc., for it is not uncommon that

employees failure to achieve predetermined standards is due to

defects or shortcomings in any one or more of the above dimensions

of management.

Thus, controlling involves the following process :

(a) Measurement of performance against predetermined goals.

(b) Identification of deviations from these goals.

(c) Corrective action to rectify deviations.

It may be pointed out that although management functions have been

discussed in a particular sequence-planning, organizing, staffing,

directing, coordinating and controlling – they are not performed in a

sequential order. Management is an integral process and it is difficult

to put its functions neatly in separate boxes.

2.

An office manager's role ties in closely with that of an HR director—both need to address employee well-being in order to ensure their company runs smoothly. An organization with high employee satisfaction levels benefits in many ways, including overall competitiveness, higher performance and a healthier bottom line. Here are four reasons why office managers should keep an eye on their team's happiness.

1. Turnover rates

Low employee satisfaction can result in a high turnover rate, which can be highly expensive. According to a Center for American Progress report, the cost for replacing an employee is roughly 21.4% of their annual salary, although that percentage can increase up to 213% of an executive's annual salary for highly trained positions. These costs force companies to invest resources in retraining and hiring instead of developing other parts of their business.

High turnover also has a self-fulfilling effect, causing current workers to become dissatisfied and leave as they lack a consistent team to work with. For office managers, they may need to spend time and resources to set up new employees at their work spaces, or redesign the office layout to accommodate changes in staff size.

2. Productivity

A University of Warwick study has found that employee happiness can improve productivity by 12%, although other research suggests it can be as high as 31%. On the other hand, Gallup reported that employee dissatisfaction creates a loss of roughly $450–550 billion in the U.S. economy.

Satisfied employees are more likely to work beyond their duties, refer new business to the company and grow as leaders.

This allows companies to increase their operating income and optimize the performance of their teams. Office design plays a key part in productivity, which means that how you design your space will affect how well employees perform.

3. Competition for talent

It's becoming a challenge for companies to acquire and retain strong talent from today's workforce. Millennial workers are especially fluid, with 44% willing to leave their employers within two years. Keeping employees satisfied can help attract the best hires, as career satisfaction and work-life balance are top reasons that motivate employees to stay with their companies.

Improving employee satisfaction requires HR and office managers to work together to consider work policies, compensation, performance recognition and employee health. By creating a positive work environment, you can help attract stronger, more productive talent to your organization.

4. Financial impact

There are many ways employee satisfaction can affect the bottom line. For instance, low morale may result in an increased rate of absenteeism, which can cost $36,000 for each hourly worker and $2,650 for each salaried worker per year. Conversely, companies with high employee satisfaction gain a better financial standing. Those listed in Fortune's "100 Best Companies to Work For" outperformed their competitors in terms of stock price, which rose an average of 14% per year over an eight year period.

By developing a healthy and inspiring environment that prioritizes employee comfort, you can help reduce the costs of absenteeism and lost productivity.

Businesses gain clear benefits by creating high levels of job satisfaction. Office managers in particular can address employees' needs in order to help their organization become stronger and more resilient, and be able to continue growing.

There is a big need to look out the satisfaction of employees because company's profit is behind the employees i.e. If employees work hard definitely the company gets success. Employees should be motivated by incentives, bonus, gifts, festival offers, incremental offerings etc. If they are, the company will be on the top.

3.

Organizational culture refers to the beliefs and values that have existed in an organization for a long time, and to the beliefs of the staff and the foreseen value of their work that will influence their attitudes and behavior. Administrators usually adjust their leadership behavior to accomplish the mission of the organization, and this could influence the employees' job satisfaction. It is therefore essential to understand the relationship between organizational culture, leadership behavior and job satisfaction of employees.

• Methods

A cross-sectional study was undertaken that focused on hospital nurses in Taiwan. Data was collected using a structured questionnaire; 300 questionnaires were distributed and 200 valid questionnaires were returned. To test the reliability of the data, they were analyzed by Cronbach's ? and confirmatory factors. Correlation analysis was used on the relationships between organizational cultures, leadership behavior and job satisfaction.

• Results

Organizational cultures were significantly (positively) correlated with leadership behavior and job satisfaction, and leadership behavior was significantly (positively) correlated with job satisfaction.

• Conclusions

The culture within an organization is very important, playing a large role in whether it is a happy and healthy environment in which to work. In communicating and promoting the organizational ethos to employees, their acknowledgement and acceptance of it can influence their work behavior and attitudes. When the interaction between the leadership and employees is good, the latter will make a greater contribution to team communication and collaboration, and will also be encouraged to accomplish the mission and objectives assigned by the organization, thereby enhancing job satisfaction.

ictim of "Groupthink".

Groupthink is a phenomenon that occurs when the desire for group consensus overrides people's common sense desire to present alternatives, critique a position, or express an unpopular opinion. Here, the desire for group cohesion effectively drives out good decision-making and problem solving.

Two well-known examples of Groupthink in action are the Challenger Space Shuttle disaster and the Bay of Pigs invasion.

Engineers of the space shuttle knew about some faulty parts months before takeoff, but they did not want negative press so they pushed ahead with the launch anyway.

With the Bay of Pigs invasion, President Kennedy made a decision and the people around him supported it despite their own concerns.

Irving L. Janis coined the term "Groupthink," and published his research in the 1972 book, "Groupthink." His findings came from research into why a team reaches an excellent decision one time, and a disastrous one the next. What he found was that a lack of conflict or opposing viewpoints led to poor decisions, because alternatives were not fully analyzed, and because groups did not gather enough information to make an informed decision.

How to Spot Groupthink

Janis suggested that Groupthink happens when there is:

A strong, persuasive group leader.

A high level of group cohesion.

Intense pressure from the outside to make a good decision.

In fact, it is now widely recognized that Groupthink-like behavior is found in many situations and across many types of groups and team settings. So it's important to look out for the key symptoms.

Symptoms of Groupthink

Rationalization:

This is when team members convince themselves that despite evidence to the contrary, the decision or alternative being presented is the best one.

"Those other people don't agree with us because they haven't researched the problem as extensively as we have."

Peer Pressure:

When a team member expresses an opposing opinion or questions the rationale behind a decision, the rest of the team members work together to pressure or penalize that person into compliance.

"Well if you really feel that we're making a mistake you can always leave the team."

Complacency:

After a few successes, the group begins to feel like any decision they make is the right one because there is no disagreement from any source.

"Our track record speaks for itself. We are unstoppable!"

Moral High Ground:

Each member of the group views him or herself as moral: The combination of moral minds is therefore thought not to be likely to make a poor or immoral decision. When morality is used as a basis for decision-making, the pressure to conform is even greater because no individual wants to be perceived as immoral.

"We all know what is right and wrong, and this is definitely right."

Stereotyping:

As the group becomes more uniform in their views, they begin to see outsiders as possessing a different and inferior set of morals and characteristics from themselves. These perceived negative characteristics are then used to discredit the opposition.

"Lawyers will find any excuse to argue, even when the facts are clearly against them."

Censorship:

Members censor their opinions in order to conform.

"If everyone else agrees then my thoughts to the contrary must be wrong."

Information that is gathered is censored so that it also conforms to, or supports the chosen decision or alternative.

"Don't listen to that nonsense, they don't have a clue about what is really going on."

Illusion of Unanimity:

Because no one speaks out, everyone in the group feels the group's decision is unanimous. This is what feeds the Groupthink and causes it to spiral out of control.

"I see we all agree so it's decided then."

How to Avoid Groupthink

The challenge for any team or group leader is to create a working environment in which Groupthink is unlikely to happen. It is important also to understand the risks of Groupthink – if the stakes are high, you need to make a real effort to ensure that you're making good decisions.

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To avoid Groupthink, it is important to have a process in place for checking the fundamental assumptions behind important decisions, for validating the decision-making process, and for evaluating the risks involved. For significant decisions, make sure your team does the following in their decision-making process:

Explores objectives.

Explores alternatives.

Encourages ideas to be challenged without reprisal.

Examines the risks if the preferred choice is chosen.

Tests assumptions.

If necessary, goes back and re-examines initial alternatives that were rejected.

Gathers relevant information from outside sources.

Processes this information objectively.

Has at least one contingency plan .

There are many group techniques that can help with this, including the "Mind Tools" listed below. By using one or more of these techniques to accomplish aspects of the group's work, you will vary the group's ways of working, and so guard against Groupthink and help make better decisions.

Communication skills

To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators:

can explain their own ideas

express their feelings in an open but non-threatening way

listen carefully to others

ask questions to clarify others’ ideas and emotions

can sense how others feel based on their nonverbal communication

will initiate conversations about group climate or process if they sense tensions brewing

reflect on the activities and interactions of their group and encourage other group members to do so as well

Regular open communication, in which group members share their thoughts, ideas, and feelings, is a must for successful group work. Unspoken assumptions and issues can be very destructive to productive group functioning. When students are willing to communicate openly with one another, a healthy climate will emerge and an effective process can be followed.

Skills for a healthy group climate

To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills:

Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression.

Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned.

Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators.

Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.

As an instructor, you can use several strategies to encourage students to develop a healthy climate within their small groups:

Assign students into diverse groups so that they encounter others with different backgrounds and interests.

Design activities that break the ice, promote awareness of differences within the group, encourage reflection on the stresses of working within a group, and point out the demands of working in a group.

Have students participate in trust challenges. For example, try the trust-fall, in which individual group members fall backward off a table and are caught by their fellow group members. Or blindfold individual students, and have their group members guide them orally through an obstacle course.

Encourage students to participate willingly and ask questions of others. To encourage listening skills and ensure that everyone in the group speaks, try the “circle of voices” exercise. See Centre for Teaching Excellence (CTE) teaching tip “Group Work in the Classroom: Types of Small Groups”.

After students have worked in their groups for a couple of weeks, have them fill in a “Are we a team?” checklist individually, then discuss their answers within their group. Have them repeat this exercise when they have completed their task.

Skills for an effective group process

Besides knowing how to develop a healthy group climate, students also need to know how to function so that they are productive and accomplish their tasks effectively. An effective process will emerge as students exhibit these skills:

Individual responsibility and accountability: All group members agree on what needs to be done and by whom. Each student then determines what he or she needs to do and takes responsibility to complete the task(s). They can be held accountable for their tasks, and they hold others accountable for theirs.

Constructive Feedback: Group members are able to give and receive feedback about group ideas. Giving constructive feedback requires focusing on ideas and behaviours, instead of individuals, being as positive as possible, and offering suggestions for improvement. Receiving feedback requires listening well, asking for clarification if the comment is unclear, and being open to change and other ideas.

Problem solving: Group members help the group to develop and use strategies central to their group goals. As such, they can facilitate group decision making and deal productively with conflict. In extreme cases, they know when to approach the professor for additional advice and help.

Management and organization: Group members know how to plan and manage a task, how to manage their time, and how to run a meeting. For example, they ensure that meeting goals are set, that an agenda is created and followed, and that everyone has an opportunity to participate. They stay focused on the task and help others to do so too.

Knowledge of roles: Group members know which roles can be filled within a group (e.g., facilitator, idea-generator, summarizer, evaluator, mediator, encourager, recorder) and are aware of which role(s) they and others are best suited for. They are also willing to rotate roles to maximize their own and others’ group learning experience.

As an instructor, use some of these strategies to encourage students to develop an effective process within their small groups:

Design the group task so that the students must work together. Group members will be more motivated and committed to working together if they are given a group mark; if you choose to evaluate in this way, be sure to make your expectations extremely clear. See the CTE teaching tip sheet “Methods for Assessing Group Work” for additional ideas.

Once students are in groups, have them develop, as one of their early assignments, a group contract in which they articulate ground rules and group goals. See the teaching tip “Making Group Contracts” for details. Be sure that groups discuss how they will respond to various scenarios such as absentee or late group members and those who do not complete their assigned tasks.

Distribute a list of decision-making methods and strategies for conflict resolution. The CTE teaching tip sheet “Group Decision Making” is a good place to start. Have each group articulate, based on this list, a set of strategies for decision making and conflict resolution; this list should become part of the group contract. You may also want to offer yourself as an impartial arbitrator in emergency situations, but encourage students to work out problems among themselves.

Provide students with guidelines for running a meeting, such as setting and following an agenda, specifying time limits, and monitoring progress on the agenda. Consult the CTE teaching tip sheet “Meeting Strategies to Help Prepare Students for Group Work” for additional suggestions.

Teach students effective methods for giving and receiving feedback. For sample methods, see the teaching tip “Receiving and Giving Effective Feedback”. Create an assignment that involves them giving feedback to group members, and make it part of their final grade.

To help students recognize and make the most of their own and one another’s preferred roles, outline with them a list of team roles (see the teaching tip “Group Roles” for one such list), have them determine which role(s) suits them best, and give them time to discuss within their groups how their particular role(s) will complement those of other group members. Requiring them to rotate their roles helps them to expand their skills set.

In its simplest terms, internal communication is communication within an organization. It encompasses both "official" communication -- memos, guidelines, policies and procedures, etc. -- and the unofficial communication that goes on among and between the staff members of all organizations -- the exchange of ideas and opinions, the development of personal relationships, and the proverbial conversation around the water cooler. It goes in all directions among line staff (those who do the specific work of the organization and work directly with the target population), administrators, supervisors, clerical and support staff, volunteers, and, perhaps, even the Board of Directors.

Internal communication is a lot more than people talking to one another, however. It's the life blood of any organization, the way in which everyone gets the information she needs. It means that anyone can easily get his question answered, as well as that no one gets left out when there's a birthday celebration for a staff member.

Good internal communication can:

Provide people the information they need to do their jobs effectively

Make sure they know about anything that concerns them

Provide people with clear standards and expectations for their work

Give people feedback on their own performance

Provide them emotional support for difficult work

Suggest new ideas about both their work and their lives

Allow them to take the pulse of the organization and understand its overall situation

Help them maintain a shared vision and a sense of ownership in the organization

In many ways, internal communication is the glue that holds an organization together. Without it, you're just a collection of disconnected individuals each working individually at her own job. With it, you're a unit with power far beyond the sum of your parts.

Communication, in general, is the process of transmitting ideas, thoughts, information, emotions, etc. between and among people. Regardless of the context in which this transmission occurs, there are certain basic ideas about communication which always apply, and which should be understood when reading this section.

Communication is not one-sided. You can blanket the organization with information, but if that information isn't understood, or isn't understood in the way you meant it, you might as well not have bothered. Any good communicator has to empathize with the audience and try to anticipate what they will think and how they will feel about a message they receive.

Communication involves more than words. It can include body language, facial expression, and tone of voice, as well as the attitude and general tone that are projected in speech, writing, or actions. The condescending or hostile message sent by someone's tone or stance may be stronger than the supportive message sent by his words.

Communication can either be direct (i.e. go directly from the source to the recipient of the message) or indirect (i.e. either go through a third -- or fourth or fifth -- party). While indirect communication is often necessary, it always carries the possibility that its message will be distorted as it goes through the network between the source and the recipient, and it also eliminates the source's non-verbal communication. (E-mail and memos do the same.)

Different individuals and groups communicate using different styles and assumptions. People's personal experience, gender, racial and cultural background, education, and perception of who has power all influence how they send, receive, and interpret communication.

All communication has three aspects: its content; the tone in which it's delivered; and the structure through which it's delivered. All of these together contribute to what the communication's actual message is, how well the communication is understood, what effect it has on the person or group to whom it's directed, and what its ultimate result will be.

To communicate effectively, organizations and individuals have to take all of these ideas into account.

WHY SHOULD YOU PROMOTE INTERNAL COMMUNICATION?

So good internal communication is a good thing. But there's so much to do. Why spend a lot of time on this stuff? Can't the organization do just fine by leaving people alone to do their jobs and let internal communication take care of itself?

The short answer to that last question is "No." Unless you're a one-person organization, communication is one of the most important aspects of managing what you do. What can internal communication do for you? Here's a short list:

It can improve the effectiveness of the organization. The more information people have, the more quickly they get it, and the better connections they have with others in the organization, the better the work of the organization gets done, and the better jobs individuals do. The better jobs they do, the better they feel about their jobs and about the organization. The ultimate beneficiaries of all this are the target population, the community, and the organization, which finds itself with committed and efficient staff members, satisfied participants, and community respect.

It keeps everyone informed of what's going on in the organization. No one gets any unpleasant surprises, and everyone has the chance to deal with changes, good news, and bad news together.

It allows the organization to respond quickly and efficiently to change, emergencies, etc.

It makes problem-solving easier by providing a channel for everyone's ideas and opinions. Solutions can come from unexpected directions, but only if there's the possibility that they'll be heard.

It creates a climate of openness within the organization. If everyone feels he has access to whatever information he needs or wants, and can talk to anyone in the organization about anything, it encourages good relations among people, promotes trust, and forestalls jealousy and turf issues.

Turf issues arise when people feel insecure and believe they have to defend their "turf," their own little piece of the organization. That can translate into their hoarding information or materials, or becoming jealous of (or hostile to) anyone else who tries to do any of what they do, even in attempts to help them. Defending turf can poison the atmosphere of an organization, ruin the relationships among staff, and make it harder for the organization to do its work. The more secure everyone feels -- and knowing that communication is open is a big part of security -- the less likely turf issues are to arise.

It promotes an atmosphere of collegiality, and makes the organization a pleasant place to work. Good internal communication means that problems among people get resolved and the workplace is generally a pleasant place to be. This, in turn, leads to job satisfaction and organizational stability (people will be less likely to leave their jobs if they're happy in their work and working conditions).

It gives people more of a sense of ownership of the organization, and more of a feeling that everyone is working together toward the same goal. The combination of openness and the easy flow of communication to everyone combine to make people feel like part of a coherent whole, and to feel that their ideas and opinions are listened to and valued.

It promotes fairness and equity within the organization. If everyone has equal access to information and to everyone else, it's harder for anyone to feel that she's particularly privileged, or that she's being left out of the loop. It ultimately should lead to everyone feeling she's part of a team of equals, all of whom are treated similarly.

It shows respect for everyone in the organization, by assuming that everyone's ideas and information are valuable.

It gets problems and potential problems out in the open, rather than letting them fester and turn into something far harder to deal with. You can't deal with a problem if you don't know it's there; exposing it is the first -- and often the hardest -- step toward resolving it.

The director of a small organization was constantly being told "in confidence" about problems among other staff members or issues that staff members had with the way he was doing things. The informants, who wanted to avoid conflict, would explain that he couldn't act on any of their information, because that would expose them as informants: they just "thought he ought to know." After a short time, he made clear that he would no longer consider himself bound by confidentiality, since their information was worse than useless if it meant he couldn't act on it. It simply made him feel totally powerless, and made them powerless as well, because the issues they raised continued and worsened.

He raised the issues he had been told about at a staff meeting, and groups were formed to deal with each. The groups arrived at resolutions that everyone could live with, and that both reduced tension among staff and greatly increased the effectiveness of the organization. The director had proven his point: open communication about problems does far more to relieve anxiety than avoiding conflict does.

It forestalls the spread of rumors by making sure that accurate information is constantly being communicated to everyone.

It improves the work of the organization by increasing the likelihood that ineffective practices, problems, etc. Can be identified by those closest to them, and replaced or resolved by things that work betteDiscuss the ways your management policies, practices, and processes help determine how your organization best engages

The best strategies for employee engagement

OK, so having looked at the background issues, let’s consider the strategies we need to improve employee engagement.

1. Think “Bottom Up”, not “Top Down”

You don’t build a house starting from the roof and working downwards, do you? Well, the same goes for companies. After all, your people are the bedrock on which you are founded, and if you don’t know what it’s thinking, you’ll soon run into trouble.

Using surveys and questionnaires is crucial when gauging your employees’ feelings and opinions. We know what you’re thinking: ‘Will this ever actually affect anything?’. In many cases, these surveys aren’t quite thought out. They’re phrased in such a way that they are designed to produce an outcome that will satisfy the executive board, but do nothing to allow employees to comment on the real issues. They’re also an example of top down thinking, focusing possibly on one or two issues rather than thinking holistically.

Instead, if you’ve given careful consideration, you’ll see that your survey is only the springboard to engagement. Once you have the results, hold a team meeting – not necessarily formal, perhaps something with lunch included – and go through it. Focus on common issues and ask your team about how an issue can be improved upon.

The more your team are asked their opinions, the more they will feel empowered, trusted and respected – and the more engaged they’ll be.

2. Show them you listen

If a clear issue has been identified, then it should be acted upon. More importantly, it should be visibly adressed, particularly if you have discussed it with them. Knowing that one’s opinions are not only listened to but also contribute to change is another way to increase engagement. Use your internal notice boards to demonstrate what you’ve done in response to what your employees have said.

3. Share good practice and ideas between teams

There’s nothing better than seeing your ideas and work practices being praised, so ensure that your employees have the opportunity to share and display their very best work. Peer-to-peer learning, whether in meetings or via your Talent Development Platform, is a great way to foster engagement and create or strengthen links between your employees.

4. Have an employee voice

Having a once-a-year satisfaction survey is not enough to gauge how your company is doing. You also need to facilitate channels where each employee can raise issues and give feedback. For this, consider using discussion forums where your teams can air issues and get feedback from their peers and managers.

5. Understand individual learning styles and preferences

If you understand how your employees learn – whether they prefer to work independently or in groups, for example – you will also find out a lot about how well they work and in which ways they are more likely to engage with projects.

You should also consider when someone can learn, and for how long. This is an important consideration with online training in particular: you will find that some employees will happily get on with individual training, while others are better suited to synchronous, collaborative learning. Your Talent Development Platform should offer a variety of ways in which the user can engage with their course.

6. Employ effective group learning strategies

Traditional workplace training sessions are part of working life and a great way to help everyone engage with new ideas and techniques. However, there is the risk that they can become somewhat stale, manager-lead exercises. Here’s where the instructor should put aside their managerial hat, and act instead as a facilitator for action, rather than directing it. Let the whole team be involved. Challenge employees to step out of their comfort zone, for example, by making a quieter employee act as a subteam leader.