ENGAGED SCHOOLS
EMPLOYEE ENGAGEMENT
ACTION GUIDE
This guide is a resource that school leadership teams can
use to gain insight into Q12® concepts, team discussion
questions, and best practice action ideas during the impact
planning process.
Note: In this guide, the term “manager” is used to describe a person who is responsible for hiring,
developing, and evaluating individuals within the team (e.g., teachers, department chair, support
staff, supervisors).
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employee engagement action guide Q01. I KNOW WHAT IS EXPECTED OF ME AT WORK.
What does this mean for our school or team?
Clarity of expectations — perhaps the most basic of employee needs in the workplace — is critical to performance. Yet,
approximately half of American workers are unclear about what they are supposed to do at work. Gallup’s research indicates
that this element of employee engagement predicts future patterns of turnover, student and community engagement, safety
incidents, and productivity. Outstanding performance is borne of clearly defined expectations.
Gallup’s research also shows that many great workplaces have defined the right outcomes; they set goals for their team
members or work with them to set their own goals. They do not just define the job, but define success on the job.
For team members to be aware of what is expected of them, they should have a way to rank, rate, or count as many of the
desired outcomes as possible. These measures of performance should fit with what the rest of the organization is saying and
doing.
Talking points:
Suggestions for taking action:
•• What do you get paid to do?
•• How can we be clear in terms of our expectations of
•• Ensure that each staff and faculty member
understands his or her role and responsibilities.
•• Ensure that individual performance reviews address
each other? What are the best ways to communicate
what is expected?
the following three questions:
•• What does the organization expect of us? What are
-- Where are we going (our team’s vision or
our essential responsibilities? Do you know what the
superintendent or the school board expects of us? Do
you know what their priorities are?
outcomes)?
-- What do we believe in (our team’s guiding
values or principles)?
•• Do our expectations of each other change when we
••
-- Why do we exist (our reason for being,
are busy?
mission, or purpose)?
•• Explain standard operating procedures, as well as
Do others have any “wrong” expectations of you?
How do you want to address those expectations?
new programs to ensure consistent execution.
•• Do you ever feel conflicted about priorities? How can
•• Hold a one-on-one meeting with each team member
we as a team help each other communicate needs and
priorities during these times?
to set performance expectations.
•• Meet as a team to collaborate, design, and set
•• Do you know the direction in which the school is
••
performance goals.
moving? How does this help you understand what is
expected of you?
•• Hold a grade-level or subject-area team meeting to
What are the standards for a great performance
in your role/position? What are your points of
comparison?
•• Involve team members in setting their own
clarify expectations.
individual performance goals.
•• Help your employees develop 1-, 3-, 5-, and 10-year
goals.
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employee engagement action guide Q02. I HAVE THE MATERIALS AND EQUIPMENT I NEED TO
DO MY WORK RIGHT.
What does this mean for our school or team?
When managers or leaders ask employees to accomplish a goal but do not provide them with the necessary resources,
credibility is lost. Great managers and leaders discover the needs of each person in relation to the outcomes they are
attempting to achieve and position resources accordingly. One of the strongest predictors of engagement, this item also
predicts employee retention, safety, and productivity.
According to Gallup’s extensive research, great managers and leaders find out what people need in the way of materials and
equipment. Great managers and leaders also communicate how team members can earn the right to certain materials and
equipment.
A great way for team members to increase their responsiveness to this item is to determine what “materials and equipment”
means to them. Sometimes they are referring to accessibility of information, rather than equipment or supplies.
Talking points:
Suggestions for taking action:
•• When you think of materials and equipment, what
•• Ask team members what tools and equipment they
•• What are the essentials? What materials and
•• Explain what can be done — and when — to provide
comes to mind?
need to do their jobs right.
equipment are essential to doing your job well? How
happy are you with the availability and functionality
of each of these essentials?
the tools and equipment that team members need to
do their jobs efficiently and effectively.
•• Ask team members what information they need to
•• Are there things that distract you from being
••
do their jobs right.
•• Explain what information is available now, or will
positive, productive, or accurate in the work you do?
Does your work equipment lead to any stress? How
can we help alleviate this stress?
be available in the future, that could help team
members do their work efficiently and effectively to
prevent work disruptions.
•• Do we have enough people to get the job done right?
•• Create an open dialogue with team members that
How can we work together when our resources are
limited?
encourages them to talk about what they need to
perform their jobs effectively.
•• Do you have the training you need?
•• Promptly follow up with team members about their
requests for tools, equipment, and information.
•• Help your team members think about the
prioritization of limited resources.
•• Help your team members think about alternatives
when resources are limited.
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employee engagement action guide Q03. AT WORK, I HAVE THE OPPORTUNITY TO DO WHAT I
DO BEST EVERY DAY.
What does this mean for our school or team?
The most valuable benefit a manager or leader can provide his or her employees is the opportunity to operate with strength
by applying and building on the best of their natural selves — their greatest talents.
These opportunities are facilitated when each individual comes to understand his or her most naturally powerful ways of
thinking, feeling, and behaving — and those of his or her teammates. It is important for managers and leaders to keep each
team member’s talents in mind, to build relationships, and to place their employees in roles that enable them to operate from
strength every day.
A good way to promote this approach is to discuss what each person believes are his or her strengths — the specific tasks
in which he or she consistently performs at a nearly perfect level — and his or her talents, skills, and knowledge that create
that ability.
Talking points:
Suggestions for taking action:
•• What do you do best? What do you enjoy most about
•• Notice what motivates your team members when
your work? Are there parts of your job you want to
do more of?
they perform their roles.
•• Observe what each of your team members does best
•• What do you think are your most important tasks?
and the areas in which each one needs to rely on
others.
What do you think are our group’s most important
tasks? Do you spend most of your time with your
most important tasks?
•• Ask your team members what they think their
talents and strengths are.
•• Do you spend the most time doing what you do best?
•• Interview each of your team members to assess what
What can we do to help you spend more of your time
doing what you do best?
they do best and the areas in which they need to rely
on others.
•• What do you look forward to doing at work each
••
•• Match each individual team member’s talents with
day?
role/position requirements.
•• Guide your team members in dividing the work
How can we put your talents and strengths to better
use?
according to their talents.
•• What ideas do you have for how we can incorporate
•• Delegate on the basis of talent, knowledge, and skills
more of what you do best into your work?
to accomplish the goal, not to fill a position.
•• Are there things that keep you or distract you from
being as productive as you expect to be?
•• Are there parts of your role you find difficult? What
could we do to make it easier for you?
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employee engagement action guide Q04. IN THE LAST SEVEN DAYS, I HAVE RECEIVED
RECOGNITION OR PRAISE FOR DOING GOOD WORK.
What does this mean for our school or team?
One of managers’ or leaders’ most frequently asked questions is: “How much recognition does an employee need?” And that
is usually followed by: “But can’t we give too much recognition?”
Gallup’s data reveal that the key to effective recognition is that it is honest and based on outcomes that are measurable.
The right answer to “how much recognition” is once every seven days. Once every seven days, all employees should be
individually recognized or at least told that they have done a good job or that they are making a valuable contribution to the
team. And a manager or leader can never give too much recognition if it is honest and deserved.
Workplaces that excel on this item rely on forms of recognition that are specific, predictable, frequent, and timely. They are
known to promote a recognition-rich environment, with praise coming from every direction and with everyone knowing
how others like to be recognized.
Whenever a person does something, there are consequences that affect whether team members engage in that behavior
again. Frequent praise encourages behaviors that give us the results we desire.
Talking points:
Suggestions for taking action:
•• How do you like to be recognized?
•• What is the best recognition you have received?
•• Whom would you like to recognize you?
•• Whom do you want to know of your successes?
•• Whom have you recognized recently?
•• Think of three colleagues who help you most in your
•• Praise individual team members for doing good
work. Be specific with your praise. Tell them why
they are being recognized.
•• Praise your team for achieving its goals.
•• Recognize what each of your individual team
members does best.
•• Give formal and informal recognition to team
job. How have you thanked them or recognized
them for their help?
members.
•• Encourage team members to acknowledge the good
•• As a team, how can we build an environment that
work of others through a recognition system.
encourages recognition or praise?
•• Go out of your way to recognize team members,
especially when the demands of work are high.
•• Host a celebration event for the achievement of team
goals.
•• Create an environment in which team members are
encouraged to praise and recognize their peers.
•• Learn how each of your team members wishes to be
recognized and tailor your approach to meet their
individual needs.
•• Create your own unique ways of praising and
recognizing team members.
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employee engagement action guide Q05. MY SUPERVISOR, OR SOMEONE AT WORK, SEEMS
TO CARE ABOUT ME AS A PERSON.
What does this mean for our school or team?
Gallup’s research indicates that caring can be defined as “setting each person up for success.”
Good management principles are important, as is the ability to learn and acknowledge each employee’s individuality. If
managers or leaders know their employees, they can use the employees’ strengths to drive outcomes.
People leave managers and leaders, not schools or districts. A productive workplace is one in which people feel safe — safe
enough to experiment, challenge, share information, and support one another. And it is one in which team members are
prepared to give the manager or leader and the organization the benefit of the doubt. None of this can happen if team
members do not feel cared about.
Relationships are the glue that holds great workplaces together.
Talking points:
•• How do you let your team
members know you care about
their successes?
•• How do we show each team
member that we care about him
or her?
•• How do we let our team
Suggestions for taking action:
•• Greet team members at the start of each work day.
•• Hold team meetings regularly.
•• Talk one-on-one with team members regularly.
•• Listen to team members; ask about what is happening in both their work
and personal lives.
•• Make yourself available for team members to talk with you. Let team
members know when you are available to speak with them individually.
members know we are here to
support them?
•• Be willing to stop what you are doing and make time to listen to team
for success?
•• Express personal concern during difficult times.
•• Encourage team members to share their work challenges and concerns
•• How can we set each other up
members.
with you.
•• Engage in active listening when interacting with team members.
•• Create a sense of belonging for team members.
•• Model supportive behavior during times of change. During these times,
employees need additional support and communication.
•• Encourage team members to seek professional help for personal issues.
•• Make sure team members know about employee assistance resources.
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employee engagement action guide Q06. THERE IS SOMEONE AT WORK WHO ENCOURAGES
MY DEVELOPMENT.
What does this mean for our school or team?
In this case, “development” does not mean “promotion.” It does not mean each team member always gets what he or
she wants. It means helping individuals grow through finding roles, positions, and opportunities that fit their unique
combination of skills, knowledge, and talents.
Development means investing in another person by assisting that person without consideration of self-reward. Great
managers and leaders know that the stronger their relationships with employees, the more effort employees will invest when
asked to do something. This engagement item focuses on optimizing individual contributions to the team by emotionally
supporting the individual’s personal and professional development.
When resources are scarce or diminished, and during times of change, managers and leaders should prioritize staff and
faculty development.
Development requires commitment — from the manager or leader and the employee. Each employee in the workplace is
a unique individual. Each person may need, respond to, or value developmental encouragement differently. Encouraged
development starts with an understanding, followed by a commitment.
Talking points:
•• Do you believe you are being
challenged at work? What
challenging experiences are you
facing? What challenges would
you like to take on?
•• What new area of expertise,
role, or activity are you
interested in exploring in this
school? Outside of this school?
•• Do you feel you have the
opportunity to try new things?
How can we support this,
encourage this, and enable this
to happen?
Suggestions for taking action:
•• Meet regularly with team members to talk about their development.
•• Establish developmental goals for team members in their current roles.
•• Encourage an atmosphere of continuous learning among your team.
•• Encourage team members to provide feedback to one another.
•• Create learning experiences for team members who demonstrate effective
performance.
•• Actively support team members in presenting their expertise to your staff
and to the district’s staff.
•• Search for opportunities for team members to attend growth-oriented
events and conferences.
•• Give team members stretch assignments to encourage their development.
•• Look for opportunities to increase team members’ responsibilities.
•• In the past six months, have
you developed any new
relationships and partnerships
to support your work?
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employee engagement action guide Q07. AT WORK, MY OPINIONS SEEM TO COUNT.
What does this mean for our school or team?
Surprisingly, Gallup’s extensive research of employee engagement and successful teams finds no significant correlation of
compensation and bonuses to either productivity or employee engagement. Having “opinions that count” does correlate
to these outcomes, however. Managers and leaders who value an individual’s opinion will receive a higher return than
managers or leaders who establish a salary or “price” relationship between the employee and the organization.
To a large extent, this engagement item is about an employee’s sense of belonging. Employees want to feel valued. They want
to know they are making a significant contribution. They want to believe they are making a difference. Great managers and
leaders respond directly to each employee’s need for belonging, and these managers and leaders reinforce each employee’s
sense of self-worth.
Team members who give this item high scores feel they have access to channels of communication across different levels or
divisions of the organization, and their managers or leaders work to maintain those channels. Groups do not function well
when team members feel insignificant or irrelevant.
Talking points:
Suggestions for taking action:
•• What suggestions or changes would you
•• Host small group meetings to ask for team members’
•• Do we need to add quality checks? Are there
•• Circulate the minutes of meetings to communicate
•• Do you feel comfortable enough to come to the
•• Follow up on commitments from meetings and
•• Have you done anything in the past six months to
•• When a team member asks to talk about something,
•• If you have an idea, is there someone with whom you
•• Schedule regular times to talk with team members
•• In the past six months, can you think of any ideas
•• Host a monthly “Question and Answer” forum at
•• Do you ever suppress your own opinions? When and
•• Advocate for your team members; get others to
•• What systems or activities can we put into place for
•• Send a written debriefing that summarizes key
recommend?
suggestions and listen to their concerns.
areas in which you see risk of errors or mediocre
performance?
that all the opinions have been heard; communicate
what the next steps are.
manager or principal and “tell it like it is”?
inform everyone affected about what was done.
understand the opinions of others on your team?
immediately schedule a time to listen.
can speak to help you polish and fine-tune it?
specifically to ask for their opinions.
we have acted on that were suggested by your team
members?
which team members can raise concerns, and invite
key leaders to the forum.
why?
consider their opinions and suggestions.
capturing and understanding opinions?
messages to all team members after district or school
board meetings.
•• Are there any unresolved issues that you want to be
•• Explain the rationale behind decisions without being
addressed?
asked.
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employee engagement action guide Q08. THE MISSION OR PURPOSE OF MY SCHOOL
MAKES ME FEEL MY JOB IS IMPORTANT.
What does this mean for our school or team?
Employees want to believe in what their employers do. This engagement item measures how much an individual identifies
with his or her organization’s mission and purpose. “The connection I feel between my personal mission and this
organization makes me want to do more” typifies the view of individuals who score this engagement item highly. Excellent
performance occurs when people are deeply attached to a sense of purpose in their lives. This item focuses on maximizing
individual and group contributions by appealing to employees’ larger sense of purpose and mission.
Great managers and leaders know that each individual will see the organization’s mission through his or her own lens and
will relate to it in a different way. Furthermore, they know that mission is a “concept” that employees grasp differently as
individuals. There is a need to help employees see the “practice” behind the concept. Great managers and leaders help each
associate frame a team’s and an individual’s purpose so that associates understand how these purposes fit the mission of the
school or district.
Talking points:
•• What do we do individually or
as a team to contribute to the
mission of the school?
•• What values do we collectively
••
Suggestions for taking action:
•• Involve team members in writing, reviewing, and shaping a vision
statement.
•• In staff meetings, regularly talk about the mission and vision of the school
or district and how the department or team contributes to the broad
mission of the district.
share? How do we work by
these values? How do these
values relate to your role?
•• Schedule a one-on-one meeting with each team member to talk about the
When do you feel your job is
most important?
•• Customize the connections between mission/vision and roles/positions by
accomplished something
important to others?
•• Tell stories about team members who went beyond the call of duty in
member of the community ever
told you that you have helped
them or made a difference?
•• Recognize team members’ talents and indicate how they contribute to the
•• When do you feel you have
•• Has a student, partner, or
•• What can we do as a team to
help build pride in where we
work?
importance of his or her role to the vision of the school or district.
telling stories that are examples of how missions come alive in the work
team members do every day.
performing their jobs to live the connection between mission and role/
position.
department’s and organization’s missions.
•• Create awareness of the “big picture” for the department or team.
•• Explain to team members how departments and teams contribute to the
school’s mission and vision.
•• Individually explain to team members that they are needed and the ways
in which they contribute to school and team outcomes.
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employee engagement action guide Q09. MY ASSOCIATES OR FELLOW EMPLOYEES ARE
COMMITTED TO DOING QUALITY WORK.
What does this mean for our school or team?
This engagement item measures the degree to which an employee feels his or her team is committed to quality. Involved in
this item is a keen awareness of work standards and group members’ performances. However, adherence to high standards
cannot be forced; it must be developed, arranged, and recognized by a talented manager or leader. The best managers and
leaders foster in their teams an understanding of one another’s work, respect for one another’s efforts and results, along with
encouragement and recognition of high performance.
Clear communication of standards enhances accountability and builds trust among coworkers. Team members often have
differing concepts of what “quality” is. Having a clear definition in a school helps remedy this.
Talking points:
Suggestions for taking action:
•• What does quality look like?
•• What does quality look like to a student? A fellow
•• Ask team members to help develop the quality
standards for the school.
•• Specify gradations in quality standards, from barely
employee? Community member?
•• How do we measure quality for the school or team?
•• What can we do as a team to support one another in
acceptable quality to superlative quality.
•• Distribute quality standards for the team so that
every team member has a common reference point.
doing quality work?
•• Have you seen an employee go beyond the call of
•• Talk individually with team members about their
•• Have you spoken to another employee about quality
•• Ask team members for specific examples of when
•• How do we recognize and praise quality?
•• How do we reinforce the pursuit of quality?
•• Provide training to team members for meeting
individualized quality goals.
duty this last month?
they adhere to high quality standards, and share
these examples in team meetings.
in the past six months?
quality standards.
•• Set up a small task force for problem-solving quality
issues and follow up with the affected partners and
members of the team.
•• Start a “quality case study portfolio” to document
each improvement in quality; encourage team
members to use it as a reference.
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employee engagement action guide Q10. I HAVE A BEST FRIEND AT WORK.
What does this mean for our school or team?
Gallup’s research indicates that workplaces in which employees report having a “best friend” are more efficient than
workplaces with fewer best friends. People would rather build bridges than walls around themselves. This engagement item
deals with optimizing group contributions by enhancing the quality of relationships between employees in the workplace
through nurturing trust and emotional loyalty.
This engagement item measures team members’ perceptions of the quality of their relationships with their coworkers. Some
people say work is serious business and there is no place for friendship at work. They are wrong. Human beings are most
productive when we cooperate and when we combine our efforts. Friendship is a gateway to trust. Best friendship is the
proof of trust.
Talking points:
Suggestions for taking action:
•• Do you feel you have one or more team members
•• Organize a team get-together at least once every six
•• Can you name three employees who help you most
•• Devote the first five minutes of every staff meeting
whom you can trust and depend on?
months.
in your job and with your ability to be successful at
our school?
to a “Focus on You,” with individuals grouped by
closeness of working relationships. Reverse the
grouping arrangement from time to time so that
groups include team members who do not know one
another well.
•• How do you contribute to a positive and productive
workplace?
•• Who on our team adds value to your life?
•• When have you had the most fun at work in the past
•• Facilitate an in-depth discussion about the definition
•• What suggestions do you have for upcoming team
•• Hold team-building sessions with your team.
•• Encourage your team members to celebrate
of “best friend at work” during the engagement
action planning meeting.
six months? How can we make sure we have more of
these moments?
events that could help the entire team get to know
each other better, build stronger friendships, and
have fun together?
“special events” for one another (e.g., birthdays,
anniversaries).
•• Create opportunities for team members to work on
•• What kinds of social events would you like our team
projects with other team members with whom they
have good relationships.
to organize? What kinds of activities or events do
you have fun at or enjoy?
•• Provide opportunities for team members to share
meals.
•• Organize staff teams in sports, musical groups, book
clubs, or other ways to bring staff members together
outside of work.
•• Help team members resolve conflicts by modeling
open and honest sharing and active listening.
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employee engagement action guide Q11. IN THE LAST SIX MONTHS, SOMEONE AT WORK
HAS TALKED TO ME ABOUT MY PROGRESS.
What does this mean for our school or team?
Each employee excels in at least one area. Too often, managers and leaders prefer to focus on areas that need improvement
instead of areas of excellence. Gallup’s research shows that greater gains are made by building on talent, as opposed to
trying to improve weaknesses. When both the manager or leader and the employee identify a task at which the employee
truly excels, both can create a development plan that supports the individual’s full learning potential, positioning the
employee to make his or her greatest contribution to the organization.
One of Gallup’s most consistent research findings is that feedback improves performance. High-scoring groups establish
structured feedback processes for their team members, which include clearly defined goals and achievement levels. They also
schedule regular meetings to track individual team members’ progress toward those goals.
We all need feedback to know how far we have come. We need signs to track our progress.
Talking points:
Suggestions for taking action:
•• What are your strengths? What areas do you need to
•• Discuss individual performance expectations.
•• Set up individual and team performance measures/
manage? Who can help?
•• What goals did you set for yourself over the past six
metrics.
•• Track individual and team performance goals.
•• Communicate team performance expectations.
•• Add a discussion of the team member’s goals and
months?
•• When was the last time you seriously considered
your own professional goals and ambitions?
•• What have been your greatest accomplishments at
progress to your established performance review
process.
work and at home this past year?
•• How can we support each other and collaborate to
•• Assist team members with documentation of their
help each other apply new ideas?
performance progress. Document the performance
progress of your team members.
•• What new relationships have you formed? How have
•• Meet with team members at least twice a year to
these relationships helped you perform better?
•• How have you grown in the past six months? How
review progress on individual goals.
•• Meet with your team at least quarterly to review
can I help you grow in the next six months?
team performance goals.
•• Talk with underperforming team members to
understand the current situation. Is a lack of
knowledge, skills, or talent contributing to the
situation?
•• Talk with your team members when their overall
goals are not being met. How can you help?
11
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employee engagement action guide Q12. THIS LAST YEAR, I HAVE HAD OPPORTUNITIES AT
WORK TO LEARN AND GROW.
What does this mean for our school or team?
The need to learn and grow is a natural human instinct. This engagement item measures the degree to which an employee
feels he or she is given opportunities to learn and grow. One way employees can learn and grow is to find more efficient
ways to do their jobs. The best managers and leaders know an organization’s growth depends on employees’ capacity to learn
and grow. The best teams are never quite satisfied with current ways of doing things. They always strive to find better, more
efficient ways to work. Where there is growth, there is innovation.
Great workplaces are those in which team members are provided with educational opportunities that address their
development — this may include formal classes or simply finding new experiences for them to take on.
Each team member will define “opportunities” differently. For some team members, this means training classes and
seminars; for others, it means promotions and increased responsibilities or working on special projects or assignments.
Talking points:
Suggestions for taking action:
•• What are your goals for this year? What do you wish
•• Ask team members what they want to learn.
•• Encourage each team member to talk about what he
to accomplish? What are you looking forward to in
your job this year?
or she wants to learn.
•• What experiences are you challenging yourself with
••
••
•• Distribute articles, books, and ideas to team
this year?
members, and review team members’ interpretations
during team meetings.
Are there things you need to learn in order to do
your job better? What knowledge, skills, or talents
would you like to expand?
•• Talk one-on-one with team members about their
career goals.
•• Help team members develop a personal philosophy
When in the past six months have you felt you were
learning new things?
for ongoing learning.
•• How can I help you learn and grow?
•• Share your knowledge and skills with team
members.
•• Actively teach team members new things.
•• Create specific opportunities for team members to
share their knowledge and skills with one another.
•• Organize a schedule of guest speakers who will
attend your team meetings to teach team members
about different areas of the organization.
•• Create incentives and rewards for team members to
encourage further learning.
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Copyright © 2012 Gallup, Inc. All rights reserved.
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