A better way: applying the science of happiness in the FE sector

Post date: Feb 28, 2013 2:17:30 PM

28-2-13

A better way: applying the science of happiness in the FE sector

In the age of austerity, teachers in the post-compulsory sector are buckling under the combined strain of increasing workloads and ever higher expectations. Stress levels are rising, and job satisfaction inevitably suffers, but things could be different if we made some changes: evidence from positive psychology is clear and unequivocal – happy staff perform better and happy organisations are more successful (Achor, 2010; Dewe, P. and Kompier, 2008; ILM, 2013). Happy staff are less likely to leave their jobs (Dewe, P. and Kompier, 2008): they take less sick leave (Fredrickson, 2009), have stronger immune systems (Seligman, 2003; Deiner & Chan, 2011), are less prone to heart problems (Seligman, 2011; Achor, 2011) and are more creative (Fredrickson, 2009). This evidence-based article will show how managers in the sector could support teachers' wellbeing, and how individual teachers can reignite their passion for the job.

'Our research shows that the happiness of staff clearly correlates with managerial and organisational performance, and suggests that improving staff wellbeing offers a route to improving the bottom line' (ILM, 2013, p.10).

The current situation

Currently a combination of economic and quality drivers are putting the sector under pressure. Economic drivers include the extended retirement age, shorter holidays, increased contact teaching hours, and the introduction of contractual changes (more for less). Quality drivers include internal and external inspections, and the expectation for staff to be inspection-ready. Ofsted now gives 3 days' notice of inspection and teachers are under pressure to achieve grade 1 observations. Those who receive grade 3's are often placed on improvement interventions. The ongoing demand for ever higher learner achievement levels, coupled with concern for learner wellbeing, has led to increasing requirements for quality assurance through written evidence in session plans of equal opportunities, inclusive practices, and safeguarding, alongside evidence of individualised learning. For teachers whose session would attract a grade 1, this is often reduced to grade 2 by a poor session plan, and for grade 2 teaching this can reduce to a grade 3, attracting management interventions. While teaching remains a creative and intuitive process (Atkinson and Claxton, 2000) leadership and management have become increasingly focused on top-down quality assurance processes to ensure required practices are evidenced – and moodles, portals, Ipads and Iphones mean that teachers rarely get completely away from work.

While concern for the wellbeing of learners has led to the creation of new social spaces, this has often directly resulted in the loss of separate spaces for teachers where they can relax, share their ideas and experiences, and discuss concerns in communities of practice (Wenger, 1999). It is not only learners, but also teachers who need to connect with others, and even brief interactions like chatting round the water cooler (Achor, 2011) contribute to wellbeing and help to build resilience. Lyubomirsky has shown that positive emotion is key to building resilience (in Fredrickson, 2011), and the New Economics Foundation has identified its importance in its Five Ways to Wellbeing (Connect, Give, Keep Learning, Take Notice, and Keep Active - the equivalent of the five-a-day health message) developed as part of the Foresight Mental Capital and Wellbeing Project (Aked and Thompson, 2008).

Most teachers regard their jobs as increasingly stressful year on year (UCU 2013) and stress impacts on their resilience, on their productivity, and also on their creativity, and leaves them vulnerable to illness and burnout. Quality inevitably suffers, along with job satisfaction. Some excellent teachers in the sector are beginning to re-evaluate their situation and even considering leaving. Losing good teachers is a real concern, but changes in management style could have a positive impact (ILM, 2013). There is now clear evidence from the Foresight Mental Capital and Wellbeing Project that:

'...“bad” jobs make people ill; that stress at work affects people’s mental wellbeing; and that better occupational health will benefit everyone. Therefore, the task is to work together to make healthy choices easier, to improve the quality of jobs, and to develop policies at both government and organisational levels to support the overall health and wellbeing of employees.' (Dewe and Kompier, 2008, p.13).

What positive psychology tells us

Work is a vitally important element of wellbeing and unemployment is extremely damaging to our long-term wellbeing (Layard, 2005). The Foresight Mental Capital and Wellbeing Project (2008) defined mental wellbeing as:

'a dynamic state in which the individual is able to develop their potential, work productively and creatively, build strong and positive relationships with others, and contribute to their community' (Kirkwood et al, 2008, p7).

The project commissioned a workplace review which identified that jobs can be motivating and satisfying when they are 'challenging and meaningful' and 'give employees the opportunities to use their skills, to influence how they work and control the pace of work'. Dewe and Kompier (2008, p.43) concluded that 'designing jobs that optimise these characteristics not only allows employees to flourish, but also to experience “flow”’ (a state of engagement and absorption described by Csikszentmihalyi, 1990). Pink (2009) identified 3 elements of job satisfaction: mastery (challenging and within capabilities), control (discretion over how to do the job), and purpose (feeling like a worthwhile part of a whole). It is also the case that, conversely:

'the potential for dissatisfaction and stress are at their greatest when jobs constrain: the control that employees exercise over their work; the flexibility to manage their working arrangements; the challenges they get from work; their engagement at work; and the spill-over between work and life.' (CBI, 2006a, in Dewe and Kompier, 2008, p. 43).

Research into effective, high performing teams identified the 'Losada Ratio', which is the ratio of positive-to-negative communication needed to generate and maintain an upward spiral leading to higher success and productivity in teams [Fredrickson, 2009; Seligman, 2011; Achor, 2011]. Teams are a major feature of FE, and effective teams connect personally, listen genuinely to all contributions, and communicate positively more often than negatively. Once they reach the 3:1 ratio of positive to negative, the team will improve its performance (Fredrickson, 2009):

'...the more team members are encouraged to socialise and interact face-to-face, the more engaged they feel, and the longer they can stay focused on task' (Achor, 2011, p.185).

When managers focus on weaknesses (Rath and Harter, 2010) it increased employees' disengagement (22% felt disengaged) while a focus on strengths enhanced employee engagement dramatically (only 1% felt disengaged). Targets and goals are useful, but only when staff are fully on board with their personal targets (rather than having them imposed). The approach of managers is critical to the success of their teams. Positive managers are likely to lead positive teams, but if they are negative, their teams will become negative as well (Achor, 2011) – so teams and organisations benefit from positive leadership, and a positive working environment:

'Studies show that each positive interaction employees have during the course of the work day actually helps return the cardiovascular system back to resting level (a benefit often termed 'work recovery'), and that over the long haul, employees with more of these interactions become protected from the negative effects of job strain.' (Achor, 2011, p178).

What you can do – managers and leaders

1. Infuse positivity into your surroundings, lead by example and show that you value positive interactions in teams (Achor, 2011).
2. MBWA (Manage By Walking Around) – talk to staff face to face (Achor, 2011).
3. Encourage informal chatting . Positive interactions improve mood and are effective stress-busters (Achor, 2011).
4. Strive for positive relationships:

'It seems a bad relationship with your boss can be as bad for you as a steady diet of fried foods – and not nearly as much fun.' (Achor, 2011, p.188).

1. Listen, praise generously and focus on strengths not weaknesses (Fredrickson, 2009; Achor, 2011).
2. Recognise stress and see it as part of your job to alleviate it, even if stresses are outside work (Dewe & Kompier, 2008). It helps enormously if staff feel valued, appreciated and listened to.
3. Help teachers 'recraft' their jobs to increase opportunities for them to 'engage'. Help them adapt their work so that they can experience satisfaction and 'flow' (ILM, 2013; Achor, 2011; Seligman, 2003).
4. Recognise the value of negativity in team members as well as positivity – it can be realism! As long as people listen, connect, and work though ideas in a positive and respectful way the team will function effectively (Fredrickson, 2009).
5. Be as flexible as you can and allow staff as much autonomy and control as possible – when you trust your staff to do their job, they will reward your trust (Dewe & Kompier, 2008; ILM, 2013).
6. 'Recraft' your own work so that you can use your strengths every day, 'engage' more fully, and experience complete absorption, known as 'flow' (Csikszentmihalyi in Seligman, 2003; Achor, 2011).

What you can do – individuals

1. Connect with others – make the most of opportunities for social interactions (even brief ones engender positive emotions and help build resilience to stress).
2. Surround your desk with reminders of what's important to you (eg family photos).
3. Spend more time around positive people that make you feel good (and less around negative people that make you feel bad).
4. 'Reframe' how you deal with unavoidable negatives – you may not be able to change the situation, but you do have control over how you react to it.
5. 'Recraft' your work so that you can use your strengths every day, engage more fully, and experience complete absorption in what you are doing.
6. Make it a habit to remind yourself of good things that have happened during the day, and during the week – savour your best moments.
7. Experiences contribute more lastingly to your wellbeing than a pay rise (as long as you have enough money), so spending on experiences with others, rather than on material things, gives you lasting memories and increases wellbeing,
8. Try not to compare yourself with those who are better off financially – value what you have and how it makes you happy.
9. When you feel stressed, take a moment to recover . The techniques of 'mindfulness meditation' (including one-minute meditations) can be very helpful for managing stress . If meditation is not for you, then just going outdoors for a short time, surrounded by nature, can be very restorative.
10. Find out about more actions for a happier workplace at www.actionforhappiness.org

'We're encouraging people to take simple actions to create a happier environment at work and encourage others around them to do the same. The potential benefits for both people and organisations are huge.' (Action for Happiness, 2012, online)

References

Achor, S. (2011) The Happiness Advantage. (UK) Random House: Virgin Books.

Action for Happiness (2012) New year resolutions to make your workplace happier [Online accessed 8-2-13 at http://www.actionforhappiness.org/news/new-year-resolution-to-make-your-workplace-happier

Aked, J., Marks, N., Cordon, C., Thompson, S. (2008) Five Ways to Wellbeing. London: nef (the new economics foundation).

Atkinson, T. and Claxton, G. (eds) (2000-2003) The Intuitive Practitioner Maidenhead: OU Press

Csikszentmihalyi M. (1990) in Seligman, M.E.P. (2003) Authentic Happiness. New York: Nelson Thornes.

Deiner, E. Chan, M.Y., (2011) Happy People Live Longer: Subjective Well-Being Contributes to Health and Longevity. Applied Psychology, 3 (1), 1–43

Dewe, P. and Kompier, M (2008) Foresight Mental Capital and Wellbeing Project. Wellbeing and Work: Future Challenges. London: The Government Office for Science.

Fredrickson, B. (2009) Positivity. Oxford: Oneworld Publications.[2011]

ILM (2013) The Pursuit of Happiness: positivity and performance among UK managers. London: ILM.

Kirkwood, T., Bond, J., May, C., McKeith, I., Teh, M. (2008) Foresight Mental Capital and Wellbeing Project. Mental Capital Through Life: Future Challenges. London: The Government Office for Science.

Layard, R. (2005) Happiness: Lessons form a new science. London: Penguin.

Mindfulness Meditation (2012) One Minute Mindfulness Meditation [online accessed 25-2-13 at http://www.mindfulnessmeditation.org/2012/02/13/one-minute-mindfulness-meditation-exercise/

Pink, D. (2009) Drive: The Surprising Truth About What Motivates Us. …. Riverhead. In Action for Happiness (3-1-12) New Year Resolutions to Make Your Workplace Happier [online accessed 25-2-13 at http://www.actionforhappiness.org/news/new-year-resolution-to-make-your-workplace-happier ]

Rath, T. and Harter, J. (2010) Wellbeing: The Five Essential Elements. New York: Gallup Press.

Seligman, M. E. P. (2003) Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfilment. London: Nicholas Brealey Publishing

Seligman, M (2011) Flourish. London: Nicholas Brealey Publishing

UCU (Jan 2013) Time to Tackle Excessive Workloads: A Threat to Quality and Health, UCU FE News 46:1.

Wenger, E . (1999) Communities of Practice: Learning, Meaning, and Identity (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge: CUP.

Williams, M. in Action for Happiness (2012) New year resolutions to make your workplace happier [Online accessed 8-2-13 at http://www.actionforhappiness.org/news/new-year-resolution-to-make-your-workplace-happier