Workplace Wellbeing: Stop Telling Me What To Do. Nicole Fallowfield, CWP, CIC Principal Director Of Health Risk Management

Transcription

1 Workplace Wellbeing: Stop Telling Me What To Do Nicole Fallowfield, CWP, CIC Principal Director Of Health Risk Management 1

2 A Little Background On The Topic Health Coaching Stages of change Knowledge leads to change Just give me a plan Ahh the epiphany! Stop Telling Me What to Do!! 2

3 Agenda Neuroscience Simplified Motivation Types & Incentives Real Employee Engagement 3

4 Neuroscience Simplified 4

5 A Quick Lesson In Neuroscience 4 areas of the brain that play critical roles in change 5

6 Prefrontal Cortex: CEO of the Brain Problem solving Emotion Working/Short-term memory Complex thought Planning Highly energetic but fatigues easily Not fully developed until about age 25 6

7 Basal Ganglia Control & coordinate fine movements Carry out learned sequences of movement Stimulated by routine & familiar activity 7

8 Limbic System Governs emotions & behavior Fight or Flight 8

9 Nucleus Accumbens Pleasure Center Motivation Addiction Involved in the release of dopamine 9

10 Motivation What s the brain got to do with it? A lot! 10 The brain is wider than the sky - Emily Dickinson

11 11 What is Motivation?

12 Self-Determination Theory (SDT) Theory of motivation Developed by Edward L. Deci & Richard M. Ryan 3 basic inherent psychological needs Competence Relatedness Autonomy 12 Sophia, Michaela, & Alexa

13 What s Interesting about SDT Opportunities to satisfy any of the 3 needs contributes to a person being motivated vs. amotivated. Opportunity to satisfy need for autonomy is necessary for selfdetermined vs. controlled. 13

14 Types of Motivation Controlled Autonomous 14

15 15 Incentives & Motivation

16 What does the research say? 16

17 17 The Candle Problem

18 The Solution 18 Overcome Functional Fixedness

19 The Candle Problem with a Twist Psychologist Sam Glucksberg modifies Dunker s experiment. Group 1: Timed for Norms Group 2: Timed & Given $ 19 Which group did better?

20 The Truth About Incentives Rewards (incentives) narrow our focus If then rewards work really well for simple tasks Tasks that require right-brain thinking (creativity/problem solving), rewards have the opposite effect 20

21 21 Another Example

22 The Results As long as the task only involved mechanical skill, bonuses worked as they would be expected: the higher the pay the better the performance. Dan Ariely, What s the Value of a Big Bonus?, New York Times, Nov. 19,

23 The Results Once the task even called for even rudimentary cognitive skill, a larger reward led to poorer performance. D. Ariely, U. Gneezy, G. Lowenstein, & N Mazar, Federal Reserve Bank of Boston Working Paper No. 5-11, July 2005; NY Times, 20 Nov

24 And if You re Still Not Convinced 2012 AJHP Study concluded: Financial incentives = higher program completion rates, but They did not result in improvements in health risks or health outcomes 24

25 Conclusion and a Quick Story Science says one thing and we do another! 25

26 Compliance or Commitment? Controlled motivation Extrinsic rewards Autonomous motivation Intrinsic rewards 26

27 FACT: We regularly make decisions that aren t good for us 27

28 FACT: Knowledge alone doesn t lead to behavior change 28

29 FACT: Behavior change is difficult! 29

30 So, what does work? SOMETIMES YOU WIN, SOMETIMES YOU LOSE LEARN 30

31 First we have to stop 31 Oversimplifying health behaviors Telling someone what to do Asking, How can I get Trying to motivate Assuming there is a lack of knowledge, motivation or willpower.

32 32 Next Start thinking bigger picture

33 Recognize all Aspects of Wellbeing are Connected Adults who are thriving in all 5 areas of wellbeing 41% fewer unhealthy days 65% less likely to be involved in a workplace accident 81% less likely to look for a new employer Study on increasing/decreasing levels of engagement at work TC and TRG decreased as engagement increased Decreasing engagement resulted in increased levels of total cholesterol and triglycerides 33 *Based on research by Gallup

34 Start Asking How can I create the conditions that allow others to motivate themselves? Do our wellbeing efforts allow for choice? Do we include all areas of wellbeing? Are we providing incentives/penalties that demoralize, or even worse, lead to shortcuts, lying, cheating? 34

35 SDT Says Provide Autonomy Support Take the other person s perspective Allow choice Encourage self-initiation Provide meaningful rationale if asking someone to do something to Achieve Autonomous Motivation *This applies to all aspects of employee engagement 35

36 Autonomy Support in Action When a physician offers autonomy support, patients: Healthier Take medications more reliably Eat healthier diets Get more regular exercise When health coaches offer autonomy support: The participant is engaged and driving the plan Questions are asked that illicit intrinsic thinking Better thinking produces better acting 36

37 Getting Started 3 A s Ask for input Act on the data Assess evaluate your efforts Then repeat! 37

38 38 Employee Engagement Happens Here!

39 39 Resources

40 40 Thank You!