Developing Fully Engaged Leaders That Bring out the Best in Their Teams at GlaxoSmithKline AUTHORS

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1 Developing Fully Engaged Leaders That Bring out the Best in Their Teams at GlaxoSmithKline AUTHORS Julia Brandon, PhD, Director of Environment, Health, and Safety Excellence, (919) , 201 Old Fox Trail, Durham, NC Ron Joines, MD, MPH, Vice President of Business Planning & Continuity, Employee Health & Safety, Tommy Powell, PhD, Director of Organizational Research, Sue Cruse, MSc, Director of Health & Sustainability; Chris Kononenko, MSEd, Internal Engagement Director, NOTE: Please refer to OJICA's video catalog for interviews 1

2 Developing Fully Engaged Leaders That Bring out the Best in Their Teams at GlaxoSmithKline To play our best game leaders need to listen to their people, empower them, and stimulate action. ~ Andrew Witty, Chief Executive Officer Abstract This case study uses expectancy theory and program evaluation results to highlight the link between participation in a holistic leadership development program with behavioral change and increased empowerment, a key strategic priority at GlaxoSmithKline. Best practices are presented for transferring learning to leaders and managers in other large organizations to build a culture of engagement and empowerment. Brief History In recent years, patent expirations, healthcare reform, increased pressure from regulatory agencies, and the global economic downturn, among other factors, have contributed to perfect storm conditions within the pharmaceutical industry. The healthcare industry has also been challenged by increasing costs, including a rapid rise in employee healthcare claims and litigation (Herskovits, 2007a). Several well-established companies, such as Wyeth, Upjohn, and Schering-Plough, have had to merge due to such pressures. These conditions can have a negative impact on employees, particularly those in leadership roles. Organizations are continuously looking at leadership development programs, not only in terms of cost to the organization in time and money, but more importantly, in terms of the impact these programs have on participants self-development and ability to effect change in others. Historically, organizations have offered leadership development programs based on traditional principles and teachings (Howell & Dipboye, 1986). The perfect storm, however, calls for a new type of leadership that is less about commanding ship and more about enabling team development and empowerment. GlaxoSmithKline defines empowerment as trusting people to do their job, by using good judgment, within a clearly defined and understood framework of responsibility. For the individual, it means demonstrating the highest level of integrity, having clarity around their role, and ensuring that they are accountable for their decisions. For managers, it means giving people the confidence to make decisions by providing clear direction, support and advice. Literature studies show many positive benefits of empowerment for both individuals and organizations. Research exploring self-efficacy theory (Bandura, 1977) has provided evidence that individuals who feel more empowered exhibit increased persistence in their work, especially when faced with challenges (Locke & Latham, 1990). Similarly, researchers have established a consistent link between self-efficacy and work performance (Stajkovic & Luthans, 1998) and provide evidence that employees who are empowered report less job strain (Spreitzer, Kizilos & 2

3 Nason, 1997) than those who are not. Organizations, therefore, have much to gain by enhancing empowerment in their employees. Most leadership development programs focus on building work related skills. Few programs focus on the power supply or energy needed to ignite those skills and sustain high performance. Holistic energy management programs (Loehr, & Schwartz, 2001; Loehr, & Schwartz, 2003; Loehr & Groppel, 2008) train participants on how to achieve full engagement in work and life. The Human Performance Institute (HPI) of Florida developed a holistic energy management program, The Corporate Athlete (Loehr & Groppel, 2008), that addresses physical, emotional, mental, and spiritual dimensions of energy. While more narrowly focused on resilience, the United States Army also provides all members of the military community with emotional, social, family, and spiritual fitness training to improve performance and reduce ill health (Casey, 2011). The Corporate Athlete program teaches individuals how to manage and increase their energy capacity to optimize professional and personal performance. In collaboration with the HPI, as the owner of all rights to the Corporate Athlete program, GlaxoSmithKline (GSK), a researchbased global pharmaceutical and consumer healthcare company, introduced the Corporate Athlete program to its staff in The program is implemented by GSK under the name Energy for Performance (E4P), with permission from HPI. The original purpose of offering E4P to GSK senior leaders was to build resiliency in the face of business pressures leading to a "perfect storm. For example, a study indicated that a large group of valuable, contributing employees at GSK were at risk for burning out or walking out (Ollier- Malaterre, 2005). The value of E4P has been so great that it is now available to all employees, rather than just senior leaders. In late 2010, GSK s Consumer Healthcare division conducted interviews with several participants to better understand changes in engagement and behavior following E4P. While each person interviewed had a different story tell, they all shared examples of authentic, meaningful life change. One participant began exercising during the day, and started biking to work, something he would not have previously considered possible or appropriate. He now views exercising during the day as key to high levels of personal and professional satisfaction, including better performance and productivity at work. For another leader, E4P made him conscious of his responsibility to develop direct reports and the benefit to team performance. The Process of Full Engagement E4P helps employees focus their physical, emotional, mental, and spiritual energy on the things that matter most to them so they can reach their full potential. During the two-and-a-half-day training, participants experience some key milestones on the path to full engagement. From a theoretical perspective, milestones on the pathway to full engagement can be illustrated using expectancy theory (Vroom, 1964). Participants learn to expect that investing energy in what matters most will help them to have a successful professional and personal life. As shown in Figure 1, this expectation leads many participants to focus on empowering behaviors that unlock team potential, particularly when organizational reward systems reinforce the value of team empowerment. 3

4 Figure 1. Using expectancy theory (VIE) to explain the process of developing fully engaged leaders that bring out the best in their teams 1. Articulation of ultimate mission At the beginning of E4P, participants connect at a spiritual level with their personal values, beliefs, and assumptions and articulate their inner motivation and life mission. The spiritual level focuses on what is most important in their lives (not in a religious sense, although for some, they may equate). Working at this core level allows for meaningful personal change to occur. For example, consider a smoker, who has had trouble trying to quit, yet stops smoking the day he finds out his wife is pregnant. He now has a purpose that trumps everything. A key learning principle reinforced in E4P is that with purpose, we can do amazing things, things we thought we could not do. Participants design a personal mission that defines their life mission. A life mission provides directional coordinates, like a global positioning system, for energy investments. Knowing one s mission is a powerful tool for personal navigation throughout life. Participants closely examine the alignment between their personal mission and values, and the organizational mission. This helps to foster full engagement and to answer the question, Where are you going? In terms of expectancy theory, one s life mission has a high valance or value because people have a strong desire to achieve their purpose in life. E4P participants are given examples and a framework for writing their personal mission. This exercise helps participants realize that their mission is ultimately connected to other people. For example, My mission is to have a significant positive impact on my family and friends, and to inspire others at work. Participants have an opportunity to share their life purpose with others in class. The sharing of one s mission provides an important opportunity for participants to be valued for what they value most. 4

5 2. Facing the Truth Second, participants face the truth in their lives through self-awareness activities in the physical, emotional, mental and spiritual dimensions. Facing the truth strengthens expectancies, or perceptions that effort relates to achieving a desired outcome. It helps participants identify what energy investments will enable them to live their mission. Participants are asked to review 360 feedback collected prior to the training. The 360 feedback is a development tool used to increase self-awareness by providing behavioral feedback to participants from manager, peers, direct reports, and other key stakeholders, as well as people at home, such as their spouse, children, and friends. The aim is to expand knowledge and awareness of the truth. Participants also learn results from biometric tests measuring cholesterol and percentage of body fat. Facing the truth provides feedback on strengths and offers opportunities for improvement, which are categorized into four aspects of engagement: physical, emotional, mental, and spiritual. Feedback helps participants to evaluate how much or how little of their energy investments are aligned with their ultimate mission. A key aspect of facing the truth is enabling participants to become aware of the old story they are telling themselves that keeps them in the same place, whether at work or in life. The process of facing the truth helps motivate participants to change in areas where there is a disconnect between what they think about themselves and the new information they receive. Cognitive changes that bring personal perceptions in line with new information can be explained by the theory of cognitive dissonance (Festinger, 1957). This theory proposes that people have a motivational drive to reduce dissonance or conflicting beliefs, such as when they have new information that does not fit with their previously held beliefs. Research also demonstrates that cognitive dissonance can be used to promote desirable health behavior and prosocial behavior (Stone, Aronson, Crain, Winslow, & Fried, 1994; Fried & Aronson, 1995). Once participants have a more complete understanding of themselves, journaling is used as a tool to help them articulate their old story, that keeps them in the same place, whether at work or in life. The process of facing the truth can help participants see faulty assumptions in their old stories. This new self-awareness helps participants create a 90-day training mission. The training mission focuses participants on a specific area of their life in which they want to be more fully engaged. They are also encouraged to make new training missions every 90 days, or quarter, to continue moving closer to their ultimate mission. Participants then write a new story that supports their training mission. The new story inspires hope and creates a viable path for full engagement. As noted in the Power of Story (Loehr, 2007), Our destiny follows our stories. In other words, our beliefs help shape our future; they can create a self-fulfilling prophecy (Robert Merton, 1968). For example, consider leaders who say they will never have enough time to develop others on their team. It is very likely that they will try to take on more work themselves rather than develop others and delegate work; thus, they feel even more pressured for time, reinforcing their belief that they do not have enough time to develop their direct reports. 5

6 The stories below, based on a storytelling framework by HPI Performance Institute (2009), illustrate how personal change can ultimately lead to positive change in the way leaders relate to others. The training led to profound personal insights and a commitment to make changes at work and at home. Example of an old story: I want to be more engaged with my family and more connected to the organizational mission, BUT over the last few years I have taken on more responsibility at work and there does not seems to be enough time in the day to get it done. Oftentimes I need to take work home, run from meeting to meeting, and take extended work trips. I expect my colleagues and direct reports to step up to the plate since there are fewer people and our team is expected to deliver more with less. Why can t my wife and people at work understand this? If my family knew what I struggle through for them, they would understand why it has to be this way. I need time after the kids go to sleep to work. I know this is putting our personal life on hold so I can focus on work demands, but I am doing this for our family. Example of a new story: The truth is I do not want to live only half a life. I want to be more engaged at work and at home. I let myself get away with too many excuses, but when I really think about the lack of connection, it makes me feel numb. There will always be more work to do, but my children are growing up and my wife and I are getting older. Things happen. What wakeup call am I waiting for? Why am I putting people I care about last? I have not thought about how this may be affecting them. If I continue on cruise control and do not change, I will continue to grow apart from the people that matter most. In the end I will also have regrets about why I didn t take time to reconnect with the organizational mission and build better relationships with patients fighting cancer. This training mission is important to me because I refuse to fail on the ultimate mission to excel as a husband, father, and scientific leader that will contribute to finding a cure for cancer. From now on I will give my best energy to my family and the people I work with every day. I want to be a role model and teach them how to live life to the fullest. This means that I will do a better job at prioritizing, recovering energy at work, taking care of myself, and being more grateful for the people in my life. 3. Action planning The final step is to create an action plan that supports the new story and training mission. It helps create a clear understanding of how performance is instrumental to valued outcomes. Participants reflect on the question, What course corrections are required now? This involves designing rituals to best invest their physical, emotional, mental, and spiritual energy. Rituals require intention, self-discipline, and energy over a period of time until they become habits. For example, when traveling away from family, a participant may decide to designate 7:00 PM as the time to call home and check in with loved ones. Rituals are aligned with one s chosen mission and personal values. In contrast, not all routines align with values. For example, one may have a routine of coming home from work and eating dessert before dinner. This is an unhealthy routine that is unrelated to the mission. 6

7 4. Accountability To sustain behavior change in the work place, it is important to link positive behaviors taught in E4P with organizational support. This positive feedback loop can increase employee perceptions of organizational support for leader and team development. For example, rewarding leaders who develop direct reports sends a clear message that empowerment is valued by the organization. In addition to organizational support systems, the day-to-day work environment can help to reinforce messages discussed in class. Teams that attend E4P as a unit often help each other walk the talk. They begin to challenge past norms that reflect their old story. For example, teams often reframe the way they view breaks, from downtime to productive time that enables them to recharge their batteries. If meetings last longer than 90 minutes, teams can agree to take a walking break. This helps people stay focused during the meeting, and prevents multi-tasking (i.e., reading during an important meeting). It is also helpful for people at home to support each 90-day training mission. This can include praise for staying on track or getting back on track, as well as joining in activities that support the mission, such as family walks after dinner. Efficient and Effective Delivery of Energy for Performance at GSK Bob Carr, MD, MPH, Senior Vice President, Environment, Health & Safety, explains A key to the successful delivery of Energy for Performance at GSK has been that program principles align with everyday ways of working through organizational engagement and continuous improvement efforts. Energy for Performance lives in the organization not just the training rooms in which people take the course (B. Carr, personal communication, August 23, 2012). As Andrew Witty, Chief Executive Officer, states, To play our best game leaders need to listen to their people, empower them, and stimulate action. The Corporate Executive Team is good at listening to each other s needs. We support each other and take time to recover. Recovery is important to sustain high levels of performance. It is important to take breaks that clear your mind so you can come back and bring your best energy to the agenda. There is no guilt in down time, for example, in taking time to go on a run during the day (A. Witty, personal communication, January 7, 2013). In the following interview, Industrial and Organizational psychologist (Author 1), PhD, from GSK s Organizational Research & Design team, talks to physician (Author 2), MD, MPH, Vice President of Business Planning & Continuity, Employee Health & Safety, about E4P and the impact it has had at GSK: JB: How did you launch E4P globally at GSK? RJ: We followed the interest and energy of the organization. Several leaders experienced the program at HPI and noted the program s transformational power first-hand. With many leaders coming from a scientific background, they appreciated the program s scientific rigor and innovative methodology. The GSK Environment, Health & Safety team made a pivotal decision to invite key opinion leaders from across the company, as well as organizational development and human resources team members, to participate in and evaluate 7

8 the program at HPI. These key leaders reported feeling a clear connection to their own life mission and a better understanding of how their life mission relates to the company mission which is to enable people to do more, feel better and live longer. In collaboration with HPI, we decided to introduce the Corporate Athlete Program, which we call Energy for Performance and it increased in popularity through viral marketing, largely by word-of-mouth. We piloted the program in the US Pharmaceutical sales in 2007 and then introduced it as an open enrollment program for all employees in the United States, the United Kingdom, and Canada. Due to the initial praise for the program, business units in the Asia Pacific regions, and particularly the Latin America market, were keen to embrace it. Since then program participation has expanded to every major business unit and market. JB: Did you encounter any issues when rolling out the program in different business units or geographies? RJ: When we started, the materials were written in English only, so facilitators had to go an extra mile to make sure messages hit the mark. Yet we found that the concepts of managing energy, not time, the importance of value-based action, and the criticality of personal mission were nearly universal. As the program grew, we also experienced challenges maintaining the quality and consistency of delivery. We addressed these by implementing train the trainer sessions and a quality assurance system to monitor facilitator performance. The implementation process has been successful because the program structure and content are universal. E4P teaches people how to give their best energy to what matters most in the service of their life mission. Each of us is on a journey, and recognizing the power of our journey transcends geography and cultural boundaries. JB: It s rare to get that much enthusiasm among leaders for a corporate training program. What do you think accounts for this? RJ: First, for senior leaders, this program touches them personally; it can be a life-changing experience. The program demonstrates the power of aligning energy investments in the service of a personal, value-based mission. Value-based missions can range from providing comprehensive healthcare coverage to all people to being an excellent father, mother, brother, or sister, or well respected team leader. Second, co-workers see program graduates have more energy to invest in personal growth, often coupled with a strong interest in supporting the development of others. This effect is magnified when teams go through the program together since they all have the same program principles and language to draw on and can create new ways of working that support energy management. For example, teams can agree on meeting-free times of the week for project work, structure an agenda to shift between mentally challenging topics and small group work, insert breaks into meetings every 60 to 90 minutes, and have snack breaks or a meal every 3-4 hours. Third, we conducted case-controlled studies that showed statistically significant changes in engagement, leadership skills that build 8

9 empowerment, increased healthy lifestyle choices, access to healthcare, and adherence/refill of prescriptions for chronic diseases among participants. JB: What kinds of programs did GSK run previously to build engagement and empowerment? RJ: In the past, we ve had excellent personal and organizational development programs, such as Covey s Seven Habits of Highly Effective People. A key focus of these programs is time management. However, there will never be 25 hours in a day, so time management opportunities are limited. The next opportunity is to bring one s full and best energy to the scheduled time. E4P is unlike anything we ever had at GSK. It teaches people a skill set and method that can be used to improve any aspect of their energy management that is significant in their lives. It also builds skills that enable others to identify opportunities and wise energy investments based on what matters most to them. Similar to making monetary investments, it s also important to know where to invest and where not to invest one s energy. It s important to avoid energy vampires, such as gossip, fear of failing, and speculation that suck away valuable energy. JB: I understand you were in this group of key leaders who originally attended the program. How did the program affect you? RJ: Personally, it made me face the truth about how I and others viewed my energy management skills and identify opportunities to improve some aspects of my life. Several excellent exercises helped me crystallize my core values, such as my belief in the dignity and worth of every human and the importance of access to healthcare, and the connection of my values to my life mission. As a physician, there was a clear and direct connection of my values to my life mission and GSK s corporate mission, to help others do more, feel better, and live longer. I saw this connection very clearly and it energized my spirit, providing a nearly endless fountain of energy to pursue a mission I care passionately about. I learned that I will be most successful if work projects align with my mission and values and clearly connect through to the GSK mission. I m willing to give my best in any given period knowing that a period of recovery will follow. JB: My conversations across the organization reveal some concern about the additional time that people will want to set aside to take recovery breaks. How do recovery breaks benefit performance when they take time away from working on the job? RJ: Each of us is a complex energy system. As participants learn during the program, we are most efficient when switched fully on, then fully off. We grow most during periods of recovery, when we make time for personal reflection on our actions. An interesting example from psychology is that we consolidate our memories of the day during sleep; deprive people of sleep and you decrease the opportunity to learn from experience. Consider another analogy to weight lifting. During the time in the gym, you are actually making small tears in your muscles with exercise. It is during the recovery period, outside of the gym, that muscle growth and repair occurs, much of it during sleep. Mentally, we can probably all relate to times of increased error and declining performance when we have 9

10 focused too long on a complex task without taking a break. Compare that to your performance on similar tasks when you are able to take a break, even for a few minutes every 90 minutes or so. JB: I understand you have started to apply E4P principles to structure physical work environments that reinforce learning and energy management. RJ: Yes, we are reflecting principles in the redesign of our facilities; we are creating open spaces with bright colors, and areas for collaboration to increase energy and emotional connectedness among and across teams, balanced with providing quiet areas for concentration and reflection. To help grow and maintain physical energy among staff, some new workstations will allow people to work sitting or standing up, and there are walk stations where people can walk slowly on a treadmill while working. JB: What s the current status of E4P at GSK? RJ: Nearly 10,000 people have been through E4P at GSK, including 90 percent of our leaders spread across 50 countries. I believe we are reaching a cultural tipping point among our staff of 100,000. We will further embed and grow the program over the next several years by including the program in the new employee value proposition (that promotes employee benefits to further build engagement). We are also providing healthy meals and snacks in the cafeterias, and integrating E4P principles into key organizational development programs and fitness center courses. Also, when possible, we are pairing this program with other offerings to leverage the positive effect, such as discounts on healthy food in the cafeteria. JB: Any final thoughts? RJ: Participation in E4P has changed my life. I ve rebounded from sicknesses and improved performance at home and work by giving my energy to what is most impactful and really matters most. Sharing this program with others helps to pay forward the gift of living a fully engaged life. I believe the Energy for Performance supports GSK s business strategy and empowers people to control and enrich their lives. Evaluation & Results GSK s organizational research team conducted a study to see if there was any link between E4P and change in on-the-job behavior by comparing 360 feedback scores between E4P graduates (n=173) and non-graduates (n=36) within the Consumer Healthcare division. At GSK, 360 feedback is a development tool used to increase self-awareness by providing behavioral feedback to participants from managers, peers, direct reports, and other key stakeholders. To ensure equity between the two groups, only E4P graduates and non-graduates similar in grade and performance levels were included in the study. Additionally, everyone in the non-graduate group participated in E4P once their 360 feedback was complete. Results demonstrated that on the six GSK Behaviors, established to help leaders deliver the business strategy (Enable & Drive Change, Building Relationships, Flexible Thinking, Continuous Improvement, Customer Driven and Developing People), E4P graduates achieved 10

11 more favorable 360 assessment ratings from managers, peers, direct reports and key stakeholders on several behavioral aspects that positively relate to increased individual engagement (Organizational Research, 2010). This includes providing higher quality feedback to aid in the development of others; being a better coach, teacher and mentor; being a better listener and more fully understanding the ideas and feelings of others; and creating a stronger team climate in which others want to take on extra responsibility as an opportunity to learn and grow. The most noticeable shift was on the Developing People behavior. This result highlights an interesting paradox about human development that Abraham Maslow identified (as cited by Koltko-Rivera, 2006). As individuals more fully understanding themselves, they are better able to identify with others and work as a team. It is also important to note that the Developing People behavior was identified in an earlier research project as a key driver of employee empowerment (see Appendix - Empowerment Index) (Organizational Research, 2010). Importantly, we have early evidence in GSK, that teams which are more empowered perform better (Organizational Research & Environment, Health, and Safety, 2013). Thus, the results show that once participants clarify their personal mission and align with the organizational mission, they are in a better position to be fully engaged and build more capable, high performing teams. Best Practices Change is one of the few constants, not just in the pharmaceutical industry, but also in the broader healthcare and corporate sectors. There is a greater need for organizations to know how to develop engaged leaders who bring out the best in their teams. This study demonstrates that Energy for Performance can enable participants to achieve their best so that they can encourage a greater level of achievement from their teams. Equally important, this case study illustrates how to bring energy management principles to the workplace. Table 1 summarizes best practices for transferring learning to leaders and managers in other large organizations to build a culture of engagement and empowerment. 11

12 Table 1. Ten Best Practices for Building a Culture of Engagement & Empowerment Best Practice Application Holistic approach to Offer development programs and practices that focus on the development whole person - physically, emotionally, mentally, and spiritually- to create a compelling motivational force for change. Value-based action Teach strategies for aligning decisions with personal values and life purpose/ mission. Provide practice activities during and after class to help participants internalize these strategies. Self-awareness activities Provide time, resources, and leadership support for quarterly self-reflection, feedback from others, and peer discussion to expand self-knowledge and awareness. Energy management Teach people skills to help them bring their best energy to the time they have, so they can be fully engaged. Recovery breaks Every 90 minutes, provide an opportunity for a brief recovery period that allows for downtime. Build self-efficacy Establish a clear connection between individual development efforts aligned to business needs and performance ratings. Assess, and perhaps realign, Foster an organizational environment that rewards relational organizational rewards behaviors and team development. Deliver program to intact Create a reinforcing work environment. teams Collaborate Span boundaries; work across functions and with all levels of Select and train credible facilitators and managers Supportive work environment employees. Facilitators and managers should understand the business realities (pressures, pace, and degree of change) and speak the same language as the people they lead. To support the transfer of learning, the work environment should enable employees at all levels to have both a voice and a choice in decision-making within agreed-upon boundaries. It is also helpful to provide several developmental opportunities in which key concepts can be reinforced. Summary This case study shows that when organizations invest in holistic energy management programs to build leader engagement, they can also foster a culture of empowerment. Further, it highlights the often untapped potential of investing in existing relationships, both at a core level (one s personal mission) and with others in the organization, to help ensure even in perfect storm conditions there is light at the end of the tunnel. 12

13 References Casey, G. W. (2011). Comprehensive solider fitness: A vision for psychological resilience in the U.S. Army. American Psychologist, 66, 1-3. Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press Fried, C. B., & Aronson, E. (1995). Hypocrisy, misattribution, and dissonance reduction Personality and Social Psychology Bulletin, 21, Howell, W. & Dipboye, R. (1986). Essentials of Industrial and Organizational Psychology. Pacific Groove: Brooks/Cole Publishing. Herskovits, B. (2007a, April 11). Sales reps to big pharma 'Sue you'. [Electronic version]. Pharmaceutical Executive. Retrieved September 8, 2010 from Herskovits, B. (2007b, April 18). Pharma's fortunes fine- For now. [Electronic version]. Pharmaceutical Executive. Retrieved September 8, 2010 from Fine--For- Now/ArticleStandard/Article/detail/ Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), doi: / Human Performance Institute (2009). Corporate Athlete course energy management facilitator guide, LGE Performance Systems Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall. Loehr, J. & Gropple, J. (2008). The Corporate athlete advantage: The science of deepening engagement. Florida: Human Performance Institute. Loehr, J. (2007). The power of story. New York: The Free Press. Loehr, J. & Schwartz, T. (2001). The Making of a Corporate Athlete. Harvard Business Review, Loehr, J., & Schwartz, T. (2003). The power of full engagement. New York: The Free Press. Merton, R. (1968). Social Theory and Social Structure. New York: Free Press. 13

14 Organizational Research, GlaxoSmithKline (2010). [The relationship between leader behaviors and team empowerment.] Unpublished report. Organizational Research & Environment, Heath, and Safety, GlaxoSmithKline (2013). [The relationship between team empowerment and performance.] Unpublished report. Ollier-Malaterre, A. (2005). [Team resilience survey. What did we learn?] Unpublished report. Pharmaceutical Executive Staff. (2010, June 25). Emerging pharma leaders [Electronic version]. Pharmaceutical Executive. Retrieved September 8, 2010 from pharmexec.findpharma.com/pharmexec/strategy/emerging-pharma- Leaders- 2010/ArticleStandard/Article/detail/676060?contextCategoryId=48158 Spreitzer, G.M., Kizilos, M. A., & Nason, S.W. (1997). A dimensional analysis of the relationship between psychological empowerment and effectiveness, satisfaction and strain. Journal of Management, 23: Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: a metaanalysis. Psychological Bulletin, 124, Stone, J., Aronson, E., Crain, A. L., Winslow, M. P., & Fried, C. B. (1994). Inducing hypocrisy as a means for young adults to wear condoms. Personality and Social Psychology Bulletin, 20, Vroom, V. H. (1964). Work and motivation. New York: Wiley. 14

15 Appendix Empowerment Index (5-point extent of agreement response scale) 1. All things considered, I feel empowered to use my judgment to act for the good of (the company). 2. The people I work with always demonstrate the highest level of integrity in their decisions. 3. I am very clear about what I am accountable for in my role. 4. I am very clear about what I am empowered to do in my role. 5. I receive ongoing feedback that helps me improve my performance. 6. My manager trusts people to use good judgment to do their job. 7. My manager gives me confidence to make decisions by providing sufficient support and advice. 8. Leaders in my department act as teachers, coaches, and champions of development GlaxoSmithKline group of companies. All rights reserved. GlaxoSmithKline claims no ownership in, nor any affiliation with, any thirdparty trademarks appearing in this manuscript. Such third-party trademarks are used only to identify the products and services of their respective owners, and no sponsorship or endorsement on the part of GlaxoSmithKline should be inferred from the use of these marks. Corporate Athlete, Human Performance Institute and Energy for Performance are registered trademarks of the Human Performance Institute, a Division of Wellness & Prevention, Inc. and are used with permission. 15

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