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embedding sustainability in organizational culture - Network for ...

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Chapter 1: 3: Introduction Foster<strong>in</strong>g Commitment<br />

19<br />

engage<br />

This category consists of <strong>in</strong><strong>for</strong>mal practices that attempt to raise the level of<br />

employee engagement throughout the organization. These practices aim to generate<br />

<strong>in</strong>terest and excitement among employees about the journey toward <strong>susta<strong>in</strong>ability</strong><br />

and to encourage the active participation of all employees <strong>in</strong> <strong>susta<strong>in</strong>ability</strong><br />

<strong>in</strong>itiatives. These practices help motivate employees to act <strong>in</strong> a way that br<strong>in</strong>gs<br />

the organization closer to its <strong>susta<strong>in</strong>ability</strong> goals. The practices that relate to<br />

engagement <strong>in</strong>clude educat<strong>in</strong>g; challeng<strong>in</strong>g; l<strong>in</strong>k<strong>in</strong>g; support<strong>in</strong>g; leverag<strong>in</strong>g;<br />

captur<strong>in</strong>g quick w<strong>in</strong>s; and recogniz<strong>in</strong>g.<br />

EducatE: Raise the level of awareness and understand<strong>in</strong>g of <strong>susta<strong>in</strong>ability</strong><br />

through the provision of <strong>in</strong><strong>for</strong>mation <strong>in</strong> <strong>in</strong><strong>for</strong>mal ways<br />

• Include <strong>susta<strong>in</strong>ability</strong> <strong>in</strong><strong>for</strong>mation <strong>in</strong> company newsletters,<br />

on bullet<strong>in</strong> boards, or <strong>in</strong> memos<br />

• Br<strong>in</strong>g <strong>in</strong> speakers to talk about <strong>susta<strong>in</strong>ability</strong> issues<br />

• Host <strong>in</strong>ternal workshops, conferences or trade shows<br />

Practitioners note the importance of provid<strong>in</strong>g <strong>in</strong><strong>for</strong>mation about <strong>susta<strong>in</strong>ability</strong> to<br />

<strong>in</strong>crease the awareness and understand<strong>in</strong>g of the concept among employees. While<br />

little research has explored the role of <strong>in</strong><strong>for</strong>mal education, Molnar and Mulvihill<br />

(2003) note that <strong>in</strong>vit<strong>in</strong>g <strong>in</strong> <strong>in</strong>dustry leaders to speak to employees can <strong>in</strong>spire<br />

new <strong>susta<strong>in</strong>ability</strong> <strong>in</strong>itiatives. We discuss the <strong>for</strong>mal practice of tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the next<br />

chapter.<br />

assessment: proposed but not tested<br />

challEngE: Encourage and recognize good ideas or ef<strong>for</strong>t through <strong>in</strong>ternal<br />

competitions<br />

• Organize <strong>susta<strong>in</strong>ability</strong> competitions between bus<strong>in</strong>ess units or<br />

regional units to motivate <strong>susta<strong>in</strong>ability</strong> per<strong>for</strong>mance<br />

• Use <strong>in</strong>ternal competitions as a means to generate and identify new ideas<br />

Several practitioners have suggested that <strong>in</strong>ternal competitions can be used to build<br />

<strong>in</strong>terest <strong>in</strong> <strong>susta<strong>in</strong>ability</strong>, to generate new ideas and to identify and recognize good<br />

ideas. These practitioners suggest that it is important to keep a positive frame on the<br />

competitions, but when done correctly, that competition can be a good motivator<br />

(Ethical Corporation, 2009; NBS, 2010).<br />

In one example, described by Goodman (2000), bus<strong>in</strong>ess units were awarded<br />

additional tra<strong>in</strong><strong>in</strong>g resources <strong>for</strong> energy, water and waste reductions. This <strong>in</strong>itiative<br />

resulted <strong>in</strong> significant reductions across the company.<br />

More research is needed to explore further the role of competition <strong>in</strong> <strong>embedd<strong>in</strong>g</strong><br />

<strong>susta<strong>in</strong>ability</strong>.<br />

assessment: Weakly supported<br />

l<strong>in</strong>k: Br<strong>in</strong>g <strong>susta<strong>in</strong>ability</strong> down to the <strong>in</strong>dividual level by connect<strong>in</strong>g the<br />

impact of everyday actions at work with <strong>susta<strong>in</strong>ability</strong> at home (and<br />

vice versa); connect <strong>organizational</strong> <strong>susta<strong>in</strong>ability</strong> activities to personal<br />

<strong>susta<strong>in</strong>ability</strong> activities (and vice versa)<br />

• Encourage employees to br<strong>in</strong>g their personal <strong>susta<strong>in</strong>ability</strong><br />

behaviours <strong>in</strong>to the workplace<br />

• Encourage employees to carry the <strong>organizational</strong> <strong>susta<strong>in</strong>ability</strong><br />

message <strong>in</strong>to their communities<br />

Br<strong>in</strong>g<strong>in</strong>g <strong>susta<strong>in</strong>ability</strong> down to the level of <strong>in</strong>dividual actions appears to make it<br />

more concrete. Further, l<strong>in</strong>k<strong>in</strong>g employee actions at work to their behaviours at<br />

home and <strong>in</strong> their communities appears to re<strong>in</strong><strong>for</strong>ce these behaviours. One senior<br />

manager recommended encourag<strong>in</strong>g staff to br<strong>in</strong>g their personal <strong>susta<strong>in</strong>ability</strong><br />

behaviours <strong>in</strong>to the workplace (Ethical Corporation, 2009). A practitioner <strong>in</strong><br />

Goodman’s (2000) study suggested that messages about <strong>susta<strong>in</strong>ability</strong> are attractive<br />

when employees can also use the knowledge <strong>in</strong> their private lives. Hart (2005)<br />

encourages organizations to allow employees to align their values with their job.<br />

Research by Bansal (2003) <strong>in</strong> the area of <strong>susta<strong>in</strong>ability</strong> beg<strong>in</strong>s to provide support <strong>for</strong><br />

this idea. Her research demonstrates reciprocal l<strong>in</strong>ks between <strong>organizational</strong> and<br />

<strong>in</strong>dividual actions.<br />

In the quality literature, Blackburn and Rosen (1993) describe how leaders <strong>in</strong> quality<br />

improvement re<strong>in</strong><strong>for</strong>ce a ‘prevention-oriented approach’ by provid<strong>in</strong>g personal<br />

health and safety services to employees. Not only do these practices emphasize<br />

the organizations’ proactive approach to problems, but they create a positive and<br />

satisfy<strong>in</strong>g environment <strong>for</strong> employees.<br />

L<strong>in</strong>k<strong>in</strong>g is a practice that has received prelim<strong>in</strong>ary support <strong>in</strong> the literature, but still<br />

requires more study.<br />

assessment: Weakly supported

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