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organisational engagement
1. Introduction
The term “employee voice” has a relatively long history in academic literature, dating
back to the 1970s when Hirschman (1970) used it in relation to employees' efforts to
change dissatisfying work situations. This was a focus on declining firms and
employees in terms of exit and voice. According to Wilkinson et al (2004) the word
‘voice’ was popularised by Freeman and Medoff (1984) who argued that it made
good sense for both company and workforce to have a ‘voice’ mechanism. Spencer
(1986) developed this theme and concluded that giving employees opportunities to
voice their dissatisfaction increased the likelihood that they would stay with the
organisation. However, Spencer (1986, p. 500) also noted that “…On the
organizational level of analysis, future research should consider not only formal voice
mechanisms and their quality, but also informal organizational cultures that create
and sustain those mechanisms”. This has led to wider thinking about employee voice
and according to Van Dyne et al (2003, p. 1369) the management literature contains
two major conceptualizations. The first approach describes speaking up behaviour
such as when employees proactively make suggestions for change. The second
uses the term to describe procedures that enhance justice judgments and facilitate
employee participation in decision making. This implies both informal and formal
mechanisms are required, though little attention has been given in the literature to an
open organisational culture that accepts and promotes voice in these ways.
Summarising the literature, Van Dyne et al (2003, p. 1370) conclude that the term
voice is used to “represent the intentional expression of work-related ideas,
information, and opinions”. Budd et al (2010, p. 305) argue that there is now a
renaissance in interest in participation, based on economic (generation of higher
levels of performance in the post mass production era), moral/ethic, and pragmatic
grounds.
This paper explores different dimensions of voice and argues that voice is dependent
upon employees being well informed; employees can only use their voice effectively
if their ideas and suggestions are based upon a strong understanding of what is
happening in the organisation. This leads on to the concept of informed employee
voice, which in turn, can potentially contribute to higher levels of employee
engagement.
Suggesting constructive Proposing ideas that focus Agreeing with the group
ideas for change to on others to protect the due to low self efficacy
benefit the organization self to make a difference
This approach is based on three specific employee motives within the existing
management literature on silence and voice: disengaged behaviour based on
resignation, self-protective behaviour based on fear, and other oriented behaviour
based on cooperation. It is a useful extension of the concept that illustrates some of
the underlying reasons that drive the way that employees express their voice. For the
purposes of this paper, informed employee voice is discussed primarily from the
concept of ProSocial voice as this is where organisational wide practices are
focused. This is not to downplay the importance of understanding Defensive and
Acquiescent Voice. Indeed, effective employee engagement practices need to
ensure that fear and resignation are minimised in order to gain maximum benefits for
the employee and the organisation.
In an alternative approach, Dundon et al (2004, p. 1152) suggest four categories of
employee voice; individual dissatisfaction, collective organisation (as a counter to the
power of management), management decision-making, and mutuality (a partnership
for long term sustainability). This extends the concept to include the idea that
employees work in partnership with senior managers for the benefit of the
organisation. Liu et al (2009, p. 191) point out that there are three alternative
characteristics of voice; discretionary (it’s not actually required), challenge oriented,
and potentially risky (it may be viewed negatively or damage relationships). The risks
involved may explain why employees are “usually reluctant to voice their thoughts”
MacLeod and Clarke (2009, p. 75) reflect that of the people consulted for their report
to the UK government, most highlighted four broad engagement drivers/enablers;
leadership, engaging managers, integrity and voice. Voice is described as
“employees’ views are sought out; they are listened to and see that their opinions
count and make a difference. They speak out and challenge when appropriate”. At a
basic level, according to Royer et al (2008, p. 238) “the utilisation of different
employee voice mechanisms improve managerial responsiveness to employee
needs, improve employee control over their jobs and assist employees in influencing
job rewards”. Liu et al (2010, p. 191) highlight the importance of “transformational
leadership” that incorporates an approach whereby “employees are allowed more
leeway in communicating and challenging the status quo”. In their questionnaire
based research in China with 324 MBA students, Liu et al (2010, p. 199) found that
“strong personal identification with the leader might encourage followers to speak up
(e.g. share critical thinking with the leader) rather than keep silent”. This is important,
as Tourish and Hargie (2004, p. 194) suggest that “The danger is that top managers
can become like rock stars surrounded by a sycophantic entourage”. The move from
transactional to transformational styles of leadership with an inherent tolerance of
more dissent in the workplace may mitigate against this. However, resistance or
critical feedback may still be seen as something to overcome rather than as useful
insight to inform strategy.
In this paper it is argued that employee voice can and does, in itself, contribute to
employee engagement and improved financial performance. However, unless it is
based on highly effective information sharing the gains are going to be limited. Truss
(2006, p.18) reports that only 32 per cent of employees feel that they are both
fully/fairly well informed and also have opportunities for upward feedback. This is
group is, unsurprisingly, highly engaged. Truss (2006, p.41) goes on to argue that
“allowing people the opportunity to feed their views and opinions upwards is the
single most important driver of engagement”. However, the basis on which views and
opinions are expressed has to be a transparent, authentic and timely approach to
information sharing, otherwise any views or opinions expressed may not be well
enough informed. As Dundon and Gollan highlight (2007, p. 1186), “Effective
employee voice is about affording employees the opportunity to develop their
knowledge and skills so that they can contribute to decisions normally reserved for
management…”.The concept of informed employee voice is therefore introduced to
emphasise the dual importance of effective information sharing and opportunities to
express work-related ideas, information, and opinions.
In academic research, Forth and Millward (2002, p. 1) note that direct communication
between managers and employees is growing and communication through employee
representatives is declining. Between 1984 and 1998, based on evidence from
Workplace Employee Relations Surveys that involve 2000 workplaces in Great
Britain, “the proportion of workplaces where managers relied solely on direct
communication increased from 11 to 30 per cent” Forth and Millward (2002, p. 1). In
the same period, the use of newsletters increased from 34 to 50 per cent and the use
of more two-way communication in the form of “briefing groups” was noted as a
“pervasive phenomenon”, increasing from 36 to 65 per cent” Forth and Millward
(2002, pp. 4-5). This is useful as a reflection on the way that information sharing is
changing, though it does not investigate the content of the communication and gives
no indication as to whether employees feel that they are adequately informed to
participate fully in briefing groups. Peccei et al (2005, p. 12) raise some concerns
about the way that “information-sharing is often operationalized in process rather
than in content terms”. Furthermore, in a recent study on voice and engagement, the
CIPD (2010, p. 2) highlight the need for employers to focus on “the quality of voice
across their organisation, not just the process of consultation”. For example, some
In this section, the connection between informed employee voice and organisational
engagement is examined in more detail. The term informed employee voice is used
to describe organisational processes that enable employees to feel well informed and
to have a say about what goes on that is genuinely welcomed and seriously
considered. The term organisational employee engagement is used to focus on the
connection between the employee and the organisation. This is linked to
organisational identification (Edwards 2009) and organisational commitment. It is
different from some academic definitions of work engagement that are suggested by
Schaufeli and Bakker (2010, p. 13) to focus either on the individual role or the work
activity with both approaches incorporating behavioural-energetic (vigor), emotional
(dedication) and cognitive (absorption) dimensions. Indeed, in an examination of
concepts related to work engagement, Schaufeli and Bakker (2010, pp. 13-15)
Copyright: Kevin Ruck
Contact: kevin.ruck@pracademy.co.uk
suggest that “when engagement is considered to be equivalent to organizational
commitment, as in some definitions that are used in business, the very notion of
engagement is superfluous”. In contrast to this, it can be argued that when employee
engagement is linked solely to the individual and his/her role and work activity it is
too individualistic and diminishes the impact of social groups and organisational
factors. Other concepts that, according to Schaufeli and Bakker (2010) are linked, but
not equivalent to work engagement are extra-role behaviour, personal initiative, job
involvement, job satisfaction, positive affectivity, flow, and workaholism. This paper
argues that if organisational identification is not equal to employee engagement then
it is at least is a critical component, one that is worthy of special attention in the
context of informed employee voice as without it role and work activity have less
meaning. As Leiter and Bakker (2010, p. 2) acknowledge, “Employees’ responses to
organizational policies, practices and structures affect their potential to experience
engagement”. It is precisely the input to and response to organisational strategy and
practices that determines levels of vigor, dedication and absorption at work. This is
illustrated in a social identity theory approach to organisational identification adopted
by Millward and Postmes (2010, p. 335) in an academic study involving 51 business
managers in the UK. They reported that “The fact that identification with the
superordinate grouping of “the organisation” was particularly relevant to performance
is important for theoretical, empirical and pragmatic reasons”. This reinforces
research by Wieseke (2009) that found the higher the level of organisational identity
of sales managers the greater the sales quota achievement. Furthermore, a lack of
organisational identification has, according to Knight and Haslam (2010, p. 721) been
associated with increased stress and burnout, withdrawal, and sickness. This
thinking is based on social identity theory that argues that a person’s sense of self is
multidimensional (personal, social and human) and a shared social identity is a key
determinant of social behaviour. If a shared social identity in an organisational setting
is important it begs the question as to how it is developed. The concept of internal
corporate communication has been introduced by Welch and Jackson (2007, p. 186)
to link internal communication to employee engagement:
The key point is that providing information in itself is not enough. It has to be timely,
relevant, clear, and consistent and above all else it has to be honest and wholesome
to be trusted. The information shared needs to be discussed, put into context and
opportunities provided for employees to clarify what is being said. Only after this has
been done is it meaningful to provide opportunities for voice, where, in MacLeod and
Clarke’s terms (2009, p. 75), “employees’ views are sought out”. These views have to
be taken seriously and, to demonstrate it, employees are told what action is taken as
a result, or if no action is proposed the reasons for this are explained. The linkages of
this process are shown in diagram 2 below.
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