Skip to content
Client area
EN
Request a demo
HR · Human Resources · programme 03

Improve retention

Strengthen the sense of belonging to retain talent.

Why this programme

People don’t stay with a company; they stay with people and with a story. The programme brings that story to life: the founding moments, the collective successes, the projects ahead, told by the teams themselves. The cinematic sequences feature your milestones and your faces.

Rootedness is perhaps the most important and least recognized need of the human soul.

Simone WeilphilosopherThe Need for Roots (L’Enracinement), part two “Uprootedness”, 1949

What your teams experience

  1. The timeline: place the company’s key dates in order, with the real archives.
  2. What we’ve built: together, estimate figures that tell the story of the journey so far.
  3. Why I stay: an anonymous vote, aggregated on screen, that becomes a wall of reasons.
  4. In three years’ time: each team envisions a future success, projected at the close.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

A sense of belonging built on concrete experience, and an honest snapshot of what keeps your talent with you.

1 in 3

Only one in three workers strongly agree they received recognition or praise for good work in the past seven days; those who don't are twice as likely to say they'll quit within a year.

GallupEmployee Recognition: Low Cost, High Impact, 2016

How we tailor it to you

Your wording, departments, figures and photos are built into the challenges and cinematic sequences, to the letter. The look follows your brand guidelines. Teams are formed on the spot or based on your organisation chart. The session report is delivered to you after the event.

The sources of this programme

Every game, measure and reminder in this programme builds on published research. The facilitator cites it in the debriefs, and you can check every reference.

  1. Griffeth, R. W., Hom, P. W., & Gaertner, S. (2000). A meta-analysis of antecedents and correlates of employee turnover. Journal of Management, 26(3), 463-488. 10.1177/014920630002600305
  2. Rubenstein, A. L., Eberly, M. B., Lee, T. W., & Mitchell, T. R. (2018). Surveying the forest: A meta-analysis… of voluntary employee turnover. Personnel Psychology, 71(1), 23-65. 10.1111/peps.12226
  3. Mitchell, T. R., Holtom, B. C., Lee, T. W., Sablynski, C. J., & Erez, M. (2001). Why people stay: Using job embeddedness to predict voluntary turnover. AMJ, 44(6), 1102-1121. 10.2307/3069391
  4. Crossley, C. D., Bennett, R. J., Jex, S. M., & Burnfield, J. L. (2007). Development of a global measure of job embeddedness. JAP, 92(4), 1031-1042. 10.1037/0021-9010.92.4.1031
  5. Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment. Journal of Occupational Psychology, 63(1), 1-18. 10.1111/j.2044-8325.1990.tb00506.x
  6. Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment: A meta-analysis. JVB, 61(1), 20-52. 10.1006/jvbe.2001.1842
  7. Mael, F., & Ashforth, B. E. (1992). Alumni and their alma mater. JOB, 13(2), 103-123. 10.1002/job.4030130202
  8. Riketta, M. (2005). Organizational identification: A meta-analysis. JVB, 66(2), 358-384. 10.1016/j.jvb.2004.05.005
  9. Baumeister, R. F., & Leary, M. R. (1995). The need to belong. Psychological Bulletin, 117(3), 497-529. 10.1037/0033-2909.117.3.497
  10. Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451. 10.1126/science.1198364
  11. Allen, D. G., Bryant, P. C., & Vardaman, J. M. (2010). Retaining talent: Replacing misconceptions with evidence-based strategies. Academy of Management Perspectives, 24(2), 48-64. 10.5465/amp.24.2.48
The foundations shared by all our programmes (20 references)

The mechanics of our sessions: team play, the debrief, the before-and-after measure, spaced reminders.

  1. Klein, C., DiazGranados, D., Salas, E., et al. (2009). Does team building work? Small Group Research, 40(2), 181-222. 10.1177/1046496408328821
  2. Salas, E., DiazGranados, D., Klein, C., et al. (2008). Does team training improve team performance? A meta-analysis. Human Factors, 50(6), 903-933. 10.1518/001872008X375009
  3. McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2017). The effectiveness of teamwork training on teamwork behaviors and team performance. PLoS ONE, 12(1), e0169604. 10.1371/journal.pone.0169604
  4. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
  5. Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. 10.1177/0149206309352880
  6. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  7. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
  8. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380. 10.1037/0033-2909.132.3.354
  9. Howard, G. S. (1980). Response-shift bias. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
  10. Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making. JPSP, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
  11. Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team performance: A meta-analysis. JAP, 94(2), 535-546. 10.1037/a0013773
  12. Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on campus. JPSP, 64(2), 243-256. 10.1037/0022-3514.64.2.243
  13. Aronson, E., et al. (1978). The Jigsaw Classroom. Sage (ouvrage).
  14. Galton, F. (1907). Vox populi. Nature, 75, 450-451. 10.1038/075450a0
  15. Kahneman, D., Fredrickson, B. L., Schreiber, C. A., & Redelmeier, D. A. (1993). When more pain is preferred to less: Adding a better end. Psychological Science, 4(6), 401-405. 10.1111/j.1467-9280.1993.tb00589.x
  16. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (ouvrage).
  17. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
  18. Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic & A. Tversky (dir.), Judgment under Uncertainty, 306-334. Cambridge University Press (ouvrage).
  19. Surowiecki, J. (2004). The Wisdom of Crowds. Doubleday (ouvrage).
  20. Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. 10.3758/MC.36.3.604

Before you book

What is digital team building?

A team building session in which teams play challenges on participants' phones while a big screen shows the running order, the scores and the cinematic sequences. A facilitator runs the room from start to finish. Everything happens in person.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Improve retention” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo