Reduce absenteeism
Boost morale and rekindle the desire to get involved.
Why this programme
An energetic programme, designed for tired teams. The pace is brisk, the challenges are playful and the wins are plentiful. Running underneath, an anonymous vote on what weighs on people day to day, so that management leaves with concrete levers for action.
Burn-out is a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed.
What your teams experience
- The wake-up call: a series of quick-fire buzzer challenges to get the room going.
- What weighs us down, what lifts us up: an anonymous two-column vote, projected on screen.
- The dream team: collectively design the ideal working day.
- The closing: a cinematic that celebrates every team, with no losers.
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 room that leaves energised, and a management team that leaves with levers identified by the teams.
An estimated 15% of working-age adults were living with a mental disorder in 2019.
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.
- Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. 10.1108/02683940710733115
- Schaufeli, W. B., Bakker, A. B., & Van Rhenen, W. (2009). How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism. JOB, 30(7), 893-917. 10.1002/job.595
- Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire (UWES-9). EPM, 66(4), 701-716. 10.1177/0013164405282471
- Darr, W., & Johns, G. (2008). Work strain, health, and absenteeism: A meta-analysis. JOHP, 13(4), 293-318. 10.1037/a0012639
- Xie, J. L., & Johns, G. (2000). Interactive effects of absence culture salience and group cohesiveness. JOOP, 73(1), 31-52. 10.1348/096317900166868
- Miraglia, M., & Johns, G. (2021). The social and relational dynamics of absenteeism from work: A multilevel review and integration. Academy of Management Annals, 15(1), 37-67. 10.5465/annals.2019.0036
- Oprea, B. T., Barzin, L., Vîrgă, D., Iliescu, D., & Rusu, A. (2019). Effectiveness of job crafting interventions: A meta-analysis and utility analysis. EJWOP, 28(6), 723-741. 10.1080/1359432X.2019.1646728
- Tims, M., Bakker, A. B., & Derks, D. (2012). Development and validation of the job crafting scale. JVB, 80(1), 173-186. 10.1016/j.jvb.2011.05.009
- Sonnentag, S., & Fritz, C. (2007). The Recovery Experience Questionnaire. JOHP, 12(3), 204-221. 10.1037/1076-8998.12.3.204
- Ariga, A., & Lleras, A. (2011). Brief and rare mental "breaks" keep you focused: Deactivation and reactivation of task goals preempt vigilance decrements. Cognition, 118(3), 439-443. 10.1016/j.cognition.2010.12.007
- Johns, G. (2010). Presenteeism in the workplace: A review and research agenda. Journal of Organizational Behavior, 31(4), 519-542. 10.1002/job.630
- Demerouti, E., Bakker, A. B., Vardakou, I., & Kantas, A. (2003). The convergent validity of two burnout instruments. European Journal of Psychological Assessment, 19(1), 12-23. 10.1027//1015-5759.19.1.12
- Kurtessis, J. N., et al. (2017). Perceived organizational support: A meta-analytic evaluation of organizational support theory. Journal of Management, 43(6), 1854-1884. 10.1177/0149206315575554
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.
- Klein, C., DiazGranados, D., Salas, E., et al. (2009). Does team building work? Small Group Research, 40(2), 181-222. 10.1177/1046496408328821
- 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
- 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
- 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
- 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
- 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
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
- 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
- Howard, G. S. (1980). Response-shift bias. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
- 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
- Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team performance: A meta-analysis. JAP, 94(2), 535-546. 10.1037/a0013773
- 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
- Aronson, E., et al. (1978). The Jigsaw Classroom. Sage (ouvrage).
- Galton, F. (1907). Vox populi. Nature, 75, 450-451. 10.1038/075450a0
- 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
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (ouvrage).
- 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
- 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).
- Surowiecki, J. (2004). The Wisdom of Crowds. Doubleday (ouvrage).
- 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.