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1.6: The Road to Success

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    250666
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    Chapter 6

    The road to success – why pursue success at work?

    Introduction
    Every human being’s life abounds with promises and opportunities, and strengths
    and positive resources are not attributable only to certain people. Happiness and
    satisfaction must be understood as the outcome of a process of interaction
    between individual characteristics and aspirations on the one hand, and social
    relations and macro-social structures on the other hand (Haller and Hadler 2006 ).
    In this chapter, we will sum up the offering of the book. First, we want to
    introduce the narratives of top workers. The purpose is to highlight the processual
    nature of success: to determine the core human resources and how to use human
    strengths and resources for one to develop into an expert. We will introduce the
    main characteristics of participants’ careers (an analysis of their narratives). After
    that, we present the meta-narrative of Employees of the Year on the basis of
    narrative analysis. We will conclude the processual viewpoint by looking at the
    connection between resources and expertise development in the light of success
    at work.
    In previous chapters we introduced our viewpoints, which focused on the
    phenomenon of success. The analysis has proceeded from childhood to adolescence,
    and from school to work life, not forgetting life outside work. Our
    outlook has shown the fundamental positive approach to human development
    and the meaning of recognising strengths. In this fi nal chapter, we want to highlight
    two important concepts related to all previous viewpoints. Firstly, what
    can be done with love when considered as one of the fundamental tenets of
    positive psychology and fl ourishing, and how is it related to the process of
    achieving success? Secondly, how can we connect the idea of love with success
    and happiness?
    We will recollect the main ideas of the previous chapters in the conclusion; we
    will take a glance at the role of love in the human being’s lifespan and various
    areas of life and show the connection with successful development. Following
    this, we will move on to happiness and wrap up the analysis on the connection
    between success and happiness.
    Chapter 6
    The road to success – why pursue
    success at work?
    114 Why pursue success at work?
    How to describe successful career processes?
    The careers of successful employees can be described on the basis of different
    career models and types. By considering Driver’s ( 1982 ) divisions (linear, steady
    state and spiral), it became clear that career types among the top workers were
    quite dissimilar. One has had a linear career, similar to climbing up a ladder.
    Someone else’s career appears to have been steadier, as his or her career-related
    choices presented more like a long-term commitment to his or her occupation
    and work, as well as diverse areas of mastery, and less striving for promotion.
    Some of the top workers’ careers were both spiral and linear, that is, careers that
    thrive on alteration and new tasks and, at the same time, have a forward-moving
    trajectory.
    The police’s, priest’s, psychologist’s and artisan’s careers exemplifi ed a linear
    progression, even though they had proceeded without any major side-tracks in
    their professions (cf. Inkson and Amundson 2002). It appeared that they had
    educated themselves into their profession, enhanced their professional skills
    through various in-service educational opportunities, and worked in positions that
    were relevant to their profession. On the other hand, the nurse and farmer had
    either educated themselves for a different occupation or previously worked in a
    different fi eld and ended up in their present occupations through various life
    phases. However, all top workers could be described with the metaphor of growth
    whereby a career is understood as something organic, and one is constantly developing
    and learning (Inkson and Amundson 2002 ).
    An optimistic attitude is the most essential
    factor in success at work
    Finding an occupation that fits
    In terms of actual career-enhancing factors, the top workers were able to point
    to several considerations that they believed were salient. Interestingly, these
    factors did not vary much between occupations. In the process of achieving
    success at work, willingness to accept new challenges appeared to be an important
    factor. Additionally, top workers kept their professional knowledge up to
    date by in-service education and especially by voluntary education, often in their
    leisure time.
    Still, not all of them aimed for a higher position in the hierarchy, but they could
    pursue developing their professional skills, getting more diverse work tasks, or
    learning entirely new fi elds of know-how. Additionally, these matters were
    considered to enhance their work motivation and ability to cope. At its best, a
    workplace provides employees with the possibilities to develop, fi nd meaning for
    life, and achieve social, emotional, and mental wellbeing (Snyder and Lopez
    2002 ; see also Sennet 2004).
    Why pursue success at work? 115
    Obstacles and misjudgments
    Above all, the most special characteristic among Employees of the Year was
    their positive attitude, a characteristic common to all informants. In the face of
    confl ict, they did not give up. Instead, they saw such situations as a good time to
    reassess their occupational skills and, if necessary, to become further educated
    and develop. Thus, confl ict situations were seen as problems that had to be
    solved.
    Major obstacles were represented as confl icts experienced in the workplace.
    Employees of the Year emphasised the importance of good relationships in the
    workplace – not only between co-workers but also vertically between employees
    and employers. Other more concrete obstacles, such as fi re on the fi rm’s premises
    or not passing an entrance examination, were confronted more realistically and
    with an optimistic attitude.
    Misjudgments were mainly specifi c to the period of their youth. These kinds of
    sidetracks could be, for example, studying for an occupation that later turned out
    to be unsuitable. With the aid of relevant counselling, educators may wish to
    consider whether these misjudgments could be avoided. On the other hand,
    misjudgments of this kind can often be useful; it is not always a waste of time
    because the perspective gained from travelling on byways can actually be a valuable
    experience.
    To sum up, top workers’ career processes were not characterised by actual
    failures per se; rather, it was all about acting in a constructive way and considering
    those situations as opportunities for skills development.
    Metaphors as analyzing tools
    In order to aptly describe someone’s experience, it is necessary to fi nd ways of
    expressing this experience. This can be, for example, by using a metaphor to
    describe the experience by contrasting it with something familiar. Random,
    multidimensional or ambiguous phenomena can be transformed into conscious
    constructions that crystallise experiences into a culturally understandable form. A
    metaphor can be defi ned as a manner of speech in which a certain concept can be
    used for clarifying the meaning of some other concept (Inkson and Amundson
    2002 ). Therefore, the use of metaphors in research resemble a high-level analysis
    of the nature of the research target.
    As the Employees of the Year were also interviewed through the narrative
    method, their life stories formed narratives. Narratives and metaphors function as
    the foundation of creativity in language and thinking – this idea can be employed
    to represent phenomena in a new light. In a metaphor, a phenomenon is named
    with a familiar word. While in poetry metaphors are merely used as aesthetic
    tools, in science metaphors are used for the purpose of explaining research
    targets.
    116 Why pursue success at work?
    Naturally, there are certain limits; it is relevant to consider when a metaphor
    helps one to see the phenomenon in a new and fruitful manner. The danger is that
    a metaphor simplifi es and presents a stereotypical picture of the phenomenon.
    Next, we will introduce the process of becoming a top worker with a metaphor
    of a road. The purpose is not to try to fi t top workers’ lives into one mould
    but, instead, to present various illustrations of possible roads that all lead to
    success.
    Metaphors can be divided, for example, into four categories. The fi rst category
    concerns metaphors that are connected to the passing of time (the past, present
    and future). In these metaphors, people can, for example, imagine themselves at
    various points on the time continuum.
    Second, archetypical metaphors represent common metaphoric images. Inkson
    and Amundson ( 2002 ) name ten archetypical metaphors that describe careers:
    1 Journey: seeing the career as a passage on the career path leading to a certain
    destination;
    2 Heritage: committing to a career as something inherited from one generation
    to another;
    3 Fit: thinking that work life and people have certain forms and the purpose is
    to fi nd a fi t;
    4 Seasons: the career is seen as a series of carefully defi ned phases, such as
    spring, summer, fall and winter;
    5 Growth: the career is seen as something organic that includes constant development
    and learning;
    6 Creative work: the career is seen as something that is self-built or constructed,
    a sort of work of art;
    7 Network: the career is seen collectively, closely connected to the norms of
    the group;
    8 Resource: this way of seeing the career originates from the concepts of
    management of human resources; careers are connected to economic and
    organisational planning;
    9 Story: when the career is seen as a story, the narrative form and the creation
    of meaning are emphasised;
    10 Cultural phenomenon: the career is seen as the refl ection of our cultural
    context.
    Third is theatre metaphors in which people are regarded as the actors in the drama
    of work life. The fourth type is role metaphors, which make it possible to try
    various roles and fi nd the most suitable ones for descriptive purposes.
    For example, one Finnish researcher used the metaphor of the patchwork quilt
    to describe the biographies of her research participants. Here, the metaphor of the
    road describes the process of becoming a top worker; the road goes uphill and
    downhill, it contains curves and straightaways, intersections, rest areas and sidetracks.
    It is also quite common to compare life to a journey.
    Why pursue success at work? 117
    The ups were relatively easy to track from the stories of the Employees of the
    Year. These could be divided into factors showing direction in one’s occupation
    and development in one’s work. Nevertheless, fi nding differences between downs
    and sidetracks was more challenging. For example, many of us have encountered
    problems that put us in diffi cult situations. Usually, the situation necessitates
    some sort of decision to be made. Crossroads, therefore, are not always related to
    downs, setbacks or problems but can occur in the middle of a straight, good journey.
    Moreover, an uphill can turn into a downhill after fi nding a solution proves
    successful and choosing the right direction at the intersection.
    Amundson ( 2005 ) has also used metaphors in problem-solving. He highlights
    that a metaphor is a very effi cient means of separating the problem from the
    person himself of herself; the metaphor externalises the problem and moves it to
    a new level. Metaphoric images help with understanding what the situation is
    really about. The same concerns research; metaphors help with interpretations of
    the nature of the phenomenon studied.
    Four roads to success at work
    Success at work is not a temporary state but, rather, a process. This process will
    now be described through the narratives of the Employees of the Year. The road
    to success begins from childhood and then branches into four separate roads
    before uniting again at the end.
    Employee of the year: the journey begins
    The journey begins from the childhood and adolescence of the Employee of the
    Year. His parents encourage him to study and work, and support his choices.
    They do not want to force him to choose a certain occupation but give important
    advice: keep a resilient attitude towards work. How does the story continue? We
    enter a crossroads that leads in four directions.
    Road 1: straight ahead
    At school, different occupations are introduced to our employee, but he does not
    make his decision based on that. Instead, as a youngster, he has already formed
    an idea about his fi eld of interest, mostly due to his admiration of his relatives’
    career examples and life choices.
    After completing compulsory education, he applies to a school that could
    prepare him for his dream occupation. However, things do not always go according
    to plan and he does not get into his desired school. Along the road, he fi nds
    traffi c signs that lead him to an alternative path: he discovers a different road
    leading to the occupation corresponding to his dream.
    The road takes him on to working life. This is a very signifi cant phase in his
    life, although getting used to work schedules and the requirements of different
    118 Why pursue success at work?
    tasks takes some time. He is an enthusiastic worker with a great desire to
    learn. He looks for more and more responsibilities in order to enhance his
    career. To advance and meet his challenges he continually educates and develops
    himself.
    He appreciates work that provides opportunities to develop his workplace and
    himself. New challenges keep him interested and he constantly seeks opportunities
    to take on additional responsibilities. Transitions into positions and taking on
    new tasks are important road signs on his road to success.
    However, his road is not always like a smooth highway; he encounters some
    bumpy gravel when he confronts obstacles and failures. He has a special way
    of managing this situation; he sees these diffi culties as challenges. The desire
    to work well and engage with work lie in his attitude. He wants to be totally
    dedicated to his work and feels driven to accomplish all the tasks he has
    started.
    Naturally, his dedication is shown in long work days and total concentration at
    work. This is possible since his spouse takes care of the family. While the decision
    on this division of labour has been made jointly, he still experiences some
    compunction; surely, he realises that the more time he spends at work, the less
    time he has to spend with his family.
    Hobbies are important to this Employee of the Year. He may also make professional
    use of skills acquired in his leisure time; a hobby may even offer an alternative
    occupation. However, being aware that there is an option might be more
    important than actually using that option.
    The road of the Employee of this Year clearly goes straight ahead. He has
    become an innovative and enthusiastic leader or supervisor in his professional
    fi eld, wanting to devise new solutions and to develop work for the benefi t of all.
    This is why he has been nominated Employee of the Year. His work has been
    valued.
    After this reward, the Employee of the Year continues along the same way; he
    seeks new challenges or possibilities to get promoted. He is not likely to change
    his occupation.
    Road II: driving on all the lines
    This employee has determined his occupational fi eld early on. He gets into a
    school of his choice and applies himself. He even goes to his local career counselling
    offi ce to be sure of his occupational choice. Moreover, he takes up work in
    places that prepare him for his dream fi eld, and this confi rms to him that he is
    going in the right direction.
    After his studies, he receives the position of his dreams and is an extremely
    diligent and devoted worker. His transition from school to work is not easy, but
    it is made easier by a mentoring system in the workplace as well as a supportive
    and open-minded work community. The employee advances in his career from
    one project to another and faces challenges that seem overwhelming afterwards.
    Why pursue success at work? 119
    This suits his way of working. He also studies during his career, both at work
    and during his leisure time. Opportunities for further education are considered
    ‘ups’ in his road whereas confl icts between co-workers are seen as ‘downs’. He
    fi nds these situations particularly stressful but still tries to work persistently
    because he likes his area of work. Changing jobs may, however, be the only
    option because he needs to be surrounded by a good work atmosphere.
    Openness and giving and receiving feedback are important to him. However, he
    thinks that positive feedback is believable only if it is consistent with his own
    perceptions.
    One of the most crucial decisions concerns combining work and family life
    because he wants them to be in balance. This is challenging because of his
    demanding work. The spouses often adjust their schedules in a way that allows
    both to work and to be at home, especially when their children are small.
    As a result of his dedication the employee climbs the ladder to higher and
    higher positions. He is then nominated Employee of the Year. This is an important
    leg in his journey, confi rming that he has chosen the right road.
    His hobby represents both a counterbalance to work and a valuable leisure
    activity. At the end, when he retires, a good, long-term hobby could turn out to
    be surprisingly signifi cant because it might offer a way to direct his energy to
    things he is interested in.
    Road III: choosing the safe mid-way
    At school, this Employee of the Year received some career counselling, but it was
    not of much help to him. He is not at all sure of what he wants to do and goes to
    vocational school after deliberating with his friend. After a few sidetracks, he
    fi nds a route to the right way in military service.
    At the beginning of his career he works in different positions. He is interested
    in his fi eld and eagerly learns new skills. After a few years, he lands himself a
    position that seems to be right for him. Being promoted is less important to him
    than working autonomously and developing himself and his work. He enjoys
    working and is good at it. He also thinks that good social relationships are valuable
    at work. He likes to brainstorm with colleagues. In addition, he reveres
    giving and receiving feedback.
    This Employee of the Year also invests in his family life. He wants to combine
    work and family, especially when children are young. Thus, successful scheduling
    with his spouse brings plenty of joy and enhances his success.
    This top worker thinks that the Employee of the Year nomination results from
    his diligence and appreciation for his work, but he also recognises the signifi –
    cance of social relationships behind the nomination.
    Following his nomination, his road goes on as it did before. He has never
    considered a career change and is unlikely to do so in the future. He has found
    the right way; by obtaining new skills and profi ciency, the rest of his journey
    remains interesting.
    120 Why pursue success at work?
    Road IV: from byways to the interstate
    After compulsory education this employee fi nds himself at a fundamental crossroads.
    He does not have a clue where he should be heading when he is already
    supposed to have made a decision about his vocational education. In career counselling,
    the only assistance he receives is to select between general upper secondary
    education and vocational school, which is of no help. He has to do something,
    so he goes to vocational school. Soon, he realises that he does not fi t into his fi eld
    of study. He travels on several byways until, at some point, he fi nds a signpost
    that leads him to the right direction. This kind of signpost could be found during
    non-military service, a gap year or summer job.
    Driving on byways is not a complete waste of time because he matures and
    gains a better perspective on life along the way. Critically, he must have enough
    strength to search within and listen to himself. Finding the right road is important;
    ultimately, however, this can be the result of coincidence or happenstance.
    Finally, the employee begins work in a job that he feels is most suitable. He
    enhances his professional skills with various courses and further education. He is
    also anxious to participate in in-service education. Keeping his work content
    interesting is of great importance to him. He approaches his work systematically
    and deepens his knowledge by gaining new areas of expertise.
    Good social relationships enhance his career journey and he considers a
    supportive work environment and the open fl ow of information important to work
    satisfaction and coping. Still, confl ict situations can occur and he sees them as
    especially stressful and motivation-diminishing. Other obstacles might present
    themselves too. The time might come to think about what would be the best solution
    and way forward.
    The employee does not have children; work plays such a major role in his life
    that distinguishing between work and leisure time sometimes seems impossible.
    Hobbies present a way to concentrate on something other than work.
    His road has come to the point where he is nominated Employee of the Year
    because of his talents and dedication. He will continue along this path, because
    he has found – after wandering aimlessly in his early life – a fi eld that really suits
    him and that allows him to use his talents and act innovatively.
    The remainder of the journey
    The career of the Employee of the Year does not end with this nomination; nor
    does this mean that there is nothing left to achieve. Instead, this top worker
    continues to seek new challenges and develop his professional skills. He will not
    change his occupational fi eld although working is not always a bed of roses. He
    has found the right way.
    Therefore, seeing the fi nishing line looming up could represent a diffi cult phase
    for the Employee of the Year. Letting go of the work to which he has been
    devoted and that has played a major role in his life will not be easy. Firstly, he
    Why pursue success at work? 121
    has to admit that he is getting older. As retirement nears, one has to cut back on
    work tasks and start planning for life after work. If there were no life outside
    work, retirement could appear intimidating and seem like the end of the journey.
    But as an Employee of the Year he will know how to deal with life after work;
    he will regard it as a challenge and an opportunity to fi nd another successful road
    for the rest of his journey.
    What do the stories reveal to us?
    Success at work is not a temporary state but, rather, a process; the top workers’
    careers were not equally logical, organised, controlled and phased. Instead of
    career planning, the concept of career skills could be relevant in describing the
    career journeys of these rewarded employees. This means that their careers are
    seen as expedient and built on the basis of a process in which they have been
    active and innovative in their search for the most suitable routes to proceed
    (Amundson 2005 ).
    There are a number of felicitous ways of describing and analysing the top
    workers’ career processes. For example, according to Baltes and Freund’s ( 2006 )
    selection-optimisation-compensation (SOC) model, development through the
    whole lifespan has three fundamental processes. The combination of these
    processes is an effi cient and versatile mechanism that individuals, groups and
    societies can use in order to achieve higher action levels and to control future
    challenges. The rewarded Employees of the Year had selected an occupation that
    was the best fi t for them, they had optimised their talents and professional skills,
    and when it came to compensation, they were able to, for example, change their
    plans in order to successfully handle challenging or confl ict situation.
    Gardner et al . ( 2001 ) encourage people to look at their work from three
    perspectives: the mission (the nature of the work and why society pays for doing
    this particular work – what the work’s meaning is), the standards (what kind of
    performance is expected for this particular work and what kind of employee can
    best perform this work), and the identity of the work (what the ethical and moral
    features of the work are and how they are justifi ed). This is precisely the kind of
    refl ection in which the Employee of the Year nominees constantly engaged
    during their careers.
    Then again, the ability to consciously control behaviour when needed has been
    seen to be an essential prerequisite for the functioning and wellbeing of human
    beings. People with this ability, such as the Employees of the Year, are persistent,
    fl exible, and are more prone to positive emotions than negative ones and to
    handle the stressful situations in life effi ciently (Baltes and Freund 2006 ).
    In many ways, the Employees of the Year were quite different from each other
    as we would expect from people with unique characteristics. All things considered,
    the core success factor is that you have an optimistic attitude toward work
    and to life in general, as well as toward yourself; without faith in yourself, there
    is no point in trying to succeed. Maddux ( 2002 ) sums up the recipe for success in
    122 Why pursue success at work?
    the following brilliant way: ‘This truth is that believing that you can accomplish
    what you want to accomplish is one of the most important ingredients – perhaps
    the most important ingredient – in the recipe for success’.
    On the connection between human resources
    and expertise
    The careers of top workers appeared process-like, similar to the development of
    expertise. No doubt, all top workers participating in our studies were also experts
    in their fi elds. Expertise is a concept that generally refers to the special know-how
    of different professions (Sim and Kim 2010 ), although the understanding of the
    nature of expertise is shown to vary, for example, by nationality (Boudreau et al .
    2001 ; Germain and Ruiz 2009 ). Experts are people who possess the ultimate
    skills and knowledge of their own fi eld. They usually have long working experience
    and are able to apply their professional ability in practice. Thus, a certain
    amount of education and work experience is usually required to become an
    expert.
    Although becoming an expert is an individual process, common features in that
    process are the pursuit of employing topical information about how to develop
    one’s own work, a refl ective approach to work, strong self-direction and selfassessment.
    For example, Marie-Line Germain’s Generalized Expertise Measure
    (see, for example, Germain and Ruiz 2009 ) includes 16 items that describe the
    core of expertise. There are fi ve objective items that are categorised as evidencebased
    items, while the remaining 11 items are subjective in nature and are categorised
    as self-enhancement items because of their behavioural component.
    The emphasis on self-enhancement or subjective items seems clear and this is
    the core of our discussion. There are many reasons, and various elements of
    expertise, such as a sense of coherence, strong self-esteem and a sense of competence,
    which seem to prevent employees from burning out; instead, the path to
    wellbeing, according to Kalimo et al . ( 2003 ), is based on strong internal personal
    resources and challenging work.
    However, development toward expertise does not consist only of the use of
    human and social resources. According to Luthans et al . ( 2004 ) knowing ‘who I
    am’ is as equally important as ‘what I know’ and ‘who I know’. The researchers
    call it ‘positive psychological capital’ and claim that by focusing on personal
    strengths and good qualities, employees’ confi dence, hope, optimism and resilience
    can be developed. Self-confi dent and optimistic employees are open to
    development and focused on gaining higher levels of expertise, and are thus able
    to perform more effectively.
    When the aim is to analyse people’s opportunities for achieving success, happiness
    and positive work experiences, human resources are one possible way of
    approaching the issue. They also form the basis of developing expertise. Our
    understanding is that the basis of success and wellbeing at work can be illustrated
    as four fundamental human resources, each considered valuable and important
    Why pursue success at work? 123
    keys to happiness and wellbeing at work and life and the development toward
    greater expertise and success:
    1 Positive feelings enhance intellectual thinking and problem-solving skills,
    decrease defensive attitudes, deliberate, improve memory and helpfulness.
    Therefore, they function as an employee’s emotional resources at work.
    2 Good interaction skills such as empathy, fl exibility, patience, care and interest
    are signifi cant social resources that support the creation and preservation
    of good and close relationships.
    3 Features such as willpower, self-regulation, self-appreciation and inner motivation
    are regarded as cognitive resources.
    4 The fourth dimension is action. At its best, employees may experience joy of
    work, work drive, empowerment and reach the experiences of fl ow when
    they are riveted by tasks where their expertise is employed, where they have
    the possibility to develop on a level where they are ready to work to the
    limits of their talents. Here, these kinds of resources are referred to as functional
    resources.
    When a human being is able to get the most of his or her resources, he or she is
    likely to get positive feedback and recognition from others, succeed and experience
    heightened self-appreciation. The employee wants to develop and strives in
    order to perform better. Through this kind of professional development, the
    employee notices his or her success and abilities and can become an active expert
    who expects good things to happen – in other words, this employee is optimistic.
    We claim that this kind of positive cycle lays the foundation for fi nding happiness
    at work as it represents the true opportunity of self-fulfi llment at work and a
    positive path.
    Happiness and satisfaction must be understood as outcomes of an interactive
    process between individual characteristics and aspirations, on the one hand, and
    social relations and macro-social structures, on the other hand (Haller and Hadler
    2006 ). Kinjerski and Skrypnek ( 2006 ) have listed factors that are associated with
    individuals’ experiences of spirit at work. These factors can also be considered
    essential in defi nitions of love for work:
    1 Leaders and senior members who inspire employees through their leadership
    and example;
    2 A strong organisational foundation that includes a shared vision, mission,
    purpose and an intention to contribute to the overall good of society;
    3 Organisational integrity and work that is aligned with its mission and
    purpose;
    4 Positive workplace culture, including a positive physical space for employees
    to work in;
    5 Positive connections between all members and a sense of community in the
    organisation;
    124 Why pursue success at work?
    6 Opportunities for members to pursue professional and personal growth and
    to fulfi l their own personal mission through work; and
    7 Appreciation and regard for the contributions made by its members
    (Kinjerski and Skrypnek 2006 : 290–291).
    Kinjerski and Skrypnek’s description is interesting as it presents only one reference
    on physical working conditions (the positive physical space for employees
    to work in) while the others refer to inspiration, mission and purpose, good intention
    and integrity, as well as to positive culture and inter-worker connections,
    including appreciation. Opportunities to develop oneself professionally and
    personally, for their part, also strengthen positive feelings toward work.
    The use of resources and development and positive experiences at work can
    develop into ‘love for work’. Love for work resembles voluntary altruistic or
    helpful acts that have the potential to enhance organisations, otherwise referred
    to as organisational citizenship behaviour. Individuals may make voluntary
    contributions that go beyond specifi c task performance or the psychological
    contract with the employer and these behaviours are intended to help people and
    the organisation.
    But how do you fi nd love for work? How do you enjoy work so much that you
    can honestly say that you love it? From where can we draw this positive state – or
    better yet, where does this love come from? How can one grow into such a person
    who knows his or her weaknesses and strengths and believes in his or her opportunities
    and talents? We will now sum up our fi ndings from our love research.
    Love – the greatest of all
    In previous chapters, we referred to love in many connections throughout this
    book. Our fundamental assumption is that love, in the sense we represent here, is
    a manifestation of balanced development, satisfaction and acceptance of oneself,
    and of an optimistic attitude toward the others and the surrounding environment.
    The very fi rst form of love in a child’s life is parental love expressed by the
    child’s parents (Määttä and Uusiautti 2012 ). Parents have the main responsibility
    for rearing their children but they can do it in a way that enhances positive development.
    Parental love secures children’s wellbeing and positive development in
    at least two ways: 1) by setting safe boundaries and 2) constructing self-esteem.
    Children need experiences of success, appreciation and encouragement, but
    equally important is that children have distinct and safe limits. Parental love
    appreciates the child and does not abandon the child even when his or her behaviour
    causes disappointment and trouble. Successful rearing does not clear the
    obstacles of life but helps children learn to confront, tolerate and overcome the
    inevitable diffi culties. Parental love prepares the child for the future and attitudes
    toward the world – all people and phenomena in it – are learned from home. This
    was very apparent in top workers’ autobiographical narratives as well. Every
    parent can be loving and thus provide their children with the fi rst requisites for
    Why pursue success at work? 125
    fi nding their strengths, appreciating themselves, and being open to the opportunities
    the world offers them.
    Along with parental love, children may receive care and support from their
    grandparents (Maijala et al . 2012 ). In many families, a grandparent is an important
    member of the family and the family network (see, for example, Harper and
    Ruicheva 2010 ; Johnson 1998 ). Grandparenthood involves various roles and
    dimensions that affect how grandchildren are raised and nurtured. Grandparenthood
    is part of the lifespan whereby grandmothers and grandfathers receive a signifi –
    cant amount of resources from their grandchildren and create a good and harmonious
    life. Grandparenthood can be dissected into the supporters and connectors
    of intergenerational relationships. Usually, grandparenthood is perceived positively
    (Powdthavee 2011 ) although grandparenthood itself has changed dramatically
    over the decades (Sciplino et al . 2010 ). Grandparenting can enrich life in a
    way that enhances the wellbeing of grandparents themselves and promotes their
    successful ageing. Furthermore, grandparents’ roles are also developmentally
    benefi cial, not only to grandchildren and their parents but also to grandparents
    themselves (see Thiele and Whelan 2006 ). Fundamentally, the most important
    task in grandparenting is the ability to act as a grandparent – in other words, to
    love as a grandparent (Maijala et al . 2012 ).
    Indeed, top workers talked about parents and grandparents who had encouraged
    them, supported them, or acted as role models along their paths to success
    at work. In addition, their stories showed that other types of close relationships
    were crucial to their development such as, for example, friendships.
    Plato (see Irwin 1979 ) and Aristotle ( 1981 ) contemplated what friendship was
    all about and what characteristics a friend should possess. The phrase ‘platonic
    friendship’ harks back to Ancient Greece and refers to a non-sexual friendship
    (Leone and Hawkins 2006 ). As friendship is based on free choice, there have to
    be reasons that people are encouraged to build friendships and reasons that
    make them worth cherishing (Schmalenbach 1977/1922). Overall, friendship
    has acquired a whole new meaning in modern everyday life (Lindgren 2012 ;
    Pahl 2000 ).
    In psychology, special attention has been paid to the selection of friends (for
    example, Van de Bunt 1999 ), how friendship is born (for example, Hallinan
    1979 ), and what kind of people become friends (Fisher 1982 ). There are several
    theories about selecting friends. According to reinforcement theory, we like
    people who reinforce us and our behaviour (Patterson 2007 ) whereas the investment
    models say that we enjoy being with people we can benefi t from (Rusbult
    et al . 2007 ). Friends share, for example, the same age and similar attitudes and
    basic values. Friendship offers companionship and support that can be emotional,
    practical and material (Allan 1989 ) – and therefore, friendships and love from a
    friend can enhance one’s success and happiness in numerous ways.
    We spend a great part of our lives in school, at various education levels. Also,
    success processes described by top workers included rich and diverse memories
    from school years. We have paid much attention to the role of caring teacherhood
    126 Why pursue success at work?
    on the road to success and, indeed, the love manifested by teachers cannot be
    underestimated. The ethics of caring concerns teaching (Gilligan 1982 ) and, in
    fact, caring has been discussed as the central aim and method of education (see
    Burns and Rathbone 2010 ; Noddings 1988 ). A teacher’s ethical caring means
    genuine caring, aspiring to understand and make an effort in terms of pupils’
    protection, support and development. Because of this pedagogical caring, a
    teacher especially pursues pupils’ potential to develop and thus help them to fi nd
    and use their own strengths.
    For decades, this kind of pedagogical love has been considered the core factor
    in the defi nition of good teacherhood, though the characteristics of a good teacher
    have always included various features. Features such as the ability to maintain
    discipline and order, set a demanding goal level, and the mastery of substance
    have been especially emphasised (see, for example, Davis 1993 ; Hansen 2009 ;
    Zombylas 2007 ). Consequently, even teacher education has focused more, for
    example, on teachers’ didactic skills, as well as the ability to teach subjects and
    maintain social order (see, for example, Jakku-Sihvonen 2005 ). However, education
    and teaching aimed at bringing out personalities cannot succeed without a
    loving attitude (Haavio 1948 ). Indeed, Haavio ( 1948 ) has highlighted the moral
    nature of pedagogical love; pedagogical love is addressed to every learner regardless
    of his or her various outer abilities, features, appearance, behaviour or
    personality traits. Pedagogical love is a way of teaching. Love appears in teaching
    as guidance toward disciplined work, but also as patience, trust and forgiveness.
    The purpose is not to make learning fun, easy or pleasing but to create a setting
    for learning whereby pupils can use and develop their own resources and proceed
    at the maximum of their own abilities. A teacher’s love for a pupil embodies the
    continuous trust that there is more to a learner than is shown on the surface. For
    instance, in situations in which a learner’s progress is slow or tangled, a loving
    teacher takes care that the learner does not lose trust in his or her own learning in
    times of frustration (see, for example, Hatt 2005 ; van Manen 1991; Äärelä 2012 ).
    In adulthood, partner selection and mutual life after fi nding a suitable life
    companion are topical. The form of love changes to romantic love. Seligman
    ( 2002 ) distinguishes the capacity to love from the capacity to be loved. People
    with a secure love style fi nd it relatively easy to get close to others, and they do
    not worry about being abandoned or someone getting too close (Seligman 2002 ).
    Myers and Diener ( 1995 : 15) point out that ‘Throughout the Western world,
    married people of both sexes report more happiness than those never married,
    divorced, or separated’. Seligman ( 2002 ) claims that romantic love is more of a
    potential factor of happiness than is job satisfaction, for example. This is also
    important for the analysis of success. In Chapter 4, we showed that regardless of
    solutions, people did not want to achieve success at the expense of other. This
    does not feel right; but it has nothing to do with true happiness either.
    We now come to work. All previous forms appear to set the foundation for love
    for work (Uusiautti and Määttä 2011 ). Love for work invokes confl icting
    emotions. Because of love for work, people stretch and enjoy the results of their
    Why pursue success at work? 127
    diligence. However, love for work can become enervating and can completely
    consume one’s energy. Work, joy of work and success at work are, at best, the
    spice of life and the most satisfying feeling.
    Love for work provides the means for individual and societal development.
    Positive concepts that describe wellbeing and happiness at work are relevant
    highlights in discussions of the positive effects of work. Thus, work can become
    not only the most satisfying element in life (Csikszentmihalyi 2008 ) but also add
    focus and purpose in life – and is thus closely connected to happiness.
    In all, successful development does not only mean success at work, but we
    want to highlight the holistic nature of success thinking, especially from the point
    of view of happiness. Still, love and happiness are quite personal matters.
    According to our studies, love ultimately appears as actions: giving, caring,
    responsibility and respect. Love can become an important source of satisfaction,
    a creator of vigour and energy, and the footing of success.
    Not just survival then, but flourishing!
    Shawn Achor ( 2010 : 3) started his book on fi nding success and performance at
    work by criticising the common belief: ‘If you work hard, you will become
    successful, and once you become successful, then you’ll be happy’. As the previous
    chapters have shown, success does seem to require hard work. Yet, it is
    possible to see the connection between success and happiness. Achor argues that
    happiness comes fi rst, which then leads to success. He bases his viewpoint on
    results from many other studies that happy people work more and better, are more
    effi cient and, by being happy, they are also friendly and helpful; consequently,
    they help the whole organisation to succeed.
    While his conclusions are correct, this is not quite the same viewpoint we want
    to offer. Our studies show that success and happiness go hand in hand. We will
    discuss this in detail at the end of this chapter. But the key point is that the discovery
    of human strengths, a balanced life, satisfaction and support can lead a person
    to a path that is not only fi lled with feelings of happiness and a meaningful life
    but also shows the way to success.
    In Chapter 2, we presented a theoretical introduction to the elements of
    success. The selection of certain concepts, such as (intrinsic) motivation, work
    engagement, self-effi cacy and positive strategies, was deliberate as the purpose
    was to explore the possible connection between success at work and human
    wellbeing.
    More than four decades ago, Hall and Lawler ( 1970 : 272) stated that:
    ‘Successful integration of the individual with the organization can come about
    where the job behaviors that lead to satisfaction of such higher-order needs as
    autonomy, achievement, esteem, and self-fulfi llment also lead to high performance’.
    Fostering organisational virtuousness (for example, through honesty,
    interpersonal respect and compassion; combining the high standards of performance
    with a culture of forgiveness and learning from mistakes) improves
    128 Why pursue success at work?
    employees’ affective wellbeing and promotes a more committed workforce
    (Rego et al. 2011 ). In practical terms, this is illustrated in the phenomenon ‘the
    joy of work’ (Varila and Lehtosaari 2001 ). It is a state experienced when an
    employee works as an engaged subject who can actively and comprehensively
    use his or her skills. In addition, the feeling of having found work that is suitable
    for oneself is essential. It is possible to defi ne two kinds of joy of work: the
    passive one can be described as contentment with the relationship between one’s
    actions and reality. Thus, the joy of work is like an assessment. The active joy of
    work results from active behaviour and is merely an inner feeling. The joy of
    work can be a steady state, an overall happiness. However, it can also be experienced
    as a captivating emotion when it actually resembles the experience of fl ow.
    Is there a connection between success and happiness?
    First, we want to highlight an interesting theory of personal happiness.
    Dr Seligman ( 2002 ) distinguishes three levels in happiness: 1) pleasure and
    gratifi cation, 2) embodiment of strengths and virtues, and 3) meaning and
    purpose. He (Seligman 2002 : 160) states that:
    while the pleasant life might bring more positive emotion to one’s life, to foster
    a deeper, more enduring happiness, we need to explore the realm of meaning.
    Without the application of one’s unique strengths and the development of
    one’s virtues towards an end bigger than one’s self, one’s potential tends to be
    whittled away by a mundane, inauthentic, empty pursuit of pleasure.
    The point suggested by Seligman is profound and far-reaching. He argues that
    through the use of signature strengths, people can have a meaningful life. Having
    a meaningful life is therefore connected to authentic happiness. Why are people
    happy when they utilise their strengths? The answer is because they have a sense
    of ownership and authenticity, and feelings of excitement, invigoration, joy, zest
    and enthusiasm (Seligman 2002 ). When people experience such positive
    emotions and have the desire to employ these strengths, they also feel happy.
    Likewise, instead of focusing on problems and stress-factors of today’s work
    life, we wanted to focus this conceptual review on the positive sides of human
    behaviour, development and success (see also Almost and Spence Laschinger
    2002 ; Spence Laschinger et al . 2004 ). Figure 6.1 illustrates the interconnectedness
    of the elements introduced above.
    The fundamental idea of this illustration is that success is 1) dependent on
    certain factors, 2) necessitates action, and 3) manifested through certain
    outcomes.
    The fi rst section of the diagram means that success in any area of life can
    consist of various elements that can be roughly divided into individual-bound
    factors and context-bound factors. They form the preconditions of success.
    However, success is not a state that will miraculously materialise; it requires
    Why pursue success at work? 129
    action. Likewise, certain motivational and contextual factors play a salient role in
    the process as they are also closely connected to a sense of capability or selfeffi
    cacy (see for example, Duda and Nicholls 1992 ). When it comes to positive
    development and the background factors of success, we have concluded that
    ‘experiences and events taking place in childhood and adolescence can be crucial,
    or at least, direct people in a right direction’ (Uusiautti and Määttä 2013 : 69). So
    the push toward to success can be a sum of many factors engendering a sense of
    purposeful doing and, consequently, a sense of fi nding the right path. It means
    that when the individual-bound and context-bound features are synchronised (see
    also Magnusson and Mahoney 2006 ), the individual can seize the opportunities,
    use his or her strengths, and actively pursue personal development. What then is
    the result? Success in this perspective is manifested as positive emotions and
    attitudes, which means a good feeling of oneself, one’s capability, and one’s
    place in the world. This kind of sense of purpose and meaning are the core of
    happiness (see Seligman 2002 ).
    In sum, success is considered a combination of feelings of expertise, competence,
    accomplishments, top performances, and the use of positive strategies (see
    Uusiautti 2008, 2013; Uusiautti and Määttä 2010, 2011) within a particular
    context. Therefore, success is not defi ned as the achievement of a certain goal or
    position in life (for example, becoming a top pianist or a CEO). It is achievable
    by anyone who discovers his or her strengths, fi nds the motivation to use them,
    applies positive strategies, but also realises the opportunities and limitations of
    the context. This viewpoint does not turn a blind eye to mistakes, hardships or
    poor conditions. The question is merely about the realisation that success can be
    PRECONDITIONS
    OF SUCCESS
    Individual-bound
    factors:
    ACTIVITIES OF
    SUCCESS WITHIN
    THE INDIVIDUAL –
    CONTEXT
    INTERACTION
    – Intrinsic motivation;
    – Wide/profound
    competence;
    – High-level/steady
    performance;
    – Positive strategies.
    – Using one’s
    strengths;
    – Seizing
    opportunities;
    – Pursuing personal
    development.
    Context-bound
    factors:
    – Opportunities/
    limitations;
    – Expectations;
    – Demands/
    obligations.
    CONSEQUENCES
    OF SUCCESS
    – Positive emotions
    and attitudes
    toward oneself
    and others;
    – Sense of meaning
    and purpose.
    – HAPPINESS AND
    WELLBEING.
    Figure 6.1 The elements of success and their interconnectedness (Uusiautti, 2013).
    130 Why pursue success at work?
    understood positively as a means of positive development and a route to wellbeing
    and happiness at their fullest; moreover, success requires action and personal
    effort. Although success has context-bound features, it is also quite individualistic
    when seen as a manifestation of personal growth, effort and good outcomes.
    Let us take an example. In order to be able to examine someone’s success, one
    has to be competent in that particular area – for example, school mathematics.
    Competence and the ability to learn are not suffi cient; one also has to have the
    motivation to learn and use mathematics. Then, in order to be successful at mathematics,
    one has to perform well in that area. The fourth dimension adds a longitudinal
    aspect to success, that being positive strategies. In order to be successful
    in mathematics one has to possess the necessary skills to optimise one’s development
    by aiming to learn as widely as possible to become a straight-A student in
    maths or in order to fi gure out a diffi cult task. All this happens in context; the
    person can be encouraged, supported, taught and mentored by parents, friends,
    relatives or teachers. The school can apply a mathematics curriculum that
    enhances the mathematics enthusiast’s skills, and he or she seizes the opportunities
    to utilise this maths talent. Success in maths can eventually lead to positive
    feelings about oneself as a whole and ignite an optimistic attitude toward one’s
    chances and the future; mathematics could also be something one can continue to
    work with in later life. This is the foundation of success. When these areas
    overlap, the individual can develop and grow to his or her fullest, use his or her
    strengths, have positive experiences and have a sense of purpose in life. For the
    aforementioned mathematics enthusiast, being able to learn about maths and
    using mathematical talents, fi nding pleasure and joy from learning and working
    with maths, and then fi nding it important and meaningful, can provide him or her
    with positively-toned success that becomes a source of happiness that can be
    found by fi nding strengths and interests and actively applying them in life.
    Happiness as the by-product of the pursuit of success
    It seems, therefore, that from the viewpoint presented here, success is connected
    to happiness. Why is it important to talk about happiness? Happiness is not only
    important to individual people themselves, but it also benefi ts society as a whole
    (Gilpin 2008 ). According to numerous studies on happiness, happy people have
    been shown to be open, courageous, trusting and helpful (Seligman et al . 2005 ;
    see also Gilpin 2008 ); friendly and non-materialistic (see, for example, Fishbach
    and Labroo 2007 ; Otake et al . 2006 ; Polak and McCullough 2006 ); and cooperative,
    pro-social, benevolent and ‘other-centered’ (Lyubomirsky et al . 2005 ). The
    positive feeling of using one’s strength is ultimately connected to authenticity.
    This is where strengths and authentic experiences are connected to happiness and
    wellbeing. But they are also connected to another phenomenon, namely, success.
    Evidence suggests that happy people perform better at work than those who
    report low wellbeing. Furthermore, happy workers are better organisational citizens
    because they help other people at work in various ways (see Diener and
    Why pursue success at work? 131
    Seligman 2004 ). Happiness can be directly translated into engagement, productivity
    and satisfaction – the wide defi nition of productive work (see Prewitt 2003 ).
    Likewise, according to Lyubomirsky et al . ( 2005 ), positive affect is associated
    with multiple positive outcomes, including better performance ratings at work,
    higher salaries and improved health.
    Like happiness, success is a subjective, personal experience, and personal
    achievements are evaluated in different ways (Maddux 2002 ). However, this
    theoretical analysis on success sought to highlight that we need to understand the
    cognitive and motivational processes that maintain and even increase positive
    spirits and emotions important for, for example, problem-solving skills, innovative
    action (Isen 2001; 2003) and happiness (see also Lyubomirsky 2001 ;
    Ojanen 2001 ).
    Luthans et al . ( 2004 : 49) call for the recognition of the full force of the importance
    of human factors in meeting the tremendous challenges faced in work life
    now and in the future. Germain and Ruiz ( 2009 ) point out that an expert is not
    only someone who knows information but also someone who is able to apply and
    transfer knowledge. Moreover, the goal of today’s occupational education should
    at least be the development of the expertise of trainees. We agree with Mikucka
    ( 2013 : 259) that ‘good work, work that fi ts human needs, does not have to be the
    luxury of the rich classes and the rich developed societies’. Indeed, our purpose
    is to contribute to this discussion by highlighting the signifi cance of various
    human resources to the singular employee’s abilities to not only confront the
    challenges set by work today, as well as in the future, but also to develop, experience
    expertise, success and, consequently, to fi nd fulfi llment in his or her work.
    Better yet, on the basis of what we have learned from the top workers, the ability
    to express oneself as one really is can be seen as crucial when work becomes a
    labour of love.
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