{"id":87,"date":"2018-10-29T16:10:39","date_gmt":"2018-10-29T16:10:39","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-hccc-psychwork\/?post_type=chapter&p=87"},"modified":"2018-10-29T16:11:11","modified_gmt":"2018-10-29T16:11:11","slug":"6","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/atd-herkimer-psychologyofwork\/chapter\/6\/","title":{"raw":"6. The Road to Success","rendered":"6. The Road to Success"},"content":{"raw":"Chapter 6<\/a>\r\n\r\nThe road to success \u2013 why pursue\u00a0success at work?<\/strong>\r\n\r\nIntroduction\r\nEvery human being\u2019s life abounds with promises and opportunities, and strengths\r\nand positive resources are not attributable only to certain people. Happiness and\r\nsatisfaction must be understood as the outcome of a process of interaction\r\nbetween individual characteristics and aspirations on the one hand, and social\r\nrelations and macro-social structures on the other hand (Haller and Hadler 2006 ).\r\nIn this chapter, we will sum up the offering of the book. First, we want to\r\nintroduce the narratives of top workers. The purpose is to highlight the processual\r\nnature of success: to determine the core human resources and how to use human\r\nstrengths and resources for one to develop into an expert. We will introduce the\r\nmain characteristics of participants\u2019 careers (an analysis of their narratives). After\r\nthat, we present the meta-narrative of Employees of the Year on the basis of\r\nnarrative analysis. We will conclude the processual viewpoint by looking at the\r\nconnection between resources and expertise development in the light of success\r\nat work.\r\nIn previous chapters we introduced our viewpoints, which focused on the\r\nphenomenon of success. The analysis has proceeded from childhood to adolescence,\r\nand from school to work life, not forgetting life outside work. Our\r\noutlook has shown the fundamental positive approach to human development\r\nand the meaning of recognising strengths. In this fi nal chapter, we want to highlight\r\ntwo important concepts related to all previous viewpoints. Firstly, what\r\ncan be done with love when considered as one of the fundamental tenets of\r\npositive psychology and fl ourishing, and how is it related to the process of\r\nachieving success? Secondly, how can we connect the idea of love with success\r\nand happiness?\r\nWe will recollect the main ideas of the previous chapters in the conclusion; we\r\nwill take a glance at the role of love in the human being\u2019s lifespan and various\r\nareas of life and show the connection with successful development. Following\r\nthis, we will move on to happiness and wrap up the analysis on the connection\r\nbetween success and happiness.\r\nChapter 6\r\nThe road to success \u2013 why pursue\r\nsuccess at work?\r\n114 Why pursue success at work?\r\nHow to describe successful career processes?\r\nThe careers of successful employees can be described on the basis of different\r\ncareer models and types. By considering Driver\u2019s ( 1982 ) divisions (linear, steady\r\nstate and spiral), it became clear that career types among the top workers were\r\nquite dissimilar. One has had a linear career, similar to climbing up a ladder.\r\nSomeone else\u2019s career appears to have been steadier, as his or her career-related\r\nchoices presented more like a long-term commitment to his or her occupation\r\nand work, as well as diverse areas of mastery, and less striving for promotion.\r\nSome of the top workers\u2019 careers were both spiral and linear, that is, careers that\r\nthrive on alteration and new tasks and, at the same time, have a forward-moving\r\ntrajectory.\r\nThe police\u2019s, priest\u2019s, psychologist\u2019s and artisan\u2019s careers exemplifi ed a linear\r\nprogression, even though they had proceeded without any major side-tracks in\r\ntheir professions (cf. Inkson and Amundson 2002). It appeared that they had\r\neducated themselves into their profession, enhanced their professional skills\r\nthrough various in-service educational opportunities, and worked in positions that\r\nwere relevant to their profession. On the other hand, the nurse and farmer had\r\neither educated themselves for a different occupation or previously worked in a\r\ndifferent fi eld and ended up in their present occupations through various life\r\nphases. However, all top workers could be described with the metaphor of growth\r\nwhereby a career is understood as something organic, and one is constantly developing\r\nand learning (Inkson and Amundson 2002 ).\r\nAn optimistic attitude is the most essential\r\nfactor in success at work\r\nFinding an occupation that fits\r\nIn terms of actual career-enhancing factors, the top workers were able to point\r\nto several considerations that they believed were salient. Interestingly, these\r\nfactors did not vary much between occupations. In the process of achieving\r\nsuccess at work, willingness to accept new challenges appeared to be an important\r\nfactor. Additionally, top workers kept their professional knowledge up to\r\ndate by in-service education and especially by voluntary education, often in their\r\nleisure time.\r\nStill, not all of them aimed for a higher position in the hierarchy, but they could\r\npursue developing their professional skills, getting more diverse work tasks, or\r\nlearning entirely new fi elds of know-how. Additionally, these matters were\r\nconsidered to enhance their work motivation and ability to cope. At its best, a\r\nworkplace provides employees with the possibilities to develop, fi nd meaning for\r\nlife, and achieve social, emotional, and mental wellbeing (Snyder and Lopez\r\n2002 ; see also Sennet 2004).\r\nWhy pursue success at work? 115\r\nObstacles and misjudgments\r\nAbove all, the most special characteristic among Employees of the Year was\r\ntheir positive attitude, a characteristic common to all informants. In the face of\r\nconfl ict, they did not give up. Instead, they saw such situations as a good time to\r\nreassess their occupational skills and, if necessary, to become further educated\r\nand develop. Thus, confl ict situations were seen as problems that had to be\r\nsolved.\r\nMajor obstacles were represented as confl icts experienced in the workplace.\r\nEmployees of the Year emphasised the importance of good relationships in the\r\nworkplace \u2013 not only between co-workers but also vertically between employees\r\nand employers. Other more concrete obstacles, such as fi re on the fi rm\u2019s premises\r\nor not passing an entrance examination, were confronted more realistically and\r\nwith an optimistic attitude.\r\nMisjudgments were mainly specifi c to the period of their youth. These kinds of\r\nsidetracks could be, for example, studying for an occupation that later turned out\r\nto be unsuitable. With the aid of relevant counselling, educators may wish to\r\nconsider whether these misjudgments could be avoided. On the other hand,\r\nmisjudgments of this kind can often be useful; it is not always a waste of time\r\nbecause the perspective gained from travelling on byways can actually be a valuable\r\nexperience.\r\nTo sum up, top workers\u2019 career processes were not characterised by actual\r\nfailures per se; rather, it was all about acting in a constructive way and considering\r\nthose situations as opportunities for skills development.\r\nMetaphors as analyzing tools\r\nIn order to aptly describe someone\u2019s experience, it is necessary to fi nd ways of\r\nexpressing this experience. This can be, for example, by using a metaphor to\r\ndescribe the experience by contrasting it with something familiar. Random,\r\nmultidimensional or ambiguous phenomena can be transformed into conscious\r\nconstructions that crystallise experiences into a culturally understandable form. A\r\nmetaphor can be defi ned as a manner of speech in which a certain concept can be\r\nused for clarifying the meaning of some other concept (Inkson and Amundson\r\n2002 ). Therefore, the use of metaphors in research resemble a high-level analysis\r\nof the nature of the research target.\r\nAs the Employees of the Year were also interviewed through the narrative\r\nmethod, their life stories formed narratives. Narratives and metaphors function as\r\nthe foundation of creativity in language and thinking \u2013 this idea can be employed\r\nto represent phenomena in a new light. In a metaphor, a phenomenon is named\r\nwith a familiar word. While in poetry metaphors are merely used as aesthetic\r\ntools, in science metaphors are used for the purpose of explaining research\r\ntargets.\r\n116 Why pursue success at work?\r\nNaturally, there are certain limits; it is relevant to consider when a metaphor\r\nhelps one to see the phenomenon in a new and fruitful manner. The danger is that\r\na metaphor simplifi es and presents a stereotypical picture of the phenomenon.\r\nNext, we will introduce the process of becoming a top worker with a metaphor\r\nof a road. The purpose is not to try to fi t top workers\u2019 lives into one mould\r\nbut, instead, to present various illustrations of possible roads that all lead to\r\nsuccess.\r\nMetaphors can be divided, for example, into four categories. The fi rst category\r\nconcerns metaphors that are connected to the passing of time (the past, present\r\nand future). In these metaphors, people can, for example, imagine themselves at\r\nvarious points on the time continuum.\r\nSecond, archetypical metaphors represent common metaphoric images. Inkson\r\nand Amundson ( 2002 ) name ten archetypical metaphors that describe careers:\r\n1 Journey: seeing the career as a passage on the career path leading to a certain\r\ndestination;\r\n2 Heritage: committing to a career as something inherited from one generation\r\nto another;\r\n3 Fit: thinking that work life and people have certain forms and the purpose is\r\nto fi nd a fi t;\r\n4 Seasons: the career is seen as a series of carefully defi ned phases, such as\r\nspring, summer, fall and winter;\r\n5 Growth: the career is seen as something organic that includes constant development\r\nand learning;\r\n6 Creative work: the career is seen as something that is self-built or constructed,\r\na sort of work of art;\r\n7 Network: the career is seen collectively, closely connected to the norms of\r\nthe group;\r\n8 Resource: this way of seeing the career originates from the concepts of\r\nmanagement of human resources; careers are connected to economic and\r\norganisational planning;\r\n9 Story: when the career is seen as a story, the narrative form and the creation\r\nof meaning are emphasised;\r\n10 Cultural phenomenon: the career is seen as the refl ection of our cultural\r\ncontext.\r\nThird is theatre metaphors in which people are regarded as the actors in the drama\r\nof work life. The fourth type is role metaphors, which make it possible to try\r\nvarious roles and fi nd the most suitable ones for descriptive purposes.\r\nFor example, one Finnish researcher used the metaphor of the patchwork quilt\r\nto describe the biographies of her research participants. Here, the metaphor of the\r\nroad describes the process of becoming a top worker; the road goes uphill and\r\ndownhill, it contains curves and straightaways, intersections, rest areas and sidetracks.\r\nIt is also quite common to compare life to a journey.\r\nWhy pursue success at work? 117\r\nThe ups were relatively easy to track from the stories of the Employees of the\r\nYear. These could be divided into factors showing direction in one\u2019s occupation\r\nand development in one\u2019s work. Nevertheless, fi nding differences between downs\r\nand sidetracks was more challenging. For example, many of us have encountered\r\nproblems that put us in diffi cult situations. Usually, the situation necessitates\r\nsome sort of decision to be made. Crossroads, therefore, are not always related to\r\ndowns, setbacks or problems but can occur in the middle of a straight, good journey.\r\nMoreover, an uphill can turn into a downhill after fi nding a solution proves\r\nsuccessful and choosing the right direction at the intersection.\r\nAmundson ( 2005 ) has also used metaphors in problem-solving. He highlights\r\nthat a metaphor is a very effi cient means of separating the problem from the\r\nperson himself of herself; the metaphor externalises the problem and moves it to\r\na new level. Metaphoric images help with understanding what the situation is\r\nreally about. The same concerns research; metaphors help with interpretations of\r\nthe nature of the phenomenon studied.\r\nFour roads to success at work\r\nSuccess at work is not a temporary state but, rather, a process. This process will\r\nnow be described through the narratives of the Employees of the Year. The road\r\nto success begins from childhood and then branches into four separate roads\r\nbefore uniting again at the end.\r\nEmployee of the year: the journey begins\r\nThe journey begins from the childhood and adolescence of the Employee of the\r\nYear. His parents encourage him to study and work, and support his choices.\r\nThey do not want to force him to choose a certain occupation but give important\r\nadvice: keep a resilient attitude towards work. How does the story continue? We\r\nenter a crossroads that leads in four directions.\r\nRoad 1: straight ahead\r\nAt school, different occupations are introduced to our employee, but he does not\r\nmake his decision based on that. Instead, as a youngster, he has already formed\r\nan idea about his fi eld of interest, mostly due to his admiration of his relatives\u2019\r\ncareer examples and life choices.\r\nAfter completing compulsory education, he applies to a school that could\r\nprepare him for his dream occupation. However, things do not always go according\r\nto plan and he does not get into his desired school. Along the road, he fi nds\r\ntraffi c signs that lead him to an alternative path: he discovers a different road\r\nleading to the occupation corresponding to his dream.\r\nThe road takes him on to working life. This is a very signifi cant phase in his\r\nlife, although getting used to work schedules and the requirements of different\r\n118 Why pursue success at work?\r\ntasks takes some time. He is an enthusiastic worker with a great desire to\r\nlearn. He looks for more and more responsibilities in order to enhance his\r\ncareer. To advance and meet his challenges he continually educates and develops\r\nhimself.\r\nHe appreciates work that provides opportunities to develop his workplace and\r\nhimself. New challenges keep him interested and he constantly seeks opportunities\r\nto take on additional responsibilities. Transitions into positions and taking on\r\nnew tasks are important road signs on his road to success.\r\nHowever, his road is not always like a smooth highway; he encounters some\r\nbumpy gravel when he confronts obstacles and failures. He has a special way\r\nof managing this situation; he sees these diffi culties as challenges. The desire\r\nto work well and engage with work lie in his attitude. He wants to be totally\r\ndedicated to his work and feels driven to accomplish all the tasks he has\r\nstarted.\r\nNaturally, his dedication is shown in long work days and total concentration at\r\nwork. This is possible since his spouse takes care of the family. While the decision\r\non this division of labour has been made jointly, he still experiences some\r\ncompunction; surely, he realises that the more time he spends at work, the less\r\ntime he has to spend with his family.\r\nHobbies are important to this Employee of the Year. He may also make professional\r\nuse of skills acquired in his leisure time; a hobby may even offer an alternative\r\noccupation. However, being aware that there is an option might be more\r\nimportant than actually using that option.\r\nThe road of the Employee of this Year clearly goes straight ahead. He has\r\nbecome an innovative and enthusiastic leader or supervisor in his professional\r\nfi eld, wanting to devise new solutions and to develop work for the benefi t of all.\r\nThis is why he has been nominated Employee of the Year. His work has been\r\nvalued.\r\nAfter this reward, the Employee of the Year continues along the same way; he\r\nseeks new challenges or possibilities to get promoted. He is not likely to change\r\nhis occupation.\r\nRoad II: driving on all the lines\r\nThis employee has determined his occupational fi eld early on. He gets into a\r\nschool of his choice and applies himself. He even goes to his local career counselling\r\noffi ce to be sure of his occupational choice. Moreover, he takes up work in\r\nplaces that prepare him for his dream fi eld, and this confi rms to him that he is\r\ngoing in the right direction.\r\nAfter his studies, he receives the position of his dreams and is an extremely\r\ndiligent and devoted worker. His transition from school to work is not easy, but\r\nit is made easier by a mentoring system in the workplace as well as a supportive\r\nand open-minded work community. The employee advances in his career from\r\none project to another and faces challenges that seem overwhelming afterwards.\r\nWhy pursue success at work? 119\r\nThis suits his way of working. He also studies during his career, both at work\r\nand during his leisure time. Opportunities for further education are considered\r\n\u2018ups\u2019 in his road whereas confl icts between co-workers are seen as \u2018downs\u2019. He\r\nfi nds these situations particularly stressful but still tries to work persistently\r\nbecause he likes his area of work. Changing jobs may, however, be the only\r\noption because he needs to be surrounded by a good work atmosphere.\r\nOpenness and giving and receiving feedback are important to him. However, he\r\nthinks that positive feedback is believable only if it is consistent with his own\r\nperceptions.\r\nOne of the most crucial decisions concerns combining work and family life\r\nbecause he wants them to be in balance. This is challenging because of his\r\ndemanding work. The spouses often adjust their schedules in a way that allows\r\nboth to work and to be at home, especially when their children are small.\r\nAs a result of his dedication the employee climbs the ladder to higher and\r\nhigher positions. He is then nominated Employee of the Year. This is an important\r\nleg in his journey, confi rming that he has chosen the right road.\r\nHis hobby represents both a counterbalance to work and a valuable leisure\r\nactivity. At the end, when he retires, a good, long-term hobby could turn out to\r\nbe surprisingly signifi cant because it might offer a way to direct his energy to\r\nthings he is interested in.\r\nRoad III: choosing the safe mid-way\r\nAt school, this Employee of the Year received some career counselling, but it was\r\nnot of much help to him. He is not at all sure of what he wants to do and goes to\r\nvocational school after deliberating with his friend. After a few sidetracks, he\r\nfi nds a route to the right way in military service.\r\nAt the beginning of his career he works in different positions. He is interested\r\nin his fi eld and eagerly learns new skills. After a few years, he lands himself a\r\nposition that seems to be right for him. Being promoted is less important to him\r\nthan working autonomously and developing himself and his work. He enjoys\r\nworking and is good at it. He also thinks that good social relationships are valuable\r\nat work. He likes to brainstorm with colleagues. In addition, he reveres\r\ngiving and receiving feedback.\r\nThis Employee of the Year also invests in his family life. He wants to combine\r\nwork and family, especially when children are young. Thus, successful scheduling\r\nwith his spouse brings plenty of joy and enhances his success.\r\nThis top worker thinks that the Employee of the Year nomination results from\r\nhis diligence and appreciation for his work, but he also recognises the signifi -\r\ncance of social relationships behind the nomination.\r\nFollowing his nomination, his road goes on as it did before. He has never\r\nconsidered a career change and is unlikely to do so in the future. He has found\r\nthe right way; by obtaining new skills and profi ciency, the rest of his journey\r\nremains interesting.\r\n120 Why pursue success at work?\r\nRoad IV: from byways to the interstate\r\nAfter compulsory education this employee fi nds himself at a fundamental crossroads.\r\nHe does not have a clue where he should be heading when he is already\r\nsupposed to have made a decision about his vocational education. In career counselling,\r\nthe only assistance he receives is to select between general upper secondary\r\neducation and vocational school, which is of no help. He has to do something,\r\nso he goes to vocational school. Soon, he realises that he does not fi t into his fi eld\r\nof study. He travels on several byways until, at some point, he fi nds a signpost\r\nthat leads him to the right direction. This kind of signpost could be found during\r\nnon-military service, a gap year or summer job.\r\nDriving on byways is not a complete waste of time because he matures and\r\ngains a better perspective on life along the way. Critically, he must have enough\r\nstrength to search within and listen to himself. Finding the right road is important;\r\nultimately, however, this can be the result of coincidence or happenstance.\r\nFinally, the employee begins work in a job that he feels is most suitable. He\r\nenhances his professional skills with various courses and further education. He is\r\nalso anxious to participate in in-service education. Keeping his work content\r\ninteresting is of great importance to him. He approaches his work systematically\r\nand deepens his knowledge by gaining new areas of expertise.\r\nGood social relationships enhance his career journey and he considers a\r\nsupportive work environment and the open fl ow of information important to work\r\nsatisfaction and coping. Still, confl ict situations can occur and he sees them as\r\nespecially stressful and motivation-diminishing. Other obstacles might present\r\nthemselves too. The time might come to think about what would be the best solution\r\nand way forward.\r\nThe employee does not have children; work plays such a major role in his life\r\nthat distinguishing between work and leisure time sometimes seems impossible.\r\nHobbies present a way to concentrate on something other than work.\r\nHis road has come to the point where he is nominated Employee of the Year\r\nbecause of his talents and dedication. He will continue along this path, because\r\nhe has found \u2013 after wandering aimlessly in his early life \u2013 a fi eld that really suits\r\nhim and that allows him to use his talents and act innovatively.\r\nThe remainder of the journey\r\nThe career of the Employee of the Year does not end with this nomination; nor\r\ndoes this mean that there is nothing left to achieve. Instead, this top worker\r\ncontinues to seek new challenges and develop his professional skills. He will not\r\nchange his occupational fi eld although working is not always a bed of roses. He\r\nhas found the right way.\r\nTherefore, seeing the fi nishing line looming up could represent a diffi cult phase\r\nfor the Employee of the Year. Letting go of the work to which he has been\r\ndevoted and that has played a major role in his life will not be easy. Firstly, he\r\nWhy pursue success at work? 121\r\nhas to admit that he is getting older. As retirement nears, one has to cut back on\r\nwork tasks and start planning for life after work. If there were no life outside\r\nwork, retirement could appear intimidating and seem like the end of the journey.\r\nBut as an Employee of the Year he will know how to deal with life after work;\r\nhe will regard it as a challenge and an opportunity to fi nd another successful road\r\nfor the rest of his journey.\r\nWhat do the stories reveal to us?\r\nSuccess at work is not a temporary state but, rather, a process; the top workers\u2019\r\ncareers were not equally logical, organised, controlled and phased. Instead of\r\ncareer planning, the concept of career skills could be relevant in describing the\r\ncareer journeys of these rewarded employees. This means that their careers are\r\nseen as expedient and built on the basis of a process in which they have been\r\nactive and innovative in their search for the most suitable routes to proceed\r\n(Amundson 2005 ).\r\nThere are a number of felicitous ways of describing and analysing the top\r\nworkers\u2019 career processes. For example, according to Baltes and Freund\u2019s ( 2006 )\r\nselection-optimisation-compensation (SOC) model, development through the\r\nwhole lifespan has three fundamental processes. The combination of these\r\nprocesses is an effi cient and versatile mechanism that individuals, groups and\r\nsocieties can use in order to achieve higher action levels and to control future\r\nchallenges. The rewarded Employees of the Year had selected an occupation that\r\nwas the best fi t for them, they had optimised their talents and professional skills,\r\nand when it came to compensation, they were able to, for example, change their\r\nplans in order to successfully handle challenging or confl ict situation.\r\nGardner et al . ( 2001 ) encourage people to look at their work from three\r\nperspectives: the mission (the nature of the work and why society pays for doing\r\nthis particular work \u2013 what the work\u2019s meaning is), the standards (what kind of\r\nperformance is expected for this particular work and what kind of employee can\r\nbest perform this work), and the identity of the work (what the ethical and moral\r\nfeatures of the work are and how they are justifi ed). This is precisely the kind of\r\nrefl ection in which the Employee of the Year nominees constantly engaged\r\nduring their careers.\r\nThen again, the ability to consciously control behaviour when needed has been\r\nseen to be an essential prerequisite for the functioning and wellbeing of human\r\nbeings. People with this ability, such as the Employees of the Year, are persistent,\r\nfl exible, and are more prone to positive emotions than negative ones and to\r\nhandle the stressful situations in life effi ciently (Baltes and Freund 2006 ).\r\nIn many ways, the Employees of the Year were quite different from each other\r\nas we would expect from people with unique characteristics. All things considered,\r\nthe core success factor is that you have an optimistic attitude toward work\r\nand to life in general, as well as toward yourself; without faith in yourself, there\r\nis no point in trying to succeed. Maddux ( 2002 ) sums up the recipe for success in\r\n122 Why pursue success at work?\r\nthe following brilliant way: \u2018This truth is that believing that you can accomplish\r\nwhat you want to accomplish is one of the most important ingredients \u2013 perhaps\r\nthe most important ingredient \u2013 in the recipe for success\u2019.\r\nOn the connection between human resources\r\nand expertise\r\nThe careers of top workers appeared process-like, similar to the development of\r\nexpertise. No doubt, all top workers participating in our studies were also experts\r\nin their fi elds. Expertise is a concept that generally refers to the special know-how\r\nof different professions (Sim and Kim 2010 ), although the understanding of the\r\nnature of expertise is shown to vary, for example, by nationality (Boudreau et al .\r\n2001 ; Germain and Ruiz 2009 ). Experts are people who possess the ultimate\r\nskills and knowledge of their own fi eld. They usually have long working experience\r\nand are able to apply their professional ability in practice. Thus, a certain\r\namount of education and work experience is usually required to become an\r\nexpert.\r\nAlthough becoming an expert is an individual process, common features in that\r\nprocess are the pursuit of employing topical information about how to develop\r\none\u2019s own work, a refl ective approach to work, strong self-direction and selfassessment.\r\nFor example, Marie-Line Germain\u2019s Generalized Expertise Measure\r\n(see, for example, Germain and Ruiz 2009 ) includes 16 items that describe the\r\ncore of expertise. There are fi ve objective items that are categorised as evidencebased\r\nitems, while the remaining 11 items are subjective in nature and are categorised\r\nas self-enhancement items because of their behavioural component.\r\nThe emphasis on self-enhancement or subjective items seems clear and this is\r\nthe core of our discussion. There are many reasons, and various elements of\r\nexpertise, such as a sense of coherence, strong self-esteem and a sense of competence,\r\nwhich seem to prevent employees from burning out; instead, the path to\r\nwellbeing, according to Kalimo et al . ( 2003 ), is based on strong internal personal\r\nresources and challenging work.\r\nHowever, development toward expertise does not consist only of the use of\r\nhuman and social resources. According to Luthans et al . ( 2004 ) knowing \u2018who I\r\nam\u2019 is as equally important as \u2018what I know\u2019 and \u2018who I know\u2019. The researchers\r\ncall it \u2018positive psychological capital\u2019 and claim that by focusing on personal\r\nstrengths and good qualities, employees\u2019 confi dence, hope, optimism and resilience\r\ncan be developed. Self-confi dent and optimistic employees are open to\r\ndevelopment and focused on gaining higher levels of expertise, and are thus able\r\nto perform more effectively.\r\nWhen the aim is to analyse people\u2019s opportunities for achieving success, happiness\r\nand positive work experiences, human resources are one possible way of\r\napproaching the issue. They also form the basis of developing expertise. Our\r\nunderstanding is that the basis of success and wellbeing at work can be illustrated\r\nas four fundamental human resources, each considered valuable and important\r\nWhy pursue success at work? 123\r\nkeys to happiness and wellbeing at work and life and the development toward\r\ngreater expertise and success:\r\n1 Positive feelings enhance intellectual thinking and problem-solving skills,\r\ndecrease defensive attitudes, deliberate, improve memory and helpfulness.\r\nTherefore, they function as an employee\u2019s emotional resources at work.\r\n2 Good interaction skills such as empathy, fl exibility, patience, care and interest\r\nare signifi cant social resources that support the creation and preservation\r\nof good and close relationships.\r\n3 Features such as willpower, self-regulation, self-appreciation and inner motivation\r\nare regarded as cognitive resources.\r\n4 The fourth dimension is action. At its best, employees may experience joy of\r\nwork, work drive, empowerment and reach the experiences of fl ow when\r\nthey are riveted by tasks where their expertise is employed, where they have\r\nthe possibility to develop on a level where they are ready to work to the\r\nlimits of their talents. Here, these kinds of resources are referred to as functional\r\nresources.\r\nWhen a human being is able to get the most of his or her resources, he or she is\r\nlikely to get positive feedback and recognition from others, succeed and experience\r\nheightened self-appreciation. The employee wants to develop and strives in\r\norder to perform better. Through this kind of professional development, the\r\nemployee notices his or her success and abilities and can become an active expert\r\nwho expects good things to happen \u2013 in other words, this employee is optimistic.\r\nWe claim that this kind of positive cycle lays the foundation for fi nding happiness\r\nat work as it represents the true opportunity of self-fulfi llment at work and a\r\npositive path.\r\nHappiness and satisfaction must be understood as outcomes of an interactive\r\nprocess between individual characteristics and aspirations, on the one hand, and\r\nsocial relations and macro-social structures, on the other hand (Haller and Hadler\r\n2006 ). Kinjerski and Skrypnek ( 2006 ) have listed factors that are associated with\r\nindividuals\u2019 experiences of spirit at work. These factors can also be considered\r\nessential in defi nitions of love for work:\r\n1 Leaders and senior members who inspire employees through their leadership\r\nand example;\r\n2 A strong organisational foundation that includes a shared vision, mission,\r\npurpose and an intention to contribute to the overall good of society;\r\n3 Organisational integrity and work that is aligned with its mission and\r\npurpose;\r\n4 Positive workplace culture, including a positive physical space for employees\r\nto work in;\r\n5 Positive connections between all members and a sense of community in the\r\norganisation;\r\n124 Why pursue success at work?\r\n6 Opportunities for members to pursue professional and personal growth and\r\nto fulfi l their own personal mission through work; and\r\n7 Appreciation and regard for the contributions made by its members\r\n(Kinjerski and Skrypnek 2006 : 290\u2013291).\r\nKinjerski and Skrypnek\u2019s description is interesting as it presents only one reference\r\non physical working conditions (the positive physical space for employees\r\nto work in) while the others refer to inspiration, mission and purpose, good intention\r\nand integrity, as well as to positive culture and inter-worker connections,\r\nincluding appreciation. Opportunities to develop oneself professionally and\r\npersonally, for their part, also strengthen positive feelings toward work.\r\nThe use of resources and development and positive experiences at work can\r\ndevelop into \u2018love for work\u2019. Love for work resembles voluntary altruistic or\r\nhelpful acts that have the potential to enhance organisations, otherwise referred\r\nto as organisational citizenship behaviour. Individuals may make voluntary\r\ncontributions that go beyond specifi c task performance or the psychological\r\ncontract with the employer and these behaviours are intended to help people and\r\nthe organisation.\r\nBut how do you fi nd love for work? How do you enjoy work so much that you\r\ncan honestly say that you love it? From where can we draw this positive state \u2013 or\r\nbetter yet, where does this love come from? How can one grow into such a person\r\nwho knows his or her weaknesses and strengths and believes in his or her opportunities\r\nand talents? We will now sum up our fi ndings from our love research.\r\nLove \u2013 the greatest of all\r\nIn previous chapters, we referred to love in many connections throughout this\r\nbook. Our fundamental assumption is that love, in the sense we represent here, is\r\na manifestation of balanced development, satisfaction and acceptance of oneself,\r\nand of an optimistic attitude toward the others and the surrounding environment.\r\nThe very fi rst form of love in a child\u2019s life is parental love expressed by the\r\nchild\u2019s parents (M\u00e4\u00e4tt\u00e4 and Uusiautti 2012 ). Parents have the main responsibility\r\nfor rearing their children but they can do it in a way that enhances positive development.\r\nParental love secures children\u2019s wellbeing and positive development in\r\nat least two ways: 1) by setting safe boundaries and 2) constructing self-esteem.\r\nChildren need experiences of success, appreciation and encouragement, but\r\nequally important is that children have distinct and safe limits. Parental love\r\nappreciates the child and does not abandon the child even when his or her behaviour\r\ncauses disappointment and trouble. Successful rearing does not clear the\r\nobstacles of life but helps children learn to confront, tolerate and overcome the\r\ninevitable diffi culties. Parental love prepares the child for the future and attitudes\r\ntoward the world \u2013 all people and phenomena in it \u2013 are learned from home. This\r\nwas very apparent in top workers\u2019 autobiographical narratives as well. Every\r\nparent can be loving and thus provide their children with the fi rst requisites for\r\nWhy pursue success at work? 125\r\nfi nding their strengths, appreciating themselves, and being open to the opportunities\r\nthe world offers them.\r\nAlong with parental love, children may receive care and support from their\r\ngrandparents (Maijala et al . 2012 ). In many families, a grandparent is an important\r\nmember of the family and the family network (see, for example, Harper and\r\nRuicheva 2010 ; Johnson 1998 ). Grandparenthood involves various roles and\r\ndimensions that affect how grandchildren are raised and nurtured. Grandparenthood\r\nis part of the lifespan whereby grandmothers and grandfathers receive a signifi -\r\ncant amount of resources from their grandchildren and create a good and harmonious\r\nlife. Grandparenthood can be dissected into the supporters and connectors\r\nof intergenerational relationships. Usually, grandparenthood is perceived positively\r\n(Powdthavee 2011 ) although grandparenthood itself has changed dramatically\r\nover the decades (Sciplino et al . 2010 ). Grandparenting can enrich life in a\r\nway that enhances the wellbeing of grandparents themselves and promotes their\r\nsuccessful ageing. Furthermore, grandparents\u2019 roles are also developmentally\r\nbenefi cial, not only to grandchildren and their parents but also to grandparents\r\nthemselves (see Thiele and Whelan 2006 ). Fundamentally, the most important\r\ntask in grandparenting is the ability to act as a grandparent \u2013 in other words, to\r\nlove as a grandparent (Maijala et al . 2012 ).\r\nIndeed, top workers talked about parents and grandparents who had encouraged\r\nthem, supported them, or acted as role models along their paths to success\r\nat work. In addition, their stories showed that other types of close relationships\r\nwere crucial to their development such as, for example, friendships.\r\nPlato (see Irwin 1979 ) and Aristotle ( 1981 ) contemplated what friendship was\r\nall about and what characteristics a friend should possess. The phrase \u2018platonic\r\nfriendship\u2019 harks back to Ancient Greece and refers to a non-sexual friendship\r\n(Leone and Hawkins 2006 ). As friendship is based on free choice, there have to\r\nbe reasons that people are encouraged to build friendships and reasons that\r\nmake them worth cherishing (Schmalenbach 1977\/1922). Overall, friendship\r\nhas acquired a whole new meaning in modern everyday life (Lindgren 2012 ;\r\nPahl 2000 ).\r\nIn psychology, special attention has been paid to the selection of friends (for\r\nexample, Van de Bunt 1999 ), how friendship is born (for example, Hallinan\r\n1979 ), and what kind of people become friends (Fisher 1982 ). There are several\r\ntheories about selecting friends. According to reinforcement theory, we like\r\npeople who reinforce us and our behaviour (Patterson 2007 ) whereas the investment\r\nmodels say that we enjoy being with people we can benefi t from (Rusbult\r\net al . 2007 ). Friends share, for example, the same age and similar attitudes and\r\nbasic values. Friendship offers companionship and support that can be emotional,\r\npractical and material (Allan 1989 ) \u2013 and therefore, friendships and love from a\r\nfriend can enhance one\u2019s success and happiness in numerous ways.\r\nWe spend a great part of our lives in school, at various education levels. Also,\r\nsuccess processes described by top workers included rich and diverse memories\r\nfrom school years. We have paid much attention to the role of caring teacherhood\r\n126 Why pursue success at work?\r\non the road to success and, indeed, the love manifested by teachers cannot be\r\nunderestimated. The ethics of caring concerns teaching (Gilligan 1982 ) and, in\r\nfact, caring has been discussed as the central aim and method of education (see\r\nBurns and Rathbone 2010 ; Noddings 1988 ). A teacher\u2019s ethical caring means\r\ngenuine caring, aspiring to understand and make an effort in terms of pupils\u2019\r\nprotection, support and development. Because of this pedagogical caring, a\r\nteacher especially pursues pupils\u2019 potential to develop and thus help them to fi nd\r\nand use their own strengths.\r\nFor decades, this kind of pedagogical love has been considered the core factor\r\nin the defi nition of good teacherhood, though the characteristics of a good teacher\r\nhave always included various features. Features such as the ability to maintain\r\ndiscipline and order, set a demanding goal level, and the mastery of substance\r\nhave been especially emphasised (see, for example, Davis 1993 ; Hansen 2009 ;\r\nZombylas 2007 ). Consequently, even teacher education has focused more, for\r\nexample, on teachers\u2019 didactic skills, as well as the ability to teach subjects and\r\nmaintain social order (see, for example, Jakku-Sihvonen 2005 ). However, education\r\nand teaching aimed at bringing out personalities cannot succeed without a\r\nloving attitude (Haavio 1948 ). Indeed, Haavio ( 1948 ) has highlighted the moral\r\nnature of pedagogical love; pedagogical love is addressed to every learner regardless\r\nof his or her various outer abilities, features, appearance, behaviour or\r\npersonality traits. Pedagogical love is a way of teaching. Love appears in teaching\r\nas guidance toward disciplined work, but also as patience, trust and forgiveness.\r\nThe purpose is not to make learning fun, easy or pleasing but to create a setting\r\nfor learning whereby pupils can use and develop their own resources and proceed\r\nat the maximum of their own abilities. A teacher\u2019s love for a pupil embodies the\r\ncontinuous trust that there is more to a learner than is shown on the surface. For\r\ninstance, in situations in which a learner\u2019s progress is slow or tangled, a loving\r\nteacher takes care that the learner does not lose trust in his or her own learning in\r\ntimes of frustration (see, for example, Hatt 2005 ; van Manen 1991; \u00c4\u00e4rel\u00e4 2012 ).\r\nIn adulthood, partner selection and mutual life after fi nding a suitable life\r\ncompanion are topical. The form of love changes to romantic love. Seligman\r\n( 2002 ) distinguishes the capacity to love from the capacity to be loved. People\r\nwith a secure love style fi nd it relatively easy to get close to others, and they do\r\nnot worry about being abandoned or someone getting too close (Seligman 2002 ).\r\nMyers and Diener ( 1995 : 15) point out that \u2018Throughout the Western world,\r\nmarried people of both sexes report more happiness than those never married,\r\ndivorced, or separated\u2019. Seligman ( 2002 ) claims that romantic love is more of a\r\npotential factor of happiness than is job satisfaction, for example. This is also\r\nimportant for the analysis of success. In Chapter 4, we showed that regardless of\r\nsolutions, people did not want to achieve success at the expense of other. This\r\ndoes not feel right; but it has nothing to do with true happiness either.\r\nWe now come to work. All previous forms appear to set the foundation for love\r\nfor work (Uusiautti and M\u00e4\u00e4tt\u00e4 2011 ). Love for work invokes confl icting\r\nemotions. Because of love for work, people stretch and enjoy the results of their\r\nWhy pursue success at work? 127\r\ndiligence. However, love for work can become enervating and can completely\r\nconsume one\u2019s energy. Work, joy of work and success at work are, at best, the\r\nspice of life and the most satisfying feeling.\r\nLove for work provides the means for individual and societal development.\r\nPositive concepts that describe wellbeing and happiness at work are relevant\r\nhighlights in discussions of the positive effects of work. Thus, work can become\r\nnot only the most satisfying element in life (Csikszentmihalyi 2008 ) but also add\r\nfocus and purpose in life \u2013 and is thus closely connected to happiness.\r\nIn all, successful development does not only mean success at work, but we\r\nwant to highlight the holistic nature of success thinking, especially from the point\r\nof view of happiness. Still, love and happiness are quite personal matters.\r\nAccording to our studies, love ultimately appears as actions: giving, caring,\r\nresponsibility and respect. Love can become an important source of satisfaction,\r\na creator of vigour and energy, and the footing of success.\r\nNot just survival then, but flourishing!\r\nShawn Achor ( 2010 : 3) started his book on fi nding success and performance at\r\nwork by criticising the common belief: \u2018If you work hard, you will become\r\nsuccessful, and once you become successful, then you\u2019ll be happy\u2019. As the previous\r\nchapters have shown, success does seem to require hard work. Yet, it is\r\npossible to see the connection between success and happiness. Achor argues that\r\nhappiness comes fi rst, which then leads to success. He bases his viewpoint on\r\nresults from many other studies that happy people work more and better, are more\r\neffi cient and, by being happy, they are also friendly and helpful; consequently,\r\nthey help the whole organisation to succeed.\r\nWhile his conclusions are correct, this is not quite the same viewpoint we want\r\nto offer. Our studies show that success and happiness go hand in hand. We will\r\ndiscuss this in detail at the end of this chapter. But the key point is that the discovery\r\nof human strengths, a balanced life, satisfaction and support can lead a person\r\nto a path that is not only fi lled with feelings of happiness and a meaningful life\r\nbut also shows the way to success.\r\nIn Chapter 2, we presented a theoretical introduction to the elements of\r\nsuccess. The selection of certain concepts, such as (intrinsic) motivation, work\r\nengagement, self-effi cacy and positive strategies, was deliberate as the purpose\r\nwas to explore the possible connection between success at work and human\r\nwellbeing.\r\nMore than four decades ago, Hall and Lawler ( 1970 : 272) stated that:\r\n\u2018Successful integration of the individual with the organization can come about\r\nwhere the job behaviors that lead to satisfaction of such higher-order needs as\r\nautonomy, achievement, esteem, and self-fulfi llment also lead to high performance\u2019.\r\nFostering organisational virtuousness (for example, through honesty,\r\ninterpersonal respect and compassion; combining the high standards of performance\r\nwith a culture of forgiveness and learning from mistakes) improves\r\n128 Why pursue success at work?\r\nemployees\u2019 affective wellbeing and promotes a more committed workforce\r\n(Rego et al. 2011 ). In practical terms, this is illustrated in the phenomenon \u2018the\r\njoy of work\u2019 (Varila and Lehtosaari 2001 ). It is a state experienced when an\r\nemployee works as an engaged subject who can actively and comprehensively\r\nuse his or her skills. In addition, the feeling of having found work that is suitable\r\nfor oneself is essential. It is possible to defi ne two kinds of joy of work: the\r\npassive one can be described as contentment with the relationship between one\u2019s\r\nactions and reality. Thus, the joy of work is like an assessment. The active joy of\r\nwork results from active behaviour and is merely an inner feeling. The joy of\r\nwork can be a steady state, an overall happiness. However, it can also be experienced\r\nas a captivating emotion when it actually resembles the experience of fl ow.\r\nIs there a connection between success and happiness?\r\nFirst, we want to highlight an interesting theory of personal happiness.\r\nDr Seligman ( 2002 ) distinguishes three levels in happiness: 1) pleasure and\r\ngratifi cation, 2) embodiment of strengths and virtues, and 3) meaning and\r\npurpose. He (Seligman 2002 : 160) states that:\r\nwhile the pleasant life might bring more positive emotion to one\u2019s life, to foster\r\na deeper, more enduring happiness, we need to explore the realm of meaning.\r\nWithout the application of one\u2019s unique strengths and the development of\r\none\u2019s virtues towards an end bigger than one\u2019s self, one\u2019s potential tends to be\r\nwhittled away by a mundane, inauthentic, empty pursuit of pleasure.\r\nThe point suggested by Seligman is profound and far-reaching. He argues that\r\nthrough the use of signature strengths, people can have a meaningful life. Having\r\na meaningful life is therefore connected to authentic happiness. Why are people\r\nhappy when they utilise their strengths? The answer is because they have a sense\r\nof ownership and authenticity, and feelings of excitement, invigoration, joy, zest\r\nand enthusiasm (Seligman 2002 ). When people experience such positive\r\nemotions and have the desire to employ these strengths, they also feel happy.\r\nLikewise, instead of focusing on problems and stress-factors of today\u2019s work\r\nlife, we wanted to focus this conceptual review on the positive sides of human\r\nbehaviour, development and success (see also Almost and Spence Laschinger\r\n2002 ; Spence Laschinger et al . 2004 ). Figure 6.1 illustrates the interconnectedness\r\nof the elements introduced above.\r\nThe fundamental idea of this illustration is that success is 1) dependent on\r\ncertain factors, 2) necessitates action, and 3) manifested through certain\r\noutcomes.\r\nThe fi rst section of the diagram means that success in any area of life can\r\nconsist of various elements that can be roughly divided into individual-bound\r\nfactors and context-bound factors. They form the preconditions of success.\r\nHowever, success is not a state that will miraculously materialise; it requires\r\nWhy pursue success at work? 129\r\naction. Likewise, certain motivational and contextual factors play a salient role in\r\nthe process as they are also closely connected to a sense of capability or selfeffi\r\ncacy (see for example, Duda and Nicholls 1992 ). When it comes to positive\r\ndevelopment and the background factors of success, we have concluded that\r\n\u2018experiences and events taking place in childhood and adolescence can be crucial,\r\nor at least, direct people in a right direction\u2019 (Uusiautti and M\u00e4\u00e4tt\u00e4 2013 : 69). So\r\nthe push toward to success can be a sum of many factors engendering a sense of\r\npurposeful doing and, consequently, a sense of fi nding the right path. It means\r\nthat when the individual-bound and context-bound features are synchronised (see\r\nalso Magnusson and Mahoney 2006 ), the individual can seize the opportunities,\r\nuse his or her strengths, and actively pursue personal development. What then is\r\nthe result? Success in this perspective is manifested as positive emotions and\r\nattitudes, which means a good feeling of oneself, one\u2019s capability, and one\u2019s\r\nplace in the world. This kind of sense of purpose and meaning are the core of\r\nhappiness (see Seligman 2002 ).\r\nIn sum, success is considered a combination of feelings of expertise, competence,\r\naccomplishments, top performances, and the use of positive strategies (see\r\nUusiautti 2008, 2013; Uusiautti and M\u00e4\u00e4tt\u00e4 2010, 2011) within a particular\r\ncontext. Therefore, success is not defi ned as the achievement of a certain goal or\r\nposition in life (for example, becoming a top pianist or a CEO). It is achievable\r\nby anyone who discovers his or her strengths, fi nds the motivation to use them,\r\napplies positive strategies, but also realises the opportunities and limitations of\r\nthe context. This viewpoint does not turn a blind eye to mistakes, hardships or\r\npoor conditions. The question is merely about the realisation that success can be\r\nPRECONDITIONS\r\nOF SUCCESS\r\nIndividual-bound\r\nfactors:\r\nACTIVITIES OF\r\nSUCCESS WITHIN\r\nTHE INDIVIDUAL \u2013\r\nCONTEXT\r\nINTERACTION\r\n- Intrinsic motivation;\r\n- Wide\/profound\r\ncompetence;\r\n- High-level\/steady\r\nperformance;\r\n- Positive strategies.\r\n- Using one\u2019s\r\nstrengths;\r\n- Seizing\r\nopportunities;\r\n- Pursuing personal\r\ndevelopment.\r\nContext-bound\r\nfactors:\r\n- Opportunities\/\r\nlimitations;\r\n- Expectations;\r\n- Demands\/\r\nobligations.\r\nCONSEQUENCES\r\nOF SUCCESS\r\n- Positive emotions\r\nand attitudes\r\ntoward oneself\r\nand others;\r\n- Sense of meaning\r\nand purpose.\r\n- HAPPINESS AND\r\nWELLBEING.\r\nFigure 6.1 The elements of success and their interconnectedness (Uusiautti, 2013).\r\n130 Why pursue success at work?\r\nunderstood positively as a means of positive development and a route to wellbeing\r\nand happiness at their fullest; moreover, success requires action and personal\r\neffort. Although success has context-bound features, it is also quite individualistic\r\nwhen seen as a manifestation of personal growth, effort and good outcomes.\r\nLet us take an example. In order to be able to examine someone\u2019s success, one\r\nhas to be competent in that particular area \u2013 for example, school mathematics.\r\nCompetence and the ability to learn are not suffi cient; one also has to have the\r\nmotivation to learn and use mathematics. Then, in order to be successful at mathematics,\r\none has to perform well in that area. The fourth dimension adds a longitudinal\r\naspect to success, that being positive strategies. In order to be successful\r\nin mathematics one has to possess the necessary skills to optimise one\u2019s development\r\nby aiming to learn as widely as possible to become a straight-A student in\r\nmaths or in order to fi gure out a diffi cult task. All this happens in context; the\r\nperson can be encouraged, supported, taught and mentored by parents, friends,\r\nrelatives or teachers. The school can apply a mathematics curriculum that\r\nenhances the mathematics enthusiast\u2019s skills, and he or she seizes the opportunities\r\nto utilise this maths talent. Success in maths can eventually lead to positive\r\nfeelings about oneself as a whole and ignite an optimistic attitude toward one\u2019s\r\nchances and the future; mathematics could also be something one can continue to\r\nwork with in later life. This is the foundation of success. When these areas\r\noverlap, the individual can develop and grow to his or her fullest, use his or her\r\nstrengths, have positive experiences and have a sense of purpose in life. For the\r\naforementioned mathematics enthusiast, being able to learn about maths and\r\nusing mathematical talents, fi nding pleasure and joy from learning and working\r\nwith maths, and then fi nding it important and meaningful, can provide him or her\r\nwith positively-toned success that becomes a source of happiness that can be\r\nfound by fi nding strengths and interests and actively applying them in life.\r\nHappiness as the by-product of the pursuit of success\r\nIt seems, therefore, that from the viewpoint presented here, success is connected\r\nto happiness. Why is it important to talk about happiness? Happiness is not only\r\nimportant to individual people themselves, but it also benefi ts society as a whole\r\n(Gilpin 2008 ). According to numerous studies on happiness, happy people have\r\nbeen shown to be open, courageous, trusting and helpful (Seligman et al . 2005 ;\r\nsee also Gilpin 2008 ); friendly and non-materialistic (see, for example, Fishbach\r\nand Labroo 2007 ; Otake et al . 2006 ; Polak and McCullough 2006 ); and cooperative,\r\npro-social, benevolent and \u2018other-centered\u2019 (Lyubomirsky et al . 2005 ). The\r\npositive feeling of using one\u2019s strength is ultimately connected to authenticity.\r\nThis is where strengths and authentic experiences are connected to happiness and\r\nwellbeing. But they are also connected to another phenomenon, namely, success.\r\nEvidence suggests that happy people perform better at work than those who\r\nreport low wellbeing. Furthermore, happy workers are better organisational citizens\r\nbecause they help other people at work in various ways (see Diener and\r\nWhy pursue success at work? 131\r\nSeligman 2004 ). Happiness can be directly translated into engagement, productivity\r\nand satisfaction \u2013 the wide defi nition of productive work (see Prewitt 2003 ).\r\nLikewise, according to Lyubomirsky et al . ( 2005 ), positive affect is associated\r\nwith multiple positive outcomes, including better performance ratings at work,\r\nhigher salaries and improved health.\r\nLike happiness, success is a subjective, personal experience, and personal\r\nachievements are evaluated in different ways (Maddux 2002 ). However, this\r\ntheoretical analysis on success sought to highlight that we need to understand the\r\ncognitive and motivational processes that maintain and even increase positive\r\nspirits and emotions important for, for example, problem-solving skills, innovative\r\naction (Isen 2001; 2003) and happiness (see also Lyubomirsky 2001 ;\r\nOjanen 2001 ).\r\nLuthans et al . ( 2004 : 49) call for the recognition of the full force of the importance\r\nof human factors in meeting the tremendous challenges faced in work life\r\nnow and in the future. Germain and Ruiz ( 2009 ) point out that an expert is not\r\nonly someone who knows information but also someone who is able to apply and\r\ntransfer knowledge. Moreover, the goal of today\u2019s occupational education should\r\nat least be the development of the expertise of trainees. We agree with Mikucka\r\n( 2013 : 259) that \u2018good work, work that fi ts human needs, does not have to be the\r\nluxury of the rich classes and the rich developed societies\u2019. Indeed, our purpose\r\nis to contribute to this discussion by highlighting the signifi cance of various\r\nhuman resources to the singular employee\u2019s abilities to not only confront the\r\nchallenges set by work today, as well as in the future, but also to develop, experience\r\nexpertise, success and, consequently, to fi nd fulfi llment in his or her work.\r\nBetter yet, on the basis of what we have learned from the top workers, the ability\r\nto express oneself as one really is can be seen as crucial when work becomes a\r\nlabour of love.\r\nReferences\r\n\u00c4\u00e4rel\u00e4 , T. ( 2012 ) \u2018 \u201c Aika palijon vaikuttaa mink\u00e4lainen ilime opettajalla on naamalla\u201d \u2013\r\nnuoret vangit kertovat peruskouluajoistaan [\u201cThe teacher\u2019s look means a great deal\u201d \u2013\r\nyoung prisoners tell about their school times] \u2019. PhD Dissertation, Acta Universitatis\r\nLapponiensis 242, University of Lapland , Rovaniemi, Finland\r\nAchor , S. 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Chapter 6<\/a><\/p>\n

The road to success \u2013 why pursue\u00a0success at work?<\/strong><\/p>\n

Introduction
\nEvery human being\u2019s life abounds with promises and opportunities, and strengths
\nand positive resources are not attributable only to certain people. Happiness and
\nsatisfaction must be understood as the outcome of a process of interaction
\nbetween individual characteristics and aspirations on the one hand, and social
\nrelations and macro-social structures on the other hand (Haller and Hadler 2006 ).
\nIn this chapter, we will sum up the offering of the book. First, we want to
\nintroduce the narratives of top workers. The purpose is to highlight the processual
\nnature of success: to determine the core human resources and how to use human
\nstrengths and resources for one to develop into an expert. We will introduce the
\nmain characteristics of participants\u2019 careers (an analysis of their narratives). After
\nthat, we present the meta-narrative of Employees of the Year on the basis of
\nnarrative analysis. We will conclude the processual viewpoint by looking at the
\nconnection between resources and expertise development in the light of success
\nat work.
\nIn previous chapters we introduced our viewpoints, which focused on the
\nphenomenon of success. The analysis has proceeded from childhood to adolescence,
\nand from school to work life, not forgetting life outside work. Our
\noutlook has shown the fundamental positive approach to human development
\nand the meaning of recognising strengths. In this fi nal chapter, we want to highlight
\ntwo important concepts related to all previous viewpoints. Firstly, what
\ncan be done with love when considered as one of the fundamental tenets of
\npositive psychology and fl ourishing, and how is it related to the process of
\nachieving success? Secondly, how can we connect the idea of love with success
\nand happiness?
\nWe will recollect the main ideas of the previous chapters in the conclusion; we
\nwill take a glance at the role of love in the human being\u2019s lifespan and various
\nareas of life and show the connection with successful development. Following
\nthis, we will move on to happiness and wrap up the analysis on the connection
\nbetween success and happiness.
\nChapter 6
\nThe road to success \u2013 why pursue
\nsuccess at work?
\n114 Why pursue success at work?
\nHow to describe successful career processes?
\nThe careers of successful employees can be described on the basis of different
\ncareer models and types. By considering Driver\u2019s ( 1982 ) divisions (linear, steady
\nstate and spiral), it became clear that career types among the top workers were
\nquite dissimilar. One has had a linear career, similar to climbing up a ladder.
\nSomeone else\u2019s career appears to have been steadier, as his or her career-related
\nchoices presented more like a long-term commitment to his or her occupation
\nand work, as well as diverse areas of mastery, and less striving for promotion.
\nSome of the top workers\u2019 careers were both spiral and linear, that is, careers that
\nthrive on alteration and new tasks and, at the same time, have a forward-moving
\ntrajectory.
\nThe police\u2019s, priest\u2019s, psychologist\u2019s and artisan\u2019s careers exemplifi ed a linear
\nprogression, even though they had proceeded without any major side-tracks in
\ntheir professions (cf. Inkson and Amundson 2002). It appeared that they had
\neducated themselves into their profession, enhanced their professional skills
\nthrough various in-service educational opportunities, and worked in positions that
\nwere relevant to their profession. On the other hand, the nurse and farmer had
\neither educated themselves for a different occupation or previously worked in a
\ndifferent fi eld and ended up in their present occupations through various life
\nphases. However, all top workers could be described with the metaphor of growth
\nwhereby a career is understood as something organic, and one is constantly developing
\nand learning (Inkson and Amundson 2002 ).
\nAn optimistic attitude is the most essential
\nfactor in success at work
\nFinding an occupation that fits
\nIn terms of actual career-enhancing factors, the top workers were able to point
\nto several considerations that they believed were salient. Interestingly, these
\nfactors did not vary much between occupations. In the process of achieving
\nsuccess at work, willingness to accept new challenges appeared to be an important
\nfactor. Additionally, top workers kept their professional knowledge up to
\ndate by in-service education and especially by voluntary education, often in their
\nleisure time.
\nStill, not all of them aimed for a higher position in the hierarchy, but they could
\npursue developing their professional skills, getting more diverse work tasks, or
\nlearning entirely new fi elds of know-how. Additionally, these matters were
\nconsidered to enhance their work motivation and ability to cope. At its best, a
\nworkplace provides employees with the possibilities to develop, fi nd meaning for
\nlife, and achieve social, emotional, and mental wellbeing (Snyder and Lopez
\n2002 ; see also Sennet 2004).
\nWhy pursue success at work? 115
\nObstacles and misjudgments
\nAbove all, the most special characteristic among Employees of the Year was
\ntheir positive attitude, a characteristic common to all informants. In the face of
\nconfl ict, they did not give up. Instead, they saw such situations as a good time to
\nreassess their occupational skills and, if necessary, to become further educated
\nand develop. Thus, confl ict situations were seen as problems that had to be
\nsolved.
\nMajor obstacles were represented as confl icts experienced in the workplace.
\nEmployees of the Year emphasised the importance of good relationships in the
\nworkplace \u2013 not only between co-workers but also vertically between employees
\nand employers. Other more concrete obstacles, such as fi re on the fi rm\u2019s premises
\nor not passing an entrance examination, were confronted more realistically and
\nwith an optimistic attitude.
\nMisjudgments were mainly specifi c to the period of their youth. These kinds of
\nsidetracks could be, for example, studying for an occupation that later turned out
\nto be unsuitable. With the aid of relevant counselling, educators may wish to
\nconsider whether these misjudgments could be avoided. On the other hand,
\nmisjudgments of this kind can often be useful; it is not always a waste of time
\nbecause the perspective gained from travelling on byways can actually be a valuable
\nexperience.
\nTo sum up, top workers\u2019 career processes were not characterised by actual
\nfailures per se; rather, it was all about acting in a constructive way and considering
\nthose situations as opportunities for skills development.
\nMetaphors as analyzing tools
\nIn order to aptly describe someone\u2019s experience, it is necessary to fi nd ways of
\nexpressing this experience. This can be, for example, by using a metaphor to
\ndescribe the experience by contrasting it with something familiar. Random,
\nmultidimensional or ambiguous phenomena can be transformed into conscious
\nconstructions that crystallise experiences into a culturally understandable form. A
\nmetaphor can be defi ned as a manner of speech in which a certain concept can be
\nused for clarifying the meaning of some other concept (Inkson and Amundson
\n2002 ). Therefore, the use of metaphors in research resemble a high-level analysis
\nof the nature of the research target.
\nAs the Employees of the Year were also interviewed through the narrative
\nmethod, their life stories formed narratives. Narratives and metaphors function as
\nthe foundation of creativity in language and thinking \u2013 this idea can be employed
\nto represent phenomena in a new light. In a metaphor, a phenomenon is named
\nwith a familiar word. While in poetry metaphors are merely used as aesthetic
\ntools, in science metaphors are used for the purpose of explaining research
\ntargets.
\n116 Why pursue success at work?
\nNaturally, there are certain limits; it is relevant to consider when a metaphor
\nhelps one to see the phenomenon in a new and fruitful manner. The danger is that
\na metaphor simplifi es and presents a stereotypical picture of the phenomenon.
\nNext, we will introduce the process of becoming a top worker with a metaphor
\nof a road. The purpose is not to try to fi t top workers\u2019 lives into one mould
\nbut, instead, to present various illustrations of possible roads that all lead to
\nsuccess.
\nMetaphors can be divided, for example, into four categories. The fi rst category
\nconcerns metaphors that are connected to the passing of time (the past, present
\nand future). In these metaphors, people can, for example, imagine themselves at
\nvarious points on the time continuum.
\nSecond, archetypical metaphors represent common metaphoric images. Inkson
\nand Amundson ( 2002 ) name ten archetypical metaphors that describe careers:
\n1 Journey: seeing the career as a passage on the career path leading to a certain
\ndestination;
\n2 Heritage: committing to a career as something inherited from one generation
\nto another;
\n3 Fit: thinking that work life and people have certain forms and the purpose is
\nto fi nd a fi t;
\n4 Seasons: the career is seen as a series of carefully defi ned phases, such as
\nspring, summer, fall and winter;
\n5 Growth: the career is seen as something organic that includes constant development
\nand learning;
\n6 Creative work: the career is seen as something that is self-built or constructed,
\na sort of work of art;
\n7 Network: the career is seen collectively, closely connected to the norms of
\nthe group;
\n8 Resource: this way of seeing the career originates from the concepts of
\nmanagement of human resources; careers are connected to economic and
\norganisational planning;
\n9 Story: when the career is seen as a story, the narrative form and the creation
\nof meaning are emphasised;
\n10 Cultural phenomenon: the career is seen as the refl ection of our cultural
\ncontext.
\nThird is theatre metaphors in which people are regarded as the actors in the drama
\nof work life. The fourth type is role metaphors, which make it possible to try
\nvarious roles and fi nd the most suitable ones for descriptive purposes.
\nFor example, one Finnish researcher used the metaphor of the patchwork quilt
\nto describe the biographies of her research participants. Here, the metaphor of the
\nroad describes the process of becoming a top worker; the road goes uphill and
\ndownhill, it contains curves and straightaways, intersections, rest areas and sidetracks.
\nIt is also quite common to compare life to a journey.
\nWhy pursue success at work? 117
\nThe ups were relatively easy to track from the stories of the Employees of the
\nYear. These could be divided into factors showing direction in one\u2019s occupation
\nand development in one\u2019s work. Nevertheless, fi nding differences between downs
\nand sidetracks was more challenging. For example, many of us have encountered
\nproblems that put us in diffi cult situations. Usually, the situation necessitates
\nsome sort of decision to be made. Crossroads, therefore, are not always related to
\ndowns, setbacks or problems but can occur in the middle of a straight, good journey.
\nMoreover, an uphill can turn into a downhill after fi nding a solution proves
\nsuccessful and choosing the right direction at the intersection.
\nAmundson ( 2005 ) has also used metaphors in problem-solving. He highlights
\nthat a metaphor is a very effi cient means of separating the problem from the
\nperson himself of herself; the metaphor externalises the problem and moves it to
\na new level. Metaphoric images help with understanding what the situation is
\nreally about. The same concerns research; metaphors help with interpretations of
\nthe nature of the phenomenon studied.
\nFour roads to success at work
\nSuccess at work is not a temporary state but, rather, a process. This process will
\nnow be described through the narratives of the Employees of the Year. The road
\nto success begins from childhood and then branches into four separate roads
\nbefore uniting again at the end.
\nEmployee of the year: the journey begins
\nThe journey begins from the childhood and adolescence of the Employee of the
\nYear. His parents encourage him to study and work, and support his choices.
\nThey do not want to force him to choose a certain occupation but give important
\nadvice: keep a resilient attitude towards work. How does the story continue? We
\nenter a crossroads that leads in four directions.
\nRoad 1: straight ahead
\nAt school, different occupations are introduced to our employee, but he does not
\nmake his decision based on that. Instead, as a youngster, he has already formed
\nan idea about his fi eld of interest, mostly due to his admiration of his relatives\u2019
\ncareer examples and life choices.
\nAfter completing compulsory education, he applies to a school that could
\nprepare him for his dream occupation. However, things do not always go according
\nto plan and he does not get into his desired school. Along the road, he fi nds
\ntraffi c signs that lead him to an alternative path: he discovers a different road
\nleading to the occupation corresponding to his dream.
\nThe road takes him on to working life. This is a very signifi cant phase in his
\nlife, although getting used to work schedules and the requirements of different
\n118 Why pursue success at work?
\ntasks takes some time. He is an enthusiastic worker with a great desire to
\nlearn. He looks for more and more responsibilities in order to enhance his
\ncareer. To advance and meet his challenges he continually educates and develops
\nhimself.
\nHe appreciates work that provides opportunities to develop his workplace and
\nhimself. New challenges keep him interested and he constantly seeks opportunities
\nto take on additional responsibilities. Transitions into positions and taking on
\nnew tasks are important road signs on his road to success.
\nHowever, his road is not always like a smooth highway; he encounters some
\nbumpy gravel when he confronts obstacles and failures. He has a special way
\nof managing this situation; he sees these diffi culties as challenges. The desire
\nto work well and engage with work lie in his attitude. He wants to be totally
\ndedicated to his work and feels driven to accomplish all the tasks he has
\nstarted.
\nNaturally, his dedication is shown in long work days and total concentration at
\nwork. This is possible since his spouse takes care of the family. While the decision
\non this division of labour has been made jointly, he still experiences some
\ncompunction; surely, he realises that the more time he spends at work, the less
\ntime he has to spend with his family.
\nHobbies are important to this Employee of the Year. He may also make professional
\nuse of skills acquired in his leisure time; a hobby may even offer an alternative
\noccupation. However, being aware that there is an option might be more
\nimportant than actually using that option.
\nThe road of the Employee of this Year clearly goes straight ahead. He has
\nbecome an innovative and enthusiastic leader or supervisor in his professional
\nfi eld, wanting to devise new solutions and to develop work for the benefi t of all.
\nThis is why he has been nominated Employee of the Year. His work has been
\nvalued.
\nAfter this reward, the Employee of the Year continues along the same way; he
\nseeks new challenges or possibilities to get promoted. He is not likely to change
\nhis occupation.
\nRoad II: driving on all the lines
\nThis employee has determined his occupational fi eld early on. He gets into a
\nschool of his choice and applies himself. He even goes to his local career counselling
\noffi ce to be sure of his occupational choice. Moreover, he takes up work in
\nplaces that prepare him for his dream fi eld, and this confi rms to him that he is
\ngoing in the right direction.
\nAfter his studies, he receives the position of his dreams and is an extremely
\ndiligent and devoted worker. His transition from school to work is not easy, but
\nit is made easier by a mentoring system in the workplace as well as a supportive
\nand open-minded work community. The employee advances in his career from
\none project to another and faces challenges that seem overwhelming afterwards.
\nWhy pursue success at work? 119
\nThis suits his way of working. He also studies during his career, both at work
\nand during his leisure time. Opportunities for further education are considered
\n\u2018ups\u2019 in his road whereas confl icts between co-workers are seen as \u2018downs\u2019. He
\nfi nds these situations particularly stressful but still tries to work persistently
\nbecause he likes his area of work. Changing jobs may, however, be the only
\noption because he needs to be surrounded by a good work atmosphere.
\nOpenness and giving and receiving feedback are important to him. However, he
\nthinks that positive feedback is believable only if it is consistent with his own
\nperceptions.
\nOne of the most crucial decisions concerns combining work and family life
\nbecause he wants them to be in balance. This is challenging because of his
\ndemanding work. The spouses often adjust their schedules in a way that allows
\nboth to work and to be at home, especially when their children are small.
\nAs a result of his dedication the employee climbs the ladder to higher and
\nhigher positions. He is then nominated Employee of the Year. This is an important
\nleg in his journey, confi rming that he has chosen the right road.
\nHis hobby represents both a counterbalance to work and a valuable leisure
\nactivity. At the end, when he retires, a good, long-term hobby could turn out to
\nbe surprisingly signifi cant because it might offer a way to direct his energy to
\nthings he is interested in.
\nRoad III: choosing the safe mid-way
\nAt school, this Employee of the Year received some career counselling, but it was
\nnot of much help to him. He is not at all sure of what he wants to do and goes to
\nvocational school after deliberating with his friend. After a few sidetracks, he
\nfi nds a route to the right way in military service.
\nAt the beginning of his career he works in different positions. He is interested
\nin his fi eld and eagerly learns new skills. After a few years, he lands himself a
\nposition that seems to be right for him. Being promoted is less important to him
\nthan working autonomously and developing himself and his work. He enjoys
\nworking and is good at it. He also thinks that good social relationships are valuable
\nat work. He likes to brainstorm with colleagues. In addition, he reveres
\ngiving and receiving feedback.
\nThis Employee of the Year also invests in his family life. He wants to combine
\nwork and family, especially when children are young. Thus, successful scheduling
\nwith his spouse brings plenty of joy and enhances his success.
\nThis top worker thinks that the Employee of the Year nomination results from
\nhis diligence and appreciation for his work, but he also recognises the signifi –
\ncance of social relationships behind the nomination.
\nFollowing his nomination, his road goes on as it did before. He has never
\nconsidered a career change and is unlikely to do so in the future. He has found
\nthe right way; by obtaining new skills and profi ciency, the rest of his journey
\nremains interesting.
\n120 Why pursue success at work?
\nRoad IV: from byways to the interstate
\nAfter compulsory education this employee fi nds himself at a fundamental crossroads.
\nHe does not have a clue where he should be heading when he is already
\nsupposed to have made a decision about his vocational education. In career counselling,
\nthe only assistance he receives is to select between general upper secondary
\neducation and vocational school, which is of no help. He has to do something,
\nso he goes to vocational school. Soon, he realises that he does not fi t into his fi eld
\nof study. He travels on several byways until, at some point, he fi nds a signpost
\nthat leads him to the right direction. This kind of signpost could be found during
\nnon-military service, a gap year or summer job.
\nDriving on byways is not a complete waste of time because he matures and
\ngains a better perspective on life along the way. Critically, he must have enough
\nstrength to search within and listen to himself. Finding the right road is important;
\nultimately, however, this can be the result of coincidence or happenstance.
\nFinally, the employee begins work in a job that he feels is most suitable. He
\nenhances his professional skills with various courses and further education. He is
\nalso anxious to participate in in-service education. Keeping his work content
\ninteresting is of great importance to him. He approaches his work systematically
\nand deepens his knowledge by gaining new areas of expertise.
\nGood social relationships enhance his career journey and he considers a
\nsupportive work environment and the open fl ow of information important to work
\nsatisfaction and coping. Still, confl ict situations can occur and he sees them as
\nespecially stressful and motivation-diminishing. Other obstacles might present
\nthemselves too. The time might come to think about what would be the best solution
\nand way forward.
\nThe employee does not have children; work plays such a major role in his life
\nthat distinguishing between work and leisure time sometimes seems impossible.
\nHobbies present a way to concentrate on something other than work.
\nHis road has come to the point where he is nominated Employee of the Year
\nbecause of his talents and dedication. He will continue along this path, because
\nhe has found \u2013 after wandering aimlessly in his early life \u2013 a fi eld that really suits
\nhim and that allows him to use his talents and act innovatively.
\nThe remainder of the journey
\nThe career of the Employee of the Year does not end with this nomination; nor
\ndoes this mean that there is nothing left to achieve. Instead, this top worker
\ncontinues to seek new challenges and develop his professional skills. He will not
\nchange his occupational fi eld although working is not always a bed of roses. He
\nhas found the right way.
\nTherefore, seeing the fi nishing line looming up could represent a diffi cult phase
\nfor the Employee of the Year. Letting go of the work to which he has been
\ndevoted and that has played a major role in his life will not be easy. Firstly, he
\nWhy pursue success at work? 121
\nhas to admit that he is getting older. As retirement nears, one has to cut back on
\nwork tasks and start planning for life after work. If there were no life outside
\nwork, retirement could appear intimidating and seem like the end of the journey.
\nBut as an Employee of the Year he will know how to deal with life after work;
\nhe will regard it as a challenge and an opportunity to fi nd another successful road
\nfor the rest of his journey.
\nWhat do the stories reveal to us?
\nSuccess at work is not a temporary state but, rather, a process; the top workers\u2019
\ncareers were not equally logical, organised, controlled and phased. Instead of
\ncareer planning, the concept of career skills could be relevant in describing the
\ncareer journeys of these rewarded employees. This means that their careers are
\nseen as expedient and built on the basis of a process in which they have been
\nactive and innovative in their search for the most suitable routes to proceed
\n(Amundson 2005 ).
\nThere are a number of felicitous ways of describing and analysing the top
\nworkers\u2019 career processes. For example, according to Baltes and Freund\u2019s ( 2006 )
\nselection-optimisation-compensation (SOC) model, development through the
\nwhole lifespan has three fundamental processes. The combination of these
\nprocesses is an effi cient and versatile mechanism that individuals, groups and
\nsocieties can use in order to achieve higher action levels and to control future
\nchallenges. The rewarded Employees of the Year had selected an occupation that
\nwas the best fi t for them, they had optimised their talents and professional skills,
\nand when it came to compensation, they were able to, for example, change their
\nplans in order to successfully handle challenging or confl ict situation.
\nGardner et al . ( 2001 ) encourage people to look at their work from three
\nperspectives: the mission (the nature of the work and why society pays for doing
\nthis particular work \u2013 what the work\u2019s meaning is), the standards (what kind of
\nperformance is expected for this particular work and what kind of employee can
\nbest perform this work), and the identity of the work (what the ethical and moral
\nfeatures of the work are and how they are justifi ed). This is precisely the kind of
\nrefl ection in which the Employee of the Year nominees constantly engaged
\nduring their careers.
\nThen again, the ability to consciously control behaviour when needed has been
\nseen to be an essential prerequisite for the functioning and wellbeing of human
\nbeings. People with this ability, such as the Employees of the Year, are persistent,
\nfl exible, and are more prone to positive emotions than negative ones and to
\nhandle the stressful situations in life effi ciently (Baltes and Freund 2006 ).
\nIn many ways, the Employees of the Year were quite different from each other
\nas we would expect from people with unique characteristics. All things considered,
\nthe core success factor is that you have an optimistic attitude toward work
\nand to life in general, as well as toward yourself; without faith in yourself, there
\nis no point in trying to succeed. Maddux ( 2002 ) sums up the recipe for success in
\n122 Why pursue success at work?
\nthe following brilliant way: \u2018This truth is that believing that you can accomplish
\nwhat you want to accomplish is one of the most important ingredients \u2013 perhaps
\nthe most important ingredient \u2013 in the recipe for success\u2019.
\nOn the connection between human resources
\nand expertise
\nThe careers of top workers appeared process-like, similar to the development of
\nexpertise. No doubt, all top workers participating in our studies were also experts
\nin their fi elds. Expertise is a concept that generally refers to the special know-how
\nof different professions (Sim and Kim 2010 ), although the understanding of the
\nnature of expertise is shown to vary, for example, by nationality (Boudreau et al .
\n2001 ; Germain and Ruiz 2009 ). Experts are people who possess the ultimate
\nskills and knowledge of their own fi eld. They usually have long working experience
\nand are able to apply their professional ability in practice. Thus, a certain
\namount of education and work experience is usually required to become an
\nexpert.
\nAlthough becoming an expert is an individual process, common features in that
\nprocess are the pursuit of employing topical information about how to develop
\none\u2019s own work, a refl ective approach to work, strong self-direction and selfassessment.
\nFor example, Marie-Line Germain\u2019s Generalized Expertise Measure
\n(see, for example, Germain and Ruiz 2009 ) includes 16 items that describe the
\ncore of expertise. There are fi ve objective items that are categorised as evidencebased
\nitems, while the remaining 11 items are subjective in nature and are categorised
\nas self-enhancement items because of their behavioural component.
\nThe emphasis on self-enhancement or subjective items seems clear and this is
\nthe core of our discussion. There are many reasons, and various elements of
\nexpertise, such as a sense of coherence, strong self-esteem and a sense of competence,
\nwhich seem to prevent employees from burning out; instead, the path to
\nwellbeing, according to Kalimo et al . ( 2003 ), is based on strong internal personal
\nresources and challenging work.
\nHowever, development toward expertise does not consist only of the use of
\nhuman and social resources. According to Luthans et al . ( 2004 ) knowing \u2018who I
\nam\u2019 is as equally important as \u2018what I know\u2019 and \u2018who I know\u2019. The researchers
\ncall it \u2018positive psychological capital\u2019 and claim that by focusing on personal
\nstrengths and good qualities, employees\u2019 confi dence, hope, optimism and resilience
\ncan be developed. Self-confi dent and optimistic employees are open to
\ndevelopment and focused on gaining higher levels of expertise, and are thus able
\nto perform more effectively.
\nWhen the aim is to analyse people\u2019s opportunities for achieving success, happiness
\nand positive work experiences, human resources are one possible way of
\napproaching the issue. They also form the basis of developing expertise. Our
\nunderstanding is that the basis of success and wellbeing at work can be illustrated
\nas four fundamental human resources, each considered valuable and important
\nWhy pursue success at work? 123
\nkeys to happiness and wellbeing at work and life and the development toward
\ngreater expertise and success:
\n1 Positive feelings enhance intellectual thinking and problem-solving skills,
\ndecrease defensive attitudes, deliberate, improve memory and helpfulness.
\nTherefore, they function as an employee\u2019s emotional resources at work.
\n2 Good interaction skills such as empathy, fl exibility, patience, care and interest
\nare signifi cant social resources that support the creation and preservation
\nof good and close relationships.
\n3 Features such as willpower, self-regulation, self-appreciation and inner motivation
\nare regarded as cognitive resources.
\n4 The fourth dimension is action. At its best, employees may experience joy of
\nwork, work drive, empowerment and reach the experiences of fl ow when
\nthey are riveted by tasks where their expertise is employed, where they have
\nthe possibility to develop on a level where they are ready to work to the
\nlimits of their talents. Here, these kinds of resources are referred to as functional
\nresources.
\nWhen a human being is able to get the most of his or her resources, he or she is
\nlikely to get positive feedback and recognition from others, succeed and experience
\nheightened self-appreciation. The employee wants to develop and strives in
\norder to perform better. Through this kind of professional development, the
\nemployee notices his or her success and abilities and can become an active expert
\nwho expects good things to happen \u2013 in other words, this employee is optimistic.
\nWe claim that this kind of positive cycle lays the foundation for fi nding happiness
\nat work as it represents the true opportunity of self-fulfi llment at work and a
\npositive path.
\nHappiness and satisfaction must be understood as outcomes of an interactive
\nprocess between individual characteristics and aspirations, on the one hand, and
\nsocial relations and macro-social structures, on the other hand (Haller and Hadler
\n2006 ). Kinjerski and Skrypnek ( 2006 ) have listed factors that are associated with
\nindividuals\u2019 experiences of spirit at work. These factors can also be considered
\nessential in defi nitions of love for work:
\n1 Leaders and senior members who inspire employees through their leadership
\nand example;
\n2 A strong organisational foundation that includes a shared vision, mission,
\npurpose and an intention to contribute to the overall good of society;
\n3 Organisational integrity and work that is aligned with its mission and
\npurpose;
\n4 Positive workplace culture, including a positive physical space for employees
\nto work in;
\n5 Positive connections between all members and a sense of community in the
\norganisation;
\n124 Why pursue success at work?
\n6 Opportunities for members to pursue professional and personal growth and
\nto fulfi l their own personal mission through work; and
\n7 Appreciation and regard for the contributions made by its members
\n(Kinjerski and Skrypnek 2006 : 290\u2013291).
\nKinjerski and Skrypnek\u2019s description is interesting as it presents only one reference
\non physical working conditions (the positive physical space for employees
\nto work in) while the others refer to inspiration, mission and purpose, good intention
\nand integrity, as well as to positive culture and inter-worker connections,
\nincluding appreciation. Opportunities to develop oneself professionally and
\npersonally, for their part, also strengthen positive feelings toward work.
\nThe use of resources and development and positive experiences at work can
\ndevelop into \u2018love for work\u2019. Love for work resembles voluntary altruistic or
\nhelpful acts that have the potential to enhance organisations, otherwise referred
\nto as organisational citizenship behaviour. Individuals may make voluntary
\ncontributions that go beyond specifi c task performance or the psychological
\ncontract with the employer and these behaviours are intended to help people and
\nthe organisation.
\nBut how do you fi nd love for work? How do you enjoy work so much that you
\ncan honestly say that you love it? From where can we draw this positive state \u2013 or
\nbetter yet, where does this love come from? How can one grow into such a person
\nwho knows his or her weaknesses and strengths and believes in his or her opportunities
\nand talents? We will now sum up our fi ndings from our love research.
\nLove \u2013 the greatest of all
\nIn previous chapters, we referred to love in many connections throughout this
\nbook. Our fundamental assumption is that love, in the sense we represent here, is
\na manifestation of balanced development, satisfaction and acceptance of oneself,
\nand of an optimistic attitude toward the others and the surrounding environment.
\nThe very fi rst form of love in a child\u2019s life is parental love expressed by the
\nchild\u2019s parents (M\u00e4\u00e4tt\u00e4 and Uusiautti 2012 ). Parents have the main responsibility
\nfor rearing their children but they can do it in a way that enhances positive development.
\nParental love secures children\u2019s wellbeing and positive development in
\nat least two ways: 1) by setting safe boundaries and 2) constructing self-esteem.
\nChildren need experiences of success, appreciation and encouragement, but
\nequally important is that children have distinct and safe limits. Parental love
\nappreciates the child and does not abandon the child even when his or her behaviour
\ncauses disappointment and trouble. Successful rearing does not clear the
\nobstacles of life but helps children learn to confront, tolerate and overcome the
\ninevitable diffi culties. Parental love prepares the child for the future and attitudes
\ntoward the world \u2013 all people and phenomena in it \u2013 are learned from home. This
\nwas very apparent in top workers\u2019 autobiographical narratives as well. Every
\nparent can be loving and thus provide their children with the fi rst requisites for
\nWhy pursue success at work? 125
\nfi nding their strengths, appreciating themselves, and being open to the opportunities
\nthe world offers them.
\nAlong with parental love, children may receive care and support from their
\ngrandparents (Maijala et al . 2012 ). In many families, a grandparent is an important
\nmember of the family and the family network (see, for example, Harper and
\nRuicheva 2010 ; Johnson 1998 ). Grandparenthood involves various roles and
\ndimensions that affect how grandchildren are raised and nurtured. Grandparenthood
\nis part of the lifespan whereby grandmothers and grandfathers receive a signifi –
\ncant amount of resources from their grandchildren and create a good and harmonious
\nlife. Grandparenthood can be dissected into the supporters and connectors
\nof intergenerational relationships. Usually, grandparenthood is perceived positively
\n(Powdthavee 2011 ) although grandparenthood itself has changed dramatically
\nover the decades (Sciplino et al . 2010 ). Grandparenting can enrich life in a
\nway that enhances the wellbeing of grandparents themselves and promotes their
\nsuccessful ageing. Furthermore, grandparents\u2019 roles are also developmentally
\nbenefi cial, not only to grandchildren and their parents but also to grandparents
\nthemselves (see Thiele and Whelan 2006 ). Fundamentally, the most important
\ntask in grandparenting is the ability to act as a grandparent \u2013 in other words, to
\nlove as a grandparent (Maijala et al . 2012 ).
\nIndeed, top workers talked about parents and grandparents who had encouraged
\nthem, supported them, or acted as role models along their paths to success
\nat work. In addition, their stories showed that other types of close relationships
\nwere crucial to their development such as, for example, friendships.
\nPlato (see Irwin 1979 ) and Aristotle ( 1981 ) contemplated what friendship was
\nall about and what characteristics a friend should possess. The phrase \u2018platonic
\nfriendship\u2019 harks back to Ancient Greece and refers to a non-sexual friendship
\n(Leone and Hawkins 2006 ). As friendship is based on free choice, there have to
\nbe reasons that people are encouraged to build friendships and reasons that
\nmake them worth cherishing (Schmalenbach 1977\/1922). Overall, friendship
\nhas acquired a whole new meaning in modern everyday life (Lindgren 2012 ;
\nPahl 2000 ).
\nIn psychology, special attention has been paid to the selection of friends (for
\nexample, Van de Bunt 1999 ), how friendship is born (for example, Hallinan
\n1979 ), and what kind of people become friends (Fisher 1982 ). There are several
\ntheories about selecting friends. According to reinforcement theory, we like
\npeople who reinforce us and our behaviour (Patterson 2007 ) whereas the investment
\nmodels say that we enjoy being with people we can benefi t from (Rusbult
\net al . 2007 ). Friends share, for example, the same age and similar attitudes and
\nbasic values. Friendship offers companionship and support that can be emotional,
\npractical and material (Allan 1989 ) \u2013 and therefore, friendships and love from a
\nfriend can enhance one\u2019s success and happiness in numerous ways.
\nWe spend a great part of our lives in school, at various education levels. Also,
\nsuccess processes described by top workers included rich and diverse memories
\nfrom school years. We have paid much attention to the role of caring teacherhood
\n126 Why pursue success at work?
\non the road to success and, indeed, the love manifested by teachers cannot be
\nunderestimated. The ethics of caring concerns teaching (Gilligan 1982 ) and, in
\nfact, caring has been discussed as the central aim and method of education (see
\nBurns and Rathbone 2010 ; Noddings 1988 ). A teacher\u2019s ethical caring means
\ngenuine caring, aspiring to understand and make an effort in terms of pupils\u2019
\nprotection, support and development. Because of this pedagogical caring, a
\nteacher especially pursues pupils\u2019 potential to develop and thus help them to fi nd
\nand use their own strengths.
\nFor decades, this kind of pedagogical love has been considered the core factor
\nin the defi nition of good teacherhood, though the characteristics of a good teacher
\nhave always included various features. Features such as the ability to maintain
\ndiscipline and order, set a demanding goal level, and the mastery of substance
\nhave been especially emphasised (see, for example, Davis 1993 ; Hansen 2009 ;
\nZombylas 2007 ). Consequently, even teacher education has focused more, for
\nexample, on teachers\u2019 didactic skills, as well as the ability to teach subjects and
\nmaintain social order (see, for example, Jakku-Sihvonen 2005 ). However, education
\nand teaching aimed at bringing out personalities cannot succeed without a
\nloving attitude (Haavio 1948 ). Indeed, Haavio ( 1948 ) has highlighted the moral
\nnature of pedagogical love; pedagogical love is addressed to every learner regardless
\nof his or her various outer abilities, features, appearance, behaviour or
\npersonality traits. Pedagogical love is a way of teaching. Love appears in teaching
\nas guidance toward disciplined work, but also as patience, trust and forgiveness.
\nThe purpose is not to make learning fun, easy or pleasing but to create a setting
\nfor learning whereby pupils can use and develop their own resources and proceed
\nat the maximum of their own abilities. A teacher\u2019s love for a pupil embodies the
\ncontinuous trust that there is more to a learner than is shown on the surface. For
\ninstance, in situations in which a learner\u2019s progress is slow or tangled, a loving
\nteacher takes care that the learner does not lose trust in his or her own learning in
\ntimes of frustration (see, for example, Hatt 2005 ; van Manen 1991; \u00c4\u00e4rel\u00e4 2012 ).
\nIn adulthood, partner selection and mutual life after fi nding a suitable life
\ncompanion are topical. The form of love changes to romantic love. Seligman
\n( 2002 ) distinguishes the capacity to love from the capacity to be loved. People
\nwith a secure love style fi nd it relatively easy to get close to others, and they do
\nnot worry about being abandoned or someone getting too close (Seligman 2002 ).
\nMyers and Diener ( 1995 : 15) point out that \u2018Throughout the Western world,
\nmarried people of both sexes report more happiness than those never married,
\ndivorced, or separated\u2019. Seligman ( 2002 ) claims that romantic love is more of a
\npotential factor of happiness than is job satisfaction, for example. This is also
\nimportant for the analysis of success. In Chapter 4, we showed that regardless of
\nsolutions, people did not want to achieve success at the expense of other. This
\ndoes not feel right; but it has nothing to do with true happiness either.
\nWe now come to work. All previous forms appear to set the foundation for love
\nfor work (Uusiautti and M\u00e4\u00e4tt\u00e4 2011 ). Love for work invokes confl icting
\nemotions. Because of love for work, people stretch and enjoy the results of their
\nWhy pursue success at work? 127
\ndiligence. However, love for work can become enervating and can completely
\nconsume one\u2019s energy. Work, joy of work and success at work are, at best, the
\nspice of life and the most satisfying feeling.
\nLove for work provides the means for individual and societal development.
\nPositive concepts that describe wellbeing and happiness at work are relevant
\nhighlights in discussions of the positive effects of work. Thus, work can become
\nnot only the most satisfying element in life (Csikszentmihalyi 2008 ) but also add
\nfocus and purpose in life \u2013 and is thus closely connected to happiness.
\nIn all, successful development does not only mean success at work, but we
\nwant to highlight the holistic nature of success thinking, especially from the point
\nof view of happiness. Still, love and happiness are quite personal matters.
\nAccording to our studies, love ultimately appears as actions: giving, caring,
\nresponsibility and respect. Love can become an important source of satisfaction,
\na creator of vigour and energy, and the footing of success.
\nNot just survival then, but flourishing!
\nShawn Achor ( 2010 : 3) started his book on fi nding success and performance at
\nwork by criticising the common belief: \u2018If you work hard, you will become
\nsuccessful, and once you become successful, then you\u2019ll be happy\u2019. As the previous
\nchapters have shown, success does seem to require hard work. Yet, it is
\npossible to see the connection between success and happiness. Achor argues that
\nhappiness comes fi rst, which then leads to success. He bases his viewpoint on
\nresults from many other studies that happy people work more and better, are more
\neffi cient and, by being happy, they are also friendly and helpful; consequently,
\nthey help the whole organisation to succeed.
\nWhile his conclusions are correct, this is not quite the same viewpoint we want
\nto offer. Our studies show that success and happiness go hand in hand. We will
\ndiscuss this in detail at the end of this chapter. But the key point is that the discovery
\nof human strengths, a balanced life, satisfaction and support can lead a person
\nto a path that is not only fi lled with feelings of happiness and a meaningful life
\nbut also shows the way to success.
\nIn Chapter 2, we presented a theoretical introduction to the elements of
\nsuccess. The selection of certain concepts, such as (intrinsic) motivation, work
\nengagement, self-effi cacy and positive strategies, was deliberate as the purpose
\nwas to explore the possible connection between success at work and human
\nwellbeing.
\nMore than four decades ago, Hall and Lawler ( 1970 : 272) stated that:
\n\u2018Successful integration of the individual with the organization can come about
\nwhere the job behaviors that lead to satisfaction of such higher-order needs as
\nautonomy, achievement, esteem, and self-fulfi llment also lead to high performance\u2019.
\nFostering organisational virtuousness (for example, through honesty,
\ninterpersonal respect and compassion; combining the high standards of performance
\nwith a culture of forgiveness and learning from mistakes) improves
\n128 Why pursue success at work?
\nemployees\u2019 affective wellbeing and promotes a more committed workforce
\n(Rego et al. 2011 ). In practical terms, this is illustrated in the phenomenon \u2018the
\njoy of work\u2019 (Varila and Lehtosaari 2001 ). It is a state experienced when an
\nemployee works as an engaged subject who can actively and comprehensively
\nuse his or her skills. In addition, the feeling of having found work that is suitable
\nfor oneself is essential. It is possible to defi ne two kinds of joy of work: the
\npassive one can be described as contentment with the relationship between one\u2019s
\nactions and reality. Thus, the joy of work is like an assessment. The active joy of
\nwork results from active behaviour and is merely an inner feeling. The joy of
\nwork can be a steady state, an overall happiness. However, it can also be experienced
\nas a captivating emotion when it actually resembles the experience of fl ow.
\nIs there a connection between success and happiness?
\nFirst, we want to highlight an interesting theory of personal happiness.
\nDr Seligman ( 2002 ) distinguishes three levels in happiness: 1) pleasure and
\ngratifi cation, 2) embodiment of strengths and virtues, and 3) meaning and
\npurpose. He (Seligman 2002 : 160) states that:
\nwhile the pleasant life might bring more positive emotion to one\u2019s life, to foster
\na deeper, more enduring happiness, we need to explore the realm of meaning.
\nWithout the application of one\u2019s unique strengths and the development of
\none\u2019s virtues towards an end bigger than one\u2019s self, one\u2019s potential tends to be
\nwhittled away by a mundane, inauthentic, empty pursuit of pleasure.
\nThe point suggested by Seligman is profound and far-reaching. He argues that
\nthrough the use of signature strengths, people can have a meaningful life. Having
\na meaningful life is therefore connected to authentic happiness. Why are people
\nhappy when they utilise their strengths? The answer is because they have a sense
\nof ownership and authenticity, and feelings of excitement, invigoration, joy, zest
\nand enthusiasm (Seligman 2002 ). When people experience such positive
\nemotions and have the desire to employ these strengths, they also feel happy.
\nLikewise, instead of focusing on problems and stress-factors of today\u2019s work
\nlife, we wanted to focus this conceptual review on the positive sides of human
\nbehaviour, development and success (see also Almost and Spence Laschinger
\n2002 ; Spence Laschinger et al . 2004 ). Figure 6.1 illustrates the interconnectedness
\nof the elements introduced above.
\nThe fundamental idea of this illustration is that success is 1) dependent on
\ncertain factors, 2) necessitates action, and 3) manifested through certain
\noutcomes.
\nThe fi rst section of the diagram means that success in any area of life can
\nconsist of various elements that can be roughly divided into individual-bound
\nfactors and context-bound factors. They form the preconditions of success.
\nHowever, success is not a state that will miraculously materialise; it requires
\nWhy pursue success at work? 129
\naction. Likewise, certain motivational and contextual factors play a salient role in
\nthe process as they are also closely connected to a sense of capability or selfeffi
\ncacy (see for example, Duda and Nicholls 1992 ). When it comes to positive
\ndevelopment and the background factors of success, we have concluded that
\n\u2018experiences and events taking place in childhood and adolescence can be crucial,
\nor at least, direct people in a right direction\u2019 (Uusiautti and M\u00e4\u00e4tt\u00e4 2013 : 69). So
\nthe push toward to success can be a sum of many factors engendering a sense of
\npurposeful doing and, consequently, a sense of fi nding the right path. It means
\nthat when the individual-bound and context-bound features are synchronised (see
\nalso Magnusson and Mahoney 2006 ), the individual can seize the opportunities,
\nuse his or her strengths, and actively pursue personal development. What then is
\nthe result? Success in this perspective is manifested as positive emotions and
\nattitudes, which means a good feeling of oneself, one\u2019s capability, and one\u2019s
\nplace in the world. This kind of sense of purpose and meaning are the core of
\nhappiness (see Seligman 2002 ).
\nIn sum, success is considered a combination of feelings of expertise, competence,
\naccomplishments, top performances, and the use of positive strategies (see
\nUusiautti 2008, 2013; Uusiautti and M\u00e4\u00e4tt\u00e4 2010, 2011) within a particular
\ncontext. Therefore, success is not defi ned as the achievement of a certain goal or
\nposition in life (for example, becoming a top pianist or a CEO). It is achievable
\nby anyone who discovers his or her strengths, fi nds the motivation to use them,
\napplies positive strategies, but also realises the opportunities and limitations of
\nthe context. This viewpoint does not turn a blind eye to mistakes, hardships or
\npoor conditions. The question is merely about the realisation that success can be
\nPRECONDITIONS
\nOF SUCCESS
\nIndividual-bound
\nfactors:
\nACTIVITIES OF
\nSUCCESS WITHIN
\nTHE INDIVIDUAL \u2013
\nCONTEXT
\nINTERACTION
\n– Intrinsic motivation;
\n– Wide\/profound
\ncompetence;
\n– High-level\/steady
\nperformance;
\n– Positive strategies.
\n– Using one\u2019s
\nstrengths;
\n– Seizing
\nopportunities;
\n– Pursuing personal
\ndevelopment.
\nContext-bound
\nfactors:
\n– Opportunities\/
\nlimitations;
\n– Expectations;
\n– Demands\/
\nobligations.
\nCONSEQUENCES
\nOF SUCCESS
\n– Positive emotions
\nand attitudes
\ntoward oneself
\nand others;
\n– Sense of meaning
\nand purpose.
\n– HAPPINESS AND
\nWELLBEING.
\nFigure 6.1 The elements of success and their interconnectedness (Uusiautti, 2013).
\n130 Why pursue success at work?
\nunderstood positively as a means of positive development and a route to wellbeing
\nand happiness at their fullest; moreover, success requires action and personal
\neffort. Although success has context-bound features, it is also quite individualistic
\nwhen seen as a manifestation of personal growth, effort and good outcomes.
\nLet us take an example. In order to be able to examine someone\u2019s success, one
\nhas to be competent in that particular area \u2013 for example, school mathematics.
\nCompetence and the ability to learn are not suffi cient; one also has to have the
\nmotivation to learn and use mathematics. Then, in order to be successful at mathematics,
\none has to perform well in that area. The fourth dimension adds a longitudinal
\naspect to success, that being positive strategies. In order to be successful
\nin mathematics one has to possess the necessary skills to optimise one\u2019s development
\nby aiming to learn as widely as possible to become a straight-A student in
\nmaths or in order to fi gure out a diffi cult task. All this happens in context; the
\nperson can be encouraged, supported, taught and mentored by parents, friends,
\nrelatives or teachers. The school can apply a mathematics curriculum that
\nenhances the mathematics enthusiast\u2019s skills, and he or she seizes the opportunities
\nto utilise this maths talent. Success in maths can eventually lead to positive
\nfeelings about oneself as a whole and ignite an optimistic attitude toward one\u2019s
\nchances and the future; mathematics could also be something one can continue to
\nwork with in later life. This is the foundation of success. When these areas
\noverlap, the individual can develop and grow to his or her fullest, use his or her
\nstrengths, have positive experiences and have a sense of purpose in life. For the
\naforementioned mathematics enthusiast, being able to learn about maths and
\nusing mathematical talents, fi nding pleasure and joy from learning and working
\nwith maths, and then fi nding it important and meaningful, can provide him or her
\nwith positively-toned success that becomes a source of happiness that can be
\nfound by fi nding strengths and interests and actively applying them in life.
\nHappiness as the by-product of the pursuit of success
\nIt seems, therefore, that from the viewpoint presented here, success is connected
\nto happiness. Why is it important to talk about happiness? Happiness is not only
\nimportant to individual people themselves, but it also benefi ts society as a whole
\n(Gilpin 2008 ). According to numerous studies on happiness, happy people have
\nbeen shown to be open, courageous, trusting and helpful (Seligman et al . 2005 ;
\nsee also Gilpin 2008 ); friendly and non-materialistic (see, for example, Fishbach
\nand Labroo 2007 ; Otake et al . 2006 ; Polak and McCullough 2006 ); and cooperative,
\npro-social, benevolent and \u2018other-centered\u2019 (Lyubomirsky et al . 2005 ). The
\npositive feeling of using one\u2019s strength is ultimately connected to authenticity.
\nThis is where strengths and authentic experiences are connected to happiness and
\nwellbeing. But they are also connected to another phenomenon, namely, success.
\nEvidence suggests that happy people perform better at work than those who
\nreport low wellbeing. Furthermore, happy workers are better organisational citizens
\nbecause they help other people at work in various ways (see Diener and
\nWhy pursue success at work? 131
\nSeligman 2004 ). Happiness can be directly translated into engagement, productivity
\nand satisfaction \u2013 the wide defi nition of productive work (see Prewitt 2003 ).
\nLikewise, according to Lyubomirsky et al . ( 2005 ), positive affect is associated
\nwith multiple positive outcomes, including better performance ratings at work,
\nhigher salaries and improved health.
\nLike happiness, success is a subjective, personal experience, and personal
\nachievements are evaluated in different ways (Maddux 2002 ). However, this
\ntheoretical analysis on success sought to highlight that we need to understand the
\ncognitive and motivational processes that maintain and even increase positive
\nspirits and emotions important for, for example, problem-solving skills, innovative
\naction (Isen 2001; 2003) and happiness (see also Lyubomirsky 2001 ;
\nOjanen 2001 ).
\nLuthans et al . ( 2004 : 49) call for the recognition of the full force of the importance
\nof human factors in meeting the tremendous challenges faced in work life
\nnow and in the future. Germain and Ruiz ( 2009 ) point out that an expert is not
\nonly someone who knows information but also someone who is able to apply and
\ntransfer knowledge. Moreover, the goal of today\u2019s occupational education should
\nat least be the development of the expertise of trainees. We agree with Mikucka
\n( 2013 : 259) that \u2018good work, work that fi ts human needs, does not have to be the
\nluxury of the rich classes and the rich developed societies\u2019. Indeed, our purpose
\nis to contribute to this discussion by highlighting the signifi cance of various
\nhuman resources to the singular employee\u2019s abilities to not only confront the
\nchallenges set by work today, as well as in the future, but also to develop, experience
\nexpertise, success and, consequently, to fi nd fulfi llment in his or her work.
\nBetter yet, on the basis of what we have learned from the top workers, the ability
\nto express oneself as one really is can be seen as crucial when work becomes a
\nlabour of love.
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