Meetings Don’t Have to be Miserable! Planning to Improve Staff Engagement

Not-so-fun fact: 17% of employees would rather watch paint dry than attend a status meeting. ¹

If staff in your program are not jumping for joy when you announce an upcoming staff meeting, don’t worry—they are in good company. In fact, many of us would rather do just about anything else than sit in a meeting, often because we perceive the meetings we are required to attend as unproductive, irrelevant, and frustrating.² It should come as no surprise then that many meeting attendees admit they don’t actively participate in required meetings. One study, for example, found that 73% of meeting attendees reported using meeting time to do unrelated work, and 90% reported daydreaming during meetings.² Even more worrisome is that many meeting leaders seem to have opposite perspectives and report that the meetings they lead are very productive.³ This suggests a disconnect, where leaders overestimate the effectiveness of their meetings while attendees are scrolling on their phones and daydreaming about dinner.

My colleague Wendy Connell and I recently created a new self-paced online module for leaders called, Communication in the Workplace: Crafting Connections, Managing Meetings, and Resolving Rifts. Along with exploring communication styles and conflict resolution, the module examines how to transform meeting dread into exciting and productive opportunities for staff to feel seen and heard. To do this, we share several strategies for leading more effective meetings. In doing so, we also address a few common meeting challenges and provide strategies to combat the issues. Below is one example of a common challenge with meetings, lack of engagement and some of the strategies we share in the module to increase staff investment and participation.

LACK OF ENGAGEMENT

Both meeting attendees and leaders are frustrated by the lack of participation and engagement. Attendees don’t want to be lectured, and meeting leaders don’t want to stare out at a sea of people texting under the table or staring into the abyss. Below are four strategies to help leaders craft a meeting agenda that fosters participant engagement and sets the stage for effective and enjoyable meeting experiences.

CRAFT AN AGENDA THAT FOSTERS ENGAGEMENT³

1. Put staff to work on the agenda. Get staff invested in the meeting from the start by asking them to help you plan the meeting. As you begin to draft an agenda, email staff and ask them what topics they feel are important to discuss during the meeting. This communicates to staff that you value their input, provides insight into the areas they are worried or excited about, and helps make the best use of meeting time by focusing on topics relevant to those in attendance.

2. Give staff pre-work. If you dream of the day when staff arrive at your meeting ready to engage, give them pre-meeting tasks, such as brainstorming ideas, reflecting on their thoughts, or researching answers. Let’s say, for example, you recently updated your program’s family handbook and want to ensure that staff read and understand the updated policies before they go into effect. Instead of reviewing each updated policy in detail during the meeting, send them to staff in advance for review. Use technology – such as email replies, a Doodle poll, a survey, or a shared Google doc – to collect comments, questions, and concerns before the meeting. This approach serves multiple purposes: it allows staff adequate time to closely read and reflect on the policies themselves without the influence of groupthink, gives you a sense of staff’s thoughts and feelings, and helps you plan how to best use the meeting time to address questions or concerns that have been raised. Additionally, it frees up meeting time for deeper discussions around the policy. A bonus benefit to this strategy is that it provides the time and a comfortable space for shy or more introverted staff to share their opinions without the pressure of an audience.

3. Limit information overload. Meetings are social activities in which participants are invested and engaged with the content and everyone has a chance to have their thoughts heard. As you plan your agenda, remind yourself of the various memes and coffee mugs that say something like, “I survived another meeting that could have been an email.” Then, review your agenda items and note how many involve one or two people simply sharing information with the group compared to those that engage attendees in activities and discussions. If your meeting agenda includes a large portion of time when only one or two people are sharing information, it might be time to consider an email. Meetings offer a rare chance for staff to be together and it’s important for leaders to use that to their advantage. Most of the time, you can disseminate important information in advance of a meeting and then use the meeting time focus only on critical components and opportunities for active participation, like group dialogue, consensus voting, or action planning. This approach will help staff feel that their presence at meetings matter and that their time is not being wasted.

4. Transform agenda items into problems to be solved.^3,4 Who doesn’t love a good mystery to solve?! This is one of my favorite strategies to make meetings more effective and enjoyable because it taps into our natural tendency to enjoy problem-solving. To put this strategy into practice, simply reframe your agenda items as problems to be solved or complex questions to be answered.

For example, imagine your program is preparing for upcoming family-teacher conferences and you want to make sure staff understand why conferences are a critical part of supporting young children’s learning and development. You also want to help them use conferences to forge stronger relationships with families.
Rather than listing the agenda topic as Preparing for teacher-family conferences try reframing the topic into two questions for staff to ponder: 1) In what ways does having a dedicated time to speak with a child’s family one-on-one (as opposed to talking with families in-passing at pick-up or drop-off), help you better support that child’s growth and development? 2) If you only had 30 minutes for a staff meeting on the topic of family-teacher conferences, what would you say are the three most important topics to discuss? Why?

Curiosity and problem-solving are great motivators for learning. By transforming agenda topics into questions, you’re likely to capture staff’s attention and capitalize on their natural tendency to want to solve things.

Patrick Lencioni said, “The majority of meetings should be discussions that lead to decisions.” However, most of us never received formal training on conducting meetings. So, it is no surprise that many meetings cause frustration. Hopefully, the strategies listed above and the reflection questions below will help you leverage your planning efforts in ways that lead to more effective, efficient, and engaging meetings.

For more strategies on making meetings a little less miserable, as well as other topics related to communication in the early childhood workplace, check out the Communication in the Workplace module or contact PAS.BAS@nl.edu to inquire about virtual or in-person training options.

Please download the resource to access our Meeting Leader Reflection Questions.

RESOURCES AND REFERENCES

¹Zetlin, M. (2015). 17 Percent of Employees Would Rather Watch Paint Dry Than Attend Meetings: Try these alternatives instead. Inc. https://www.inc.com/minda-zetlin/17-percent-of-employees-would-rather-watch-paint-dry-than-attend-team-meetings.html

²Leach, D., Rogelberg, S., Warr, P., & Burnfield, J. (2009). Perceived Meeting Effectiveness: The Role of Design Characteristics. Journal of Business and Psychology. 24. 65-76. 10.1007/s10869-009-9092-6.

³Kelton, R. & Connell, W. (2024). Communication in the Workplace: Crafting Connections, Managing Meetings, and Resolving Rifts. Center for Early Childhood Leadership, McCormick Institute, National Louis University. https://mccormickcenterelearning.nl.edu/ets/store/

⁴Grant, A. (Host). (2023, September 26). Why meetings suck and how to fix them. Worklife [Audio podcast]. TED. https://www.ted.com/podcasts/worklife/why-meetings-suck-and-how-to-fix-them-transcript

Robyn Kelton, M.A., is the Director of Research and Evaluation for the McCormick Institute’s Center for Early Childhood Leadership at National Louis University (NLU). In this role, Robyn oversees work related to the McCormick Center’s research interests and evaluation and quality support tools including Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS), the Early Childhood Work Environment Survey (ECWES), and the Administrator Role Perception Survey (ARPS). Robyn also oversees research related to the evaluation needs of the professional learning initiatives at the Center as well as the relationship between evaluation tools and program quality, workforce retention, and leadership development. Other research interests include cognitive and developmental psychology, memory development, and learning. Robyn holds a Baccalaureate degree in psychology from the University of Kansas (KU) and a Masters of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral candidate in the brain, behavior, and quantitative science Ph.D. psychology program at KU. Prior to joining the McCormick Center in 2006, Robyn worked as a lead teacher in a kindergarten classroom for an after-school program and a lead teacher of a 4-5 year old classroom in a child care center.

Robyn.kelton@nl.edu | 847.947.5698

< Older Post

Newer Post >

My Bookshelf: Titles That Inspire, Inform, and Influence

By Barb Volpe • July 14, 2025

by barb volpe This summer, as I dove into Mindset : The New Psychology of Success by Carol Dweck, I found myself reflecting on the books that have shaped how I think, lead, coach, and grow—not just as a professional, but as a person. These books have informed how I show up in my work: how I support others, design and facilitate professional learning, and continue to learn myself. So, I thought I’d share what’s on my shelf—the books I’ve read and returned to, and the ones I’m looking forward to next. Maybe one will speak to you, too. Books I’ve Read (or Reread) This Year (These have sparked recent insights or support current work.) The PD book: 7 Habits that Transform Professional Development by Elena Aguilar and Lori Cohen . I love a book that is a perfect blend of the “why” and “how to” for designing transformational professional development. I am a big fan of Elena Aguilar’s books, and this is one of my favorites. Lose the Lecture: Engaging Approaches to Early Childhood Professional Learning by Teresa A. Byington . Another great book with lots of tips and strategies to engage early childhood adult learners. This book is great for those who facilitate (coaches, mentors, early childhood directors, and trainers). It gave me new tools for designing interactive sessions. Switch: How to Change Things When Change is Hard by Chip Heath and Dan Heath . A go-to resource on leading change, packed with memorable stories and practical strategies. The ideas of “directing the rider, motivating the elephant, and shaping the path” stuck with me. The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever by Michael Bungay Stanier . This book is approachable, concise, and surprisingly powerful—it offers a way to ask key questions for coaching in your regular routine. Onward: Cultivating the Emotional Resilience in Educators by Elena Aguilar . I found myself returning to this throughout the year. It’s not just a book—it’s a companion through the ups and downs of working in education. Books I Return to Again and Again (These books live close by. They are grounding, uplifting, and continue to offer new insights no matter how many times I read them.) Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella . Every time I revisit this book, I’m reminded of the power of listening and true dialogue in adult learning. A must-read for anyone who facilitates learning. Circle of the Nine Muses: A Storytelling Field Guide for Innovators and Meaning Makers by David Hutchens . A playful and powerful guide to using storytelling in professional settings. I return to it when I want to bring more heart and creativity into facilitation. Inspiring Peak Performance: Competence, Commitment, and Collaboration by Paula Jorde Bloom, Ann Hentschel, and Jill Bella . An excellent guide for leaders aiming to build strong teams. It offers frameworks that feel grounded in real early childhood contexts. Reflecting in Communities of Practice: A Workbook for Early Childhood Educators by Deb Curtis, Debbie Lebo, Wendy C.M. Cividanes, Margie Carter . A hands-on, thoughtful workbook that helps teams go deeper together. The reflection prompts are gold for peer learning teams and coaching. The Art of Awareness: How Observation Can Transform Your Teaching by Deb Curtis and Margie Carter . Reading this feels like an invitation to slow down and truly see children. A beautiful reminder of why observation matters. Leading with Heart and Soul by Toni Christie . A heartfelt book on leadership that blends personal reflection with professional purpose. It speaks to the soul of early childhood leadership. I simply love this book; it brings me back to my “why”. Graceful Leadership in Early Childhood Education by Ann McClain Terrell . This book models leadership that is dignified, values-driven, and relationship-based. It’s like a wise mentor in book form. The Art of Possibility: Transforming Professional and Personal Life by Rosamund Stone Zander and Benjamin Zander . This book helps me reframe challenges and step into possibility. It’s equal parts philosophical and practical—a favorite when I need inspiration. Books Waiting for Me (On my “to-be-read” list, each is chosen with curiosity and intention. I’m looking forward to what they will teach me!) Power of Moments: Why Certain Experiences Have Extraordinary Impact by Dan Heath and Chip Heath Joy, Inc.: How We Built a Workplace People Love by Richard Sheridan Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang Breath: The New Science of a Lost Art by James Nestor Respect: An Exploration by Sara Lawrence-Lightfoot Exit: The Endings That Set Us Free by Sara Lawrence-Lightfoot These books have informed how I lead, learn, and reflect. I share this list not as a prescription, but as an invitation. I’d love to hear what’s on your bookshelf! Here are a few questions to get you thinking: What is a book that shaped your thinking or affirmed your values? Which titles do you return to again and again—and why? What kind of learning or growth are you seeking right now? Is there a book that might support that journey? What book would you recommend to someone stepping into leadership for the first time? Is there a story or quote from a book that has stayed with you? Each time I finish a good book, I feel like something in me has shifted—even if just a little. The stories, ideas, and questions stay with me and often show up in unexpected ways in my work and life. As Oliver Wendell Holmes Jr. said, “The mind, once stretched by a new idea, never returns to its original dimensions.” I share this list not because I have all the answers, but because these books have helped stretch my thinking—and maybe one or two of them will do the same for you.