Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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146 2c.1) Daily Diaries: Advantages and Disadvantages When used correctly, diary research methods can provide information that is otherwise very difficult to obtain (Willig, 2008). By using diary-based methods, researchers can gather information based in people’s natural life
147 contexts, for example in the workplace or at home. Therefore within this approach, phenomena and processes can be assessed in their natural settings, increasing the ecological validity of these approaches in particular when contrasted with more traditional laboratory-based studies. Additionally, data can be collected on a daily basis, or even several times a day, whereas other approaches such as surveys usually collect data at one point in time (Poppelton, Briner & Kiefer, 2008). Furthermore, an advantage of all daily diary studies compared to others such as surveys, interviews and focus groups is the reduction of retrospective bias (Reis & Gable, 2000). Participants are often asked to complete daily diaries at the end of the day, for example the end of the work day or just prior to going to bed. The task of the daily diary recorder is to chart particular events, thoughts or feelings throughout a certain period of the preceding day, meaning that the time lapse between an event happening and being recorded is often a matter of hours instead of days or weeks as in the case of survey recollections. However, diary research techniques are not widely used as a method of data collection in psychological research because they can be difficult for all involved - the participants as well as the researchers. Participants are asked to make certain commitments such as maintaining a record of experiences, activities or feelings over an extended period (Willig, 2008). This is a distinct disadvantage because it can mean that the diary itself will have an effect on routines and experiences. Also Willig (2008) describes the diary as becoming a part of the individuals’ life for the time that it is being considered, but nevertheless has to be handed over to the researcher at the end of the data collection phase. In turn, the researcher has the challenge of recruiting participants who are willing to keep a diary and maintain the motivation of said individuals. Additionally, in general these methods suffer from high drop-out and poor recruitment rates due to the extra demands that can be placed onto the individual. Finally, there are ethical concerns such as those inherent when asking individuals to keep certain types of diary, such as
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Managing Workplace Stress: An Appre
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3 ABSTRACT ANGLIA RUSKIN UNIVERSITY
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Shelley and Eva - Love you both!Tab
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7 List of Figures Page and table nu
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9 Copyright of Thesis Managing Stre
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11 Chapter I: Introduction My overt
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13 4. Destiny - deliver the innovat
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15 Appreciative Inquiry methodology
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17 respectively present the quantit
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19 Chapter II: (Occupational) Stres
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21 on the use of the word stress wi
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23 Onset of resistance reaction can
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25 should the stress response not b
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27 1.a2.1) Critique of Stimulus-Bas
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29 within the person throughout sit
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31 Discussion Box 3: Example of Tra
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33 The transactional model is an im
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35 2. Active Jobs: high demands plu
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37 The first of a further two commo
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39 to investigate the time-dependan
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41 Chapter III: Types, Costs & Mana
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43 period, the threats are sufficie
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45 distinctly showing that stress a
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47 Melchior et al. (2007) found tha
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49 influenza. Similarly evidence fr
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51 The previous section has provide
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53 1d) Occupational Stressors Throu
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55 on stress-related outcomes was c
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57 Research has indicated that role
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59 they are to achieve career goals
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61 seriously, then stress in organi
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63 (1992), where the author notes t
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65 secondary and primary workplace
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67 the usefulness for the researche
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69 understanding of organisational
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71 Chapter IV: Organisations & Orga
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73 bureaucracy (Salaman, 2000). The
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75 between departments, functions a
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77 purposes. As previously stated,
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79 buried but learned from, with th
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81 improvement drive. Individual em
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83 world as systematic and HSM evol
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85 exploring their constituent part
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87 intervening in workplace stress,
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90 Chapter V: Conceptual Framework
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92 interaction between demands, con
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Page 97 and 98: 97 2) Organisational Background The
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Page 107 and 108: 107 Chapter VI: Methodology The cur
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Page 117 and 118: 117 develop a vision for change. Th
Page 119 and 120: 119 1b.2) Theoretical Foundations a
Page 121 and 122: 121 2. The Principle of Simultaneit
Page 123 and 124: Discussion Box 8: How the five prin
Page 125 and 126: 125 2) Dreaming Figure 1: The 4D’
Page 127 and 128: 127 2) Dream 3) Design 4) Destiny 5
Page 129 and 130: 129 Focus Groups Phase 1 Phase 2 Ph
Page 131 and 132: 131 work-related stress (Cousins et
Page 133 and 134: 133 2a.1) Psychometric Properties o
Page 135 and 136: 135 hypothesis testing is difficult
Page 137 and 138: 137 people in some capacity”. The
Page 139 and 140: 139 education services. Table 6 sho
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Page 143 and 144: 143 the study of minor psychiatric
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Page 149 and 150: 149 2. Why did it go well Further e
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Page 153 and 154: 153 validating instruments, or at t
Page 155 and 156: 155 interview process, providing mo
Page 157 and 158: 157 2e.1) Critique of Focus Groups
Page 159 and 160: 159 also bringing in other members
Page 161 and 162: 161 the use of an Action Research a
Page 163 and 164: 163 again to Jermaine Ravalier at A
Page 165 and 166: 165 following this meeting the Huma
Page 167 and 168: 167 Along these lines the majority
Page 169 and 170: 169 researchers alike. Despite them
Page 171 and 172: 171 related themes were combined in
Page 173 and 174: 173 The potential ethical issues fo
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Page 177 and 178: 177 Chapter VII: Survey Results The
Page 179 and 180: 179 Table 8: Percentage demographic
Page 181 and 182: 181 Table 10: Mean scores and stand
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Page 185 and 186: 185 factors, it does not describe a
Page 187 and 188: 187 statisticians recommending use
Page 189 and 190: 189 Table 14: Raw threshold scores
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197 and Professional Efficacy and C
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199 To summarise, a simple visual c
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201 5) Phase 1 vs. Phase 5 The purp
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203 With respect to the MSIT outcom
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205 Chapter VIII Part 1: Log Result
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207 Therefore by individuals provid
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209 2a.2) Peer Support Peer support
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211 2b.3) Communication Having the
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213 Finally individuals in some dep
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215 requiring improvement can be de
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217 to document verbal discussions
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219 Chapter VIII Part 2: Interview
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221 confidentiality and anonymity.
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223 As previously described, 13 ind
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225 4a.3) Creative Staff Throughout
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227 Example response 2 (Participant
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231 4c.1) Training Champions As abo
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235 Chapter VIII Part 3: Focus Grou
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237 Ravalier as lead researcher and
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239 6b) Email Throughout the log ph
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241 which improvements could be mad
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243 Table 25: proposed change actio
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245 The use of email was one of the
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247 Chapter VIII Part 4: Synthesise
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249 Chapter VIII Part 4: Synthesise
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251 ended, and further open-ended q
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253 In the same manner as emergent
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255 divergent similarities and diff
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257 flow chart which can be used to
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259 9a.1) What’s Working Well As
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261 workload, work patterns and/or
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263 As such only qualitative analys
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265 feature of the workplace which
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267 The design of a local stress th
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269
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Management Response 271
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273
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275 Help Available for Stress Feel
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277 concentrate on work while ignor
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279 employees can now access the co
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281 Access to IT; Access to Intrane
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283 Secondly was the task of a rese
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285
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287 Chapter X: Discussions The firs
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289 has been conducted in the major
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291 The first phase of the AI resea
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293 to the allotted schedule and ad
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295 2a) Research Question 1 “Can
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297 timescale. However, whether or
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299 ‘wasting’ training on those
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301 employees spread across six ‘
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303 Professional Efficacy. Similarl
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305 experience within the JDCS, and
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307 As is expected in research whic
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309 Houdmont, Kerr and Addley (2012
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311 3e) Phase 1 vs. Phase 5 As desc
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313 that individual employees can w
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315 experience of stress for employ
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317 impractical because there are t
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319 It is also assumed that the lea
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321 Figure 21: Diagrammatic represe
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323 The Job Demands-Control-Support
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325 Chapter XI: Conclusions
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327 organisational management there
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329 use of quantitative approaches
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331 research the relevant systemati
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333 dissertation completion. Having
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335 anonymous to remove any potenti
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337 To conclude and finally sum up
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339 Boddy, D., 2008. Management: An
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341 Chen, W-Q., Siu, O-L., Lu, J-F.
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343 Denis, D.J., 2011. Multiple Lin
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345 Goeders, N.E., 2002. Stress and
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347 in a Study of Health Care Refor
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349 Kompier, M.A.J., & Cooper, C.L.
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351 Mansell, A., & Brough, P., 2005
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353 Narayanan, L., Menon, S., & Spe
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355 Quine, L., & Pahl, J., 1991. St
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357 Senge, P., 1990. The Fifth Disc
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359 Theorell, T., 1996. Flexibility
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361 Yu, L., Chiu, C-H., Lin, Y-S.,
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363 Appendix 1: List of Abbreviatio
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Appendix 3: Hard Copy Survey Tools
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the workday. 3 I feel tired when I
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Appendix 4: Email Invitation to Stu
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Appendix 5: Hard Copy Invitation to
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Appendix 6: Survey 1 MSIT analysis
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8. Do you think aspects of either o
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What are the possible benefits of m
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Appendix 10: Focus Group Schedule 1
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Appendix 11: Focus Group Ground Rul
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Key Words: Stress, Management Stand
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Piloting the combined survey amongs
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[Table 2 near here] DISCUSSION The
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REFERENCES 1. Cousins R, Mackay C,
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Table 1: Comparison of total sub-sc
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Supplementary Table: Bivariate (Pea
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Appendix 14: AR Project Feedback 5
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arise and I was concerned that, pre
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