Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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188 analysis indicated that both were highly significantly related to Cynicism (p
189 Table 14: Raw threshold scores on each MBI-GS factor indicating high and low levels of burnout. Exhaustion Cynicism Professional Efficacy Threshold Scores for Burnout High 16 or over 13 or over 30 or over Moderate 8-15 6-12 24-29 Low 0-7 0-5 0-23 Simple case selection of just those individuals whose MBI-GS scores indicate a high burnout outcome, suggest that there are 15 employees who took part in Survey 1 who are suffering from Burnout, i.e. scoring high on each of Exhaustion and Cynicism, and low on Professional Efficacy. Therefore of those taking part in the study, 11.5% are suffering from Burnout, as discussed by Maslach & Jackson (1996). This would equate to 8% of the entire population of Service 6. As per a method of comparison, all cases in which a high score is gained in any of the three factors (i.e.16 or above on Exhaustion, 13 or above on Cynicism, or 23 or less on Professional Efficacy) identified were excluded from the data set. This left 51 employee scores remaining who showed no evidence of Burnout at all, relating to 38.93% of the participating organisation and 27.13% of all Service 6 employees. The following analysis assesses whether or not there are differences between those groups identified as suffering from ‘high’ burnout (and therefore high Exhaustion, high Cynicism and low Professional Efficacy) and those without any burnout factor outcomes, i.e. sub-threshold scores for all 3 factors.
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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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95 primary techniques are proactive
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97 2) Organisational Background The
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99 emphasised Handy's four organisa
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101 2011 12.5% 3.4% 8.7% 7.5% 5.5%
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103 Musculo-Skeletal 1271.43 30.3 8
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105 Table 4 shows the number of all
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107 Chapter VI: Methodology The cur
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109 The study also uses the qualita
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111 interpretations of individuals
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113 and the use of qualitative meth
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115 method philosophies” (Maxcy,
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117 develop a vision for change. Th
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119 1b.2) Theoretical Foundations a
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121 2. The Principle of Simultaneit
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Discussion Box 8: How the five prin
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125 2) Dreaming Figure 1: The 4D’
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127 2) Dream 3) Design 4) Destiny 5
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129 Focus Groups Phase 1 Phase 2 Ph
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131 work-related stress (Cousins et
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133 2a.1) Psychometric Properties o
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135 hypothesis testing is difficult
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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
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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
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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 197 and 198: 197 and Professional Efficacy and C
Page 199 and 200: 199 To summarise, a simple visual c
Page 201 and 202: 201 5) Phase 1 vs. Phase 5 The purp
Page 203 and 204: 203 With respect to the MSIT outcom
Page 205 and 206: 205 Chapter VIII Part 1: Log Result
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Page 209 and 210: 209 2a.2) Peer Support Peer support
Page 211 and 212: 211 2b.3) Communication Having the
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Page 219 and 220: 219 Chapter VIII Part 2: Interview
Page 221 and 222: 221 confidentiality and anonymity.
Page 223 and 224: 223 As previously described, 13 ind
Page 225 and 226: 225 4a.3) Creative Staff Throughout
Page 227 and 228: 227 Example response 2 (Participant
Page 231 and 232: 231 4c.1) Training Champions As abo
Page 235 and 236: 235 Chapter VIII Part 3: Focus Grou
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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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