Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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202 Table 22: Non-parametric test results for Survey 1 versus Survey 2 on both MSIT and MBI-GS factors. Factor Survey Sample (n) Mean Rank U Sig. (2-tailed) Management Standards Indicator Tool Demands* Survey 1 (128) 87.24 Survey 2 (57) 105.93 2911.00 .028 Control Survey 1 (128 94.76 Survey 2 (57) 89.05 3423.00 .502 Peer Support Survey 1 (128 101.82 2519.50 .001 Managerial Support Relationship* Role Change Exhaustion Cynicism Professional Efficacy* *Questioning is reversed. Survey 2 (57) 73.20 Survey 1 (128) 89.16 Survey 2 (57) 101.62 3156.50 .142 Survey 1 (128) 90.20 Survey 2 (57) 99.99 3289.00 .282 Survey 1 (128) 99.99 Survey 2 (57) 77.30 2753.00 .007 Survey 1 (128) 95.81 Survey 2 (57) 86.68 3288.00 .282 Maslach Burnout Inventory-General Survey Survey 1 (128) 74.33 Survey 2 (57) 134.93 1258.00 .001 Survey 1 (128) 77.19 Survey 2 (57) 126.61 1675.50 .001 Survey 1 (128) 79.42 Survey 2 (57) 121.65 1958.00 .001 Simply from the mean rank of scores it is clear that there are some large differences in the mean outcomes. Within the MSIT there are just three outcomes which show statistically significant differences between the two survey population results. Comparison of the MBI-GS outcomes however show that there are clear statistical differences between Surveys 1 and 2 in each of the three factors, with the Survey 2 outcomes consistently higher.
203 With respect to the MSIT outcomes therefore Demands, Peer Support and Role are each significantly higher in Survey 2 than in Survey 1 (when corrected for the direction of scoring). Therefore Survey 2 outcomes show increased levels of Demands (p
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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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137 people in some capacity”. The
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139 education services. Table 6 sho
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Discussion Box 11: What the MSIT an
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143 the study of minor psychiatric
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145 2c) ‘Log’ Research Phase Ev
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147 contexts, for example in the wo
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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
Page 191 and 192: 191 High Scoring 6.93 (15) 1.83 Cha
Page 193 and 194: 193 41-50 13 (22.8%) 3-5 years 0 (0
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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: 201 5) Phase 1 vs. Phase 5 The purp
Page 205 and 206: 205 Chapter VIII Part 1: Log Result
Page 207 and 208: 207 Therefore by individuals provid
Page 209 and 210: 209 2a.2) Peer Support Peer support
Page 211 and 212: 211 2b.3) Communication Having the
Page 213 and 214: 213 Finally individuals in some dep
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Page 217 and 218: 217 to document verbal discussions
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
Page 237 and 238: 237 Ravalier as lead researcher and
Page 239 and 240: 239 6b) Email Throughout the log ph
Page 241 and 242: 241 which improvements could be mad
Page 243 and 244: 243 Table 25: proposed change actio
Page 245 and 246: 245 The use of email was one of the
Page 247 and 248: 247 Chapter VIII Part 4: Synthesise
Page 249 and 250: 249 Chapter VIII Part 4: Synthesise
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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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