Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

More documents

Recommendations

Info

$Repeatability and Validity of the PowerRefractor and the Nidek ...$

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
Page 1 and 2:
Managing Workplace Stress: An Appre
Page 3 and 4:
3 ABSTRACT ANGLIA RUSKIN UNIVERSITY
Page 5 and 6:
Shelley and Eva - Love you both!Tab
Page 7 and 8:
7 List of Figures Page and table nu
Page 9 and 10:
9 Copyright of Thesis Managing Stre
Page 11 and 12:
11 Chapter I: Introduction My overt
Page 13 and 14:
13 4. Destiny - deliver the innovat
Page 15 and 16:
15 Appreciative Inquiry methodology
Page 17 and 18:
17 respectively present the quantit
Page 19 and 20:
19 Chapter II: (Occupational) Stres
Page 21 and 22:
21 on the use of the word stress wi
Page 23 and 24:
23 Onset of resistance reaction can
Page 25 and 26:
25 should the stress response not b
Page 27 and 28:
27 1.a2.1) Critique of Stimulus-Bas
Page 29 and 30:
29 within the person throughout sit
Page 31 and 32:
31 Discussion Box 3: Example of Tra
Page 33 and 34:
33 The transactional model is an im
Page 35 and 36:
35 2. Active Jobs: high demands plu
Page 37 and 38:
37 The first of a further two commo
Page 39 and 40:
39 to investigate the time-dependan
Page 41 and 42:
41 Chapter III: Types, Costs & Mana
Page 43 and 44:
43 period, the threats are sufficie
Page 45 and 46:
45 distinctly showing that stress a
Page 47 and 48:
47 Melchior et al. (2007) found tha
Page 49 and 50:
49 influenza. Similarly evidence fr
Page 51 and 52:
51 The previous section has provide
Page 53 and 54:
53 1d) Occupational Stressors Throu
Page 55 and 56:
55 on stress-related outcomes was c
Page 57 and 58:
57 Research has indicated that role
Page 59 and 60:
59 they are to achieve career goals
Page 61 and 62:
61 seriously, then stress in organi
Page 63 and 64:
63 (1992), where the author notes t
Page 65 and 66:
65 secondary and primary workplace
Page 67 and 68:
67 the usefulness for the researche
Page 69 and 70:
69 understanding of organisational
Page 71 and 72:
71 Chapter IV: Organisations & Orga
Page 73 and 74:
73 bureaucracy (Salaman, 2000). The
Page 75 and 76:
75 between departments, functions a
Page 77 and 78:
77 purposes. As previously stated,
Page 79 and 80:
79 buried but learned from, with th
Page 81 and 82:
81 improvement drive. Individual em
Page 83 and 84:
83 world as systematic and HSM evol
Page 85 and 86:
85 exploring their constituent part
Page 87 and 88:
87 intervening in workplace stress,
Page 90 and 91:
90 Chapter V: Conceptual Framework
Page 92:
92 interaction between demands, con
Page 95 and 96:
95 primary techniques are proactive
Page 97 and 98:
97 2) Organisational Background The
Page 99 and 100:
99 emphasised Handy's four organisa
Page 101 and 102:
101 2011 12.5% 3.4% 8.7% 7.5% 5.5%
Page 103 and 104:
103 Musculo-Skeletal 1271.43 30.3 8
Page 105 and 106:
105 Table 4 shows the number of all
Page 107 and 108:
107 Chapter VI: Methodology The cur
Page 109 and 110:
109 The study also uses the qualita
Page 111 and 112:
111 interpretations of individuals
Page 113 and 114:
113 and the use of qualitative meth
Page 115 and 116:
115 method philosophies” (Maxcy,
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
Page 141 and 142:
Discussion Box 11: What the MSIT an
Page 143 and 144:
143 the study of minor psychiatric
Page 145 and 146:
145 2c) ‘Log’ Research Phase Ev
Page 147 and 148:
147 contexts, for example in the wo
Page 149 and 150:
149 2. Why did it go well Further e
Page 151 and 152: 151 Participants were asked to comp
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
Page 175 and 176: 175
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
Page 183 and 184: 183 Control .85 Exhaustion .93 Peer
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
Page 195 and 196: 195 score as described by the origi
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
Page 215 and 216: 215 requiring improvement can be de
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
Page 251 and 252: 251 ended, and further open-ended q
Page 253 and 254:
253 In the same manner as emergent
Page 255 and 256:
255 divergent similarities and diff
Page 257 and 258:
257 flow chart which can be used to
Page 259 and 260:
259 9a.1) What’s Working Well As
Page 261 and 262:
261 workload, work patterns and/or
Page 263 and 264:
263 As such only qualitative analys
Page 265 and 266:
265 feature of the workplace which
Page 267 and 268:
267 The design of a local stress th
Page 269 and 270:
269
Page 271 and 272:
Management Response 271
Page 273 and 274:
273
Page 275 and 276:
275 Help Available for Stress Feel
Page 277 and 278:
277 concentrate on work while ignor
Page 279 and 280:
279 employees can now access the co
Page 281 and 282:
281 Access to IT; Access to Intrane
Page 283 and 284:
283 Secondly was the task of a rese
Page 285 and 286:
285
Page 287 and 288:
287 Chapter X: Discussions The firs
Page 289 and 290:
289 has been conducted in the major
Page 291 and 292:
291 The first phase of the AI resea
Page 293 and 294:
293 to the allotted schedule and ad
Page 295 and 296:
295 2a) Research Question 1 “Can
Page 297 and 298:
297 timescale. However, whether or
Page 299 and 300:
299 ‘wasting’ training on those
Page 301 and 302:
301 employees spread across six ‘
Page 303 and 304:
303 Professional Efficacy. Similarl
Page 305 and 306:
305 experience within the JDCS, and
Page 307 and 308:
307 As is expected in research whic
Page 309 and 310:
309 Houdmont, Kerr and Addley (2012
Page 311 and 312:
311 3e) Phase 1 vs. Phase 5 As desc
Page 313 and 314:
313 that individual employees can w
Page 315 and 316:
315 experience of stress for employ
Page 317 and 318:
317 impractical because there are t
Page 319 and 320:
319 It is also assumed that the lea
Page 321 and 322:
321 Figure 21: Diagrammatic represe
Page 323 and 324:
323 The Job Demands-Control-Support
Page 325 and 326:
325 Chapter XI: Conclusions
Page 327 and 328:
327 organisational management there
Page 329 and 330:
329 use of quantitative approaches
Page 331 and 332:
331 research the relevant systemati
Page 333 and 334:
333 dissertation completion. Having
Page 335 and 336:
335 anonymous to remove any potenti
Page 337 and 338:
337 To conclude and finally sum up
Page 339 and 340:
339 Boddy, D., 2008. Management: An
Page 341 and 342:
341 Chen, W-Q., Siu, O-L., Lu, J-F.
Page 343 and 344:
343 Denis, D.J., 2011. Multiple Lin
Page 345 and 346:
345 Goeders, N.E., 2002. Stress and
Page 347 and 348:
347 in a Study of Health Care Refor
Page 349 and 350:
349 Kompier, M.A.J., & Cooper, C.L.
Page 351 and 352:
351 Mansell, A., & Brough, P., 2005
Page 353 and 354:
353 Narayanan, L., Menon, S., & Spe
Page 355 and 356:
355 Quine, L., & Pahl, J., 1991. St
Page 357 and 358:
357 Senge, P., 1990. The Fifth Disc
Page 359 and 360:
359 Theorell, T., 1996. Flexibility
Page 361 and 362:
361 Yu, L., Chiu, C-H., Lin, Y-S.,
Page 363 and 364:
363 Appendix 1: List of Abbreviatio
Page 365 and 366:
Appendix 3: Hard Copy Survey Tools
Page 367 and 368:
the workday. 3 I feel tired when I
Page 369 and 370:
Appendix 4: Email Invitation to Stu
Page 371 and 372:
Appendix 5: Hard Copy Invitation to
Page 373 and 374:
Appendix 6: Survey 1 MSIT analysis
Page 375 and 376:
8. Do you think aspects of either o
Page 377 and 378:
What are the possible benefits of m
Page 379 and 380:
Appendix 10: Focus Group Schedule 1
Page 381 and 382:
Appendix 11: Focus Group Ground Rul
Page 383 and 384:
Key Words: Stress, Management Stand
Page 385 and 386:
Piloting the combined survey amongs
Page 387 and 388:
[Table 2 near here] DISCUSSION The
Page 389 and 390:
REFERENCES 1. Cousins R, Mackay C,
Page 391 and 392:
Table 1: Comparison of total sub-sc
Page 393 and 394:
Supplementary Table: Bivariate (Pea
Page 395 and 396:
Appendix 14: AR Project Feedback 5
Page 397:
arise and I was concerned that, pre
show all

Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

Create successful ePaper yourself

Delete template?

Save as template?