Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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242 two researchers present in the focus group both within their roles at <strong>Anglia</strong> <strong>Ruskin</strong> University and the PAO. Following this participants were asked to introduce themselves with first names only, an explanation of the data collection procedure and findings to date given, and then ground rules set while also allowing participants to include any further rules should they feel it appropriate. Finally the focus group proper began by discussing methods to improve IT systems, followed by potential email and communication improvements. Next were methods to improve the feeling of isolation for satellite sites and finally not knowing what help was available should individuals become overly stressed while at work.
243 Table 25: proposed change action plans for areas identified. Action Plans for Change IT Email Bottom-Up Communication Help Available for Stress 1. Target new training better so that those who need it more receive it as necessary. 2. Have IT champions who can advise others with IT help as part of their job role. 1. Have a top-down, service-wide ‘drive’ to use verbal communication (telephone/face-to-face) over email at all opportunities. 2. Turn off email alerts to remove constant distractions, but with systematic (hourly/twice-hourly) checks for important emails which require urgent attention. 3. Enable an email ‘buddying’ system for when employees are off from work/unavailable to answer emails. The buddies will reply to urgent emails, and prioritise emails in terms of importance. 4. Set up targeted email groups so that when group emails are sent, they go to specified groups of employees as opposed to all employees. 1. Employees often felt unable to, and sometimes intimidated to, put forward their views on anything important happening throughout the organisation. Therefore by allowing individuals to put forward anonymous and constructive ideas and suggestions to management would improve levels of bottom-up communication. 2. As a method of bottom-up communication, team meetings are the ideal forum. However team meetings also need to be constructive and positive. Therefore by having clear agendas and actions from team meetings, as well as making these actions available across the service for all to see, would increase both lateral communication across teams as well as bottom-up and top-down communication. 1. Make it explicitly aware all of the potential organisational help and avenues that are available to deal with stress. This includes hard-copies of policies and procedures, as opposed to the information being based on the company intranet which not all employees have easy and ready access to.
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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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151 Participants were asked to comp
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153 validating instruments, or at t
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155 interview process, providing mo
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157 2e.1) Critique of Focus Groups
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159 also bringing in other members
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161 the use of an Action Research a
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163 again to Jermaine Ravalier at A
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165 following this meeting the Huma
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167 Along these lines the majority
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169 researchers alike. Despite them
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171 related themes were combined in
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173 The potential ethical issues fo
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175
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177 Chapter VII: Survey Results The
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179 Table 8: Percentage demographic
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181 Table 10: Mean scores and stand
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183 Control .85 Exhaustion .93 Peer
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185 factors, it does not describe a
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187 statisticians recommending use
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189 Table 14: Raw threshold scores
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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
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Page 223 and 224: 223 As previously described, 13 ind
Page 225 and 226: 225 4a.3) Creative Staff Throughout
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Page 231 and 232: 231 4c.1) Training Champions As abo
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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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Page 253 and 254: 253 In the same manner as emergent
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Page 259 and 260: 259 9a.1) What’s Working Well As
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Page 267 and 268: 267 The design of a local stress th
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Page 271 and 272: Management Response 271
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Page 283 and 284: 283 Secondly was the task of a rese
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Page 287 and 288: 287 Chapter X: Discussions The firs
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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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