Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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254 As presented critically in Chapter VI, Section 1a the label of mixed methods research is given to any project which collects, analyses and interprets some mixture of qualitative and quantitative methods within a study. Throughout the numerous professions which have utilised mixed methods over the years, a variety of number and typology of mixed methods design have been utilised. Cresswell and Piano-Clark (2006) however argue that many of the classifications share numerous similarities although with emphasis on small differences, and henceforth described four major types of design (and hence reasons for conducting mixed studies) within which studies which utilise mixed methods can be placed. According to Leech and Onwuegbuzie (2009) mixed methods exist on a continuum from not being mixed through to fully mixed methods. While non-mixed methods (also described as monomethod designs) utilise solely qualitative or quantitative, fully mixed designs are the most highly mixed with partially mixed methods existing in between the two. Indeed the largest difference between partially and fully mixed research is with partially mixed work the data is collected either sequentially (i.e. in a logical sequence/order) or concurrently (i.e. both qualitative and quantitative data are collected and analysed at approximately the same time) before being mixed during the data interpretation stage. In the presented thesis the method of mixing the two data types has been greatly facilitated by the depth of information gained throughout the qualitative AI phases, as well as the outputs given from the MSIT analysis tool. Survey 1 analysis tool outputs (see Appendix 6) show the areas which are working well, according to benchmark data determined by the publishers, as well as those requiring improvement. Each of the seven areas are clearly defined and summarised from the analysis tool, and therefore the overall meanings of these results can be safely compared with the qualitative data outcomes. It is therefore likely that there are to be both convergent and
255 divergent similarities and differences in results. As well as this there will be qualitative outcomes which are nonexistent in the MSIT, due to the more restrictive nature of quantitative self-report tools (e.g. the MSIT looks at just 7 areas of the workplace, whereas open-ended qualitative responses have the potential to take a number of directions). Mixed <strong>Research</strong> Partially Mixed Methods Fully Mixed
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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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191 High Scoring 6.93 (15) 1.83 Cha
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193 41-50 13 (22.8%) 3-5 years 0 (0
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195 score as described by the origi
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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
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 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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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
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Page 265 and 266: 265 feature of the workplace which
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 275 and 276: 275 Help Available for Stress Feel
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Page 281 and 282: 281 Access to IT; Access to Intrane
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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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
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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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