Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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270 Chapter IX: Action Plans &
Management Response 271
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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
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203 With respect to the MSIT outcom
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205 Chapter VIII Part 1: Log Result
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207 Therefore by individuals provid
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209 2a.2) Peer Support Peer support
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211 2b.3) Communication Having the
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213 Finally individuals in some dep
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215 requiring improvement can be de
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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
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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
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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
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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
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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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