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350 Levi, L., Sauter, S., & Shimomitsu, T., 1999. Work-Related Stress – it’s Time to Act, Journal of Occupational Health Psychology, 4 (4), pp. 394-396 Liao, L-F., 2006. A Learning Organization Perspective on Knowledge- Sharing Behaviour and Firm Innovation, Human Systems Management, 25 (4), pp. 227-236 Lindblom, K.M., Linton, S.J., Fedeli, C., & Bryngelsson, I-L., 2006. Burnout in the Working Population: Relations to Psychosocial Factors, International Journal of Behavioural Medicine, 13 (1), pp. 51-59 Lloyd, C., King, R., & Chenoweth, L., 2002. Social Work, Stress and Burnout: A Review, Journal of Mental Health, 11 (3), pp. 255-265 Logan, J.G., & Barksdale, D.J., 2008. Allostasis and Allostatic Load: Expanding the Discourse on Stress and Cardiovascular Disease, Journal of Clinical Nursing, 17 (7b), pp. 201-208 Lorenz, V.R., Benatti, M.C.C., & Sabino, M.O., 2010. Burnout and Stress Among Nurses in a University Tertiary Hospital, Revista Latino-Americana de Enfermagem, 18 (6), pp. 1084-1091 Lowery, K., & Stokes, M.A., 2005. Role of Peer Support and Emotional Expression on Posttraumatic Stress Disorder in Student Paramedics, Journal of Traumatic Stress, 18 (2), pp. 171-179 Lu, L., 1991. Daily Hassles and Mental Health: A Longitudinal Study, British Journal of Psychology, 82, pp. 441-447 Lundberg, U., Melin, B., Ekstrom, M., Dohns, I.E., Sandsjo, L., Palmerud, G., Kadefors, R., Parr, D., 1999. Psychophysiological Stress Responses, Muscle Tension, and Neck and Shoulder Pain Among Supermarket Cashiers, Journal of Occupational Health Psychology, 4 (3), pp. 245-255 Mackay, C.J., Cousins, R., Kelly, P.J., Lee, S., & McCaig, R.H., 2004. Management Standards’ and Work-Related Stress in the UK: Policy Background and Science, Work and Stress, 18 (2), pp. 91-112 Macklin, D.S., Smith, L.A., & Dollard, M.F., 2006. Public and Private Sector Work Stress: Workers Compensation, Levels of Distress and Job Satisfaction, and the Demand-Control-Support Model, Australian Journal of Psychology, 58 (3), pp. 130-143 Makikangas, A., Feldt, T., Kinnunen, U., Tolvanen, A., Kinnunen, M-L., & Pulkkinen, L., 2006. The Factor Structure and Factorial Invariance of the 12-Item General Health Questionnaire (GHQ-12) Across Time: Evidence from two Community-Based Samples, Psychological Assessment, 18 (4), pp. 444-451
351 Mansell, A., & Brough, P., 2005. A Comprehensive Test of the Job Demands-Control Interaction: Comparing Two Measures of Job Characteristics, Australian Journal of Psychology, 57 (2), pp. 103-114 Marmot, M.G., Stansfeld, S., Patel, C., North, F., Head, J., White, I., Brunner, E., Feeney, A., Davey-Smith, G., 1991. Health Inequalities Among British Civil Servants: the Whitehall II Study, Lancet, 337 (8754), pp. 1387-1394 Martin, P.R., Lae, L., & Reece, J., 2007. Stress as a Trigger for Headaches: Relationship Between Exposure and Sensitivity, Anxiety, Stress & Coping, 20 (4), pp. 393-407 Martin, P.R., Milech, D., & Nathan, P.R., 1993. Towards a Functional Model of Chronic Headaches: Investigation of Antecedents and Consequences, Headache, 33 (9), pp. 461-470 Maslach, C., Jackson, S.E., Leiter, M.P., Schaufeli, W.B., & Schwab, R.L., 1986. Maslach Burnout Inventory: Instructions and Scoring Guides, Mind Garden, Inc. Maslach, C., 1993. Burnout: A Multidimensional Perspective, cited in: Taris, T.W., Schreurs, P.J.G., & Schaufeli, W.B. 1999. Construct Validity of the Maslach Burnout Inventory-General Survey: a Two-Sample Examination of its Factor Structure and Correlates, Work & Stress, 13 (3), pp. 223-237 Massey, E.K., Garnefski, N., Gebhardt, W.A., & van der Leeden, R., 2011. A Daily Diary Study on the Independent and Interactive Effects of Headache and Self-Regulatory Factors on Daily Affect Among Adolescents, British Journal of Health Psychology, 16, pp. 288-299 Maurer, R., 1996. Using Resistance to Build Support for Change, Journal of Quality and Participation, 19 (3), pp. 56-63 McAllister, K., & Luckcock, T., 2009. Appreciative Inquiry: A Fresh Approach to Continuous Improvement in Public Services, House, Care and Support, 12 (1), pp. 30-33 McClenahan, C.A., Giles, M.L., & Mallett, J., 2007. The Importance of Context Specificity in Work Stress <strong>Research</strong>: A Test of the Demand-Control- Support Model in Academics, Work & Stress, 21 (1), pp. 85-95 McEwen, B.S., 1998. Protective and Damaging Effects of Stress Mediators, New England Journal of Medicine, 338 (3), pp. 171-179 McEwen, B.S., 2002. Sex, Stress and the Hippocampus: Allostasis, Allostatic Load and the Aging Process, Neurobiology of Aging, 23 (5), pp. 921-939
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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
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219 Chapter VIII Part 2: Interview
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221 confidentiality and anonymity.
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223 As previously described, 13 ind
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225 4a.3) Creative Staff Throughout
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227 Example response 2 (Participant
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Page 231 and 232:
231 4c.1) Training Champions As abo
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235 Chapter VIII Part 3: Focus Grou
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237 Ravalier as lead researcher and
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239 6b) Email Throughout the log ph
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241 which improvements could be mad
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243 Table 25: proposed change actio
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245 The use of email was one of the
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247 Chapter VIII Part 4: Synthesise
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249 Chapter VIII Part 4: Synthesise
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251 ended, and further open-ended q
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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
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: 349 Kompier, M.A.J., & Cooper, C.L.
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
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