Ravalier PhD Theis.pdf - Anglia Ruskin Research Online

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4 Acknowledgements To: Shell & Eva, Mum & Dad Andy & Carol too I didn't want to write an Oscar-style 'thank-you' acceptance speech, but the first half of this will be I’m afraid! A year and a bit into the whole of the research process we found out that Shelley was pregnant - and what a great (but challenging) few years it's been since then! So they're obviously the first people to say thank you to - I couldn’t have done it without either of you. And I was so lucky to be able to spend so much time at home seeing Eva grow up while I was writing - and this is where the trust, help and guidance of Andy and Carol come in. Without the two of them (and their fears when the research wasn't going our way...) this whole thing just wouldn't have happened. They've guided me, pushed me, helped me in every way - I couldn't ask for better supervisors. THANK YOU BOTH SO MUCH! There are obviously other people who have helped too - mum, dad, grandparents, Mark, Sarah, Zoe, Phoebe, Mark & Emmanuel. You've all provided the support without which I'm pretty sure I’d have had some sort of break down! Actually…Mark just made me get drunk too often and Emmanuel knows loads about football – that was the role those two performed! Some Random Things… - When I started my undergrad degree, my friends had a bet on me being the first person to drop out as all I did was work in a bar, party and sleep! - I’m pretty sure that I would’ve finished this thesis a lot earlier if it wasn’t for Eva crawling up to me every two minutes while I was trying to work! - Eva was violently sick all over my annotated copy of the thesis just a few days before the VIVA!
Shelley and Eva - Love you both!Table of Contents 5
Page 1 and 2: Managing Workplace Stress: An Appre
Page 3: 3 ABSTRACT ANGLIA RUSKIN UNIVERSITY
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
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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
Page 107 and 108:
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
Page 167 and 168:
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
Page 177 and 178:
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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207 Therefore by individuals provid
Page 209 and 210:
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
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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
Page 229 and 230:
Page 231 and 232:
231 4c.1) Training Champions As abo
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Page 235 and 236:
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
Page 247 and 248:
247 Chapter VIII Part 4: Synthesise
Page 249 and 250:
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
Page 271 and 272:
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
Page 281 and 282:
281 Access to IT; Access to Intrane
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283 Secondly was the task of a rese
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285
Page 287 and 288:
287 Chapter X: Discussions The firs
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289 has been conducted in the major
Page 291 and 292:
291 The first phase of the AI resea
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293 to the allotted schedule and ad
Page 295 and 296:
295 2a) Research Question 1 “Can
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297 timescale. However, whether or
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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
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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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
Page 325 and 326:
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
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
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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.,
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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
Page 393 and 394:
Supplementary Table: Bivariate (Pea
Page 395 and 396:
Appendix 14: AR Project Feedback 5
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arise and I was concerned that, pre
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