Workplace sedentary behavior has been associated with many chronic diseases. A nine-month study has been initiated to determine participation and benefits of shared treadmill workstations. It would be an advantage to understand factors that would increase the use of these types of workplace interventions aimed at reducing sedentary behavior. To address some of these factors, characteristics of nineteen office workers willing to participate in this study were investigated. Baseline anthropometric measurements were taken. Participants provided seven-day exercise and sleep logs and three-day dietary records. Accelerometers were given to measure energy expenditure, step counts and activity durations. Participants also completed the questionnaires assessing their expectations and perceptions of a workplace intervention. The willing participants were generally overweight and sedentary middle aged individuals with below average daily energy expenditures and they had low fatigue and pain levels, poor sleep quality ratings, and wanted to reduce their sedentary behavior to achieve health benefits.

No abstract available. / Thesis (MBA)-University of Natal, Durban, 2002.

The existence of workplace violence in remote and isolated nursing station settings has been an area of limited knowledge to date. This descriptive study explored the phenomena of workplace and occupational aggression (WPOA), an operational definition of workplace violence created to capture all exposures to verbal and physical aggression in the 21 First Nations and Inuit Health (FNIH) managed Nursing Stations in Manitoba. Using the Manitoba Region Occurrence Reports from 2008, it was found that nurses in nursing stations experience a range of WPOA exposures with verbal incidents being more commonly reported than physical incidents. Quantitative findings related to patterns of reported WPOA with respect to timing, type, perpetrators and concurrent substance use. Themes related to the impact of WPOA on nursing staff and responses of managers to reported incidents were generated from the qualitative analysis. Recommendations for policy, administration, education and future research were generated.

ABSTRACT Paths Towards Reconciliation in the Workplace: Exploring the Aboriginal Cultures Awareness Workshop Educational workplace initiatives to address social inequality are widely used within organizations. In the past, these workplace workshops have varied in their underlying philosophical perspectives - with goals ranging from maintaining the status quo to promoting social change. Workshop curriculum grounded in the contact hypothesis have drawn from such diverse fields as social psychology, organizational theory, feminist viewpoints, critical theory, liberatory educational philosophy, conflict resolution and Indigenous approaches. The research to date on the efficacy of these various types of workplace educational programs have been mixed. For the past ten years, the Winnipeg Regional Health Authority has offered the Aboriginal Cultures Awareness Workshop to its health care employees in hopes of addressing the differential medical care received by their Aboriginal patients. This mixed methods research project focused on the perceptions of key stakeholders and workshop participants on the most helpful, and least helpful aspects of the Aboriginal Cultures Awareness Workshop. The findings point towards a conceptual framework on the conditions needed within educational workplace initiatives that can create paths toward reconciliation between different identity groups. Addressing the need for accurate information and developing empathy within an atmosphere of joyful humour that is supported by the circle were the key findings in this research project. Specifically, the findings that informed this conceptual framework included the importance of learning about Aboriginal history from an Aboriginal perspective, the power of storytelling to bridge the divide between different identity groups, how the appropriate use of humour can both ease tension, but also be used to challenge intolerant ideas and finally, the power of sharing circles to create safety and allow for dialogue. Drawing on the contributions of the diverse fields that have historically informed these types of workplace educational programs, this research project integrated the field of peace and conflict studies, and Indigenous perspectives to make a number of recommendations for future workplace educational programs.

This study examined the relationship between helping (organizational citizenship behaviours) and workplace safety. It is the second study in a sequence, building on an initial study by Burt and Williams (2012). The aims of the current study are three-fold. Firstly, further evidence was sought to support the argument put forth by Burt and Williams (2012) suggesting that there are situations in which helping behaviours can lead to an increase in safety risk. Additionally, based on findings from Burt and Williams (2012), the following two situations were investigated: I) why do helpers often not tell the target of help that help has been given; and, II) in the instance where help inadvertently leads to a safety risk increase for the target, why does the target fail to communicate this risk increase back to the helper. The personality traits of humility and agreeableness were hypothesised to positively relate to the first and second situations, respectively. The sample consisted of 79 participants across a variety of high risk occupations. Participants completed an anonymous questionnaire, containing measures of job risk, negative outcomes of helping behaviours, humility, agreeableness, single item measures to assess situation I and II, and subsequent measures to further investigate these two situations. The results showed clear evidence that helping can be associated with safety risks. Both of the personality-based hypotheses failed to reach significance. However, the results suggest that helpers often fail to tell the target of help that help has been given, through a lack of understanding regarding the importance of communicating one’s helping behaviours, and a lack of time or opportunity. Additionally, results suggest that the instance where help inadvertently leads to an increased safety risk for the target (but the target fails to inform the helper of this risk increase), occurs through the target wanting to protect the helper’s confidence, and not wishing to be seen as ungrateful. The results provide valuable information to significantly add to the limited literature regarding helping behaviours and occupational safety. The findings from this study potentially allow organizations to decrease the negative safety outcomes of such behaviours. Limitations and suggestions for future research are discussed.

This study sought to investigate the relationship between safety voicing and employee turnover. A model of the safety exit interview process was developed, along with reasons why conducting a safety exit interview may help improve workplace safety. A generic safety exit survey template was developed and administered to a sample of workers previously employed in high safety risk occupations. 126 participants completed the study measures. The type of information which the safety exit survey elicited is described. Results found clear evidence that safety concerns had influenced participants to leave their previous job. It was also found participants wished to voice these safety concerns at exit, but for some reason they could not or chose not to do so. Results also support the predictions that management and co-worker trust and support for safety, would be negatively associated with voicing within the safety exit survey context. Support was also found for the prediction that management trust and support for safety, would be positively associated with the actual voicing of safety issues on the job. Overall, this study seeks to improve workplace safety through encouraging the use of a safety exit interview.

This study sought to investigate employee burnout within a post-disaster context by exploring teachers’ burnout perceptions and workplace attitudes in the aftermath of the 2010-2011 Christchurch earthquakes. The study hypothesised that burnout dimensions (emotional exhaustion and cynicism) would be related with the extent to which individuals and schools were impacted by the earthquakes, and with the quality of school support for staff and students (i.e., personal disaster impact, school disaster impact and school responsiveness to the disaster), with perceptions of role conflict and role overload, and with turnover intentions. Additionally, a Teacher Burnout Model was proposed whereby emotional exhaustion and cynicism were hypothesised to mediate the relationships between the independent variables (i.e., the disaster-related and role-related variables) and turnover intentions. 125 primary, intermediate and secondary school teachers from the city of Christchurch completed an online survey. Results revealed that high role overload, high role conflict, high school disaster impact, and schools’ ineffective disaster coping responses, were associated with increased levels of emotional exhaustion and cynicism. Although greater impact of earthquakes on teachers’ personal lives was related to higher levels of emotional exhaustion, results revealed a non-significant relationship between personal disaster impact and cynicism. In the Teacher Burnout Model, the relationships between both role stress variables and turnover intentions were mediated by perceptions of emotional exhaustion. This study contributes novel findings to the burnout literature, and provides implications for schools and organisations operating within a disaster context.

There has been a recent increase in research investigating the relationship between values and value congruence in the workplace and how this leads to positive organisational outcomes. This study investigated the congruence between employees’ values and their perceptions of organisational values, and how this relates to the organisational outcomes of job satisfaction, work engagement, person organisation fit and resilience. Participants were asked to rate eight values related to the workplace, in relation to how they thought about the values individually and how they perceived their organisation rated the eight values. These ratings were then used to analyse the relationship between values and value congruence and each of the four organisational outcomes. The proposed relationships were tested using data collected from an online survey of 120 employees from nine New Zealand based organisations. The results of hierarchical regression analyses showed that values and values congruence is significantly related to job satisfaction, work engagement, person organisation fit and resilience. However the significant relationships were dependent on certain values for each of the four outcomes. Which implies certain values are more salient for each of the outcomes. The results were also discussed in terms of the practical implications for organisations and areas of possible future research.

The purpose of this study was to assess the status of worksite smoking policies in Indiana's manufacturing industries and to describe the relationship between policy, workforce size, and manufacturing type. Of the 493 questionnaires distributed, 181 (36.7%) were returned. Approximately 67% percent of the industries reported having some type of restrictive policy with the majority of those policies not allowing smoking at the worksite except in designated areas. Most policies were developed within the last five years and were implemented due to a concern for employee health. Workforce size was directly related to the prevalence of significant restrictions. Those companies employing greater then 100 employees were the most likely to have a policy whereas the employing less than 11 were the least likely to have a policy. Standard industrial classifications 34 (fabricated metal products) and 35 (machinery, except electrical) had less restrictive policies as compared to other S.I.C. classifications. A follow up on 10% (n=30) of the nonrespondents yielded similar results to those who did respond. / Department of Physiology and Health Science

The purpose of this research was to identify and describe the action's leaders practice that stimulate individual and group learning. An MLQ- Multifactor Leadership Questionnaire and a series of interviews with members of three work teams were utilized to gather research data. This is one of the first studies completed to research this important aspect of leadership. In all three cases, the teams shared experiences where learning was transformed into useable knowledge to accomplish objectives or solve problems. The three teams learned and generated new knowledge based on viewing, challenging, sharing, orchestrating, and modeling.The findings suggest transformational leadership behaviors and actions can and often do influence individual and group learning. Specific findings included that in all three case studies, 1) team leaders engaged in transformational leadership practices 2) transformational leaders created a climate for learning by encouragement, establishing cooperation, and the identification and use of team talent. In addition, 3) the leader modeled appropriate behaviors, 4) challenged the team to question basic assumptions shared by others, 5) and acquired, shares and assimilated information for the purpose of aiding in team learning. Furthermore, in at least two cases, the leader 6) provided the team with opportunities to learn about the "big picture" and how their actions and decisions impact larger systems, and 7) provided team members with opportunities to become their own leader.Results of the research suggest organizations should consider ways to teach leaders about their role in organizational learning, systems thinking, and how their personal actions influence follower performance. Leaders should also construct climates that allow learning to take place. Lastly, with the support from leaders, knowledge and information systems are important organizational elements, which lead to learning. / Department of Educational Leadership