This study examined the impact of dissent and workplace freedom of speech on employees’ well-being (subjective, psychological and workplace well-being). Data for the study were collected through an online survey distributed to employees of various organizations. The findings revealed that upward dissent was positively related to subjective well-being (consisting of life satisfaction, positive affect and negative affect), psychological well-being, workplace well-being, and workplace freedom of speech. Lateral dissent was positively related to negative affect, workplace well-being and negatively related to life satisfaction and positive affect. However, there was no relationship between lateral dissent and psychological well-being. Workplace freedom of speech was positively related to psychological well-being and workplace well-being. Practical and theoretical implications are discussed.

Thesis advisor: Shanta Pandey / Thesis advisor: Eduardo Abarzua / Stress among school workers and teachers is a growing global concern, specifically in Chile. This has worsened in post-pandemic times. School leadership can be a key factor for school performance and employee well-being. In Chile, although research in this area is still limited, it has suggested the importance of the role of school leaders in the work environment. The local context seems to affect the school leaders’ capacity to promote well-being. While the leaders’ influence on workers’ work stress and well-being is well established, we don’t know its mechanisms. It is not clear how personal and local contextual factors that influence school leaders' ability to manage work psychological risks are associated with work stress. Informed by conceptual frameworks of risk management, this dissertation helps to address current gaps in knowledge by probing the impact that leaders have on work stressors in a school setting within a school district in Chile. The author used mixed methods to accomplish this study’s objectives. Quantitative data were obtained from the Questionnaire of Psychosocial Risk Surveillance in the Workplace collected from 1,194 school workers of Talcahuano School District (DAEM) in 2018. The Qualitative data was obtained by conducting 12 semi-structured interviews with principals and pedagogical heads of the Talcahuano School District in 2022.Four key findings from this study will advance empirical knowledge of School leaders' abilities to manage and change the work environment: (1) The extent of school leaders’ influence on job stress is significant and relative. This influence is not the same for all psychosocial risks; for some, the leaders had no impact. Also, leaders’ capacity to influence the work environment varied by the school setting's meso and macro level factors that constrain leaders' abilities to mitigate these risks. (2) In addition to contextual constraints, School leadership substantially influences some risk factors compared to other predictors related to the school context and school leader characteristics. In the quantitative analysis, Quality of Leadership is a significant predictor of some stress-related risks and alone explains 8% of the variance in Psychological Demand and 23% of the variance in Meaningful Work. Qualitative results also suggest some possible ways for leaders’ practices and behaviors to influence other risks. (3) Leaders' general approach to work stress is characterized by their idea that work stress is a reaction to the whole environment of the educational system (micro, meso) and that they can manage stress among staff by focusing primarily on the socio-emotional aspect of the school and its environment. (4) School leaders implied that they can better reduce the stress level of workers with support at the meso and macro levels of management. The results also shed light on trends in pandemic and post-pandemic Schools’ work-stress. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

Le salarié d’aujourd’hui ne se définit plus seulement par son travail mais par rapport à toutes les expériences qu’il peut vivre. Il possède des identités multiples, issues de toutes les sphères de la vie et ces identités influencent ses actions et ont des conséquences sur son comportement. L’objectif de cette recherche est de comprendre comment les identités multiples d’un salarié interfèrent avec le contexte organisationnel (ressources et exigences) et quelles en sont les conséquences en termes de bien-être et de performance au travail. Pour cela, en s’appuyant sur la théorie de la conservation des ressources (Hobfoll, 1989), trois études empiriques ont été menées auprès d’une population d’enseignants-chercheurs d’Universités Françaises. Plusieurs contributions se dégagent de ces travaux. Premièrement, la nature du rôle médiateur des ressources dans la relation entre identités multiples, bien-être ou performance au travail a été montrée. Celle modératrice des exigences contextuelles également. Deuxièmement, cette recherche contribue à une meilleure compréhension des mécanismes identitaires en jeu. Une typologie des stratégies identitaires mises en place par le salarié en réponse aux signaux de son environnement est proposée. La structuration en réseau des identités multiples, hypothèse formulée par Ramarajan (2014) est également mise en exergue. Ainsi, dans un contexte organisationnel, le salarié est soumis aux signaux de son environnement, émanant des ressources et des exigences, qui constituent pour lui une menace ou une opportunité identitaire. En réponse, il met en place des stratégies pour contrer la menace ou saisir l’opportunité. Suivant le résultat de ces stratégies et la structure du réseau d’identités que l’individu possède, la menace ou l’opportunité identitaire peuvent se propager via le réseau dans le réservoir de ressources de l’individu provoquant spirales de perte ou de gain de ressources avec des conséquences sur son bien-être et sa performance individuelle au travail. / The employees are not anymore defined by the work they accomplish, but also by the experiences they live. They have multiple identities from several spheres of life, and these identities influence their actions, and by extension have consequences on their behaviour. The aim of this research is to understand how multiple identities of an employee interfere with the organisational context (resources and exigences), and what the consequences are in term of workplace well-being and individual performance. In that line, three studies based on the resources conservation theory (Hobfoll, 1989) have been conducted with teacher-researchers. This thesis generated several contributions. First, the nature of the mediator role of resources in the relation between multiple identities, workplace well-being and individual performance have been shown. The moderator role for exigences also. Second, this research contributes to a better understanding of identity mechanism in game. A typology of identity strategies elaborated by employees in responses to their environmental signals are suggested. The network structure of multiple identities, a hypothesis expressed by Ramarajan (2014) is also verified. In that sense, in an organisational context, the employee is subjected to environmental signals (from resources and exigences) which establish for them an identity threat or an identity opportunity. In response, they build strategies. According to the results of these strategies, and the identity network structure of the person, the identity threat or identity opportunity can spread via the network within the resources reservoir of the person, generating gain or loss spiral of resources, with consequences on workplace well-being and individual performance.

På många arbetsplatser genomförs medarbetarenkäter. Syftet är oftast att identifiera förbättringsområden i arbetsmiljön och att undersöka medarbetares trivsel och mående. Studien handlar om pulsade/frekventa varianter av medarbetar­undersökningar. Dessa undersökningar används i arbetsgrupper för att undersöka måendet vid många tillfällen under verksamhetsåret. En fördel kan vara möjligheten att upptäcka missförhållanden direkt i realtid. Fem chefer och fem medarbetare har intervjuats, och deras upplevelser av pulsade/frekventa medarbetarundersökningar har analyserats. Det förekommer positiva omdömen, men många utmaningar identifierades. En chefsutmaning var svarsprocenten, då många medarbetare valde att inte svara på enkäterna främst p.g.a utebliven resultatuppföljning. Det framkommer även oro för att anonymiteten inte upplevs vara garanterad. Medarbetare kan genom att inte svara demonstrera sin makt gentemot ledningen, speciellt om man inte vet vad ledningen gör med resultaten. En organisatorisk olydnad visade sig växa fram. Ett antal idealtyper hos chefer och medarbetare identifierades och presenteras i studien med koppling till lojalitet, olydnad och makt. / At many workplaces, employee surveys are carried out. The aim is usually to identify improvement areas in the work environment. The study is about frequent variations of employee surveys that are used in groups on many occasions during the year. One advantage is the possibility of detecting working environment problems directly as they occur. Five managers and five employees were interviewed, and their experiences of pulsed/frequent employee surveys have been analyzed. There are positive reviews, but many challenges were identified. A managerial challenge was the response rate, as many chose not to respond to the questionnaires because of an unsatisfactory follow-up of results. There was also concern that anonymity was not guaranteed. By not answering, employees can demonstrate their power towards management. An organizational misbehaviour turned out to emerge. A number of ideal types were identified in the study and their connection to loyalty, organizational misbehaviour and power are presented.

Man sacrifices his health in order to make money. Then he sacrifices money to recuperate his health. (Dalajláma) The wealth of business depends on the health of workers. (Dr Maria Neira, Director, Department of Public Health and Environment, World Health Organization) The aim of the thesis on the topic "KPMG -- a healthy workplace" is to analyze the current state of KPMG as the Company supporting health. The thesis suggest changes to be improved in the future - and a long-term strategic plan. Using the method of analysis of the state were discussed several factors that affect the health of employees in the workplace. The author of the thesis advanced in the analysis through the "Quality Criteria for Healthy Workplace," which were created by the National Health Institute for the title of Health Promoting Enterprise. In conclusion of the thesis the author proposes a health promotion plan (Health Plan) and submits the possible path KPMG might take if it seeks to establish a clear Health Plan which could become a fixed part of the enterprise's business goals and values.

Тема представленной магистерской диссертации посвящена весьма актуальной проблеме управления человеческими ресурсами современных организаций, которая касается путей достижения благополучия работников на рабочем месте и его влияния на вовлеченность персонала. В теоретической части дается определение благополучия на рабочем месте, вовлеченности и их важности. В практической части описываются общие характеристики исследуемой компании, проводится анализ сотрудников по ее результатам. На основании этих результатов было разработаны предложения по содействию благополучию каждого работника и усилению их вовлеченности в деятельность компании "Энергосталь". / Topic of presented master’s thesis is devoted to the very actual problem in Human Resources management of the modern organizations which concerns of ways how to reach wellbeing of workers on the work place and how it influence on the engagement of staff. In the theoretical part it presents the definition of workplace well-being, engagement and the importance of them. The practical part describes the general characteristics of the investigated company, the analysis of employees by its results. Based on these results, there was developed a proposal of promote the well-being of every worker and arise their engagement with the company Energostal.

Cette thèse doctorale en psychopédagogie porte sur l’étude du soutien social mis en oeuvre lors d’une activité collective conçue et menée pour favoriser le développement du bien-être au travail chez les enseignants. Cette étude de cas multiples qualitative a été réalisée auprès de huit enseignants de classes d’accueil du secondaire qui ont participé à une activité collective (des groupes de parole) durant six mois. Trois principaux thèmes ont guidé l’organisation de cette recherche : le bien-être psychologique au travail (BEPT), le soutien social et les retombées des groupes de parole. Afin de collecter les données, des entrevues semi-dirigées ont été menées avec des enseignants sur le thème du BEPT selon la conception de Dagenais-Desmarais (2010). Ces entrevues ont eu lieu avant et après la participation des enseignants aux activités collectives visant le BEPT. Ensuite, l’étude du soutien social a été réalisée en cohérence avec les trois principales dimensions associées à ce concept selon Vaux (1990) : les comportements de soutien, les ressources du réseau et l’évaluation subjective du soutien. Les comportements de soutien manifestés durant les groupes de parole ont été analysés. Puis, les ressources du réseau des enseignants, principalement associées à l’activité collective et à ses participants, ont été décrites. La dimension de l’évaluation subjective du soutien a été documentée lors des entrevues semi-dirigées menées après les huit séances du groupe de parole. Dans l’intention de recueillir des données relatives aux perceptions des enseignants sur les retombées de l’activité collective sur leur bien-être au travail, certaines questions de la deuxième entrevue semi-dirigée après les activités collectives ont également été ajoutées sur ce thème. Cette recherche, s’inscrivant dans une perspective systémique, accorde une place particulière à la compréhension des relations bidirectionnelles entre l’individu et son environnement. En s’appuyant sur le modèle processus-personne-contexte-temps de Bronfenbrenner et Morris (1998), le soutien social est étudié sous l’angle des processus, le BEPT est associé à la composante personne, les groupes de parole et l’environnement de travail des enseignants des classes d’accueil représentent le contexte et, finalement, le temps est étudié en filigrane de tous ces éléments. Les résultats de cette thèse sont organisés de façon à mettre en lumière la singularité des cas par leur présentation individuelle en plus de relever les ressemblances et les dissemblances entre les participants par une analyse croisée. Les données de recherche permettent d’esquisser le portrait du BEPT des participants qui oeuvraient en classe d’accueil. En plus de détailler l’état des participants et le contexte de travail avec les défis et les enjeux inhérents à l’enseignement aux élèves allophones nouvellement arrivés, les résultats mettent en exergue une scission entre les programmes d’accueil et les programmes « réguliers » au sein de l’école. Cette scission entraîne des retombées sur toutes les dimensions du BEPT (l’adéquation interpersonnelle, le sentiment de compétence, l’épanouissement, la volonté de s’engager et la reconnaissance perçue au travail). L’analyse des données illustre également l’importance et la complexité des relations sociales dans le contexte enseignant. En ce qui concerne l’étude du soutien social, en plus de faire état des comportements de soutien donnés et reçus par les participants, les résultats mettent en valeur le soutien social indirect. Les participants ont rapporté avoir bénéficié d’une aide qui ne leur était pas directement adressée. Le soutien social donné par un participant pouvait donc être pertinent pour plus d’un membre du groupe et être disponible dans le groupe, sans être provoqué. De plus, les liens tissés dans le groupe de parole ont pu favoriser l’établissement d’un réseau de soutien représenté autant par l’activité et l’environnement créé par celle-ci que par les participants. L’augmentation de la taille du réseau de soutien a également été évoquée par les enseignants à l’extérieur de l’activité. Autant l’évaluation subjective du soutien que la documentation des retombées des groupes de parole sur le bien-être ont permis de mettre en lumière un second processus : le partage de vécu. Alors que les groupes de parole visent à regrouper les individus autour d’une question commune dans une perspective psychodynamique, le partage de vécu permis par le cadre de l’activité a été fréquemment nommé comme favorisant le développement du bien-être. Le caractère novateur de cette recherche se situe dans l’agencement des concepts et dans la précision de son analyse sur le soutien social mis en oeuvre lors d’activités collectives conçues et menées pour favoriser le développement du bien-être au travail. En plus des avancées théoriques et conceptuelles proposées, les résultats ont des retombées pratiques importantes. Par le détail du contexte de travail des enseignants en classe d’accueil, mais aussi par la mise en oeuvre d’activités collectives à l’école, cette thèse propose des pistes de réflexion pour la formation des enseignants, la gouvernance scolaire, les directions et les enseignants. / This doctoral thesis in educational psychology focuses on the study of social support implemented during a group activity designed and conducted to promote the development of well-being at work among teachers. This qualitative multiple case study was conducted with eight reception class (French language classes for newly arrived immigrants in Quebec) teachers who participated in focus groups over a six-month period. Three main themes guided the organization of this research: psychological well-being at work, social support and the impact of the discussion groups. In order to collect the data, semi-directed interviews were conducted on psychological well-being at work according to Dagenais-Desmarais’s (2010) conception. These interviews took place before and after the teachers’ participation in group activities. The study of social support was then led in accordance with the three main dimensions associated with this concept according to Vaux (1990): supportive behaviors, network resources and subjective evaluation of support. The support behaviors carried out during the discussion groups were analyzed. Then, the resources of the teachers’ network, mainly associated with the group activity and its participants, were described. The dimension of subjective evaluation of support was documented in semi-directed interviews conducted after the eight discussion group sessions. In order to collect data on teachers’ perceptions of the impact of the group activity on their well-being at work, some questions from the second semi-structured interview after the group activity were also added on this theme. This research, led in a systemic perspective, focuses on understanding the bidirectional relationship between the individual and his environment. Using Bronfenbrenner and Morris’s (1998) processperson- context-time model, social support is studied as a process, psychological well-being in the workplace is associated with the person component, speech groups and the work environment of reception class teachers represent the context and time is studied as underlying all of these elements. The results of this thesis are organized to highlight the singularity of the cases through their individual presentation, in addition to identifying similarities and dissimilarities between the participants through cross-analysis. The research data allows us to draw a portrait of the psychological well-being at work of the participants. In addition to providing a detailed account of the state of the participants as well as the work context with the challenges and issues associated with teaching newly arrived allophone students, the results highlight a division between the host programs and the “regular” programs within the school. This split has repercussions on all dimensions of psychological well-being in the workplace (interpersonal suitability, sense of competence, fulfillment, willingness to commit and perceived recognition in the workplace). Data analysis also illustrates the importance and complexity of social relationships in the teaching context. Concerning social support, in addition to reporting on the supportive behaviors given and received by participants, the results highlight indirect social support. Participants reported receiving support that was not directed to them. Thus, social support given by a participant could be relevant to more than one member of the group and be available in the group without being provoked. In addition, the ties forged in the focus group may have fostered the establishment of a support network represented by the activity and the environment created by the activity, as well as by the participants. The increase in the size of the support network was also mentioned by teachers outside the activity. Both the subjective evaluation of support and the study of the impact of the discussion groups on well-being highlighted a second process: the sharing of experiences. While discussion groups from a psychodynamic perspective aiming to bring individuals together around a common issue, the sharing of experiences allowed by the activity’s framework was frequently named as promoting the development of well-being. The innovative nature of this research lies in the arrangement of the concepts and in the precision of its analysis of the social support implemented during collective activities designed and conducted to promote the development of well-being in the workplace. In addition to the theoretical and conceptual advances proposed, the results have important practical implications. By detailing the context in which teachers work in reception class, but also by the implementation of collective activities in the school, this thesis proposes avenues for teacher training, school governance, principals and teachers.