Faculty of Education - Research Publications
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ItemWorkplace bullying and absenteeism: The mediating roles of poor health and work engagement(WILEY, 2017-07)Abstract Workplace bullying is a major problem that affects the well‐being and productivity of employees. Some previous studies have found that workplace bullying is associated with absenteeism, which is a major contributor to lost workplace productivity. However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. In particular no previous studies have examined potential mediators of these relationships. The present article aimed to provide new insights into the relationship between workplace bullying and absenteeism. In a 12‐month prospective study of 500 Australian employees, we identified 5 distinct subtypes of workplace bullying experiences using a person‐centred approach. These bullying subtypes were found to be associated with absenteeism via health impairment and lower work engagement. The findings can be used to inform HR strategies to prevent and manage workplace bullying.
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ItemWellbeing Literacy: The Necessary Ingredient in Positive Education(Uniper Publishers, 2017)Wellbeing can be viewed as a resource for life, resulting in individual skills and community assets. It is not surprising therefore, to see developing research presenting the benefits of integrating learning about wellbeing within educational contexts, with the potential outcome of building sustainable wellbeing literacy. Developing wellbeing knowledge is key to building core wellbeing literacy skills. This in turn can significantly impact employability post education, and therefore, life trajectory. Building and sustaining wellbeing through learning about wellbeing within educational contexts can provide timely, personalised, system-wide opportunities to build capacity in initiating, developing, contributing to and sustaining decision-making toward achieving successful wellbeing and life outcomes.
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ItemA cluster-randomised controlled trial of values-based training to promote autonomously held recovery values in mental health workers(BMC, 2016-02-02)BACKGROUND: The implementation and use of evidence-based practices is a key priority for recovery-oriented mental health service provision. Training and development programmes for employees continue to be a key method of knowledge and skill development, despite acknowledged difficulties with uptake and maintenance of behaviour change. Self-determination theory suggests that autonomy, or a sense that behaviour is self-generated, is a key motivator to sustained behaviour change, in this case practices in mental health services. This study examined the utility of values-focused staff intervention as a specific, reproducible method of autonomy support. METHODS: Mental health workers (n = 146) were assigned via cluster randomisation to either a values clarification condition or an active problem-solving control condition. RESULTS: Results demonstrated that a structured values clarification exercise was useful in promoting integrated motivation for the changed practice and resulted in increased implementation planning. CONCLUSIONS: Structured values clarification intervention demonstrates utility as a reproducible means of autonomy support within the workplace. We discuss future directions for the study of autonomous motivation in the field of implementation science. TRIAL REGISTRATION: ACTRN12613000353796.
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ItemImproving implementation of evidence-based practice in mental health service delivery: protocol for a cluster randomised quasi-experimental investigation of staff-focused values interventions(BMC, 2013-07-02)BACKGROUND: There is growing acceptance that optimal service provision for individuals with severe and recurrent mental illness requires a complementary focus on medical recovery (i.e., symptom management and general functioning) and personal recovery (i.e., having a 'life worth living'). Despite significant research attention and policy-level support, the translation of this vision of healthcare into changed workplace practice continues to elude. Over the past decade, evidence-based training interventions that seek to enhance the knowledge, attitudes, and skills of staff working in the mental health field have been implemented as a primary redress strategy. However, a large body of multi-disciplinary research indicates disappointing rates of training transfer. There is an absence of empirical research that investigates the importance of worker-motivation in the uptake of desired workplace change initiatives. 'Autonomy' is acknowledged as important to human effectiveness and as a correlate of workplace variables like productivity, and wellbeing. To our knowledge, there have been no studies that investigate purposeful and structured use of values-based interventions to facilitate increased autonomy as a means of promoting enhanced implementation of workplace change. METHODS: This study involves 200 mental health workers across 22 worksites within five community-managed organisations in three Australian states. It involves cluster-randomisation of participants within organisation, by work site, to the experimental (values) condition, or the control (implementation). Both conditions receive two days of training focusing on an evidence-based framework of mental health service delivery. The experimental group receives a third day of values-focused intervention and 12 months of values-focused coaching. Well-validated self-report measures are used to explore variables related to values concordance, autonomy, and self-reported implementation success. Audits of work files and staff work samples are reviewed for each condition to determine the impact of implementation. Self-determination theory and theories of organisational change are used to interpret the data. DISCUSSION: The research adds to the current knowledge base related to worker motivation and uptake of workplace practice. It describes a structured protocol that aims to enhance worker autonomy for imposed workplace practices. The research will inform how best to measure and conceptualise transfer. These findings will apply particularly to contexts where individuals are not 'volunteers' in requisite change processes. TRIAL REGISTRATION ACTRN: ACTRN12613000353796.
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ItemAn Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education(University of Malta, 2019)Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to the uptake of programs that pursue SEL and GBV prevention agendas. We address this gap in research by presenting a framework developed to investigate factors affecting the implementation of the Resilience, Rights and Respectful Relationships program, an SEL and GBV prevention education program developed for primary and secondary schools in the state of Victoria, Australia. Drawing upon and advancing a conceptual framework for implementation fidelity proposed by Carroll and colleagues we discuss the iterative process designed to investigate the individual, school and system level factors within the wider political and ideological setting(s) of the program that impact on its implementation. Within this iterative process, we highlight the need to focus on ‘the ecology of relations’ that exists between various implementation elements, and their possible mediating impact on program delivery, uptake and outcomes.