Designing Positive Organizational Psychology Interventions

Donaldson, Stewart I.; Chen, Christopher

doi:10.1002/9781118977415.ch1

Cited by 5 publications

(1 citation statement)

References 55 publications

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“…A recent meta-analysis found individual characteristics as significant predictors of job crafting (Rudolph et al, 2017). Moreover, wider PPI studies already report the significant moderating role of a variety of demographic characteristics determining the effectiveness of these interventions (see Donaldson et al, 2021).…”

Section: D: Potential Mediators Based On Job Characteristics Theorymentioning

confidence: 99%

Unraveling the black box of job crafting interventions: A systematic literature review and future prospects

Mukherjee

Dhar

2022

Applied Psychology

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This article offers a systematic review of empirical research intending to identify and categorise the types of existing job crafting interventions (JCIs). It highlights a range of substantial features, including methodological characteristics, intervention design and delivery characteristics, and resultant outcomes. It also attempts to uncover the mechanisms through which the interventions operate and boundary conditions determining intervention strength. Based on the results, the authors provide a conceptual framework synthesising conclusions from existing works and establish that stimulating job crafting behaviors through interventions positively impacts an array of significant outcomes. It further proposes theoretically driven recommendations for empirical and theoretical advancements in the JCI literature, accentuating the processes whereby JCIs are predicted to address contemporary workplace issues and trends.

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Section: D: Potential Mediators Based On Job Characteristics Theorymentioning

confidence: 99%

Unraveling the black box of job crafting interventions: A systematic literature review and future prospects

Mukherjee

Dhar

2022

Applied Psychology

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A Contextual Approach to Designing, Implementing, and Adapting a Wellbeing Program: A case Study of the MARKERS Wellbeing Program for Educators

Cann,

Sinnema,

Daly

et al. 2023

Int J Appl Posit Psychol

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Improving educator wellbeing presents a complex challenge due to the variety of influences on wellbeing at the individual, relational, and contextual (school and policy) levels. This complexity contributes to the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success. To bridge this gap, it is essential to understand and adapt to school context when integrating psychological interventions into educational settings. This study addresses this gap through an approach to developing an educator wellbeing program that embraces the idea of understanding and adapting to context. We use a theory of change approach to designing a program, that outlines the context, design rationale, activities, and outcomes of the program. The program is multi-level, targeting influences on educator wellbeing at the individual, relational, and contextual (school) levels. Additionally, it employs a multi-foci strategy, encompassing a range of activities that target different levels and allow for adaptation. We present a case study of program implementation in one school, exploring contextual factors, adapting the program accordingly, and evaluating the degree to which theory of change outcomes were achieved. Program participants experienced improved wellbeing and a relational space characterised by more positive interactions with colleagues. This design and case study contribute to the ongoing discourse on progressing towards context-specific, whole-school approaches to wellbeing.

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Swimming against the Tide: A Mixed-Methods Study of how the MARKERS Educator Wellbeing Program Changed Educators’ Relational Space

Cann,

Sinnema,

Daly

et al. 2024

Int J Appl Posit Psychol

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Effective educator wellbeing interventions should consider the individual, relational, and contextual influences on educator wellbeing. Given the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success, it is essential to understand and adapt to the school context when integrating psychological interventions into educational settings. The MARKERS (Multiple Action Responsive Kit for Educator, Relational, and School wellbeing) educator wellbeing program is multi-level, designed to consider the individual, relational, and contextual influences on wellbeing. Its multi-foci design also allowed for adaptations to specific contexts. This study examines the impact of the MARKERS program in one school in Aotearoa New Zealand. We use a mixed methods case study approach that draws on measures of educator wellbeing, social network measures of energising interactions, and focus group data. The use of stochastic actor-oriented models (SAOMs) allowed us to examine changes to the social network over time. Findings show that MARKERS program participants experienced a significant positive change in their relational space and experienced more energising interactions, but they were ‘swimming against the tide’ as other staff in the school had fewer energising interactions with their colleagues. Our study illustrates the importance of considering the relational and contextual influences on wellbeing when evaluating educator wellbeing interventions.

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Designing Positive Organizational Psychology Interventions

Cited by 5 publications

References 55 publications

Unraveling the black box of job crafting interventions: A systematic literature review and future prospects

Unraveling the black box of job crafting interventions: A systematic literature review and future prospects

A Contextual Approach to Designing, Implementing, and Adapting a Wellbeing Program: A case Study of the MARKERS Wellbeing Program for Educators

Swimming against the Tide: A Mixed-Methods Study of how the MARKERS Educator Wellbeing Program Changed Educators’ Relational Space

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