Methods of Enquiry in Psychology.PMD

Total Page:16

File Type:pdf, Size:1020Kb

Methods of Enquiry in Psychology.PMD 22 Psychology You have read in the first chapter that psychology is the study of experiences, behaviours, and mental processes. You may now be curious to know how psychologists study these phenomena. In other words, what methods are used to study behaviour and mental processes? Like all scientists, psychologists seek to describe, predict, explain and control what they study. For this, psychologists rely on formal, systematic observations to address their questions. It is the methodology that makes psychology a scientific endeavour. Psychologists use a variety of research methods because questions about human behaviour are numerous and all of them cannot be studied by a single method. Methods such as observation, experimental, correlational research, survey, psychological testing and case study are more frequently used to study the problems of psychology. This chapter will familiarise you with the goals of psychological enquiry, the nature of information or data that we collect in psychological studies, the diverse range of methodological devices available for the study of psychology, and some important issues related to psychological studies. Prediction : The second goal of scientific GOALS OF PSYCHOLOGICAL ENQUIRY enquiry is prediction of behaviour. If you are Like any scientific research, psychological able to understand and describe the behaviour enquiry has the following goals: description, accurately, you come to know the relationship prediction, explanation, and control of of a particular behaviour with other types of behaviour, and application of knowledge so behaviours, events, or phenomena. You can generated, in an objective manner. Let us try then forecast that under certain conditions to understand the meaning of these terms. this particular behaviour may occur within a certain margin of error. For example, on the Description : In a psychological study, we basis of study, a researcher is able to establish attempt to describe a behaviour or a a positive relationship between the amount of phenomenon as accurately as possible. This study time and achievement in different helps in distinguishing a particular behaviour subjects. Later, if you come to know that a from other behaviours. For example, the particular child devotes more time for study, researcher may be interested in observing you can predict that the child is likely to get study habits among students. Study habits good marks in the examination. Prediction may consist of diverse range of behaviours, becomes more accurate with the increase in such as attending all your classes regularly, the number of persons observed. submitting assignments on time, planning your study schedule, studying according to Explanation : The third goal of psychological the set schedule, revising your work on a daily enquiry is to know the causal factors or basis etc. Within a particular category there determinants of behaviour. Psychologists are may be further minute descriptions. The primarily interested in knowing the factors researcher needs to describe her/his meaning that make behaviour occur. Also, what are the of study habits. The description requires conditions under which a particular behaviour recording of a particular behaviour which does not occur. For example, what makes helps in its proper understanding. some children more attentive in the class? Why 23 Chapter 2 • Methods of Enquiry in Psychology some children devote less time for study as increase efficiency. Scientific enquiry is also compared to others? Thus, this goal is conducted to develop new theories or concerned with identifying the determinants constructs, which leads to further research. or antecedent conditions (i.e. conditions that led to the particular behaviour) of the Steps in Conducting Scientific Research behaviour being studied so that cause-effect Science is not so defined by what it relationship between two variables (objects) or investigates as by how it investigates. The events could be established. scientific method attempts to study a Control : If you are able to explain why a particular event or phenomenon in an particular behaviour occurs, you can control objective, systematic, and testable manner. that behaviour by making changes in its The objectivity refers to the fact that if two antecedent conditions. Control refers to three or more persons independently study a things: making a particular behaviour happen, particular event, both of them, to a great reducing it, or enhancing it. For example, you extent, should arrive at the same conclusion. can allow the number of hours devoted to For instance, if you and your friend measure study to be the same, or you can reduce them the length of a table using the same measuring or there may be an increase in the study hours. device, it is likely that both of you would arrive The change brought about in behaviour by at the same conclusion about its length. psychological treatment in terms of therapy The second characteristic of scientific in persons, is a good example of control. research is that it follows systematic procedure or steps of investigation. It includes Application : The final goal of the scientific the following steps: conceptualisation of a enquiry is to bring out positive changes in the problem, collection of data, drawing lives of people. Psychological research is conclusions, and revising research conclusions conducted to solve problems in various and theory (see Fig.2.1). Let us discuss these settings. Because of these efforts the quality steps in some detail. of life of people is a major concern of psychologists. For example, applications of (1) Conceptualising a Problem : The process yoga and meditation help to reduce stress and of scientific research begins when a researcher 1 2 Conceptualising a Problem Collecting Data Selecting a topic for study Participants, methods, tools and procedure 4 3 Revising Research Conclusions Drawing Conclusions Restating existing hypothesis/ Using statistical methods formulating revised or a new theory Fig.2.1 : Steps in Conducting Scientific Enquiry 24 Psychology 2021-22 selects a theme or topic for study. Then s/he on television, higher is the degree of aggression narrows down the focus and develops specific displayed by them’. In your research, you shall research questions or problems for the study. now try to prove whether the statement is true This is done on the basis of review of past or false. research, observations, and personal experiences. For example, earlier you read that (2) Collecting Data : The second step in a researcher was interested in observing the scientific research is to collect data. Data study habits of students. For this purpose, collection requires developing a research s/he may identify different facets of study design or a blueprint of the entire study. It habits first, and then decide whether s/he is requires taking decisions about the following interested in study habits shown in the class four aspects: (a) participants in the study, or at home. (b) methods of data collection, (c) tools to be In psychology we study a diverse range of used in research, and (d) procedure for data problems related to behaviour and collection. Depending upon the nature of the experiences. These problems may be related study, the researcher has to decide who would to (a) understanding our own behaviour (for be the participants (or informants) in the example, how do I feel and behave when I am study. The participants could be children, in a state of joy or grief? How do we reflect on adolescents, college students, teachers, our own experiences and behaviour? Why do managers, clinical patients, industrial workers, or any group of individuals in whom/ we forget?); (b) understanding other where the phenomenon under investigation individual’s behaviour (for example, Is Abhinav is prevalent. The second decision is related to more intelligent than Ankur? Why is someone the use of methods of data collection, such as always not able to complete her or his work on observation method, experimental method, time? Can the habit of smoking be controlled? correlational method, case study, etc. The Why do some people suffering from chronic researcher needs to decide about appropriate illness not take medicines?); (c) group tools (for example, interview schedule, influences on individual behaviour (for observation schedule, questionnaire, etc.) for example, why does Rahim spend more time data collection. The researcher also decides meeting with people than doing his work?, about how the tools need to be administered Why does a cyclist perform better when cycling to collect data (i.e. individual or group). This before a group of persons than when cycling is followed by actual collection of data. alone?); (d) group behaviour (for example, why does risk-taking behaviour increase when (3) Drawing Conclusions : The next step is to people are in a group?), and (e) organisational analyse data so collected through the use of level (for example, why are some organisations statistical procedures to understand what the more successful than others? How can an data mean. This can be achieved through employer increase the motivation of graphical representations (such as preparation employees?). The list is long and you will learn of pie-chart, bar-diagram, cumulative about these various facets in subsequent frequencies, etc.) and by the use of different chapters. If you are inquisitive, you can write statistical methods. The purpose of analysis down a number of problems which you may is to verify a hypothesis and draw conclusions like to probe. accordingly. After identification of the problem, the researcher proceeds by developing a tentative (4) Revising Research Conclusions : The answer of the problem, which is called researcher may have begun the study with a hypothesis. For example, based on the earlier hypothesis that there exists a relationship evidence or your observation, you might between viewing violence on television and develop a hypothesis ‘greater is the amount aggression among children. S/he has to see of time spent by children in viewing violence whether the conclusions support this 25 Chapter 2 • Methods of Enquiry in Psychology 2021-22 hypothesis.
Recommended publications
  • The Role of Occupational Health Services in Psychosocial Risk Management and the Promotion of Mental Health and Well-Being at Work
    International Journal of Environmental Research and Public Health Review The Role of Occupational Health Services in Psychosocial Risk Management and the Promotion of Mental Health and Well-Being at Work Aditya Jain 1 , Juliet Hassard 2 , Stavroula Leka 2,3,* , Cristina Di Tecco 4 and Sergio Iavicoli 4 1 Nottingham University Business School, University of Nottingham, Nottingham NG8 1BB, UK; [email protected] 2 School of Medicine, University of Nottingham, Nottingham NG8 1BB, UK; [email protected] 3 Cork University Business School, University College Cork, T12 K8AF Cork, Ireland 4 Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers’ Compensation Authority INAIL), 00078 Rome, Italy; [email protected] (C.D.T.); [email protected] (S.I.) * Correspondence: [email protected] Abstract: The development and enhancement of occupational health services (OHS) at the national level is central to ensuring the sustainable health, well-being and work engagement of the work- ing population. However, due to differences in national health, social security and occupational safety and health systems, the content, capacity, coverage and provisions of OHS vary considerably across national contexts. Obtaining a better understanding in terms of such similarities and varia- tions internationally is essential as such comparative information can help inform evidenced-based decision-making on OHS at both policy and practice levels. This paper therefore reviews and analyses Citation: Jain, A.; Hassard, J.; Leka, the key policies, standards and approaches in OH systems and services, using both academic and S.; Di Tecco, C.; Iavicoli, S. The Role of grey literature, across 12 industrialised countries (Australia, Canada, Finland, France, Germany, Occupational Health Services in Ireland, Italy, Japan, The Netherlands, Poland, United Kingdom and the United States of America).
    [Show full text]
  • INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY CASE STUDY SUMMER and FALL 2020 (Required for All Applicants)
    INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY CASE STUDY SUMMER AND FALL 2020 (Required for all applicants) The Case Study provides an opportunity for applicants to put Psychology and Science into practice. It ​ ​ represents a realistic preview of how one might be engaged in a consultative intervention that improves conditions for employers and employees alike. This is a business case that asks you to write about the company, General Motors, an automotive giant, from an I/O Psychology perspective. In addition, it will allow you to include your personal strengths, key background experiences, and a personal perspective. Please include personal challenges, priorities, career goals, and achievements that might bear on your candidacy for admission to the program. Bring your own history, previous studies, business experiences, and interests into focus to address the real-world human capital challenges and opportunities that the business case presents. The General Motors Case: GM Background General Motors Company, commonly referred to as General Motors (GM), is an American multinational corporation headquartered in Detroit, Michigan, that designs, manufactures, markets, and distributes vehicles and vehicle parts, and sells financial services, with global headquarters in Detroit's Renaissance Center. It was originally founded by William C. Durant on September 16, 1908 as a holding company. The company is the largest American automobile manufacturer, and one of the world's largest. As of 2018, GM is ranked #10 on the Fortune 500 rankings of the largest United States corporations by total revenue. GM’s 173,000 employees world-wide manufacture vehicles in 37 countries; its core automobile brands include Chevrolet, Buick, GMC, and Cadillac.
    [Show full text]
  • PREPARING a CASE STUDY: a Guide for Designing and Conducting a Case Study for Evaluation Input
    PATHFINDER I NTERNATIONAL T OOL S ERIES Monitoring and Evaluation – 1 PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input By Palena Neale, PhD, Senior Evaluation Associate Shyam Thapa, PhD, Senior Monitoring and Evaluation Advisor Carolyn Boyce, MA, Evaluation Associate May 2006 PATHFINDER I NTERNATIONAL T OOL S ERIES Monitoring and Evaluation – 1 PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input By Palena Neale, PhD, Senior Evaluation Associate Shyam Thapa, PhD, Senior Monitoring and Evaluation Advisor Carolyn Boyce, MA, Evaluation Associate May 2006 Acknowledgements The authors would like to thank the following Pathfinder employees and partners for their technical inputs into this document: Emmanuel Boadi (Pathfinder/Ghana), Anne Palmer (Futures Group International), Ugo Daniels (African Youth Alliance (AYA)), Veronique Dupont (Pathfinder/Extending Service Delivery (ESD)), Cathy Solter, Lauren Dunnington, and Shannon Pryor (Pathfinder headquarters). Jenny Wilder and Mary Burket are also thanked for their inputs and assistance in editing and producing this document. 2PATHFINDER INTERNATIONAL: WRITING A CASE STUDY What is a Case Study? A case study is a story about something unique, special, or interesting—stories can be about individuals, organizations, processes, programs, neighborhoods, institutions, and even events.1 The case study gives the story behind the result by capturing what happened to bring it about, and can be a good opportunity to highlight a project’s success, or to bring attention to a particular challenge or difficulty in a project. Cases2 might be selected because they are highly effective, not effective, representative, typical, or of special interest.
    [Show full text]
  • Case Studies in Infant Mental Health
    Case Studies in Infant Mental Health Case Studies in Infant Mental Health: Risk, Resiliency, and Relationships Joan J. Shirilla & Deborah J. Weatherston, Editors Washington, D.C. Published by: ZERO TO THREE 2000 M Street NW, Suite 200 Washington, DC 20036-3307 (202) 638-1144 Toll-free for orders: (800) 899-4301 Fax: (202) 638-0851 Web: http://www.zerotothree.org Cover design: Will Works, Parkton, Maryland Text design and composition: Susan Lehmann, Washington, D.C. Library of Congress Cataloging-in-Publication Data Case studies in infant mental health: risk, resiliency, and relationships/ Joan J. Shirilla, Deborah J. Weatherston, editors. p. cm. Includes bibliographical references. ISBN 0-943657-57-1 (pbk.) 1. Infants—Mental health. 2. Infant psychiatry. I. Shirilla, Joan J., 1951- II. Weatherston, Deborah. RJ502.5 .C37 2002 618.92’89—dc21 2002004005 Copyright 2002 by ZERO TO THREE. All rights reserved. For permission for academic photocopying (for course packets, study materials, etc.) by copy centers, educators, or university bookstores or libraries, of this and other ZERO TO THREE materials, please contact: Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; phone, (978) 750-8400; fax, (978) 750-4744; or visit its Web site at www.copyright.com. First Edition First Printing (April 2002) ISBN 0-943657-57-1 Printed in the United States of America Suggested citations: Book citation: Shirilla, J. J., & Weatherston, D. J. (Eds.). (2002). Case studies in infant mental health: Risk, resiliency, and relationships. Washington, DC: ZERO TO THREE. Chapter citation: Oleksiak, C. (2002). Risk and resiliency: Failure to thrive in the first year of life.
    [Show full text]
  • Child Case Study: Zoe Frank
    Running head: CHILD CASE STUDY: ZOE FRANK Child Case Study: Zoe Frank David S. Robertson University of West Georgia CHILD CASE STUDY: ZOE FRANK 2 Introducing Zoe Frank Conducting a case study of another human being is a radical departure from an ordinary graduate level course assignment like conducting a literature review. Living people are extraordinary more interesting than paper and ink. While books are an indispensible repository of knowledge, it takes imagination to bring them to life. People, on the other hand, especially four-year-old girls like Zoe Frank, are a creation too wonderful for human comprehension. The purpose of this qualitative research case study is to observe, interview, and report findings on a four-year-old subject relative to six development elements. Figure 1 - Zoe Frank Methodology The author took a qualitative research approach comprised of observation; an emailed survey tool, and caregiver interviews. The selected caregivers included the parents, the nanny, the primary teacher, and finally, Zoe herself. The author completed the same survey tool as the other caregivers completed to synthesize reflections from the two observation periods. The rationale behind selecting these particular caregivers is to gather a representation of persons who have known the subject for various lengths of time and under different conditions. CHILD CASE STUDY: ZOE FRANK 3 Zoe’s parents Dan and Jennifer Frank are the parents of not only Zoe, but her two-year-old brother, Asher. The parents, obviously, have known Zoe her entire lifespan, so their observations and perspectives which are represented as one unit in the tables in this study, are far more reliable than any other perspective that will be featured.
    [Show full text]
  • A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams Anna Ball1, Amanda Bowling2, and Will Bird3
    Journal of Agricultural Education, 57(3), 115-128. doi: 10.5032/jae.2016.03115 A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams Anna Ball1, Amanda Bowling2, and Will Bird3 Abstract This intrinsic case study examined the case of students on CDE (Career Development Event) teams preparing for state competitive events and the teacher preparing them in a school with a previous exemplary track record of winning multiple state and national career development events. The students were interviewed multiple times during the 16-week preparation period before, during, and after the district and state CDEs. From the interview data it was found the teacher used a variety of motivational strategies when preparing CDE teams. The teacher shifted the use of both extrinsic and intrinsic motivation strategies based on students' needs. The teacher also utilized performance strategies including both coaching and learning strategies, to develop students' competitive drive and content knowledge. From the findings it is recommended that CDE coaches assess students' needs and utilize the successful coaching behaviors and strategies accordingly. Keywords: Career Development Events; CDE preparation; learning strategies; motivational strategies; performance strategies; teaching and coaching; teacher behaviors; coaching strategies Introduction Career Development Events (CDEs), which allow students to develop career related and problem solving skills through competitive events, are an integral component of an FFA program. McNally and Harvey (2001) state, "The student organization (FFA) complements a technical education by offering co-curricular activities and opportunities for students to assess their skill development" (p. 114). Currently, the National FFA Organization offers 24 individual and team CDEs (National FFA Organization, 2016), with three-fifths of the entire FFA membership participating in CDEs at some level (Talbert & Balschweid, 2004).
    [Show full text]
  • Motivation Towards Success: a Qualitative Comparative Case
    University of South Carolina Scholar Commons Theses and Dissertations 6-30-2016 Motivation Towards Success: A Qualitative Comparative Case Study Illustrating The Differences In Motivating Factors In Achievement Between Low Ses High Achieving And Low Achieving African American High School Females Ashanti C. Friels University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Education Commons Recommended Citation Friels, A. C.(2016). Motivation Towards Success: A Qualitative Comparative Case Study Illustrating The Differences In Motivating Factors In Achievement Between Low Ses High Achieving And Low Achieving African American High School Females. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/3437 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. MOTIVATION TOWARDS SUCCESS: A QUALITATIVE COMPARITIVE CASE STUDY ILLUSTRATING THE DIFFERENCES IN MOTIVATIONAL FACTORS IN ACHIEVEMENT BETWEEN LOW SES HIGH ACHIEVING AND LOW ACHIEVING AFRICAN AMERICAN HIGH SCHOOL FEMALES by Ashanti C. Friels Bachelor of Arts University of South Carolina, 2001 Educational Specialist University of South Carolina, 2005 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Counselor Education College of Education University of South Carolina 2016 Accepted by: Joshua Gold, Major Professor Kathy Evans, Committee Member Moody Crews, Committee Member Mitchell Yell, Committee Member Lacy Ford, Senior Vice Provost and Dean of Graduate Studies DEDICATION I write this in honor of my mother who is gone on to heaven and to my earthly mother for always encouraging me no matter how many times I tried to give up.
    [Show full text]
  • Chapter 1: What Is a Case Study?
    ONE What is a Case Study? In this chapter we distinguish between extensive and intensive research in social science (section 1.1). The object of case studies – a social phenomenon – is dis- cussed in section 1.2. After surveying some historical origins of the case study in section 1.3, section 1.4 examines the research question as a methodological point of departure. It determines which general type of design is to be used: an exten- sive design (e.g. a survey) or an intensive one (e.g. a case study). A definition of the case study is presented in section 1.5, and expanded upon in section 1.6. The popular point of view that a case study is characterised by a holistic approach is explained and discussed in section 1.7. In section 1.8 we review the contents of this chapter and we draw conclusions. 1.1 Introduction In social research, we describe and explain certain phenomena that relate to people, groups, organisations, communities, large towns or even countries. Such phenomena are, for instance: leisure time activities; the treatment of an ADHD child; the determinants of individual health; the way in which people use their social network; how people cope with a disaster; riots; strikes; the process of adop- tion of an organisational innovation in a hospital; the principles according to which political coalitions are formed; or, an arms’ race between nation-states. In order to study social phenomena, we use a diversity of approaches or strategies. They can roughly be divided into two general types: extensive approaches and intensive approaches.1 In an extensive approach we collect information about the relevant properties of a large number of instances of a phenomenon.
    [Show full text]
  • Assessment Centres Can Last a Few Hours Or up to Two Days, Detailed Below Are All the Components That May Make up a Centre
    Assessment Centres and Starting Point Psychometric Series Tests The University of Manchester Careers Service Open all year round For location and opening times see Including Second website. Tel: 0161 275 2829 Interviews Tweet: @ManUniCareers Blog: http://manunicareersblog.com Find us on Facebook Last updated: July 2011 This publication is copyright The University of Manchester and may not be reproduced wholly or in part for commercial or non-commercial This publication is available in alternative formats on purposes without prior permission. request. Please ask at the information desk or email [email protected] A full list of the publications in this series is available at www.manchester.ac.uk/careers/startingpoints www.manchester.ac.uk/careers 2 Contents 1 What is an Assessment Centre?................................................................ 4 2 Basic stuff……………………………………………………………………….. 4 What do I wear?................................................................................ 4 Do they pay travelling expenses?..................................................... 4 When will I receive the result?.......................................................... 4 Can I ask for feedback?.................................................................... 4 3 Presentation by the Employer and/or Office/Factory tour………………….. 5 4 Social events……………………………………………………………………. 5 5 Interviews……………………………………………………………………….. 5 Technical interviews……………………………………………………. 5 6 Group exercises………………………………………………………………… 6 Discussion groups……………………………………………………….
    [Show full text]
  • Protecting Human Research Participants NIH Office of Extramural Research Introduction
    Protecting Human Research Participants NIH Office of Extramural Research Introduction Research with human subjects can occasionally result in a dilemma for investigators. When the goals of the research are designed to make major contributions to a field, such as improving the understanding of a disease process or determining the efficacy of an intervention, investigators may perceive the outcomes of their studies to be more important than providing protections for individual participants in the research. Although it is understandable to focus on goals, our society values the rights and welfare of individuals. It is not considered ethical behavior to use individuals solely as means to an end. The importance of demonstrating respect for research participants is reflected in the principles used to define ethical research and the regulations, policies, and guidance that describe the implementation of those principles. Who? This course is intended for use by individuals involved in the design and/or conduct of National Institutes of Health (NIH) funded human subjects research. What? This course is designed to prepare investigators involved in the design and/or conduct of research involving human subjects to understand their obligations to protect the rights and welfare of subjects in research. The course material presents basic concepts, principles, and issues related to the protection of research participants. Why? As a part of NIH's commitment to the protection of human subjects and its response to Federal mandates for increased emphasis on protection for human subjects in research, the NIH Office of Extramural Research released a policy on Required Education in the Protection of Human Research Participants in June 2000.
    [Show full text]
  • Multiple Case Study on Six Regional Occupational Health and Safety Networks
    Working Paper Multiple Case Study on Six Regional Occupational Health and Safety Networks International Labour Organization, Geneva Multiple Case Study on Six Regional Occupational Health and Safety Networks Working Paper Labour Administration, Labour Inspection and Occupational Safety and Health Branch (LABADMIN/OSH) International Labour Organization, Geneva Copyright © International Labour Organization 2019 First published 2019 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condi- tion that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publications (Rights and Licensing), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with a reproduction rights organization may make copies in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country. Multiple Case Study on Six Regional Occupational Health and Safety Networks, Labour Administration, Labour Inspection and Occupational Safety and Health Branch (LABADMIN/OSH) – Geneva: ILO, 2017. ISBN: 978-92-2-133490-3 (print) ISBN: 978-92-2-133491-0 (web pdf) 14.08 ILO Cataloguing in Publication Data The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers.
    [Show full text]
  • Workplace Ergonomics and Employees' Health: a Case Study At
    Proceedings of the 2016 International Conference on Industrial Engineering and Operations Management Kuala Lumpur, Malaysia, March 8-10, 2016 Workplace Ergonomics and Employees’ Health: A Case Study at Automotive Manufacturer Nor Hazana Abdullah, Eta Wahab, Alina Shamsuddin, Nor Aziati Abdul Hamid, Nor Kamariah Kamaruddin Faculty of Technology Management and Business UTHM Parit Raja, Batu Pahat, Johor, Malaysia [email protected] Abstract— Employees’ health (either physiological or psychological) could have significant effects on organizational productivity and competitiveness. Unhealthy employees incline to be absent and have high sick and hospitalization leaves. Recent statistics from Social Security Organizations of Malaysia indicate that the number of occupational diseases reported has increased every year from 2005 (194 cases) to 2014 (3002 cases). The number of Musculoskeletal Disorder (MSD) and occupational stress are also rising at alarming rate. Poor workplace ergonomics is claimed as one of the major contributors to the declining of employees’ health. Despite its importance, study on the effect of workplace ergonomics on employees’ health is still very limited. Thus, this paper aimed to identify the effects of workplace ergonomics (in terms of indoor air quality, lighting, furniture and tools, acoustics, building general environment) on employees’ health (physiological or psychological). A cross sectional survey participated by 171 employees of an automotive manufacturer revealed that all elements of workplace ergonomics have significant correlations with employees’ health (p <0.05) with indoor air quality has the strongest coefficient of 0.688. Regression analysis shows that workplace ergonomics explained 51.8% variance in employees’ health with only indoor air quality is retained as significant contributor.
    [Show full text]