Brandman University Brandman Digital Repository Dissertations Spring 4-8-2019 Examining the Effects of Brain Education on Employee Stress Management, Work Performance, Relationships, and Well-being Ericka Crawford Brandman University, [email protected] Follow this and additional works at: https://digitalcommons.brandman.edu/edd_dissertations Part of the Other Business Commons, and the Other Education Commons Recommended Citation Crawford, Ericka, "Examining the Effects of Brain Education on Employee Stress Management, Work Performance, Relationships, and Well-being" (2019). Dissertations. 270. https://digitalcommons.brandman.edu/edd_dissertations/270 This Dissertation is brought to you for free and open access by Brandman Digital Repository. It has been accepted for inclusion in Dissertations by an authorized administrator of Brandman Digital Repository. For more information, please contact [email protected]. Examining the Effects of Brain Education on Employee Stress Management, Work Performance, Relationships, and Well-being A Dissertation by Ericka L. Crawford Brandman University Irvine, California School of Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership April 2019 Committee in charge: Jeneane Prince, Ed.D., Committee Chair Keith Larick, Ed.D. Denise Howley, Ph.D. Examining the Effects of Brain Education on Employee Stress Management, Work Performance, Relationships, and Well-being Copyright © 2019 by Ericka L. Crawford iii ACKNOWLEDGEMENTS I am sincerely grateful to everyone who joined and supported me on this dissertation journey. It has been life changing in so many ways. I want to thank my dissertation chair, Dr. Jeneane Prince, and my committee members, Dr. Keith Larick and Dr. Denise Howley, for saying “yes” to go on this journey with me and for your guidance, encouragement, and expertise. It has been an amazing journey! Thank you to everyone who participated in this study for sharing your stories and experiences with Brain Education as this study would not have been possible without your participation. Thank you to everyone at Body & Brain who helped during this process and shared their expertise in Brain Education. Thank you to all my family, friends, and colleagues for their support, patience, and encouragement throughout this journey. A very special thank you to my mom, Geraldine Crawford, who always taught me I can do anything. So many times, during this journey sitting at my computer in the middle of the night, I could hear my mom’s voice from childhood saying, “You can do it. You can do anything.” Thank you for instilling in me this everlasting fountain of courage and perseverance. This is one of your greatest gifts to me, which I will always cherish. Thank you to my brother, Michael Crawford, who stepped in to support me when I needed it most this past year. Thank you for always being there and asking, “How can I help?” You’re truly amazing! iv ABSTRACT Examining the Effects of Brain Education on Employee Stress Management, Work Performance, Relationships, and Well-Being by Ericka L. Crawford Purpose: The purpose of this study was to identify, examine, and describe the lived experience of employees who received Brain Education training in the areas of stress management, work performance, relationships, and well-being. Methodology: This qualitative phenomenological study utilized semi-structured interviews to collect data from employees trained in Brain Education. Employees were purposefully chosen based on specific criteria, including those trained in Brain Education for at least three months, worked for organizations that employee more than 20 people, and were located in California. Findings: Analysis of the data showed 10 major findings across 29 major themes and 76 associated codes. Results of this study revealed Brain Education increased employees’ ability to effectively manage stress, increased work performance, improved relationships, and increased employee well-being. Conclusions: Six conclusions were drawn: (1) employee engagement, work performance, and organizational citizenship is increased through Brain Education training resulting in increased organizational performance; (2) employee work performance is improved through increased focus, productivity, problem-solving, creativity, and teamwork as a result of Brain Education training; (3) employee ability to navigate organizational change is increased through Brain Education training; (4) employee emotional intelligence is increased through Brain Education training, which develops and v improves work relationships resulting in increased performance; (5) employee leadership skills are increased through Brain Education training, which contributes to optimal organizational functioning; and (6) employee ability to manage stress, health, and well- being is increased through Brain Education training, which prevents burnout, increases presenteeism, and lowers healthcare costs. Recommendations: Further research is recommended in the following areas: (1) repeat this study in other U.S. locations to expand the research in Brain Education; (2) repeat this study with employees in a single organization for deeper insight into the effects of Brain Education on team dynamics, work group performance, and workplace outcomes; and (3) repeat this study specifically for organizational leaders to provide deeper insight into leadership behaviors and the effects on their employees and organizational performance. vi TABLE OF CONTENTS CHAPTER I: INTRODUCTION ........................................................................................ 1 Background ................................................................................................................... 4 Effects of Stress in the Workplace .......................................................................... 4 Trends in Workplace Stress .................................................................................... 5 Brain Education Program ........................................................................................ 6 Theoretical Framework ........................................................................................... 8 Gaps in Research..................................................................................................... 9 Statement of the Research Problem ............................................................................ 11 Purpose Statement ....................................................................................................... 12 Research Questions ..................................................................................................... 12 Significance of the Problem ........................................................................................ 13 Definitions................................................................................................................... 14 Delimitations ............................................................................................................... 17 Organization of the Study ........................................................................................... 18 CHAPTER II: REVIEW OF THE LITERATURE .......................................................... 19 Science of Stress ......................................................................................................... 19 Defining Stress ...................................................................................................... 20 Evolution of Stress Theories ................................................................................. 21 Perception of Stress Matters ................................................................................. 55 Stress in the Workplace .............................................................................................. 57 Stress and Leadership ........................................................................................... 59 Effects of Stress in the Workplace ........................................................................ 61 Stress for Optimal Performance ............................................................................ 72 Stress Management Trends ................................................................................... 74 Brain Education .......................................................................................................... 76 Components of Brain Education ........................................................................... 79 Five Steps of Brain Education .............................................................................. 87 Research on Brain Education ................................................................................ 96 Theoretical Framework ............................................................................................. 100 Summary ................................................................................................................... 101 CHAPTER III: METHODOLOGY ................................................................................ 102 Purpose Statement ..................................................................................................... 102 Research Questions ................................................................................................... 102 Research Design........................................................................................................ 103