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 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.
|Commitee:||Larick, Keith, Howley, Denise|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Education, Organizational behavior, Adult education|
|Keywords:||Brain education, Organizational performance, Relationships, Stress management, Well-being, Work performance|
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