Supporting the Sharing of Mental Health Challenges in the Workplace: Findings from Comparative Case Study Research at Two Mental Health Services

Personal experience with mental health (MH) challenges has been characterized as a concealable stigma. Identity management literature suggests actively concealing a stigma may negatively impact wellbeing. Reviews of workplace identity management literature have linked safety in revealing a stigma to individual performance, well-being, engagement and teamwork. However, no research to date has articulated the factors that make sharing MH challenges possible. This study employed a comparative case study design to explore the sharing of MH challenges in two Australian MH services. We conducted qualitative analyses of interviews with staff in direct service delivery and supervisory roles, to determine factors supporting safety to share. Workplace factors supporting safety to share MH challenges included: planned and unplanned “check-ins;” mutual sharing and support from colleagues and supervisors; opportunities for individual and team reflection; responses to and management of personal leave and requests for accommodation; and messaging and action from senior organizational leaders supporting the value of workforce diversity. Research involving staff with experience of MH challenges provides valuable insights into how we can better support MH staff across the workforce.

Creating “Risky” New Roles in Healthcare: Identities, Boundary-Making, and Skilling Under Rationalization and Consumer Demand

Healthcare is experiencing two countervailing pressures: to increase efficiency and be more responsive to consumer demands. Healthcare organizations often create new work arrangements, including “lay healthcare” roles, to respond to these pressures. Using longitudinal qualitative data, this article analyzes how one set of new lay healthcare workers attempted to construct a workplace identity, sell their value to existing professional workers, and navigate the precarious conditions of the new role. The authors find that workers in these new roles faced immense challenges stemming from their positions as “risk absorbers,” which ultimately harmed workers and reduced the efficacy of the new role.

Working Alongside Service Robots: Challenges to Workplace Identity Performance

In this paper, through the prism of the notion of workplace identity, we critically reflect on potential challenges of working alongside social service robots in service industries. From feminist studies of workplace identity, we adopt concepts of naturalization and normalization, and discuss how service robots’ “imprisonment” in the role of a friendly and consistent helper may present psychological and political challenges to how service employees relate to and perform their workplace identity.

Can spirituality and long-term orientation relate to workplace identity? An examination using SEM

PurposeThe interconnections and relationships of workplace identity with a few organizational behavior concepts such as job involvement, commitment and turnover intentions have been identified by earlier studies. The present study was undertaken to find out the relationship of workplace identity with long-term orientation and spirituality.Design/methodology/approachSEM was performed using Python, on a sample of 365 respondents, using three validated questionnaires. The questionnaires used for the study were Spirituality Index of Wellbeing (SIWB), Long-term Orientation (LTO) Scale and Workplace Identity Scale.FindingsResults indicated significant positive relationship between workplace spirituality and workplace identity, as well as LTO and workplace identity. No significant relationship was observed between LTO and workplace spirituality.Originality/valueAn in-depth review of literature revealed that no previous studies have examined the complex relationship between workplace spirituality, LTO and workplace identity. Further, there are only few studies about the workplace identity and its relationship with other constructs. The present work was a modest effort to fill this gap in literature. The study has succeeded in making significant contribution towards management literature.

Remembering the Work of the Long Boom

This chapter looks at the experience of work from the early 1960s to the late 1990s. It draws extensively on oral histories carried out by the author with former shop floor workers, supervisors, and managers. It details the type of labor carried out by production workers and in particular explores the idea of an independent shop floor culture and identity at Guinness Park Royal. It looks at issues such as boredom, humor, and authority as well as the nature of unionization at the plant. The chapter looks at questions of industrial citizenship and how a strong workplace identity allowed workers a great deal of autonomy over what they did and how they did it. This Guinness workplace culture is put in context with a broader discussion of work identity in the United Kingdom during the long boom.

School context: implications for teachers of color

Purpose By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is to examine how traditional school contexts play a role in teacher retention. Design/methodology/approach This was a qualitative case study that examined white teachers’ perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful in describing the boundaries of the school and how this type of context allowed the researchers to explore intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup theory with teachers’ responses. Findings Findings indicated that white teachers had little or no experience interacting with people who were racially and culturally different from them. Because of their curiosity about race, African American teachers were categorized as the “black expert.” White teachers asked them to speak with African American parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American teachers were forced into roles, which prevented them from contributing in other areas. Thus, African American teachers grew tired of only playing one aspect of their teaching. Research limitations/implications Upon entering their schools, teachers bring with them a broad array of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become like-minded to their schools’ norms and values. As incoming teachers of color enter with different norms and culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace disagreements and teachers of color leaving. Practical implications If the focus is to recruit teachers of color, there needs to be an emphasis on preparing leaders on how to identify and address intergroup differences. As in Bell’s (2002) study and Achinstein’s (2002) research, when teachers have differences it will have influence how teachers will collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of color. These individuals also share the burden of being the only person who can advocate for students of color, but also serve as cultural translators for other students as well. Social implications Future educators not only need to understand how to teach demographically diverse students, but it is important for them to understand how multicultural capital plays an inclusive role in getting all students to do academically well. The question becomes of how one teaches the importance of “humanistic” commitments for all children. Originality/value Booysen (2014) believes that identity and workplace identity research only allows for integration of divergent perspectives. More study is needed to understand how do workers navigate their identity through the workplace. Workplace identity among group members results in power discrepancies and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing goals and there is a struggle for resources. Cox (1994) believes that these tensions cause group members to center on preserving of their own culture. Hence, groups are more aware of their need to protect their cultural identity which ultimately affects retention of workers.

Workplace Identity Construction: An Intersectional-Identity-Cultural Lens

With the development of an integrated cross-disciplinary framework to study workplace identity construction, the current theoretical discussion on workplace identity construction is extended—first, by focusing on intersectionality as theoretical lens and methodology in our thinking about workplace identity, highlighting the significance of an individual’s intersections of social locations in the workplace embedded in socio-historical and political contexts, and second, by focusing on the influence of national culture and societal landscapes as important macro contextual factors, adding a super-group level and a cross-cultural perspective on how individuals navigate their identities at work. Using an intersectional-identity-cultural conceptualization of workplace identity formation elucidates the personal, social identity, sub-group, group, and super group level of influences on identity formation. It focuses on the interplay between individual, relational, collective, and group identity, and emphasizes social identity as the bridge between personal identity and group identity. It highlights the multiplicity, simultaneity, cross cutting, intersecting, as well as differing prominence and power differences of social identities based on differing contexts. It illustrates the relatively stable yet fluid nature of individual (intra-personal and core) identity as it adapts to the environment, and the constant changing, co-constructed, negotiated, and re-negotiated nature of relational (inter-personal), collective identity (social identity) as it gets produced and re-produced, shaped and reshaped by both internal and external forces, embedded in socio-historical-political workplace contexts. Understanding the interplay of the micro-level, individual (agency), relational, and collective identity levels (social construction), nested in the meso level structures of domination, and group dynamics in the workplace (control regulation/political) in its macro level societal landscape context (additional control regulation) will help us to understand the cognitive sense-making processes individuals engage in when constructing workplace identities. This understanding can help to create spaces where non-normative individuals can resist, disrupt, withdraw, or refuse to enact the limited accepted identities and can create alternative discourse or identity possibilities.