Too busy to reflect on their busyness: Wellbeing intervention seen as increased workload

Abstract

Purpose

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

Design/methodology/approach

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Findings

Head teachers are still playing a key role as caregivers to their staff. Well-being is something people in school generally expect to be “done” to them. Personal accountability for one’s own health and well-being is still a growth area in schools. Any change processes implemented to support this process need to be continually tailored and respectfully nuanced to meet the evolving needs of the staff and organization throughout the intervention. Accruing quantitative evidence to support the effects of well-being work in schools is painstaking and challenging.

Practical implications

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

Originality/value

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Citation

(2017), "Too busy to reflect on their busyness: Wellbeing intervention seen as increased workload", Development and Learning in Organizations, Vol. 31 No. 6, pp. 19-21. https://doi.org/10.1108/DLO-09-2017-0075