Assessment: Dissertation Structure and Formatting The assessment for this module consists of one element. Element Type of assessment Word or time limit Submission method Final Submission Date 010 Dissertation 60 credits: 15,000 words Turnitin®UK GradeMark and 2 X comb bound hard copies to the iCentre. NO LATER THAN: 1st of May by 2pm Your dissertation must be written in English in typescript form on A4 paper. Your name must not appear on the dissertation. TWO hard copies of your completed, bound dissertation and an electronic copy via Turnitin®UK GradeMark by the published deadline. It is advisable to retain a copy for your own records. Please note submitted dissertations will only be returned in cases of failure. The maximum length of the dissertation depends on your chosen course, as shown below: 60 credits: 15,000 words (MOD001170) MBA Business Administration Note The maximum number of words does not include footnotes, the abstract, the bibliography, indented quotations, appendices and tables. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet and via Turnitin®UK GradeMark. Academic staff CANNOT accept work directly from you. If you decide to submit your work by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the I Centre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. The dissertation must be prefaced by an abstract. This is not an introduction but a summary which outlines the plan and argument of the dissertation. It should include brief details of the methodology employed. The abstract should not be longer than 300 words. It should be included immediately after the title page and it will be examined as part of the dissertation. A list of contents, such as the glossary, chapters, and appendices - with page references - should be included at the front of the dissertation. Pages should be numbered and double-line spacing used. Diagrams, figures, tables, and illustrations should be incorporated into the text at the appropriate place, unless there is a series of them or they are continually referred to throughout the text. In this case they should be placed in appendices at the end of the work. You are advised to use a drawing package for diagrams and scan in other illustrations. The work of other authorities must be acknowledged. When quotations or general references are made they must be suitably referenced by using the Harvard system. Appendices should not contain material which is not used or referred to in the text. Similarly, illustrative material should not be included unless it is relevant, informative, and referred to in the text. A bibliography should be included at the end of the dissertation and should list, alphabetically, all the sources (including magazines and newspapers) that you have consulted. Books should be listed as: Author (surname then initials); title, edition, publisher, date. Other sources such as journals, magazines, and newspapers should be treated in a similar fashion. If sources are used which are not written in English then the English translation is required in the bibliography. You should also submit a copy of your dissertation on via Turnitin®UK GradeMark this will be used to help verify the sources you have used. Presentation of your dissertation Your Dissertation should be presented as follows, ALL dissertations should include the following (but they may include more): - Plastic Front Cover - White Card Cover Disclaimer Page Abstract Set out on a page of its own immediately after the title page. The abstract is likely to be the last section to be written. It is a short (300 words maximum.) summary of the project (not an introduction) and should indicate the nature and scope of the work, outlining the research problem, key issues, findings and your conclusion/recommendations. Table of Contents An outline of the whole project in list form, setting out the order of the sections, with page numbers. It is conventional to number the preliminary pages (abstract, table of contents) with lower case Roman numerals (i.e. (i), (ii), (iii) etc.) and the main text pages (starting with the first chapter) in Arabic numerals (1, 2, 3, etc.) as shown below. Contents Page List of Tables i List of Figures ii List of Abbreviations iii Acknowledgements iv Chapter 1 (Title) 1 1.1 (First Section heading) 1.2 (Second etc.) 1.3 (Third) List of tables and figures You can present a list at the beginning of your dissertation/ project of the tables and figures you have included. A table is a presentation of data in tabular form; a figure is a diagrammatic representation of data or other material. Tables and figures should be clearly and consistently numbered, either above or below the table or figure. Each table and figure should have a separate heading (caption). The reader should be able to understand what the table or figure is about from this heading / caption without referring to the text for explanations. The numbers of the tables and the figures you use in the text and in the lists at the beginning should correspond exactly. Main body of document, appropriately structured (this structure may vary depending on the nature of your dissertation.) Bibliography / References Appendices (these should only contain material which is genuinely supportive of the argument in the main body of the dissertation). Supervisor Contact Log (completed) (See Appendix 7) White Card Back (from Copy centre) Black Comb Binding (from Copy centre) Do remember that clear writing makes a good impression. If your grammar is poor, sentence construction clumsy, and spelling bad, then your communication with the reader will also be affected. You will not be penalised for poor English unless it is so bad that the meaning of what you have written cannot be understood. You are required to use the following format: • Use A4 size paper only. • Type 1.5 or double spaced. (You may want to use single spacing for indented quotes, footnote materials and the bibliography). • Use one side of paper only. • Margins should be approximately: o 3 cms on left hand side of page to allow for binding. o At least 1 cm on the right hand side o 3 cms top and bottom. • Pages should be numbered in a single sequence from the contents page onwards. • Short quotations can run in the text within single quotation marks (double quotation marks reserved for quotations within quotations). Quotations longer than about 30 words should be set in from the side of the page (normally the indent should be more than the paragraph indent). • Always write in complete sentences. Do not resort to note form. • Do not use abbreviations in the text unless they are for the organisations documents etc which are commonly initialised or referred to by acronyms eg. BBC • All abbreviations must be explained when they first appear and included in the front of the document following the contents page and the list of tables and figures. Your documents must be bound using a plastic or metal comb binding. The cover should be plain except for the title and the author’s SID number. Reprographics will copy and bind your work. There is a charge for this service. Forms of Dissertation The final form your dissertation takes will depend on the topic and the approach you take for the presentation of the data. Two examples are: Example A Chapter 1 - Introduction An explanation as to what the Dissertation is all about and why it is important. The research questions or hypotheses. Chapter 2 - Literature Review A critical analysis of what other researchers have said and where your topic fits in. The theoretical framework. Chapter 3 - Methodology Why certain data was collected and how it was collected and analysed. Chapter 4 - Results A presentation of your research results. Chapter 5 - Analysis and Discussion Analysis of your results showing the contribution to knowledge you have made and acknowledgement of any weaknesses/limitations in your work. Chapter 6 - Conclusions/Recommendations A description of the main lessons to be learned from the study and what future research could be carried out. Chapter 7 - References and Bibliography References are a detailed list of sources from which information has been obtained and which has been cited in the text. The bibliography is a detailed list of other sources you have used but not cited. Appendices - Detailed data referred to but not shown elsewhere. Example B You may wish to elect to write a descriptive type of dissertation that looks for patterns, ideas and hypotheses. If you do the quality of the dissertation will depend on: • How thoroughly the issues are covered. • How closely the facts relate to the original research question. • Whether the data collected provides valuable and new information that is a contribution to knowledge. • Whether the research could be built upon by future writers. • The extent to which creativity has been used in building the narrative. NB - This approach is not an extended essay, but evidence of critical reflection and analysis. The two forms of dissertation outlined above are given as an indication of possible formats. It is possible that your dissertation may require a different approach or modification to the above possibilities in presentation and content. Both presentation and content should be discussed with your Dissertation Supervisor at an early stage. Remember, study at Master's level encourages innovative application of research principles to academic work. Characteristics of a Postgraduate Dissertation You will have gained some idea of what is required in a postgraduate dissertation from the learning outcomes of the module and from the assessment criteria above. In general terms we expect an emphasis on the critical literature review and an in-depth understanding of theory and methodology. Specifically, Methodology - you will be expected to critically review the theoretical, empirical, and methodology literature. The theory should be comprehensively discussed and understood, and paradigms of inquiry and different methodologies should be explored. You should show awareness of the soundness of the methodology you use and its rationale. Problem formulation - you will need to be precise and rigorous about the problem formulation and the setting of objectives. Relevance and originality in the choice of topic is also important. Content and Analysis - your dissertation should clearly meet stated objectives and indicate the extent that arguments are based on valid and reliable evidence, and identified and worked within a critically analysed theoretical framework. Evaluation of Implications - the evaluation of the implications in the dissertation, based upon the analysis undertaken and upon any data collected, should be of high quality and aim for originality. Presentation - your dissertation should be well-structured in terms of both paragraphs and chapters. There should be attention to detail, expression should be clear, the title appropriate, and arguments coherent. Any appendices (and you are encouraged to keep these to a minimum) should be used. The same applies to references and the bibliography. Tables and diagrams should be of a high standard and make use of appropriate software. GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS - LEVEL 7 Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display. Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills Characteristics of Student Achievement by Marking Band 90-100% Achieves module outcome(s) related to GLO at this level Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication 80-89% Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills 70-79% Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality 60-69% Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions 50-59% Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions 40-49% A marginal pass in module outcome(s) related to GLO at this level Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent. 30-39% A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions. Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions 20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions. Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions 10-19% Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions. Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions 1-9% No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions. No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions 0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (e.g.: answers the wrong question) and/or related learning outcomes POSTGRADUATE DISSERTATION ASSESSMENT FORM Student Number: Dissertation Title: First Marker: Suggested Mark: % Agreed Mark: Second Marker: Suggested Mark: % % Marking Criteria Comments Mark % Weight Weighted Mark Introduction Is the abstract adequate? Is there a clear purpose and rationale for the study? Clear set of objectives / research questions? 0.1 Research Design & Methodology Was research design and methodology discussed? Was the approach appropriate? 0.2 Use of Literature / Sources Was the range suitable and adequate? Has a critical review of the literature been adopted? Has the student made a ‘link’ between existing literature and their own research? 0.2 Results, analysis and interpretation of data Has the data been accurately presented and analysed or are the findings merely a description? Appropriate theory applied? Interpretation – Has the student made reasoned judgments on their findings? 0.3 Conclusion & recommendations Are conclusions reasoned? Do they correspond with the objective(s) of the dissertation? Has the student reflected on the extent they have achieved their objectives? Limitations and future research discussed? 0.1 Presentation Structure & language, Harvard Referencing correctly applied, appropriate use of tables/diagrams? 0.1 TOTAL: Marks under each heading should be given careful consideration. If the default weight is inappropriate please indicate a new weight and explain this in your report overleaf (e.g. a work based project might involve less attention being paid to literature review). Table of Contents 1. Introduction .................................................................................................................... 1.1 Research Background .................................................................................................. 1.2 Rationale of the Research .......................................................................................... 1.3 Research Aims and Objectives .................................................................................. 1.4 Organization of the research ...................................................................................... 2. Literature Review......................................................................................................... 2.1 Definition of Key Concepts ........................................................ 2.1.1Work Stress ....................................................................... 2.1.2 Employee Performance ............................................................................ 2.2 Critical Evaluation of Theories & Models.......................................................................................... 2.2.1 Role Theory of Stress ..................................................................................................... 2.2.2 Karasek Stress Model (Demand Control Model)........................................................................... 2.2.3 Environment Fit Theory ............................................................................................................. 2.2.4 Transctional Model 2.2.5 Systematic Stress (Selye’s Theory) 2.3 Empirical studies.. ............................................................. 2.4 Conceptual Framework…………… ................................................... 2.4.1 Time Pressure ................................................................. 2.4.2 Role of Ambiguity 2.4.3 Lack of Motivation 2.4.4 Work Load 1.0 Introduction The working environment of the 21st century is a quick paced, dynamic, very fortifying condition which brings countless opportunities and benefits to the employees who work inside it. The regular changing requests of the working environment can expand levels of stress, particularly for employees who are consistently working under pressure such as bankers. The purpose of this study is to examine the relationship between employees’ level of stress and job performance in the banking sector in Malaysia. The banking sector in Malaysia has the capacity to allocate financial resources adequately and effectively and it will be crucial to support Malaysia’s transformation to become a high value-added, high income economy (Bank Negara Malaysia, 2016). Therefore, it is imperative to investigate the impact of job stress faced by the employees in the banking sector as any dissatisfaction faced by them will undoubtedly reflect on the overall industry. The schedule to bring Malaysia towards becoming fully develop status in year 2020, the nation needs to ensure the force behind the plans perform their very best to meet the targeted aims and ambition of the country. The drive that is highlighted here is the nation work force specifically workers from the public and private sectors. The work stress phenomenon in Malaysia has become an issue in the country due to the ambitious targets set by management of both public and private sectors as highlighted through the global workplace provider Regus’s online survey which was conducted in 2013. In this survey 70% percent of Malaysian work force are reported to have job stress illnesses (Mallow, 2016) One of the most important source of job stress is job strain which is described in one of the earliest and most influential job stress model Karasek (1979), job strain is controlled by the collaborations between mental requests and decision latitude. The measurement on the mental request on the employee relates to pace and force, aptitudes required and the ability to keep up with colleagues. The second measurement identifies the level of creativity versus repetition and additional degree of flexibility and obligation to choose what to do. (Lindström 2005) An option model, the effort-reward imbalance(ERI) model (Siegrist, 1996) underlines the reward as opposed to the control structure of the work. The ERI model demonstrate that job strain is after effect of an imbalance effort (extrinsic job demands and intrinsic motivation) and reward (in terms of salary, security and career opportunities). The assumption that lack of effort and reward will lead to stress and (cf. value hypothesis; Walster et al., 1978), which, thus, may prompt to cardiovascular risks and other strain reactions. A significant number of studies has been done on job stress in developed and developing countries such as Olaniyi (2013) did a research in Dublin, Ireland to investigate the relationship between job stress and employees’ performance and the motivational factor and employees’ performance in the hotel industry. The concept used is the Lazarus (1993) theory of significance on the individual well-being and coping with specific demands. The variables used in this study are job satisfaction, job motivation and job performance. The analysis conducted is to measure the positive or negative relationship between the variables, the strength of the relationship and is of no significance to the relationship. The study concluded that excessive work related stress will undoubtedly influence the performance of the employees. A study was undertaken by Essaim et al (2015) on influence of job stress on job satisfaction among university staff in Ghana. The variables investigated in the study was the influence of workload, role ambiguity, physical environment and supervisors support on job satisfaction. The demand control model by Karasek (1979) used in this study in the case of the university employer recommends the request of work set on the junior and senior staff within the university without comparable control over their work, has a high inclination of aggravating their stress levels. The finding reveals that workload and physical environment contributed positively towards job satisfaction and there was no significant relationship between job satisfaction and co- worker support. However multi- tasking may be responsible between job stress variables and job satisfaction. The industrial sector has undergone a great deal of stress due to numerous characteristics of stress. Manzoor (2011), investigated the impact job stress on employees’ performance in the textile sector in Pakistan. The Lazarus (1991) theory of transactional, process, and appraisal approach is used to study the work stress level. The variables measured in this study will include long working hours, job instability, pressures at work, support at work, control and decision latitude, work and family life, physical agents and job clarity. The analysis shown that the stress level among employees in the textile sector is high on areas like workload and long work hours. However, the other variables do not have any significant impact on the employees’ performance. Ling and Bhatti (2014) conducted a research in Malaysia on work Stress and job performance in the Malaysian academic sector namely among the administration staff. The independent variables used in this study are role of conflict and job control and the dependant variable used is job performance. The difference between other studies conducted is that this study uses social support as a moderator to strengthen the relationship between dependent and independent variables. The outcome shows that the employees were given clear direction with good trainings which makes them perform well in their workplace and the role of conflict does not have a significant contribution towards the employees’ performance. A research was done by Ling et al (2014) in the banking industry in Malaysia to investigate the role of stress and job satisfaction among bank employees in Kota Kinabalu Malaysia which also attempts to investigate the mediating role of demographic factors such as gender and the position. The variables in this research is roles of stress and job satisfaction. They found that roles of stress do not have a significant impact on employees’ performance and job satisfaction. The effect of role of stress is stronger on management employees than the non- management employees. However, the position and gender does not moderate the relationship between role of stress and job satisfaction. Malaysia being a developing country relies on manufacturing therefore creating a higher performance organization is essential and it requires the organization to understand the factors influencing employees’ performance. Yahaya et al (2011) perform a research on stress level and its influencing factors among employees in a plastic manufacturing and the implication towards work performance. There were two variables investigated in this research which is organizational climate and workplace bullying. The Herzberg (1959) Theory was used to perform the research and determine the factors in an employee’s work environment. The analysis from a theoretical perspective and using qualitative approach found that leaders do not understand workplace bullying or discharge it as hard administration. Therefore, designing a training program to address the root cause involving employees at all levels can promote an amicable workplace Literature Reviews 2.1 Definition of Key Concepts 2.1.1 Work Stress According to Lazarus (1966) the relationship between an individual and the environment is evaluated as critical and as burdening or surpassing resources for adapting is defined as stress. Stress is connected with a few crucial individual physiological, mental and behavioural manifestations which is an extremely important phenomenon (Schuler, 1980). Stress is also defined as a social mental issue involving the nature of individuals and the nature of social situations in which they were enmeshed (House, 1981). Work stress is imagined as a first-level result of the association and occupation; it is a sentiment distress that is independent and particular from second-level results or outcomes of employment stress. The second-level results may incorporate changing levels of fulfilment, authoritative responsibility, inspiration, and execution (Parker and DeCotiis, 1983). Psychosocial look into mobbing is carried out as it is defined as an extraordinary social stressor at work environments and its psychosomatic wellbeing results are also related and being discussed (Leymann and Gustafsson, 1996). Work Stress is also associated with health damaging behaviours and anxiety metabolic disorder which is part of the stress factors such as social position (Chandola et al, 2006). 2.1.2 Employee Performances When employees see the potential for fulfilling their mental needs in the working environment, they engage themselves totally and put more prominent time and effort in the organization’s work (Kahn, 1990). The argument is that such act has led to greater organizational productivity and job involvement which translates to higher performance. Employees perception on the organizational environment derives to important aspects of psychological climate and the process related to performance and their involvement at the workplace (Brown and Leigh, 1996). Organizational commitments relate to work outcomes which includes employee’s motivation, satisfaction and performance. The commitment concept has become a popular tool which inculcate a cultural setting where loyalty to the organization effects the employee’s performance (Knippenberg and Schie, 2000). The accomplishments made at work are the result of an employee’s performance and these performances depends on the organizational structure and policies (Cardy, 2004). Employee engagement is also a crucial factor relating to employee’s performance and help organizations gain competitive advantage (Baumruk, 2004). 2.2 Critical Evaluation of Theories & Models Role Theory of Stress (needs to be modified – critically analyze the models) The role theory suggests that people’s behaviour are consistent with the way their roles are defined (Kahn and Katz, 1978). The employees’ performance is also positively associated with the role theory of stress which describes the extent of which the employees carry out their duties independently, anticipate opportunities and problems, and being persistent. (Freese and Fay, 2001). Employees that successfully overcome their stress and fulfill their roles both their job holder and as an organizational member are most likely to be given higher performance ratings and to be considered for promotion exercise (Allan and Rush, 1998). The idea of fulfilling multiple roles is related to higher levels of stress therefore employees who seek to perform their organizational role in addition to fulfilling their job holder find their jobs more stressful (Bolino and Turnley, 2005). The role theory of stress also implied that employees with too many responsibilities and activities expected of them versus the time availability and other constraints will demonstrate individual initiative by staying at work after normal business hours, attending work related functions on their personal time which will contribute to the stress factor (Welbourne, et al 1998). The investigations done on this framework confirm that job stress relates positively to strain and burnout that effects employee’s performance whilst relationship that relates to work attitudes and emotion exhibits employee’s performance in contrasting ways (Crawford et al., 2010). Leaders can serve as a role model that may influence employees stress mindsets and confidence level responding to stressful demands through their optimism, enthusiasm and result driven focus and facilitating perceptions of the intrinsically rewarding device characteristic of these requirement or focusing attention on key tasks that must be accomplished (Piccolo and Colquitt, 2006). Courtright et al (2014), breakthrough that leader’s self-efficacy was important for the welfare of developmental challenge to be realized, given the relationship of developmental challenges with both troth and exhaustion. However, the gap on lack of the potential for growth and reinforcement, or that may even thwart growth or gains, or inefficiency (e.g., administrative hassles, office politics) needs to be addressed by eliciting the feeling that one can overcome the challenge and achieve the desired result (LePine et al., 2005) Karasek Stress Model (Demand Control Model) (needs to be modified – critically analyze the models) One of the most influential models introduced on occupational stress by Karasek (1979) which considers the results of job demand are moderated by job prudence or decision parallel of latitude. The key idea of this model is the synergistic relationship between the impact of job demands on strain and can help enhance employees’ performance with the chance to engage in challenging job and acquire new skills. This model also suggested that having greater ascendance over one’ problem will facilitate the management of job demand thus mitigating its impact on stress and related outcomes (Johnson and Hall, 1988). The buffer hypothesis formulation proposes an interactive design suggesting a buffer effect for both control and support which the impact of high job demand on job stress will be mitigated by the moderating effect of both job control and social support. Such interactive blueprint can serve as trial to assess how job control and social support simultaneously alter the relationship between job demand and job stress (Cohen and Wills, 1985; Haines et al., 1991; Johnson and Hall, 1988). For the past decades, the nature of work has changed considerably which comprises major factors such as flexibility, automation, communication technology, economy and the application of information. Without question the most successful model is the demand and control model described by Karasek (1979) which relates to psychological strain and illness only when the job control is low. The employees’ performance is affected by the job demands, control, and support which also relates to their health and wellbeing. This model can also be used for the theoretical framework to measure occupational health and its effect on employees’ performance (Croon et al, 2002). The Demand Control Model failed to produce the interaction effects of job demands and job control on the employee performance and motivation with lack of evidence to the conceptual limitations (Schaufeli et al., 2004). The most common criticism is that the Demand Control Model is that it is too simplified that fails to capture the complex condition of work environments. Job control is not the only avenue for coping with job demands and the social support from colleagues or superiors plays an important aspect of the employees’ performance (De Lange et al., 2003). Environment Fit Theory (needs to be modified – critically analyze the models) The fundamental elements of Environment Fit Theory (EFT) is the fit approach provided by (French et al., 1982) which involved two major factors. One factor emphasizes on the correspondence between environmental supplies and personal goals and values and the other factor focuses on correspondence between environmental demands and personal skills and abilities. EFT plays a moderating role in determining occupation fulfilment, hypothetical and empirical evidence recommends that person- organization fit may impact extraneous measures of profession achievement such as salary and job level attained (Judge, 1994). The EFT implies that employees that show more positive occupation dispositions and higher job performance at the point when the person-environment fit is high (Kristof-Brown and Billsberry, 2013). On the other hand, when employees’ characteristics does not work with work demands, low levels of person-environment fit are related with greater occupational strain and poorer prosperity (von Hippel et al., 2012). The conceptualization of occupational strain and wellbeing of employees’ physical health, mentalities and observations and social connections may lead in the long run to severe medical issues (e.g coronary illness), emotional problems and social segregation. (Zacher et al., 2014). Feldman and Vogel (2009) suggested that age is positively identified to EFT because older employees have higher requirements for socio-enthusiastic delight than younger employees. Older employees are to put more effort into maintaining strong interpersonal relationships with others in their working group. Older employees’ concentration on acquiring new knowledge and social ties are less than the younger employees (Janse and Shipp, 2013). The underlying line of reasoning here is that aging might not only change the criteria that employees use to assess the EFT but also how they receive and interpret feedback from the environment (Zacher et al., 2014). Therefore, modified job analysis and performance evaluation systems can be integrated into better career path for older employee and their job responsibilities as their sets of skills and needs change across the lifespan. Organizations can also invest heavily in health promotion programs and training to help older employees remain healthy and keep up with new technology and speed (Klein and Weaver, 2000). Employers assess their older employees based on the EFT in terms of demands-abilities fit, this perspective blinds managers to various ways which employees can contribute to the organization. Transactional Model (needs to be modified – critically analyze the models) The approach adopted in the transactional model conceptualized stress as a transaction between a person and the environment. The theory to recreational conflict by Schneider and Hammitt (1995a) and subsequent applications in other researches done (Miller, 1997; Miller et al., 1998; Schneider, 2000; Schneider & Hammitt, 1995b, 2000; Schuster & Hammitt, 2000). Within transactional theory, stress is the result of a perceived imbalance between the demands of a person’s environment and the available resources the person possesses to respond to them (Aldwin, 1994; Cohen, Evans, Stokols, & Krantz, 1986; Evans & Cohen, 1987; Lazarus, 1966; Lazarus & Folkman, 1984; Lazarus & Launier, 1978). The evaluative component within this appraisal focuses primarily on the availability of specific coping responses, the perceived likelihood that these responses will accomplish what they are supposed to, and the ability to apply these strategies within the specific situation. Thus, coping can be understood as “an explicit attempt by an individual to deal with stressful conditions either by changing the situation or by dealing with his or her distress” (Baum & Paulus, 1987). The secondary appraisal, then, is an interaction between the person and the environment that specifically deals with the usefulness of coping strategies aimed at responding to stress experience This model helps define the on-going transaction between the person, the environment, and results of coping, can also further our understanding of the long-term changes that occur in recreational populations and settings. Recreational settings are constantly changing because of natural processes, social processes, and because of management decisions (Miller and Mccool 2003). As recreationists interact with these changing environments a range of coping behaviours are employed. These behaviours can help maintain satisfaction for employees but can also further influence change in the recreational setting. While a description of the stress and coping processes is important to the development of a general understanding of these behaviours, further research examining an alternative array of potential coping responses would advance the understanding of stress and coping behaviours in this model. In particular, the direct-action response might actually contain distinct types of behavioural adjustments or patterns of coping that are related to perceived stress. Moreover, this type of analysis could provide useful information for managers responding to direct action on the part of employees. This model focuses toward examining employee coping responses coupled with a move to examine the consequences of conflict situations rather than simply causal dynamics offers a way to integrate conflict and coping research (Schneider & Hammitt, 1995a). Systematic Stress (Selye’s Theory) (needs to be modified – critically analyze the models) Hans Selye is frequently claimed to be the father of the stress concept. However, in his pioneer 1936 paper (Selye, 1936), a brief note in Nature, the term ‘stress’ was not used. According to tradition, this was because the medical establishment (and the referees in Nature?) found the term too unspecific, and too much used as a non scientific attribution concept by the lay public. In his original 1936 paper, Selye simply described general, non-specific adaptation and maladaptation phenomena in rats exposed to ‘various nocuous agents’ like cold, surgical injury, spinal shock, or sublethal intoxications. His rats progressed from a general, non-specific alarm through an adaptation phase to maladaptation and death. In his first paper, the syndrome was dramatic with a rapid (6–48 h) decrease of thymus, spleen, lymph glands, liver and fat tissue, erosions in the gastrointestinal tract, edema, loss of muscle tone, fall in body temperature, and changes in the adrenals. He compared the condition with histamine ‘toxicosis’ or surgical shock. After 48 h, there was some improvement which he attributed to a shift in pituitary secretion from growth hormone, gonadotropic hormones, and prolactin to thyrotropic and adrenotropic principles. If the treatment continued, the rats would shift from this ‘adaptation’ stage to ‘maladaptation’ and death. Stress and stressors appear later in his work. From 1949 or 1950 ‘stress’ is his main theme (Selye, 1950). Since he used the term stress on the response rather than the more proper word strain, he had to invent a word for the load or stimulus that triggered this response. This is the origin of the term ‘stressor’. Although Mason avoided the use of the term stress, the realization of the importance of psychological factors for neuroendocrine regulation (‘the Mason principle’) has been an important part of later stress theory (Ursin, 1998). It has also been realized that ‘stress’ is not necessarily a negative factor to be avoided, 2.3 Empirical studies: 6 studies (needs to be modified) - 3 Malaysian studies Divakar (2015) did a research on factors leading to work stress and its impact on employee performance a case study of reliance fresh, India. The sample size used by the researcher is 40 respondents. The researcher did a primary research with qualitative or quantitative. The variables used by the researcher is Management support, poor working conditions etc. findings or result. From the results obtained, it was evident that there were many stress factors that the respondents endured, and the enquiry proved that stress had an effect on productivity. Majority of the respondents reported to work under pressure and that they feel uncared for by the organization. The fact that majority of respondents thought of leaving their job, and felt that the organization did not care about them was a reflection of huge dissatisfaction that undoubtedly lowered productivity. A research was conducted by Zeb, A., et., al (2015) on the impact of job stress on employee's performance by evaluating the moderating effect of motivation. A primary research was conducted at the banking sector in Khyber Pakhtunkhwa Pakistan The researcher used the quantitative method by obtaining 200 employees sample including managers and non-managers which were selected randomly from different banks. The variables used in this research were job stress, motivation and employee’s performance. The findings from this research subject show that very little research has been carried out to mental test the moderating effect of need on the relationship between job strain and employee performance in Pakistan banking sector. The factors contributing to the stress level of the employees are workload, long hours and they are confronted with inapt working environment. The employees job is routine with lack of rotation or transfer in their duties. Therefore, it leads to state of environment of stress with no interest in their duties. The study also concludes that motivation has significant positive impingement on employee’s performance and negative impact on the job stress. Motivation plays a part as a moderator in the relationship between job stress and employees performance. Employees in this sector can be motivated by providing them job security, attractive salary and benefit packages and facilitation is required to carry out their roles and responsibilities. The employees will be more enthusiastic to perform their duties and reduce their stress level and improve their performances. Hoboubi, N.et., al (2016), performed a research on the Impact of Job Stress and Job Satisfaction on Workforce Productivity in an Iranian Petrochemical Industry. The researcher performed a quantitative method of research with a sample size of 125 randomly selected employees in an Iranian petrochemical industry. The researcher used variables such as stress, job satisfaction and productivity scores to conduct this study. The findings of this study shows that employees’ perceived job stress and job satisfaction to be moderately high and their productivity was also assessed as moderate. The shift working was the contributing factor for reduced productivity and supervision support was an effective factor to increased productivity. Employees who were not given the adequate support have a lower productivity level. In order to achieve lower job stress and higher job satisfaction and productivity at workplace there are few measures that needs to be undertaken. Employment needs to be done according to the individual expertise and ability and providing the exact job description to them. The selection of employees who are fit for shift working and the support given by management is a crucial factor in this study. May Ling S, (2015) performed a research on an investigation on factors on of work stress influence job performance: moderating by social support The population for this study consists of 1961 administrative staffs in whole UUM which located in Sintok, Kedah, Malaysia. Whose name listed under the registration of University Utara Malaysia (2014). The present study employed convenience sampling (i.e., a non-probability sampling technique). The descriptive statistics for the variables in the study are reported. 6 variables job performance, job stress, role ambiguity role conflict, job control and social support role ambiguity, role conflict, job control, social support and job performance among 322 the UUM administrative staffs. The following is the detailed discussion of the findings that is based on the research objective of the present study. The present study discovered several relationships between the independent variables The findings of the present stated that job performance consistent with the literature that job performance can be tested with factors of work stress. The result of job performance in present study helpful to strengthen and valid the literature of job performance and the variables applied in this research. Besides, the variables used in this research were effective to job performance. As mentioned the role ambiguity, job control and social support were effective towards the job performance in workplace. Role ambiguity effect on job performance and decrease the job performance. Present study also showed the relationship between role ambiguity of and job performance and it also strengthen the literature of role ambiguity where stated as role ambiguity increase and job performance decrease and it effect job performance negatively. Chia K W et al (2013) conducted a research on the relationship between work stress and auditors’ job performance. This research attempts to provide an overall view of relationship between work stress and job performance of auditors in Peninsular Malaysia. IV which are roles stress, work overload, time pressure, work-family conflict and social influence pressure will be examined in this study. The desired sample size of 285 respondents selected to represent 1142 population (Universal Accreditation Board, 2003). 300 set of questionnaires have been distributed to auditors of which 285 sets have been received back (response rate = 95%). The remaining 15 set of questionnaires were not usable since the questionnaires received incomplete feedback or unable to be collected. The findings of this research provide a few implications to auditing field in Malaysia. The results generated have supported that the auditors’ job performance are influenced by work stress. it is important to gain understanding about the types of work stress and attempt to find solutions in order to reduce any adverse influence that the auditors faced in the workplace. From this research, roles stress has been found to have a significant relationship with job performance. Thus, the management of the audit firms should provide some courses which guide the auditors the ways of dealing with conflict resolution, so that the auditors are able to manage the conflicting roles and demands. The employers are advised to give clear goals about their firms and job scope on the first day the auditors start to work. This is because there are different expectations and requirements needed by different firms for the auditors in performing their tasks. Time pressure has also been found to have significant relationship with job performance. In order to reduce time pressure, audit firms can provide seminars such as time management to the auditors so they can manage their time more effectively. Moreover, audit manager can introduce some flexible work arrangements in respect to the work schedules such as providing different working time slots for auditors to choose. Furthermore, there is a significant relationship between social influence pressure and auditors’ job performance. Employers to seek some solutions that can reduce the social influence pressure such as emphasizing ethical decision making and encouraging all levels of subordinates to share their opinions on the tasks given during the meetings without interference from the superiors. Thus, it can ensure they are committed to the organisation instead of blindly committed to the superiors that violates the goals of an audit firm. 2.4 Conceptual Framework 2.4.1 Time Pressure According to De Paola and Gioia (2016) stress arising from the need to cope with time factor is most likely to affect the job performance. The effects produced by time pressure on individual decision and employee performance is detrimental for decision quality (Diederich, 1997; Busemeyer and Diederich, 2002; Diederich and Busemeyer, 2003). The negative effect of time pressure maybe identified with those intensifying of the thinking methodology. Furthermore, to employees’ inclination on disregard critical majority of the data and depend ahead heuristics (Kruglanski and Freund, 1983; Gigerenzer et al., 1999; Rieskamp and Hoffrage, 2008). Time pressure can also change an employee’s behaviour by rising physiological stress, thus increases risk taking (Starcke et al., 2008; Putman et al., 2010; Buckert et al., 2014) and restrain strategic thinking. It can also lead to lower intrinsic motivation by driving people to feel controlled by their environment. At the point when employees feel that they are being controlled they feel less motivated by work itself, less enthusiasm about what they are doing and less intrinsic interest in the task given. When intrinsic interest is lower, employees are less likely to participate in the exploratory behaviours of creative cognitive processing (Mueller, et., al 2002) Strong competition and rapid changes in technology and innovation are also factors that have affected the decisions and activities which are made under time constraints. Therefore, this may generate feelings of stress, which can affect the employees’ performance (De Paola and Gioia, 2016). 2.4.2 Role of Ambiguity Kahn et al., (1964) suggested that the role of ambiguity will reflect the probability that an individual will be disappointed with his or her role, will encounter tension, will misrepresent reality hence perform less effectively. The individuals going through the experience of role of ambiguity does not have sufficient information on their roles and responsibilities and to accomplish this process. The outcomes expected from these individuals and the lucidity of the behavioural requirements that should be satisfied to meet to those results, for example, which behaviours that are deemed appropriate (Rizzo, House, & Lirtzman, 1970). Biddle, (1979), Van Sell, Brief and Schuler, (1981) have found that the role of ambiguity is the absence of clarity with respect to the expectations for one’s role, the strategies for fulfilling those expectations, and the outcomes for effective or ineffective performance. The recent researchers have found (Yun, Takeuchi, & Liu, 2007; Burney & Widner, 2007; Marginson, 2006) that the role of ambiguity to be associated with absence of clearness on goals, conditions in which the execution of the job is to be performed and responsibilities to performed it effectively. The absence of information can come about two causes. To start with, the required information does not exist and, second, it exists but rather not accessible to the individual who needs it. Hence, ambiguity in a given circumstance may come about either in light of the fact that information is non-existent or on the grounds that information is deficiently conveyed (Ahmad and Taylor, 2009). 2.4.3 Lack of Motivation Kreitner et., al (1992) characterized motivation as the mental procedure that gives behaviour purpose and direction, an inclination to behave in a purposive way to accomplish particular, neglected wishes, an inward constrain to satisfy an unsatisfied need and the will to finish (Mullins, 2005). Understanding what motivates employees is one of the key challenge for employers, it is however important to know how to spur others, with an aim of having employees identify their own welfare with the company (Bloisi et al., 2003). Arnold et., al (1998) set up three parts of motivation to be specific, direction what the employee is trying to do, effort i.e. how hard the employee is attempting and persistence i.e. to what extent the individual continues attempting (Armstrong, 2006). Employees anticipate that their organization will provide reasonable pay, safe working conditions and reasonable treatment. Like management employees frequently expect more depending on their requirement for security status, involvement, power and obligation. For companies to address these desires an understanding of employees’ motivation is required. (Beer et., al 1984). In a job where there is little pleasure in the work itself or it offers little opportunity for career advancement and employees development, many employees will be fundamentally motivated, if not solely by money (Mullins, 2005). The absence of team spirit, lack of motivation, poor sense of belonging, employees feels underestimated and ineffectively compensated (Nduro, 2012). Positive motivation rationality and practice set up, profitability, quality and service should improve since motivation inspire people towards accomplishing objectives, making the power for change, building self- esteem and dealing with their advancement helping others as well (Appiah, 2011). Kotelnikov (2010) suggested that having high level of motivation for employees is significant and lack of motivation may influence employees adversely, the motivation in this situation will prompt more elevated amount of activity and creativity from the employees and where observing is troublesome, motivation is the key element for this situation to ensure high quality of performance. 2.4.4 Workload Workload as characterized by Hart (2006) is the cost of accomplishing an assignment for a human operator. The costs relate to stress and exhaustion and the employee has limited amount of resources, both physical and mental to complete the assignment. A high workload undertaken may require more resources than that which are accessible, and execution on the assignment could decline. (Hendy et al, 2001). Frankenhaeuser (1986) suggested that many studies associated stress with a high workload evoked by either the number of tasks given or the level of difficulty of a task (Shaw and Weekley, 1985). The relationship between workload or level of stress and employee performance has been inspected in many studies and the positive and negative impact of stress have been distinguished in the previous research, however the outcomes are mixed (Bruggen, 2015). In a positive relationship between workload and performance it is expected that employees require a specific level of stress to be enacted and perform their best and the negative relationship between workload and employees’ performance resulting to stress and can be dysfunctional for the employee and the organization n (Bhagat et al., 1985; Long et al., 1992; Siu, 2003; Westman and Eden, 1991; Westman and Eden, 1996; Vinokur-Kaplan, 1991). Long et al., 1992 explained that employees have mechanisms of dealing with stress for circumstances with high workload instead of critical thinking conduct which lead to a decrement of job performance. Workload that is too high is seen as a hindrance and distracts employees from their work e. g increase in workload may lead to a reduction in employees’ performance (Bruggen, 2015). This is quantitative research. A likert-rating scale questionnaire will be used to collect data from respondents. Questionnaires are design to obtain information and statistical analysis from the respondents making it simple for data compilation. The respondents are from 2 different financial institutions namely Affin Bank and UOB Bank in their Head Office in Kuala Lumpur. Before proceeding with survey, A gate-keeper letter will be obtained from both financial institutions. The target population for this research is 200 employees and a sample of 150 employees will be surveyed to collect data. Employees will be selected based on convenience (convenient sampling). I will be distributing the questionnaires below which have been approved by my tutor to the respective staff in the above financial institutions from tomorrow onwards and once I have obtained the results I will tabulate the results in excel sheet (which is similar to SPSS) and forward to you. This is an individual research conducted by a research scholar for publication purposes. From this survey, the researcher will able to identify the impact of job stress on employees’ performance. Your perception on stress related matters in this industry is highly appreciated. Thus, your responses are strictly confidential and in no way, will your name be revealed in the report. These questionnaires consisted of the following variables: - A) Time Pressure B) Work Load C) Lack of Motivation D) Role Ambiguity E) Employee Performance PART A: DEMOGRAPHIC INFORMATION RESPONDENTS No. Description Data 1 Gender Male Female 2 Age 22-35 35-45 45-55 55 above 3 Salary < RM 5,000 < RM 10,000 < RM 15,000 < RM20,000 4 Job Position Senior Management Middle Management Executive Others 5 Department Sales Customer Service Administrative Others PART B: The Impact of Job Stress on Employee’s Performance in the Banking Sector in Malaysia 1. Definitely disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Definitely agree No A) Time Pressure Circle Your Preferences 1. Working long hours effects an employees’ productivity negatively 2 I work more than eight (8) hours’ daily, at times on weekends and public holidays 3 Working long hours have denied time with my family and friends 4 Current organization do not provide flexi working hours to complete my tasks. 5 I’m not appreciated even if I work long hours to ensure smooth operations for the next day B) Work Load 1 I’m experiencing massive work load in my current organization. 2 Excessive work load affects employees’ productivity negatively 3 Some companies are not willing to hire additional manpower to unload the additional workload 4 When overloaded with work, there is a potential of misunderstandings among subordinates and even with superiors. 5 When overloaded with work, an employee is prone to be effected with either mental or physical issues or even both C) Lack of Motivation 1 I seldom receive adequate acknowledgement or appreciation when my work is really good. 2 I’m not satisfied with my present relationship status with my company management. 3 I do not feel involved in the decisions that could potentially affect the company 4 Would job security motivate you the most? 5 Would financial rewards motivate you the most? 6 I have the impression that I’m repeatedly picked on or discriminated against at work D) Role Ambiguity 1 I’m still unclear of my job description /or job role in my company 2 I’m still unclear about the limits of my authority in my present job. 3 I’m still uncertain o how would I be evaluated for promotion or a raise in my company 4 I feel a lack of policies and guidelines to help me in my work 5 I do not have clear objectives and goal for my job. 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