wellness program for employees on a university campus capstone.donovan
TRANSCRIPT
WELLNESS PROGRAM FOR EMPLOYEES ON A UNIVERSITY CAMPUS
by
Kathleen Donovan
Master of Science in Education: Winona State University
Abstract
This qualitative and action research case study reviews the phases of development for a dynamic
wellness program on a mid-size university campus for employees using students. The Employee
Wellness Program is a preventative and educational program that is a new program on the
campus. It is in place to increase employees’ knowledge and awareness of health and wellness
through the seven dimensions of wellness recognized by the university. It is unique in that it is
also in place to create opportunities for students to use their education in a practical situation and
to teach students the importance of employee health and wellness so they can utilize such
education and preventative health measures after graduation.
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Table of Contents
CHAPTER ONE ................................................................................................................. 1
Introduction ..................................................................................................................... 1
Purpose Statement ........................................................................................................... 2
Setting ............................................................................................................................. 3
Assumptions .................................................................................................................... 3
Limitations ...................................................................................................................... 5
Summary ......................................................................................................................... 6
CHAPTER TWO ................................................................................................................ 7
Introduction ..................................................................................................................... 7
Employee Health Programs ............................................................................................ 7
Employee Wellness Program Background ................................................................... 10
Summary ....................................................................................................................... 14
CHAPTER THREE .......................................................................................................... 15
Research Design ............................................................................................................ 15
Data Collection ............................................................................................................. 17
Data Analysis ................................................................................................................ 18
Summary ....................................................................................................................... 19
CHAPTER FOUR ............................................................................................................. 20
Results ........................................................................................................................... 20
Student Improvement. ............................................................................................... 21
Employee Improvement. ........................................................................................... 23
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Summary ....................................................................................................................... 26
CHAPTER FIVE .............................................................................................................. 27
Leadership Implications ................................................................................................ 27
Recommendations for Future Research ........................................................................ 28
Lessons Learned ............................................................................................................ 29
Summary ....................................................................................................................... 29
REFERENCES ................................................................................................................. 31
APPENDIX A ................................................................................................................... 33
Exempt Consent Form .................................................................................................. 33
APPENDIX B ................................................................................................................... 34
APPENDIX C ................................................................................................................... 35
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List of Tables
Table 1. The Employee Wellness Program helped me develop
the following skills…………………………………………………………….22
Table 2. What topics would you prefer to learn about during the
morning meetings……………………………………………………………....23
Table 3. In what areas do you feel you’ve improved since the beginning
of the program …………………………………………………………………24
Table 4. What type of information would you like to see included in future
e-newsletters …………………………………………………………………..24
Table 5. Overall Student and Employee Improvements……………………………...….25
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CHAPTER ONE
Introduction
The Employee Wellness Program is a new program on a college campus in the upper
Midwest. Why a college campus? As Carter, Kelly, Alexander and Holmes (2011) state,
“universities have a unique opportunity to implement health promotion programs due to the
health, recreation, and fitness resources available” (p. 761). This specific program utilizes such
resources, as well as the most obvious resource of all – students.
Before this Employee Wellness Program, there were no resources in place on campus to
promote health and wellness for employees. This program is unique in its incorporation of
students and had not been seen previous to the program’s implementation on campus. This case
study looks at the phases of development for a dynamic wellness program on a mid-size
university campus for employees using students.
The Employee Wellness Program is in place for many reasons, including increasing
employees’ knowledge and awareness of health and wellness through the seven dimensions of
wellness recognized by the university: physical, emotional, spiritual, occupational, social,
environmental and intellectual. The dimensions “are considered to be dynamic inasmuch as the
status of one dimension often influences the condition of another” (Hawks, 2004, p. 12). The
mind and the body are not separate entities; they are interconnected and interact with one another
to contribute to the overall health and wellness of an individual. “Wellness promotion supports
the balance and integration of wellness dimensions in the individual, and thus does not solely
focus on disease and health risk prevention, but encourages the individual to move towards their
optimal state of being beyond the absence of disease, into high level wellness” (Machen,
Cuddihy, Reaburn & Higgins, 2010, p. 13). The wholeness of health in relation to the Employee
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Wellness Program is accomplished by creating opportunities for employees. These include: free
personal trainer sessions, bi-weekly health newsletters, education sessions in conjunction with a
local medical facility, food sessions in conjunction with on-campus dietician and student food
and nutrition club, and spreading awareness of on-campus and off-campus resources.
Another objective of the Employee Wellness Program is to create opportunities for
undergraduate students to use their education in a practical situation and to teach students the
importance of employee health and wellness so that they can utilize such education and
preventative health measures after graduation. As Kupchella (2009) states, “perhaps an even
more fundamental reason – to all of us – for increased attention to health for our students is their
future role as civic and professional leaders” (p. 185). Through the students’ teaching of such
matters, it is also the hope that they will learn about prevention and healthy lifestyle choices to
put into practice in their own personal lives.
With the growing health and lifestyle problem of obesity, the Employee Wellness
Program is a preventative and educational program. Health and lifestyle issues are faced on a
daily basis, and as Kupchella (2009) states, “Americans are not healthy. Too many of us are
overweight or obese. Our high-fat diets put us at extra risk of heart disease, diabetes, and some
types of cancer. We are not active enough” (p. 185). A solution to this epidemic is in
preventative care. Sadly though, “our current health-care system pays too little attention to
preventing disease” (Kupchella, 2009, p. 185). With the implementation of the Employee
Wellness Program, it is hoped that this preventative program will positively alter health and
lifestyle choices by the many individuals involved.
Purpose Statement
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The purpose of this case study was to review the phases of development for a dynamic
wellness program for employees using students. The Employee Wellness Program is important
to the university’s employees and students. It gives the students hands-on learning experiences
and educates employees and students on preventative health care and healthy lifestyle choices.
This case study looked at the program from its first implementation in the fall semester of 2013,
to the fall semester of 2014. This was a qualitative study that used Action Research to review and
improve each phase of implementation of the Employee Wellness Program on the university
campus.
Setting
The Employee Wellness Program takes place on a university campus in the upper
Midwest. The personal trainer sessions between employees and Exercise Science students take
place in the campus’ fitness center. Employees are assigned to student trainers enrolled in their
practicum program required of them for graduation in their undergraduate studies. It is up to the
employees and students to determine how many times a week they meet. The meetings last for
up to one hour. The students need at least four hours a week to fulfill practicum requirements.
The student personal trainers develop weekly fitness programs with which they assist their
employees in their scheduled fitness sessions.
Assumptions
The director of the wellness facility on campus started the Employee Wellness Program
in the spring semester of 2013. Students in one of the exercise science and health focused
departments were assigned the task to begin formulating an employee wellness program as part
of their class requirements for program planning.
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In the fall semester of 2013, I became one of the staff members in the facility that
encapsulates the fitness center, while I worked on my graduate degree: Masters of Science in
Education with a focus in Educational Leadership and an emphasis in Professional Leadership
Studies. I have been one of the key facilitators and implementers of the Employee Wellness
Program when we launched its first semester as a pilot in the fall of 2013. My undergraduate
degree is a Bachelor of Arts in English with a writing emphasis. I have been limited in the
personal trainer portion of the program since my area of undergraduate education was not
focused on this particular area. There is another graduate assistant involved in the program and
he oversees the personal trainer portion of the program. His degrees and certifications are as
follows: Bachelor of Science in Exercise Science, CSCS (Certified Strength and Conditioning
Specialist), USAW (United States of America Weightlifting) level one: sports performance, First
Aid and CPR/AED. He is currently working on his Masters of Science in Education with a focus
in Educational Leadership and an emphasis in Sports Management.
I was brought into the implementation of the Employee Wellness Program under the
supervision of the director of the wellness complex. As I became more acquainted with the goals
of the program, I took on more responsibility as the semester progressed. For spring semester of
2014, I became the program coordinator. This program is important to me because I believe in
what it represents: preventative care for employees to create healthier lifestyle choices and
options for students to use their education and gain hands-on learning experiences to take with
them when they graduate and help to make the world healthier. This program is also important to
me because, as an individual who was not educated in health and wellness through most of my
formative years, I know the importance of health education and the power and control one can
obtain through the safe exploration of one’s own health education.
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Limitations
This study is limited to this particular university. It does not look at other programs in
other universities. All the findings in this program are specific to the Employee Wellness
Program on this particular university campus and do not speak for other programs. This study is
limited to the first four semesters. It does not look at the semesters following the initial four
semesters.
Throughout the review process, it was difficult at times to get an accurate understanding
of the changes made due to the large gaps in response rates on the voluntary end of semester
surveys done by students and employees. It was also hard to show the changes made on a
semesterly basis throughout the four semesters of implementation when the changes made were
from informal conversations with participants.
Definitions
Program: a program designed for training in specific skills (WordNet)
CSCS: Certified Strength and Conditioning Specialists are professionals who apply scientific
knowledge to train athletes for the primary goal of improving athletic performance.
They conduct sport-specific testing sessions, design and implement safe and effective strength
training and conditioning programs and provide guidance regarding nutrition and injury
prevention (NSCA)
USAW: United States of America Wrestling. The certification is obtained through a course. The
purpose of this course is to take all participants through complete technical progressions of the
Olympic lifts: Snatch, Clean & Jerk, and all associated movements including Power Snatch,
Power Clean, Power Jerk, Squat variations, and pulling progressions. Participants will gain base
line knowledge about the programming of training and technical rules. The course includes
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theoretical classroom, and practical hands-on portions. Course duration is over one weekend and
lasts approximately 13-14 hours with up to 9 hours being practical and 4-5 hours lecture based. It
is suitable for Strength & Conditioning /Sports Performance, Health & Fitness and beginning
level competitive Weightlifting Coaches alike (TeamUSA.org)
Summary
The purpose of this case study approach is to review the phases of development for a
dynamic wellness program on a mid-size university for employees using students. The study will
survey employees and students to learn how to improve the Employee Wellness Program. Each
semester will be evaluated and altered accordingly to become more dynamic in its overall goal of
creating healthier individuals who are a part of the university community.
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CHAPTER TWO
Introduction
This case study focused on the Employee Wellness Program implemented on a university
campus. The study analyzed the phases of development for a dynamic wellness program on a
mid-size university campus for employees using students. The program is in place to increase
employees’ knowledge and awareness of health and wellness and to help students gain hands-on
experience, thereby supplementing their undergraduate educations.
This review focuses on employee health programs and the seven dimensions of wellness.
This review looks at general information about employee health programs and then moving into
programs specific to university campuses. Finally, this review will explain the seven dimensions
of wellness and their origination on this university campus as well as their role in the Employee
Wellness Program.
Employee Health Programs
A widely accepted definition of work-site health promotion is a long-standing one. In
Conrad’s (1987) article, work-site health is defined as “a combination of educational,
organizational and environmental activities designed to support behavior conducive to the health
of employees and their families” (p. 255). Conrad (1987) expands on this to consist of “health
education, screening, and/or intervention designed to change employees’ behavior in order to
achieve better health and reduce the associated health risks” (p. 255). Employee health programs
support preventative efforts (Goetzel & Ozminkowski, 2008, p. 304) to help “ameliorate the
problems of excess weight and physical inactivity which have affected health care in the United
States at a direct cost of more than $90 billion a year” (Khubchandani & Jordan, 2009, p. 103).
The programs of health awareness and education vary greatly, but are unified under the goal of
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helping individuals in a workplace to change their lifestyles to reflect a healthier mentality, as
well as to reduce the increasing health costs of overweight and obesity.
Finkelstein, Fiebelkron and Wang (2003) says, “more than half of Americans are either
overweight or obese” (p. 219), and health costs are a reflection of unhealthy lifestyles:
“overweight- and obesity-attributed spending will continue to increase and government will
continue to finance a sizable portion of the total” (p. 225). van Dongen et al. (2011) attribute the
increased prevalence of being overweight and obese, along with their attributable diseases, to “an
imbalance between energy intake (nutrition) and output (physical activity)” (p. 1031).
Middlestadt, Sheats, Geshnizjani, Sullivan and Arvin (2011) point out the importance of a
workplace creating a supportive program for employees that educates individuals on this
imbalance: “there is evidence from studies of multicomponent programs, as well as randomized
trials of behavioral interventions implemented in workplace settings, that work-site programs can
produce changes in health behavior including physical activity and nutrition” (p. 502).
Middelstadt et al. also recognize the significance of a healthy and active individual in the
workplace: “work-site wellness programs provide benefits beyond health, including increased
productivity, reduced absenteeism, and greater job satisfaction and can be cost-effective for
employers” (2011, p. 502). One specific setting that would benefit from worksite health and
wellness programs is a university. Khubchandani and Jordan (2009) attribute “many of the
economic, intellectual and artistic accomplishments in American life” to college employees (p.
102). Going a step beyond that, college employees also serve as models and influencers to
students.
As Khubchandani and Jordan (2009) say, “the health and wellbeing of college employees
is an underappreciated area of intervention for worksite health promotion” (p. 102). Their
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research into college health programs led them to find that the U.S. federal government is
involved in said issue but there is limited data available (2009, p. 102-103). They realize the
uniqueness a university campus has to offer for a health and wellness program. Carter et al.
(2011) also realize this: “Universities have a unique opportunity to implement health promotion
programs due to the health, recreation, and fitness resources available” (p. 761). There are many
resources to contribute to a well-rounded healthy individual on a university campus. One needs
only to tap into the resources to serve the university as a community and meet their needs.
Kupchella (2009) sees the potential of a health and wellness program on a university
campus going beyond serving only employees. He says, “perhaps an even more fundamental
reason – to all of us – for increased attention to health for our students is their future role as civic
and professional leaders” (2009, p. 185). He recognize that the path of a student does not end
upon completion of his/her degree: “Health issues will have to be faced by those we educate, no
matter where they go and no matter what they do after graduation” (2009, p. 185). Referring
back to Finkelstein’s comment about how more than half of Americans are either overweight or
obese, students more than likely will face such health issues personally. Kupchella (2009) states
“Campuses must also model good health and fitness and serve as models of organizational
responsibility. Universities should provide worksite wellness programs for faculty and staff and
have model health-insurance programs for employees – model in that they provide for early
detection of disease and help prevent disease” (p. 186). Whether or not a student will face being
overweight or obese in their own personal lives, they will be in a culture where such health
issues are prevalent. It is important to serve as a model to students and in order to do so, one has
to educate the modelers – the employees.
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Employee Wellness Program Background
The former director of the on campus wellness complex for employees and students
obtained his position in January of 2011. From his beginning, he received numerous inquiries
from employees and Human Resources about having an employee wellness program (Shepard,
E., personal communication, March 28, 2014). A professor approached him from one of the
health departments for a practicum opportunity for his students. The director assigned the
students the task of researching and designing an employee wellness program. They did so for
the spring semester of 2013.
I came to my graduate assistant position for the fall semester of 2013 and part of my job
was to help implement the Employee Wellness Program. We launched a small pilot program
with seventeen employees and fourteen students and offered the employees free personal trainer
sessions with the students, along with a bi-weekly newsletter and indoor walking paths in the
various buildings on campus.
The number of participants from the fall of 2013 to the spring of 2014 grew to include
fifty-nine employees and eighteen students. The opportunities also expanded. We offered
education sessions in conjunction with a local health clinic, dealing with issues such as neck
pain, back pain and knee pain. The health clinic also provided health articles written by their
physicians for us to add to the bi-weekly newsletters.
There was a food session, “Fast, Fit Breakfast Foods,” conducted by the university’s
licensed dietitian offered for the employees and a student ran two family yoga sessions for
employees and their families. For the students, a professional fitness trainer came to talk to them
about the field. He gave them the chance to ask questions, such as, “How much time do you
spend on creating programs for clients?” and “How do you market yourself as a trainer and in
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turn, retain your clients?” For both the students and the employees, we concluded the semester
with a potluck that had students playing music out in the garden and a slack line set up, along
with Frisbee golf.
We had fewer participants in the fall semester of 2014 because we learned that the largest
number of employees we should serve in one semester was between 20-30. We had twenty-five
employees and twelve students. We continued the education sessions with the local health clinic
and expanded on the offered opportunities. We had family days planned with an on-campus
outdoor education department, offering activities such as rock climbing.
Seven Dimensions of Wellness
Around 2000, the former president of the university encouraged staff to think beyond the
initial concept of a new strength and conditioning space for students and student athletes
(Shepard, E., personal communication, March 28, 2014). There were approximately eleven staff
members on the committee to “provide integrated wellness services to students and which will
perpetuate a campus focus on health at the individual and community level” (Shepard, E.,
personal communication, March 28, 2014). The committee researched numerous wellness
models and developed one of its own to fit with the center’s mission, and thus the seven
dimensions, displayed on the wellness wheel, were created (Shepard, E., personal
communication, March 28, 2014).
Machen et al. (2010) recognizes the importance of dimensions of wellness: “There exists
an opportunity to move toward models of workplace wellness promotion that more fully
appreciate the interconnectedness of various dimensions of health and that promote them even-
handedly (p. 13). According to the university’s website, “the seven dimensions of wellness and
their concepts, as a framework, emphasize wellness in a multi-dimensional way in order to meet
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the needs of multi-dimensional learners” (Winona State University). The seven dimensions are
intellectual, spiritual, emotional, environmental, social, occupational and physical.
The university defines intellectual wellness as “encourag[ing] creativity and stimulation
mental activity which keeps us better fit for the world” (Winona State University). One of the
ways our Employee Wellness Program addresses intellectual wellness is with bi-weekly
newsletters. They typically correlate to a nationally recognized health and wellness theme for the
month. For example, April was National Mental Health Awareness. One of the intellectual
components from the newsletter was the poem Tulips, by Sylvia Plath.
Spiritual wellness “includes having a set of guiding beliefs, principles, or values that give
meaning and purpose to life and is an important part of one’s character” (Winona State
University). Our employee wellness program has not done much with this dimension of
wellness. It is an area that needs some expansion. However, we have, held two family yoga
sessions for the employees and have made available mindfulness audio recordings on the
university’s wellness center’s website.
Emotional wellness “involves having high self-esteem, confidence, satisfying
relationships, a support network and staying optimistic and enthusiastic about life” (Winona
State University). The fall semester was set-up differently from the spring semester. Fall was
one-on-one with employees and student trainers; spring was two-on-one with employees and
student trainers, respectively. Several employees shared with me that they enjoyed working with
a partner, especially when it was with someone they knew. The support network that the team of
three created was conducive to productive workouts.
Environmental wellness “engages learning and contributing to the health of the planet
and a sustainable lifestyle” (Winona State University). This is a neglected dimension in the
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current employee wellness program. This will change in the upcoming semester. We will be
coordinating with the on-campus outdoor education center for events in which employees and
their families can partake.
Social wellness “is comprised of having a supportive social network, contributing to
society, valuing cultural diversity and having positive interactions with those around you”
(Winona State University). One of the social wellness pieces from the spring semester was an
employee and trainer potluck shared with the coordinators of the program. There was live music
and outdoor activities, including a slack line and Frisbee golf.
Occupational wellness “includes finding personal fulfillment and satisfaction from our
chosen career fields or life goals while maintaining balance in our lives” (Winona State
University). Several of the employees told me that this employee wellness program makes them
feel as if the university cares about them as individuals. I hope they also find more fulfillments in
their job satisfaction as well.
Physical wellness “is achieved by eating well, exercising, avoiding harmful habits,
getting enough sleep, recognizing the signs of disease, getting regular physical exams and taking
step to prevent injury” (Winona State University). Physical wellness is the main dimension
addressed currently in the program. The student personal trainers provide the employees with
weekly workout programs. The employees undergo pre and post testing, including BMI, skin
composition, height, weight, step-test, sit-up test, resting heart rate, and flexibility. The student
trainers are available to instruct the employees on proper exercise techniques so as to prevent
injuries.
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Summary
This case study reviewed phases of development of the Employee Wellness Program on a
Midwestern university campus. The program is in place to increase employee and student
knowledge and awareness of health and wellness. The students also receive hands-on experience
to supplement their undergraduate educations.
This literature review addressed general information about employee health programs,
specific and unspecific to universities. It also explained the seven dimensions of wellness
recognized by the university and their origination on this university campus while briefly stating
their role in the Employee Wellness Program.
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CHAPTER THREE
This case study used qualitative methods and action research. The purpose of the study
was to focus on the phases of development for a dynamic wellness program on a mid-size
university campus for employees using students. The case study was done through qualitative
research to determine the program’s impact for employees’ overall health and wellness, as well
as for students and the experience they gained.
Research Design
In order to review the phases of development of the new wellness program on the
university’s campus, action research was used to evaluate the impact of tried practices and how
to be more dynamic in the following phases of implementation. According to Mertler, action
research allows for a better understanding of programs and “to be able to improve their quality or
effectiveness” (2012, p. 4). In looking at the phases of development of the Employee Wellness
Program, I conducted the action research in four steps: (1) identified an area of focus, (2)
collected data, (3) analyzed and interpreted the data and (4) developed a plan of action (Mertler,
2012, p. 5). The area of focus was the Employee Wellness Program that was beginning
implementation on a university campus. This area is unique in that it is a program for employees,
but students implement and teach the health and wellness activities. The data collected were
from anonymous surveys completed by employees and students at the end of every semester.
The survey responses were analyzed to determine areas within the Employee Wellness Program
that needed to be altered to meet more of the needs of employees and students. A plan was
developed to be implemented in the next semester of operation with this data.
The four steps of action research show how it is “a process [to] improve […] by
incorporating change” (Mertler, 2012, p. 19). “Action research is a process that requires us to
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‘test’ our ideas” (Mertler, 2012, p. 22) and through the four steps, I was able to test my ideas
based on the analysis of the data received from employees and students. It is a continuous
process that is geared toward growth and success.
Qualitative studies tend to be less structured, more broad, holistic and more open-ended
(Mertler, 2012, p. 89-90). My case study is based on qualitative research collected. “In case
studies, a particular individual, program, or event is studied in-depth for a defined period, usually
relying on a variety of sources of data, including observations, interviews, and reviews of
existing documents” (Mertler, 2012, p. 90).
The findings from the action research have been presented in a case study approach: “A
case study is an empirical inquiry that investigates a contemporary phenomenon in depth and
within its real-life context, especially when the boundaries between phenomenon and context are
not clearly evident” (Farquhar, 2012, p. 5). The contemporary phenomenon being investigated is
the wellness program for employees using students as a resource on a university campus. “Case
study research is suitable for answering questions that start with how, who and why. Its further
strength is that it is particularly well suited for investigating events that are occurring in a
contemporary context” (Farquhar, 2012, p. 6). This study has been conducted throughout the
phases of implementation since the program’s inception in spring semester of 2013. “Case study
research is also concerned with studying the phenomenon in context, so that the findings
generate insight into how the phenomenon actually occurs within a given situation” (Farquhar,
2012, p. 6). “ Case study research also enables a phenomenon to be studied over a period of time,
that is, a longitudinal study” (Farquhar, 2012, p. 7). This study is bounded in time from the
spring semester of 2013 to the fall semester of 2014. It is limited in that it does not look at the
semester following the fall of 2014. This time frame has allowed for alterations to be
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implemented semester-to-semester based on the results from student and employee program
participants.
Data Collection
For my case study, I reviewed the Employee Wellness Program and collected data from
surveys, informal interviews and observations. Surveys are oftentimes conducted because
individuals or organizations want “to create or modify a product or service they provide for a
particular public” (Alreck & Settle, 1995, p. 3). As Backstrom & Hursh-Cesar state, “Survey
research is impartial: it selects units of the population without prejudice or preference” (1981, p.
4). The surveys collected were anonymous and voluntary. They were created electronically in
Qualtrics and the link to the survey was emailed to the employees and students in the Employee
Wellness Program.
The surveys conducted helped structure the next phases of the Employee Wellness
Program. Employees and students were surveyed. “Surveys can be designed to capture a wide
variety of information on many diverse topics” (Alreck & Settle, 1995, p. 11) Information
gleaned from the surveys included employees’ and students’ experiences and activities,
suggestions to better the program and information on the bi-weekly newsletters encapsulating the
seven dimensions of wellness.
The informal interviews targeted the participants to gain feedback on their individual
experiences. The questions were broad and simple, for example, “How is it going?” The
questions were also direct and specific, for example, “What can we do better?” The answers
received were taken into consideration when evolving the program from semester to semester.
Data from observations were collected during morning meetings with the personal trainer
students. What information helped the students? What information appeared to be redundant?
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Observations were also made from the offices of the program coordinators, myself included,
located in the fitness center where the personal training sessions were conducted between the
employees and the student trainers. These observations helped guide the developments and
improvements on a semesterly basis.
This case study was given exempt status from IRB submission. See Appendix A.
Data Analysis
For the fall semester of 2013, I was not the coordinator of the program. Therefore, the
results from the surveys are not helpful in showing the changes made to the spring semester of
2014. Much of the changes made were done based on observations and from informal interviews
with student and employee participants.
Data were analyzed using comparative frequency tables. These tables showed areas of
developmental needs for the program. One of the opportunities offered to employees were bi-
weekly newsletters. Data were collected on information that employees wished to see in the
newsletters. The incorporation of the seven dimensions of wellness into the bi-weekly
newsletters came from the survey data based on the questions referencing the newsletters.
Themes were identified using data from the informal interviews and observations. One of
the themes for the students was that they felt as if they did not have a setting where they were
able to get information on what was expected of them and knowledge to supplement their hands-
on learning experiences. The morning meeting curriculum was created based on the informal
interviews and observations.
The triangulation of the data identified themes that were used to improve the Employee
Wellness Program. For example, it was determined that to better organize the program the
implementation of weekly morning meetings for the students was needed. Then, the information
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in the surveys helped to show what was or was not helpful in those meetings from semester to
semester. This is described further in Chapter Four.
Summary
The purpose of this case study was to focus on the phases of development for a dynamic
wellness program on a university campus for employees using students through qualitative and
action research to determine the program’s impact. The data collected was from anonymous
surveys completed by employees and students at the end of every semester. The data was then
used to develop a plan to implement in the next semester of operation.
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CHAPTER FOUR
This is a case study using qualitative methods and action research. The purpose of the
study was to focus on the phases of development for a dynamic wellness program on a mid-size
university campus for employees using students. This chapter summarizes the results from the
surveys conducted at the end of three semesters. The data analysis explains the developmental
phases of the program and describes how the process evolved for the Employee Wellness
Program.
Results
The Health, Exercise and Rehabilitative Sciences Department on campus has a class
called Program Planning. Students in this class create a survey to send out to a specific audience
and then create a program proposition based on the results from the survey. One group of
students worked on a survey for an employee wellness program on campus in the spring
semester of 2013. They discovered that from the employees who voluntarily took the survey,
most wanted some sort of wellness program on campus.
The employees were interested in the following programs: body conditioning, stress
management and weight management. The students proposed a program that contained exercise
classes for employees and health newsletters. I was not a part of this survey, as I did not come
into my position on campus until the fall semester of 2013. I did work with the group of students
in the fall semester of 2013 when they were asked to implement their proposed program in the
pilot Employee Wellness Program during that semester.
After the piloted Employee Wellness Program in the fall semester of 2013, there was a
survey created to gain feedback from the employee and student participants. See Appendix B.
For this semester, I served as an assistant and therefore found the data from this survey to be
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lacking in usable data. Most of the changes made from the fall of 2013 to the spring of 2014
were based off informal interviews and conversations with employee and student participants.
Something learned from informal interviews with students was that they needed more
structure with the program. Once a week morning meetings were implemented for the students
from the Health, Exercise and Rehabilitative Sciences Department that were serving as personal
trainers to the employee participants as part of their practicum experience. We had eighteen
students and fifty-nine employees. The other graduate assistant coordinating the Employee
Wellness Program created a curriculum for the morning meetings with the students. The goal
was to give the students knowledge to help them in their practicum experience of personal
training that would also benefit them in their future career paths.
Student Improvement.
Table 1 provides the student personal trainers’ survey results for question 1. The question
asked, “How did the Employee Wellness Program help me develop the following skills?” The
data indicate the percent of students who stated the skill was improved through the program.
Based on the information, several changes were made to the program. First, the results
indicated personal trainers need program design using Excel to help create fitness programs they
then implement with their employee clients. From spring 2014 to fall 2014, we increased the
curriculum for the morning meetings from two days of Excel training to five days of Excel
training.
Secondly, to increase time management, goal setting and confidence, between the spring
of 2014 to the fall of 2014, we added a mid-semester evaluation meeting with each individual
student. We were able to show students the areas of improvement on their fitness programs and
were available to answer any questions they had about their employee clients. The main piece of
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advice my co-coordinator told the students at this mid-semester evaluation was that “personal
comes before trainer.” He told them they “are the experts in the program to the employees and
with the relationships that a trainer builds with his/her client adds to the experience for the
client.”
As Table 1 illustrates, there was a decrease in the gain of “problem solving skills.” In the
spring of 2014, we had a morning meeting that was a program review which enabled the students
to work together and evaluate each others’ programs. Due to limited weeks available with
students and the addition of more teaching sessions of Excel, we cut this session in fall 2014,
which could explain the decrease in problem solving results.
Table 1: The Employee Wellness Program helped me develop the following skills. Choice Spring 2014
(N=5) Fall 2014 (N=11)
Program design with Excel 60% 64% Problem solving 80% 55% Time management 40% 82% Confidence 60% 82% Goal setting 60% 73% Prioritizing 20% 64%
Table 2 provides the student personal trainers’ survey results for question 2. The question
asked, “What topics would you prefer to learn about during the morning meetings?” The data
indicated the percent of students who preferred learning about specific topics.
Like Table 1, Table 2 shows the decision to add more program design with Excel from
the spring of 2014 to the fall of 2014. Table 2 also informed us that we needed to add more
information to our morning meeting curriculum on nutrition, interval training and considerations
for special populations, which we did from the spring of 2014 to the fall of 2014.
23
Table 2: What topics would you prefer to learn about during the morning meetings? Choice Spring 2014
(N=5) Fall 2014 (N=11)
Considerations for special populations 20% 27% Program design 80% 82% Nutrition 20% 64% Interval training 20% 54% A question asked of the students in the surveys from the spring of 2014 and the fall of
2014 was whether or not the students felt their experience in the Employee Wellness Program set
them apart from their peers when looking for employment. In the spring of 2014, of the five
responses, 60 percent agreed while 40 percent disagreed. In the fall of 2014, of the eleven
responses, 90 percent agreed, while 10 percent disagreed.
Employee Improvement.
In the fall of 2013, the first semester program pilot enrolled a small number of employee
participants to keep it more manageable. When an all-employee-email was sent out to the
university employees before the start of the spring of 2014 semester, there was a very large
demand for participation in the program and the decision was made to let all of the employees
wanting to participate do so. We had 59 employee participants in the spring of 2014. Through
informal interviews and observation, it became clear the program did not have the capacity to
accept more than 25 participants. Therefore, Fall 2014 had 24 employee participants.
The employees were given the option of providing feedback on the program every
semester in the form of an online, anonymous survey. See Appendix C. Due to the smaller
number of participants in the fall of 2014, the number of responses was significantly less than the
spring of 2014, so the results do not show the changes made as accurately as the information
24
collected through informal conversations with employee participants throughout the course of
the semesters.
Table 3 provides the employee participants’ survey results for question 1. The question
asked, “In what areas do you feel you’ve improved since the beginning of the program?” The
data indicate the percent of employees who indicated improvement in specific areas.
Table 3: In what areas do you feel you’ve improved since the beginning of the program? Choice Spring 2014
(N=31) Fall 2014
(N=4) Mood 42% 0% Sense of accomplishment 71% 25% Physical fitness 87% 100% Overall quality of life 42% 50% In keeping with the results from the initial survey sent to employees from the Program
Planning students in the spring of 2013, the surveys in the spring of 2014 and the fall of 2014
asked what type of information employees would like to see in the bi-weekly newsletters sent out
via email. Table 4 shows the responses. However, the small response rate made it hard to
determine the changes made from the spring of 2014 to the fall of 2014.
Table 4: What type of information would you like to see included in future e-newsletters? Choice Spring 2014
(N=29) Fall 2014 (N=3)
Recipes 76% 33% Goal setting strategies 41% 100% Nutrition 72% 100% Physical activity 55% 33% Stress reduction techniques 48% 33% Outdoor activities 59% 33%
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Table 5 provides a summary of the improvements made to the Employee Wellness
Program for students and employees. The table shows the phases of development from the fall of
2013 to the spring of 2014 and the spring of 2014 to the fall of 2014.
Table 5: Overall Student and Employee Improvements
Fall 2013 to Spring 2014 Spring 2014 to Fall 2014 Instrument
Student More structure: added morning meetings
Adapted morning meeting curriculum Increase in lessons of Excel fitness program design Added mid-semester evaluation meeting to increase time management, goal setting and confidence Increase learning content in morning meeting curriculum on nutrition, interval training and considerations for special populations
Informal interview Survey Survey Survey
Employee Too many participants: Set limit of 25 employees
Need to sustain past employee participants: add fitness consultants Increase newsletter content on recipes and program sponsored outdoor activities
Informal interview and observation Survey
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Summary
The anonymous surveys conducted by the student and employee participants were
collected and reviewed with the purpose of explaining the developmental phases of the
Employee Wellness Program on a university campus. Through the process, it was difficult at
times getting an accurate understanding of the changes made due to the large gaps in response
rates. It was also hard to show the changes made on a semesterly basis throughout the four
semesters of implementation when the changes were made from informal conversations with
participants. However, overall, the results show that each semester showed changes in benefiting
and meeting the participants’ needs.
27
CHAPTER FIVE
This case study used qualitative methods and action research to focus on the Employee
Wellness Program implemented on a university campus. The study analyzed the phases of
development for a dynamic wellness program on a mid-size university campus for employees
using students. The program increases employees’ knowledge and awareness of health and
wellness and helps students gain hands-on experience to supplement their undergraduate
education. The collected and reviewed data was from anonymous surveys with the purpose of
explaining the developmental phases of the program and the process taken throughout four
semesters of review on the Employee Wellness Program.
Leadership Implications
In order for this Employee Wellness Program to succeed, there has to be a sharing of
resources, talent and knowledge in order to benefit the common good of the university students
and employees. The dynamic of the program is cyclical in that the students are helping the
employees gain knowledge on health and wellness, but the employees are helping the students
get hands-on learning experiences in a controlled and safe environment. The Employee Wellness
Program is interdisciplinary, allowing for the sharing of resources and skills. All participants
bring something to the program and in return everyone gets something out of it.
The collaborative practices involved in the program create opportunities for members of
the university community to empower and advocate for others. Because it is cyclical, the
program would not exist for employees without the students, and vice versa. In a university
setting, it is common to think that the employees, especially faculty, are there to teach the
students. This program challenges those mental models by giving students the empowerment
opportunity to educate the employees. A university has a complex and at times chaotic
28
sociocultural system. It is not uncommon to see silos in effect on a university campus and this
program challenges those isolating silos. The integration of departments to implement the
program sets the stage for the integration of people campus wide.
Communication is an integral component to the phases of development for a dynamic
wellness program. To create change and break down silos, it is important to focus on skill sets
and the relationship dynamics. The Employee Wellness Program seeks feedback through
anonymous surveys, observations and informal interviews in order to serve those involved in the
program and on campus.
Recommendations for Future Research
Throughout the course of the this case study, I learned the importance of asking the right
question on a survey. After all, one cannot get an answer to a question that is not asked. It would
have helped data and research if I had created more unified surveys that asked better questions to
better enhance the program.
Also, it has become apparent throughout the four semester of implementation, that the
personal training component of the Employee Wellness Program does not meet the need of every
individual. Not everyone learns about health and wellness from such a setting. Therefore, I
recommend reaching out to other demographics of employees and in doing so, this will also
reach a different demographic of students to get involved and gain hands-on learning
experiences.
Based off a needs assessment done by the local medical facility of the town, the largest
problem in the community is obesity. There is a program created by the Centers for Disease
called the National Diabetes Prevention Program. I would recommend implementing this
program on campus through the Employee Wellness Program. The nursing department on
29
campus could be implementers of this program, along with nutrition students and clinical
exercise physiology students.
This university also has a rock-climbing center, which could be incorporated in the
Employee Wellness Program to reach another demographic of employees and students. The
students implementing this section could be from the recreation department and the physical
education department.
Lessons Learned
The anonymous surveys conducted by the student and employee participants were
collected and reviewed with the purpose of explaining the developmental phases of the
Employee Wellness Program on a university campus. Through the process, it was found to be
difficult at times to get an accurate understanding of the changes made on a semester basis
throughout the four semesters of implementation when the changes were made from informal
conversations with participants.
However, due to limited response rates, it was sometimes difficult to determine the
changes directly from the surveys. This is when the informal interviews helped. In order to avoid
limited response rates for future phases of development, surveys could be taken during the
fitness post-test with their student personal trainers at the end of the semester. Also, it would help
to explain to the participants the importance of their participation in the surveys to help expand
the programs to be more dynamic and sustainable.
Summary
There is no guidebook to follow on how to go through the phases of development of a
wellness program in a neat and tidy manner. That is where the learning comes in and the
30
challenge for a leader to rise up and create change happen. The Employee Wellness Program is
far from complete so there is plenty of opportunity to be creative and help it grow.
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APPENDIX A
Exempt Consent Form
This research study is designed to review the phases of development for an effective
wellness program on a mid-size university campus for employees using students. Participation
will require approximately five minutes. There are no appreciable risks or benefits from
participating in this study. No identifying information will be collected. Participating is voluntary
and you may stop participating at any time. If you agree to participate, responding to the
questions constitutes your consent. If you have any questions, contact Katie Donovan, Integrated
Wellness Graduate Assistant, at [email protected] or 507-457-5869 or the Human
Protections Administrator Brett Ayers at 507-457-5519. This project has been reviewed by the
WSU Institutional Review Board for the protection of human subject.
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APPENDIX B
Student Trainer Survey Questions:
• The Employee Wellness Program helped me develop the following skills. Select all that
apply.
o Program design with Excel
o Problem solving
o Time management
o Confidence
o Goal setting
o Prioritizing
• What topics would you prefer to learn about during the morning meetings?
o Considerations for special populations
o Program design
o Nutrition
o Interval training
• What was your biggest challenge during the practicum experience?
• The Employee Wellness Program practicum experience will help set me apart from my
peers when I’m looking for employment.
o Strongly agree
o Agree
o Disagree
o Strongly disagree
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APPENDIX C
Employee Participant Survey Questions:
• In what areas do you feel you’ve improved since the beginning of the program?
o Mood
o Sense of accomplishment
o Physical fitness
o Overall quality of life
• What type of information would you like to see included in future e-newsletters? Please
select all that apply.
o Recipes
o Goal setting strategies
o Nutrition
o Physical activity
o Stress reduction techniques
o Outdoor activities
• The Employee Wellness Program indicates that Winona State University cares about its
employees.
o Yes
o No
• The Employee Wellness Program has reaffirmed or increased my desire to work for
Winona State University.
o Yes
o No