The work presented answers the following research question using scientifically based literature research: Can in-company training contribute to prevent burnout in companies? If so, how should it be designed? Today's professional world is shaped by change, mainly driven by digitalization. This change has a strong impact on job profiles, work tasks and qualification profiles. According to a study by the German Institute for Employment Research (IAB) in 2016, 25 percent of professions requiring social insurance should undergo a job transformation. But profound changes can also be expected for employees in professions that will remain as they are today. The repercussions of this are obvious: Health insurance companies record increased absenteeism due to exhaustion, depression and burnout, as well as an increased prescription volume of medicines used to treat these clinical diagnoses. The future need for action that results from this is to shape the professional world in a way that it will meet the mental needs of people better. Mental health is the prerequisite for an active and fulfilling life as well as successful acting in working life. Therefore, targeted prevention of mental illnesses should be a priority for companies. Adult education is one of the key factors here.
Table of Contents
1 INTRODUCTION
1.1 PROBLEM DEFINITION
1.2 METHOD AND OBJECTIVE OF RESEARCH
1.3 RESEARCH DESIGN
1.4 SCOPE AND LIMITATIONS
2 WHAT IS BURNOUT?
2.1 DEFINITION OF BURNOUT
2.2 OCCURANCE OF BURNOUT IN COMPANIES
2.3 TRIGGERS OF BURNOUT
2.4 PREREQUISITES FOR MENTAL HEALTH
2.4.1 SELF-DETERMINATION THEORY
2.4.2 THE THREE FACTORS OF THE SENSE OF COHERENCE
3 IN-COMPANY TRAINING
3.1 DEFINITION
3.2 THE WIDER BENEFITS OF LEARNING
4 OPPORTUNITIES OF IN-COMPANY TRAINING AS A PREVENTIVE MEASURE
4.1 THE CORRELATION BETWEEN THE BENEFITS OF LEARNING AND THE CAUSES OF BURNOUT
4.2 RECOMMENDATIONS FOR ACTION
4.2.1 TRAINING CONTENT
4.2.2 RECOMMENDATIONS FOR TEACHERS
4.2.3 FORMS OF LEARNING
5 CRITICAL REVIEW OF THE RESULTS AND OUTLOOK
6 CONCLUSION
Objectives and Core Topics
This thesis investigates the role of in-company training as a strategic instrument for preventing burnout in the workplace. By analyzing the correlation between the "wider benefits of learning"—such as increased self-efficacy, improved mental well-being, and social integration—and the chronic stressors that lead to burnout, the study aims to answer whether and how workplace training can be designed to foster mental health and resilience.
- The impact of digitalization and changing job profiles on mental health.
- Theoretical foundations of burnout, including the pressure-resource-model and self-determination theory.
- The multifaceted "wider benefits" of lifelong learning in a professional context.
- Practical recommendations for designing training content and fostering supportive learning environments.
- The importance of group learning and teacher behavior in maximizing preventive effects.
Excerpt from the Book
2.1 DEFINITION OF BURNOUT
There is no settled, uniform definition for the term "burnout", just as there is not for the term "stress. It has its origin in social psychology and, despite its high social relevance, burnout has not yet been fully established medically (Hedderich 2014, p.5). The New York psychoanalyst Freudenberger, who was the first to deal with this syndrome due to his own dismay, described the condition as follows:
„`If you have ever seen a building that has been burned out, you know it's a devastating sight. What had once been a throbbing, vital structure is now deserted. Where there had once been activity, there are now only crumbling reminders of energy and life. Some bricks or concrete may be left; some outline of windows. Indeed, the outer shell may seem almost intact. Only if you venture inside will you be struck by the full force of the desolation.As a psychoanalysis, I have seen people burn out just like houses […] their inner resources are consumed as if by fire, leaving a great emptiness inside’” (Freudenberger 1980 cited from Jaggi 2019, p.20).
According to the WHO International Classification of Diseases (ICD), burnout is classified as a professional phenomenon and not as a disease. Burnout is considered a syndrome that arises as a result of chronic stress in the workplace. It is characterized by a feeling of exhaustion, increased mental distance from one's own workplace, feelings of negativity or cynicism as well as reduced professional effectiveness (WHO 2019).
Summary of Chapters
1 INTRODUCTION: This chapter introduces the problem of burnout in the digitalized working world and defines the research question regarding the preventive potential of in-company training.
2 WHAT IS BURNOUT?: This section provides a definition of burnout, documents its prevalence in modern companies, and explores the triggers and prerequisites for mental health through various psychological models.
3 IN-COMPANY TRAINING: This chapter defines in-company training and explores the "wider benefits of learning," applying general adult education findings to the workplace context.
4 OPPORTUNITIES OF IN-COMPANY TRAINING AS A PREVENTIVE MEASURE: This part connects the identified benefits of learning with the causes of burnout, offering actionable recommendations for training design, teaching methods, and learning formats.
5 CRITICAL REVIEW OF THE RESULTS AND OUTLOOK: This chapter evaluates the findings, addresses the current research gaps, and suggests future research directions regarding corporate training and health.
6 CONCLUSION: This final chapter synthesizes the main arguments, reaffirming the role of education as an elementary pillar for mental health and burnout prevention.
Keywords
Burnout, In-company training, Adult education, Mental health, Resilience, Chronic stress, Self-determination theory, Salutogenesis, Sense of coherence, Wider benefits of learning, Workplace prevention, Employee well-being, Competence development, Professional effectiveness, Lifelong learning.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how in-company training can serve as an effective preventive measure against burnout by fostering positive personal and professional development in employees.
What are the central themes covered in the study?
The work covers the definitions and triggers of burnout, the psychological prerequisites for mental health, and the broader, non-linear benefits that adult education provides to individuals.
What is the primary research question?
The research asks: "Can in-company training contribute to prevent burnout in companies? If so, how should it be designed?"
Which scientific methods are applied?
The study utilizes a scientifically based literature review, synthesizing findings from stress research, educational science, and health reports (such as the BeLL project and BKK reports).
What is the main topic of the analysis section?
The analysis investigates the complex interdependencies between the "wider benefits of learning" (e.g., self-efficacy, social integration) and the specific stressors that lead to burnout, suggesting specific pedagogical design choices.
Which keywords best characterize this work?
Key terms include burnout, in-company training, mental health, adult education, resilience, and wider benefits of learning.
How does the "pressure-resource-model" explain burnout prevention?
The model illustrates that chronic stress arises from an imbalance between requirements and resources. Training acts as an external and internal resource that balances pressure and reinforces mental health.
Why is the "sense of coherence" important for employees?
According to Antonovski's salutogenetic approach, a strong sense of coherence—consisting of comprehensibility, manageability, and meaningfulness—decisively improves an individual's ability to cope with professional stressors.
What role do teachers play in this context?
Teachers have a significant impact on generating "wider benefits" through a supportive, encouraging attitude that boosts learner self-esteem and confidence.
What is the conclusion regarding group learning?
The study concludes that group learning is particularly beneficial for mental health as it facilitates social interaction, encourages discussion, and strengthens individual self-confidence.
- Citation du texte
- Judith Schmitt (Auteur), 2020, Burnout Prevention. Chances and Opportunities of In-Company Training, Munich, GRIN Verlag, https://www.grin.com/document/594894
