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Preface 

As the second quarter of 2022 beckons, things appear to be fast returning to normal and everyone is gradually settling back into work. Organizations in Canada are fast embracing the new normal and adopting more flexible workplace practices. In the new normal, employee health concerns have remained a major subject at management meetings.  

Yet, things aren’t quite so normal. The now not-so-new sheriff in town is COVID-19, which has taken the world by storm and surpassed other health conditions that have plagued the work environment and workplace performance over the years, such as stress, heart-related ailments, sleep problems, allergies, body pain and depressive mood (McGregor et al., 2018). COVID quickly gained top-of-mind status with most employees who, by the nature of their employment, must report physically to work.  

Now into its third year as a significant health concern, COVID-19 has affected the world of work perhaps more than any other development in the modern era (Pieh et al., 2021). Its highly contagious nature, along with its tendency to periodically mutate into even more contagious variants, continually stretches the limits of modern medicine as the world struggles to find a solution. The ceaseless pressure to maintain productivity and profitability as the world begins to embrace the new normal presents new challenges with consequences that extend beyond the workplace.  

Workplace absenteeism and presenteeism  

The life of the modern-day business manager is not an easy one. They have a lot to contend with. While absenteeism remains a common disruptor to workplace activity, its parallel component, presenteeism, reintroduces itself as a clear and present danger for all organizations – particularly in the wake of COVID-19. Whilst absenteeism refers to a worker’s absence from work due to illness (either personally or as a caretaker for a sick dependent), presenteeism describes a situation where a legitimately ill person continues to physically come to the workplace (Howard et al., 2012). Where such an illness is as infectious as COVID-19, the consequences are not only monumental but extend beyond the workplace and assume a societal challenge of paradigmatic proportion.  

Presenteeism during COVID-19 

The costs and risk factors associated with workers coming into work while sick with COVID-19 are an enormous and relatively novel situation that organizations are forced to cope with. Where health conditions are non-contagious, sickness presenteeism has been observed to have some benefits to ailing staff, as the work environment offers structure, builds self-esteem and provides opportunities for social engagement and support (Kinman & Grant, 2022). Nonetheless, there is evidence that suggests that working while ill can delay, rather than expedite, the process of recovery, thus increasing the risk of future health problems and sickness absence (Skagen, 2016; Kinman & Grant, 2022).  

Inherent factors that encourage presenteeism  

Unfortunately, the pressures associated with having to turn up at work, especially in non-remote, in-person work sectors like retail, construction and hospitality, compel workers to take difficult decisions and go to work despite their ill health. They may also face the risk of lost hourly wages or even unemployment if they stay home sick.  

“Unhealthy” workplace culture can also be a factor. Employees may be gaslighted into self-doubt and question the seriousness of their own conditions because they are reluctant to let down their managers and colleagues. This may be a particular concern in situations where staffing levels are low or organizations are faced with other challenges that threaten their survival (Kinman, 2019). Workers may fear that their managers and colleagues do not consider them sufficiently unwell to necessitate time off from work if their symptoms are mild. This further constrains workers to put on a brave face and face the challenge of working during illness, unwittingly spreading it to other colleagues. The unfortunate long-term consequences, beyond prevailing a contagion that could otherwise be averted, includes reports that some people have continued to experience symptoms such as chronic fatigue, weakness, low productivity and cognitive difficulties several months later (Wise, 2020).  

Summary, reflections and further research direction 

The simple solution to stalling workplace presenteeism would be to encourage sick employees to stay at home and call in sick when they observe that they are experiencing COVID-19 symptoms, however mild (Pieh et al., 2021). Unfortunately, in the real world, things are never quite so simple. Therefore, sacrifices have to be made by both employees, who should conscientiously concede to reduced income during their periods of ill health, and managers, who should consider introducing half-pay conditions for workers performing in-person roles whose absenteeism is demonstrably a result of COVID-19-related illness. This demonstrates a sense of fairness to the affected employee and is a gesture of encouragement to avert the spread of the disease.  

Workplace presenteeism has a negative impact on employees, their co-workers and the community. It can exacerbate health problems and increase long-term sickness absence for the worker, increase accidents and injuries for the worker and co-workers, and transmit contagious illness to the community in which the workplace is embedded (Kinman, 2019) 

Tade Owodunni is a doctoral student in Business Administration at Royal Roads University, a Nigerian-trained lawyer, corporate governance practitioner and certified compliance and ethics professional. He emerged as the best graduating student (Nigeria) from his Masters of Business Administration (MBA) program at Business School Netherlands in 2018. Tade’s research interests include corporate governance themes, small business growth and career development subjects.  

References

Howard, K. J., Howard, J. T., & Smyth, A. F. (2012). The problem of absenteeism and presenteeism in the workplace. In Handbook of occupational health and wellness (pp. 151-179). Springer, Boston, MA. 

Kinman, G. (2019). Sickness presenteeism at work: prevalence, costs and management. 

Kinman, G., & Grant, C. (2021). Presenteeism during the COVID-19 pandemic: risks and solutions. Occupational medicine, 71(6-7), 243-244.  

McGregor, A., Ashbury, F., Caputi, P., & Iverson, D. (2018). A preliminary investigation of health and work-environment factors on presenteeism in the workplace. Journal of occupational and environmental medicine, 60(12), e671-e678. 

Pieh, C., Budimir, S., Delgadillo, J., Barkham, M., Fontaine, J. R., & Probst, T. (2021). Mental health during COVID-19 lockdown in the United Kingdom. Psychosomatic medicine, 83(4), 328-337.  

Skagen, K., & Collins, A. M. (2016). The consequences of sickness presenteeism on health and wellbeing over time: a systematic review. Social Science & Medicine, 161, 169-177. 

Wise, J. (2020). Long covid: doctors call for research and surveillance to capture disease. bmj, 370. 

Students are faced with a variety of daunting tasks. They navigate institutional expectations, manage time for their studies and homework, often while working multiple jobs and contributing to a household by way of care for others, duties around the house and balancing their budget. Further, they are subjected to a changing world full of environmental, economic and societal uncertainty. The “evolving future” has become as unpredictable as it is unstable, and within these challenges lies the importance of fostering “the lifelong process of managing learning, work, leisure, and transitions” (CERIC, n.d.).  

I live in Abbotsford, BC. In 2021, we navigated the global pandemic, raging forest fires, a heat dome and a devastating flood. Our community remains shaken to the core by these unprecedented challenges. This is one town, in one province of our massive country. Our challenges are unique to Abbotsford, but the outlook is equally complex across Canada. During such challenging times, the importance of career influencers – “professionals [who] have the potential to influence students in their careers through their role and everyday practice” – is undeniable (Ho, 2019, p. 137). We need students to become agents of change, and career development is one path to hope for our people, communities and world. 

My PhD research focuses on the role of legacy in pedagogy (Legacy Learning). I examine Plato’s theory of the loadstone (attracting students to you like a magnet and infusing them with your knowledge and ability to attract further students); Maxine Greene’s consideration of learning through sedimentation (information builds up as sediment and is passed along to the next person in a synthesized form) (Greene, 2013); the role of mirror neurons in learning (you neurologically “practise” what you observe and the effect can be strengthened through relationship) (Zardi et al., 2021); and Indigenous ways of teaching and learning, amplifying the work of Sarah Davidson and Robert Davidson in their book, Potlatch as Pedagogy: Learning Through Ceremony (2018). Davidson & Davidson point to the importance of process, with failure as an option and celebration of the journey as the focus as opposed to assessment. 

I propose that legacy is a pathway to exponential growth, but our students are currently drowning in a tidal wave of information that flows over them through technology (Chan et al., 2015). Students are squeezed between the potency of exponentially growing knowledge they receive verbally, physically and affectively through their instructors, and the flow of information coming at them from their devices. To combat this evolving issue and turn the focus on successfully developing and producing agents of change, I propose including mindfulness and reflective practices as part of the higher-education curriculum in tandem with David Boud’s “feedback loop” – an ongoing conversation between the instructor and student to promote learning (Carless & Boud, 2018, p. 1318). 

So, how does career development fit into this conversation? By framing curriculum within a Legacy Learning context, the evolution of a career is framed as a process achieved by considering students’ past experiences in relation to their current place in the process, and how that feeds their future evolution. Each journey is unique. There is no longer an arrival employment opportunity. Rather, future stops encourage community involvement by furthering equity, diversity and inclusion as a vital aspect of society’s future; averting ecological impacts of current and past practices; and actively engaging with the United Nations Sustainable Development Goals. Each student has an important part to play in our future, but they will need our stories, support, guidance and encouragement to get there. As I said earlier, we need agents of change, and to get there, students will need everything we have to offer. 

Hannah Celinski is an Assistant Professor and Department Head of Arts Studies at The University of the Fraser Valley. She began as a music theatre performer in Toronto, eventually opening Aerial Dance & Acro Academy in Abbotsford before returning to academia. Celinski is currently pursuing a PhD in Educational Theory and Practice: Curriculum and Pedagogy at Simon Fraser University. She has a Master of Arts in English from Simon Fraser University, a Bachelor of Arts in English (Honours) from The University of the Fraser Valley and a Music Theatre Performance Diploma from Sheridan College. 

References

Boud, D. & Carless, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education. 43(8), 1315-1325. https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354  

Chan, N., Walker, C., & Gleaves, A. (2015). An exploration of students’ lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. Computers and Education, 82, 96-106. https://doi.org/10.1016/j.compedu.2014.11.001 

CERIC. (n.d.). Glossary of career development. https://ceric.ca/glossary-of-career-development 

Davidson, S. & Davidson, R. (2018). Potlatch as pedagogy: Learning through ceremony. Portage & Main.  

Greene, M. (2013). Curriculum and consciousness. In David Flinders (Ed.), Curriculum studies reader (2nd ed., pp. 134-147). Taylor and Francis.   

Hagendoorn, I. (2004). Some speculative hypotheses about the nature and perception of dance and choreography. Journal of Consciousness Studies, 11(3-4), 79-110. https://drive.google.com/file/d/1SU17_clyZ_l8m7SG98c8kjY2pN1AgqHM/view 

Ho, C. (2019). Professionals in post-secondary education: Conceptions of career influence. (Doctoral dissertation, Simon Fraser University, Surrey, Canada). Retrieved from http://summit.sfu.ca/item/18827 

Richter, D. (2007). The critical tradition: Classic texts and contemporary trends. Bedford/St. Martin’s. 

Zardi, Andrea, Carlotti, Edoardo Giovanni, Pontremoli, Alessandro, & Morese, Rosalba. (2021). Dancing in Your Head: An Interdisciplinary Review. Frontiers in Psychology, 12, 649121–649121. https://doi.org/10.3389/fpsyg.2021.649121