Жұмыстан қасақана шұғыл түрде бас тарту және оның себептері

Habitual pattern of absence from a duty or obligation without good reason
the 1984 book
Absenteeism is a habitual pattern of absence from a duty or obligation without good reason. Generally, absenteeism refers to unplanned absences. Absenteeism has been viewed as an indicator of poor individual performance, as well as a breach of an implicit contract between employee and employer. It is seen as a management problem, and framed in economic or quasi economic terms. More recent scholarship seeks to understand absenteeism as an indicator of psychological, medical, or social adjustment to work.

High absenteeism in the workplace may be indicative of poor morale, but absences can also be caused by workplace hazards or sick building syndrome. Measurements such as the Bradford factor, a measurement tool to analyze absenteeism which believes short, unplanned absences effect the work group more than long term absences, do not distinguish between absence for genuine illness reasons and absence for non illness related reasons. In 2013, the UK CIPD estimated that the average worker had 7.6 absent days per year and which cost employers £595 per employee annually. Measurement methods are not exact and all encompassing, resulting in skewed results depending on variables being observed. As a result, employees can feel obliged to come to work while ill, and transmit communicable diseases to their co workers. This leads to even greater absenteeism and reduced productivity among other workers. Work forces often excuse absenteeism caused by medical reasons if the employee provides supporting documentation from their medical practitioner. In Poland, if employees themselves, or anyone under their care including children and elders, falls ill, sick leave can be applied. While a distinction can be made between types of work social capital (bounding, bridging, direct leader linking, and top level linking), relationships with the immediate leader and the top management (direct leader linking and top level linking WSC) are most important to reduce employees’ absenteeism.

Absenteeism is a habitual pattern correlated with emotional labor and personal reasoning, but there are resolutions to finding ways to alleviate the cause. Kelley, et al. (2016) says stress accounts for twelve percent of absenteeism in the workplace a year, which is a matter in which the company needs to stay in communication with the employee and work towards a solution. A great example of finding progress in absence management is forming an employee assistantship program (EAP), which is "a strategy to help workers deal with issues outside of work that employees bring to the workplace" (Quinley, 2003). This not only involves stress, but other mental health factors that employees deem worthy of attention.

Planned absences from work include scheduled time off, retirement, and sabbaticals. These absences cause little to no disruption to work spaces because of the time given to work around the absence.

According to Thomas, there tends to be a higher level of stress with people who work or interact with a narcissist, which in turn increases absenteeism and staff turnover. Boddy finds the same dynamic where there is a corporate psychopath in the organization.

While occasional school absenteeism may not be problematic, excessive absenteeism has shown to have a negative impact. Students with poor attendance records are found to be at a disadvantage both academically and socially. Compared to their peers, these students are more at risk of academic under performance and early school leaving. They are also at risk of having more restricted opportunities in terms of further education and employment, and are likely to experience social and emotional problems in adulthood. Missing school can be a habit forming behavior and can be challenging to deal with despite growing awareness of the causes of absenteeism. Research evidence suggests that early interventions are six times more likely to be successful than those after students' non attendance has reached the persistent stage. Equally, there is normally one initial reason, referred to as "the trigger point", for the students' non attendance. By the time students' absences have reached the persistent stage, there are at least several more reasons used to justify the action. There are positive and negative reinforcements regarding student absenteeism. A positive reinforcement meaning that the student will receive either more attention from their parent or guardian, or receive tangible benefits from not going to school. A negative reinforcement meaning that the student is avoiding school. Dube and Orpinas conducted a study by surveying 99 upper elementary and middle schools, targeting students with attendance problems. Three major profiles were identified from these students. Dube and Orpinas found that 17.2 percent missed school to avoid fear, anxiety problems, or escape from social or evaluative situations; 60.6 percent missed school to gain parental attention or tangible benefits; and 22.2 percent had no profile. All three groups significantly differed in mean scores for behavioral difficulties. Children who fit within multiple profiles had the highest level of behavioral problems, and children in the no profile group had the lowest. Children with multiple profiles had higher mean scores on frequency of victimization and total number of traumatic or stressful events than did those in the other groups. Although there are many theories to treating absenteeism, there is no universal treatment. There is however, a step by step process identified by Evie Bald, to manage absenteeism. This process includes identifying chronic absenteeism, identifying the reasoning behind the absences, work with families to address issues, and offer positive reinforcements if necessary.