A lottery incentive system to facilitate dialogue and social support for workplace HIV counselling and testing: a qualitative inquiry

SOURCE: Sahara J: Journal of Social Aspects of HIV/AIDS
OUTPUT TYPE: Journal Article
TITLE AUTHOR(S): M.Weihs, A.Meyer-Weitz
DEPARTMENT: Human and Social Capabilities (HSC), Office of the CEO (ERM), Office of the CEO (OCEO), Office of the CEO (IL), Office of the CEO (BS), Office of the CEO (IA)
Print: HSRC Library: shelf number 8500

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Despite South African mid-sized companies' efforts to offer HIV counselling and testing (HCT) in the workplace, companies report relatively poor uptake rates. An urgent need for a range of different interventions aimed at increasing participation in workplace HCT has been identified. The aim of this study was to explore qualitatively the influence of a lottery incentive system (LIS) as an intervention to influence shop-floor workers' workplace HIV testing behaviour. A qualitative study was conducted among 17 shop-floor workers via convenience sampling in two mid-sized South African automotive manufacturing companies in which an LIS for HCT was implemented. The in-depth interviews employed a semi-structured interview schedule and thematic analysis was used to analyse the data. The interviews revealed that the LIS created excitement in the companies and renewed employees' personal interest in HCT. The excitement facilitated social interactions that resulted in a strong group cohesion pertaining to HCT that mitigated the burden of HIV stigma in the workplace. Open discussions allowed for the development of supportive social group pressure to seek HCT as a collective in anticipation of a reward. Lotteries were perceived as a supportive and innovative company approach to workplace HCT. The study identified important aspects for consideration by companies when using an LIS to enhance workplace HIV testing. The significance of inter- and intra-player dialogue in activating supportive social norms for HIV testing in collectivist African contexts was highlighted.