1. 4e Nelson/Quick ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 7 Stress and Well-Being at Work

2. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Outcomes  Define stress, distress, and strain  Compare four different approaches to stress  Explain the psychophysiology of the stress response  Identify work and nonwork causes of stress  Describe the consequences of stress 2

3. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Outcomes  Discuss individual factors that influence a person’s response to stress and strain  Identify the stages and elements of preventive stress management for individuals and organizations 3

4. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Define stress, distress, and strain Learning Outcome 4

5. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. What Is Stress?  Unconscious preparation to fight or flee that a person experiences when faced with any demand  Stressor: Person or event that triggers the stress response  Distress or strain: Adverse psychological, physical, behavioral, and organizational consequences that may arise as a result of stressful events 5

6. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Compare four different approaches to stress Learning Outcome 6

7. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4 Approaches to Stress  Homeostatic/medical approach  Stress occurs when an external, environmental demand upsets an individual’s natural steady-state balance  Homeostasis: Steady state of bodily functioning and equilibrium 7

8. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Cognitive Appraisal  Individuals differ in their appraisal of events and people  Perception and cognitive appraisal determines what is stressful  Culture affects the perception of stress 8

9. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Cognitive Appraisal 9 Problem-focused coping emphasizes managing the stressor Emotion-focused coping emphasizes managing your response

10. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Person-Environment Fit  Confusing and conflicting expectations of a person in a social role create stress  Person-environment fit occurs when one’s skills and abilities match a clearly defined set of role expectations 10

11. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Psychoanalytic  Stress results from the discrepancy between the idealized self (ego-ideal) and the real self-image  Ego-ideal: Embodiment of a person’s perfect self  Self-image: How a person sees himself or herself, both positively and negatively  Discrepancy between the two elements of personality is directly proportional to the amount of stress experienced 11

12. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Explain the psychophysiology of the stress response Learning Outcome 12

13. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. The Stress Response Release of chemical messengers Activation of sympathetic nervous and endocrine system Triggering of mind-body changes that prepare the person for fight or flight 13

14. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Beyond the Book: Stress Check  How often do the following happen to you? Always (3), often (2), sometimes (1), or never (0)? Rate each statement on a scale from 0 to 3, as honestly as you can and without spending too much time on any one statement.  Am I Overstressed? 1.I have to make important snap judgments and decisions. 2.I am not consulted about what happens on my job or in my classes. 3.I feel I am underpaid. 4.I feel that no matter how hard I work, the system will mess it up. 5.I do not get along with some of my coworkers or fellow students. 6.I do not trust my superiors at work or my professors at school. 7.The paperwork burden on my job or at school is getting to me. 8.I feel people outside the job or the university do not respect what I do.  Record your score as the sum of your responses. 14

15. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Beyond the Book: Stress Check  How often do the following happen to you? Always (3), often (2), sometimes (1), or never (0)? Rate each statement on a scale from 0 to 3, as honestly as you can and without spending too much time on any one statement.  Am I Angry? 1.I feel that people around me make too many irritating mistakes. 2.I feel annoyed because I do good work or perform well in school, but no one appreciates it. 3.When people make me angry, I tell them off. 4.When I am angry, I say things I know will hurt people. 5.I lose my temper easily. 6.I feel like striking out at someone who angers me. 7.When a coworker or fellow student makes a mistake, I tell him or her about it. 8.I cannot stand being criticized in public.  Record your score as the sum of your responses, and add it to your score from the previous section. 15

16. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Beyond the Book: Stress Check  To find your level of anger and potential for aggressive behavior, add your scores from both quiz parts.  40–48: The red flag is waving, and you had better pay attention. You are in the danger zone. You need guidance from a counselor or mental health professional, and you should be getting it now.  30–39: The yellow flag is up. Your stress and anger levels are too high, and you are feeling increasingly hostile. You are still in control, but it would not take much to trigger a violent flare of temper.  10–29: Relax, you are in the broad normal range. Like most people, you get angry occasionally, but usually with some justification. Sometimes you take overt action, but you are not likely to be unreasonably or excessively aggressive.  0–9: Congratulations! You are in great shape. Your stress and anger are well under control, giving you a laid-back personality not prone to violence. 16

17. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Identify work and nonwork causes of stress Learning Outcome 17

18. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Table 7.1 - Work and Nonwork Demands 18

19. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Table 7.1 - Work and Nonwork Demands 19

20. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Describe the consequences of stress Learning Outcome 20

21. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Positive Stress  Some stressful activities enhance a person’s ability to manage stressful situations  Stress can provide a needed energy boost  Yerkes-Dodson law - Indicates that stress leads to improved performance up to an optimum point 21

22. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 7.1 - Yerkes-Dodson Law 22

23. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Individual Distress Heart disease, strokes, peptic ulcers, headaches, and backaches Medical illness Substance abuse, violence, accidents Behavioral problems Depression, burnout, psychosomatic disorders Work-related psychological disorders 23

24. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Organizational Distress  Participation problem: Cost associated with absenteeism, tardiness, strikes and work stoppages, and turnover  Performance decrement: Cost resulting from poor quality or low quantity of production, grievances, and unscheduled machine downtime and repair  Compensation award: Organizational cost resulting from court awards for job distress 24

25. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Beyond the Book: Stressed-out in Europe  Recent European studies on worker stress show disturbing trends:  Companies in the United Kingdom lose 13.7 million working days per year due to stress, causing £28.3 billion ($47.4 billion) in productivity losses.  More than 25% of workers in the UK describe their mental health as moderate or poor.  So far in 2009, 25 employees of France Telecom have committed suicide. 25

26. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Discuss individual factors that influence a person’s response to stress and strain Learning Outcome 26

27. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Individual Differences  Achilles’ heel phenomenon - Person breaks down at his or her weakest point  Extraversion and neuroticism affect the stress-strain relationship 27

28. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Gender Effects  Sexual harassment is a source of stress for working women  Males are more vulnerable at an earlier age to fatal health problems  Women are more vulnerable to nonfatal but long- term health problems 28

29. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Type A Behavior Patterns  Complex of personality and behavioral characteristics  Competitiveness  Time urgency  Social status insecurity  Aggression  Hostility  Quest for achievements 29

30. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Personality Hardiness  Personality characterized by challenge, commitment, and control  Is resistant to distress  Coping strategies  Transformational coping: Way of managing stressful events by changing them into less subjectively stressful events  Regressive coping - Passive avoidance of events and decreased interaction with the environment 30

31. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Self-Reliance  Healthy, secure, interdependent pattern of behavior related to how people form and maintain supportive attachments with others  Counterdependence: Unhealthy, insecure pattern of behavior that leads to separation in relationships with other people  Overdependence: Unhealthy, insecure pattern of behavior that leads to preoccupied attempts to achieve security through relationships 31

32. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Identify the stages and elements of preventive stress management for individuals and organizations Learning Outcome 32

33. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Preventative Stress Management  Requires people and organizations to take joint responsibility for:  Promoting health  Preventing distress and strain 33

34. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Preventative Stress Management Reduces, modifies, or eliminates the demand or stressor Primary prevention Alters or modifies the individual’s or the organization’s response to a demand or stressor Secondary prevention Heals individual or organizational symptoms of distress and strain Tertiary prevention 34

35. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 7.2 - Framework for Preventative Stress Maintenance SOURCE: J. D. Quick, R. S. Horn, and J. C. Quick, “Health Consequences of Stress,” Journal of Organizational Behavior Management 8, No. 2 (Fall 1986): 21. Reprinted by permission of (Taylor & Francis Ltd, http://www.tandf.co.uk/journals). 35

36. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Beyond the Book: Non-effective Stress Relief Techniques  Staff at a Nova Scotia prison tried to relieve their work stress by taunting and abusing inmates.  Various companies sell “relaxation” drinks that promise to help consumers unwind. One of them appears to evoke the effects of marijuana.  Some employees gossip about a co-worker to express their negative attitudes about them. 36

37. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Organizational Stress Prevention  Job redesign - Increased worker control reduces distress and strain without reducing productivity  Goal setting - Increases task motivation while reducing role conflict and ambiguity  Role negotiation - Allows individuals to modify their work roles  Social support systems - Team building provides social support 37

38. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 7.3 - Job Strain Model SOURCE: Republished with permission of ABC-CLIO Inc., from Work Stress: Health Care Systems in the Workplace, J. C. Quick, R. S. Bhagat, J. E. Dalton, and J. D. Quick. © 1987; permission conveyed through Copyright Clearance Center, Inc. 38

39. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 7.4 - Social Support at Work and Home SOURCE: J. C. Quick, J. D. Quick, D. L. Nelson, and J. J. Hurrell, Jr., Preventive Stress Management in Organizations (Washington, D.C.: American Psychological Association, 1997), 198. Reprinted with permission. 39

40. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Individual Preventive Stress Management Primary prevention Positive thinking Time management Leisure time activities Secondary prevention Physical exercise RelaxationDiet Tertiary prevention Opening up Professional help 40

41. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Comprehensive Health Promotion  Aimed at establishing a strong and resistant host by teaching individual prevention and lifestyle change  Physical fitness and exercise programs characterize corporate health promotion programs 41

42. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. The Upside of Anger  Separately assess the stressors affecting Terry and Denny. View Part I for Terry and Part II for Denny.  Are Terry and Denny having a distress or eustress response? Give examples of behavior in the film sequences to support your observations.  Review the section, “The Consequences of Stress.” What consequences do you observe or predict for Terry and Denny? 42

43. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Modern Shed  How might being an outside contractor add stress to Scott Pearl’s job?  How does Scott Pearl’s person-environment fit affect his responses to stressors?  Is Scott Pearl’s goal setting an example of primary, secondary, or tertiary preventive stress management? Explain. 43