Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe...

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Chapter 4: Stress

Transcript of Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe...

Page 1: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Chapter 4: Stress

Page 2: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Learning Objectives

• Define stress, stressors, and strains.

• Identify and describe types of stressors.

• Describe how individuals cope with stress.

• Describe how organizations cope with stress

• Describe the effects that stress has on job performance and organizational commitment.

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Page 3: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Stress

• A psychological response to demands » when there is something at stake for the individual and

» coping with these demands would tax or exceed the

individual’s capacity or resources.

• The particular demands that cause people to experience stress are called stressors.

• The negative consequences that occur when demands tax or exceed one’s capacity or resources are called strains.

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Page 4: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Why Are Some Employees More “Stressed” than Others?

• When people first encounter stressors, the process of primary appraisal is triggered.

• People evaluate the significance and the meaning of the demands they are confronting. » They consider whether a demand causes them to feel stressed.

» If it does, they consider the implications of the stressor in terms of their personal goals and overall well-being.

• Job demands that tend not to be appraised as stressful are called benign job demands.

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Page 5: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Stressors and Their Appraisal

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Page 6: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Types of Stressors

• Hindrance stressors — stressful demands that are perceived as hindering progress toward personal accomplishments or goal attainment.» Tend to trigger negative emotions such as anger and

anxiety.

• Challenge stressors — stressful demands that are perceived as opportunities for learning, growth, and achievement.» Often trigger positive emotions and enhance

motivation.

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Page 7: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Work Hindrance Stressors

• Role conflict refers to conflicting expectations that other people may have of us.» Call center operator

• Role ambiguity refers to the lack of information regarding what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role.» Students, new employees

• Role overload occurs when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles very effectively.

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Page 8: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Work Hindrance Stressors

• Daily hassles reflects the relatively minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish.» Dealing with unnecessary paperwork, useless

communications

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Page 9: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Work Challenge Stressors

• Time pressure refers to a strong sense that the amount of time you have to do a task is just not quite enough.

• Work complexity refers to the degree to which the requirements of the work, in terms of knowledge, skills, and abilities, tax or exceed the capabilities of the person who is responsible for performing the work.

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Page 10: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Work Challenge Stressors

• Work responsibility refers to the nature of the obligations that a person has to others.» Generally speaking, the level of responsibility

in a job is higher when the number, scope, and importance of the obligations in that job are higher

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Page 11: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Managing Stressors

• Job sharing is used to reduce role overload and foster work–life balance.» Job sharing does not mean splitting one job

into two, but rather, two people share the responsibilities of a single job, as if the two people were a single performing unit.

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Page 12: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

How Do People Cope with Stressors?

• Secondary appraisal center on the issue of how people cope with the various stressors that they face.» Coping refers to the behaviors and thoughts that

people use to manage both the stressful demands that they face and the emotions associated with those stressful demands.

– Behavioral coping involves the set of physical activities that are used to deal with a stressful situation.

– Cognitive coping refers to the thoughts that are involved in trying to deal with a stressful situation.

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Page 13: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

How Do People Cope with Stressors?

– Problem-focused coping refers to behaviors and cognitions intended to manage the stressful situation itself.

– Emotion-focused coping refers to the various ways in which people manage their own emotional reactions to stressful demands.

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Page 14: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Examples of Coping Strategies

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Page 15: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Strains

• Physiological strains » illness, high blood pressure, back pain, stomachaches

• Psychological strains » depression, anxiety, anger, hostility,

irritability, inability to think clearly, forgetfulness

• Behavioral strains» grinding one’s teeth at night, being overly critical and bossy,

excessive smoking, compulsive gum chewing

• These strains are likely to be a symptom of burnout, which refers to the emotional, mental, and physical exhaustion that results from having to cope with stressful demands on an ongoing basis.

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Page 16: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Examples of Strain

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Page 17: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Managing Employee Strain

• Relaxation techniques» Progressive muscle relaxation, meditation, and

miscellaneous calming activities like taking walks, writing in a journal, and deep breathing

• Cognitive–behavioral techniques » In general, these techniques attempt to help people

appraise and cope with stressors in a more rational manner.

• Health and wellness programs» Smoking cessation programs, on-site fitness centers

or fitness center memberships, and weight loss and nutrition programs

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Page 18: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

How Social Support Influence the Stress Process?

• Social support refers to the help that people receive when they are confronted with stressful demands.» Instrumental support refers to the

assistance people receive that can be used to address the stressful demand directly.

» Emotional support refers to the help people receive in addressing the emotional distress that accompanies stressful demands.

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Page 19: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

How Important is Stress?

• Strains have a moderately negative effect on job performance.» Strains reduce the overall level of energy and

attention that people could otherwise bring to their job duties.

• Strains have a strong negative effect on organizational commitment.» Strains are generally dissatisfying to people, and

satisfaction has a strong impact on the degree to which people feel committed to their organization.

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Page 20: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Takeaways

• Stress refers to the psychological response to demands when there is something at stake for the individual and coping with these demands would tax or exceed the individual’s capacity or resources.

• Stressors are the demands that cause the stress response, and strains are the negative consequences of the stress response.

• Stressors come in two general forms: challenge stressors, which are perceived as opportunities for growth and achievement, and hindrance stressors, which are perceived as hurdles to goal achievement.4-20

Page 21: Chapter 4: Stress. Learning Objectives Define stress, stressors, and strains. Identify and describe types of stressors. Describe how individuals cope.

Takeaways

• Coping with stress involves thoughts and behaviors that address one of two goals: » addressing the stressful demand» decreasing the emotional discomfort associated with the

demand.

• Individual differences in social support influence the strength of the stress–strain relationship, such that more support acts as a buffer that prevents the onset of strain.

• The resulting strain has a moderate negative relationship with job performance and a strong negative relationship with organizational commitment.

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