Principles of Organizational Behavior Realities and Challenges 6Th Edition Quick Solutions Manual Full Chapter PDF

Principles of Organizational Behavior
Realities and Challenges 6th Edition

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7 STRESS AND WELL-BEING AT WORK
CHAPTER SCAN
Stress can be beneficial or harmful. While some harmful stress is inevitable, the techniques and
approaches available for dealing with that stress are increasing. Some individuals and some
circumstances are more at risk for high stress than are others. This chapter has five major
sections, each of which addresses one aspect of stress, including a wide range of stress
management methods.
LEARNING OBJECTIVES
After reading this chapter, you should be able to do the following:
1. Define stress, distress, and strain.

2. Compare four different approaches to stress.
3. Explain the psychophysiology of the stress response.
4. Identify work and nonwork causes of stress.
5. Describe the benefits of eustress and the costs of distress.
6. Discuss individual differences in the stress-strain relationship.
7. Distinguish the primary, secondary, and tertiary stages of preventive stress management.
8. Discuss organizational and individual methods of preventive stress management.
137
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138 Chapter 7: Stress and Well-Being at Work
KEY TERMS
Chapter 7 introduces the following key terms:
compensation award secondary prevention

counterdependence self-image
distress self-reliance
ego-ideal strain
homeostasis stress
overdependence stressor
participation problem tertiary prevention
performance decrement transformational coping
personality hardiness Type A behavior pattern
preventive stress management workaholism
primary prevention
THE CHAPTER SUMMARIZED
I. THINKING AHEAD: TIMBERLAND COMPANY – When the Going Gets Tough, Kick
It Up a Notch
II. WHAT IS STRESS?
Stress is the unconscious preparation to fight or flee that a person experiences when faced
with any demand. Stress does not necessarily have to be destructive. A stressor is the
person or the event that triggers the stress response. Distress refers to the adverse
psychological, physical, behavioral, and organizational consequences that may arise as a
result of stressful events.
A. Four Approaches to Stress
1. The Homeostatic/Medical Approach
Walter Cannon was the physiologist who discovered the stress response, and he
initially named it "the emergency response,” or "the militaristic response."
Homeostasis is a steady-state balance, or equilibrium, which when upset by external
demands results in stress. Cannon believed the body has natural processes to keep it
in homeostasis.
2. The Cognitive Appraisal Approach
Richard Lazarus made contributions related to the psychology of stress. What is

stressful for one person may not be stressful for another. Stress is a result of the
person-environment interaction. The person's cognitive appraisal of a situation as
stressful is a key part of the stress process.
Chapter 7: Stress and Well-Being at Work 139
3. The Person−Environment Fit Approach
Robert Kahn determined that there is a person-environment fit when skills and
abilities match role expectations. Stress occurs when expectations are conflicting or
confusing, or when a person's resources are unable to meet the expectations of the
social role.
4. The Psychoanalytic Approach
This approach is based on Freudian psychoanalytic theory. Harry Levinson believes

that two elements of the personality interact to cause stress. The ego-ideal is the
embodiment of a person's perfect self. In contrast, the self-image is how a person
actually sees himself or herself. Stress results when there is a discrepancy between
the two.
B. The Stress Response
The stress response produces a predictable sequence of mind and body changes that prepare
the mind and body for fight-or-flight. These changes can be very helpful in response to
emergencies and in preparing people to achieve peak performance.
III. SOURCES OF WORK STRESS
Sources of stress for people at work include task demands, role demands, interpersonal demands,
and physical demands. Nonwork demands can also be a source of stress.
A. Work Demands
1. Task Demands
Uncertainty and lack of control are two of the most stressful demands people face at
work. Laid-off employees have referred to the day after being laid off as the day they
regained control of their lives. Underemployment, monotony, and boredom may
create stress for those who do not lose their jobs. Similarly, one study found that
heart attacks are more common when individuals have little control and heavy work
demands. Other task demands include career progress, work overload, and new
technologies.
2. Role Demands
Stress related to role demands arises from role conflict, ethical violations, and role
ambiguity. Role conflict can result from conflicting demands between two different
roles (interrole) or within a single role (intrarole). Individuals who experience
confusion regarding the expectations of others experience role ambiguity.
3. Interpersonal Demands
Individuals typically experience stress in situations where they must work with
abrasive personalities. Sexual harassment and poor leadership can also create
stressful environments.
4. Physical Demands
The environment in which an individual works can be a very stressful situation based
on physical demands. Most people can list extreme conditions; yet, uncomfortably
cool or warm environments can provoke irritability among employees, leading to
mistakes. Even working with computer equipment can be physically demanding if it
is not designed ergonomically.
B. Nonwork Demands
1. Home Demands
Many workers also face demands from home that create stress. These demands are
often related to marriage, parenting, and caring for aging parents.
2. Personal Demands
Individuals also impose any number of personal demands on themselves including

civic activities, volunteer work, and other nonwork organizational commitments. The
most notable personal demand may be the tendency for workaholism.
IV. THE CONSEQUENCES OF STRESS
The benefits of stress are captured with the term eustress, which stands for healthy, normal
stress. Eustress is positive for organizations and individuals.
A. Performance and Health Benefits
The Yerkes-Dodson law tracks the benefits of stress that lead to improved performance up
to an optimum point, after which benefits decrease and stress eventually becomes
detrimental. McGrath mentions that performance falls as the difficulty of the task increases
beyond a certain point.
B. Individual Distress
Individual distress can be seen in psychological symptoms such as depression, burnout, and
psychosomatic disorders. The word burnout is probably overused, particularly in regard to
individuals who are simply malingering to rationalize failure or boredom. Stress is directly
related to medical symptoms, particularly heart disease and strokes, backaches, peptic
ulcers, and headaches. Behavioral problems are another form of distress that is manifested
in violence, substance abuse, and accidents.
C. Organizational Distress
Organizational distress can be evident in participation problems, performance decrements,

and compensation awards. Participation problems include absenteeism, tardiness, strikes
and work stoppages, and turnover. Performance decrements result from reductions in
quality or quantity of production, grievances, and unscheduled machine downtime and
repair. Compensation awards are the costs resulting from court awards for job distress.
V. INDIVIDUAL DIFFERENCES IN THE STRESS–STRAIN RELATIONSHIP
Predictors of harmful stress for one individual may have beneficial effects for another. The
Achilles heel phenomenon suggests that people break down at their weakest point.
A. Gender Effects
Women and men have different life span expectations, with women typically living seven
years longer than do men. Furthermore, it appears that different stressors affect men and
women, and that important differences exist in the vulnerabilities of women and men to
stress.
B. Type A Behavior Pattern
One of the ways to determine the likelihood of stress and coping ability is to examine the
Type A behavior pattern. Type A behavior pattern is a complex of personality and
behavioral characteristics, including competitiveness, time urgency, social status insecurity,
aggression, hostility, and a quest for achievements. Type A behavior pattern is also
referred to as coronary-prone behavior.
C. Personality Hardiness
Personality hardiness describes individuals who resist distress and are characterized by
commitment, control, and challenge. Hardy individuals appear to engage in
transformational coping. Transformational coping is actively changing an event into
something less subjectively stressful by viewing it in a broader life perspective. It is useful
to point out to students that this is not the same as exhibiting an "I don't care" attitude.
D. Self-Reliance
Self-reliance is a healthy, secure, interdependent pattern of behavior related to how people

form and maintain supportive attachments with others. One opposite extreme,
counterdependence, is an unhealthy, insecure pattern of behavior that leads to separation
in relationships with other people. Similarly, overdependent individuals also exhibit
unhealthy and insecure patterns of behavior that result from an obsession with achieving
security through relationships.
VI. PREVENTIVE STRESS MANAGEMENT
The growing awareness of the affects of stress on organizational performance has led to
increased concern with preventing stress. A preventive stress management approach involves
individuals and organizations taking joint responsibility for promoting health and preventing
distress and strain. A critical factor in this approach is the stage in which the stress is managed.
The three levels of prevention are the primary prevention stage, (designed to reduce or
eliminate the stressor), the secondary prevention stage (designed to modify the response to
stress), or the tertiary prevention stage (designed to heal symptoms of distress).
A. Organizational Stress Prevention
1. Job Redesign
High job demands and restricted decision latitude are characteristics of high strain
jobs. Job redesign is a core characteristic of the job strain model for motivation. The
goal is to enhance worker control.
2. Goal Setting
Goal setting increases task motivation by reducing role conflict and ambiguity while
focusing attention on the task.
3. Role Negotiation
Role negotiation reduces stress by allowing individuals to modify their work roles.
4. Social Support Systems
Studies have determined that the support of coworkers and supervisors may be one of
the most important factors in managing stress in the workplace.
B. Individual Prevention
1. Positive Thinking
Positive thinking is an optimistic, nonnegative thinking style used by people to

explain the good and bad events in their lives to themselves.
2. Time Management
There are numerous approaches to time management. One of these approaches

involves prioritizing demands based on relative importance and urgency.
3. Leisure Time Activities
Leisure is more than just not being on the job. Many people simply work at other
things during their leisure time. Effective use of leisure time centers on enjoyment.
4. Physical Exercise
Aerobic exercise and flexibility training are important to stress prevention.
5. Relaxation Training
The use of prayer and meditation can help prevent stress.
6. Diet
A healthy diet is important to overall health because it reduces vulnerability to

distress.
7. Opening Up
Opening up at work implies that an individual trusts colleagues with self-disclosure.

Sensitivity training approaches from the 1960s were intended to increase self-
disclosure.
8. Professional Help
Increasingly, organizations are encouraging their employees to seek professional help

if it is warranted by providing compensation benefits, release time for appointments,
and employee assistance programs.
C. Comprehensive Health Promotion
Comprehensive health promotion involves creating strong, health-conscious people in

general, rather than just at work, by building on individual prevention and lifestyle
changes.
VII. MANAGERIAL IMPLICATIONS: STRESS WITHOUT DISTRESS
VIII. LOOKING BACK: TIMBERLAND COMPANY – A Healthy Balance Sheet is One

Secure Base…
YOU
7.1 THE FRAZZLE FACTOR
A good follow-up to this challenge is to have students develop an action plan for overcoming
their stress and/or anger. The action plan should focus on specific, concrete steps the students
can take to improve in each of these areas.
7.2 ARE YOU SELF-RELIANT?
The Self-Reliance Inventory consists of 15 statements. The respondent completes the instrument
by evaluating each statement according to a 5-point scale, ranging from 0 (strongly disagree) to 5
(strongly agree). Then the respondent records responses on the scoring sheet resulting in two
scores, one in the overdependence dimension and another in the counterdependence dimension.
Healthy life adjustment is linked primarily to the presence of two factors, self-reliance and a
secure support network. People who are self-reliant and yet are able to depend on others when
appropriate are better equipped to manage the challenges they meet than are those without self-
reliance and support. An absence of self-reliance may be expressed as either overdependence or
counterdependence. The overdependent person strives for too much togetherness in
relationships, clinging to others out of fear of being incomplete. The counterdependent person
strives for too much separateness, avoiding relationships with others and denying the necessity or
importance of such relationships.
On the other hand, the person who has not experienced or has overcome the effects of repeated
separation anxiety has a strong chance of becoming self-reliant. The attribute of self-reliance
means accepting responsibility for one’s own well-being and, at the same time, knowing that
someone will be available and willing to help in times of need. Self-reliant individuals have
resolved the conflict between their separateness in the world and their need for union with
others; they can work comfortably and naturally either with others or alone, depending on which
is more appropriate to the circumstances at hand. They are able to discern when their limitations
have been reached in terms of time, energy, knowledge, or abilities; by turning to others in these
circumstances, they overcome their own limitations, thus enhancing their effectiveness and well-
being.
Self-Reliance/Counterdependence Norms:
Student/Managers: Mean = 16.81 (n = 310)
Military (Officers/Enlisted): Mean = 20.79 (n = 163)
Self-Reliance/Overdependence Norms:
Student/Managers: Mean = 15.43 (n = 310)
Military (Officers/Enlisted): Mean = 14.95 (n = 163)
* Adapted from J. C. Quick, D. L. Nelson, and J. D. Quick, ”The Self-Reliance Inventory,” in J.

W. Pfeiffer (ed.), The 1991 Annual: Developing Human Resources (San Diego: Pfeiffer & Co.,
1991), pp. 149-161.
DIVERSITY DIALOGUE
WHEN DOMESTIC VIOLENCE “GOES TO WORK”
Students should be directed to discuss domestic violence as a workplace issue, highlighting the
effects of missed absences on individual stressors that affect individual performance and
subsequent organizational performance.
It is difficult for employers to pinpoint if domestic violence is the source of employee stress. It
is the employee’s choice to ask for help which may make it difficult for employers to approach
someone they assume is being victimized. According to Betty Taylor, the author of a leading
training manual on domestic violence, employers should be supportive and maintain boundaries
and provide support options to all employees (e.g., putting posters in the break room that outline
what employees should do or who they can contact in the event they become a victim of
workplace violence). Taylor also suggests that employers look out for men who behave in overly
suspicious ways or continually visit the workplace to prevent potential victimization of workers.
CHAPTER SUMMARY
• Stress is the unconscious preparation to fight or flee when faced with any demand. Distress
is the adverse consequence of stress.
• Four approaches to understanding stress are the homeostatic/medical approach, the
cognitive appraisal approach, the person-environment fit approach, and the psychoanalytic
approach.
• The stress response is a natural mind-body response characterized by four basic mind-body
changes.
• Employees face task, role, interpersonal, and physical demands at work, along with
nonwork demands. Globalization, international competition, and advanced technologies
create new stresses at work.
• Nonwork stressors, such as family problems and work-home conflicts, can affect an
individual's work life and home life.
• Stress has health benefits, including enhanced performance.
• Distress is costly to both individuals and organizations.
• Individual diversity requires attention to gender, Type A behavior, personality hardiness,
and self-reliance in determining the links between stress and strain.
• Preventive stress management aims to enhance health and reduce distress or strain.
Primary prevention focuses on the stressor, secondary prevention focuses on the response
to the stressor, and tertiary prevention focuses on symptoms of distress.
REVIEW QUESTIONS: SUGGESTED ANSWERS
1. Define stress, distress, and strain.
Stress is the unconscious preparation to fight or flee that a person experiences when faced with
any demand. Distress is the adverse psychological, physical, behavioral, and organizational
consequences that may arise as a result of stressful events. Strain is the same as distress.
2. Describe four approaches to understanding stress. How does each add something new to
our understanding of stress?
(1) The homeostatic/medical model explains the fight-or-flight response that we use to define
stress. (2) The cognitive appraisal approach describes how we classify events as stressful or not.
(3) The person-environment fit approach argues that stress results when the role expectations are
confusing and/or conflicting. (4) The psychoanalytic approach is based on Freudian theory and
involves the ego-ideal and the self-image, and the comparison between the two.
3. What are the four changes associated with the stress response?
The physical changes are: (1) the redirection of the blood to the brain, (2) increased alertness by
way of improved vision, hearing, and other sensory processes, (3) the release of glucose and fatty
acids into the bloodstream to sustain the body during the stressful event, and (4) depression of
the immune system, as well as emergent processes.
4. List three demands of each type: task, role, interpersonal, and physical.
Task demands related to stress are lack of control, uncertainty, career progress, overload, and
new technologies. Role demands include interrole expectations, intrarole expectations, and
person−role expectations. Interpersonal demands are abrasive personalities, sexual harassment,
and leadership styles. Physical demands include extreme environments, strenuous activities, and
hazardous substances.
5. What is a nonwork demand? How does it affect an individual?
Nonwork demands are personal life stressors that carry into the workplace. Marital expectations,
childcare and elder care are all demands that may take individuals away from their focus at work,
either physically or mentally.
6. Describe the relationship between stress and performance.
Moderate stress has been found to have a positive effect on performance. The Yerkes-Dodson
law indicates that there is an optimum point of positive effect from stress. After this point is
reached, the curve turns downward and has negative ramifications on performance. The
optimum point will vary from individual to individual.
7. What are the major medical consequences of distress? The behavioral consequences? The
psychological consequences?
The most significant medical illnesses of stress are heart disease and strokes, backaches, peptic
ulcers, and headaches. Behavioral problems include violence, substance abuse of various kinds,
and accidents. Psychological consequences include depression, burnout, and psychosomatic
disorders.
8. Why should organizations be concerned about stress at work? What are the costs of distress
to organizations?
There are a variety of direct and indirect costs to organizations because of distress. Reduced
attentiveness may result in accidents for persons distracted by stress. Stress can also increase
absenteeism and turnover. Participation problems, performance decrements, and compensation
awards all involve costs to organizations.
9. How do individual differences such as gender, Type A behavior, personality hardiness, and
self-reliance moderate the relationship between stress and strain?
These are individual factors that affect the connection between the stressors and strains. Type A
personality individuals are prone to difficulties because their personalities make them more
susceptible to stress. Personality hardiness enhances one's ability to cope with stress. Self-
reliance helps individuals manage stress through healthy relationships with others.
10. What is primary prevention? Secondary prevention? Tertiary prevention? Describe major
organizational stress prevention methods.
All three of these preventions are steps in which organizations attempt interventions to reduce
stress. Primary prevention is focused reduction of stress by reducing, modifying, or eliminating
the cause(s) of stress. Secondary prevention attempts to alter or modify the stress response.
Tertiary prevention is reactive, and is designed to heal individuals after the stress has had an
impact on the individual. Job redesign is effective because it increases workers’ control over
their situation. Goal setting increases task motivation, and reduces role conflict and ambiguity.
Role negotiation allows individuals to modify their work expectations. Social support systems
build a community and socioemotional approach to help support individuals.
11. Describe eight individual preventive stress management methods.
Individuals can practice learned optimism, which is a positive way of perceiving actions and
events. Time management is a technique to control schedules that cause stress. Leisure
activities help one maintain a balanced lifestyle. Secondary prevention methods for individuals
include physical exercise, relaxation training, and diet. Opening up to individuals through self-
disclosure can reduce the burden of stressful situations. Professional help may be warranted if
the stress exceeds an individual’s ability to cope.
12. What is involved in comprehensive health promotion programs?
The emphasis of the programs is to build "strong and resistant hosts" by aiding individual
prevention and lifestyle change. Some programs include risk assessments, education, diet and
exercise assistance, and smoking cessation.
DISCUSSION AND COMMUNICATION QUESTIONS: SUGGESTED ANSWERS
1. Why should organizations help individuals manage stress? Isn’t stress basically the
individual’s responsibility?
On a practical side, it is in their best interest to do so. Benefit coverage for individuals with
controllable illnesses is exorbitant. A more altruistic reason is that individuals who are in control
of their stress are better performers on the job, making individual health a worthy pursuit. While
individuals do share responsibility for managing their stress, many lack appropriate knowledge
and/or resources to do so.
2. Is there more stress today than in past generations? What evidence is available concerning
this question?
Students will vary on this question. It is interesting to challenge them to compare their lives with
frontier America, the medieval era, or even the first portion of the 20th century.
3. Discuss the following statement: Employers should be expected to provide stress-free work
environments.
To some degree, this is legally true. Employers need to eliminate dysfunctional situations from
the work environment. If employers can assist individuals with their stress control, they should
do so. The only truly stress-free environment is a coffin.
4. If an individual claims to have job-related anxiety or depression, should the company be

liable?
The courts have been tossing this issue around more frequently. Supervisors should make
reasonable inquiries and provide reasonable assistance. Have students debate this question in
opposing teams.
5. Do you use any stress prevention methods that are not discussed in the chapter? If so, what
are they?
These are often very interesting lists. Students are often surprised that instructors have stress and
that we practice stress reduction techniques.
6. Write a memo describing the most challenging demands and/or stressors at your workplace
(or university). Be specific in fully describing the details of these demands and/or stressors.
How might you go about changing them?
This memo could be assigned prior to the class period(s) in which stress is discussed. Then,
during the class students can be encouraged to consider what categories of demands and/or
stressors they are experiencing and whether or not they have chosen the most effective means for
managing those demands and/or stressors.
7. Interview a medical doctor, a psychologist, or another health care professional about the
most common forms of health problems and distress seen in their work. Summarize your
interview and compare the results to the categories of distress discussed in the chapter.
This is a great exercise to give students a broader perspective of stress than they get from the
textbook. Encourage students to share in class the responses they obtained from the medical
professionals and to discuss the similarities and differences among the responses.
8. Do research on social support and diaries as ways to manage stressful and/or traumatic
events. Develop an oral presentation for class that explains the benefits of each of these
approaches for preventive stress management. Include guidelines on how to practice each.
If students have also completed Question 6 above, they could consider how social support and/or
diaries could help them deal with the specific stressors and/or demands they are experiencing.
ETHICAL DILEMMA
1. Does Josh have a responsibility to question submitting this proposal?
Most people would say that Josh has, at a minimum, a responsibility to question if it is fair for
him to commit himself to even more work at the expense of time with his children and his
promise to his wife. There are others that would say he has every right to be successful in his
career.
2. Evaluate Josh’s alternatives using rule, virtue, rights, and justice theories.
Rule – In this situation, it seems rather clear that the greatest good is for Josh to not take on this
new project. Some may argue that his increased earning potential is good and should not be
overlooked. Others would conclude that his current earnings are such that the additional money
is not needed but more desired by Josh along with the additional power and prestige.
Virtue – In this situation, most would argue that Josh needs to make a decision that considers
everyone’s needs equally. If he takes on this new project, he is putting his needs before his
family’s.
Rights – Most people would argue that once someone had made a commitment to a spouse and
children they should live up to those commitments, and that society would not want everyone
breaking those commitments regularly to suit their own personal needs.
Justice – Here again, justice theory says that Josh should not accept this new project. The outcome
of his working more and not supporting his wife’s return to work would make the outcome unfair.
EXPERIENTIAL EXERCISES
7.1 GENDER ROLE STRESSORS
This exercise allows students to examine the differences in the stressors based on gender roles
and expectations. If time allows, you might want to have two groups, one all males and another
all females, exchange their lists after Step 3. Instead of a full class discussion, have students
reverse roles and have the males discuss the female pressures, and then the females discuss the
male pressures.
7.2 WORKPLACE STRESS DIAGNOSIS
This activity encourages students to consider the impact of different work environments on the
type and degree of stressors experienced. Push students to consider why certain work
environments are more or less stressful. The optional Step 5 is an excellent opportunity for
students to apply the material covered in the chapter. Particularly useful in this step is the
development of measures of effectiveness for stress management strategies. Students often do
not consider the need to evaluate the effectiveness of strategies, or they do not know how to
evaluate strategies’ effectiveness.
ALTERNATIVE EXPERIENTIAL EXERCISES
SOCIAL SUPPORT NETWORK ANALYSIS
Instructor's Notes:
Self-reliant individuals are masters at developing good social support networks. They prefer
interdependence, and they are also good providers of support to others. This exercise, designed
for use in class, will help students develop an understanding of the types and sources of social
support needed to develop an effective network.
1. Students complete the analysis by filling in the blanks with the names of people from whom
they receive social support. Next to each name, they are to write the type of support they
receive: E = emotional caring and nurturance
I = informational support
A = appraisal and evaluative feedback
M = role modeling and guidance
S = instrumental support, providing resources or acting on behalf
of a person
2. Students gather in groups of five or six to discuss the questions provided on their worksheets.
* Adapted from J. C. Quick, D. L. Nelson, and J. D. Quick, “The Self-Reliance Inventory,” in J.

W. Pfeiffer (ed.), The 1991 Annual: Developing Human Resources (San Diego: University
Associates, 1991: 149-161.
SOCIAL SUPPORT NETWORK ANALYSIS WORKSHEET
Self-reliant individuals are masters at developing good social support networks. They prefer
interdependence, and they are also good providers of support to others. This exercise, designed
for use in class, will help you develop an understanding of the types and sources of social
support needed to develop an effective network.
1. Individually complete the following work-related and nonwork-related network analyses by

filling in the blanks with the names of people from whom you receive social support. In the
parentheses following each blank, write the type of support received: E=emotional caring and
nurturance; I=informational support; A=appraisal and evaluative feedback; M=role modeling and
guidance; and S=instrumental support providing resources or acting on behalf of a person.
2. In groups of five or six, discuss the following questions:

• Where were the blank spaces in your work and non-work networks?
• Are there any types of support (emotional, informational, appraisal, role modeling, or
instrumental) that you do not receive from anyone?
• What can you do to develop your network?
• How has social support been important to you in managing your stress? Give specific
examples.
Work Related Network (formal organizational relationships)
Manager ( )
Co-workers ( )
( )
( )
Employees ( )
( )
( )
Others ( )
( )
Nonwork Related Network
Family members ( )
( )
( )
( )
Friends ( )
( )
( )
HOW DO YOU SPOT A WORKAHOLIC?
Instructor’s Notes:
People who go to work under the influence of drugs or alcohol eventually become pariahs, losing
themselves and their jobs as they go. But too many work-addicted people are being mightily
rewarded, even though workaholism is, in the long run, the root cause of tremendous physical,
emotional and economic pain.
1. Ask students how they know if their boss with the nonstop demands, their spouse
who seldom makes it home to dinner, their coworker—or even themselves—are
work-addicted.
2. Have students take this quiz to see how many of the characteristics often associated
with work addiction apply to them or someone they know. Students should mark yes
next to each description that sounds familiar.
3. Have students show this quiz to their partner, coworker, or friend and see how
someone who knows them well answers about them. And assume that, in this case,
the person has truer answers for them than they do for themselves.
4. Give students the results of the quiz: If you score between 10 and 15, you need to take
a hard look at how much of your life has been taken over by work. Unless you score
less than three, don't consider yourself home free. You, too, have tendencies to let
your work overgrow your garden.
* Adapted from Barbara Reinhold,

http://content.monster.com/wlb/articles/stressmanagement/workaholic
HOW DO YOU SPOT A WORKAHOLIC? QUIZ
1. Arriving early, staying late, doing more

Yes No
than what's required to do a good job.
Yes No 2. Failing to delegate tasks.
Yes No 3. Perfectionism.
4. A fast pace, irritability with anyone who
Yes No
isn't "working hard enough."
5. Inability to take time off when sick,
Yes No
unused vacation days.
6. Lack of boundaries, work spills over into
Yes No
everything else.
7. Difficulty putting things in perspective,
Yes No
can't tell what's important.
8. Diminished relationships, people at home
Yes No
are mad or distant.
Yes No 9. Lack of hobbies and/or social life.
Yes No 10. Inability to relax.
Yes No 11. Constant thoughts about work.
Yes No 12. Underdeveloped sense of humor.

13. Impatience, criticism or hostility close
Yes No
to the surface when dealing with
subordinates.
Yes No 14. Inordinate desire to please higher-ups.

15. Being absolutely convinced that
Yes No
working hard is fun but that you could stop
anytime, when everyone else knows it's a
compulsion for you.
0
Total number answered "Yes":
MBTI® EXERCISE
Exercise Learning Objectives:
a. Students should understand that time management is viewed differently by people.

b. Students should understand that stress means different things to various people. Stress to one
person may be another person's energizer.
Exercise Overview:
1. Students should have taken the MBTI instrument or short version in Chapter 3.
2. Students will form "J" and "P" preference groups.
3. Students will work in small groups (4-6 students).
4. Students will first do individual work; then group work.
5. The instructor should review the concepts of stress and time and how the J and P dynamic of
the MBTI instrument relates to time and stress.
Exercise Description:
1. Ask students to individually define both TIME and STRESS.

2. Place students in "J" and "P" groups of 4-6 students each.
3. Ask the groups to develop a group definition of time.
4. Post each group's definition on the wall so the entire class can see it.
5. Report out. Compare each group.
6. Ask the groups to develop a group definition of stress.
7. Post each group's definition on the wall so the entire class can see it.
8. Report out. Compare each group.
9. Time permitting, have students describe the relationship between time and stress. Have each
group report out.
What the Instructor Should Expect:
a. J groups generally believe that time is to be scheduled and controlled. Traditional time
management—specific periods of time (to the minute) to specific task and the task completion
needs to be done within the time allocated.
b. P groups generally believe that time can be adapted and added to. Nontraditional time
management—time is relative to the task and time allocation would be expanded without stress
to accomplish the task.
c. J groups get stressed and give stress when they lack closure and/or control. Leaving issues
open for further discussion can be disconcerting especially if nothing is completed.
Additionally, reopening "closed" issues is stressful.
d. P groups get stressed and give stress when the number of options gets smaller or the nature
of the task becomes too routine for too long. Closing the issue too quickly can be
disconcerting because not all of the data has been collected yet. Additionally, keeping an issue
"closed" when new data becomes available is stressful.
Instructor's Summary:
In our country, most everything is "run by the clock." We schedule our activities around the
clock. For some people, it is very important that things stay on schedule as scheduled.
Additionally, it is very important to these people that something be accomplished within the
time allotted.
For other people, time is much more relative. These people are not as concerned about
deadlines and schedules as they are about making sure the issues are fully explored. It is
important to these people that the issue be discussed and that time allocated can be expanded.
We have a similar issue in the area of stress. It is as bipolar as the time management issues
we've just discussed. Some people are stressed when issues are not settled, when things are not
orderly, and when things are not where they are supposed to be. Whereas, other people are
stressed when things are settled too quickly, when things are too structured, and when things
are too organized.
EXTRA EXPERIENTIAL EXERCISES
The following alternative exercises to supplement the material in the textbook can be obtained
from:
Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and
Cases, 6th Ed. South-Western College Publishing Company, 2001.
Assessing Your Level of Stress. p. 65-74. Time: 20 minutes or more.

Purpose: To assess the stress level in your life.
Strategies for Managing Stress. p. 75-82. Time: 50 minutes.

Purpose: To develop personal strategies for stress management.
CASE QUESTIONS: SUGGESTED ANSWERS
PROMOTING EMPLOYEE WELLNESS AT GENENTECH
Linkage of Case to Chapter Material
Chapter 7 explores the cause and consequences of stress in the workplace as well as techniques
and approaches for coping with stress. Stress is present in every workplace; the key to managing
workplace stress is to have it be manifested as eustress rather than distress. The case provides an
excellent example of organizational wellness initiatives that promote eustress by encouraging
employees to develop healthy lifestyles and by fostering a safe and healthy workplace.
Suggested Answers for Discussion Questions
1. Would you characterize Genentech’s employees as experiencing distress or eustress?
Distress refers to the adverse psychological, physical, behavioral, and organizational

consequences that may occur as a result of stressful events. Eustress refers to the consequences
of healthy, normal stress including various performance and health benefits.
Although the statement that “Genentech demands nothing less than the best from its more than
10,700 employees” might suggest distress, this is more than offset by several other case facts
pointing toward eustress. Even though employees work hard, they are rewarded well for their
work. Employees work hard and play hard ⎯ they are intensely serious when it comes to
science, patients, and the pursuit of excellence, and they are equally intense in their ability to
have fun. These factors indicate that eustress is the dominant consequence of any stress
experienced by Genentech employees.
This assertion is also supported by the accolades Genentech has received for being a good place
to work. Fortune magazine, Working Mother magazine, and Science magazine have repeatedly
recognized Genentech as providing an outstanding workplace for employees. Such accolades
would be difficult, if not impossible, to earn if employees were not experiencing eustress.
2. How can the Yerkes-Dodson law be related to the impact of Genentech’s wellness programs?
The Yerkes-Dodson law indicates that stress leads to improved performance up to an optimum
point but beyond that optimum point, further stress and arousal have a detrimental effect on
performance. A moderate amount of stress (or arousal) is the optimum range within which
eustress stimulates people to an optimum level of action and improved performance.
From the perspective of stress management, Genentech’s wellness programs could be described
as being targeted toward its employees attaining and maintaining eustress. This perspective is
supported by the following two quotes from the case:
• “Genentech recognizes that protecting the health, safety and wellness of our employees is
a natural extension of our commitment to improving the state of human health. To this
end, the company has developed extensive programs that promote a safe and healthy
workplace.”
• “Wellness programs such as Club Genentech, Weight Watchers, or the flu vaccination
program help support our employees in staying healthy. Having such opportunities onsite
encourages participation and demonstrates that Genentech’s senior management
understands the importance of a healthy, balanced lifestyle.”
3. What might Genentech’s wellness programs accomplish with respect to enabling employees
to better deal with workplace stress or its consequences?
Genentech has many different wellness programs that are designed to promote a safe and healthy
workplace as well as healthy lifestyles for the employees and their families. By encouraging
employee wellness through preventive health maintenance approaches such as physical fitness,
weight loss, and smoking cessation, Genentech is providing an environment that can help
employees to operate within the optimum range of stress and arousal. Additionally, the provision
of generous medical, dental, and vision insurance benefits enables employees to seek the care the
need when they need it, which in turn can help foster a healthy and less stressful lifestyle.
4. How could you personally benefit from wellness programs like those provided by Genentech?
Students can draw on discussion of the previous question, considering how physical fitness,
weight loss, smoking cessation, and medical, dental, and vision care could help them to better
manage the level of stress they personally experience.
TAKE 2
BIZ FLIX
MEET THE PARENTS (2000)
Greg (Ben Stiller) carries on board the airplane the cumulative effects of the stressors he
experienced while meeting Pam’s family. The simple request to check his oversize carry-on bag,
and his earlier lost baggage experience with Atlantic American Airlines, induces his harsh
response to the flight attendant (Kali Rocha). He has a distress, not a eustress, response as shown
by his harsh, crude reactions. The request to check his bag combined with the endless nonwork
demands (stressors) while interacting with Pam’s family to produce his behavioral response.
Greg’s reference to his bag as having a bomb in it likely would lead to more than removal from
the aircraft.
WORKPLACE VIDEO
HUMAN RESOURCE MANAGEMENT, FEATURING ALLSTATE
1. In what way is Allstate's benefits program a necessary response to the changing labor market?
As the video mentions, baby boomers are retiring and generation X and generation Y workers are
taking over their jobs. However, since Gen-X and Gen-Y workers are far fewer in number,
businesses must compete to attract and retain available labor. Benefits programs are important
tools for luring talent. In addition, Gen X and Gen Y workers seek a greater work-life balance
than previous generations of workers. Steve Scholl, Allstate's vice president of benefits and
compensation, gives his perspective: "In order to retain the type of employees that we want to
retain, we have to have productive work environments, we have to have all the ingredients that
make an employee feel good about working at a company like ours." The vice president adds, "If
you don't produce on that end, they're just going to leave you and go to the competition."
2. How does Allstate's onsite childcare center help employees alleviate stress?
Allstate's onsite childcare center alleviates stress related to nonwork demands, such as child-
rearing and general parental care. Childcare benefits are especially helpful for dual-career and
single-parent families. Working families often feel tremendous strain trying to balance their
work tasks with their parental duties, and many leave the workforce for a time if they feel unable
to manage the situation.
3. Identify a benefit at Allstate that demonstrates the company's commitment to "preventive stress
management."
Allstate's onsite fitness center promotes physical exercise as a secondary stress-prevention

activity for individuals. The company's salon shows helps employees with time management—a
primary prevention activity. Both benefits demonstrate Allstate's view that the organization has
a role in helping individuals find healthy ways to manage distress before it leads to negative
work behaviors.
COHESION CASE: SUGGESTED ANSWERS
BP: SAFETY AND PUBLIC RELATIONS IN AMERICA (B)
1. What insights can concepts regarding perception and attribution provide in helping BP
executives to understand the public’s reaction to its series of safety problems and its
proposal to increase the discharge of pollutants into Lake Michigan?
A response to this question is perhaps best put in the context of the differing pronouncements
and viewpoints of BP and its supporters vis-à-vis BP’s critics and detractors. The views of BP’s
executives and supporters can be described as follows:
• Under CEO John Browne, BP rebranded itself with BP standing for Beyond Petroleum,
which reflected the company’s evolving commitment to protecting the environment and
developing alternative energy sources.

• A spokesperson for BP’s Whiting, Indiana refinery said, “We always want to do what is
best for the environment.”
• Indiana’s governor, Mitch Daniels, the Indiana Department of Environmental
Management, and the Federal Environmental Protection Agency assert that BP is within
the law with regard to the approved additional discharges into Lake Michigan.
• “In advertisements and e-mails, BP has insisted the treated water it pumps into the lake
is largely free of toxic waste.”
The views of BP’s critics and detractors can be described as follows:
• The Economist points out that BP “has suffered from a series of embarrassing accidents
 [b]ut with each new incident it seems more likely that BP, long admired for the quality
of its management, has a serious problem overseeing its global operations.”
• Rance Crain, writing in an editorial for Advertising Age, says, “I wish BP still believed it
was in the oil business. If it did, maybe it would have paid a little more attention to its
pipeline. But the company was way out there, beyond petroleum, and I guess the oil
business just wasn’t cutting-edge enough to warrant its attention.”
• Joe Nocera, a reporter for the New York Times, observes, “if BP hadn’t been so ‘holier
than thou’ in its marketing during the last few years,” it probably wouldn’t be getting
criticized as much now. “And if there is one ironclad rule about marketing,” Nocera
adds, “it is that you had better be practicing internally what you are preaching to the
world.”
• The United States House of Representatives, by a nearly unheard of majority, urged the
Indiana Department of Environmental Management to reconsider the granting of the
discharge permit to BP.
• Thousands of people signed petitions against the discharge permit.
• Numerous meetings were held to bring pressure to bear both on BP and the appropriate
governmental agencies to rescind the discharge permit.
• Another observer comments, “BP’s recent safety and environmental record in the US
diminishes its credibility as an industry leader in the field of corporate social
responsibility (CSR) and project management. As such, it is a public-relations disaster for
a company that has invested significant amounts of money and time in asserting its green
credentials ⎯ from the branding gimmick of Beyond Petroleum [italics inserted] to its
admirable investments in renewables and its significant acceptance of global warming
theory and support for carbon-reduction schemes.”
We should note that Indiana lawmakers tended to be conspicuously silent or to straddle the
fence. Indiana lawmakers “generally have been reluctant to criticize BP, at least in part because
the refinery expansion [which would generate the additional pollutants] would add 80 new jobs.”
However, the press secretary for Indiana’s Senator Evan Bayh seems to straddle the fence with
the statement that, “We can’t compromise Lake Michigan or any part of our environment for
economic progressbut the refinery is vital to issues relating to the nation’s energy supply and
our economy.”
To understand the foregoing contrasting sets of observations, the students can draw on concepts
of social perception; the perceiver characteristics that affect social perception, and the basic
nature of attributions and the attribution process.
Social perception is the process of interpreting information about another person; this process is
affected by the perceiver’s attitudes, mood, and cognitive structure. Referring to the two lists
above, BP’s executives and supporters are inclined to interpret information about the company’s
executives and their actions in a positive light, whereas BP’s critics and detractors interpret such
information in the opposite fashion. The cognitive structure (or pattern of thinking) of BP’s
supporters focuses on legal justification for the company’s actions. The attitudes and mood of the
supporters can also be described as strongly pro-business with a staunch defense of the rightness
of the company’s actions. The cognitive structure of BP’s critics and detractors can be
appropriately described as being based on moral outrage and the sense that BP has committed
corporate hypocrisy, given the Beyond Petroleum branding relative to the decisions and actions
that contributed to the refinery accidents, Alaskan pipeline spill, and proposed pollutant
discharges. BP’s violation of the critics’ and detractors’ moral sensibilities also contributed to the
public’s suspicion, anger, and disgust, which in turn invoke the perceiver characteristics of
attitudes and mood.
Attribution theory explains how individuals pinpoint the causes of their own behavior and that of
others. Attributions can be made to an internal source of responsibility (something within the
individual’s control) or an external source (something outside the individual’s control).
Attribution theory is particularly relevant to BP’s public relations situation as viewed from the
perspective of the company’s critics and detractors. The critics and detractors believe the causes
of the various problems discussed in the case are internal. These internal causes include
perceived lack of moral integrity on the part of BP’s executives, perceived corporate hypocrisy
associated with the Beyond Petroleum branding, extremely strong emphasis on cost cutting, and
inadequate attention to safety issues due to the emphasis on cost cutting. All of these are factors
within the control of BP’ executives rather than factors which are external to their control.
2. What emotional, attitudinal, and ethical concerns do BP’s safety and public relations
problems raise for the company? For the public?
In responding to this question students can draw on the answer to the preceding question in terms
of the differing pronouncements and viewpoints of BP and its supporters vis-à-vis BP’s critics
and detractors.
Ethics is the study of moral values and moral behavior. Ethical behavior is acting in ways
consistent with one’s personal values and the commonly held values of the organization and
society. Based on these definitions, it may be argued BP’s critics and detractor believe the
company has violated society’s standards, values, and expectations with regard to safety and
environmental pollution, particularly the latter. The challenge for BP is to overcome the negative
environmental image it now suffers. This challenge is made greater by the company’s Beyond
Petroleum branding that emphasizes its commitment to the environment and developing
alternative energy sources. The challenge is also made more difficult by BP and its supporters
emphasizing the legality of the permit issued by the Indiana Department of Environmental
Management (IDEM). BP and its supporters seem to be communicating the view that, “if it’s
legal, it is (must be?) moral.” Many sectors of the public, however, appear to be raising the bar,
saying in effect that morality sets a higher standard for individual behaviors and corporate
actions. Although BP’s actions regarding the pollution permit may have been legal, they fell
short of the public’s moral values regarding environmental pollution.
For the BP case, attitudes and emotions are best understood within the context of the preceding
ethical observation. An attitude is a psychological tendency for expressing some degree of favor
or disfavor toward someone or something. Emotions are mental states that typically include
feelings, physiological changes, and the inclination to act. Clearly, BP’s critics and detractors
look upon the company’s decisions and actions with disfavor, and have themselves taken actions
designed to expose and discredit the company. This is especially apparent with the widespread
negative public reaction to BP’s receipt of the pollution discharge permit from IDEM. BP
executives and their supporters are more favorably disposed toward their own decisions and
actions, and view the public outcry with at least some degree of dismay.
3. How might BP’s aggressive emphasis on cost cutting and achieving performance goals
influence the motivation of the company’ executives?
BP’s aggressive emphasis on cost cutting is evident in CEO John Browne’s 1998 pledge to cut
expenses by $2 billion a year in conjunction with the Amoco acquisition, not performing
necessary safety inspections on the Alaska pipeline, and failure to provide adequate resources
and establish clear accountabilities for the safe operation of the company’s Texas City refinery.
The company’s aggressive emphasis on achieving performance goals is particularly manifest in
Browne’s late 2005 pronouncement of seven behavioral expectations that would increase
emphasis on individual accountability among the company’s top 600 executives. Under this
performance measurement and reward system, 25 percent of an individual executive’s annual
bonus is tied what is achieved in seven areas ⎯ strategic direction, prioritization,
support/development of direct reports, external environment, internal/external relationships,
values, and code of conduct ⎯ and how it is achieved.
One quarter of the top 600 executives’ annual bonus is tied to performance metrics that could
and should have enhanced the company’s positioning with the public, its role in environmental
affairs, and adherence to the values and branding associated with Beyond Petroleum. This should
influence the executives to engage in those activities that fulfill these objectives. However, it
remains to be seen how well this application of “pay-for-performance” will fare, particularly
given the recent safety, environmental, and public image events. Perhaps BP, under the guidance
of new CEO Tony Hayward, should explore how to best align the company’s performance
management and reward system for the top 600 executives with initiatives needed to address the
safety, environmental, and public relations problems.
4. What impact might aggressive cost cutting and performance management have on the level
of stress experienced by BP executives? How might the performance pressure on executives
influence the stress levels experienced by lower-level organization members?
The response to this question can build on the suggested answer for the preceding question. The
same basic case facts describing BP’s emphasis on aggressive cost cutting and performance
management are relevant here as well.
The drive to cut costs and the establishment of specific performance metrics that are tied to pay
can create performance pressures on individuals. To some extent these pressures can help spur
people to more activity and better performance. However, if the pressures become too great there
is the risk of inducing levels of stress that may become debilitating. The aggressive cost cutting
and performance management also could have cascading stress effects for lower-level
organization members. Pressure to cut costs and perform could be brought to bear on each
succeeding lower level of the organization. This may be one of the concomitant outcomes of the
inadequate attention to safety at the Texas City refinery.
Attempting to contain costs and pushing for improved performance are necessary and legitimate
business concerns. However, when those concerns are carried too far, unintended negative
consequences can occur ⎯ and employee stress can be one of those unintended consequences.
Another random document with
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Pettit, John, 29n
Peters, Mrs., 186
Phillips, John, 7
Phillips Rents, 7
Pickering, Joseph, 84
Pierrepoint, Lady Anne, 91
Pierrepont, Lady Mary (afterwards Lady Mary Wortley Montagu), 89
Pillar at Seven Dials, 113–114
Pindar, Peter (Dr. Wolcot), 83
Piozzi, Mrs., 85
Plowden, —, 71
Plumer, John, 21n
Pole, —, 165
Pole, Peter, 180
Pollard, Eliz., 83
Polton, John de, 109
Pont, Mrs., 71
Pope, Thos., 83
Popham, Colonel Alexander, 73
Port of London, scheme for improving, 187
Porter, Endymion, 88
Porter, George, 88
Porter, Lady Diana (Ann), 88
Porter, T. C., 185
Portsmouth, Duchess of (formerly Mdlle. de Keroualle), 54
Portsmouth Street, No. 2, 46
Portuguese Embassy, 65–66, 96, 97
Pound, St. Giles’, 144
Povey, Justinian, 12
Povey, Thomas, 11, 12
Powell, Giles, 106n
Powell, Richard, 36n
Powlet, Lady Ann (afterwards Belasyse), 137
Powlett, Charles, Earl of Wiltshire (afterwards Duke of Bolton), 65
Praed, Wm. Mackworth, 11
Prescott, Jeoffery, 35n, 37n, 40n
Princes Street, 10
Pritchard, —, 56
Pritchard, William, 90
Purcell, Dr. John, 142
Purse Field, 4, 6, 10, 24, 34
Purse Rents, 5, 7
Pynchon, John, 11n
“Pyramide de la Tremblade”, 115
Queen Anne Street West, 58

Queen Anne’s Bath, Endell Street, 105
Queen Anne’s Bounty, 76
Queen Anne’s Wardrobe, 45n, 66
Queenhithe, 117
Queen’s Court, 60
Queen Street. (See Great Queen Street, Little Queen Street.)
Quire, Matthew, 107
Radcliffe, Dr., 56
Radclyff, Thomas, 124
Raftor, William, 71
Ragged Staff Court, 108
Ralph, James, 131
Rawlinson, Mary, 106n, 108n
Raye, Thomas, 60n
Raymond, Ch., 84
Raymond, John, 180
Raynbowe, Richard, 25
Raynseford, Thomas, 6, 7
Read, Jonathan, 3n
Reade, Richard, 14
Reading, Roger, 15n
Redditt, Nicholas, 38n
Reede, Margaret (late Margaret Pennell), 186
Reede, Richard, 186, 187
Reid, Andrew, 179
Reneger, Thomas, 80n
Reynolds, Joshua, 76–77
Rich, Sir Henry, 126
Rich, Henry, 1st Earl of Holland, Baron Kensington, 88
Rich, Robert, Baron Kensington, 5th Earl of Warwick, 88
Richard II., 23
Richard, Lewis, 10n
Richardes, Lewis, 40n
Richardson, C. J., 63
Richardson, Jas., 163
Richardson, Jonathan, 76
Richardson, W. Westbrook, 83
Richold, —, 83
Ride, Miss, 71
Ridge, Jeremiah, 106n
Risley, Thos., 126
Rivers, Arabella, Lady, 69
Rivers, Elizabeth Scroope (afterwards Countess), 68
Rivers, Elizabeth, Countess of (née Darcy), 59, 67–68, 73n, 90
Rivers, John Savage, 2nd Earl, 68
Rivers, Margaret, Lady (formerly Tryon), 69
Rivers, Mary, Countess Dowager, 68n
Rivers, Penelope, Lady, 69
Rivers, Richard, 4th Earl (“Tyburn Dick”), 69, 70
Rivers, Thomas Darcy, Baron Darcy of Chich (afterwards Earl), 67
Rivers, Thomas Savage, 3rd Earl, 68, 69
Rivers House, Great Queen Street, 59, 63, 67
Roberts, Thomas, 13, 14
Robins, Richard, 107
Robinson, Mr., 77–78
Robinson (née Darby), Mary (“Perdita”), 77–78
Rochford, Bessy, Countess of, 70
Rochford, Frederick Nassau de Zuylestein, 3rd Earl of, 70
Rochford, William Henry, Earl of, 70n
Roger, son of Alan, 107
Ronquillio, Don Pedro de, 97n
Rookery, St. Giles, 145–146
Roos (Rous), Lord, 80n, 91, 92
Rope, Master, 126n
Roper, Poyser, 39
Ros of Hamlake, Barony of, 91n
Ros of Roos, Barony of, 91n
Rose Inn, 27, 28, 123
Rose, tenement in Lewknor’s Lane, 28
Rose Field, 18, 20, 27–32, 34
Rosslyn, Alexander Wedderburn, Earl of, 155
Round Rents (Middle Row), Holborn, 125
Rous. (See Roos.)
Rowland, Percival, 122n
Rowlandson, William, 139
Rowley, —, 90
Royal, Mrs., 163
Rudd, Ric., 92
Rudd, Thos., 92
Russell, Francis, Earl of Bedford, 23n, 51n
Russell, Lady Rachel, 126
Russell, Thos., 115n
Russell, William, Lord, 75
Rutland, Duchess of, 70n
Rutland, Earls of, 91
Rutland, John Manners, 9th Earl of. (See Roos.)
Rymes, William, 3n
“Sacharissa” (Dorothy Spencer, Countess of Sunderland), 54
Sadler, Ric., 89
Sadler (alias Clarke), Thomas, 80
St. Albans, Earl of (Marquess of Clanricarde), 46, 47, 50, 59
St. Amond, Jas., 65n
St. Andrew Street, 113
St. Giles, Cripplegate, Charity Schools, 112
St. Giles-in-the-Fields Church, 127–140
St. Giles-in-the-Fields, Hospital of, 20, 23, 34, 107, 109, 111, 117–126,
186
St. Giles-in-the-Fields, Rectors of, 87, 139
St. Giles’s Lane, 23n, 35n
St. Giles’s Pound, 144
St. Giles, Vestry of, 26
St. Giles’ Wood, Edmonton, 125
St. Giles’ Workhouse, 109, 110
St. John, Lord, Earl of Wilts., and Marquess of Winchester, 95, 96,
137
St. John of Jerusalem, Priory of, 3, 7
St. John’s Court, 76
St. Lazarus of Jerusalem, Order of, 118
St. Mary Graces, Abbot of, 117–118
St. Thomas’s Street (now Shelton Street), 27, 31
Salisbury, Gilbert Burnet, Bishop of, 75
Salisbury, Robert Cecil, Earl of, 36
Salisbury, Thomas, 139
Salvadore, —, 66
Sandby, Thomas, 61, 62, 63
Sanders (Saunders), Mary, 96
Sandfeild, William, 38
Sandwich, Edward Montagu, 1st Earl of, 89
Sardinia Ambassador, 45n
Sardinia Place, 34
Sardinia Street, 93, 94, 100
Saunders, —, 89
Savage, —, 84
Savage, Miss Bessy (afterwards Countess of Rochford), 70
Savage, Elizabeth (afterwards Lady Thimbleby), 90
Savage, Elizabeth (née Darcy), Countess Rivers, 59, 67, 68, 73n, 90
Savage, J., 89
Savage, John, 2nd Earl Rivers, 68
Savage, Lady Mary, 68
Savage, Sir Thomas (afterwards Viscount Savage), 67, 90
Savage, Thomas, 3rd Earl Rivers, 68, 69
Savill, Miss, 71
Sayes Court, Addlestone, 114
Saywell (née Lloyd), Elizabeth, 119–120
Schmidt, Bernard (Father Smith), 132
Scott, —, 172
Scott, John, 1st Earl of Eldon, 155
Scott, Sir John, 186
Scott, John (Rector), 139
Scott, William, 150
Scott, William (afterwards Lord Stowell), 155
Scroope, Adrian, 102
Scroope, Elizabeth (afterwards Countess Rivers), 68
Scroope, Sir Gervase, 102
Seagood, Henry, 35, 37, 40, 41
Seal, Office of the Lord Keeper of, 79, 80, 81
Seales, Major, 91
Segar (Seager), Sir William and Lady, 6n
Seven Dials, 113–114
Seven Dials. (See also Marshland.)
Seven Dials Mission, 116
Seymour, Francis, 5th Baron Conway, 61n
Seymour (alias Conway), Popham, 78, 82
Shaftesbury Avenue, 112n, 113, 118
Sharp, John, 139
Shaw, Charles (afterwards Shaw-Lefevre), 160
Shaw-Lefevre, Charles (afterwards Viscount Eversley), 160
Shaw-Lefevre, Sir John George, 160
Sheffield, Edmund, 2nd Earl of Mulgrave, 73
Sheffield, John, Marquess of Normanby, 73–74
Sheffield Street, boundary stone in, 1
Sheldon, Lady Henrietta Maria, 90
Sheldon, John, 147, 149
Sheldon, Ralph, 90
Shelton Street, 27, 30–31
Shenton, Mrs., 17
Shenton’s Tenements, 16, 17
Sherbourne, Richd., 11
Sheridan, Richard Brinsley, 66–67
Sheridan, Thomas, 66
Shiffner, Henry, 84
Ship Tavern, Gate Street, 12
Short, Dudley, 109
Short, Gregory, 18n
Short, Thomas, 106, 108, 109
Short, William (the Elder), 28, 101, 106
Short, William (the Younger), 18, 19, 27n, 28, 29, 30, 31n, 101, 110,
112
Short’s Gardens, 101, 106–111
Sidney, Algernon, 81
Sidney, Henry, 54
Skinner, Sir John, 175
Slingsby, —, 79
Slingsby, Henry, 53n, 79
Smallbone, Sir John, 110n
Smart, John, 22
Smart, Lewis, 22
Smart, William, 22
Smart’s Buildings, 18–22
Smith, Edward, 80n
Smith (Smyth), Edward, 106, 110, 121
Smith, Father (Bernard Schmidt), 132
Smith, John, 125
Smith, John, of Tudworth, 76
Smith, Lilley, 89
Smith, Thomas, 67, 72n
Smith, Thomas, 11
Smithfield Gallows, 144
Smithson, George, 6n, 8n
Smyth, John, 139
Smyth, Katherine (alias Katherine Clerke), 24
Soane, Sir John, 63
Soho Square, 76
Somaster, Sir Samuel, 19n
Southampton, Henry, 3rd Earl of, 126
Southampton Buildings, 77
Southampton Square, 56
South Crescent, 186
Southgate, Rev. Richard, 136
Spanish Ambassador, 47, 59, 67, 96, 97
Sparkes, John, 41
Speaks, Hugh, 6n
Speckard, Abraham, 122
Speckard, Dorothy, 122
Spencer, Lady, 95
Spencer, Anne (née Digby), Countess of Sunderland, 54
Spencer, Lady Diana (afterwards Beauclerk), 149
Spencer, Dorothy (Countess of Sunderland) (“Sacharissa”), 54
Spencer, Henry, 1st Earl of Sunderland, 54
Spencer, Robert, 2nd Earl of Sunderland, 54
Spiller, Sir Henry, 29n
Spittle Houses, St. Giles’s Hospital, 118, 121–122, 125
Stafey, John, 119n, 121n
Stainsforth, George, 151
Stamford, Thomas Grey, 2nd Earl of, 65
Star, High Holborn, 3n
Statue of Queen Henrietta Maria, 44, 59, 60, 61, 71–77
Steers, Charles, 149
Stephenson, Jno., 165
Stephenson, Mrs., 165
Steward, P. G., 61
Steward, William, 139
Stewart, G., 92
Stidwell Street, 123, 141
Stoake, Thomas, 40n
Stockwood, Edward, 3
Stonor, Thos., 47, 48, 54n, 55
Stowell, William, Lord, 155
Stradling, Sir Edward, 42, 43, 93, 94, 100n
Stradling, Sir Edward (Junior), 94n
Stradling House, 95
Strange, Sir Robert, 44n
Stratton, Edward, 94n
Stratton, Elizabeth, 17n
Stratton, Henry, 110
Stratton, Robert, 35n
Strode, George, 42, 93
Stuart, Esmé, Seigneur D’Aubigny, Earl of March (afterwards Duke
of Lennox), 72, 101
Stuart, George Seigneur D’Aubigny, 60, 72
Stydolph, Sir Francis, 112, 113
Stydolph, Sir Richard, 113, 122, 123
Stydolph, Thomas, 112
Suffolk, Earl of, 72
Sun and Dolphin, High Holborn, 3n
Sunderland, Anne, Countess of, 54
Sunderland, Dorothy Spencer, Countess of (“Sacharissa”), 54
Sunderland, Henry Spencer, 1st Earl of, 54
Sunderland, Robert Spencer, 2nd Earl of, 54
Sussex, Duke of, 62
Sutton, George, 27–28
Swan, The, 107, 108
Swan on le Hop, 108
Symonds, R., 11
Tahairdin, Peter, 67n

Talbot, Hon. Catherine, 136
Talbot, Hon. John, 136
Tamworth, Viscount, 75n
Tatnell, Wm., 171
Tattershall, Widow, 96
Tavistock, Francis, Marquess of, 149
Tavistock, Lady, 149
Taylor, Ed., 56
Taylor, Dr. John, 89
Taylor, Richard, 28n
Taylor, W. A., 113–114
Taylor, William, 15n
Temple, Freemasons’ Tavern, 61, 62
Thanet, Thomas Tufton, 6th Earl of, 147, 148
Thanet House, 147–149
Theedham, Edward, 108
Thelwall, Daniel, 6, 8n
Theobalds, Hertfordshire, road to, 36, 42
Thimbleby, Elizabeth, Lady, 89–90
Thimbleby, John, 90
Thimbleby, Sir John, 11n, 90
Thomas, —, 92
Thomas, Mrs., 92
Thomson, Mrs. Anne, 11
Thomson, William, 11
Thornton, Beatrice, 9
Thornton, John, 9
Thornton’s Alley, 9
Thorold, Anthony W., 138
Three Anchors, Salisbury Court, 82n
Three Feathers Tavern, High Holborn, 8
Thriscrosse, Francis, 38
Tomkins, Packington, 73n
Tompson, Elizabeth (afterwards Hollinghurst), 8
Tooke, Edward, 27n, 28, 30n
Tottenham Court Road, 187, 188
Tower Street, 113n
Trinity College, 16
Troughton, —, 119
Trueman (alias Johnson), William, 80n
Tryon, Charles, 122
Tryon, Mrs. Margaret, 69
Tubb, Marchant, 163
Tubbs, Robt., 165
Tufton, Lady Margaret, 148
Tufton, Thomas, 6th Earl of Thanet, 147, 148
Turngatlane, 3
Turnpiklane, 3
Turpin, Jeremiah, 19
Twelves, John, 71
Twiney, J., 83
Twisden, Sir Thomas, 11
Twisden, Sir William, 11
Twyford Buildings, Gate Street, 12
“Tyburn Dick”, 69
Tyburn Gallows, 144
Tye, Dr., 162
Tyler, Rev. James Endell, 105
Tyler, William, 61, 62
Umfreville, Chas., 103n

Umfreville, Gilbert, 103n
Unicorn Inn, High Holborn, 8, 9
Unicorn Yard, High Holborn, 8
Vanblew, —, 76, 77n
Van Helmont, —, 78
Varney, Frances, 120
Vaughan, Elinor, 18
Vaughan, Thomas, 18
Vaughan, Thomas (“Dapper”), 71
Vaune, Mr., 90
Vavasour, Anne, 20
Vavasour, John, 20, 101, 107, 108, 110, 144
Vavasour, Nicholas, 144
Vere, Lady, 31
Vere, Sir Horace, 51
Verney, Edmund, 121
Verney, Sir R., 120n
Vernon, Mr., 77
Verrinder, Dr. G. C., 132
Vertue, —, 44
Vestry of St. Giles, 26
Villiers, George, 1st Duke of Buckingham, 91n
Villiers, George, 2nd Duke of Buckingham, 91n
Villiers House, 53n
Vine, The, High Holborn, 123, 124
Vine Street (now Grape Street), 124
Violetti, Eva Maria, 90n
Vuidele, Anthony, 119
Waldron, John, 6
Wales, George, Prince of (afterwards George IV.), 78
Walgrave, John, 28, 107
Walker, Dr. Jas., 11
Walker, John, 13, 14
Walker, Richard, 163
Walker, Thomas, 29n, 31n
Walpole, Horace, 44, 46, 56n, 71
Walter, Peter, 105
Walton, Brian, 139
Ward, James, 92
Wardrobe, Great Queen Street, 45n, 66
Warner, Henry, 34n
Warwick, Charles, Earl of, 88
Warwick, Robert, Earl of, 88
Watson, Mrs., 96
Watson, Henry, 149
Watson, Mary, 96
Watson, Rowland, 5, 6
Watson, William, 5
Watson, Sir William, 133
Wayte, Edward, 79
Webb, Barbara (afterwards Viscountess Montagu), 65
Webb, Lady Barbara, 65, 136
Webb, Sir John, 47n, 65n, 136
Webb, John, Architect, 44
Webb, Philip Carteret, 73n, 74
Webb, Rhoda (afterwards Beavor), 75
Webb, Richard, 38
Webb, Thos., 71
Wedderburn, Alexander, Lord Loughborough (afterwards Earl of
Rosslyn), 155
Weedon, Thomas, 96
Weld, Lady Frances, 94, 95n
Weld (Wild, Wield), Humfrey, 59, 60, 94, 95n, 96, 97n, 100
Weld House, 93–97, 99
Weld Street. (See Wild Street.)
Wesley, John, 115, 116
Wesleyan Chapel, Great Queen Street, 86–92
West London Mission, 88, 115
West Street, 112n, 115
West Street Chapel, Seven Dials, 87
Western, Thomas, 11
Weston (Whetstone), John, 5n
Westone, William, 109n
Wetherell, Philip, 21n
Wharton, Philip, 4th Lord, 79, 120
Whetstone, William, 6–7
Whetstone Park, 4, 8
White, James, 28, 112
White Hart, 14, 19, 20, 23, 24, 25, 28, 29n, 30n, 123
White Hart Feilde, 6
—(See also Pursefield.)
White Hart Yard, 26
White Horse in Drury Lane, 35
White House, St. Giles’s Precinct, 121
White Lion Street, 113n, 114
Whitesaunder, Thomas, 119
White Swan in Queen Street, 37n
Whitfield, Henry Fotherley, 31n
Whitfield, Thomas, 110n, 111n
Wigg, William, 110n, 111n
Wild. (See Weld.)
Wild Boare Alley, 18
Wild Court, Nos. 6 and 7, 98
Wild Street (Weld Street), 34, 93–97
—(See also Little Wild Street.)
Wilkes, John, 74–75
Wilkinson, William, 125
Wilkinson’s Close, 125n, 187
Williams, Jas., 165
Williams, John, 84
Williams, Paul, 40n
Williamson, Sir Joseph, 69
Williamsfeild (alias Church Close), 145
Willoughby, Philip, 60n
Willson, Thomas, 138
Wilson, Benjamin, 56, 57, 66, 67n
Wilson, Jas., 56
Wilson, Major, 57
Wilton House, Picture of Lincoln’s Inn Fields, 46
Wiltshire, Charles Powlett, Earl of (afterwards Duke of Bolton), 65
Winchester, John, Marquiss of, 95, 96, 137
Windell, Richard, 109n
Windham, W., 67
Winstanley, J., 11
Wise (Wyse), Joan (afterwards Briscowe), 107, 119
Wise, John, 107n
Wise, Robert, 20
Wither, Thomas, 60n
Withers (Wither, Wyther), Anthony, 51, 60, 73n
Withers, William, 74
Wolcot, Dr. (Peter Pindar), 83
Wolstenholme, John, 96
Wood, Anthony, 80
Woodville, Thomas, 130
Woodward, William, 14
Worcester, Edward (1st Marquess of), 73
Worliche, Mary, 9n
Worlidge, Mrs., 77
Worlidge, Thomas 58, 67n, 76, 77
Worsley, John, 96
Wortley, Sir Francis, 89
Wray, Sir John, 95n
Wren, Sir Christopher, 123, 147
Wren, Stephen, 147
Wright, —, 96n
Wright, Martin, 89
Wriothesley, Lord, 124
Wylson, —, 119
Wynter, Master, 119
Wyse. (See Wise.)
Yarmouth, 1st Earl of, 52

York, Frederica, Duchess of, 114
York, Sir William Dawes, Archbishop of, 110n
Young, Thomas, 110
Zucchi, Antonio, 151, 153, 163, 176

Zuylestein, Frederick Nassau de, 3rd Earl of Rochford, 70

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Principles of Organizational Behavior

Realities and Challenges 6th Edition

After reading this chapter, you should be able to do the following:

1. Define stress, distress, and strain.

Chapter 7 introduces the following key terms:

compensation award secondary prevention

THE CHAPTER SUMMARIZED

II. WHAT IS STRESS?

A. Four Approaches to Stress

1. The Homeostatic/Medical Approach

2. The Cognitive Appraisal Approach

Richard Lazarus made contributions related to the psychology of stress. What is

3. The Person−Environment Fit Approach

4. The Psychoanalytic Approach

This approach is based on Freudian psychoanalytic theory. Harry Levinson believes

B. The Stress Response

III. SOURCES OF WORK STRESS

Individuals also impose any number of personal demands on themselves including

IV. THE CONSEQUENCES OF STRESS

A. Performance and Health Benefits

Organizational distress can be evident in participation problems, performance decrements,

V. INDIVIDUAL DIFFERENCES IN THE STRESS–STRAIN RELATIONSHIP

B. Type A Behavior Pattern

Self-reliance is a healthy, secure, interdependent pattern of behavior related to how people

VI. PREVENTIVE STRESS MANAGEMENT

A. Organizational Stress Prevention

4. Social Support Systems

Positive thinking is an optimistic, nonnegative thinking style used by people to

There are numerous approaches to time management. One of these approaches

3. Leisure Time Activities

Aerobic exercise and flexibility training are important to stress prevention.

The use of prayer and meditation can help prevent stress.

A healthy diet is important to overall health because it reduces vulnerability to

Opening up at work implies that an individual trusts colleagues with self-disclosure.

Increasingly, organizations are encouraging their employees to seek professional help

C. Comprehensive Health Promotion

Comprehensive health promotion involves creating strong, health-conscious people in

VII. MANAGERIAL IMPLICATIONS: STRESS WITHOUT DISTRESS

VIII. LOOKING BACK: TIMBERLAND COMPANY – A Healthy Balance Sheet is One

7.1 THE FRAZZLE FACTOR

7.2 ARE YOU SELF-RELIANT?

* Adapted from J. C. Quick, D. L. Nelson, and J. D. Quick, ”The Self-Reliance Inventory,” in J.

1991), pp. 149-161.

WHEN DOMESTIC VIOLENCE “GOES TO WORK”

REVIEW QUESTIONS: SUGGESTED ANSWERS

1. Define stress, distress, and strain.

5. What is a nonwork demand? How does it affect an individual?

6. Describe the relationship between stress and performance.

11. Describe eight individual preventive stress management methods.

12. What is involved in comprehensive health promotion programs?

DISCUSSION AND COMMUNICATION QUESTIONS: SUGGESTED ANSWERS

4. If an individual claims to have job-related anxiety or depression, should the company be

1. Does Josh have a responsibility to question submitting this proposal?

7.1 GENDER ROLE STRESSORS

7.2 WORKPLACE STRESS DIAGNOSIS

ALTERNATIVE EXPERIENTIAL EXERCISES

SOCIAL SUPPORT NETWORK ANALYSIS

* Adapted from J. C. Quick, D. L. Nelson, and J. D. Quick, “The Self-Reliance Inventory,” in J.

SOCIAL SUPPORT NETWORK ANALYSIS WORKSHEET

1. Individually complete the following work-related and nonwork-related network analyses by

2. In groups of five or six, discuss the following questions:

Work Related Network (formal organizational relationships)

Nonwork Related Network