PSY 305 CHAPTER 12- Stress and Occupational Health

MODELS OF STRESS

TRANSACTIONAL MODEL OF CONSERVATION OF RESOURSES JOB DEMANDS-

GENERAL ADAPTATION SYDNDROME
STRESS& COPING (COR) THEORY RESOURCES (JD-R) MODEL

why poeple react individuals seek to

focused on relation between stress and the
differently to the same acquire and maintain strains arise from
body's immunological responses to stress
event resources in order to mismatches between
accomodate, job demands and job
withstand, or resources available to
"fight or flight response" stress does not come overcome potential an employee
from the event itself, threats
comes from one's
appraisal of what the
event means Most famous
Example of resources: and accepted
1.Alarm Stage: the body prepares by home, clothing,
increasing cortisol and adrenaline levels theory
financial security, self
views stress as a esteem, autonomy,
2.Resistance Stage: continue to release
process time, knowledge
cortisol, drawing sugar and fat stores
3.Exhaustion Stage: runs out of sugar and
fat, long-term release of ortisol leaves the
body in a weaened state

Challenge Stressors: job demands that are developmental and posi6vely related to work engagement. / Role
demands, 6me urgency, workload
Hindrance Stressors: job demands that are nega6vely linked to work engagement / job constraints, hassles,
organiza6onal poli6cs.

• individual difference
Role Ambiguity: lack of clarity regarding one's work roles variables why some people
Role demands
experience and react to the
Role Conflict: having multiple contradictory demands at work
same stressor differently:
Information
overload
exposure too much information or data - Type A/B personality
- Workaholism
Strain

work-family conflict
Work-life trade- - Nega6ve affect
offs
mindfulness
- Neuro6cism
Interpersonal abusive supervision, workplace bullying,
challenges customer complaints
Concequences of
Evaluation concerns about being evaulated or Stress
apprehension judged by others

Physiological : increased heart rate, skin

problems, cardiovascular disease, Type 2 diabetes,
cognitive impairment
- Five general approaches to stress management.
• Diet
• Exercise Psychological: depression, anxiety, rumination,
burnout
• Sleep
• Time Management
• Social Support Behavioral: decreased performance, increased
withdrawal, expressions of anger or violence,
alcohol and drug abuse
 •
ORGANIZATIONAL APPROACHES TO STRESS MAANGEMENT;
Mea - Create healthy work environments
§ Provide employees with autonomy
§ Encourage “job craPing”, wherein employees proac6vely aRempt to change the cogni6ve, task,
and/or rela6onal boundaries of their jobs to shape their roles and rela6onships at work
- Flexible work arrangements
§ Telecommu6ng
§ Hoteling
- Recovery opportuni6es
§ Sabba6cals (izin), vaca6ons, personal days, evenings, naps, micro breaks
- Employee resource programs
§ Employee assistance programs (EAPs)
§ Workplace wellness programs (WWPs)

Objective measures of safety behavior:

• number of accidents
Safety Behavior
• workers compensation claims
Safety Compliance: performing core safety
• size of insurance payouts resulting from injury behaviors such as following rules and using
Subjective measures of safety behavior: safety equipment

• self reports of "near-misses" Safety Participation: supporting coworkers

• self or other reports of safety behaviors and safety norms with the organization,
more like contexual performance
Antecedents of Safety Behavior

Safety climate: shared understanding that

Psycological Environment workers have about the priority of safety in
the organization
Safety motivation: employee's desire to
Psychological factors
behave safely at work and the valence or
within the individual
degree to which they want to behave safely
 PSY 305 CHAPTER 11 – Job Attitudes and Emotions at Work
Components of Job A[tudes

* Key Job A_tudes;

COGNITIVE AFFECTIVE
• Job SaKsfacKon: pleasurable or posi6ve emo6onal state
beliefs about feelings about
the object of the object of • OrganizaKonal Commitment: degree to which the
an attitude an attitude
employee iden6fies with and feels involved in the
organiza6on
BEHAVIORAL • Work Engagement: dedica6on, absorp6on, sense of
intentions to act in a excitement, and passion with one’s work
certain way

Measurement of Job Sa6sfac6on; Measurement of Organizational Commitment

1.Global Measures: overall job sa6sfac6on

2.Facet-Based Measures: different aspects Uni-
Multi-Dimensional
of one’s job (pay, quality of supervision) Dimensional

Affective Normative Continuance (

**Increases in Job Satisfaction Result in Overall
(want to (ought to need to
Fewer Turnover Intentions Less Likely to Commitment
commit) commit) commit)
Quit

** Structured onboarding improves newcomers’ aJachment to and saKsfacKon with the organizaKon,
resulKng in higher retenKon
** AffecKve events theory (AET) suggests that day-to-day emoKons are important to understand job
aStudes and behaviors.

EMOTIONS: ANGER, HAPPINESS, DISGUST, FEAR, SADNESS, SURPRISE

Emo$onal Contagion: emo6ons can spread

Positive Emotions flexiable, exploratory way of thinking that
(Broaden) encourages experimentation within work groups
BROADEN & BUILD
THEORY
Emo$onal Labor:
Negative Emotions narrowing of thought and fight or flight - Surface Ac$n: changing the expressions
(Narrow) response
of emo6ons
- Deep Ac$ng: changing the expressions of
emo6ons and aRemp6ng to change
underlying emo6ons

** Leadership Development;
360 Feedback, Coaching, Mentoring, Development Assignments, Formal Leadership Training
Trait Approaches to
Leadership
20th century, historians
posisted that leaders are "great
men"
people born to be leaders
personality - extraversion,
conscientiousness, openness,
neuroticism
implicit leadership theories
suggest that people generally
view intelligence as an
important characteristic of an
ideal leader
gender - women faced with
glass ceiling and glass cliff
race - lack of representation of
minorities in leadership
positions
PSY 305 CHAPTER 10 – Leadership at Work
Types of Leadership Outcomes;
Leadership Emergence
Leadership Efectiveness
Leader Traits
Behavioral Approaches to
Leadership
what leaders actually do ? what
distinguishes effective leaders
from ineffective leaders?
Ohio State University/
University of Michigane -
effective leaders demonstrate
2 types; 1.Initiating Structure:
task oriented behaviors 2.
Consideration: Relational
Behaviors
Initiating structure is the most
important leadership predictor
of group performance
•Whether someone is perceived as a
leader within a work group
•what the leader actually
accomplishes
Leader
Behaviors
Contingency Approaches
to Leadership
role of situational factors
1. Fiedler's Contingency Model
of Leadership: leadership
effectiveness depends on the
match between the behavior of
the leader and the
characteristics of the situation
2. Path- Goal Theory of
Leadership:
•Directive Leadership-
clarifying role expectations
•Supportive leadership-
providing friendly and
communicative atmosphere
•Participative leadership-
involving participants in
decision making
•Achievement-oriented
leadership- setting goals for
subordinates, put challenging
goals
•the styles depends on
"person, task, work group"
•closely related to expectancy
theory
3.Vroom's Normative Model of
Leadership- asks leader to
answer a series of questions
Leadership
Effectiveness
Contemporary Approaches
to Leadership
Transformational Leadership
Theory
•transformational and
transactional leadership
Leader-Member Exchange
(LMX) Theory
•High-quality LMX relationships
•Low-quality LMX relationships
•the degree of trust
distinguishes high and low
quality LMX
Authentic Leadership- values
and ethics of leaders
•characterized by: self-
awareness, honesty and
sincerity, strong sense of right
and wrong
Servant Leadership- serve their
followers and help them to
achieve their full potential
Abusive Leadership- hostile and
demanding behaviors
•ridiculing employees,
reminding them their failures,
being rude, invading their
privacy
 PSY 305 CHAPTER 8 – Training and Development

Conduct •Organizational Analysis: identification of organizational issues that can help or hinder the effectiveness of a training program
Training Needs •Job Analysis: identify which tasks employees currently perform on their job, whta KSAs they need to be trained on, and what
Assessment: critical incidents employees deal with the job
organization •Person Analysis: identify what current employees can actually do and what KSAs they possess / focus on the KSAs that are
identifies the key
factors in the
lacking / performance ratings, productivity and sales, employee surveys, tests
organization (what •Taining Goals: communicate what trainees are expected to learn behaviorally specific terms
needs to be trained, •Demographic Analysis: for understanding who trainess are /education level, age, familarity with technology, motivation to
who needs the learn, personality tests
training?)

•Training Outcomes: 1. Knowledge 2. Skills 3. Transfer of Training

•Individual Differences: higher cognitive ability leads to better and quicker learning / Openness to experience, Extraversion,
conscientiousness, proactive personality characteristics of succesfull trainees /meta-cognitive skills (the ability of learners to step
back and assess their own learning)
Consider •Organizational Context: *Identical elements: similarity of training context and transfer environment (psychological and physical
Characteristic fidelity) / Transfer through principles (why they should perform in a certain way) / Transfer Climate: social climate
s of the •Trainee Motivation: affects the training outcomes even beyond the effects of cognitive ability
•Massed Learning: delivery of traning in condensed sessions
Trainees and
•Spaced Learning: delivery of training in small sessions over a longer period of time
the Context •feedback and schema are important for learning sessions
•overlearning can be used
•individualized training is often more effective but it can be resource intensive
•Decay of learning

•On the job training (very high psychological and physical fidelity)
•machine simulators (debriefing is very important because it maximixe learning)
•lecture: one way and two way communication forms (inexpensive and practical method)
•programmed instruction: presentation (linear and branching programmed instruction)
Choose and •behavior modeling training: learners observe a person / based on Bandura's social learning theory
Administer •diversity training: focuses on improving the functioning of diverse goups of employees / iincreases trainee affective, skill-based, cognitive
outcomes / most effective when there are other diversity initiatives in place / one-size-fits-all
the Training •managerial training: developmental assessment centers, executive coaching, case study analysis, business games and simulations, role plays,
Method cross-cultural training
•new employee onboarding: employees become familiar with both the task and social demans/ provides newcomers w information about
organization's history, politics, language, values
•online training: effective as classroom training
•team training: cross-tarining and coordination and adaptation training / notable effects on team performance

•Evaulating Training Methods ( is program actually worked?)

•TRUE EXPERIMENTS: most rigorous design because they control for the most threats to validity / the Solomon 4-group design
•QUASI-EXPERIMENTAL DESIGNS: more experimental rigor (titizlik) than pre-experiments but more practical than true
experiments/ without random assignment
Training •PRE-EXPERIMENTS: least rigorous design because they control for the fewest threats to validity
Evaluation •Each design accounts for different threats to experimental validity
•THREATS to EXPERIMENTAL VALIDITY: extraneous factors
•THREATS to INTERNAL VALIDITY: history, maturation, testing, differential selection of participants, experimental morality
•THREATS to EXTERNAL VALIDITY: reactive effects of pretesting, reactive effects of experimental setting
•purpose, available resources, and constraints consider when selecting a design.

Kirkpatrick’s model of training criteria in four categories:

Reactions Learning Behavior Results Alliger’s training criteria model:

1. ReacSons
•did they like •did they gain •did their job •whether the Kraiger’s training criteria model: - affeceve reaceons
it? knowledge? behaviors training 1.Cognieve - uelity judgements
•was it useful ? changed? affected 2.Skill-based 2. Learning
•did the organizational 3.Affeceve - immediate knowledge
training performance - knowledge reteneon
transfer? outcomes like -behavioral/skill demonstraeon
profitability. 3. Transfer
4.Results