Module 1 pgdm
- 1. MODULE 1 By: Dr Pooja Malik
- 2. CHAPTER 1 INTRODUCTION TO ORGANIZATIONAL BEHAVIOUR By: Dr Pooja Malik
- 3. Contents: ❖Meaning, ❖Significance, ❖Functions, ❖Roles and skillsrelated to management, ❖Contributingdisciplinesto the field of OB, ❖Challenges and opportunitiesfor OB.
- 11. CHALLENGES AND OPPORTUNITIES OF OB Economic pressures Continuing globalization Working demographics Workforce diversity Customer service People skills Networked organizations Social media Employee well-being Positive work environment Ethical behavior
- 23. CHAPTER 2: PERSONALITY By: Dr Pooja Malik
- 24. PERSONALITY Contents: ❖Meaning, ❖Determinants, ❖Majorpersonalitytraits and attributes, ❖Big Five Model.
- 25. WHAT IS PERSONALITY? The word personality is derived from a Greek word “persona” which means “to speak through”. Personality is the combination of characteristics or qualities that forms a person’s unique identity. Personality is the fundamental and foremost determinant of individual behaviour. It seeks to integrate the physiological and psychological facets of an individual to put them into action.
- 27. DEFINITIONS OF PERSONALITY The dynamic organisation within the individual of those psychophysical systems that determine his unique adjustments to his environment -Gordon Allport Personality is a pattern of stable states and characteristics of a person that influences his or her behaviour toward goal achievement. Each person has unique ways of protecting these states - Personality is how people affect others and how they understand and view themselves, as well as their pattern of inner and outer measurable traits and the person situation interaction -Fred LuthansGluck
- 29. BIOLOGICAL FACTORS The study of the biological contributions to personality may be studied under three heads: Heredity Heredity refers to those factors that were determined at conception. Physical stature, facial attractiveness, sex, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are considered to be inherent from one’s parents. The heredity approach argues that the ultimate explanation of an individual’s personality is the molecular structure of the genes, located in the chromosomes. Brain The second biological approach is to concentrate on the role that the brain plays in personality. The psychologists are unable to prove empirically the contribution of the human brain in influencing personality. Biofeedback: Until recently, physiologists and psychologists felt that certain biological functions such as brainwave patterns, gastric and hormonal secretions, and fluctuations in blood pressure and skin temperature were beyond conscious control. Now some scientists believe that these involuntary functions can be consciously controlled through biofeedback techniques. In BFT, the individual learns the internal rhythms of a particular body process through electronic signals that are feedback from equipment that is wired to the body.
- 30. BIOLOGICAL FACTORS Physical features A vital ingredient of the personality, an individual’s external appearance, is biologically determined. The fact that a person is tall or short, fat or skinny, black or white will influence the person’s effect on others and this in turn, will affect the self-concept.
- 31. CULTURAL FACTORS Among the factors that influence personality formation is the culture in which we are raised, early conditioning, norms prevailing within the family, friends and social groups and other miscellaneous experiences that impact us. The culture largely determines attitudes towards independence, aggression, competition, cooperation and a host of other human responses. According to Paul H Mussen, “each culture expects, and trains, its members to behave in ways that are acceptable to the group. To a marked degree, the child’s cultural group defines the range of experiences and situations he is likely to encounter and the values and personality characteristics that will be reinforced and hence learned.
- 32. FAMILY FACTORS A substantial amount of empirical evidence indicates that the overall home environment created by the parents, in addition to their direct influence, is critical to personality development. The parents play an especially important part in the identification process, which is important to the person’s early development. According to Mischel, the process can be examined from three different perspectives. (a) Identification can be viewed as the similarity of behaviour including feelings and attitudes between child and model. (b) Identification can be looked at as the child’s motives or desires to be like the model. (c) It can be viewed as the process through which the child actually takes on the attributes of the model.
- 33. SOCIAL FACTORS Socialization involves the process by which a person acquires, from the enormously wide range of behavioural potentialities that are open to him or her, those that are ultimately synthesized and absorbed. Socialization starts with the initial contact between a mother and her new infant. After infancy, other members of the immediate family – father, brothers, sisters and close relatives or friends, then the social group: peers, school friends and members of the work group – play influential roles. Socialization process is especially relevant to organisational behaviour because the process is not confined to early childhood, taking place rather throughout one’s life. In particular, the evidence is accumulating that socialization may be one of the best explanations for why employees behave the way they do in today’s organisations.
- 34. SITUATIONAL FACTORS An individual’s personality, while generally stable and consistent, does change in different situations. The varying demands of different situations call forth different aspects of one’s personality. According to Milgram, “Situation exerts an important press on the individual. It exercises constraints and may provide a push. In certain circumstances, it is not so much the kind of person a man is, as the kind of situation in which he is placed that determines his actions”. We should therefore not look at personality patterns in isolation.
- 35. PERSONALITY CHARACTERISTICS Seven personality characteristics that influence individual are: 1. Locus of Control 2. Self-Efficacy 3. Self-Esteem 4. Self-Monitoring 5. Positive/Negative Affect 6. Risk-Taking 7. Type A and Type B Personality
- 41. THE DARK TRIAD
- 43. CHAPTER 3: VALUES AND ATTITUDE By: Dr Pooja Malik
- 44. VALUES AND ATTITUDES Contents: ❖Formationof values and attitudes, ❖Values across culture, ❖Attitude-behaviourrelationship, ❖Changing attitudes, ❖Job-relatedattitudes.
- 57. SIXTH DIMENSION OF HOFSTEDE MODEL Indulgence vs restraint Indulgence stands for a society that allows relatively free gratification of basic and natural human drives related to enjoying life and having fun. Restraint stands for a society that suppresses gratification of needs and regulates it by means of strict social norms.
- 59. GLOBAL LEADERSHIP AND ORGANIZATIONAL BEHAVIOR EFFECTIVENESS (GLOBE FRAMEWORK) GLOBE project, included 170,000 managers in 162 countries. These studies identifiednine dimensions that describe differences in national cultures. 1.PowerDistance. Power distance is the degree to which people accept an unequal distribution ofpower and status privileges. In high power distance countries, there is respect for age and titles, people are expected to followrules, and there is more tolerance for concentrated power. India, Mexico, and the Philippines have high power distance. The United States, Australia, and Israel have lowpower distance. 2.Uncertainty Avoidance. The degree to which people are uncomfortable with risk,change, and ambiguityis called uncertaintyavoidance. In high uncertaintyavoidance countries, there is a greater emphasis on rules, structure, order, and predictability. France, Japan, and CostaRica, for example, are countries with high uncertaintyavoidance. The United States, India, and Sweden have low uncertaintyavoidance. 3.Performance Orientation. Performance orientation is the degree to which innovation,high standards,and excellent performance are encouraged and rewarded. Countries with high performance orientationvalue materialism and competitiveness, and they expect to invest in trainingto promote performance improvements. The United States and European countries have high performance orientations;Argentina, Russia, and Greece have low performance orientations. 4.Assertiveness. Assertiveness is the degree to which individuals are forceful, confrontational, and aggressive, as opposed to cooperative and compassionate. In high assertiveness countries such as the United States, Germany, and Mexico, communicationis direct and unambiguous. Individual initiative is encouraged, and relationships are likelyto be competitive. Countrieswith lowassertiveness rankings are Switzerland and NewZealand. Managers in these countries are more likely to look for consensus and cooperative decisionmaking.
- 60. GLOBE FRAMEWORK 1.Future Orientation.The degree to which delayed gratificationand planningfor the future are valued overshort-term gains is called future orientation.Countrieswith high future orientation encourage investments for future payoffsoverimmediate consumption.It is similarto the abilityofindividualsto delaygratification.Canada,Switzerland,and Malaysia havehigh future orientation;Poland,Argentina,and Russiahavelowfuture orientation. 2.Humane Orientation.The degree to which fairness,altruism, generosity,and kindnessare encouraged and valued is a measure of a country’s humane orientation.In nations with high humane orientation,individuals are responsible for promotingthe well- beingof others as opposed to the state providingsocial and economicsupport.The Philippines,Ireland,and Egypt havehigh humane orientation;France, Germany,and Singapore have lowhumane orientation. 3.Institutional Collectivism. Institutional collectivismis the degree to which organizational and societal institutions encourage individuals to be integrated intogroups and organizations.In high institutional collectivism countries,collectivedistributionof resources and collectiveaction are encouraged.Group loyaltyis encouraged,even if it undermines the pursuit ofindividual goals.Sweden, Japan,and Singapore are examples ofcountries that havehigh institutional collectivism;Germany,Argentina, and Italyhavelow institutional collectivism.In the United States,lowinstitutional collectivism has resultedin debates on appropriate work-life balance. 4.In-Group Collectivism. In-group collectivismis the degree to which individuals express pride, loyalty,and cohesiveness in their organizations orfamilies.In countries with high institutionalcollectivism,individuals identifywith their families or organizations and duties and obligationsdetermine behaviors.A strongdistinctionis made between individuals who are in a group and those who are not.India,Egypt,and China are examples ofcountries that havehigh institutional collectivism;Sweden,New Zealand, and Finland havelowinstitutional collectivism. 5.Gender Egalitarianism. The degree to which male and female equalityis actualizedis called gender egalitarianism.Countries with high gender egalitarianismprovide more opportunities forwomen and havemore women in positions ofpower. Sweden, Poland,and Costa Rica havehigh gender egalitarianism.Japan,Italy,and Egypt havelowgender egalitarianism.In these countries,women generallyhavelower status at work and in the culture.
- 62. DEFINITION OF ATTITUDE According to Gordon Allport, “An attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related.” Frank Freeman said, “An attitude is a dispositional readiness to respond to certain institutions, persons or objects in a consistent manner which has been learned and has become one’s typical mode of response.” Thurstone said, “An attitude denotes the sum total of man’s inclinations and feelings, prejudice or bias, preconceived notions, ideas, fears, threats, and other any specific topic.”
- 64. COMPONENTS OF ATTITUDE Cognitive Component – The opinion or belief segment of an attitude. Affective Component – The emotional or feeling segment of an attitude. Behavioral Component – An intention to behave in a certain way towards someone or something.
- 65. RELATIONSHIP BETWEEN VALUES, ATTITUDE AND BEHAVIOR
- 66. CHANGING ATTITUDES Barriers to changing attitudes: 1. Prior commitment 2. Insufficient information Methods to overcome barriers and change attitudes: 1. Providing new information 2. Use of fear 3. Resolving Discrepancies 4. Influence of friends and peers 5. The co-opting approach (appoint to membership of a committee or other body by invitation of the existing members)
- 67. WHAT ARE THE MAJOR JOB ATTITUDES? Job Satisfaction: A positive feeling about the job resulting from an evaluation of its characteristics Job Involvement: Degree of psychological identification with the job where perceived performance is important to self-worth Psychological Empowerment: Belief in the degree of influence over the job, competence, job meaningfulness, and autonomy Organizational Commitment: Identifying with a particular organization and its goals, while wishing to maintain membership in the organization. Three dimensions: 1. Affective – emotional attachment to organization 2. Continuance Commitment – economic value of staying 3. Normative - moral or ethical obligations
- 68. WHAT ARE THE MAJOR JOB ATTITUDES? Perceived Organizational Support (POS): Degree to which employees believe the organization values their contribution and cares about their well-being. ➢Higher when rewards are fair, employees are involved in decision-making, and supervisors are seen as supportive. ➢ High POS is related to higher OCBs and performance. Employee Engagement: The degree of involvement with, satisfaction with, and enthusiasm for the job. ➢Engaged employees are passionate about their work and company.
- 69. MEASURING JOB SATISFACTION There are two approaches for measuring job satisfaction Single global rating It consists of asking individualto respond to one question. The respondent reply by circling a number between 1-5 that corresponds to answer from highly satisfied to highly dissatisfied. Summation score It consist of identifyingkey elements in a job and ask for the employee’sfeeling about each.
- 70. WHAT CAUSES JOB SATISFACTION Job conditions Personality Corporate social responsibility Pay
- 71. OUTCOMES OF JOB SATISFACTION Job Performance Satisfied workers are more productive and more productive workers are more satisfied! The causality may run both ways. Organizational Citizenship Behaviors Satisfaction influences OCB through perceptions of fairness. Customer Satisfaction Satisfied frontline employees increase customer satisfaction and loyalty. Absenteeism Satisfied employees are moderately less likely to miss work.
- 72. OUTCOMES OF JOB SATISFACTION Turnover Satisfied employees are less likely to quit. Many moderating variables in this relationship. Economic environment and tenure Organizational actions taken to retain high performers and to weed out lower performers Workplace Deviance Dissatisfied workers are more likely to unionize, abuse substances, steal, be tardy, and withdraw. Despite the overwhelming evidence of the impact of job satisfaction on the bottom line, most managers are either unconcerned about or overestimate worker satisfaction.
- 73. JOB DISSATISFACTION HIRSCHMAN’S EXIT–VOICE–LOYALTY–NEGLECT (EVLN) MODEL •Exit refers to leaving the organization, transferring to another work unit, or at least trying to make these exits. Employee turnover is a well-established outcome of job dissatisfaction, particularly for employees with better job opportunities elsewhere.Conversely, companies whose employees have high job satisfaction report some of their industries’ lowest turnover rates. •Voice refers to any attempt to change, rather than escape from, a dissatisfying situation.Voice can be a constructive response, such as recommending ways for management to improve the situation; or it can be more confrontational, such as filing formal grievances. •Loyalty has been described in different ways. The most widely held view is that “loyalists” are employees who respond to dissatisfaction by patiently waiting—some say they “suffer in silence”—for a problem to work itself out or get resolved by others. •Neglect includes reducing work effort, paying less attention to quality, and increasing absenteeism and lateness. It is generally considered a passiveactivity that has negative consequences forthe organization.
- 74. CHAPTER 4: PERCEPTION AND ATTRIBUTION Contents: ❖Meaning, ❖Factors influencing perception, ❖AttributionTheory.
- 83. CHAPTER 5: MOTIVATION Contents: ❖Meaning, ❖Early theories of motivation, ❖Contemporarytheories of motivation, ❖Motivatingemployeesthrough variousmeasures.
- 88. HERZBERG TWO FACTOR THEORY •Two-factor theory hypothesized that are two different sets of factors governing job satisfaction and job dissatisfaction: “hygienefactors,”or extrinsicmotivators and “motivation factors,”or intrinsicmotivators. •Hygiene factors, or extrinsic motivators, tend to represent more tangible, basic needs—i.e., the kinds of needs included in the existence category of needs in the ERG theory or in the lower levels of Maslow’s hierarchy of needs. Extrinsic motivators include status, job security, salary, and fringe benefits. It’s important for managers to realize that not providing the appropriate and expected extrinsicmotivators will sowdissatisfactionand decrease motivation amongemployees. •Motivation factors, or intrinsic motivators, tend to represent less tangible, more emotional needs—i.e., the kinds of needs identified in the “relatedness” and “growth” categories of needs in the ERG theory and in the higher levels of Maslow’s hierarchy of needs. Intrinsic motivators include challenging work, recognition, relationships, and growth potential. Managers need to recognize that while these needs may fall outside the more traditional scope of what a workplace ought to provide, they can be critical to strongindividual and team performance. •The factor that differentiatestwo-factor theory from the others we’ve discussed is the role of employee expectations. •According to Herzberg, intrinsic motivators and extrinsic motivators have an inverse relationship. That is, intrinsic motivators tend to increase motivation when they are present, while extrinsic motivators tend to reduce motivation when they are absent. •This is due to employees’ expectations. Extrinsic motivators (e.g., salary, benefits) are expected, so they won’t increase motivation when they are in place, but they will cause dissatisfaction when they are missing. Intrinsic motivators (e.g., challengingwork, growth potential), on the other hand, can be a source of additionalmotivation when they are available.
- 90. MCCLELLAND’S NEED THEORY •McClelland’s theory of needs (1995) is a motivational model that attempts to explain how the needs for achievement, power, and affiliation affect the actions of people from a managerial context: •Achievement discusses how people with different levels of achievement needs seek tasks with a correspondinglevel of risk. The higher the achievement need the higher the risk. •Affiliation need is similar to achievement and differs only in the fact it is the need to be associated with or accepted by a specific group. •The power portion of the needs theory actually has two sub-sets, personal power and institutional power. Personal power describes the individual who wants to direct others and institutional power describes the individual who wants to organize the efforts of others for the betterment of the institution.
- 91. GOAL SETTING THEORY •Goal-setting theory refers to the effects of setting goals on subsequent performance. •Researcher Edwin Locke found that individuals who set specific, difficult goals performed better than those who set general, easy goals. •Locke proposed five basic principles of goal-setting: clarity, challenge, commitment, feedback, and task complexity. •Factors affecting goal-performance relationship 1. Goal commitment 2. Task complexity 3. National culture
- 93. VROOM’S EXPECTANCY THEORY ❖Vroom developed his Expectancy theory (1964) through his study of the motivations behind decision making. ❖It proposes that an individual will decide to behave or act in a certain way because they are motivated to select a specific behaviour over other behaviours due to what they expect the result of that selected behaviour will be (ie, their expectations based on pervious experience or observation). ❖This theory emphasises the needs for organisations to align rewards directly to desired performance and to ensure that the rewards provided are both deserved and wanted by the recipients
- 101. MODERN WAYS OF MOTIVATION ❑Work from home ❑Telecommuting ❑Job sharing ❑Employee involvement programs ❑ESOP
- 102. CHAPTER 6 Emotional intelligence and work stress
- 104. OBJECTIVES Upon completion of this chapter you will be able to: –Differentiate emotions from moods, and list the basic emotions and moods. –Discuss whether emotions are rational and what functions they serve. –Identify the sources of emotions and moods. –Show the impact emotional labor has on employees. –Describe Affective Events Theory and identify its applications. –Contrast the evidence for and against the existence of emotional intelligence. –Apply concepts about emotions and moods to specific OB issues. –Contrast the experience, interpretation, and expression of emotions across cultures. POOJA MALIK
- 105. WHY WERE EMOTIONS IGNORED IN OB? ➢The “Myth of Rationality” Emotions were seen as irrational Managers worked to make emotion-free environments ➢View of Emotionality Emotions were believed to be disruptive Emotions interfered with productivity Only negative emotions were observed ➢Now we know emotions can’t be separated from the workplace POOJA MALIK
- 106. AFFECT, EMOTIONS AND MOODS POOJA MALIK
- 107. THE BASIC EMOTIONS While not universally accepted, there appear to be six basic emotions: 1. Anger 2. Fear 3. Sadness 4. Happiness 5. Disgust 6. Surprise All other emotions are subsumed under these six May even be placed in a spectrum of emotion: Happiness – surprise – fear – sadness – anger – disgust POOJA MALIK
- 108. BASIC MOODS: POSITIVE AND NEGATIVE AFFECT •Emotions cannot be neutral. •Emotions (“markers”) are grouped into general mood states. •Mood states affect perception and therefore perceived reality. •Positivity offset POOJA MALIK
- 109. WHAT IS THE FUNCTION OF EMOTION? ➢Do Emotions Make Us Irrational? Expressing emotions publicly may be damaging to social status Emotions are critical to rational decision-making Emotions help us understand the world around us ➢What Functions Do Emotions Serve? Darwin argued they help in survival problem-solving Evolutionary psychology: people must experience emotions as there is a purpose behind them Not all researchers agree with this assessment POOJA MALIK Decision-Making Feeling Thinking
- 110. SOURCES OF EMOTIONS AND MOODS ➢ Personality There is a trait component– affect intensity ➢ Day and Time of the Week There is a common pattern for all of us: Happier in the midpoint of the daily awake period Happier toward the end of the week ➢ Weather Illusory correlation– no effect ➢ Stress Even low levels of constantstress can worsen moods ➢ Social Activities Physical, informal, and dining activities increase positive moods POOJA MALIK
- 111. MORE SOURCES OF EMOTIONS AND MOODS ➢ Sleep Poor sleep quality increases negative affect ➢ Exercise Does somewhat improve mood, especially for depressed people ➢ Age Older folks experience fewer negative emotions ➢ Gender Women tend to be more emotionally expressive, feel emotions more intensely, have longer lasting moods, and express emotions more frequently than do men Due more to socialization than to biology POOJA MALIK
- 112. EMOTIONAL LABOR An employee’s expression of organizationally desired emotions during interpersonal transactions at work Emotional Dissonance: Employees have to project one emotion while simultaneously feeling another Can be very damaging and lead to burnout Types of Emotions: Felt: the individual’s actual emotions Displayed: required or appropriate emotions Surface Acting: displaying appropriately but not feeling those emotions internally Deep Acting: changing internal feelings to match display rules - very stressful POOJA MALIK
- 113. AFFECTIVE EVENTS THEORY (AET) ➢An event in the work environment triggers positive or negative emotional reactions Personalityand mood determine response intensity Emotions can influence a broad range of work variables ➢Implications: 1.An emotional episode is actuallythe result of a series of emotional experiences triggered by a single event 2.Current and past emotions affect job satisfaction 3.Emotional fluctuationsover time create variations in job performance 4.Emotion-driven behaviors are typically brief and variable 5.Both negative and positive emotions can distract workers and reducejob performance ➢Emotions provide valuable insights about behavior ➢Emotions, and the minor events that cause them, should not be ignored at work:POOJA MALIK
- 114. AFFECTIVE EVENTS THEORY (AET) POOJA MALIK
- 115. EMOTIONAL INTELLIGENCE ➢A person’s ability to: Be self-aware Recognizing own emotions when experienced Detect emotions in others Manage emotional cues and information ➢EI plays an important role in job performance ➢EI is controversial and not wholly accepted Case for EI: Intuitive appeal;predicts criteria that matter; is biologically-based Case against EI: Too vague a concept; can’t be measured; its validity is suspect POOJA MALIK
- 116. EMOTIONAL INTELLIGENCE POOJA MALIK Self-awareness= Know how you feel Self-management = Manage your emotions and impulses Self-motivation = Can motivate yourself and persist Empathy = Sense and understand what others feel Social Skills = Can handle the emotions of others
- 117. CASCADING MODEL OF EMOTIONAL INTELLIGENCE POOJA MALIK
- 118. OB APPLICATIONS OF EMOTIONS AND MOODS Selection EI should be a hiring factor, especially for social jobs. Decision Making Positive emotions can lead to better decisions. Creativity Positive mood increases flexibility, openness, and creativity. Motivation Positive mood affects expectations of success; feedback amplifies this effect. Leadership Emotions are important to acceptance of messages from organizational leaders. POOJA MALIK
- 119. MORE OB APPLICATIONS OF EMOTIONS AND MOODS Negotiation Emotions , skillfully displayed, can affect negotiations. Customer Services Emotions affect service quality delivered to customers which, in turn, affects customer relationships. EmotionalContagion:“catching” emotions from others. Job Attitudes Can carry over to home but dissipate overnight. Deviant Workplace Behaviors Negative emotions lead to employeedeviance (actionsthat violate norms and threaten the organization). Manager’s Influence Leaders who are in a good mood, use humor, and praise employees increase positive moods in the workplace. POOJA MALIK
- 120. GLOBAL IMPLICATIONS Do people experience emotions equally? No. Culture can determine type, frequency, and depth of experienced emotions Do people interpret emotions the same way? Yes. Negative emotions are seen as undesirable and positive emotions are desirable However, value of each emotion varies across cultures Do norms of emotional expression vary? Yes. Some cultures have a bias against emotional expression; others demand some display of emotion How the emotions are expressed may make interpretation outside of one’s culture difficult POOJA MALIK
- 121. SUMMARY AND MANAGERIAL IMPLICATIONS •Moods are more general than emotions and less contextual •Emotions and moods impact all areas of OB •Managers cannot and should not attempt to completely control the emotions of their employees •Managers must not ignore the emotions of their co-workers and employees •Behavior predictions will be less accurate if emotions are not taken into account POOJA MALIK
- 122. WORK STRESS Stress A dynamic conditionin which an individual is confrontedwith an opportunity, constraint,or demand related to what he or she desires and for which the outcome is perceived to be both uncertain and important. Demands Responsibilities, Pressures, obligations, uncertaintiesat work Resources Things underyour control which can be used to resolve demands Stress = Demands > Resources POOJA MALIK
- 123. TYPE OF STRESS Some level of stress can increase productivity Too little or too much stress will reduce performance Eustress When seen as an opportunity, it offers potential gain Distress When seen as constraints or demands, it offers threat or loss POOJA MALIK
- 124. POOJA MALIK
- 125. TYPES OF STRESSORS ChallengeStressors Stress associated with workload, pressure to completetasks, and time urgency HindranceStressors Stress that keeps you from reaching your goals, such as red tape Cause greater harm than challenge stressors POOJA MALIK
- 126. WORK STRESS Potential stress will become actual stress only if there is uncertainty about an important outcome. It is only when there is doubt or uncertainty regarding whether the opportunity will be seized, the constraint removed, or the loss avoided, that there is stress. POOJA MALIK
- 127. YOU KNOW YOU ARE STRESSED WHEN: ▪You undergo frequent mood swings. ▪You feel anxious most of the time about work, deadlines, office, home, etc. ▪You develop a rash or other skin problems when you are anxious. ▪You are constantly tired, have poor concentration and memory. ▪Your sleeping and eating patterns change drastically: to very little or very much. POOJA MALIK
- 128. SOURCES OF STRESS POOJA MALIK
- 129. A MODEL OF STRESS POOJA MALIK
- 130. POTENTIAL SOURCES OF STRESS Environmental Factors Economic uncertainties, e.g. slowdown Political uncertainties Technological uncertainties due to new innovations which might make an employee’s skills and experience obsolete in a very short time Terrorism in threats to physical safety and security POOJA MALIK
- 131. POTENTIAL SOURCES OF STRESS OrganizationalFactors Task demands –job design, work setting, working conditions Role demands –role conflict, role overload, role ambiguity Interpersonaldemands –lack of social support, poorinterpersonal relationships Organizational structure –rules and regulations, decision making, hierarchy levels Organizational leadership –managerial style of senior executives (tight controland unrealisticpressures lead to tension, fear and anxiety) Organization’s life stage –i.e. growth, stability, or decline (more stress with more uncertainty) POOJA MALIK
- 132. POTENTIAL SOURCES OF STRESS Individual Factor Family and personal relationships Economic problems Personality problems arising from basic disposition Individual Differences Perceptual variations of how reality will affect the individual’s future, e.g. perception about job loss. Greater job experience moderates stress effects: they become more stress resistant, develop better coping styles Social support buffers job stress by mitigating negative effects Internal locus of control lowers perceived job stress. Strong feelings of self-efficacy (confidence in own abilities) reduce reactions POOJA MALIK
- 133. CONSEQUENCES OF STRESS Forgetfulness regarding appointments & dates, etc. Excessive daydreaming about “getting away from it all”. Sudden outbursts of temper or hostility. Irritable and boredom. Unable to concentrate. Decision making becomesdifficult. Anxious and nervousness. Nightmares & depression. Helplessness & confusion. Suspiciousness & negative attitude/thoughts. Loneliness.leadership (managerial style). High Levels of Stress Physiological Symptoms Behavioral Symptoms Psychological Symptoms – Hypertension. – Heart disease. – Migraine & Ulcers. – Asthmatic conditions. – Chronic backaches. – Allergies and skin disorders. – More frequent infections. – Sexual dysfunctions. – Stomach distress and dizziness. – Fatigue and weakness. – Sweating and insomnia. – Muscle tension. – Impulsive behavior and Inappropriate crying – Aggressive & blaming. – Overeating. – Lack of initiative. – Accident prone. – Nervous laughing. – Inflexible. – Drugs & alcohol.
- 134. INVERTED-U RELATIONSHIP BETWEEN STRESS AND JOB PERFORMANCE POOJA MALIK Organizational consequences: - Performance declines. - Withdrawal. - Low productivity. - Anger/frustration. - Work related injuries. - Lack of concentration.
- 136. MANAGING STRESS Individual Approaches Implementing time management –making daily lists of activities to be done, prioritizing by importance and urgency and scheduling accordingly Increasing physical exercise Relaxation training, e.g. meditation, biofeedback, etc. Expanding social support network POOJA MALIK
- 137. MANAGING STRESS OrganizationalApproaches Improved personnel selection and job placement, i.e. who can handlewhat Training to increase self-efficacy and decrease strain Use of realistic goal setting, i.e. specific and challenging goals with feedback, increases motivation and decreases frustration, role ambiguity, and stress Redesigning of jobs, in terms of responsibility, meaning, control and autonomy Increased employee involvement Improved organizational communication Offering employee sabbaticals Establishment of corporatewellness programmes POOJA MALIK