150 C H A P T E R 5   Stress CASE: HON EY W E LL Honeywell has a history of evolving through acquisitions into high growth sectors of related business, and there is no indication that this trend is slowing. In fact, the company has placed increased emphasis on software and other businesses that address challenges related to energy, security, safety, productivity, and urbanization. However, while Honeywell continues to grow and evolve, the company also faces mounting pressure in some of its businesses and has reacted with initiatives intended to control costs and increase company performance. As an example, Honeywell’s Aerospace Division responded to an extended slowdown in the aerospace industry by laying off employees in 2015 and 2016. The division also implemented weeklong furloughs (unpaid time off) for employees not involved in manufacturing and sales. Honeywell also believes that improvements in company performance require teamwork, idea sharing, and faster decision making, and that this is best accomplished through face-to-face interaction among employees. To facilitate this, the company decided to end its telecommuting option for employees not involved in sales or field service. Honeywell had permitted employees to work remotely, at home if they wished, for several reasons. First, Honeywell employees are based in more than a thousand sites in over 70 countries, and they often work on important projects with other employees who may be located half-way across the world. The projects may be engaging, but trying to coordinate across time zones can be quite difficult during normal working hours. Second, telecommuting allows employees to work when and where they feel they are most productive. Employees who work remotely can chose to avoid the daily commute, office politics and distractions, and the hassle of accomplishing nonwork demands. Finally, telecommuting is very popular with millennial engineers and scientists who are comfortable using technology to collaborate and who have other employment options. The change in Honeywell’s long-standing policy will be especially difficult for employees who have built their lives around the flexibility of working remotely. As an example, choices regarding where to live may haunt employees who now face the prospect of commuting back and forth to distant Honeywell offices each day. To some Honeywell employees, however, there may be a bright side to the change in policy. After putting in their 40 hours in the office and commuting each day, employees may not feel as compelled to deal with work-related issues that come up in the evenings or on weekends 5.1 Describe how the change in Honeywell’s telecommuting policy likely influenced the types of work stressors experienced by the company’s employees. How has the change in policy likely influenced nonwork stressors? 5.2 Given the change in stressors resulting from the change in the telecommuting policy, what can you predict about the commitment and job performance of Honeywell’s employees? Explain. 5.3 Identify steps that Honeywell could take to mitigate the potential for negative consequences resulting from the change in the company’s telecommuting policy. Sources: D. DePass, “Honeywell Ends Telecommuting Option,” Star Tribune, October 21, 2016, http://www.startribune.com/ honeywell-ends-telecommuting-option/397929641/; Honeywell, “HealthResource,” http://www51.honeywell.com/hrsites/ healthresource/health_about.html (accessed March 10, 2017); Honeywell, “Our History,” https://www.honeywell.com/whowe-are/our-history (accessed March 10, 2017); R. Randazzo. “Honeywell Employees Told to Take Furloughs,” The Arizona Republic, May 25, 2016, http://www.azcentral.com/story/money/business/economy/2016/05/25/honeywell-employees-askedtake-furloughs/84927666/; and R. Randazzo, “Honeywell Announces More Layoffs,” The Arizona Republic, October 20, 2016, http://www.azcentral.com/story/money/business/jobs/2016/10/20/honeywell-announces-more-layoffs/92490690/. Chapter 5 Stress ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Class Agenda Stress defined Types of stressors What can you do? What can organizations do? How important is stress? Application ©McGraw-Hill Education. An Integrative Roadmap ©McGraw-Hill Education. Stress Definition: A psychological response to demands where there is something at stake and where coping with the demands taxes or exceeds a person’s capacity or resources Do you want a stress-free job? Which jobs are more and less stressful? ©McGraw-Hill Education. Table 5-1 Jobs Rated from Least Stressful to Most Stressful LEAST STRESSFUL JOBS ©McGraw-Hill Education. STRESS LEVEL MOST STRESSFUL JOBS STRESS LEVEL 1. Tenured University Professor 5.03 143. Elementary School Teacher 27.37 2. Audiologist 6.33 148. Management Consultant 28.24 3. Medical Records Technician 7.48 150. Air Traffic Controller 28.58 4. Jeweler 8.10 154. Surgeon 28.90 8. Librarian 10.61 163. Construction Foreman 30.92 14. Software Engineer 12.13 166. Lumberjack 32.00 18. Computer Service Technician 12.64 172. Attorney 36.40 24. Occupational Therapist 13.14 175. Sales Representative 36.95 29. Chiropractor 13.55 179. Real Estate Agent 38.57 30. Actuary 14.09 180. Social Media 38.60 35. Multimedia Artist 14.40 183. Stockbroker 39.97 39. Hair Stylist 14.59 185. Advertising Account Executive 43.24 40. Meteorologist 14.65 189. Taxi Driver 46.18 42. Loan Officer 14.73 191. Senior Corporate Executive 47.55 47. Biologist 15.10 194. Event Coordinator 49.73 50. Optician 15.57 195. Police Officer 50.81 53. Veterinarian 15.83 196. Airline Pilot 59.12 63. Chemist 17.00 198. Newspaper Reporter 69.67 74. Sustainability 18.50 199. Firefighter 71.64 84. Accountant 19.85 200. Enlisted Military Personnel 74.83 Source: Adapted from L. Krantz and T. Lee. "The Jobs Rated Almanac" (Lake Geneva, WI: iFocus Books, 2015). The stress level score is calculated by summing points in 10 categories: deadlines, working in the public eye, competitiveness, physical demands, environmental conditions, hazards, own life at risk, another’s life at risk, public encounters, and employment change. Figure 5-1 Transactional Theory of Stress ©McGraw-Hill Education. Jump to Appendix 1 long image description Challenge Stressors How much stress do you feel because of the following aspects of your coursework? 1. The pressures I have to finish assignments on time 2. The sheer amount of stuff I have to do 3. The complexity of the material on exams and assignments 4. The time I have to devote to getting everything done 5. The number of “balls in the air” as I balance all my responsibilities Average score: 16 ©McGraw-Hill Education. Hindrance Stressors How much stress do you feel because of the following aspects of your coursework? 1. The sense that I’m not making progress in mastering the material 2. The hassles I have to go through when doing class assignments 3. A sense of uncertainty about what’s expected of me by professors 4. A belief that my professors play favorites when grading exams and assignments 5. The amount of “busy work” I have that winds up wasting my time Average Score: 12 ©McGraw-Hill Education. Work Stressors 1 of 2 Challenge stressors • Time pressure • Work complexity • Work responsibility ©McGraw-Hill Education. OB on Screen Deepwater Horizon ©McGraw-Hill Education. Work Stressors 2 of 2 Hindrance stressors • Role conflict • Role ambiguity • Role overload • Daily hassles ©McGraw-Hill Education. Family Stressors 1 of 2 Challenge stressors • Family time demands • Personal development • Positive life events ©McGraw-Hill Education. Family Stressors 2 of 2 Hindrance stressors • Work-family conflict • Financial uncertainty • Negative life events ©McGraw-Hill Education. Table 5-2 Stressful Life Events ©McGraw-Hill Education. LIFE EVENT STRESS SCORE LIFE EVENT STRESS SCORE Death of a spouse 100 Trouble with in-laws 29 Divorce 73 Outstanding achievement 28 Marital separation 65 Begin or end school 26 Jail term 63 Change in living conditions 25 Death of close family member 63 Trouble with boss 23 Personal illness 53 Change in work hours 20 Marriage 50 Change in residence 20 Fired at work 47 Change in schools 20 Marital reconciliation 45 Change in social activities 18 Retirement 45 Change in sleeping habits 16 Pregnancy 40 Change in family gettogethers 15 Gain of new family member 39 Change in eating habits 15 Death of a close friend 37 Vacations 13 Change in occupation 36 The holiday season 12 Child leaving home 29 Minor violations of the law 11 Source: Adapted from T.H. Holmes and R.H. Rahe, “The Social Re-Adjustment Rating Scale,” Journal of Psychosomatic Research 11 (1967), pp. 213–18. Table 5-3 Examples of Coping with Stressors Methods Problem-Focused Emotion-Focused Behavioral Methods • • • Working harder Seeking assistance Acquiring additional resources • • • • Strategizing Self-motivating Changing priorities • Cognitive Methods • • • • Engaging in alternative activities Seeking support Venting anger Avoiding, distancing, and ignoring Looking for the positive in the negative Reappraising Source: Adapted from J.C. Latack and S.J. Havlovic, “Coping with Job Stress: A Conceptual Evaluation Framework for Coping Measures,” Journal of Organizational Behavior 13 (1992), pp. 479–508. ©McGraw-Hill Education. Accounting for Individuals People differ in their ability to cope with stressors, as a function of: • Social support • Instrumental support • Emotional support • Type A Behavior Pattern ©McGraw-Hill Education. Type A Behavior Pattern The average score is 60. Jump to Appendix 2 for long description. ©McGraw-Hill Education. Source: Adapted from R.H. Friedman & R. H. Rosenman, “Association of Specific Overt Behavior Pattern with Blood and Cardiovascular Findings,” Journal of the American Medical Association 169 (1959), pp. 1286–69. Figure 5-2 Examples of Strain ©McGraw-Hill Education. Jump to Appendix 3 long image description Figure 5-4 Effects of Hindrance Stressors on Performance and Commitment ©McGraw-Hill Education. Jump to Appendix 4 Long Description Figure 5-5 Effects of Challenge Stressors on Performance and Commitment ©McGraw-Hill Education. Jump to Appendix 5 Long Description Application Stress Management • Managing hindrance stressors • Improving work-life balance • Improving hardiness ©McGraw-Hill Education. Exercise: Managing Stress Jump to Appendix 6 for long description. ©McGraw-Hill Education. Waking Hours Jump to Appendix 7 long image description. ©McGraw-Hill Education. Improving Hardiness ©McGraw-Hill Education. Jump to Appendix 8 for long description. Next Time Chapter 6: Motivation ©McGraw-Hill Education. College of Administrative and Financial Sciences Assignment 1 Deadline: 04/03/2021 @ 23:59 Course Name: Organizational Behavior Student’s Name: Course Code: MGT301 Student’s ID Number: Semester: 2nd CRN: Academic Year: 1441/1442 H For Instructor’s Use only Instructor’s Name: Dr xxxxxxxxxxxxxxx Students’ Grade: Marks Obtained/ 05 Level of Marks: High/Middle/Low Instructions – PLEASE READ THEM CAREFULLY • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. • Assignments submitted through email will not be accepted. • Students are advised to make their work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page. • Students must mention question number clearly in their answer. • Late submission will NOT be accepted. • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). • Submissions without this cover page will NOT be accepted. Course Learning Outcomes-Covered 1 Demonstrate a clear understanding of human work behavior in the organizational setting and the implications of organizational behavior in the process of management (Lo 1.2). Assignment 1 Reference Source: Textbook:Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019). Organizational behaviour: Improving performance and commitment in the workplace (6th ed). Burr Ridge, IL: McGraw-Hill Irwin. Case Study: - Case: Honeywell Please read the case “Honeywell” from Chapter 5 “STRESS” Page: - 151 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (6th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019) and Answer the following Questions: Assignment Question(s): 1. Describe how the change in Honeywell’s telecommuting policy likely influenced the types of work stressors experienced by the company’s employees. How has the change in policy likely influenced nonwork stressors? (1.25 Marks ) (Min words 150-200) 2. Given the change in stressors resulting from the change in the telecommuting policy, what can you predict about the commitment and job performance of Honeywell’s employees? Explain. (1.25 Marks ) (Min words 150-200) 3. Identify steps that Honeywell could take to mitigate the potential for negative consequences resulting from the change in the company’s telecommuting policy. (1.25 Marks ) (Min words 200) Part:-2 Discussion question: Page: - Please read Chapter 5 “STRESS” carefully and then give your answers on the basis of your understanding. 4. Describe your dream job and then provide a list of the types of stressors that you would expect to be present. How much of your salary, if any at all, would you give up to eliminate the most important hindrance stressors? Why? (1.25 Marks ) (Min words 200-300) Important Note: - Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles. Due date for the submission of Assignment:- 1 • Assignment-1 should posted in the Black Board by end of Week-04. • The due date for the submission of Assignment-1 is end of Week-07. Answer: 1. 2. 3. . .
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