Kingdom Saudi Arabia Ministry of education the Saudi electronic university Kingdom of Saudi Arabia Ministry of Education Saudi Electronic University College of Administrative and Financial Sciences Assignment 1 Organizational Behavior (MGT 301) Due Date: 08/10/2022 @ 23:59 Course Name: Organizational Behaviour Student's Name: Course Code: MGT301 Student's ID Number: Semester: 1 st Term-Semester-1 CRN: Academic Year: 2022-23 For Instructor's Use only Instructor's Name: Dr. XXXXXXXXXXXXXX Students' Grade: 00 /15 Level of Marks: High/Middle/Low General Instructions – PLEASE READ THEM CAREFULY • • • • • • • • The Assignment must be submitted on Blackboard ( WORD format only ) via assigned 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. Learning Outcomes : CLO-Covered 1 Recognize the fundamental concepts, theories and principles, examine challenges of organizational behaviour. (CLO1). 2 Describe management issues such as diversity, attitudes and job satisfaction, personality, and values in organizational behavior (CLO2) . Assignment 1 Reference Source: Textbook:Colquitt, JA, LePine , JA, & Wesson, MJ (2021). Organizational behaviour: Improving performance and commitment in the workplace (7th ed) . Burr Ridge, IL: McGraw-Hill Irwin. Case Study:- Case: GOLDMAN SACHS Please read the case “ Goldman Sachs ” from Chapter 5 “ STRESS ” Page: - 149 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (7th ed) . by Colquitt, JA, LePine , JA, & Wesson, MJ (2021) and Answer the following Questions: Assignment Question(s) : 1. Identify and describe the types of demands that Goldman Sachs' employees experience in their jobs. Explain why these employees can be motivated and committed to the company while also experiencing a great deal of stress. (03 Marks) (Min words 150-200) 2. Describe how Goldman Sachs' resilience might influence different parts of the stress process as it is described in this chapter. (03 Marks) (Min words 150-200) 3. Identify and describe potential limitations of Goldman Sachs' resilience training program. How can these limitations be mitigated? (03 Marks) (Min words 200) Part:-2 Discussion Questions: - Please read Chapter 1, 3 & 5 What is Organizational Behavior ? --- Organizational Commitment & Stress ” carefully and then give your answers on the basis of your understanding. 4. Create a list of the most successful companies that you can think of. What do these companies have that others don't? Are the things that those companies possess rare and inimitable ? What makes those things difficult to copy? (02 Marks) (Min words 200-300) 5. Studies suggest that decades of downsizing have lowered organizational commitment levels. Can you think of a way that an organization can conduct layoffs without harming the commitment of the survivors? How? (02 Marks) (Min words 150-200) 6. you had several job offers after graduating, to what degree would the level of challenge stressors in the different jobs influence your choice of which job to take? Why? (02 Marks) (Min words 150-200) Important Note:1. Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles. 2. References required in the assignment. Use APA style for writing references. Answers : 1. 2. 3. 4. 5. 6. Answers 1. Answer2. Answer3. Answer- Final PDF to printer 148 CHAPTER 5 Stress Key Terms • • • • • • • • • • • • • • • • • Stress Stressors Strains Transactional theory of stress Primary appraisal Benign job demands Hindrance stressors Challenge stressors Role conflict Role ambiguity Role overload Daily hassles Time pressure Work complexity Work responsibility Work–family conflict Negative life events p. 125 p. 125 p. 125 p. 125 p. 125 p. 125 p. 126 p. 126 p. 126 p. 126 p. 126 p. 127 p. 127 p. 127 p. 127 p. 128 p. 128 • • • • • • • • • • • • • • • • Financial uncertainty Family time demands Personal development Positive life events Secondary appraisal Coping Behavioral coping Cognitive coping Problem-focused coping Emotion-focused coping Burnout Type A Behavior Pattern Recovery Social support Instrumental support Emotional support p. 128 p. 129 p. 129 p. 129 p. 129 p. 129 p. 130 p. 130 p. 130 p. 130 p. 135 p. 135 p. 137 p. 137 p. 137 p. 137 Discussion Questions 5.1 Prior to reading this chapter, how did you define stress? Did your definition of stress reflect stressors, the stress process, strains, or some combination? 5.2 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? 5.3 If you had several job offers after graduating, to what degree would the level of challenge stressors in the different jobs influence your choice of which job to take? Why? 5.4 How would you assess your ability to handle stress? Given the information provided in this chapter, what could you do to improve your effectiveness in this area? 5.5 If you managed people in an organization in which there were lots of hindrance stressors, what actions would you take to help ensure that your employees coped with the stressors using a problem-focused (as opposed to emotion-focused) strategy? Case: Goldman Sachs For junior-level employees who are trying to impress higher-ups and secure themselves a very lucrative career in the investment banking and financial services industry, the demands and stress levels can be especially intense. The responsibility, workload, and time pressure can lead to all-nighters and the feeling of being overwhelmed, and, in some cases, the consequences can be deadly. In fact, there have been well-publicized cases where junior-level employees have ­committed suicide because they couldn’t cope with the demands of their jobs. As an example, 22-year-old Sarvshreshth Gupta, a Goldman Sachs analyst, killed himself by jumping from an coL61557_ch05_122-159.indd 148 12/10/19 03:39 PM Final PDF to printer CHAPTER 5 Stress 149 apartment building into a parking lot due to stress. This occurred just after Gupta told his father that “it is too much.” In response to events such as this, and with knowledge of the negative impact of stress on job performance and the increasing costs associated with stress-related mental health ­disability leaves and other stress-related health claims, Goldman Sachs decided to make ­significant changes to its employee wellness programs. One key part of this initiative included a ­program that helps employees develop resilience. Whereas conventional wellness programs help ­employees navigate and cope with the demands they are currently facing, the Goldman Sachs resilience program is meant to be preventive. The idea is to foster energy and readiness so that employees can take on highly demanding tasks and to adapt to unforeseen change with ­confidence. By shifting the emphasis from helping employees deal with their stress so they can cope, to helping employees develop resilience to stress so that they can perform optimally in demanding work environments, the stigma of participation has been reduced. Driven i­nvestment bankers might not care much for a program that reduces their cortisol levels and blood p ­ ressure, but the idea of building a competency that allows them to perform at their peak is quite ­appealing to them. Goldman Sachs’ resilience program involves lectures and one-on-one coaching on an o ­ ngoing basis and quarterly resilience training for managers. Every other year, a “Resilience Week” is held in which resilience-related activities and presentations take place. A core e­ lement of the ­resilience program involves mindfulness training. Workshops and other instruction is d ­ elivered to help employees become more alert and aware of the present moment, and to be less j­udgmental. The idea is that these capabilities allow people to think more clearly and to e­ xperience ­calmness and happiness in highly demanding situations. Although some might be tempted to dismiss ­training in resilience and mindfulness as fluffy managerial fads, employees believe that the ­program has been beneficial and are more happy with the company. 5.1 Identify and describe the types of demands that Goldman Sachs’ employees experience in their jobs. Explain why these employees can be motivated and committed to the company while also experiencing a great deal of stress. 5.2 Describe how Goldman Sachs’ resilience training might influence different parts of the stress process as it is described in this chapter. 5.3 Identify and describe potential limitations of Goldman Sachs’ resilience training program. How can these limitations be mitigated? Sources: Goldman Sachs, Corporate website. https://www.goldmansachs.com/our-firm/index.html; W.D. Cohan, “Wall Street’s Grueling Pace,” The New York Times, October 3, 2015, https://www.nytimes.com/2015/10/04/business/dealbook/ tragedies-draw-attention-to-wall-streets-grueling-pace.html; J. La Roche, “A 22-Year-Old Goldman Sachs Analyst’s Death Has Been Ruled a Suicide,” Business Insider, June 10, 2015, https://www.businessinsider.com/sarvshreshth-gupta-deathruled-suicide-2015-6; and S. Lebowitz, “The Surprising Way Goldman Sachs Employees Maintain their ’Competitive Edge,’” Business Insider, July 21, 2015, https://www.businessinsider.com/goldman-sachs-resilience-programs-2015-7. Exercise: Managing Stress The purpose of this exercise is to explore ways of managing stress to reduce strain. This exercise uses groups, so your instructor will either assign you to a group or ask you to create your own group. The exercise has the following steps: 5.1 One method of managing stress is finding a way to reduce the hindrance stressors encountered on the job. In your group, describe the hindrance stressors that you currently are ­experiencing. Each student should describe the two to three most important hindrance ­stressors using the coL61557_ch05_122-159.indd 149 12/10/19 03:39 PM Chapter 1 What Is Organizational Behavior? ©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 What is organizational behavior? Does organizational behavior matter? How do we “know” what we know about organizational behavior? Summary: Moving Forward in this Book ©McGraw-Hill Education. What Is Organizational Behavior? Think of the single worst coworker you’ve ever had. • What did he or she do that was so bad? Think of the single best coworker you’ve ever had. • What did he or she do that was so good? ©McGraw-Hill Education. 1 of 2 What Is Organizational Behavior? 2 of 2 A field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations ©McGraw-Hill Education. Figure 1-1 Integrative Model of Organizational Behavior Access the text alternative for slide images ©McGraw-Hill Education. Does Organizational Behavior Matter? Do firms that do a good job managing organizational behavior concepts become more profitable as a result? ©McGraw-Hill Education. Figure 1-2 What Makes a Resource Valuable? The resource-based view of the firm Access the text alternative for slide images ©McGraw-Hill Education. Table 1-2 Survey Questions Designed to Assess HighPerformance Work Practices Survey Question about Organizational Behavior Practice ©McGraw-Hill Education. Covered in Chapter What is the proportion of the workforce whose jobs have been subjected to a formal job analysis? 2 What is the proportion of the workforce who are administered attitude surveys on a regular basis? 4 What is the proportion of the workforce who have access to company incentive plans, profit-sharing plans, and/or gain-sharing plans? 6 What is the average number of hours of training received by a typical employee over the last 12 months? 8, 10 What is the proportion of the workforce who have access to a formal grievance procedure and/or complaint resolution system? 7 What proportion of the workforce are administered an employment test prior to hiring? 9, 10 What is the proportion of the workforce whose performance appraisals are used to determine compensation? 6 Source: Adapted from M.A. Huselid, “The Impact of Human Resource Management Practices on Turnover, Productivity, and Corporate Financial Performance.” Academy of Management Journal, Vol. 38, pp. 635-72. Copyright © 1995. Academy of Management. Table 1-3 The “100 Best Companies to Work For” in 2019 ©McGraw-Hill Education. 1. Hilton 25. Cheesecake Factory 49. T-Mobile US 2. Salesforce 26. Deloitte 57. Nationwide 3. Wegmans 28. SAP America 60. SAS Institute 4. Workday 31. Marriott 61. Accenture 6. Cisco 32. Hyatt 62. Goldman Sachs 7. Edward Jones 34. EY 70. Atlassian 10. Boston Consulting 36. KPMG 78. Kronos 12. Publix 39. Capital One 89. Four Seasons 13. American Express 42. Dropbox 95. FedEx 14. Quicken Loans 44. PricewaterhouseCoopers 96. Activision Blizzard 22. Adobe 45. Genentech 97. Delta 24. Intuit 46. REI 100. Patagonia Source: M.C. Bush and S. Lewis-Kulin, “The 100 Best Companies to Work For.” Fortune, March 15, 2017. So What’s So Hard? The Rule of One-Eighth “One must bear in mind that one-half of organizations won’t believe the connection between how they manage their people and the profits they earn. One-half of those who do see the connection will do what many organizations have done—try to make a single change to solve their problems, not realizing that the effective management of people requires a more comprehensive and systematic approach. Of the firms that make comprehensive changes, probably only about one-half will persist with their practices long enough to actually derive economic benefits.” ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 1 of 7 Where does the knowledge in this textbook come from? Understanding that requires an understanding of how we know things in general. ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 2 of 7 How do we know about what causes: • People to stay healthy? • Children to grow up happy? • Employees to be satisfied with their jobs? ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 3 of 7 Methods of Knowing • Experience • Intuition • Authority • Science ©McGraw-Hill Education. Figure 1-3 The Scientific Method ©McGraw-Hill Education. Scientific Interests 1 2 STRONGLY DISAGREE DISAGREE 3 4 NEUTRAL AGREE 5 STRONGLY AGREE 1. I think being a scientist would be an interesting career path. 2. Working as a scientist is something I could see myself enjoying. 3. A scientific career path could be engaging, even if the work took a long time to finish. 4. Working with other scientists to make important discoveries would offer meaning. 5. Studying scientific knowledge to solve problems would be intrinsically satisfying. Average Score: 15 ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 4 of 7 What is a “theory”? A collection of assertions—both verbal and symbolic—that specify how and why variables are related, as well as the conditions in which they should (and should not) be related ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 5 of 7 Consider the theory diagram shown above. It explains why two “independent variables” (the quality of a movie’s script and the fame of its stars) affect a “dependent variable” (how much the movie makes at the box office). In groups, build a theory similar to the one shown, for each outcome. • Job satisfaction • Strain • Motivation • Trust in supervisor Is organizational behavior common sense? ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 6 of 7 To test our theory, we gather data on the variables included in our hypotheses. We then use variants of the correlation coefficient to test hypotheses, to see if they verify our theory. The correlation is as follows: Perfect positive relationship: 1 Perfect negative relationship: -1 Strength of the correlation inferred from judging the compactness of a scatterplot of the X-Y values More compact = stronger correlation Less compact = weaker correlation ©McGraw-Hill Education. Figure 1-4 Three Different Correlation Sizes 1 of 3 Access the text alternative for slide images ©McGraw-Hill Education. Figure 1-4 Three Different Correlation Sizes 2 of 3 Access the text alternative for slide images ©McGraw-Hill Education. Figure 1-4 Three Different Correlation Sizes 3 of 3 Access the text alternative for slide images ©McGraw-Hill Education. Table 1-4 Some Notable Correlations ©McGraw-Hill Education. CORRELATION BETWEEN Height and weight Ibuprofen and pain reduction Antihistamines and reduced sneezing Smoking and lung cancer within 25 years r .44 .14 .11 .08 SAMPLE SIZE 16,948 8,488 1,023 3,956 Coronary bypass surgery and 5-year survival .08 2,649 Source: Robert Hogan, “In Defense of Personality Measurement: New Wine for Old Whiners.” Human Performance, Vol. 18, 2005, pp. 331–41. The Correlation 1 of 2 How big is “big”? • What’s the correlation between height and weight? • Will the correlation between job satisfaction and job performance be higher or lower? ©McGraw-Hill Education. The Correlation 2 of 2 Important disclaimer • Correlation does not prove causation. Proving causation requires: • Correlation • Temporal precedence • Elimination of alternative explanations ©McGraw-Hill Education. How Do We “Know” What We Know about Organizational Behavior? 7 of 7 The correlations from multiple studies get averaged together using meta-analysis. Meta-analyses can then form the foundation for evidence-based management—the use of scientific findings to inform management practice. Well-supported theories become helpful tools for answering why questions, like: • Why your best and worst coworkers act so differently • Why you sometimes think, feel, and act a certain way ©McGraw-Hill Education. OB on Screen Moneyball ©McGraw-Hill Education. Summary: Moving Forward in this Book The following chapters work through the integrative model of OB: • Beginning with the individual outcomes • Continuing with the individual, group, and organizational mechanisms that lead to those outcomes Each chapter ends with three sections: • A summarizing theory diagram • Results of meta-analyses that summarize relationships between that chapter’s topic and both job performance and organizational commitment • Description of how the content of that chapter can be applied, at a specific level, in an actual organization ©McGraw-Hill Education. Introspection Average Score: 26 Access the text alternative for slide images ©McGraw-Hill Education. Source: Adapted from A. Fenigstein, M.F. Scheier, and A.H. Buss, “Public and Private Self-Consciousness: Assessment and Theory.” Journal of Consulting and Clinical Psychology, Vol. 43, August 1975, pp. 522–27. American Psychological Association. Next Time Chapter 2: Job Performance ©McGraw-Hill Education. Chapter 3 Organizational Commitment ©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 Organizational Commitment What Does It Mean to Be “Committed”? • Types of Commitment • Withdrawal Behavior Trends Affecting Commitment • Diversity of the Workforce • The Changing Employee-Employer Relationship Application: Commitment Initiatives ©McGraw-Hill Education. An Integrative Model of Organizational Behavior Access the text alternative for slide images ©McGraw-Hill Education. Organizational Commitment 1 of 2 Consider this scenario: • You’ve worked at your current employer for five years and have recently been approached by a competing organization. What would cause you to stay? • Do those reasons fit into different kinds of categories? Organizational commitment is a desire on the part of an employee to remain a member of an organization. • May be based on want, need, or feeling of obligation ©McGraw-Hill Education. Figure 3-1 Organizational Commitment and Employee Withdrawal Access the text alternative for slide images ©McGraw-Hill Education. Table 3-1 The Three Types of Organizational Commitment What Makes Someone Stay with His/Her Current Organization? AFFECTIVE COMMITMENT (EMOTION-BASED) CONTINUANCE COMMITMENT (COST-BASED) Some of my best friends work in my office … I’d miss them if I left. I’m due for a promotion soon … My boss has invested so much will I advance as quickly at the time in me, mentoring me, new company? training me, showing me the ropes. I really like the atmosphere at my current job … it’s fun and relaxed. My salary and benefits get us a nice house in our town … the cost of living is higher in this new area. My organization gave me my start … they hired me when others thought I wasn’t qualified. My current job duties are very rewarding … I enjoy coming to work each morning. The school system is good here, my spouse has a good job … we’ve really put down roots where we are. My employer has helped me out of a jam on a number of occasions … how could I leave now? Staying because you want to. Staying because you need to. Staying because you ought to. ©McGraw-Hill Education. NORMATIVE COMMITMENT (OBLIGATION-BASED) Figure 3-2 Drivers of Overall Organizational Commitment Access the text alternative for slide images ©McGraw-Hill Education. Affective Commitment A desire on the part of an employee to remain a member of an organization because of an emotional attachment to, and involvement with, that organization • You stay because you want to. • What would you feel if you left anyway? ©McGraw-Hill Education. Assessment on Affective Commitment Average Score: 20 Access the text alternative for slide images ©McGraw-Hill Education. From N.J. Allen and J.P. Meyer, “The Measurement and Antecedents of Affective, Continuance, and Normative Commitment to the Organization,” Journal of Occupational Psychology 63 (1990), pp. 1-18. Figure 3-3 A Social Network Diagram Access the text alternative for slide images ©McGraw-Hill Education. Continuance Commitment 1 of 2 A desire on the part of an employee to remain a member of an organization because of an awareness of the costs associated with leaving it • You stay because you need to. • What would you feel if you left anyway? ©McGraw-Hill Education. Continuance Commitment 2 of 2 1 STRONGLY DISAGREE 2 DISAGREE 3 NEUTRAL 4 AGREE 5 STRONGLY AGREE 1. Quitting my job would bring with it major personal sacrifice. 2. I don’t have enough employment options to consider leaving right now. 3. It’s difficult to leave the organization because I don’t have anywhere else to go. 4. Staying in my current job is more a product of circumstances than preference. 5. Leaving my job now would bring significant personal disruption. 6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do. Average Score: 19 ©McGraw-Hill Education. Table 3-2 Embedded and Continuance Commitment “Embedded” people feel: FACET FOR THE ORGANIZATION: FOR THE COMMUNITY: Links • I’ve worked here for such a long time. • I’m serving on so many teams and committees. • Several close friends and family live nearby. • My family’s roots are in this community. Fit • My job utilizes my skills and talents well. • I like the authority and responsibility I have at this company. • The weather where I live is suitable for me. • I think of the community where I live as home. Sacrifice • The retirement benefits provided by the organization are excellent. • I would sacrifice a lot if I left this job. • People respect me a lot in my community. • Leaving this community would be very hard. Source: Adapted from T.R. Mitchell, B.C. Holtom, T.W. Lee, C.J. Sablynski, and M. Erez, “Why People Stay: Using Job Embeddedness to Predict Voluntary Turnover,” Academy of Management Journal 44 (2001), pp. 1102-21. ©McGraw-Hill Education. Normative Commitment 1 of 2 A desire on the part of an employee to remain a member of an organization because of a feeling of obligation • You stay because you ought to. • What would you feel if you left anyway? ©McGraw-Hill Education. Normative Commitment 2 of 2 1 2 STRONGLY DISAGREE DISAGREE 3 4 NEUTRAL AGREE 5 STRONGLY AGREE 1. I have an obligation to stay with my company. 2. I wouldn’t quit my job right now because I owe the company too much. 3. I owe this company for the things it’s given me. 4. Leaving my job now would fill me with significant guilt. 5. It just wouldn’t be right to think about quitting my job. 6. Staying with my organization is just something that I ought to do. Average Score: 16 ©McGraw-Hill Education. Organizational Commitment 2 of 2 Exercise: Reacting to Negative Events • Consider the three scenarios depicted on the following slide. • Come to consensus on two specific behaviors that capture your likely response (that is, what you would probably do, as opposed to what you wish you would do). ©McGraw-Hill Education. Organizational Commitment Scenarios Scenario Description Likely behaviors Annoying Boss You’ve been working at your current company for about a year. Over time, your boss has become more and more annoying to you. It’s not that your boss is a bad person, or even necessarily a bad boss. It’s more a personality conflict–the way your boss talks, the way your boss manages every little thing, even the facial expressions your boss uses. The more time passes, the more you just can’t stand to be around your boss. Two likely behaviors: Boring Job You’ve been working at your current company for about a year. You’ve come to realize that your job is pretty boring. It’s the first real job you’ve ever had, and at first, it was nice to have some money and something to do every day. But the “new job” excitement has worn off, and things are actually quite monotonous. Same thing every day. It’s to the point that you check your watch every hour, and Wednesdays feel like they should be Fridays. Two likely behaviors: Pay and Seniority You’ve been working at your current company for about a year. The Two likely behaviors: consensus is that you’re doing a great job—you’ve gotten excellent performance evaluations and have emerged as a leader on many projects. As you’ve achieved this high status, however, you’ve come to feel that you’re underpaid. Your company’s pay procedures emphasize seniority much more than job performance. As a result, you look at other members of your project teams and see poor performers making much more than you, just because they’ve been with the company longer. ©McGraw-Hill Education. OB on Screen Baby Driver ©McGraw-Hill Education. Withdrawal 1 of 4 Around 60 percent of employees think about looking for jobs. “When the going gets tough, the organization doesn’t want you to get going.” Difficult times put an employee’s commitment to the test. ©McGraw-Hill Education. Exit-Voice-Loyalty-Neglect Common employee reactions to negative work events: Exit • Ending or restricting organizational membership Voice • A constructive response where individuals attempt to improve the situation Loyalty • A passive response where the employee remains supportive while hoping for improvement Neglect • Reduced interest and effort in the job ©McGraw-Hill Education. Table 3-3 Four Types of Employees Source: Adapted from R.W. Griffeth, S. Gaertner, and J.K. Sager, “Taxonomic Model of Withdrawal Behaviors: the Adaptive Response Model,” Human Resource Management Review 9 (1999), pp. 577-90. Access the text alternative for slide images ©McGraw-Hill Education. Withdrawal 2 of 4 Withdrawal: a set of actions that employees perform to avoid the work situation • One study found that 51 percent of employees’ time was spent working. • The other 49 percent was allocated to coffee breaks, late starts, early departures, personal, and other forms of withdrawal. ©McGraw-Hill Education. Figure 3-4 Psychological and Physical Withdrawal Access the text alternative for slide images ©McGraw-Hill Education. Withdrawal 3 of 4 Key question: How exactly are the different forms of withdrawal related to one another? • Independent forms • Compensatory forms • Progression ©McGraw-Hill Education. Withdrawal 4 of 4 Answer: • The various forms of withdrawal are almost always moderately to strongly correlated. • Those correlations suggest a progression, as lateness is strongly related to absenteeism, and absenteeism is strongly correlated to quitting. ©McGraw-Hill Education. Trends Affecting Commitment Diversity of the workforce • Growing more racially and ethnically diverse • Becoming older • Including more foreign-born workers The changing employee-employer relationship • Psychological contracts • Transactional contacts • Relational contracts ©McGraw-Hill Education. Application: Commitment Initiatives Employees are more committed when employers are committed to them. Perceived organizational support is fostered when organizations: • Provide rewards • Protect job security • Improve work conditions • Minimize impact of politics ©McGraw-Hill Education. Next Time Chapter 4: Job Satisfaction ©McGraw-Hill Education. 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 Why Are Some Employees More “Stressed” than Others? • Types of Stressors • How Do People Cope with Stressors? • The Experience of Strain • Summary: Why Are Some Employees More “Stressed” than Others? How Important Is Stress? Application: Stress Management • Assessment • Reducing stressors • Providing resources • Reducing strains ©McGraw-Hill Education. An Integrative Model of Organizational Behavior Access the text alternative for slide images ©McGraw-Hill Education. Stress A psychological response to demands that possess certain stakes for the person and that tax or exceed the person’s capacity or resources Do you want a stress-free job? Which jobs are more and less stressful? ©McGraw-Hill Education. LEAST STRESSFUL JOBS Table 5-1 Jobs Rated from Least Stressful (1) to Most Stressful (200) Note: 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. 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. ©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 Manager 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 Manager 18.50 199. Firefighter 71.64 84. Accountant 19.85 200. Enlisted Military Personnel 74.83 Why Are Some Employees More “Stressed” than Others? To understand what it means to feel “stressed,” it’s helpful to consider the transactional theory of stress. This theory explains how stressors are perceived and appraised, as well as how people respond. ©McGraw-Hill Education. Figure 5-1 Transactional Theory of Stress ©McGraw-Hill Education. Access the text alternative for slide images 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. 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 get-togethers 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. How Do People Cope with Stressors? Coping refers to the behaviors and thoughts people use to manage stressful demands and the emotions associated with those demands. Method of coping • Behavioral versus cognitive Focus of coping • Problem solving versus regulation of emotions ©McGraw-Hill Education. Table 5-3 Examples of Coping Strategies Methods Problem-Focused Behavioral Methods • • • Working harder Seeking assistance Acquiring additional resources • • • • Strategizing Self-motivating Changing priorities • Cognitive Methods Emotion-Focused • • • • 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. OB on Screen First Man ©McGraw-Hill Education. The Experience of Strain Strain refers to the negative consequences associated with stress. • Physiological strains • Psychological strains • Behavioral strains ©McGraw-Hill Education. Figure 5-2 Examples of Strain Access the text alternative for slide images ©McGraw-Hill Education. Accounting for Individuals in the Stress Process Individual factors in coping with stress include: Type A Behavior Pattern Recovery Social support • Instrumental support • Emotional support ©McGraw-Hill Education. Type A Behavior Pattern Average score: 60 Access the text alternative for slide images ©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 5-3 Why Are Some Employees More “Stressed” Than Others? Access the text alternative for slide images ©McGraw-Hill Education. How Important Is Stress? Stressors and the stress process influence strains and, ultimately, people’s health and well-being. Stressors also have an impact on job performance and organizational commitment. ©McGraw-Hill Education. Figure 5-4 Effects of Hindrance Stressors on Performance and Commitment Access the text alternative for slide images ©McGraw-Hill Education. Figure 5-5 Effects of Challenge Stressors on Performance and Commitment Access the text alternative for slide images ©McGraw-Hill Education. Application: Stress Management 1 of 2 Stress audit assesses the level and sources of stress. Reducing stressors • Managing hindrance stressors • Improving work-life balance through job sharing, sabbaticals, etc. ©McGraw-Hill Education. Application: Stress Management 2 of 2 Providing resources • Training interventions • Supportive practices such as flex-time, onsite child care, etc. Reducing strains • Relaxation techniques • Cognitive-behavioral techniques • Health and wellness programs • Employee assistance programs ©McGraw-Hill Education. Table 5-4 Supportive Practices Used by Organizations PRACTICE Flextime Part-time telecommuting Compressed workweek Bring child to work if needed Full-time telecommuting Lactation program Onsite child care Company-supported child care center ©McGraw-Hill Education. % OF SMALL ORGANIZATIONS 57 % OF MEDIUM ORGANIZATIONS 56 % OF LARGE ORGANIZATIONS 56 36 33 43 27 30 41 43 25 18 14 18 24 8 20 28 1 3 13 0 1 11 Source: Adapted from M.E. Burke, “2005 Benefits Survey Report,” Society of Human Resource Management, 2005. Next Time Chapter 6: Motivation ©McGraw-Hill Education. 
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