This document discusses stress and well-being at work. It begins with learning objectives about defining stress, comparing approaches to stress, and identifying causes and management of stress. It then defines stress and distinguishes between eustress (good stress) and distress (bad stress). It describes the body's physiological stress response and compares four approaches to understanding stress. It identifies sources of workplace and non-workplace stress and consequences of stress at the individual and organizational levels. It discusses individual differences in stress responses and preventive stress management strategies at primary, secondary and tertiary levels. It covers organizational methods and health promotion programs for managing stress.

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©2013 Cengage Learning. All Rights Reserved.
May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in
part.
Stress and
Well-Being at Work

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Learning Objectives
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1 Define stress and distress.
2 Compare four different approaches to
stress.
3 Explain the stress response.
4 Identify work and nonwork causes of stress.
5 Describe the benefits of eustress and the
costs of distress.
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Learning Objectives continued
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6 Discuss individual differences in the stress-
strain relationship.
7 Distinguish the primary, secondary, and
tertiary stages of preventive stress
management.
8 Discuss organizational and individual
methods of preventive stress management.
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What Is Stress?
Stress: the unconscious preparation to fight or
flee that a person experiences when faced
with any demand
Stressor: the person or event that triggers the
stress response
Distress or strain: the adverse psychological,
physical, behavioral, and organizational
consequences that may occur as a result of
stressful events
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Four Approaches to Stress
Homeostatic/
medical
Cognitive
appraisal
Person-
environment fit
Psychoanalytic
Stress
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Homeostatic/Medical Approach
• The fight or flight response
• Stress results when an external,
environmental demand upsets the natural
steady-state balance
• Homeostasis: a steady state of internal
balance or equilibrium
• The body is designed with natural defense
mechanisms to keep it in homeostasis
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Cognitive Appraisal Approach
• Emphasizes the psychological and cognitive
aspects of the stress response
• Stress is the result of person-environment
interaction
• Individuals differ in their appraisal of events
and people
• Perception and cognitive appraisal
determine what is stressful
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Cognitive Appraisal Approach
Problem-
focused coping
•Manage the
stressor
Emotion-
focused coping
•Manage your
response
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Person-Environment Fit Approach
• Good person-environment fit: a person’s
skills and abilities match a clearly defined,
consistent set of role expectations
• Stress, strain, and depression occur when
• Role expectations are confusing and/or conflicting
• Person’s skills and abilities do not meet the
demands of the social role
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Psychoanalytic Approach
Ego-ideal Self-image
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Stress results
from the
discrepancy
between the
ego-ideal and
the real self-
image

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The Stress Response
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• Blood redirected from
the skin & internal
organs to brain and
large muscles
• Increased alertness:
improved vision,
hearing, & other sensory
responses
• Release of glucose &
fatty acids for
sustenance
• Depression of immune
system, digestion,
Release of
chemical
messengers,
primarily
adrenaline,
into the
bloodstream
Sympathetic
nervous system
and the
endocrine
(hormone)
system
activated

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Consequences of Stress
• Eustress: healthy, normal stress
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The benefits of
eustress must be
balanced against
the cost of
individual and
organizational
distress.

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Individual Distress
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Work-related psychological disorders
(depression, burnout,
psychosomatic disorders)

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Organizational Distress
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• The costs associated with absenteeism, tardiness, strikes, work
stoppages, and turnover
Participation problems
• The costs resulting from poor quality or low quantity of
production, grievances, and unscheduled machine downtime
and repair
Performance decrements
• The organizational costs resulting from court awards for job
distress
Compensation awards

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Gender-Related Stressors
• Men and women may have differences in
stressors and vulnerabilities, including
• Sexual harassment
• Fatal health problems for men
• Nonfatal, longer-term health problems for
women
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Personality Hardiness
• Personality hardiness consists of
• Commitment
• Control
• Challenge
• The hardy personality engages in
transformational coping
• Actively changing an event into something less
subjectively stressful
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Self-Reliance
• Self-reliance: a personality attribute related
to how people form and maintain supportive
attachments with others
• Three patterns of attachment
• Self-reliance—healthy, secure, interdependent
• Counterdependence—unhealthy, draws inward
• Overdependence –unhealthy, clings to others
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Preventive Stress Management
• Individual and organizational distress are not
inevitable
• Preventive stress management: an
organizational philosophy about people and
organizations taking joint responsibility for
promoting health and preventing distress
and strain
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Preventive Stress Management
Primary
prevention
• Reduce,
modify, or
eliminate the
source
Secondary
prevention
• Modify the
individual’s or
organization’s
response
Tertiary
prevention
• Heal
symptoms of
distress and
strain
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Organizational Stress Prevention
• Primary prevention
• Job redesign
• Goal setting
• Role negotiation
• Career management
• Secondary prevention
• Team building
• Social support at work
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Comprehensive Health Promotion
• Programs aimed at establishing a “strong
and resistant host” by building on individual
prevention and lifestyle change
• Physical fitness and exercise
• Organizational wellness
• Social and cognitive processes
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Managerial Implications
• Create healthy stress
• Adjust workloads
• Avoid ethical dilemmas
• Be sensitive to diversity
• Be sensitive to demands of personal life
• Help adjust to new technologies
• Be sensitive to early signs of distress
• Be aware of gender, personality, and behavioral
differences related to stress
• Use preventive stress management principles
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Chapter 7: Reflect & Discuss
The Upside of Anger Video Clip
• Separately assess the stressors affecting Terry and
Denny. View Part I for Terry and Part II for Denny.
• Are Terry and Denny having a distress or eustress
response? Give examples of behavior in the film
sequences to support your observations.
• Review the earlier section, “The Consequences of
Stress.” What consequences do you observe or
predict for Terry and Denny?
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