Positive psychology at work ensures a good organization culture. The presentation includes the Psycap Model of Positive Psychology along HRW Model and Emotional Intelligence.
Positive psychology is a revolutionary new field that studies the root causes of happiness, productivity, and success. In this program, you’ll have an opportunity to practice proven techniques to:
Consciously direct your thoughts towards creative, adaptive, constructive behaviors
Communicate to build relationships and motivate colleagues and staff
Shift conversations from problems to solutions
Take risks to increase energy and revitalize the workday
4 Lessons from Person-Environment Fit ResearchRoundPegg
There is a body of research around Person-Environment fit led by Dr. Amy Kristof-Brown that takes a deep look into the compatibility between an individual and a work environment that occurs when their cultural values are well matched.
We can learn specific lessons about how individuals can thrive in the workplace from each of the 4 types of person-environment fit:
- Person-Job Fit (PJ Fit): fit between an individual’s cultural values and those that are required to do the actual job
- Person-Organization Fit (PO Fit): fit between an individual’s cultural values and those of the entire organization
- Person-Group Fit (PG Fit): fit between an individual’s cultural values and those of their specific work group
- Person-Supervisor Fit (PS Fit): fit between an individual’s cultural values and those of their manager
All cultural fit is important, and it’s necessary to have employees aligned with the job, organization, team and manager. People with higher "fit scores" onboard faster, perform at higher levels, are more engaged and stay with the company longer. From a hiring standpoint, "fit" plays a crucial role in predicting employee success.
What is positive psychology. How and why should you implement positive psychology based interventions in the workplace. Discover here how these contribute to employee well-being. These slides were the basis for the discussion at the Metal Health and Well-being Seminar hosted by The Conference Board.
Positive psychology is a revolutionary new field that studies the root causes of happiness, productivity, and success. In this program, you’ll have an opportunity to practice proven techniques to:
Consciously direct your thoughts towards creative, adaptive, constructive behaviors
Communicate to build relationships and motivate colleagues and staff
Shift conversations from problems to solutions
Take risks to increase energy and revitalize the workday
4 Lessons from Person-Environment Fit ResearchRoundPegg
There is a body of research around Person-Environment fit led by Dr. Amy Kristof-Brown that takes a deep look into the compatibility between an individual and a work environment that occurs when their cultural values are well matched.
We can learn specific lessons about how individuals can thrive in the workplace from each of the 4 types of person-environment fit:
- Person-Job Fit (PJ Fit): fit between an individual’s cultural values and those that are required to do the actual job
- Person-Organization Fit (PO Fit): fit between an individual’s cultural values and those of the entire organization
- Person-Group Fit (PG Fit): fit between an individual’s cultural values and those of their specific work group
- Person-Supervisor Fit (PS Fit): fit between an individual’s cultural values and those of their manager
All cultural fit is important, and it’s necessary to have employees aligned with the job, organization, team and manager. People with higher "fit scores" onboard faster, perform at higher levels, are more engaged and stay with the company longer. From a hiring standpoint, "fit" plays a crucial role in predicting employee success.
What is positive psychology. How and why should you implement positive psychology based interventions in the workplace. Discover here how these contribute to employee well-being. These slides were the basis for the discussion at the Metal Health and Well-being Seminar hosted by The Conference Board.
The 16PF5 is the fifth version of the 16PF, a self-report questionnaire originally devised by Dr Raymond Cattell as part of his work to identify the primary components of personality. His research, which began in the 1940s, was based on the use of factor analysis to interpret data derived from questionnaire items (Q-data) and from behaviour ratings (L-data). The 16PF was designed to give a broad measure of personality that would be useful to practitioners in a wide range of settings: from selection, to counselling to clinical decision-making.
Please let me know if you are interested to purchase psychological test.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Traditional vs Positive Psychology
Positive Psychology 1 – Aims and Scope (Martin Seligman)
Positive Psychology 2 – Aims and Scope (Paul T. Wong)
Comparison of the Two Visions/Waves of Positive Psychology
The Concept of Well-being
Descriptions of Well-being
Definitions of Well-being
Historical Perspectives on Positive Psychology
Positive Psychology and Other Social Sciences
GDP to GNHI - Towards “Holistic Approach to Human Development”
Value Crisis
Positive Psychology and Other Areas of Psychology
Health Psychology
Clinical Psychology
Developmental Psychology
Personality Psychology
Social Psychology
The Psychology of Religion
Applied Positive Psychology
Research in Psychology: Meaning
Research in Psychology: Goals
Types of Research
Based on Application
Pure Theoretical Research
Applied Research
Based on Objectives
Descriptive
Correctional
Explanatory
Exploratory
Based on Enquiry Mode
Quantitative
Qualitative
Mixed Method
Process of Research
Research Methods in Positive Psychology
Assessment in Positive Psychology
Ethical Guidelines in Research
Distinction between Western and Indian Psychological Perspectives
Implications of Culture for Positive Psychology
Positive Psychology and Indian Psychological Perspectives
Religious and Spiritual Practices for Enhancing Well-Being
Yoga and well-being
Self-Mastery
Development of Virtues
Vipasana Mediation
Pranayama
Mediation
Gunas and Svabhava
The Challenge of Sustainable Happiness
Concept of Character Strengths
Significance of Character Strengths
Measurement of Strengths
VIA Classification of Strengths and Virtues
Clifton’s StrengthsFinder
The Search Institute’s 40 Developmental Assets
Interpersonal Strengths and Well-being
Forgiveness
Gratitude
Kindness
Compassion and Altruism
Empathy
Interpersonal Strength
Mindset - Fixed, Growth and Multicultural
Fixed Versus Growth Mindset
Multicultural / Global Mindset
Grit and Determination
Self-Compassion
Self-Forgiveness
Introduction
Positive vs Negative Emotions
Theory of Positive Emotions
Positive Emotions and Well-being
Managing Emotions Effectively
Adaptive Potential of Emotion-Focused Coping
Enhancing one’s Emotional Intelligence
Socioemotional Selectivity Theory
Emotional Storytelling
Developing Emotional Skills
Cultivating Positive Emotions
Collaborative for academic social and emotional learning CASEL
The RULER Techniques
Concept of Happiness
Hedonic and Eudaimonic Perspective
Models of Happiness
Carol Ryff’s Six-Factor Model of Psychological Well-Being
Corey Keyes’ Dual Continuum Model of Mental Health
PERMA Model of Seligman
Self-Determination Theory of Ryan and Deci
Indian Perspectives on Happiness
The Panch Kosha Model of Well-being
Factors affecting Happiness
Concept of Self
Different Aspects of Self
Self-Concept
Real Self and Ideal Self
Self-Esteem
Self esteem vs self concept
Self-efficacy
Self-Regulation
Self control
Self regulation vs self control
Introduction
Resilience: Background and Early Research
Four Waves of Resilience Research
Methodologica
Basic Social Psychology in organization especially for management students ( BMS / BBA )
#THE OPEN UNIVERSITY OF SRI LANKA
#Anushujan1995@gmail.com
Organizational psychologists use psychological principles and research methods to solve problems in the workplace and improve the quality of life. They study workplace productivity and management and employee working styles. They get a feel for the morale and personality of a company or organization. And they a collaborate with management to help plan policies, carry out screenings and training sessions, and develop a plan for the future.
Communication, Chapter-10, Organizational Behavior
This PPT is based on the Organizational Behavior Book Written By Stephen P. Robbins & Timothy A. Judge, Edition -17th, Publisher Pearson
The 16PF5 is the fifth version of the 16PF, a self-report questionnaire originally devised by Dr Raymond Cattell as part of his work to identify the primary components of personality. His research, which began in the 1940s, was based on the use of factor analysis to interpret data derived from questionnaire items (Q-data) and from behaviour ratings (L-data). The 16PF was designed to give a broad measure of personality that would be useful to practitioners in a wide range of settings: from selection, to counselling to clinical decision-making.
Please let me know if you are interested to purchase psychological test.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Traditional vs Positive Psychology
Positive Psychology 1 – Aims and Scope (Martin Seligman)
Positive Psychology 2 – Aims and Scope (Paul T. Wong)
Comparison of the Two Visions/Waves of Positive Psychology
The Concept of Well-being
Descriptions of Well-being
Definitions of Well-being
Historical Perspectives on Positive Psychology
Positive Psychology and Other Social Sciences
GDP to GNHI - Towards “Holistic Approach to Human Development”
Value Crisis
Positive Psychology and Other Areas of Psychology
Health Psychology
Clinical Psychology
Developmental Psychology
Personality Psychology
Social Psychology
The Psychology of Religion
Applied Positive Psychology
Research in Psychology: Meaning
Research in Psychology: Goals
Types of Research
Based on Application
Pure Theoretical Research
Applied Research
Based on Objectives
Descriptive
Correctional
Explanatory
Exploratory
Based on Enquiry Mode
Quantitative
Qualitative
Mixed Method
Process of Research
Research Methods in Positive Psychology
Assessment in Positive Psychology
Ethical Guidelines in Research
Distinction between Western and Indian Psychological Perspectives
Implications of Culture for Positive Psychology
Positive Psychology and Indian Psychological Perspectives
Religious and Spiritual Practices for Enhancing Well-Being
Yoga and well-being
Self-Mastery
Development of Virtues
Vipasana Mediation
Pranayama
Mediation
Gunas and Svabhava
The Challenge of Sustainable Happiness
Concept of Character Strengths
Significance of Character Strengths
Measurement of Strengths
VIA Classification of Strengths and Virtues
Clifton’s StrengthsFinder
The Search Institute’s 40 Developmental Assets
Interpersonal Strengths and Well-being
Forgiveness
Gratitude
Kindness
Compassion and Altruism
Empathy
Interpersonal Strength
Mindset - Fixed, Growth and Multicultural
Fixed Versus Growth Mindset
Multicultural / Global Mindset
Grit and Determination
Self-Compassion
Self-Forgiveness
Introduction
Positive vs Negative Emotions
Theory of Positive Emotions
Positive Emotions and Well-being
Managing Emotions Effectively
Adaptive Potential of Emotion-Focused Coping
Enhancing one’s Emotional Intelligence
Socioemotional Selectivity Theory
Emotional Storytelling
Developing Emotional Skills
Cultivating Positive Emotions
Collaborative for academic social and emotional learning CASEL
The RULER Techniques
Concept of Happiness
Hedonic and Eudaimonic Perspective
Models of Happiness
Carol Ryff’s Six-Factor Model of Psychological Well-Being
Corey Keyes’ Dual Continuum Model of Mental Health
PERMA Model of Seligman
Self-Determination Theory of Ryan and Deci
Indian Perspectives on Happiness
The Panch Kosha Model of Well-being
Factors affecting Happiness
Concept of Self
Different Aspects of Self
Self-Concept
Real Self and Ideal Self
Self-Esteem
Self esteem vs self concept
Self-efficacy
Self-Regulation
Self control
Self regulation vs self control
Introduction
Resilience: Background and Early Research
Four Waves of Resilience Research
Methodologica
Basic Social Psychology in organization especially for management students ( BMS / BBA )
#THE OPEN UNIVERSITY OF SRI LANKA
#Anushujan1995@gmail.com
Organizational psychologists use psychological principles and research methods to solve problems in the workplace and improve the quality of life. They study workplace productivity and management and employee working styles. They get a feel for the morale and personality of a company or organization. And they a collaborate with management to help plan policies, carry out screenings and training sessions, and develop a plan for the future.
Communication, Chapter-10, Organizational Behavior
This PPT is based on the Organizational Behavior Book Written By Stephen P. Robbins & Timothy A. Judge, Edition -17th, Publisher Pearson
This is the final report of my project that i made in my Fundamental management course. This report is all about emotional intelligence that how it is helpful in your life
Many at times, we struggle to understand why we sometimes have feelings such as joy, sadness, fear and anger. And this doesn’t apply just to ourselves: do you ever find yourself looking at someone and trying to second-guess their behaviour, or wondering what is going on inside their head?
1 ijaems jul-2015-1-job strain and well-being of teaching professionals an e...INFOGAIN PUBLICATION
The aim of the current study was to examine job strain and well-being in a group of male and female teaching professionals. The main objectives of the current study were to (i) Examine the difference between male teachers with low job strain and female teachers with low job strain on general well-being. (ii) Examine the difference between male teachers with high job strain and female teachers with high job strain on general well-being. (iii) Examine the difference between male teachers with low job strain and male teachers with high job strain on general well-being and (iv) Examine the difference between female teachers with low job strain and female teachers with high job strain on general well-being. A sample of 100 senior secondary teachers were selected from one of the Central Universities at Aligarh City using convenience sampling method of 32 were male and 58 were female teachers. The measures used were PGI Well-being scale (Moudgil et al, 1986) and Job Strain Questionnaire (Singh, 1989). The data were analyzed using descriptive statistics like mean and SD and inferential statistics like t-test. The findings of the current work indicate that mental health of males is better than of their female counterparts. The findings also indicate that high job strain effects the mental health of both the groups and male teachers are influenced more than females on their well-beings. Finally, significant difference was not found between the mean scores of female teachers with low job strain and high job strain on their general well-being. The study has implications for stress management programs for the teachers at senior secondary level to enhance their well-being and specific job related performance.
RTMNU 4th sem MBA
Subject - TEAM DYNAMICS [ HR ]
Module 2
INTERPERSONAL COMMUNICATION
BY Jayanti Pande
#JayantiPande_slideshare
#MBA@JRP #TeamDynamicsMod2
1
WEEK 2 DISCUSSION
Week 2 Discussion
Rob Felber
University of the Cumberlands
Chapter 4: Emotions and Moods
This chapter begins by identifying three closely related terms as it relates to emotions and moods, those being Affect which covers a broad range of feelings, Emotions which are intense feelings directed at someone or something and may be more related to actions and Moods which are less intense feelings that may arise unexpectedly and are more cognitive in nature. Even though there are many, researchers agree on six universal emotions – anger, fear, sadness, happiness, disgust, and surprise (Robbins and Judge, 2018, p. 48). With all of the different emotions that exist, one shouldn’t assume that each is easy to identify. All emotions are either positive or negative and observations of facial expressions for example may help to identify anger or sadness, but disgust may be more difficult to diagnose. Additionally, everyone experiences emotions and moods, yet no one experiences them the same. Even though most people experience positive moods, depending on your culture you may find where negative emotions and moods are found to be more useful and constructive such as in collectivistic countries like Japan.
Emotions can boost performance when employees exhibit positive emotions. This occurs when the employees feel part of the team and feel supported by their company. The key is to acknowledge the effect that emotions and moods are having on us (Robbins and Judge, 2018, p. 51). Our beliefs are somewhat influenced by our peers as well as our work groups and our moral judgments are based on our feelings instead of perceptions. With that being said, there are several accepted factors of where emotions and moods originate. These include; personality, time of day, day of week, weather, stress, sleep, exercise, age, and sex. The more aware we are to each of these, the more attentive we can be as it relates to emotions and moods.
Since our work environment can influence our emotions and moods be it negative or positive, Affective Events Theory notes that they influence our job satisfaction and performance. Affective Events Theory (AET) proposes that employees react emotionally to things that happen to them at work, and this reaction influences their job performance and satisfaction (Robbins and Judge, 2018, p. 56). AET states that emotions provided valuable insight in how events at work impact satisfaction and performance. Due to the reality of the outcomes, managers and employees shouldn’t ignore the emotions or the events that cause them.
This chapter also discusses what is known as Emotional Intelligence. Emotional Intelligence (EI) is a person’s ability to: (1) perceive emotions in him or herself and others; (2) understand the meaning of these emotions; and (3) regulate his or her own emotions accordingly. (Robbins and Judge, 2018, p. 57). Those with high EI have a keen ability to identify their emotions as well as the e ...
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A Strategic Approach: GenAI in EducationPeter Windle
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2. Definition
Positive psychology is about scientifically informed
perspectives on what makes the life worth living. It focuses
on aspects of the human conditions that lead to happiness,
fulfillment and flourishing (The Journal of Positive
Psychology, 2006)
Aim of Positive Psychology
The aim of positive psychology is to use scientific
methodology to discover and promote the factors that
allow individuals, groups, organizations, and
communities to thrive. It is concerned with optimal
human functioning instead of pathological human
functioning.
3. Historical Perspective
• 1954 - The term “positive psychology” first appeared in
Abraham Maslow’s book “Motivation and Personality”
• Seligman is widely viewed as “ the father of positive
psychology “
• 1988 – Seligman was elected President of the American
Psychological Association (APA). During this term
positive psychology became the main theme.
• 1999 – First positive psychology summit was conducted.
• 2002 – First international conference on positive
psychology was held.
• 2006 – First dedicated Positive psychology journal
appeared ( The Journal of Positive psychology)
• 2009 – First world congress on Positive Psychology was
held.
4. Implementing positive psychology at
workplace
• Creating an environment that is relatively enjoyable and
productive.
• Creating a work schedule that does not lead to emotional and
physical distress.
• Applying positive psychology at workplace is termed as positive
organizational behavior
• POB, was coined and defined by Luthans as “the study and
application of positive oriented human resource strengths and
psychological capacities that can be measured, developed, and
effectively managed for performance improvement in today’s
workplace”
• Only those concepts were included in POB which fulfilled the
following operational criteria
– Based on theory and research
– Valid measures
– State like
– Managed for performance improvement
5. • Use of positive psychology has obvious implications
not only for therapy, well-being, education, family life,
social relations, and society at large, but, importantly,
also for organizational life and behavior.
• Considerable research evidence depict a significant
(almost .3 average correlations in meta-analysis of
numerous studies) correlation (also some causal
evidence) between health (both physical and mental),
relationships (both intimate and social) and work (both
performance and satisfaction) or what could be called
simply H-R-W well-being.
6. The H-R-W model shown in Figure indicates that there is
an interactive, reciprocal determination between one’s
health, relationships, and work
7. According to Sonja Lyubomirsky one’s happiness (or level
of positivity or H-R-W well-being) is determined as
follows:
1. About half can be attributed to a genetic, dispositional
“hard-wiring” (but not immutable) set point.
2. Only about 10 percent seems to be the result of life’s
circumstances.
3. Remaining 40 percent of one’s happiness, positivity, or
H-R-W well-being is determined by intentional activity.
9. Psychological Capital or PsyCap is defined as an
individual’s positive psychological state of development
that is characterized by:
1. Having confidence (self-efficacy) to take on and put in
the necessary effort to succeed at challenging tasks
2. Making a positive attribution (optimism) about
succeeding now and in the future;
3. Persevering toward goals and, when necessary,
redirecting paths to goals (hope) in order to succeed;
and
4. When beset by problems and adversity, sustaining and
bouncing back and even beyond (resiliency) to attain
success.
10. Other positive constructs
Happiness or Subjective Well-Being (SWB)- Seligman and
Csikszentmihalyi
• Subjective well-being is a more scientific-sounding
term for what people usually mean by happiness.
• SWB is usually considered broader and is defined as
people’s affective (moods and emotions) and cognitive
evaluations of their lives.
11. SWB at work place
• In particular, SWB has demonstrated a direct
correlation to job satisfaction. A meta-analysis of 34
studies found an average correlation of .44 between
job satisfaction and life satisfaction. It was found that
SWB was a significant predictor of job satisfaction.
People who are satisfied with their lives tend to find
more satisfaction in their work
• On average, happy workers make more money, receive
more promotions and better supervisor ratings, and
are better citizens at work
• Organizations such as Toyota, the American Red Cross,
Sprint Nextel, and David’s Bridal have launched
training programs for their employees based on
happiness principles.
12. Emotional intelligence
• Emotional intelligence is a form of social intelligence that
involves the ability to monitor one’s own and others feelings
and emotions, to discriminate among them, and to use this
information to guide one’s thinking and action (Salovey &
Mayer, 1990)
• EI can be defined as the array of skills and characteristics
that drive leadership performance (Goleman 1995)
13. MODELS OF EMOTIONAL INTELLIGENCE
EmotionalIntelligence
Ability Model
Competency Model
Trait Model
14. The Ability Model of Emotional Intelligence
Salovey and Mayer’s(1990) original model described emotional
intelligence as “a form of social intelligence that involves the
ability to monitor one’s own and others’ feelings and emotions,
to discriminate among them, and to use this information to
guide one’s thinking and actions”.
The four branch model of emotional intelligence describes four
areas of capacities or skills which collectively describe many
areas of emotional intelligence (Mayer & Salovey, 1997).
15. The Four Branches of Emotional
Intelligence
• Perceiving Emotions: The ability to perceive emotions in
oneself and others as well as in objects, art, stories, music
and other stimuli.
• Facilitating Thought: The ability to generate, use, and feel
emotion as necessary to communicate feelings or employ
them in other cognitive processes.
• Understanding Emotions: The ability to understand
emotional information, to understand how emotions combine
and progress through relationship transitions and to
appreciate such emotional meanings.
• Managing Emotions: The ability to be open to feelings and to
modulate them in oneself and others so as to promote
personal understanding and growth.
16. Competency Model of Emotional
Intelligence
Accordingly to Goleman (1995) emotional intelligence consists
of “abilities such as being able to motivate oneself and persist
in the face of frustrations; to control impulse and delay
gratification: to regulate one’s moods and keep distress from
swamping the ability to think; to empathize, and to hope”.
In 1998, Goleman defined emotional intelligence in terms of
self awareness, self confidence, self control, commitment and
integrity, and a person’s ability to communicate, influence,
initiate change and accept change.
Based on extensive research, Goleman (1995, 1998) has
proposed five dimensions of emotional intelligence consisting
of 25 competencies namely,
17. Competencies of EI according to
Goleman
• Self awareness: a emotional self awareness, b. accurate self
assessment, and c. self confidence.
• Self regulation: a self control, b. trustworthiness, c.
conscientiousness, d. adaptability, and e. innovation.
• Self motivation: a achievement drive, b. commitment, c.
initiative, and d. optimism.
• Empathy: a. understanding of others, b. developing others, c.
service orientation, d. leveraging diversity and e. political
awareness, and
• Social skills: a influence b. communication, c. conflict
management, d. leadership, e. change catalyst, f. building
bond, g. collaboration and cooperation, and h. team
capabilities.
18. Trait Model of Emotional
Intelligence
Emotional-social intelligence is a cross-section of
interrelated emotional and social competencies, skills
and facilitators that determine how effectively we
understand and express ourselves, understand others and
relate with them, and cope with daily demands (Bar-On
2004).
19. The emotional and social competencies, skills and
facilitators referred in this conceptualization include
the five key components.
(a) The ability to recognize, understand and express
emotions and feelings
(b) The ability to understand how others feel and relate
with them
(c) The ability to manage and control emotions
(d) The ability to manage change, adapt and solve
problems of a personal and interpersonal nature
(e) The ability to generate positive affect and be self-
motivated.
20. Emotional Intelligence and work
related performance
• Competency research in over two hundred companies
and organizations worldwide has suggested that about
one-third of the difference in efficiency is due to
technical skill and cognitive ability while two-thirds is
due to emotional competence (Goleman, 1998).
• Emotional intelligence distinguished between star
performers and average performers (Spencer,1997).
• Derman (1999) showed that emotional intelligence was
highly and significantly related with business success.
21. Emotional Intelligence and Leadership
• Stone and Park (2005) found that above average leadership
group scored higher on emotional intelligence, self
awareness, self actualization, flexibility, impulse control and
problem solving as compared to below average leadership
group.
• 67% of success of a leader is determined by emotional
social intelligence (Bar-On, 2005) and 80% of exceptional
performance can be accounted on the basis of emotional
intelligence (Goleman,1998).
• Punia (1994, 1995) found that the leaders with higher
emotional intelligence see changes as opportunities, cherish
ongoing development of individual workers and organization
and create a climate in which information sharing, trust,
health, risk-taking and learning flourish.
22. The Impact of EI on Organizational
Effectiveness
• Employee recruitment and retention
• Development of talent
• Teamwork
• Employee commitment, morale, and health
• Innovation
• Productivity
• Efficiency
• Sales
• Revenues
• Quality of service
• Customer loyalty
• Client or student outcomes
23. Work LIFE Balance
• “Work-life balance is the individual perception that
work and non-work activities are compatible and
promote growth in accordance with an individual’s
current life priorities”. (Kalliath & Brough, 2008)
• The work-life balance strategy offers a variety of
means to reduce stress levels and increase job
satisfaction in the employee while enhancing business
benefits for the employer.
24. Work-life balance is increasingly an issue, because:
• More women and single parents go into work;
• Many people have more than one job;
• Workforce is growing older;
• Businesses continue to compete globally to hire
skilled workers;
• Technology changes the way we work e.g. mobile
phones and PCs disguise the distinction between work
and personal time;
• Many people have to deal with time pressure and a
shrinking workplace.
25. Work–life conflict
• Form of inter-role conflict in which work and family demands
are mutually incompatible so that meeting demands in one
domain makes it difficult to meet demands in the other
(Edwards & Rothbard, 2000; Greenhaus & Beutell 1985).
26. • Work-to-family conflict occurs when experiences at
work interfere with family life, like extensive, irregular,
or inflexible work hours, work overload and other
forms of job stress, interpersonal conflict at work,
extensive travel, career transitions, unsupportive
supervisor or organization. For example, an
unexpected meeting late in the day may prevent a
parent from picking up his or her child from school.
• Family-to-work conflict occurs when experiences in
the family interfere with work life like presence of
young children, primary responsibility for children,
elder care responsibilities, interpersonal conflict
within the family unit, unsupportive family members.
For example, a parent may take time off from work in
order to take care of a sick child.
27. TYPES
Three types of work-family conflict have been identified.
Each of these types can occur in both directions, family
to work, and work to family.
• Time-based occurs when the amount of time devoted
to fulfilling obligations in one domain reduces the
amount of time available to perform roles in other
domains.
• Strain-based occurs when psychological strain or
fatigue is experienced in one role and therefore
hinders performance or exploits resources which
would be otherwise available for another role.
• Behavior-based refers to specific patterns of in-role
behavior that may be incompatible with expectations
regarding behavior in another role.
28. CONSEQUENCES
Allen, Herst, Bruck, and Sutton (2000) describe three
categories of consequences related to WFC:
• Work-related outcomes (e.g., job satisfaction or job
performance),
• Non-work-related outcomes (e.g., life or family
satisfaction), and
• Stress-related outcomes (e.g., depression or substance
abuse).
29. Benefits of employee work life
balance
• Maximized available labor:;
• Loyal and motivated workforce
• Less stressful environment
• A wider range of candidates will be attracted
• Productivity increases
• Reduced absenteeism
• Teamwork and involvement
30. Current Practices
• Wellness programs or pay for their employees’ gym
membership as part of a benefits package.
• Some companies invite fitness trainers or yoga
instructors into the office to hold lunchtime sessions.
• Undertake initiatives to improve employees’ healthy
eating habits.
• Offer stress management programs which include
stretching, yoga, counseling, as well as bringing in
Registered Massage Therapists to work.
31. • Flextime: Choose their daily starting and ending times
within a given time called bandwidth. E.g. Hewlitt
Packard, IBM
• Compressed workweek: compressing the workweek
into fewer days
• Job sharing: splitting of a full time position between
two people, in which each works part time
• Telecommuting: work from home or off-site, Hewlitt
Packard
• PepsiCo- concierge service (oil change, baby sitter
etc.)
• Eastman Kodak – Humor room
• Ben & Jerry’s- Joy gang-plan parties etc.
33. Self
Esteem
Regard or respect that
a person has for
oneself. It is a general
feelings of self-worth
or self-value
Responsibility, Goal
Commitment,
Genuineness,
Forgiving, Internal
Values, Positivity, Self
Improvement
Self
Efficacy
Person's belief in their
ability to accomplish
some specific goal or
task. It generally
corresponds to the
level of competence an
individual feels.
Self confidence,
Accurate self
evaluation, Willingness
to take risks, Sense of
accomplishment
Self
Confidence
Combination of self-
esteem and general
self-efficacy. Belief in
one's personal worth
and likelihood of
succeeding
Self Assured,
Ambitious, Sociable,
Competitive, Risk
Taking, Hard Working,
Determined,
Accepting, Positive