Developing Management Skills Chapter 2: Managing Stress and Well-Being Copyright © 2016 Pearson Education, Inc. 2-1

Learning Objectives Eliminate stressors Develop resiliency Cope with stress in the short term Enhance personal well-being Copyright © 2016 Pearson Education, Inc. 2-2

Managing Stress and Fostering Well-Being Costs US economy $500 billion annually Stress related problems at work include: Absenteeism Turnover Job Dissatisfaction Accidents Physical Health of Employees Copyright © 2016 Pearson Education, Inc. 2-3

Lewin’s Force Field a person’s level of performance in an organization results from factors that may either complement or contradict one another. Certain forces drive or motivate changes in behavior, while other forces restrain or block those changes. Copyright © 2016 Pearson Education, Inc. 2-4

Major Elements of Stress All individuals and organizations exist in an environment filled with reinforcing or opposing forces (i.e., stresses). These forces act to stimulate or inhibit the performance desired by the individual. a person’s level of performance in an organization results from factors that may either complement or contradict one another. Certain forces drive or motivate changes in behavior, while other forces restrain or block those changes.

Major Elements of Stress The forces affecting individuals are normally balanced in the force field. The strength of the driving forces is exactly matched by the strength of the restraining forces. Performance changes when the forces become imbalanced. If the driving forces become stronger than the restraining forces, or more numerous or enduring, change occurs. Conversely, if restraining forces become stronger or more numerous than driving forces, change occurs in the opposite direction.

Major Elements of Stress Feelings of stress are a product of certain stressors inside or outside the individual. These stressors can be thought of as driving forces in the model. They exert pressure on the individual to change present levels of performance physiologically, psychologically, and interpersonally. Unrestrained, those forces can lead to pathological results (e.g., anxiety, heart disease, and mental breakdown).

Major Elements of Stress However, most people have developed a certain amount of resiliency or restraining forces to counter stressors and inhibit pathological results. These restraining forces include behavior patterns, psychological characteristics, and supportive social relationships. Strong restraining forces lead to low heart rates, good interpersonal relationships, emotional stability, and effective stress management. An absence of restraining forces leads to the reverse.

Major Elements of Stress Stress produces positive as well as negative effects. In the absence of any stress, people feel completely bored and lack any inclination to act. Even when high levels of stress are experienced, equilibrium can be restored quickly if there is sufficient resiliency. In the case of the ambulance driver, for example, multiple stressors overpowered the available restraining forces and burnout occurred. Before reaching such an extreme state, however, individuals typically progress through three stages of reactions: an alarm stage, a resistance stage, and an exhaustion stage

REACTIONS TO STRESS Alarm stage Resistance stage increases in anxiety or fear if the stressor is a threat increases in sorrow or depression if the stressor is a loss. A feeling of shock or confusion if the stressor is acute. Individual’s energy resources are mobilized and heart rate, blood pressure, and alertness increase. These reactions are largely self correcting if the stressor is of brief duration. Resistance stage defense mechanisms predominate body begins to store up excess energy.

Resistance stage: defense mechanisms REACTIONS TO STRESS Resistance stage: defense mechanisms Aggression: attacking stressor directly. attacking oneself, other people, or even objects (e.g., whacking the PC ). Regression: adoption of a behavior pattern or response that was successful at some earlier time (e.g., responding in childish ways). Repression: denial of the stressor, forgetting, or redefining the stressor (e.g., deciding that it isn’t so scary after all). Withdrawal : psychological and physical forms: fantasy, inattention, purposive forgetting, situation escape Fixation: persisting in a response regardless of its effectiveness (e.g., repeatedly and rapidly redialing a telephone number when it is busy).

Resistance stage: defense mechanisms REACTIONS TO STRESS Resistance stage: defense mechanisms If these defense mechanisms reduce a person’s feeling of stress, negative effects such as high blood pressure, anxiety, or mental disorders are never experienced. The primary evidence that prolonged stress has occurred may simply be an increase in psychological defensiveness. However, when stress is so pronounced as to overwhelm defenses or so enduring as to outlast available energy for defensiveness, exhaustion may result, producing pathological consequences.

REACTIONS TO STRESS Exhaustion Stage : chronic stress is experienced : Stress is so pronounced and so enduring =>overwhelm defenses =>outlast available energy for defensiveness, =>negative personal and organizational consequences. pathological consequences may manifest physiologically (e.g., heart disease) psychologically (e.g., severe depression), interpersonally (e.g., dissolution of relationships). stressors overpower or outlast the resiliency capacities of individuals, or their ability to defend against them,

A General Model of Stress Copyright © 2016 Pearson Education, Inc. 2-6

Coping With Stress A Hierarchy of Approaches Enactive Strategies: eliminate or minimize stressors => create, or enact, a new environment for the individual that does not contain the stressors. Proactive Strategies: initiate action that resists the negative effects of stress. =>enhance overall capacity to handle stress by increasing personal resiliency and well being 2-5

Coping With Stress A Hierarchy of Approaches Reactive Strategies: Learn temporary coping strategies Constructive strategies: temporary relaxation techniques and mind control Developing short-term techniques for coping with stressors when an immediate response is required. on -the- spot remedies to reduce temporarily the effects of stress: drinking, taking sleeping, pills, or letting off steam through anger

Four Sources of Stress Time Stressors Encounter Stressors Situational Stressors Anticipatory Stressors Copyright © 2016 Pearson Education, Inc. 2-7

Types of Stressors Time Stressors Encounter Stressors Work overload Lack of control Encounter Stressors Role conflicts Issue conflicts Action conflicts Copyright © 2016 Pearson Education, Inc. 2-8

Types of Stressors Situational Stressors Anticipatory Stressors Unfavorable working conditions Rapid change Anticipatory Stressors Unpleasant expectations Fear Copyright © 2016 Pearson Education, Inc. 2-9

Eliminating Stressors Copyright © 2016 Pearson Education, Inc. 2-10

Effective Time Management Spending time on important matters Distinguishing between important tasks versus urgent tasks Focus on results rather than methods Results rather than methods are the objectives Not feeling guilty when saying “no” Copyright © 2016 Pearson Education, Inc. 2-11

Types of Activities that Determine Time Use Copyright © 2016 Pearson Education, Inc. 2-12

Types of Activities that Determine Time Use Important activities: Produce a desired result. Accomplish a valued end, Achieve a meaningful purpose Urgent activities: Demand immediate attention. Associated with a need expressed by someone Relate to an uncomfortable problem or situation that requires a solution as soon as possible.

Activities in the Important/Urgent quadrant (Cell 1) Dominate the lives of managers. Are seen as “have to” activities that demand immediate attention. Attending a meeting, responding to a call or request, interacting with a customer, or completing a report Require the manager to react. Controlled by someone else May or may not lead to a result the manager wants to achieve.

Activities in the Unimportant/Urgent quadrant (Cell 2) The problem is even worse in Cell 2. Demands by others that may meet their needs But that serve only as deflections or interruptions to the manager’s agenda only escalate a sense of time stress. May not achieve meaningful, purposeful, and valued results => feelings of time stress will never be overcome. Experiencing overload and loss of control Managers are merely reactive. Escape into Non important/Nonurgent activities (Cell 4) to relieve the stress.

Activities in the Important/Nonurgent quadrant (Cell 3) Might be labeled opportunities instead of problems. Oriented toward accomplishing high-priority results. Prevent problems from occurring Build processes that eliminate problems rather than just reacting to them © 2007 by Prentice Hall

Activities in the Important/Nonurgent activities (Cell 3) Preparation, preventive maintenance, planning, building resiliency, and organizing are all “non-have-to” activities that are crucial for long-term success. Are not urgent, however, they often get driven out of managers’ time schedules. Should be the top priority on the time management agenda. Ensuring that these kinds of activities get priority => Urgent problems being encountered can be reduced. =>Time stressors can be eliminated.

Efficient Time Management 40 Techniques for Time Management 20 apply to all aspects of life 20 apply to management Copyright © 2016 Pearson Education, Inc. 2-13

Community Eliminating encounter stress through membership in a stable, close-knit group or community. Copyright © 2016 Pearson Education, Inc. 2-14

Emotional Bank Accounts A metaphor which compares investments in relationships to deposits and withdrawals in bank accounts. The more people interact positively, the more deposits are made. Copyright © 2016 Pearson Education, Inc. 2-15

Contribution Centers on what individuals can give compared to what they can get (assisting others, helping to make something better, fostering improvement in something). Copyright © 2016 Pearson Education, Inc. 2-16

Four Dimensions of Social Intelligence An accurate perception of other’s emotional and behavioral responses. The ability to cognitively and emotionally relate to the responses of others. Social knowledge Social problem solving Copyright © 2016 Pearson Education, Inc. 2-17

Work Redesign Effectively eliminating stress and increasing productivity by changing aspects of work. To eliminate stressors at work: combine tasks form identifiable work units establish customer relationships increase decision-making authority open feedback channels Copyright © 2016 Pearson Education, Inc. 2-18

Eliminating Anticipatory Stressors through Goal Setting Copyright © 2016 Pearson Education, Inc. 2-19

Small Wins Strategy Identify something under your control Change it in a way that leads toward desired goal Find another small thing to change and change it Keep track of changes made Maintain the small gains made through change Copyright © 2016 Pearson Education, Inc. 2-20

Resiliency The capacity to withstand or manage the negative effects of stress, to bounce back from adversity, and endure difficult situations. Copyright © 2016 Pearson Education, Inc. 2-21

Balancing Life Activities Insert figure 2.6 Copyright © 2016 Pearson Education, Inc. 2-22

Meaningfulness In Work Well established relationship between engaging in meaningful work and positive outcomes. Copyright © 2016 Pearson Education, Inc. 2-23

Meaningfulness In Work Increases Well-Being Resiliency Commitment Effort Engagement Reduces Stress Depression Turnover Absenteeism Dissatisfaction Copyright © 2016 Pearson Education, Inc. 2-24

Meaningfulness In Work Three types of meaning: Job: do work primarily for the financial or material rewards it provides Career Orientation: motivated by accomplishment and success Calling: driven by the meaning associated with the work itself Copyright © 2016 Pearson Education, Inc. 2-25

Meaningfulness In Work Copyright © 2016 Pearson Education, Inc. 2-26

Meaningfulness In Work Copyright © 2016 Pearson Education, Inc. 2-27

Gratitude Higher physiological health, cognitive function, and substantially higher job performance Motivates others to express gratitude (self-perpetuating) Copyright © 2016 Pearson Education, Inc. 2-28

Gratitude Copyright © 2016 Pearson Education, Inc. 2-29

Temporary Stress Reduction Techniques Physiological Techniques Muscle relaxation Deep breathing Psychological Techniques Imagery and fantasy Rehearsal Copyright © 2016 Pearson Education, Inc. 2-30

Behavioral Guidelines Address stress by first trying to eliminate stressors, then focus on developing resiliency and well-being Use proven time management practices Build collaborative relationships with individuals based on mutual trust, respect, honesty, and kindness Copyright © 2016 Pearson Education, Inc. 2-31

Behavioral Guidelines Consciously work to improve your emotional intelligence Try redesigning your work to increase its skill variety, importance, task identity, autonomy, and feedback Reaffirm priorities and short-term goals that provide direction and focus to activities Copyright © 2016 Pearson Education, Inc. 2-32

Behavioral Guidelines Increase your psychological resiliency through life balance, especially by consciously engaging in physical, intellectual, cultural, social, family, and spiritual activities Increase hardiness by implementing a small-wins strategy Learn at least one relaxation technique and practice it regularly Copyright © 2016 Pearson Education, Inc. 2-33

Behavioral Guidelines Increase social resiliency Identify meaningfulness in work that is more important to your own reward Establish contribution goals that make a difference to those around you Implement at least one gratitude practice Copyright © 2016 Pearson Education, Inc. 2-34

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