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Chapter 7: Stress and Well-being at Work
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STRESS AND WELL-BEING AT WORK
CHAPTER SCAN
Stress can be beneficial or harmful. While some harmful stress is inevitable, the techniques and
approaches available for dealing with that stress are increasing. Some individuals and some
circumstances are more at risk for high stress than are others. This chapter has five major
sections, each of which addresses one aspect of stress, including a wide range of stress
management methods.
LEARNING OBJECTIVES
After reading this chapter, you should be able to do the following:
1.
2.
3.
4.
5.
6.
7.
8.
Define stress, distress, and strain.

Compare four different approaches to stress.
Explain the psychophysiology of the stress response.
Identify work and nonwork causes of stress.
Describe the benefits of eustress and the costs of distress.
Discuss individual differences in the stress-strain relationship.
Distinguish the primary, secondary, and tertiary stages of preventive stress management.
Discuss organizational and individual methods of preventive stress management.
This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. This may not be resold, copied, or
distributed without the prior consent of the publisher.
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Chapter 7: Stress and Well-Being at Work
KEY TERMS
Chapter 7 introduces the following key terms:
compensation award
counterdependence
distress
ego-ideal
homeostasis
overdependence
participation problem
performance decrement
personality hardiness
preventive stress management
primary prevention
secondary prevention
self-image
self-reliance
strain
stress
stressor
tertiary prevention
transformational coping
Type A behavior pattern
workaholism
THE CHAPTER SUMMARIZED

I.
THINKING AHEAD: TIMBERLAND COMPANY When the Going Gets Tough, Kick It
Up a Notch
II.
WHAT IS STRESS?
Stress is the unconscious preparation to fight or flee that a person experiences when faced
with any demand. Stress does not necessarily have to be destructive. A stressor is the
person or the event that triggers the stress response. Distress refers to the adverse
psychological, physical, behavioral, and organizational consequences that may arise as a
result of stressful events.
A.
Four Approaches to Stress

1.
The Homeostatic/Medical Approach
Walter Cannon was the physiologist who discovered the stress response, and he
initially named it "the emergency response, or "the militaristic response."
Homeostasis is a steady-state balance, or equilibrium, which when upset by external
demands results in stress. Cannon believed the body has natural processes to keep it in
homeostasis.
2.
The Cognitive Appraisal Approach
Richard Lazarus made contributions related to the psychology of stress. What is

stressful for one person may not be stressful for another. Stress is a result of the
person-environment interaction. The person's cognitive appraisal of a situation as
stressful is a key part of the stress process.

3.
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The PersonEnvironment Fit Approach
Robert Kahn determined that there is a person-environment fit when skills and abilities
match role expectations. Stress occurs when expectations are conflicting or confusing,
or when a person's resources are unable to meet the expectations of the social role.
4.
The Psychoanalytic Approach
This approach is based on Freudian psychoanalytic theory. Harry Levinson believes

that two elements of the personality interact to cause stress. The ego-ideal is the
embodiment of a person's perfect self. In contrast, the self-image is how a person
actually sees himself or herself. Stress results when there is a discrepancy between the
two.
B.
The Stress Response
The stress response produces a predictable sequence of mind and body changes that prepare
the mind and body for fight-or-flight. These changes can be very helpful in response to
emergencies and in preparing people to achieve peak performance.
III. SOURCES OF WORK STRESS
Sources of stress for people at work include task demands, role demands, interpersonal demands,
and physical demands. Nonwork demands can also be a source of stress.
A.
Work Demands
1.
Task Demands
Uncertainty and lack of control are two of the most stressful demands people face at
work. Laid-off employees have referred to the day after being laid off as the day they
regained control of their lives. Underemployment, monotony, and boredom may
create stress for those who do not lose their jobs. Similarly, one study found that heart
attacks are more common when individuals have little control and heavy work
demands. Other task demands include career progress, work overload, and new
technologies.
2.
Role Demands
Stress related to role demands arises from role conflict, ethical violations, and role
ambiguity. Role conflict can result from conflicting demands between two different
roles (interrole) or within a single role (intrarole). Individuals who experience
confusion regarding the expectations of others experience role ambiguity.
3.
Interpersonal Demands
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Individuals typically experience stress in situations where they must work with
abrasive personalities. Sexual harassment and poor leadership can also create stressful
environments.
4.
Physical Demands
The environment in which an individual works can be a very stressful situation based
on physical demands. Most people can list extreme conditions; yet, uncomfortably
cool or warm environments can provoke irritability among employees, leading to
mistakes. Even working with computer equipment can be physically demanding if it is
not designed ergonomically.
B.
Nonwork Demands
1.
Home Demands
Many workers also face demands from home that create stress. These demands are
often related to marriage, parenting, and caring for aging parents.
2.
Personal Demands
Individuals also impose any number of personal demands on themselves including civic
activities, volunteer work, and other nonwork organizational commitments. The most
notable personal demand may be the tendency for workaholism.
IV.
THE CONSEQUENCES OF STRESS
The benefits of stress are captured with the term eustress, which stands for healthy, normal stress.
Eustress is positive for organizations and individuals.
A.
Performance and Health Benefits
The Yerkes-Dodson law tracks the benefits of stress that lead to improved performance up
to an optimum point, after which benefits decrease and stress eventually becomes
detrimental. McGrath mentions that performance falls as the difficulty of the task increases
beyond a certain point.

B.
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Individual Distress
Individual distress can be seen in psychological symptoms such as depression, burnout, and
psychosomatic disorders. The word burnout is probably overused, particularly in regard to
individuals who are simply malingering to rationalize failure or boredom. Stress is directly
related to medical symptoms, particularly heart disease and strokes, backaches, peptic
ulcers, and headaches. Behavioral problems are another form of distress that is manifested
in violence, substance abuse, and accidents.
C.
Organizational Distress
Organizational distress can be evident in participation problems, performance decrements,

and compensation awards. Participation problems include absenteeism, tardiness, strikes
and work stoppages, and turnover. Performance decrements result from reductions in
quality or quantity of production, grievances, and unscheduled machine downtime and
repair. Compensation awards are the costs resulting from court awards for job distress.
V.
INDIVIDUAL DIFFERENCES IN THE STRESSSTRAIN RELATIONSHIP
Predictors of harmful stress for one individual may have beneficial effects for another. The
Achilles heel phenomenon suggests that people break down at their weakest point.
A.
Gender Effects
Women and men have different life span expectations, with women typically living seven
years longer than do men. Furthermore, it appears that different stressors affect men and
women, and that important differences exist in the vulnerabilities of women and men to
stress.
B.
Type A Behavior Pattern
One of the ways to determine the likelihood of stress and coping ability is to examine the
Type A behavior pattern. Type A behavior pattern is a complex of personality and
behavioral characteristics, including competitiveness, time urgency, social status insecurity,
aggression, hostility, and a quest for achievements. Type A behavior pattern is also referred
to as coronary-prone behavior.
C.
Personality Hardiness
Personality hardiness describes individuals who resist distress and are characterized by
commitment, control, and challenge. Hardy individuals appear to engage in transformational
coping. Transformational coping is actively changing an event into something less
subjectively stressful by viewing it in a broader life perspective. It is useful to point out to
students that this is not the same as exhibiting an "I don't care" attitude.
D.
Self-Reliance
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Self-reliance is a healthy, secure, interdependent pattern of behavior related to how people
form and maintain supportive attachments with others. One opposite extreme,
counterdependence, is an unhealthy, insecure pattern of behavior that leads to separation in
relationships with other people. Similarly, overdependent individuals also exhibit unhealthy
and insecure patterns of behavior that result from an obsession with achieving security
through relationships.
VI. PREVENTIVE STRESS MANAGEMENT

The growing awareness of the affects of stress on organizational performance has led to increased
concern with preventing stress. A preventive stress management approach involves individuals
and organizations taking joint responsibility for promoting health and preventing distress and
strain. A critical factor in this approach is the stage in which the stress is managed. The three
levels of prevention are the primary prevention stage, (designed to reduce or eliminate the
stressor), the secondary prevention stage (designed to modify the response to stress), or the
tertiary prevention stage (designed to heal symptoms of distress).
A.
Organizational Stress Prevention

1.
Job Redesign
High job demands and restricted decision latitude are characteristics of high strain
jobs. Job redesign is a core characteristic of the job strain model for motivation. The
goal is to enhance worker control.
2.
Goal Setting
Goal setting increases task motivation by reducing role conflict and ambiguity while
focusing attention on the task.
3.
Role Negotiation
Role negotiation reduces stress by allowing individuals to modify their work roles.
4.
Social Support Systems
Studies have determined that the support of coworkers and supervisors may be one of
the most important factors in managing stress in the workplace.
B.
Individual Prevention
1.
Positive Thinking
Positive thinking is an optimistic, nonnegative thinking style used by people to explain

the good and bad events in their lives to themselves.
2.
Time Management
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There are numerous approaches to time management. One of these approaches

involves prioritizing demands based on relative importance and urgency.
3.
Leisure Time Activities
Leisure is more than just not being on the job. Many people simply work at other
things during their leisure time. Effective use of leisure time centers on enjoyment.
4.
Physical Exercise
Aerobic exercise and flexibility training are important to stress prevention.

5.
Relaxation Training
The use of prayer and meditation can help prevent stress.

6.
Diet
A healthy diet is important to overall health because it reduces vulnerability to distress.

7.
Opening Up
Opening up at work implies that an individual trusts colleagues with self-disclosure.

Sensitivity training approaches from the 1960s were intended to increase selfdisclosure.
8.
Professional Help
Increasingly, organizations are encouraging their employees to seek professional help if

it is warranted by providing compensation benefits, release time for appointments, and
employee assistance programs.
C.
Comprehensive Health Promotion
Comprehensive health promotion involves creating strong, health-conscious people in

general, rather than just at work, by building on individual prevention and lifestyle changes.
VII. MANAGERIAL IMPLICATIONS: STRESS WITHOUT DISTRESS
VIII. LOOKING BACK: TIMBERLAND COMPANY A Healthy Balance Sheet is One Secure
Base
YOU
7.1 THE FRAZZLE FACTOR
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A good follow-up to this challenge is to have students develop an action plan for overcoming their
stress and/or anger. The action plan should focus on specific, concrete steps the students can take
to improve in each of these areas.
7.2 ARE YOU SELF-RELIANT?
The Self-Reliance Inventory consists of 15 statements. The respondent completes the instrument
by evaluating each statement according to a 5-point scale, ranging from 0 (strongly disagree) to 5
(strongly agree). Then the respondent records responses on the scoring sheet resulting in two
scores, one in the overdependence dimension and another in the counterdependence dimension.
Healthy life adjustment is linked primarily to the presence of two factors, self-reliance and a
secure support network. People who are self-reliant and yet are able to depend on others when
appropriate are better equipped to manage the challenges they meet than are those without selfreliance and support. An absence of self-reliance may be expressed as either overdependence or
counterdependence. The overdependent person strives for too much togetherness in relationships,
clinging to others out of fear of being incomplete. The counterdependent person strives for too
much separateness, avoiding relationships with others and denying the necessity or importance of
such relationships.
On the other hand, the person who has not experienced or has overcome the effects of repeated
separation anxiety has a strong chance of becoming self-reliant. The attribute of self-reliance
means accepting responsibility for ones own well-being and, at the same time, knowing that
someone will be available and willing to help in times of need. Self-reliant individuals have
resolved the conflict between their separateness in the world and their need for union with others;
they can work comfortably and naturally either with others or alone, depending on which is more
appropriate to the circumstances at hand. They are able to discern when their limitations have
been reached in terms of time, energy, knowledge, or abilities; by turning to others in these
circumstances, they overcome their own limitations, thus enhancing their effectiveness and wellbeing.
Self-Reliance/Counterdependence Norms:
Student/Managers: Mean = 16.81 (n = 310)
Military (Officers/Enlisted): Mean = 20.79 (n = 163)
Self-Reliance/Overdependence Norms:
Student/Managers: Mean = 15.43 (n = 310)
Military (Officers/Enlisted): Mean = 14.95 (n = 163)
* Adapted from J. C. Quick, D. L. Nelson, and J. D. Quick, The Self-Reliance Inventory, in J.
W. Pfeiffer (ed.), The 1991 Annual: Developing Human Resources (San Diego: Pfeiffer & Co.,
1991), pp. 149-161.
DIVERSITY DIALOGUE
WHEN DOMESTIC VIOLENCE GOES TO WORK
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Students should be directed to discuss domestic violence as a workplace issue, highlighting the
effects of missed absences on individual stressors that affect individual performance and
subsequent organizational performance.
It is difficult for employers to pinpoint if domestic violence is the source of employee stress. It is
the employees choice to ask for help which may make it difficult for employers to approach
someone they assume is being victimized. According to Betty Taylor, the author of a leading
training manual on domestic violence, employers should be supportive and maintain boundaries
and provide support options to all employees (e.g., putting posters in the break room that outline
what employees should do or who they can contact in the event they become a victim of
workplace violence). Taylor also suggests that employers look out for men who behave in overly
suspicious ways or continually visit the workplace to prevent potential victimization of workers.
CHAPTER SUMMARY
Stress is the unconscious preparation to fight or flee when faced with any demand. Distress
is the adverse consequence of stress.
Four approaches to understanding stress are the homeostatic/medical approach, the
cognitive appraisal approach, the person-environment fit approach, and the psychoanalytic
approach.
The stress response is a natural mind-body response characterized by four basic mind-body
changes.
Employees face task, role, interpersonal, and physical demands at work, along with
nonwork demands. Globalization, international competition, and advanced technologies
create new stresses at work.
Nonwork stressors, such as family problems and work-home conflicts, can affect an
individual's work life and home life.
Stress has health benefits, including enhanced performance.
Distress is costly to both individuals and organizations.
Individual diversity requires attention to gender, Type A behavior, personality hardiness, and
self-reliance in determining the links between stress and strain.
Preventive stress management aims to enhance health and reduce distress or strain. Primary
prevention focuses on the stressor, secondary prevention focuses on the response to the
stressor, and tertiary prevention focuses on symptoms of distress.
REVIEW QUESTIONS: SUGGESTED ANSWERS

1.
Define stress, distress, and strain.
Stress is the unconscious preparation to fight or flee that a person experiences when faced with
any demand. Distress is the adverse psychological, physical, behavioral, and organizational
consequences that may arise as a result of stressful events. Strain is the same as distress.
2.
Describe four approaches to understanding stress. How does each add something new to
our understanding of stress?
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(1) The homeostatic/medical model explains the fight-or-flight response that we use to define
stress. (2) The cognitive appraisal approach describes how we classify events as stressful or not.
(3) The person-environment fit approach argues that stress results when the role expectations are
confusing and/or conflicting. (4) The psychoanalytic approach is based on Freudian theory and
involves the ego-ideal and the self-image, and the comparison between the two.
3.
What are the four changes associated with the stress response?
The physical changes are: (1) the redirection of the blood to the brain, (2) increased alertness by
way of improved vision, hearing, and other sensory processes, (3) the release of glucose and fatty
acids into the bloodstream to sustain the body during the stressful event, and (4) depression of the
immune system, as well as emergent processes.
4.
List three demands of each type: task, role, interpersonal, and physical.
Task demands related to stress are lack of control, uncertainty, career progress, overload, and new
technologies. Role demands include interrole expectations, intrarole expectations, and
personrole expectations. Interpersonal demands are abrasive personalities, sexual harassment,
and leadership styles. Physical demands include extreme environments, strenuous activities, and
hazardous substances.
5.
What is a nonwork demand? How does it affect an individual?
Nonwork demands are personal life stressors that carry into the workplace. Marital expectations,
childcare and elder care are all demands that may take individuals away from their focus at work,
either physically or mentally.
6.
Describe the relationship between stress and performance.
Moderate stress has been found to have a positive effect on performance. The Yerkes-Dodson
law indicates that there is an optimum point of positive effect from stress. After this point is
reached, the curve turns downward and has negative ramifications on performance. The optimum
point will vary from individual to individual.
7.
What are the major medical consequences of distress? The behavioral consequences?
The psychological consequences?
The most significant medical illnesses of stress are heart disease and strokes, backaches, peptic
ulcers, and headaches. Behavioral problems include violence, substance abuse of various kinds,
and accidents. Psychological consequences include depression, burnout, and psychosomatic
disorders.
8.
Why should organizations be concerned about stress at work? What are the costs of
distress to organizations?
There are a variety of direct and indirect costs to organizations because of distress. Reduced
attentiveness may result in accidents for persons distracted by stress. Stress can also increase
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absenteeism and turnover. Participation problems, performance decrements, and compensation

awards all involve costs to organizations.
9.
How do individual differences such as gender, Type A behavior, personality hardiness,

and self-reliance moderate the relationship between stress and strain?
These are individual factors that affect the connection between the stressors and strains. Type A
personality individuals are prone to difficulties because their personalities make them more
susceptible to stress. Personality hardiness enhances one's ability to cope with stress. Selfreliance helps individuals manage stress through healthy relationships with others.
10.
What is primary prevention? Secondary prevention? Tertiary prevention? Describe

major organizational stress prevention methods.
All three of these preventions are steps in which organizations attempt interventions to reduce
stress. Primary prevention is focused reduction of stress by reducing, modifying, or eliminating
the cause(s) of stress. Secondary prevention attempts to alter or modify the stress response.
Tertiary prevention is reactive, and is designed to heal individuals after the stress has had an
impact on the individual. Job redesign is effective because it increases workers control over their
situation. Goal setting increases task motivation, and reduces role conflict and ambiguity. Role
negotiation allows individuals to modify their work expectations. Social support systems build a
community and socioemotional approach to help support individuals.
11.
Describe eight individual preventive stress management methods.
Individuals can practice learned optimism, which is a positive way of perceiving actions and
events. Time management is a technique to control schedules that cause stress. Leisure activities
help one maintain a balanced lifestyle. Secondary prevention methods for individuals include
physical exercise, relaxation training, and diet. Opening up to individuals through self-disclosure
can reduce the burden of stressful situations. Professional help may be warranted if the stress
exceeds an individuals ability to cope.
12.
What is involved in comprehensive health promotion programs?
The emphasis of the programs is to build "strong and resistant hosts" by aiding individual
prevention and lifestyle change. Some programs include risk assessments, education, diet and
exercise assistance, and smoking cessation.
DISCUSSION AND COMMUNICATION QUESTIONS: SUGGESTED ANSWERS
1.
Why should organizations help individuals manage stress? Isnt stress basically the
individuals responsibility?
On a practical side, it is in their best interest to do so. Benefit coverage for individuals with
controllable illnesses is exorbitant. A more altruistic reason is that individuals who are in control
of their stress are better performers on the job, making individual health a worthy pursuit. While
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individuals do share responsibility for managing their stress, many lack appropriate knowledge
and/or resources to do so.
2.
Is there more stress today than in past generations? What evidence is available
concerning this question?
Students will vary on this question. It is interesting to challenge them to compare their lives with
frontier America, the medieval era, or even the first portion of the 20th century.
3.
Discuss the following statement: Employers should be expected to provide stress-free

work environments.
To some degree, this is legally true. Employers need to eliminate dysfunctional situations from
the work environment. If employers can assist individuals with their stress control, they should do
so. The only truly stress-free environment is a coffin.
4.
If an individual claims to have job-related anxiety or depression, should the company be

liable?
The courts have been tossing this issue around more frequently. Supervisors should make
reasonable inquiries and provide reasonable assistance. Have students debate this question in
opposing teams.
5.
Do you use any stress prevention methods that are not discussed in the chapter? If so,
what are they?
These are often very interesting lists. Students are often surprised that instructors have stress and
that we practice stress reduction techniques.
6.
Write a memo describing the most challenging demands and/or stressors at your
workplace (or university). Be specific in fully describing the details of these demands and/or
stressors. How might you go about changing them?
This memo could be assigned prior to the class period(s) in which stress is discussed. Then,
during the class students can be encouraged to consider what categories of demands and/or
stressors they are experiencing and whether or not they have chosen the most effective means for
managing those demands and/or stressors.
7.
Interview a medical doctor, a psychologist, or another health care professional about the
most common forms of health problems and distress seen in their work. Summarize your
interview and compare the results to the categories of distress discussed in the chapter.
This is a great exercise to give students a broader perspective of stress than they get from the
textbook. Encourage students to share in class the responses they obtained from the medical
professionals and to discuss the similarities and differences among the responses.
8.
Do research on social support and diaries as ways to manage stressful and/or traumatic
events. Develop an oral presentation for class that explains the benefits of each of these
approaches for preventive stress management. Include guidelines on how to practice each.
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If students have also completed Question 6 above, they could consider how social support and/or
diaries could help them deal with the specific stressors and/or demands they are experiencing.
ETHICAL DILEMMA
1.
Does Josh have a responsibility to question submitting this proposal?
Most people would say that Josh has, at a minimum, a responsibility to question if it is fair for him
to commit himself to even more work at the expense of time with his children and his promise to
his wife. There are others that would say he has every right to be successful in his career.
2.
Evaluate Joshs alternatives using rule, virtue, rights, and justice theories.
Rule In this situation, it seems rather clear that the greatest good is for Josh to not take on this
new project. Some may argue that his increased earning potential is good and should not be
overlooked. Others would conclude that his current earnings are such that the additional money
is not needed but more desired by Josh along with the additional power and prestige.
Virtue In this situation, most would argue that Josh needs to make a decision that considers
everyones needs equally. If he takes on this new project, he is putting his needs before his
familys.
Rights Most people would argue that once someone had made a commitment to a spouse and
children they should live up to those commitments, and that society would not want everyone
breaking those commitments regularly to suit their own personal needs.
Justice Here again, justice theory says that Josh should not accept this new project. The outcome
of his working more and not supporting his wifes return to work would make the outcome unfair.
EXPERIENTIAL EXERCISES
7.1 GENDER ROLE STRESSORS
This exercise allows students to examine the differences in the stressors based on gender roles and
expectations. If time allows, you might want to have two groups, one all males and another all
females, exchange their lists after Step 3. Instead of a full class discussion, have students reverse
roles and have the males discuss the female pressures, and then the females discuss the male
pressures.
7.2 WORKPLACE STRESS DIAGNOSIS
This activity encourages students to consider the impact of different work environments on the
type and degree of stressors experienced. Push students to consider why certain work
environments are more or less stressful. The optional Step 5 is an excellent opportunity for
students to apply the material covered in the chapter. Particularly useful in this step is the
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development of measures of effectiveness for stress management strategies. Students often do not
consider the need to evaluate the effectiveness of strategies, or they do not know how to evaluate
strategies effectiveness.
ALTERNATIVE EXPERIENTIAL EXERCISES
SOCIAL SUPPORT NETWORK ANALYSIS
Instructor's Notes:
Self-reliant individuals are masters at developing good social support networks. They prefer
interdependence, and they are also good providers of support to others. This exercise, designed
for use in class, will help students develop an understanding of the types and sources of social
support needed to develop an effective network.
1. Students complete the analysis by filling in the blanks with the names of people from whom
they receive social support. Next to each name, they are to write the type of support they receive:
E = emotional caring and nurturance
I = informational support
A = appraisal and evaluative feedback
M = role modeling and guidance
S = instrumental support, providing resources or acting on behalf of
a person
2. Students gather in groups of five or six to discuss the questions provided on their worksheets.
* Adapted from J. C. Quick, D. L. Nelson, and J. D. Quick, The Self-Reliance Inventory, in J.
W. Pfeiffer (ed.), The 1991 Annual: Developing Human Resources (San Diego: University
Associates, 1991: 149-161.
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SOCIAL SUPPORT NETWORK ANALYSIS WORKSHEET

Self-reliant individuals are masters at developing good social support networks. They prefer
interdependence, and they are also good providers of support to others. This exercise, designed
for use in class, will help you develop an understanding of the types and sources of social support
needed to develop an effective network.
1. Individually complete the following work-related and nonwork-related network analyses by
filling in the blanks with the names of people from whom you receive social support. In the
parentheses following each blank, write the type of support received: E=emotional caring and
nurturance; I=informational support; A=appraisal and evaluative feedback; M=role modeling and
guidance; and S=instrumental support providing resources or acting on behalf of a person.
2. In groups of five or six, discuss the following questions:
Where were the blank spaces in your work and non-work networks?
Are there any types of support (emotional, informational, appraisal, role modeling, or
instrumental) that you do not receive from anyone?
What can you do to develop your network?
How has social support been important to you in managing your stress? Give specific
examples.
Work Related Network (formal organizational relationships)
Manager
Co-workers
Employees
Others
(
(
(
(
(
(
(
(
(
)
)
)
)
)
)
)
)
)
(
(
(
(
(
(
(
)
)
)
)
)
)
)
Nonwork Related Network

Family members
Friends
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HOW DO YOU SPOT A WORKAHOLIC?

Instructors Notes:
People who go to work under the influence of drugs or alcohol eventually become pariahs, losing
themselves and their jobs as they go. But too many work-addicted people are being mightily
rewarded, even though workaholism is, in the long run, the root cause of tremendous physical,
emotional and economic pain.
1. Ask students how they know if their boss with the nonstop demands, their spouse who
seldom makes it home to dinner, their coworkeror even themselvesare workaddicted.
2. Have students take this quiz to see how many of the characteristics often associated
with work addiction apply to them or someone they know. Students should mark yes
next to each description that sounds familiar.
3. Have students show this quiz to their partner, coworker, or friend and see how
someone who knows them well answers about them. And assume that, in this case, the
person has truer answers for them than they do for themselves.
4. Give students the results of the quiz: If you score between 10 and 15, you need to take
a hard look at how much of your life has been taken over by work. Unless you score
less than three, don't consider yourself home free. You, too, have tendencies to let
your work overgrow your garden.
* Adapted from Barbara Reinhold,
http://content.monster.com/wlb/articles/stressmanagement/workaholic
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HOW DO YOU SPOT A WORKAHOLIC? QUIZ

1. Arriving early, staying late, doing more
than what's required to do a good job.
Yes
No
Yes
No
2. Failing to delegate tasks.
Yes
No
3. Perfectionism.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
9. Lack of hobbies and/or social life.
Yes
No
10. Inability to relax.
Yes
No
11. Constant thoughts about work.
Yes
No
12. Underdeveloped sense of humor.
Yes
No
Yes
No
Yes
No
4. A fast pace, irritability with anyone who

isn't "working hard enough."
5. Inability to take time off when sick,
unused vacation days.
6. Lack of boundaries, work spills over into
everything else.
7. Difficulty putting things in perspective,
can't tell what's important.
8. Diminished relationships, people at home
are mad or distant.
13. Impatience, criticism or hostility close

to the surface when dealing with
subordinates.
14. Inordinate desire to please higher-ups.
15. Being absolutely convinced that
working hard is fun but that you could stop
anytime, when everyone else knows it's a
compulsion for you.
Total number answered "Yes":
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MBTI EXERCISE
Exercise Learning Objectives:
a. Students should understand that time management is viewed differently by people.
b. Students should understand that stress means different things to various people. Stress to one
person may be another person's energizer.
Exercise Overview:
1. Students should have taken the MBTI instrument or short version in Chapter 3.
2. Students will form "J" and "P" preference groups.
3. Students will work in small groups (4-6 students).
4. Students will first do individual work; then group work.
5. The instructor should review the concepts of stress and time and how the J and P dynamic of
the MBTI instrument relates to time and stress.
Exercise Description:
1. Ask students to individually define both TIME and STRESS.
2. Place students in "J" and "P" groups of 4-6 students each.
3. Ask the groups to develop a group definition of time.
4. Post each group's definition on the wall so the entire class can see it.
5. Report out. Compare each group.
6. Ask the groups to develop a group definition of stress.
7. Post each group's definition on the wall so the entire class can see it.
8. Report out. Compare each group.
9. Time permitting, have students describe the relationship between time and stress. Have each
group report out.
What the Instructor Should Expect:
a. J groups generally believe that time is to be scheduled and controlled. Traditional time
managementspecific periods of time (to the minute) to specific task and the task completion
needs to be done within the time allocated.
b. P groups generally believe that time can be adapted and added to. Nontraditional time
managementtime is relative to the task and time allocation would be expanded without stress to
accomplish the task.
c. J groups get stressed and give stress when they lack closure and/or control. Leaving issues
open for further discussion can be disconcerting especially if nothing is completed. Additionally,
reopening "closed" issues is stressful.
155
d. P groups get stressed and give stress when the number of options gets smaller or the nature
of the task becomes too routine for too long. Closing the issue too quickly can be disconcerting
because not all of the data has been collected yet. Additionally, keeping an issue "closed" when
new data becomes available is stressful.
Instructor's Summary:
In our country, most everything is "run by the clock." We schedule our activities around the
clock. For some people, it is very important that things stay on schedule as scheduled.
Additionally, it is very important to these people that something be accomplished within the time
allotted.
For other people, time is much more relative. These people are not as concerned about
deadlines and schedules as they are about making sure the issues are fully explored. It is
important to these people that the issue be discussed and that time allocated can be expanded.
We have a similar issue in the area of stress. It is as bipolar as the time management issues
we've just discussed. Some people are stressed when issues are not settled, when things are not
orderly, and when things are not where they are supposed to be. Whereas, other people are
stressed when things are settled too quickly, when things are too structured, and when things
are too organized.
EXTRA EXPERIENTIAL EXERCISES
The following alternative exercises to supplement the material in the textbook can be obtained
from:
Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and
Cases, 6th Ed. South-Western College Publishing Company, 2001.
Assessing Your Level of Stress. p. 65-74. Time: 20 minutes or more.
Purpose: To assess the stress level in your life.
Strategies for Managing Stress. p. 75-82. Time: 50 minutes.
Purpose: To develop personal strategies for stress management.
156
CASE QUESTIONS: SUGGESTED ANSWERS

PROMOTING EMPLOYEE WELLNESS AT GENENTECH
Linkage of Case to Chapter Material
Chapter 7 explores the cause and consequences of stress in the workplace as well as techniques
and approaches for coping with stress. Stress is present in every workplace; the key to managing
workplace stress is to have it be manifested as eustress rather than distress. The case provides an
excellent example of organizational wellness initiatives that promote eustress by encouraging
employees to develop healthy lifestyles and by fostering a safe and healthy workplace.
Suggested Answers for Discussion Questions
1. Would you characterize Genentechs employees as experiencing distress or eustress?
Distress refers to the adverse psychological, physical, behavioral, and organizational consequences
that may occur as a result of stressful events. Eustress refers to the consequences of healthy,
normal stress including various performance and health benefits.
Although the statement that Genentech demands nothing less than the best from its more than
10,700 employees might suggest distress, this is more than offset by several other case facts
pointing toward eustress. Even though employees work hard, they are rewarded well for their
work. Employees work hard and play hard they are intensely serious when it comes to science,
patients, and the pursuit of excellence, and they are equally intense in their ability to have fun.
These factors indicate that eustress is the dominant consequence of any stress experienced by
Genentech employees.
This assertion is also supported by the accolades Genentech has received for being a good place
to work. Fortune magazine, Working Mother magazine, and Science magazine have repeatedly
recognized Genentech as providing an outstanding workplace for employees. Such accolades
would be difficult, if not impossible, to earn if employees were not experiencing eustress.
2. How can the Yerkes-Dodson law be related to the impact of Genentechs wellness programs?
The Yerkes-Dodson law indicates that stress leads to improved performance up to an optimum
point but beyond that optimum point, further stress and arousal have a detrimental effect on
performance. A moderate amount of stress (or arousal) is the optimum range within which
eustress stimulates people to an optimum level of action and improved performance.
From the perspective of stress management, Genentechs wellness programs could be described as
being targeted toward its employees attaining and maintaining eustress. This perspective is
supported by the following two quotes from the case:
Genentech recognizes that protecting the health, safety and wellness of our employees is
a natural extension of our commitment to improving the state of human health. To this
end, the company has developed extensive programs that promote a safe and healthy
workplace.
157
Wellness programs such as Club Genentech, Weight Watchers, or the flu vaccination
program help support our employees in staying healthy. Having such opportunities onsite
encourages participation and demonstrates that Genentechs senior management
understands the importance of a healthy, balanced lifestyle.
3. What might Genentechs wellness programs accomplish with respect to enabling employees
to better deal with workplace stress or its consequences?
Genentech has many different wellness programs that are designed to promote a safe and healthy
workplace as well as healthy lifestyles for the employees and their families. By encouraging
employee wellness through preventive health maintenance approaches such as physical fitness,
weight loss, and smoking cessation, Genentech is providing an environment that can help
employees to operate within the optimum range of stress and arousal. Additionally, the provision
of generous medical, dental, and vision insurance benefits enables employees to seek the care the
need when they need it, which in turn can help foster a healthy and less stressful lifestyle.
4. How could you personally benefit from wellness programs like those provided by Genentech?
Students can draw on discussion of the previous question, considering how physical fitness,
weight loss, smoking cessation, and medical, dental, and vision care could help them to better
manage the level of stress they personally experience.
TAKE 2
BIZ FLIX
MEET THE PARENTS (2000)
Greg (Ben Stiller) carries on board the airplane the cumulative effects of the stressors he
experienced while meeting Pams family. The simple request to check his oversize carry-on bag,
and his earlier lost baggage experience with Atlantic American Airlines, induces his harsh response
to the flight attendant (Kali Rocha). He has a distress, not a eustress, response as shown by his
harsh, crude reactions. The request to check his bag combined with the endless nonwork demands
(stressors) while interacting with Pams family to produce his behavioral response. Gregs
reference to his bag as having a bomb in it likely would lead to more than removal from the
aircraft.
158
WORKPLACE VIDEO
HUMAN RESOURCE MANAGEMENT, FEATURING ALLSTATE
1. In what way is Allstate's benefits program a necessary response to the changing labor market?
As the video mentions, baby boomers are retiring and generation X and generation Y workers are
taking over their jobs. However, since Gen-X and Gen-Y workers are far fewer in number,
businesses must compete to attract and retain available labor. Benefits programs are important
tools for luring talent. In addition, Gen X and Gen Y workers seek a greater work-life balance
than previous generations of workers. Steve Scholl, Allstate's vice president of benefits and
compensation, gives his perspective: "In order to retain the type of employees that we want to
retain, we have to have productive work environments, we have to have all the ingredients that
make an employee feel good about working at a company like ours." The vice president adds, "If
you don't produce on that end, they're just going to leave you and go to the competition."
2. How does Allstate's onsite childcare center help employees alleviate stress?
Allstate's onsite childcare center alleviates stress related to nonwork demands, such as childrearing and general parental care. Childcare benefits are especially helpful for dual-career and
single-parent families. Working families often feel tremendous strain trying to balance their work
tasks with their parental duties, and many leave the workforce for a time if they feel unable to
manage the situation.
3. Identify a benefit at Allstate that demonstrates the company's commitment to "preventive
stress management."
Allstate's onsite fitness center promotes physical exercise as a secondary stress-prevention activity
for individuals. The company's salon shows helps employees with time managementa primary
prevention activity. Both benefits demonstrate Allstate's view that the organization has a role in
helping individuals find healthy ways to manage distress before it leads to negative work
behaviors.
COHESION CASE: SUGGESTED ANSWERS
BP: SAFETY AND PUBLIC RELATIONS IN AMERICA (B)
1. What insights can concepts regarding perception and attribution provide in helping BP
executives to understand the publics reaction to its series of safety problems and its proposal
to increase the discharge of pollutants into Lake Michigan?
A response to this question is perhaps best put in the context of the differing pronouncements and
viewpoints of BP and its supporters vis--vis BPs critics and detractors. The views of BPs
executives and supporters can be described as follows:
Under CEO John Browne, BP rebranded itself with BP standing for Beyond Petroleum,
which reflected the companys evolving commitment to protecting the environment and
developing alternative energy sources.
159
A spokesperson for BPs Whiting, Indiana refinery said, We always want to do what is
best for the environment.
Indianas governor, Mitch Daniels, the Indiana Department of Environmental
Management, and the Federal Environmental Protection Agency assert that BP is within
the law with regard to the approved additional discharges into Lake Michigan.
In advertisements and e-mails, BP has insisted the treated water it pumps into the lake
is largely free of toxic waste.
The views of BPs critics and detractors can be described as follows:
The Economist points out that BP has suffered from a series of embarrassing accidents
[b]ut with each new incident it seems more likely that BP, long admired for the quality of
its management, has a serious problem overseeing its global operations.
Rance Crain, writing in an editorial for Advertising Age, says, I wish BP still believed it
was in the oil business. If it did, maybe it would have paid a little more attention to its
pipeline. But the company was way out there, beyond petroleum, and I guess the oil
business just wasnt cutting-edge enough to warrant its attention.
Joe Nocera, a reporter for the New York Times, observes, if BP hadnt been so holier
than thou in its marketing during the last few years, it probably wouldnt be getting
criticized as much now. And if there is one ironclad rule about marketing, Nocera adds,
it is that you had better be practicing internally what you are preaching to the world.
The United States House of Representatives, by a nearly unheard of majority, urged the
Indiana Department of Environmental Management to reconsider the granting of the
discharge permit to BP.
Thousands of people signed petitions against the discharge permit.
Numerous meetings were held to bring pressure to bear both on BP and the appropriate
governmental agencies to rescind the discharge permit.
Another observer comments, BPs recent safety and environmental record in the US
diminishes its credibility as an industry leader in the field of corporate social responsibility
(CSR) and project management. As such, it is a public-relations disaster for a company
that has invested significant amounts of money and time in asserting its green credentials
from the branding gimmick of Beyond Petroleum [italics inserted] to its admirable
investments in renewables and its significant acceptance of global warming theory and
support for carbon-reduction schemes.
We should note that Indiana lawmakers tended to be conspicuously silent or to straddle the fence.
Indiana lawmakers generally have been reluctant to criticize BP, at least in part because the
refinery expansion [which would generate the additional pollutants] would add 80 new jobs.
However, the press secretary for Indianas Senator Evan Bayh seems to straddle the fence with
the statement that, We cant compromise Lake Michigan or any part of our environment for
economic progressbut the refinery is vital to issues relating to the nations energy supply and
our economy.
To understand the foregoing contrasting sets of observations, the students can draw on concepts
of social perception; the perceiver characteristics that affect social perception, and the basic nature
of attributions and the attribution process.
160
Social perception is the process of interpreting information about another person; this process is
affected by the perceivers attitudes, mood, and cognitive structure. Referring to the two lists
above, BPs executives and supporters are inclined to interpret information about the companys
executives and their actions in a positive light, whereas BPs critics and detractors interpret such
information in the opposite fashion. The cognitive structure (or pattern of thinking) of BPs
supporters focuses on legal justification for the companys actions. The attitudes and mood of the
supporters can also be described as strongly pro-business with a staunch defense of the rightness
of the companys actions. The cognitive structure of BPs critics and detractors can be
appropriately described as being based on moral outrage and the sense that BP has committed
corporate hypocrisy, given the Beyond Petroleum branding relative to the decisions and actions
that contributed to the refinery accidents, Alaskan pipeline spill, and proposed pollutant
discharges. BPs violation of the critics and detractors moral sensibilities also contributed to the
publics suspicion, anger, and disgust, which in turn invoke the perceiver characteristics of
attitudes and mood.
Attribution theory explains how individuals pinpoint the causes of their own behavior and that of
others. Attributions can be made to an internal source of responsibility (something within the
individuals control) or an external source (something outside the individuals control).
Attribution theory is particularly relevant to BPs public relations situation as viewed from the
perspective of the companys critics and detractors. The critics and detractors believe the causes
of the various problems discussed in the case are internal. These internal causes include perceived
lack of moral integrity on the part of BPs executives, perceived corporate hypocrisy associated
with the Beyond Petroleum branding, extremely strong emphasis on cost cutting, and inadequate
attention to safety issues due to the emphasis on cost cutting. All of these are factors within the
control of BP executives rather than factors which are external to their control.
2. What emotional, attitudinal, and ethical concerns do BPs safety and public relations
problems raise for the company? For the public?
In responding to this question students can draw on the answer to the preceding question in terms
of the differing pronouncements and viewpoints of BP and its supporters vis--vis BPs critics and
detractors.
Ethics is the study of moral values and moral behavior. Ethical behavior is acting in ways
consistent with ones personal values and the commonly held values of the organization and
society. Based on these definitions, it may be argued BPs critics and detractor believe the
company has violated societys standards, values, and expectations with regard to safety and
environmental pollution, particularly the latter. The challenge for BP is to overcome the negative
environmental image it now suffers. This challenge is made greater by the companys Beyond
Petroleum branding that emphasizes its commitment to the environment and developing
alternative energy sources. The challenge is also made more difficult by BP and its supporters
emphasizing the legality of the permit issued by the Indiana Department of Environmental
Management (IDEM). BP and its supporters seem to be communicating the view that, if its
legal, it is (must be?) moral. Many sectors of the public, however, appear to be raising the bar,
saying in effect that morality sets a higher standard for individual behaviors and corporate actions.
Although BPs actions regarding the pollution permit may have been legal, they fell short of the
publics moral values regarding environmental pollution.
161
For the BP case, attitudes and emotions are best understood within the context of the preceding
ethical observation. An attitude is a psychological tendency for expressing some degree of favor
or disfavor toward someone or something. Emotions are mental states that typically include
feelings, physiological changes, and the inclination to act. Clearly, BPs critics and detractors look
upon the companys decisions and actions with disfavor, and have themselves taken actions
designed to expose and discredit the company. This is especially apparent with the widespread
negative public reaction to BPs receipt of the pollution discharge permit from IDEM. BP
executives and their supporters are more favorably disposed toward their own decisions and
actions, and view the public outcry with at least some degree of dismay.
3. How might BPs aggressive emphasis on cost cutting and achieving performance goals
influence the motivation of the company executives?
BPs aggressive emphasis on cost cutting is evident in CEO John Brownes 1998 pledge to cut
expenses by $2 billion a year in conjunction with the Amoco acquisition, not performing necessary
safety inspections on the Alaska pipeline, and failure to provide adequate resources and establish
clear accountabilities for the safe operation of the companys Texas City refinery. The companys
aggressive emphasis on achieving performance goals is particularly manifest in Brownes late 2005
pronouncement of seven behavioral expectations that would increase emphasis on individual
accountability among the companys top 600 executives. Under this performance measurement
and reward system, 25 percent of an individual executives annual bonus is tied what is achieved
in seven areas strategic direction, prioritization, support/development of direct reports, external
environment, internal/external relationships, values, and code of conduct and how it is
achieved.
One quarter of the top 600 executives annual bonus is tied to performance metrics that could and
should have enhanced the companys positioning with the public, its role in environmental affairs,
and adherence to the values and branding associated with Beyond Petroleum. This should
influence the executives to engage in those activities that fulfill these objectives. However, it
remains to be seen how well this application of pay-for-performance will fare, particularly given
the recent safety, environmental, and public image events. Perhaps BP, under the guidance of new
CEO Tony Hayward, should explore how to best align the companys performance management
and reward system for the top 600 executives with initiatives needed to address the safety,
environmental, and public relations problems.
162
4. What impact might aggressive cost cutting and performance management have on the level
of stress experienced by BP executives? How might the performance pressure on executives
influence the stress levels experienced by lower-level organization members?
The response to this question can build on the suggested answer for the preceding question. The
same basic case facts describing BPs emphasis on aggressive cost cutting and performance
management are relevant here as well.
The drive to cut costs and the establishment of specific performance metrics that are tied to pay
can create performance pressures on individuals. To some extent these pressures can help spur
people to more activity and better performance. However, if the pressures become too great there
is the risk of inducing levels of stress that may become debilitating. The aggressive cost cutting
and performance management also could have cascading stress effects for lower-level organization
members. Pressure to cut costs and perform could be brought to bear on each succeeding lower
level of the organization. This may be one of the concomitant outcomes of the inadequate
attention to safety at the Texas City refinery.
Attempting to contain costs and pushing for improved performance are necessary and legitimate
business concerns. However, when those concerns are carried too far, unintended negative
consequences can occur and employee stress can be one of those unintended consequences.

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Chapter 7: Stress and Well-being at Work

STRESS AND WELL-BEING AT WORK

Define stress, distress, and strain.

Chapter 7: Stress and Well-Being at Work

THE CHAPTER SUMMARIZED

Four Approaches to Stress

The Homeostatic/Medical Approach

The Cognitive Appraisal Approach

Richard Lazarus made contributions related to the psychology of stress. What is

Chapter 7: Stress and Well-Being at Work

The PersonEnvironment Fit Approach

The Psychoanalytic Approach

This approach is based on Freudian psychoanalytic theory. Harry Levinson believes

The Stress Response

Chapter 7: Stress and Well-Being at Work

THE CONSEQUENCES OF STRESS

Performance and Health Benefits

Chapter 7: Stress and Well-Being at Work

Organizational distress can be evident in participation problems, performance decrements,

INDIVIDUAL DIFFERENCES IN THE STRESSSTRAIN RELATIONSHIP

Type A Behavior Pattern

Chapter 7: Stress and Well-Being at Work

VI. PREVENTIVE STRESS MANAGEMENT

Organizational Stress Prevention

Social Support Systems

Positive thinking is an optimistic, nonnegative thinking style used by people to explain

Chapter 7: Stress and Well-Being at Work

There are numerous approaches to time management. One of these approaches

Leisure Time Activities

Aerobic exercise and flexibility training are important to stress prevention.

The use of prayer and meditation can help prevent stress.

A healthy diet is important to overall health because it reduces vulnerability to distress.

Opening up at work implies that an individual trusts colleagues with self-disclosure.

Increasingly, organizations are encouraging their employees to seek professional help if

Comprehensive Health Promotion

Comprehensive health promotion involves creating strong, health-conscious people in

Chapter 7: Stress and Well-Being at Work

Chapter 7: Stress and Well-Being at Work

REVIEW QUESTIONS: SUGGESTED ANSWERS

Define stress, distress, and strain.

Chapter 7: Stress and Well-Being at Work

What is a nonwork demand? How does it affect an individual?

Describe the relationship between stress and performance.

Chapter 7: Stress and Well-Being at Work

absenteeism and turnover. Participation problems, performance decrements, and compensation

How do individual differences such as gender, Type A behavior, personality hardiness,

What is primary prevention? Secondary prevention? Tertiary prevention? Describe

Describe eight individual preventive stress management methods.

What is involved in comprehensive health promotion programs?

Chapter 7: Stress and Well-Being at Work

Discuss the following statement: Employers should be expected to provide stress-free

If an individual claims to have job-related anxiety or depression, should the company be

Chapter 7: Stress and Well-Being at Work

Does Josh have a responsibility to question submitting this proposal?

Chapter 7: Stress and Well-Being at Work

Chapter 7: Stress and Well-Being at Work

SOCIAL SUPPORT NETWORK ANALYSIS WORKSHEET

Nonwork Related Network

Chapter 7: Stress and Well-Being at Work

HOW DO YOU SPOT A WORKAHOLIC?

Chapter 7: Stress and Well-Being at Work

HOW DO YOU SPOT A WORKAHOLIC? QUIZ

2. Failing to delegate tasks.

9. Lack of hobbies and/or social life.