Coping with challenge and hindrance stressors in teams: Behavioral, cognitive, and affective outcomes

Pearsall, Matthew J.; Ellis, Aleksander P. J.; Stein, Jordan H.

doi:10.1016/j.obhdp.2009.02.002

Cited by 228 publications

(278 citation statements)

References 72 publications

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“…At each step, specialists are necessary. Different relationships between the occupational stress and the performance have already been obtained by others (for example see Broadhurst, 1957;Drach-Zahary & Erez, 2002;Hancock et al, 2002; and the review of Staal, 2004, Pearsall et al, 2009.…”

Section: Introductionmentioning

confidence: 86%

Characterization of Anesthetists’ Behavior during Simulation Training: Performance Versus Stress Achieving Medical Tasks with or without Physical Effort

Alekhine¹,

Geeraerts²

2014

PSBR

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-Decades of research about stress have shown that it could be source of performance but also of cognitive deficit. The studies have led to highlight occupational stress variables that researchers have characterized by physiological measurements, data treatments and protocols becoming more and more complex with time. If these devices are gaining in precision, they are now too complex to allow non-specialist users to produce a quick interpretation of results. Yet for vocational training, specifically on simulators, trainers need to know in real time whether or not what they implement allows the trainees to learn in good conditions, i.e. by favoring the behavior produced by the positive effect of stress on performance. The present paper addresses the performance versus occupational stress during training sessions of anesthetists on simulator. We studied the performance and stress with or without physical effort using a simple protocol based on the use of basic heart parameters in order to obtain a quasi-instantaneous interpretation of the data. We identified cognitive deficit zone during training according to the Yerkes & Dodson (1908) relationship between performance and stress. We showed that performance versus stress during simulation training with or without physical efforts could be successfully analyzed for immediate assessment of stress influencing performance. Suggestions have been made for improving training sessions and avoid trainees' behavior induced by cognitive deficit. Limits of the protocol are exposed.

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Section: Introductionmentioning

confidence: 86%

Characterization of Anesthetists’ Behavior during Simulation Training: Performance Versus Stress Achieving Medical Tasks with or without Physical Effort

Alekhine¹,

Geeraerts²

2014

PSBR

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“…Meanwhile, studies utilising the challenge-hindrance stressor framework report differential relationships between them and various outcomes. For instance, hindrance-related stressors tend to relate negatively to outcomes such as job satisfaction (Podsakoff et al, 2007), performance (Pearsall, Ellis, & Stein, 2009), and retention (Podsakoff et al, 2007), whereas challenge-related stressors associate more unfavorably to these outcomes. However, evidence for the relationship between challenge type stressors and job satisfaction is inconclusive.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Challenged and satisfied: the role of organisational ownership and employee involvement

Tian

Gamble

2016

The International Journal of Human Resource Management

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This study aims to offer a more fine-grained approach to our understanding of the relationship between job stress and job satisfaction. Building on organisational theory and Karasek's (1979) Job Demand-Control model, we investigated an important institutional characteristicorganisational ownership -as an additional moderator to influence the interactive effects of job demands and control upon job satisfaction. Using data collected from 1,838 Chinese retail sector employees China, we found that this three-way interaction was strongest for employees working in foreign-invested firms, who experienced higher employee involvement at work and perceived a high level of challenge-related stress. The relationship was weakest for employees in state-owned enterprises who reported low levels of both employee involvement and challenge-related stress. Our study constitutes an early attempt to assess the impact of institutional characteristics such as ownership on aspects of human resources management, and highlights the need for further research to recognize the importance of such characteristics as contextual factors that influence the effect of organisational practices and the work environment upon individual work-related outcomes. The paper's concluding sections elaborate on the contributions our research makes both to theory as well as to the practicalities faced by human resource managers in contexts such as China. IntroductionConsiderable attention has been devoted to the study of workplace stress and job satisfaction; topics of major concern to both human resource (HR) researchers and practitioners. Karasek's (1979) seminal Job Demand-Control (JDC) model has served as a key theoretical basis to explain the effects that work demands have on job satisfaction (Häusser, Mojzisch, Niesel, & Schulz-Hardt, 2010;Podsakoff, LePine, & LePine, 2007). In the JDC model, work demands are viewed as stressors, while control is seen as a moderator of stress. The model hypothesises that jobs characterised by high demands and low control threaten individuals' mental and physical well-being, while those that combine high demands with high control positively affect these dimensions (Karasek, 1979). Furthermore, Karasek maintains that the interaction between demands and control should be more predictive than the additive effects of high demands and low control upon employees' well-being, including job satisfaction.Yet, while empirical studies have provided consistent support to the direct effects of job demands and control upon job satisfaction (for example, see meta-analyses by LePine, Podsakoff, & LePine, 2005;Podsakoff et al., 2007), the suggested interactive effect of job demands and control upon job satisfaction (Karasek, 1979), has received limited and even contradictory support (Häusser et al., 2010). While some research supports the buffering hypothesis, which suggests that high levels of job control or social support can buffer against the negative effect of a demanding job (Brown, Pitt-Catsouphes, McNamara, & Besen, 2014;...

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“…Fredrickson (2001) señala que las emociones negativas asociadas con el estrés de rol pueden actuar negativamente sobre el aprendizaje del equipo. Diversos autores destacan como condiciones estresantes en los equipos la falta de tiempo para la realización de las tareas, la ambigüedad, el conflicto y, especialmente, la sobrecarga de rol, afirmando que dificultan las conductas de aprendizaje (Pearsall, Ellis & Stein, 2009;ZikaViktorsson, Sundstrom & Engwall, 2006). Akgün, Byrne, Lynn y Keskin (2007) sugieren que cuando los equipos tienen presiones relativas a la falta de tiempo o la sobrecarga de trabajo, la existencia de un clima de apoyo (apoyo moral, confort emocional y seguridad) aumenta su autoestima, la autoconfianza y les ayuda a aminorar los efectos de dichos estresores.…”

Section: Clima De Equipo Y Aprendizaje De Equipounclassified

Efectos diferidos y concurrentes del clima de equipo sobre los cambios en el aprendizaje de equipo. El rol modulador de la presión temporal y la sobrecarga de trabajo.

et al. 2014

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Los grupos de trabajo son centrales en las organizaciones actuales, y uno de los procesos más relevantes es el aprendizaje de equipo, su desarrollo y sus antecedentes. El presente estudio tiene dos objetivos principales: 1) analizar el efecto del clima del grupo sobre el desarrollo del aprendizaje de equipo y 2) estudiar el rol modulador de diferentes estresores de equipo (sobrecarga y presión temporal) en dicha relación. Los resultados muestran que el clima del equipo influye de manera concurrente y diferida sobre el aprendizaje. La sobrecarga de trabajo modula la relación entre el apoyo a la innovación y el aprendizaje de equipo al inicio del trabajo en grupo. Sin embargo, la presión temporal no parece tener efectos en dicha relación. Palabras clave

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Coping with challenge and hindrance stressors in teams: Behavioral, cognitive, and affective outcomes

Cited by 228 publications

References 72 publications

Characterization of Anesthetists’ Behavior during Simulation Training: Performance Versus Stress Achieving Medical Tasks with or without Physical Effort

Characterization of Anesthetists’ Behavior during Simulation Training: Performance Versus Stress Achieving Medical Tasks with or without Physical Effort

Challenged and satisfied: the role of organisational ownership and employee involvement

Efectos diferidos y concurrentes del clima de equipo sobre los cambios en el aprendizaje de equipo. El rol modulador de la presión temporal y la sobrecarga de trabajo.

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