Keeping Engaged During Deployment: The Interplay Between Self-Efficacy, Family Support, and Threat Exposure

Delahaij, R.; Kamphuis, W.; Berg, C.E. van den

doi:10.1037/mil0000098

Cited by 17 publications

(24 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous studies indicate that it is possible to prepare and ensure adaptive responses to unforeseen and extreme events, by implementing measures that improve social resources such as interaction, cognition, leadership, trusting relationships, cohesion, well-being, social support, learning-oriented culture, and creative behavior ( Bliese and Britt, 2001 ; Bass et al, 2003 ; Comfort, 2007 ; Hannah et al, 2009 ; Campbell et al, 2010 ; Kuntz et al, 2016 ; Torgersen, 2018b ; Williams et al, 2019 ). Studies also show that an individual’s psychological resources such as personality, mental abilities, traits, resilience, and self-efficacy appear to be beneficial when dealing with stress, challenges and adversity ( Lazarus and Folkman, 1984 ; Luthans et al, 2007 ; Maddi, 2007 ; Hannah et al, 2008 ; Eschelman et al, 2010 ; Delahaij et al, 2016 ; Larsen et al, 2017 ). Furthermore, important organizational and operational resources in the preparedness for the unforeseen include contingency plans, emergency exercise, available materials, mastery of equipment, improvisation and flexibility ( Bechky and Okhuysen, 2011 ; Hadida et al, 2015 ; Haddow et al, 2017 ; Herberg et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Resilience Competence Face Framework for the Unforeseen: Relations, Emotions and Cognition. A Qualitative Study

Herberg

Torgersen

2021

Front. Psychol.

View full text Add to dashboard Cite

The high impact of unforeseen events in a globalized world accentuates the importance of a greater in-depth and broader understanding of resilient competencies that can promote performance. Traditional research has, however, paid relatively little attention to uncertainty and unpredictable conditions, including the particulate competence of the unforeseen, and how organizations can achieve degrees of resilience. Hence, the purpose of this study is to explore whether there are types of competence at the individual, social and organizational level that can enhance preparedness to face the unforeseen. The first aim was to explore how highly experienced professionals from different sectors and organizational levels describe and understand the nature and function of the unforeseen phenomenon. The second aim was to explore what resilient competencies can be beneficially applied in organizations to enhance performance irrespective of the scenario or event that occurs. The generic qualitative approach of this study employed semi-structured interviews. The purposive expert sample of 13 highly knowledgably Norwegian professionals with unique and extensive cross-sectorial experience of unforeseen events were selected. Ages ranged from 41 to 62 years (M = 48.92, SD = 6.94), length of professional experience and education ranging from 22 to 43 years. Thematic analysis of interview transcripts and the interpretation displayed six types of resilience competence: (1) General Preparedness, (2) Characteristics and Competence of the Individual, (3) Sound Relations, (4) Creative Behavior and Improvisational Skills, (5) The Ability to Reflect and Learn, (6) Emotion Efficacy. In addition, The Unforeseen was discerned as a complex phenomenon. These findings emphasize a cross-disciplinary perspective and provides integrative multilevel insight into the particulate competence of the unforeseen by introducing a framework that serves as a foundation for future research and as a tool for practitioners working in the field.

show abstract

Section: Introductionmentioning

confidence: 99%

Resilience Competence Face Framework for the Unforeseen: Relations, Emotions and Cognition. A Qualitative Study

Herberg

Torgersen

2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Also, a previous study (Herberg et al, 2018) showed that perceived social support, which is moral, emotional, and feedback reassurance (Cobb, 1976;Procidano and Heller, 1983), was associated with interaction under risk. Similarly, other studies show that social support is associated with the ability to cope with stressors, high job demands, adverse conditions, readiness, performance, and personal well-being (Griffith and Vaitkus, 1999;Bliese and Britt, 2001;Cohen, 2004;Armistead-Jehle et al, 2011;Ryan and Burrell, 2012;Delahaij et al, 2016;Herberg et al, 2018). The main aim of this study was to identify components that would allow the better targeting and development of the knowledge and skills that can enhance interaction under risk.…”

Section: Introductionmentioning

confidence: 93%

Competence for the Unforeseen: Social Support and Concurrent Learning as Basic Components of Interaction Under Risk

2019

View full text Add to dashboard Cite

This study examines the importance of basic educational, organizational and operational structures of interaction under risk, and how these vary with competence level within an organization. The purpose of this study is to examine whether there are any basic components that can provide further insight into how competence for interaction under risk can be developed and implemented. The first aim was, therefore, to examine the relationship between components of the basic educational, organizational and operational structures and interaction. The second was to assess whether the perceived level of interaction varies due to competence level, controlling for gender, age, and professional experience. The third aim was to determine whether competence level group membership could be predicted by interaction, social support and the specified educational and organizational components. A questionnaire survey was carried out in the autumn of 2017. The respondents were male or female employees of the Norwegian Armed Forces (n = 917). A purposive expert sample of 20 different units with different levels of competence were selected and included commissioned and non-commissioned officers, officer cadets, and conscripts. A total of 1,050 personnel were employed by these units. All the employees were asked to participate. The response rate was 87%. The results showed that social support and concurrent learning were the most important predictors of interaction. Social support and concurrent learning combined with basic capabilities, organizational improvisation, training on decision-making, flexibility, general preparedness, and contingency plans accounted for a considerable proportion of the variance in interaction. Interaction, social support, and the specified educational, organizational, and operational structure components were also significantly associated with competence level and competence group membership. The results showed that it could be possible to prepare for unforeseen events by implementing in particular social and educational measures that improve interaction. This study should be especially relevant to those involved in handling and stabilizing unforeseen events and emergency preparedness management.

show abstract

“…Modern military operations involve a wide diversity of stressors that make heavy demands on mental capacities. For this reason, research has been conducted into the 'mental resilience' needed to continue to perform at optimum level and stay healthy during and also after missions (see, for example, Kamphuis et al 2012;Delahaij et al 2016).…”

Section: What Should Be Done?mentioning

confidence: 99%

Why Knowing What To Do Is Not Enough

Keizer

Tiemeijer

Bovens

2019

Research for Policy

View full text Add to dashboard Cite

use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

show abstract

Keeping Engaged During Deployment: The Interplay Between Self-Efficacy, Family Support, and Threat Exposure

Cited by 17 publications

References 36 publications

Resilience Competence Face Framework for the Unforeseen: Relations, Emotions and Cognition. A Qualitative Study

Resilience Competence Face Framework for the Unforeseen: Relations, Emotions and Cognition. A Qualitative Study

Competence for the Unforeseen: Social Support and Concurrent Learning as Basic Components of Interaction Under Risk

Why Knowing What To Do Is Not Enough

Contact Info

Product

Resources

About