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Work & Performance > Article De Jonge et al. (2012) > Flashcards

Article De Jonge et al. (2012) Flashcards

1
Q

Job resources

A

Instrumental, psychosocial, assets at work that can be used as strategic options for action.

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2
Q

What is easier to influence, job demands or job resources?

A

Job demands can often not be reduced, that’s why the idea to increase job resources instead to combat strain is appealing for todays working life.

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3
Q

What did Sonnentag and Zijlstra (2006) highlight as equally important to job demands?

A

The process of recovering from job demands.

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4
Q

Why is off-job recovery important according to researchers like Fritz & Sonnentag (2005)?

A

It is important to protect employees’ health and optimize job performance.

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5
Q

Definition recovery

A

The process during which an individual’s functioning returns to its prestressor level, and strain is reduced.

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6
Q

What is the opposite of the strain process during stressful situations?

A

The recovery process, which alleviates or eliminates the detrimental effects of stress.

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7
Q

When does recovery occur?

A

Recovery occurs when no further demands are placed on the aspects of an individual’s functioning that were affected by job demands during work.

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8
Q

What happens if off-job recovery is successful?

A

An individual’s health and performance improve.

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9
Q

What are the consequences of unsuccessful off-job recovery?

A

Health and performance are affected, and the individual starts the next working day in a suboptimal state.

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10
Q

What does this study investigate?

A

The relation between off-job recovery (i.e., detachment from work), job demands, and job resources in the prediction of health, active learning, and creativity.

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11
Q

Which theories explain the role of off-job recovery in the job stress process?

A

Hobfoll’s Conservation of Resources (COR) Theory and the Effort–Recovery (E-R) Model.

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12
Q

According to theoretical models, what does exposure to job demands require?

A

Some sort of effort has to be expended to meet those demands.

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13
Q

What happens to effort expenditure during work?

A

It draws on an employee’s internal resources, and may lead to resource depletion

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14
Q

What is the consequence of enduring resource depletion?

A

It leads to fatigue and eventually exhaustion.

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15
Q

How can people avoid resource depletion and exhaustion?

A

By refilling their energy reservoirs, such as through off-job recovery.

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16
Q

What model is used to test the association between job demands, job resources, and off-job recovery in predicting health, active learning, and creativity?

A

The Demand-Induced Strain Compensation (DISC) Model

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17
Q

What does the Demand-Induced Strain Compensation (DISC) Model test?

A

The association between job demands, job resources, and off-job recovery in predicting health, active learning, and creativity.

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18
Q

How does the DISC Model propose that employee outcomes can be explained?

A

By two different work-related antecedents (i.e., job demands and job resources) and by two distinct processes.

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19
Q

What is the first process emphasized in the DISC Model?

A

The need to recognize the multidimensionality: job demands, job resources, and job-related outcomes each contain cognitive, emotional, and physical elements.

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20
Q

What is the second process emphasized in the DISC Model?

A

The model predicts that high job demands may negatively impact health and well-being but can be counteracted by functional, matching job resources.

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21
Q

What is an example of how matching job resources can help counteract job demands?

A

Emotionally supportive colleagues can help when emotional problems with clients arise.

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22
Q

What happens if matching job resources are unavailable or depleted?

A

Employees will seek other job resources, even if they do not correspond directly to the job demands.

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23
Q

What is suggested about the effectiveness of matching versus non-matching job resources?

A

Matching job resources are the most powerful in addressing job demands, followed by less-matching or non-matching resources.

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24
Q

What is one aim of the study?

A

To integrate off-job recovery as an additional explanatory factor into the DISC Model.

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25
Q

What did the DISC model mainly focus on until now?

A

Processes occuring at work

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26
Q

What can lead to negative health outcomes?

A

Unfavorable features of the work situation (and a mismatch between job demands and job resources).

Experiences and events happening off the job.

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27
Q

How are recovery experiences during nonwork time related to job demands and job resources?

A

Recovery experiences during nonwork time interact with job demands and resources in predicting poor health and well-being.

28
Q

How does the extended DISC Model go beyond earlieir research on recovery?

A

By describing specific combinations of job demands and resources on the one hand, and off-job recovery on the other.

29
Q

What does the DISC model propose about external and internal resources?

A

That external resources (such as job resources) are utilized when matching internal resources are unavailable or depleted.

30
Q

What does the present research add to the literature?

A

The present research, while still acknowledging the usefulness of external resources, adds to the literature by investigating recovery as a strategy by which internal resources are rebuilt.

31
Q

What does the present study focus on?

A

The recovery concept of detachment from work. This concept can be seen as the most central diversionary strategy as far as job-related recovery is concerned.

32
Q

Definition detachment from work

A

An individual’s sense of being away from the work situation. It is an experience of leaving one’s work behind when returning home from work (i.e., “switching off” through off-job recovery).

33
Q

What does low detachment from work imply?

A

That functional bodily systems remain in a state of prolonged activation.

34
Q

What is important when recovering from high job demands?

A

That employees engage in off-job activities that appeal to other systems or do not engage at all in effort-related activities.

  • E.g., someone with a job with high emotional effort should avoid engagement in off-job activities that put high demands on the same emotional systsems.
35
Q

When is a full degree of off-job recovery attained?

A

When the employee feels that both cognitive and physical as well as emotional systems called upon during work have returned to their baseline levels after work.

36
Q

What should detachment from work encompass?

A

Cognitive, emotional, and physical absence from work, which is in line with the three DISC dimensions.

37
Q

What was proposed that was in line with the E-R model and subsequent theorizing about the role of off-job recovery in the job stress process?

A

That detachment from work has an additional, moderating, effect in the relation between job demands, job resources, and employee outcomes.

38
Q

What assumption was made that is in line with the DISC theory?

A

That detachment from work which matches particular demands will be most effective (e.g., emotional detachment in relation to emotional demands).

39
Q

What effect can detaching from work have in unfavorable work situations/high strain jobs?

A

It can have a positive effect on an employee’s health due to the restoration of internal resources.

40
Q

What is important for employees in high strain jobs?

A

Phases of switching off through off-job recovery

41
Q

What is the effect of being busy with job-related thought after work?

A

It drains energy that wil impair health.

42
Q

What is needed for active elarning and creativity?

A

A cognitive demand placed upon an individual.

43
Q

What is the relationship between job demands and active learning and creative behaviour?

A

Cognitive job demands are in principle useful to ignite active learning and creative behavior, but there are ramifying conditions that must be met.

44
Q

What are the conditions that must be met in order for cognitive job demands to ignite active learning and creative behaviour?

A

Learning and creativity at work are likely to occur when there is at least a slight surplus of available cognitive job resources. If these resources would be minimal, demands are probably be dealt with using already available cognitive strategies. Only when surpluses are available, is there room to think about existing problems and to develop new and innovative ways of how to handle the cognitive job demands.

45
Q

How is the interplay between demands and resources conditioned by detachment?

A

In cases of high cognitive job demands and resources, low detachment from work might lead to efficient problem solving and thus to increased learning and creative behavior.

So, when individuals are exposed to active working conditions (i.e., high demands and high resources), detachment from work as a cognitive recovery strategy hampers active learning and creativity.

46
Q

What are the two different functions of detachment?

A
  1. In high strain jobs, high detachment from work represents an important source of off-job recovery, that particularly may foster health (i.e., rebuilding internal resources).
  2. In contrast, in active jobs, high cognitive detachment from work might be detrimental for processes of learning and creativity to occur, whereas low detachment could be particularly beneficial to learning and creative behavior (i.e., some sort of prolonged activation of problem-solving thoughts).
47
Q

What are the hypotheses of the article?

A

Hypothesis 1: Emotional job resources and emotional detachment from work moderate the relation between emotional job demands and emotional exhaustion (three-way moderation).

  • This relation between emotional job demands and emotional exhaustion will be weaker for employees with both high emotional resources and high emotional detachment, than for employees lacking those resources and detachment.

Hypothesis 2: Physical job resources and physical detachment from work moderate the relation between physical job demands and physical complaints (three-way moderation).

  • This relation will be weaker for employees with both high physical resources and high physical detachment, than for employees lacking those resources and detachment.

Hypothesis 3: Cognitive job demands are positively related to active learning and creativity, and this relation is moderated (i.e., strengthened) by cognitive job resources, as well as moderated (i.e., weakened) by cognitive detachment from work (three-way moderation).

  • The moderating/strengthening effect of cognitive job resources will be stronger for employees with low rather than high cognitive detachment.
48
Q

What is the study design?

A

Cross-sectional surveys were used

49
Q

What variables were included in the study?

A

Cognitive, emotional and physical job demands, job resources and detachment from work on the one hand and psychological outcomes on the other.

  • Cognitive, emotional and physical job demands and job resources
  • Detachment from work
  • Emotional exhaustion
  • Physical Health Complaints
  • Active learning
  • Employee creativity
  • Demographics
50
Q

Analytical strategy

A

Relations between demands, resources, and detachment on the one hand, and employee psychological outcomes on the other, were tested in a series of hierarchical regression analyses.

51
Q

Results of emotional exhaustion and physical health complaints

A
  • Higher emotional demands were related to stronger feelings of exhaustion.
  • Employees who experienced low levels of both emotional and physical detachment had higher levels of exhaustion
  • High physical demands, low physical resources and low physical detachment reported higher level of physical complaints.
  • Low emotional job resources related to more physical complaints.
52
Q

Results of active learning

A
  • They found a significant matching three-way interaction in which both cognitive detachment and cognitive resources moderated the relation between cognitive demands and active learning.
  • As hypothesized: at low cognitive detachment, high cognitive demands were related to more active learning when cognitive resources were high.
  • Cognitive demands were not significantly associated with active learning when cognitive resources were low.
  • At high cognitive detachment from work, cognitive demands were not significantly related to active learning when cognitive resources were high.
  • Cognitive demands were positively related to active learning when cognitive resources were low.
  • Both cognitive demands and emotional resources were positively associated with active learning, while cognitive detachment was negatively associated with active learning.
53
Q

Resuls of employee creativity

A
  • The cognitive interaction effect shows that at low cognitive detachment from work, an increase in cognitive resources was related to more employee creativity.
  • Cognitive resources were not significantly associated with employee creativity when cognitive detachment was high.
  • High emotional resources were related to more employee creativity in case of high emotional detachment from work.
  • In case of low emotional detachment, emotional resources were not associated with employee creativity.
  • Main effects: Both cognitive demands and cognitive resources were positively associated with creativity.
54
Q

What is new about this study?

A

This is the first study that tested specific combinations of job demands and resources on the one hand, and off-job recovery on the other in the prediction of employee outcomes.

55
Q

What are the results in relation to the hypotheses?

A

They found some supportive evidence for Hypothesis 3. However, they did not find any supportive evidence for Hypotheses 1 and 2.

  • Neither emotional job resources/detachment nor physical resources/detachment moderated the relation between their corresponding dimensions of job demands and adverse health outcomes.
56
Q

What do the overall findings suggest?

A

That matching job resources and matching detachment from work are indeed relevant for employees’ outcomes.

57
Q

Results showed in general that:

A
  1. cognitive demands, resources, and lack of detachment are predictors of cognitive outcomes (i.e., active learning and creativity).
  2. emotional demands and lack of detachment are predictors of emotional outcomes (i.e., emotional exhaustion).
  3. physical demands, lack of detachment, and lack of resources are predictors of physical outcomes (i.e., physical health complaints).
58
Q

Predictors of emotional exhaustion and physical health complaints

A
  • Emotional job demands, emotional detachment, and physical detachment from work were important predictors for burnout’s key component “emotional exhaustion”.
  • Physical job demands, physical and emotional job resources, and physical detachment from work were important predictors for physical health complaints.
59
Q

What is an important question relating emotional job resources?

A

Emotional job resources is an important variable for physical health complaints. But, why are emotional job resources not important for emotional exhaustion?

60
Q

What are the key predictors of active learning and employee creativity

A
  • Cognitive job demands
  • Cognitive job resources
  • Cognitive detachment from work
61
Q

What are the interaction findings of active learning and employee creativity?

A

Cognitive job resources positively impact active learning and creativity only when cognitive detachment from work is low.

High cognitive detachment hinders these outcomes as employees need more time to re-enter “working mode.”

62
Q

What is the paradoxical effect in active learning and employee creativity?

A

Low detachment from work can enhance learning and creativity by fostering positive work reflection and problem-solving during off-job time.

63
Q

Positive work reflection in active learning and employee creativity

A

Thinking about successful tasks and pleasurable work events during off-job time can lead to more active learning and creativity when employees return to work.

64
Q

Support from research on active learning and employee creativity

A

Studies on rumination (e.g., “pondering on a problem”) show positive effects on creativity.

A meta-analysis by Baas et al. (2008) found that people are not necessarily more creative when relaxed, challenging traditional views on creativity.

65
Q

What was not in line with the predictions on active learning and employee creativity?

A

An increase in cognitive job resources was associated with more creativity in case of high emotional detachment from work.

  • Emotional detachment has to do with effective recovery from emotionally laden, negative work reflections. Negative work reflection might lead to negative sustained activation in the brain, blocking creativity.
  • One could also argue that emotional detachment from work may give way for an increase in positive affect that is known to foster creativity
66
Q

What are the limitations of the study?

A

Cross-sectional design as well as its reliance on self-report measures.

  • Although they suggested a particular causal order of the variables, other causal directions or even reciprocal relations could be possible as well.

The study might have power problems due to the large number of predictors compared to the sample size.

Low alpha for cognitive resources.

It addressed the matching principle in a subset of conditions only.

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