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Work & Performance > Lecture 2 knowledge clips > Flashcards

Lecture 2 knowledge clips Flashcards

1
Q

What does the Demand-Control model consist of?

A

Job demands and job control

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2
Q

Job demands

A

Job demands are mostly concerned with quantitative demands.

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3
Q

What are some examples of job demands?

A
  • Work load
  • Role problems
  • Role conflicts
  • Role ambiguity
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4
Q

Job control

A

Job control is determined by skill discretion and decision latitude.

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5
Q

Skill discretion

A

The number of skills that are needed in a job.

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6
Q

Decision latitude

A

The extent to which the employees themselves can decide how they do their job, so called autonomy.

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7
Q

What kinds of jobs are there according to the Demand-Control model?

A
  • Passive jobs
  • Active jobs
  • Low strain jobs
  • high strain jobs
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8
Q

Passive job

A

Little to do and little control

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9
Q

Active job

A

High demands and high control

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10
Q

Low strain job

A

Low strain and high control

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11
Q

High strain job

A

High demand and low control

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12
Q

Match the example to the kind of job it is according to the Demand-Control model:

a) wild life photographer
b) professor
c) waitress
d) receptionist

A

a) wild life photographer - low strain job
b) professor - active job
c) waitress - high strain job
d) receptionist - passive job

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13
Q

What are the two hypotheses in DCS?

A
  1. The strain hypothesis
  2. The active learning hypothesis
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14
Q

The strain hypothesis in the Demand-Control model

A

As job demands get higher, whereas job control gets lower, strain increases.

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15
Q

The active learning hypothesis

A

Part of the Demand-Control model

As job demands get higher, but job control gets higher as well, there is more active learning on the job.

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16
Q

DCS

A

Demand-Control-Support model.

This is an extension to the Demand-Control model.

This model states that job demands can not only be buffered by job control but also by social support.

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17
Q

The strain hypothesis in the DCS

A
  • High job demands can lead to high strain, but this especially the case when job control is low and there is little social support.
  • The combination of high demands, low control and low support is dangerous.
    o These jobs are called iso-strain jobs (iso stands for isolated).
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18
Q

What is a psychiatric nurse in the emergency service an example of?

A

An iso-strain job

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19
Q

JD-R model

A

Job Demand Resources model

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20
Q

The original JD-R model

A

The model states that job demands lead to exhaustion, whereas job resources lower disengagement.

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21
Q

What are the two aspects of a burnout according to the original JD-R model?

A

Exhaustion and disengagement

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22
Q

Job demands according to the JD-R model

A
  • All kind of characteristics of the work and working conditions that are negative.
  • Examples are physical demands, emotional demands, mental strain, every characteristic of the job that requires effort.
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23
Q

Job resources according to the JD-R model

A
  • Positive job characteristics
  • Examples are autonomy, social support, appreciation, learning opportunities and salary.
  • All characteristics of a job that help you perform your task.
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24
Q

What are the two processes in the JD-R model?

A
  1. Overtaxing process
  2. Withdrawal process
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25
Q

What is the withdrawal process?

A

Part of the JD-R model.

Low job resources lead to disengagement.

26
Q

What is the overtaxing process?

A

Part of the JD-R model.

High job demands lead to exhaustion.

27
Q

What is new about the revised JD-R model?

A
  • They consider burnout as one construct rather than two (exhaustion and disengagement) where job demands increase burnout and job resources lower burnout.
  • They added work engagement as a positive psychological counterpart to burnout through the model. They state that job resources increase work engagement.
  • They focus on work outcomes such as health and productivity. They state that job demands and job resources lead to work outcomes through burnout and work engagement. So, burnout and work engagement are not the explanatory variables, but the mediators of the relationship of job demands and job resources on the one hand and work outcomes such as health and productivity on the other.
28
Q

What are the two processes of the revised JD-R model?

A
  1. Health impairment process
  2. Motivational process
29
Q

The health impairment process

A

Part of the revised JD-R model.

From job demands, through burnout, to work outcomes.

30
Q

The motivational process

A

Part of the revised JD-R model.

From job resources, through work engagement, to work outcomes

31
Q

What are the further revisions of the JD-R model?

A

Job demands may also influence work engagement, either positively or negatively:

  • Positive influence: higher work load can lead to higher motivation and flow, such job demands are called challenges.
  • Negative influence: higher job demands can lower work engagement when they are perceived as hindrances, such as bureaucracy.

Job demands and job resources may interact. Job resources may act as a buffer on/counter the negative effects of job demands. This is actually part of the definition of job resources.

  • This corresponds to the strain hypothesis of the Demand-Control model.

High job demands might strengthen the positive effects of job resources on work engagement, especially when the workload is high. The work may motivate you when you have enough resources to do your tasks well.

  • This idea is similar to the active learning hypothesis of the Demand-Control model.
32
Q

Personal resources in the JD-R model

A

Personal resources are characteristics of the individual to help them carry out their tasks.

  • For example: high self-esteem, resilience, self-efficacy and optimism
33
Q

In what ways can personal resources behave in the JD-R model?

A
  • Direct impact
  • Moderator
  • Mediator
  • “Third variable”
  • Confounder
34
Q

Personal resources as direct impact in the JD-R model

A

Personal resources (PR) may directly influence stress reactions (burnout) and work engagement, regardless of the job demands or job resources.

35
Q

Personal resources as a moderator

A

It can moderate job demands on burnout and job resources on work engagement.

36
Q

Personal resources as a mediator

A

Job demands and/or job resources have an effect on personal resources which in turn has an effect on burnout and work engagement.

37
Q

Personal resources as a “third variable”

A

Personal resources may influence the job demands and the job resources or the perception thereof.

38
Q

Personal resources as a confounder

A

Personal resources can influence job demands, job resources, burnout and work engagement.

As a result the relationships between the variables are spurious.

39
Q

Match the ways personal resources can behave to the examples.

  1. Direct impact
  2. Moderator
  3. Mediator
  4. “Third variable”
  5. Confounder

a) autonomy and an acceptable workload may lead to higher self-efficacy which subsequently leads to less burnout and more work engagement.
b) optimism may reduce burnout or increase work engagement
c) emotional stability may influence job demands, job resources and also influence burnout and work engagement.
d) optimistic people may be better able to benefit from autonomy.
e) optimistic people may see workload as a challenge rather than a hindrance, and they might interpret their colleagues actions as supportive rather than undermining.

A

1 - b
2 - d
3 - a
4 - e
5 - c

40
Q

Relevance for practice of JD-R model

A

Each job has its own constellation of demands and resources.

  • Examine these job demands and job resources.
  • Next, you can try to improve the job by changing job demands, job resources or the balance between them.

You should understand that burnout and work engagement explain how job demands and job resources influence work outcomes.

  • Consider burnout complaints and low work engagement as early warning systems that show you something is wrong with the job you’re examining.
  • This can also be your own job or your study.
41
Q

The DISC model

A

The Demand into Strain Compensation model

This model means that job demands induce strain which can be compensated by adequate job resources.

42
Q

What are the principles of the DISC model?

A
  • Multidimensionality of job demands and job resources
  • Matching
43
Q

Multidimensionality of job demands and job resources

A

Part of the DISC model

They can be

  • Cognitive (head)
  • Emotional (heart)
  • Physical (hand)
44
Q

Matching

A

Part of the DISC moel

  • Strongest health effects when demands and resources are matched.
  • Triple Match
45
Q

Triple match

A

Triple Match: demands, resources and outcomes are on a similar dimension.

Not only demands and resources are matched but also the outcomes.

46
Q

Strongest health effects when demands and resources are matched according to matching, which is part of the DISC model

A

Job resources reduce the strain of job demands better if these resources match the job demands, such as that they are both cognitive, emotional or physical.

47
Q

Match the example to a principle of the DISC model

Examples:

  1. Emotional demands (sick patients) mainly affect emotional outcomes (burnout, emotional exhaustion). This is best counteracted by emotional resources.
  2. If you experience a high mental load due to a very complex task, feedback or instrumental support helps you understand the task better, this is more likely to reduce the strain than emotional support.
A

If you experience a high mental load due to a very complex task, feedback or instrumental support helps you understand the task better, this is more likely to reduce the strain than emotional support. = strongetst health effect when demandns and resources are matched = matching

Emotional demands (sick patients) mainly affect emotional outcomes (burnout, emotional exhaustion). This is best counteracted by emotional resources. = triple match = matching

48
Q

What is new in the DISC-R model?

A

Includes recovery to the DISC-model

49
Q

The DISC-R model

A

High job demands might be balanced by either job resources or by recovery. For each element has three dimensions, the head, the heart and the hand. The balance between the job demands and matched resources and recovery leads to higher well-being, to health and better performance.

50
Q

Recovery in the DISC-R model

A

Recovery may balance job demands.

It is an additional way to counter high demands.

Recovery refers to restoring the internal resources that you tax during work.
- Includes: mini breaks during work, a good night sleep, resting or activities during weekends and longer periods without work during holidays.

51
Q

Detachment

A

Part of the DISC-R model

Detachment as a way to distance oneself from work

  • Detachment is a form of recovery, what you do in your free time after work and to what extent you detach yourself from your work.
  • Do you still use the same internal resources? Or do you restore them?
  • Detachment will be most effective if it matches the job demands.
    o Example: emotional detachment to reduce emotional exhaustion as a result of emotional demands.
52
Q

Cognitive detachment

A

You don’t think about work when you’re out of work.

53
Q

Emotional detachment

A

Example: you try not to worry about all the problems at work.

54
Q

Physical detachment

A

You go elsewhere and don’t stay in the office, and relax.

55
Q

Detachment as a double edged sword

A

Positive health effects

Negative motivational effects

  • This is especially true for cognitive detachment.
56
Q

Internal resources

A
  • From the conservational resource model we know that people strive to build resources and maintain them.
  • Internal resources are the transient personal resources which are taxed by using them to perform your work task or other activities.
57
Q

Article by De Jonge et al., 2012

A

There are a number of complex hypothesized relationships between job demands, job resources and detachment on the one hand and the outcome variables emotional exhaustion, physical complaints, active learning and creativity on the other hand.

58
Q

Hypothesis 1 of De Jonge et al., 2012

A

Emotional job resources and emotional detachment for work moderate the relation between job demands, emotional job demands and emotional exhaustion; a three way moderation.

This relation will be weaker for employees with either high emotional resources and high emotional detachment or employees lacking those resources and detachment.

The relationship between job demands and emotional exhaustion may be buffered by either emotional resources or emotional detachment.

The relationship is clearly positive for the red line, high emotional demands goes together with high emotional exhaustion. The relationship is much less pronounced for the other conditions.

So, both resources and detachment can act as a buffer of the relationship between demands en exhaustion.

59
Q

Hypothesis 2 of De Jonge et al., 2012

A

The same as hypothesis 1 but then physical instead of emotional.

60
Q

Hypothesis 3 of De Jonge et al., 2012

A

Cognitive job demands positively relate to active learning and creativity, and this relation is moderated/ strengthened by cognitive job resources and it is moderated/ weakened by cognitive detachment. This is a three way moderation.

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

High cognitive demands act as a challenge that lead to active learning, provided you have enough cognitive resources (such as autonomy). This is the same as the active learning hypothesis in the Demand-Control model.

High detachment leads to people being less likely to learn on the job and to be creative, even if you do have the necessary resources.
So, high demands stimulate active learning but only when there is low detachment. So when people keep thinking about their job in their off work time.

61
Q

Actual findings of hypothesis 3 of De Jonge et al., 2012

A

A three way interaction was found, however it was not fully in line with the hypothesis.

In line with the hypothesis, it was found that the green line shows the predicted relationship: when detachment is low and resources are high, cognitive demands are positively related to active learning.

Unexpectedly, the blue line shows the same relationship as the green line, for employees with low cognitive resources and high cognitive detachment, high demands also seems to increase active learning.

So, high cognitive demands stimulates learning in two conditions: high resources and low detachment, and low resources and high detachment.

62
Q

Relevance for practice of the DISC model

A

Different kinds of demands and resources have different effects on health and performance

  • Examine these job demands and job resources.
  • Try to improve the job health and/or performance by matching job resources and recovery to the job demands.

Work & Performance (19 decks)

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