3_24_09 COM250_notes

3_24_09 COM250_notes - Processes of Processes Emotion in...

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Unformatted text preview: Processes of Processes Emotion in the Workplace Emotion Emotion in the Workplace Organizational rationality or emotionality? Emotion as Part of the Job Surface acting vs. deep acting – Emotional Labor: Workers display certain feelings in order to satisfy organizational role expectations. Example:Dr or Nurse communicating care – Emotion labor is seen as a way to increase the success and profits of organizations. – Most research explores emotion that is explicitly controlled through training and employee manuals. – Most research addresses emotional displays that are created through deep or surface acting, not authentic expressions of emotion. – Critiques of this view Emotion in the Workplace Emotion as Part of Workplace Relationships – Emotions that are not just part of the job are also important; relationships with others are a major source of organizational emotion. Joy to anger; fulfillment to bullying Relationships with potential for intense emotions: – 1)The tension between the public and private in workplace relationships. Happy funny co workers We escape public sphere=Emotional retreat – 2)Relational networks and emotional buzzing Emotional buzzing=concept that emotions are contagious 3)Conflicting allegiances=emotional norms, emotions are useful – Emotional rights and obligations at work Emotion in the Workplace Emotion Rules and Emotional Intelligence=norms of organization – Emotional display “rules” (see Table 11­1) – Emotional intelligence – the ability to understand and mange the emotional content of workplace relationships; a skill that can be developed through training. Critique=emotions can be manipulated. Stress, Burnout and Social Support Stress, in the Workplace in The Stress Process – Stressors create a strain, called burnout, which can lead to negative psychological, physiological and organizational outcomes. Burnout: A ‘wearing out’ from the pressures of work, a chronic condition consisting of three dimensions: 1) emotional exhaustion; 2) lack of personal accomplishment; and 3) depersonalization. Stressors That Lead to Burnout: Internal Stressors ­­ 1) Workload; 2) Role conflict; and 3) Role ambiguity External Stressors – Stressful life events, work­life balance Individual Predisposition – Type A Personality vs. Hardiness Stress, Burnout and Social Support Outcomes of Burnout Communication as a Cause of Burnout – Physiological, attitudinal and organizational effects. – Work satisfaction and work commitment decreases or quit job. – Turnover is the most prevalent outcome linked to burnout. – Communication load­overabundance of communication – Communication can influence role conflict and role ambguity Emotional Labor as a Contributor to Burnout (emotional dissonance) Empathy, Communication and Burnout – Emotional contagion – feeling with­feeling emotional w/others – Empathic concern – feeling for, detached concern­the way we deal with emotions we don’t have. Stress, Burnout and Social Support Coping with Burnout – Individual and Organizational Coping Strategies – Individual: Problem­focused coping; Appraisal­focused coping or framing situation. Like our exams are “celebration of knowledge; and Emotion­ centered coping=relaxation, doing yoga – Organizations can help through socialization programs, training, and work­life programs. Communicative Coping: Participation in Decision Making Communicative Coping: Social Support­tell someone you care – – – – Emotional Support Informational Support=get info on issue Instrumental Support­get them pizza(tangible things) Sources of Support: Supervisors, Co­workers, and Friends and Family Positive Organizational Positive Scholarship Scholarship • Positive Organizational Scholarship: Seeks to understand positive states – such as happiness, resilience, meaningfulness, and compassion within organizational contexts (Cameron, Dutton, & Quinn, 2003) • This scholarship seeks to understand how positive emotions are communicatively fostered within organizations • Example: compassion as 3 parts – noticing another’s suffering, feeling empathy for the other’s pain, responding to the suffering in some way (Clark, 1997) • Example: academic identity research; how might we foster improved wellness/compassion within academe? Critique: (Fineman, 2006) Positive Organizational Positive Scholarship Scholarship • Is “positiveness” always appropriate in organizational settings? ­context of jobs ­company crisis • Can “positive” emotions be separated from “negative” emotions? • “Positive and negative emotions have personal meanings and social values” (p. 276). [context matters in terms of definitions/meanings] • Privileging “positiveness” makes “negativeness” look bad or immoral ...
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This note was uploaded on 12/16/2009 for the course COM 250 taught by Professor Trethewey during the Spring '09 term at ASU.

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