Thomas and Hernsen (2002) state that organizational stressors occur when people are exposed to frustrations that are work related, and which they are unable handle. These are usually unavoidable circumstances that several individuals have to persevere at some point in their work life. Some of the most common examples include the inability of employees to explore their full potentials, or not being conversant with work related chores, which may result in the development of anxiety and fear (Thomas & Hernsen, 2002). In other situations, employees are subjected to conflicting interests and get inadequate recognition towards their accomplishments. As a result, such employees may develop certain body reactions that can cause potential health issues.
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Positive Results of Organizational Stressors.
Although many people consider organizational stressors as being negative, research and experience has established that these stressors have several advantages for the exposed individuals (Thomas & Hernsen, 2002). Positive results occur when stressed individuals find a way of dealing with their stressors in a manner that rectifies their condition (Burke & Cooper, 2008).
Some positive results of organizational stressors include any of the following: Improved responsiveness to deadlines, increased work efficiency, higher productivity, and effective team working experience, which may result in the realization of the organization’s objectives. Other studies show that people are aware that negative stressors cause various health problems such as anxiety, tachycardia, as well as psychological strain. Without proper control, individuals can develop further health problems such as heart disease, depression and cancer.
On the other hand, organizations may address this problem by creating processes that enable pooling of resources, which means that various individuals can cooperate in various skill building activities. Effective team building also assists in the establishment of cohesiveness among team members; hence, addresses all existing negative stressors. In a particular study, Thomas and Hersen (2002) discussed in detail about this notion and assert that organizations can create cohesive work teams that will ensure the maintenance of effective collaboration skills.
For example, a person feeling that coworkers are unsupportive and inconsiderate can benefit from team building skills, which improves cohesiveness between fellow workers. Affected workers may then feel free to give their issues over particular organizational setbacks, which would then be accepted as a correction by implicated team members.
In addition, organizations can create supportive channels for employees having sustained high levels of stress, as well as been subjected to metal strain as a result of work-related stressors (Burke & Cooper, 2008). Burke and Cooper (2008) suggest that this may be achieved through employee participation in various training, rehabilitation, as well as counseling programs. In my opinion, this is an excellent approach to the creation of positive results because it allows affected employees to view their stresses from a new perspective.
Perceived and Actual Stressors
Several researchers define actual stressors as environmental strains that have an express influence on a person, while perceived stressors are not actual strains, but are perceived by the mental processes of the person (Thomas & Hernsen, 2002). Actual stressors that are inescapable include various environmental stressors such as noise, air, water, as well as extreme weather conditions among others (Martino, 2009). In line with that, there are other sources of actual stress that are avoidable such as smoking, fast-food, extreme drinking, and insufficient sleep among others. On the other hand, perceived stress involves things that someone imagines such as getting upset when the spouse runs late without making a call (Martino, 2009).
Actions, Priorities and Behaviors that Contribute to Balance, or Imbalance
I would say that my priorities to further my education beyond the standard graduate degree gives me a feeling of positivity that plays a key role in reducing life stresses, which are associated with insufficient education (Burke & Cooper, 2008). In fact, I put a lot of effort and commitment in my education so that I leave no table unturned. This can be seen in my actions that are well defined in a manner that makes it possible to accomplish my future ambitions. In particular, I revise daily in order to have excellent schoolwork preparation, which is considered the perfect component for success.
On the other hand, there are still several actions, priorities, or behaviors that may lead to imbalance and ought to be addressed. Some of these include putting up with incompetence and intentional evasion of duties, which impedes the successful realization of short-term goals such as low grades (Burke & Cooper, 2008). In the long run, ineffectiveness and unaccountability may compromise the successful realization of proposed future ambitions, which include attaining a doctorate degree. This inclination can be changed by observing utmost effectiveness in all my schoolwork duties and activities.
As established from the discussion, it is inevitable that all individuals learn effective skills that would increase their effectiveness in responding to various life stresses. Such skills include emphasizing on team building skills in order to improve the effectiveness of an organization from a personal perspective. In conclusion, team members must develop skills that will allow them to realize positive results from different stressors regardless of their negativity or positivity.
Burke, R., & Cooper, C. (2008). The Long Work Hours Culture: Causes, Consequences and Choices. New York, NY: Emerald Group Publishing Limited.
Martino, R. (2009). Stress: How Perceived Stress Vs Actual Stress Affects Your Health. Web.
Thomas, J., & Hernsen, M. (2002). Handbook of Mental Health in the Workplace. Thousand Oaks, California: Sage Publications, Inc.