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Work Pressure (work + pressure)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	77%

Selected Abstracts

Work Pressure in Europe 1996,2001: Trends and Determinants

BRITISH JOURNAL OF INDUSTRIAL RELATIONS, Issue 3 2005
Duncan Gallie
Diverse theories have predicted a trend towards growing work pressure in advanced capitalist societies, while pointing to quite distinct causal factors. This paper seeks to assess these arguments using data from two surveys of employees in European Union member-states carried out in 1996 and in 2001. It finds there is no evidence of a trend towards higher work pressure over this period. There is, however, support for some of the main arguments about the types of factors that affect work pressure: for instance, skill, job control, new technology and current job security are clearly important. But the trends in job control and job security have not been those predicted, while changes in another major determinant , the length of working hours , have tended to reduce work pressure. There are substantial and relatively stable differences in work pressure between countries, but to a considerable extent, these reflect compositional differences with respect to the main determinants of work pressure. [source]

Relations between characteristics of workplace practices and types of informal work-related learning: A survey study among Dutch Police

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2008
Anja J. Doornbos
Some organizations seek to promote informal work-related learning to stimulate organizational performance. This study focuses on six types of work-related learning in relation to personal, relational, and work characteristics of the workplace practice. A survey was conducted to identify types and levels of work-related learning for executive Dutch police officers in terms of intentionality, developmental relatedness, and interaction partner's professional practice and hierarchical position. Analysis of the data found that police officers frequently learn from their peers and together. They learn from new and less-experienced colleagues infrequently. Of the nine characteristics of workplace practices researched in this study, some seemed to individually facilitate work-related learning; in particular, the individual's value of workrelated learning, possibilities for collegial feedback, and a relatively high level of work pressure seemed to stimulate informal work-related learning. Implications of the findings for HRD research and practice are discussed. [source]

Using the job demands-resources model to predict burnout and performance

HUMAN RESOURCE MANAGEMENT, Issue 1 2004
Arnold B. Bakker
The job demands-resources (JD-R) model was used to examine the relationship between job characteristics, burnout, and (other-ratings of) performance (N = 146). We hypothesized that job demands (e.g., work pressure and emotional demands) would be the most important antecedents of the exhaustion component of burnout, which, in turn, would predict in-role performance (hypothesis 1). In contrast, job resources (e.g., autonomy and social support) were hypothesized to be the most important predictors of extra-role performance, through their relationship with the disengagement component of burnout (hypothesis 2). In addition, we predicted that job resources would buffer the relationship between job demands and exhaustion (hypothesis 3), and that exhaustion would be positively related to disengagement (hypothesis 4). The results of structural equation modeling analyses provided strong support for hypotheses 1, 2, and 4, but rejected hypothesis 3. These findings support the JD-R model's claim that job demands and job resources initiate two psychological processes, which eventually affect organizational outcomes. © 2004 Wiley Periodicals, Inc. [source]

Science teachers' perceptions of the school environment: Gender differences

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2009
Shwu-yong L. Huang
Abstract Because the school environment has been shown to play an important role in teacher and student performance, we undertook research into the assessment of school environment, differences between female and male science teachers' perceptions of their school environments, and associations between these school environment perceptions and teachers' background characteristics. Although gender differences in science education have attracted both public concern and academic interest, little research has specifically addressed this issue in terms of the school environment. Data were collected from a large sample of 300 female and 518 male science teachers from secondary schools in Taiwan. Statistically significant gender differences were found in most aspects of the school environment, with female science teachers perceiving greater collegiality among teachers, higher gender equity among students, and stronger professional interest, and with male science teachers perceiving lower work pressure and better teacher,student relations. Gender differences in science teachers' perceptions of collegiality, work pressure, and gender equity in the school environment persisted even after controlling for teachers' background and school characteristics. Among the implications are recommendations about administrative policy for improving the school environment for both male and female teachers and about future research on factors associated with teachers' perceptions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 404,420, 2009 [source]

Work Pressure in Europe 1996,2001: Trends and Determinants

It's Been A Hard Day's Night: The Concentration and Intensification of Work in Late Twentieth-Century Britain

BRITISH JOURNAL OF INDUSTRIAL RELATIONS, Issue 1 2001
Francis Green
This paper presents evidence on trends in work pressure in late twentieth-century Britain. The main findings are: (1) Average hours of work levelled off at the start of the 1980s, following a long historic fall, but have not increased since. However, the dispersion of hours has increased, and working hours have been concentrated into fewer households. (2) Work effort has been intensified since 1981. Intensification was greatest in manufacturing during the 1980s, and in the public sector during the 1990s. (3) Between 1986 and 1997 there have been substantial increases in the number of sources of pressure inducing hard work from employees. [source]

Integrity Tests and Other Criterion-Focused Occupational Personality Scales (COPS) Used in Personnel Selection

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1-2 2001
Deniz S. Ones
This article focuses on personality measures constructed for prediction of individual differences in particular work behaviors of interest (e.g., violence at work, employee theft, customer service). These scales can generically be referred to as criterion-focused occupational personality scales (COPS). Examples include integrity tests (which aim to predict dishonest behaviors at work), violence scales (which aim to predict violent behaviors at work), drug and alcohol avoidance scales (which aim to predict substance abuse at work), stress tolerance scales (which aim to predict handling work pressures well) and customer service scales (which aim to predict serving customers well). We first review the criterion-related validity, construct validity and incremental validity evidence for integrity tests, violence scales, stress tolerance scales, and customer service scales. Specifically, validities for counterproductive work behaviors and overall job performance are summarized as well as relations with the Big Five personality scales (conscientiousness, emotional stability, openness to experience, agreeableness and extraversion). Second, we compare the usefulness of COPS with traditional, general purpose, adult personality scales. We also highlight the theoretical and practical implications of these comparisons and suggest a research agenda in this area. [source]