de toekomst Prof. dr. Arnold Bakker Erasmus University Rotterdam Lingnan University Hong Kong BA&O Congres, Landgoed de Reehorst, 12 april 2013
Stress Taakeisen
+
KT stress
Stress
+ Burnout
Taakeisen
+
KT stress
+ Burnout
Prestatie
Stress Taakeisen
+
KT stress
+ Burnout
+
Prestatie
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Stress
Twee soorten taakeisen • Hindrance Job demands • kosten energie, frustreren bereiken van doelen • + stress, - prestatie • rolconflict, rolambiguïteit, conflict, onzekerheid
Taakeisen
+
KT stress
-
• Challenge Job demands
+ Burnout
-
• kosten energie, helpen in bereiken doelen • + stress, + prestatie • werkdruk, taakcomplexiteit
Hulpbronnen
Prestatie
Twee soorten hulpbronnen • Werkgerelateerde Hulpbronnen • Helpen in bereiken van doelen • Bufferen impact van taakeisen • BNS
• Persoonlijke Hulpbronnen • Positieve zelf-percepties • Bufferen impact van taakeisen • Optimisme, Eigen-effectiviteit
JD-R model Bakker (2010, 2011) Bakker & Demerouti (2008, 2013)
Job Demands Job Resources
Personal Resources
+
+
Work Performance Engagement +
Job crafting
+
Job Crafting Job crafting is defined as the physical and cognitive changes individuals make in their task or relational boundaries
Wrzesniewski & Dutton (2001)
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Job Crafting Job crafting is defined as the changes individuals make in their job demands and job resources “Self-initiated change behaviors employees engage in with the aim to align their jobs with their own preferences, motives, and passions.”
Tims, M., & Bakker, A.B. (2010). Job crafting: Towards a new model of individual job redesign. South African Journal of Industrial Psychology, 36, 1-9.
Employees Chemical Plant, N = 288 TIME 2
TIME 1-3
TIME 1-3
Feedback at T1
T2 Increasing Social JRs
.46 .22
Δ Job Resources
Δ Work engagement
.47 Δ Job satisfaction
Tims, M., Bakker, A.B., & Derks, D. (2013). The impact of job crafting on job demands, job resources, and well-being. Journal of Occupational Health Psychology.
Employees Chemical Plant, N = 288 TIME 2
TIME 1-3
T2 Increasing Struct JRs
TIME 1-3
.66 .16
Δ Job Resources
Δ Work engagement
.66 Δ Job satisfaction
Tims, M., Bakker, A.B., & Derks, D. (2013). The impact of job crafting on job demands, job resources, and well-being. Journal of Occupational Health Psychology.
Opbouw Interventie
Inhoud Job Crafting Training
3 groepen + controlegroep Week 1-2
Week 3
Week
Week 8
Week 9
Persoonlijk Crafting Plan
Reflectiebijeenkomst
Vragenlijst
4 weken craften + wekelijkse vragenlijst
halve dag
4 t/m 7 Vragenlijst
Job Crafting training 1 dag
persoonlijk rapport
• Achtergrond en Doel • De Werkomgeving (JD-R model) • Oefening: activiteiten, taakeisen, hulpbronnen inzichtelijk maken
• Wat is Job Crafting? persoonlijk rapport
Van den Heuvel, M., Demerouti, E. & Peeters, M.C.W. (2012). Succesvol job craften door middel van een groepstraining. In De Jonge et al. (Red.), Scherp in Werk: Vijf routes naar optimale inzetbaarheid (pp. 7-20). Assen: Van Gorcum.
• Oefening: Spelregels, Casus
• Persoonlijk Crafting Plan (in logboek) • SMART doelen stellen voor iedere week
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Top-down & Bottom-up
Resultaten (N=39) Variabele
M T1
M T2
sign
Positieve emoties
3.5
3.7
p < .06
Negatieve emoties
2.3
2.1
p < .01
Zelfvertrouwen
3.4
3.6
p < .05
Ontwikkelingsmogelijkheden
3.3
3.5
p < .01
Contact Leidinggevende
2.7
2.9
p < .05
NB Controle groep vertoonde geen verschillen; Antwoordschaal loopt van 1-5
Job Demands Job Resources
Personal Resources
+
+
Work Engagement +
Job crafting
Performance
+
Algemene Benadering • Meeste onderzoek in A&O gebruikt de persoon als analyse-eenheid • Statistische analyses zijn gebaseerd op verschillen tussen mensen • Assumptie: onderzochte constructen zijn redelijk stabiel Ohly, S., Sonnentag, S., Niessen, C., & Zapf, D. (2010). Diary studies in organizational research. Journal of Personnel Psychology, 9, 79-93.
Dagboek Onderzoek • Substantiele fluctuaties in SWB • Binnen-persoon variantie: • 59% in happiness, 66% in vitaliteit, 88% in herstel (Bakker et al., 2013) • 42% in bevlogenheid (Xanthopoulou & Bakker, 2013)
Dagboek Onderzoek • Dagboek methode: maakt proces benadering in A&O mogelijk • Onderzoek naar dagelijkse schommelingen • experience-sampling • event-sampling • dagelijkse dagboekjes Ohly, Sonnentag, Niessen, & Zapf (2010)
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Voordelen
Dagelijkse Metingen
• Vermindering van retrospectieve vertekeningen • Natuurlijke context • bij onderzoek naar gevoelens, cognities en gedrag kan de context in beschouwing worden genomen Ohly, Sonnentag, Niessen, & Zapf (2010)
Daily Diary Study, Teachers, N = 42 • N = 42 teachers • Primary schools • Response 93%
Need fulfilment
• 72% men • Age M = 47 years • Job tenure M = 23 years
Job resources
Task performance Work Engagement
• General questionnaire • 10-day diary Breevaart, Bakker, & Demerouti (2012)
Objective performance
N=54 Sailors, N=33 days
Bakker, A.B., Hetland, J., & Kjellevold Olsen, O. (2013). Qualifying the link between work engagement and performance: A diary study among naval cadets. In preparation.
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Momentary Happiness
09
17
24
Hour of the day
Day Reconstruction Method • Assess how people spend their time and how they feel • Reconstruction of activities and experiences of the preceding day • Reduces recall bias, DRM produces similar results as Experience Sampling • Erasmus University à easy to use internet application for participants: www.gelukswijzer.nl Kahneman et al. (2004). Science, 306, p.1776-1780. Oerlemans, Bakker & Veenhoven (2011); Oerlemans & Bakker (2013)
Yesterdays’ Happiness diary
Yesterdays’ Happiness diary
Yesterdays’ Happiness diary
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Yesterdays’ Happiness diary
Work activities
• N = 132 teachers • Response 32% • 64% women • Age M = 45 years • Job tenure M = 17 years • # hours p/wk M = 32 • General questionnaire
09
17
24
• 3-7 days, modified DRM
Hour of the day
Work activities
Self-concordant motivation • an involvement in work activities with a sense that those activities represent one’s personal goals, interests, and/or values (cf. Gagné & Deci, 2005).
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Self-concordant motivation
Teaching Demands
• identified motivation: “I did it because I thought it was an important and valuable thing to do” • integrated motivation: “I did it because I really wanted to do it”
Tadic, M., Bakker, A.B., & Oerlemans, W.G.M. (2013). Work happiness among teachers: A day reconstruction study on the role of self-concordance. Revised and resubmitted.
HIGH ACTIVATION
Meeting Demands
Excited
Agitated
Enthusiastic
Hostile Irritated Angry
Energised
Unpleasant high activation
Happy
ENGAGEMENT
Tense
Pleased
PLEASANT
UNPLEASANT
Dejected Lethargic
BURNOUT
Unpleasant low activation
Content
Pleasant low activation
Fatigued Gloomy Sad Tadic, Bakker & Oerlemans (2013)
Work activities • Core work tasks • Administrative tasks • Clients • Colleagues
Relaxed Calm
Tranquil
LOW ACTIVATION
Hypothesis • Time spent on (a) core work tasks, (b) administrative work tasks, (c) clients; (d) colleagues; and (e) meetings is positively related to need satisfaction on the task level for employees high (vs. low) in enduring work engagement.
• Meetings • (Breaks)
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Hypothesis • Time spent on (a) core work tasks, (b) administrative work tasks, (c) clients; (d) colleagues; and (e) meetings is positively related to need satisfaction on HAPPINESS the task level for employees high (vs. low) in enduring work engagement.
Research Model
State Need satisfaction
Time spent on activities
State Happiness
Trait Engagement
Core tasks
• N = 136 employees • Accountants, tax advisors, financial experts, engineers • 60% women • Age M = 45 years • # hours p/wk M = 36 • General questionnaire
Core Tasks
• 3-day DRM Bakker, A.B., & Oerlemans, W.G.M. (2013). Momentary work happiness as a function of enduring burnout and engagement: A day reconstruction study. In preparation.
Meeting Clients
Core tasks
Core Tasks
Meeting Clients Bakker & Oerlemans (2013)
Bakker & Oerlemans (2013)
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Core tasks
• Engagement App Moment-to-moment fluctuations, feedback
Core Tasks Bakker & Oerlemans (2013)
Opleiding in A&O • Post-master universitaire opleiding • Mix van theoretische en practische vakken • Voorbeeld: Advanced Master Selection and Assessment (EUR) • Advanced Diploma EAWOP
de toekomst
DANK !
dat bent u arnoldbakker.com
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