BUS 493B: Work and Well-being: Stress and Health in the Workplace
Spring Semester, 2004PROFESSOR: Dr. Kathi Lovelace
OFFICE: McIntyre 111B
PHONE/EMAIL: (253) 879-3922,
OFFICE HOURS: T&Th: 2:00-3:00 p.m., W: 10:00-12:00noon, and by appointment. Please see the schedule on my office door for additional meeting times.
REQUIRED TEXTS/MATERIALS:
1. Rice, P.L. (1999). Stress and Health. Pacific Grove, CA: Brooks/Cole Publishing Company.
2. Additional readings provided on-line and in class.
COURSE DESCRIPTION:
This class focuses on understanding the concept of stress and how it affects your life, both positively and negatively. In this class, we will explore the different perspectives of stress including the bio-psychological foundations of stress, social systems and stress, and strategies for managing stress. Bio-psychological foundations include the cognitive systems of stress (attitudes, beliefs, and expectations), personality and stress (traits, types, and biotypes), and the physiology of stress (the brain, body and immune systems). Social systems and stress include job stress (dissatisfaction, burnout, and obsolescence), social sources of stress (social, technological, and life-changes), and environmental stress (disasters, pollution, and overcrowding). This course also focuses on specific techniques for managing stress including coping strategies, muscle relaxation, cognitive and imagery techniques, nutrition, and exercise. A special focus in the course will be on the primary sources of stress in the workplace and practices that organizations have implemented to address workplace stress.
COURSE OBJECTIVES:
The objectives for this course are to develop familiarity and an understanding of:
· The different viewpoints and theories of stress
· How attitudes, beliefs, and expectations affect stress levels
· How different personality types respond to stress
· How stress affects the brain, body and immune system
· The outcomes of job stress
· How life changes and social stressors affect health
· How environmental stressors affect our well-being, and
· Several strategies for managing stress, such as time management, relaxation and imagery techniques, nutrition, and exercise.
COURSE APPROACH:
This course uses a mixture of teaching approaches designed to involve you, the student, as an active participant in development of your knowledge of the field of stress. Class activities include information presentations (lectures), stress-related article reviews, self-assessments, and discussion. The last section of this course will include experiential opportunities for stress management (such as exercise and relaxation techniques).
EVALUATION:
Your grade will be based on the following activities:
Quizzes (6 quizzes total) 20%
Research Paper 25%
Stress Management Plan 15%
Class Discussion/Reading “Discussion Points” 40%
Total: 100%
Grades will be determined using the following percentage guidelines:
100-94 = A, 93-90 = A-, 89-88 = B+, 87-84 = B, 83-80 = B-, 79-78 = C+, 77-74 = C, 73-70 = C- etc…
Quizzes: There will be seven quizzes during the semester, with only the top six quizzes counted for your grade. Quizzes are based on the chapter readings in the Rice: Stress & Health text. The 10-point quizzes will be given at the beginning of class. Time allotment will be approximately 15 minutes. The specific format will be discussed in class.
Research Paper: The research paper will give you the opportunity to examine a relevant stress phenomenon of your interest. As part of your research paper grade, you will identify a topic of interest during the seventh week of class and work with me to identify relevant research articles for this paper. In addition, you will present to the class a short (10 minutes) talk that describes the research that you studied. Specific guidelines and directions for the research paper will be provided in class (approximate paper length will be 6-8 pages).
Stress Management Plan: Your stress management plan will include the identification of your major stressors (identified through the text’s “self-study” exercises), and a realistic, detailed plan for managing this stressor. Your plan will also include a time-management and life balance component in order to help you build resiliency and manage stress throughout your life. Again, specific directions for this assignment will be provided in class.
Class Discussion/Readings “Discussion Points”: Much of your grade (40%) is based on your contributions to class discussions and your preparation of the Readings “Discussion Points”. As such, absences (including late arrivals) will negatively affect your grade as will non-participation. Your contributions to discussion will be based on prior work/life experience, the text readings, the article readings, lectures and class exercises. Contribution scores will be evaluated based on: 1) the quality of each student's contribution to the classroom discussion, 2) attendance during class discussions and activities, 3) classroom conduct, and 4) Readings “Discussion Points”. Students who consistently contribute to the classroom (i.e., at least once every week) and advance discussions in a meaningful and productive way will receive the highest grades (80-100%, depending on quality of input).If you don't feel comfortable getting involved in large group discussions, see me privately about strategies for increasing your involvement. One such strategy is “Silent” participation.
"Silent" participation/contribution: Students may wish to supplement their oral classroom contributions for a given class period through contributing "silently" by submitting contributions to me within 48 hrs of the end of the class period (e.g., a relevant newspaper clipping with description of why it is useful, a link to a relevant WWW site with description of why site is useful, etc.). As with in-class oral participation, the "silent" contributions will be evaluated for quality. Note that "silent" contributions may be used as a supplement to class contribution, but do not substitute for class attendance.
Classroom Conduct: Please remember professionalism and common courtesy at all times. Specifically, please:
· Do not talk while others are speaking,
· Show respect and consideration for other students, the instructor, and any class visitors,
· Arrive before class begins,
· Treat others as you wish to be treated,
· Contribute to the learning of other class members,
· Ask questions when you do not understand the material, the assignment, or anything else in class. This may be accomplished by asking me (before, during, or after class), by asking other class members, or by sending me an email message.
Readings “Discussion Points”: “Discussion Points” are one-page write-ups of the main points of the assigned reading. The format for these papers is as follows:
1. Article (Reading) citation (Use APA format),
2. Research question (What are the authors trying to do? What are they interested in?),
3. Methods and Findings (How are they studying their questions? What are their results? What did they find out?), and
4. Significance (Why is it important? How does it relate to our class?)
The writing style for these one-page papers will be mostly in outline form. Examples will be provided in class.
Late Assignments: All assignments are due at the beginning of class on the due date unless otherwise indicated.All assignments should be typed, double-spaced, 12-point font, page-numbered, stapled in the upper left-hand corner, and turn-in in person for full consideration. (Exception: “Discussion Points” are to be typed single-space.) Unless you have an acceptable reason and give advance notice, I will deduct 25% of the available points for late submissions and give no points once an assignment is returned to the rest of the class. Points are also deducted for going over the assignment’s page limit.
Honesty and Honor Code: This course promotes the development of effective and ethical professional behavior. Each of us bears the responsibility to maintain ethical standards that are responsible and honest. Thus, cheating will not be tolerated. Copying another person’s work, either on quizzes or on other assignments to be turned in, does qualify as cheating. You should review the appropriate University policies in The Logger. Additionally, all students should understand what qualifies as plagiarism (see The Logger, pp. 14-19.)
Note: The Professor reserves the right to change assignments and/or to adjust and amend items in the course syllabus as necessary to maximize student learning. If such changes are necessary, they will be announced in class.
Course Outline – Spring 2004
Topics - Thursday
/ Readings, Assignments, Notes1/20: Course Introduction – Review Syllabus & Expectations / 1/22: Student Survival Skills
Self-study 14-2 (start) / Ch. 14 (Rice)
Weeks 2-3: Goal: Learn different perspectives and theories of stress. Understand the many ways stress can be studied.
1/27: Stress Concepts & Theories – Historical Foundations – Work Stress
Self-study 1-1*, 1-2* / 1/29: QUIZ 1 (Ch 1)
Stress Concepts & Theories – Work Stress / Ch. 1 (Rice)
Readings (provided in class &/or on Blackboard)
QUIZ
2/3: Stress Concepts & Theories – Stress Research Design
Self-study 2-1, 2-2 / 2/5: QUIZ 2 (Ch 2)
Stress Concepts & Theories – Stress Research Design / Ch. 2 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
QUIZ
Weeks 4-8: Goal: Learn the bio-psychological foundations of stress: Cognitive Systems, Personality, Physiology. Understand how social systems affect stress.
2/10: Attitudes, Beliefs, & Expectations
Self-study 3-1* / 2/12: QUIZ 3 (Ch 3) Attitudes, Beliefs, & Expectations / Ch. 3 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
QUIZ
2/17: Personality and Stress, Traits, Types & Biotypes
Self-study 4-1*, 4-2*, 4-3* / 2/19: QUIZ 4 (Ch 4)
Personality and Stress, Traits, Types & Biotypes / Ch. 4 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
QUIZ
2/24: Physiology of Stress
Self-study 5-1* / 2/26: QUIZ 5 (Ch 5)
Physiology of Stress / Ch 5 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
QUIZ
3/2: Job Stress: Dissatisfaction, Burn-out, Obsolescence
Self-study 7-1* / 3/4: QUIZ 6 (Ch 7)
Job Stress: Dissatisfaction, Burn-out, Obsolescence
Research Topic Due / Ch 7 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
QUIZ
Research Topic Due
3/9: Social Source of Stress
Self-study 8-1* / 3/11: QUIZ 7 (Ch 8) Social Source of Stress / Ch 8 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
Week 9: SPRING BREAK!! Goal: Practice Stress Management and Life Balance.
3/16: No Class: Spring Break / 3/18: No Class: Spring Break
Tuesday / Thursday / Readings, Assignments, Notes
Week 10-14: Goal: Learn different strategies for managing stress.
3/23: Coping Strategies:
Stress Management Plan / 3/25: Coping Strategies:
Stress Management Plan / Ch 10 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
3/30: Coping Strategies:
Stress Management Plan / 4/1: Research Project Time
* Western Academy of Management Meeting * / Readings + “Discussion Points” (provided in class &/or on Blackboard)
4/6: Behavioral Health Strategies: Exercise & Nutrition as Stress Management Activities / 4/8: Attend:
* SBL Business Forum * / Ch 15 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
4/13: Behavioral Health Strategies: Exercise & Nutrition as Stress Management Activities / 4/15: Behavioral Health Strategies: Exercise & Nutrition as Stress Management Activities
Research Paper Due / Ch 15 cont’d (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
Research Paper Due
4/20: Relaxation and Imagery as Stress Management Activities / 4/22: Relaxation and Imagery as Stress Management Activities / Ch 11, 12, 13 (Rice)
Readings + “Discussion Points” (provided in class &/or on Blackboard)
Week 15-16: Goal: Learn what other classmates discovered about stress. Summarize what you learned about your topic of interest.
4/27: “10-minute” Research Presentations / 4/29: “10-minute” Research Presentations / Research Presentation Outline Due
5/4: “10-minute” Research
Presentations
Last Day of Class: Course Summary / 5/6: No Class: Reading Period Starts / Research Presentation Outline Due
Final Exam Week: Stress Management Plan Due: May 10(Tuesday ) 10:00am