p6 exploring the relationship between employees' career anchors and their psychosocial ...

1049 Pages·2015·4.9 MB·English

P6
EXPLORING THE RELATIONSHIP BETWEEN
EMPLOYEES’ CAREER ANCHORS AND THEIR
PSYCHOSOCIAL EMPLOYABILITY ATTRIBUTES

D05. Work and organization - Organizational behaviour

Rudolf M. Oosthuizen, University of South Africa, Pretoria - South Africa
Melinde Coetzee, University of South Africa, Pretoria - South Africa
Fezeka Mntonintshi, University of South Africa, Pretoria - South Africa

Orientation: The challenge of sustaining one’s employability in a highly dynamic and turbulent labour
market places new demands on individuals’ ability to navigate their career development. Career management
practices in organisations should help individuals gain awareness of the career meta-capacities they need to
sustain their employability. Research purpose: The objective of the study was to explore the relationship
between employees’ career anchors and their psychosocial employability attributes as important career meta-
capacities in contemporary career development. The study also explored whether individuals from different
age and race groups differed significantly regarding these career meta-capacities. Motivation for the study:
Career management has become essential in the contemporary workplace for employees to sustain their
employability. Research points to the importance of psychosocial career meta-capacities in helping
employees to manage their career development and employability. Research approach, design and method: A
cross-sectional quantitative survey using primary data was conducted on a non-probability purposive sample
(N=108) of full-time employees (67% females; 78% 26–45 years; 78% black employees) at a South African
financial company. Correlations and Scheffé’s post-hoc test were performed to achieve the research
objectives. Main findings: Significant positive relationships were observed between the participants’ career
anchors and their psychosocial employability attributes. Age and race groups differed significantly only in
terms of their career anchors. Practical/managerial implications: Career management practices in the
organisation should accommodate the differences in career orientations and how these relate to the
psychosocial employability attributes of their employees. Contribution: The findings added potentially
important insights that may inform human resource practices aimed at enhancing the career development and
employability of employees.
P8
DIFFERENTIAL EFFECTS OF ANXIETY AND AGE ON
THREAT AND VALENCE RATINGS OF PICTURES

A11. General issues and basic processes - Motivation and emotion

Antonio A. Alvarez, University of Santiago de Compostela, Santiago de Compostela - Spain

Anxiety has been associated with selective attention toward threat-related stimuli. This study was designed to
investigate whether that tendency would be reflected in emotional judgments of pictures. A total of 211
female undergraduates were asked to rate images from the International Affective Picture System on valence,
arousal, and threat. According to their scores on the Brief Fear of Negative Evaluation Scale, participants
were assigned to a higher or lower social anxiety group. They were also assigned to a higher or lower age
group. When groups were separated by anxiety level, there was a significant difference in ratings of threat,
but not valence or arousal, with greater perceptions of threat in the high anxiety group. When groups were
separated by age, there was a significant difference in ratings of valence, but not of threat or arousal, with the
older group tending to find the images more agreeable. Results support the claim that anxiety is associated
with an attentional bias to threat, reflected here in ratings of threat in pictures. In general, this type of rating
did not change with age, suggesting that it is a trait-based characteristic. No anxiety-related group differences
were found in dimensional ratings (valence or arousal), suggesting an inability of these types of judgments to
explain threat perception; nevertheless, valence ratings appear to be useful in capturing other, less stable,
characteristics of emotional perception, such as those due to age.
P10
IT CAN BE PROMOTED ONLINE: USING AN ONLINE
COURSE TO ENHANCE INTERCULTURAL SENSITIVITY

B07. Development and education - Social cognition, identity and social interactions

Randall Osborne, Texas State University, University, San Marcos - United States

Introduction. Our online course on hatred uses a critical thought model to promote engaged learning. We
emphasize assignments that require students to assess themselves BEFORE we assign assignments that
require them to connect self to others. In this way, we develop a critical exploration process that starts with
self, branches outward to others and promotes engagement with the course material and a caring attitude
about those others. In other words, we promote intercultural sensitivity. Intercultural Sensitivity. Bennett
outlines six points on a developmental continuum of intercultural sensitivity. Although there are many
variations of how to present Bennett’s model to students, we have found the following (from the MDB
Group, Inc. website) to be one of the best. In fact, we feel their descriptions and definitions are so strong, we
include the entire description from their website without editing: “Since DMIS indicates what a person sees
and thinks, it also suggests what they do not see or think. DMIS, therefore, highlights how a person’s cultural
patterns both guide and limit their experience of cultural difference. This guiding and limiting aspect is why
DMIS is so relevant to how people work together in the workplace. Working with people involves
communicating with them individually or in teams or groups.DMIS theory says that cultural sensitivity and
cultural differences represent a potential obstacle or benefit in developing relationships and communicating
effectively with other people. DMIS is central to productivity, innovation, and creativity! The six stages of
DMIS, illustrated below, represent a set of perspectives with successively greater ability to understand and
have a more complete experience of cultural difference. Denial. Being comfortable with the familiar. Not
anxious to complicate life with “cultural differences”. Not noticing much cultural difference around you.
Maintaining separation from others who are different. Defense. A strong commitment to one’s own thoughts
and feelings about culture and cultural difference. Some distrust of cultural behavior or ideas that differ from
one’s own. Aware of other cultures around you, but with a relatively incomplete understanding of them and
probably fairly strong negative feelings or stereotypes about some of them. Reversal is the opposite of
Defense. The person feels that some other culture is better and tends to exhibit distrust of their own culture.
Minimization. People from other cultures are pretty much like you, under the surface. Awareness that other
cultures exist all around you, with some knowledge about differences in customs and celebrations. Not
putting down other cultures. Treating other people as you would like to be treated. Acceptance. Aware of
your own culture(s). See your own culture as just one of many ways of experiencing the world.
Understanding that people from other cultures are as complex as yourself. Their ideas, feelings, and behavior
may seem unusual, but you realize that their experience is just as rich as your own. Being curious about other
cultures. Seeking opportunities to learn more about them. Adaptation. Recognizing the value of having more
than one cultural perspective available to you. Able to “take the perspective” of another culture to understand
or evaluate situations in either your own or another culture. Able to intentionally change your culturally
based behavior to act in culturally appropriate ways outside your own culture. Integration. To varying
extents, have integrated more than one cultural perspective, mindset, and behavior into one’s identity and
worldview. Able to move easily among cultures. The first three stages are considered “ethnocentric” or
monocultural in that one’s own culture is seen as the only culture or to varying extents the “better” culture.
The last three stages are considered “ethnorelative” or multicultural in that one’s own culture is seen as equal
among many other cultures. The multicultural stages are characterized by a positive mindset about cultural
difference. These stages are indicative of a person who will tend to make more inclusive decisions and
actively seek to build a diverse workforce and an inclusive work environment. (MDB Group, Inc., 2008).”
The Active Learning Model. Briefly, the SoTL model we developed suggests that in addressing an issue one
should engage in four levels of analysis: 1.) Recitation – state known facts or opinions. A critical component
of this step is to acknowledge what aspect(s) of what is being stated is factual and what is based on opinion.
2.) Exploration – analyze the roots of those opinions or facts. This step requires digging below the surface of
what is believed or known and working to discover the elements that have combined to result in that fact or
that opinion. 3.) Understanding – involves an awareness of other views and a comprehension of the
difference(s) between one’s own opinion (and the facts or other opinions upon which that opinion is based)
and the opinions of others. 4.) Appreciation – means a full awareness of the differences between our views
and opinions and those of others. To truly appreciate differences, we must be aware of the nature of those
differences. The active dialogue undertaken in the third step (understanding) should lead to an analysis of the
opinion as recited by the other. The result should be a complete awareness of the similarities and differences
between our own opinions (and the roots of those opinions) and those of the “other.” The Assignments. The
assignments for the course are a blend of: 1.) Discussions (usually responses to a prompt such as “what
would tolerance for ambiguity” have to do with prejudice, discrimination and hate – which is preceded by
students completing a tolerance for ambiguity measure), 2.) Individual Assignments (in which students
complete work on their own and reflect in the discussion forum how that work fits into the course), and 3.)
Group Assignments (that require students to work with others to reach consensus on issues and assess
themselves in terms of their contributions to the group after each group assignment). A sample Individual
Assignment is the Diversity Philosophy. Here is what students see in the syllabus:
P13
EXECUTIVE CONTROL OF MARRIED AND COHABITING
COUPLES: INTEGRATING NEUROSCIENCES INTO
FAMILY PSYCHOLOGY

B04. Development and education - Attachment and intimate relationships

Genevieve Bouchard, Universite de Moncton, Moncton - Canada
Jean Saint-Aubin, Universite de Moncton, Moncton - Canada

Inspired by more than a decade of behavioral and neuroscience studies (Posner, 2012; Posner &Rothbart,
2007), which revealed that many topics of psychological science can benefit from an attentional approach,
we investigated whether efficiency in executive controldiffered between married and cohabiting couples and
could act as a selection factor of marital status. Executive control is the attention network that is responsible
for conflict resolution, self-control, and emotional regulation. One hundred and twenty-five couples,
randomly selected from the general population, were assessedon their efficiency in executive control with a
purely cognitive task, the Attentional Network Task. Of the 125 couples, 85 were married and 40 were in
cohabiting unions. As predicted, cohabiting couples exhibited stronger deficits in executive control than
married ones, after controlling for demographic confounders (i.e., age, gender, income, and union length).
Moreover, similar differences in executive control were observed between married couples who cohabited
with their spouses prior to marriage (n = 48 couples) and unmarried cohabitants (n = 40 couples). Taken
together, our results suggest that high levels of executive control could be associated with the marriageability
of couples, whether or not partners have cohabited before marriage. We believe that attention deficits should
become a variable of interest for clinicians, agencies, and policymakers serving couples.
P17
THE EFFECTIVENESS OF PHYSICAL ACTIVITY ON
PSYCHOLOGICAL WELL-BEING OF GIRL STUDENTS OF
HIGH SCHOOL

E10. Health and clinical intervention - Sport and exercise

Ali Asghar Bayani, Islamic Azad University, Azadshahr Branch, Azadshahr - Iran

Aim: The purpose of the present study was to examine the effectiveness of physical activity on psychological
well-being of girl students of high school. Method: Fourth girl high school students were selected and
randomly assigned to experimental and control group. Experimental group did physical activity for two
month and forty minutes each day. All participants were asked to answer the Reff’s Psychological Well-
Being Scale. Results: The data were analyzed by the Analysis of Covariance (ANCOVA). Results showed
that psychological well-being of experimental group had a significant increase contrast to control group.
Conclusion: Regular physical activity can lead to promotion of psychological well-being of girl students of
high school. Key Words: Physical Activity, Psychological Well-Being, Girl Students, High School
P28
THE EFFECT OF PHONOLOGICAL TRAINING PACKAGE
ON REINFORCEMENT OF AUDITORY MEMORY OF
STUDENTS WITH SPELLING PROBLEMS IN PRIMARY
SCHOOL

A09. General issues and basic processes - Learning and memory

Fereshteh Baezzat, University of Mazandran, Mazandran - Iran
M. Moradi, University of Mazandran, Mazandran - Iran
Fereshteh Baezzat, University of Mazandran, Mazandran - Iran
M. Moradi, University of Mazandran, Mazandran - Iran

Objective: In this research, the effect of phonological awareness training strategies on reinforcement of
auditory memory of Students with spelling problems in third grade of primary school of sari has been taken.
Method: Research method was quasi-experimental with pretest and posttest design with control group.The
community of statistical consists of the whole students from third grade of primary school of sari. In order to
do the research, twenty students with spelling problems in third grade of primary school took diagnose
tests(Wechsler children intelligence test and Baezzat spelling disorder test)1389( and verbal memory of
korndy, 1385), and then they were chosen according to randomly sampling method. Then they randomly
divided into two experimental and control groups. Experimental group received Phonological Awareness
Training strategies in 13 sessions but control group did not received any intervention. Data was analyzed
through repeated measures span. Results: Data analysis indicated that between auditory memory scores mean
of experimental group and control group have meaningful differences. Conclusion: results indicate that
phonological awareness training strategies improved the auditory memory of Students with spelling
problems. Follow up tests indicated the permanence of the effects of phonological awareness training
strategy after duration of three months. It is recommended that learning disabilities professionals, and
psychologists administer phonological awareness training strategies for the reinforcement of the auditory
memory of students with spelling problems.
P30
THE RELATIONSHIP BETWEEN THE SPIRITUAL
INTELLIGENCE AND SUBJECTIVE WELL-BEING IN
UNIVERSITY STUDENTS

E09. Health and clinical intervention - Positivity and well-being

Fereshteh Baezzat, University of Mazandran, Mazandran - Iran
Tahereh Golestani, University of Payam noor, Tehran - Iran
Mohsen Sadinam, Mahab godes, Mahab godes, Tehran - Iran

Aim:. The purpose of current research is the study of the role of spiritual intelligence as the predictors of
subjective well-being in University students. Method: the research method was correlation. The statistical
population of research were students in Mazanadarn university and the sample consisted 220 students which
randomly were selected. They were asked to respond to self-report measure of the spiritual intelligence (king
,2008) and subjective well-being (Keyes and coworkers, 2003). Data were analyzed using Pearson
correlation coefficient and multiple regression analysis. Results: Results showed that personal meaning
production predict 22 percent of the variance related to subjective well-being , 17 percent of the variance
related to psychological well-being and 18 percent of the variance related to social well-being.
Transcendental awareness 7 percent of the variance related to emotional well-being. Conclusion: Based on
results, spiritual intelligence can be well predictive for subjective well-being. So it was suggested that
spiritual intelligence and subjective well-being training and workshop are required to improve spiritual
intelligence and subjective well-being by university. Keywords: subjective well-being, spiritual intelligence,
University students
P31
EFFECTS OF SLEEP HYGIENE EDUCATION ON SLEEP IN
PATIENTS WITH NON-PSYCHOTIC DEPRESSION: A
RANDOMIZED CONTROLLED TRIAL

E16. Health and clinical intervention – Other

Farshid Shamsaei, Hamadan University of Medical sciences, Hamadan - Iran
Alireza Rahimi, Hamadan University of Medical sciences, Hamadan - Iran
Martin Grosse Holtforth, University of Bern, Bern - Switzerland

Background: sleep disturbances are nearly universal in psychiatric disorders, especially mood disorders.
Research investigating associations between sleep and affective illness has largely focused on depression.
Objective: To evaluate the efficacy of pharmacotherapy (lorazepam) and Sleep hygiene education, alone or
in combination on sleep in patients with non-psychotic depression. Methods: One hundred twenty patients
with non-psychotic depression were randomly divided into 3 groups and either received Sleep hygiene
education (n = 40), lorazepam (n = 40 and combined (n = 40) who were admitted to Farshchian hospital in
Hamadan, Iran. The intervention lasted for 8 weeks. Pittsburgh Sleep Quality Index (PSQI) was used to
measure of overall sleep quality. ANCOVA including and MANOVAwere used to test intra-group and inter-
group differences.Results: Sleep hygiene education, lorazepam and combined intervention were significant
effect on sleep in patients with non-psychotic depression. There was no significant difference between Sleep
hygiene educations and lorazepam. But found that intervention with a combination of Sleep hygiene
educations and lorazepam had significant advantages over intervention withlorazepam or Sleep hygiene
education alone (P<0.001).Conclusion: the present study suggests that interventions for insomnia, which
include both Sleep hygiene education combined lorazepam may be helpful in non-psychotic depressed
patients. Key Words: pharmacotherapy / Sleep hygiene / Depression
P33
THE IMPACT OF ORGANIZATIONAL RESTRUCTURING
ON MANAGER WELLNESS

D04. Work and organization - Well-being at work

Hein Brand, University of Pretoria, Pretoria - South Africa

The study aimed to investigate the impact of organizational restructuring on the wellness of managers in a
multi-national mining company in South Africa. Three wellness dimensions were investigated, namely
physical, mental and social wellness. The secondary objective was to utilize its results in developing
guidelines for a wellness programme for managers. Qualitative research methodology was utilized. Through
non-probability, purposive sampling 23 participants were gathered. The sample reflects a diverse group in
terms of gender, race, age and occupational level. Data was collected by using an open-ended questionnaire
and focus group sessions. Sessions were recorded and the data collected transcribed. A coding process was
used to analyse all data to determine the central themes from the data. Results indicated that the restructuring
exercise significantly impacted on the wellness of the participants. Responses were primarily negative and
key themes and sub-themes identified across all three wellness dimensions were : communication, trust,
personal health management, mental wellbeing, workplace environment and social status. The role of
managers/leaders was indicated as of key importance during a restructuring process. Certain
recommendations were proposes to the organization, indicating that the development and implementation of
relevant wellness programmes was important to more adequately manage managerial wellness during such
high impact organizational restructuring processes.