STRESS MANAGEMENT

Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration (20 2!20 "# affiliated to $un%abi &ni'ersit() $atiala*

$R+,E-T G&./E
$rof* Narinder Singh 1adi

S&BM.TTE/ B0
S.MRAN,EET 2A&R MBA! .3 Roll No*4!

-+R/.A .NST.T&TE +5 B&S.NESS MANAGEMENT

ST&/ENT /E-6ARAT.+N I hereby declare that the Project Report 7Stress Management8 submitted in partial fulfillment of the award of the degree of Master of Business Administration to -ordia .nstitute of Business Management ( Affiliated to $un%abi &ni'ersit() $atiala# is one of my original works and not submitted to any other Degree/Diploma, fellowship or other similar title.

I!RA"#$$% &A'R

A-2N+16E/GEMENT Perse(erance, inspiration and moti(ation ha(e always played a key role in success of any (enture. In the present word of competition there is a race of e)isting in which those who are ha(ing willed to come forward succeed. Project is like a bridge between theoretical and practical working. *ith willing I join this particular project. %o design and compare a project report is (ery laborious work, which no student complete without taking any help from any professional. +irst of all I would like to thank the supreme power of almighty ,-D who is ob(iously the one who has always guided us to work on right path of our life. "e)t I would like to thank my Parents whom greatly indebted for ha(ing me brought me lo(e and encouragement of this stage. I wish o e)press my gratitude o Dr. R.& completion of project. I e)press my deep gratitude to my guide 2ect. "arinder ingh *adi for his in(aluable guidance during the project. I am also thankful to the staff members for their encouragement 3 cooperation in this successful completion of my project. imranjeet &aur harma .Director /ordia Institute of 0usiness !anagement, anghol1 who has guided me lot in the

-ERT.5.-ATE B0 T9E G&./E %his is to certify that the final project report entitled 7Stress Management8 submitted project report of the re4uirement for the degree of !0A, affiliated to the Punjabi 'ni(ersity, Patiala is a work carried out by imranjeet &aur under my super(ision and guidance. Project ,uide5 !r. "arinder ingh *adi

INTRODUCTION
!any people think of stress as a simple problem. In reality howe(er, stress is comple) and often misunderstood. *e all know that stress is the body6s reaction to any demand on it. Perceptions of e(ents, whether positi(e or negati(e, acti(ate stress. It is, therefore, a highly indi(idual affair. *hat is stressful to 786 may not be so to another. 0ut it is fairly easy to conclude that e(eryone li(es under a certain amount of stress. In fact, the only people without stress are dead. At the same time it is certainly wrong to conclude that stress is always bad. !ild stress may impro(e the producti(ity. It may force people to focus more sharply on the problem and produce solutions. 0ut if stress is se(ere and persist for long periods of time, it can be harmful. tress can be disrupti(e to an indi(idual as any accident. 1hat is Stress4! tress may be understood as a state of tension e)perienced by indi(iduals facing e)traordinary demands, constraints or opportunities. Stress /efined as 7 tress is an adapti(e response to an e)ternal situation that results in physical, psychological and beha(ioral de(iations for organi9ational participants.8 7 tress is a person6s adapti(e response to a stimulus that places e)cessi(e psychological or physical demands on that person8 *e need to e)amine components of this definition carefully. +irst is the notion of adaptation. It means that people may adapt to stressful

circumstances in any of se(eral ways. econd is the role of stimulus. %his stimulus, generally called a stressor, is anything that induces stress. %hird, stressor can be either psychological or physical. +inally, demands the stressor places on the indi(idual must be e)cessi(e for stress to result. T:o 5a;es of Stress4 %here are actually two faces of stress, as depicted through figure5 -onstru;ti'e Stress (Eustress# /estru;ti'e Stress (/istress# /onstructi(e tress .$ustress1 acts in a positi(e manner for the

indi(idual and the organi9ation, e.g., winning a contest, falling in lo(e. $ustress is the pleasurable stress that accompanies positi(e e(ents. Destructi(e tress .Distress1 is not healthy for indi(idual and organi9ation. Distress would indicate effects that are out of balance or outside the tolerance limits. Distress is the unpleasant stress that accompanies negati(e e(ents. The Stress $ro;ess !uch of what we know about stress today can be the pioneering work of Dr. :ans elye. Among el(es6 most important contribution was his identification of the ,eneral Adaptation yndrome. General Adaptation S(ndrome4 Dr. Resistance and e)haustion. Alarm is called first stage of ,A . At, this stage person may feel some degree of panic and begin to wonder how to cope with it. A person6s resistance often dips slightly below the normal le(el during this stage. elye ga(e three stages of the ,eneral Adaptation yndrome. %hese three stages are known as5 Alarm,

"e)t come actual resistance to the stressor, usually leading to an increase abo(e the person6s normal le(el of resistance. +inally in third stage, e)haustion may set in and the person6s resistance declines sharply below normal le(els. .ndi'idual /ifferen;es and stress %he stress can affect different people in different ways5; T(pe A and T(pe B $ersonalit( $rofiles %he most fully de(eloped indi(idual difference relating specifically to stress is the distinction between %ype A and %ype 0 personality profiles. /ardiologists +riedman and Roseman ha(e identified se(eral personalities6 characteristics of people who are most prone to stress. %hey labeled these beha(ior patterns %ype A and %ype 0. %he e)treme T(pe A indi(idual is e)tremely competiti(e, (ery de(oted to work and has a strong sense of time urgency. !oreo(er, this person is likely to be aggressi(e, impatient, and highly work oriented. :e or he has a lot of dri(e and moti(ation and wants to accomplish as much as possible in as short a time as possible. %he e)treme T(pe B person, in contrast, is less competiti(e, is less de(oted to work, and has a weaker sense of time urgency. %his person feels less conflict with either people or time and has a more balanced, rela)ed approach to life. he or he has more confidence and is able to work at a constant pace. A common sense e)pectation might be that %ype A people are more successful than %ype 0 people. In reality, howe(er, this is not necessarily true. %he %ype 0 person is not necessarily any more or less successful than the %ype A.

9ardiness and +ptimism %wo other important indi(idual differences related to stress are hardiness and optimism. Research suggests that some people ha(e what are termed hardier personalities than others. 9ardiness is a person6s ability to cope with stress. People with hardy personalities ha(e an internal locus of control, are strongly committed to the acti(ities in their li(es, and (iew changes as an opportunity for ad(ancement and growth. uch people are seen as relati(ely unlikely to suffer illness if they e)perience high le(els of pressure and stress. -n the other hand, people with low hardiness may ha(e more difficulties in coping with pressure and stress. +ptimism is another potentially important indi(idual difference. -ptimism is the e)tent to which a person sees life in positi(e or negati(e terms. A popular e)pression used to con(ey this idea concerns the glass half filled with water. A person with a lot of optimism will tend to see it as half full, whereas a person with less optimism will often see it as half empty. -ptimism also related to positi(e and negati(e affecti(ity. In general, optimism people tend to handle stress better. %hey will be able to see the positi(e characteristics of situation and recogni9e that things may e(entually impro(e. In contrast, less optimism people may focus more on the negati(e characteristics of the situation and e)pect things to get worse, not better.

The Stress E<perien;e "ot all indi(iduals e)perience stress with same intensity. ome people o(eract to stressors and get highly stressed. ome others ha(e the stamina, endurance and composure to cope with any stressors. :ow an indi(idual e)periences stress depend upon the four reasons. %hese four reasons are5 <. the persons perception of the situation =. the person6s past e)perience >. the presence or absence of social support ?. indi(idual differences with regard to stress reaction
$er;eption $ast E<perien;e So;ial Support .ndi'idual /ifferen;es

Stressor

Relation bet:een Stressors and Stress

Stress

$er;eption4 Perception refers to a psychological process whereby a person selects and organi9es stimuli into a concept of reality. $mployee6s perception of a situation can influence whether or not they e)perience stress. A simple transfer from one place to another may be percei(ed by one employee as opportunity to see new places and learn new things. %he same transfer may be understood by another employee as e)tremely

threatening and indicating unhappiness of the management with his or her performance. $ast E<perien;e4 *hether a person e)periences stress on his or her past e)perience with a similar stressor. *riting anonymous letters against the boss or gi(ing leads to the newspaper and getting false stories published in them against the boss are common among disgruntled employees. %he relationship between stress and e)perience is also based on reinforcement. Positi(e reinforcement or pre(ious success in a similar situation can reduce the le(el of stress that a person e)periences under certain circumstances@ punishment or past failure under similar conditions can increase stress under the same circumstances. So;ial Support4 %he presence or absence of other people influences how indi(iduals in the workplace e)perience whether stress and respond to stressors. %he presence of co;workers may increase an indi(idual6s confidence, allowing the person to cope more effecti(ely with stress. +or e)ample, working alongside someone who performs confidently and competently in a stressed situation may help an employee beha(e in an identical way. /on(ersely, the presence of follow workers may irritate some people or make them an)ious, reducing their ability to cope with stress. .ndi'idual /ifferen;es4 Indi(idual Differences in moti(ation, attitudes, personality and abilities also influence whether employees e)perience work stress, and if they do, how they respond to it. *hat one person considers a major source of stress, another may hardly notice it.

-ommon -auses of Stress4! tressors are the things that cause stress. It is important for an organi9ation to understand and be able to recogni9e stressors because they cause job;related stress, which influence work attitude and beha(iuor of employees. %he major causes of stress are gi(en below5; <. =. -rgani9ational tressors Personal tressors

%hese two stressors are main causes of stress and these are also known as organi9ational factors and life factors. %hese also show three categories of stress conse4uences5; <1 =1 >1 Indi(idual conse4uences -rgani9ational conse4uences 0urnout

+rgani=ational Stressors * +;;upational demands 2* Role -onfli;t >* Role Ambiguit( "* Role +'erload ?* Role &nderload @* .nterpersonal Relationships A* .neffe;ti'e -ommuni;ation B* Responsibilit( C* ,ob -hange 0* -limate :ith a ;ompan(

.ndi'idual -onsequen;es Beha'ioral4! Al;ohol and drug Abuse 3iolen;e $s(;hologi;al4! Sleep /isturban;e /epression Medi;al4! 9eart /isease 9eada;hes

+rgani=ational -onsequen;es 6ife Stressors 6ife -hange 6ife Trauma /e;line in $erforman;e Absenteeism Turno'er /e;reased Moti'ation and Satisfa;tion

Burnout

%his diagram shows the relation between -rgani9ational stressor, 2ife stressor and between indi(idual conse4uences, organi9ational conse4uences, and burnout. +rgani=ational stressors4!-rgani9ational stressors are (arious factors in the workplace that can cause stress. %hese are gi(en below5

<1 +;;upational demands4

ome jobs are more stressful than others.

According to The National .nstitute for +;;upational Safet( and 9ealth, the following jobs are considered to be more stressful5 2aborer, ecretary, Inspector, /hief 2aboratory technician, -ffice manager, +oreman, !anager/administrator, *aitress/waiter, !achine operator, +arm owner, !iner, Painter. /ertain jobs seem to contain a high amount of in;built stress in the form of time pressures, too many meetings, difficulties in meeting standards, inter;personal games etc., especially at higher le(els. According to Parasuraman and Alutto, at lower le(els also stress;producing situations emerge on technical grounds .e4uipment breakdown1 or role frustration .low status, inade4uate super(ision1. =1 Role ;onfli;t4 Role conflict occurs when the messages and cues constituting a role are clear but contradictory or mutually e)clusi(e. +our types of role conflicts may generally come to surface5 .ntrasender ;onfli;t occurs when one person asks you to accomplish two objecti(es that are in apparent conflict. If your boss asks you to hurry up and finish your work but also decreases pay for your mistake, you would e)perience this type of conflict. .ntersender ;onfli;t occurs when two or more senders gi(e

you incompatible directions. Aour boss may want you to complete a crash project on time, but company policy temporarily prohibits authori9ing o(ertime payments to clerical assistance. .nterrole ;onfli;t results when two different roles you play are in conflict. Aour company may want to tra(el BC percent of the time while your spouse threatens a di(orce if you tra(el more than =B percent of the time.

$erson!role ;onfli;t occurs when the role.s1 that your

organi9ation e)pects you to occupy are in conflict with your basic (alues. Aour company may ask you to fire substandard performers, but this could be in conflict with your humanistic (alues. >1 Role ambiguit(4 Role ambiguity occurs when position holders are uncertain about limits of their authority and that of others, company rules, and the methods used to e(aluate their work. Role ambiguity arises when a role is unclear. It is also found that role ambiguity was significantly related to low job satisfaction and to feelings of job related threats to mental and physical well being. ?1 Role o'erload4 Imagine for a moment about an e)ecuti(e who is attempting to Ddictate a letter, talk on three phones, conducting an inter(iew and writing a report at the same time. %here is no use trying to do too much in too little time. /onstant interruptions , changing hats e(ery fi(e minutes, a constant stream of (isitors, a mountain of files and prepare to process and a number of subordinates looking up to his (aluable ad(ise and guidance E all increase the 4ualitati(e and 4uantitati(e o(erload. Persons who e)perience such conditions show clear signs of stress and report health problems. B1 Role under load4 At the other e)treme, ha(ing nothing to do or being asked to do too little in one6s work can also be 4uite stressful. %wo factors succinctly e)plain the relationship between stress and under load. !ost persons wish to feel useful and needed. %hus, when they find that they are doing (ery little and achie(ing ne)t to nothing in their jobs, their self esteem may be threatened. econdly, people want stimulation. %hey don6t like the idea of staring blankly into space all the time. %hey prefer to interact with the world around them and do something worthwhile.

F1 .nterpersonal relationship4 Another source of stress in organi9ation is poor interpersonal relationships with others, Dbe they super(isors, co; workers, subordinated or clients. *hen interpersonal relationships at work not pleasant, employees de(elop a generali9ed an)iety, a feeling of fear about upcoming meetings and interactions. G1 .neffe;ti'e ;ommuni;ation4 tress can result from a lack of communication or from a lack of the right kind of communication at the right time. *e begin to see the world differently and we tend to interpret communication efforts differently. +or e)ample, there is nothing more stressful than finding that you ha(e arri(ed at an appointment with your boss at the wrong time. H1 Responsibilit(4 Any type of responsibility can be burdensome for some people. Different types of responsibility function differently as stressors. -ne way of classifying this (ariable is in terms of responsibility for people (ersus responsibility for things. %he more responsibility for people reported, according to one research study, the more likely the person was to smoke hea(ily, ha(e high blood pressure and show higher cholesterol le(els. I1 ,ob ;hange4 Indi(iduals and work undergo constant changes as organi9ations try to become more competiti(e and aggressi(e in the marketplace. %hese changes can cause stress for the job holders. +or e)ample, a bank may computerise its accounting functions. As a result, a job that did re4uire certain decisions and calculations may become merely a data collection and entry position for the computer. 0# -limate :ithin a ;ompan(4 $mployees can also e)perience stress when they feel that they should get more money for their work, of if company restrains them from doing things they feel they must do to be

effecti(e in their job. +or e)ample, a manager wishes to assign few e)tra duties to an indi(idual for special project but union regulations do not permit it. tress can also result from prohibiti(e physical settings such as heat, cold, safety ha9ards, air pollution, uncomfortable spatial arrangements, shift work etc. 6ife stressors4 tress in organi9ational settings also can be influenced by e(ents that take place outside the organi9ation. 2ife stressors generally are categori9ed in terms of life change and life trauma. 6ife ;hange4 ; %homas :olmes and Richard Rahe first de(eloped and populari9ed the notion of life change as a source of stress. A life ;hange is any meaningful change in a person6s personal or work situation. 6ife Trauma4 life trauma is similar to life change, but it has a narrow, more direct, and shorter term focus. A life trauma is any uphea(al in an indi(idual6s life that alters his or her attitudes, emotions, or beha(iors. !ajor life traumas that may cause stress include marital problems, family difficulties, and health problems initially unrelated to stress. -onsequen;es of Stress4 tress can ha(e a number of conse4uences. As we already noted, if the stress is positi(e, the result may be more energy, enthusiasm, and moti(ation. %hese conse4uences can be classified into the following categories5 .ndi'idual ;onsequen;es4! %he Indi(idual conse4uences of stress, then, are the outcomes that mainly affect the indi(idual. %he organi9ation may also suffer, either directly or indirectly, but it is the indi(idual who pays the real price.

tress a1

may

produce

beha(ioral,

psychological,

and

medical

conse4uences. Beha'ioral ;onsequen;es5 %he beha(ioral conse4uences of stress may harm the person under the stress or others. Accident proneness, drug use, emotional outbursts, e)cessi(e eating, e)cessi(e drinking and smoking, impaired speech and ner(ous laughter are such beha(iors. b1 $s(;hologi;al ;onsequen;es5 Psychological conse4uences of stress relate to a person6s mental health and well;being. *hen people e)perience too much stress at work, they may become depressed or find themsel(es sleeping too much or not enough. c1 Medi;al ;onsequen;es5 %he medical conse4uences of stress affect a person6s physical well;being. :eart disease and stroke, among other illnesses, ha(e been linked to stress. -ther common medical problems resulting from too much stress include headaches, backaches, ulcers and related stomach and skin conditions such as acne and hi(es. +rgani=ational -onsequen;es4! Any of indi(idual conse4uences just discussed can also affect the organi9ation. -ther results of stress ha(e e(en more direct conse4uences for organi9ations. %hese include decline in performance, withdrawal, and negati(e changes in attitudes. $erforman;e4 -ne clear organi9ational conse4uences of too much stress is a decline in performance. +or operating workers, such a decline can translate into poor;4uality work or a drop in producti(ity. +or managers, it can mean faulty decision making or disruptions in working relationships as people became irritable and hard to get along with.

1ithdra:al4 *ithdrawal beha(iors also can result from stress. +or the organi9ation, the two most significant forms of withdrawal beha(ior are absenteeism and 4uitting. People who are ha(ing a hard time coping with stress in their jobs are more likely to call in sick or consider lea(ing the organi9ation for good. tress can also produce other, more subtle forms of withdrawal. Attitude4 Another direct organi9ational conse4uence of employee stress relates to attitude. As we just noted, job satisfaction, morale and organi9ational commitment can all suffer, along with moti(ation to perform at high le(els. As a result, people may be more prone to complain about unimportant things, do only enough work to get by, and so forth. Management of Stress It is true that employees don6t want any stress at work. %here are a (ariety of ways in which indi(iduals cope, or deal with stress at work. 0roadly, these could be classified into two categories5 .* .ndi'idual -oping Strategies ..* +rgani=ational -oping Strategies 2et us e)amine these strategies in detail5; .ndi'idual -oping strategies +irst step in managing stress is to understand that the indi(idual is e)posed to stressors. *e cannot manage stress unless we know what causes stress and how these causes are affecting us psychologically, physiologically and organi9ationally. Indi(idual strategies to cope with stress are5;

<. Time Management4 !ost of us are poor in time management. %he result is feeling of work o(erload, skipping schedules and attendant tension. %he truth is, if one can manage time effecti(ely, he or she can accomplish twice as much as the person who is poorly organi9ed. principles in time management are5 .<1 Preparing daily a list of acti(ities to be attend to .=1 Prioriti9ing acti(ities by importance and urgency .>1 cheduling acti(ities according the priorities set .?1 :andling the most demanding parts of a job when one is alert and producti(e *e must pay attention to the following ides suggested by of the leading trainers, anjee( Duggal in %he ,lobal !anager, <IIG. Time Thoughts Aou cannot control how much time you ha(e but you can control how to use it. %ime is finite and it needs utili9ation when it is a(ailable. *riting a daily plan, listing priorities that re4uire attention help us sa(e lot of time while at work. %ime cannot be managed like other resources@ rather you ha(e to manage yourself in relation to time. %ime is money. %ime and tide wait for none. And e(ery moment, utili9ed or not, is gone with the wind. It cannot be retrie(ed. Tips for Time Management4 /arry your 7to do6 list with you at all times. ome basic

Put all the tasks you need to remember howe(er small, on the list. Delegate or choose not to do some tasks. Re(iew the list in the e(ening. *rite a new list e(ery day. Ask yourself Jis this importantKL /heck if you need to do a task at all. Ask yourself, Jwould anything terrible happen if I didn6t do itKL If the answer is 7no6, think if you need to do it at all. Do the most difficult part first. Do it now.

2ook consciously for tasks which you can delegate. Praise the results after you ha(e delegated the tasks. Pro(ide action plans for moments when problems might arise. -pen your mail near the wastebasket and discard the en(elopes. $nter the key details of meetings immediately in your diary. =. E<er;ise4 Physical inacti(e indi(iduals ha(e a higher incidence of heart attacks and death than do acti(e indi(iduals. $)ercise, as most of the studies indicate, reduce depression, an)iety and phobias. *hen the e)ercises regularly, the day long tension on the job is gi(en a decent burial. Indi(idual focus more on body than mind. It may be useful to recount the benefits here5; Increase strength and endurance !ore efficient use of energy e(en in mental tasks. Proper circulation is maintained.

 Reduction of chronic tiredness and tension. Impro(e weight control. Reduction in degenerati(e risk factors. Impro(ed posture and muscle tone. "ot surprisingly, many organi9ations nowadays encourage their e)ecuti(es to be physically fit and acti(e. /ompanies like Infosya %echnologies, $scorts, "II%, %ata ,roup companies ha(e created in; house physical fitness facilities for the benefit of employees. >. Meditation and Rela<ation4 !ind gets the needed rela)ation when we engage in a creati(e hobby like painting, reading, gardening etc. the wonderful effect of prayers as a rela)ation measure ha(e been well documented in our ancient scriptures. !editation also helps in putting our nagging thoughts to rest. !ediation is a way of focusing on something in a rela)ed state in a serene and 4uite en(ironment. Aou can focus on muscular rela)ation, an image, an object, a symbol, a point or anything you like. %he ad(ocates of %ranscendental !editation ha(e scientifically pro(ed the beneficial impact of the techni4ues on human brain in recent times. %he practice of %! in(ol(es the use of a meaningless sound called a 7mantra6. A trained instructor indi(idually assigns the mantra to the meditator, and proper use of the mantra is said to automatically reduce the le(el of e)citation and disorderly acti(ity of the ner(ous system and to 4uite the mind while maintaining its alertness. -ne sits comfortably with closed eyes and repeats the mantra for about =C minutes twice a day. ?. Biofeedba;D4 0iofeedback is another popular rela)ation techni4ue. %his techni4ue uses sophisticated e4uipment to obser(e some of the

internal body processes and to report this in obser(able ways. %he e4uipment is used to measure skin temperature, muscular tension, heartbeat and blood pressure. %his information is gi(en to the person in the forms of sounds, lights or wa(y lines on graph. An article published in the 9industan Times) dated > * * CCB catalogues other indi(idual coping strategies thus5 2eep a $et4 %here is nothing funny about keeping a pet. Research has indicated that keeping a pet can be a (ery effecti(e stress killer. +amilies that ha(e a dog or a cat or for the matter any kind of ret, suffer from fewer stress related affliction than families without pet. Sa( (our $ra(ers4 0eing religious helps in controlling stress.

Prayers and meditation done in pri(ate often pro(ide cathartic release. Research has pro(ed that faith and religion do wonders for indi(iduals under stress. Sing Aloud4 It doesn6t matter if you don6t sound too good or the inging is an acknowledgement of the neighbours object. inging gi(es that release of emotions which helps you li(e with fewer frowns. wonders of creation, the joy of li(ing and a (ocali9ation of inner feelings. 6aughter) the Eli<ir4 0reak into laughter and see the tension

dissol(e around you. A good laugh rela)es the mind, e)ercise facial muscles, reduces blood pressure and impro(es circulation. 2aughing heartily is one of the best ways of getting rid of the frustration and tensions of modern e)istence. Sleep Right4 A sleeping beauty is less likely to be prone to stress

than a workaholic. "apping and do9ing can refresh and rela).

Be Good at 6o'ing4 A good lo(er definitely means leading a good

and healthy se) life. +ulfilling and satisfying se) is the key to many problems and is one of the most effecti(e stress busters e(er in(ented. Aerobics, workouts and other forms of e)ercise can6t bring the same amount of benefit and happiness as a good se) life. It can dri(e away tensions, rela) and soothe as well as e)ercise the heart too. Spend Time :ith -hildren4 /hildren ha(e a therapeutic effect on people who spend time playing with them. %heir innocence, joie de (i(re and capacity for happiness can be infectious. An hour spend with children can bring loads of rela)ation and happiness. TaDe of 1alD4 *alk in the mornings, walk in e(enings, and walk just about e(ery time. *alk with friends or walk alone but do try long walks for cutting down on stress. En%o( the .diot Bo<4 *atching one6s fa(orite sitcom on %M can be a great rela)ant. "o matter what people say about idiot bo), it does ha(e some good effects. And one of them is helping you unwind. Put your feet up on a stool, your fa(orite drink in hand and let the magic of the small screen take o(er and cast a spell o(er you. -ulti'ate .nterests4 An interesting pastime is one of the greatest an)iety busters. It could be gardening, playing an instrument, reading, writing, cooking@ just about anything that interests you. Plants ha(e a (ery rela)ing effect on most people. +rgani=ational -oping Strategies4 tress management includes stress pre(ention also. %his is best achie(ed through certain organi9ational coping strategies. -rgani9ational coping strategies help reduce the harmful effects of stress in three ways5;

<. Identify and then modify or eliminate work stressors =. :elp employees modify their perception and understanding of work stress >. :elp employees cope more effecti(ely with the conse4uences %he organi9ational coping strategies are5 <. Role ;larit(4 Define employee roles clearly. $mployees must ha(e a clear understanding of the job. %hey must know what the company e)pects and be confident that they can meet these e)pectations. tress, most often, occurs when employees are not (ery sure about their work roles or fear they cannot do their jobs. *hen e)cessi(e stress is present in a role, management can initiate steps such as5 Redefining the person6s role Reduce o(erload by redistributing the work et up procedures to pre(ent hindrances to work

Arrange for a meeting of all those in(ol(ed in a messy situation and try to find a way out !ake a job intrinsically meaningful , challenging and rewarding =. Supporti'e -limate4 +actors such as freedom to think and act independently, a certain amount of informality with key employees, clear communications, participati(e decision making, friendly con(ersation; all help in reducing stress le(els in an organi9ation. If practiced regularly, they also re(eal a supporti(e organi9ational climate where e(erybody is willing to contribute his best and share the rewards thereafter. A friendly, supporti(e climate builds trust and confidence among employees and

they will be 4uite happy to e)tend a helping hand to management, whene(er re4uired.

>. -lear ;areer paths4 %o reduce uncertainty, each employee must be sure of where he is heading for, say after B years within same organi9ation. A clear career path and the job rewards and the benefits that follow committed ser(ice would go a long way in pre(enting or reducing stress le(el greatly. ?. -ompan(! :ide programmes4 A (ariety of programs can be used to manage work stress and these include5 #ob enrichment $mployee counseling %raining and de(elopment programs $stablishing autonomous work groups $stablishing (ariable work schedules etting up health clubs and offering health facilities

!anagement can help reduce stress in the work en(ironment by holding team meetings, using proper management techni4ues, employing effecti(e communication system and reducing uncertainty among employees.

REVIEW OF LITERATURE
Afri;an Ameri;an ;ollege students and stress4 S;hool Ra;ial ;omposition self!Esteem and so;ial support (sour;e4 college student journal, (?< pH=>;H>C Dec. =CCG1 /ollege students are a (ery (ulnerable group to e)perience stress, the latter of which is related to a (ariety of outcomes, such as health and academic performance. :owe(er, there is a dearth of research e)amining African American college students and stress. *e first e)amined the relationship between self students stress using the students stress sur(ey. A non probability sample ."N>??1 of predominately African American students was collected at a :istorically 0lack college 3 uni(ersity.:0/'1 while <FB students compromised the non probability sample of white students from a predominately white institution .P*I1.the top fi(e reported sources of stress were 5Death of family member .interpersonal stress1 H=O, low grade.academic stress1 FIO, time management .academic stress1 F<O, boy friend/girlfriend problems .interpersonal stress1 BGO, and missed classes .academic stress1 BBO. In addition significant creations between self;esteem, social support and stress for all students e)cept African American at P*I6s were found. %he study points out the needs for colleges and uni(ersities to de(elop stress inter(ention programs that address stress specifically based on race and school racial composition. An Assessment of stress e<perien;ed b( students in a prepharma;( ;urri;ulum (sour;e4 journal of instructional psychology, ( >B p <G;=> !ar =CCH1 %his study e(aluated stress le(els e)perienced by students in a prepharmacy curriculum. A sur(ey was used to e(aluate percei(ed le(els of stress, factors that contribute to stress, and mechanisms used to cope with stress. Participants were first year students enrolled in a cooperati(e pharmacy program. Data were collected using an indi(idual inter(iew that consisted of both a demographic and stress 4uestionnaire. %he 4uestionnaire includes

items regarding percei(ed stress le(els and methods used to reduce stress, factors that contribute to stress and le(els of support from family, friends and faculty. tudents rated stress to be a(erage or abo(e a(erage@ yet only FCO reported using some form of acti(e approach to stress reduction. In addition BCO reported no awareness of campus resources to help reduce stress le(els. tudents may benefit from programs that teach coping strategies. . $er;ei'ed Stress b( Students in a $harma;( -urri;ulum (Sour;e4 Edu;ation) ' 2C p >C! "@ 5eb 200B# %his study e(aluated stress le(els e)perienced by students in a pharmacy curriculum. A sur(ey was used to e(aluate percei(ed le(els of stress, factors that contribute to stress, and mechanism used to cope with stress. Participants were first, second, and third year students enrolled in pharmacy school. Data were collected using an indi(idual inter(iew that consisted of both a demographic and stress 4uestionnaire. %he 4uestionnaire included items to measure percei(ed stress le(els and methods used to reduce stress, factor that contribute to stress , and le(els of support from family, friends, and faculty. tudents rated stress to be a(erage or abo(e a(erage and GC.BO reported using some form of acti(e approach to stress reduction. :owe(er, the remaining reported no awareness of campus resources to help manage stress le(els and many students offered only passi(e coping strategies, despite the fact that these students had two to four years of academic e)perience. +indings demonstrate that students may benefit from programs that teach effecti(e coping strategies. Relationship among stress ;oping) se;ure atta;hment) and the trait of resilien;e among Tai:anese -ollege Students (Sour;es4 /ollege tudents #ournal, (?= p><=;>=B #un =CCH1 /ollege students often ha(e stressful li(es, yet some college students appear adapt better than their peers in similar situations. Acti(e coping appears to be a (ital factor that contributes to a successful adaptation. %his study e)plored relati(e effecti(eness among stress, secure attachment, and the trait of resilience in predicting acti(e coping in high, general, and low stress situations. ,eneral stress situations are referred to as a combination of high and low stress situation. !ultiple regressions were applied to e)plore

effecti(e predictor of effecti(e coping. *hereas stress was not significantly correlated with acti(e coping, the trait of resilience was the most effecti(e predictors of acti(e coping in high, general, and low stress situations. ecure attachment was an affecti(e predictor of acting coping in general situations but not in high or low stressful situations. %wo;way A"-MA was applied to detect interaction effect of stress and the trait of resilience on acti(e coping. "o interaction effects of stress and resilience on acti(e coping was found. +indings suggest that counselors can help college students to acti(ely cope with stressful situations by enhancing more students6 resilience than their secure attachment, regardless of students stress le(el. So;ial support and stress among uni'ersit( students in ,ordan (sour;e4 international journal of mental health and addiction, (F p??=;?BC #ul =CCI1 %he purpose of this study was to e)amine the relationship between perception of social support and percei(ed stress among uni(ersity students in #ordan. A sample of =?< uni(ersity students from pri(ate and go(ernment uni(ersities in #ordan answered self;report 4uestionnaires including the percei(ed social support scale. %he results showed that uni(ersity students ha(e moderate perception of social support and stress. +emale uni(ersity students had higher perception of stress and social support than male uni(ersity students. Percei(ed stress had a negati(e correlation with percei(ed social support from family .;C.=I, p less than o.oB1the percei(ed social support from family was a better predictor of percei(ed life e(ent as stressful situations than percei(ed life e(ent as stressful situations than percei(ed social support from friends. %he study implications for research and inter(ention were discussed. Supporting assessment stress in De( stage " students (sour;es4 Edu;ational studies, (>? pH>;IB may =CCH1 Research has indicated that <>O of students in the '& e)perience a high degree of assessment;related stress/an)iety, which may ha(e debilitating health, emotional and educational effects. Recent policy initiati(es ha(e attempted to encourage a responsibility for promoting well being in schools@ howe(er at present there is little known about what, if any, support is pro(ided for students o(er assessment stress/an)iety. %he purpose of this e)ploratory study was to gather data on the conceptuali9ation and understanding of assessment stress/ an)iety in key stage for students and what current policy and practices are adopted to support students

e)periencing a high degree of assessment stress/ an)iety. Data were collected from semi structured inter(iews conducted with >? students and nine members of staff from si) schools in the north of $ngland and analy9ed. %eachers conceptuali9ed assessment stress/an)iety as resulting from assessment demands re4uiring skills and knowledge beyond the current capabilities of students. upport was mostly structured along academic lines, theori9ed as reducing stress by increasing the student6s ability to cope with assessment demands. tudents who e)perienced a strong degree of manifest an)iety during e)aminations were mo(ed to alternati(e (enues, but students were not routinely identified in all schools. taff and students also emphasi9ed the importance of a good relationship in recei(ing both emotional and academic forms of support. %hese strategies were theori9ed as Jbolt;onL policies. chools had few specific strategies for dealing with assessment stress/ an)iety directly but used e)isting policies related to beha(ior management and the promotion of achie(ement The sour;es and manifestations stress amongst s;hool!Aged /(sle<i;s) ;ompared :ith sibling ;ontrols (sour;es4 dysle)ia, (<? p=I<;><> "o( =CCI1 %his study in(estigates whether dysle)ic children, by way of their educational and social difficulties, e)perienced higher le(els of stress at school. %he school situation sur(ey was used to in(estigate both the sources and manifestation of stress amongst dysle)ic children and non;dysle)ic in academic years >;B e)periencing the highest stress le(el, specifically in interactions with teachers , worries o(er academic e)aminations . A%s1 and performance testing , causing emotional.fear, shyness and loneliness 1and psychological.nausea, tremors or rapid heart beat 1manifestation. Results also suggest that dysle)ics in larger families .>;? sibling families1 e)periences greater stress in interactions with their peers, than those in smaller families. two sibling families1;possibility from unfair sibling comparison.

A stru;tural equation modeling approa;h to stud( of stress and ps(;hologi;al ad%ustment in emerging adults (sour;e4 child psychiatry and human de(elopment, (>I p?H<;BC< dec =CCH1 %oday6 society puts constant demands on the time and resources of all indi(iduals, with the resulting stress promoting a decline in psychological adjustment. $merging adults are not e)empt from this e)perience, with an alarming number reporting e)cessi(e le(el of stress and stress;related problem. As a result, the present study addresses the need for a comprehensi(e model of emerging adult adjustment in the conte)t of stress and coping (ariables and highlights the importance of accounting for differences males and females in research concerning stress, social support, coping, and adjustment. Participants for this study are =>I college students .<==males and <<G females1. Results of structural e4uation modeling suggest that stress, social support, coping, and adjustment show uni4ue pattern of relationship for males (ersus females. +or both males and females, stress and social support show similar relationship to adjustment. In contrast, social support is related only to coping beha(iors in females. +emales, social support appears to be a important (ariable for female adjustment, whereas other coping beha(iors appears to be more pertinent to male adjustment. A longitudinal stud( of negati'e life E'ents) Stress) and S;hool E<perien;e of Gifted 0outh (source5 ,ifted child 4uarterly, (B> p>?;?I =CCI1 An << year mi)ed; method, cross sectional longitudinal study began with a group of <=< children, identified as gifted, and followed them until high; school graduation. Parents annually identified negati(e life e(ents e)perienced by child and family and at graduation@ students completed an open;ended retrospecti(e 4uestionnaire, focusing on e(ents, impact of e(ents, supports and hindrance during the school years. As a result of attrition, participants became increasingly homogeneous o(er time. chool data were a(ailable for BI students .of F> family units who sustained in(ol(ement1 at the end. %hey usually cited academic challenges, school transition, peer relationship, and o(er commitment as their most challenging e)periences, not life e(ents. Almost without e)ception, they maintained high achie(ement. Putting the research to use5 ,ifted students may not communicate their distress to adults who are in(ested in their achie(ements or non achie(ements. %hough habits of achie(ements may help them to

maintain high grades and high le(els of e)tra curricular performance, achie(ers might 4uietly e)perience high le(el of stress from their hea(y in(ol(ements in or outside of school. 2ow achie(ements and a high number of absences may also reflect personal stress in gifted students. howing non; (oyeuristic, holistic interest in gifted students as comple) indi(iduals, and offering credible comments about personal strengths and resilience might offer crucial support at a time of (ulnerability. . $rof* Robbins According to Prof. Robbins stress is a condition in which an indi(idual is confronted with an opportunity, constrain or demand related to what he/she desires and for which the outcome is percei(ed to both uncertain and important. o, stress is associated with5 /onstraints or demand 'ncertainty o(er the outcome which is regarded as important Miller and 9ester ( CB@# !iller and :ester re(iewed stress management training techni4ues and found they included such approaches as rela)ation training, biofeedback and systematic desensiti9ation .i.e., focusing on en(ironmental factors to reduce an)iety1. !iller .<II=1 also identified aerobic training as a stress management approach. -ther approaches ha(e included meditation, muscle rela)ation and transcendental meditation. 5let;her ( CBB# It has been shown how the further down the skill le(el in the 7job chain6 one looks the worse off the mental health of those groups becomes. +urther it has also been shown howP. J/onditions of work most ad(erse

to workersL health is to be found in blue collar professions and in some health care positions such as nursing. A common and possibly decisi(e denominator of these work conditions is that they e)pose the worker to a combination of high psychological stress and physical workload and a low le(el of decision latitude.L

Bro:n Et Al ( CC0# A recent study by 0rown $t Al e)amined the relationship between stressful life e(ents and drinking outcome among male alcoholics who had completed an alcohol treatment program. Appro)imately ?CO of the pre;treatment stressors were found to be directly or indirectly related to alcohol use. Results showed that men who returned to drinking after treatment e)perienced more ser(e or highly threatening stress before their relapse than men who re Spe;tor E -onnell ( CC"# As an indi(idual , the issues of 72ocus of /ontrol6.2-/1, whereby one may percei(e oneself as a (ictim or an agent of control in one6s own life.e)ternal or internal 2-/1, appears to be one of three key personality facts linked to how an indi(idual reacts to stressful situation . %he other two are5 "egati(e Affecti(ity or the tendency to e)perience a (ariety of negati(e emotions across time and situations@ and type A personalities who seem to be hyper; reaction to uncontrollable stressors and more reacti(e than type 0.

Miller and 9ester ( CB@# !iller and :ester re(iewed stress management training techni4ues and found they included such approaches as rela)ation training, biofeedback and systematic desensiti9ation .i.e., focusing on en(ironmental factors to reduce an)iety1. !iller .<II=1 also identified aerobic training as a stress management approach. -ther approaches ha(e included meditation, muscle rela)ation and transcendental meditation.

RESEARCHMEHDOLOGY
$urpose %he main purpose of this research is to determine the important dri(ers of job stress and to analy9e the effect of job stress on the performance of the !anagement students or future entrepreneurs. Resear;h /esign %he sur(ey method is the basic research design. information about their le(el of job stress. Sample Si=e A sur(ey of appro)imately <BC !0A students working in different organi9ations pro(ided the database for this study. %he sampling techni4ue used was con(enience sampling under this sample of respondents was chosen according to the con(enience of the researcher. /ata -olle;tion4 %he purpose of research was e)plained to the employees and 4uestionnaires were being administered to them. E'aluation After scoring the 4uestions, the raw data are used to draw charts. %hese charts are further analy9ed to draw inferences and deductions about the impact of job stress and to identify the main methods to remo(e stress. %he structured 4uestionnaire was administered to the respondents, which solicits

+B,E-T.3ES

<. %o identify the main reasons of stress among management people. =. %o study the effect of stress on their performance >. %o find the methods of remo(ing stress and the effecti(eness of methods

RESULT AND DISCUSSION

F * /o (ou belie'e that (our %ob is a stressful %obG Aes ; <C= "o; ?H

No 32% Yes 68%

F* 2 ho: mu;h %ob stress do (ou feel at %obG :igh; B< 2ow;=> !oderate; >?

Moderate 31% Low 21%

High 48%

A (ery high percentage of the respondents i.e. FHO belie(e that engineering is a stressful job. +rom these, ?HO respondents feel high job stress@ =<O feel low job stress and ><O feel moderate job stress.

F >*/o (our %unior emplo(ees and ;olleague maDe (our %ob stressfulG Aes; ?F "o; <C?

Yes 31% No 69%

-nly ><O respondents say that their junior employees and colleague make their job stressful. %he remain FIO are not in fa(or of this statement.

F "* A;;ording to (ou) :hi;h things maDe (our %ob stressfulG *orkload; GC $)cessi(e rules of -rgani9ation; =H

Interpersonal relationship; ? Daily changes in work chedule; ?H

dail# cha!ges i! work schedules 32% i!ter"ers o!al excessive relatatio! rules o shi" orga!isati o! 3% 19%

workload 46%

According to ?FO respondents6 workload is major cause of stress H >=O are agree with daily changes in work schedules H <IO say that e)cessi(e rules of organi9ation is a cause of stress H -nly >O are in fa(or of interpersonal relationships.

F ?* /o (ou feel that (our boss sho:s la;D of interest or fo;us in (our :orDG Aes; ?= "o;<CH

Yes 28% No $2%

-nly =HO are agreeing with this fact that their boss shows lack of interest in their work.

F @* /oes (our %ob interfere :ith other responsibilitiesG Always; <F ometimes;<=H -ften; F

( te! 4%

)lwa#s 11%

%o&eti&e 8'%

<<O respondents say that their job always interferes with other responsibilitiesH HBO says sometimes and only ?O say often in the response of this statement.

FA* /o (ou be;ome upset :hen an emergen;( :orD arises in (our %obG

trongly agree;<C Disagreee;<=

Agree;?? trongly disagree; ?

"eutral;HC

disagree %tro!gl# 8% %tro!gl# disagree agree 3% $% agree 29% !eutral '3%

>O say strongly agree@ =IO say agree@ B>O say neutral@ HO say disagree and GO say strongly disagree with this statement.

F B* /o (ou frustrate :hen things donIt run smoothl( or a;;ording to (ouG Always; B= "e(er; <C ometimes; HH

)lwa#s 3'% %eldo& '8% Never $%

-nly GO ne(er get frustrated when things don6t run smoothly or according to themH but >BO Always and BHO seldom get frustrated.

FC* /o (ou feel that problems at home interfere :ith (our performan;e at :orDG

Always; H

"e(er; >H

ometimes; <C?

)lwa#s '% Never 2'% %o&eti&e s $*%

BO feel that it happen always when their home problems interfere with their work performance@ GCO feel that it happens sometimes but =BO say ne(er in the response of statement.

F 0* /o (ou feel sometimes that (ou are unpleasant :ith %ob ;onditionsG Aes; HC "o;GC

No 4$%

Yes '3%

B>O respondents are unpleasant with the job conditions but ?GO are happy with the conditions pro(ided by their organi9ations.

* /o (ou thinD that (our performan;e is affe;ted b( stressG

Always; ?F

"e(er; ??

ometimes; FC

%o&eties 4*%

)lwa#s 31%

Never 29%

><O say always@ ?CO say sometimes but =IO ne(er feel that their performance is affected by stress.

F 2* Are the bureau;rati; rules of an( organi=ation :orD as sour;e of stress for emplo(eesG

trongly agree;=F Disagree; <=

Agree; HH trongly disagree; C

"eutral; =?

%tro!gl# disagree stro!gl# *% agree +isagree 1$% Neutral 8% 16%

)gre e '9%

<GO are strongly agreed@ BIO are agreed@ =?O say neutral in fa(or of this fact. 0ut HO are disagree i.e. they don6t think that bureaucratic rules of any organi9ation work as source of stress for employees.

F >* /o (ou thinD that lo: %ob se;urit( is also a ;ause of %ob stressG

trongly agree; ?H Disagree; H

Agree; GC trongly disagree; C

"eutral; =?

+isagree%tro!gl# '% disagree *% Neutral %tro!gl# 16% agree 32% )gree 4$%

>=O are strongly agreed that low job security is also a cause of stress@ ?GO are agreed@ <FO ga(e neutral response@ and BO are disagreeing with this fact.

F "* ho: :ould (ou sa( (ou are :ith (our %obG

Mery satisfied;=H "ot too satisfied; FH

ome what satisfied; ?H "ot at all satisfied; F

!ot at all satis ied 4% !ot too satis ied 4'%

ver# satis ied 19%

so&e what satis ied 32%

In the response of this statement, <IO say (ery satisfied@ >=O say some what satisfied@ ?BO say not too satisfied and only ?O say not at all satisfied with their job.

SUGGESTIONS
<. %o successfully attract and relie(e job stress among the employees the organi9ations need to e)amine their programs and policies for coping stress E to see where they stand compared to other companies. 0y employing and implementing (arious management programs to relie(e stress, the organi9ations can cope with job stress among their employees. %he following strategies are important to remember while making stress coping programs5 Proper work schedule should be there $nsure high job security to the employee %here should some employee fitness programs and setting of

health clubs =. %he boss should show interest in the work of employee. %here

should be friendly and supporti(e relation between the boss and the employees. %here should be an informal meeting between boss and employees in a month so that they can discus about the work performance. %he boss should gi(e positi(e moti(ations to employee for his/her good performance. >. %here should proper timings of tea break and lunch break.

?. %he rules of organi9ation should not be bureaucratic so that the employees feel pleasant working with the organi9ation. B. %he organi9ations should conduct some seminars by professionals to relie(e the stress among the employees.

F.

%he organi9ation should gi(e the job rewards and recognition to the

employees and committed that their ser(ice would go a long way. %his may be higher compensation, performance bonus etc. G. %here should be training and de(elopment programs for the employees so that the ne(er feel stressed doing their job. H. %he organi9ations should adopt job enrichment and employee

counseling strategies. I. #ob rotation can also be practiced whereby employees are shifted

within different sites. 0ecause there is greater (ariety and wider range of interesting and challenging jobs. %he people should select for job rotation based on their core skills and leadership competencies. #ob rotation should be well planned and linked to career and succession plans. <C. It is the responsibility of management that there should be good

interpersonal relationships in the en(ironment of organi9ation.

CONCLUSION
+rom the analysis and interpretation the conclusion can be made5 All the employees feel high le(el of job stress. %he major cause of their stress is low job security, o(erload and un proper working schedules. %he problems at home also interfere with their job performance and are a cause of job stress. %here is high affect of job stress on the general health of employees. ome of them ha(e to work in nights shifts. %here are no management programs in organi9ations for coping stress. !ost of the engineers belie(e that it is necessary that the organi9ation should pro(ide some management programs to cope with stress.

RE5EREN-ES

Dr. ,upta, / 0, :uman resource !anagement, ultan /hand 3

ons, "ew Delhi si)th edition. Rao, M P, :uman Resource !anagement www. ,oogle. /om

F&EST.+NNA.R4 ,+B STRESS

Name4 Age 4 Edu;ation4 +;;upation4 -onta;t no 4 * 2*

Gender4 Male

5emale

/o (ou belie'e that (our %ob is a stressful %obG Aes "o 9o: mu;h %ob stress (ou feel at homeG

:igh 2ow !oderate >. /o (our %unior emplo(ees and ;olleague maDe (our %ob stressfulG Aes "o "* A;;ording to (ou) :hi;h things maDe (our %ob stressfulG *orkload $)cessi(e rules of organi9ation Interpersonal relationships Daily changes in work schedules ?* /o (ou feel that (our boss sho:s la;D of interest or fo;us in (our :orDG @* Aes "o /oes (our %ob interfere :ith other responsibilitiesG Always ometimes -ften

A* /o (ou be;ome upset :hen an emergen;( :orD arises in (our %obG trongly agree Disagree Agree "eutral trongly disagree

B* /o (ou frustrate :hen things donIt run smoothl( or a;;ording to (ouG Always "e(er eldom

C* /o (ou feel that problems at home interfere :ith (our performan;e at :orDG Always "e(er ometimes

0* /o (ou feel sometimes that (ou are unpleasant :ith %ob ;onditionsG Aes "o

* /o (ou thinD that (our performan;e is affe;ted b( stressG Always "e(er ometimes

2* Are the bureau;rati; rules of an( organi=ation :orD as sour;e of stress for emplo(eesG trongly agree Agree "eutral

Disagree trongly disagree >* /o (ou thinD that lo: %ob se;urit( is also a ;ause of %ob StressG trongly agree Disagree Agree "eutral

trongly disagree

"* 9o: satisfied :ould (ou sa( (ou are :ith (our , obG Mery satisfied ome what satisfied "ot too satisfied "ot at all satisfied