MINOR POSITIVE ORGANIZATIONAL PSYCHOLOGY
INHOUDSOPGAVE
THEME 1 POSITIVE EMOTIONS AT WORK ............................................................................................................... 2
LITERATUUR......................................................................................................................................................................... 2
COLLEGE - I.......................................................................................................................................................................... 8
WERKGROEP - I ...................................................................................................................................................................11
Postdiscussion Problem 1: Positive emotions at work ......................................................................................................11
THEME 2 POSITIVE JOB DESIGN ........................................................................................................................... 14
LITERATUUR........................................................................................................................................................................15
COLLEGE – II ...................................................................................................................................................................... 32
WERKGROEP ...................................................................................................................................................................... 41
Post-discussion problem 2: Positive Work Design ........................................................................................................... 41
THEME 3 PRO-ACTIVE WORK BEHAVIOUR ............................................................................................................ 46
LITERATUUR....................................................................................................................................................................... 46
COLLEGE – III ..................................................................................................................................................................... 60
WERKGROEP - III ................................................................................................................................................................. 66
Post-discussion Theme 3: Proactive work behavior ......................................................................................................... 66
THEME 4 POSITIVE HRM (EMPLOYABILITY AND INCLUSIVE HR) ........................................................................... 77
LITERATUUR........................................................................................................................................................................ 77
COLLEGE – IV ..................................................................................................................................................................... 92
WERKGROEP - IV ................................................................................................................................................................ 92
Post-discussion: theme 4 .............................................................................................................................................. 92
PROBLEM 4 - VIGNET 3 ......................................................................................................................................... 98
Learning goals
Students will gain knowledge and understanding of:
1. Personal resources (psychological capital, positive emotions) and their role in organizational settings, such as their
relationship with team performance.
2. The relationships between job design, work engagement and employee health and well-being.
3. Predictors and outcomes of employees’ proactive work behaviour (e.g., job crafting, idiosyncratic deals (I-deals), and
employee corporate entrepreneurial behaviour).
4. Positive human resource practices. What HR practices contribute to both high performance and sustainable
employability?
5. Leadership. How can leaders inspire and empower their followers, and how can leaders contribute to follower well-
being and performance?
6. Strengths use. How can employees identify their strengths, and how can they apply their strengths in their daily work?
7. Coaching. How can we make a team out of a group of individuals? And how can we coach employees to empower
themselves and optimize their job performance?
8. Mindfulness. How can mindfulness help to cope with job stress and psychological detachment from work during off-
job hours?
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,THEME 1 POSITIVE EMOTIONS AT WORK
LITERATUUR
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive Psychology An Introduction. American Psychologist, 55(1),
5–14.
The major psychological theories have changed to undergird a new science of strength and resilience. No longer do the
dominant theories view the individual as a passive vessel responding to stimuli; rather, individuals are now seen as decision
makers, with choices, preferences, and the possibility of becoming masterful, efficacious, or in malignant circumstances,
helpless and hopeless (Bandura, 1986; Seligman, 1992). Science and practice that rely on this worldview may have the direct
effect of preventing many of the major emotional disorders. They may also have two side effects: They may make the lives of
clients physically healthier, given all that psychologists are learning about the effects of mental wellbeing on the body. This
science and practice will also reorient psychology back to its two neglected missionsmaking normal people stronger and more
productive and making high human potential actual.
Vignet 1
• Fredrickson, B. (2001). The role of positive emotions in positive psychology; the broaden-and-build theory of positive
emotions. American Psychologist, 56(3), 218–226.
In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within
the emerging field of positive psychology.
The mission of positive psychology is to understand and foster the factors that allow individuals, communities, and societies
to flourish (Seligman & Csikszentmihalyi, 2000). What role do positive emotions play in this mission? On first consideration,
the answer seems simple: Positive emotions serve as markers of flourishing, or optimal well-being. Certainly moments in
people's lives characterized by experiences of positive emotions-such as joy, interest, contentment, love, and the like-are
moments in which they are not plagued by negative emotions-such as anxiety, sadness, anger, and despair. Consistent with
this intuition, the overall balance of people's positive and negative emotions has been shown to predict their judgments of
subjective well-being (Diener, Sandvik, & Pavot, 1991). Building on this finding, Kahneman (1999) suggested that "objective
happiness" can best be measured by tracking (and later aggregating) people's momentary experiences of good and bad
feelings (but see Fredrickson, 2000c). According to these perspectives, positive emotions signal flourishing. But this is not the
whole story: Positive emotions also produce flourishing. Moreover, they do so not simply within the present, pleasant moment
but over the long term as well. The take-home message is that positive emotions are worth cultivating, not just as end states
in themselves but also as a means to achieving psychological growth and improved well-being over time.
Emotions, according to this perspective, are best conceptualized as multicomponent response tendencies that unfold over
relatively short time spans. Typically, an emotion begins with an individual's assessment of the personal meaning of some
antecedent event.
Affect, a more general concept, refers to consciously accessible feelings. Although affect is present within emotions (as the
component of subjective experience), it is also present within many other affective phenomena, including physical sensations,
attitudes, moods, and even affective traits.
Verschillen:
Thus, emotions are distinct from affect in multiple ways. First, emotions are typically about some personally meaningful
circumstance (i.e., they have an object), whereas affect is often free-floating or objectless (Oatley & Jenkins, 1996; Russell &
Feldman Barrett, 1999; Ryff & Singer, in press). Additionally, emotions are typically brief and implicate the multiple-
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,component systems described above, whereas affect is often more long-lasting and may be salient only at the level of
subjective experience (Ekman, 1994; Rosenberg, 1998; Russell & Feldman Barrett, 1999). Finally, emotions are often
conceptualized as fitting into discrete categories of emotion families, like fear, anger, joy, and interest. Affect, by contrast, is
often conceptualized as varying along two dimensions, either pleasantness and activation (Russell & Feldman Barrett, 1999)
or positive and negative emotional activation
To advance understanding in this area, I formulated a new theoretical model to better capture the unique effects of positive
emotions. I call this the broaden-and-build theory of positive emotions (Fredrickson, 1998). This theory states that certain
discrete positive emotions-including joy, interest, contentment, pride, and love-although phenomenologically distinct, all
share the ability to broaden people's momentary thought-action repertoires and build their enduring personal resources,
ranging from physical and intellectual resources to social and psychological resources.
In short, the broaden-and-build theory describes the form of positive emotions in terms of broadened thoughtaction
repertoires and describes their function in terms of building enduring personal resources. In doing so, the theory provides
a new perspective on the evolved adaptive significance of positive emotions. Human ancestors who succumbed to the urges
sparked by positive emotions to play, explore, and so on would have by consequence accrued more personal resources.
When these same ancestors later faced inevitable threats to life and limb, their greater personal resources would have
translated into greater odds of survival, and, in tum, greater odds of living long enough to reproduce. To the extent, then,
that the capacity to experience positive emotions is genetically encoded, this capacity, through the process of natural
selection, would have become part of universal human nature.
Evidence for the broadening hypothesis has clear implications for the strategies that people use to regulate their experiences
of negative emotions. If negative emotions narrow the momentary thought-action repertoire and positive emotions broaden
this same repertoire, then positive emotions ought to function as efficient antidotes for the lingering effects of negative
emotions. In other words, positive emotions might correct or undo the after effects of negative emotions; my colleagues and
I call this the undoing hypothesis
Evidence for the undoing effect of positive emotions suggests that people might improve their psychological wellbeing, and
perhaps also their physical health, by cultivating experiences of positive emotions at opportune moments to cope with
negative emotions (Fredrickson, 2000a). Folkman and colleagues have made similar claims that experiences of positive affect
during chronic stress help people cope (Folkman, 1997; Folkman & Moskowitz, 2000; Lazarus, Kanner, & Folkman, 1980).
Concluding remarks:
The theory suggests that positive emotions, although fleeting, also have more long-lasting consequences. From the
perspective of the broaden-and-build theory, positive emotions are vehicles for individual growth and social connection: By
building people's personal and social resources, positive emotions transform people for the better, giving them better lives in
the future. More specifically, the broaden-and-build theory suggests that multiple, discrete positive emotions are essential
elements of optimal functioning.
• Fredrickson, B. L. (2003). The value of positive emotions. The emerging science of positive psychology is coming to
understand why it is good to feel good. American Scientist, 91(0), 330–335.
• Fredrickson, B. L. (2013). Positive Emotions Broaden and Build. Advances in Experimental Social Psychology, 47, 1–53.
https://doi.org/10.1016/B978-0-12-407236-7.00001-2
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, 1. TEN REPRESENTATIVE POSITIVE EMOTIONS
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3.2. The birth of the broaden-and-build theory
The transition in my own thinking from the undo effect to the
broadenand-build theory of positive emotions carries an
interesting lesson about the importance of having an
appropriate balance of positive to negative emotions for
generative thinking.
Little-by-little micromoments of positive emotional experience,
although fleeting, reshape who people are by setting them on
trajectories of growth and building their enduring resources for
survival. The broaden-and-build theory describes the form of
positive emotions as to broaden awareness and their function
as to build resources.
In short, broadened awareness led to the accrual of new resources
that might later make the difference between surviving and
succumbing to various threats. Resources built through positive
emotions also increased the odds that our ancestors would
experience subsequent positive emotions, with their attendant
broaden-andbuild benefits, thus creating an upward spiral toward
improved odds for survival, health, and fulfillment. Figure 1.1
provides a graphic summary of this broaden-and-build theory of
positive emotions.
4. EVIDENCE FOR THE BROADEN-AND-BUILD THEORY
4.1. The broaden hypothesis
The broaden hypothesis, drawn from the broaden-and-build theory, states that positive emotions, relative to negative
emotions and neutral states, widen the array of thoughts, action urges, and percepts that spontaneously come to mind
4.2. The build hypothesis
Evidence that supports the broaden effect of positive emotions provides initial support for the broaden-and-build theory.
The form of the experience of positive emotions, this evidence suggests, is expansive. Under the influence of positive
emotions, people have wider perceptual access, wider semantic reach, more inclusive and connected social perceptions, and
more relaxed and expansive bodily comportment. While the connections between and among these various forms of the
broaden effect await further investigation, the broadenand-build theory posits that the function of the expansive form of
positive emotions is to spur the development of resources, placing people on positive trajectories of growth (Fredrickson,
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