Conservation of resources theory

Overview

Some individuals are resistant to stress--feeling unexcited about the challenges of life, enthusiastic about work, and experiencing a sense of control over their wellbeing. Interestingly, however, employees who experience stressful events at work are, subsequently, less likely to demonstrate this hardy and resilient temperament, particularly if their supervisors had been unsupportive.

This interesting observation, and many other findings, can be ascribed to the conservation of resources theory, propounded by Hobfoll (1989). According to this theory, individuals accumulate resources they can apply to accommodate, withstand, or overcome threats. They might accumulate personal resources, such as self esteem and optimise, material resources, such as money, condition resources, such as status, and social support. Stressful or traumatic events consume these resources, thereby augmenting their sensitivity to subsequent stressors.

Some resources, like reputation, enable individuals to secure other resources. To illustrate, when the reputation of individuals is favorable, they might be granted more autonomy; they can thus undertake the tasks they enjoy, which can improve performance and attract promotions. The requests of reputable individuals are also more likely to be heeded (Hochwarter, Ferris, Zinko, Arnell, & James, 2007). The suggestions of these individuals are also more likely to be regarded as credible.

Sources of emotions

According to this theory, individuals experience stress whenever resources are depleted and, therefore, potentially inadequate to resolve any impending demands. In particular, when resources are actually depleted--for example, when individuals lose money or status--they experience actual stress (Hobfoll, 1989). In contrast, when resources are threatened--for example, the possibility that individuals might lose money or status is raised--they experience a state called anticipatory stress (Hobfoll, 1989). Anticipatory stress can be as acute as actual stress (Hobfoll, 2001).

Persistent levels of actual or anticipatory stress can culminate in burnout. Burnout represents a sense of emotional exhaustion, coupled with both cynical attitudes about the organization and environment as well as a decline in the perceived capacity to perform effectively (see Maslach, Jackson, & Leiter, 1996). As conservation of resource theory indicates, burnout can evolved after persistent shortfalls in the resources that are needed to fulfill demands or regular failures to generate the expected returns on some investment (see Hobfoll, 1989, 2001).

Evidence

Many studies have verified the proposition that individuals exposed to stress are indeed more vulnerable to subsequent stressors (e.g., Brewin, Andrews, & Valentine, 2000; Ozer, Best, Lipsey, & Weiss, 2003).

Applications to accerlate adjustment to IT implementation

To illustrate, Chen, Westman, and Eden (2009) applied the theory of conservation of resources to curb the stress that changes in IT can provoke. Specifically, Chen, Westman, and Eden (2009) developed an intervention that facilitates the acquisition of three resource--resources that could prevent or alleviate stress. First, this intervention was designed to increase means efficacy, in which individuals feel they can access the means, equipment, and materials that are needed to perform the job effectively, sometimes called external efficacy. Second, this intervention attempted to increase the social support that individuals experience (see Hobfoll, 2002), which has been shown to diminish stress during restructuring, for example (Shaw, Fields, Thacker, & Fisher, 1993). Third, this intervention enhanced perceived control, which is the degree to which individuals feel they can influence and shape the work environment (see Skinner, 1996).

In the study conducted by Chen, Westman, and Eden (2009), an IT system was implemented at an organization. Before this system was instituted, some of the participants complete a workshop, intended to elevate the level of resources that were available to accommodate this change. Other participants did not attend this workshop.

The workshop was completed within four hours to clusters of 5 to 18 individuals. In short, a series of films were presented and exercises convened to raise awareness of means efficacy, social support, and perceived control and to highlight opportunities to extend these resources. For example, to enhance means efficacy, the workshop showed the benefits of the updated IT system relative to the extant system and the motivations of managers to introduce this change. Benefits to the work satisfaction and productivity of the users were emphasized. In addition, various forms of social support were illustrated in a movie and simulation exercises were organized. Furthermore, the participants reflected upon the resources they could utilize to accommodate change and also received a sticker that stipulated the telephone numbers of individuals they could contact.

Before, two weeks after, and two months after the implementation of this IT system, participants completed a questionnaire. The questionnaire assessed means efficacy (e.g., "(This system) could be an effective tool for me", social support (e.g., "How often did your colleagues provide you sympathetic understanding and concern?"), perceived control (e.g., "What extent do you have sufficient resources to make decisions?"), IT satisfaction, vigor, and burnout.

The workshop increased means efficacy, which in turn was positively correlated with IT satisfaction and negatively correlated with burnout. The workshop, thus, bolstered one form of resources, which enabled individuals to withstand the difficulties of this transition. Nevertheless, the workshop was not sufficient to boost social support or perceived control--perhaps because these resources demand more time to change.

References

Brewin, C.R., Andrews, B., & Valentine, J.D. (2000). Meta-analysis of risk factors for posttraumatic stress disorder in trauma-exposed adults. Journal of Consulting and Clinical Psychology, 68, 748-766.

Chen, S. Westman, M., & Eden, D. (2009). Impact of enhanced resources on anticipatory stress and adjustment to new information technology: A field-experimental test of conservation of resources theory. Journal of Occupational Health Psychology, 14, 219-230.

Freedy, J. R., & Hobfoll, S. E. (1994). Stress inoculation for reduction of burnout: A conservation of resources approach. Anxiety, Stress and Coping, 6, 311-325.

Freund, A. M., & Riediger, M. (2001). What I have and what I do: The role of resource loss and gain throughout life. Applied Psychology: An International Review, 50, 370-380.

Hobfoll, S. (2001). The influence of culture, community, and the nest-self in the stress process: Advancing conservation of resources theory. Applied Psychology: An International Review, 50, 337-421.

Hobfoll, S. (2002). Social and psychological resources and adaptations. Review of General Psychology, 6, 302-324.

Hobfoll, S. E., Johnson, R. J., Ennis, N., & Jackson, A. P. (2003). Resource loss, resource gain, and emotional outcomes among inner city women. Journal of Personality and Social Psychology, 84, 632-643.

Hobfoll, S.E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513-524.

Hobfoll, S.E., & Vaux, A. (1993). Social support: Social resources and social context. In L. Goldberger & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects (2nd ed., pp. 685-705). New York: Free Press.

Hobfoll, S.E., Dunahoo, C.A., & Monnier, J. (1995). Conservation of resources and traumatic stress. In J. R. Freedy & S. E. Hobfoll (Eds.), Traumatic stress: From theory to practice (pp. 29-47). New York: Plenum.

Hochwarter, W. A., Ferris, G. R., Zinko, R., Arnell, B., & James, M. (2007). Reputation as a moderator of political behavior-work outcomes relationships: A two-study investigation with convergent results. Journal of Applied Psychology, 92, 567-576.

Holahan, C. J., Moos, R. H., Holahan, C. K., & Cronkite, R. C. (1999). Resource loss, resource gain, and depressive symptoms: A 10-year model. Journal of Personality and Social Psychology, 77, 620-629.

Lerner, J. S., & Tetlock, P. E. (1999). Accounting for the effects of accountability. Psychological Bulletin, 125, 255-275.

Maslach, C., Jackson, S., & Leiter, M. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologist Press.

Monnier, J., Cameron, R. P., Hobfoll, S., & Gribble, J. R. (2002). The impact of resource loss and critical incidents on psychological functioning in fire-emergency workers: A pilot study. International Journal of Stress Management, 9, 11-29.

Ozer, E.J., Best, S.R., Lipsey, T.L., & Weiss, D.S. (2003). Predictors of posttraumatic stress disorder and symptoms in adults: A meta-analysis. Psychological Bulletin, 129, 52-73.

Shaw, J. B., Fields, M. W., Thacker, J. W., & Fisher, C. D. (1993). The availability of personal and external coping resources: Their impact on job stress and employee attitudes during organizational restructuring. Work and Stress, 7, 229-246.

Vogt, D. S., Rizvi, S. L., Shipherd, J. C., & Resick, P. A. (2008). Longitudinal investigation of reciprocal relationship between stress reactions and hardiness. Personality and Social Psychology Bulletin, 34, 61-73.

Created by Dr Simon Moss on 18/10/2008

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