Positive Participatory Organizational Interventions: A Multilevel Approach for Creating Healthy Workplaces

Abstract

In the following perspective paper, we argue for the importance of conducting research on positive participatory organizational interventions. We propose that these types of interventions are important because they not only focus on eliminating or reducing adverse job demands but focus also on developing job resources. To achieve the best effects, actions should be taken to address demands and resources at the individual, group, leader and organizational levels. We furthermore suggest that the participatory intervention process itself may also build resources at these four levels.

Return to Work during the COVID-19 Outbreak: A Study on the Role of Job Demands, Job Resources, and Personal Resources upon the Administrative Staff of Italian Public Universities

“…On the other side, this study evidenced the need to pay attention and to sustain social participatory and support practices [ 59 ]. Considering the need of social distancing, organizations can support a better social climate between colleagues by providing remote psychosocial intervention at the group level aimed at analyzing group dynamics, improving relationships with colleagues, and improving group climate.…”

Workplace bullying as an organizational problem: Spotlight on people management practices.

“…Based on our findings, prevention-focused interventions for workplace bullying should involve shared participation from supervisors and team members in improving the implementation of people management practices within work teams, as indicated by best practice principles for organizational interventions (e.g., Nielsen & Christensen, 2021; Nielsen et al, 2010). Though supervisors must play a critical role, interventions should illuminate effective people management from the view of team members as well and bring together staff at all levels to enhance how people management is carried out.…”

Prosocialness and Happiness in Chilean Student Teachers

“…This is relevant because it is an evolutionary stage in search of identity and consolidation of characteristics that will accompany them into adult life. More importantly, however, is their future condition as teachers, added to implications that their prosocial standards may have for their later professional behavior; hence, confirming this relation anticipates prosocial behaviors in future professional work, which together with the link to happiness could result in better job satisfaction (Nielsen and Christensen, 2021). This is due to the increasing number of reports that place prosocialness as positively associated with socioemotional development (Baiocco et al, 2018;García and Tully, 2020), which in turn is related to a wide range of issues, such as the development of self-esteem (Garaigordobil and García De Galdeano, 2006), psychosocial adjustment (Eisenberg and Fabes, 1998;Xiong et al, 2021), and group integration (Plazas et al, 2010).…”

“…This is relevant since a common goal of human beings is to achieve happiness (Buss, 2000). It should be emphasized that happy people are more successful on different vital planes (Lyubomirsky et al, 2005a): They adapt better to everyday situations and are more resilient to negative experiences (Abbe et al, 2003;Lyubomirsky et al, 2005b;Nielsen and Christensen, 2021) Based on the previous research, Unanue et al (2021) studied the relationship between prosociality and happiness applied to the organizational environment. Using a longitudinal model, they considered the concepts of hedonic, eudaimonic, and flourishing happiness and their relationship with prosocial behaviors at work.…”