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Article
Publication date: 27 June 2008

Claudia Peus and Eva Traut‐Mattausch

This paper aims to investigate the effects that a larger societal context (i.e. values, norms) and the legal framework have on an individual's ability to combine work and family.

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Abstract

Purpose

This paper aims to investigate the effects that a larger societal context (i.e. values, norms) and the legal framework have on an individual's ability to combine work and family.

Design/methodology/approach

Qualitative interviews were used to examine the perceptions female middle managers have of balancing work and family. A total of 25 female managers from the USA and 23 female managers from Germany were interviewed, representing diverse industries.

Findings

The results show that the dominant values in a particular society have a stronger influence on individuals' ability to balance work and family than the legal framework. Most importantly, the study provides empirical evidence for the fact that extensive laws originally designed to make it easier for women to combine work and family can actually have negative consequences for women and thus result in hurting the very persons they were designed to help.

Research limitations/implications

The sample consisted of only a small number of female managers. Thus, it cannot be regarded as fully representative of women in the USA and Germany.

Practical implications

When introducing measures designed at increasing opportunities for employees to balance work and family, it is necessary to examine their completeness, relation to societal norms, and anticipated organizational implementation.

Originality/value

This work is one of the rare studies to have used a cross‐cultural comparison in research on the work‐family interface. It provides evidence for the importance of societal values and for the fact that seemingly supportive laws can have negative consequences for women's ability to combine work and family.

Details

Journal of Managerial Psychology, vol. 23 no. 5
Type: Research Article
ISSN: 0268-3946

Keywords

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Article
Publication date: 27 June 2008

Noreen Heraty, Michael J. Morley and Jeanette N. Cleveland

The purpose of this paper is to introduce a selection of papers within the issue that discuss the work‐family interface.

2139

Abstract

Purpose

The purpose of this paper is to introduce a selection of papers within the issue that discuss the work‐family interface.

Design/methodology/approach

The themes of the papers in the issue are outlined

Findings

The papers address the following: conflict, facilitation and individual coping styles across the work and family domains; generational differences in work‐family conflict and work‐family synergy for Generation X, baby boomers and matures; the development and transmission of work‐related attitudes; a cross cultural comparison of female managers attitudes, experiences and career choices; the impact of individual and organisational characteristics on work‐family conflict and career outcomes, and the variation of work life integration experiences of mid‐career professional women.

Originality/value

The paper introduces the special issue which provides a varied mix of theoretical approaches and multi‐level perspectives to scope out and explain the links between work and family life.

Details

Journal of Managerial Psychology, vol. 23 no. 5
Type: Research Article
ISSN: 0268-3946

Keywords

Available. Open Access. Open Access
Article
Publication date: 25 December 2020

Sandra Julia Diller, Christina Muehlberger, Isabell Braumandl and Eva Jonas

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive…

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Abstract

Purpose

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.

Design/methodology/approach

Real-life coaching (N1 = 110) and training (N2 = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.

Findings

The results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.

Research limitations/implications

The research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.

Practical implications

The results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.

Originality/value

Supporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

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