Work-Family Enrichment Training: Promoting Transferability of Resources across Life Domains
Notice bibliographique
Résumé
The goal of this work was to examine intentional resource transfer across work and family roles. This was accomplished by devising and evaluating a work-family enrichment training program designed to enhance the transfer of resources acquired in the work role to improve outcomes in the family role. The first phase of this work established the need for enrichment training by drawing on boundary theories (Ashforth, Kreiner, Fugate, 2000). Findings from 261 employees across two experiments indicated that negative interrelations between work and family roles were more prominent than positive interrelations, that is, individuals perceived the work-family interface in more negative terms than positive terms. Individuals also reported higher conflict, but not enrichment, between their work and family roles than between within-work or within-family roles. These findings support the need for promoting work-family enrichment through training initiatives. \nThe second phase of this work drew from social cognitive theory (Bandura, 1986) and involved the development and evaluation of a work-to-family enrichment training, based on Greenhaus and Powellâ s (2006) enrichment theory and interpersonal capitalization theory (e.g., Ilies, Keeney, Scott, 2011). The program was administered to 163 administrative employees at a large North American university using a pre-post experimental design. Consistent with the hypotheses, findings indicated that, compared to a control training, the enrichment training increased development-based enrichment from work to family (the beneficial transfer of skills, knowledge and values). Further, the effect of the training on both development-based and affect-based enrichment (the transfer of positive affect) was mediated by enrichment self-efficacy. This effect was moderated by initial social-emotional work resources, such that the training was more effective for individuals perceiving a relatively low level of such resources. Finally, as hypothesized, enrichment self-efficacy and enrichment sequentially mediated the effect of the training on two remote outcomes: work-family pride and job satisfaction. This work advances enrichment theory by demonstrating that human agency can facilitate resource transfer across roles. From a practical perspective, this study is the first to develop and test a work-family enrichment training, which can serve as a tool for individuals and organizations to increase awareness and boost performance and satisfaction.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».