Work-Family Enrichment Training: Promoting Transferability of Resources across Life Domains
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".