Learn about the Proliferating Research Related to Work-Life Balance
This course on work-life balance (WLB) provides a systematic review of the research literature related to the effectiveness of certain organizational policies and programs (organizational practices related to work-load management, flextime, flexplace, alternative job arrangements, and family care). The course contains 11 learning modules.
11 major content-rich learning modules capturing content from the book Organizational Strategies for Work-Life Balance (published by Springer, in press).
11 learning modules that include 48 instructional videos designed with flexibility and remote-learning in mind
Support from a renowned quality-of-life/well-being scientist
An official certification on successful completion of the course work and examination
Course Modules
Introduction
The introductory module lays the philosophical and academic foundation of much of the research on wellbeing and positive mental health, showing the beneficial effects of happy people at work, in terms of health, and to society at large.
Definitions and Metrics of Work-Life Balance
In this module we will discuss various definitions of work-life balance (WLB). We will make the case that a good way to appreciate the various definitions is to classify each definition in terms of inputs, outputs, or outcomes. With respect to inputs, traditionally, researchers have conceptualized WLB inputs in three waystime, engagement, and fit. Similarly, outputs are also traditionally classified into three conceptsrole effectiveness, role satisfaction, and minimal role conflict. With respect to definitions of WLB in terms of combined dimensions of both inputs and outputs, we will discuss several major conceptualizations such as the combined effects of time balance, involvement balance, and satisfaction balance.
Work-Life Balance Policies and Programs
In this module we will discuss work-life conflict and how it can be reduced through work-life balance (WLB) programs. We will describe work-life conflict in terms of three major dimensions, namely time-, strain-, and behavior-based conflict. We will then discuss five major groups of WLB programs. These are work-load management programs (e.g., workhours, time pressure, and role ambiguity), flextime programs (flexibility in terms of when work is completed), flexplace programs (flexibility in terms of where work is completed), alternative job arrangements (work arrangements that diverge from the standard employment model of consistent, full-year, full-time employment), and family care programs (e.g., dependent care programs, leave, vacation, and health care programs).
Impact of Work-Life Balance Policies and Programs
In this module, we will analyze research that documented the effects of work-life balance (WLB) programs on employee outcomes (e.g., reduced work-life conflict, increased personal health, decreased stress, and increased family wellbeing) as well as organizational outcomes (e.g., increased affective commitment, fewer turnover intentions, greater job satisfaction, and less job burnout). We will examine several theories that explain WLB impact on employee and organizational outcomes: the theory of conservation of resources, the theory of job demands-control, role conflict theory, signal theory, and social exchange theory.
Workload Management
This module covers much of the research literature focusing on workload management programs that organizations can institutionalize to achieve higher levels of employee work-life balance. Specifically, we will make the case that the driving force or impetus behind workload management programs is work overload. Work overload produces significant adverse effects for employees as well as the organization. As such, workload management programs are essentially designed to reduce work overload. We will explain the negative consequences associated with work overload through four well-established theories, namely resource drain, conservation of resources, job demands and resources, and job demands/job control. We will also discuss how workload management programs are customarily implemented through four objectives: reducing workload and time pressure, providing mutual help, working smarter, and minimizing work demand during off-work time. We will then explain the conditions under which workload management programs are more effective. As such, we describe the research dealing with personal moderators (e.g., workload management programs are more effective for employees with heavy family responsibilities), organizational moderators (e.g., such programs are more effective with high organizational support), and environmental moderators (e.g., such programs are more effective in countries with high levels of connectivity).
Schedule Flexibility
In this module we will define flexible work schedule as an organizational initiative that enables employees to set their own working hours, negotiated between the employee and employer. We will discuss both positive and negative consequences associated with organizational policies and programs related to schedule flexibility. An example of a positive consequence is reduced work-life conflict, while an example of negative consequence is increased physical fatigue due to working longer hours. We will also explain why flexible schedule programs produce these consequences--such programs serve to enhance employee perception of control, allow employees to choose to work during their peak hours of personal productivity, make more efficient use of their circadian rhythms, and signal that the organization cares about its employees. We will then describe a variety of different types of flexible scheduling such as flexible work time, a compressed work week, absence autonomy, and an open rota system. Following this discussion, we will address factors that moderate the effectiveness of schedule flexibility on work-life balance in terms of personal moderators (e.g., the program is more suited for employees with family responsibilities), program/organizational moderators (e.g., the program is more effective when it is configured in ways to prevent income loss for the participants), and environmental moderators (e.g., the program may be more effective in countries with an individualistic culture compared to a collectivist one).
Flexible Workplace
In this module we will define flexible workplace practices as any form of work conducted during normal business hours but performed outside of the physical workplace (e.g., telecommuting, home working, and e-working). Then, we will address the positive consequences associated with flexible workplace (e.g., increased organizational commitment) as well as the negative consequences (e.g., career stagnation). We will also explore how flexible workplace programs help increase work-life balance (e.g., reduced employee cost of working, increased time savings, increased perceived autonomy). Then, we will describe customary flexible workplace practices such as telecommuting, working from home, and e-working. Following this discussion, we will explore several moderator effects on flexible workplace programs—personal moderators (e.g., workplace flexibility programs tend to be more effective for creative personnel, managers and high-level professionals), organizational moderators (e.g., flexible workplace programs are more effective when the work necessitates cooperation among employees), and environmental moderators (e.g., programs such as telecommuting tend to be more effective in highly individualistic countries compared to collectivistic ones).
Alternative Job Arrangements
In this module we will discuss much of the research on alternative job arrangements (e.g., part-time jobs, job sharing, career breaks, and contract work). Specifically, we will discuss research showing both positive consequences (e.g., reduced work-life conflict and absenteeism) and negative consequences (e.g., less opportunity for upward mobility and fewer institutional protections). We will explain how alternative job arrangements contribute to work-life balance using well-established theories such as person-job fit, job demands-resources, job demands-control, and role conflict, after which we describe how these job arrangements are commonly implemented in the workplace. Research also indicates the effectiveness of alternative job arrangements is moderated by personal factors (e.g., these arrangements are more effective for employees with childcare responsibilities and post-retirement adults), organizational factors (e.g., for jobs involving divisible tasks), and environmental factors (e.g., in organizations operating in countries that are high on gender equality. We will discuss these moderator effects in some detail.
Family Care Policies and Programs
In this module we will discuss much of the work-life balance (WLB) research focused on family care policies and programs. Examples of family care programs include on-site childcare and eldercare services, employee assistance programs, family programs, leave and time-off for family care. We will report on the positive consequences (both personal and organizational consequences) of such practices (e.g., helping employees reduce work-life conflict and increasing organizational commitment). We will explain how family care practices help increase WLB through three well-established theories, namely role conflict, family demand and resources, and social exchange. We will follow up with a discussion related to the moderating effects of family care practices. For example, with respect to personal moderators, research shows that family care programs are more effective when the employees perceive a greater fit with their needs and preferences. With respect to organizational moderators, research shows that such practices are more effective in organizations with a family-supportive organizational culture. Regarding environmental/cultural moderators, research indicates that childcare programs may be more effective in individualistic countries, in which the nuclear family is more common than the extended family. Conversely, eldercare programs tend to be more effective in collectivist countries, in which the extended family is more common than the nuclear family.
Conditions Governing the Effectiveness of Work-Life Balance Policies and Programs
In this module we will discuss the conditions that influence the general effectiveness of WLB programs--personal, program/organizational, and environmental/cultural characteristics. With respect to personal moderators, will distinguish demographic factors from behavioral factors. An example of a demographic moderation effect is the well-established finding that WLB programs are more effective for women (than men). An example of a behavioral moderation effect is the research finding that WLB programs are more effective for employees who are favorably disposed to integrate work and family domains (than those who are unfavorably disposed). There are numerous program/organizational moderators too. An example is research showing that WLB programs are most effective when they are perceived as a large (than small) assortment with options and are supported by the employee’s immediate supervisor and top management. Regarding environmental/cultural moderators, we will discuss evidence suggesting that WLB programs tend to be more effective in organizations with a gender egalitarian culture, a humane-oriented culture, an individualistic culture, and an infrastructure replete with information and communication technologies (ICTs).
Recommendations for Implementing Work-Life Balance Policies and Programs
Having discussed the moderators of work-life balance (WLB) policies and programs in the previous module, we will then conclude the course by making general suggestions regarding the implementation of WLB policies and programs. In doing so, we will discuss how to: (1) identify employees with greater need for WLB programs, (2) evaluate environmental circumstances for WLB programs, (3) design effective WLB policies and programs, (3) facilitate effective implementation of WLB policies and programs, (4) provide management support for WLB policies and programs, and (5) evaluate performance of WLB policies and programs.
Professionals interested in understanding the psychology of work-life balance and how it can be achieved through programs and policies of their own organization;
Executive managers and directors in medium and large organizations interested to helping their employees achieve a better work-life balance;
Directors of personnel departments in medium and large organizations;
Human resource management consultants;
University/college instructors teaching courses in Human Resource Management;
Graduate students interested in learning about work-life balance as a possible research topic for their master’s thesis or doctoral dissertation; and
Researchers who wish to be initiated to issues dealing with policies and programs of work-life balance.
M. Joseph Sirgy is a management psychologist (Ph.D., U/Massachusetts, 1979) and the Virginia Tech Real Estate Professor Emeritus of Marketing at Virginia Polytechnic Institute and State University (USA) and Extraordinary Professor at the WorkWell Research Unit at North West University – Potchefstroom Campus (South Africa). He has published extensively in business ethics and quality of life (QOL). His awards include International Society for Quality-of-Life Studies’ (ISQOLS’) Distinguished Fellow Award, ISQOLS’ Distinguished QOL Researcher, Academy of Marketing Science’s (AMS) Distinguished Fellow Award, AMS’ Harold Berkman Service Award, Virginia Tech’s Pamplin Teaching Excellence Award/Holtzman Outstanding Educator Award and University Certificate of Teaching Excellence, the EuroMed Management Research Award, and the Macromarketing Society’s Robert W. Nason Award. Best paper awards include articles published in the Journal of Happiness Studies, the Journal of Travel Research, and Applied Research in Quality of Life. His editorial responsibilities include co-founding editor of Applied Research in Quality of Life, editor of the QOL section in the Journal of Macromarketing, editor-in-chief of the Journal of Macromarketing, editor of ISQOLS’/Springer’s book series on International Handbooks in QOL, Community QOL Indicators--Best Cases, Applied Research in QOL--Best Practices, and co-editor of the Springer book series on Human Well-Being and Policy Making.
The course is administered through a self-paced program of instruction. The program includes:
Readings from the textbook Organizational Strategies for Work-Life Balance (in press at Springer);
Video lectures for each module;
One-to-one Interaction with the course instructor through e-mail and video conference; and
Certification given successful performance on a set of exams involving essay questions.
Certification
ISQOLS members can take the course for certification for $700.
Non-ISQOLS members can take the course for certification for $900.
Benefits include:
Access to the lecture slides
Access to the lecture videos
Discount from Springer to purchase the textbook that supports the course
Direct communication with the instructor by e-mail and/or video conferencing
Certification upon demonstrated learning (evaluated through successful completion of several exams)
Audit
ISQOLS members can audit the course for $50.
Non-ISQOLS members can audit the course for $200.
Benefits include:
Access to the lecture slides
Access to the lecture videos
Discount from Springer to purchase the textbook that supports the course
No. However, to make the most out of the material provided in this course, it is recommended that the applicants have at least some background in social sciences.
After completing each learning module (there are 11 modules in total) the course participant alerts the course instructor about his/her readiness to take a quiz related to the completed module. The instructor in turn prepares and sends the course participant the quiz (by e-mail) related to the completed module. The student then completes the quiz and returns it to the course instructor who in turn grades it and provides feedback. This process is repeated until all 11 learning modules are completed. Each quiz may involve case analysis, essay exam, and/or project development.
To pass the course and receive an official certification, the course participant must receive an average grade of C- or above across all 11 quizzes. Each quiz will be graded using the traditional academic scale, namely A-F. Participants who do not receive a passing grade (i.e., C- or above) can repeat the course.
ISQOLS can provide educational credit in terms of Continuing Education Units (CEUs) for the Work-Life Balance Certification Program. 1 CEU is equivalent to 10 contact hours.
The Work-Life Balance Certification Program involves and
estimated 20 contact hours total. This translates into 2 CEUs.
Those interested in receiving the CEUs should provide enough information to their own educational institution about the ISQOLS certification program and their own institution would determine if they would accept these CEUs.
Many occupations require CEUs to stay licensed in their profession (counselors, life coaches, teachers, etc.). Those who wish to use the certification program for CEUs in meet continuing education requirements of their
profession should contact their state/country licensing board and submit information about the course.
This certification is provided by the International Society for Quality-of-Life Studies (ISQOLS), a global organization with a mission to promote and encourage research in the field of quality-of-life (QOL), happiness, and wellbeing studies.
ISQOLS has members all throughout positioned in academic institutions as well as stakeholder groups, and are well-respected for their contributions to QoL. As such, an official certification would be beneficial to anyone who wants to
apply work-life balance to guide academic research projects, policy making, managerial decision-making, population statistics, and/or coaching and counseling.
Course participants should be able to answer the following questions when completing the course:
How do social scientists and human resource researchers define and measure the concept of work-life balance?
What are work-life balance practices commonly found in medium and large organizations?
Is there evidence about the impact of work-life balance policies and programs on employee behavioral responses? If so, what kind of evidence?
What is the impact of workload management policies and programs on employee behavioral responses?
What is the impact of schedule flexibility policies and programs on employee behavioral responses?
What is the impact of flexible workplace policies and programs on employee behavioral responses?
What is the impact of policies and programs related to alternative work arrangements on employee behavioral responses?
What is the impact of family care policies and programs on employee behavioral responses?
What does the evidence suggest concerning conditions governing the effectiveness of work-life balance practices?
What recommendations can we deduce from the research to implement effective work-life balance policies and programs?
This course is administered by a seasoned QoL researcher, Prof. Dr. M. Joseph (Joe) Sirgy. Course instruction is supported by access to video lectures, readings from the assigned book (Organizational Strategies for Work-Life Balance; published by Springer), exams, feedback on the exam questions, and private communication with the course instructor through e-mail and video conferencing.
International Society for Quality-of-Life Studies (ISQOLS)
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