1. QUESTION

    W4A1 extension    

   BASED ON THIS WRITTEN ANSWER DO A RESEACH SUMMARY AND MAKE SURE THAT YOU MAKE 4 REFERENCES CITED PLEASE.

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   Week 4 Discussion

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   Week 4
   Theron Thompkins posted Oct 14, 2020 6:09 PM
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   Although work-life balance programs in the United States have become increasingly popular over the years, there is still a need to understand the contributions of these programs on employee performance. The purpose of this case study was to explore the work-life balance programs that nonprofit school leaders utilize to improve employee performance at a charter school organization. The job demands-resources model formed the conceptual framework for this study. Data were collected through semi-structured interviews from a purposeful sample of 10 managers and 10 non-managerial employees working at a charter school organization in Harlem, New York. Data collection also included organizational performance track indicator documents on employee absenteeism, turnover, motivation, productivity, job satisfaction, and retention, archived organizational records on WLB programs, and current WLB programs and policy guidelines. Through methodological triangulation, a few themes emerged. These themes included work-life balance programs’ effectiveness, the importance of a supportive work environment, employee commitment and motivation, employee wellbeing and productivity, employee job satisfaction and quality work-life, organizational culture change, and low utilization of the job-sharing program. According to the study results, work-life balance programs could help improve organizational culture and employee overall performance. The results of this study may contribute to social change by preparing employers for success while simultaneously positioning individuals to attain an optimum balance between work and life responsibilities.

   The increased interest in work-life balance remains influenced by concerns that work-life imbalance could lead to health issues, low productivity, and consequences for individuals, their families, and organizations (Lu & Kao, 2013; Singh, 2010). The impact of work-life imbalance on an organization is (a) low productivity (Mantalay, Chakpitak, Janchai, & Sureepong, 2012), (b) low employee retention, (c) low level of morale and motivation, (d) low-performance levels, (e) increased number of grievances,(f) poor organizational image (Kumar & Chakraborty, 2013), and (g) increased absenteeism and turnover (Chimote & Srivastava, 2013; Kumari, 2012). Researchers (Allen, 2001; Aryee, Chu, Kim, & Ryu, 2012; Cook, 2009; Haar & Roche, 2010) have indicated that when employees perceive their employer as more family-supportive because of family-friendly policies and programs offered, they report affective commitment, fewer turnover intentions, greater job satisfaction, less job burnout, and less work-to-family conflict (Wayne, Casper, Matthews, & Allen, 2013).

   Work-life balance has become an important issue for both employees and organizations (Madipelli, Veluri-Sarma, & Chinnappaiah, 2013). The business environment can be demanding with deadlines and tight schedules (Kumar & Chakraborty, 2013). Changing demographics, competition, globalization, and technological development influence the development of work-life programs (Caillier, 2012; Haar & Roche, 2010). The utilization of work-life balance practices to help reduce work-life conflict and increase positive employee appraisals of the organization (Lazar, Osoian, & Ratiu, 2010). Work-life programs can improve organizational structural, cultural, and relational support for work and family (Kossek, Lewis, & Hammer, 2010). There is a greater focus in the United States than elsewhere on employer-driven work-life initiatives, particularly those implemented by large organizations to support higher-level managers and skilled professionals (Kossek et al., 2010). The world has evolved since 4 work-life programs first emerged, requiring employers to further mainstream work-life initiatives to respond to new societal changes ranging from economic to environmental and from health to technological (Kossek et al., 2010). As Burke (2010) noted, organizations face heightened competition on a worldwide basis, employees are experiencing increased performance pressures, and the hours’ employees spent at the workplace increased significantly between 2000 and 2009. Furthermore, there is an ongoing struggle between employees and employers regarding work-life balance because some employees and employers do not understand that work-life balance is reciprocally beneficial (Kumar & Chakraborty, 2013). Work-life balance for the individual is a function of both individual and organizational actions (Mayerhofer, Schmidt, Hartmann, & Bendl, 2011). From an organizational perspective, work-life balance may be a part of good performance, and from an employee perspective, work-life balance programs may be a positive factor in deciding to work for or remain with a particular organization (Mayerhofer et al., 2011). Whether called work-life balance or family-friendly, there are macro and micro reasons why these programs are particularly important in contemporary organizations (Wang & Walumbwa, 2007). On the macro side, the programs allow an organization to maintain a more committed workforce (Wang & Walumbwa, 2007). Employee commitment is an important factor in the success of an organization (Shahid & Azhar, 2013). The top three drivers of employee commitment are employers’ care and concern, fairness, and fulfillment (Shahid & Azhar, 2013). Investing in employees’ health and safety is vital if other investments are to yield greater results such as organizational growth and 5 productivity (Howard-Quartey & Buenar-Puplampu, 2012).

   To gain an understanding of the work-life balance programs that nonprofit school leaders at a charter school organization utilize to improve employee performance, I asked the participants a series of questions based on the following main research question: 12 What work-life balance programs do leaders utilize in this organization to improve employee performance, and what are the perceived contributions?

   Cited:

   Anderson, S. E., Coffey, B. S., & Byerly, R. T. (2002). Formal organizational initiatives and informal workplace practice: Links to work-family conflict and job-related outcomes. Journal of Management, 28, 787-810. DOI:10.1177/014920630202800605

   Bacharach, S. B., Bamberger, P., & Biron, M. (2010). Alcohol consumption and workplace absenteeism: The moderating effect of social support. Journal of Applied Psychology, 95, 334-348. DOI:10.1037/a0018018

   Cakiroglu, O. (2012). Single-subject research: Applications to special education. British Journal of Special Education, 39(1), 21-29. DOI:10.1111/j.1467- 8578.2012.00530.x

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