Formal Work-Life Balance Practices in College and University Athletic Training Settings
An abstract of the study by Eberman expanding on previous investigations regarding formal organizational work-life balance (WLB) practices in college and university athletic training settings. Results show that although a majority of respondents (n = 514, 67.5%) indicated they completed a formal ori...
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Veröffentlicht in: | Journal of athletic training 2017-06, Vol.52 (6), p.S127 |
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description | An abstract of the study by Eberman expanding on previous investigations regarding formal organizational work-life balance (WLB) practices in college and university athletic training settings. Results show that although a majority of respondents (n = 514, 67.5%) indicated they completed a formal orientation with human resources, many (n = 165, 21.7%) indicated they never received any formal orientation at their place of employment. Those without any formal orientation were significantly less confident (p = 0.010, mean difference = -0.25 pts) and less satisfied (p < 0.001, mean difference = -0.35pts) with formal policies available to them, as compared to those with formal human resource orientation. When attempting to utilize formal workplace policies, those that were most commonly utilized include healthcare insurance (n = 546, 71.7%), CEU (n = 559, 73.4%) and NATA membership (n = 570, 74.8%) reimbursement. Fewer attempts were made to use sick leave (n = 216, 28.3%), paid time off (n = 235, 30.8%), or holiday pay (n = 158, 20.7%). Only 55 (7.2%) respondents indicated they utilized maternity or parental leave, while 252 (33.1%) of them are parents. Requests to utilize formal policies were overall met with support and encouragement (n = 396, 52.0%) and respondents indicated they would feel comfortable requesting to use WLB policies again (388, 50.9%). |
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Results show that although a majority of respondents (n = 514, 67.5%) indicated they completed a formal orientation with human resources, many (n = 165, 21.7%) indicated they never received any formal orientation at their place of employment. Those without any formal orientation were significantly less confident (p = 0.010, mean difference = -0.25 pts) and less satisfied (p < 0.001, mean difference = -0.35pts) with formal policies available to them, as compared to those with formal human resource orientation. When attempting to utilize formal workplace policies, those that were most commonly utilized include healthcare insurance (n = 546, 71.7%), CEU (n = 559, 73.4%) and NATA membership (n = 570, 74.8%) reimbursement. Fewer attempts were made to use sick leave (n = 216, 28.3%), paid time off (n = 235, 30.8%), or holiday pay (n = 158, 20.7%). Only 55 (7.2%) respondents indicated they utilized maternity or parental leave, while 252 (33.1%) of them are parents. Requests to utilize formal policies were overall met with support and encouragement (n = 396, 52.0%) and respondents indicated they would feel comfortable requesting to use WLB policies again (388, 50.9%).</description><identifier>ISSN: 1062-6050</identifier><identifier>EISSN: 1938-162X</identifier><language>eng</language><publisher>Dallas: National Athletic Trainers Association</publisher><subject>Athletic Coaches ; Colleges & universities ; Content Validity ; Employment ; Outcome Measures ; Sports training ; Validity ; Work Environment</subject><ispartof>Journal of athletic training, 2017-06, Vol.52 (6), p.S127</ispartof><rights>Copyright National Athletic Trainers Association Jun 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids></links><search><creatorcontrib>Eberman, L E</creatorcontrib><creatorcontrib>Mazerolle, S M</creatorcontrib><creatorcontrib>Eason, C M</creatorcontrib><title>Formal Work-Life Balance Practices in College and University Athletic Training Settings</title><title>Journal of athletic training</title><description>An abstract of the study by Eberman expanding on previous investigations regarding formal organizational work-life balance (WLB) practices in college and university athletic training settings. Results show that although a majority of respondents (n = 514, 67.5%) indicated they completed a formal orientation with human resources, many (n = 165, 21.7%) indicated they never received any formal orientation at their place of employment. Those without any formal orientation were significantly less confident (p = 0.010, mean difference = -0.25 pts) and less satisfied (p < 0.001, mean difference = -0.35pts) with formal policies available to them, as compared to those with formal human resource orientation. When attempting to utilize formal workplace policies, those that were most commonly utilized include healthcare insurance (n = 546, 71.7%), CEU (n = 559, 73.4%) and NATA membership (n = 570, 74.8%) reimbursement. Fewer attempts were made to use sick leave (n = 216, 28.3%), paid time off (n = 235, 30.8%), or holiday pay (n = 158, 20.7%). Only 55 (7.2%) respondents indicated they utilized maternity or parental leave, while 252 (33.1%) of them are parents. Requests to utilize formal policies were overall met with support and encouragement (n = 396, 52.0%) and respondents indicated they would feel comfortable requesting to use WLB policies again (388, 50.9%).</description><subject>Athletic Coaches</subject><subject>Colleges & universities</subject><subject>Content Validity</subject><subject>Employment</subject><subject>Outcome Measures</subject><subject>Sports training</subject><subject>Validity</subject><subject>Work Environment</subject><issn>1062-6050</issn><issn>1938-162X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqNir0KwjAYAIMoWH_e4QPnQNLaaEcVxcFBUNFNQv1aU2OiSRR8ezP4AE53cNciCS-yKeUiPbWjM5FSwXLWJT3vG8Z4mhciIceVdXep4WjdjW5UhTCXWpoSYetkGVSJHpSBhdUaawRpLnAw6o3Oq_CBWbhqjBPsnVRGmRp2GEKkH5BOJbXH4Y99Mlot94s1fTj7fKEP58a-nInpzAs-zsWkGGfZf9cXKt1Clg</recordid><startdate>20170601</startdate><enddate>20170601</enddate><creator>Eberman, L E</creator><creator>Mazerolle, S M</creator><creator>Eason, C M</creator><general>National Athletic Trainers Association</general><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7RV</scope><scope>7TS</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9-</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0R</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20170601</creationdate><title>Formal Work-Life Balance Practices in College and University Athletic Training Settings</title><author>Eberman, L E ; Mazerolle, S M ; Eason, C M</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_19145679433</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Athletic Coaches</topic><topic>Colleges & universities</topic><topic>Content Validity</topic><topic>Employment</topic><topic>Outcome Measures</topic><topic>Sports training</topic><topic>Validity</topic><topic>Work Environment</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Eberman, L E</creatorcontrib><creatorcontrib>Mazerolle, S M</creatorcontrib><creatorcontrib>Eason, C M</creatorcontrib><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>Nursing & Allied Health Database</collection><collection>Physical Education Index</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Consumer Health Database (Alumni Edition)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Consumer Health Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Journal of athletic training</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Eberman, L E</au><au>Mazerolle, S M</au><au>Eason, C M</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Formal Work-Life Balance Practices in College and University Athletic Training Settings</atitle><jtitle>Journal of athletic training</jtitle><date>2017-06-01</date><risdate>2017</risdate><volume>52</volume><issue>6</issue><spage>S127</spage><pages>S127-</pages><issn>1062-6050</issn><eissn>1938-162X</eissn><abstract>An abstract of the study by Eberman expanding on previous investigations regarding formal organizational work-life balance (WLB) practices in college and university athletic training settings. Results show that although a majority of respondents (n = 514, 67.5%) indicated they completed a formal orientation with human resources, many (n = 165, 21.7%) indicated they never received any formal orientation at their place of employment. Those without any formal orientation were significantly less confident (p = 0.010, mean difference = -0.25 pts) and less satisfied (p < 0.001, mean difference = -0.35pts) with formal policies available to them, as compared to those with formal human resource orientation. When attempting to utilize formal workplace policies, those that were most commonly utilized include healthcare insurance (n = 546, 71.7%), CEU (n = 559, 73.4%) and NATA membership (n = 570, 74.8%) reimbursement. Fewer attempts were made to use sick leave (n = 216, 28.3%), paid time off (n = 235, 30.8%), or holiday pay (n = 158, 20.7%). Only 55 (7.2%) respondents indicated they utilized maternity or parental leave, while 252 (33.1%) of them are parents. Requests to utilize formal policies were overall met with support and encouragement (n = 396, 52.0%) and respondents indicated they would feel comfortable requesting to use WLB policies again (388, 50.9%).</abstract><cop>Dallas</cop><pub>National Athletic Trainers Association</pub></addata></record> |
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subjects | Athletic Coaches Colleges & universities Content Validity Employment Outcome Measures Sports training Validity Work Environment |
title | Formal Work-Life Balance Practices in College and University Athletic Training Settings |
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