Laurel A. McNall

Flexible Work Arrangements, Job Satisfaction, and Turnover Intentions: The Mediating Role of Work-to-Family Enrichment

ABSTRACT The authors examined the relation between the availability of 2 popular types of flexible work arrangements (i.e., flextime and compressed workweek) and work-to-family enrichment and, in turn, the relation between work-to-family enrichment and (a) job satisfaction and (b) turnover intentions. In a sample of 220 employed working adults, hierarchical regression analyses showed that work-to-family enrichment mediated the relation between flexible work arrangements and both job satisfaction and turnover intentions, even after controlling for gender, age, marital status, education, number of children, and hours worked. Thus, the availability of flexible work arrangements such as flextime and compressed workweek seems to help employees experience greater enrichment from work to home, which, in turn, is associated with higher job satisfaction and lower turnover intentions. The authors discuss the implications for research and practice.

An Investigation of Factors Influencing Accountability and Performance Ratings

The authors explored whether accountability has implications for performance ratings and investigated factors that may influence both accountability and performance ratings. Specifically, they investigated (a) whether feelings of accountability are directly related to performance ratings, (b) whether experimental manipulations that have been proposed to manipulate accountability in fact do so, and (c) the role of motivationrelated constructs. They developed and tested a model of factors proposed to influence accountability and performance ratings. Results from 334 raters in an upward feedback situation in a classroom context provide empirical support that feelings of accountability influence rating level, as do perceptions of anonymity and the importance raters place on their jobs. However, neither anonymity nor importance perceptions were related to feelings of accountability.

Interaction of Core Self-Evaluations and Perceived Organizational Support on Work-to-Family Enrichment

ABSTRACT The purpose of this article was to offer an empirical test of J. H. Greenhaus and G. N. Powells (2006) model of work–family enrichment by examining dispositional (i.e., core self-evaluations; CSEs) and situational (i.e., perceived organizational support; POS) factors associated with work-to-family enrichment (WFE) and whether these variables interact in predicting WFE. In a survey of 220 employed adults, our hierarchical regression analysis revealed that in highly supportive work environments, individuals reported high WFE regardless of CSE. However, when POS was low, individuals high in CSEs reported higher WFE than those low in CSEs, in support of conservation of resources theory (S. E. Hobfoll, 2002). Implications for research and practice are discussed.

Work–family enrichment, support, and satisfaction: A test of mediation

The purpose of this paper was to examine the mediating role of work-to-family enrichment (WFE) and family-to-work enrichment (FWE) between supervisor and family support and job and family satisfaction. Two-hundred and fourteen employed adults participated in an online survey. Correlations demonstrated that perceived supervisor and family support were related to all three dimensions of WFE and FWE, and, in turn, job and family satisfaction, respectively. Regression analyses revealed that WFAff (moods generated through involvement at work that impact the family) and WFCap (psychological resources generated at work that impact the family) partially mediated the relationship between supervisor support and job satisfaction. Only FWAff (moods generated through family involvement that impact work) partially mediated the relationship between family support and family satisfaction. This research demonstrates that the different dimensions of enrichment should not be collapsed into an aggregate measure of WFE and FWE, and has important implications for understanding the positive side of the work–family interface.

A Social Exchange Model of Employee Reactions to Electronic Performance Monitoring

The primary goal of this study was to develop and test a social exchange model of employee reactions to electronic performance monitoring (EPM) to help managers use EPM more effectively. This study proposed that certain EPM practices are related to perceptions of interpersonal and informational justice, which in turn build trust in the manager, along with other important attitudes and outcomes. In a sample of 257 call center representatives, the purpose for using EPM, development versus control, was associated with interpersonal justice perceptions, but EPM-based feedback characteristics, whether the feedback was timely, specific, and constructive, were not. Furthermore, the presence of an explanation for EPM was positively related to perceptions of informational justice. Moreover, interpersonal and informational justice perceptions were positively related to trust in the manager, which in turn was positively related to job performance and job satisfaction.

Do positive affectivity and boundary preferences matter for work-family enrichment? A study of human service workers.

More individuals than ever are managing work and family roles, but relatively little research has been done exploring whether boundary preferences help individuals benefit from multiple role memberships. Drawing on Greenhaus and Powells (2006) work-family enrichment theory, along with Boundary Theory (Ashforth, Kreiner, & Fugate, 2000) and Conservation of Resources Theory (Hobfoll, 2002), we explore the impact of personal characteristics as enablers of work-family enrichment, and in turn, work outcomes relevant to human service workers: turnover intentions and emotional exhaustion. In a 2-wave study of 161 human service employees, we found that individuals high in positive affectivity were more likely to experience both work-to-family and family to-work enrichment, whereas those with preferences toward integration were more likely to experience work-to-family enrichment (but not family to-work enrichment). In turn, work-to-family enrichment (but not family to-work enrichment) was related to lower turnover intentions and emotional exhaustion. Enrichment served as a mediating mechanism for only some of the hypothesized relationships. Implications for theory and practice are discussed.

The relationship between student core self-evaluations, support for school, and the work–school interface

ABSTRACT More students than ever before are combining the experience of higher education with paid employment, but relatively little research has been done exploring how students manage these roles. In the current study, we explored the association between personality (i.e. core self-evaluations) and support, both specific to the school context. The relationship between support for school and both work–school conflict (WSC) and work-school enrichment (WSE) were also studied, and in turn, associated outcomes (i.e. grade point average, job satisfaction, general psychological health, and school burnout) of inter-role conflict and enrichment. In a two-wave study of 291 employed college students, we found that individuals high in school-specific core self-evaluations perceived greater organizational support and family support for school, which was associated with decreased WSC and increased WSE (through organizational support). In turn, WSC was related to lower general psychological health and higher school burnout whereas WSE was related to higher job satisfaction. These findings are consistent with theories of personality and stress, conservation of resources theory, and organizational support theory, and suggest that both organizations and universities have a role to play in helping students manage ‘learner’ and ‘earner’ roles.

Teaching Online: Applying Need Theory to the Work–Family Interface

ABSTRACT Using Warner and Hausdorf’s (2009) framework, the authors empirically examined work–life balance and work outcomes among collegiate faculty teaching courses online. Quantitative and qualitative results from 138 online instructors demonstrated that basic psychological need satisfaction was related to higher levels of work–family enrichment, job satisfaction, performance, and intention to teach online courses again and lower levels of work–family conflict and stress. Work support was also related to job satisfaction, performance, and stress but was not related to work–family balance. These findings are important as universities are seeking ways to promote involvement with online education.