This study presents three studies that explore the ways in which multiple support sources (workplace and family social support) help individuals to experience work-life balance (WLB) and thereby develop a sense psychological availability and positive energy at work. We examine this serial mediation model across three population groups in Israel using time-lagged data from part-time students (sample 1), as well cross-sectional data from workers in the industrial sector (sample 2) and physicians in public hospitals (sample 3). The results indicate a complex process in which workplace and family support augment employee positive energy through WLB and psychological availability. The findings shed light on the importance of support from work and nonwork sources for the pursuit of employees to achieve balance in the spheres of work and life and suggest that the WLB helps in the development of psychological availability and augmenting employee positive energy.
This study draws on social identity theory and examines perceived external prestige at both the organization and team levels as well as collective team identification as antecedents of top management team (TMT) behavioral integration. The results of data collected from TMTs in 70 small-sized organizations indicate that compared with perceived organizational external prestige, perceived TMT external prestige had a greater effect on collective team identification, which, in turn, resulted in TMT behavioral integration. The theoretical implications regarding the antecedents of TMT behavioral integration in small-sized organizations are discussed.
This paper presents a study that explores how “field experience” programs generate a meaningful bridge between the “theoretical” academic world and the “real” labor market. We examine this model in a population of undergraduate management students who participated in experiential learning programs via internship-integrating courses. The results unravel the significance of the experience-based educational program during Covid-19, formulating new correlations unique to this period. The study's contribution focuses on three main areas. First, the findings shed light on the academic supervisor's importance in establishing the quality of the program and consequently improving students’ perception of its contribution to their integration in the employment market. Moreover, we found that the contribution of the guidance provided by the organizational mentor diminished during the Covid-19 period compared to that shown in former studies. Additionally, an innovative mediating effect of the guidance provided by the organizational mentor was found, one that generated an association between the quality of the program and its contribution to integration in the employment market. These results receive further validation during the period of the study, when academic institutions were required to show flexibility and adaptation, leading to the utilization of previously uncustomary distance learning methods.
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