Fulfillment of Work-Life Balance From the Organizational Perspective: A Case Study

Abstract

The foundation for a successful work environment in the NCAA Division I clinical setting potentially can center on the management style of the supervisor, especially one who promotes teamwork among his or her staff members. Although a family-friendly work environment is necessary for work-life balance, each member of the athletic training staff must have personal strategies in place to fully achieve a balance.

Career and Family Aspirations of Female Athletic Trainers Employed in the National Collegiate Athletic Association Division I Setting

“…For many of our female ATs, the time demands that are associated with full-time athletic training positions at the NCAA Division I setting appeared to be too much to allow an adequate balance of motherhood and a career. Interestingly, similarly to the findings of Mazerolle and Goodman 26 in a case study spotlighting several female ATs who were married with children, several of our female ATs were firm in their goal to remain in the NCAA Division I setting while managing both roles. Their persistence may benefit future female ATs, as mentorship has been revealed as necessary to retain more female ATs in this setting.…”

Achieving Work-Life Balance in the National Collegiate Athletic Association Division I Setting, Part II: Perspectives From Head Athletic Trainers

“…4,5 Professional autonomy, particularly regarding work scheduling, is necessary to find WLB in the collegiate setting because it allows the AT the means to complete nonwork obligations around the time constraints placed on patient care, practice or game coverage, and administrative duties. Whereas our findings indicated a lack of professional autonomy, Mazerolle and Goodman 13 reported that it is possible to have in the collegiate setting and requires increased communication between supervisors and coworkers, as well as a team approach to patient care and job-sharing duties. Autonomy and social support not only can facilitate fulfillment of WLB but also are important factors in reducing organizational and professional turnover.…”

“…Furthermore, the head AT is a critical component in creating WLB for the AT and in mentoring, which can be associated with a supervisory role and has been suggested as an important socializing agent in the role of an AT and a means to facilitate WLB. 13 Work-life imbalance is inevitable for every working professional and can be influenced by a host of factors. Specifically, for those working in the sport culture, this can be a combination of organizational, personal, and socioeconomic factors.…”

“…15 Often, this is accomplished by exercising, spending time with friends and family, and participating in leisure activities. 6,13 A positive workplace culture, specifically having coworkers who share a teamwork mentality and a supervisor who supports and implements WLB policies, 13 is necessary for the AT to fulfill WLB while fulfilling a full-time role as an AT in the collegiate setting. Research on work-life conflict antecedents and strategies used to reduce their occurrence is often either from the perspective of the assistant AT alone or the perspectives of head ATs are examined collectively with other staff ATs' perspectives.…”

“…12 Current empirical data present the sources of work-life imbalance from the perspective of the assistant AT, and whereas this is a common position held by ATs in the collegiate setting, information regarding factors leading to conflict for the AT in a supervisory role is limited. [4][5][6]11,13 In addition to providing patient care, the AT in this role must complete administrative and supervisory responsibilities, which require additional time during the workday. Given that the role of the head AT requires additional responsibilities beyond the role of the assistant AT, a different set of factors can contribute to experiences of work-life imbalance.…”