UNIT NAME:
UNIT CODE:
SEMESTER:
PREREQUISITE:
CLASS TIMES:
MONASH UNIVERSITY
FACULTY OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT
Semester 1, 2003
Work, Family and Life
MGX5220
Semester 1, 2003
MGX9600 or equivalent
9-5pm Thursday, 6 March
9-5pm Friday, 21 March
9-5pm Thursday, 1 May
9-5pm Friday, 2 May
9-5pm Friday, 16 May
9-1pm Friday, 22 May
UNIT LEADER AND LECTURER:
Dr. Anne Bardoel
Room: N7.28
Telephone: (03) 9903 2675 (Direct)
Email:
(03) 9903 2718 (Fax) anne.bardoel@buseco.monash.edu.au
:
The purpose of this subject is to examine and debate the critical challenges facing individuals, families, employers, and communities in managing work, family and life. It seeks to identify the linkages between work, family and life and the implications of these linkages for individuals, families, work environments, and society by examining the research that explores this interdependence.
A number of radical changes are occurring in the workplace and in the interrelationships among employees, their families, employers, and the community (e.g.
increasing demographic and cultural diversity of the workforce, greater emphasis on lifestyle balance by employed men and women, and changes in the way work is structured). This unit will examine the implications of these changes for employees, their families, employers, and society. The past decade has witnessed increased research on transactions between workplaces and families that attempt to identify the reciprocal, microlevel dynamics between these spheres. The work-family research has broadened to include issues not just for people with families, but also to incorporate broader work-life issues e.g. individuals who have commitments with the community, eldercare. This subject is designed to teach students about the interactive relationship between the family, community and work systems. Such topics as historical overview of the relationship between work and family, work-family conflict, organisational work-life policies and programs, legal and business issues concerning worklife will be studied.
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MGX5220 Work, Family and Life
Semester 1, 2003
At the end of this subject students will have:
1.
Discussed and debated the critical challenges facing individuals, families, employers and society in managing work, family and life.
2.
Reviewed the current state of research and practice on work-life issues.
3.
Determined what Australian companies are doing to address employee work-life concerns.
4.
Learnt how to evaluate work-life programs.
5.
Developed managerial skills for helping employees balance work/life demands.
6.
Developed a personal work-life plan.
To attain these objectives students will:
1.
Identify and analyse the separation of work, family and life from a historical perspective.
2.
Identify the social and demographic changes of recent decades that have altered the onceestablished dynamics of work, family and life.
3.
Analyse how gender, class, and culture affects work/life linkages.
4.
Identify and analyse the effect of the family system structure, function, and roles upon the workplace structure, function and roles.
5.
Analyse the impact of various employment orientations on the quality of family life (the spousal relationship, the parent-child relationship and the child's development).
6.
Identify the issues regarding the business and legal case for work-life initiatives.
7.
Identify and analyse workplace and government policy initiatives aimed at helping individuals manage work, family and life roles in such areas as: a. flexible employment and leave options including paid parental leave, b. work scheduling (by hours and/or weeks, by tasks and location) c. employer programs (work/life, diversity, health) d. external carer assistance (community and governments).
There is no set text for this unit but instead students are expected to purchase the selected readings for the subject, which are available in the Bookshop.
Dr Anne Bardoel (Ed.) (2003). MGX5220 Work, Family and Life: Selected Readings.
These readings include a mix of contemporary theoretical, research and popular articles relevant to seminar discussions and to the assignments. In addition, the following books have been put on reserve in the Caulfield library.
Lewis, S., & Lewis, J. (Eds.) (1996). The Work-Family Challenge: Rethinking Employment
London:Sage.
Parasuraman, S., & Greenhaus, J. (1997). Integrating Work and Family: Challenges and
Choices for a Changing World. Westport, CT: Quorum Books.
Williams, J. (2000). Unbending gender: Why work and family conflict and what to do about it. New York: Oxford University Press
Work and Family Unit. (1999). Work and Family State of Play 1998. Canberra: Department of Employment, Workplace Relations and Small Business.
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MGX5220 Work, Family and Life
1
Semester 1, 2003
Australian
Australian Institute of Family Studies: http://www.aifs.org.au/
Commonwealth Department of Health and Aged Care (Home Page): http://www.health.gov.au/
Commonwealth Department of Family and Community Services (Home Page): http://www.facs.gov.au
Equal Opportunity for Women in the Workplace Agency: http://www.eeo.gov.au
The Men's Bibliography http://www.anu.edu.au/~a112465/mensbiblio/mensbibliomenu.html
Office of the Employment Advocate (Home Page): http://www.oea.gov.au/
Office of Senior Victorians (Department of Human Services): www.seniors.vic.gov.au
Office of the Status of Women (Department of the Prime Minister and Cabinet) Home
Page: http://www.dpmc.gov.au/osw/
Work and Family Unit, Department of Employment, Workplace Relations, and Small
Business http://www.dewrsb.gov.au./workplaceRelations/workAndFamily/publications.htm
Work/Life Association Inc. http://www.worklifeassociation.org/
Overseas
Families and Work Institute (USA): http://www.familiesandworkinst.org
Internet Mailing List on Work/Life Policies (USA): http://www.dcclifecare.com/
Labor Project for Working Families (USA): http://violet.berkeley.edu/~iir/workfam/home.html
National Network for Child Care (USA): http://www.nncc.org/
One Hundred Best Companies for Working Mothers (women.com home page) (USA): http://www.women.com
Sloan Work-family Researchers Electronic network http://www.bc.edu/bc_org/avp/wfnetwork/
Teleworkers checklist (UK): http://www.labourtel.org.uk/checkl.html
Work & Family Connections (USA): http://www.workfamily.com
Work/Family Directions (USA): http://www.wfd.com
Work, Family and Life Consulting (USA): http://ourworld.compuserve.com/homepages/wfl_con
Work and Family Life Interactions (USA): http://www.cyfc.umn.edu/
The Work/Family Initiative at Penn State: http://lsir.la.psu.edu/workfam/
1 (Source: Work and Family Unit, Department of Employment, Workplace Relations, and Small Business)
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MGX5220 Work, Family and Life Semester 1, 2003
Students will be provided with and directed to study material in a range of formats including interactive lectures and seminars, and presentations. Prescribed reading materials will introduce the theory and conceptual models underpinning the subject and direct students' attention to current issues and future directions. Classes will involve lectures, discussions, seminar presentations, role-plays, and case studies. These teaching methods aim to develop students' abilities to critically examine information, analyse specific problems/issues, and understand the relevance of key theories and concepts relevant to work-family issues. It is expected that students attend all classes and to fully participate in all learning activities.
To obtain a passing grade in this subject you must:
1.
Attend and participate in all sessions. Unavoidable absences MUST BE NOTIFIED IN
ADVANCE to the lecturer. Students who are not present for their group’s presentation will not be allocated any marks .
2.
Attempt and submit ALL pieces of assessable work on, or before, the due dates and times as specified. Due dates will be strictly adhered to. Any extensions must be negotiated in advance.
3.
Must obtain a mark of at least 50% in at least one of the individual assignments (i.e.
Self assessment paper or the Work-Family Research Paper).
4.
Obtain an aggregate overall mark of at least 50%.
General Assessment Guidelines
• There is no final examination .
• Assignments are required on time, and presentations must occur on the agreed date.
• Any requests for extensions must be accompanied by documentary evidence such as an original medical certificate before the due date. Emailed evidence is not acceptable.
• Essays submitted late without an extension will receive a 1 mark penalty per calendar day.
• No assignment will be accepted after return of the other assignments on that topic.
• Please back up your work during assignment preparation and keep a hard copy of your essays after submission.
• Please familiarise yourself with the Faculty’s policy on ‘Collusion, Collaboration,
Plagiarism and Cheating’ which appears at http://www.buseco.monash.edu.au/Registrar/SMMP/Assessment/s6.html
• The following website link to the Q Manual provides a description of all aspects of plagiarism: http://www.buseco.monash.edu.au/Faculty/Pubs/QManual/q-plagiarism.html
• All submissions must include an assignment cover sheet , available at http://www.buseco.monash.edu.au/Student/services.html
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MGX5220 Work, Family and Life
Semester 1, 2003
ASSIGNMENT ONE: SELF-ASSESSMENT PAPER – LIFE PRIORITIES AND
DEVELOPMENT PLAN
Due in class:
Worth:
Length:
21 March, 2003
10%
750 - 1,000 words
Individual Assignment.
The aim of this assessment is to develop a Life Priorities and Development Plan. The purpose of the paper is to help students synthesise what they have learned about their personal and work life situations, and develop career and life goals or plans that are consistent with these values.
This assignment asks you to think about and analyse your life priorities, and formalise a plan for developing the skills you need to reach your career and life goals. You may find it useful to read Chapters 1 to 4 in the Kofodimos book (available on reserve in the Caulfield library), and complete the self-assessment exercises in each chapter. Your plan should include the following sections
2
:
Section 1: Life Vision Statement
As part of your personal definition of success, list four to six "life aspirations”. These aspirations can be special accomplishments, relationships, events, or ways of living that you would like to see happen in your life (for example, live a long, healthy, vital life; build a world-class research group that develops disease-curing drugs).
Section 2: Approach to Living
For each life aspiration listed in Section I, describe a corresponding "approach to living" that will be required in order to carry out these aspirations. That is, describe what attitudes and behaviors will enable you to move toward and live with these aspirations (for example, take time for physical self; be more collaborative with other teams and listen to others' input).
Section 3: Key Life Priorities or Goals
Then, list your key life priorities or goals that will help you fulfill your life aspirations (for example, bicycle three times a week; focus career development within the technology function and look for broader and more varied responsibilities there). Be as specific as possible when describing your priorities, and try to attach a time frame for pursuing and accomplishing your priorities or goals. In addition, describe what support you will seek to help you maintain your priorities (for example, Workaholics Anonymous), and describe any obstacles you may have to overcome (for example, organizational culture is not supportive of balance) and how you hope to overcome them.
Section 4: Leading a Balanced Life
Finally, comment on whether and how your plan will allow you to live a well-balanced life, however you define it.
2 Source: Adapted from Friedman, S. (1998). Clarifying priorities and building a network of support. In S.
Friedman, J. DeGroot, & P Christensen,
Jossey-Bass/Pfeiffer.
Integrating work and life: The Wharton resource guide , San Francisco:
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MGX5220 Work, Family and Life
ASSIGNMENT 2: GROUP CLASS PRESENTATIONS
Semester 1, 2003
Present in class: during the first class)
Thursday 1 and Friday 2 May (your group will be allocated a date
Worth: Presentation 15%; Annotated Bibliography and Handout 5%
Presentation time: 30 minutes plus 10 minutes for questions
Groups of four to six students will be responsible for leading a 30-minute class discussion on one of the work-family themes outlined below. This involves choosing a topic, preparing an annotated bibliography of additional articles on the topic, providing a one-page summary of the research on the topic, preparing discussion questions, and leading or facilitating the discussion. Please refer to the Faculty of Business and Economics Q Manual for useful guidelines for presentations (http://www.buseco.monash.edu.au/Faculty/Pubs/QManual/qoral.html)
Topics for Group Presentations
• Issues and options regarding paid maternity and parental leave
• Social support for elder care
• Childcare – Issues and options
• The overworked family
• Public policy and work-family initiatives
• Work-family issues and the trade union movement
• How work-family issues are portrayed in the media
Please note that marks for the presentation will be allocated equally to all members of your group. Presentations will be assessed on the following criteria:
1. Relevance: To what extent was the presentation relevant to the assignment topic ?
2. Clarity: To what extent did this presentation assist your understanding of the content of the material/arguments/analysis presented?
3. Intellectual Extension: To what extent did this presentation encourage you to think in new ways about the situation/theme presented? To what extent did the presentation build on readings and seminars in this and/or other subjects, and enlarge your appreciation of the material presented?
4. Group Synergy: To what extent did the presentation combine and go beyond the individual efforts of group members i.e., to what extent did it come together as a group rather than as an individual effort?
5. Memorability: To what extent will the presentation help you to remember the material presented?
6.
Facilitation of Group Discussion: To what extent did the structure of the presentation facilitate and encourage group discussion and sharing of ideas.
7.
Quality of Annotated Bibliography: Quality of the selection of references to the presentation theme and value of the summary of the main insights and points made for these references.
8.
Summary handout: Similar to an executive summary and should include the main findings and conclusions in relation to the theme.
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MGX5220 Work, Family and Life
ASSIGNMENT 3: GROUP FIELD PROJECT
Due in class:
Worth:
Length:
Group Assignment.
Thursday, 16 May, 2003
25%
1,500 words
Semester 1, 2003
Students of four to six students will be required to undertake a Work-Life Workplace
Assessment of an organization for easing work/family/life conflicts. The Work-Life
Workplace Assessment requires analysis of six major components: (1) Stakeholders (2)
Organisational structure and nature of tasks/projects, workflow timetables, rostering (3)
Workforce composition (4) Motivators and barriers to work-life balance (5) Existing policies, programs, and practices and take up rates for any existing work-life programs (6) Company culture and informal practices (7) Recommendations for senior managers on strategies for assisting employees ease their work/family/life conflicts. Critically analyse whether your recommendations are likely to be implemented soon and why?
Students are expected to source additional readings to inform their analysis and present a list of recommendations .
N.B. The following reference contained in the MGX5220 Selected Readings will be a good place start when preparing for this assignment:
Pitt-Catsouphes, M., & Bankert, E. (1998). Conducting a work/life workplace assessment.
Compensation and Benefits Management, 14(3), 11-18.
MAJOR ASSIGNMENT : WORK-FAMILY RESEARCH PAPER
Due:
Worth:
5pm, Friday, June 6, 2003
Outline 5% ; Research Paper 40%
Length: 3,000 words
Individual Assignment.
Students are required to prepare an individual research paper addressing one of the major topics of the subject. The topic selected must focus on work, family/life issues.
Your research paper must demonstrate in-depth knowledge and understanding of critical challenges facing individuals, families, employers and/or communities in managing work, family and life issues.
Here is a checklist:
1.
Clearly define the aim(s) of your report and its scope.
2.
Discuss the importance of the topic
• Theoretical importance
• Practical importance
• Is it a new, emerging, or under-researched topic
3.
Literature Review
• Your discussion should link to the most important literature (include highly relevant and key studies)
• Recognise relevant and important areas of literature
• Demonstrate an understanding of the literature
• Identify major themes and issues in the literature that are relevant to the selected topic
• Review literature critically, pointing out limitations, conflicts, and ambiguities
4.
Discussion and Conclusion
• What did you find overall?
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MGX5220 Work, Family and Life Semester 1, 2003
• Implications for practice that flow from your findings
• What future research should now be done?
• Practical implications
A one-page outline of the paper is due on May 9 [the paper is 45 points towards the final grade, 5 points of which are for the outline].
Please refer to the Faculty of Business and Economics Q Manual (particularly Sections 3-10:http://www.buseco.monash.edu.au/Faculty/Pubs/QManual/) when preparing this assignment.
Please also refer to the Work-Family/Life Research Paper Assessment Guide (see over page).
Note.
1.
Students must submit an assignment on a different theme/topic than what was presented in their group presentations.
2.
YOU ARE REQUIRED TO SUBMIT TWO COPIES OF THIS ASSIGNMENT
Guidelines for the use of theory and research data/empirical studies in the Work-Family
Research Paper
3
.
a) Papers need the use of theory, especially the major relevant theories. So wherever you describe behaviour or events, you simultaneously analyse with theory . Theory should be applied as specifically as possible, and not in a broad, general way that the reader must apply. Give specific examples to show the application of the theory you are discussing.
b) Papers need research evidence; that is, back up your own statements with the results of experiments and field studies citing the sources. Solutions to problems especially require backing up with results from research studies.
The word research does not mean your research in the library. It means research studies done by investigators.
c) Theories or research evidence must be integrated with the text. For example, theories and research studies should be applied , not described, so as to show understanding and answer the topic. Never write out theory or research study, but use what it decides in relation to the question, and say how it helps answer the topic .
d) It is best to show the reader that the point you make is valid, and not just tell the reader.
For example (i) back up your statements by research evidence and/or illustrations from real life situations to demonstrate your point, and (ii) analyse through theory.
e) There should be acknowledgment of contradictions and inconsistencies in theory or research data if it helps answer the question. Consider (or at least acknowledge) alternate viewpoints or differences in research data conclusions especially when suggesting solutions. Critical analysis of the key issues is then demonstrated.
f) You should use current journal articles and books with at least several from the last five years .
g) Please avoid emotional arguments and statements of value judgements. If you wish to take an entirely different viewpoint from the norm, back it up with research data .
h) There is no need to define terms unless:
• the term (as you are using it in your paper) has a very unusual or specific meaning;
• Please do not give “Oxford English Dictionary” definitions of terms or use discussion on definitions, because it does not provide an answer to the question. It simply provides you with understanding.
3 These are general guidelines for using theory and research data in writing research papers. They are adapted from notes prepared by Professor Phyllis Tharenou, Department of Management, Monash University.
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MGX5220 Work, Family and Life Semester 1, 2003
STUDENT:
Introduction, description of issues and aim(s)
Discussion of importance of topic
Quality of literature base and identification of appropriate theories, models and literature
Discussion and Conclusion (including implications for practice and managing)
Understanding and insight (example(s) used and material you have included)
Quality and Range of References and referencing system
Report presentation e.g. format/quality of presentation and expression
General Comments
Overall Grade
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MGX5220 Work, Family and Life Semester 1, 2003
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MGX5220 Work, Family and Life Semester 1, 2003
NB. * An asterisk indicates that the reference is held on reserve at Caulfield Library
Note: Chapters from the following books will be referred to in the weekly readings and are held on reserve at the Caulfield Library:
Bailyn, L. (1993). Breaking the Mold: Women, Men, and Time in the New Corporate World.
New York: The Free Press.
Kofodimos, J. (1993). Balancing Act: How Managers Can Integrate Successful Careers and
Fulfilling Personal Lives. San Francisco, Jossey-Bass.
Barnett, R.C., & Rivers, C. (1996). She Works/He Works. San Francisco: Harper.
Topic 1: Historical overview of the relationship between work, family and life. Overview of work-family/life research
Readings:
*Kanter, R. M. (1977). Work and Family in the United States: A Critical Review and Agenda for Research and Policy, New York: Russell Sage Foundation, Chapter 2 (How the
Gap Grew. Some Historical and Sociological Speculation)
Edwards, M. E. (2001). Uncertainty and the rise of the work-family dilemma. Journal of
Marriage and Family, 62, 183-196.
Lewis, S., & Cooper, C. L. (1999). The work-family research agenda in changing contexts.
Journal of Occupational Health Psychology, 4(4), 382-393.
Lewis, S. (2002). Work and family issues: Old and new. In R. J. Burke & D. L. Nelson (Eds.),
Advancing women's careers: Research and practice . Oxford: Blackwell Publishers
Ltd.
Lobel, S. A., Googins, B. K., & Bankert, E. (1999). The future of work and family: Critical trends for policy, practice, and research. Human Resource Management, 38(3), 243-
254.
Murphy, J. (2002). Breadwinning: Accounts of work and family life in the 1950s. Labour and
Industry, 12(3), 59-75.
Parasuraman, S., & Greenhaus, J. H. (2002). Toward reducing some critical gaps in workfamily research. Human Resource Management Review, 12, 299-312.
Strachan, G., & Burgess, J. (1998). The "family friendly" workplace: origins, meanings and application at Australian workplaces. International Journal of Manpower, 19(4), 250-
265
Topic 2: The changing employment relationship and workforce participation trends that influence work-life issues
Readings:
*ABS. (1999). Older People Australia: A Social Report. Canberra, ACT: Australian
Government Printing Service. (Excerpts).
*Russell, G., & Bowman, L. (2000). Work and Family: Current thinking, research and practice. Canberra: Department of Family and Community Services, Commonwealth of Australia.
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MGX5220 Work, Family and Life Semester 1, 2003
Bardoel, E. A., Tharenou, P., & Ristov, D. (2000). The changing composition of the
Australian workforce relevant to work-family issues. International Human Resource
Issues, 1(1), 58-80.
Edgar, D. (1999). The future of work and family. Australian Bulletin of Labour, 25(3), 216-
220.
Glass, J. (2000). Envisioning the integration of family and work: Toward a kinder, gentler workplace. Contemporary Sociology, 129-143.
McDonald, P. (2001). Work-family policies are the right approach to the prevention of very low fertility. People and Place, 9(3), 1-4.
Topic 3: Balancing act: Personal considerations
Readings:
*Bailyn, L. (1993). Chap. 2, Organizational Constraints: Defining Career Success; Chap.3,
Individual constraints: Occupational demands and private life.
*Crosby, E (1993). Chap. 2, Costs; Chap. 3, Benefits. In Crosby, E, Juggling: The
Unexpected Advantages of Balancing Career and Home for Women and Their
Families, New York: Free Press.
*Kofodimos, J. (1993). Chap. 1, The Time/Energy Imbalance: Putting Work Above All Else;
Chap. 2, The Mastery/Intimacy Imbalance: Finding Fulfillment Exclusively Through
Work; Chap. 3, The Idealized Image: Trying to Be Who We Think We Should Be;
Chap. 4, Choosing Personal Balance: How and Where to Start Changing.
Barnett, R. C. (1999). A new work-life model for the twenty-first century. ANNALS of the
American Academy of Political and Social Science, 562(562), 143-158.
Caproni, P. J. (1997). Work/life balance: You can't get there from here. Journal of Applied
Behavioral Science, 33(1), 46-56.
Clark, S. C. (2000). Work/family border theory: A new theory of work/family balance.
Human Relations, 53(6), 747-770.
Han, S., & Moen, P. (1999). Work and family over time: A life course approach. ANNALS,
AAPPS, 562, 98-110.
Kofodimos, J. (1997). Interpreting lessons learned: A comment on Paula Caproni's journey into balance. Journal of Applied Behavioral Science, 33(1), 57-63.
Self-assessment paper due in class
Topic 4: Work-family/life conflict: Definitions, causes, and consequences
Readings:
Boles, J. S., Johnston, M. W., & Hair, J. F. (1997). Role stress, work-family conflict and emotional exhaustion: Inter-relationships and effects on some work-related consequences. Journal of Personal Selling and Sales Management, 17(1), 17-28.
Frone, M. R., Russell, M., & Cooper, M. L. (1997). Relation of work-family conflict to health outcomes: A four year longitudinal study of employed parents. Journal of
Occupational and Organizational Psychology, 70, 325-335.
Greenhaus, J. H., & Beutell, N. J. (1985). Sources of conflict between work and family roles.
Academy of Management Review, 10(1), 76-88.
Kossek, E. E., Noe, R. A., & DeMarr, B. J. (1999). Work-family role synthesis: Individual and organizational determinants. The International Journal of Conflict Management,
10(2), 102-129
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MGX5220 Work, Family and Life Semester 1, 2003
Kossek, E. E., & Ozeki, C. (1998). Work-family conflict, policies, and the job-life satisfaction relationship: A review and directions for organizational behavior - Human resources research. Journal of Applied Psychology, 83(2), 139-149.
Topic 5: The business and legal case for work-life issues
*Friedman, D. E., & Galinsky, E. (1992). Work and family issues: A legitimate business concern. In S. Zedeck (Ed.), Work, families and organization (pp.168-207). San
Francisco: Jossey-Bass.
*Kofodimos, J. (1993). Chap. 5, Assessing the Costs of Imbalance for Organizations.
*Lobel, S. & Kossek, E. E. (1996). Human resource strategies to support diversity in work and personal lifestyles. In E.E. Kossek & S. A. Lobel, Managing Diversity: Human
Resource Strategies for Transforming the Workplace. Cambridge, MA: Blackwell.
Bytheway, Z. (2002). Keeping an eye on the law: The impact of the law on managing work/life in our workplace. Melbourne, Australia: Job Watch.
Dex, S., & Scheibl, F. (2001). Flexible and family-friendly working arrangements in UKbased SME's: Business Cases. British Journal of Industrial Relations, 39(3), 411-431.
Johnson, A. (1995). The business case for work-family programs. Journal of Accountancy, August,
53-58.
Extra Readings
Barnett, R.C. & Hall. D.T. (2001). How to use reduced hours to win the war for talent.
Organizational Dynamics, 29(3), 192-210.
Group Class Presentations
Topic 6: Balancing act: Managerial and organisational approaches
*Bailyn, L. (1993). Chap. 4, Family as an Emerging Issue for Organizations.
*Galinsky, E., Friedman, D. E., & Hernandez, C. A. (1991). The Corporate Reference Guide to Family-Friendly Programs and Policies. New York: Families and Work Institute.
(excerpts)
Kirchmeyer, C. (1995). Managing the work-nonwork boundary: An assessment of organisational responses. Human Relations, 48((5)), 515-536.
Lewis, S. (2003). Flexible working arrangements: Implementation, outcomes, and management. In C. L. Cooper & I. T. Robertson (Eds.), International Review of
Industrial and Organizational Psychology (Vol. 18). Chichester, New York: John
Wiley & Sons, Ltd.
Rayman, P., Bailyn, L., Dickert, J., Carre, F., Harvey, M., & Read, R. (1999). Designing organizational solutions to integrate work and life. Women in Management Review,
14(5), 164-176.
Topic 7: Implementing work-family programs, assessing needs, evaluating the effectiveness of work/life programs
*Kraut, A. 1. (1992). Organizational research on work and family issues. In S.Zedeck (Ed.),
Work, Families, and Organizations (pp. 208-235). San Francisco: Jossey-Bass.
Behson, S. J. (2002). Which dominates? The relative importance of work-family organizatioanl support and general organizational context on employee outcomes.
Journal of Vocational Behavior, 61, 53-72.
Blair-Loy, M., & Wharton, A. S. (2002). Employees' use of work-family policies and the workplace social context. Social Forces, 80(3), 813-845.
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MGX5220 Work, Family and Life Semester 1, 2003
Glass, J. L., & Finley, A. (2002). Coverage and effectiveness of family-responsive workplace policies. Human Resource Management Review, 12, 313-337.
Grosswald, B., Ragland, D., & Fisher, J. M. (2001). Critique of U.S. work/ family programs and policies. Journal of Progressive Human Services, 12(1), 53-81.
McKee, L., Mauthner, N., & Maclean, C. (2000). 'Family friendly' policies and practices in the oil and gas industry: Employers' perspectives. Work, Employment & Society,
14(3), 557-571.
Meyer, C. S., Mukerjee, S., & Sestero, A. (2001). Work-family benefits: Which ones maximize profits? Journal of Managerial Issues, XIII(1), 28-44.
Pitt-Catsouphes, M., & Bankert, E. (1998). Conducting a work/life workplace assessment.
Compensation and Benefits Management, 14(3), 11-18
Group Class Presentations
Topic: 8 The ideal worker and ideal parent
*Williams, J. (2000). Unbending gender: Why work and family conflict and what to do about it. New York: Oxford University Press
Gaze, B. (2001). Working part time: Reflections on "practicing" the work -family juggling act. QUT Law and Justice Journal, 1(2).
Hewlett, S. A. (2002). Executive women and the myth of having it all. Harvard Business
Review, April, 66-73.
Rothausen, T. J. (2002). Gender: Work-family ideologies and roles,
[ http://www.bc.edu/bc_org/avp/wfnetwork/rft/wfpedia/wfpGWFIRent.html] . Sloan
Work and Family Research Network.
Extra Optional Activity http://www.pbs.org/workfamily/clip.html Click on to Case Study One (Need RealPlayer software, Note there are occasional delays in receiving the sound and vision over the internet but persevere!)
Topic 9: The next stage for the organisational work-family agenda: Moving from programs to cultural change
*Kofodimos, J. (1993). Chap. 6, Creating the Balanced Organization.
Burke, R. (1997). Culture's consequences: Organizational values, family friendliness and a level playing field. Women in Management Review, 12(6), 222-227.
Milliken, F. J., Dutton, J. E., & Beyer, J. M. (1990). Understanding organizational adaptation to change. The case of work-family issues. Human Resource Planning Journal, 13, 91-
107.
Perlow, L. A. (1995). Putting the work back into work/family. Group and Organization
Management, 20, 227-239.
Thompson, C. A., Beauvais, L. L., & Lyness, K. S. (1999). When work-family benefits are not enough: The influence of work-family culture on benefit utilization, organizational attachment, and work-family conflict. Journal of Vocational Behavior, 54, 392-415.
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MGX5220 Work, Family and Life
Group Assignment Due in class
Topic 10: Issues for men
Semester 1, 2003
*Barnett & Rivers (1996). Chap. 5, Twenty-First-Century Man.4. Barnett & Rivers (1996).
Chap. 6, The New Fatherhood.
*Levine, J. A. & Pittinsky, T.I. (1998). Working Fathers: New Strategies for Balancing Work and Family, Harvest Books.
*Petre, D. (1998). Father Time: Making Time for Your Children, Macmillan, Sydney.
Brandth, B., & Kvande, E. (2002). Reflexive fathers: Negotiating parental leave and working life. Gender, Work and Organization, 9(2), 186-203.
Burke, R. (2000). Do managerial men benefit from organizational values supporting workpersonal life balance? Women in Management Review, 15(2), 81-89.
Gerstel, N., & Gallagher, S. K. (2001). Men's caregiving: Gender and the contingent character of care. Gender & Society, 15(2), 197-217.
Haas, L., Allard, K., & Hwang, P. (2002). The impact of organizational culture on men's use of parental leave in Sweden. Community, Work & Family, 5(3), 319-342.
Pleck, J. H. (1999). Balancing Work and Family. Scientific American, 10(2), 39-43.
Extra Reading:
Bartolome, F., & Evans, P. (1980) Must success cost so much? Harvard Business Review,
March/April, 61, 137.
Kinnunen, U., Gerris, J., & Vermulst, A. (1996). Work experiences and family functioning among employed fathers with children of school age. Family Relations, 45, 449-455.
Topic 11: What about the children?
*Barnett & Rivers (1996). Chap.8, Working Moms Are Good Moms.
*Barnett & Rivers: Chap. 9, The New Motherhood.
*Barnett & Rivers (1996). Chap. 17, Side by Side.
*Crosby, F. (1993). Chap. 5, What about the Children? In Crosby, E., Juggling. New York.
Free Press.
Galinsky, E. (2000). How do children feel about their working parents? In H. Wilkinson
(Ed.), Family Business (pp. 97-104). Trowbridge, Great Britain: Demos.
Hoffman, L. (1989). Effects of maternal employment in the two-parent family. American
Psychologist, 44, 283-292.
Lewis, V., Tudhole, J., & Hand, K. (2001). Family and work: The family's perspective.
Family Matters, 59, 22-27.
Topic 12: Workplace and government policy work-life initiatives: Flexible employment and leave options, work scheduling, employer, programs, external carer assistance
*Morehead, A., Steele, M., Alexander, M., Stephen, K. & Duffin, L. (1997). Changes at Work:
The 1995 Australian Workplace Industrial Relations Survey, Longman, Canberra.
(Selected chapters)
Bailyn, L., Drago, R., & Kochan, T. A. (2001). Integrating work and family life: A holistic approach. http://mitsloan.mit.edu/iwer: Sloan Work-Family Policy Network.
Charlesworth, S., Campbell, I., & Probert, B. (2002). Balancing work and family responsibilities: Policy implementation options. Melbourne, Australia: RMIT
University.
Lafferty, G. Richard, H., Harley, B. & Whitehouse, G. (1997). Homeworking in Australia: An
Assessment of Current Trends, Australian Bulletin of Labour, 23(2), 143-156.
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MGX5220 Work, Family and Life Semester 1, 2003
Lambert, S. J. (1999). Lower-wage workers and the new realities of work and family.
ANNALS, AAPPS, 562, 174-190.
Rayman, P. M., & Bookman, A. (1999). Creating a research and public policy agenda for work, family, and community. ANNALS, AAPSS, 562, 191-211.
Topic 13: International perspectives on work-family issues
Bailyn, L. (1993). Issues of work and family in different national contexts: How the United
States, Britain, and Sweden respond. Human Resource Management, 31(3), 201-208.
Russell, G., & Bourke, J. (1999). Where does Australia fit in internationally with work and family issues? Australian Bulletin of Labour, 25(3), 229-250
Trappe, H. (2000). Work and Family in Women’s Lives in the German Democratic Republic.
In Parcel, T. & Cornfield, D.B., (Ed.s) Work and Family: Research Informing Policy, 5-31
Unit Revision: Putting it all together
Students are required to bring an outline of their major individual assignment to class. This session will provide students the opportunity to “workshop” their major individual assignment.
Fun, games and role plays
Discussion of major assignment
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MGX5220 Work, Family and Life Semester 1, 2003
These are general guidelines for written work and these should be read in conjunction with the assessment requirements previously stated. A high standard of presentation is expected for all work submitted. Marks will be deducted for unprofessional presentation including poor referencing, spelling, grammar and punctuation. You might wish to seek assistance from the Language and Learning Services Unit ( http://www.celts.monash.edu.au//lls ).
Pages should be securely bound or stapled together. Please ensure that your name, student number, the lecturer’s name and subject code are recorded on the Faculty’s assignment cover sheet for all written work. A copy of the cover sheet is attached to the handout. Please keep a copy of submitted written assignments.
ENGLISH EXPRESSION
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You are expected to: a) Adopt a tone and style which are appropriate to academic writing in general and to the special demands of the subject, and b) Edit your assignment carefully so that you spell correctly, use correct punctuation, have correct grammar, and are precise in choice of words and expression of ideas.
Frequent errors not to commit in relation to writing style are: a) Sentences that are difficult to understand.
b) Spelling mistakes.
c) Incorrect grammar; for example,
• all sentences require a verb - you usually don't have one when you accidentally used an adverbial clause;
• a plural subject requires a plural verb; a single subject requires a single verb.
d) Incorrect use of a word.
e) Very long sentences; sentences are best if they are 25-30 words.
f) Incorrect punctuation; for example, full stops and commas are often left out.
g) Avoid contractions (“don’t”, “wouldn’t”) and abbreviations (“e.g.”, “i.e.”, “etc”).
h) Avoid vague statements. Be specific; for example, say exactly what you mean. Use expressions that do not leave your reader in doubt.
i) Sentences begin with capital letters. In particular, you will often find that when you use the word “ however ”, it starts a new sentence. It needs a capital letter and is preceded by a fullstop.
j) Essays are to be typed, because a poorly typed essay is generally more legible that a handwritten essay .
k) Avoid the word “this”. You know to what it refers but it is not clear to the reader.
l) Avoid the passive tense and use the active tense.
m) Be direct. For example, if you are using Tharenou's (1997) review to state a finding, say
Tharenou (1997) said…. rather than saying what she said and then putting her name in brackets at the end of the sentence.
4 These are general guidelines for English expression. They are adapted from notes prepared by Professor
Phyllis Tharenou, Department of Management, Monash University.
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MGX5220 Work, Family and Life
General notes for students
Semester 1, 2003
Enrolment
Make sure that you are enrolled in the unit you are studying otherwise you will not be able to obtain a result.
Prerequisites
Units often have prerequisites of units you need to study first. You will need to ensure that you have studied the prerequisite before enrolling in your selected unit, otherwise your enrolment in that unit will not be confirmed/finalised.
Plagiarism, collusion and cheating
Plagiarism is the presentation of work which has been copied in whole or in part from another person's work, or from any other source such as the internet, published books or periodicals, without due acknowledgement. Collusion is the presentation of work which is the result in whole or in part of unauthorised collaboration with another person or persons. Cheating is seeking to obtain an unfair advantage in an examination or in other written or practical work required to be submitted for assessment. Full details at: http://www.monash.edu.au/pubs/handbooks/srg/srg0178.htm
Assessment
Changes to final marks in a unit can only be made by the Chief Examiner.
Submission of assignments
Only work specific to the semester of enrolment in the unit will be accepted. Work submitted for other units is not acceptable. All assignments must have an Assessment Cover Sheet attached, available from http://www.buseco.monash.edu.au/student/kiosk/studserv/index.php
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