Context

Organizational policies for work-life balance exist, but little is known about athletic trainers' (ATs') awareness of and willingness to use them.

Objective

To explore ATs' formal and informal work-life balance policies in the collegiate and university athletic training setting.

Design

Sequential mixed-methods study.

Setting

Web-based survey.

Patients or Other Participants

We sent 4673 e-mails to National Athletic Trainers' Association ATs (full-time employment for at least 1 year, nonacademic appointment); 1221 participants began our survey (access rate = 26.1%), and 783 completed the survey (64.1% completion rate). Demographics were as follows: men = 375 (48.0%) and women = 404 (51.7%); age = 36 ± 10 years; experience = 13 ± 9 years; years at current place of employment = 8 ± 8 years; and participants with children or minor dependents = 262 (33.5%).

Main Outcome Measure(s)

We created a 17-item instrument from an earlier qualitative study. A panel of experts (n = 3; employer, employee, and researcher) completed a content analysis. Variables of interest were confidence (scale = 1–4) and satisfaction (scale = 1–5) with policies. We used Pearson χ2 analyses to compare the effect of undergoing an orientation and the presence or absence of children on the main outcome measures.

Results

A majority of participants had experienced formal orientation through the human resources department (n = 522, 66.8%), the direct supervisor (n = 240, 30.7%), or a colleague (n = 114, 14.6%). However, many had received no orientation (n = 184, 23.6%). Those who had undergone orientation indicated greater confidence in knowing about (P < .001) and greater satisfaction with (P < .001) formal workplace policies and benefits. Those with children stated that they had greater confidence in knowing about (P < .001) and greater satisfaction with (P = .013) formal workplace policies and benefits. Those who had been oriented felt greater confidence in knowing about (P = .009) but no difference in satisfaction with (P = .060) informal workplace policies and benefits. We did not identify differences between those with and those without children regarding their confidence in knowing about (P = .653) or satisfaction with (P = .150) informal workplace policies and benefits.

Conclusions

Athletic trainers in the collegiate and university setting were not confident in their knowledge of formal or informal work-life balance policies.

Key Points
  • Although a majority of participants indicated they had undergone some form of orientation, almost a quarter had received no orientation to their collegiate or university workplace.

  • Orientation increased participants' confidence in and satisfaction with formal workplace policies.

  • However, being oriented only increased confidence in knowing about informal workplace policies and did not improve satisfaction with those policies.

  • Regardless of whether they had received an orientation, athletic trainers in the collegiate and university setting were moderately confident in their knowledge of formal and informal work-life balance policies.

Work-life balance signifies a harmonious relationship between an individual's satisfaction with and fulfillment from engagement in both work and nonwork facets of life.1  The growth of the workforce to include women, single parents, and millennials has prompted scholarly curiosity in how working professionals can successfully manage family responsibilities and personal needs while being employed full time.1,2  In addition to the changing landscape of today's workforce, the push to better understand the work-life balance of the working professional is heavily rooted in the evidence that a balanced person tends to be more productive and satisfied in the workplace, which translates to a reduction in turnover.2 

Organizations have begun to implement policies to support the work-life balance needs of their employees and demonstrate support for their wellbeing. Research3  has suggested that organizational support is critical in promoting a healthy work-life balance for the employee. Work-life balance initiatives and practices can be viewed as structural and cultural,4  whereby formal human resources policies must be established and a workplace atmosphere must exist to support the use of these policies. Formal policies frequently include role induction (orientation), flexible work hours and schedules (ie, flexible work arrangements), child-elder care provisions, maternity and paternity leave, educational assistance (ie, tuition reimbursement or continuing education financial assistance), sick time, and paid time off.4  Cultural work-life policies are more informal workplace initiatives that permeate the relationships between supervisors and coworkers and their acceptance of work-life balance as important.4  Although human resources departments are critical, the culture that surrounds the workplace may have more influence in achieving work-life balance.48 

Athletic trainers (ATs) employed in the intercollegiate setting experienced moderate levels of conflict between their work, family, and personal lives,912  and despite advances in our appreciation of the topic, we have yet to fully understand how ATs' use of work-life balance policies can support their efforts to find work-life balance. Thus, the purpose of our study was to gain a better understanding of work-life balance based on the policies used by ATs employed in the collegiate or university setting. Specifically, we observed the use of both formal and informal workplace policies, and we measured the effect of orientation and parenting on their confidence in knowing about such policies and their level of satisfaction with policies and benefits.

Design

We used a sequential mixed-methods design13  across 2 investigations with an iterative process that drew from a qualitative analysis of formal and informal work-life balance practices6  to develop a cross-sectional survey to verify and generalize our findings. Using the sequential mixed-methods design, we conducted a qualitative study to identify the major themes related to the research question.6  Once the themes were identified through inductive analysis, we developed the survey instrument used in this study. This approach ensured content validity,13  in that we asked questions to confirm our qualitative findings and make those findings generalizable.

Participants

We recruited ATs who were members in good standing with the National Athletic Trainers' Association. We purchased a list of randomly selected e-mail addresses from the national membership directory and sent 4673 messages; 51 were undeliverable, and 208 participants were excluded for not meeting the inclusion criteria (did not have a full-time, nonacademic appointment and full-time employment for at least 1 year). Participants who had worked for their current employer for at least 1 year would have been adequately socialized to the work environment, whereas those in the position for less than a year may not yet have been completely oriented to the workplace. Of the 1221 recruits who began our survey (response rate = 1221/4414 = 27.7%), 783 completed it (64.1% completion rate). All individuals indicated consent by clicking the “I agree to participate” statement, and the study was deemed exempt by the Indiana State University Institutional Review Board.

Instruments

We used the results from the previous qualitative study6  to develop a Web-based questionnaire (Qualtrics, Provo, UT). The instrument (45 items) includes demographic items about the participant (17 items) and the institution for which he or she works (9 items), characteristics of orientation to the workplace (1 item), formal workplace policies (6 items; Table 1), informal workplace policies (6 items; Table 1), and workplace culture related to the use of work-life policies (6 items). To validate the tool, we relied on a panel of experts who have served as an employer (n = 1), employee (n = 1), and researcher (n = 1) in this area. Each panelist completed a content-analysis rubric that allowed him or her to indicate whether each item was sufficient as written or needed revision. When an item needed revision, we asked the panelists to provide specific comments on how to improve the item. We combined the feedback from the content experts, processed their recommendations, and refined the questionnaire to reflect those edits deemed most appropriate. Because the instrument largely gathers data about participants' lived experiences, we analyzed only items related to their perceptions about those experiences (confidence and satisfaction related to formal and informal workplace policies) and determined that the tool was internally consistent (Cronbach α = 0.729) for the perception variables of confidence and satisfaction. Confidence items asked participants to indicate how confident they were about the formal or informal policies and benefits available to them on a 4-point scale where 1 = not at all, 2 = mildly, 3 = moderately, and 4 = extremely confident. Satisfaction items asked participants to indicate how satisfied they were with the formal or informal policies and benefits at their respective institutions on a 5-point scale where 1 = very dissatisfied, 2 = dissatisfied, 3 = neutral, 4 = satisfied, and 5 = very satisfied.

Table 1

Formal and Informal Workplace Policies

Formal and Informal Workplace Policies
Formal and Informal Workplace Policies

Procedures

We sent an initial e-mail to potential participants and then sent 3 weekly reminders to those who had not yet responded. Data collection remained open for 4 weeks during the fall of 2016. A final e-mail was sent to thank participants who completed the questionnaire. We estimated the survey took approximately 10 to 15 minutes to complete, and all data were stored on the Qualtrics Web site (an encrypted Web-based survey platform). Participants only provided workplace information if they chose to do so for a follow-up study. The data were downloaded to SPSS (version 24.0; IBM Corp, Armonk, NY) and blinded; no identifying information was saved to a local file system.

Statistical Analysis

We used descriptive statistics to identify characteristics of central tendency (mean, standard deviation, mode, frequency). Although the data demonstrated heterogeneity (Levene statistic P > .05), we used ordinal variables, and our data included unequal group sizes. Partial data were used for analysis, but frequencies were calculated with the n = 781 unless an item separated the participants into subgroups (eg, those who would or would not use policies in the future). The frequency was then calculated based on the subgroup, and the number of participants included was provided. Participants could choose not to respond to specific items or discontinue responding at their discretion; this is their right consistent with the principle of voluntariness in the Belmont Report.14  The missing data were not random, which makes it difficult to eliminate bias using missing-data management techniques.15  Partial data-analysis techniques are consistently used throughout the literature. We also used Pearson χ2 analyses to determine the differences between those who experienced orientation and those who did not as well as between those with and those without children regarding confidence in and satisfaction with the formal and informal workplace policies. Significance was set a priori at P < .05.

More than a quarter of the 4673 potential participants began our study; 781 completed the questionnaire (men = 375, 48.0%; women = 404, 51.7%; age = 36 ± 10 years; years of experience = 13 ± 9 years; years at current place of employment = 8 ± 8 years; Table 2). Most of the participants indicated they were in a married or live-in relationship (n = 450, 57.6%), but only a third had children or minor dependents, (n = 262, 33.5%; mean number of children = 2 ± 2; mean age of youngest dependent = 8 ± 7 years). Participants indicated that they worked more than 60 hours per week during the competition season (61 ± 12 hours) and more than 40 hours per week during the noncompetition season (46 ± 12 hours). Relative to travel, participants varied in their responses as to whether the volume of travel affected their personal life: it was not at all a problem for 27.5% (n = 215), a minor problem for 40.3% (n = 315), a moderate problem for 26.4% (n = 206), and a serious problem for only 5.5% (n = 43; missing data = 2, 0.3%). Participants worked at institutions with substantial variability in their characteristics (Table 3). A majority (n = 653, 83.6%) of the institutions used traditional athletic training models (ie, athletic training was housed in the athletics department). For most participants, an athletics director served as their administrative supervisor (n = 448, 57.4%), whereas the rest were supervised by an AT (n = 397, 50.8%) or athletics director (n = 217, 27.9%) who evaluated their clinical performance.

Table 2

Participant Demographics

Participant Demographics
Participant Demographics
Table 3

Institutional Demographics

Institutional Demographics
Institutional Demographics

Orientation

A majority of participants indicated that they had experienced some form of formal orientation, whether through the human resources department (n = 522, 66.8%), a direct supervisor (n = 240, 30.7%), or a colleague in the department (n = 114, 14.6%). However, almost a quarter stated that they had no formal orientation whatsoever (n = 184, 23.6%). Participants were mildly confident (mode = 2; n = 306, 39.2%) that they knew all the formal workplace policies available to them and moderately confident (mode = 3; n = 235, 30.1%) that they knew all the informal workplace policies available to them.

Formal Workplace Policies

We identified a variety of formal workplace policies available to participants; specifically, participants cited holiday pay, employee assistance programs, tuition reimbursement for themselves or a family member, continuing education, licensure, and National Athletic Trainers' Association membership reimbursement as the most common formal policies or benefits they were aware of (Table 4). The participants most often learned about these formal workplace policies from human resources personnel during their interviews (n = 247, 31.6%) or on the first day of work (n = 434, 55.6%); fewer were exposed to these policies by their supervisors at the interview (n = 216, 27.7%) or on the first day (n = 190, 24.3%) or by their peers at the interview (n = 143, 18.3%) or on the first day (n = 219, 28.0%). Many participants learned about these policies through other means (n = 112, 14.3%), including word of mouth from coworkers, researching the human resources department Web site, or simply over time and through experience. Compared with those who had received no orientation, those who had undergone orientation were more confident in their knowledge of (⁠|$\upchi^2_3$| = 24.631, P < .001) and more satisfied with (⁠|$\upchi^2_4$| = 27.883, P < .001) the formal workplace policies and benefits available at their institutions. Participants with children displayed more confidence in their knowledge of (⁠|$\upchi^2_3$| = 21.833, P < .001) and greater satisfaction with (⁠|$\upchi^2_4$| = 12.753, P = .013) the formal workplace policies and benefits available to them. Most participants remarked that they had used formal workplace policies and benefits (Table 4), were met with support and encouragement (n = 400, 51.2%), and would be comfortable using those policies again based on their experiences (n = 388, 49.7%). Using the policies allowed them to rejuvenate (n = 171, 21.9%) and made them feel valued by their workplace (n = 149, 19.1%). A substantial majority of participants would be willing to use formal workplace policies and benefits in the future (n = 710, 90.9%), but those who were not willing to do so explained that it was not realistic given their work environment (n = 22/52, 42.3%).

Table 4

Availability and Use of Formal Workplace Policies and Benefits

Availability and Use of Formal Workplace Policies and Benefits
Availability and Use of Formal Workplace Policies and Benefits

Informal Workplace Policies

Participants had access to a variety of informal workplace policies and benefits. Shift swapping and adjustable scheduling were among the most frequently available and used informal policies and benefits (Table 5). Information about these informal workplace policies was most often provided by peers (n = 181, 23.2%) or supervisors (n = 165, 21.1%) on the first day of work or through other means (n = 134, 17.2%). Many participants indicated that they had no informal workplace policies available to them when selecting the Other response. Those who had undergone orientation were more confident in knowing about (⁠|$\upchi^2_3$| = 11.630, P = .009) but had no difference in satisfaction with (⁠|$\upchi^2_4$| = 9.046, P = .060) the informal workplace policies and benefits available at their institutions compared with those who had received no orientation. We did not identify differences between those with and those without children regarding their confidence in knowledge of (⁠|$\upchi^2_3$| = 1.628, P = .653) or satisfaction with (⁠|$\upchi^2_4$| = 6.746, P = .150) informal workplace policies and benefits. Most participants stated that they had used informal workplace policies and benefits (Table 5) and were met with support and encouragement (n = 274, 35.1%); thus, they would be comfortable using those policies again based on their experiences (n = 243, 31.1%]. Additionally, they believed using these policies and benefits gave them time to rejuvenate (n = 146, 18.7%) and made them feel valued by their workplace (n = 123, 15.7%). A substantial majority of participants commented that they would be willing to use informal workplace policies and benefits in the future (n = 504, 64.5%); those who were not willing to do so felt that it was not realistic given their work environment (n = 147/228, 64.5%).

Table 5

Availability and Use of Informal Workplace Policies and Benefits

Availability and Use of Informal Workplace Policies and Benefits
Availability and Use of Informal Workplace Policies and Benefits

As organizations recognize the need to support the well-being of their employees, including their family needs and personal pursuits, work-life balance policies have proliferated.16  Most work-life balance policies are structured programs or policies implemented at the human resources level and designed to help employees integrate their paid work with other important life roles. These formal polices may include a period of role induction, which enables individuals to gain professional awareness and has been identified as an important factor in athletic training.17  Formal orientation programs enhance the transition into a new role and are recommended for health care professionals.18  Beyond formalized work-life balance policies, informal policies also help the employee create a balance between paid work and life. Growing evidence8,9,19  demonstrates that cultural work-life support (ie, informal policies) is a more common method for achieving work-life balance, as the ATs working in the intercollegiate setting identified collegial relationships with and encouragement toward work-life balance from supervisors and coworkers. Often, ATs report finding work-life balance via collegiality and teamwork in their workplaces, rather than capitalizing on formal resources such as paid time off, maternity leave, or flexible work schedules.6  Organizational research4  suggested that formal and informal policies must coexist to create work-life balance, but an employee must also understand the available resources and policies in order to capitalize on them. Recent evidence in athletic training demonstrated an incomplete understanding of the breadth of formalized policies to help create work-life balance6  but comprehension that a family-friendly environment was critical to its realization.8  Despite the use of more informal mechanisms to find work-life balance, ATs lacked awareness of the breadth of formalized policies available to them (ie, sick leave, maternity leave, paternity leave), which suggests that more formal policies might be needed to address the unique nature of their workplace setting.6  Given this information, we wanted to gain a better understanding of ATs' use of work-life balance policies and how they became aware of these policies and resources to create work-life balance.

Orientation

Onboarding is a formalized mechanism whereby an organization conveys important information to new employees as a means to acclimate them and allow them to understand their role in the organization.20  Effective onboarding, often conducted through a formal orientation process, can lead to improved professional and organizational commitment and reduced stress21  and is important within the athletic training profession.17,22  Communication has been discussed as essential for work-life balance, as it not only promotes inclusion and employee awareness but also fundamentally supports employees' pursuit of work-life balance.23  Our participants learned more about formalized work-life balance policies from the human resources department than from their supervisors, yet they learned about informal policies from their supervisors and peers. This finding speaks to the climate of the organization and, from a broader perspective, shows that an organization must support its employees and have policies that encourage balance4,23  but also communicate those policies to them.23  With so few of our participants given access to formalized onboarding by the human resources department, it should not come as a surprise that they were only mildly confident in their knowledge of the formal workplace policies available to them. However, it is important to recognize that supervisors, who are viewed as gatekeepers to the human resources department and work-life balance, must also understand the formal benefits available and communicate them to employees.

Workplace Policies

Those ATs with children were neither more confident about nor more satisfied with their work-life balance policies compared with their colleagues without children. Previously, we6  identified that ATs with children were more aware of such benefits, including maternity and paternity leave and sick leave. Athletic trainers working in the collegiate setting were aware of the demands and challenges that can accompany the duality of parenthood and being a collegiate AT,24  so we hypothesized that those who chose to do so would be more aware of the resources available to help them balance these roles. Work-life balance policies must be available to all employees. with or without children, and thus our findings that those who used these policies and were supported when doing so was encouraging and reinforces the value of organizational and supervisor support as well as universality.6,8,23 

Several researchers6,9  have addressed the informality of work-life balance policies in athletic training. These informal policies are rooted in teamwork and collegiality, much like our findings suggesting that shift swapping and work-schedule flexibility were available and used. Collegiality is critical for the profession of athletic training in terms of finding work-life balance, as it promotes a climate of family friendliness and equilibrium.19  Moreover, flexible work schedules and flextime have surfaced as the most common work-life balance policies in organizations.2,4  Despite reports that flexibility is a challenge in athletic training,9,25  investigators7  have found that with supervisor support, teamwork among coworkers, and effective communication, job flexibility can be achieved.

One important finding centers on the participants who indicated that they did not use work-life balance policies because they felt using the policies was unrealistic for their work environment. This was noted for both formal and informal work-life balance policies, suggesting the need for reflection on, and the development of, policies specific to the nature of the job and the expectations associated with the employee's role. The concept of universality has been discussed as critical in supporting all employees in their quest for work-life balance23 ; thus, organizations may need to develop inclusive policies that address concerns beyond parenting. This could include the need for creative supervisors who allow modifications to the existing policies as a way to meet the needs of their employees when the formal policies in place do not match the expectations in the workplace. In a recent study6  of workplace culture and work-life balance, we identified 2 needs: (1) the development of policies that reflect an AT's role in collegiate athletics and (2) supervisors who are viewed as adaptive.

Our findings speak to the ATs' perceptions of work-life balance policies in the collegiate setting; therefore, these findings cannot be generalized to secondary schools or other settings. We believe our work provides the foundation for future researchers to examine ATs' perceptions of available work-life balance policies, how they are made aware of the policies, and the use of these policies.

Our study's cross-sectional design allowed us to better understand collegiate ATs' perceptions of work-life balance policies. Despite the advantages of a cross-sectional design, future investigators need to monitor the use of work-life balance policies over time. Many factors can affect the use of these policies; as a result, obtaining this information can continue to improve our understanding of ATs' awareness and use of these policies.

Our aim was to understand ATs' knowledge of work-life balance policies, specifically formal and informal policies. We did not gather data on barriers to or facilitators of using these policies. However, understanding these aspects of an AT's use of work-life balance policies can help us to develop effective policies and determine how to best disseminate information about them.

Our study contributes several key findings to the literature on work-life balance. First, the delivery of formal orientation sessions to ATs appears to be inconsistent; not all ATs had the chance to learn about their benefits, and information about these policies was delivered at either the departmental or university level but not both. Second, ATs appeared to be mildly confident in their knowledge of benefits, formal or informal, which indicates there is room for better communication from an organizational perspective. Moreover, when orientation sessions were available and attended, the AT was more confident in knowledge of and more satisfied with the available work-life balance benefits. Peers and supervisors serve as gatekeepers to informal workplace policies related to work-life balance, suggesting that both the organizational climate and the culture are important (ie, having policies in place and perceiving that they are available). Although athletic training is unique in its culture, we must acknowledge, teach, and use formal workplace policies; moreover, informal workplace policies and culture should allow ATs to balance work and life. To do that, ATs need to believe that workplace policies, protections, and benefits apply to them just as they do to anyone else at the organization. The unique nature of our profession should be acknowledged when implementing informal policies and culture.

1
Greenhaus
JH
,
Powell
GN
.
When work and family collide: deciding between competing role demands
.
Organ Behav Hum Dec Proc
.
2003
;
90
(
2
):
291
303
.
2
Byrne
U.
Work-life balance: why are we talking about it at all?
Business Inf Rev
.
2005
;
2
(
1
):
53
59
.
3
Kossek
EE
,
Baltes
BB
,
Matthews
RA
.
How work-family research can finally have an impact in organizations
.
Ind Organ Psychol
.
2011
;
4
(
3
):
352
369
.
4
Kossek
EE
,
Lewis
S
,
Hammer
LB
.
Work-life initiatives and organizational change: overcoming mixed messages to move from the margin to the mainstream
.
Hum Relat
.
2010
;
63
(
1
):
3
19
.
5
Hammer
LB
,
Kossek
EE
,
Yragui
NL
,
Bodner
TE
,
Hanson
GC
.
Development and validation of a multidimensional measure of family supportive supervisor behaviors (FSSB)
.
J Manage
.
2009
;
35
(
4
):
837
856
.
6
Mazerolle
SM
,
Eason
CM
,
Eberman
LE
.
Perceptions of work-life balance practices offered in the college practice setting
.
J Athl Train
.
2017
;
52
(
12
):
1131
1139
.
7
Mazerolle
SM
,
Goodman
A.
Fulfillment of work-life balance from the organizational perspective: a case study
.
J Athl Train
.
2013
;
48
(
5
):
668
677
.
8
Mazerolle
SM
,
Eason
CM
.
The organizational climate in collegiate athletics: an athletic trainer's perspective
.
J Athl Train
.
2018
;
53
(
1
):
88
97
.
9
Mazerolle
SM
,
Pitney
WA
,
Casa
DJ
,
Pagnotta
KD
.
Assessing strategies to manage work and life balance of athletic trainers working in the National Collegiate Athletic Association Division I setting
.
J Athl Train
.
2011
;
46
(
2
):
194
205
.
10
Mazerolle
SM
,
Bruening
JE
,
Casa
DJ
.
Work-family conflict, part 1: antecedents of work-family conflict in National Collegiate Athletic Association Division IA certified athletic trainers
.
J Athl Train
.
2008
;
43
(
5
):
505
512
.
11
Mazerolle
SM
,
Eason
CM
,
Pitney
WA
,
Mueller
MN
.
Sex and employment-setting differences in work-family conflict in athletic training
.
J Athl Train
.
2015
;
50
(
9
):
958
963
.
12
Mazerolle
SM
,
Pitney
WA
,
Eason
CM
.
Experiences of work-life conflict for the athletic trainer employed outside the National Collegiate Athletic Association Division I clinical setting
.
J Athl Train
.
2015
;
50
(
7
):
748
759
.
13
Creswell
JW
,
Poth
CN
.
Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 4th ed
.
San Francisco, CA
:
Sage Publications;
2017
.
14
The Belmont Report
.
Department of Health and Human Services Web site
. ,
2018
.
15
Buhi
ER
,
Goodson
P
,
Neilands
TB
.
Out of sight, not out of mind: strategies for handling missing data
.
Am J Health Behav
.
2008
;
32
(
1
):
83
92
.
16
Kossek
EE
,
Lambert
SJ
,
eds
.
Work and Life Integration: Organizational, Cultural, and Individual Perspectives
.
Mahwah, NJ
:
Lawrence Erlbaum;
2005
.
17
Pitney
WA
.
The professional socialization of certified athletic trainers in high school settings: a grounded theory investigation
.
J Athl Train
.
2002
;
37
(
3
):
286
292
.
18
Rush
KL
,
Adamack
M
,
Gordon
J
,
Janke
R
,
Ghement
IR
.
Orientation and transition programme component predictors of new graduate workplace integration
.
J Nurs Manag
.
2015
;
23
(
2
):
143
155
.
19
Mazerolle
SM
,
Eason
CM
,
Lazar
RA
,
Mensch
JM
.
Exploring career longevity in athletic training: factors influencing persistence in the NCAA Division I setting
.
Int J Athl Ther Train
.
2016
;
21
(
6
):
48
57
.
20
Kammeyer-Mueller
JD
,
Wanberg
CR
.
Unwrapping the organizational entry process: disentangling multiple antecedents and their pathways to adjustment
.
J Appl Psychol
.
2003
;
88
(
5
):
779
794
.
21
Reese
V.
Maximizing your retention and productivity with on-boarding
.
Employment Relations Today
.
2005
;
31
(
4
):
23
29
.
22
Mazerolle
SM
,
Eason
CM
,
Clines
S
,
Pitney
WA
.
The professional socialization of the graduate assistant athletic trainer
.
J Athl Train
.
2015
;
50
(
5
):
532
541
.
23
Ryan
AM
,
Kosseck
EE
.
Work-life policy implementation: breaking down or creating barriers to inclusiveness?
Hum Resour Manage
.
2008
;
47
(
2
):
295
310
.
24
Eberman
LE
,
Kahanov
L.
Athletic trainer perceptions of life-work balance and parenting concerns
.
J Athl Train
.
2013
;
48
(
3
):
416
423
.
25
Mazerolle
SM
,
Bruening
JE
,
Casa
DJ
,
Burton
JL
.
Work-family conflict, part II: job and life satisfaction in National Collegiate Athletic Association Division IA certified athletic trainers
.
J Athl Train
.
2008
;
43
(
5
):
513
522
.