WORKLIFE BALANCE FOR MATHERS An Empirical Approach toward Modern Educational Tasks

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WORK-LIFE BALANCE FOR MATHERSAn Empirical
Approach toward Modern Educational Tasks

• Vetter, Hans-Rolf/Hu, Bo
• Universität der Bundeswehr Munich/Germany
• ECER Congress 2007 Ghent/Belgium/20.09.2007
• Introduction to the topic
• Objectives of the investigation
• Exemplary results
• The pedagogical formulation of the question
• Diagnostic indications of the practiced
  constructions of work-life balance
• Priority Program 24 an approach for successful
  return
• Prospects/conclusion

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Objectives of the investigation
(1.) The mothers should be integrated back into
their job as quickly as possible after their
baby-break especially in the interest of the
mothers themselves.
(2.) The study should facilitate fundamental
insigths and practically utilizable strategic
human resource indications of the subjectively
perceived problems of WLB-problems (chances as
well as risks).
(3.) The very high investment for training and
enrolling Programs should be utilized more
efficiently.
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Exemplary statements

• Purely rational instrumental approaches such as
  child minder or kindergarten do obviously not
  suffice an adequate basis for the individually
  practiced work-life balance.
• Mothers obviously start in their majority from
  the assumption that career chances cannot be
  improved by an early return to the job.
• The offers of further education are ignored,
  since no relationship between the participation
  and the personal career is considered.

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Exemplary Result I Neither Kindergarten- nor
School-Entry-Age has a Significant Effect upon
the Return
of the mothers still in FL
(Status 2006. Calculated according to the survey
and to the file analysis)
Year of birth of the youngest child
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Which forms of child-minding besides the one
provided by the parents will be prefered?
Exemplary Result II
Midday child-minding
All-day-school
School with a day-home for schoolchildren in the
afternoon
school
Kindergarten
Co-operative institution
Parent-child-initiative
At first the grand-parents
Day-nursery
Child-minder or similiar
Au-pair
Other family member
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Merely few interviewees have participated in
further education in spite of comprehensive
optionsExemplary Result III
Only about 12 participate in further education,
although 50 are of the opinion that the
increased demand aggravates the re-entry.
No Yes Yes, several times
Question 26 Further education during the leave?
General furher education Further education in
data processing Specialist further education
Question 16a Weekly leisure-time
A potential reason is that the persons on family
leave have in general little leasure-time
available.
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Returning to ones Job ? The Complicated Pro
Contra of Basic Motivations

• PRO
• Being able to resume ones professional career
  successfully
• But It doesnt seem realistic because of the
  internal competition of the other employees, who
  do not have any occupational adjournement/ break
  (rushing-on-ahead realism).
• CONTRA
• Sustainibility of Confidential Child-Care
• Minor Confidence in rational, quasi
  instrumentally initiated approaches of public
  child-minding
• Mothers consider themselves to be challenged
  predominantly
• CONCLUSION
• The decision to return is not determined
  family-centredly alone. It, however, combines
  complex social, occupational, economic and
  psychic topics.

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The pedagogical importance functions in shaping
management of the WLB-problems

• At first functions of Ped/ Esc as a mediator,
  coach or an honest broker between both interest
  groups
• Secondly the management competences of Ped/Esc in
  the sense of their more sensitive and organic
  view
• Thirdly their fundamental empathetic competence
  with regard to their diagnosis- arrangement
  techniques

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The Central Pedagogical Theses of WLB
WLB is not only a bi-polarized Construction of
work actual life-conditions in the sense of a
trivial modelling of the actually presented
conditions, BUT...
WLB is a Tri-polarized Construction of
Contingency perceived within the framework of
actively moderated opportunities during a
special sector of life-course based on work,
social reproduction and biography
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The Structure of References Interactions
withinProcesses of Work-Life-Balance
Labour contingent trajectory actually represented
by the enterprise
REPRODUCTION represented by the actual situation
of the family
Social
WLB A Tripolar Structure of Moderation Represente
d by the temporary SELF
VEREINBARKEIT
der tripolaren Referenzen
BIOGRAPHY a reflexive approach of reafferency
mediation of the past the future in the
present
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Work-Life-Balance as a Result of External
Internal Commodifications I Company
External Offers of Balances by the Mother
WLB as mediation of Authentic Employability
Internal Balance of Economy, Time-Management Div
ersity Organizational Culture
Career Trajectories, Expected Behavioral Patterns,
Leadership
Tasks of Employment Division of
Work Productivity Conditions of Work
Policy of Re-Integration Family Friendly
Programs Coaching Trainings-Units
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Work-Life-Balance as a Result ofExternal
Internal Commodifications II Mother
External Offers of Balances by the Reference
Company
WLB as mediation of Authentic Employability
Internal Balance of Social Enviroment
, Expected Life Course Biography
Expected Prefered Life-Course
Social Enviroment Roles, Conflicts Communication
Personality Biography Identity, Values
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Priority Program 24 (PP24) an approach for a
successful return to work

• Initiating and accompaniment of professional and
  social learning processes
• Arrangement of targets time patterns
• Preparatory mediation towards the concrete
  requirements and co-ordination problems within
  the framework of the WLB-agreement
• Preparatory time-management as well as
• Individual coaching- and mentoring procedures
• and
• Better planning of the concrete re-entry date

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Priority Program 24 (PP24) an approach for a
successful return to work (contd.)

• The professional training units including the
  respective obligations are increasing more and
  more in the course of the 24 months, whereas the
  social and biographical units are gradually
  reduced, are fed in thereupon and are repeated on
  a redundant level.
• An unconditioned objective of the Priority
  Program 24 is to ensure that the
  multiperspective integration concept is suited
  to the individual personality of the mother in
  all phases and training units.

social and biographical units
Return to work
professional training units
t
-24 M.
-12 M.
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Conclusion

• Economic policy can no longer dictate family
  policy
• In regard to the further societal development
  mothers are needed at least on two fronts
• The competing Modern Age (rivaling modernity)
  forces to an increasing extent the
  acknowledgement of individual post-materialistic
  objectives
• It is urgently necessary to think about the
  reform of the curriculum-regime, since in
  particular in case of the women the triple
  requirement of the medium process phase -
  continuous occupation, family and self - results
  in an overload of the life management.