Main Content
Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
LER 472: Work / Life Practices and Policies (3): Explore the causes and consequences of conflicts between work, family, and other life commitments, and how these may be resolved. Prerequisite: 3 credits of LER.
Overview
For most of us our lives are organized around two social institutions: work and family. Both can require a significant amount of time and attention. The topic of work life and the resulting conflict between the two has become a critical issue as we have become more concerned with how employment and our time away from work and at home interact. A number of changes have occurred in the workplace as well as the family structure. In the 1950s women were mainly homemakers but now they are likely to be employed. This has created conflicts for women and their partners because of the time and role conflicts created between family, personal and paid work commitments. We have also seen men and fathers gradually increasing their time commitments to household work and child care. At the same time we have seen these changes to the family we have not seen employer practices and public policies keep pace. This course will examine the changes to work and family structure as well as the factors contributing to work life conflict for different groups of employees and families. The course will examine problems as well as solutions at both the public and private sector levels.
Dr. Lonnie Golden has described the field of LER as the following:
The LER field focuses on the innovative ways that families, organizations, managers, labor unions and various governmental bodies can better help to unburden those who are in a stage of the life cycle where they are attempting to juggle work, family, an personal responsibilities and commitments. It also addresses improvement of organizational productivity, retention and work culture. The work family or work life field has over time expanded to cover a variety of family types, fathers as well as mothers, caregivers who provide elder care, those nearing retirement and those who are students and the role to ethnicity and race. It increasingly differentiates between the diversifying needs of individuals depending upon whether they are single or partnered, men or women, caring for very young children, teenagers or the elderly, and whether they are in traditional, neo-traditional or egalitarian type of households.
By reading and discussing phenomenon-driven research, students will learn the pressures employees face in their competing devotions to work and to family. Supplemental materials and guest lectures will show students the strategies progressive companies leverage to help workers balance work / life conflict.
Course Objectives
The primary goal of the class is to provide you with an understanding of how work life conflict affects different groups of workers as well as possible solutions for families, employers, and the government to help reduce such conflict. The semester will be divided into three basic sections. The beginning of the semester we will focus on how work life has changed over time and factors which influence work life conflict. The middle of the semester will focus on how conflict is different for different types of families and occupations. The end of the semester will focus on solutions and policies which can help families and employers address work life conflict. The final paper will allow you to apply what we have learned this sememster in a employee benefits proposal to reduce work life conflict. Please be sure to complete all readings prior to participating in lesson activities.
By the end of this course, you should have:
- Discussed and debated the critical challenges facing individuals, families, labor unions, employers, and the government in managing work life.
- Reviewed the current state of research and practice on work life issues.
- Thought about your own life as a prospective employee, supervisor, manager, owner, family member and responsible citizen.
- Evaluated how gender, race, and class influence work and family behaviors and attitudes.
- Understand how cultural norms and societal expectations influence work / life.
- Identifies and critically evaluated the effectiveness of workplace and government policy aimed at managing work life conflict
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials. NOTE: The Department of Labor Studies and Employment Relations does not view Wikipedia as a valid source for information cited in academic work. It can be a useful tool for quickly finding general information on subjects or as a starting point for research. However, students should not cite Wikipedia as a source in papers, reports, assignments, etc.
Using the Library
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Software
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Buying Software section of the Course Materials page.
As a Penn State student, you have access to lynda.com, your one-stop shop for video tutorials on Illustrator, Dreamweaver, Photoshop, Access, Excel, PowerPoint, and hundreds more topics--all free to active Penn State faculty, staff, and currently enrolled students. Take tutorials to help with coursework, learn techniques for your own projects, and build tech skills to boost your resume.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Buying Software section of the Course Materials page.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
Note: All due dates reflect North American eastern time (ET).
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| Activities |
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Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grades
Grades in this course are calculated based on the following:
| Description |
Value
|
|---|---|
| On-line Discussions |
45%
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| Required Reading Paper/Movie Paper |
20%
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| Final Paper |
35%
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Total
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100%
|
On-line Discussions (45%): The participation of each one of you - including those with alternative points of view - is essential. Online discussions and activities are opportunities for you to discover what you think and feel by reflecting on what you have to say. Your participation also provides you with a platform for improving your verbal communication skills.
In order to foster this kind of learning environment, I am counting on each of you to be prepared for each lesson, and to refrain from distracting activities such as off-topic discussions, etc. If you are clearly unprepared or not engaged, you will not receive attendance or contribution credit for the lesson. If you cannot participate, please notify me in advance via email. Only University-approved absences are excused (religious observance, athletic event, family funeral, serious illness, etc.). It is your responsibility to catch up on any material you missed. To make this part of the evaluation as objective and as equitable as possible, I will use the following scale:
| Scale | Participation | Description |
|---|---|---|
| 0 | Absent | You do not contribute |
| 1 | Disruptive | Having a side discussion, being disrespectful, etc. |
| 2 | Partial contribution | Discussion at a minimal level: "me too," and "I agree," responses |
| 3 | Full attention | Following along, synthesizing statements of others, using class material as a reference in postings |
| 4 | Contributing | Adding original ideas to the discussion; asking thoughtful questions |
In determining your final participation grade, I consider both consistency and improvement throughout the semester. I also consider the quality of your homework assignments. If you ever feel the need for additional feedback, please contact me. I am available to coach anyone concerned about this part of the course, but you need to ask!
Requirements
In order to receive full credit for each discussion you need to answer one of the provided questions (please see lesson directions for details,) and respond to TWO postings. Your answer posting or first posting is to be submitted by Saturday at noon of the week assigned. This is to ensure that people have time to respond to other postings. I have found that without this deadline a majority of students wait to post their answers and responses close to the deadline. This does not allow for a discussion and often half of the class never receives a response to their postings. The response postings are due on Sundays by 11:59pm.
FILM PAPER DIRECTIONS (RRP)
Juggling Work and Family Required Reading Paper (RRP) (20%): The paper has a 6 page minimum and 10-page maximum, double spaced, 1 inch margins, Times New Roman 12 pt font; page total does not include title, tables, or reference pages). The paper should be submitted through the RRP1 assignment. Below you will find guidelines and directions for completing the paper.
The Movie Juggling Work and Family was released in 2001 by Hedrick Smith. You might think or at least hope the film would not be relevant in 2015 and that we would have made progress towards solving the work life conflict of families seen in the film. The abstract for the film is below:
"Juggling Work and Family focuses on the increasing tensions between workplace expectations and family needs. The traditional family with a stay-at-home mother and working father has been replaced by the growing number of single parents and dual-earner couples. In this fast-paced new economy, Americans are feeling the stress of working more and have less time than ever for their family. This program looks at how working parents in various occupations across the country are trying to reconcile work and family conflicts. The program explores how companies and unions are seeking to ease the work-family conflict with child care centers, subsidies, and alternative work schedules that include part-time work, job-sharing, and telecommuting. Experts analyze the problems, address solutions, and pose the question: what else can be done?"
The purpose of the paper is to examine the current state of work life policies as compared to where we have been i.e. the film Juggling Work and Family.
To complete the comparison you are going to start by researching 3 employers. Find companies that represent a broad range of fields and occupations. You can only pick one company from the 100 Best Employers List. You will need to identify what family-responsive benefits each employer offers to its employees. You could do this by going to the company's web site, interview someone in the human resource department, or interview an employee. Be sure to consider the full range of family-responsive benefits, from standard benefits to flexible work arrangements. If talking to an employee you could have ask about informal policies as well.
Part I- Comparison and Anylsis
Begin the paper by providing a brief summary of your findings for the 3 companies you researched. Next, compare the information you collected to companies/situations in the film. Are they similar or different? Why and what has changed or remained the same? Use the course material and material from the film to support your analysis. What did you learn from the comparison?
Part II- Solutions
Based on the readings what solutions/workplace polices do you feel would be the most effective to reduce work-life conflict found in your research. Discuss why you think employers would or would not implement this policy. End the paper by indicating the likelihood organizations will offer more or fewer family responsive benefits in the future.
End the paper by drawing a conclusion about what the readings and your findings from the comparison indicate about the likelihood that organizations will offer more or fewer family-responsive benefits in the future.
Final Problem-Based Paper (35%): To complete the paper please refer to the directions below.
Final Paper shoud be submitted through the Final Paper assignment
The paper length can be up to 10 -15 pages. The page total does not include the cover page, tables, or references. It should be double spaced with 1 inch margins using Times New Roman 12 point font. Any direct quotes or paraphrasing needs to be cited in the paper. You can use either MLA or APA style.
Objective
The purpose of the final paper is for students to apply what they have learned during the semester. You will need to draw on the readings and discussions from this semester to complete the assignment. You are going to develop a proposal to improve work life conflict for the employer of choice from the prospective of the HR Manager. This could be your current employer, a previous employer, or one you have completed research on.
Format
In the first section of the paper you will need to identify the work life problems at this employer. Consider the job characteristics and demographics of the work force. Draw on the course readings and any new research to complete this section. Be sure to consider all groups of employees at this employer including employees with children (or prospective parents), employees without children, as well as employees with other care giving responsibilities such as elder care. Do not forget singles and other groups we discussed this semester. You also need to consider the point of view of the company. Why are the current policies be in place? Why haven’t other policies been tried or implemented? The first section of the paper is to be informative to me to help determine how your actual proposal might benefit the employer you have chosen.
The second section of the paper should be your actual proposal to the employer coming from the perspective of the HR Manager. The beginning of the proposal should only highlight information from the background. It should identify the problems and groups of workers being addressed. The employer should already know the details of the workforce and current policies in place.
In the second section you need to provide an analysis of current policies which could be improved or implemented.
Next describe your proposed policies to help reduce work-life conflict. Because this is a proposal and you want your recommendations to be adopted, make sure you highlight which kinds of benefits would help each group of employees in the organization. Be sure to include a "cost benefit" analysis to the best of your ability. The analysis should include benefits to employees as well as to the employer. Discuss the financial costs to the organization and employees. If you have access to real numbers and would like to use them so you can use the proposal in your job please do so. If you do not have access to real numbers you can still provide a general cost benefit analysis. For example one policy might require you to hire temporary workers. The cost would be the pay for the temporary workers and any other benefits you are going to provide the person taking leave. Do not forget to provide the possible benefits as well.
Implementation and Summary:
Discuss how you will implement the policy or policies you have recommended. Be sure to include any necessary training and keys to success. Remember you are trying to have your policy ideas adopted by this work place and providing details on how it will be implemented is necessary for the employer to make an informed decision. You are presenting your proposal to top executives who are more likely to read and respond to succinct points supported by strong research.
Grading
Grading will focus on how well your policy proposal fits the company you described. You need to make a strong argument as to how and why your policies will work. Grading is also based on how thoroughly assigned readings are used in your proposal. Students must integrate assigned readings with their findings in order to receive a passing grade.
Papers should be submitted electronically (to be graded and returned). The papers must be submitted by 11:59 pm Eastern time on Sunday of the week assigned to receive full credit. Late papers will incur a full letter grade penalty. I am willing to work with students in the case of extraordinary circumstances and only if I am contacted before the due date. I am more likely to work with someone that contacts me concerning a possible problem rather than someone who contacts me after the fact. However, I do believe that one of the lessons of a management course is personal responsibility. So please take responsibility for the consequences of your behavior.
The paper is due in Canvas by 11:59 pm Eastern time on the day assigned.
Due Dates and Late Assignments
Assignments must be submitted by 11:59 pm Eastern time on Sunday of the week assigned to receive full credit. Late papers will incur a full letter grade penalty per day. I am willing to work with students in the case of extraordinary of circumstances and only if I am contacted before the due date. I am more likely to work with someone that contacts me concerning a possible problem rather than someone who contacts me after the fact. Assignments are always accepted earlier than the due date.
For this course, grades will be assigned on the following basis:
| Percentages | Grade |
|---|---|
| 100–95% | A |
| 94.99-90% | A- |
| 89.99-88% | B+ |
| 87.99-83% | B |
| 82.99-80% | B- |
| 79.99-78% | C+ |
| 77.99-70% | C |
| 69.99-60% | D |
| 59% and below | F |
The World Campus program follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
| A | (Excellent) Indicates exceptional achievement |
| B | (Good) Indicates extensive achievement |
| C | (Satisfactory) Indicates acceptable achievement |
| D | (Poor) Indicates only minimal achievement |
| F | (Failure) Indicates inadequate achievement necessitating a repetition of the course in order to receive credit |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to the Penn State Principles and University Code of Conduct: Academic integrity is a basic guiding principle for all academic activity at Penn State University, allowing the pursuit of scholarly activity in an open, honest, and responsible manner. In according with the University’s Code of Conduct, you must not engage in or tolerate academic dishonesty. This includes, but is not limited to cheating, plagiarism, fabrication of information or citations, facilitating acts of academic dishonesty by others, unauthorized possession of examinations, submitting work of another person, or work previously used without informing the instructor, or tampering with the academic work of other students.
It should come as no surprise that I take academic integrity seriously. Any violations will be investigated, and where warranted, strict sanctions will be recommended. If you are ever in doubt about the appropriate way to handle a particular situation, please ask.
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Course Policies
Attendance and Class Contribution – It is your responsibility to prepare for classes. If a serious illness interferes with your ability to prepare, please contact me to discuss so that I can consider whether to make an exception in your case.
Individual Assignments – You are expected to complete individual assignments on your own. For this course, this includes every assignment except the final Problem-Based Project.
Affirmative Action and Sexual Harassment: The Pennsylvania State University is committed to a policy where all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by Commonwealth or Federal authorities. Penn State does not discriminate against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, gender, sexual orientation, or veteran status. Related inquiries should be directed to the Affirmative Action Office, 328 Boucke Building.
Americans with Disabilities Act: It is Penn State’s policy to not discriminate against qualified students with documented disabilities in its educational programs. PSU welcomes persons with disabilities to all of its classes, programs, and events. If you need accommodations, or have questions about access to buildings where activities are held, your instructor should be notified during the first week of classes so that your needs can be accommodated. You will be asked to present documentation from the Office of Disability Services (located in 116 Boucke Building, 863-1807) that describes the nature of your disability and the recommended remedy. You may refer to the Nondiscrimination Policy in the Student Guide to University Policies and Rules. If you need assistance during a class, program, or event, please contact the member of our staff or faculty in charge.
University Policies
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Acknowledgments
As with many aspects of life, this course stands on the shoulders of those who have come before me. In particular, I want to acknowledge the work of Dr. Linda Treviño. The general design of this syllabus borrows substantially from her work.