Globally, including South Africa, there is a growing concern regarding the skills and knowledge possessed by employees. This pertains to their capacity to deliver high-quality information, guidance, essential services, as well as their effectiveness in facilitating productivity in areas such as lifelong learning and organisational support (Department of Higher Education and Training, 2016). Studying while working, or continuous learning has become a cornerstone in the areas of career development and organisational success. This article aims to discuss the advantages and disadvantages of studying while working.
In order to stay relevant and to contribute effectively within an organisation, employees resort to continuous learning by gaining contributing effectively towards challenges, enhancing their skills, development and continuously uplifting themselves. However, the dynamics of the workplace are evolving swiftly. This has led to a demand for specialised services, with employers and employees seeking assistance from professionals such as Industrial and Organisational Psychologists to facilitate this transitional process (Coetzee and Veldsman, 2022).
According to the American Psychological Association of 2013, an Industrial and Organisational Psychologist offers valuable support to organisations in addressing human behaviour. This includes:
- Identify training and development needs
- Enhancing the overall quality of work life
- Developing and implementing training programs
- Assessing the effectiveness of implemented training programs
- Providing coaching for employees and organisational leaders
- Establishing criteria for evaluating the performance of individuals and organisations
- Conducting assessments of customer satisfaction
Investing in personal growth naturally contributes to the growth of the organisation. It is important to acknowledge the advantages and disadvantages of pursuing further studies while working. Balancing a full-time job with on-going studies can be challenging (Rockman et al., 2022). This dual commitment often leads to conflicts in work-family roles, impacting aspects like job satisfaction, life satisfaction, marital satisfaction, children’s satisfaction, which results in burnout as well as physical and psychological strains (Allen, 2013).
On a positive note, balancing work-family roles can lead to favourable outcomes through the integration of multiple roles (expansion theory) which can yield positive and fulfilling results for both individuals and their families. This includes:
- Positive spillover – transfer of mood, skills, behaviours and values between work and family
- Facilitation – gaining of benefits in one role contributes to the enhancement of the other role
- Enrichment – indicates the experiences in one role improves the quality of life in the other role (Allen, 2013).
Studying while working offers various advantages, including enhanced skill development, increased opportunities within the workplace, career advancement, improved work quality, and sustained employability over the long term. Employees, equipped with a diverse skill set, become more adaptable, enabling them to confidently take on challenges and responsibilities they may have hesitated to tackle before, ultimately leading to more meaningful work (Mari-Hall et al., 2013). When individuals find a sense of purpose and meaning in their professional lives, it contributes to their overall happiness and flourishing physical and psychological well-being (Dich et al., 2019).
This establishment is linked to an improved quality of life, physiological well-being, life satisfaction, and enhanced mental health, ultimately resulting in various life rewards (Dich et al., 2019). In summary, engaging in continuous learning, such as studying while working, brings benefits to both employees and the organisation. It offers individuals’ a holistic improvement and the quality of work productivity, paves the way for employee development within the organisation, and contributes to fostering a company culture characterised by happiness, strength, and confidence (Mari-Hall et al., 2013).
References
Allen, T. D. (2013). The work-family role interface: A synthesis of the research from industrial and organizational psychology. In Handbook of Psychology (2nd ed., pp. 698-718). John Wiley & Sons, Inc. doi:10.13140/2.1.3183.8086
American Psychological Association. (2013). Education and Career. Retrieved from American Psychological Association: https://www.apa.org/education-career/guide/subfields/organizational
Coetzee, M. & Veldsman, D. (2022). The digital-era industrial/organisational psychologist: Employers’ view of key service roles, skills and attributes. SA Journal of Industrial Psychology, 1-10. doi:doi.org/10/4102/sajip.v48i0.1991
Department of Higher Education and Training. (2016). Competency framework for career development practitioners in South Africa. Department of Higher Education and Training. Gauteng: Department of Higher Education and Training. Retrieved from https://careerhelp.org.za/sites/default/files/competency_framework_colour_wp_print_0.pdf
Dich, N., Lund, R., Hansen, A. M., Rod, N. H. (2019). Mental and physical health effects of meaningful work and rewarding family responsibilities. Work meaning, caregiving reward and health, 14(4), 1-11. doi:doi.org/10.1371/journal.pone.0214916
Mari-Hall, A., Ulicna, D., & Duchemin, C. (2013). Work-based learning: Benefits and obstacles. European Training Foundation. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiV2rP-8v-DAxUmWUEAHXqnDkEQFnoECCMQAQ&url=https%3A%2F%2Fwww.etf.europa.eu%2Fsites%2Fdefault%2Ffiles%2Fm%2F576199725ED683BBC1257BE8005DCF99_Work-based%2520learning_Lite
Rockman, D. A., Aderibigbe, J. K., Allen-Ile, C. O., Mahembe, B., & Hamman-Fisher, D. A. (2022). Working-class postgraduates’ perceptions of studying while working at a selected university. SA Journal of Human Resource Management, 20(0), 1-14. doi:doi.org/10.4102/sajhrm.v20i0.1962
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