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BRAVA DC New European Guidelines for Dual Career in the Workplace - Report

Table of Contents

Introduction

On behalf of the consortium (Belgium, Denmark, Ireland, Italy, Malta, Serbia, Slovenia) involved in the European Project “BRAnd Value Alignment through Dual Career” (BRAVA-DC, 622824-EPP-1-2020-1-IE-SPO-SCP) we are honour to share with you this concise report regarding new European Guidelines for Dual Career in the Workplace. In the context of this report the term “Dual Career” indicates the specific challenges elite/high level sportspersons (Athletes/Coaches) face in combining sport and working demands (European Commission, 2007).

BRAVA-DC was focused on enhancing the European workplace environment so the circumstances and needs of dual career (DC) employee athletes and coaches can be effectively accommodated while considering the needs and expectations of the employer. A key aim of the project was to develop new European guidelines, which support DC in the workplace and facilitate appropriate Corporate Social Responsibility policies. The BRAVA-DC project received research ethical approval from the University of Rome Foro Italico (No- CAR 84/2021).

This report describes the rationale for and the development of the new European guidelines to support dual career in the workplace. Sixteen new European DC workplace guidelines are described. The benefits that implementation can provide for both employee and employer, key definitions and proposed actions to facilitate Guideline implementation are provided. The development of the guidelines involved extensive consultation with key stakeholders involved in DC and supporting DC in the workplace. Existing published evidence, high level athletes and coaches, managers in the corporate setting and experts in the field of DC were all consulted. Such methodologies as narrative literature review, focus groups, in-depth intervention and online concept mapping were utilised. In excess of 200 individuals across many European nations with deep and valuable insights into DC contributed to the development of these guidelines.

Key Initial Concepts

Please read and note the three important concepts below before further reading of this report:

Corporate Social Responsibility (CSR)

Refers to practices and policies undertaken by corporations that are intended to have a positive influence on the world. In particular, CSR entails all organisational activities designed to make a positive impact on society.

Corporate Brand

Is a term which covers all of the marketing affairs of a professional company and their association with each other. Corporate brand is a philosophy or core value of a business and is how a corporation presents itself to the world, and how it presents to its own employees.

Corporate Value Alignment

Is a strategic process to successfully manage the corporate brand that involves analysis to verify the consistency and coherency between internal and external elements of the corporate brand.

Background to the BRAVA-DC Guidelines

Since 2004, the European Parliament and the European Commission have recognized the substantial social and economic impacts of sports for the strategic goals of the Union (Arai et al., 2014; European Commision, 2007; Kleissner & Grohall, 2015). To play a role at the elite level, sportspersons start their sport career at young ages and progress until adulthood, undergoing different career stages and transitions at the athletic, psychological, psychosocial, academic/vocational and working levels, which have various influences on each other, occur at distinctive times depending on the sport discipline and athletic level (e.g., sub-elite and elite), and have serious impacts on the holistic development of the individual (Wylleman & Lavallee, 2004). Furthermore, to meet the competitive demands at local, national, and international levels, sportspersons undergo high volume, frequency, and intensity of training, and increase their participation in competitions organized at national and international levels (Condello et al., 2019). In recognizing the significant difficulties the athletes face in resolving the challenges and constraints posed by a concomitant education or working commitment, the European Commission (2012) published the EU Guidelines on Dual Careers of Athletes to stimulate the Member States enforcing common guiding principles and solid agreements between sports bodies, educational institutions, and companies and agencies of the labour market to adapt to the needs of the dual career (DC) sportspersons. To implement the EU Dual Career Guidelines, the European Commission allocated funds for innovative cooperative partnerships between sports bodies, educational institutes, non-governmental organizations, and enterprises aiming to implement policy actions for facilitating the combination of elite sport and academic/work commitments (Guidotti, Cortis, Capranica, 2016; Guidotti et al., in press).

Various interested groups have the responsibility to establish a supportive entourage to accompany sportspersons during their developmental years and their high-level competitive years (Capranica and Guidotti, 2016). In the last decade, specific European guidelines and recommendations have been developed for educational institutions, specific populations of athletes (More Than Gold, Para-limits, https://erasmus-plus.ec.europa.eu/projects), in addition to educational programmes for the athletes’ entourage (Sanchez-Pato, 2017, EMPATIA, ESTPORT, STARTING11, GEES, https://erasmus-plus.ec.europa.eu/projects). More recently, in recognition of their substantial contribution to the European sports culture DC has been extended to all the sportspersons including coaches, referees, sports managers (European Parliament, 2021). Despite the European Commission efforts in promoting the successful retirement of athletes, and having called for the development of social dialogue in view of post-sport career arrangements to facilitate the re-entry process of European athletes into the labour market, there is still a need to raise the awareness of DC in the labour market and encourage partnership with the business world (European Commission, 2017).

The increased longevity of sports careers enables peak performances and/or retirement occurring in the late years of the third decade of life (Allen and Hopkins, 2015; Barth et al., 2021; Vretaros, 2022). Whilst some professional sports allow sportspersons to capitalize for their life course, most sportspersons experience financial struggles and need to seek some form of part-time or full-time employment often suffering gaps between their formal education and a successful work career (International Labour Organization, 2020; Knights et al., 2016; López de Subijana et al., 2020; Moreno et al., 2021; Robnik et al., 2022; Zafeiroudi et al., 2020). Furthermore, a lack of DC support arrangements for effectively combining work-sport commitments may place the employee-sportspersons at risk of dropping out of sport or employment and urge the establishment of formal agreements between educational institutions, sports organizations, and for-profit companies to support an effective DC during and after the competitive years of a sportsperson (Capranica and Guidotti, 2016; European Commission., 2020; MacDonncha et al., in press).

Business enterprises and sports bodies have to contribute to the economic growth and cultural development of the society and the enhancement of a DC is at the basis of business-oriented companies that have a strong vision and brand-related values grounded in sport, and, more in general, those involved in health-related activities. Moreover, companies enhance sport not only through internal strategies (i.e., vision and cultural values) but also through the promotion of an external image using sport and health related activities. For example, companies value elite athletes and consider them as vehicles for advertisements or product endorsement, with marketers increasingly involving elite athletes in promoting their products as a critical element of brand strategy, in mediating the brand equity creation process, and in creating meaning and value transfer (Ding et al., 2008; Openendorse, 2019; Seno & Lukas, 2007; Shanklin & Miciak, 1997). To enhance an effective synergy between brand’s internal values, the company’s vision (i.e., internal dimensions) and image (i.e., external dimension), companies are called to define and implement strategic processes that align their internal and external dimensions (Balmer, 2012; Hatch and Schultz, 2008; Mingione, 2015). This allows companies to achieve an authentic behaviour and pro-active translation of DC into their own policies for ameliorating their working conditions and for facilitating the employment of athletes. Moreover, a strategic process of alignment may help in achieving collaborative practices (Mingione and Leoni, 2020) of employees-athletes/coaches, who co-create the sport-related values of the companies.

Companies should recognize also that athletes can achieve specific working outcomes having developed crucial life skills such as goal-setting, emotional control, self-esteem, self-knowledge, problem solving, goal attainment, teamwork, skill development, hard work ethic, international experience, cross-cultural understanding, adaptation to different environments, master of media communication, and healthy behaviours (Goudas, 2010). In fact, the informal education acquired through high-level sport participation could allow former elite athletes to achieve great educational and labour market success when compared to their non-athlete counterparts (National Center for Education Statistics, 2005). Conversely, employee-sportspersons face several challenges at the personal, environmental, social, and logistical/organizational levels. Business enterprises could engage in promoting DC initiatives within their framework of Corporate Social Responsibility (CSR), which is a process to achieve sustainable development in societies, treating all stakeholders of a company or institution ethically and responsibly (Hopkins, 1998). In particular, practices could range broadly from industry-funded public policy initiatives to sponsorship of programmes and/or scientific research, and dissemination of findings, with the aim of contributing to shape the socio-economic and cultural DC environment.

Through the analysis of the scientific literature, the sportspersons’ insights from semi-structured interviews, and a concept mapping summarizing the opinion of human resources and corporate social responsibility managers, and DC experts, the BRAVA-DC project aims to a sustainable work environment and a socio-cultural change by considering the employee-sportspersons as valuable human resources determined to achieve their goals in line with the development of an aligned vision of the company (Di Cola, 2022).

To build effective DC policies at the work place taking into consideration the micro (i.e., individual employee-sportspersons meeting their work, and training/competition commitments through a fine daily organization), the meso (e.g., interpersonal entourage encompassing, families, sport staff, and working colleagues helping finding flexible solutions), the macro (e.g., companies aligning to sports as a value chain and shaping their organizational commitment through DC provisions and services), and the global (e.g., policy makers supporting a social development through alliances between companies, sports bodies, and sportspersons) DC dimensions (Capranica & Guidotti, 2016), the BRAVA-DC recommendations seek to empower brands and sportspersons for improving the employment relations of sportspersons and securing a successful alignment of brand and sport values through DC.

To achieve meaningful alignment between DC and brand values and corporate social responsibility actions, the following recommendations are intended to be practical, some of them being immediate and other requiring some time to be achieved through the development of a DC culture at the workplace, the implementation of brand’s strategic plans, the creation of the internal operational structures, and a robust DC engagement ad support policies on the part of governing bodies at local and national levels.

The new European Guidelines for Dual Career in the Workplace

The new guidelines are presented in this section. In total sixteen guidelines have been developed each having a unique focus. A significant effort was made to identify the most important guidelines, to keep the overall number small and to achieve a balance between conciseness but also providing sufficient contextual detail. The guidelines are presented in three key sections 1) Guidelines for the two-way understanding between the employee and employer; 2) DC Guidelines for the Workplace, Sport Bodies and DC Offices and 3) DC Guidelines for relevant decision and policymakers.

1. GUIDELINES FOR THE TWO-WAY UNDERSTANDING BETWEEN THE EMPLOYEE & EMPLOYER
  1. Employee-sportspersons, colleagues and employers should respect each other’s needs, expectations, challenges, and roles. They should acknowledge the mutual benefits of Dual Career (DC) in the workplace. Together, they should take responsibility for co-creating the DC supports aligned with brand values and corporate social responsibility (CSR) policies.
  2. Employee-sportspersons, colleagues and employers should agree and engage in a co-creation process to develop the potential for effective DC workplace support structures and ethos. The co-creation process should be characterised by openness, transparency, and compromise, sharing ideas and recognition of best practices and understanding and respecting both the needs of the employee-sportspersons and employer.
  3. Employee-sportspersons, colleagues and employers should define and agree a work and sport commitment schedule to be implemented on a six-month basis. The schedule should reflect an appropriate compromise between employer and employee needs and should indicate training camps and competition dates and associated recovery periods.
  4. Employee-sportspersons, colleagues and employers should establish a DC support network locally and through social media and business channels share ideas and practices and also promote and advocate for effective DC structures in the workplace.
2. DC GUIDELINES FOR THE WORKPLACE, SPORT BODIES & DC OFFICES
  1. Key DC stakeholders (Companies, Sports Bodies, Educational Institutions, DC office) should create a network of apprenticeships, internships and placements so that sportspersons (e.g., athletes, coaches, physical trainers, referees, sports managers) can gain DC experience. The network could be developed locally in the first instance and then extend nationally.
  2. Specific training should be organised and provided to employees, employers, and sport staff on how to accommodate DC needs within the workplace. Such training could be organised at the workplace in cooperation with sports bodies, national DC offices and DC experts. This training should include:
    • employer training to successfully manage and understand the needs of employee-sportspersons;
    • employer training to effectively align DC supports with workplace brand values and corporate social responsibility (CSR) policies;
    • employee training to successfully integrate DC commitments with workplace needs and personal needs;
    • education regarding the different types of sponsorship and supports that can be gained by employee-sportspersons.
  1. During the co-creation of effective DC support structures, the unique circumstances of each workplace should be recognised (e.g. in comparison to other industries it may be easier for sport related industries to develop DC employment opportunities and supports).
  2. To progress towards an effective DC workplace environment, workplace management should consider and/or implement the following (fully or partially, as appropriate):
    • specific contract agreements and working arrangements, which recognise both the needs of the employee-sportspersons and employer (e.g. task oriented working outcomes and deadlines, part/flexible time working arrangement, remote working, paid and unpaid leave, commensurate salary structures, sponsorship, in-kind benefits etc.);
    • Recognise that work commitment and career progression can be planned and achieved in parallel with a successful DC and that such planning is necessary for long term employment prospects and lifestyle of the DC employee;
    • regular and meaningful communication between the DC employee-sportspersons and the employer regarding the implementation of DC supports;
    • acknowledge that the absence of employers understanding and recognition of the DC challenges can potentially affect the holistic health of the DC employee and their work-life balance.
  1. The workplace should identify and recognise the employee-sportspersons’ experience and competencies as potential added value to generate internal positive outcomes (e.g. role models, workplace pride and cohesion, exchange of ideas, and shared values such as goal orientation, competitiveness, perseverance, commitment to hard work and ethical-related issues).
  2. The workplace should identify and recognise the employee-sportspersons’ experience and competencies as potential added value to generate external positive outcomes (e.g. Corporate Social Responsibility implementation; Sustainable Development Goals (SDGs) of Corporate Culture, Decent Work, Health and Wellbeing; brand ambassadors and brand reputation; support and implement the International Labour Organisation (ILO) Declaration for the Future of Work; potential collaboration with sporting companies, sport sponsorship etc.).
  3. The workplace should establish measurable indicators/records of DC supports, corporate brand alignment and CSR policies
  4. Sports bodies and dedicated national offices with responsibility for DC should provide information to key stakeholders regarding the potential value of DC to the workplace and to wider society, examples of good practice and employment opportunities that accommodate DC.
3. DC GUIDELINES FOR RELEVANT DECISION & POLICYMAKERS
  1. European and National Governing Bodies and policymakers should recognise and foster the development and implementation of DC support structures within the workplace and the subsequent appropriate alignment with corporate brand values and corporate social responsibility (CSR) policies.
  2. National Governing Bodies and policymakers should foster good DC practice in the workplace by providing financial support and incentives (e.g., tax reductions and subsidies) to implement DC supports.
  3. National Governing Bodies and policymakers should develop and implement promotional campaigns regarding the potential value of DC to the workplace and to wider society and identify and recognise examples of good practice and employment opportunities that accommodate DC.
  4. National Sport Governing Bodies and policymakers should recognize DC commitment and success as part of national sporting/workplace awards.

Key Concepts and Definitions informing the Guidelines

A) Dual Career in the Workplace – Challenges and Needs

The concept of the dual career of athletes in the workplace refers to the idea that athletes should have the opportunity to pursue a career outside of sports while simultaneously engaging in their athletic pursuits. This approach recognizes that an athlete’s sports career may have a relatively short duration and that they should prepare for life after sports by gaining work experience, skills, and qualifications. Balancing a sporting career with professional development can be challenging, but it is essential for athletes’ long-term well-being and career prospects. Here are some key aspects of the dual career of athletes in the workplace:

  • Skill Development: Athletes often possess valuable qualities such as discipline, teamwork, time management, and a strong work ethic, which can be highly beneficial in the workplace. They may seek opportunities to develop additional skills that are relevant to their desired careers.
  • Flexible Employment: Athletes need flexible work arrangements to accommodate their training and competition schedules. Employers who understand and support the athlete’s dual career aspirations may offer flexible hours, remote work options, or part-time positions.
  • Education and Training: Many athletes pursue higher education or vocational training to enhance their qualifications and job prospects. Some may attend college or university while competing, while others may engage in online courses or attend educational institutions that cater to athletes’ schedules.
  • Career Guidance: Athletes may require career counselling and guidance to explore their career options, set goals, and plan for their post-sports careers. Professional career advisors or mentors can provide valuable assistance in this regard.
  • Financial Support: Balancing a sports career with professional development may require financial support, especially if athletes are not earning significant income through sports. Scholarships, grants, or stipends can help cover educational expenses and provide some financial stability.
  • Networking Opportunities: Building a professional network can be crucial for career advancement. Athletes may seek opportunities to connect with professionals in their chosen fields, attend industry events, or participate in networking organizations.
  • Transition Support: As athletes near the end of their sports careers, they may need assistance in transitioning to full-time employment. This can include job placement services, resume building, interview coaching, and advice on managing the transition emotionally and psychologically.
  • Employer Awareness and Support: Employers play a crucial role in supporting athletes’ dual careers. They should be aware of the unique challenges and demands faced by athletes and be willing to accommodate their needs when possible.
  • Legal Protections: Some countries have established legal protections for athletes, ensuring that they are not discriminated against in the workplace because of their sporting commitments. These protections can include anti-discrimination laws and regulations regarding time off for training and competition.

The dual career of athletes in the workplace not only benefits the athletes themselves but also contributes to the diversity and talent pool in various industries. Athletes bring a unique perspective and skill set to the workforce, and their ability to excel in high-pressure situations can make them valuable assets to employers. Ultimately, supporting athletes in their dual careers helps them prepare for life beyond sports and promotes their long-term success and well-being.

Certainly, providing specific training to both employees and employers on how to effectively accommodate the needs of athletes pursuing a dual career can be highly beneficial. This training should aim to raise awareness, foster understanding, and offer practical strategies to create a supportive work environment. Here’s an outline of the key components of such training:

B) Training for Employers

The concept of dual careers, where individuals simultaneously pursue their professional aspirations alongside their involvement in sports or other demanding activities, is gaining prominence in today’s workforce. Athletes, in particular, often face unique challenges when balancing their sporting commitments with their career aspirations. To support these dual-career employees effectively, employers should provide specialized training that equips them with the knowledge and skills required to manage and understand the needs of this distinct group within their workforce.

Employer training for dual-career employees is essential for several reasons. Firstly, it contributes to the creation of a more inclusive and diverse workplace, acknowledging the value that athletes and individuals with other dual career commitments can bring to an organization. Secondly, it helps employers adhere to legal requirements and regulations related to workplace accommodations and non-discrimination. Thirdly, it fosters a positive organizational culture that prioritizes work-life balance and employee well-being, leading to increased job satisfaction and productivity among all employees. DC training for employers should involve the following:

  • Introduction to Dual Careers: Start with an overview of what a dual career in sports and the workplace entails. Explain the unique challenges and opportunities athletes face.
  • Legal Framework: Provide an understanding of relevant laws and regulations, such as anti-discrimination laws and accommodations for athletes. Ensure employers are aware of their legal responsibilities. Training should cover relevant labor laws and regulations pertaining to dual-career employees. Employers need to be aware of their legal obligations concerning accommodations, non-discrimination, and reasonable adjustments to work arrangements.
  • Flexible Work Arrangements: Employers should be trained on creating flexible work environments that accommodate the schedules and commitments of dual-career employees. This includes offering options like flexible hours, remote work, part-time roles, or compressed workweeks to help employees balance their dual careers effectively. Teach employers about different types of flexible work arrangements (e.g., flexible hours, remote work, part-time positions) and how they can implement them to accommodate athletes’ training and competition schedules are of crucial importance.
  • Creating a Supportive Culture: Discuss the importance of fostering a workplace culture that values diversity and understands the benefits athletes can bring to the organization.
  • Communication Skills: Effective communication is key to successfully managing dual-career employees. Training should include strategies for clear and open communication to understand the needs, expectations, and goals of employees engaged in dual careers. Train employers on effective communication with athletes. This includes discussing expectations, setting clear goals, and maintaining open lines of communication.
  • Conflict Resolution: Employers must learn how to handle conflicts that may arise due to scheduling conflicts or other challenges related to dual careers. Conflict resolution training can help resolve issues in a fair and constructive manner. Equip employers with conflict resolution skills to address any issues that may arise due to scheduling conflicts or other challenges.
  • Resource Access: Dual-career employees may require access to support services, such as career counselling, mentorship, or financial assistance. Employers should be informed about available resources, both within the organization and externally, to help employees thrive in their dual careers. Ensure employers know where to find resources and support services for athletes, both internally within the organization and externally through sports organizations or governing bodies.
  • Retention and Talent Development: Retaining dual-career employees is beneficial for organizations in terms of talent retention and loyalty. Training should explore strategies for retaining and nurturing the career growth of these employees within the organization. Explain the benefits of retaining talented athletes in the workforce and how to provide opportunities for their professional growth within the organization.

Employer training for successfully managing and understanding the needs of dual-career employees is a proactive and strategic approach to creating a supportive work environment. It not only ensures legal compliance but also contributes to a diverse and inclusive workplace culture that values employees’ personal and professional pursuits. Ultimately, this training benefits not only dual-career employees but also the organization as a whole, leading to a more engaged and satisfied workforce. As the concept of dual careers continues to grow, this type of training becomes increasingly relevant and essential for employers seeking to thrive in the modern workplace.

C) DC Training for Employees (Including Athletes/Coaches)

Training programs should be interactive, engaging, and tailored to the specific needs of the organization and its employees. Regular follow-up and ongoing support can help ensure that the principles and strategies learned are effectively implemented in the workplace. DC training for employees should involve the following:

  • Understanding Dual Careers: Educate employees, including athletes, about the concept of dual careers and why it’s important for their long-term well-being.
  • Rights and Responsibilities: Clarify the rights and responsibilities of athletes and non-athlete employees, emphasizing the need for collaboration and mutual understanding.
  • Time Management: Provide time management techniques and strategies to help athletes balance their training and work commitments effectively.
  • Communication Skills: Teach athletes how to communicate their needs, schedules, and any potential conflicts with their employers or supervisors.
  • Stress Management: Offer stress management and resilience-building techniques to help athletes cope with the demands of dual careers.
  • Goal Setting: Help athletes set realistic goals for their sports and professional careers and create action plans to achieve them.
  • Conflict Resolution: Train athletes in conflict resolution skills to address any workplace issues that may arise due to their dual careers.
  • Access to Resources: Inform athletes about available resources, both within and outside the workplace, to support their dual careers, such as career counselling, educational opportunities, and financial assistance.
  • Career Development: Provide guidance on career development and advancement strategies for athletes looking to build a long-term career after their sports careers.
  • Support Networks: Encourage athletes to build support networks both within and outside their workplace, including mentors, coaches, and fellow athletes who have experience with dual careers.
D) Corporate Social Responsibility (CSR)

Corporate Social Responsibility (CSR) refers to a business practice that involves an organization’s commitment to act ethically and contribute positively to society, the environment, and its stakeholders beyond just pursuing profits. CSR is a voluntary initiative, and companies engage in it to demonstrate their commitment to social and environmental concerns, while also enhancing their reputation and long-term sustainability. Here are key components and aspects of CSR:

  • Environmental Responsibility: Many CSR initiatives focus on reducing a company’s environmental footprint. This can include efforts to decrease energy and water consumption, minimize waste generation, promote recycling, and adopt sustainable sourcing practices.
  • Social Responsibility: Companies engage in various social initiatives to benefit the communities in which they operate. This might involve supporting local charities, providing educational opportunities, contributing to public health initiatives, or promoting fair labor practices.
  • Economic Responsibility: CSR is not just about philanthropy; it also encompasses ethical business practices. This means treating employees fairly, paying fair wages, adhering to labor laws, and ensuring that suppliers and partners uphold similar standards.
  • Transparency and Ethical Governance: Companies practicing CSR often prioritize transparency in their operations. They are open about their CSR efforts, report on their progress, and maintain ethical governance structures to ensure accountability.
  • Stakeholder Engagement: Effective CSR involves engaging with various stakeholders, including customers, employees, investors, local communities, and regulatory bodies. Listening to their concerns and incorporating their feedback is essential.
  • Philanthropy and Giving: Companies may donate a portion of their profits to charitable organizations or engage in philanthropic activities, such as disaster relief efforts or funding research in areas of societal concern.
  • Sustainable Business Practices: CSR often includes integrating sustainability into the core business strategy. This can involve developing products and services with lower environmental impacts or adopting responsible supply chain practices.
  • Ethical Marketing: CSR can extend to the way a company markets its products or services. This includes avoiding misleading advertising, promoting ethical consumption, and being truthful about the social and environmental impacts of products.
  • Global Responsibility: Multinational corporations also have a responsibility to respect human rights and environmental standards not only in their home country but in all the countries where they operate.
  • Measuring Impact: CSR initiatives should be measurable to assess their effectiveness and impact. Companies often use Key Performance Indicators (KPIs) and sustainability reports to track and communicate their progress.

The motivations for engaging in CSR can vary. Some companies genuinely want to make a positive impact on society, while others recognize that CSR efforts can improve their brand image, customer loyalty, employee morale, and, ultimately, their financial performance. It’s important to note that CSR is not one-size-fits-all; each company’s approach may differ based on its industry, size, location, and values.

E) CSR and Dual Career of Athletes/Coaches

Certainly, there is a connection between the dual career of athletes and corporate social responsibility (CSR), particularly in the context of organizations that employ or sponsor athletes. Here’s how they are linked:

  • Employee Well-being and Development: Companies that employ or sponsor athletes as part of their CSR efforts can demonstrate a commitment to employee well-being and development. Supporting athletes in balancing their sports careers with work or education aligns with CSR principles that prioritize the welfare and growth of employees.
  • Workplace Diversity and Inclusion: By accommodating the dual career of athletes, organizations promote diversity and inclusion. Athletes often come from diverse backgrounds, and supporting their career aspirations contributes to a more inclusive workplace culture, which is a key aspect of CSR.
  • Community Engagement: Many CSR initiatives involve community engagement. When companies assist athletes in their dual careers, they are often engaging with local communities and contributing positively to them. This can involve educational programs, scholarships, or partnerships with sports organizations that benefit the community.
  • Education and Skills Development: Supporting athletes in their educational pursuits alongside their sports careers aligns with CSR goals related to education and skills development. Companies can provide opportunities for athletes to acquire new skills or further their education, thereby contributing to their personal growth and career prospects.
  • Talent Development and Retention: Companies that sponsor or employ athletes may view their support as a way to attract and retain talent. CSR efforts related to talent development and retention can extend to helping athletes pursue dual careers, ensuring that valuable talent is nurtured and retained within the organization.
  • Ethical Employment Practices: Ensuring that athletes are treated fairly, compensated adequately, and given the flexibility to pursue their athletic aspirations demonstrates ethical employment practices. These practices are consistent with CSR principles that emphasize fair treatment of employees and partners.
  • Partnerships and Collaboration: Many CSR initiatives involve partnerships and collaboration with external organizations or stakeholders. Companies that support athletes often collaborate with sports organizations, educational institutions, and other entities to facilitate dual career opportunities. These collaborations enhance the company’s CSR network.
  • Sustainability and Long-Term Impact: Supporting athletes in their dual careers can have a long-term positive impact on individuals and communities. This aligns with CSR’s focus on sustainability and creating lasting benefits for society.

Finally, the dual career of athletes can be seen as an aspect of corporate social responsibility when companies or organizations take active steps to support athletes in achieving their sporting and educational or career goals. This support reflects a commitment to employee well-being, diversity and inclusion, community engagement, education, and ethical practices, all of which are key elements of CSR.

Implementing the Guidelines

Three specific guidelines were selected and through a focus group methodology, key stakeholders (In excess of 60 individuals from five European nations) were asked to suggest some actions and/or exemplars of good practice that would support implementation of the three specific guidelines but also of any other DC workplace guideline? The suggestions provided are summarised and shared below and certainly illustrate if there is a will, there is a way:

Proposed Implementation Actions and Exemplars of Good Practice

For all Guidelines

  • Appoint at a national level, or at a single sport or group of sports level an individual whose role is to liaise with companies and support the implementation of the DC workplace guidelines (In Ireland Rugby has such an appointment).
  • National Governing Bodies (NGBs) of Sport can take a significant supporting role to transition athletes out of sport into a new career (In Ireland a number of the larger NGBs assume this role very successfully).
  • National Governing Bodies (NGBs) of Sport during the closing of an athletes career have informally built relationships with companies to support athletes, this informal relationship should now be formalised using the new Guidelines as a basis (Implementation evidence from Ireland).
  • National Governing Bodies (NGBs) of Sport have established formal collaboration with high profile industry partners. In this formal relationship brand value was seen as a great benefit to the industry partner and in reciprocation DC supports were implemented (Evidence from Denmark).
  • Internship may be an effective pathway to gain DC employment because a company would get an insight into how the DC employee can effectively manage both work and sport and how the company can provide the support required. The internship experience may convince the industry partner that DC employment is a viable and valuable prospect.
  • Industry may consider their DC support as an investment opportunity where the added value of internal and external brand alignment, company values and CSR implementation are significantly progressed during the active sport career of an athlete or coach.
  • Smaller Governing Bodies of Sport should also be actively facilitated to act as exemplars for the implementation of the DC guidelines. Targeted support from National Sports Federation and Industry partners should be provided to such NGBs so that associated athletes and coaches can be supported in a DC context. Such targeted support will provide case studies exemplars that DC athletes and coaches from smaller NGBs of Sport can have added brand value for industry and can implement a successful DC.
  • An ideal opportunity in Slovenia is that the Ministry of Sports has merged with the Ministry of Economy and Tourism. Financial incentives are needed for companies to employ athlete and coaches that have DC needs (Evidence from Slovenia).

For Guideline 3 – “Employee-sportspersons, colleagues and employers should define and agree a work and sport commitment schedule to be implemented on a six-month basis. The schedule should reflect an appropriate compromise between employer and employee needs and should indicate training camps and competition dates and associated recovery periods”.

  • Dual career support is more often seen in educational context than in companies, as there are good programmes for DC students and not that many for DC employees in companies. Coordinators often facilitate DC support in education and do so very successfully; a similar approach could be applied to industry (Evidence from Denmark).
  • Both employers and the employees may need to align and adapt their expectations on an ongoing process as each individual DC employee and employer have distinct and flexible needs. The guidelines cannot be a “one size fits all”.
  • Lidl and Hofer have part-time working hours. They have the experience of negotiating with high-level athletes and adapting work schedules and hours based on sport demands e.g. nature of work task to response to rest requirement, flexible hours to respond to sport training demands (Evidence from Slovenia).
  • Public administration employees have several days of paid or unpaid leave for sports activities. Thus, the state supports employed workers in sports (Evidence from Slovenia).

For Guideline 8 – “To progress towards an effective DC workplace environment, workplace management should consider and/or implement the following (fully or partially, as appropriate):

  1. specific contract agreements and working arrangements, which recognise both the needs of the employee-sportspersons and employer (e.g. task oriented working outcomes and deadlines, part/flexible time working arrangement, remote working, paid and unpaid leave, commensurate salary structures, sponsorship, in-kind benefits etc.);
  2. recognise that work commitment and career progression can be planned and achieved in parallel with a successful DC and that such planning is necessary for long term employment prospects and lifestyle of the DC employee;
  3. regular and meaningful communication between the DC employee-sportspersons and the employer regarding the implementation of DC supports;
  4. acknowledge that the absence of employers understanding and recognition of the DC challenges can potentially affect the holistic health of the DC employee and their work-life balance”.
  • Technology and IT companies known for their remote work policies, can serve as examples. These companies often provide tools and guidelines for effective remote work, enabling employees to maintain productivity from different locations (Evidence from Serbia).
  • Organisations that specifically cater to athletes, such as sports academies or training facilities, often have well-structured schedules that integrate both training and academic or professional development. These organisations can offer insights into effective scheduling practices (Evidence from Serbia).
  • Consulting firms often use task-oriented contracts where employees are focused on delivering specific outcomes rather than adhering to fixed working hours. This approach can serve as a model for recognising the needs of employee-sportspersons.
  • Companies in the technology sector, like Salesforce or Slack, are known for their flexible work policies. They provide employees with the option to work remotely or choose flexible working hours, demonstrating a commitment to work-life balance.
  • Sports organisations, especially those in individual sports like tennis or golf, often have performance-based salary structures. Athletes receive compensation based on their achievements, reflecting a model that could be adapted for employee-sportspersons.
  • Individual task-based work, non-team work and seasonal work may be very effective ways to implement the DC workplace guidelines. Seasonal expectation can reflect sport training and big competition cycles.

For Guideline 15 – “National Governing Bodies and policymakers should develop and implement promotional campaigns regarding the potential value of DC to the workplace and to wider society and identify and recognise examples of good practice and employment opportunities that accommodate DC”.

  • Many case studies exist of successful athletes whose dual career was supported by their workplace – in reciprocation, the internal and external inherent and brand value of the athlete to the company was recognised (Many case study examples from Ireland exist).
  • Collaborate with marketing and communication experts to develop comprehensive promotional campaigns. These campaigns should highlight the benefits of supporting dual careers to the workplace, individual employees, and the broader society.
  • Specific to Denmark, the future king, Frederik, is a very good example of a successful Dual Career. While working as a Danish Monarch, he is/was a great sportsman, such an example should be actively promotes by the Danish Culture Ministry to illustrate the potential for and the importance of supporting DC for other athletes and coaches.
  • Create compelling narratives and case studies that showcase successful examples of workplaces effectively supporting dual careers. Highlight the positive impact on employee-sportspersons, employer reputation, and community engagement.
  • Feature testimonials from employee-sportspersons who have benefited from dual career support. Authentic stories can resonate with a broader audience and provide real-world examples of the positive impact.
  • Look to government-led campaigns that promote workplace diversity and inclusion. These campaigns often utilize multiple channels and share success stories to encourage organizations to adopt best practices.
  • Sports organizations that actively engage with their communities can be exemplary. Showcase how these organizations contribute to societal well-being by supporting employee-sportspersons and promoting a healthy work-life balance.
  • Collaborate with influencers, both within the sports and business sectors, to amplify the promotional message. Influencers can lend credibility and reach a wider audience.

Evaluation of Workplace Guidelines to support the Dual Career (DC) of Employee Sportspersons

An online evaluation tool has been developed which will provide workplace managers with key insights regarding how the workplace is incorporating the Guidelines to support Dual Career. Two evaluation questions are asked:

  • A) The “Extent/Level” of the implementation of the guidelines in your workplace and
  • B) The “Potential/Possibility” to implement the guidelines in your workplace in the next 3 years.

The workplace manager/participant is asked to please rate both of these questions on a scale of 1-5 (Very small to Very High). The “Extent/Level” question refers to the extent the workplace manager/participant believes the workplace guidelines are currently being supporting and implemented; the “Potential/Possibility” question refers to the extent the workplace manager/participant believes the guidelines could be implemented over the next 3 years.

The “Workplace Guidelines – Implementation Evaluation Tool” is available here. The workplace manager/participant is provided with a report noting responses for each guideline on the two questions outlined above and also and overall percentage and total score for each questions e.g. a workplace manager/participant who provided a score of “5” for all sixteen guidelines on one of the two questions above will receive a total score of 80 and a % score of 100% – top marks indeed!!

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