From Time Off to Productive Work: An I-O Psychology Perspective

By SIOP Member Dr. Marla J. Albertie

It is very common for people to struggle when returning to work after a holiday, vacation, or extended break; I know I was one of them. I had to learn that this difficulty I was feeling was not a lack of motivation or commitment—it is a normal response to sustained work demands. Time away allows mental, emotional, and physical resources to replenish, but work expectations often resume immediately and at full intensity with no remorse. From a Job Demands–Resources (JD-R) perspective, this creates a temporary imbalance in which demands increase faster than resources can adjust. My dissertation research shows that this experience is often intensified for marginalized employees, particularly women with lower postsecondary education levels, who tend to have less workplace autonomy and carry higher levels of invisible labor. When employees have limited control over pace, priorities, or workload, returning to work can feel overwhelming and psychologically unsafe (Albertie, 2024; Bakker & Demerouti, 2007).

To help employees get back in the swing of things, employees benefit from different strategies, and there is no single approach that works for everyone. Some individuals feel more energized by diving into familiar tasks and quickly rebuilding momentum, while others need a more gradual approach to regain focus and harmony. My research supports that what matters most is autonomy—having the ability to choose how work resumes. When employees can adjust task order, manage their pace, or focus on manageable priorities early on, they experience lower strain and higher engagement. When that choice is absent, stress and disengagement increase, even among high performers (Albertie, 2024; Wrzesniewski & Dutton, 2001).

From a leadership perspective, support during the first days back is critical. As a former remote HR Director, I had to think creatively and intentionally about how to keep my team energized and connected, especially when we could not rely on physical proximity or informal office interactions. I focused on reducing unnecessary pressure by adjusting workloads, delaying nonessential deadlines, and replacing long meetings with brief check-ins centered on clarity, connection, and well-being. For example, I held open-agenda discussion meetings, where teammates could talk freely and share their ideas. I also encouraged my team to give themselves grace in structuring their workdays and prioritizing tasks. These practices align with autonomy-supportive leadership, which research consistently shows reduces burnout and strengthens psychological safety (Deci & Ryan, 2000; Albertie, 2024).

Planning ahead plays an important role in helping both employees and leaders succeed after time away. Employees benefit from clarifying priorities before leaving, intentionally closing out work, and identifying what truly needs attention when they return. Leaders can support this by setting realistic expectations, avoiding high-pressure demands immediately following time off, and communicating clearly about what is and is not urgent. From a JD-R perspective, these practices help prevent unnecessary job demands from undermining the restorative benefits of time away and support a smoother transition back into productive work (Bakker & Demerouti, 2017).

These challenges and strategies connect directly to broader I-O psychology themes such as work-life harmony (I do not believe in balance), psychological safety, and workplace culture. How organizations handle the period after time off reveals their true values. Cultures that expect immediate overperformance often normalize over-functioning and burnout, while cultures that allow flexibility and autonomy promote sustainable performance and well-being. It is time to stop glorifying “I work hard.” My research and professional experience both affirm that autonomy is not a luxury—it is a critical resource that shapes how employees experience work, recover from demands, and remain engaged over time (Albertie, 2024).

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References

Albertie, M. J. (2024). Examining the effect between lower postsecondary education levels and job crafting and workplace autonomy for marginalized individuals (Doctoral dissertation). The Chicago School of Professional Psychology.

Bakker, A. B., & Demerouti, E. (2007). The job demands–resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328.

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review, 26(2), 179–201.

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About the Author

Dr. Marla J. Albertie is a dynamic speaker, author, and I-O Psychologist who specializes in helping individuals navigate life and career transitions with intention and autonomy. With a research foundation grounded in the Job Demands-Resources (JD-R) model, Dr. Albertie brings a fresh perspective to workforce development, job crafting, and personal transformation.

She is the founder of Truth Speaks Group LLC, a Research & Workforce Innovation Firm focused on leadership development rooted in Industrial-Organizational Psychology. Whether she’s leading workshops, developing curriculum, writing on her Substack, Living the I/O Life, or hosting her podcast, Living the I/O Life. Dr. Albertie combines evidence-based insight with real-world application to inspire lasting change.

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The views expressed in this article are those of the author and do not necessarily reflect the views of the Society for Industrial and Organizational Psychology or its affiliates.

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