ࡱ> XZUVW%` 7bjbjٕ /$$$8$$4 %%2%2%2%($@)\)0$hQ)'"'"))2%2%Ë,,,)2%2%,),,thP2%% 𴋴}$x*B&P\,ً0 v+RPP )),))))) ,))) ))))!! Protecting staff from stress induced by work: 51 guidance on adopting a safe working practice approach Introduction Employers are required by law to take steps to control those factors which can result in work-induced stress, and lead to both mental and physical ill-health. We start from the basic principles stated in the "hierarchy of controls" approach to controlling work hazards. First introduced into legislation in respect of chemical and physical hazards, this approach lends itself equally well to the control of psycho-social hazards. Its principles are consolidated into the general legal framework for health & safety by Regulation 4 of the Management of Health & Safety at Work Regulations 1999 and the associated Schedule. Regulation 3 of the Management of Health & Safety at Work Regulations require employers to use risk assessment to identify the hazards and evaluate the risks they pose. It is important that employers should not only assess the psycho-social risks themselves, but use the risk assessment to identify the sources and causes of those risks. This information should then be used to devise control measures which protect workers from the identified risks. To do this, employers must follow the general principles of protection set out in Schedule 1 to the Regulations: avoid risks eliminate the causes of hazards at source by removing it completely adapt the work to the individual adapt to technical progress substitute a non-hazardous or less-hazardous alternative develop a coherent prevention policy covering the organisation of the work, working conditions and social relationships give collective measures priority over individual protective measures ensure adequate training. Avoiding the risk and resolving the problem at source by removing or modifying the factors that cause stress is the primary intervention. Secondary interventions are individual protective measures in respect of work-related stress, and could include the provision of so-called stress-relief facilities (things like physical exercise facilities, inflatable dummies which can be used to work-off aggression and other symptoms, self-help support groups, quiet rooms), stress awareness training which aims to help workers recognise and avoid stressful situations, and stress management courses or training in coping skills and/or relaxation techniques to prevent stress-related illness developing. Tertiary interventions are for those who have become victims, and focus on individual behaviour and participation in the workplace. These include rehabilitation programmes, (things like a planned return-to-work with phased reintroduction) and the provision of counselling and support services with adequate information about their availability. These are often called Employee Assistance Programmes (EAP's). Measures aimed at the individual do not provide an effective means of dealing with stress in the workplace. The danger is that they will institutionalise stress hazards, and they do not remove the problems at source - they implicitly accept the permanent existence of stress, and leave individual workers to cope with it. The law requires that employers must put primary controls in place, and provide effective, collective protective measures aimed at removing hazards at source, and NOT secondary interventions aimed at individuals. This means institutions adopting safe working practices that prevent the emergence of risks, and 51 has produced this guidance to help its branches and members ensure this is achieved. This safe working practices document is based on the latest HSE guidance for managers, "Tackling Work-related Stress" (HSE Publications HSG 218). It follows the six stress factors identified by the HSE in its programme to establish a set of management standards for work-related stress. Our efforts here give guidance on those stress factors that are most likely to be important in further and higher education. In common with the HSE, in this guidance we take bullying to mean persistent unacceptable behaviour (or a single, grossly unacceptable act) by one or more individuals working in the organisation against one or more employees. This behaviour is perceived by the person experiencing it to be offensive, abusive, intimidating, malicious, insulting or involving an abuse of power. It includes: any act or threat of physical violence and repeated: verbal abuse (including shouting or swearing) victimisation, humiliation or ridicule libel, slander or malicious gossip other actions intended to isolate the victim from colleagues spying, pestering, or other inappropriate intrusive questioning, particularly into personal or domestic life setting impossible or arbitrary objectives or deadlines excessive supervision unjustified faultfinding withholding information that the employee has a reasonable expectation of being given, exclusion from meetings that the employee has a reasonable expectation of attending or other forms of unreasonable ignoring of the employee refusing without reasonable cause reasonable requests for leave or training maliciously preventing career development. Bullying and harassment are two forms of behaviour that are unacceptable within organisations and inevitably generate stress and lead to stress-related illnesses. 51 believes that bullying and harassment are most often exercised as part of a superior - subordinate power relationship, and as such are therefore perpetrated by managers (at whatever level) on the staff they manage. It is our experience that such cultures are not uncommon in further and higher education, and that there are many parts of the sector where there needs to be serious reorientation of institutional culture. Safe working practice guidelines In order to ensure that the workplace is safe, employers should ensure that management attends to the actions listed below, as a minimum. Organisational culture Institutional culture should ensure there is mutual respect. Recognise the contribution that staff make to the job and the institution. The employer must treat stress seriously, and have a policy in place. Have effective communications so staff know what is happening. Establish consultation practices that enable staff and their unions to participate meaningfully. Consider staff views before decisions are made. Value all staff equally. Have procedures in place to enable quick and effective response when problems are raised. Create a climate in which staff can raise problems without fear. Demands 1. Workload Employ sufficient staff to cover expected section or departmental workload. Hold end of year meetings to provisionally case-load staff for new year. Finalise case-loading early in the new year. Ensure targets that are reasonable and manageable. Agreement between individual staff and manager on workload, including hours. Put procedure in place to resolve case-loading disputes. Monitoring of individuals workload to ensure it does not become unreasonable. No increase in tasks without consultation and agreement. Increased workload should trigger appointment of additional staff. Agreed limits on class size. Timetable allowance for travel between sites - not in peoples own time. A place in an office to work and keep materials. Adequate resources for teaching and proper resource provision service. Sufficient administrative and clerical support for non-teaching tasks. Ensure staff take their lunch break. Ensure staff do not take work home habitually - only if there are exceptional circumstances. 2 Violence and aggression Make additional assessments of risk in cases where staff believe this is necessary. Ensure systems in place to deal with violent and abusive events and individuals, including verbal assault, should it occur. Devise effective procedures to remove offenders where necessary. Where necessary, provide staff with means of calling for assistance. Provide training for staff in avoidance techniques. Control Establish a culture that encourages staff to participate in the planning and organisation of the work. Encourage staff to be flexible in deciding how work should be completed. Provide such job enrichment opportunities as may be appropriate. Restrict close monitoring of individuals unless it is essential. Organise regular meetings to review what is happening, allow staff to share experience and ideas, and to provide opportunities to discuss problems. Use meetings to provide practical support and encouragement when necessary, and ensure staff are coping. Make sure staff are confident of continued management support even when things go wrong. Relationships Aim to create a culture of trust and confidence. Encourage staff and management to recognise each individuals contribution. Encourage managers to lead by example and good practice. Work in partnership with staff to ensure that bullying and harassment do not arise as issues. Ensure suitable and effective procedures are in place to deal with unacceptable behaviour. Draw up effective policies on bullying, harassment and discrimination in consultation with staff and trade unions. Make all staff aware of the policies, and emphasise senior management support for them. Ensure all grades of management understand their duties and responsibilities under the policies. Ensure effective investigation of complaints, and that complainants will be protected. Communicate the consequences of a breach of the policy. Ensure managers are trained in management and interpersonal skills. Change Explain what the institution wants to achieve and why it is essential change takes place. Establish a clear timetable for action, and outline at least the steps involved. Discuss what changes will mean in day-to-day activity. Communicate new developments quickly - face-to-face is best; have an 'open door' policy so staff can talk to managers. Provide lots of opportunity for staff to comment and question. Undertake meaningful consultation - seek views and ideas from staff. Provide solid support for staff during the change period. Make sure staff are correctly located in the new structure, and their position avoids role conflict and ambiguity. Revise your risk assessments - remember social change (working with a new set of people) can have a big impact on individuals. Role Ensure that job descriptions are clearly defined. Personal work plans defining role and responsibility. Guidance from management to ensure correct tasks prioritisation by staff. Regular consultation so staff know what is expected of them. Clearly identify the role of the manager. Properly induct new staff, including part-time and temporary. Support, training etc Ensure positive support mechanisms in place, even when things go wrong. Make sure that staff are valued. Listen to staff and work out solutions to problems jointly. Involve staff in day-to-day matters. Make sure that task allocation reflects peoples skills and strengths. Encourage a healthy work-life balance - ensure staff not working excessive hours. Make sure everyone takes their lunch break. Ensure mechanisms in place so that staff can raise concerns/problems. Proper training in dealing with clients particularly students. Joint determination of training needs. All these approaches require the employer to recognise that work-related stress is a problem; that conditions in the workplace can be the cause of stress-related illness and injury; that it is within the employers control to identify and remove the risks, and that they need to demonstrate the necessary level of understanding and commitment to resolving it. This may mean the need for a significant cultural change. 51 toolkits provide advice for branches and links to other sources of information. Anyone seeking specific advice in respect of the issues covered by this toolkit should consult their branch officers in the first instance, who in turn may need to take advice from 51 regional officials. Important time limits often apply; for further information about these or if you are seeking to pursue a legal claim on the issues covered in this toolkit, you should not rely on the toolkit alone but should seek additional advice from the union.      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