This document summarizes a presentation on transforming mental health in higher education institutions. It discusses the effects of mental health on work and relationships and the stigma that still exists. It outlines protections for employees under the Equality Act, including reasonable adjustments employers must make. Several common mental health conditions are listed. Concerning statistics on the prevalence and costs of untreated mental health are provided. The document advocates for a three-pronged approach of promoting well-being, tackling the causes of work-related issues, and supporting those experiencing problems. Specific strategies discussed include mental health champions, wellness plans, disclosure encouragement, and rehabilitation measures.
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning – in far too many cases, anxiety, depression and other conditions are treated with ‘lip service’ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
This session is about you. And about your career. Where you want it to go. And how you can make it happen, whether you have children, are thinking about having children or have caring responsibilities. I also hope it will hold value and interest for those simply interested in exploring their own career development. The session is focused on transformation of self, using key events in the career journey of one individual to support others in exploring their own career development. 18 months after graduating and being appointed to my first role at Oxford Brookes University, I made the transition from young free and single 20 something, to single working parent, navigating the complexities of balancing brand new, and unexpected, parenthood with a fledgling career. Since then, I have been afforded, and fully exploited, a number of opportunities for career enhancement, and I have been given the space to do this alongside being a parent. This environment has enabled to me to take a burgeoning career and a child and be fully committed to both of them. 9 1/2 years and six roles later, it has become increasingly important to me to support colleagues in their career development, and in balancing their varied commitments in order to lead a full and satisfying working life. Using key experiences throughout my career for context, this session will explore the ways in which you view yourself; the way in which others view you; opportunities for (and barriers to) development; the sphere of control you exercise over your own future; and your allies and support network. The session will also explore the skills you use daily in your roles outside of the office to enhance your own professional practice, and how we, as individuals, can help set the tone for future managers, creating future generations of manager who support their colleagues in their development, regardless of their parental or caring status. The session will use small discussion groups to explore certain topics, individual and personal reflections which may or may not be shared, and personal pledges to ourselves about the next steps we want to take. It is intended to be a supportive, group session, where Chatham House Rules and commitment to confidentiality will be key to its success.
In large and complex organisations, such as Universities, processes often evolve around our structures rather than being designed with a focus on understanding and meeting the needs of our end users. Loughborough University’s Change Team, established in 2013, works with colleagues across the organisation to review processes that cut across Schools and Professional Services and to improve the experience of our end users. Doing better for our end users often results in staff time savings which enable colleagues to focus their efforts on more value-add activities which better support the University’s strategic aims. In recognition of the success of a project looking at our employment and claims processes for bought-in University teaching, the Change Team and HR Team at Loughborough University received the following awards: • Times Higher Education Leadership and Management Award – Outstanding Strategic Planning Team • Midland HR Award – Most transformational HR/Payroll project Members of the Change Team will share Loughborough’s approach to process review and service improvement. An interactive activity, based on a real case study, will allow you to: walk in the shoes of someone learning how a process works in reality and not how Managers assume it is working; map the existing process effectively; analyse the process to identify failure demand, duplication and hand-offs which lead to long process times and end user dissatisfaction; and how to design out this waste to achieve a better outcome for end users and the organisation alike.
Setting and defining the context
Exploring resilience
Navigating change
Sharing with, and learning from, peers
Confirming actions
Summary and questions
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning – in far too many cases, anxiety, depression and other conditions are treated with ‘lip service’ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
This session is about you. And about your career. Where you want it to go. And how you can make it happen, whether you have children, are thinking about having children or have caring responsibilities. I also hope it will hold value and interest for those simply interested in exploring their own career development. The session is focused on transformation of self, using key events in the career journey of one individual to support others in exploring their own career development. 18 months after graduating and being appointed to my first role at Oxford Brookes University, I made the transition from young free and single 20 something, to single working parent, navigating the complexities of balancing brand new, and unexpected, parenthood with a fledgling career. Since then, I have been afforded, and fully exploited, a number of opportunities for career enhancement, and I have been given the space to do this alongside being a parent. This environment has enabled to me to take a burgeoning career and a child and be fully committed to both of them. 9 1/2 years and six roles later, it has become increasingly important to me to support colleagues in their career development, and in balancing their varied commitments in order to lead a full and satisfying working life. Using key experiences throughout my career for context, this session will explore the ways in which you view yourself; the way in which others view you; opportunities for (and barriers to) development; the sphere of control you exercise over your own future; and your allies and support network. The session will also explore the skills you use daily in your roles outside of the office to enhance your own professional practice, and how we, as individuals, can help set the tone for future managers, creating future generations of manager who support their colleagues in their development, regardless of their parental or caring status. The session will use small discussion groups to explore certain topics, individual and personal reflections which may or may not be shared, and personal pledges to ourselves about the next steps we want to take. It is intended to be a supportive, group session, where Chatham House Rules and commitment to confidentiality will be key to its success.
In large and complex organisations, such as Universities, processes often evolve around our structures rather than being designed with a focus on understanding and meeting the needs of our end users. Loughborough University’s Change Team, established in 2013, works with colleagues across the organisation to review processes that cut across Schools and Professional Services and to improve the experience of our end users. Doing better for our end users often results in staff time savings which enable colleagues to focus their efforts on more value-add activities which better support the University’s strategic aims. In recognition of the success of a project looking at our employment and claims processes for bought-in University teaching, the Change Team and HR Team at Loughborough University received the following awards: • Times Higher Education Leadership and Management Award – Outstanding Strategic Planning Team • Midland HR Award – Most transformational HR/Payroll project Members of the Change Team will share Loughborough’s approach to process review and service improvement. An interactive activity, based on a real case study, will allow you to: walk in the shoes of someone learning how a process works in reality and not how Managers assume it is working; map the existing process effectively; analyse the process to identify failure demand, duplication and hand-offs which lead to long process times and end user dissatisfaction; and how to design out this waste to achieve a better outcome for end users and the organisation alike.
Setting and defining the context
Exploring resilience
Navigating change
Sharing with, and learning from, peers
Confirming actions
Summary and questions
Whether you’re struggling with a micromanager, or whether you want to stop being one, this session is for you! The first part of the workshop will explore the triggers of micromanaging behaviours. Then, within your groups, you’ll discuss your experiences from both ends of the spectrum. In the second part of the workshop, we’ll discuss some practical tactics and coping strategies – including nonviolent communication and principled negotiation. Then, back in your groups, you’ll practice some of these strategies with each other. At the end, each group will feed back their learning and the one thing they’re planning to change when they go back to the office. This will be a highly interactive workshop based around a loose theoretical framework, and attendees will need to be ready to share their experiences to get the most out of it. Those interested in doing some research beforehand can read Marshall Rosenberg’s “Nonviolent Communication” and/or Roger Fisher and William L. Ury’s “Getting to Yes”.
In April 2015 the University of Salford successfully implemented askUS, a new student-facing ‘one stop shop,’ taking just 14 weeks from project launch to service inception. Bringing together teams from three disparate locations with very different ways of working, the askUS project co-located a range of services including Finance, Visas & Immigration, Registration, Counselling & Wellbeing, Careers & Employability…and many more! The success of the askUS project was co-creating with students, and working with operational colleagues to design how the service should work, what it should look like and how it should feel. This session will explore our experiences of getting things done in just 14 weeks, including how we adapted existing building layouts and student systems, and how we changed our ways of working and dealt with any challenges.
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
How do you transform a team who are struggling to keep up with the demands of providing a busy and demanding service? How do you address problems like high sickness rates and low morale? This session will describe the transformation of a team who found themselves under so much pressure that it led to problems with attendance and motivation. Working with colleagues from inside and outside the institution who provided expertise, support and coping mechanisms, the team’s managers worked with the team themselves to turn things around, and are now functioning as a truly collaborative, happy and effective group. The session will describe the techniques and strategies that were used to deliver this change, and how the team themselves contributed not only to the transformation, but to identifying how they had achieved it, and what they were doing differently in order to be successful and enjoy their jobs.
Agile Coaching - Giving And Receiving Feedback Jul14ajaysolucky
Agile Coaching - Giving And Receiving Feedback
Giving feedback and receiving feedback is a stress full process for both the giver and the receiver. It generally creates a negative atmosphere, a strained relationship. Learn the art of giving and receiving feedback to get results.
Clinical Supervision in Alcohol and Drug Abuse Counseling - Part 1Chat 2 Recovery
Powerpoint presentation created by Nick Lessa on Clinical Supervision in Alcohol and Drug Abuse Treatment. Nick is the CEO of Inter-Care and Chat 2 Recovery. Intercare is an outpatient addiction treatment program in New York City and Chat 2 Recovery is an innovative online addiction treatment program. For more information, visit www.chat2recovery.com
Introduction to the use of the Concerns Based Adoption Model as a framework for planning strategically for professional learning and development programmes in your school
Workshop by Charlotte Hall, Innovation Agency: Reflecting on our learnings for our next project for PReCePT at the North West Coast Maternity and Neonatal Learning System: PReCePT Celebration event on Wednesday 20th November at Haydock Park Racecourse
Whether you’re struggling with a micromanager, or whether you want to stop being one, this session is for you! The first part of the workshop will explore the triggers of micromanaging behaviours. Then, within your groups, you’ll discuss your experiences from both ends of the spectrum. In the second part of the workshop, we’ll discuss some practical tactics and coping strategies – including nonviolent communication and principled negotiation. Then, back in your groups, you’ll practice some of these strategies with each other. At the end, each group will feed back their learning and the one thing they’re planning to change when they go back to the office. This will be a highly interactive workshop based around a loose theoretical framework, and attendees will need to be ready to share their experiences to get the most out of it. Those interested in doing some research beforehand can read Marshall Rosenberg’s “Nonviolent Communication” and/or Roger Fisher and William L. Ury’s “Getting to Yes”.
In April 2015 the University of Salford successfully implemented askUS, a new student-facing ‘one stop shop,’ taking just 14 weeks from project launch to service inception. Bringing together teams from three disparate locations with very different ways of working, the askUS project co-located a range of services including Finance, Visas & Immigration, Registration, Counselling & Wellbeing, Careers & Employability…and many more! The success of the askUS project was co-creating with students, and working with operational colleagues to design how the service should work, what it should look like and how it should feel. This session will explore our experiences of getting things done in just 14 weeks, including how we adapted existing building layouts and student systems, and how we changed our ways of working and dealt with any challenges.
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
How do you transform a team who are struggling to keep up with the demands of providing a busy and demanding service? How do you address problems like high sickness rates and low morale? This session will describe the transformation of a team who found themselves under so much pressure that it led to problems with attendance and motivation. Working with colleagues from inside and outside the institution who provided expertise, support and coping mechanisms, the team’s managers worked with the team themselves to turn things around, and are now functioning as a truly collaborative, happy and effective group. The session will describe the techniques and strategies that were used to deliver this change, and how the team themselves contributed not only to the transformation, but to identifying how they had achieved it, and what they were doing differently in order to be successful and enjoy their jobs.
Agile Coaching - Giving And Receiving Feedback Jul14ajaysolucky
Agile Coaching - Giving And Receiving Feedback
Giving feedback and receiving feedback is a stress full process for both the giver and the receiver. It generally creates a negative atmosphere, a strained relationship. Learn the art of giving and receiving feedback to get results.
Clinical Supervision in Alcohol and Drug Abuse Counseling - Part 1Chat 2 Recovery
Powerpoint presentation created by Nick Lessa on Clinical Supervision in Alcohol and Drug Abuse Treatment. Nick is the CEO of Inter-Care and Chat 2 Recovery. Intercare is an outpatient addiction treatment program in New York City and Chat 2 Recovery is an innovative online addiction treatment program. For more information, visit www.chat2recovery.com
Introduction to the use of the Concerns Based Adoption Model as a framework for planning strategically for professional learning and development programmes in your school
Workshop by Charlotte Hall, Innovation Agency: Reflecting on our learnings for our next project for PReCePT at the North West Coast Maternity and Neonatal Learning System: PReCePT Celebration event on Wednesday 20th November at Haydock Park Racecourse
Evelyn Sparks, Acting VP of Professional Practice at The Royal shared her tips for returning to work after taking a leave to recover from a mental illness.
Mental health in the workplace
Implications of Mental Health
Factors that may result to poor Mental Health
Early signs of Negative Mental Health
Ways to maintain Positive Mental Health
Creating a MH Friendly workplace
What employees, co-workers, and employers can do.
The guidance – led by CIPR Health - is designed to help employers build a working environment that supports positive mental health and advises practitioners on how to take care of their mental wellbeing.
The Education HR in the North West Conference, January 2018 - Capability and ...Browne Jacobson LLP
This session looks at the definition of disability and the risks associated with this, as well as the role of occupational health and capability dismissals.
Healthy people help to maintain a healthy business through their performance in the workplace. Supporting your people in mental and physical health beyond packaged healthcare benefits is becoming a business imperative. Diversity in the workplace needs greater consideration in the area of heath and wellbeing - one size does not fit all, not everyone likes to pound it out in the gym…Employees are looking for great empowerment, engagement and choices to take care of themselves and be supported to bring the best of ‘me’ to work.
Implementing the National Standard for Psychological Health and Safety in the...healthycampuses
This session was a Pre-Summit Workshop at the 2016 Healthy Minds | Healthy Campuses Summit in Vancouver, BC. Participants were introduced to the National Standard and the 13 factors specifically within the unique context of post-secondary education.
1. National context –are we making our mark?
• The UK National Strategy and Target for Outward Student Mobility
•International context: mobility rates by country
2. Research:
• A picture of participation (who, what, where?)
• Widening participation in outward mobility (findings and current practice)
• The value of outward student mobility: UUKi’sGone International cohort studies
3. The Go International: Stand Out campaign
• activities and how to get involved
The lessons learnt through a critical investigation of professional development and career progression for professional services staff and its significance to Strategic HRM: A Case Study at Keele University
Cross departmental effectiveness to improve the student experience: case study – Louise Medlam (Academic Registrar) and Lynn Jones (Deputy Academic Register) – Glyndwr University
AUA Mark of Excellence information session from Amanda Shilton Godwin AUA – including LJMU’s reflections of going for the MoE; John Trantom (Leadership and Development Adviser), LJMU
Professor Brad Mackay explores some of the critical uncertainties posed by Brexit and how they might shape the international competitiveness of the sector in the future.
Dr O’Halloran shares with the network a range of initiatives at the University of Strathclyde, designed to enhance the experience of under-represented groups and demonstrate the University’s core values.
Whether it’s for a job interview, in a team meeting or at the AUA conference, the chances are that you will need to give a presentation at some point in your career. Finding the presentation style that suits you will help you go from death by PowerPoint to creating engaging and memorable sessions for any audience.
Chance and fate in making the connections that ignite the creative spark. At one time or other we all will call on inspiration, support and/or ‘reality checks’ from others with a different perspective, or perhaps wish we had done in hindsight! Some thoughts on how this can happen and how we might help develop an environment to increase the chances of it happening.
We have all been told about the benefits of building a network of contacts, but what can you do if you don’t like ‘networking’? In this talk I will show how I used social media and external organisations to build up my list of contacts and gain a good reputation in HE for my work in data management.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Improvisation for Administrators
1. AUA Manchester 2017
Session 214
Transforming Mental Health
James Craig FAUA
(Ex-University of Leeds)
Retired – Writer/ Campaigner
2. Chatham House Rules
• Any personal mental health issues we share
with others, must be strictly “within these
four walls.”
• Ditto if referring to colleagues when talking
to others.
• Purpose, though, is to talk, listen, and share
best practice to take back to our Institutions
3. Effects on People/ Stigma
• Mental health can impact considerably on work,
relationships and quality of life generally.
• Everyone’s experience is different. (Two people
with the same condition may have entirely
different symptoms and coping mechanisms)
• We are all individuals (no “one size fits all”)
• There does remain a stigma (reluctance to
disclose/ shame/ fear/ scepticism)
• “Elephant in the Room”
4. Equality Act 2010
• A mental health condition is considered a disability if it has a long-
term effect on your normal day-to-day activity. This is defined
under the Equality Act 2010.
• Your condition is ‘long term’ if it lasts, or is likely to last, 12 months.
• ‘Normal day-to-day activity’ is defined as something you do
regularly in a normal day. This includes things like using a
computer, working set times or interacting with people.
• If your mental health condition means you are disabled, you can
get support at work from your employer.
• There are many different types of mental health condition which
can lead to a disability (see later slide).
https://www.gov.uk/when-mental-health-condition-becomes-disability
-Updated 5th April 2017
5. Non-discrimination
• If you’re in employment and become disabled,
your employer can’t discriminate against you
because of your disability - you’re protected
by the Equality Act 2010.
• They must also keep your job open for you
and can’t put pressure on you to resign just
because you’ve become disabled.
https://www.gov.uk/if-you-become-disabled/if-youre-in-employment-and-
become-disabled
6. ‘Reasonable Adjustments’
Your employer must make ‘reasonable adjustments’ for you so
that you’re not disadvantaged compared to non-disabled
people.
This could include:
• a phased return to work – eg working flexible hours or part-
time
• time off for medical treatment or counselling
• giving another employee tasks you can’t easily do
• providing practical aids and technical equipment for you
https://www.gov.uk/if-you-become-disabled/if-youre-in-employment-and-
become-disabled
7. Dismissal and Redundancy
• Your employer can’t dismiss you just because
you’ve become disabled.
• You can be dismissed if your disability means
you can’t do your job even with reasonable
adjustments.
• You can’t be selected for redundancy just
because you’re disabled.
https://www.gov.uk/if-you-become-disabled/if-youre-in-employment-and-
become-disabled
8. Mental Health Conditions
– Excessive and prolonged stress, is very common in the HE sector.
– Various other factors and causes can come into play too.
– Emphasise (again) that we are all different - no one size fits all.
• Depression
• Anxiety
• Panic attacks
• Obsessive-compulsive disorder (OCD)
• Phobias
• Bipolar disorder (“manic depression”)
• Schizophrenia
• Borderline Personality Disorder (BPD)
• Psychosis
• Dementia
9. Concerning Statistics
• Mental health problems account for 25% of
the burden of disease in the UK, but they only
receive 10% of NHS funding (Kings Fund).
• ¾ of adults with a common mental health
problem, are not in receipt of treatment (ie
medication and/ or psychotherapy.
• Each case of stress/ anxiety/ depression leads
to an average of 30 days lost.
10. Work and non-work causes
• Often a combination of work/ non-work
• 20% of respondents stated down to “non-work issues”
CIPD Employee Outlook, 2011
• 70% of employee mental health problems are either directly
caused by work, or by a combination of work and home
CIPD/ Mind, 2011
11. Yawning Gap
“In spite of the growing awareness of
health and wellbeing within organisations,
there remains a yawning gap of ignorance
regarding the impact of employees’
physical state on their performance”.
Concilio Health
12. Employer’s Responsibility
The cost to an organisation in terms of reduced
productivity as a result of employees with poor mental
health working sub-optimally, is estimated to be three
times the cost of mental health related sickness absence.
(Centre for Mental Health)
It is therefore in an organisation’s best interests (ie
improved performance), to work proactively in creating
conditions for employees to be in the right physical and
mental state at the outset, rather than trying to avoid
negative outcomes (Prevention better than cure).
13. Positive Employee Engagement
“It is…impossible to disentangle the impact of
various factors on mental health and so it is in
employers’ interests to actively support staff with
mental health problems, whatever the original
cause or trigger. The wider knock-on effects for the
employer are also significant, as positive employee
engagement means staff feel valued and are more
likely to go the extra mile for the organisation”
CIPD/ Mind, 2011
15. Support Structures (common)
• HR department / HR staff? Staff satisfaction
surveys?
• Occupational Health/ University Medical
Officers?
• Staff development unit (delivering, eg,
leadership and management programmes)?
• ‘Investors in People’ certification?
• Unions?
16. More Support Structures
• Professional counselling service
• Courses in, eg, mindfulness (becoming trendy)
• Formal mentoring and buddy scheme
• Staff benefit packages (eg salary sacrifice
schemes) to help improve wellbeing
17. Support Structures; or Lip Service?
• Good managers and well-run units exist even in
poorly-run large organisation.
• Stress/ pressures on HEIs from the external
environment….
• .…and from within: Academics vs Administrators
(Arsenal vs Bayern Munich?)
• Academics vs Academics
• Administrators vs Administrators
• What does all this ‘vs’ say about organisational
culture, and even about basic ethics?
18. Tackling the causes
• We do need the basic structures and expert
staff, but much else besides…
• “Effective managers help employees to
manage their workloads, create opportunities
for coaching and learning, and promote a
culture of open dialogue – all of which help to
boost staff mental wellbeing and employee
engagement levels.”
Mind
19. Three-pronged approach (Mind)
1. Promoting wellbeing for all staff
2. Tackling the causes of work-related mental
health problems
3. Supporting staff who are experiencing mental
health problems
20. 1. Promoting wellbeing
• Getting senior leaders on board (mental health issues
explicitly in the Institutional Strategy – wellbeing-
motivation/ performance)
• Raising awareness of mental health and wellbeing
(challenging the “elephant in the room” at every level)
• Induction; training; champions
• Involve staff in dialogue and decision-making
• Culture of openness / two-way communications
• Work/ Life Balance
• Peer support, buddies, mentoring
• Positive working relationships
21. 2. Tackling the Causes
• ‘Taking stock’ of your colleagues’ mental
wellbeing
• Embedding mental health explicitly into all
staff policies. Promote awareness.
• Training for line managers to include mental
health and stress management at the heart.
• Regular one-to-ones. Open management. Be
available.
• Treat people as people.
22. 3. Supporting staff who are
experiencing mental health problems
• Could there be a disconnect between
Occupational Health (a medical professional
who really does understand mental health),
and a poor (or more correctly maybe an
under-trained) line manager, who doesn’t?
• Pulling in different directions
• Disclosure…..
23. Lack of Disclosure (1)
50% of staff and students in UK
universities with mental health
difficulties are not asking for the help
and support they may need out of
lack of information or fear of
receiving unfair treatment.
Equality Challenge Unit, 2015:
http://www.ecu.ac.uk/news/mental-health-staff-students-accessing-support/
24. Lack of Disclosure (2)
• Around 50% of staff respondents had not
officially spoken to anyone in their university
about getting support or adjustments.
• Higher numbers have disclosed to colleagues
informally.
• 62% of staff answering the survey had shared
their difficulties with their peers, with 84%
receiving supportive, or very supportive,
responses.
Equality Challenge Unit, 2015:
http://www.ecu.ac.uk/news/mental-health-staff-students-accessing-support/
25. Early Signs/ Encouraging Disclosure
• The situation of a colleague who has a mental health
issue and who is seriously under-performing, can have
serious consequences for the rest of the team.
• Early conversation – broaching the subject - can be
difficult.
• Reluctance to talk on the part of the person who is
depressed etc.
• Conversation skills in a neutral place: open questions;
non-judgmental; eye contact; calmness; empathy;
avoid making assumptions; follow up in writing.
26. Rehabilitation
• Mental Health Champions (eg Deloitte)
• Wellness Recovery Action Plans (WRAPS)
• ‘Reasonable Adjustments’ (Disability Act 2010)
- and more
• Return-to-work interviews
27. Mental Health Champions
• Deloitte
• A few company partners who have been
specially trained.
• Employees may approach these people
outside the line management structures
• Clear signal from the top, that employees can
be open
28. Wellness Recovery Action Plan (WRAP)
• Employee-driven
• Bespoke
• Practical, mutually-agreed steps
• Details the following: signs/ symptoms;
triggers for distress; what support can help;
emergency contact
• Packages - eg free access to University sports
facilities for a given period
29. ‘Reasonable Adjustments’
• Disability Act 2010 – legal compliance should be
the bare minimum
• “…if the cost of making adjustments is anything
up to the cost of recruiting and training a new
employee, this is reasonable” (Mind)
• Practical implications of any reasonable
adjustment request
• See what goes on, from both sides
• Bespoke/ apply to all staff, whether or not they
have had a formal diagnosis?
30. Return to Work Interviews
• Trust and engagement
• Role of Occupational Health
• Role of Unions (representative)
• Tell people how much you missed them!
• Open questions. Listen. Empathise
• Open up about feelings
• WRAP (see above)
31. Managing under-performance and
mental health issues concurrently
• Can be very tricky indeed
• Time and sensitivity
• Focus on the person; avoid making
assumptions (eg is sickness absence genuine?)
• Support & reasonable adjustment in place
• Invite third party representation (eg a Union
rep) at every stage
32. Suggestion for discussion (1)
Is there anything you have
experienced (whether yourself
personally with a mental health
difficulty, or knowing a colleague with
a mental health difficulty), that could
give cause to suggestions as to how
you or your HEI might have handled a
given situation, any better?
33. Suggestion for discussion (2)
Have you any tips for resolving
the tension between managing
under-performance, and
supporting a colleague during a
period of disability caused by
mental difficulty?
34. Suggestion for discussion (3)
How can top management in your HEI, be
persuaded to embrace practical, strategic
measures that might be necessary, to bring
into play some of the more ethical and
cultural transformational changes
described above? Or are they already
“there”? If so what steps did they take to
achieve those changes?
35. References (1)
Mind: Mental Health at Work – Numerous valuable resources (must-reads):
http://www.mind.org.uk/workplace/mental-health-at-work/
(Tip: Follow Mind on LinkedIn)
Mind/ CIPD – Managing and supporting mental health at work: disclosure
tools for managers (must-read):
https://www2.cipd.co.uk/publicpolicy/policy-reports/mental-health-work-
disclosure-tools.aspx
Concilio Health – Dr Sarah Hattam (GP) with a very strong focus on the need
to transform workplace health:
http://www.conciliohealth.com/about/
36. References (2)
NICE ‘Healthy workplaces: improving employee mental and physical health
and wellbeing’ (Quality Standard QS147):
https://www.nice.org.uk/guidance/qs147
Equality Challenge Unit: Mental Health in HE: Staff and Students not
accessing support: http://www.ecu.ac.uk/news/mental-health-staff-students-
accessing-support/
Centre for Mental Health (formerly the Sainsbury Centre for Mental Health)
https://www.centreformentalhealth.org.uk/
Deloitte – Mental Health Champions
http://www.deloitte.co.uk/impact/2012/case-studies/mental-health-
champions/