Policy on Managing Stress at Work
2018-2021
Policy reviewed by the Health and Safety Committee
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1. Introduction
This policy applies to all employees in the University. The policy establishes standards for managers and staff on the
prevention of work related stress and provides information in relation to supporting the implementation of these
standards. The implementation of this policy will be monitored by the Health and Safety Committee. The Health and
Safety Committee will perform a pivotal role in ensuring that this policy is implemented and will oversee monitoring of
the efficacy of the policy and other measures to reduce stress and promote workplace health and safety.
A review of its effectiveness will be carried out annually using information obtained through Health and Safety audits
and absence monitoring. The Health and Safety team will be responsible for monitoring and review of this policy.
The policy references good practice outlined in Health and Safety Executive (HSE) guidance. The HSE defines stress
as ‘the adverse reaction a person has to excessive pressure or other types of demands placed upon them’. This
makes a distinction between ‘pressure’, which can be a positive state if managed correctly, and ‘stress’ which can be
detrimental to health.
2. Information about Stress A stress response occurs when the actual or perceived pressures on an individual are greater than their ability to
cope. We all experience periods of pressure in life and work, and short periods of pressure are not necessarily of
concern. However, when pressure is sustained and/or excessive, without the opportunity to recover, this may lead to
emotional or physical problems. It is important to recognise the types of pressures that might contribute to feelings of
stress in yourself or others and the signs that all may not be well. Pressures might come from:
Personal life:
Work life:
Ill-health
Lack of control over the way work is done
Relationships
Too much or insufficient work
Family problems
Role conflict or lack of role definition
Home environment
Underused skills
Neighbour disputes
Unsatisfactory relationships
Financial difficulties
Lack of support from colleagues
Lack of feedback
Lack of clarity about expectations
Lack of information
The way an individual responds to pressure can be influenced by their personality type, coping skills and the support
systems they have in place. Being self-aware can help to identify where extra support and personal development can
help in moderating the effects of pressure. Recognition of a problem means that appropriate coping mechanisms and
support can be sought at an early stage, before negative effects lead to emotional or physical difficulties. Signs that a
person may be having problems can include:
Symptoms:
Behaviours:
Constant tiredness
Indecisiveness
Frequent headaches or other
Poor time keeping
aches and pains
Poor performance
Poor concentration
Unusual absence
Loss of confidence
Poor judgement
Irritability
Inappropriate humour
Tearfulness
Withdrawal
Poor sleep
Increase/decrease eating
Increased use of alcohol, tobacco, caffeine
More information about sources of help and support can be found on the Human Resources page under ‘health and
wellbeing’ and staff are encouraged to discuss any concerns that they might have with their line manager and/or a
Human Resources Officer.
3. Prevention of Work Related Stress
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The University recognises that it has a duty of care towards its staff and a legal obligation to provide a safe working
environment
and to ensure, as far as is reasonably possible, that staff work in an environment with safe systems of
work, by:
providing a workplace free from harassment and victimisation;
developing sound management practice based on equality of treatment;
providing a framework of employment, health, safety and security policies and systems to support managers and
staff in minimising the risk of work-related stress;
effective workload allocation and feedback on performance;
ensuring good communication throughout the University;
providing information and training to enable staff to develop their skills and maximise their contribution to the
success of the University;
providing appropriate employee support services including confidential counselling for staff affected by stress
caused by work and/or external factors.
Will conduct risk assessments to eliminate stress or control the risk from stress in the workplace.
4. Responsibilities
4.1 Managers It is essential that managers have an active role in facilitating and supporting staff to do their job effectively and to
contribute to the success of the department and the University. In order to minimise the risk of work-related stress,
managers should:
ensure good communication, particularly where there are organisational and procedural changes;
ensure jobs are designed to avoid conflicting demands and that expectations and the job role are clear;
monitor workloads, working hours and overtime to ensure that people are not overloaded;
monitor annual leave arrangements to ensure that staff are taking their entitlement;
ensure staff are fully trained to undertake the demands of their job and are able to contribute to decisions
about how the job is done;
ensure there are regular opportunities for feedback on performance e.g. annual PRDP reviews, ‘one to one’
meetings and team meetings;
identify or respond to issues of concern promptly and seek constructive solutions;
make use of the support and training resources available;
ensure staff are provided with meaningful training and developmental opportunities;
ensure that bullying and harassment is not tolerated;
be aware of signs of problems and offer additional support to a member of staff who is experiencing stress
outside work e.g. bereavement or separation;
comply with University policies on health, safety and security;
seek appropriate advice and support at an early stage if difficulties arise; and
conduct and implement recommendations of risk assessments within their jurisdiction.
4.2 Employees
All staff may experience periods of pressure at work, and short periods of pressure are not necessarily of concern. It is
the risk from sustained and/or excessive pressure, without the opportunity to recover, that needs to be assessed and
measures put in place to control the risk of adverse effects. Employees play an active role in contributing to their own
development, the success of the department and the University, and should utilise the resources and support
available to carry out their role effectively in order to minimise the risk of work-related stress. Any issues of concern
should be raised as soon as possible with line managers and/or a Human Resources Officer, and staff should accept
opportunities for support and help, which may include training, confidential counselling or referral to Occupational
Health when recommended. Employees should:
ensure good communication with colleagues and their manager;
support colleagues by providing appropriate information and by sharing knowledge and resources where
appropriate;
engage in discussion about their performance and act on feedback;
raise issues of concern at an early stage and seek constructive solutions;
make use of the support and training resources available;
ensure that bullying and harassment is not tolerated;
comply with University policies and policies on health, safety and security;
seek appropriate advice and support at an early stage if difficulties arise.
4.3 Health and Safety
The Health and Safety team are responsible for:
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training and supporting managers in implementing stress risk assessments;
providing and/or facilitating awareness training on stress, supported by the staff development team;
monitoring and reviewing the effectiveness of measures for reducing stress;
informing the Health and Safety Committee of any changes and developments in the field of stress at work.
4.4 Human Resources
The Human Resources team:
facilitates awareness training on health and wellbeing and the management of stress – development sessions
are included in the Staff Development Programme and will be arranged as required;
monitors the effectiveness of measures to address stress by collating and reviewing sickness absence statistics;
provides support to staff on a one-to-one basis which may include referral to Occupational Health or the
University’s Lead Counsellor, where appropriate.
5. Risk Assessment and Risk Management
The Health and Safety Executive (HSE) has identified six key ‘Management Standards’ that represent a set of
conditions that reflect high levels of health, wellbeing and organisational performance. The HSE Management
Standards provide a practical framework that the University will use to minimise the impact of work-related stress.
Details are provided in full i
n Appendix 1. In summary the standards are concerned with:
Role: whether people understand their role within the University and whether the University ensures that the person
does not have conflicting roles
Demands: for example, this might include workload, work patterns, and the work environment.
Control: how much say a person has in the way they do their work.
Support: the encouragement, support and resources provided by the University, line managers and colleagues.
Relationships: promoting positive working to avoid conflict and dealing with unacceptable behaviour.
Change: how organisational change is managed and communicated.
A checklist i
n Appendix 2 has been developed, using the HSE standards, to provide managers and staff with
guidance on the practical steps they can take to identify potential sources of pressure and avoid or address the risk of
stress at work.
There are various sources of support that assist in the implementation of this policy including:
Advice from the Health and Safety team:
x.xxxxxxx@xxx.xx.xx or
x.xxxxxx@xxx.xx.xx, or
x.xxxxxxx@xxx.xx.xx
Advice form a Human Resources Officer
: xx@xxx.xx.xx. The team may refer to Occupational Health or the
University’s Lead Counsellor, where appropriate.
Staff development events supporting health and wellbeing and/or to support development to undertake jobs
effectively and to develop new skills to meet changing demands
: x.xxxxx@xxx.xx.xx) or x.xxxxxxxx@xxx.xx.xx.
Union Representatives (UCU and UNISON) have a key role to play in supporting staff welfare.
Health and Safety Co-ordinators – Communicate departmental risk assessments and action plans at
department meetings.
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Appendix 1
Health and Safety Executive (HSE) Management Standards
Standard 1: Demands: includes issues like workload, work patterns, and the work environment.
The standard to aim for is:
Employees indicate that they are able to cope with the demands of their jobs; and
Systems are in place locally to respond to any individual concerns.
What should be happening/states to be achieved:
The University provides employees with adequate and achievable demands in relation to the agreed hours and
pattern of working;
Skills and abilities are matched to the job demands;
Jobs are designed to be within the capabilities of employees; and
Employees’ concerns about their work environment are addressed.
University policies and guidance that support the achievement of Standard 1 include:
Guidance on Health and Wellbeing
Flexible Working Policy
Performance Review Development Plan (PRDP) Scheme
Dignity at Work Policy and Procedure (including the procedure for dealing with Bullying and Harassment)
Guidance on Dealing with Capability and Performance
Guidance on the operation of the Probationary Scheme
Induction and mentoring
Grievance Policy and Procedure
Employee Handbook
Staff Development Programme
Standard 2: Control: how much say the person has in the way they do their work.
The standard to aim for is:
Employees indicate that they are able to have a say about the way they do their work; and
Systems are in place locally to respond to any individual concerns.
What should be happening/states to be achieved:
Where possible, employees have control over their pace of work;
Employees are encouraged to use their skills and initiative to do their work;
Where possible, employees are encouraged to develop new skills to help them undertake new and challenging
pieces of work;
The University encourages employees to develop their skills;
Employees have a say over when breaks can be taken; and
Employees are consulted over their work patterns.
University policies and procedures that support the achievement of Standard 2 include:
Those outlined under Standard 1 and 2, including
Outcomes of stress survey
Standard 3: Support: includes the encouragement, support and resources provided by the University, line managers
and colleagues.
The standard to aim for is:
Employees indicate that they receive adequate information and support from their colleagues and superiors; and
Systems are in place locally to respond to any individual concerns.
What should be happening/states to be achieved:
The University has policies and procedures to adequately support employees;
Systems are in place to enable and encourage managers to support their staff;
Systems are in place to enable and encourage employees to support their colleagues;
Employees know what support is available and how and when to access it;
Employees know how to access the required resources to do their job; and
Employees receive regular and constructive feedback.
University policies and procedures that support the achievement of Standard 3:
Those outlined under Standard 1, 2 and 3,
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Standard 4: Relationships: includes promoting positive working to avoid conflict and deal with unacceptable
behaviour.
The standard to aim for is:
Employees indicate that they are not subjected to unacceptable behaviours, e.g. bullying at work; and
Systems are in place locally to respond to any individual concerns.
What should be happening/states to be achieved:
The University promotes positive behaviours at work to avoid conflict and ensure fairness;
Employees share information relevant to their work;
The University has agreed policies and procedures to prevent or resolve unacceptable behaviour;
Systems are in place to enable and encourage managers to deal with unacceptable behaviour; and
Systems are in place to enable and encourage employees to report unacceptable behaviour.
University policies and procedures that support the achievement of Standard 4 include:
Those indicated under Standards 1, 2 and 3, including
Equality and Diversity Policy
Religion and Belief Policy
Sexual Orientation Policy
Equality Scheme
Policy on Consensual Relations
Disciplinary Policy and Procedure
University and College Mediation Service
Standard 5: Role: whether people understand their role within the University and whether the University ensures that
the person does not have conflicting roles.
The standard to aim for is:
Employees indicate that they understand their role and responsibilities and
Systems are in place locally to respond to any individual concerns.
What should be happening/states to be achieved:
The University ensures that, as far as possible, the different requirements it places upon employees are compatible;
The University provides information to enable employees to understand their role and responsibilities;
The University ensures that, as far as possible, the requirements it places upon employees are clear; and
Systems are in place to enable employees to raise concerns about any uncertainties or conflicts they have in their
role and responsibilities.
University policies and procedures that support the achievement of Standard 5 include:
The documents outlined in Standards 1 to 4, including
Recruitment Guidelines, including Job Profiles
University Reward Strategy
Guidance on promotion to Professor, Reader and Teaching Fellow
Standard 6: Change: how organisational change is managed and communicated in the organisation.
The standard to aim for is:
Employees indicate that the University engages them frequently when undergoing an organisational change; and
Systems are in place locally to respond to any individual concerns.
What should be happening/states to be achieved:
The University provides employees with timely information to enable them to understand the reasons for
proposed changes;
The University ensures adequate employee consultation on changes and provides opportunities for employees to
influence proposals;
Employees are aware of the probable impact of any changes to their jobs. If necessary, employees are given
training to support any changes in their jobs;
Employees are aware of timetables for changes;
Employees have access to relevant support during changes.
University policies and procedures that support the achievement of Standard 6 include:
Consultation through department and one-to-one meetings with line managers
Policy and Procedure for dealing with Organisational Change
Information available on ‘University news’ on Portia
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Appendix 2
Managing Stress at Work Risk Assessment
The University has a duty of care towards its staff and a legal obligation to provide a safe working environment. A risk
assessment will help to provide managers and staff with guidance on the practical steps they can take to avoid or
address workplace issues that might have an adverse effect on health and performance. The risk assessment will
help to identify reasonable adjustments that could be implemented to reduce the risk of adverse effects and/or
sources of practical and emotional support at work. With guidance from the Health and Safety Officer, and via this
checklist, the following steps will assist in the completion of risk assessments.
There are five steps to any risk assessment:
1. Identify the hazards that cause stress as explained in the HSE Standards
2. Decide who might be harmed and how
3. Assess the risk and decide if it is currently causing stress
4. Record the findings and decide on any action required to eliminate or reduce stress in the risk assessment
5. Review the assessment as required, to ensure control measures are working
Identifying the hazards relating to managing stress at work:
The key work related factors with potential to cause stress related illness (the risk) in the University are:
-
Demands of the job
-
Control of work environment
-
Support
-
Relationships within the workplace
-
Role within organisation
-
Management of change
Decide who might be harmed and how:
Some people may be more vulnerable to developing work related stress illness than others. In particular those who:
have a history of significant or physical health problems
have been absent from work due to work-related stress or difficulties with coping in the past
have personal difficulties which may be unrelated to work
are inexperienced in their role
are of a personality type which tends towards over work or being unable to cope with pressure.
Staff may be aware of some of additional factors which will need to be handled sensitively and in confidence.
Training will be provided for managers in relation to completing risk assessments with advice provided on how to
assess risks and the actions that may be put in place to manage potential risks/risks.
A risk assessment form is attached as Appendix 3.
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Appendix 3: Stress Risk Assessment form
ASSESSING OUR RISKS – STRESS RISK ASSESSMENT
Risk Assessment Ref: /000
Probability/
Minor
Lost
Major
Perm
Fatal/
Department and Campus:
injury
time/ill
/ >3
Disabi
Severity
health
days
-lity
Site Loss
Highly
Stress Risk Assessment for task/activity/area:
1
2
3
4
5
Unlikely
Notes:
Unlikely
2
4
6
8
10
Risk Assessment completed by:
Date of RA:
Review Date:
e.g. Manager, Supervisor
, EHS Officer, H&S Co-ordinator,
Possible
3
6
9
12
15
Employee
People at risk:
Probable
4
8
12
16
20
Staff, Students, Contractors
Department Manager (Print Name):
Signature:
Certain
5
10
15
20
25
Ref No. or Hazards identified by
Score -
Controls/Procedures/Key
Score -
Further action
Score -
Post action
Signed
Task-Step
causes, highlighting
no
Behaviours(existing controls, information, Post
required
Post
Completion
off
risks
controls training, etc)
Controls
Action
Date
by
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DEMANDS
Long hours
Look at job design and working practices
Excessively busy
Check all leave is being taken
periods
Is work being taken home?
Inadequate rest and
Is there constant communication during
holidays
off-duty time by e-mail, text and phone?
Inadequate staffing
Cut out unnecessary work and
communications
Review workloads and resources (including
staffing levels), and allow sufficient time
for individuals to plan their work
Schedule work in a way that allows
recovery time after unavoidable busy
periods
Inappropriately
Make sure individuals are matched to jobs
qualified for the job
– people can be over and under qualified
Over promotion
Analyse skills alongside the tasks
Skills not recognised –
Provide training for those who need more,
promotion prospects
e.g. when introducing new technology
not fulfilled
Review and consider selection, skill criteria,
job summaries, training and supervision
Career planning discussion, training needs
evaluation
Monitor workplace policies in practice:
discrimination
Boring or repetitive
Job enrichment/job rotation/role review
work
Consider changing the way jobs are done
Too little to do
by moving people between jobs, giving
individuals more responsibility, increasing
the scope of the job, increasing the variety
of tasks, or giving a group of workers
greater responsibility for effective
performance of the group
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Employees
Review workload and demands regularly
experiencing excessive
and as an integral part of the PDR and
workloads
performance management process
Employees working
Support staff in planning and prioritising
under excessive
their work. Try to establish what aspects
pressure
of their job they find challenging.
Redistribute work or set different work
priorities if they are not coping
Check management skills and assess
training needs
The physical working
Make sure workplace hazards are properly
environment
controlled
Undertake risk assessments of workspace
poor temperature
and significant tasks
control
noise
lack of facilities for
rest/breaks
poor lighting
poor ventilation
badly placed or
designed workstations
The psychological working
Report violence to line manager or other
environment
appropriate person. Use accident/incident
form.
threat of aggression or
Assess risks, implement controls including
violence
investigation of complaints and
verbal abuse
appropriate training
poor management
Monitor absence levels and trends.
practices
Compare with other departments, other
businesses
Look at the individual and any risk factors
that apply to this particular person
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CONTROL
Not being able to
Encourage a healthy work-life balance
balance the demands
Ensure staff distribute holidays across the
of work and life
year
outside work
Develop a communications protocol that
ensures people have rest time completely
free of all work-related messages. Over-
anxious people often need to be in
constant contact. Over-controlling
management tends not to respect off-duty
time
Rigid work patterns
Try to provide some scope for varying
and breaks
working conditions and flexible work
Fixed deadlines
schedules (e.g. flexible working hours,
occurring in different
working from home)
parts of the year
Consult with people to allow them to
Lack of control over
influence the way their jobs are done, what
work
the real deadlines are and what the
priorities are
Conflicting work
Set realistic deadlines for tasks
demands
Take into account that individuals are
different, and try to allocate work so that
everyone is working in the way that helps
them work best, takes account of their
home obligations and makes best use of
their skills
Be clear about tasks required
SUPPORT
Return to work system
Policies and systems in place, monitored
Sickness and absence
and consistently applied
management
Measure trends and changes
Managerial support
Investigate variations
through emotionally
Check management skills and assess
demanding work
training needs
Ensure people have the support they
require and access to any specialist advice
Advise staff about counselling service
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Inductions
staff transferring or promoted or returning
to work after long absence also to be
inducted
Special attention for young people as
required
OH/HR support
DDA adjustments in place, reviewed and
checked New staff properly inducted,
existing
Post disciplinary, grievance
Support staff as appropriate and in line
or suspension
with ACAS good practice
WORK
Poor relationships with
Investigate causal factors
RELATION-
others
Provide training in interpersonal skills, non-
SHIPS
Staff complaints or
discriminatory rules and workplace
rising absence trends
conduct standards
Discuss the problem openly with
individuals
Follow complaint procedures
Check management skills and assess
training needs
Bullying or
Encourage constructive and positive
confrontational
communications between staff
communications styles
Managers should discuss and address
bullying and/or confrontational
communication styles with member of
staff who display these behaviours
Consider training and policy guidance
Bullying, racial or
Adhere to guidance on Bullying &
sexual harassment
Harassment
Practise by example and make it clear what
behaviours are not acceptable
Provide details of any empirical evidence:
absence trends, complaints, etc.
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Lack of support or fear
Support and encourage staff, protect them
culture within from
from reprisals
management and co-
Consider introducing a mentoring and
workers
counselling scheme
Investigate and take action as appropriate
as soon as possible
ROLE
Clear lines of
Ensure employees have a recent PDR to
accountability and
clarify roles and responsibilities
responsibility
Ensure individuals are provided with
appropriate information that sets out their
roles and responsibilities
Make it clear to staff that management will
try to ensure that their problems will be
handled sensitively and at the appropriate
level of management
Lack of communication
Ensure communication lines for discussing
and consultation
issues with roles and responsibilities are
clearly defined
Communicate how role fits into University
strategic aims
Aim for good communication and close
employee involvement, particularly during
periods of change or high pressure
A culture of blame
Be honest, set a good example, and listen
when things go wrong,
to and respect others
denial of potential
Acknowledge and reward successes
problems
Failure to recognise
success
A culture that
Approachable management which wants
considers stress a sign
to know about problems and will try to
of weakness
help to resolve them
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CHANGE
Fears about job
Provide effective support for staff
security / grading
throughout the process
Poor communication –
Consult with staff likely to be involved in a
uncertainty about
change of management programme – fear
what is happening
and uncertainty can lead to increased
Not enough time
anxiety, unfounded gossip, poor
allowed to implement
employment relationships and increased
change
absence
Inexperience/fear of
Getting together as a team can help people
new technology
to feel less isolated with their concerns
Lack of skills for new
Ensure effective two-way communication
tasks
throughout process – knowing exactly
Not enough resource
what is going to happen when can help
allocated for change
people feel less anxious about a change
process
Consider training needs – do people have
Other personal fears,
the tools and skills to effect change?
relocation
Consider changes in teams or work
environment – a small change, e.g. a
different positioning of desks, can have a
major impact on communication and work
relationships to help people not to feel
isolated
REVIEWED BY:
NAME / JOB TITLE / DATE
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