Issue No: 02
Date:
April 2008
SEAHAM SCHOOL OF TECHNOLOGY
STRESS MANAGEMENT POLICY
Adopted By: Policy Committee on behalf of
Governing Body
On: 10th June 2009 Review by: 10th June 2012
Bullying & Harassment Policy, Procedure and Toolkit
Human Resources Division
July 2006
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Schools
July 2006
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Contents
Page No.
1.
Policy Outline .................................................... 3
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.11
1.12
1.13
What is the policy about? ........................................................... 3
Who does the policy apply to? ..................................................... 3
Responsibility......................................................................... 3
Monitoring ............................................................................ 3
Support ................................................................................ 3
Confidentiality ....................................................................... 4
Dealing with abuses of the policy ................................................. 4
Publicising/distribution of the policy ............................................. 4
Reviewing the policy ................................................................ 4
Alternative formats.................................................................. 4
Forms .................................................................................. 5
Further information ................................................................. 5
2.
Procedure ........................................................ 6
2.1
2.2
2.3
Policy Statement..................................................................... 6
What is Stress? ....................................................................... 6
Application of the Policy ........................................................... 6
2.3.1
Who does the policy apply to? ......................................... 6
Roles & Responsibilities............................................................. 6
2.4.1
General Responsibilities................................................. 6
2.4.2
Head Teachers ............................................................ 7
2.4.3
Employees ................................................................. 8
2.4.4
Human Resources ........................................................ 8
2.4.5
Health and Safety ........................................................ 9
2.4.6
Trade Union/Safety Representatives.................................. 9
2.4.7
Lancaster LifeAssist Counselling/Occupational Health Service ... 9
Procedure for Managing Stress.................................................... 10
2.5.1
Look for the stress hazards/risks ..................................... 10
2.5.2
Evaluate the risks and record what needs to be done in an action
plan
............................................................................. 10
2.5.3
Review and revise the assessment and actions taken ............. 11
Good Working Practice............................................................. 11
Possible Interventions .............................................................. 12
2.7.1
Demands .................................................................. 12
2.7.2
Control .................................................................... 12
2.7.3
Support ................................................................... 13
2.7.4
Relationships ............................................................. 13
2.7.5
Role ....................................................................... 13
2.4
2.5
2.6
2.7
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2.7.6
Change .................................................................... 14
3.
Toolkit ........................................................... 15
3.1
3.2
3.3
3.4
Health & Safety Executive-Stress Management Standards-Summary ....... 15
Employee stress management process flow chart ............................. 16
Stress Management Questionnaire ............................................... 17
Stress Management Action Plan .................................................. 21
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1.
Policy Outline
1.1
What is the policy about?
The school recognises that employees are its most valuable asset and that only through their
development in a healthy and safe working environment can they contribute fully to its aims
and objectives. Whilst the school has no control over external factors, as a good employer it
wishes to promote the physical, psychological and social well-being of all its employees.
1.2
Who does the policy apply to?
This policy covers all school-based employees.
1.3
Responsibility
All employees have a responsibility to ensure that they comply with this policy and any subsequent
processes that are developed to support it.
Everyone involved in implementing this policy and any subsequent processes that are
developed to support it is responsible for ensuring that it is fairly implemented and must
ensure that they:
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Do not breach the Policy or any related processes;
Seek advice from Human Resources if unsure of how to implement the Policy;
Ensure that they deal with any issues arising equitably without direct or indirect
discrimination on grounds of age, disability, nationality, race, religion, sex, sexual
orientation, or trade union membership.
For a breakdown of an individual’s responsibilities please refer to section 2.4 of this document.
1.4
Monitoring
Data in relation to stress will be gathered through the management information systems for
recording and reporting data in relation to sickness absence, accident reporting, grievance,
bullying & harassment procedures, exit interviews and staff surveys.
This data will be reviewed within School’s Management Teams to identify the impact of WRS
within the school and used to develop any further mechanisms to address significant issues.
Reports on the impact of measures related to the policy will be made on a regular basis to the
Governing Body.
1.5
Support
Support can be sought from either Lancaster LifeAssist Counselling Service (telephone number
0800 068 5155, scheme number 33679), Occupational Health (ext 3368), a Trade Union
representative, or their Head Teacher.
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1.6
Confidentiality
All information will be handled sensitively and used only for its proper purpose. However
confidentiality cannot be guaranteed as information might have to be disclosed where an
issue results in formal proceedings.
Under the Data Protection Act 1998 individuals have the right to see their own personal data
held subject to the rights of confidentiality of any third parties involved in that information.
1.7
Dealing with abuses of the policy
Employees who attempt to abuse this policy may face disciplinary action. The school takes
false or misleading accusations very seriously which may result in further action taken
through the Disciplinary Procedure. This will not include ill-founded allegations that were
made in good faith.
1.8
Publicising/distribution of the policy
A copy of this policy is available from the Head Teacher and will be made available to
employees on request. A copy can also be viewed via the schools extranet.
New employees will be informed of the existence of this policy in recruitment and induction
information.
1.9
Reviewing the policy
The operation of this policy will be kept under review and changes to the policy will be made
as deemed appropriate following necessary consultation with the trade unions.
1.10 Equality Impact Assessment
An equality impact assessment has been carried out in the preparation of this policy by DCC
and the assessment will be reviewed on an ongoing basis.
1.11 Alternative formats
Where any alternative format is required, any initial enquiry should be made through your
line manager or by following the instructions below:
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(0191) 383 4203
1.12 Forms
Forms relating to this policy and procedure will be downloadable from the extranet and the
administrative section within School.
Sample forms are included at the back of this document for information purposes only.
1.13 Further information
If you would like any further advice on this document you can contact the Human Resources
Employee Relations Team on either 0191 383 4191 or 0191 383 3495.
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2.
Procedure
2.1
Policy Statement
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2.2
The school is committed to protecting the health, safety and welfare of its employees.
The school recognises that work-related stress (WRS) is a management issue and
acknowledges the importance of identifying and reducing workplace stressors.
The school is committed to promoting the health and well-being of its staff through,
for example, the creation of opportunities for its employees to lead a healthier
lifestyle, the provision of information on healthy choices etc.
The school will work towards the Stress Management Standards as identified by the
Health & Safety Executive (a summary of the standards is provided on page 15)
The school will identify workplace stressors and conduct risk assessments to eliminate
or control as far as practicable the risks from stress. These risk assessments will be
regularly reviewed.
The school will consult with Trade Union Safety Representatives on proposed actions
relating to the prevention of workplace stress
The school will provide training for managers and supervisory employees in good
management practices.
The school will provide confidential counselling for employees affected by stress where
appropriate – this can be accessed through DCC Occupational Health Service.
The school will provide adequate resources to enable Head Teachers to implement this
policy.
What is Stress?
The Health and Safety Executive define stress as “the adverse reaction people have to
excessive pressure or other types of demand placed on them”. This makes an important
distinction between pressure, which can be positive if managed correctly and stress which
can be detrimental to health.
2.3
Application of the Policy
2.3.1 Who does the policy apply to?
DCC as an employer has an obligation under Section 2 of the Health & Safety at Work Act 1974
to ensure the health and safety at work of all employees, which includes a duty to control
and minimise stress related risks. Therefore Community and Controlled schools must adopt
this policy or one that has equivalent effect. In aided schools, the policy will apply to all
employees where the governing body have adopted the policy.
2.4
Roles & Responsibilities
2.4.1 General Responsibilities
All employees have a responsibility to ensure that they comply with this policy and any
subsequent processes that are developed to support it.
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Everyone involved in implementing this policy and any subsequent processes that are
developed to support it is responsible for ensuring that it is fairly implemented and must
ensure that they:

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Do not breach the Policy or any related processes;
Seek advice from Human Resources if unsure of how to implement the Policy.
Ensure that they deal with any issues arising equitably without direct or indirect
discrimination on grounds of age, disability, nationality, race, religion, sex, sexual
orientation, or trade union membership.
Implementation of the policy is a responsibility of all the groups set out below.
2.4.2 Head Teachers
All Head Teachers are required to:
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Advise and inform employees in the school in order to increase awareness and
understanding of the Policy and any related issues.
Record any WRS on the Corporate Accident/Incident/Ill health Report Form (see
Extranet/Health & Safety/School Health & Safety Policy and Procedure
Manual/Accident & Ill-Health Reporting to download the form). Details of where to
send the completed form can be found at the end of the guidelines accompanying the
form on the Extranet.
Conduct and implement recommendations of audits and risk assessments within their
jurisdiction.
Ensure good communication between management and employees.
Identify training requirements and ensure employees are appropriately trained to
discharge their duties.
Ensure employees are provided with meaningful developmental opportunities
Monitor workloads to ensure that employees are not overloaded.
Monitor working hours and overtime to ensure that employees are not overworking.
Monitor holidays to ensure that employees are taking their full entitlement.
Attend training as requested in good management practice and health and safety.
Ensure that bullying and harassment is not tolerated within their jurisdiction.
Be vigilant and offer additional support where appropriate to employees experiencing
stress outside work.
Ensure that employees are made aware of the opportunities to participate in health.
improvement activities and give reasonable support to employees to access them.
Ensure that concerns, actions and issues are recorded and information passed to
Schools Management Teams.
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2.4.3 Employees
All employees are required to:
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Raise issues of concern, normally, with their Head Teacher or line manager. (If an
employee feels that they can’t raise the issue with their Head Teacher or line manager
they should approach another manager or seek advice from Human Resources or their
Trade Union).
If unsure of how to deal with issues seek help and advice on policies and procedures
from their Head Teacher, Trade Union or Human Resources.
Accept opportunities to support approaches to eliminate or reduce the effects of WRS
with Head Teachers.
Accept opportunities for counselling and training when recommended
Read DCC communications in relation to stress management.
Recognise that they have a responsibility for their own personal stress and try to help
themselves where possible
2.4.4 Human Resources
Occupational Health Service will:
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Support individuals who have been absent with stress related ill-health and advise
them and their management on a planned return to work
Provide support and advice to individuals who are at work but are experiencing stress
related health problems
Refer to counsellors or specialist agencies as required
Monitor and review the effectiveness of measures to reduce stress
Inform Schools via the Corporate Health and Safety Management Committee of any
changes and developments in the field of stress at work.
Undertake analysis of periodic WRS employee questionnaires and feedback to Head
Teachers and staff representatives in each service area.
Ensure maintenance of individual employee confidentiality in any data analysis.
DCC professionals will:
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Raise awareness of the policy through training and development programmes
Procure specialist training on stress awareness and related issues
Provide advice and guidance to Head Teachers dealing with specific stress related
cases.
Provide support to Head Teachers during periods of change in the work environment
Provide guidance to Head Teachers on the application of the policy
In collaboration with the Occupational Health and Health and Safety Services assist in
monitoring the effectiveness of measures to address WRS by periodic collation of
relevant statistics e.g. sickness absence.
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2.4.5 Health and Safety
DCC Health & Safety professionals will:
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Support the identification of methods of training and supporting Head Teachers in
undertaking, implementing and interpreting stress risk assessments
In collaboration with the Occupational Health and Human Resource Services assist in
monitoring the effectiveness of measures to address WRS by periodic collation of
relevant statistics e.g. accident reports
2.4.6 Trade Union/Safety Representatives
Representatives will be:
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Meaningfully consulted on any changes to work practices or work design to consider
whether such changes could precipitate stress.
Meaningfully involved in the risk assessment and risk management process
Provided with access to collective and statistical data.
Provided with paid time away from normal duties to attend any relevant Trade Union
training in accordance with DCC time off policy
Allowed reasonable time in accordance with DCC policy to conduct joint inspections of
the workplace to ensure that environmental stressors are properly controlled.
2.4.7 Lancaster LifeAssist Counselling/Occupational Health Service
The counsellor’s role is to offer support and assistance, discuss the options open to the
employee, and help the employee determine if and how, they want to progress matters.
Therefore:
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advice and guidance will be offered in confidence.
information will be given to the individual about the options available to assist the
individual in making their own decisions.
It may be appropriate for a person who is suffering from stress to have the opportunity to
have face-to-face access to a counsellor. In this case, counselling can be accessed via the
Occupational Health Service. It plays a vital role in assisting employees, by providing a
confidential avenue for impartial advice.
All employees and their immediate family have access to the Telephone Counselling Service.
Informal, confidential assistance can be accessed via:
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The Lancaster Life Assist Counselling Service on free phone 0800 068 5155 quoting
scheme number 33679. Further information is available on the Intranet.
The Occupational Health Unit for advice – 0191 383 3368.
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2.5
Procedure for Managing Stress
For an overview of the stress management procedure see the Employee stress management
process flow chart on page 16.
Tackling stress has been shown to have real benefits to organisations. It can, for example,
help improve staff morale and commitment and in turn bring higher productivity and lower
absenteeism.
Health & Safety Executive (HSE) has identified six broad categories of risk factors for workrelated stress (see page 15). It is important to use a structured approach to risk assessment
which includes:
a) Look for the stress hazards/risks
b) Evaluate the risks and record what needs to be done in an action plan
c) Review and revise the assessment and actions taken
2.5.1 Look for the stress hazards/risks

Any employee who feels they are suffering from stress should raise their concerns with
their Head Teacher (if an employee feels that they can’t raise the issue with their
Head Teacher, they should approach another manager, their Trade Union or Human
Resources).

Alternatively if a Head Teacher recognises signs of stress in an employee they should
raise their concerns with the employee. Further advice on managing stress including
triggers of stress can be found in the Managing Stress Leaflet.
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If an employee is absent from work with a stress related illness, their Head Teacher
should discuss the cause of the stress with the employee either during a sickness
absence interview or return to work interview. Further advice on conducting a sickness
absence interview or return to work interview can be found in the Managing Sickness
Absence Policy.
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If the stress is work related the Corporate Accident/Incident/Ill-Health Report Form
should be completed (see Extranet/Health & Safety/School Health & Safety Policy and
Procedure Manual/Accident & Ill-Health Reporting to download the form).

Asking the employee to complete a Stress Management Questionnaire (see page 17) or
working with them on the questions should identify the cause of the stress. Even if the
causes of stress are personal it is important to discuss this as work related
circumstances could be seen as contributing towards the current state of health.
2.5.2 Evaluate the risks and record what needs to be done in an action plan
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The questionnaire should identify areas of concern which need to be discussed,
addressed and documented. It is now important to work together to develop a Stress
Management Action Plan (see page 21) to ensure issues affecting employees are
addressed. A stress management action plan will:
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Help you set goals to work towards
Help you to prioritise
Demonstrate you are serious about addressing employees’ concerns
Provide something to evaluate and review against
 It is essential to discuss the problems identified in the risk assessment and try to be as
specific as possible as this will help in the development of effective solutions. Also try
not to take on too many actions, prioritising the main stress issues will be beneficial in
producing possible interventions and actions. The ‘Possible Interventions’ on page 12
may be useful in determining possible actions to consider.
 Once the interventions have been discussed, the action plan needs to be agreed with
the employee, Head Teacher and employee trade union rep (if applicable).
2.5.3 Review and revise the assessment and actions taken
 It is essential that you review and evaluate any changes you make to tackle work-
related stress. There are two elements to this:
o Monitor against your action plan to ensure the agreed actions are taking place
o Evaluate the effectiveness of the solutions you implement
Monitor against the action plan
 Periodically check that agreed actions are being undertaken e.g. that agreed actions
are being held, or that there is evidence that certain activities have taken place
Evaluate the effectiveness of solutions
 It is important to ask the employee whether they feel the solutions are having the
desired effect and review the action plan with the employee if appropriate.
 It is necessary to remember that the HSE Standards are about making steady
improvements in the way stress is managed. It is critical that Head Teachers are
committed to continuously working with employees to identify and address the
problems in the workplace that could lead to work related stress
 The stress questionnaire and action plan are intended for guidance for Head Teachers
and employees when discussing the management of stress and may need to be adapted
to suit individual circumstances.
2.6
Good Working Practice
The stress management policy, procedure and toolkit highlight the importance of tackling
workplace stress with individual employees.
As indicated above, the policy can be used where an employee is absent through stress or
where either the Head Teacher or individual employee recognise there might be a stress-
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related problem. However it is also recommended that Head Teachers use the toolkit
proactively and address any workplace stress which may be affecting staff within the school.
By using the risk assessment as a generic document this could help manage workplace stress
of all employees and prevent employee absence due to stress.
It is important to assess the impact that work related stress could have on the team. For
example, losing one colleague for an extended period with a stress related illness could have
dramatic impact on the workload and morale of the rest of the team. By taking action to
tackle the causes of stress in the workplace can prevent or reduce the impact of these
problems on the team and the organisation.
The HSE Management Standards are about making steady improvements to manage stress. It is
critical that Head Teachers are committed to continuously working with all employees to
identify and address problems in the workplace that could lead to stress related ill health.
2.7
Possible Interventions
2.7.1 Demands
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Hold regular team meetings/1-1 meetings to discuss the anticipated workload for the
forthcoming week(s)
Develop personal work plans to ensure staff know what their job involves
Allocate sufficient resources for staff to be able to do their jobs (time, equipment etc)
Provide adequate training (formal or informal) and resources to help staff prioritise, or
information on how they can seek help if they have conflicting priorities
Consider changes to start and end times to help employees cope with pressures
external to the school (e.g. child care, commuting etc)
Allow regular breaks, especially when the work is complex or emotionally demanding
Provide realistic deadlines
Don’t ask people to do tasks they are not trained to do
2.7.2 Control
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Agree systems that enable staff to have a say over the way their work is organised or
undertaken, e.g. through project meetings, 1-1, performance appraisals
 Hold regular discussion forums during the planning stages of projects to talk about the
anticipated output and methods of working
 Allocate responsibility to teams to take projects forward:
- discuss and define teams at the start of a project
- agree objectives
- agree roles
- agree timescales
- agree provision of managerial support, e.g. through regular progress meetings
 Talk about the skills people have and if they believe they are able to use these to good
effect. How else would they like to use their skills?
 Allow and encourage staff to participate in decision making
 Allow staff some control over the pace of their work
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2.7.3
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Support
Hold regular 1-1/team meetings to discuss emerging issues or pressures
Include ‘work related stress/emerging pressures’ as a standing item for staff meetings
and/or performance appraisals
Ask how employees would like to access managerial support – ‘open door’ policies,
agreed times when managers are able to discuss emerging pressures, etc
Use flexibility in the workplace procedures to enable staff to cope with domestic
commitments
Develop training arrangements and refresher sessions to ensure training and
competencies are up-to-date and appropriate for the core function’s of employees’
jobs
Talk about ways the school could provide support if someone is experiencing problems
outside of work
Ensure that staff receive sufficient training to undertake the core functions of their job
Provide opportunities for career development
2.7.4 Relationships
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Communicate and display school’s policy’s for dealing with unacceptable behaviour
e.g. bullying and harassment, grievance, discipline procedures
Highlight the school’s confidential reporting code to enable the reporting of
unacceptable behaviour
Select or build teams which have the right blend of expertise and experience for new
projects
Provide training to help staff deal with and defuse difficult situations
Encourage good communication and provide appropriate training to aid skill
development e.g. listening skills, confidence building etc
Discuss how individuals work together and how they can build positive relationships
Identify ways to celebrate success e.g. informal lunches/wash-up meetings at the end
of the project
Create a culture where colleagues trust and encourage each other
Agree which behaviours are unacceptable and ensure that people are aware of these
2.7.5 Role
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Hold regular team meetings/1-1 meetings to ensure that individuals are clear about
their role and know what is planned for the coming months
Agree specific standards of performance for jobs and individual tasks and review
periodically
Introduce or revise job descriptions to help ensure that the core functions and
priorities of the post are clear
Ensure all new staff receive a thorough induction and that all members of the team
understand the roles and responsibilities of the new recruit
Define work structures clearly, so that all team members know who is doing what, and
why
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2.7.6 Change
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Ensure all staff are aware of why the change is happening – agree a system for doing
this
Define and explain the key steps of the change. Ensure employee consultation is a key
element of the programme
Agree methods of communicating e.g. meetings, notice boards, letters, emails and the
frequency e.g. weekly, monthly etc
Ensure that staff are aware of the impact of the change on their jobs
Involve staff in discussions about how jobs might be developed and changed. Review
unit and individual work plans after the change to ensure unit and individual objectives
are clear
Explain what the school wants to achieve and why it is essential that the change(s)
takes place
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3.
Toolkit
3.1
Health & Safety Executive-Stress Management Standards-Summary
Demands
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Employees indicate that they are able to cope with the demands of their jobs
Systems are in place locally to respond to any individual concerns
Control
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Employees indicate that they are able to have a say about the way that they do their
work
Systems are in place locally to respond to any individual concerns
Support
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Employees indicate that they receive adequate information and support from their
colleagues and managers/supervisors
Systems are in place locally to respond to any individual concerns
Relationships
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Employees indicate that they are not subjected to unacceptable behaviours e.g.
bullying at work
Systems are in place locally to respond to any individual concerns
Role
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Employees indicate that they understand their role and responsibilities
Systems are in place locally to respond to any individual concerns
Change
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Employees indicate that the organisation engages them frequently when undergoing
any organisational change
Systems are in place locally to respond to any individual concerns
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3.2
Employee stress management process flow chart
YES
Complete Accident
/Incident/Ill Health form and
send to H&S Function
Questionnaire
should have been
used to answer yes
EMPLOYEE STRESS
MANAGEMENT - PROCESS FLOW
Is the cause known?
NO
Identify cause(s) and take
appropriate actions
Is it work related?
YES
NO
Have the stressor(s)
been identified?
YES
Work
Provide employee with
information on support
services available
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NO
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Have you and the employee
prepared and agreed an
action plan to try and
reduce these stressor(s)?
YES
Monitor progress
via supervision
sessions
April 2008
Identify stressors via;

Stress Questionnaire
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Occ Health Report,
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RTW Interview(s)
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Supervisions
NO
Prepare and agree
action plan to
reduce stressor(s)
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Both
Review work life balance and
adjust where possible
Provide info on counselling
services available
Consider referral to Occupational
Health
Seek advice from HR as required
Monitor progress via
supervision sessions.
Stress Management
Questionnaire obtained and
analysed?
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3.3
Stress Management Questionnaire
Many people still get confused about pressure and stress, yet there’s a great deal of
difference between the two. We all experience pressure on a daily basis, and need it to
motivate us and enable us to perform at our best – ask any athlete. However, if we
experience too much pressure without the opportunity to recover, we feel unable to cope and
stress is the result.
HSE defines stress as, ‘An adverse reaction a person has to excessive pressures or other
types of demands placed upon them.’
Given an excess of pressure, stress can therefore happen to anyone, and should not be seen
as a weakness. Instead, an individual needs to be helped to deal with these pressures.
As reactions to stress will vary from one individual to another – and may also vary at different
times of our lives – it’s important that we learn to recognise stress and understand what to do
to reduce it.
This checklist recognises the fact that whilst tackling personal stress is an individual’s
responsibility; Durham County Council has a responsibility to help reduce any stress factors
which may arise during the employment of a member of staff.
During either a 1-1 meeting, Appraisal, Return to Work Interview or Sickness Absence
interview a Head Teacher should ask each employee if they consider any illness/problem
has been caused or made worse by his/her work duties. In the event of an employee
identifying that work may have been influential in causing an absence/problem the
interviewing Head Teacher should pursue the employee’s responses to following
questions.
The analysis is linked to the 2004 Health and Safety Executive Management Standards on work
related stress and provides the opportunity for Head Teachers and the employee to consider
appropriate actions to be taken.
The Head Teacher is in most instances the first line manager supervising the employee.
However this may vary and it may also be appropriate for this role to be taken by another
manger in particular circumstances.
It would be helpful if you could complete and return this questionnaire to your Head
Teacher before your next meeting with him/her so that you can discuss the issues raised
and it can be used to develop an action plan to deal with them. Don’t worry if you don’t
want to/don’t manage to complete the questionnaire as your Head Teacher will talk you
through it at the meeting if you would prefer. If you are in any doubt or want anything
explained beforehand please talk to either your Head Teacher or trade union
representative. As a result of this meeting your Head Teacher will work with you to
produce an action plan that will help, where possible to address the issues that you raise.
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Stress Management Policy, Procedure and Toolkit
Human Resources Division
Please answer the following questions by indicating the extent to which you feel that the following factors influenced your illness. Your
Head Teacher will discuss with you your responses and jointly consider with you any resulting actions.
If you would prefer your responses to be considered by somebody other than your Head Teacher then please raise this with him/her.
Alternatively you can raise your preference with a member of the Human Resources Team who will discuss your responses.
Note: In the table below, for each of the statements in the left hand column please tick the response that most applies to you from the
right hand columns.
Name………………………………………………………………………………….
Department……………………………………………………………………...
Service………………………………………………………………………………
Is this a
Is this a major
contributory cause
cause of stress?
of stress?
SECTION 1: DEMANDS
a) Demands are placed upon me from a variety of
sources which are difficult to achieve
b) I have unachievable deadlines.
c) I have to neglect some tasks because I have too much
to do.
d) I am unable to take sufficient breaks.
e) I am pressured to work long hours.
f) I have to work very fast.
g) I have unrealistic time pressures.
SECTION 2: CONTROL
a) I cannot decide when to take a break.
b) I do not have a say in my own work speed.
c) I have no choice in deciding how I do my work.
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Is this an issue for
you in the
workplace but not
a factor in your
current stress?
This is not an
issue for you.
Stress Management Policy, Procedure and Toolkit
Human Resources Division
Is this a major
cause of stress?
Is this a
contributory cause
of stress?
d) I do not have a choice in deciding what work I do.
e) I do not have any say over the way I work.
f) My working time is not flexible.
SECTION 3: MANAGERS SUPPORT
a) I am not given supportive feedback on the work I do.
b) I cannot rely on my line manager to help me out with
a work problem.
c) I cannot talk to my line manager about something that
has upset or annoyed me about work.
d) I am not supported through emotionally demanding
work.
e) My Line Manager does not encourage me at work.
SECTION 4: PEER SUPPORT
a) If work gets difficult, my colleagues do not help me.
b) I do not get help and the support I need from
colleagues.
c) I do not receive the respect at work I deserve from my
colleagues.
d) My colleagues are not willing to listen to my workrelated problems.
SECTION 5: RELATIONSHIPS
a) I am subject to personal harassment in the form of
unkind words or behaviour.
April 2008
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Is this an issue for
you in the
workplace but not
a factor in your
current stress?
This is not an
issue for you.
Stress Management Policy, Procedure and Toolkit
Human Resources Division
Is this a major
cause of stress?
Is this a
contributory cause
of stress?
b) There is friction or anger between colleagues.
c) I am subject to bullying at work.
d) Relationships at work are strained.
SECTION 6: ROLE
a) I am not clear what is expected of me at work.
b) I do not know how to go about getting my job done.
c) I am not clear what my duties and responsibilities are.
d) I am not clear about the goals and objectives for my
Service.
e) I do not understand how my work fits into the overall
aim of the Service.
SECTION 7: CHANGE
a) I do not have sufficient opportunities to question
managers about change at work.
b) Staff are not always consulted about change at work.
c) When changes are made at work, I am not clear how
they will work out in practice.
SECTION 8: EXTERNAL PRESSURE
a) Relationship problems
b) Financial issues
c) Bereavement
d) Other external pressures
April 2008
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Is this an issue for
you in the
workplace but not
a factor in your
current stress?
This is not an
issue for you.
Stress Management Policy, Procedure and Toolkit
Human Resources Division
3.4
Stress Management Action Plan
Stress Management Standards
Employee response:
Demands: could include workload, the
patterns worked or environment. For
exampleDoes employee consider that the demands
placed upon them are achievable in
relation to the agreed hours of work?
Do their skills and abilities match the job
demands (training requirements)?
Is the job designed within the capability of
the employee?
Are concerns surrounding work
environment justifiable/need to be
addressed?
Control: could include whether the
employee feels that s/he has control over
the pace of work, whether encouraged to
use skills and initiative and whether
encouraged to develop new skills to assist
in undertaking new pieces of work
For exampleDoes the organisation/service area
encourage employees to develop skills?
Does the employee influence their own
work patterns/when breaks can be taken?
April 2008
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Head Teacher
response
Action
Timescale for
achievement
Stress Management Policy, Procedure and Toolkit
Human Resources Division
Stress Management Standards
Employee response:
Support: could include issues such as the
employee feeling they don’t receive the
encouragement, sponsorship and
resources required in which to fulfil their
role
For exampleNot feeling supported by the
organisational, line management and/or
colleagues in carrying out role.
Is the employee aware of the support
available and how to access this?
Does the employee receive regular
feedback?
Relationships: could include
unacceptable behaviours such as bullying
April 2008
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Head Teacher
response
Action
Timescale for
achievement
Stress Management Policy, Procedure and Toolkit
Human Resources Division
Stress Management Standards
Employee response:
or harassment in the workplace, conflict
or unfair treatment from a colleague,
client or line manager.
For exampleDoes the workplace promote positive
behaviours in the workplace aimed at
reducing conflict/unfairness?
Does the workplace follow procedures and
policies preventing/resolving unacceptable
behaviour?
Are the systems in place for the reporting
of unacceptable behaviour known by the
employee?
Role: Could include not fully
.
understanding the role and where it ‘fits’
within the organisation/ feeling that s/he
has conflicting roles in the organisation.
Issues could include pressures caused by
conflicting work expectations, a lack of
understanding of the role and
responsibilities and/or unclear
expectations
What information is provided to the
employee to enable them to understand
their role and responsibilities?
Are the requirements of the employee
clear in terms of what they need to
achieve/do in their role?
Are there systems in place to enable the
April 2008
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Head Teacher
response
Action
Timescale for
achievement
Stress Management Policy, Procedure and Toolkit
Human Resources Division
Stress Management Standards
Employee response:
employee to raise concerns about any
uncertainties or conflicts within their
role?
Change: could include feeling disengaged
from the change agenda, not
understanding the reasons for proposed
change or the probable impact upon role.
Are employees provided with regular
information promoting an understanding
of the changes?
Do employees receive adequate
consultation on the changes enabling them
to understand the reasons for the
proposed changes?
Are employees aware of the probable
impact of any change upon their jobs?
April 2008
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Head Teacher
response
Action
Timescale for
achievement
Stress Management Policy, Procedure and Toolkit
Human Resources Division
Stress Management Standards
Employee response:
Do employees have access to support
during changes
April 2008
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Head Teacher
response
Action
Timescale for
achievement