In Tasmania, workplaces have an obligation to address psychosocial hazards, as laid out in the newly adopted code of practice for Managing psychosocial hazards at work.
Psychosocial hazards are aspects of work that have the potential to cause psychological or physical harm. Traditionally, they have been associated with high-stress environments, however psychosocial hazards can also manifest in seemingly innocuous settings including learning and development (L&D) initiatives.
What hazards may be present in L&D?
Learning and development programs may inadvertently introduce psychosocial hazards such as:
- Stress from performance pressure: The expectations to grasp new concepts quickly and immediately perform can be stressful for some adults. This is particularly apparent when processes are prescriptive and do not allow workers to apply their own skills and judgement.
- Poor support: A lack of practical assistance, inadequate L&D initiatives, and insufficient tools and resources for tasks and jobs can leave staff feeling overwhelmed. This can lead to feelings of isolation or lack of support from trainers or peers.
- Low job control: Strict policies and procedures that are not regularly updated to reflect the skills and knowledge of staff, can lead to staff feeling unable to adapt to changing expectations, situations, risks and/or hazards.
- Unsupported change: L&D is a critical element in change management. It helps people understand what is changing, how it is changing and how to use any new systems, resources, or processes. Projects that don’t incorporate L&D from the start can miss fundamental learning pieces to help support change management and reduce psychosocial hazards.
Two options for mitigating risk
Mitigating the risk of psychosocial hazards in L&D content and processes begins with a proactive approach to understanding the learner experience.
Collaborative risk assessments are one option and serves as an invaluable tool in this regard. This involves multiple stakeholders, including educators, instructional designers, HR professionals, and even the learners themselves , working together to identify potential sources of stress or discomfort in the learning environment. For example, the collaborative team can evaluate whether the learning material contains sensitive or triggering content, or if the learning process could inadvertently isolate individuals. By having these diverse perspectives, the risk assessment becomes more comprehensive, resulting in L&D programs that are both effective and psychologically safe.
Regular team meetings are another option, particularly when mitigating the risks associated with how policies are applied in the workplace. It is crucial that these meetings foster an atmosphere where feedback is not just encouraged but also acted upon, allowing employees to share their experiences and observations about the effectiveness and applicability of existing policies. For example, if employees feel that a certain policy is outdated or contributes to workplace stress, their input can be a catalyst for revisiting and revising that policy. These meetings can also be used to educate employees about psychosocial risks, making them active participants in the identification and mitigation process.
Allowing feedback and taking action to update policies keeps them relevant and effective. This is particularly critical when it comes to policies related to psychosocial hazards, which may need to evolve with changes in work environments, social attitudes, or even legal frameworks. The regular updates serve as a living testament to an organisation's commitment to the wellbeing of its staff. It's also a way of involving everyone in the continuous improvement process, thus making the policies more adaptable and robust.
Combining the collaborative risk assessment for L&D initiatives with regular team discussions for workplace policies forms a two-pronged approach in mitigating psychosocial hazards. Both involve collective participation, transparent communication and a commitment to action. This not only ensures a safer and more conducive work and learning environment, but also aligns closely with the recommended best practices, including those outlined in the Tasmanian code of practice.
L&D as a mitigation strategy
Interestingly, a well-structured L&D program can also serve as a mitigation strategy. This works by:
- Building resilience: By fostering a learning environment that allows individuals to face challenges in a controlled, supportive setting, you build resilience that can translate into better stress management in other work scenarios.
- Promoting social integration: Using the 70:20:10 model of learning, public sector L&D initiatives encourage and incorporate collaboration and social learning processes, offering a remedy to the psychosocial hazard of workplace isolation.
- Enhancing job control: Skills and knowledge gained through L&D initiatives can enable workers to exercise greater control over their daily tasks, reducing feelings of helplessness and enhancing job satisfaction.
Understanding and addressing psychosocial hazards isn't just the responsibility of HR or WHS teams, it is also an integral part of L&D. By identifying potential hazards and implementing mitigation strategies we can create an L&D environment that is not only effective but also psychologically safe. And in doing so, we are not only adhering to Tasmania's code of practice, we are also contributing to the holistic well-being of our workforce.