Tasmanian School of Business and Economics

1. Developing capabilities for managing employee mental health in the workplaceModule 2: Responding to an employee mental health issue Tasmanian School of Business and Economics

2. Learning Objectives: • To develop an understanding of managerial capabilities involved in: • becoming aware of and investigating an employee mental health issue • developing and implementing an initial response plan • ongoing management of an employee’s mental health issue • workplace influences on mental health • To develop an awareness of important legal, ethical, economic, situational and interpersonal factors that may influence managers’ options for responding to an employee mental health issue.

3. Ground Rules and Expectations • Discussions about mental health conditions and situations involving workplace mental health may be sensitive for some participants • Any participant who feels distressed as a result of discussing mental health issues is encouraged to speak with the facilitator • During today’s discussions people may choose to disclose experiences of workplace mental health – we ask that you don’t mention employers or employees by name • Please respect the confidentiality of discussions arising from this learning activity

4. Case 1: ‘John’ the bank teller

5. ‘John’ Stage One DQ1: What evidence from the case could indicate that John is experiencing a mental health issue? • Decreased mood over recent months - ‘flat’ rather than upbeat. • Difficulties in concentrating and making decisions, appearing distracted and ‘lost.’ • Seeking excessive guidance and ‘checking in’ rather than using his own professional judgment. • Lack of interest in activities he used to enjoy. • Lack of energy. • Sleep disruptions.

6. DQ2: If Claire raises mental health as a potential issue, what potential outcomes could result from Claire‘s conversation with John? If John discloses a mental health issue it could be: • Diagnosed and he may be undergoing treatment: • You will need to explore job accommodations; and • adapt a performance management plan accordingly • This may require consultation with his treating professional, with John’s permission. • Undiagnosed – he agrees that something is wrong but has not sought professional help: • You will need to explore help-seeking options • Try to facilitate a referral before beginning to develop an agreement with him about his work duties and performance.

7. DQ 2 (continued) If John does not disclose a mental health issue, outcomes of the conversation could include: • He becomes angry/defensive when Claire suggests it might be a consideration; or • He denies that a mental health issue is present and proposes other reasons for his behavior • In either case Claire would need to respond as she would in a regular performance management situation using supportiveinterpersonal communication and a problem solving approach.

8. DQ3: What are the performance issues resulting from John’s situation? How is his situation affecting his work performance? How is it affecting the other organisational members with whom he works? • Impaired work performance due to: • Lack of focus and difficulty concentrating, • Reduced decision making capacity/increasing reliance on Claire • His situation is also affecting the other organisational members: • They are unable to rely on his advice about international transactions. • The recent incident between John, Chris and Simon may create interpersonal tensions between John and other staff • Staff may now feel reluctant to raise issues with John in case he becomes angry again.

9. DQ4: What additional information might Claireneed in order to determine how to manage John’s situation? How could she get it? • Whether John has discussed his situation with his GP or other health care provider and whether a mental health diagnosis has been considered. • Whether John has experienced any other occasions at work where he has felt as he did during the incident with Chris and Simon. • Information from her HR department or EAP provider about mental health issues (if these are available in her organisation). For example: • Information about the kinds of mental health issues that John could be experiencing and the workplace accommodations which could be suitable for John’s situation. • Information about her duty-of-care responsibilities as a manager.

10. DQ5: Develop some questions that Claire could ask John to determine: • How else John’s situation might be affecting him at work. • Whether he has, or would, discuss his situation with a healthcare provider or counsellor. • The next steps Claire and John might need to take to address and manage his situation.

11. ‘John’ Stage Two DQ 1: What are the core requirements of John’s job? • Performing teller transactions • Providing account advice • Advising international students about establishing banking arrangements in Australia • Advising students about handling international banking transactions • Negotiating relationships with other international banking partners • Researching banking regulations • Liaising with legal advisors • Handling contract negotiations • Investigating the conduct and potential misconduct of banking partners

12. DQ2: What are the relevant legal requirements associated with this case?* • Work Health & Safety - Workplace is both physically and mentally healthy and does not cause ill-health or aggravate existing condition • Disability Discrimination Act 1992 – ensure workplace does not discriminate against/harass employees with mental health conditions. Employers required to make ‘reasonable adjustments’ to meet needs of employees with mental health condition. • Privacy legislation – ensure personal information about a worker’s mental health to anyone is not disclosed without worker’s consent • Fair Work legislation - ensure workplace does not take adverse action against a worker because of their mental health condition

13. DQ 3: What are the skills and abilities John needs to perform his job? Which of these skills and abilities, if any, are being affected by John’s situation? • Researching and evaluating relevant legislation and regulatory requirements • Facilitating and/or contributing to detailed and complex contract negotiations • Understand banking products • Provide clear advice and assistance to international students • Perform telling transactions • Communicating effectively with colleagues (e.g. other tellers officer), customers, and superiors John ’s situation is currently affecting his ability to: • Focus and concentrate • Handle conversations/ discussions of complex issues • Antidepressant medication causing headaches and nausea. • Benzodiazapene is causing grogginess and problems with focus and concentration, especially in the mornings.

14. DQ 4: What other support needs might John have which could be met through workplace accommodations? • Accommodating attendance at counseling appointments • Need to manage John ’s exposure to triggers: • E.g. situations in which he feels challenged or overwhelmed • Protecting John’s privacy about his depression

15. DQ 5: What adjustments could be used to accommodate John’s situation in the short term (the next 3-4 weeks) and the longer term (the next 3 or 4 months)? What issues could arise when implementing the adjustments you propose? How could these issues be minimised or addressed? • Flexible working options, including changes to John’s working hours and work location: • Cover John’s absences/manage extra work load for other staff. • May need to ‘train up’ other staff in John’s area of expertise • Using written documentation and records of tasks, work schedules and deadlines: • Extra workload in maintaining written documentation – may increase John’s stress and anxiety • John could be concerned written documentation could ‘be used against him’ • However, documenting his workload and schedule may increase John’s feelings of control and therefore reduce his anxiety

16. DQ 5 (continued) • Providing access to a mentor or experienced colleague: • May not have access to a suitable mentor • John does not want anyone to know why he needs support • Weekly planning and review meetings: • Meetings could exacerbate John’s concerns that he could be ‘managed out’ of the organisation. Mechanisms for monitoring the situation and accommodations: • Regular review meetings between John and Claire and John, Claire and the HR manager. • Accommodations should be reviewed when circumstances changes (e.g. John’s ceases benzodiazepines)

17. DQ 6: Implementing the accommodations you have proposed will require that Claire can explain to other organisational members (e.g. John’s colleagues) what is occurring and why. John does not want anyone in the organisation to know that he has depression. Draft an explanation of the workplace changes that will be made to explain what is occurring, but also protects John’s privacy and concurs with his wishes.

18. ‘John’ Stage Three DQ 1: How much time and leeway will Claire allow John to meet his revised performance management objectives? • Will vary on case-to-case basis/no blanket answer • Negotiate a review time into the return-to-work/work adjustment plan • Regular ‘check-ins’ to manage issues within the team

19. DQ 2: How could Claire address the team dynamics and workload issues which have resulted from implementing John’s workplace accommodations? • Needs to discuss with John what she can tell the team • If possible make staff aware of OH&S workplace policies • Communicate with staff about the situation/redistribution of work (but maintained confidentiality) • Redistribution of workload as a short term solution

20. DQ 3: How could Claire explain the situation to bank headquarters? • Needs to discuss with John what to tell HQ • Balance between HQ’s need to know with John’s privacy • Could provide opportunity to review OH&S policies

21. DQ 4: What strategies could Claire use to support John while still maintaining professional boundaries? • Needs to have a clear discussion with John about their roles and responsibilities and integrate these into written plan/document. • Emphasis support – but also the importance of boundaries. • A session with John’s counselor could also help to address this type of issue (if John agreed to this)

22. DQ 5: What strategies could Claire use to manage the impact that managing John’s situation has on her personal and professional life? • Agreed times that Claire is available to support John/strategies for other times • Mentoring from senior colleague (but maintain John’s confidentiality) • Self-care/stress management: • Primary = reduce/eliminate the stressor (e.g. clearly defined boundaries, roles and responsibilities) • Secondary = personal coping strategies (‘at work’ v ‘at home’) • Tertiary = professional support (e.g. EAP for managers)

23. Expansion option ‘Having a Conversation’An example from beyondblue http://www.beyondblue.org.au/resources/in-the-workplace

24. Expansion option Giving Voice to Values Extension Case http://www.givingvoicetovaluesthebook.com

25. More Information & Resources • Lifeline crisis support https://www.lifeline.org.au • Beyondblue • Depression support and information • E-learning programs to aid awareness of common mental health disorders, early intervention and prevention specifically designed for workplace settings www.beyondblue.org.au • Australian Human Rights Commission - 1300 656 419 Information related to Federal legislation on human rights, anti-discrimination, social justice and privacy humanrights.gov.au

26. Job Access – 1800 464 800 Information for coworkers, employees and employers on how to assist people with disabilities to obtain or maintain employment jobaccess.gov.au • Safe Work Australia Leads the development of national policy to improve work health and safety and workers’ compensation arrangements www.safeworkaustralia.gov.au • Work Cover – please add the details for your state’s Work Cover office • Work Place Standards – please add the details for your state’s Work Place Standards office • Fair Work Act - please add the link to your state’s Fair Work Act • Anti-Discrimination Act - please add the link to your state’s Anti-Discrimination Act