SELF-ASSESSMENT FOR WELLBEING We have developed a self-assessment tool as a starting point for assessing your college s wellbeing. It is designed to promote discussion and identify areas for improvement. It is aligned to and informed by the Public Health England Workplace Wellbeing Charter and considers the current arrangements and activities for leadership teams, HR practitioners, teachers and students. The assessment tool is available at www.acer.ac.uk/resources/
Questions for college senior leaders and governors Areas to consider Scale 1-10 1 poor 10 excellent Evidence Future ideas and actions Do you have a working Wellbeing Strategy? Do you have it in place and embedded into other policies? (e.g. appraisal process, comms) To what extent does your college buy in that staff and student wellbeing is critical to academic/ vocation success? Do leaders feel confident in supporting staff in wellbeing? Are the college values clearly articulated and lived? Change is well managed Does the college have a health, work and wellbeing strategy in place with a detailed action plan? Has the college assessed its needs and priorities around wellbeing? 2.
Do senior Management encourage a consistent and positive approach to staff well-being throughout the organisation? Is is there an effective communication policy in place? Is there an effective policy and procedure to tackle bullying and harassment? Are flexible working practices and family friendly policies in place? Is there an effective policy in place for whistleblowing? Are effective policies in place to manage disciplinary and grievance procedures, and consider staff wellbeing?.3
Considerations for college HR practitioners Areas to consider Scale 1-10 1 poor 10 excellent Evidence Future ideas and actions Staff are provided with information about the effects of alcohol and substance misuse that is appropriate, acceptable and accessible and internal or external support is on offer for those who wish to lose weight and/or stop smoking Rolling schedule of planned events to promote the importance of healthy eating are in place All work areas have access to fresh drinking water Opportunities for staff physical activity linked to the college have been investigated and implemented. These activities are sustained over long periods to become embedded in the college culture The college has a travel plan that promotes physically active ways of getting to and from work and travelling between meetings Information is made available on the benefits of physical activity Staff are encouraged to take regular breaks Physical activity opportunities in the local area are actively promoted to staff and supported by the college 4.
A mental health and wellbeing strategy/stress prevention strategy is in place and followed. This should highlight the promotion of mental wellbeing to the college and address investment in the mental wellbeing of the college staff Mental health awareness training is available for all staff and been delivered to the majority of staff Staff consultations/surveys take place that seek information on the mental wellbeing of staff and also covers working conditions, communication, work life balance, cost of living wage, staff support and work related or other causes of stress, with action plans drawn up to address major issues The college provides a confidential support service inhouse or externally to individuals who come forward with a problem or are returning to work following extended leave Ensure college and individual change is accompanied by support, information or targeted intervention programmes e.g. retirement, redundancy planning Social support groups, volunteering and out-of-work activities are actively encouraged and supported by the college Information about mental health and wellbeing, including work-related stress, and additional further information is readily available to staff at all levels The college has implemented a wellbeing policy that follows the principles of the Health and Safety Executive (HSE) Management Standards for Stress Mental health management training is able to be accessed to help managers identify staff with potential issues The college has an individual performance review or appraisal system in place. This allows staff to comment on work related and personal issues that affect their performance and enables training needs to be identified.5
Questions for college HR practitioners continued Areas to consider Scale 1-10 1 poor 10 excellent Evidence Future ideas and actions Staff absence trends are monitored across the organisation and specific programs are designed and implemented to address the issues identified to prevent further absence The college s return to work policies are designed to support sustainable rehabilitation and early return to work with adjustments made to accommodate this when necessary The college has a proactive system in place to support staff on long term sick to return to work and will raise awareness of and support staff with long term conditions Contact is maintained with absent staff to provide support and aid return to work Managers have participated in Attendance Management training Systems are in place that recognise and reward good work e.g. staff awards Managers understand the main issues that impact on the health and wellbeing of their team Line managers have relevant leadership and management training specifically in wellbeing Line managers have training in how to have challenging conversations, developing people skills and resolving disputes 6.
Questions for teachers for your students Areas to consider Scale 1-10 1 poor 10 excellent Evidence Future ideas and actions How well/do you help your students take more responsibility for themselves and their wellbeing? How do you currently plan for wellbeing outcomes in your teaching? What opportunities through the course have you to consider aspects of wellbeing outside of tutorial? What evidence and positive impacts will you see in your groups? Do you know what resources are available in your college to support wellbeing and signpost learners? Have you received training in wellbeing and teaching wellbeing? What are the current barriers to supporting a student on your course with their wellbeing? What can you do to better understand your student wellbeing progress? (in the same way you review with academic progress).7
Questions for staff for yourself Areas to consider Scale 1-10 1 poor 10 excellent Evidence Future ideas and actions What steps do you take to achieve a better work life balance? How do you proactively manage your own wellbeing? What can you do to better understand your own wellbeing? Do you have any wellbeing goals? What more would you like to do to achieve a better balance? How might your college help you? How effective is your college at supporting your wellbeing How might your colleagues help you? 8.
Questions for students Areas to consider Evidence Future ideas and actions How can you get support for your wellbeing from your friends? What have you done recently to make someone happy or to help others? What helps you stay close to the people that really matter and develop new positive relationships? Which ways of being active and healthy do you really enjoy? What have you learnt or tried out for the first time recently? What is your most important goal over the next six months? What has helped you bounce back from difficult times before? What good things have happened in your life recently? What are your greatest strengths or hidden talents? What aspects of your life give you a real sense of purpose?.9