CH-13-14 Disability Management and Return to Work – Management of Occupational Health and Safety : Book Guide

This Document Contains Chapters 13 to 14 CHAPTER 13 Disability Management and Return to Work Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to appreciate the importance of managing the return-to-work process and be able to describe and discuss the steps, strategies, and stakeholders involved. Learning Outcomes After completing this chapter, students should be able to: articulate the financial and legal motivations for disability management programs describe the goals and values of disability management programs discuss the important outcomes used to evaluate disability management efforts argue in favour of the systems approach to disability management discuss the best practices in disability management programming identify the stakeholders in disability management programs consider potential barriers to successful disability management Key Concepts Work-related injuries represent a huge cost to injured persons, their employers, insurers, and the economy as a whole. Beyond the financial costs, there are emotional costs in the form of social exclusion, anxiety, and even depression. Demographic shifts and other factors give rise to concern that these already substantial costs will continue to increase. Organizations and other stakeholders are focusing their efforts on reducing the direct costs associated with disability and ensuring that injured workers return to the workplace as quickly as possible. Organizations have both moral and legal responsibilities in this regard, including the duty to accommodate injured and disabled workers as they return to work. Disability management is a proactive approach used by employers to help prevent or reduce workplace disability, intervene early in the event of risk or injury, and provide coordinated management and rehabilitation functions promoting the recovery of injured workers and their timely return to work. Effective disability management programs use a systems approach rather than simply focusing attention on individual situations, and focus on the duration of the work disability, the associated costs, sustained return to work, and quality of life. Best practices in disability management include promoting a people-focused climate, maintaining a prevention focus, practising early intervention, and providing work accommodation. Stakeholders in disability management include the injured or ill worker, the employer, labour unions, health care providers, insurance providers, governments, and disability management contractors. Student Motivation All students aspiring for a career in Human Resources will understand the importance of the subject matter discussed in this chapter and should be interested in exploring and discussing the human and financial implications involved. Students considering an HR career in disability management will have a specific interest in the topic. Barriers to Learning Some learners may have attitudinal barriers related to the central ideas described in this chapter. For example, they may have a negative inherent bias towards the notion of disability management based on their perception that the system is subject to frequent abuses. While the chapter does not fully enter into this territory, it may be useful to guide a discussion to explore these perceptions; since they are relatively common in the workplace, it is reasonable to expect that these attitudes also exist in the classroom. Engagement Strategies and Lesson Plan 1. Engaging Students at the Outset Learning objective: At the completion of this activity, students will be able to assess their own attitudes and assumptions around disability management and return to work, and discuss openly with their classmates. Post an intentionally provocative and galvanizing statement such as, “Disability management and return-to-work initiatives are at best an HR fad, and at worst a way to legitimize taking advantage of the system.” Ask students to individually write down their agreement with the statement by using a number between 1 and 10, with 10 meaning they completely agree, and 1 meaning they completely disagree. Next, instruct students to set up a “values line,” with those who most strongly agree with the statement (the 10’s) at one end, and those who most strongly disagree (the 1’s) at the other. It is possible there will not be any 10’s or 1’s, in which case more mid-range numbers might form the ends of the spectrum. Once students are satisfied with their place in the line, arch the line (if space permits) in order to facilitate a stand-up discussion. Ask students at various points in the line to comment on why they have chosen to stand where they are. Probe the students as necessary, in order to uncover underlying assumptions, attitudes, and biases that may be present. After some thoughtful facilitated discussion, comment that our attitudes and perceptions of return to work form an important facet of the topic, including barriers to return to work, which will be discussed in more detail. Before the students return to their seats, encourage them to remember their number as you will revisit the topic later on. 2. Lesson Engagement Strategies a. Learning objective: At the completion of this activity, students will be able to identify and distinguish among the primary stakeholders in disability management. Place seven flip chart pages around the classroom, each labelled with one of the primary stakeholder groups referenced in the chapter. As individuals or in small work teams, have students review that chapter section and the rest of the chapter to identify additional references to these groups, noting their roles and interests. Provide markers and have students work collaboratively to record their findings on the charts. Review the results and discuss. b. Learning objective: At the completion of this activity, students will be able to identify and describe some of the common as well as less common barriers to return to work, and discuss some of the ways to overcome them. Have students count-off from 1 to 12, and group themselves accordingly. Provide a copy of the “Overcoming Return to Work Barriers” information found on the website of the International Association of Professionals in Disability Management (Canadian Chapter) (see Web link below). With the 12 bullet points numbered on the handout, instruct each team to prepare a brief (on or two minutes) presentation to the class on their assigned number, supplemented by information provided in the text. c. Learning Objective: At the completion of this activity, students will be able to describe the impact of stigma on the return to work, and reflect on how their own biases and perceptions may or may not play a role. Revisit the “values line” activity from Engaging Students at the Outset (above). As either an addition or an alternative to Lesson Plan H, below, ask the students to reflect on how their perceptions may either exacerbate or mitigate stigma related to successful return to work of an employee or coworker. Discuss as a large group. Finally, ask the students to ask themselves whether they would change their place in the values line, if the exercise were now to be repeated. 3. Lesson Plan Notes and Lecture Outline * A disability case manager guest speaker can be invited to describe disability management programs and to share examples of the challenges and successful approaches to current disability management cases. This chapter lends itself to incorporating disability management scenarios/case incidents that lend themselves to applied student learning. A. Spiraling Disability Costs Discuss escalating health care costs and the importance of establishing an integrated disability management program. Ask the students to form small groups. Pose the following questions to them. What are your experiences with workers’ disabilities? What are the costs of an incident leading to a disability and time away from work? Who shoulders the costs of disability in the workplace? Draw an iceberg on the white board, then draw a line separating the tip of the iceberg (above the water) from the large part of the iceberg below the surface of the water. Ask the students to write their costs on the white board as either insured costs (at the top of the iceberg) or uninsured costs (below the surface). Most costs are uninsured costs. Engage students in a discussion on the emotional and financial costs of workplace disabilities. Insured costs (e.g., injury and illness costs; medical, compensation costs) Uninsured costs (e.g., property damage, equipment damage, product damage, production and service delays, legal expenses, investigation time, wages paid for lost time, hiring and training costs, extra supervisory time) The direct costs of disability are carried by the following: individuals and families employers employer paid benefit programs (LTD, WCB, sick leave, medical insurance, pensions, etc.) publicly funded bodies (e.g., welfare/social services, medical services, provincial and federal disability allowances financial institutions (disability insurance on mortgage, credit cards, loans, etc.) B. Return to Competition, Return to Success Ask students to read the opening vignette, “Return to Work: High-Profile Style.” Engage them in a discussion about how disability management programs are vital to helping injured or ill workers return to successful employment. The students should reflect on the importance of employment and the far-reaching impacts of not being able to work (i.e., on careers, families, and income). Engage students in a discussion about how disability management programs not only help workers but also help organizations minimize costs ranging from increased insurance premiums to the cost of replacing skilled employees. Have students list the benefits on the white board. Benefits to employees: prompt access to rehabilitation preservation of employee’s self-respect change of focus to abilities rather than limitations maintenance of peer contact increased sense of control stronger focus on recovery improved health for employee reduced income loss for employee return to normal life for employee protection of the employment relationship continued contribution to the company improved morale Benefits to employers: reduced absenteeism consistent management of lost time identification of causes for absences, injuries, and illnesses prevention of injuries improved productivity reduced STD, LTD, and WCB premiums change in attitude of employees surrounding illness and injury improved access to health care solutions reduced costs ability to demonstrate that they value their employees creation of a culture of caring and shared responsibility improved ability to separate disability from discipline reduced workload due to absenteeism recruitment of motivated former recipients of disability benefits in an overstrained labour market development of creative solutions to find and retain involved and motivated employees increasing the employer’s appeal to the labour market Benefits to unions promote of the members’ well-being strengthen the employability of the members contribute to the organization’s success build relationships with members and employers become part of workplace solutions maintain union rights and principles Benefits to clinicians/physicians: improved communication regarding job demands can confidently use the worksite as part of the treatment plan stop being placed in an advocacy or benefit gatekeeper role able to focus on medical treatment Benefits to insurance companies: employees, unions, associations, and employers take responsibility for outcomes reduced claim duration collaborate with the workplace to find solutions reduced costs C. A Legal Perspective Ask the students to read either of the cases at the end of the chapter or to find a current disability case in the news or the courts. What laws are important to consider when dealing with disability management? What are the implications for HRMs who are managing employee disabilities? Ask students how they would handle substance abuse in the workplace. OH&S laws state that employers must ensure that the workplace is safe; human rights laws state that employers are required to accommodate for a disability to the point of “undue hardship”; and privacy laws require confidentiality. This is an opportunity for students to apply their understanding of the laws to an actual disability management case. Refer students to OH&S Today 13.1, “The Duty to Accommodate,” and OH&S Notebook 13.2, “Re-employment Obligations.” Have students present their discussion to the class. You will want to use PowerPoint slides to review and give examples of the 10 general principles that define the employer’s duty to accommodate listed in OH&S Today 13.1. Give an overview of privacy and health and safety laws that impact disability management in your jurisdiction. D: Integrated Disability Management: Definition, Goals, and Guiding Principles Use PowerPoint slides to define integrated disability management, its goals and principles. An aging workforce and the expanded definition of disabling conditions have resulted in a greatly expanded number of individuals receiving disability compensation. Rising disability costs can be managed if long- and short-term disability, non-occupational injuries, sick leave, workers’ compensation, and occupational injuries are managed in their entirety. Disability management is designed to facilitate the employment of persons with a disability through a coordinated effort that addresses individual needs, the work environment, the enterprise’s needs, and legal responsibilities. It is a collaborative process shared by the employer, employees, labour, and service providers. The goal is to prevent disability or to minimize its impact through (a) proactive planning and prevention strategies and early intervention, and (b) support and resource coordination that optimizes recovery, facilitates prompt return to work for employees with injury or illness, and prevents repeat injuries experienced by the same worker. One goal of HRM is to prevent or reduce workplace disability. Other goals are to intervene early to ensure that injured workers return to the workplace as quickly as possible; to help ill or injured employees normalize their lives and reduce the personal impact (i.e., the individual returns to his or her full income as quickly as possible); and to control costs of workplace and nonworkplace illnesses and injuries, thus reducing the financial impact. In this way, the organization minimizes costs associated with replacing employees and retains the valuable skills of current employees) Guiding Principles: workplace directed safe and timely return to work collaborative approach component of comprehensive workplace safety program meaningful, productive employment within the worker’s abilities individualized focus on abilities respectful of workers part of treatment and recovery An additional activity is to have students list and discuss the range of corporate health care and wellness services that management can provide to manage employee disabilities. (This topic naturally leads into the next discussion topic, E. Systems Approach.) Such services include the following: Pharmaceutical and Extended Health Care Employee Wellness Employee Assistance Health and Safety WCB & Disability E: Systems Approach Pair off the students, and have them together define disability management and discuss the benefits of a systems approach to it. Use PowerPoint slides to define and provide examples of disability management and a systems approach to disability management: Disability management is a proactive employer practice the goal of which is to prevent or reduce workplace disability; it involves intervening early in the face of risk or injury and providing coordinated management and rehabilitation functions to promote workers’ recovery and safe and timely return to work. A systems approach to disability management emphasizes the work and the organizational context. Ask the students to debate which is better: in-house or contracted disability management services. Refer to Question 2. This debate should allow students to apply the concepts previously discussed (i.e., the systems approach, safety culture, workplace context, safety leadership). Refer to Exercise Question 1. F. Impact of Disability Management: Four Financial and Social Indicators Ask students to form small groups to answer the following question: As the HRM, how would you evaluate the impact of workplace injury and illness? Use PowerPoint slides to discuss the following: duration of the work disability associated costs sustained return to work quality of life G. Best Practices in Disability Management Ask the students to form small groups to discuss and then present to the class one HRM practice that can reduce the incidence and impact of workplace disability. Use PowerPoint slides to describe all of the practices listed below: people-focused climate prevention focus. early intervention work accommodation return-to-work case management return-to-work coordination educating supervisors about disability management integrating claims management with monitoring systems Refer to Discussion Question 4. Ask the students if one practice is more important than the others. Refer to the suggested answer. H. Disability and Stigmatization Show and discuss one of the many videos (e.g., Philadelphia) illustrating stigmatization. Many employees indicate that they would be uncomfortable talking to their boss or coworkers about their disability because of the stigma associated with certain types of disabilities (e.g., AIDS, stress, addictions, depression, mental illness). This stigma discourages employees and their families from getting the help they need due to the fear of being discriminated against. Employees may be sensitive about sharing personal health concerns because of the uncertainty of workplace confidentiality and privacy practices; employers may not know how to deal with some employee disabilities. Engage the students in a large-group discussion on “the hidden illnesses” and the stigma associated with them in the workplace. Ask for students’ comments regarding what role an employer or HRM has in reducing the stigma associated with mental illness. Ask students to form small groups and discuss what organizations can do reduce the stigma associated with disabilities in the workplace. Refer students to OH&S Notebook 13.3, “Stigma and Return to Work.” Have students present their ideas to the class. The employer and the HRM have a very important role to play in overcoming the stigma associated with disabilities and ensuring that employees can make a healthy and supportive transition back to their workplace. I. Stakeholders in Disability Management (Refer to Lesson Engagement Strategy a, above) J. Barriers to Return to Work (Refer to Lesson Engagement Strategy b, above) K: Overview: How Organizations Can Manage Disability and Return-to-Work Programs Ask the students to form small groups to discuss how they would handle an integrated disability management situation if they were the human resource representative responsible for OH&S. What strategies would they implement? Ask them to share their answers with the class. Engage them in a discussion about the benefits, challenges, and strategies of implementing an integrated disability program. Disability management refers to the coordination of a variety of processes and programs in an organization to manage disability; these range from prevention to claims management and return-to-work programs. If a workplace injury occurs, the employer, worker, health care worker, and WCB all have responsibilities. These range from reporting the accident/injury within a specific period of time to getting medical treatment as soon as possible to supporting recovery and an early safe return to work. The WCB Employers Handbook for Claims Management www.worksafebc.com/publications) provides employers with general information on WCB compensation services and assessments. It outlines the step-by-step instructions on how to file a claim, the responsibilities of workers and employers when an accident occurs, and the types of benefits and return-to-work programs. The HRM will need to manage the WCB claim; this involves ensuring that all the necessary reports and application forms are completed immediately. It is important to have early and ongoing discussions and plans that will enable the employee to return to work safely as quickly as possible. The HRM will want to clarify the organization’s disability benefits, procedures, related health programs, and related return-to-work policies with the employee. Communicating with the employee and completing all the required reports begins the process of clarifying the details of the problem (i.e., finding and identifying the cause of the incident), the barriers to the employees’ ability to work, and some realistic solutions to the health issues. The HRM should immediately gather sufficient medical evidence from a physician diagnosing the health issue. The HRM will need to communicate regularly with the employee (and doctors and health professionals) about the details of the disability and support the most appropriate, effective, timely, and efficient treatment. Some disorders, such as chronic pain and musculoskeletal injuries, require a detailed diagnosis and an aggressive treatment plan, with the worker receiving treatment for the injury as soon as possible. The HRM needs to ensure that organizational policies and procedures are established that will allow the employee to stay connected to the workplace (e.g., reduced hours, modified job duties, transitional work opportunities, change departments, retraining). Support, cooperation, and education among staff at all levels of the company as well as health care professionals and insurance companies is important. The WCB’s Comprehensive Return to Work Manual (www.wcb.ns.ca/return-to-work) provides employers with general information about establishing a return-to-work program. The HRM will want to create data systems to review and identify absenteeism, disability management practices and policies, trends, health costs, health and safety issues, return-to-work programs, and workplace issues, and to measure improvements. Rising disability costs can be managed if long- and short-term disability, nonoccupational injuries, sick leave, workers’ compensation, and occupational injuries are managed in their entirety. Assessment Tools To quickly assess student learning against the chapter learning outcomes, at the end of the class: Observe and note the conversations from the “values line” and review. Note and observe the flip chart activity from Lesson Engagement Strategy a, and the small-group presentations from Lesson Engagement Strategy b. Have students jot down their “muddiest point” concerning the lesson and hand it in as they leave the class. Review and revisit as necessary at the beginning of the next class. Reflections on Teaching Good teaching requires ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether you want or need to make any adjustments for subsequent lessons. What worked in this lesson? What didn’t? Were students engaged? Were they focused or did they go off on tangents? Did I take steps to adequately assess student learning? Did my assessments suggest that they understood the key concepts? What (if anything) should I do differently next time? How can I gather student feedback? How can I use this feedback for continuous improvement of my teaching? Additional Resources Weblinks International Association of Professionals in Disability Management (Canadian Chapter): “Overcoming Return to Work Barriers,” www.cspdm.ca/Main.php?do=viewPage&id=472. Videos The Desjardins Insurance website has a video of an interview with Dr. Linda Duxbury in which she discusses issues in disability management, including culture change and individual employee and manager empowerment: www.desjardinslifeinsurance.com/en/group-plans/disability-management-prevention-services/Pages/contact-360-forum.aspx. Suggested Answers to Cases and Exercises Discussion Questions What are some ways to empower employees when developing and implementing a disability management program? Answer: Refer to Chapter 10, “Motivation” (safety culture and safety leadership) and best practices in disability management: people-focused climate prevention focus early intervention work accommodation return-to-work case management return-to-work coordinator educate supervisors about disability management integrate claims management and monitoring systems 2. How can organizations create a climate/culture that supports a safe working environment? Answer: Refer to Chapter 10, “Motivation.” A safety climate reflects employee and organizational shared perceptions on the importance of safety in the workplace. The following list describes several ways in which an organization can promote a positive safety climate: Have enacted safety policies. Involve all levels of management and employees in safety initiatives. Include safety-related information in the communication of production-related goals. Provide appropriate safety training that is transferable to the workplace. Reward safe behaviour. Encourage and motivate employees to comply (safety compliance) to safety-related rules and to initiate (safety initiative) safer behaviours. Support for employee safe work behaviours requires safety leadership and management’s commitment to safety expressed as part of the organization’s strategic business plan. A safety culture requires support and involvement from all levels—management, employees, and stakeholders:. For individuals to work safely, at least three conditions are necessary. Workers must have: the knowledge, skills, and abilities to perform their jobs, the motivation to work safely, and the opportunity to work safely; the organization supports safe work. These three factors combine in a multiplicative equation: Safety Performance = Ability × Motivation × Opportunity The employee’s ability and motivation and the provision of opportunities are key determinants of a safety culture. Organizations can create a work environment that motivates employees to work safely by implementing successful approaches and processes such as goal setting, behaviour modification, and feedback. Motivating environments require safety leadership, communication, and employee and management involvement. 3. Can the organization really prevent stigma from occurring? If so, how? How can we reduce injured or ill employees’ fears about stigma? Answer: Refer to H. Disability and Stigmatization and OH&S Notebook 13.3, “Stigma and Return to Work.” Preventing and Reducing Stigma: 1. Preventing Stigma: • Promote Open Communication: Foster a culture where health and safety issues can be discussed openly without judgment. • Education and Training: Provide training on mental health and wellness to reduce misconceptions and build empathy. • Leadership Support: Ensure leaders model supportive behavior and endorse anti-stigma policies. 2. Reducing Fears: • Confidentiality: Guarantee confidentiality for injured or ill employees to protect their privacy. • Support Systems: Offer access to employee assistance programs and counseling services. • Inclusive Policies: Develop clear, inclusive policies that support all employees equally, regardless of health status. By addressing these areas, organizations can create a more supportive environment, reducing stigma and alleviating employees' fears about seeking help. 4. Are any of the disability management best practices more important than the others? For example, do you think that an organization focused solely on prevention will be equipped to handle injuries and compensation when they do occur? Answer: Refer to D: Integrated Disability Management: Definition, Goals, and Guiding Principles, for best practices in disability management and for utilizing a systems approach. Effective disability management must be integrated and encompass both proactive prevention practices and coordinated return to work programs: people-focused climate prevention focus early intervention. work accommodation return-to-work case management return-to-work coordinator educate supervisors about disability management integrate claims management and monitoring systems 5. Why might employees hesitate to use a disability management program, particularly one that is offered in-house? Answer: Workplace or job stress occurs when the requirements of the job (working conditions) do not match the capabilities and resources of the employee (worker characteristics). The NIOSH model described in Chapter 7 identifies the following major categories of workplace stressors: workload and work pace, role stressors, career concerns, work scheduling, interpersonal relations, and job content and control. These are associated with delayed return to work. When workers resist return-to-work opportunities, it may be for the following reasons: lack of trust, assurances, and confidentiality stigma; negative views of coworkers (i.e., they get the easy work) lack of contact, feelings of belonging, with the workplace anxiety about relationship with employer lack of understanding of what a modified job means, fear of job loss fear of reinjury or exacerbation of their condition unsure of ability to cope longer absences (although statistics suggest that in the case of leaves lasting longer than six months, 95% of people do not return to their old job and as many as 85% do not return to the workforce at all) Using the Internet 1. Many organizations post their disability management policies online. Search out companies in different sectors (e.g., manufacturing versus universities) and compare their programs. Answer: Refer to OH&S Today 13.2, “Disability Management at Vancouver Coastal Health,” www.vch.ca. Comparing Disability Management Policies Across Sectors: 1. Manufacturing Sector: • Example: General Motors • Policy Focus: Emphasizes return-to-work programs, job accommodation, and vocational rehabilitation. • Features: Offers customized return-to-work plans, support for physical therapy, and ergonomic assessments. • Approach: Proactive in integrating employees back into their roles with adjusted duties if needed. 2. Academic Sector: • Example: University of Toronto • Policy Focus: Centers on workplace accommodations, support services, and compliance with disability legislation. • Features: Provides reasonable accommodation options, academic support, and counseling services. • Approach: Emphasizes accessibility and inclusion, with detailed procedures for requesting accommodations and support. Comparison: • Customization: Manufacturing policies often include physical accommodations and job adjustments tailored to specific roles, while academic policies focus more on accessibility and academic support. • Support Services: Both sectors offer support but may differ in the nature of services, reflecting the specific needs of their workforce. • Return-to-Work Programs: Manufacturing may have more structured return-to-work plans due to the physical nature of the work, whereas universities focus on facilitating academic adjustments. Conclusion: Disability management policies vary significantly across sectors, with manufacturing emphasizing physical accommodations and return-to-work programs, while academic institutions focus on accessibility and academic support. 2. Search for news articles related to compensation, injuries at work, and return-to-work claims. Determine what strategies were used by the employers. Answer: Refer to the strategies highlighted in the text; systems approach versus full recovery model and best practices in disability management. News Articles on Compensation, Injuries, and Return-to-Work Claims: 1. Article Example: “Strategies for Handling Work-Related Injuries” • Source: Business Insider • Strategies Used: • Early Intervention: Employers implemented early intervention programs to address injuries before they escalate. • Return-to-Work Programs: Structured programs to facilitate the employee's return to work with modified duties. • Health and Wellness Initiatives: Integrated health and wellness programs to prevent injuries and support recovery. 2. Article Example: “Effective Return-to-Work Programs” • Source: HR Daily Advisor • Strategies Used: • Customized Rehabilitation Plans: Tailored rehabilitation plans to accommodate the specific needs of injured employees. • Employee Assistance Programs: Provided counseling and support services to help employees manage their recovery. • Collaboration with Healthcare Providers: Worked closely with healthcare providers to ensure appropriate treatment and support. 3. Article Example: “Managing Workers' Compensation Claims” • Source: Forbes • Strategies Used: • Streamlined Claims Process: Simplified and expedited the workers’ compensation claims process to reduce delays and disputes. • Proactive Communication: Maintained regular communication with injured employees to keep them informed and engaged. • Training for Managers: Provided training for managers to handle compensation and return-to-work issues effectively. Summary: Employers use various strategies, including early intervention, customized rehabilitation, streamlined claims processes, and proactive communication, to manage work-related injuries and return-to-work claims effectively. These strategies aim to support employees' recovery and reintegration while managing compensation claims efficiently. 3. Look up the WCB guidelines in your jurisdiction and note its policies and practices regarding return-to-work programs. Compare them to those of another jurisdiction. Answer: The HRM will need to manage the WCB claim, This will involve ensuring that all the necessary employer, employee, doctor, and WCB reports and application forms are completed immediately. It is important to have early and ongoing discussions and plans that will enable the employee to return to work safely as quickly as possible. The HRM will need to communicate regularly with the employee, doctors, and health professionals about the details of the disability and support the most appropriate, effective, timely, and efficient treatment. The HRM needs to ensure that organizational policies and procedures are established that will allow the employee to stay connected to the workplace (e.g., modified and transitional work opportunities). Support, cooperation, and education among staff at all levels of the company as well as health care professionals and insurance companies is important. The WCB Comprehensive Return to Work Manual (www.wcb.ns.ca/return-to-work) provides employers with general information on establishing a return-to-work program. The HRM will want to create data systems to review and identify absenteeism, disability management practices and policies, trends, health costs, health and safety issues, return-to-work programs, and workplace issues, and to measure improvements. Rising disability costs can be managed if long- and short-term disability, nonoccupational injuries, sick leave, workers’ compensation, and occupational injuries are managed in their entirety. 4. Compare Canadian Human Rights and Disability Management guidelines and practices in disability management and return to work with those of another country of your choosing. Answer: Most countries have laws that provide disability services and compensation if an employer injury or illness is definitely linked to the workplace. Refer to human rights legislation (e.g., OH&S Today 13.1, “The Duty to Accommodate,” and OH&S Notebook 13.2, “Reemployment Obligations”) and to OH&S legislation. 5. Some organizations rely on external providers for their disability management services. Search out a company that specializes in providing external disability management services. What types of programs does it offer? Answer: Examples are Healthcare Benefit Trust, www.hbt.ca/Pages/default.aspx, and LifeMark Health, www.lifemark.ca. Example of External Disability Management Provider: Company: Compsych Corporation Programs Offered: 1. Return-to-Work Programs: • Services: Develop and implement structured return-to-work plans tailored to individual needs. • Features: Includes job modifications, phased returns, and ongoing support. 2. Case Management: • Services: Provides case management services to coordinate care and manage disability claims. • Features: Includes regular communication with healthcare providers and employees to ensure appropriate treatment and progress. 3. Workplace Wellness Programs: • Services: Offers programs designed to improve overall employee wellness and prevent disabilities. • Features: Includes health risk assessments, wellness coaching, and stress management workshops. 4. Disability and Absence Management Consulting: • Services: Provides consulting services to help organizations develop and refine their disability management policies. • Features: Includes policy development, process improvement, and compliance support. 5. Employee Assistance Programs (EAPs): • Services: Offers confidential counseling and support services for employees dealing with personal or work-related issues. • Features: Includes access to mental health professionals, crisis intervention, and resources for work-life balance. Conclusion: External providers like Compsych offer a comprehensive range of programs, including return-to-work plans, case management, workplace wellness, consulting services, and EAPs. These services aim to support employees' recovery, manage disabilities effectively, and enhance overall workplace wellness. Exercises 1. Think of the policies and practices in place in an organization where you have worked. What were the risks for injury? Could the organization do anything to prevent them? Were safeguards in place? Did the organization appear to support the overarching values of disability management? Answer: Refer to the strategies highlighted in the text: systems approach and best practices in disability management. Example Analysis Based on a Hypothetical Organization: 1. Risks for Injury: • Manual Handling: Employees involved in lifting and moving heavy items faced risks of back injuries. • Slips, Trips, and Falls: The workplace had issues with uneven flooring and spills. • Equipment Usage: Risk of injury from machinery due to improper training or maintenance. 2. Prevention Measures: • Manual Handling Training: Implementing training programs on proper lifting techniques and ergonomics could reduce back injuries. • Regular Maintenance: Routine inspections and maintenance of flooring and prompt clean-up of spills would help prevent slips and falls. • Equipment Training: Providing comprehensive training on equipment use and regular maintenance checks would mitigate machinery-related injuries. 3. Safeguards in Place: • Protective Gear: Employees were provided with appropriate personal protective equipment (PPE). • Safety Signage: Warning signs were placed in high-risk areas to alert employees to potential hazards. • Incident Reporting: A system was in place for reporting and investigating incidents to identify and address risks. 4. Support for Disability Management Values: • Return-to-Work Programs: The organization had a structured program to assist injured employees in returning to work with modified duties. • Support Services: Access to counseling and health services was available to employees. • Inclusive Policies: The organization’s policies supported accommodations and job modifications to help employees with disabilities remain in the workforce. Conclusion: The organization had several safeguards and support systems in place, but there was room for improvement in specific preventive measures and training programs. Overall, it appeared to support the values of disability management by providing resources and programs to assist injured employees and address potential risks. 2. Companies like OPG that use in-house disability management programs tend to employ nurses and other staff solely focused on health and safety and disability management. Other organizations contract out their disability management services. Contrast and compare the pros and cons of in-house and contracted disability management services. Answer: This question lends itself to an informal class debate. Internally managed DM should ideally involve a team; HRM, union, management, and a DM professional. Smaller companies may not have the internal expertise and may need to hire DM professionals or contract an external provider on an as-needed basis. Contracted disability services are often voluntary and confidential. They involve an independent health care company (nonbiased, thus improving participation and buy-in and improving access to medical solutions) and an integrated approach (utilizing a team of physicians, a psychologist, a critical counsellor, physical therapists, occupational therapists, kinesiologists, a vocational counsellor, and administrators), and offer integrated and specialized programs (physiotherapy, occupational rehabilitation, occupational health services, ability management services, employer services, vocational services). External consultants would need to work closely with the HRM/manager to ensure they understand the work and organizational context (systems approach). In-House Disability Management: Pros: • Customized Solutions: Tailored programs and accommodations based on the organization's specific needs. • Direct Communication: Easier coordination and quicker response times with employees. • Integrated Knowledge: Deep understanding of the company culture and operations. Cons: • Higher Costs: Greater financial investment in staffing and training. • Limited Expertise: May lack specialized skills or resources compared to external providers. Contracted Disability Management: Pros: • Expertise: Access to specialized knowledge and best practices from experienced professionals. • Cost-Effective: Potentially lower costs due to outsourcing rather than maintaining full-time staff. • Scalability: Flexible services that can be scaled based on organizational needs. Cons: • Less Customization: May offer more generic solutions that are less tailored to the organization's specific context. • Communication Barriers: Potential challenges in coordination and understanding of the company's culture. 3. What challenges do small organizations face with regard to accommodations, disability management, and return to work? How do these compare with the challenges faced by large organizations? Outline how an organization can play to its strengths when addressing disability management issues. Answer: Refer to the answer in Exercise Question 2, above. Challenges Faced by Small Organizations: 1. Limited Resources: • Financial Constraints: Smaller budgets can limit the ability to invest in comprehensive disability management programs and accommodations. • Staffing Constraints: Limited personnel may result in fewer dedicated resources for managing disability issues and implementing return-to-work plans. 2. Lack of Specialized Expertise: • In-House Knowledge: Smaller organizations may lack specialized HR or disability management professionals, making it harder to address complex cases effectively. 3. Scalability Issues: • Custom Solutions: Small organizations might struggle to develop tailored accommodations and return-to-work plans for individual needs due to limited resources. Challenges Faced by Large Organizations: 1. Complexity and Scale: • Diverse Needs: Larger organizations have a broader range of employee needs and risks, requiring more complex and varied disability management strategies. • Coordination: Ensuring consistency in disability management practices across multiple departments or locations can be challenging. 2. Bureaucracy: • Process Rigidity: Larger organizations may face bureaucratic hurdles that slow down the implementation of accommodations and return-to-work programs. 3. Data Management: • Volume of Cases: Managing a high volume of disability cases and ensuring accurate record-keeping and compliance can be overwhelming. Leveraging Strengths: 1. Small Organizations: • Personalized Approach: Utilize close-knit teams to provide personalized and flexible accommodations and support. • Agility: Take advantage of the organization’s ability to adapt quickly and implement changes without extensive bureaucratic processes. • Direct Communication: Foster strong, direct communication between management and employees to address concerns and manage disabilities effectively. 2. Large Organizations: • Specialized Expertise: Employ dedicated HR and disability management professionals to handle complex cases and provide expert advice. • Comprehensive Programs: Develop and implement robust, standardized disability management programs and return-to-work plans. • Technology Integration: Use data management systems and technology to streamline processes, track progress, and ensure compliance. Conclusion: Both small and large organizations face unique challenges in disability management and return-to-work programs. Small organizations benefit from agility and personalized approaches, while large organizations can leverage specialized expertise and comprehensive programs. By playing to their respective strengths, organizations can more effectively address disability management issues and support their employees. Cases Case 1: Forgotten Orders: A Case of Memory Impairment in a Restaurant Refer to G. Best Practices in Disability Management and K: Overview: How Organizations Can Manage Disability and Return-to-Work Programs for strategies in implementing an effective integrated disability management program. Case 2: Out of Contact at WidgIT Refer to G. Best Practices in Disability Management and K: Overview: How Organizations Can Manage Disability and Return-to-Work Programs for strategies in implementing an effective integrated disability management program. Refer to J: Barriers to Return to Work, and Lesson Engagement Strategy b. for strategies to reduce barriers to return to work. Refer to OH&S 13.1, “The Duty to Accommodate,” for strategies and laws concerning the employee’s responsibility to produce medical information. CHAPTER 14 Workplace Wellness: Work–Family and Health Promotion Programs Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to describe the concept and benefits of workplace health promotion, and identify and explain the key components of successful worksite health promotion and family-friendly programs. Learning Outcomes After completing this chapter, students should be able to: discuss the concept of healthy workplaces describe the goals of worksite health promotion and family-friendly programs discuss the various types of worksite health promotion and family-friendly programs comment on the effectiveness of various types of worksite health promotion and family-friendly programs identify variables critical to the success of worksite health promotion and family-friendly programs discuss the importance of systematic evaluation of worksite health promotion and family-friendly policies Key Concepts More and more companies are taking a proactive approach to helping their employees stay healthy, both physically and psychologically. The health of employees affects their performance at work; this provides motivation for employers to invest in initiatives such as health promotion programs and family-friendly policies. Work–family conflict is responsible for reduced work performance and higher rates of absenteeism, resulting in significant costs to employers. In response, many employers offer family-friendly policies such as flexible work arrangements, family care benefits, and the availability of personal leave options to help alleviate the stress and pressure caused by work–family conflict. While increasingly popular, there is little research on the effectiveness of such initiatives in achieving their intended goals. Health promotion programs target lifestyle changes such as diet, exercise, and smoking cessation and often include diagnostic, educational, and behavioural change initiatives with the goal of helping employees attain and maintain positive health. Employee and Family Assistance Programs (EFAPs) provide counselling and assistance. Stress management programs (such as relaxation training and meditation), and worksite health promotion programs (such as smoking cessation and nutrition and weight control) promote and encourage a healthy lifestyle. Successful worksite health promotion programs include clearly written policies, management support, on-site program coordination, supervisory training, employee education on the program benefits, counselling, and union support. Student Motivation The central concepts discussed in this chapter will be familiar to most students, many of whom will have direct experience with them within and/or outside of their work experience. The self-interest in attaining and maintaining health should also provide some additional motivation. Finally, students exploring options for possible HRM specialties may have an interest in the topic as a potential area. Barriers to Learning The ideas and information contained in this chapter should present very few learning challenges for most students. As stated above, most students will already have at least some familiarity and experience with much of the content. This could result in certain biases or preconceptions (either positive or negative) that could impede learning if the student is not open to exploring other perspectives. Engagement Strategies and Lesson Plan 1. Engaging Students at the Outset Learning objective: At the completion of this activity, students will be able to assess the level of importance they place on their own health and wellness, and consider the degree to which they place value on health and wellness supports provided in their workplace. Provide students with a short health and wellness lifestyle self-assessment questionnaire, such as the one provided on the UBC website: www.students.ubc.ca/livewelllearnwell/explore-wellness/assess-your-wellbeing. If students have access to the Internet and a Web-enabled device, ask them to complete the self-assessment individually, and as honestly as they can (ensure them their responses are for their eyes only and will not be shared). If they do not, provide copies of a brief, print-based assessment. Next, ask the students to consider whether there are any discrepancies or gaps between their desired level of health and wellness and their day-to-day behaviours and actions (such as smoking, not exercising, etc.). Again, remind them that they can keep this confidential. Finally, ask them to consider whether they would look towards or value any assistance or supports provided by their employer to help bridge any gap between their desired state of health and their situation (including their current lifestyle choices). 2. Lesson Engagement Strategies a. Learning objective: At the completion of this activity, students will be able to evaluate the appropriateness of forced compliance or participation in workplace health and wellness initiatives. Instruct students to stand and situate themselves so that they have some room to move. Inform them that studies show that too much sitting is detrimental to a person’s health, and that you feel most students today lead too sedentary a lifestyle. Tell them they are now required to participate in a class aerobics session, and that if they do not participate, they will be docked marks from their final course grade. Wait for some reactions, then ask them how they feel about the assignment (some will be fine with it, others likely not so much). Refer to Case 1, and make the link between the case and what you just asked them to do. Facilitate a class discussion around the appropriateness of requiring participation in activities such as this. Why might it be inappropriate? What problems might occur if compliance is forced? Refer to Discussion Question 1 when debriefing. b. Learning objective: At the completion of this activity, students will be able to reflect on the appropriate limits of workload and work expectations, and will have considered the effects of workload and job expectations on employee health. Refer to Case 3 and discuss the strategies of job sharing and job splitting. Using a think–pair–share approach, ask students to consider whether they believe these to be reasonable strategies for most workers (students will likely point out that many workers cannot afford to participate in these types of work arrangements because rely on a full-time salary). Ask students to share their response with a partner, and discuss whether they feel there is a deeper issue reflected in this case (the issue of workload and expectations will likely come up). Share the extreme example of the British intern who apparently died from overwork while trying to keep up with the demands and expectations of the financial firm he was working for: business.financialpost.com/2013/08/21/bank-america-intern-moritz-erhardt. Facilitate a discussion around the business, ethical, and moral aspects of balancing the seemingly conflicting priorities of workload demands and employee well-being. c. Learning Objective: At the completion of this activity, students will be able to assess the efficacy of stress management training as a workplace wellness intervention. Ask for a show of hands of students who have ever participated in some form of stress management training. Next, ask those who raised their hand to keep their hand up if they found the training to be effective. Of those with their hands still up, ask them to keep their hand raised if they continue to regularly practice or use the strategies they learned through their training. At this point, there will not likely be many hands still raised. (If you have the option of using clickers in your classroom, this would be a good use of the technology. Use this informal poll as an introduction to Discussion Question 4, which you can facilitate as either a class or a small group discussion. 3. Lesson Plan Notes and Lecture Outline A. Introduction: Workplace Well-Being Initiatives: Work-Family-Friendly Policies and Health Promotion Programs Ask students to define health (what does “health” mean to them?). The World Health Organization defines health as an overall state of mental, physical, and social well-being (more than the absence of illness). Use PowerPoint slides to illustrate Figure 14.1, “A Flow Chart of Workplace Well-Being Initiatives.” Explain that this chapter discusses two broad categories of organizational wellness initiatives: work and family friendly policies and health promotion programs. Ask students, “Why are organizations interested in wellness initiatives? Does your organization offer wellness programs? Why?” Incorporate the students’ answers, using PowerPoint slides to describe the major motivators and recent statistics on the growth of wellness initiatives. A growing body of research links employees’ concerns about the care of children and/or elderly relatives with organizational productivity losses such as rising health care costs and high absenteeism and turnover costs. Organizations also face the challenge of attracting and retaining top talent and building a supportive organizational culture that supports the new demographic realities of the workforce. B. Family-Friendly Policies: Flexible Work Arrangements, Work Leave Systems, and Family Friendly Employee Benefits Use PowerPoint slides to define and give examples of the three broad categories of family friendly programs that organizations can implement to reduce work–family conflict and help employees balance their work and family responsibilities: flexible work arrangements (e.g., compressed workweek, job sharing, job splitting, flextime, telecommuting) work leave systems (i.e., maternity leave, parental leave, personal days, family and sick leave) family-friendly employee benefits (i.e., provision of day care, subsidized dependent care) Have students form small groups to discuss possible employee and employer benefits and concerns that HRMs need to be aware of when implementing flexible work arrangements by having them answer Exercise Question 1. Refer to Discussion Questions 3 and 4 (fitness and stress management programs). C. Family Friendly Policies: An Evaluation Use PowerPoint slides to share statistics on the growing number of Canadian organizations that recognize the negative consequences of work–family conflict and are developing various family-friendly policies. Little systematic research has been conducted on the effectiveness of family-friendly policies. Ask the students to review the research discussed in the text and summarize its relevance to organizations considering family-friendly policies. D. Worksite Health Promotion Programming Use PowerPoint slides to define and provide the rationale for health promotion efforts and programs. Ask the students to form small groups to research and present a health promotion program: EAP, stress management, smoking cessation, hypertension screening, nutrition and weight control, physical fitness, or some other program. Students will want to describe the program, its effectiveness on workplace health, and the variables critical to its success. Incorporate the students’ answers, using PowerPoint slides to define important aspects and legal challenges that are relevant to health promotion. Refer to OH&S Today 14.2, “Healthy Organizations: Wellness and Work–Family Programming at a Canadian Company.” E. Developing a Successful Health Promotion Program Use PowerPoint slides to list and define the essential elements of a workplace health promotion program: clear written goals, policies, and procedures management and union support and commitment program coordination and leadership employee and supervisory involvement and education EAP services You will want to incorporate the students’ answers (see the above presentation) on the variables critical to its success. F. Health Promotion Program Evaluation: Building a Business Case for Health Promotion and Family Friendly Programs There are many short videos/DVDs available on workplace balance, flexible work arrangements, and workplace health promotion programs that can be shown to illustrate the array of programs implemented in by various organizations. Work/life balance has become an increasingly prominent issue for organizations and HRMs, which are responding by offering a wide array of family-friendly and health promotion programs to meet employee needs for dealing with work–family conflict and health-related issues. Divide the students into two groups to debate whether these programs benefit organizations. The students can use their textbook (or the Internet if time permits) to review current research on the topic. Debaters will be assigned one of two positions: (1) family-friendly and health promotion programs offer significant benefits to organizations; or (2) family-friendly and health promotion programs do not offer significant benefits to organizations. Students are to prepare to argue in favour of one position. The debate consists of two rounds. The purpose of the first round is for each team to learn the position of the other team. Each team has five minutes to explain its position as comprehensively as possible. At the completion of the first round the debating teams are given five to ten minutes to prepare criticisms of the other team for the second round. In round two, each debating team has five to ten minutes to criticize the position of the other team. A team of student judges will listen to the different sides presented; then, when the debate is over, it will tell the debating teams what they believe is the stronger answer to the debate question. You will want to summarize the debate by discussing that organizations today are using a broad range of family-friendly and health promotion programs but that there has been little research on whether these programs offer measurable benefits. There is some evidence that some family-friendly and health promotion programs do have a positive effect on employees experiencing work–family conflict and can help them develop healthy behaviours. Conclude by emphasizing the importance of using evaluation to build a business case for health promotion and family-friendly programs. Ask students how an HRM can demonstrate the value of these programs to an organization. An alternative learning activity would be to have students discuss Case 2, “Evaluating the Benefits of WHPs.” Refer to OH&S Notebook 14.2, “Building a Business Case for Wellness,” OH&S Notebook 14.3, “Using Evaluation to Build a Business Case for Health Promotion and Family Friendly Programs,” and Case 2. Assessment Tools To quickly assess student learning against the chapter learning outcomes, at the end of the class: Observe and note the student responses and/or presentations from the various Lesson Engagement and Lesson Plan activities described above. Have students write and submit a “minute paper” describing in their own words what a healthy workplace is, and one thing they would do as an HR practitioner to help promote a healthy workplace. Divide a white board or chalk board or flip chart page in half, with one side titled “worksite health promotion variables for success” and the other “worksite health promotion evaluating success,” and have students fill up both sides of the sheet with their ideas and suggestions. Reflections on Teaching Good teaching requires ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether you want or need to make any adjustments for subsequent lessons. What worked in this lesson? What didn’t? Were students engaged? Were they focused or did they go off on tangents? Did I take steps to adequately assess student learning? Did my assessments suggest that they understood the key concepts? What (if anything) should I do differently next time? How can I gather student feedback? How can I use this feedback for continuous improvement of my teaching? Additional Resources Weblinks Financial Post article on banking intern who died apparently from trying to keep up with work expectations: business.financialpost.com/2013/08/21/bank-america-intern-moritz-erhardt. Assess Your Wellbeing quiz, available on the UBC website: www.students.ubc.ca/livewelllearnwell/explore-wellness/assess-your-wellbeing. Videos PowerSteam showcase video, highlighting the company’s comprehensive health, safety, and employee wellness initiatives: www.dailywebtv.com/2012/video/powerstream-is-committed-to-healthy-safety-and-the-environment. Suggested answers to cases and exercises Discussion Questions 1. EFAPs often have two routes of entry. The individual can voluntarily contact the EFAP for assistance with a problem, or the individual can be “referred” by a supervisor. In the latter case, a supervisor who notes a decline in performance can insist that an individual seek assistance or be disciplined (including dismissal). Is this degree of coercion justified? Is it likely to facilitate a change in behaviour? Answer: Employee workplace health and performance concerns need to be dealt with immediately. The employee needs the “right care at the right time,” as well as effective performance management. These two issues need to be dealt with separately. One of the first steps would be to have a thorough conversation with the employee to acquire an understanding of his/her health and performance issues. The issue of confidentiality needs to be discussed. Appropriate information needs to be shared to support early identification of and intervention in both health and performance issues. Employees cannot be forced to attend EAP, but they can be encouraged and supported to participate. They can be educated about the benefits of EAP. If an EAP is called for as part of medical care, employees must participate in the treatment plan. It is important to follow motivation theories and practices that emphasize the importance of employee participation over coercion and building a culture that values employee health. Providing support and communication is critical. Legally, according OH&S legislation, an employer must show due diligence and not ignore a health issue. The other early step is to acquire medical clarity. This would involve generating a professional medical diagnosis detailing the employee’s physical and/or emotional functional capacity, a clear treatment plan, and a prognosis. Performance issues need to be clarified, but without medical clarity the performance issues may continue. The health issues may be considered a disability, and employers/HRMs need to be cognizant of human rights laws and ensure that their policies and practices do not discriminate against an employee with a physical or emotional disability. The employer/HRM will need to deal with performance-related issues. The process requires immediate, frequent, and continuous communication and should be employee-centred and outcome focused. 2. The logic of health promotion programs in the workplace is based on the observation that the workplace provides a convenient way to reach large segments of the population. Yet many individuals are concerned about whether organizations have the “right” to get involved in employees’ lifestyle choices. What do you think? Should organizations be involved in these programs? Answer: Opportunities can be made available on a voluntary and incentive basis. The goal would be to provide education and awareness and to develop an organizational culture that supports healthy lifestyle practices. 3. What benefits would you expect to see from implementing a physical fitness program (e.g., paid memberships in the local health club) in your workplace? Answer: The implementation of a workplace physical fitness program is associated with decreased health care costs. 4. Is stress management training an effective approach to dealing with workplace stress? Why or why not? Answer: Stress management training can entail a variety an organizational and individual interventions: primary (preventative techniques such as the NIOSH model), secondary (help employees deal with the negative consequences of stress), and tertiary (help employees find the most appropriate treatment once they are experiencing strain). Specific strategies are described in Chapters 6 and 13. Employers/HRM would want to focus on prevention strategies (primary interventions) and ensure that the training is transferred (applied) to the job or to the individual (behaviour change and results measurable). Specific strategies for the transfer of training are described in Chapter 9. This is a question that students can debate. 5. Generate some strategies that a dual-earning couple might use to help them manage work and family demands more effectively. How might employers help them enact some of these strategies? Answer: flexible work arrangements, work leave systems, and family-friendly employee benefits Using the Internet 1. Visit the websites of a number of companies representing a variety of job sectors (e.g., manufacturing, high-tech, communications, medical). Search the Web pages to find information on the types of health promotion programs (e.g., smoking cessation, fitness) and family-friendly policies (e.g., flextime, telecommuting) they offer. Identify the proportion of the companies that offer health promotion programs or family-friendly policies. Which health promotion programs and family-friendly policies appear to be most commonly available? What are some of the company characteristics that appear to be related to the programs they offer? For instance, are companies in a particular sector or of a particular size more likely to offer health promotion and family-friendly programs? Discuss with your classmates the extent to which the availability of health promotion and family-friendly programs are important to them when they are looking for job. Which programs appear to be the most desirable to job seekers? Answer: Most Canadian companies offer programs to address psychosocial and environmental factors that affect employee health. The most common WHP programs are designed to affect an employee’s health practices or physical lifestyle and focus on such things as exercise, nutrition, sleep patterns, weight control, smoking cessation, and substance abuse. Refer to OH&S Today 14.2, “Healthy Organizations: Wellness and Work-Family Programming at a Canadian Company.” Also visit these websites: Health and Safety Awards: www.nqi.ca/caeawards/recipients/recipients2004.aspx Public Health Agency of Canada: www.phac-aspc.gc.ca/publicat/work travail/report3/1_e.html 2. Health promotion programs are more likely to succeed if they are based on a thorough needs assessment (i.e., if they assess the needs of the organization and its employees). Design an assessment instrument for measuring the need for health promotion programming in your workplace. If your work experience does not provide a suitable example for this exercise, interview someone about his or her workplace and develop a needs assessment instrument for that work environment. The Internet will be very helpful in this task. Search the Web using keywords such as “wellness” and “health promotion.” This search will help you identify many components of a needs assessment instrument. Answer: The Ontario Women's Directorate publication “Work and Family: Flexible Working Arrangements” documents the initiatives of one company, Camco Inc., to introduce innovative workplace support measures to help employees balance their paid work and family responsibilities. It includes the needs assessment questionnaire used at Camco Inc. A needs assessment would include questions to explore how employees balance their paid work and family commitments and to determine their needs, priorities, and preferences for flexible work arrangements, work leave systems, and family-friendly employee benefits. 3. Search the Internet to learn about government-sponsored mandatory parental or maternal leave benefits in different countries (e.g., Canada, the United States, the United Kingdom). Compare the policies in each country. Also, search the websites of various organizations that have operations in each of the countries you chose to determine whether they provide additional parental leave benefits to their employees. Afterwards, discuss the following issues in class: What impact would the policies in each of these countries and companies have on a new parent’s experience of work–family conflict? Would these policies help a working parent balance work and family roles? What are the advantages and disadvantages of these programs for the person taking the leave? What are the advantages and disadvantages of these programs for an organization that has employees taking leave? What are the advantages and disadvantages of these programs for families? Answer: Refer to the text, family-friendly policies: personal leave systems. Government-Sponsored Parental Leave Benefits Comparison: 1. Canada: • Parental Leave: Up to 61 weeks (shared between parents), with a benefit rate of 55% of the average weekly earnings up to a maximum amount. • Maternal Leave: Up to 15 weeks, with similar benefits to parental leave. 2. United States: • Parental Leave: The Family and Medical Leave Act (FMLA) provides up to 12 weeks of unpaid leave for eligible employees. Benefits and pay are not mandated. • Maternal Leave: No specific federal policy, but may be covered under FMLA. 3. United Kingdom: • Parental Leave: Up to 52 weeks of maternity leave (39 weeks paid at a rate of £172.48 per week or 90% of average weekly earnings, whichever is lower) and up to 2 weeks of paternity leave. • Shared Parental Leave: Up to 50 weeks (paid at the same rate as maternity leave). Impact on Work-Family Conflict: a. Policies’ Impact: • Canada: Generous paid leave reduces work-family conflict by providing financial support and time to bond with the child. • US: Limited or unpaid leave can increase work-family conflict due to financial strain and job security concerns. • UK: Comprehensive paid leave helps balance work and family roles with a longer duration of support. b. Advantages and Disadvantages for the Person Taking Leave: • Canada: Advantage: Paid leave helps financially. Disadvantage: Benefits may be capped. • US: Advantage: Job protection under FMLA. Disadvantage: No pay during leave. • UK: Advantage: Paid leave and flexibility. Disadvantage: Potential pressure to return to work earlier. c. Advantages and Disadvantages for the Organization: • Canada: Advantage: Improved employee retention. Disadvantage: Temporary staffing costs. • US: Advantage: Lower immediate costs due to unpaid leave. Disadvantage: Higher turnover and training costs. • UK: Advantage: Lower turnover due to better support. Disadvantage: Higher costs and potential productivity impact. d. Advantages and Disadvantages for Families: • Canada: Advantage: Financial stability and bonding time. Disadvantage: Potentially lower income due to benefits cap. • US: Advantage: Job protection. Disadvantage: Financial strain and reduced bonding time. • UK: Advantage: Generous paid leave and flexibility. Disadvantage: Potential pressure to return to work sooner. 4. Each year, Report on Business magazine releases a ranking of the Top 50 Employers in Canada. Access a “50 Best Employers” list from a recent year, and search the websites of five of these top employers. Assess the extent to which they offer work/family-friendly and worksite health promotion programs. Describe some of the programs they offer. Answer: Student responses will vary. Assessment of Work/Family-Friendly and Worksite Health Promotion Programs: 1. Google Canada: • Work/Family-Friendly: On-site childcare, flexible working hours, and parental leave benefits. • Health Promotion: On-site health services, fitness centers, and wellness programs. 2. Microsoft Canada: • Work/Family-Friendly: Generous parental leave, flexible work options, and childcare support. • Health Promotion: Comprehensive health benefits, wellness programs, and mental health resources. 3. Salesforce Canada: • Work/Family-Friendly: Paid parental leave, flexible schedules, and family support programs. • Health Promotion: Wellness reimbursements, mental health resources, and on-site health services. 4. RBC (Royal Bank of Canada): • Work/Family-Friendly: Parental leave, family support programs, and flexible work arrangements. • Health Promotion: Wellness programs, fitness memberships, and health workshops. 5. TD Bank: • Work/Family-Friendly: Paid parental leave, flexible working options, and family support initiatives. • Health Promotion: Health and wellness programs, fitness incentives, and employee assistance programs. Summary: Top employers in Canada typically offer robust work/family-friendly programs including generous parental leave, flexible work options, and childcare support. Their health promotion programs often include wellness initiatives, fitness facilities, and mental health resources, demonstrating a commitment to employee well-being. Exercises 1. With a small group of classmates, discuss the following scenario: Your current work hours are Monday to Friday, 9 to 5. At present, the start time of 9 a.m. is strictly enforced. The company is considering implementing a new flextime approach to work scheduling. Under this program, employees will be able to start their eight-hour workday any time between 7 a.m. and 11 a.m. However, each employee must work a continuous shift (i.e., there is no flexibility midday). Answer: Each person in the group should reflect on how such a change would benefit or disadvantage him/her in present circumstances. The group should discuss how the move to flex time might impact the following individuals or groups: A working parent who has small school-age children. Someone who is not a morning person. A person who commutes a long distance to work. An individual who has substantial elder care responsibilities. Coworkers of individuals who opt to use the flexitime arrangement. The organization implementing the change. 2. What other types of flexible scheduling might help some of these people manage their multiple responsibilities to work and family? Answer: Potential employee benefits include the following: They can deal with child care and elder care more effectively. They can attend medical or personal appointments without using scheduled vacation days or losing wages. They can travel to work during non-peak hours. It allows for more coordination around family activities. It allows for more control over their lives. It increases the amount of control and choice individuals have over their work and family schedule. Some potential employer benefits include: It reduces absenteeism and turnover. It increases productivity. It allows employees to work during their more productive hours. Hours of operation can be extended. It increases recruitment and retention. It leads to greater employee responsibility and commitment. Employees learn and can do more than one job. Employee concerns that may need to be addressed range from loss of pension and overtime benefits to being perceived they lack commitment to their job. Two others are the need for increased communication, interaction, and coordination between supervisors and employees, and cost management issues. Flexible work arrangements that might help employees manage their multiple responsibilities to work and family include job sharing, job splitting, and telecommuting. 3. In this chapter we have discussed the importance of evaluating health promotion programs. For any program, a number of outcome variables might offer insight into the success or failure of the program. One approach would apply the four types of strain introduced in Chapter 7 (organizational, psychological, physical, behavioural). With your classmates, brainstorm some of the pertinent outcome variables relating to each of these broad categories; then incorporate those variables into each of the following types of health-promotion programs. The group should also consider how they might measure each of these variables. smoking cessation on-sSite physical fitness centre lunchtime weigh watcher’s program off-site, call-in EFAP subsidized yoga classes Answer: Refer to OH&S Notebook 14.2, “Building a Business Case for Wellness,” and OH&S Notebook 14.3, “Using Evaluation to Build a Business Case for Health Promotion and Family-Friendly Programs.” Outcome Variables for Health Promotion Programs: 1. Smoking Cessation: • Organizational: Reduction in absenteeism related to smoking-related illnesses. • Psychological: Improvements in employee stress levels and satisfaction. • Physical: Decrease in smoking-related health issues and improvement in general health metrics. • Behavioral: Higher rates of smoking cessation and reduced cigarette consumption. • Measurement: Surveys on smoking habits, health assessments, and attendance records. 2. On-Site Physical Fitness Centre: • Organizational: Increased productivity and reduced sick leave. • Psychological: Enhanced job satisfaction and reduced stress. • Physical: Improvement in employees' fitness levels and health indicators. • Behavioral: Increased gym attendance and regular exercise routines. • Measurement: Fitness assessments, usage statistics, and employee surveys. 3. Lunchtime Weight Watchers Program: • Organizational: Reduced absenteeism and lower healthcare costs. • Psychological: Improved mood and reduced stress related to weight management. • Physical: Decrease in average weight and improvement in health markers. • Behavioral: Higher participation in weight management activities. • Measurement: Weight tracking, participation rates, and health surveys. 4. Off-Site, Call-In Employee Family Assistance Program (EFAP): • Organizational: Reduction in workplace conflict and absenteeism. • Psychological: Improved mental health and reduced stress levels. • Physical: Decrease in health issues related to stress and mental health. • Behavioral: Increased utilization of counseling services and improved coping strategies. • Measurement: Usage statistics, employee feedback, and health outcomes. 5. Subsidized Yoga Classes: • Organizational: Reduction in stress-related absenteeism and improved productivity. • Psychological: Enhanced mental well-being and job satisfaction. • Physical: Improvement in flexibility, strength, and overall physical health. • Behavioral: Increased participation in yoga classes and regular practice. • Measurement: Class attendance records, health assessments, and employee satisfaction surveys. Cases Case 1: Mandatory Aerobics Answer: Refer to Discussion Question 1 Case 2: Evaluating the Benefits of WHPs Answer: Refer to OH&S Notebook 14.2, “Building a Business Case for Wellness,”and OH&S Notebook 14.3, “Using Evaluation to Build a Business Case for Health Promotion and Family-Friendly Programs.” Organizations use a broad range of family-friendly and health promotion programs, but there has been little research on whether these programs offer measurable benefits to organizations. There is some evidence that some family-friendly and health promotion programs have a positive effect on employees experiencing work–family conflict and developing healthy behaviours. To present a case for implementing and maintaining support for these programs, the HRM will have to research and keep data on current studies (online statistical reports are listed below) showing that these workplace wellness programs have a positive effect on organizational outcomes (i.e., have positive cost benefits). A needs assessment would need to be conducted (what is the problem? what is the solution?). Programs would need to be integrated into the strategic business plan. Employees would need to be involved in workplace health decisions. Communication, learning, and change management plans would need to be developed, and performance management and program evaluation systems would need to be incorporated. As HRM, you will need to collect data and evaluate the success of the family-friendly and health promotion programs within your organization (pre and post intervention assessments, surveys, participation). Employers and HRMs need to create data systems to review, identify, analyze, and measure improvements using some of the following data: absenteeism and turnover medical expenses disability management practices and policies (including STD and LTD) health costs health and safety issues workplace issues family-friendly, health promotion, and EAP programs WCB claims and premiums improved health and reduced work–family conflict stress recruitment and retention morale and job satisfaction employee health while at work This data is also essential in obtaining and maintaining organizational support for workplace health management programs. This data will answer critical questions concerning the organizations direct and indirect health costs and the effect of the organizations investment into health management systems. You will want to use quantitative data, have calculations estimations prepared and be able to talk about critical success factors. Case 3: Job Sharing in a Telecommunications Firm Answer: Refer to the Canadian Centre for Occupational Health and Safety, www.ccohs.ca/oshanswers/psychosocial/flexible.html. Solution Manual for Management of Occupational Health and Safety Kevin E. Kelloway, Lori Francis, Bernadette Gatien 9780176532161, 9780176657178