Managing stress – a manager’s guide Author: Ray Braithwaite

Updated Date: 28 April 2017

Publication Date: 21 October 2010

Photo: S Tatiana Shepeleva/Fotolia

• Introduction

• Why take action?

• How is stress viewed in your workplace?

• How does stress show itself

• Six key areas of work to consider

• Impacts of the workplace culture

• Workplace bullying

• Risk assessment for workplace stress

• Additional reading

Introduction

This is a practical guide designed as a dual purpose tool, to enable social work team

managers to consider how best to manage:

(a) their personal stress, and

(b) stress in their staff.

It briefly explores what stress and its impact and is before taking you through

suggested steps and tips to identify strengths and problem areas in your team and

organisation and find strategies for improvement. The exercises could be used

individually as you reflect on your team and how to approach stress or as discussion

activities with staff.

Why take action on stress?

Stress is a serious problem in our sector. According to the Health and Safety

Executive’s (HSE) 2016 Labour Force Survey:

• The industries that reported the highest rates of total cases of work-related

stress (three-year average) were public administration and defence, health and

human services and education.

• The occupations that reported the highest rates of total cases of work-related

stress (three-year average) were ‘welfare professionals’, followed by nurses

and teachers,

• The biggest cause of work-related stress was workload, followed by a lack of

managerial support, organisational changes at work, violence and role

uncertainty.

Work-related stress means workers don’t perform at their best and chronic stress can

lead to absence from work. Across the whole labour force, the HSE survey estimated

that work-related stress, depression or anxiety accounted for an estimated 11.7

million lost working days in Britain in 2015-16 (around 24 days off work per

individual).

Employers’ legal duties

Under the Management of the Health and Safety at Work Regulations (1999),

employers have a duty to assess the risk of stress-related ill health arising from work

activities, and, under the Health and Safety Act 1974, must take measures to control

the risk of it occurring.

If this does not take place under current health and safety legislation, individuals

within the organisation may be fined or imprisoned and the responsibility for

ensuring compliance with health and safety usually lies with the manager.

Tackling work-related stress can improve:

• employee commitment to work;

• levels of absenteeism;

• staff relations;

• work performance;

• morale;

• the image of the organisation.

Positive employee mental health and wellbeing and the prevention of stress are now

recognised as having a significant impact on performance. See the box for

employers’ responsibilities in relation to the risk of stress.

As a team manager, it’s vital to keep thinking about both what you as an individual

manager do to promote the positive mental health and wellbeing of staff and also

what the wider organisation does. Stressed social workers can easily lead to a

stressed manager – being able to reflect on what you are able to change or influence

yourself and what you need to refer upwards can help you avoid this. A clear

understanding of employers’ duties can support you in making your case for more

resources, for example.

How is stress viewed in your workplace?

Some understandings and definitions of stress appear to suggest an inability of the

individual to cope under pressure. This inability to cope can then be perceived as a

sign of weakness, a lack of emotional strength or mental fortitude.

A good starting point in the management of stress therefore is for managers and

teams to identify their attitude towards this issue and consider if this attitude is a

barrier or aid to the management of stress. Identifying unhelpful attitudes gives the

opportunity to manage them. The exercise in the box below can be done either

individually or with a team or group.

Exercise 1

Draw up a list of the thoughts you hold about “stress” using the following

introduction:

I think stress is……

Now consider which of these may be identified as a barrier to managing the issue.

Next, identify what can be done to turn this barrier into an aid to managing the issue.

Initial ideas might include:

• It’s a response to overwork.

• Stress can be positive – it stimulates.

• It’s experienced by people who shouldn’t be in the job.

• It’s a sign of weakness.

• It’s a part of the job.

• People should toughen up.

Do you agree with any of these? If you don’t agree, how do you define stress

instead?

A definition for stress which removes the element of the individual being perceived

as inadequate or incapable is the one used by the Health and Safety Executive (HSE):

Stress is the adverse reaction people have to excessive demands or other types of

pressure placed upon them.

Exercise 2

Make a list of “excessive demands” experienced at work.

List any “adverse reactions”.

Say what you do to manage these reactions.

How does stress show itself?

Adverse reactions experienced can include:

Emotional symptoms Cognitive symptoms • moodiness • short temper • irritability • anger • feeling overwhelmed • unhappiness • depression

• indecisiveness • memory loss • inability to concentrate • poor judgement • constant worrying • fear

Physical symptoms Behaviour symptoms • headaches • migraine • muscle tension • high blood pressure • skin disorders • hair loss • lowering of libido • frequent colds or minor ailments

• sleep disorder • eating disorders • excessive procrastination • increased use of alcohol/tobacco • noticeable changes in behaviour • hostility towards others

The HSE definition allows the manager to identify stress as a person’s reaction to an

event, or series of events, and provides advice on spotting and intervening to

manage it after the event. In addition, and perhaps more fundamentally, its

management standards approach to managing stress gives managers a framework

for managing the potential for stress before it occurs.

The management standards approach

The HSE management standards define the characteristics, or culture, of an

organisation where the risks from work-related stress are being effectively managed

and controlled.

They cover six key areas of work design which, if not properly managed, are

associated with poor health and well-being, lower productivity and increased

sickness absence. In other words, the six management standards cover the primary

sources of stress at work. These are:

Demands: This includes issues such as workload, work patterns and the work

environment.

Control: How much say the person has in the way they do their work.

Support: This includes the encouragement, sponsorship and resources provided by

the organisation, line management and colleagues.

Relationships: This includes promoting positive working to avoid conflict and dealing

with unacceptable behaviour.

Role: Whether people understand their role within the organisation and whether the

organisation ensures that they do not have conflicting roles.

Change: How organisational change (large or small) is managed and communicated

in the organisation.

The management standards represent a set of conditions that, if present, reflect a

high level of health well-being and organisational performance.

Demands

The standard is that:

– Employees indicate that they are able to cope with the demands of their jobs.

– Systems are in place locally to respond to any individual concerns.

What should be happening/states to be achieved:

• The organisation provides employees with adequate and achievable demands

in relation to the agreed hours of work;

• People’s skills and abilities are matched to the job demands;

• Jobs are designed to be within the capabilities of employees;

• Employees’ concerns about their work environment are addressed.

Exercise 3

In supervision or with your team discuss:

• What needs to be done to ensure the demands placed on staff are not

excessive?

• What needs to be done to ensure skills and abilities are matched to enable the

job to be done?

• What concerns about the work environment do staff have and how may these

be addressed?

In addition, organise a simple annual decluttering of all the accumulated rubbish in

the office which could improve the environment doing this is simple, demonstrative

and cost free.

It is expected that repetitive and monotonous work is kept to a minimum and staff

are provided with a comfortable and safe work environment where the threat of

aggression from members of the public is managed. This includes work away from

the office and the issue of lone working, which generates high levels of stress in

some staff and must be regularly risk assessed.

Control

The standard is that:

– Employees indicate that they are able to have a say about the way they do their

work.

– Systems are in place locally to respond to any individual concerns.

What should be happening/states to be achieved:

• Where possible, employees have control over their pace of work;

• Employees are encouraged to use their skills and initiative to do their work;

• Where possible, employees are encouraged to develop new skills to help them

undertake new and challenging pieces of work;

• The organisation encourages employees to develop their skills;

• Employees have a say over when breaks can be taken; and

• Employees are consulted over their work patterns.

Exercise 4

For team discussion (or for individual consideration)

• Do you feel you have a say in the way you undertake your work?

• Do you feel you are able to show initiative and use the full range of your

skills?

• Does the organisation give sufficient commitment to allowing you to develop

new skills?

• What needs to be done to maintain or improve any of the above especially in

a time of change?

Support

Photo: Community Care Inform

The standard is that:

– Employees indicate that they receive adequate information and support from their

colleagues and superiors.

– Systems are in place locally to respond to any individual concerns.

What should be happening/states to be achieved:

• The organisation has policies and procedures to adequately support

employees;

• Systems are in place to enable and encourage managers to support their staff;

• Systems are in place to enable and encourage employees to support their

colleagues;

• Employees know what support is available and how and when to access it;

• Employees know how to access the required resources to do their job;

• Employees receive regular and constructive feedback.

•

Exercise 5

Do you have a supervision policy at an organisation, service or team level? Discuss

with staff the format and content of supervision, including whether to use a reflective

or task-oriented model. How could it be improved?

You might discuss whether to operate a “buddy” or peer supervision system or

discuss the use of constructive criticism.

Relationships

The standard is that:

– Employees indicate that they are not subjected to unacceptable behaviours, for

example bullying.

– Systems are in place locally to respond to any individual concerns.

What should be happening/states to be achieved:

• The organisation promotes positive behaviours at work to avoid conflict and

ensure fairness;

• Employees share information relevant to their work;

• The organisation has agreed policies and procedures to prevent or resolve

unacceptable behaviour;

• Systems are in place to enable and encourage managers to deal with

unacceptable behaviour;

• Systems are in place to enable and encourage employees to report

unacceptable behaviour.

Exercise 6

Dignity at work policies generally cover the management of bullying – if you have

such a policy, put it on the agenda to be considered and discussed at a team

meeting.

If you do not have one, identify with your staff the procedures you have to deal with

such behaviours or what procedures should be put in place (see Impacts of the

workplace culture on managing stress).

Role

Photo: Dom Pates/Flickr

The standard is that:

– Employees indicate that they understand their role and responsibilities.

– Systems are in place locally to respond to any individual concerns.

What should be happening/states to be achieved:

• The organisation ensures that, as far as possible, the different requirements it

places upon employees are compatible;

• The organisation provides information to enable employees to understand

their role and responsibilities;

• The organisation ensures that, as far as possible, the requirements it places

upon employees are clear; and

• Systems are in place to enable employees to raise concerns about any

uncertainties or conflicts they have in their role and responsibilities.

Exercise 7

1. What conflicting demands are placed upon (a) you and (b) your staff?

2. What do you do to ensure you and your staff have a clear understanding of where

your work fits into the aims of the organisation?

3. What do you do to ensure role ambiguity is kept to a minimum in (a) yourself and

(b) your staff?

4. In the last five years what have been the major changes in (a) your role and (b)

your staff’s roles and how have these been managed?

Change

The standard is that:

– Employees indicate that the organisation engages them frequently when undergoing

an organisational change.

– Systems are in place locally to respond to any individual concerns.

What should be happening/states to be achieved:

• The organisation provides employees with timely information to enable them

to understand the reasons for proposed changes;

• The organisation ensures adequate employee consultation on changes and

provides opportunities for employees to influence proposals;

• Employees are aware of the probable impact of any changes to their jobs. If

necessary, employees are given training to support any changes in their jobs;

• Employees are aware of timetables for changes; and

• Employees have access to relevant support during changes.

Exercise 8

Discuss with staff:

– How does the organisation manage change?

– What sort of employee consultation happens when change is to take place?

– Do staff understand the reasons behind proposed changes?

Then brainstorm ideas for ensuring staff are fully informed and fully utilised in the

change process.

Identify five of the ideas to take forward and decide how to put these into action.

Impact of the workplace culture on managing stress

Organisational culture is a fundamental element in whether work-related stress is

reduced or maintained. This culture may have been in existence for years or it may

be established by a new appointment of a key figure(s).

High levels of stress will be found:

• in staff who feel unsupported;

• in situations where there are excessive demands, such as high caseloads

comprised of complex and difficult situations;

• where staff feel pressurised in completing work;

• where people fear making mistakes.

A healthy organisational culture is one where open and honest communication exists

at all levels, and where staff feel encouraged, enabled and supported to deal with the

often difficult and highly complex situations they face. It is one where mistakes are

understood, where a blame culture is not allowed to flourish and one where mutual

respect is established.

The goals for the manager in achieving this must be to:

• Encourage and enable staff – this may be done via praise for a job well done

and by the use of constructive and not destructive criticism; an outline is

provided below.

• Establish systems of good communication between employees and

management.

• Take work-related stress seriously and respond proactively and positively to

concerns raised.

• Ensure staff consultation is a dynamic within the organisation.

• Support staff via supervision, team meetings, induction and training.

• Provide appropriate and adequate resources for the work.

• Recognise the problems early and intervene appropriately for a speedy

resolution.

• Discourage the working of long hours.

• Encourage the taking of leave and other entitlements.

• Ensure appropriate systems are in place to support you.

• Provide a demonstrative model which embodies the above.

Exercise 9

How would you describe your workplace culture?

a) at the micro level (the team)?

b) at the macro level (the organisation)?

Next decide what needs doing to improve either or both the above and work out

how this may be achieved.

One strategy – constructive feedback

Constructive feedback is the process whereby information is provided to an

individual or group of workers about performance or behaviour in a manner which

the person(s) perceive as helpful and which will enable them to change future

performance. Constructive feedback:

• Has been found to be most helpful when invited and agreed by all concerned.

• Is most productive when given within three days of the event concerned.

• Is given by one individual who uses “I” terminology.

• Focuses upon performance and/or behaviour.

• Seeks clarification from the person concerned, for example: “David, do you

remember yesterday when you gave that report to Susan? Tell me what

happened.”

• Links performance and/or behaviour to the impact upon person giving

feedback or upon person on receiving end of performance/behaviour. For

example, Susan might say: “When you gave me the report yesterday, David, you

shouted at me and I found it really distressing.” And a manager might say:

“David, when you gave Susan the report you shouted and it really upset Susan.“

• Provides an alternative way to achieve what the previous performance/

behaviour sought to achieve. For example, Susan might say to David: “If you

need to criticise my report, just tell me what’s wrong with it and how you think it

could be improved.” And the manager might say: “If you want to talk to her

about it. that’s fine; I’m sure she would welcome your comments.”

• Provides a reason. For example, Susan might say: “We need to work together in

the future but if you shout at me I can’t work with you.” And the manager

might say: “You need to work together in the future. So no more shouting. And

I’d also like you to apologise to Susan.”

• Is concerned for the person who is receiving the constructive criticism, for

example: “You’re not normally like that and I don’t want people to get the

wrong impression of you.”

• Asks for feedback: “Are you OK with what I’m saying?”

Workplace bullying

Workplace bullying is identified as one of the greatest sources of stress employees

can endure, although organisations and managers are often slow to react to cases of

bullying because bullying is not always accepted as a credible label for the kind of

abuse that employees face in the workplace. (Alker, 2010) Understandings of what

constitutes bullying vary – there is no standard definition (although the related

concept of harrassment has a legal definition and protections in the Equality Act

2010 and other legislation). Acas (Advisory, Conciliation and Arbitration Service), the

organisation that supports employers and employees to resolve workplace problems,

suggests a description of:

offensive, intimidating, malicious or insulting behaviour, an abuse or misuse of power

through means that undermine, humiliate, denigrate or injure the recipient.

(Acas, 2014)

In its 2016 paper on workplace trends, Acas said workplace bullying appeared to be

on the rise, although this could be that more organisations having official anti-

bullying policies and awareness of the issue means people are more like to seek help.

It found a strong correlation between restructuring and organisational change and

increased rates of workplace bullying, particularly where change is driven by cost and

productivity. Research from Cardiff University (Fevre et al, 2011) found that two-

thirds of incidents of unreasonable treatment in the workplace were blamed on

employers, managers or supervisors. There is little research on the extent of bullying

specifically within social work; various studies show that the prison service, healthcare

and education sectors and telecoms workers have the highest levels of bullying

(Cartwright and Cooper, 2007).

Exercise 10

Discuss what forms bullying can take.

What can be done to manage a bullying colleague or manager?

As a manger there are a number of strategies for managing workplace bullying to

offer staff:

• Openly discuss the topic.

• Actively promote a working environment where bullying is less likely to

flourish, where staff feel empowered to challenge bullying.

• Gather information.

• Raise awareness of your agency’s policy on the issue.

• Take immediate action by dealing with situations at a low level before they

escalate.

• Look at Bullying at work, a website containing information on workplace

bullying.

Risk assessing workplace stress

The following outline is based upon the Health and Safety Executive’s five-step

model for completing risk assessments.

Stage 1: Identify the risk(s). Discuss with all staff who are involved. Take into account

feelings of vulnerability and previous incidents. Establish a recording system in order

to gather information.

Stage 2: Decide who could be harmed and how. This may be a specific worker or

group of workers and the harm may be either physical or psychological.

Stage 3: Evaluate the level of risk, based upon your knowledge, skills and discussion

with individuals. If the level is considered to be:

• High – immediate action must now follow to reduce the level.

• Medium – action to be put into place to reduce.

• Low – no action is required.

Stage 4: Identify the measures taken to reduce the risk – “reasonable practicable”

measures must be taken to reduce risks. In effect, this means taking action which the

“average” person would deem to be acceptable. The taking of no action is not

acceptable and the argument of “no money” to safeguard staff is not acceptable.

Stage 5: Review and assess the effectiveness of the measures taken. The review may

occur within a short time period, after a change to the circumstance but at any rate

no longer than six months.

Risk assessment for stress

1. Identify the stressor.

• This may be a new piece of work, an element of change, a dangerous

practice issue etc.

2. Who may be harmed and how?

• You may have specific individuals to consider as people respond differently to

situations. Write in which apply and briefly say why.

3. Which of the stressors apply? (demands/control change/role

relationships/support)

• Write in which apply and briefly say why.

4. Level of concern (high, medium or low)

• Any ‘HIGH’ situations should attract immediate attention.

5. What needs doing?

• Make a list of “reasonably practicable” measures – this may include training,

precautions taken, information provided, instructions given. Outline any action

plans – say who will do what and within what timeframe.

6. What else is required?

• Include any other action which may help.

Signed:__________________________ Dated:______________

Review date:_________________

Exercise 11: Consider the following example and complete the final section “What

else is required?”

Risk assessment for stress

1. Identify the stressor.

Proposed increases to workload as vacancies will not be filled

2. Who may be harmed and how?

Jillian – new to post, feels overwhelmed – increased stress.

Ahmed – been operating at maximum capacity for three months – increased

irritability and some negativity expressed

3. Which of the stressors apply?

(demands/control/change/role/relationships/support)

Jill: ROLE – Jill is unsure of her job

Ahmed: DEMANDS – Ahmed may be Ok with current situation but need to check.

4. Level of concern (high, medium or low)

Jill: MEDIUM

Ahmed: HIGH

5. What needs doing?

Jill: Arrange buddy system – discuss with her in next supervision on 6.05.17.Ensure

induction is completed by 12.05.17.

Ahmed: Will discuss in supervision tomorrow am – identify any work areas which

may be postponed plus any ideas he has.

6. What else is required?

Jill:

Ahmed:

Signed:__________________________ Dated:______________

Review date:_________________

Home stressors impacting on work

Remember stress is not the event, it is our reaction to the event and an event may

have been ongoing for many years or be of sudden onset.

There are major events in everyone’s life which are identified as potential stress

minefields. Below is a fairly typical list and the suggestion is that the more a person

ticks the more likely they are to be prone to experience stress. However, sometimes

only one of these events is enough to trigger the effects of stress, as any major life

event can become the catalyst tipping an individual into crisis.

Tick any of these have you experienced in the last two years

• Death of a loved one

• Death of a loved animal

• Traumatic event

• Bad Christmas/holiday

• Starting new/ending old job

• Court appearance

• Ending a relationship/relationship ended

• Marriage

• Pregnancy and/or birth

• Change in living arrangements

• Significant injury

• Significant injury to loved one

• Stopped smoking

• Increased alcohol

• Drug intake

• Imposed changes

• Money worries

• Rejection

• Need to make unpleasant decisions

• Fear or increased anxiety levels

• Lowering in confidence levels

• Poor sleep

• Poor diet

• Significant life event not covered above.

Be prepared, if the person is close to their coping level (and they may not recognise

that fact) any major life event can trigger an adverse reaction. If you are aware of the

possibility of a major life event occurring you may be able plan beforehand how to

look after you (or your staff member) before, during or following the event.

Tips for self care

Team and middle managers are facing enormous stress in their jobs, and can often

feel like they’re acting as a “buffer” between senior management and frontline staff,

particularly when the organisation hits difficult times or periods of change. This can

lead to feelings of isolation and anxiety or feeling disillusioned and demoralised

about your role.

Clearly there are limits to how much individual managers can influence

organisational change, for example, but there are strategies that can help you

manage your reactions to the event and thus reduce stress. For example:

When you are experiencing stress what happens to

you?

What triggers this reaction? What do/can you do in the future to discharge or manage the stress?

I wake in the night Worrying about an event Keep a pen and paper by my bed to make a note of my concern

2. 3. 4.

Learn to spot your own triggers and how to manage or avoid them – the following

tips may help:

• Maintain a work/life balance: long hours are not only destructive to your

personal life outside work but have also been linked to a range of health

problems, including insomnia, high blood pressure and heart attacks.

• Relaxation: try each day to make an opportunity to relax: a stroll in a nearby

park or simply give yourself a few minutes to regulate your breathing – a few

deep breaths, repeated slowly will help.

• Get support: If you’re feel isolated and caught in the middle of senior

management and frontline staff, ask for help from senior management for

what you are dealing wiht and look for support from colleagues at a similar

level, share ideas and best practice tips. You could join a networking group in

your specialist area – informal advice from external sources can help to put

things in perspective.

• Stop being overly critical of yourself: Frequently we blame ourselves for

situations where we wish we had done more, the “if only I’d” syndrome – “if

only I’d moved that chair it wouldn’t have happened.” Well, perhaps it may

not have happened and learning from an event and changing our future

actions is not the same as continually blaming ourselves. Remind yourself you

are human and making mistakes is part of the human condition.

• Visualisation: described as a little like day-dreaming but perhaps more

controlled; to help relax think of a really pleasant event or place.

• Exercise: this can help improve blood flow and provide thinking time.

• Manage food and drink: avoid over-consumption of ‘junk’ food with an excess

of salt or over-reliance on stimulants such as caffeine, sugar, alcohol, nicotine.

• Notice thought processes: it’s a basic principle of approaches such as

cognitive behavioural therapy (CBT) that what we think influences our

behaviour and mood. Be aware of when this is happening; trying to remain

positive in your thinking can help.

• Practice smiling: a smile can trick the mind into attempting to emulate the

emotion connected with the smile and can also be contagious.

• Avoid negative people: don’t be drawn down by their negativity.

• Praise yourself for your achievements: something we tend not to do because

we think it is inappropriate yet we will frequently criticise ourselves.

• Listen to the good news people give you or good things people say about

you: do not dismiss it. Think about installing a “good news” bulletin board in

the office and get staff to pin up any thank-you letters or other elements of

good news.

• Give genuine praise to others for their efforts: it helps us feel good about

ourselves.

• Reduce the unrealistic demands you place on yourself.

• Deal constructively with any personal anger. Get it off your chest and talk to

others about it, with potential solutions if possible, or talk to the person who

has generated this within you if you can.

• Learn assertiveness skills for managing conflict and hostility. (see Community

Care Inform’s guide to managing conflict in the team.)

References

Acas (2014)

Bullying and harassment at work: a guide for managers and employers

Acas

Alker L (2010)

‘Workplace bullying: The dark side of organisational life‘

The Great Debate

Thomson Reuters

Braithwaite, R (2007)

Stress at work and how to reduce it – a manager’s guide

Pavilion

Further reading

You may also be interested in Community Care Inform’s guides to compassion

fatigue and secondary trauma which includes tips for teams and managers on self-

care to avoid burnout, talking about emotions in supervision, developing emotional

resilience in social workers and coping with frightening work situations.

Or find further resources in our management and supervision knowledge and

practice hubs.

Cartwright S and Cooper C (2007)

‘Hazards to health: The problem of workplace bullying‘

The Psychologist, Volume 20, pp284-287

Clarke C and Cooper C (2004)

Managing the Risks of Workplace Stress

Routledge

Fevre, R, Lewis, D , Robinson, D, Jones, T (2011)

Insight into ill-treatment in the workplace: patterns, causes and solutions

Cardiff University

Health and Safety Executive (2007)

Managing the causes of work-related stress: A step-by-step approach using the

Management Standards

HSE

Randall, R, Griffiths, A and Cox T (2005)

‘Evaluating Organisational Stress-management Interventions Using Adapted Study

Designs‘

European Journal of Work and Organisational Psychology, Volume 14, Issue 1, pp23-

41

Rooney, JA and Gottlieb, BH (2007)

‘Development and Initial Validation of a Measure of Supportive and Unsupportive

Managerial Behaviours‘

Journal of Vocational Behavior, Volume 71, Issue 2, pp186–203

Schaubroeck, J, Walumbwa, F, Ganster, D and Kepe, S (2007)

‘Destructive Leadership Traits and the Neutralising Influence of an ‘Enriched’ Job‘

Leadership Quarterly, Volume 18, Issue 3, pp236-251

Seltzer, J and Numerof, RE (1998)

‘Supervisory Leadership and Subordinate Burnout’

Academy of Management Journal, Volume 31, pp439–446

Unison (2013)

Tackling bullying at work: A Unison guide for safety reps

Unison