Psychosocial Hazards

Job demands refers to the levels of physical, mental, or emotional effort required to do the job. These demands have the potential to become hazardous when they are excessively high or low, especially if they are severe, prolonged, or frequent. Below are examples of job demands.

High physical demands

• working long hours or not having enough breaks
• performing physically tiring tasks (for example, lifting heavy boxes)
• high workload

High cognitive demands

• lacking the right skills or training for the task
• not having systems in place to prevent individual errors, particularly when errors may have severe consequences
• needing to quickly assess complex situations, reach sound judgments and make effective decisions under pressure
• making complex decisions in situations with no guidelines or procedures

High emotional demands

• supporting people in distress (for example, giving bad news)
• dealing with customer or client complaints and aggressive behaviour
• displaying false emotions (for example, being friendly to difficult customers)

Working hours

• shift work
• unpredictable work hours
• rigid scheduling (lack of flexibility)
• inability to disconnect from work
• mandatory overtime

Workload

• inability to finish tasks in allotted time
• working extra, unpaid hours to finish tasks
• inability to take scheduled breaks

Low job demands

• experiencing long idle periods, particularly if employees cannot perform other tasks
• carrying out monotonous or repetitive tasks 

Suggested actions for Job Demands

High physical demands

• identify the physical demands required to do the job
• proactively identify risk factors by completing ergonomic assessments

• update job descriptions to clearly outline job demands and expectations
• provide prevention-based training during onboarding and on an ongoing basis

High cognitive demands

• update job descriptions to clearly outline job demands and expectations
• during onboarding, inform employees of the cognitive demands required to perform the job and associated job tasks
• alternate cognitive tasks with physical tasks
• use efficient work processes to support cognitive load such as taking written notes when working in the community or away from the office environment
• offer tools for work performance and organization, such as reminder systems, checklists, quality indicators, and resource plans
• provide quiet spaces for employees doing mentally demanding work

High emotional demands

• update job descriptions to clearly outline job demands and expectations
• plan work activities to ensure employees are not required to approach difficult client situations on their own
• ensure there is supervision available so employees can reach out for support to deal with challenging situations
• provide employees/managers with breaks and opportunities to get distance from and/or debrief about emotionally demanding situations
• rotate tasks and activities to ensure there isn’t overexposure to emotionally demanding activities

Working hours

• where possible, offer flexible work arrangements
• where possible, consider worker input when scheduling shifts
• give employees advance notice of changes in shift schedules
• ensure structures are in place to allow workers to take regularly scheduled breaks
• assess and limit accumulated vacation time
• provide fatigue management education and training

Workload

• plan non-urgent work during quieter periods
• find efficiencies (for example, re-design processes to reduce double-handling)
• minimize the risk of mistakes (for example, use systems to capture important information and generate reminders) 
• schedule enough time for difficult tasks to be completed safely
• offer new employees extra time, supervision or support
• increase flexibility in emotional situations (for example, allow exceptions when appropriate to prevent customer aggression) 

Low job demands

• limit tasks that under-use employees' skills
• consult with employees about the opportunity to broaden the scope of their job by expanding the range of tasks assigned to them
• rotate tasks to avoid repetitive and monotonous work

Low job control means employees have little control or say over their work. This includes how or when the job is done. It becomes a hazard when it is severe, prolonged or frequent. Examples include:

• having little say over break times or when to switch tasks (for example, work is machine or computer paced)
• needing permission for routine or low risk tasks (for example, ordering standard monthly supplies or sending a low-risk internal email)
• strict processes that can’t be changed to fit the situation
• employee level of autonomy doesn’t match their role or abilities (for example, supervisors don’t have enough authority to do their jobs well)

Suggested actions for low job control

• give supervisors more decision-making power
• streamline decision making for low-risk or routine tasks
• have flexible processes that can be adjusted for different situations (for example, allow employees’ discretion when dealing with aggressive customers)
• give employees control over their workflow (for example, allow employees to switch tasks or pause machine-paced work to manage fatigue)
• plan any additional regular hours in advance with employees (for example, be transparent about extra hours during peak seasons), consult with employees on the work and any planned changes (for example, discuss work challenges and solutions during team meetings)

Lack of role clarity occurs when employees are uncertain about their job responsibilities or expectations. This often happens when they are not provided with adequate information or when conditions keep changing. It becomes a hazard when it is severe, prolonged, or frequent. Examples include:

• overlapping responsibilities
• unclear roles and reporting lines
• conflicting or frequently changing expectations and work standards
• not being given information needed to do the job
• uncertain work priorities and ambiguity
• miscommunication and confusion about role requirements

Suggested actions for lack of role clarity

• update job descriptions to clearly outline key tasks, responsibilities, and expectations
• provide an organizational chart that gives a clear view of the structure, reporting lines and communication channels
• ensure employees understand who is doing what, particularly if employees share tasks or responsibilities
• revise or clarify any tasks or processes that often cause conflict, confusion, or mistakes
• explain how and why tasks are assigned, particularly if an employee is given a task that is not usually part of their job
• have clear guidelines on how to fix conflicting expectations (for example, between co-workers, employees and supervisors, or employees and clients)
• discuss personal working plans and expectations as part of the performance development process and conversations

Remote or isolated work refers to tasks performed in locations or situations where support from others is limited due to the time, location, or nature of the work. This type of work often involves long travel times, limited access to resources, or unreliable communication. Examples include:

• working alone
• work where it is hard to get help in an emergency
• workplaces that take a long time to enter and exit or a long time to get to (for example, commuting to remote areas)
• having limited access to resources or support networks
• unreliable or limited communications and technology

Suggested actions for remote or isolated work

You must manage the risks associated with remote or isolated work, including providing effective communication with employees doing remote or isolated work.

This information about risk assessment and check-in procedures is for BC Public Service employees working alone or in isolation. For example:

• document check-in and out requirements and methods

• have clear processes and procedures for employees to follow in case the employee has missed a check-in
• train supervisors on the protocols to follow if an employee misses a check-in and check-out
• have a record of the employee’s current work and alternate contact information
• provide extra support during peak periods 
• establish and maintain frequent communication with employees so they are supported in their work and feel connected

Poor organizational change management means changes that are poorly planned, communicated, supported, or managed. It is more than an unpopular change at work. Poor change management becomes a hazard when it is severe, prolonged or frequent. Examples include:

• not consulting on changes
• not thinking about how a change may impact workplace health and safety risks or employees’ performance (for example, not allowing extra time to do things while employees learn a new process)
• poorly planned changes
• poorly communicated changes
• not enough support for the changes

Suggested actions for poor organizational change management

• consult with employees who are or are likely to be affected
• allow necessary time for changes when setting work plans
• ensure changes are reasonable and fair
• provide practical support for changes (for example, provide training on how to do new tasks and access to the right equipment)
• provide clear, authoritative information about upcoming changes as soon as possible and keep employees up to date
• ensure employees understand the changes and the reasons behind them
• tell clients and stakeholders about the changes and any impacts (for example, warn clients in advance if they may have to wait longer for a response)
• show empathy for any frustrations and assist employees in navigating challenges
• encourage employees to actively participate in consultation and change management processes

Poor support refers to a lack of adequate assistance from supervisors or colleagues, or insufficient resources to perform tasks effectively. It becomes a hazard when it is severe, prolonged, or frequent. Examples include:

• not having essential tools or systems to do the work well, safely or on time
• receiving unclear or delayed information necessary for completing tasks
• not enough supervisor support (for example, supervisors aren’t available to help, providing unclear guidance, or taking a long time to make decisions)
• not being able to easily get help (for example, employees unable to leave their stations or being physically separated from others)
• a workplace culture that discourages support (for example, highly competitive or critical environment)
• inadequate co-worker support (employees are too busy to help each other)
• not able to ask for flexible working arrangements

Suggested actions for poor support

• provide employees with the necessary tools, equipment, systems, and resources to perform their jobs safely and effectively
• have good information sharing systems so employees can quickly access any necessary information
• set up the workplace so it is easy to get help from others
• ensure supervisors have the skills and time to provide support (for example, answer questions, assist with challenging tasks, and foster employees' development) 
• build a workplace culture that values cooperation (for example, have team goals and reward employees who help others)
• hold regular team meetings to discuss challenges, potential solutions and any support needs (for example, updating old equipment or debriefs after emotionally challenging tasks) 

Witnessing, investigating, or being exposed to traumatic events is a psychosocial hazard. Traumatic events become a hazard when they are severe, prolonged, or frequent. Examples include:

• witnessing or investigating a fatality, serious injury, abuse, neglect or other serious incidents
• being afraid or exposed to extreme risks (for example, being in a car accident)
• facing natural disasters (for example, emergency service responders responding to a bushfire)
• supporting victims of distressing and traumatic events, abuse, or neglect (for example, providing counselling)
• exposure to situations or materials that trigger traumatic memories

Suggested actions for exposure to traumatic events

• update job descriptions to state psychological demands and exposure to traumatic events or material
• clearly outline psychological demands and potential exposure to traumatic events or materials in job postings
• inform job applicants about the nature of the role and potential exposure to trauma during the application process
• train employees on how to respond to incidents to reduce the number of decisions they have to make
• provide training to employees on what trauma exposure is, how they may be exposed to in their role (both direct and indirect exposure), risk factors, the potential impacts, and individual and organizational level control measures
• limit employees’ exposure to traumatic events (for example, only send essential workers to disaster scenes, or restrict access to reduce the number of witnesses)
• minimize the frequency of exposure to traumatic events for each employee using job and/or task rotation and/or job sharing
• increase breaks, downtime and recovery time if employees are exposed to traumatic events
• include psychological incidents in formal hazard and incident reporting and investigation processes
• develop and communicate formal processes for incident debrief (including pausing work tasks) after exposure to traumatic events
• develop a formal process for operational pauses to process traumatic events and/or occurrences
• train supervisors to respond appropriately to psychological incidents
• share information about Employee and Family Assistance Services (EFAS) and encourage employees to use these resources

Witnessing, investigating or being exposed to traumatic materials is a psychosocial hazard. Traumatic materials become a hazard when they are severe, prolonged or frequent. Examples include:

• supporting victims of painful and traumatic events (for example, providing counselling)
• listening to or viewing traumatic materials (for example, reading victim testimonies or reading reports)
• being exposed to situations or materials that trigger traumatic memories

Suggested actions for exposure to traumatic material

• update job postings to clearly outline psychological demands and the potential exposure to traumatic events or materials
• provide training to employees on trauma exposure, including how it may occur in their roles (both direct and indirect), associated risk factors, potential impacts, and individual and organizational control measures
• position office computer screens away from others to prevent unnecessary viewing of potentially traumatic content, or apply privacy screen filters
• flag or password-protect files with distressing content to prevent accidental access
• reduce the number of traumatic events or materials each worker is exposed to by using job and/or task rotation and/or sharing
• increase breaks, recovery time and support if employees are exposed to traumatic materials
• schedule potentially traumatic tasks earlier in the shift to allow employees time to access social support before leaving work and to wind down before returning home (for example, avoid trauma exposure in the last 1 to 2 hours of the workday)
• include psychological incidents in formal hazard and incident reporting and investigation processes
• ensure crisis response plans are clearly developed and communicated
• develop a formal process for operational pauses to process traumatic events and/or occurrences
• share information about Employee and Family Assistance Services (EFAS) and encourage employees to use these resources

Secondary or vicarious trauma refers to indirect exposure to traumatic events experienced by others. While trauma exposure is traditionally linked to employees such as first responders and social workers, the effects of indirect exposure through documents and digital media should not be overlooked in other lines of work.

Suggested actions for exposure to secondary trauma

• update job postings to state psychological demands and exposure to traumatic material
• manage trauma mobility by adopting a ‘need-to-know basis’ approach to sharing traumatic details (for example, avoid discussing graphic details with multiple colleagues, create a designated debrief process that limits graphic content or detail)
• evaluate documentation templates and requirements to ensure they capture essential information with reduced potentially traumatic detail
• limit content types to be collected, analyzed, or stored
• create a tiered access system providing summary versions for routine use
• substitute exposure formats for versions with less sensory detail (for example, vivid written descriptions that generate equivalent mental imagery to visual materials)
• increase breaks, recovery time and support if employees are exposed to traumatic materials (for example, avoid exposure to materials for periods of more than two hours without a break)
• schedule periods of breaks between service interactions (for example, use operational software to prompt break notifications)
• apply structured workload distribution to balance trauma-heavy and lighter tasks
• consider caseload limits (for example, no more than 50 to 60 percent of work tasks to involve trauma exposure)
• share information about Employee and Family Assistance Services (EFAS) and encourage employees to use these resources

Violence and aggression in the workplace are psychosocial hazards that can affect the health and safety of workers. Supervisors are responsible for taking steps to protect workers from these risks. Learn how to recognize, prevent, and manage violence in the workplace.

Bullying and harassment are psychosocial hazards, and addressing it is required under BC Public Service policies, collective agreements and the law. Find information for supervisors and employees to prevent and address bullying and harassment in the workplace.

Unresolved conflict or strained relationships in the workplace have the potential to lead to psychological harm. Situations that may lead to poor workplace relationships and interpersonal conflict include:

• incivility or other inappropriate behaviour is demonstrated and/or tolerated by management and co-workers
• frequent or heightened task conflict between workers, supervisors, co-workers and clients or others
• discrimination or other unreasonable behaviours by co-workers, supervisors or clients
• a lack of fairness and equity in dealing with workplace issues or where performance issues are poorly managed
• unresolved issues or concerns about work tasks, processes, customers, interpersonal issues

Suggested actions for conflict or poor workplace relationships and interactions

• provide conflict management training (IDIR restricted) for employees and people leaders
• request support from the Conflict Management Office

A poor physical environment means employees are exposed to unpleasant, poor quality or hazardous working environments or conditions. A poor physical environment becomes a psychosocial hazard when it is severe, prolonged or frequent. Examples include:

• performing hazardous tasks
• working in hazardous conditions (for example, near machinery or hazardous chemicals)
• doing demanding work while wearing uncomfortable personal protective equipment
• conditions that affect concentration (for example, high noise levels, uncomfortable temperatures or poor lighting)
• unpleasant conditions such as poorly maintained amenities, unpleasant smells or loud music
• work-related accommodation that causes fatigue (for example, conditions are noisy, uncomfortable or prevent employees getting enough sleep)

Controlling a poor physical environment

People Leaders are encouraged to take the OHS for Supervisors webinar training to learn about safety responsibilities and how to identify and manage workplace hazards.