Managing Minds at Work: Development of a Digital Line Manager Training Program
- Order of modules and materials.
- Frequency and timing of module delivery.
- Content revisions (additions/removals).
- Targeting of information (e.g., specific/generic).
- What are the barriers that could prevent line managers from accessing/engaging in the training?
- What are the facilitators that could support line managers in completing the training?
2.3. Usability and Pilot Testing
3.1. Managing Minds at Work Intervention
“Managing Minds at Work will develop line manager’s knowledge and confidence in preventing work-related stress and promoting mental health at work. This will be achieved through learning activities to increasing line managers’’ awareness of mental health (including legal requirements and employer responsibilities around work-related stress), encouraging the creation of psychologically safe working environments and work designs that promote mental wellbeing, and increasing managers’ competencies in preventing work-related stress and having open conversations about mental health in the workplace. Ultimately, the longer-term outcomes of this will be to reduce the prevalence of mental ill-health in working-age adults, and related economic burden of presenteeism and sickness absence to individuals, employers, and society”.
3.2. Usability and Pilot Testing Results
“It’s given me a better understanding of the different sources of stress for colleagues and subordinates. I’ll be sure to be more considerate of the different factors in my approach going forward”.
“I have underestimated how important it is that I look after myself. The information in the module makes sense in that you cannot support others if you aren’t in a good place yourself”.
“a good reminder of the need to take care of yourself”.
“It was useful to learn about breaking down the job demands into areas I can easily understand. This will help me to help my team”.
“I think, as the manager I need to have all the answers but it’s important to share problems with the team”.
“I will make an effort to ensure that both my team and I are more conscious about the things we say and how we say them”.
“Made me rethink how to approach people - and the boundaries of things I might ask about”
“I had heard of psychological safety but didn’t really know what it was. I can now make more effort to ensure we have psychological safety in the team”.
“the more conversations I have, the easier it is to talk about mental health”.
Study Strengths and Limitations
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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|Core Elements||Intervention Development Considerations|
|(i) Context||Context of the employment settings and job role of the line manager may influence the way in which the intervention is accessed and used. Content must be relevant across employment settings (sector, size, and type of organization) for line managers at all levels of the hierarchy.|
|(ii) Developing and refining program theory||Program theory was established prior to intervention development with the involvement of diverse stakeholders and based on evidence and theory from relevant fields. This focused on identifying the key areas of line managers’ influence in preventing poor mental health, specific actions associated with these, and the likely outcomes. Can be refined during successive phases to inform transferability of the intervention across settings.|
|(iii) Engaging stakeholders||Collaborative participatory approach involved stakeholders at every stage: development of program theory, co-creation of intervention content, iterative peer review, and revisions. Multiple methods for stakeholder engagement were triangulated and included individual/group discussion, online data collection, and email feedback to share and develop ideas. Participation must be both emergent and ongoing (long term).|
|(iv) Identifying key uncertainties||Uncertainties related to design and delivery: timescale for development of the intervention, appropriateness of the level of language complexity, most appropriate format for delivery. Potential challenges with engaging stakeholders in research intervention development during a global pandemic. Consideration of the global public health and economic impact of a global pandemic on intervention content and future implementation.|
|(v) Refining the intervention||Using an agile approach, stakeholder consultation and review is an iterative process, allowing for continuous delivery and a resource-efficient approach to toolkit development.|
|(vi) Economic considerations||Stakeholder input supported by charitable bodies and professional input via the wider MHPP program. Specific costs for intervention web-hosting and individual user logins.|
|Category||Summary of Stakeholder Revisions|
|Presentation of materials||cover page, colors, logos, image diversity, balance of text, activities and images, use of bullet points, signposting, typographical errors|
|Functionality||font and illustration size, scrolling, web links, transcript availability, use of hyperlinks, video quality|
|Clarity of information||definition of terms, not assuming prior knowledge or skills, rephrasing, additional explanation, removal of repetition|
|Additional resources||adding confidential helplines, downloadable resources page|
|Incentives for completion||module-by-module completion for flexibility, provision of feedback or explanation for incorrect answers on tasks, encouragement to revisit tasks, observable progression points, confirmation of completion, reminders and encouragement for completion, downloadable certificate|
|Consideration of current context||relevant to virtual and remote working due to the global coronavirus pandemic|
|Question Item |
(N = 37 Responses +)
|TAM Construct||n (%)|
|Knowledge attainment||% Yes|
|Did you learn anything that you did not know before?||U||24 (64.9)|
|Content Relevance||% Yes|
|Did you think the module content was relevant to your managerial role?||U||37 (100)|
|Case example relevance||n (%) strongly disagree, or disagree|
|The examples provided throughout the module were not relevant to my role as a manager||U||30 (81.1)|
|Ease of understanding||n (%) strongly disagree,|
|I found some of the information presented in the module difficult to understand||E||36 (97.3)|
|Usability||n (%) strongly agree,|
|The online module was an appropriate length||E||37 (100)|
|The online module was easy to navigate||E||36 (97.3)|
|Barriers to use||n (%) strongly agree,|
|It was easy to find the time to complete this module||EV||23 (62.2)|
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Blake, H.; Vaughan, B.; Bartle, C.; Yarker, J.; Munir, F.; Marwaha, S.; Daly, G.; Russell, S.; Meyer, C.; Hassard, J.; et al. Managing Minds at Work: Development of a Digital Line Manager Training Program. Int. J. Environ. Res. Public Health 2022, 19, 8006. https://doi.org/10.3390/ijerph19138006
Blake H, Vaughan B, Bartle C, Yarker J, Munir F, Marwaha S, Daly G, Russell S, Meyer C, Hassard J, et al. Managing Minds at Work: Development of a Digital Line Manager Training Program. International Journal of Environmental Research and Public Health. 2022; 19(13):8006. https://doi.org/10.3390/ijerph19138006Chicago/Turabian Style
Blake, Holly, Benjamin Vaughan, Craig Bartle, Jo Yarker, Fehmidah Munir, Steven Marwaha, Guy Daly, Sean Russell, Caroline Meyer, Juliet Hassard, and et al. 2022. "Managing Minds at Work: Development of a Digital Line Manager Training Program" International Journal of Environmental Research and Public Health 19, no. 13: 8006. https://doi.org/10.3390/ijerph19138006