As a Higher Education talent specialist, I have witnessed firsthand the profound impact that psychosocial safety has on the wellbeing, productivity, and overall satisfaction of leaders, teams and students within academic institutions.
The Higher Education sector as a whole has been under immense pressure, with the impacts of COVID-19, the rapid technological adaption and the buzz of ramifications following the Universities Accord Report. Psychosocial safety refers to the psychological and social factors that influence an individual’s wellbeing in the workplace, including mental health, job satisfaction, and the presence of supportive relationships. In the context of Higher Education, this concept is paramount, as it directly affects the capacity of universities to foster an inclusive, productive, and innovative environment.
The Universities Accord, an extensive review that delivered a number of recommendations aimed at driving lasting reform in Australia’s higher education system, emphasises in the recommendations, the need for universities to prioritise the wellbeing of their leaders, teams and students. Additionally, the Occupational Health and Safety Act 2004 (OHS Act) and the Work Health and Safety Act 2011 underscore the legal obligation of employers, including academic institutions, to provide a safe and risk-free working environment, as far as reasonably practicable. On December 15 2023, there was a legislative amendment to the WHS Act that included significant negligence penalty increases (Comcare, July 2024). This obligation extends to the psychosocial aspects of the workplace, highlighting the need for leadership literacy when it comes to the organisational, experiential, and relational factors that influence psychosocial safety.
Organisational Factors and Key Learnings
Organisational factors encompass the structural and cultural elements of an institution that impact psychosocial safety. In the context of Higher Education, these include university governance, policies, procedures, leadership practices, and the overall institutional climate. Universities are complex entities with diverse stakeholders, including academic and administrative staff, students, and external partners. The leadership within these institutions plays a crucial role in shaping the organisational culture and ensuring that it promotes psychosocial safety.
Learning 1: Know your legal obligations
Effective leadership in Higher Education requires a deep understanding of the legal and ethical responsibilities related to psychosocial safety. The OHS Act and the Work Health and Safety Act mandate that employers, including universities, must ensure a safe working environment. What is your team doing to communicate, monitor and address psychosocial hazards such as excessive workload, job insecurity, bullying, and harassment? Leaders are staying ahead of mandatory requirements by providing support systems such as mental health resources, clear communication channels, and transparent processes for reporting and addressing concerns.
Learning 2: Inclusive leadership is the rule, not the exception
Moreover, the Universities Accord emphasises the need for institutions to foster an inclusive and supportive culture. This includes understanding and removing systemic barriers to equity, and actively promoting diversity, equity, and inclusion, which are critical components of psychosocial safety. Clarity on roles, responsibilities, culture, and conflict resolution are key. Leaders today must ensure that all members of the university community feel valued, respected, and supported, regardless of their background or identity. This requires ongoing education and training on cultural curiosity, emotional intelligence, and inclusive leadership.
Relational Factors and Key Learnings
Relational factors encompass the quality of relationships and social interactions within the university community. Positive relationships, characterised by trust, respect, and open communication, are essential for psychosocial safety. Conversely, poor relationships can lead to issues such as conflict, isolation, and a toxic work environment.
Learning 1: People dynamics require active participation
Higher Education leaders have a critical role in shaping the relational dynamics within their institutions. This involves promoting a culture of collaboration, empathy, and mutual support. Leaders must model positive behaviour, demonstrating active listening, constructive feedback, and a willingness to address conflicts in a fair and respectful manner. Additionally, they must create opportunities for other members of the institution community to build strong, supportive relationships, such as through team-building activities, mentoring programs, and social events.
Learning 2: Respect at Work literacy is essential
The legal frameworks, including the OHS Act and the Work Health and Safety Act, emphasise the importance of addressing workplace harassment and bullying. These issues are significant relational factors that undermine psychosocial safety. Leaders must implement comprehensive policies and procedures to prevent and address harassment and bullying, ensuring that all members of the university community feel safe and supported.
The need for better leadership when it comes to psychosocial safety literacy
To effectively address the organisational, experiential, and relational factors that influence psychosocial safety, Higher Education leaders must develop better leadership literacy in the area. This involves acquiring the capabilities, skills, and attitudes necessary to create a safe, supportive, and inclusive environment. Leadership literacy includes understanding the legal and ethical responsibilities related to psychosocial safety, as outlined in the OHS Act, and the Work Health and Safety Act. It also involves staying informed about best practices in leadership, mental health, and organisational development.
Higher Education leaders are staying ahead of change by prioritising their own development, seeking out training and professional development opportunities that enhance their leadership capabilities. By doing so, they can better support their staff and students, creating an environment where everyone can thrive.
In conclusion, the importance of psychosocial safety in Higher Education leadership cannot be overstated. It is the responsibility of Higher Education leaders to implement policies, practices, and behaviours that address the organisational, experiential, and relational factors that influence psychosocial safety. By developing better leadership literacy, leaders can create a supportive and inclusive environment that enhances the wellbeing and productivity of all members of the university community.
