Workplace Health Promotion Intervention based on Learning
Author(s): Hanna Arneson & Kerstin Ekberg Country: Sweden
Is the intervention sector specific?	No
Is the intervention usable with different enterprise sizes?	Yes
Is the intervention equally applicable to both genders?	Yes
Is the intervention based on theory?	Yes
Can the intervention approach be adapted/ tailored?	Yes
Does the intervention promote CSR and how?	The intervention was not explicitly linked to responsible business practices although it does promote employee well-being
Does the intervention promote social dialogue and how?aaaa	Communication is a central component within this workplace health promotion programme; whereby individuals identify problems and develop solutions within a group setting.
Overview (including risk assessment and law – legal requirements etc.): The aim of the developed workplace health promotion programme by Arneson and Ekberg, is to promote empowerment and health among employees within an organisation. The intervention is based on a pedagogic method known as the problem-solving approach. Problem-based learning is a structured approach, based on learning theories; it is a process-orientated method that requires active participation by all group members. The problem-based method engages participants in an active, self-directed and continuous problem-solving process which facilitates learning. In each group, the problem-based work process is supported by a facilitator whose role is to ensure that the work is goal-directed, and, moreover, to support the participants in developing a constructive group process. The aim of the intervention, using a model of problem-based learning as a method, is to promote change; specifically, to promote health of the individual within the context of the workplace, whilst empowering employees.
Implementation: This intervention was used in small groups (6-8 individuals); these groups met once a week for 2-hours over the period of 4 months. A trained facilitator or tutor was normally present to facilitate and lead group discussions. During the course of these 2 hours, the working group determined and prioritized problems (hindrance and possibilities) and prepared action programmes for the implementation of changes involving the organisation, work tasks, the work group and individual conditions. The following are the steps of the problem-based learning model used in the intervention: the group selects a topic of relevance and interest with the frame of health promotion in the workplace; the topic generates a process of brainstorming; classify the concepts from the brainstorming into sub-themes (the group defines how the concepts are interrelate); the group selects one of the sub-themes to work on; the group work proceeds with the chosen sub-theme, discuss goal setting and strategies to achieve the goals; the group reflects upon the work of the day in terms of content; written documentation challenges the participants to be more concrete; the following meeting is opened with an exchange of experiences that should focus on process and strategies to achieve the goal, following which the group starts back at step one again. This is a cyclic process; whereby, new goals, problems, and strategies are continuously identified. Part of the learning process, and in turn the change process, is learning how to identify problems, generate possible solutions to address these issues, and identify which strategies are successful and which are not. Following the formal end of the intervention, groups were encouraged to continue group sessions, in an informal capacity.
Practical applications: The intervention occurred during working hours, thus facilitating participation of employees. This workplace health promotion programme has been successfully implemented in both the public and private sector; and in both small and large-scale organisations. Additionally, this methodology has been used to address specific problems in the workplace: such as, return to work or for people with long term sickness leave.
Innovative aspects: This workplace health promotion programme views learning as a process of change; that is teaching people to look at and examine problems and issues in new and innovative ways. The model of problem-based learning was tailored and adapted to facilitate the process of change within an organisation; with the overall objective of promoting individual health and organisational health.
Evaluation (including process issues, outcomes and sustainability): The process, content and effectiveness of the intervention were examined via focus group. Two members of the intervention groups were strategically selected, with respect to their sex, age, position, and duration of employment, to participate in the focus groups. In total 30 participants were selected, to contribute to 7 focus groups. Individuals were asked to discussion their experiences of participating in the intervention and consequences of the intervention in terms of workplace and organizational changes and health.
Benefits (including cost effectiveness): The following were the observed benefits of the problem-based learning intervention: Firstly, the majority of participants reported increase self-consciousness and self-awareness improved, conveying increased self-esteem and enhanced health. Secondly, participants reported having greater awareness and insight, in part due to group discussions and overall reflection, of informal workplace conditions and increased sense of social support. Thirdly, participants reported feeling a greater sense of self-direction and self-management in relevant problems they experience in the workplace. Fourthly, participants reported an improve sense of group coherence in the workplace both on a formal and informal level. Finally, the participants expressed a belief that the problem based learning was an affect method in improving working conditions for employees.
References: Areneson, H. & Ekberg, K. (2005). Evaluation of empowerment processes in a workplace health promotion intervention based on learning in Sweden. Health promotion international, 20(4), 351359.
Comments: Although this intervention has been identified as a secondary-level intervention, it can also be demonstrated to be a effective as a tertiary level intervention