Management of Psychosocial Risks in the Educational Sector of Latvia

Abstract

Risk management is gaining acknowledgement in organisational management due to the benefits it brings with it, such as ability of managers to forecast possible threats and plan the most appropriate prevention measures. Psychosocial risk group is one of the largest risk group types and is related to the aspects of staff overburning, lack of employee motivation, health problems due to stress, etc. Study carried in Latvia about risk management showed that psychosocial risks are significant for educational institutions. Empirical research carried out in Latvia has shown that the top risks perceived by the education sector professionals in Latvia are overloading of employees and lack of employee motivation. Hypothesis of this study is that psychosocial risks, such as overloading and lack of motivation, are not dealt well with due to low awareness of effective psychosocial risk management techniques. There was no profound research performed on this topic in Latvia in the last ten years. The aim of this study is to explore different methods researched by other authors how the risk can be managed, analyse causes of these risks and provide the recommendation on how to deal with the psychosocial risks in the educational sector.

Management of Psychosocial Risks in the Higher Schools of the University of Douala-Cameroon

“…However, it can also be seen that 19.17% are also exposed at times. This compares with 40.49% who said they were free from PSRs, which is largely due to the other items in the domain (Jones-Rincon & Howard, 2019;Jemeljanenko & Geske, 2019;Anonyme, 2009). In addition, we found that 57.75% of students were exposed to PSRs as a result of insufficient study time (75%), high pace of tutorials (74%) and maintaining a high pace of study (68%).…”

“…This means an average of 2111 cases of occupational injuries per year versus 9 cases of occupational diseases. In terms of percentage, this represents 99.5% for accidents and 0.5 for occupational disease (Jones-Rincon & Howard, 2019;Jemeljanenko & Geske, 2019). We are far from the ILO data, in which accidents occupy 14% and occupational diseases 86%.…”

“…Recent developments in the nature of work in relation to design, management, and organization, as well as the wider context of work, are resulting in new and emerging risks, called psychosocial risks (Toukas et al, 2015). Moreover, the educational sector is not spared (Jemeljanenko & Geske, 2019); whatever the function occupied, problems linked to psychosocial risks in universities are increasingly frequent (non-equipped laboratories, practically theoretical training, absence of medical service in case of health problems) and can have serious consequences both on humans (cardiovascular diseases, professional exhaustion) and on the institution (drop in productivity, loss of motivation of the staff). This is the case at the University of Yaoundé 2, where, in 2018, Paul TAGNE, through work carried out with students, made us understand that the major stress among students in these institutions comes from the quality of service (absence of names and notes on the minutes despite the fact that the student has composed and paid his university fees).…”

Dalgacık Aşırı Öğrenme Makinesi Otomatik Kodlayıcılarına Dayalı Öğretmenlerde EEG, EMG ve EKG Tabanlı Psikososyal Risk Düzeylerinin Belirlenmesi

“…As the literature is reviewed, it is seen that there are many factors, which affect the psychosocial risks of the teachers [2][3][4]. Souto et al [2] investigated psychosocial factors associated with the development of job-related distress in the specific professional context of higher education teachers.…”

“…Authors aimed to determine which dimensions of psychosocial risk were associated with work-related distress. Jemeļjanenko et al [3] proposed a freamwork to investigate various methods researched by other authors on how to manage risk, analyze the causes of these risks, and make recommendations on how to deal with psychosocial risks in the education sector. Heredia et al [4] explored the adaptation and validation of "CoPsoQ-Istas 21" in the Ecuadorian environment.…”