Over the past few years, within the current teenage and newly adult generations, the topic of
mental health has become a bit more transparent and less shameful. We hear more about
mental health and taking care of our well-being – but, it is just left at that. We chose a topic that
we do not hear much of in the workplace – mental health. Mental health is an umbrella term for
anything that effects someone’s’ well-being. We will discuss how this umbrella term influences
the workplace in positive and negative ways.
Apply the tools/skills learned in this class to your final project.
Please use the textbook reference provided and provide examples from textbook that relates to this topic.
(I have learned about time management, commitment, communication and organization from our course – we have applied this to our group. Chapters 1-4)
Michael Stebleton and Michael Henle, Hired! The Job Hunting and Career Planning Guide, 4th Edition (Pearson, 2011). ISBN: 9780135023259.
Provide an overview of the research you did to complete this project.
Preliminary approach/research topics
• Examples of good mental health and bad mental health
• Services and resources offered to employees by their employers (this includes things
like: gym memberships and/or any other memberships, phone plans, discounts,
continued education, student loan reimbursement, financial aid for continued education,
scholarships for workers and family, promotions, awards, raises, housing, vehicle,
vehicle rental, gas/travel reimbursement, PTO, vacation time, holiday pay, religious
• How they [the employer] show compassion and understanding, how employer rewards
• Compare the turnover rate, how many people stay or quit; how long people stay in these
jobs (good and bad) – look at the reasons why people stay/quit.
• Hostility in the workplace – how a negative attitude (by
employers/workers/managers/supervisors) can impact the whole team [the workers] and
how this effects job responsibility outcomes and the customers/clients.
• The negative effects of not offering: room for growth, bonuses and raises, recognition,
promotion, and any of the services and resources listed previously [above].
• How mental health/environment/attitude all impact personal performance.
• Financial impacts that mental health approaches have on employers and employees.
duce a professional development plan based on a review of own professional needs: See Appendix 1, an area I need to develop my knowledge is school finance, with reference to the NASBM I want to be able to understand the school procedures in processing and recording financial transactions and producing financial information and believe this can be gained by receiving training on the school finance system and observing finance officer, I believe this will help me to move to tier 2 (NASBM) and enable me to understands financial accounts and the principles of double entry booking. My second objective is to develop a better understanding of school asset management; by reviewing and updating the current asset register and ensuring an effective system is in place. I will need to liaise with the site manager to allocate time for training purpose. Part 3 – Exploring the political and organisational context of school business management 3.1 Research current policy context: The education and regulatory environment constantly changes, regional networks and publications such as TES and KEY are valuable sources for SBMs to keep updated on policies especially with expenses that are not planned for. The effects of Brexit will undoubtedly be felt in our education system, what will happen to our European students and teachers? No one can predict exactly, there is a slight tension across our school however at this point our school leaders must carefully consider future outcomes and prepare accordingly. With the government promoting academisation and increased autonomy from Local Authority (LA) schools are having to make the decisions on how to use their funds. Current government is keen to see improved performance in the country’s schools, according to Schools White Paper 2016 “We want to put more power into the hands of the best school and system leaders, and to extend their reach. A more autonomous school system is even more dependent on outstanding educational leaders “ (Gov.UK, 2016:13) clearly the governments aim is to create a school system that is self improving, embedding better training systems to develop more high quality leaders also making schools more autonomous. An SBM works with Headteachers ensuring schools manage resources effectively and efficiently to achieve better outcomes for pupils, allowing Headteachers to focus on leading, teaching and learning. My school doesn’t have an SBM, if we did the school would be better prepared for any changes, taking pressure off the Heads by not only making significant savings, but also identifying new sources of funding ensuring successful results of school improvement plans. This will also allow for better preparedness and manage risks by planning ahead. 3.2 Key drivers behind the development of the profession to date & challenges for the future: SBM role has expanded significantly over recent years; there is an increase in the professional development offered to SBM’s. A greater emphasis on schools to develop their own capacity as level of support offered by LA’s on core business functions has reduced. Demand for SBM’s is greater due to increased pressure on Headteachers, many coming solely from an educational background some maybe struggling with additional tasks of managing resources effectively, which might have a negative impact on deputies and middle leaders applying for headship. According to NCTL report (Gov.UK: 12) “Secretary of State for Education p>GET ANSWER