Month: February 2025

Overview

This course, “A Healthy Mind at Work Leads to a Thriving Workplace,” is designed for early- to mid-career professionals (ages 25–45) seeking to improve their understanding of mental health in professional settings. It targets individuals with diverse backgrounds—from entry-level employees to mid-level managers—who encounter workplace stressors such as high workload, conflicts, and work-life imbalance. The course emphasizes that mental well-being is as critical as physical health, influencing productivity, decision-making, and team dynamics.

• Misconceptions: 

#1: “Mental health issues are a personal problem and should not affect work.”

 #2: “High-performing employees don’t struggle with mental health.”

Course Objectives and Audience:

Recognizing that mental health impacts not only individual performance but also overall workplace culture, this course offers practical strategies to manage stress, build emotional resilience, and foster a supportive, inclusive work environment. It is delivered online through an interactive learning management system (LMS) that supports multimedia content, discussion boards, and live role-playing sessions. The estimated completion time is 4–6 hours, allowing for both self-paced study and synchronous group interactions.

Learning Outcomes:

Upon completing the course, participants will be able to:

1. Identify and Manage Workplace Stressors: Recognize common stress factors such as workload, interpersonal conflict, and work-life imbalance, and apply effective stress management techniques.

2. Enhance Emotional Resilience: Develop practical strategies to improve emotional resilience and prevent burnout in high-pressure environments.

3. Promote Inclusive Communication: Implement techniques for open communication and build strong support networks that foster a psychologically safe and inclusive workplace.

4. Integrate Mental Health Best Practices: Utilize technology-driven tools and resources to monitor mental well-being and facilitate continuous learning and peer support.

Learning Design Plan:

The course combines theoretical insights with real-world applications through a blend of asynchronous and synchronous activities:

• Case Studies:

Example: Learners are provided with a detailed scenario about a mid-sized company facing high employee turnover and low morale due to chronic workload issues. They work in groups to identify key mental health challenges, analyze the impact on productivity, and propose a comprehensive intervention plan that includes stress reduction workshops, flexible work hours, and team-building exercises.

• Interactive Peer Feedback:

Example: After submitting an initial analysis of a workplace stress scenario, participants are paired with peers for a structured review session. They use a digital rubric to provide feedback on the clarity of identified stressors, the feasibility of proposed solutions, and suggestions for further improvement. This feedback is then discussed in a moderated online forum.

• Role-Playing Exercises:

Example: In a live virtual session, learners participate in a role-playing exercise where one group acts as managers and another as employees. The scenario involves a high-pressure project deadline and escalating conflict due to unclear communication. Participants practice techniques for de-escalating tension, assertive communication, and providing constructive feedback, followed by a debrief session to analyze the outcomes.

• Reflective Discussions:

Example: During a webinar, participants are invited to share personal experiences of workplace stress and discuss the coping strategies they used. A facilitator guides the discussion with questions such as “What was the most challenging part of managing your workload?” and “How did you create a supportive environment for your team?” These insights are then compiled into a shared resource for ongoing reference.

• Technology Integration:

Example: The course utilizes an LMS that integrates video conferencing tools for live sessions, interactive digital whiteboards for brainstorming during case studies, and mobile-friendly assessment apps for quick quizzes. For instance, after a role-playing session, learners complete a brief online survey via the LMS to evaluate their own performance and receive immediate, automated feedback on stress management techniques.

These examples illustrate how each component can be applied practically to enhance both the theoretical understanding and real-world application of workplace mental health strategies.

Assessment Plan:

To evaluate understanding and application of course concepts, learners will complete:

• Short Quizzes: 

Example: A five-question quiz might include questions such as:

• Multiple Choice: “Which of the following is a common indicator of workplace stress?”

a) Increased collaboration

b) Frequent absenteeism

c) Enhanced creativity

d) Early project completion

• True/False: “Effective stress management techniques include regular breaks and mindfulness exercises.”

This quiz helps assess learners’ grasp of key concepts in workplace mental health and stress management.

• Case Study Analysis: 

Example: Learners receive a scenario describing a small tech company experiencing high turnover and reports of burnout among employees due to tight deadlines and unclear communication. They are asked to:

• Identify and list the primary stressors (e.g., excessive workload, lack of clarity in roles).

• Analyze how these stressors impact overall team performance and individual well-being.

• Propose tailored interventions such as implementing flexible work hours, establishing regular check-ins, and offering mindfulness sessions.

The written analysis should include a structured argument supported by evidence from course materials.

• Reflective Journal: 

Example: Participants are prompted to maintain a weekly journal over the duration of the course. An entry might include:

• A description of a recent stressful situation at work and how they responded.

• Reflection on which stress management strategies (like deep breathing exercises or time management techniques) were most effective.

• An action plan for incorporating one new strategy into their daily routine, with measurable goals for the upcoming week.

This journal helps learners internalize the concepts and track their progress in implementing strategies for improved mental well-being.

Resources:

https://www.annualreviews.org/content/journals/10.1146/annurev-orgpsych-120920-050527

https://www.who.int/news-room/fact-sheets/detail/mental-health-at-work

Project Plan:

Zejun Chen – Responsible for the topic selection and provided a concise description about the topic with 2 academic sources. Identified 2 misconceptions and mistakes often made. 

Tianya Wu – Contributed the rationale part in the topic overview, explained why this topic is critical for employees and companies. Defined the big idea with essential questions, which outlined the key concept and learning objectives that learners will learn from the learning resource.

Zhehao Yan- Responsible for writing up learning outcomes which address the ‘big ideas.’ Planned all learning activities that allow learners to explore, experiment and actively engage with the concepts and be prepared to be assessed.

Ziwen Zhao: Prepared assessment plan in alignment with the learning outcomes that were identified. Came up with a list of resources that learners will need to access.