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首页> 外文期刊>Academy of management learning & education >Managing Employees With Mental Health Issues: Identification of Conceptual and Procedural Knowledge for Development Within Management Education Curricula
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Managing Employees With Mental Health Issues: Identification of Conceptual and Procedural Knowledge for Development Within Management Education Curricula

机译：管理有精神健康问题的员工：在管理教育课程中确定用于发展的概念和程序知识

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摘要

Mental health conditions such as depression and anxiety are prevalent and costly on both social and economic levels. Because a large proportion of the costs are borne by employers, organizations need to develop effective responses. We frame dealing with employee mental health issues as a reasonably common, but complex, managerial job demand that requires adequate preparation. Hence, we position the development of applied management knowledge (AMK) for effectively managing employee mental health issues as a critical objective for management education. Our study presents an analysis of qualitative data related to managers' experiences of working with an employee with a mental health issue that identifies forms of knowledge used and needed in these situations. Our findings indicate that managers reference specific forms of conceptual and procedural knowledge when (1) becoming aware of the employee's mental health issue; (2) exploring the workplace implications and developing an action response; (3) implementing the response and managing it as an ongoing situation, and (4) engaging in reflective learning. In order to begin the work of curriculum development, we provide a preliminary discussion of educational strategies that may aid in the development of this form of AMK and outline a number of priorities for future research and practice.
机译：在社会和经济层面上，诸如抑郁症和焦虑症之类的心理健康状况普遍存在且代价高昂。由于大部分成本由雇主承担，因此组织需要制定有效的应对措施。我们将处理员工的心理健康问题定为一种合理的通用但复杂的管理工作需求，需要进行充分的准备。因此，我们将开发有效管理员工心理健康问题的应用管理知识（AMK）定位为管理教育的重要目标。我们的研究提出了与经理与患有精神健康问题的员工一起工作的经历有关的定性数据分析，该问题确定了在这些情况下使用和需要的知识形式。我们的发现表明，当（1）意识到员工的心理健康问题时，管理人员会参考特定形式的概念和程序知识。 （2）探索工作场所的影响并制定行动对策； （3）实施应对措施并将其作为持续的情况进行管理，以及（4）进行反思性学习。为了开始课程开发的工作，我们对可能有助于这种AMK形式发展的教育策略进行了初步讨论，并概述了未来研究和实践的许多优先事项。

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