Different stages and situations in working life

Starting a new job is always a big moment. In order for you as a supervisor to succeed in creating a safe start to the employment relationship, you need to prepare an orientation plan with checklists for the new employee. Divide the orientation into easy-to-digest sections and prepare for discussions with the employee. Tell the employee how they can contact you if necessary and how you would like to be contacted. 

As a supervisor, you are responsible for comprehensive and appropriate orientation, even if it were also given by other persons. Orientation training is provided for in the Occupational Safety and Health Act and is part of the employer’s duty of care. Good orientation is also a way to welcome the employee to their new job. 

The Occupational Safety and Health Act provides instructions on providing the employee with sufficient information about the possible workload, risk and hazard factors at the workplace. The employee must receive sufficient orientation on the work, working conditions, work methods, tools, the use of the tools and safe working practices at the start of the employment relationship and, if necessary, also at other times, such as when the tasks change. 

The employee must be given instructions on how to prevent and avoid harm or hazards at work as well as on possible disruptions or exceptional situations. The instructions should be supplemented as necessary.  

In the orientation, it is important to explain at least the following: 

• What is the goal of the workplace’s operations? 

• What is the employee’s basic task, and what tasks does the work entail? 

• Who is part of the local work community? 

• How are working hours organised, including lunches and breaks? 

• Who gives orientation to new employees?  

• Who have been appointed as instructors, and who can be contacted for advice if necessary? 

• How can the work be carried out safely, and how is well-being at work supported? 

• What should you do if you become ill or are absent from work for any other reason? 

• What are the goals for learning and development at work, and how are these monitored? 

• How is the progress of the orientation documented? 

In addition to the employee’s competence and work experience, the orientation must also take into account other personal situations or needs that may be related to, for example, age, learning, language skills or work ability. 

As a supervisor, think about what else should be discussed in the orientation phase and when, so that the experience of starting is inspiring and safe.  How do you monitor the progress of the orientation, and how do you assess the need for supplementation? Also consider virtual orientation as an option. Encouraging feedback on learning new things inspires the employee to learn more. 

As a supervisor, gradually support both the employee’s professional growth and their integration into the work community. A positive work environment, meaningful tasks, and opportunities for career advancement all help strengthen engagement with working life. When an employee feels like a full-fledged member of the workplace, it increases their proactivity and commitment to their work.

Although work can be organized in many different ways, as a supervisor, you should ensure that the employee gains a well-rounded understanding of the workplace. This requires time and opportunities to meet coworkers performing different tasks, talk with them, and become familiar with their roles.

This process of integration and the associated needs apply to young employees, those changing jobs, and those returning to work after a long absence. Increasingly, it also concerns retirees who return for temporary shifts or part-time work.

In mentoring, we share experiences and learn together. The aim is to promote learning and professional growth, transfer silent knowledge and make accumulated knowledge and skills available. Mentoring also helps with identifying one’s own strengths. 

Mentoring should be used not only to support orientation but also in later stages of the employment relationship to strengthen competence and expertise.  

Roles in mentoring 

The actor is the person for whose development the mentoring is organised. As the word suggests, the actor plays an active role and sets the goals for the mentoring themselves.  

A mentor is more professionally experienced than the actor with regard to the task or workplace in question. They can be called, for example, a sparring partner or a coach. They may inspire new ways of thinking or help to question the conventional ways of doing things. However, a mentor is not the instructor in orientation, and they do not make decisions on behalf of the actor. 

Actor’s checklist:  

• Make a long-term commitment to the mentoring. 

• Take responsibility for your development and give it time. 

• Define the goals for the mentoring. 

• Prepare for every meeting. 

• Keep a learning diary. 

• Don’t hesitate to ask. 

• Set goals for your growth. 

• When you get new insights or skills, put them to use. 

Mentor’s checklist:  

• Make time for meetings. 

• Let the actor define the goals and help in clarifying them. 

• Listen to the actor’s wishes. 

• Share your knowledge and experience. 

• Be open to new things. 

• Ask for feedback. 

• Give advice and an opportunities to reflect. 

• Give the actor responsibility for their own development. 

(Source: Workbook for Mentoring. University of Helsinki) 

Mentoring discussions should have clear goals and be based on trust, commitment and openness. As the mentoring progresses, the roles become more even and the mentor can also act as a peer. 

Work communities often consist of employees with very diverse backgrounds who have acquired different types of knowledge, skills, and abilities through education, work experience, or leisure activities. As a supervisor, it is important to recognize employees’ strengths and make use of them when defining job roles. Identifying strengths may also be necessary when assigning shorter-term tasks or projects.

As a supervisor, you can help employees identify their strengths by asking questions such as:

• What excites you?
• Which tasks feel natural to you?
• What are the highlights of your work?
• What do you learn quickly?
• What motivates you?
• In what areas are you creative?
• What tasks would you always like to return to?
• What kind of praise and encouragement have you received?

After identifying strengths, consider how these strengths could be utilized more diversely in the employees’ tasks.

A prerequisite for work–life balance is that the work is flexible throughout different life phases and situations. Employees of all ages need flexibility. The flexibility can be related to working hours, various types of leave from work as well as enabling studying. Flexibility is part of the employer’s social responsibility. 

The possibility and use of flexible arrangements has a positive impact on the well-being of employees, the operations of the workplace, employer image, sickness absences, productivity and profitability. 

Operating models are drawn up in co-operation with the workplace whilst ensuring that they comply with the law and collective agreements. It is also a good idea to discuss how the use of the operating models is promoted at the workplace and within what limits individual solutions are possible. Equality in solutions is achieved when all members of the work community in the same situation have the opportunity to enjoy the same flexibility and work–life balance. 

The workplace’s own practices can be assessed and developed, for example, with the help of the Family Federation of Finland’s principles for a family-friendly workplace and by applying for the Family-Friendly Workplace Certificate.

The use of arrangements related to flexible working hours and leave can support an employee’s work ability or make their overall life situation easier. The supervisor should be aware of the different options for flexible working hours and discuss them with the employee, if necessary. Alternatively, HR management or another relevant party can advise the employee. 

Parents of children under the age of three have the option of taking part-time child care leave, in which case they will work shorter hours. 

An employee is entitled to informal caregiver leave if their relative needs assistance, for example, in visiting the hospital, accessing services or when returning home from hospital care. The prerequisite is that the relative needs significant support and the immediate presence of others when their functioning is significantly impaired.  

Information on informal caregiver leave is available in the online service of the Finnish Occupational Safety and Health Administration.

 

Parents of small children are entitled to take pregnancy, child care and parental leave. 

In addition to training during working hours, employees can increase their professional skills and competence through independent learning. 

Information on study leave on the website of the Ministry of Economic Affairs and Employment 

Part-time work refers to working hours that are shorter than the weekly working hours agreed in the collective agreement applied at the workplace. 

Many work tasks can be performed as remote work, and it is possible to communicate with the work community and customers online. Remote work can allow flexible working hours arrangements and reduce the time spent on work by eliminating travel time. As a supervisor, make sure that you have assessed the suitability of the work for remote work and have drawn up rules on, for example, the amount of remote work, reachability and communications. 

Workplaces should systematically assess competence needs and maintain skills in a planned manner. In larger organizations, supervisors are often supported in developing competencies by a training plan and a representative from human resources.

Changing job roles supports the broadening and sharing of skills. For example, in job rotation, an employee temporarily moves to a different position and then either returns to their original role or continues the rotation in a new one. This diversifies the skills of the workforce. As a result, the employer has competent personnel available for different roles or tasks if work needs to be reorganized.

The supervisor and the employee should jointly plan any changes to the job description and assess what new knowledge and skills are required, how they will be acquired, and on what timeline. If the need for a change in duties is related to work ability, occupational health services should also be involved in the discussion.

As a supervisor, consider how the skills and knowledge of your team or workplace can be shared and developed. Training is an important method—but not the only one. It is known that most learning happens through doing the work itself, taking on challenges, and assuming responsibility. Learning is supported by observing and working alongside experienced employees, sharing experiences, and receiving feedback. Additionally, various training programs, coaching sessions, or events help to develop competence.

Other ways to build skills include:

• working in pairs
• job rotation
• backup personnel systems
• peer discussions and peer coaching
• guides, tutors, and mentors
• networking
• acting as a substitute
• work supervision
• visits and study trips.

Career progress does not always follow the same pattern. There may be breaks, for example, due to competence supplementation, family leave or change of career. 

Career planning is anticipation with regard to changes in the workplace’s operating environment. Another goal is to make the best use of the diverse experience, know-how, competence and other resources of employees.  

In some professions, there may be a higher risk of impaired work ability and early termination of a career. An example is physically demanding work. In this case, it is necessary to plan the work from the beginning of a career in such a way that harmful workload is prevented and the employee’s resources are strengthened, for example, by changing the job description or task and, if necessary, by making use of the expertise of occupational health care. 

Career planning can include the following areas 

• working-time solutions 

• reducing physical and psychosocial workloads 

• ergonomics, tools and equipment 

• adapting the content of the work 

• acting as an instructor and transferring silent information 

• job rotation 

• occupational health care support measures and work ability monitoring 

• additional vocational education and training 

• vocational and medical rehabilitation 

• other possible individual occupational safety and health measures. 

In career planning, you treat the employees as individuals. Even if you start a discussion at the individual level, you should also think about your area of responsibility as a whole. You can have a career discussion as part of a development discussion or reserve a separate time for it. 

If an employee’s job description changes, plan the change together and assess what new knowledge and skills are needed and how and in what time frame they are to be acquired. 

Consider the following in career planning 

• Development discussions are conducted regularly and include competence development. 

• Career planning and wishes related to the career are discussed right at the start of the career. 

• The discussions also take into account the employee’s life situation outside of work. 

• Varying work tasks can encourage the employee to continue their career. 

• The planning of the final years of work must be started in good time, whilst ensuring the transfer of know-how and competence. 

If an employee’s employment relationship ends in the middle of their career, they will receive support from the employment services’ career selection and career guidance services, if necessary. 

Competence development should be based on determining competence needs in the workplace, not only in the present but also in the future. It is a good idea to start by identifying existing competence. It is a good idea to examine competence and the need for its development at both the individual and team level.

As a supervisor, use the following questions, for example, when considering the current state of competence and the need for development and when discussing the competence required by the job with employees:

• How do you map the competence needs and competence development needs in your workplace?
• Have you identified tacit or hidden knowledge? How do you utilize it?
• In what different ways can competence be increased and shared within the work community?
• What kind of competence does the job currently require?
• How do you maintain current competence?
• What competence will be needed in the future and how will future competence be developed?

A retiring employee often has skills and experience that are important for the operations of the workplace.  They can be related to acting in practical situations or special circumstances. The sharing of competence to those who continue working should be planned and implemented in stages over a longer period.   

A good practice at the workplace is to draw up written instructions on moving into retirement as well as on sharing competence and its stages.  

An employee will often have acquired the knowledge and skills required in the work from diverse practical work tasks, different areas of responsibility, training or tasks requiring special competence.  Sharing of competence starts with documenting: what specific know-how the person leaving has and what competence would be essential to transfer to employees continuing their careers. 

The supervisor can make use of competence surveys in planning, for example, if they have been carried out at the workplace. In planning, it is recommended to make a list of the employee’s various tasks and the competence accumulated as a result of performing them. The competence may have been acquired through long experience in practical tasks, varying responsibilities or knowledge and skills acquired through training.   

It is good to plan the sharing of competence to span a longer period of time, if possible. This way, the transferred information can be processed, internalised and tested during the work and any questions that may arise can be discussed. 

A retiring employee will feel valued and that their career has been meaningful if those remaining at the workplace show interest in their knowledge, skills and experience at work and want to make use of them also in the future.  

If it is possible to give orientation training to a new employee replacing the person leaving the company at the same time, they will also benefit from the opportunity to speak with their predecessor and ask practical questions.  

It is worth taking care of the competence of the personnel. Sufficient professional skills and competence create a sense of work management and increase employees’ confidence in their own abilities. Also when changing jobs, the competence required by the new tasks must be ensured and, if necessary, the opportunity for the person changing the job to develop their competence must be arranged.

Developing the competence of the personnel, for example through training, is an investment in the future of the workplace, work community and employee. When planning the need and stages of personnel training, it is a good idea to consider what competence we need now, what about in the future and on what schedule.

Personnel training refers to training fully or partially paid for by the employer, which has been implemented as courses or other forms of training. Different forms of training can include, for example, learning periods internship periods job rotation employee exchange learning groups self-study projects study visits mentoring.

According to the Co-operation Act (1333/2021), the employer must prepare a workplace development plan, which includes a training plan. The obligation applies to companies and organizations that regularly employ at least 20 employees.

Plan the work to promote health and work ability  

Work is an important resource for the person doing it. A reasonable workload supports health, work ability, work motivation and work performance. Working involves both workload and resource factors. 

According to the Occupational Safety and Health Act, the employer must plan and dimension the work in such a way that the work does not endanger the safety or health of employees. These are general dimensioning rules that take a person’s physical and psychological characteristics into account. In addition, the planning should take into account the work to be performed and the employees’ personal prerequisites for performing the work.  

The amount, type and intensity of the workload and the related effects on the employee’s health and work ability must be monitored sufficiently often. However, if an employee becomes overburdened by the workload in a way that endangers their health, the employer must investigate the cause of the workload and take measures to mitigate the health risk. 

As a supervisor, it is important that you ensure that the workload factors have been identified and assessed as part of the risk assessment in your area of responsibility in accordance with the Occupational Safety and Health Act. You can also make use of the expertise of occupational health care in the assessment and the planning of measures based on it. 

An overview of workload factors 

Both physical and psychosocial workloads affect the overall workload. In the management of both of these, it is worth making use of the expertise of occupational health care, from planning to the assessment of harm.  

Physical workload 

Physical workload factors include working positions and motions, movement and the use of physical strength. Excessive physical workloads are linked to musculoskeletal symptoms. 

Visit the Physical workload website(opens in a new window, you will be directed to another service) and find tips for reducing physical workload at your workplace. Please note that, depending on the nature of the work, many different measures may be required to manage the harm:  

• planning of spaces 

• work flow 

• working positions and work motions 

• lifting and carrying. 

In the management of harm, the requirements of VDU work and the reduction of the harm from sitting and standing work should be kept in mind.  

Psychosocial workload 

According to the Occupational Safety and Health Act, psychosocial workload factors are related to the content of work, work arrangements and the operations of the work community.

The Workload Assessment Tool(opens in a new window, you will be directed to another service) is a digital, free-to-use application that helps to understand psychosocial workload and the factors affecting it at workplaces. It helps with identification, structuring and verbalising the sources of workloads and positive aspects, i.e. resources. It can also be used to assess the balance between these at work. 

As a supervisor, you can first ask the employee to assess their situation by using the Workload Assessment Tool app and discuss the results of the self-assessment with them and, if necessary, plan measures to reduce the workload. Together with the employee, think about how a better situation could be achieved by changing the work or tasks or strengthening the resources.  

You can also combine the workload assessment with, for example, a development discussion and encourage the employee to assess their situation regularly. Ask them to also point it out if there are changes in the situation. 

See the tips in the Workload Assessment Tool app(opens in a new window, you will be directed to another service) for helping to prevent harmful workloads altogether and lightening the workload. There are tips for both supervisors and employees. 

Supporting employees’ work ability throughout their careers is part of your statutory obligations as an employer representative. Operating practices that support work ability and promoting work ability are proactive activities that develop working conditions and ensure safe and health work.  

Please note that early support for work ability is co-operation between the employer and occupational health care. Learn more about the topic(you will be directed to another service). 

As a supervisor, your task is to monitor the employees’ work ability. If you notice that an employee’s work ability is impaired or endangered, act according to the agreed operating model in co-operation with occupational health care.  

When you develop working conditions together with employees and take into account the employees’ individual characteristics and personal prerequisites, there are fewer work ability-related problems. Please note that employees’ opportunities to participate and be heard increase their enthusiasm to do and develop their work, even if their work ability is deteriorated. 

Supervisor’s checklist of the stages of early support for work ability: 

• Recognise that the development of the work and working conditions supports work ability. 

• Know your operating model for the early support for work ability and follow it. 

• Do not hesitate to discuss everyday challenges if there is a need for it. 

• Ask for the employees’ opinions and proposals for measures to improve the flow of work. 

• Implement changes. 

• If necessary, refer the employee to occupational health care.  

• If necessary, arrange an occupational health negotiation and compile your own observations about the challenges to smooth work. 

• Make sure that the actions mentioned during the occupational health negotiation are recorded. 

• Implement the agreed actions to be taken and monitor the situation. 

• After a possible sickness absence, provide support for returning to work. 

• If necessary, refer the employee to occupational health care for follow-up. 

Adapt the work 

The adaptation of work involves making the necessary changes to the employee’s work, i.e. modifying the work so that it better corresponds to their work ability and competence. Adaptations can include: 

• restructuring of work 

• working in pairs 

• help from others 

• aids at work 

• training 

• working hours arrangements 

• development of the working environment 

• professional advice and guidance. 

When you as a supervisor become concerned about an employee’s work ability or an employee tells you about their own concerns or challenges in performing their work, together with the employee, try to come up with ways to adapt the work in order to ease the situation.  

Evaluate the work holistically and consider whether more extensive changes to the job description are needed. At the same time, think about how adapting the work affects the work of others and what kinds of work adaptation solutions would not negatively contribute to their workload. 

At best, you will be able to find suitable tasks for the employee by adapting the work, even if their work ability were partially impaired. This way, you can avoid sickness-related absences and both the employee and the employer benefit from the changes. Changes to the job description may require co-operation with occupational health care and, if necessary, an occupational health negotiation. 

Please note that equality and non-discrimination at work means that everyone in a similar situation should have the possibility of adapting their work. 

Alternative duties 

As a supervisor, you can also consider the possibility for alternative duties. Alternative duties mean that an employee performs alternative work at their workplace if they are unable to perform their own work due to an illness or injury. It is possible to implement alternative duties if so agreed in the collective agreement. 

Alternative duties are voluntary and agreed between the employee and the employer. Alternative duties must be appropriate and, if possible, correspond to the employee’s normal duties. They can also be participation in training.  

An occupational health care professional assesses the possibility for alternative duties, and the alternative duties must not slow down or jeopardise recovery. 

Occupational health negotiations help to identify opportunities for adaptations in the work and working conditions that would support the employee’s work ability and also facilitate their return to work after a possible sickness absence. It is in the interests of both the employer and the employee to have the opportunity and necessary support to continue at work. 

Changes in work ability and difficulties in coping at work often show in the work even before sickness absences. As a supervisor, it is important that you recognise these changes at an early stage and discuss them openly with the employee.  

If necessary, contact occupational health care and discuss with the occupational health physician or nurse whether an occupational health negotiation would be necessary to clarify the situation. Keep in mind that you do not need to hesitate to hold an occupational health negotiation in order to be able to resolve challenges related to work ability in good time in a mutual understanding between all parties involved without the challenges leading to prolonged absences. 

Discuss problems with coping at work with the employee in accordance with the early support model for work ability at the workplace before the occupational health negotiation. Ask the employee what changes they would suggests and consider how these could be implemented. Remember that the Occupational Safety and Health Act also requires individual occupational safety measures, if necessary. 

Skills can be developed and enhanced in workplaces in many ways. In addition to studying and participating in training, skills can be strengthened through expanding or changing work tasks, job rotation, and working in pairs or teams. Different coaching methods, mentoring, and peer learning are also effective ways to share knowledge within the work community. Similarly, study visits, trade fairs or other professional visits, and participating in networks help broaden one’s expertise.

As a supervisor, you play a key role in developing competence at your workplace. Your tasks include, among others:

• Defining competence requirements and development goals both at the individual and group level, ensuring they support the core duties of your workplace and area of responsibility in practice.
• Assessing employees’ current skills and identifying areas where development is needed. Bring up these topics at least during development discussions, but also at other times—especially when there are changes in the work or operating environment. You can also suggest a skills audit to the employer if one has not already been conducted at your workplace.
• Helping employees recognize their own strengths and areas for development.
• Actively communicating about the available opportunities for competence development in your workplace. Keep in mind that skills can be developed in ways other than formal training—such as working in pairs or teams, solving work-related challenges together, conducting experiments, acting as substitutes, and organizing workshops or job rotation opportunities.
• Promoting knowledge sharing within the work community. For example, in team or unit meetings, provide opportunities to learn from one another. Share experiences of successes as well as experiments that didn’t go entirely as planned.
• Creating and maintaining a culture of learning motivation.
• Taking into account possible learning difficulties employees may have when planning work arrangements.

A prerequisite for productive and health-supporting work is regular mental and physical recovery from work. The need for recovery varies depending on the task and the employee’s individual situation.  

As a supervisor, when planning work, please note that recovery is possible already during the work day or shift. For example, you can arrange work so that it is possible to vary the tasks, calendar entries could take transitions into account and meetings could include regular breaks. In addition, plan the work so that everyone has the opportunity to take lunch breaks and other breaks in accordance with the collective agreement. Make sure that everyone has equal opportunities to recover and set an example yourself. 

Recognise that resource factors at work promote recovery. These include fairness, the ability to influence one’s own work and support from the supervisor. Good recovery is known to be active, social and timely. Examples of this are: 

• mental and physical detachment from work 

• learning a new skill 

• even allocation of time for work and other life 

• adequate sleep and exercise.  

Discuss the importance of regular recovery with the personnel. Think about how to keep the demands of the work reasonable and develop practices together that promote recovery. Come up with ideas on how to increase the number of restorative moments in the middle of the work day or shift, such as short mini breaks, relaxation breaks or exercise breaks. 

Excessive workload can have a negative effect on sleep. Discuss the importance of sleep for recovery and the adverse effects of sleep deprivation on alertness, memory, creativity, learning and mood. Repeated late evening or night shifts can interfere with the circadian rhythm and negatively impact sleep and health. 

If necessary, ask occupational health care to explain the importance of sleep and other forms of recovery for health, safety and well-being and to plan work methods and arrangements that promote recovery. 

Support for an employee returning to work can be agreed upon, if necessary, in an occupational health negotiation. Support may relate to work tasks, working hours, other work arrangements, or working conditions. It is also important for the supervisor to remember the possibility of rehabilitation as a means of supporting work ability and to discuss this with the employee when needed. The Social Insurance Institution of Finland (Kela) and pension insurance companies provide rehabilitation services for people of working age. You can also get advice on different rehabilitation options from your occupational health service.

The longer the absence from work has lasted, the more challenging the return may be. If additional support is needed for maintaining work ability and returning to work, the occupational health service can initiate cooperation with the client company’s pension insurance provider. If necessary, the employee and supervisor may also make use of the occupational health service’s social work expert as well as the expertise and consultation of the pension insurance provider.

The work is often done in different networks, which can be internal or external. Working in networks and operating within them is based on trust. In the best case, networks can reduce costs or increase the benefits of co-operation in other ways. They can also reduce the overlap in work and increase competence. 

A network can be formed and operate on an electronic platform or in the form of in-person meetings. In networks, ideas are produced, shared and refined, competence is shared and new perspectives are found. Peer support is also a benefit of networks.  

It is a good idea to discuss with a retiring employee the significance of their networks for the ending work and how these networks could be shared with other employees. It is advisable for the supervisor to ask a leaving employee’s views on which networks have been important, for example, in terms of learning or sharing information in the current situation and which ones could be important in the future. 

There can be many reasons for a career at the workplace ending, for example, an employee could switch to another employer or start studying another profession, a fixed-term contract could end, the work could end for production-related or financial reasons or the employee could retire.  

It is good to anticipate retirement and ensure well in advance before the end of the employment relationship that the know-how and competence of the person leaving the company are transferred systematically and in good time to the rest of the team or others performing similar work.  

Regardless of the reason for leaving, the supervisor should have a discussion with the employee about their experiences and views. An open and encouraging exit interview promotes a good and positive image of the workplace. At the same time, you have the opportunity to hear about the experiences of success of the employee and their development suggestions as well as to discuss other issues they may raise. Before the interview, it is good to state that the discussion will be confidential. 

In the exit interview, give the employee time to bring up things that are important to them and to ask possible questions. Ask about the leaving person’s experiences from many angles, patiently listen to them and thank them for the work they have done.  

Examples of exit interview questions: 

• How long have you been with us?   

• What is the primary/secondary reason for your departure?                                           

• How would you develop the operations of our workplace? 

• What is good and works at our workplace?       

• Have you been challenged and supported enough in your work?           

• Have you applied for new job opportunities within our workplace?                                                                      

• What will you miss about working with us? 

• Could you consider returning to our workplace in the future? 

• What factors could make you consider returning to us?    

• What else would you like to tell us?                                        

It is well known that well-being at work and enjoyment of work can inspire individuals to continue their careers, either full-time or part-time. Increased free time as a counterbalance to work can boost energy and interest, especially in part-time work or temporary substitute roles. A desire to secure sufficient income may also be a motivating factor for continuing to work.

As a supervisor, you can take the initiative by inviting a retired employee to take on a temporary substitute role or gig work, or the initiative to return to work may come from the retired employee themselves.

As a supervisor, consider how to shape the returning employee’s role to suit their working hours and tasks in a way that supports their well-being and work ability, without endangering their health. Ensure they receive the necessary competence development, guidance, support, and follow-up on how the work is progressing.

It is also possible to return to work from a fixed-term disability pension (rehabilitation support) or even from an already granted disability pension. In such cases, the return to work—including tasks and working hours—should be planned together with occupational health services. An occupational health negotiation is a good way to ensure the returning employee’s duties align with their work ability. If needed, you can also seek advice on return-to-work arrangements from your occupational pension insurance company.

Return-to-work situations and the need for support can vary in many ways. Use this infographic to explore content suitable for different situations. Workplace well-being and various ways to enhance the appeal and sustainability of work support the continuation of careers—whether at the beginning, middle, or end.

Every job is meaningful.  As a supervisor, it is important that you discuss the meaningfulness of the work with your employees and support them in seeing it. You can also encourage them to make their work more meaningful, even through small changes. 

 Examples of things that can enhance the experience of meaningfulness of work: 

• Being able to influence one’s own work 

• Being able to make use of one’s own strengths 

• Being able to make decisions that affect the work 

• Being able to do things that one finds inspiring and valuable 

Meaningful work feels worth doing in itself. The work is aimed at meaningful goals, such as generating benefits for the customer or having a positive impact on the work community or society. Meaningfulness is linked to job satisfaction and well-being at work, work engagement, motivation, commitment and productivity of the work. The work is also experienced as meaningful when the work is done together for others. 

As a supervisor, you can promote the experience of meaningful work through the following measures, for example: 

• Make sure that the competence is at a sufficient level. 

• Organise the work so that employees can, where possible, join projects or work groups that interest them. 

• Encourage working together. 

• Develop the competence of your team, unit or work community in a diverse way. 

• Discuss the job descriptions and explore the willingness to expand or change job descriptions. 

• Discuss with the employee what kinds of small things or moments make them feel like their work is meaningful and ask how their share could be increased. 

• Please note that the opportunity to influence one’s own work promotes the experience of meaningfulness. 

• Give praise and discuss the employee’s strengths with them. 

• Encourage the employee to notice their achievements and be proud of their work. 

• Encourage the members of the work community to show appreciation and recognise each other’s work. 

Sufficient competence and professional skills are the foundation on which the well-being and success of the workplace, work community and team are based. Changes in the workplace, customers, industry and other aspects of the operating environment create a new need for competence and require continuous competence development. 

The areas of competence assessment and development include, for example, different operating methods, work phases and work arrangements as well as co-operation within the workplace and across the networks. Competence must be examined both in the work community as a whole and on an employee-specific basis.  

Sharing competence within the workplace and the organisation benefits the work community and saves resources. For this reason, it is necessary to assess whether the workplace’s operating methods, tools and structures support the sharing of competence and joint learning.

As a supervisor, make use of the following guidance

• Ensure proper orientation.

• Help identify strengths and areas for development.

• Discuss competencies in relation to job requirements.

• Allocate sufficient time for learning, experimentation, and revisiting what has been learned.

• Support the development and sharing of knowledge and skills.

• If an employee discloses a learning difficulty to you, take it into account when organizing work.

Skills and competencies can be developed and expanded in work communities in many different ways. In addition to studying and participating in training, it is also valuable to broaden job responsibilities, utilize job rotation, and encourage working in groups or in pairs. Various coaching methods, mentoring, and peer learning are also effective ways of sharing expertise. Competence can also be strengthened through networking, study visits, trade fairs, or professional site visits.

Psychological safety has a significant link to the well-being of employees. Psychological safety refers to one’s feeling of confidence in that they will not be embarrassed or rejected in the work community for expressing their own views. Everyone feels that they have the same right as others to express their views and concerns – regardless of their task or position. 

In a psychologically safe work community, its members feel that they belong to a group where it is safe to learn, participate and disagree. Members are also allowed to talk about work-related problems and other obstacles to work. This way, the members will have the courage to make suggestions and think differently, which promotes learning and renewal. When the supervisor maintains their composure even in challenging situations, it increases the willingness to find solutions to problems together. 

Ways for a supervisor to promote psychological safety include: 

• Considering employees as individuals. 

• Respecting and trusting the employees. 

• Helping the employee to act from their own starting points for the benefit of jointly agreed goals. 

• Investing yourself and encouraging the employees to engage in mutual, open and honest interaction. 

• Acting compassionately  

• Encouraging work-related discussions and also allowing the questioning of existing practices. 

• Appreciating different perspectives. 

• Handling concerns and questions with understanding and appreciation. 

• Encouraging people to also bring up unfinished ideas. 

• Asking for feedback. 

• Encouraging learning and experimentation. 

• Viewing mistakes and failures from the perspective of learning. 

• Showing compassion. 

A career as a whole consists of different phases and situations that can be related to work experience, work tasks, competence and its strengthening, life situation and age. Career management reconciles the goals and wishes of the workplace and the employee and supports the employee in their career development. The goals of the workplace’s operations and personnel development create the basis for career management. 

A career can be divided into, for example, three stages: career attachment, the middle stage of a career and the end stage of a career, or more stages can be named. It is important to recognise these stages in the work community. In career management, it is important to note that, in addition to general characteristics, individual situations, expectations and support needs must also be identified and taken into account. 

Optimally, career management is an integral part of the workplace’s operations. The procedures and tools agreed at the workplace provide a framework that you, as a supervisor, can apply as different situations call for it. It is also important that you comply with the equal treatment required by legislation, which is based on the principle that employees in the same situation are treated in the same way, for example, in terms of flexible working hours or study opportunities. 

In career management, it must be ensured that supervisors are prepared to encounter and lead people of different ages and have discussions related to the different career stages and situations. Good interpersonal skills are crucial, not only between supervisors and employees, but also among the entire personnel. 

In most cases, work, the working conditions and ways of working can be developed to be even better. The development could be small changes in the work or longer-term projects. Plan these together with the employees. 

As a supervisor, create a sense of psychological safety at the workplace. This encourages the employees to bring up their own ideas. Also create boundaries within which employees can plan and implement changes at work. 

At the beginning, it is good to identify with the employees what things about the work are good and what things should be held on to going forward. Encourage employees to think about how the work could be made even smoother, as the persons doing the work in practice tend to have the best ideas for this. For example, groups or teams could take note of factors that hinder the flow of work and come up with new ways of working together. Listen to these ideas. If possible, implement them in practice and, if necessary, apply for authorisation to make changes. 

For instance, you can use the following checklist: 

• Be present, discuss and listen. 

• Know the current operating practices. 

• Together with the employees, identify what things are good. 

• Involve employees in planning necessary changes. 

• Work on development ideas together. 

• Set goals. 

• Make time for development. 

• If necessary, identify any hindrances or obstacles to development. 

• Implement the changes that are possible to implement. 

• Discuss how you can tell that there has been a change. 

• Evaluate how the development went. 

A smoother flow of work has a positive effect on the team spirit and interaction. Please note that involvement commits the members of the work community to choices and solutions implemented together, even when one’s own idea is not realised. 

In development, it is good to learn to accept work being in progress and checking the direction. It is also not always possible to implement a wide-reaching development project. In this case, highlighting even small changes or improvements will inspire the employees to look for new solutions together and move on towards the next step. 

Employees have different strengths and prerequisites to perform their work. These may vary at different stages of a career and in different situations, for example, due to the family situation, changes in work ability or ageing. 

The Occupational Safety and Health Act obligates the employer to also take into account the employees’ personal prerequisites when mapping and assessing the hazards of work and to improve the working conditions with the necessary measures. As a supervisor, pleas note that the general occupational safety and health measures required by law are not always sufficient to ensure the safety and health of an individual employee at work. 

Identify situations that require individual occupational safety measures based on, for example, the employee’s professional skills, work experience, health, work ability, age or language skills. Such measures include, for example, supplementing orientation and changes to work tasks, work arrangements and working hours. If necessary, make use of the expertise of occupational health care and occupational safety coordinators in planning and determining measures. 

Factors that affect the opportunities of the employer and workplace to implement individual occupational safety and health measures include the nature and scope of the workplace’s activities, the number of employees and the costs of the measures.  As a supervisor, also keep in mind that the adaptation measures must not endanger the safety or health of other employees.