Perceived Work Ability during Enforced Working from Home Due to the COVID-19 Pandemic among Finnish Higher Educational Staff.

Background: Due to COVID-19 pandemic, many employees were forced to suddenly shift to working from home (WFH). How this disruption of work affected employees' work ability is not known. In this study, we investigated the developmental profiles of work ability among Finnish higher education employees in a one-year follow-up during the enforced WFH. Secondly, we investigated demographic, organizational, and ergonomic factors associated with the developmental profiles. Methods: A longitudinal web-survey was conducted with four measurement points (April 2020-February 2021). Employees of a Finnish university who answered the questionnaire at baseline and at least at two follow-up surveys (n = 678) were included (71% women, 45% teachers/research staff, 44% supporting staff, 11% hired students). Perceived work ability was measured on a scale of 1-5 in all timepoints. Latent class growth curve analysis was used to identify profiles of work ability. Multinomial logistic regression was used to determine the associations of demographic factors, perceived stress, musculoskeletal pain, functionality of home for work, and organizational support with the work ability profiles. Results: Six distinct work ability profiles were identified. For most (75%), work ability remained stable during the follow-up. A total of 17% had a favourable trend (very good-stable or increasing) of work ability, and 8% had non-favourable (poor-stable or decreasing). Poor ergonomics at home, low organizational support, high stress, and musculoskeletal pain were associated with non-favourable development of work ability. Conclusions: Heterogeneity in development of work ability during forced WFH was found. Several factors were identified through which work ability can be supported.

The Importance of Self-Leadership Strategies and Psychological Safety for Well-Being in the Context of Enforced Remote Work

This study examines the relationship between self-leadership strategies and occupational well-being and whether psychological safety has moderated these relationships in the context of enforced remote work caused by COVID-19. Altogether, 2493 higher education employees, most of whom were working entirely remotely due to the pandemic, responded to an electronic survey in May 2021. Hierarchical multiple linear regression analyses were conducted as the main method of analysis. The results showed that goal-oriented and well-being-related self-leadership strategies as well as psychological safety were positively related to meaningfulness of work and negatively to job burnout. Psychological safety moderated the relation between goal-oriented self-leadership strategies and meaningfulness of work. The study presents much-needed novel knowledge about self-leadership and psychological safety in the context of remote work and sheds light on the interrelatedness between self-leadership strategies, psychological safety, and occupational well-being. It presents a novel category of well-being-related self-leadership strategies and contributes to the measurement of both self-leadership and psychological safety. In order to both enable sufficient well-being and facilitate flourishing at work, it is imperative to support employees in learning and applying diverse self-leadership strategies as well as ensure psychological safety at workplace, especially in post-pandemic multi-locational work.