The document discusses "bad apples" in organizations and how to manage them. It defines bad apples as discontented, troublemaking, or dishonest employees who can negatively influence others. It examines how bad apples are formed, noting factors like environment, peer pressure, and defensive behaviors. It identifies traits of bad apples, such as an external locus of control, hostile attribution styles, aggression, absenteeism, and bullying. Finally, it stresses the importance of managers addressing bad apples directly to prevent them from damaging morale and productivity.
This presentation was delivered to a Diversity course at University of Canberra, providing the class with an overview of Bullying in the workplace. The references for this presentation can be found at: http://www.delicious.com/blondlox/Morristeami-UC-lecture-190811
This document discusses workplace bullying, defining it as the use of aggressive, intimidating, humiliating language and actions against coworkers. It identifies four main types of bullying: threatening professional status, overworking targets, isolation, and destabilization. Gender-based discrimination and sexual harassment are also common forms of bullying, primarily targeting women. While efforts have been made to promote equality, workplace bullying remains a problem, especially in countries with cultural prejudices against women. The document recommends organizations implement diversity policies, gender sensitivity training, cultural audits, and leverage diversity to enhance performance in order to address bullying.
The document discusses workplace bullying, defining it as repeated unreasonable actions intended to intimidate, degrade or humiliate employees. It notes bullying can include verbal abuse, gossip, threats, and work sabotage. The presentation covers the causes of bullying, its negative effects on employees and businesses, and signs that indicate an employee may be experiencing bullying.
The document discusses bullying in the workplace. It begins with an introduction that defines bullying as abusive behavior that creates a humiliating work environment and harms people's dignity, safety, and well-being. It then contrasts bullies with leaders, noting that leaders inspire teams while bullies disrupt them. Statistics are presented showing the negative impacts of bullying, such as costs to businesses and health issues for targets. Bullying is described as bad for organizations, causing illnesses, injuries, lost productivity and staff. The document concludes by stating the importance of fair treatment standards and the need to address bullying.
This document discusses workplace bullying. It defines bullying as persistent verbal or non-verbal aggression at work that undermines or humiliates an individual or group. Bullying can be overt such as insults or threats, or covert such as sabotage or social isolation. The document examines why people bully, who bullies target, and the implications of bullying for employees, organizations, and finances. It provides strategies for stopping bullying through clear policies, training, intervention, documentation, and following legal processes.
The document discusses workplace bullying by defining it, examining its prevalence based on survey findings, and exploring its impacts on targets, witnesses, and organizations. It also provides strategies for preventing and resolving instances of workplace bullying, such as establishing anti-bullying policies and training, building coping skills, and having both informal and formal processes for addressing complaints.
This presentation was delivered to a Diversity course at University of Canberra, providing the class with an overview of Bullying in the workplace. The references for this presentation can be found at: http://www.delicious.com/blondlox/Morristeami-UC-lecture-190811
This document discusses workplace bullying, defining it as the use of aggressive, intimidating, humiliating language and actions against coworkers. It identifies four main types of bullying: threatening professional status, overworking targets, isolation, and destabilization. Gender-based discrimination and sexual harassment are also common forms of bullying, primarily targeting women. While efforts have been made to promote equality, workplace bullying remains a problem, especially in countries with cultural prejudices against women. The document recommends organizations implement diversity policies, gender sensitivity training, cultural audits, and leverage diversity to enhance performance in order to address bullying.
The document discusses workplace bullying, defining it as repeated unreasonable actions intended to intimidate, degrade or humiliate employees. It notes bullying can include verbal abuse, gossip, threats, and work sabotage. The presentation covers the causes of bullying, its negative effects on employees and businesses, and signs that indicate an employee may be experiencing bullying.
The document discusses bullying in the workplace. It begins with an introduction that defines bullying as abusive behavior that creates a humiliating work environment and harms people's dignity, safety, and well-being. It then contrasts bullies with leaders, noting that leaders inspire teams while bullies disrupt them. Statistics are presented showing the negative impacts of bullying, such as costs to businesses and health issues for targets. Bullying is described as bad for organizations, causing illnesses, injuries, lost productivity and staff. The document concludes by stating the importance of fair treatment standards and the need to address bullying.
This document discusses workplace bullying. It defines bullying as persistent verbal or non-verbal aggression at work that undermines or humiliates an individual or group. Bullying can be overt such as insults or threats, or covert such as sabotage or social isolation. The document examines why people bully, who bullies target, and the implications of bullying for employees, organizations, and finances. It provides strategies for stopping bullying through clear policies, training, intervention, documentation, and following legal processes.
The document discusses workplace bullying by defining it, examining its prevalence based on survey findings, and exploring its impacts on targets, witnesses, and organizations. It also provides strategies for preventing and resolving instances of workplace bullying, such as establishing anti-bullying policies and training, building coping skills, and having both informal and formal processes for addressing complaints.
Research indicates up to 70% of the workforce is bullied at some during their working life. First in a series of presentations, this deck answers the question: What exactly is workplace bullying?
To encourage employee representatives and employers to build cultures in which respect for individuals is regarded as an essential part of the conduct of all those who work in the organization.
•To increase awareness and knowledge of bullying in the workplace, and encourage the development of employment practices that enhance worker safety and prevent bullying in the workplace.
What is nepotism???
Origin of nepotism
Forms of nepotism
Nepotism in politics
Nepotism in organization
Nepotism Statistics
Drawbacks
Solutions
Conclusion
This document discusses disability awareness and the experience of being disabled in America. It notes that while political and legal changes have increased independence for disabled individuals, societal attitudes have been slower to change. American culture often values traits like self-control and success that do not align with some disabilities, leading to prejudice and stigma. Common stereotypes portray the disabled as sinful, sick, or broken. Overcoming daily barriers and managing disabilities requires significant effort. There are over 56 million disabled Americans, which would make disability the largest "state" if grouped as one. Increased understanding and acceptance of disabled individuals as whole people is needed.
Workplace Bullying is Everywhere - What HR Needs to KnowCareerminds
What HR Professionals Need to Know About Workplace Bullying
Workplace bullying, just like childhood bullying, is when individuals or groups intentionally humiliate another person. At school, the victim is another student. At work, it is another employee—and it may be more rampant than you think!
In 2012, the Workplace Bullying Institute conducted a survey about the prevalence of bullying in the workplace (http://www.workplacebullying.org/multi/pdf/WBI-2012-StrategiesEff.pdf). Fifty-eight percent of respondents reported being bullied currently, 39% reported having been bullied in the past, and 3% reported having witnessed workplace bullying. Most perpetrators (63%) and victims (79%) were women. Women bullies torment women in 89% of cases; men bully women in 63% of cases. Most of the bullies (75%) are bosses; 18% are coworkers or peers, and 7% are subordinates.
The effect of bullying can range from lower job satisfaction and health complaints to suicide. Stress is the most predominant health effect associated with bullying in the workplace and can result in an increase in the use of sick days or time off from work. Workplace bullying is also expensive: Author Robert Sutton reports that one company estimated annual losses of $160,000 from handling problems caused by one salesman’s bullying behaviors.
In this interactive online training program, participants will learn:
What employees can do if they are being bullied at work
What employers can do to create a zero tolerance toward workplace bullying
The benefits of addressing workplace bullying
How to manage real-life scenarios
ABOUT THE PRESENTER
Judy Lindenberger
President, The Lindenberger Group
Judy Lindenberger "gets" leadership. She is a certified career coach and HR consultant capable of coupling personal growth with professional development, which is why top companies and individuals invite her to work with them. Judy's background includes designing and facilitating the first-ever sexual harassment prevention training for federal government workers, leading the management training department for a major financial organization, and creating a highly successful, global mentoring program for a Fortune 500 company which won the national Athena Award for Mentoring for two consecutive years. Her work has appeared in the Wall Street Journal, Training and Development Magazine, and other publications. Judy holds an MBA in human resources and is based in New Jersey.
The document summarizes a presentation on workplace bullying. It defines workplace bullying, discusses how it occurs and who the targets typically are. It also outlines the negative effects of bullying on victims, witnesses and businesses. Suggestions are provided on how to combat bullying through employer policies, training, and social change efforts. The presentation emphasizes that while progress is being made in increasing awareness, continued efforts are still needed to fully address this issue.
What is Harassment
What is Workplace Bullying
Look at some statistics
Implications on the workplace
Responsibilities of employers/supervisors
Legal Obligations
Minimizing the Risk
Assessment Task
This document discusses misbehaviour in organizations. It defines misbehaviour as intentional actions that violate shared norms and values. Managing misbehaviour requires identifying, solving, and correcting problems. The emergence of studying misbehaviour in management is discussed. Various types of misbehaviour are outlined such as deviance, aggression, and political behavior. Specific examples like sexual harassment, bullying, fraud, and substance abuse are also mentioned. Key factors that can influence misbehaviour include individual characteristics, job factors, organizational culture and norms, and group dynamics. Misbehaviour can have costs to organizations in reduced productivity and lawsuits.
Workplace bullies, KIIT SCHOOL OF MANAGEMENTAmit Thakur
This document discusses workplace motivation and bullying. It provides definitions of motivation and discusses how motivation relates to an employee's intensity, direction, and persistence of effort. It then defines workplace bullying and provides statistics on its prevalence. The document presents a case study of an employee, Madhu, who was a victim of bullying at her workplace. It discusses how this bullying impacted her motivation and self-efficacy and ultimately led to her resignation. The document also examines theories related to motivation, such as Maslow's hierarchy of needs, self-determinacy theory, and Herzberg's two-factor theory, and how factors like these can contribute to bullying behaviors at work.
Workplace Bullying & Harassment Ultimate Training ResourceCarole Spiers
Do you need to deliver a Workplace Bullying & Harassment training course but have no time to prepare?
Then look no further, as here is your 1-stop training resource, including workbook and powerpoint presentation.
Written by Carole Spiers, Leading Authority on Work Stress and Author of Show Stress Who’s Boss!, this ultimate workplace bullying and harassment training resource is for trainers, HR professional and Managers.
This authoritative training resource is for your adaption and use today!
Download immediately: http://bit.ly/TEP0UH
Workplace bullying negatively impacts organizational justice. It demonstrates a lack of interactional justice by allowing employees to be treated without dignity and respect. Bullying can reduce an employee's self-efficacy and motivation over time by threatening their sense of esteem, safety, and self-actualization. Both situational factors and personality traits may contribute to bullying. Insecure bullies may target those seen as threats to boost their own self-esteem. Effective strategies for victims include documenting incidents and reporting bullying to appropriate management or groups within the company. Confrontation should be avoided as it could escalate the situation.
The North American Interfraternity Conference (NIC) notes that the stereotype of fraternities portrayed in the movie "Animal House" is still prevalent. However, the NIC states that chapters focused on that type of excessive drinking behavior will quickly fail, as that is not the true purpose of a fraternity. The NIC asserts that academics are the core mission of fraternities, and Greek members typically have higher graduation rates, retention, and GPAs than non-Greek students. According to many studies, perceptions and stereotypes of Greek life are often skewed and do not reflect the benefits of membership, such as higher graduation rates and representation among leaders in politics and business.
Medical Whistleblower Canary Notes Newsletter 2 Bullying February 2006...MedicalWhistleblower
Bullying in the workplace is interpersonal violence and severely impacts the workplace environment and also may cause psychological harm to the victim. Chronic bullying can cause PTSD and lead to health problems. Bullying can also be a sign of underlying corruption or malfeasance in the workplace. All employers are advised to take workplace bullying seriously and take steps to prevent it
Michael Cosgrove from Workplace Laws discusses:
- Steps to prevent workplace bullying
- The process of dealing with workplace bullying after it occurs
- Legal frameworks, resources available for businesses and options for employees to have their workplace bullying issues dealt with effectively
Cover your workplace with LawPath's Workplace Policies Bundle: http://bit.ly/1AFe9VM
Workplace bullying demonstrates a lack of which one of the three types of organizational justice?
What aspects of motivation might workplace bullying reduce? For example, are there likely to be effects on an employee’s self-efficacy? If so, what might those effects be?
If you were a victim of workplace bullying, what steps would you take to reduce its occurrence? What strategies would be most effective? Least effective? What would you do if one of your colleagues was a victim?
What factors do you believe contribute to workplace bullying? Are bullies a product of the situations, or do they have flawed personalities? What situations and what personality factors might contribute to the presence of bullies?
The document discusses workplace bullying, its impacts, and strategies for addressing it. It defines bullying as repeated less favorable treatment that intimidates, offends, degrades or humiliates others. Bullying can negatively impact productivity, morale, and staff turnover and retention. It is associated with increased absenteeism, mental health issues, and physical health complaints for those bullied. Effective strategies include having clear policies against bullying, leadership commitment, counseling, and relationship management to promote positive interactions and prevent issues from escalating.
Nepotism occurs when someone in a position of power uses their influence to favorably impact the hiring or promotion of a family member. It can damage company morale and result in less qualified candidates being hired over more qualified external applicants. While nepotism may be an accepted practice in some small, family-run businesses, companies should have clear policies against it and evaluate all candidates based on their qualifications alone to avoid potential legal issues. Some argue that nepotism is not always bad if relatives hold each other accountable, but it becomes risky if a less qualified family member is hired over a more qualified external candidate from a protected class.
Representative bias occurs when a decision maker recalls past experiences that are similar to the current decision-making situation. This represents the representativeness heuristic, where people see commonality between items that appear similar or part of the same group. For example, if someone meets three aggressive people from the same company, they may assume the whole company has an aggressive culture. The representativeness heuristic can also lead to stereotyping, such as assuming all beggars are poor or that women are bad drivers.
Five Steps to Prevent Abusive Conduct and Workplace BullyingAnderson-davis, Inc.
This checklist will assist you in writing a comprehensive abusive conduct policy and walk you through the key elements of an effective, engaging and interactive story-based anti-bullying/abusive conduct prevention training course.
The checklist provides excerpts of three definitions of abusive conduct, identifies what to include and what not to include, and euphemisms to avoid in an abusive conduct policy and its distribution. The list identifies the key elements of how to write a story-based and engaging abusive conduct prevention training course and topics to include, i.e., intervention, policy as a ‘living’ document, when supervisors should document and contact HR/EEO, four changes in CA law. It also notes the new Tennessee and California guidelines covering anti-bullying legislation and abusive conduct.
Important: Most of the policy and training checklists’ guidelines and suggestions also apply to writing a comprehensive anti-harassment policy and creating/vetting engaging and story-based harassment prevention and resolution training.
The document discusses how the brain learns best. It states that the brain shapes itself in response to the outside world through the five senses. It learns best by making connections to concrete experiences and engaging all the senses. The brain also searches for meaning and learns through finding patterns and relationships. Skills are acquired through practice, review, and using physical movement. Emotions also impact learning, so students should feel valued and accepted. Memory decays rapidly so new learning needs to refresh existing memories. Intelligence is multi-dimensional and can be developed through discipline, creativity, respect, and ethics.
The document discusses narcissistic leaders and different personality types. It notes that narcissists have always emerged to inspire people but also have a dark side where they are distrustful and isolated. Productive narcissists like Jack Welch are risk-takers who can motivate people with their vision and rhetoric, but they become unrealistic if they lack self-awareness. Working with narcissists is challenging as they do not listen to criticism and it is difficult for them to change. The document also outlines three main personality types - erotic, obsessive, and narcissistic - and their traits.
Research indicates up to 70% of the workforce is bullied at some during their working life. First in a series of presentations, this deck answers the question: What exactly is workplace bullying?
To encourage employee representatives and employers to build cultures in which respect for individuals is regarded as an essential part of the conduct of all those who work in the organization.
•To increase awareness and knowledge of bullying in the workplace, and encourage the development of employment practices that enhance worker safety and prevent bullying in the workplace.
What is nepotism???
Origin of nepotism
Forms of nepotism
Nepotism in politics
Nepotism in organization
Nepotism Statistics
Drawbacks
Solutions
Conclusion
This document discusses disability awareness and the experience of being disabled in America. It notes that while political and legal changes have increased independence for disabled individuals, societal attitudes have been slower to change. American culture often values traits like self-control and success that do not align with some disabilities, leading to prejudice and stigma. Common stereotypes portray the disabled as sinful, sick, or broken. Overcoming daily barriers and managing disabilities requires significant effort. There are over 56 million disabled Americans, which would make disability the largest "state" if grouped as one. Increased understanding and acceptance of disabled individuals as whole people is needed.
Workplace Bullying is Everywhere - What HR Needs to KnowCareerminds
What HR Professionals Need to Know About Workplace Bullying
Workplace bullying, just like childhood bullying, is when individuals or groups intentionally humiliate another person. At school, the victim is another student. At work, it is another employee—and it may be more rampant than you think!
In 2012, the Workplace Bullying Institute conducted a survey about the prevalence of bullying in the workplace (http://www.workplacebullying.org/multi/pdf/WBI-2012-StrategiesEff.pdf). Fifty-eight percent of respondents reported being bullied currently, 39% reported having been bullied in the past, and 3% reported having witnessed workplace bullying. Most perpetrators (63%) and victims (79%) were women. Women bullies torment women in 89% of cases; men bully women in 63% of cases. Most of the bullies (75%) are bosses; 18% are coworkers or peers, and 7% are subordinates.
The effect of bullying can range from lower job satisfaction and health complaints to suicide. Stress is the most predominant health effect associated with bullying in the workplace and can result in an increase in the use of sick days or time off from work. Workplace bullying is also expensive: Author Robert Sutton reports that one company estimated annual losses of $160,000 from handling problems caused by one salesman’s bullying behaviors.
In this interactive online training program, participants will learn:
What employees can do if they are being bullied at work
What employers can do to create a zero tolerance toward workplace bullying
The benefits of addressing workplace bullying
How to manage real-life scenarios
ABOUT THE PRESENTER
Judy Lindenberger
President, The Lindenberger Group
Judy Lindenberger "gets" leadership. She is a certified career coach and HR consultant capable of coupling personal growth with professional development, which is why top companies and individuals invite her to work with them. Judy's background includes designing and facilitating the first-ever sexual harassment prevention training for federal government workers, leading the management training department for a major financial organization, and creating a highly successful, global mentoring program for a Fortune 500 company which won the national Athena Award for Mentoring for two consecutive years. Her work has appeared in the Wall Street Journal, Training and Development Magazine, and other publications. Judy holds an MBA in human resources and is based in New Jersey.
The document summarizes a presentation on workplace bullying. It defines workplace bullying, discusses how it occurs and who the targets typically are. It also outlines the negative effects of bullying on victims, witnesses and businesses. Suggestions are provided on how to combat bullying through employer policies, training, and social change efforts. The presentation emphasizes that while progress is being made in increasing awareness, continued efforts are still needed to fully address this issue.
What is Harassment
What is Workplace Bullying
Look at some statistics
Implications on the workplace
Responsibilities of employers/supervisors
Legal Obligations
Minimizing the Risk
Assessment Task
This document discusses misbehaviour in organizations. It defines misbehaviour as intentional actions that violate shared norms and values. Managing misbehaviour requires identifying, solving, and correcting problems. The emergence of studying misbehaviour in management is discussed. Various types of misbehaviour are outlined such as deviance, aggression, and political behavior. Specific examples like sexual harassment, bullying, fraud, and substance abuse are also mentioned. Key factors that can influence misbehaviour include individual characteristics, job factors, organizational culture and norms, and group dynamics. Misbehaviour can have costs to organizations in reduced productivity and lawsuits.
Workplace bullies, KIIT SCHOOL OF MANAGEMENTAmit Thakur
This document discusses workplace motivation and bullying. It provides definitions of motivation and discusses how motivation relates to an employee's intensity, direction, and persistence of effort. It then defines workplace bullying and provides statistics on its prevalence. The document presents a case study of an employee, Madhu, who was a victim of bullying at her workplace. It discusses how this bullying impacted her motivation and self-efficacy and ultimately led to her resignation. The document also examines theories related to motivation, such as Maslow's hierarchy of needs, self-determinacy theory, and Herzberg's two-factor theory, and how factors like these can contribute to bullying behaviors at work.
Workplace Bullying & Harassment Ultimate Training ResourceCarole Spiers
Do you need to deliver a Workplace Bullying & Harassment training course but have no time to prepare?
Then look no further, as here is your 1-stop training resource, including workbook and powerpoint presentation.
Written by Carole Spiers, Leading Authority on Work Stress and Author of Show Stress Who’s Boss!, this ultimate workplace bullying and harassment training resource is for trainers, HR professional and Managers.
This authoritative training resource is for your adaption and use today!
Download immediately: http://bit.ly/TEP0UH
Workplace bullying negatively impacts organizational justice. It demonstrates a lack of interactional justice by allowing employees to be treated without dignity and respect. Bullying can reduce an employee's self-efficacy and motivation over time by threatening their sense of esteem, safety, and self-actualization. Both situational factors and personality traits may contribute to bullying. Insecure bullies may target those seen as threats to boost their own self-esteem. Effective strategies for victims include documenting incidents and reporting bullying to appropriate management or groups within the company. Confrontation should be avoided as it could escalate the situation.
The North American Interfraternity Conference (NIC) notes that the stereotype of fraternities portrayed in the movie "Animal House" is still prevalent. However, the NIC states that chapters focused on that type of excessive drinking behavior will quickly fail, as that is not the true purpose of a fraternity. The NIC asserts that academics are the core mission of fraternities, and Greek members typically have higher graduation rates, retention, and GPAs than non-Greek students. According to many studies, perceptions and stereotypes of Greek life are often skewed and do not reflect the benefits of membership, such as higher graduation rates and representation among leaders in politics and business.
Medical Whistleblower Canary Notes Newsletter 2 Bullying February 2006...MedicalWhistleblower
Bullying in the workplace is interpersonal violence and severely impacts the workplace environment and also may cause psychological harm to the victim. Chronic bullying can cause PTSD and lead to health problems. Bullying can also be a sign of underlying corruption or malfeasance in the workplace. All employers are advised to take workplace bullying seriously and take steps to prevent it
Michael Cosgrove from Workplace Laws discusses:
- Steps to prevent workplace bullying
- The process of dealing with workplace bullying after it occurs
- Legal frameworks, resources available for businesses and options for employees to have their workplace bullying issues dealt with effectively
Cover your workplace with LawPath's Workplace Policies Bundle: http://bit.ly/1AFe9VM
Workplace bullying demonstrates a lack of which one of the three types of organizational justice?
What aspects of motivation might workplace bullying reduce? For example, are there likely to be effects on an employee’s self-efficacy? If so, what might those effects be?
If you were a victim of workplace bullying, what steps would you take to reduce its occurrence? What strategies would be most effective? Least effective? What would you do if one of your colleagues was a victim?
What factors do you believe contribute to workplace bullying? Are bullies a product of the situations, or do they have flawed personalities? What situations and what personality factors might contribute to the presence of bullies?
The document discusses workplace bullying, its impacts, and strategies for addressing it. It defines bullying as repeated less favorable treatment that intimidates, offends, degrades or humiliates others. Bullying can negatively impact productivity, morale, and staff turnover and retention. It is associated with increased absenteeism, mental health issues, and physical health complaints for those bullied. Effective strategies include having clear policies against bullying, leadership commitment, counseling, and relationship management to promote positive interactions and prevent issues from escalating.
Nepotism occurs when someone in a position of power uses their influence to favorably impact the hiring or promotion of a family member. It can damage company morale and result in less qualified candidates being hired over more qualified external applicants. While nepotism may be an accepted practice in some small, family-run businesses, companies should have clear policies against it and evaluate all candidates based on their qualifications alone to avoid potential legal issues. Some argue that nepotism is not always bad if relatives hold each other accountable, but it becomes risky if a less qualified family member is hired over a more qualified external candidate from a protected class.
Representative bias occurs when a decision maker recalls past experiences that are similar to the current decision-making situation. This represents the representativeness heuristic, where people see commonality between items that appear similar or part of the same group. For example, if someone meets three aggressive people from the same company, they may assume the whole company has an aggressive culture. The representativeness heuristic can also lead to stereotyping, such as assuming all beggars are poor or that women are bad drivers.
Five Steps to Prevent Abusive Conduct and Workplace BullyingAnderson-davis, Inc.
This checklist will assist you in writing a comprehensive abusive conduct policy and walk you through the key elements of an effective, engaging and interactive story-based anti-bullying/abusive conduct prevention training course.
The checklist provides excerpts of three definitions of abusive conduct, identifies what to include and what not to include, and euphemisms to avoid in an abusive conduct policy and its distribution. The list identifies the key elements of how to write a story-based and engaging abusive conduct prevention training course and topics to include, i.e., intervention, policy as a ‘living’ document, when supervisors should document and contact HR/EEO, four changes in CA law. It also notes the new Tennessee and California guidelines covering anti-bullying legislation and abusive conduct.
Important: Most of the policy and training checklists’ guidelines and suggestions also apply to writing a comprehensive anti-harassment policy and creating/vetting engaging and story-based harassment prevention and resolution training.
The document discusses how the brain learns best. It states that the brain shapes itself in response to the outside world through the five senses. It learns best by making connections to concrete experiences and engaging all the senses. The brain also searches for meaning and learns through finding patterns and relationships. Skills are acquired through practice, review, and using physical movement. Emotions also impact learning, so students should feel valued and accepted. Memory decays rapidly so new learning needs to refresh existing memories. Intelligence is multi-dimensional and can be developed through discipline, creativity, respect, and ethics.
The document discusses narcissistic leaders and different personality types. It notes that narcissists have always emerged to inspire people but also have a dark side where they are distrustful and isolated. Productive narcissists like Jack Welch are risk-takers who can motivate people with their vision and rhetoric, but they become unrealistic if they lack self-awareness. Working with narcissists is challenging as they do not listen to criticism and it is difficult for them to change. The document also outlines three main personality types - erotic, obsessive, and narcissistic - and their traits.
April 9, 2009 Edutopia webinar: "How the Brain Learns Best: Strategies to Mak...Edutopia
Host: Grace Rubenstein, staff writer and multimedia producer, Edutopia
Presenter: Judy Willis, middle school teacher and neurologist and authority on learning-centered brain research and classroom strategies derived from this research
Neuroscience is a complex field that educators don't often turn to for inspiration, but knowing a few basic concepts can help you plan teaching strategies that will prompt your students to be more receptive to learning. Find out how introducing a few simple techniques to your craft -- and increasing some of those you may already employ -- can encourage productive learning and actually change brain chemistry, increasing children's ability to learn (and retain) new skills and information.
Narcissism is a psychological disorder characterized by an inflated sense of self-importance and lack of empathy. While its exact causes are unknown, speculation points to heavy parental pressure to succeed and drug use as common factors. Symptoms include obsessive self-interest, need for attention/praise, exaggerating talents, and being preoccupied with fantasies of power, love, and fame. Treatment involves various forms of psychotherapy like cognitive-behavioral therapy and group therapy, as narcissism is a habitual condition that can take years to address through therapy alone.
The document discusses how the brain learns and retains new information over the course of a learning episode. It shows that retention is highest at the beginning (prime-time-1) and end (prime-time-2) of the learning period, but lowest in the middle. An activity demonstrates this primacy-recency effect, where participants recall the first and last items best but struggle with middle items. The implications are that new material should be introduced at the start of class, practice and review occur during the middle downtime, and lessons conclude by consolidating learning. Strategies help maximize retention by accounting for how attention and memory function over time.
The document discusses how brain-based learning has replaced behavioral psychology due to new technologies like MRI, EEG, and PET scans. It explains that learning forms connections in the brain through concrete experiences rather than just reading. It also outlines how the brain develops through overproduction and pruning of synapses during critical periods, and how risky behavior during adolescence can both help and hinder frontal cortex development.
Bad management, specifically a poor relationship with one's direct supervisor, is cited as the primary reason employees leave their jobs. Studies have found that 88% of employees quit for reasons other than pay, though 70% of managers believe pay is the main factor. Other common reasons for leaving include lack of recognition for one's contributions, an unhealthy work environment, lack of career growth opportunities, and imbalance between work and personal life. To improve retention, organizations must focus on employee satisfaction by addressing needs, treating people with respect, and ensuring fairness and motivation.
This document discusses how brain-based learning and game-based learning can be used in education. It provides an overview of how the brain functions and how teaching strategies focused on active learning, real-world projects, and interdisciplinary lessons help students learn. Examples are given of educational games like Lego robotics, board games, and online virtual worlds that develop skills in areas like STEM, literacy, and problem-solving. The document advocates for hands-on, engaging lessons and discusses how concepts like discovery learning can be implemented effectively based on brain research.
This document discusses brain-based learning and its 12 basic principles. It begins by asking the reader to imagine what their brain is like, such as a cabbage or grapefruit. It then discusses that learning engages the entire physiology, including food, water and nutrition. It also notes that the brain is social and searches for meaning through patterns and simultaneous parts and wholes. Emotions are critical to learning, which involves both conscious and unconscious processes. Memory is organized in different ways and learning is developmental, enhanced by challenge and unique to each individual brain. The conclusion discusses applying these brain-based learning strategies in the classroom to maximize learning through the five learning primers of emotional, social, cognitive, physical and reflective learning.
The document discusses how brain-based learning employs what is known about how the brain remembers information. When teaching involves elements like color, movement, chunking information, and emotions, learning is better retained. It also notes that emotion drives attention, which drives learning and performance. The document contains images and quotes about how attention improves learning and discusses working smarter instead of harder in the classroom by taking advantage of brain research.
This document discusses managing workplace pessimism. It outlines various causes of pessimism including lack of competence, community, control, and clear communication. There are different types of pessimists such as locomotive, perfectionist, rumormonger, and criticizer. Managing pessimism requires addressing its causes, avoiding common pitfalls, and implementing elements like vision, incentives, skills training, action plans, and resources to facilitate positive change. Intergroup conflicts and social identities can also influence levels of pessimism in an organization.
This document discusses how neuroscience research shows that the brain is a social organ and is highly sensitive to threats to our status, certainty, autonomy, relatedness, and fairness (SCARF model). When these needs are threatened, it triggers the brain's threat response centers in a similar way as experiencing physical pain or lack of food/water. However, positive social interactions and fulfilling these needs can trigger the brain's reward response and promote engagement. The document argues that understanding this research has important implications for leadership, such as being aware of how certain actions may threaten subordinates and influence their behavior, and focusing on cultivating an environment that meets peoples' social needs.
Adjustment problems of the exceptional [autosaved]Taya Nilong
The document discusses several key concepts related to understanding and supporting those with exceptionalities or impairments:
1) Major theories on how impairments can influence behavior and self-perception are explored, including somatopsychology and organic inferiority.
2) Successful adjustment is framed as a social psychological problem dependent on how society and environment view the individual's deviation.
3) Parents, teachers, and society play an important role in minimizing anxiety and encouraging realistic goals to support positive adjustment.
The document discusses personality from several perspectives. It defines personality and describes its physical, mental, emotional, social, spiritual, and moral aspects. Factors like heredity and environment that influence personality are examined. Differences in personality types like extroverts and introverts are outlined. The role of personality in business and job performance is covered. Filipino values and cultural influences on personality are also summarized. Mature personality traits are listed. Suggestions for improving one's own personality are provided.
The document discusses reasons for inappropriate student behavior and methods for assessing the causes of such behavior, including developmental traits, environmental influences, and Rudolf Dreikurs' model of "Mistaken Goals" which identifies attention-seeking, seeking power, seeking revenge, and feelings of inadequacy as potential motivations. The ABC (Antecedent, Behavior, Consequence) method is presented as a tool for understanding behaviors and devising interventions based on manipulating antecedents and consequences.
The document discusses workplace deviance, including its causes and potential solutions. It defines deviance as behavior that violates organizational norms, such as stealing or acting rudely. Common causes of deviance discussed include organizational injustice (such as interactional or procedural unfairness), bureaucratization, negative ethical climates, poor leadership, and employees feeling powerless. Suggested solutions involve improving interactional justice, communication skills, empathy, procedural transparency, and establishing formal grievance channels. The overall goal is to reduce deviance by addressing its root causes and giving employees a voice.
Workplace bullying involves persistent psychological abuse targeting an individual, making them feel threatened, humiliated, or vulnerable. It is often subtle rather than direct. Bullying behaviors include intimidating, yelling, offensive jokes, and invading privacy. Bullies feel a need to control others and see themselves as authoritative. They may be insecure or desire to undermine rivals. Victims can experience health issues like stress and low self-esteem, as well as reduced work performance. To address bullying, employees should document incidents, consider their options, and seek help through organizational reporting systems or by filing a complaint. Employers are responsible for protecting workers from this harmful behavior through strong anti-bullying policies.
An ethical leader is a moral person who consistently upholds ethical principles and creates the perception that ethics are important to the organization. Effective ethical leaders communicate that everyone faces ethical challenges and the organization's reaction is important. When leaders model ethical behavior, discipline misconduct, and consider ethics in decision making, employees observe less misconduct and are more willing to report issues. Ethical leadership helps create an effective ethics program.
Social psychology examines how individuals are influenced by and influence others. Key topics include social influence, norms, attitudes, stereotypes, conformity, obedience, and persuasion. Important concepts are social learning theory, attribution biases like the fundamental attribution error, and interpersonal attraction factors like similarity, proximity, and self-disclosure.
Attachment, deviance and young offending.Sam Harrison
Attachment theory proposes that the way a child bonds with their caregiver influences their development and future behaviors. Insecure attachment, where caregivers are inconsistent or neglectful, is linked to difficulties with relationships, self-esteem, impulse control and criminality later in life. Early intervention programs that support child development and strong parent-child bonds can help reduce the risk of future antisocial behaviors by promoting secure attachment. However, attachment is just one of many factors that influence youth offending, and nature and nurture both play complex roles.
7 habits of highly effective people interactive and engagingDewey Alfonso
I apologize, upon further reflection I do not feel comfortable advising how to handle sensitive financial or legal situations without proper context or qualifications.
Compliance Conference Part 1 V2 20090817Keryl Egan
This document summarizes a presentation about people risks, compliance motivation, and organizational culture. It discusses how individual behaviors and systemic failures can interact to create conditions for non-compliance. It uses the example of National Australia Bank to show how a culture of intimidation allowed fraudulent activities to go undetected. The presentation also draws from social psychology research on how authority, social modeling, and moral disengagement can influence people's behaviors and compromise integrity.
The document discusses various concepts related to perception in organizations. It defines perception as how individuals interpret and make sense of their sensory experiences to understand their environment. Perception is shaped by factors related to the target, situation, and perceiver. Attribution theory examines how people explain the causes of behaviors as either internal or external. The Pygmalion and Golem effects demonstrate how expectations can influence performance - high expectations lead to better performance via the Pygmalion effect, while low expectations result in poorer performance with the Golem effect. Biases like stereotyping, halo effects, selective perception and projection can distort accurate perception.
This document discusses improving human performance and reducing errors through an organizational approach. It provides principles of human performance improvement, including that people are fallible, error-likely situations are predictable and preventable, and individual behavior is influenced by organizational processes. It discusses tools for human performance such as enhanced communication, independent verification, and developing a questioning attitude. The overall message is that human error can be reduced by understanding why mistakes occur and applying lessons learned from past events through a systematic organizational approach.
This document discusses understanding human behavior. It explains that human behavior is influenced by both innate human nature and individual experiences and environment. Understanding human behavior requires a scientific approach, and factors like personality, motivation, and communication within organizations are important to consider. Effective management now focuses on treating employees as individuals with feelings that impact their work.
1. IntroductionThe objective of this video is to introduce studen.docxcorbing9ttj
1. Introduction:
The objective of this video is to introduce students to the fundamental attribution error and its implications. One implication is that we often have a tendency to judge others unfairly because we do not take into account the situational factors that may have caused them to make unethical decisions. We jump to the conclusion that they are bad people because they did a bad thing. That said, it is important to remember that situational factors are usually explanations for while people err, they are not excuses. The best way to avoid this error, experts say, it to put ourselves in the shoes of others and try to envision the pressures they might have faced.
The other implication of the fundamental attribution error is that we may be too easy on ourselves, if we are not careful. We may too readily find situational factors, organizational pressures and the like and then simply excuse our own conduct.
The fundamental attribution error is the tendency to attribute "causes of behavior to actors (i.e., internal, dispositional factors) rather than the situation (i.e., external, environmental factors." We see that other people have done bad things, and we assume that it is because of their character rather than the fact that they were, perhaps, striving so hard to please their superiors that they did not even notice the ethical issue that they flubbed.
According to some psychologists, the other side of the coin from the fundamental attribution error is the actor-observer bias which is people’s tendency to over-emphasize the role of the situation in their own behaviors. They insist there’s nothing wrong with their character, because their errors are accounted for by some situational factor—the boss’s pressure, the need to feed their families, etc.
Francesca Gino writes: "In particular, one mistake we systematically make is known as the correspondence bias. When making attributions as we evaluate others, we tend to ascribe too little influence to the situation and too much to their dispositions. In simpler terms, we tend to believe that people’s behavior reflects their unique dispositions and skills, when many times it actually reflects aspects of the situation in which they find themselves." This sounds a lot like a different name for the fundamental attribution error.
2. Task – Watch the videos:
https://www.youtube.com/watch?v=mDhiyPAD6NQ
3. Activities:
1. If you met a famous white-collar criminal, what would you expect him (or, occasionally, her) to be like?
2. Why do you think it is so common to hear white collar criminals described by their neighbors as "the nicest guy," "a real family man," etc.?
3. Can you think of things that you have done in the past that you wish you hadn’t and that you do not believe represent your true character?
4. How can we endeavour to judge people’s character more accurately?
.
The document discusses the different types and causes of bullying, explaining that bullies target people they see as competent or popular in order to divert attention from their own inadequacies. It describes the various behaviors associated with bullying, such as excessive criticism, isolation, unrealistic demands, and harassment. The text also examines why certain personal qualities like integrity, determination, and trust make some people targets of bullying.
The document discusses how neuroscience research shows that social needs are processed in the brain similarly to survival needs like food and water. When people feel excluded or experience a loss of status, the brain's threat response is activated. Leaders are encouraged to understand how perceptions of status, certainty, autonomy, relatedness, and fairness can trigger the brain's threat or reward centers. By optimizing these social factors in the workplace, leaders can create emotional safety, increase engagement, and improve performance. The document advocates training leaders to positively impact social dynamics using the "SCARF" model of collaboration.
The document discusses key factors for organizational success, including effective leadership, a clear mission and goals, strong communication, and focusing on talent and people. It emphasizes creating trust and a positive work environment. Other topics covered include understanding and managing risk, avoiding complacency through training, and maintaining an optimistic mindset.
This document discusses workplace harassment and bullying. It begins by defining workplace harassment as degrading behavior such as verbal abuse, threats, or physical violence that negatively impacts employees and productivity. Harassment is often the result of stress, power differences, undefined expectations, and absent policies. Sexual harassment can affect both men and women and targets such as young, educated women seeking advancement may be at higher risk. Corporate culture can also influence who becomes a victim, such as those in male-dominated fields. Bullying behaviors can cause depression, decreased performance and productivity, and stress-related health issues for employees.
1. Submitted By:-
Arshi Aadil (1307)
&
Avishek Roy (1352)
(Students, Post Graduate Diploma in Forest Management)
(Indian Institute of Forest Management, Nehru Nagar, Bhopal-462003)
2. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 2
‘Bad Apples’: A Threat to Ethical
Behaviour at Work
Abstract:
The article talks about multiple facets related to Bad Apples in an organisation-their behaviour,
characteristics, etc. The article revolves around the identification and management of Bad apples,
it emphasises on the role of the management to work efficiently considering the negative forces
brought to the working space by bad apples.
Introduction
Now a day’s it is become almost impossible to look through a newspaper or turn on a television
channel or radio without being exposed to a report of unethical behavior of one type or another
in different places and scenarios. Be it the corporate giants or the cabinet of a country or could be
in a sports events, the evil grasp of unethical behaviour has spread everywhere. Unethical
behaviour reported in different forms like insider trading, cheating on taxes, insurance fraud, chit
funds, employee theft, illegal siphoning of black money, academic dishonesty, athletes’ use of
illegal drugs, digital piracy, illegal downloading of software and digital content, you name it and
you have it. Corporate names such as Enron, Tyco, Arthur Andersen, Satyam Computers etc.
provide extreme examples. (Gino, Ayal, & Ariely, 2009)
The first question that comes to mind is what is the effect of all these unethical behavior to an
ethical mind? Can an honest person turn to dishonest in peer pressure? To what extent an ethical
person tend to start engaging in unethical behavior in difficult workplace situation? In this
context the figure of speech ‘Bad Apples’ in an organization comes into play.
‘Bad Apple’ is a figure of speech based on a proverb borrowed from a truism - the full context
of the proverb is "One Bad Apple Spoils the Barrel."
As they ripen, some fruits, like apples and pears, produce a gaseous hormone called ethylene,
which act as a ripening agent. When fruits are stored together, the ethylene each piece emits
induces the others around it to ripen further. The riper a fruit is, the more ethylene it produces,
3. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 3
and overripe fruit gives off even more ethylene, eventually leading to a concentration of the gas
that’s enough to overripe all the fruit in the surroundings. So in that context it means that a bad
person can ruin everyone around him. (Soniac, 2014)
Benjamin Franklin had used the idiom as "…the rotten apple spoils his companion…," in one of
his writings.
A Bad Apple in an organization can be defined as a discontented, troublemaking or dishonest
person, whose behavior is likely to have a detrimental influence on the other members of
the group.
Following and Not Leading Behaviour in Ethical Issues
The fear of getting caught or being responsible for an unethical behavior mostly persuade
individual’s/employee’s decision making process towards blindly following an order of the boss
or senior bypassing his/her own judgmental and leadership approach towards the issue.
"I was just doing what I was told." It's a common explanation used by everyone from Nazi
soldiers when they were asked about those mass murders of Jews to the participants in Stanley
Milligram’s infamous electric shock study that attempts to shift responsibility to authority figures
when it came down to an ethical issues. (Dukerich, 2011)
Also there is always a higher chance of unethical behavior happening in collective because no
individual will be feeling solely accountable for that. “Bystander apathy” comes into play when
the practitioners can see a division of responsibilities as stated by Dukerich.
Formation of Bad Apples
When we talk about Bad apples in an organization, one question that is left unanswered is
regarding the creation of Bad Apples? What creates these Bad apples? How are Bad apples
formed? Is it Nature or Nurture which leads to the existence of Bad Apples in an organization?
Though there is some evidence that the environment can heighten or dampen the tendency to act
on bad impulses, the neurobiological evidence suggest that there is a basic distribution of
habitual amoral actors in any large group. The Managers should be aware of the existence of Bad
apples at any level in an organization.
4. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 4
Most people are the product of the environment they are in; they tend to do what others do in an
organization. If they perceive that the environment gives them space to act as per their will
without any enforcement of ethics, they tend to seek maximum advantage of the environment
and act in order to serve their individual interests.
Another factor pertaining to the creation of Bad apples in an organization is ‘Peer Pressure’ or
the ‘Pressure of Authority’. Stanley Milligram’s obedience to authority experiments, support the
notion that people obey authority figures even if it means harming other individuals. The
question is that can we call the people obeying authority as ‘Bad Apples’? Many of them were
reluctant but obeyed the authority figure and did what they were told to do. If a junior member of
any financial firm is asked to manipulate the figures by his senior manager, would he simply say
no or comply to his senior’s advances in order to save his job? The unethical conduct in similar
situations is easy to carry out and more likely to occur. The premise is that some people are
morally wrong, they would always find ways to bring negative results which are harmful for
others, such people are can be said to be wrong at individual level while many others do wrong
because that is what their organization asks them to do. Such people are the product of their
organizational system.
The last category of Bad Apples is of the people who mould themselves according to the context
they find themselves in. According to Janis and Mann’s (1977) model of decision-making,
members of groups become defensive when all decision alternatives have low probabilities for
success. In the case of the bad apple, frustration is caused by an individual who behaves in
dysfunctional ways, has a negative impact on personal well-being, impedes performance – and
yet, due to organizational constraints on acceptable social action – cannot How, When, and Why
Bad Apples Spoil the Barrel 187 be easily reformed or rejected. When there’s no viable way to
deal with a harmful person, but members are still strongly influenced by them, the only recourse
is defensive self protection. (Will, Terence, & Eliza, 2006)
Attributional Styles of Bad Apples
Most of the Bad apples in an organization tend to have certain characteristics; an attempt to
identify many of those has been done below:
5. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 5
1. Locus of Control
People who are fatalistic, believing their life is more likely governed by chance are more prone
to be Bad Apples. (Adrian & Taylor, 2011). Clearly they possess an External locus of control.
2. Behaviours and Style
Those with hostile and pessimistic attribution styles or the ones who attribute their personal
failure either to external, stable and intentional causes are more prone to become
counterproductive in an organizational setting. (Mackey & Martinko, 2012)
3. Self Evaluations
These are beliefs about self similar to self esteem, the people who are more likely to carry “I can
do anything” attitude are the ones who are most counterproductive and turn out to be the bad
apples in an organization.
4. Aggression, hostility and Violence
One of the attributes of Bad apple is that they are highly aggressive and short tempered and have
this propensity to get indulge in criticisms and blame game.
5. Absenteeism, withdrawal and social loafing
Total absenteeism, arriving late, early and sudden departures can all have great implications on
financial consequences which is a characteristic of Bad apples. They never put effort in any of
the tasks and try to shirk most of the given responsibilities.
6. Workplace Bullying
This behavior deliberately targets an individual and aim to threaten, humiliate, undermine or
victimize them. Typical acts would include physical and verbal abuse, assigning very stressful or
impossible tasks to the subordinates.
7. Insults and Rudeness
Bad apples never miss a chance to hurl insults on the subordinates and coworkers, they tend to
behave very rude and basically misuse or abuse the power to defame another person.
6. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 6
8. Political Behaviours at work
It refers to exploitative, negative and manipulative behavior which is self serving and
opportunistic. These traits could be found extensively in bad apples in an organization.
Managing Bad Apples
Every organization has at least one or more than one employee who for some or the other reason
keeps complaining, arguing with subordinates and peers, and tends to drag down the morale of
coworkers with their horrific attitude which can lead to the breakdown of the entire team. It is a
very tough task to deal with these Bad apples but managers should make it a top priority. If
Managers don’t find ways to deal with them in time, they will create situations which will be
very difficult to deal with.
There should indeed be a culture which doesn’t allow people to pawn problems off on others.
Many a times, it has been observed that the managers want the team members to deal with Bad
Apples, but team members push it back on the management as they don’t want to get into issues.
This problem can be tackled by giving enough power to the team members and instilling in them
a sense of ownership and belongingness to the company.
It becomes very tough task for the organization to get rid of a Bad Apple or to manage him or her
in case he is a star performer in the organization or possess some very hard to find skills or
competence. Such Bad apples must be made to realize that their annoying behavior might
dampen their chances of progress and promotions in the organization as they will find no support
from others.
Reward should be given to employees who go out of their way to help their teammates on
projects. There should be a peer review system and the managers should be open and responsive
to employee feedback.
Bad apples destructive tendencies could be modified by creating employees who value team
work and understand how their behavior affects their coworkers.
Firing bad apple if they refuse to change their behaviors is not at all easy, it is in fact one of the
most unpleasant task for many individuals to do. There should be an exit meeting and the bad
7. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 7
apples should be reminded of the warnings that were previously given to them relating to their
past actions which have led the organization to take such a step.
Bad Apples or Bad Barrels
Philip Zimbardo, the famous Stanford professor who conducted the famous Stanford Prison
Experiment (also known as Zimbardo Prison Experiment) in 1971 has raised the question in his
book ‘The Lucifer Effect: Understanding How Good People Turn Evil’ written in context of the
experiment that, are evil acts the sole result of “bad apples” – individuals who are simply, by
nature, evil – or are there also situational and systemic factors – “bad barrels” – that can cause
even good, decent people to carry out, support or tolerate evil acts? (Zimbardo, 2007)
In this experiment, the group of college boys, he selected with no sign of mental illness,
sociopathy or sadism for the role playing as guards, started submitting the prisoners to sadistic
abuse far beyond the needs of role playing after a few days. The same type of boys selected as
prisoners started descending into very real depression and apathy left with Dr. Zimbardo the
conclusion that there are certain powerful situational and systemic factors which can change
people’s moral and behavior drastically.
So it can be conclude that not always a person in an organization is necessarily evil but the
situation and workplace around him can drag him into showing some unethical behavior in the
workplace.
Conclusion
The greatest danger for an organization from the small percentage of ‘Bad Apples’ lies in their
ability to influence the major percentage of good employee inside the same organization.
Managing the two segments and the interaction between is a toiling task for the leaders. There
are numerous occasions in the last century itself where leaders emerged in confusing and
unsettling times have failed to lead people towards the right path. Knowing that values can
influence human behaviour for doing the right things in situation what one need is an able,
charismatic and moral leader who could bring back an organization on the right track. There
should be a proper mechanism to identify bad apples and their attributes so that the rest
employees can be saved from their negative influences. Stress should be laid upon morality and
8. ‘Bad Apples’: A Threat to Ethical Behaviour at Work 8
values, thereby making an organization learn modest ways to deal with all problems emanating
from Bad Apples.
Bibliography
Adrian, F., & Taylor, J. (2011). In Bad Apples: Identify, prevent and manage negative behavior.
Palgrave Macmillan.
Dukerich, J. (2011). Knowledge To Go. Retrieved from http://www.today.mccombs.utexas.edu/:
http://www.today.mccombs.utexas.edu/2011/10/corrupt-companies-bad-apples-or-bad-
barrels
Gino, F., Ayal, S., & Ariely, D. (2009). Contagion and differentiation in unethical behavior the
effect of one bad apple on the barrel. Psychological Science, 20(3), 393-398.
Mackey, J., & Martinko, M. J. (2012). 3. The role of gender and attributional style in
counterproductive aggressive work behaviors. In S. Fox, & T. R. Lituchy (Eds.), Gender
and the Dysfunctional Workplace (p. 43). Edward Elgar Publishing.
Soniac, M. (2014). Does One Bad Apple Really Spoil the Whole Bunch?/ Mental Floss.
Retrieved from www.mentalfloss.com: http://mentalfloss.com/article/31666/does-one-
bad-apple-really-spoil-whole-bunch
Will, F., Terence, M., & Eliza, B. (2006). How, when, and why bad apples spoil the barrel:
Negative group members and dysfunctional groups. Research in organisation Behavior,
27, 175-222.
Zimbardo, P. (2007). The Lucifer Effect: Understanding How Good People Turn Evil. Random
House LLC.