Workplace bullying is a topic that many people do not want to address. Organizations often do not want to address the problem (and might actually create an atmosphere where bullying is condoned if the organization believes that bullying behaviors lead to increased productivity and profits). Even targets often want to just ignore the bullying behaviors because they do not want to be viewed as victims or as being weak. In this presentation we address workplace bullying - it is our hope that a better awareness of workplace bullying will be a step to decreasing these behaviors in one's organization.
Join us for more at www.wvucommmooc.org!
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.
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.
How Should We Address Bulling In The Workplace Medical WhistleblowerMedicalWhistleblower
This powerpoint presentation by Medical Whistleblower, Dr. Janet Parker DVM examines how we can make workplaces less hostile and to promote good employment practices to identify, decrease and eliminate bullying in the workplace.
What is Workplace Harassment?
Harassment is any unwelcome verbal or physical conduct based on protected bases (race, color, religion, sex, national origin, age, disability, retaliation, and sexual orientation) when:
The conduct culminates in a tangible employment action, or
The conduct was sufficiently severe or pervasive to create a hostile work environment.
How to Determine Harassment Exists?
To determine whether the harassment exists:
Evaluate frequency and severity of misconduct
Apply reasonable person standard
Would a reasonable person find the behavior hostile, intimidating or abusive?
Tangible effect on job not necessary
Psychological harm not necessary
What is Sexual Harassment?
EEOC defines sexual harassment as:
Unwelcome sexual advances
Requests for sexual favors
Other verbal or physical conduct of a sexual nature
Two most common forms of sexual harassment are:
Quid pro quo harassment
Hostile work environment harassment
Who Can Be Involved in Harassment?
Those who commit, employees at all levels:
Manager
Co-worker
Customers
Vendors
Members of opposite sex, members of same sex, etc.
Those who are targeted:
Victims
Bystanders
Witnesses who are affected by the harassment
How to Prevent and Respond to Harassment?
Review and understand company harassment policy
Comply with Title VII of the Civil Rights Act, which prohibits harassment and discrimination
Know how and when to respond to harassment issues
Report harassment immediately
The Prevention of Sexual Harassment (PoSH) at Workplace Act of India PPTmpavi257
POSH Act, 2013
The Sexual Harassment of Women at Workplace (Prevention, Prohibition, and Redressal) Act, 2013 (also referred to as the “POSH Act”) came into existence in 2013. It has its foundations in the Vishaka Guidelines, and establishes a mechanism for dealing with sexual harassment complaints in the workplace.The Company is also committed to promote a work environment that is conducive to the professional growth of its employees and encourages equality of opportunity.
The Company will not tolerate any form of sexual harassment and is committed to take all necessary steps to ensure that its employees are not subjected to any form of harassment.
This policy applies to all categories of employees of the Company including permanent, temporaries, trainees and employees on contract at Company Premises. This policy is also equally applicable for all employees irrespective of their position - managerial or sub- ordinates.
Sexual harassment may be one or a series of incidents involving unsolicited and unwelcome sexual advances, requests for sexual favors, or any other verbal or physical conduct of sexual nature (irrespective of gender).
Sexual Harassment includes –
• Any unwelcome sexually determined behavior (direct or implied) such as physical contact and advances (verbal, written or physical)
• Unwelcome communications or invitations
• Demand or request for sexual favors
• Sexually cultured remarks
• Showing pornography
• Creating a hostile work environment and any other unwelcome “sexually determined behavior” (physical, verbal or non-verbal conduct) of a sexual nature.
• Anyother type ofsexually-oriented conduct, verbalabuse or ‘joking’ that is sex-oriented
• Transmitting/posting emails, texts, or pictures of a sexual nature through office or personal equipment
• Intrusive personal questions about sexual activity
http://blog.hr360.com/hr-blog/sexual-harassment-in-the-workplace
Sexual harassment in the workplace - how to recognize it, establishing procedures to report it, and how to prevent it.
Systematic review and evidence-based work and organizational psychology
Presentation by Prof. Rob Briner
17th congress of the European Association of Work and Organizational Psychology, Oslo
May 20, 2015
Bullying in the Irish Workplace-How to Deal with BullyingTerry Gorry
http://EmploymentRightsIreland.com A talk by Terry Gorry about bullying the workplace, how to deal with bullying, the remedies open to the employee, the obligations of the employer, the HSA code of practice, and two important High court decisions in bullying claim cases.
How Should We Address Bulling In The Workplace Medical WhistleblowerMedicalWhistleblower
This powerpoint presentation by Medical Whistleblower, Dr. Janet Parker DVM examines how we can make workplaces less hostile and to promote good employment practices to identify, decrease and eliminate bullying in the workplace.
What is Workplace Harassment?
Harassment is any unwelcome verbal or physical conduct based on protected bases (race, color, religion, sex, national origin, age, disability, retaliation, and sexual orientation) when:
The conduct culminates in a tangible employment action, or
The conduct was sufficiently severe or pervasive to create a hostile work environment.
How to Determine Harassment Exists?
To determine whether the harassment exists:
Evaluate frequency and severity of misconduct
Apply reasonable person standard
Would a reasonable person find the behavior hostile, intimidating or abusive?
Tangible effect on job not necessary
Psychological harm not necessary
What is Sexual Harassment?
EEOC defines sexual harassment as:
Unwelcome sexual advances
Requests for sexual favors
Other verbal or physical conduct of a sexual nature
Two most common forms of sexual harassment are:
Quid pro quo harassment
Hostile work environment harassment
Who Can Be Involved in Harassment?
Those who commit, employees at all levels:
Manager
Co-worker
Customers
Vendors
Members of opposite sex, members of same sex, etc.
Those who are targeted:
Victims
Bystanders
Witnesses who are affected by the harassment
How to Prevent and Respond to Harassment?
Review and understand company harassment policy
Comply with Title VII of the Civil Rights Act, which prohibits harassment and discrimination
Know how and when to respond to harassment issues
Report harassment immediately
The Prevention of Sexual Harassment (PoSH) at Workplace Act of India PPTmpavi257
POSH Act, 2013
The Sexual Harassment of Women at Workplace (Prevention, Prohibition, and Redressal) Act, 2013 (also referred to as the “POSH Act”) came into existence in 2013. It has its foundations in the Vishaka Guidelines, and establishes a mechanism for dealing with sexual harassment complaints in the workplace.The Company is also committed to promote a work environment that is conducive to the professional growth of its employees and encourages equality of opportunity.
The Company will not tolerate any form of sexual harassment and is committed to take all necessary steps to ensure that its employees are not subjected to any form of harassment.
This policy applies to all categories of employees of the Company including permanent, temporaries, trainees and employees on contract at Company Premises. This policy is also equally applicable for all employees irrespective of their position - managerial or sub- ordinates.
Sexual harassment may be one or a series of incidents involving unsolicited and unwelcome sexual advances, requests for sexual favors, or any other verbal or physical conduct of sexual nature (irrespective of gender).
Sexual Harassment includes –
• Any unwelcome sexually determined behavior (direct or implied) such as physical contact and advances (verbal, written or physical)
• Unwelcome communications or invitations
• Demand or request for sexual favors
• Sexually cultured remarks
• Showing pornography
• Creating a hostile work environment and any other unwelcome “sexually determined behavior” (physical, verbal or non-verbal conduct) of a sexual nature.
• Anyother type ofsexually-oriented conduct, verbalabuse or ‘joking’ that is sex-oriented
• Transmitting/posting emails, texts, or pictures of a sexual nature through office or personal equipment
• Intrusive personal questions about sexual activity
http://blog.hr360.com/hr-blog/sexual-harassment-in-the-workplace
Sexual harassment in the workplace - how to recognize it, establishing procedures to report it, and how to prevent it.
Systematic review and evidence-based work and organizational psychology
Presentation by Prof. Rob Briner
17th congress of the European Association of Work and Organizational Psychology, Oslo
May 20, 2015
Bullying in the Irish Workplace-How to Deal with BullyingTerry Gorry
http://EmploymentRightsIreland.com A talk by Terry Gorry about bullying the workplace, how to deal with bullying, the remedies open to the employee, the obligations of the employer, the HSA code of practice, and two important High court decisions in bullying claim cases.
21 Critical Questions to Ask before Change ManagementCatherine Adenle
This presentation contains 21 critical questions to ask before change management. Before implementing a major change in an organization, to have clarity and a water-tight road map for change, certain critical questions must be asked and answered first. For change to be successful and for it to take hold, rushing into a major change without answering these 21 critical questions to ask before change management will certainly derail the change. These 21 critical questions will help all change agents, experienced and inexperienced, to plan a change in a well structured manner.
I created this slide show for Middle and High school students to help educate them about cyberbullying and how it can start out so innocently, and become so very hurtful. I hope you will be able to use parts or all of this presentation with your students.
20 Rules of Change Management in Organizations by Catherine AdenleCatherine Adenle
20 Rules of Change Management in Organizations.
When implementing change, no two organizations are the same, nor is there a ’one-size-fits-all’ approach because each organisation is different in structure, size, vision, culture, business needs and most all, each change management is different. However, despite the range of approaches to change management, there are common guidelines for delivering a successful change. The content of this presentation is intended as a tool to facilitate best practice of change management, thereby guide the actions that will result to successful change.
Manager bullying behavior is a business issue that impacts productivity and departmental survival. Organizations lack formal learning or training interventions to reduce or eliminate the prevalence of manager bullying behavior. Many organizations fail to recognize the conditions of workplace bullying resulting in significant turnover of staff, fiscal and psychological implications. Organizations do not have formal training sessions that focus on workplace bullying. Rather, they rely solely upon policies and procedures but these do little to reduce or eliminate bullying behavior. Incorporating a learning theory into employee orientation and training can greatly reduce or eliminate the prevalence of bullying behavior. Engaging both employees and organizational leaders in workplace bullying training and understanding the ramifications of workplace bullying will help reduce the bullying behavior.
Workplace Bullying Costly and Preventable By Terry L Wiedmer .docxambersalomon88660
Workplace Bullying: Costly and
Preventable By Terry L Wiedmer
Workplace bullying is a pervasive practice by malicious individuals who seek power, control, domination, and subjugation. In businesses or schools, such bullying is an inefficient way of working that is both costly and preventable. Senior management and executives are ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be stopped if employees and employers work together to establish and enforce appropriate workplace policies and practices. This article presents information about workplace bullying, including its prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent bullying. In the end, leadership and an environment of respect provide the ultimate formula for stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or can fly under the radar and is conducted by practiced and malicious individuals who seek power, control, domination, and subjugation. The impacts of such actions—in terms of finances, emotions, health, morale, and overall productivity—are destructive, and the ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of being subjected to bullying in the workplace, this topic merits further review and analysis (Van Dusen, 2008).
To combat workplace bullying, often referred to as psychological harassment or violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of policies in place and means available to them to create and maintain a healthy workplace culture and climate. Although they are not generally for-profit endeavors, schools and school systems are purposeful businesses that share the same concerns and have the same responsibility to ensure that each employee works in a respectful environment and is not subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is the repeated, health-harming mistreatment of one or more persons (the targets) by one or more perpetrators that takes one or more of the following forms: verbal abuse; offensive conduct/behaviors (including nonverbal) which are threatening, humiliating, or intimidating; and work interference—sabotage—which prevents work from getting done. (Definition of Workplace Bullying, para. 1) Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal relationships. The behaviors of bullies harm people and ravage profits.
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts to an estimated 54 million Americans, which translates to nearly the entire population of the states of Washington, Oregon, California, Nevada, Arizona, and Utah (Namie, 2007). These statist.
Winter 2011 • Morality in Education 35Workplace Bullying .docxalanfhall8953
Winter 2011 • Morality in Education 35
Workplace Bullying: Costly and
Preventable
By Terry L Wiedmer
W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient
way of working that is both costly and preventable. Senior management and executives are
ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be
stopped if employees and employers work together to establish and enforce appropriate workplace
policies and practices. This article presents information about workplace bullying, including its
prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent
bullying. In the end, leadership and an environment of respect provide the ultimate formula for
stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and
workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or
can fly under the radar and is conducted by practiced and malicious individuals who seek
power, control, domination, and subjugation. The impacts of such actions—in terms of
finances, emotions, health, morale, and overall productivity—are destructive, and the
ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of
being subjected to bullying in the workplace, this topic merits further review and analysis
(Van Dusen, 2008). :
To combat workplace bullying, often referred to as psychological harassment or
violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of
policies in place and means available to them to create and maintain a healthy workplace
culture and climate. Although they are not generally for-profit endeavors, schools and
school systems are purposeful businesses that share the same concerns and have the same
responsibility to ensure that each employee works in a respectful environment and is not
subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is
the repeated, health-harming mistreatment of one or more persons (the targets)
by one or more perpetrators that takes one or more of the following forms: verbal
abuse; offensive conduct/behaviors (including nonverbal) which are threatening,
humiliating, or intimidating; and work interference—sabotage—which prevents
work from getting done. (Definition of Workplace Bullying, para. 1)
Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal
relationships. The behaviors of bullies harm people and ravage profits.
36 The Delta Kappa Gamma Bulletin
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts
to an estimated 54 million Americans, which translates to nearly the entire population of
the states of Wash.
Winter 2011 • Morality in Education 35Workplace Bullying .docxadolphoyonker
Winter 2011 • Morality in Education 35
Workplace Bullying: Costly and
Preventable
By Terry L Wiedmer
W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient
way of working that is both costly and preventable. Senior management and executives are
ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be
stopped if employees and employers work together to establish and enforce appropriate workplace
policies and practices. This article presents information about workplace bullying, including its
prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent
bullying. In the end, leadership and an environment of respect provide the ultimate formula for
stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and
workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or
can fly under the radar and is conducted by practiced and malicious individuals who seek
power, control, domination, and subjugation. The impacts of such actions—in terms of
finances, emotions, health, morale, and overall productivity—are destructive, and the
ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of
being subjected to bullying in the workplace, this topic merits further review and analysis
(Van Dusen, 2008). :
To combat workplace bullying, often referred to as psychological harassment or
violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of
policies in place and means available to them to create and maintain a healthy workplace
culture and climate. Although they are not generally for-profit endeavors, schools and
school systems are purposeful businesses that share the same concerns and have the same
responsibility to ensure that each employee works in a respectful environment and is not
subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is
the repeated, health-harming mistreatment of one or more persons (the targets)
by one or more perpetrators that takes one or more of the following forms: verbal
abuse; offensive conduct/behaviors (including nonverbal) which are threatening,
humiliating, or intimidating; and work interference—sabotage—which prevents
work from getting done. (Definition of Workplace Bullying, para. 1)
Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal
relationships. The behaviors of bullies harm people and ravage profits.
36 The Delta Kappa Gamma Bulletin
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts
to an estimated 54 million Americans, which translates to nearly the entire population of
the states of Wash.
Managing lateral violence and its impact on the team la ronge november 2013griehl
Lateral violence is a reality for many people working in the health care field. This presentation looks at causes and looks at ways to addresses bullying behavior.
Workplace Bullying Costly and PreventableWiedmer, Terry LView P.docxericbrooks84875
Workplace Bullying: Costly and Preventable
Wiedmer, Terry LView Profile. Delta Kappa Gamma Bulletin77.2 (Winter 2011): 35-41.
Turn on hit highlighting for speaking browsers by selecting the Enter button
Abstract (summary)
Workplace bullying is a pervasive practice by malicious individuals who seek power, control, domination, and subjugation. In businesses or schools, such bullying is an inefficient way of working that is both costly and preventable. Senior management and executives are ultimately responsible for creating and sustaining bully free workplaces. Workplace bullies can be stopped if employees and employers work together to establish and enforce appropriate workplace policies and practices. This article presents information about workplace bullying, including its prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent bullying. In the end, leadership and an environment of respect provide the ultimate formula for stopping workplace bullying. [PUBLICATION ABSTRACT]
Workplace bullying is a pervasive practice by malicious individuals who seek power, control, domination, and subjugation. In businesses or schools, such bullying is an inefficient way of working that is both costly and preventable. Senior management and executives are ultimately responsible for creating and sustaining bully free workplaces. Workplace bullies can be stopped if employees and employers work together to establish and enforce appropriate workplace policies and practices. This article presents information about workplace bullying, including its prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent bullying. In the end, leadership and an environment of respect provide the ultimate formula for stopping workplace bullying.
Bullying occurs between and among people in all venues - in the home, community, and workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or can fly under the radar and is conducted by practiced and malicious individuals who seek power, control, domination, and subjugation. The impacts of such actions - in terms of finances, emotions, health, morale, and overall productivity - are destructive, and the ramifications are limitless (Mattice, 2009), Because no one is immune from the potential of being subjected to bullying in the workplace, this topic merits further review and analysis (Van Dusen, 2008).
To combat workplace bullying, often referred to as psychological harassment or violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of policies in place and means available to them to create and maintain a healthy workplace culture and climate. Although they are not generally for-profit endeavors, schools and school systems are purposeful businesses that share the same concerns and have the same responsibility to ensure that each employee works in a respectful environment and is not subjected to workplace b.
The Unthinkable Violence in Healthcare: A Disturbing Challenge to Patient CareConference Panel
The healthcare environment presents a significant challenge in the prevention and intervention of violence, which carries severe implications for quality patient care. Surprisingly, the rate of injuries and illnesses resulting from violence in the healthcare industry is more than three times higher than that in all private industries combined.
Healthcare organizations encompass a wide range of settings, including hospitals, outpatient clinics, medical office clinics, home health care, home-based hospice, long-term care/memory care facilities, paramedic and emergency medical services, mobile clinics, drug treatment programs, and various ancillary healthcare organizations.
The Unthinkable Violence in Healthcare poses a grave threat to patient care and the well-being of healthcare professionals. It demands immediate attention, comprehensive strategies, and collaborative efforts from all stakeholders to create a safer and more secure environment for patients and healthcare providers.
Register,
https://conferencepanel.com/conference/the-unthinkable-violence-in-healthcare-from-bullying-to-an-active-shooter
Dr Annie Wyatt discusses workplace bullying - what is and isn't bullying and what to do if you are the target.
Presented on behalf of emPOWER Magazine and emPOWERonline.com.au
To listen to the full webinar visit www.empoweronline.com.au.
Bad Apples, Good Citizens, and HR: Behavioral Risk Management=WellnessJoel Bennett
(Presentation from HR Southwest) 2016
(www.organizationalwelllness.com)
+ Human resource professionals have core competencies that can transform the addictive workplace and unhealthy work cultures BECAUSE they can reduce counterproductive behaviors due to mental health issues
+ Substance abuse (alcohol, illicit, prescription) and incivility (bullying, harassment) are often correlated and reduce worker productivity
+ These counterproductive behaviors (CWBs) go together, but policies tend to treat them as separate
+ Recent growth in wellness efforts neglect CWBs altogether, even though they undermine a culture of well-being
+ Studies also show that "bad apples" are not necessarily always bad and "good citizens" are not always good
The current study explores variance in perceptions of age-appropriateness and overall evaluations of a video game manipulated to contain sexually or violently explicit content as a function of national culture and moral foundations. Purity/Sanctity concerns were the strongest predictor of higher age-appropriateness ratings for sexually explicit (expected) and violent (unexpected) games. US players evaluated the violent game more favorably than Germans. Both evaluated the sexually explicit game similarly, although Germans preferred it to the violent game; US audiences preferred the violent game.
Advances in realistic graphics and artificial intelligence are hallmarks of evolved video games, as environments and characters are made to seem more real. Little is known, however, about whether or not character model changes may impact players’ relationships with familiar avatars, especially since anthropomorphism – the perception of nonhuman objects as being human or human-like – is understood as central to player-avatar interaction (PAX). This study leveraged a naturally occurring change to one MMO’s avatars to conduct a field quasi-experiment to investigate whether enhanced avatar anthropomorphism influences PAX dimensions: emotional investment, anthropomorphic autonomy, suspension of disbelief, and sense of control. Longitudinal analysis showed that enhanced anthropomorphism had no significant impact on any PAX dimension immediately or over time, when controlling for demographic and gameplay variables. Player comments suggest the change was experienced not as a change in humanness, but as a shift in perceptual realism – believability, lifelikeness, depth – that impacted the experience of the avatar-mediated gameworld more broadly.
Presented at the 2015 convention of the National Communication Association
Now in press at Psychology of Popular Media Culture; pre-press version can be accessed here: https://www.academia.edu/15606926/Of_Beard_Physics_and_Worldness_The_non-_Effect_of_Enhanced_Anthropomorphism_on_Player-Avatar_Relations
This study explores the potential correlation between an adolescent's leisurely video game experience and their narrative composition writing ability in a first-semester University writing course. Our data report moderate correlations between students' aggregated video game experience (years spent playing) and their ability to articulate tension and turn, and use proper organization in composition assignments, notably an early-semester diagnostic essay (assigned on the first day of class, prior to formal instruction). Findings suggest that leisurely gameplay might help develop competency with the same creative skills related to written narrative ability, potentially facilitating the learning of these skills in the classroom.
Citation: Bowman, N. D., Baldwin, C., & Jones, J. (2015, November). Virtual tensions fuel narrative tensions: The impact of leisurely video game experience on first-year college students’ observed composition writing ability. Paper presented at the National Communication Association, Las Vegas.
An avatar is “an interactive, social representation of a user” (Meadows, 2008, p. 23) in a digital environment. Although avatars broadly include textual screen names or social network profiles, we specifically discuss here the two- or three-dimensional graphic
bodies representing players in online games. These bodies are at least partially controlled by players as they engage a game – in movement, gesturing, communicating, and acting in/on the world – and these interactions constitute a multimodal gaming
literacy that is central to play (Gee, 2004).
This paper proposes a validated 15-item scale that merges theoretically divergent perspectives on player-avatar relations in extant literature (parasociality as psychological merging and sociality as psychological divergence) into a single instrument that measures player-avatar interaction (PAX). PAX is defined as the perceived social and functional association between an MMO player and game avatar, inclusive of four factors: emotional investment, anthropomorphic autonomy, suspension of disbelief, and sense of player control. These four factors were stable across two large multi-game (N = 494) and game-specific player samples (N = 458), in both exploratory and confirmatory factor analyses. Construct validity tests show scale dimensions have expected significant relationships with a sense of human-like relatedness and player-avatar relationship features, and predictive validity tests indicate theoretically likely and relevant factor associations with gameplay motivations and MMO genres.
Advancements in wearable technology have allowed for social information to be inserted directly (albeit conspicuously) into face-to-face interactions. One example is Google Glass, worn similar to a pair of eyeglasses but with a digital display which can provide the wearer an augmented reality of extra-dyadic cues – such as social information (culled from social media programs) – about one’s conversation partners. Such interactions might violate expectancies of “normal” face-to-face interactions, in which both partners are assumed to have similar levels of social information about the other (as well as similar capabilities to retrieve and record this information). The current study simulated a fictitious “Looking Glass” program that (a) auto-detected (via facial recognition) one’s partner and (b) displayed that person’s last 12 social media posts on Glass. In a randomized case/control experiment, non-wearers were more likely to perceive Glass-wearers as physically attractive and socio-emotionally close, while feeling lower self-esteem and having higher mental and physical demand with the conversation. Open-ended data suggested Glass wearers to be less attentive to the conversation, and Glass-present conversations were less on-topic. These data hold implications for future application of and research into what we refer to as cyborgic face-to-face interactions: non-mediated yet technologically augmented social interactions.
Citation: Bowman, N. D., Banks, J. D., & Westerman, D. K. (2015, May). Through the Looking Glass: The impact of Google Glass on perceptions of face-to-face interaction. Paper to be presented at the International Communication Association, Puerto Rico.
Through content analysis of their coverage on a large-scale media event, this paper examines the difference of agendas set by traditional media (represented by newspapers) and new media (represented by micro-blogs) in China. The results show that the agendas discussed by the Chinese people on micro-blogs are not significantly influenced by newspapers. In terms of the topics of the news, newspapers are more concerned with the Chinese economy and people's livelihood while micro-blogs are more concerned with political and legal reforms in China. As for media tone, newspapers are more likely to cover the event positively while micro-blogs tend to be negative. These findings that the Chinese government may be incapable of exercising their traditionally strong media agenda influence over newer digital media suggest that Chinese citizens, or netizens, may enjoy more freedom of speech in micro-blogging.
Zhang, G., Bowman, N. D., Shao, G., & Guan, D. (2015, May). “The people dissent, or The People’s consent?” Comparing news agendas of traditional and new media surrounding a large-scale Chinese political event. Paper presented at the International Communication Association, Puerto Rico.
College students use their social media profiles to create and (normally) maintain a positive presentation of their self-identities in an expansive online social network. According to the social identity model of deindividuation effects (SIDE) model, when students identify strongly as a member of a group, they may craft posts that reflect this group identity, which may or may not be seen as acceptable to others in their social network. In a one-to-many form of communication like a social media website, a person may have many small groups of people in their social network, but their audience is their entire network as a whole. This study analyzes how group identity shapes the way people post updates. Students from a large Mid-Atlantic university were surveyed about their group identity and their own social media posts. By analyzing and comparing their actual Facebook posts to their survey responses, a direct relationship between strength of group identity and group-conforming Facebook posts was expected.
As part of a panel on the "Psycho/biological considerations for human interactions within video games" at NCA 2014, Dr Nick Bowman presents a summary of his work on task demand and video games.
The current study explores the impact of dissonant origin information (information about character origin that counters audiences’ prior knowledge) on dispositional shift (movement from more to less extreme judgments). In a 2 (action: pro- or anti-social) x 2 (outcome: rewarded or punished) x 2 (canonical/control or dissonant origin) between-subjects experimental design, participants receiving dissonant origin experienced greater dispositional polarization (that is, dramatic shift) – from extreme positive to extreme negative judgments; these effects intensified when the character’s actions were anti-social.
Research has yet to identify causes for jealousy reactions on social network sites. An experiment examined how message exclusivity affects jealousy responses to a hypothetical scenario. A total of 191 students were randomly assigned to imagine their emotional and behavioral responses to an ambiguous message given by their partner to a romantic rival in a private Facebook message (high exclusivity) or posted publicly on the rival’s Facebook wall (low exclusivity). Those reading high exclusivity messages reported more negative emotion and were more likely to confront. Threat perception and negative emotion predicted confrontational behavior. There was an indirect effect of exclusivity on threat perception through negative emotion. There was no direct link between exclusivity and threat perception.
Citation: Cohen, E.L., Bowman, N.D., & Borchert, K. (2014). Private flirts, public friends: Understanding romantic jealousy responses to an ambiguous social network site message as a function of message access exclusivity. Computers in Human Behavior, 35, 535-541. doi:10.1016/j.chb.2014.02.050
Video games have long been understood as an entertaining and popular medium, and recent work has suggested that at least part of their appeal rests in their ability to foster feelings of sociability and belonging with others. From this, we expected that following an episode of social ostracism, playing video games with other people would be an enjoyable experience due the game’s ability to restore one’s social needs. However, in a 2 (social inclusion vs. social ostracism) x 2 (choosing to play alone vs. co-playing) quasi-experimental design, individuals who were socially ostracized in a ball tossing game reported no deficit in their subsequent enjoyment of the video game- reporting above-average enjoyment - while individuals who were socially included reported significantly lower enjoyment when playing alone compare to all other conditions. These effects held, controlling for individual sex, trait need for belonging, video game self-efficacy, and individual performance at the game. These results ran counter to predictions regarding the socially restorative power of video games following a social ostracism episode, and offer insight into how social scenarios might foster expectations of entertainment media products.
Citation: Bowman, N. D., Kowert, R., & Cohen, E. (2014, November). When the ball stops, the fun stops too: The impact of social inclusion on video game enjoyment. Paper to be presented at the National Communication Association, Chicago.
Taking an initial step to empirically investigate cultural conjecture about stay-at-home mothers' (SAHMs') and working mothers’ (WMs') rivalry, the purpose of this study was to identify the content of stereotypes held for these subgroups of mothers. Through open-ended responses from SAHMs, WMs, and a broad non-parent sample, 5,523 traits of SAHMs and WMs emerged. Following coding procedures used in previous stereotype research (Hummert, Garstka, Shaner, & Strahm, 1994; Ruble & Zhang, 2013), the authors grouped the traits into 28 SAHM and 21 WM stereotype categories. The SAHM stereotype categories align with traditional views of womanhood, feminism, and family structure and reveal positive evaluations of mothering ability. Examples of the SAHM stereotype categories include: “domestic,” “caregiver,” “family-oriented,” and “ideal mom.” The WM stereotype categories align with non-traditional views of womanhood, motherhood, and family structure and reveal negative evaluations of mothering ability. Examples of the WM stereotype categories include: “determined,” “independent,” “work-focused,” and “substandard mom”. SAHM and WM stereotypes provide evidence for both stagnant and progressing ideals of women such that SAHMs are perceived as feminine, heterosexual housewives who are solely competent at mothering and WMs are perceived as independent, strong women who lack maternal instincts. Building on social identity (Tajfel & Turner, 1986) and subsequent theorizing (Cuddy, Fiske, & Glick, 2007), these results lay groundwork for further assessment of these stereotypes, particularly their prevalence, valence, and links to specific family and intergroup communication practices.
Guided by Rhetorical and Relational Goals Theory, this study examined college students' perceptions of effective teaching behaviors. Specifically, students (n = 209) were asked to design their ideal instructor by prioritizing ten teaching behaviors and characteristics from rhetorical and relational traditions (i.e., assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). Results indicated that students preferred teacher clarity, competence, and relevance from their instructors. Teacher self-disclosure, immediacy, and caring were considered to be luxury behaviors rather than necessary behaviors. Academic beliefs (i.e., learning orientation, grade orientation, academic entitlement) were significantly related to many student preferences for effective teaching behaviors.
For our lecture on 6 November 2014, a copy of the PPT slides from Chapter 10's discussion. NOTE: These are the PPT slides for Section 001 only (TR, 11:30 am to 12:45 pm), shared due to technological issues in class during that day's lecture. Enjoy!
Paper presented at Meaningful Play 2014, East Lansing, MI, 16 October 2014
Popular opinion of digital games tends to classify them as toys, diversions and distractions, however this focus on games solely as sources of hedonic pleasure is theoretically, empirically, and phenomenologically myopic – it obscures the full range of affective, emotional, and cognitive experiences that one can have when playing digital games. In this vein, this study explores the phenomenal experience of enjoyment and appreciation in massively multiplayer online games, addressed through players’ descriptions of favorite gameplay memories. Through emergent thematic analysis of these descriptions and statistical analysis of individual differences, we demonstrate that elements of online game content can be both enjoyed as ego-driven reward and achievement and appreciated relationally with respect to other players, characters, and the gameworld. However, memorable game experiences are not necessarily experienced as having entertainment value, such that games scholars should be more inclusive of what is considered as important to players – potentially the win, the worth, and the work of play.
A guest lecture, sponsored by the Scripps College of Communication at Ohio University. The talk was given on 7 October 2014 in the Schoonover Lobby by Dr. Nick Bowman.
For Fall 2014, WVU Department of Commnication Studies is hosting an informational meeting on Monday, September 8 for undergraduate students interested in learning about our two student organizations: Lambda Pi Eta and the Undergraduate Communication Association.
Early in graduate school, scholars are introduced to the foundational epistemologies and ontologies of their fields. Similar to the way in which children tend to adopt the world-views of their parents, young scholars tend to acclimatize to the theoretical and methodological assumptions of their advisors. In this process, scholars learn to harness the tools of their chosen focus of study, often at once mastering one tool-set and becoming blind to the potential utility of others. In this presentation, we present the results of a line of research on player-avatar relationships (PARs) that has successfully leveraged the seemingly-inherent friction of two very divergent approaches to research: interpretative scholarship aimed at generating rich data from conspicuous participants (in which the data analyzed are subjective accounts of human experiences gathered using quasi-ethnographic methods) and post-positive scholarship aimed at gathering broad data from anonymous participants (in which the data analyzed are observed cognitions, attitudes or behaviors produced through survey and experimentation). Initial solutions from both camps produced competing explanations regarding PARs – the former suggesting them to be best framed as authentic social relationships, the latter suggesting them to be best framed as para-social affinities. Subsequent studies theoretically and methodologically blended both approaches, resulting in a broader and deeper conceptualization of PARs that accounts for counterintuitive patterns in the qualitative data and substantially improves variance explained by data models designed to understand uses and effects.
Talk delivered at the University of Muenster, Thursday July 24. Images contained are not property of authors, with exception of data tables and figures.
More from West Virginia University - Department of Communication Studies (20)
You say dāta, I say däta: Harnessing the friction of competing epistemologie...
Bullying in the Workplace (#WVUCommMOOC)
1. BULLYING IN THE WORKPLACE
Alan K. Goodboy and Matthew M. Martin
2. “Bullying at work means harassing, offending, socially excluding
someone or negatively affecting someone’s work tasks. In order for
the label bullying (or mobbing) to be applied to a particular
activity, interaction or process it has to occur repeatedly and regularly
(e.g., weekly) and over a period of time (e.g., about six months).
Bullying is an escalate process in the course of which the person
confronted ends up in an inferior position and become the target of
systematic negative social acts”
(Einarsen, Hoel, Zapf, & Cooper, 2003, p. 15)
3. Another definition of workplace bullying
“Workplace bullying is a toxic combination of unrelenting
emotional abuse, social ostracism, interactional terrorizing, and
other destructive communication that erode organizational health
and damages employee well-being”
(Lutgen-Sandvik & Tracy, 2012, p. 5).
4. Questions to consider when classifying behavior as Bullying:
• Frequency – the negative behaviors must happen regularly (e.g., 2 times
a week)
• Persistence – the negative behaviors must take place over time (e.g., six
months or more)
• Escalation – do the negative behaviors increase in their intensity
• Hostility - the negative behaviors must be intentionally targeted to harm
the other individual (physically, mentally, or organizationally)
• Power Imbalance – there is a perceived power differential between the
parties above (this does not have to be status in the organization)
5. BULLYING CAN TAKE PLACE
IN THE FOLLOWING RELATIONSHIPS:
Supervisor-Subordinate
Subordinate-Supervisor
Customer/Client-Employee
Co-Worker-Co-Worker
6. Neither the Bully or the Target are viewed Positively
Bullies are viewed as narcissistic dictators, two-faced actors, and as
devil figures
Targets are viewed as vulnerable
children, slaves, prisoners, animals, heartbroken lovers
(Tracy, Lutgen-Sandvik, & Alberts, 2006)
7. Who is more likely to be a bully?
• Males
• People with high stress jobs
• People who have been on the receiving end of bullying
• People with job insecurity
• People who have supervisors who are bullies
• People who work in an culture where bullying is rewarded
• People who lack interpersonal skills
8. Organizational Level Antecedents of Bullying
• Leadership and Management Styles (supervisors who are too
authoritarian could use bullying behaviors while supervisors who
are too passive might not intervene when bullying takes place
under their watch)
• Organizational Climate (some organizations tend to be more
negative, competitive, and abusive – bullying behaviors are
common in healthcare and hospitality professions)
9. • Organizational Policies – (the clearer organizational policies are
about what is considered bullying and the consequences of
bullying, the less likely bullying takes place in the workplace)
• Organizational Situational Factors – (organizational
restructuring, job insecurity, boring tasks, and high levels of
competitiveness have all been linked to an increase in bullying
behaviors)
(Samnani & Singh, 2012)
10. Other explanations for bullying in the workplace :
Disagreements people display bullying behaviors in order to “win”
Authoritative people use bullying behaviors as an abuse of power
Displaced people bully a target due to overall stress in the
workplace
Discriminatory people bully someone because that person is different
Organizational people demonstrate bullying behavior because they
are oppressed and exploited
(Lutgen-Sandvik, Namie, & Namie, 2009)
11. Negative Acts Questionnaire – Revised is a 22-item measure that is
frequently used to look at Workplace Bullying and Destructive
Behaviors in the Workplace.
Purposely, none of the items reference bullying or harassment.
The NAQ-R covers three types of bullying: work-related, person-
related, and physical intimidation.
12. Sample Work-Related Items:
• Being exposed to an unimaginable workload
• Someone withholding information which affects your performance
• Having your opinions ignored
• Excessive monitoring of your work
13. Sample Person-Related Items:
• Being humiliated or ridiculed in connection with your work
• Spreading of gossip and rumours about you
• Being ignored or excluded
• Being ignored or facing a hostile reaction when you approach
• Being the subject of excessive teasing and sarcasm
14. Sample Physically Intimidating items:
• Being shouted at or being the target of spontaneous anger
• Intimidating behaviors such as finger-pointing, invasion of
personal space, shoving, blocking your way
• Threats of violence or physical abuse or actual abuse
15. Einarsen, Hoel, & Notelaers (2009) found that all three types of
negative behaviors, work-related, person-related, and physically
intimidating were positively related to stress workload and stress with
colleagues and negatively related to organizational
climate, organizational satisfaction, and organizational commitment.
16. CYBERBULLYING
“Cyberbullying techniques use modern communication technology to
send derogatory or threatening messages directly to the victim or
indirectly to others, to forward personal and confidential
communication or images of the victim for others to see, and to
publicly post denigrating message”
(Privitera & Campbell, 2009).
17. • Cyberbullying is less common than bullying
• 50% of people have been cyberbullied at one time; 10% of people
have been cyberbullied regularly
• For children, cyberbullying often substitutes for face-to-face
bullying, but in the workplace, cyberbullying mostly coincides
with face-to-face bullying
18. ANTI-BULLYING POLICIES
• Bullying behaviors need to be specifically identified
• Policies must be posted and available to all (public)
• Zero tolerance (rules must be enforced in a timely manner)
• Need commitment from the top levels of an organization
• Training about Bullying and it impact
19. • Repeat offenders need to face increased consequences
• No punishment or retribution for filing a charge of bullying
• Social support for targets
• Human Resource departments need to not protect bullies who are
advantageous to the organization
20. Bullying is not an individual problem
in the workplace; bullying is an
organizational problem.
(Lutgen-Sandvik & Tracy, 2011)
21. REFERENCES
Cowan, R. L. (2012). It’s complicated: Defining workplace bullying from the human resource
professional’s perspective. Management Communication Quarterly, 26, 377-403.
Einarsen, S., Hoel, H., & Notelaers, G. (2009). Measuring exposure to bullying and harassment at
work: Validity, factor structure and psychometric properties of the Negative Acts Questionnaire-
Revised. Work & Stress, 23, 24-44.
Hauge, L. J., Skogstad, A., & Einarsen, S. (2009). Individual and situation predictors of workplace
bullying: Why do perpetrators engage in the bullying of others? Work & Stress, 23, 349-358.
Lutgen-Sandvik, P., & Fletcher, C. V. (2013). Conflict motivations and tactics of
targets, bystanders, and bullies: A thrice-told tale of workplace bullying. In J. G. Oetzel & S.
Ting-Toomey (Eds.), The SAGE handbook of conflict communication: Integrating
theory, research, & practice. Thousand Oaks, CA: SAGE Publications.
Lutgen-Sandvik, P., Namie, G., & Namie, R. (2009). Workplace bullying:
Causes, consequences, and corrections. In P. Lutgen-Sandvik & B. D. Sypher (Eds.), Destructive
organizational communication: Processes, consequences, and constructive ways of
organizing (pp. 27-52). New York: Routledge/Taylor & Francis.
22. Lutgen-Sandvik, P., & Tracy, S. J. (2012). Answering five key questions about workplace
bullying; How communication scholarship provides thought leadership for transforming abuse
at work. Management Communication Quarterly, 26, 3-47.
Privitera, C., & Campbell, M. A. (2009). Cyberbullying: The new face of workplace bullying?
Cyberpsychology & Behavior, 12, 395-400.
Samnani, A., & Singh, P. (2012). 20 years of workplace bullying research: A review of the
antecedents and consequences of bullying in the workplace. Aggression and Violent
Behavior, 17, 581-589.
Spector, P. E., & Fox, S. (2005). The Stressor-Emotion Model of counterproductive work
behavior. In S. Fox & P. E. Spector (Eds.), Counterproductive behavior: Investigations of actors
and targets (pp. 151-174). Washington, D.C.: APA.
Tracy, S. J., Lutgen-Sandvik, P., & Alberts, J. K. (2006). Nightmares, demons, and slaves:
Exploring the painful metaphors of workplace bullying. Management Communication
Quarterly, 20, 148-185.