1
2
This question is for “baseline” and will be asked again at the end so each
person can see if they feel they have developed more ideas and hence
confidence in ways to take action.
3
A fundamental premise to working life (indeed all of life) is that everything we
do is accomplished in and through our relationships with others, i.e., work is
inherently relational. Thus, It is important to understand the types of
relationships that can develop in organizations. Jane Dutton’s book Energizing
your workplace, grounds the working env’t in the types of connections that
people have with each other
4
Much is written about leadership and the influence of those in leadership to
influence the org’ns climate and culture. And I think that attention is
warranted…leaders have a profound influence and also responsibility for
setting the tone, expectations and quality of our work environments. I also
think that more attention needs to be paid to how employees (the majority of
the organization) and their behaviors and responses influence the
organizational climate and culture. How employees respond to “norm
violation” communicates what the “real” norms are here. By witnessing
hostile, negative situations and not doing anything, the message that is
communicated is that these situations are acceptable. Thus, understanding the
culture and climate of the organization means knowing how all members of the
organization perceive the env’t, what they value, and what they are prepared to
do to support these values. I take this focus to emphasize the power we each
have to shape our environments and each other’s behavior. We each can make a
difference.
5
I focus my attention on peers, colleagues and fellow workers. We know from
the research literature that our coworkers are profoundly influential in our
experience both for good and ill. As coworkers we “see” what is happening
around us. We are more immediately available to intervene or take some kind
of action early on that can help prevent a situation from devolving. We are also
highly credible as witnesses. The research supports that observers are viewed
as more credible when they relay what has happened to someone than if that
person relays the same information. We in fact have a lot of power and I
encourage us to be thoughtful, intentional and deliberate in utilizing our
influence to create positive constructive environments that are antithetical to
hostility, incivility and bullying. Some great examples of coworkers working to
reduce hostility include the code white/pink used by some nurses in hospitals,
where if a nurse sees a physician mistreating another nurse, the person calls a
code white(or pink) and the location. Any nurse who can leaves their station
and surrounds the dyad in the observer position. They simply watch, making it
clear to the actor that they are seen. The anecdotal information is that this has
had a profound effect on physician behavior. The gatekeeper is a role we all
know. When you come in the morning you go to the secretary or admin
assistant and say “how is s/he today?” They will let you know whether today is
a good or bad day for interacting with them. They help buffer us. 6
This is a good opening exercise as it helps surface for the workshop
participants, their experiences and how they understood the influences upon
their choices. This information is great for weaving into a more detailed
discussion that comes from the research literature. 7
What we know from the research! People are more likely to take action if they
believe the victim can not respond effectively, if they as witnesses have the
ability, knowledge and skills to do something. The more ambiguous the
behavior or situation, the more challenging it is for a person to discern if it is a
problem and thus, whether something needs to be done. People are less likely
to help if time or opportunity to respond seems limited, e.g., it happened too
fast. Part of teaching a range of action responses is to help people understand
that doing something after the fact can indeed be helpful, i.e., there are no real
missed opportunities. People are often concerned about embarrassing
themselves or the other person…there are actions that are more subtle so that
one can “save face” if they read the situation wrong. The other part is that for
many people, knowing that you wanted to help is viewed positively by them.
Fear of retaliation is a great and often very real concern. Hostile work env’ts
are not supportive of people getting involved and taking action. People are
more likely to do so if they are in higher power position vis a vis the actor, or if
they believe higher ups will support the actions. Even for someone who is
“lower power” in the organization, if they are viewed as good citizens, ones
who always do their job and do it well, then others are more likely to listen to
them and view their actions as more appropriate. Being from outside can also
reduce the risk of retaliation. 8
This is huge influence. It ties into the overall climate and culture of the
organization. Typically this is captured in the policies and procedures of the
organization. But it is not enough to have these policies. They need to be
available (I.e., employees know about them, as do those in the chain of
responding), they need to be implemented (through training and education of
all org’l members, plus actual use of procedures as articulated) and they need
to be effective (employees’ perceptions are important here; evidence of
processes being utilized and followed fairly, people being held accountable and
consequences being delivered and carried out). Not having policies or having
policies that are perceived to be ineffective or windowdressing, can be
damaging to the organization’s reputation with its members and with the
public. The best policy development is done with full collaboration of all
stakeholders and designed to fit the needs of the members and the organization.
9
This is the basic model of bystander action. It involves someone first actually
seeing the behavior. If particular behavior has become normalized (people
always call each other names or interrupt each other in meetings), then we may
not “see” it any more. Or we may indeed see it but it does not seem to be
problematic (no one seems to get upset about it?) or it is part of how we do
business. Assuming one gets to the point that the behavior(s) is a problem, then
we need to decide whose responsibility is it (and I would argue we each have
responsibility for some action, even if that is notifying those we think are best
suited to address it). Once we see our responsibility, we need to consider what
options we have available (ranging in level of risk for ourselves and others,
including visibility). And then we need to choose an action, implement it and
evaluate if it had the influence we had wanted. Often several actions are
involved as we get feedback regarding from prior actions. 10
I really like this scenario as it is rich with a variety of behaviors and a great
basis for discussion. It is often in the discussion that we become aware of the
expectations we have for ourselves and each other in this environment. Getting
clear on what the norms are here and challenging them as needed is an
important way to influence our working env’ts.
11
These next two slides capture the behaviors that through a variety of research
have been identified as problematic. Depending upon the context, one might
not expect some behaviors to happen say between faculty (I always thought
name calling would not be frequent but others have suggested that is naïve! ;-).
12
Van Herk (2003) described these behaviors as
more characteristic of hostility between
academics
•
Personal criticism in the guise of criticism
of your work
•
Undermining; questioning competence
•
Dismissive tone
•
Withholding
•
Impatience
•
Exclusion/ignoring
•
Interruption
•
Taking credit/failing to give credit
•
Faint praise
13
In considering Noticing and Assessing, these are aspects of behavior we are
considering. Those that are at high risk for harm…these are usually much
easier to identify because the harm is clearer. The more challenging are the low
risk behaviors (eye rolling; interrupting) that are ambiguous but if left
unaddressed can progress because “no one seems to have a problem with it”.
Critical features are persistence (frequently occurring), patterning ( a variety of
behaviors, often “micro” forms (slights, oversights etc) that when taken
together add up to more than the sum of the individual parts. Of particular note
is the focus of these behaviors is on the identity or character of the other so that
they impugn or undermine the other. Finally, power imbalance is a cue for risk
as power can impact the targeted person’s ability to defend or respond. 14
While I do not see “incivility” as the superordinate concept, I do like this
graphic as it indicates the range of behaviors, from low to high risk. The value
of this is recognizing how addressing the low risk behaviors may prevent
progression to higher risk and more harmful behaviors. This strategy of
identifying low risk is key in bystander action training…how to head off what
could become a very harmful interaction or more develop into a harmful
pattern of behavior.
15
This graphic is useful because it shows how as behaviors become more severe,
hostile, difficult, the impact on those exposed evolves. This is useful in helping us consider when to step in Examples of Inappropriate behavior – eye rolling, sarcastic or condescending
tone.
16
From our research with one institution in terms of the costs of experiencing
workplace bullying. Impacts occur in terms of health, job attitudes, behavior,
emotions, and commitment, all of which have implications for employees
“leaving” either through sick leave, resignation, or remaining on the job but
psychologically withdrawing, i.e., disengagement. Clearly these have financial
implications for the institution.. . The nature and variety of the effects is
consistent with what is seen as a result of exposure to a chronic workplace
stressor. In fact, workplace bullying, due to its persistent and enduring natures
has been characterized as a chronic psychosocial stressor.
17
Costs to the institution. I have highlighted particular bottomline concerns such
as talent flight, absences, customer (student) dissatisfaction, and the increased
risk of workplace violence, at the hands of the victim. Such information is
important for building the “business case” for why institutions need to take the
issue of workplace hostility seriously and thoughtfully.
18
As noted earlier, one of the challenges is the ambiguity of the behavior at
times. So I think it is important to think about how we come to the conclusion
or assessment that what has happened is not right or problematic. I see that
here in Counterfactual thinking. While I have expanded on this idea over three
slides, the essence is that as witnesses when we see/hear about something, I
think it is useful for us to slow down and carefully determine whether this is an
unfair, harmful situation. We can do that by quickly answering these three
questions. Would – was less impact possible….? Could the person have done
something differently? Sometimes they could not such as when the action is
mandated by policy, e.g, progressive discipline for example. Should they have
done something differently? (our moral code, our sense of how people should
be treated). Do the extent we think the person could and should have
responded differently, then we “know” we have a negative event that needs to
be addressed.
19
20
Inviolable norms – condescending negativism, moral turpitude, personal
disregard
The idea of scope of justice is important…we are more inclined to view those
“like us” (ingroup) in a more positive frame than those who are “not like
us” (outgroup). Thus, we treat our fellow ingroup members by a different set of
rules than we do outgroup members. 21
This is an interesting scenario for faculty to discuss as it is understood or at
least built into university structure that there is a hierarchy based on rank
among faculty. The question here is whether that needs to be highlighted and
emphasized in interactions with others. Also, just because there is a hierarchy
does not mean the members can not choose to function differently, e.g., we
may be of different “ranks” but we are all full time faculty and are all vested in
programs, education and the institution.
22
The very nature of universities is they are complex mixed organizations, with
different structures (bureaucratic on the business side of the house, and
collegial, cooperative on the academic side)…thus, different rules of operating
and connecting are likely in play. Also, each major group has a different role to
play in the ability of the university to function and deliver on its mission.
Understanding the different roles and what that means for how people interact
and conduct their work can be useful when we need to engage with someone
from another role. A negotiation perspective says that understanding the needs
of the other is critical in getting your own needs met. So understanding
another’s roles, the expectations and “rules of work” can facilitate your
understanding of what their interests and needs are and how best to approach
them. This means being able to match or modify your behavior to the nature of
the context. I think many times the hostility or difficulty we see is a result of
people not recognizing the relational context and roles involved. 23
So not only do you have a responsibility per policy but also as a member of a
community, you also are more likely to “feel” or take up the responsibility
when you feel connected to those involved, you can take their perspective and
empathize with the parties, your moral compass says that you have a
responsibility, you recognized that by taking action you are actually improving
the quality of the env’t for you, that the victim needs help (can’t do it on their
own), and that others require your help to make a difference or in fact, you are
the only one who can do what is needed. My sense of the literature and in talking with people re their own behavior as
witnesses or members of a community where a harmful situation has
developed, is that people often are unsure or feel limited in what they think
they can do. So I find it helpful to help people see that there are a range of
options available to them. One way to think of that is the health and safety
view of proactive (prevention efforts) to reactive (secondary and tertiary) range
of action. All of these actions can be helpful in changing or interrupting a
dynamic, even if just temporarily. Temporary change creates the space and
time to implement more long term efforts to change the overall structure of the
situation. 24
My sense of the literature and in talking with people re their own behavior as
witnesses or members of a community where a harmful situation has
developed, is that people often are unsure or feel limited in what they think
they can do. So I find it helpful to help people see that there are a range of
options available to them. One way to think of that is the health and safety
view of proactive (prevention efforts) to reactive (secondary and tertiary) range
of action. All of these actions can be helpful in changing or interrupting a
dynamic, even if just temporarily. Temporary change creates the space and
time to implement more long term efforts to change the overall structure of the
situation. A key point for me in prevention, is the critical importance of building good
relationships with our colleagues early on. This does not mean we need to be
best friends, go drinking, socialize outside of work etc rather that we get to
know our colleagues in non threatening situations. That way, should a hostile
or harmful circumstance or behaviors occur, you have an apriori relationship
and thus legitimacy for engaging with the person. They are more likely to
“hear you out” if they have felt connected to you in a basic way prior to a
negative event. 25
26
Now – based on intervention scripts (either from past experience or role
modeling by others)
Later – may choose inaction during the event but pursue later
-  recurrence beliefs – one time or happen again – patterning. If believe
recurrence is likely, are more likely to focus on taking action to prevent
these behaviors.
-  Perceived harm from the behavior – target, witnesses, the community
-  Perceived welcomeness of intervention
27
28
Considering action in terms of immediacy and level of public engagement
opens up an enormous space and opportunity for action. In the moment, your
actions can be more subtle or less visible (distracting someone from the topic
or target; affirming the target; engaging in discussion by asking clarifying
questions) or you can be right out there such as calling out the behavior or
asking/telling the actor to change their behavior or offering another
interpretation for what has occurred (e.g., someone is being blamed for
something and you step in with a different point or interpretation to consider).
Often these “now” actions, can create space to do follow up later. In the most
immediate, they can change the interaction and reduce or prevent harm. The
“after” actions can also be behind the scenes (keeping parties separate;
suggesting ways for target to handle the situation) or more visible (reporting
the behavior, talking to the actor about the incident or their pattern and
requesting they stop or change it; more broadly to the extent these behaviors or
env’t has become toxic, work to develop policies, training on respectful
behavior or handling difficult interactions; communication protocols). If a
pattern of behavior has developed or someone is particularly entrenched, often
one action will not be enough and may require a series of actions and involve a
number of others to address the situation. While not all of us are prepared to go
that full length, I think each of us is prepared to do something in an effort to
ameliorate the situation, even if only temporary. What is clear is that people 29
Being clear about our purpose or intended goal for the action we are
contemplating helps direct our choices. For example, we may want to protect
someone from being hurt or further injured…behaviors that would achieve that
include high immed, low involvement strategies of distracting target or actor; if
the goal is identifying inappropriate behavior so it is not ignored, then high
immed, high involvement strategies like naming the behavior or telling the
actor to stop would meet that goal. We often have more than one goal and we
will prioritize them as well. I share these various goals here and on the next
slide to provide you with a way of being clear about your goals in a situation.
Some behaviors are more effective in achieving a particular goal than others.
Also, as the situation evolves or changes, your goals may change as well.
30
31
To have reached this point in your process, where you have
recognized you are responsible for taking action, then if you do
not, you run the risk of these potential costs….just in case you
needed another reason to take action.
Questioning our own morality can be painful, and we are often
motivated not to see ourselves that way. So we may engage in
different strategies to protect our view of ourselves, e.g.,
• Cognitively – reduce perceived harm, hold victim responsible,
can’t make a difference
• Behaviorally – publicly blame victim, distance from victim;
realigning with the actor
32
These scenarios are rich with opportunities for action. The tortured tenure track
focusing on the behavior of a senior tenured colleague to a junior colleague.
There is a power difference, one grounded in the hierarchy of rank. Others are
aware of the situation and thus, have responsibility.
The junior colleagues scenario illustrates how difficult behavior is not just the
purview of those higher up in the structure. This is a situation that some may
underestimate in terms of its ability to cause harm or disruption because we
assume those in less powerful organizational positions can do little harm to
more powerful others. Here we see a coalition forming and lack of responding
by other dept members as fueling a situation that could become very hostile
and explosive. 33
So to this point, we have explored a great range of possibilities for specific
actions. These are some general principles to keep in mind. Do not
underestimate the power of being there (presence) and how that changes or
influences a situation or dynamic (remember Code White/Pink…simply being
an obvious observer can change the immediate dynamic). Also, do not
underestimate the power of subtle action. Now for some subtle action can be
seen as passive-aggressive. Perhaps, if the intent is to harm one or other party.
However, subtle actions are often lower risk actions and thus for someone who
is feeling worried about retaliation, or feeling uncertain what to do, a “small”
action such as changing the topic in a hostile conversation, distracting, can
create breathing room to figure out what is going on and thus, what other
actions and other people may be necessary. The issue of immediacy (now or later) highlights the value of prior preparation.
Being clear with yourself about what is inappropriate or unacceptable behavior
in your work context, means you will identify earlier on and thus be prepared
with a response or action. If this is a bullying situation (patterned behavior),
you will have time to script a response as you know there will indeed be a next
time. Understanding the costs and benefits to you and others of various actions
is part of the calculus. What resources do you have that you can leverage or
draw on in your responding? Are you known as a thoughtful and fairminded 34
So by now your head is full of different actions you could take and different
purposes or goals you can achieve as a result. But how do you do some of
these. In the next few slides, I highlight the skills needed to be able to engage
with others be that either directly confronting or other ways of changing the
interactions. There is value in practicing and trying out different approaches in
your own mind or with others so that you will have some confidence and
clarity about what you want to say and when.
35
The following slides highlight a skills based model of communication and
problem solving. This is from Bolton’s People Skills book. I believe that these
skills are fundamental to engaging effectively in the actions that we have
explored. 36
When you need to talk about what is going on.
37
When you need to talk about what is going on.
38
Add these elements when you are requesting a change in behavior.
39
40
41
When any of us are told that something we are doing is problematic or not
right, we can get defensive. So we need to understand that regardless of how
well we give someone feedback and request change, they may well become
defensive. When people get defensive, their emotional processing becomes
intense and they have a lot to say. Your best strategy is to listen actively…
working to understand what they are saying and sharing what you understand
them to say with them. Doing this actually can bring down the other’s
emotional level and thus, open up more thinking space to work with the
content of the feedback and request for change. Often you have to go through a
few cycles of this but because you have truly listened, the other person feels
heard and cared about and thus is more able to engage with you in this
challenging conversation. Sometimes though, they are not able to in that
moment and once you realize that it is important to end the conversation
quickly (thanks for telling me how you see the situation and how you feel. I
want to think about this some more. Let’s get together and talk later.).
Bringing the emotional level down so you can get to problem-solving
Other ways to bring down some energy or open up space to think
42
Listen. Then listen some more until the other person has said it all and believes
you “heard” them
Often assume know other’s intention
Disentangle from impact
Need information (interests); “cooling off”; sorting through
Feeling behind the words
Awareness of presence – content, tone, phrasing
Avoid simplification – it is a tough situation for a reason
Often (threat to) identity involved; intense feelings
Power of role modeling – maintaining your calm, not responding defensively.
Not need to resolve everything right now
Opportunity for more discussion
43
And here are some considerations as you prepare to engage with tough
moments (be they bullying or other types of difficult situations). Knowing
yourself helps you discern when you might need help or steps you could take
to stay on track with the issues in front of you. And as I say to my students in
the negotiation class, remember the three P’s…preparation, preparation,
preparation! Being clear on what your goal is for the conversation, where to
hold it and what it will involve vis a vis your responsibilities regarding the
working environment.
44
Develop scenario in group and identify different strategies
Choose one or two to roleplay and do stop action.
45
You have a handout that you can use to think of a specific situation that
concerns you. It will take you through the different aspects of the situation and
help you clarify your thinking, your goals and your choice of actions. This can
be a useful process to share with another person to get their thoughts. Or it can
be just yours. 46
While this presentation has focused on addressing difficult behaviors, another
way to address them and indeed the environment more broadly is working
toward and affirming the kinds of behaviors and environments that we want.
We can use our individual influence to affirm the exemplary behaviors and
establish and reinforce norms for interacting. This can be done explicitly by
articulating norms and expectations (see CREW initiative through the Veterans
Health Administration or Department communication protocol development).
More broadly, we can explicitly and intentionally work to build high quality
working relationships with colleagues and also be the kind of peer we would
like to have. 47
Hopefully, you will find that through this presentation and discussion, that you
can see more options available to you and in fact, recognize that you have been
actively engaged in addressing these situations. While you may feel that you
are not successful if the behavior never recurs or the environment does not
immediately become more constructive, that is a long term goal and the steps
along the way while seemingly small are needed to get there. 48
Being part of a community means understanding how what we do and say
influences those around us. Thus, just as we are conscious of others’ actions
and our experience of them, we need to be conscious of our own actions and
what they may mean to others. So here are some useful questions for us all to
think about regarding our own behaviors and engagement with others. 49
50
51
52