“Despite the widespread nature of workplace bullying and deep harms that this behavior creates, many organizations do not take a proactive stance to manage this workplace issue that affects approximately 65 million workers in the United States.”

OD Strategies and Workplace Bullying

Approaches for Prevention, Existing Issues, and Post-Event Understanding

By Debra Orr and Workplace bully ing costs organiza­ disturbance, recurrent nightmares, somatic Mark Seter tions an estimated $250 million a year problems, concentration difficulties, irri­ in direct expenses related to absenteeism tability, depression, distress, and feel­ and lost productivity (Bartlett & Bartlett, ings of self­hatred (Mikkelsen & Einarsen, 2011; Baillien, Neyens, De Witte, & De 2002; Bjorkvist, Osterman, & Hjelt Back, Cuyper, 2009). Other issues for organi­ 1994) as well as shame (Felblinger, 2008) zations, beyond the financial, as a result and often require counseling (MacIntosh, of workplace bully ing include: increas­ 2005). There are even allegations and a ing workplace errors (Paice & Smith, resulting lawsuit that severe harassment 2009), loss of creative potential (Mac­ has resulted in a compromised immune Intosh, 2005), turnover, retraining and liti­ system and accelerated a target’s death gation (Grim, 2015; Kivimaki, Elovainio & (Balsamini, 2019). Vahtera, 2000; Namie, 2007; Ayoko, Cal­ Despite the widespread nature of lan, & Hartel, 2003; Von Bergen et al., workplace bully ing and deep harms that 2006). Poor customer relationships are this behavior creates, many organizations also prevalent among organizations with do not take a proactive stance to manage higher incidents of workplace bully ing this workplace issue that affects approxi­ (Johnson, 2009; MacIntosh, 2005; Namie, mately 65 million workers in the United 2003, 2007). States (Grim, 2015). Most organizations Furthermore, workplace bully ing have a poor response and an inability to was reported to negatively affect the tar­ handle these negative interpersonal inter­ get’s relationship with peers and super­ actions, incivility, and bully ing (Hodges, visors (Glaso, Nielsen, & Einarsen, 2009; 2014). In fact, as recently as 2017, the lit­ Mac Intosh, 2005), lower teamwork (Bail­ erature has not revealed a demonstrated lien et al., 2009; Gardner & Johnson, successful pattern for handling workplace 2001), reduced morale (Namie, 2003), bully ing (Einarsen, Mykletun, Einsarsen, and decrease organizational commitment Skogstad, & Salin, 2017). (Gardner & Johnson, 2001), all of which Organization Development strategies have significant implications for the orga­ are appropriate for addressing workplace nization’s culture. bully ing. OD has a deep history of promot­ The harms caused by workplace bully­ ing humanistic values. OD focuses on cre­ ing do not end with the financial issues or ating healthy organizational cultures that the impact on organizational productiv­ value learning, open communication and ity. Many targets of workplace bully ing suf­ a combination of individual and organiza­ fer serious health problems as a result of tional growth. The ability of OD to work their experiences (Einarsen, 2000). Targets in and between multiple levels within of workplace bully ing often have lasting organizations, including the individual, issues with post­traumatic stress disorder, group and organizational levels, make OD symptoms of low self­esteem, anxiety, sleep well suited to address both individualistic

36 ORGANIZATION DEVELOPMENT REVIEW Vol. 52 No. 3 2020 Violence issues, group problems, and organization­ Physical aacks wide dysfunction. OD has four main Workplace Bullying Destrucon of categories of interventions, each with appli­ Work-related acts property cation to workplace bully ing: Incivility Personal/Emoonal acts » Human relations interventions are Rudeness Physical/Threatening those which focus on how individuals Inappropriate, acts interact, resolve conflict, and develop one-me jokes Connuous acts with the emotional intelligence which are key to intent to harm working with individual issues in work­ place bully ing situations, (Cummings and Worley, 2015). Figure 1. Types of Workplace Bullying » Human resources interventions are those which create role clarification, unwelcomed negative act or acts (physi­ This email stated the directive to con- diversity initiatives which specifi­ cal, verbal, or psychological intimidation), tinue the process in question without cally address some of the root causes that can involve criticism and humiliation, any revisions. It went on to say that it of bully ing. Role confusion, diver­ intended to cause fear, distress, or harm was irresponsible of me to even ques- sity issues, and anxiety around change to the target from one or more individu­ tion this process and it showed a lack of are chief causes of workplace bully ing als in any source of power with the target work ethic. (Cummings and Worley, 2015). of the bully ing having difficulties defend­ I knew I had never seen this email. » Techno-structural interventions are ing himself or herself.” (Rodríguez­Muñoz, I had never received this email. To say I those which address organizational Mirko Sanz­Vergel, 2017; Einarsen, Hoel, was in a state of shock would have been structure, reporting relationships, and Zapf & Cooper, 2011). In workplace­bully­ an understatement. But it gets worse. work design. Reporting relationships ing literature, the bully is referred to as the Next a piece of paper was placed in front are a confounding issue in workplace “instigator” and the person being bullied is of me and I was told to sign the docu- bully ing and organizational struc­ called the “target” (Harvey, Treadway, and ment. It was an official write up which tural issues contribute to the challenge Heames, 2007). would be filed with the Human Resource (Cummings and Worley, 2015). There is sometimes confusion department and placed in my personnel » Strategic interventions are those which between what is considered bully ing versus file. At this point I had been employed address large­scale ways that organiza­ what is considered harassment under Title with this institution for 15 years, work- tions address problem, such as culture VII of the Civil Rights Act of 1964, the Age ing in a different department for a dif- change. Some organizational cultures Discrimination Act of 1967 and the Ameri­ ferent VP. I had never been written up would not tolerate workplace bully ing cans with Disabilities Act of 1990, the dis­ and had “exceeds expectations” on all where in other cultures the practice tinguishing feature between harassment employee reviews. might be quite common (Cummings and bully ing is the status of a protected The next day I asked two high-level and Worley, 2015). class and any quid pro quo for the continu­ members of our IT department to look ation of employment. Bully ing does not at this supposed email directive. Each This article provides research­supported require that the behavior be perpetrated person pointed out several ways they Organization Development strategies that based on a protected status or that there be could tell this was not an actual email can assist in prevention, work toward favor­ some form of exchange in order to remain sent to me. It was forged, a fake, a copy able resolutions of current issues, and employed, while the legal definition of of a document he created and did a address post­event resolution are explored. harassment does. cut and paste to make it look like an Namie (2003) created a continuum authentic email. Defining Bully ing to classify hostile acts in the workplace. It begins with the idea of incivility pro­ Personal and emotional acts include name What is actually meant by bully ing? Bully­ gressing to bully ing and concludes with calling of an individual target and being ing is different than being impolite or violence. Acts of workplace bully ing by excluded from group activities, conversa­ making a one­time joke at someone else’s the instigator tend to be categorized tions, and decisions. expense. That form of negative inter­ into three main areas: work related acts, They would corner me at the copier, call- action would be termed incivility. Incivil­ personal/ emotional acts, and physical or ing me a snitch. (They would) walk ity is inappropriate behavior that is minor threatening acts. past my classroom when I was teach- in nature and it is not meant to harm oth­ Work­related acts include creating ing and yell, “I smell a rat!” They would ers (Pearson and Porath, 2004). Bartlett work goals or amount of work that are throw trash in my classroom after school. and Bartlett (2018) articulate that “work­ unrealistic, relentless criticizing, and con­ When I asked my principal to do some- place bully ing is viewed as repeated, flicting directives. thing since my classroom was between

OD Strategies and Workplace Bullying: Approaches for Prevention, Existing Issues, and Post-Event Understanding 37 Table 1: Summary of Statistics on Workplace Bullying (Namie, 2014)

Number of employed 27% 37 million people theirs, she just said she could move people who have been or my classroom. currently are bullied Number of people affected 65.6 million people Physical and threatening physical acts of by workplace bullying (as violence, attempting to physically hurt a target or bystander) another person by inducing illness and Gender breakdown of 69% male 31% female destruction of property in a manner that instigators denotes a threat. She invited herself over to my home for Gender breakdown of Male instigators select Female instigators select a glass of wine since we had a “semi- targets female targets 57% of the female targets 68% of the nar” out that way. When I poured the time and male targets 45% time and male targets 32% wine I went into my kitchen and saw of the time. of the time. what horrified me in the reflection of my Most common outcomes 82% of the time the target 18% of the time the china cabinet. She took a sip of her wine of workplace bullying loses his/her job. instigator loses his/her and spit it back into her glass and then job. POURED HER GLASS INTO MINE! Role of the instigator 56% of workplace bullying 44% of instigators are not (emphasis from the research participant) versus the role of the instigators are the boss of the boss of the target. I had known via our office that she had target the target. mono, so now apparently she was look- ing to spread it to me to get rid of me at the office. I poured my wine out in front of her. and I quit without another job.” This tar­ organiza tional level of intervention (Gillen, get’s experience is underscored by Gardner et al, 2017). There are several situations Stats on Prevalence & Johnson’s 2001 study that “when those that are especially ripe for the develop­ at the top adopt bully ing tactics, they send ment of workplace bully ing. Bully ing is There are numerous statistics which detail a green light to everyone else in the orga­ more likely to happen if there is an implicit the extent and impact of workplace bully­ nization to behave likewise,” (p. 23). This approval granted by the organization’s cul­ ing. Table 1 summarizes this data. underscores how an organization’s cul­ ture. Negative behaviors spiral into bully ing Less than 20% of organizations take ture can become toxic through a workplace and a toxic organizational culture develops steps to stop workplace bully ing tending bully ing incidents. because of leadership’s unwillingness to instead to rationalize, minimize, or deny address the issue (Harvey, Treadway, and it is occurring (Namie, 2014). Bystanders Potential Solutions Heames, 2007; Brodsky, 1976). Culture to the bully ing tend to mitigate the issue is evidence of an organization’s decision­ to a somewhat greater degree than the for­ Successful mechanisms to address work­ making and its values structure. Cultures mal organization does with roughly 38% place bully ing have been difficult to identify evolve as a result of leadership and how the of bystanders aiding the target privately or due to the nature of the issue, the unlikeli­ organization’s values are animated. Orga­ publicly, while another 38% of bystanders hood that it will be formally addressed, as nizations that experience widespread bully­ do nothing (Namie, 2014). According to well as the opportunity for researchers to ing should look at culture, leadership, and Gardner and Johnson (2001) wrongful dis­ fully engage this sensitive question. Evi­ values as a way to understand the source of charge lawsuits are a legal issue of work­ dence for research­supported approaches the behavior, assessing whether the orga­ place bully ing for organizations to consider are difficult to find (Gillen, et al, 2017). nization’s values and leadership encour­ when addressing this issue. This section creates an initial research­ age a culture of feedback and standing up Outcomes to individuals are viewed supported guide, gathered from the peer­ for oneself. in terms of impacting work, health (physi­ reviewed literature, which identifies for OD Poor conflict management skills have cal and emotional), and affective domains practitioners interventions that are appro­ been cited as a cause of workplace bully ing such as motivation. Negative organizational priate to address the issues of workplace (Baillien, Neyens, De Witte, & De Cuyper, impacts of workplace bully ing are classified bully ing. Strategies are presented for orga­ 2009; Einarsen, 1999; Vartia, 1996; Zapf in terms of cost, productivity, reputation, nizational level interventions, target­based & Gross, 2001). It stands to reason then legal issues, and organizational culture.” interventions, instigator­based interven­ that augmenting the skills of managers and One target explained, “It became okay to be tions, and bystander­based interventions. co­workers in this area can help to address mean. No one wanted to intervene; they were workplace bully ing frequency, severity, scared. The whole team was bullied. He was Organizational Level Interventions and repercussions. being protected by someone higher in the orga- Strategies for prevention of workplace Other organizational level variables nization. It was the middle of the recession bully ing are most effective at the that contribute to bully ing include growing

38 ORGANIZATION DEVELOPMENT REVIEW Vol. 52 No. 3 2020 diversity, increasing geographic disper­ explaining this policy. However, only 6% leaders need to let go of their way of doing sion, inexperienced managers, those situ­ of employers in the United States have the tasks and allow their team to develop ations where role clarity is lacking, and such a policy and enforce it despite it being its own norms. New managers may bully when the organization is undergoing sig­ one of the most successful mechanisms their team into conducting work as they nificant change or consolidation are prime to address workplace bully ing (Namie, did prior to promotion. This is why appro­ openings for instigators to begin bully ing 2014). Updating an organization’s harass­ priate supervisory professional develop­ (Harvey, Treadway and Heames, 2007). ment policy to include bully ing can be a ment is helpful in preventing this dynamic. Addressing these scenarios as a preventa­ first step. Further, organizations that create train­ tive strategy yields the strongest results. As Creating appropriate on­boarding pro­ ing opportunities for, and use, an authen­ OD practitioners, it is especially important cesses where organizational policies rele­ tic leadership model have a greater chance of reducing incivility and enhancing trust .. . . it is reasonable to assume that some new supervisory (Read & Spence Laschinger, 2015). Embed­ ding an authentic leadership model in soft employees use their promotion as an opportunity to exercise skill courses offered to individual contribu­ their power in ways to belittle and control others. Attending tor and all levels of leadership reinforces the organization’s culture. a course targeted at employees transitioning into leadership Civility, Respect and Engagement for the first time can help re-frame their mindset into that of in the Workplace (CREW) interventions launched through Department of Vet­ a leader, moving from doing the task to managing the person. eran’s Affairs (VA) in the United States New leaders need to let go of their way of doing the tasks and transformed the culture enough to pro­ duce a small, quantifiable increase in allow their team to develop its own norms. New managers civility. CREW interventions are not consis­ may bully their team into conducting work as they did prior tent between sites of the VA, but typically involve trained facilitators working with to promotion. groups of individuals while encouraging communication, assisting with problem that we be aware that stressful situations vant to civility can be clearly discussed with solving, and creating an environment for such as those listed above can produce neg­ new employees, addressing both what to mutual respect (Gillen, Sinclair, Kernohan, ative behaviors in individuals. do if an individual should become a target Begley & Luvben, 2017). In this example, the Instigators viewed or if he or she should witness workplace One study has indicated (Balducci, the “reporting” teacher as monitoring their bully ing (Klein & Polin, 2012). Cecchin and Fraccaroli, 2012) that one work and behavior which was very threat­ Supervisory transitions and the addi­ of the primary reasons that an instigator ening and creating an issue of role clarity. tion of new employees are also likely sit­ chooses a target in the workplace is a mis­ In May of 2006, while teaching 4th uations for the developing of workplace understanding of roles. While there is no grade, I witnessed two of my team mem- bully ing. Implementing leadership courses research that directly supports role clari­ bers bully ing several other teachers. They targeted at employees who are currently a fication exercises as the most effective were purposely and maliciously trying manager of others or transitioning to the interventions in workplace bully ing situa­ to get them in trouble and/or keep them next organizational level of leadership, can tions, the nature of the intervention directly off-balance with their antics. I couldn’t introduce soft skills needed to assimilate addresses the stated problem. It may be stand it anymore. I went to speak to new members to the team. Additionally, wise to conduct a role clarification exer­ my principal in a closed-door meeting. providing a mentor or preceptor to a new cise with the parties in separate rooms or at Apparently, one of them was outside (the employee can help reveal unspoken organi­ staggered times. Instigators should be sub­ principal’s) door listening to my conver- zational culture issues and may help avoid ject to disciplinary action should any orga­ sation. (The instigator) started knocking vulnerable new employees becoming tar­ nizational policies be broken, including on the door. When my principal didn’t gets. Further, it is reasonable to assume transfer to a new unit or separation from answer, she walked right in screaming that some new supervisory employees use the organization. at me. From that moment on, I was the their promotion as an opportunity to exer­ Another study by Baillien, Griep, new target. cise their power in ways to belittle and con­ Vander Elst & De Witte (2018) shows that trol others. Attending a course targeted at the pressure of organizational change may Organizations looking to address work­ employees transitioning into leadership for trigger bully ing episodes by creating added place bully ing should develop a policy the first time can help re­frame their mind­ pressure or breaching a psychological con­ prohibiting it, creating mechanisms for set into that of a leader, moving from doing tract with the instigator. Mounting stress grievance should it occur, and thoroughly the task to managing the person. New about job security, expectations of the

OD Strategies and Workplace Bullying: Approaches for Prevention, Existing Issues, and Post-Event Understanding 39 Table 2. Organizational Level Interventions

Prevention In-Process Post-Event organization, or the disruption of change Develop a policy state- Conducing a role clarifi- Conduct a post event can trigger an individual to lash out at oth­ ment about workplace cation exercise with the assessment to determine ers and workplace bully ing can readily bullying, including target and the instigator. what can be learned develop out of these pressure­cooker atmo­ “speak up”. and incorporated into Third-Party Intervention/ spheres. Developing an intervention that subsequent action and Create a formal mentor- Conflict resolution. addresses how to navigate oneself through policies. ship program to help change can mitigate the stress associated Supporting the use of orient new employees Third party intervention Authentic Leadership with the disruption of change, potentially to the organizational for reconciliation with Practices. alleviating the pressure associated with the norms. target and instigator. stress and anxiety of organization change. Lastly, in assessing leadership at the Create a formal super- Conduct a cultural analy- visory professional sis to determine what organizational level may result in the need development program to factors in the culture al- to implement the use of an authentic lead­ explain appropriate uses lowed bullying to occur. ership style that can help prevent bully ing of supervisory control, Investigate the values of (Laschinger, Wong, & Grau, 2012; Read including the use of the organization to un- and Laschinger, 2015). authentic leadership derstand if or how they Third­Party Intervention/Conflict res­ practices. are enacted. olution interventions for reconciliation Prepare for the potential Determine how leader- with target and OD practitioner. This step of workplace bully- ship style may have should only be undertaken if the target ing episodes during influenced the events as- desires. If the instigator has been separated organizational change sociated with workplace from the company, there may be lingering processes. Organizational Level Interventions Level Organizational bullying. resentment against management, bystand­ ers or departments, such as Human CREW Resources, which the target may believe Supporting the use of should have intervened. Authentic Leadership Provide a safe way of raising concerns Practices, the growth of and gaining support and include process Emotional intelligence for doing so in stated policies. Encourage and the development of employees to address the issue directly if interpersonal skills. comfortable to do so. Employees may speak Augment the conflict with their manager, Human Resources, or management skills of employers can provide a confidential phone employees through a number by which an employee can file robust training program. a complaint. A culture of zero tolerance is needed, i.e., challenging bully ing behavior must Table 3. Target Level Interventions become everyone’s responsibility, not just that of the target (Paice and Smith, 2009). Employers can include expectations within Prevention In-Process Post-Event policies regarding what bystander inter­ Explain bullying policy Conducing a role clarifi- Consideration of affective/ vention actions and steps to take in order during onboarding cation exercise with the emotional issues and how to mitigate a bully ing situation (Klein & which provides re- instigator and OD. these issues may affect Polin, 2012). sources and appropri- emotional well-being, Third-Party Intervention/ ate steps to manage continuing motivation Conduct a post­event assessment to Conflict resolution. determine what can be learned and incor­ the issue. and retention. Create dyads of support porated into subsequent action and poli­ Assign mentors to Third party intervention for for the target and non- cies. This assessment may uncover that acclimate new hires reconciliation with target involved bystanders. the instigator was enabled by the culture to the organization and OD practitioner.

of the department in which they worked, Interventions Level Target and provide a sense of Augment the target’s which may warrant further investigation of psychological safety. conflict management the department’s leadership team. Often skills through a robust these investigations may reveal the need to training program. upskill the leader, provide feedback on the

40 ORGANIZATION DEVELOPMENT REVIEW Vol. 52 No. 3 2020 Table 4. Instigator Level Interventions

Prevention In-Process Post-Event leader’s style, the culture they are enabling Explain bullying policy Conducing a role clarifi- Consideration of triggers within the team which allowed workplace during onboarding. cation exercise with the for future episodes. bully ing to occur. target and OD. Delineate expectations Consider a unit transfer Target Level Interventions for supervisory behav- Third-party intervention/ for the instigator. ior at on-boarding or conflict resolution. Target­level knowledge of what the organi­ Consider separation for at promotion, promote zational policies are, as well as the kinds Expressive writing. the instigator. strong interpersonal skill of remediation available to managers and development through Disciplinary action. Third party intervention targets, can work toward reducing the per­ the use of a leadership for reconciliation with Provide multiple sources petration of workplace bully ing. By ensur­ training program. OD practitioner and of feedback so the insti- ing that all employees have an idea of what instigator. gator may be able to rec- the policies and procedures are relevant to ognize his/her behavior Consider engaging in workplace bully ing and managing a prob­ as bullying and provide self-awareness raising lem such as this one (Klein & Polin, 2012). coaching as necessary. activities to better iden- Implementing an annual refresh inter­ tify triggers for bullying

Instigator Level Interventions Instigator Level Remove the instigator vention can reinforce not only the policies behavior. from positions of control but also the remediation available. over the target and Providing an experienced mentor to a resources. new hire can help that individual become more aware of the organizational culture Augment the instigator’s and thus less likely to become a target of conflict management workplace bully ing. In addition to having skills through a robust training program. multiple organizational benefits for devel­ opment, assigning new hires a mentor can help insulate them from workplace incivil­ ity and increase retention (Frederick, 2014). Instigator Level » Balanced Processing: To what degree Consideration of affective/emotional Strategies for managing bully ing while does the leader solicit sufficient opin­ issues that have impacted the target it is in process requires tremendous tact. ions and viewpoints prior to making throughout the bully ing and how these While some bully ing is based on a confu­ important decisions? issues may affect emotional well­being and sion about roles, some about stress regard­ continuing motivation for workplace goals. ing organizational change, and still others There are individual development assess­ In addition, the target may have residual is about power and control. ments, such as the Leadership Prac­ anger toward those in a position to have Ensure that the bully ing policy is tices Inventory Emotional Intelligence stopped or addressed the bully ing situation explained during the on­boarding period so frameworks and Authentic Leadership but did not do so. Addressing these unre­ that the expectations are set up front about approaches can help individuals to develop solved issues might involve reconciliation how to treat one another in the workplace their softer interpersonal skills and thus activities (McCoullough, Pedersen, Tabak & (Klein & Polin, 2012). prevent bully ing (Meirs, 2018; Spence Las­ Carter, 2014). Create expectations for how super­ chinger & Fida, 2014; Bowles & Bowles, As many bully ing issues are predicated visors and coworkers should treat one 2000). However, the suggestion that perpe­ on a misunderstanding of roles, conduct­ another and promote the practice of trators simply need training on emotional ing a separated role clarification exercise authentic leadership. Authentic Leadership self­regulation is viewed with well­deserved with the target, instigator, and OD may focuses on: skepticism by several researchers (Jensen help create some clearer boundaries and » Self Awareness: To what degree is the & Raver, 2018). They imply that an individ­ delineate what each individual is responsi­ leader aware of his or her strengths, ual who is engaging in bully ing behaviors ble to do (Balducci, Cecchin and Fraccaroli, limitations, how others see him or her, is unlikely to change them in response to a 2012). This could take the form of a formal and how the leader impacts others? training seminar (Cortina, Rabelo, and Hol­ role clarification exercise or even a third­ » Transparency: To what degree does the land, 2018; Jensen and Raver, 2018). party intervention or conflict resolution leader reinforce a level of openness In many workplace bully ing situations, exercise. Since 56% of instigators are with others that provides them with the instigator uses the balance of power potentially the boss of the target, assess­ an opportunity to be forthcoming with or resources to control the target (Bartlett ing their skill level may reveal the reason their ideas, challenges, and opinions? and Bartlett, 2017). Encourage the idea of for the misunderstanding. » Ethical/Moral: To what degree does the standing up for oneself and others through leader set a high standard for moral and use of a feedback model as well as remov­ ethical conduct? ing the instigator from positions of control

OD Strategies and Workplace Bullying: Approaches for Prevention, Existing Issues, and Post-Event Understanding 41 Table 5. Bystander Level Interventions

Prevention In-Process Post-Event over the target (Paice and Smith, 2009). Explain bullying policy Offer the target support Congratulate bystand- Removing the instigator could take the during onboarding. in group settings. ers who stood up to an form of a unit transfer or separation for instigator. the instigator for violation the policies sur­ Encourage individu- Through organizational rounding bully ing. als to speak up should policies, empower by- they see inappropriate standers to speak up in A successful intervention for instiga­ conduct. situations where there tors of bully ing has been noted as expres­ is injustice. sive writing. However, there was not a reciprocal benefit for the target of bully­ Provide pre-prepared ing using expressive writing (Gillen, et al, responses to bullying 2017). Expressive writing is a daily commit­ episodes that bystanders may witness. ment to write about your emotional state and feelings without the writer concerning Interventions Bystander Level A.R.T. his or herself with proper format, punc­ Create dyads of support tuation, and usage. The purpose is simply with the target and non- to express an inner emotional state. Inter­ involved bystanders. estingly, while expressive writing, which focuses on the expression of inner emo­ tional states, has produced some reduc­ tion in instigators perpetrating bully ing, as discussed or other self­awareness raising » passive witnessing, characterized by cognitive behavioral interventions have types of activities. silently acknowledging that what is hap­ not produced similar results (Gillen, et al, pening is wrong, but no outward stance 2017). While not directly an OD interven­ Bystander Level Interventions is taken tion, expressive writing seems to help with Bystanders who witness bully ing episodes » active witnessing, and expressing non­ self­regulation within the construct of emo­ can be encouraged to intervene with com­ support and objections to the instigator tional intelligence and thus is a recommen­ ments such as, “I don’t believe that is and demonstrates support for the target dation that builds emotional intelligence appropriate,” as a mechanism to diffuse » ethical witnessing with social action, and thus reduces workplace bully ing. and re­direct the instigator (McNamara, characterized by moving beyond the Paice and Smith (2009) recommend 2012). Paice and Smith (2009) encourage immediate issues that were witnessed that multiple sources of feedback be given bystanders to challenge bully ing behavior and action is focused toward the larger to the instigator to help him/her recognize as a part of a zero­tolerance culture. Imple­ organizational or institutional problem their behaviors as bully ing and then receive menting expectations regarding the regular at hand. coaching for modifying their behavior. Hav­ use of feedback, and the need for employ­ ing multiple sources for behavioral feed­ ees to speak up can support. Encourage bystanders to actively witness back increases its perceived validity and A.R.T., while created as an Anti­rac­ bully ing behavior that they see in oth­ may drive motivation for change. ism Response Training Program, has much ers. According to California Department As this article addresses post­event rec­ potential to address workplace bully ing of Fair Employment and Housing, an onciliation, it should be noted that reconcil­ behaviors as well as other anti­social behav­ employer may also provide bystander inter­ iation does not mean encouraging contact, iors like racist behavior. A.R.T. is a mech­ vention training that includes information re­connection, or a relationship between anism to heighten people’s awareness, and practical guidance on how to enable the instigator and target. Reconciliation, behavioral awareness of others, and ethical bystanders to recognize potentially prob­ in its broadest sense is about creating a commitment (Ishiyama, 2000). The A.R.T. lematic behaviors and to motivate bystand­ sense of acknowledgement, validation, approach uses a skills­training format to ers to take action when they observe justice, and fairness so that both parties enhance readiness to respond to anti­social, problematic behaviors such as workplace may move forward in a positive direction racist situations cognitively and behav­ bully ing, but can also extend to other sorts (Mc Collough, Pedersen, Tabak & Carter, iorally and to empower otherwise pas­ of negative interactions, such as harass­ 2014). though, very likely, quite separately. sive bystanders to become more active and ment and racial issues. The training and Further, in an effort for an instigator vocal. This approach is readily adaptable to education may include exercises to provide to understand his/her environmental trig­ workplace bully ing. A.R.T. has four stages bystanders with the skills and confidence gers around bully ing behavior it might be of witnessing: to intervene as appropriate and to provide wise for him/her to engage in some level » dis­witnessing, characterized by denial bystanders with resources they can call of introspection and self­awareness activi­ and avoidance upon that support their intervention. ties. This could include expressive writing

42 ORGANIZATION DEVELOPMENT REVIEW Vol. 52 No. 3 2020 Finally, offer congratulations and rec­ Post. https://nypost.com/2019/09/14/ Ethical infrastructure and successful ognition to bystanders who stood up to womans-boss-harassed-her-so-much-it- handling of workplace bully ing. Nordic an instigator killed-her-scathing-suit-claims/ Journal of Working Life Studies. Workplace bully ing, is a complex and Bartlett, J.E. and Bartlett, M.E. (2011). Estes, B. and Wang, J., (2008). Integrative intractable issue, however it can be miti­ Workplace bully ing: an integrative lit­ literature review: Workplace incivility: gated by using some of the tactics pre­ erature review. Advances in Developing Impacts On individual and organiza­ sented in this article. While not exhaustive Human Resources, 13(1), 69–84. https:// tional performance. 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44 ORGANIZATION DEVELOPMENT REVIEW Vol. 52 No. 3 2020 Debra Orr holds a Bachelor’s degree in Fine Arts, a Master’s the Organization Development Network Graduate Student degree in Leadership and a Ph.D. in Organization Devel- Paper Competition several times. Recently, she was elected opment. Dr. Orr is the former dean of the Evelyn T. Stone to the Presidency of the Midwest Academy of Management College of Professional Studies, program director and (https://www.mwaom.org/)and served in that role through associate professor of Organizational Leadership and Orga- October of 2013. The Midwest Academy of Management is nization Development at Roosevelt University (http://www. the regional affiliate of the largest, and most prestigious, roosevelt.edu) in Chicago. She teaches courses in change scholarly organization in the field of management, the management, organization behavior and development, Academy of Management (http://www.aomonline.org/). group dynamics, facilitation, decision-making, leadership Dr. Orr is an active consultant, working with organizations development, critical and creative thinking, persuasion both large and small, established and start up. She has and presentation skills, conflict management, communica- served as an executive coach and consultant for entrepre- tion and strategic planning. Prior to Roosevelt University, neurs, Fortune 500 presidents and small associations. Debra has written leadership curriculum for several other As an award-winning writer and an award-winning Chicago-area universities. change-management consultant, on-going researcher in Debra’s professional background is diverse, working leadership, executive coach, organization development in healthcare, higher education, manufacturing, aviation, consultant, and frequent academic presenter, Debra is a tourism, and association management. She has served scholar-practitioner concentrating her efforts on bringing on the Executive Committee of the Heritage Corridor the newest academic research to life within the context of Convention and Visitors’ Bureau Board of Directors, the organizations. She can be reached at [email protected]. Advisory Board of the Collegiate Conferences and Events Mark Seter has over twenty-five years of experience Professional (CCEP) professional designation and as the working in the financial services and banking industry. He associate managing editor of the publication Apt.itudes for began his career in customer service, moved into sales the Chicagoland Apartment Association. She is published and ultimately landed in Human Resources spending the in the Journal of Nursing Administration, Organization majority of his career in learning, talent, and organiza- Development Practitioner, International Journal of Arts tion development. As an Academy Head he worked with Education, Organization Development Journal, Leader- clients to address gaps in performance, implementing ship in Health Services, and Revue Gestion de Science commercial solutions that added to the bottom line in (Management Science), a trilingual European journal, either increased sales or improved efficiencies. Currently, based in France. Two healthcare books carry chapters she Mark works within the Talent function and partners with has authored: Organization Development in Healthcare: executive committees to drive improvement in their talent Conversations on Research and Strategy and Principles identification, succession, and talent management prac- and Practices of Naturopathic Medicine. She is a frequent tices. He has an undergraduate degree from St. Ambrose submission reviewer for the Academy of Management, University and a Master of Arts Degree in Organiza- Midwest Academy of Management and Southwest Acad- tion Development from Roosevelt University. He can be emy of Management and serves on the editorial review reached at [email protected]. board for Leadership in Health Services. Dr. Orr has chaired

International Journal of Nursing Studies, with the EEOC https://www.eeoc.gov/ 49(10), 1266–1276. eeoc/statistics/enforcement/charges.cfm Thomas, B.J., Meglich, P. (2019). Justi­ Von Bergen, C. W., Zavaletta, J. A., & Soper, fying new employees’ trials by fire: B. (2006). Legal remedies for work­ workplace hazing, Personnel Review, place bully ing: grabbing the bully of the 48(2), 381–399. https://doi.org/10.1108/ horns. Employee Relations Law Journal, PR-01-2018-0025 32(3), 14–40. U.S. Equal Employment Opportunity Com­ Zapf, D. (1999). Organizational, work mission. (n.d.) Harassment. https:// group related and personal causes of www.eeoc.gov/laws/types/harassment.cfm mobbing/bully ing at work. International U.S. Equal Employment Opportunity Com­ Journal of Man Power, 20, 70–85. mission. (n.d.) Charge Statistics Filed

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