DOCSLIB.ORG

School Managers' Perceptions of the Occurrence of Upward Bullying In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School Managers' Perceptions of the Occurrence of Upward Bullying In SCHOOL MANAGERS’ PERCEPTIONS OF THE OCCURRENCE OF UPWARD BULLYING IN PUBLIC AND INDEPENDENT GAUTENG SECONDARY SCHOOLS – IMPLICATIONS FOR SCHOOL MANAGEMENT by CIDALIA MARIA DOS SANTOS OLIVIER MINOR–DISSERTATION submitted in partial fulfillment of the requirements for the degree of MAGISTER EDUCATIONIS in EDUCATIONAL MANAGEMENT AND LEADERSHIP in the FACULTY OF EDUCATION at the UNIVERSITY OF JOHANNESBURG SUPERVISOR : Prof BR Grobler May 2012 DEDICATION This mini-dissertation is dedicated to my husband, Rynardt Gideon Olivier, for all his support, encouragement and all the moral support that he gave me in studying for and working towards this degree. 2 | P a g e ACKNOWLEDGEMENTS My children, Jason, Lauren and Micaela. My mother, Maria Amelia Jordao. My sister, Dr Anabela Nascimento and her husband José Nascimento. My supervisor, Professor BR. Grobler for all of his guidance, patience and uncanny ability to recognise my eternal optimism whilst attempting to dodge all the bullets by suggesting that sentences would be more appropriate. 3 | P a g e TABLE OF CONTENTS CHAPTER ONE - INTRODUCTION, BACKGROUND, AIMS OF STUDY AND RESEARCH METHODOLOGY 1.1 INTRODUCTION 9 1.2 THEORETICAL FRAMEWORK 11 1.3 AIMS AND OBJECTIVES OF THE STUDY 13 1.4 RESEARCH STRATEGY AND METHOD 13 1.4.1 Research design 13 1.4.2 Research method 14 1.4.3 Data collection and analysis 15 1.4.4 Demarcation of research 16 1.5 CONCEPT CLARIFICATION 16 1.6 ETHICAL CONSIDERATIONS 16 1.7 BENEFITS OF THE RESEARCH 17 1.8 CONCLUSION 18 CHAPTER TWO - A LITERATURE STUDY TO ELUCIDATE THE COMPONENTS CONTAINED IN THE CONSTRUCT OF UPWARD BULLYING 2.1 INTRODUCTION 19 2.2 DEFINING BULLYING 20 2.2.1 Types of bullying 21 2.2.1.1 Pressure bullying 21 2.2.2 Statutory framework 23 4 | P a g e 2.2.2.1 The Constitution 24 2.2.2.2 Labour Relations Act 66 of 1995 25 2.2.2.3 Employment of Educators Act 76 of 1998 25 2.2.2.4 Employment Equity Act 55 of 1998 27 2.2.2.5 Basic Conditions of Employment Act 75 of 1997 27 2.2.2.6 South African Council of Educators Act 31 of 2000 29 2.2.2.7 The South African School’s Act 84 of 1996 29 2.3 DEFINING WORKPLACE BULLYING 30 2.3.2 Bullying tactics 32 2.4 DEFINING UPWARD BULLYING 32 2.4.1 The bully 33 2.4.1.1 Sociopathic or psychopathic bullies 33 2.4.1.2 ‘Self-boosting’ bullies 34 2.4.1.3 Socially incompetent bullies 34 2.4.1.4 ‘Micro-political’ bullies 34 2.4.1.5 ‘Pass the parcel’ bullies 34 2.4.2 THE VICTIM 35 2.4.2.1 Vulnerability to becoming a target of a bully 35 2.4.2.2 Characteristics of a victim 35 2.4.3 THE BULLYING CULTURE 36 2.4.4 THE BYSTANDERS 36 2.5 FACTORS/REASONS THAT CONTRIBUTE TO UPWARD BULLYING 37 2.5.1 LEADERSHIP, POWER AND AUTHORITY 37 2.5.1.1 Leadership 37 2.5.1.2 Power 38 2.5.1.3 Authority 40 2.5.2 PERSONALITY 43 2.5.2.1 Fundamental characteristics of personality 43 2.5.2.2 Personality types 43 2.5.3 RESENTMENT 44 5 | P a g e 2.5.4 VOICING DISSATISFACTION 44 2.5.5 POWER AND CONTROL 44 2.5.6 SOCIAL IDENTITY 45 2.5.7 ORGANISATIONAL UNCERTAINTY 45 2.5.8 GENDER 45 2.5.9 ETHNICITY 45 2.5.10 AGE 45 2.6 HOW UPWARD BULLYING IS MANIFESTED/EXPERIENCED 46 2.7 WHAT ARE THE CONSEQUENCES/IMPACT OF UPWARD BULLYING? 47 2.7.1 LOSS OF SELF-ESTEEM 47 2.7.2 ISOLATION 47 2.7.3 ILL HEALTH 47 2.8 CONCLUSION 47 CHAPTER THREE - RESEARCH METHODOLOGY 3.1 INTRODUCTION 49 3.2 RESEARCH METHODOLOGY 49 3.2.1 RESEARCH METHOD 49 3.2.2 DATA COLLECTION 50 3.2.3 DATA ANALYSIS 51 3.2.3.1 Factor analysis 51 3.2.3.2 Monte Carlo analysis 52 3.2.3.3 Reliability of the empirical factors 52 3.3 RESEARCH QUALITY 52 3.3.1 RELIABILITY 53 3.3.2 VALIDITY 53 3.3.2.1 Criterion validity 53 3.3.2.2 Content validity 54 6 | P a g e 3.3.2.3 Construct validity 54 3.4 CONCLUSION 55 CHAPTER FOUR - DATA ANALYSIS 4.1 INTRODUCTION 56 4.2 RELIABILITY OF QUESTIONNAIRE 56 4.3 VALIDITY OF QUESTIONNAIRE 57 4.4 DESCRIPTIVE STATISTICS 57 4.4.1 GENDER 58 4.4.2 AGE 58 4.4.3 TYPE OF SCHOOL 58 4.4.4 POPULATION GROUP 58 4.4.5 HIGHEST EDUCATIONAL QUALIFICATION 58 4.4.6 MARITAL STATUS 59 4.4.7 WELL-RESOURCED SCHOOL 59 4.4.8 PRESENT POST OCCUPIED 59 4.4.9 YEARS OF EXPERIENCE IN EDUCATION 59 4.5 INFRENTIAL STATISTICS 60 4.5.1 SIGNIFICANCE OF DIFFERENCES BETWEEN TWO INDEPENDENT GROUPS 63 4.5.1.1 Gender (A1) 65 4.5.1.2 Population groups (A4) 65 4.5.1.3 Marital status groups (A6) 67 4.5.2.1 Present post level occupied 68 4.6 SECTION C OF THE QUESTIONNAIRE 70 4.7 CONCLUSION 77 7 | P a g e CHAPTER FIVE - SUMMARY AND RECOMMENDATIONS 5.1 INTRODUCTION 79 5.2 SUMMARY OF THE RESEARCH FINDINGS 81 5.2.1 EXPLAIN THE ESSENCE OF UPWARD BULLYING AND THE INFLUENCE THAT IT CAN HAVE ON THE LEADERSHIP OF THE SCHOOL. 81 5.2.2 HOW UPWARD BULLYING MANIFESTS ITSELF IN GAUTENG SECONDARY SCHOOLS BY PROBING THE PERCEPTIONS OF EDUCATORS 81 5.2.3 CLARIFY THE POSSIBLE IMPACT AND THE REASONS FOR THE OCCURRENCE OF UPWARD BULLYING AND HOW IT AFFECTS THE VICTIM. 82 5.3 RECOMMENDATIONS 82 5.3.1 RECOMMENDATION 1 82 5.3.2 RECOMMENDATION 2 83 5.4 CONCLUDING REMARKS 83 BIBLIOGRAPHY 85 APPENDICES 89 Appendix A: Gauteng Department of Education approval to conduct research 90 Appendix B: Letter to principals 92 Appendix C: Questionnaire 93 8 | P a g e CHAPTER ONE INTRODUCTION, BACKGROUND, AIMS OF STUDY AND RESEARCH METHODOLOGY 1.1 INTRODUCTION The purpose of the research is to obtain school managers’ perceptions of the occurrence of upward bullying in Public and Independent Gauteng Secondary Schools and what implications upward bullying will have on the management of the school. Historically bullying has always been associated with children and was mainly practised by them in the classroom and on playgrounds. Today bullying extends beyond these arenas and has habituated the staffroom as well as the school administrative offices. The educational system has undergone total transformation and restructuring in the last fourteen years. For example, our educational system moved from a multiple system to a single non-racial system that has brought about many important and challenging changes to education (Rossouw, 2008:7). In 1993, the Education Labour Relations Act 146 of 1993 was passed. This had a significant impact on educators as far as their labour rights were concerned. For the first time, educators were given certain labour rights that previously did not exist. According to Bray (2008:1), the introduction and the adoption of the Constitution of the Republic of South Africa of 1996 (hereafter Constitution) which includes in Chapter Two a Bill of Rights, means that South Africa has turned its back on the past and that the changes being brought about are both fundamental and irreversible. Section 12 of the Bill of Rights as entrenched in the Constitution deals with security of the person and provides that everyone has the right to freedom 9 | P a g e and security which includes the right to be free from any form of violence, not to be tortured in any way and not to be treated or punished in a cruel or inhumane or degrading way. Managers of schools need to be knowledgeable and adequately trained to face the many challenges which they are confronted with on a daily basis. In past years the educational world has been infested with bullying behaviour, especially at school level. Managers of schools would bully staff members and staff members would bully management. The latter can be referred to as being upward bullying. Bush (2003:1) states that educational management is a field of study and practice that is concerned with the operation of educational organisations. Managers of schools need to at all times remain focused on the aims and objectives of the institution which they lead. In order for this to be achieved, the leader needs to remain objective and impartial when making decisions. Yukl (2002:3) defines leadership as follows “Most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over people [or groups] to structure the activities and relationships in a group or organization.” Leaders’ decisions are very often influenced by the actions of other people. Cuban’s (1988:193) definition of leadership clearly highlights this when he says “Leadership, then refers to people who bend the motivations and actions of others to achieving certain goals; it implies taking initiatives and risks”. Being the target or victim of upward bullying will impact on the leader’s ability to lead as the leader will be hesitant to take initiative or risks for fear of increasing the likelihood of being subjected to further bullying. The researcher is of the opinion that the proposed research topic will be of benefit to all educational organisation leaders as “knowledge and power are inextricably intertwined” (Foucault, 1966 in Ritzer, 2008: 607).
Load more

Recommended publications
  • Constructing, Programming, and Branding Celebrity on Reality Television
    UNIVERSITY OF CALIFORNIA Los Angeles Producing Reality Stardom: Constructing, Programming, and Branding Celebrity on Reality Television A dissertation submitted in partial satisfaction of the Requirements for the degree Doctor of Philosophy in Film and Television by Lindsay Nicole Giggey 2017 © Copyright by Lindsay Nicole Giggey 2017 ABSTRACT OF THE DISSERTATION Producing Reality Stardom: Constructing, Programming, and Branding Celebrity on Reality Television by Lindsay Nicole Giggey Doctor of Philosophy in Film and Television University of California, Los Angeles, 2017 Professor John T. Caldwell, Chair The popular preoccupation with celebrity in American culture in the past decade has been bolstered by a corresponding increase in the amount of reality programming across cable and broadcast networks that centers either on established celebrities or on celebrities in the making. This dissertation examines the questions: How is celebrity constructed, scheduled, and branded by networks, production companies, and individual participants, and how do the constructions and mechanisms of celebrity in reality programming change over time and because of time? I focus on the vocational and cultural work entailed in celebrity, the temporality of its production, and the notion of branding celebrity in reality television. Dissertation chapters will each focus on the kinds of work that characterize reality television production cultures at the network, production company, and individual level, with specific attention paid to programming focused ii on celebrity making and/or remaking. Celebrity is a cultural construct that tends to hide the complex labor processes that make it possible. This dissertation unpacks how celebrity status is the product of a great deal of seldom recognized work and calls attention to the hidden infrastructures that support the production, maintenance, and promotion of celebrity on reality television.
    [Show full text]
  • Employment Law Outlook Winter 2012
    Employment Law Outlook Winter 2012 Can’t YOU HEAR THAT WHISTLE BLOW? EXTENDING BENEFITS TO FORMER EMPLOYEES - A LESSON LEARNED Samuel J. Webster Cher E. Wynkoop and Corina V. San-Marina Recently, employee whistleblowing has taken on a new and enhanced life. Statutes growing out of the 9/11 terrorist attacks It is common in severance or retirement situations to promise and the economic meltdown have led to an alphabet soup of extended group health or life insurance benefits to separating federal and state whistleblower legislation. Common examples or retiring executives. In fully insured health plans (and plans of whistleblowing statutes include OSHA (workplace safety), utilizing a stop-loss carrier), employers must consult their insurers SOX (Sarbanes-Oxley securities violations), the Title VII’s anti- before committing to such a promise. In a recent court case, retaliation provisions (employment discrimination), and the anti- Bekaert Corporation learned a difficult lesson. retaliation provisions of the Fair Labor Standards Act. In Bekaert Corp. v. Standard Security Life Ins. Co. of N.Y., the While many of these statutes have the laudatory purposes of court agreed with the stop-loss insurance carrier’s decision to protecting the public from corporate cover-ups and conspiracies deny coverage under its policy to a former employee whose and protecting employees from retaliation, typically whistleblower coverage: (1) was based on a Separation Agreement with the claims arise from employees who have some ax to grind with the employer that was never disclosed to the insurer, and (2) was employer – performance issue, personality clash, general dislike not included in the terms of the health plan sponsored by the of the work, “unfair” treatment.
    [Show full text]
  • Conflict Resolution Strategies Used by Civilian Small Business Managers on Military Bases Tavarus James Dunbar Walden University
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Conflict Resolution Strategies Used by Civilian Small Business Managers on Military Bases Tavarus James Dunbar Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Business Administration, Management, and Operations Commons, Management Sciences and Quantitative Methods Commons, and the Organizational Behavior and Theory Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral study by Tavarus Dunbar has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Kelly Chermack, Committee Chairperson, Doctor of Business Administration Faculty Dr. Patsy Kasen, Committee Member, Doctor of Business Administration Faculty Dr. Julia East, University Reviewer, Doctor of Business Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Conflict Resolution Strategies Used by Civilian Small Business Managers on Military Bases by Tavarus James Dunbar MBA, University of Phoenix, 2007 BS, University of Phoenix, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Walden University April 2018 Abstract Unresolved conflict is responsible for at least 50% of resignations in the workplace, which negatively affects an organization’s reputation and profitability.
    [Show full text]
  • National Training Survey 2014: Bullying and Undermining
    National training survey 2014 bullying and undermining Each year, our national training survey asks doctors in training if they have experienced bullying or undermining in their workplace. This report describes how these issues are investigated and reported on, but also how these issues are dealt with locally by local education providers. n Our data suggest that the majority of training n Our challenge, and the challenge of deaneries, environments are supportive, but that bullying local education and training boards (LETBs) and undermining does happen. 8.0% of and local education providers (LEPs), is to respondents reported experiencing bullying demonstrate that we do take these issues (n=49,994) and 13.6% reported witnessing seriously and we do take action. This report is bullying (n=49,883). part of this. n However, evidence suggests there is a reluctance n Doctors in training report bullying and to speak out about bullying and undermining undermining to us in the survey, either by – both from fear of reprisals and from lack of answering multiple choice questions or writing a faith that anything will be done. Only 1.0% of free text comment. respondents made a free text comment to us about bullying and undermining (n=53,077).* n Case studies in this report give examples of how bullying and undermining issues have n Bullying and undermining has a serious impact been investigated and resolved. The report also on the quality of training and on patient describes how we make sure that issues reported safety. It should not be accepted as part of the to us are followed up.
    [Show full text]
  • Personality Effects
    10.1177/1046496404268538SMALLHalfhill et GROUP al. / GROUP RESEARCH PERSON / FebruaryALITY COMPOSITION 2005 GROUP PERSONALITY COMPOSITION AND GROUP EFFECTIVENESS An Integrative Review of Empirical Research TERRY HALFHILL Pennsylvania State University ERIC SUNDSTROM University of Tennessee JESSICA LAHNER WILMA CALDERONE University of North Texas TJAI M. NIELSEN The George Washington University This review examines relationships between group personality composition (GPC) and group effectiveness, focusing on four questions: (a) How have researchers operationalized GPC? (b) What criteria have been used as measures of group effectiveness? (c) Is GPC related to group effectiveness? (d) Under what conditions is GPC associated with group effectiveness? A review of 31 studies yielding 334 unique relationships distinguished task and relationship predictors and criteria. Findings indicate operational definitions of GPC are varied, variance scores correlate negatively with group effectiveness, and minimum scores predict as well as mean scores. GPC is related to group effectiveness, and the effect is stronger in field studies than lab studies. Implications are discussed. Keywords: group personality composition; personality; work teams; work groups Several events in the past 20 years have led to a resurgence of interest in the personality composition of work teams. First, per- sonality has increasingly been found to be a valid predictor of per- formance (Hogan, Hogan, & Roberts, 1996), in part, because of the SMALL GROUP RESEARCH, Vol. 36 No. 1, February 2005 83-105 DOI: 10.1177/1046496404268538 © 2005 Sage Publications 83 84 SMALL GROUP RESEARCH / February 2005 influence of the Big Five model of personality (Costa & McCrae, 1988; Digman, 1990). Second, research on groups has increased (Moreland, Hogg, & Haines, 1994; Neilsen, Sundstrom, & Halfhill, in press; Sanna & Parks, 1997; Sundstrom, McIntyre, Halfhill, & Richards, 2000).
    [Show full text]
  • Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized
    DOI: 10.1097/JPN.0000000000000306 Continuing Education r r J Perinat Neonat Nurs Volume 32 Number 1, 59–65 Copyright C 2018 Wolters Kluwer Health, Inc. All rights reserved. Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized Kathy Ahern, PhD, RN ABSTRACT marginalization. As a result of these reprisals, whistle- Despite whistle-blower protection legislation and blowers often experience severe emotional trauma that healthcare codes of conduct, retaliation against nurses seems out of proportion to “normal” reactions to work- who report misconduct is common, as are outcomes place bullying. The purpose of this article is to ap- of sadness, anxiety, and a pervasive loss of sense ply the research literature to explain the psychological of worth in the whistle-blower. Literature in the field processes involved in whistle-blower reprisals, which of institutional betrayal and intimate partner violence result in severe emotional trauma to whistle-blowers. describes processes of abuse strikingly similar to those “Whistle-blower gaslighting” is the term that most ac- experienced by whistle-blowers. The literature supports the curately describes the processes mirroring the psycho- argument that although whistle-blowers suffer reprisals, logical abuse that commonly occurs in intimate partner they are traumatized by the emotional manipulation many violence. employers routinely use to discredit and punish employees who report misconduct. “Whistle-blower gaslighting” creates a situation where the whistle-blower doubts BACKGROUND her perceptions, competence, and mental state. These On a YouTube clip,1 a game is described in which a outcomes are accomplished when the institution enables woman is given a map of house to memorize.
    [Show full text]
  • PDF Download
    International Journal of Social Sciences and Management Review Volume: 01, Issue: 01 " September-October 2018" DYSFUNCTIONALITY OF PERSONALITY-BASED CONFLICTS IN ORGANIZATIONS CONTINUE ANDDISON EKETU, PHD Department of Management University of Port Harcourt ABSTRACT The distinctive nature of individuals in their behaviors is rooted in the difference in the psycho-structural dynamics of their makeup, which is identified as a major source of conflict between individuals in organizations. The purpose of this paper is to identify the dysfunctional ties of personality-based conflict, as a mean of managing destructive confrontations between individuals in the workplace. The paper adopted constructivism as a research paradigm to interpret the dysfunctional characteristic of personality-based conflict in the workplace. It identified the types, causes and implications of personality-triggered disagreement in work organizations. It concluded that the traditional view of personality based conflict does no good to the organization in the long run, as settlement is often clothed with pretence, and parties seldom comprise their ego. However, in the short run, it may help to expose the actors’ mind, aid collaboration, etc. the paper suggested that short run advantages should be use to magnify possible gains in workplace conflicts. Keywords: Personality Based Conflict, Dysfunctionality, Functional Conflict, Conflict Thought. 1. INTRODUCTION People are distinct in their individual nature and as they converge in organizations. Organizations tend to be very complex entities. The complexities embedded in organization most times manifest in conflict between individuals and between groups particularly between individuals, disagreements on the basis of personal factors in a relationship, factors in the task, and factors in the work process, may constitute the triggers for conflict (Turne & Weed, 1983; Bernard, 2014; and Robbins, 2005).
    [Show full text]
  • 3 on 3 Solutions for Negative Behavior Modification Three Components to All Negative Incidents: 1
    3 on 3 Solutions for Negative Behavior Modification Three Components to all Negative Incidents: 1. Offender 2. Target 3. Bystanders Three Components for Correcting negative Behavior 1. Best Practice Knowledge 2. A Safe Reporting System 3. Restorative Practices Negative Behavior Causes Anger Anger has two pathways: Internal – External Continued anger can result in: Depression or Violence Depression-----Bullycide • Every 18 minutes someone commits bullycide • 3 per hour die • 72 per Day • 26,280 kids and adults die each year due to harassment/bullying (stopbullying.com) ! A form of psychological violence ! Involves hostile and unethical communication ! Systematically directed toward an individual Three criteria differentiate bullying from normal conflict 1. Persistently and consistently repeated over time 2. Malicious intent 3. Target perceives a negative impact Einarsen, 1999 1. Threat to personal reputation ◦ Public humiliation ◦ Verbal threats ◦ Shunning ◦ Spreading gossip 2. Threat to professional standing ◦ Withholding vital information ◦ Taking credit for target’s work ◦ Denying access to necessary training ◦ Assigning impossible tasks or workloads 3. Threat to physical well-being ◦ Threatening job loss ◦ Isolating the target ◦ Boasting of owning a weapon ! 37% of all Americans have been targets of workplace bullying ! 54 million people have been bullied at work (Zogby, 2007) ! More devastating than all other work- related stresses combined (Einarsen, 1999) ! High levels of absenteeism ! Presenteeism ! High levels of turnover ! Lower
    [Show full text]
  • Employment Tribunals
    Case Number: 3202288/2018 mf EMPLOYMENT TRIBUNALS Claimant: Mr D McQueen Respondent: Goodwin Tyres Ltd Heard at: East London Hearing Centre On: 24 and 25 April 2019 Before: Employment Judge Jones (sitting alone) Representation Claimant: In person Respondent: Mr Goodwin, Mr Anthony and Ms Shearing JUDGMENT 1. The judgment of the Employment Tribunal was given in open court on 25 April. These written reasons are provided on both parties’ request. The judgement of the Tribunal is that: - (1) The Claimant was unfairly dismissed. (2) The Claimant contributed to his dismissal by 20%. (3) The percentage chance that the Claimant would have been dismissed had a proper procedure been followed was 15%. (4) The compensation is uplifted by 25% to reflect the Respondent’s failure to follow the ACAS Code of Practice. (5) The Respondent is ordered to pay the Claimant the following compensation for his unfair dismissal; (6) Basic Award Claimant’s employment was from October 2014 – August 2018 – 3 years and 9 months Case Number: 3202288/2018 The Claimant was 36 at the time of his dismissal The Claimant is entitled to 1 weeks’ pay for each full year of employment = £482 x 3 = £1,446.00 Less 20% for the Claimant’s conduct before dismissal - £289.20 = £1,156.80 Total Basic Award of £1,156.80 (7) Compensatory award Loss of wages for 22 weeks Net wages - £382.56 x 22 = £8,416.32 Plus £7.32 x 22 = £161.04 (Respondent’s pension contribution) = £8,577.36 Less earnings in mitigation – November – to end of January – 8 days’ work at £80 per day = £640 + 1 day’s work
    [Show full text]
  • Bullying and Harassment: Building a Culture of Dignity and Respect
    Bullying and Harassment Building a Culture of Dignity and Respect Paul Suff Marie Strebler Published by: INSTITUTE FOR EMPLOYMENT STUDIES Mantell Building University of Sussex Falmer Brighton BN1 9RF UK Tel. + 44 (0) 1273 686751 Fax + 44 (0) 1273 690430 http://www.employment‐studies.co.uk Copyright © 2006 Institute for Employment Studies No part of this publication may be reproduced or used in any form by any means— graphic, electronic or mechanical including photocopying, recording, taping or information storage or retrieval systems—without prior permission in writing from the Institute for Employment Studies. The Institute for Employment Studies The Institute for Employment Studies is an independent, apolitical, international centre of research and consultancy in human resource issues. It works closely with employers in the manufacturing, service and public sectors, government departments, agencies, and professional and employee bodies. For over 35 years the Institute has been a focus of knowledge and practical experience in employment and training policy, the operation of labour markets and human resource planning and development. IES is a not‐for‐profit organisation which has over 60 multidisciplinary staff and international associates. IES expertise is available to all organisations through research, consultancy, publications and the Internet. IES aims to help bring about sustainable improvements in employment policy and human resource management. IES achieves this by increasing the understanding and improving the practice of key decision makers in policy bodies and employing organisations. The IES Research Networks This report is the product of a study supported by the IES Research Networks, through which Members finance, and often participate in, applied research on employment issues.
    [Show full text]
  • Name: Moses Briggs Department: Sociology SOC 109 Assignment
    Name: Moses Briggs Department: Sociology SOC 109 Assignment Whistleblowing is the act of drawing public attention, or the attention of an authority figure, to perceived wrongdoing, misconduct, unethical activity within public, private or third-sector organizations. Corruption, fraud, bullying, health and safety violation, cover-ups and discrimination are common activities highlighted by whistleblowers. Organization development (OD) is the study of successful organizational change and performance. OD emerged from human relations astudies in the 1930s, during which psychologists realized that organizational structures and processes influence worker behavior and motivation. More recently, work on OD has expanded to focus on aligning organizations with their rapidly changing and complex environments through organizational learning, knowledge management and transformation of organizational norms and values. Key concepts of OD theory include: organizational climate (the mood or unique “personality” of an organization, which includes attitudes and beliefs that influence members’ collective behavior), organizational culture (the deeply-seated norms, values and behaviors that members share) and organizational strategies (how an organization identifies problems, plans action, negotiates change and evaluates progress). A whistleblower (also written as whistle-blower or whistle blower) is a person who exposes any kind of information or activity that is deemed illegal, unethical, or not correct within an organization that is either private or public. The information of alleged wrongdoing can be classified in many ways: violation of company policy/rules, law, regulation, or threat to public interest/national security, as well as fraud, and corruption. Those who become whistleblowers can choose to bring information or allegations to surface either internally or externally. Internally, a whistleblower can bring his/her accusations to the attention of other people within the accused organization such as an immediate supervisor.
    [Show full text]
  • Upsides to Dark and Downsides to Bright Personality: a Multidomain Review and Future Research Agenda
    JOMXXX10.1177/0149206317733511Journal of ManagementSmith et al. / Upsides to Dark and Downsides to Bright 733511research-article2017 Journal of Management Vol. 44 No. 1, January 2018 191 –217 DOI: https://doi.org/10.1177/014920631773351110.1177/0149206317733511 © The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav Upsides to Dark and Downsides to Bright Personality: A Multidomain Review and Future Research Agenda Mickey B. Smith University of South Alabama Aaron D. Hill Oklahoma State University J. Craig Wallace University of Denver Tessa Recendes Oklahoma State University Timothy A. Judge Ohio State University It has become common practice to refer to personality traits as being either bright or dark, and a wealth of research has provided support for the effects of both bright traits and dark traits in organizations. This research has largely focused on explaining the downside of dark traits and the upside of bright traits. However, a recent trend has emerged in which scholars are challenging the long-standing convention that bright traits are always beneficial and dark traits are always detrimental. Instead, novel research has begun to explore the potential upside of dark traits and downside of bright traits. In this review, we adopt a multidomain perspec- tive—integrating work from organizational behavior, human resources, strategic management, and entrepreneurship—to highlight this growing body of research. Specifically, we focus on the work advancing our understanding of the complexity of personality, such as identifying situa- tions in which dark traits may be advantageous or beneficial and detecting curvilinear effects that suggest too much of a bright trait may be disadvantageous.
    [Show full text]