DOCSLIB.ORG

Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens Karla B. Horton, Ph.D. Southern Illinois University [email protected] Journal of Social Work Values and Ethics, Volume 13, Number 1 (2016) Copyright 2016, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification ofASWB Abstract for student training and professional socialization Workplace bullying is a well-researched topic (Zapt, Einarsen, Hoel, & Vartia, 2003 as cited in and a rising phenomenon in academia. When Ferris & Kline, 2009). What distinguishes social this phenomenon occurs within the social work work from other helping professions is a long- academy, it can be detrimental to teaching and standing allegiance to a value-based mission and a learning, social work practice, and tenure-track distinct ethical framework (Reamer, 1993, p.39). faculty’s research productivity. This paper will Schools of social work are teaching and examine and define workplace bullying, as well learning environments for social work principles as explore the implications it has on social work such as theory, evidence-based practice, policy, ethics and academia. Recommendations for and research. Students, faculty, and internship practice, research, and policy are addressed. supervisors are all active participants within the social work academy, and they are all responsible Keywords: workplace bullying; tenure-track for upholding the National Association of So- faculty; social work students; social work cial Workers-Code of Ethics (NASW-COE). The academia; social work values/ethics NASW-COE specifies our responsibilities to our students, clients, colleagues, and practice settings. Introduction Its values include service, social justice, dignity Workplace bullying is a phenomenon and worth of the person, importance of human re- that has been well researched, and findings in- lationships, integrity, and competence. The code of dicate that it is detrimental to both workers and ethics values are as follows (NASW Code Ethics, the workplace. Hallberg and Strandmark (2006) 2008): found that workplace bullying is associated with • Service: to assist those in need and physical and psychosomatic symptoms, as well address social problems. as counterproductive behaviors in the workplace, • Social justice: pursue social change, such as purposely wasting company materials and especially with the vulnerable and supplies, purposely completing one’s work incor- oppressed. rectly, and purposely damaging valuable company • Dignity and worth of the person: treat property (Ayoko, Callon, Hartel, 2003). The each person in a caring a respectful effects of workplace bullying are unique to each manner, mindful of individual work setting, especially in academia. Most of the differences and cultural and ethnic literature has focused on the helping professions— diversity. especially medicine, nursing, education, and social • Importance of human relationships: work—because they rely heavily on the workplace relationships between and among Journal of Social Work Values & Ethics, Spring 2016, Vol. 13, No. 1 - page 25 Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens people are an important vehicle for 5. humor-oriented bullying (ridiculing, change. teasing, or interpersonal humor that is • Integrity: behaving in a trustworthy asymmetrical; person- oriented humor manner. directed towards someone in an out- • Competence: aspire to contribute to the group position); knowledge base of the profession. 6. work-related stalking (can be defined Purpose as a course of conduct in which In the social work academy, the six one individual inflicts upon another NASW-COE values are important to teaching, repeated unwanted intrusions and learning, and practice. This paper will explore the communications, to such an extent that connections between workplace bullying in the so- the victim fears for their safety); cial work academy and the inherent contradictions that it poses to the NASW-COE. This discussion 7. bullying of workplace newcomers (a is guided by three assumptions from the scholarly rite of passage in which newcomers literature on workplace bullying: first, workplace in the workplace are met with bullying affects organizational culture and climate; intimidating behavior as a kind of secondly, in the social work academy, social work hazing); students are trained using the NASW-COE; and 8. judicial derelicts (may take place when lastly, workplace bullying amongst students, from an individual perceives their self to be faculty to students, and amongst faculty can nega- bullied by a system, be it bureaucrats tively influence teaching, learning, and client care. and their decisions or the legal system itself); and Workplace Bullying Defined Matthiesen and Einarsen (2010) attempted 9. retaliatory acts after whistleblowing to develop a nomenclature by defining nine differ- (sometimes whistleblowing leads to ent types of workplace bullying: a victimization process where the 1. dispute-related bullying (developed organization or its members “shoot the from an interpersonal conflict, often messenger,” that is retaliate against the involving social control reactions to person that exposed the wrongdoing) the perceived wrongdoing); (p.213-216). There are essentially aspects that work- 2. predatory bullying (the target has place bullying shares with general bullying, such personally done nothing provocative as power, aggression, and repeated acts. Power that may reasonably justify the addresses hierarchy positions in the work setting behavior of the bully); such as tenured professor/tenure-track professor 3. scapegoating (frustration is displaced relationships and social work intern/client relation- on an available target which is seen to ships. Aggression refers to displays of relational, “deserve” it); verbal, and/or physical behaviors against a target (and then these acts are repeated). A person’s 4. sexual harassment (a target is exposed position in the workplace can dictate the type of to repeated and unwanted sexual bullying he or she may experience. There can be attention by a more powerful and often upward, horizontal, and downward bullying in the older coworker or superior); workplace; upward bullying is a subordinate bul- lying a person in a managerial position, horizontal Journal of Social Work Values & Ethics, Spring 2016, Vol. 13, No. 1 - page 26 Exploring Workplace Bullying Through a Social Work Ethics-Informed Lens bullying is worker bullying their co-worker, and Cognitive behavioral theory (CBT) emphasizes downward bullying is perpetrated by managers that a person’s thinking is the primary determinant against subordinates (Branch, Ramsay, & Barker, of both emotional and behavioral actions and reac- 2012; Getz, 2013). Downward bullying may tions to life events (Gonzalez-Prendes & Brise- be found in social work academia, for although bois, 2012). According to CBT, an individual who tenure-track faculty and tenured faculty are col- displays workplace bullying behaviors has created leagues, the relationship is inherently hierarchical a way of thinking that influences his or her own because the senior faculty member votes on the emotions and behaviors, more specifically bullying tenure-track faculty’s tenure. behaviors. Perpetrators of workplace bullying may Another term associated with workplace have cognitive distortions or errors in thinking that bullying is mobbing, which refers to to the non- allow them to believe that their bullying behaviors sexual harassment of a coworker by a group of are self-preserving and beneficial. other members of the organization for the purpose of removing the targeted individual(s) from the At-Risk Status department or organization (Sperry, 2009). Mob- Exposure to bullying at work may result in bing, like workplace bullying, is carried out by increased negative views of self, others, and the several employees. Relational aggression, a bul- world (Mikkelsen & Einarsen, 2002). Research has lying subtype in which harm is caused through found that those most likely to be bullied in uni- damage, or threat of damage, to an individual’s versity settings are new hires and untenured work- relationships or reputation, can also be added to ers (McKay, Huberman-Arnold, Fratzl, & Thomas, workplace bullying nomenclature. Relationally ag- 2008). Individuals with poor social competencies gressive behaviors entail spreading rumors, nega- or problematic profiles (i.e. neurotic, introvert, tive comments shared with others when the victim oversensitive, and suspicious) and depression with is not present, sarcasm, and public embarrassment a tendency to convert psychological distress into (Horton, 2014). Fogg (2008) found that these very psychosomatic symptoms are at higher risk of behaviors also define academic bullies. The major workplace bullying (Girardi, Monaco, Prestigia- difference between relational aggression and work- como, Talamo, Ruberto, & Tatarelli, 2007). Ad- place bullying is the setting; relational aggression ditional risk factors for workplace bullying include is prominent in children and adolescents in school leadership practices and power hierarchies, role settings, whereas workplace bullying is prominent conflicts, organizational cultures and climates, and in adults within the workplace. working conditions (Einarsen, Aasland, & Skogs- Bullying behaviors in academia are effec- tad, 2007; Hague, Einarsen, Knardahl, Notealaers, tive, albeit
Load more

Recommended publications
  • Cross Disciplinary Issues in Workplace Bullying
    Answering workplace bullying’s key questions 1 Answering Five Key Questions about Workplace Bullying: How Communication Scholarship Provides Thought Leadership for Transforming Abuse at Work Pamela Lutgen-Sandvik (Ph.D., Arizona State University) is an Associate Professor in the Department of Communication & Journalism at the University of New Mexico, USA. She researches destructive communication in organizations and the communicative processes associated with positive organizing. Email: [email protected] Telephone: 505-331-4724 Fax: 505-277-2068 Mailing: Department of Communication & Journalism University of New Mexico MSC03 2240; 1 University of New Mexico Albuquerque, NM 87131-0001 Sarah H. Tracy (Ph.D., University of Colorado, Boulder) is an Associate Professor and Director of The Project for Wellness and Work-Life in the Hugh Downs School of Human Communication at Arizona State University, USA. She studies emotion and work-life wellness. Email: [email protected] Telephone: 480-965-7709 FAX: 480-965-4291 Mailing: Hugh Downs School of Human Communication Arizona State University PO Box 871205 Tempe, AZ 87287-1205 Management Communication Quarterly Answering workplace bullying’s key questions 2 Abstract: Organizational communication research is vital for understanding and addressing workplace bullying, a problem that affects nearly half of working adults and has devastating results on employee well-being and organizational productivity. A communication approach illustrates the toxic complexity of workplace bullying, as it is condoned through societal discourses, sustained by receptive workplace cultures, and perpetuated through local interactions. Examining these (macro, meso, and micro) communicative elements addresses the most pressing questions about workplace bullying including: 1) how abuse manifests, 2) how employees respond, 3) why it is so harmful, 4) why resolution is so difficult, and 5) how it might be resolved.
    [Show full text]
  • Nightmares, Demons and Slaves
    Management Communication Quarterly Volume 20 Number 2 November 2006 1-38 Nightmares, Demons © 2006 Sage Publications 10.1177/0893318906291980 http://mcq.sagepub.com and Slaves hosted at Exploring the Painful Metaphors http://online.sagepub.com of Workplace Bullying Sarah J. Tracy Arizona State University, Tempe Pamela Lutgen-Sandvik University of New Mexico, Albuquerque Jess K. Alberts Arizona State University, Tempe Although considerable research has linked workplace bullying with psy- chosocial and physical costs, the stories and conceptualizations of mistreat- ment by those targeted are largely untold. This study uses metaphor analysis to articulate and explore the emotional pain of workplace bullying and, in doing so, helps to translate its devastation and encourage change. Based on qualitative data gathered from focus groups, narrative interviews and target drawings, the analysis describes how bullying can feel like a battle, water tor- ture, nightmare, or noxious substance. Abused workers frame bullies as nar- cissistic dictators, two-faced actors, and devil figures. Employees targeted with workplace bullying liken themselves to vulnerable children, slaves, pris- oners, animals, and heartbroken lovers. These metaphors highlight and delimit possibilities for agency and action. Furthermore, they may serve as diagnostic cues, providing shorthand necessary for early intervention. Keywords: workplace bullying; emotion; metaphor analysis; work feelings; harassment So many people have told me, “Oh, just let it go. Just let it go.” What’s inter- esting is people really don’t understand or comprehend the depths of the bully’s evilness until it’s done to them. Then they’re shocked. I had people Authors’ Note: We thank the College of Public Programs and the Office of the Vice President for Research and Economic Affairs at Arizona State University for a grant that helped fund this research.
    [Show full text]
  • Mentorship: in Research, Practice, and Planning Jasmine A
    McNair Scholars Research Journal Volume 1 | Issue 1 Article 11 2-12-2010 Mentorship: In Research, Practice, and Planning Jasmine A. Lee Eastern Michigan University, [email protected] Follow this and additional works at: http://commons.emich.edu/mcnair Recommended Citation Lee, Jasmine A. (2008) "Mentorship: In Research, Practice, and Planning," McNair Scholars Research Journal: Vol. 1: Iss. 1, Article 11. Available at: http://commons.emich.edu/mcnair/vol1/iss1/11 This Article is brought to you for free and open access by the Graduate School at DigitalCommons@EMU. It has been accepted for inclusion in McNair Scholars Research Journal by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. Lee: Mentorship MENTORSHIP: IN RESEARCH, PRACTICE, AND PLANNING Jasmine A. Lee Dr. Lynn Nybell, Mentor ABSTRACT This research examines literature from 1995-2007 involving youth mentorships in America. Mentor/National Mentoring partnership defi nes youth mentorship as a “structured and trusting relationship that brings young people together with caring individuals who offer guid- ance, support and encouragement aimed at developing the competence and character of the mentee” (2003). Over the past decade there has been a resurgence of youth mentoring as a way to provide support and encouragement to “at-risk” youth in America. My study of the literature involved defi ning the word mentor and fi nding the best practices used by mentor programs that create positive outcomes in youth and docu- menting the process of the mentor relationship. During my research I discovered that there is a lack of information specifi cally regarding Af- rican-American mentors matched with African-American mentees and the impacts that this has on the youth involved.
    [Show full text]
  • School Nurse Mentorship Manual
    School Nurse Mentorship Manual West Virginia School Nursing Services Office ofSpecial Education May2018 2017 West Virginia School Nurse Mentorship Program Committee Members Region 1 Region 6 Allison St. Cla ir of Monroe County Carol Cipoletti of Brooke County Region 2 Region 7 Kristi Scaggs of Logan County Rebecca Wise of Monongalia County Region 3 Region 8 Melinda Embrey of Kanawha County Rhonda Dante of Hampshire County and Linda Parsons of Putnam County WVDE Rebecca King, Office of Special Education Region 4 Jenny Friel of Pocahontas County Region 5 Kristin Stover of Jackson County Special thanks to Connie Harper, School Nursing Consultant and retired school nurse of Clay County schools. 1 TABLE OF CONTENTS Introduction to School Nursing ....................................................................................................................................................... 4 Keeping Students Safe: Understanding National and State Laws and Rules (Policy) ........................................ 7 CPS Reporting ..........................................................................................................................................................................................1 1 Organizational Chart with Roles of School Personnel: ........................................................................................................ 12 Confidentiality /Communication ...................................................................................................................................................
    [Show full text]
  • The Bullying of Teachers Is Slowly Entering the National Spotlight. How Will Your School Respond?
    UNDER ATTACK The bullying of teachers is slowly entering the national spotlight. How will your school respond? BY ADRIENNE VAN DER VALK ON NOVEMBER !, "#!$, Teaching Tolerance (TT) posted a blog by an anonymous contributor titled “Teachers Can Be Bullied Too.” The author describes being screamed at by her department head in front of colleagues and kids and having her employment repeatedly threatened. She also tells of the depres- sion and anxiety that plagued her fol- lowing each incident. To be honest, we debated posting it. “Was this really a TT issue?” we asked ourselves. Would our readers care about the misfortune of one teacher? How common was this experience anyway? The answer became apparent the next day when the comments section exploded. A popular TT blog might elicit a dozen or so total comments; readers of this blog left dozens upon dozens of long, personal comments every day—and they contin- ued to do so. “It happened to me,” “It’s !"!TEACHING TOLERANCE ILLUSTRATION BY BYRON EGGENSCHWILER happening to me,” “It’s happening in my for the Prevention of Teacher Abuse repeatedly videotaping the target’s class department. I don’t know how to stop it.” (NAPTA). Based on over a decade of without explanation and suspending the This outpouring was a surprise, but it work supporting bullied teachers, she target for insubordination if she attempts shouldn’t have been. A quick Web search asserts that the motives behind teacher to report the situation. revealed that educators report being abuse fall into two camps. Another strong theme among work- bullied at higher rates than profession- “[Some people] are doing it because place bullying experts is the acute need als in almost any other field.
    [Show full text]
  • Workplace Bullying Legislation That Would Allow Workers to Sue for Harassment Without Requiring a Showing of Discrimination
    Workplace-Bullying Laws on the Horizon? By Roy Maurer Since 2003, 25 states have introduced workplace bullying legislation that would allow workers to sue for harassment without requiring a showing of discrimination. Critics contend that these laws would encourage frivolous lawsuits. Could they protect workers from bullying while not opening up employers to scores of meritless claims or imposing a civility code on the workplace? “In fact, workplace bullying may lead to the boldest proposed change in U.S. employment law since the passage of Title VII of the Civil Rights Act,” said Lori Armstrong Halber, a partner in the Philadelphia office of Fisher & Phillips. “We all agree with the concept that there shouldn’t be jerks in the workplace, but the issue is whether we can legislate that,” said Rick Grimaldi, a partner in the Philadelphia and Washington, D.C., offices of Fisher & Phillips. “The whole concept is difficult to get your head around when you think about how expansive this could be. Every disgruntled employee becomes a potential plaintiff.” Presently, bullying by itself does not violate Title VII or any other anti-discrimination law. Employees can sue companies for creating a “hostile work environment,” which can include bullying as harassment, but the harassment usually is tied to a protected category, such as race, sex, religion or national origin. Anti-bullying advocates are pushing legislation to protect workers who are not in a protected class. Other countries—England, Sweden, Australia—already have such laws. But how do you define bullying? asked Armstrong Halber. “In an effort to avoid litigation, employers would be mediating all sorts of employee interactions.
    [Show full text]
  • Introduction to Mobbing in the Workplace and an Overview of Adult Bullying
    1: Introduction to Mobbing in the Workplace and an Overview of Adult Bullying Workplace Bullying Clinical and Organizational Perspectives In the early 1980s, German industrial psychologist Heinz Leymann began work in Sweden, conducting studies of workers who had experienced violence on the job. Leymann’s research originally consisted of longitudinal studies of subway drivers who had accidentally run over people with their trains and of banking employees who had been robbed on the job. In the course of his research, Leymann discovered a surprising syndrome in a group that had the most severe symptoms of acute stress disorder (ASD), workers whose colleagues had ganged up on them in the workplace (Gravois, 2006). Investigating this further, Leymann studied workers in one of the major Swedish iron and steel plants. From this early work, Leymann used the term “mobbing” to refer to emotional abuse at work by one or more others. Earlier theorists such as Austrian ethnologist Konrad Lorenz and Swedish physician Peter-Paul Heinemann used the term before Leymann, but Leymann received the most recognition for it. Lorenz used “mobbing” to describe animal group behavior, such as attacks by a group of smaller animals on a single larger animal (Lorenz, 1991, in Zapf & Leymann, 1996). Heinemann borrowed this term and used it to describe the destructive behavior of children, often in a group, against a single child. This text uses the terms “mobbing” and “bullying” interchangeably; however, mobbing more often refers to bullying by more than one person and can be more subtle. Bullying more often focuses on the actions of a single person.
    [Show full text]
  • Perspective of First MBBS Students on Mentoring
    IOSR Journal of Dental and Medical Sciences (IOSR-JDMS) e-ISSN: 2279-0853, p-ISSN: 2279-0861.Volume 17, Issue 10 Ver. 8 (October. 2018), PP 53-58 www.iosrjournals.org Perspective of First M.B.B.S students on Mentoring -A Questionnaire-Based Study in two Government Medical Colleges in Telangana. Dr N.Jagathi Devi1, Dr A.B. Suguna2 1 First author: Dr N.Jagathi devi, Associate Professor, Pharmacology, Government Medical College, Nalgonda. 2 Second author/ Corresponding author: Dr A.B. Suguna, Associate Professor, Pharmacology, Government Medical College, Nizamabad Abstract Introduction: An Introductory workshop on Mentoring was conducted as a part of Orientation course for incoming First year M.B.B.S. students of Osmania Medical College and new Government Medical college in Mahabubnagar of 2016 batch. Following this program, the students were asked to fill a prepared questionnaire to gauge their opinion and preferences on Mentoring. The purpose was to use the data to plan an effective Mentorship, in consultation with students, to better fulfil their requirements. Objectives: To assess the need of Mentoring, as perceived by First M.B.B.S. students who have just entered the medical college by analyzing their responses to a prepared questionnaire. To compare the attitude and requirements towards Mentoring in two different government medical colleges in Telangana. And finally to plan individualized and effective Mentorship programs, keeping in mind students’ requirements. Methodology: Mentoring program was conducted as a part of Orientation course for incoming First year M.B.B.S. students of 2016 Batch of Osmania Medical College and new Government Medical college in Mahabubnagar.
    [Show full text]
  • Telecommuting Guide Produced By
    Telecommuting Guide Produced by: tafep.sg All information in this book is correct as of June 2021. All rights reserved. No part of these contents may be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems without permission in writing from the publisher. Contents 1 Introduction 19 Engage • Why this Telecommuting Guide? 1 • Keys to Keep a Hybrid Workforce Engaged 19 • How the Guide is Structured 2 • Organisation Considerations 21 • Terminology 2 • Manager Considerations 24 • The Organisation Case for Telecommuting - • Team Considerations 25 Maximising the Benefits and Reducing the Risks 3 • Employee/Individual Considerations 26 6 Plan 28 Perform • Organisation-level Considerations 6 • Manager Considerations 9 • Telecommunting Policy/Guidelines 10 31 Develop 12 Attract 34 Overcoming the Challenges • Virtual Hiring 12 • Considerations for Successful Virtual Hiring 13 37 Conclusion • Assessing Skills and Abilities Conducive to Successful Virtual Working 14 • Virtual Onboarding 15 39 Company Profiles • Assessing Progress and Feedback on the • Dell Technologies 40 Onboarding Process 18 • Foo Kon Tan 42 • Rajah & Tann 44 • SAP Asia Pte Ltd 46 • Singtel 48 • Toshiba Asia Pacific Pte Ltd 50 Introduction WHY THIS TELECOMMUTING GUIDE? remote working issues, for example, those related to managing time zone differences or geographically dispersed teams. This Guide focuses on employers who provide ‘hybrid’ or ‘blended’ work arrangements where employees have the option to work virtually or at an office/shared workplace. Recent projections of future employer practices indicate that many employers will continue to offer their employees the This Telecommuting Guide was developed to In this Guide, we aim to share important flexibility to telecommute during the work encourage and support Singapore employers considerations and best practices, combined week, in an arrangement that works best for in the implementation of a sustainable with learnings and examples from Singapore- the employee and team.
    [Show full text]
  • Mentoring Junior Faculty in the UNC School of Medicine
    Mentoring Junior Faculty in the UNC School of Medicine Susan Girdler, Ph.D., FABMR Department of Psychiatry Chair, SOM Mentoring Task Force Cristin Colford, M.D., FACP Department of Medicine – Internal Medicine Associate Director, Residency Program Enhance research/clinical/ teaching practices Foster Independence Broker Opportunities Career and Enhancing Networking Mentoring Develop Career Management Skills Advocate and Offer Protection Identify Opportunities for Development Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman and Company. Promote Socialization to the Profession and Institution Provide Encouragement, Enhance Confidence Psychosocial Mentoring Help Clarify Professional Identity Model Professional Behaviors, Attitudes and Values Multiple Roles for Mentors o Career advocate, sponsor, strategist o Tenure and promotion coach o Feedback communicator o Protector o Counselor o Networking o Teaching, research, clinical coach Think Multiple Mentors! Mentoring at the University of Pennsylvania School of Medicine: Relationship of Number of Mentors to Outcomes (n=1,046 Assist and Assoc Profs) Wasserstein, Quistberg, & Shea (2007). Journal of General Internal Medicine, 22(2), 210-214. UNC SOM faculty 28-45 yrs of age 70 60 50 40 % Agree % 30 20 Having formal mentor is Receive formal mentoring important 2016 Association of American Medical Colleges Mentoring Outcomes at UNC SOM 100 Mentoring No Mentoring 90 80 70 Agreed % 60 50 40 Daily activities1 & Clear2 role Clear medical3
    [Show full text]
  • Bullying and Harassment of Doctors in the Workplace Report
    Health Policy & Economic Research Unit Bullying and harassment of doctors in the workplace Report May 2006 improving health Health Policy & Economic Research Unit Contents List of tables and figures . 2 Executive summary . 3 Introduction. 5 Defining workplace bullying and harassment . 6 Types of bullying and harassment . 7 Incidence of workplace bullying and harassment . 9 Who are the bullies? . 12 Reporting bullying behaviour . 14 Impacts of workplace bullying and harassment . 16 Identifying good practice. 18 Areas for further attention . 20 Suggested ways forward. 21 Useful contacts . 22 References. 24 Bullying and harassment of doctors in the workplace 1 Health Policy & Economic Research Unit List of tables and figures Table 1 Reported experience of bullying, harassment or abuse by NHS medical and dental staff in the previous 12 months, 2005 Table 2 Respondents who have been a victim of bullying/intimidation or discrimination while at medical school or on placement Table 3 Course of action taken by SAS doctors in response to bullying behaviour experienced at work (n=168) Figure 1 Source of bullying behaviour according to SAS doctors, 2005 Figure 2 Whether NHS trust takes effective action if staff are bullied and harassed according to medical and dental staff, 2005 2 Bullying and harassment of doctors in the workplace Health Policy & Economic Research Unit Executive summary • Bullying and harassment in the workplace is not a new problem and has been recognised in all sectors of the workforce. It has been estimated that workplace bullying affects up to 50 per cent of the UK workforce at some time in their working lives and costs employers 80 million lost working days and up to £2 billion in lost revenue each year.
    [Show full text]
  • Mentorship Program Plan (Approved)
    MENTORSHIP PROGRAM PLAN (APPROVED) Table of Contents TIGER MENTORS PROGRAM – EXECUTIVE SUMMARY (ONE-PAGE-SHEET). .............................. 1 1. OVERVIEW OF (PROPOSED) PROGRAM. ............................................................................. 1 2. PROGRAM GOALS. ............................................................................................................. 1 3. ELIGIBILITY – MENTORS. ..................................................................................................... 1 4. ELIGIBLITY – MENTEES. ....................................................................................................... 2 5. LAUNCH YEAR PROFESSIONAL FIELD OFFERINGS FOR MENTORSHIP. .................................. 2 6. MENTORSHIP PROGRAM – OVERVIEW OF HOW IT WORKS. ............................................... 3 7. MENTOR COMMITMENETS: DUTIES OF MENTORS. ............................................................. 3 8. MENTEE COMMITMENTS: DUTIES OF MENTEES. ................................................................ 4 9. MENTORSHIP ASSIGNMENTS & PROGRAM MANAGEMENT. ............................................... 5 10. MENTOR RECRUITMENT PLAN. ......................................................................................... 6 11. MENTEE MARKETING PLAN. ............................................................................................. 6 11.5. Affiliations & Alliances. .......................................................................................................... 7 12. PROGRAM
    [Show full text]