Sara Branch

Workplace Bullying, Mobbing and General Harassment: A Review

Research into workplace bullying has continued to grow and mature since emerging from Scandinavian investigations into school bullying in the late 1970s. Research communities now exist well beyond Scandinavia, including Europe, the UK, Australia, Asia and the USA. While the terms ‘harassment’ and ‘mobbing’ are often used to describe bullying behaviour, ‘workplace bullying’ tends to be the most consistently used term throughout the research community. In the past two decades especially, researchers have made considerable advances in developing conceptual clarity, frameworks and theoretical explanations that help explain and address this very complex, but often oversimplified and misunderstood, phenomenon. Indeed, as a phenomenon, workplace bullying is now better understood with reasonably consistent research findings in relation to its prevalence; its negative effects on targets, bystanders and organizational effectiveness; and some of its likely antecedents. However, as highlighted in this review, many challenges remain, particularly in relation to its theoretical foundations and efficacy of prevention and management strategies. Drawing on Affective Events Theory, this review advances understanding through the development of a new conceptual model and analysis of its interrelated components, which explain the dynamic and complex nature of workplace bullying and emphasize current and future debates. Gaps in the literature and future research directions are discussed, including the vexing problem of developing an agreed definition of workplace bullying among the research community, the emergence of cyberbullying, the importance of bystanders in addressing the phenomenon and the use of both formal and informal approaches to prevention and intervention.

Managers in the firing line: Contributing factors to workplace bullying by staff – an interview study

Workplace bullying is a phenomenon that is attracting increasing interest from researchers throughout the Western world. To date, most of the research into workplace bullying has focused on managers and colleagues as the perpetrators of bullying in the workplace. By contrast, little is known about ‘upwards bullying’, where managers are the targets. We argue that in order to more fully understand workplace bullying as a whole, the phenomenon of upwards bullying requires research attention. In the present study, upwards bullying was explored in interviews conducted with 24 managers from public and private organizations, with the data coded and arranged thematically. Results indicate that potential contributing factors towards upwards bullying include the current work environment, change within organizations and power issues. We recommend that organizations identify the occurrence and processes of upwards bullying as important steps in developing comprehensive workplace bullying policies.

Work‐place bullying: A group processes framework

Work-place bullying is primarily conceptualized in the literature from an individual or interpersonal perspective with a focus on the victim. The impact of the broader organizational context on bullying has also been considered to a lesser extent. Only a small amount of research exists, however, regarding the group-level processes that impact on the incidence and maintenance of bullying behaviour. We adopt a group level perspective to theoretically discuss and explain the processes involved in the occurrence and maintenance of work-place bullying behaviours. Using Social Identity Theory (Tajfel & Turner, 1986) and Social Rules Theory (Argyle, Henderson, & Furnham, 1985), two conceptual frameworks are presented that consider work-place bullying at the intra-group and inter-group levels. Several propositions are put forward regarding the likelihood of bullying in work groups. Suggested directions for empirical research are addressed and practical implications are also discussed.

The Parent Empowerment and Efficacy Measure (PEEM): A Tool for Strengthening the Accountability and Effectiveness of Family Support Services

Abstract This article describes the development, validity, and reliability of the Parent Empowerment and Efficacy Measure (PEEM). Development was guided by theory and by challenges faced by Pathways to Prevention family support staff who required a short, practical, and reliable measure of parent empowerment. The measures psychometric properties were tested using data from 866 parents of children aged 5 to 12, living in high to low socioeconomic status areas. Principal factor analysis revealed a strong general dimension with high internal consistency (α = 0.92) that correlated at 0.60 or more with three validation measures, as well as the existence of two hypothesised subfactors (correlated at 0.78): efficacy to parent and efficacy to connect, each with internal consistencies of 0.85+. Test–retest reliability (n = 200) was 0.84. PEEM exhibits excellent convergent and concurrent validity and is a reliable tool for use in planning services, monitoring participant progress, and evaluating program effectiveness.

CREATE-ing capacity to take developmental crime prevention to scale: a community-based approach within a national framework

Developmental crime prevention is founded on the long-term outcomes and economic efficiency of about 50 promising or model programs for fostering healthy child and youth development and for preventing crime. However, few if any of these programs have been successfully implemented on a large scale, a problem that is the focus of Type 2 (T2) Translation Research within prevention science. This paper describes one approach to building capacity for population-level community-based developmental prevention using the CREATE model that we developed as an outcome of the Pathways to Prevention Project that operated in a disadvantaged region of Brisbane between 2002 and 2011. CREATE is an acronym: Collaborative; Relationships-driven; Early in the pathway; Accountable; Training-focused; Evidence-driven. CREATE is being used to develop, in T2 Translation terms, a prevention support system (PSS) for the Communities for Children (CfC) program, a prevention delivery system that is operated by the Department of Social Services in 52 communities across Australia. The aim is to build the capacity for schools and community agencies to transcend system silos; foster ethical practices and respectful relationships; and deliver goal-directed, quantitatively evaluated, evidence-based resources that address the needs of families with complex needs, promote child wellbeing and prevent antisocial and criminal behaviours. The PSS combines web-based interactive electronic resources for schools and community agencies serving children in CfC communities with systems and processes established by project personnel called Collective Impact Facilitators who build the skills and knowledge of community coalitions to use the electronic resources and implement CREATE effectively. This capacity building exercise is being evaluated through a comprehensive array of pre- and post-measures of coalition functioning. The PSS integrates with national prevention infrastructure developed by DSS, including a Data Exchange System, an Expert Panel, and an Information Exchange.

Playing with power: Examinations of types of power used by staff members in workplace bullying – a qualitative interview study

Purpose The purpose of this paper is to investigate the use of power in cases of upwards bullying by examining the bases of power that staff members use, and how these bases create power imbalances. Design/methodology/approach Qualitative, semi-structured interviews were conducted with six managers from several organisations. After completion of each interview, verbatim transcripts were created and examined using NVivo, allowing in-depth thematic analysis. The broad coding schema, developed through a review of the literature, was refined as analysis progressed. Findings Three major themes emerged: a loss of legitimate power, coercive power, and structural power. The findings suggest a “power cycle” exists in upwards bullying episodes, which is presented diagrammatically. Discussion focusses on the processes that commence with a decrease or loss of a manager’s legitimate power, associated with a lack of organisational support, and staff members’ perceptions of illegitimacy. Managers indicated vulnerability to inappropriate behaviours by staff members, and the potential for greater power imbalances to build due to these behaviours triggering a feedback mechanism, with managers experiencing a further loss of legitimate power. Originality/value The study recommends that research into the perspectives of staff members (such as alleged perpetrators) can further strengthen our understanding of the use of power in workplace bullying, and in upwards bullying in particular. Given the applicability of the outcomes of this research to our understanding of workplace bullying, such theory development can also foster practical approaches to addressing workplace bullying within organisations. Understanding the nature of power within workplace bullying processes can inform organisational strategies to disrupt the cycle of inappropriate behaviours, upwards and otherwise.

Bosses Get Bullied Too: Exploring Upwards Bullying to Learn More About Workplace Bullying

Upwards bullying is a phenomenon that has received less attention than other forms of bullying (i.e. horizontal and downwards bullying). In part historical, and also driven by the higher number of people experiencing horizontal and downwards bullying, the limited acknowledgement of upwards bullying does not diminish the effect that bullying by subordinates can have on managers and supervisors. Research clearly demonstrates that upwards bullying affects managers/supervisors in a similar way to other targets. Indeed, it may in fact be complicated by the perceptions of others (e.g. fellow managers who believe that “you should be able to manage it”) that can lead to further feelings of shame and helplessness that targets often experience. Such perceptions by others and managers themselves can lead to ignoring the processes of bullying and the development of associated power imbalances between perpetrator and target, as well as the emotional toll that bullying can take on a target. Indeed, upwards bullying research is informing the field regarding how power imbalances can be created especially by highlighting the role that alternative forms of power (e.g. referent, network) can be used tacitly or intentionally to support bullying behaviour. Importantly, it also points to how the system designed to support targets can be used as a weapon against a manager or colleague, thereby undermining the justice process within workplaces. In addition to ongoing research into all facets of upwards bullying in the workplace, further research into how the grievance system can be strengthened is called for.

The Evidence Issue and Taking Interventions to Scale: Strengthening the Evidence Base of Workplace Bullying Interventions Through Prevention and Implementation Research

Having learnt about the prevalence, behaviours and impacts of Workplace Bullying, the field is currently moving to focus more on interventions that prevent and manage the phenomenon. Rather than presenting evidence on particular interventions, this chapter introduces a framework that outlines the role of academics and practitioners in advancing this area of research, arguing that only collaboration and the sharing of expertise and perspectives will enable us to improve the design, delivery and refinement of interventions or programmes. Collaboration and the need for different perspectives are vital due to the complexity of the phenomenon. By focusing on scientific principles, the logic underpinning action is strengthened and will help inform the development of emergent practice. Fortunately, the field of Workplace Bullying can learn the lessons of academics and practitioners in the fields of Prevention Science and Implementation Science and the disciplines of Public Health and Human Services. Paying attention to these lessons and building upon their principles can assist in advancing how we in the field of Workplace Bullying respond to this phenomenon, either through prevention or management. This chapter presents an approach to intervention research, including concepts and principles from the fields of Prevention Science and Implementation Science that will guide both academics and practitioners as we move into the latest frontier of Workplace Bullying research.

Sustaining Crime Prevention at Scale: Transforming Delivery Systems Through Prevention Science

In this chapter, we argue that to achieve sustained reductions in crime, violence, or injuries on a large scale, it is necessary to transform prevention delivery systems so that they conform in their practices, on a continuing basis, with scientific evidence. We explain and defend our proposition, drawing on examples and case studies from our own research and that of others. Although we highlight two very successful innovations (random breath testing in Australia and the Evidence-based Prevention and Intervention Support Center (EPISCenter) in Pennsylvania), we take the view that failures are as instructive as successes and include some brief examples of the former in our discussion. We also touch upon some of the lessons about Type 2 Translation from crime prevention initiatives that have been designed and implemented on the basis of contrasting theoretical models and empirical methods, including criminal justice approaches, situational initiatives, and community-based developmental interventions.