Towards a Culture

of Respect

Mary M. Dallman, LMFT, CEAP, MAC RESPECT AT WORK

Mary Dallman, LMFT, CEAP, MAC

Respect at Work

360-870-5120

mmdallman@msn.com ______________________________________________________________________________

Mary Dallman, LMFT, CEAP, MAC, has over 30 years’ experience in the field of

Employee Assistance and workplace consultation. Her previous experience

includes her work in Texaco’s internal program as Western Regional Coordinator

overseeing sixteen states, working closely with Department of Transportation

safety sensitive employees. As lead consultant to Boeing Satellite Systems EAP,

she coordinated a major response following 911 and the death of Boeing

employees and worked closely with leadership addressing significant change

management issues. She has also provided services to Anheuser-Busch and to

the public sector including WA State agencies.

As a Licensed Marriage and Family Therapist in WA and CA, a Certified

Employee Assistance Professional, a Master Addiction Counselor, Mary has a

varied background including specialized training in organizational

development, addiction, conflict resolution, stress management and mental

illness. Management of high risk cases and workplace safety has also continued

to be an area of specialty. Additionally she has extensive expertise in other

workplace issues with a particular interest in workplace bullying. In her business,

Respect at Work, she has served as a consultant and trainer to Department of

Enterprise Services, other state agencies, the public sector and the WA State

Federation.

Mary has worked for eight years with WA State Department of Health. As a

Health Services a Chemical Dependency Manager in the Washington Health

Professional Services Program (W.H.P.S.) she works with impaired health care

practitioners with the goal to protect the public and return the practitioner

safely back to practice.

Mary is a dynamic speaker who has spoken nationally on a variety of topics

including addiction, mental illness, respectful workplace and workplace

bullying.

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What Makes a Good Workplace?

In 2001, the University of Sydney received support from the Business Council of Australia to undertake

research to identify “excellent workplaces” across Australia. The research report describes excellent

workplaces as those that are: “So extraordinary in their performance as to cause us to stop and remark on

them. They are the leading workplaces, the exemplars of productivity.” (Hull & Read, Working paper 88:

University of Sydney, 2003, p. 2)

What is most interesting in the research finding is that many of the factors normally considered to be

important in determining productivity, such as ‘the level of

unionization, adherence to the traditional forms of industrial

relations, hours of work, equity policies, technology and

location’ (Hull & Read, p. 7), were found NOT to be important

in determining whether a workplace demonstrated

excellence.

There were 15 “drivers of excellence” identified in the study,

the most significant of which was: the quality of working

relationships. Although pay and conditions rated in the 15, all

the other factors were about people, relationships and

wellbeing.

The quality of working relationships: People relating to

each other as friends, colleagues, and co-workers. Supporting

each other, and helping to get the job done.

Workplace leadership: How the immediate supervisor, team

leader, manager or coordinator presented himself or herself.

Their focus of leadership and energy, not management and

administration.

Having a say: Participating in decisions that affect the day-to-day business of the workplace.

Clear values: The extent to which people could see and understand the overall purpose and individual

behaviors expected in the place of work.

Being safe: High levels of personal safety, both physical and psychological. Emotional stability and a

feeling of being protected by the system.

The built environment: A high standard of accommodation and fit out, with regard to the particular

industry type.

Recruitment: Getting the right people to work in the location is important, and they need to share the

same values and approach to work as the rest of the group.

Pay and conditions: A place in which the level of income and the basic physical working conditions

(hours, access, travel and the like) are met to a reasonable standard. At least to a level that the people

who work there see as reasonable.

Getting Feedback: Always knowing what people think of each other, their contribution to the success of

the place, and their individual performance over time.

Autonomy and uniqueness: The capacity of the organization to tolerate and encourage the sense of

difference that excellent workplaces develop. Their sense of being the best at

what they do.

A sense of ownership and identity: Being seen to be different and special through pride in the place of

work, knowing the business and controlling the technology.

Learning: being able to learn on the job, acquire skills and knowledge from everywhere, and develop a

greater understanding of the whole workplace.

Passion: the energy and commitment to the workplaces, high levels of volunteering, excitement and a

sense of well-being. Actually wanting to come to work.

Having fun: A psychologically secure workplace in which people can relax with each other and enjoy

social interaction.

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Community connections: Being part of the local community, feeling as though the workplace is a

valuable element of local affairs. (Adapted from Hull & Read, Working paper 88: Uni of Sydney, 2003, pp. 3-4)

Weighting the 15 drivers of excellence (see figure below), the researchers concluded, on the basis of

evidence from those interviewed and the workplaces themselves, that ‘Good working relationships’ was

the paramount driver.

(Excerpt from Community MindEd, a Mental Health Promotion and Suicide Prevention Resource for VET Teachers of

Community Services )

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The Silent Epidemic Mary Dallman, LMFT, CEAP, MAC

We are no longer on the playground.

Have you ever been isolated from activities, minimized, ostracized, humiliated, criticized and just plain

treated differently in the workplace?

If so – then you may be the target of workplace bullying.

Bullying happens at all ages and in so many settings.

And it will never stop.

That is – unless we are willing to do something about it.

Bullying is not just relegated to the schoolyard. In fact it is an ever present dynamic in nearly every type of

workplace. The 2010 Zogby poll estimated that 35% of employees have been bullied at work at one time or

another. It is four times more prevalent than the illegal forms of harassment and it is a problem often

ignored by employers. And…though workplace bullying has been around for some time, we are only now

beginning to recognize it.

What is workplace bullying? Why do people bully and who is targeted? What is the impact on the

individual, the work group and the organization? And…what can be done?

Workplace bullying is referred to by some as the “silent epidemic.” Terms such as “mobbing” or “emotional

violence” have been used to describe it. Bullying is offensive conduct, repeated over time with intent to

harm. It has been defined by Gary Namie of the Work Doctor, as “…health harming mistreatment and a

serious and abusive form of work interference which supports the bully’s personal agenda.” Therefore

bullying is NOT a personality conflict or an “attitude problem” and cannot be resolved through mediation.

Bosses, peers or subordinates can be bullies.

Sometime bullying behaviors can be overt such as yelling and criticism either in isolation or in front of others.

But more often, many bullying behaviors are covert and are a series of cruel and insidious behaviors over

time which may seem minor in isolation. Targets may be micromanaged, isolated, not given resources to

do their job, given mundane tasks, humiliated, intimidated or ignored. A target is treated differently. The

bully is often in an actual or perceived position of power compared with the target and is motivated by

personal agenda and the need for power and control which typically stems from feelings of inadequacy

and insecurity.

The target, conversely, is often competent, confident and independent, with a strong sense of fairness and

little interest in workplace politics. Over time this “relational aggression” and “psychological abuse’ can

have a serious impact on the target resulting in stress related health problems, either physical, emotional or

both. Depression, anxiety, difficulty sleeping, headaches and stomach aches are but a few examples. The

target dreads going to work, feels confused…”why me?” and begins to question their own competence.

The impact on the work group and the organization is significant and far reaching too. Low morale,

decreased productivity, increased absenteeism and a higher rate of staff turnover can be a result of

workplace bullying. And accomplishing the important mission of the organization suffers as a result…that

mission which gives one’s work meaning.

So…What can be done if you are the target of workplace bullying?

First, Gary Namie states in his informative book “The Bully at Work”;

Name It. Understanding what is happening is the first important step.

Document. Bullying is a pattern of often subtle behaviors over time.

Contact your EAP Program. They can help in identifying the best next steps for your situation and

assist in exploring your options.

Identify workplace resources. Human Resources, the union and upper management can be

helpful in some circumstances.

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Seek support from your support system which can include family, friends, therapist, physician and

others.

Practice regular self-care.

And…If you are a manager or supervisor:

Be Accessible and LISTEN

Be Proactive and Responsive

Express Commitment to a Respectful Workplace

Lead by Example

And to all…REMBERBER THE GOLDEN RULE

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Ten Tips for Creating Respect and Civility in Your Workplace Barbara Richman, SPHR

Before acting consider the impact of your words and actions on others.

Create an inclusive work environment. Recognize and respect individual

differences and qualities.

Self-monitor the respect that you display in all areas of your communications,

including verbal, body language and listening.

Understand your triggers or “hot buttons.” Knowing what makes you angry and

frustrated enables you to manage your reactions and respond in a more

appropriate manner.

Take responsibility for your actions and practice self-restraint and anger

management skills in responding to potential conflicts.

Adopt a positive and solution-driven approach in resolving conflicts.

Rely on facts rather than assumptions. Gather relevant facts before acting on

assumptions that can damage relationships.

Include others in your focus by considering their needs and avoiding the

perception that you are the “center of the universe.”

View today’s difficult situations from a broader (big picture) and more realistic

perspective.

Each one influence one by becoming a bridge builder and role model for civility

and respect.

Workplace Bullying and Disruptive Behavior:What Everyone Needs to Know

What is workplace bullying and who is affected?Workplace bullying refers to repeated, unreasonable actions of individuals (or a group) directed towards an employee (or a group of employees), which are intended to intimidate, degrade, humiliate, or undermine; or which create a risk to the health or safety of the employee(s).

Workplace bullying often involves an abuse or misuse of power. Bullying behavior creates feelings of defenselessness and injustice in the target and undermines an individual’s right to dignity at work.

Bullying is different from aggression. Whereas aggression may involve a single act, bullying involves repeated attacks against the target, creating an on-going pattern of behavior. “Tough” or “demanding” bosses are not necessarily bullies as long as they are respectful and fair and their primary motivation is to obtain the best performance by setting high yet reasonable expectations for working safely. Workplace bullying can be instigated by coworkers, supervisors, contract workers, or labor representatives.

Some bullying situations involve employees bullying their peers, rather than a supervisor bullying an employee. The term mobbing refers to a group of coworkers targeting another worker. Supervisors should intervene immediately to address and stop mobbing behaviors.

In a prevalence study of U.S. workers, 41.4% of respondents reported experiencing psychological aggression at work in the past year representing 47 million U.S. workers (Schat, Frone & Kelloway, 2006). The research found that 13%, or nearly 15 million workers, reported experiencing psychological aggression on a weekly basis.

Examples of bullying:

n Unwarranted or invalid criticism n Blame without factual justification n Being treated differently than the rest

of your work group n Being sworn at n Exclusion or social isolation n Being shouted at or being humiliated n Excessive monitoring or micro-managing n Being given work unrealistic deadlines

Stop workplace bullyingIt’s not normal — it’s unreasonable.

Learn more: www.NoBullying.Lni.wa.gov

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What is corporate/institutional bullying?

Corporate/institutional bullying occurs when bullying is entrenched in an organization and becomes accepted as part of the workplace culture.

Corporate/institutional bullying can manifest itself in different ways:

n Placing unreasonable expectations on employees, where failure to meet those expectations means making life unpleasant (or dismissing) anyone who objects.

n Dismissing employees suffering from stress as “weak” while completely ignoring or denying potential work-related causes of the stress.

n Encouraging employees to fabricate complaints about colleagues with promises of promotion or threats of discipline.

Signs of corporate and institutional bullying include:

n Failure to meet organizational goals. n Increased frequencies of grievances, resignations, and requests for transfers. n Increased absence due to sickness. n Increased disciplinary actions.

If you are aware of bullying in the workplace and do not take action, then you are accepting a share of the responsibility for any future abuses. This means that witnesses of bullying behavior should be encouraged to report any such incidences. Individuals are less likely to engage in antisocial behavior when it is understood that the organization does not tolerate such behavior and that the aggressor is likely to be punished.

Factors that Increase the Risk for Bullying Behavior:

n Significant organizational change (i.e., major internal restructuring, technological change).

n Worker characteristics (e.g., age, gender, parental status, apprentice or trainee).

n Workplace relationships (e.g., inadequate information flow between organizational levels, lack of employee participation in decisions.

n Work systems (e.g., lack of policies about behavior, high rate and intensity of work, staff shortages, interpersonal conflict, organizational constraints, role ambiguity, and role conflict.

How bullying affects people:Targets of bullying experience significant physical and mental health problems:

n Reduced self-esteem n Musculoskeletal problems n Work withdrawal and sickness absence n Sleep and digestive disturbances n Increased depression/self-blame n Family tension and stress n High stress, post-traumatic stress

disorder (PTSD) n Financial problems due to absence

How bullying affects organizations:

Each of the individual consequences listed above can be very costly for the organization. Costs of bullying generally fall into three categories:

1. Replacing staff members that leave as a result ofbeing bullied, cost of training new employees.

2. Work effort being displaced as staff cope withbullying incidents (i.e., effort being directed awayfrom work productivity and towards coping).

3. Costs associated with investigations of illtreatment, potential legal action and loss ofcompany reputation.

Bullies do not run good organizations; staff turnover and sick leave will be high while morale and productivity will be low. Stress, depression and physical health problems result in time away from work that is costly in terms of workers’ compensation and lost productivity.

The health problems experienced by targets of bullying result in a sense of helplessness and negative emotional states. Low self-esteem and a negative organizational climate suppress creativity and hamper employees’ abilities to respond to difficult situations or challenging goals.

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The breakdown of trust in a bullying environment may mean that employees will fail to contribute their best work, do not give extra ideas for improvement, do not provide feedback on failures and may be less honest about performance.

Bullying is different from harassmentHarassment is one type of illegal discrimination and is defined as offensive and unwelcome conduct, serious enough to adversely affect the terms and conditions of a person’s employment, which occurs because of the person’s protected class, and can be imputed to the employer. Protected classes in employment are race/color, creed (religion), national origin, sex, marital status, disability, HIV/AIDS or Hepatitis C status, sexual orientation/gender identity, and honorably discharged veteran and military status.

An example of harassment could be when an employee tells racist jokes and refers to a particular co-worker or group of co-workers by using racial

slurs, and after a complaint, the employer does nothing to stop the behavior. Another example of harassment could be a male manager who makes unwelcome sexual suggestions to a female employee and touches her inappropriately.

Bullying also differs from retaliation, which occurs after a person makes a complaint of illegal discrimination, and is then the subject of an adverse employment action or subjected to harassment because he or she made the complaint.

If you believe that you are being harassed or retaliated against for making a discrimination complaint, you should immediately contact the Washington State Human Rights Commission (1-800-233-3247, www.hum.wa.gov).

Bullying, on the other hand, is often directed at someone a bully feels threatened by. The target often doesn’t even realize when they are being bullied because the behavior is covert, through trivial criticisms and isolating actions that occur behind closed doors. While harassment is illegal, bullying in the workplace is not.

What can be done about bullying?At the first sign of conflict check if your company has a workplace violence program or a code of conduct that addresses psychological intimidation and aggression that is not based on a protected characteristic. It can be useful to talk to the aggressor if you are comfortable with that. The person may deny the aggression, but you have let them know that you are aware and consider it unprofessional. Or talk with someone you absolutely trust in the workplace that can advise you and advocate for you while keeping your situation confidential.

What can you do about bullying? Employees — regain control:

� Recognize that you are being bullied.

� Realize that you are NOT the source of theproblem.

� Recognize that bullying is about control,and therefore has nothing to do with yourperformance.

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Take action:

� Keep a diary detailing the nature of the bullying(e.g., dates, times, places, what was said or doneand who was present).

� Obtain copies of harassing / bullying paper trails;hold onto copies of documents that contradict thebully’s accusations against you (e.g., time sheets,audit reports, etc.).

Other actions:

� Expect the bully to deny and perhaps misconstrueyour accusations; have a witness with you duringany meetings with the bully; report the behaviorto an appropriate person.

� Contact the Washington State EmployeeAssistance Program, (www.hr.wa.gov/EAP) forguidance on dealing with the issue.

Employers:

� Create a zero tolerance anti-bullying policy. Thispolicy should be part of the wider commitmentto a safe and healthful working environment andshould have the full support of top management.

� When witnessed or reported, the bullyingbehavior should be addressed IMMEDIATELY.

� If bullying is entrenched in the organization,complaints need to be taken seriously andinvestigated promptly. Reassignment of the bullymay be necessary.

� Structure the work environment to incorporate asense of autonomy, individual challenge/mastery,and clarity of task expectations for employees.Include employees in decision-making processes.

� Hold awareness campaigns for EVERYONE onwhat bullying is. Encourage reporting.

� Ensure management has an active part in the staffthey supervise, rather than being far removedfrom them.

� Encourage open door policies.

� Investigate the extent and nature of the problem.Conduct employee attitude surveys.

� Improve management’s ability and sensitivitytowards dealing with and responding to conflicts.

� Establish an independent contact for employees(e.g., Human Resources contact).

Disruptive behavior in healthcare:Disruptive behavior is described as interactions among physicians, nurses, hospital staff, administrators, patients, guests, vendors that interfere with patient care. Healthcare employees such as nurses and doctors behave professionally as the norm. However, there are benefits to acknowledging and addressing unprofessional behavior when it occurs:

1. The organization can identify, quantify, andmonitor the impact of disruptive behavior.

2. The behavior can be addressed and resolved.

Some examples of disruptive behaviors are:

� Profane or disrespectful language.

� Sexual comments, racial, ethnic, or socioeconomicslurs.

� Inappropriate touching or assault, angryoutbursts or yelling, name calling.

� Throwing charts or instruments.

� Disrupting meetings.

� Comments that undermine a patient’s trust andconfidence.

� Refusal to complete a task or carry out duties.

� Intentional failure to follow organizationalpolicies.

� Retaliation against any person who has reporteddisruptive behavior.

The costs of disruptive behavior are significant:

� Tends to cause distress among other staff.

� Undermines productivity.

� Leads to low morale and high staff turnover.

� Results in ineffective, substandard patient care.

� Poor adherence to practice guidelines.

� Medical errors and adverse outcomes.

� Loss of patients.

� Malpractice suits.

See the Example Workplace Bullying Policy at the end of this document.

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What can be done about disruptive behavior?Organizations can intervene to build a collaborative safety culture by directing attention to safety and creating contexts where people speak up andproblem solve together.

� Create a Code of Conduct that definesprofessional behaviors and unacceptablebehaviors and includes policies and proceduresfor response.

� Employees sign a statement of commitment toabide by the Code of Conduct.

� Encourage reporting - conduct regular surveysand focus groups.

� Follow-up – analyze and respond to data.

� Provide training for leaders, managers and allhospital staff on how to respond.

� Form an interdisciplinary committee to overseeand modify the Code of Conduct as needed.

� Define a framework for understanding andaddressing disruptive behavior.

The framework to the right was developed by Dr. Gerald Hickson and colleagues at the Vanderbilt University School of Medicine and represents a graduated-level, peer-involved intervention. This intervention has strong potential for changing the safety culture because many individuals in the organization are actively involved in carrying out the intervention. The approach to intervening at each level should be supportive rather than punitive.

Description of Intervention Levels:

There is specific training in place for each level.

Informal Intervention is “a cup of coffee conversation” for single “unprofessional” incidents. A peer or supervisor selects a private setting for a brief review of the event with the disruptive person, pauses for a response, listens and invites the perspective of the person who behaved unprofessionally. The person may be defensive, minimizing or rationalizing. The response to this is, “Despite the situation, there are professional and unprofessional ways to respond and we expect a professional response.” Conclude with discussing options for professional responses.

Level 1: Awareness Intervention

Takes place after an apparent pattern develops and is identified by the surveillance system or reporting, when there is a threat to quality and safety. An authority figure or peer shares a compilation of patient complaint data or report data from staff in a supportive manner. Most individuals respond professionally and adjust behavior, reducing patient and staff complaints.

Disruptive behavior pyramid:

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Some examples of disruptive behaviors are:

• Profane or disrespectful language;

• Sexual comments, racial, ethnic, orsocioeconomic slurs;

• Inappropriate touching or assault, angry outbursts or yelling, name calling;

• Throwing charts or instruments;

• Disrupting meetings;

• Comments that undermine a patient’s trustand confidence;

• Refusal to complete a task or carry out duties;

• Intentional failure to follow organizationalpolicies; and

• Retaliation against any person who hasreported disruptive behavior.

The costs of disruptive behavior are significant:

• Tends to cause distress among other staff;

• Undermines productivity;

• Leads to low morale and high staff turnover;

• Results in ineffective, substandard patientcare;

• Poor adherence to practice guidelines;

• Medical errors and adverse outcomes;

• Loss of patients; and

• Malpractice suits.

WHAT CAN BE DONE ABOUT DISRUPTIVE

tion an

No Change

Pattern Persists

Apparent Pattern

Single “Unprofessional Incidents”

Level 3: Disciplinary Intervention

ChLevel 2: Authority

Intervention

“Informal Intervention”

Level 1: Awareness Intervention

Mandated Issues

Vast Majority: No Issues Many are models of professionalism

BEHAVIOR?

Organizations can intervene to build acollaborative safety culture by directing attento safety and creating contexts where people cspeak up and problem solve together.

• Create a Code of Conduct that defines professional behaviors and unacceptablebehaviors and includes policies and procedures for response;

• Employees sign a statement of commitmentto abide by the Code of Conduct;

• Encourage reporting - conduct regular surveys and focus groups;

• Follow-up – analyze and respond to data;

• Provide training for leaders, managers and allhospital staff on how to respond; and

• Form an interdisciplinary committee to oversee and modify the Code of Conduct asneeded; and

• Define a framework for understanding and addressing disruptive behavior.

The framework below was developed by Dr. Gerald Hickson and colleagues at the Vanderbilt University School of Medicine and represents agraduated level, peer involved intervention. Thisintervention has strong potential for changing thesafety culture because many individuals in theorganization are actively involved in carrying outthe intervention. The approach to intervening at each level should be supportive rather than punitive.

DISRUPTIVE BEHAVIOR PYRAMID:

Hickson, G.B., Pichert, J.W., Webb, L.E., & Gabbe, S.G. (2007).A complementary approach to promoting professionalism: Identifying, measuring, and addressing unprofessional behaviors. Academic Medicine, 82, 1040-1048.

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� Reduced liability exposure & risk management.

� A more civil, productive, and desirable workplace.

Conclusion:Successful healthcare organizations promote professionalism, address disruptive behaviors quickly, and adopt a framework for understanding and approaches for taking action. They also develop strong policies that clearly define issues and provide guidelines for action to address disruptive behaviors among healthcare providers and employees. Success is measured by achieving high levels of patient safety and quality of care.

Resources and contacts:The Washington State Employee Assistance Program (www.hr.wa.gov/EAP) has representatives that are available to help state workers with personal or work-related problems that may be impacting your work performance. EAP services are only available to state employees and are confidential, voluntary, free of charge, and accessible. EAP representatives can be reached at these offices: Olympia 360-407-9490

The following websites/organizations have put together valuable information that includes definitions and facts about bullying and disruptive behavior in the workplace:

� Bullying in the Workplacewww.docep.wa.gov.au/WorkSafe/PDF/Guidance_notes/Dealing_with%20bullying_english.pdf

� European Agency for Safety and Health at WorkFacts: Bullying at Work (osha.europa.eu/en/publications/factsheets/23/view)

� The Studer Group and the Center for Patientand Professional Advocacy at VanderbiltUniversity. Workshops on Disruptive Behaviors inHealthcare. www.studergroup.com/DB

� Workplace Bullying and Trauma Institute,Bellingham, Washington:www.workplacebullying.org

Level 2: Authority Intervention

When the pattern persists and the person is unable or unwilling to respond to the awareness intervention and change their behavior, the authority intervention is implemented. At this level, leaders develop an improvement and evaluation plan with accountability built in. Leaders specify what behaviors need to improve, what support or services are needed, a timeline, and what the outcome will be if the improvement and evaluation plan is not successful. This intervention should be supportive rather than punitive. Most individuals want to improve but may be hindered by work or family stress, substance abuse problems, or mental health issues.

Level 3: Disciplinary Intervention

A lack of response to the authority intervention leads to the disciplinary intervention which includes restriction or termination of privileges, reporting to government entities and other actions related to the Code of Conduct policies and procedures as do all levels of the Disruptive Behavior Pyramid Intervention framework. Surveillance systems are required to provide information and data related to the disruptive behavior. For further details about these interventions and the pyramid framework, see: www.studergroup.com/DB

Provide Support Services:

Healthcare organizations can provide support services to the individual including use of an Employee Assistance Program or Wellness Program, a medical evaluation and treatment planning, and group classes on professional behavior. The organization can also provide service recovery for staff, patients and others who have experienced or witnessed disruptive behavior in the workplace.

Benefits of addressing disruptive behavior:

� Improved staff satisfaction and retention.

� Enhanced reputation for the organization.

� Creates a culture of professionals.

� Important role models for all others.

� Improves patient safety and quality of care.

� Greater staff willingness to speak up on patientcare problems.

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� Salin, D. & Hoel, H. (2011). Organisational causesof workplace bullying. In Einarsen, S., Hoel, H.,Zapf, D., & Cooper, C. (Eds). Workplace bullying:Development in theory, research and practice.London. Taylor & Francis, 227-243.

� Schat, A. C. H., Frone, M. R., & Kelloway, E. K.(2006). Prevalence of workplace aggression in theU.S. workforce: Findings from a national study.In E. K. Kelloway, J. Barling, and J. Hurrell (Eds.),Handbook of workplace violence (pp. 47-89).Thousand Oaks, CA: Sage.

� Vartia, M. (2001). Consequences of workplacebullying with respect to the well-being ofits targets and the observers of bullying.Scandinavian Journal of Work Environment andHealth, 27, 63-69.

Research References:

� Fox, S. & Stallworth, L. E. (2009). Building aframework for two internal organizationalapproaches to resolving and preventingworkplace bullying: Alternative disputeresolution and training. Consulting PsychologyJournal: Practice and Research, 61(3), 220-241.

� Hickson, G.B., Pichert, J.W., Webb, L.E., &Gabbe, S.G. (2007). A complementary approachto promoting professionalism: Identifying,measuring, and addressing unprofessionalbehaviors. Academic Medicine, 82, 1040-1048.

� Rosenstein, A. H. & O’Daniel, M. (2005).Disruptive behavior & clinical outcomes:Perceptions of nurses and physicians. AmericanJournal of Nursing, 105, 54-64.

SHARP – Research for Safe Work

This document was produced by the Safety & Health Assessment and Research for Prevention (SHARP) Program, a research program within the Washington State Department of Labor & Industries. SHARP’s researchers and scientists partner with business and labor to identify industry-wide hazards and then develop sensible, effective solutions to eliminate those hazards.

If you have questions about this report or the SHARP program, please contact us at:

SHARPWashington State Department of Labor & IndustriesP.O. Box 44330Olympia, WA 98504-4330Tel. 1-888-66-SHARP (toll-free)Fax 360-902-5672Email SHARP@Lni.wa.gov

Check out our website at:www.SHARP.Lni.wa.gov

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EXAMPLE WORKPLACE BULLYING POLICYAdapted from The Commission of Occupational Safety and Health, Government of Western Australia

Company X considers workplace bullying unacceptable and will not tolerate it under any circumstances.

Workplace bullying is behavior that harms, intimidates, offends, degrades or humiliates an employee, possibly in front of other employees, clients, or customers. Workplace bullying may cause the loss of trained and talented employees, reduce productivity and morale and create legal risks.

Company X believes all employees should be able to work in an environment free of bullying. Managers and supervisors must ensure employees are not bullied.

Company X has grievance and investigation procedures to deal with workplace bullying. Any reports of workplace bullying will be treated seriously and investigated promptly, confidentially and impartially.

Company X encourages all employees to report workplace bullying. Managers and supervisors must ensure employees who make complaints, or witnesses, are not victimized.

Disciplinary action will be taken against anyone who bullies a coworker. Discipline may involve a warning, transfer, counseling, demotion or dismissal, depending on the circumstances.

The contact person for bullying at this workplace is:

Name:

Phone Number:

FY13-205 [03-2013]April 2011 Report # 87-2-2011

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