Moran

Workplace Bullying: A Timely Exploration of a Timeless Problem

Colleen Moran April 1, 2011 Competence F-11: Can design and produce a significant artifact or document that gives evidence of advanced competence. Competence F-12: Can identify current issues in human relations and develop creative solutions to address them. Website address: www.bullyingatwork.webs.com

Moran Table of Contents I. II. III. Introduction1 Research Methodologies2 Research Findings..3 A. Literature Review..3 B. Findings from other Research Methodologies.11 IV. V. VI. Analysis.23 Generalizations..25 Conclusions...26 Works Cited..28 Exhibits.30

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I. Introduction Awareness about the negative effects of bullying is increasing in our culture. More and more, schools, organizations, government agencies and individuals are discussing this issue and trying to contend with it. Even President Obama recently spoke out against bullying during a White House conference dedicated to the issue (n. pag.). In an attempt to contribute to the widespread response to this problem I have created a website, www.bullyingatwork.webs.com. This online resource serves to fulfill the product portion of my Advanced Project. During the course of my research I discovered that many employees and employers grappling with this problem do not know what to do. My hope is that this website will assist those who are trying to effectively address and prevent bullying at work. I have several goals for my project. I intend that my project will help to increase awareness about, and provide solutions to, the problem of workplace bullying After distributing a survey on the topic I found that many friends and family members were eager to discuss their experiences with bullies. In fact, some of my friends did not realize that what they had experienced was bullying. An unintended result of this project is that it has helped me facilitate conversations that raise awareness about this issue. In addition to helping resolve the problem by raising awareness, I created this project with the goal of gaining two specific competences within the School for New Learning framework. Competence F-11 is as follows: Can design and produce a significant artifact or document that gives evidence of advanced competence. The artifact this competence statement refers to is the website. Competence F-12 states: Can identify current issues in human relations and develop creative solutions to address them. As a result of my coursework in human relations I determined that workplace bullying is a timely issue that needs further scholarly attention.

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II. Research Methodologies My research included a review of the scholarly literature in the field, and quantitative and qualitative research. Some of the topics covered in the scholarly literature include the effort to define bullying, the psychology behind bullying and the impact of bullying on organizations. The Workplace Bullying Institute website provided a wealth of information as well. In addition to reading scholarly literature on the topic I conducted a cross-sectional survey and two semistructured interviews. I spoke with a diversity trainer about successful training techniques for bullying prevention and an employee who had experienced bullying by her supervisor. I created, distributed and interpreted a survey on the topic of workplace bullying. On Sunday February 27, 2011 I sent an email to 30 friends, colleagues and family members briefly describing my project and asking them to respond to the survey. The link to the survey was included in the email. I also asked that they forward my request on to any friends they thought might participate. See Exhibits A and B for a copy of the email and the survey. As I stated in the email, I collected responses for one week from February 27 to March 5. By the end of the day on March 5, I had received 66 responses. After reviewing the completed surveys I discarded four because the respondents did not answer the identifying questions. Therefore, I would have been unable to categorize their responses by gender, race or education. Due to the small sample size, the survey results should not be generalized. Furthermore, because I know many of the respondents the results represent a biased sampling frame. Even though I explained to the potential respondents in the email that their responses would be anonymous, even to me, some respondents may not have felt comfortable answering truthfully. Therefore, it is possible that bullying was underreported. Also, because most of the respondents are white the

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survey does not adequately represent bullying among minorities. I sent the survey to several minority friends; unfortunately, the number of responses from minorities is still limited.

III. Research Findings Over the course of my research I learned many things about the topic of workplace bullying. My suspicion that it is a widespread problem was confirmed. Large percentages of survey respondents have seen and experienced bullying. This led me to believe that my website could be of use to many people. I also learned about many of the negative effects of bullying. Several survey respondents reported physical and emotional problems due to bullying, such as stress and stomach pain. Moreover, I learned that many employers do not know what to do when they suspect that bullying is occurring within their organization. This discovery further confirmed my belief that my website could be helpful to people by providing useful suggestions for the victim, bystander and organization.

A. Literature Review Part 1: Workplace Bullying Over the last 25 years the issue of workplace bullying has received increased attention from scholars. Researchers in the fields of human resources, psychology and law, among others, have contributed to this field. While reading a sampling of the growing work several issues and debates surfaced. A few of the major issues include the lack of a unified definition, the attempt to ascertain why people bully, the study of the impact on organizations and individuals, and the development of solutions.

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Currently, the most pressing issue in the field of workplace bullying is the effort to define bullying. It is important that an official definition be agreed upon. An official definition will help clear up ambiguity surrounding this issue. It may also expedite legislation regarding workplace bullying. Widely regarded as the preeminent American experts on the subject, Dr. Ruth and Dr. Gary Namie, define workplace bullying as repeated, health-harming mistreatment of one or more persons (the targets) by one or more perpetrators that takes one or more of the following forms: verbal abuse; offensive conduct/behaviors (including nonverbal) which are threatening, humiliating, or intimidating; [and] work interferencesabotagewhich prevents work from getting done (n. pag.). The Namies definition is cited repeatedly in scholarly articles on the subject (Magnuson and Norem 38; Query and Hanley 5). Screaming, humiliating and spreading rumors are just a few examples of workplace bullying. Counselors and researchers Sandy Magnuson and Ken Norem claim that the definitions of bullying. . . reflect a spectrum of specificity related to duration, frequency, nature of behaviors, intention of bullies, and perception of targets (36). Researchers in the field have posited a variety of definitions of bullying. However, there is agreement on some components. One of these is duration. Workplace bullying is repetitive; it is not a singular incident (Magnuson and Norem 36). If an employee is bullied by her superior once, most scholars agree that the singular event does not constitute bullying. Indeed, internationally renowned experts on the subject Charlotte Rayner, Helge Hoel, and Cary L. Cooper agree that in order for an episode to be considered bullying it must occur regularly over a period of time. An isolated incident might be considered workplace violence rather than bullying (11).

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Some researchers believe that in order for bullying to occur intent must be present, others disagree. Professor of Leadership Ethics and Business Law at Marshall University Teresa A. Daniel explains that in a 2008 landmark bullying case, Daniel H. Raess, M.D. v. Joseph E. Doescher the Indiana Supreme Court declared workplace bullying could be considered a form of intentional infliction of emotional distress (53). Because there is no agreed-upon legal definition, this court ruling has had a significant impact on the debate over the definition. If the victim perceives behavior to be bullying but the bully denies intention, is bullying occurring? Rayner, Hoel, and Cooper answer yes. It is quite possible that the intent is not present when some people behave negatively to others. Their focus may be exclusively on getting a job achieved (12-13). The question of intent contributes to a sense of ambiguity regarding the definition. Some researchers struggling to better understand this issue compare workplace bullying to sexual harassment. Even if an employee does not intend to sexually harass his coworker, his behavior could still be considered sexual harassment, intent is not necessary. Another aspect of the debated definition is the potential power imbalance between the parties. Many scholars agree that an actual or perceived power imbalance between the parties is required for bullying to occur. An actual power imbalance may be a supervisors authority over a clerk. The supervisor may instruct the clerk to do work that she is not qualified to do. The clerk may feel that she does not have the option to refuse the assignment. However, the power imbalance is not always evident. The parties may hold equal positions of authority but one may have a broader vocabulary or be larger in stature. This subtle power imbalance may contribute to bullying (Rayner, Hoel, and Cooper 12).

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The reason why bullying occurs is another widely debated topic among the experts. Some of the scholarly research delves into the psychology behind it while other research focuses on situational factors like conflict. Nevertheless, most experts agree that bullying is a result of a combination of factors. Many researchers agree that poor social skills play a role in this problem. Professors of psychology at the University of Bergen in Norway and experts in the field of workplace bullying Lars Johan Hauge, Anders Skogstad, and Stale Einarsen argue that bullying occurs because of a result of lack of social competencies (350). For example, a manager may be upset with a subordinate but may be unaware of her own anger. Rather than channeling the anger appropriately she may spread rumors about her subordinate to his co-workers. This lack of self-awareness can have detrimental effects on relationships not only in the workplace but also in ones personal life. According to Daniel, individuals with narcissistic tendencies and obsessivecompulsive personality disorder may be more likely to engage in the bullying of others. The narcissistic bully may be unable to empathize with the target. The obsessive-compulsive bully may be overly committed to the work at hand without regard to her co-workers boundaries or abilities (37). Hauge, Skogstad, and Einarsen claim that poor self-esteem may be a cause of bullying, stating that bullies may engage in a self-regulatory process with regard to protection of ones [sic] self-esteem (350). Perhaps bullying is a result of low self-esteem and feelings of inadequacy. One of the causes of low self-esteem may be related to being a target. One-third of victims go on to bully others, perpetuating the cycle (Hauge, Skogstad, and Einarsen 355). In contrast, Northwest University Assistant Professor in the School of Education Ronald B. Jacobson studied childhood bullying and argues that bullies are attempting to define themselves by isolating or picking on one person in particular. The bully is communicating to the bystanders

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that he is not like the victim; he is powerful, competent and admired (35). I did not find any other literature, with regards to the psychology behind bullying, that proposed a similar hypothesis. Jacobson disagrees with the assertions that bullies are socially awkward. Indeed, he claims that it takes a great deal of social skill for an adolescent to manipulate a group of his peers into believing that he is superior and his target is inferior (37). A few of the researchers I came across contend that situational factors contribute to bullying behavior. For example, a stressful work environment can lead to bullying. The stress can be caused by physical factors such as hot temperature or overcrowding, as well as by time constraints or unreasonable sales expectations. In fact, sometimes bullying is built into the culture of the workplace. Supervisors may feel compelled to bully their employees because thats the way its always been done (Daniel 34). Job insecurity may contribute to bullying. Because of the current recession more employees may not feel secure in their positions. Researchers in the field of organizational psychology from the Catholic University of Leuven, Belgium Nele De Cuyper, Elfi Baillien, and Hanse De Witte claim that when employees feel insecure in their jobs they may be more likely to bully their co-workers. Perpetrators have a low tolerance for ambiguity, and environmental ambiguity is perhaps the core component of job insecurity. That is to say, perpetrators may bully their co-workers with the aim of regaining control over an ambiguous situation (208). In other words, poor coping skills coupled with situational factors such as the recession may lead to an increase in bullying. The authors go on to explain that employees with less skills or credentials are more likely to experience perceived job insecurity and therefore are more likely to bully a coworker with greater perceived job security, or better skills and credentials (209).

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Workplace bullying generates a variety of negative impacts on individuals and organizations. Australian researcher Carmel Privitera, and Professor of Psychology and Education at Queensland University of Technology, Marilyn Anne Campbell, address some of the negative consequences for the individual including physical and psychological problems (396). Specifically, victims have reported gastrointestinal disorders, headaches, insomnia, exhaustion, poor concentration, and substance abuse (Daniel 39). Many more physical and mental health problems may result from workplace bullying, even suicide. The health problems employees experience may lead to increased absenteeism and decreased productivity which may have a negative effect on the organizations morale and bottom line (Daniel 41). In addition to increased absenteeism and decreased morale, many organizations with a bullying problem have a high turnover rate. In fact, Tim Query, Professor of Business and Finance at New Mexico State University, and Glennis M. Hanley, Professor of Business Management at Monash University in Melbourne, Australia, claim that turnover due to bullying costs U.S. businesses $64 billion per year. They go on to point out that this cost is also equivalent to the settlements for all sex and race based lawsuits reported by the Equal Employment Opportunity Commission from 1997 until 2006 (4). Many of the authors agree that, if for no other reason, the significant financial costs associated with workplace bullying should prompt organizations to take action to prevent it. Several experts suggest solutions to address this problem. DePaul Professor of Human Resources Management William Marty Martin advises that organizations deal with this issue proactively. He suggests a multi-layered approach including adopting and enforcing an antibullying policy and focusing more attention on behavior, including addressing bad behavior and rewarding good behavior (24). Many authors agree that an anti-bullying policy and a confidential reporting system are imperative. The policy should include a definition of bullying, the

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consequences for bullies and instructions for confidential reporting (Rayner, Hoel, and Cooper 164-165). In addition to a detailed policy, ongoing training must be provided. The training should focus on interpersonal skills, relevant laws and conflict resolution skills, among other things (Daniel 83-84). Ongoing training demonstrates a commitment to reducing bullying at work and communicates to employees that the issue is important. Aside from organizational efforts some legal progress has been made. Professor Martin explains, In the U.S., no specific federal legislation forbids disruptive behavior at work. New York is the only state that forbids abusive conduct in the workplace. To date, 13 states have introduced bills (24). However, no states have adopted specific legislation outlawing bullying behavior at the workplace. Several existing laws are related to bullying issues including Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Age Discrimination in Employment Act, [and] the False Claims Act (Daniel 47). Unfortunately, none of these laws directly addresses the issue. In Daniel H. Raess, M.D. v. Joseph E. Doescher, the Court ruled in favor of the plaintiff and awarded him $325,000. This lawsuit is widely viewed as the first workplace bullying landmark case. Many experts believe that more lawsuits will be brought against employers by bullied employees resulting in further case law (Daniel 53; Martin 22). Much of the scholarly literature regarding workplace bullying was based on a quantitative approach. Surveys were frequently used by researchers to determine the prevalence of bullying in different fields of work. Due to the sensitive nature of the inquiry, many of the authors acknowledge that bullying may be underreported by survey respondents. The issue of workplace bullying is gaining more attention and as a result more research is being conducted. This is an expanding field with room for my work. However, much more research needs to be done. For example, more work should be done on prevention strategies and bystander intervention.

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Hopefully, further research will lead to increased awareness about this important topic and increased funding to implement change. I am now aware of the important debates and trends in the field and can competently address them in the website.

Part 2: The Website In addition to organizational and governmental responses, individuals can take action as well. If a target confides in a peer about bullying the peer can validate her friends experience or speak up on her behalf (Rayner, Hoel, and Cooper 158-159). The course of action taken is dependent, in part, on the individuals involved. Another way to contribute is by starting a support group. As a result of the cancer awareness movement of the 1990s, many online support groups were created for patients, survivors, and family and friends. Australian medical researchers from the University of Adelaide H.R. Winefield, B.J. Coventry, and V. Lambert report that informational websites coupled with online support groups were well received by breast cancer patients and their loved ones as evidenced in their year-long study. The authors created a website for Australian women with breast cancer, monitored the site activity and reported their findings. They reported that possible advantages of online groups compared with face-to-face ones are convenience, anonymity (possibly especially valuable to men), low cost, the scope of lay expertise, the ability to lurk (read without contributing, done by perhaps 95% of visitors) if desired, and the therapeutic benefits of writing about ones thoughts (176). The audience received many benefits from viewing the site and engaging with others through the site. This online support group approach can be tailored to the needs of the workplace bullying community.

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Winefield, Coventry, and Lambert are the only researchers represented in this review to use a mixed methods approach. The authors observed the website users activity while at the website. For example, they compared the number of visitors who lurked against the number of visitors who contributed to conversations on the site. In addition to observing the website activity for one year, the researchers also elicited feedback from the visitors about the effectiveness of the site. They discovered that the majority of visitors who provided feedback found the website helpful. Regarding specifics for the website design, computer and Internet expert David A. Crowder explains the fundamentals in order to help novices create an effective website. He states that the pages of the website should all be similarly formatted, a search box should be prominently displayed and the information should stay on message. Crowder claims that these tips will help the reader produce a strong and effective website. More importantly, he advises readers to research their audience and tailor the website to the audiences needs (n. pag.). The knowledge gleaned from this small sampling of the scholarly literature in the fields of online support groups and website design has helped me create a more articulate and comprehensive website.

B. Findings from other Research Methodologies. So that I may better understand the issue of workplace bullying I conducted primary research. I developed a 10 question survey regarding bullying at work and distributed it via email to 30 friends. I then wrote and conducted two semi-structured interviews. My first interview subject is a DePaul professor and diversity trainer. My second subject is an employee who was bullied by her boss for several years.

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Quantitative Research Of the 62 useful responses, 66.1% are from females and 33.8% are from males. 87% of the respondents are white. Because of the high number of white respondents I decided to analyze the results by gender and education. 32.2% of all respondents are high school graduates, 32.2% hold bachelors degrees, 20.9% hold masters degrees and 14.5% hold doctorate degrees.

Table 1 Percentage of Survey Respondents Who Reported Witnessing Bullying at Work Yes All Respondents (Female and Male) All Female Respondents Females with High School Diplomas Females with Bachelors Degrees Females with Masters Degrees Females with Doctorate Degrees All Male Respondents Males with High School Diplomas Males with Bachelors Degrees Males with Masters Degrees Males with Doctorate Degrees 58.8% 63.4% 78.5% 64.2% 33.3% 75.0% 47.6% 66.6% 33.3% 25% 60% No 32.2% 26.8% 21.4% 14.2% 66.6% 0% 42.8% 16.6% 50% 75% 40% Not Sure 9.6% 9.7% 0% 21.4% 0% 25% 9.5% 16.6% 16.6% 0% 0% No Response 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

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When asked if they have witnessed bullying at work 58.8% of all respondents answered yes. 63.4% of all females answered yes compared with 47.6% of all males. Among the female respondents, those with the lowest level of education witnessed the most bullying followed closely by those with the highest level of education. 78.5% of females with high school diplomas, 75% of females with doctorates, 64.2% of females with bachelors degrees and 33.3% of females with masters degrees have witnessed bullying at work. The results were similar among the male respondents. Males with the lowest level of education witnessed the most bullying followed closely by those with the highest level of education. 66.6% of males with high school diplomas, 60% of males with doctorate degrees, 33.3% of males with bachelors degrees and 25% of males with masters degrees have witnessed bullying at work.

Table 2 Percentage of Survey Respondents Who Reported Experiencing Bullying at Work Yes All Respondents (Female and Male) All Female Respondents Females with High School Diplomas Females with Bachelors Degrees Females with Masters Degrees Females with Doctorate Degrees 38.7% 48.7% 64.2% 42.8% 33.3% 50% No 61.2% 51.2% 35.7% 57.1% 66.6% 50% Not Sure 0% 0% 0% 0% 0% 0% No Response 0% 0% 0% 0% 0% 0%

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All Male Respondents Males with High School Diplomas Males with Bachelors Degrees Males with Masters Degrees Males with Doctorate Degrees

19% 16.6% 16.6% 0% 40%

80.9% 83.3% 83.3% 100% 60%

0% 0% 0% 0% 0%

0% 0% 0% 0% 0%

I then asked the respondents if they have been the target of bullying at work and, if so, to identify the field they were working in when the bullying occurred. 38.7% of all respondents answered that they had been the target of bullying. 48.7% of all female respondents compared with only 19% of all male respondents reported experiencing bullying. Many of the respondents who reported bullying were working in the healthcare field at the time. Among the female respondents, those with the lowest level of education experienced the most bullying followed by those with the highest level of education. 64.2% of females with high school diplomas, 50% of females with doctorate degrees, 42.8% of females with bachelors degrees and 33.3% of females with masters degrees have experienced bullying at work. Among the male respondents, those with the highest level of education experienced the most bullying. 40% of males with doctorate degrees, 16.6% of males with bachelors degrees, 16.6% of males with high school diplomas and 0% of males with masters degrees have experienced bullying at work. Most of the responses for the above two questions follow a similar pattern, those with the lowest and highest levels of education witnessed and experienced the greatest amount of bullying. Of those who reported experiencing bullying, most respondents, 56.6% identify their superior as the perpetrator. Interestingly, 50% of all respondents with doctorate degrees reported

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that the bully was a peer and 28.5% of all respondents with a bachelors degree reported that the bully was a subordinate.

Table 3 Percentage of Survey Respondents Who Reported Missing Work Due to Psychological or Physical Illness Yes All Respondents (Female and Male) All Female Respondents All Male Respondents Females and Males with High School Diploma Females and Males with Bachelors Degrees Females and Males with Masters Degrees Females and Males with Doctorate Degrees 9.6% 12.1% 4.76% 5% 10% No 48.3% 46.3% 52.3% 65% 55% Not Sure 1.6% 2.4% 0% 0% 0% No Response 40.3% 39% 42.8% 30% 35%

15.3% 11.1%

23% 33.3%

7.6% 0%

53.8% 55.5%

When asked if the bullying caused the respondents to miss work due to physical or psychological pain, 48.3% of all respondents answered no compared to 40.3% who did not answer the question. Interestingly, respondents with the lowest level of education, a high school diploma, were the least likely to miss work due to bullying with only 5% reporting absence. As I

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noted before high school graduates were the educational group most likely to both witness and experience bullying. In contrast, respondents with masters degrees were the most likely to miss work because of bullying with 15.3% reporting absence as a result. However, respondents with masters degrees, as previously noted, were the educational group least likely to witness or experience bullying.

Table 4 Percentage of Survey Respondents Who Reported That Bullying Has Increased since the Current Recession Began Yes All Respondents (Female and Male) All Female Respondents All Male Respondents Females and Males with High School Diploma Females and Males with Bachelors Degrees Females and Males with Masters Degrees Females and Males with Doctorate Degrees 9.6% 12.1% 4.7% 10% 10% No 48.3% 43.9% 57.1% 55% 40% Not Sure 38.7% 39% 38% 30% 45% No Response 3.2% 4.8% 0% 5% 5%

15.3% 0%

53.8% 44.4%

30.7% 55.5%

0% 0%

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When asked if bullying at work has increased since the current recession began most respondents, 48.3%, answered no and 38.7% answered not sure.

Table 5 Percentage of Survey Respondents Who Reported That They Feel like They Have Less Power to Address Bullying since the Current Recession Began Yes All Respondents (Female and Male) All Female Respondents All Male Respondents Females and Males with High School Diploma Females and Males with Bachelors Degrees Females and Males with Masters Degrees Females and Males with Doctorate Degrees 16.1% 17% 14.2% 10% 20% No 62.9% 56% 76.1% 65% 55% Not Sure 14.5% 17% 9.5% 15% 15% No Response 6.4% 9.7% 0% 10% 10%

23% 11.1%

69% 66.6%

7.6% 22.2%

0% 0%

When asked if they feel like they have less power to address bullying due to job insecurity caused by the current recession, respondents overwhelmingly answered no at 62.9%.

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Table 6 Percentage of Survey Respondents Who Feel like Their Employer Is Doing Enough to Address Bullying Yes All Respondents (Female and Male) All Female Respondents All Male Respondents Females and Males with High School Diploma Females and Males with Bachelors Degrees Females and Males with Masters Degrees Females and Males with Doctorate Degrees 25.8% 19.5% 38% 25% 25% No 27.4% 26.8% 28.5% 30% 30% Not Sure 43.5% 46.3% 38% 35% 40% No Response 4.8% 7.3% 0% 10% 5%

15.3% 33.3%

15.3% 33.3%

69% 33.3%

0% 0%

When asked if their employers are doing enough to address the problem, the results were mixed. 43.5% of all respondents reported that they are not sure if their employer is doing enough, 27.4% report that their employer is not doing enough, 25.8% report that their employer is doing enough and 4.8% did not answer the question. Interestingly, respondents with doctorate degrees were evenly split on this question with one-third answering yes, one-third answering no and one-third answering not sure. However, respondents with masters degrees were not

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in such agreement. 69% answered not sure while only 15.3% answered yes and 15.3% answered no. What I learned from the survey is connected to the website in a variety of ways. To begin with, I learned that the website is needed. Nearly 60% of all respondents have seen bullying and nearly 40% have experienced it. The actual responses may be higher for a variety of reasons, for example, some respondents may not know how to identify bullying behavior. I also learned that most respondents, 43.5%, werent sure what their employer is doing to address this problem. This could be because employers are not sure what to do. Perhaps some employers dont realize that they have a bullying problem within their organization. The website can be used as a tool to provide increased visibility and, as a result, contribute to increased awareness.

Qualitative Research I asked DePaul professor and diversity trainer Elisabeth Lindsay-Ryan to discuss the issue of workplace bullying with me. The majority of my questions pertained to her work as a trainer. In this capacity Ms. Lindsay-Ryan conducts trainings for students, faculty and staff at local schools. When I met with Ms. Lindsay-Ryan at her home on February 28, 2011 she had quite a lot to say on the subject. In fact, we spoke for over an hour. See Exhibit C for a copy of the questions I prepared for this semi-structured interview. Ms. Lindsay-Ryan explained that it is important to tailor the training to your audience so that you can meet them at the appropriate level. For example, when working with a fraternity, she will not use the same approach that she uses with an LGBT group. Furthermore, she explained, its important to put the training in context. If the participants understand why the training is important, the message will have more meaning. She went on to report that she has

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observed an increase in bullying among girls and women. Females are not socialized to express their anger in a healthy way, Ms. Lindsay-Ryan explained, so they engage in relational bullying such as rumor spreading. One of the major obstacles to overcome when dealing with bullying is the ambiguous nature of the issue. We definitely recognize if somebody says something thats racist. . . . but this basic humanity piece is really lacking and I think thats where we see a lot more of the bullying that goes on in the workplace. Ms. Lindsay-Ryan speculated that the increase in bullying may be related to a decrease in civility in our culture. She lamented that there are limited resources to address issues such as bullying, incivility and violence. Among other things, I asked Ms. Lindsay-Ryan to describe some effective methods she has used when conducting a sensitivity training regarding bullying. She explained that she usually includes awareness demonstrations. For example, she will share real life stories of people who have been targets. In addition, empathy-building exercises are an important component in her training. For example, she asks the participants to describe what they did over the weekend without using pronouns. This exercise helps the participants understand what it might feel like for someone who is trying to conceal her or his same-sex relationship by speaking in code. My discussion with Ms. Lindsay-Ryan was very helpful. She shared some specific effective techniques that she uses in her trainings. These techniques, such as empathy-building exercises, will help me create a more effective website. For example, under the section for organizations, I will suggest that anti-bullying training should include empathy-building exercises. Moreover, I will heed her suggestion that the trainer must know her audience very well so that she may be as effective as possible. With this in mind, I will include two distinct sections in the website, one for employees and one for organizations.

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This interview also provided some perspective on the survey results. As I mentioned above, Ms. Lindsay-Ryan claimed that women and girls engage in more bullying than boys and men. The survey results reflect her assertion. 48.7% of all female respondents reported that they have experienced bullying compared with only 19% of all male respondents. While the survey results do not indicate why women experience more bullying, Ms. Lindsay-Ryan posited that it is because girls are socialized to repress their anger. Over time, repression may lead to a reduced ability to express anger appropriately and, as a result, an increase in relational aggression, a type of bullying. On March 14, 2011, I spoke with my friend, Lauren, by telephone. See Exhibit D for a copy of the questions I prepared for this semi-structured interview. Lauren had been the target of a bully at her work. I learned of her experience when we discussed my survey. She was forthcoming with her story and agreed to be interviewed for my project. Given the sensitive nature of the topic, I have changed her name in order to protect her privacy. To my surprise, before our interview, after Lauren described her experience to me she asked me if this was bullying. All of these years later, she still did not know how to define her experience. Confusion surrounding bullying is common and I suspect it is due, in part, to the ambiguity surround the subject and, until recently, the lack of public awareness. Lauren worked as an assistant to the manager of a suburban park district from 1994-1999. She was newly divorced and a mother of three children. Lauren was bullied for two years by the manager whom she assisted. She explained that the bullying took many forms. The bully spread rumors about her in an attempt to cause conflicts between her and her colleagues, he continually assigned tasks beyond her competence and he ignored her. Lauren claimed that she experienced both emotional and physical pain because of the bullying. She felt extremely stressed and

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experienced extreme intestinal pain which she attributed to the stress. In addition, she developed a nervous eye twitch, gained a significant amount of weight and had difficulty sleeping. She recalled being overcome with a feeling of dread on Sunday afternoons at the thought of going to work the next day. Lauren recalled that most of her colleagues were bullied by this individual as well. She believes that increased transparency and accountability could have reduced the bullying at the park district. Specifically, she thinks that an anonymous reporting system and an enforced anti-bullying policy would have been helpful. My conversation with Lauren gave me an intimate look at some of the real implications of bullying. As a single mother living paycheck to paycheck, as she described herself, Lauren felt powerless against her bully. She suffered physically and emotionally for years. Hopefully, increased awareness about workplace bullying will clarify some of the ambiguities surrounding the subject and prevent employees from experiencing it in the future. Indeed, Laurens articulate account of her experience with bullying will help me to better inform others through the website. For example, she said that a good way to broach the subject at work is to suggest the creation of an anti-bullying policy. Therefore, I will include that advice in the website under the section for employees. Also, under the section for organizations, I will recommend that employers create and enforce an anti-bullying policy. My interview with Lauren illuminates some of the survey results. For example, when survey respondents were asked if they had missed work due to physical or mental illness only 9.6% answered yes. Like many of the respondents Lauren did not report missing work. However, she did report suffering from a variety of ailments as a result of the bullying. As I mentioned above, Lauren experienced weight gain, stress and developed a nervous eye twitch. Also, she recalled that many of her colleagues missed work due to bullying. As a result of the

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pervasive bullying, Lauren claimed that the park district had a very high employee turnover rate. In addition, the majority of survey respondents, 56%, like Lauren, identified their bully as their superior. Conversely, only 8% of survey respondents identified their bully as their subordinate.

IV. Analysis To fulfill the F-11 competence I created a website, www.bullyingatwork.webs.com. The website is a tool designed to help address the problem of workplace bullying. In it, suggestions are offered for employees experiencing bullying and employers grappling with it. The website also serves as an online community. Visitors can communicate with each other through the Forum section and by responding to blog posts. News stories related to the subject of bullying are also on display. There is a section outlining the relevant laws regarding workplace bullying. The website is a product of the result of primary and secondary research on the subject of workplace bullying. After conducting the research and reflecting on it, I found a website creation website, webs.com, which suited my needs. Within the webs.com website I was able to create my own website. For example, I determined the number of pages the website would have and what they would be titled. I added my own text by entering it into the content boxes. Through a function on the webs.com website I was able to add videos. Webs.com offered a wide variety of background images to choose from or I had the option of uploading my own. For the background, I chose an image from webs.com of a boxer. It is a powerful image that captures some of the feelings one has when experiencing bullying. The website has seven pages: Home, Employees, Organizations, Bullying in the News, Bullying and the Law, Learn More and Contact Us. In addition to the seven pages there is a sidebar. The sidebar includes a forum section, a blog, a poll and a function to share the website with others via email. I have

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uploaded several videos to the website and embedded several links to major projects on workplace bullying. Much of the research I conducted helped me in the creation of the website. I found the scholarly articles and books to be very helpful. I referenced many of these writings over and over again. However, the most useful research methods were the interviews. I found the two semistructured interviews to be informative and enlightening. The flexibility to deviate from the prepared questions enabled me to be more present in the conversations. With this leeway I was able to listen more attentively and follow through on topics that I had not included in my list of questions. The least helpful research method was the survey. I had originally intended for the survey to be distributed to 100 random employees at DePaul University and Childrens Memorial Hospital. Unfortunately, both organizations declined my requests. With Dr. Benjamins guidance, I then decided to distribute the survey to 30 friends and family members working in a wide variety of professions. I asked these people to kindly forward the survey on to others who may be interested in completing it. I received 66 responses back. After analyzing and reflecting on the data, I felt it was not significantly useful because the sample was skewed. Therefore, I did not include it in the website. However, the results of the survey did convey to me the scope of the problem among the people in the sampling. Looking back on the research, I wish that I had had access to a better survey sample as I had originally intended. More scholarly literature on the subject of online support groups would have augmented the website. Also, my project would have benefited from a second interview with a trainer. I contacted five bullying professionals in Chicago but they all declined or did not have time in their schedules to meet with me within the time frame of my project. Nevertheless, I

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am pleased with my interview with the bullying target. It further personalized the traumatic experience of bullying in the workplace for me.

V. Generalizations Currently, there are several urgent problems in the field of human relations that need attention, including matters related to age, race, sexual orientation and political affiliation. To take a case in point, many Americans are postponing retirement because of the current recession. This means that the American workforce is now comprised of several different generations of workers, including individuals belonging to the Millennial Generation, Generation X and the Baby Boom Generation. This huge range in age among employees means that some colleagues may have trouble working together because of differences in communication styles, technological abilities and worldviews. A human relations issue such as this requires the development of creative solutions. One of my interview subjects, Elisabeth Lindsay-Ryan, suggested a strong solution to the problem of workplace bullying: empathy-building exercises. These exercises can be a powerful way to address conflicts regarding any number of human relations issues, including problems related to diversity in age. Creating a variety of empathybuilding exercises for human resources professionals to use during trainings, both online and face-to-face, would be a creative way to address several growing problems in the field of human relations. Over the last several months I have immersed myself in the world of workplace bullying and bullying in general. As a result, I have become extremely interested in this field. In fact, I am considering pursuing my education in workplace behavior at the graduate level. I am also considering switching careers from the field of law to violence prevention. On a personal level, I

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am better equipped to recognize and deal with bullying behavior. Furthermore, the knowledge I gained from creating the website can be used to improve the website for the organization I work with now or create a new website for myself in the future. The time I spent making mistakes and figuring out how to create live links on the website has helped me to become more technologically adept. In addition to developing my interpersonal and computer skills, I learned how to create, execute and manage a project. Before settling on this topic I considered several other projects such as a peer mentoring program in the School for New Learning, an online forum for new and more experienced mediators to connect and share ideas, and an interview instrument. In the end, I am happy with my choice. Bullying is a relevant and fascinating field that is continuing to develop every day. This project also presented me with an opportunity to refine my time management and self-discipline skills. As the manager of the project I had to set deadlines and ensure that I met them. This definitely proved to be one of the most challenging aspects of the project. Improved time management and self-discipline skills are valuable assets that can be applied to any situation, whether personal or professional.

VI. Conclusions With this project I intended to address two competence statements. The first statement, F-11, states: Can design and produce a significant artifact or document that gives evidence of advanced competence. The website, www.bullyingatwork.webs.com, is intended to address this competence. The second statement, F-12, states: Can identify current issues in human relations and develop creative solutions to address them. The first half of this competence statement requires that I identify current issues in human relations. In order to do this, I reflected on the

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many classes I completed in my Focus Area. In classes such as Race and Ethnic Relations and Diversity: In and Beyond the Workplace, I analyzed historical events and current theories regarding human relations. I drew on this new knowledge of my field in order to choose a topic for my project that is both important and timely. Next, I focused on the second half of the F-12 competence statement, can develop creative solutions to address current issues in human relations. After deciding on the current issue to address, workplace bullying, I considered the many ways one can address it. I began this process by searching online to determine what other work is being done on the topic. I learned that there is a wide variety of work being done by professionals in the field as well as by concerned citizens. For example, some professionals are presenting bystander intervention trainings, conducting research and advising organizations. Some concerned citizens have created blogs or are lobbying their state legislators to help get anti-bullying legislation passed. After reflecting on the existing work in the field I decided that my efforts would be best spent creating an informative and accessible website. The website and accompanying paper are the culmination of my Focus Area in human relations. My work demonstrates an achievement of the competencies I have gained during the process of creating, developing and executing the Advanced Project.

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Works Cited Crowder, David A. Building a Website for Dummies, 3rd Edition. Indianapolis: John Wiley and Sons, 2007. 8 Feb. 2011. Daniel, Teresa, A. Stop Bullying at Work: Strategies and Tools for HR and Legal Professionals. Alexandria: The Society for Human Resources Management, 2009. Print. De Cuyper, Nele, Elfi Baillien, and Hans De Witte. "Job Insecurity, Perceived Employability and Targets' and Perpetrators' Experiences of Workplace Bullying." Work & Stress 23.3 (2009): 206-224. Academic Search Premier. EBSCO. Web. 22 Feb. 2011. Hauge, Lars Johan, Anders Skogstad, and Stale Einarsen. "Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in the Bullying of Others?." Work & Stress 23.4 (2009): 349-358. Academic Search Premier. EBSCO. Web. 22 Feb. 2011. Jacobson, Ronald. "A Place to Stand: Intersubjectivity and the Desire to Dominate." Studies in Philosophy & Education 29.1 (2010): 35-51. Academic Search Premier. EBSCO. Web. 6 Feb. 2011. Magnuson, Sandy, and Ken Norem. "Bullies Grow Up and Go to Work." Journal of Professional Counseling: Practice, Theory & Research 37.2 (2009): 34-51. Academic Search Premier. EBSCO. Web. 4 Feb. 2011. Martin, William F. "Is Your Hospital Safe? Disruptive Behavior and Workplace Bullying." Hospital Topics 86.3 (2008): 21-28. Academic Search Premier. EBSCO. Web. 6 Feb. 2011. Namie, Gary, and Ruth Namie. Workplace Bullying Institute. n.p., n.d. Web. 27 Mar. 2011. Obama, Barack. White House Conference on Bullying Prevention. The White House. The East Room, Washington D.C. 10 Mar. 2011. Conference Presentation.

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Privitera, Carmel, and Marilyn Anne Campbell. "Cyberbullying: The New Face of Workplace Bullying?." CyberPsychology & Behavior 12.4 (2009): 395-400. Academic Search Premier. EBSCO. Web. 6 Feb. 2011. Query, Tim, and Glennis M. Hanley. "Recognizing and Managing Risks Associated with Workplace Bullying." CPCU eJournal 63.7 (2010): 1-8. Academic Search Premier. EBSCO. Web. 20 Feb. 2011. Rayner, Charlotte, Helge Hoel, and Cary L. Cooper. Workplace Bullying: What We Know, Who Is to Blame, and What Can We Do?. London: Taylor and Francis, 2002. Print. Winefield, H.R., B.J. Coventry, and V. Lambert. Setting up a Health Education Website: Practical Advice for Health Professionals. Patient Education and Counseling. 53 (2004): 175-182. Academic Search Premier. EBSCO. Web. 20 Feb. 2011.

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Exhibits

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Exhibit A The following is a copy of the email I sent to 30 friends and family members on February 27, 2011 asking them to complete the survey. Dear friends, I am working on a project about workplace bullying. I have created a brief survey to learn more about this issue. Would you please help me with this endeavor by clicking on the link below and completing the survey by March 5, 2011? Please know that your response will be confidential. Neither your name nor email address will be attached to your response. Therefore, I will not be able to determine who completed which survey. Also, would you please forward this email on to interested friends? Thank you. Colleen

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Exhibit B The following is a copy of the survey I created on the website surveymonkey.com. 1. Have you witnessed bullying at work? Yes No Not Sure 2. Have you been the victim of bullying at work? If so, please identify the field you were working in when the bullying occurred, for example healthcare or education. Yes No Not sure Identify field of work in box below 3. If you did experience bullying, which co-worker bullied you? My superior My subordinate My peer 4. Did the bullying cause you to miss work due to physical or mental illness, such as irritable bowel syndrome or stress? If so, please describe. Yes No Not sure Please describe illness in box below 5. Has bullying at your workplace increased since the recession began? Yes No Not sure 6. Do you feel that you have less power to address bullying due to job insecurity caused by the recession? Yes No Not sure

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7. Is your employer doing enough to address bullying? For example, does your employer have an anti-bullying policy in place? If so, is the policy enforced? Does your employer provide anti-bullying training separate from sexual harassment training? Yes, my employer is doing enough No, my employer is not doing enough Not sure Please add any additional thoughts on the subject in the box below 8. Please identify your gender Female Male 9. Please identify your race in the box below 10. Please identify your highest level of education completed. Middle school diploma High school diploma Bachelors degree Masters degree Doctorate degree or equivalent

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Exhibit C The following is a copy of the list of questions I prepared for my face-to-face interview with Elisabeth Lindsay-Ryan on February 28, 2011. 1. You teach history and diversity courses at DePaul and conduct diversity trainings, how did you get into this line of work? 2. What are some current trends in the field of diversity training? 3. Do you find that diversity training is becoming a more in-demand service or are organizations cutting back due to the economy? 4. How has this field changed since you got into it? 5. After spending X many years conducting diversity training, how often have you encountered bullying issues? 6. What are a few methods you have used to address bullying in your workshops that were effective? 7. Are there any techniques you tried that didnt work? 8. Currently, scholars do not have an agreed-upon definition of bullying. Some argue that intent must be present for the actions to be considered bullying. Do you agree? 9. Some researchers claim that children who bully others are trying to create an identity for themselves by separating themselves from the victim. What are your thoughts? 10. Have you ever worked with a bully? If so, how did you handle it? 11. How would you suggest individuals and organizations address this issue? Can you think of any successful examples? 12. Do you think workplace policies help? 13. What advice do you have for bystanders? What can they do if they witness bullying at work? 14. (Optional question) What excites you the most about this field that people outside of the field may not be aware of?

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Exhibit D The following is a copy of the list of questions I prepared for my telephone interview with Lauren, a target of workplace bullying, on March 14, 2011. 1. When did you experience bullying? Where were you working? 2. What did the bully do? 3. How did you react? Upon reflection, what do you think the bullying was really about? 4. Were others bullied as well? 5. What did your employer do about it, if anything? 6. Was an anti-bullying policy in place? Was a sexual harassment policy in place? 7. Did you have physical or emotional symptoms because of the bullying? 8. What do you think your employer could have done differently? Did their policies change after your experience? 9. What would you do in the future if you encountered a similar situation? 10. What advice do you have for others experiencing this?