Workplace Bullying. “Work Shouldn’t Hurt – ontheMARC.org”

Work Shouldn’t Hurt – ontheMARC.org.

The Celebrating Humanity Team Conflict resolution programs, remove workplace bullying, by placing the power for managing relationships safely and firmly in the hands of all team members – after developing the skills set necessary to do so.

Here is part of and article about bullying – which also list the many types of workplace bullying. Have you experienced bullying? Which type was/ is it?

“We’re all fed up with the reported incidents of bullying that have been dominating the headlines lately. And we have every right to be.

I just hope that we’ve reserved a portion of our dismay for the workplace bullies who may lurk in our midst wreaking havoc on folks in the next cubicle, lab or conference room, or yelling, screaming and cussing on the other end of the phone, or from another culture. And well we should because bullying is anathema to who we say we are from the duality of respectful and ethical behavior. 

Still not convinced?

Well if money is primarily what motivates you, think about this for a second: According to report after report, workplace bullying can cost a Fortune 500 company millions of dollars annually. In short, workplace bullying can take money out of your pocket.

Wait now, did some of you say, “Hey Howard, here you go blowing smoke again. Bullying doesn’t happen around here because I don’t see it. And besides, nobody’s brought it to my attention, so this is a non-issue.” Well, there are two problems with that mode of thinking. Problem one is that modern “practitioners” of workplace bullying have gotten slicker and subtler with how they operate and have fine-tuned the art of “kissing up and kicking down.” So you may not witness it. The second problem is that more often than not, many targets of workplace bullying just keep their mouths shut and grin and bear it, even more so during such tough economic times when the job market is so tight. So it can and does happen.

A universal definition of workplace bullying does not exist. But here’s the definition I’ve used over the years: Intentional workplace bullying is a pattern of unwelcome (overt and subtle) behaviors on the part of an individual whose actions are aimed at controlling the target of the behavior. The effect is psychological harm thereby hampering the target’s ability to perform his or her job.

In his seminal work, Bully in Sight; How to Predict, Resist, Challenge and Combat Workplace Bullying, the late Tim Fields says that workplace bullying is triggered when “one person, typically (but not necessarily) in a position of power, authority, responsibility, management, etc. feels threatened by another person, usually (but not always) a subordinate who has the qualities of ability, popularity, knowledge, skill, success, etc.”

The image of the “schoolyard bully” who engages in verbal threats and physical intimidation is the one that’s naturally conjured up when people think about bullying, an image that’s been hyped in the news media. There are, however, many more subtle and insidious ways to bully others. The worst bullies are those passive-aggressive individuals, usually colleagues, who find subtle ways to bend others to their will. Workplace bullying raises its head in a variety of ways, among them, according to Tim Fields:

  •     Pressure bullying or unwitting bullying is where the stress of the moment causes behavior to deteriorate; the person becomes short-tempered, irritable and may shout or swear at others. Many do this from time to time, but when the pressure is removed, the behavior returns to normal, the person recognizes the inappropriateness of their behavior and makes amends.
  •     Institutional bullying arises when bullying becomes entrenched and accepted as part of the culture. The threat of “agree to this or else,” and increasing workloads as “pay back” are typical manifestations of this form of bullying.
  •     Economic bullying is an offshoot of institutional bullying characterized by “you better be glad you have a job during these tough economic times.”
  •     Client bullying is where employees are bullied by those they serve, e.g. staff are bullied by customers. Often the client is claiming their perceived right (e.g. to better service) in an abusive, derogatory manner.
  •     Serial bullying is where the source of all dysfunction can be traced to one individual, who picks on one employee after another.
  •    
  • Secondary bullying is mostly unwitting bullying, which people start exhibiting when there’s a serial bully in the department. The pressure of dealing with a divisive serial bully causes everyone’s productivity to decline.
  •     Gang bullying is a serial bully with colleagues. Gangs can occur anywhere but flourish in corporate climates. If the bully is an extrovert, he or she is likely to be leading from the front; they may also be a shouter and a screamer, and thus easily identifiable. If the bully is an introvert, that person will be in the background initiating the mayhem but probably not taking an active part. Introvert bullies are the most dangerous types.
  •     Vicarious bullying is where two parties are encouraged to engage in adversarial conflict. One party becomes the bully’s instrument of harassment and is deceived and manipulated into bullying the other party. An example of vicarious bullying is where the serial bully creates conflict between employer and employee, participating occasionally to stoke the conflict, but rarely taking an active part in the conflict himself.
  •     Regulation bullying is where a serial bully forces their target to comply with rules, regulations or procedures regardless of their appropriateness, applicability or necessity.
  •     Cyber bullying is the misuse of e-mail systems or the Internet for sending aggressive messages.”

http://onthemarc.org/blogs/22/184#.UYNLF8qtZmM

The Dream Dynasty

The Dream Dynasty – Focusing on the Dream in Education
In 2001 Arthie and I met the wonderful Principal of a Charter School in the USA, his name is Ralph Taylor. He called himself the Dean of Dreams. This wonderful man inspired us with his vision to build the dreams of learners, in his school – Times Squared Academy – Providence, RI.
Charter schools are private public partnerships to build schools that fit between private and public schools.  Interested role-players   are asked to create a model of a school that will ensure excellent education opportunities for learners   who cannot afford a private education.
The Times² Academy started off as a middle school, which focused on engineering, sciences and technology and at risk (under-privileged inner city) children. Very few such youngsters find themselves working in these fields. 

(The student body attending TIMES² Academy is comprised of the following demographics – 48% Latino, 37% African American, 11% white, 2% Native American and 2% Asian.  Additionally, 78% of our students and their families are at or below the poverty level and receive free or reduced lunch.)
The United States Department of Education – pays charter schools the normal national fee per child. In 2001 it was US$ 7000. They then monitor the schools to see if they live up to their promises.
Ralph Taylor invited us to work and stay with him, when we were in the USA attending an Accelerated Learning course during early 2001.
We then created this model and structure for the Dream Dynasty for his school.

This is a huge opportunity for schools around the world to completely transform the way in which learning, teachers and learners are focused, and to create safe, future-focused learning environments for all role-players.

Aims of the Dream Dynasty
To build highly-prepared, well-supported, values-based and mentored dream-focused school leavers – who know what they want from life, know to get want they want and are determined to get it.
To create a safe and empowering learning environment in which learners, educators, support team and parents can grow and develop.
Some of the challenges for learners, who live without dreams or a vision.
—  School is often something learners just have to do.
—  Average or below average performance.
—  They are focused on a “pass.” Anything above a failure will do just fine!
—  They have low morale; little enthusiasm and commitment.
—  Absenteeism, disrespect, bad attitudes are the norm.
—  There is excessive bullying/ vandalism.
—  Bored learners become fun seekers – often leading to chemical abuse, vandalism and mischief.
Resultant challenges for these school leavers
—  They have no focus or direction.
—  They will study anything that comes up. Whatever will keep their parents from complaining.
—  Have no idea of what they want when job seeking, “Give me a job – any job.”
—  Find themselves in dead-end jobs. (Something they just have to do, for money.)
—  They become bored, demoralised and quarrelsome.
—  The natural joy of life, power and creativity, that many of these young people have – becomes crushed. 
10 steps towards creating a Dynasty of Dreamers and success stories
Step 1 – Get buy-in at all levels, starting with the Principal and the Department of Education. Create the structure.
Step 2 – Re-focus  all role-players on the Dream.
Step 3 – Involve Educators and support team.
Step 4 – Involve Learners and Parents.
Step 5 – Create a safe, professional, respectful, caring and nurturing learning environment.
Step 6 – Build skills, values, trust and self esteem of role players.
Step 7 – Build their dreams supported by Dream Circles, sponsors, and voluntary mentors.
Step 8 – Maintain the Dream focus.
Step 9 – Monitor, assess, guide and motivate.
Step 10 – Bring back successful dreamers to share with the new dreamers.
Focusing on the Dream

When we focus on the dreams we focus an amazing and positive energy everyone on the futures of learners, parents, teachers, support staff and the Dean of Dreams.
Our principle focus is on the learners, yet as we go along suddenly people who had fallen into day-to-day survival or success – realize that they too have opportunities and they too have dreams and desires.
Dream Role-players, their Titles and Roles
The Dean of Dreams

The Principal. In addition to her normal roles and responsibilities, it is this leader’s role to keep the dreams alive and ensure that the learning environment is safe and uplifting.
Then Dean of Dreams will catalyse parents, teachers, the private and public sectors and society at large, to support the experiences and teaching of dream possibilities to all role-players.

Without values and experience of possibilities dreams cannot be formed. When we were in RI we asked a group of youngsters what the understood by values – one youngster stood and said, “Wal-Mart, has great value.” There was no idea whatsoever of family or personal values.

We asked them to build a model of a mountain. Their creation was a very small hill. Because they had never seen a mountain – they could not create one. Similarly dreams without some prior experience have no foundations, at all.
The Dream Keepers
These are the educators/ teachers. They are named as the Dream Keepers of Science/ Geography etc. It is up to them to facilitate learning in such a way that it always points to the value added to the visions of the learners. They too need to deeply know and understand the background to the futures of their learners.
They have to act in a manner that is in keeping with the values of the school and the role players.

The Dream Support Team
These are the admin team, management team, the canteen staff, security staff and the janitors. Each one has to show their focus on the school, learners and must also to act in a manner that is in keeping with the values of the school and the role players.
Dream Nurturers
The parents and care-givers. Building a dream and educating young people requires incredible commitment from them. It is critical that the values of the learners and the school become a part of the home environment.
Dream Nurturers need to know and understand the learning styles, personality types and dreams of their children. It is up to them to believe in the youngsters and their dreams. Even when the dream focus is suddenly changed in mid-stream, as it normally will.
Their powerful belief and support will ensure their children’s futures.
Dream Guides
Dream Guides are successful role-players – in the many areas of human endeavour who are willing to commit time and energy to building dreams and guiding youngsters to achieve
The Dream Path
The dream path will vary, as time goes by. The foundations must be laid as early as possible, in the learners’ lives.
Grades 1/3 – Dream Starters
It is these formative years where simple values need to be built. In our home, we use two. Good and Kind. “Was that good and kind?” is our response to positive or negative behaviour. Through that the child begins to make decisions about his behaviour. This lays the grounding for choice in behaviour, at an early stage.
Teachers and parents are responsible of keep them and the learning environment safe and nurturing.
The children must experience dream possibilities through stories, parables, videos, plays, site visits and speakers – drawn from parents, business, sports people, community and government.
Grades 4/6 – Dream Seers
It is at this point where the understandings of good and kind are further developed. These young learners begin to take more responsibility for their behaviour with some support from teachers and parents.
The learners, parents and teachers get to know each others’ learning and communication styles.
The parents and teachers are taught how to teach through the various styles with particular focus on the learners.
The learners are slowly taught to take ownership for how they learn and to develop their own particular and effective learning methodologies.
The children continue to experience possibilities through stories, parables, videos, plays, site visits and speakers – drawn from parents, sports people, business, community and government.
They begin to make possible choices – without any pressure from parents or teachers.
Grades 7/8/9 – Dream Weavers
Dream Weavers are given the opportunity to form their own safe values circles, where they decide how the will interact with each other. This enables them to determine how they will and will not behave with each other. The class teacher is party to the agreement and is expected to behave within the same behavioural agreements as the youngsters.
Some of the learners will already be developing and idea of their dreams – and will be able to join dream circles, that focus on their particular area of interests.
The learners still have ongoing experience of dream possibilities through stories, parables, videos, plays, site visits and speakers – drawn from parents, business, sports people, community and government. At this point they are involved in projects – such as model building, experiments, robot building, computer program design etc. And they use their skills and the knowledge they have gained on team expeditions, where their dream keepers expose them to the relevance of their lessons.
Grades 10/11/12 – Dream Catchers
The Dream Catchers, kept safe and interacting through their own peer created and managed values circles, are in now focused Dream Circles. Through the Dream Circles they interact with people with common ideas and purpose, they are mentored by teachers, selected parents, local business people, sports people, community members and government officials.

They form shared study groups focusing on their mutual dreams, discoveries and ideas.
Past learners, successful business people, sports people and public figures are invited to share their start and how they attained success.
They work, play and actually experience their dreams – at the very places that they dream of achieving.
Dedicated Dream Circles.
Learners with similar dreams joining Dream circles that fit their visions of the future. For example those who focus on becoming medical professionals, may follow the processes defined in this graphic.
A safe, nurturing environment
In order to succeed, the dreamers need a nurturing environment which:-
—  Removes stress
—  Removes bullying
—  Builds self esteem
—  Shows possibility
—  Builds confidence
—  Builds ownership, responsibility, motivation and accountability.
—  Gives them a reason
—  Focuses the learning on them and their dreams.
—  Build generations of happy, professional and successful people who live their dreams and values.
Dream Dynasty Values Circle
The Dream Dynasty Values Circle is a peer created and peer managed values structure which allows all role-players to build the environment required.
Creating a Safe Learning Environment

Step 1 – Create an identity, for the class/ grade or Dream Circle that is developing the Values Circle Agreement.
Step 2 – Mutually determine how the group will behave and which behaviours are not acceptable.
Step 3- Manage through the 5 Pillars
Step 4 – Understand that all role-players are guided and must live by, the rules of the values circle.
Step 6 – Clear past interpersonal challenges – face to face.
Step 7 – Commit to the agreement and start afresh.
Step 8. Peer-manage the behaviours and actions of those who break the rules or who behave in a way that deserves to be honoured – through monthly meetings.
Step 9. Refer anyone who continuously breaks the agreements or performs above normal to the Council of Dream Keepers for guidance, discipline or inclusion on the Honours Board.

Equipping the role-players with skills.

It is of utmost importance to equip learners and teachers, with new and relevant skills – thereby enhancing their long-term ability to learn and share. Thus creating a strong ability to dream and envision great possibilities and focuses.
The sooner learners have control over their future, through understanding, skills, ability and their own behaviour management agreement – the sooner they see their own value and become self motivated.
Thus teaching them easy-to-learn relationship, learning skills, negotiation skills the better for them in the pursuit of their dreams. The motivation of their teachers and their parents and the future of our nation depend upon us creating a Dream Dynasty.
Together we can do it.
For more on Learning Styles, please go to http://wayswelearn.blogspot.com.
By Brian V Moore – Managing Director
Celebrating Humanity International
Diversity Management, Team Building and Team Conflict Resolution Specialists.

Arthie and Brian V Moore

Celebrating Humanity International – Copyright
South Africa.
Email: info@africa-dreams.com
Website: www.africa-dreams.com
Mobile: +27 79 643 4457

Celebrating Humanity – Team Conflict Resolution©

Celebrating Humanity – Team Conflict Resolution©
24 May 2011 – Brian V Moore

Celebrating Humanity International has over 20 years experience in diversity training, team building and team conflict resolution.

“Put people together in a way that will have them bouncing ideas off each other, befriending each other, and taking care of each other, and suddenly they are coming to you, not with gripes and problems, but with solutions and great ideas.”
- Richard Branson, in his book, Business Stripped Bare

The focus of this enjoyable, inclusive, participative, non-threatening and effective team unity building© programme is to develop professionalism, trust, motivation, understanding, communication, relationships, unity, accountability and respect within your client’s team.

From challenges – to unified and professional teams

The programme is a combination of diversity management, team building, leadership development, relationship building, communication skills development – ending with a solid long-term team agreement which guides the team to work together into the future. After the intervention all team members start afresh – with a clean slate – clear of all past challenges.

This is not a talk, a negotiation – or a traditional team building – this fun and exciting programme is an interactive, transformational and sustainable experience with wonderful lessons learnt and skills developed!

The Celebrating Humanity Mini Harvest© programme has 3 separate stages, with support and follow-up, to ensure long term success.
Team Conflict Resolution Process


Stage 1 – Initial 2 day programme.

EYE Opener Day 1

Designed to Celebrate the Humanity within your team and develop skills in an Exhilarating Learning© environment and thereby:
Create an environment of respect in the team.
Develop an understanding of communication styles and personalities and how to communicate with respect and effectiveness.
Develop an understanding of team members.
Develop interpersonal communication and respect
Create an environment of communication, solution-finding and praise.
Develop understanding of attitudes and their effect on relationships
Bring the team closer together as colleagues.

Values Circle – Day 2
 
Develops understanding of how the team should and should not behave and puts the team in charge of its own actions and behaviours.
1.The team creates and commits to a formalised peer-managed Code of Conduct, thereafter all team members clear past interpersonal challenges and commit to the team, and to manage their own actions.
The code of conduct ensures that all team members are committed to work together in a respectful way and commits the team to very brief monthly meetings to:
a.Praise and Honour those who deserve it.
b.Develop understanding
c.Give guidance to values breakers
d.Offer support to those with challenges and send those who will not be guided by the team and who break the agreed rules, for the normal company discipline processes.

Monthly meetings and follow-up +- 1 month after the initial programme.

Sets up the team to maintain the programme, through 1 hour 6 weekly meetings. The first meeting, 2 – 4 hours, is facilitated by a CHI lead facilitator, on site.

The team will receive:-
1.A fully explanatory copy of the Code of Conduct.
2.A copy of their signed commitment to the team.
3.An agenda for the management of the ongoing monthly meetings.
4.Photographs on CD or DVD.
5.Free access to telephonic or e-mail support.

Exhilarating Learning Methodologies


Exhilarating Learning© is non-threatening, effective, fun, lasting and unifying.
Exhilarating Learning© activates all of the human learning senses through group & team-focussed processes and exercises.
Learning is ensured through Inclusivity and the use of Intellectual, Visual, Audio & Kinesthetic sensors.
Inclusivity and Teamwork is ensured through Team reliance on each individuals’ Unique Talents, Skills and  Knowledge.
Knowledge and Understanding is developed though the Inclusivity processes.
Teamwork is developed through Group Achievement and the need for Total Participation of all delegates.
Mutual Respect is ensured through the Competition Points System.
Communication Awareness and Skills are developed practically.
Open Minds and Total Participation are ensured through the unique environment and processes.
Long-term Understanding is developed through introspection and the questioning environment.
Tools include the use of various languages, story-telling, music, video & competition.

Testimonials

“On behalf of Team US, from the U.S. Consulate General in Durban, I write to extend our appreciation for and unparalleled experience in cultural sensitisation and team-building!
The 2 day session made our diverse team stronger and more supportive of one another.  This (team building) was by far the most meaningful and effective in fostering good communication, mutual respect and a strong spirit of co operation amongst our multi-cultural staff. “
Jill Derderian – United States Consul General – Durban

“There were times when attitudes were so hard and fast that I thought it would be an impossible task to create teams within groups of people that we were working with but Brian and Arthie with incredible insight and genuine humanity were able to find the chink in the armour and break down barriers that had been built and protected for decades.
From those tenuous and fragile beginnings, many teams soared to great heights achieving outstanding results. I am forever indebted to their excellent work.”
- Sue Hall & Associates

 
Celebrating Humanity International
Diversity Management, Team Building and Team Conflict Resolution Specialists

079 643 4457/ 072 439 4220/ brian@africa-dreams.com

http://www.africa-dreams.com
http://www.celebrating-humanity-projects.com
http://transformdiverseteams.blogspot.com

Request a Team Building, Diversity Training
or Team Conflict Resolution proposal –
on http://www.celebrating-humanity-projects.com
or email: brian@africa-dreams.com
or call +27 79 643 4457