All right, good morning everyone. I'm very happy at the turnout for this. The attendant shows that this is important topic, defining and identifying workplace bullying. This is part one of a four part series. So I'd encourage you to join in on the other parts of the series because, you know this is a big topic. We can't get everything done 45 to 60 minutes. And we're only three individuals on the webinar. So we're going to give our perspectives. And I think you'd benefit from hearing the perspectives of all the other panelists on this series. Well, thank you for coming this morning attending. And thank you to the panelists. I'd like to start off with the land acknowledgement that Michigan State University occupies the ancestral, traditional and contemporary lands of the Anishinaabe egg, three fires, confederacy of Ojibwe, Ottawa, and petawatt ME people. The university resides on land, seated in 18-19 Treaty of Saginatum. It's a very important start to all of our webinars. I also think the attendee who reminded us to turn on the subtitles, which should be at it. If you can't see them, please message somebody at the work work-life office and we'll try to help you out with that. We're recording this as well. My pronouns are he, him, his, and now I'm going to introduce our two panelists to briefly so that we can then dive into the content. The panelists are Sheehan burden, the university Ombudsperson, and Barbara Roberts, the executive director of the work like if Office. Those are the names and titles. Shannon, if you could introduce yourself a little bit and then Barbara. And then we'll go on to the opening slide. Of course I have to also mention Shannon, if you could un-mute yourself. Is this better? Can you hear me? Yes. Okay. I had to switch microphones matter. Microphone went out. So I apologize. So my name is Shannon Lynn Burton and I am the University ombudsperson. I've been the ombudsperson since July of 2018, but in the ombuds office since 2012. For those unfamiliar with our office, our office, the office where students can go to when they have questions regarding their rights and responsibilities. And we are confidential, independent, informal, and neutral when it comes to dealing with conflicts and concerns here at the university. And the reason I'm part of this panel today is because many of our graduate students and our undergraduate students are employed by campus units and representatives. And so want to be here in this face to address workplace bullying and harassment as it affects our student employees on campus across the institution. Thank Shannon. I guess I'll take it from there. And Barbara Roberts. Executive director of the work-life office, as John mentioned, and senior advisor to the provost for work-life. I've been the director of work-life for 5.5 years now. And I come to this work from a lifelong commitment and work in diversity and inclusion. Focussing on people with disabilities and all of the diversity that they also carry. And then looking at how we structure environments to be inclusive or exclusive. My last job was frankly, Shannon's job at another university for faculty and staff where I was the human rights advisor to the President. And we instituted an institution wide anti bullying and harassment policy based on legislation about workplace bullying in the jurisdiction I was in. And that's where we derived the tort to respectful workplace website was from our collaboration with that institution, which was the University of New Brunswick in New Brunswick, Canada. So I'm coming at this from having been up to my eyeballs in academic bullying and harassment previous to the work-life role. And both of those are all about creating positive work environments and how we can work better together and understand dynamics that support or undermine our participation. So petty. Thanks. And I want to also identify myself as an APA 12 who myself has experienced workplace bullying. I feel personally like I've been a target of bullying and I'm a support staff member. So I want to be very clear on that for the audience that this is coming from a lot of different perspectives. And I want to be very genuine with my perspective of my own experience. So when I talk, when I was thinking about this presentation today, thinking about well, who we're talking about, defining and identifying workplace bullying. And so I also wanted to in my mind and rattling around who defines it, who identifies it. And so us three, we don't, we, we do it through our own lens and on our perspectives. But I want to be clear on my own identity as a support staff member and my experience with workplace bullying. So hopefully we can address that question. Who defines an identified as workplace bullying? And also what is workplace bullying? That's the purpose of this slide show. I want to encourage attendees to really focus on focus on the purpose one which is defining and identifying workplace bullying. We have a couple other sessions. We'll tell you how to address workplace bullying, how to stop it, and also how to have a positive workplace through interaction with our outstanding supervisor word panel. This specific one is talking about defining and identifying workplace bullying. So it's our kick off. So highly encouraged in Q and a. Highly encourage your questions. This is supposed to be a question and answer session. We have slides and prompting questions, but this is all about the attendees getting your questions answered. So when you do ask questions, tried to frame them and focus them on definitions and identifying workplace bullying. If you could. Reminder to ask your questions in the Q and a, and you can ask them anonymously, or you can identify your name and the Q and a, we won't read any names. So that's reminder to painless storied and he makes the starting definitions from our website workplace that MSU.edu slash glossary. We start with these two definitions that are there in our glossary about positive work environments. And then the second one, we'll start a discussion on target, our victim. So a lot of our research in our workplace alliance that we've recently formed is a workplace lines for positive work environments are researchers, especially our friends in psychology, always remind us to focus on positive work environment. So I wanted to start with this definition. Not a workplace bullying, but of a positive work environment. So this is from a Harvard business review website and I can provide the link and you'll get the slides afterwards. But does it work environments? Are those where there's caring, collaboration, avoiding blame, forgiving mistakes, inspiration, and meaningful work and treating each other with respect. I think some type of magic that goes into it, maybe not, but if we could all have positive work environments, that would be great. I told my team this morning that's my main goal. My job is to turn every work environment into a positive work environment. And at Michigan State, we know that's currently not the case. And so we're starting this series to flip. As I said, toxic work environments to positive. That's, that's our goal. So what does a positive work environment look like? There's some qualities there. I hope we all agree on that definition, but that's where we want to get to. So then our second definition on this slide. And again, I encourage questions and answers and questions pose that we can answer in the chat. The second definition here as target or victim, and I'll tell you this is verbatim on our website right now. Target or victim. A target or a victim is any person who is made the object of workplace bullying, harassment, abuse, intimidation, threats, or physical, sexual, or psychological violence. And I've got a little asterisk and question mark there which were added in preparation for this presentation. And I'd like the panelists now to engage in a conversation here about this. Target and victim, have a little bit different connotations to them. So I'll start with Barbara, who I know had thoughts on this. What are your thoughts about this? Are are they targets? Are are they victims? Is there a difference? And how do you feel about which did what what terms should we use, in your opinion, Barbara, if we could start with you? And I'll still on please unmute yourself. Sorry, I had the chat box on top of my mind. I didn't want you to hear the dog barking. I think this is a really important point because. And one of the things that happens when people are experiencing bullying or mistreatment is they already feel victimized and they already are living the power imbalance that generates those kinds of dynamics. And so to continue to victimize folks in that situation by calling them victims. I think is counter-indicated. And in literature, I think there's a real movement towards identifying people who are experiencing that as targets because it empowers them in a more equilateral role. As someone who's interrelationship and has some power, should have some empowerment. And that their experience needs to be respected and not re, victimizing them by calling them victims. There are people who are being deliberately targeted with misconduct for various other reasons around dynamics of a power imbalance. And it only reinforces the power imbalance to label those folks as victims and disempower them even in their own minds. To say I'm, I'm victimized is at one down dealing. So I think the more we can focus on raising the empowerment of people who experience this through conceptualizing it as a target person has a target of misconduct as opposed to being revictimized just is an important distinction. Thank Shannon. I don't know that I have much more to add to Barbara's comment. I think the other thing that I think victim than when I hear the word victim that comes to mind is thinking of it in a legal sense. Whereas I think Target makes it, not only does it empower the individual, but I also think it helps us understand that these are first and foremost processes and issues that we're dealing with within an organization. First and foremost, it may or may not end up in that legal space. But I think first and foremost, we're dealing with it here as an administrative issue. Thank you. Alright. So I wanted to put this in here to remind you all that we're going to pause after each slide to allow attendees to ask questions specifically about the content in each slide, post in the Q and a. If you have any questions about the definition of target or victim, or anything that the presenter, as the panelists have said, post your questions now or in the chat. And we tried to not just speed through this slideshow. So there's our pause after this one. We have a couple slides with definitions about workplace bullying that are coming up. But we're talking about these elements that might be part of the whole picture of workplace bullying, personal diminishment and personal harassment. So personal diminishment is when people are made to feel worthless, unwelcome in competent, ashamed, or unsafe, and personal harassment includes objectionable or offensive conduct, comments, gestures that did mean bullet, a humiliate, or embarrass the target. So I'm thinking about what Barbara was just saying about empowering individuals who are targets and personal harassment. Opposite of empowering. It's going people or demean, belittle, humiliated, or embarrassed. And this is behaviors that any reasonable person would recognize as unwelcome. But the topic for conversation on this slide is whether or not these are acute or chronic ones. Are they one time or they ongoing? So diminishment or these things and harassment, personal harassment are these things. I think we can agree on that. But the question is, well, is it a one one-off, 1-time thing? Does that constitute harassment or diminishment or does it become ongoing and that's workplace bullying. So barbara, we'll start with you. I know you have some thoughts on this. In terms of one time or ongoing. How does this behavior manifest? What constitutes, remember, we're talking about what is bullying in this, on this slide. What are your common Sarah Barbara? Well, I think I might want to address this from two perspectives because you just gave me an idea of something I want to clarify when that is when we're talking about bullying or harassment. Bullying is a form of harassment. So harassment is a very large concept and can have a number of manifestations like discriminatory harassment would be based on a protected class. Sexual harassment is the harassment of a sexual nature, personal harassment or these things that you've defined. So just as we're talking about bullying and harassment, I just want to make that distinction that harassment can be a wide ranging category of various kinds of behaviors based on different characteristics. When we're talking about bullying. It's not necessarily, it could be based on a particular kind of characteristic, can be say, discriminatory or racist or sexist or something. But bullying itself has some characteristics that make it a form of harassment. So just getting a little into the weeds there. But whether it's once or ongoing, most definitions of harassment include a pervasive and repetitive element. So when we're talking about an incident, one incident, We're talking about misconduct. We might be talking about offensive behaviour. And we might treat it as something that's more remediable, something that can be addressed and stopped, as opposed to the feeling that something is going on and on. And it has many manifestations and it comes out in different ways and it's pervasive and destructive and repetitive. So you'd have to have something pretty severe and a one-off to call it harassment, you know, somewhat ugly assaults. You were talking about assault, not talking about harassment. So the once is something that we try to address and fixed and stop under misconduct concept. But the repetitive and city is ongoing pieces that often is incorporated in the definition of harassment. It's repetitive and pervasive. Thanks Barbara Shannon. I'm going to ask you a little bit different question because I'm going to try to address the Q&A animate, relate this slide to the prior slide about the definition of target. There's a question in the Q and a about the object of bullying versus the experience of being bullied. So I'm looking at the slide with personal diminishment and it says someone is made to feel worthless. And prior to that, I might say, a bully is someone who makes an object feel worthless or behaves in a certain way toward that person. So it, it's a little bit but tricky question, I'm trying to elaborate. You can see it in the Q and a. So if I'm not saying that while I'm trying to elaborate it for the audience. But you can you speak to that this idea of, I think, you know what I'm reading in The question is something I thought before the presentation, which is when we define bullying, it, is it a behavior against a person, or is it the experience of someone who feels that they're being made worthless, unwelcoming, competent, ashamed, or unsaved. Can you respond to that question that's been posed by our audience member? Sure, I think much like our audience member brought up the example of sexual harassment being much more about how the target perceives the behavior. I would say it's similar. It's the same with bullying, that this is how the target is perceiving the behavior, right? It is about being in that space where you're feeling worthless, where you're feeling unwelcome, when you're feeling competent. And that's how the behavior is making, is making you feel right. It's about how you're perceiving that behavior. And so I think, like I said, much like sexual harassment, I think it is really about how you are perceiving that behavior towards you. Thanks, Barbara. And all you have comments on that as to whether bullying is the act of harassing someone else or the experience of being harassed. It's both because the experience and the perception is just as valid. If it's not a question of whether its just your perception, it's not happening. You just think it's happening. Now. If you think it's happening, the impact on you is real and valid. Whether the, so we're getting into here is the question of intent. So the action of bullying is what it is, and yes, those behaviors constitute bullying. The experience of being bullied is also valid whether somebody's questioning your perception of it or not because the impact is there. So the intent is not the point whether I meant to Offender her, it was not the point. The point is the consequence. And I often use the example of spilled milk. You know, I didn't intend to drop the melt on the floor, but it's still on the floor and we still have to do something about it. So the intent is not the point, the impact is the point. That thanks. And that there's a great follow-up question being asked in the Q and a about experiencing secondary bullying and that it is a fascinating question two, because here we have a potential bully and we have a potential target, and then we have a bystanders. So when we talked about defining and identifying bullying, This question is, can you experience secondary bullying? As a witness to behavior that a potential target doesn't necessarily identify or define as Boeing or complain about. Is that possible, Barbara, Can you comment on that? Absolutely. Yeah. That's the bystander effect and the witness witness impact. So it's affecting you even though it isn't directed at you when you see someone else being mistreated. It's just like watching any other kind of witnessed abuse, right. That year the witness and you're impacted by what people do to each other around you. And we can think of this in terms of how children are affected when parents are abusive of one another, that children are impacted even though the blow didn't land on them or the SLR was not directed at them. They're impacted nonetheless by witnessing that. And even the question above, even when the target doesn't identify it as wounding or want to do anything about it. That doesn't mean that the tension and the dynamic and the energy in that interaction doesn't have ripple effects. It does. Thanks. Go ahead, Janet, do you have comments on them now? So one of the things that I wanted to kind of relate it to in some way as well as when I'm working with a student employee who might be the target of bullying in their employment space with an institution if their supervisor is also a faculty member that they have to take classes with and that bullying behaviour carries over into that classroom. Those interactions between the bully and the target in that classroom ski base can really impact the entire learning environment. Because the other students in the class are noticing how that supervisor might be treating that TA or that research assistant in that classroom space. And it really does impact how well those students engage with the faculty member, whether they're asking them questions in class. If they see that bullying behavior occurring, they also don't want to become a target. And so it might lessen their willingness to question, to respond to questions in the classroom. And so these behaviors do really carry over into other spaces as you're talking about in the question related to secondary trauma, vicarious trauma, things of that nature. Thanks. I have a couple of definitions here that these I'll kind of gloss over because, you know, I try to keep to time and I put them up here for quiet a bit, you can read them and also there are on our website. These get a little bit out on to the periphery and get tangential. So there's some definitions there, but I wanted to acknowledge comment in the jack. And it's a thought-provoking comments that makes me think about one of the main purposes for this presentation. I'm and I was talking with my supervisor before this in preparation. And that is there are, you know. People go in a dress, workplace bullying. And we will be talking about approaches to addressing it. And then the fourth session will be how to stop workplace boiling now, which might be an idealist goal, but that's my goal in three weeks. One of the main purposes of this presentation of defining and identifying workplace bullying is to start, to start to get a collective definition around workplace bullying, what it is and what it isn't. And to be able to take that almost as a tool when you have interactions with whomever, you go on in next week's session to support you with experiences being advice they enter or a target of workplace bullying. So when you go to any one of the number of places a can go to the work-life office, EAP, that ombudsperson, human resources, your union employee relations, whomever. If you go equipped with tools of This is the definition of workplace bullying that I know. Here, here are the things that have occurred. Hopefully this session can be the start defining workplace bullying so that you can take it forward to addressing it. So I appreciate all the comments that are coming through on the chat. I wanted to address that and say, one of the purposes of this presentation hopefully is to give a tool so that all people who are discussion, discussing workplace bullying or perceived or potential or whatever have a similar or cohesive, almost universal definition. So that's one of the goals. It's kind of a idealists, Like I said, goal, but I really hope that's where we can get to. So thank you. I know there's another question that just came up. Panelists, if you could read allied advance to the next slide and really get into the definitions of workplace bullying. So I have included three here on this slide deck, which we will share with all attendees. After this session, we'll send out the slide deck. This first definition comes directly from our website work place dot MSU.edu slash glossary. This is verbatim. Copy and paste it right from our MSU website. Types of behaviors and impacts and workplace bullying. The second definitions come from, I think literature in the third definition, I can't remember where it comes from, so I'm glad I cited it. But the types of behaviors that might be workplace bullying are words, gestures, images, actions, even failure to act. And it could be intentional and or unwitting. The potential person exhibiting the behavior might know they're doing it or might not. And maybe Barbara can talk to that in a minute. The types of impact are the target feels humiliated, demoralized, terrorize, and undermines their credibility, this behavior and their effectiveness, their productivity usually declines and contributes to a disrespectful and hostile work environment. So this is how we have put it up on our MSU website. A definition of workplace bullying. Barbara, You can take any take this any way you want to go. But the one that sticks out to me on this thing would be the intentional end or unwitting aspect of it. So Barbara, could you speak to that or anything else you wanna talk about? Well, I think I better stick to the quest to Yeah, I think it's important as we begin to tackle this more specifically at MSU and with more intentional focus on the definitions. It goes back to my earlier comment about intention versus impact. And I think workplace bullying can be quite intentional. Or it can also be in a kind of state of oblivion. People don't always know the impact of their, of their behavior. They may be very used to acting that way and may have worked for them in the past, in other situations. It may be culturally acceptable in some setting. And they've translated that kind of jaw killer, you know, talk into a place where it is not appropriate and just may not actually be aware of that. So I think one of the first things we have to do and addressing this as always teaching people what kinds of behaviors are perceived and impactful in terms of bullying and harassment. And that you have to start with teaching people What's going wrong before they can be expected to remediate it. And so the fact that it's intentional or unintentional is the beginning of the conversation. But there has to be a conversation. And if it's unintentional, Well, that's good, then we're off to a good start now you can change it. If it's intentional, then we need to address it a little more explicitly in terms of misconduct and other policies and expectations that we have of one another as a community. So I've, yes, it can be unwitting and still impactful and still need to be addressed. It can also be very intentional and definitely needs to be addressed. But I think the starting point on either of those fronts is education. So that people say, oh, see, this kind of behavior is what we're trying to stop. What you're doing actually fits that. Did you know that? Well, let's talk about that because it does fit it. Intentional or not needs to be addressed. Thanks. Shannon. You want to pick up on any of that or looking at the Q and a, I see there's a there's a comment that I'll just mention right now that there may also be physical impacts such as illness, headaches, and panic, et cetera. And so thank you for that. Yeah, I agree with that. And we're doing some research on some of that is blown. There's other resource besides orderly. But she handed to you and also pick up on what's been being discussed? Yeah. I wanted to kind of circle back to that comment regarding the fact that bullying is often hidden from others. Write it sometimes can take place in those private, private spaces. And, and in fact, to to our participants comment. They might act differently in one environment than they do another environment. I don't know that it necessarily when it trends moves from environment to environment. It I think it can still impact what's occurring in that space, like in my example of the classroom. I'm, I think even though that student instructor relationship is different and it may not be occurring in the classroom. That student is still prevented from engaging in the learning environment as fully as they would in other spaces. And their engagement with classmates may look different. So their classmates experiences might be different in that class with that particular students than they would be in another class. So I do agree that it is often hidden from others as well. In terms of there was another thing, the confidentiality piece. Our office is a confidential space for students that are trying to address spaces or they might be getting bullied and their employment. Or even a faculty or staff member who's witnessing the bullying of a student and employment space that they want to know how they can interact and how they can work with that student to support that students. So we would be confidential for anyone that wants to consult with our office when they see these behaviors occurring? I see theirs. Go ahead, Barbara. Sorry. I just wanted to come back to the question about health impacts and the fact that there's a reason we call toxic work environments toxic because they affect their health. And one of the positions that work-life offices taking on bullying is that it is a health hazard. And that that gives us a stronger or additional mandate to address it. Because it really affects the health and well-being of our people in so many ways. So we've been talking with folks in the healthcare services divisions about how bullying needs to be addressed because it actually creates a toxic hazard in the workplace. Thanks. I see there's a question. Has MSU addressed bullying before? If there are files on record of harassment, bullying within the past year or two, what, if anything, is MSU doing now to address those concerns? I wanted to mention that question, but I also want to say, unfortunately, I think that will be something that might be better asked in next week's session will have a representative from human resources and the union employee relations. I think that's a better question for next week. So I didn't want to just glance over that, but I would encourage you to come next week and asked that one, please. There's also a question about refusing to talk to and could that extend the simply not answering emails and exploring the war of nerves? I don't necessarily know what the word nerves is on that question to either do you know what the word nerves is? Am I reading that question correctly? That I think somebody's trying to differentiate between maybe ignoring or refusing to talk to versus just maybe they're too busy to answer emails and that is perceived as a refusal to talk to you. I think that's where the question is, but if you can interpret it better, please respond to that question. Barbara, would you want to go Well, we'll take the email question first. Certainly refusing to ever answer your emails and excluding you pervasively, systematically or perfect over time consistently in a repetitive fashion would be one of the behaviors that might contribute to an overall pattern of behaviors. But I think if that's the only thing that's happening here, better to just pick up the phone and sap and trying to reach you. You're not responding to my emails. Can you please answer my question before going down the road of bullying and harassment? If that's the only thing the person's doing. Maybe email isn't their mode of communication. Maybe you need to do some fun Them Tweet them. I don't know. If it's consistent with a pattern of similar behaviors, then it contributes to that pattern. The war of nerves, I think, is sort of a colloquialism in terms of how people feel like I'm not gonna let this get to me. My nerves can take this. Can you take this who's going to like break first in, in a situation where someone's feeling bullied, not showing it, it's wearing them down. The other person is annoyed and doing whatever they're doing that's intimidating. And somebody is going to break in some way. And you're both kind of like, I don't know if I can stand this. I have to stand this. I have to put up with this. Can I put up with this that your rudeness dilemma? I think that's kind of what that's about. And to recapture. Thanks. I see. A question came up differentiating between toxic and hostile. Shannon, Do you want to take that one? I have my own ideas on that, but what's the difference between toxic and hostile? I think I might defer to you or to Barbara unless one so go down. What are you what are your thoughts about that? Oh, I, I think I think toxic. And this is my own thought, refers to those health impacts. I think toxic gets into, we'll just think about it. In layman's terms, is getting into your blood, making you sick. It's toxic. I think a toxic work environment affects you physically. And I think hostel can be toxic, but that's how I personally differentiate that. Yeah, I would agree with that. I think hostility can become very toxic and affects your well-being and your health, your productivity, concentration, sleep, lots of things. We could go down that road for a long time. Hostel is one element of a toxic work environment. All right. So I see a question. Panelists, if you could read that question while I read the one that's on the slide because it's so it's long, so I want you to reply to it. It hopefully. I just wanted to put this slide up though. I'll talk while they're reading. Because this is kind of this is what. Encapsulates the purpose of this session. You know, I was hoping people would ask questions like look, this is what I or colleagues going through right now. I feel humiliated, demoralized and terrorized by the words and actions of my coworker and supervisor. Am I being bullied? So sort of the title and the purpose of this session was defining and identifying bullying. So I put this kind of generic question up that says, well, is this bullying? I feel demoralizing, terrorize. Am I being bullied? So we might get to this, but first, where have you been able to read the question that's up and can you respond to it or plan B, option B? Do you want to talk about the question that's up on the slide? Either one, go for it. Well, the answer is actually the same to both questions. So in the chat question or the Q and a question, and the person is asking whether if a number of people in a meeting perceive as witnesses that bullying was occurring and a number of other people in the meeting disagree. And maybe because they're friends with the bully, what can you do? And that again, goes back to the intent impact question. So the impact on some people in that meeting different from the impact on other people. That doesn't mean there's no impact. It means it's different. And that some people are nonetheless impacted, Right? And that sense of being impacted deserves as much respect as if it was happening to you directly. Or if it is happening to you directly, your perception of it is valid and you're being impacted. And similarly, if you're at the question on the slide, says, I often feel humiliated, demoralized, and terrorized by words and actions of my coworkers. Am I being bullied? Well, do you feel impacted? Yes, you do. So the answer is yes, you're being impacted. And so that behavior needs to be addressed. And I think when we you know, it sounds like what we're saying is that anybody who has a grievance or a complaint or a disagreement with somebody who's being bullied. We need to remember that it's the pervasive, repetitive pattern of behavior that constitutes the bullying. A one-off misunderstanding or argument or problem is a problem. And we deal with problems and hopefully resolve them. But when it's part of a pattern and there is impact? Yes. And so you can see how these two questions are really asking the same thing is within the bottomline here is, does perception count even if it's different from others perceptions? And yes, it does, because impact counts. And everyone in that meeting where some people are perceiving bullying and some people are not everyone in that meeting is affected one way or another. And those people who are feeling the impact have an impact. And yes, it should be respected and addressed. I do want to say here too, that if it isn't meeting that standard of bullying, if it really is a one-off conflict and you are uncertain as to how to engage in that conflict in a healthy way. There are resources here on campus that can help kind of coach. That conflict, how do I even begin that conversation with the other person? What tools can I add to my toolkit when I'm entering into that difficult conversation, whether it's the work-life office, the Ombuds office. There are spaces here that can support you in entering into those types of conversations. And I think that's a really important thing to share with you as well. It isn't just bullying, but if you are unsure how to manage a conflict, there are those offices here on campus that can support you in thinking through that conflict in an objective way and figuring out the best way to approach it. Absolutely. Thanks Shannon. Yes, Shannon. And that actually helps me to respond to this comment that was in the chat that I wanted to make sure that I didn't missed. And the comment I'll I'll just read the comments as it is. It's, it's, the commoner says they feel like the first step is to go to your supervisor and confront the bully in a structured and hierarchical. And I'll even say power dynamic tenure system, that's almost impossible. My first responses, Yeah, that's definitely impossible. If if you if your supervisor is your bully in the first step is to go to your supervisor. That doesn't sound like it's going to be successful, which is why we have two other sessions about this next week. And our fourth week session talks about just that very stuck. So that's not the only option. It doesn't have to be the first step. There is many options, there's many approaches, there's many different steps, and we don't yet. So I guess to full disclosure Been there, done that. I felt the same way and now in my job, luckily now I've noted there are many more options than just that. So I think it's really important that maybe you come to our second enforced sessions and Shannon just mentioned and that to their cell that can assist in this type of thing. So I'm really, really hopeful that you'll come to our other sessions because there are other options and I just want to tell the whole world or so weeks to week four. Please come to those. I think someone had their hand up, but I can't see hands. So if somebody could help me out with the well, the future sessions help address healing from past experiences. We do have a member from the Employee Assistance Program, EAP, that that's going to be in next week's session. So I really hope that that comes up because my intent getting EAP in there was to bring up topics like healing. Because going to EAP hopefully as you come to this next session, is a different approach than going to HR. So there are different ways to support you. Can we identify workplace bullying simply by going through these checklists? Oh, yes. Is a question that I had when I was making this presentation. Here, I've given you several different slides that say this is what it is, this is what it is. Sort of the purpose of the presentation was to define and identify what bullying is, what it isn't. So. I'll just I'll start with Barbara. Can we identify work? Is a yes. No. But then the second one, right. Can we can we identify workplace bullying just by going through these checklists? What if I just feel intimidated but I don't feel threatened? So is there a spectrum of workplace bullying? Is there a checklist? How are we going to really know at the end of the day if it's bullying or not borrowing, you want to take that went away. I know it's pretty loaded. Question, bloody shirt. That's fun. I think it's really important when we define bullying. We don't restrict it to a list of specific actions like interrupting, name, calling, fist pounding. Because as long as that list could be, there will always be something that is bullying but isn't on the list. And so we need a broader conceptual definition like something that captures the characteristics of all of those actions. So those actions are, have no legitimate purpose. They ought to be known to be unwelcome. They create a hostile, intimidating, or toxic environment. So rather than having a list of behaviors, Do the behaviors you're experiencing fit those the larger characteristics, right? Or they thematically around that and that helps you with the patterning and the repetitive nature of bleeding. So you're not going to go through the checklist and say I have two out of three, i must be being bullied. Or I have one out of four, or I have all five or whatever it is. Those are just examples of actions that are, have no legitimate purpose, are unwelcome and create a toxic environment or whatever the principles that we settle on r and we're just beginning to evolve that list and comes. There are lots of different definitions, but that's the notion is that you don't look at a checklist of actions and, and say yes or no, right? So It's a question of whether they are creating a toxic environment, whether there is a pattern, whether it is affecting you and your productivity concentration, well-being, all those things. And then what do you say it is, can it be just one of those things? Can I just be feeling intimidated and not anything else? Absolutely. You know, it may be that someone who's bullying a target has a pattern that they in, but that's always public humiliation. For instance, they always desu in front of other people. If that's all they're doing, all they're doing, that's the one behavior and it's repetitive and it's pervasive and it's systematic and it's taking you down. Sure. Doesn't there have to have a whole menu of misconduct trade? He can have their favorite tool. And that still counts as tokens. Thanks her reminds me of my 1.5 years in law school where we had the elements of the crime. Shannon, did you want to dress that want to write that. I really appreciate all the Q&A coming in because I didn't want this just to be a monologue of our slides. The Q and a to me as the most important thing. So Shan and I'll give you an opportunity to address that or any of the Q and A's, and then I can start asking the Q and a as well. Yeah. I think looking at the list you have on the screen right now we're talking about what does it look like? Where does that come from? Why does it happen? And one of our participants posted in the Q and a that they're working in a job share position. And the person that they share with talks badly to students about them and to faculty about them making it awkward to be around those people. And that person also blames you for everything. So looking kind of at these pieces of what does it look like? You know, clearly it's something that's disrupting you from being able to be in your work environment. You clearly don't feel that it is appropriate. You feel that it's might be undermining your ability to work with both students and faculty in your unit. So this could be bullying from what you've described here without knowing the details of the case, right? And so that would be something that you could come to one of those confidential resources here on campus and say, OK, this is happening to me in my, in my employment here at the university, how might I handle this? And that would be something that our officers will be able to address with you and talk with you. Knowing a little bit more detail. It's hard to say without knowing all of the facts of the situation, but having those conversations with individuals who understand these behaviors, I think would really help you shed light on that situation. So thanks. I'm going to go to this next question which we will probably address in future sessions. But I think it goes to this idea of who defines bullying, you know, in this particular questions about bystander. So awesome. One of those like, who defines the bullying in this question says, you know, you're working someplace. It could be in a lab or something, could be in a classroom. It could be in a work at office. And you see a colleague AUC, something that appears pretty hostile and an appropriate, but your, your colleague, the potential target, doesn't seem very bothered. Some thinking about who, who really determines whether it's bullying, what's the best approach to this is a d. Do you bring it up? Do you reach out to your colleague or peer student about this potential bullying? Or is it better to go to your supervisor or so if you see potentially hostile and appropriate behavior, but the potential target doesn't say anything. What's the best approach to that, Barbara? So what's the first bystander responses that fundamentally the question, yes. If the target or potential target does not see oh, I see the question. Yeah. Yeah, yeah. When the target of the behavior doesn't seem bothered, is it better to wait and asked the target person? Well, I think the question there is whether you're addressing whether your concern is that you want to reach out to the person and say, Does this bother you and find out? But the other question is that it does bother you, right? The person who's asking the question is concerned, there are upset is affecting them. So you can take that to the perpetrator or whomever on your own behalf because it's affecting you. And you don't need to engage the, the, the actual target, the primary target in order to to deal with what's upsetting you. So as a bystander or a secondary or witness, that impact on you is real. And you can go to say it's in the lunch room and somebody is disengaged people and you know that the person sitting at the table is gay and maybe they're not out and it's making you uncomfortable. The authentic place to address that is that comments about gay people is setting you. And that's all you need to do. You don't have to speak on the other person's behalf. You don't have to check with them. You don't have to do you know, you can stand up for the that behavior being inappropriate on your own behalf. You just say, I'm uncomfortable when you make remarks about people who are gay. Period. Because your experience is your authentic, meaningful, respectable feeling. You don't have to take it up on anyone else's behalf or, you know, get in there and say, you know, she's out. But I think you should be respectful because that's like new, eliminate that, right. Take your own authentic experience, credit that, and address that, and it doesn't have to go any farther. You're still stopping the behavior. You're still speaking up for yourself. And that has a positive effect for the target because somebody stopped inappropriate behavior in the environment. So that makes sense. Yeah, thanks. I wanted to also mention a comment that just got posted in the chat, which is great, great follow-up. That person who's a potential target might be being silent because that's their coping mechanism. So it doesn't mean that they're not bothered by it. If they're being silent, that might be their coping mechanism there, fear manifesting, et cetera. So thank you for the person that put that in the get. You can also go to that person and say, I just want you to know I'm bothered by that. I don't know if it bothers you or not, but it bothers me. And I'm going to go and tell the person that I am bothered by that. I'm not going to need to get involved if that's not your thing or you don't want to. But I care about you and I care about me. And that's hurting me. So I'm going to go deal with it. Then the person knows that you're that you're supportive, but they can still retain the power to act in their own sphere. Shannon, do you have anything to I was just going to reinforce that point. I think Barber I think is really important to make sure that the target of the bullying has the power to manage the situation, is empowered to manage the situation rather, if you were to say, well so-and-so and I think it is bothering them. You're in some ways further victimizing them because you're not giving them control over the situation. And I all they want to respond the situation. So that's why I do think it's so important when you see those behaviors as Barbara sad to say, that behavior made me feel this way. And I think the other piece of it to keep a situation like that from escalating is not two. Place judgment on the bully initially, it is saying this behavior bothered me not making statement exactly who they are, what they believe, but saying that behavior bothered me so that that individual doesn't feel attacked themselves and can actually engage in a healthy conversation around behavior. Thanks, I'm going to combine, for sake of efficiency, I'm going to combine two questions here because I think these go together. One question in the Q and a says, what's the difference between a bully and a bad boss, kind of as the general question. Then there's almost this specific example it so that in the chat where a supervisor explains to an employee that other people on the team just don't like them. And that's why they're justifying their managerial style. So if somebody was saying, hey, I'm doing this while your colleagues just don't let AQ. That sounds problematic to me. Obviously, there will be more details, so we'll talk about approaches because you cannot resolve and solve every specific instance. But on bar I'll start with you. How can you really tell the difference between poor management and possible bullying? What's kind of the the summary there? Okay. So I'm kind of I'm torn between starting at the bullying and and the poor management. And so I guess because we're talking about bullying, I'll start at the bullying and of that question, is it the first question is always, is it based on a protected class? Is there a personal characteristic in here that makes it discrimination? That's one thing. And then is it consistent, repetitive? And pervasive? Is it is this is the target. Is the behavior consistent toward the target? Is it possibly a style that they don't, that the manager doesn't realize has the impact it has. I'm interrupting with a joke all the time might be just written off as joking. What's wrong with that? Well, what words really wrong with it is that it squashes everybody's comments because you're so busy making jokes when maybe the manager just doesn't ever see that. So you want to look at how pervasive and repetitive visit, how targeted as it towards this person or based on a characteristic. And that helps you put it into the, into the bullying bucket. On the other hand, if it's ineptitude or just a lack of ability to chair a meeting and make sure that everybody gets a chance to talk and those kind of things. If it's a skill base thing that could be remediated, then it's probably not going to be based on a protected class or a persistent characteristic. Not necessarily going to be aimed at one person or a group or class of people. And then you can look at a more skill based approach. Like, I think it would be helpful in our meetings to be sure everyone is heard. If we'd be sure everyone speaks before anyone else does. You know that's the rules of the road, kind of how we conduct ourselves in meetings, any effects it. Those other kinds of things that are more degrading, more impactful on your performance, taking away from your concentration, your credibility. I mean, there are a whole bunch of things on the website that will help you identify that. But I think that also relates to this other question in the chat or the Q and a. If I can jump to. Working in a job share position and the person within a new job share is bad mouthing you behind your back? Is that bullying? And I'd like to just say that we start at, let's just look at whether it's unprofessional, that's unprofessional, disrespectful behavior. And it should be quite fixable by saying that I understand that there's conversations going on behind my back. I feel that that's disrespectful of me and I would ask you to exercise more professionalism and refrain from doing that. And maybe it'll end with, but if they're doing that a lot and they're doing it to your detriment and they're doing it with other people. When it gets into a bigger situation, then you go up a notch. But you also want to look at whether that person has been informed and advise that that first level of misconduct is offensive, person has to reasonably to know, right? If they don't know. If you've never said anything and they've never been and no one else has ever said anything. How can you expect them to change their behavior? It got to know one way or another that whichever channel you choose to go through that this is unacceptable behavior. Then if you don't see a change or it escalates, they've got trouble on your hands. But you want to be able to address it somehow first and say, By the way, this is not appropriate and it makes me uncomfortable and it's unprofessional. Maybe the manager needs to say, in those situations, somebody should stop and say, you know, it's not appropriate to talk about that person behind their back. We don't do that here and stop it in its tracks. Thanks Barb. I wanted to address a couple of things and maybe want a minute as we wrap up, somebody asked about remote work bullying and that made me think of cyberbullying. So I pulled up this slide very quickly, but that also reminded me of there's a lot of other work going on to address these issues right now. I know that cyberbullying has been addressed, I believe, by POE. So I just wanted to put a little plug-in and information in that we are forming an alliance across Michigan State to coordinate and collaborate that we could bring all this stuff together. So if you have questions about remote work bullying and cyberbullying, we don't just, it's just not this slide. Our whole lines is going to dress is so much and yeah, POE is definitely working on this stuff, so I'm sorry, we couldn't squeeze it in here, but please look at the stuff on POE. Hopefully we'll get that out in the post session. Emails that go out in the evaluation and stuff like that. Just remember, again, the characteristics of the behavior or what you want to look at, not where it takes place, not what format it's in, but is it without legitimate purpose as a defense and creating a toxic or hostile environment? And if it meets those kinds of criteria, it doesn't matter whether it's on a chat room or use MySpace or anywhere. It's the same thing, right? Because it's the, it has the same effect on you. And I think a lot of times we see it in cyberspace where people are anonymous and can get away with things they would never do in person. And yeah, it still counts even if it's in cyberspace. Yeah, and I think the added thing when we're talking about bullying and cyberspace to is because of that distance, because of its remote nature. It, it adds another level. Level two, the dehumanization can't say that word this afternoon. Dehumanization of those that are involved in the situation because when someone sitting in front of you, you can see their facial expressions. You can interact with them in different way. Over the internet. It adds a little bit more distance between the bully and the target. Making in some ways I think easier because that person has less of a human because they're not sitting in front of you. So definitely. Thanks. And I know there are still people on, so I'll keep going and I know Barbara and she and I could keep going, but I do want to encourage everyone to go to the following sessions. Next week is approaches to address a workplace bullying. Week three is our outstanding supervisor. So positive work environments week for a step-by-step, how to enabling now. But I definitely want to put this question in, answer this question because it's important to our movement. Someone asked the question, where are the President and Provost at what this topic is there support across the board to move forward with the formal process and stay against bullying. And I know that my supervisor, Dr. Roberts, reports to the provost and would be happy to answer this question. Dr. Burton, I believe you also report to either the President or the provost cell. Takeaway that question, please let the audience know what's going on with the president and the provost on this topic? Well, I was going to ask Shannon go first, but she just needed yourself. That's fine. So you are right, Jon, I'm a report to the president's office. And so in terms of kind of airspace and we hear these issues occurring because we are an independent office and an informal office. Our goal is to make recommendations to the president and provost office. We have no formal decision-making authority within the university, so that makes us a little bit different, I think. But we are advocating for policies around workplace bullying and harassment here on campus because we see the effects that it has on the learning environment overall for students and for the faculty employees that support the students here on campus solely from the lens of our office, we are making recommendations along those ends. But I'll let Barbara respond in terms of the provost's office. Thanks, Shannon. Certainly. We've had a bit of turnover in the provost's office of late. And so my my responses in terms of the Office of the Provost itself, not so much the individuals in the office at any given time, but the work-life office was given a mandate to pursue and follow up on some of these issues, both through our research on it as an, a toxic elements and also with the college of human medicine where we're doing a research project on what constitutes and contributes to and enhances a positive work environment. So we do have a mandate to look at positive work environment elements and to promote that. And we've sort of taken a lead role in some of the initiatives on campus around looking at defining bullying as a specific thing that can be identified and can be responded to. And we would be promoting a system for doing that on issues that are not incorporated in protected class. So that's race, religion, gender, ability, those kinds of characteristics. I think in Michigan there are 11 or something. Characteristics that are a protected class. And we're concerned about those that are not covered because oh, I, II deals with all of those. So certainly the provost is in favor of a positive work environment and work that helps us get there is supported. And everything that we have done. We've been asked to talk to the deans about bullying. We've been asked to support people learning about bullying. There were certainly supported and encouraged and towards a respectful workplace website initiative. So yes, I think there is and systemic support for a systemic approach. Thanks, and I'll keep asking you questions until you have to go to other meanings. And now everyone has to peel off. We're definitely recording this and we'll post it. But rather than record these questions for later, we can get them in on the recording. If you both don't have other meetings, if you do, too bad, you have to stay with us, but not. So definitely answered this one in the chat. What is POE? That's prevention, outreach, and education. Po eat at MSU.edu. And will there be a discussion on an employee bullying a supervisor? I don't know if there'll be too much in Russian in the later weeks, but it's definitely a great question when I want to ask Barbara to chime in on, because we always I tend to look at bullying through a power dynamic, a power imbalance, and supervisors bullying staff or something like that. But this is interesting and employee that bullies up. Barbara, can you respond to that question about employees bullying a supervised? Absolutely. Two things. Again, the actions need to meet the characteristic criteria. So is it behavior that has no legitimate purpose? Is it behavior that ought to be known to be unwelcome? And is it behavior that creates a toxic or hostile, intimidating work environment? It doesn't matter what direction it goes. Bullying goes in all directions across all groups. So you can build it up. You can bully sideways, you can Billy across employee groups. Because the behaviors meet those kinds of characteristics of being having no legitimate purpose, being unwelcome, and being creating a toxic environment. So when you look at bullying up in that sense, there are many other kinds of power than formal authority, right? So a supervisor has formal power, formal authority. But a staff member can have other kinds of power like power over resources, power over how long you take to get something done. How are you undermining the boss? How are you talking about the bus behind their back? So everybody has some kind of power. It's not just formal authority that abuses the lack of formal authority. So whether you have control over materials, supplies, schedules, the parking space, the permits, petty cash. There are lots of ways of having power. And so yes, someone who reports to someone else could be bullying that person because of what they have power over. Right? You can have power over who gets a good wastebasket. And if you always give the boss the achi wastebasket and never prove their parking pass in time and talk about them behind their back and undermined them in any other way, right? It's the same thing, that behavior has no legitimate purpose. It ought to be known to be unwelcome, and it creates a hostile, intense work environment or intimidating or it undermines that person's productivity and dignity. It undermines their dignity. And you can undermine someone's dignity from any position. Thanks. I just saw a question that I don't know if we can address, but I didn't want to overlook it. If bullying is brought up. Can a, so there's lot of reasons why a potential Bollywood maybe defended their behaviour. This is my management style or they're just a mean person out. So I'll kind of lumped these altogether. This is my management style. There just a mean person, but the one that was actually mentioned in chat that I don't want to just skip over. Can they defend their behavior with The First Amendment rights? So I'm not an attorney. I can't answer that question. I don't know if any of us can, but I didn't want to skip it. So a larva, can you respond to any of that sort of defenses or responses that a, I believe might use. The First Amendment rights do not allow you to abuse and hurt other people. It's not freedom to injure. Its freedom to express. And at the point that it injures other people, it becomes a problem. So no, you can't just say that it's my style because that prioritizes and privileges your style over the impact on another person. It dehumanizes them as Shannon was saying, it's disrespectful. It undermines their dignity to privilege your style over someone else's experience. So if the manager says, Well, that's just my style, I'm just a funny person. They're not saying that your experience is valid and respectable. That undermines your dignity. Say, say well, your style hurts me, is a valid concern. And that person needs to be we all need to be willing to hear that something we take for granted isn't work in that way for other folks. And I know that's a lot and a lot of people are gonna say, yeah, right? And I appreciate that. That makes it over simplified. But the reality is when we use excuses for our behavior, we're denying the impact on the other person. You know, you go back to spilling milk, I can say, oh, well, I didn't spell that milk. The kids knocked it off the table. Well, I put it at the edge of the table and the kids knock that off. And this isn't a blame game. Right? It still needs to be fixed. So when we make excuses for our behavior, were just denying the other person's experience, which is disrespectful. So there's a fundamental respect question. Under all of these things that, you know, where it comes from, what direction are we bullying? Who's got the power? It's about fundamental respect for one another and a fundamental willingness to hear that we might be getting it wrong. And no First Amendment rights do not enable people to bully you. Thanks. I'm going to go ahead, Janet gone. I wanted to address the question in the chat around toxic positivity. Someone did ask about that and if if that could be considered bullying. And I think when we talk about toxic positivity, you know, that's that constant feeling that we always have to be positive in the workplace and everyday has to be the best day. And it's one of those things with toxic positivity. As I'm thinking about workplace bullying, what I'm thinking about are these things that stop you from being bringing your true authentic self to the workplace. And toxic positivity doesn't allow you to do that. It results in someone who might be not bringing or hiding or masking their true feelings when they're at work. It might be feeling guilty if they're feeling differently than the person who is expressing the toxic positivity. And so I think that it does have in some ways connections to bullying. Because it isn't allowing you to bring your authentic self. And those behaviors might need to be addressed so that it can be a respectful and healthy workplace. So I just wanted to make sure that we're addressing that question as well. Since I had been brought up. I think that's a that's a nice segue. If I can jump on that, Shannon, to the question that's in the Q and a about having someone who's in a position of power and it's just not a nice person. And you don't expect them to realize that they're affecting the work environment. And what do you do? Excuse me. I think one of the things you can do in that situation is start to build on the characteristics of a positive work environment and see if you can build those into the work environment. So setting out how how would we like to be together in meetings? I'm wondering if we can come up with maybe some expectations that help us all feel included and discussion. And so you're, you're taking sort of broad brush approach to improving the way that everyone interacts or the expectations that are out there that you'd like to see and bring that personal along, not by virtue of pointing at their behavior. If you can't do that for various reasons where you don't think it's going to work. Address the environment. You know, sometimes you change people's behavior and it changes their attitude. Sometimes you want to change their attitude in order to change their behavior. So this example that's in the Q and a about having a problematic person that you don't think is a very workable, that doesn't mean you can't address it from the environment. So you change the behavior, like how meetings are conducted, or how you communicate, or what medium you use for communication or whatever it is that you can change towards a more positive environment based on those characteristics John posted at the beginning. And bring that person into a place where they act better because that's the expectation and gradually that can change their attitude because they experience having to be more effective in their environment. By virtue of you all gotten together and changing towards being more authentic, more accountable, more transparent. More respectful, more praiseworthy of one another, even appreciative, grateful, showing and doing those things may pull that person into that Klein. Thanks, I see something in the chat that is a question about HR. So none of us are HR, so we can respond to that. I highly encourage that person to come next week where we'll have someone from HR employee relations that you could ask that question to you, but I'll pose a question, similar question to Shannon, but I'll just flip it to if it wasn't HR for but it's somebody that comes to you, Shannon. I understand that bullying is about but what if somebody comes in to Shannons office and has a discussion? And there are two I guess a he said she said sorry to use that. I'm going to not use that strike that from the record. It's, uh, to people and it's just two people that have different truths. So the potential bully denies everything that you say. How is that handled or what's the what's the process on the right? So again, I think this goes back to impact on the target. The target is feeling like these behaviors are impacting them in a negative way, negative way. And I think when we come down to those situations, we have two very different interpretations of what happened in a specific event that that's not uncommon. That's what conflict is right? As having some type of misunderstanding or some type of not fully kind of recognizing what's occurring in that space. And and so when we have a situation where the target is claiming these behaviors occurred, the bully is denying that these behaviors occurred. I think it's really talking about that impact piece. I understand you don't feel that what you said was negative. However, this is how I understood it to be and trying to clear up what that misunderstanding might be. A lot of initial conflicts can escalate to something that's a bullying situation when individuals don't really have a good grasp on how to begin those communications in that conflict space. And so I think when two individuals come to at least my office with very different interpretations of what happened or denying that a behavior occurred. It's about kind of exploring it and having them talk a little bit more about why they're experiencing, what they're experiencing in the way that they're experiencing it and helping them really try to come to an understanding of why the target was feeling targeted and why the behaviour of the bully may be cause for concern. So I don't know if Barbara wants to add anything more to them. Now, I think I think that's great. I think we do need to sometimes de-escalate the the sort of unpack the situation and see where it could be addressed on a different basis or addressed through another channel and find ways. Before we jump to the formal complaint process to see about how we can be as non-adversarial as possible while respecting both people's experience. It's not just again, it's not just about the intent or arguing about it. It's about unpacking the impact. I just wanted to get back to that. Actually, I always question in the chat where someone says I understand that bullying is about intent. Actually, I think what we're trying to say is that bullying is not about intent, it's about impact. So the intent may or may not be there to believe, but the impact is still meaningful. Just wanted to make sure we didn't leave somebody with the idea that if I didn't mean w It didn't happen wrong. It still happened. Naca still on the floor. Thanks. And this still good things coming out even 20 minutes after our webinar. And thanks for that, Barbara. Okay, I see along when they've just got an a chat, I'm going to check that in a second, but there's an unanswered question. Can you think of any common things that are sometimes miss identified as bullying? It's an interesting question. Is there anything you can think of that's commonly misidentified as bility? Yes. Go for performance. Performance review is sometimes perceived as bullying or harassment when a supervisor needs to convey negative information. And, and it's important to understand that feedback in and of itself, the existence of feedback. And obviously we're talking about negative feedback because nobody would complain about positive feedback. Positive feedback generally feels good. So negative feedback in and of itself is not bullying or harassment. It has a legitimate purpose. If you go back to some of those criteria we've tossed around, feedback has a legitimate purpose. How it's delivered might be problematic. So if feedback is delivered with personal invective, taking you down on personal characteristics, calling you names, the way that it's delivered may be bullying and harassment. But the fact of feedback is not, is not harassment. You have to be able to given receive respectful, constructive, objective feedback. But when it slides into personal criticism, hooking AT on-chip person, you're just never were smart enough to learn this stuff. I don't know why you're here. That's unacceptable because IT strays into personal invective, personal criticism about you as an individual, as opposed to the performance in the completion of job tasks. So feedback sometimes is misconstrued as bullying or harassment if it's negative and it's not unless it's the way it's delivered. Maybe. Is that clear to clear as mud? Now that was, I mean, it answer the question, what's one of the common myths, conceptions and setting your reviews? Maybe think about you could, somebody doesn't make ten widgets. They're supposed to make ten widgets, they only make seven. You could say you only made seven, you're supposed to make time. That's an annual review. Or you could say, what are you lazy? Do exactly whatever. Don't need to say that stuff, right. Exactly. So Shannon, did you have anything to add because I think we're we're at the end. We have answered all the questions. I see there's one in the chat and and there's one in the Q and a, but both of those I think my response to both of those are please come to our next sections. There's going to be a lot more that we talk about. And like I said, HR is going to be their EAP, the union representative from APA, several other presenters. So we're going to go into a lot more different areas. Today was about defining and identifying bullying. Hopefully, we did the best we could and 83 minutes and we'll post this on our website and we'll send out the slides in please area, you know that. So I'm just going to stop there and say thank you, everybody and wants to I'm just think I'm stopping myself right now. You all here and other people read non-passing like to Barbara and you all are going to have to end it. So we'll end it. I just want to say the person in the chat who's asking about where to turn and how people know where to turn. We should share your recently developed resource map about where to turn in different circumstances because I think that may answer the question, at least as a start and then that could be shared out if that person wants to share the website link that we developed about where to turn for which the map that we did recently, those online resources can help direct folks to where to turn for what kinds of questions. Throw that link in the chat. And I would also say if you are dealing with a difficult situation already and you came to this presentation as a means to find out where those resources were or have some situational concerns that you want to ask about. I think you can reach out to either Barbara or myself and say, hey, I'm dealing with this. Can I talk with talk this through with you to find out where the resources might be that best fit my needs at this moment. So absolutely, please don't hesitate to reach out to us. Thank you for coming, everyone. And thank you John for stick handling us through a lot of really tricky questions and I think some really great information. I can't tell Shannon and what a great pleasure it is to be with you on a panel. I think we make a great team and I really enjoyed today, thank you for participating. Thank you for inviting me and I really appreciate it. More of the same to come.
Defining and Identifying Workplace Bullying
From WorkLife Office WorkLife Office January 8th, 2021
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