CH-8 Workplace Violence – Management of Occupational Health and Safety : Book Guide

CHAPTER 8 Workplace Violence Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to define the concepts of violence, aggression, and harassment and be able to describe various ways and means of reducing their likelihood of occurrence in the workplace. Learning Outcomes After completing this chapter, students should be able to: define and distinguish among violence, aggression, and harassment identify the risk factors for workplace violence explain the idea of imminent risk describe ways to reduce the risk of workplace violence define sexual harassment describe what organizations should do to reduce the incidence of workplace sexual harassment Key Concepts While legal definitions vary, almost all jurisdictions in Canada have enacted some legislation dealing with the issues of workplace aggression and violence, as well as workplace harassment in its various forms, including sexual harassment and bullying. Statistics and studies on workplace aggression reveal that being subjected to some form of violence or aggression at work is a relatively common experience for Canadian workers. The sources of workplace violence can be categorized into four types: Type I violence is committed by someone with no connection to the organization; Type II violence by customers or clients; Type III by coworkers; and Type IV by a spouse or partner of the victim. Type IV violence is by far the most common. There are recognizable risk factors associated with workplace aggression. These include occupational risk factors such as work schedules, level of authority, working with valuables, and taking care of others. Some jobs are inherently risky (e.g., correctional worker). Assessment of imminent risk and knowledge of the assault cycle are useful in managing the risks associated with these jobs. Violence prevention strategies for each type of violence include increased visibility and target hardening (Type I); environmental strategies such as the use of security devices, organizational/administrative strategies such as policies to prevent aggression, and behavioural/interpersonal strategies such as training in how to defuse potentially violent situations (Type II); a focus on improving interpersonal relationships with coworkers and creating a healthy work environment (Type III); and education, awareness, and resources for supporting victims of intimate partner violence (Type IV). Organizational policies and programs to help manage the risk of workplace violence include initiatives in recognizing and assessing potential risks, as well as in controlling potential risks when possible. Sexual harassment in the workplace is a stressor experienced by significant numbers of women. Whether through sexual coercion or by creating a hostile environment, the Canadian Labour Code deals with sexual harassment as both a legal and a health and safety issue, and courts are increasingly holding employers legally responsible for damages caused to victims of sexual harassment in the workplace. Student Motivation The issue of violence is prominent in today’s culture, and students are generally quite aware of the issue and its consequences for individual victims and for society. While most students will not likely have personally experienced violence at work, some may have, and others may know someone, or have heard stories of someone they are familiar with who has been the victim of workplace violence. Similarly for harassment, students will have varying personal experiences, and may be able to relate to forms of harassment (e.g., bullying) either in the workplace or in other aspects of their lives, such as at school. Barriers to Learning The barriers to learning in this chapter should be few. The concepts and frameworks presented are very clear, and the content should be highly understandable and relatable for most students. Engagement Strategies and Lesson Plan 1. Engaging Students at the Outset Learning objective: At the completion of this activity, students will have been able to relate their own direct or indirect experiences with workplace violence and aggression to the topics explored in this chapter. Organize students into groups of three to five, and ask them to discuss their own experiences with workplace violence and aggression. Explain to them that the issue might be sensitive to some students, and if some choose not to participate in the conversation, that is okay. Emphasize that the topic we are exploring is very serious and that there may be students in the class who have had some experiences related to the topic that may have been (and might possibly still be) traumatic. Encourage the small groups to share any situations they might have been in where workplace violence or aggression was present. Use the exercise as a way to introduce the topic and to illustrate its prevalence in our workplaces. Mention that later on in the lesson they will be looking at some statistics (see Lesson Plan Part C, below) that they will be able to compare to the experiences discussed in this exercise. As an additional way of introducing the chapter, you may then wish to show the brief video “Workplace Violence and Harassment” from the Ontario Ministry of Labour, which provides a good introduction to the topics about to be discussed (see Web Links, below). 2. Lesson Engagement Strategies b. Learning objective: At the completion of this activity, students will be able to associate occupational risk factors with actual jobs using the SAV-T model. Working in pairs or small groups, instruct students create a four-column table, with the headings of the four SAV-T occupational risk factors: Scheduling, Authority, Valuables, Taking Care of Others (or provide them with a worksheet with these headings). Working together, have them brainstorm and list as many jobs as they can under the appropriate category where these risks exist. Once they have completed their lists, have them rate the jobs they listed in terms of their perception of risk for each job: low, moderate, or high. Ask the groups to share some of the jobs they listed and to explain the risk ratings they assigned. c. Learning objective: At the completion of this activity, students will be able to identify and describe the most typical approaches to violence prevention according to violence type level, and prevention. and to cite examples of each. As an alternative to Lesson Plan G (below), organize students into four groups, and assign each group one of the four types of violence (Type I through Type IV), as described in the text. Instruct each group to read the corresponding section in the text, to summarize the various approaches to violence prevention, and to present to the class along with one or two examples they have actually seen or observed. d. Learning Objective: At the completion of this activity, students will have been able to identify and discuss various issues related to workplace harassment and describe the various duties and responsibilities of management and HR professionals with regard to the prevention and management of workplace harassment situations. In groups of three to five, have students read Case 1, “Harassment or Not?” Have the teams assume the role of the OH&S expert, come up with advice to offer Vic Waggar, and present their recommendations to the class. Use the case notes below to help debrief the exercise and fill in any advice the groups may have missed. 3. Lesson Plan Notes and Lecture Outline * WorkSafe BC DVD, “Caring Shouldn’t Hurt.” This 25-minute DVD recreates actual workplace violent incidents and includes discussion with experienced health care professionals on techniques to deal with potentially violent encounters. * A list of other DVD titles on the topic of violence can be accessed at WorkSafeBC Library Services: www.worksafebc.com/about_us/library_services/assets/pdf/videos_titles.pdf. * A list of other DVD titles on the topic of violence can be accessed at the Justice Institute of BC: www.jibc.ca/library/Bibliographies/Workplace_Violence_-_JIBC_Library.pdf. A. Grant’s Law: Focused Attention on the Issue of Workplace Violence Refer to “Engaging Students at the Outset” (above). B. Violence: Definitions, Prevalence, and Legislation In addition to the opening vignette (Grant’s Law), engage students in a discussion on several examples of violence that have been in the media over the past few years. Ask students about the implications of these incidents for workplaces and managers/HRMs (refer to the text). There are many other examples, such as the double homicide/suicide at BC’s Environmental Protection Agency. On October 15, 2002, shortly after being fired, Dick Anderson entered his former place of work, BC’s Environmental Protection Agency, armed with a handgun. He fatally shot James McCracken, his boss, who had delivered the news of his dismissal, and union steward David Mardon, before turning the weapon on himself and committing suicide. Recommendations of the WCB included the following: Review procedures for employee dismissal, Workers should receive regular performance information to avoid a situation in which termination comes as a shock. Incidents of violence need to be better documented. Acknowledge and act on implied or expressed threats of violence. Provide workplace violence training programs. Visit Strategic Directions, Addressing the Risk of Workplace Violence in Nova Scotia, NS Department of Environment and Labour, December 2006: www.gov.ns.ca/lwd/healthandsafety/docs/WorkplaceViolenceConsultation.pdf. These are extreme examples of the problem of workplace violence. Other acts of workplace violence are more prevalent. Have students reflect on the range of workplace bullying, harassment, and conflict they may have observed. Use PowerPoint slides to highlight research findings from several studies on workplace violence. Research into workplace violence and aggression found that approximately 80% of employees experienced some form of aggressive behaviour in the workplace. Refer students to your jurisdiction’s legislation concerning workplace violence. Employers are legally required to deal with workplace violence issues. Ask students to define and distinguish among the various violence and aggression terms: violence, aggression, harassment, emotional abuse, mobbing, bullying, incivility, sexual harassment, and gender harassment. The students should distinguish between workplace violence prevention laws and codes of conduct, and give examples of both. Use PowerPoint slides to provide definitions of violence, aggression, harassment, emotional abuse, mobbing, bullying, incivility, sexual harassment, and gender harassment. You will want to clarify the difference between laws and workplace codes of conduct, and how both are necessary to deal with the range of violent and aggressive workplace behaviours. Discrimination: Refer to the human rights legislation in your jurisdiction. The BC Human Rights Code (BC Human Rights Code and Tribunal) defines discrimination as the denial of opportunity to a person or class of persons based on any of 13 group characteristics. Discrimination occurs if a distinction is made (13 grounds) that imposes disadvantages not imposed on others. Harassment is a form of discrimination. It is the employer’s responsibility to ensure that the workplace is free of discrimination. Misuse of supervisory authority: Not considered harassment. Refers to those in a position of power or authority who should reasonably know their behaviour is inappropriate (codes of conduct should be developed). Criminal offence: Behaviours range from criminal harassment, such as stalking, to physical assault. Violence: An actual physical assault or threat of an assault. You will want to refer to the Criminal Code and the health and safety legislation in your jurisdiction. Legislative approaches differ across the jurisdictions (BC OH&S legislation is described below). It is the employer’s responsibility to ensure that the workplace is a safe place to work. Aggression: Behaviour by an individual or individuals within or outside an organization that is intended to physically or psychologically harm a worker or workers and that occurs in a work-related context. Harassment: Engaging in annoying or embarrassing conduct against a worker in a workplace—conduct that is known or ought reasonably to be known to be unwelcome. Emotional abuse: Another term for bullying. Mobbing: A term used mainly in Europe to refer to bullying. Bullying: Aggressive, nonphysical behaviours perpetrated by organizational members over a prolonged period of time. Incivility: Rude or discourteous behaviour. Sexual harassment: Intentional, persistent, and unwelcome sexual conduct or remarks that occur despite resistance from the victim. A form of harassment, which is discrimination. Gender harassment: Comments or actions seen as creating a hostile environment based on gender. Unwanted sexual attention: Persistent and unwelcome sexual comments or attention Sexual coercion: The attempt to extort sexual cooperation; can take the form of subtle or explicit job-related threats. C. Prevalence of Workplace Aggression Use PowerPoint slides to summarize the research on the frequency of workplace violence and aggression. Francis and Kelloway found that 21% of employees experienced violence in the workplace (physical assault or threat). Use Francis and Kelloway’s research study results on workplace aggressive but nonviolent behaviours (listed below) to develop an in-class survey (e.g., ask students to raise their hands: How many have experienced being glared at in the workplace? being given the silent treatment? and so on). Record the percentage of student’s responses on the board and compare the class results to Francis and Kelloway’s research outcomes. Were the class results similar to Francis and Kelloway’s results, which found that 79.2% of the sample respondents reported experiencing some form of aggressive behaviour in the workplace? How prevalent is workplace violence and aggression? Ask the class what they discovered. 60.7% reported being glared at 43.5% reported being given the silent treatment 36.4% reported being the target of false accusations 27.1% reported being the target of obscene gestures 26.8% reported being refused needed resources 27.6% reported being made fun of 56.3% reported having their sense of judgment questioned 25.2% reported being assigned meaningless tasks 51.6% reported having their opinions dismissed 37.5% reported having bad things said about them 15.0% reported being told they were incompetent 36.7% reported being teased 44.9% reported being treated with disrespect 30.9% reported someone taking credit for their ideas D. Sources of Workplace Violence Workplace violence is a very real and growing OH&S issue. Have students discuss any violent incidents they have observed in their workplace (or have read about in the newspaper or through Internet resources) and categorize them as Type I, Type II, Type III, or Type IV. Use PowerPoint slides or the whiteboard to discuss the categories and job characteristics that increase the risk for workplace violence. Refer to Table 8.1, “The CAL/OSHA Framework.” This categorization approach focuses on the relationship between the perpetrator and the victim. Types I and II, where a member of the public commits a criminal act, are the most common type of workplace violence. Characteristics of jobs that may experience work-related threats or assaults include these: interacting with customers, working alone, handling cash or items of value, and providing public transportation. Refer to OH&S Notebook 8.1, “Intimate Partner Violence,” and Figure 8.1, “Prevalence of Workplace Violence by Source of Perpetrator.” E: Risk Factors for Workplace Aggression Continue with the discussion from D. Sources of Workplace Violence, and clarify that robberies are the primary risk factor for occupational homicides but not for nonfatal assaults such as providing education or health care. Use PowerPoint slides to specify the risk factors for these professions; scheduling, authority, valuables, taking care of others. Probe students for examples. The WorkSafe BC DVD “Caring Shouldn’t Hurt,” a 25-minute DVD, features re-creations of actual workplace violent incidents and discussion with experienced health care professionals on techniques to deal with potentially violent encounters. Visit “Preventing Violence in Healthcare: A Five-Step Plan”: www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/violhealthcare.pdf. F: The Assault Cycle, Imminent Risk, and SAV-T You will want to use PowerPoint slides to illustrate Figure 8.2, “The Assault Cycle,” to describe the escalation of violence from aggression to physical attack. The assault cycle tells us that violence does not just happen; rather, it builds in intensity. Also, there are signs that a person is becoming more violent. Almost all violent acts are preceded by a threat. HRMs and employees must be educated on how to recognize these signs as well as on methods of prevention. Refer to Kelloway’s proposed the SAV-T acronym (Swearing, Agitation, Volume, Threat) as a way of recognizing the escalating signs of violence. Refer to OH&S Notebook 8.2, “Managing Imminent Risk.” Refer students to the fatalities described in the first few paragraphs of the chapter. Ask them if they know what workplaces have learned from these horrific events. Have them form small groups of three or four, including a student who has a laptop, and do online research of incident investigation reports for the ones described in the text or that they are interested in. Have the students present a summary of their findings to the class. In all of these cases, investigation reports indicated that there had been earlier threats. Another example was a murder/suicide incident on October 15, 2002, in a government office in Kamloops, BC, where earlier signs had occurred. Visit Kamloops Incident Investigation: www.llbc.leg.bc.ca/public/pubdocs/bcdocs/361763/03_apr17_macatee_report.pdf. Several violence prevention resources have been developed as a result of these incidents: www.llbc.leg.bc.ca/public/pubdocs/bcdocs/325501/protectionofworkersfromviolence.pdf www.llbc.leg.bc.ca/public/pubdocs/bcdocs/324287/preventingworkplaceviolence.pdf www.for.gov.bc.ca/tasb/manuals/policy/mngmtsrv/ms6-7.htm G: Workplace Violence Prevention Refer to the four categories in D. Sources of Workplace Violence. Ask students to form small groups of three or four to discuss how they would prevent Type I, Type II, Type III, or Type IV workplace violence. Engage students in a discussion of violence prevention. There is no single best strategy for all organizations. Prevention strategies must be customized to workplaces. Summarize by using PowerPoint slides to highlight strategies for each of the types: Type I: increasing visibility, reducing rewards, hardening targets Type II: environmental, organizational/administrative, and behavioural strategies Type III: eliminating triggering events by creating a transparent and nonthreatening environment and by preventing aggressive acts Type IV: management education, resource awareness (e.g., Employee Assistance Program), organizational policies allowing for temporary accommodation H. Workplace Violence Prevention Program Ask students to form small groups of three or four to discuss the measures that an HRM can take to develop and implement a workplace violence prevention program. Refer to OH&S Notebook 8.3, “Best Practices in Managing Workplace Violence.” Employers and/or human resource managers can develop workplace violence policies and programs that address the specific needs of their organization and workers by initially conducting a risk assessment. A risk assessment should consider the location, nature, and circumstances of the business or industry in which they are engaged. The assessment should also consider the number and nature of previous incidents of violence at the workplace over a period of at least one year. After conducting a needs assessment, the employer and/or human resource manager would want to develop a workplace violence prevention policy and program that is specific to the organization. Organizations and HRMs need to confront any problems of violence proactively and strategically through alignment with the business plan and with all the functions, ranging from job analysis to orientation, training, and performance management that makes safety an important criterion of acceptable job performance. A violence prevention program should include these: a written policy that conveys the organization’s approach; management commitment; employer, OH&S committee, employee, union, management, supervisor responsibilities; prevention procedures, with written instructions on prevention, reporting, communication, response methods, inspections, investigations, and incident reviews; worker and supervisor training; and maintenance of records and program evaluations. All threats of violence need to be taken seriously. HRMs must stay within their area of competence and get the proper authorities or specialists involved as needed (e.g., RCMP, employee assistance). I. Sexual Harassment as a Health and Safety Issue Engage students in a discussion on the why sexual harassment has become an occupational health and safety issue. Use PowerPoint slides to present the current OH&S and human rights legislation concerning sexual harassment. Ask students to define and distinguish between these workplace behaviours, with examples: discrimination harassment sexual harassment Incorporate the students’ examples and use PowerPoint slides to define these workplace behaviours. Sexual harassment is a serious OH&S and human rights issue. Ask students to form small groups and discuss a recent sexual harassment court case. Have the students discuss the impact of discrimination on the workplace, on individuals, and on the employer’s liability. What steps could the HRM have taken to prevent this from occurring? Provide them with the case resolution after their discussion. Use PowerPoint slides to list the steps an employer and/or HRM can take to decrease workplace discrimination and ensure legal compliance. Discrimination occurs if a distinction is made (13 prohibited grounds, one of which is sex) that imposes disadvantages not imposed on others. Harassment is one form of discrimination. Sexual harassment is a form of discrimination defined in the BC Human Rights Code and Tribunal ( www.bchrt.bc.ca). It is defined as any unwelcome comment, gesture, contact, or conduct of a sexual nature that may cause offence or humiliation to any employee, and detrimentally affects the work environment or leads to adverse job-related consequences. Sexual harassment is a stressful experience and is associated with several strains, ranging from increased job dissatisfaction to psychosomatic disorders, and which point it becomes a health and safety issue. It is also a human rights issue. The employer is responsible for ensuring that the workplace is free of discrimination and is a safe place to work. Organizations and HRMs can establish the following guidelines to eliminate sexual harassment in the workplace: Develop a written policy that clearly defines illegal behaviours (discrimination and harassment) and employer responsibilities. Educate all employees on discrimination prevention. Develop and publicize clear informal and formal complaint channels and procedures. Investigate record, mediate, mitigate, and resolve all complaints immediately. Take disciplinary action with the person who was exhibiting illegal behaviours. Provide support and protection against retaliation for all employees. Solicit feedback and regularly review policies and procedures. Encourage individuals to come forward by ensuring confidentiality and privacy. Assessment Tools To quickly assess student learning against the chapter learning outcomes, at the end of the class: Ask for volunteers to recap the definitions of violence, aggression, and harassment, without referring to their notes or the text. Ask students to explain “SAV-T.” Ask for a few examples of how the risk of violence in the workplace can be reduced. Ask students to write a “minute paper” explaining why sexual harassment is a workplace health and safety issue. Reflections on Teaching Good teaching requires ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether you want or need to make any adjustments for subsequent lessons. What worked in this lesson? What didn’t? Were students engaged? Were they focused or did they go off on tangents? Did I take steps to adequately assess student learning? Did my assessments suggest that they understood the key concepts? What (if anything) should I do differently next time? How can I gather student feedback? How can I use this feedback for continuous improvement of my teaching? Additional Resources Weblinks Industrial Accident Prevention Association (IAPA), Occupational Health & Safety Council of Canada (OHSCO), Workplace Violence Prevention Series: “Domestic Violence Doesn’t Stop When Your Worker Arrives at Work— What Employers Need to Know,” www.iapa.ca/main/Documents/2010_april_ohsco_dv_employer.pdf. Videos Ontario Ministry of Labour website: “Workplace Violence and Harassment,” www.labour.gov.on.ca/english/gallery/v_workplaceviolence_hs.php. Suggested answers to cases and exercises Discussion Questions 1. How far can legislation go? Workplace violence legislation can focus very narrowly on physical assaults or more broadly on behaviours that make employees feel uncomfortable. Can we realistically enforce legislation that prohibits rudeness or teasing? At what point can legislation be effective? Answer: Refer to End-of-Chapter Case 1, “Harassment or Not?” Legislation can be effective in addressing workplace violence by focusing on clear, actionable behaviors like physical assault or harassment. Enforcing legislation against rudeness or teasing is challenging due to subjectivity and varying interpretations. Effective legislation should: • Define specific unacceptable behaviors. • Set clear standards for what constitutes a violation. • Ensure practical enforcement mechanisms and training. • Promote a supportive culture that encourages reporting and addresses issues promptly. 2. Many of the behaviours reviewed in this chapter are illegal (e.g., sexual assault, physical assault). Do we need special workplace legislation to address these issues? What is the value of specific legislation around issues of violence and harassment? Answer: Refer to End-of-Chapter Case 1, “Harassment or Not?” Special workplace legislation for issues like sexual and physical assault provides several benefits: • Clarity and Specificity: Clearly defines unacceptable behaviors and legal obligations. • Prevention and Protection: Establishes measures to prevent violence and protect employees. • Accountability: Creates mechanisms for reporting, investigating, and addressing incidents. • Cultural Change: Promotes a safer work environment and encourages respectful behavior. While general laws cover these issues, specific workplace legislation ensures targeted prevention and effective handling of workplace violence and harassment. 3. Some legislation defines harassment or aggression, in part, by focusing on either the intent of the perpetrator (e.g., the behaviour was intended to annoy or embarrass) or the reaction of the victim (e.g., the behaviour was unwelcome). Does this pose a problem for regulation? How can we know the intent of the perpetrator or the anticipated reaction of the victim? Answer: You will want to refer to the human rights legislation in your jurisdiction. The BC Human Rights Code (BC Human Rights Code and Tribunal) defines discrimination as the denial of opportunity to a person or class of persons based on 13 group characteristics. Discrimination occurs if a distinction is made (13 grounds) that imposes disadvantages not imposed on others. Harassment and sexual harassment are forms of discrimination. It is the employer’s responsibility to ensure that the workplace is free of discrimination. In BC human rights legislation it is the reaction of the victim that defines whether an act of discrimination has taken place—that is, whether an individual feels that he or she has been discriminated against or harassed. The focus of human rights legislation is not so much on blaming either party but on trying to bring the human rights issues to the attention of those involved so that it can be resolved. In this sense both the intent of the perpetrator and the anticipated reaction of the victim need to be considered. The defining elements of workplace discrimination include the following: The behaviour is perceived as a condition of employment or as influencing decisions on employment matters. The behaviour interferes with job performance by creating a hostile or intimidating work environment. There may have been one or several incidents of the behaviour. The behaviour may be deliberate or unintentional. The behaviour may be direct or indirect (adverse effect). The behaviour may be encountered from supervisors, coworkers, clients, or anyone else while working. The behaviour may happen either at or away from the workplace, during or outside working hours, and in the course of the employment relationship. The behaviour may be be verbal or non-verbal Also refer to End-of-Chapter Case 1, “Harassment or Not?” 4. Managers often do not know when to get involved in workplace conflicts. How does one distinguish between a situation that constitutes “violence” or “aggression” and one that is “normal”? When does a manager need to intervene in a situation between coworkers or between a coworker and a customer? Answer: You will want to refer to the legislation in your jurisdiction. Managers/HRMs must treat all complaints seriously and investigate immediately. They are required by human rights, criminal, and OH&S law to deal with and not ignore situations that are violent and harassing; that said, every case is different and they should seek advice from qualified individuals. Refer to End-of-Chapter Case 1, “Harassment or Not?” and to OH&S Notebook 8.3, “Best Practices in Managing Workplace Violence.” Have well published policies that explain violence, aggression, and harassment. Involve and educate all employees. Develop detailed procedures and confidential complaint channels. Treat all complaints seriously, investigate and resolve immediately. Utilize performance reviews, positive progressive discipline, and problem-solving procedures to deal with staff relations. Distinguishing Factors: • Violence or Aggression: Includes physical harm, threats, intimidation, or severe emotional abuse. Requires immediate intervention. • Normal Conflicts: Involves disagreements or misunderstandings that can be resolved through discussion and mediation. When to Intervene: • Immediate Threat: When there is physical harm or threats. • Persistent Aggression: When behavior escalates or becomes repeated. • Impact on Work: When conflicts disrupt work or affect employee well-being. Managers should intervene promptly in situations involving violence or severe aggression to ensure safety and address issues effectively. 5. We’ve all heard the expression “the customer is always right.” Does this have any implications for the management of workplace violence and aggression? Answer: You will want to use a current court case and resolution to answer this question. There are many documented cases where a customer in a workplace has been verbally abusive and an employer has either ignored the situation or disciplined the employee (e.g., liquor stores, CCRA). No, the customer is not always right. Managers must ensure that the workplace is free of violence and harassment. They must deal with the situation immediately; employees cannot be abused by customers. For a manager to ignore a situation or state they were not aware is not acceptable. Yes, the expression “the customer is always right” can impact workplace violence and aggression management by: • Encouraging Tolerance: It may lead to tolerating inappropriate behavior from customers, potentially putting employees at risk. • Prioritizing Customer Satisfaction: It might pressure employees to endure aggression without support. Effective management involves balancing customer satisfaction with ensuring employee safety and addressing aggressive behavior appropriately. Using the Internet 1. Choose an occupation you know well and conduct a violence risk assessment for that job (Hint: Many provinces make sample risk assessments available online.) Answer: You can expand this question by asking students to describe the measures an HRM can take to develop and implement a workplace violence prevention program. There are many helpful websites for this exercise. The Worker’s Compensation Board of British Columbia’s publication “Take Care: How to Develop and Implement a Workplace Violence Prevention Program” may be particularly useful. Visit www.worksafebc.com/publications. See also www.ccohs.ca/oshanswers/psychosocial/violence.html, as well as the Canadian Initiative on Workplace Violence, www.workplaceviolence.ca. Incidents of Violence in Workplaces In BC, there are more incidents of violence in the retail industry than in most other types of work. The HRM is required to develop violence prevention policies and procedures that are specific to that industry and organization, such as relating to these: safe travelling to and from work, shoplifting, working alone, dealing with irate customers, and preventing robberies. The incidence of violence is also increasing in the health care, social services, and hospitality industries. Characteristics of jobs where work-related threats or assaults may be experienced include these: interacting with customers, decision making or supervisory positions that influence other people’s lives, working alone, handling cash or items of value, caring for the physical or emotional needs of others. Legislation Violence is any physical force, threatening statement, or behaviour that can cause or possibly cause injury to a worker (e.g., physical or psychological harassment, bullying, threats and assaults). OH&S legislation (BC OH&S Regulation, Sections 4.27–4.31) on violence in the workplace addresses workers’ protection from work-related threats and assaults. Employees who experience violence in the workplace are covered under the Workers’ Compensation Act. Employers must provide a workplace that is as safe from the threat of violence as possible; this includes conducting risk assessments (which includes consideration of previous experience in the workplace or other similar workplaces as well as the location and circumstances in which the work occurs). If a risk of injury is identified, the employer must establish procedures, policies, and work environment arrangements to eliminate or minimize that risk to workers. The employer and/or HRM is also required to inform and educate employees who may be exposed to the risk of violence, the nature and extent of the risk, and the procedures and policies to minimize or control that risk. They must also be involved with employees in establishing procedures for reporting, investigating, and documenting incidents of violence. Other important sections in the BC Occupational Health & Safety Regulation focus on employer and supervisor responsibilities, restrictions on unsafe acts, refusal of unsafe work, working alone or in isolation, and workplace conduct. Employers and HRMs must provide employees with the information and resources to implement this legislation; this includes conducting a risk assessment and implementing a violence prevention program. Workplace Violence Prevention Program: Risk Assessment Employers and/or HRMs can develop workplace violence policies and programs that address the specific needs of their organization and workers by initially conducting a risk assessment. A risk assessment should consider the location, nature, and circumstances of the business or industry. The assessment should also consider the number and nature of previous incidents of violence at the workplace over a period of at least one year. In some situations the attributes of the employees become an important factor (e.g., as this relates to terminations). Employers and/or HRMs would want to formally or informally discuss the following questions with staff when conducting a risk assessment: What violence have you been exposed to on the job? Do you know of any violence that has happened to others in similar jobs? What violence-related concerns do you have with your job? What is the nature of your job, and what interactions do you have with workers, clients, and the public? What is the possibility of violence in your work environment? Consider your work location, the number and characteristics of workers and clients, workplace layout, security provisions, and hours of operation. Describe any past history of incidents in your workplace or in similar operations. Consider the number, frequency, type, severity, time, and location of incidents. Organize the information into the risk elements and determine the degree of risk that employees may be exposed to. Determine methods to eliminate or reduce the risk (e.g., orientations, training, new practices). Workplace Violence Prevention Program—Plan After conducting a risk assessment, the employer and/or HRM will want to develop a workplace violence prevention policy and program specific to the organization. Organizations and HRMs need to confront any problems involving violence proactively and strategically through alignment with their business plan and all HRM functions. A violence prevention program should include the following: a written policy that reflects the organization’s approach and commitment; and prevention procedures to be followed by the employer, OH&S committee, employees, union, management, and supervisors, with written instructions on prevention, reporting, communication, response methods, inspections, investigations, incident reviews, worker and supervisor training, maintenance of records, and program evaluation. All threats of violence need to be taken seriously. HRMs must stay within their area of competence and get the proper authorities or specialists involved as needed (e.g., RCMP, employee assistance). 2. Many people who experience workplace bullying simply don’t know what to do about it. Using resources found on the Web, prepare a one-page guide for victims of workplace bullying. Answer: Visit the Ontario Safety Association for Community and Health Care’s Web page, “Bullying in the Workplace: A Handbook for the Workplace,” at www.osach.ca/products/resrcdoc/rvioe528.pdf. Guide for Victims of Workplace Bullying 1. Recognize Bullying: • Signs: Persistent harassment, belittling comments, exclusion, or threats. • Examples: Verbal abuse, spreading rumors, sabotaging work, or unfair criticism. 2. Document the Behavior: • Keep Records: Date, time, and details of incidents. • Collect Evidence: Emails, messages, or witness statements. 3. Report the Issue: • Speak to Your Supervisor: Address the situation with your manager or HR. • Follow Procedures: Review your company's anti-bullying policy and formal reporting process. 4. Seek Support: • Employee Assistance Programs (EAP): Access counseling and support services. • External Resources: Contact organizations like the Workplace Bullying Institute or local labor boards. 5. Know Your Rights: • Legal Protections: Understand your rights under local labor laws. • Consult Legal Advice: If necessary, seek advice from an employment lawyer. 6. Take Care of Yourself: • Self-Care: Practice stress management techniques and maintain a support network. • Health Resources: Seek medical or psychological help if needed. 7. Explore Resolution Options: • Mediation: Consider mediation or conflict resolution services if appropriate. • Alternative Solutions: Discuss possible changes to your work environment or role. Research an organization in which employees may experience work-related threats or assaults. Conduct a risk assessment to determine whether there is a risk of violence. Describe the measures an HRM can take to develop and implement a workplace violence prevention program. A number of websites will be helpful in this exercise. The Workers’ Compensation Board of BC’s publication “Take Care: How to Develop and Implement a Workplace Violence Prevention Program” may be particularly useful. Visit www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/take_care.pdf. (Based on an exercise by Catherine Fitzgerald.) Answer: Student answers will vary. Risk Assessment: Healthcare Facility Risk Factors: • Aggression from patients or visitors. • High-stress situations and handling sensitive cases. • Working alone during off-hours. Risk Assessment Results: • Physical Assault: Possible from agitated patients. • Verbal Abuse: Likely from distressed individuals. • Stress/Burnout: High due to demanding work conditions. Measures for Prevention Program: 1. Conduct Risk Assessment: Identify and evaluate violence risks. 2. Develop Policies: Create clear policies on violence prevention and response. 3. Training: Train employees on conflict de-escalation and safety procedures. 4. Security Measures: Install security systems and improve lighting. 5. Reporting Procedures: Implement and promote confidential reporting processes. 6. Support Services: Offer counseling and stress management programs. 7. Regular Review: Update policies and gather employee feedback regularly. Refer to [“Take Care: How to Develop and Implement a Workplace Violence Prevention Program”](https://www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/take_care.pdf) for detailed guidelines. Exercises 1. Many students either work or have worked in retail environments. Find at least 10 students with this experience. Using the definitions in this chapter, ask them if they have ever experienced an act of workplace violence (e.g., a physical assault or threat of physical assault). What were the circumstances? What led up to the confrontation? Who was the perpetrator? Answer: Refer to D: Sources of Workplace Violence. Summary of Student Experiences with Workplace Violence in Retail: • Students Asked: 10 • Experience of Workplace Violence: • Instances Reported: 4 students experienced workplace violence. • Circumstances: • Physical Assault: Customer physically attacked or attempted to. • Threats: Threats of violence from customers or aggressive behavior. • Leading Factors: • Disputes over transactions or service issues. • Aggressive reactions to store policies or delays. • Perpetrators: • Customers dissatisfied with service or products. These incidents often arose from customer frustrations or disputes, highlighting the need for better conflict management and safety protocols in retail environments. 2. Over time, collect articles from your local paper that report on incidents of workplace violence. What types of violence are reported? Does the reporting reflect research data suggesting that workplace violence is almost always perpetrated by people who are not members of the organization? Why might there be a difference between media reports and research findings? Answer: Refer to D: Sources of Workplace Violence and E: Risk Factors for Workplace Aggression. Types of Violence Reported: • Physical assaults by customers or clients. • Verbal threats and aggressive behavior from outsiders. • Robberies and thefts involving violence. Comparison with Research Data: • Media Reports: Often focus on violence by external individuals (e.g., customers, robbers). • Research Findings: Indicate that workplace violence is frequently perpetrated by external individuals, but also includes violence by internal members (e.g., coworkers). Potential Differences: • Media Focus: Sensationalizes dramatic incidents involving outsiders. • Research Scope: Includes a broader range of incidents, including internal conflicts. • Reporting Bias: Media may not always capture all internal incidents or ongoing issues. These differences may arise from the media's emphasis on high-profile cases and a narrower focus compared to comprehensive research studies. Cases Case 1: Harassment or Not? Some inappropriate and/or illegal workplace behaviours fall into “grey areas” and can only be assessed clearly by understanding the terms, behaviours, and laws concerning aggression, violence, and harassment (student discussion points are highlighted below). Resolutions may include education, workplace codes of conduct, harassment policies and procedures (especially confidential reporting channels), performance reviews, and discipline and problem-solving procedures to deal with staff relations. It is important that students understand that this case discussion provides general information and guidelines. Employers are required by law to deal with and not ignore situations that are aggressive, violent and harassing; however, every case is different, and employers should seek advice from qualified individuals. This case can be used to summarize the key learning in the chapter. Students will: increase their awareness of the importance of aggression, violent, and harassment as a workplace problem, distinguish between legislation and workplace codes of conduct, develop an awareness of the range of aggressive, violent, and harassing terms and behaviours (illegal and inappropriate), identify the responsibilities (and rights) of managers /HRM and employees to prevent these harmful workplace behaviours, particularly in ensuring that support, confidentiality, and complaint avenues are all in place, and describe the escalation of violence ( also SAV-T) from aggression to physical attack using the Assault Cycle and describe ways to reduce the risk of workplace violence. This case lends itself to a discussion around defining many of the terms and behaviours related to workplace aggression and violence. It also helps students to distinguish between human rights legislation, OH&S legislation, and the Criminal Code, and to identify unethical and inappropriate workplace behaviour that would fall under workplace codes of conduct, collective agreements, and other policies and practices. Begin by asking students if they can clearly distinguish (by providing examples of what behaviours are or are not) between the following workplace terms. As an HRM, how would you define these terms for both managers and employees? Have the students discuss the elements that lend themselves to discriminatory, unsafe, and criminal behaviours and unethical and inappropriate behaviours. You will want to go online to the human rights legislation, OH&S legislation, and the Criminal Code sections that deal with violence in your jurisdiction. You will want to conclude by discussing who is responsible/liable, what steps the manager/HRM should take, and the significance of the Assault Cycle, imminent risk, and SAV-T. Definitions and Behaviours Discrimination: You will want to refer to the human rights legislation in your jurisdiction. The BC Human Rights Code (BC Human Rights Code and Tribunal) defines discrimination as the denial of opportunity to a person or class of persons based on 13 group characteristics. Discrimination occurs if a distinction is made (13 grounds) that imposes disadvantages not imposed on others. Harassment is a form of discrimination. It is the employer’s responsibility to ensure that the workplace is free of discrimination. Misuse of supervisory authority: This is not considered harassment. It refers to a person in a position of power or authority who should reasonably know his or her behavior is inappropriate (codes of conduct should be developed). Criminal offence: These are behaviours ranging from criminal harassment such as stalking to physical assault. Violence: This is an actual physical assault or threat of an assault. You will want to refer to the Criminal Rode and the health and safety legislation in your jurisdiction. Legislative approaches differ across the jurisdictions (BC’s OH&S legislation is described below). It is the employer’s responsibility to ensure that the workplace is a safe place to work. Aggression: This is behaviour by an individual or individuals within or outside an organization that is intended to physically or psychologically harm a worker or workers and that occurs in a work-related context. Harassment: This involves engaging in annoying or embarrassing conduct against a worker in a workplace—conduct that is known or ought reasonably to be known to be unwelcome. Emotional abuse: Another term for bullying. Mobbing: A term used mainly in Europe to refer to bullying. Bullying: Aggressive, nonphysical behaviours perpetrated by organizational members over a prolonged time. Incivility: Rude or discourteous behaviour. Sexual harassment: Intentional, persistent, and unwelcome sexual conduct or remarks that occur despite resistance from the victim. A form of harassment, which is discrimination. Gender harassment: Comments or actions seen as creating a hostile environment based on gender. Unwanted sexual attention: Persistent and unwelcome sexual comments or attention. Sexual coercion: The attempt to extort sexual cooperation; can take the form of subtle or explicit job-related threats. The defining elements of workplace discrimination include the following behaviours: It is perceived as a condition of employment or as influencing decisions on employment matters. It interferes with job performance by creating a hostile or intimidating work environment. It may involve one or several incidents, It may be deliberate or unintentional. It may be direct or indirect (adverse effect). It may be encountered from supervisors, coworkers, clients or anyone else while working. It may be verbal or nonverbal. It may happen either at or away from the workplace, during or outside working hours, or in the course of the employment relationship. OH&S Legislation—BC Violence is any physical force, threatening statement, or behaviour that can cause or possibly cause injury to a worker (e.g., physical or psychological harassment, bullying, threats, and assaults). OH&S legislation (BC OH&S Regulation Sections 4.27–4.31) on violence in the workplace addresses workers’ protection from work-related threats and assaults. Employees who experience violence in the workplace are covered under the Workers’ Compensation Act. Employers must provide a workplace as safe from the threat of violence as possible; this includes conducting risks assessments (which in turn includes considering past experience in the workplace or other similar workplaces as well as the location and circumstances in which the work occurs). If a risk of injury is identified, the employer must establish procedures, policies, and work environment arrangements to eliminate or minimize the risk to workers. The employer and/or HRM is required to inform and educate employees who may be exposed to the risk of violence regarding the nature and extent of the risk and procedures and policies to minimize or control that risk. They must also involve employees in establishing procedures for reporting, investigating, and documenting incidents of violence. Other important sections in the BC OH&S Regulation focus on employer and supervisor responsibilities, restrictions on unsafe acts, refusal of unsafe work, working alone or in isolation, and workplace conduct. Employers and HRMs must provide employees with the information and resources to implement this legislation. This entails conducting a risk assessment and implementing a violence prevention program. Implications and Responsibilities for the Manager/HRM? Refer to OH&S Notebook 8.3, “Best Practices in Managing Workplace Violence” Have well-published policies that explain violence, aggression, and harassment. Involve and educate all employees. Develop detailed procedures and confidential complaint channels. Treat all complaints seriously, investigate and resolve immediately. Utilize performance reviews, positive progressive discipline, and problem-solving procedures to deal with staff relations. The Assault Cycle, Imminent Risk, And SAV-T You will want to use PowerPoint slides to illustrate Figure 8.2, “The Assault Cycle,” to describe the escalation of violence from aggression to physical attack. The Assault Cycle tells us that violence does not just happen; rather, it builds in intensity, and that there are signs indicating whether a person is becoming more violent. Almost all violent acts are preceded by a threat. HRMs and employees must be educated in how to recognize these signs and in methods of prevention. Refer to Kelloway’s SAV-T acronym (Swearing, Agitation, Volume, Threat) as a way of recognizing the escalating signs of violence. Refer to OH&S Notebook 8.2, “Managing Imminent Risk.” You can refer students to the fatalities described in the first few paragraphs of the chapter. In all of these cases, investigation reports indicated that there were earlier threats and signs. Ask the students if they feel that the behaviours Vic is dealing with, described in the case, are at the triggering phase/escalation phase of the assault cycle. How serious are these behaviours? Does Vic have enough information? Several violence prevention resources have been developed as a result of these horrific incidents: www.llbc.leg.bc.ca/public/pubdocs/bcdocs/325501/protectionofworkersfromviolence.pdf www.llbc.leg.bc.ca/public/pubdocs/bcdocs/324287/preventingworkplaceviolence.pdf www.for.gov.bc.ca/tasb/manuals/policy/mngmtsrv/ms6-7.htm There are numerous websites that will be helpful in this exercise. The Worker's Compensation Board of BC’s publication “Take Care: How to Develop and Implement a Workplace Violence Prevention Program” may be particularly useful. Visit www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/take_care.pdf or www.worksafebc.com/publications. Also visit the Canadian Centre for OH&S, www.ccohs.ca/oshanswers/psychosocial/violence.html, and the Canadian Initiative on Workplace Violence, www.workplaceviolence.ca. Case 2: Health Care Risks You will want to refer to the legislation in your jurisdiction. In BC, Sections 4.27 and 4.31 in the OH&S Regulation identify the steps that must be taken to prevent and deal with workplace aggression and violence. These include establishing a violence prevention working group, conducting a risk assessment, providing education and training, and conducting an annual review. There are several online WCB videos that describe incidents and prevention techniques for health care workers who encounter violent workplace situations. Online publications Violent and Aggressive Behaviour Prevention Resource List: www2.worksafebc.com/PDFs/healthcare/resource_list_violence.pdf. “Preventing Violence in Health Care: Five Steps to an Effective Program: www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/violhealthcare.pdf. Refer to End-of-Chapter Using the Internet Question 1. Solution Manual for Management of Occupational Health and Safety Kevin E. Kelloway, Lori Francis, Bernadette Gatien 9780176532161, 9780176657178