Methods to help institutions prevent abrasive conduct.

Document Date Submitted Contributor

How Not to Raise a Mean Girl

Positivity as a Bystander in a Bulllying Context

August 14, 2017 Jo Ann M. Radja

Bystander Intervention Training

This powerpoint presentation with accompanying notes is the basis of the bystander training I do with faculty and staff.

July 28, 2015 Loraleigh Keashly

A Complementary Approach to Promotion Professionalism

Here is an example of a comprehensive program at Vanderbilt University that has been put in place to respond to unprofessional behavior in health care settings. There are some excellent ideas here that I believe can be adopted by higher education institutions.

July 06, 2015 Jerry Goodstein

Continuum Metrics and Measurements

When working with sponsors to understand the severity of abrasive conduct and the cost to the institution, it is useful to provide metrics and measurements vs. anecdotal information. This document describes specific metrics available within an institution. This document supports the Continuum on Disruptive Conduct also posted on the website.

July 02, 2015 Rachel Schaming

Dealing with Conflicts Among or Between Direct Reports

Several years ago an online survey was offered to hundreds of staff supervisors. The topic of “dealing with conflict among or between my direct reports” was identified as both the most difficult and the most frequent conflict-related challenge supervisors faced. This three-hour experiential workshop called “Dealing with Conflict Among or Between Your Direct Reports” was developed to help supervisors: • recognize what makes dealing with this kind of conflict so challenging; • consider a continuum of conflict-related behaviors; • identify behaviors that have violated their own expectations; • consider whether those who have violated these expectations are aware of this - and how they might be sure they are aware); • examine various conflict-related roles and consider how to decide which one(s) to play; and • practice skills for managing bad behavior and\/or violated expectations

June 25, 2015 Tom Sebok

Potential Options for Targets

These two four-column documents are intended to help targets of abrasive conduct to make decisions about what they will do about this problem. I have found this sometimes helps people to: 1) see that there are possible options (albeit imperfect ones) and 2) systematically evaluate these options. In the first chart the left-hand column is filled in with possible options for targets of abrasive conduct and blank space is provided for evaluating the perceived advantages, disadvantages, and the likelihood of success of these options. Additional rows are provided to allow targets to identify additional options, weigh the advantages, disadvantages, etc. The next document, a "cheat sheet" for helpers, may help to jump start these conversations.

June 23, 2015 Tom Sebok

Winners Who Become Losers: Abrasive Leaders

This chapter, authored by Laura Crawshaw, Ph.D., BCC was written specifically for leadership to provide insight into the challenging task of intervening with abrasive leaders. Specific language is provided to reduce defensiveness and motivate the abrasive individual to address negative perceptions of their counterproductive behavior.

June 23, 2015 Laura Crawshaw, Ph. D., BCC

Solving the Problem of Abrasive Conduct: Research & Findings

This Powerpoint presentation was given at the 2015 Colloquium by The Boss Whispering Institute. Please feel free to use this presentation or portions of it.

June 23, 2015 Laura Crawshaw, Ph. D., BCC

Combating Disruptive Conduct -

“Combating Disruptive Conduct” was printed in the National Association of College and University Business Officers electronic magazine published February 27, 2015. It is a summary of an interview between NACUBO’s editor, Karla Hignite and Barbara Butterfield, regarding the dynamics of disruptive conduct and its adverse impact on colleagues and the learning environment. The article covers some of the efforts the academy is making to address this negative affect. It identifies the leadership courage and skills needed to communicate expectations clearly, set a leadership model, support positive change and implement sanctions when necessary. The article goes on to discuss building a positive campus culture based on its own identified values, standards and accountabilities. The consequences of not addressing disruptive conduct are covered especially in their escalating nature. A sample of early, escalating and extreme disruptive conduct is included.

June 22, 2015 Barbara Sale Butterfield

Power Point: Culture, Environment and Professionalism in the Academy – Addressing disruptive conduct, its impact on targets, collaborations, and the organization

This visual presentation provides and instructional deck which can be adapted by the colloquium participant for their campus use. It covers definitions of abrasiveness and barriers to addressing those. Further, it offers data helpful in focusing leadership attention and courage not only on addressing abrasiveness at the individual level, but eventually at the organizational or systems level. The PPT goes on to present a positive approach to assisting the abrasive to identify their own impact on the perception of others as well as to modify their conduct in order to change unintended perceptions of their conduct. Sample expectations for conduct are excerpted from academic organizations and campus documents addressing professionalism. Advice for those targeted is included, as well as, consequences for the abrasive’s failure to self-modify conduct. The PPT ends with promising practices from multiple academic contributors and different campuses.

June 22, 2015 Barbara Sale Butterfield

Measuring the Impact of Disruptive Conduct

Measurements: historic (single data points), transactional, predictive, modelling (business intelligence), strategic (decision support) and outcome measures are presented along with their importance in defining and planning effective strategies for addressing disruption attributable to abrasive conduct. Recommendations for data that could be collected and interpreted are made. And, a chart of potential related measures in the areas of human capital, employee relations, integrated reporting, campus health and culture are noted. Four keys important to participants’ attention are included; these suggest development in the areas of policy, process, response and reporting.

June 22, 2015 Barbara Sale Butterfield

Disruptive Conduct Continuum

The Continuum on abrasive or disruptive conduct provides a matrix of examples showing the experience of the abrasive, the target, the work group and the college\/university. These experiences increase in intensity as events move from emerging, through escalating, to extreme engagement. Use of the Continuum is helpful in coaching individuals, supervisors and work groups to interpret what they are experiencing, to see the value of early positive action, and to understand the seriousness of their situation if left unaddressed. Included in the Continuum are potential remedies for each on those involved and at each of the increasingly difficult levels of disruption.

June 22, 2015 Rachel Schaming