To do well in assessments, you must follow the conventions of formal academic writing which dictate the structure, style, format, and contents of the language and ideas used in a paper. This will vary depending on the intended audience and purpose of the writing, and the particular text type you are asked to use.
This sample paper has been ‘deconstructed’ so you can identify and understand the textual features that are required in your response to Assessment item 4. Expectations include:
• That the paper be in the form of a report • That the purpose of a report is to convey information in a highly structured style that includes heading, sub-headings, specific sections (including an Executive Summary, Background, Recommendations, Conclusion, and References) • That the audience of a report is a person with discipline-specific knowledge who has the authority to consider and implement recommendations if they are grounded in credible and well-presented/argued evidence • That the author of a report will use language structures and items (e.g., words, phrases, sentences, and paragraphs) that are respectful of the authority of the audience and provide data and information that is focused, accurate, evidence-based, factual, precise, written in the third person, and characterised by specialised vocabulary.
The ways in which this paper meets these expectations have been explained in comments attached to the relevant parts of the text. To see them, it is best to click on Review in the top navigation bar, then click on ‘Show comments’.
This paper has been used to clarify the expectations of this assessment and model the language choices and structures that you should be employing yourself. Whilst it is a good paper for these purposes, it is not a ‘perfect’ paper and still contains errors, inaccuracies, and features that could have been better executed. Focus on the comments and explanations provided to ensure your own writing meets expectations.
You are reminded that reproducing, in whole or in part, the contents of this paper in your own writing without due acknowledgement constitutes a breach of Academic Integrity (http://student.csu.edu.au/library/integrity).
INR502 Assessment item 4
Individual report 2 – IR workplace issue analysis
2500 words +/- 10%
This task invites you to critically analyse a current issue in Australian industrial relations, at the workplace level. You are asked to analyse the application of this topic in contemporary organisations. Address one of the following workplace industrial relations topics: • workplace violence • employee voice.
Critically analyse the importance of this issue in contemporary organisations and prepare recommendations to improve the way the topic area is managed. You may like to focus your answer on a particular industry and/or workplace context, and perhaps a specific issue relating to the broad topic area. It is important to understand, firstly, the scope and content of the topic area/issue, and how it is regulated. Then, appreciate the significance of the topic area/issue in the particular context that you have chosen to study. Critical analysis of evidence follows; and finally, recommendations are informed by literature.
Data gathering at a specific workplace is not required to complete this task. The assessment may be completed using sources which provide meaningful evidence on organisational impacts and implications of the selected topic/issue. There is no minimum number of references required. Determine the number of references based on the argument that you are making.
Cover Sheet
Student: xxxxxxxx
Student ID: xxxxxxxxx
Paper:
Submission Mode: EASTS
Word Count: 2582 excluding references
Contents
Executive Summary ................................................................................................................... 2 Background ................................................................................................................................ 2 Workplace violence ............................................................................................................... 2 Bullying.................................................................................................................................. 3 Focus area .............................................................................................................................. 3 Regulation of Bullying ............................................................................................................... 4 Access to information ............................................................................................................ 4 Issues related to workplace bullying .......................................................................................... 4 The Focus Organisation ............................................................................................................. 5 Policy related to bullying ....................................................................................................... 5 Purpose of policy and education related to bullying .............................................................. 6 Issues for the organisation related to workplace bullying ......................................................... 7 Recommendation ....................................................................................................................... 8 Conclusion ................................................................................................................................. 9 References ................................................................................ Error! Bookmark not defined.
Comment [LJ1]: The contents page provides titles and page numbers of each section of the report. It is essential that these are clear, as a reader will often use this, along with the executive summary to get a feel for the structure and contents of the report.
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Executive Summary This paper reviews the key themes related to workplace violence with a specific focus on education and preventative measures related to bullying. This is considered in the broader context and then with a focus on the practice in a specific organisation. The practices identified within the organisation of policy and training was consistent with those reported in a selection of literature reviewed.
The review concludes with some recommendations for improvement in practice for the organisation and opportunity for further research / review of outcomes related to implementing preventative measures and education to eliminate / minimise the incidence of bullying.
Background Workplace violence Workplace violence is a common occurrence in organisations that can have a multitude of effects for an organisation, their customers, the individuals involved and their families. There is no one single definition of what workplace violence encompasses however it is generally accepted that the term captures harassment, sexual harassment, bullying, incivility and aggression (Hershcovis, Reich, Parker, & Bozeman, 2012; Tierney, 2004). The behaviours associated with workplace violence are regarded as negative workplace behaviours that would be considered unhealthy (Ariza-Montes, Muniz, Montero-Simó, & Araque-Padilla, 2013; Cowan, 2012; Hershcovis et al., 2012; Nielsen & Einarsen, 2012; Woodrow & Guest, 2014). These behaviours can impact physically and / or psychologically on individuals and may be one off events or repetitive depending on the level and type of workplace violence. There are a number of factors that contribute to workplace violence ranging from individual relationships to the culture, work organisation and structure of the organisations ("Australian Council of Trade Unions (ACTU) Submission To the House Standing Committee on Education & Employment, Inquiry into Workplace Bullying ", 2012; Hutchinson, Vickers, Wilkes, & Jackson, 2009).
Comment [LJ2]: This is a good start. By outlining the general theme of the report and narrowing to its key focus, the reader can get a sense of how the topic fits within the broader context of the subject and how it is to be applied to the organisation discussed in the report.
Comment [LJ3]: More detail could have been provided in this section of the report. A good start is made, but a reader should be able to get a sense of the purpose of the report, along with key findings, recommendations and conclusions made throughout the report by reading the executive summary.
Remember that the Executive Summary is exactly what it says it is: a summary for a busy executive who has to make a quick decision on the relevance and credibility of the report, whether s/he should read it carefully and in its entirety, and the significance of the potential impact of the findings on the organisation.
Comment [DJ4]: Citing various sources like this demonstrates to your reader that you can: a) read widely; b) apply that research to your paper; c) synthesise this research to strengthen the main points in your report.
Comment [c5]: Take a step further here by connecting this section to the argument; for example, you could state which definition you’re going to apply here, and why.
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Bullying An aspect of workplace violence that is topical, with the media, public, government and legislators, peak bodies, and increasingly professional bodies is bullying. Bullying is identified as a negative workplace behaviour, and duration and frequency of the behaviours is identified as a key component. Thus, it is not a single event; rather, it is an evolving process. The duration contributes to the difficulty in identifying when isolated negative behaviours then evolve to constitute bullying. Identification of bullying is complicated and a challenge faced by employees, supervisors, team leaders, colleagues and managers alike ("Australian Council of Trade Unions (ACTU) Submission To the House Standing Committee on Education & Employment, Inquiry into Workplace Bullying ", 2012; Cowan, 2012; Guide for preventing and responding to workplace bullying, 2013; Michelle, 2015; Nielsen & Einarsen, 2012).
Although some may see management of expectations, hours of work, performance management and correction of poor work practices including disciplinary processes as bullying they are reasonable business practices, provided they are undertaken in a fair and just manner they do not constitute bullying (Guide for preventing and responding to workplace bullying, 2013). However, as previously noted, how work and organisations are structured has been identified as a contributing factor in workplace bullying (Hutchinson et al., 2009).
Focus area The breadth of this topic and the plethora of information are important; however, the focus of this report is on education and preventative measures related to workplace bullying. This will be considered in a broader context and at an organisational level.
To assess the problem at an organisational level, a review of relevant information, policies and practices in a public sector health organisation was undertaken. Consistency of the information, policies, and practices was considered against available literature and resources. The literature and resources were identified from course provided readings for INR 502, and searches undertaken through Google Scholar, and Charles Sturt University Library. The following search terms were used: workplace violence, education, bullying, and prevention. There was also an attempt to limit the timeframe in an endeavour to ensure currency of the information. That said there is a lot of relevant older literature available.
Comment [WD6]: This section is very useful to ensure your reader knows enough about the topic under discussion to comprehend the report. The information provided is comprehensive, yet concise. Comment [WD7]: By using the term ‘workplace violence’ (i.e. the previous subheading) at the beginning of this sentence, it ensures that the reader understands immediately how this section connects to the previous section, and, therefore, to the topic of the report. This maintains the ‘flow’ of the text and ensures cohesion throughout the paper (i.e., it feels to the reader like a carefully structured argument rather than random sentences and paragraphs cut and pasted to form a report).
Comment [WD8]: Words and phrases like ‘however’, ‘although’, ‘consequently’ and ‘because of this’ are useful to maintain the ‘flow’ of your writing so the reader can see the connections between ideas and sentences. A good resource that contains many of these linking words and phrases can be found at http://student.csu.edu.au/study/skills/guides andtips/writing-at-uni
Comment [WD9]: This is a very precise statement of the focus of the report that helps both the writer and reader to stay on track.
The words prior to this give the reader an indication that the writer knows just how much s/he is NOT going to discuss; hence, it demonstrates the writer’s understanding of the scope of the subject matter.
The following sentence and paragraph articulate very clearly the parameters of the report.
Comment [c10]: Good that you’ve stated this.
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Regulation of Bullying Bullying is not a legitimate activity and is governed by a number of pieces of legislation which would inform workplace policy, guidelines and practices. The Fair Work Act 2009, Australian Human Rights Act 1986, Disability Discrimination and Other Human Rights Legislation Amendment Act 2009, Work Health and Safety Act 2011 provide employers and employees a framework ("Australian Human Rights Commission Act 1986," 1986; "Disability Discrimination and Other Human Rights Legislation Amendment Act 2009," 2009; "Fair Work Act 2009," ; "Work Health and Safety Act 2011," 2011). In addition, states and territories may have additional provisions to manage workplace bullying e.g. in Victoria there is anti-bullying legislation known as Brodie’s Law which extends the provisions of the Crimes Act to provide for imprisonment in serious cases of proven bullying ("Bullying - Brodie's Law," nd).
Access to information The above legislation is intended to provide a framework that protects the rights of employees and employers. Access to information to assist and support employers and employees in understanding the provisions and what is and is not bullying and support to address it is provided for within this legislation and can be accessed through government agencies, unions and employer associations ("Anti-Bullying Orders –Frequently Asked Questions – Fact Sheet No 3," n.d.; "Frequently asked questions - Bullying," 2015; Guide for preventing and responding to workplace bullying, 2013; "Resolving issues, disputes and dismissals," 2015; "Workplace bullying: Violence, Harassment and Bullying Fact sheet.").
Issues related to workplace bullying The issues related to workplace bullying identified in literature and other sources include the cost to businesses, social costs and the significant impact on individuals and their families. The predominant effects identified are of a psychological nature impacting on the individual and the organisation through lost time in the form of absences and decreased productivity as a result of reduced coping mechanisms. The costs of turnover, recruitment, loss of reputation and compensation claims for harm are significant issues for organisations who do not manage workplace bullying situations well (Bentley et al., 2009; "Eliminate bullying to retain apprentices," 2009; Nielsen & Einarsen, 2012).
Comment [WD11]: Abbreviations like this should NOT be used in formal academic writing. This should also be the start of a new sentence so it should actually look like this:
…workplace bullying. For example, in Victoria, there is ….
Correct punctuation and grammar assist your reader to understand what you are trying to convey, so even minor errors like this interfere with the clarity of your meaning. Take the time when you have finished writing the draft to edit and proofread your work. It can make the difference between just a satisfactory response and a report that really demonstrates your understanding. This paper contains few language errors so is easy to read and understand.
Comment [WD12]: When you are discussing quite general concepts or an issue for which there are many sources who agree on a position, citing several of these sources in a single set of brackets and separating them with semi-colons demonstrates the extent of your reading and understanding. Throughout this paper, the student has done an excellent job of synthesising information from a wide range of sources into statements that advance the argument.
Comment [WD13]: Your reader would expect you to provide evidence of a strong statement of ‘fact’ like this. Whenever you write something that an ‘average’ adult wouldn’t necessarily know, there should be a citation of a source indicating the evidence you have for believing that statement to be true.
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Managing workplace bullying is reliant on identifying that it exists, and acknowledging that it is a problem that needs addressing and investigating fairly. The literature proposes that bullying is under-reported for a variety of reasons including fear of retaliation, not being believed or, if investigated, the findings are rationalised as a misinterpretation or personality conflict ("Avoid the pitfalls when investigating workplace bullying," 2009; Bentley et al., 2009; Cowan, 2012; Hutchinson et al., 2009; Tierney, 2004; Woodrow & Guest, 2014). To improve these outcomes, education and prevention programmes could be of assistance but the effect of these programmes is not well documented.
The Focus Organisation The organisation that was accessed as the focus organisation is in the public health sector, and employs a wide range of health professionals and other support workers. The health sector has been identified as an industry with high levels of bullying that is hierarchical and within occupations (Bentley et al., 2009; Hutchinson et al., 2009; Ivory, 2015; Ivory & Scott, 2015).
Policy related to bullying Consistent with identified practices in the literature this organisation has a policy that covers bullying (Cooper‐Thomas et al., 2013; Guide for preventing and responding to workplace bullying, 2013; Woodrow & Guest, 2014). However, the policy is part of a broader harassment management policy which is consistent with practices in District Health Boards (DHBs) as identified by Bentley et al. (2009). The policy identifies a zero tolerance for work place violence which is also in keeping with practices identified in the literature (Bentley et al., 2009; Hills & Joyce, 2013; Vogelpohl, Rice, Edwards, & Bork, 2013; Woodrow & Guest, 2014). Policies outlining expectations form part of prevention and education to eliminate / minimise bullying in the work place and have been identified as useful tools for employees to address bullying. Availability of the policy including the organisation’s code of conduct is via the intranet, as is the generic tool that is used for reporting bullying. Again, these practices are consistent with findings in the literature (Cooper‐Thomas et al., 2013; Hills & Joyce, 2013; Vogelpohl et al., 2013; Woodrow & Guest, 2014). In addition, the organisation is bound by the relevant legislation related to employment practices, health and safety,
Comment [WD14]: This sentence is an example of the kind of writing that you should be trying to produce: concise, clear, unambiguous, accurate in terms of structure and punctuation, supported by evidence, direct, not too long and difficult to understand, and free of words and phrases that really contribute nothing to the reader’s understanding. Comment [WD15]: This is another strong statement that the reader would expect to be supported by evidence from the literature.
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discrimination and rights of workers. This legislation is further reflected in collective and individual employment agreements.
Purpose of policy and education related to bullying Knowledge is power (Bacon, n.d.) and to empower employees at all levels to be able to recognise bullying and know who, where, and how to address bullying, they need to be provided with education (Vogelpohl et al., 2013). The education needs to identify and reinforce the policy, processes, and identify what bullying is and is not (Bentley et al., 2009; Hills & Joyce, 2013).
Any education programme needs to be consistent across the whole organisation and supported by senior managers to reinforce the key messages and operationalise the support from senior managers, thus demonstrating they support the stance and policy. These managers are integral to supporting managers, supervisors, team leaders and employees to address bullying and role model appropriate workplace behaviour (Guide for preventing and responding to workplace bullying, 2013; Preventing and responding to workplace bullying, 2014; Vogelpohl et al., 2013; Woodrow & Guest, 2014).
In 2011, a programme was rolled out across the organisation starting at the executive level. It was intended that all employees would attend one of the sessions. The sessions were two hours in duration and delivered by a contractor who provided the power point material as a handout (K. Connell, Taking the Bully by the Horns, personal communication, 2010). The presentation was designed to identify the purpose of the session, the current situation nationally and what bullying was and was not. This led to identifying local resources and processes available to manage and investigate bullying.
Through a selection of interviews and application of organisational knowledge, it was identified that there has been no further training of a consistent nature related to bullying. There is no specific training related to workplace violence or bullying during induction or orientation of new employees or managers. There is a general Health and Safety online training session that is mandatory every two years; however, this provides only general information related to broader health and safety matters in the organisation (organisational specific information from internal documents and intranet).
Comment [WD16]: This is a particularly strong start to a sentence and a section as it contains a very strong statement that captures the reader’s attention immediately. Comment [WD17]: Note that ‘n.d.’ means ‘no date’ and is used when you there is no specific date given on the publication of the source you are using.
Dates in citations and references are important because they help us identify how current and reliable a statement is: for example, management textbooks from 1935 or even 1995 were written at a time when the world was a very different, less democratic and socially just place, with fewer constraints on research and ethical guidelines, so the ideas they contain may well be outdated and of little relevance to management issues in the 21st century. As a general rule of thumb, try not to use material that is more than five years old. Of course, the exceptions to this rule are when the texts were written by leaders of the discipline, perhaps long-dead, who wrote the seminal works that are still important today, or when you are deliberately looking at historically significant issues. Comment [WD18]: These words tie this sentence to the previous one by repeating the word highlighted near the end of the previous sentence. This makes the text ‘flow’ more naturally by ensuring your reader is moving logically from one statement to the next. Comment [WD19]: The paragraphs above concern very general information about bullying and policies. These next two paragraphs move into details about a specific programme, providing just enough background information for the reader to understand the points the author subsequently makes. It is common to move from the general to the specific in academic writing because that mirrors the way our brain functions (e.g., as children we learned about animals, then pets, then dogs, until we could finally make distinctions between spaniels and bulldogs).
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During this process, it was identified that there was a spike in bullying issues being raised following the training and this was anticipated, though the level dropped off after a short period of time. From the literature reviewed, it is difficult to ascertain if this spike is a consistent reaction following training. However, this increase following training and promotion of the policies is the reverse of the findings of Woodrow and Guest (2014) who report a decrease in reporting following the promotion of the policies. This decrease returned to the pre training levels of reporting in subsequent years (Woodrow & Guest, 2014).
The practice of not providing training to new employees and managers would be a gap in organisational processes as a number of authors and organisations identify training on bullying during orientation for new employees and managers as a crucial activity to reduce bullying opportunities. Furthermore, it provides new employees and managers with the knowledge that bullying is not tolerated and what, where and who can provide assistance if they encounter it (Guide for preventing and responding to workplace bullying, 2013; Hutchinson et al., 2009; Preventing and responding to workplace bullying, 2014; Woodrow & Guest, 2014).
Issues for the organisation related to workplace bullying As an organisation operating in the health sector employing multiple occupational groups. There is a real and perceived / implied hierarchical structure, based on the organisation’s structure and occupational structures / cultures e.g. nurses and doctors. Therefore, costs related to turnover, grievances, patient complaints and defending public image could be significant for all involved if prevention and early intervention is not part of the culture of how things are done (Ivory & Scott, 2015; Vogelpohl et al., 2013).
Under-reporting of bullying for fear of retribution, particularly within the health sector, coupled with reports from surveys that the incidence of bullying is high in the health sector is a double edged sword (Bentley et al., 2009; Hutchinson et al., 2009; Woodrow & Guest, 2014). These two statements on the surface are incompatible, though from anecdotal information the author believes they are reflective of the reality. Logic says that efforts towards decreasing workplace violence and specifically bullying through focused training and preventative measures should positively impact the workplace and the lives of
Comment [WD20]: Note the length of these paragraphs. Although there is no rule about how long a paragraph should be, generally somewhere between four to eight sentences and five to ten lines is preferred simply because that is a manageable chunk of information that doesn’t intimidate the reader (think how you feel when you open a webpage or book and are confronted by a huge block of text).
Of course, it is important that each paragraph be about a single topic with a first sentence (called the ‘topic sentence’) that clearly articulates the point you are trying to make in your own words. Other sentences in the paragraph all serve to illustrate this point with evidence from the literature or additional explanations.
Comment [c21]: Good. You’ve identified some important points here.
Comment [WD22]: This sentence is not complete: if you read it aloud, you will hear that you are actually waiting for additional information. A sentence should be a complete idea with a subject, verb, and (usually) an object. It is important to edit and proofread your paper when you are finished the first draft to check for errors like this that will interfere with your reader’s/marker’s understanding. In this case, all that needs to be done is to change the full stop into a comma and remove the capital letter on ‘There’. Comment [WD23]: Remember not to use abbreviations like this.
Comment [WD24]: This phrase serves to link the statement before it with the words that come after it. This is a good example of how to make the text cohesive (i.e. so it reads like a coherent, considered, and well-constructed argument where one statement/point/sentence/paragraph/section flows logically into the next).
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employees. However, there is a paucity of information identifying the outcomes of preventative measures and training in relation to bullying. This finding is consistent with the views expressed by Nielsen and Einarsen (2012).
Recommendations There is ample information and studies available identifying that the health sector has high levels of bullying through power imbalances from structure and occupational differences. There is also adequate information available from the literature and the legislative requirements to provide a safe working environment. Providing a work place free of violence and bullying would be consistent with legislation and good business practice. Also consistent with the literature is the knowledge that training to identify, prevent and manage bullying is crucial. The following recommendations are made based on the broader literature and legislative provisions, with the view to strengthening the practices within the focus organisation.
• It is recommended that the focus organisation reviews how it can incorporate specific training on bullying into its mandatory organisational training for new employees. This will have the benefit of reinforcing the organisation’s zero tolerance stances on bullying and workplace violence through making explicit the organisation’s behavioural expectations, and how to raise an issue related to inappropriate or negative behaviour. This would also clarify what is and is not bullying early so that normal work and management processes are not misconceived. • A further recommendation is that the organisation identifies methods to assess the effectiveness of training and preventative measures related to workplace violence and bullying. The purpose of this is to identify what future best practice may look like for the organisation and enable it to invest and focus its training appropriately.
As identified, there is a little information available related to the effectiveness of preventative action and training on bullying incidences and outcomes. There is also opportunity to explore the value of providing regular update training for all employees as a preventative tool. These gaps provide opportunity for further research on the outcomes of providing training related to preventing bullying and implementing preventative measures for new employees and managers, along with ongoing training for employees.
Comment [c25]: Would it have been reasonably feasible to use some examples to illustrate/amplify the argument?
Comment [WD26]: Note the level and precision of the language highlighted in this paragraph and used throughout the report. The author has gone to quite some effort to ensure that s/he has found the best word to use throughout the paper. This increases the credibility of the paper and ensures that the writing is as concise as possible.
However, be cautious of using words that you don’t really understand as they can sometimes be used inappropriately and so the credibility of the paper can decline. If in doubt, check a dictionary for examples of how a word should be used.
Comment [c27]: Good, practical recommendations.
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Conclusion Workplace violence encompasses a wide range of negative behaviours, with bullying specifically being examined in this paper with a focus on the appropriate information, practices and processes related to education and prevention of bullying in a specific organisation.
The organisation had a number of practices that were identified. These included policies, a reporting system, and training. These practices were noted as being consistent with those reviewed or noted within the literature reviewed. There was opportunity for further development of practices within the organisation, specifically in relation to education of new employees and managers. Additionally, there is the opportunity to implement a schedule of ongoing / refresher training.
Within the organisation and the literature there is a gap in information available which assesses the effect of implementing education and preventative programmes.
Comment [WD28]: This conclusion succinctly summarises the topic, the importance of the topic, the significant points made in the paper, and gaps in the literature that could be the focus of future research.
A good conclusion contains much the same information as a good introduction and exactly the same information (though less of it) that can be found in the body of a report. Nothing new should be added in the conclusion. It should provide a very direct and concise answer to the question that the paper answers. Often, readers of articles in journals and reports will go to the conclusion FIRST to see if they want to read the rest of the paper, so you should write conclusions that are effective summaries of what has been covered in the paper. If you think of the conclusion as your destination and the body paragraphs as the route you take to get there, you will see why sometimes it is better to start writing your paper by writing or at least planning what will be in your conclusion.
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Anti-Bullying Orders –Frequently Asked Questions – Fact Sheet No 3. (n.d.). Speak up for Health and Safety. Retrieved from http://www.safeatwork.org.au/sites/safeatwork.org.au/files/17122013_antibullyingorders_factsheetno3_3.pdf
Ariza-Montes, A., Muniz, N. M., Montero-Simó, M. J., & Araque-Padilla, R. A. (2013). Workplace Bullying among Healthcare Workers. International Journal of Environmental Research and Public Health, 10(8), 3121-3139. doi:10.3390/ijerph10083121
Australian Council of Trade Unions (ACTU) Submission To the House Standing Committee on Education & Employment, Inquiry into Workplace Bullying (4 July 2012). Retrieved from http://www.actu.org.au/media/290423/ACTU%20Submission_House%20%20Standin g%20Committtee%20on%20Education%20and%20Employment_Inquiry%20into%2 0Workplace%20Bullying.pdf
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Avoid the pitfalls when investigating workplace bullying. (March 2009). Australian Industry Group Edition 47. Retrieved from http://www.aigroup.com.au/images/industry_full/Industry47_FULL.pdf
Bentley, T., Catley, B., Cooper-Thomas, H., Gardner, D., O’Driscoll, M., & Trenberth, L. (2009). Understanding stress and bullying in New Zealand workplaces: Final report to OH & S Steering Committee: Massey University.
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Bullying - Brodie's Law. (nd). Safer Communities. Retrieved from http://www.justice.vic.gov.au/home/safer+communities/crime+prevention/bullying++brodies+law Cooper‐Thomas, H., Gardner, D., O'Driscoll, M., Catley, B., Bentley, T., & Trenberth, L. (2013). Neutralizing workplace bullying: the buffering effects of contextual factors. Journal of Managerial Psychology, 28(4), 384-407. doi:doi:10.1108/JMP-12-20120399
Cowan, R. L. (2012). It’s Complicated: Defining Workplace Bullying From the Human Resource Professional’s Perspective. Management Communication Quarterly, 26(3), 377-403. doi:10.1177/0893318912439474
Disability Discrimination and Other Human Rights Legislation Amendment Act 2009. (2009). Retrieved from https://www.comlaw.gov.au/Details/C2009A00070
Eliminate bullying to retain apprentices. (March 2009). Australian Industry Group Edition 47. Retrieved from http://www.aigroup.com.au/images/industry_full/Industry47_FULL.pdf Fair Work Act 2009. Retrieved from http://www.comlaw.gov.au/Details/C2014C00342
Frequently asked questions - Bullying. (22 May 2015). Department of Commerce. Retrieved from https://www.commerce.wa.gov.au/worksafe/frequently-asked-questionsbullying
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Hershcovis, M. S., Reich, T. C., Parker, S. K., & Bozeman, J. (2012). The relationship between workplace aggression and target deviant behaviour: The moderating roles of power and task interdependence. Work and Stress, 26(1), 1-20. doi:10.1080/02678373.2012.660770
Hills, D., & Joyce, C. (2013). A review of research on the prevalence, antecedents, consequences and prevention of workplace aggression in clinical medical practice. Aggression and Violent Behavior, 18(5), 554-569. doi:http://dx.doi.org/10.1016/j.avb.2013.07.014
Hutchinson, M., Vickers, M. H., Wilkes, L., & Jackson, D. (2009). “The Worse You Behave, The More You Seem, to be Rewarded”: Bullying in Nursing as Organizational Corruption. Employee Responsibilities and Rights Journal, 21(3), 213-229. doi:10.1007/s10672-009-9100-z
Ivory, K. (11 September 2015). Surgeons take a scalpel to their own toxic culture. The Conversation. Retrieved from https://theconversation.com/surgeons-take-a-scalpel-totheir-own-toxic-culture47350?utm_medium=email&utm_campaign=The+Weekend+Conversation++3375&utm_content=The+Weekend+Conversation++3375+CID_4118e008986a67ccfada679e27f0e800&utm_source=campaign_monitor
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&utm_term=Surgeons%20take%20a%20scalpel%20to%20their%20own%20toxic%2 0culture
Ivory, K., & Scott, K. (26 May 2015). Let’s stop the bullying of trainee doctors – for patients' sake. The Conversation. Retrieved from https://theconversation.com/lets-stop-thebullying-of-trainee-doctors-for-patients-sake-42243
Michelle, T. (4 September 2015). Like a ‘cancer’ of the workplace, bullying is a symptom of dysfunction. The Conversation. Retrieved from https://theconversation.com/like-acancer-of-the-workplace-bullying-is-a-symptom-of-dysfunction43831?utm_medium=email&utm_campaign=The+Weekend+Conversation++3346&utm_content=The+Weekend+Conversation++3346+CID_36d1179957ccd6516f52337fdbb9b63d&utm_source=campaign_monitor &utm_term=Like%20a%20cancer%20of%20the%20workplace%20bullying%20is%2 0a%20symptom%20of%20dysfunction
Bacon, F. (n.d.). Knowledge is Power quotes. Brainy quote. Retrieved from http://www.brainyquote.com/quotes/keywords/knowledge_is_power.html Nielsen, M. B., & Einarsen, S. (2012). Outcomes of exposure to workplace bullying: A metaanalytic review. Work and Stress, 26(4), 309-332. doi:10.1080/02678373.2012.734709
Preventing and responding to workplace bullying. (February 2014). Retrieved from http://www.business.govt.nz/worksafe/information-guidance/all-guidanceitems/bullying-guidelines/workplace-bullying.
Resolving issues, disputes and dismissals. (30 September 2015). Fair Work Commision. Retrieved from https://www.fwc.gov.au/resolving-issues-disputes-anddismissals/workplace-issues-disputes/anti-bullying
Tierney, R. (2004). Of violence and chivalry: a case study of divided and oppositional masculinities in industrial conflict. Journal of Interdisciplinary Gender Studies, 9(1), 90.
Vogelpohl, D. A., Rice, S. K., Edwards, M. E., & Bork, C. E. (2013). New Graduate Nurses' Perception of the Workplace: Have They Experienced Bullying? Journal of Professional Nursing, 29(6), 414-422. doi:http://dx.doi.org/10.1016/j.profnurs.2012.10.008
Woodrow, C., & Guest, D. E. (2014). When good HR gets bad results: exploring the challenge of HR implementation in the case of workplace bullying. Human Resource Management Journal, 24(1), 38-56. doi:10.1111/1748-8583.12021
Work Health and Safety Act 2011. (2011). Retrieved from https://www.comlaw.gov.au/Details/C2015C00472
Workplace bullying: Violence, Harassment and Bullying Fact sheet. Retrieved from https://www.humanrights.gov.au/workplace-bullying-violence-harassment-andbullying-fact-sheet
Comment [WD29]: Although the basic formatting of this reference list is correct, it contains quite a few minor errors which can’t be edited because it was entered into the document from some referencing generator software. Remember that, although a great time-saver when used properly, online referencing tools are only as good as the data you put into them, so the final result still has to be checked for accuracy.
Referencing is a simple, but often tedious, skill that requires some attention and practice to get it right. Everything you need to know about how to format both your intext citations and your reference list entries can be found in either the online Academic Referencing Tool or the CSU APA Referencing Summary. Both of these are available at http://student.csu.edu.au/library/integrity/re ferencing-at-csu.
For each source you use, find the type of source it is in the tool or the summary (i.e., book, journal, newspaper article, DVD, fact sheet, website, etc.), then copy the formatting of the example shown exactly, replacing the given details with that of your own source.
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