Performance management <i>versus</i> bullying and harassment: An educator perspective

Markwell, Alex; Smith, Susan E.; Michalski, Mark; Conroy, Sheree; Bell, Anthony

doi:10.1111/1742-6723.12466

Cited by 5 publications

(3 citation statements)

References 16 publications

(41 reference statements)

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“…Understanding prevalence of UB Implementing strategies to understand prevalence of UB, such as performing an audit of an organisation’s culture (R) in an organisational environment where UB is suspected to be prevalent (C), can enable managers to have a better understanding of contributors and where UB is occurring (M1), increase knowledge about interventions that might help (O2) and provide a sense of urgency to tackle UB (M3), leading to better ability to target strategies towards core contributors to UB (O1) which can improve effectiveness at reducing UB (O2) Survey Survey to identify the level of UB occurring within an organisation which may help to target or design other strategies [ 92 , 132 , 169 ] 4. Understanding prevalence of UB (managers/leaders)—Unevaluated Multisource feedback (unevaluated) Similar to reporting systems, but identifies/ investigates individuals from different perspectives—“360-degree” view of individual’s historical behaviour [ 103 ] 5. Improving teamwork (all)—Evaluated CMOC 12.…”

Section: Resultsmentioning

confidence: 99%

Interventions to address unprofessional behaviours between staff in acute care: what works for whom and why? A realist review

Maben,

Aunger,

Abrams

et al. 2023

BMC Med

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Background Unprofessional behaviour (UB) between staff encompasses various behaviours, including incivility, microaggressions, harassment, and bullying. UB is pervasive in acute healthcare settings and disproportionately impacts minoritised staff. UB has detrimental effects on staff wellbeing, patient safety and organisational resources. While interventions have been implemented to mitigate UB, there is limited understanding of how and why they may work and for whom. Methods This study utilised a realist review methodology with stakeholder input to improve understanding of these complex context-dependent interventions. Initial programme theories were formulated drawing upon scoping searches and reports known to the study team. Purposive systematic searches were conducted to gather grey and published global literature from databases. Documents were selected if relevant to UB in acute care settings while considering rigour and relevance. Data were extracted from these reports, synthesised, and initial theories tested, to produce refined programme theories. Results Of 2977 deduplicated records, 148 full text reports were included with 42 reports describing interventions to address UB in acute healthcare settings. Interventions drew on 13 types of behaviour change strategies and were categorised into five types of intervention (1) single session (i.e. one off); (2) multiple session; (3) single or multiple sessions combined with other actions (e.g. training sessions plus a code of conduct); (4) professional accountability and reporting programmes and; (5) structured culture change interventions. We formulated 55 context-mechanism-outcome configurations to explain how, why, and when these interventions work. We identified twelve key dynamics to consider in intervention design, including importance of addressing systemic contributors, rebuilding trust in managers, and promoting a psychologically safe culture; fifteen implementation principles were identified to address these dynamics. Conclusions Interventions to address UB are still at an early stage of development, and their effectiveness to reduce UB and improve patient safety is unclear. Future interventions should incorporate knowledge from behavioural and implementation science to affect behaviour change; draw on multiple concurrent strategies to address systemic contributors to UB; and consider the undue burden of UB on minoritised groups. Study registration This study was registered on the international database of prospectively registered systematic reviews in health and social care (PROSPERO): https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021255490.

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Section: Resultsmentioning

confidence: 99%

Interventions to address unprofessional behaviours between staff in acute care: what works for whom and why? A realist review

Maben,

Aunger,

Abrams

et al. 2023

BMC Med

View full text Add to dashboard Cite

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“…in a non‐empathetic manner or using flawed evidence), trainees might consider that they have been bullied or wronged. An accompanying article written by emergency medicine (EM) educators outlines how supervisors can minimise the chances of making trainees feel bullied when providing them feedback …”

Section: Constructive Criticismmentioning

confidence: 99%

“…An accompanying article written by emergency medicine (EM) educators outlines how supervisors can minimise the chances of making trainees feel bullied when providing them feedback. 10 Lindsay succinctly summarises six key points in her article 'Taking Con-structive Criticism Like a Champ'. 11 Advice such as 'don't analyse the assessment .…”

Section: Box 1 What Is Bullying?mentioning

confidence: 99%

Dealing with bullying and harassment: A practical guide for Australasian emergency medicine trainees

Tran

2015

Emerg Medicine Australasia

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Healthcare managers’ perceptions of managing poor performance

Hill

Gluyas

Sandy

et al. 2018

JHOM

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Purpose The purpose of this paper is to understand the perceptions and experiences of healthcare managers working within a community and ambulatory health service who manage poorly performing staff and, to identify the supports, and gaps in supports, that are available to these managers. Design/methodology/approach Data were collected via two focus groups using a semi-structured schedule. The data were transcribed, themed and conclusions summarised. Findings On analysis of the discussion of the line managers' experiences and perceptions of competence, six themes were identified, five themes common to both groups. When discussing the availability and gaps in supports available when managing poor performance, managers were aware of the majority of the supports available to them in the workplace but there was a disconnect between managers and the HR department. Research limitations/implications Though the results of this study are not generalisable, as the participants came from programs within a single hospital, they may be transferrable to other healthcare environments. Future research should attempt to replicate these findings using other research techniques. Practical implications The findings in this paper indicate that methods should be identified to build better relationships between managers and HR departments, develop clear management learning pathways, and to support managers to manage their emotional responses. These strategies will support organisations to achieve improved outcomes from the performance management processes. Originality/value This study contributes to the current literature by identifying key themes that may have an impact on the outcome of performance management processes. These themes would benefit from further exploration.

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Performance management versus bullying and harassment: An educator perspective

Cited by 5 publications

References 16 publications

Interventions to address unprofessional behaviours between staff in acute care: what works for whom and why? A realist review

Interventions to address unprofessional behaviours between staff in acute care: what works for whom and why? A realist review

Dealing with bullying and harassment: A practical guide for Australasian emergency medicine trainees

Healthcare managers’ perceptions of managing poor performance

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