EFFECT OF WORKPLACE ISOLATION, BULLYING ON ORGANIZATION SILENCE AMONG NON-ACADEMIC STAFF IN DELTA STATE UNIVERSITY, ABRAKA
ABSTRACT
Since the beginning of man’s existence, there have been the need to have a good, peaceful and cordial relationship among members of every working environment, four research questions were generated, four objectives also, three hypotheses were formulated and tested. The study is limited to non-teaching staff in Delta State University Abraka. Literature that are related to this study and theoretical framework that is best use to explain the study were review for the purpose of the study; researcher used cross-sectional dwelling on exploratory method in building up this project work the choice of this research design was considered appropriate Researcher analyzed data by using pearson product moment correlation analysis and Multiple regression analysis was used in analyzing the variables since the purpose of this study plan of data analysis through the use of tables, frequencies and percentage for the data analysis of the background of the data. The results of the analysis of this study show that the deep seated animosity, rivalry and suspicion between the non-academic staff have been the bane of organizational development in the study area and Nigeria in general, From the research analysis and the conclusion drawn, meaningful recommendations are hereby made that satisfaction can be achieved when the basic needs are first satisfied and this varies from one staff to the other.
TABLE OF CONTENTS
Cover page i
Title page ii
Certification iii
Dedication iv
Acknowledgements v
Abstract viii
CHAPTER ONE: INTRODUCTION
1.1 Background of the study - - - - - - 1
1.2 Statement of the problem - - - - - - 7
1.3 Objectives of the study - - - - - - 9
1.4 Research Questions - - - - - - 9
1.5 Research Hypotheses - - - - - - 9
1.6 Significance for the Study - - - - - 10
1.7 Scope of the Study - - - - - - - 10
1.8 Operational Definition of Terms - - - - 11
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Work Place Isolation - - - - - - 12
2.2 Work Place Bullying - - - - - - 13
2.3 Empirical Review - - - - - - - 14
2.4 Theoretical Framework - - - - - - 23
2.5 Summary of Literature Review - - - - - 27
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design - - - - - - - 29
3.2 Population of the Study - - - - - - 29
3.3 Sample and Sampling Technique - - - - 30
3.4 Instrument for Data Collection - - - - 30
3.5 Reliability of Instrument - - - - - 31
3.6 Validation of Instrument - - - - - - 32
3.7 Procedure of Data Collection - - - - - 33
3.8 Method of Data Analysis - - - - - - 33
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Description of the Sample - - - - - 35
4.2 Testing of Research Hypothesis - - - - - 38
4.3 List of Research Findings - - - - - 40
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Discussion - - - - - - - - 41
5.2 Conclusion - - - - - - - 42
5.3 Recommendation - - - - - - - 42
5.4 Limitations and Suggestions for Further Studies - - 43
References - - - - - - - - 44-47
Appendix - - - - - - - - 48-51
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
During February and March 2020, following guidance from the World Health Organisation, governments around the world responded to the coronavirus pandemic by imposing restrictions on social contact. This affected almost all business sectors and public services, including the education sector. Once restrictions were announced, Higher Education institutions (HEIs) around the world found themselves in a new reality. According to global data for March 2020, schools and universities were closed for 87% of enrolled students and for more than 60 million teachers. Due to concerns about the rapid spread of the virus, universities around the world very quickly postponed or cancelled all campus related activities, including teaching, lab-based research, examinations, sports, recreational and conference activities. These measures were taken to prevent or reduce the threat of the infection spreading at institutions in order to protect staff and students from the virus (Rayner, & Cooper, 2021).
One consequence is that HEIs in many countries directed their teaching staff to move teaching and learning to online platforms - where possible - without delay, and to do so as comprehensively as possible. Since teaching and administrative staff and students in universities have variable levels of preparedness and experience in the use of online provisions, both groups have achieved diverse outcomes making the necessary transition to online education. For example, there have been difficulties using online platforms for examinations and for quality assurance and monitoring of students during tests and exams. Furthermore, practical assessments that require the use of laboratories or involve fieldwork have been unable to continue during this time, while some courses cannot be taught online. More fundamentally, many HEIs, their staff and students, do not have the infrastructure to shift learning to online platforms immediately.
The implementation of online learning is expected to widen the learning gap between higher income and lower income families as has already been observed as the ‘digital divide’. Further, in developing countries the provision of online teaching and learning platforms is hampered because internet access and connectivity have imposed a limitation on access to education during the pandemic. At the same time, some universities have had the relative luxury of adequate IT access and resources, to commence online support systems and counselling sessions to aid staff and students during these difficult times (Dafe, 2021).
Apart from the hurried institutional responses to educational provision, there is emergent evidence that many individuals have struggled to cope with the multiple complications and consequences of lockdown Numerous international students were left stranded due to the travel restrictions, leaving some of them without accommodation or experiencing unexpected financial costs. Similarly, unknown numbers of families will face unemployment and bankruptcy that could make tuition fees unaffordable for some students, which itself will generate further anxiety. Many academic staff found themselves working out of pocket, having previously paid for conferences and air tickets that became unusable because of travel bans (Ramsay, Sheryl; Troth, Ashlea; Branch, Sara 2020). Many academic conferences quickly adapted, seeking to attract delegates to virtual platforms, such as the Academy of Management’s first Annual Meeting in 2020. While such on-line meetings may be less attractive as social and networking events compared with their physical cousins, they provide some value in the exceptional circumstances created by the pandemic (Edwin, 2020).
Since the onset of Covid-19 and its ongoing prevalence and related lockdowns, HEIs around the world have assessed the financial impact as new - and continuing - student attendance on-campus and in residential accommodation seems increasingly unlikely. By example, Burki reports that for the academic year 2019–20, the COVID-19 pandemic will have costed UK universities over £800 m, through lost income from accommodation, catering and conferences. In the USA, whereas the e HE sector earned about US$44·6bn in 2017; for 2019–20 the income is expected to have dropped to around $30bn. Similarly, Australia expects its HE sector to lose between AUS$3bn and $4·6bn in 2019–20.
Furthermore, the looming precipitous fall in tuition fees and accommodation charges from international students has exposed the financial viability of HEIs, especially those dependent on such income, typically in native English speaking and other developed economies. Given that staff salaries constitute at least 50% of HE institutional costs, leaders of UK and Australian universities are exploring financial survival options, including voluntary and involuntary redundancies, pay cuts and freezes, and abandonment of national pay guarantees, in the face of resistance from employee unions. In a monthly survey of assessments of US college presidents of their most urgent concerns, the top three worries in May and June (2020) were ‘summer or fall enrolment’, ‘deciding fall term plans’, and ‘long-term financial viability of the institution’. The next most pressing issues were ‘mental health of students’ (4th at 33%) up from 6th (32%) in May, and ‘furloughing or reducing salaries for faculty and/or staff’ (5th at 31%). The same survey revealed m ental health of faculty and staff’ to be lower priorities, at the 8th position (26% in June, 19% in May)
Isolation occurs due to a lack of physical proximity and the communication barriers which arise across teams and other groups or members of an organization (Charalampous, Grant, Tramontano, & Michailidis, 2018). This is often seen in organizations with tech-dependent environments where in-person contact is less frequent (Orhan & Rijsman, 2016).
Isolation is not strictly a structural barrier, however. Research has found it can also be imposed as a form of hostility across teams, as in-office workers resent the flexible work arrangements of their remote counterparts (Charalampous, 2018). This occurs much more frequently in situations where there is a lack of clarity on criteria and process for who can and cannot work remotely, such as roles and length of employment. In addition, companies should use caution in labelling remote work as a benefit, especially when this clarity is missing.
For individual workers, Isolation has been attributed to feelings of loneliness as workers have decreased opportunities to connect with and be supported by their peers. This has also been linked to increased stress and worry, as workers cite experiencing panic and fear associated with their ability to effectively complete their tasks without support (Man & Holdsworth, 2020). Isolation can grow increasingly problematic for workers as the experience of isolation may fuel further isolation (Barsade & Ozcelik, 2021) which makes it incredibly important for teams and organizations to address.
Teams can start by defining the value that remote work brings to the team and company, and thereby make the success of remote work be the responsibility of all team members, not just the remote ones. For teams, isolation has an impact on both relationships and the effectiveness of work processes. Research has shown it to be highly associated with social and informational isolation which has negative ramifications on work outcomes (Orhan & Rijsman van Dijk, 2020). This can be fueled by the inherent communication barriers of remote work and contributes to misunderstandings or misalignments of both goals and roles across teams (Morganson, Major, Oborn, Verive, & Heelan, 2009).
Teams can work to create a deep sense of inclusion and belonging by creating agreements about how to communicate and work together. The problematic dynamics of isolation are further fueled when there is a lack of management visibility and availability to offer support (Mulki, 2009). Teams that know when and how to use the various collaboration tools to create presence are better able to deepen those connections.
For organizations, the impacts of isolation are real. Aside from the decreased effectiveness in performance noted above, isolation has been linked to decreased organizational commitment from workers and increased turnover (Mulki, 2009). Each of these implications can be quite costly in both time, expense, and revenue as organizations seek to source, hire, and re-train new workers.
While isolation may feel like an inevitable part of distributed workforces, organizations can do more to help support their teams and individual workers. Leadership has been cited as an effective resource in this, creating the basic structures necessary to support report workers. Research has shown that managers who held frequent, informal one-on-one or team meetings to offer check-ins, offer support , or create social opportunities to connect, were more effective at decreasing feelings of isolation within their teams (Mulki, 2009). Building such processes into the organizational narrative can help foster a culture of inclusivity which is important for distributed workers (Morganson, 2009).
Bridging Distance offers a number of ways organizations can help combat isolation and its impacts. Contact us to find out how we can help your individuals, teams, and organization close distances and open up new levels of success. Rapid technological advancement and accelerated international trade have no doubt jointly intensified the pressures of competitions among organizations. They aim mainly to exploit worker for more gains and reduce costs. This however, places a huge burden on employees of the need for high productivity and accountability for both private and public sectors, especially the public educational sectors, while the private sector often aimed at high output and to maximize profit. Nowadays, both private and public working environments have witnessed increased pressure on employees to execute and deliver services at consistently higher performance level. They sometimes even work for longer hours, with under staff numbers, with employment patterns that have no insurance or any form of workers’ welfare or empowerment, coupled with unmatched reward system.
The aforementioned factors have been identified by many researchers as contributing factors in creating undue stress and an unfriendly work place, thus, increases the risk of occupational hazards and work place related psychological problems. Thus stress is now recognized as one of the work related hazards and categorized as psychosocial hazard by the health and safety legislation because the challenges of workplace related stress, and its effects on the employee’s optimal productivity, performance, functionality and wellbeing, organizations, regulators, and occupational health and safety bodies have now placed a growing importance in the regard. Though, psychosocial hazards could be referred to as the mental stresses in a work place, this may equally include the sources and areas of fatigue, as well as stress which are all nearly present in all work environment in both the private and public sectors. Psychosocial hazards are vital parts of the total stress characterized by work load, work structure, work design as well as the regulations in these workplaces, and therefore psychosocial hazards are an integral part of an overall risk assessment in the work places.
According to Landau, & Philip, 29 March 2020; said it is unarguably true that work provides a number of economic and other benefits. On the other hand, people at work face a variety of work related hazards owing to biological agents, chemicals, or physical factors, which may include an unfriendly or ill-defined ergonomic conditions, or allergens, or a series of complex safety risks, as well as other varied social (psychosocial) factors. The nature of work and work place are all important contributors to worker’s wellbeing and health, the wellbeing of the worker as well as his or her quality of life. The performance of any organization is as good as the health and wellbeing of its workers. The performance of the employees is the unit of measurement of the success of any organization.
The global socio-political developments have been observed to constantly tilt towards rapid globalization, free marketing system formation, the dynamic nature of the working environment, the significant demographic changes and its impact of the working environment, and advancement in ICTs, all exemplify a typical modern working environment in this present dispensation (Williams, Ray, 2011).
Research has also investigated the impact of the larger organizational context on bullying as well as the group-level processes that impact on the incidence and maintenance of bullying behaviour. Bullying can be covert or overt. It may be missed by superiors; it may be known by many throughout the organization. Negative effects are not limited to the targeted individuals, and may lead to a decline in employee morale and a change in organizational culture. It can also take place as overbearing supervision, constant criticism, and blocking promotions
However, they may pose a threat to the worker’s health mostly due to lack of recognition of the risks factors (and consequent inaction), mishandling of such risks, poor prevention mechanism and, to an extent, continuous exposure to such work related risks. It is equally important to note that it is almost impossible to completely solve the problem of exposure of workers to psychosocial risks in any working environment, and their subsequent adverse effects. It is in this regard that more studies such as this have become most imperative.
1.2 Statement of the problem
Interpersonal relationships are very vital aspects in every workplace because it tends to give the much needed peaceful environment which is important to the overall output of workers in an organization. Living in harmony or having a harmonious co-existence among worker and their teachers and students is thus an issue that should not be taken for granted at any time, if workers, performance or productivity must be rightly tapped.
Almost all types of works, no matter the way they come, all have peculiar occupational risks. The changing socio-economic challenges have been reportedly associated with the shift in the types of risks workers encountered in the workplace, with new types of hazards being found in the workplace, combined with traditional ones. Traditional workplace risks can be broadly divided into physical risks, which include biochemical, biological, chemical as well as radiological risks. Emerging workplace risks may include among others psychosocial risks, and the exposure to new and unknown chemicals and their processes which may have severe adverse consequences to human health (that is, nanotechnology). There has been delay in controlling and management of these emerging modern work-related risks, particularly true in the developing countries, while others are still struggling extensively with the traditionally known occupational risks. However, in the industrialized countries, these problems and challenges are increasingly controlled, and this gives credence to how these countries give attention to hazards in modern working environment. Psychosocial risks and hazards not only interact with one another in producing adverse effects, but may also cause physical harm to man and his work environment.
Work Isolation have continued to show that they can cause enormous adverse effects on public health, workers’ health as well as the healthy business environment. Lost hours and absenteeism from work due to occupational injuries, ill health and work-related mental health problems is of growing concern globally. There is however, enormous health impact on workers arising from both psychosocial risks and work-related pressure or stress.
Many studies have linked long time stress in the working environment with a wide range of negative physical, psychological as well as social challenges for workers. The challenges include among others anxiety, depression, anger, burnout, increased alcohol use, aggression, violence, poor family interactions, and disruption of marital cohesion, and musculoskeletal disorders (MSDs) and cardiovascular diseases, as well as hippocampal impairment. Workplace and other related hazards have also been linked to high staff absenteeism, poor turn over, or increased industrial accidents and insurance premiums, loss of productivity, decreased job performance, as well as reduce morale among workers.
1.3 Objectives of this study
The study was aimed at assessing the effect of workplace isolation, bullying on organization silence among non-academic staff in the Delta State University of Abraka.
1. To determine the prevalence of isolation effect among Workers in the University;
2. To determine the pattern of social (bullying) hazards among the workers in the University;
3. To assess the factors that pose social (bullying) hazards or risks, if any, among the Workers in the University;
4. To proffer some solutions to the problems of isolation among the Workers in the University.
1.4 Research Questions
The research questions that guide this study are as follows:
1. To what extent do we determine the prevalence of isolation effect among Workers in the University?
2. How to determine the pattern of social (bullying) hazards among the workers in the University?
3. What are the factors that pose social (bullying) hazards or risks, if any, among the Workers in the University?
4. To what extent proffer some solutions to the problems of isolation among the Workers in the University.
1.5 Research Hypotheses
In order to guide and direct this study, four hypotheses were formulated and tested at 0.05 level of significance.
1. There is no significant difference in determine the prevalence of workplace isolation effect among organization silence in Delta State University.
2. There is no significant difference in determine the pattern of social (bullying) hazards among the workplace isolation in the University.
3. There is no significant difference in the factors that pose social (bullying) hazards or risks, if any, among organization silence in the University.
1.6 Significance for the study
The significance of this study is to highlight the effect of workplace isolation, bullying on organization silence among non-academic staff in the Delta State University of Abraka.
It is expected that findings from this study will be valuable to students of Sociology and psychology, Lecturer and non-academic staff, Nigeria Union of Teacher, Government Parents and other Stakeholders.
The research is to enable the researcher to have an in-depth knowledge on the effect of workplace isolation, bullying on organization silence among non-academic staff (Delta State University Abraka) therefore enabling to offer useful suggestions and contributions in solving these problems.
These hazards negatively affect the health as well as functioning capacity of workers in profound manner. These in turn cause both government and corporate organizations huge losses both hidden and unhidden. It is important to note that despite what appears to be negligence or general indifference on the part of both government and organizations, workplace social hazards can be controlled if efforts and policies are directed towards them and if workers and organizations know the risk factors.
1.7 Scope of the Study
This research work focuses on the effect of workplace isolation, bullying on organization silence among non-academic staff in the Delta State University of Abraka, Nigeria. The study is limited to non-academic staff in Delta State University Abraka.
1.8 Operational Definition of Terms
For the purpose of further clarification, the following terms will be operationally defined so that their application in this study will not be subject to unintended interpretation.
Impact: The striking of one body against another.
Interpersonal Relations: The relationship between management and staff or workers in a working environment.
Peace: A state in relations in which both employer and teachers and students abstain from action, such as strike and lockouts.
Harmony: It is a station where the lecturer and non-academic staff and management co-operate willingly for the University commercial objectives. This creates a high level of employee satisfaction.
Personal Relations: The Personal Relations Society of America (PRSA) says “Personal relations is concerned with or devoted to creating mutual understanding among groups and institutions.” The PRSA recognizes the place of groups and institutions in the personal relations process. It admits that these entities have interests that must be protected. It also presupposes a streamlining of these benefits for mutual good. The concept of mutuality in this definition makes you as a personal relations man or woman an intermediary between your institution and its publics. This implies that you should be able to align the interests of these two parties for their mutual advantage. You do this by convincing your institution that personal relations attempts to put the broad interest of the person first before the special interest of the organization. By doing this, the institution is indirectly serving its own interest; hence PR has what is called “enlightened self-interest”.
Workplace bullying: is a persistent pattern of mistreatment from others in the workplace that causes either physical or emotional harm.
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