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Identifying workplace bullying behaviours
識別職場的霸凌行為
A number of the specific behaviours that constitute
bullying in the workplace have been identified and are
summarised in Figure 22.2.
一個數字，說明構成霸凌在工作場所的具體行為已經確定，
並總結在圖22.2 。(不當行為、權力的不平衡、持續的，
不合理的或正在進行的威脅)
However, another demonstration of the complexity of
workplace bullying research has found that within
different work environments patterns of bullying
behaviours appear to differ.
For example, Djurkovic and colleagues’ (2004) study of 150
undergraduate students found that the most common
bullying behaviours experienced were unjustified criticism,
monitoring of performance, unfair pressure, and comments
or sarcasm. Alternatively, in an academic institution,
Pietersen (2007) found isolating the target or obstructing
their work, as well as blocking career advancement, to be
the most common bullying behaviours.
但是，職場霸凌研究的複雜性，再次證明，已經發現在
不同的工作環境霸凌行為模式似乎有所不同。例如
Djurkovic和150名本科生的同事（ 2004）的研究發現，
經歷了最常見的霸凌行為是不公正的批評，監督的表現，
不公平的壓力，意見或嘲諷。或者，在一個學術機構，
彼得森（ 2007）發現隔離目標或妨礙他們的工作，以
及阻止職業晉升，是最常見的霸凌行為。
There is also an indication that work-related bullying
behaviours (e.g. withholding of information) are more
common than non-work-related behaviours (e.g.
insulting remarks) in managerial ranks, where greater
competition and significant work pressures may
prevail (Salin 2001). These differences in bullying
behaviours may reflect the particular culture within
different workplaces or environments.
還有一個跡象顯示，管理團隊中與工作有關的霸凌行為
（如:知情不報）比非工作相關的行為（如:辱罵）更為常
見。其中在更激烈的競爭和顯著的工作壓力可能會佔上風
（2001 Salin）。這些霸凌行為的差異可能反映了不同的
工作場所或環境中的特定的文化。
There are, however, a number of difficulties with
looking at the different behaviours that can
constitute bullying in the workplace. Although some
are observable and easy to label as bullying (such as
irrational outbursts), other behaviours may be more
covert and difficult to observe or describe. In fact,
despite the assumption that bullying is physical in
nature (Rigby 2001), it has been recognised that
most bullying behaviour tends to be psychologically
based (Bjorkqvist et al. 1994; Einarsen et al. 2003;
O’Moore et al. 1998; Zapf et al. 1996), as can be
seen in Figure 22.2.
然而，有許多與看著不同的行為，可以在工作場所構
成霸凌。儘管一些可觀察和易於標註為霸凌（如不合
理的爆發），其他行為可能更加隱蔽和難以觀察或描
述。事實上，儘管假設霸凌是生理性的（里格2001
年），但人們已經認識到大多數的霸凌行為往往是基
於心理上的（Bjorkqvist等人，1994; Einarsen等人，
2003; O‘Moore等人1998;察普夫等人，1996），可
見圖22.2
散佈破壞性的謠言
威脅
在其他的工作不斷的眼睛
For instance, in a study of 460 male
shipyard workers in Norway, threats of
physical abuse and actual physical abuse
were rarely reported (2.4 per cent), while
the more covert behaviours of withdrawal
of information (51.7 per cent) and
dismissing a person’s opinion (53.6 per
cent) were reported more often (Einarsen
and Raknes 1997).
例如，在挪威由460位男性船廠工人所做的一項
研究顯示，身體虐待和實際身體虐待的威脅很少
報導（2.4％），而更隱蔽的撤離訊息（51.7％）
和解僱一個人的意思（百分之53.6）的報導卻更
頻繁（Einarsen和拉克內斯1997年）。
Moreover, workplace bullying is not only about what
someone does to another, but can also include what is
not done (Rayner et al. 2002), for example the
withholding of information or excluding the target
from a social event (Einarsen and Raknes 1997). As a
result, workplace bullying behaviours are not always
easy to recognise or identify. Again, this highlights the
complexity of workplace bullying.
此外，工作場所的霸凌不僅是關於什麼人做些什
麼，而且還可以包括什麼是不可以做的（雷納等，
2002）。例如，知情不報或排除目標從事社會活
動（Einarsen和1997年拉克內斯）。這樣一來，
工作場所霸凌行為並不總是容易識別或鑑別。同
樣，這凸顯了職場霸凌的複雜性。
Identifying bullying behaviours is also complicated by
the fact that recipients of workplace bullying may
not label it as such, often selecting other terms, such
as aggression, harassment and intimidation (Hadikin
and O’Driscoll 2000). Moreover, the lack of
recognition of particular behaviours as bullying may
be the result of bullying behaviours becoming
normalised in some workplaces (Archer 1999; Hadikin
and O’Driscoll 2000; Rayner 1997, 1999).
事實上要確定霸凌行為也很複雜，工作場所霸凌的
被害人可能不會將其標記為這樣的，往往選擇其他
條款，如侵略，騷擾和恐嚇（Hadikin和奧德里斯科
爾2000年）。此外，缺乏識別特定的霸凌行為，因
此在一些工作場所，霸凌行為可能成為一種規範(標
準行為)（Archer 1999; Hadikin和奧德里斯科爾
2000;雷納1997年，1999年）。
This conclusion was reached by Lewis (2004) in
relation to his interview study within the UK
Further and Higher Education context where
bullying was sometimes difficult to identify as it
appeared to have become a behavioural norm.
這一結論在劉易斯（2004年），英國繼
續教育和高等教育方面訪談研究中說明
指出，霸凌有時很難確定，因為它似乎
已經成為一種行為規範。