What examples of bias and deception have you seen in sources related your group’s social issue?

Is your topic economically or politically charged? If so, there may be a group or groups that oppose efforts to address the social issue you have chosen for the Group Project. To gain support for the opposing views, these groups may create resources that have a particular slant or bias to their side of the issue, or they may create resources that are outright untrue. For this Journal Assignment, consider how you determine whether a resource is credible and how awareness of divisive views is important for addressing a social issue.

To prepare for this Assignment:

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  • Review the explanation of Walden University’s DEEP-C Model General Education Learning Outcome “Evaluation” in the Syllabus.
  • Consider the resources you and your group members chose for your Topic Exploration and Analysis.
    • What types of sources are the most credible? Why?
    • What sources can be less reliable or less credible? What makes them less reliable and less credible than other sources?
    • What examples of bias and deception have you seen in sources related your group’s social issue? Why is it important to identify bias and deception in sources related to your group’s issue?

The Assignment:

Write a 2- to 3- paragraph journal entry in which you evaluate the credibility of information sources in general and specifically for the social issue your group has selected for the Group Project. the social issue our group chose is workforce violence, and the 2 documents attached are the work we have done on the topic so far.

General Education Learning Outcomes (The DEEP-C Model)

  • Discovery:  Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
  • Evaluation:  Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
  • Expression:  Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
  • Perspective: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
  • Change:  Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
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    Group Project Week 4: Literature Review

     

     

    Group Project Week 4: Literature Review

    Workplace violence is usually perpetrated by disgruntled employees, customers, or a domestic violence/stalking relationship that surfaces at a workplace. Stressful situations are a precursor to workplace violence.  At different times in an individual’s life, they have been exposed to a stressful situation.  The outcome to the situation will often be unique to the individual.

    Sometimes, when people get upset they walk away; other times they encounter situations that force them to confront the unwarranted event.   The behaviours displayed by the aggressor are intended to sway personal choice.  People that create violent situations feel they are in control of a situation or a person (Rizzo & Philpott, 2012).

    Workplace issues require tact when issues arise. If disruptive behaviour persists, management is consulted to obtain resolution. It is not uncommon for aggressive behaviour to proceed into physical violence in the workplace (Dillona, 2012). When employees are not satisfied with the outcome of the reported issue, they take matters into their hands.

    Often disgruntled employees will produce an undesirable workplace atmosphere.  The individuals reach a breaking point, and they act upon it (Rizzo & Philpott, 2012). Education and training to prevent, identify and de-escalate violent episodes is the responsibility of the employer.

    Workplace violence exists for many different reasons and has become an acceptable norm in various organizations. Social media have provided an outlet to showcase highly publicized violent episodes that occur on a daily basis.  The negative occurrences are insignificant to many, only eliciting response when directly affecting the individual.

    It is the responsibility of the employee to provide a safe environment, and this is not occurring in many organizations.  Research points out a 70 percent failure rate for employees to provide necessary programs and policies to assist with managing problems in the workplace (Dillona, 2012). It is not necessary for individuals to sustain bodily harm while at work. Employers are accountable for employee injuries particularly if undergone workplace violence training.

    It is essential for employees to attend anger management sessions to assist with undesirable behaviour issues. When behavioural issues are unresolved, the negative outcome from altercation cause medical and litigation costs (Dillona, 2012). The climbing cost for injured employees requires immediate attention as the problem infiltrating various organizations.

    It may be necessary for employers to complete background checks for individuals that continue to display violent behaviour after attending educational sessions.  Employers are responsible for both internal and external safety issues for ensuring employees are safe while at work.  Proper lighting and security are essential for maintaining a safe work environment.

    With proper training for managing and deescalating violent occurrences, employees will feel safe while engaging with others at work.  We are all human and become angry when managing stressful situations. With the right tools and education, overcoming workplace violence situations will be simplified.

     

     

     

    References

    Dillona, B. L. (2012). Workplace violence: Impact, causes, and prevention. Work, 42 (1), 15-20.

    Retrieved from Walden Library databases

    http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer

    Rizzo, R., & Philpott, D. (2010). STEP 1: UNDERSTANDING THE VIOLENCE CYCLE. In

          Workplace Violence:  A Seven-Step Process to Address & Manage Potentially Violent

          Situations in the Workplace (pp. 17-39). Government Training Inc

    Workplace Violence

     

    Workplace violence has become a prominent issue in today’s society. According to the Occupational Safety and Health Administration, workplace violence is any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site. It ranges from threats and verbal abuse to physical assaults and even homicide. It can affect and involve employees, clients, customers and visitors. The categories utilized to describe workplace violence may be necessary to compile data for statistical purposes. It is, however necessary to explore the core issues that surround workplace violence.  The causes of violence in the workplace are intertwined and very complex as they are from different natures like economic, social, and psychological. Workplace violence can be defined in different categories such as criminal intent, customer/client, worker on worker, and personal relationship.

    Studies have presented questions that aim at resolving the issue of workplace violence.  After studies were conducted it was determined that workplace violence was a struggle for power.  In addition, it was determined that there was conflict of values between the parties: such as differences in leadership styles, work expectations, etc. individuals who perceived themselves as competent specially targeted the vulnerable and sensitive persons to engage in this power struggles.

    Strandmark’s article proposes that “the educational system reinforces the belief that the dominant group is superior”. Overtime this causes the oppressed group to feel that they are inferior, as a result a state of psychiatric alienation occurs that internalizes the oppression in the individuals. In this context, horizontal violence directed towards others in one’s group is a form of adaptive behavior, an attempt to gain control over one’s sense of psychic alienation and powerlessness.

    Social isolation is addressed in the article International perspectives on workplace bullying among nurses: a review. Workplace violence is manifested passively through acts such as withholding information, not returning phone calls and emails and ignoring a person. The bullied individual might be subjected to an unreasonable workload, unrealistic deadlines and excessive monitoring of their work.

    In the USA “prevalence has been reported in the range of 10–38%, and a majority of the bullies are managers or supervisors.” Leadership styles such as highly authoritarian, are believed to create an environment in which bullying occurs more frequently. Therefore management can also be the direct causes of bullying. Some managers even use bullying tactics as their way to get their workers to work harder. In this case, the managers are using organizational rules and policies in an abusive manner.

    FBI takes the idea a step further and warns for increased caution and responsibility, as workplace violence is most often, overlooked: “Workplace violence is now recognized as a specific category of violent crime that calls for distinct responses from employers, law enforcement, and the community. This recognition is relatively recent.

    According to Karen J. Mathis, a Colorado lawyer specialized in workplace violence, in the United States, the financial damages suffered by organizations, due to this issue, account for $4.2 and $22 billion per year.

    There should be a no tolerance to violence policy in the business. Laws must be reviewed to protect the employee. There should an open line of communication with the employer and the employees. Continued exposure to bullying will cause: lower self-esteem, depression, anxiety, post-   traumatic stress disorder and financial problems and may even go as far as inability to work.

    References

    Bruce, M. D., & Nowlin, W. A. (2011). Workplace Violence: Awareness, Prevention, and            Response. Public Personnel Management, 40(4), 293-308 (Retrieved from Walden Library).

    Grimes, D. (2003) How to Reduce the Potential of Workplace Violence. policechiefmagazine.org. Retrieved from http://www.policechiefmagazine.org/magazine/index.cfm?fuseaction=display_arch&article_id=90&issue_id=092003

    (n.a.). (2004). Guidelines for Preventing Workplace Violence for Health Care & Social Service Workers. Occupational Safety and Health Administration. Osha.gov. Retrieved from https://www.osha.gov/Publications/osha3148.pdf

    Johnson.S, L. (2009). International perspectives on workplace bullying among nurses: A review. International Nursing Review, 56, 34-40. Retrieved October 30, 2014, from http://onlinelibrary.wiley.com/doi/10.1111/j.1466-7657.2008.00679.x/pdf

    Mathis, K. J. (n.d.). Americanbar.org. Retrieved from https://www.americanbar.org/newsletter/publications/gp_solo_magazine_home/gp_solo_magazine_index/w96viol.html

    Morris, J. B. (n.d.). Violence in the Workplace: A Growing Problem in America. Employeescreen.com. Retrieved from http://www.employeescreen.com/WorkplaceViolence.pdf

    Strandmark, M., & Hallberg, L. (2007). The origin of workplace bullying: Experiences from the

    perspective of bully victims in the public service sector. Journal of Nursing Management, 15, 332-

    1. Retrieved October 30, 2014, from http://www.readcube.com/articles/10.1111/j.1365-

    2834.2007.00662.x?r3_referer=wol&show_checkout=1

 
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