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Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal
Negotiation Approach
Masfiq Arafat Showrav
ID:24220112070(Bravo)
Army Institute of Business Administration, Sylhet
ALD1202 Business Leadership
Md. Ali Ashraf
28 March 2025
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Abstract
This report aims to explore how to overcome workplace bullying and harassment in AIBA
Sylhet. It presents the Harvard principled negotiation concept and the proposed solutions to the
negotiation based on that framework, using the presentation guide to address and clarify the
underlying problems in the negotiation, and issues that could be addressed through collaborative
and principled negotiation intervention. The approach you see in the Report is applied as per the
negotiation framework to deliver a fair settlement which helps to educate the negotiators to dig
deep to understand stakeholder interests and how it goes as a problem-solving process.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Introduction
AIBA Sylhet has received complaints of workplace bullying and harassment, particularly
from newcomers who feel intimidated by senior and some course mates. This matter grew
serious, some students even contemplated dropping out of the institute. This report utilizes the
HPN method as an objective-mediator and presents strategies that address both parties' concerns
in an adequate, and fair way to find a solution focusing on understanding the issues at hand and
creating a healthy work environment.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Scenario 1: Analyzing Workplace Bullying and Harassment at AIBA Sylhet
Question 1: How can you apply the principles to identify the real problems / the root
causes in the context of workplace bullying in AIBA Sylhet?
The Harvard Principled Negotiation model teaches us to separate people from the
problem to identify the heart issue. It is important here to understand the people in the situation
(students and staff) without blaming either party. These interests, not the parties’ positions, can
help identify the core issues.
Step 1: Underlying Interests and Needs:
I would talk to students and faculty to identify underlying needs and interests. For students, the
ideal environment is undeniably safe and support; a place to express themselves; while faculty
members probably want to keep discipline and academic rigor. By uncovering these interests, we
can narrow down the solution we want to create for the benefit of both sides, such as establishing
a mentorship program for new hires or hosting workshops on effective methods of
communication and conflict resolution.
Step 2: Communication and Listening:
The next level includes active listening in the form of interviews and surveys. This would permit
an impartial interpretation of things. I would encourage everyone to express their concerns to
make their voices heard and their perspectives understood.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Step 3: Identifying Root Causes:
After concerns are collected, some root causes need to be identified, such as power imbalances,
lack of communication or unclear/objective expectations. It should rather than being surface-
level complaints.
Q2: What are your strategies/actions for fixing the situation?
Solutions to the bullying and harassment issue would be made using principled
negotiation. There are some key solutions are:
Strategy 1: A code of conduct:
Consider implementing a code of conduct that clearly outlines expected behavior in the
workplace. Such measures could encompass anti-bullying policies, appropriate reporting
procedures, and conflict resolution protocols. The code should be created in consultation with
students and faculty so that buy-in and mutual agreement can be achieved.
Strategy 2: Mediation and Conflict Resolution:
Training Meditation sessions for rage and anger. Such workshops may include but are not
limited to topics on emotional intelligence, active listening, and methods for finding ways to
disagree without being/feeling confrontational.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Strategy 3: Develop a Platform for Open Dialogue:
Following your initial information-gathering, you can set up regular forums with students and
faculty to address these concerns as well as those that arise, in a moderate safe space. It enables
continuous communication and acts on any issues before they intensify.
Strategy 4: Establish a Mentorship Program:
Connect upperclassmen with newcomers to create a supportive environment Being in a
collective of individuals who are also trying out and experimenting with new things helps
alleviate some of those intimidation factors, and it allows for a space to experiment together and
give each other advice about academic and social matters that can be tricky to navigate.
Scenario 2: Leadership and Principled Negotiation in Community Problem-Solving
Question 3: What do you think you learnt about the community and the issue from this
process?
Using the Harvard Principled Negotiation model to assist with my examination of this
issue, I have learned a great deal about the community as well as the more nebulous issue of
workplace bullying. The main takeaway is that workplace bullying is incredibly complex and
often occurs due to power imbalances, miscommunication and differing expectations between
the people involved.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
By speaking with students, faculty, and administration, I discovered that groups had differing
perceptions of what bullying was. For example, assertive behavior may be viewed as bullying by
junior students, and seniors may hear such feedback as overstepping their authority and / or a
failure to keep students discipline guidelines. Also, new students to the institution often feel
pressure to conform and do well-in this environment-it is incredibly easy to cut corners and
isolate-and this makes an ideal breeding ground for peer bullying.
Another important insight is the impact of institutional culture. Many of the institutions of
higher education have an unspoken hierarchy between juniors and seniors that sometimes
becomes an unhealthy rapport. If students don’t fit any existing social norms or don’t achieve
certain academic standards, they risk marginalization. When this is not the case, faculty may be
unaware that microaggressions occur and do not intervene or work to prevent them from
happening.
Getting back to the matter at hand, I have learned that resolving conflicts involves more than
just identifying the problem it is about finding a solution with a wider scope that involves
communication, education, and common ground. The goal is not only to help with individual
bullying situations but to shift the culture to one of mutual respect, empathy and collaboration.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Question 4: You did apply the principled negotiation framework to understand and solve
the issue for its stakeholders?
The Harvard Principled Negotiation framework highlights four principles: separate the
people from the problem, focus on interests do not position, generate options for mutual gain and
insist on objective criteria. Which were applied in the following ways:
Separating People from the Problem:
A key challenge associated with workplace bullying is the emotional salience for both the
victim and the perpetrator. This helped me ensure that the people involved were not the problem,
but that the problem itself was the problem, (which is where it should stay, and remain). Some
students may have felt personally attacked, but we need to focus on changing that bullying
behavior, not on blaming any individuals.
Interests:
At this point, understanding both students and faculty interests became vital to the negotiation
process. Students wanted a safe and respectful space; faculty wanted to promote discipline and
academic rigor. Addressing these underlying interests and concerns allowed me to offer solutions
that satisfied both parties. It included setting up mentoring programs for students and training
for faculty to be able to recognize bullying behavior.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
Create Options for Mutual Gain:
A significant principle of principled negotiation is to produce options which will accommodate
the interests of all sides. It includes creating a safe reporting system to report bullying, structure
anti-bullying workshops, and create a mentoring program to bridge the gap between students and
faculty. Were able to benefit both students and faculty alike through creating a safe space for
students to communicate, and the appropriate intervention for faculty.
Insist on Objective Criteria:
Solutions were grounded in objective criteria like best practices for conflict resolution, legal
requirements for workplace behavior, and institution policies. That prevented arbitrary solutions
from being presented and backed any proposed solutions with well-established norms and legal
frameworks, versions that were justified as fair, credible, and sustainable.
Using these principles, I developed a structured approach to address the issue of bullying, while
continuing to ensure fairness, transparency, and respect for all parties concerned.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
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Conclusion
Workplace bullying and harassment cannot simply be resolved through legislation,
meaning that it is the application of the Harvard Principled Negotiation framework across all
implicated parties that suggests that only a multifaceted approach can be realistic. This means
removing the problem from the people and seeking joint gains. By implementing the suggested
points, not only will it solve the current problems, but it will also prevent them from occurring in
the first place, creating a healthier and more collaborative environment at AIBA Sylhet.
Applying Workplace Bullying and harassment at AIBA Sylhet: Harvard principal Negotiation
Approach
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References
Fisher R, Ury WL, Patton B. (2011). Getting to yes: Negotiating agreement without giving in
(3rd ed.). Penguin Books.
Lewicki, R. J., Barry, B., & Saunders, D. M. (Eds.). (2020). Negotiation (8th ed.). McGraw-Hill
Education.
(2005). Shapiro, D. L., & Brett, J. M. The Handbook of Negotiation and Culture. Stanford
University Press.