Pub Date : 2023-02-01DOI: 10.1177/13505076221096570
Patrick Lê, Camille Pradies
Despite rich depictions of paradox navigation strategies, and the recognition that they are fraught with uncertainty, research reveals relatively little about how leaders navigate paradoxical tensions when improvising in the face of highly unpredictable and quickly evolving events. We conducted a narrative study of how French President Macron navigated the tension between the paradoxical poles of "saving lives" and "preserving life as usual" during the pandemic. Our article surfaces three central elements that form a model of improvised paradox navigation in stormy conditions: turning points, fog of uncertainty, and chaotic learning. Our model contributes to paradox theorizing by shedding light on paradox navigation in highly turbulent environments and has implications for management learning and improvisation.
{"title":"Sailing through the storm: Improvising paradox navigation during a pandemic.","authors":"Patrick Lê, Camille Pradies","doi":"10.1177/13505076221096570","DOIUrl":"https://doi.org/10.1177/13505076221096570","url":null,"abstract":"<p><p>Despite rich depictions of paradox navigation strategies, and the recognition that they are fraught with uncertainty, research reveals relatively little about how leaders navigate paradoxical tensions when improvising in the face of highly unpredictable and quickly evolving events. We conducted a narrative study of how French President Macron navigated the tension between the paradoxical poles of \"saving lives\" and \"preserving life as usual\" during the pandemic. Our article surfaces three central elements that form a model of improvised paradox navigation in stormy conditions: turning points, fog of uncertainty, and chaotic learning. Our model contributes to paradox theorizing by shedding light on paradox navigation in highly turbulent environments and has implications for management learning and improvisation.</p>","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"56-76"},"PeriodicalIF":2.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10076961/pdf/10.1177_13505076221096570.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9327616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/13505076221119033
Stefan Meisiek, Bonnie Rose Stanway
The COVID-19 pandemic has caught most organizations off guard. They have had to adapt their operations rapidly, and with the pandemic persisting, continuously improvise. While such an external jolt to organizations might unsettle operations, it does not remove the fact that organizations are sites of power relations and political activity. In this article, we examine the influence of power and politics on learning from improvisation, through a qualitative longitudinal case study of an Australian university during COVID-19. We trace improvisations with the use of the social media platform WeChat, which was eventually adopted, after several changes in forms of improvisation, as part of the response to the COVID-19 pandemic. Our study contributes to the literature on learning from improvisation, and explains how different forms of improvisation morph into one another under the simultaneous influence of power relations and learning.
{"title":"Power, politics and improvisation: Learning during a prolonged crisis.","authors":"Stefan Meisiek, Bonnie Rose Stanway","doi":"10.1177/13505076221119033","DOIUrl":"10.1177/13505076221119033","url":null,"abstract":"<p><p>The COVID-19 pandemic has caught most organizations off guard. They have had to adapt their operations rapidly, and with the pandemic persisting, continuously improvise. While such an external jolt to organizations might unsettle operations, it does not remove the fact that organizations are sites of power relations and political activity. In this article, we examine the influence of power and politics on learning from improvisation, through a qualitative longitudinal case study of an Australian university during COVID-19. We trace improvisations with the use of the social media platform WeChat, which was eventually adopted, after several changes in forms of improvisation, as part of the response to the COVID-19 pandemic. Our study contributes to the literature on learning from improvisation, and explains how different forms of improvisation morph into one another under the simultaneous influence of power relations and learning.</p>","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"14-34"},"PeriodicalIF":2.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9482874/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41902966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/13505076221118840
Dusya Vera, Mary M Crossan
The COVID-19 pandemic has amplified and exacerbated organizational paradoxes felt by individuals largely because of the nostalgia individuals feel for the "old" normal while facing the need to let go in order to create a "new" normal. We position improvisation as a synthesis-type approach to working through the paradoxes of the pandemic. Furthermore, we look at individual differences that underpin the ability to improvise, and identify that it is the strength of character and character-based judgment of the individual that enables the enactment of a focal context, the choice to improvise, and the act of effectively improvising to work through paradoxes. Linking character to improvisation, and, vice versa, improvisation to the development of character, reveals the importance of dimensions such as courage, humility, temperance, transcendence, humanity, and collaboration in the practice of improvisation.
{"title":"Character-enabled improvisation and the new normal: A paradox perspective.","authors":"Dusya Vera, Mary M Crossan","doi":"10.1177/13505076221118840","DOIUrl":"10.1177/13505076221118840","url":null,"abstract":"<p><p>The COVID-19 pandemic has amplified and exacerbated organizational paradoxes felt by individuals largely because of the nostalgia individuals feel for the \"old\" normal while facing the need to let go in order to create a \"new\" normal. We position improvisation as a synthesis-type approach to working through the paradoxes of the pandemic. Furthermore, we look at individual differences that underpin the ability to improvise, and identify that it is the strength of character and character-based judgment of the individual that enables the enactment of a focal context, the choice to improvise, and the act of effectively improvising to work through paradoxes. Linking character to improvisation, and, vice versa, improvisation to the development of character, reveals the importance of dimensions such as courage, humility, temperance, transcendence, humanity, and collaboration in the practice of improvisation.</p>","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"77-98"},"PeriodicalIF":2.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9478631/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47112489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.1177/13505076221137980
Martina Berglund, Ulrika Harlin, Mattias Elg, Andreas Wallo
The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving ‘scaling up’ and ‘scaling down’ critical work practices. By ‘scaling up’ and ‘scaling down’, we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations.
{"title":"Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic","authors":"Martina Berglund, Ulrika Harlin, Mattias Elg, Andreas Wallo","doi":"10.1177/13505076221137980","DOIUrl":"https://doi.org/10.1177/13505076221137980","url":null,"abstract":"The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving ‘scaling up’ and ‘scaling down’ critical work practices. By ‘scaling up’ and ‘scaling down’, we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1177/13505076221136923
Laura Ilona Urrila, Liisa Mäkelä
The potential significance of mindfulness for social relations at work has been recognized in the recent management literature, yet a thorough investigation has been lacking into how mindfulness may help leaders tap into their other-orientation. In this study, we examine whether and how mindfulness training contributes to the development of leaders’ social awareness by studying the experiences of 62 leaders who participated in an 8-week-long mindfulness training program. Our study contributes to the literature on management learning and mindfulness in leadership in three ways. First, it identifies how the leaders who participated in mindfulness training see themselves developing toward becoming more socially aware in situations involving followers across the three interlinked domains of human functioning—the cognitive, affective, and behavioral—clarifying mindfulness as an interpersonal phenomenon. Second, it highlights mindfulness as a value-based developmental practice instead of merely a personal stress reduction and attention-enhancement technique. Third, it proposes mindfulness training as a viable approach to enhance leaders’ social awareness through a combination of a formal program and continuous self-development, departing from the views of mindfulness as a “quick fix.” It also provides a conceptual framework that illustrates the pathway with the potential to build social leadership capacity.
{"title":"Be(com)ing other-oriented: Mindfulness-trained leaders’ experiences of their enhanced social awareness","authors":"Laura Ilona Urrila, Liisa Mäkelä","doi":"10.1177/13505076221136923","DOIUrl":"https://doi.org/10.1177/13505076221136923","url":null,"abstract":"The potential significance of mindfulness for social relations at work has been recognized in the recent management literature, yet a thorough investigation has been lacking into how mindfulness may help leaders tap into their other-orientation. In this study, we examine whether and how mindfulness training contributes to the development of leaders’ social awareness by studying the experiences of 62 leaders who participated in an 8-week-long mindfulness training program. Our study contributes to the literature on management learning and mindfulness in leadership in three ways. First, it identifies how the leaders who participated in mindfulness training see themselves developing toward becoming more socially aware in situations involving followers across the three interlinked domains of human functioning—the cognitive, affective, and behavioral—clarifying mindfulness as an interpersonal phenomenon. Second, it highlights mindfulness as a value-based developmental practice instead of merely a personal stress reduction and attention-enhancement technique. Third, it proposes mindfulness training as a viable approach to enhance leaders’ social awareness through a combination of a formal program and continuous self-development, departing from the views of mindfulness as a “quick fix.” It also provides a conceptual framework that illustrates the pathway with the potential to build social leadership capacity.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47001406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1177/13505076221137167
Federica De Molli
{"title":"Book Review: Leadership in Game of Thrones","authors":"Federica De Molli","doi":"10.1177/13505076221137167","DOIUrl":"https://doi.org/10.1177/13505076221137167","url":null,"abstract":"","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"282 - 284"},"PeriodicalIF":2.4,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46959097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.1177/13505076221136932
J. Tienari
In this paper, I offer an autoethnography of academic work and imagination. I write as an “armchair traveler” who joins others in research endeavors that they have initiated. Imagination takes center stage in what I do: I use my imagination in analyzing empirical materials and in theorizing and writing meaningful research. Together with others, I engage in studies where I am close to the subject of inquiry and feel sameness, but also in research that for me is grounded in difference and otherness. Through my autoethnography, I elucidate the potential and limits of imagination in different research initiatives. Reflecting on my experiences and learning, I discuss how imagination relates to ethico-politics in doing research. I argue that imagination thrives in small acts of generosity in research collaboration, which harbor a sense of togetherness and solidarity. This has implications for understanding academic work that is obsessed with performance in publishing.
{"title":"Academic work and imagination: Reflections of an armchair traveler","authors":"J. Tienari","doi":"10.1177/13505076221136932","DOIUrl":"https://doi.org/10.1177/13505076221136932","url":null,"abstract":"In this paper, I offer an autoethnography of academic work and imagination. I write as an “armchair traveler” who joins others in research endeavors that they have initiated. Imagination takes center stage in what I do: I use my imagination in analyzing empirical materials and in theorizing and writing meaningful research. Together with others, I engage in studies where I am close to the subject of inquiry and feel sameness, but also in research that for me is grounded in difference and otherness. Through my autoethnography, I elucidate the potential and limits of imagination in different research initiatives. Reflecting on my experiences and learning, I discuss how imagination relates to ethico-politics in doing research. I argue that imagination thrives in small acts of generosity in research collaboration, which harbor a sense of togetherness and solidarity. This has implications for understanding academic work that is obsessed with performance in publishing.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.1177/13505076221132981
P. Hibbert, A. Wright
This essay argues that conceptualisations of responsibility in the responsible management education literature are generally superficial or unstated. We propose that this leads to practical understandings of responsibility being drawn from the hidden curriculum of socialised learning in the background of formal educational contexts. To disrupt this and enable critical thought and action, we argue for the integration of three perspectives that can be combined in a dynamic, lived process. First, we suggest that evidence-based management challenges us to seek out evidence to inform responsible management practice in ways that are thoughtful, critical and reflexive. Second, we argue that an interpretive approach employing philosophical hermeneutics connects responsibility to situated judgement about how we should interpret evidence available to us in the context of lived human experience in dialogue with others. Third, deconstruction reveals (aspects of) the ways in which the hidden curriculum constructs responsibility in the context of responsible management education texts and talk – and helps us to remain open to other possibilities. We integrate these three perspectives to arrive at a definition of responsibility as a lived process with implications for students, educators and the institutions they inhabit.
{"title":"Challenging the hidden curriculum: Building a lived process for responsibility in responsible management education","authors":"P. Hibbert, A. Wright","doi":"10.1177/13505076221132981","DOIUrl":"https://doi.org/10.1177/13505076221132981","url":null,"abstract":"This essay argues that conceptualisations of responsibility in the responsible management education literature are generally superficial or unstated. We propose that this leads to practical understandings of responsibility being drawn from the hidden curriculum of socialised learning in the background of formal educational contexts. To disrupt this and enable critical thought and action, we argue for the integration of three perspectives that can be combined in a dynamic, lived process. First, we suggest that evidence-based management challenges us to seek out evidence to inform responsible management practice in ways that are thoughtful, critical and reflexive. Second, we argue that an interpretive approach employing philosophical hermeneutics connects responsibility to situated judgement about how we should interpret evidence available to us in the context of lived human experience in dialogue with others. Third, deconstruction reveals (aspects of) the ways in which the hidden curriculum constructs responsibility in the context of responsible management education texts and talk – and helps us to remain open to other possibilities. We integrate these three perspectives to arrive at a definition of responsibility as a lived process with implications for students, educators and the institutions they inhabit.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"418 - 431"},"PeriodicalIF":2.4,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45609155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1177/13505076221122835
Alex Wright
An autoethnography is offered of a head of an academic department and middle manager writing a strategic plan he did not believe was necessary or would have any beneficial effects on colleagues wit...
{"title":"I, strategist","authors":"Alex Wright","doi":"10.1177/13505076221122835","DOIUrl":"https://doi.org/10.1177/13505076221122835","url":null,"abstract":"An autoethnography is offered of a head of an academic department and middle manager writing a strategic plan he did not believe was necessary or would have any beneficial effects on colleagues wit...","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"35 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/13505076221132947
M. Śliwa, Ajnesh Prasad
In the aftermath of the COVID-19 pandemic, we have become acutely aware of the need to express and foster care for others – our students and our colleagues – as well as engage in self-care for ourselves. It has been well established in extant research that the working conditions and job characteristics in contemporary academic settings can be conducive to burnout (Watts and Robertson, 2011; Wray and Kinman, 2021), and that academics’ well-being (Prasad, 2022; Richards et al., 2016) and health (Berg et al., 2016; Hurtado et al., 2012) – and, in particular, mental health (Guthrie et al., 2017; Padilla and Thompson, 2016; Urbina-Garcia, 2020) – are often negatively affected as a result of stress related to increasing workloads, audits, performance management and metrics (Morrish, 2019; Morrish and Priaulx, 2020). In order to survive and thrive in academia, we urgently need to establish a new ethic of care – one which meaningfully attends to the needs of each other and ourselves. In the context of business schools, critical management scholars have highlighted the need for us to ‘relate to each other in accordance with an ethics of care’ (Butler et al., 2017: 474). Indeed, there are plenty of real-life examples of caring about, supporting and helping each other, both through ‘institutionalised’ channels – for instance, through professional development workshops held at conferences – and in more informal ways – in and through our daily working practice of ontological empathy (Prasad and Śliwa, 2022). Supporting another person and showing that they are cared for has benefits not only for the supported individual but also for the one who does the supporting. Indeed, being kind to the other is truly rewarding for the giver of kindness. And it is not, actually, that difficult. We are usually well capable of empathising with someone whom a party – either a specific person or, more generally, the ‘organisation’ – has treated unfairly and harmed. We do not wish to be apathetic bystanders; we want to, and often do choose to, stand on the side of equity and justice. There is, however, a caveat here: it is quite easy to empathise with someone when our own ego and professional interests are not at stake; when we are not directly involved as an injurious actor, in a situation in which someone else has been hurt or mistreated. When a colleague tells us about something bad that has happened to them and about someone else having done them wrong, we rarely question what they are
在2019冠状病毒病大流行之后，我们已经敏锐地意识到有必要表达和培养对他人的关爱——我们的学生和同事——以及对自己的自我照顾。现有研究已经证实，当代学术环境中的工作条件和工作特征有助于职业倦怠(Watts and Robertson, 2011;Wray和Kinman, 2021)，以及学者的幸福感(Prasad, 2022;Richards et al.， 2016)和健康(Berg et al.， 2016;Hurtado等人，2012)，尤其是心理健康(Guthrie等人，2017;帕迪拉和汤普森，2016;Urbina-Garcia, 2020) -往往受到与工作量增加、审计、绩效管理和指标相关的压力的负面影响(Morrish, 2019;Morrish and Priaulx, 2020)。为了在学术界生存和发展，我们迫切需要建立一种新的关怀伦理——一种有意义地关注彼此和我们自己的需求的伦理。在商学院的背景下，批判性管理学者强调了我们需要“按照关怀的道德规范相互联系”(Butler等人，2017:474)。事实上，在现实生活中，有很多关于相互关心、支持和帮助的例子，无论是通过“制度化”的渠道——例如，通过在会议上举行的专业发展研讨会——还是通过更非正式的方式——在我们日常的本体论共情的工作实践中(Prasad和Śliwa, 2022)。支持另一个人并表明他们被关心不仅对被支持的人有好处，对提供支持的人也有好处。的确，善待他人是对给予善良的人的真正回报。实际上，这并不难。我们通常能够很好地同情一方——无论是一个特定的人，还是更普遍的“组织”——不公平对待和伤害的人。我们不愿做无动于衷的旁观者;我们希望，而且经常选择站在公平和正义的一边。然而，这里有一个警告:当我们的自我和职业利益没有受到威胁时，我们很容易同情某人;当我们没有作为一个伤害者直接参与，在别人受到伤害或虐待的情况下。当一个同事告诉我们发生在他们身上的不好的事情和别人做错了他们的事情时，我们很少质疑他们是什么
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