A Cognitive‐Behavioral Educational Workshop to Combat Sexual Harassment in the Workplace

Abstract

Various measures have been implemented for coping with the problem of sexual harassment in the workplace. Although much of the effort has been provided for special legislation, proper grievance procedures, or actions for organizational change, few attempts have been made to prevent sexual harassment through the application of appropriate training procedures based on effective psycho‐educational methods. The author describes a workshop based on cognitive‐behavioral techniques and is designed to provide women workers with understanding about sexual harassment at work and equip them with various response alternatives to sexual harassment attempts. Preliminary findings support the positive impact of the workshop.

Sexual harassment training: Recommendations to address gaps between the practitioner and research literatures

“…The transfer climate in which supervisors model trained behavior and reinforce appropriate behaviors as well as supervisor support have been found to affect employee motivation to transfer what is learned in training to the job (Tannenbaum et al, 1993). Finally, evidence exists that maintenance intervention strategies (e.g., setting goals for posttraining behaviors) can improve the probability of training transfer (Salas & Cannon-Bowers, 2001;Tannenbaum et al, 1993).Some empirical sexual harassment training studies have found positive outcomes associated with sexual harassment training, including positive trainee evaluations (e.g., Barak, 1994), greater knowledge of sexual harassment (e.g., Beauvais, 1986), and higher demonstrated skills in response to simulated sexual harassment incidents (e.g., Blaxall, Parsonson, & Robertson, 1993). Research has not systematically explored how these immediate training outcomes transfer to the work environment to affect on-the-job behavior.…”

Examining the Impact of Training on the Homosexual Conduct Policy for Military Personnel

“…Based on research and theory in both the training (Goldstein, 1986(Goldstein, , 1991Goldstein & Associates, 1989;Goldstein & Ford, 2002;Kraiger et al, 1993;Morgan & Casper, 2000;Salas & Cannon-Bowers, 2001;Salas et al, 2003) and harassment literature (Antecol & Cobb-Clark, 2003;Barak, 1994;Beauvais, 1986;Blakely et al, 1998;Blaxall et al, 1993;Kearney et al, 2004;Magley et al, 1997;Moyer & Nath, 1998;Perry et al, 1998;Robb & Doverspike, 2003;Thomann et al, 1989;Williams et al, 1999;York et al, 1997), we hypothesized that training on the DA/DT/DP policy would influence participants' reactions, learning and cognitive outcomes, as well as behavioral and organizational outcomes. Figure 1 depicts the hypothesized relationships we examined along with specific variables used to test these hypotheses.…”

“…However, a few studies suggest that training may impact propensity to engage in harassment (Moyer & Nath, 1998;Perry, Kulik, & Schmidtke, 1998) and the incidence of harassment (Williams et al, 1999). Finally, studies examining organizational outcomes suggest that training may have a positive impact on participants' perceptions of the organizational climate (Barak, 1994;Thomann et al, 1989) and a limited impact on job and psychological outcomes (Williams et al, 1999).…”

“…Studies examining participants' reactions to harassment training have found that training yields increased sensitivity and awareness of issues and behaviors related to sexual harassment (Barak, 1994;Beauvais, 1986;Blaxall, Parsonson, & Robertson, 1993;Robb & Doverspike, 2001;York, Barclay, & Zajack, 1997). Beauvais (1986), Blaxall et al (1993), and York et al (1997) found that training increased sensitivity and awareness for victims of harassment.…”

“…Beauvais (1986), Blaxall et al (1993), and York et al (1997) found that training increased sensitivity and awareness for victims of harassment. Barak (1994) found that participant ratings of a workshop on sexual harassment were generally positive and that organizational officers indicated that the workshop had secondary effects that were evidenced in the organizational atmosphere (i.e., climate). Other studies examining participants' knowledge and skills have found that training yields increased knowledge regarding victim rights and responsibilities (Blaxall et al, 1993;Thomann, Strickland, & Gibbons, 1989), organizational remedies (Magley, Zickar, Salisbury, Drasgow, & Fitzgerald, 1997), identification of harassing events (Antecol & CobbClark, 2003;Blakely, Blakely, & Moorman, 1998;Kearney, Rochlen, & King, 2004;Moyer & Nath, 1998), and listening and helping skills (Blaxall et al, 1993).…”