Development of a Theoretically Grounded Model of Sexual Harassment Awareness Training Effectiveness

Abstract

Sexual harassment awareness ( SHA ) training has been under‐studied as an organizational intervention deterring occurrences of sexual harassment. In this chapter, we articulate a general model of SHA training effectiveness that is grounded theoretically in broader workplace training effectiveness models and training outcome taxonomies. In particular, we highlight the role that cynicism and motivation play in influencing SHA training effectiveness and identify possible training design, individual factors, and contextual factors that may influence trainees' cynicism and motivation, as well as SHA training outcomes.

Sexual harassment training effectiveness: An interdisciplinary review and call for research

“…Individual perceptions of organizational tolerance, in turn, may impact both training transfer and the organization's climate. The greater attention to SH training outcomes is also reflected in the identification of more specific behaviors targeted by SH training than prior models of SH training effectiveness (e.g., Kath & Magley, ). For example, the “intermediate outcomes” category makes a distinction between QPQ SH and hostile environment SH behaviors on the basis of the legal relevance of the two categories and research findings indicating that SH training may differentially affect QPQ behaviors versus hostile environment behaviors (e.g., Gruber, ).…”

“…The well‐established role of organizational context variables in moderating whether the knowledge, skills, and abilities acquired in training transfer to the workplace is frequently acknowledged in the SH training literature (e.g., Kath & Magley, ; Perry et al, ). Researchers have also offered their qualitative assessments that an organization's climate, culture, and/or leadership had a significant impact on the effectiveness (Best et al, ) or ineffectiveness (Fried et al, ) of employer‐provided SH training.…”

“…Individual perceptions of organizational tolerance, in turn, may impact both training transfer and the organization's climate. The greater attention to SH training outcomes is also reflected in the identification of more specific behaviors targeted by SH training than prior models of SH training effectiveness (e.g., Kath & Magley, 2014). For example, the "intermediate outcomes"…”

“…The well-established role of organizational context variables in moderating whether the knowledge, skills, and abilities acquired in training transfer to the workplace is frequently acknowledged in the SH training literature (e.g., Kath & Magley, 2014;Perry et al, 2012).…”

“…Several articles and book chapters provide valuable summaries or discussions of SH training research (e.g., Buckner, Hindman, Huelsman, & Bergman, 2014;Goldberg, 2011;Kath & Magley, 2014;Perry, Kulik, & Bustamante, 2012). However, existing summaries or discussions have at least three significant limitations.…”