Individual Differences in the Effectiveness of Sexual Harassment Awareness Training¹

Abstract

Little research has investigated the effectiveness of sexual harassment awareness training videos on potential harassers' knowledge, behavior, or attitudes. A laboratory study was conducted that assessed the effects of a sexual harassment awareness training video on several training outcomes: sexual harassment knowledge, touching behavior, and attitudes associated with the likelihood ofharassing others. Participants' propensity to harass was measured prior to their participation in the study. Results indicated that video-based training increased knowledge acquisition and reduced the inappropriate behavior of men who had a high propensity to harass. However, the training did not influence participants' long-term attitudes associated with the propensity to harass others. The research and practical implications of the study results are discussed.

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

“…As a result, we know little about the impact of different sexual harassment training methods on various outcomes. A study by Perry et al (1998), however, suggests that sexual harassment training methods may have differential effects across training outcomes. In Perry et al's (1998) research, videos were effective at improving trainee knowledge about sexual harassment and reducing inappropriate behaviors but did not change attitudes related to the propensity to harass others.…”

“…And, in fact, a number of studies have found that sexual harassment training has a greater positive impact on men than women (Beauvais, 1986;Blakely, Blakely, & Moorman, 1998;Bonate & Jessell, 1996;Moyer & Nath, 1998). Research suggests that within-gender differences also play a role in training effectiveness, however (see, e.g., Kearney, Rochlen, & King, 2004;Perry, Kulik, & Schmidtke, 1998;Robb & Doverspike, 2001). Sexual harassment training has been shown to be less effective in changing attitudes of men who have a higher proclivity to harass (Robb & Doverspike, 2001) or who report more gender role conflict (Kearney et al, 2004).…”

“…Finally, Salas et al (1999) noted that trainers may not be adequately prepared to design and deliver training. Training effectiveness is enhanced when trainers pair topical expertise with trainingspecific skills that enable them to maintain trainee motivation and maximize the learning environment (Salas et al, 1999).Most studies assessing the impact of sexual harassment training have employed videos, either alone or in combination with other methods such as discussion or case studies (e.g., Beauvais, 1986;Blakely et al, 1998;Kearney et al, 2004;Moyer & Nath, 1998;Perry et al, 1998;Robb & Doverspike, 2001). Few empirical sexual harassment training studies, however, have directly compared the effectiveness of alternative sexual harassment training methods (for exceptions see Bonate & Jessell, 1996;York, Barclay, & Zajack, 1997).…”

“…"Passive" methods (i.e., videos, lectures) may be completely appropriate if the organization's training goal is primarily disseminating information (Perry et al, 1998). For example, an organization intending to teach supervisors how to distinguish sexual harassment from other forms of employee misconduct might effectively communicate this information through a standardized lecture.…”

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

“…Studies examining behavioral outcomes related to harassment training are limited. 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).…”