Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-28T19:38:00.799Z Has data issue: false hasContentIssue false
  • English
  • Français

One size does not fit all: Taking trainees’ personal characteristics into consideration in sexual harassment and racial discrimination training

Published online by Cambridge University Press:  28 July 2020

Tamar Icekson ,
Aharon Tziner  and
Liad Bareket-Bojmel
Tamar Icekson
Affiliation:
Peres Academic Center Ben Gurion University
Aharon Tziner*
Affiliation:
Peres Academic Center Netanya Academic College
Liad Bareket-Bojmel
Affiliation:
Peres Academic Center
*
*Corresponding author. Email: atziner@netanya.ac.il; aetziner@pac.ac.il
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 2 , June 2020 , pp. 191 - 195
Copyright
© Society for Industrial and Organizational Psychology, Inc. 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go. Journal of Applied Psychology, 102(3), 305–323. https://psycnet.apa.org/doi/10.1037/apl0000142CrossRefGoogle ScholarPubMed
Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. In Deci, E. L., & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.Google Scholar
Dobbin, F., & Kalev, A. (2015). Why firms need diversity managers and task forces. In Pilati, M., Sheikh, H., Tilly, C., & Sperotti, F. (Eds.), How global migration changes the workforce diversity equation (pp. 170–198). Newcastle, UK: Cambridge Scholars Publishing.Google Scholar
Dobbin, F., & Kalev, A. (2018). Why doesn’t diversity training work? The challenge for industry and academia. Anthropology Now, 10(2), 48–55. https://doi.org/10.1080/19428200.2018.1493182CrossRefGoogle Scholar
Dobbin, F., & Kalev, A. (2019). The promise and peril of sexual harassment programs. Proceedings of the National Academy of Sciences, 116(25), 12255–12260. https://doi.org/10.1073/pnas.1818477116CrossRefGoogle ScholarPubMed
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.Google Scholar
Ebert, I. D., Steffens, M. C., Von Stülpnagel, R., & Jelenec, P. (2009). How to like yourself better, or chocolate less: Changing implicit attitudes with one IAT task. Journal of Experimental Social Psychology, 45(5), 1098–1104. https://doi.org/10.1016/j.jesp.2009.06.008CrossRefGoogle Scholar
Emerson, J. (2017, April 28). Don’t give up on unconscious bias training—make it better. Harvard Business Review. https://hbr.org/2017/04/dont-give-up-on-unconscious-bias-training-make-it-betterGoogle Scholar
Evans, M., & Boucher, A. R. (2015). Optimizing the power of choice: Supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2), 87–91. https://doi.org/10.1111/mbe.12073CrossRefGoogle Scholar
Grant, A. M., Campbell, E. M., Chen, G., Cottone, K., Lapedis, D., & Lee, K. (2007). Impact and the art of motivation maintenance: The effects of contact with beneficiaries on persistence behavior. Organizational Behavior and Human Decision Processes, 103(1), 53–67. https://psycnet.apa.org/doi/10.1016/j.obhdp.2006.05.004CrossRefGoogle Scholar
Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74(6), 1464–1480. https://psycnet.apa.org/doi/10.1037/0022-3514.74.6.1464CrossRefGoogle ScholarPubMed
Hahn, A., & Gawronski, B. (2019). Facing one’s implicit biases: From awareness to acknowledgment. Journal of Personality and Social Psychology, 116(5), 769–794. https://psycnet.apa.org/doi/10.1037/pspi0000155CrossRefGoogle ScholarPubMed
Hayes, T. L., Kaylor, L. E., & Oltman, K. A. (2020). Coffee and controversy: How applied psychology can revitalize sexual harassment and racial discrimination training. Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(2), XXX–XXX.CrossRefGoogle Scholar
Hunt, V., Layton, D., & Prince, S. (2015, February 2). Diversity matters. McKinsey & Company. https://assets.mckinsey.com/~/media/857F440109AA4D13A54D9C496D86ED58.ashxGoogle Scholar
Kristanto, A. (2017). The development of instructional materials e-learning based on blended learning. International Education Studies, 10(7), 10–17. https://doi.org/10.5539/ies.v10n7p10CrossRefGoogle Scholar
Madera, J. M., Neal, J. A., & Dawson, M. (2011). A strategy for diversity training: Focusing on empathy in the workplace. Journal of Hospitality & Tourism Research, 35(4), 469–487.CrossRefGoogle Scholar
Martocchio, J. J. (1994). Effects of conceptions of ability on anxiety, self-efficacy, and learning in training. Journal of Applied Psychology, 79(6), 819–825. https://psycnet.apa.org/doi/10.1177/1096348010382240CrossRefGoogle ScholarPubMed
McCann, B. A. (2018). Does workplace sexual harassment training really work? Evolving best practices for EAPs. Journal of Employee Assistance, 48(3), 24–27. http://hdl.handle.net/10713/8146Google Scholar
Quick, J. C., & McFadyen, M. (2017). Sexual harassment: Have we made any progress? Journal of Occupational Health Psychology, 22(3), 286–298. https://psycnet.apa.org/doi/10.1037/ocp0000054CrossRefGoogle ScholarPubMed
Rabelo, V. C., & Cortina, L. M. (2014). Two sides of the same coin: Gender harassment and heterosexist harassment in LGBQ work lives. Law and Human Behavior, 38, 378–391. https://psycnet.apa.org/doi/10.1037/lhb0000087CrossRefGoogle ScholarPubMed
Rattan, A., & Dweck, C. S. (2018). What happens after prejudice is confronted in the workplace? How mindsets affect minorities’ and women’s outlook on future social relations. Journal of Applied Psychology, 103(6), 676–687. https://psycnet.apa.org/doi/10.1037/apl0000287CrossRefGoogle ScholarPubMed
Roehling, M. V., & Huang, J. (2018). Sexual harassment training effectiveness: An interdisciplinary review and call for research. Journal of Organizational Behavior, 39(2), 134–150. https://doi.org/10.1002/job.2257CrossRefGoogle Scholar
Schein, E. (1992). Organizational culture and leadership (2nd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
Stark, N. (2015). Millennials making meanings: Social constructions of sexual harassment regarding gender and power by generation Y (M.A. thesis, University of Central Florida). https://stars.library.ucf.edu/etd/1183/Google Scholar
Tziner, A., Fisher, M., Senior, T., & Weisberg, J. (2007). Effects of trainee characteristics and perceptions on training effectiveness. International Journal of Selection and Assessment, 15, 167–174. https://doi.org/10.1111/j.1468-2389.2007.00378.xCrossRefGoogle Scholar