Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-01T20:08:39.702Z Has data issue: false hasContentIssue false

Changing the narrative on harassment and discrimination training: Building an organizational culture with healthy professional boundaries

Published online by Cambridge University Press:  28 July 2020

Sara Jansen Perry*
Affiliation:
Baylor University
*
*Corresponding author. Email: sara_perry@baylor.edu

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
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

Ambrose, M. L., Seabright, M. A., & Schminke, M. (2002). Sabotage in the workplace: The role of organizational injustice. Organizational Behavior and Human Decision Processes, 89, 947965.CrossRefGoogle Scholar
Antecol, H., & Cobb-Clark, D. (2003). Does sexual harassment training change attitudes? A view from the federal level. Social Science Quarterly, 84, 826842.CrossRefGoogle Scholar
Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142, 12271274.CrossRefGoogle ScholarPubMed
Coats, E. J., Janoff-Bulman, R., & Alpert, N. (1996). Approach versus avoidance goals: Differences in self-evaluation and well-being. Personality and Social Psychology Bulletin, 22, 10571067.CrossRefGoogle Scholar
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytics path analysis of 20 years of research. Journal of Applied Psychology, 85, 678707.CrossRefGoogle Scholar
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
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254284.CrossRefGoogle Scholar
Lacerenza, C. N., Reyes, D. L., Marlow, S. L., Joseph, D. L., & Salas, E. (2017). Leadership training design, delivery, and implementation: A meta-analysis. Journal of Applied Psychology, 102, 16861718.CrossRefGoogle ScholarPubMed
Lee, S. Y., Hanson, M. D., & Cheung, H. K. (2019). Incorporating bystander intervention into sexual harassment training. Industrial and Organizational Psychology: Perspectives on Science and Practice, 12(1), 5257.CrossRefGoogle Scholar
Medeiros, K., & Griffith, J. (2019). #Ustoo: How I-O psychologists can extend the conversation on sexual harassment and sexual assault through workplace training. Industrial and Organizational Psychology: Perspectives on Science and Practice, 12(1), 119.CrossRefGoogle Scholar
Preusser, M. K., Lynn, K., & Nordstrom, C. R. (2011). Sexual harassment training: Person versus machine. Public Personnel Management, 40(1), 4762.CrossRefGoogle Scholar
Steele, L. M., & Vandello, J. A. (2019). When training backfires and what can be done about it. Industrial and Organizational Psychology: Perspectives on Science and Practice, 12(1), 3033.CrossRefGoogle Scholar
Walsh, B. M., & Magley, V. J. (2019). Don’t forget the role of civility interventions in workplace sexual harassment. Industrial and Organizational Psychology: Perspectives on Science and Practice, 12(1), 3941.CrossRefGoogle Scholar