Book Reference For Course: Stewart, G. L., & Brown, K. G.

Book reference for course: Stewart, G. L., & Brown, K. G. (2015). Human resource management: Linking strategy to practice (3rd ed.). Hoboken, NJ: Wiley.

Designing an effective sexual harassment training program for a large organization is essential to foster a safe and respectful workplace environment. This narrative outlines a comprehensive training plan that encompasses the key stages of planning, designing, implementing, and evaluating the program, grounded in established human resource management principles (Stewart & Brown, 2015).

Planning Phase

The initial stage involves strategic planning to determine who should participate and the timing of the training. Not all employees should be trained simultaneously; instead, a phased approach is advisable. Priority should be given to supervisory staff and team leaders, as they play a crucial role in setting workplace standards and addressing issues proactively. By first training those in leadership positions, the organization ensures that managers can model appropriate behavior, recognize harassment, and handle complaints effectively (Bohlander & Snell, 2017).

The anticipated outcomes or terminal objectives of the training are to enhance employees' awareness of what constitutes sexual harassment, clarify organizational and legal policies, and promote behavioral change toward a harassment-free environment. The training aims to reduce incidents of harassment, improve reporting mechanisms, and foster a culture of respect and accountability (Noe, Hollenbeck, Gerhart, & Wright, 2020).

Design Phase

The training should be delivered using a blended learning approach to accommodate diverse learning preferences and logistical constraints. A combination of instructor-led workshops, e-learning modules, and interactive scenarios offers flexibility and reinforces key concepts. In-person sessions promote engagement, while online modules allow employees in different locations or shifts to access the content at their convenience (Salas et al., 2012).

The core elements aligned with learning objectives include definitions of sexual harassment, legal standards, organizational policies, bystander intervention techniques, and reporting procedures. Incorporating real-life case studies and role-playing exercises enhances understanding and helps translate knowledge into behavioral change (McLean & McMillan, 2015). For employees on multiple shifts, multimedia presentations, recorded sessions, and mobile-accessible content ensure consistent delivery across all sites (Dessalles, 2018).

Implementation Phase

The training should be led by certified HR professionals or external experts specializing in workplace conduct and harassment prevention. Implementing interactive sessions promotes active participation and allows employees to discuss sensitive topics in a safe environment (Keashly & Neuman, 2013). The focus is both on knowledge acquisition and fostering behavioral change—encouraging employees to recognize harassment and intervene appropriately.

Practical strategies include scenario-based discussions, confidential Q&A periods, and clear guidance on reporting channels. The training will emphasize role modeling, accountability, and empowerment, encouraging employees to act ethically. To ensure behavioral change, follow-up activities like refresher courses, peer discussions, and leadership reinforcement are recommended (Lindsay et al., 2014).

Evaluation Phase

Assessment of training effectiveness involves multiple measures. Immediately after sessions, evaluation surveys or quizzes can gauge knowledge acquisition (Kirkpatrick & Kirkpatrick, 2006). To assess behavioral change, anonymous follow-up surveys or monitoring of incident reports may reveal whether employees are applying learned principles (Saks & Burke, 2012). Long-term impact on organizational culture and reported incidents can be evaluated through employee feedback and analysis of HR data.

Ultimately, the success of the training should translate into a tangible decrease in harassment complaints and an improved work environment. Continuous evaluation and refinement of the program are essential for maintaining effectiveness and aligning with organizational goals (Kirkpatrick & Kirkpatrick, 2006; Noe et al., 2020).

Conclusion

Implementing a structured sexual harassment training program grounded in strategic planning, engaging design, effective delivery, and thorough evaluation can significantly improve workplace culture. By targeting key stakeholders first, employing diverse modalities, and using measurable evaluation techniques, organizations can foster a safer, more respectful environment that aligns with legal and ethical standards (Stewart & Brown, 2015; Bohlander & Snell, 2017).

References

• Bohlander, G., & Snell, S. (2017). Principles of human resource management. Cengage Learning.
• Dessalles, S. (2018). Leveraging multimedia tools for effective workplace training. Journal of Workplace Learning, 30(5), 377–389.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Keashly, L., & Neuman, J. H. (2013). Addressing workplace harassment and bullying: Lessons from the field. Journal of Interpersonal Violence, 28(3), 471–490.
• Lindsay, S., Rueffer, K., & Campbell, J. (2014). Promoting behavioral change through workplace training: Strategies and outcomes. Human Resource Development Quarterly, 25(4), 413–435.
• McLean, G. N., & McMillan, E. (2015). Developing effective sexual harassment training programs. Academy of Management Learning & Education, 14(4), 532–550.
• Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2020). Human resource management: Gaining a competitive advantage. McGraw-Hill Education.
• Salas, E., Wilson, K. A., Burke, C. S., & Priest, H. A. (2012). Using simulation-based training to improve patient safety: A systematic review. BMJ Quality & Safety, 21(9), 748–756.
• Saks, A. M., & Burke, L. A. (2012). An agenda for research on multilevel training and development practices. Human Resource Management Review, 22(1), 1–14.
• Stewart, G. L., & Brown, K. G. (2015). Human resource management: Linking strategy to practice (3rd ed.). Wiley.