Week 9 Discussion: The Chapter Is Included Below

Week 9 discussion the chapter is included below

Imagine that you are the HR Director for a Fortune 100 company that employs more than 10,000 people. In the past year, you have fielded more complaints about sexual harassment than ever before. The company's leadership has informed you that this year's sexual harassment training needs to be unique and very effective. In light of the leadership's directive, you have determined that this year's training will not be provided on-line and every employee will be required to attend training in the traditional classroom setting.

(a) Will you provide the training to a mix of management and non-management employees or will you keep the managers and non-managers separate for the training?

(b) If you decide to keep the management and non-management employees separate, will there be differences in the training provided to each group? If so, what will be the differences?

(c) If the training is the same, how will you make sure that each group gets the information they need? Provide a rationale to support your response.

Assume you are the Director for Organizational Development at a global company with 2,000 employees with offices in 10 countries, including Britain, Canada, China, Saudi Arabia, South Africa, and Brazil. Employees from one country are often sent to another country to work for several months to several years. Propose at least three components that should be included in diversity training for this global company. Provide a rationale to support your response.

Use at least one more reference: Reference Blanchard, N. E., & Thacker, J. (2013). Effective training: Systems, strategies & practice (5th ed.). Upper Saddle River, NJ: Pearson.

Paper For Above instruction

Addressing sexual harassment in the workplace requires a tailored approach, especially within large, diverse organizations. As the HR Director of a Fortune 100 company with over 10,000 employees, the decision to organize in-person training sessions demands careful consideration of the training structure to maximize effectiveness while fostering an inclusive environment.

Firstly, whether to provide training to a mixed group of management and non-management employees or to separate them hinges on the distinct roles, responsibilities, and maturity levels of these groups. Segregating management from non-management staff allows for targeted discussions that address specific leadership responsibilities, ethical considerations, and accountability mechanisms pertinent to managers (Blanchard & Thacker, 2013). For example, managers are often in positions to influence organizational culture directly and can lead by example; therefore, training for managers should emphasize ethical leadership, policy enforcement, and fostering a respectful environment (Barker et al., 2020). Conversely, non-management employees benefit from practical guidance on recognizing sexual harassment, understanding their rights, and reporting procedures, which might be better addressed in a different setting.

If management and non-management employees are trained together, a comprehensive approach can be adopted by developing a curriculum that encompasses content relevant to all employees while segmenting certain activities or discussions. For example, introductory modules on sexual harassment laws and company policies can be universal, while role-playing scenarios or discussions about managerial responsibilities might be tailored separately during breakout sessions. This approach ensures that everyone receives the same foundational knowledge in a shared environment, fostering a unified understanding of expectations, yet allowing for tailored discussions that address specific group needs (Blanchard & Thacker, 2013).

In a global context, diversity training must account for cultural differences, legal frameworks, and social norms across countries. As the Director for Organizational Development in a multinational company operating in Britain, Canada, China, Saudi Arabia, South Africa, and Brazil, it is essential to include components that promote cultural awareness, legal compliance, and inclusive communication. Three critical components include:

1. Cultural Competence Education: Training should address cultural differences in perceptions of hierarchy, gender roles, and communication styles. For example, understanding that some cultures might have strict views on gender interactions can foster more respectful behavior and reduce misunderstandings (Deardorff, 2006).
2. Legal and Ethical Standards Across Borders: Employees should be made aware of the local laws regarding sexual harassment and discrimination in each country, alongside the company's global policies. This helps ensure compliance and sensitivity to legal variations (Knezevic et al., 2018).
3. Inclusive Communication Skills: Training should emphasize respectful dialogue, active listening, and conflict resolution that are adaptable across diverse cultural contexts. This facilitates collaboration and reduces misinterpretation among international teams (Ng, Van Dyne, & Ang, 2009).

In conclusion, effective sexual harassment and diversity training in a large, global organization must be strategically structured to meet the needs of varied audiences. Tailoring training content, delivery methods, and cultural considerations maximizes impact and promotes a respectful, inclusive workplace environment. These approaches, supported by established training principles, are essential in reducing incidents, building awareness, and cultivating organizational integrity.

References

• Barker, R. T., et al. (2020). Leadership in addressing sexual harassment: Insights and practices. Journal of Organizational Behavior, 41(7), 698-715.
• Blanchard, N. E., & Thacker, J. (2013). Effective training: Systems, strategies & practice (5th ed.). Pearson.
• Deardorff, D. K. (2006). The development and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
• Knezevic, M., et al. (2018). Cross-cultural convergence and divergence in legal systems: Implications for international HR management. International Journal of Human Resource Management, 29(8), 1357-1374.
• Ng, E. S., Van Dyne, L., & Ang, S. (2009). From experience to experiential knowledge: Cultural intelligence as a learning goal. Academy of Management Learning & Education, 8(4), 487-501.