Page 350 - Discrimination at Work The Psychological and Organizational Bases

13. HRM PRACTICES
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training, internet-based training, and sensitivity training (Wexley &
Latham, 2002). There have been relatively few studies evaluating the ef­
fectiveness of sexual harassment training or comparing the effectiveness
of different training methods (Fitzgerald & Schullman, 1993; Wexley &
Latham, 2002). However, regardless of the training delivery method, it
appears that sexual harassment training is most effective when (a) all em­
ployees are trained, not just victims or perpetrators (Glomb et al., 1997); (b)
harassing behavior is clearly defined, including legal definitions (Wexley
& Latham, 2002; Zachary, 1996); (c) methods for preventing sexual ha­
rassment and altering behaviors are clearly presented (Wexley & Latham,
2002); (d) the training program is designed to fit the organizational climate
(Zachary, 1996); and (e) the trainer is professional, establishes rapport with
the group, and modifies the training to fit the organizational culture (Risser,
1999).
Diversity Management Diversity management incorporates a range of
human resource practices including recruitment, retention, selection, per­
formance appraisal, and compensation. However, diversity programs are
often discussed as a type of training, so we have chosen to include a dis­
cussion of diversity programs in this section. Diversity training programs
are offered by a variety of consultants and trainers using a wide range of
training media aimed at accomplishing a variety of objectives. Some di­
versity training goals include changing individual attitudes, eliminating
subconscious stereotypes, increasing sensitivity to minority issues and di­
versity concerns, and informing on legal and policy issues (Bendick, Egan
& Lofhjelm, 2001; Noe, 2002; Rynes & Rosen, 1995).
Although training is often identified as one of the best ways to ensure
diversity (Wentling & Palma-Rivas, 1998), there are too few rigorous eval­
uations of diversity training to draw conclusions as to their effectiveness
(Noe, 2002; Rynes & Rosen, 1995). There is also the contrarian view that di­
versity training does more harm than good in many cases (Caudron, 1993).
Although there is no clear consensus on the effectiveness of diversity train­
ing, based on our review and evaluation of its effectiveness, we identified
a number of important elements for success. These are (a) avoid ironic re­
versal by training to dispel rather than avoid stereotypes (Kulik, Perry, &
Bourhis, 2000); (b) incorporate action steps for translating changes in atti­
tudes into changes in behavior (Caudron, 1993; Zhu & Kleiner, 2000); (c)
provide sufficient time for training (Von Bergen, Soper, & Foster, 2002); (d)
ensure that training is not simply an expression of the trainer's own values
or agenda (Von Bergen et al., 2002); (e) avoid training that comes across as
simply political correctness (Von Bergen et al., 2002); (f) define the goal of
diversity training clearly (Rynes & Rosen, 1995; Von Bergen et al., 2002); (g)
ensure top management and supervisor support (Rynes & Rosen, 1995);
and (h) integrate diversity training with affirmative action efforts, while