Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-20T00:28:06.655Z Has data issue: false hasContentIssue false
  • English
  • Français

Evidence-based recommendations for improved design of sexual harassment training

Published online by Cambridge University Press:  15 May 2019

Erin M. Eatough ,
Shonna D. Waters  and
Gabriella R. Kellerman
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 12 , Issue 1 , March 2019 , pp. 48 - 51
Copyright
© Society for Industrial and Organizational Psychology 2019 

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

Avolio, B. J., & Hannah, S. T. (2008). Developmental readiness: Accelerating leader development. Consulting Psychology Journal: Practice and Research, 60(4), 331–347.CrossRefGoogle Scholar
Baddeley, A. D., & Longman, D. J. A. (1978). The influence of length and frequency of training session on the rate of learning to type. Ergonomics, 21, 627–635. doi: 10.1080/00140137808931764 CrossRefGoogle Scholar
Centola, D., Becker, J., Brackbill, D., & Baronchelli, A. (2018). Experimental evidence for tipping points in social convention. Science, 360(6393), 1116–1119. doi: 10.1073/pnas.1514483113 CrossRefGoogle ScholarPubMed
Ipsos. (2018). Sexual assault: A new and divided era of understanding. Retrieved from https://www.ipsos.com/en-us/news-polls/NPR-Sexual-Harassment-and-Assault Google 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), 1–19.Google Scholar
Murre, J. M., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ Forgetting Curve. PloS One, 10(7), e0120644. doi: 10.1371/journal.pone.0120644 CrossRefGoogle ScholarPubMed
Quick, J. C., & McFayden, M.A. (2017). Sexual harassment: Have we made any progress? Journal of Occupational Health Psychology, 22, 286–298.CrossRefGoogle ScholarPubMed
Roediger, H. L. III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255.CrossRefGoogle ScholarPubMed
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74–101.CrossRefGoogle ScholarPubMed
Schwartz, B. L., Son, L. K., Kornell, N., & Finn, B. (2011). Four principles of memory improvement: A guide to improving learning efficiency. The International Journal of Creativity & Problem Solving, 21, 7–15.Google Scholar
Tessmer, M., & Richey, R. C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development, 45, 85–115.CrossRefGoogle Scholar
Tonhauser, C., & Buker, L. (2016). Determinants of transfer of training: A comprehensive literature review. International Journal for Research in Vocational Education and Training, 3, 127–165.Google Scholar
Ubelacker, S. (2018, February). #Metoo movement causing confusion in many men, fear of missteps with women. National Post. https://nationalpost.com/pmn/news-pmn/canada-news-pmn/metoo-movement-causing-confusion-in-many-men-fear-of-missteps-with-women-experts Google Scholar
Wickelgren, W. A. (1981). Human learning and memory. Annual Review of Psychology, 32(1), 21–52.CrossRefGoogle Scholar