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SEXUAL HARASSMENT TRAINING PLAN
Student Name
Course Name
Institution
Professor
Date
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SEXUAL HARASSMENT TRAINING PLAN
PART 1 – TRAINING LESSON PLAN
Lesson title
SEXUAL HARASSMENT IN THE WORKPLACE
Lesson
objectives
Create awareness of the existence of sexual harassment.
Educate on the implications of the vice
How sexual harassment affects the business.
Empower and motivate whistleblowing.
Offer legislative knowledge that surrounds the topic.
Learning
outcomes
Learn to identify and address sexual harassment cases.
Learn to respect everyone’s sexual orientations/ backgrounds
Learn to separate personal lives from work life.
Learn the proper procedure to follow in reporting sexual harassment
cases.
Evaluation
measures
Case scenario evaluations
Question and answer sessions
Small group discussions
Final test
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Trainer
/facilitator
First session
Name:
Second session
Name:
Duration
5 hours training
(2 sessions and a -30 minutes break)
Equipment
Monitor screen, projectors, microphones
Materials and
Resources
Writing boards, pens, writing materials, books, and journals
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PART 2 – PROJECT REFLECTION
Introduction
Amazon company is a company with a high reputation and a global presence. The multi-
billion company has developed rapidly over the last decade. However, like any other
organization, the company faces challenges. One of the challenges that can taint the company’s
reputation and lead to decreased profitability is sexual harassment.
According to researchers, more than 75 countries prohibit sexual harassment in the
workplace (Carvalho et al., 2016). Sexual harassment in the workplace is an international crime
that lies under the sector of human rights violation. Despite this sexual violence and harassment
cases are rarely reported. On the other hand, reported cases end up being overturned due to a lack
of evidence. Due to such mischiefs, perpetrators of the crime may continue to live freely and the
victims suffer in silence.
The workplace sexual harassment cases are considered very serious crimes but the
follow-up process employed may discourage victims from coming forward to report. Defining
sexual harassment by measure or monitoring is quite difficult. Due to fear and misconceptions
surrounding sexual harassment cases, Amazon decided to carry out training, to educate its
employees on handling sexual harassment issues ("US report lists steps to counter sexual
harassment", 2018).
Benefits of Training to the Organization
As a business organization, the company needs to assure its employees that the measures
put in place to curb and address cases of sexual harassment are sufficient. By so doing, the
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employees are motivated to come forward in case of harassment or blow the whistle on behalf of
colleagues who may have encountered sexual harassment.
In addition, training offers employees the necessary knowledge in addressing sexual
harassment cases. The employees get to know their rights, within the organization and across the
legislative platform regarding sexual harassment. With this knowledge, employees will aware of
the actions to take to avoid being victims of sexual harassment.
The business also offers this training to ensure that they eliminate possible cases in the
future. Sexual harassment cases within a company destroy the company's reputation (Carvalho et
al., 2016). As a result, profitability and employee retaining are reduced. The business's reputation
positively impacts its market reception; hence a good reputation will win more markets for the
business.
The company's investments in training require funding. However, sexual harassment
cases can attract losses from lawsuits that may cripple a company. To avoid these losses the
company should invest in product training to create awareness about the repercussions and
establish measures to curb sexual harassment cases.
Adult Learning Theory
The Adult Learning Theory is also known as andragogy is a concept that was developed
by Malcolm Knowles. The theory studies how learning for children differs from that of adults.
According to the theory Knowles depicts the adults' learning process as unique with its learning
styles. The concept was developed in 1968 and has been useful for many years. Corporates
utilize the theory to evaluate how employees grasp concepts during learning sessions. As a result,
they can identify a learning style that best suits the organization ("US report lists steps to counter
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sexual harassment", 2018). The Adult Learning Theory identifies its characteristics as discussed
below
Characteristics of Adult Learning
Self- direction
As adults develop from young to older, they develop a sense of self-direction and begin
to take on more responsibility. Adults learn to make decisions that pertain to their lives. Through
the learning, they develop self-assessment methods that guide them in a chosen direction.
Therefore, they gain control and self-direction in learning.
Result-oriented and practical
Adults prefer learning that is purposeful, fulfilling, and applicable to various aspects of
their lives. The learning process is considered useful if it is easily applicable and offers more
knowledge and improvement on existing skills. The learning process should also focus on a
result. This motivates the learners to earn more and create or boost confidence within the subject
of study. When creating the training course, one should consider the needs being addressed.
Less Open-minded
Adult learners are more rigid and less likely to embrace change. Life experiences tend to
make adults resistant to changes (Carvalho et al., 2016). The rigidity generated is likely to affect
the training process negatively, especially in cases where the trainees are not convinced why the
change is necessary. Therefore, trainers must be keen to elaborate and design instructions
supported by evidence as to why it is important. If learners are not well- convinced, they are
likely to depend on the regular concepts that they are well-acquainted with.
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Slow- interactive learning
The adult learning theory bases the concept of learning is attractive over time. This
means that the older people grow, the more they like to learn. The depth and comprehension in
learning tend to increase as a learner grows older. Therefore, the age of a person does not affect
the learning process. Age may slow the learning process but it offers an opportunity to make
learning as interactive and applicable as before
Personal Experience as a Resource
Adults tend to link their learning processes with prior experiences in their lives (Cassella
& Gulen, 2018). When new concepts and ideas are introduced, they are likely to validate them
by comparing them with what they already know. Therefore, when creating training, it is
important to incorporate real-life examples that your audience can easily resonate with. This
way, the learning process becomes interactive through discussions and sharing of knowledge.
Design for The Training
The process of designing for the training requires one to identify the needs of the
learners, as outlined in the training objectives. Secondly, it is important to outline clearly what
the learners are required to do to achieve the training objectives. The process is continued with
simple but organized logical steps that outline the contents on the subject of the training.
Delivery methods should be noted at this stage to enhance and maximize interactions during
training (Cassella & Gulen, 2018).
The next relevant step is to come up with ways that the learners can use to demonstrate
their learning skills. This will ensure that the training is correctly received by the trainees. At this
stage, the trainer can organize the trainees into smaller group discussions. Similarly, a question-
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and-answer session will offer interactive moments to showcase success in the learning process.
Other applicable methods would be case studies and hands-on -practice exercises. It is important
to avoid a lecture kind of training that may cause boredom and limit the alertness of learners.
Transfer of Training
This is the process by which training information is continually applied on the job. The
process requires trainees to understand the generalized flow and maintain the acquired skills. It
also determines the degree to which learners can apply acquired knowledge. Statistics show that
only 34% of trainees successfully apply the knowledge gained during training (Hughes et al.,
2018). Therefore, it is important to find ways that support the transfer of training.
How to Support Transfer of Training
The most suitable approach to use to support the transfer of training is to establish a
positive transfer climate. This means that the conditions within the workplace should favor
learning and the acquisition of new skills. The positive environment created should promote an
alignment with the organizations' goals. It should also offer opportunities for the application of
newly acquired skills and knowledge. A positive environment attracts support from supervisors
and peers and generates positive consequences when new skills are applied.
Other approaches that promote the transfer of training include support from peers, a
framed training process that encourages relevance, and also creating a learning culture within the
organization (Carvalho et al., 2016). It is also important to create a sense of relevance for the
training and offer supervisory support for continuous training.
The accomplishment of Transfer of Training
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The accomplishment of transfer of training depends on the fulfillment of set objectives.
At the end of the training, learners should be self-efficient and self-reliant. These are important
factors to consider when designing the training. The learners should feel capable after the
training.
Similarly, training should encourage the creation of motivation amongst the employees.
The trainees should feel more confident and empowered to apply the skills gained from the
training. This is possible if the trainees understand the benefits of the training and are willing to
embrace changes where possible.
Example of Near and Far Transfer of Training
Near and far training is a model that establishes training and behavior as almost identical
in the context of learning. According to the model, completing a given task every day generates
an ability to solve the problem automatically without having to learn the skills again (Hughes et
al., 2018). The near and far concept requires one to learn the skill and practice to become
excellent at a task. An example is learning to tie a shoelace. A person will likely tie the laces
similarly depending on the skills theory acquired and independent of the shoe type, lace color, or
length. The person likely learned to tie the laces first then after several practices the person can
tie the laces effortlessly.
Evaluating Student Learning (Tools Used)
Student learning refers to the rate at which students retain the information acquired
during training. The student learning process is evaluated using assessment tools that test on
knowledge and skills acquired. These include examinations, group tests, self-assessment tests,
practice sessions, question-and-answer sessions among others (Et.al, 2021).
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Meeting Training Objectives
Training is considered a success if the training objectives are met. To ensure that the
objectives are met the organization should set up measures to evaluate if the objectives were met.
Learning objectives are outlined within the training lesson plan. Assessment of the learning
process ensures that the trainees have mastered the training lessons (Carvalho et al., 2016). To
effectively evaluate the effectiveness of the course, trainers can carry out surveys, interviews, or
observation tests. Similarly, questionnaires have evaluation benefits if the right questions are
asked. The best approach would be to incorporate these evaluation tools within the learning
process to ensure that learning objectives are met.
Differences Between (ROI And ROE)
Return on investment (ROI) refers to the financial benefits a business accumulates from
investing in a strategy. On the other hand, Return on Expectations (ROE) refers to the process by
which professionals refine and clarify satisfactory results to stakeholders’ expectations (Cassella
& Gulen, 2018).
Most Appropriate Approach
The most appropriate measurable element to use in the training would be the ROE. ROE
defines the expectations of the business by creating strategic objectives that align with the
organizations' goals and objectives. By doing so, the business can understand how the benefits of
training uniquely impact it in the long term. Defining the strategic goals enables stakeholders to
benchmark with other businesses and learn the impact of training beyond financial gains.
Strength and Weakness of The Selected Approach
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ROE is a very effective metric in determining learning and development benefits to an
organization. The metric shows the overall profitability of training to the business. If utilized
well the metric can guide stakeholders in the decision-making process and contribute to the
growth of the business. However, the ROE metric is limited because it does not offer measurable
profits for the business (Cassella & Gulen, 2018). The business cannot tell the exact profits it
will make from a training session but assumes profitability based on outcomes of events.
Conclusion
Training in a business organization requires proper planning by defining the training
objectives. To address the challenges caused by sexual harassment cases to the business,
Amazon’s best approach is to carry out sexual harassment training for its employees. The
objectives can be achieved and measured using the ROE metric to determine its profitability. The
lesson plan outlines the important elements to cover in the training sessions.
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References
Carvalho, A., Melo, S., & Ferreira, A. (2016). Training in Portuguese non-profit organizations:
the quest towards professionalization. International Journal of Training and
Development, 20(1), 78-91. https://doi.org/10.1111/ijtd.12070
Cassella, S., & Gulen, H. (2018). Return Expectations, Sentiment, and the Stock Market. SSRN
Electronic Journal. https://doi.org/10.2139/ssrn.3123083
Et.al, S. (2021). Sexual Harassment at Workplace: A Need for a Specific Law in
Malaysia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3),
454-461. https://doi.org/10.17762/turcomat.v12i3.750
Hughes, A., Zajac, S., Spencer, J., & Salas, E. (2018). A checklist for facilitating training
transfer in organizations. International Journal of Training and Development, 22(4), 334-
345. https://doi.org/10.1111/ijtd.12141
US report lists steps to counter sexual harassment. (2018), 59(4), 4.4-4.4.
https://doi.org/10.1093/astrogeo/aty157
