Hostname: page-component-848d4c4894-nr4z6 Total loading time: 0 Render date: 2024-04-30T17:33:05.853Z Has data issue: false hasContentIssue false
  • English
  • Français

Beyond “checking the box”: Using accountability to promote the effectiveness of sexual misconduct training

Published online by Cambridge University Press:  15 May 2019

Aditi Rabindra Sachdev ,
Rebecca Grossman  and
Lisa A. Burke-Smalley
Aditi Rabindra Sachdev*
Affiliation:
Hofstra University
Rebecca Grossman
Affiliation:
Hofstra University
Lisa A. Burke-Smalley
Affiliation:
Rollins College of Business
*
*Corresponding author. Email: asachdev1@pride.hofstra.edu
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. 100 - 105
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

Burke, L. A., & Hutchins, H. M. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6(3), 263–296.CrossRefGoogle Scholar
Burke, L. A., & Saks, A. M. (2009). Accountability in training transfer: Adapting Schlenker’s model of responsibility to a persistent but solvable problem. Human Resource Development Review, 8, 382–402.CrossRefGoogle Scholar
Grossman, R., & Burke-Smalley, L. A. (2018). Context-dependent accountability strategies to improve the transfer of training: A proposed theoretical model and research propositions. Human Resources Management Review, 28, 234–247.CrossRefGoogle 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
Perez-Pena, R. (2012, July 12). In report, failures throughout Penn State. New York Times. Retrieved from https://www.nytimes.com/2012/07/13/sports/ncaafootball/in-freeh-report-on-sandusky-failures-throughout-penn-state.html?module=inline Google Scholar
Roehling, M. V., & Huang, J. (2015). Sexual harassment training effectiveness: An interdisciplinary review and call for research. Journal of Organizational Behavior, 39, 134–150.CrossRefGoogle Scholar
Schlenker, B. R. (1997). Personal responsibility: Applications of the triangle model. Research in Organizational Behavior, 19, 241–301.Google Scholar
Schlenker, B. R., Britt, T. W., Pennington, J., Murphy, R., & Doherty, K. (1994). The triangle model of responsibility. Psychological Review, 101(4), 632–652.CrossRefGoogle ScholarPubMed
Tan, G., & Porzecanski, K. (2018, December 3). Wall Street rule for the #MeToo era: Avoid women at all cost. Bloomberg. Retrieved from https://www.bloomberg.com/news/articles/2018-12-03/a-wall-street-rule-for-the-metoo-era-avoid-women-at-all-cost Google Scholar
Tinkler, J. E. (2008). “People are too quick to take offense”: The effects of legal information and beliefs on definitions of sexual harassment. Law & Social Inquiry, 33, 417–445.CrossRefGoogle Scholar
Yelon, S., & Ford, K. (1999). Pursuing a multidimensional view of transfer. Performance Improvement Quarterly, 12, 58–77.CrossRefGoogle Scholar