The focal article by Hayes et al. (Reference Hayes, Kaylor and Oltman2020) asks how we as a field can revitalize and refocus sexual harassment and racial discrimination training. We argue that one way this can be done is by ensuring these trainings are inclusive, approachable, and comfortable so that all trainees (including minority and majority identity stakeholders) are receptive. The focal article addresses this idea when talking about receptivity to training. But receptivity to training operates differently with these particular issues. Sexual harassment and racial discrimination are emotionally charged and difficult topics; no one wants to feel as though they have done something inappropriate. If not careful, trainees could become defensive and perceive they are being accused of being “bad people.” The goal of sexual harassment and racial discrimination training is not to shame individuals for what they have done (either consciously or inadvertently) but rather to be an instrument that inspires change in the thoughts and/or behaviors of employees, and creates a better workplace environment. If trainees become defensive and shut down (even if it is deserving due to something they have done), the ultimate goal of training may be missed.
When aiming to make trainees more receptive to sexual harassment and racial discrimination training, a balance must be struck. On one hand, discomfort is at times necessary for change—especially with these topics. On the other hand, if there is too much discomfort, people may stop paying attention. In essence, the goal is to make every trainee feel as though he or she is being heard. There are many ways this can be done effectively; below, we highlight three.
Methods of increasing receptivity to sexual harassment and racial discrimination training
Our first suggestion is that content should focus on similarities and shared experiences rather than differences. Basic social psychology research suggests that people respond positively to similarity and familiarity (McPherson et al., Reference McPherson, Smith-Lovin and Cook2001). Most people have some identity through which they identify as a minority (e.g., socioeconomic status, religious affiliation, invisible physical limitation, mental illness); reminding them of their experience being disadvantaged or treated poorly may make them more receptive to thinking about how others may be disadvantaged or treated poorly. We are not suggesting that the experiences of one minority group are the same as others. However, we argue that reminding people of their shared experiences could help build receptivity to the idea. This is similar to research on perspective taking, which suggests that having trainees consider the perspective of minorities can lead to positive outcomes and acceptance in diversity training (Lindsey et al., Reference Lindsey, King, Hebl and Levine2015).
Our second suggestion for how to make everyone more receptive to sexual harassment and racial discrimination training is to make it personal for the trainees. Many have found that people in the majority are more likely to support and be vocal proponents of minority issues if they know minorities and have a personal connection to the topic (e.g., Fingerhut, Reference Fingerhut2011). In the context of sexual harassment and racial discrimination training, priming trainees to think about women and racial minorities they personally know and care about could result in them being more receptive to the training. Of course, we agree with the argument that one should not solely care about sexual harassment (for instance) “because you have a mother”—instead, people should care about sexual harassment because it is a terrible thing! That being said, we argue that finding any inroad to making this topic more approachable to the audience will in the long run yield positive benefits.
Our final suggestion for how to make everyone more receptive to sexual harassment and racial discrimination training has to do with how the training itself is framed. When employees are told about an upcoming training, how is it described to them? Is it described in a way that makes them want to attend and learn from it, or is it described in a way that makes them feel negative about it from the start? The focal article touches on this (i.e., positive versus negative framing; a focus on development rather than compliance), and in addition to general cognitive psychology research on framing, the diversity and inclusion research has specific suggestions for how to achieve this in this particular context. For instance, research has found that diversity and inclusion can be better received if it is framed as “diversity-focused” rather than “affirmative-action focused” (Awad, Reference Awad2013) or “remedial focused” (Glasener et al., Reference Glasener, Martell and Posselt2019). Better yet, one study found that framing training as a “learning opportunity” was even better received than framing it as a “diversity policy” (Rios & Wynn, Reference Rios and Wynn2018). These are small wording changes but can have a real impact on how people perceive and receive the training.
Conclusions
We believe that (among other things) a focus on receptivity to this topic in particular can help make sexual harassment and racial discrimination training more effective. As can be seen, training such as this will require a nuanced and thoughtful discussion about diversity. This touches on another point the focal article made: Let’s make sure industrial and organizational (I-O) psychologists and managers are trained on this topic in a deep and meaningful way as well, beyond just focusing on legal issues. At the end of the day, it is important that the content of these types of trainings is very intentional and addresses the complexity and importance of these topics. However, if the trainees will not even listen to what you have to say because they are not receptive, the training is over before it even began.
You have
Access
The focal article by Hayes et al. (Reference Hayes, Kaylor and Oltman2020) asks how we as a field can revitalize and refocus sexual harassment and racial discrimination training. We argue that one way this can be done is by ensuring these trainings are inclusive, approachable, and comfortable so that all trainees (including minority and majority identity stakeholders) are receptive. The focal article addresses this idea when talking about receptivity to training. But receptivity to training operates differently with these particular issues. Sexual harassment and racial discrimination are emotionally charged and difficult topics; no one wants to feel as though they have done something inappropriate. If not careful, trainees could become defensive and perceive they are being accused of being “bad people.” The goal of sexual harassment and racial discrimination training is not to shame individuals for what they have done (either consciously or inadvertently) but rather to be an instrument that inspires change in the thoughts and/or behaviors of employees, and creates a better workplace environment. If trainees become defensive and shut down (even if it is deserving due to something they have done), the ultimate goal of training may be missed.
When aiming to make trainees more receptive to sexual harassment and racial discrimination training, a balance must be struck. On one hand, discomfort is at times necessary for change—especially with these topics. On the other hand, if there is too much discomfort, people may stop paying attention. In essence, the goal is to make every trainee feel as though he or she is being heard. There are many ways this can be done effectively; below, we highlight three.
Methods of increasing receptivity to sexual harassment and racial discrimination training
Our first suggestion is that content should focus on similarities and shared experiences rather than differences. Basic social psychology research suggests that people respond positively to similarity and familiarity (McPherson et al., Reference McPherson, Smith-Lovin and Cook2001). Most people have some identity through which they identify as a minority (e.g., socioeconomic status, religious affiliation, invisible physical limitation, mental illness); reminding them of their experience being disadvantaged or treated poorly may make them more receptive to thinking about how others may be disadvantaged or treated poorly. We are not suggesting that the experiences of one minority group are the same as others. However, we argue that reminding people of their shared experiences could help build receptivity to the idea. This is similar to research on perspective taking, which suggests that having trainees consider the perspective of minorities can lead to positive outcomes and acceptance in diversity training (Lindsey et al., Reference Lindsey, King, Hebl and Levine2015).
Our second suggestion for how to make everyone more receptive to sexual harassment and racial discrimination training is to make it personal for the trainees. Many have found that people in the majority are more likely to support and be vocal proponents of minority issues if they know minorities and have a personal connection to the topic (e.g., Fingerhut, Reference Fingerhut2011). In the context of sexual harassment and racial discrimination training, priming trainees to think about women and racial minorities they personally know and care about could result in them being more receptive to the training. Of course, we agree with the argument that one should not solely care about sexual harassment (for instance) “because you have a mother”—instead, people should care about sexual harassment because it is a terrible thing! That being said, we argue that finding any inroad to making this topic more approachable to the audience will in the long run yield positive benefits.
Our final suggestion for how to make everyone more receptive to sexual harassment and racial discrimination training has to do with how the training itself is framed. When employees are told about an upcoming training, how is it described to them? Is it described in a way that makes them want to attend and learn from it, or is it described in a way that makes them feel negative about it from the start? The focal article touches on this (i.e., positive versus negative framing; a focus on development rather than compliance), and in addition to general cognitive psychology research on framing, the diversity and inclusion research has specific suggestions for how to achieve this in this particular context. For instance, research has found that diversity and inclusion can be better received if it is framed as “diversity-focused” rather than “affirmative-action focused” (Awad, Reference Awad2013) or “remedial focused” (Glasener et al., Reference Glasener, Martell and Posselt2019). Better yet, one study found that framing training as a “learning opportunity” was even better received than framing it as a “diversity policy” (Rios & Wynn, Reference Rios and Wynn2018). These are small wording changes but can have a real impact on how people perceive and receive the training.
Conclusions
We believe that (among other things) a focus on receptivity to this topic in particular can help make sexual harassment and racial discrimination training more effective. As can be seen, training such as this will require a nuanced and thoughtful discussion about diversity. This touches on another point the focal article made: Let’s make sure industrial and organizational (I-O) psychologists and managers are trained on this topic in a deep and meaningful way as well, beyond just focusing on legal issues. At the end of the day, it is important that the content of these types of trainings is very intentional and addresses the complexity and importance of these topics. However, if the trainees will not even listen to what you have to say because they are not receptive, the training is over before it even began.