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Employees’ Perceptions of Anti-Harassment Training Program Design: Whole Person Pedagogical Approach

  • Author / Creator
    Khan, Candy Huma
  • The purpose of this study was to explore reasons why workplace harassment continues to increase despite the widespread implementation of compulsory anti-harassment training programs in the workplace. The primary objective of the research was to explore trainees’ perceptions of attending the mandatory, anti-harassment training in one specific mid-western Canadian locale through the lens of a transformative learning approach to workplace education. The secondary objective was to determine whether a transformative learning approach, specifically a whole person learning approach to anti-harassment training design might provide a more effective pedagogical approach for anti-harassment training. A qualitative, hermeneutic/interpretative study was developed using purposive sampling to interview six participants with direct experience in attending a one-time, in person, 3-hour mandatory, company sponsored anti-harassment training. Two research questions guided the study: What were the perceptions of employees who attended an anti-harassment training workshop regarding the training program design? and, What can the notion of embodiment offer to anti- harassment training design? A thematic analysis of the patterns and themes within the data evidenced the closed and mechanical process of the anti-harassment training experienced by the employees. The data analysis also supported the idea that training is not simply a mechanical process but one that, to be effective, engages the whole person including body, mind and spirit. Based on findings from the study, anti-harassment training curriculum that engages the whole person learning approach involving experiential, emotive, spiritual, and embodied learning; potentially moving the information from the head to the heart may offer a more effective pedagogical approach to work- based anti-harassment training and education for transformation.

  • Subjects / Keywords
  • Graduation date
    Fall 2021
  • Type of Item
    Thesis
  • Degree
    Doctor of Education
  • DOI
    https://doi.org/10.7939/r3-mygt-mr61
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.