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upcr. department 
of thea rmy 
Training 
in the Prevention 
of Sexual Harassment 

SUNY at BUFFALO 
THE LIBRARIES 
DEPOSHORY COPY 
SUPERVISORY TRAINING 


TRAINING IN 

PREVENTION OF SEXUAL HARASSMENT 
Introduction 
SRS 
Sex Role 
Stereotyping

L-------r--------· 
DSD 
Define 
Sex 

ORP  
Organizational  
Responsibility  '),  
for Prevention  
scs  
Supervisory  
Counseling  
Skills  

SUPERVISOR 
COURSE 
MAP 

I 

TRAINING FOR PREVENTION OF  SG  
SEXUAL HARASSMENT IN ARMY  s  
SUPERVISORY TRAINING  

NAME__________________________________ ___  
STUDENT PERSONAL PROGRESS CHECK LIST  
Student Initial  SignOff  Master Progress Checked  
Module SRS  Sex Role Stereotyping SIGN-OFF: Other Participant  
Module DSD  Define Sex Discrimination SIGN-OFF: Course Manager  
Module LRB  Legal/Regulatory Bases SIGN-OFF: Course Manager  
Module DSH  Define Sexual Harassment SIGN-OFF: Course Manager  
Module ORP  Organizational Responsibility for Prevention SIGN-OFF: Course Manager  
Module SCS  Supervisory Counseling Skills SIGN-OFF: Other Participant  
Module TFC  Techniques for Compliance SIGN-OFF: Course Manager  
Module RPP  Relate Policy to Practice SIGN-OFF: Two Participants  
COURSE PROCEDURES  
Work on one Module at a Time Read the Objective and Sample Test Item Read the Module material and do practice exercises Take Criterion Test when you are ready Compare your results with self-evaluation sheet If you are satisfied, take to person indicated for sign-off Check with Course Manager for credit  


SG-3 
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I. Purpose 
This course is designed for Army employees. The purpose ·of the training is to help you understand sexual harassment and your responsibilities as a supervisor in helping to eliminate sexual harassment in the Army. There is a similar course for employees. 
The problem of sexual harassment in the work environment has received national media attention and been the subject of Congressional Hearings in 1979 and 1980. The Merit, Systems Protection Board surveyed 23,000 Federal employees in 1980; there was an astounding 85% return rate from men and women. Over 40% of the women and 15% of the men responding reported having personally experienced sexual harassment during the twenty-four months prior to the survey. As a result of hearings on the subject of sexual harassment, the Congress requested the Office of Personnel Management, the Equal Employment Opportunity Commission, and the Merit Systems Protection Board to take appropriate steps to deal with this particular form of sex discrimination. Those agencies, in turn, directed the Executive Agencies to take action. Sexual harassment is deterimental to productivity and violates equal employment and other laws. The Secretary of Army issued a policy statement and determined that training would be provided to supervisors/managers and employees. 
This course will assist you in identifying sex role stereotyping and sex discrimination. You will Jearn about the Department of Army's policy on sexual harassment and the legal and regulatory bases prohibiting such conduct. You will see how actions already available to you as a supervisor relate to identifying and dealing with situations of sexual harassment. You will learn how to support and implement the Department of Army policy. 
All available data indicates that very likely some person with whom you work has been the victim of sexual harassment. Even if you have never had a problem persona11y, it is important 
SG-4 
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that all employees be able to deal effectively with the issue and assist in creating a 
productive, professional work environment where everyone is proud to work. 
You may notice that most of the examples of sex discrimination and sexual harassment happen to women. Current data indicates that a much larger percentage of such incidents occur to women. 
The examples used in training are based on real cases. None are based on current complaints or grievances within the Army. Some are based on incidents on which the Department of Army has issued final decisions. 
II. Overview 
The material you will work with is individualized and criterion-referenced. The course is organized into MODULES, or units of instruction, each covering a specific learning objective. 
*Individualized modules provide a way of organizing training materials to allow you to work through a course at your own speed. 
*Criterion-referenced means that your competence will be judged against a set, stated standard and not in relation to the performance of others. 
There are no grades for this course. The course material including activities and criterion tests will be yours to take with you. Each participant is considered competent or not yet competent on each module as she/he progresses through the workshop. "Not yet competent" simply means that a participant has been advised by a course manager or another participant that it is necessary to go back and do more work on a module before being signed off as competent in a particular skill. 
III. Course Components 
A. 	PERSONAL PROGRESS CHECK LIST 
B. 	MASTER PROGRESS SHEET 
C. 	COURSE MAP 
You may work either X or Y after M. You may work Z only after completing both X andY. 
SG-5 
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As you complete each module, the individual authorized to "sign-off" your work will review it and sign you off on your Personal Progress Check List. 
Only the course manager can sign-off your module on the MASTER PROGRESS SHEET. Until a module is marked on the 1MASTER PROGRESS SHEET, an assumption is made that you have not done that module. 
The Course Map guides you through the modules in the proper sequence. 
-it shows the relationship of each module to the others. 
-it shows you which modules must be completed before you work a particular module. You may work any module provided you have completed all prerequisite modules as indicated by the arrows. 
The Course Map uses two different symbols for the modules. Rectangles indicate modules worked together as a class. Circles indicate modules youwork individually or with two other participants. Your course manager will give you further instructions on this procedure. 
Each module is identified by 3 letters in. the upperright corner; i.e., SRS Sex Role Stereotyping. 
Each practice activity is followed by a feedback sheet so that you can check your own work. 
SG-6 
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IV. Module Components 
Material in this workshop is divided into individual units of instruction called modules. Each module contains some or all of the following elements: 
A. Objective 
B. Sample Test Item 
C. Required Resources 
D. Additional Resources 
E. Practice Activities 
The objective states the specific skill or knowledge to be learned. 
The sample test item tells you what you will be expected to do once you have completed the module. The Criterion Test measures the specific skill or knowledge stated in the objective~ 
Required resources are identified on the first page of the module. All required resources listed in the module must be used. Written resources are attached. 
If video tape recordings (VTR's) are a part of the required resources, your course manager will give you instructions. 
Additional materials can be used along with the instruction given in the module. 
--A module may have several additional resources or none at all. 
--Additional resources are listed on the first page of the module. 
--It is your choice as to how many or which to use. 
--A course manager may ask you to go back and do some more work using addi tiona! resources before signing-off on a module. 
Please return additional resources when you are finished with them so that others may use them. 
Other participants and the course managers are also resources available for your use! 
The practice activity is designed to let you practice the skill or knowledge you are learning before taking the Criterion Test. 
--prac~ice activities may be optional 
--each activity is followed by a feedback sheet so that you can check y.our own work 
SG-7
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If you run into problems -
*read the module again, or 
*use an additional resource, or 
*talk with another participant. 
If you still have questions, see the course manager. 
The Criterion Test will measure your performance.
F. Criterion Test in the skill or knowledge stated in the objective. 
Since this is an individualized course, you may take a Criterion Test whenever you feel ready, even if you have not read the module. If, after reading the objective and sample test item for a module, you feel that you can successfully complete the Criterion Test, you may try. It is recommended that you read the materials. 
The Criterion Test work sheet is immediately behind the module materials. If you have any questions, please ask the course manager. 
G. 	Criterion Test The Self-Evaluation allows you to check your answer to decide whether it meets the criterion.
Self-Evaluation --if it does not, continue to work on the module. 
--if it does, have the person indicated in the signoff block (either a course manager or a participant) review your materials and sign-off on your personal progress check list. 
-PLEASE· RETURN SELF EVALUATION SHEETS TO THE DESIGNATED LOCATION. THESE ARE 
NOT TO BE T AI<EN FROM THE CLASSROOM. 
SG-8 
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IV. Administrative Comments 
Remember, this is an individualized course. You may work through the modules at your own pace. Your course manager will schedule a time at which you will work on modules SRS and SCS because these modules require group work. 
You may want to write the times scheduled for SRS and SCS on your course map. 
You may plan your time and take breaks at any time except during group work. 
All the activity sheets and criterion tests are for one purpose only--to measure your progress on CONTENT. 
-Consider the writing requirements as rough drafts 
-Spelling does not count 
--Polished sentences do not count 
-Correct answers DO COUNT 
If you want to refine your answers, you can do that at home. Other participants are a good resource. Feel free to discuss work with other people. The only requirement is simple courtesy-keep your voice low and don't interrupt someone else's concentration. 
SRS-1 ES 
SIGN-OFF: Another Participant 
SEX ROLE STEREOTYPING 
OBJECTIVE 
Given examples of verbal and nonverbal behavior, be able to identify those commonly 

stereotyped as male or as female. 

SAMPLE TEST ITEM 
Watch the Videotape on Sex Role Stereotyping provided and answer the following questions: 

1. 
What sex stereotype(s) are displayed? 

2. 
Who holds the stereotyped view? 

3. 
Did the stereotyping lead to discriminatory behavior? 


REQUIRED RESOURCES Module Materials Videotape Practice and Criterion Test 
ADDITIONAL RESOURCES 
WHAT TO DO 
1. 
Read the module materials. 

2. 
Complete the practice activity as specified by the course manager. 

3. 
Complete the Criterion Test. 


SRS-2 ES 
SEX ROLE STEREOTYPING 

Certain behaviors are often associated with men or women simply because of their sex. 
For example, men have traditionally been thought to be aggressive, independent and une motion a 1 simply because they are men. 
Women have been thought to be 
nonaggressive, dependent and 
emotional simply because they 
are women. 
Whether or not individual men and women are that way is overlooked because it's more 
comfortable to keep established ideas rather than to change and accept new ones. This is 
called STEREOTYPING. 
DEFINITION: A stereotype is a fixed, unchanging idea about someone or something which may have little relationship to actual fact. 
Everyone has stereotypes; most often they have to do with people. Stereotypes are learned as a result of experience or, most often, are learned in childhood from parents, teachers, and the surrounding social environment. 
Why and how do stereotypes arise? Hum an beings are fearful, or at least anxious, about 
unknown, untried new experiences or situations. They are anxious because they _don't know what is expected of them by other people or wh~t to expect from _other people. To reduce their personal anxiety, hum an beings will take any experience they have had before, or take someone else's experience, and project that knowledge into a new situation, then react in a way they think appropriate. Being armed with this so-called "knowledge" (or stereotype), they are not afraid .of a new situation with new people. The danger in this whole business of stereotyping is that, instead of reacting or behaving naturaTiy in a situation, the indivdual wm react or behave according to the stereotype. 
SRS-3 ES 
What does all this have to do with our performance of duties as Army employees? Male and female supervisors and male and female employees or military personnel who act according to sex role stereotypes can interfere with the proper assignment and accomplishment of the work to be done. 
DEFINITION: A sex role stereotype is a fixed idea about how men behave and how women behave. 
Because stereotyped views are so difficult to overcome, they can lead to discrimination. For example, a women may not be selected for a job because the boss feels women are not aggressive enough. In order to prevent situations like this from occurring, it is important that you be able to identify characteristics stereotyped as male and female. By developing the ability to identify stereotypes, you .can increase your ability to recognize when stereotyping is influencing behavior. 
HERE'S WHAT TO DO: 
1. 	
Work Activity Ill on the next page as directed by the Course Manager. 

2. 	
Take the Criterion Test. 

3. 	
Get the self-evaluation sheet for this module and check your answer. 

4. 	
Have another participant in the class review your Criterion Test answer and sign-off your personal progress check. 



SRS-4
ES 
ACTIVITY Ill 
This is a practice exercise on recognizing commonly held sex role stereotypes. You will see short vignettes on video tape. The tape will be stopped after each scene. Write down your 
answers to the following questions about the practice vignettes. Check your answers during group discussions. 
SCENE l 
a. What sex stereotype(s) are displayed? 
b. Who holds the stereotyped view? 
c. Did the stereotyping lead to discriminatory behavior? 
SCENE 2 
a. What sex stereotype(s) are displayed? 
b. Who holds the stereotyped view? 
c. Did the stereotyping lead to discriminatory behavior? 
SRS-5
ES 
ACTIVITY Ill FEEDBACK 
SCENE 1 
a. 	Sex Stereotypes include: Males are tough. Men should complete their work no matter how sick they are. Women are delicate. They can be excused for "female" illnesses. 
b. 	The supervisor holds the stereotyped view. He is not willing to question the womanbefore granting her leave. 
c. 	Yes. Stereotyping led to discriminatory treatment. Steve was treated differentlythan Joyce. 
SCENE 2 
a. 	Women are not in upper management positions. 
They do not hold leadership roles.
The woman is "probably" a secretary. 
b. 	The Colonel holds the stereotyped view. 
c. 
There is not enough information in this scene to know whether stereotyping will lead
to discriminatory action. 
SRS-6 ES 
SIGN-OFF: Another Participant 
SEX ROLE STEREOTYPING 
CRITERION TEST 

How well do you recognize common sex role stereotypes? You will see a short vignette on video tape, then the tape will be stopped. Write down your answers to the following questions for the criterion test vignettes. When you are finished, get 
a copy of the self-evaluation sheet and review your answers. If you are satisfied with your answers, have another participant evaluate your answers and sign-off on your personal progress check when the answers are satisfactory. 
SCENE 1 
a. 
What sex stereotype(s) are displayed? 

b. 
Who holds the stereotyped view? 

c. 
Did the stereotyping lead to discriminatory behavior? 


SCENE 2 
a. 
What sex stereotype(s) are displayed? 

b. 
Who holds the stereotyped view? 

c. 
· Did the stereotyping lead to discriminatory behavior? 


GET THE SELF-EVALUATION SHEET 

DSD-1 
ES 
SIGN-OFF: Course Manager 
DEFINE SEX DISC RIMINA TION 
OBJECTIVE: 
Be able to define sex discrimination as it refers to prejudiCial or preferential treatment of 
employees because of gender. 

SAMPLE TEST ITEM 
Write a definition of employee sex discrimination. Provide two examples of sex discrimination 
for discussion using examples provided or situations you have observed. 

REQUIRED RESOURCES 
Module Materials 

ADDITIONAL RESOURCES 

WHAT TO DO 

1. 
Read the module materials. 

2. 
Complete the Criterion Test 



DSD-2 
ES 
D E FIN E S E X DIS C R I MIN ATI 0 N 

In an employment situation, showing favoritism toward or bias against any worker because of gender is sex discrimination. In other words, sex discrimination is any practice or policy which results in differential treatment of an individual because of his or her sex. 
The law requires that one individual be treated no differently from another in any aspect .of em ploy m ent bee ause of his/her sex. Sex discrimination is, therefore, against the 1a w. 
An exception to the requirement of equal treatment without regard to sex is permissible only if sex is a bona fide occupational qualification (BF 0 Q) which means sex is necessary for authenticity, genuineness, or the normal operation of the job. Within this definition, an employer could accept only male applicants for the jobs of, male model, or sperm donor; or only female applicants for the jobs of, female model, or wetnurse. 
Except in these instances, one may assume that sex is not a BFOQ. An employer cannot, for example, claim that only a man can be hired as a department head because the employer believes employees take direction better from a man, or that only a women can be hired as a flight attendant because the em player thinks the public expects a women in that job. 
HERE •s W H AT T 0 0 0: Work Activity #1 on the next page. 
DSD-3 ES 
ACTIVITY Ill 
Here are some examples of sex discrimination at work. Read each one and identify specifically the discrimination involved. 
1. 	An organization requires that its employees (military and civilian) go on frequent temporary duty (TOY). The executive officer tries to send only men on trips to less desirable activities because he feels women need more comfortable accommodations. 
Discrimination: 
2. 	
A group superintendent has developed a job interview format for all his foremen to use in interviewing job applicants for skilled craft positions. Since some shift work is involved, the interview sheet. asks questions about marital status and number of children. An additional question for women applicants requests information on child care arrangements. 

Discrimination: 

3. 	
An organization has very limited training funds. The director decides to send two of his top men to a training conference. A woman who was also an outstanding performer wasn't considered. The director just knew the men were more likely to stay with the job than would the woman and, therefore, by sending the men he would optimize .the benefits of his training dollars. 


D iscr imination: 

DSD-4 
ES 
ACTIVITY Ill FEEDBACK 
1. Discrimination: 
The executive officer is making TOY assignments based on his stereotyped beliefs that women are more delicate than men. This may prevent the women from gaining experience necessary for career advancement and the men may have to travel too often. 
2. Discrimination: 
The group superintendent is turning his belief that only women are responsible for child care into a discriminatory action. The question for both men and women is: "Can you work shifts?" Some cannot. 
3. Discrimination: 
Gender considerations have been used to make distinctions in training opportunities. This will limit promotion opportunities for the woman. 
HERE'S WHAT TO DO: 
1. 
If you want more practice, work Activity 112. 

2. 
If you feel ready, take the Criterion Test. 



DSD-5 
ES 
ACTIVITY 112 

Here are some examples of discrimination at work. Read each one and identify specifically the discrimination involved. 
1. 	The division chief addresses all his male branch leaders by "Mr." or their rank and their last name. Two of his five branch chiefs are women; he calls each by her first name. 
Discrimination: 
2. 	
At a security activity in one section using classified documents on a routine basis, there are five men and four women who are the action officers. At close of business daily, the secur,ity officer must sign in all documents, lock safes, and hand carry the report two blocks to headquarters. Invariably the person is delayed departing work. Only the men rotate close-up security duties. 

Discrimination: 

3. 	
In a budget office there are five budget analysts: three men and two women. Each is responsible for preparing specific portions of the budget. Whenever a briefing is held for the comptroller, the supervisor allows only the males to accompany him. 


Discrimination: 
DSD-6 
ES 
ACTIVITY 112 FEEDBACK 

1. Discrimiilation: 
The division chief treats the men on a professional basis; he treats the women on a personal basis. It doesn't matter whether individuals are called by their first names, unless other people at the same level are given professional titles and respect. The same form of address should be used for both men and women. 
2. Discrimination: 
The person who assigns close-up security duty apparently holds the stereotyped view that all women must be sheltered and protected by men. This gender-based work assignment has unfair impact on the men by giving them extra duty and keeping them after regular duty hours. 
3. Discrimination: 
The women are not being provided opportunities to gain visibility, briefing experience, or credit for their work. HERE'S WHAT TO DO: 
Take the Criterion Test. 
DSD-7 ES 
SIGN-OFF: Course Manager 
DEFINE SEX DESCRIMINATION CRITERION TEST 
l. Write a definition of work-related sex descrimination. 
2. Provide two examples of work-related sex descrimination drawn from your own experience or the activities in this module. 
G E T T H E S E L F-E V A L U A T I 0 N S H E E T 


LRB-1 
s 

SIGN-OFF: Course Manager 
LEGAL AND REGULATORY BASES 
OBJECTIVE: 
State the legal and regulatory bases prohibiting sexual harassment 

SAMPLE TEST ITEM 
1. 	
List and briefly explain three legal bases which prohibit sexual harassment of civilian employees. 

2. 	
List and briefly explain at least one authority under which sexual harassment by mllitary personnel can be dealt with. 



REQUIRED RESOURCES 
Module Materials 

ADDITIONAL RESOURCES 
1. 	
OPM Policy Statement 

2. 	
EEOC Guidelines (excerpt) 

3. 
DOD Policy Statement Any local policy or regulation issued by your activity or chain of command 



HERE'S WHAT TO DO 
1. 	
Read the module materials 

2. 	
Take the Criterion Test 



LRB-2 
s 
LEGAL AND REGULATORY BASES 
There are two basic personnel structures (military and civilian) within the Army, each with its own legal and regulatory bases governing job conditions. The military has additional policies which affect living and recreation situations since members of the military are considered to be on twenty-four hour duty. 
A. CIVILIAN PERSONNEL 
TITLE VII OF THE Sexual harassment is a form of sex discrimination in CIVIL RIGHTS ACT violation of Title VII of the Civil Rights Act. Title VII 
OF 1964 	specifically prohibits discrimination in the hiring and firing of individuals or in any other ''terms and conditions of employment" based on race, color, religion, national origin, or sex. The Equal Employment Opportunity Act of 1972 amended Title VII to place Federal Government employees and applicants under its coverage. 
In recent years Federal courts have found that sexual actions directed at an employee by a supervisor constitute a form of sex discrimination. Courts have further stated that employees being sexually harassed by supervisors of the same sex (homosexual harassment) would also be protected under Title VII. 
* * * 	* * * * * 
EEOC GUIDELINES 	The Equal Employment Opportunity Commission (EEOC) is the Federal agency with primary responsibility for issuing guidance and evaluating agency affirmative action programs. It has primary responsibility for administrative guidance and processing of discrimination complaints. 
The EEOC has published guidelines on sexual harassment which clearly state that actions constitute sexual harassment when: 
HARASSMENT BY SUPER VISORS  1) submission to such conduct becomes explicitly or implicitly a term or condition of employment, 2) submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting the individual,  
3) such conduct has the purpose or the effect interferring with work performance or creates intimidating, hostile, or offensive work environment.  of an  
As in other Title VII cases, the effect or the result of conduct, whether or not intended, is the basis for deciding  

LRB-3s 
whether the actions constitute discrimination.. In other words, claiming that the harassment was entirely unintentional won't work as a defense! 
When individuals allege discrimination under Title VII, a determination is made based on the actual facts in the case, 
and those facts are looked at by reviewing the total circumstances of the situation and the context within which 
the alleged incidents occurred. Each case is judged on its own merits. 
EMPLOYER 	The EEOC Guidelines set a standard of strict liability for the employer. A supervisor acts as the agent or official representative for the agency while carrying out his or her responsibility. 
The agency is responsible for the supervisor's acts even ifRESPONSIBILITY 
the supervisor is acting directly contrary to agency guidance. In other words, ignorance of the law is no defense and could be very costly for an employer. 
"••• the fact that the employer has cautioned against, or even strictly forbidden••• conduct•.•is not sufficient to absolve it from liability; the employer must take every step necessary--including discharge if need be--to ensure that such activity is effectively prevented•..an employer has at least as great an obligation to prevent its employees from injuring others in violation of Title VII•.•" 
EEOC Brief Amicus Curiae, 
Corne v. Bausch & Lomb, Inc. 562 F. 20 55 (9th Cir., 1977) 
HARASSMENT Additionally, employers are responsible for any sexually BY harassing conduct where the supervisory chain knows or should have known of the conduct of the employees. The
PEERS 
only defense from liability for. the agency is that the agency (i.e., its supervisory representatives) took prompt corrective action. Therefore, once an employee has complained, the agency representatives are responsible for taking appropriate corrective action. If the employee has not complained but the harassing acts were such that the supervisors SHOULD HAVE KNOWN of their occurrence the agency is still responsible. 
For example, at a work site where there is only one female employee, other members of the work group post numerous large pictures from "girlie" magazines at her work station and circulate obscene cartoons with the woman's name 
lettered above the female subject of the cartoons. Even though the woman has not voiced her objections to the supervisor, it would be difficult for the supervisor to 
maintain he was unaware the conduct was occurring. 
LRB-4
s 
In 1978 a court found sexual harassment in the case of awoman engineer at a Western Electric work site who wasconstantly harassed by three male co-workers through suchantics as shooting rubber bands at her, loudly discussing in
her presence whether or not she was a virgin, andcirculating an obscene cartoon in which she was the subject.After the woman complained to two supervisors, theharassment become physical as well. The supervisors didnothing to stop the harassment. 
In its decision the Federal court levied personal fines of$1,500 against each· of the five individuals (two supervisorsand three co-workers) and forbade Western Electric frompaying the fines. 
An Army employee was personally fined after being foundguilty of sexual harassment by a Federal Court. Army hasalso removed supervisors found guilty. Military membershave been fined, reduced in rank, removed from promotionlists, and denied opportunities to attend schools. Precedentsetting cases in the area of sex discrimination and sexual
harassment are now being tried in Federal Courts. 
* * * * * * * *
CIVIL SERVICE 	In addition to Title VII of the Civil Rights Act of 1964, as
REFORM ACT amended, the Civil Service Reform Act of 1978 definesOF 1978 prohibited personnel practices in the Federal Government.
These include: 
1) 	considering any recommendation for personnel actionunless that recommendation is based on the merits ofan individual's performance. 
2) 	granting any preference not otherwise available by lawfor the purpose of improving or injuring the prospectsof any particular person for employment. 
3) 	taking or failing to take a personnel action in reprisalfor revealing a violation of law, rule or regulation(in,cluding sexual harassment). 
4} 	discriminating on the basis of conduct which does notadversely affect performance. 
* * * * * * * * 
CODE OF ETinCS 
FOR FEDERAL 
SERVICE 
* * 
OPM POLICY 
* * 
LR~5 
s 
Under Federal Law there is a section dealing with employee responsibilities and conduct. It states: 
The maintenance of unusually high standards of honesty, integrity, impartiality, and conduct by Government employees. • .is essential to assure the proper performance of the Government's business and maintenance of confidence by citizens. The avoidance of misconduct and conflicts of interest. • .is indispensable. • .each agency head shall issue 
regulations responsibiiiti prescribing es. • •  standards U.S. C of ode,  T conduct itle V, Part 735  and  
* *  *  *  *  *  

The Office of Personnel Management (OPM) monitors Federal agency compliance with Civil Service laws, rules; and regulations. OPM also issues guidance concerning civil service regulations and establishes various policies concerning Federal employment. 
In November 1979, the Office of Personnel Management issued a policy statement prohibiting sexual harassment and recommended: 
1) 	that agencies issue strong management statements, 
2) 	that appropriate training on sexual harassment be incorporated into supervisory and management courses and new employees orientations, 
3) 	that all employees be made aware of avenues for seeking redress and that action be taken against employees violating the policy. 
* * * 	* * * 
B. 	MILITARY. PERSONNEL 
In the interest of maintaining proper discipline and acc::omplishing the m1ss1on of the military services, Congress, the President, and miiitary authority have always set standards of conduct and behavior for members of the military. 
UCMJ 	In 1951, the Uniform Code of Military Justice (UCMJ)~ a Federal statutue, become effective. The UCMJ serves as the basis of the system of criminal justice in the military providing one system for all the services. 
LRB-6 
s 
Numerous articles of the UCMJ cover the kinds of behavior determined to be sexual harassment. Some of these are Article 93: cruelty and maltreatment; Article 117: provoking speeches or gestures; Article 120: rape or carnal knowledge; Article 127: extortion; Article 128: assault; Article 133: conduct unbecoming an officer; and of course, Article 134: the general article. Depending upon the circumstancesother articles may also be cited. For example, Article 77 may apply in the case of someone who observes misconduct occurring but does nothing either to stop it personally or to report it to higher authority. 
MCM 	The Manual for Courts-Martial (MCM) is an executive order issued by the President pursuant to the authority granted by the UCMJ which implements the UCMJ by prescribing maximum punishments, procedural rules, and other matters necessary for administering "military law." 
The Department of Army regulations include: AR 600-21, 
DA 	Equal Opportunity in the Army; AR 600-50, Standards of Conduct or DA Personnel ; AR 600-200, Army Command Policy and Procedures. 
PROCEDURES 	The task of enforcing these conduct regulations falls upon the chain of command, usually the commanding officer of the person charged with misconduct. As soon as an offense has been charged the CO must have the charge investigated and decide whether dismissal, administr.ative action,nonjudical punishment, or court-martial is appropriate. Military supervisors have at all times the responsibility of counseling their subordinates whenever inappropriate behavior occurs in order to maintain a professional environment and prevent situations from escalating to a point where a charge might be made. 
Under both the civilian and military personnel systems, legal and regulatory basis exist which prohibit sexual harassment. As in every other situation where misconduct is alleged, individuals accused are presumed innocent until proved otherwise. Careful investigations of charges are made. and the accused individual has full access to all the legal and regulatory protections provided. Bo~h civilians and military are protected from self-incrimination (5th Amendment, U.S. Constitution, and Article 31, U CMJ). 
The primary goal in both systems is prevention of wrong-doing and rehabilitation of offenders. 
It is important to recoginize that both military and civilian supervisors have the obligation and authority to take steps to prevent sexual harassment before it gets to the point of formal charges being made. The same rules apply concerning actual or potential sexual harassment as apply to other employee conduct. How to recognize and deal with these situations is covered in later modules. 
LRB-7 
s 
SIGN-OFF: Course Manager 
LEGAL AND REGULATORY BASES CRITERION TEST 
1. 	
List at least three legal or regulatory bases which prohibit sexual harassment of civilian employees and give a summary statement as to what each legal or regulatory base covers. 

2. 	
Name and describe at least one authority for dealing with sexual harassment by military


personnel. 
(Continue your answers on the back of this page if you need more space.) GET SELF-EVALUATION SHEET 

OSH-1 ES 
SIG N-0 FF: Course Manager 
DEFINE SEXUAL HARASSMENT 
OBJECTIVE 
Be able to define sexual harassment in the work environment. 

SA MP L E TEST ITE M 
Without using any outside reference, write a definition of sexual harassment in the work 

• 
environment which includes all critical elements discussed in the module materia1. 
REQUIRED RESOURCES 
Module Materials 
Department of the Army Policy on Sexual Harassment 
A D D ITI0 N A L R E S 0 U R C E S 
1. 
0 P M Policy Statement 

2. 
EE 0 C Guidelines 

3. 
DOD Policy Statement 


15. MSPB: SummaryofFindings 
WHATTODO 
1. 
Read the module materials 

2. 
W ark Activity #1 

3. 
Complete the Criterion Test 


DSH-2 
ES 
DEFINE SEXUAL HARASSMENT 
INTRODUCTION 
Sexual harassment is a particular type of sex discrimination. Like all sex discrimination, it is illegal. It violates standards of honesty and integrity and impartiality required of all Army personnel. It interferes with work productivity. 
DEFINITION 
" 
Sexual harassment is defined as: (1) influencing, offering to ihfluence, or threatening the career, pay, or job of another person--women or man--in exchange for sexual favors; or (2) deliberate or repeated offensive comments, gestures, or physical contact of a sexual.nature in 
a work or work-related environment. 
This Department of Army Policy and definition applies to· all civilian and military 
personnel. 
Sexual harassment violates: 
Title VII of the Civil Rights Act of 1964, amended in 1972 
The Civil Service 	Reform Act 
The Office of Personnel Management Policy 
Code of Conduct for Federal Employees 
EEOC Management Directive 704 
The Policy of the Secretary of the Army 

The above-stated definition includes several critical elements. 
VISIBLE 	Sexual harassment refers to inappropriate and unacceptable BEHAVIOR in the work environment. 
BEHAVIOR 	Such behavior is: 
observable explicitly sexual or contains sexual overtones deliberate or repeated 
adversely impacts on work or occurs at work-related environment 
DSH-3 lES 
The Equal Employment Opportunity Commission Guidelines state that such behaviors are unlawful, whether verbal or physical in nature, when: •••submission to such conduct is either an explicit or implicit condition of employment 
EFFECTS 
•••submission to or rejection of the conduct affects the employee's job 
•••the conduct unreasonably interferes with the employee'S work performance 
or creates an intimidating, hostile, or offensive working environment. DISCUSSION 
The most obvious forms of sexually harassing behavior include grabbing, touching, patting, or leering, or any behavior with sexual overtones which is intimidating or offensive to the recipient or observers of the behavior. 
Less obvious forms of physical and verbal behaviors also 
*create unpleasant emotional reactions in the person experiencing them, 
*generate stress which may impair the ability of the recipient to function. 
When an individual's job or working conditions depend upon another person's good will and reasonable behavior, most people will be "on guard" and on edge in order to avoid creating friction and to avoid retaliatory harassment. The recipients are placed in a position of having to constantly monitor their own behavior and that of the harasser in order to prevent any opportunity for unpleasant situations to occur. These employees become victims of a form of blackmail because they earn their pay checks and accomplish work tasks at the cost of their self-esteem. 
The employee who is harassed ..• or pressured ••• or intimidated ••• is less productive than the worker who is allowed to earn his or her pay in a professional environment. Sexual harassment directly costs the Department of the Army money. Indirectly, it costs all taxpayers. 
OSH-4 
ES 
EXAMPLES: 
VERBAL HARASSMENT may include 
jokes-a way to express hostility, make someone a fool, put down a group 
comments--comments on someone's body or dress have little to do with normal job duties 
reward or punish women (usually) for personal. characteristics rather than work-related behavior 
sexual remarks--from subtle hints to direct propositions 
invitations--to lunch, drinks, dinner, leading to ???? 
threats-from hints such as: "Your life would be easier here if you were friendlier." 
to blatant: "If you want that training or assignment, maybe we'd better get to know each other better this evening." 
PHYSICAL HARASSMENT may include 
bumping ••• touching ••. stroking ••• cornering ••• 
pinching .•. kissing .•• hugging .•. grabbing. 
OTHER KINDS OF SEXUAL HARASSMENT may include 
leaving notes ••• displaying sexist cartoons, pictures, magazines 
Does this mean that you can never tell someone how nicely they are dressed without being a sexual harasser? OF COURSE NOT! 
Does this mean that you can never ask a person of the opposite sex to lunch or for a drink after work? OF COURSE NOT! 
Does this mean that accidently bumping someone is sexual harassment? OF COURSE NOT! 
EACH CASE HINGES ON THE INDIVIDUAL FACTS AND CIRCUMSTANCES. 
Some behaviors we need not describe here would ALWAYS BE SEXUALLY HARASSING. 
Some of the above behaviors, when occurring in patterns, may be sexually harassing. 
HERE'S WHAT TO DO: 
1. 
Read the Department of Army Policy Statement on the next page. 

2. 
Work Activity Ill on the following page. 


DSH-4a 
ES 
SECRETARY OF THE ARMY \1\'ASHINGTON 
2 s r~~A'l 1s e t 
MEMORANDUM FOR ALL PERSONNEL 
SUBJECT: Department of the Army Policy o~ Se:ual Harassment 
Each of us in the Department of the Army has a responsibility for maintaining high standards of honesty, integrity, impartiality and conduct to assure the proper performance of the Army's mission. 
Sexual harassment viclates those standards, undermines interpersonal relationships, and interferes with the effectiveness of the .force. 
Sexual harassment is defined as (1) influencing, offering to .influence, o.r threatening the career, pay, or job of another person-woman or man--in exchange for sexual favors; or (2) deliberate or repeated offensive commer.ts, gestures or physical contact of a sexual nature in a work or duty-related environment. 
Sexual harassment is unacceptable behavior. It is a violation of the high standards of conduct that I expect from all personnel at every rank and 0rade engaged in the mission of the Department. 
Individuals who are sexually harassed by supervisors, superiors, co-workers, cr peers should make it clear that such behavior is offensive and report the harassment to the appropriate eupervisory level. It is the responsibility of every supervisor and manager-military and civilian--to examine the matter and take necessary action to ensure that i~stances of sexual harassment are addressed swiftly, fairly, and effectively. 
Complaints of sexual harassment may be filed with the Military Equal Opportunity Office, the Civilian Equal Employment Opportunity Office, Insp~ctor General, EEO Counselor, or Civilian Personnel Officer, as appropriate. 
I know that you will support my continuing commitment to equal opportunity and to exhibiting the highest professional behavior and courtosy :hat the nation expects from the Army. 

DSH-.5 ES 
ACTIVITY Ill· 
Here are some typical examples of sexual harassment at work. Read each one and identify how/why the situation fits the definition of sexual harassment. 
1. 	Laurie Northcut has requested a transfer from her office. The supervisor tore up a training request she had· submitted remarking that if only she. were "more cooperative" he could do a great deal for her career, and adding that anyone who is not "political" enough. to get along with a supervisor has no real career options. She has refused several times to join her supervisor for a drink after work. Other women in the office have had their training requests signed without any problem or remarks. Laurie has worked for her activity for ten years and has always been rated as an exceptionally cooperative employee. 
Sexual Harassment: 
2. 	Joan Coles was accepted as an apprentice electrician. Joan faces a constant barrageof comments from various other workers as she walks from her work location to other areas in· the shop. The remarks and gestures range from loudly spoken· coarse interjections to specific comments about female anatomy. These remarks and 
gestures have been made when supervisors were present and sometimes laughedalong with the workers. 
Sexual Harassment: 
3. 	Frank Green is· an electronic engineer whose ·job duties require him to travel to test sites to test components of the weapons system his office works on. His supervisor jsattracted to Frank's wife, Connie, and makes frequent comments to Frank about what a "lucky dog" Frank is. The supervisor comments on Connie's personal appearance,her body, and describes what he'd like to do to and with her. He makes these coments 
every time he assigns Frank to go on travel. Frank is in a career ladder position and his scheduled promotion is dependent upon the supervisor's recommendation. 
Sexual Harassment: 
DSH-6 
ES 
ACTIVITY Ill FEEDBACK 
1. 	
Sexual Harassment is indicated by: --the supervisor making sexual favors a condition for training. 

2. 	
Sexual Harassment is indicated by: --Inappropriate sexually-oriented remarks and gestures directed at Joan. --Supervisory personnel aware of and encouraging such behavior by laughing along with 

the others. 

3. 	
Sexual Harassment is indicated by: --Personal remarks being made about Frank's wife to Frank 


--Repeated sexual innuendos with implications about Frank's personal life. 
--The supervisor taking advantage of the fact that it is difficult for Frank to protestbecause of fear for his promotion. 
HERE'S WHAT TO DO: 
1. 	
If you feel ready, take the Criterion Test which follows Activity 112. 

2. 	
If you want more practice first, work Activity 112 on the next page. 



DSH-7 ES 
ACTIVITY 112 

Here are some typical examples of sexual harassment at work. Read each one and identify how/why the situation fits the definition of sexual harassment. 
1. 	Agnes Fortier is a typist for a budget office with a staff of several budget analysts.One of the male analysts frequently stands by her desk, pressing against her chair as he discusses typing requirements. Several times his hand has brushed her breast as he 
leans across her to point out required changes. Agnes has repeatedly asked him to 
move back from her chair, yet he continues to stand too close. She has complained to their supervisor and the supervisor has told her to bear with the analyst that he reallyisn't a bad guy and doesn't mean anything by this behavior. 
Sexual Harassment: 
2. 	Susan Jones is a career intern. One of the senior program analysts often stops Susan 
in the hall to talk by reaching out and holding her arm. He frequently makes comments concerning her legs, walk, and dress. Whenever Susan walks into the office which that analyst shares with another officer, he pointedly stares at her, looking her up and down while running his tongue across his lips. Susan has repeatedly removed his hand from her arm and emphatically stated that she does not wish to hear anyopinions about her physical features. He responds by acting very hurt and saying that he is only trying to make her day pleasant by complimenting her. 
Sexual Harassment: 
3. 	Mary Lakeman is a computer programmer who has served . on the local EEO Committee and generally speaks out about her views on women's equality. Since her assignment to the Automated Data Systems Department, she has objected to a series of very large posters of nude women posed in ways to focus on their sexual parts.These posters are displayed in the room where everyone must go to change computer tapes placed in storage. Since Mary has complained, a number of photocopied "jokes"and even one rudely drawn cartoon, all with representations or "points" focusing on various sexual parts of men or women, have appeared anonymously in her mail basket. Mary has complained to the section supervisor several times. He has counseled Mary 
not to be so sensitive. 
Sexual Harassment: 
DSH-8 
ES 
ACTIVITY 112 FEEDBACK 
1. Sexual Harrassment is indicated by: 
--standing unnecessarily close 
-repeated touching of Agnes' breast 
--failure to listen to Agnes who has complained to both the individual and the supervisor 
about the behavior 
--failure on the part of the supervisor to take appropriate action. 
2. Sexual Harassment is indicated by: 
--repeated touching 
--inappropriate personal remarks 
--refusal to accept Susan's assertions that she finds both his remarks and touching 
inappropriate. 
In summary, a whole pattern of actions with sexual implications 
3. Sexual Harassment is indicated by: 
--inappropriate visual materials (i.e., posters) 
--sexual and crude materials directed at Mary 
-use of materials which are clearly offensive and out of place in a professional work 
environment 
--failure on the part of the supervisor to correct the situation. 
HERE'S WHAT TO DO: 
Take the Criterion Test 

DSH-9
ES 
SIGN-OFF: Course Manager 
DEFINE SEXUAL HARASSMENT
CRITERION TEST 

On this sheet of paper, please give a short, written definition of sexual harassment which includes each critical element discussed in the module material. 
GET THE SELF-EVALUATION SHEET 

ORP-1 
s 
SIGN-OFF: Course Manager 
OR GA NIZATIO NAL RESPONSIBILITY FOR PREVE NTIO N 
OBJECTIVE 
Be able to identify those behaviors which are or have the potential to be sexually harassing or otherwise sex discriminatory and describe the appropriate supervisory actions in each case. 
SAMPLE TEST ITEM 
Identify each of the following described behaviors as sexually harassing, discriminatory, or other, and state what actions(s), if any, you as a supervisor should take. (Examples follow) 
REQUIRED RESOURCES 
Module Materials 
ADDmONAL RESOURCES 
13. 
Action Chart 

14. 
Action Steps Map 


WHAT TO DO 
1. Read the Module Materials 
2. 
Work the designated activities 

3. 
Take the criterion test 


ORP-2 
s 
ORGANIZATIONAL RESPONSIBIUTY FOR PREVENTION 
Sexual harassment at work occurs where a potential victim is especially vulnerable. fo refuse sexual demands from those who control or help set the work environment places the victim in a situation in which reprisal is possible. The fact that the recipient of such harassment may work daily with the harasser(s) increases anxiety and stress. 
Sexual harassment and behavior resulting from sex role stereotypes have always been a part of the work place. Open discussion of the problem of sexual harassment and a policy not only to deal with harassing incidents, but to prevent their occurrence have received greater attention recently. 
Now that we know what sexual harassment is and how to recognize it, what do we do about its prevention? 
THE FIRST STEP 	is to recognize your supervisory role in taking action to prevent sexual harassment. These responsibilities are summarized on page 3. 
THE SECOND STEP 	is to examine our own behavior using the Personal Behavior Checklist on page 4-. This Personal Behavior Checklist is also helpful for reviewing our work relationships in all situations. 
THE THIRD STEP 	is to develop greater awareness of cues in the environment which may suggest a need for preventive measures. See page 5. 
THE FOURTH STEP 	is to identify behaviors which require preventive acticn. Particularly, this involves recognizing that certain behaviors long accepted by some people as customary are no longer acceptable. The difficulty is to determine when, in a day-to-day situation, you as a supervisor may want to take action. There is no blanket rule to fit every situation. 
Each situation must be looked at to determine: --is a given behavior (potentially) sexually harassing? --is a given behavior based on gender stereotypes which are out of place at work? 
ORP-3 
s 
SUPERVISORY RESPONSIBILITY IN PREVENTION 
OF SEXUAL HARASSMENT 
1. 	
Provide an environment free of intimidation, hostility or psychological stress. 

2. 	
Control social interactions so that they do not interfere with productivity when they 

--take too much work time 
-lower effectiveness with which people perform their tasks 
--are examples of inappropriate sex role stereotyped benavior. 


3. 	
Take corrective action whenever sexual behavior is displayed. 

4. 	
Assign responsibility to the appropriate party by holding each person accountable for his/her own actions rather than expecting someone else to control that person's behavior. 


ORP-4 
s 
PERSONAL BEHAVIOR CHECK LIST 

Maintaining a work environment free from any behavior which creates discomfort for members of the work group is important for maximum productivity, team work, and high morale. 
Examine personal behavior using the following checklist: 
1. 	
Does this behavior contribute to work output and/or mission accomplishment? 

2. 	
Could this behavior offend or hurt other members of the work group subjected to it? 

3. 	
Cauld this behavior be misinterpreted as intentionally harmful or harassing? 

4. 	
Cauld this behavior be sending out signals that invite harassing behavior on the part of others? 


THE RULE OF THUMB IS-WHEN IN DOUBT-DON'T! 
Circumstances where jokes or kidding around are inadvisable: 
*There is a power difference by rank/position. 
*There is numerical imbalance between you and your group (by gender, race, age, etc.) and another individual involved. 
CUES IN THE WORK ENVIRONMENT 
INAPPROPRIATE SOCAL SEXISTOR OBSCENEBEHAVIOR INAPPROPRIATE C0 MM U NIC ATJO NS MONITORING PERSONAL SPACE 
Extensive discussion of Clothes that are Constant suggestive com m ents We have an individual bubble of spacepersonal life or problems 
around us
~-too tight frequent use of sexist language
Expecting to resolve your --too revealing 

Touching can express power and social
social life through work --too informal for work Gender-related jokes position over another person 
Expecting or giving language which targets or puts Standing too close crosses into personal
personal favors based down any group including women space--it may be iutlmidatingon gender related issues 
Sexual overtures or Pasters, girlie magazines,flirting cartoons, etc. 
COMMENTS: 
We have gender at work. Inappropriate ·dress detracts Men as well as women often You always have the right to ask not toSex is for your off-duty from an individual's profind such language offensive. be touched. It is a matter of personal
hours. fessiona1 image. It may choke which should be respected.
invite sexual attentions.
Practicing being It is just as offensive to refer
.. masculine" or "feminine•• to •BROADS.• ..BIMBOs.• ordoesn't get the work 
•ovKES...as to refer to •woPs.•done. IISPIC KS.....NIG GE RS... or
•KfKES•. 
ORP-6 
s 
IDENTIFYING BEHAVIORS 

In module SRS we descirbed how sex role stereotyping works. Our social interactions may include elements based on gender or sex stereotypes. 
At work we also interact with one another. Very often, individuals carry over social attitudes and values they have concerning appropriate masculine and feminine behavior into the work environment. Some people have not yet learned to focus on people at work in a professional rather than personal manner. This can make it difficuit for co-workers and/or supervisory personnel to interact appropriately. 
EXAMPLE  The role of a wife is to support her husband.  
Appropriate  wifely  behavior  may  include  
arranging  refreshments  and  assuming  primary  
social hosting role for guests.  
The husband's role is viewed as protective of  
the wife.  

Protective behavior by the husband may include escorting the wife to and from evening activities, 
stepping to her defense when someone makes unpleasant remarks, 
or assuming unpleasant dirty or heavy chores around the household. 
Any of the behavior described above can be appropriate to husband-wife roles. However, a man or woman who brings these personal role expectations into the professional work environment may be 
*behaving inappropriately for the work role *imposing inappropriate expectations on other people 
ORP-7 
s 
EXAMPLE 
A woman aircraft repair mechanic whose 
husband always does the heavy lifting and 
carrying may expect other men at work to carry
her tool box to and from the work station. 
A male supervisor might expect other men 
to carry the woman's tool box. 
As you can see, social expectations have been carried over into the work environment. 
In an organization as large as Army, employees come from many different cultural 
backgrounds and have differing standards of what is considered appropriate and inappropriate social role behavior. The work environment requires that behavior be professional and conducive to maximum efficiency and productivity. 
THE PROFESSIONAL ROLE SUPERCEDES SOCIAL ROLE EXPECTATIONS OF 
MALE-FEMALE INTERACTION 
EXAMPLE 
Men usually stand up when a women enters the room in a social situation 
Men do not stand up during a meeting when a woman secretary enters the room. 
Both men and women rise when a General enters the room. 
A gentleman usually opens a door for a woman in a social situation 
If a (female) Lt. accompanies a (male) Captainin a work situation, the woman opens doors and steps aside. 
ORP-8 
s 
IN ANY work situation, some social behavior is expected. It can make the work environment more pleasant and encourage team work and productivity. Problems develop when there is sexual behavior in the work environment. Sexual behavior is always inappropriate. It: 
* 
detracts from mission accomplishment 

* 
increases tension 

* 
detracts from team work and morale 


IN ANY environment in which men and women work together, unplanned remarks and actions based on customary sex stereotypes occur. These unthinking actions may make someone feel uncomfortable. 
This SEX ROLE STATIC results in miscommunication; someone feels out of place, even if not the target of such actions. The effective supervisor will monitor the environment to ensure that SEX ROLE STATIC is not resulting in lowered morale. 
IN THE training in sexual harassment prevention for employees, we emphasize that no one is expected to be a mind reader. That training encourages employees to speak up if they are uncomfortable or if they think a given behavior is inappropriate. (BUT, high-ranking people must monitor themselves because most people are reluctant to tell a senior person they are in error.) 
A situation has become sexual,harassment when the harasser's behavior is targeting another individual or putting down that person's professionalism, undermining his/her position, or addressing personal traits. Then, the organization has primary responsibility for correcting the situation. The victim lacks the ability or authority to stop the behavior. Sexual harassment never goes away by itself. Sexual harassers tend to see the lack 
ORP-9 
s 
of negative consequences as a license to continue. Harassers 
tend to continue their harassment not just of one, but of a 
series of victims. 
Harassers also tend to pick out and concentrate on individuals who are personally or situationally vulnerable. That is, they will pick on someone who is shy and unassertive (personally vulnerable), someone new to the organization, or someone dependent upon them (situationally vulnerable, i.e., a temporary worker who can be easily dismissed). 
The Responsibility Guide on the following page provides a summary of behaviors and action responsibility. You may wish to review the ACTION CHART and ACTION STEPS MAP which are 
available as Additional Resources 13 and 14. These resources are part of the employee training in prevention of sexual harassment. 
HERE'S WHAT TO DO 
1. 	
Study the Responsibility Guide 

2. 	
In order to pr,actice skills developed in this module, work Activities 1 and 2. 

3. 	
Take the Criterion Test 


RESPONSIBILITY GUIDE 
Definitions Primary Responsibility 
violation of civil and criminal law including Criminalextortion, assault and battery, sex crimes. Behavior 
Includes threats, influence or offers of In· 
Abuse Civil and
fluence to career, job, pay. 
Criminal Authority 
Targeted harassment covers a range ofverbal, physical and other behaviors. TargetedTargeted · a specific Individual is the Sexualtarget. Personal power, integrity. Harassmentprofessionalism, personal characteristicsundermined by sexually harassing actions. Organization 
Sex Role Static · everyday, customary Sex Roleremarks and actions based on sterotyping; Static Individualunthinking, undirected; may or may not be Assertiondiscriminatory or harassing. 
0
::0
~
Sexual .....Harassment 0 Gauge 
ORP-11
s ACTIVITY 1 
Read the examples. Decide whether each situation falls into one
of the categories described. 

1. 	Jerry Jones is an outgoing fellow with a cheery greeting for
everyone. He often greets one of the clerical women with a
remark such as: 

Hey, today you're looking great! That is a good lookingoutfit you're wearing. Has anyone ever told you how goodyou look in blue? 
a. 	Is this sexual harassment? Sex role static? Inappropriate
work behavior? 
Yes 	Yes Yes
No No 	No 
b. 	Are any supervisory actions advisable? If so, what? 
2. 	Tom Tuttle enjoys his role as the clown and story teller in
the office. Usually his stories are enjoyed by everyone.Lately, several of his stories have concerned sexual
activities. Marty Lawhorn does not like the stories. She
laughs along with everyone else. 
a. 	Is this ~exual harassment? Sex role static? Inappropriate
work behavior? 
Yes 	Yes Yes
No 	No ---No 
b. 	Are any supervisory actions advisable? If so, what? 
3. 	In the situation described in No. 2, Marty tells Tom that shefinds his jokes about sexual activities embarrassing and that
she wishes he would not tell them. Tom and others in the officecontinue to tell this type of story. 
a. 	Is this sexual harassment? Sex role static? Inappropriate
work behavior? 
Yes Yes Yes 
No No No. 

b. 	Are any supervisory a.ctions advisable? If so, what? 
ORP-12 
s 
ACTIVITY 1 FEEDBACK 
1.  a.  This  is acceptable social behavior.  It does  not  contain  
any  sexual  overtures.  
b.  No  supervisory action.  

2. 	a. This is not case of sexual harassment. It is an example of sex role static. It is also inappropriate behavior. It does not matter whether or not Marty Lawhorn laughs ~long with everyone else. 
b. 	The supervisor should be monitoring such social behavior and privately tell Tom that his sexual jokes shouldn't be told at the work site. 
3. 	a. Now that Marty has made known the fact that she finds the jokes embarrassing and inappropriate, it is targeted harassment when Tom and the others continue to tell this type of joke. 
b. 	The supervisor is required to caution Tom that his behavior is in violation of the Department of Army policy· on sexual harassment. If it continues, disciplinary action will be necessary. The disciplinary action could be for failure to f6llow supervisory instructions. 
HERE'S 	WHAT TO DO 
1. 	
If you feel ready, Take the Criterion Test which follows Activity 2. 

2. 	
If you want more practice first, work Activity 2 on the next page. 


ORP-13 s 
ACTIVITY 2 

1. Georgia Matlock is a new secretary for the group supervisor
at the Placid Army Depot. Her duties require her to go out in

the shop frequently. She wears flimsy, revealing 	dresses 
without a slip on hot, summer days. She walks with a pronounced
hip swing. In her conversations with the men, she bats her eyesand makes frequent remarks with double meanings. For example,when she asked Sy Mallen to bring a large package up to the front
office, she said: "I always need a big, strong man to take care of me. I don't understand these women who seem to get alongwithout a man." 
a. 
Is this sexual harassment? Sex role static? Inappropriate 
work behavior? 
Yes 	Yes Yes 
No 	No No 
b. Are any supervisory actions advisable? If so, what? 
2. Captain Cool always calls every civilian woman in his activity "Baby" or "Honey". He refers to his secretary this way. When civilian women attend staff meetings or briefings,
he addresses them as "Baby or "Honey". It is a small installation. He is a very friendly, folksy person. 
a. 	Is this sexual harassment? Sex role static? Inappropriate work behavior? 
Yes 	Yes Yes 
No 	--.--No 
---No 
b. Are any supervisory actions advisable? If so, what? 
3. Lil Tate is an engineer recently employed at the Fort OlympicMissile Command. She looks upon herself as "one of the boys"and frequently initiates a round of .sexual jokes during coffee hour~ She makes frequent comments about the fact that she isglad whe wasn't born twenty years earlier when there was a dual 
standard for men and women. She has even "goosed" one of themale engineers when she walked by him as he bent over a deskreading blue prints. 
a. Is this sexual harassment" Sex role static? 	Inappropriate 
work behavior? Yes Yes Yes No ---No No 
b. Are any supervisory actions advisable? If so, what? 

ORP-14 
s 
ACTIVITY 2 -FEEDBACK 
1. 	a. Georgia Matlock is certainly acting out sex role stereotyped behavior. She appears to be using her sexuality to gain favors she might not otherwise obtain. Certainly her dress and behavior constitute inappropriate work behavior even though it is not sexually harassing. 
b. 	The group supervisor should counsel Georgia that her dress and behavior are inappropriate and disruptive. If the supervisor is reluctant to counsel a woman, he could request assistance from the MER Branch or possibly the Federal Women's Program Manager. 
2. 	a. Captain Cool is not sexually harassing civilian women by this behavior alone. No one will be accused of sexual harassment on the basis of this type of sex role static. It is inappropriate; he is unlikely to receive direct comment about it. Ee should think about the example he is setting and accord the woman the same respect he accords the men. It is inappropriate work behavior. 
b. 	In this instance, Captain Cool outranks other personnel. It would be apporpriate for a key manager to informally call this behavior to the Captain's attention. 
3. 	a. Lil Tate is displaying inappropriate behavior in the work environment. "Goosing" another person is definitely sexually harassing. 
b. 	The supervisor must counsel Lil that she is violating the Department of Army policy on sexual harassment. If her behavior continues, arpropriate disciplinary action would have to be taken. 
HERE'S WHAT TO DO: 
1. 	Take the Criterion Test on the next page 
ORP-15 
s 
SIGN-OFF: Course Manager 
ORGANIZATIONAL RESPONSIBILITY FOR PREVENTION CRITERION TEST 
Read the following situations. Place a check mark beside 
each situation which describes a se-.<ually harassing or potentially harassing situation. For each, identify what actions are necessary, if any, and who should take them. 
1. Maria Rinaldi is a very friendly, outgoing person. 
She tends to greet people with a bi~ smile and a vigorous handshake. She frequently touches people when talking with them~ Placing her hand on the arm or shoulder of the other person and establishing direct eye contact makes her feel that she has the other person's full attention and rapport has been established. She displays this behavior with her subordinates and supervisors, male and female alike. No one has objected to Maria's behavior. 
2. Melvin Barnes works as an artist in the Training Aids Department. He is a very quiet, withdrawn person. His super
visor, Helen Arnett, often leans over his shoulder when reviewing his work. Several times she has commented upon his wide shoulders and large hands, indicating that he "certainly would be nice to 
snuggle with." Melvin has shrugged off these comments, although 
they make him uncomfortable. 
3~ Julia Macon is a brand new employee. She frequently wears halter tops and tight blue jeans to work. Her male co-workers cluster around her desk telling dirty jokes during the lunch hour. Julia giggles nervously at the jokes but is becoming increasingly 
see
concerned about the way the men relate to her. She doesn't 
them treat the other female employees in this manner. She has 
voiced her concern to her supervisor. 
ORP-16 
s 
4. 
Albert Johnson is the supervisor of the paint shop. He decided to hire a female sign painter. Since she reported to work, none of the male painters have spoken to her. Albert is concerned about this situation but doesn't know what to do. 

5. 
Connie Beard is an education specialist who recently reported to-work at the Camp Swampy Heavy Equipment Training Ce.nter. She is the first woman professional to have been hired in her section. A number of the men have made comments about the inability of any female to understand the physical demands made on men to operate the Land Surface Crafts much less to understand other physical demands that men have. They tease her, for instance, about being a recent college graduate in these times when men and women share "living" in co-ed dormitories. One of the men called Connie over to take a look at an "important article", and then showed her a girlie magazine turned to a large nude pin-up. He asked Connie how she'd like to have a "pair of knockers" like that. Connie complained to her supervisor, Frank Phillips, who counseled Connie that she was being too sensitive. Frank told Connie she had to adjust to an environment which was predominantly masculine if she ever expected to be part of the team. The men have always acted thiS way and shouldn't have to change their ways. Connie then went to her second level supervisor, George Lawrence, and reported the situation. 


GET SELF-EVALUATION SHEET 

SCS-1 
s 
SIGN-OFF: Another Participant 
SUPERVISORY COUNSELING SKILLS 
OBJECTIVE: 
To be able to counsel a subordinate whose behavior is not in conformity with Department of Army policy on sexual harassment. 
SAMPLE TEST ITEM 
Watch the videotape scenario of a counseling session andbe able to identify the steps taken by the supervisor in setting clear behavior standards. 
REQUIRED RESOURCES. 
Module Materials 
Videotape Practice and Criterion Test 
ADDITIONAL RESOURCES 
12. Performance Management 
1£. Guidelines for Counseling Employees 

WHAT TO DO 
1. 	
Read the module materials. 

2. 	
Complete the practice video at time specified by Course Manager. 

3. 	
Take the Criterion Test. 

4. 	
Get the self-evaluation sheet for this module. 

5. 	
Have another participant in the course review your Criterion 
Test answers and sign-off your personal progress check. 



SCS-2 
s 
SIGN-OFF: Other Participant SUPERVISORY COUNSELING SKILLS 
This module will give you some guidelines for counseling an employee who deviates from the behavioral standards set forth in the Department of Army Policy on Sexual Harassment. 
When you are faced with either a counseling or a disciplinary situation in any area related to an employee·'s performance, your major purpose is to obtain acceptable job performance from the employee. The purpose of taking disciplinary action is not to punish but to ensure that employees understand what actions or elements in their performance are unacceptable and to ensure that standards of performance/behavior are clearly specified. 
If you are·faced with~~ situation where sexual harassment has occurred or you nee(< to •ake preventive steps, you will assume the same supervisory ro~e and responsibility that you have when 
correcting any other deviation from acceptable performance. 
Ideally, you will be able to deal with the situation in its early stages where changed behavior --cessation of the harassment ~-is all that is required. It is important to reward 
attempts to correct behavior and to provide feedback when the employee is trying to improve. 
SCS-3
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There may be times when the situation is serious enough to warrant more than verbal counseling. In any case, always follow established disciplinary rules. Your MER branch will assist you in formulating your approach. If all that you are requiring 'is that the behavior cease, yet it persists, you may need to follow with a letter of caution. 
If the individual refuses to modify his/her behavior, your supervisory authority is being challenged and that becomes a major issue. 
COUNSELING 
When you are concerned with behavior rather than specific 
job skills, you must provide information to the person being 
counseled about the specific changes required. The steps a 
supervisor takes in counseling for performance change are: 

1. Determine need 	Identify specifically whatbehavior must be changed. 
Describe the behavior, don'tevaluate the person. 
2. 	Define the purpose Specify your reason for requiringchange. 
3. 	Outline specific Identify acceptable behavior behavior changes in the future.required 
Identify consequences ifbehavior fails to change. 
scs 	-4 
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4. 	
Obtain feedback Make sure you clearly stated what it is you expect to occur. 

5. 	
Clarify if necessary 

6. 	
Follow-up Immediately call attention to unchanged, continued behavior. 


Immediately reward attempts to change; or changed, behavior. 
Take additional action as necessary. 
HERE'S WHAT TO DO: 
1. 	
Read the Activity #1 questions on the next page. 

2. 	
Watch the practice videotape. 

3. 	
Answer the questions for Activity #1 and check them during group discussion. 

4. 	
Take the Criterion Test. 

5. 	
Have another participant in the course review your Criterion Test answer and, when satisfactory, sign-off your personal progress check. 


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ACTIVITY 1 
This is a practice exercise on counseling employees about complying with Department of Army policy concerning sexual harassment. The videotape will be stopped after each scene. Write your answers to the following questions abou,t each vignette. Check your answers during group discussions. 
SCENE 1 
1. 	
In what way did the supervisor define the reasons for the employee to change behavior? 

2. 	
What specific behavior changes did the supervisor require? 

3. 	
Did the supervisor ensure that the required changes are understood by the employee? How? 

4. 	
Did the supervisor do or say anything to make it clear that there would be follow-up monitoring? 


SCENE 2 
1. 	
In what way did the supervisor define the reasons for the employee to change behavior? 

2. 	
What specific behavior changes did the supervisor requi.re? 

3. 	
Did the supervisor ensure that the required changes were understood by the employee? How? 

4. 	
Did the supervisor do or say anything to make it clear that there would be follow-up monitoring? 


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ACTIVITY 1 -FEEDBACK 
In each scene, the supervisor has correctly counseled for specific behavior change. The supervisor covered all the counseling elements, which gave the person being counseled an opportunity to be heard and to understand the requirement for change. 
1. 	The supervisor identified the need for counseling, either through personally monitoring the environment or as a result of a complaint by another person. 
2. 	The supervisor determined specifically what behavior must be changed and described the specific behavior to the person being counseled. 
3. 	The supervisor did not "talk down to" or treat the person being counseled in a negative fashion. The supervisor focused on acceptable behavior in the future. 
4. 	The supervisor gave the employee an opportunity for clarification and tnsured that the person being counseled knew what tc e·:pect. 
5. 	The supervisor made it clear that follow-up monitoring would occur. 
6. 	In each instance, the person being counseled clearly understood what would be required in the future. 
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SIGN-OFF: Another Participant 
SUPERVISORY COUNSELING SKILLS CRITERION TEST 
How 	well do you recognize appropriate counseling techniques 
and skills. You will watch a short vignette on videotape, then the tape will be stopped. Write down your answers to the following questions for the Criterion Test vignettes. 
SCENE 1 
1. 	
In what way did the supervisor define the reason for the employee to change behavior? 

2. 	
What specific behavior changes did the supervisor require? 

3. 	
Did the supervisor ensure that the required changes 


were 
understood by the employee? How? 
4. 	Did the supervisor do or say anything to make it clear that there would be follow-up monitoring? 
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SCENE 2 
1. 	
In what way did the supervisor define the reasons for the employee to change behavior? 

2. 	
What specific behavior changes did the supervisor require? 

3. 	
Did the supervisor ensure that the required changes were understood by the employee? How? 

4. 	
Did the supervisor do or say anything to make it clear that there would be follow-up monitoring? 


GET ST~LF-EVALUATION SHEET 
TFC-1 
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SIGN-OFF: Course Manager 
TECHNIQUES FOR COMPLIANCE 
OBJECTIVE: 
Be able to identify techniques available to each supervisor in 
Army so that he or she can establish and maintain standards of 
conduct. 

SAMPLE TEST ITEM 
List and briefly describe at least five techniques available to 
supervisors for insuring compliance with standards. 

REQUIRED RESOURCES 
Module Materials 

ADDITIONAL RESOURCES 
11. 	
Some Role Modeling Principles --People See, People Do 

12. 	
Performance Management: Changing Maturity Levels and Accomplishing Desired Results 


WHAT 	TO DO 
1. 
Read the attached materials 

2. 
Take the Criterion Test 


Typical Day-to-Day Supervisory F\mctions 
Provide infonnation to subordinates individually or in unit meetings. 
infonmation from higper levels new regulatory and pnlicy 
guidance 
--changes in priorities 
--set priorities, standards for 

unit work 
Give feedback to subordinates on quality/quantity/timeliness to work. 
Review and approve completed products 
Suggest altemate way to accanplish assignments. 
Role roodel work behavior displaygiven management or leadership style 
Monitor cues in the environment 
SUPERVISORY FUNCTION 
Regulatory 
Requirement 
Insure compliance with regula
tions regarding leave use, hours 
of attendance. 
Apply merit principles to all 
personnel. 
Ensure all EED requirements are 
met. 
Beginning 1981, a new Anny ~gulation on performance appraisal requires: mid-year progress reviews with subordinates 
annual performance 
appraisals 
counseling whenever performance is marginal 
(Merit Pay and SES additional 
requiraoonts) 

If under Merit Pay or SES nJJSt meet EED requiranent. 
TFC-2 
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Procedural Steps Requiring Technical Assistance 
Namin~tions for awards granting or withholding step increases. Recruitment. 
Development of training plans/ IDPs for subordinate. 
Initiation of adverse action. 
Restructure of positions because of: --changing job duties --changes in mission ~irement 
--decision to establish up.vard mobility, AMOD intern or other positions 
Referral of employees who have problans to MER 
Development of action items for Affinnative Action Program.Plan 
t-3 
1-sj 
(") I UlN 
TFC-3 s 
SIGN-OFF: Course Manager 
TECHNIQUES FOR COMPLIANCE 
In the daily press of work to be done, supervisors do not ordinarily sit back and analyze how they go about getting the job done. This module caps for you those things you already know, and summarizes day-to-day techniques you are already using. 
The supervisor has the primary responsibility for establishing and maintaining appropriate job performance standards and job conditions for subordinates. 
The chart on page 2 of this module highlights supervisory functions. It is the typical day-to-day supervisory actions and personal behavior which set the real standards of performance and conduct for other members of the work unit. 
You are a role model whether you plan to be or not. 
What people see, people do (Additional Resource 8 outlines role modeling principles) 
Closely related to role modeling is a supervisor's managerial or leadership style. Some supervisors work on a "carrot or stick" approach. Some supervisors are "ghost managers," that is, they concentrate on technical work and avoid giving assistance, guidance or feedback. 
Many supervisors use performance management techniques, although they may not realize this is what it's called. They focus on behavior and provide positive reinforcement. They give reinforcement almost immediately, and they recognize that success is reinforcing for people. (Additional Resource 9). 
TFC-4 
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Effective supervisors moderate their style according to 
employee needs, drawing on a number of techniques and activities. 
These same techniques apply to insuring that the Army policy 
on sexual harassment is understood and that no situations in your 
work unit get out of hand. 
SUPERVISORS CAN: 
1. 	
By their own behavior, set the proper example for subordinates. 

2. 	
Stress personal support for the Department of Army Policy on Sexual Harassment. 

3. 	
Provide specific information to their subordinates as to what the policy means. 

4. 	
Schedule employees for the Army Training Course in Prevention of Sexual Harassment. 

5. 	
Monitor cues in the environment (described in Module ORP) 

so that action can be taken before any situation becomes serious. 

6. 	
Give feedback to subordinates on behavior. 

7. 	
Recognize and actively support subordinates' rights, including the right to have their feelings taken seriously by other members of the work group and by 


the 	supervisor bin/herself. 
TFC-5 
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One of the most important keys to effectiveness is recognizing that some situations may require specific technical assistance. Effective supervisors use specialists in personnel, equal employment opportunity and other special program areas for technical assistance and advice. These specialists are available to assist supervisors and managers 
because no one is expected to know everything about everything! You can call upon these specialists whenever you wish advice about or assistance in counseling an employee. If you feel uncomfortable about proceeding solely on your own, remember the organization provides back-up support for all personnel matters. 
HERE Is WliAT TO DO: 
1. Take the Criterion Test 

TFC-6 
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SIGN-OFF: Course Manager 
TECHNIQUES FOR COMPLIANCE 
CRITERION TEST 

List and briefly describe five techniques or ways in which a supervisor can establish and maintain compliance with the Department of Army Policy on Sexual Harassment. 
GET SELF-EVALUATION SHEET 


RPP-1 
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SIGN-OFF: Other Participants 
RELATE POLICY TO PRACTICE 
OBJECTIVE 
Be able to relate the Department of the Army Policy on Sexual Harassment to the mission of the Army and describe actions available to every supervisor to maintain a productive, professional work environment. 
SAMPLE TEST ITEM 
You will give a short (two to three minute) presentation to two other participants concerning the relationship of the Department of Army's Policy on Sexual Harassment to the Army's mission. Your presentation must state two reasons why it is important to the organization to create an effective work environment free of sexual harassment or other inappropriate sex stereotyped behavior and provide three actions available to every supervisor to support the policy. 
REQUIRED RESOURCES 
Module Materials 
ADDITIONAL RESOURCES 
HERE'S WHAT TO DO: 
1. 	
Read the module materials. 

2. 	
Give your oral answer to the Criterion Test to two other participants. They will evaluate your presentation and sign-off your personal progress sheet for a satisfacotry answer. 

3. 	
See the Course Manager for sign-off on the Master Progress Sheet. 


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RELATE POLICY TO PRACTICE 
The Department of the Army has always supported having a professional, productive work environment. The organization benefits from effective teamwork and good morale. Since both men and women are part of the Army team, men and women must be able to work together effectively. Good morale and building an effective male-female work team on both the civilian and military sides are important to productivity and accomplishment of the mission. The organization also benefits when law and policy are effectively implemented. Further, these actions support the public's legitimate expectations that those in the public employ will exhibit high standards of conduct and productivity. 
The organization: 
has always respected and supported individual rights has legal and regulatory interest in implementing equal employment opportunity 
provides a clear chain of command to insure 
appropriate conduct and work standards sets clear lines of responsibilities and duties for all employees 
provides avenues of assistance and redress which include: SupervL. Jry chain Personnel officials EEO and EO officials 
Inspector General has a military tradition of courtesy and professionalism reinforced by policy against fraternization (which policy serves to protect those without power from favoritism to others by those in power). 
RPP-3
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Supervisors have a variety of means, both personal and organizational, by which they can support and implement the Army's policy forbidding sexual harassment. 
In Organizational Responsibility for Prevention (ORP) you learned how to recognize behaviors which might need monitoring 
in order to prevent the development of real problems. You learned to reGognize those behaviors based on sex role stereotyping inappropriate in the work environment. You reviewed what kinds of supervisory actions were appropriate in various 
situations. 
In Supervisory Counseling Skills (SCS), you reviewed guidelines and skills for counseling employees concerning behaviors which must be corrected. In Techniques for Compliance (TFC), you reviewed various ways in which supervisors establish 
and 	maintain standards of conduct for members of their work unit. 
You may wish to review the material in one or more of these modules before taking your Criterion Test. 
To summarize, putting policy into practice creates a productive, professional, equitable environment for everyone. Taking actions to implement policies and establish a good working environment for your subordinates is rewarding. The supervisor who sets and role-models high standards gains personal power a.nd professional credibility. Building workforce morale and effective work teams provides personal and professional 
satisfaction. The Department of Army expects no less. 
HERE'S WHAT TO DO: 
1. 	Prepare your oral response to the Criterion Test, using notes if you wish. 
2. 	Take the Criterion Test 
.RPP-4 
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SIGN-OFF: Other Participants 
RELATE POLICY TO PRACTICE CRITERION TEST 
1. 	Prepare a two to three minute talk giving at least two reasons why implementing the Department of Army Policy Statement 
on 
Sexual Harassment is important to accomplishment of the mission, and three actions available to every supervisor to support and implement the policy. 
2. 	Ask two other participants to listen to your talk. Have them 
use 	the Crite~ion Test Evaluation to evaluate your presentation. 
3. 	When your two listeners agree that your talk meets the criteria, have them sign-off on your personal progress check. 
t< U.S. GOVERNMENT PRINTING OFFICE: !984-554-5411466 
CHECK WITH COURSE MANAGER