Target: Department of Defense Civilian Employees
Subject: Prevention of Sexual harassment
Step 1: Goals and Objectives
Instructional Goal: Presented with a situation in the Department of Defense
(DoD) work environment, the student will properly recognize sexual harassment
behavior, identify the category and type of sexual harassment, and recommend a
technique to deal with the sexual harassment.
Objectives: All Department of Defense (D0D) civilian employees will
demonstrate and perform the following tasks with 100% accuracy.
Domain Knowledge Objectives:
Terminal Objective: ID sexual harassment behaviors, categorize the type
of sexual harassment, and recommend a technique to deal with the sexual
harassment.
Enabling Learning Objective 1: Properly define sexual
harassment.
Enabling Learning Objective 2: Analyze situation and identify
sexual harassment behavior by
type and category
Enabling Learning Objective 3: Select appropriate technique to deal
with sexual harassment
Problem Solving Skills Objectives:
1. With little assistance, identify all necessary information
2. With moderate assistance, identify necessary aspects of sexual
harassment
3. With moderate assistance, select appropriate technique.
Self –directed Learning Skills Objectives:
1. With moderate assistance, generate learning issues
2. With moderate assistance, reflect on learning process
1
Step 2: Content and Task Analysis
Properly recognize sexual harassment
behavior, identify the category and type of
sexual harassment, and recommend a
technique to deal with the sexual
harassment.
Demonstrate
knowledge and ability
to correctly select
proper technique of
dealing with sexual
harassment
Demonstrate ability to
categorize and ID the
type of sexual
harassment
Analyze situation provided and identify if behavior is sexual
harassment based on variables (type, frequency, wanted or
solicited)
Properly ID sexual
harassment definition
(Concept)
Properly ID categories
of sexual harassment
(Factual)
Properly ID types of
sexual harassment
(Factual)
Properly ID techniques
to deal with sexual
harassment behavior
(Principle)
2
Step 3: Analyze Context Specification
Projected Context
Workplace (office, School classroom)
where situation occurs
Factors that influence researching and
reasoning processes
• Military culture of workers and
supervisors that sexual
harassment is not important or
that “I was just joking” is an
excuse for sexual harassment.
• Relationship between workers
(co-workers or superior –
subordinates).
• Is something being offered,
denied or threatened in
exchange for sexual conduct?
• Is behavior unwanted, offensive
or unsolicited?
• Does behavior unreasonably
interfere with work
performance?
Step 4: Select/Generate PBL Problem
List of potential situations:
1. Situation involving a female superior sexually harassing a male
subordinate in the work environment.
2. Situation involving female worker sexually harassing a male coworker in the work environment.
3. Situation involving a male superior sexually harassing a female
subordinate in the work environment.
4. Situation involving male worker sexually harassing a female coworker in the work environment.
Decision: A male superior sexually harassing a female subordinate in the work
environment is the most common example of sexual harassment, learners will
relate to it, and the concepts are easily transferred to almost any situation of
sexual harassment. Situation heavily supports learning objectives.
Step 5: Conduct Problem Affordance Analysis
PROBLEM: Mr. Johnson is in charge of the copy production plant on Fort
Huachuca. He is in charge of 12 subordinates, of which only one is female. April
May, the only female, has worked at the copy production plant for only 30 days,
and seems to working out just fine. She gets along with her co-workers, many of
3
whom have taught April how to work the various machines in the copy production
center. By all accounts April is a fully functioning member of the team.
One day as everyone is leaving for the day, Mr. Johnson calls April in his
office. He proceeds to tell her how pleased he is that April is doing so well and
how fast she is catching on. Mr. Johnson then reminds April that her probation
period is complete at the end of 60 days, and at that time he must submit a
recommendation on her continued employment. Mr. Johnson tells April that
while her work performance will be part of his recommendation, there are other
items that he will also take into consideration. Mr. Johnson tell April that he
would is more than willing to help April remain working at the production center,
in fact if she would meet him for dinner at his apartment he would talk it over with
her. He goes on to say that it would take three or four meeting to discuss
everything he has to say, so she should plan on being at his apartment every
Friday for the next month – unless she doesn’t want to work at the copy
production plant anymore. April puts him off for now. While the subject of sex is
never mentioned, April feels very uncomfortable. April departs very confused
and upset – she knows the Department of Defense policy of sexual harassment –
it will not be tolerated, in any form. She also remembers that the DoD has
specific types and categories of sexual harassment, but she does not remember
what they are. She does not know is if the conversation with Mr. Johnson
constitutes sexual harassment or not, and if there is anything she can do about if
she has been sexually harassed.
Has Mr. Johnson sexually harassed April? Does April have to meet with Mr.
Johnson every Friday for the next month to keep her job? Is there anything April
can do if she was sexually harassed? What are the types and categories of
sexual harassment April is trying to remember? While researching this problem,
be detailed in your research – incidents may fit more than one type or category of
sexual harassment.
Full Description:
1. Understanding the Problem:
a. Problem State (current state): A male supervisor has told a female subordinate
that the only way the female subordinate can keep her job is if she comes to his
apartment every Friday for the next month. Sex is never mentioned. Does this
constitute sexual harassment?
b. Goal State: Does the request made by the male supervisor constitute sexual
harassment even though the subject of sex was never mentioned.
c. Known variables: Situation involves a supervisor – subordinate relationship;
incident took place in the workplace; DoD policy of zero tolerance of sexual
harassment.
4
d. Unknown variables: Need to identify the DoD definition of sexual harassment,
the types and categories of sexual harassment recognized by the DoD and what
avenues are open to someone who has been sexually harassed.
2. Problem Solving Process
a. To figure out if April was sexually harassed, we first need to identify the DoD
definition of sexual harassment. The definition is:
1. Sexual harassment is a form of gender discrimination that involves
unwelcomed sexual advances, requests for sexual favors, and other
verbal or physical conduct of a sexual nature between the same or
opposite genders when—
(a) Submission to, or rejection of, such conduct is made either
explicitly or implicitly a term or condition of a person’s job, pay,
career, or
(b) Submission to, or rejection of, such conduct by a person is
used as a basis for career or employment decisions affecting
that person, or
(c) Such conduct has the purpose or effect of unreasonably
interfering with an individual’s work performance or creates an
intimidating, hostile, or offensive working environment.
2. Any person in a supervisory or command position who uses or
condones implicit or explicit sexual behavior to control, influence, or
affect the career, pay, or job of a Soldier or civilian employee is
engaging in sexual harassment.
Similarly, any Soldier or civilian employee who makes deliberate or
repeated unwelcome verbal comments, gestures, or physical contact
of a sexual nature is engaging in sexual harassment.
b. The next step is to identify the categories of sexually harassment. According
to DoD policy, there are three categories:
1. Verbal. Examples of verbal sexual harassment may include telling
sexual jokes; using sexually explicit profanity, threats, sexually oriented
cadences, or sexual comments; whistling in a sexually suggestive
manner; and describing certain attributes of one’s physical appearance
in a sexual manner. Verbal sexual harassment may also include using
terms of endearment such as "honey", “babe", “sweetheart", “dear",
“stud", or “hunk" in referring to Soldiers, civilian co-workers, or family
members.
2. Nonverbal. Examples of nonverbal sexual harassment may include
staring at someone (that is, “undressing someone with one’s eyes"),
blowing kisses, winking, or licking one’s lips in a suggestive manner.
Nonverbal sexual harassment also includes printed material (for
5
example, displaying sexually oriented pictures or cartoons); using
sexually oriented screen savers on one’s computer; or sending
sexually oriented notes, letters, faxes, or e-mail.
3. Physical contact. Examples of physical sexual harassment may
include touching, patting, pinching, bumping, grabbing, cornering, or
blocking a passageway; kissing; and providing unsolicited back or neck
rubs. Sexual assault and rape are extreme forms of sexual harassment
and serious criminal acts.
c. The next step is to identify the type of sexual harassment. According to DoD
policy, there are two types:
1. Quid pro quo. “Quid pro quo” is a Latin term meaning "this for that."
This term refers to conditions placed on a person’s career or terms of
employment in return for favors. It includes implicit or explicit threats of
adverse action if the person does not submit to such conditions and
promises of favorable actions if the person does submit to such
conditions. Examples include demanding sexual favors in exchange for
a promotion, award, or favorable assignment; disciplining or relieving a
subordinate who refuses sexual advances; and threats of poor job
evaluation for refusing sexual advances. Incidents of “quid pro quo"
may also have a harassing effect on third persons. It may result in
allegations of sexual favoritism or general discrimination when a
person feels unfairly deprived of recognition, advancement, or career
opportunities because of favoritism shown to another Soldier or civilian
employee on the basis of a sexual relationship. An example would be a
Soldier who is not recommended for promotion and who believes that
his or her squad leader recommended another Soldier in his or her
squad for promotion on the basis of provided or promised sexual
favors, not upon merit or ability.
2. Hostile environment. A hostile environment occurs when Soldiers or
civilians are subjected to offensive, unwanted and unsolicited
comments, or behaviors of a sexual nature. If these behaviors
unreasonably interfere with their performance, regardless of whether
the harasser and the victim are in the same workplace, then the
environment is classified as hostile. A hostile environment brings the
topic of sex or gender differences into the workplace in any one of a
number of forms. It does not necessarily include the more blatant acts
of “quid pro quo”; it normally includes nonviolent, gender-biased sexual
behaviors (for example, the use of derogatory gender-biased terms,
comments about body parts, suggestive pictures, explicit jokes and
unwanted touching).
d. The next step is to establish if there are any techniques that victims of sexual
harassment can use. The following are listed in the DoD policy in combating
sexual harassment:
6
1. Direct approach. Confront the alleged perpetrator and tell him/her
that the behavior is not appreciated, not welcomed and that it must
stop. Stay focused on the behavior and its impact. Use common
courtesy. Write down thoughts before approaching the individual
involved.
2. Indirect approach. Send a letter to the alleged perpetrator stating the
facts, personal feelings about the inappropriate behavior and expected
resolution.
3. Third party. Request assistance from another person. Ask someone
else to talk to the alleged perpetrator, to accompany the victim, or to
intervene on behalf of the victim to resolve the conflict.
4. Chain of command. Report the behavior to immediate supervisor or
others in chain of command and ask for assistance in resolving the
situation.
5. Filing a formal complaint. Details for filing an informal or formal
complaint are included in appendix D of Army Regulation 600-20,
Command Policy.
e. Now that the necessary information has been gathered in steps a through d,
the next step is to analyze the information against the situation to decide if Mr.
Johnson sexually harassed April; does April have to meet with Mr. Johnson every
Friday for the next month to keep her job; and if there is there anything April can
do if she was sexually harassed.
1. Based on the definitions gathered in step a, the fact that Mr.
Johnson tied his request to meet with April for the next month to April’s
job at the copy production plant, it appears he sexually harassed April.
Specifically, he has made the request as a basis for career or
employment decisions affecting April – a violation of the a1(b).
2. Since Mr. Johnson sexually harassed April, the next step is to
identify the category of sexual harassment. Since Mr. Johnson was
speaking to April, it clearly falls under verbal (2b1).
3. Information gathered in step 2c will help identify the type of sexual
harassment. Since Mr. Johnson has made his request a condition of
April’s future employment at the copy production plant, it could fall
under the “Quid pro quo” type of sexual harassment. However, the
request could also create a hostile work environment since this
behavior could unreasonably interfere with April’s performance.
4. Finally, any of the five steps identified in step d are open to April.
Since none are mandated, they are only suggestions; the learner can
appropriately select any of the five.
7
Domain knowledge needed for solving the problem:
• Concepts used in solving the problem
o Categories of sexual harassment
o Types pf sexual harassment
o Techniques that victims can employ to deal with sexual harassment
o Basic DoD concepts on defining and dealing with sexual
harassment complaints
• Principles used in solving the problem:
o Inquires
o Interviews
o Analyzing
o Define course of action
• Procedures used in solving the problem
o Determine if sexual harassment has occurred
o Initiate inquiry into alleged act of sexual harassment
o Analyze interviews from presumed victim, alleged perpetrator,
witnesses in accordance with DoD regulation
• Factual Information needed for solving the problem
o Regulations defining sexual harassment (AR 600-20 and DOD 690600 Department of Civilian Personnel)
o Statements from alleged victim and perpetrator
Problem Solving Skills Analysis:
•
•
•
•
•
•
ID known and unknown variables as shown above
Research DoD definition of Sexual Harassment
Research types and categories of sexual harassment
Research techniques available to victims of sexual harassment
Based on information identified during above steps, apply event provided
in problem statement against DoD rules and definitions
Apply solution and decide if sexual harassment occurred and what course
of action should be taken.
8
9
Step 6
Overall Goal: properly recognize sexual harassment behavior, identify the category and type of sexual harassment, and
recommend a technique to deal with the sexual harassment
Concept
Factual
Procedur
es
Principles
Concepts
Domain Knowledge
Categories of
SH
Types of SH
ID Sexual
Harassment
Definitions
Principle
Select proper
techniques to
ID sexual
harassment
Recognize
indicators of
sexual
harassment
behavior
X
X
Techniques to
Deal with possible
SH
Basic DOD
Concepts of
SH
Inquires
Interviews
Analyzing
Define COA
Determine if
SH Occurred
Initiate Inquiry
Interviews
Regulations
Defining SH
Statements
ID
techniques
to deal with
Procedures
Categorize
the type of
sexual
harassment
X
X
X
X
X
ID established
Categories of
sexual
harassment
ID established
Types of sexual
harassment
PreRequisites
for
Identifying
SH
Beyond
Scope
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
10
Table 2: Correspondence Analysis between Problem-Solving Cognitive Process and Learning Objectives
Cognitive Process
Researching and Reasoning Process
Symptoms
recognition/Problem
Identification
Known variables
identification
Unknown variables
identification
Information / Data
Searching
Information Data
Analysis
Reasoning Path
Hypothesis generation
and testing
Reasoning path and
solutions generation
Description
ID Sexual Harassment
behavior
Worker Relationship
Different Techniques to
deal with SH
Unwanted, offensive, or
unsolicited acts
Something being offered,
forced, or denied
DoD Policy on Sexual
Harassment
Analyze situation
1. Did sexual
harassment
behavior occur
2. DoD regulation on
SH
3. ID technique
Identify possible ways to
deal with sexual
harassment
Once decision is made if
SH occurs, ID technique to
deal with
PSO -1
Identify all
necessary
information
X
X
PSO-2
Identify necessary
aspects of SH
PSO-3
Select appropriate
technique to deal
with SH
X
X
X
X
X
X
X
X
X
X
X
X
11
Problem Context Analysis: The content of this problem is general and applies to
a common problem in the workplace. Both being a victim of sexual harassment and
being of accused of sexual harassment is a life altering event, and therefore the
context can satisfy the motivational aspect of this PBL problem design.
Conclusion of Correspondence Analysis:
1. Domain Knowledge:
a. The degree of correspondence between the intended objectives and the
scope of the PBL problem reaches a desirable level.
b. Non-corresponding portions: The principles of inquires, interviews and
analyzing statements are beyond the scope of the objectives. How to gather, or at
least were to obtain, sworn statements are a prerequisite but are not covered in the
objectives.
2. Contextual information: the contextual information of the problem properly
supports the projected context.
3. Problem solving and Self Directed learning skills
a. Researching Component: There are several required pieces of
information that the students need to research ( Both DoD policies (600-20,690-600)
on possible sexual harassment to include the definition of sexual harassment,
categories of sexual harassment and the types of sexual harassment) and decide if
sexual harassment occurred and what type of sexual harassment under established
guidelines. Without this information, students will not achieve the learning
objectives, therefore tutors and/or facilitators must ensure students research this
information.
b. Reasoning Component: Students need to reason, based on facts and
information gathered during the researching component, if sexual harassment has
occurred, and if so what type and category would it fall under. Based on these two
pieces of information, students need to reason what technique to choose to handle
the sexual harassment. While virtually any technique can be used, certain
techniques are more appropriate when applied to certain situations.
Results – The following are the elements that need to be calibrated in the problem
presentation:
1. Domain knowledge:
a. How to gather and obtain sworn statements must be provided in the
problem statement.
b. How to conduct interviews and inquires as well as analyze information
provided in interviews and inquires is beyond the scope of the class.
The learners can be provided this information in the problem statement.
2. Problem solving and Self – directed learning skills:
12
a. Based on learner’s problem solving skills and self directed learning
skills objectives, the following information should be given to guide their problem
solving and self-directed learning process.
i. Researching component:
1. Where DoD policy on sexual harassment and definition of
sexual harassment can be found (AR 600-20; Army Command Policy and DOD 690600 Department of Civilian Personnel).
ii. Reasoning Component
1. Based on facts gathered during the research, how to
apply the techniques identified to correctly deal with sexual harassment.
Step 7: Calibration Process
Mr. Johnson is in charge of the copy production plant on Fort Huachuca. He is in charge of 12
subordinates, of which only one is female. April May, the only female, has worked at the copy
production plant for only 30 days, and seems to working out just fine. She gets along with her
co-workers, many of whom have taught April how to work the various machines in the copy
production center. By all accounts April is a fully functioning member of the team.
One day as everyone is leaving for the day, Mr. Johnson calls April in his office. He
proceeds to tell her how pleased he is that April is doing so well and how fast she is catching
on. Mr. Johnson then reminds April that her probation period is complete at the end of 60
days, and at that time he must submit a recommendation on her continued employment. Mr.
Johnson tells April that while her work performance will be part of his recommendation, there
are other items that he will also take into consideration. Mr. Johnson tell April that he would be
more than willing to help April remain working at the production center, in fact if she would
meet him for dinner at his apartment he would talk it over with her. He goes on to say that it
would take three or four meeting to discuss everything he has to say, so she should plan on
being at his apartment every Friday for the next month – unless she doesn’t want to work at
the copy production plant anymore. April puts him off for now. After the conversation, April
feels very uncomfortable. She departs very confused and upset – she knows the Department
of Defense policy of sexual harassment – it will not be tolerated, in any form. She also
remembers that the DoD has specific types and categories of sexual harassment, but she
does not remember what they are. She does not know if the conversation with Mr. Johnson
constitutes sexual harassment or not, and if there is anything she can do about if she has been
sexually harassed.
April comes to you and relates the events of what occurred and asks your advice on
whether Mr. Johnson sexually harassed her, or not. If April asks if she has to meet with Mr.
Johnson every Friday for the next month to keep her job, what do you tell her? Was April
sexually harassed? What are the types and categories of sexual harassment April is trying to
remember? While researching this problem, be detailed in your research – this incident may fit
more than one type or category of sexual harassment. Normally, sworn statements are taken
during the course of sexual harassment investigations – base your judgment on what April told
you. During your research, refer to AR 600-20, Army Command Policy and DOD 690-600
Department of Civilian Personnel, when you make your decision.
13
Step 8: Reflection Component
Mr. Johnson is in charge of the copy production plant on Fort Huachuca. He is in charge of 12
subordinates, of which only one is female. April May, the only female, has worked at the copy
production plant for only 30 days, and seems to working out just fine. She gets along with her
co-workers, many of whom have taught April how to work the various machines in the copy
production center. By all accounts April is a fully functioning member of the team.
One day as everyone is leaving for the day, Mr. Johnson calls April in his office. He
proceeds to tell her how pleased he is that April is doing so well and how fast she is catching
on. Mr. Johnson then reminds April that her probation period is complete at the end of 60
days, and at that time he must submit a recommendation on her continued employment. Mr.
Johnson tells April that while her work performance will be part of his recommendation, there
are other items that he will also take into consideration. Mr. Johnson tell April that he would be
more than willing to help April remain working at the production center, in fact if she would
meet him for dinner at his apartment he would talk it over with her. He goes on to say that it
would take three or four meeting to discuss everything he has to say, so she should plan on
being at his apartment every Friday for the next month – unless she doesn’t want to work at
the copy production plant anymore. April puts him off for now. After the conversation, April
feels very uncomfortable. She departs very confused and upset – she knows the Department
of Defense policy of sexual harassment – it will not be tolerated, in any form. She also
remembers that the DoD has specific types and categories of sexual harassment, but she
does not remember what they are. She does not know if the conversation with Mr. Johnson
constitutes sexual harassment or not, and if there is anything she can do about if she has been
sexually harassed.
April comes to you and relates the events of what occurred and asks your advice on
whether Mr. Johnson sexually harassed her, or not. If April asks if she has to meet with Mr.
Johnson every Friday for the next month to keep her job, what do you tell her? Was April
sexually harassed? What are the types and categories of sexual harassment April is trying to
remember? While researching this problem, be detailed in your research – this incident may fit
more than one type or category of sexual harassment. Normally, sworn statements are taken
during the course of sexual harassment investigations – base your judgment on what April told
you. During your research, refer to AR 600-20, Army Command Policy and DOD 690-600
Department of Civilian Personnel, when you make your decision.
The class will be divided into groups of four members. Each group should work
independently from the others. Remember, solving the question is only part of the learning
process – what you learn during the way is just as important. You will have a total of three
weeks to work on this problem. We will meet twice the first week, on Wednesday and Friday,
and then each Friday the remaining two weeks. At each meeting, your group should be ready
to brief what you have learned so far, any issues you’ve uncovered, and what you might have
done differently. Finally, explain what you plan to do in the following week.
14
Step 9: Inter-supporting relationships of 3C3R Components
CONTENT
CONTEXT
CONNECTION
RESEARCHING
Researching component
supported domain knowledge
content.
Context supported
researching further sexual
harassment materials.
REASONING
Reasoning processes were
based upon the content and
furthered foundation of that
content.
REFLECTING
Reflection component needed
strengthening and expansion.
Added component to problem
statement.
Context induced reasoning
component (reasoning
required a great deal on the
context of the inquiry
problem).
Context included reflection
upon each step (reflections
had to be made after each
step to progress to the next
step in the inquiry).
Connection was made
between the context and
the sexual harassment
material being researched.
Content knowledge was
furthered through
reasoning component
within this context.
Connection can be made
between the context and
the knowledge acquired
into a new inquiry.
Final PBL Statement
Mr. Johnson is in charge of the copy production plant on Fort Huachuca. He is in charge of 12
subordinates, of which only one is female. April May, the only female, has worked at the copy
production plant for only 30 days, and seems to working out just fine. She gets along with her
co-workers, many of whom have taught April how to work the various machines in the copy
production center. By all accounts April is a fully functioning member of the team.
One day as everyone is leaving for the day, Mr. Johnson calls April in his office. He
proceeds to tell her how pleased he is that April is doing so well and how fast she is catching
on. Mr. Johnson then reminds April that her probation period is complete at the end of 60
days, and at that time he must submit a recommendation on her continued employment. Mr.
Johnson tells April that while her work performance will be part of his recommendation, there
are other items that he will also take into consideration. Mr. Johnson tell April that he would be
more than willing to help April remain working at the production center, in fact if she would
meet him for dinner at his apartment he would talk it over with her. He goes on to say that it
would take three or four meeting to discuss everything he has to say, so she should plan on
being at his apartment every Friday for the next month – unless she doesn’t want to work at
the copy production plant anymore. April puts him off for now. After the conversation, April
feels very uncomfortable. She departs very confused and upset – she knows the Department
of Defense policy of sexual harassment – it will not be tolerated, in any form. She also
remembers that the DoD has specific types and categories of sexual harassment, but she
does not remember what they are. She does not know if the conversation with Mr. Johnson
constitutes sexual harassment or not, and if there is anything she can do about if she has been
sexually harassed.
April comes to you and relates the events of what occurred and asks your advice on
whether Mr. Johnson sexually harassed her, or not. If April asks if she has to meet with Mr.
Johnson every Friday for the next month to keep her job, what do you tell her? Was April
15
sexually harassed? What are the types and categories of sexual harassment April is trying to
remember? While researching this problem, be detailed in your research – this incident may fit
more than one type or category of sexual harassment. Normally, sworn statements are taken
during the course of sexual harassment investigations – base your judgment on what April told
you. During your research, refer to AR 600-20, Army Command Policy and DOD 690-600
Department of Civilian Personnel, when you make your decision.
The class will be divided into groups of four members. Each group should work
independently from the others. Remember, solving the question is only part of the learning
process – what you learn during the way is just as important. You will have a total of three
weeks to work on this problem. We will meet twice the first week, on Wednesday and Friday,
and then each Friday the remaining two weeks. At each meeting, your group should be ready
to brief what you have learned so far, any issues you’ve uncovered, and what you might have
done differently. Finally, explain how you are going to use what you’ve learned so far in the
following week.
16