Diversity Training Effectiveness Research Articles

The effectiveness of corporate diversity training from the trainers' perspective: results of a qualitative study in Germany

PurposeOrganizational diversity training is designed to enhance employees' skills and competencies regarding diversity and its management. The question of its effectiveness, and the conditions under which it thrives, remains a matter of debate. Unlike previous studies that have predominantly focused on the perspective of training participants, this study shifts the lens to the viewpoints of diversity training providers in Germany – a country where the formal requirement for diversity management was implemented relatively recently. The primary objective is to ascertain the critical factors influencing training effectiveness from the providers' perspective.Design/methodology/approachThis research draws upon case studies based on document analysis and qualitative interviews with diversity training providers across Germany.FindingsThe investigation reveals that the effectiveness of diversity training, as perceived by providers, hinges on several key factors: the organizational environment (including the widespread recognition of diversity issues and the presence of an organizational diversity framework), the attributes of diversity trainers (notably their personal familiarity with diversity) and the setting and design of the training (such as venue, duration and a blend of instructional approaches). A notable barrier to achieving effective training outcomes is the lack of supportive conditions within client companies, exemplified by limited training budgets, which impedes the accurate assessment of training effectiveness.Originality/valueThis study marks a novel contribution to the field by explicitly focusing on the perspective of diversity training providers in Germany. It provides new insights into the importance of the organizational context surrounding diversity education within the private sector.

Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education.

Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education.

Stimulating Creativity in Gender-Diverse Teams: Testing Diversity Training in a Field Experiment

The link between gender diversity and team creativity is ambiguous. On the one hand, diverse viewpoints and ideas associated with gender diversity may stimulate team creativity. On the other hand, gender diversity may disrupt team creativity due to social-categorization processes and intergroup biases. This ambivalence underlines the need for appropriately managing processes in gender-diverse teams. This study focuses on the potential of team diversity training to increase creativity in gender-diverse teams. Addressing diversity as a double-edged sword, we argue that diversity training can stimulate team creativity by facilitating both team identification and teams’ ability to elaborate on their diverse perspectives. Using a randomized field experiment with 71 organizational teams (N = 534 individuals), we tested the effects of two different diversity training programs (compared to no training) on team creativity in gender-diverse teams. Team diversity training focused on fostering identification (as the social-categorization perspective would suggest) alone did not stimulate creativity. Only when team diversity training additionally focused on the ability to elaborate on diverse viewpoints, it improved information elaboration, which subsequently increased the creativity of more gender-diverse teams. Speaking to processes and contingency factors of diversity training effectiveness, our research has important theoretical implications and helps to illuminate when diversity training is more likely to be effective.

Exploring the mechanism of diversity training through on-the-job embeddedness in a diverse workplace

ABSTRACT This paper proposes an explanation of how diversity training can reduce employee turnover in a diverse organization. Researchers have paid much attention to the positive, and sometimes negative, effects of workforce diversity. Much has been learned, but there remain unanswered questions such as: How does firm behavior affect employee turnover in a diverse workforce? What individual attributes of employees need to be considered in order to facilitate an inclusive workforce climate? The goal of this paper is to explain the consequences of workforce diversity training on employee turnover in an integrative model. We propose that diversity training can generate an inclusive organizational climate, which in turn can increase employees’ job embeddedness and consequently decrease turnover. As a caveat, we propose that mindset, a psychological construct, moderates the effectiveness of diversity training on organizational climate, as well as the relationship between an inclusive climate and on-the-job embeddedness.

Training effectiveness and employee outcomes: a study of an Australian manufacturing organization

PurposeThis study aims to investigate whether the impact of effectiveness of diversity training on affective commitment is different for men versus women and whether affective commitment mediates the relationship between effectiveness of diversity training and employee outcomes of turnover intention and job satisfaction.Design/methodology/approachThe data were collected from 134 employees working in an Australian manufacturing organization by using an employee survey. Structural equation modeling was used to analyze the data using AMOS.FindingsThe results of this study support the proposed hypotheses, demonstrating a significant, indirect effect of effective diversity training on job satisfaction and turnover intention via affective commitment. Moreover, gender moderates the relationship between effective diversity training and affective commitment.Practical implicationsThe findings suggest that organizations can enhance affective commitment and job satisfaction and reduce turnover intention by providing effective diversity training to employees. Gender of employees should also be considered when evaluating the effectiveness of training.Originality/valueThis study provides pioneering evidence of the following relationships: diversity training effectiveness and turnover intention via affective commitment; diversity training effectiveness and job satisfaction via affective commitment; and diversity training effectiveness and affective commitment for men versus women.

Beyond demographic identities and motivation to learn: The effect of organizational identification on diversity training outcomes

SummaryThere is a pressing need for better explanations of diversity training effectiveness so that organizations can administer training programs that facilitate positive intergroup interactions. In this paper, we consider the unique predictive effect of organizational identification on diversity training outcomes beyond the effects of the traditional predictors of demographic‐based identities and motivation to learn across two samples of employees involved in diversity‐related training at their employing organizations. Organizational identification predicted unique variance in voluntary participation in diversity training, diversity training‐related knowledge application, motivation to transfer diversity training, and diversity training‐related organizational citizenship behavior intentions. Research and practitioner implications are discussed based on our findings.

Translating Concept into Act forMulti-Cultural Practice: Comparison of Students’ and Field Instructors’ Perceptions of Diversity Training Effectiveness

Education for culturally competent practice increasingly is a responsibility for social work educators.Using data collected for an evaluation of the field education component of a large,Midwestern social work program, the purpose of this study is to shed light on students’ application in the field practicum setting of classroom training in culturally competent practice. Responses were obtained from field instructors (n=76) and students (n=70). Students reported learning in areas dealing with diversity at statistically significant levels; however, instructor ratings of student competence were significantly lower than student ratings. Results are discussed in light of necessary attitudes, knowledge, and skills. Implications for program monitoring and improvement, education, and further research are discussed.

A meta-analytical integration of over 40 years of research on diversity training evaluation.

This meta-analysis of 260 independent samples assessed the effects of diversity training on 4 training outcomes over time and across characteristics of training context, design, and participants. Models from the training literature and psychological theory on diversity were used to generate theory-driven predictions. The results revealed an overall effect size (Hedges g) of .38 with the largest effect being for reactions to training and cognitive learning; smaller effects were found for behavioral and attitudinal/affective learning. Whereas the effects of diversity training on reactions and attitudinal/affective learning decayed over time, training effects on cognitive learning remained stable and even increased in some cases. While many of the diversity training programs fell short in demonstrating effectiveness on some training characteristics, our analysis does reveal that successful diversity training occurs. The positive effects of diversity training were greater when training was complemented by other diversity initiatives, targeted to both awareness and skills development, and conducted over a significant period of time. The proportion of women in a training group was associated with more favorable reactions to diversity training. Implications for policy and directions for future research on diversity training are discussed. (PsycINFO Database Record

The Effects of Diversity Training on Faculty and Students’ Classroom Experiences

In response to the changing face of postsecondary education, efforts have been made to provide faculty and staff with training in multicultural and diverse perspectives. The purpose of this study was to examine the effects of faculty participation in a Summer Diversity Training Institute. Focus group interviews were conducted with both faculty participants and the students of faculty attendees to determine the impact of the Institute on classroom dynamics, instruction, and assessment. Findings revealed that faculty participation in the Institute was beneficial in the sense that instructors’ personal growth was most frequently evidenced through attitudinal and curricular changes. Students experienced a greater sense of community, personal growth, and conflict resolution skills by being in the classes taught by faculty trained in multicultural course development. As the demographics of higher education change to include more diverse populations, research must determine the effects of multicultural programming and training on both faculty and student participants.

The interplay of diversity training and diversity beliefs on team creativity in nationality diverse teams.

Attaining value from nationality diversity requires active diversity management, which organizations often employ in the form of diversity training programs. Interestingly, however, the previously reported effects of diversity training are often weak and, sometimes, even negative. This situation calls for research on the conditions under which diversity training helps or harms teams. We propose that diversity training can increase team creativity, but only for teams with less positive pretraining diversity beliefs (i.e., teams with a greater need for such training) and that are sufficiently diverse in nationality. Comparing the creativity of teams that attended nationality diversity training versus control training, we found that for teams with less positive diversity beliefs, diversity training increased creative performance when the team's nationality diversity was high, but undermined creativity when the team's nationality diversity was low. Diversity training had less impact on teams with more positive diversity beliefs, and training effects were not contingent upon these teams' diversity. Speaking to the underlying process, we showed that these interactive effects were driven by the experienced team efficacy of the team members. We discuss theoretical and practical implications for nationality diversity management.

Erratum to: The Impact of Method, Motivation, and Empathy on Diversity Training Effectiveness

Erratum to: The Impact of Method, Motivation, and Empathy on Diversity Training Effectiveness

The Impact of Method, Motivation, and Empathy on Diversity Training Effectiveness

The purpose of this paper is to examine method, motivation, and individual difference variables as they impact the effectiveness of a diversity training program in a field setting. We conducted a longitudinal field experiment in which participants (N = 118) were randomly assigned to participate in one of three diversity training methods (perspective taking vs. goal setting vs. stereotype discrediting). Eight months after training, dependent measures on diversity-related motivations, attitudes and behaviors were collected. Results suggest the effectiveness of diversity training can be enhanced by increasing motivation in carefully framed and designed programs. Specifically, self-reported behaviors toward LGB individuals were positively impacted by perspective taking. Training effects were mediated by internal motivation to respond without prejudice, and the model was moderated by trainee empathy. These findings serve to demonstrate that diversity training participants react differently to certain training methods. Additionally, this study indicates that taking the perspective of others may have a lasting positive effect on diversity-related outcomes by increasing individuals’ internal motivation to respond without prejudice. These effects may be particularly powerful for training participants who are low in dispositional empathy. This study is among the first to examine trainee reactions to diversity training exercises focused on different targets using different training methods. Additionally, we identify an important mediator (internal motivation to respond without prejudice) and boundary condition (trainee empathy) for examining diversity training effectiveness.

A Meta-Analytical Integration of over 40 years of Research on Diversity Training Evaluation

This meta-analysis of 255 independent samples (1,344 effect sizes and 28,556 participants) assessed the effects of diversity training on four training outcomes over time and across characteristics of training context, design, and participants. The results revealed an overall effect size (Hedges’s g) of .36 with the largest effect for reactions (g=.61) and cognitive learning (g=.58) and smaller effects for attitudinal/affective and behavioral learning (g=.29 and g=.47, respectively). Whereas the effects of diversity training on attitudinal/affective and behavioral learning decayed over time, training effects on cognitive learning remained stable or even increased. The positive effects of diversity training were greater when training was complemented by other diversity initiatives, targeted both awareness and skills development, and conducted over significant period of time. A greater proportion of women in a training group was associated with more favorable reactions to diversity training. Implications for theory and directions for future research on diversity training were discussed.

Trainee Readiness For Diversity Training

Although trainee readiness is critical for diversity training effectiveness, extant research has not paid attention to the relationship between trainee readiness for diversity training and diversity training outcomes. This study identifies motivational, behavioral, and cognitive trainee readiness for diversity training and proposes a theoretical framework of how individual characteristics (perceived discrimination, demographic attributes, and previous diversity-related experience) and organizational characteristics (diversity climate and demographic dissimilarity) influence motivational, behavioral, and cognitive trainee readiness for diversity training.

Worthwhile or Worthless? A Meta-analysis of Diversity Training Effectiveness

As organizations invest an increasing amount of resources into diversity initiatives, it is important to determine which of these are most successful. A better understanding of training outcomes al...

Diversity training: examining minority employees' organizational attitudes

PurposeA growing body of research demonstrates that diversity training can be successful in improving attitudes and behaviors towards ethnic minorities but, very little research focuses on the effects of diversity training on ethnic minorities' attitudes. Therefore, the purpose of the current paper is to examine ethnic differences in organizational attitudes as a function of offering diversity training.Design/methodology/approachUsing survey methodology, 186 students majoring in hotel and restaurant management that were part‐ or full‐time employees at a hospitality operation were requested to participate. Participants were forwarded an e‐mail with the link to the survey that contained the measures of interests, as well as demographic questions, control variables, and a debriefing statement.FindingsThe results showed that offering diversity training at the workplace had a significant effect for ethnic minorities' job satisfaction, perceived workplace discrimination, and turnover intentions, but this effect was not found for majority‐member participants. Perceived workplace discrimination mediated the relationship between job satisfaction and turnover intentions.Research limitations/implicationsThis study provides support that diversity training is a tool that can have a positive impact on ethnic minority employees, while not negatively affecting Caucasian employees.Originality/valueVery little research examines why diversity training works. This research shows that by offering diversity training, organizations potentially send signals to their employees that a diverse workforce is important.

“A GEM” for increasing the effectiveness of diversity training

AbstractQuestions about diversity training's utility and effectiveness remain despite its widespread use and the significant investments many firms make in such training. As a result, some HR practitioners have doubts about its relevance in the workplace. In this paper, we envision a future state of diversity training whereby diversity is embedded into work practices and programs through direct knowledge transfer, continuous skill development, and accountability for learning. We recommend four specific guidelines that HR leaders can follow to achieve this “future state” called A.G.E.M.—Approach, Goals, Executive Commitment, and Mandatory Attendance. We suggest that following the A.G.E.M. approach will lead to the kind of transformative behavioral changes required for effective diversity training programs.

The Influence of Training Focus and Trainer Characteristics on Diversity Training Effectiveness

We examined the influence of training focus (similarities or differences) and trainer characteristics (race and sex) on the effectiveness of a diversity training program. An examination of the results reveals that when the training content focused on similarities among individuals, trainees expected fewer instances of backlash and chose more effective conflict resolution strategies than their counterparts whose training content focused on differences among individuals. Trainer race and sex had no impact on trainee evaluations when the course was focused on similarities, whereas trainees in the course highlighting differences responded least favorably to the White male trainer. Further, the purported importance of trainee reactions is supported by evidence of its mediating role between training focus and affectively based learning criteria. We discuss implications and directions for future research.

The effects of diversity training on specific and general attitudes toward diversity

PurposeThis paper aims to examine the effects of watching a video providing knowledge about either a Sikh student or an older student on participants' knowledge about each particular group, their attitudes towards that group.Design/methodology/approachThe study used a pre‐post experimental design and examined the effects of diversity awareness training using a short web‐based video.FindingsResults indicated that watching a Sikh video significantly increased knowledge of Sikhs and had a marginally significant effect on improving attitudes toward that target group. Additionally, White participants experienced a greater positive attitude change towards Sikhs than non‐White participants. There were no significant effects on knowledge or attitude change for older individuals. However, watching either video was associated with a decline in participants' multiculturalism attitudes.Research limitations/implicationsThe results suggest that further work is needed on the effects of specifically focused diversity training as well as more general multicultural training. The study only examined short‐term change in participants' knowledge and attitudes: more research is needed to examine the long‐term effects of diversity training.Practical implicationsThe results indicate that organizations should perform some type of need assessment prior to conducting diversity training because narrowly focused diversity training is not likely to have generalized effects.Originality/valueThe paper should interest academics and practitioners since there is very little research that has examined how diversity training works and whether it is effective.

Organizational Support for Sexual Minority Adolescents: Effects of Level of Youth Involvement and Diversity Training

A two-phase, cross-section and case study design examined the level of youth involvement in the decision-making processes of youth-serving organizations and the effects of diversity training on organizational support for LGBT (lesbian, gay, bisexual and transgendered) adolescents. Results indicate the organizations studied differed with respect to levels of youth involvement, but did not significantly differ with respect to the outcome variable. In-depth analysis to open-response questions indicated organizational support is extremely varied and organizations do support diversity, but not necessarily in regard to LGBT adolescents. The LGBT content within diversity training programs is also discussed. Finally, some religious ideas or beliefs seem to negatively affect the environment in youth-serving organizations in regard to support for LGBT adolescents. Implications for further research, youth practitioners and organizations are discussed.