Page 6: I find that people progress through 3 stages of learning: Awareness, Deeper

Knowledge, and Behavioral Change.

We find that one of the greatest causes of failure (or perceived failure) of diversity training is that
the content and learning objectives are not well matched, or participants and training designers
do not have the same expectations of the training objectives.
-Also a matter of aligning the training objectives with a variety of other factors, such as
the stage of the participants development, the time available to deliver the education, and the
skill level of the facilitator.

Method of instruction page 9:

-Lecture versus interaction
-Vehicles of learning
-
Scope and mix page 15

Scope-mostly the higher ups or salaried employees are involved

Mixed is when everyone is involved. Here the standard practice is to maximize variety within
groups.
Diversity training – what is lacking
Hite and McDonald (2006) conducted a study examining the development and
implementation of diversity training in small- and mid-sized organizations in the USA. Here
is what they found:
_ organizations did not offer training beyond awareness level;
_ organizations failed to conduct an initial needs assessment;
_ organizations provided few, if any, detailed evaluation of diversity training; and
_ leadership support for diversity initiatives within these organizations varied.
What is more troubling is that diversity training sessions are “often deemed successful even
when assessment is missing entirely” (Pendry et al., 2007, p. 29).
Ninety-three per cent of companies with diversity initiatives include training. But a generic,
one-size-fits-all training will not do. Diversity training must be tailored to the specific needs
and culture of each organization. The consulting firm Towers Perrin provides a cautionary
lesson. Towers Perrin told clients that it would study their organizations and provide a
customized diversity training program uniquely tailored to the needs of each company.
However, six companies (including Nissan USA, Thompson Consumer Electronics and
Harris Bank) were given the same 18 suggestions (Noe, 2008).

- Abstract
Purpose – Recent research identifies several attributes that lead to the value proposition of a
diversity-training program: corporate engagement in diversity training; participants’ perceptions of
how such programs aid their peers; self-analysis of participants in training; and perceptions regarding
the benefit of diversity training for subordinates. The aim of this paper is to test a corresponding
four-antecedent model of the value of diversity training from the point of view of hotel managers.
Design/methodology/approach – A survey instrument was devised and sent to a random sample
of hotel properties that asked managers questions related to the value of diversity training. Multiple
regression analysis and t-tests were used as methods of data analyses.
Findings – Results from 242 responses returned by managers of 96 hotels indicated that managers
perceive themselves and the corporate executives to significantly add value to the organization
through diversity training. Furthermore, ethnic minority managers do not value diversity training
significantly more highly than their non-minority counterparts do; similarly, little difference exists
between genders on the four indicators of diversity-training efficacy.
Research limitations/implications – This study examined only one aspect of diversity
management – diversity training. Among other limitations are the small sample and low response
rates, which made it difficult to compare ethnic groups to one another.
Practical implications – Through this study, managers’ perceptions about which groups of
employees add value following diversity training are presented. The findings are likely to help
hospitality corporations to implement diversity training more efficiently.
Originality/value – This study indicates that hotel managers value diversity training and suggests
the need for organizations to understand how to prioritize various organizational levels for such
training.

Education has always been an important tool needed for creating progress. It is no surprise that
over the years, it has become common practice to include education in the work place in order
to reach new heights. Generation after generation we have seen many societal changes and
must adapt not only to progress intellectually, but to maintain the success of a company as well,
which is why adequate diversity training is on the rise.
Selection and Preparation of Participants-There was a research conducted in 2006 by Hite and
McDonald within small and mid-sized organizations that found diversity training to actually be
lacking in fields such as training not being offered beyond the awareness level, zero attempt to
conduct an initial needs assessment, few if any detailed evaluation of the training, and
leadership support varied.

As important as the preparation can be, it is also just as important not to oversample meaning
that in order to complete a successful session. You are going to want engaged participants,
ones that are aware of current issues whom of which are more willing to speak up and also
ones that are interested enough to heighten the likeliness of achieving session objectives.

Findings – Results from 242 responses returned by managers of 96 hotels indicated that managers
perceive themselves and the corporate executives to significantly add value to the organization
through diversity training. Furthermore, ethnic minority managers do not value diversity training
significantly more highly than their non-minority counterparts do; similarly, little difference exists
between genders on the four indicators of diversity-training efficacy.

Scope and mix- There is little research conducted on the correlation between attitudes of
minorities in the work place and diversity training. There have been studies on this subject
though and more than not, studies found that a select few have felt discriminated against which
in turn resulted in an intervention between job satisfaction and turn over intentions.

Having a solid mixture of participants can add substantial value to the training such as hourly
wage employees training with upper management employees. There was a study conducted
where this particular thing happened and some interesting information was revealed, 242
responses returned by managers of 96 hotels showed that they considered themselves as well
as the corporate executives to significantly add value to the organization through diversity
training.
Importance of Readiness
Along with training that was very general and provided for all employees,
more intense and introspective training was developed and presented to the
management team. This intense introspective training was presented to the entire
management staff over a period of about three years. During that time, there were
complaints about the intense training and that it was too personal and the decision
was made to stop the training and revert to only providing compliance training. As
described by the diversity training practitioner, as she quoted an employee,
I think we were kind of doing graduate-level diversity training before we
were doing kindergarten. You know compliance training is like the
foundation-yet we were doing some real deep introspective stuff when the
supervisors didn't even know the law.
Branfax discovered that a degree of readiness of the workforce was necessary to
have an effective workforce diversity training program. The lack of readiness for this
training was explained by the workforce diversity practitioner:
Diversity training for the management team was presented that was [a lot
deeper] than anything that was done previously. The workforce was not
ready for a program with such an advanced approach to diversity. Managers
and supervisors could not relate to the theory and philosophy of the advanced
program.
R ep

Handling sensitive subject matter-When a facilitator is not well equipped for this sort of thing, the
program just may fly off the rails. There was an intense introspective (an inquiry page 95) where
a more intense and introspective training took place over the course of 3 years that became a
disaster. There were many complaints about how the intense training was too personal the
decision was made to end the training and revert to more elementary training which was rather
useless deemed many of the participants.

On the other hand, when a facilitator is knowledgeable on how to go about sensitive subject
matter, this creates progress. Sensitive subject matter is generally a sign of an issue that needs
to be corrected and there are no shortcuts, sometimes issues like this need to be tackled head
on.
Instructional methods requiring interaction among participants were indicated
as the most effective in presenting workforce diversity training. The use of
facilitators to get participants involved in training programs was by far the most
effective method for Branfax. Train-the-trainer was a method to create a cadre of
facilitators to implement diversity training.
The use of consultants by Branfax was limited to the development of
diversity training. Formal needs assessments were also minimal in their use;
however, from employees through diversity councils, focus groups, and employees
in general, diversity training needs are considered input for the development of
training programs. No specific models were implemented to provide diversity
training at Branfax.
Use of Technology
Technology played an important role in Branfax’s workforce diversity
training program. Use of technology to provide on-line instruction on compliance
and legal requirement matters was part of the workforce diversity training program at
Branfax. The widest use of technology was in the communication of diversity
information and the dissemination of data to other units and facilities. The use of
technology and its growing use at Branfax indicated an emerging theme in the
organization relating to the use of technology.

Method of Instruction-According to Branfax, instructional methods requiring interaction among

participants appeared to be the most effective in presenting workforce diversity training. This
tactic can be referred to as train the trainer and it means just what it sounds like, the facilitator
getting the participants engaged.

This is great and all, but not every company has access to the same amount of resources. A
company with limited resources might not be able to provide it’s employees with the adequate
method of instruction needed to achieve the desired results from the training program.
Diversity training – suggestions from research
Social psychology research reveals that some commonly used approaches in diversity
training (e.g. informative/enlightenment and dissonance/guilt-inducing) are actually not
DOI 10.1108/DLO-01-2014-0002 VOL. 28 NO. 4 2014, pp. 15-17, © Emerald Group Publishing Limited, ISSN 1477-7282 DEVELOPMENT AND LEARNING IN ORGANIZATIONS PAGE 15
very effective and may, in fact, hurt more than help, while other approaches (e.g. social
identity and use of cognitive tasks to create awareness of bias) are more effective (Pendry
et al., 2007):
_ Informative/enlightenment: Informs, raises awareness and encourages taking another’s
perspective.
_ Dissonance and guilt-inducing: Attempts to induce guilt.
_ Social identity: Focuses on “we” or group part.
_ Cognitive tasks to create awareness of bias (such as the Father–Son exercise and the
Intergroup Attribution Exercise): Our own reactions toward members of other groups
occur without our awareness (Pendry et al., 2007).
Before jumping into diversity training (tactical level), a framework of HR diversity
management helps provide a roadmap. Beginning with diversity management issue (equal
employment opportunity and affirmative action as well as appreciating and making use of
diversity), HR needs to consider three levels (strategic: culture, vision, mission, business
strategy; tactical: staffing, training; and operational: flexible employment, work–life
balance). It is imperative that line managers are actively involved at all levels. The diversity
management objectives include benefits for organizations and their employees (Shen et al.,
2009).
Jayne and Dipboye (2004) contend there are five practical steps to better manage diversity
efforts and improve outcomes:
1. build senior leadership commitment and accountability;
2. conduct thorough needs assessment;
3. develop well-defined strategy linked to business results;
4. emphasize team-building and group process training; and
5. establish metrics and evaluate effectiveness of diversity initiatives.

Having a strong opening is good and all, but it can also turn south very fast if the opening is
“too” strong. Sometimes a facilitator might try to be too enlightening and an already skeptical
participant might become even more skeptical feeling that another perspective is being “forced”
upon them or the facilitator might try to induce guilt and the feeling of guilt doesn’t sit well with
most, especially if proper justification isn’t displayed.

Opening and closing-It will be important to have a strong opening for the program because most
participants are generally more skeptic than not if this training will even benefit anyone. A strong
opening will create for a more positive atmosphere, therefore the skepticism mentality will shift
to a more optimistic one and raise the probability of a successful program (assuming it is a good
program).
Waight, J., & Madera, J. M. (2011). Diversity training: Examining minority employees' organizational

attitudes. Worldwide Hospitality and Tourism Themes, 3(4), 365-376.

doi:http://dx.doi.org.cmich.idm.oclc.org/10.1108/17554211111162471

Reynolds, D., Rahman, I., & Bradetich, S. (2014). Hotel managers' perceptions of the value of

diversity training: An empirical investigation. International Journal of Contemporary Hospitality

Management, 26(3), 426-446. Retrieved from

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Homan, A. C., Buengeler, C., Eckhoff, R. A., van Ginkel, W.,P., & Voelpel, S. C. (2015). The interplay

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

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effectiveness (Order No. 9976983). Available from ABI/INFORM Collection. (304615440).

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