Diversity Training: Programs and Outcomes - Literature review Example

Diversity Training: Programs and outcomes Name: Tutor: Course: Date: Table of Contents Diversity Training: Programs and outcomes 0 Name: 0 Tutor: 0 Course: 0 Date: 0 Table of Contents 1 List of Figures 2 1.0 Introduction 3 2.0 Analysis 3 2.1 Personality, teamwork and values in organizations 3 Figure 1: Dominant work values in society 4 2.2 Diversity training programs and outcomes 5 2.2.1 Diversity training programs 5 2.2.2 Diversity training outcomes 7 3.0 Recommendations 9 4.0 Conclusion 10 References 11 12 List of Figures Diversity Training: Programs and outcomes 0 Name: 0 Tutor: 0 Course: 0 Date: 0 Table of Contents 1 List of Figures 2 1.0 Introduction 3 2.0 Analysis 3 2.1 Personality, teamwork and values in organizations 3 Figure 1: Dominant work values in society 4 2.2 Diversity training programs and outcomes 5 2.2.1 Diversity training programs 5 2.2.2 Diversity training outcomes 7 3.0 Recommendations 9 4.0 Conclusion 10 References 11 12 1.0 Introduction Diversity training raises personal awareness regarding the differences among individual at the workplace that may enhance or inhibit how people get work done or work together. This training is meant to comply with anti-sexual harassment, Equal Employment Opportunity (EEO) and Affirmative Action (AA). Diversity training comprises cultural aspects, population demographics, and multicultural awareness cultural sensitivity, legislation and human rights framework and diversity management responsibilities. Organizations often use diversity training to reduce disruptions of employees, develop sense of ownership and create loyalty to the organization. Addressing diversity issues is motivated by perception of competitiveness and business needs. In this case, supporting workforce related programs is intended to retain and attract skilled workforce. Some of these programs include integration into other type of training, skill-based and awareness-based training. The outcome is that the organizations become socially desirable and satisfying to the best employees. Through training, organizations are able to create environments where employees contribute to the full potential and feel valued. 2.0 Analysis 2.1 Personality, teamwork and values in organizations Across situations, personality is an enduring pattern of behavior, feelings and thoughts in a person (Sanner et al., 2010). This is because people interact and react to various situations in different ways governed by their behavioral tendencies.  For example, an entrepreneur may have low risk aversion tendencies but some of the decisions are best approached from a risk-averse dimension. Therefore, no matter how one succeeds in using a certain approach, their personality diversity can be the opposite as viewed by others. Through a personality inventory, it is possible to understand the people’s personalities and their behavior in a group (Ashraf, 2012). Behavior change is required to effectively work and manage workforce that is more diverse. Groups are limited from becoming teams due to failure to accept others for they are. However, Blume et al. (2010) argues that when groups’ members appreciate their diversity, their weaknesses are turned into strengths. Teams are built when diversity is embraced. According to team building theory, a great team is one with diverse groups of people with unique cultures, backgrounds and individual experiences (Harrison et al., 2002). They are able to view challenges and problems in a wide-variety of lenses. In 2010, Thomas and others conducted a survey on diversity training and found that 39 percent of the 406 firms that responded had diversity training for employees and 63 percent had diversity training for managers. Similarly, Wiethoff (2004) found that 65 percent of major U.S. firms were conducting diversity training for managers and employees. Johnson (2008) conducted a comprehensive study on managing and valuing diversity in Fortune 500 service and manufacturing organizations. The author found that 80 percent in the manufacturing sector and 72 percent in the service sector were at planning stages or had diversity efforts. The diversity efforts supported favored cultural diversity awareness training (80%), training for valuing diversity (81%) and training for managing diversity (83%). Although values and personality are related, the former is very specific on belief systems rather than behavioral tendencies. Since people are inconsistent with their values, some values or beliefs do not say much on the personality of a person. Values represent enduring and basic convictions and involve judgment individual’s ideas on what is desirable, good or right (Ashraf, 2012). A value system form hierarchy of values present in everyone. Some of these organizational values are equality, obedience, honesty, self-respect, pleasure and freedom. Values can be evaluated in relation to content attribute and intensity attribute (Werner & DeSimone, 2009). While content relate to the end-state existence or mode of conduct, intensity specifies its importance. A person’s value system is obtained when individual’s values is ranked in terms of their intensity. Figure 1: Dominant work values in society From the figure above, analyses of work values were considered in four groups to capture certain values of various generations in the U.S. workforce. Most people start work at the ages of 18 and 23 and so the intuitive framework was applied universally throughout the cultures the eras also correlate closely with the chronological age of employees (Ashraf, 2012). The study found that generational values exists despite no law stating that someone born in 1955 cannot have values similar to the one born in 1985. This finding appreciates that values do change over generations and by analyzing them chronologically, useful insights can be gained. Hofstede (2001) shows that power distance in institutions and organizations, to a greater degree, is distributed unequally country. In a diverse work environment, a high-power-distance rating indicates deep inequalities wealth and power existing and is exacerbated by intolerant culture. Upward mobility of employees in such cultures is less likely because of discouraging caste or class system. Conversely, the culture that discourages differences between wealth and power is a manifestation of low-power-distance ranking. In this case, organizations emphasizes on opportunity and equality (Lee et al., 2006). Even where others resist, power indicates the ability of groups or individuals to make their own interests or concerns count. Sometimes, power may involve development of ideas (ideology) but also the direct use of force to justify the actions of the powerful. In this sense, politics plays a role of exercising coercion, constraint and control in society. 2.2 Diversity training programs and outcomes 2.2.1 Diversity training programs In 2006, Juarez and others reported in a study a training program comprising of simulated patient sessions, relationship-centered interview training, panel presentations, book and video discussions and home visits based on 12 organizations. Trainee characteristics came out strongly as the major theme of the diversity training. The diversity training programs effects are connected to the demographic attributes of trainees such as gender, age and race features (Kulik et al. 2007). Although findings have been highly inconclusive on trainees’ race, empirical study by Stewart et al. (2003) shows trainees’ race affect training outcomes. However, Ely (2004) showed that gender identity, their age, race or ethnic identification of a trainee had no effect. Earlier, Roberson and colleagues in 2001 examined the influence on diversity training outcomes by demographic composition of trainee groups. In this case, racially homogeneous training group benefited the trainees by providing more diversity training experience. Trainees were more confident and secure from the skills developed. Diversity experience and training goals should shape the decisions over the use heterogeneous or homogeneous groups. This means that personality and cultural attributes of the trainee influences diversity training programs. Kulik et al. (2007) found that participants evaluated an older applicant more negatively who were cognitively busy and under instruction to suppress thoughts on applicants age. Moreover, participants under suppressed thoughts on age measured low in need for cognition but those who measured high in cognition need showed lower prejudice scores. Some empirical evidence on the effect on diversity training outcomes suggests that cultural attributes of trainees have an input (Kulik et al., 2007; Holladay & Quinones, 2005). Holladay and Quinones (2005) in a study of a diversity training program that is awareness-based found that trainees of more individualistic countries such as Germany, USA, UK and Netherlands were more receptive than collectivistic countries such as Japan, India and Brazil. This was in terms of trainee reactions to diversity training where those from individualistic countries had no preference to a specific trainer. Those from collectivistic countries wanted a trainer with cultural background matched their own as their preference. The survey-based study by Kulik et al. (2007) showed that cultural competency predicted in the attendance by participant demonstrated more likelihood of attending the training session in an equal opportunity training program if they had high levels of cultural competence. Conclusive evidence with respect to which demographics such as gender and race has not been found despites some studies indicating that culture of home country of the participants (collectivistic or individualistic) predicts certain diversity training outcomes (Kulik et al., 2007; Holladay & Quinones, 2005). There is limited research on the age of participants especially on age of the workforce (Bertolino, 2011), and interest on effective management across generations (Gravett & Throckmorton, 2007). Roberson et al. (2001) observes that the diversity of trainees matters only when trainees have prior training experience and training goals centre on dynamic on-the-job behavior. However, trainees can suffer a great backlash. Research on the significance of diversity relate to individual trainee characteristics based on visible (surface level) factors and personality such as gender and deep-level diversity depicted in readily visible factors (Harrison et al. 2002). The two types of diversity’s relative effect such as racial differences and personality differences does much in diversity training by increasing the understanding of the role of trainee characteristics. A survey of 300 IT employees was conducted by Harold and Kumar in 2012 and found that most of the respondents were diversity realists. This implies that organizations can implement and design customized diversity programs to address the specific needs of the organization, departments and individual employees. The result is an effective and relevant approach to workplace diversity management and strengthening of behaviors of employees to accept diversity. Harold and Kumar (2012) also found that acceptance of workplace diversity saw discrimination as the most frequently encountered barrier. Their findings were based on the premise that applicants and employees for employment should be treated fairly in advancement and employment not based physical handicap, sexual orientation, age, gender, national origin, religion and arbitrary characteristics of color but on their abilities. To a very great extent, workplace diversity will eliminate this barrier. Organizations must implement different strategies to increase inclusiveness. For example, age group of 31 to 35 preferred adaptation to customs of the new country while age group of 21 to 25 years easily accepted overseas assignments. Diversity programs when successfully implemented leads to commitment, better satisfaction, better financial performance, and better performance of employees in the organization. 2.2.2 Diversity training outcomes Kirkpatrick and Kirkpatrick (2006) focused on behavioral and cognitive learning outcomes, affective or attitudinal trainee reactions were consistent with a study by Dierdorff (2010). Both long-term and short-term effects of training were examined 72 studies for short-term evaluations were reviewed. At the very end of the training, diversity training is conducted. For example, at the semester end, participants complete the scales for the diversity course being evaluated during the final exam. Similarly, Murphy et al. (2006) conducted a long-term evaluation comprising of 35 studies in the review with typical lagging and occurring after some time of between 4 weeks and 4 years. With the discussion on measurement issues regarding specific outcomes, reactions comprised include perceptions on trainees on usefulness of training, experience, credibility and competence of the trainers (Holladay & Quinones, 2005). Expected backlash according to some studies show reactions of trainees on beliefs that the training threatens the majority and worsening for minority members (Holladay & Quinones, 2008). Moreover, the perceptions of trainees on how the training program will influence the firm have to do with the organizational message. The likelihood of transfer is held on the perception that the course content presented will increase ability of trainees to interact with others (Holladay et al., 2003). According to Holladay and Quinones (2008) participants’ backlash from a 20-item scale of reactions and training toward the trainer sampled of 191 students of psychology undergraduate. The authors found if the focus of training is on individual similarities, then trainees anticipate minimal cases of backlash. This is because the training was least focused on individual differences and more on effective resolution of conflicts. Also, affectively based learning criteria and training focus were mediated by trainee reactions. The extent to which trainees acquire knowledge is cognitive learning. During the training, principles of diversity sensitivity are presented under the different tests and designed to assess learning and knowledge of the facts among participants. For example, Castillo (2007) shows that the impact of training competencies on multicultural counseling and knowledge has been used in studies that examined the clinical students and school psychologists. This scale assesses the grasp and breadth of the counselor on knowledge base of treatment strategies, cultural information and multicultural counseling research (Williams, 2005). Multicultural Awareness Questionnaire has also been used to measure learning among participants more frequently. This test calculates the total number of correct responses and thus capable of assessing the knowledge of participants regarding cultural diversity issues. Although the beliefs of trainees in their capacity to perform capture changes in their self-efficacy, affective learning enhances changes in attitudes regarding diversity. Moreover, self-assessments of attitudes toward ethnic groups used typical measures of attitudinal outcomes such as race, ability, language, sexual orientation, social class, gender and other differences. This affects the concern on intercultural issues and beliefs regarding diversity scale (Middleton, 2002; Klak & Martin, 2003). Harold and Kumar (2012) showed that significant differences existing among the various age groups may demand adoption of strategies to raise awareness regarding workplace diversity. Organizations must to execute different strategies based on preferences and age groups to raise awareness on workplace diversity. For example, employees of the age group of 26 and 30 years committed to reducing own biases and prejudices after admitting them. An effective diversity training program is one that allows trainees to ask questions on gray areas not understood and communicate effectively by listening attentively. To increase awareness on workplace diversity, there is need to form positive relationship with diverse others. Conversely, the employees of between 31 and 35-year age group easily seek feedback from diverse others and preferred dismissing myths (Harold & Kumar, 2012). When in a group of associates or friends they value their diversity and easily communicate respect for them hence increasing their awareness on workplace diversity. Younger employees of less than 25 years of age prefer avoidance of valuing one’s message based on eye contact, accent, mannerisms and dress. Instead, they encouraged peers to increase workplace diversity awareness by opening discussions about personal reactions, feelings and opinions (Sanchez & Medkik, 2004). 3.0 Recommendations The report on diversity training programs and outcomes makes the following recommendations; Efforts must respect individuals' privacy when building appreciation for personality diversity. This is because it cannot be assumed that everyone is willing to share their personality inventory results despite most people showing interest. People should not be pressured but instead encouraged to open up and share Regular diversity training session should consider personality traits, their applications and implementation in a diverse work environment. As part of required professional development, provide training programs on spiritual and religious workplace diversity. Either daily or weekly, create work schedules that allows for reflection time or prayer Support voluntary suggestions on people from different races, ages, religions and gender. Out-of-office attendance and bonding sessions in a different environment such as hotels may be necessary for employees Facilitate organization-wide celebrations that encompass cultural minority spiritual and religious holidays. Engage organizational managers in external or internal training on racial, gender and religious workplace traditions to support cultural knowledge and continue development of the organization. Establish racial, gender and religious based identity groups to provide insight on personnel and organizational issues. Monitor all trainers and diversity programs, both external consultants and in-house, for consistent inclusion of racial, gender and spiritual diversity themes in process analysis, examples and case studies. Offer foreign language training and encourage employees to accept overseas assignments. 4.0 Conclusion The report finds that organizations that have implemented diversity training programs for employees and managers are better suited, in an increasingly global market, to serve diverse external customers. The programs create awareness and better comprehension of the needs of the cultural legal, economic, social and political environments. Accepting workplace diversity is one way to eliminate discrimination and prejudice based on existing differences or barriers between employees. The results of the various study show that effective diversity training programs and diversity management practices affirms organizational values and motivates employees to achieve personal and organizational goals. With positive outcomes, managers and employees are able to diversity realists; enhance greater understanding, adjustment and enthusiasm. Leveraging positive workplace diversity means that major strategies have to be adopted by organizations to reduce cross-cultural differences and increase inclusiveness by training employees. The organization should be sensitive by offering foreign language training and encouraging employees to accept overseas assignments. Greater focus should be given to barriers in acceptance of workplace diversity that is encountered by employees in all sectors. The report reiterates that personality and cross-cultures makes use of organizational values to advance diversity training programs with positive outcomes. References Ashraf, T. (2012). Organizational Behavior. Routledge. Bertolino, M., Truxillo, D. M., & Fraccaroli, F. (2011). Age as moderator of the relationship of proactive personality with training motivation, perceived career development from training, and training behavioral intentions. Journal of Organizational Behavior, 32(1): 248-263. Blume, B. D., Ford, J. K., Baldwin, T. 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