A Strategy for Diversity Training

Madera, Juan M.; Neal, Jack A.; Dawson, Mary

doi:10.1177/1096348010382240

Cited by 60 publications

(13 citation statements)

References 48 publications

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“…This change in attitudes is consistent with prior work on perspective taking that has shown positive shifts in the evaluation of ambiguously stereotyped groups (e.g., Galinsky & Ku, 2004;Galinsky & Moskowitz, 2000). For instance, Madera, Neal, and Dawson (2011) found that a perspective taking training exercise produced more positive attitudes toward non-English speakers by increasing empathy. Additionally, recent findings suggest that perspective taking can also indirectly change perceptions of minority members by increasing personal attraction to and support for organizations that endorse diversity initiatives (Madera, 2018).…”

Section: Personnel Assessment and Decisionssupporting

confidence: 89%

The Effects of Perspective Taking Implementing Intentions on Employee Evaluations and Hostile Sexism

Mendoza¹,

Shorinko²,

Martin³

et al. 2019

PAD

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Section: Personnel Assessment and Decisionssupporting

confidence: 89%

The Effects of Perspective Taking Implementing Intentions on Employee Evaluations and Hostile Sexism

Mendoza¹,

Shorinko²,

Martin³

et al. 2019

PAD

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“…The most representative application would be in diversity training in either educational or workplace contexts. For instance, a recent study demonstrated that diversity training with English speaking participants through traditional perspective taking and role-playing significantly increased favorable attitude toward non-English speaking individuals in a workplace scenario (Madera, Neal, & Dawson, 2011). Our findings imply that using EE in similar diversity training settings would amplify these positive attitudes.…”

Section: Theoretical Implicationsmentioning

confidence: 52%

The Effect of Embodied Experiences on Self-Other Merging, Attitude, and Helping Behavior

Le²,

2013

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Immersive virtual environment technology (IVET) provides users with vivid sensory information that allow them to embody another person's perceptual experiences. Three experiments explored whether embodied experiences via IVET would elicit greater selfother merging, favorable attitudes, and helping toward persons with disabilities compared to traditional perspective taking, which relies on imagination to put the self in another person's shoes. Trait dispositions to feel concern for others was tested as a moderating variable. Participants in the embodied experiences (EE) condition were exposed to a red-green colorblind simulation using IVET while participants in the perspective taking (PT) condition were exposed to a normal colored IVET world and instructed to imagine being colorblind. Experiment 1 compared EE against PT and found that EE was effective for participants with lower tendencies to feel concern for others 24 hours after treatment. Experiment 2 delved further into the underlying process of EE and confirmed that a heightened sense of realism during the EE led to greater self-other merging compared to PT. Finally, Experiment 3 demonstrated that the effect of EE transferred into the physical world, leading participants to voluntarily spend twice as much effort to help persons with colorblindness compared to participants who had only imagined being colorblind.

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“…We note that some module content inclusion may be transferable across organizations. For instance, recognizing the similarities and differences between nested groups (e.g., race and sexual orientation), differentiating between different experiences among groups, considering empathy and perspective taking of individual experiences (Madera et al, 2011;Shukla, 2019), and recognizing subtle and implicit bias forms of discrimination in the workplace.…”

Section: A Path Forward: Diversity Module Building and Disseminationmentioning

confidence: 99%

Expanding how we think about diversity training

Robinson

Arena

Lindsey

et al. 2020

Ind. Organ. Psychol.

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In their focal article, Hayes et al. (2020) outline several training approaches to mitigate racial discrimination and sexual harassment, noting the importance of training as the most obvious intervention for addressing these common workplace problems. Hayes and colleagues suggest the potential influence of several training approaches for sexual harassment and racial discrimination; however, diversity training as it stands may not be effective in creating long-term change in diversity-related attitudes and behaviors. Although training can yield positive benefits (Arredondo, 1996; Kalinoski et al., 2013), its effects are ephemeral (Bezrukova et al., 2016; Salas et al., 2012) and do not always shape attitudes and behaviors as intended. Thus, focusing on training as the solitary solution to workplace discrimination without considering broader initiatives for diversity can bind organizations from truly preventing and reducing such behavior. In this commentary, we assert that diversity training should be viewed from a different lens. Specifically, we argue that we should not refer to the effectiveness of individual training programs and instead focus on broader initiatives as specific activities aimed at developing attitudes and behaviors toward diversity to mitigate and eliminate discriminatory behaviors. As noted by Hayes et al. (2020), we contend that organizations often use diversity training to check a box with regard to compliance or reactions toward incidents; however, the focus and intended effects are generally not clearly well-defined. This often happens because many diversity trainings do not include a needs assessment or other pretraining assessment to determine the areas of strengths and weaknesses of trainees who are slated to attend (Kalinoski et al., 2013). In such cases, diversity training may be attempting to do too much without a clear focus on the realistic needs and goals of the organization or a proper assessment of whether the organization has the appropriate resources in place to meet these needs and goals. One way to increase the strength and longevity of the effectiveness of diversity training is to build it into broader diversity initiatives and organization goals. Therefore, we focus on socialization, frequency, module building, and structural changes to shape attitudes and behaviors toward diversity as manners of supplementing and reinforcing how organizations approach diversity training and initiatives. Throughout this commentary, we argue that the way we think about diversity training needs an overhaul. To begin, organizations should consider socialized behaviors and biases that may be difficult to quickly "train away." We then discuss evidenced-based ways to reduce prejudice expression through diversity training and discuss three strategies to improve the effectiveness of diversity training: frequent attempts to drive attitudes and behaviors toward diversity, inclusive module content, and organizational structures. Socialization: "Undoing" bias in the workplace An important first step to...

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A Strategy for Diversity Training

Cited by 60 publications

References 48 publications

The Effects of Perspective Taking Implementing Intentions on Employee Evaluations and Hostile Sexism

The Effects of Perspective Taking Implementing Intentions on Employee Evaluations and Hostile Sexism

The Effect of Embodied Experiences on Self-Other Merging, Attitude, and Helping Behavior

Expanding how we think about diversity training

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