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

Abstract

Purpose 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. Design 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. Findings Results suggest the effectiveness of diversity training can be enhanced by increasing motivation in carefully framed and designed programs. Specifically, selfreported 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. Implications 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. Originality/ValueThis 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.

“I feel your pain”: A critical review of organizational research on empathy

“…This occurs when authors define empathy narrowly as one of the dimensions of empathy (or as sympathy), and then define another dimension of empathy as a different construct. For example, Lindsey, King, Hebl, and Levine () defined empathy as “the capacity to understand others' emotions and experiences” (p. 609) and then included a separate definition (and measurement) of perspective taking. Similarly, Longmire and Harrison () conducted a meta‐analysis to differentiate perspective taking from empathy (operationalized as empathic concern).…”

“…For example, Riess et al () implemented an empathy intervention for resident physicians that focused on increasing awareness of empathy and improving skills associated with cognitive empathy (i.e., emotion recognition) and behavioral empathy (i.e., verbal and behavioral responses). Lindsey et al () manipulated perspective taking by asking college students to write a narrative about a day in the life of a member of a marginalized group. Organizational researchers should consider adapting such existing interventions and/or developing new interventions that align with a multidimensional conceptualization of empathy for implementation in field settings.…”

“…These results suggest that inducing cognitive empathy can be effective for reducing prejudice and discrimination, although the effects may vary depending on the target. Moreover, Lindsey et al () found that trait empathy moderated the effects of condition on prejudice and supportive behavior towards LGB individuals and African Americans, such that a positive association only occurred when trait empathy was lower. Unfortunately, these conclusions are limited by the use of a contaminated measure of trait empathy (i.e., the IPIP empathy scale), and the lack of inclusion of a manipulation check to ensure that the perspective‐taking condition indeed increased perspective taking.…”

“…Second, longitudinal experimental research is needed to provide guidance on how long the effects of empathy training may last and what the appropriate “dose” of empathy is. Lindsey et al () found initial evidence that the effects of empathy training can be lasting, particularly for those who are lower in trait empathy. However, research from outside organizational behavior suggests that empathy may decline over time as employees are repeatedly exposed to empathy‐relevant situations (e.g., Cheng et al, ).…”

Social Dominance Orientation, Dispositional Empathy, and Need for Cognitive Closure Moderate the Impact of Empathy-Skills Training, but Not Patient Contact, on Medical Students' Negative Attitudes toward Higher-Weight Patients

“…A longitudinal evaluation of diversity training effectiveness in a general student sample found that dispositional empathy moderated the effect of perspective-taking training on attitudes and supportive behaviors toward gay and African American individuals, such that the training only benefitted students who were low in dispositional empathy prior to the intervention (Lindsey et al, 2015). However, to our knowledge, the moderating role of participant characteristics on training effectiveness has not been tested in the context of medical education.…”