Aging and Disability Awareness Training for Drivers of a Metropolitan Taxi Company

Reynolds, Lori

doi:10.1080/01924780903552279

Cited by 13 publications

(12 citation statements)

References 14 publications

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“…Kalinoski et al [13] found diversity trainings lasting longer than 4 h tended to have larger effects on affective outcomes than did shorter trainings. Research supports diversity training lasting 4 to 6 h as sufficient to effectively change attitudes towards diversity [34,35], and meta-analytic findings suggest that there may be a [36] argued that the pace of diversity trainings is often too rapid for adequate skill development to occur and for trainers to give sufficient attention to cognitive and affective processes that underlie prejudice and discrimination, which may be a partial explanation for the greater efficacy found in training of longer durations. The interventions provided by Shaw et al [27] and Rudstam et al [26] both appear to fit within the guidelines for best practice (Although Rudstam et al did not report the hours for their intervention the description suggests that it exceeded four hours).…”

Section: Designmentioning

confidence: 94%

“…role playing, discussion, games) were more effective in improving both cognitive and affective outcomes than those that use only passive, lecture-based methods and videos [13]. When reviewing diversity training content, some of the most common active learning practices are role-playing exercises [34,[39][40][41][42][43], simulation exercises [35,42,44,45], case studies/analyses [33,[39][40][41], and group discussions [34, 38-41, 43, 44]. Although these do not encompass the breadth of diversity training practices, these are most common across those programs with significant outcomes.…”

Section: Contentmentioning

confidence: 99%

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Disability Diversity Training in the Workplace: Systematic Review and Future Directions

et al. 2015

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Purpose Misinformation and negative attitudes toward disability contribute to lower employment rates among people with disabilities. Diversity training is an intervention intended to improve intergroup relations and reduce prejudice. We conducted a systematic review to determine the use and effectiveness of disability diversity training aimed at improving employment outcomes for employees with disabilities. Methods Five databases were searched for peer-reviewed studies of disability diversity training interventions provided within the workplace. Studies identified for inclusion were assessed for quality of methodology. Results Of the total of 1322 articles identified by the search, three studies met the criteria for inclusion. Two of the three articles focused specifically on training to improve outcomes related to workplace injuries among existing employees. The other study provided an initial test of a more general disability diversity training program. Conclusions There is currently a lack of empirically validated diversity training programs that focus specifically on disability. A number of disability diversity trainings and resources exist, but none have been well researched. Related literature on diversity training and disability awareness suggests the possibility for enhancing diversity training practices through training design, content, participant, and outcomes considerations. By integrating best practices in workplace diversity training with existing disability training resources, practitioners and researchers may be able to design effective disability diversity training programs.

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Section: Designmentioning

confidence: 94%

Section: Contentmentioning

confidence: 99%

Disability Diversity Training in the Workplace: Systematic Review and Future Directions

et al. 2015

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“…Thirteen papers utilized theories that utilized individual differences to investigate diversity‐training outcomes. Examples of studies included attitudes toward people with intellectual disabilities (Bailey, Barr, & Bunting, ), implicit racial prejudices (Costello, Bouras, & Davis, ), individual differences and participation in diversity training (Kulik, Pepper, Roberson, & Parker, ), aging and disability awareness differences (L. Reynolds, ) and the impact of diversity training on self‐efficacy (Combs & Luthans, ). Other theoretical perspectives utilized include group diversity theory (Ferguson, Keller, Haley, & Quirk, ) and social prejudice and stereotyping (Hite & McDonald, ).…”

Section: Current State Of the Diversity‐training Outcomes Literaturementioning

confidence: 99%

Diversity Training Programme Outcomes: A Systematic Review

Alhejji

Garavan

Carbery

et al. 2015

Human Resource Dev Quarterly

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This article analyzes the scholarship on diversity‐training outcomes utilizing a systematic literature review (SLR) and provide insights for future research. The article advances our understanding of diversity‐training outcomes through the integration of three perspectives: the business case, learning, and social justice perspectives. The SLR revealed: (a) a literature that is fragmented and diverse in terms of publication outlets; (b) researchers conduct diversity‐training outcomes research in a diverse range or organizations, sectors, cultural and training contexts; (c) studies primarily reflect the business case or learning perspectives; and (d) existing studies have significant methodological limitations. We argue the need for future research to adopt multiple perspectives ensure better cross‐fertilization of perspectives and make use of more sophisticated methodologies.

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“…Moreover, our sample size and the response rate were relatively small, and therefore, more empirical work is needed to more safely conclude about the generalizability of our study. It might be that only the more reflective taxi drivers may have responded to the questionnaire, and these workers may be more or less prone to stereotyping (Haslam et al, 2012;Reynolds, 2010). Moreover, while taxi driving involves much more time spent with clients than with colleagues, there is evidence that interactions with clients provides an important way for taxi drivers to maintain their health and well-being (Facey, 2010).…”

Section: Limitationsmentioning

confidence: 99%

Young at heart, old at work? Relations between age, (meta-)stereotypes, self-categorization, and retirement attitudes

Bal

Lange

Heijden

et al. 2015

Journal of Vocational Behavior

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The aims of this study were to examine how workers? negative age stereotypes (i.e., denying older workers? ability to develop) and negative meta-stereotypes (i.e., beliefs that the majority of colleagues feel negative about older workers) are related to their attitudes toward retirement (i.e., occupational future time perspective and intention to retire), and whether the strength of these relationships is influenced by workers? self-categorization as an ?older? person. Results of a study among Dutch taxi drivers provided mixed support for the hypotheses. Negative meta-stereotypes, but not negative age stereotypes, were associated with fewer perceived opportunities until retirement and, in turn, a stronger intention to retire. Self-categorization moderated the relationships between negative age (meta-)stereotypes and occupational future time perspective. However, contrary to expectations, the relations were stronger among workers with a low self-categorization as an older person in comparison with workers with a high self-categorization in this regard. Overall, results highlight the importance of psychosocial processes in the study of retirement intentions and their antecedents

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Aging and Disability Awareness Training for Drivers of a Metropolitan Taxi Company

Cited by 13 publications

References 14 publications

Disability Diversity Training in the Workplace: Systematic Review and Future Directions

Disability Diversity Training in the Workplace: Systematic Review and Future Directions

Diversity Training Programme Outcomes: A Systematic Review

Young at heart, old at work? Relations between age, (meta-)stereotypes, self-categorization, and retirement attitudes

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