Although training programs are an important component in most companies' diversity initiatives, little theoretical guidance is available for their implementation. This article proposes a model based on the theory of planned behavior, which addresses the roles of attitude, subjective norms, and perceived behavioral control in motivation to learn from a diversity training program. The model suggests a number of hypotheses that could be tested to enhance our understanding of the motivation-to-learn construct. Additionally, the model provides practical advice for companies seeking to implement successful diversity training programs.In a recent Society for Human Resource Management (SHRM) survey, 66 percent of 321 responding companies reported a strong commitment to diversity (Kluttz, 2002). These companies recognize a number of reasons to encourage the diversification of their workforce. Projected changes in the demographic composition of the population are often cited as a rationale (Digh, 1998). Many organizations also have found that diversity provides a strategic advantage (Flynn, 1998) and helps them serve an increasingly diverse customer base (Miller, 1999). Furthermore, evidence suggests that companies with innovative human resource development programs that encourage full employee participation may reap benefits of enhanced shareholder value (Orlando & Johnson, 2001).Most diversity programs begin with some form of awareness training for employees (Flynn, 1998). Indeed, recognizing the importance of effective training programs to overall diversity initiatives, corporate spending on diversity training remains strong even in economic slowdowns (Leonard, 2002;Kluttz, 2002
264Wiethoff these programs also seek to develop employees' communication skills to ensure that their interactions are free from prejudicial responses that pose potential legal liability for the organization.Despite the recognized importance of diversity training programs, neither human resource practitioners nor researchers who study diversity in organizations have developed theory-based models to explain how these programs succeed or fail. Caveats such as "make top management support for the program visible" and "tie diversity initiatives to performance evaluations" are known to be correlated with effective programs (Dobbs & Brown, 1997), but how and why these commonly accepted mandates work is yet to be determined. Given the large amounts of money and time that companies have already devoted to diversity initiatives, and the projected increase in spending for these programs in coming years (Kluttz, 2002), it is important to comb the literature carefully to develop theory-based assessments to determine, before the fact, whether a diversity training program has a good chance of succeeding. This article seeks to provide some insight into this area.I use the theory of planned behavior (TPB) to explain how and why adult learners, such as employees of an organization, are motivated to learn diversityfriendly behaviors. I begin with brief overviews ...