Using Needs Assessment to Resolve Controversies in Diversity Training Design

Abstract

Needs assessment is an important element in training design, and organizational diversity training programs are frequently criticized for their lack of attention to the needs assessment process. This paper explores the link between needs assessment and diversity training design. First, a review of the needs assessment literature reveals that an emphasis on organizational analysis has led to the neglect of other kinds of assessment data. Second, a review of the diversity training literature identifies five areas of controversy. We describe the needs assessment questions that organizations can ask to resolve each controversy and better tailor diversity training to their own needs. Finally, based on the design controversies and needs assessment questions, we provide an agenda for future research on the effectiveness of various kinds of diversity training interventions

Reviewing Diversity Training: Where We Have Been and Where We Should Go

“…No major discrepancies were found across the raters. This analysis confirmed previously identified themes and categories (e.g., context, design, trainee characteristics) in prior diversity training research and was also consistent with the more general training literature (e.g., Goldstein & Ford, 2002;Noe, 2010;Roberson et al, 2003;Werner & DeSimone, 2009). We thus first provided an analytic overview of the research on diversity training and then discussed each category.…”

“…While Brewer (1999) asserted that these programs share the same objective-to achieve "full integration of members of minority social categories into the social, structural, and power relationships of an organization or institution" (Brewer, 1999: 337)-in the literature we reviewed actual training objectives are often not explicitly stated. What is consistent is that although organizational approaches to managing diversity can vary (e.g., Bendick, 2001;Kellough & Naff, 2004;Rynes & Rosen, 1995), diversity training is often viewed as an essential element of most diversity programs (Roberson et al, 2003). Here, the focus is specifically on training and is typically results-oriented-that is, increased skills or knowledge acquired through formal instruction (Johnson, 2008).…”

“…Prior literature on diversity training (e.g., Abbott, 2008;Flynn, 1998;Kulik & Roberson, 2008a;Paluck, 2006) noted some of these aspects separately, but reviews have not to this point integrated these into an overall framework. Similarly, certain characteristics of the diversity training design have been discussed independently (e.g., group-specific vs. inclusive focus and awareness vs. skills-based training types; Kulik & Roberson, 2008b;Roberson, Kulik, & Pepper, 2003), but never brought together with other important aspects of diversity training (e.g., training context). Finally, we build on prior work that considered the composition of the training groups themselves (Roberson, et al, 2003) to summarize studies on diversity training programs and what we know about them.…”

“…Similarly, certain characteristics of the diversity training design have been discussed independently (e.g., group-specific vs. inclusive focus and awareness vs. skills-based training types; Kulik & Roberson, 2008b;Roberson, Kulik, & Pepper, 2003), but never brought together with other important aspects of diversity training (e.g., training context). Finally, we build on prior work that considered the composition of the training groups themselves (Roberson, et al, 2003) to summarize studies on diversity training programs and what we know about them. Thus, our framework brings together critical components of diversity training that up until now have been discussed one by one or ignored all together.…”

“…Recent reviews of the literature on needs assessment in diversity training shed light on many important connections between that and diversity training design (Roberson, Kulik, & Pepper, 2003). However, as Kulik and Roberson (2008a) pointed out, no research has focused on understanding the implications of different design characteristics of diversity training.…”