The results of in-depth meta-analyses of diversity training outcomes reveal that cognitive learning is the strongest effect from diversity training, while smaller effects were behavioral and attitudinal change. Further results of the analysis suggest that successful diversity training occurs when learning is the goal, not impact from behavior or attitude changes. An adapted version of The Kirkpatrick Training and Evaluation Model is highlighted to demonstrate how to design an evaluation that measures actual learning, rather than perceived learning. In addition, the Plus/Delta feedback tool is introduced as an effective evaluation tool to identify what is going well and what needs to change or improve within a training program covering several topics over multiple sessions with a cohort. The chapter concludes with a recommendation that the success of diversity training is evaluated on the degree of learning that occurs in each session, rather than the impact on university diversity initiatives and post-training attitude changes.
Implementing Diversity, Equity, Inclusion, and Belonging in Educational Management Practices
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Ward, S., & El-Amin, A. (2022). Reconceptualizing Diversity Training Predictors of Training Success. In A. El-Amin (Ed.), Implementing Diversity, Equity, Inclusion, and Belonging in Educational Management Practices (pp. 258-277). IGI Global. https://doi.org/10.4018/978-1-6684-4803-8.ch013