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The purpose of the paper is to outline a diversity training framework in which research literatures and findings in psychology and human resource management (HRM) are used to guide organizations in the delivery of diversity training. The author proposes improvements to the current state of diversity training practices and implementations within organizations through the use and integration of research literature.

The paper is both a conceptual and a general review paper. It involves the discussion of research on diversity training, as well as diversity and training separately (conceptual), and includes a general analysis of diversity training (review).

The paper offers a general review about how psychological and HRM research findings can help organizations better implement diversity training. It suggests that successful diversity training involves a three-part approach: follow established psychological theory to guide selection of diversity training initiatives, use a framework for HR diversity management and adopt practical steps to better manage diversity initiatives (paying careful attention to a needs assessment, linking diversity strategy to business results and establishing metrics and evaluating effectiveness).

Diversity training has not been and continues to not be research- or evidence-based. This paper outlines some suggestions for integrating psychological and HRM research findings into the delivery of diversity training. The practical implication is that organizations and stakeholders will use a more evidence-based approach to diversity training.

This paper meets the needs of organizations seeking a more research- and evidence-based approach to diversity training.

Transformation and involvement from every organizational function are essential in creating a diverse and inclusive workplace. The paper explores the role of training and development (T&D) interventions in building a diverse and inclusive workplace.

Through the review of existing research studies, the authors report and discuss how T&D function supports fostering a diversity and inclusion (D&I) mindset in the workplace and propose an organizational schema that facilitates the systematic design and implementation of T&D interventions for D&I.

Based on the literature an organizational schema was developed which indicated that to foster a D&I mindset in the workplace, it is important that diversity training is designed after considering established diversity theories. Further diversity training can be conducted in two phases, where phase 1 would focus on awareness training and phase 2 on skill training. This would lead to an increase in employee competency development including knowledge, skills, behavior, and a positive attitude toward a D&I mindset.

HR and training managers can benefit from the paper indicating that for achieving effective results from diversity training, it must draw insights from established diversity theories. Through the organizational schema discussed in the paper, organizations can minimize the negative attitude and behavior that emerge from social categorization with the help of systematic T&D where employees are made self-aware of their prejudice and discrimination and further equipped with relevant skills to manage diversity.

A positive mindset incorporated by employees at a workplace with reference to Diversity & Inclusion through structured D& I training can percolate beneficially to the society as a whole.

The study is a rare one that explores the impact of T&D on D&I. The novelty of the research lies in the organizational schema presented in the study exploring how HR practitioners must systematically design T&D for D&I combining both theory and practice to achieve long-term organizational diversity management objectives.

Organizational diversity training is designed to enhance employees' skills and competencies regarding diversity and its management. The question of its effectiveness, and the conditions under which it thrives, remains a matter of debate. Unlike previous studies that have predominantly focused on the perspective of training participants, this study shifts the lens to the viewpoints of diversity training providers in Germany – a country where the formal requirement for diversity management was implemented relatively recently. The primary objective is to ascertain the critical factors influencing training effectiveness from the providers' perspective.

This research draws upon case studies based on document analysis and qualitative interviews with diversity training providers across Germany.

The investigation reveals that the effectiveness of diversity training, as perceived by providers, hinges on several key factors: the organizational environment (including the widespread recognition of diversity issues and the presence of an organizational diversity framework), the attributes of diversity trainers (notably their personal familiarity with diversity) and the setting and design of the training (such as venue, duration and a blend of instructional approaches). A notable barrier to achieving effective training outcomes is the lack of supportive conditions within client companies, exemplified by limited training budgets, which impedes the accurate assessment of training effectiveness.

This study marks a novel contribution to the field by explicitly focusing on the perspective of diversity training providers in Germany. It provides new insights into the importance of the organizational context surrounding diversity education within the private sector.

Recent research identifies several attributes that lead to the value proposition of a diversity-training program: corporate engagement in diversity training; participants' perceptions of how such programs aid their peers; self-analysis of participants in training; and perceptions regarding the benefit of diversity training for subordinates. The aim of this paper is to test a corresponding four-antecedent model of the value of diversity training from the point of view of hotel managers.

A survey instrument was devised and sent to a random sample of hotel properties that asked managers questions related to the value of diversity training. Multiple regression analysis and t-tests were used as methods of data analyses.

Results from 242 responses returned by managers of 96 hotels indicated that managers perceive themselves and the corporate executives to significantly add value to the organization through diversity training. Furthermore, ethnic minority managers do not value diversity training significantly more highly than their non-minority counterparts do; similarly, little difference exists between genders on the four indicators of diversity-training efficacy.

This study examined only one aspect of diversity management – diversity training. Among other limitations are the small sample and low response rates, which made it difficult to compare ethnic groups to one another.

Through this study, managers' perceptions about which groups of employees add value following diversity training are presented. The findings are likely to help hospitality corporations to implement diversity training more efficiently.

This study indicates that hotel managers value diversity training and suggests the need for organizations to understand how to prioritize various organizational levels for such training.

Introduces the concept of diversity training, which educates a workforce about differences between employees. Provides a framework within whcih this training can be introduced. Looks at the outside agencies which can assist and compares training from different employers. Concludes by looking at different methods of training delivery before suggesting that this is an area many employers have a need to develop.

This study aims to investigate whether the impact of effectiveness of diversity training on affective commitment is different for men versus women and whether affective commitment mediates the relationship between effectiveness of diversity training and employee outcomes of turnover intention and job satisfaction.

The data were collected from 134 employees working in an Australian manufacturing organization by using an employee survey. Structural equation modeling was used to analyze the data using AMOS.

The results of this study support the proposed hypotheses, demonstrating a significant, indirect effect of effective diversity training on job satisfaction and turnover intention via affective commitment. Moreover, gender moderates the relationship between effective diversity training and affective commitment.

The findings suggest that organizations can enhance affective commitment and job satisfaction and reduce turnover intention by providing effective diversity training to employees. Gender of employees should also be considered when evaluating the effectiveness of training.

This study provides pioneering evidence of the following relationships: diversity training effectiveness and turnover intention via affective commitment; diversity training effectiveness and job satisfaction via affective commitment; and diversity training effectiveness and affective commitment for men versus women.

In today’s corporate world, effective management of diversity is a critical business and social imperative. This paper aims to identify relevant issues connected to diversity training and suggest course content that can be useful in corporate and academia while offering diversity training.

The authors have conducted a literature review on primary aspects connected to diversity training. Specifically, papers published in recent times are given focus to come up with relevant diversity training content and other connected concerns.

In this paper, the authors focus on how academicians and practitioners can develop an effective diversity training initiative, based on some of the critical nuances discussed in the literature. Suggested training content includes sensitivity, awareness, behavioral approach, policy guidelines and diversity impact analysis. This training content can further be customized based on the corporate context where the training is to be delivered.

Based on the literature review, the paper suggests a holistic diversity training program that is hopefully going to be useful for both practitioners and academicians.

A growing body of research demonstrates that diversity training can be successful in improving attitudes and behaviors towards ethnic minorities but, very little research focuses on the effects of diversity training on ethnic minorities' attitudes. Therefore, the purpose of the current paper is to examine ethnic differences in organizational attitudes as a function of offering diversity training.

Using survey methodology, 186 students majoring in hotel and restaurant management that were part‐ or full‐time employees at a hospitality operation were requested to participate. Participants were forwarded an e‐mail with the link to the survey that contained the measures of interests, as well as demographic questions, control variables, and a debriefing statement.

The results showed that offering diversity training at the workplace had a significant effect for ethnic minorities' job satisfaction, perceived workplace discrimination, and turnover intentions, but this effect was not found for majority‐member participants. Perceived workplace discrimination mediated the relationship between job satisfaction and turnover intentions.

This study provides support that diversity training is a tool that can have a positive impact on ethnic minority employees, while not negatively affecting Caucasian employees.

Very little research examines why diversity training works. This research shows that by offering diversity training, organizations potentially send signals to their employees that a diverse workforce is important.

The purpose of this paper is to review the conference on “Teaching and Training Workplace Diversity: Best Practices and Research” held 13‐15 July 2007, on the campus of George Mason University, Fairfax, Virginia, USA.

This report highlights the conceptualization of the conference, its intended purpose, structure and participants, as well as specifics of the sessions offered for the benefit of the 56 conference attendees.

The essence of effective diversity management is to fully utilize all the human resources available and thereby to achieve the established purpose and associated goals and objectives. This conference in and of itself was a diversity management best practice, as its success largely depended on the active contribution of the participants.

The paper provides an original and interesting report of an atypical conference on diversity teaching and training, with a unique blend of offerings, which was effective in bringing together constituencies to affect attendees' performance of their respective roles. The positive post conference evaluations further confirmed that its structure indeed yielded a refreshing, intellectually stimulating experience for attendees.