Recommendations for Improvement
D’Netto and Sohal (1999) argue that diversity training does not end when trainer and trainee go their separate ways. There is still the evaluation/feedback phase. Upon returning to the job duties, the employee hopes to perform more effectively or, in line with the objectives of this proposed training, be better adaptable to diversity and multicultural issues. When direct involvement in the program has ended, as far as the employee is concerned, training is over. But though the instruction has ended, the training process has not yet run its full cycle.
Also, it must always be understood that training evaluation occurs throughout the training process, the purpose of which is to deter...
Need essay sample on "Recommendations for Improvement"? We will write a custom essay sample specifically for you for only $13.90/page
...mine whether trainees actually gained new knowledge, skills, and abilities as a result of the training program. Providing feedback is also important. Feedback represents a form of persuasion that can be conveyed to recipients in oral or written form, and it is expected to influence self-efficacy, which refers to the judgments an individual makes about his or her capabilities to mobilize the motivation, cognitive resources, and courses of action needed to orchestrate future performance on a specific task.
It is important also to be careful in selecting the HRM specialists or trainers. A key variable in the eventual success of the training effort is the effectiveness of the trainer. Personal characteristics such as learning and training style, the ability to speak well, to write convincingly, to organize the work of others, to be inventive and to inspire others to greater achievement are important factors in the selection of trainers.
On the other hand, it is also important that trainees be ready to learn, be motivated to learn and apply what they learn. They must learn, and they must apply what was learned on the job.
Bagshaw, M. (2004). Is diversity divisive? A positive training approach. Industrial and Commercial Training, 36, 4, 153 – 157. D’Netto, B. & Sohal, A. (1999). Human resource practices and workforce diversity: an empirical assessment. International Journal of Manpower, 20, 8, 530 – 547. Lai, Y.& Kleiner, B. (2001). How to conduct diversity training effectively. Equal Opportunities International, 20, 5/6/7, 14 – 18. Moore, S. (1999). Understanding and managing diversity among groups at work: key issues for organizational training and development. Journal of European Industrial Training, 23, 4/5, 208 – 218. Swanson, D. (2002). Diversity programs: attitude and realities in the contemporary corporate environment. Corporate Communications: An International Journal, 7, 4, 257 – 268.