Diversity training is situated in a cultural context characterized by sociopolitical polarization, complex and fluid social identities, social movements, and debates over its appropriateness. Yet, we lack theories on the drivers of diversity learning and transfer that consider both unique workforce composition characteristics and contextual changes. Diversity training researchers have focused primarily on static aspects of training design and content while largely ignoring the role of the learner. Because these oversights have fueled persistent questions about the effectiveness of diversity training, we offer a learner-centric, process-based model of diversity training that acknowledges the broader context in which it is situated and its influence on trainee motivation, learning, and transfer. We consider the interplay among the design factors, learning context, and learner characteristics in the pre-training, training and post-training environments and explore the self-regulatory mechanisms through which trainees can guide their learning. We close by discussing how our process model of diversity training changes our understanding of past research and redirects future research, and we apply the model to several prototypical diversity learner personas to demonstrate how it can be used in practice to personalize diversity training and address barriers to its effectiveness.

中文翻译：

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多元化培训的主动学习方法

多元化培训所处的文化背景以社会政治两极分化、复杂多变的社会身份、社会运动以及对其适当性的争论为特征。然而，我们缺乏关于多样性学习和转移的驱动因素的理论，这些理论既考虑了独特的劳动力构成特征又考虑了背景变化。多样性培训研究人员主要关注培训设计和内容的静态方面，而在很大程度上忽视了学习者的作用。由于这些疏忽引发了对多样性培训有效性的持续质疑，我们提供了一个以学习者为中心、基于过程的多样性培训模型，该模型承认其所处的更广泛背景及其对受训者动机、学习和迁移的影响。我们考虑设计因素之间的相互作用，训练前、训练中和训练后环境中的学习情境和学习者特征，探索受训者指导学习的自我调节机制。最后，我们讨论了我们的多样性培训过程模型如何改变我们对过去研究的理解并重新定向未来的研究，我们将该模型应用于几个典型的多样性学习者角色，以展示如何在实践中使用它来个性化多样性培训并解决障碍它的有效性。