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Fostering critical reflection in a computer-based, asynchronously delivered diversity training course

机译：在基于计算机的异步交付的多样性培训课程中培养批判性思考

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摘要

This dissertation study chronicles the creation of a computer-based, asynchronously delivered diversity training course for a state agency. The course format enabled efficient delivery of a mandatory curriculum to the Massachusetts Department of State Police workforce. However, the asynchronous format posed a challenge to achieving the learning goal of fostering critical reflection in employees because it did not allow participants to interact. One construct found in diversity training and training design literature is that interpersonal interaction stimulates critical reflection in adult learners (Billett, 2002; Paluck, 2006). Further, diversity training researchers have associated valuing of diversity, and enactment of support for diversity practices, with capacities developed through critical reflection such as openness to multiple perspectives (Avery, 2011; Roberson, Kulik, & Pepper, 2009). Thus, the purpose of the study was to evaluate the validity of a proposition that critical reflection can be fostered for participants in a computer-based, asynchronously delivered diversity training course if the framework for course development and delivery is (a) a model of proven design principles for computer-based instruction, (b) derived from a constructivist methodology for workplace learning, and (c) supported by a clear organizational commitment to diversity that begins at the highest levels of management.;Several impediments derailed implementation of the course and the study as initially planned. Consequently, four employees participated in interviews about their experience with the course. The interview transcripts were evaluated via textual analysis to determine if any participant accounts satisfied criteria for experiencing a measure of critical reflection. The sample was too small to generate definitive conclusions although some participant accounts supported the proposition for how to foster critical reflection. The study's results offer insight into how factors such as gender schemas (Bem, 1981; Cundiff, Nadler, & Swan, 2009), organizational culture (Weick, 1995), and motivation to learn (Wiethoff, 2004) influence employee potential to experience critical reflection through training. The findings illuminate similarities in how diversity and organizational culture impact information processing and meaning making in workgroups, and how role identity issues constrain efforts by human resources managers to conduct organizational research (Choi & Rainey, 2010; Sommers, Warp, & Mahoney, 2008).
机译：本论文研究记录了为国家机构创建基于计算机的异步交付的多样性培训课程的过程。该课程形式使向马萨诸塞州州警察局工作人员有效地提供了必修课程。但是，异步格式对实现培养员工批判性思考的学习目标提出了挑战，因为它不允许参与者进行交互。在多样性培训和培训设计文献中发现的一种构造是，人际互动会激发成人学习者的批判性反思（Billett，2002； Paluck，2006）。此外，多样性培训研究人员将对多样性的评估和对多样性实践的支持与通过批判性反思（例如对多种观点的开放性）发展起来的能力相关联（Avery，2011； Roberson，Kulik，＆Pepper，2009）。因此，本研究的目的是评估以下命题的有效性：如果课程开发和交付的框架是（a）经过验证的模型，则可以为基于计算机的异步交付的多样性培训课程的参与者培养批判性反思。基于计算机的教学的设计原则，（b）源自建构主义的工作场所学习方法，以及（c）明确的组织对多样性的承诺从最高管理层开始进行支持;若干障碍使课程的实施脱轨和研究按最初计划进行。因此，四名员工参加了有关他们在该课程中的经历的采访。访谈笔录通过文本分析进行评估，以确定是否有任何参加者的帐户满足体验批判性反思的标准。样本太小，无法得出确定的结论，尽管一些参与者的说法支持有关如何促进批判性反思的主张。这项研究的结果提供了对性别模式（Bem，1981； Cundiff，Nadler，＆Swan，2009），组织文化（Weick，1995）和学习动机（Wiethoff，2004）等因素如何影响员工体验关键的潜力的真知灼见。通过培训进行反思。研究结果阐明了多样性和组织文化如何影响工作组中信息处理和意义的形成，以及角色身份问题如何限制人力资源经理进行组织研究的努力（Choi和Rainey，2010年； Sommers，Warp和Mahoney，2008年）。 。

著录项

  • 作者

    Givhan, Shawn T.;

  • 作者单位

    Fielding Graduate University.;

  • 授予单位 Fielding Graduate University.;
  • 学科 Adult education.;Educational technology.;Social sciences education.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 186 p.
  • 总页数 186
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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