English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Employee Training and Development (T&D) is a crucial component to an organization’s success and its ability to remain competitive. Although researchers in the field have discovered ways to enhance the effectiveness of training programs through the design, delivery, and evaluation process, research has not provided empirically-based recommendations for how to best train individuals whose cultural backgrounds may influence receptiveness of training curriculum. This is particularly relevant for employees whose cultural groups have been historically discriminated against, where cultural norms implicit in the training design may be met with resistance on behalf of the trainees. In the field of multicultural education, an instructional approach has been suggested to overcome cultural differences between instructor, curriculum writers, and students known as culturally responsive education. I evaluated a pre-training video prime based on this approach in the context of multi-site data-use training program for Native American educational professionals. Data-use training was delivered after exposure to one of two videos that framed the objectives of data use either in a culturally responsive way or in a generic mainstream fashion. Participants filled out surveys after the video but before the training, and then again after the training. Prime type was randomly assigned by training location. I hypothesized that participants who received a culturally responsive training prime would learn more during the data-usage training than participants who did not, and that this effect would be mediated by heightened affective motivators immediately following the culturally responsive prime. None of the hypothesized pathways were supported. There was no direct effect of my prime manipulation on Responsive Training ii knowledge (Hypothesis 1) or skill acquisition (H2), or on pre-training motivation to learn (H3), research-related self-efficacy (H4), goal-commitment (H5), or identification with research (H6). Furthermore, there were no indirect effects of my manipulation on knowledge (H7) or skill (H8) acquisition through pre-training motivation to learn, selfefficacy, goal-commitment, or identification with research. The motivation to learn subscale for valence had a significant positive direct effect on knowledge and skill acquisition and self-efficacy significantly positively predicted skill acquisition. Goalcommitment and motivation to learn subscales for instrumentality and expectancy had a significant negative relationship with skill acquisition. Lack of support for my hypothesized pathways is explained partially by the failure of my independent variable to influence perceptions of cultural responsiveness. A manipulation check revealed that participants did not appraise my culturally responsive priming video as significantly more relevant or culturally appropriate compared to the alternative mainstream video. Findings on the positive effects of valence and self-efficacy are discussed in support of current literature. Negative effects of expectancy are discussed in terms of stereotype threat. The implications and applications for trainers and researchers in training and minority education are followed by a consideration of this study’s limitations and suggestions for future research. Responsive Training iii Acknowledgements I would like to acknowledge my adviser, Dr. Keith James, my dissertation committee, the Oregon Indian Education Association, and all my family and friends that supported me on my way here. In particular, I would like to acknowledge my mother, Nancy Murry, who always modeled diligence and encouraged me throughout my life and education. Responsive Training iv TABLE OF CONTENTS Abstract  i Acknowledgements  iii List of Tables  ix List of Figures xi Glossary xii Training “In a Good Way”: Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation  1 Culturally Responsive Education  2 Culturally Responsive Education (CRE) and Native Americans  3 Study Goal & Expectations  5 Study Motivation  5 Organization of the Current Study  8 Literature Review: Training  9 A Brief Review of Training: Past and Present  10 Pre-training: Training needs assessment (TNA)  11 During training: Instructional design and delivery.  12 Trainee characteristics  14 Post-training: Transfer  16 Post-training: Evaluation  17 Training and Culture  18 Cross-Cultural Training.  19 Responsive Training v Diversity Training.  20 Ethical Implications  23 Training Racial/Ethnic/Cultural Groups  24 Culturally Responsive Education  26 Culture  26 CRE  28 CRE and Native Americans 31 Native diversity  32 A brief history of Native education  35 Tribal Sovereignty and Self-Determination  40 Student Need  42 Epistemologies  43 Learning styles  44 Etiquette (Communication norms)  46 Race relations  47 Summary  50 Evidence, Theories, & Hypotheses  52 Early Research – 1971-2003  52 Current Research 2003-2014  59 Theoretical Framework  64 Design  66 Trainee characteristics  67 Responsive Training vi The Current Study  69 Method  74 Partnering Organization  74 Sample  74 Procedure  76 Data-use Training

Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation