Professional Documents
Culture Documents
Final Research Proposal
Final Research Proposal
Final Research Proposal
2
Abstract
This research study aims to explore the effects that diversity training programs have on a
multi-generational organization. The biggest diversity of generations is represented in today's
workplace more than at any other time in history. Furthermore, diversity concerns have had a
great impact on the strategies and practices that organizations are deploying. Multi-generational
organizations are turning to diversity training programs as a means to cope with the workforce
demographic. The population to be examined in this study are the the different generations: Baby
Boomer, Generation Xers, and Generation Y. The proposed study would take place at JMU
because JMU offers diversity training in many of the location of employment. The sampling
technique that will be used is random sampling because this method is meant to be an unbiased
representation of a group. The instrument that will used to gather data is a survey, which will be
sent to the employees. The expected timeframe for the research study from start to completion is
from January 2017-May 2017. The method that I will use to analyze the data collected from the
survey through Google Forms is Excel. The results from the survey and place them in an Excel
sheet, from there, I will run test such as Mean, Medium, Mode, and Standard deviation. In order
to protect the human subject, there will be no deception involved in the study as the participants
will have the full disclose of information describing the purpose of the study.
information and perspectives available than homogeneous groups (Homan, et al., 2015). Value in
diversity claims that diversity training helps each generation because it provides a
mutigenerational workforce member with an increased range of knowledge and perspectives
from all generations.
Purpose of the study
The purpose of the study is to explore the effects that diversity training programs have on
a multi-generational organization. I am looking to see if there are any correlations to the training
programs, positivity or negative, that affects the performance of the organization. By
understanding the relationship between diversity training and their effects on the multigenerational workplace, organizations are better suited to face the challenges.
Statement of Problem
The significant of the research is that it will allow for a better understanding and/or
clarification of how diversity training programs affect a multi-generational workforce. Moreover,
in order for human capital to contribute to sustainable competitive advantage, it must create
value, remain hard to imitate, and appear rare. Additionally, increasing market share, enhancing
competitiveness, policies, and organizational structure, and bolstering recruitment and retention
of employees, diversity training can contribute to the personal development of employees and
improve their interpersonal communication, (Reynolds, Rahman, & Bradetich, 2014).
While there maybe many reasons as why it is important for organizations to understand
the relationship of diversity training programs and that of the different generations. Perhaps the
most important issue is about the benefits that organizations gain from employees performance
when they work collectively. Given this reason, there are two important factors for organizations
to have training programs that are effective in helping a diverse workforce to work together.
First, customers are changing, meaning that companys now reach out to a more diverse audience
then ever before, it is important for their customers to connect with the employees. Second, it is
important to understand the effects of the training programs that organizations are currently using
as this affects the overall performance of the organization (Kalinoski, Steele-Johnson, Peyton,
Leas, Steinke, & Bowling, 2013). Does the training help to establish a relationship amongst a
multi-generational workforce? Or does the training offer little to the organization?
Research questions
Does diversity training affect how different generations view each other?
Definitions of terms
Workforce Diversity
Generation
Baby Boomer
Generation Xers
Generation Y
Diversity Training
Conceptual Framework
The conceptual framework illustrates the three main factors that I would like to
investigate in order to understand the relationship, if any exist between the type of training
programs that organizations use within a diverse workforce. As shown in the conceptual
framework below, diversity training affects all aspects of an organization.
Diversity Framework
Multigeneration
s
Effects
of
Diversi
ty
Trainin
g
Diversity
Training
Organizatio
ns
Theoretical Framework
Social Cognitive Theory provides a framework for understanding employees process of
knowing, including both awareness of and judgment of diversity and its benefits, and how both
act together to produce behavior, (Long, 2016). Specifically, social cognitive theory suggests that
an individual learns attitudes by observing the behaviors of others and modeling or imitating
them. The social interaction that the employees have with each other and how they perceive each
other affects their perception of diversity. Since the research question is how does diversity
training affect the perception, attitude, of the employees in the workplace with the three different
generations working together, social cognitive theory works to provide an understanding of how
people learn and feel about diversity training.
Literature Review
The literature reviews to follow is organized by the theme: diverse workforce, diversity
training programs, and what kinds of effects, if any, does diversity training have on a
multigenerational workforce. Each theme is sub-divided by the components that make them up.
The literature included are peer reviewed, scholarly articles that were found using the research
database ERIC, Ebsscohost, and Google Scholarly. The search words and combinations used to
find the articles are as follows: Diversity in the workplace, Training Programs and diversity,
Generational Gap, and effects of diversity training.
Diversity Workforce
The increased diversity in the U.S. workforce presents both a challenge and an
opportunity for organizations. Organizations depend on employees to effectively interact
with people who are different from themselves (Lindsey, King, Hebl, & Levine, 2015). A
workforce that is considered diverse is one that is made up of individuals with a wide range
of characteristics and experiences. Some of the key characteristics of workforce diversity
include race, ethnicity, gender, age, religion, ability, and sexual orientation. Each generational
cohort has different characteristic that represent them. It is best to understand that their
distinctive characteristic was shape by demographics trends, cultural phenomena, and many
more (Ahmad & Ibrahim, 2015).
Baby Boomer
Baby boomers are people born approximately between the years 1946 and 1964.
This includes people who are between 51 and 70 years old in 2016. Boomers are described as
work-centric, independent, goal-oriented, and competitive, typically equating their work and
10
positions with self-worth (Hillman, 2014). In the workforce, Boomers typical beliefs in
hierarchical structure and rankings have resulted in many of them having earned significant
positions of responsibility and authority (Wiedmer, 2015).
Generation Xers
Generation Xers are the generation born after the Western Post-World War II
Baby Boom; birth dates range from 1961-1981, and current ages range from 34 to 54,
(Wiedmer, 2015). Gen Xers are engaging in financial planning, avoiding broken homes, and
ensuring that children grow up with a parent available. Generation Xers are described as
geeks, independent thinkers, and artists who prefer to be fast-paced, engaged in interesting
work, and efficient because they value their personal time and enjoy working on self-directed
or independent projects (Zopiatis, Krambia-Kapardis, & Varnavas, 2012).
Generation Y
People who were born born during the 1980s and early 1990s are consider
generation Y. This generation expects more supervision and feedback, clear goals, structure.
Gen Y are attracted to companies and businesses that embrace technological advancements
that have changed the way of doing business globally. Furthermore, this generation are
typically more tech savvy then previous generations. As of result, they prefer to communicate
through e-mail and text messaging instead of face-to-face and opt for webinars and online
technology instead of traditional, lecture-based presentations (Zopiatis et cl., 2012).
Diversity Training
The most common response by organizations to this substantial change has been to
institute diversity training programs. Diversity training can be defined as any program
designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and
11
generally teach dissimilar others how to work together effectively (Lindsay, et al., 2015). The
purpose of diversity training is not only to increase awareness of workplace diversity, but
also to develop and enhance skills among employees to help them communicate more
effectivity in the future. But for the purpose of this study, diversity training, the researcher
seeks to understand, if any, the effects of diversity training between among the different
generations, (Baby Boomer, Generation Xers, and Generation Y). Diversity training is a
fundamental component of a diversity initiative and represents the opportunity for
organizations to inform and educate employees about diversity. The variables to included in
training programs: Age, gender, ethnicity, and ability.
Age
A variety of age groups can be represented within a single company. From older,
more experienced staff, to middle-aged staff, to recent college graduates or even teens, each
generation has its own unique attributes (Taylor, Mcloughlin, Meyer, & Brooke, 2013). Mix
age groups in your business wisely; while each group lends distinct strengths to an
organization, mixing groups too liberally can end up hindering productivity due to a lack of
cohesion among the staff.
Gender
According to Zopiatis, et al., (2012), the main issues with gender diversity stem
from psychological factors; people can find it difficult to break their preconceived beliefs
about the strengths and weaknesses of the opposite gender. Furthermore, gender diversity is
when a company is represented by a more equal of men and women. Further more gender
diversity has expanded to include the LGBT community, which
Ethnic
12
Ethnicity is a category of people who identify with each other based on common
language, ancestral, social, cultural, or national experiences (Granquist, 2014). Ethic
diversity can cause challenges in socialization due to differing experiences, ideals and
psychological identities, but ethnic differences have no bearing on an individuals personal
competencies, (Proctor, & Simpson, 2016).
Abilities
Although it is undeniable that certain physical or mental impairments do
necessarily exclude people from performing certain tasks, each disabled individual can still
perform a wide range of other tasks, often much more effectively than their co-workers.
Employees with disabilities struggle against much the same issues as women in the
workplace: namely the psychological preconceptions of their co-workers, (Zopiatis, et al.,
2012).
Effects
Indeed, recent research has demonstrated that diversity training methods, if not framed
appropriately, can actually lead to increases in both implicit and explicit expressions of
prejudice. Individual differences in responsiveness to training may be particularly relevant in the
case of diversity training, given that reactions to such training vary substantially
Method
13
I will be using quantitative method to conduct research about diversity training programs
in a multi-generational workforce. More specifically, to explore the affects of diversity training
on different generations. I propose a quantitative approach for this research because this method
will allow me to ask people for their opinions in a structured way (Hernndez, 2015). The goal of
my research is to see how diversity training affect different generations in the workplace,
specifically, what does it affect the employees after taking the survey.
The way in which this methodology paper will be organized is: 1) The research questions
will be restated. 2) Description of the sample will be discussed such as demographic and
background. 3)This will be followed by data collection instrument and procedures. 4) Data
analysis method and discussion of internal and external validity, reliability, generalizability, and
limitations along with justifications of techniques. 5) The paper will conclude with the talk about
human subjects.
Research Design
The goal of my research is to see how diversity training affect different generations in the
workplace, specifically, what does it affect the employees after taking the survey. The reason as
to why quantitative approach works for my research is that I will be focusing in on how diversity
training affects the people working in the organizations. Quantitative method will enable me to
attain hard facts and statistics to find out if there are correlations between diversity training and
the different generations in in the JMU organization (Department). Do diversity training
programs (Independent Variable) serve to bridge the differences amongst different generations
(dependent variable) in the workforce? Furthermore, quantitative approaches the determination
14
of likely correlation among two or more phenomena or the recognition of the distinctness of an
observed phenomenon (Fraenkel, Wallen, & Hyun, 2015).
The reason as to why I selected the method for this research is because is will allow me to
measure the attitude of the employees, more specifically, how they feel about the diversity
training program. In measuring the attitude of the employees, I can use that information to
determine what effects does the training program have on the different generations. I can sort
how the training program affects different generations because I will include a section in the
beginning that will have them pick their generation. Another reason why I picked this method,
survey, because it allows for the participants to remain anonymous, which is a strength of the
research.
Sample and Population
The population to be examined in this study are the the different generations: Baby
Boomer, Generation Xers, and Generation Y. The proposed study would take place at JMU
because JMU offers diversity training in many of the location of employment. Baby boomers are
work-centric, meaning that they are extremely hardworking and motivated by position, perks and
prestige. Furthermore, they are goal-oriented and very competitive. Generation Xers are more
technological adept because they are the first generation to grow up with computers, technology
is woven into their lives. Generation Y are more tech-savvy and many times relay on them to
perform their jobs better.
The sampling technique that will be used is random sampling, is a subset of a statistical
population in which each member of the subset has an equal probability of being chosen
15
(Bhamidi, Hannig, Lee, & Nolen, 2013). The reason as to why it would be considered random is
because even though I will select the organization, the individual will be random. I will send out
the surveys to them and I am not going to have control over who chooses to participate.
Moreover, a simple random sample is meant to be an unbiased representation of a group.
Instrumentation
The method that I will use to analyze the data collected from the survey through Google
Forms is Excel. Once I have the questionnaire uploaded into google forms, a link will be created
that I will then send out to the chosen participants. The survey forms will be structured as
follows: first, an introductory statement will be included with the survey which briefly
summarizes the survey's purpose and addresses confidentiality. Second, directions will be
explained to the participants that will address how answers should be indicated. Third,
participants will be asked to circle their generational cohort (Baby Boom Generation: born
between 1943 and 1960, Generation Xers: born between 1961 and 1981, and Generation Y: born
after 1982). Lastly, the questions will follow. The way in which that data will be analyzed will be
explained under the section Description of the data analysis.
The Society for Human Resource Management developed the survey instrument with an
internal committee of SHRM staff and HR expertise also provided valuable insight and
recommendations for the instrument. The survey explored advantages and disadvantages that HR
professionals observe due to an intergenerational workforce. While the survey has 43 questions, I
am only going to use 15 question that will be adaptive and catered specifically to the
participants experience at James Madison University. They suggest to mail the participants the
information and have the participants to mail back completed forms.
16
Reliability and validity of the research design are essential to the success of this study.
Given this fact, I will look to minimize any concerns that may cause the instrument being used to
be questioned. As mentioned, the instrument that I will be using to collect data is a questionnaire
in a form of a survey that is focused on the attitude of the employees. Surveys are the best
method for the research as it allows for more anonymous amongst the members. By having the
survey be anonymous, I anticipate that the responses will be an accurate reflection of the how the
employees feel about diversity training programs. This is important as the whole purpose of the
study is to find out the affects that diversity training programs have in a multi-generational
workforce.
Validity which refers to the appropriateness, meaningfulness, correctness, and usefulness
of the inferences a researcher makes (Fraenkel, et cl., 2015). In other words, the extent to which
an instrument measures what it is supposed to measure and performs as it is designed to perform.
The way in which I will ensure validity in the research is by using an instrument that has been
development by a trusted source, Society for Human Resource Management which was retrieved
at www.shrm.org/research. Moreover, I will use content-related evidence as another means to
ensure validity, which allow for me to ask an expert about the questionnaire and get feedback
about the instrument. In this case, the expert would be considered the professor, I will seek her
feedback about the instrument and adjust/change it as needed.
Furthermore, to ensure reliability, which refers to the consistency of the scores obtained
(Fraenkel, et cl., 2015), my top choice would be to administer the survey twice. This will allow
for me to be able to compare the results against each other. But seeing as this may not be feasible
because of time constrain, using internal consistency reliability can increase reliability. Internal
17
consistency reliability refers is a measure of how well the items on the test measure the same
construct or idea (Cleary, Skornyakov, 2014). In order to do this, all terms will be defined and all
questions will be analyzed and outliners will be thrown out.
Procedures
The time frame for the study will be as follows:
Phase
Timeframe
Phase 1:
Phase 5: Analyze
18
19
feel that in doing so, they will receive special treatment. This may lead to data inaccurate as their
response will not reflect how they feel about the diversity training program.
Protection of Human Subjects
In order to protect the participants involved in my research study, the first step is to
complete the certification required by the Institutional Review Board (IRB), which I have
completed. Furthermore, in order to actually conduct the research, I will have to receive approval
from James Madison Universitys Institutional Review Board (IRB). The IRB committee
provides oversight to research conducted at James Madison University and ensures that no harm
comes to the participants in the study (http://www.jmu.edu/researchintegrity/irb/). Another way
that I will provide protection of the human subject is that there will be no deception involved in
the study as the participants will have the full disclose of information describing the purpose of
the study. Additionally, a disclaimer will be provided to the participants which will inform that
participating in the survey is completely voluntary and if they choose to partake in the research,
there identify will be anonymous. Lastly, all surveys will be kept in Google drive and in an USB
file, once the research has been complete, the information will be discarded.
20
Data Analysis
As mentioned earlier, the tool that I will be using to gather the data is Google Forms,
which is a tool that is part of Google Drive for creating surveys, tests, or web input forms. By
using this tool, I will be able to import the data directly into Excel Spreadsheet. Additionally,
one of the questions on the survey will involve the participants to identify their generation
cohort, I will be able to separate the generations and place them into generational category. By
placing the generations into categories, I am able to use ordinal measurement, ordinal categorical
data can be ranked (Bettany-Saltikov, & Whittaker, 2014). Furthermore, using the rating scale of
1-5, the participants to rate how they feel about the diversity training. Table 2 below shows the
scale:
Table 2.
Scale
Response
Strongly Disagree
Disagree
Natural
Agree
Strongly Agree
21
Interpretation:
I will take the scores reported (the results) on the survey and place them in an Excel
sheet, from there, I will run test such as Mean, Medium, Mode, and Standard deviation. Once I
have the numbers, I will use those numbers and apply it the measurement below. By using the
level, I will be able to apply the results from the Excel and place them into one of the levels.
Level 1: Our program is just beginning to work in this area and has an urgent need to
address this practice. Our program can be much better at this than we are currently.
Level 2: Our program has done some work in this area but will need targeted support to
move to the next level. Our program is making progress, but can improve further.
Level 3: Our program has achieved a high level of proficiency in this area and needs only
a little additional work to be exceptionally proficient. Our program is very good at this
practice.
22
Level 4: Our program is exceptionally proficient in this practice and can demonstrate this
in observable ways. This is an area of quality practice where our program can serve as an
example for others.
23
about the study and as of result, become more concentrated or primed, or having unconsciously
changed the criteria they use to make judgments. Furthermore, the most important limitation is
the actual training that the employees took, there are two types of diversity training, diversity
training can be described within two broad categories: training designed to disseminate
information and training designed to create behavioral change (Peretz, Levi, & Fried, 2015).
Another limitation of the research is researcher bias, which is a form of response bias that
occurs whenever there is a flaw in a survey's research design (Stauffer, Pai, 2015). This is one of
the biggest bias that I because I have done diversity training and did not have a good experience
with it. The training did nothing as far as providing additional knowledge of diversity for the
company that I work for. The way that I will ensure that the questionnaires remain as bias free as
possible is making the participants response anonymous.
Overall, the research methodology that I propose will allow for me to gather authentic
information about how diversity training programs affect baby boomers, generation Xers, and
generation Y. The ranking scale will allow for me to measure how each generation feels about the
training. As stated earlier, by having the participants identify their generation, I will be able to
separate them into their respective age groups
References
Ahmad, H., & Ibrahim, B. (2015). Leadership and the Characteristic of Different Generational
Cohort towards Job Satisfaction. Procedia - Social And Behavioral Sciences, 204(The 4th
World Congress on Technical Vocational Education and Training (4thWoCTVET), 5-6
24
25
Diversity Standards: Cultural Competency for Academic Libraries (2012)", American Library
Association, May 4, 2012. http://www.ala.org/acrl/standards/diversity (Accessed March
20, 2016) Document ID: c9831d45-0593-0c14-d1f0-d428464031f7
Ehrke, F., Berthold, A., & Steffens, M. C. (2014). How diversity training can change attitudes:
Increasing perceived complexity of superordinate groups to improve intergroup
relations. Journal Of Experimental Social Psychology,53193-206.
doi:10.1016/j.jesp.2014.03.013
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). Validity and Reliability. In How to Design
and Evaluate Research in Education, New York: McGraw-Hill
Education.
Granquist, M. A. (2014). Religion and ethnicity in the United States. Word & World, 34(2), 140148.
Hernndez, E. (2015). What Is 'Good' Research? Revealing the Paradigmatic Tensions in
Quantitative Criticalist Work. New Directions For Institutional Research, 2014(163), 93101. doi:10.1002/ir.20088
Hillman, D. R. (2014). Understanding Multigenerational Work-Value Conflict
Resolution. Journal Of Workplace Behavioral Health, 29(3), 240.
doi:10.1080/15555240.2014.933961
Homan, A. C., Buengeler, C., Eckhoff, R. A., van Ginkel, W. P., & Voelpel, S. C. (2015). The
interplay of diversity training and diversity beliefs on team creativity in nationality
26
605-617. doi:10.1007/s10869-014-9384-
Long, C. (2016). A social cognitive account of relational work. Journal Of Politeness Research:
Language, Behavior, Culture, 12(1), 1-26. doi:10.1515/pr-2015-0025
Oliver, A. C., Pratt, L. A., & Normand, M. P. (2015). A Survey of Functional Behavior
Assessment Methods Used by Behavior Analysts in Practice. Journal Of Applied
Behavior Analysis, 48(4), 817-829.
Peretz, H., Levi, A., & Fried, Y. (2015). Organizational diversity programs across cultures:
effects on absenteeism, turnover, performance and innovation. International Journal Of
Human Resource Management, 26(6), 875-903. doi:10.1080/09585192.2014.991344
Pitts, D. W., and L. R. Wise. (2010). Workforce diversity in the new millennium: Prospects for
research. Review of Public Personnel Administration 30(1): 44-69.
27
Proctor, S. L., & Simpson, C. (2016). Improving service delivery to ethnic and racial minority
students through multicultural program training. In S. L. Graves, J. J. Blake, S. L. Graves,
J. J. Blake (Eds.) , Psychoeducational assessment and intervention for ethnic
minority
American
Reynolds, D., Rahman, I., & Bradetich, S. (2014). Hotel managers' perceptions of the value of
diversity training: an empirical investigation. International Journal Of Contemporary
Hospitality Management, 26(3), 426-446. doi:10.1108/IJCHM-02-2013-0079
Solanki, R., & Singh, H. (2015). Efficient classes of estimators in stratified random
sampling. Statistical Papers, 56(1), 83-103. doi:10.1007/s00362-013-0567-1
Stauffer, J., & Pai, P. K. (2015). The Bias Induced by Researchers Making Range Restriction
Corrections. Insights To A Changing World Journal,2015(2), 33-48.
TAYLOR, P., MCLOUGHLIN, C., MEYER, D., & BROOKE, E. (2013). Everyday
discrimination in the workplace, job satisfaction and psychological wellbeing: age
differences and moderating variables. Ageing And Society, 33(7), 1105-1138.
Wiedmer, T. (2015). Generations Do Differ: Best Practices in Leading Traditionalists, Boomers,
and Generations X, Y, and Z. Delta Kappa Gamma Bulletin, 82(1), 51-58.
Woodward, I. C., Vongswasdi, P., & More, E. A. (2015). Generational Diversity at
Work: A Systematic Review of the Research. INSEAD Working Papers
Collection, (48), 1-71.
28
Zopiatis, A., Krambia-Kapardis, M., & Varnavas, A. (2012). Y-ers, X-ers and Boomers:
Investigating the multigenerational (mis)perceptions in the hospitality
workplace. Tourism & Hospitality Research, 12(2), 101-121.
doi:10.1177/1467358412466668
Appendix A
James Madison University
2nd Review:
IRB:
Received:
Project Title:
Project Dates:
1st Review:
rd
Reviewer:
Reviewer:
Review:
To: 05/09/17
Minimum # of
Participants:
Maximum # of
Participants:
29
MM/DD/YY
100
250
External Funding:
Yes:
No: X
Internal Funding:
Yes:
No: X
If yes, Sponsor:
Will monetary incentives be offered with funding? Yes:
No: X
Responsible
Researcher(s):
E-mail Address:
Telephone:
Department:
Address (MSC):
http://www.jmu.edu/finprocedures/4000/4205.shtml#_Toc460225002
Juan Bautista-Cruz
bautisjx@dukes.jmu.edu
(540)560-7603
Adult Education/Human Resource Development
6913
Faculty
Undergraduate Student
Administrator/Staff Member
X Graduate Student
Please Select:
(if Applicable):
Research Advisor:
E-mail Address:
Telephone:
Department:
Address (MSC):
NO Does the James Madison University Institutional Review Board define the
project as research?
The James Madison University IRB defines "research" as a "systematic investigation designed to develop or
contribute to generalizable knowledge. All research involving human participants conducted by James
Madison University faculty and staff and students is subject to IRB review.
2. X YES
Individuals whose physiologic or behavioral characteristics and responses are the object of study in a research
project. Under the federal regulations, human subjects are defined as: living individual(s) about whom an
investigator conducting research obtains:
(1) data through intervention or interaction with the individual; or (2) identifiable private information.
3.
X YES
Intervention includes both physical procedures by which data are gathered (e.g., measurement of heart rate or
venipuncture) and manipulations of the participant or the participant's environment that are performed for
research purposes. Interaction includes communication or interpersonal contact between the investigator and
participant (e.g., surveying or interviewing).
YES X NO
30
"Private information" includes information about behavior that occurs in a context in which an individual can
reasonably expect that no observation or recording is taking place, or information provided for specific purposes
which the individual can reasonably expect will not be made public (e.g., a medical record or student record).
"Identifiable" means that the identity of the participant may be ascertained by the investigator or associated with
the information (e.g., by name, code number, pattern of answers, etc.).
5.
YES X NO Does the study present more than minimal risk to the participants?
"Minimal risk" means that the risks of harm or discomfort anticipated in the proposed research are not greater,
considering probability and magnitude, than those ordinarily encountered in daily life or during performance of
routine physical or psychological examinations or tests. Note that the concept of risk goes beyond physical risk
and includes psychological, emotional, or behavioral risk as well as risks to employability, economic well being,
social standing, and risks of civil and criminal liability.
CERTIFICATIONS:
For James Madison University to obtain a Federal Wide Assurance (FWA) with the Office of Human Research Protection (OHRP), U.S.
Department of Health & Human Services, all research staff working with human participants must sign this form and receive training in
ethical guidelines and regulations. "Research staff" is defined as persons who have direct and substantive involvement in proposing,
performing, reviewing, or reporting research and includes students fulfilling these roles as well as their faculty advisors. The Office of
Research Integrity maintains a roster of all researchers who have completed training within the past three years.
For additional training interests, or to access a Spanish version, visit the National Institutes of Health Protecting
Human Research Participants (PHRP) Course at: http://phrp.nihtraining.com/users/login.php.
By signing below, the Responsible Researcher(s), and the Faculty Advisor (if applicable), certifies that
he/she is familiar with the ethical guidelines and regulations regarding the protection of human research
participants from research risks. In addition, he/she agrees to abide by all sponsor and university
policies and procedures in conducting the research. He/she further certifies that he/she has completed
training regarding human participant research ethics within the last three years.
_________________________________________
Principal Investigator Signature
________________
Date
_________________________________________
Principal Investigator Signature
________________
Date
_________________________________________
Principal Investigator Signature
________________
Date
_________________________________________
Faculty Advisor Signature
________________
Date
31
32
workplace, specifically, what does it affect the employees after taking the training. The objective
it to determine what effects does diversity training program have an on generations mentioned
above in the workplace. The research questions are shown below:
Does diversity training affect the performance of the organization?
How the diversity training affects the organization? Positive or negative?
Does diversity training affect how different generations view each other?
Procedures/Research Design/Methodology/Timeframe
The time frame of this study ranges from the time of pending IRB approval through May
9, 2017. It is anticipated that the research will begin no later than December 6, 2016, so as to
ensure participants have sufficient amount of time to response and the researcher time to
analyze the data.
The participant sample will be composed of employees at JMU. The sample size will be
no less 100 participants (minimum) and no more than 250 (maximum) to ensure that
sufficient power exists to detect statistical relationships between training programs
(independent variable) and bridge the differences amongst different generations (dependent
variable) in the workforce? Diversity training can be defined as any program designed to
facilitate positive intergroup interaction, reduce prejudice and discrimination, and generally
teach dissimilar others how to work together effectively.
This research will be conducted at the completion of the fall 2016 semester through the
implementation of an anonymous, web-based Google Form survey distributed to the faculty
employed at JMU via e-mail. It is anticipated that the survey should take ten to 15 minutes
to complete. The email will include a consent form with a cover letter requesting voluntary
consent to participate in the survey, as well as a direct link to the Google survey.
Describe the design and methodology, including all statistics, IN DETAIL.
What exactly will be done to the subjects? (Emphasize possible risks and
protection of subjects)
The research will be survey-based, and the surveys will be
administered to the employees at James Madison University via e-mail.
Completion of the survey will be voluntary and participant responses will
be completely anonymous. Participants can withdraw at any time during
the surveying process without consequences of any kind. However, once
participant responses have been collected and have been anonymously
combined with other participant responses to form the aggregate data set
(see data analysis below), participants cannot withdraw from the study.
The survey (see attached) includes no items that require participants to
provide their name, id number, or any other identifying information; thus
ensuring complete confidentiality and anonymity and very low risk to all
participants. The surveys will be distributed via e-mail surveys. After
33
faculty have completed the surveys, information will be collected and kept
on Google Forms. The completed surveys will be destroyed when the
research project is completed.
Will deception be used? If yes, provide the rationale for the deception:
No deception will be used in this study.
What is the time frame of the study? (List the dates you plan on collecting
data. This cannot be more than a year, and you cannot start conducting
research until you get IRB approval)
The study will conclude by May 10, 2017. Data collection will begin when
IRB approval is granted, but
it is anticipated it will begin January 09,
2017, and conclude by May 10, 2017.
Data Analysis
What methodology will be taken to ensure the confidentiality of the data
(i.e., how and where data will be stored/secured, how data will be
analyzed, who will have access to data, and what will happen to data after
the study is completed?)
Data will be stored and analyzed within Google Forms, the online survey instrument
being utilized for this research project. The survey being issued will be anonymous, in that there
will be no identifying information attached to any of the research questions being asked, thus
34
ensuring participant anonymity. The researcher will not be present while the survey is being
completed. Once the on-line surveys are collected, the surveys will be reviewed for data
completeness. The data on each survey will then be entered by the researcher into an Excel
spreadsheet to form an aggregated data set. The aggregated data set will be used to perform
statistical analysis utilizing the advanced statistics functions (correlation) of Excel. Only the
researcher will have access to the aggregated data set. After the research project is completed,
the researcher will delete and destroy all files containing the aggregated data set.
Reporting Procedures
Who is the audience to be reached in the report of the study?
The audience to be reached in the report of this study is the
researchers committee members, which consists of three graduate
faculty members within the AHRD/LTLE graduate school
How will you present the results of the research? (If submitting as exempt,
research cannot be published or publicly presented outside of the
classroom)
The results of this research will be presented to a Research Review Committee in a formalized
classroom to the committee members listed above through a defense of the research and the
resulting findings.
How will feedback be provided to subjects?
Within the consent form contained in the email being sent to the survey participants, the
researchers email address will be printed, so as to allow the participants to contact the researcher
with feedback, questions or concerns regarding the study, as well as to give them the opportunity
to learn about the results of the study, if they choose to inquire.
35
36
37
APPENDIX B
The purpose of the study is to explore the effects that diversity training programs have on a
multi-generational organization. The goal of my research is to see how diversity training affect
different generations in the workplace, specifically, what does it affect the employees after taking
the training.
Disclaimer:
Participation in the survey is on a voluntary basis and all answers will be kept strictly
confidential. Please do not place your name on the survey.
Year of Birth: Pick one.
1943 1960
1961 - 1981
1982 2005
Instructions: Below are a number of statements about you with which you may agree or
disagree. Using the response scale below, indicate your agreement or disagreement with each
item by placing the appropriate number on the line preceding that item.
1
2
3
4
5
Strongly Agree
Disagree
Neutral
Agree
Strongly Agree
1) ______ Being in a diverse environment is stressful for me.
2)
3)
4)
5)
_______
_______
_______
_______
I
I
I
I