How to ensure that your diversity, equity and inclusion training works.

One of the critical questions in EDI practice is whether training and development initiatives truly translate into lasting change. There is plenty of research out there (see references below). 

Some research has focused on specific identities or behaviours, such as sexual harassment or racism and whether people who receive training on these topics are able to recognise inappropriate behaviours. Others have gone on to try and explore whether the training leads to a change in attitude. At Spotlight Inclusion, the key focus for our training is on how to move understanding of a topic to a change in behaviour.  

If we understand that things like sexism, racism, ableism, homophobia and classism are baked into our systems and processes, simply being aware or being able to spot examples isn’t going to change things for people with those identities. We would need action – changes in behaviour to make an actual change. Herein lies the problem: the training is provided by the organisations, colleagues attend, and we are reliant on the participation in training, making a difference to the areas we are trying to improve. Unfortunately, it doesn’t work like that.  

What does research say about what training can do? 

Antecol and Cobb-Clark (2003) examined sexual harassment training, finding that it increased the ability to recognise inappropriate behaviours. They observed that women were broadly unchanged by the training, probably because they already have a good understanding of unwanted behaviours. However, men were more enlightened and recognised in themselves and others’ behaviours which they knew to be sexual harassment, now that they had received the training. This increased knowledge is surely a benefit.  

A study by Moin et al (2025) found that self-awareness and self-insight were major outcomes from training. 

What are the limitations of training? 

Research suggests that the biggest challenge is in translating this awareness into long-term behaviour change. Dobbin and Kalev (2018) reflect on the pitfalls of diversity training in the corporate and academic landscapes. They argue that one-off or superficial interventions can sometimes backfire, reinforcing stereotypes or instilling complacency among participants because they rely too heavily on the training, unless they are embedded within a broader, systemic change effort. 

What are the ways to get the most from your DEI training investment? 

#1 Multifaceted training 

Research suggests that one major way to ring out the value from your training is through multi-faceted, ongoing training programs. McCarter and colleagues emphasise that effective EDI training should be continuous to ensure that knowledge is refreshed and where staff leave and join, consistency is achieved. Examples for a multi-faceted programme could include live and lengthy pieces of learning and online learning, coupled with low-stakes learning, facilitated discussion, network discussion and book clubs.  

#2 Creating relevant practices for day-to-day work 

Integrate the knowledge gained from the training into daily work practices. This is a really key point. Finding ways to translate the learning to your day-to-day working practices. It might also include creating routines for discussion of the topic and the challenges that people are having in implementing change. Working collaboratively in this way distributes responsibility and allows us to model inclusive behaviour by reaching out to others who might have a new and interesting perspective that we may not have considered. 

#3 Networking and reflection 

Accompany the training with networking opportunities that allow participants to actively practice new behaviours. Again, practising is key. This can be supported by a self-reflection cycle of considering an issue which has emerged following the training and reflecting the implications, what we have learned from it and how we could mitigate against it in the future.  

# 4 Inclusive leadership 

Research emphasises the crucial role of inclusive leadership. Effective DEI initiatives not only depend on well-designed training programs but also on leadership that is committed to fostering inclusive environments. Recent studies, such as those by Elliott et al. (2023) and Ketikidou and Saiti (2022), stress that leaders play an essential role in identifying and nurturing talent from underrepresented groups. They go on to suggest that leaders should create cultures where everyone feels heard and valued. This approach requires moving away from traditional authoritarian models and instead embracing collaborative forms of leadership that include stakeholder voices. 

How can we support you? 

• Firstly, we are research based. We are constantly researching and learning, and when we work with an organisation, we know they need something specific to their needs, not generic. So, we research the organisation and create something that is more likely to work.  

• Our training is always tailored to the organisation, and we ensure that we end by giving participants time to create actual actions, not pledges or hopeful statements.  

• We reiterate that the training is a waste of time without the follow-up. 

• We include scenarios to practice with 

• If you want to talk to us about how we can support you with our learning and development or consultancy, get in touch here.

References

Antecol, H. and Cobb-Clark, D. (2003), Does Sexual Harassment Training Change Attitudes? A View from the Federal Level*. Social Science Quarterly, 84: 826-842.  

Dobbin, F., Kalev, A., 2018. Why Doesn’t Diversity Training Work? The Challenge for Industry and Academia. Anthropology now, 10(2), pp.48–55.  

Elliott, S. et al. (2023) ‘Practices and typologies for using organisational data to identify potential leaders for equity, diversity, and inclusion within institutions’, International Journal of Leadership in Education, pp. 1–12.  

Ketikidou, G. and Saiti, A. (2022) ‘The promotion of inclusive education through sustainable and systemic leadership’, International Journal of Leadership in Education, pp. 1–16.  

McCarter, S.A., Wilson, M.L., Anderson, D., 2024. Evidence-based strategies to improve the effectiveness of diversity, equity, and inclusion training. Journal of ethnic & cultural diversity in social work, 33(6), pp.327–339.  

Moin, F.K.T., Itzchakov, G., Kasriel, E. and Weinstein, N. (2025), Deep Listening Training to Bridge Divides: Fostering Attitudinal Change through Intimacy and Self-Insight. Journal of Applied Social Psychology, 55: 211-223.