STATEMENT OF ORIGINAL WORK I understand that Capella University's Academic Honesty Policy (3.01.01) holds learners accountable for the integrity of work they submit, which includes, but is not limited to, discussion postings, assignments, comprehensive exams, and the dissertation. Learners are expected to understand the Policy and know that it is their responsibility to learn about instructor and general academic expectations with regard to proper citation of sources in written work as specified in the APA Publication Manual, 6th Ed. Serious sanctions can result from violations of any type of the Academic Honesty Policy including dismissal from the university. I attest that this document represents my own work. Where I have used the ideas of others, I have paraphrased and given credit according to the guidelines of the APA Publication Manual, 6th Ed. Where I have used the words of others, (i.e. direct quotes), I have followed the guidelines for using direct quotes prescribed by the APA Publication Manual, 6th Ed. I have read, understood, and abided by Capella University's Academic Honesty Policy (3.01.01). I further understand that Capella University takes plagiarism seriously; regardless of intention, the result is the same. Signature for Statement of Original Work Learner Name Desiree Peterson Mentor Name Marc Muchnick Learner Email [email protected] Mentor Email [email protected] Learner ID 2049193 Date   Dissertation Research Plan: QUALITATIVE STUDIES ONLY Research Plan Process You will use this form in obtaining approval for Milestones 2-5. The goals of this process are to: (1) facilitate the planning of the details of your dissertation research study, (2) allow for scientific merit review and (3) facilitate your progress through the dissertation. You must obtain approval of your Research Plan before seeking IRB approval, collecting data, and writing your full dissertation or any of your chapters. Approval of the Research Plan satisfies dissertation milestone 5, indicating that the Dissertation Research Plan has passed the "scientific merit review," part of the IRB process. Scientific Merit Criteria for the Research Plan 1. Advances the scientific knowledge base. 2. Makes a contribution to research theory. 3. Meets certain "hallmarks" of good research methodology. **Obtaining Scientific Merit approval for your Research Plan does not guarantee you will obtain IRB approval. A detailed ethical review will be conducted during the process of IRB approval. How to Use This Form This Research Plan form is intended to help you plan the details of your dissertation. It provides a space for you and to work out all the details of your design. Once you have obtained Research Plan approval, you should be able to easily expand on the information you have submitted here and write the dissertation chapters because these sections follow the outline of the Dissertation Chapters 1-3. It is recommended that you use this form in a step-by-step way to help you deign your study. Expect that you will go through several revisions before obtaining approval this form. Research Planning is an iterative process, each revision often sparking the need for further revisions until everything is aligned. These iterations and revisions are a necessary and customary part of the research process. Do's and Don'ts • Do use the correct form! This RESEARCH PLAN is for QUALITATIVE designs. For a QUANTITATIVE design, use that form. • Don't lock the form. That will stop you from editing and revising within the form. • Do complete the "Learner Information" and Section 1 first. • Don't skip items or sections. If an item does not apply to your study, type "NA" in its field. • Don't delete the descriptions in the left column! • Do read the item descriptions carefully. Items request very specific information. Be sure you understand what is asked. • Do use primary sources to the greatest extent possible as references. Textbooks are NOT acceptable as the only references supporting methodological and design choices. Use textbooks to track down the primary sources. • Do submit a revised Research Plan if, after approval, you change your design elements. It may not need a second review, but should be on file before your IRB application is submitted. GENERAL INSTRUCTIONS Complete the following steps to request Scientific Merit Review (SMR) approval for your dissertation: • Residency Learners: Your Residency Instructor will facilitate this process. • Dissertation Learners: Your Mentor will facilitate this process. Milestone 1 Milestone 1 consists of completing CITI Research training. Submit your CITI completion certificate to your Residency Instructor or Mentor, who will notify [email protected] of your completion. https://www.citiprogram.org/ Milestone 2 Talk with your Residency Instructor or Mentor about your ideas for your dissertation topic and a possible methodological approach. Collaborate with your Residency Instructor or Mentor to refine your topic into a specific research project that will add to the existing literature on your topic. Residency Learners: 1. Complete Section 1 of the Research Plan form. • Complete Section 1, "Topic Endorsement," addressing the Research Topic and Research Problem and submit the form to your Residency Instructor for approval. Follow the instructions carefully. • Collaborate with your Residency Instructor until you have approval for the Section 1, "Topic Endorsement." After you have received their approval for Section 1, your Residency Instructor will submit this section to your Specialization Chair or Designee for Topic Endorsement via email using the Topic Endorsement Rubric form. • The Specialization Chair or Designee will notify you and your Residency Instructor of their decision and a copy of the decision will be sent to [email protected]. 2. Complete Sections 2, 3 and 4 of the Research Plan form. 3. Submit Research Plan form for evaluation by your Residency Faculty for Final Project in Track 2. Dissertation Learners: 1. Complete Section 1, "Topic Endorsement" and Section 2, "Research Overview" and submit the form to your Mentor for approval. Follow the instructions carefully. 2. Collaborate with your Mentor until you have approval for the Section 1, "Topic Endorsement" and Section 2, "Research Overview." After you have received their approval for Section 1 and 2, your Mentor will submit this section to your Specialization Chair or Designee for Topic Approval via an email to [email protected]. 3. The Specialization Chair or Designee will notify [email protected] of their decision and your mentor will be informed so they can communicate the decision to you. 4. If your Topic is deferred by the Specialization Chair or Designee, work with your Mentor to address the concerns and resubmit per process above. 5. If your Topic is approved by the Specialization Chair or Designee, Milestone 2 is achieved. Proceed to Milestone 3. Milestones 3, 4 and 5 Residency Learners: 1. Work with your Track 3 Residency Instructor to make any necessary refinements to sections 2, 3, and 4 of the Research Plan, then complete Section 5 and 6 of the Research Plan. Make sure all sections are aligned—changes in one section could necessitate changes in another section. 2. After you have a polished version, you should review the SMR criteria from the rubric for each section, to ensure you have provided the requisite information to demonstrate you have met each of the scientific merit criteria. 3. Submit the completed form to your Residency Instructor for approval at the end of Track 3. ***Residency Instructors are also SMR Reviewers. If your Residency Instructor approves your Dissertation Research Plan, and you meet the grading criteria for Track 3 (85 in the course, 85 on the final assessment, and "Proficient" on each item on the rubric for the final assessment), you have achieved Milestones 3, 4, and 5. When you start Dissertation after Comprehensive Exam, you will work with your assigned Mentor to gain IRB approval of your study. You may begin working on your IRB application in preparation for the next steps of your Dissertation. Dissertation Learners: 1. Complete sections 3, 4, 5, and 6 of the Research Plan. Make sure all sections are aligned—changes in one section could necessitate changes in another section. 2. After you have a polished version, you should review the SMR criteria from the rubric for each section, to ensure you have provided the requisite information to demonstrate you have met each of the scientific merit criteria. 3. Submit the completed form to your Mentor for approval. 4. After you have obtained Mentor approval (Milestone 3) of the completed Dissertation Research Plan form, your Mentor will submit the completed form to your Dissertation Committee for approval. Expect that you will go through several revisions before attaining approval of your Dissertation Research Plan. 5. After you have obtained Dissertation Committee approval (Milestone 4) of the Dissertation Research Plan form, your Mentor will submit the completed form to the SMR Committee for approval by sending it to [email protected]. ***Mentor and Dissertation Committee approval does not guarantee SMR Committee approval. Each review is independent and serves to ensure that your Dissertation Research Plan demonstrates research competency. SMR Review Process The scientific merit reviewer will review each item against a rubric to determine whether you have met each of the criteria. You must meet all the criteria at a level of "Proficient" or greater to obtain reviewer approval. The reviewer will designate your Dissertation Research Plan as one of the following: • Approved • Deferred for minor or major revisions • Disapproved • Not ready for review If the Dissertation Research Plan has been deferred: • The SMR reviewer will provide feedback on any criteria that you have not met. • Your mentor is required to meet with the SMR Research Help Desk to discuss the deferral and develop a plan for guiding the revisions. • You are required to make the necessary revisions and obtain approval for the revisions from your Mentor. • Once you have Mentor approval for your revisions, your Mentor will submit your Dissertation Research Plan for a second review. • You will be notified if your Dissertation Research Plan has been approved, deferred for major or minor revisions, or disapproved. • Up to three attempts to obtain Scientific Merit Review (SMR) approval are allowed. Researchers, Mentors, and Reviewers should make every possible attempt to resolve issues before the Dissertation Research Plan is deferred for the third time. If a researcher does not pass the scientific merit review on the third attempt, then the case will be referred to the Research Chair and/or Program Chair in your School for review, evaluation, and intervention. • While you await approval of your Dissertation Research Plan, you should be working to complete your IRB application and supporting documents. • Once you have gained SMR approval (Milestone 5), you are ready to submit your IRB application and supporting documents for review by the IRB Committee. Milestone 6 6. IRB Approval: • Once you obtain SMR approval, complete your IRB application and accompanying materials. • Consult the Research and Scholarship area within iGuide for IRB forms and detailed process directions. • You are required to obtain scientific merit approval (SMR) before you may receive IRB approval. Obtaining SMR approval does not guarantee that IRB approval will follow. Milestone 7 7. Complete the Pre-Data Collection Conference call: • Once you have gained approval by the IRB, you are ready to schedule your Pre-Data Collection Conference Call. You may not proceed to data collection until you have completed this call. • Work with your Mentor and Dissertation Committee to set a date for the conference call. • Upon successful completion of the Pre-Data Collection Conference Call, your mentor will mark Milestone 7 complete, and you may proceed with data collection. PRELIMINARY INFORMATION Learners, please insert your answers directly into the expandable boxes that have been provided! A. Learner and Specialization Information (to be completed by Learner) Learner Name Desiree Peterson Learner Email [email protected] Learner ID Number 2049193 Mentor Name Dr. Marc Muchnick Mentor Email [email protected] Specialization PhD in Business Management specialization in Management Education Specialization Chair Name Specialization Chair Email Committee Member #1 Name Committee Member #1 Email Committee Member #2 Name Committee Member #2 Email Methodology QUALITATIVE   Section 1. Topic Endorsement 1.1 Research Topic (2 paragraphs) FIRST PARAGRAPH: Describe the specific topic to be studied. SECOND PARAGRAPH: describe the significance of this topic to your program/field (e.g., Psychology, Counseling, Business, Technology, Public Service Leadership, Education, etc.) AND your specialization within your program. The Research Topic should be correctly formed:  The Research Topic should be appropriate for the specialization.  The Research Topic should use appropriate language for key concepts/phenomena.  Relationships between/among the concepts should be clearly specified (e.g., correlation).  The target population should be named  The concepts should be appropriately focused. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. The research topic of this proposed study will explore perceptions of diversity training for managers as perceived by an organization's internal stakeholders. We know that diversity training has been shown to have positive organizational outcomes such as higher employee engagement and enhanced interpersonal communication (Reynolds et al., 2014). We also know that by participating in diversity training, managers may gain a sense of ownership and buy-in to the diversity education process (Wyatt-Nichol and Antwi-Boasiako, 2012). Furthermore, while the impact of diversity training in organizations can be positive for organizations, there are scenarios where there may be negative outcomes as well (De Mello-e-Souza et al., 2011, p.286). However, what we do not know is how diversity training for managers is perceived by an organization's internal stakeholders. This proposed qualitative case study will address this gap in the scholarly literature by exploring perceptions of diversity training for managers from the perspectives of organizational leaders, training facilitators, and managers who participate in the training. The topic of perceptions of diversity training for managers as perceived by an organization's internal stakeholders is important to the field of business management and the management education program specialization for several reasons. First, the topic is important because diversity training helps individuals recognize and comprehend each other while decreasing bias and conflicts (Egerova & Jirincova, 2014). Second, the topic is important because diversity training helps managers set a positive and productive tone in the workplace (Hur & Strickland, 2012). In addition, the topic is important because diversity training can address misconceptions by educating others about different cultures, which will assist in the formation of a culturally-enriched environment within the workplace (Scott, 2016). 1.2 Research Problem (1 Paragraph) Write a brief statement regarding the need for the study that fully describes the problem or need being addressed. The "need for the study" is what we often refer to as the Research Problem. In simplified terms, the research problem should take this form: "The research literature on _________ indicates that we know ________, we know __________, but we do not know ______________." The Research Problem should be correctly stated:  Existing literature and key findings should be summarized  Gaps or problems in the existing literature should be clearly formulated  The Research Problem should be explicitly stated, not implied. . • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. The research topic of this proposed study will explore perceptions of diversity training for managers as perceived by an organization's internal stakeholders. We know that diversity training has been shown to have positive organizational outcomes such as higher employee engagement and enhanced interpersonal communication (Reynolds et al., 2014). We also know that by participating in diversity training, managers may gain a sense of ownership and buy-in to the diversity education process (Wyatt-Nichol and Antwi-Boasiako, 2012). Furthermore, while the impact of diversity training in organizations can be positive for organizations, there are scenarios where there may be negative outcomes as well (De Mello-e-Souza et al., 2011, p.286). However, what we do not know is how diversity training for managers is perceived by an organization's internal stakeholders. This proposed qualitative case study will address this gap in the scholarly literature by exploring perceptions of diversity training for managers from the perspectives of organizational leaders, training facilitators, and managers who participate in the training. RESIDENCY LEARNERS ONLY: Specialization Chair Topic Endorsement • After completing Section 1, "Topic Endorsement," addressing the Research Topic and Research Problem, submit the form to your Residency Instructor for approval. Follow the instructions carefully. • Collaborate with your Residency Instructor until you have approval for the Section 1, "Topic Endorsement." After you have received their approval for Section 1, your Residency Instructor will submit this section to your Specialization Chair or Designee for Topic Endorsement. • The Specialization Chair or Designee will notify you and your Residency Instructor of their decision and a copy of the decision will be sent to [email protected]. Section 2. Research Overview 2.1 Research Problem Background (3 paragraphs) Provide a brief SUMMARY of your review of the research literature on the topic. This should include citations from at least 10 articles, but should indicate that you have performed a full review of the literature (minimum of 75 articles) on the topic. This should be demonstrated by providing a statement about the body of existing literature on the topic, then, summarizing recent research findings on the topic, highlighting the findings that are most relevant to your proposed study, demonstrating how your proposed research could add to the existing literature on the topic. Be sure to provide appropriate in text citations and include references in the reference section. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. • This will not be your full dissertation literature review but an initial foundation. You will continue to add to your literature review throughout your dissertation process. The objective of diversity training for managers in the past was geared toward creating a climate of acceptance, which in turn would help improve the organization's public image (Park, 2013). Historically, diversity training initiatives for managers were also designed to identify organizational and individual barriers to the development of diverse groups within the workforce (Rose and Palma-Rivas, 1998). Ryes and Rosen (1995) revealed that management diversity training success is achievable when diversity initiatives include incentives for participation and awareness. A trend in diversity management education has been the focus on the aging Baby Boomer workforce (Sally and Selden, 2001) and more currently the multi-generational workforce. Recent diversity management education research has focused on a number of distinct areas. First, Begeç's (2013) study on effective diversity management training initiatives showed that classifying men and women into social roles creates gender stigmas. Second, Foma (2014) completed a study on race and found diversity training should focus on creating an atmosphere which promotes connection. Third, Kulkarni and Kote's (2014) research on disabilities and diversity indicated that managers can be trained to classify or design positions which can accommodate such employees. These studies have set the stage for continuing scholarly research on diversity management education. Throughout much of the research on diversity education for managers is the theme of training quality. Instilling quality in diversity training for managers includes developing a system which evaluates and reports measures for improvement while also creating performance metrics (McGuire, et al., 2015). Other areas of importance to diversity management education program quality include the setting in which the training occurs and the effectiveness of the curriculum (Paternotte et al., 2014). In addition, the number of training sessions offered and the frequency of these sessions are also vital aspects of the quality equation (Lee, 2015). The focus on quality in diversity training for managers highlights the issue of accountability in order to meet the needs of the internal stakeholders within an organization. 2.2 Research Question List the primary Research Question. Your Research Question (s) should be correctly formed:  The Research Question(s) should be aligned with your Research Problem, the Research Topic, and the Dissertation Title.  The Research Question(s) should be phrased in a way that it can be answered by the intended methodology and analyses. • Define the terms of the research question referencing the definitions with references from the literature. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. RQ: What is the perception of diversity training for managers as perceived by an organization's internal stakeholders? Diversity has been generally explained as the representation of multiple aspects of human differences, including race, religion, age, gender, ethnicity, sexual orientation and disability (Wilson, 2015). Diversity training can be defined as a program designed to facilitate positive intergroup interaction that is designed to reduce discrimination while teaching culturally-different individuals how to work together (Bezrukova et al. 2012). 2.3 Purpose of the Study State the purpose of the study. The purpose of the study will be to answer the research question in order to solve the research problem and to contribute information about the wider social or community problem to a specific audience or audiences. Note: Describe the purpose using the language of your specific study, topic, research problem, and research question. The purpose of the proposed study is to explore perceptions of diversity training for managers as perceived by an organization's internal stakeholders. Specifically, this study will explore perceptions of diversity training for managers from the perspectives of organizational leaders, training facilitators, and managers who participate in the training. This study will use a qualitative case study design and semi-structured interviews to collect the study data. In addition, study data will also include field notes as well as documents/archival data from the case organization. 2.4 Methodology and Basic Design Overview Provide an overview of the basic research methodology and the research model proposing. Also state how this methodology is a good fit for the question being asked and the phenomena being studied. • Describe the qualitative methodology (for example phenomenology) and research model (for example Giorgi – empirical phenomenology or Moustakas – transcendental phenomenology) you propose to use. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resource. The proposed study will utilize a qualitative case study design to address the study research question. A field-tested, semi-structured interview guide will be used to collect the data in addition to field notes and document/archival data from the case organization. Qualitative case study methodology is appropriate for the proposed study in order to gain an individual's perspective constructed about an experience that has occurred (Snyder, 2012). Specifically, a qualitative case study design is aligned with the study research question because themes can be identified, questions can be rearranged in order to produce a more natural discussion flow, and clarity can be provided in the interpretation of participants (Snyder). The use of a semi-structured research guide, field notes, and documents/archival data from the case organization are applicable here because each are customary data collection sources in qualitative case study research (Bogart et al., 2016). Key internal stakeholders from the case organization (organizational leaders, training facilitators, and managers who participate in the training) will be interviewed. The interview guide will be reviewed by a panel of subject matter experts to enhance the reliability and validity of the instrument. Mock interviews with role players will also be conducted as part of the field testing process. Qualitative data analysis software will be used to analyze the data for specific patterns and themes (Houghton et al., 2015). Triangulation based on the data from the stakeholder group interviews, field notes, and documents/archival data will be used in the analysis of the study findings (Johnson et al., 2017). 2.5 Dissertation Title Your Dissertation Title should be correctly formed:  Dissertation Title should be aligned with your Research Problem (1.2) and Research Question (2.2), (use the same terminology for all).  The Dissertation Title should reflect the key variables or constructs to be studied.  The Dissertation Title should reflect the method to be employed in the research.  The Dissertation Title should be concise (12 words or less). Stakeholder perceptions of diversity training for managers: A case study.   DISSERTATION LEARNERS ONLY: Specialization Chair Topic Approval (To be completed by Specialization Chair/Designee after Section 1 and 2 are approved by Faculty Mentor) Chairs: Please insert your electronic signature to certify that the Research Topic is appropriate for your specialization and return to [email protected]. Signature: Date: Comments:   Section 3. Research Theory 3.1 Advancing Scientific Knowledge Demonstrate how the study (a) will advance the scientific knowledge base; (b) is grounded in your field; and (c) addresses something that is not known, something that is new or different from prior research, something that extends prior research, or something that fills a gap in the existing literature. Describe precisely how your study will add to the existing body of literature on your topic. It can be a small step forward in a line of current research but it must add to the body of scientific knowledge in your specialization area and on the topic. To respond to this question you will need to: 1. Provide a paragraph that describes the background for your study and how your research question relates to the background of the study. 2. Then, in a second paragraph discuss previous research and demonstrate exactly how your study (answering research question) will advance the scientific knowledge base on this topic. Include in-text citations and place the references in the reference section. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. The research topic of this proposed study will explore perceptions of diversity training for managers as perceived by an organization's internal stakeholders. We know that diversity training has been shown to have positive organizational outcomes such as higher employee engagement and enhanced interpersonal communication (Reynolds et al., 2014). We also know that by participating in diversity training, managers may gain a sense of ownership and buy-in to the diversity education process (Wyatt-Nichol & Antwi-Boasiako, 2012). Furthermore, while the impact of diversity training in organizations can be positive for organizations, there are scenarios where there may be negative outcomes as well (De Mello-e-Souza et al., 2011, p.286). However, what we do not know is how diversity training for managers is perceived by an organization's internal stakeholders. This proposed qualitative case study will address this gap in the scholarly literature by exploring perceptions of diversity training for managers from the perspectives of organizational leaders, training facilitators, and managers who participate in the training. The proposed study will advance the scientific knowledge base in several ways. First, the topic is important because diversity training helps individuals recognize and comprehend each other while decreasing bias and conflicts (Egerova & Jirincova, 2014). Second, the topic is important because diversity training helps managers set a positive and productive tone in the workplace (Hur & Strickland, 2012). In addition, the topic is important because diversity training can address misconceptions by educating others about different cultures, which will assist in the formation of a culturally-enriched environment within the workplace (Scott, 2016). 3.2 Theoretical Implications Describe any theoretical implications that the proposed study may have for understanding phenomena. For example, will the study generate new theory, provide a description of the lived experience of the participants or provide a description of a cultural phenomenon? • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. The theoretical foundation of the framework is grounded in organizational theory, which focuses on the construction, purpose, and design of an organization (Zhao and Zhang, 2013). Internal stakeholders such as organizational leaders, training facilitators, and managers will provide their perception of diversity training in the proposed study. Organizational theory informs the proposed research study by providing insight into the purpose and design of an organization's management education programming with specific regard to diversity training. The theoretical implication of the study is that by exploring stakeholder perceptions of diversity training, it may be possible to expand the context of organizational theory to this practical application within the realm of diversity awareness management education. 3.3 Practical Implications Describe the practical implications that may result from your research. Specifically, describe any implications the research may have for understanding phenomena for practitioners, the population being studied, or a particular type of work, mental health, educational, community, stakeholders or other setting. Relate these back to the your Research Problem. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. There are several practical implications of the proposed study. First, the topic is important because diversity training helps individuals recognize and comprehend each other while decreasing bias and conflicts (Egerova & Jirincova, 2014). Second, the topic is important because diversity training helps managers set a positive and productive tone in the workplace (Hur & Strickland, 2012). In addition, the topic is important because diversity training can address misconceptions by educating others about different cultures, which will assist in the formation of a culturally-enriched environment within the workplace (Scott, 2016). Section 4. Research Methodology 4.1 Research Design Describe the qualitative design (for example grounded theory) and research model (for example Strauss and Corbin or Charmaz – constructivist grounded theory) you propose to use, supported and referenced by primary sources. Describe in detail the method(s) will you use to collect the data, such as: structured, unstructured, and semi-structured interviews, journaling, letters, pictures, observations, field notes, focus groups. Describe the philosophy underlying the methodology and model. Briefly describe how the study will be conducted. (Describe how you are going to carry out the study.)  The Research Design should be clearly identified.  The Research Design should be appropriate to the Research Question. *Use primary sources as resources to support statements. • Use APA style in citing all resources. The proposed study will utilize a qualitative case study design to address the study research question. A field-tested, semi-structured interview guide will be used to collect the data in addition to field notes and document/archival data from the case organization. Qualitative case study methodology is appropriate for the proposed study in order to gain an individual's perspective constructed about an experience that has occurred (Snyder, 2012). Specifically, a qualitative case study design is aligned with the study research question because themes can be identified, questions can be rearranged in order to produce a more natural discussion flow, and clarity can be provided in the interpretation of participants (Snyder). The use of a semi-structured research guide, field notes, and documents/archival data from the case organization are applicable here because each are customary data collection sources in qualitative case study research (Bogart et al., 2016). Key internal stakeholders from the case organization (organizational leaders, training facilitators, and managers who participate in the training) will be interviewed. The interview guide will be reviewed by a panel of subject matter experts to enhance the reliability and validity of the instrument. Mock interviews with role players will also be conducted as part of the field testing process. Qualitative data analysis software will be used to analyze the data for specific patterns and themes (Houghton et al., 2015). Triangulation based on the data from the stakeholder group interviews, field notes, and documents/archival data will be used in the analysis of the study findings (Johnson et al., 2017). 4.2 Population and Sample Describe the characteristics of the larger population from which the sample (study participants) will be drawn. Include sampling strategy such as purposeful. State the estimated sample size needed for the study. Justify the sample size with support from the literature. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. The study population includes organizational leaders, training facilitators, and managers who have participated in a diversity training program. In the proposed study, the target sample will include twelve participants representing these three groups in a case organization. However, the sampling will continue until data saturation is achieved (Hancock et al., 2016). A small sample size is often appropriate in qualitative research due to the focus on gaining rich perspectives from in-depth interviews as opposed to the quantity of those interviews (INSERT SOURCE). (Marshall et al., 2013). 4.3 Ethical Considerations Describe any ethical considerations given the sample, population, and/or topic. Please explain as fully as possible (i.e., How do you plan to protect human participants while identifying the sample, while collecting the data, while analyzing the data, after data are collected, and during data storage?) Is the proposed population or research topic greater than minimal risk? 0 Yes 0 No If yes, has the researcher had a consultation with the IRB office? 0 Yes 0 No If yes, please paste the IRB's e-mail response or a summary of the response. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. Ethical considerations will include maintaining the confidentiality of the participants, employing organization and data received for research which will respect boundaries (Haahr, Norlyk and, Hall, 2014). The researcher will avoid using a bias opinion. Bias can be prevalent in the research conducted in a magnitude The managerial participants of the organization chosen for research may be recognized by responses received from the semi-structured interviews. In order to maintain nominal risks, the researcher will use codes to maintain confidentiality of the participants of the interview and the organization will be referred to as "a diversified healthcare facility". Predisposition may occur if the researcher has preconceived notions regarding the outcome of research study (quote and author name). The prevention of bias can be established by (--quote and author name ---). Facilitators can test the researcher's broadmindedness. After the initial review of the data has occurred, the researcher can present the findings to colleagues to achieve (-----). The protection of the participant's identity and information received during the semi-structured interview process is of significant importance to arrange and prioritize. Gaining consent--------(insert quote and author name). ethics can explain safe guarding evidence for seven years   Section 5. Research Data 5.1 Data Collection - Sampling Procedures Describe in detail each step that you will take from the beginning of recruitment to consent from the participants to participate. You must provide specific details and present the details in the order in which they will occur. You must include all of the following (if applicable): • The recruitment site(s), acknowledgement of any permissions needed from the sites, and if there is an IRB at any of the sites. • All of the means by which recruitment will occur (i.e., flyers, e-mails, social media) • How potential participants will contact you. • How the potential participants will be screened and how you will proceed if they do qualify and if they do not qualify for the study. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. (--------) 5.2 Data Collection Procedures Describe where and how will you get the data and describe the exact procedure(s) that will be used to collect the data. This is a step-by-step description of exactly how the research will be conducted. This should read like a recipe for the data collection procedures to be followed in your study. Be sure to include all the necessary details so that someone else will be able to clearly understand how you will obtain your data. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. **Use APA style in citing all resources (--------) 5.3 Guiding Interview Questions Describe the interview method will you use and how you will conduct the interviews. List the guiding interview questions to be used in the qualitative interviews with the participants. Provide a rationale for how and why you are using the interview technique you will use to address the primary research question. Be sure to discuss the results of any field test that was conducted as a part of the process of developing the final version of the guiding interview questions. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources (--------) 5.4 Data Analyses Provide a step-by-step description of the procedures to be used to conduct the data analysis. Support this process by identification and reference to primary descriptive sources, such as Moustakas, Giorgi, Stake Yin, Charmaz, or Braun et al. Check that that the data analysis process is consistent with the accepted analytical steps for the specific qualitative methodology chosen to conduct this study. If you plan to use Qualitative data analysis software, list the software you will use and describe how it will be used. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources (--------) 5.5 Role of the Researcher Provide a description of the researcher's pre-understandings, preconceptions and biases about the topic and about how the researcher will set them aside? • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. • Use APA style in citing all resources. (--------) 5.6 Credibility, Dependability and Transferability Present a strategy to ensure credibility, dependability, and transferability in the proposed study. Because the researcher is the primary instrument of research in qualitative studies, describe how you will establish credibility for the research. Describe the training and experience you have in regards to your methods for collecting and for analyzing your data. Credibility refers to confidence in the accuracy of the data as reported as well as a systematic and thorough interpretation by the researcher. Credibility involves carrying out the study in a way that enhances the believability of the findings of the data over time and over conditions. Credibility is assessed by how well you demonstrate your understanding of your research methodology and how well you apply the methodology to data collection and data analysis. Credibility is assessed by how well you demonstrate your understanding of your research methodology and how well you apply the methodology to data collection and data analysis. Describe how you will demonstrate your expertise in regards to your research design. Transferability is demonstrated by showing that the sample fairly represents the target population, as well as by showing that the sample participants have the knowledge, experience, or expertise necessary to provide information that the discipline or field and the target population would find meaningful in regard to the topic. Dependability is demonstrated by providing clear, detailed, and sequential descriptions of all procedures and methods, such that another researcher could repeat each of them faithfully. • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Use APA style in citing all resources (--------)   Section 6. References In the field below, provide your references—you may divide your list of references into "References Cited" and "References Consulted" for the research about your topic, and key theorists/researchers associated with the selected methodology. You will continue to build on this list of references for your Chapter 1 Background of the Problem, Chapter 2 Literature Review and Chapter 5, where you will discuss your findings in the context of the literature. *Use APA style for all references. References De Mello-e-Souza Wildermuth, C., & Wildermuth, M. O. (2011). Seeking common ground: An alternative diversity training paradigm. Industrial and Commercial Training, 43(5), 283-290. Egerova, D., & Jirincova, M. (2014). Managing workplace diversity – empirical evidence from Czech Republic. Aktual'Ni Problemy Ekonomiky = Actual Problems in Economics, (157), 335-342. Hur, Y., Strickland, R. A. (2012). Diversity management practices and understanding their adoption: examining local governments in North Carolina. Public Administration Quarterly, 36(3), 380-412. Mathews, A. (1998). Diversity: A principle of human resource management. Public Personnel Management, 27(2), 175-185. Reynolds, D., Rahman, I., & Bradetich, S. (2014). Hotel managers' perception of the value of diversity training: An empirical investigation. International Journal of Contemporary Hospitality Management, 26(3), 426-446. Scott, K. (2016). Cross culture management: Global healthcare workers. Journal of Continuing Education Topics & Issues, 18(3), 68-75. Wyatt-Nichol, H., & Antwi-Boasiako, K. (2012). Diversity management: Development, practices and perceptions among state and local government agencies. Public Personnel Management, 41(4), 749-772.   For Residency Learners: Submit completed form to your Residency Faculty for review. For Dissertation Learners: Mentor: This form must be approved by all Dissertation committee members prior to submission for SMR Committee review. Please send completed and approved Dissertation Research Plan to [email protected] for SMR Committee review. Dissertation Mentor Signature: _________________________________________________ Dissertation Committee Member Signature: ______________________________________ Dissertation Committee Member Signature: ______________________________________ APPENDIX (as needed) Scientific Merit Evaluation The Residency Faculty/SMR Reviewer determines if the research plan is approved, deferred for minor or major revisions, or disapproved based on the SMR Rubric. • Minor revisions are things like needing to include more detail or issues related to APA style. • Major revisions are issues where there are major design flaws, potential ethical concerns or a clear inconsistency in terms of the research questions, the design and the proposed data analysis. • Disapproval occurs if the researcher fails to pass the scientific merit review on the third attempt or it could occur earlier in the process if it is clear that the study does not have any potential for scientific merit or the study has major ethical or methodological flaws that can't be corrected. • If a researcher does not pass the scientific merit review on the 3rd attempt, then the case will be referred to the School's Research Lead/Chair or Program Chair for review, evaluation and intervention. Interventions might include the requirement that the learner take a writing course, take an additional research course, attend the dissertation writer's retreat or attend a Track 4 Residency event. The purpose of any intervention would be to help the researcher develop research or writing skills that could help them succeed. ATTENTION DISSERTATION MENTORS AND RESEARCHERS If the Dissertation Research Plan has been deferred: • The SMR reviewer will provide feedback on any criteria that you have not met. • The mentor is required to meet with the SMR Research Help Desk to discuss the deferral and develop a plan for guiding the revisions. • You are required to make the necessary revisions and obtain approval for the revisions from your Mentor. Make the corrections on the original document (the one that was returned from the reviewer with their comments present - DO NOT DELETE the comments). Also, please highlight any changes made in the original document using a different color if necessary. If these two key pieces are missing from the updated research plan, it will be returned to the mentor. Once you have Mentor approval for your revisions, your Mentor will submit your Dissertation Research Plan for a second review. You will be notified if your Dissertation Research Plan has been approved, deferred for major or minor revisions, or disapproved. Up to three attempts to obtain Scientific Merit Review (SMR) approval are allowed. Researchers, Mentors, and reviewers should make every possible attempt to resolve issues before the Dissertation Research Plan is failed for the third time. If a researcher does not pass the scientific merit review on the third attempt, then the case will be referred to the Research Chair and/or Program Chair in your School for review, evaluation, and intervention. First SMR Review 0 Approved 0 Disapproved 0 Deferred for Minor Revisions 0 Deferred for Major Revisions 0 Conference call needed with mentor and researcher Reviewer Name: Reviewer signature: Date: Second SMR review 0 Approved 0 Disapproved 0 Deferred for Minor Revisions 0 Deferred for Major Revisions 0 Conference call needed with mentor and researcher Reviewer Name: Reviewer signature: Date: Third SMR review 0 Approved 0 Referred to Research Lead, Research Chair and/or Program Chair for intervention. Interventions might include the recommendation or the requirement that the learner take a writing course, an additional research course, attend the dissertation writer's retreat or attend a Track 4 Residency event. The purpose of any intervention would be to help the researcher develop research or writing skills that could help them succeed. Reviewer Name: Reviewer Signature: Date: Final Scientific Merit Status 0 Approved 0 Disapproved Reviewer Signature: Date: *This has been a scientific merit review of the research plan. Obtaining this approval does not guarantee that you will obtain IRB approval. *If a researcher does not pass the scientific merit review on the 3rd attempt, then the case will be referred to the Research Lead, the Research Chair and/or the Program Chair for review, evaluation and intervention. Researchers, mentors and reviewers should make every attempt possible to resolve issues before the SMR is failed on a 3rd attempt.