Design+Final

= ﻿ Diversity Awareness Pilot Program Project - Design﻿ =

**Sequencing Description**
The chosen sequencing theory is based on Concept-related Sequencing, primarily propositional relations. This particular sequencing theory first provides examples, and then provides the proposition (Morrison, Ross, Kalman, & Kemp, 2011). This particular sequencing theory is appropriate for this project because the learners need to first understand the reasons for creating diversity before developing an understanding of it, and develop that understanding before learning strategies to support diversity. It is important to first motivate the learners to change, and then provide knowledge that will enable them to change.

I. The learners develop an understanding of why diversity is important to our organization.

 * 1) ﻿Learn how diversity helped other organizations
 * 2) Learn how a lack of diversity impacts other organizations
 * 3) Determine and share how diversity or the lack of diversity affect our organization?

II. Create a definition of diversity

 * 1) ===== Identify features of a diverse organization =====
 * 2) Identify features that prevent organization diversity
 * 3) Learn the types of Diversity
 * 4) Identify examples of diversity within our organization

III. Identify personal strategies to promote inclusion

 * 1) ===== Develop an understanding of personal bias =====
 * 2) Share personal strategies
 * 3) Define organizational strategies to promote inclusion

Instructional Message - Pre-instructional Strategy
As noted earlier in this instructional design plan, XYZ Jewelry is a rapidly growing company that expects to hire 200 new employees in the next 6 months. XYZ is becoming increasing more diverse with each wave of hiring. The company knows it must start to address the issue of diversity on a larger scale within the company.

Upper level management already understands the benefit of having a diverse workforce; however, the company has never had diversity training for its employees. In doing research on corporate Diversity initiatives, upper management finds that most diversity initiatives fail, in part, because companies do not spend enough time building a corporate culture that is more conducive to diversity. With this in mind, company leadership sought the services of Learning by Design, a diversity consulting company to conduct a diversity pilot program.

XYZ leadership chose to focus the pilot training on employees in key positions within the company who are known to be influencers in their work areas and who each demonstrate leadership tendencies. These employees have been targeted as potential diversity agents of change in their respective work areas. The employees range in age between approximate 22-65 years of age, have worked with the company at least 2 years, are mature, adult learners, with above average ability. The employees are aware their work environment is becoming more diverse, but have a limited definition of diversity. Although motivated to learn, the trainees do not understand how they can help promote diversity within their work areas.

Morrison, Ross, Kalman, & Kemp (2011) list a number of different pre-instructional strategies that can be used to begin the instruction. After reviewing the objectives for this instruction, two pre-instructional strategies seem to be best-suited for this training: a "pretest" or a "comparative organizer"; however, the we feel the comparative organizer has the edge for the following reasons. First, employees already have a limited definition of diversity. This training will help take what the employees already know about diversity and expand their personal definition into a much broader concept of diversity. Second, understanding the broader concept of diversity will help the employees make the connection between the broader perspective of diversity and how the business can thrive if the workplace is more diverse and inclusive. We feel starting by mentioning the expanded framework will help the learner learn more through the instruction (p. 177-180).

Diversity Awareness Pilot Program Pre-instructional Strategy
to concepts ||
 * **Strategy ** || **Function ** || **Content Structure ** || **Learner ** || **Task Attributes ** ||
 * Comparative Organizer || Conceptual framework needed to clarify content for the learner; compares the new content with what the learner already knows || Content of training has a dominant theme || Above average ability, mature, motivated, adult learners, experienced employees, exhibit leadership tendencies || Factual information linked

Strategies Table
The task analysis for XYZ Jewelry’s Diversity Awareness training revealed that training needs to help the learner accomplish three tasks. These tasks correspond to performance categories which direct our choice of instructional strategies. Concepts, principles, and procedures require different generative strategies to facilitate better integration, recall, and transfer of information. We have identified the following strategies as optimal in the delivery of Diversity Awareness training. The initial presentation and detailed strategies are preliminary at this juncture.

-Video intro to concept should address external & internal forces, ideas, and definitions surrounding equity & diversity. - Reflection surrounding a central question (i.e., what is equity in the work force?). Possibly chalk talk to create session artifact: [] || Elaboration || -Present the rule and show examples a.k.a. RULEG (Morrison et al. 2011) - Present the company’s policy statement on diversity and challenge learners to take the lead in promoting these goals. -Power Distance Concept & Cognitive Map to be filled in during presentation -PowerPoint slides on some basic differences and how they affect approach to work. (Gender, Generation, and Culture) || Model Practice || -Present strategies that are working for other companies (bias-free language, recruitment, community outreach, networking groups, etc.) using video and PowerPoint. -Learner will draft commitment statement with 3 strategies that they will explore. -Follow-up assignment(s) to refine action items could include a case study corresponding to learner’s top selection of strategies. This could also include planning implementation. ||
 * **Tasks ** || **Performance Category ** || **Strategy ** || **Initial Presentation & Detailed Strategy ** ||
 * Employees will demonstrate a new, deeper understanding of the concept of diversity. || Concept || Interrogation || -Groups of 4 – Guided interrogation activity (i.e., why are you here? Why were you selected as a diversity initiative leader?). One person introduces the entire group.
 * Employees will understand XYZ Jewelry's need for diversity and why the company values it. || Principles & Rules || Organization
 * Employees will learn 3 basic strategies they can use to promote inclusiveness in their unique work environment. || Procedure || Demonstrate

Text Design
Three one hour segments, 16 participants per session

General Resources Needed:

 * Room (booked at Treasure Island Hotel Vegas)
 * Projector, Laptop, Screen, wireless connection
 * Eight(8) laptops with wireless capabilities
 * Four(4) flip charts or whiteboards (markers)
 * Name Plates

Resources for Pre-instructional Strategy:

 * ===== Microsoft Outlook invitation will be e-mailed to all participants with an attachment of an invitation with details. =====
 * ===== The behavioral and learning objectives will be in the participants’ workbooks =====
 * ===== An Overview: Sent out in invitation form to invite participants, provide them with information as to where and when and to provide a general outline of what to expect from the course =====
 * ===== Behavioral Objectives: Provide the participants with learning objectives and behavioral objectives. This will clarify what is expected of them during and after the course. =====

Resources for Workbook & PPT

 * ===== Binders for the workbooks =====
 * Pictures for various pages of workbook
 * Video clips for PowerPoint

Workbook - Text Structure will be a combination of...

 * Behavioral & Learning Objectives will be found in the Workbook (3-4-items)
 * Lists (types of diversity)
 * Comparison and contrast (differences between the types of diversity)
 * Cause & Effect of behavioral (responses to diverse groups)
 * Definition and examples (What is diversity)

Use of Topographical signals:

 * Main Topic Headings (Helvetica, bold, Italic, Black,14)
 * Sub Headings (Helvetica, Light Italic, underlined,gray, 13)
 * Body of content (Helvetica, Regular,Black, 12)
 * Lists: Will be bulleted
 * Each page will be layout in topic and sub topics with white space on the side of each page for NOTES section
 * Pointer words will be incorporated when needed

PowerPoint presentation will follow WB design....

 * ===== Helvetics font =====
 * Font size TBD by slide content (no<18 font)
 * Black on a white background
 * Headings, subheading and bulleted points

Website Resources:

[] [] [] [] []

Resources for Application Assignments

 * =====Set up a team wiki=====
 * Application assignments will be e-mailed on Friday afternoons

Wk 1: Revisit your personal biases and using the resources provided in the training put an action plan in place to overcome some of your biases. Document on the team wiki Wk 2: Have a conversation with a co-worker or customer from a different culture. utilizing the tips from the 10 Ways to respect Diversity in the Workplace Document on the team wiki the positive aspects of the conversation Wk 3: Review all course materials, find an additional resource on line and put an action plan in place to champion and support diversity in your workplace. Document on the team wiki

Multimedia Design
Clark & Mayer (2008) define the term “multimedia” to refer to any education presentation that includes both text and images (p. 56). Based on this definition, we can consider the program Microsoft PowerPoint as a multimedia tool. Additionally, there is an idea called the “multimedia effect” which states that people learn on a deeper level when text and graphics are used in a presentation rather than just the use of text alone (Clark & Mayer, 2008, p. 68). PowerPoint not only incorporates text and images, but sound, as well, which has the possibility of extending learning even further than text and images alone. It makes PowerPoint a powerful multimedia tool.

The University of West Georgia (2001) offers a number of tips to instructional designers to make PowerPoint presentations more effective including: 1) text should have high contrast, 2) text no smaller than 36 points, 3) settle on 1-2 sans serif font faces, 4) limit yourself to 5 lines of text, and 5) never use all caps for your text. In addition, graphics should have 1 focal point and recommends the designer should not use distracting images.

The University of Kansas (KU) (2011) offers some additional PowerPoint instructional design suggestions. KU recommends using cool colors (blues and greens) for background colors because cool colors recede. On the other hand, KU recommends yellows, reds, and oranges for text because it has a tendency to bring the text to the front. KU also notes additional functions of PowerPoint such as transitions and audio can keep the presentation interesting and say the length of the audio per slide should be limited to about 2 minutes.

Group 3, Learning by Design, has a perfect opportunity to include multimedia as an instructional tool for its Diversity Awareness Pilot Program which teaches employees of XYZ Jewelry about diversity and why diversity and creating inclusive work environments are important for all organizations. Herrington & Oliver (2009) noted that the computers [applications] can be used to create alternative instruction in place of “real life” settings (p. 2). Learning by Design is considering incorporating multimedia such as Youtube.com video clips to help learners learn how to develop strategies to create an inclusive work environment, especially as it pertains to cognitive and affective learning according to Bloom’s Taxonomy (Clark, 2009). Morrison, Ross, Kalman, & Kemp (2011) say “Learning is an active process in which the learner constructs meaningful relationships between the new knowledge presented in the instruction and the learner’s existing knowledge” (p. 150). Online virtual reality technologies such as “Second Life” ([|www.secondlife.com]) offer instructional designer’s limitless opportunities to create instruction using virtual reality where learners can actually use the skills they learn in realistic situations which would be highly beneficial in situations where learners are practicing interpersonal skills. Additionally, virtual reality web technology offers an added benefit: learning can take place anywhere in the world at any time. **  ﻿﻿﻿﻿﻿﻿﻿﻿﻿   ** ﻿﻿﻿﻿﻿  ﻿﻿﻿References Clark, D. (2009) Bloom's taxonomy of learning domains: The three types of learning. Retrieved from @http://nwlink.com/~donclark/hrd/bloom.html

Clark, R. & Mayer, R. (2008). eLearning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed.). San Francisco, CA: John Wiley & Sons.

Herrington, J., & Oliver, R. Critical characteristics of situated learning: Implications for the instructional design of multimedia. Retrieved from @http://www.konstruktivismus.uni-koeln.de/didaktik/situierteslernen/herrington.pdf

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

University of Kansas Instructional Development and Support. (2011). Power PowerPoint for instruction. Retrieved from: []

University of West Georgia Distance Education. (2001). Graphic design principles for PowerPoint [PowerPoint]. Retrieved from: []

Wentworth, M. (n.d.). Chalk talk. Retrieved from: []