XYZ+Jewelry+Development+Document

= Diversity Awareness Pilot Program for XYZ Jewelry – Development =

Instructional Materials
In order to generate interest and engagement in the topic of diversity, Learning by Design will use a variety of instructional materials. Nancherla (2008) suggests that engaging learners prior to, during, and after training results in a more effective and longer lasting change. Following this recommendation, we will provide instructional materials for use prior to, during, and after training. Prior to training, a graphic/comparative organizer will provide a framework to help the learner compare existing knowledge against the content of the training. The purpose of this tool is to aid the learner in comparing their existing understanding of diversity to the content that will be presented.

The actual training content for this diversity awareness pilot will be delivered via group presentation. However, the design of this presentation is such that it can later be implemented through remote synchronous training. Instructional materials will include a PowerPoint presentation, video clips, guided discussion, and reflection. In addition, each participant will receive a workbook that will include objectives, key concept summaries synchronized with the PowerPoint presentation, a resource list, and instructions for follow-up activities that will be completed after the training. These material selections will increase learner engagement through the use of multiple delivery methods, as well as support the application of multiple content-performance levels. The PowerPoint delivers facts and concepts. Worksheets associated with the PowerPoint content, for example the Power Distance Concept & Cognitive Map, will require the learner to fill in information from the presentation in order to promote engagement and emphasize key points, as suggested by Morrison, Ross, Kalman, and Kemp (2011, p.223). Video clips, in addition to being engaging, provide a non-threatening method for identifying diversity and individual bias that threatens an inclusive corporate culture.

Guided discussion, controlled through the use of specific protocols, will allow participants to share understanding, concerns, and strategies to improve in a controlled way. These protocols may include guided interrogation, chalk-talk, guided self-reflection, and inner/outer sharing circles. A summary of how each protocol works will be provided in the learner workbook. These protocols can be used to voice concerns, suggest strategies, or simply share individual reflections about the information that has been presented. Such a protocol ensures that all participants have the opportunity to share their thoughts with the group.

Finally, instructional materials will be provided to support on-the-job application of the information covered in training. These materials will include written instructions for completing the application activities.

Sample #1
Multimedia (Video) - "Diversity: It's Everybody's Business: XYZ Jewelry Corporation”

 

Click on the link below to view our pre-production for the multimedia video material: [|"Diversity: It's Everybody's Business"]

Objectives:

 * Introduce learners to the diversity framework used for the training.
 * Students move from their current to a broader definition of diversity.
 * Get the students thinking about diversity and inclusiveness within the company and how they might help promote it.

in terms of race and gender; however, the concept of diversity itself is much broader.” (Start building a broader definition of diversity.) || Text || of diversity include:” || Text || and acceptance at XYZ Jewelry Corporation.” || Text ||
 * **Slide Number ** || **Content ** || **Visuals/Sound ** ||
 * All || Music || Song – “Kalimba” public domain music ||
 * 1 || Title Slide – Meaningful Video Title || Globe stock graphic. ||
 * 2 || “What does "diversity" mean?” (Overview of topic) || Text ||
 * 3 || “And why is diversity so important to XYZ Jewelry Corporation?” (Overview of topic) || Text ||
 * 4 || Dictionary definition of “Diversity”. || Text ||
 * 5 || “People tend to think of diversity
 * 6 || “Some other dimensions
 * 7-12 || Images showing forms of diversity: Age, Physical & Mental Abilities, Religious Beliefs, Culture, Sexual Orientation, & Income.” || Stock images with text added in Photoshop. ||
 * 13 || “You get the idea.” || Text ||
 * 14 || “Now that you have a deeper understanding of diversity, you may be wondering why diversity is so important to XYZ Jewelry.” (Connect the broad definition of diversity to why diversity is important at XYZ.) || Text ||
 * 15 || Fact: “XYZ expects to hire 200 new employees. More employees mean a more diverse environment.” (Use facts to show why diversity and inclusion are important to XYZ.) || Globe/hands stock image with text. ||
 * 16 || “Understanding our unique differences contributes to a culture of inclusiveness.” || Text ||
 * 17 || “When people feel accepted and respected in their work environment, they are more creative and more likely to reach their full potential. || Text ||
 * 18 || “We hope you will join us by making a commitment to helping create a culture of respect
 * 19 || Group photo with video title. || Stock group photo with title caption. ||
 * 20 || “Be the change you wish to see reflected in the world. -- Mahatma Gandhi (Inspirational final message.) || Text/quote ||
 * 21 || Citation || Text ||

XYZ Diversity Awareness Presentation & Notes Pages
The Diversity Awareness Pilot Presentation is designed to provide a cognitive schema for diversity discussions. The presentation and notes pages are attached. All graphics are from open sources unless otherwise acknowledged on the appropriate slide.







Delivery Methodology
Taking into consideration our learners’ knowledge level and awareness of the Diversity topic, our planned content, the demonstration of this content and our overall objectives; The Learning by Design team has establish that the most effective delivery method for achieving the learning & behavioral objectives will be a blended approach.
 * For the bulk of the Diversity Awareness introduction will be a Group Presentation.
 * Prior to the presentation itself we will present the graphic comparative organizer via video.
 * The three required study hours, post course applications, will be presented via a combination of wiki discussions and case studies

Group Presentation:
This is our chosen delivery method for the instruction. Our adult learners are aware of diversity yet have had little to no diversity experience in their current workplace (XYZ Jewelry).

We believe that the Group Presentation (GP) delivery method is a good fit for our instruction for the following reasons:


 * Lectures are a familiar format at XYZ
 * Considering the knowledge level of our learners we understand that we will be offering an introduction and presenting the basics of diversity. This objective is easily met by GP delivery.
 * As the company grows there will be an increasing need to provide the training more often. GP is a great delivery method for larger groups.
 * GP delivery can be quickly designed and easily modified. As this is a pilot there will be changes to be made once we get feedback and transfer data from the initial training.

There are limitations to the GP delivery method. We have designed our materials and our instructional plan to lessen the effects of these limitations.

For example, if we have a participant who is an auditory learner, we can enhance the learning experience by providing multimedia, experiential learning, hands on application and other strategies which address the various learning styles.

Self-Paced Learning

 * For our pilot, time frames, budget and learners we did not believe that self-paced learning would be an appropriate delivery method for our objectives. For example: One of the strengths of self paced learning would be considered a weakness within the context of our objectives...
 * Information remains consistent As we are dealing with affective / behaviors and attitudes and because diversity is destined to change in various regions over time; the content needs to be fluid.
 * Using self paced learning has a lot of upfront cost and design. It would be very costly to change the information every couple of years to keep up with diverse changes.

 ﻿ ﻿ ﻿ 
Small Group Presentation (SGP) was not chosen as our best fit for accomplishing our instructional objectives; however it will be valuable to supplement what we have in place. The Instructional Plan calls for open discussion, small group activities etc. Integrating the SGP format into the GP will allow the learners to... · Experience teamwork, peer teaching and active learning.
 * Share ideas, feeling and attitudes toward diversity
 * An added benefit is that the learners will be able to experience diversity first hand with:
 * different learning styles
 * different perceptions and opinions
 * different experiences to share

Delivery Methods Compared

 * **Method ** || **Strengths ** || **Limitations ** ||
 * Group Presentation || Lectures are familiar format

Can be quickly designed

Instructor in direct control

May have large groups of participants

The presentation can be modified easily as needed || Passive learning

The lecturer needs to be engaging

Learner forced to learn at others’ pace

Presentation may be slowed by questions, which may be irrelevant to some learners

May not be best for Psychomotor & Affective objectives

Due to delivery styles the info and topics covered may not be consistent between groups

Not for the auditory learner ||
 * Self Paced Learning || Learners complete instruction according to their abilities and within effective learning conditions

Personal responsibility needs to be applied and this application may create effective business habits

Increased attention can be given to individual learners

Less time need on the instructors part

Over time very cost effective

Information remains consistent || May be a lack of interaction between learner and instructor

Learning may become monotonous

Lack of self discipline on the part of the learner

Required cooperation and detailed planning

The development of self paced learning may be costly ||
 * Small Group Presentation || Provides for open discussions, info sharing and problem solving

acquire experience in listening and oral expression(peer teaching)

Instructors can see shortfalls of the instructional program

Promote active learning

Learners develop social skills || Need to complete assignments prior to the group activities (timing)

If instructor not prepared may simply lecture

careful planning is needed

Groups require feedback

These should be used to supplement other forms of instruction NOT replace it ||

Instructional Plan Table

Learning Objective #1
Employees will demonstrate a new, deeper understanding of the concept of diversity.

Content:

 * Famous quotes on the value of diversity
 * Geert Hofestede’s Dimensions of Culture: A Framework for the Diversity Discussion
 * Anderson, D.L. (2010) Ch. 14 Excerpt on Generational Differences

Demonstration:

 * 1) Learners will be asked to attend to a video presentation which ask basic questions about diversity, perspective, and offers various definitions of diversity.
 * 2) Learners will attend to a PowerPoint presentation while note taking
 * 3) Interrogation & Elaboration:
 * 4) Learners will complete a group activity on the concept of equity and what it means for XYZ Jewelry

Materials and Media Selection
Custom Video - Diversity: It’s Everybody’s Business, Learning by Design Custom PowerPoint Presentation - Diversity: A Framework for Discussion and Implementation, Learning by Design Custom Workbook, Learning by Design

Student Grouping:
Learners will be assigned to sections of the class so that each class reflects the company’s diversity make-up as much as possible: 60% women, 40% men, 20% Latino, 20% African American. Each section will not exceed 16 people. Learners will participate in group activities in groups of four.

Practice Items and Activities:
Learners will practice articulating the definition of diversity Learners will practice articulating the dimensions of culture during the group activity

Feedback

 * 1) ===== Learners will discuss what diversity means =====
 * 2) Learners will document their own definition of diversity

Learning Objective #2
Employees will understand XYZ Jewelry's need for diversity and why the company values it.

Content:

 * Famous quotes on the value of diversity
 * XYZ Corporate endorsement of training
 * Globalization
 * Business Imperative for diversity awareness

Organization:
1. Learners will attend to introductory video including company endorsement of diversity awareness initiative

2. Learners will attend to presentation including graphic that captures impact of globalization on XYZ Jewelry

Elaboration:
1. Learners will be asked to generate new examples of external and internal forces that affect culture and diversity.

2. Learners will review company diversity policy within a week of completing training and send summary to the instructor.

Materials and Media Selection:

 * Custom Video - Diversity: It’s Everybody’s Business, Learning by Design
 * Custom PowerPoint Presentation - Diversity: A Framework for Discussion and Implementation, Learning by Design
 * Custom Workbook, Learning by Design

**Student Participation **

Student Grouping:
Learners will be assigned to sections of the class so that each class reflects the company’s diversity make-up as much as possible: 60% women, 40% men, 20% Latino, 20% African American. Each section will not exceed 16 people. Learners will participate in group activities in groups of four.

Learning Objective #3
Employees will learn basic strategies they can use to promote inclusiveness in their unique work environment.

Content:

 * 1) ===== Bias Free Language =====
 * 2) Cross-Cultural Community Outreach
 * 3) Team Building Sessions
 * 4) Link Diversity to the Bottom Line
 * 5) Mentoring Programs
 * 6) Supplier Diversity
 * 7) Diversity Training

Demonstration:

Group presentation of companies that are using the strategies above and succeeding:

 * Verizon Wireless
 * Deloitte & Touche
 * Many others

Elaboration:

 * ===== Learners will be able to recall at least three strategies of several presented =====
 * Learners will choose 1 strategy for in depth investigation on their own following the class
 * Learners will do a Wiki post summarizing a case study or article directly aligned to a diversity enhancement strategy that could be implemented in their department.
 * Learners will read student post on other diversity enhancement strategies and dialogue with each other
 * Learners will report on resources needed to implement strategies

Practice:


 * 1) Learners will practice bias-free language in class
 * 2) Learners will implement strategies on the job and report on progress after 6 months
 * 3) Learners will construct department goals relative to diversity

Materials and Media Selection:

 * Custom Video - Diversity: It’s Everybody’s Business, Learning by Design
 * Custom PowerPoint Presentation - Diversity: A Framework for Discussion and Implementation, Learning by Design
 * Custom Workbook, Learning by Design
 * Student created Wiki
 * Case studies and/or articles aligned to each diversity strategy listed above

Student Grouping:
Learners will be assigned to sections of the class so that each class reflects the company’s diversity make-up as much as possible: 60% women, 40% men, 20% Latino, 20% African American. Each section will not exceed 16 people. Learners will participate in group activities in groups of four.

For post-classroom work, students will be assigned to build wiki sites in groups of eight.

References Anderson, D. (2010). Organization development: The process of leading organizational change. Thousand Oaks, CA: Sage.

Covey, S. (2004), Seven habits of highly effective people: Powerful lessons in personal change. New York, NY: Free Press.

<span style="font-family: Verdana,Geneva,sans-serif;">Friedman, T. (2005). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux.

<span style="font-family: Verdana,Geneva,sans-serif;">Hammil, G. (2005). Mixing and managing four generations of employees. FDU Magazine Online, Winter/Spring. Retrieved from: []

<span style="font-family: Verdana,Geneva,sans-serif;">Karp, H. & Sammour, H. (2000). Workforce diversity: Choices in diversity training programs & dealing with resistance to diversity. College Student Journal, 34(3), 451. Retrieved from EBSCOhost.

<span style="font-family: Verdana,Geneva,sans-serif;">Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

<span style="font-family: Verdana,Geneva,sans-serif;">Muir, C. (1996). Workplace readiness for communicating diversity. Journal of Business Communication, 33(4), 475-484. AN: 9702175496

<span style="font-family: Verdana,Geneva,sans-serif;">Nancherla, A. (2008) Training doesn't work... Right now. T+D, 63(5). AN: 35136135