Week+4+Design+Template

1-24 Use this document to add the information for your section. This page is a "working" version of the final document.
= Design Document =

Use the template below to guide your response and complete the section of the document that corresponds to your role on the team. The suggested length for //each// group member’s section is 1-2 pages (when compared to a traditional Word document following APA formatting guidelines).

** Team Member A ** // Sequencing description //

Outline the sequence of instructional tasks or events that will take place during the 30- to 60-minute instructional module. Based on information in Chapter 6 of //Designing Effective Instruction//, justify the chosen sequencing scheme. You may find the information on pages 140 – 143 beneficial. Remember that the sequence of instruction does not need to match the task analysis, but all tasks need to be included. The completed document will be an outline or list of tasks in the intended instructional sequence with a brief explanation of the choices made.

** 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 propostiion (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. Develop an understanding of personal bias

 * 1) ==== Identify examples of Bias ====
 * 2) ==== Reflect upon personal bias ====
 * 3) ==== Determine impact of bias on self and others ====
 * 4) ==== Share perceptions of bias in other co-workers ====
 * 5) ==== Share personal bias with co-workers ====

IV. Develop strategies to create a more diverse workplace

 * 1) ==== Identify personal strategies to minimize personal bias and promote diversity ====
 * 2) Share personal strategies
 * 3) Create a set of organizational strategies to improve diversity
 * 4) Define next steps

**Team Member D1:** **Project Leader**

// Instructional Message: //

Describe the chosen pre-instructional strategy based on Table 8-1 p. 171 for your planned instructional module. Your document needs to match the format provided.

Preinstructional Strategy (D1)
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 condusive 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 startegies 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 comparitive 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 instrction (p. 177-180).

Diversity Awareness Pilot Program Preinstructional Strategy
=== || 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 to concepts || ===

Reference

Morrison, Ross, Kalman, & Kemp. (2011). Defining effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

** Team Member D2 **

// Strategies table //

Identify the instructional strategy for each concept, task, skill, or procedure addressed in your instructional objectives. Document it in a table format based on the relevant Prescriptions for Teaching (facts, concepts, principles and rules, procedures, interpersonal skills, and/or attitudes) as explained in Chapter 7. Examples of strategies based on the type of tasks are included in Table 7-3 through Table 7-10. You may find it helpful to review pages 162 – 166. Your completed document will be in the form of the relevant table.

Here are my thoughts on the strategies table. I'm hoping we can keep #4 below, but I will modify based on the final from the task analysis section. PT - The rest of us were talking about what kind of training/procedures we should actually use to achieve our goals. The communication demonstration/strategy suggestion was just a starting point I tossed out there to get us going in section I, not a fixed piece. You may want to touch base with Janet and Danielle to see what they are thinking for this piece. You might need to make some adjustments. I like where you are going with you idea in 4...modeling and practicing. Task 3 may need to change if we adopt your task 4. I think we're in agreement on 1 & 2 needing to be there. (CM 1-26 5:15 pm CST). ||  || Performance Category || Strategy || Initial Presentation & Detailed Strategy || Elaboration || EGRUL || Verbal Imaging Covert/Overt Practice || I have no resources on strategies for bias-free language. Perhaps someone else has expertise here. Is this a real start on implementing diversity in a company? ||
 * 1. Employees must be able to define the term “diversity.” || Concept || Interrogation ||  ||
 * 2. Employees must have a basic knowledge of culture and cultural differences. || Principles & Rules || Organization
 * 3. Employees must recognize personal bias in a conversation with a co-worker and be prepared with a strategy to overcome it. || Interpersonal Skill || Model
 * 4. Learners will identify strategies for embracing and encouraging diversity in their company || Attitude ?

Maybe Procedure || Demonstrate Model Practice || Present what other companies are doing and challenge group to select one or two strategies ( recruitment, community outreach, networking groups, etc.) and explain how they can implement it. ||

__**XYZ Jewelry Diversity Awareness Strategies Table D2 Revised & Posted 1/29 / Reposted 1/30 @12:28PM** __   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.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-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. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Video intro to concept should address external & internal forces, ideas, and definitions surrounding equity & diversity. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">- Reflection surrounding a central question (i.e., what is equity in the work force?). Possibly chalk talk to create session artifact: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Principles & Rules  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Organization <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Elaboration  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-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. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Power Distance Concept & Cognitive Map to be filled in during presentation <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-PowerPoint slides on some basic differences and how they affect approach to work. (Gender, Generation, and Culture)  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Model <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Practice  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Present strategies that are working for other companies (bias-free language, recruitment, community outreach, networking groups, etc.) using video and PowerPoint. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Learner will draft commitment statement with 3 strategies that they will explore. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-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. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Tasks**  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Performance Category**   || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **Strategy**   || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Initial Presentation & Detailed Strategy**   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Employees with demonstrate a new, deeper understanding of the concept of diversity. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Concept  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Interrogation
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Employees will understand XYZ Jewelry's need for diversity and why the company values it.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Employees will learn 3 basic strategies they can use to promote inclusiveness in their unique work environment. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Procedure   || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Demonstrate

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

** Team Member I **

WK4/GP/TM1/Text Design Final

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 behavioural and learning objectives will be in the participants’ workbooks


 * 1) 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


 * 1) Behavioural Ojectives: Provide the participants with learning objectives and behaviuoral 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 PPT

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


 * 1) Behavioural & Learning Objectives will be found in the WB (3-4-items)
 * 2) Lists (types of diversity)
 * 3) Comparison and contrast (differences between the types of diversity)
 * 4) Cause & Effect of behavioural (responses to diverse groups)
 * 5) Definition and examples (What is diversity)

**//Use of Topographical signals://**

page for NOTES section
 * **//Main Topic Headings//** (Helvetics, bold, Italic, Black,14)
 * __Sub Headings__ (Helvetics, Light Italic, underlined,gray, 13)
 * Body of content (Helvetics, 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
 * 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://**

<span style="color: #f10000; font: 12px/24px Arial; letter-spacing: 0px; margin: 0px;">__[]__ <span style="color: #f10000; font: 12px/24px Arial; letter-spacing: 0px; margin: 0px;">__[]__ <span style="color: #2300b1; font: 12px/24px Arial; letter-spacing: 0px; margin: 0px;">__[]__ <span style="color: #2300b1; font: 12px/23px Arial; letter-spacing: 0px; margin: 0px;">__[]__ __[]__

<span style="color: #f10000; font: 12px/21px Arial; letter-spacing: 0px; margin: 0px;">__[]__

<span style="font: 14px/23px Helvetica; letter-spacing: 0px; margin: 0px;">**//Resources for//** **//Application Assignments//** Wk 1: Revisit your personal biases and using the resources provided in the training put an action plan in place to overcome some 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
 * Set up a team wiki
 * Application assignments will be e-mailed on Friday afternoons

// Text design //

Message design is critical for the materials you will develop to support your instruction. Begin considering your options for materials that will need to be included. Briefly outline your plan for creating the resources you will need for your instructional module and the considerations for the design of text as discussed in pages 175 <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– 187.

**Team Member E**

// Multimedia design //

What are some considerations for message design using PowerPoint (PPT) or other multimedia? What emergent technologies might be incorporated to strengthen the instructional effectiveness (YouTube, Second Life, social networking sites, etc.)? Provide a brief analysis of at least two multimedia resources that might be included to enhance your instruction and the design considerations associated with each.

NOTES: