XYZ+Jewelry+Implementation+Document

= Diversity Awareness Pilot Program - Implementation =

Statement of Purpose
As you are aware, XYZ Jewelry has come a long way from the single shop initially opened by our two founders. With multiple retail locations across the United State, three major distribution centers, global suppliers, and aspirations to further expand both our supply chain and retail presence, we need to ensure that our employees throughout our organization can communicate and collaborate effectively.XYZ Jewelry staff reflects the changing makeup of the general population. Increasing diversity in ethnicity, culture, age, lifestyles, and religion can challenge an organization's ability to effectively work as a team. To address the increasing diversity within our organization and our commitment to provide a cohesive and comfortable work environment for all employees, we are initiating a training program to help all employees understand diversity and how it supports an effective organization. The goal of company leadership is to create an inclusive culture that celebrates individuality. To achieve this goal, our first step is to provide all employees with a basic understanding of diversity and why this diversity is important to our company. Ongoing training will continue to help employees become advocates for diversity.

Learner Audience
Our training campaign will begin with a selected pilot group that includes representatives from:
 * Senior Leadership
 * Middle Management
 * Employees

Unit Goals
The goals for this pilot training is to implement planned training to a representation of our employees prior to expanding the training to all employees. The goals for this training are as follows:
 * Create a definition of Diversity
 * Develop an understanding of why diversity is important to XYZ Jewelry
 * Learn about strategies that can help create an inclusive culture that supports diversity

Following the training, attendees will chose a specific personal strategy to examine and implement.

About this Guide

This guide will provide the requirements and information to implement this pilot training. The remainder of this implementation guide will include the following sections:
 * Pre-workshop planning
 * Preparing participants
 * Student group selection
 * Advance information for participants
 * Training environment, equipment, and materials
 * Executive level involvement and participant selection
 * Class size
 * Room size
 * Equipment and materials
 * Handouts and media support
 * Assessment of learning
 * Instrucional delivery and sequencing

Preparing Participants

 * ===== Attendees are sent a pre-training packet including a course outline and "where and when" information via interoffice mail. =====
 * Facilitator sends out a "briefing guide" with key points and expectations to discuss with trainee (Morrison, Ross, Kalman, & Kemp, 2011).
 * Attendee meets with supervisor to discuss behavioral expectations at training and meetings.
 * Questionnaire will be sent to attendees two week prior to training to help plan for any special accommodations necessary for training.

Student Groupings

 * 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.
 * Learners' educational background and special needs will also be taken into consideration in student groupings.
 * Learners will participate in group activities in groups of four.

Giving Participants Advance Information

 * Company plans a Celebrate Diversity Month in conjunction with training - posters celebrating diversity will be posted in common areas of the company and in the HR department - primes trainees as well as starts to build awareness for diversity in company.
 * HR devoting a section of the company newsletter to create awareness of diversity.
 * E-mail invitation sent to attendees with an attachment of details for training.

**Section III: Instructional Environment, Equipment, and Materials**
The Diversity Awareness Pilot program is most appropriate for a small group of change agents in corporate or non-profit organizations. The program is designed to:


 * Convey the need for diversity as well as the organization’s commitment to the value of it
 * Help staff create a supportive and diverse workforce

During the 60 minute introductory session, the change agent group will:
 * Demonstrate a new, deeper understanding of the concept of diversity.
 * Understand the organization’s need for diversity and why the company values it.

Executive Level Involvement & Participant Selection
It is highly recommended that the organization conducts as election process for participants to ensure that the change agent (student) group is diversified. Ideally, the group should be comprised of a cross-section of the organization’s personnel which would include management, supervisors, and employees from various departments and cultures. According to Nancherla (2008) studies show that most diversity programs are ineffective due to limited understanding of the scope of the issue, coverage of only legal and compliance aspects, and lack of buy-in from senior leadership. Muir (1993) encourages strategic selection of change agents in the dissemination of the diversity message because it is important that change agents be innovators who are able to create urgency and communicate the pain of the current situation versus a desired end state.

In the case of XYZ jewelry, change agents have been hand-picked and the executive team has cooperated in the production of an introductory video. The executive team is also committed to follow-up support of action items that are produced from diversity training program. If the training is being modified for other organizations, it will be critical to ensure that executive level participation is obvious and that the change agent group is comprised of innovators from diverse segments of the organization.

Class Size
As the introductory session involves group work with students moving around, writing, and discussing diversity topics, the class size should be limited to 20 students. According to Morrison et al., 2011, small-group formats work best in groups of 2 to 10, so we want the break-out groups within the class to be fairly small. XYZ has opted for three introductory sessions of 16 students each. This set-up lends itself, nicely, to group work with 4 to 8 students per group.

Room Size
For maximum efficiency and student comfort, Piskurich (2005) recommends a room size of 22’ x 26’ for a group of approximately 20 students. Although the XYZ Jewelry sessions have a smaller number of participants, we anticipate a need for walking space, projector set-up, and flip charts. The training room at Treasure Island is 25’ x 25’.

Equipment and Materials
The facilitator will need to ensure that the training room has the following:
 * Projector
 * White Board or Projection Screen
 * Video Camera & Tripod for Evaluation – If unavailable at the training site, please reserve this equipment with Learning by Design and travel with it.

The facilitator should work with Learning by Design’s fulfillment house (ABC Services) to ship the following classroom materials:
 * 20 Pens
 * 20 Markers
 * 1 Package of Hard Candy
 * 4 Stress Balls
 * 2 Flip Chart or One Roll of Butcher Block Paper
 * 2 Full Sets of Markers ( 20 Markers Different Colors)
 * 50 Spiral bound Diversity Awareness workbooks to include all worksheets, articles, etc. (item #54321-D) – The fulfillment house has this workbook stored electronically. Please order at least one week in advance with delivery to the training site no less than 1 business day before the session.

Download the following files to a laptop and jump drive for back-up:

1. Diversity: It’s Everybody’s Business Video 2. Diversity Awareness PowerPoint Presentation 3. Diversity Awareness Workbook – 50 copies should be at the training site, but the facilitator should have the file just in case there are problems with delivery. 4. Instructor Guide – Print 3 copies of this guide (one for the facilitator and 2 for the Learning by Design support team).

**Section V: Assessment of Learning**

Assessment Strategies

 * Pre-Assessment || Needs assessment was conducted to determine the problem or performance gap
 * Pre-Assessment || Needs assessment was conducted to determine the problem or performance gap

Also conducted was a process evaluation to determine best delivery methods with regard to leaner specifics from learner analysis

As our instructional module is a pilot program and is heavily based on affective objectives, we will not provide any sort of a written pre-assessment of course ||
 * Formative || During each phase of design there have been ongoing interviews with SME’s & managers to ensure the instructional objectives were still valid and workplace

During the tryout/pilot course formative assessment data will be collected in various ways and be documented in a performance-content matrix

Example of data collection:

Reactions from learners (observations) Discussion & recall of definitions and concepts Presentations of information by the learners

As this will be our first pilot group we will also video tape the presentation and review delivery, content flow, non verbals of participants and course timelines ||
 * Summative || A course evaluation will be handed out to all participants at the end of the course to glean immediate feedback. It will cover...

Were the course objectives met? Was the facilitator effective? Was the environment safe and conducive to learning? What could be improved about the course? What was the most significant thing you learned? How will you apply this information? Your overall satisfaction with course

One week after the course a more details assessment/survey will be sent to all participants. This will be more detailed and cover topics that are more open ended like...

Share what have you been able to apply from the course thus far. Provide examples of how you have enhanced cross cultural communication.

Share an example of how you recognized you were incorporating a bias into your behaviour and were able to reduce the use of that bias.

One month after the course we will conduct interviews with SME and managers to determine if behaviours and attitudes presented in the course are being demonstrated.

Again, because we are measuring mostly affective objectives and outcomes the best way to do see is to SEE the behaviour being implemented. All participants will be required to do post course application. The post application content will be reviewed in context to instructional objectives.

Providing all measure show we are on target with the instruction, After six months participants from the pilot course will be chosen to present and demonstrate at next course ||

A. Assess current knowledge and acceptance of diversity

 * 1) The definition of diversity
 * 2) Cultural-What is “Culture” or “A Culture”
 * 3) Types of diversity
 * Cultural
 * Race/nationality
 * Gender
 * Religion
 * Generational
 * Other?

B. Recognize the importance of diversity for the success of XYZ Jewelry Company and it’s team

1. Famous quotes on the value of diversity 2. XYZ Corporate endorsement of training 3. Globalization 4. Business Imperative for diversity awareness


 *  **Topic** ||  **Facilitator**  ||  **Participants**  ||
 * Definition of Diversity/ || Break participants into teams of 3-4 and provide instruction for the exercise “Develop and definition of diversity”

Facilitator to Flip Chart Information

The facilitator will then provide a webster’s definition of diversity and provide instructions for the round table discussion

The facilitator will facilitate a brief open discussion, which will incorporate the definition and how/if it is currently represented in their workplace

Facilitator to move to next topic...Culture || EX: One person to take the team lead. Ask each team to develop a definition of “Diversity”, document on a white board and be prepared to share with the other teams

EX: As each team presents their definition facilitator will flip chart common words or characteristics of each groups definition

DS:Round table discussion of common characteristics from each definition.

Participants to document Webster’s definition in their workbooks.

DS: Participants to discuss and share examples of how diversity is represented in their current workplace. ||
 * Definition of Culture/Logical || The facilitator will provide a webster’s definition for “a culture” and provide instructions for the next exercise

Once the exercise is completed the facilitator will discuss and recap each teams findings, offer some current statistics around cultures in North America and will transition into types of diversity || EX: Still in their teams the participants will compile a list of different cultures and compare and contrast those cultures with their own cultures

DS: Students to add their thoughts and comments as they would like and will document specifics and statistics in their workbooks ||
 * Types of Diversity || The facilitator will provide a list of different types of diversity

The facilitator will rotate the teams for the next exercises and assign each group with specific types of diversity to work with, and instruction for the exercise || EX: Each team will discuss and develop a list of what each diversity brings to the table within the workplace and how each diverse group will benefit the company and the participants. ||
 * Understanding the need for diversity at XYZ Jewelry || The facilitator will share famous quotes on diversity

The facilitator will introduce and start the video of XYZ corporate support for Diversity video || EX/DS: each team will be assigned a quote; they will discuss and share with the group how it relates to their workplace

DS: Students to add their thoughts and comments with regard to how diversity will positively impact their workplace. ||
 * Globalization

Business Imperative for diversity awareness || The facilitator will provide a research finding on how globalization has and will continue to impact diversity in the workplace

Once done the facilitator will discuss and recap topics thus far and provide interactions for the final exercise

PA: Facilitator to send an e-mail to all participants with instructions for setting goals around demonstrating the behaviours || EX/DS: Learners will complete a group exercise on the concept of equity and what it means for the future of XYZ Jewelry

Final EX: Still in their teams the participants will compile a list of activities and behaviours they can demonstrate to ensure the support for diversity and the business initiative within their workforce and with their diverse customers

Participants will complete evaluations to provide feedback on course content, delivery style, facilitator style and knowledge and make suggestions for improvement || EX: Exercise DS: Discussion PA: Post application  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.

Muir, C. (1996), Workplace Readiness for Communicating Diversity. Journal of Business Communication, 33(4). 475-484. Retrieved from EBSCO Business Source Complete.

Trochim, W.M.K. (2006) Introduction to evaluation. Retrieved from //Research Methods Knowledge Base// @http://www.socialresearchmethods.net/kb/intreval.htm