Team A - USA Organization



USA Organization Diversity FacilitationAnnette Chapman, Sandra McBride, Faria Rota, and Douglas TylerAET/525June 16, 2014Jennifer Churchill-AllenUSA Organization Diversity FacilitationTo truly engage learners, instructors should reach out to them in culturally and linguistically responsive ways, so every person can feel involved in the classroom. USA Organization strives to ease learning, so it can be adapted to the learner's capabilities. The different backgrounds of the participants are considered in the instructional strategy. This strategy ensures that the learners associate their experience with the organization’s electronic communication and phone system training. According to Hubbard (2003), “diverse work groups bring more perspectives to solving problems, and come up with better solutions”. The organization’s diversity policy and concerns are addressed to ensure the training success of all participants. Diversity ConcernsThe demographics of the workforce will be a significant concern for the development of the training curriculum and the instructional methods used. The participants need to have a sense of purpose so they can meet the content's expectations. To determine the effectiveness of the material, the physical and social settings play an important role in the participants' learning. Consequently, addressing cross-cultural differences helps learners to understand diversity, as it encourages participation with other learners from different cultures, backgrounds, or social status. These factors will essentially increase self-awareness and inclusion in the classroom, which embraces cross-cultural effectiveness. Factors such as age, education, gender and ethnicity will have to be considered.Age. The workforce consists of employees ranging in age from 18 to 66. This age range will include the Baby Boomer generation, Generation X and Millennial. These generations have each developed unique traits, attitudes, mindsets, beliefs and preferences as a result of their upbringing and the historical events which occurred during their formative years. Each of these generations differ in the leadership styles they prefer (Arsenault, 2004). These factors may affect how people from each generation will respond to instructional style of the facilitator well as how effective instructional methods will be. Facilitators will have to be mindful of these differences when they consider how to present the material and their facilitation style.Education. Our learners have a broad range of educational achievement and English proficiency. In order for our training to be effective, it should be accessible and understandable to a broad range of people. To ensure adequate learning opportunities for all learners our learning material should be written to ensure the broadest range of learners can adequately understand, including employees whose first language is not English. (Language difficulties will be discussed below). Adequate support for struggling learners should be provided.Bias and stereotyping in the instruction and learning material can irritate and alienate learners, leading to reduced motivation. We should ensure that all learning material is free of bias and stereotypes with regard to ethnicity, race, gender and sexual orientation. The assessment material should also be written with an understanding that learners from various backgrounds will be using this material to assess their proficiency. We should review learning and assessment material to ensure it does not contain invisibility, stereotyping, selectivity, unreality, fragmentation or linguistic bias as described by Ginsberg and Wlodkowski (2009, p. 296).Discriminative BehaviorsDiscriminative behavior is any behavior that negatively affects a person’s employment situation. This behavior includes access to training, benefits, tasks assigned, promotion, hiring, opportunities, access to information, and treatment. Furthermore, in order to maintain an inclusive work environment in which all employees feel empowered and respected, a respectful and inclusive atmosphere will be maintained. All communications, both direct and indirect, will be respectful. Derogatory and/or insulting communication, direct or indirect, will not be tolerated in any form. Therefore, we resolve to maintain a commitment to providing an inclusive workplace free of oppressive practices and intolerant behavior for all employees. Language BarriersLanguage barriers and cultural difference will also be addressed as we develop the training. Included in our multicultural workforce are native speakers of languages other than English and employees from cultures other than the dominant culture in the US. Great care must be taken to ensure that employees whose native language is not English can make meaning to the training and training material. Students whose first language is not English may struggle with courses taught in English. They may be able to pick up on keywords and phrases but may not fully understand key concepts of the instructions (Veerasamy & Shillabeer, 2014). To make learning understandable for non-native English speakers, a variety of instructional methods should be used. Some of these include practical role-play scenarios and small group discussions. Translation of learning material should also be considered (Hong, 2001). We have three immigrants from Central America who probably speak the same language, so it will not require multiple translations. If this approach is used, care must be taken to ensure items are not left out and that there is no mistranslation.Cultural BarriersCultural differences can play a significant role in how learners perceive and understand the learning material. Traditional classrooms methods might be insufficient to take advantage of the different ways people learn. Instructors should approach the learning situation with an open mind and remember that, “The presumption of deficit in human beings who fail to conform to expectations and standards that are commonly associated with a dominant culture…” (Ginsberg and Wlodkowski, 2009). How a person has been socialized might influence how they respond to classroom activities, non-verbal gestures, grading methods and assignment. Instructors should be aware of these issues while maintaining flexibility in providing different ways for learners to display their knowledge and skills.Assessing Current Ability LevelsBefore the training team begins to access current ability levels of the employees, some research should be performed to find out what the employees expect to achieve through training. After the training, we need to find out whether the training has accomplished the expectations of the employees (Newton, 2006). The training team will conduct a verbal assessment through discussion, so it can be determined what each employee is capable of contributing to the organization. To assess current ability levels, the training team is going to utilize a holistic approach to diversity. A holistic approach refers to the training of the whole person and engaging that person in different levels of intellectual training. Utilizing this approach ensures that employees can ask questions freely and expect to get answers to their questions. Using a holistic approach means taking the time to recognize any possible barriers to the proposed training (Lindenberger, 2006). Some of the possible barriers that could hinder the success of the training are: age differences, language differences, educational level differences, and physical disabilities. There are three factors that explain why participation in training decreases with age: Older workers are less likely to be offered work-related training opportunities Older workers are less likely to take up the training activities that are offeredFor the youngest and oldest workers, there is a greater likelihood of training being offered by employers to younger workers (Newton, 2006). Employees from other countries, who do not speak English or speak very little English, may focus more on “who they know” and not “what they know” (Lindenberger, 2006, p. 1). In some cases, education and training levels are easily defined. For instance, career fields as those of doctors and lawyers, as they are often governed by federal and state laws and regulations that offer clear guidelines. In other positions, however the typical entry level of education is an associate’s degree (Bureau of Labor Statistics, 2013). Physical disabilities do not have to hinder the success of those who participate in training; because there are a lot of ways employers can accommodate their disabilities.Addressing Different Learning StylesInstruction and assessment are an integral part of learning and teaching. The practice of assessments help instructors and learners understand the content, as it relates to the planning and execution of the training program. Using different types of assessments when building the instructional agenda, can help the instructor to understand how the participants learn, and have an idea of the participants’ progress.A good way for the instructor to ease tension in the classroom is to have the students participate in group activities. These activities can also help the instructor to get to know the students. Hands-on Training, Discussions, and Demonstrations will be conducted, so students can apply different skills to their learning. These approaches will teach participants how to use to the phones on their own, so they can ask questions during the instruction. Small group discussions and role-playing are two strategies that help learners interact. The interaction helps them analyze what they know, as well the information received from the teammates. According to Ota, DiCarlo, Burts, Laird, and Gioe (2006), role play helps learners to experience feelings and practice their skills. Different roles will be given to the participants for them to discuss the information, which stimulates their critical thinking. Overall, instruction and assessments have a significant impact on a students’ ability to learn and understand the concept of what is expected of them during and at the end of each course. Accommodating Varied Ability LevelsTraining Material This information can be altered by selecting materials that will accommodate the needs of students with disabilities (wheelchair and hearing impaired), or to compensate for individuals with learning problems (English language learners, non high school graduates). The use of an interactive computer program that reads texts, reinforces learning in smaller increments and provides opportunities for practice to accommodate English language learners, non high school graduates, and hearing impaired can be useful. Utilizing subtitled videos (closed captioned), transcripts, and lecture notes, are ways to help hearing impaired participants to understand the content. Due to the generational gap, training materials need to have real substance. Making materials understandable and retainable for all generations, rather than too difficult to understand or too easy which will be motivational for all learners. Training materials should have a variety of information to accommodate all generations and educational differences. The use of a glossary in training materials can be used when needed.Learning Environment The use of U-shape seating will allow the instructor/facilitator to interact with each student on a more intimate level, so students are able to see the instructor’s face. If the room will not accommodate this type of setting arrangement, those individuals with learning disabilities or physical disabilities should sit up front. The use of an interpreter may be necessary for students with hearing impairments; however, the use of an interpreter can be a distraction for the instructor and other students. Informing students that the use of an interpreter will or may be needed prior to class starting may help reduce the distraction. Depending on the degree of hearing loss, “Real-time Captioning is another option to use if the learner has total hearing loss” (Wald, 2006). Encouraging student participation is the key to successful communication and successful students. Encouraging participation should not be used to make learners feel uncomfortable, but to allow them to share their experiences. The instructor/facilitator should create a psychologically safe classroom, which can avoid “feelings of cultural isolation generally erode student motivation to learn” (Ginsberg & Wlodkowski, 2009). Learners need to feel a sense of community regardless of cultural differences, physical disabilities, or learning abilities. When utilizing groups, the instructor should create a diverse environment that allows learners to be treated equally. Consequently, it is best to avoid pointing out students’ disabilities, or the different provisions being utilized made to the rest of the class.Time Constraints Time constraints should be put in place for individuals who may need extra time during class assignments and tests. Allowing hearing impaired learners, to work with audio-visual material separately and for a longer period of time may be needed. We should allow all learners to utilize the classroom after hours or before class begins and groups sessions to help students who are having a hard time grasping the information so they are not be left behind. Instructors/facilitators should also allow sufficient time for each learner to complete in class assignments, groups sessions, and tests.Curriculum The curriculum should describe activities that will lead students to understand the knowledge and skills they should know, so they can have an understanding of what to expect from the class. An aligned curriculum will result in a more efficient and effective format for teaching. The curriculum should include learning goals, individual, and group assignments to include essential questioning.When choosing assessment strategies, the point to keep in mind is how students learn is the most important. It is essential to create assessments for diverse learners. Assessments should be modified utilizing non-biased objective materials. A rubric and syllabus is helpful for learners to understand their goals for the course. However, there should be flexibility throughout assignments and instruction according to diverse learners’ abilities and assessments. Assessment StrategiesUtilizing assessments at the beginning of class will help to gauge students’ learning needs, so they can make a connection between what they already know and what they will be learning. Another effective assessment strategy is to check on students throughout the course to understand how they are progressing. This approach can be used by assessing students understanding through interactive demonstrations, questioning, testing, and self-assessments.ADA ModificationsIn this training session, there is one participant who is hearing impaired and another who is physically challenged by being confined to a wheelchair. Modifications have to be utilized to accommodate these two employees. Since the use of a hearing aids or an implants are not always enough for sufferers of hearing loss, there are new technologies that are designed to assist people with hearing loss. Technology AdjustmentsTechnologies are now designed to enhance telephone communication, TV reception, ensure effective smoke alarms, or for listening in on various kinds of public meetings (Hearing Assistive Technology, 2005-2014). To assist those with hearing impairment today, audio loops or hearing loops, FM, and infrared systems like binoculars for the ears are available. These work with or without hearing aids. The actual audio or hearing loop is a wire, it can circle a room and it is connected to the sound system as the loop transmits sound electromagnetically (Hearing Assistive Technology, 2005-2014). Then the electromagnetic signal is picked up by a coil in the hearing aid device or cochlear implant, just by flipping the switch on the hearing aid to use the hearing loop. There is no need for any additional equipment. If both the telecoil and the hearing loop are used together, it will be more cost effective for the company to afford (Hearing Assistive Technology, 2005-2014).To ensure participation from the employee who uses a wheelchair, mobile communications devices help connect them quickly to other people. This is also cost effective for the company. These services require proper adaptive tools and special interfaces in order to operate efficiently. USA Organization must implement high quality tools in order for the physically impaired to use these technologies with self-learning and personal development. There are many methods to choose from, such as via mouth stick, splinted, hand, etc. (Yang, Huan, Chuan, & Yang, 2008).Learning ApproachesDifferent learning approaches will be taken in consideration, as there are some participants that have only completed high school. These participants might not have the same learning abilities than those who have completed a college degree. Some accommodations will be considered. These accommodations will be presented through the instructional strategy, rather than in the physical classroom. The instructional strategies that will be considered are the following:Keeping an open line of communication with the participants with learning disabilities, so they feel free to ask questions.Moderate the amount of material provided, allowing breaks, so the participants do not feel pressured.Decrease the distractions in the classroom.Classroom exercises will be oral and in writing.Ensure participants know all the aspects that will be covered throughout the training.Once the training is over, provide a hard copy of the material.Keeping the information concise, leaving no room for misinterpretations.The training will be recorded for those participants with learning disabilities.Consequently, all these strategies will be covered in the instructional agenda, which will provide a list of activities and exercises the participants will complete during the training. The agenda will be used for:OrganizationTime-managementSetting expectationsMotivationThe participants will know exactly what is expected of them right from the beginning, setting the tone for the entire class. Following?these steps when facilitating the training will help ensure the class will be as effective as possible. Furthermore, breaking down the material into the daily agenda will give the participants a clear view of the training expectations.ConclusionOverall, USA Organization has ensured that with this training, employees can comprehend how to use the electronic communication and the phone system. This organization embraces the idea that mutual respect is needed to create an effective work atmosphere. Creating a diverse work environment ensures that all training participants feel welcomed and open to share their knowledge and ideas. Our policy helps to ensure that all training participants are treated the same way regardless of their ethnicity, education level, gender, cultural background, or age. This report has addressed learning concerns, learning abilities, accommodations for participants with different learning styles, and provided modifications to the learning environment according to ADA standards. AppendixDiversity Policy StatementDiversity is the key to our success. We recognize that in order to serve the needs of all of our customers we need to have a workforce composed of people representing a variety of different backgrounds, experiences, and perspectives. It will be every employee’s responsibility to respect and value these differences. Discriminative behavior will not be tolerated on the basis of any of the following factors: race, ethnicity, geographic or national origin, religion, color, sexual orientation, political affiliation, marital status, age and disability. Violations of these principles will be dealt with swiftly and severely.Agenda8:30 a.m. - 9:30 a.m.Introductions/Ice-Breaker ActivityThe instructors will first give an introduction about themselves, the experience with the organization, and the importance of the training. The ‘true of false’ icebreaker will be explained. Students will be asked to introduce themselves and make a two or three statements about themselves, one of those have to be false. Then the class has to vote on which statement is false. This icebreaker helps the students and instructor to get to know the class better, and encourage students to participate. (Manktelow & Carlson, 2014)9:30 a.m. - 10:00 a.m.Goal and ObjectivesGoal: To ensure trainees fully understand the electronic communication and phone system codes techniques.Objective:Participants will show that they can operate the electronic communication and phone system with at least an 80% level of proficiency.Participants will demonstrate familiarity of USA Policies & Procedures by using proper phone etiquette successfully. 10:00 a.m. – 10:15 a.m.Coffee Break10:20 a.m. - 11:00 a.m.Pre-TestInstructor will give a pre-test to determine the knowledge of the participants. 11:00 a.m. - 12:00 p.m.Participants will start to get to know the electronic communication and phone system by watching a video. The instructor will introduce all participants to the electronic communication and phone system. The participants will discuss the video to identify the information presented.12:00 p.m.*Lunch Break*1:00 p.m. – 1:30 p.m.Overview of USA Policies & ProceduresUsing Microsoft Office Power Point the instructors will show a presentation reviewing the policies and procedures needed to effectively operate the electronic communication and phone system. 1:30 p.m. – 3:00 p.m.Game ExerciseThe classroom will be divided into two teams. Each team will ask questions about the information provided in the morning.3:00 p.m. – 3:15 p.m.Coffee Break3:15 p.m. – 3:00 p.m.Phone PracticeInstructor will use handouts to review USA’s expectation regarding appropriate phone etiquette. The hand outs will include scripts of ways to handle specific situations. 3:00 p.m. – 4:30 p.m.Skills ExerciseA set of phone numbers will be given to the participants. Participants will call some employees from the organization to ensure they know how to use the phone system and understand the electronic communication. Immediate feedback will be provided by employees receiving the calls.4:30 p.m. – 5:00 p.m.Wrap up/Post Test/EvaluationThe instructors will explain that each participant will be provided with a policy & procedure manual along with their access code upon successful completion of the training. Instructors will administer the post-test. Upon completion of the post-test, the instructors will distribute the evaluation. ReferencesArsenault, P. M. (2004). Validating generational differences: A legitimate diversity and leadership issue. Leadership & Organization Development Journal. 25(2), 124-141.Bruder, P. (2006, February). Icebreakers to warm-up your classroom. Retrieved from of Labor Statistics (2013). Measures of Education and Training. Retrieved from emp/ep_education_tech.htmGinsberg, M. & Wlodkowski, R. (2009). Diversity and motivation: Culturally responsive Teaching in college. (2nd ed.). San Francisco, CA: Jossey-Bass.Hearing Assistive Technology (2014). Hearing Loss Association of America. Retrieved from , O. (2001). Limited English proficiency workers. AAOHN Journal. 49(1), 21-26.Hubbard, A. (2003). Accommodating diversity in the training environment. Mortgage Banking. 63(4), 106.Lindenberger, J. (2006). Diversity and the workplace. Retrieved from , J., & Carlson, A. (2014). Ice breakers. Retrieved from , B. (2006). Training an age diverse workforce. Industrial and Commercial Training. 38(2), 93-97.Ota, C., DiCarlo, C. F., Burts, D. C., Laird, R., & Gioe, C. (2006). Training and the needs of adult learners. Journal of Extension. Retrieved from , A. K., & Shillabeer, A. (2014). Teaching English based programming courses to English language learners/Non-native speakers of English. International Proceedings of Economic Development and Research. 70, 17-22.Wald, M. (2006). Creating accessible educational multimedia through editing automatic speech recognition captioning in real time. Interactive Technology and Smart Education. 3(2), 131-141.Yang, C., Huang, H., Chuang, L., & Yang, C. (2008). A mobile communication aid system for persons with physical disabilities. Mathematical and Computer Modelling. 47(3-4), 318-327. doi:10.1016/j.mcm.2007.01.012 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download