Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Angelic Jones

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template Angelic Jones


Needs Assessment 1. What is the learning problem or opportunity? Baderman Island Resort is run by Boardman Management

Group. The Baderman family immigrated from Germany to Kelsey Island (Apollo Group, 2012). The family grew the company from a small organization to a large company. The company website notes they are an EEOC employer. This means they will not make any hiring decisions that will violate EEOC in regards to race, sex, class, age, and other covered entities. However, the company course offerings lacks any diversity training. Companies engage in diversity training to give an appearance of an inclusive environment (Gilhool, 2013, para. 10).

2. What is currently available?After the initial orientation, all training is hospitality training.


Needs Assessment

3. What should be available?Diversity training should occur after orientation for all new staff.

Staff that have been employed there need to take diversity training as well. This can be done by department with them integrating into the training offered for all new staff.

4. Explain the gap analysis between what is available and what should be available.

The Boardman Management Group focuses all training on hospitality. If they focus initial training on understanding and respecting the differences of others they will see improved staff relations and also improved customer service.

5. What is your recommended solution for filling the gap?Implement diversity training for all staff immediately.


Instructional Goal

•The goal of diversity training is to improve employee communication and day-to-day interaction. This will increase the effectiveness of their teamwork. Customers will directly benefit from increased team efficiency.


Performance-Based Objectives

All staff will be able to recognize differencesincluding terminology and demographics. Staff will

be given a test to complete to demonstrate theirknowledge with a passing score of 70% or above.

All staff will be given performance evaluations that incorporate diversity with 50% based on effective written and verbal communication and 50% based oncustomer satisfaction surveys that will now include a diversity component.


Learner Characteristics

• Male/Female, age 18-60.• High school graduates. Learn face-to-face or online. Average

reading comprehension, average grammar skills, average communication skills.

• Visual learners.

The instructional plan will improve staff communication. Staff will be given greater knowledge of the customer base to inform their decisions. The staff will be empowered to meet customers diverse needs.


This section includes the following:

• Diversity training will be required, face-to-face instruction. The training will be one month and consist of 4 hours each class. Class will be held once a week.

• The application setting will be testing in the classroom, 6-month performance evaluations, and customer surveys from the resort.

• The staff has enough training to understand the basics of communication. The diversity training will effectively train them to be better communicators using their communication skills as a foundation.

Learning Context


Delivery Modality

direct teaching. Most people are familiar with this from their K-12 learning experience. “Direct teaching places the instructor in the center of all activity” (Brown & Green, 2006, p. 183). The teacher will present the information on diversity to the staff. The teacher will instruct the students. And the teacher will provide assessments in the class to gauge student learning throughout the one-month program.


Instructional Strategies

• Lectures-class will start for the first hour with passive reception of information taught by the instructor that is not in the materials they are provided for reading at home.

• Student Participation-students will respond to questions asked by the instructor to gauge their understanding of instruction and to gain participation points toward their course grade. Instructors can give quizzes during class to gauge understanding or quizzes at the beginning of class to gauge retention of information from the previous week.

• Team Assignments-students will work with their team for one hour each class to gather information and work on a final team project that will be presented in the last week of class.

• Individual Homework-students will be provided a packet of individual homework materials that they must return at the beginning of each new class.


Instructional Strategies

Instruction will primarily be teacher directed. However, since the classes are so long, to keep student attention the instructor can include teamwork and games to encourage active participation. Team assignments are based in problem-based learning where students are given assignments and encouraged to solve problems and present a solution (Brown & Green, 2006, p. 183). Games are forms of active participation that encourage students to solve puzzles and interact at a pace that is set. This type of direct learning works well “in actively involving students in knowledge construction” (Saskatoon Public Schools, 2009).


Plan for Implementation• Course DatesOne month course meeting every month except for November and

December; meets one day/week for four hours each meeting.

• Individuals and MaterialsA. One InstructorB. One TextbookC. 20 Learners/ClassD. Items related to diversity including props from other cultures • Implementation PlanA. Use of a training room 10 months/yearB. Human resources will inform new hires and all older staff when

they will take the training. C. Instructor will provide human resources with an approved plan

with the message of the class and the syllabus for all four weeks.


Instructional Resources

The training room will be equipped with at least five tables and 20 chairs. There will be one desk and chair for the teacher. There will be one computer for the instructor and one projector to show lecture materials. The instructor should have access to a copy machine to create packets for any applicable material they would like to include week by week. Also, the instructor will need to make tests and have a method to score and enter grades. The method can be handwritten and entered into a grade book. All materials must be maintained for human resources. The instructor will also need a whiteboard, markers, and erasers.


Formative Assessment

1. Quizzes-one individual quiz in week 1 and week 3 worth 10% of their grade.

2. Multiple-choice exam-exam of 20 questions in week 2 and one cumulative exam of 40 questions in week 4. Exams are worth 50% of their grade.

3. PowerPoint Presentation-One team assignment power point of 10-15 slides on diversity topic of their choice. It must be approved by instructor in week one. The presentation is worth 20% of their grade.

4. Essay-One essay for 10% of grade on the meaning of diversity. This is due by week 2.

5. Homework-one individual homework task each week. A worksheet assigned by the instructor with ten questions that can be found in the reading. Homework is worth 10% of their grade.


Summative Evaluation-”the process of assessing the instruction after it has been implemented” (Martin, 2011, p. 60) is a good method to evaluate the success of instruction.-Student surveyWhat is one takeaways from the course?

What did you like least about the course?

What did you like best about the course?

Do you think the instructor's feedback was timely?

Was the material presented in an effective way?

Do you feel that you need follow up training after this course? What type?

Evaluation Strategies


Evaluation Strategies

Customer Satisfaction SurveyA. Did you feel respected by staff during your stay?B. Did all staff treat you courteously?C. Were your cultural needs met? D. In disabled, were your needs met by the facility and by the staff?E. Do you feel Baderman Resorts represents an all-inclusive environment?

Performance EvaluationManagement will deliver a performance evaluation twice a year to staff evaluating their scores from the diversity training, customer satisfaction surveys, any disciplinary actions, and other relevant information.


Outcome Review

Management response to evaluation should be clear and provide information to evaluate and update the program as time progresses (Welty, 2008, p. 2).

Management has their own criteria to gauge quality and success of the instructional design.


Outcome Review

Objective Beginning Development

Accomplished

Score

Recognize the importance of diversity.

Saff are able to identify the importance of respect.

Development of mastery based on student grades, surveys, and performance reviews.

Staff has accomplished and mastered the subject content.

30

Analyze staff interactions for respect and communication in teamwork.

Staff are able to identify why communication is important.

Development using communication as a diversity tool.

Staff has accomplished and mastered the subject content as evidenced by improved performance.

30

Examine staff diversity training impacts team and customer satisfaction.

Staff is able to identify how they contribute to the overall purpose of the team.

Development towards understanding how and why diversity makes them part of a cohesive unit.

Staff member can explain and demonstrate the impact diversity has on their job and in the resort.

40


Recommendations

-Map out strategies to improve instruction-Research information on diversity and provide updated materials to staff throughout the year-Review instructional design and make improvements as needed -Remove outdated or ineffective activities and make updates as needed


References

Apollo Group, Inc. (2012). Boardman Management Group. Business-overview. Retrieved from AET/515-Instructional Design.

Brown, A., and Green, T.D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education.

Gilhool, Jennifer. (2013). Going Global? Better Rethink Your Diversity Training. Forbes. Retrieved from http://www.forbes.com/sites/85broads/2013/06/03/going-global-better-rethink-your-diversity-training/


References

Martin, Barbara. (2011). The Essential Steps of Developing a Training Course. Clean Energy Workforce Training Conference. Retrieved from http://irecusa.org/wp-content/uploads/2011/03/Martin_The-Essential-Steps-of-Developing-a-Training-Course.pdf

Saskatoon Public Schools. (2009). Instructional Strategies Online. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/direct.html

Welty, G. (2008). Formative Evaluation in the ADDIE Model. Journal of GXP Compliance, 12(4), 66-73. Retrieved September 27, 2013, from http://www.wright.edu/~gordon.welty/J_GXP_C_FormEv_07_08.pdf

Documents

Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Angelic Jones