Interdepartmental Diversity, Equity, and Inclusion eLearning Training Design Reflection

The Learning Experience Design and Development Graduate Course Benchmark Project was to create an implementation plan for an instructional unit, develop appropriate learning materials for the desired outcomes and performance context, and design assessments that encourage skill transfer to authentic situations. For this experience, Company Leaders and Executive Stakeholders at a Brokerage Firm are facing challenges in maintaining an inclusive and diverse workplace, while also enhancing employee engagement and productivity. Their Organizational Goals involve obtaining quality data to enhance the DEI culture, reduce turnover rates, and develop tailored learning modules to optimize learning for a diverse workforce. They aim to utilize assessment results and surveys to enhance recruitment practices and foster open discussions on vital DEI-related topics. To achieve these objectives, the Instructional Design Team will develop a Self-Directed Learning Modules. These modules will deliver DEI-related information and company expectations for clients to implement and uphold DEI certification, while fostering continuous communication, guidance, professional growth, and career advancement opportunities.

The process will commence with a Needs Assessment, focusing on employee attitudes, engagement, participation, job satisfaction, and comfort level in sharing opinions, conducted before the Self-Directed DEI Training module. Company Leaders aim to enhance the existing model to better cater to the learning and motivational needs of current and future employees. By incorporating the Online Flipped classroom method and the 5E conceptual framework, learners can engage in activities that promote problem-solving and critical thinking, explore concepts for deeper comprehension, and create a space for open discussion and communication (Hew, K.F., Jia, C., Gonda, D.E. et al., 2020). Utilizing video conferencing applications or Learning Management System (LMS) platforms also allows for sharing content in various formats, such as videos, infographics, presentations, documents, gaming, and competitive quiz tools. Canva.com is a great tool to accomplish this goal.

After the initial testing phase, some of the changes made included adding navigation icons and links, visual formatting and theme design editing. A redesign in the Inclusive Language Activity made the task clearer for participants, resulting in a better understanding of the content. Nearly half of the participants indicated a preference for completing the assignment in a structured group setting rather than individually. Utilizing platforms such as Teams, Zoom, or Loom Video Sharing could improve the Finalized Learning Experience Design.

The training experience was rated a 3 by participants, indicating that it met the company objectives, with room for improvement. Many highlighted engaging videos as a key motivator. Some participants desired more content but preferred concise modules over lengthy ones. Enhancements in navigation and the Inclusive Language Activity Guide addressed concerns and clarified tasks. While the flexibility of self-directed learning and instant feedback in DEI Check-In was appreciated, suggestions were made to include voice narration and classroom training with group assignments instead of individual tasks

Before a full implementation of this DEI Training, additional modules and activities would be added. There are so many sub topics that can be discussed and are important to creating a positively diverse, equitable, and inclusive organizational culture. As recommended in the End User Survey, additional information would include modules on Microaggressions, Unconscious Bias, Disability Awareness, and Mentoring Programs. Additional DEI Check-Ins would be added to keep the attention and interest of the learner, but also to gauge if any information should be omitted or if a different perspective can be included.

Source:

Hew, K.F., Jia, C., Gonda, D.E. et al. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. Int J Educ Technol High Educ 17;57. https://doi.org/10.1186/s41239-020-00234-x