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Content Format & Logistics Participants Facilitation Create Effective Education Cox Ch 5.

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Presentation on theme: "Content Format & Logistics Participants Facilitation Create Effective Education Cox Ch 5."— Presentation transcript:

1 Content Format & Logistics Participants Facilitation Create Effective Education Cox Ch 5

2 Critical Sub-topics Align topics to model of diversity effects Give empirically based research most attention Give coherence to training Emphasizes connection between diversity competence and organizational performance Content

3 Customize content Match content to learning objectives Learning about diversity vs. How to respond to challenges of diversity Can tailor topics to fit diversity dimensions salient in organization Can use phenomena-based curriculum E.g., Tab 5 Match content to stage of learning Awareness vs. Deeper knowledge vs. Behavioral change Content

4 Time Allocated Depends on learning stage Behavioral change takes longest time Depends on needed participant level of response Learning at emotional level needs more time than learning at cognitive level Format & Logistics

5 Method of Instruction Tools of learning: Lectures, films, case-analysis, role-plays, small group discussions Lectures For transfer of knowledge To identify how participants should think about issues When participants have little previous exposure to diversity education When focus is on awareness or deeper knowledge Format & Logistics

6 Method of Instruction Films 15 mins or shorter Identify what participants should watch for, ask them to write it down Facilitators have list of important learning points from film Cases 1-2 page cases, longer ones need to be read in advance Use organization’s own data to develop cases Participants identify own response to case before discussing in group Facilitator communicates the effective response to the case during discussion Format & Logistics

7 Method of Instruction Role plays Clearly define learning messages Aid participants in interpreting what they acted out Clearly tie acting to theory of diversity Provide some coaching, but allow for spontaneity Small-group discussions Encourage differences of opinion on dimensions of diversity that is the topic of discussion Use 2-3 discussions in one 8-hour session All small groups should hear what other groups have discussed Clearly tie outcomes of discussion back to session objectives and theory of diversity guiding training Format & Logistics

8 Participants Group size 15-25 for training classes to meet learning objectives Scope & Mix Scope=breadth of job types & organizational levels of participants Salaried vs. managerial vs. hourly employees Mix=variety of job types & organizational levels in any one session Maximizing variety within groups adds richness to group composition Demographic profile of groups Ensure matching to learning objectives Over-sample from identity groups to create as many balanced groups as possible, and create all other groups be of same-identity members Ensures diversity on dimension of interest in some groups Prevents tokenism Same-identity groups have frank and focused discussions Format & Logistics

9 Participants: Selection & Preparation Over-sample from identity groups of interest Pick knowledgeable & talkative people for early sessions Conduct pre-education Purpose of training What to expect What to bring to training for it to be a success Pre-work on part of participants Advance reading of article, book, case study Collect coworkers’ ratings of own diversity-competency behaviors Discuss diversity issues w/coworkers in work unit Format & Logistics

10 Opening & Closing Training Opening: High level member establishes place of diversity training in context of organization’s business strategy Closing: Establish links between training and workplace Personal action plan Accountability partners to meet, monitor and encourage progress on action agendas High level member’s participation can add impact Facilitation

11 Handling Sensitive Subject Matter Deal with emotional (experiences with prejudice & discrimination), controversial (affirmative action) or other personal issues of participants Must have empathy, ability to maintain balance, create sense of safety, self-disclose appropriately Prepare for “what-if” scenarios Have knowledge of inter-cultural differences of national origin groups in workplace Use multiple trainers (especially of different identities) Internal vs. external trainer depends on expertise Facilitation

12 Building Internal Expertise People from various functions and org levels participate in train-the-trainer sessions and deliver training to colleagues Make significant investment to establish internal resources and maintain continuous learning on diversity Facilitation

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