Content

1
Create Effective Education Cox Ch 5

• Content
• Format Logistics
• Participants
• Facilitation

2
Content

• 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

3
Content

• 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

4
Format Logistics

• 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

5
Format Logistics

• 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

6
Format Logistics

• 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 organizations 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

7
Format Logistics

• 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

8
Format Logistics

• Participants
• Group size
• 15-25 for training classes to meet learning
  objectives
• Scope Mix
• Scopebreadth of job types organizational
  levels of participants
• Salaried vs. managerial vs. hourly employees
• Mixvariety 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

9
Format Logistics

• 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

10
Facilitation

• Opening Closing Training
• Opening High level member establishes place of
  diversity training in context of organizations
  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 members participation can add impact

11
Facilitation

• 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

12
Facilitation

• 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