DLI Project - David Stanciu

DLI Project Part 1-3

Course Name: DEIB in Action David Stanciu

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Contents

Part 1

Part 2

Part 3

Prototype

References

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Part 1

Introduction

The WHO

The WHY

The WHAT

The HOW

Commentary

Link to full Part 1 Doc

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Introduction

Diversity, Equity, Inclusion, and Belonging (DEIB) are essential concepts for creating a supportive and productive workplace. Diversity involves recognizing and valuing differences in race, ethnicity, gender, age, sexual orientation, and other characteristics. Equity ensures fair treatment and opportunities for all, addressing and removing barriers to participation. Inclusion means creating environments where everyone feels welcomed, respected, and valued. Belonging goes further to ensure that individuals feel an important part of the organization, leading to higher engagement and commitment. DEIB training is important in the workplace because it creates a positive work environment, ensuring all employees feel respected and valued, which leads to higher job satisfaction and morale. It attracts and retains talent, making the company appealing to a diverse range of top talent and reducing turnover. By encouraging diverse perspectives, DEIB training enhances innovation, leading to more creative and innovative solutions. It also reduces conflicts by promoting understanding and respect, minimizing misunderstandings and workplace conflicts. Furthermore, DEIB training boosts engagement, increasing employee commitment and productivity by fostering a sense of inclusion and belonging.

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Introduction Continued

Additionally, DEIB training ensures compliance, helping meet legal requirements and reducing the risk of discrimination and harassment issues. It builds reputation, enhancing the company’s image as a fair and inclusive employer, attracting customers and clients. The training supports growth by developing employees' empathy and cultural competence, leading to better teamwork and professional development. It aligns with company values, reinforcing the company’s core principles and integrating DEIB into daily operations. Finally, DEIB training addresses inequities by identifying and removing systemic biases, creating fairer opportunities for all employees. Overall, DEIB training fosters a more inclusive, innovative, and successful workplace. Education International (EI) is a Cultural Exchange company which is centered on high school study abroad programs that bring students from across the globe to study in the USA, and vice versa. EI has hundreds of employees, in offices in 56 countries, who all share the same goal: promoting global understanding, education, and intercultural communication to foster a more compassionate world. EI thrives on diversity, and as such, DEIB training is crucial to EI’s business success and the achievement of their mission.

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The WHO – Learning Personas

Before we build a training course/program, we must first understand who our learners are. Below are the learning personas of the 3 individuals who will be involved in the DEIB course. The data was collected from an online questionnaire.

Persona 3

Persona 1

Persona 2

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Learner Persona Analysis

This section will examine learner backgrounds, goals, barriers, and technological experience/aptitude to facilitate a course that will meet program objectives and maximize learning.

Barriers to Learning

Demographics

Goals & Drivers

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Barriers To Learning

• Affectiveo Some previous negative experiences with digital learning o Worries about managing work-study workload o Minimal experience with digital learning • DL Preferences o Synchronous learning to increase accountability o Asynchronous learning desired for autonomy o Videos and multimedia content • Universal Design Principles for Learning Considerations oOne learner is not a native English speaker  Course will entail simple language, free of jargon  Learner will be encouraged to utilize translation tech when necessary

• Technology Access o All possess laptops and mobile devices o All learners utilize digital content regularly for learning purposes o Digital literacy varies: Two are quite confident in their digital skills, while the other is less so • Geographic location o Learners are located different geographic locations, countries and time zones • Social media o One learner is not active on social media o The other two learners are active on social media  Both learners use social media for connectivity, news, entertainment and learning

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The WHY - Learning Outcomes

To create impactful learning outcomes – intended knowledge, skills and behaviors – we must examine business and learning needs.

Purpose of Course

Business Need

Learning Gap

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Learning Outcomes By the end of the DEIB course, learners will be able to:

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The What – Modular Framework and Content Map

Learner outcomes dictate themes and lessons to facilitate desired goals, knowledge, skills and behaviors.

Modular Framework For this course, a top-down approach was used to develop the modular framework. Learning outcomes 1, 2 and 5 will each have their own module, while outcomes 3 & 4 will be combined into one module. Module titles will reflect knowledge skills and behavior that learners will display in their roles and EI, and subsequently, the deliverables and business needs that the DEIB course will produce.

Content Map

Modules

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The How – Learning Experience Design

Taking learning personas, learning outcomes, and modular framework to create a holistic view of an engaging learning experience for EI’s DEIB training course.

Flow

Mode

Mode of delivery and building blocks

The diversity, equity, inclusion and belonging program will be comprised of a digital asynchronous approach to accommodate learners’ geographic locations and work-study time constraints. All content will be delivered in an asynchronous manner and will allow the learners to progress through the content at their own speed. A social learning element will also be included in each module, which will come in the form of a weekly forum where learners will reflect and collaborate on the content. The group forum will aslo provide a venue for feedback or questions for the course moderator. Each module is built of 3-4 lessons, and each lesson will include 5 building blocks. Lessons will be similarly structured to include the following building blocks/formats: facilitation technique=polling/quiz, content=multimedia resource, assessment/feedback=quiz, summary/lesson wrap-up=video, action point/activities=reflection/social learning in course forum. The modules and formats were structured in this manner to provide varied content through multimedia and videos, while also incorporating the benefits of social learning through the course forum. Quizzes were chosen as activities to ensure feedback on content and also provide a means for the business to track learning and demonstrate understanding of the learning outcomes. The graphic below depicts what a module will look like.

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Mode of delivery and building blocks Continued

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Course flow and timeline

Given the importance of the course to the facilitation of a safe, inclusive, diverse and collaborative culture at EI, the learning experience will use the linear model for module and course completion. Learner engagement will be enabled by providing varied input, multimedia and videos, with the addition of the social learning element built in at the end of each module. All lessons are mandatory but take into account learner preferences by offering videos, multimedia, quizzes and social learning. The course is designed to last 4 weeks, with mandatory completion of one module per week. This allows learners to manage their work/study time independently, while also guaranteeing that the course is completed in a timely fashion. Each lesson is structured at 10-15 minutes, with an additional 15 minutes allotted for social learning in the course forum. Therefore, each module will be approximately 1 hour long, with the entire course expected to require 5 hours of learner time. The graphic below illustrates the expected flow and timeline.

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Commentary

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Part 2

Scoping Document

Wireframe

Screenplan

Storyboard

Commentary

BACK

Purpose of Course

By the end of the of DEIB training, participants will enhance their understanding of DEIB concepts, cultural competency, empathy, and self-awareness. The objective is to make individuals more at ease when interacting with colleagues from diverse backgrounds and to assist EI in fostering a more inclusive workplace. Individuals can demonstrate success in DEIB training by actively participating in learning opportunities, effectively communicating with diverse colleagues, and including them in decision-making processes. They should also resolve conflicts using DEIB principles, seek feedback for self-improvement, mentor underrepresented colleagues, and contribute to initiatives that promote inclusivity.

Part 3

COMING SOON!

Goals and Drivers • Desire to understand and collaborate with diverse colleagues effectively • A proper understanding of intercultural communication • A need to keep up to date with contemporary business trends and issues • Increase employee agency and engagement • A belief that all employees must feel safe in the workplace • Help create and maintain a supportive environment and culture • Spur employee creativity and innovation • Facilitate a deeper understanding of EI students • Increased DEIB understanding can support conflict management

Commentary

COMING SOON!

Business Need

EI is committed to creating and maintaining a diverse and safe working environment and culture. Additionally, a commitment to diversity facilitates a more talented employee pool, and by virtue of diversity, more creativity, innovation, engagement and increased employee morale. Finally, being a multi-national and multi-cultural corporation, EI must regularly implement regular DEIB training to help foster effective communication between employees from diverse backgrounds and assist with conflict management.

Demographics

• Learners come from differing backgrounds, ages, ethnicities, geographic regions and work experience o A recent college grad, one middle-aged professional, and an experienced salesman o Two individuals reside in USA, but on opposite sides of the country. One lives in Japan. • DEIB Understanding o One learner is familiar with topic but not confident in depth of understanding o One learner is has not kept abreast of DEIB principles, has had no training in this area, although is aware of them o In Japan, DEIB is not a commonly discussed topic

Learning Gap

All learners possess a general understanding of the DEIB concepts, however, this understanding is at the lexical level: learners can define these terms in a basic fashion. This course aims to expand learners’ knowledge in this area by establishing a clear understanding of DEIB principles, applying them to their roles, evaluating their beliefs and determining if they have been unconsciously impacted by them (implicit bias), and creating protocols and norms that guide interactions with diverse colleagues to promote informed and inclusive interactions.

References

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