USA Organization Diversity 12/3/2012 By: Dee Alger, Kristy Cotton, Ginny Heenan, Dickran Parunak, Christine Zodrow AET 525 Professor Lisa Marie Portugal USA Organization Introduction Mandatory training for new phone & communication system Learning level defined & mastery must be demonstrated by learners Diverse learning population to be trained including various:
Education levels Ages Cultures Disabilities USA Organization Diversity Policy USA Organizations Diversity Policy includes 3 levels of diversity considerations: Primary Race Ethnicity Age Gender Physical Ability Physical Appearance
Sexual Orientation Secondary Functional Marital Status Military Affiliation Religion Geographic Location Parental Status Education Management
Status Work Location Seniority Departmental Affiliation USA Organization Diversity Concerns Differe nt Ages Disabili ty Trainin g Progra m ESL Gender
Educatio n Level USA Organization Training Agenda 8:00a.m.-8:25a.m. Introduction -Ice Breaker (People Bingo) -Pass out training materials -Rules and Regulations of the training class -Questionnaire-to see what knowledge the participants have about using the phone system 8:25a.m.-9:55a.m. -Students will watch video of how to use the phone system and it functions -Handout with pictures of the model of the phone and all the features -PowerPoint presentation of the manual of the phone system and how it functions -Discuss the Company policies for using the phone 9:55a.m.-10:05a.m.
10:05a.m.-11:05a.m. 15 minute Break Participants will learn how to use the phone system starting with basic functions -Answering calls -Placing calls -Transferring calls -Placing call on hold 11:05a.m.-11:45a.m Break participants up in groups -Participants will show their skills in completing the steps learned to use the equipment. Question/Answer Session Lunch Review from morning session PowerPoint that shows participants how to -create emails and send emails --retrieve emails -save emails -flag emails for importance 11:45a.m.-12:00p.m.
12:00p.m.-1:00p.m. 1:00p.m.-2:00p.m. 2:00p.m.-3:00p.m. Discussion on other ways participants will have to communicate using the phone system. Example: how to retrieve voicemails and save voicemails, text messages, etc. 3:00p.m.-3:15p.m. 3:15p.m.-3:45p.m. 15 minute Break Break out session -Participants will practice the skills of emails, and voicemails -How to receive, retrieve, and send this type of communication 3:45p.m.-4:30p.m. 4:30p.m.-5:00p.m. Testing Question/Answers Successfully passing the test participants will receive certificates and access codes
USA Organization Ability Assessment Learning style assessment at: http://people.usd.edu/~ bwjames/tut/learning-style/stylest.html Observing Practice (experimental learning) Formative assessment Summative assessment Survey tools USA Organization Training Accommodations Reading level adjustments to materials Constructivist instructional strategies Varied instructional approaches Practice Opportunities
Instructional adjustments following formative assessments Group work & peer mentoring USA Organization ADA Modifications USA Organization Conclusion USA Organization has analyzed and reviewed the large, mandatory training requirement for the phone and communications training, and has designed the training approach to include facilitation for the diverse learning population including Primary, Secondary & Functional Diversity considerations. USA Organization
Resources Conlan, J., Grabowski, S. and Smith, K. (2012). Adult Learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning Favero, L. & Heath, R. (2012) Generational perspectives in the workplace: interpreting the discourses that constitute women's struggle to balance work and life. Journal of Business Communication, 49(4) p332-356. Glazatov, T. R. (2012). Inclusiveness in Online Programs: Disability Issues and Implications for Higher Education Administrators. Journal Of Applied Learning Technology, 2(1), 14-18. Holmes, K. P., Rutledge, S., & Gauthier, L. R. (2009, Nov/Dec). Understanding the Cultural Linguistic Divide in American Classrooms: Language Learning Strategies for a Diverse Student Population. . Reading Horizons, 49(4). Humanmetrics.com (2012). Humanmetrics Jung Typology test. Retrieved from http://www.humanmetrics.com/hr/JTypesResult.aspx Kleinert, H., Jones, M., Sheppard-Jones, K., Harp, B., & Harrison E. (2012). Teaching Exceptional Children 44(5). p. 26. USA Organization Resources, continued Lindenberger, J., & Soltz-Loike, M. (2011). Diversity in the Workplace. Retrieved from http://www.zeromillion.com/econ/workplace-diversity.html People.usd.edu (2009). Whats Your Learning Style? Retrieved from
http://people.usd.edu/~bwjames/tut/learning-style/stylest.html Raue, K., & Lewis, L., (2011). Students with disabilities at degree-granting postsecondary institutions. First Look. National Center for Education Statistics p.63 Redwood, R. (2011). The Glass Ceiling. The Findings and Recommendations of the Federal Glass Ceiling Commission. Retrieved from http://www.inmotionmagazine.com/glass.html Simon, J. (2011). Legal issues in serving students with disabilities in postsecondary education. New Directions For Student Services, (134), 95-107. doi:10.1002/ss.397 Smith, M. K. (2002) 'Malcolm Knowles, informal adult education, self-direction and andragogy', the encyclopedia of informal education, www.infed.org/thinkers/et-knowl.htm. Stephens, N. (2012) Unseen disadvantage: How American universities focus on independence undermines academic performance of first-generation college students. Journal of Personality and Social Psychology. 102(6). PP. 1178-1197. Wienclaw, R. A. (2008). Communications in the workplace. Research Starters Business, (p. 12).
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