• Content

• Format & Logistics

• Participants

• Facilitation

Create Effective EducationCox Ch 5

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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