Design Document Part 1 1. Project Overview

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Design Document Part 1

1. Project Overview

The learning module will be conducted as a face-to-face workshop that consists of 10

people per session. Participants will be Chief (E-7) selectees for promotion as part of their Chief

360 (Chief’s Mess initiation). Participants will sign up for the workshop or by someone in their

Military Chain of Command. The workshop will be offered as a series of sessions that are meant

to address the topic of sexual assault within the Military. While many sexual assaults occur after

joining the Military, most of the reports made to the Department of Defense (DoD) occurred

prior to the victim joining the Military Service. Whether the incident occurred in the Military or

before, victims usually disclose the incident to someone that they work with, i.e. another Service

Member (SM). The reason for this is that SMs spend most of their time with one another (as a

result of long working hours, deployments, friendships, peer-to-peer mentorship, etc.). When

someone reports a sexual assault and the incident did not involve another SM, Military law

enforcement and judicial personnel have no authority, however, it is still encouraged to report the

incident so that the victim can receive support services.

The DoD noticed a decrease in reports of sexual assault, however after careful data

analysis and collection, anonymous reports indicate that the incidents of sexual assault are on the

rise. The conclusion drawn by the DoD is that victims of sexual assault do not feel comfortable

or supported reporting their sexual assaults, which means that they are not receiving the proper

support and care from the experts. Support and care has been identified as one of the most

important parts of healing to a victim of sexual assault. So, to create a culture where victims are

comfortable reporting the sexual assault (and in turn receive specialised care), the DoD has

mandated (Administrative Mandate) that additional trainings, workshops and educational

presentations are provided to SMs. The lesson module being created in EDCI 572 is a part of the

series of workshop to be facilitated with SMs.

Another approach is Performance Technology. The instructional goals are "set in

response to problems or opportunities within an organisation" (Dick & Carey, 2015). With this

opportunity to demonstrate supportive behaviour to victims of sexual assault, there could be an

improvement in the organisation.

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2. Identification of your Instructional Goal

The instructional goal is “Provide tools to Military Service Members to be better

equipped to help victims of sexual assault.” This goal is a complex, intellectual skill that is

measured with verbal information. By the end of the learning module the participants (SMs) will

be able to identify harmful and hurtful responses to a sexual assault and instead recall supportive,

empathetic statements that will help the victim feel comfortable to receive care. The goal

statement is based on the four required elements:

The learners: Military Service Members.

What learners will be able to do in the Performance Context: Communicate support to victims

by using empathetic statements.

The performance context in which the skills will be applied: Any time the victim reports an

incident of sexual assault.

The tools that will be available to the learners in the Performance Context: Empathy statements.

3. Creation of a Goal Analysis Diagram

The goal analysis diagram includes the instructional goal, main steps needed to perform

the instructional goals as well as subordinate skills and sub-skills. The instructional goal is

communicated by recalling verbal information that is discussed through the lesson plan. One of

the important parts of this particular goal analysis diagram is that the learner must have the basic

understanding of the concepts before having the ability to perform the goal.

Instructional Designer’s Reflection

This class has been quite a challenge for me. I’ve developed many trainings,

presentations, workshops, etc. in my career, however have never had to complete an instructional

analysis. I found myself ill prepared for the assignment. The most useful part until now has

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come in creating the goal analysis diagram. As recommended by the text, asking the question

“what the student must already know so that, with a minimal amount of instruction, this task can

be learnt?” was helpful to determine subskills and subordinate skills. I could probably have

continued going into greater detail, however I would probably have added too much information.

After following directions and seeing the reason for conducting an instructional analysis I am

eager to do these in future projects. The most challenging part of this assignment is submitting a

paper without knowing if the steps and sub steps are indeed correct. The diagram and the

analysis of information makes sense, I’m afraid my content may miss the mark.

As many of us have very little experience with this task, I felt we were ill equipped to

provide any real valuable peer feedback; at least I don’t think my feedback was very relevant. As

I sat down to write this assignment, I made a last-ditch effort to reach out for additional

information, but with the time difference I was not able to. I’m both nervous and excited to get

the feedback because I want to learn the tools of this class, but afraid of failing as I think to

master this skill takes multiple efforts and attempts.


4. Learner Analysis

The target population of this training session is a maximum of 10 Chief Selectees per

session. Navy Chief Petty Officer (CPO) Selectees, also known as a Chief who have the rank of

Enlisted (E)7. Once a sailor is selected to promote to the E7 rank, they go through an induction

also commonly referred to as Initiation. This programme is called CPO 365. This is an

opportunity where seasoned Chief Petty Officers get together to come up with a process to help

the future chief petty officers transition into a new Navy leadership role. Each Command does

things differently, however every Command focuses on the Master Chief Petty Officer of the

Navy’s (MCPON) mission, vision and guiding principles. All Commands focus on training, Job

Qualification Requirements, Personnel Qualification Standards and a series of different things to

reinforce the guiding principles of the Chief Petty Officer.

They focus on everything from Physical Training (PT), deck plate leadership techniques,

team building exercises and researches the heritage of the Chief Petty Officer rank. Deck Plate

leadership is considered the driving force of the Chief Petty Officer Association. In today’s era,

many managers and supervisors have gotten used to sitting behind a computer and having

contact through e-mail. Deck Plate leadership means being out in the field with one’s

subordinates, side-by-side, working with them, seeing them face to face, talking to them and

getting to know them. This is why induction is a critical time to teach new skills to Chief Petty

Officers regarding victims of sexual assault, especially those who decide to make a report of

sexual assault. For this special type of leader within the United States Navy, we want newly

promoted Chiefs to be able to express empathetic and victim-affirming statements in order to

provide a supportive environment in their respective Commands to encourage any future reports

of sexual assault.

Information Categories Data Sources Learner Characteristics

Entry Skills

Not applicable It is assumed that participants

will have the physical skills

to take on the responsibility

of signing up (calling a Point

of Contact to attend a training

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or physically go to a training

that has been set up by the

Chain of Command at their

respective Commands) and

attending the training session.

The goal is to make this

lesson plan as part of a series

of workshops regarding

sexual assault prevention and

response in the CPO-365

(leadership, follow through,

etc.) training. They should

also be being able to take an

online survey (e.g. survey

monkey) or doing a written

evaluation collected by the

facilitator at the end of the

session/lesson plan.

Prior knowledge of topic area

Interviews: Ask Learners if they had

attended their annual

mandatory Sexual Assault

Prevention and Response

(SAPR) Training and

establish what other SAPR

Training has been attended.

This question will give

learners an opportunity to

understand the why the new

skill is imperative for their

new position. Establish if any

of the learners are or have

been SAPR Command Victim

Advocates. This will give

facilitators an understanding

what individuals are in

attendance, what type of

conversations and

participations will take place

and perhaps determine how

long (or short) the

presentation will be.

Attitude toward content

Observations and Interviews:

Service Members have a

differing view on sexual

assault, reports of sexual

assault and whether or not

someone who reports a sexual

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assault should be believed

without having gone through

any judicial process (or even

after the judicial process).

One way to determine their

attitude toward the subject

and the skill to be taught in

this lesson plan would be to

spend 10-15 minutes prior to

the beginning of the lesson

plan to see how they interact

with one another as well as

the knowledge that they are

being made to go through yet

another mandatory SAPR

training.

Attitude toward potential

deliver system

Observation: Military Service Members are

required to attend and receive

countless hours of Military

training. This training can

cover how to use a piece of

equipment, all the way to be

of support to a victim of

sexual assault. The typical

delivery system of training is

Power Point. Since this

training will not be facilitated

through Power Point and will

rather be interactive in nature,

writing down answers,

discussing answers,

participating in role plays, the

facilitator will be able to

determine the attitude of the

delivery system of the learner

and then provide feedback to

the Instructional Designer if

adjustments need to occur.

Motivation for instruction

Interviews:

At the beginning of the class

the facilitator will ask the

learners if there are any prior

or current SAPR VA’s in

attendance. That will usually

indicate an increased level of

motivation. This level of

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Observation:

motivation will allow for

better participation in the

lesson plan on the whole.

One of the unfortunate results

of mandatory trainings to

complete certain

requirements is a lack of

motivation. The importance

of having prior involved

Victim Advocates will be to

motivate and encourage those

who show a lack of

motivation and then

encouragement the other

learners to participate in the

lesson plan.

Education and Ability levels

Not applicable Learners who have reached

this particular level in the

United States Navy will have

met certain educational, job

and performance standards

and therefore will have the

general education and

abilities to participate in the

lesson plan.

General Learning Preferences

Observation: This lesson plan consists of

many learning styles (verbal,

non-verbal, reading,

activities, etc.) and so should

appeal to most of the learners

in attendance. If there are

additional changes that can be

made, those will be made

after the lesson has been

facilitated.

Attitude toward Training

Organisation

Interviews: As a result of too many

mandatory SAPR trainings,

there is a level dislike toward

the Military and its training

obligations. Learners have no

say in whether they attend

this lesson plan as it will be

part of their mandatory

leadership training, however,

they will have a voice in

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being able to adjust the lesson

plan to help them meet the

organisation’s goal.

General Group

Characteristics

(Heterogeneity, size, and

overall impression

Observation: While there could be 30-50

Chief Selectees go through

CPO 365 at a time

(depending on the location,

the Installation, the

Command, etc.) there will be

a maximum of 20 participants

per session. While this means

that the instructors have to

facilitate more of these

trainings, the benefits of

having small group training

sessions has been prove.

Small group training for the

such a sensitive and

potentially triggering subject

is proven to be the best way

to facilitate this lesson plan.

Another benefit of having

smaller groups is to be able to

be able to observe the

learners and hear their

responses to the subject and

the role play scenarios. This

will give the facilitator

insight into the learners

underlying beliefs regarding

sexual assault, victims, victim

blaming, empathy and

sympathy. Because there is

no pass or fail test, being able

to observe the learner’s

understanding of the concepts

and the activities is the only

way to ensure the individual

has mastered the skill.

6. Performance Context

During this phase of the lesson plan the body or the organisation (Fleet and Family

Support Center, an individual Command, e.g. LCS Squadron 1, Command Submarine Squadron

11, USS San Diego, USS Key West, etc. requests the training. They would need to provide the

adequate space for the lesson to take place and for the performance goal to be accomplished. The

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facilitator will have their own list of supplies (butcher paper, markers, index cards, pens,

photocopies, etc.) which will be determined by the Instructional Designer. No matter where the

facilitator presents the lesson plan, they will request to have a room big enough to place 20 chairs

in a circle and enough space for learners to move around comfortably during activities during

role plays.

Information Categories Data Sources Performance Site

Characteristics

Managerial/Supervisory

Support

Interview:

Where will you foresee this

training taking place?

Being able to secure a

location on any Military

Installation or on a Military

Vessel (i.e. ship or boat) can

be quite difficult. One of the

requirements that a supervisor

or a manager should be

responsible for would be a

training space. There must be

a set criterion for the training

space and the facilitator will

be able to correspond with the

manager or supervisor prior

to the lesson plan being

implemented to ensure site

criteria.

Physical Aspects of the Site

Interview:

Is there an open space for 20

seats to be placed in a circle

with a table and chairs for the

facilitator?

Is there space for an easel and

easel paper?

The individual requesting the

training (either from a

particular Command,

combination of Command or

the Director of the Fleet and

Family Support Center

(FFSC)) will arrange for a

classroom space with tables

and chairs that can be moved

around. There will be no

need for a Power Point

projector or screen. All

necessary materials will be

brought in by the facilitator to

ensure that it meets the

Instructional Designer’s

standards.

Social Aspects of the Site

Observation: There will be an opportunity

for the learners to actively

listen to the facilitator,

communicate with one

another during activities, as

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well as working

independently when writing

responses after cued by the

facilitator.

Relevance of Skills to

Workplace

Observations: As indicated in the learner

analysis paragraph, there is an

importance to “deck plate

leadership” and so knowing

how to communicate with

sailors especially victims of

sexual assault is of particular

importance to a this leveled

leader and is the epitome of

an E7 (a Chief Petty Officer

of the United States Navy)

position.

5. Learning Context

The room where this lesson will be facilitated must be an empty room, or at least a room

that can be cleaned out (tables, chairs, projectors, etc.). The room should have space enough for

approximately 20 chairs to be placed in a circle as well as room for a table for the facilitator to

place all of their training materials. The room does not need a projector or a projector screen and

does not require any special pieces of equipment. It would be beneficial to ask the Point of

Contact to provide the easel and butcher paper for the facilitator to write on, but most Commands

(especially ships) do not have that and so the facilitator will provide that. There should be

enough open space on walls where the facilitator is allowed to post written responses to

discussion topics so that the learners may easily refer to it throughout the lesson. The room must

be completely compatible with all the objectives of this workshop.

Information Categories Data Sources Learning Site Characteristics

Number/Nature of Sites

Interview:

Who is the Point of Contact

for the training? Command,

Civilian, Military, Support

Center Personnel?

Where do you foresee this

training being facilitated?

Will it be an empty space, or

will the space need to be

prepared before the lesson

can begin?

The Facilitator will

coordinate with the relevant

Point of Contact to confirm

that the learning site can

mimic the real-life

atmosphere to simulate

examples (a classroom, an

eating hall, an office set up,

etc.).

Site Compatibility with

Instructional Needs

Interview:

Can the Point of Contact

provide a visual explanation

of the Site/training location?

The learning site would need

to have enough space to set

up the classroom the way it

needs to be with tables (for

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Are there walls where

discussion notes can be

placed?

the facilitator) and chairs (for

the learners) as well as having

enough space to set up the

classroom in a way that

promotes conversation and

participation in activities; as

this is a requirement of the

performance objectives.

Site Compatibility with

Learners Needs

Interview:

Where do you plan on

facilitating this particular

lesson plan?

If your lesson plan is to be

facilitated in the Command

building or on the ship, what

level of privacy will the

students be allowed to fully

participate without fear of

having someone in their

Chain of Command or a

subordinate walk in?

The learning site should be

set up so that learners feel

comfortable and included in

the lesson plan. This should

be accomplished by having

the lesson plan be conducted

outside of the Command, in a

closed off area where they

cannot be pulled out of class

for a tasker, where someone

from their command cannot

just walk in (by mistake).

Feasibility for simulating

workplace

Observation:

Before the lesson is meant to

be facilitated, the facilitator

should be able to (either)

have a visual representation

of the classroom space or

make a trip to the location to

ensure that the site meets all

of the facilitation needs.

A learner can receive a report

of sexual assault at any given

time or place and so it is

important that a learner can

be comfortable in any

particular location. Service

Members is always

recommended to not be alone

in a room with someone of

the opposite sex and having a

level of privacy for this type

of subject may not make the

learner or the victim

comfortable. It is therefore

important that the facilitator

is able to determine that the

space that they are given will

be able to assist with a quiet,

out of the way training

location (without having

people walking into the room

for no reason) but also allow

the learner to practice

providing these supportive

skills with other people in the

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same room (e.g. the mess

hall, a Starbucks, a library).

8. Assessment Plan

Entry Skills Test

There is no need for an entry skills test. The learners should already have knowledge on how to

read an email and make a telephone call as well as write a survey or have the knowledge and

ability to do an online survey. Every person theoretically has experienced a traumatic event,

whether that event be a sexual assault, a robbery, being shot at, being cheated on, etc. With this

in mind, there is no need to assess the learner’s trauma knowledge. It is important however that

the facilitator make the space feel safe enough so that they feel comfortable speaking about their

experience to give them a chance to relate to the victim who will speak to them and even disclose

a report to them. The facilitator should be able to explain that by sharing this experience, this

will only make them a better deck plate leader (not just for a victim of sexual assault, but also

someone who may need assistance with a personal issue).

Pretest

There will be no pretest for this lesson plan. The only requirement for the learners will be that

they are selected for an E-7 promotion.

Practice Test

The practice test will include active participation in the activities and a document handed to the

learners at the end of the activity. Each learner is required to complete the section for their name

and at least two appropriate responses to statements on the page. Each learner will be required to

complete the relevant and required number of correct responses with regards to activities

participation and relevant responses when requested i.e. victim blaming statements, empathy

statements, sympathy statements, and “how does that make you feel?”

Posttest

The post test will be taken from information on the practice test and any relevant information

provided by the facilitator. The posttest will be submitted to the facilitator at the end of the

lesson plan. The facilitator will review the document and ensure that each learner’s name and at

least two responses are correct when being completed. There is an appropriate response list for

the facilitator to choose from. Each facilitator has the ability and knowledge to ensure that each

learner’s response is at least a reasonable variation from the suggested response list.

7. Performance Objectives

MAIN INSTRUCTIONAL GOAL TERMINAL OBJECTIVE

Newly promoted Chiefs will be able to

express empathetic and victim-affirming

statements in order to provide a supportive

environment in their respective Commands

and offices when a victim of sexual assault

reports an incident

When approached by a victim of sexual

assault to report an incident (CN), the newly

promoted Chief will be able to demonstrate

and express (B) empathetic and victim-

affirming statements in order to provide a

supportive environment in their respective

Commands and offices (CR).

Main Step Performance Objective for Main Step

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Request a Training session Given the instructional requirement (CN), the

learner will email or telephone the Point of

Contact (B) to request a training session

opportunity that fits into their initiation

schedule according to the sessions that the

instructor has set up (CR).

Subordinate Skill Subordinate objective for Subordinate Skill

1.1 Sign up for a training session Given the information by the Point of

Contact regarding the next available training

session (CN), the learner verbally and

electronically confirms (B) their attendance

to the training session within 1 hour of

requesting the training session(CR).

1.2 Identify what trainings are available by

reading emails or reading announcements

Given the dates scheduled by the training

department (CN), the learner finds training

announcements and reads (B) about the

training opportunity for an instructional

requirement set by the Chiefs Initiation

process (CR) for additional training to

comply with their new role in leadership.


Participate in discussion and activities Given the interactive communication of the

activities and the training session (CN), the

learner actively participates by discussing (B)

by activity participating, making at least 5

statements per discussion topic (CR).


2.1 Demonstrate active listening skills Given the activities discussed in the

instruction (CN), the learner practices (B)

their active listening skills by including

remarks regarding their personal beliefs and

their thoughts on the issue of sexual assault

reports (CR).


2.1.1 Maintain eye contact While engaging in discussion (CN), the

learner maintains eye contact (B) with the

instructor and the participants to indicate an

active understanding of the content and

participation while non-verbally conveying

that they understand the content (CR).

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2.1.2 Answer the questions Given the opportunity to engage in

conversation (CN) with the instructor and

participants, the learner replies (B) with

constructive input around 3-4 times per

question to keep an engaging conversation

going to convey their understanding of the

questions and comments (CR).

2.1.3 Demonstrate an interest Given the opportunity to participate in the

scenarios and simulated examples (CN), the

learner demonstrates (B) an interest by

verbally participating in the discussion topics

as well as non-verbally indicating that they

understand the concepts for e.g. nodding their

heads, taking notes, answering questions,

etc.) (CR).


List things people say that can be identified

as victim blaming

During scenario and role plays (CN), the

learner verbally gives examples of victim

blaming statements (B) when the instructor

provides simulated disclosures of sexual

assaults to include examples like “what were

they wearing at the time”, or any question

that starts with a “why”, e.g. “why were they

in that room to begin with?” (CR).


3.1 Identify examples of victim blaming

statements

Given scenarios of victim disclosures (CN),

the learner will recognise victim blaming

statements (B) by writing 3 victim blaming

statements on a piece of paper (for e.g. Were

they drunk at the time?), given to them by the

instructor (CR).

3.2 Identify victim blaming statements Given the definition of victim blaming

statements by the instructor (CN), the

learners will be able to identify victim

blaming words and phrases (B) by showing

an understanding of the concept through

verbal confirmation and through positive

body language (CR).


Discuss the repercussions of victim blaming Given the simulated examples and scenarios

(CN), the learners will be able to identify the

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victim blaming statements and describe (B)

how those statements could negatively affect

the victim that chooses to disclose a sexual

assault to them (CR).


4.1 Relate victim blaming statements to

participants personal experiences

After having identified one of their own

personal traumatic experiences (CN), the

learner will be able to experience a

dismissive victim blaming statement (B)

verbally given by the instructor (read from a

card stock with a list of dismissive statements

regarding the learner’s personal experience)

so that the learner can relate to the potential

negative repercussions of victim blaming

statements (CR).

4.2 Recall a traumatising experience Given the cue by the instructor (CN), the

learner will identify a personal experience

(B) that they would feel comfortable talking

about in the classroom. The instructor then

asks gives the learners 5 minutes to think

about how they felt after the experience and

to come up with 1 example of something that

sounds victim blaming that a person they

know (family or friend) had said to them after

their traumatic experience and then to

identify how they felt after (CR).


List things people say that reflect a

supportive nature/environment

Given real life examples of victim reports

(CN), the learner will be able to list

statements (B) that would reflect a supportive

environment that would assist a victim to feel

believed and supported within the Command

by providing at least 2 supportive statements

that convey belief (CR).


5.1 Identify examples of supportive

statements

Given scenarios of victim disclosures (CN),

the learner will be able to provide examples

of supportive statements (B) by writing 3

examples of empathy statements on a piece of

paper given to them by the instructor (CR).

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5.2 Identify Empathy statements Given the definition of empathy statements

by the instructor (CN), the learners will be

able to identify empathy statements and

phrases (B) by showing an understanding of

the concept through verbal confirmation and

through positive body language that conveys

support (e.g. not hugging, but by leaning

forward to express a desire to listen) (CR).

5.3 Distinguish between empathy and

sympathy

Given the definitions of empathy and

sympathy by the instructor (CN), the learner

will be able to identify verbally (B) the

differences between empathy and sympathy

by giving 1 example of each (CR).


Relate the discussion to the current work

environment

Given the opportunity to consider the current

work environment within their Commands

(CN), the learner is able to relate the

examples (B) discussed in the training with

the work environment they currently work in

and identify several examples of what they

have identified as harmful or supportive

situations within their Command. (CR).


Identify the culture within your work

space/office/command

Given the understanding of culture and being

able to identify examples of work place

culture (CN), the learner will be able to

verbally give examples (B) of at least 1

cultural standard with their respective work

places to show an understanding of the

definition (CR).

6.2 Identify culture Given the definition of culture by the

instructor (CN) and how culture is developed,

the learners will be able to identify cultural

norms (B) in their respective Commands by

showing an understanding of the concept

through verbal confirmation by answering

questions and asking questions of the

instructor (CR).


Discuss how participants may change the

culture related to sexual assault

Given the opportunity to discuss the

relevance of culture (CN), the learner applies

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(B) the definition of culture and the relevance

of culture to their work environments to the

issue of sexual assault and how it can affect

the victim’s ability or desire to report a

sexual assault in their Commands (CR).

Subordinate Skill Subordinate objectives for Subordinate skills

7.1 Apply the rules of victim blaming and

empathy statements to the personal

experiences of the participants

After disclosing a personal traumatic

experience (CN), the learner is asked to

verbally practice providing victim blaming

and empathy statements (B) to their

classmates’ personal stories and then to

identify 1 way they felt after their classmates

validate their feelings regarding the personal

experience (CR).


Provide feedback about activities and training Once the instructor has announced that the

training session has been completed (CN), the

learner will be asked to provide feedback (B)

by scoring the activities, trainer (CR).

Subordinate Skill Subordinate objective for Subordinate skills

Complete the evaluation of the training After given a paper evaluation or online

survey link by the instructor (CN), the learner

completes the evaluation in a written or

electronic format (B) and indicates at least 2

comments about whether the training had any

impact on their beliefs and if they thought the

training was effective in meeting the goal

statement (CR).

Instructional Designer Reflection

While I continue to enjoy this class, it is definitely becoming more challenging to

complete assignments in my opinion, an effective way - especially since we have such a short

time to take into consideration data sources for learner context and performance context. I

reiterate in this reflection as I have in the midterm survey, this class should be taught over a

longer period of time. There is hardly enough time to read through the text, understand the text

enough to be able to write our weekly assignments and then provide a comprehensive Design

Document that reflects what our professors/the curriculum may want.

That issue aside, one of the greatest benefits of this eventual lesson plan is that as

someone who has worked in the field of sexual assault prevention and response and someone

who works very closely with Military Service Members (especially United States Navy), I would

consider myself a Subject Matter Expert on the learners and the context. There are a few things

that as a SME I would not have complete knowledge on, however due to Summer and as Chiefs

prepare for the Chief Selectees to be announced, I do not have access to particular sources of

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data or information that I usually would were this class being taught at a different time of the

year. I am using my personal knowledge of training locations that I have been invited to use and

locations set up’s that I know leaders would place facilitators in (which is NOT conducive to the

goal of this training and meeting performance objectives). I know that I need to sit down with

those seasoned Chiefs as well as leaderships of any Command (Commanding Officer, Executive

Officer and the Senior Enlisted Leader) to discuss the needs of their individual Command Chiefs

and then, if I wanted to go as high as the Master Chief Petty Officer of the Navy (MCPON) to

understand his mission, values and principles, I could definitely take this lesson plan and suggest

an implementation Navy-wide. While the start of this assignment began with a lesson plan in

mind (one that I had already developed), it just confused me to have it at the back of my mind as

I went through each of the assignments and readings. I kept thinking about how the text was

going to fit into the lesson plan, rather than how the lesson plan was going to fit into the text.

I’ve since decided to adapt my lesson plans to the curriculum design and see how the lesson plan

develops and changes.


9. Design Evaluation Chart

Main Instructional Goal Terminal Objective Test Item

Newly promoted Chiefs will be

able to express empathetic and

victim-affirming statements in

order to provide a supportive

environment in their respective

Commands and offices when a

victim of sexual assault reports an

incident

When approached by a victim

of sexual assault to report an

incident (CN), the newly

promoted Chief will be able to

demonstrate and express (B)

empathetic and victim-

affirming statements in order

to provide a supportive

environment in their respective

Commands and offices (CR).

Given 50 minutes to

instruct and evaluate,

each learner will be

assessed during a role

play as well completing

a posttest document

(Appendix A)

developed by the

Instructional Designer.

Main Step Performance Objective for

Main Step

Request a Training session Given the instructional

requirement (CN), the learner

will email or telephone the

Point of Contact (B) to request

a training session opportunity

that fits into their initiation

schedule according to the

sessions that the instructor has

set up (CR).

There will be no

applicable testing item

for this step.

Learners will not be

assessed on whether or

not they can request a

training

Subordinate Skill Subordinate objective for

Subordinate Skill

1.1 Sign up for a training session Given the information by the

Point of Contact regarding the

next available training session

There will be no


for this step.

18

(CN), the learner verbally and

electronically confirms (B)

their attendance to the training

session within 1 hour of

requesting the training

session(CR).



not they can sign up for

a training

1.2 Identify what trainings are

available by reading emails or

reading announcements

Given the dates scheduled by

the training department (CN),

the learner finds training

announcements and reads (B)

about the training opportunity

for an instructional

requirement set by the Chiefs

Initiation process (CR) for

additional training to comply

with their new role in

leadership.

There will be no


for this step.



not they can identify

what trainings are

available


Main Step

Participate in discussion and

activities

Given the interactive

communication of the

activities and the training

session (CN), the learner

actively participates by

discussing (B) by activity

participating, making at least 2

statements per discussion topic

(CR).

Through role play and

guided discussions,



not they have made at

least two or three

comments and

responses during the

lesson.


Subordinate Skill

2.1 Demonstrate active listening

skills

Given the activities discussed

in the instruction (CN), the

learner practices (B) their

active listening skills by

including remarks regarding

their personal beliefs and their

thoughts on the issue of sexual

assault reports (CR).

There will be no test

item for this step and

will be assessed

through other

additional subordinate

steps.


Subordinate Skill

2.1.1 Maintain eye contact While engaging in discussion

(CN), the learner maintains

Through observation

and each learner will be

19

eye contact (B) with the

instructor and the participants

to indicate an active

understanding of the content

and participation while non-

verbally conveying that they

understand the content (CR).

assessed on whether

they allow distractions

to take away their

attention during the

lesson plan by

maintaining an

appropriate level of eye

contact.

2.1.2 Answer the questions Given the opportunity to

engage in conversation (CN)

with the instructor and

participants, the learner replies

(B) with constructive input

around 3-4 times per question

to keep an engaging

conversation going to convey

their understanding of the

questions and comments (CR).


guided discussions,


assessed on whether

they were able to

provide 3-4 comments

throughout the

facilitated discussion to

have an engaging

conversation.

2.1.3 Demonstrate an interest Given the opportunity to

participate in the scenarios and

simulated examples (CN), the

learner demonstrates (B) an

interest by verbally

participating in the discussion

topics as well as non-verbally

indicating that they understand

the concepts for e.g. nodding

their heads, taking notes,

answering questions, etc.)

(CR).

The learners are

observed and exhibits

at least two nonverbal

cues, i.e.

- Nodding

- Taking notes

- Making eye

contact

- Shaking head


Main Step

List things people say that can be

identified as victim blaming

During scenario and role plays

(CN), the learner verbally

gives examples of victim

blaming statements (B) when

the instructor provides

simulated disclosures of sexual

assaults to include examples

like “what were they wearing

at the time”, or any question

that starts with a “why”, e.g.


guided discussions,

each learner will

provide examples of

victim blaming

statements – the

facilitator will have a

list of appropriate

responses and has the

level of subject matter

expertise to know what

20

“why were they in that room to

begin with?” (CR).

an appropriate

alternative would be


Subordinate Skill

3.1 Identify examples of victim

blaming statements

Given scenarios of victim

disclosures (CN), the learner

will recognise victim blaming

statements (B) by writing 3

victim blaming statements on a

piece of paper (for e.g. Were

they drunk at the time?), given

to them by the instructor (CR).


guided discussions,

each learner will

provide examples of

victim blaming

statements – the


list of appropriate




an appropriate


3.2 Identify victim blaming

statements

Given the definition of victim

blaming statements by the

instructor (CN), the learners

will be able to identify victim

blaming words and phrases (B)

by showing an understanding

of the concept through verbal

confirmation and through

positive body language (CR).

While the Instructor

gives the definition of

the concept the learners

pay attention while the

facilitator provides a

definition of victim

blaming. This is

assessed during the

observation of the

lesson.


Main Step

Discuss the repercussions of

victim blaming

Given the simulated examples

and scenarios (CN), the

learners will be able to identify

the victim blaming statements

and describe (B) how those

statements could negatively

affect the victim that chooses

to disclose a sexual assault to

them (CR).


guided discussions,

each learner are able to

identify how victim

blaming can affect the

victim, i.e.

- Self-harm

- Over

medicating

- Fear of not

being believed


Subordinate Skill

21

4.1 Relate victim blaming

statements to participants personal

experiences

After having identified one of

their own personal traumatic

experiences (CN), the learner

will be able to experience a

dismissive victim blaming

statement (B) verbally given

by the instructor (read from a

card stock with a list of

dismissive statements

regarding the learner’s

personal experience) so that

the learner can relate to the

potential negative

repercussions of victim

blaming statements (CR).


guided discussions,

each learner will read

one of the “victim

blaming” statements

from the card stock

handed to the learner

by the facilitator

(Appendix B)

4.2 Recall a traumatising

experience

Given the cue by the instructor

(CN), the learner will identify

a personal experience (B) that

they would feel comfortable

talking about in the classroom.

The instructor then asks gives

the learner 1 minute to think

about how they felt after the

experience and to come up

with 1 example of something

that sounds victim blaming

that a person they know

(family or friend) had said to

them after their traumatic

experience and then to identify

how they felt after (CR).

Identify one example of

something a family

member or friend said

to them after a

traumatizing

experience happened.

There is no assessment

on being able to recall a

traumatizing

experience.


Main Step

List things people say that reflect

a supportive nature/environment

Given real life examples of

victim reports (CN), the

learner will be able to list

statements (B) that would

reflect a supportive

environment that would assist

a victim to feel believed and

supported within the

Command by providing at

least 2 examples that convey

belief (CR).

Through guided

discussions from the

facilitator, The learners

will provide examples

of statements that

convey sympathy

and/or support – the


list of appropriate



22


an appropriate



Subordinate Skill

5.1 Identify examples of

supportive statements

Given scenarios of victim

disclosures (CN), the learner

will be able to provide

examples of supportive

statements (B) by writing 3

examples of empathy

statements on a piece of paper

given to them by the instructor

(CR).


guided discussions,

each learner will

provide at least three

examples of empathy

statements on a

worksheet developed

by the Instructional

Designer

5.2 Identify Empathy statements Given the definition of

empathy statements by the

instructor (CN), the learners

will be able to identify

empathy statements and

phrases (B) by showing an

understanding of the concept

through verbal confirmation

and through positive body

language that conveys support

(e.g. not hugging, but by

leaning forward to express a

desire to listen) (CR).

Through guided

discussions, each

learner pay attention

while the facilitator

provides a definition of

empathy statements

5.3 Distinguish between empathy

and sympathy

Given the definitions of

empathy and sympathy by the

instructor (CN), the learner

will be able to identify

verbally (B) the differences

between empathy and

sympathy by giving 1 example

of each (CR).

The facilitator will read

a statement and the

learners will be able to

identify whether the

statement is empathetic

or sympathetic in

nature


Main Step

Relate the discussion to the

current work environment

Given the opportunity to

consider the current work

environment within their

Commands (CN), the learner is

able to relate the examples (B)

Through guided

discussions, The

learners will identify

what they consider a

good or bad command

23

discussed in the training with

the work environment they

currently work in and identify

several examples of what they

have identified as harmful or

supportive situations within

their Command. (CR).

behaviour related to

sexual assault and how

it could affect the

victim.


Subordinate Skill

Identify the culture within your

work space/office/command

Given the understanding of

culture and being able to

identify examples of work

place culture (CN), the learner

will be able to verbally give

examples (B) of at least 1

cultural standard with their

respective work places to show

an understanding of the

definition (CR).

Through guided

discussions, the learner

is able to identify one

example from their

work place would be

identified as work place

culture, e.g.

- Uniforms

compliancy

- Hours of

operation

- Acronyms used

6.2 Identify culture Given the definition of culture

by the instructor (CN) and how

culture is developed, the

learners will be able to identify

cultural norms (B) in their

respective Commands by

showing an understanding of

the concept through verbal

confirmation by answering

questions and asking questions

of the instructor (CR).

Through guided

discussions, the

learners pay attention

while the facilitator

provides a definition of

culture.


Main Step

Discuss how participants may

change the culture related to

sexual assault

Given the opportunity to

discuss the relevance of culture

(CN), the learner applies (B)

the definition of culture and

the relevance of culture to their

work environments to the issue

of sexual assault and how it

can affect the victim’s ability

or desire to report a sexual

Through guided

discussions, the

Learners will give an

example of how they

will apply what they

have learnt in this

lesson plan to their

everyday lives,

activities and

24

assault in their Commands

(CR).

interactions with

others.

Subordinate Skill Subordinate objectives for

Subordinate skills

7.1 Apply the rules of victim

blaming and empathy statements

to the personal experiences of the

participants

After disclosing a personal

traumatic experience (CN), the

learner is asked to verbally

practice providing victim

blaming and empathy

statements (B) to their

classmates’ personal stories

and then to identify 1 way they

felt after their classmates

validate their feelings

regarding the personal

experience (CR).

The group is divided

into groups of 2. One

person says something,

“victim blaming”

(showing an ability to

recognise victim

blaming statements)

and the other person

replies with an

empathetic statement

(showing an ability to

reply with an empathy

statement).


Main Step

Provide feedback about activities

and training

Once the instructor has

announced that the training

session has been completed

(CN), the learner will be asked

to provide feedback (B) by

scoring the activities, trainer

(CR).

There will be no


for this step.



not they provide

feedback about the

lesson plan.


Subordinate skills

Complete the evaluation of the

training

After given a paper evaluation

or online survey link by the

instructor (CN), the learner

completes the evaluation in a

written or electronic format

(B) and indicates at least 2

comments about whether the

training had any impact on

their beliefs and if they

thought the training was

effective in meeting the goal

statement (CR).

Through the link

(Appendix C) the

learners are able to

provide feedback

regarding the lesson

and provide

suggestions for

improvement.

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10. Instructional Strategy Alignment

Learning Component Instructional Strategy Plan

Cluster 1: Sign up for training Objectives

All objectives and subordinate objectives Step

1:

Content Presentation:

Content:

1.1 Classroom description is advertised in

email, in the quarterly newsletter, and on the

organisation’s website.

Examples:

1.1 Senior Enlisted Leader Distro List

advertisement

Student grouping/media usage

1.1 The workshop will be advertised with a

Sexual Assault Prevention and Response

Programme teal colour ribbon.

Student Participation:

Practice items and participation

1.1 Other than signing up, there are no

additional student requirements.


1.1 Students don’t have additional

requirements

Cluster 2: Introduction to the lesson Objectives


2:


Content: If the picture makes you

uncomfortable, what do you think it would be

like if someone disclosed to you?

Examples


26

Provide an acceptable response/example of

responses list to the facilitator



Student grouping/media usage:

During the introduction of the class, the

students will participate as a big group. The

reasoning is to create an environment where

people are not singled out for responses.

Group responses are encouraged so that the

conversation can flow.

Cluster 3: Lesson discussion and activity Objectives

All objectives and subordinate objectives

Steps 3-6:


Content: Group guided discussions and role

play scenarios

Examples: Facilitation guide gives the

facilitator resources and examples of

questions to continue conversation and

sharing of information.



Practice items and participation: Appendix A

will be submitted at the end of the session.

Student grouping/media usage: Appendix A is

an individual activity – it is handed to the

facilitator once the course is done.


Content: Groups of 2 individuals to practice

role plays and responses for each

section/concept

Examples: Appendix B – Role-play examples

in the facilitation Guide

Student grouping/media usage: Groups of 2 to

practice using the tools taught during this

cluster.


27

Practice items and participation: Role play

cards identified from the Facilitation Guide.

Student grouping/media usage: Card listing

the scenario that they are going to act out so

that they can implement the concepts taught

during this cluster.

Cluster 4: Relate lesson to real life Objectives


7:


Content: The information provided during the

lesson is assessed during the individual task,

from Appendix A

Examples: Appendix A

Student grouping/media usage: Individual

task – Appendix A


Practice items and participation:


Cluster 5: Implementation and feedback Objectives


8:


Content: An online survey that is conducted

after the lesson is taught.

Examples: The questions from the survey

include:

1) Are the definitions of the

terms clear and concise?

2) Would you suggest smaller

or bigger group numbers?

3) Was it easy to sign up for

this class?

Student grouping/media usage: This is an

individual activity. The learners are given the

link to survey monkey (Appendix C).


28



11. Implementation Plan

My workshop will be tested with two individuals who represent the demographic of the

learners. One of the benefits of using this population of E-7 selectees is that by this age, most of

the learners will be of a mature age (27-35 years). My pilot testers were older than that but have

a lot of experience traveling, working in challenging situations, mature enough to access life

experiences to empathise and try to help someone who has gone through a difficult situation.

I would have preferred to pilot this lesson plan with new Chiefs (as they will be selected

this week) unfortunately planning the Chief’s initiation is tight and happens months in advance.

This lesson plan will be completed as part of a multiple workshop series throughout the six

weeks of Chief’s initiation. The feedback will improve the workshop series for the following

year and will hopefully become a part of the new Chief’s mess tradition. The pilot test will take

place during the 2019 Chief (Select) Initiation. After the feedback is received, the instructor can

use this data and any relevant notes from the facilitation to improve the lesson and make the

relevant changes.

12. Evaluation Plan

The challenge with this plan is that no instrument has been developed yet and with the

organisastion’s requirements with most trainings, these workshops will be conducted in person.

The designer is lucky enough to have a willing audience to improve the workshop and assist

future leaders to change the conversation around sexual assault.

The pilot group will provide feedback regarding the definitions of the subjects and their

understanding of the concepts. This will give the instructional designer the knowledge that the

description of goal statement has been met by taking an online survey (e.g. survey monkey –

Appendix C) or doing a written evaluation collected by the facilitator at the end of the

session/lesson plan is indeed accurate.

The questions from the survey include:

4) Are the definitions of the terms clear and concise?

5) Would you suggest smaller or bigger group numbers?

6) Was it easy to sign up for this class?

https://www.surveymonkey.com/r/Preview/?sm=ReDl0ct_2BXvLmUK_2BHq992g3zxq8CPzsg

RXNs_2BpCkPGtrHGmtP2PxXnCP6oCYHaKMz

IDer Reflection

The steps for DD3 were particularly time consuming and more difficult than I thought it

would be. I actually thought it would be easier than expected. I had all the information in my

mind; I just needed to get it out on paper. However, an analysis of this process is a lot more

difficult than just developing an instrument, telling an instructor how to use it and teaching it. I

could determine the process in my mind and even found myself excited at the thought of putting

all this information together but felt disconnected from the information itself. My biggest

challenge (and I could tell it was going to be a challenge) was the posttest or the assessment and

https://www.surveymonkey.com/r/Preview/?sm=ReDl0ct_2BXvLmUK_2BHq992g3zxq8CPzsgRXNs_2BpCkPGtrHGmtP2PxXnCP6oCYHaKMz

https://www.surveymonkey.com/r/Preview/?sm=ReDl0ct_2BXvLmUK_2BHq992g3zxq8CPzsgRXNs_2BpCkPGtrHGmtP2PxXnCP6oCYHaKMz

29

clustering the steps to determine the best way to implement this lesson plan. As mentioned

previously, because I used previous developed lesson plans, facilitator’s guides and content

information I set myself on a path that was pre-determined. This could be the challenge from

having the Subject Matter Expert be the instructional designer. While it makes designing the

analysis seem simpler, it is not always an advantage.

I wish my peers were willing to do teleconferences or VTC study sessions.

Unfortunately, I had a difficult time putting all this information in my mind on paper and

following up and following through with the assignment as the past month has been traveling,

working, professional development, typhoons, tropical storms, power outages and flight

cancelations. Once I had power and was settled in a hotel, it was difficult to get back on track

and stay on track with a full-time schedule. Then once I got back home, I couldn’t catch up. I

wish I had more time to work on this assignment, perhaps use my peers with more questions and

definitely provide more feedback myself. I would set up a telephone conference with my

professor as the one I had several weeks ago was quite fruitful and informative. I would take this

class again if given a choice. I truly don’t know how to conduct this instructional strategy

alignment without content. If the content has not yet been designed, then how can the skills be

assessed? There is not enough time to design content as this workshop is still in its very early

stages.

References:

Dick, W., Carey, L., &Carey, J.O. (2015). The systematic design of instruction (8th ed.). Upper

Saddle River, NJ: Pearson

Design Document Part 1 1. Project Overview

Documents

Transcript of Design Document Part 1 1. Project Overview