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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.
Design Document Part 2
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.
Main Step Performance Objective for 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 5
statements per discussion topic (CR).
Subordinate Skill Subordinate objective for 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).
Subordinate Skill Subordinate objective for Subordinate Skill
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).
Main Step Performance Objective for 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. “why were they
in that room to begin with?” (CR).
Subordinate Skill Subordinate objective for 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).
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).
Main Step Performance Objective for Main Step
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).
Subordinate Skill Subordinate objective for Subordinate Skill
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).
Main Step Performance Objective for 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 supportive statements
that convey belief (CR).
Subordinate Skill Subordinate objective for 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).
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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).
Main Step Performance Objective for 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) 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).
Subordinate Skill Subordinate objective for 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).
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).
Main Step Performance Objective for 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
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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).
Main Step Performance Objective for 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).
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.
Design Document Part 3
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
applicable testing item
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).
Learners will not be
assessed on whether or
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
applicable testing item
for this step.
Learners will not be
assessed on whether or
not they can identify
what trainings are
available
Main Step Performance Objective for
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,
each learner will be
assessed on whether or
not they have made at
least two or three
comments and
responses during the
lesson.
Subordinate Skill Subordinate objective for
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 Subordinate objective for
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).
Through role play and
guided discussions,
each learner will be
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 Performance Objective for
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.
Through role play and
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 Subordinate objective for
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).
Through role play and
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
an appropriate
alternative would be
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 Performance Objective for
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).
Through role play and
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 Subordinate objective for
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).
Through role play and
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 Performance Objective for
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
facilitator will have a
list of appropriate
responses and has the
level of subject matter
22
expertise to know what
an appropriate
alternative would be
Subordinate Skill Subordinate objective for
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).
Through role play and
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 Performance Objective for
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 Subordinate objective for
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 Performance Objective for
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 Performance Objective for
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
applicable testing item
for this step.
Learners will not be
assessed on whether or
not they provide
feedback about the
lesson plan.
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).
Through the link
(Appendix C) the
learners are able to
provide feedback
regarding the lesson
and provide
suggestions for
improvement.
25
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.
Student grouping/media usage
1.1 Students don’t have additional
requirements
Cluster 2: Introduction to the lesson Objectives
All objectives and subordinate objectives Step
2:
Content Presentation:
Content: If the picture makes you
uncomfortable, what do you think it would be
like if someone disclosed to you?
Examples
Student grouping/media usage
26
Provide an acceptable response/example of
responses list to the facilitator
Student Participation:
Practice items and participation
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 Presentation:
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.
Student grouping/media usage
Student Participation:
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 Presentation:
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.
Student Participation:
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
All objectives and subordinate objectives Step
7:
Content Presentation:
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
Student Participation:
Practice items and participation:
Student grouping/media usage
Cluster 5: Implementation and feedback Objectives
All objectives and subordinate objectives Step
8:
Content Presentation:
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).
Student Participation:
28
Practice items and participation
Student grouping/media usage
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
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
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