1. USA Organization Diversity Facilitation
Presented by: Annette Chapman, Sandra McBride, Faria Rota, and Douglas Tyler
AET/525
June 16, 2014
Jennifer Churchill-Allen

2. Introduction
USA Organization seeks to involve all employees into a diverse cultural environment.
A diverse group of participants will be trained in the organization's:
Electronic Communication
Phone System
The diversity policy and concerns are addressed to ensure the training success of all participants.
The different backgrounds of the participants are considered in the instructional strategy. According to Hubbard (2003), “diverse work groups bring more perspectives to solving problems, and come up with better solutions”. This strategy ensures that the learners associate their experience with the organization’s electronic communication and phone system training.

3. Diversity Policy
To serve the customers needs we need to have a workforce composed of people representing a variety of different backgrounds, experiences, and perspectives.
An inclusive workplace is free of all forms of discrimination on the basis of
Gender
Race
National origin
Sexual orientation
Political affiliation
Ethnicity
Age
Disability
Marital Status
Discrimination will be dealt with severely and includes the following:
Limiting access to training, benefits, promotions, and opportunities
Unfair treatment and harassment
Any derogatory communication, direct or indirect
Discriminative behavior is any behavior that negatively affects a person’s employment situation. Discriminative behavior includes access to training, benefits, tasks assigned, promotion, hiring, opportunities, access to information, and treatment.
Derogatory and/or insulting communication, direct or indirect, will not be tolerated in any form. Violations of these principles will be dealt with swiftly and severely.

4. Demographic Concerns Age Three generations are represented.
Each responds differently to leadership and instructional styles.
Education
Several level of educational achievement will be present.
Instruction and learner materials should accommodate all learners.
Struggling learners will need adequate support.
Age will be a concern because the three generation in our workforce respond to instruction in a different way. One way of teaching may not be effective for all learners.
There are various levels of educational achievement within our workforce. There are also employees whose first language is not English. We must make sure all learners are able to understand the material and given adequate support.
We need to ensure that our instruction and learning material is free of bias and stereotyping. Texts which contain bias and stereotyping will alienate and possibly irritate learners. The result will be a decrease in motivation.
Bias and Stereotyping
Materials with bias or stereotyping will alienate learners.
All material should be free of the various forms of bias and stereotyping.

5. Language and Cultural Concerns
Learners whose first language is not English may struggle to understand the instruction or learning material:
Instructional methods, like group discussion, should be used.
Text and instruction should be understandable for all.
Translation of instructional material may be necessary.
Support should be available for struggling learners
Various cultures and learning styles will be represented:
Instructors should allow for different way to demonstrate skills
Some activities may not be suitable
Some gestures may be offensive
Assignments/assessments should accommodate cultures and learning styles.
Care must be taken to ensure that employees whose native language is not English can make meaning to the training and training material.
Students whose first language is not English may struggle with courses taught in English. They may be able to pick up on keywords and phrases but may not fully understand key concepts of the instructions (Veerasamy & Shillabeer, 2014).
Cultural differences can play a significant role in how learners perceive and understand the learning material. Traditional classrooms methods might be insufficient to take advantage of the different ways people learn.
Instructors should be aware of these issues while trying to be flexible in providing different ways for learners to display their knowledge and skills.

6. Assessing Ability levels
To ensure different ability levels are considered, there are three aspects we will consider:
Question Participants
Intellectual Training
Holistic Approach
A holistic approach refers to the training of the whole person and engaging that person in different levels of intellectual training. Utilizing this approach ensures that employees can ask questions freely and expect to get answers to their questions. Using a holistic approach means taking the time to recognize any possible barriers to the proposed training (Lindenberger, 2006).

7. Accommodating varied ability levels
When utilizing groups, the instructor should create a diverse environment that allows learners to be treated equally.
To help increase learners participation is imperative to consider the following:
Training Material
Learning Environment
Time Constraints
Curriculum
Assessment Strategies
Training materials should have a variety of information to accommodate all generations and educational differences.
In the Learning environment, the use of U-shape seating will allow the instructor/facilitator to interact with each student on a more intimate level, so students are able to see the instructor’s face.
Time constraints should be put in place for individuals who may need extra time during class assignments and tests.
The curriculum should include learning goals, individual, and group assignments to include essential questioning.
Utilizing assessments at the beginning of class will help to gauge students’ learning needs, so they can make a connection between what they already know and what they will be learning.

8. ADA Modifications
In this training session there is one participant who is hearing impaired and one who is physically challenged by being confined to a wheelchair. To accommodate these participants we will:
Utilize audio or hearing loops
Demonstrate the use of the telecoil with the loop
Use mobile communication devices
Recommend using mouth stick, or splinted hand as needed
To ensure participation from the employee who uses a wheelchair, mobile communications devices help connect them quickly to other people. These services require proper adaptive tools and special interfaces in order to operate efficiently. USA Organization must implement high quality tools in order for the physically impaired to use these technologies with self-learning and personal development.
To assist those with hearing impairment today, audio loops or hearing loops, FM, and infrared systems like binoculars for the ears are available. These work with or without hearing aids. The actual audio or hearing loop is a wire, it can circle a room and it is connected to the sound system as the loop transmits sound electromagnetically (Hearing Assistive Technology, ).

9. Conclusion
Our policy helps to ensure that all training participants are treated the same way regardless of their
Ethnicity
Education Level
Gender
Cultural Background
Age
USA Organization has ensured that with this training, employees can comprehend how to use the electronic communication and the phone system.
Creating a diverse work environment ensures that all training participants feel welcomed and open to share their knowledge and ideas.

10. Reference
Hearing Assistive Technology (2014). Hearing Loss Association of America. Retrieved from technology Hubbard, A. (2003). Accommodating diversity in the training environment. Mortgage Banking. 63(4), 106. Lindenberger, J. (2006). Diversity and the workplace. Retrieved from versity&source_page=additional_articles&article_id=article _ Veerasamy, A. K., & Shillabeer, A. (2014). Teaching English based programming courses to English language learners/Non-native speakers of English. International Proceedings of Economic Development and Research. 70,