University of Phoenix Material
Instructional Module/Training Plan Template
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PART I: VITAL INFORMATION
Author
Zaida Catalina Jimenez
Instructional Topic
Equal Opportunity / Sexual Harassment in the Workplace
Instructional Module/Training Sexual Harassment Prevention Training
Plan Title
Learning Setting
Conference Room with access to a TV, DVD, computer,
and projector. Room can accommodate 25 employees and
two instructors.15-25 employees working per session. A
combination of traditional/formal and informal/online
learning setting.
Audience
Employees at McDonalds in the Chatham County in
Savannah, GA. Ages range from 18-54. All ethnic
backgrounds and cultures. Males and females.
Delivery Modality (Online,
hybrid, face-to-face, etc.)
Hybrid Course.
Total Time Allotment
100 Minutes in face-to-face modality with DVD clips, PP
slides, and scenarios. Six months after, an online
questionnaire with video clips will be required from each
employee as a refresher (20 minutes).
Instructional Module/Training To effectively train McDonalds employees about the
Plan Goal
consequences and dangers of sexual harassment or
improper behavior in the workplace. Jansma’s (2000)
summary of sexual harassment training suggests that the
training should cover three primary elements: (a) training
to increase awareness, (b) formal policies prohibiting
sexual harassment, and (c) complaint procedures for
victims.
Two Performance-based
Objectives
ABCD PBO 1
Audience- McDonalds employees
Behavior- Will be able to correctly identify sexual
harassment behavior among peers
Condition- During duty and off-duty hours
Degree- To deter 100% sexual harassment behavior
among peers
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ABCD PBO 2
Audience- McDonalds employees
Behavior- Will gain knowledge and understanding on how
to stop sexual harassment behavior towards themselves
and others
Condition- During duty and off-duty hours
Degree- To deter 100% sexual harassment behavior
among peers
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Summative Assessment
Description
The knowledge of the employees on the subject will be
tested after the face-to-face modality portion of the
training, during the course itself, and when they take the
refresher online course six months after. The assessment
will consist of:
∂ Questions to employees during class to test their
knowledge (verbally)
∂ Class discussion to provide exchange of ideas
∂ An employee acting portion to seek reaction from
students
∂ A short answer test given during the face-to-face
modality (on paper)
∂ A multiple choice test (20 questions), during the
online modality (on computer)
PART II: DEVELOPMENT
Attention Getter
Start with a surprising/horrific true story about a
sexual harassment incident; from here I will
construct a logical argument by using examples to
prove my point against sexual harassment behavior
at the workplace. To indicate what can happen to a
victim of sexual harassment the employees will be
more willing and/or motivated to learn how to identify
it and how to stop it (the purpose of the instructional
plan).
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Detailed Input of Content
What learners need to know (sequence of
instructional plan):
∂ Definition of sexual harassment
∂ Successfully identify sexual harassment
behavior
∂ Steps to successfully stop sexual harassment
∂ Define quid pro quo and hostile environments
∂ Identify the techniques for documenting
incidents of sexual harassment
∂ Identify the steps needed to resolve sexual
harassment complaints
∂ Understand how sexual harassment can
create liability for an employer and how it
makes the employee feel
Topics to be discussed with the audience (within the
instructional plan):
∂ Sexual harassment behavior
∂ Sexual harassment in the workplace
∂ Consequences of sexual harassment behavior
∂ How to identify and stop sexual harassment
Instructor’s responsibilities (creation and delivery of
the instructional plan), in Gagne’s Model:
∂ Set the tone of the course (serious), getting
the attention of the course – 5 minutes
∂ Detailing the objectives of the course – 5
minutes
∂ Explain in detail the content of the plan (“What
learners need to know”), and playing media
– 40 minutes
∂ Discuss the topics with the audience (group
discussion) – 10 minutes
∂ Role playing (employees skit) – 10 minutes
∂ Feedback (ask questions about sexual
harassment to the audience) – 10 minutes
∂ Evaluation (written quiz about sexual
harassment) – 10 minutes
∂ Closure Comments to include a course
evaluation – 10 minutes
∂ Online modality test (six months afterrefresher course) – 20 minutes
PART III: IMPLEMENTATION
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Instructional Strategies
During my instructional plan I will use a variety of
instructional approaches and learner engagement
strategies such as synchronous and asynchronous,
explicit teaching, case studies, didactic questioning,
and others in oral and written formats.
Instructional Approaches:
∂ ”Instructional strategies can include both
synchronous and asynchronous delivery
mediums. Synchronous delivery is defined
as real-time learning events in which all
participants shares the learning experience
and may interact with each other, such as in
a classroom (face-to-face) setting.
Asynchronous delivery is defined as learning
events that can be accessed at disparate
times. Events can be designed for one
person or multiple participants. However,
interactions with other participants do not
occur in real time” (Pilgram & Keyton, 2008).
∂ “Direct instruction strategy is highly teacherdirected and is among the most commonly
used. This strategy is effective for providing
information or developing step-by-step skills”
(Saskatoon Public Schools, 2009)
∂ “Indirect instruction seeks a high level of
student involvement in observing,
investigating, drawing inferences from data,
or forming hypotheses. It takes advantage of
students' interest and curiosity, often
encouraging them to generate alternatives
or solve problems” (Saskatoon Public
Schools, 2009).
∂ “Explicit teaching involves directing student
attention toward specific learning in a highly
structured environment. It is teaching that is
focused on producing specific learning
outcomes” (Saskatoon Public Schools,
2009).
Learner Engagement Strategies:
∂ “Case studies are stories or scenarios, often
in narrative form, created and used as a tool
for analysis and discussion, engaging
students in research and reflective
discussion. Didactic questioning offers the
teacher a way to structure the learning
process” (Saskatoon Public Schools, 2009).
∂ “Didactic questions tend to be convergent,
factual, and often begin with "what,"
"where," "when," and "how." They can be
effectively used to diagnose recall and
comprehension skills, to draw on prior
learning experiences, to determine the
extent to which lesson objectives were
achieved, to provide practice, and to aid
retention of information or
processes” (Saskatoon Public Schools,
2009).
∂ “Role playing allows students to take riskfree positions by acting out characters in
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Formative Assessment
∂ Role playing to test their ability to detect
sexual harassment
∂ Feedback to orally quiz them before written
examination
∂ Written quiz to test the student’s knowledge on
key words of sexual harassment and
techniques and procedures to file claims
∂ Asynchronous online test to refresh their
knowledge
Closure
∂ Closing comments – Emphasize why sexual
harassment training is important
∂ Last minute overview of material – Re-cap
training and key words questioning
∂ Course evaluation – Student’s evaluation of
my instructional plan and instruction
Materials and Resources
∂ DVD clips (media) to demonstrate situations of
sexual harassment in the workplace
∂ Online modality sexual harassment site for
information and refresher test
∂ Printed handouts and written test
References:
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n.a. (2008). Preventing workplace harassment lesson plan. Cather.Net. Retrieved October 17,
2010 from http://www.cather.net/jeff/isd/602lessonplan.pdf
Fenichel, M. (2010). Sexual harassment. Discovery Education. Retrieved October 17, 2010 from
http://school.discoveryeducation.com/lessonplans/programs/sexualharassment/
Saskatoon Public Schools. (2009). Instructional strategies online. Saskatchewan Education.
Retrieved October 29, 2010 from http://olc.spsd.sk.ca/de/pd/instr/index.html
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Pilgram, M. &Keyton, J. (2008). Evaluation of sexual harassment training instructional strategies.
NASPA Journal About Women in Higher Education. Retrieved October 29, 2010 from
http://journals.naspa.org/njawhe/vol2/iss1/11/
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Jansma, L. (2000). Sexual harassment research: Integration, reformulation, and implications for
mitigation efforts. Communication Yearbook. Retrieved October 29, 2010 from http://
www.kaschassociates.com/392web/CS%20Ch39%20Navigating%20the%20Limits%20of
%20a%20Smile.htm
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