Cannon instructional plan

Instructional Plan Template | Slide 1
AET/515
Cultural Diversity Awareness
and Tourism
Instructional Plan
Traci M. Cannon
Marshall Dupas
6/24/13

Needs Assessment
 Baderman Island Employees lack competency with providing efficient service
for international guest.

 There is currently a generic customer service hospitality course not tailored
to the needs of the Baderman Island guest.

 A cultural Diversity Awareness and tourism (CDAC) course implemented in
the new hire training program with required ongoing refresher courses.
 The gap analysis concluded that the customer service and hospitality course
does not extend to teaching new hires skills that would allow them to assist
international guest.
 The recommendation is for Baderman Corporate University to include a
Cultural Diversity Awareness Course into its training curriculum.

Instructional Goal
• This pilot course should enable participants to successfully
communicate basic greetings, calculate money, provide
directions, emergency procedures and travel information in French
and Spanish. Learners will also have extensive knowledge of the
tourism trends of Baderman Island. Learners must be able to pass a
written and verbal exam.

Performance-Based Objectives
1) All Baderman employees to actively participate in basic
language (French and Spanish) skill drills, role play
workshops, and emergency evacuation procedures.
2) Employees will complete skills assessments before proceeding
to next level of the course. Upon successful completion of
skills assessments and final exam, learners will earn a
certificate.

Summative Assessment and Learning
Outcomes
 Four graded skill assessments facilitated at the end of each
module of the course.
85%-passing score on each skill assessments
-Basic Spanish/French Vocabulary
-Early Language Listening Oral Proficiency
 Final (60) question (multiple choice and fill-in-the blanks)
exam with (2) “What would you do”? Essay questions
-Students must solve two common customer
service related issues in essay form

Learner Characteristics
Learner Characteristics include men and women high school graduates
(GED equivalent) between the ages of 18 and 60. College students and
entry level employees of Baderman Island Resort. Salaries range
between $9.00 and $18.00.

This section includes the following:
 Instructional setting includes the Baderman Corporate
University classrooms, hotel front desk, hotel lobbies, bell hop
desk and reservation call lines for role-play workshops (all role
play will be scheduled after heavy hotel traffic during evening
hours)
 Classroom coursework will be offered online or in Baderman
university corporate headquarters. Students must schedule role-
play workshops if they choose online learning.
 All students must participate in role-play workshops. Role play
workshops simulate real world interactions between Baderman
employees and guest. Students will be assigned teams and
bilingual coaches to aid in learning
Learning Context

– Delivery Modality
– Instructional Strategies
– Plan for Implementation
– Instructional Resources
– Formative Assessment
PART II
Development and Implementation of Instruction

Delivery Modality
 The most efficient environment conducive to learning a new language would
resemble an instructor led classroom with an instructor similar to the environment
where the participant learned their first language. All instructors will be bilingual
educators.
 Classroom activities incorporate real-world situations that incorporate learning to
effectively solve work place communications issues
 Adult learners in the classroom respond to models facilitated by the instructor and
practice those models as they use the language on their own.
 Participants are encouraged to set their own goals within the learning process.
Students will be assisted in creating their own study guide, flash cards and
vocabulary reference hand book for personal use. Each week students will have their
oral proficiency assessment recorded on video by their classmates for practice and
skill building. This will also be a exercise to build confidence and encourage team
work amongst their coworkers.

Instructional Strategies
 Instructional Content (Initial New Hire Course 4 weeks)
 Strategies to valuing cultural diversity (8-hours)
 Cultural Self Awareness (8-hours)
 Cross Cultural Communication (Basic Spanish/French) (120-
hours)
 International Tourism Trends Awareness (72-hours)

Plan for Implementation
 Inform participants of the goals and objectives of the course
 Provide written materials outlining the goals and objectives
 Conduct Ice-breaking activities to gain confidence amongst the
learners
 Presentation of lessons, learner responsibilities, study
materials, and stimulus material to aid in learning
 Provide learning guidance from team learning coaches-teams
 Assess learner performance
 Provide positive and constructive criticism
 Measure comprehension and ability to transfer skills

Instructional Resources
 Computer work stations
 Whiteboard
 Head sets
 Video recorder
 Smart board
 Projector
 Multi-media materials (French, Spanish publications
including magazines, books, maps, brochures,
advertisements, articles, and news reports

Formative Assessment
Describe five formative assessment strategies that could be
incorporated into the implementation of your instructional
plan.
Peer/instructor evaluations
Course Rubric/Scoring Grid
Student Oral Proficiency Assessment
Final 60 Question Exam and Answer Keys

PART III
Evaluation of Instruction
– Evaluation Strategies
–Outcome Review
–Recommendations

 Collect Student data, assessment scores, monitor class
participation, instructor/course evaluations
 Analyze positive outcomes from training, detail any negative trends
or outcomes
 Document defects in the instruction
 Make appropriate adjustments and revisions to the instructional
design
 Feed back the results into the program and reevaluate
Evaluation Strategies

Outcome Review
Successful completion of the course is defined as
each participant scoring an 85% or above on the
final assessment, have a completed oral
proficiency video that include verbal skill building
exercises from four learning modules of the
course, and a completed vocabulary reference
handbook.

Recommendations
Based on the outcome review, it is recommended that selected
management employees complete the course before the pilot course is
launched. Based on the success of the selected management
employees they will have the ability to appoint learning coaches to
assist with the class teams.
Upon completion of the course, the pilot course roundtable
discussions, and course/instructor evaluations are analyzed preparation
for the pilot course can begin.

References
Addie Instructional Design Model. (2013). Retrieved May 25, 2013, from
http://www.intulogy.com/addie/design.html
Approaches to evaluation of training: Theory &Practice. Retrieved June 10,
2013, from http://www.ifets.info
Addie Instructional Design Process (2007). Retrieved May 30, 2013
tps://wikis.uit.tufts.edu/confluence/display/UITKnowledge
base/ADDIE+Instructional+Design+Process.
Baderman Employee Site (2013) Retrieved May 20, 2013
https://portal.phoenix.edu/classroom/coursematerials/aet
Knowles, M.S (1980). Modern practice of adult education: from
pedagogy to andragogy. Revised and updated. Chicago: Follett
PublishingCompany Associated Press.
Davis, Angiah L. (2013). Using instructional design principles to develop
effective information literacy instruction: The ADDIE model..
Retrieved June 1, 2013 from ttp://crln.acrl.org/content/74/4/205.full.
Images 1, 2, and 3 were retrieved from Google images 6/24/13.

Cannon instructional plan

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