Ball State University//EDAC 634//Fall 2016

1. PowerPoint by Heather Allen,
additional content and editing provided by Allison Wynbissinger

2. FIRST CAME THE TOPIC SUMMARY
AND SELECTION
Design note: I chose images through Google by searching the type of pictures I was looking for and adding “royalty free clipart” to the end.
Five of us chose experiential
learning, so Dr. Chang put us in a
group.

3. WHAT IS EXPERIENTIAL LEARNING ANYWAY?
•THE THEORETICAL FRAMEWORK OF
EXPERIENTIAL LEARNING IS THE IDEA
THAT STUDENTS/PARTICIPANTS
CAN GAIN SKILLS AND LEARN
THROUGH ACTIVITY AND PRACTICE.
Kolb’s
model
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Active
Experimentation
Design note: I created this by inserting SmartArt, choosing Cycles, and then
inserting shapes to add in the arrows.

4. NEXT, GROUP PLAN TIME!
• Unfortunately, we lost a group member
before we even started
• But Allison took the lead to create the Group
Plan, and we were off the races!

5. THEN, THE LITERATURE REVIEW
Note: I think most of us used the resources Dr. Chang provided to us and accessed the BSU library directory. I reviewed a particular book,
which, in retrospect, I shouldn’t have taken so much information from one resource.
This was an individual project. From
here we divvied up what each of us
would work on for our Program
Design. I came up with the idea of a
new supervisor training and
everyone provided important
contributions to the finished product,
in line with identified preferences.

6. PROGRAM DESIGN
…AND REDESIGN
…AND REDESIGN
•OUR PROGRAM WAS REDESIGNED BASED ON FEEDBACK FROM DR. CHANG AND OTHER
STUDENTS IN CLASS
•DURING THE PROGRAM EVALUATION PHASE, WILL AND BRIDGIT IDENTIFIED
PROFESSIONALS WHO ALSO GAVE THEIR FEEDBACK. WE REDESIGNED AGAIN IN
ANTICIPATION OF OUR FINAL DEMONSTRATION.

7. WILL CREATED A GOOGLE DOC SO THAT WE COULD ALL SHARE MATERIALS AND
PROVIDE FEEDBACK AND PROOFREAD EVERYONE ELSE’S WORK. ALLISON MANAGED
THE BLOG.
AS WILL MENTIONED IN HIS PRESENTATION, WE MAY HAVE GONE OVER AND ABOVE IN
TERMS OF REDESIGNING AS WE WENT, BUT IT MADE SENSE AS WE MOVED TO OUR
FINAL DEMONSTRATION. EACH OF US COULD SEE THE EVOLUTION OF THE MATERIAL
AND BE ABLE TO SPEAK TO IT. THIS ALSO MADE IT TRUE TO THE REALITIES OF
CURRICULUM DESIGN AS IT ALWAYS HAS MANY REWRITE STAGES AND IS NEVER
TRULY FINISHED.
DON’T FORGET TO CHECK OUT THE INTRODUCTORY FLYER ON OUR BLOG, WHICH
WOULD BE USED TO ADVERTISE THE CLASS. THIS WAS CREATED BY BRIDGIT.

8. NOW ON TO
THE FUN
STUFF…THE
PROGRAM
ITSELF
SESSION ONE : PRE-CLASS SURVEY
Please watch Heather’s
“Pre Class Survey” video
to learn more about the
survey questions and why
this part is important!

9. ACTIVITY: WHAT ARE YOUR CHALLENGES?
FACILITATOR GROUPS,
PARTICIPANTS, AND THE GROUPS
IDENTIFY THE SPECIFIC CHALLENGES
THEY COULD FACE OR CURRENTLY
FACE IN THEIR INDUSTRY, AND
DISCUSS IN THEIR GROUPS WHAT
THEY CAN INFLUENCE AND WHAT
THEY CANNOT.
Note: Although it would be helpful for the facilitator to have a background in supervision, the reality is that this problem-solving technique
involves recognizing that there may be more than one right answer. The learning is in the brainstorming and sharing of best practices, not
necessarily in the instructor imparting knowledge.
The groups will determine which of the
issues they discussed in their group
would be the most valuable to share
with the class. The group will choose a
facilitator to discuss the issue with the
class, and what the group came up
with as a solution. This will lead to a
class brainstorm on the issue to come
up with best practices. The facilitator
will be in charge of keeping the
discussion from going off the rails, and
will make sure to watch the time.

10. ACTIVITY: SCENARIOS
•GROUPS ARE SWAPPED AND LEARNERS CHOOSE A
SCENARIO CARD TO WORK THROUGH TO FIND A
SOLUTION.
•LET’S LOOK AT A FEW EXAMPLES…

11. AN EMPLOYEE COMES TO YOU
WITH A COMPLAINT THAT A
STAFF MEMBER ISN’T PULLING
THEIR WEIGHT. THEY SAY THAT
IF THEY KEEP HAVING TO “DO
EVERYONE ELSE’S JOB,” THEY’RE
GOING TO QUIT.
Note: The scenarios here came from a YouTube search searching for “new supervisor scenarios.” This one was adapted to add the
component that the co-worker was ready to quit, knowing this could be a very real scenario any supervisor might encounter.
Optional activities are listed, as it should be considered Best Practice to have back-ups in case you are ahead of schedule or one activity falls
flat with the class. It gives you options.
This would be a
great opportunity
to introduce the
concept of peer-
to-peer coaching
if time allows in
your program.
There is a
document
attached to the
blog that explains
this.

12. YOU NOTICE THAT AN EMPLOYEE
WHO USED TO BE A SUPERSTAR HAS
REALLY BEEN SLIPPING. YOU HAVE
HEARD FROM OTHER EMPLOYEES
THAT HER CAT RECENTLY DIED. SHE
CAN’T SERIOUSLY STILL BE MOPING
AROUND ABOUT A SILLY CAT, RIGHT?
Adapted from a YouTube scenario about an employee who had some personal things going on. I actually encountered this with an employee
and my director was appalled that I let her have time off to deal with this.

13. YOU FIND OUT TWO CO-WORKERS ARE
SEEING EACH OTHER AND THERE IS
NOTHING IN THE POLICY MANUAL THAT
PROHIBITS IT, BUT OTHER WORKERS
HAVE BEEN COMPLAINING THAT THEY
ARE TALKING “BABY TALK” TO EACH
OTHER IN THE BREAKROOM AND IT
MAKES THEM UNCOMFORTABLE.
Generally, using a picture such as the one above can be tricky in terms of copyright. “Seinfeld” is a show, with it’s own copyrights, and another
company created the meme, as identified in the upper right. It would be considered “Fair Use” if ONLY used for educational purposes, as
here.

14. AN EMPLOYEE CONFIDES IN YOU
THAT THE PAID TIME OFF THEY HAVE
REQUESTED IS FOR GENDER
REASSIGNMENT SURGERY. THE
MALE EMPLOYEE WILL RETURN AS A
FEMALE AND HE WANTS TO GIVE
YOU A HEADS-UP.
This is a scenario I posed to a group of supervisors in a class I taught for my previous employer. In that scenario, I said a customer had
complained because a transgender individual was allowed to use the restroom of their choice, making the customer uncomfortable.
This is a topic very prevalent in the news, and you will get a great deal of conversation.

15. A SUBORDINATE SENDS YOU A FRIEND
REQUEST ON FACEBOOK.
There are certainly multiple schools of thought on whether or not a supervisor
should follow their employee on Facebook. When you lead this discussion, what
you are looking for is brainstorming on the dangers. For example, if you see
photos of an employee partying last night, and this morning they call in sick, you
have knowledge that might affect how you feel about them, and whether or not
there are certain consequences.

16. YOU HAVE BECOME AWARE OF THE FACT
THAT AN EMPLOYEE HAS A DRUG PROBLEM.
SO FAR IT ISN’T AFFECTING HIS WORK AND
YOU KNOW HE HAS A FAMILY AND NEEDS
THIS JOB.

17. Watch “The
Office” video for
an example of
conflict
resolution in an
office setting.
Again, it is tricky to use a video clip like this when considering copyright laws. Generally, if the Embed option works from YouTube, you can
use it. To go a step further, if you are using something IN PART (not the whole episode), again for educational purposes, you should be fine.
Non-profit use has additional wiggle room. I used www.keepvid.com to create a MP4 copy to allow for faster playback.

18. REFLECTIVE JOURNALS
•STUDENTS SHOULD BRIEFLY RESTATE THE LEARNING TOPICS PRESENTED IN
THIS SESSION INTO THEIR OWN WORDS, AS WELL AS ANSWERING
SPECIFIC SURVEY-TYPE QUESTIONS. TRAINEES SHOULD REFLECT ON WHAT
THEY HAVE LEARNED AND WHAT THEY WILL SHARE WITH THEIR STAFF.
ALTERNATELY, STUDENTS CAN REFLECT THROUGH DRAWING, ART
JOURNALING, OR RESEARCH, IF THEY PREFER. JOURNALS WILL BE GIVEN TO
THE INSTRUCTOR, WHO WILL PROVIDE FEEDBACK.

19. •REFLECTION IS AN IMPORTANT PART OF THE EXPERIENTIAL LEARNING FRAMEWORK. IT
GIVES THE PARTICIPANTS THE OPPORTUNITY TO BEGIN CONSIDERING HOW THEY
MIGHT APPLY WHAT THEY HAVE LEARNED.
•THE INSTRUCTOR WILL BE PROVIDING FEEDBACK, NOT ON THE QUALITY OF THE ART OR
LEVEL OF RESEARCH AND WRITING. THE INSTRUCTOR FEEDBACK IS DESIGNED FOR THE
INSTRUCTOR TO ENSURE THAT THE STUDENT IS GETTING THE PROPER TAKE-AWAYS
FROM THE MATERIAL.
•GROUP MEMBERS WILL CREATE A LIST OF THE SESSION END SURVEY QUESTIONS,
WHICH YOU WILL FIND ON OUR BLOG.

20. EXAMPLES OF JOURNALS
Journals come in many forms.
It could be writing, doodles,
sticky notes, or really
anything that allows the
student to reflect on the
questions posed, and the
class itself.
The instructor should provide access to magazines,
glue sticks, a variety of colored pens, colored sticky
notes, etc., for purposes of this type of advanced
journaling. Students should also be able to access a
computer and printer for research.
Alternately, the instructor may
choose to introduce this reflective
journaling at the beginning of the
course to allow for individuals to
doodle throughout the day. Some
students will find that they will
remember more if they are allowed
this type of stimuli and an
opportunity for note taking with the
parameters of the journal vs. doing
something separate.

21. SESSION TWO
•REFLECT ON INSTRUCTOR’S JOURNAL FEEDBACK
•ACTIVITY: OPEN DISCUSSION ABOUT WHAT IT TAKES TO BE
INCLUSIVE IN HIRING AND ELIMINATING BIAS IN EVERYDAY
WORK.
•ACTIVITY: GROUPS ARE FORMED AND PARTICIPANTS IDENTIFY
SPECIFIC ISSUES FACED IN THE VARIOUS ORGANIZATIONS
WHERE THEY WORK.
Note: This would involve some research on the part of the instructor, and perhaps working with an
HR professional.
We’ll talk about what it means to be
inclusive and how we can ensure
that, as supervisors, they are setting
the example by eliminating their own
biases, and how they can help staff
be more inclusive and let go of
biases they may have.
The facilitator will lead a discussion
around laws related to interviewing,
hiring, ADA, etc.

22. “IGNORANCE MORPHS INTO MYTHS, WHICH CAN
PROVIDE READY-MADE EXCUSES FOR EMPLOYERS
WHO WOULD RATHER LOOK PAST A PERSON WITH A
DISABILITY WHEN FILLING OPEN POSITIONS.
EMPLOYEES WITH DISABILITIES OFTEN FIND THAT THE
CHIEF OBSTACLE IN THE WORKPLACE ISN’T THEIR
DISABILITY - IT’S FROM BIAS FROM COWORKERS,”
(CHESTER, 2012, P. 101-27).
This quote is also part of our Program Design document, but it is worth repeating. It comes from a Train the Trainer course used at
Goodwill, an organization with a focus on training and employing individuals with disabilities.

23. ACTIVITY
• GROUPS ARE SWAPPED AND TRAINEES COMPILE
THEIR OWN LISTS OF WAYS TO ACCOMMODATE
INDIVIDUALS WITH DISABILITIES, WHICH THEY CAN
USE WHEN THEY RETURN TO THEIR EMPLOYER.
• PERFORMANCE STANDARDS AND THE ROLES OF
SUPERVISORS WILL BE DISCUSSED. WE WILL ALSO
DISCUSS RESPONSIBILITIES TO SUBORDINATES IN
MAKING SURE THEY KNOW THEIR ROLE IN THE BIG
PICTURE.
• REFLECTIVE JOURNALING
Note: We received feedback that it was
important to discuss the employees’
relationships to the supervisor and for the
supervisor to be able to look at things from
the employee perspective. To that end, we
added the discussion regarding employee’s
roles and a later discussion around job
shadowing.
Students should repeat their journal activity from the
previous session with the addition of the following:
- Create a self-audit to ensure your workplace offers
strategies of inclusion and accommodation for new
employee orientation and ongoing training materials.
- Students are asked to bring Job Descriptions for
various roles in their organization to the next session.

24. SESSION THREE
•REFLECT ON INSTRUCTOR’S JOURNAL FEEDBACK
•ACTIVITY: PERFORMANCE EVALUATIONS – REVIEW OF REAL-LIFE
EVALUATIONS AND A DISCUSSION AROUND APPROPRIATE LANGUAGE AND
GOAL-SETTING
•ACTIVITY: STUDENTS WILL CREATE JOB POSTINGS FOR POSITIONS THEY
HAVE OPEN NOW. THESE WILL BE SUBJECT TO PEER REVIEW AND
DISCUSSION ABOUT WHAT SHOULD AND SHOULD NOT BE INCLUDED IN A
POSTING.
Note: The instructor can use real-life job postings as examples. Craig’s List is ripe with examples: good and bad. Some
are VERY bad with horrible spelling and grammar mistakes and no real details about the job. These would make for great
discussion points.
The instructor will facilitate a discussion on Job Descriptions and
their value as we move into the topic of interviewing. We will also
discuss the benefits of job shadowing to better understand the
individual’s roles within an organization, and to have a better
understanding of the skills and attitude being sought in hiring.
Bridgit has created a separate document on the blog which
discusses this activity in more detail and provides examples.

25. BEHAVIORAL INTERVIEWING
Note: This is a site offering free
tools and resources. Again,
because we are not playing this
publicly and are using it solely for
educational purposes, this should
fall under the parameters of fair
use.
That being said, if this was part of
a class where I would invite
individuals outside of the non-profit
world or charge people for
attendance, I would reach out to
the website for their authorization
and would note that.
The instructor will lead a
discussion on what
behavioral interviewing is,
and the potential benefits,
before playing the video
“Top 10 Behavior
Interview Questions” on
our blog.

26. ACTIVITY: IS IT LEGAL?
•HAVE TRAINEES PAIR UP TO WORK THROUGH
THE SCENARIOS, AND THEN HAVE A DISCUSSION
WITH THE CLASS. THE DOCUMENT IS ATTACHED
TO THE BLOG.
•THIS ACTIVITY BUILDS ON THE INFORMATION
ABOUT INCLUSION AND DISABILITIES FROM THE
LAST SESSION.
Note: This activity is modified from one I used in an interview class for supervisors. It
created a great opportunity for discussion

27. ACTIVITY – BEHAVIORAL INTERVIEWING
HAVE STUDENTS GET INTO PAIRS AND COME UP WITH SKILLS
THEY SEEK, AS WELL AS BEHAVIOR QUESTIONS TO ASK WHICH
ARE APPROPRIATE FOR THEIR INDUSTRY. THIS COULD
INCLUDE QUESTIONS AROUND CUSTOMER SERVICE,
INTERPERSONAL SKILLS, PLANNING AND ORGANIZING,
PROFESSIONALISM, SAFETY, QUALITY, QUANTITY, ATTENDANCE
AND DEPENDABILITY, RESPECT AND CONFLICT, AND INITIATIVE
(CHESTER, 2012, P. 105-28 - 31).
Students should be
reminded that questions
should be specific to the
requirements of the job,
and that Job
Descriptions should be
reviewed. The
interviewer should only
be speaking about 20-
25% of the time
(Chester. 2012, P.-105-
16).

28. ACTIVITY – MOCK
INTERVIEWING
Note: The activities here were created based
on a great deal of research (books, Internet,
etc.) as well as my own personal knowledge
and experience with this subject.
This will be an exercise where we will use one-
on-one and panel techniques using the created
interview questions.
Trainees should observe the process and
provide feedback. Individuals should practice
taking appropriate notes during and after the
process as part of the exercise. There is a
note-taking document in the blog that can also
serve as an additional activity, as it addresses
some of the legalities as it relates to notes, and
whether or not what you write down now could
be admissible in court if someone thinks they
were discriminated against in an interview, for
instance. In addition, watch Bridgit talk
about the interviewing process!
The Follow-Up Questions document is an
additional alternative activity that instructors
can utilize as time allows. The activity can also
be shortened, with one scenario given to each
team (or pair) to work through. It is a good idea
to have the individual scenarios laminated if
you choose this route, to allow for re-use.

29. ACTIVITY: HIRING & ONBOARDING
•GIVE OUT COMMON HIRING MISTAKES
HANDOUT AND DISCUSS
•CREATION OF ONBOARDING PLAN, INCLUDING
CREATION OF MENTOR PROGRAM, CHECKLISTS,
JOB AIDES, ETC. THEY WILL BEGIN THIS PROJECT
IN CLASS, BUT THIS WILL ALSO SERVE AS
HOMEWORK TO BE REVIEWED IN THE FINAL
SESSION.
The Common
Hiring Mistakes
handout is
attached to the
blog.
Time for the
reflective
journaling will
follow.

30. SESSION FOUR
•REFLECTIVE RETURNED
•ACTIVITY: ONBOARDING PLAN PEER REVIEW
AND DISCUSSION
•ACTIVITY: BRAINSTORMING SESSION
Note: The idea around the entire session is that the focus will be on reflection
and future application. For the onboarding, there will not be a right or wrong. It
will be taking the trainees’ knowledge of their organization and industry needs to
create some draft ideas that they can take back and hopefully execute, or add to
their current programs. The brainstorming creates a feedback loop and helps to
identify best practices.

31. THE FACILITATOR WILL LEAD THE
DISCUSSION AND INTERJECT, AS NEEDED,
BUT THIS SHOULD BE A LARGE GROUP
REFLECTION AND OPEN DIALOGUE.
INSTRUCTORS SHOULD BE SURE THAT
THERE IS AN EMPHASIS ON SUPERVISORS
BEING READY TO MAKE QUICK DECISIONS
FOR SITUATIONS THEY MAY NOT HAVE
ANTICIPATED.
Students should discuss how they might
react to an employee who has emotional
outbursts, subordinates who try to
undermine their supervision, or how to deal
with extreme stresses that might happen to
an employee, such as a death in their
family. Students should come up with other
scenarios as well. It is important to highlight
that a supervisor's goal should always be
equity and consistency.

32. ACTIVITY: FINAL REFLECTIVE JOURNAL
INDIVIDUALS WILL SHARE WITH THE GROUP
WHY THEY THINK IT IS IMPORTANT TO
CONSCIOUSLY GO BACK AND EVALUATE HOW
THEY ARE DOING AS A SUPERVISOR, CONSIDER
WHAT THEY COULD HAVE DONE DIFFERENTLY,
AND REFLECT ON WHAT THEY CAN
DO DIFFERENTLY IN THE FUTURE.
This would also be a
great time for
participants to share
with the class some of
the their journal entries
and take-aways from the
class as a whole.

33. AND THAT’S THE END!
Enjoy watching “That’s a wrap!”
video to hear my closing message,
with a little help from Chewbacca!
His yawn at the end could not have
been more perfectly timed.
Clearly he is thrilled to have been
included!