Running head: USING CONNECTIVISM TO IMPROVE WORK CLIMATE 1

Using Connectivism to Improve Work Climate

Team 3: Deborah Ceryes, Irfanullah Jan, Joan Miller

California State University, Monterey Bay

Date: Feb 16, 2018

IST 520 Learning Theories

Professor Donald Fischer

Using Connectivism to Improve Workplace Climate

USING CONNECTIVISM TO IMPROVE WORK CLIMATE

PURPOSE: To provide colleagues with information on designing a learning solution using

connectivism that improves workplace climate.

1) Analysis: Problem Statement and Learner Profile

a) Problem Statement: The Office of the Inspector General (OIG) received many

complaints related to unacceptable workplace behaviors such as sexual

harassment, disrespect, inappropriate touching. etc. These problems directly

impact employee motivation and productivity as well as severely harm the OIG’s

reputation. The OIG announced a directive (See Appendix A) to engage the

training division to develop a program to improve workplace climate. Objectives

for the training program include:

i) Inform supervisors and employees about developing mutual respect,

proper conduct and incident reporting.

ii) Measure effectiveness using a 4-point Likert Survey, with a goal of a

“3+” average

iii) Achieve a 75% reduction in the number of reported instances of minor

and major assault.

b) Learner Profile:

i) Highly diverse demographics (gender, age, culture, ethnicity, etc.)

ii) Geographically dispersed throughout various locations

iii) Varying range of education levels

iv) Employee groups include frontline to senior management

v) Well defined and organized workplace structure supported by

protocols and procedures and “chain of command” reporting expectations

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2) Design: Learning Theories and Instructional Strategies

The design utilizes the connectivist learning theory which focuses on learner

autonomy within an integrated network environment, while sharing and distributing

knowledge. (Harasim, 2017) This approach addresses the problem statement by allowing

self directed learning across a geographically dispersed audience as well as multiple

levels of interactivity needed to engage highly diverse learners. Additional learning

theories within the design may include:

a) behaviorist for knowledge duplication; “we watch movies” (passive)

b) constructivist for knowledge production; “we make movies” (active)

c) connectivist for knowledge integration; “we link movies” (active)

(Reeves and Helberg, 2014, cited pg 251, Reiser and Dewey).

Utilizing multiple learning theory strands within the overall design accommodates

the highly diverse learner population and supports a variety of learning activities.

Providing opportunities for learners to interact with the learning environment at both

passive and active learning modes allows flexibility in approaches to learner engagement.

3) Development: The format will be through an MOOC vendor, (such as Udacity, edX,

Novo Ed, Coursera and Udemy) or online learning and course management space (LMS),

such as Moodle, Blackboard or Canvas. Asynchronous and synchronous experiences that

provide reflection and interaction opportunities include: (Reiser and Dewey, pg 254-255)

a) Self-initiated groups, collaboration in forums and electronic portfolios for

variation and choice.

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b) Interactivity using polling questions, debates, role plays and surveys.

c) Feedback occurs via learners/peers, instructors, staff, self and team reflection,

tutors and mentors and computer algorithms.

d) Short video and course components with access to technology tools that segment,

annotate, and assess learning.

e) Online communities of learners via social media or collaborative technologies

f) Weekly updates/recaps and course adjustments, as warranted, to mitigate

information overload.

g) Personalized experiences/activities and resource sharing.

4) Implementation:

a) Presentation

i. i) Orientation and workshops: Set expectations about workplace climate

(synchronous)

ii. ii) Video lectures: (asynchronous - LMS)

1. What is “Proper Conduct?”

2. Developing Mutual Respect: Language, Personal Boundaries,

Professional Appearance

ii. iii) Tutorial: When / How to Report an Incident: Case studies and system

tools (asynchronous - LMS)

b) Practice

i) Self-assessment activity (asynchronous - LMS)

(1) Learners participate in a multiple choice exercise about mutual

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respect and proper conduct where case studies are presented.

Immediate feedback on both correct and incorrect answers serve as

further training.

ii) Group Role-Playing (synchronous)

(1) Organization leaders assign groups comprised of people from

different elements within the organization (mix of management,

employees with differing gender, age, culture, ethnicity, sexual

orientation) to participate in appropriately designed role-playing

scenarios aimed at developing mutual respect.

iii) Incident Reporting training (asynchronous - LMS)

(1) Includes case simulations along with screenshots to support IR

system entry.

c) Production/Posting

i) Post policy and best practices Google Doc in a company-wide share to

Google Drive.

ii) Post mutual respect and proper conduct videos in Google Drive to refer

back to.

iii) Employee attestation of policy compliance.

1) Create internal company blog where management and employees produce

and curate blog posts that further illustrate positive examples of mutual

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respect in the workplace.

d) Participation

i) Self-Initiated Groups: (synchronous and asynchronous)

(1) Trainer led instruction to facilitate and moderate group

discussions. Discussions are recorded to monitor for misconduct.

ii) Create forum (private Facebook page or LMS) to discuss the policy,

training, or issues of respect/harassment that take place post training.

Discussion is monitored to prevent cyber harassment.

5) Evaluation:

1) Questionnaire regarding the effectiveness of the asynchronous modules.

a) Rate confidence level about understanding of workplace respect, and

b) Rate competency about the process for incident reporting

2) Focus group feedback regarding the effectiveness and comfort level of

synchronous activities, such as participating in groups and the role-playing

scenario.

3) Administrator review of anonymous forum, questionnaires and focus group

results to update and revise the program.

4) Using summative assessment to gauge the progress of the students to assess the

effectiveness.

5) Using A 4-point Likert Survey (Very Bad, Bad, Good, Great) again for collecting

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the data

6) Percent reduction in reported instances of minor and major assault.

Appendix A

Inspector General Statement:

This organization has had many complaints of sexual harassment, disrespect and

inappropriate touching and talking in the workplace. Complaints range from women about men;

men about men, women about women, men about women. Complaints are heard about improper

advances, supervisor abuse of power (minor and major), language in the workplace, discussions

about professional appearance, and instances of minor and major assault.

A 4-point Likert Survey (Very Bad, Bad, Good, Great) shows an average of 2.0 out of

4.0. Our goal is to create a favorable work climate. Our objectives are to move the average from

2.0 to 3+ and to achieve a 75% reduction in the number of reported instances of minor and major

assault. The training division must develop a program to inform supervisors and employees

about developing mutual respect, proper conduct and incident reporting.

References
Harasim, L. (2017). Learning Theory and Online Technologies. 2d ed. Routledge: New York.