What does it mean to be a professional in a diverse

manufacturing career?
Set Goals
Content
Area(s):
Time Required:
Content
Standard(s):
Learning
Objectives:

Learning & Development in

Manufacturing
(5) 1 hour workshops
Motivating Manufacturing
Professionals
Big Ideas or Key Concepts
Define diversity in the
manufacturing
workplace and how
Tooling-U can meet the
needs of all customers
Describe 3 diverse
characteristics that we
must consider when
developing tools for
training and
development

Author:

Thomas Hoffman

Grade Level/Audience:

Staff of Tooling-U

Understanding different Learning

Styles
Knowledge and Skills
Explain 3 instructional
strategies to address
motivation, learning styles,
and multiple intelligences
Demonstrate how to develop
a training tool to meet the
diverse needs of a
manufacturing division
Demonstrate how to create a
learning and development
presentation to promote
diversity in the workplace

What is Multiple Intelligences

Dispositions or Attitudes
Gain an appreciation
for the different
learning styles,
educational
backgrounds, and life
experiences that
manufacturing
professionals bring to
the workforce

Analyze Status
Analyze
learners (List
at least 3
different kinds
of learners)

1 Vice President of Tooling U-SME

4 Senior Managers of Tooling U-SME (Varies in professional experience)
3 Instructional Designers (Varies in education and professional experience)
10 Content Developers (Multimedia development focused proficient with computers)
12 Sales Representatives (Heavy on sales experience, aware of training capabilities)
6 Customer Success Managers

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert

PreAssessment
(How will you
determine what
learners know
before lesson?)

What will you

differentiate?
(Content,
Process, or
Product)

How will you

differentiate?
(Readiness,
Interest,
Learning Profile)

Provide a brief history of the manufacturing industry and how diverse professionals use their
various skills to produce successive services/products have an open discussion to allow all
participants to share their work experience, education, and their opinion of what diversity
means to them in the workplace.

Content: Allow each team to use their skill set to develop a presentation of their choice that
shares their education and experience.
Processes: Divide the team into their respective departmental groups to brainstorm and
create a list of important topics we should cover in the training that will help us better
understand the importance of diversity when creating training for manufacturing
professionals.
Product: Using visual aids, each team will present their ideas to the group and answer any
questions that may be asked.
Different departments include (Sales, Learning Services, Content Development, and Success
Management)
Readiness: Open Forum to discuss the concepts of diversity, learning styles, technology,
and multiple intelligence theory as they relate to the services that Tolling U Provides our
clients.
Interest: Survey conducted at a Quarterly Sales meeting
Learner Profile: Brief assessment of ones knowledge about workplace diversity and the
different learning abilities

Apply Status
Identify UDL
Methods and
Materials

Representation (Content)
(Give learners options for
acquiring information)

Engagement (Process)
(Tap into learner interest, need
for challenge, and motivation)

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert

Action & Expression

(Product)
(Give learners options for
demonstrating what they
know)

In groups, staff will

research current clients by
visiting their websites and
contacting their
representatives to explore
their outlook of diversity in
the workplace

Each department will brainstorm

together to determine the most
efficient way to gather
information about our client base.
Associates will share their
experiences and discuss benefits
and pitfalls of their choices

Each department will

chose a theme for their
presentation and will be
asked to create a brief
video using the theme to
add engagement of the
topic of diversity

Teach UDL Lesson

Procedures
(Describe steps
of lesson
including
instructional
methods and
learner
activities)
PostAssessment
(How will you
evaluate
learners and
success of
lesson?)

The introduction to the workshop and initial brainstorming sessions will occur during the first
session of the workshop. Session 2 will begin with a lecture on motivation and how it impacts
the manufacturing professional. After the brief lecture, discussion will be followed by group
work. Session 3 will include a brief lecture on the concept of different learning styles, allow
an open discussion, and then time permitted for group work. Session 4 will focus on a
lecture of multiple Intelligence theory, then a discussion will be facilitated, followed up with
the final group work session. Session 5 will be for presentations by each department.
On the first day of the workshop, a perception survey will be offered. The survey will seek to
gain information on current perceptions of employees at Tooling U-SME in regards to diversity
in the manufacturing workplace. It will also determine if staff is aware of and currently uses
an approach to recognize diversity through motivational means, different learning styles, and
multiple intelligence theory. At the conclusion of the workshop and the final presentation of
findings, an open discussion will be conducted to review the perceptions of the staff and
determine if attitudes have changed based on the new knowledge discussed about diversity
in the workplace and hope it impacts the company.

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert

Websites Used
in this
Lesson/Unit

Each department will be asked to supply their reference links to customers or any other
resources they obtain during the workshops. A compilation of these resources will be
available to the entire staff for further investigation.

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert