Instructional Design for Organizational Justice A Guide to Equitable Learning, Training, and Performance in Professional Education and Workforce Settings

Preface: How you can use this book  Chapter 1. How to do instructional design (ID) that’s culturally responsive, equitable, inclusive, just and delivers desired results?  Chapter 2. How to plan, scale, and manage your project  Chapter 3. How to set up an iterative applied instructional design process  Chapter 4. Why should we empathize and analyze?  Chapter 5. Strategies to empathize and analyze contexts to support learning and performance  Chapter 6. Design and development are synergistic  Chapter 7. How to select appropriate instructional strategies and assessments  Chapter 8. How to select appropriate informal learning strategies and assessments  Chapter 9. Strategies to design single events and multifaceted programs  Chapter 10. Strategies to develop single events and multifaceted programs  Chapter 11. How to create instructor guides and other guided learning materials  Chapter 12. How to plan for implementation and continuous improvement  Chapter 13. Strategies to implement and evaluate  Chapter 14. Keeping focused on performance-based learning design and equitable, inclusive solutions

Biography

Lisa A. Giacumo is an associate professor in the Department of Organizational Performance and Workplace Learning in the College of Engineering at Boise State University, USA.

Steven W. Villachica is a professor emeritus in the Department of Organizational Performance and Workplace Learning in the College of Engineering at Boise State University, USA.

Donald A. Stepich is a professor emeritus in the Department of Organizational Performance and Workplace Learning in the College of Engineering at Boise State University, USA.

“Instructional Design for Organizational Justice will be an invaluable resource for instructional designers of all experience levels across multiple industries, as well as those in the position of being able to influence the workplace environment. While I do not teach as much as I used to, as an administrator, I would use this text to help support my efforts to promote a culturally responsive, inclusive, and equitable work environment.”

—Jozenia Colorado-Resa, Ph.D., Assistant Dean for Accreditation and Academic Operations at the University of Oregon, USA

 

“I’ve worked in instructional design for nearly two decades, and I love the fresh outlook that this book provides. The LeaPS ID model encourages collaboration beyond the same old players (ID team and SME), showing where we can break down silos and encourage input from diverse vantage points. Anyone who reads and applies the methods in this book will be able to create more inclusive and effective learning material that engages their audience in meaningful ways.”

—Emily Cox, M.Ed., Senior Experiential Learning Designer at Bryan University, USA

 

“In the ID world, one of the biggest paradoxes is that we often, on the job, do not have the resources (time, money, or people) to complete full instructional design models from analysis to evaluation like we are taught in school. This book acknowledges that there are other cultural forces involved in our decisions and day-to-day work that must be taken into consideration and shows the wider context of the systems that we work within. All new IDs will benefit from learning the LeaPS ID model as they venture into the workforce.”

—Nicole DeJong, M.Ed., Associate Vice President of Product Design and Development at Dignity Health Global Education

 

“Giacumo, Villachica, and Stepich offer us a refreshing yet thought-provoking approach to ID. Their book forced me to question the value of efficiency at the expense of justice. Today’s world is increasingly divisive, and it is easy to feel helpless in turning the tide. Justice and equity are notable goals; however, they are typically considered the work of others. Instructional Design for Organizational Justice spells out how these goals can and should be our work with its prescriptive approach, case studies, reflective questions, and guides. It reminds us of the power we have and lays out how we who develop instructional solutions for others can be truly inclusive.”

—Judy Hale, Ph.D., Principal, Hale & Associates

 

“I can see this book being applicable to all levels of our performance improvement and instructional design curriculum. I can for sure see it as a required text for our Instructional and Performance Technology doctorate program. We try to choose books the students will use during their program and then long after. We try to help them build their professional library—this will surely be one of them.”

—Holley Handley, Ed.D., Assistant Professor of Instructional Design and Technology at the University of West Florida, USA

 

“I can attest that this book is full of tips, tricks, examples, and guidance for instructional designers of all backgrounds and experience levels. The book is an invaluable resource for anyone in the field, offering both sound guidance and effective insights to creating equitable instructional design. A must-read for well-seasoned IDs and aspiring IDs alike. The topic is incredibly relevant for instructional designers today. I am glad that you all tapped into this and shared our experiences from grad school as real-life examples for individuals to engage with. Great work, I’m excited to see this published!”

—Jessie Laurence, M.S., Research and Accessible Learning Experience Design Consultant at Boisie State University, USA

 

“As far as I know, there aren’t other books on instructional design that consider and include diversity, equity, and inclusion (DEI) distinctions across all stakeholder groups. Instructional Design for Organizational Justice is your source material and perspective from an evidence-based point of view. The arguments for doing so are compelling and readily actionable. The authors draw on their vast work and life experiences to underscore and illustrate how their LeaPS (Learning and Performance Support) ID model can effectively accommodate the range of stakeholder groups involved in any ID project. I am heartened by the authors’ approach and the broad benefits that can accrue by such intentional efforts.”

—John Lazar, M.A., Founder and CEO of John B. Lazar & Associates, Inc.

 

“A must-read for instructional designers, this book addresses a critical aspect of education and training that has long been overlooked: diversity, equity, and inclusion. One of the standout features of this book is its comprehensive map for equitable instruction. In an industry that has historically struggled with issues of diversity and inclusion, this textbook serves as a much-needed guide. It challenges us to think critically about the impact of our designs on learners from all backgrounds and to strive for fairness and justice in education and training. The inclusion of simulated cases and reflection questions is another highlight of the book. These practical exercises enable readers to apply the concepts they've learned in real-world scenarios, enhancing their understanding and skill development. It’s a hands-on approach that makes the book not just a source of knowledge but a toolkit for instructional designers. This hands-on approach demystifies the instructional design process, making it accessible to both novices and experts.”

—Paige Lunny, M.Ed., PMP, Project Management and Instructional Design Consultant

 

“A step-by-step guide for marrying DEI practices and Instructional Design. Not only will you come away with a deeper understanding of how to design performance materials to be culturally responsive, but you will be provided with the tools and templates necessary to enact change in your organization today. Specifically, you will learn why and how to incorporate your diverse learners in the design process. This book is refreshingly approachable, with something to offer to everyone, from students of instructional design to researchers to learning and training experts. Written by practitioners, this book is filled with case studies, templates, and reflection questions designed to challenge the reader to improve their ID skills.”

—Madeleine MacDonald, M.S., Senior Learning Consultant for Environmental Resources Management

 

“Instructional Design for Organizational Justice provides a unique and expansive view of learning design. Not only is this a comprehensive book, but it presents a societal and cultural context for doing instructional design work. The goal is to promote the type of inclusivity and diversity essential for the twenty-first-century workplace.”

—Connie Malamed, M.A., Founder of Mastering Instructional Design

 

“This textbook is invaluable for Instructional Designers committed to culturally responsive design. I recommend it to any Instructional Designer interested in becoming a more culturally responsive practitioner. I look forward to applying these principles as I become more knowledgeable in advocating for greater DEI in my learning solutions.”

—Osemome Ndebbio, B.A., Learning Experience Designer at Boisie State University, USA

 

“In higher education institutions, instructional designers (IDs) are often caught in liminal spaces somewhere between faculty or subject matter experts and administrative leadership. IDs are the consummate conciliators, fixers, and glue who can bring stakeholders together, manage projects, timelines, and transform subject matter content. Oftentimes when IDs take on this myriad of roles, there is little slack left to advocate for diversity, equity, and inclusion. Even more rare in institutional instructional design meetings is the discussion of justice, something that has historically been ignored. What is particularly powerful in this book in addition to the LeaPS ID model are the reflection questions. These questions are topics that we as IDs often think deeply about but do not say out loud or make part of our standard opening procedures. These are questions like, ‘Is it your responsibility as an ID to ensure that an organization’s learning and development interventions are culturally responsive and inclusive? How would you answer this at your organization?’”

—Kae Novak, M.E.T., Assistant Director of Learning Design at Front Range Community College, USA

 

“This textbook presents a robust design process that successfully integrates instructional design research and diversity, equity, and inclusion issues. The approach combines theoretical rigor with practical advice, yielding a valuable resource for students of instructional design.”

—Clark Quinn, Ph.D., Executive Director of Quinnovation

 

“Authors Lisa A. Giacumo, Steven W. Villachica, and Donald A. Stepich should be applauded! Their stated purpose for writing their new book was to support emerging and experienced instructional designers who want to draw upon an instructional design (ID) process, which is merged with a diversity, equity, and inclusion framework. This book does that via an introduction to their Learning and Performance Support Instructional Design (LeaPS ID) model, which integrates inclusive design practices in creating performance-based learning and development interventions that are culturally responsive and equitable.”

—Guy Wallace, B.A., Retired Performance Analysis & Instructional Architect

 

“As someone responsible for preparing learning professionals to effectively meet the various challenges they face in the field, I am always looking for resources to support my students’ ID knowledge and practice. I was excited to find that this book presents both a model (LeaPS) that integrates DEI and ID practices, and real-world examples (e.g., case studies) and applications (e.g., templates) of these practices. For the case studies and templates alone, this book is worth taking a look at implementing in your courses. But there is even more on offer here. This book also covers important project management and interpersonal skills required for the success of ID projects (including those projects your students engage in as part of their coursework!). Each chapter ends with a case study and reflection questions, providing an appropriate level of depth for both beginning and more experienced practitioners.”

—Katherine Walters, Ph.D., Clinical Assistant Professor and Graduate Program Director at the University of North Carolina at Greensboro, USA

 

“This book is an excellent resource for leaders and faculty who seek to successfully implement equitable learning, training, and performance strategies in their organizations and professional practice.”

—Constance H. Harris, Director of Online Learning at the University of Baltimore, USA

 

“The information found in this text is intriguing, insightful, and masterfully written. Instructional Design for Organizational Justice offers a fresh perspective on equitable learning, training, and performance for those instructional designer practitioners with a range of experience, from novice to mid-career, and who may be interested in creating equitable performance-based learning and development interventions in their craft to support adult learners.”

—Joanie Chavis, Head of Research, Instructional, and Engagement Services and Liaison to Extended Learning in the Department of Library Services at North Carolina A&T State University, USA