W A Y N E

S T A T E

U N I V E R S I T Y

THE DUBAI MALL PROJECT CUSTOMIZATION OF INSTRUCTION PROPOSAL EXECUTIVE SUMMARY To ensure The Dubai Mall (TDM) will be the cleanest mall in the world and deliver world class service, a standardized and customized cleaning system is essential. The Wayne State University (WSU) team (Appendix IV) will design, develop and deliver customized instruction for the cleaning system implemented in The Dubai Mall. This instruction will be designed to ensure that workers identify and execute their job tasks efficiently and increase their productivity. Due to the multi-national make-up of the workforce (Appendix III), the WSU team will provide customized, multi-cultural instruction that utilizes simple sentences, concrete terms, simple language, active voice, parallel structure, familiar shapes, colors, and numbers. This use of simple language and familiar visuals should improve communication between workers and team leaders and increase the workers’ efficiency in acquiring necessary job skills. The process used and examples are provided in Appendix I. After completing the design and development of customized instructional materials, the WSU team will pilot the instruction to the 40 team leaders and 375 cleaning staff members. Following the pilot, the team will revise instructional materials based on the performance of the workers and the feedback from the stakeholders. The WSU team will work closely with the stakeholders, first line team leaders and cleaning staff to provide instruction and make necessary revisions. A continuous improvement and maintenance plan for the instruction will be developed to help ensure optimal performance. If the appointed Emaar Management Team member observes fluctuations in the cleaning system that are deemed to be a direct result of the workers’ lack of knowledge and skills, he/she will notify WSU. Upon notification, WSU will consult with the team member and conduct additional task analyses. If deemed necessary, WSU will design, develop and implement “just-in-time” instruction to provide the cleaning staff with the knowledge and skills necessary to counter balance system fluctuations. After implementing the proposed customized instruction and continuous improvement plan, The Dubai Mall stakeholders should expect to realize the following benefits: 

Greater consistency of processes

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Reduced number of workers required

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Greater efficiency

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Improved productivity

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Reduced turnover

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CUSTOMIZED INSTRUCTION PROCESS The following is a list of deliverables and pricing for each stage in the customized instruction process. Detailed explanations are provided in Appendix II.

Deliverables for the Analysis Stage 

Task lists of System Configurations: Configuration description and task lists for designated systems

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30 to 60 minutes of video in digital format with observation checklists of tasks to validate system narratives

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Task lists for specified Tennant and additional designated equipment

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Task lists for synchronized cleaning of designated mall areas

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Task lists derived from Emaar Health and Safety document describing procedures for daily, weekly, and monthly health and safety requirements

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Task lists of procedures for proper material and chemical usage and storage from training materials provided by Johnson Diversey

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Task lists from The Dubai Mall Training and Induction document for cleaning staff and first line team leaders

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Task lists of MAB uniform procedures – wear and care

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Written analysis of environment and cultural diversity of learners

Fees for the Analysis Stage include 6 off site staff time for 2 weeks, supplies and materials to produce completed documentation provided to TDM in preparation of the design and development phase: $ (U.S.)

Deliverables for the Design and Development Stage Customized instructional materials provided in print and electronic files for the following areas: 

Team leader training of cleaning staff

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Specified Tennant and additional designated equipment

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Synchronized cleaning procedures for designated mall areas

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Emaar Health and Safety requirements for daily, weekly, and monthly cleaning

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Proper material and chemical usage and storage

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Uniform wear and care

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Communication methods for team leaders to communicate with cleaning staff

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Team process and function instruction for synchronized cleaning

Fees for the design and development of instruction include 8 off site staff time for 3 weeks, and copies of print instruction for 40 team leaders and 375 cleaning staff members. In addition, electronic copies will be provided to TDM in preparation of the pilot and revision stage: $ (U.S.)

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Deliverables for the Pilot Customized Instruction Stage 

The initial pilot of instruction to 40 team leaders and 375 cleaning staff members during the mobilization phase: October 12 – November 29, 2008

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Evaluation reports of the effects of the customized instruction including content accuracy and learner task performance

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Revised instructional materials on-site based on pilot results and evaluations

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Delivery of revised instruction

Fees for conducting the pilot include 4 on site staff time for 5 weeks, 2 off site staff for 5 weeks, and printed materials and electronic files of customized instruction: $ (U.S.)

Deliverables for the Revision and Continuous Improvement of Customized Instruction Stage 

Analysis of reports on fluctuations in the system deemed to be a direct result of lack of knowledge and skills in the workforce

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Documented task analyses, design, development and implementation of electronic and print “just-intime” instruction providing the cleaning staff and team leaders with the knowledge and skills necessary to counterbalance system fluctuations

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A documented performance management plan with stakeholders for the continuous design and development of instruction identified and requested by Emaar Property Stakeholders

Fees for continuous improvement plan include 1 on site staff and 4 off site staff time for 4 weeks. Print and electronic customized instruction provided to TDM: $ (U.S.)

SUPPORT SERVICES 

The WSU team will work this cyclical process responding to the needs and request of Emaar Property Stakeholders.

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We will work with TDM on an as needed basis based at the following per diem rates. Personnel

Off –site

Monica W. Tracey (Principal Investigator and Project Manager) Val Morgan (Project Manager and Instructional Designer) Facilitator Instructional Designer Graphic Designer 3

On-site

ASSUMPTIONS 

Agreement on and adherence to a published time line by all stakeholders.

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Costs may need to be revised based on requested changes to the plan, scope, time line, materials, and suppliers’ prices.

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The cost of the project will depend upon the number of days each of the personnel are needed in the U.S. and on site in Dubai. The proposed schedule may be altered based on launch date and receipt of existing materials. The expected launch date is September 8, 2008 with the completion of the analysis, design, development, and pilot of instruction on November 30, 2008.

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The continuous improvement needs and fees are based on the client’s determination of needs and recommendations from the WSU team through April, 2009. It is estimated that the months of September, October and part of November are the most labor intensive and when the front end costs will be the greatest.

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For personnel working on-site in Dubai, Grubb and Ellis Management Company will reimburse the WSU team members for: — Business Class travel accommodations for Principal Investigator — Coach travel accommodations for Staff members — Hotel accommodations close to the site — Ground transportation as needed — Per diem for meals

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APPENDIX I: ADDIE MODEL Instructional materials will be designed and developed using this systematic model.

A

D

D

I

E

Analyze

Design

Develop

Implement

Evaluate

Revise as required by scope document A

Analyze

Analyze instructional needs to propose an appropriate solution. Analyze the instructional needs to define goals and objectives Analyze the context and work setting to determine:  Contextual issues  Processes and procedures  Tasks Analyze the participants to determine:  Language and reading ability  Skill level Analyze the delivery methods (media needs and capabilities) to determine appropriate media, such as computer, print, on-the-job

D Design

Design or specify the plan for achieving the goals and objectives. Design the instructional materials  Complete research with identified resources  Write goals and objectives  Design instructional strategies  Design templates for materials

D Develop

Develop the materials specified in the design plan. Develop content  Write text for instructional elements  Obtain and/or develop graphic elements  Develop assessment methods (observation checklists of performance)

I

Implement

Implement instruction according to the design plan. Implement instructional materials with designated participants  Conduct a pilot  Revise materials based on pilot feedback  Provide revised materials to designated participants

E

Evaluate

Conduct evaluation to obtain information to guide decisions. Conduct Summative Evaluation to:  Obtain participant feedback  Observe participants’ behavior on the job

R

Revise

Revise program materials as required by scope document.

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USE OF LANGUAGE AND GRAPHICS TO DESIGN PROCEDURES Effective written directions will ensure clarity and simplicity with the efficient use of grammar and syntax. The content deliverables will use: 1. Simple sentences have only one main clause and no subordinate clauses. A simple sentence contains

a simple subject and a simple predicate. A simple sentence is the basic sentence that is the most common sentence in the spoken language of people of all ages. 2. Concrete terms refer to objects or events that can be observed through the senses. 3. Simple language refers to selection of words and phrases that are easy to pronounce in English. 4. Active voice describes the relationship between the action the verb expresses. When using active voice,

the subject of the sentence, or actor, performs the action stated by the verb. 5. Parallel structure requires sentence elements or lists that serve the same function and have the same

construction. These elements should be in the same grammatical form so that they are parallel. 6. Familiar shapes that are displayed as lines, outlines, or solid forms and should be easily recognized by

most adults. 7. Colors will be used to coordinate similar type of jobs or actions. 8. Numbers will be used to identify steps in a process or procedure. (The example on the next page

illustrates how these principles would be applied.)

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EXAMPLE PROCEDURE WITH STEPS AND GRAPHICS: HOW TO CLEAN A MIRROR

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EXAMPLE OF CUSTOMIZED INSTRUCTIONAL DELIVERY STRATEGIES Topic Introduction — State Objectives 

Inform learners of learning task

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Inform learners of reasons for performing task accurately

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Provide motivation to attend to instruction with relevant examples and activities

Body — Provide Instruction 

Relate task to their prerequisite knowledge—Build on what they know

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Present Content/Task: — Define the task — Describe the task steps — Provide example—model the task — Provide a non-example (when appropriate)

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Check for learners’ attention and comprehension with questions

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Provide opportunities for learners to practice tasks several times in the environment they will be performing the task to promote transfer of training

Provide Positive Feedback for Correct Performance and Guidance for Incorrect Performance Assessment 

Review the steps in the task with the learners

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Assess learning by having learners perform tasks for observation

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Provide assessment feedback for correct and incorrect performance

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APPENDIX II: DELIVERABLES STAGE 1: ANALYSIS The deliverables for the Stage 1: Analysis include the review of resources and job activities to provide accurately documented tasks and procedures for the synchronized cleaning system, equipment and chemical use and storage, uniform wear and care, and Emaar Health and Safety procedures and induction training materials. These tasks will become the content for the customized instruction used during the design and development stage. During the Analysis Stage our team will collect as much information as possible about the equipment, system and procedures then analyze it during the limited time frame. The WSU Instructional Design team will: 

Videotape U.S. cleaning crews

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Review existing documents and outputs of the Sierra Systems

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Break down large tasks into discrete subtasks

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Validate the tasks against the system narratives

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Review the tasks and outputs of procedures for the Synchronized Cleaning System to identify gaps and document tasks to fill the gaps

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Review existing procedures for designated Tennant equipment to identify gaps in procedures and document tasks to fill the gaps

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Review existing procedures for additional equipment to identify gaps in procedures and document tasks to fill the gaps

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Review existing Emaar Health and Safety Document to identify gaps in daily, weekly, monthly procedures and document information to fill the gaps

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Review existing procedures and training materials for proper material and chemical usage and storage from Johnson Diversey to identify gaps in and document tasks to fill the gaps

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Review The Dubai Mall Training and Induction document and identify information that must be cascaded to the cleaning staff and first line team leaders

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Review existing Sierra training to extrapolate needed tasks and procedures for customized instruction for cleaning staff and first line team leaders

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Review existing MAB uniform procedures included in the Induction Training for team leaders to identify gaps in procedures and document information to fill the gaps

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Describe the instructional environment, learners, and expected instructional delivery strategies

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STAGES 2 & 3: DESIGN AND DEVELOPMENT OF CUSTOMIZED INSTRUCTION The deliverables for the Stages 2 & 3: Design and Development of Customized Instruction include the customized instruction on the designated cleaning requirements. Instruction will be designed using simple sentences, concrete terms, simple language, active voice, parallel structure, familiar shapes, colors, and numbers in an effort to close the language gap between worker and team leader. In addition, the instruction will include Hindi words to connect to the learners’ prior knowledge, and English words to begin teaching one common language. During the Design and Development stages, our team will convert the tasks collected during the task analysis stage into customized instruction. The WSU Instructional Design team will: 

Design customized instruction on all cleaning tasks based on the completed task analyses

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Design instruction that uses simple sentences, concrete terms, simple language, active voice, parallel structure, familiar shapes, colors, and numbers in an effort to close the language gap between worker and team leader. In addition, the instruction will include Hindi words to engage prior learning and experience, and English words to begin teaching one common language. Customized instruction will be created for: — — — — — —

Operating all cleaning equipment including Tennant equipment Cleaning restrooms, absolution and prayer rooms Cleaning escalators, common areas and ATMs Using and storing proper materials and chemicals for cleaning tasks Practicing health and safety on a daily, weekly and monthly basis Wearing and properly caring for uniforms

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Design customized instruction for the workers on basic team functions and operations due to the team cleaning process put in place by the Synchronized Cleaning System. Instruction will include defining a team, team roles, communicating and working together in a team, etc.

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Design customized instruction for team leaders providing them with the knowledge and skills needed to read and implement the system designed cleaning schedule. Instruction will include how to read and respond to the system schedule, how to communicate the schedule to the cleaning staff, and how to work together as one team to provide synchronized cleaning

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Produce written and supporting materials to deliver the customized instruction

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Produce multi-cultural instruction that includes simple sentences, concrete terms, simple language, active voice, parallel structure, familiar shapes, colors, and numbers

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STAGES 4 & 5: IMPLEMENTATION AND EVALUATION--PILOT AND REVISIONS OF CUSTOMIZED INSTRUCTION The deliverables for the Pilot of Customized Instruction Stage include the delivery of all of the customized instruction created during the design and development stage. WSU team facilitators will be on-site delivering team leader instruction and cascading the instruction to the cleaning staff. Team leaders will be taught how to instruct staff while simultaneous instruction for staff members is taking place. Deliverables include: 

Deliver instruction during the mobilization phase

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Evaluate and document the effects of the customized instruction including content accuracy and learner performance

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Revise instructional materials on-site based on pilot results and evaluations

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Repeat pilots of instruction until all created and produced instructional materials are accurate

STAGE 6: ONGOING CONTINUOUS IMPROVEMENT The deliverables for the Continuous Improvement stage include final revisions based on the team leader and cleaning staff’s performance with the synchronized cleaning system. WSU team designers will receive system reports to determine additional customized instruction needs. “just-in-time” instruction will be created based on need. Deliverables include: 

Continuous improvement and maintenance of the customized instruction.

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Fluctuations in the system as a direct result of lack of knowledge and skills in the workforce will be noted from the appointed Emaar Management Team member. Upon notification, WSU will conduct an additional task analysis, design, develop, and implement “just-in-time” instruction providing the cleaning staff with the knowledge and skills necessary to counterbalance system fluctuations. This cyclical process will continue until The Dubai Mall is fully opened and/or until April, 2009.



A performance management plan will be designed and implemented with stakeholders for the continuous design and development of instruction identified and requested by Emaar Property Stakeholders.

Recommended Additional Services: 

Due to time constraints and the need for the rapid design and development of the customized instruction, materials will be produced in electronic Microsoft format and in hard copy. Following the Mall opening, the WSU team recommends the transfer of all of the instructional tasks and procedures to a format for PDA and cell phone communications for optimal dissemination and ongoing use.

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APPENDIX III: CULTURAL BACKGROUNDS AND IMPLICATIONS FOR CUSTOMIZED INSTRUCTION By the early 1980s, foreigners made up the majority of the work force in many Arab countries, reaching 90% in the United Arab Emirates. Many of these workers are unskilled and have had very little if any education. To implement a culturally sensitive customized instruction plan to increase their skills, and help decrease issues that exist between management and employees due to language barriers, we will first need to look at basic demographics and a brief description of each culture expected to provide workers. The four cultures described in this section are from Bangladesh, India, Nepal, and Philippines.

Bangladesh – Basic Demographics 

Population: —

153,546,901

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Languages: — Bangla — English

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Major Religions: — 83% - Muslim — 16% - Hindu

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Total Literacy Rate: 43.1% — Males: 53.9% — Females: 31.8%

Skills Bangladesh has a 1% unemployment rate with a majority of their labor force working in agriculture (63%), and 26% working in the service industry. Since many will not communicate well in English, it will be important to repeat requests and provide close supervision for them to perform tasks effectively.

India – Basic Demographics  

Population: — 1,147,995,898 Languages: — — —

Hindi Urdu English

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Major Religions: — 80.5% - Hindu — 13.4% - Muslim

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Total Literacy Rate: 61% — Males: 73.4% — Females: 47.8%

Skills India’s labor force is quite similar to that of Bangladesh, with 60% occupying employment in agriculture and 28% filling service jobs. In contrast to Bangladesh, only 25% of the population lives below the poverty line. But most live in crowded homes sometimes occupying 4-6 people per room.

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Nepal – Basic Demographics 

Population: —

29,519,114

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Languages: — Nepali — Maithali — Bhojpuri

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Major Religions: — —

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80.6% - Hindu 10.7% - Buddhist

Skills Nepal has an unemployment rate that is incomparable with the other three cultures under examination; at 42% it is the highest of the four. In 1999, the ILO, International Labour Organization, estimated that 42.7% of children between the ages of 10 and 14 were working. Nepal workers tend to have higher levels of English usage. 18% of Nepal’s labor force is employed by the service industry.

Total Literacy Rate: 48.6% — —

Males: 62.7% Females: 34.9%

Philippines – Basic Demographics 

Population: —

92,681,453

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Languages: — Filipino — English

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Major Religions: — 80.9% - Roman Catholic — 5% - Muslim — 4.5% - Other Christian

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Total Literacy Rate: 92.6% — —

Skills Of the four cultures discussed, the Filipino labor force employs the highest percentage of its people in the service industry (50%). Most speak English. The unemployment rate is 7.3%, with 30% living below the poverty line. The Philippines government has enforced a compulsory remittance rate meaning 70-80% of the income must be sent home.

Males: 92.5% Females: 92.7%

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IMPORTANCE OF CULTURALLY SENSITIVE CUSTOMIZED INSTRUCTION Culturally sensitive customized instruction needs to be designed, developed, implemented, and evaluated with the business entity and the workers in mind for numerous reasons, including, cost of termination, language barriers, cultural differences, and communication and workforce skills. Many foreign employees can, from past experiences, expect that there will be much needed language and technical skills instruction, but many find cross-cultural material to be common sense or irrelevant. This is understandable since workers feel overloaded with the language and skills aspects of the instruction. Workers also feel the pressures of “doing something wrong,” and fear that they will be terminated. The business entity must address and implement the importance of cultural instruction, as termination of employees is extremely costly to the entity. Delivering culturally sensitive customized instruction is sometimes difficult for the non-experienced international instructor. One of the instructor’s toughest challenges will be the task of ensuring that both team leaders and cleaning staff fully understand the language, technical, and cultural skills that have been presented. Instruction needs to be developed basic enough for employees to understand, but challenging enough for team leaders to fully understand every process and be able to replicate and reinforce instruction in the absence of the instructor. Listed below are considerations for preparing instruction for cross-cultural groups: 

More time for presentational parts: slow pace and sufficient time to read any visual materials

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Exercises will take longer for trainees to read and comprehend written materials

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Certain cultures may be uncomfortable with practicing but must do it to show they can conduct the tasks. Working together during practice will help

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Balance presentation and participative elements (most are working in their second language and do not want to listen for long periods of time)

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Colloquialisms and complex sentences should be avoided

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Non-native speakers will rely more on written words, and take more time to respond

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When providing instruction to non-native speakers, an instructor needs to provide a plethora of additional support materials, not only for the day of instruction, but for months, and years following. In this case, we will be pulling from the employees’ previous knowledge of Hindi words, using pictures, colors, numbers, and symbols to describe the job and skill functions, and then supplying them with the English words. This form of instruction serves a multiple purpose: it instructs on the job and skill function, while teaching them the English language. This approach will build employees confidence to interact with managers and over time will help to reduce the language barriers. To ensure this method of instruction is successful, some of the additional support materials are: 

A list of Do’s and Don’ts

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Detailed course notes

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Card summarizing key learning points with text and pictures

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Exercises

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Videos and DVD’s

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Posters and wall signs

Following initial instruction, team leaders will need to conduct follow-up instructional sessions with the cleaning staff. They will need to stay motivated and completely support and understand the importance of culturally sensitive customized instruction. This task could be completed in the following ways: 

Team leaders conduct short review sessions once a month

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Hindi words, pictures, and English words displayed on a poster at the employee check-in locations

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Group review at the beginning of each shift for an designated amount of time

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