Strategies to Empower Deaf and Hard of Hearing Employees in the Workplace
Storyboard
Overview | |
Course Title: | Strategies to Empower Deaf & Hard of Hearing Employees in the Workplace |
Learning objective: | By the end of this course, managers will facilitate an inclusive meeting with a deaf (or DHH) employee who is new to their team by using a learning scenario to indicate at least two strategies which accommodate their specific needs. |
Description Text: | This project is to help support corporate managers at Swanson & Swanson, a medium sized (fictional) medical company in Indiana. Our Learning & Development team wants to help managers be more inclusive and supportive of differently abled employees in time for Global Accessibility Awareness month. For one part of this project, we would like to give the mid-level managers some tools to better support their deaf employees (DHH) in contributing to meetings as well as communicating with team members. |
Units | Introduction / Learning Goals Meeting Deaf & HoH in the workplace Types of Interactions Conclusion & Learning Scenario |
Client: | Swanson & Swanson |
Instructional Designer: | Jason Jensen |
RISE LINK | https://rise.articulate.com/share/T5ZwB3HOhBy6zGQoFpB49awx0neoP-SX |
Units | ||
Nr | Name | Content |
1 | Introduction | Course overview – Quotes and info about inclusion Do’s and Don’ts |
2 | Deaf & HoH Employees in the workplace | |
3 | Types of Interactions | 1-on-1 Smaller Group or Team meetings Group/Larger scale presentations (w/technology) *(knowledge checks “Rapid Response” at end of each text blocks to ensure not skipping) |
4 | Conclusion | Learning (branching) scenario to set up a 1-on-1 check in meeting) Recap, Additional resources |
Style Guide | |
Logo | N/A |
Cover Photo | Table group.png |
Custom colors | Light backgrounds #E7E8D1 Highlight/Accent #B85042 Backgrounds/dividers/buttons #A7BEAE |
Fonts | Heading: Raleway Body: Roboto |
Additional Notes | Lesson must be completed in order. 30px Padding |
Templates | N/A |
1. Introduction
Lesson | Course Overview & Inclusion | ||
BLOCK ID | 1.1 | BLOCK TYPE | Image |
NOTES | CONTENT | ||
Image Centered | | ||
Lesson | Course Overview & Inclusion | ||
BLOCK ID | 1.2 | BLOCK TYPE | Paragraph – Statement B |
NOTES | CONTENT | ||
Light background color; 32 pt font | Around 28 million Americans suffer from hearing loss. | ||
Lesson | Course Overview & Inclusion | ||
BLOCK ID | 1.3 | BLOCK TYPE | Paragraph |
NOTES | CONTENT | ||
| Text: Most deaf and hard of hearing employees work in an all-hearing environment. It is easy for them to feel alone and left out of discussions or excluded from meetings. If you are a manager - or even a work colleague - you have the ability to ensure your co-workers feel empowered to participate and contribute to meetings during working hours. Most importantly, managers can assist your deaf and hard of hearing staff in feeling included and successful at work. It is best to build inclusive practices around communication sooner with preparation, rather than waiting for several requests to be made. For example, you might simply start by asking how they prefer to communicate with you after meeting them for the first time. In this course, we will look at a workplace example from the perspective of a deaf or hard of hearing employee, review some do's and don'ts when holding meetings, examine several solutions when preparing for a meetings, and finally try to apply these best practices when setting up a 1-on-1 meeting with a new member of your team. | ||
Lesson | Course Overview & Inclusion | ||
BLOCK ID | 1.4 | BLOCK TYPE | Quote D |
NOTES | CONTENT | ||
RBG B&W image for quote Main accent color for RBG’s name under quote | Quote: We will all profit from a more diverse, inclusive society, understanding, accommodating, even celebrating our differences, while pulling together for the common good | ||
Lesson | Course Overview & Inclusion | ||
BLOCK ID | 1.5 | BLOCK TYPE | Divider – Continue Button |
NOTES | CONTENT | ||
Button dark accent color | | ||
Lesson | Dos and Don’ts | ||
BLOCK ID | 1.6 | BLOCK TYPE | Image |
NOTES | CONTENT | ||
Centered | | ||
Lesson | Dos and Don’ts | ||
BLOCK ID | 1.7 | BLOCK TYPE | Paragraph |
NOTES | CONTENT | ||
Secondary accent color on direction texts | Providing support and inclusion for team members is an important part of productivity and team cohesiveness. What things should you do to ensure their participation in meetings and what things should you avoid? Complete the sorting activity by dragging each card to the appropriate pile. Which of these are appropriate for your Deaf & Hard of Hearing co-workers during a group or 1-on-1 meeting? | ||
Lesson | Dos & Don’ts | ||
BLOCK ID | 1.8 | BLOCK TYPE | Interactive - SORTING |
NOTES | CONTENT | ||
Sorting; Do’s and Don’ts are 2 categories Background color #F8F7F4 | Do Cards:
Don’t Cards:
| ||
Lesson | Dos & Don’ts | ||
BLOCK ID | 1.9 | BLOCK TYPE | Paragraph |
NOTES | CONTENT | ||
| How did you do? While these are not meant to be overly difficult, most best practices around inclusion starts by just being mindful around what might cause Deaf/HoH employees to feel left out. � | ||
Lesson | Dos & Don’ts | ||
BLOCK ID | 1.10 | BLOCK TYPE | Statement B |
NOTES | CONTENT | ||
| In the next section, you see how people often feel disconnected and disengaged from the hearing community. | ||
2. Deaf & Hard of Hearing Employees in the Workplace
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.1 | BLOCK TYPE | Numbered Divider |
NOTES | CONTENT | ||
Should show “1” Background white; number in accent color | | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.2 | BLOCK TYPE | Paragraph |
NOTES | CONTENT | ||
Link to transcript is here: https://docs.google.com/document/d/1xr2IB7p5XVJK-TpNwsz46iuJYeNQysH4-bAYmWotj9Y/edit?usp=sharing | As we discover more about our co-workers with various hearing impairments, take a moment to watch this Ted X talk from Roos Wattel. She considers herself part of both the deaf community as well as the hearing community. The video runs approximately 10 minutes in length. If you are short on time, you may consider browsing a copy of the transcript instead. Pro-Tip: To reveal the Transcript of this video while watching in Youtube, click the 3 dots below the video player, then select "Show Transcript." | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.3 | BLOCK TYPE | Embed |
NOTES | CONTENT | ||
Link for video https://youtu.be/gxxMXhqgARI | Ted Talk featuring Roos Wattel | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.4 | BLOCK TYPE | Numbered Divider |
NOTES | CONTENT | ||
Should show “2” Background white; number in accent color | | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.5 | BLOCK TYPE | Paragraph |
NOTES | CONTENT | ||
| According to a company-wide survey from 2021, some data revealed that there is still room for growth when it comes to providing an inclusive environment for all employees. The chart below shows how our staff members who identify as deaf or hard of hearing responded to feeling supported during meetings and group presentations at work. | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.6 | BLOCK TYPE | Chart – Pie Chart |
NOTES | CONTENT | ||
Pie chart colors listed after each category Background: #F8F7F4 Value Display numeric | Title- Meeting Inclusiveness at Swanson & Swanson Felt Supported / Included – 55. #a7beae Felt Unsupported / Not Included – 30 #b85042 Neither / Neutral – 15. #475b64 | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.7 | BLOCK TYPE | Numbered Divider |
NOTES | CONTENT | ||
Should show “3” Background white; number in accent color | | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.8 | BLOCK TYPE | Paragraph |
NOTES | CONTENT | ||
| Some key takeaways from the TedX video featuring Roos Wattel are that deaf people are very proud of their culture. She feels that the biggest hurdle in the workplace is the communication barrier. Often times mistakes in the workplace end up being blamed on the disability instead of trying to bridge the gap from a more cultural perspective. Roos concludes that it is helpful to abandon our medical view of deafness and instead focus on how we can make our communication more accessible for the target audience. | ||
Lesson | Bridging the Gap with Deaf/HoH Employees | ||
BLOCK ID | 2.9 | BLOCK TYPE | Quote D |
NOTES | CONTENT | ||
ChellaMan.png Background #F8F7F4 | Quote: There is no “right” way to be Deaf. Being Deaf is on a continuum. Some know sign language, reads lips, or wear cochlear implants. Some do none of these things. All are valid. - Chella Man, activist for LGBTQ+ and deaf communities (Name) | ||
Lesson | Workplace Scenario: Kelly | ||
BLOCK ID | 2.10 | BLOCK TYPE | Paragraph with heading |
NOTES | CONTENT | ||
| Real World Scenario Kelly joined her new sales team a few weeks ago. Kelly is hearing impaired (around 70% loss) and wears hearing aids. She also is somewhat fluent in ASL/Sign Language, but doesn't use it as much unless around deaf friends & colleagues. She is the only employee on the team with significant hearing impairment. So far, things have been going well and she's feeling more comfortable in her new workplace community and generally enjoys her work. Recently however, she's started to feel a bit out of place and disconnected from her co-workers. She also feels that perhaps her manager doesn't engage with her as much as her peers. | ||
Lesson | Workplace Scenario: Kelly | ||
BLOCK ID | 2.11 | BLOCK TYPE | Timeline |
NOTES | CONTENT | ||
Background #F5F5F5 Media: Event 1 – 9.png Event 2- 10.png | Event 1 – One Thursday... For the second time this week, Kelly's manager schedules an important meeting to brainstorm and plan out some new targets and strategies for the upcoming month. During the meeting, her manager often moves to various places in the room and turns away from the group while entering information into their laptop. Several side conversations evolve throughout most of the meetings.
Afterwards, Kelly follows up with her manager about the recent meetings. She tells him she couldn't hear most of the discussions or follow him while speaking, and she's feeling a bit left out of the loop. Event 2 – The following week… Her manager offers to send her a summary or email of what was being said in the recent meetings. Kelly is considering saying something to a supervisor or HR because of her experience in the meeting. | ||
Lesson | Workplace Scenario: Kelly | ||
BLOCK ID | 2.12 | BLOCK TYPE | Knowledge Check – Multiple Select |
NOTES | CONTENT | ||
Highlighted items are correct. | Question: As the Manager in this situation, how could you have ensured all team members - especially Deaf/HoH employees - could have felt the workplace was more inclusive? Check all items that apply.
Feedback: Kelly was having trouble keeping up with the meeting because she couldn't track the speaker due to turning their back and frequent relocation. Lip-reading and facial expressions are always going to be helpful. Because it takes extra effort to monitor multiple side conversations, she felt left out and disengaged overall. | ||
3. Types of Interactions
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.1 | BLOCK TYPE | Text on Image |
NOTES | CONTENT | ||
Opacity: 50% | When working with people who are hearing impaired, it is helpful to think about our interactions in 3 main environments. | ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.2 | BLOCK TYPE | Numbered List |
NOTES | CONTENT | ||
Opacity: 50% |
| ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.3 | BLOCK TYPE | Image centered |
NOTES | CONTENT | ||
| | ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.4 | BLOCK TYPE | Heading |
NOTES | CONTENT | ||
| 1-on-1 Conversations | ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.5 | BLOCK TYPE | Checkbox List |
NOTES | CONTENT | ||
|
| ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.6 | BLOCK TYPE | Heading |
NOTES | CONTENT | ||
| Rapid Response | ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.7 | BLOCK TYPE | Knowledge Check Multiple Choice |
NOTES | CONTENT | ||
Correct response highlighted | Question: During recent interactions, you've noticed your co-worker frequently asking you to repeat yourself. They finally tell you they lost a lot of hearing in one ear, and currently exploring hearing aids or other listening assistance. You acknowledge this and agree to... Be sure to always ask them a lot of questions after each conversation. Wait for them to ask clarifying questions after you speak. Both of you can expect to ask clarifying questions to make sure things are clear. Feedback: That's right. Ask questions to clarify understanding and it's helpful if they do so as well. | ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.8 | BLOCK TYPE | Statement B |
NOTES | CONTENT | ||
| In the next section, we will review some common strategies for facilitating successful group meetings while being inclusive of DHH employees. | ||
Lesson | Strategies & Accommodations: 1-on-1s | ||
BLOCK ID | 3.9 | BLOCK TYPE | Divider Continue |
NOTES | CONTENT | ||
| Text “Continue” | ||
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.10 | BLOCK TYPE | Image & Text |
NOTES | CONTENT | ||
Position: left Size: 50% Zoom on Click | Group Situations Below are some best practices to keep in mind for before, during, and after hosting or participating in a team meeting as a group. | ||
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.11 | BLOCK TYPE | Timeline Order |
NOTES | CONTENT | ||
Background #F5F5F5 | Event Title 1: Before your Meeting Consider the arrangement of the space to ensure effective communication. Install assistive listening technology if possible and hold meetings in a well-lit environment away from distractions. If not already arranged, you may want to ask deaf employees if they require an interpreter. Event Title 2: During the Meeting
Event Title 3: After the Meeting Use the meeting notes and minutes for future reference. At some point, review the important topics discussed to ensure understanding. | ||
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.12 | BLOCK TYPE | Note |
NOTES | CONTENT | ||
Background #F5F5F5 | Inclusion during group activities is key to a person's sense of belonging. Telling a Deaf/HoH person “never mind” or “I’ll tell you later” alienates them and gives the impression that they are unimportant members of the staff. | ||
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.13 | BLOCK TYPE | Heading |
NOTES | CONTENT | ||
| Rapid Response | ||
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.14 | BLOCK TYPE | Knowledge Check: Matching |
NOTES | CONTENT | ||
Feedback: Great job! You've got the essentials for facilitating group situations with your hearing-impaired team members. | Prompt: Match the group meeting planning timelines on the left to the organizational tasks on the right. The cards will link together after you click and drag them next to another one. Click submit when you think you have all 4 matched correctly. | ||
Before the meeting… | Consider the layout of the room and position Deaf/HoH employees so they can see everyone |
While presenting topics for discussion… | Use visual aids when possible and indicate the one person who is speaking |
After the meeting… | Provide a summary to review and ask clarifying questions |
When meeting starts… | Assign a staff member to post or hand out agenda and take notes |
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.15 | BLOCK TYPE | Statement B |
NOTES | CONTENT | ||
| In the next section, you can review the most beneficial accommodations when hosting or delivering a presentation with Deaf/HoH co-workers attending, as well as common technology used to do so. | ||
Lesson | Strategies & Accommodations: Group Meetings | ||
BLOCK ID | 3.16 | BLOCK TYPE | Divider Continue |
NOTES | CONTENT | ||
| Text “Continue” | ||
Lesson | Presentations & Technology | ||
BLOCK ID | 3.17 | BLOCK TYPE | Image & Text |
NOTES | CONTENT | ||
Background #A7BEAE Image: Left Size: 50% Zoom on Click | Presentations Below are some best practices to keep in mind for before, during and after hosting or participating in a presentation that likely involves technology. | ||
Lesson | Strategies & Accommodations: Presentations & Technology | ||
BLOCK ID | 3.?? | BLOCK TYPE | Statement B |
NOTES | CONTENT | ||
| In the next lesson, you will be able to practice a real-world interaction while setting up a meeting for your new employee. | ||
Lesson | Strategies & Accommodations: Presentations & Technology | ||
BLOCK ID | 3.?? | BLOCK TYPE | Divider Continue |
NOTES | CONTENT | ||
| Text “Continue” | ||
4. Conclusion
Lesson | Learning Scenario for a Meeting | ||
BLOCK ID | 4.1 | BLOCK TYPE | Statement D |
NOTES | CONTENT | ||
Background #F5F5F5 | Now that you know some reasons behind inclusivity and some tips for bridging the gap between the deaf and hearing community in the workplace, let's try practicing setting up accommodations in preparing for a 1-on-1 meeting with your new employee and team member. | ||
Lesson | Learning Scenario for a Meeting | ||
BLOCK ID | 4.2 | BLOCK TYPE | Note |
NOTES | CONTENT | ||
| Remember to use the downloadable quick-reference sheet included in the second section if necessary. | ||
Lesson | Learning Scenario for a Meeting | ||
BLOCK ID | 4.3 | BLOCK TYPE | Scenario |
NOTES | CONTENT | ||
Background: lab.png Character: Isabel “Medical” Text mode: Dialogue | 1.1 BiWeekly check-in with Janelle Janelle, who is one of the few DHH employees working for the company, has a 1-on-1 meeting due soon. After scheduling the meeting for 2pm tomorrow, Janelle immediately responds to your email invite. “Neutral” pose; Go to Next in Scene 1.2 Just checking to see where and how you wanted to conduct this meeting? As you know, I am partially deaf. ”asking” pose Response 1: Let’s meet in my office “Stressed” Pose Feedback: I'm not sure about this. I probably need an interpreter and won't schedule one in time. (Try Again) Response 2: How you would you prefer to chat 1-on-1 for our meetings? “custom” pose Feedback: Asking my preferences with communicating is always best. I can probably help you with scheduling, too. (Go To Next in Scene) | ||
Lesson | Learning Scenario for a Meeting | ||
BLOCK ID | 4.3 (cont) | BLOCK TYPE | Scenario (cont) |
NOTES | CONTENT | ||
Background: lab.png Character: Isabel “Medical” Text mode: Dialogue | 1.3 I think using live captioning over a video conference would probably be best, unless you still want to reschedule with an interpreter. Pose: “happy” Response 1: We can do the meeting over zoom with live captioning and keep our scheduled time. I'll send you an invite with the link. Pose: “custom” Feedback: If you're short on time, using a device with live captioning is always a great accommodation and I am comfortable using it. (Go to: Next in Scene) Response 2: I'd prefer to meet in person but my schedule is already full and I'm not sure we can get that ready so quickly. Pose: “thinking” Feedback: Hmm... I'm starting to feel like my disability is an inconvenience. I'm not sure how to communicate my needs in the future. (Try again) 1.4 Great! I feel confident about tomorrow's check-in and work has been going so well lately. Pose: “happy” | ||
Lesson | Summary | ||
BLOCK ID | 4.4 | BLOCK TYPE | Paragraph with heading |
NOTES | CONTENT | ||
| Key Takeaways As a manager, your job is to make sure things everyone in your team is doing their best within their roles and responsibilities. Providing an inclusive and accommodating workspace for any Deaf and Hard of Hearing co workers will give them a sense of confidence and belonging. Throughout this course, you looked at some of the best practices that can help managers empower their hearing-impaired team members. Don't forget you can always refer back to this course to check back in and review the topics. | ||
Lesson | Summary | ||
BLOCK ID | 4.5 | BLOCK TYPE | Image |
NOTES | CONTENT | ||
centered | | ||
Lesson | Summary | ||
BLOCK ID | 4.6 | BLOCK TYPE | Numbered List |
NOTES | CONTENT | ||
|
| ||
Lesson | Summary | ||
BLOCK ID | 4.7 | BLOCK TYPE | Statement D |
NOTES | CONTENT | ||
Background #F5F5F5 | That's all! Many thanks for completing the course in time for Global Accessibility Awareness Month in May. | ||
Lesson | Summary | ||
BLOCK ID | 4.8 | BLOCK TYPE | Accordion |
NOTES | CONTENT | ||
2: https://drive.google.com/file/d/14_VemLu04L14o1YY5uQYwwf4ovygPsJF/view?usp=sharing 1: https://ingebaren.nl | 1: Roos Wattel Click to find the TedX Video Click here for Roos' organization's website mentioned in her talk. (It is in Dutch, so translation is helpful) 2: Additional downloadable resource This is a text-based reference guide for the most common tips mentioned earlier in the course for communicating in group and 1-on-1 settings. It was created by RIT & National Institute for the Deaf.
3: Quick Reference guide included in section 2 Keep this handy in the event you are managing a new employee with a hearing impairment! | ||