code of conduct

Canadian Tire Code of Conduct Training

Project Overview

This project was developed as part of an academic instructional design assignment. The training explores Canadian Tire’s Code of Conduct through policy-based content, workplace scenarios, and interactive knowledge checks.

Key topics include confidentiality, privacy and information management, discrimination and harassment, workplace respect, health and safety, and reporting potential violations.

Disclaimer: This is an academic project created for educational and portfolio demonstration purposes only. It was not commissioned, sponsored, or endorsed by Canadian Tire.

Problem Statement

Applying a Code of Conduct requires more than remembering policies. Employees need to recognize potential ethical issues, interpret workplace situations, and determine appropriate courses of action.

This project addresses the instructional challenge of translating workplace policies into practical learning experiences that encourage learners to apply the Code of Conduct to realistic situations, analyze potential risks, and make informed decisions.

Learning Objectives

By the end of the training, learners will be able to:

• Analyze workplace scenarios to identify potential ethical violations, risks, and inappropriate conduct.

• Apply the Code of Conduct response strategies to workplace scenarios.

• Differentiate between appropriate and inappropriate response strategies.

• Evaluate alternative courses of action in ethical dilemmas.

• Justify appropriate actions for reporting potential violations.

Instructional Design Approach

My goal was to create a learning experience that helps employees analyze workplace situations, evaluate possible responses, and make decisions aligned with the Code of Conduct. Rather than focusing on memorizing policies, I designed the course around interactive workplace scenarios and practical assessments that encourage learners to apply their knowledge to realistic situations.

Theoretical Foundations

The course incorporates principles from the following frameworks:

• Bloom's Taxonomy: Used to define measurable learning objectives and align them with the cognitive skills learners need to develop and demonstrate in the final assessments. 

• Stolovitch’s Performance-Centred Instruction: Used to focus training on improving job performance by identifying performance gaps, and designing practice-oriented learning experiences that support the application of skills on the job. 

• Merrill’s First Principles of Instruction: Used to structure learning around real-world problems, activate prior knowledge, provide opportunities for practice, and support the application of learning. 

• Assessment Design Principles: Used to align assessments with learning objectives, apply best practices in writing assessment questions and answer options, and provide consequence-based feedback.

• Mayer’s Principles of Multimedia Learning: Used to combine words and visuals to reduce unnecessary cognitive load, and support learning through principles of coherence, signaling, segmenting, and contiguity.
  
  

Software

Articulate Storyline