Instructional Design for Organizational Justice prepares instructional designers to use culturally relevant, performance-based learning materials and environments that improve organizational and workplace learning experiences for today’s diverse, globalized contexts. With socially just leadership and DEI initiatives growing in institutions across sectors, today’s instructional design programs must prepare graduate students to be more culturally relevant, equity-minded, and inclusive in their professional practice. This textbook explores the implementation of systematic, systemic, and performance-oriented designs alongside the use of organizational justice theory to facilitate more equitable, inclusive performance improvement and workplace learning interventions. The book introduces the Learning and Performance Support Instructional Design (LeaPs ID) Model. Applicable to instructional designers, educational technologists, learning experience designers, learning engineers, and human resource development professionals, this original, iterative process: integrates common ID heuristics, design-based thinking, culture, equity, inclusion, and other inputs external to the organization and ID project; - portrays a realistic, scalable, iterative, agile approach to the ID process; - aids in the design of environments in which adult learners can observe, practice, and receive feedback, building the knowledge and capacity required for their desired performance; and - is illustrated by a wealth of examples, templates, and processes developed in the field to support adult learners and collaborate with subject matter experts. Relevant to business, government, military, non-profit, non-governmental, and higher education settings, this unique and comprehensive volume lends itself to uncovering values and motives essential to successful agile project management as well as to diversity, equity, and inclusion initiatives and social change. “ 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, Villlchica, 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. , Principle, 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