Employee Workshop Guidebook

8/17/2019 Employee Workshop Guidebook

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Table of Contents

SESSION 1: Professional Etiquette """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" #

Phone Etiquette """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" #

Greeting Office Visitors """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" $

Client Communication Etiquette """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" $

SESSION 2: Multicultural Leadership """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" %

Social Change Model """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" %

Identity Wheel """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" &

SESSION 3: Public Speaking """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" '

Quick Notes for Speech Structure """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" '

Additional Notes: """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" #

Public Speaking: Peer-to-Peer Feedback Assessment Rubric """"""""""""""""""""""""""""""""""""""""""""" ()

SESSION 4: Teambuilding """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" (*

SESSION 5: Conflict Resolution """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" (+

SESSION 6: Social Justice 101 """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" ('

Social Justice """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" ('

Social diversity Education versus Social Justice Education """""""""""""""""""""""""""""""""""""""""""""""""" *)

SESSION 7: Masculinity and Femininity """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" *(

SESSION 8: Facilitation Techniques for Social Justice Dialogues """"""""""""""""""""""""" *#

Social Justice Values and Intentions (add more if needed) """"""""""""""""""""""""""""""""""""""""""""""""""" *#

Characteristics of a Triggering Event """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" *%

Common Examples of Triggering Events """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" *%

Intrapersonal “Roots” of Triggering Events """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" *,

Journaling: The Triggering Event Cycle """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" #(

SESSION 9: Students as Creative Educators """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" ##

Journal Reflection: """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" ##

SESSION 10: Calling in & Calling out: It’s Not About Being Politically Correct " #$

Universal Needs/Values """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" #$


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SESSION 1: Professional Etiquette

Phone Etiquette

1. Answering the phone…

DO’s DON’Ts

2. Taking Messages…

DO’s DON’Ts

3. Leaving voicemails…

DO’s DON’Ts

4. Returning calls…

DO’s DON’Ts


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E-mail Etiquette

DO’s DON’Ts

Greeting Office Visitors

DO’s DON’Ts

Client Communication Etiquette

DO’s DON’Ts


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SESSION 2: Multicultural Leadership

Social Change Model


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Identity Wheel


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Hoopes’s Intercultural Learning Model Applications to Leadership Development

Definition Leadership Application

Ethnocentricity We rely only on our own cultural

paradigms and discard anyinformation that does not conform

to this worldview.

Leadership is seen only from our

framework of our own culture.There is only one way to lead, and it

is defined by your background.

Awareness At this point, we begin to see that

there are paradigms different from

our own.

We recognize that different people

lead differently, although value is

still placed only in our own style.

Understanding Now, we begin to understand these

new paradigms and the reasons

that others hold them. We may not

yet agree, but we cognitively canunderstand.

We see there are reasons for

different ways of leading and

understand why they exist.

Acceptance/Respect We are able to see that there is

value in these new paradigms for

others who hold them, even if not

for us. There is more of a “live and

let live” approach.

We can see that different

leadership styles hold a purpose for

others but are not yet able to see

the value they may hold for us.

Appreciation/Value We begin to see the value in these

other paradigms for everyone --that

these worldviews are valuable, even

for ourselves.

We are able to see that the value

of other styles of leadership holds

meaning for us, too, and expand our

understanding of how to lead.

Selective Adoption At this point, we try out and adopt

portions of other cultures and

worldviews into our paradigms,

integrating them into our

perspectives and approaches.

We see that the values and

traditions of other leadership styles

can provide us with some useful

tools in our leadership and are able

to integrate some new skills and

approaches into our styles.

Multiculturalism Our lives are open to many newperspectives and worldviews. We

are able to effectively communicate

across differences and integrate a

variety of perspectives into our

continually developing paradigms.

Our styles are expanded to includea variety of styles and approaches

that respond to and acknowledge

the diverse needs of others.


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SESSION 3: Public Speaking

Quick Notes for Speech Structure

These are the essential elements for every speech. If you are asked to do something

impromptu, you can sketch out this outline to help organize your thoughts.

1. Intro

a. Hook the audience

b. Thesis: general premise of the speech.

c.

Preview main points—points support your thesis.

2.

Bodya. Main Points—aim for three main points

b. Use an example or two to support each main idea.

3.

Conclusion

a. Summarize what you said

b. If applicable, offer an “action step” or something the audience can do

after with the information you gave them.

Additional Notes:

●

Power Point Etiquette:○ Don’t make the slide too busy.

○ Use bullet points if you can.

■ Make them concise and easy to follow.

○ Use a blank slide at the beginning and end of the presentation.

○ Don’t make it too long.

■ You should have most of your speech memorized.

■ Reading the entire presentation from the power point breaks your

eye contact with the audience and they may disengage.

●

What you wear matters:○ If you are playing with your hair or making other adjustments during the

speech it can become distracting.

● Ensuring nonverbal behavior says less than the verbal:

○ Eye contact: this will keep your audience engaged


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○ Meaningful hand gestures: use hand motions purposefully to illustrate a

point.

○ Voice tone, volume, and speed: all of these elements can either add to

your speech or be subtractive.

Public Speaking: Peer-to-Peer Feedback Assessment Rubric

Guide to provide helpful and constructive feedback to your peers.

Mastering Developing Emerging

Organization of

Speech

The speech was

well organized,

easy to follow,

clearly articulatedprimary points, and

there was a good

conclusion/summar

y.

Most aspects of

the speech

structure were well

utilized. Someimprovement

needed for

organization,

clarity, or flow of

speech.

Improvements can

be made on

speech

organization,transitions, or

clarity of main

topic/supporting

points.

Nonverbal Meaningful

gestures, great eye

contact, no

distractingmovements that

take away from the

quality of the

speech, etc.

Most gestures

seemed well

placed. Minimal

distractingnonverbal

behaviors.

Good eye contact

Could improve on

use of nonverbal

behaviors during

speech such asgestures, eye

contact, or other

distracting

movements.

Verbal Excellent use of

voice tone, volume,

and speed of

speech that

engaged the

audience and was

not distracting.

Voice tone, volume,

and speed of

speech were

utilized in a way

that was engaging

and not distracting.

Minimal

improvement

needed.

Could improve on

voice tone, volume,

and speed of

speech.


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Rubric Reference: Fink’s rubric for assessing e-portfolios (Retrieved April 18, 2016)

https://moodle.unitec.ac.nz/mod/resource/view.php?id=1748


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SESSION 4: Teambuilding


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Debrief/Journal Activity:

What do you think you have learned about your other team members today?

How can you use this knowledge to the team’s advantage for future endeavors?

Brainstorm ideas:How can you continue to foster relationships between one another outside of the office?

SESSION 5: Conflict Resolution

Team Dynamic Conflicts: Pair and Share


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In this line of work, what are some of the conflicts that can arise?

Pair and Share Role Play Feedback:

Pair 1:

How well do you feel that your team members handled and ultimately resolved the situation?

1-not well at all 3-okay, but could have been better 5- best possible solution was found _____________________________________________________________________________

Notes:(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 2:




Pair 3:



Notes:


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(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 4:




Pair 5:

How well do you feel that your team members handled and ultimately resolved the situation?1-not well at all 3-okay, but could have been better 5- best possible solution was found _____________________________________________________________________________


Pair 6:




SESSION 6: Social Justice 101

Based off of Adams, M., Bell, Anne Lee, Griffin, P. (2007). Teaching for diversity and social justice. NewYork: NY. Routledge.

Social Justice

“Social justice is both a process and a goal. The goal of social justice is full and equal

participations of all groups in a society that is mutually shaped to meet their needs. Social


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justice includes a vision of society in which the distribution of resources is equitable and all

members are physically and psychologically safe and secure. We envision a society in which

individuals are both self-determining (able to develop their full capacities) and interdependent

(capable of interacting democratically with others). Social justice involves social actors who

have a sense of their own agency as well a a sense of social responsibility toward and with

others, their society, and the broader world in which we live” (p. 1-2)

Social diversity Education versus Social Justice Education

Social diversity education

“Focuses on appreciating social differences without an emphasis on power dynamics or

differential access to resources and institutional support needed to live safe, satisfying,

productive lives” (p. 58)

Social justice education

“Focuses on understanding the social power dynamic status and access, whereas other

groups are disadvantaged, oppressed, and denied access. Social power can be defined as

access to resources that enhance one’s chances of getting what one needs or influencing

others in order to lead a safe, productive, fulfilling life”

Oppression

“ A system that maintains advantage and disadvantage based on social group memberships

and operates, intentionally and unintentionally, on individual, institutional, and cultural level.” (p.58)

Privilege

“Unearned access to resources (social power) only readily available to some people as a

result of their advantaged social group membership” (p. 59)


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SESSION 7: Masculinity and Femininity


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SESSION 8: Facilitation Techniques for Social

Justice Dialogues

Social Justice Values and Intentions (add more if needed)

What are your social justice values and intentions?

• Create greater inclusion

• Leave people’s feelings whole

• Engage in respectful dialogue

• Do no harm

• “Go with the flow”; trust the process

•

Deepen learning and growth• Meet people “where they are” without judgment

• Use the triggering moment to deepen understanding

• Relate in to the person; connect with them

• Create space for honest, authentic dialogue

• Invite people to learn from the situation

• Model the social justice behaviors your espouse

• Facilitate open, honest discussion

•

Create space for the other person to express their feelings, perceptions• Deepen understanding across differences

• Identify the deeper issues fueling the feelings, perceptions and behaviors of

others

• Create safety for the expression of differing viewpoints

• Treat others with respect and dignity

• Encourage more people to engage in the dialogue

• Support people to disagree with each other in respectful ways

• Interrupt unproductive, inappropriate behaviors and group dynamics

• Build a “bridge” and a connection with the other person

• Encourage identity development and growth

• Demonstrate compassion and empathy


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Have you ever had these less productive, “negative” intentions?

• Win the argument

• Get even, get them back

• To be right; prove the other person wrong

• To prove you are competent, smart and avoid feeling or being viewed as

“incompetent”

• Assert your power and authority

• Gain status and prestige; be admired

• Be in control of how others view you

• Intimidate the other person

• “Put them in their place,” shut them down

• Punish the other person

• Embarrass or put down the other person

• Make them feel the pain and hurt you feel

• Change the other person’s views, feelings or behaviors

• To make people learn

• Trick and “out fox” the other person

• Avoid confrontation and conflict

• Keep the conversation “under control”

• Avoid intense emotions in self and/or others

• Make everyone feel happy and harmonious

•

To be seen as a “good one” (i.e. ally)

• Use the current opportunity to “right the wrongs” you experienced in your past

• Ignore them

• Seek approval of others

• To be liked, to fit in


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Characteristics of a Triggering Event

Any stimulus, either external or internal to the person, through which they experience

an emotional reaction that may have some or all of the following characteristics:

• Unexpectedness; the person is surprised by the arousal of their feelings

•

Strong intensity of feelings; the person experiences their emotions asoverwhelming and disproportionate to the original stimulus

• Disorienting; the person is disoriented and distracted from the flow of the

workshop and the planned agenda (i.e. “stopped in their tracks)

• Feeling out of control and overwhelmed by the situation

• Feeling “de-skilled” and reacting less effectively

• Requiring extra effort to manage the situation effectively

Common Examples of Triggering Events

Direction: Using a 1-10 scale to rate how much of a “trigger” each of the following is

for you when you are engaging in difficult dialogues about issues of inclusion.

0 = no emotional reaction

1 - 2 = mild level of emotional reaction

3 - 4 = low-moderate degree of emotional reaction

5 - 6 = moderate degree of emotional reaction

7 - 8 = high degree of emotional reaction

9 - 10 = extremely high level of emotional reaction

When a participant(s):

● Makes an insensitives, stereotypic, or offensive comment

● Acts in ways that are racist, sexist, homophobic, classist, etc.

● Interrupts or speaks over me or the participants

● Dismisses my point or that of a participant

● Demonstrates disruptive behavior including joking, side conversations, or

laughing at me or participants

● Makes snide or sarcastic comments

● Is belittling or demeaning

● Demonstrates domineering or controlling behavior

● Demonstrates bullying or threatening behavior


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● Is arrogant or self-righteous

● Is patronizing or condescending

● Has a very blunt or impersonal style

● Has an aggressive or forceful style

● Tries to derail the planned format and agenda

● Refuses to participate in the discussion or the activity

● Is silent, shut down or withdrawn

● Is “set in their ways” and unwilling to shift their perspective

● Will only focus on their intent, and not the impact of their behavior

● Refuses to consider feedback from me or others

● Is experiencing and expressing deep emotions of pain, grief or anger

● Is experiencing anger related to something I said or did

● Is engaged in an intense, emotional conflict with me or others

● Challenges the validity of the information or statistics being presented

● Strongly disagrees with what I am saying

● Questions the usefulness of an activity or a discussion

● Criticizes my style, design, or approach

● Questions my competency as a facilitator

● Calls me racist, sexist, homophobic, classist, etc.

● Criticizes or minimizes efforts related to diversity, inclusion, and social

justice

●

Dismisses the conversation as “political correctness”

● Portrays themselves as the “victim” of “reverse discrimination”

● Proclaims that they are a “good one” without acknowledging their

unearned privilege

● Continually points out what others do that is oppressive without

acknowledging their own participation in the dynamics of oppression

● Shifts the conversation away from their dominant group and to their

subordinated group

●

Only engages in conversation out of subordinated identities● “Coaches” members of subordinated groups on how to act, think and

feel

● Is colluding with their own oppression, “going to get along”


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● Defends members of dominant groups who are acting out of privilege or

prejudice

● Publically criticizes other members of their subordinated group(s)

For me, when:

● I make a mistake or error

● I do or say something biased, offensive or oppressive

● I do not know the answer to a question

● I fear I do not know how to effectively respond in a situation

● I start to cry

● I believe the conversation is about to “get out of control”

When my co-facilitator:

● Is triggered and experiencing deep emotions

● Mismanaged an activity or makes an ineffective intervention

● Makes an offensive or stereotypic comment

● Changes the planned agenda without checking in with me

● Steps in as I am facilitating and takes over the session

● Tries to “correct,” coach, or criticize me in front of the group

● Is silent and “disappears” during a group discussion in which they are a

member of the dominant group

●

Is silent and “disappears” during a group discussion in which they are a

member of the subordinated group

● Takes credit for my ideas or work

Adapted from Kathy Obear, Alliance for Change ([email protected] )


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Intrapersonal “Roots” of Triggering Events

Directions: Think about your triggering event. What do you believe were the various

factors or “roots” that contributed to your feeling triggered?

1. Current life issues and dynamics (fatigue, illness, crises, stressors, etc.)

2. Cumulative impact of recent experiences: Does this situation remind you of recent

events?

3. Unresolved or unhealed past issues, traumas, and “wounds”: Does this person

remind you of anyone? Does this situation remind you of past trauma?

4. Fears (check-off all that are related and add any others)

a. My personal issues will become the focus of the conversation; all eyes will

be on me

b. I will lose credibility and be seen as less competent

c.

If I cry and show emotion, people will think less of me...I won’t be able to

manage the situation

d. The conversation will “get out of control”

e. People will get too emotional and I won’t have the skills to manage the

situation

f. I will not know enough about the issue to engage in conversation

g. If I challenge this issues I will be all alone without any support


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h. I won’t be able to express myself clearly; I’ll be misunderstood

i. If I am too confrontational or angry, then people will judge me, be mad at

me, reject me, ostracize me, etc.

j. I will be seen as an incompetent and “not good enough”

k. They will see how prejudiced I really am

l. I’ll let people down and disappoint them

m. People won’t like me or approve of me

n. Things won’t change

o. I will make a mistake and be wrong

p. People will be disappointed in me

q. If I don’t handle this well, people could feel uncomfortable and/or be hurt

r.

Things will be worse than before

5.

Unmet universal needs/what I value (check-off all that are related and add any

others)

a. Respect, dignity

b. Trust

c. Planning, order

d. Fairness

e. Clarity, understanding

f.

Openness, honesty

g.

Direct communication

h.

Respectful disagreement

i. Recognition, acknowledgement

j. Appreciation

k. Competence, effectiveness

l. Success, to make a difference

m. To be kept informed and updated

n. Harmony, peace

o.

Safety, securityp. Integrity

q. Innovation and creativity

r. Ease and simplicity

s. Connection


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t. Mutuality, partnering, collaboration

u. For approval

v.

For acceptance, belonging

w. Inclusion

x. Consideration

y. Dependability, follow-through

6. Ego-driven desires (check-off all that are related and add any others)

a. To assert, regain my power and authority

b. To have control

c. To win the argument; prove them wrong

d.

To get my way

e.

To make people change; “fix” them

f.

To make people learn

g. To be right

h. To shut them down, put them in their place

i. To make them feel the pain and hurt I feel

j. To be seen as the expert, smart

k. To prove I am competent

l. To gain prestige and status

m.

To be admired; avoid disgrace

n.

To be liked

o.

To be fit in

p. To seen as a “good one”, an ally

q. To be perfect

r. To gain certainty and predictability

s. For everyone to feel happy

t. To avoid deep emotions and conflict

u. To make others engage as I want them to

7. Biases, assumptions, expectations, shoulds, and judgments

Copyrighted, April 2000, Kathy Obear, [email protected]


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Journaling: The Triggering Event Cycle

Directions: Choose one situation when you were not satisfied with how you reacted

when you felt triggered when facilitating authentic dialogue about issues of inclusion.

1.

What was the specific situation in which you felt triggered (Step 1)?

2. What were some of your intrapersonal roots fueling your triggered reactions

(Step 2) (see pg. 4 - 5)?

3. How did you make meaning of the situation? What story did you make up about

what you thought was happening (Step 3)?

4. How did you know you were triggered (Step 4)?

a. Physiological reactions:

b. Self-talk/thoughts:

c.

Feelings:

d.

Unconscious behaviors or responses:

5. What were your intentions and motives? Hope for outcome? What were you

trying to accomplish (Step 5)?a. Unproductive motives:

b. More productive motives:


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6. How did you react when you were triggered? Please note both your actions as

well as your intrapersonal processes, such as your feelings and fears, thoughts

and “self-talk” (Step 6)?

a. Less effective reactions/responses:

b. More effective reactions/responses:

7.

How was your effectiveness impacted by feeling triggered? How did you

reactions impact you? Others (Step 7)?

Adapted from the Social Justice Training Institute


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SESSION 9: Students as Creative Educators

Journal Reflection:

Why does this matter?

Why is this important?

How can your personal learning style prevent you or inhibit your ability to effectively

facilitate a session for your fellow students?

How can your personal learning style help you to effectively facilitate a session for

your fellow students?


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SESSION 10: Calling in & Calling out: It’s Not

About Being Politically Correct

Universal Needs/ValuesAdapted from R. Gill, L. Leu and J. Morin (2009)

acceptance collaboration dignity honesty

adaptability communication ease hope

appreciation community effectiveness humor

authenticity companionship efficiency inclusion

autonomy compassion empathy independence

awareness competence equality inspiration

balance consciousness fairness integration

beauty connection follow-through integrity

belonging consideration freedom intimacy

caring contribution fun joy

celebration cooperation growth learning

challenge creating harmony love

choice creativity healing mattering

clarity dependability health meaning

stimulation relief peace mourning

spontaneity respect play movement

stability rest presence mutuality

support safety progress nurturance

trust security purpose openness

understanding self-expression reflection order

warmth self-reliance relaxation participation

well-being space reliability partnership


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Adams, M., Bell, Anne Lee, Griffin, P. (2007). Teaching for diversity and social justice. New York: NY.

Routledge.

Employee Workshop Guidebook

Documents

Transcript of Employee Workshop Guidebook