Equity, Culturally Responsive Leadership, and

Supporting People Resources

Dr. Veronica Keiffer-Lewis alliedpathconsulting@gmail.com

Allied Path Consulting, LLC

Workshop Goals This session will provide you an opportunity to:

● Understand HR responsibilities in equity-minded management, leadership, and supportive-supervision

● Develop knowledge, skills, and abilities to engage in difficult conversations with direct reports and supervisors through calling-in praxis

● Understand opportunities and areas of leadership growth when providing culturally responsive supportive-guidance to historically/currently marginalized employees

● Discuss EEO recruitment, retention, and hiring practices that reflect a commitment to equity and inclusive representation.

Agenda

Welcome and Overview

Equity & Cultural Humility Supportive-Supervision Framework

Lunch

Culturally Responsive Leadership

Coaching Conversation Skills

EO Hiring, Recruitment, & Integrating New Hires

Appreciations & Closing Comments

Agreements

FOUR-FOLD WAY: PRINCIPLES TO GUIDE A LEARNING COMMUNITY Summarized by Michael Welp, Ph.D., www.equalvoice.com

1. Show up, or choose to be present .

2. Pay at tent ion to what has heart and meaning. 3. Tell the t ruth without blame or judgment .

4. Be open to outcome, not at tached to outcome.

Facilitator’s Starting Points

● There will be more questions than answers. ● This is an ongoing learning process. ● We are equals/peers in this learning space, working together

for student success. ● Our values, cultural identities, and past experiences

matter … They are in the room! ● Conflict is always possible, and conflict is OK when

addressed from the heart. ● We are all prejudiced; prejudice is learned and can be

unlearned. ● We are here to learn from each other.

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Name Stories

Small Group Reflection Questions: ◦ What is the story of your first, middle, or last

name? ◦ Who gave you your name? Why? ◦ What is the ethnic origin of your name? ◦ What are your nicknames, if any? ◦ What do you prefer to be called?

Pavilion; retrieved: January 29, 2013; http:/ /www.edchange.org/multicultural/activities/name.html

Building Shared Understanding: Review Activity

Equity

Equality

(Socially Just) Inclusion

Diversity 7

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The Equity Literacy Framework by the Equity Literacy Institute

“Equity literacy is a framework for cultivating the knowledge and skills that enable us to be a threat to the

existence of inequity in our spheres of influence. More than cultural competence or diversity awareness, equity literacy prepares us to see even subtle ways in which access and

opportunity are distributed unfairly across race, class, gender identity, sexual orientation, (dis)ability, language,

and other factors.” Equity Literacy Institute https://www.equityliteracy.org/equity-literacy

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Equity Literacy Abilities Activity (Adapted from Gorski, 2014)

1. Ability to RECOGNIZE biases and inequities, including subtle biases and inequities in self, others, curriculum, and school practices.

2. Ability to RESPOND to biases and inequities in the immediate term.

3. Ability to REDRESS biases and inequities in the long-term.

4. Ability to CREATE and SUSTAIN a more bias-free and equitable learning environment.

5. Ability to APPLY a equity cognitive-frame to individual and institutional practices.

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BUILDING AN INCLUSIVE WORKPLACE

Leadership goes beyond the idea that anyone can be a leader. It even goes beyond the idea that leadership is

a personal trait. It even goes beyond the idea that leadership can and should be shared between leaders and followers. This new idea of leadership begins and

ends in the interrelationships of people working together. (p. 414)

Page 4

In small groups, identify characteristics of equitable and inclusive leadership.

Leadership

https://www.slideshare.net/vickymoto/leaders-vs-manager

The Leader-Manager

http://www.trainingmagazine.ae/managers-vs-leaders/

The Leader-Manager and

Supportive-Supervision

→ Supportive supervision is a blended approach bringing together the best of both, peer based support and management supervision.

→ It builds on the idea that focusing on “what is working well” will help move people forward.

Supportive Supervision

→ It honors where people are at by valuing personal and professional strengths and challenges and encouraging team members to bring their whole selves to work.

→ Supportive supervision acknowledges that team members are more than just hands to get the work done but that teams are made up of complex human beings and diverse human dynamics that require various tools and strategies to help bring the best out of each person.

Supportive Supervision

● Supportive supervision creates the following group dynamics: – Enhanced team performance – Group cohesion – Less conflict – Quality relationships

The Goal of SS → The goal with supportive supervision is to try to find a

balance that will allow you to hold both ends of the continuum, keeping you grounded in cultural humility, trust, value, and authentic communication.

→ Some of the ways you can determine where you are along that continuum are based on the following variables: • Nature and intensity of project roles • Nature of the relationship between PM and team

member • Individual independence

Important Considerations

When considering how best to develop a system for checking-in and supporting your team consider the following:

• Personal Expectations • Time Needed • Initial training at the beginning of the project

cycle • Mentoring and coaching (when, where, why

and how)

With a partner, describe your experience receiving

and providing support and supervision.

With your partner, discuss the benefits of moving

closer to supportive supervision vs. more traditional supervisory/management techniques?

Why Supportive-Supervision?

Supportive Supervision

1. Silently review pages 2-8 and page 9. 2. Next, in your small groups please discuss

pages 2-8. What questions, learning, or reflections do you have?

3. Last, review your current approach to

supportive and supervision alongside this new approach.

https://davemitchellcoaching.com/2017/06/14/why-would-i-want-a-coach/

Coaching Conversation

Activity: Coaching Demonstration and Practice

Feedback Support Loop (p13)

+ LUNCH Break

Calling-in vs. Calling-out Important Distinctions

The Power of Calling-in

https:/ /www.washingtonpost.com/news/acts-of-faith/wp/2017/03/06/breathe-push-watch-this-sikh-activists-powerful-prayer-for-america/?noredirect=on&utm_term=.ee3422e267bd

Call-out Culture

Call-out culture refers to the tendency among progressives, radicals, activists, and community

organizers to publicly name instances or patterns of oppressive behavior and language use by others. People

can be called out for statements and actions that are sexist, racist, ableist, and the list goes on. Because

callouts tend to be public, they can enable a particularly armchair and academic brand of activism: one in which

the act of calling out is seen as an end in itself…

http://everydayfeminism.com/20 15/0 1/guide-to-calling-in/

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Call-out Culture, Continued

In the context of call-out culture, it is easy to forget that the individual we are calling out is a human being, and

that different human beings in different social locations will be receptive to different strategies for learning and

growing… One action becomes a reason to pass judgment on someone’s entire being, as if there is no

difference between a community member or friend and a random stranger walking down the street (who is of

course also someone’s friend). http://everydayfeminism.com/20 15/0 1/guide-to-calling-in/

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Call- out culture can end up mirroring what the prison

industrial complex teaches us about crime and punishment: to banish and dispose of individuals rather than to engage with them

as people with complicated stories and histories…

http://everydayfeminism.com/20 15/0 1/guide- to- calling- in/

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Call- out culture can end up mirroring what the prison

industrial complex teaches us about crime and punishment: to banish and dispose of individuals rather than to engage with them

as people with complicated stories and histories…

http://everydayfeminism.com/20 15/0 1/guide- to- calling- in/

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Call-In Culture

“Calling in as a practice of loving each other enough to allow each other to make

mistakes; a practice of loving ourselves enough to know that what we’re trying to

do here is a radical unlearning of everything we have been configured to

believe is normal.” - Ngọc Loan Trần

http://www.blackgirldangerous.org/20 13/12/calling- less- disposable- way- holding- accountable/

by Ngọc Loan Trần; nloantran.com

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Calling-In Defined

“I picture ‘calling in’ as a practice of pulling folks back in who have

strayed from us. It means extending to ourselves the reality that we will and do [mess] up, we stray, and

there will always be a chance for us to return...”

-by Ngọc Loan Trần in Black Girl Dangerous

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In Lak’ech

Small Group Activity: Identifying “Ins” and “Outs”

● With your small group, identify two key differences of calling-in vs. calling out in dialogue.

● Next, please list two statements you have

heard (or made) that you think are call-out and two call- in statements. ◦ Please provide at least one personal and one

institutional example for each, if possible.

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What is the difference between calling In and calling out?

Calling-in Calling-out ❖ Empowering ❖ Affirming ❖ Inquiry-based; a sincere desire to

understand another perspective ❖ Humanizing ❖ Trauma and target informed ❖ Connecting ❖ Asset-based ❖ Opening

❖ Disempowering ❖ Debate/discussion; pushing a

point of view ❖ Insincere interest ❖ Does not consider the “target”; is

not trauma informed ❖ Disconnecting ❖ Dehumanizing ❖ Deficit based ❖ Closing

What Gets In the Way?

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What is Unconscious Bias?

“Unconscious bias applies to how we perceive other people. We are all biased and becoming aware of

our biases will help us mitigate them in our work [with students].” –

NX Leaders (20 12)

Calling Out at as Micromessages & Microaggressions

• https:/ / youtu.be/bjzWENcW6NQ

• https://search.yahoo.com/yhs/search?p=microagressions+youtube+and+sue&ei=UTF-8&hspart=mozilla&hsimp=yhs-002

CALL-IN STARTING POINTS 1. Appreciation “Thank you for sharing that… I am sure that wasn’t easy to say…” “Thank you for having the courage to sharing a different view…” “I appreciate your honesty… “

2. Affirmation “I can see that this really matters to you… “

“I understand that you care deeply for our students; we have that in common…” “I am glad you are engaged in this dialogue, which isn’t easy…”

3. Invitation “I would love to hear more about your perspective on this…” “Are you open to having a longer conversation?”

“I would like to share my perspective…, are you open to hearing that right now?”

Reference: Neal, 2015 42

Let’s Practice

“Equity is a form of Reverse Racism”

“I love our clients but I can’t work on this website because…”

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To Call-in or Call-out… That is the Question!

1. Who should do the calling-in? 2. Is it target-centered? 3. Have you identified the appropriate balance

between addressing the issue as an individual problem and as a systemic one?

4. Do you have the time and the emotional resources to engage in a dialogue…If not now, when?

5. What are your desired outcomes? Are you comfortable stating them aloud?

Adapted from Things We Need to Consider When Choosing Between Calling Someone Out or Calling Them In; Johnson (20 15)

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Desired Outcomes Reflections

To pursue the ideal outcome, you may want to think about some of the following questions:

• What does the person(s) harmed need? • Are there other community members (such as bystanders or

members of the same marginalized group) who have been impacted? What do they need?

• In what ways does the culture of this community support this behavior?

• Does the person harmed feel safe in community with the person who caused harm?

• Is the person who harmed willing to learn and change their behavior?

From Things We Need to Consider When Choosing Between Calling Someone Out or Calling Them In; Johnson (20 15)

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Pulling It Together: Scenarios

1. You will have an opportunity to share challenging situations; pick one to work.

2. With your small group, reflect on the following:

- What are the pros and cons of calling- out vs. calling- in, around the identified scenario?

- If you choose to “call- in”, what would you say? What opportunities and challenges might present themselves?

- What is your desired outcome? 46

Creating A Call-in Culture

● Stay Responsible for your feelings ● Identify unconscious biases (conversation filters) ● Provide Micro-affirmations ● Ask Why…, Five times! ● Allow for mistakes to happen ● Think about what makes your relationship with

this person important. ● Engage in dialogue, including clarifying values

and checking your personal perception Reference: http://www.blackgirldangerous.org/20 13/12/calling-less-disposable-way-holding-accountable/by Ngọc Loan Trần; nloantran.com; Mindtools: Five Whys Analysis (Jackson; download 9/14/20 15)

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Best Practices in Fair Hiring

●Create an inclusive job announcement ○ Use equity, diversity, and culturally relevant

terminology ● Develop culturally responsive screening criteria ● Identify diverse recruitment strategies, posting

websites, etc. ● Develop equity-centered interview questions and

scenarios ● Train and assign equal opportunity or equity hiring

representatives ● Implement strategies to control for implicit bias and

rater error

Recruitment, Hiring, Retention

In small groups, you will have an opportunity to review and discuss select resources, before brainstorming recommendations for one of the following:

● Developing a Workplace Equity and Divers ity Statement ● J ob Des cription Tips ● Tips for Recruitment ● Cons iderations and Preparations Before the Interview ● Cons iderations During the Interview ● Support Sys tems (e.g., orientation, mentoring, coaching,

etc.)

*Pleas e prepare to s hare out to the entire great.

Thank you!

Questions. Comments. Appreciations.

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