Effective Communications: The Ultimate Leadership Skill
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Transcript Effective Communications: The Ultimate Leadership Skill
Rev. Dr. Jamie Washington
President, Washington Consulting Group
Founding Faculty, Social Justice Training Institute
To offer a framework and a common language for engaging issues
of diversity and inclusion.
To create an opportunity for honest dialogue about the value of
inclusion to higher education.
To share tips and best practices for developing multicultural
competence as staff in financial aid work.
THE W ASHINGTON CONSULTING GROUP
GETTING STARTED
What’s Up?
What has been your
experience with training
on issues of diversity and
inclusion.
What do you see in your
day to day work that
would have this session
be necessary?
Hopes for our time
together.
THE W ASHINGTON CONSULTING GROUP
A Common Language
Creating a Learning
Community
Diversity Journey In
Higher Education
Learning and Change
Process
Foundations Tips for
Success
Wrap Up
THE W ASHINGTON CONSULTING GROUP
Key Concepts
Context
Content
The Washington Consulting Group
Open and honest communication
All perspectives are welcomed and valid
Speak from personal experience: use “I” statement to share thoughts
and feeling
Listen respectfully
Share air time: encourage others participation
An attitude and willingness to learn about self and others
Open to New Perspectives
Take Risk
Respect and Maintain Confidentiality
Notice Group Dynamics
Name your triggers
Trust that dialogue will take us to deeper levels of understanding and
acceptance.
Have Fun
THE W ASHINGTON CONSULTING GROUP
INCLUSIVE EXCELLENCE
A focus on student and,
faculty and staff intellectual
and social development.
Purposeful development and
utilization of organizational
resources to enhance
student learning.
Attention to difference and
the value it adds to the
academy.
A welcoming community
that engages all of its
diversity in the service of
student and organizational
learning.
THE WASHINGTON CONSULTING GROUP
THE VISIONING PROCESS
What would and inclusive
and accessible campus
community look like?
What would be the norm?
How would we have
conversations?
What activities, programs,
expectations?
What experiences would all
members of the community have
access to?
What would students have
experienced, developed, engaged
in, learned about before they
graduate?
ADAMS, BELL AND GRIFFIN (2007) DEFINE SOCIAL JUSTICE AS
BOTH A PROCESS AND A GOAL. "THE GOAL OF SOCIAL JUSTICE
EDUCATION IS FULL AND EQUAL PARTICIPATION OF ALL
GROUPS IN A SOCIETY THAT IS MUTUALLY SHAPED TO MEET
THEIR NEEDS. SOCIAL JUSTICE INCLUDES A VISION OF SOCIETY
THAT IS EQUITABLE AND ALL MEMBERS ARE PHYSICALLY AND
PSYCHOLOGICALLY SAFE AND SECURE."
Reference:
Teaching for Diversity and Social Justice: A Sourcebook. Edited by
Maurianne Adams, Lee Anne Bell, and Pat Griffin.
Awareness
Who am I?
What am I carrying ?
Knowledge
Information
History, Present,
Future, Dynamics
Skills
Engaging
Listening
Sharing
Vulnerability
Moving in and through discomfort
Diagnosing
What are you experiencing?
Intervening
Courage and Commitment
Intent and Impact
Action
Shifting Status Quo
Cycle of Inclusion
THE W ASHINGTON CONSULTING GROUP
Rev. Jamie Washington, M.Div.,Ph.D.
President and Senior Consultant
410 655 9556
[email protected]
www.washingtonconsultinggroup.net
THE W ASHINGTON CONSULTING GROUP