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.
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A Common Language
Creating a Learning
Community
Diversity Journey In
Higher Education
Learning and Change
Process
Foundations Tips for
Success
Wrap Up
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Key Concepts
Context
Content
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 Open and honest communication
 All perspectives are welcomed and valid
 Speak from personal experience: use “I” statement to share thoughts
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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
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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.
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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