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Inclusive Leadership Skill Development NWACUHO 2010

Inclusive Leadership Skill Development NWACUHO 2010. Presented by Clive Pursehouse, Jennifer Connors, Michelle Primley Benton and Katie DeWilde University of Washington. Today’s Session. The RA’s role How we developed our program Inclusive Leadership training breakdown

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Inclusive Leadership Skill Development NWACUHO 2010

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  1. Inclusive Leadership Skill DevelopmentNWACUHO 2010 Presented byClive Pursehouse, Jennifer Connors, Michelle Primley Benton and Katie DeWilde University of Washington

  2. Today’s Session • The RA’s role • How we developed our program • Inclusive Leadership training breakdown • Evaluation and lessons learned

  3. The RA’s Role Regarding Diversity Issues • Our approach and how we got here • Skills Based Training • Being the “State” of Washington

  4. Why We Did What We Did • Broader, more applicable • Social programming approach • Addressing everyday bias incidents • Integrating into our overall mission

  5. RA Training Session Overview • Framing and perspective • Identity exploration • Strategies for inclusion • Enter the RA – skill development • Behind closed doors • Community development plan

  6. Framing and Perspective • Introduction and session overview • Framing the conversation • Provide perspective

  7. Identity Exploration • Identity exploration activity • Triggers

  8. Strategies for Inclusion • Programming • Bulletin Boards • Floor Decoration • Questions Inclusive Leaders Should Ask • Small changes – big impact

  9. Tips for Confronting Bias Incidents • Explore and inquire • Ask open ended questions • Discuss impact on community, individual • Share your perspective – but do not push your values • Suggest how they may change their behavior • Be aware of your triggers

  10. “Enter the RA” Video • Video production • Created four videos: • Sexist language • Racism • The “R” word • Homophobia • Video and small group discussion

  11. Follow-Up • Focus Group “The videos helped because people get trapped in the idea that we have to say ‘you can’t do that.’” “(for the identity piece) it would have been nice to get a list of common identities like religion, family make-up, etc. It still gives wiggle-room, but sets more structure.” “It was really good to have everyone think about programming…not every program will be one everyone can do, but looking at the sum.”

  12. Where these skills are being used • More inclusive social programming • Increase in comfort with individual conversations • Follow-up in 1:1s • Peer mentor

  13. Continued Efforts • Mid-year new staff training • Monthly newsletter • RHSA and Hall Council adaptation

  14. Questions?

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