We offer a variety of workshops, seminars, talks and keynotes. We will work with you to determine the best strategy given your goals.
Each organization and group has unique needs and goals. We are enthusiastic about supporting your goals that are consistent with our mission and within our capacity. You are the expert on the unique features and needs of your organization or group. We will recommend training content and methodologies that are responsive to your needs, based on the best available trans-disciplinary research evidence. We will then work with you to determine the most effective evidence-driven approach possible given the resources you have available. Since each of our working partnerships has its own features, we cannot specify an exact fee without discussion.
Our recommendations are based on a large body of scientific evidence from a wide array of diversity sciences and diversity-related studies that point to concepts that are crucial to establishing true equity, diversity and deep inclusion.
- Organizational diversity climate: current evidence on organizational factors and practices that foster inclusive excellence, psychological safety, and optimal performance for learners, faculty and staff.
- Current evidence on the impact of, and ways to prevent, stereotype (identity) threat in yourself and others.
- Understanding implicit (automatic, unconscious) biases and its effects. Evidence regarding strategies to prevent implicit bias from affecting behavior. Evidence regarding factors that may increase the likelihood that unintended biases will hijack perceptions, expectations, evaluation and behavior.
- Current thinking on cultural competence/understanding and developing cultural self-awareness and best practices for transcultural interactions.
- The role of stereotype threat and implicit bias in inter-professional team process and functioning.
- Issues and common pitfalls and best practices in teaching students about implicit bias.
Crosscutting content that is generally covered within all our training sessions:
- Dual cognitive processes (implicit & explicit) and implications for interpersonal and intergroup interaction. (We don’t think the way we think we think.)
- The relationship between inter-group anxiety (discomfort), bias, behavior and outcomes.
- Common/automatic human motives and implications for interpersonal and intergroup interaction.
- Factors contributing to backlash and limited effectiveness of many diversity and inclusion initiatives.
- Evidence-based strategies and skills.
- Extensive list of ad hoc/targeted topics that we have covered in the past; just ask us.
- Advanced intensives including “Train the Trainer” workshops.
Levels of Learning
Adult learning research and theory provides insight into the learning trajectory towards mastery. Often this trajectory can be categorized into a set of learning levels with a corresponding set of learning experiences and objectives. Each level builds on the last. We organize our education and training program to align with adult learning research and theory. For all topics our approach is informed by the participant level of learning
Level I Objectives for Participants:
- Increased awareness.
- A basic understanding of core facts, concepts, issues, approaches and strategies and their relevance to:
- organizational goals, and
- personal goals, job performance and effectiveness.
- A conceptual framework needed for integrating new learning (the foundation for continued learning).
- Common knowledge and language that will support further discussion within the organization.
- Increased motivation/felt need for further learning.
Learning environment: Any venue where participants can easily see and hear the trainer/facilitator and the projected audiovisual materials.
Methods: Presentation, question & answer, discussion.
Max number of participants: Determined by venue.
Prerequisites: English fluency, ability to hear presenter or sign language interpreter.
Level II Objectives for Participants:
- Ability to recall and accurately explain core facts, concepts, issues, approaches and strategies to others.
- Deeper understanding of the interrelationships and linkages among these core facts, concepts, issues, approaches and strategies.
- Ability to creatively and critically apply core facts, concepts, issues, approaches and strategies to common issues or problems they face in their organization or role.
- Ability to develop and articulate several examples of the way the core facts, concepts, issues, approaches and strategies can beneficially guide their specific behavior in their daily work.
- Ability to develop and articulate several examples of the way the core facts, concepts, issues, approaches and strategies can beneficially guide organizational actions, policies and processes.
- A stated intention (implementation intention) to use a specific set of approaches, strategies and skills.
- Ability to describe personal and situational barriers that may reduce their use of the new principles, approaches, strategies, skills combined with plans for addressing or overcoming such barriers.
- Increased motivation for further learning.
- Increased motivation for strengthening and using evidence-based skills and strategies.
Learning environment: Conducive to active learning methods, movement, small group work.
Methods: Active learning methods (small group activities, case analysis, problem solving, role play, rehearsal) Less than 25% presentation/didactic, question & answer/discussion.
Max number of participants per workshop: 25.
Prerequisites: English fluency or translator. Interpersonal skills relevant to small group activities.. Completion of Level I. Level I and II can be combined into a single workshop.