DEVELOPING INCLUSION
PRACTITIONERS:
A CRITICAL ELEMENT FOR CREATING
SUSTAINABLE CHANGE
KATHY OBEAR, ED.D
ALLIANCE FOR CHANGE CONSULTING AND COACHING
WWW.DRKATHYOBEAR.COM
@KATHYOBEAR
NCORE 2016
San Francisco, CA
TRAINING OF FACILITATORS
PROGRAM: STUDENT DIVERSITY 360
JOHN KILLINGS
EDWIN B. MAYES
OFFICE OF MULTICULTURAL AFFAIRS
[email protected]
DIRECTOR, FIRST YEAR EXPERIENCE AND FAMILY
PROGRAMS [email protected]
CASE WESTERN RESERVE UNIVERSITY
CASE WESTERN RESERVE UNIVERSITY
NCORE 2016
San Francisco, CA
Building our Learning Community

Go greet 5+ people, especially anyone you do
not know as well …. until you hear the chime!
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Why did you choose
this session?
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What is already
happening on your
campus to deepen
internal capacity?
Inclusion Practitioners
Key roles:
Danielle Miller-Schuster, Assistant Vice President for Student Affairs, [email protected]
Beni Towers Kawakita, Coordinator for Professional Development and Staff Training
History
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University commitment through the years
Task forces and committees
Required diversity trainings
We were only scratching the surface.
Step 1:
Cue Consultant
Step 2:
Dig Deeper
5 days of training/consultation for the Division
of Student Affairs
•
Foundations of Equity, Inclusion and Social
Justice (Offered twice)
•
Going to the Next Level
•
Creating Inclusive Campus Environments
•
Planning and Next Steps
Individual - Group - Organization
Individual Level:
Ask: Who are you?
Respond: I am …
(What makes you a unique individual:
qualities, personality characteristics, passions, interests, leisure
activities…)
Group Level:
Ask: Who are you?
Respond: I am a…
I am someone who….
(Group memberships,
experiences you identify with)
Differences That Make A Difference
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Age
Athleticism
Criminal background
Disability Status
Economic class
Educational level
English Literacy
Ethnicity/culture
Family status
Gender identity/expression
Geographic region
Hierarchical level
Immigration status
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Job function
Marital/Relationship Status
National origin
Parental Status
Race
Religion/spirituality
Sex
Sexual orientation
Size/appearance
Skin color; phenotype
Veteran Status
Working style
Years of experience; Others…
Step 3:
Inclusion Practitioners~
Determine/Communicate
Intent and Purpose
Outcomes
Practitioners will be able to:
 Use an Inclusion Lens in various roles on campus such as
during meetings, on committees, and as a member of
search committees
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Consult with department leadership and develop
department staff on ways to continually infuse equity and
inclusion into daily practices
Practitioners will be able to:
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Facilitate group discussions and engage in authentic conversations
focused on issues of equity and inclusion on campus
Perform in their professional positions with increased cultural
competency due to personal commitment to developing in this area
Support the application of the 6-stage Multicultural
Organizational Development (MCOD) model across Division
departments
Self-Assessment: Critical Skills for
Inclusion Practitioners
Individually:
 Think about your current level of capacity as you
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Use a 1-5 scale to rate each of the 64 competencies
on pages 1-5
Step 4:
Group Formation
Group Selection
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Staff level
Department representation
Demographic diversity of participants
Nomination vs. application
Group leadership
Department Representation
Dean of Students Office
Dean of Students Office
Office of the Vice President for Student Affairs
Campus Dining
Campus Dining
Bone Student Center
Student Counseling Services
Dean of Students Office
Student Affairs Information Technology
University Housing
Health Promotion and Wellness
Office of the Vice President for Student Affairs
Bone Student Center
Dean of Students Office
Student Health Services
Disability Concerns
Dean of Students Office
University Police
Campus Recreation
Health Promotion and Wellness
Dean of Students Office
Career Center
Campus Dining
University Housing
Dean of Students Office
Step 5:
Preparation and Training
Three Keys:
Cue Consultant
Take 2
Two-Day Training:
• Pre-meeting and pre-work
• Build relationships with
leadership
• Provide tools and knowledge
to take action
• Examine MCOD stages
• Assign immediate next steps
Jackson/Hardiman MCOD Continuum*
Monocultural
Exclusionary
Club
Blatant exclusion or
token presence of
marginalized group
members
Non-Discrimination
Compliance
Affirming
Marginalized group
members encouraged,
but expected to fit in.
Status quo culture
Multicultural/Inclusive
Redefining
Multicultural/
Inclusive
Culture, climate &
system experience
fundamental,
sustainable change
*Jackson 2005
Indicators of an Inclusive Organization
Individually, review and note on pgs. 9-11
(√) What is already in place in your area?
(*) What Indicators would be easy to implement?
Review:
A: Leadership
B: Planning and Decision-making
D: Hiring
Highlights of the Top Ten List (on website):
1. At a staff meeting in the next 2 weeks, talk about:
• Insights from the retreat
• The role of the leader and Inclusion Practitioner(s)
working with all staff to move the department forward
• The types of activities and discussions that staff will
engage in over the next few months
2. Engage in an environmental scan
3. Ask other staff to complete a “scan” of you
4. Engage in 1-1 conversations with individual staff
members
5. Conduct a department-wide training on the MCOD model
6. Plan and conduct 2 professional development programs
Step 6:
Create Structures for
Progress and Accountability
What do Inclusion Practitioners do?
Meetings
 Ongoing professional development
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 Navigating
difficult conversations
 Speaking up
 Recognizing and engaging triggers
 Recognizing and engaging microaggressions
 Coordinate trainings
What do Inclusion Practitioners do?
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Serve as/find resources
 SharePoint
 Resource
to colleagues
Notice
Share
Shift
What do Inclusion Practitioners do?
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Create change in partnership with leaders
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Action items (top 10 list)
Set
timelines
Environmental scan
What do Inclusion Practitioners do?
Keep momentum
 Support coach colleagues
 Identify unique needs of department
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Share
Department examples, good
practices
Step 7:
Track and Adjust
Challenges and Advice
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Goal setting early on
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Understand departments are at different levels
Challenges and Advice
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Inclusion Practitioners enter at different levels of
competency
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Leading from the middle
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Communicating across campus/working with others
Future Plans
Future Plans
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Working the Top 10 list
Learning communities
Train the trainer
Reading circles
Succession plans
Anticipating future
needs
For further information about ISU, contact:
Danielle Miller-Schuster,
Assistant Vice President for
Student Affairs [email protected]
Questions & Comments

Hold your card facing downwards in your hand
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TRADE your card 5 X’s
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Never look at your own Playing Card
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Hold it in your hand facing outwards so others can
always see it
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Go and interact with AT LEAST 20+ people
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Notice what you notice, feel, do….how you get
treated
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What card do you think you have and
why?
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How were you treated?
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What feels familiar to what occurs on
campus?
Diversity 360 Context
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Spring 2014 - Student Meeting with Administration to discuss
campus climate
Spring 2014 - I, Too, Am CWRU Video
Spring 2014 - Sustained Dialogue Presentations
Fall 2014 - #webelonghere movement began and goals
distributed
Fall 2014 - Multicultural Affairs and Office of Inclusion Diversity
and Equal Opportunity charged by university president to
create a diversity education module
Diversity 360 Overview
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Partnership with the Office of Multicultural Affairs
and the Office of Inclusion, Diversity, and Equal
Opportunity
Diversity 360 calls for “identity safety” across the
breadth of human differences
3 hour module for students
Flexible module for staff and faculty with pre-work
assigned
Diversity 360: Goals of the Program
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Increase capacity to recognize
and engage in dialogue across
the breadth of differences;
Deepen understanding of how
affiliations in privileged and
marginalized groups impact
treatment on campus, campus
climate and productivity.
• Deepen awareness of types of
microaggressions and how
they effect experiences on
campus and in the local
community.
• Discover ways to become a
change agent and diversity
champion with new knowledge,
ideas, and resources about
university policies, programs,
and best practices.
Diversity 360 Overview, continued
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Fall 2014 - Campus Consulting with Dr. Kathy
Obear
Spring 2015 - Facilitator Training
Spring 2015 - Pilot Sessions
Fall 2015 - Official Roll Out with President’s
Cabinet
Flow of (Some) Activities
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Mattering; Marginalized
Deserve? No one should experience…
Video of campus leaders
Card Activity
Microaggressions
Be a change agent
What Could You Do?
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In groups of four, assign each person a #:
1, 2, 3, or 4
Each will review 1/4 of the items on pgs. 12-14:
1 = #’s 1-14
2 = #’s 15-29
3 = #’s 30-44
4 = #’s 45-57
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Note your thoughts and reactions
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Each person share 3-4 that seem familiar:
 What
you have experienced
 What you know others experience on your campus
 Add any others….
Facilitator Training Overview
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Application process
Full-day training with Dr. Kathy Obear
Attendance at monthly Deep Dive Sessions with
Facilitator Cohort on topics such as
Navigating Triggering Moments
 Self as Instrument: Knowing Your Identities and How They Affect
Facilitation
 Connections Between Implicit Bias, Privilege, and
Microaggressions
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Facilitator Training, Continued
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Opportunities to observe and co-facilitate sessions
with seasoned facilitators
Practice sessions with follow-up facilitator
feedback
Thank You Luncheon with campus administration
Campus Communities trained
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Incoming First Year Students
Incoming Graduate and Professional
Students
Resident Advisors
Orientation Leaders
Undergraduate Student Government
Fraternity and Sororities
Questions & Comments
TRAINING OF FACILITATORS
PROGRAM: STUDENT DIVERSITY 360
JOHN KILLINGS
EDWIN B. MAYES
OFFICE OF MULTICULTURAL AFFAIRS
[email protected]
DIRECTOR, FIRST YEAR EXPERIENCE AND FAMILY
PROGRAMS [email protected]
CASE WESTERN RESERVE UNIVERSITY
CASE WESTERN RESERVE UNIVERSITY
NCORE 2016
San Francisco, CA
For a free copy of my book, Turn The Tide: Rise
Above Toxic, Difficult Situations in the Workplace
www.drkathyobear.com/book-pdf
Also available on Amazon