ACPA Session- Walking the Talk, Incorporating Multicultural Teambuilders Into Supervision
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This document outlines a training session for supervisors on incorporating multicultural teambuilding into supervision. The session aims to highlight the importance of multicultural dialogue between supervisors and staff and encourage supervisors to develop healthy multicultural connections. Supervisors will be exposed to simple resources and techniques through simulations and discussions. These include questions to ask staff, creating a shared book where each staff member contributes a page, scheduling mock appointments to discuss identity-related topics, and an exercise where staff map the identities most important to them. The goal is for supervisors to understand their responsibility in creating an inclusive environment and feel comfortable addressing diversity with their teams.
ACPA Session- Walking the Talk, Incorporating Multicultural Teambuilders Into Supervision
- 1. Walking the Talk: Incorporating Multicultural Teambuilders Into Supervision Presented by Tosh Patterson & Genevieve Conway University of Maryland, College Park
- 2. Why are YOU here today? New teambuilders/ ideas Because having multicultural issues/concerns on staff Because you want to introduce diversity conversation to homogenous staff
- 3. Session Outcomes To highlight the importance of multicultural dialogue between supervisor-supervisee and supervisor-staff team To encourage supervisors to develop healthy multicultural connections between supervisor- supervisee and supervisor- staff To establish the responsibility of supervisors to create a rightful place for each staff member To expose supervisors to simple resources and techniques through first hand experiences
- 4. Multicultural Awareness, Knowledge and Skills Helping and Advising Assessment and Research Teaching and Training Ethics and Professional Standards Theory and Translation Administration and Management Theoritical Framework “Multicultural Competence in Student Affairs”(Pope, Reynolds, and Mueller, 2004)
- 5. What are your responsibilities as a supervisor? Invest in understanding the impact of your actions Invest in the opportunities here to learn from your diverse peers and community Abstain from acts of abuse, harassment, threats, intimidation, or assault towards others that threaten their rightful place in the community
- 6. Who are today’s College Students? Millenials Close relationship with Parents High achieving Non-confrontational Build community online
- 7. What are challenges? Staff THINK they already know Diversity only means race Staff may have never had conversation about their identities How can you fit it all in Past negative experiences (guilt)
- 8. A multicultural staff/community recognizes Our staff identities are: multiple and interactive Our staff team/community: Celebrates common bonds Explores differences in identity Balances rights and responsibilities Is guided by shared principles
- 9. Simulations One: “Questions” Two: “Book” Three: “Circles of My Identity” Four: “Appointments”
- 10. Questions These can be asked at the beginning of a staff meeting, a weekly report, or individual supervision meetings. You should be prepared to share with your staff as well. Share something with each other about your name (origin, meaning, how you got it). Think about where you lived growing up, how does that influence you now? What was your favorite childhood food and why? What do you remember most about your favorite holiday or tradition as you were growing up?
- 11. The Book This book is created by your staff. Each staff member will receive the book and should create a page to be shared at the next staff meeting. You could have a no limitations approach— they can create a page about what ever is on their mind. Another approach is to have a theme, start out with where did you grow up, who are your heroes, favorite college memory.
- 12. Appointments Participants have 3 minutes to create their personal schedule of appointments. Only schedule appointments do not answer the corresponding question at that time. Once schedules are completed participants will then be prompted to start their appointments. They then have several minutes at each appointment to talk with each other in “1on1” about the question listed next to that appointment.
- 13. Appointments Appointment 1 ( ) Talk about something from your own background that is unique. Appointment 2 ( ) Share something with each other about your name (origin, meaning, how you got it). Appointment 3 ( ) Talk about a group that you are proud to belong to. Appointment 4 ( ) Share a time when you had a challenging experience related to an aspect of your identity. Appointment 5 ( ) What was the most difficult thing you had to compromise on when you first moved into the residence halls or the first time you lived in a group living situation? Appointment 6 ( ) New Staff – Share one thing you want to do with your residents to help create a sense of rightful place for your community. Returning Staff – Talk about one thing you did last year as an RA to foster rightful place that you plan to do again this year OR what you plan to do differently.
- 14. Circles of My Identity Name Aspect of Identity Aspect of Identity Aspect of Identity Aspect of Identity Dimensions include race, ethnicity, gender, sexual orientation, national origin, religion, age, physical ability, mental ability, class, cultural history, and life experience. It is very important for a supervisor to role model this exercise first before he/she asks staff members to engage The following are suggested processing questions The identity(ies) that impact me the most are… What this means for me is … How I see these identities impacting my relationship with others on my staff…
- 16. In closing, don’t forget… Be willing to share as a supervisor Tools for now OR later Introductory/ conversation starters Student Affairs personnel (student- staff and professional alike) need to be comfortable approaching everyone
- 17. Resources and Contact “The Diversity Toolkit: How You can Build and Benefit from a Diverse Workforce” Sonneneschein, William. Contemporary Books:Chicago, IL. 1997. “Multicultural Competence in Student Affairs” Pope, R., Reynolds, J.,and Mueller, J. Jossey-Bass: San Francisco, CA. 2004. University of Maryland, Community Directors Tosh Patterson tpatter1@umd.edu 301-314-7484 Genevieve Conway gconway@umd.edu 301-314-7484
Editor's Notes
- #2: Self introductions with resume overview Where did we get the inspiration to do this session? The importance of multicultural teambuilders—there are ways to build rapport and get at multicultural identities through teambuilders. It does not need to be the intensity of the traditional “diversity exercise/training” Tosh’s personal example from second year as RD Highlight we are looking to do teambuiders that are low risk level in order for you and your staff to learn about each others multiple identies—this is a foundation for if you want to engage in higher level social justice/diversity exercises. These are teambuilders with a multicultural component—not multicultural teambuilders. . . We are not trying to disguise multicultural exercises as teambuilder—they really are teambuilders but you and your staff will walk away with more information about staff then a normal teambuilder
- #3: Get Brainstorm ideas from the group then bring in our brainstormed ideas these 3 listed
- #4: Be forewarned we will be asking you to engage with your fellow participants so if you are shy start to mentally prepare now.
- #7: What does building community online mean for us when we are all in the room
- #8: Multicultural environments present: Dilemmas Complexity Constant change Consider Gender, Sexual Orientation, National Origin, SES, Ability, Race, Religion Living and working in a multicultural environment requires: Balancing multiple factors
- #11: Tosh: These starters are great to help staff discover differences. We are different and these can be fun and enlightening—they can be a fun element as you are learning about each other. Tosh will prompt the group to share their answer to the name question after she role models her own name.
- #13: Conclude the activity by discussing the following points with the group: this activity was designed for RAs : to learn a bit more about the other RAs within their community to begin thinking about how they will make the Multicultural Philosophy come alive in their work with their residents to begin thinking about how as an RA they can influence and foster a positive sense of belonging and rightful place for residents in our halls to illustrate the importance of identity as being foundational to our Multicultural Philosophy – this activity demonstrates the richness of identity among our staff....which is representative of the richness of identity among our students.
- #18: We citizens, students and staff alike, face similar challenges as members of this multicultural community. Multicultural environments often present dilemmas that cannot be dismissed or solved with simple answers. We make difficult choices in an attempt to find the best balance between priorities which can be in opposition: How do we honor and preserve free speech and thought while weighing with care the impact of our speech on fellow citizens? When should the certainty of what we know to be truth give way to what we learn that may be vexing, confounding, or painful? How do we discern when individuals should be treated exactly the same in the interest of equality from those times when it is right and proper to treat some differently in the interest of equity? How do we find common ground while also understanding and accepting things that cannot be reconciled? When do we speak as one voice and when do we choose to hear many different voices? How do we preserve the right to belief for each citizen, whether we feel that belief to be enlightened or uninformed, yet expect and enforce limits on actions based on those beliefs? Rightful Place Belonging Balancing Me & We