This curriculum is available as an in-person or virtual workshop, or keynote speech. For workshops, there are multiple approaches to learning starting with a 90-minute workshop, and extending to a multiple day learning opportunity.
There are multiple types of audiences ideal for this curriculum.
Introduction & Overview
How to become an inclusive leader
- Articulate the four parts of inclusive leadership,
- Assess and adapt their leadership practices to become more inclusive leaders, and
- Share specific goals and strategies for becoming an inclusive leader.
- On a scale of 1 to 5, how would you rate the session? 4.8
- On a scale of 1 to 5, how would you rate your presenter, Meagan Pollock? 4.9
- On a scale of 1 to 5, how likely are you to use something you learned during the session? 4.8
- “Meagan Pollock needs to share her expertise with all engineering leaders (which means ALL ENGINEERS)!!” Dan Linzell, University of Nebraska–Lincoln
- “I actually learned more about myself and my individuality. I hadn’t realized that I had confirmed my interests to fit in with my brothers. It gives me perspective for people that have done the same.”
- “This workshop was really useful and I plan on taking the time to have my student teams look at their individual arena and their lens.”
Unit 1: Individual
Who am I as a leader?
- What is your positionality and how does it influence how you show up as a leader? (In what ways are we collectively encouraging one another to reflect on how social and political contexts create and inform our identities?)
- How will we establish and nurture a culture of feedback that empowers everyone to honestly examine blindspots and increase social consciousness? (In what ways are we inviting dialogue that collectively expands social consciousness and explains how our identities bias our perceptions and outlooks on the world?)
Unit 2: Lens
How does my filter influence my leadership?
ETHICAL DILEMMA OF BIAS
- What are the four I’s of oppression (ideological, interpersonal, institutional, and internalized) and how do they show up in our organization? How are we considering institutional barriers that marginalized and minoritized people face in the workplace and actively working to remove obstacles and supplant them with support?
- What is bias and in what ways are we establishing guardrails that attempt to protect us from biased decisions, policies, and practices?
- How can we use root cause analysis to reveal inequities our marginalized people face?
Unit 3: Practices
Which practices prioritize people?
ACCOUNTABLE LIFELONG LEARNER
- How can we use the principles of empathy-led design thinking to inform how we operate as a team/organization?
- How can we shift mindsets to value and elevate different ways of knowing and doing? How are we celebrating differences rather than suggesting (implicitly or explicitly) people hide and avoid them? (What is the competing values framework, and how do individualistic vs collectivist ways of knowing and doing impact the workplace?)
- How can we practice visible accountability for mistakes, failures, and mishaps that models a growth mindset and the active journey toward inclusive leadership?
Unit 4: Outcomes
What outcomes inform progress?
CULTURALLY INTELLIGENT COMMUNICATION
- In what ways are we actively listening to marginalized voices and striving to incorporate their ideas? (What is active empathic listening?)
- How are we evaluating and refreshing our team norms so that more people authentically engage?