Overview

The goal of this internship was to create a curriculum development plan for a comprehensive
diversity and inclusion (D&I) curriculum. One that equips the learner to practice inclusion and
access internal tools to mitigate unconscious biases. One of our primary challenges was
determining how to traverse the emotional landscape of this topic.

Acting inclusively is not something that can be mandated. People must choose to do the work
that will equip them to retrain their brains and predisposition toward in-group / out-group social
dynamics. Social Identity Theory (Billig, 2002) explains this need for cognitive organization.

Creating an environment to foster willingness and motivation to intentionally step outside of

personal comfort zones to seek out opportunities to embrace diverse people, perspectives, and
situations required a focused process of inquiry and research to create a viable solution.

Given the difficult history of isms race, gender, ethnicity, religion, differently abled and sexual
orientation this curriculum must rely on:

self-directed learning

individual reflection

collaborative learning

personal learning network

We identified bodies of work and research we would build upon. Brene Browns work on
empathy, vulnerability and courage. Kristin Neffs work on compassion. Project Implicit and
Banaji, M and Greenwald, A. (2013) Blind Spot. David Rocks, work on human performance and
neuroscience. Creswell, J (in press) Mindfulness interventions. Annual Review of Psychology.
Staats, Capatosto, Wright, and Victoria Jackson. State of the science: Implicit Bias Review
2016, Kirwan Institute (2016). Tajel, H., & Turner, J.C., Psychology of intergroup relations.
There are also other resources we based the curriculum on. These are just some of the most
notable.
We will use learning analytics to measure learner engagement and plan how best to support and
encourage learners to continue developing skills and competence behaving inclusively:

Which learners sign in and begin their learning quickly

Which areas of the training content learners engage with the most initially
Which group of learners starts actively training (as opposed to signing in and out,
abandoning unfinished material, etc)
How many learners access optional material, and in which sequence

Success factors would vary from organization to organization. Some organizations, like
technology companies struggle with hiring diverse employees. Some organizations like medical
and public safety struggle with more severe and sometimes deadly ramifications of implicit
biases. The organizations set their own success goals. We partner to create assessment criteria.

Approach

We started by creating a vision for the work. A world where people are inspired, encouraged,
and supported to grow.

A bold vision and equally bold Mission: Awaken, Inspire, and Equip People to Act in ways that
are Loving.

There were many headwinds we have to plan for. Our human predisposition of in-group / out-
group bias, systemic racism, sexism, exclusion, and inequality in organizations and society at
large. The current state of our society in America that seems to be moving further apart on many
days. Defusing the anxiety around diversity and inclusion goals was paramount in our analysis.
Fueled by our commitment to inclusion and love in the world we set out to create a learner
centered approach to achieving our vision and mission.

Many questions surfaced.

Why arent diversity program increasing diversity?

What motivates people to change their behavior?
What can be done about implicit bias if it is unconscious?
What is the role of leadership?
What about the other legs of the stool, recruitment, mentoring, performance management,
social engagement across diverse groups, i.e. contact
What are the limits and scope of this project?
We met numerous times and stayed connected via email and chats to:
Define team roles
Assess the current state (research, D&I space and implicit bias training)
Identify, what we will need to do or provide to make the training work and extend the
learning beyond the classroom
Identify what we wanted people to know/do differently short term and long term
Decide what skills learners would need to act differently
Determine what bodies of work we could use
Discuss activities we would incorporate
Identify delivery methods
Identify challenges we may encounter from participants, society, and organizations and
develop strategy to meet those challenges

Decisions

After extensive analysis and discussion, we decided language was a trigger and we would have
to change the language of traditional diversity and inclusion training.

We felt the process to re-wiring our instinctive reactions to mindful awareness of how we treat
each other and changed responses would take several months.

We discussed a possible blended solution that would include:

a face to face kickoff

self-paced micro learning chunks
a collaborative virtual community
synchronous virtual classroom training
face to face graduation and possible mid program check in
learner autonomy - allow the learner to control the time, order, and device to access the
training
a Quest element assign an achievement and reward for progress
Provide time and space for learners to privately assess and reflect
Build a community of interest and support

We crafted new language, competencies, and approach for the face to face kickoff. This was the
most difficult decision as we knew how we started would dictate how we would finish.

Personal commitments decided upon and shared openly by the participants close our the face to
face kick-off.

We identified the following for either short webinars or self-paced.

Diversity
Inclusion
 Implicit Bias ((possibly part 1 and part 2)
Self-Awareness / Self-Regulation
Mindfulness

We are still considering a synchronous kickoff. A sort of virtual coffee klatch. Rules of
engagement

We are not afraid to do some hard work and make mistakes

We are still considering a synchronous virtual debrief. Possible assignment:

Identify diversity and inclusion thought leaders and share something with the group that
resonates with you. (hint: Twitter, LinkedIn)

Instructor-led content will focus on connecting the learners thru authenticity activities. Learners
must first know and appreciate who they are. Then progress to understanding others. Learners
also explore the neuroscience of belonging and exclusion.

We are also considering Sunday Suppers. A practice inspired by Martin Luther King, Jr.s
vision of people from diverse backgrounds interacting on personal levels

The virtual community of practice will evolve based on learner input. We have discussed blogs,
PLNs, wikis.

Design Overview:

Pre-work

Micro Learning module authenticity

Why the work matters (YouTube video Kirk)
o Why is diversity and practicing inclusion an organizational essential in a global
world?

Gallery Walk Pre-session readiness activity (a flipchart with a single question on it. Each
participant has a sticky to record their answer and post on the flipchart)

If my workplace practiced vulnerability

If my workplace practiced more inclusion
If my workplace reflected more aspects of diversity
If my workplace was more mindful

Step 1 - Introduction Face to Face Program Kick off

Goal: Participant readiness and buy in, introduce the work

Expected Outcomes of Kick off

Demonstrate authenticity
Embrace diversity
Create a sense of belonging
Practice inclusion
Increase self-awareness and self-management
Increase team trust

Step 2 Concepts and Competencies Diversity - Inclusion Belonging Neuroscience of

Bias Synergy Mindfulness Self-Awareness Self-Management Compassion -
Courage

Goals:

Skill building, understanding of neuroscience related to unconscious bias, in-group/out-group

dynamics. Develop awareness of implicit bias and how implicit bias impacts relationships.
Practice developing self-awareness as a process of personal development and growth. Use
increased self-awareness to quickly identify (observing ego) when feelings that separate you in
relationship are present. Build capacity to consciously connect past the feeling. Understand and
learn how to practice mindfulness. Use mindfulness to center back into safety, self-confidence,
compassion, and courage.

Micro Learning Example: Diversity (see website)

Part 3 field implementation

Pilot face to face

Create virtual learning for key concepts
Create virtual space to comment on insights, thoughts, questions, dialogue
Learning Path, LLC and Life-Long Leadership will add case studies, articles or research
links, video, etc. once a month to virtual platform
Participant check in goals, progress, failures, field experience
Virtual Class once a month first three months and quarterly during 1-year learning
process

The scope and deliverables for the internship were:

Identify the skills, knowledge, and abilities needed to recognize and pro-actively manage
personal and organizational bias and demonstrate cultural competency
Consider curriculum options to teach these skills
Determine Objectives for each course
Determine Delivery Methods
 Project Report

Reflection

The more we met, researched and reflected on what we wanted to accomplish the more apparent
it became, that the desired behavior change was an inside job. Personal, courageous, intentional
and a process.

We decided to introduce authenticity and belonging as the language of diversity and inclusion.
The objective is helping the participants lean into the need and and meaning for the work. Also,
to raise awareness around the competitive necessity, in a fast paced, globally competitive world
to practice inclusion.

The behavior however, goes against how people are naturally wired. From Henri Tajfel's social
identity theory to Jane Elliotts brown eye, blue eye experiments, to more recent neuroscience
we needed learners to exercise deliberate, conscious inclusive behavior. This is an individual
decision. We could only provide a supportive, connected environment for decision making.

We are creating a safe place to launch, the prerequisite knowledge, and ongoing support systems
and accountability.

We identified early on, the insight and self awareness needed to see yourself coming (observing
ego). This was the phrase we used to describe the level of consciousness needed to keep oneself
from defaulting to in-group / out-group behavior and practicing inclusion, compassion, and
courage instead.

Ultimately, we changed the name of this program from Bridging the Gap to Conscious
Connection; The Power of Inclusion.

We piloted the classroom kick off. The response was overwhelmingly good. However, we had
5.5 hours and really needed 7.

We are moving forward with the virtual components. Concepts for the diversity webinar are on
the website.

Our team is diverse, practices inclusion, and brilliant. We could be a case study of diversity and
inclusion at work. Many of us who have had lived experiences of isms that threaten our lives
or the lives of our loved ones. These strong memories are tempered by others in the group who
see and feel the need for diversity and inclusion, but in a different way. Our diverse perspectives
lend itself to the synergy and innovation creating this unique approach to D&I work.

We believe combining the power of intention with the process of mindfulness we set the stage
for effective leadership, human connection, relationships, and better results for a better world.

Our vision drives the work: A world where people are inspired, encouraged, and supported to
grow.