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Table of Contents

SESSION 1: Professional Etiquette ........................................................................................... 3

Phone Etiquette ............................................................................................................................................. 3
Greeting Office Visitors ............................................................................................................................. 4
Client Communication Etiquette ............................................................................................................ 4

SESSION 2: Multicultural Leadership ........................................................................................ 5

Social Change Model .................................................................................................................................. 5
Identity Wheel ................................................................................................................................................. 7

SESSION 3: Public Speaking ........................................................................................................ 9

Quick Notes for Speech Structure ....................................................................................................... 9
Additional Notes: .......................................................................................................................................................... 9
Public Speaking: Peer-to-Peer Feedback Assessment Rubric ............................................. 10

SESSION 4: Teambuilding ........................................................................................................... 12

SESSION 5: Conflict Resolution ................................................................................................ 16

SESSION 6: Social Justice 101 ................................................................................................ 19

Social Justice ............................................................................................................................................... 19
Social diversity Education versus Social Justice Education .................................................. 20

SESSION 7: Masculinity and Femininity ................................................................................. 21

SESSION 8: Facilitation Techniques for Social Justice Dialogues ......................... 23

Social Justice Values and Intentions (add more if needed) ................................................... 23
Characteristics of a Triggering Event ............................................................................................... 25
Common Examples of Triggering Events ........................................................................................ 25
Intrapersonal Roots of Triggering Events .................................................................................... 28
Journaling: The Triggering Event Cycle ........................................................................................... 31

SESSION 9: Students as Creative Educators .................................................................... 33

Journal Reflection: ...................................................................................................................................... 33

SESSION 10: Calling in & Calling out: Its Not About Being Politically Correct . 34
Universal Needs/Values ........................................................................................................................... 34

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SESSION 1: Professional Etiquette
Phone Etiquette
1. Answering the phone

DOs DONTs

2. Taking Messages

DOs DONTs

3. Leaving voicemails

DOs DONTs

4. Returning calls

DOs DONTs

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E-mail Etiquette
DOs DONTs

Greeting Office Visitors

DOs DONTs

Client Communication Etiquette

DOs DONTs

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SESSION 2: Multicultural Leadership
Social Change Model

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Identity Wheel

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 Hoopess Intercultural Learning Model Applications to Leadership Development
Definition
Ethnocentricity We rely only on our own cultural
paradigms and discard any
information that does not conform
to this worldview.
Awareness At this point, we begin to see that
there are paradigms different from
our own.
Understanding Now, we begin to understand these
new paradigms and the reasons
that others hold them. We may not
yet agree, but we cognitively can
understand.
Acceptance/Respect We are able to see that there is
value in these new paradigms for
others who hold them, even if not
for us. There is more of a live and
let live approach.
Appreciation/Value We begin to see the value in these
other paradigms for everyone --that
these worldviews are valuable, even
for ourselves.
Selective Adoption At this point, we try out and adopt
portions of other cultures and
worldviews into our paradigms,
integrating them into our
perspectives and approaches.
Multiculturalism Our lives are open to many new
perspectives and worldviews. We
are able to effectively communicate
across differences and integrate a
variety of perspectives into our
continually developing paradigms.
Leadership Application
Leadership is seen only from our
framework of our own culture.
There is only one way to lead, and it
is defined by your background.
We recognize that different people
lead differently, although value is
still placed only in our own style.
We see there are reasons for
different ways of leading and
understand why they exist.
We can see that different
leadership styles hold a purpose for
others but are not yet able to see
the value they may hold for us.
We are able to see that the value
of other styles of leadership holds
meaning for us, too, and expand our
understanding of how to lead.
We see that the values and
traditions of other leadership styles
can provide us with some useful
tools in our leadership and are able
to integrate some new skills and
approaches into our styles.
Our styles are expanded to include
a variety of styles and approaches
that respond to and acknowledge
the diverse needs of others.
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SESSION 3: Public Speaking
Quick Notes for Speech Structure
These are the essential elements for every speech. If you are asked to do something
impromptu, you can sketch out this outline to help organize your thoughts.

1. Intro
a. Hook the audience
b. Thesis: general premise of the speech.
c. Preview main pointspoints support your thesis.
2. Body
a. Main Pointsaim for three main points
b. Use an example or two to support each main idea.
3. Conclusion
a. Summarize what you said
b. If applicable, offer an action step or something the audience can do
after with the information you gave them.

Additional Notes:
Power Point Etiquette:
Dont make the slide too busy.
Use bullet points if you can.
Make them concise and easy to follow.
Use a blank slide at the beginning and end of the presentation.
Dont make it too long.
You should have most of your speech memorized.
Reading the entire presentation from the power point breaks your
eye contact with the audience and they may disengage.
What you wear matters:
If you are playing with your hair or making other adjustments during the
speech it can become distracting.
Ensuring nonverbal behavior says less than the verbal:
Eye contact: this will keep your audience engaged

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 Meaningful hand gestures: use hand motions purposefully to illustrate a
point.
Voice tone, volume, and speed: all of these elements can either add to
your speech or be subtractive.

Public Speaking: Peer-to-Peer Feedback Assessment Rubric

Guide to provide helpful and constructive feedback to your peers.

Mastering Developing Emerging

Organization of The speech was Most aspects of Improvements can

Speech well organized, the speech be made on
easy to follow, structure were well speech
clearly articulated utilized. Some organization,
primary points, and improvement transitions, or
there was a good needed for clarity of main
conclusion/summar organization, topic/supporting
y. clarity, or flow of points.
speech.

Nonverbal Meaningful Most gestures Could improve on

gestures, great eye seemed well use of nonverbal
contact, no placed. Minimal behaviors during
distracting distracting speech such as
movements that nonverbal gestures, eye
take away from the behaviors. contact, or other
quality of the Good eye contact distracting
speech, etc. movements.

Verbal Excellent use of Voice tone, volume, Could improve on

voice tone, volume, and speed of voice tone, volume,
and speed of speech were and speed of
speech that utilized in a way speech.
engaged the that was engaging
audience and was and not distracting.
not distracting. Minimal
improvement
needed.

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Rubric Reference: Finks rubric for assessing e-portfolios (Retrieved April 18, 2016)
https://moodle.unitec.ac.nz/mod/resource/view.php?id=1748

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SESSION 4: Teambuilding

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Debrief/Journal Activity:
What do you think you have learned about your other team members today?

How can you use this knowledge to the teams advantage for future endeavors?

Brainstorm ideas:
How can you continue to foster relationships between one another outside of the office?

SESSION 5: Conflict Resolution

Team Dynamic Conflicts: Pair and Share

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 In this line of work, what are some of the conflicts that can arise?

Pair and Share Role Play Feedback:

Pair 1:
How well do you feel that your team members handled and ultimately resolved the situation?
1-not well at all 3-okay, but could have been better 5- best possible solution was found
_____________________________________________________________________________

Notes:
(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 2:

How well do you feel that your team members handled and ultimately resolved the situation?
1-not well at all 3-okay, but could have been better 5- best possible solution was found
_____________________________________________________________________________
Notes:
(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 3:
How well do you feel that your team members handled and ultimately resolved the situation?
1-not well at all 3-okay, but could have been better 5- best possible solution was found
_____________________________________________________________________________
Notes:

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(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 4:
How well do you feel that your team members handled and ultimately resolved the situation?
1-not well at all 3-okay, but could have been better 5- best possible solution was found
_____________________________________________________________________________
Notes:
(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 5:
How well do you feel that your team members handled and ultimately resolved the situation?
1-not well at all 3-okay, but could have been better 5- best possible solution was found
_____________________________________________________________________________
Notes:
(constructive criticism, what worked, what didn't work, what could have been done better, etc)

Pair 6:
How well do you feel that your team members handled and ultimately resolved the situation?
1-not well at all 3-okay, but could have been better 5- best possible solution was found
_____________________________________________________________________________
Notes:
(constructive criticism, what worked, what didn't work, what could have been done better, etc)

SESSION 6: Social Justice 101

Based off of Adams, M., Bell, Anne Lee, Griffin, P. (2007). Teaching for diversity and social justice. New
York: NY. Routledge.

Social Justice
Social justice is both a process and a goal. The goal of social justice is full and equal
participations of all groups in a society that is mutually shaped to meet their needs. Social

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justice includes a vision of society in which the distribution of resources is equitable and all
members are physically and psychologically safe and secure. We envision a society in which
individuals are both self-determining (able to develop their full capacities) and interdependent
(capable of interacting democratically with others). Social justice involves social actors who
have a sense of their own agency as well a a sense of social responsibility toward and with
others, their society, and the broader world in which we live (p. 1-2)

Social diversity Education versus Social Justice Education

Social diversity education
Focuses on appreciating social differences without an emphasis on power dynamics or
differential access to resources and institutional support needed to live safe, satisfying,
productive lives (p. 58)

Social justice education

Focuses on understanding the social power dynamic status and access, whereas other
groups are disadvantaged, oppressed, and denied access. Social power can be defined as
access to resources that enhance ones chances of getting what one needs or influencing
others in order to lead a safe, productive, fulfilling life

Oppression
A system that maintains advantage and disadvantage based on social group memberships
and operates, intentionally and unintentionally, on individual, institutional, and cultural level. (p.
58)

Privilege
Unearned access to resources (social power) only readily available to some people as a
result of their advantaged social group membership (p. 59)

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SESSION 7: Masculinity and Femininity

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SESSION 8: Facilitation Techniques for Social
Justice Dialogues
Social Justice Values and Intentions (add more if needed)

What are your social justice values and intentions?

Create greater inclusion
Leave peoples feelings whole
Engage in respectful dialogue
Do no harm
Go with the flow; trust the process
Deepen learning and growth
Meet people where they are without judgment
Use the triggering moment to deepen understanding
Relate in to the person; connect with them
Create space for honest, authentic dialogue
Invite people to learn from the situation
Model the social justice behaviors your espouse
Facilitate open, honest discussion
Create space for the other person to express their feelings, perceptions
Deepen understanding across differences
Identify the deeper issues fueling the feelings, perceptions and behaviors of
others
Create safety for the expression of differing viewpoints
Treat others with respect and dignity
Encourage more people to engage in the dialogue
Support people to disagree with each other in respectful ways
Interrupt unproductive, inappropriate behaviors and group dynamics
Build a bridge and a connection with the other person
Encourage identity development and growth
Demonstrate compassion and empathy

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Have you ever had these less productive, negative intentions?
Win the argument
Get even, get them back
To be right; prove the other person wrong
To prove you are competent, smart and avoid feeling or being viewed as
incompetent
Assert your power and authority
Gain status and prestige; be admired
Be in control of how others view you
Intimidate the other person
Put them in their place, shut them down
Punish the other person
Embarrass or put down the other person
Make them feel the pain and hurt you feel
Change the other persons views, feelings or behaviors
To make people learn
Trick and out fox the other person
Avoid confrontation and conflict
Keep the conversation under control
Avoid intense emotions in self and/or others
Make everyone feel happy and harmonious
To be seen as a good one (i.e. ally)
Use the current opportunity to right the wrongs you experienced in your past
Ignore them
Seek approval of others
To be liked, to fit in

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Characteristics of a Triggering Event
Any stimulus, either external or internal to the person, through which they experience
an emotional reaction that may have some or all of the following characteristics:
Unexpectedness; the person is surprised by the arousal of their feelings
Strong intensity of feelings; the person experiences their emotions as
overwhelming and disproportionate to the original stimulus
Disorienting; the person is disoriented and distracted from the flow of the
workshop and the planned agenda (i.e. stopped in their tracks)
Feeling out of control and overwhelmed by the situation
Feeling de-skilled and reacting less effectively
Requiring extra effort to manage the situation effectively

Common Examples of Triggering Events

Direction: Using a 1-10 scale to rate how much of a trigger each of the following is
for you when you are engaging in difficult dialogues about issues of inclusion.
0 = no emotional reaction
1 - 2 = mild level of emotional reaction
3 - 4 = low-moderate degree of emotional reaction
5 - 6 = moderate degree of emotional reaction
7 - 8 = high degree of emotional reaction
9 - 10 = extremely high level of emotional reaction

When a participant(s):
Makes an insensitives, stereotypic, or offensive comment
Acts in ways that are racist, sexist, homophobic, classist, etc.
Interrupts or speaks over me or the participants
Dismisses my point or that of a participant
Demonstrates disruptive behavior including joking, side conversations, or
laughing at me or participants
Makes snide or sarcastic comments
Is belittling or demeaning
Demonstrates domineering or controlling behavior
Demonstrates bullying or threatening behavior

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 Is arrogant or self-righteous
Is patronizing or condescending
Has a very blunt or impersonal style
Has an aggressive or forceful style
Tries to derail the planned format and agenda
Refuses to participate in the discussion or the activity
Is silent, shut down or withdrawn
Is set in their ways and unwilling to shift their perspective
Will only focus on their intent, and not the impact of their behavior
Refuses to consider feedback from me or others
Is experiencing and expressing deep emotions of pain, grief or anger
Is experiencing anger related to something I said or did
Is engaged in an intense, emotional conflict with me or others
Challenges the validity of the information or statistics being presented
Strongly disagrees with what I am saying
Questions the usefulness of an activity or a discussion
Criticizes my style, design, or approach
Questions my competency as a facilitator
Calls me racist, sexist, homophobic, classist, etc.
Criticizes or minimizes efforts related to diversity, inclusion, and social
justice
Dismisses the conversation as political correctness
Portrays themselves as the victim of reverse discrimination
Proclaims that they are a good one without acknowledging their
unearned privilege
Continually points out what others do that is oppressive without
acknowledging their own participation in the dynamics of oppression
Shifts the conversation away from their dominant group and to their
subordinated group
Only engages in conversation out of subordinated identities
Coaches members of subordinated groups on how to act, think and
feel
Is colluding with their own oppression, going to get along

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 Defends members of dominant groups who are acting out of privilege or
prejudice
Publically criticizes other members of their subordinated group(s)

For me, when:

I make a mistake or error
I do or say something biased, offensive or oppressive
I do not know the answer to a question
I fear I do not know how to effectively respond in a situation
I start to cry
I believe the conversation is about to get out of control

When my co-facilitator:
Is triggered and experiencing deep emotions
Mismanaged an activity or makes an ineffective intervention
Makes an offensive or stereotypic comment
Changes the planned agenda without checking in with me
Steps in as I am facilitating and takes over the session
Tries to correct, coach, or criticize me in front of the group
Is silent and disappears during a group discussion in which they are a
member of the dominant group
Is silent and disappears during a group discussion in which they are a
member of the subordinated group
Takes credit for my ideas or work

Adapted from Kathy Obear, Alliance for Change (kobear@earthlink.net)

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Intrapersonal Roots of Triggering Events

Directions: Think about your triggering event. What do you believe were the various
factors or roots that contributed to your feeling triggered?

1. Current life issues and dynamics (fatigue, illness, crises, stressors, etc.)

2. Cumulative impact of recent experiences: Does this situation remind you of recent
events?

3. Unresolved or unhealed past issues, traumas, and wounds: Does this person
remind you of anyone? Does this situation remind you of past trauma?

4. Fears (check-off all that are related and add any others)
a. My personal issues will become the focus of the conversation; all eyes will
be on me
b. I will lose credibility and be seen as less competent
c. If I cry and show emotion, people will think less of me...I wont be able to
manage the situation
d. The conversation will get out of control
e. People will get too emotional and I wont have the skills to manage the
situation
f. I will not know enough about the issue to engage in conversation
g. If I challenge this issues I will be all alone without any support

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 h. I wont be able to express myself clearly; Ill be misunderstood
i. If I am too confrontational or angry, then people will judge me, be mad at
me, reject me, ostracize me, etc.
j. I will be seen as an incompetent and not good enough
k. They will see how prejudiced I really am
l. Ill let people down and disappoint them
m. People wont like me or approve of me
n. Things wont change
o. I will make a mistake and be wrong
p. People will be disappointed in me
q. If I dont handle this well, people could feel uncomfortable and/or be hurt
r. Things will be worse than before

5. Unmet universal needs/what I value (check-off all that are related and add any
others)
a. Respect, dignity
b. Trust
c. Planning, order
d. Fairness
e. Clarity, understanding
f. Openness, honesty
g. Direct communication
h. Respectful disagreement
i. Recognition, acknowledgement
j. Appreciation
k. Competence, effectiveness
l. Success, to make a difference
m. To be kept informed and updated
n. Harmony, peace
o. Safety, security
p. Integrity
q. Innovation and creativity
r. Ease and simplicity
s. Connection

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 t. Mutuality, partnering, collaboration
u. For approval
v. For acceptance, belonging
w. Inclusion
x. Consideration
y. Dependability, follow-through

6. Ego-driven desires (check-off all that are related and add any others)
a. To assert, regain my power and authority
b. To have control
c. To win the argument; prove them wrong
d. To get my way
e. To make people change; fix them
f. To make people learn
g. To be right
h. To shut them down, put them in their place
i. To make them feel the pain and hurt I feel
j. To be seen as the expert, smart
k. To prove I am competent
l. To gain prestige and status
m. To be admired; avoid disgrace
n. To be liked
o. To be fit in
p. To seen as a good one, an ally
q. To be perfect
r. To gain certainty and predictability
s. For everyone to feel happy
t. To avoid deep emotions and conflict
u. To make others engage as I want them to

7. Biases, assumptions, expectations, shoulds, and judgments

Copyrighted, April 2000, Kathy Obear, kobear@earthlink.net

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Journaling: The Triggering Event Cycle
Directions: Choose one situation when you were not satisfied with how you reacted
when you felt triggered when facilitating authentic dialogue about issues of inclusion.

1. What was the specific situation in which you felt triggered (Step 1)?

2. What were some of your intrapersonal roots fueling your triggered reactions
(Step 2) (see pg. 4 - 5)?

3. How did you make meaning of the situation? What story did you make up about
what you thought was happening (Step 3)?

4. How did you know you were triggered (Step 4)?

a. Physiological reactions:

b. Self-talk/thoughts:

c. Feelings:

d. Unconscious behaviors or responses:

5. What were your intentions and motives? Hope for outcome? What were you
trying to accomplish (Step 5)?
a. Unproductive motives:

b. More productive motives:

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 6. How did you react when you were triggered? Please note both your actions as
well as your intrapersonal processes, such as your feelings and fears, thoughts
and self-talk (Step 6)?
a. Less effective reactions/responses:

b. More effective reactions/responses:

7. How was your effectiveness impacted by feeling triggered? How did you
reactions impact you? Others (Step 7)?

Adapted from the Social Justice Training Institute

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SESSION 9: Students as Creative Educators
Journal Reflection:
Why does this matter?

Why is this important?

How can your personal learning style prevent you or inhibit your ability to effectively
facilitate a session for your fellow students?

How can your personal learning style help you to effectively facilitate a session for
your fellow students?

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 SESSION 10: Calling in & Calling out: Its Not
About Being Politically Correct
Universal Needs/Values
Adapted from R. Gill, L. Leu and J. Morin (2009)

acceptance collaboration dignity honesty

adaptability communication ease hope

appreciation community effectiveness humor

authenticity companionship efficiency inclusion

autonomy compassion empathy independence

awareness competence equality inspiration

balance consciousness fairness integration

beauty connection follow-through integrity

belonging consideration freedom intimacy

caring contribution fun joy

celebration cooperation growth learning

challenge creating harmony love

choice creativity healing mattering

clarity dependability health meaning

stimulation relief peace mourning

spontaneity respect play movement

stability rest presence mutuality

support safety progress nurturance

trust security purpose openness

understanding self-expression reflection order

warmth self-reliance relaxation participation

well-being space reliability partnership

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Adams, M., Bell, Anne Lee, Griffin, P. (2007). Teaching for diversity and social justice. New York: NY.
Routledge.

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