Inclusivity

The active inclusivity development model is a framework for identifying the skills a person needs to improve to increase their ability to demonstrate inclusivity. No one has perfectly mastered the practice of inclusivity, so these skills are useful for anyone seeking to grow their ability to act inclusively. The skills also can help us overcome obstacles or challenges we face in promoting inclusivity. These obstacles are often hard to overcome because they were embedded into our society’s implicit structures before we were born, because we are unaware of how these structures are influencing our behavior, and because change often involves losses as well as gains. Addressing these obstacles requires relatively sophisticated skills.

“The “DIE” Model was developed as a planning and assessment tool for organizational change related to inclusion and engagement work within organizations. Because organizational change related to equity, inclusion, and belonging is tied to both structural and cultural shifts, it is important to have a map for these changes. Thus, the DIE Model helps leaders navigate the planning, implementation, and evaluation phases of organizational change. We start the DIE Model with the DIE Proposition which is the commitment being made for the organizational change. This is followed by identifying key stakeholders and partners as well as resources needed to implement the plans. We organize our partners and stakeholders into segments to better organize how we engage with them, and then determine appropriate channels for implementation. We then identify the intended outcomes that can be used to determine success. Once the plans have been implemented, the DIE Model offers further guidance for assessing the strategy for optimal outcomes.

This document contains stories of people being inclusive and failing to be inclusive. (The titles next to people’s names are their titles at the time the story occurred and may not be their title currently.) Discussing diverse situations in which people failed or succeeded in living up to their values often helps people to recognize and act on other opportunities when they arise. By discussing these stories in meetings, on teams, over the internet or intranet forums, or in classrooms, groups can develop ideas for leading with exceptional inclusivity, learn each other’s perspectives, work through disagreements, and generate ideas.  The teaching note is included.

This short workbook aims to help users practice planning and executing inclusive experiences as part of a larger effort to build more inclusive organizations.  The workbook includes the following elements: 1) an explanation of why inclusive experiences matter;  2) consider experiences; 3) anticipate exclusion; 4) generate inclusion; 5) plan the experience; and 6) additional resources.

Open the front door to communication.

O = OBSERVE
concrete, objective, factual observations
T = THINK
thoughts based on observations; the interpretation step
F = FEEL
actual feelings/emotions you have as a result of your
observation
D = DESIRE
a statement of desired outcome or desired next step

This is the instructor’s manual for the Positive Leadership for Good Allyship slide deck.

Students and executives who participate in this session, using the positive teaching tool should be able to:

1. Understand their role and motivations as positive leaders to promote gender equality.
2. Understand the barriers men face while trying to act as allies.
3. Comprehend the concept of backlash and identify different forms of it and of resistance men could face while trying to act as allies.
4. Gain tools and experience with different forms of positive behaviors that can be helpful when taking the role of allies.
5. Gain knowledge on how they as positive leaders, can further motivate others in their teams to act as good allies, while being cautious of the differing reactions and hesitations.

The scenarios in this document are examples of things people said that violated the experienced justice of people because of their race, gender, age, sexual orientation, or other group membership. The violations may or may not have been intentional. The degree to
which they were intentional probably varied between scenarios. The scenarios allow readers to understand and apply the principles of restorative justice.  A teaching note can be requested by emailing CPL@louisville.edu.

This worksheet offers five places to start today for welcoming trans and nonbinary people in every workplace.