“What about our employees who voted for President Trump?” Believe it or not, this is a question we get often as we engage with clients on designing learning experiences in support of their inclusion, equity, and diversity efforts. This question usually comes from a place of concern that the content may be too “progressive,” or perhaps challenging.
Read MoreWhen we kicked off the “Let’s Get Practical” series, it was in response to a common sentiment we’ve heard from clients and colleagues, alike, after they’d experienced new learning around diversity, equity, and inclusion (DEI): “What can I do now?”
We get it. Equity and inclusion can sometimes feel like abstract concepts—and when met with altruistic intentions and a greater sense of urgency to “make a difference,” action can feel overwhelming…
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This week, we explore practices for approaching training and curriculum design with an inclusive mindset. As I reflected on my experiences working with clients and designing learning sessions, three areas came to mind: ensuring accessibility, considering different learning styles, and thinking like a learner.
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Today, we’re experiencing diversity and inclusion work evolve and converge with social justice. Sure, the business case and representation aspects remain relevant, but our global, social, and political state of affairs call for intentional efforts and focus on equity and justice both, within and beyond our organizations. This has required new skills and emphasis on new competencies.
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Throughout this series my colleagues have shared moments and experiences when they felt they didn’t “do the work.” In some situations, “the work” would have been speaking up in the face of injustice, engaging with someone who had a different perspective, challenging a learning community to go “deeper” in their work, or owning and honoring one’s own truth. I have learned a lot from Leigh, Mary-Frances, Valda, Kevin, and Travis through reading their posts.
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