Overview

  • Time Frame: 2.5 or 3 hours. Longer time for more participants.
  • Suggested number of participants: 6-18
  • Materials needed: Blank thank you notecards [do I include worksheets here?]
  • Room Setup: tables of 4-6
Download the Curriculum

You’ve almost certainly sat through a bad meeting. But have you ever been part of a meeting that feels transformational? Done right, meetings facilitate great work. In this workshop, you will learn and practice new strategies to become a master of meetings. Try out some meeting games, and get ready to harness the contributions of colleagues and collaborators while earning gratitude for not wasting time with bad meetings.

  • What is the value of a community and network for leadership?
  • Who is in your network? How are you connected to them? Why do you value these relationships?
  • What skills/competencies/perspectives are you interested in developing, and who can help you do so?
  • How do you keep connected and be of help to people in your community and network?
Facilitator Outcomes Participants will be able to:
  1. Introduce the perspective that a vibrant network and community is essential for developing as a leader, having impact, and making progress in one’s career. Clarify the idea that being generous in these relationships is important for transformational work.
Describe why relationships matter for leadership, careers, and impact and express understanding that generosity in relationships is helpful in this work.
  1. Describe the process of drawing one’s network and give participants the opportunity to practice.
Visualize their own key relationships and networks and recognize important connections, missing links, and useful patterns.
  1. Provide an overview of thinking through mentoring relationships starting from the perspective of skills/capacity development and have students work through a structure process from this perspective. Facilitate conversation about this process.
Articulate skills/capacities they would like to develop and identify potential people who could be mentors for developing these skills/capacities.
  1. Facilitate conversation about strategies for following up on connections and maintaining relationships. Have students write a thank you note.
Discuss ways to keep vibrant network connections and use the tool of writing a thank you note.
  1. Build a community in the room and demonstrate the idea that everyone has something to give through sharing activity.
Recognize that they have many things to offer others in their networks and community and practice doing so.
  1. Debrief workshop and ask students to commit to an action to work on their community/network/mentoring relationships.
Propose an action step or two to improve network relationships.
 

Workshop Materials

 

    Sample Agenda

    1:30 – 2:00 Introductions & Icebreakers

    2:00 – 2:30 Connecting the Dots of Your Cultural Background

    • Values Exercise
    • Salsa, Soul & Spirit Exercise
    2:30– 2:40 Break
    2:40-3:00 Presentation
    3:00-3:50 Case Study: Why Diversity Can Lead to Better Ideas
    4:10-4:30 Reflection & Integration

    Ask students to share what actions steps they will be taking.

    Pre-Workshop Email
    We recommend sending out the pre-workshop email one-week before and a short follow-up two days before the workshop. This workshop does not require any pre-work before the workshop, but you could include a link to a TED Talk to help prime students for the workshop experience.

    Here’s an example:

    Dear Workshop Participants:

    Thank you for signing up for the Developing Intercultural Competence workshop. The workshop will take place in the [Learning and Environmental Sciences Building on the St. Paul campus] from [time-time] in [room] on [Date].
    [Insert description of workshop].

    There is no pre-work required for this workshop. You will need a pen. If you do have 18 minutes to spare, we recommend watching this TED Talk, “The danger of a single story” before the workshop.

    We look forward to meeting with you soon,

    [Your name]
    1. Post-workshop handouts
    2. Post-workshop email
    3. Survey example

    References

    Bennett, M. J. (2004). Becoming interculturally competent. Toward multiculturalism: A reader in multicultural education, 2, 62-77.

    Deardorff, D. K. (2010). A comparative analysis and global perspective of regional studies on intercultural competence.

    Giles, S. (2016). The most important leadership competencies, according to leaders around the world. Harvard Business Review. Online.

    Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), 421-443.

    Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations: Software of the mind (Vol. 2). London: McGraw-Hill.

    House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (Eds.). (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Sage publications.

    Javidan, M., Dorfman, P. W., De Luque, M. S., & House, R. J. (2006). In the eye of the beholder: Cross cultural lessons in leadership from Project GLOBE. The academy of management perspectives, 20(1), 67-90.

    Cultural Dimensions Videos
    Short two-minute videos on different cultural dimensions:

    The Danger of a Single Story-TED Talk
    Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice — and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.
    Geert Hofstede’s Cultural Dimensions Website
    Compare the cultural dimensions of different countries by using this interactive site.
    Intercultural Development Inventory (IDI)
    View research and sample reports on the IDI.
    Intercultural Knowledge and Competence Value Rubric
    Developed by the Association of American Colleges and Universities, through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.

    Attending Boreas workshops has allowed me to learn and implement several valuable leadership tools in an increasingly connected world and how to present myself in a professional manner on paper, online, and in person.

    Image

    Melaney Dunne

    Master's Student Conservation Biology