Category Archives: inclusion

Extending your leadership presence on Twitter

By guest blogger Kirsten Jensen

Over the years, I’ve heard lots of reasons why leaders don’t have a professional social media presence. From being unsure about what they would post to simply not having time, there are plenty of reasons why we don’t get started. But, when done with intention, social media can be a powerful tool in service of some of our most important leadership priorities.

The real magic happens when we use social media to connect. In her book, The Gifts of Imperfection, Brene Brown writes, “I define connection as the energy that exists between people when they feel seen, heard and valued.” Stephen M.R. Covey describes a similar energy in The Speed of Trust, comparing relationships to bank accounts where we deposit and withdraw trust. The more abundant the trust in our accounts, the more connected we are, the better we work together and the faster we get things done.  As leaders, so many of our priorities center around building trust. And, while in-person connections will always be our biggest deposits, I believe social media can create small but important moments where our students and staff know they are seen, heard and valued.

So, don’t spend time on social media. Spend time building connections and trust, using social media as a tool. The leadership team at Minnesota State University Moorhead has done an exceptional job of extending their leadership presence on Twitter. Here are four ways you can extend your leadership influence with Twitter, with examples from MSUM.

Why Twitter?

It’s often said that Facebook is for the people you know personally,  LinkedIn is for the people you know professionally and Twitter is for the people you want to know. That is to say, the fact that you don’t have to mutually follow one another and privacy settings are often open, makes Twitter an ideal place to connect with folks who care about similar ideas, organizations or people. Because we aren’t always sure who we want to meet, it can take a little longer to get started on Twitter. But, once you begin to listen for mentions of your organization or your hashtags, you’ll find lots of amazing conversations to join.

Get inspired.

Check out a live feed from MSUM’s social media team, at this Twitter list: https://twitter.com/MSUMoorhead/lists/msum-social-media-team Or, for examples that cross multiple industries, see this Twitter list of people who have been featured as examples in my training: https://twitter.com/NextKirsten/lists/nextinspiration1

I hope this inspires you to overcome the excuses and try your hand at Twitter. Connect with me @NextKirsten – I’d love to get to know you.

 

Kirsten Jensen (@NextKirsten) is a social media coach, trainer and consultant at Next Action Digital.

https://twitter.com/NextKirsten

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Presenting in English when you’re not a native speaker (or even if you are)

For many people, having to speak in public is worse than going to the dentist, touching a spider, or seeing a snake in the back yard – maybe even all three combined! When the person is not a native speaker of English it can be even more nerve-wracking.

I recently ran across an author that may be helpful to you or some of your team members. Deborah Grayson Riegel and her colleague Ellen Dowling wrote a book called  Tips of the Tongue: The Nonnative English Speaker’s Guide to Mastering Public Speaking.

She posted a video on YouTube that summarizes three key points to keep in mind, whether or not English is your native language.

First, prepare thoroughly. This includes practicing what you plan to say. Out loud. More than once. I’m prone to fall into the trap Grayson Riegel warns about: spending all my time polishing the slide deck and none of it practicing what I’m going to say. As Anita mentioned in Monday’s post, that is an important part of preparation.

During the speech, Grayson Riegel recommends that nonnative speakers should not worry about having an accent, but they should slow down the speaking pace. Even native speakers of English have accents, reflecting which region they are from. Slowing down and articulating clearly, especially at the beginning, helps listeners understand each of our unique speech patterns.

Finally, she recommends pausing often during the presentation. It gives the listeners a chance to absorb and understand, and it gives speakers a chance to gather their thoughts.

These tips can help all of us be better public speakers, and they are especially helpful for nonnative English speakers.  What other tips have worked for you?

Dee Anne Bonebright

 

 

Driving growth, fueling retention, and improving organizational outcomes

By guest blogger Josefina Landrieu

What if I told you that there is a practice out there that will get at:

  • Driving  growth?
  • Fueling retention?
  • Improving organizational outcomes?

You’ll likely question my idea by saying “there is no silver bullet!” And no, there is no silver bullet. But there is a practice that when implemented effectively, helps to address some of the greatest challenges in employee retention, workplace inclusion, and organizational outcomes. More importantly, THIS practice helps employers build a diverse and inclusive workforce, cultivate relationships with their employees and recruit/retain talent in an extremely competitive marketplace. Employee Resource Groups (ERGs) deliver real value in promoting diversity and helping employees feel included in the organization’s culture. And it doesn’t have to stop there, ERGs help with retention, team productivity, and workplace climate. Although ERGs have been mostly used in the corporate sector, higher education is now following suit.

I was a member of an ERG at my previous institution and it served as a great opportunity to network with peers, to gain a stronger sense of belonging, and to experience mentorship opportunities. As an ERG, we co-sponsored events for professional development for employees of color that included bringing in speakers, conducting trainings, and delivering workshops. The group also provided less structured opportunities for employee socialization and engagement. It’s critical to allow the group to decide its focus while adhering to the organization’s principles, and mission for equity and inclusion.

What do ERGs look like in higher education? Here are some tips for successful implementation:

  • They are supported by an HR/Equity & Inclusion lead
  • They are open to all employees & participation is voluntary
  • They promote diversity, inclusion, and understanding
  • They adhere to the organization’s policies and procedures
  • They serve as a vehicle for a more distributed leadership model
  • They have organizational sponsors and sometimes funding

The first 60 to 90 days of employment are a critical time for any new hire, and they can be particularly challenging for members of traditionally underrepresented groups. That short window of time can mean the difference between whether an employee stays for the long run or leaves before the year is out. Research from the Conference Board shows that participating in an ERG leads to greater retention for employees from underrepresented groups. And, in addition to impacting employee retention, ERGs can provide key cultural insights, which can be critical to HR practices. The Massachusetts Institute of Technology, MIT, has actively embraced this inclusive practice. They report that ERGs have resulted in increased workplace satisfaction among participants and provide insightful feedback to the organization, an excellent return on investment.

Josefina Landrieu is the Assistant Chief Diversity Officer for Minnesota State.

Retention starts with us

By guest blogger Clyde Pickett

Student retention is a priority for higher education. We all have a responsibility to support retention efforts no matter our role or position.

To serve our students inclusively, we must commit ourselves to providing our students with outstanding service in every interaction they have with us.

In an article on academic advising, Ricky Boyd* provides some specific action steps to provide quality service to all students:

  1. Treat students with dignity and respect.
  2. Give students clear directions on how to solve their problems and issues, rather than giving them a run-around or sending them on a wild goose chase.
  3. Be responsive to students and their parents/families.
  4. Give timely answers to students’ questions and provide regular feedback on their progress.

Excellent service and communication should be the norm for all of our students no matter who they are, where they come from, or what they look like. Implementing these tips is a step towards advancing a positive campus climate and creating a culture to support retention.

As employees we must ask ourselves “what else can I do to support students in my interactions?” For some of us it might mean additional training on best practices. For others it might mean reviewing policy and procedural best practices to support front line service to students. Above all it means understanding we are here to serve their needs. The work of retention starts with us.

Clyde Pickett is the Chief Diversity Officer for Minnesota State Colleges and Universities

*Boyd, R. L. (2012). Customer Service in Higher Education: Finding a Middle Ground. The Mentor, an Academic Advising Journal, 1. Retrieved from https://dus.psu.edu/mentor/2012/06/customer-service-in-higher-education/

Seeking a diverse administration

By 2020, 45 percent of U.S. high school graduates will be non-white. Citing that fact, the American Council on Education says that it’s more important than ever to ensure diversity among admissions representatives. A 2017 blog post highlights the importance of admissions counselors in representing their institutions and in shaping the student body.

The articles says that, similar to other administrative roles, we have work to do to achieve that goal. The authors identified three issues that are limiting diversity in college administration.

Leaky pipelines – Students who graduate with four-year degrees are still predominantly white. This results in lower numbers of qualified minority individuals to fill administrative positions.

Insufficient recruiting – Search committees may not be skilled in recruiting and selecting diverse candidates. Members may not be aware of unconscious biases and strategies for mitigating them.

Lower retention – Even after hiring administrators who bring diversity to the campus, institutions may have difficulty retaining them. This can be especially true in high-turnover positions such as entry-level admissions counselors.

The article proposed some strategies that can help retain all administrators, including administrators of color.

  • Offer diversity and/or cultural competency training for all staff
  • Emphasize diversity in the recruitment process
  • Establishing orientation and mentoring programs for new administrators
  • Foster open communication
  • Invite administrators to be part of decision-making
  • Support administrators’ professional development goals

Building a faculty and administrative staff that reflects our student body is an ongoing challenge for Minnesota State. What effective strategies have you seen?

Dee Anne Bonebright

“Ruthlessly realistic”

“Stop pretending.”
“How did they treat you?”
“No such thing as color blind.”
“Being comfortable being uncomfortable”

These are strong words that capture the essence of a TED talk I want to share with you. Mellody Hobson says that mentioning race is the conversational equivalent of “touching the third rail.”  It can feel risky and people don’t know how to respond.

As leaders, Hobson says it is important for us to step bravely into the conversation about racism and discrimination at work. Acknowledging the realities of discrimination and overcoming our fear of talking about it is the first step to creating inclusive workplaces.

Join over 2 million people and take a few minutes to watch and listen to her 2014 TED talk.

It’s hard, but we need to be “color brave, not color blind.”

Todd Thorsgaard

John Lennon or Harry Potter?

 

 

 

When you see wire-rimmed glasses, do you think of John Lennon or Harry Potter? Or maybe John Denver? It might depend on your age.

The Mindset List is an intriguing way to think about the diversity of our student body. Each year Beloit College puts out a list of facts about the incoming freshman class. For 2018, it included:

  • During their initial weeks of kindergarten, they were upset by endlessly repeated images of planes blasting into the World Trade Center.
  • In their lifetime, a dozen different actors have portrayed Nelson Mandela on the big and small screen.
  • FOX News and MSNBC have always been duking it out for the hearts and minds of American viewers.
  • Female referees have always officiated NBA games.
  • Bill Gates has always been the richest man in the U.S.
  • One route to pregnancy has always been through frozen eggs.
  • Their collection of U.S. quarters has always celebrated the individual states.
  • When they see wire-rimmed glasses, they think of Harry Potter.

As interesting as it is, the list makes some assumptions about our freshman students that may nor may not be the case. For example, that they have always lived in the U.S., or that they  have always had access to mainstream U.S. media.

As our higher education workforce ages, it can be harder to understand the mindset of the students we are serving. Activities that worked well may not work anymore, or new options might exist. For example, Beloit suggested that students who are used to binge-watching TV programs might also want to binge-watch video portions of their coursework. Whether or not that’s desirable, what might it mean for course development?

What can you do to include a reality check in your planning?

Dee Anne Bonebright