DEI Education Leadership

Whether in or out of classroom or in the corporate workplace, these DEI courses are designed educate and build the  understanding DEI challenges for the professional role of educator, administrators,  leaders navigating the culture and climate that support the excellence and inspiration of  generations of learners. The goals of DEI education leadership courses are to

• Develop a culture that is transformational, credible, relational, and trustworthy
• Understand how to build the ability of mentors and educators to establish and lead their own teaching community
• Develop collaboration leadership skills with respect to teaching assessment design;
• Understand transformational education and training in the context appropriate evidence-based framework for increasing professional practice
• Develop empathetic design thinking that empowers leaders, followers and community for social change

Institutionally, studies have shown that the lack of “intercultural competence” (the ability to think and act in a culturally appropriate way) can have a measurable impact on communication skills. Teachers or supervisors that lack intercultural competency are less likely to apply academic or work standards in an equitable manner. The American Psychological Association’s (APA) thirteenth Learner-Centered Principle states: “Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.”

KLI DEI  2001: Developing Transformational Cultural Competence (TCC)

Transformational Cultural Competence (TCC) is part I of Kanmas  Inter-Cultural Diversity Education (IDE) program.  This course is centered on value-based transformational leadership principles that transform and equip teachers as leaders for effective service of educational delivering that empower student learning and school performance. The course focuses on enabling teachers to participate in the development of professional community and provides the pathways (personal, relational, empowerment, and service) through which teaching professional can be transformational to selflessly and intentionally motivate and intellectually stimulate students’ capabilities to achieve great outcomes that prepare them for life. Practical aspects of transformative leadership for effective teaching, learning, assessment and how to build capacity of teachers to establish and lead their own teaching community will be discussed.

The participant outcomes:

• Discovery of personal comfort level and self-leadership process in interacting with culturally different people
• Developing compassion and empathy leadership attribute for effective teaching and learning
• Understanding of  the dimensions of Inter-Cultural Diversity Education and strategies for managing and sustaining workforce Diversity,
• Understanding of the behavioral transformation for individual for Intercultural Competence,
• Understanding of the issues relating to the principles of valuing diversity and their relationship to corporate transformation needed for sustained productivity.
• Understanding of oneself in relation to the other cultures and how to overcome inter-cultural barriers, social identity threats, and blind spots for effective communications;
• understanding of acceptable culture behavior and how  to prevent illegal discrimination or harassment in the workplace or classroom;
• Understanding of how to adopt and contribute to a positive, people-friendly classroom, school and workplace environments
• Understanding of the process of valuing and sustaining diversity
• Understanding of the pitfalls of sexual harassment and how to avoid them;
• Develop innovative teaching methods that will impact teacher’s management of their personal beliefs to positively impact our students’ thinking and emotions about cultural diversity.
• Develop adaptive and integrative skills to attract and retain a diverse workforce;
• Develop skills in managing differences in the classroom and workplace and strategies for inclusive excellence

 

KLI-DEI 2002: Intercultural Diversity Competency (IDC) Development

Intercultural Diversity Competency (IDC) development program is the part II of Kanmas  Inter-Cultural Diversity Education (IDE) program. The IDC program develops the strategies to meet the competency need identified in Part I. The IDC program assumes that employees and administrators who commit to the process of becoming intercultural competent within the context of the multi-cultural experience of members of the workforce or faculty or staff will make a collective positive impact on the school mission or corporate productivity and lives of members of the workforce. The training begins by first measuring the Intercultural Development Inventory (IDI) Index to understand the most likely cultural orientation of the group.  IDC curriculum is then customized to train the teachers and/or administrators on how to progress in their cultural competency development and be informed of key intervention method to improve cultural competency.  A diversity model of the process and solution of empowering individuals for maximum performance is presented.  IDC activities are very interactive and provide participants with experiences outside their own culture to stimulate their inter-cultural development. Participants will gain better cultural understanding of themselves in relation to other cultural variables. The fundamental facts about diversity and key approaches used to address specific diversity issues are also covered.

Participant Outcome/Learning Objectives:

• Understanding of the developmental model of intercultural sensitivity
• Understanding of multicultural education curriculum transformation will be improved;
• Developing skills on how to use Inter-cultural Sensitivity index to increase teachers’ effectiveness in intercultural sensitivity.
• Understanding innovative teaching methods that will impact the management of individual beliefs to positively impact their students’ or employees’ thinking and emotions about cultural diversity.
• Understanding the dimensions of multiculturalism and their integration into curriculum transformation.
• Increase ability to identify the cultural orientation of the teachers or employees that need to be addressed in dealing with the needs of subgroups (female, minority students, disabled, socially and economically disadvantaged students;
• Administrative leadership ability to measure and use Intercultural development inventory (IDI) data which can provide research-reliable data for informed decision-making in which diversity consideration is a factor
• Improved intercultural communication capacity of counselors to address the needs of diverse learners (gender, ethnic background, socioeconomic status, differing ability levels, learning styles, limited English language proficiency or disabilities);
• Skills for advocating the processes needed to address institutional and social barriers that impede access, equity, and success for students;
• Understanding of the cultural context of relationships, issues and trends in a multicultural, diverse society;
• Make significant progress in individuals’ level of cultural competency

KLI-DEI 2003. Relational Mentorship for Building Cultural Bridges (RM-BCB) for Success

Effective mentorship is a key factor for driving success in completing a doctoral program, achieving tenure in the professoriate, or emerging as a leader in a competitive corporate work environment. The effectiveness of a mentor-leader in engaging and empowering mentees depends on the mentor’s ability to influence desired attitudinal or performance character changes. This takes place through relational connections for interaction of values, attitudes, behaviors, and principles that are nurtured, constructed, and practiced, building and supporting a mentee-mentor cultural bridge to achieve the desired goal. The mentor and mentee enter the relationship with unique identities and self-cultures that must be transformed, and boundaries crossed in the mentorship process. Such a mentorship cultural bridge is designed to relationally connect mentor and mentee to each other in functional and impactful ways, with goals to discover more about each other’s culture, build relational trust and empathy, practice relationship building, improve cross-cultural communication skills, and provide a pathway to improved understanding and valuing of differences. Moreover, this cultural bridge should makes progress in any desired goal a mutually beneficial effort and inspires mentees to be successful in a competitive culture of high expectations.

Participant Outcome/Learning Objectives:

• Awareness of social justice issues such as discrimination, stereotyping and prejudice in a diverse workforce and how the avoid them.
• Understanding the barriers minority students face in graduate school, challenges majority faculty face in cross-racial and gender mentorships, and suggestions on how to address the identified barriers, make this exploration applicable for any faculty or graduate students who desire to maximize the opportunities from relational
• Understanding the strategies and acts of effective menteeship and mentorship for increasing the success in a desire goal, especially those from under-represented groups, in a research intensive setting.
• Understanding strategies for developing effective mentoring relationships for the general growth of the mentee.
• understanding the critical characteristics of followership or Menteeship and how relational mentor-leader can be transformational in positively inspiring growth and higher independent performance skills on mentees toward desired success
• Developing mutual trust to jointly cross the mentorship cultural bridge in a transformational mentorship process.
• Exploring the practice of how mentorship empowers participants for further success and growth on both professional and personal levels, inside and outside of higher

KLI-DEI 2003. Empowerment Leadership Model for Social Change (ELM-SC) is course framed as a combination of technical-empathetic and socio-psychological thinking toward designing solution to drive organized implementation plan and training of agents involved in social change. The ELM-SC design integrates the empowerment leadership process to achieve social change design as a joint effort with a different technical or human design thinking mindset that empathetically engages the individuals, followers, and community to discover, define, decide,  design, and deliver  the desired social change. With regards to the growth of individuals and communities as an outcome of societal impact, empowerment is presented as a means of empowering people and organizations through personal empowerment that supports community well-being. Leadership training guide is provided to teach agents ways to improve the quality of life and well-being of humanity and as a mechanism for effecting broad-based socio-economic transformation. Intentional acts of developing and enabling individuals to achieve results through education, training, and access to material resources are integrated as part of the plan for a sustainable change. The key empowerment leadership attributes (encouragement, enablement, empowerment (power sharing)), and others with respect to developing leaders for social change are presented in the context of a transformational leadership process that empowers individuals and followers for maximum productivity in other- or community-centered services. Full discussions on leadership empathy set up the groundwork on empathetic understanding in the first value-based imperative and how leaders might cultivate future leaders for social change service work through direct and hands-on engagement in the lives of the individuals and community.

Participant Outcome/Learning Objectives:

• Explore to discover empowerment leadership and social change
• Empathetic framework for empowering social change
• Value -based empathetic intrinsic motivation; discover the purpose of value-based leadership motivation in empowering social
• Value-based empowerment leadership empathy attribute; discovering the value of empathy attributes in empowerment leadership
• Cultivating elements of empathy for social change: self-awareness, self-assessments skills, inner perception of personality, and growth from lived-experiences
• Cultivating courage leadership to overcome fear in social change
• Learning courage in confronting daunting human performance factors
• Value-based empowerment leadership servanthood attribute
• Value-based empowerment leadership vision attribute
• Community-based empathetic design thinking for social change
• Developing personal empowerment
• Cultivating community-based leadership navigation attribute
• Developing navigation preparation action
• Cultivating community-based empowerment leadership initiation
• Cultivating community-based leadership reproduction attribute
• Fostering empowered culture and climate
• Understanding empowerment power sharing
• Empowerment leadership encouragement
• Practicing encouragement and enablement leadership attributes
• Relational empathetic implementation and practicing adaptability attribute
• Measures, evaluation and progress management