ILP FAQs

Each of our workshops and the planning of the series as a whole is designed based on extensive research in adult learning theory. One important factor in supporting effective learning is allowing participants sufficient time to process and apply what they have learned. Our recommended practice is to have a minimum gap of three weeks between each workshop. This timeframe enables participants to practice and implement the knowledge gained from the previous workshop using the Take Action Tool, as well as adequately prepare for the upcoming workshop using the Overview.

However, if there are circumstances that require running multiple workshops in a single day or consecutively on back-to-back days, we suggest the following adaptations:

• Extend the duration of each workshop to incorporate additional time for activities and group discussions. This will allow for more in-depth learning and processing during the workshop itself.

• Avoid stacking more than two skills in a single day. Trying to cover too many skills in a compressed timeframe will result in diminished learning outcomes. Generally, individuals can only retain 2-3 key points from any given learning session. If multiple skills are covered in a day, participants will likely leave with 2-3 key points across all the skills combined, rather than 2-3 key points from each individual skill.

While accommodating these constraints, it's important to be aware that compressing the workshops may limit the overall learning experience for participants. Giving them adequate time between workshops allows for better retention, practical application, and maximum engagement.

Each of our workshops follows a framework that divides the time into three equal parts: content/teaching, experiential activities, and peer discussion/processing. Through extensive testing, we have determined that a 2-hour workshop provides the optimal amount of time for each of these components.

In participant feedback, we consistently hear that the time spent in discussion with peers is one of the most valuable aspects of the workshop. When the workshop duration is reduced to 90 minutes, the discussion and activity time often become rushed, and participants may feel a lack of adequate time for meaningful engagement. Shortening the workshop to 60 minutes significantly diminishes the time available for peer discussion and can lead activities being done hastily, rather than with intention.

If you must fit the workshop into a 90-minute time slot, we highly recommend incorporating the use of Conversation Circle Guides. These guides can be used in 45-60 minute small-group meetings to facilitate discussion among participants between workshops. This reintroduces the valuable element of peer discussion and provides an opportunity for continued learning, which many participants have found to be highly valuable.

While adjusting the workshop duration is possible, it's important to consider the impact on the overall learning experience. Providing sufficient time for activities, peer discussions, and content delivery contributes to a more effective and enriching workshop.

When considering shortening the workshop, it's important to take into account the stage of your organization and the participants' inclusion journey. Depending on their level of progress, there may be some flexibility in removing certain content or topics within the Foundations of Inclusion workshop. However, if the group is in the early stages of their inclusion journey, we strongly advise against removing any content. This content serves as crucial context for future workshops and helps establish a shared understanding of inclusion as a whole.

For the other workshops in the series, the most straightforward approach to save time is by reducing the duration of discussion questions or activity segments. However, as previously mentioned, decreasing time in these areas comes with its own limitations and consequences, potentially impacting the overall learning experience and depth of participant engagement.

When considering modifications, it is important to carefully weigh the trade-offs and prioritize what is most essential for achieving the desired learning outcomes. Striking a balance between time constraints and maintaining the integrity of the workshop's content and interactive components is crucial for a meaningful and effective learning experience.

We highly encourage participants to attend the Foundations of Inclusion workshop before proceeding to other workshops. This key session establishes important context, definitions, and key concepts related to diversity, equity, and inclusion discussions. It provides a solid grounding for the subsequent workshops.

After attending the Foundations of Inclusion workshop, participants can largely engage in the remaining workshops as standalone experiences. Missing a previous session will not prevent someone from participating in subsequent workshops. However, it's important to note that we have designed the workshops to build upon one another, allowing for the integration of learning from earlier sessions into later ones. We have also ordered the skills in such a way that the concepts become more complex and integrated as a participant moves through the series.

For example, the Respect Individuality & Build Belonging workshop will have the most comprehensive impact when participants can draw upon concepts learned in both the Own Your Story and Listen to Build Trust workshops. The sequential order of the workshops is structured to facilitate a progressive learning journey and enhance the depth of understanding and application.

While missing a session is not a barrier to continuing with the workshops, we encourage participants to attend all sessions whenever possible to gain the full benefit of the program. However, even if a session is missed, participants can still engage meaningfully and continue their learning journey in subsequent workshops.

Given the nature of our Inclusive Leaders Program (ILP) workshops, which prioritize group discussions and individual application over content delivery, we do not recommend recording the sessions. The interactive and participatory elements of the workshops are designed to foster open dialogue, encourage sharing of questions, ideas, and experiences, and create a collaborative learning environment.

Recording the sessions may have unintended consequences. Participants might become less willing to freely express themselves, share their thoughts, or engage in discussions if they know they are being recorded. This could restrict the overall learning experience for all participants within the session.

To ensure a safe and open space for meaningful participation and dialogue, we suggest focusing on creating an environment where participants feel comfortable sharing their perspectives and ideas without the concern of being recorded. This promotes a more dynamic and interactive learning atmosphere during the workshops.

While recordings may seem useful for reference purposes, the value of live engagement, active participation, and the collective learning experience outweigh the benefits of recording the sessions in this context.

At Greatheart, we have implemented the practice of Native American Land Acknowledgment at the beginning of public gatherings and workshops. A land acknowledgment is a simple yet powerful way to show respect for indigenous peoples and recognize the historical Indigenous inhabitants of the land on which the gathering takes place.

Why do a land acknowledgment?

A land acknowledgment serves multiple purposes. It is a step towards correcting narratives and practices that have erased Indigenous people's history and culture. It also honors the truth and invites a collective reflection on our shared story as a country, including the challenging aspects of it. In countries like New Zealand, Australia, and Canada, land acknowledgments have become common practice and even policy in opening public events and gatherings.

Resources for better understanding land acknowledgment:

To enhance understanding and implementation of land acknowledgments, the following resources can be helpful:

• Interactive Map: Native Land (https://native-land.ca/) provides an interactive map that helps determine which tribal groups historically inhabited specific locations.

• Article: "Indigenous Land Acknowledgment, Explained" by Delilah Fiedler provides further insight and explanation on land acknowledgment practices (source: Teen Vogue).

• Guide and Call to Acknowledgment: "Honor Native Land" by the U.S. Department of Arts and Culture offers guidance and resources for incorporating land acknowledgments (source: USDAC).

Integrating a land acknowledgment:

We recognize that land acknowledgment may be a new practice for many participants. It is an opportunity to collectively learn and create an inclusive space by acknowledging stories and histories within this specific context. To effectively incorporate a land acknowledgment, we suggest the following steps:

1. Ask participants if they have heard of or been part of a workshop where a land acknowledgment has been done.

2. Present the rationale behind a land acknowledgment, emphasizing its significance in showing respect, correcting erasure of Indigenous history and culture, and connecting to the key skill of Inclusive Leadership: Own Your Story.

3. Share the specific land acknowledgment included in the presentation.

4. Optional: Engage in a land acknowledgment activity if time permits. Participants can use their phones or computers to visit "native-land.ca" and find the area they consider their home or a place where they have lived. They can then share the names of the tribes who were the original occupants of that land, understanding that correct pronunciation may be challenging.

By following these steps, we can foster a deeper understanding and appreciation of land acknowledgment as a practice that promotes inclusivity and respect for Indigenous peoples and their histories.