GEAPS’ LEADERSHIP EDUCATION AND NETWORKING WORKSHOP

GEAPS’ LEADERSHIP EDUCATION AND

NETWORKING WORKSHOP

July 16 – 17, 2019

2 GEAPS’ LEADERSHIP EDUCATION AND NETWORKING WORKSHOP

WORKSHOP SCHEDULE

TUESDAY, JULY 16, 2019

1 – 1:10 p.m. Welcome Address

1:10 – 2:40 p.m. Keynote Address: Welcoming and Inclusive Communities – Keith Edwards

2:40 – 3 p.m. Break

3 – 5 p.m. Communication, Diversity and Perspective Workshop – Mike Gregory

5 – 6 p.m. Networking Reception

WEDNESDAY, JULY 17, 2019

6:45 – 7:30 a.m. Coffee and Continental Breakfast

7:30 – 7:40 a.m. Opening Remarks

7:40 – 9:30 a.m. Hire, Train and Retain Top Talent (Part 1) – Mike Gregory

9:30 – 10 a.m. Break

10 a.m. – 12 p.m. Hire, Train and Retain Top Talent (Part 2) – Mike Gregory

12 p.m. – 1:30 p.m. GEAPS Annual Meeting and Lunch

2 – 6 p.m. International Board of Directors Meeting (Room: Kellogg 1 & 2)

THURSDAY, JULY 18, 2019

7:30 a.m. – 12:30 p.m. International Board of Directors Meeting (Room: Kellogg 1 & 2)

TWIN CITIES | JULY 2019 3

SPEAKER AND SESSION INFORMATION

KEYNOTE ADDRESS: Creating Welcoming and Inclusive Communities

KEITH EDWARDS, Certified Professional Coach

Are you sabotaging your own efforts to create an inclusive workplace, without even knowing it? Learn the skills to overcome differences and communicate more effectively.

Over the past 18 years Keith has spoken and consulted at organizations, presented more than 200 programs at national conferences, and has written more than 20 articles or book chapters.

Keith is also an executive and leadership coach for individuals looking to unleash their fullest potential. His clients include college presidents, senior financial officers at non-profits, CEOs of companies and independent scholars.

Keith is a Certified Professional Coach through Co-Active Coaching‘s Coaches Training Institute (CTI), the largest trainer of coaches in the world. Keith’s coaching approach is grounded in positive psychology research on what works and approaches to help you get out of your own way.


CreatingWelcoming

and Inclusive

Communities

Critical ConsciousnessWhat are your most salient social group identities?

What are the social group identities you don't think about very often? Why?

Choose a social group identity category (gender, race, social class, religion, sexualorientation, age, ability, etc.) most salient in your personal life. What are the messages

about that social group identity category that you have learned over your life(socialization) about yourself and others?

What unlearning do you need to do to be a better leader?

SPEAKER HANDOUTS | JULY 2019 5

CreatingWelcoming

and Inclusive

Communities

Cultural CompetenceCarefully reflect on some of your socialization and notice what implicit or unconscious

biases you have, that you'd prefer not to have.

What is an identity-based difference you have found challenging to communicateacross as a leader? What tools might help you bridge this gap and communicate in a

manner that would be a better fit for folks different from you?


Creating Welcoming

and Inclusive

Communities

Systemic OppressionHow have systemic structures given you advantages you didn't earn and don't deserve

based on a social group identity you have?

How have systemic structures given you disadvantages you didn't earn and don'tdeserve based on a social group identity you have?


Creating Welcoming

and Inclusive

Communities

Social ChangeAs a leader, what systems and structures in your organization and beyond, interfere

with your team's ability to realize their fullest potential?

As a leader, what are three steps you could take to acknowledge, address, or removethose barriers to help members of your team realize their fullest potential?



Communication, Diversity and Perspective

MIKE GREGORY, The Collaboration Effect

Explore the human qualities that affect workplace relationships – from our appearance, values and learning styles to our personalities.

Hire, Train and Retain Top Talent

MIKE GREGORY, The Collaboration Effect

Learn best practices and the importance of on-boarding and inclusion for recruiting, hiring and retaining top employees.

Mike is a dynamic, energetic and passionate international speaker that offers keynote, workshop, seminar and executive forum presentations taking advantage of The Collaboration EffectTM.

The Collaboration EffectTM enhances relationships, resources and revenues by developing relationships, actively listening, educating participants and collaborating closure. Mike is also the founder of Michael Gregory Consulting LLC, a firm that helps organizations overcome conflict business to business, business to government and within businesses having conducted over 2,500 mediations and negotiations.


6 5 1 - 6 3 3 - 5 3 1 1 I m g @ m i k e g r e g . c o m I w w w . c o l l a b e f f e c t . c o m

Page 1

Dimensions of DiversityWhat are your three dimensions of diversity? This is for your eyes only – not to be shared.

Primary – visibleo Race, age, ethnicity, gender, physical abilities, sexual orientation, class

Secondary – below the surfaceo Religious belief, nationality, geographic location, marital status, parental status,

education, income, work background, military experience

Tertiary o Learning style, personality, profession orientation

Take away items from today’s session: What did you learned about yourself? What made you think? What may be actionable items as you consider communication, diversity and perspective going forward?

1.

2.

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Debby Irving ~ Racial Justice Educator & Writer ~ [email protected] 6 5 1 - 6 3 3 - 5 3 1 1 I m g @ m i k e g r e g . c o m I w w w . c o l l a b e f f e c t . c o m

Page 1

Leveling the Playing Field:Disrupting Patterns of Privilege and Power

These are selected excerpts from Debby Irving author or Waking Up White. These may be reproduced with attribution

debbyirving.com Debby Irving @DebbyIrving Debby Irving debby_irving



Page 2

Conversation Norms

Stay engaged Share airtime Be patient with self and others Speak your truth as you are

able

Notice your judgments We are all teachers and

learners Respect confidentiality Expect and accept non-closure

Stay engaged encourages those who may check out or fall into blame and judgment towards self

and others when discomfort is experienced to notice that tendency and stay connected

Share airtime seeks to avoid having some dominating the conversation while unknowingly

silencing others. Inclusion conversations, by definition, must seek to hear multiple perspectives.

Be patient with self and others serves as a reminder to slow down and trust the process,

which is a 180% turn from what the dominant culture teaches us is in our product-oriented society.

Speak your truth strives to have us each speak from our own perspective and to be honest

about it. What are you struggling with? What are you feeling? How is what you’re hearing different

than what you believe and/or what you were taught? Are old memories coming up for you? If you’re a

person of color and feeling too mistrustful or racially re-traumatized to speak, do you feel safe enough

to just say that?

Notice your judgments acknowledges that everyone has judgments towards self and others.

Noticing, instead of dismissing or denying those judgments can help us explore the biases we’ve

internalized. Unexamined bias is a major contributor to the perpetuation of inequity, so examining it

serves as an antidote.

We are all teachers and learners reminds us that hearing multiple perspectives is the whole

point of inclusion work. Everyone has something to teach. Everyone has something to learn.

Respect confidentiality serves to create spaces where people feel comfortable sharing a truth

that may require vulnerability. Sharing ah-ha’s you have is fine. Sharing the details of another’s story

is not.

Expect and accept non-closure seeks to counter a lifetime of agenda driven meetings, 30-

minute sitcoms, and Walt Disney movies can create the illusion that all issues are solvable in short

periods of time. Developing a tolerance for the ongoingness of inclusion work is essential. Enjoy

being IN IT!



Page 3

Ten Things Everyone Should Know About RaceOur eyes tell us that people look different. No one has trouble distinguishing a Czech from a Chinese. But what do those differences mean? Are they biological? Has race always been with us? How does race affect people today? There's less - and more - to race than meets the eye:

1. Race is a modern idea. Ancient societies, like the Greeks, did not divide people according to physical distinctions, but according to religion, status, class, even language. The English language didn't even have the word 'race' until it turns up in 1508 in a poem by William Dunbar referring to a line of kings.

2. Race has no genetic basis. Not one characteristic, trait or even gene distinguishes all the members of one so-called race from all the members of another so-called race.

3. Human subspecies don't exist. Unlike many animals, modern humans simply haven't been around long enough or isolated enough to evolve into separate subspecies or races. Despite surface appearances, we are one of the most similar of all species.

4. Skin color really is only skin deep. Most traits are inherited independently from one another. The genes influencing skin color have nothing to do with the genes influencing hair form, eye shape, blood type, musical talent, athletic ability or forms of intelligence. Knowing someone's skin color doesn't necessarily tell you anything else about him or her.

5. Most variation is within, not between, "races." Of the small amount of total human variation, 85% exists within any local population, be they Italians, Kurds, Koreans or Cherokees. About 94% can be found within any continent. That means two random Koreans may be as genetically different as a Korean and an Italian.

6. Slavery predates race. Throughout much of human history, societies have enslaved others, often as a result of conquest or war, even debt, but not because of physical characteristics or a belief in natural inferiority. Due to a unique set of historical circumstances, ours was the first slave system where all the slaves shared similar physical characteristics.

7. Race and freedom evolved together. The U.S. was founded on the radical new principle that "All men are created equal." But our early economy was based largely on slavery. How could this anomaly be rationalized? The new idea of race helped explain why some people could be denied the rights and freedoms that others took for granted.

8. Race justified social inequalities as natural. As the race idea evolved, white superiority became "common sense" in America. It justified not only slavery but also the extermination of Indians, exclusion of Asian immigrants, and the taking of Mexican lands by a nation that professed a belief in democracy. Racial practices were institutionalized within American government, laws, and society.

9. Race isn't biological, but racism is still real. Race is a powerful social idea that gives people different access to opportunities and resources. Our government and social institutions have created advantages that disproportionately channel wealth, power, and resources to white people. This affects everyone, whether we are aware of it or not.

10. Colorblindness will not end racism. Pretending race doesn't exist is not the same as creating equality. Race is more than stereotypes and individual prejudice. To combat racism, we need to identify and remedy social policies and institutional practices that advantage some groups at the expense of others.Created by: RACE - The Power of an Illusion, produced by California Newsreel in association with the Independent Television Service (ITVS). Major funding provided by the Ford Foundation and the Corporation for Public Broadcasting Diversity Fund. © 2003 California Newsreel.



Page 4

Some Terms to Consider

Diversity: Variety. Diversity itself is a limited goal. Populating a space differently is only one piece of creating just communities. If populating the space differently were the end goal, we could say plantations were diverse. Understanding power dynamics, bias, and systems, and how to create change around each, is a necessary part of the endeavor.

Inclusion: Inclusion articulates the intention to not exclude and instead make efforts to include diverse groups of people in an organization. Baked into the term is a power implication – who is doing the including?

Prejudice: An attitude or opinion—usually negative—about socially defined group (racial, religious, national, etc.) or any person perceived to be a member of that group, formed with insufficient knowledge, reason, or inquiry.

Power: Access to individuals, social groups, and institutions that own and/or control the majority of a community's resources, as well the ability to define norms and standards of behavior.

Discrimination: Intentional or unintentional barriers to access that impact a group’s ability to access rights, resources, representation, and respect including involvement in mainstream economic, political, cultural and social activities.

Privilege: Lack of discrimination, based on one or more identities, that results in unearned advantages due to privileged access to rights, resources, representation, and respect. Though privilege cannot be given away as long as discriminatory systems exist, members of privileged groups can leverage his/her/their privilege to disrupt status quo attitudes and behaviors and lobby for equity and equality.

White Privilege: Lack of racial discrimination that results in unearned advantages materially and/or psychologically based on nothing more than skin color and other physical indicators of racial classification.

Marginalized and Dominant Groups: Names for populations at the opposite ends of the privilege and power continuum. Members of marginalized groups experience discrimination; members of dominant groups, if willing to conform to dominant group social norms, experience the privilege of discrimination-free access rights, resources, representation, and respect, including involvement in mainstream economic, political, cultural and social activities.

One-Up/One-Down: Language that captures the impact of intersected identities. For instance, I (Debby Irving) have only a single one-down identity (female) and multiple one-up identities. The more one-up identities one has, the fewer barriers to access one will experience. Conversely, the more one-down barriers one has, the more barriers to access one will experience.

Equality: Giving members of an organization the exact same access to rights, resources, representation and respect regardless of individual needs and/or unequal starting points.

Equity: Taking stock of differential historical and current access to rights, resources, representation, and respect, and seeking to achieve equilibrium by coordinating institutional resources around differential needs.



Page 5

White Supremacy: Often confused with KKK or White Nationalism, white supremacy is the ideology brought to the US by European colonial settlers and those who followed them. The ideology believes that white, male, Protestant, elite (once land-owning), heterosexual people are superior to all others and should therefore dominate all living things. The ideology is an historically based, institutionally perpetuated system of domination that includes the exploitation of people of color by white people, and which maintains white, male, Protestant, heterosexual, elite peoples’ position of relative wealth, power, and privilege.

Whiteness: The set of attitudes and behaviors created and valued by people who identify as “white” and who are primarily connected to white dominant neighborhoods and institutions. Foundational to whiteness is the idea that people of color are “other” and most often also “less than.”

White Fragility: A state experienced by some white people, in the earliest stages of racial identity development, in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves.

Cultural Competence: To understand and be sensitive to the cultural values, beliefs, and practices of diverse populations, and to understand how they interact with the cultural values, beliefs, and practices of the dominant culture.

Microagressions: The slights, insults, and insinuations that people from historically marginalized groups weather daily. Microagressions are often delivered by well-meaning people, sometimes even in the form of an intended compliment.

Unconscious Bias (aka Implicit Bias): Unintentional associations that the mind forms that connect skin color, gender, or other identity markers to inherent traits such as intelligence, morals, or athleticism, or to social roles such as leadership, menial laborers, etc.

Intersectionality: An approach largely advanced by women of color, arguing that classifications such as gender, race, class, and others cannot be examined in isolation from one another; they interact and intersect in individuals’ lives, in society, in social systems, and are mutually constitutive.

Oppression: Systemic devaluing, undermining, marginalizing, and disadvantaging of certain social identities in contrast to the privileged norm; when some people are denied something of value, while others have ready access.

Race: A social construct (with no biological validity) that divides people into distinct groups by categorizing them based on arbitrary elements of physical appearance, particularly skin color.

Racial Stereotype: An image, attitude or judgment, applied to an entire group of people.

Racism: Most people use the word "racism" the way they used the term "prejudice." But anti-racist activists see racism as "race prejudice PLUS power," in other words, discrimination based on racial stereotyping (conscious or unconscious, active or passive) that is backed by significant institutional power (race prejudice + power = racism).

Institutional Racism: The ways in which institutions—social, political, educational, financial, religious, medical, housing, jobs, criminal justice—create and/or perpetuate systems that advantage white people at the expense of people of color.



Page 6

"Reverse Racism": A term commonly used by white people to equate instances of hostile behavior toward them by people of color with the racism people of color face. This is a way of ignoring the issue of who has the power.

Internalized Racism: The conscious or subconscious acceptance of the dominant society’s racist views, stereotypes and biases of one’s ethnic group, leading to finding fault with oneself or members of one's own group, while valuing the dominant culture (internalized inferiority). Another form of internalized racism is when a white person mistakenly believes s/he is better than people of color (internalized superiority).

"Non-racist": Term used by those who consider themselves "color-blind," a claim that in effect, denies any role in perpetuation systemic racism, or any responsibility to act to dismantle it. Institutional racism is perpetuated not only by those who actively discriminate, but also by those who fail to challenge it (silence = consent).

Anti-racist: An anti-racist is someone who makes a conscious choice and persistent effort to challenge white supremacy, including her/his own white privilege, and to actively oppose forms of discrimination against people of color.

ISMs: The above seven definitions can be adapted to classism, sexism, homophobism, religious intolerance, adultism, ableism, and other discrimination/privilege continuums. The ISM indicates the presence of oppressive beliefs and attitudes that dominant group leadership embed into policies, practices, laws, and systems consciously or subconsciously.



Page 7

Exploring Cultural Values & HabitsCultural competence is having the self-awareness to make choices about when to reach for which cultural

tool. Often in the US we are habitualized around left column attitudes and behaviors at the expense of those in the right column, those most needed to understand and navigate complex relationships across

difference to build thriving, cohesive communities.

Dominant Cultural Values & Habits

Individual Status“Rugged Individual,” Self-sufficiencyTransactionalHierarchical, authoritativeDominated spaceOne right way, one right perspectiveEurocentric, American ExceptionalismFormal education is best knowledgeEither/orEmotional RestraintPolite, compliantConflict AvoidanceLinear, one-dimensional thinkingIntellectComfort is my rightSense of urgency, Fix nowBe BusyQuantitativeTalk at, be the knowerThick skinned, competitiveAssumption & JudgmentProduct/outcomePoor disadvantaged youBe more like meDenial, defensivenessBlameInterruptPunishmentBravadoPrefer absolutesPerfectionWithholding (empathy, trust, $, knowledge)Time is ScarceWinners & Losers/Zero Sum GameFearControlStatus Quo

Transformational Cultural Values & HabitsGroup/Community/Country FunctionalityInterdependence, CommunityRelationalCollaborative, negotiationShared spaceMultiple approaches, multiple perspectivesGlobal Community, Global CitizenshipLived experience is essential knowledgeBoth/andEmotional HonestyAuthenticity, feedback encouragedConflict navigation & resolution skillsComplex, interwoven, critical analysisIntuitionDiscomfort leads to growthFaster not always better, UnderstandBe PresentQualitativeAsk & Listen, be the learnerOpen, compassionate, cooperativeCuriosityProcessWhat can I learn from you?What makes you tick?Acknowledgement, Owning ImpactReflecting on own roleSettle down to observe and listenReconciliationHumilityCan tolerate ambiguityLearning from mistakesGenerosity (empathy, trust, $, knowledge)No such thing as wasting timeCollective Advancement/Expand the PieLoveFaithGrowth

• This list, created by Debby Irving, was inspired by the work of Peggy McIntosh, Milton & Janet Bennett, Margo Adair & Sharon Howell, and Tema Okun.

• Dominant white cultural values and habits can be internalized by people of all colors as we all need to know and use them to navigate and survive everyday life in US dominant culture.



Page 8

Favorite Quotes

“If you have come here to help me, you are wasting our time. But if you have come because your liberation is bound up with mine, then let us work together. Lilla Watson

“Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be. This is the interrelated structure of reality.” Dr. Martin Luther King, Jr.

“We are here to awaken from the illusion of our separateness.” Thich Nhat Hahn

“There’s a connection between social justice and science fiction in that we are creating a world that does not yet exist.” (paraphrased) Adrienne Maree Brown

“For me, forgiveness and compassion are always linked: how do we hold people accountable for wrong doing and yet at the same time remain in touch with their humanity enough to believe in their capacity to be transformed?”bell hooks

“There is no social change fairy. There is only the change made by the hands of individuals.”Winona LaDuke

“If I love you, I have to make you conscious of the things you don't see.” James Baldwin

“Education is learning what you didn’t even know you didn’t know.” Daniel J. Boorstin

“What I’m saying to you (white people) is that the most difficult struggle you have will not be against companies, it will not be against multinational corporations which pollute the Earth. The most difficult struggle you‘ll have will be to cleanse your heart of racism – from the assumption that what you have to say is so important. You are a minority in the world – you need to really understand that for you to grow.“ Dhoruba Bin Wahad

“Whenever a transition is called for, view it as your soul knocking at the door of your life, bearing more gifts for you to bring to the world. Change is a call from your soul to grow.”Sonia Choquette


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; ofte

n in

corr

ectly

thou

ght

to b

e a

one-

time

even

t, th

is is

alif

elon

g an

d so

met

imes

dai

ly p

roce

ss;

notto

be

conf

used

with

"out

ing"

.

Cro

ssdr

esse

ris

som

eone

who

occ

asio

nally

dre

sses

inth

e cl

othi

ng o

f the

"opp

osite

" gen

der a

spa

rt of

thei

r gen

der e

xpre

ssio

n.

Cro

ss-d

ress

ing

is w

earin

g cl

othi

ng th

at c

onfli

cts

with

the

tradi

tiona

l gen

der e

xpre

ssio

n of

your

sex

and

gen

der i

dent

ity (e

.g.,

am

an w

earin

g a

dres

s) fo

r any

one

of

man

y re

ason

s, in

clud

ing

rela

xatio

n,fu

n,an

d se

xual

gra

tific

atio

n; o

ften

conf

late

d w

ith tr

anss

exua

lity.

F/G

/HFe

mal

eis

a p

erso

n w

ith a

spe

cific

set

of s

exua

lan

atom

y (e

.g.,

XX

phe

noty

pe, v

agin

a,ov

arie

s, u

teru

s, b

reas

ts, h

ighe

r lev

els

ofes

troge

n, fi

ne b

ody

hair)

pur

suan

t to

this

labe

l.

Flui

d(ity

)is

gen

eral

ly w

ith a

noth

er te

rmat

tach

ed, l

ike

gend

er-fl

uid

or fl

uids

exua

lity,

fluid

(ity)

des

crib

es a

nid

entit

y th

at is

a fl

uctu

atin

g m

ix o

f the

optio

ns a

vaila

ble

(e.g

., m

an a

ndw

oman

, gay

and

stra

ight

); no

t to

beco

nfus

ed w

ith "t

rans

ition

ing"

.

Gay

or L

esbi

anis

a p

erso

n w

ho h

as e

mot

iona

l,ro

man

tic o

r sex

ual a

ttrac

tion

for

peop

le o

f the

sam

e se

x.

Gen

der/G

ende

r Ide

ntity

is h

ow w

e pe

rcei

ve o

ur id

entit

y as

mal

e,fe

mal

e, b

oth,

nei

ther

, reg

ardl

ess

of o

urph

ysic

al b

odie

s.

Gen

der E

xpre

ssio

nis

the

exte

rnal

dis

play

of g

ende

r,th

roug

h a

com

bina

tion

of d

ress

,de

mea

nor,

soci

al b

ehav

ior,

and

othe

rfa

ctor

s,ge

nera

lly m

easu

red

on a

sca

leof

mas

culin

ity a

nd fe

min

inity

.

Gen

derq

ueer

/Gen

der n

onco

nfor

min

gis

an

umbr

ella

term

use

d pr

oudl

y by

som

e pe

ople

to d

efy

gend

er re

stric

tions

and/

or to

dec

onst

ruct

gen

der n

orm

s.G

ende

r neu

tral p

rono

uns

incl

ude:

Ze,

Hir,

Hirs

,The

y, a

nd T

hem

.

Gen

der I

dent

ity D

ysph

oria

is a

form

al p

sych

iatri

c di

agno

sis

used

by th

e m

edic

al p

rofe

ssio

n to

des

crib

etra

ns p

eopl

e.

Het

eros

exis

mis

a b

ehav

iour

that

gra

nts

pref

eren

tial

treat

men

t to

hete

rose

xual

peo

ple,

rein

forc

es th

e id

ea th

at h

eter

osex

ualit

yis

som

ehow

bet

ter o

r mor

e "r

ight

" tha

nqu

eern

ess,

or i

gnor

es/d

oesn

't ad

dres

squ

eern

ess

as e

xist

ing.

Het

eros

exua

lis

a m

edic

al d

efin

ition

for a

per

son

who

is a

ttrac

ted

to s

omeo

ne w

ith th

e ot

her

gend

er (o

r, lit

eral

ly,b

iolo

gica

l sex

)th

an th

ey h

ave;

ofte

n re

ferr

ed to

as

"stra

ight

".

Hom

opho

bia

is fe

ar, a

nger

, int

oler

ance

,re

sent

men

t, or

dis

com

fort

with

que

erpe

ople

, ofte

n fo

cuse

d in

war

dly

as o

nebe

gins

to q

uest

ion

thei

r ow

nse

xual

ity.


LG

BT

Q2S

Ter

ms

and

Def

init

ions

LGB

TQ2S

, LG

BT,

LG

BTQ

, LG

BTQ

A, T

BLG

are

som

e of

the

acro

nym

s re

fer t

o Le

sbia

n, G

ay,B

isex

ual,

Tran

sgen

der,

Que

er, T

wo-

Spi

rit a

ndA

lly. A

lthou

gh a

ll of

the

diffe

rent

iden

titie

s w

ithin

"LG

BT”a

re o

ften

lum

ped

toge

ther

(and

sha

re s

exis

m a

s a

com

mon

root

of o

ppre

ssio

n), t

here

are

sp

ecifi

c ne

eds

and

conc

erns

rela

ted

to e

ach

indi

vidu

al id

entit

y.

ww

w.le

arni

ngco

mm

unity

.ca

ww

w.lg

btq2

stoo

lkit.

lear

ninc

omm

unity

.ca

I/M/0

Inte

rsex

is a

n um

brel

la te

rm u

sed

to d

escr

ibe

ape

rson

who

se p

hysi

cal s

exch

arac

teris

tics

or c

hrom

osom

es d

on't

fit tr

aditi

onal

med

ical

def

initi

ons

ofm

ale

or fe

mal

e

Mal

eis

a p

erso

n w

ith a

spe

cific

set

of s

exua

lan

atom

y(e

.g.X

Y ph

enot

ype,

pen

is,

test

is, h

ighe

r lev

els

of te

stos

tero

ne,

coar

se b

ody

hair,

faci

al h

air)

pur

suan

tto

this

labe

l.

Out

ing

[som

eone

] is

whe

n so

meo

ne re

veal

san

othe

r per

son'

s se

xual

ity o

r gen

der

iden

tity

to a

n in

divi

dual

or g

roup

,of

ten

with

out t

he p

erso

n's

cons

ent o

rap

prov

al; n

ot to

be

conf

used

with

"com

ing

out".

P/Q

/RPa

nsex

ual

is a

per

son

who

exp

erie

nces

sex

ual,

rom

antic

,phy

sica

l,an

d/or

spi

ritua

lat

tract

ion

for m

embe

rs o

f all

gend

erid

entit

ies/

exp

ress

ions

.

Que

eris

an

umbr

ella

term

use

d pr

oudl

y by

som

e pe

ople

to d

efy

gend

er o

r sex

ual

rest

rictio

ns. N

ot u

sed

by a

ll. C

an b

eco

nsid

ered

offe

nsiv

e.

Que

stio

ning

is th

e pr

oces

s of

exp

lorin

g on

e's

own

sexu

al o

rient

atio

n, in

vest

igat

ing

influ

ence

s th

at m

ayco

me

from

thei

rfa

mily

, rel

igio

us u

pbrin

ging

, and

inte

rnal

mot

ivat

ions

.

Rea

l life

exp

erie

nce

(Rea

l Life

Tes

t) is

the

perio

d in

whi

cha

trans

per

son

is c

urre

ntly

obl

igat

edto

pro

ve th

ey c

an a

dapt

to s

ocie

tal

gend

er ro

les

befo

re b

eing

app

rove

d by

publ

icly

fund

ed m

edic

al in

stitu

tions

for h

orm

ones

or s

urge

ries.

S/T

Sex

(bio

logi

cal s

ex)

is a

labe

l we

are

give

n to

des

crib

e ou

rph

ysic

al b

odie

s an

d re

prod

uctiv

eab

ilitie

s. C

hara

cter

istic

s of

the

body

used

to d

eter

min

e se

x m

ay in

clud

ege

nita

ls, g

onad

s,ho

rmon

es,

chro

mos

omes

,an

d se

cond

ary

sex

char

acte

ristic

s.

Sexu

al o

rient

atio

nis

a p

erso

n's

emot

iona

l, ro

man

tican

d/ o

r sex

ual a

ttrac

tion

to a

noth

erpe

rson

(s).

Sam

e G

ende

r Lov

ing

(SG

L) is

a p

hras

e co

ined

by

the

Afric

an A

mer

ican

/Bla

ck q

ueer

com

mun

ities

use

d as

an

alte

rnat

ive

for "

gay"

and

"les

bian

"by

peop

le w

hom

ay s

ee th

ose

as te

rms

of th

e W

hite

quee

r com

mun

ity.

Stea

lthis

mea

ns to

live

as

thei

r sel

f-ide

ntifi

edge

nder

with

out o

ther

peo

ple

know

ing

that

they

are

tran

s.

Third

Gen

der

(1) a

per

son

who

doe

s no

t ide

ntify

with

the

tradi

tiona

l gen

ders

of "

man

" or

"wom

an,"

but i

dent

ifies

with

ano

ther

gend

er; (

2) th

e ge

nder

cat

egor

yav

aila

ble

in s

ocie

ties

that

reco

gniz

eth

ree

or m

ore

gend

ers.

Tran

sis

an

umbr

ella

term

for a

per

son

who

sege

nder

iden

tity

does

not

mat

chso

ciet

y's

expe

ctat

ions

of s

omeo

ne w

ithth

eir p

hysi

cal s

ex c

hara

cter

istic

s.


LG

BT

Q2S

Ter

ms

and

Def

init

ions

LGB

TQ2S

, LG

BT,

LG

BTQ

, LG

BTQ

A, T

BLG

are

som

e of

the

acro

nym

s re

fer t

o Le

sbia

n, G

ay,B

isex

ual,

Tran

sgen

der,

Que

er, T

wo-

Spi

rit a

ndA

lly. A

lthou

gh a

ll of

the

diffe

rent

iden

titie

s w

ithin

"LG

BT”a

re o

ften

lum

ped

toge

ther

(and

sha

re s

exis

m a

s a

com

mon

root

of o

ppre

ssio

n), t

here

are

sp

ecifi

c ne

eds

and

conc

erns

rela

ted

to e

ach

indi

vidu

al id

entit

y.

ww

w.le

arni

ngco

mm

unity

.ca

ww

w.lg

btq2

stoo

lkit.

lear

ninc

omm

unity

.ca

Tran

s M

anis

a fe

mal

e-to

-mal

e tra

ns p

erso

n.

Tran

s W

oman

is a

mal

e-to

-fem

ale

trans

per

son.

Tran

sitio

nis

the

proc

ess

trans

peo

ple

go th

roug

hto

ove

rcom

e ph

ysic

al, l

egal

and

soc

ial

barr

iers

so

they

can

expr

ess

thei

r sel

f-id

entif

ied

gend

er.

Tran

spho

bia

is a

n irr

atio

nal f

ear a

nd/o

r hat

red

and/

or in

tole

ranc

e of

peo

ple

who

are

tran

s,pe

rcei

ved

to b

e tra

ns, o

r who

cro

ss

soci

etal

gend

er n

orm

s.

Tran

sves

tite

is o

ften

used

to re

fer t

o tra

ns w

omen

inan

insu

lting

man

ner,

desp

ite h

avin

g a

true

defin

ition

: a p

erso

n w

ho d

ress

es a

sth

e bi

nary

opp

osite

gen

der e

xpre

ssio

n("

cros

s-dr

esse

s") f

or s

exua

l gra

tific

atio

n;of

ten

conf

used

with

"tra

nsse

xual

".

Two-

Spiri

tis

a c

ultu

ral i

dent

ity u

sed

by s

ome

indi

geno

us p

eopl

e w

ho h

ave

both

mas

culin

e an

d fe

min

ine

spiri

ts.



Page 1

The Tortoise and the Hare (The Whole Story)From The Servant Manager: 203 tips from the best places to work in America

Tip 109 Share the Story: The Tortoise and the Hare (The Whole Story)

The author of this story is unknown, but it has been used with several front-line manager curriculums.

Once upon a time a tortoise and hare had an argument about who was the faster. They decided to settle the argument with a race. They agreed on a route and started off the race. They agreed on a route and started off the race. The hare shot ahead and ran briskly for some time. Then seeing that he was far ahead of the tortoise, he thought he would sit under a tree for some time and relax before continuing the race. He sat under the tree and soon fell fast asleep. The tortoise plodding on overtook him and finished the race, emerging as the undisputed champ. The hare woke up and realized that he had lost the race.

The morale of the story: “Slow and steady wins the race.” This is the version of the story you are likely familiar with the version you likely grew up with.

THE STORY DOES NOT END HERE. There are a few more interesting things that followed…

The hare was disappointed at having lost the race and he did some soul searching. He realized that he had lost the race only because he had been overconfident, careless and lax. If he had not taken things for granted, there is no way the tortoise could have beaten him. So he challenged the tortoise to another race. The tortoise agreed. This time, the hare went all out and ran without stopping from start to finish. He won by several miles.

The morale of the story: “Fast and consistent will always beat the slow and steady. It is good to be slow and steady; but it is always better to be fast and reliable.”

THE STORY DOES NOT END HERE… The tortoise did some thinking this time, and realized that there’s no way it can beat the hare in a race as it was currently formatted. He thought for a while, and then challenged the hare to another race, but on a slightly different route. The hare agreed. They started off. In keeping with his self-made commitment to be consistently fast, the hare took off and ran at top speed until he came to a broad river. The finish line was a couple of kilometers on the other side of the river. The hare sat there wondering what to do. In the meantime the tortoise trudged along, got into the river, swam to the opposite bank, continued walking and finished the race.

The morale of the story: “First identify your core competency and then change the playing field to suit your competency.”

THE STORY STILL HAS NOT ENDED… The hare and tortoise, by this time, had become pretty good friends and they did some thinking together. Both realized that the last race could have been run much better. So they decided to do the race again, but to run as a team this time. They started off, and this time the hare carried the tortoise until the river bank. There, the tortoise took over and swam across with the hare on his back. On the opposite bank, the hare again carried the tortoise and they reached the finish line together. They both felt a greater sense of satisfaction than they had felt earlier.



Page 2

The morale of the story: “It is good to be individually brilliant and to have strong core competencies; but unless you are able to work in a team and harness each other’s core competencies, you will always perform below par because there will always be situations at which you will do poorly and someone else does well.”

Teamwork is mainly about situational leadership, letting the person with the relevant core competency for a situation take leadership. Note that neither the hare nor the tortoise gave up after failures. The hare decided to work harder and put in more effort after his failure. The tortoise changed his strategy because his strategy was already working as hard as he could. In life, when faced with failure, sometimes it is appropriate to work harder and put in more effort. Sometimes it is appropriate to work harder and change your strategy. The hare and the tortoise also each learned another vital lesson. When we stop competing against a rival and instead start competing against the situation (focus on the problem),we perform far better.

To sum up, the story of the tortoise and the hare…

• Slow and steady beats fast and inconsistent• Fast and consistent will always beat slow and steady• Work to your competencies• Pooling resources and working as a team will always beat individual performers• Never give up when faced with failure• Compete against the situation – not against the rival


DON’T TAKE IT PERSONALLY

YOU DECIDE WHETHER TO BE ANGRY OR NOT

USE ACTIVE LISTENING

SLOW DOWN

BE EMPATHETIC

BE AWARE OF EMOTIONAL TRIGGERS • A Change in Body Language • A Change in Tone • A Change in Eye Contact • Pacing and Fidgeting • Fist Clenched • A Clenched Jaw

DON’T PASS JUDGMENT

ALWAYS BE COURTEOUS

WORK WITH THE OTHER PARTY TO SAY YES

POSITIVE SELF TALK

www.collabeffect.com | [email protected] | Minneapolis, Minnesota | 651-633-5311

© 2017

10

9

8

7

6

5

4

3

2

1

Take these 10 Steps to De-escalate Many Situations

If a party is in conflict you: Must be in control of yourself. Need to ensure your physical stance contributes to the de-escalation. Need to use the process presented here for a de-escalation discussion. Need to consider using the tips offered here to further enhance de-escalation.1

1 Taken from Peaceful Resolutions by Michael A. Gregory, published by Birch Grove Publishing © all rights reserved.



Page 1

HiringKnow your n_____ and how it fits into the market for potential hires.

Know what is needed and sell it for potential hires. Consider what qualities are needed including:

• Staff management metrics, • Project management skills, • Quality control culture • Investment in people

Explore your own diversity and those of potential hires in terms of what is visible,below the surface and the third level such as personality, and learning style.

Consider both t____________ and b_____________ questions in the interview

Consider a d_________ group of interviewers to demonstrate diversity to the interviewee

S____ the firm at the beginning of the interview

Set up a process consistent for all interviewees that has no bias

Ask questions at the end to test listening skills

Consider some form of t_________ as part of the interviewing process

Consider employee interactions to solicit peer perspectives unofficially

When selecting consider diversity, knowledge, skills, abilities, and potential

For orientation plan it out with newspaper article questions

Trust is key. Plan out training program with an on the job i_______________ and m_______ over a period of time.

Consider generational differences

E___________ the p_________ after the fact. What will we do differently next time?



Page 2

My action items are:______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Page 3

Onboarding Coaching MentoringThe three keys to building trust

• C_______ your employees doing something r_______ at least once a w____and thank them for something specific

• Get them the resources they need from t_____ perspective and don’t m____________

• Give employees a chance to s___________

___% of managers think they are good communicators while only ___% of employees think their managers are good communicators

Two-way communication involves a_______ listening – listening is work

To actively listen let the other person finish speaking

Active listening means p________________, s__________________, asking o______ended questions and e________________

Interest based decision making applies the RIGS model – Recognize Issue Generate Solutions

Mediation uses the FIFI model. FIFI stands for Facts, Issues, Feelings and Interests

When giving constructive feedback calm the fire, be there to help, and use “I”statements and discuss what “we” will do in the future

Feed forward builds trust. Review how to do it.

When dealing with difficult people consider your constructive options and seek help.

Consider messages that motivate individually considering generational differences

An effective coach develops good working r_______________, and w______ the walk

The five steps of coaching are:

• What’s up• What’s so?• What’s possible?

• Let’s go• How’d it go?

Build self-esteem through appreciation by knowing what is important to your employee and addressing their needs

Be a positive coach with an underlying theme of being there to h_____.



Page 4


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Page 5

Ethics and StressWhat are your mission, vision and values? Does anybody care?

There are many shades of gray on difficult ethical issues. Beware of those that see them as black and white. Talk them out to understand opposing views.

Examples of ethical models include:

• the ends justify the means• the golden rule• truth versus loyalty

• individual versus community• short term versus long term• justice versus mercy

When there is an ethical dilemma – know others are w_________

To be a good follower have the courage to assume responsibility, to serve, to challenge, to help transform, and to leave.

When preparing a leader for difficult feedback minimize defensiveness, link feedback to outcomes, consider t______ and h______ to say it

Under p__________ and over d________

Be straightforward

Keep confidences c____________

Be known as someone you can count on in a crunch

We all have a stress comfort zone

Examples of stress indicators are:

• Disregard for low or high priority tasks

• Blocking out new information• Appearing to give up

• Being detached• Being late for work, frequent

absences

Ask employees as a group what are their stress r_________, make a list and share it.

L_____________ every day helps reduce stress

Know the full story of The Tortoise and the Hare



Page 6


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

TWIN CITIES | JULY 2019 31


Continuing Education Units (CEUs)If you have a credential through the GEAPS/Kansas State University Distance Education Program, you must

earn a full CEU once every three years to maintain the certification. Attending all workshop sessions count

for half (0.5) of a unit. To earn credit for attending, make sure you sign in at each session and GEAPS will

send you a link to an online quiz within 24 hours of the end of the workshop.

GEAPS Annual MeetingAll attendees are invited to attend the GEAPS Annual Meeting. This event features a free lunch and GEAPS

leaders reviewing successes from the past year and addressing future initiatives.

Thank You!A special thanks to our moderator, Steve Schmitt, bus dev, SVP, T.E. Ibberson, and to our Minneapolis

Chapter volunteers for their extraordinary efforts during our workshop this week.

About GEAPSThe Grain Elevator and Processing Society (GEAPS) is an international professional association that supports its members and the industry by serving as The Knowledge Resource for the world of grain handling and processing industry operations.

GEAPS addresses the industry’s critical grain handling, storage and processing operations needs by providing the finest networking, professional development programs, and access to a global marketplace of equipment, services and technology solutions providers. GEAPS’ global network of industry professionals includes more than 2,700 individual members from about 1,150 companies across 19 countries.

GEAPS’ Leadership Education and Networking Workshop is just one of the educational opportunities provided by GEAPS. We also offer distance education courses on a variety of topics, free webinars and live learning opportunities.

Learn more about GEAPS educational programs on www.geaps.com/education.

GRAIN ELEVATOR AND PROCESSING SOCIETY4800 Olson Memorial Hwy, Suite 150 • Golden Valley, MN 55422(763) 999-4300 • geaps.com

March 21 - 24Minneapolis Convention Center

Minneapolis, MN

Exchange 2020

Photo by Mike Krivit, courtesy of Meet Minneapolis

Documents

GEAPS’ LEADERSHIP EDUCATION AND NETWORKING WORKSHOP