GCORR/GCSRW 2012 General Conference Monitoring Training

January 2012Tampa, FL

Given - Beliefs

• All persons are understood to be equal creations of God.

• Experiences of all persons are included in all facets of the life of the church.

• When expert advice is needed, experts are sought from diverse backgrounds .

• All members have opportunities to serve in various aspects.

• Usage of inclusive language for people and God.• Leadership comes in all forms and skills.

Monitoring for Inclusiveness at GC12

• Assess: – Individual Behaviors– Corporate Behaviors– Materials (Printed, Video, etc)– Legislations– Messages– Some legislation, reports and other information

prior to GC

Individual Behavior

• Monitoring brings the subconscious to the consciousness for individuals (including leaders)

• Encourages intentionality regarding one’s behavior

• We all have behaviors we would like to change – monitoring helps us to be our best selves

Behaviors

• How we act is based on attitudes, opinions, beliefs and values that we have learned .

• Any attempt we make to change our beliefs or values will be naturally difficult.

Bias

• We all have bias: – opinion before there is a reason for it– a leaning of the mind– Prejudice– Partiality– a weight or force that make something swerve

OFF course

Bias

• Can be subtle messages – normally about differences, values and power between people (positive and negative)

• We learn these from birth• In 2012, our biases are displayed in more subtle

ways than “back in the day”• Many expressions of bias or bigotry are more

discreet than they would have been in earlier generations. This does not dminish their significance.

Types of Bias

Stereotyping IS:

• Assigning traditional and rigid roles or attributes to a group, limiting the potential and abilities of the group of limiting the expectations of this group

• For Example: A committee chair prefaces the election of additional officers with the opinion that women are the best committee secretaries because they write so well

Linguistic Bias

• Is using language to show our discrimination• A presiding officer regularly refers to all the

delegates with the pronoun “he” and masculine terms like “laymen.”

• For Example: a presiding officer make special effort to ask delegates to make room within the bar for delegates who are “wheel-chair bound.”

Invisibility Bias

• Highlighting certain groups while other groups are underrepresented/not acknowledged

• For Example: a delegate complains that the translator talks too loudly and that “those” delegates can’t possible expect to contribute unless they speak English when they come to General Conference.

Unreality Bias

• Unrealistic portrayals are given as definitive and correct without acknowledging that there may be other interpretations or information missing

• For example: Speakers chosen to present a special global emphasis before General Conference plenary are all White US people with English as their first language – to make it easier for translators.

Fragmentation/Isolation• By separating issues from the “main” issue

implies that these issues are less important and not part of the main component.

• Can also be named as minimizing which says concerns over bias are less important than all others

• For Example: there is a discussion about the lack of funding and someone said, “ In these hard times, we don’t have the time or money to look at inclusivity. We need to deal with the main point – evangelism.”

Imbalance/Selectivity• Presenting only one interpretation of an issue,

a situation or a group of people, it restricts the knowledge of varied perspectives that apply to any given situation, reality is distorted and complex, differing viewpoints are more freely ignored.

• For Example: when discussing women’s equality in central conferences, the male delegates states that their isn’t a problem in their central conferences.

Roots of Our Behavior

Perceptions

• We have perceptions of ourselves and other around us – this shapes our expectations of ourselves and others.

Expectations

• We get our expectations from ourselves and others.

• We look at those in authority and power to give us our expectations (teachers, parents, clergy, etc.)

• Expectations can be good/bad, negative/positive

Perceptions & Expectations

• Shape our behavior.• Conscious and unconscious.• Learned and can be unlearned.

Corporate Behavior• The goal of the committee is to…– best decision, – full participation, – be done with the task– respect for diversity of experiences and

perspectives– be seen by the larger group

• Each member might have a different answer • Who determines which one is primary?

• The group has a leader (e.g. chairperson) – the leader influences what the goals are in the

committee, and has the power to facilitate the discussion to meet the needs of the goal.

• Therefore, we especially monitor the behavior of the leader

• (as well as the participants.)• We do NOT monitor the decisions achieved,

but how the decision was reached (the process).

Leader

• A leader is a person in position of influence, privilege or power that has a DIRECT impact on the committee’s achievement, participation and success.

• The leader’s perception and expectation of others shapes his or her behavior toward others; this sets a tone for the committee by expressing the leader’s expectations.

• Not only are we influence by leader’s expectation of us, but OTHERS around us are influenced as well.

• For example - When a presiding officer recognizes individuals to speak, he refers to men with their titles (Rev, Dr. etc) and refers to women by their first names or “m’am.”

• Is there a subtle message being sent? What will the committee members infer from this behavior?

• Example two: • Even though a person a reminded several

times to speak slowly for people with hearing impairment and translators, a person makes jokes about her inability to “slow down for anyone” and goes through her report quickly.

• What is the subtle message and to whom?

ROLE OF MONITOR

Raise Awareness

• Brings behaviors to the consciousness (and public) – which may be uncomfortable and embarrassing.

• Help participants be intentional about behavior.• Assist the leadership in facilitating the discussion –

NOT the outcome, but the process.• Giving immediate feedback on actual behavior is

the most effective strategy for changing exclusive behaviors and subtle/unconscious biases

Respond and Report

• Give immediate proactive suggestion of inclusive alternatives.

• A good motivator for monitoring is that it makes groups more effective, respectful and functioning.

• Make reports to General Conference in the Daily Christian Advocate.

Reporting and Responding Attitudes:• Begin with a private, non-threatening approach

when problems and concerns arise.• Acknowledge that we all make mistakes and can

be hurtful to one another (not intentionally)• We can all forgive and learn from one’s

experiences.• Create an environment that would support each

other knowing that we will make mistakes.• Be kind when addressing the hurt.

What do we monitor? Opportunities to Participate

• Who gets recognized to speak• How often does one get recognized• Who “takes” opportunities to speak without

being recognized• Who gets interrupted or discounted (and how is

that address by the chair)• Are translation need protected• Are people in some parts of the room not

noticed

Examples of What to Ask:

• Are “time limits” imposed to curtail some delegates participation but not others?

• Are there some delegated allowed to speak on and on? Or to speak more rudely?

• How are questions from the floor responded to – are some taken more seriously and others dismissed or ignored?

• Who is asking the questions?

Inclusive Appointment/Assignments

• Who is assigned or appointed to positions of leadership (subcommittee chairs)?

• Does the leadership of the committee reflect the diversity of the committee (or who the church wants to be)?

• Is diversity mentioned or taking into consideration in choosing leadership?

Facilitation

• Does the chair/leader provide enough time for diverse thinking processes?

• Does the chair/leader provide enough time for translation before recognizing the first person to speak?

• Does the chair/leader remind the group of the need to respect diverse linguistic and cognitive needs?

Inclusive Language/Imagery

• Is inclusive language used in reference to humankind?

• Is exclusive language continued to be used even after attention was given to word choice?

• Is language used that comparable in word order or parallel terms? E.g. “Ladies and Gentlemen” (OK) “Pastors and Clergywomen” (not ok) “Men and Girls” (not ok)

• Is “people first” language used for persons with disabilities?

Feedback

• Is feedback given comparable to all members of the group?

• Are there “favorites”?• Is inclusiveness highlighted by sharing

feedback on committee’s progress with the entire group?

SUMMARY

• Our work is to raise awareness through giving feedback.

• We are working WITH people and assisting them in the process of monitoring, NOT just scrutinizing them or the process.

• Give reports on the progress being made (start with positive and give a challenge.)

• Begin with a private, non-threatening approach when problems and concerns arise.

• Positive attitude and professional practices (we need to do what we ask others to do – we are modeling.)

• Assist the facilitator in doing his/her work with the committee.

• Help the process along by giving suggestions.• We are demonstrating how this ministry can

be replicated in annual conferences.

Other comments

• The goal of inclusion is not to “tolerate” but to seek, affirm and develop all as a benefit to the whole group.

• This is NOT about being “p.c.” but rather – about being Polite to one another

• This is not politically correct, but this this is plain curtosy

Who has been monitored?

• How does it feel knowing you will be monitored?

• What were your concerns?• What type of conversations were helpful with

the monitor?• What suggestions would you give to monitors?

Reminder:

• Monitoring is NOT…policingparticipating in the discussionfinger pointingshaming