Supporting learning conversations within and throughout our organizations

Q&A with Hannah Yanow, EdD, designer of the Lab’s Discussion Toolkits

The Lab has a long history of developing content to facilitate conversations and peer-based learning. We have developed materials for executive women, high school students, and employee groups. Today, we are joined by Hannah Yanow, Ed.D. , Inclusion and Belonging Consultant, and lead content developer for the Lab’s current discussion toolkits, targeted for members of our Corporate Program to learn more about the art of the learning conversation.

Q: Why are discussions a priority?

We know that story is a highly impactful way to learn. This is why learning from others’ lived experiences is at the heart of discussion-based learning. The Lab has produced many of these resources that promote a flipped classroom approach, similar to what I use in the college classroom. This essentially means that participants read or view the content ahead of the discussion, then engage in meaningful in-group discussion with peers to apply their learnings. Applying content to their lives and hearing how others have experienced certain concepts brings what could be hypothetical to, instead, be tangible.

Inviting and welcoming discussion increases a sense of community and belonging.

Q: In what ways does this method enhance the participants’ sense of belonging?

This method centers on the participants’ lived experiences and innate wisdom as a source of learning. It references Paulo Friere’s Pedagogy of the Oppressed which stresses that students are never empty vessels waiting to be filled with faculty’s ‘wisdom.’ Inviting and welcoming that discussion and insight leads to rich and productive discussion which increases participants’ sense of community and belonging, as well as learning retention.

Q: How do these insights inform the development of the discussion toolkits?

The Lab’s discussion toolkits accompany the keynote videos of academic thought leaders, with the intention that groups use the toolkits to engage in conversations when it is convenient for them.

When I think about how to bring a conversation alive within organizations, teams, and groups, I think about how to enhance and bring to the surface, the inherent wisdom of the group. Many times, we think that we know nothing about a certain topic, when really, there will always be points of commonality with which we can relate. So often, we can get stuck in our own mindset, our own points of reference. When we see that same concept played out through another person’s perspective or story, our minds can change or grow. This idea of perspective-taking guides the development of the learning goals for specific discussion guides, as well as how to help the facilitators of the discussion to set the stage for respectful and productive conversation.

Q: What do you include in the toolkits?

The toolkits strive to support the participants in engaging in the conversation, as well as to provide a format for the facilitator. They have four main parts:

• A summary of key points, so participants can reference them easily during the conversation

• Questions for reflection and discussion, to support the facilitation

• A call for action, to help participants move from discussion to implementation in their organizations and lives

• Resources, to continue the learning, for the curious to explore further

Q: How do the discussion toolkits support good facilitation?

The facilitator plays a huge role in the success of a good discussion. A good starting point is community norm setting. Norms are the practices and behaviors of a group - formal and informal, spoken and unspoken - that guide how the group works together and how individuals can participate. These are key to any discussion or conversation which could potentially bring up topics that people are typically uncomfortable with. Norms must be created by the group and for the group. Good norms focus on what is workable and inclusive of all participants. We developed a playbook of how to develop inclusive norms for boards, which can be adapted for other groups as well.

We include suggested norms in our discussion toolkits, such as: “Keep in mind: No one needs to be a subject-matter expert and participants can share their personal experiences around these issues.” This can help groups align with the first principle I discussed, which is centering on people’s innate wisdom.

“...on a basic level, we are humans working with humans, and humans need to communicate.”

Q: What is your hope for these discussion toolkits?

At the foundation of all organizations are people, and people need to be supported and feel a part of a community. I try to keep in mind that, on a basic level, we are humans working with humans, and humans need to communicate (in whatever form that takes). Transparent and open communication can help build trust on teams. These discussion sessions can help people develop the skills they need to be more effective human communicators. Continuing to hold space for crucial conversations, such as the ones promoted by the discussion toolkits, communicates establishment of a safe space, encouragement to learn and grow, and an invitation to develop these discussion muscles even further. 

Q: What are additional resources you suggest for curious people who want to continue the conversation?

Here are some facilitator guides and discussion toolkits which are free and accessible to the public:

• Voice & Influence Videos + discussion guides: Experts sharing insights to advance inclusive workplaces with discussion guides, produced by the Stanford VMware Women's Leadership Innovation Lab. 

• areyoureadytotalk | SPARQtools: created by Stanford SPARQ, a self-described ‘do-tank’ this is a Stanford-led effort to provide tools and guidelines for folks interested in approaching difficult topics and conversations.

• AAJ Facilitator Guide - Anti-Racism and Allyship 7 Day Journey: this is a free and publicly accessible, Stanford-sourced, learning resource specifically addressing systemic racism in the U.S. accompanied by a workbook to complete as an individual or in groups. Co-authored by Margaret A. Neale, Sarah Soule, and Hannah Yanow, Ed.D.

• Resources for Lean In Circles: designed for women in the workplace, Lean In Circles invite a deep dive into the uncomfortable ideas that perpetuate inequality in the workplace. This resource provides guidelines for facilitators to lead their own LeanIn Circles.

• Social Identity Wheel – Equitable Teaching, University of Michigan: the Social Identity Wheel exercise is one that I implement in almost all of my classes and encourage everyone to do on their own periodically. This exercise walks the participant through reflection and exploration of their specific social identities, how they present, when they present, the varying levels of privilege and/or oppression they face depending on the context, which identities they have thought about most / least, and which ones they want to learn more about.  

Hannah Yanow, Ed.D. is an Inclusion and Belonging Consultant with the VMware Women’s Leadership Innovation Lab, serving as the lead content developer for the Corporate Program Discussion Toolkits.