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Dr. J Otis Smith

J Otis is a graduate of Oberlin College and Temple University. He is a Professor of Psychology, Emeritus at Cheyney University of PA and a Senior Consultant with Stand By Systems II, Inc.

He coaches organizational leaders. He designs and facilitates interactive educational sessions focused on strengthening inclusive teams, and reducing organizational conflict for Fortune 500 companies, agencies, and communities.

His work and research with low-income populations have led to the development of a theory of motivation. He has conducted research about homeless citizens and hypertension adherence. Dr. Smith has worked nationally with numerous communities to promote resident and leadership development.

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Dr. J Otis Smith

J Otis se graduó de Oberlin College y Temple University. Es profesor emérito

de Psicología en la Universidad Cheyney de PA y consultor senior de

Stand By Systems II, Inc. Entrena a líderes organizacionales. Diseña y facilita

sesiones educativas interactivas centradas en fortalecer equipos inclusivos y

reducir conflictos organizacionales para empresas, agencias y comunidades

de Fortune 500. Su trabajo e investigación con poblaciones de bajos ingresos

han llevado al desarrollo de una teoría de la motivación. Ha realizado

investigaciones sobre ciudadanos sin hogar y adherencia a la hipertensión.

El Dr. Smith ha trabajado a nivel nacional con numerosas comunidades

para promover el desarrollo de residentes y liderazgo.

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To ensure that you have a successful CLI experience:

Name badge required at CLI activities and within event venues.

Do not leave personal items unattended. NeighborWorks is not responsible for lost, stolen, and/or damaged items.

For lodging/travel changes, visit the Institute Office or send an email to nti@nw.org, as soon as possible. Changes may not be possible on-site.

Please remove trash from tables during breaks and/or at the end of the workshop/lab.

Welcome!

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�Welcome!�

Para asegurarse de tener una experiencia CLI exitosa:

Se requiere una credencial con el nombre en las actividades de CLI y dentro de los lugares de eventos.
No deje objetos personales desatendidos. NeighborWorks no es responsable de artículos perdidos, robados y/o dañados.

Para cambios de alojamiento/viaje, visite la Oficina del Instituto o envíe un correo electrónico a nti@nw.org, lo antes posible. Es posible que no sea posible realizar cambios en el sitio.

Retire la basura de las mesas durante los descansos y/o al final del taller/laboratorio.

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Intellectual Property Notice

The materials presented in this course are property of NeighborWorks® America. This includes all outlines, content, examples, and graphics. All rights are reserved. No part of these materials may be reproduced, distributed, shared, or repurposed without written permission from NeighborWorks America.

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Outcomes from This Class

Increased awareness of the range of age groups that could be effectively involved in staff, volunteering and area planning.
Identification of REDI-b and unconscious bias issues that could alter program involvement by/with different age groups.
Increased awareness of three (3) additional local resources to find the assets of different age groups.
Identifying listening skills that help a process of inclusion.
Measuring the change in Comprehensive Community Development

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�Resultados de esta clase�

Mayor conciencia sobre la variedad de grupos de edad que podrían participar eficazmente en el personal, el voluntariado y la planificación del área.
Identificación de REDI-b y problemas de sesgos inconscientes que podrían alterar la participación en el programa por parte de diferentes grupos de edad.
Mayor conocimiento de al menos tres (3) recursos locales adicionales para encontrar los activos de diferentes grupos de edad.
Identificar tres (3) habilidades y técnicas de escucha dentro de un proceso de inclusión.
Midiendo el cambio en el Desarrollo Integral Comunitario

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��As you answer several questions at your table�PLEASE say YOUR NAME first.��(It helps us to make connections.)

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Activity # 1

Specific Commonalities

NO – NeighborWorks Committee Assignment

NO – Sports Teams nor Political Candidates

NO – Travel Conflicts or opinions of Baltimore

NO – Weather Opinions

NO – Easy Ones (age, gender, “like helping”, etc)

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Remember, J Otis Strongly Feels That

Questions and Answer Options are Welcome throughout our class.

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Function	Board	Volunteer Leaders	Outside Assets/Org.	Staff	Others
Age Group
60 +
50 - 59
40 - 49
30 - 39
20 - 29
0 - 19

Activity # 2 = Access Your Organization Percent %

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Function	Board	Volunteer Leaders	Outside Assets/Org.	Staff	Others
Age Group
60 +	70%			10%
50 - 59	20%			20%
40 - 49	10%	50%	50%	20%
30 - 39		20%	50%	40%
20 - 29		20%		10%
0 - 19		10%

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Function	Board	Volunteer Leaders	Outside Assets/Org.	Staff	Others
Age Group
60 +
50 - 59
40 - 49
30 - 39
20 - 29
0 - 19

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Activity # 3 �Let’s Practice Listening for The Main Point

Let’s do this in Groups of 3 = Triads

At least one (1) person should be someone You DON”T KNOW

Listen for the Essence, The Main Point, What Matters about what she is saying? What’s Most Important to her?

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Activity # 3 Listening Skills for the Essence in a Conflict

America Ferrera’s Monologue

in the movie “Barbie”

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https://youtu.be/sLfKEHTSpgk�

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Activity # 2 You just saw America Ferrera’s Monologue in “Barbie” A YouTube Video

After LISTENING please spend 3-5 minutes discussing in triads what you perceive is the essence (the most important parts or meaning) of her message.
What did you HEAR others in your triad say that you did not think was in her top two (2) meanings.

Why might that have happened.

Let’s see what other tables feel and what resident leaders can do when potential conflicts like these arise.

Listening >> Collusion >> “I” messages

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�Actividad #3 Acabas de ver el Monólogo de América Ferrera en “Barbie” Un Video de YouTube�

Después de ESCUCHAR, dedique 5 minutos a discutir en tríadas (su grupo de 3) lo que percibe que es la esencia (las partes o significado más importantes) de su mensaje.
¿Qué oíste decir a otros en tu tríada que no creías que estuviera entre sus dos (2) significados principales?
¿Por qué pudo haber sucedido eso?
Veamos qué sienten otras mesas y qué pueden hacer los líderes residentes cuando surgen conflictos potenciales como estos.
Escuchar >> Colusión >> Mensajes “yo”

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�Actividad #3 Acabas de ver el Monólogo de América Ferrera en “Barbie” Un Video de YouTube�

Después de ESCUCHAR, dedique 5 minutos a discutir en tríadas (su grupo de 3) lo que percibe que es la esencia (las partes o significado más importantes) de su mensaje.
¿Qué oíste decir a otros en tu tríada que no creías que estuviera entre sus dos (2) significados principales?
¿Por qué pudo haber sucedido eso?
Veamos qué sienten otras mesas y qué pueden hacer los líderes residentes cuando surgen conflictos potenciales como estos.
Escuchar >> Colusión >> Mensajes “yo”

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Activity # 2a You just saw America Ferrera’s Monologue in “Barbie” A YouTube Video

Please move around the room to form into age-specific groups (you do not have to say your exact age but get with folks who you think may be close to your age.)
For 5-6 minutes discuss what are some of the overt or covert “stereotypes”, if any, about people who are generally in your age group?

Are these “stereotypes” or are they somewhat true?

Let’s listen to what other age-teams feel.

Listening >> Collusion >> “I” messages.

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Actividad #4 - Acabas de ver el Monólogo de América Ferrera en “Barbie” Un Video de YouTube

Muévase por la sala para formar grupos específicos por edad (no es necesario que diga su edad exacta, pero júntese con personas que crea que pueden tener una edad cercana a la suya).
Durante 6 minutos, analice cuáles son algunos de los “estereotipos”/”estereotipos” abiertos o encubiertos, si los hay, sobre personas que generalmente pertenecen a su grupo de edad.
¿Son estos “estereotipos” o en cierto modo son ciertos?
Escuchemos lo que sienten otros equipos de edad.
Escuchar >> Colusión >> Mensajes “yo”.

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Stereotypes / Estereotipos

1 o más ideas preconcebidas
Una suposición no examinada
Acerca de personas, lugares o situaciones
Que se vuelven Automáticos en algunas culturas y grupos.
A menudo son demasiado simplificados, inexactos y parciales para todo el grupo.
Lo cual, si no lo hemos estudiado, impacta Nuestro Comportamiento hacia los demás

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Stereotypes / Estereotipos

1 o más ideas preconcebidas
Una suposición no examinada
Acerca de personas, lugares o situaciones
Que se vuelven Automáticos en algunas culturas y grupos.
A menudo son demasiado simplificados, inexactos y parciales para todo el grupo.
Lo cual, si no lo hemos estudiado, impacta Nuestro Comportamiento hacia los demás

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Activity # 2b You just saw America Ferrera’s Monologue in “Barbie” A YouTube Video

Have your subgroup think about either AGE Group 0-19 or AGE Group 60 +. What stereotypes have you heard about one of these groups that could impact their involvement as resident leaders in NeighborWorks?
Report out one (1) to the larger group.
Discussion
Sample Theories that relate to this.

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Activity # 4a - You just saw America Ferrera’s Monologue in “Barbie” A YouTube Video

Have your subgroup think about ONLY AGE Group15-21 or AGE Group 60 +.

What stereotypes have you heard about one of these groups that could impact their involvement as resident leaders in NeighborWorks?

Report out one (1) to the larger group.
Discussion
Sample Theories that relate to this.

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Your Union and Mine Require a 15 minute BREAK. Are You Ready???

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Recruiting Tips

Broadcasting	Cultivation
One time ask	Repeated contacts
Impersonal	Personal
Aimed at strangers (no prior affiliation with the your organization or team)	Aimed at acquaintances (have some degree of knowledge or affiliation)
Emphasize old media	Emphasize new media

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Recruiting Tips for Intergenerational Groups

Be explicit during recruitment that the training is intergenerational: use it as as part of your marketing and recruitment message…
Early in the process recruit some adults/ older adults who are supportive of youth engagement and leadership.
Identify a few youth who are interested in collaborating with older people.

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Activity 5 – Identifying Real People who ARE NOT YOUR AGE – Who have Assets

Think (silently) for 2 minutes about who you know, who is not in your age group who would be a good volunteer.
Tell her/his name and WHY to your small group
Write it down in your phone or notes

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Activity # 6 (+ Your Ideas) Intergenerational Leadership: �Include some of these in the interactive process:

Time and activities for new participants to get to know each other ??
Incorporate activities that support a range of learning styles and physical abilities??
Select some topics where different age groups may have a data/experience advantage??
Examine how training topics are experienced/understood differently by various generations??
Assign entry tasks to cross-generational teams??
Identify shared issues across the life span. Acknowledge/respect differences?
Different types of support may be needed for newer resident leaders??
Other suggestions and experiences???

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Actividad # 6 (+ Tus Ideas tambien) Liderazgo Intergeneracional: Incluye algunas de estas en el proceso interactivo:

¿Tiempo y actividades para que los nuevos participantes se conozcan?
¿Incorporar actividades que apoyen una variedad de estilos de aprendizaje y habilidades físicas?
¿Seleccione algunos temas en los que diferentes grupos de edad puedan tener una ventaja de datos/experiencia?
Examinar cómo las distintas generaciones experimentan/comprenden los temas de capacitación de manera diferente.
¿Asignar tareas de entrada a equipos intergeneracionales?
Identificar problemas compartidos a lo largo de la vida. ¿Reconocer/respetar las diferencias?
¿Es posible que se necesiten diferentes tipos de apoyo para los líderes residentes más nuevos?
Otras sugerencias y experiencias???

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Intergenerational Leadership:�Using Comprehensive Community Development Ideas to Measure Our Progress

Class Chooses Between

Case Study about Multigenerational Work

“ What’s Wrong with These Kids? And What’s Up with The Older Folks Era?”

Let’s Learn How CCD helps us to Measure Our Progress with Multigenerational Work.

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Comprehensive Community Development is …

Comprehensive Community Development (CCD) is aimed at improving lives and strengthening communities
It works at the intersection of people, places and systems.
It creates a shared vision, unified strategy and a collaborative structure in order to attract and deploy resources.
It is also built on a foundation of inclusive resident engagement which is central to creating and sustaining positive change.
It helps to build vibrant local communities that offer people equitable opportunities to thrive.
Is this the type of community you want ? Will you be willing to contribute and compromise to help build it?

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Measurement of Progress: An Environmental Process

Weekly
Monthly
Quarterly
Annual
Objective
Subjective

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Activity # 7: Which Measurements Matter

Communication
Time cross-polinating
Technology Education
Numbers related to your current Baseline e.g, # of volunteers, # of new renters, # coming to NW classes, etc.
______________________
______________________
______________________

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Activity # 7: Additional Creative Ideas/Options

Watching Music Videos or a making a Movie Together
Instructions about Instagram or X or …. (please add a few)
______________________
______________________
______________________
______________________
______________________

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Thanks for being active in class. Stay Positive

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Stay Patient and Stay Positive

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Workshop/Lab Evaluations

Instructor 1 Name: _J Otis Smith________

Instructor 2 Name: _______________

* Course # CL 176

Only use BLACK/BLUE ink or pencil.

FILL IN THE BUBBLES

Do NOT circle the bubbles.
Do NOT X the bubbles out.

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