Diversity Mosaic Participant Workbook: Developing Cultural Competence (Pfeiffer Essential Resources for Training and HR Professionals)

01_981745 ffirs.qxp

9/20/06

3:16 PM

Page i

DIVERSITY MOSAIC PARTICIPANT WORKBOOK DEVELOPING CULTURAL COMPETENCE

Tina Rasmussen, Ph.D.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 2

01_981745 ffirs.qxp

9/20/06

3:16 PM

Page i

DIVERSITY MOSAIC PARTICIPANT WORKBOOK DEVELOPING CULTURAL COMPETENCE

Tina Rasmussen, Ph.D.

01_981745 ffirs.qxp

9/20/06

3:16 PM

Page ii

Copyright © 2007 by John Wiley & Sons, Inc. All Rights Reserved. Published by Pfeiffer An Imprint of Wiley 989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. For additional copies/bulk purchases of this book in the U.S. please contact 800-274-4434. Pfeiffer books and products are available through most bookstores. To contact Pfeiffer directly call our Customer Care Department within the U.S. at 800-274-4434, outside the U.S. at 317-572-3985, fax 317-572-4002, or visit www.pfeiffer.com. Pfeiffer also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. ISBN-10: 0-7879-8174-5 ISBN-13: 978-0-7879-8174-7 Acquiring Editor: Matthew Davis Director of Development: Kathleen Dolan Davies Developmental Editor: Susan Rachmeler Production Editor: Dawn Kilgore Editor: Rebecca Taff Manufacturing Supervisor: Becky Carreño Printed in the United States of America Printing

10

9

8

7

6

5

4

3

2

1

02_981745 ftoc.qxp

9/20/06

3:16 PM

Page iii

Contents

Overview and Objectives

v

Cornerstone 1: An Inclusive Definition of Diversity Diversity Statistics Quiz Diversity Terms

3

7

Cornerstone 2: The Business Case for Diversity My History of Diversity

11

13

Cornerstone 4: The Diversity Adoption Curve Collusion

1

15

17

The Platinum Rule

19

Effective Feedback

21

Constructive Conflict

23

Cornerstone 5: The Diversity Enhancement Process Cornerstone 3: The Cultural Competence Scorecard Diversity and Inclusion Action Plan

27 29

31

Diversity Mosaic Workshop Reaction Sheet for Developing Cultural Competence

33

iii

02_981745 ftoc.qxp

9/20/06

3:16 PM

Page iv

iv

Contents

Cultural Competence: 360-Degree Assessment Instructions for Participants Cultural Competence: Self-Assessment Form

35

37

Cultural Competence: Understanding and Using Your Assessment Results Cultural Competence: Assessment Scoring Categories Cultural Competence: Developmental Action Plan

39

41

43

Cultural Competence: 360-Degree Assessment Instructions for Observers

45

Cultural Competence: 360-Degree Assessment Instructions for Observers

47

Cultural Competence: 360-Degree Assessment Instructions for Observers

49

Cultural Competence: 360-Degree Assessment Instructions for Observers

51

Cultural Competence: 360-Degree Assessment Instructions for Observers

53

Cultural Competence: 360-Degree Assessment Instructions for Observers

55

Cultural Competence: 360-Degree Assessment Instructions for Observers

57

Cultural Competence: 360-Degree Assessment Instructions for Observers

59

Cultural Competence: Assessment Form for Observers

61

Cultural Competence: Assessment Form for Observers

63

Cultural Competence: Assessment Form for Observers

65

Cultural Competence: Assessment Form for Observers

67

Cultural Competence: Assessment Form for Observers

69

Cultural Competence: Assessment Form for Observers

71

Cultural Competence: Assessment Form for Observers

73

Cultural Competence: Assessment Form for Observers

75

02_981745 ftoc.qxp

9/20/06

3:16 PM

Page v

Overview and Objectives

Diversity Mosaic: Developing Cultural Competence is designed to help employees in all positions, levels, and areas of the organization develop knowledge, awareness, and skills for valuing diversity and creating a truly inclusive environment. It will also help you understand the organization’s diversity initiative and your role in supporting it. When you have completed the workshop you will:

WELCOME!

• Understand what valuing diversity is (knowledge) • Understand why cultural competence is important for you as an individual (knowledge) • Understand why the organization is undertaking an effort to create true inclusion and to value diversity (knowledge) • Analyze you own perceptions, strengths, and developmental areas in becoming a champion of diversity (awareness) • Learn skills to increase your level of cultural competence (skill) • Determine how you can help eliminate structural inequality to create a truly inclusive organization (skill) • Create a personal diversity action plan (knowledge, awareness, skill) The Diversity Mosaic: Developing Cultural Competence workshop agenda is comprised of two main sections and several sub-segments. Your facilitator will have more detailed information on the agenda when you arrive at the session. The agenda is as follows: • Becoming a Diversity Champion (developing your level of cultural competence) • The Diversity Mosaic • Developing Self-Awareness • Understanding Structural Inequality • Working Together Productively

v

02_981745 ftoc.qxp

vi

9/20/06

3:16 PM

Page vi

Diversity Mosaic Participant Workbook: Developing Cultural Competence

• Creating an Inclusive Organization (using the Five Cornerstones of Diversity Mosaic to do your part in creating an organization that values diversity and is truly inclusive) • Moving Forward Together Pages 45 through 75 of this workbook contain all the forms required for you to complete a 360-degree assessment. This process will enable you to gain insight into how others perceive your behavior with regard to valuing diversity and being inclusive. Feel free to read this entire workbook (as well as the 360-degree feedback section) at any time to understand more about diversity and inclusion and to prepare yourself for the assessment and the workshop. Your facilitator will let you know whether to complete the 360-degree assessment before the session or to wait until the session to receive further instructions before completing it.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 1

Cornerstone 1: An Inclusive Definition of Diversity Diversity is the mosaic of people

who bring a variety of backgrounds, styles, perspectives, beliefs and competencies as assets to the groups and organizations with whom they interact.

Dimensions of Diversity Primary

Work Background Parental Status Sexual Orientation

Geographic Location

Age Race

Marital Ethnic Status Gender Heritage Mental/ Physical Abilities Military Education Experience Religious Beliefs

Income Secondary

Cultural Competence is a set of competencies and skills

that individuals and organizations can use to create a truly inclusive environment that values diversity. Adapted from Implementing Diversity by Marilyn Loden. Copyright © 1996 by McGrawHill. Reproduced with permission of The McGraw-Hill Companies.

1

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 2

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 3

Diversity Statistics Quiz

are you on the trends shaping America? Circle the letter of your best guess for the answer to each question below. The answers will be revealed during the workshop.

HOW UP-TO-DATE

1.

The average worker in 1965 was a 29-year-old white male who was married, had children, and had fewer than twelve years of education. (U.S. Census) a. True b. False

2.

In 2012 what percentage of working adults will be white women, and what percentage will be people of color? (U.S. Bureau of Labor Statistics) a. 40 percent, 20 percent b. 35 percent, 25 percent c. 30 percent, 35 percent

3.

Currently, 33.9 million Americans are classified as poor. (U.S. Census) Most poor people in the United States are: a. Caucasian b. African-American c. Hispanic

4.

How many people living in the United States are of Hispanic/Latino origin? (U.S. Census) a. 1 in 8 b. 1 in 12 c. 1 in 15

3

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 4

4

Diversity Mosaic Participant Workbook: Developing Cultural Competence

5. How many languages are estimated to be spoken in California? (San Francisco Chronicle) a. 20 b. 50 c. 80 6. What percentage of U.S. families now represent the traditional household of “Dad working, stay-at-home Mom, and kids living with two biological parents”? What was the figure in 1900? (National Institute of Child Health and Human Development) a. 10 percent/90 percent b. 20 percent/80 percent c. 40 percent/95 percent 7. What percentage of the U.S. population between the ages of 16 and 65 are functionally illiterate? (Adult Literacy Survey) a. 15 percent b. 25 percent c. 50 percent 8. What is the estimated number of American adults who are gay or lesbian? (Kinsey) a. 1 in 20 b. 1 in 10 c. 1 in 5 9. What is the largest of all minority groups in America? (U.S. Census) a. blacks b. homosexuals c. people with disabilities 10. When Schick was asked about its razor advertisements, which emphasize multicultural faces and personalities (Wall Street Journal), Schick stated: a. “We had a drop in sales to the older white male customer base.” b. “We saw immediate sales growth.” c. “We had a small increase in sales from minority members.”

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 5

5

Diversity Statistics Quiz

11. Since 1990, the annual growth rate of buying power for people of color has far exceeded that of consumers overall, and this trend is expected to continue. What was these groups’ buying power in 2004? (University of Georgia, Selig Center for Economic Growth) a. $580 billion b. $1.4 trillion c. $2.2 trillion 12. What is the top driver of employee loyalty? (America@Work) a. compensation and benefits b. job security/stability c. management’s recognition of the employee’s personal and family needs 13. Including lost productivity, training time, and so on, how much does it cost to fill an average (non-executive) vacated job? (William M. Mercer Inc., Kepner-Tregoe) a. $3,000 to $30,000 b. $5,000 to $50,000 c. $10,000 to $100,000 14. Although they make up 43 percent of the workforce, what percentage of senior management positions in the United States are held by white men? (U.S. Congressional Study) a. 87 percent b. 90 percent c. 95 percent 15. About 35 percent of new managers fail in their jobs within the first eighteen months. The top reason they don’t succeed is: (Right Management Consultants) a. lack of business expertise b. failure to build strong team relationships with subordinates and peers c. financial decline or lack of growth in sales 16. How much will the average American woman (and her family, if she has one) lose over the course of her lifetime because of the wage gap between men and women? (National Committee on Pay Equity) a. $112,000 b. $523,000 c. $998,000

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 6

6

Diversity Mosaic Participant Workbook: Developing Cultural Competence

17. Most workplace accommodations for the disabled cost how much? (Time magazine) a. $200 b. $500 c. $1,000 18. What type of discrimination lawsuits have increased the most in recent years? (Chicago-Kent College of Law) a. race b. physical ability c. age 19. About one in how many couples are interracial, with more than three million interracial children? (U.S. Census) a. 10 b. 25 c. 50 20. The age fifty and older population from 2000 through 2050 will grow at a rate sixty-eight times faster than the rate of growth for the total population. (The Hudson Institute) a. True b. False 21. New York (America’s largest city) is one of the ten largest in the world. (citymayors.com) a. True b. False

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 7

Diversity Terms

Affirmative Action

Affirmative action was created to ensure that employers took positive steps to attract, promote, and retain women and minorities if they were underrepresented in the company’s workforce. This legislation was forced onto employers and came to be viewed as “quota filling.” While it was a necessary and wellintentioned step, it also often creates an “us versus them” mentality.

Americans with Disabilities Act

The Americans with Disabilities Act, passed in 1989, requires employers to make “reasonable accommodations” in employing people with job-related limitations. The main impact is on selection and job descriptions in employment and on modifying facilities for buildings and retail outlets. This law encompasses forty-three million people, including those with HIV and AIDS, as well as many older people.

Backlash

Backlash occurs when people feel they have something to lose by valuing diversity. Programs such as “quota filling” and diversity efforts that blame certain groups for past injustices create a win-lose situation in which people resist and can even sabotage the effort.

Collusion

Collusion is cooperation with others, knowingly or unknowingly, to reinforce stereotypical attitudes, prevailing behaviors, and norms that limit people. This can include stereotyping others or ourselves.

7

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 8

8

Diversity Mosaic Participant Workbook: Developing Cultural Competence

Cultural Competence

Cultural competence is a set of competencies and skills that individuals and organizations can use to create a truly inclusive environment that values diversity.

Diversity

Diversity is the mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and organizations with whom they interact.

Equal Employment Opportunity (EEO)

Equal Employment Opportunity legislation was enacted to prohibit discrimination on the basis of race, color, religion, sex, national origin, age, disability, or veteran status. It has since been updated to include sexual orientation. EEO attempted to provide applicants and employees with equitable treatment in an organization’s human resources practices, including recruitment, hiring, training, compensation, and promotion.

Ethnocentrism

Ethnocentrism is the belief that one’s own group is inherently superior to all others.

Gender

This refers to whether a person is male or female. It is preferable to the term “sex,” which can have other meanings. It is not related to sexual orientation (see later definition).

Inclusion

Inclusion refers to practices and behaviors designed to create a workplace that values and is respectful of everyone, regardless of their dimensions of diversity.

Minority

Any group that is not the majority of the population. Historically, people have used this word to refer to racial minorities. However, the word is becoming obsolete in this sense with current demographic trends, as racial “minority” groups are coming into the majority. In addition, other minority groups exist, including the disabled, seniors, and others, so being specific about the type of minority group provides greater clarity. The term “minority” no longer refers to women, as women now comprise about half of the workforce.

Non-Traditional/ Traditional Employee

The people who have traditionally been in the workplace—or in a particular job—are “traditional” employees. Often, this refers to white men because the workplace has traditionally been populated by this

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 9

9

Diversity Terms

group. However, in a particular job, a “traditional” employee may be a different demographic group (for example, women rather than men as nurses and secretaries). “Non-traditional” employees are the people who have not traditionally been the majority in the workforce, or in a certain type of job. People of Color

People who are not Caucasian/white. The term “people of color” has gained popularity over the word “minority” for several reasons. (See “Minority” above.)

Prejudice

Prejudice is the tendency to see differences as weaknesses.

Sexual Harassment

Sexual harassment is the use of power to intimidate others from a sexual standpoint. The courts are making awards in favor of an increasing number of sexual harassment claims, including both women and men.

Sexual Orientation

Refers to a person’s affinity toward heterosexual (“straight”), homosexual (gay/lesbian), or bisexual relationships. Also used in reference to transgender individuals. Every human being has a sexual orientation.

Stereotype

A stereotype is a fixed and distorted generalization made about all members of a particular group. It is a rigid judgment that doesn’t take into account the here and now.

Workforce 2000

Workforce 2000 was a landmark study commissioned by the U.S. Department of Labor in 1987 to determine what the composition of the American workforce would be in the year 2000. Because the results were so dramatic, many employers took a “wait and see” attitude initially. But as the predictions did come true, more and more companies decided to pay attention to the growing diversity of the workforce and marketplace. Diversity practices are now commonplace—if not mandatory—for most organizations.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 10

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 11

Cornerstone 2: The Business Case for Diversity one of the foundational starting points of our diversity initiative, because it answers the question “Why are we doing this?” There are many solid business reasons why our organization is making diversity and inclusion one of our top strategic business considerations. Which of the reasons below seem the most pressing to you? THE BUSINESS CASE IS

We need to be true to our mission. □

We want to live our organization’s mission and values.

□

To accomplish our mission, we must show authentic positive regard for everyone who touches our organization.

□

It’s the next step in the evolution of our organization.

□

We would like our organization to be a role model of inclusion to other organizations.

□

We are required by our organizational bylaws to refrain from discrimination.

We want to expand who uses our services by becoming more inclusive of all people. □

We need to learn about more of our customers’ needs.

□

We can’t serve groups we have unconscious biases against—or even those we just fail to understand.

□

We need to reach customers and/or volunteers/donors we may currently be missing.

□

Research shows that worker satisfaction is the number one predictor of customer satisfaction. If our employees feel valued, they’ll treat the people we serve well.

□

Valuing diversity and being inclusive can help us revitalize our organization.

□

Recruiting a diverse board will increase awareness of customer needs and opportunities.

We need to proactively address social/demographic trends to remain viable. □

Diversity has been one of the largest trends in corporations for many years. We need to catch up.

□

Other organizations are addressing diversity; we can’t slip behind.

□

Being known for diversity attracts customers/donors. Diversity is often required for funding.

11

03_981745 workbook.qxp

9/20/06

3:17 PM

12

Page 12

Diversity Mosaic Participant Workbook: Developing Cultural Competence

We need to maximize employee potential and productivity. □

Workplace demographics have shifted more in the last twenty years than in the previous one hundred years. We need to adjust to remain current with societal trends.

□

We are short on employees/volunteers. We need to attract applicants from wider talent pools.

□

We have a hard time attracting non-traditional candidates, and we want to improve at this.

□

It costs $10,000 or more to fill a vacated job. Valuing diversity can reduce our turnover.

□

Community good will for valuing diversity can open doors and attract employees/customers.

□

Valuing people increases their “discretionary contribution.” We want to maximize productivity.

□

We’d like to have more synergy and creativity. Differences provide the ingredients for this.

□

We want to improve decision making and engage diverse views to help overcome “groupthink.”

□

We need to more quickly integrate people into the organization (mergers, transfers, new hires, etc.).

□

As people retire, we need to find ways to transfer their intellectual capital to others.

□

Our morale, employee surveys, and/or exit interviews have indicated possible diversity problems.

We need to prevent tarnish to our reputation and enhance our public image. □

Organizations have been sued when they didn’t value diversity. We don’t want that to happen.

□

We don’t want to discourage customers/donors by having a reputation for excluding people.

□

We want to avoid blunders that occur when a variety of perspectives is absent.

We need to remain effective as leaders. □

Cultural competence is a minimum requirement for the effective leader of today. We need to ensure we’re up-to-date on the facts and know how to address potential issues.

□

Leaders need to be role models. We want to raise our skills before asking others to do so.

□

People are often unaware of offending others. Gaining cultural competence is an opportunity to grow personally by “seeing our own lenses.”

Add your own:

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 13

My History of Diversity

Lens #1

Lens #2

Lens #3

Lens #4

13

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 14

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 15

Cornerstone 4: The Diversity Adoption Curve the move to valuing diversity is an ongoing process that evolves over time. Even so, we sometimes expect that if people attend a diversity workshop, the change should automatically follow. Here’s an analogy. What percentage of people do you think are aware of how to eat healthfully? Now, what percentage do you think actually eat healthfully? Why doesn’t everyone eat healthfully, since most people know of the positive benefits? Many factors contribute, but two primary ones are habit and conditioning. Increasing our knowledge is only a first step—changing our behavior requires much more effort. One of the best summaries of this concept of change (see diagram below) comes from Marilyn Loden’s second book, Implementing Diversity. Loden’s point is that we do not create the Diversity Adoption Curve; it occurs naturally. Knowing about it can help us understand how change happens. This process has been discovered over and over in behavioral science research on many different types of change. The Cultural Competence Assessment, found later in this workbook, can help you assess your own location on the curve. Your facilitator will have more information about how to use the assessment, either before or during the workshop. AS WITH ANY CHANGE,

Innovator Change Agent 2.5% 13.5%

Pragmatist

Skeptic

Traditionalist

34%

34%

16%

Increased Perceived Opportunity Decreased Perceived Risk

Decreased Perceived Opportunity Increased Perceived Risk

Adapted from Implementing Diversity by Marilyn Loden. Copyright © 1996 by McGraw-Hill. Reproduced with permission of The McGraw-Hill Companies.

15

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 16

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 17

Collusion

becoming a rarity in the contemporary workplace. Most people have enough common sense not to publicly violate the law. However, a much more common (and often unconscious) form of exclusion occurs regularly—collusion. Collusion is cooperation with others, knowingly or unknowingly, to reinforce stereotypical attitudes, prevailing behaviors, and norms that limit and/or exclude people. This can include stereotyping others or ourselves. Collusion is common because of the way we are socialized as children. We all had to modify our own behavior to “fit in” to the expectations of parents, teachers, friends, and society. We became accustomed to ignoring our true opinions and needs as a way of increasing our sense of belonging and reducing the risk of being an “outsider.” As adults, we are now able to make our own decisions based on what we do and do not believe, and we can decide how to act on those decisions, rather than continuing the habit of “fitting in.” There are three types of collusion:

BLATANT BIAS IS

• Denial • Silence • Active cooperation

Denial Denial sounds like a passive form of collusion, but it is actually the active stance that “no inequality or exclusionary behavior exists here.” After reading the statistics, or even looking at U.S. society in general, it is difficult to support the opinion that any organization is totally free of discrimination. People who collude by denying usually are either avoiding the painful prospect that inequality exists, or feel they have something to lose by acknowledging it.

17

03_981745 workbook.qxp

9/20/06

3:17 PM

18

Page 18

Diversity Mosaic Participant Workbook: Developing Cultural Competence

Silence Silence is the most common form of collusion. By saying nothing when people tell stereotypical jokes, exclude others, or exhibit other inappropriate behavior, we reinforce the “status quo.” This is one reason for having cultural competence training— so that people will feel more free to speak up.

Active Cooperation Active cooperation can take several forms, some of which can be very subtle. Laughing at inappropriate jokes is active cooperation. Agreeing that “so-and-so just got that promotion because she filled a quota” is active cooperation. Participating in exclusionary networking activities (golf, dinners, etc.) is active cooperation. Men and women habitually falling into traditional male and female roles is active cooperation. Sadly, people often stereotype their own groups as a form of internal group bonding. Unfortunately, this can be just as damaging to their self-perceptions and the perceptions of those outside the group as is stereotyping by others. Questions How do I collude in the workplace?

How can I stop colluding in a way that doesn’t hurt myself or others?

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 19

The Platinum Rule

for valuing diversity is to view everyone as different from us and as people we cannot make assumptions about. Appearances are deceptive. People who appear to be very similar to us are often different, and those who appear to be very different can turn out to be quite similar. We can’t assume we know about a person by looking at him or her to assess primary dimensions. Because of this, the most important principle of cultural competence is the Platinum Rule, which was described by Dr. Milton Bennet in the book Basic Concepts of Intercultural Communication (Intercultural Press, 1998). This is an expansion of the Golden Rule, which has been a time-honored practice that permeates many religious beliefs. In telling us to “Treat others as you want to be treated,” its intentions are sound. It was designed to prevent us from doing harm to others—things that others obviously would not like. With the increasing complexity of our society, we can now add to the Golden Rule in order to account for people’s different and unique needs. This enables us to move beyond “one size fits all.” By assuming that someone else wants what we do, we can’t take into account that person’s uniqueness. The Platinum Rule gives others permission to be different from us, and reminds us to honor that difference. A GOOD STARTING POINT

The Platinum Rule is to treat others as they want to be treated. Using the Platinum Rule makes it okay for us to have differences. In a classic 1973 Harvard Business Review article, “What It’s Like to Be a Black Manager,” Edward Jones notes that removing the “taboo” of discussing differences is the first step toward valuing them. The “fine line” of discussing differences is that they should be work related and behaviorally oriented. People should not feel that they are being judged or labeled because of their differences. Questions Why do you think the Platinum Rule may be an effective principle for valuing diversity?

How can we find out how others want to be treated? 19

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 20

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 21

Effective Feedback

what behavior is appropriate in the workplace, ask this question: Does it positively contribute to the productivity of the team and the organization? If someone is doing something outstanding, let him or her know! Give the person a nice compliment. If someone is hurting the group’s cohesiveness and productivity, address it with the individual involved or with the team, if appropriate. The following guidelines for effective feedback provide a straightforward way to let others know how their behavior affects us. TO DETERMINE

Guidelines for Giving Effective Feedback Describe Specific Behavior Effective feedback describes observable actions, rather than assigning meaning to activities. It is descriptive, not vague. Express the Impact of the Behavior Effective feedback tells someone how his or her actions impacted the organization and you personally. If the person’s actions hurt the team or the organization, say how. It also can be beneficial to share how you felt in response to the behavior. If you felt respected when the person did what he or she did, say so. It is also okay to say you felt mad, frustrated, confused, or upset—so long as you direct your feelings toward the behavior, not the person. Use “I” Statements When we say, “You made me. . .,” other people become defensive, as they should, because no one can force us to feel a certain way. For the best response from others, use I statements by saying, “When you did X, I felt X.” This is more accurate and promotes better communication.

21

03_981745 workbook.qxp

22

9/20/06

3:17 PM

Page 22

Diversity Mosaic Participant Workbook: Developing Cultural Competence

Engage in Two-Way Communication Once you’ve shared your view, ask the person for his or her perspective on this situation. What’s going on with the person? How is he or she reacting to what you’re saying? Avoid asking, “Why did you. . .?” Why questions usually cause defensiveness and lessen the person’s ability to listen openly. Request Future Behavior Effective feedback is proactive in asking for a future behavior. If you liked what the person did, ask for more! If not, don’t just “dump” the negative information—state what you would like the person to do instead. Consider Everyone’s Needs and Timing Give effective feedback with the needs and feelings of both the sender and receiver in mind. Don’t give either positive or negative feedback in a time or place that would embarrass the person. Try to do both as soon as possible. If positive—show some appreciation! If negative, don’t give the feedback in the heat of the moment unless you can maintain your composure. Also, avoid a public discussion unless it is an issue for the entire team to address. Example: After the meeting (timing), you say, “Pat, remember that joke you made in the meeting today? (Describe behavior.) Well, I feel uncomfortable laughing at someone else’s expense (express impact). Maybe you could tell jokes that are neutral and don’t cut anyone down (request alternatives). I really enjoy your sense of humor, and I’d like your jokes a lot more if they were upbeat” (consider everyone’s needs). How are you reacting to what I’m saying? (Engage in two-way communication.)

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 23

Constructive Conflict

Guidelines for Constructive Conflict Following are some ways to constructively resolve conflict: • Agree on a common goal of resolving the conflict so everyone wins—look for common ground. • Demonstrate respect for the other person. • Be open with your thoughts and feelings. • Don’t attack or blame the other person. • Listen to the other person with an open mind. • Value differences in viewpoint and try to walk in the other person’s shoes. • Identify and understand your own and others’ conflict styles.

Conflict Styles Everyone has a conflict style. Understanding our own and others’ styles is helpful in understanding and resolving conflict. Avoidance The Avoider would rather not address conflict at all and is most comfortable ignoring or delaying issues and repressing his or her own feelings and needs. Often, this style results in a lose-lose outcome, because the conflict goes unaddressed and teamwork and productivity are usually negatively affected. However, avoiding a conflict can sometimes be appropriate, for example, when we really don’t care that much about the problem and choose to “pick our battles.” Competition The Competitor tries to win the conflict at all costs, usually at the expense of the other person. This is a win-lose style, in which one person may get what he or she wants, while the other person loses. While this style produces short-term victories, it can also

23

03_981745 workbook.qxp

24

9/20/06

3:17 PM

Page 24

Diversity Mosaic Participant Workbook: Developing Cultural Competence

damage productivity because it hurts people’s relationships. However, competing can sometimes be appropriate, for example, when a salesperson is competing with another organization for a prospective client. Adaptation The Adaptor is most comfortable giving in to the other person’s needs, sacrificing his or her own goals. This is a lose-win style, which appears cooperative but can be detrimental in the long run because it does not produce a win for all parties. Adaptation can be appropriate at times, for example, when the issue means a lot more to the other person than it does to us and we let the other person prevail out of respect or concern. Cooperation The Cooperator tries to find a solution that meets everyone’s needs. In cooperation, the issues are fully explored, everyone states their needs, and people work together to find creative solutions in which everyone benefits. This is a win-win style that takes the other person’s needs into account as well as our own. The only time that cooperation may not be a good choice is when there is not time and we must act immediately, for example, if there were a fire in the building and we needed to escape immediately rather than discuss it.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 25

Constructive Conflict

25

Constructive Conflict Case Studies Case 1: Who Stays and Who Goes? Pat and Jamal work on the same team. It’s been a long day. It’s almost quitting time, but work still needs to be done to make the big deadline tomorrow. One person is going to have to work late. Jamal needs to leave right on time because of daycare issues. Jamal has no one else who can pick up the baby. Pat doesn’t have a specific commitment, but has worked late the last three nights and is exhausted. How do they resolve the conflict of who stays and who goes? Case 2: What’s So Funny? Terry and Sarita work on the same team, but don’t socialize much during breaks or lunchtime. Terry hangs out with the Spanish-speaking group and Sarita is part of the group that speaks Tagalog. Terry has been getting really irritated because every day at lunch, as Terry goes past Sarita’s group, it seems like they all laugh and then talk very fast in Tagalog. Terry mentioned it once to Sarita, but Sarita said that they weren’t talking about Terry at all, that it was just Terry’s imagination. In fact, Sarita said the same thing about Terry’s group—that they all laughed and talked very loudly in Spanish when Sarita passed them at the water cooler once. Today was the last straw. Sarita’s group burst into laughter just as Terry walked into the lunch room. Terry has to say something to Sarita. Case 3: Bridging the Gap Carol and Jean-Claude usually work well together, even though there is a forty-year difference in their ages. One day, Carol brings in an article about Generation X and starts going on and on about how selfish “these youngsters” are and how they want to “have it all without paying the price.” Jean-Claude starts to get upset and says that, when people get old, they start to get set in their ways and that all you ever hear about is “the good old days” and how the world is “going to pot” with these younger generations. The conversation escalates into a full-fledged conflict. How can they resolve it?

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 26

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 27

Cornerstone 5: The Diversity Enhancement Process Step 1—Why do this? Board/CEO and senior leaders commit to undertaking long-term action. Output: Diversity Initiative Chart of Work; Team Formed Step 6—How far did we get? Diversity team measures progress on goals against baselines. Board/CEO senior leaders reward successes and use data on improvement areas to create new plan. (Cycle repeats.) Output: Published Results, People/Teams Rewarded

Step 1: Board/CEO Initiates

Step 2: Assess/ Step 6: Reassess and Reward

Step 5: Mobilize Commitment to Implement, Adjust Step 5—Who’s coming with us? Leaders and diversity team mobilize people’s commitment to implement improvements. People make adjustments as needed. Output: A “critical mass” of energized people who take action

Step 2—Where are we? Diversity team gathers information to discover apparent as well as underlying issues. Findings establish quantitative and qualitative baselines to measure future progress. Output: Diversity Assessment Results—Strengths, Obstacles, and Key Issues

Step 3: Create Vision, Goals, Plan, Budget

Step 4: Design Improvement Processes

Step 3—Where do we want to go? Board/CEO and senior leaders create vision with goals and success measures. Diversity team develops plan to accomplish them. Output: Vision, Success Measures, Action Plan, Budget Step 4—How do we get there? Diversity team designs improvement processes that will achieve goals according to plan. Output: Improvement Processes (Communication, Awareness and Skills development, Board/Leader Development, Recruiting, and Retention) 27

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 28

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 29

Cornerstone 3: The Cultural Competence Scorecard measures of success at diversity focused almost solely on increasing the number of non-traditional employees in certain jobs (i.e., more women and people of color). This approach may have produced more “diversity,” but failed to address the climate considerations needed for success. It also created “us versus them” divisions. The Cultural Competence Scorecard below lists three types of measures, two of which emphasize creating a culture of inclusion and enhancing the organization’s reputation and one of which focuses on improving specific demographic profiles.

HISTORICALLY,

The Cultural Competence Scorecard Workplace Culture ÿ How inclusive is our internal environment?

Marketplace Reputation ÿ How inclusive do people outside our organization perceive us to be?

Representation ÿ To what extent do our people reflect the communities we serve? Workplace Culture + Reputation

Representation

The historical situation regarding how diversity was addressed can be likened to stocking and maintaining a fish tank. Traditional diversity efforts that focused solely on hiring and training were about “putting new fish into the water” or “teaching the fish to be nice to each other.” While these efforts can produce some valuable benefits, they are not likely to create long-term systemic change. Why? Because they overlook the fact that the water in the tank is polluted! And they expect the new fish to clean the water. We must look directly at the water to be successful at inclusion. If we don’t, the new fish will eventually jump out of the tank, and some of the existing fish might, too. Or the fish might get sick from toxicity. The problem is that we’re the fish, and it’s difficult to see the water because it’s all around us! Only when the water is fresh and clean are fish able to be healthy and productive in it. 29

03_981745 workbook.qxp

30

9/20/06

3:17 PM

Page 30

Diversity Mosaic Participant Workbook: Developing Cultural Competence

The Cultural Competence Scorecard shows us that we must measure the internal environment first. Only when “the water” is sure to be healthy for everyone can we start to work on our reputation—how people outside see us. If we truly have an inclusive organization, we can then start talking about it, which will attract a wide variety of people to want to work here, buy our products and services, partner with us by contractual agreements, or buy our stock. When our environment is inclusive and people know about it, then representation is a natural outcome. The key is that representation is an outcome, not a cause! Historically, people thought putting in “new fish” (representation) would cause the environment to change. In reality, we need to be inclusive and welcoming ourselves for diversity and inclusion to last.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 31

Diversity and Inclusion Action Plan

My most important cultural competence goal, which I commit to working toward, is:

Benefits I will gain from doing this:

Things about myself that I will communicate to help others work more productively with me:

Perceptions about people who are different from me that I will work to change:

Ways I will contribute to creating a truly inclusive environment that values diversity:

Resources I will use to continue to learn about diversity:

31

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 32

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 33

Diversity Mosaic Workshop Reaction Sheet for Developing Cultural Competence of agreement or disagreement with the following statements. Please answer candidly and write your general comments at the bottom. Your responses will remain anonymous and will help us to improve the workshop for future participants. Disagree Neutral Agree RATE YOUR LEVEL

1.

The concepts will help us to better respond to diversity trends.

1

2

3

4

5

2.

Written materials were informative and well-written.

1

2

3

4

5

3.

The audiovisual materials helped clarify the subject.

1

2

3

4

5

4.

The facilitator established an environment in which people felt free to openly share their views.

1

2

3

4

5

5.

The facilitator understood the subject and workshop content.

1

2

3

4

5

6.

The facilitator encouraged people to participate.

1

2

3

4

5

7.

I felt involved in the workshop.

1

2

3

4

5

8.

The facilitator helped me to relate ideas to my own experience.

1

2

3

4

5

33

03_981745 workbook.qxp

34

9/20/06

3:17 PM

Page 34

Diversity Mosaic Participant Workbook: Developing Cultural Competence

Disagree Neutral

Agree

9. I understood the purpose of activities and how to complete them.

1

2

3

4

5

10. The pace of the workshop was productive.

1

2

3

4

5

11. I was enthusiastic about the workshop prior to attending.

1

2

3

4

5

12. My manager is a positive role model of valuing diversity.

1

2

3

4

5

13. I believe that this organization is committed to diversity and inclusion.

1

2

3

4

5

14. I am going to put into action what I learned in this session.

1

2

3

4

5

15. The most valuable part was 16. The least valuable part was 17. Comments (use extra paper if needed): _____________________________

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 35

Cultural Competence: 360-Degree Assessment Instructions for Participants the information you need to complete the Cultural Competence 360-Degree Assessment, which has been designed to help you identify your strengths in the area of cultural competence and your developmental needs as part of your organization’s diversity initiative. This feedback will act as a “mirror” to help you see yourself through the eyes of others who experience your behavior on a regular basis. While this type of assessment can feel a bit intimidating, it also provides you with a rare opportunity. Having this information gives you a “snapshot” you wouldn’t normally have so that you can step back, reflect on the feedback, and take action to build on your strengths and make any desired improvements.

FOLLOWING IS

How It Works As this feedback is “360 degree,” it is designed to give you a look at yourself from above, below, and on the sides—all around. Try to select a variety of people as observers, people who see you in different situations. Select five to eight people who meet the following criteria: • Regular, ongoing contact with you • Have known you for at least six months • Will give honest feedback (that is, won’t just tell you what you want to hear, or have “an axe to grind”) • A combination of supportive people and challenging people • Can complete the form and return it to the person doing the tabulating by the date given in the cover letter

35

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 36

36

Diversity Mosaic Participant Workbook: Developing Cultural Competence

For variety, you can select: • Your boss • People who report to you • Your peers • Your internal/external customers (Please do NOT select family members or people outside your work environment.) Note: You will need a minimum of five people to send in responses; fewer than that and the results will not be valid. Complete the following steps: 1.

Complete the Cultural Competence Self-Assessment on yourself, being sure to fill in your name. Immediately fax or send this to the person completing the tabulation.

2.

Fill in your name, the due date, and the name of the person doing the tabulating on all five to eight of the Instructions for Observers cover letters you will use.

3.

Give each of your observers a filled-in Instructions for Observers cover letter and a blank copy of the Cultural Competence: Assessment Form for Observers, both of which are contained in this workbook. All responses are anonymous, so do not put your observers’ names on anything—only your own name for identification.

4.

When they have finished, your observers should immediately fax or mail the completed assessment by the due date on the cover letter. Observers do not need to send or fax the instruction letter—only the form.

5.

Assessments received after the due date cannot be included in your results, so make sure people complete them in time. If they cannot send a fax, make sure they mail their forms at least a week ahead of time.

The person doing the tabulating will compile the feedback and send you the results. No one will know your results but you and the person tabulating the results. Once you have the results, you can create your own personalized Developmental Action Plan.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 37

Cultural Competence: Self-Assessment Form My name is Rate yourself openly and honestly on a scale of 1 to 5 for each item.

Barely

How well do I: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess my own cultural competence strengths and weaknesses? 4. Consciously try to improve my level of cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of my biases and consciously try to control assumptions about people? 7. Stretch beyond my comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype me, and try to overcome incorrect assumptions that others may make about me? 11. Recognize how bonding with people with my own dimensions of diversity may exclude, or be perceived as excluding others? With Respect To Skills and/or Behaviors 12. Demonstrate interest in the ideas of people who don’t think as I do, and respect others’ opinions even when I disagree? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? 16. Communicate with and influence people who are different from me in positive ways? 17. Work to make sure that people who are different from me are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from me in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from me as often as they do to people who are like me? 22. Apologize when I have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner? By:

(due date) fax or send to:

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

. 37

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 38

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 39

Cultural Competence: Understanding and Using Your Assessment Results

tabulating the results completes your 360-degree Cultural Competence Assessment summary, he or she will send the results to you with certain information highlighted. The summary will include: ONCE THE PERSON

• All responses/scores summarized • What others saw as your top three strongest areas • What others saw as your three greatest areas for development • Any questions on which the difference between your self-assessment and the summary was greater than 1 point (that is, areas in which you see yourself as stronger than others see you, or areas in which others see you as stronger than you saw yourself, which you may not feel as confident about) • Any specific items of note or comments on the forms that were returned Use the information as a tool for reflection, much like a “mirror” that shows how others perceive your cultural competence at this point in time. However tempting it may be, please avoid trying to figure out who rated you on what. It’s pure speculation and is beside the point. The feedback is a tool to help you create your own Developmental Action Plan, found later in this workbook. To do this, pick one or two developmental areas and create personal goals for yourself. What you learned or will learn in the Cultural Mosaic: Developing Cultural Competence workshop can help you with this. It can be helpful to share your goals with others within the organization, including those who gave you the feedback, to demonstrate to them that “we’re all working on this together” and that you’re going to take action based on the feedback. This is a great way to model your personal commitment to continually increasing your own level of diversity maturity, encouraging others to do the same.

39

03_981745 workbook.qxp

40

9/20/06

3:17 PM

Page 40

Diversity Mosaic Participant Workbook: Developing Cultural Competence

It can also be helpful to work with other members of your team who attended, or will attend the workshop, to determine how you complement each other. Rather than sharing all your data, if you are not comfortable with that, just share your strongest areas and development areas to determine your team strengths as well as how you can support each other. You can also work together as peer coaches by agreeing to give each other ongoing feedback on how you’re progressing toward your individual cultural competence goals. You can also call the person designated as your organization’s Diversity Change Agent if you would like to discuss the results or if you would like further assistance.

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 41

Cultural Competence: Assessment Scoring Categories Rating

Description

Trailblazing (115-125)

It’s likely that you’ve played an important part in identifying inequitable situations. You are willing to take a risk to address these, and enjoy creating new solutions. Your ideas may even provide a “spark” that can be turned into a more widely used practice. You may pay a price for your radical ideas, if others see you as a “rebel.” You may want to examine whether you’re coming across too strongly, or overreacting. Ask other people for honest feedback. In the meantime, share your new innovations and ideas with people in the Bridging category, as they may be able to integrate your new and progressive ideas into the systems to move the change forward.

Bridging (95-114)

You’re aware of biases in yourself and others, and you realize the negative impact of them. You reach out to others, both to understand their perspective and to include them. You may be willing to act when you encounter exclusionary behaviors or organizational processes. You relate to people in a way that values diversity. Your greatest contribution is as a diversity champion, bridging between new methods and the current way of doing things. Help others and the organization to develop cultural competence. Seek out opportunities to contribute to the diversity initiative, continue to learn, and share your success stories with others.

Practical (75-94)

You’re aware of discriminatory views in yourself and others. You may be working to overcome these and develop cultural competence, but you may be reluctant to address inappropriate behavior by others. You may avoid risk by saying nothing, which is often perceived as agreement. Studies show that the emotional intelligence required to value diversity is more important in career success than technical competence. Research also shows that diversity is good for business. To increase your cultural competence skills, which will be highly sought after in the future, review the lowest rated questions and create goals to help you develop new habits. You can also work on ways to become more proactive in creating a truly inclusive environment.

Skeptic (55-74)

You may be aware of your biases, and that your behavior may offend some people. But because of social norms and traditions, you may still participate in jokes, comments, and actions that stereotype and limit people. It is likely that this behavior damages workplace productivity, and could even cause legal problems as a result of biased employment decisions and treatment of co-workers. This organization has committed to valuing diversity because the leaders believe it’s a business imperative. If you put some effort into increasing your cultural competence, you’ll be able to stay in step with this organization and with what’s going on in society. You can start by reviewing the lowest rated questions and creating goals to help you break old habits.

Traditionalist (0-54)

It’s likely that you exhibit behavior that offends people, but don’t realize you’re doing it. You may even unknowingly be committing illegal acts, which could harm yourself or your organization. If your self-assessment scores were higher than the scores others gave you, realize that unaware people “don’t know what they don’t know,” and therefore the only accurate indicator is feedback from others. Your career and relationships will benefit greatly if you put some effort into increasing your cultural competence. You may find yourself out of your “comfort zone”—but cultural competence is a requirement for a future in this organization, and you don’t want to be left behind. At a minimum, you don’t want to create legal problems. 41

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 42

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 43

Cultural Competence: Developmental Action Plan summarize your results from the Cultural Competence Assessment and to create a personalized cultural competence developmental plan that focuses on one or two goals for improvement based on the feedback you received. USE THIS FORM TO

Name: ___________________________________ Date: ___________________ Key Strengths I Can Build On 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ Key Areas I Want to Develop 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ Developmental Goals Goal 1: ___________________________________________________________ Steps Required: _____________________________________________________ __________________________________________________________________ Resources/People: ____________________________________________________ Target Date for Accomplishment: _______________________________________ Benefits of Accomplishment: ___________________________________________ Goal 2: ___________________________________________________________ Steps Required: _____________________________________________________ __________________________________________________________________ Resources/People: ____________________________________________________ Target Date for Accomplishment: _______________________________________ Benefits of Accomplishment: ___________________________________________ Notes: ____________________________________________________________ __________________________________________________________________ __________________________________________________________________ 43

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 44

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 45

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 45

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 46

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 47

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 47

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 48

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 49

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 49

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 50

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 51

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 51

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 52

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 53

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 53

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 54

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 55

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 55

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 56

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 57

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 57

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 58

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 59

Cultural Competence: 360-Degree Assessment Instructions for Observers HELLO! As part of our organization’s diversity initiative, _____________________________ [participant’s name] is asking for feedback on his/her cultural competence. Because you work closely with this person, he/she has selected you to give some feedback that will help him/her identify strengths to build on and areas to develop. In effect, you will be a “mirror” that will help the person see him- or herself more clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effectively champion your organization’s diversity initiative as a leader. All responses will remain anonymous. The person you’re rating will not see the form you fill out. It will go straight to the person tabulating the results, who will compile your ratings with the ratings from four to eight other people. These will go into a synthesized report that will be given to the person being assessed. Please answer the questions candidly, based on the person’s actions that you have observed. Please do not just tell him or her what you think he or she wants to hear. If you slant your feedback, the person won’t have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name on this form. Only write the name of the person you’re rating on the form (if it hasn’t been filled in already). Here are the steps: 1.

When you have finished, send the form to the person tabulating the results by ________________ [due date]. Do not send this instruction letter—just the form.

2.

Forms received after the due date cannot be included in the results, so make sure you complete it in time. If you cannot hand deliver it or send a fax, make sure you mail it at least a week ahead of time.

3.

Fax or send to: __________________________________________________________ [name of person tabulating results]. Fax number, phone number, and mailing address: _____________________________________________________________________

_____________________________________________________________________ Use the following as a reference when completing the assessment: • •

•

Cultural Competence is defined as “A set of competencies and skills that individuals and organizations use to create a truly inclusive environment that values diversity.” Diversity is defined as “The mosaic of people who bring a variety of backgrounds, styles, perspectives, beliefs, and competencies as assets to the groups and individuals with whom they interact.” Examples of dimensions of diversity include age, race, ethnic heritage, mental/physical abilities, gender, sexual orientation, education, religion, marital and parental status, work background, income, geographic location, personality style, and so on. Non-traditional employee is defined as “employees whose dimensions of diversity are different from those of the people traditionally employed in that job.”

Thank you for your valued input! 59

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 60

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 61

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

61

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 62

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 63

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

63

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 64

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 65

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

65

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 66

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 67

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

67

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 68

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 69

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

69

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 70

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 71

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

71

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 72

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 73

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

73

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 74

03_981745 workbook.qxp

9/20/06

3:17 PM

Page 75

Cultural Competence: Assessment Form for Observers Name of the person being rated Rate the person openly and honestly on a scale of 1 to 5 for each item. How well does this person: In Terms of Knowledge and/or Awareness 1. Support the organization’s diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., “All men are ...” “All Jewish people are ...” etc.)? 10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make? 11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others? 12. Demonstrate interest in the ideas of people who don’t think as they do, and respect their opinions even when disagreeing? 13. Empathize with others who have been excluded? 14. Get to know people as individuals? 15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability? With Respect To Skills and/or Behaviors 16. Communicate with and influence people who are different from them in positive ways? 17. Work to make sure that people who are different from them are heard, respected and included? 18. Help others succeed by sharing unwritten rules and showing them how to function better? 19. Include people different from them in informal networks and events? 20. Believe and convey that non-traditional employees are as skilled and competent as others? 21. Turn over responsibility to people who are different from them as often as they do to people who are like them? 22. Apologize when they have offended someone? 23. Let go of the past once issues have been addressed? 24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments? 25. Attempt to resolve conflicts in a mutually satisfactory manner?

Barely

Somewhat

Well

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1

2 2

3 3

4 4

5 5

Thanks for your input! By:

(due date) fax or send to: You do not need to send the Instruction letter, just this form.

.

75