Approaches to Cultural Competence and Diversity Services by pptfiles


									    Embracing Cultural Competency:
     A Roadmap for Nonprofit Capacity Builders

                         Beth Applegate, Principal
                         Applegate Consulting Group

                         Brigette Rouson, Principal
                         Rouson Associates

    Should I dive into the
    “cultural competency” pool?

    Who is here and what has been your
    experience in this area?

       How many are currently or have had a cultural
        competency nonprofit client engagement before?

       What drew you to this session?

       How many are here in their role as…
                  internal consultants?
                           board members?
                                   external consultants
                                       executive directors?
                                           staff members?
    Principles of Respectful Engagement

    •Make room in the conversation for everyone
    •Be aware of intent and impact
    •Value differences
    •Try it on
    •Step up, Step back
    •Practice “both, and” thinking
    •Make your discomfort your ally
    •Everyone is right but partially

    Capacity Building/OD to What End?

       OD Practitioners hold a wide variety of visions
        and missions, personal and professional
       Authors of our book that the boundaries and
        context of the field of OD and capacity building
        are inextricably linked to advancing social
        justice, equity, democratic processes and
        empowerment values.

    OD/Capacity Building to What End?

       Co-Authors are clear when asked the question:
        “OD/Capacity Building to what end?”
       The answer is clear: We work in the field of
        OD/Capacity Building in service of creating a
        just society – one that is healthier and more
        vibrant – and improving the human condition.

    Culturally Competent Mental
    The mental model, which frames our role with client systems, is
       rooted in three commitments:
    1. To support client systems in their efforts to become healthier and
       more vibrant;

    2.   To increase client systems’ consciousness about the historical
         context of societal –isms affecting their health, and

    3.   To increase client systems’ ability and willingness to make
         choices that advance system health and promote social justice
         by recognizing the interconnectedness between the individual,
         organization and society.
    What is Cultural Competency?

    Write Your Own Definition
     Take a minute now, to write your own definition
      of cultural competency….

     Culturally Competent Capacity

        Cultural Competent Capacity Building is a
         community-centered process that begins with
         an understanding of historical realities and an
         appreciation of the community’s assets in its
         own cultural context. The process should
         enhance the quality of life, create equal access
         to necessary resources, and partner with the
         community to foster strategic and progressive
         social change.

     Culturally Competent
     Capacity Building (continued)

        The 3 C’s
         –   Context: understanding historical and cultural
             realties that relate to the current situation
         –   Community: using a process that stays centered in
             a group of people who face their own unique
             challenges and possibilities
         –   Change: altering conditions in ways that advance
             equity for people and communities of color.

     Cultural Competency and Use of

        Values focused on myself as a change agent:
        Being honest with myself; modeling honesty with
         others; being authentic; joining my honesty with
        Understanding and appreciating my own complexity.
        Building awareness of my power and privilege, working
         to level it, and building real equity in the group.

     Cultural Competency and Use of

        Building awareness of my assumptions.
        Maintaining sensitivity to the fact that “I don’t
         know what I don’t know.”
        Walking the talk, being the change I want to be
         in the world; believing and acting in possibility.
        Being open to learning from others; continual
         learning; knowing that every day is a learning

     Cultural Competency and Use
     of Self
        Looking for the love, caring, and connections that unite us.
        Recognizing the complex picture of “what is”—the complexity of
         multiple realities in a group that allows them to find and create
         what they need.
        Serving with excellence and integrity; leading by example and
         being a person of my word.
        Model listening with openness and compassion.
        Maintaining my humanity in this work; ensuring that when folks
         leave the room, their humanity is intact.

     Culturally Competent Group
        Uncovering strength-based attributes, qualities, and core values
         embodied in group work.
        Understanding where others are coming from; not jumping to
        Recognizing that we are all different; celebrating and embracing
         those differences rather than seeing them as an obstacle.
        Promoting participatory democracy and the involvement of each
         individual in the life and direction of the organization.
        Acknowledging power imbalances and creating space for voices
         to be heard across different levels.

     Self-Assessment in 3 Parts
     My capacity to pay attention to the whole constellation of issues at play in a given
        situation increases my capacity to address it in a culturally competent way.

     It’s particularly important to assess three areas: what’s going on with me, what’s
          going on in the room, and the historical context in which we are operating.

        What’s going on with me in the CBODN session today?
        What am I wearing? How am I talking? Where am I looking?
        What cultural lenses do I bring with me?
        What language do I use? (code switching)
        What are my first impressions of people?
        What assumptions do my first impressions spark?

     What’s Going on in the room?
        What’s going on in the room in this CBODN session today?
        How are the seats arranged?
        Who is sitting where?
        Is there a plan for movement that stretches people beyond the
         usual practice—and typical power relations?
        Who speaks more, or with a greater sense of confidence?
        Who speaks less, or more tentatively?
        Who likely feels welcome? Who might not?
        How am I working to bring equity into the room?
        Where is the privilege in the room?

     What Historical Issues are at play?
        What are the practices of CBODN as they relate to power and
         privilege based on:
        Race and ethnicity
        Education
        Class and socioeconomic status
        Language
        Immigration status and national origin
        Gender, gender identity and sexual identity
        Physical ability
        Age and generation
        Religion
18      Where are there likely points of internalized oppression?
     Sources of Power
     1. Positional power that comes from organizational authority or
        position (people providing OD technical support have this power)
        -often forgotten by people with the power, rarely forgotten by
        those without it.
     2. Referred power that comes from connections to others (e.g., a
        staff member without formal positional power but has known the
        ED for years).
     3. Expert power that comes from wisdom, knowledge, experience,
        skills (e.g., someone is widely respected because of their skills
        as an organizer).

     Sources of Power
     4. Ideological power that comes from an idea, vision, or analysis. As
         Victor Hugo said, "Nothing can with stand the power of an idea
         whose time has come." It can be an original idea 'of an individual,
         an ideal such as "democracy" or "liberation," or as a developed
     5. Obstructive power stemming from the ability to coerce or block
         (i.e., whether implicit, threatened or demonstrated, those without
         other sources of power may depend on it. Many activists are
         experts in its use).
     6. Personal power energy, vision, ability to communicate, capacity to
         influence, emotional intelligence, psychological savvy, etc.

     Sources of Power
     7. Co-powering an idea that comes from the Latino community
        speaking to the responsibility for individual leaders to mindfully
        work towards supporting the personal power of others through
        modeling, validating and feedback.
     8. Collaborative power that comes from our ability to join our
        energies in partnership with others, in pairs, teams, organizations,
        communities, coalitions and movements.
     9. Institutional power economic, legal, and political power directly
        wielded by institutions (e.g., whether a corporation or police
        department, or one of your organizations). Exists apart from the
        individuals who work there at any one time; name recognition,
        membership, skill, etc.

     Sources of Power
     10. Cultural power from the perspective of the dominant culture,
        these are the cultural norms, conditioning, and privilege regarding
        race/c1ass/gender/age (i.e., as with positional power, to the
        dominant group this is often invisible. To those with less power, it
        is a real and everyday experience). From the perspective of
        oppressed peoples, cultural power is a consciousness of
        community, class or culture that serves to empower.
     11. Structural power covertly or implicitly exercised through the
        dominant institutions of society (e.g., the resistance to alternative
        medicine from the AMA and insurance providers, racism
        expressed and maintained through structures such as red-lining
        by lending institutions).

     Strategies for Addressing Power
        Orient new members sufficiently so there is less insider/outsider dynamic. Often
         those who come late to the table haven't had the same opportunity to get to know
         each other and the rest of the group.

        Increase the numbers of those with less power. Reach out and invite voices that
         have not been heard previously or groups that have not been at the table.

        Make your process accessible to those whose power you want to increase by
         changing meeting time and place, or by making sure there are transportation,
         childcare, and even stipends. Those with power tend to be paid for their
         participation in community building; those without power usually are not.

        Acknowledging the differential and asking everyone; those with more power and
         those with less, to determine how it the differential can be addressed.

     The intersection between capacity
     building and cultural competency

     Traditional/Siloed           Integrated Approach
                                     Governance/Cultural Competency
        Governance                  Finance Mgmt/Cultural Competency
        Financial Management        Fundraising/Cultural Competency
        Fundraising                 Human Resources/Cultural Compet.
        Human Resources             Programmatic/Cultural Competency
        Programmatic                IT/Cultural Competency
        Information Technology      Facilities/Cultural Competency
        Facilities
        Cultural Competency

     Culturally Competent OD Practices
     These principles have been affirmed many times in our research and
     serve as a framework for culturally competent or culturally based
     1.  We understand, appreciate and utilize difference as a starting
         point in the discussion.
     2.  We fully engage all participants in decisions/processes that affect
     3.  We hold a commitment to moving through individual
         interpersonal relationships to examining structures of oppression.
     4.  We know that it requires a long-term investment; that it takes time
         to build relationships.

     Culturally Competent OD
     5.   Intentionally develop and maintain relationships with community
          leaders and bridge builders across race, ethnicity, and culture

     6.   Examine both the assets and needs of the particular groups of
          people with whom you are working

     7. Intentionally identify and address issues relevant to the particular
        groups of people with whom you are working (e.g., history,
        language, learning style, communication, gender roles, value

     Culturally Competent OD
     8. Make the extra effort to reach out to and include members of a
        particular group who often get left out

     9. Routinely review your capacity-building materials (e.g., training
        curricula, questionnaires, manuals) and delivery techniques with
        members of the group with which you are working to ensure
        sensitivity and effectiveness

     10. Consistently pay attention to how your own assumptions and
         cultural background could affect your interaction with other

     Culturally Competent OD Practices

     11. We leave knowledge on the ground, supporting
     12. We have a commitment to follow through and to name
         the elephant(s) in the room.


        A strategic planning question like: “How effective are we as an
         organization in meeting the needs of _________ population?”

        A staff, volunteers question: “How effective are we at reflecting
         and practicing cultural norms of our employees and volunteers?”

        A governance question: “In fulfilling our support functions as a
         board, do we fund raise in culturally-appropriate ways for our

     Further characteristics of an
     integrated approach

        Social change as the motivating force
        Explore cultural location, i.e.. geography, history, socio-economic
         background, religion, etc.
        Sharing and building power
        Modeling and facilitating learning
        Breaking silence
        Building principled relationships
        Structuring engagements with a cultural lens

     Competency and Worthiness

     Anyone with a commitment to cultural
     competency values and the skill matching the
     organization needs can become a “wave maker”

                        Debrief, Q&A

        What’s available now to you that wasn’t
         available before this workshop?
        What one thing you’d like to try as a result of
         this workshop?
        Identify an accountability partner and share
         contact information.

                         Our contact info

        Beth Applegate
        301-563-7075

        Brigette Rouson
        202-46-2025 Office
        202-421-8414 Mobile


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