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WEDA DCT Interim Report for DirectorsNovember 6, 2009

Committee: Charity Buchert, Jan Carroll (co-facilitating), Jim Christenson, Mary Katherine Deen, Dallas Holmes, Lila Houglum, Linda Manton, Dan McGrath (co-facilitating), Scott Reed, John Winder. Ex officio: Charlotte Eberlein & Lyla Houglum

WEDA has asked the Diversity Catalyst Team to address the following items during 2009

1. Update on review and recommend effective training materials for search committees at WEDA institutions; materials should cover topics such as how and why committees should attend to diversity issues, the management of unconscious bias, complicity, and cultural sensitivity.

Dan & Mary Katherine contacted thirty Extension organizations to determine if they have training materials for search committees that help committees to manage unconscious bias during the various phases of faculty and searches. Several institutions indicated that they include a discussion of cognitive bias as a component of the general training materials for search committees. The OSU Office of Affirmative Action and Equal Opportunity has the most comprehensive curriculum that specifically addresses risk and management of bias. The curriculum supports a six-hour workshop for individuals who are trained to serve as affirmative action search advocates on search committees. The curriculum has been pilot tested in Oregon. The findings of the pilot test are that the workshop alone is insufficient to prepare individuals to serve as search advocates. A developmental model is needed which might include mentoring, formation and management of a search advocacy community of practice, and on-going education in search advocacy.

OSU would consider partnering with other states and other institutions to develop and advance this curriculum, perhaps using blended delivery strategies, face-to- face plus distance. Dan has drafted a proposal (Appendix A) for training and supporting Search Advocacy Training (SAT) in our Western States. WSU is willing to participate in a pilot.

There may be WEDA policy implications in the future.

2. Update on review and recommend vacancy announcement wording that a) applies to a broad based educational background so that potential applicants do not feel they are "ruled out", and b) that indicates a commitment to diversity that goes beyond standard Civil Rights Act statements.

Dallas contacted Program Leaders in the WEDA directory and members of this catalyst team to request samples of basic faculty vacancy announcements. Vacancy announcements available on university websites where Extension faculty positions may be advertised were also reviewed. As a result, key words from Utah, Idaho, Colorado, Hawaii, Wyoming, California, Montana, Arizona, New Mexico and Oregon were compiled in five categories: institutional background, minimum qualifications and/or desirable parameters, desirable candidate characteristics, diversity statements, efforts to attract broad based applicant pools, and educational background (Appendix B). The words and phrases represent what might be construed as “best practices” in position-announcement language. Further analysis of the compilation is needed to determine to what extent these words and phrases are welcoming to potential candidates from underrepresented groups.

These summaries are a starting point for further dialogue on creating a set of recommended vacancy announcement statements that would encourage a diverse applicant pool for Extension faculty vacancies. In addition to basic requirements of a job, there are additional questions/considerations that must be included in order that Extension can recruit, hire, and retain a diverse workforce.

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3. Update on review and recommend language that incorporates expectations regarding professional development in working with diverse audiences and diversity issues into position descriptions and performance appraisal documents and procedures.

Charity had response from eight institutions when polling for performance appraisal.

Report: Performance Appraisal Documentation and Procedures follows in Appendix C.

4. Update on work with Washington State University to determine whether the Cultural Competency “Navigating Difference” Training currently offered by WSU can be developed into an on-line course. Recommend a course of action to WEDA.

The Navigating Difference curriculum developed by WSU Extension has been pilot tested in Washington, Idaho, and Oregon. It is specifically designed to introduce Extension faculty and staff to the fundamentals of intercultural communication and organizational development issues related to diversity. WSU has initiated a Navigating Difference train-the-trainer program. One of the goals of this training is to cultivate intercultural sensitivity. This requires cognitive and affective training approaches to be effective. The WSU faculty members who developed the Navigating Difference training program are open to using blended teaching methods to deliver the curriculum (face-to-face plus synchronous/asynchronous distance teaching). The development of such a training program would advance diversity goals while increasing the capacity of our organizations to deliver programs using blended teaching methods. In those Western states where they exist, diversity coordinators and/or a diversity catalyst team would be valuable resources in delivering the Navigating Difference curriculum using blended teaching methods. Resources for development of training program using best practices for blended delivery do not exist at this time in Washington State. WSU is open to exploring how a collaboration of western states may be required to move this project forward.

WA will be happy to develop and pilot this alternate delivery model. A draft proposal is attached as Appendix D. Description of the training is included as Appendix E.

5. Update on review and recommend training in leading diversity efforts for mid and higher level Extension administrators who make final hiring decisions in the West.

Linda has reviewed various options and recommends working with North Carolina State Personal and Organizational Development (POD) Center and Dr. Mitch Owen.

California Extension has used Dr. Owen and his POD group and has found him/them to be excellent trainers. They understand Cooperative Extension and are able to target training to our needs. One option is Building Successful Global Leadership Cultural Diversity Training. He is very interested in doing training for a Western Senior Leadership Group in the area of cultural diversity. He sees it critical that leaders in the organization understand cultural diversity and why they personally need to embrace the concept before they prepare “their” people to move forward in this arena. His program would be tailored to our needs and could be done in 4-6 hours. He would travel to the West. His cost is regularly $3,000 for the training, but for Cooperative Extension he would reduce it to $1,000 plus travel expenses. Dr. Owen uses an assessment instrument that costs $75/participant. He would prefer a class size of 25-30 but has done larger groups. Of course, with a larger group, the interactive opportunities and activities are limited and may not be as effective. WEDA DAC has considered Dr. Mitch Owens’ program and recommends it to WEDA.

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[Engaging training from experts in the Western Region would be the WEDA DCT preference, and WSUE had been asked to submit a proposal for a Leadership Curriculum for cultural competencies. However, after much discussion and due to other obligations, they are not able at this time to offer a proposal.]

The yearly gatherings of the WEDA and WRPLC and the Western Middle Managers Conference could be explored as possible venues for administrative trainings in diversity leadership

WRPLC DCT has had broad discussion of the need for additional resources to move recommendations forward for Extension and the larger markets of higher education, city and county governments, school districts, etc. Are states willing to tap into foundation contacts to move diversity forward? Are federal carry over/one time dollars accessible for diversity? What other options exist or could be developed?

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Appendix A: Affirmative Search Advocacy Training ProposalBy Dan McGrath, Oregon State University

Background

One of the most difficult leadership tasks before us is to prepare for the future while dealing with an ongoing economic crisis. Institutions of higher education, including Extension, are experiencing severe economic difficulty. Extension will survive. And, as the economy recovers in the next three to five years, we will experience a remarkable wave of baby boomer retirements. We need to prepare now to transform Extension while welcoming the next generation of Extension professionals. In order to transform Extension, we need to train ourselves to recognize and manage unconscious bias during faculty and staff searches.

During 2009, Oregon State University (OSU) Office of Affirmative Action and Equal Opportunity (AAEO) developed and pilot tested an Affirmative Action Search Advocacy Training (SAT) for search committee members. The search advocacy curriculum focuses on management of unconscious bias during all phases of the search process. The curriculum trains participants to evaluate and manage risk of bias during the development of position descriptions and candidate qualifications, screening criteria, recruitment and interview strategies, reference checking, and final evaluation. It touches on the important subject of the search committee role in helping the successful candidate to integrate into their academic unit. The OSU Office of AAEO has learned from the pilot test.

Recognizing unconscious bias during faculty searches requires significant experience. Unconscious bias is very subtle (because it is unconscious).

Search advocates can experience significant resistance; people can become defensive when they become aware of the potential unintentional consequences of unconscious behavior.

Search committee members are fully employed; they may resist any attempts to slow down or further complicate the search process.

There are institutional barriers to search advocacy that need to be recognized and managed; these institutional barriers are mostly beyond the scope of responsibility of search committee members.

The training alone (six hours) is insufficient to prepare an individual to serve as an effective search advocate.

A search advocacy developmental model is needed that will provide on-going support for trained search advocates. In the beginning, a trainee may serve as an assistant to an affirmative action professional that has primary responsibility for managing bias during the search. It may be necessary to formalize mentoring relationships between trainees and affirmative action professionals. A successful search advocacy training program may require the establishment and management of a community of practice (support group) where trainees meet (face to face or on-line) to share and process their experiences and receive on-going education in search advocacy. What is needed is a search advocacy training program, an institutional commitment that goes beyond delivering a search advocacy workshop.

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There are significant institutional barriers to expanding the notion of search advocacy training. Most of our faculty and staff are fully employed. For many of us, diversifying our faculty and staff is not our highest priority, given the competing demands for our time and attention. On the one hand, effective search advocacy requires a lot of experience. On the other hand, faculty and staff rarely participate on search committees. Affirmative action professionals are generally fully employed. They have limited resources for the recruitment, training, and management of volunteer search advocates. Although we all recognize that welcoming the next generation of Extension professionals and scholars is a very high priority, there is little institutional reward or recognition for serving on a search committee.

An informal survey of Extension organizations in the west indicates that there is interest in SAT. Although management of unconscious bias is often included as a component of search committee training in the institutions we surveyed, an in-depth, skill-based workshop is needed.

The goal of this proposal is to increase access by Extension employees in the Western States to effective affirmative search advocacy training. Our specific objectives are 1) to develop and pilot test an affirmative action search advocacy training delivered with blended teaching methods (face to face and web-based), 2) to establish and pilot test a community of practice (face to face and web-based) that will support search advocacy trainees, and 3) conduct a preliminary market study to determine the market value to other institutions of higher education and beyond of a search advocacy training and support system delivered with blended teaching methods. The two-year pilot test should be completed by the end of December 2011.

Objective One – Develop and pilot test an affirmative action search advocate workshop that uses a blend of asynchronous and synchronous web-based and face to face teaching strategies

Curricular materials for Affirmative Action Search Advocate Training (AASAT) have been developed by the OSU Office of Affirmative Action and Equal Opportunity (Anne Gillies, Jennifer Almquist, Roni Sue, and Angelo Gomez.) The six-hour workshop was pilot tested by the OSU Extension Diversity Catalyst Team in 2008. It was refined and offered several times to OSU employees during 2009.

The WEDA two-year SAT pilot projects will involve Extension campus and county based faculty from Oregon and one other cooperating state. Affirmative action professionals, Extension diversity specialists, and distance education specialists from both states will work together to refine and condense the OSU search advocate materials into modules using “best practices” for on-line asynchronous delivery. OSU distance education specialists would assist us to design a blended delivery experiment which might include:

A series of live presentation by affirmative action professionals using synchronous web-based technologies for audience questions and answers (Adobe connect, other)

Readings, written case studies, questions and answers, and discussion using asynchronous web-based technologies (Blackboard, other)

Video recorded lectures by affirmative action professionals with questions, answers, and discussion using asynchronous web-based technologies.

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A series of small group discussion hosted by members of the Extension Diversity Catalyst Team members and/or Extension Diversity specialists where the small groups are linked together with affirmative action professionals for questions and answers using polycom technologies.

Objective Two – Establish and manage a support system for search advocacy trainees

We recognize that neither the six-hour Search Advocacy Workshop delivered face to face nor a search advocacy training delivered using distance learning technologies will adequately prepare an individual to serve as an effective search advocate on a faculty search committee. Individuals will need ongoing support and mentoring from affirmative action professionals. During this two-year project, search advocate trainees will enter into a mentoring relationship with an affirmative action professional. They will be invited to join a community of practice focused on affirmative action search advocacy. The community of practice will hold face to face or web-based meetings where trainees can share and process experiences, address questions and concerns with affirmative action professionals, and receive on-going training.

Community of practice “brown bag lunches” using synchronous web-based technologies for audience questions and answers (Adobe connect, other)

Objective Three – Conduct a preliminary market survey to determine the potential demand for a Search Advocate Workshop delivered with blended methods to institutions of higher education and other organizations around the United States

To our knowledge, Oregon State University is unique in the development of an in depth search committee training that specifically addresses the management of unconscious bias during the search process. We believe that there is a market for the search advocacy training that could be delivered effectively using blended, synchronous and asynchronous web-based technologies. During this project, we will conduct a preliminary market study to determine, 1) what institutions around the United States might be interested in utilizing the training, and 2) how much they might be willing to pay for such a course.

Measurable Objectives

Working with the OSU Survey Center, we will develop a series of questionnaires using a pretest, post test, and follow up survey. We will determine and compare knowledge and skills gained, attitudes shifted, and behavior changes associated with search advocacy training.

Working with the appropriate Institutional Review Boards, we will test and compare the knowledge, skills, attitudes, and behaviors of trained search advocates and untrained search committee participants.

We will conduct a brief market survey of institutions of higher education to estimate their interest and the market value of a search advocacy training delivered using blended teaching methods.

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Pilot Test Budget

Course Design (contract with OSU Extended Campus) $10,000Project Evaluation (contract with OSU Survey Center) 2,000Telecommunications (adobe, black board, polycom, teleconference) 5,000Material Costs (written training materials, postage, other) 3,500Travel(interstate) 2,000

Pilot Test Total $22,500

Conclusion

We recognize that we have not, in this document, provided the Western Extension Directors Association (WEDA) with adequate detail to make a decision about funding this proposal. Clearly, the budget is a rough estimate. If WEDA is seriously interested in this project and would like a more detailed proposal, we are happy to provide it.

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Appendix B: Materials gathered for update on review and recommend vacancy announcement wording that a) applies to a broad based educational background so that potential applicants do not feel they are "ruled out", and b) that indicates a commitment to diversity that goes beyond standard Civil Rights Act statements.

Diversity Statements - Key words/phrases summary

Equal Opportunity/Affirmative Action Institution Assure compliance with civil rights and affirmative action policies including reaching out to

underserved and underrepresented audiences Equal opportunity/affirmative action educator and employer Implement efforts to ensure nondiscrimination in program identification and delivery Promote and encourage maximum participation of minorities, women and other underserved

groups ADFA/EO/AA/Veteran’s Preference Employment, admission, access shall be considered without regard to race, color, religion, sex,

national origin, disability, age, political belief, veterans status, sexual orientation and martial or family status

As an equal opportunity and affirmative action employer XXX recognizes the power of diverse community and encourages applications from individuals with varied experiences and backgrounds.

XXX must be willing to provide organizational structure and support a variety of individuals and groups

Implement outreach efforts to ensure nondiscrimination in program identification and delivery. Promote and encourage participation of minorities, women and other under-served groups.A familiarity with multi-cultural and a variety of socioeconomic audiences; an interest in working with people from diverse backgrounds, and a commitment to the principles of diversity; an understanding of the land-grant mission; and an appreciation for economically and ethnically diverse rural and urban populations

Institutional Background - Key words/phrases summary

Cooperative Extension System Land-grant System Location: county, city, state Year of founding as an institution Residential instructional centers Number and type of degrees offered Number and types of colleges Student population: national and

international Research, teaching and service Centers maintained throughout the

state Characteristics of geographic location

Natural and national parks and other scenic attractions

Characteristics of location socioeconomically

Characteristics of the economic base of the community/state

Assistance provided to Native American groups

Demographics of specific groups to be served by position

Statewide responsibilities of candidate Local responsibilities of candidate Urban/rural demographics

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Desirable Candidate Characteristics - Key words/phrases summary

work well in teams work well in multi-disciplinary teams provide leadership in educational

programming computer literacy verbal & writing skills knowledge of Hispanic culture ability to communicate in Spanish-

orally/written grantsmanship fundraising contracting research skills

work well with diverse individuals ability to work with undergraduates

& graduates work with low income people train/teach/events/activities have a foundation in administration public trainer knowledge of Cooperative Extension

& land-grant university system appreciation for rural agricultural

communities organizational skills

Minimum Qualifications – Desirable parameters - Key words/phrases summary

Work effectively with volunteers Computer skills in both word processing

and data management Excellent communications (oral, written,

listening and public speaking) Excellent interpersonal skills Self starter Good follow-through Ability to work with little supervision Bachelor’s degree – associate extension

educator- instructor Masters degree- Associate Extension

Educator-Senior Instructor Ph.D. in field Degree must be completed at date of hire Good organizational structure Recruit, teach, organize and manage

volunteers Demonstrated skills in working with

individuals and groups Understands different ethnic and

socioeconomic audiences Committed to diverse voices in program

prioritization Develops and delivers programs to both

targeted and inclusive groups Demonstrated use of presentation

technology Years of experience in research

Academic preparation and specific course work

Ability to interact amicably with diverse industry and academic colleagues

Demonstrated ability to teach college-level courses

ABD applicants must have the degree completed at time of employment

Plan, organize and coordinate programs effectively

Experience with applied research Communicate effectively via telephone and

business correspondence Demonstrated knowledge of current

research and application Educational skills including web-based

education technologies and group facilitation

Ability to develop linkages and participate in coalitions

Skill in mass media such as press releases, newsletters, broadcasts and web development

Valid driver’s license Willingness to work nights, weekends,

overnight travel Demonstrated commitment to promoting

and enhancing diversity

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Appendix C: Performance Appraisal Documentation and Procedures

Working with Diverse Audiences and Diversity Issues:

Diversity should be seen as a strategic initiative, with results and outcomes, in order to be seen as important. More than one-third of the United States population belongs to a minority group. Being positioned in the Western region it is of particular interest to note that California leads all states in the number of Latinos, with New Mexico having the highest percentage of Latinos (45%). More Asians live in California than any other state with Hawaii having the highest percentage of Asians (54%). More Pacific Islanders and Native Americans live in California than any other state.

It is critical for Extension to maintain a culturally diverse workforce and audience in order to succeed. Extension educators who are sensitive and knowledgeable about diversity and multiculturalism can incorporate effective strategies into planning, developing and delivering educations programs to serve a broad and representative audience. Leadership must establish an image of sensitivity and acceptance to diversity and multiculturalism for Extension.

Position Descriptions:

Position descriptions lay the foundation for a position. If done correctly, they will define performance results and expectations. The purpose behind a well-written position description is to identify, in writing, the clear expectations of the employer so there is no question as to what is required to succeed in a position. In order to encapsulate expectations as they change over the course of employment it is critical that position descriptions be updated periodically. An annual review of position descriptions should be done during the annual performance evaluation process. The employee should be asked to assist in the updating in order to incorporate their own thoughts and opinions of how the position may have changed and where it possibly may be heading. This clearly defined road map to success will assist Extension educators when it comes time for annual performance evaluations.

Performance Appraisal Documents and Procedures:

Evaluations should be performed for all employees on an annual basis. Not only does an employee’s behavior reflect directly on their supervisor, it also can have a negative impact on the organization as a whole if not addressed appropriately. Many land-grant universities do not have tenure-track Extension educators. In these instances it is crucial to keep the educators aware of their performance which will allow them to grow and succeed in their positions.

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In evaluating different land-grant institutions across the nation it became obvious that not everyone includes diversity as an attribute to be evaluated. Those that provided information for this report used various language and documentation. Most of these institutions provided their supervisors with either a matrix or a guide to assist the supervisor and the employee with not only how to determine the correct level of satisfaction but also to define the term “diversity”.

University of Oregon

Oregon uses a list of core competencies within Extension in which an Assessment and Planning Guide Checklist is reviewed each year during the annual performance evaluation to determine the professional development needs of each employee. The Core Competencies include Academic Specialty, Capabilities as an Educator, Information Technology and Individual Capabilities. Within Capabilities as an Educator a section termed Community-Based Concepts and Procedures is listed. Within Individual Capabilities is a section termed Cultural Diversity. Both of these sections are marked to reference: It is recommended that new faculty possess these competencies at the time of employment. If competency in an area does not exist at that time, the faculty member should seek professional development experiences to develop these within the first year of employment. This will be specified in the letter offering employment.

Colorado State University

Colorado uses a Performance Appraisal Summary of Core Areas of Performance. Under Program Planning, Delivery and Reporting is the diversity bench mark. Diversity is defined with the following: Colorado State University is committed to being an inclusive organization that promotes diversity in our workforce and in our programs. Diversity is defined as differences and similarities among people with respect to age, education, ethnicity, family structure, gender, geographic location, physical and mental ability, race, social and economic class, spiritual practice and other human characteristics.

Performance scoring is based on two specific areas: Understanding of Diversity and Data Analysis and Accountability. For an exemplary rating in the area of diversity the following documentation for each is as follows: Understanding of Diversity – Individual leads diversity efforts by speaking in public forums on diversity issues. Community, peers, clientele, and administrators will acknowledge this person’s diversity contributions. Data Analysis and Accountability – Diverse audience participation has grown as a result of a targeted educational outreach. Supportive data is available that clearly shows that progress is being made in broadening the reach of Cooperative Education programming in the community.

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Washington State University

Washington uses a Professional Behaviors Matrix which lists Core Areas of Performance. Core Areas include Program Planning, Program Promotion, Awareness of Diversity, Community Assessment, Planning and Reporting and Documentation. In order to receive an exceeds expectation under a portion of Program Planning the individual must show that program planning includes discussion with community members about values, beliefs and customs, and federal, state, WSU and local policies and laws, to which Extension programming is obligated.

WSU also provides a separate section of the matrix for diversity as a whole. This section states that Washington State University Extension is committed to being an inclusive organization that seeks and promotes diversity in our workforce, program participants, educational partners and program content. Diversity is define as difference and similarities among people with respect to age, education, ethnicity, family status, gender, geographic location, physical and mental ability, race, social and economic class, spiritual practices and other human characteristics. Under this section the skill areas that are brought into play are Awareness of Diversity, Community Assessment, Planning and Reporting, and Documentation. Each of these skill areas refers to seeking out and engaging diverse participants in all areas of programming.

North Dakota State University

In North Dakota, annual field staff evaluations include the following question to ensure diversity is included in programming: Identify ideas and strategies that have been incorporated into, and changes made in your program efforts to address diversity in your county. Reaching diverse audiences can include rural vs. urban groups, limited income, elderly, special needs, etc. It can also include procedures used in your office. Provide examples of specific changes you have made to meet diverse needs.

Michigan State University

Michigan offers a Performance Development System Guide which outlines the process for academic staff members in Extension. The Performance Development System relies on three steps: Performance Planning, Reflection/Progress and Summarizing/Reporting. Within the step Performance Planning there is a basic element of the educational initiatives plan of diversity efforts. This step reflects the Extension employee’s commitment to diversity in all factors of educational programs.

The area within the evaluation is listed as Diversity and Multiculturalism, Civil Rights which is defined as Workforce and audience diversity and multiculturalism are paramount to Extension’s survival and success. Extension educators who are sensitive and knowledgeable about diversity and multiculturalism can incorporate effective strategies into planning, developing and

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delivering educational programs to serve a broad and representative audience. Extension educators can also assist underserved groups, access educational services and sensitize others for more inclusive, anti-discriminatory practices.

University of California

Cooperative Extension in California does not have tenure as county-based academics but the promotion/tenure process is parallel to the campus model for tenured faculty. The annual evaluation is completed on the years where a merit/promotion is not sought, which is every two or three years depending on rank (assistant/associate every 2 years and full title every 3 years). Within the evaluation template is a narrative section for general performance and accomplishments which includes Affirmative Action defined as affirmative action outreach and accomplishments. Another section is devoted to Professional Competence and Activity in which activities are listed that have been undertaken to improve professional competence.

University of Tennessee

A professional development plan is developed within the first year of employment at Tennessee. The plan is evaluated yearly and discussed in conjunction with the annual performance evaluation to ensure that updates and revisions are included. This plan is a required for all Extension staff and is also a required component of promotion packets. Tennessee offers a guide entitled Professional Growth: A workbook for planning professional growth.

Diversity is a key component of the Performance Review Detail Form at the University of Tennessee under Service and Relationships. Diversity it defined as the extent to which the employee fosters positive working relationships in a diverse workplace.

Cornell University

Cornell uses performance appraisal tools developed by Cornell University. In order to assist leadership not only with performing annual evaluations, the tools developed include a long version that provides interview questions that suit the specific skill area. This allows a proactive search for prospective candidates that fit the culture of Cooperative Extension. The specific skill that pertains to diversity is “inclusiveness” and is defined as having examples of behavior that: shows respect for differences in backgrounds, lifestyles, viewpoints and needs, with regard to ethnicity, gender, creed and sexual orientation; promotes cooperation and a welcoming environment for all; works to understand the perspectives brought by all individuals; pursues knowledge of diversity and inclusiveness.

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Appendix D: WEDA Navigating Difference Distance Delivery Proposal

Situation: WSUE developed a 5 module curriculum, Navigating Difference, to teach cultural competencies. Currently the only delivery format is face to face. WEDA requested a proposal to design a distance delivery option to facilitate access to the training.

Inputs:Currently available:

Navigating Difference (ND) Curriculum based on the WSUE Cultural Competencies (see attached).

Evaluation results ND program developers

Needed: Funding for:

½ time course designer for 6 months ¼ time distance learning specialist for 6 months Trainer fees for Pilot training

Outputs: Redesign the Navigating Difference curriculum for distance delivery Pilot Training:

o Recruit participants from 2 -3 stateso Set up sites for distance delivery o Assign certified ND trainers to each delivery siteo Conduct training which includes:

4– 3 hour video conferences 2 – 3 one hour webinars Readings Application activities to be done between learning sessions

Evaluate effectiveness of distance delivery option in terms of participant outcomes and cost of delivery.

Outcomes: More extension professionals in the Western Region gain the skills necessary to be culturally competent.

Submitted by: Mary Katherine Deen, WSU; Daniel McGrath, OSU; Louise Parker, WSU

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Appendix E: Cultural Competencies for Washington State University Extension

Washington State University Extension is committed to being an inclusive organization that seeks and promotes diversity in our workforce, program participants, educational partners, and program content. (WSUE Professional Behavior Matrix Adopted September, 2003)

CORE PRINCIPLE:

As a means of achieving the Extension vision, we serve the residents of Washington with culturally competent and linguistically appropriate programming and services.

KEY DEFINITIONS:

Diversity:

Our differences are expressed in many ways including race, sex, age, physical and mental ability, sexual orientation, religion, class, philosophy and culture. (WSU Strategic Plan – 2008)

Culture:

A socially transmitted worldview learned and shared by a group which influences values, beliefs, customs and behaviors and which is reflected in their language, material culture, food, and social institutions. (Andrews & Boyle, 1999; Axelson, 1993; Burchum, 2002; Leininger, 1991, 1995; Mead, 1955; Pauwels, 1995; Purnell & Paulanka, 1998; Salmond, 2000; Schriver, 1995).

Cultural competence: “A set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enables effective work in cross-cultural situations. Competence, in particular, implies having the capacity to function effectively as an individual and an organization within the context of the cultural beliefs, behaviors, and needs presented by [participants] in their communities.” (Adapted from Cross, Bazron, Dennis, & Isaacs, 1989).

Culturally competent programs and services:

Extension programs and services which are respectful of and responsive to the cultural needs of partners. (Adapted from U.S. Department of Health and Human Services, Office of Minority Health, 2001)

CULTURAL COMPETENCIES FOR EXTENSION PROFESSIONALS

Competency: Cultural Awareness

Skill Set

Explore personal and cultural values, biases, prejudices and views. Identify ways in which culture shapes beliefs, practices, and values. Identify similarities and differences among cultures. Recognize his/her own culture(s), including Extension culture.

Competency: Cultural Understanding

Skill Set

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Understand the developmental nature of cultural competencies. Describe issues and concerns which arise when values, beliefs, and practices differ from

those of the dominant culture. Recognize ways culture affects participation in Extension programs and services.

Competency: Cultural Knowledge

Skill Set

Develop familiarity with specific cultures, with an emphasis on the diverse audiences in your geographic area.

Use conceptual and theoretical models for understanding human culture especially the ways in which they differ from one’s own.

Identify appropriate cultural guides and build productive relationships with them.

Competency: Cultural Interaction

Skill Set

Recognize factors impacting successful intercultural communication. Use concepts and theories of intercultural communication. Manage intercultural conflicts effectively. Interact productively and seek input and guidance from cultural partners. Form new programmatic partnerships across intercultural differences.

Competency: Cultural Sensitivity

Skill Set

Identify historical and sociological influences on specific cultural interactions. Recognize the impact of privilege, inequality and oppression in daily contexts.

OUTCOMES FOR CULTURAL COMPETENCIES

CULTURALLY COMPETENT PROFESSIONALS:

Engage in culturally diverse settings, initiatives and programs. Integrate cultural competencies in the planning, implementation and evaluation of

programming. Practice strategies for successful intercultural communication in professional settings.

These cultural competencies were developed by Dr. Melynda Huskey, Assistant Vice-President for Research in the WSU Office of Equity and Diversity; Dr. Mary Katherine Y. Deen, WSU Extension Diversity Director; and Dr. Louise Parker, WSU Extension Director of Family Programs.

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REFERENCES:

Andrews, M.M., & Boyle, J.S. (1999). Transcultural concepts in nursing care (3rd ed.). Philadelphia: Lippincott.

American Speech-Language Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services. ASHA Supplement 24, in press.

Axelson, J.A. (1993). Counseling and development in a multicultural society (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Burchum, J.L.R. (2002). Cultural competence: An evolutionary perspective. Nursing Forum 37: 4, 5-15.

Cross, T., Bazron, B., Dennis, K., and Isaacs, M. (1989). Towards a culturally competent system of care. Washington, D.C.: Georgetown University Child Development Center.

Leininger, M.M. (1991). Culture, care, diversity & universality: A theory for nursing. New York: National League for Nursing.

Leininger, M.M. (1995). Transcultural nursing: Concepts, theories, research and practices (2nd ed.). New York: McGraw-Hill.

Mead, M. (1955). Cultural patterns and technical change. New York: New American Library.

Pauwels, A. (1995). Cross-cultural communication in the health sciences: Communicating with migrant patients. South Melbourne, Australia: Macmillan.

Purnell, L.D. & Paulanka, B.J. (1998). Transcultural health care: A culturally competent approach. Philadelphia: Davis.

Salmond, S.S. (2000). Culture learning and unlearning: Creating a culture supporting the development of transcultural nurse managers. In M.L. Kelley & V.M. Fitzsimons (Eds.), Understanding cultural diversity: Culture, curriculum, and community in nursing (pp. 149-160). Boston: Jones and Bartlett.

Schriver, J.M. (1995). Human behavior and the social environment: Shifting paradigms in essential knowledge for social work practice. Needham Heights, MA: Simon & Schuster.

U.S. Department of Health and Human Services, Office of Minority Health (2001). National Standards for Culturally and Linguistically Appropriate Services in Health Care. Washington, D.C.

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