C3Y1D4 Power PointrRF1-12-17 · Why Use Realistic Job Previews (RJP’s)? •RJP’s Improve Retention Rates by 9% -17% •RJP’s Increase Retention of Workers –12% for Agencies

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Year1:Organization-wideImplementation

Day4:OrganizationalWorkforce&IntegratingCulturalResponsiveness

Purpose

• Refiningouractionplans&data-baseddecisionmaking

• Organizationalworkforcestrategies• Culturalawarenessandcompetence

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TeamTrainingDays2&3

• FormanOrganization-WideTeamThatRepresentsAllStakeholders

• AssessReadinessandBuyin• CompleteaSelf-Assessment• CreateanActionPlan• UseDataforDecisionMaking• MakeChangestoImproveOutcomes

ActionPlanningAlignedwithOutcomeStatements

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Day2ActivitiesCreatedYourVision

– WhereYouAreNow– Future

IdentifiedOutcomeStatements– PeopleWhoReceiveServices– Employees/Staff– Organization– Community

UsedBackwardPlanninginOneOutcomeStatementinEachArea

Day3ActivitiesPositiveBehaviorSupport

1. PromotePositiveSocialInteractions

2. DesignPositive,Proactive,PredictableEnvironments

3. EstablishData-basedDecisionMakingSystems

4. ConsistentResponsetoProblems

5. BuildCapacityforIndividualizedPBS

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RefiningandReviewing

OutcomeStatements• WriteConcreteSentencesReflectingHowThingsAre,intheFuture

• CanSomeoneReadStatementsandImmediatelyUnderstandWhatitMeans?

• IfSomeoneHasBeenGoneaLongTime,CanS/HeReadtheOutcomeStatementsandUnderstandtheVisionforEachArea?

ExampleofOutcomeStatementsForPeopleWhoReceiveSupport• Peoplewhoreceivesupportfeelrespect,acceptance,andvalueinthecommunity.

• Peoplewhoreceivesupportdrivetheirplansandservices.

ForEmployees/Staff• Staffunderstandpersoncenteredthinkingareareworkingfor/withthepersonreceivingsupports.

• Stafffeelvaluedandwanttoworkatthisorganization.

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ExampleofOutcomesStatements

ForEmployees/Staff• Staffunderstandpersoncenteredthinkingareareworkingfor/withthepersonreceivingsupports.

• StafffeelvaluedandwanttoworkatSSI.FortheOrganization• SSLwillmatchstaffwithpersonreceivingsupports.

• Organizationwillrestructurethewayservicesandsupportsareprovided.

HennepinCountyActionPlanExample

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ReviewingOurActionPlans

• DoOurCurrentActionsAddressOurOutcomeStatements?

• AreWeMissingSomeImportantPriorities?• WhatActionsMayNeedaLaterDueDate?

– DoableforThisYear– ProbablyaLonger-TermGoal

• HaveWeSharedtheVisionActivityWithStaff?

StrategiesForGatheringFeedback

• AskStaffandOtherStakeholderstoReviewandAddtoOutcomeStatements

• ScheduleTimetoShareInformation– TeamMembersMayShare– ScheduledStaffMeeting– Event

• AskWhatPrioritiesShouldbeAddressed• CreateaShortDescriptionandInviteFeedback

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ActivityActionPlanning&CoachesConnect

• CoachesandPBSFacilitatorstoShareWhatTheyAreLearning

• RefineOutcomeStatements(IfNeeded)• ReviewActionPlanssoFarasaTeam

– AssessWhichOutcomeStatementsEachActionAddresses

– AreTherePriorityAreasinOutcomeStatementsThattheTeamThinksShouldbeAdded?

• DiscussHowtoGatherFeedbackFromEveryoneinOrganization

IfYouFinishtheOutcomeStatementActivity:CompleteMNTeamChecklist

Items1-20

(NOTE:ThereisTimeattheEndofTheDaytoCompleteThisIfYouRun

OutofTime)

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Self-Assessment&ActionPlanning

OrganizationalWorkforce

Organizational WorkforceDevelopmentPositiveBehaviorSupport

UniversalStage• AlignPoliciestoPerson-CenteredPractices• ReviseJobDescriptions,andPerformanceEvaluations• IntegratePracticesintoOnboarding&OngoingTraining• UseDataforDecisionMaking

SecondaryStage• MonitoringandEarlyIntervention• TrainingTargetedforGroupsofStaff• TargetedStrategiestoImproveSpecificSettings• SimpleProblemSolvingforChallengingSituations

TertiaryStage• TailorProblemSolvingforSpecificProblematicSituations• IndividualizedTrainingandMentoringinUniqueSettings• ImproveSupervisionandMentoringforLocationsExperiencingChallenges

• EstablishMatching/HiringTailoredtoIndividualizedPlansOrganizationalWorkforce

ImplementingMulti-TieredSystemsofSupport

Person-CenteredPractices&Planning

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Organizational WorkforceDevelopment

PositiveBehaviorSupport

UniversalStage• AlignPoliciestoPerson-CenteredPractices• ReviseJobDescriptions,andPerformanceEvaluations• IntegratePracticesintoOnboarding&OngoingTraining• UseDataforDecisionMaking

SecondaryStage• MonitoringandEarlyIntervention• TrainingTargetedforGroups• TargetedStrategiestoImproveSpecificSettings• SimpleProblemSolvingforChallengingSituationsThatOccurinMoreThanOneSituation

TertiaryStage• TailorProblemSolvingforSpecificProblematicSituations• IndividualizeTrainingandMentoringtoAddressUniqueSettingsWhereProblemsOccur

• ImproveSupervisionandMentoringforLocationsExperiencingChallenges

• EstablishMatching/HiringTailoredtoIndividualizedPlans OrganizationalWorkforce


PersonCenteredPractices&Planning

Year1

WorkforceDevelopment

• Strategiesandapproachesthat:– IncreaseVisibilityandDesirabilityofPositions– IncreaseViablePoolofCandidates– ImproveIndividualEmployee,Team,and/orOrganizationalPerformance

– ImproveSatisfaction,Safety,Tenure,andMoraleofEmployees

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WorkforceDevelopment(Continued)

– Strategiesandapproachesthat:• Improvesatisfaction,safety,inclusion,opportunity,meaningfuloutcomesofpeoplesupported

• Improvepositiveretention(goodpeoplestayandaresatisfied)

• Supportpositiveturnoverpractices(promotion/successionofdesirableemployees)

SustainedU.S.WorkforceChallenges

• HighTurnover(40-50%)– ManyLeaveEarlyWithinFirst3-6Months– VacancyRatesHoverAround20%– OvertimeCostsareHigh

• LowWages– “Roughly”$10.00-$11.00/Hour

• PoorAccesstoandUtilizationofBenefits• LimitedAccesstoAdequateTrainingand

Education• IncreasinglyAbsentorIneffectiveSupervision• StatusandImage

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CommonWorkforceConditions

28%-70%DSPAnnualTurnoverRate

LowWages

MeagerBenefits

PhysicalChallenges(HighInjury

Rate)

HighAccountabilityforActions

IsolationatWork

LackofaCareerLadder

InsufficientTrainingand

TurnoverinDirectSupportProvidersWhoWorkWithPeoplewithDisabilities:

WagesAren’ttheOnlyIssue

• Of all Staff Who Leave• 45% Leave in First

6 Months• 23% Leave

Between 6-12 Months

• 15% of New Hires Fired in the First Year

• Reasons for Leaving• Co-Workers• Pay or Benefits• Supervisors

• NewHiresWhoStayed12+Months• MoreLikelytoHear

AbouttheJobfrom“InsideSources”

• ThoughtPromotionsWereLikely

• MoreCommittedandMoreSatisfiedAfter30Days

• FewerUnmetExpectations

Larson, Lakin, Bruininks, 1998

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Strategies• RecruitmentandMarketing• SelectionandHiring• RJPs• PerformanceManagement• EmployeeParticipation• Rewards/Recognition/Support• Wagesandbenefits

ExamplesofRecruitmentSources

InsideSources:CurrentEmployees• PeopleReceivingServices

andtheirFamiliesorFriends

• Volunteers• StaffFriends• ServiceCoordinatorsor

CaseManagers• BoardMembers

OutsideSources:• NewspaperAdvertisements• InternetAds• FliersRegardingOpen

Positions• JobBoardsandPlacement

OfficesinHighSchoolsandColleges

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SelectingtheBestCandidates

TheprocessUsedtoAssureaGoodMatchBetween…

• TheAPPLICANT…withtheRight• CompetenciesandSkills• AttitudesandValues• InterestinandCommitmenttodotheJob

• TheORGANIZATION…Withits• JobRequirementsandExpectations• CultureandClimate• InvestmentwithEmployees

RealisticJobPreviews

Present Non-Distorted information to Job Applicants • About the Job • About the Organization• And Before a Job Offer has

been Made

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WhyUseRealisticJobPreviews(RJP’s)?

• RJP’sImproveRetentionRatesby9%- 17%

• RJP’sIncreaseRetentionofWorkers– 12%forAgencieswithAnnualRetentionRatesof50%,and

– 24%forAgencieswithAnnualRetentionRatesof20%

RealisticJobPreview(RJP)PhotoScrapbooks

g

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Data-DrivenDecision-Making

• Decidehowyouwillknowyouaresucceeding

• Findtherightmeasure:– Focusedontherightthings

– Reliable/helpful– Do-able(nottoocomplex-justenough)

• UseIttoguidenextsteps

KeyDatainWorkforce

• Turnover,Vacancy,andTenure• EmployeeSatisfaction• ExitInterviews• PerformanceMeasures(JobReviews,WorkObservations)

• OutcomesforPeopleSupported• SatisfactionofPeopleSupportedandFamily• IncidentReports(Identify:Training,Resources,etc.)• RecordsofEffortstoSolveProblems(SoyouKnowWhatyouTried)

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ActivityforOrganizationalWorkforceDiscussion(ActivityNotebook)

• IdentifyanImportantWorkforceIssue• BrainstormIdeasUsingtheActivity

Notebook• AddItemstoYourActionPlan

StaffDevelopmentandManagementTrainingSystems

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gCollegeofDirectSupport- UniversityofMN,Research&TrainingCenteronCommunityLivinggNumberofStates34gNumberofActiveLearners600,000+gCompletedLessons(OneHour)6million+

gCollegeofEmploymentServices- UniversityofMA/Boston,InstituteforCommunityInclusion

gCollegeofPersonalAssistance&Caregiving-UniversityofCaliforniaSanFrancisco,CenterCommunityLivingPolicy

gCollegeofRecovery&CommunityInclusion-TempleUniversityCollaborativeonCommunityInclusionofIndividualswithPsychiatricDisabilities

NancyMcCulloh,[email protected]

320-253-5661DirectCourse - Minnesota

DirectorofStatewideImplementationLeadLearningAdministrator

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PerformanceManagement

HighPerforming

Staff

ClearExpectationsAlignedWith

Policy&Practice

GoodSelectionandMatchingProcesses

AssessmentofSkill&TrainingNeeds

Competency-Based

Training&AdequateResources

Supervision,PerformanceFeedback,Recognition,Reward

Mentoring&Learning

Opportunities

StartwiththeDesiredOutcomes• WhenYouLookattheOutcomesofYourPlanWhat

Competencies (KSA)doyourEmployeesNeedtohavetoPerformTheseDuties?(JobAnalysis)

– Skills- e.g.,• UsePCTStrategiesEffectively• RecognizeandDocumentABCsofBehavior• RecognizeWhenCulturemaybeInfluencinganInteraction

– Attitudes- e.g.,• BeliefthatRoleistoSupportnot“Fix”• BeliefthatPeoplewanttodoWellandCanLearnNewSkillstoCommunicateNeeds

• ValuePeopleasUniqueIndividuals– Knowledge- e.g.,

• ExposuretoPCTandPCPApproaches• InformationaboutPBSApproaches• InformationAboutSpecificCulturesand/orUnderstandingDiversity

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DefiningandMeasuringCompetence

• HaveyouTakentheTimetoClarifyTheseExpectations?– JobDescriptions;Supervision

• DoYouhaveMethodsofAssessingEachPerson’sCompetenceLevel?– PerformanceReviews– OntheJob- SkillsTraining,SkillDemonstration(Observation,FeedbackfromPeopleSupported,etc.)

– Portfolio- EvidenceofSkillsinanActualWork-Setting

TrainingtoCompetence• MakeSureyourTrainingAlignswithChangesandExpectations

– PCT– PCP– PBS– CulturalCompetence

• BasedonIndividualNeedsofStaff– NotEveryStaffistheSame,Don’tProvidetheSameTraining– “BlendedLearning”OptionsareoftenBest

• DoSupervisorshaveSkillsandTrainingintheseAreas?– AretheyCapableofAssessing,Mentoring,Coaching,intheseAreas?

• WhoElseNeedsInformationandUnderstandingoftheseCoreAreas?– Boards,Managers,Families/Guardians,etc.?– EnsureStaffareRecognizedandSupportedinChanges

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Where are you in your own skill development with using the tools?

Scale for using it yourself 0 = not using 1 = just started, still learning how and when 2 = have learned how 3 = competent and confident but have to remind myself to use it, still forget 4 = habit, I use it whenever it is helpful

To/For Donut Communication Chart Matching

Staff Working/Not

Working Learning

Log 4 + 1 Rituals and

Routines

CoachData-BasedDecisionMaking

http://sdaus.com/work#organization

CoachTrackingPCTToolMentoring

StaffName

GoodDay

Working/NotWorking

BestDayWorst

PositiveRituals

LikeandAdmire

RelationShipMap

Notes

Tamika 8/2 8/2 8/2 8/16 8/16 8/16 GreatSessions

Andrew 8/3 8/3/ 8/3 8/3 8/4 8/4 HelpfultoRepeat AllSessions

Anab 8/2 8/2 8/3 8/3 8/6 8/6 UsedonHerOwn!

Akima 8/9 8/9 8/9 8/9 8/9 8/9 Great!

Joe 9/6 9/6 9/7 9/7 9/7 9/8 RepeatPositiveRitual

CoachTrackingToolNameofCoach____________________________________DateIndicatesSuccessfulCompletionofCoachingWithEachStaff

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Rewards/Recognition/Support

• HowdoyouIdentifyandRewardorRecognizeEmployeesandHighPerformers?

• WhatOngoingSupportdoEmployeesReceivetodoTheirJobs?

• HowareRecognitionandSupportPersonalizedandIndividualized?

• DoyouKnowWhatisMeaningfultoPeople?• HowaretheyPluggedintoAssociationsandNetworks?(NADSP,NAMI,ARRM,ANCOR,NADD)

WagesandBenefits

• WhatCanYouDoToday?• HowHaveYouInvolvedEmployees?• WhatDoYouNeedtodoLongerTerm?(InternalInnovationasyouBuildtotheFuture)

• WhatCoalitionsandCollaborativeRegionally,Statewide,andNationallycanyouEngageintoImprovethisSituation?

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Activity4+1

1. IdentifyaPersontoRecordoFlipChartPaperandSomeonetoRecordonaComputer.

2. TakeaFewMinutestoReflectontheQuestionAboveandWriteDownYourOwnResponsesoneachofFourQuestionsontheWorksheetintheActivityNotebook.

3. EachPersonWritestheirResponsesontheFlipChartPaperTakingTurns4. IdentifyaFacilitatortoReportOutResponsesandAskTeamtoIdentify

ThemesObserved(UseColorMarkerstoIndicateItemsthatareSimilar)5. IdentifyOnePersonwhowillTransferThemesfromFlipchartPapertothe

4+1ActivityWorksheetforOrganizationDocumentation.6. GivenWhathasbeenDocumented,Arethereanyprioritiesthatyouwant

toadditforthisyearorputinthelong-termparkinglot?7. Askonepersontosharemajorfindingof4+1

Question:Whathavewedonetoaddresssystemsformonitoringstaffperformanceandtrainingneeds?

IntegratingCulturalResponsivenessIntoAction

Planning

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EmbeddingCulturalAwareness

UniversalStage• UsingaCulturalLensWhenDevelopingPolicies• RecognizingCultureWhenDeveloping/CompletingJobDescriptionsandPerformanceEvaluations• OfferingCulturallyRelevantTrainingsinNewOrientationandOngoingInstruction• MeaningfulDataCollection-CollectingDataonDiversitytoGuideDecisionMaking• EncourageDiverseCulturalPointofView• EncourageSelf-Assessment• VaryingPerspectiveandInterpretationofSelf-DeterminationandChoiceMaking

SecondaryStage• AwarenessofCulturalBiasandNormswhenMonitoringandEarlyIntervention

• TrainingTargetedforGroups• CulturallyAppropriateTargetedStrategiestoImproveSpecificSettings

• SimpleProblemSolvingforChallengingSituationsThatOccurinMoreThanOneSituation

TertiaryStage• TailorProblemSolvingforSpecificProblematicSituationsWhichIncorporatesCulturalNormsandAwareness

• IndividualizeTrainingandMentoringtoAddressUniqueSettingsWhereProblemsOccur

• ImproveSupervisionandMentoringforLocationsExperiencingChallengesWhichIncludeCulturalResponsiveness


Purpose

• DiscussCultureandDiversity• ExploringMinnesotaCulture• UnderstandingCulturalCompetence• BuildingCulturalCompetenceintoActionPlanning

Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.

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SmallGroupActivity

• PairUpinGroupsof2-3• ComeUpWithThreeThingsYouHaveinCommonThatYouCannotSeee.g.Hobbies,Traditions,Heritage

• ComeUpWithThreeThingsThatAreDifferentForEachofYouintheGroup

• TakeaFewMinutes

Diversity• CanMeanManyThings

– TraditionallyReferredtoCategoriesLikeRaceGender,andOtherVisibleAttributes.

– ItEncompassesMoreandIncludesaWideRangeofFactorsSuchasSexualorGenderOrientation,WorkExperiences,VeteranStatus,Income,ReligiousBeliefs,andOtherAttributesThatarenotReadilyVisible.

(Lynch&Hanson,1997)


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Culture

• [Culture]isthatcomplexwholewhichincludesknowledge,beliefs,arts,morals,laws,customs,andanyothercapabilitiesandhabitsacquiredby[ahuman]asamemberofsociety.(UNESCO).

• “Cultureisdefinedasthesharedpatternsofbehaviorsandinteractions,cognitiveconstructs,andaffectiveunderstandingthatarelearnedthroughaprocessofsocialization.Thesesharedpatternsidentifythemembersofaculturegroupwhilealsodistinguishingthoseofanothergroup.”(CenterforAdvancedResearchonLanguageAcquisition,UofM).

“Itisnotpossibletobetrulysensitivetosomeoneelse’scultureuntiloneissensitivetoone’sowncultureandtheimpactthatculturalcustoms,values,beliefs,andbehaviorshaveonpractice.”

(Lynch&Hanson,1997)

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CulturalNormsand CommunicationsCulturalNormsMightInfluenceCommunicationinManyWays,Including:

– Greeting,Hand-Shaking– EyeContact– UseofGestures– ComfortwithSilence– Turn-Taking

• Space–ComfortZone• TopicsofConversation• AskingandRespondingtoQuestions• Interruptions,UseofHumor

.


Source:AmericanSpeech-Language-HearingAssociation.(2010).CulturalCompetenceChecklist:Personalreflection.Availablefromwww.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.

CulturalNormsandValues• CulturalNormsMightInfluence:

– PerceptionandUnderstandingofDiseaseandRiskyBehavior

– Disability– AttitudesTowardsAuthority– AccesstoCare– PreferenceinMedicalSetting– Decision-MakingRoles– Time– Identification

• CarryingID


Source:AmericanSpeech-Language-HearingAssociation.(2010).CulturalCompetenceChecklist:Personalreflection.Availablefromwww.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.

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Intersectionality

SlideSource:©2016- UsedwiththepermissionofGeorgetownUniversityNationalCenterforCulturalCompetence

As humanbeings,wehavemultipleculturalidentities

§ Peopleidentifywithoneoftheirculturalgroupsoverothers

§ Individualsmaintainmultiple,separateidentitieswithinthemselves

§ Peopleintegrateandlinktheirmultipleculturalidentities

MULTIPLECULTURALIDENTITIES

Multiple

IdentitiesCultural

Sources:SethJ.J.Schwartz,KoenLuyckx ,andVivianL.K.Vignoles (Eds.)HandbookofIdentityTheoryandResearch.Springer.2001.

Verónica Benet-Martínez andYing-yi Hong(Eds.)TheOxfordHandbookofMulticulturalIdentity.OxfordUniversityPress.2014.

Chao,G.T.,&Moon,H.TheCulturalMosaic:AMetatheoryforUnderstandingtheComplexityofCulture.JournalofAppliedPsychology2005,Vol.90,No.6,1128–1140

YampolskyMA,AmiotCE,&delaSablonnière,R.(2013).Multiculturalidentityintegrationandwell-being:aqualitativeexplorationofvariationsinnarrativecoherenceandmulticulturalidentification.Front.Psychol.4:126.doi:10.3389/fpsyg.2013.00126

SlideSource:©2016- UsedwiththepermissionofGeorgetownUniversityNationalCenterforCulturalCompetence

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Racial,Ethnic,andCulturalDiversityinMN


MNPopulationsin2014• Minnesota 5,457,173• Percent• Whitealone 85.7%

– BlackorAfricanAmericanalone, 5.9%– HispanicorLatino, 5.1%– Asianalone, 4.7%– TwoorMoreRaces, 2.3%– AmericanIndianandAlaskaNativealone, 1.3%– NativeHawaiianandOtherPacificIslanderalone 0.1%

(Datasource:Quick facts Beta: Minnesota)


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ChangingDemographicsData

• In1920,about1in5Minnesotanswereforeign-born;todayabout1in14are(2010-2012).

• Basedondatafrom2010-2012,thelargestgroupsofforeign-born Minnesotanswerebornin

• Mexico(71,000);India(26,000);• Laos,includingHmong(24,000);• Somalia(21,000);Vietnam(19,000);• Thailand,includingHmong(15,000),and• China(14,000)

• TheseestimatesdonotincludeU.S.-bornchildrenoftheseimmigrants.(Datasource:MinnesotaStateDemographicCenter)


MNPopulationProjections

• Minnesotaisexperiencingdemographicshiftsincludingaginganddiversepopulations.– Minnesota'stotalpopulationisestimatedtoexceed6millionby2031.

– ThepercentofMinnesota’spopulationthatisnonwhiteorLatinoisprojectedtogrowfrom14percentin2005to25percentin2035.


Imagefromhttp://www.cdc.gov/diabetes/risk/hispaniclatinos/index.html

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MNAgingData• ThenumberofMinnesotansturning65inthisdecade(about

285,000)willbegreaterthanthepastfourdecadescombined.• Thetotalnumberofolderadults(65+)isanticipatedtodouble

between2010and2030.• Bythen,morethan1in5Minnesotanswillbeanolderadult,

includingalltheBabyBoomers.(Source:MinnesotaStateDemographicCenter)

https://www.trivalleyinc.org/wp-content/uploads/2013/03/iStock_000009196524XSmall.jpg

LanguageData• In2010-2012,behindEnglish,themostcommonlanguagesspokeninthehomesofMinnesotans5andolderareabout– Spanish 198,000speakersHmong 54,000speakers,

– Somali 37,000speakers

(Source:MinnesotaStateDemographicCenter)

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CountiesbyPopulation

• Thefivecountiesthataddedthemostresidentsbetween2010and2014onnetwere

• Hennepin (+58,295)• Ramsey (+20,866)• Dakota (+12,955)• Anoka (+11,768)• Washington (+10,973)

(Source:MinnesotaStateDemographicCenter)

Minnesota’sCulturalCommunities

• Blackpopulationcontainsboththird-generationMinnesota-bornresidentsandrecentAfricanrefugeearrivals

• MostpopulationsofColoraremuchyoungerthanWhiteMinnesotansonbalance.

– AmongSomaliandHmongMinnesotans,halformoreofthepopulationisunderage21.

(Source:MinnesotaStateDemographicCenter’sRecentlypublished(2016)report:EconomicStatusofMinnesotans:A

Chart-bookWithDatafor17CulturalGroups)

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UnderstandingCulturalCompetenceinOrganzation-

WidePlanning

ExpectationsAroundCulture

• HomeandCommunity- BasedServices(HCBS)• TitleVIoftheCivilRightsActof1964• TheAffordableCareAct• NationalStandardsforCulturallyandLinguisticallyAppropriateServices(CLAS)inHealthandHealthCare

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HomeandCommunity- BasedServices

• 1915(c)and1915(i)HomeandCommunity-BasedServices.WrittenPerson-CenteredServicePlanDocumentation.1915(c)and1915(i)– ReflectsCulturalConsiderations/UsesPlainLanguage

– PlainLanguageandUnderstandabletotheIndividual

CulturalCompetence

CulturalCompetenceistheAbilityandWillingnessto:• IncreaseKnowledgeandUnderstandingofCulturalDifferences

• AcknowledgeCulturalAssumptionsandBiases• MakeChangesinThoughtandBehaviortoAddressthoseBiases

Source:NationalCenterforBiotechnologyInformation,U.S.NationalLibraryofMedicine.http://www.ncbi.nlm.nih.gov/books/NBK64076/

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MovingTowardsCulturalCompetency• KnowledgeofCulturalCompetence

– Individual– OrganizationalLevel– Assessment

• UnderstandingtheStagesofCulturalCompetence• BasedonCulturalCompetenceAssessment,Implementing

Changes• Long-Term,OngoingProcess planning

AdoptedfromSubstanceAbuse:AdministrativeIssuesinOutpatientTreatment.SeriesNo.46.CenterforSubstanceAbuseTreatment.

CulturalAwareness

• ToUnderstandtheReasonsforOurActionsandReactions

• FirstStepinLearningaboutOtherPeople'sCulture

• OpportunitytoQuellPreconceivedStereotypesandPrejudices

• PreventEthno-CentricTendencies• ToPreventMisunderstandings

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Cross-CulturalAwareness

• Self-AwarenessofYourOwnCulturalValues• AwarenessandAcceptanceofCulturalDifferences

• BuildingandEnhancingCulturalKnowledge• CreatingaClimateThatisWelcoming• ThinkingOutsidetheBox– AbilitytoAdoptandNavigateAcrossCultures

ContinuumofCulturalCompetency

Cultural

Destructiveness

CulturalIncapacity

CulturalBlindness

CulturalPre-Competence

CulturalCompetence

CulturalProficiency

SAMSHA-- http://www.samhsa.gov/capt/applying-strategic-prevention-framework/cultural-competence/cultural-competence-spf#cultural-competence-continuum

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Cultural Destructiveness– When Attitudes, Policies, and Practices are Destructive to Cultures and to Individuals Within These Cultures. Assumption That One’s Culture is Superior and Individuals Seek to Eradicate Other Cultures Because of Their Perceived Sub-Human Condition.

Cultural Incapacity– When Agencies do not Intentionally Seek to be Culturally Destructive, but Rather Have no Capacity to Help People from other Cultures. Belief in the Superiority of the Dominant Group is Present.



Cultural Blindness– Well Intended Philosophy that “Americans do not have their Own Culture”However, This Belief can often Camouflage the Reality of Ethnocentrism. This System Suffers from a Deficit of Information

Cultural Pre-competence Implies Movement Towards Reaching Out to other Cultures. The Pre-Competent Agency Realizes its Weaknesses in Working with People of Other Cultures and Attempts to Improve that Relationship with a Specific Population.



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Cultural Competence-- Acceptance of and Respect for Differences, Continuing Self Assessment Regarding Culture, Careful Attention to the Dynamics of Differences, and Continuous Expansion of Cultural Knowledge and Resources.

Cultural Proficiency-- Characterized by Holding Culture in High Esteem. These Agencies Actively Seek to Hire a Diverse Workforce.



KeyFeaturesofCulturalHumility

• LifelongLearningandSelf-Reflection• RecognizeandDecreasePowerImbalances• OrganizationalActionPlanningtoModelandSupportCulturalResponsiveness

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Values Before Meetings At theBeginningofMeeting

WhileSharingPerson’s

Information

Supporting OtherTeamMembers

UsePerson-Centered(PC)Language

Use PCLanguageinDocuments(Emails,Handouts)

ProvideRemindersBeforeMeeting(BeSensitivetoAcronymsToo)

Be ReceptiveandAwareofLanguageUsed

CelebrateUse ofPCLanguageasTeam

ShowYourRespectforPeople

UseActiveListeningDuringConversation

AttendMeetings onTime

CellPhonestoVibrate

ShareOnlyInformationNeeded

ProvideFeedbacktoOthers

Listen toOthersandAskifFeedbackisInvited

DemonstrateAppreciation of

Culture

ReviewPlansandDiscussRole andIdentity&Culture

ReviewPossibleCulturalBiasandAssumptions

ShareThoughtsontheRoleofCultureinPerson’sLife

DiscussHowCultureCanbeIncorporatedIntoPlan

ExampleofPositiveBehaviorSupportinCountyMeetingsPerson-CenteredCommunitySupports

TeamActivity– IntegratingCulturalAwareness

CulturalAwarenessItem Action Date PersonResponsible

Assessdiversityoforganizationandthelocalcommunity

Reviewstaffdatafromprevioussurvey. 11/23/16 Dani

Workwithstafftocreatestrategiesforincreasingculturalawarenessacrosstheorganizationalignedtoteam’soutcomestatements

InviteDiversityActionTeam(DAT)toshareinformationbetweenbothgroups-shareoutcomeareaswithDAT.

10/27/16 Dani

Integrateculturalawarenessintostaffdevelopmentandcompetency-basedtraining

Providetrainingtoorg-wideteamabout culturalvariety

Completetraining throughoutagencyonPBSandMatrix(seniormanagersandsupervisors

1/2017 Dani

DaniandLaura

Identifyasateamthedominantcultureswithintheorganizationandwhethertherearesubculturesthatteamneedstolearnmoreabout

Start surveywithorgwideteamanddevelopquestionsforsurveytoassesscurrentstanding.

6/2017 Dani

Reachouttocommunitymemberstoincreasenaturalsupports,recruitdiversestaffmembers,etc.

AutismrespitegrantconnectingwithtribalsupportandNAACPtolookatgapsanalysis.

Teamevaluatesimpactofculturalawareness(surveys,disparitiesrelatedtoincidents,911calls,diversityofstaff,staffturnover,etc.)

Educationonbroadening culturaldefinition,notingvarietyofvaluesaswellasraceandethnicity.

ReviewbiasinhowpeopledothereworkwithDecisionPointMapping– startinintake

Ongoing

Endof2017

Allteam

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CompleteActivityinNotebook:IntegratingCulturalAwareness

Day5TrainingDay

• ResultsofOnsiteEvaluation• Long-TermPlanning• UsingDataforDecisionMaking• PreparingforNextTrainingYear

– DecidingtoMovetoTier2– ContinuingWorkattheUniversalLevel

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CompleteMinnesotaTeamImplementationChecklist

CompleteandTurninMNTeamChecklist(AllItems)

Freeman, R, Amado, A., O’Nell, S., Reichle, J. & Julien, H. M. (2015). Minnesota Organization self-assessment and action planning tool for positive supports. Minneapolis, MN: Institute on Community Integration. University of Minnesota.

1

Minnesota Team Implementation Checklist: Planning Tool for Integrating Person-centered and Positive Support Practices

Organization: ______________________________________ Date: ____________________________

Region: _______________________________________ County: __________________________

INSTRUCTIONS: The organization-wide team should complete checklists quarterly to monitor activities for implementation of positive supports selected by the organization. Please complete as a team and submit quarterly to: _________________________________________

Team Members: ______________________________________________________________________

Person(s) Completing Report: __________________________________________________________

Checklist #1: Start Up Activity

Put an “X” in the column that fits where the team is in the planning process for each numbered item on the checklist.

Not Started (0 points)

In Progress (1 point)

Achieved (2 points)

Team 1. Team established (administration, management, direct support staff, county staff, etc.).

2. Team has regular meeting schedule. 3. Plan is completed for including feedback in planning process from people living and/or working in setting, and families, guardians, case managers, etc.

3. Team has clear purpose and vision that aligns with the person-centered values identified.

4. Team has an effective meeting process. 5. Team has Key Contact.

6. Administrator’s support & active involvement (attendance in meetings, support for systems change, etc.).

Staff Commitment

7. Staff members are aware that the organization is implementing person-centered and positive support practice(s).

8. Team assesses readiness of people to participate in each person-centered and positive support practice(s).

9. Staff members are directly involved in organization-wide planning.

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Preparationofthis[presentation/report]wassupported,inpart,bycooperativeagreementJPK%50470fromtheMinnesotaDepartmentofHumanServices.TheUniversityofMinnesotaundertakingprojectsundergovernmentsponsorshipareencouragedtoexpressfreelytheirfindingsandconclusions. Pointsofvieworopinionsdonot,thereforenecessarilyrepresentofficialMNDHSpolicy.