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Building Leadership Through Cultural Competence: The Culturally Competent Management Program Presenters: Paula Doss Michelle Session

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Building Leadership Through Cultural Competence: The Culturally Competent Management Program

Presenters: Paula Doss Michelle Session

• Paula Doss • Director, Equal Opportunity/Staff Affirmative Action & Accommodation Counseling and Consulting Services • 2004 and 2009 UC San Diego Diversity Champion

• Michelle Session • Equal Opportunity Compliance Specialist, Equal

Opportunity/Staff Affirmative Action • 2010 UC San Diego Diversity Champion

• One of the top 10 public universities by U.S. News and World Report

• More than 100 undergraduate majors in six disciplinary areas

• 60,799 freshman applications for Fall 2012 admission (the second highest application rate in the UC system)

• Average admitted high school GPA was 3.76

• 29,324 students (as of Fall 2011)

• 18,211 staff employees (as of July 2012)

• 4,429 faculty employees (as of July 2012)

About UC San Diego

About UC San Diego • UC San Diego's FY 2011 revenues were $2.9 billion • Total research funding for the fiscal year ending June 30 is

more than $1,043,000,000 • Only 9 percent of the university's operating budget comes

from State of California funds for education • More than 60% of UC San Diego undergraduates receive need-

based support • Total economic impact in San Diego County of active UC San

Diego-related companies: Over $20 billion • Among the top three largest employers in San Diego

UC San Diego Career Workforce as of 10/31/11

White49%

Am Ind.1%

Unknown4%

Hispanic18%

Black6%

Asian22%

Total Career Employees: 12,842

2011 Staff@Work Survey: 489 persons with disabilities reported (10%)

Mobility (16%), Hearing (10%), Visual (10%), Multiple (10%), Other (54%)

Why UC San Diego needs diversity education UC San Diego embraces diversity, equity, and inclusion as essential ingredients of academic excellence in higher education. This commitment to excellence is visible in our University culture through some of the following functions:

• Principles of Community • Diversity Awards

Why the Culturally Competent Management Program is Important to UC San Diego

• Cultural Competence teaches us to be aware of how individual and organizational cultural attitudes, behaviors, practices and policies affect us and others.

• Culturally competent management is an approach that focuses on all human diversity inclusive but not limited to language, age, race and ethnicity, sexual orientation, class, physical and mental abilities, gender identity and gender.

• CCMP focuses on behavior that is proactive and provides tools that assist in the development of cultural knowledge, valuing and adapting to diversity, an ability to manage the dynamics of a diverse workforce and ways to use the cultural knowledge gained to increase productivity in the workplace.

Diversity Education Timeline 1992-

95 OFCCP audit

1996 Diversity

Education Program

2006 CCMP

Funding Request

2009-12 CCMP

development

January 2012 CCMP Pilot

June 2012 first class

1996 Diversity Education Program

• Target audience: all UC San Diego staff members

• Focus on knowledge and awareness

Cultural Competence Continuum

Cultural Destructiveness

Cultural Blindness

Cultural Competence

Cultural Incapacity

Cultural Pre-competence

Cultural Proficiency

14

The Cultural Competence Continuum

CONTINUUM

• Cultural destructiveness

• Cultural incapacity

• Cultural blindness

• Cultural pre-competence

• Cultural competence

• Cultural proficiency

SEE THE DIFFERENCE • Stomp it out • Make it wrong • Act like you don’t • Respond inappropriately • See the difference that

difference makes • Respond positively and

affirmingly in a variety of environments

Essential Cultural Competencies In the Diversity Education Program, we learned that cultural competence depends upon five core competencies.

• Valuing diversity

• Assessing one’s culture

• Managing the dynamics of difference

• Institutionalizing cultural knowledge

• Adapting to diversity

Being conscious of and applying these competencies helps to create an environment of inclusiveness, a climate of cultural competence.

This course will help you to enhance and reinforce these competencies in the workplace.

Diversity Education Program’s impact and legacy • Serves as a foundation for understanding diversity

and cultural competence • Delivers key information for knowing how to meet

the UC San Diego campus wide standard: diversity • Some areas have made this training mandatory • Still in high demand after 16 years • Led to the creation of the UCSD Principles of

Community

Next steps – the need for more • A response from participants:

• Diversity Ed is great, but we want more.

• How do we apply this to the workplace?

• How do we practice the Principles of Community?

• What can managers and supervisors do to create a more inclusive environment aligned with the Principles of Community?

Assessing the Cultural Competence of UC San Diego

Cultural competence assessment completed by external consultant • Methodology included surveys, focus groups, and interviews

• Strengths: • Cultural diversity at UC San Diego has a long history • Majority of UC San Diego leaders and managers are committed to diversity • The Principles of Community are well-integrated into the campus culture at the

staff level, and members of the campus are expected to abide by them • Leadership is committed to diversity and inclusion, and holds VC level leaders

accountable for promoting inclusion • Manager level cultural diversity management courses have existed for some time

and managers are requesting higher level training

Opportunities for Improvement • Managers tend to view UC San Diego as more inclusive than their

direct reports, which creates a gap in understanding that may impact absenteeism, retention, coaching, mentoring, performance evaluations, etc.

• Demographic differences among managers and staff also appear to impact the extent that UC San Diego is viewed as inclusive.

• The more managers understand these differences, the more they can adjust their management styles to effectively support staff.

• Managers want to be inclusive in their treatment of staff, but they do not know how to do it due to lack of knowledge and skills.

2009 Organization Inclusion Assessment of UC San Diego performed by DTUI.com

UCSD

What does Ambivalent mean? • Organization has implemented policies and

procedures to protect against bias and exclusion. • Members are conscious of these policies. • Members are also aware of the growing number of

people of color, women, and other groups protected by civil rights laws.

• Many members fear they may say or do something wrong.

• There is a need for skills and knowledge to maneuver a culturally diverse environment.

The UC San Diego Culturally Competent Management Program (CCMP) CCMP is an appreciative approach that provides tools and management techniques for an increasingly diverse world with an increasing number of well-intentioned and uncertain people.

This is a strategic three-part program designed to equip managers with knowledge, skills, creative strategies and tools to build and enhance cultural competence and good judgment.

3 hour E-learning (pre-requisite)

4.5 hour Lab (classroom)

1 hour webinar (online follow-up)

CCMP builds upon the Diversity Ed course and the five core competencies, and helps employees live out the UC San Diego Principles of Community. Nuri-Robins team’s five core competencies:

• Values diversity • Assesses one’s culture • Manages the dynamics of difference • Institutionalizes cultural knowledge • Adapts to diversity

Help managers and supervisors become skilled culturally competent managers:

• Reinforce awareness of self and others • Build confidence • Develop good judgment • Learn some of the key management practices for leading

a culturally diverse workplace • Bring individual and team back to productivity • Practice skills

CCMP Desired Outcome and Objectives

CCMP target audience: Managers, supervisors and aspiring leaders

CCMP primary focus: Knowledge building and skill application

• Micro-Affirmations • Cultural Hooks • Cultural Collisions • Analysis & Decision-Making • Powerful Questions • Role Play

“Micro-affirmations—apparently small acts, which are often ephemeral and hard-to-see, events that are public and private, often unconscious but very effective, which occur wherever people wish to help others to succeed.” (Rowe, 2008*) • Tiny acts of opening doors to opportunity • Gestures of inclusion and caring • Small acts that lie in the practice of generosity • Consistently giving credit to others • Provide comfort and support when others are in distress • Include details of fair, specific, timely, consistent and clear feedback to build

strength and correct weakness

* Micro-affirmations & Micro-inequities by Mary Rowe, published in Journal of the International Ombudsman Association, Volume 1, Number 1, March 2008.

Micro-Affirmations Affirming the seemingly small things that make a difference!

Cultural Hooks: A Metaphor • Cultural hooks are

• based on conscious or unconscious personal cross-cultural buttons, and

• based on underlying beliefs and assumptions about which behaviors and attitudes are appropriate or acceptable.

• In other words, cultural hooks come from our cultural icebergs.

• Individually • Put a check by the cultural hooks that have been hooks for

you. • Then, next to any you have checked, write your 1 or 2 word

reaction when you encounter the hook. • Please add to the list anything that is a hook for you that

isn’t on the list.

• In groups of 4 to 6 people: • Discuss the reflection questions on the handout.

Cultural Hooks Checklist

A cultural collision may happen • When at least one person’s cultural hooks are

triggered and the differences involved are perceived to be

– incompatible, – incomprehensible, or – in conflict with the iceberg of another individual or group.

• When there is an inadequate understanding of the cultural differences involved.

• Can lead to shaming, blaming, or complaining

What are Cultural Collisions? Managing the Dynamics of Difference

Organization

Individuals

Productivity

Bystander

Cultural Collision Impact Triangle

Culturally Competent Managers:

• Understand the importance of being factual, specific, and objective when talking about sensitive subjects.

• Recognize the difference between what is factually true and how they interpret what they observe, which may or may not be correct.

Culturally Competent Management and Using Objective Behavioral Feedback

Facts Assumptions

Marty said, “Women are hypersensitive about everything.”

Marty is a male chauvinist.

Marty’s statement was a generalization about women.

Marty resents working in an office with six women where he is the only man.

Marty is on a work team with 2 women who say they find him very easy to work with.

Marty has a sensitive side.

FACTS VERSUS ASSUMPTIONS

JoHari Window Analysis JOHARI

WINDOW Known to self

Not known to self

Known to others

apparent

What is apparent to the character you are focusing on?

blind spot

What are blind spots for the character you are focusing on?

Not known to others

private

What is private to the character you are focusing on?

unknown

What are unknowns in this situation to the character you are focusing on

• Work with the character assigned to your table (James, Sarah, or coworkers) • Record your choice on the top of handout page 6.

• Individually (10 minutes) • For the character you are focusing on, use the information in the

scenario to answer the questions listed on the next page in the JoHari Window. Take the narrator’s statements as fact but not necessarily the assumptions about what James is doing or not doing.

• Write your answers directly in the Johari Window in objective behavioral terms (specific, factual, observable, verifiable). Be prepared to share your answers with the class.

Cultural Collisions Scenario: Part 1: Analysis

Power Distance The degree to which members of a culture accept inequities in organizational leadership.

Uncertainty Avoidance The degree to which individuals feel threatened by situations that are unstructured, uncertain, unclear, or unpredictable.

Individualism/Collectivism The extent to which individuals view themselves as individuals who assert their rights and are free to choose their roles and relationships, or as a member of a larger group of which they will always be a part and whose norms determine their roles, rules, and relationships. Individualistic societies emphasize freedom and collectivist societies emphasize cooperation.

Masculinity/Femininity The extent to which a society’s dominant values stress assertiveness and materialism vs. concern for people and quality of life.

Hofstede’s Cultural Dimensions

• Are questions that engage a person in critical thinking • Invite further reflection • Can challenge a person’s beliefs and values without direct

confrontation • Help employees understand the impact of their behaviors on

colleagues and productivity • Help employees understand what it is about the other person’s

behavior they are reacting to • Help employees look at belief inconsistencies • Help employees take the point of view of someone who is different

from them

Criteria for Powerful Questions

• Assume that Sarah decided to have a one on one conversation with James to: • Discover what James’ perspective and intentions are. • Identify where misunderstanding may have occurred or where

assumptions are being made on either side, and check validity of those assumptions.

• Explain how Sarah’s expectations are similar to or different from James’.

• Determine what should happen next, e.g., is understanding enough or does someone need to do something differently next time?

Practice Giving Feedback and Understanding the Employee’s Perspective

• Buddy Form • Choose a partner

• Make a plan to call (NOT e-mail!!)

• Call 3 times to check in

• Individual Development Plan (IDP) • Based on your Self-Assessment

• CCMP webinar • Discuss your progress on your IDP

Continue to Learn

The Design Process Key Players: Support from above Internal workgroup Team of volunteer trainers External vendors Project manager

Support from Above Support was provided by the following higher level authorities: • University of California Office of the President, Oakland, California • Vice Chancellor of External and Business Affairs • Associate Vice Chancellor of Human Resources Support was shown in the following ways: • Provided financial resources • The gift of time and flexible deadlines • Made cultural competency and staff education and development a

priority

Internal workgroup Members included representatives from the following areas: • The Chancellor’s office • Staff Education and Development • Equal Opportunity/Staff Affirmative Action • Academic Diversity and Equal Opportunity • The LGBT Center • The Cross Cultural Center • The Women’s Center

Volunteer Training Team Trainers were asked to make the following commitment:

• Participate in 4 days of training to learn the content, principles and methodology

• Teach two 4.5 hour sessions per year for two years with a partner

• Attend 1 other class per year to observe and provide feedback to other trainers

• And in the third year serve as a mentor for 2 managers (one at a time for up to six month each) related to culturally competent management.

Our volunteer training team includes staff employees from the following areas:

• Equal Opportunity/Staff Affirmative Action

• Staff Education and Development

• Environmental Health and Safety

• Student Affairs

• Faculty Staff Assistance Program

• Scripps Institution of Oceanography

• School of Medicine

• Women’s Center

• LGBT Center

• Cross Cultural Center

• Office of Sexual Harassment Policy and Prevention

• Birch Aquarium

• Academic Diversity and Equal Opportunity Office

• Psychiatry

• Compensation

• UC San Diego Medical Center

• Facilities Management

External Consultants • Kikanza Nuri Robins and team

(Diversity Education Program)

• Diversity Training University International (assessment and initial content)

• Kratos Defense and Security Solutions (elearning course production)

Project Manager

• Career Connection Internship

• 50% time for 1.5 years

• Intern was eventually hired into one of the internship sponsoring departments

Step 1 – Identify program objectives and goals Also known as “sort the material”

Challenges: • Lots of great ideas, models, activities and material • Limitation on how much time employees can dedicate to

training and development opportunities Solutions: • Focus on most important learning outcomes – knowledge and

skills • Separate what can be taught online vs. in the classroom

E-learning Course development • Goal:

• To create a highly interactive and fun online course to supplement and prepare participants for the Laboratory class

• The Process: • Started with an outline, separated into modules • PowerPoint presentations were created for each module with key

concepts by the project manager • Modules were assigned to workgroup members to finesse the

materials in the PowerPoint slides • Activities, videos, games and images were identified for each module • Final assessment at end of course • Workgroup reviewed each other’s work • Outside vendor hired to design/code the eLearning class • Workgroup provided feedback throughout production process

AUDIO CLIPS

DRAG AND DROP GAME

DRAG AND DROP

DRAW THE LINE

MATCHING

REORDER

Classroom Design and Production • Goal:

• To provide a safe environment for employees to practice the skills introduced in the elearning

• The Process • Same workgroup, similar process • Trainers provided all of the cultural collision scenarios for the program • Relied heavily on training expertise in our Staff Education and Development

team • Separated modules into a PowerPoint presentation • Strict limit on classroom length • Practice session with HR colleagues • Two pilot sessions with key stakeholders

Follow-up Webinars • Goal:

• To create a cohort of culturally competent managers and supervisors

• To continue the conversation about cultural competence

Cultural Competence is a journey, not a destination!

Next Steps for UC San Diego • Increase the number of eLearning course

completions • Increase the number of lab participants • Offer departmental trainings • Maintain and grow the volunteer training team • Develop the next program – Chancellor’s Community

of Leaders certificate program • Develop shorter eLearning program for

nonsupervisory employees

Takeaways and Advice • Be clear about the program objectives and organizational needs

• Organizational assessment was key • Narrowing the focus of what this program was trying to accomplish

was also important • Acquire the proper support and resources to develop a high quality,

customized program • Diverse development team who have the time, knowledge, and

passion to contribute and review • Resources (time and $$) to make a quality program

• Learn from what others have done • Don’t give up!