[Tina Rasmussen] Diversity Mosaic Participant Work(BookZa.org)

DIVERSITYMOSAIC

PARTICIPANTWORKBOOK

DEVELOPING CULTURAL COMPETENCE

Tina Rasmussen, Ph.D.

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DIVERSITYMOSAIC

PARTICIPANTWORKBOOK

DEVELOPING CULTURAL COMPETENCE

Tina Rasmussen, Ph.D.

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Copyright 2007 by John Wiley & Sons, Inc. All Rights Reserved.

Published by PfeifferAn Imprint of Wiley989 Market Street, San Francisco, CA 94103-1741www.pfeiffer.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 UnitedStates Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appro-priate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the PermissionsDepartment, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online athttp://www.wiley.com/go/permissions.

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ISBN-10: 0-7879-8174-5ISBN-13: 978-0-7879-8174-7

Acquiring Editor: Matthew DavisDirector of Development: Kathleen Dolan DaviesDevelopmental Editor: Susan RachmelerProduction Editor: Dawn KilgoreEditor: Rebecca TaffManufacturing Supervisor: Becky Carreo

Printed in the United States of America

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iii

Overview and Objectives v

Cornerstone 1: An Inclusive Definition of Diversity 1

Diversity Statistics Quiz 3

Diversity Terms 7

Cornerstone 2: The Business Case for Diversity 11

My History of Diversity 13

Cornerstone 4: The Diversity Adoption Curve 15

Collusion 17

The Platinum Rule 19

Effective Feedback 21

Constructive Conflict 23

Cornerstone 5: The Diversity Enhancement Process 27

Cornerstone 3: The Cultural Competence Scorecard 29

Diversity and Inclusion Action Plan 31

Diversity Mosaic Workshop Reaction Sheet for Developing Cultural Competence 33

Contents

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Cultural Competence: 360-Degree Assessment Instructions for Participants 35

Cultural Competence: Self-Assessment Form 37

Cultural Competence: Understanding and Using Your Assessment Results 39

Cultural Competence: Assessment Scoring Categories 41

Cultural Competence: Developmental Action Plan 43

Cultural Competence: 360-Degree Assessment Instructions for Observers 45








Cultural Competence: Assessment Form for Observers 61








iv Contents

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

Understand what valuing diversity is (knowledge)

Understand why cultural competence is important for you as an individual(knowledge)

Understand why the organization is undertaking an effort to create trueinclusion and to value diversity (knowledge)

Analyze you own perceptions, strengths, and developmental areas in becoming a champion of diversity (awareness)

Learn skills to increase your level of cultural competence (skill)

Determine how you can help eliminate structural inequality to create a trulyinclusive organization (skill)

Create a personal diversity action plan (knowledge, awareness, skill)

The Diversity Mosaic: Developing Cultural Competence workshop agenda is comprisedof two main sections and several sub-segments. Your facilitator will have more detailedinformation on the agenda when you arrive at the session. The agenda is as follows:

Becoming a Diversity Champion (developing your level of cultural competence)

The Diversity Mosaic

Developing Self-Awareness

Understanding Structural Inequality

Working Together Productively

Overview and Objectives

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Creating an Inclusive Organization (using the Five Cornerstones of DiversityMosaic to do your part in creating an organization that values diversity and istruly inclusive)

Moving Forward Together

Pages 45 through 75 of this workbook contain all the forms required for you tocomplete a 360-degree assessment. This process will enable you to gain insight intohow others perceive your behavior with regard to valuing diversity and being inclu-sive. Feel free to read this entire workbook (as well as the 360-degree feedback section)at any time to understand more about diversity and inclusion and to prepare yourselffor the assessment and the workshop. Your facilitator will let you know whether tocomplete the 360-degree assessment before the session or to wait until the session toreceive further instructions before completing it.

vi Diversity Mosaic Participant Workbook: Developing Cultural Competence

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1Cornerstone 1: An Inclusive Definition of Diversity

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

Gender

SexualOrientation

ReligiousBeliefs

Education

Income

Mental/PhysicalAbilities

Race

Age

EthnicHeritage

ParentalStatus

MaritalStatus

WorkBackground

Dimensions of DiversityDimensions of Diversity

DiversityDiversityis the mosaic of peoplewho bring a variety of

backgrounds, styles, perspectives, beliefs and competenciesas assets to the groups and organizations

with whom they interact.

Cultural CompetenceCultural Competenceis a set of competencies and skills

that individuals and organizations can useto create a truly inclusive environment

that values diversity.

GeographicLocation

MilitaryExperience

Primary

Secondary


3HOW UP-TO-DATE are you on the trends shaping America? Circle the letter of yourbest guess for the answer to each question below. The answers will be revealed duringthe workshop.

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

a. True

b. False

2. In 2012 what percentage of working adults will be white women, and whatpercentage will be people of color? (U.S. Bureau of Labor Statistics)

a. 40 percent, 20 percent

b. 35 percent, 25 percent

c. 30 percent, 35 percent

3. Currently, 33.9 million Americans are classified as poor. (U.S. Census) Mostpoor people in the United States are:

a. Caucasian

b. African-American

c. Hispanic

4. How many people living in the United States are of Hispanic/Latino origin?(U.S. Census)

a. 1 in 8

b. 1 in 12

c. 1 in 15

Diversity Statistics Quiz


5. How many languages are estimated to be spoken in California? (SanFrancisco Chronicle)

a. 20

b. 50

c. 80

6. What percentage of U.S. families now represent the traditional household ofDad working, stay-at-home Mom, and kids living with two biological par-ents? What was the figure in 1900? (National Institute of Child Health andHuman Development)

a. 10 percent/90 percent

b. 20 percent/80 percent

c. 40 percent/95 percent

7. What percentage of the U.S. population between the ages of 16 and 65 arefunctionally illiterate? (Adult Literacy Survey)

a. 15 percent

b. 25 percent

c. 50 percent

8. What is the estimated number of American adults who are gay or lesbian?(Kinsey)

a. 1 in 20

b. 1 in 10

c. 1 in 5

9. What is the largest of all minority groups in America? (U.S. Census)

a. blacks

b. homosexuals

c. people with disabilities

10. When Schick was asked about its razor advertisements, which emphasizemulticultural faces and personalities (Wall Street Journal), Schick stated:

a. We had a drop in sales to the older white male customer base.

b. We saw immediate sales growth.

c. We had a small increase in sales from minority members.

4 Diversity Mosaic Participant Workbook: Developing Cultural Competence


11. Since 1990, the annual growth rate of buying power for people of color hasfar exceeded that of consumers overall, and this trend is expected to contin-ue. What was these groups buying power in 2004? (University of Georgia,Selig Center for Economic Growth)

a. $580 billion

b. $1.4 trillion

c. $2.2 trillion

12. What is the top driver of employee loyalty? (America@Work)

a. compensation and benefits

b. job security/stability

c. managements recognition of the employees personal and family needs

13. Including lost productivity, training time, and so on, how much does it costto fill an average (non-executive) vacated job? (William M. Mercer Inc.,Kepner-Tregoe)

a. $3,000 to $30,000

b. $5,000 to $50,000

c. $10,000 to $100,000

14. Although they make up 43 percent of the workforce, what percentage of senior management positions in the United States are held by white men?(U.S. Congressional Study)

a. 87 percent

b. 90 percent

c. 95 percent

15. About 35 percent of new managers fail in their jobs within the first eighteenmonths. The top reason they dont succeed is: (Right ManagementConsultants)

a. lack of business expertise

b. failure to build strong team relationships with subordinates and peers

c. financial decline or lack of growth in sales

16. How much will the average American woman (and her family, if she has one)lose over the course of her lifetime because of the wage gap between men andwomen? (National Committee on Pay Equity)

a. $112,000

b. $523,000

c. $998,000

5Diversity Statistics Quiz


17. Most workplace accommodations for the disabled cost how much? (Timemagazine)

a. $200

b. $500

c. $1,000

18. What type of discrimination lawsuits have increased the most in recent years?(Chicago-Kent College of Law)

a. race

b. physical ability

c. age

19. About one in how many couples are interracial, with more than three millioninterracial children? (U.S. Census)

a. 10

b. 25

c. 50

20. The age fifty and older population from 2000 through 2050 will grow at arate sixty-eight times faster than the rate of growth for the total population.(The Hudson Institute)

a. True

b. False

21. New York (Americas largest city) is one of the ten largest in the world. (citymayors.com)

a. True

b. False



7Affirmative Action Affirmative action was created to ensure that employ-ers took positive steps to attract, promote, and retainwomen and minorities if they were underrepresentedin the companys workforce. This legislation wasforced onto employers and came to be viewed asquota filling. While it was a necessary and well-intentioned step, it also often creates an us versusthem mentality.

Americans with The Americans with Disabilities Act, passed in 1989, Disabilities Act requires employers to make reasonable accommoda-

tions in employing people with job-related limita-tions. The main impact is on selection and jobdescriptions in employment and on modifying facili-ties for buildings and retail outlets. This law encom-passes forty-three million people, including thosewith HIV and AIDS, as well as many older people.

Backlash Backlash occurs when people feel they have some-thing to lose by valuing diversity. Programs such asquota filling and diversity efforts that blame certaingroups for past injustices create a win-lose situationin which people resist and can even sabotage theeffort.

Collusion Collusion is cooperation with others, knowingly orunknowingly, to reinforce stereotypical attitudes, pre-vailing behaviors, and norms that limit people. Thiscan include stereotyping others or ourselves.

Diversity Terms


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

Diversity Diversity is the mosaic of people who bring a varietyof backgrounds, styles, perspectives, beliefs, and com-petencies as assets to the groups and organizationswith whom they interact.

Equal Employment Equal Employment Opportunity legislation was Opportunity (EEO) enacted to prohibit discrimination on the basis of

race, color, religion, sex, national origin, age, disabili-ty, or veteran status. It has since been updated toinclude sexual orientation. EEO attempted to provide applicants and employees with equitabletreatment in an organizations human resources practices, including recruitment, hiring, training,compensation, and promotion.

Ethnocentrism Ethnocentrism is the belief that ones own group isinherently superior to all others.

Gender This refers to whether a person is male or female. Itis preferable to the term sex, which can have othermeanings. It is not related to sexual orientation (seelater definition).

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

Minority Any group that is not the majority of the population.Historically, people have used this word to refer toracial minorities. However, the word is becomingobsolete in this sense with current demographictrends, as racial minority groups are coming intothe majority. In addition, other minority groupsexist, including the disabled, seniors, and others, sobeing specific about the type of minority group provides greater clarity. The term minority nolonger refers to women, as women now compriseabout half of the workforce.

Non-Traditional/ The people who have traditionally been in the Traditional Employee workplaceor in a particular jobare traditional

employees. Often, this refers to white men becausethe workplace has traditionally been populated by this



group. However, in a particular job, a traditionalemployee may be a different demographic group (forexample, women rather than men as nurses and secre-taries). Non-traditional employees are the peoplewho have not traditionally been the majority in theworkforce, or in a certain type of job.

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

Prejudice Prejudice is the tendency to see differences as weaknesses.

Sexual Harassment Sexual harassment is the use of power to intimidateothers from a sexual standpoint. The courts are mak-ing awards in favor of an increasing number of sexualharassment claims, including both women and men.

Sexual Orientation Refers to a persons affinity toward heterosexual(straight), homosexual (gay/lesbian), or bisexualrelationships. Also used in reference to transgenderindividuals. Every human being has a sexual orientation.

Stereotype A stereotype is a fixed and distorted generalizationmade about all members of a particular group. It is arigid judgment that doesnt take into account thehere and now.

Workforce 2000 Workforce 2000 was a landmark study commissionedby the U.S. Department of Labor in 1987 to deter-mine what the composition of the American workforcewould be in the year 2000. Because the results were sodramatic, many employers took a wait and see atti-tude initially. But as the predictions did come true,more and more companies decided to pay attention tothe growing diversity of the workforce and market-place. Diversity practices are now commonplaceifnot mandatoryfor most organizations.

9Diversity Terms


11

THE BUSINESS CASE IS one of the foundational starting points of our diversity ini-tiative, because it answers the question Why are we doing this? There are many solidbusiness reasons why our organization is making diversity and inclusion one of ourtop strategic business considerations. Which of the reasons below seem the mostpressing to you?

We need to be true to our mission.

We want to live our organizations mission and values.

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

Its the next step in the evolution of our organization.

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

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

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

We need to learn about more of our customers needs.

We cant serve groups we have unconscious biases againstor even those we just fail tounderstand.

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

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

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

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

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

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

Other organizations are addressing diversity; we cant slip behind.

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

Cornerstone 2: The Business Case for Diversity



We need to maximize employee potential and productivity.

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

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

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

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

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

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

Wed like to have more synergy and creativity. Differences provide the ingredients for this.

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

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

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

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

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

Organizations have been sued when they didnt value diversity. We dont want that to happen.

We dont want to discourage customers/donors by having a reputation for excluding people.

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

We need to remain effective as leaders.

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

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

People are often unaware of offending others. Gaining cultural competence is an opportu-nity to grow personally by seeing our own lenses.

Add your own:


My History of Diversity

Lens #1 Lens #2

Lens #3 Lens #4

13


15

AS WITH ANY CHANGE, the move to valuing diversity is an ongoing process thatevolves over time. Even so, we sometimes expect that if people attend a diversity work-shop, the change should automatically follow. Heres an analogy. What percentage ofpeople do you think are aware of how to eat healthfully? Now, what percentage doyou think actually eat healthfully? Why doesnt everyone eat healthfully, since mostpeople know of the positive benefits? Many factors contribute, but two primary onesare habit and conditioning. Increasing our knowledge is only a first stepchangingour behavior requires much more effort.

One of the best summaries of this concept of change (see diagram below) comesfrom Marilyn Lodens second book, Implementing Diversity. Lodens point is that wedo not create the Diversity Adoption Curve; it occurs naturally. Knowing about it canhelp us understand how change happens. This process has been discovered over andover in behavioral science research on many different types of change.

The Cultural Competence Assessment, found later in this workbook, can help youassess your own location on the curve. Your facilitator will have more informationabout how to use the assessment, either before or during the workshop.

Cornerstone 4: The Diversity Adoption Curve

Innovator

2.5%

ChangeAgent

Increased Perceived Opportunity

Decreased Perceived Risk

Decreased Perceived Opportunity

Increased Perceived Risk

13.5%

Pragmatist

34%

Skeptic

34%

Traditionalist

16%

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


17

BLATANT BIAS IS becoming a rarity in the contemporary workplace. Most peoplehave enough common sense not to publicly violate the law. However, a much morecommon (and often unconscious) form of exclusion occurs regularlycollusion.

Collusion is cooperation with others, knowingly or unknowingly, to reinforcestereotypical attitudes, prevailing behaviors, and norms that limit and/or excludepeople. This can include stereotyping others or ourselves.

Collusion is common because of the way we are socialized as children. We all hadto modify our own behavior to fit in to the expectations of parents, teachers, friends,and society. We became accustomed to ignoring our true opinions and needs as a wayof increasing our sense of belonging and reducing the risk of being an outsider. Asadults, we are now able to make our own decisions based on what we do and do notbelieve, and we can decide how to act on those decisions, rather than continuing thehabit of fitting in. There are three types of collusion:

Denial

Silence

Active cooperation

Denial

Denial sounds like a passive form of collusion, but it is actually the active stance thatno inequality or exclusionary behavior exists here. After reading the statistics, oreven looking at U.S. society in general, it is difficult to support the opinion that anyorganization is totally free of discrimination. People who collude by denying usuallyare either avoiding the painful prospect that inequality exists, or feel they have some-thing to lose by acknowledging it.

Collusion


Silence

Silence is the most common form of collusion. By saying nothing when people tellstereotypical jokes, exclude others, or exhibit other inappropriate behavior, we rein-force the status quo. This is one reason for having cultural competence trainingso that people will feel more free to speak up.

Active Cooperation

Active cooperation can take several forms, some of which can be very subtle. Laughingat inappropriate jokes is active cooperation. Agreeing that so-and-so just got that pro-motion because she filled a quota is active cooperation. Participating in exclusionarynetworking activities (golf, dinners, etc.) is active cooperation. Men and womenhabitually falling into traditional male and female roles is active cooperation. Sadly,people often stereotype their own groups as a form of internal group bonding.Unfortunately, this can be just as damaging to their self-perceptions and the percep-tions of those outside the group as is stereotyping by others.

Questions

How do I collude in the workplace?

How can I stop colluding in a way that doesnt hurt myself or others?



19

A GOOD STARTING POINT for valuing diversity is to view everyone as different fromus and as people we cannot make assumptions about. Appearances are deceptive.People who appear to be very similar to us are often different, and those who appearto be very different can turn out to be quite similar. We cant assume we know abouta person by looking at him or her to assess primary dimensions.

Because of this, the most important principle of cultural competence is thePlatinum Rule, which was described by Dr. Milton Bennet in the book Basic Conceptsof Intercultural Communication (Intercultural Press, 1998). This is an expansion of theGolden Rule, which has been a time-honored practice that permeates many religiousbeliefs. In telling us to Treat others as you want to be treated, its intentions aresound. It was designed to prevent us from doing harm to othersthings that othersobviously would not like.

With the increasing complexity of our society, we can now add to the Golden Rulein order to account for peoples different and unique needs. This enables us to movebeyond one size fits all. By assuming that someone else wants what we do, we canttake into account that persons uniqueness. The Platinum Rule gives others permis-sion to be different from us, and reminds us to honor that difference.

The Platinum Rule is to treat others as they want to be treated.

Using the Platinum Rule makes it okay for us to have differences. In a classic 1973Harvard Business Review article, What Its Like to Be a Black Manager, EdwardJones notes that removing the taboo of discussing differences is the first step towardvaluing them.

The fine line of discussing differences is that they should be work related andbehaviorally oriented. People should not feel that they are being judged or labeledbecause of their differences.

Questions

Why do you think the Platinum Rule may be an effective principle for valuing diversity?

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

The Platinum Rule


21

TO DETERMINE what behavior is appropriate in the workplace, ask this question:Does it positively contribute to the productivity of the team and the organization? Ifsomeone is doing something outstanding, let him or her know! Give the person a nicecompliment. If someone is hurting the groups cohesiveness and productivity, addressit with the individual involved or with the team, if appropriate. The following guide-lines for effective feedback provide a straightforward way to let others know how theirbehavior affects us.

Guidelines for Giving Effective Feedback

Describe Specific BehaviorEffective feedback describes observable actions, rather than assigning meaning toactivities. It is descriptive, not vague.

Express the Impact of the BehaviorEffective feedback tells someone how his or her actions impacted the organization andyou personally. If the persons actions hurt the team or the organization, say how. Italso can be beneficial to share how you felt in response to the behavior. If you feltrespected when the person did what he or she did, say so. It is also okay to say youfelt mad, frustrated, confused, or upsetso long as you direct your feelings towardthe behavior, not the person.

Use I StatementsWhen we say, You made me. . ., other people become defensive, as they should,because no one can force us to feel a certain way. For the best response from others,use I statements by saying, When you did X, I felt X. This is more accurate and pro-motes better communication.

Effective Feedback


Engage in Two-Way CommunicationOnce youve shared your view, ask the person for his or her perspective on this situation.Whats going on with the person? How is he or she reacting to what youre saying? Avoidasking, Why did you. . .? Why questions usually cause defensiveness and lessen thepersons ability to listen openly.

Request Future BehaviorEffective feedback is proactive in asking for a future behavior. If you liked what theperson did, ask for more! If not, dont just dump the negative informationstatewhat you would like the person to do instead.

Consider Everyones Needs and TimingGive effective feedback with the needs and feelings of both the sender and receiver inmind. Dont give either positive or negative feedback in a time or place that wouldembarrass the person. Try to do both as soon as possible. If positiveshow someappreciation! If negative, dont give the feedback in the heat of the moment unless youcan maintain your composure. Also, avoid a public discussion unless it is an issue forthe entire team to address.

Example: After the meeting (timing), you say, Pat, remember that joke you madein the meeting today? (Describe behavior.) Well, I feel uncomfortable laughing at some-one elses expense (express impact). Maybe you could tell jokes that are neutral and dontcut anyone down (request alternatives). I really enjoy your sense of humor, and Id likeyour jokes a lot more if they were upbeat (consider everyones needs). How are you react-ing to what Im saying? (Engage in two-way communication.)



23

Guidelines for Constructive Conflict

Following are some ways to constructively resolve conflict:

Agree on a common goal of resolving the conflict so everyone winslook forcommon ground.

Demonstrate respect for the other person.

Be open with your thoughts and feelings.

Dont attack or blame the other person.

Listen to the other person with an open mind.

Value differences in viewpoint and try to walk in the other persons shoes.

Identify and understand your own and others conflict styles.

Conflict Styles

Everyone has a conflict style. Understanding our own and others styles is helpful inunderstanding and resolving conflict.

AvoidanceThe Avoider would rather not address conflict at all and is most comfortable ignoringor delaying issues and repressing his or her own feelings and needs. Often, this styleresults in a lose-lose outcome, because the conflict goes unaddressed and teamworkand productivity are usually negatively affected. However, avoiding a conflict cansometimes be appropriate, for example, when we really dont care that much about theproblem and choose to pick our battles.

CompetitionThe Competitor tries to win the conflict at all costs, usually at the expense of the otherperson. This is a win-lose style, in which one person may get what he or she wants,while the other person loses. While this style produces short-term victories, it can also

Constructive Conflict



damage productivity because it hurts peoples relationships. However, competing cansometimes be appropriate, for example, when a salesperson is competing with anoth-er organization for a prospective client.

AdaptationThe Adaptor is most comfortable giving in to the other persons needs, sacrificing hisor her own goals. This is a lose-win style, which appears cooperative but can be detri-mental in the long run because it does not produce a win for all parties. Adaptationcan be appropriate at times, for example, when the issue means a lot more to the otherperson than it does to us and we let the other person prevail out of respect or concern.

CooperationThe Cooperator tries to find a solution that meets everyones needs. In cooperation, theissues are fully explored, everyone states their needs, and people work together to findcreative solutions in which everyone benefits. This is a win-win style that takes theother persons needs into account as well as our own. The only time that cooperationmay not be a good choice is when there is not time and we must act immediately, forexample, if there were a fire in the building and we needed to escape immediatelyrather than discuss it.


Constructive Conflict Case StudiesCase 1: Who Stays and Who Goes?Pat and Jamal work on the same team. Its been a long day. Its almost quitting time,but work still needs to be done to make the big deadline tomorrow. One person isgoing to have to work late. Jamal needs to leave right on time because of daycareissues. Jamal has no one else who can pick up the baby. Pat doesnt have a specificcommitment, but has worked late the last three nights and is exhausted. How do theyresolve the conflict of who stays and who goes?

Case 2: Whats So Funny?Terry and Sarita work on the same team, but dont socialize much during breaks orlunchtime. Terry hangs out with the Spanish-speaking group and Sarita is part of thegroup that speaks Tagalog. Terry has been getting really irritated because every day atlunch, as Terry goes past Saritas group, it seems like they all laugh and then talk veryfast in Tagalog. Terry mentioned it once to Sarita, but Sarita said that they werenttalking about Terry at all, that it was just Terrys imagination. In fact, Sarita said thesame thing about Terrys groupthat they all laughed and talked very loudly inSpanish when Sarita passed them at the water cooler once. Today was the last straw.Saritas group burst into laughter just as Terry walked into the lunch room. Terry hasto say something to Sarita.

Case 3: Bridging the GapCarol and Jean-Claude usually work well together, even though there is a forty-yeardifference in their ages. One day, Carol brings in an article about Generation X andstarts going on and on about how selfish these youngsters are and how they wantto have it all without paying the price. Jean-Claude starts to get upset and says that,when people get old, they start to get set in their ways and that all you ever hearabout is the good old days and how the world is going to pot with these youngergenerations. The conversation escalates into a full-fledged conflict. How can theyresolve it?

25Constructive Conflict


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Cornerstone 5: The DiversityEnhancement Process

Step 1Why do this?Step 1Why do this? Board/CEO and senior leaders commit to undertaking long-term action.Output: Diversity Initiative Chart Output: Diversity Initiative Chart of Work; Team Formedof Work; Team Formed

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

Step 5Whos coming Step 5Whos coming with us?with us? Leaders and diversity team mobilize peoples commitment to implement improvements. People make adjustments as needed.Output: A critical mass Output: A critical mass of energized people who of energized people who take actiontake action

Step 3Where do we want to Step 3Where do we want to go?go? Board/CEO and senior leaders create vision with goals and success measures. Diversity team develops plan to accomplish them.Output: Vision, Success Output: Vision, Success Measures, Action Plan, Measures, Action Plan, BudgetBudget

Step 4How do we get there?Step 4How do we get there? Diversity team designs improvement processes that will achieve goals according to plan.Output: Improvement Processes Output: Improvement Processes (Communication, Awareness and (Communication, Awareness and Skills development, Board/Leader Skills development, Board/Leader Development, Recruiting, and Development, Recruiting, and Retention)Retention)

Step 6How far did we Step 6How far did we get?get? Diversity team measures progress on goals against baselines. Board/CEO senior leaders reward successes and use data on improvement areas to create new plan. (Cycle repeats.) Output: Published Results, Output: Published Results, People/Teams RewardedPeople/Teams Rewarded

Step 1:Board/CEO

Initiates

Step 2:Assess/Step 6:

Reassessand Reward

Step 4:Design

ImprovementProcesses

Step 3:Create Vision,Goals, Plan,

Budget

Step 5:Mobilize

Commitmentto Implement,

Adjust


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HISTORICALLY, measures of success at diversity focused almost solely on increasingthe number of non-traditional employees in certain jobs (i.e., more women and peo-ple of color). This approach may have produced more diversity, but failed to addressthe climate considerations needed for success. It also created us versus them divi-sions. The Cultural Competence Scorecard below lists three types of measures, two ofwhich emphasize creating a culture of inclusion and enhancing the organizations reputation and one of which focuses on improving specific demographic profiles.

Cornerstone 3: The Cultural CompetenceScorecard

The Cultural Competence Scorecard

Workplace Culture Reputation Representation

Workplace Culture How inclusive is our internal environment?

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

Representation To what extent do our people reflect the communities we serve?

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The historical situation regarding how diversity was addressed can be likened tostocking and maintaining a fish tank. Traditional diversity efforts that focused solely onhiring and training were about putting new fish into the water or teaching the fishto be nice to each other. While these efforts can produce some valuable benefits, theyare not likely to create long-term systemic change. Why? Because they overlook the factthat the water in the tank is polluted! And they expect the new fish to clean the water.We must look directly at the water to be successful at inclusion. If we dont, the newfish will eventually jump out of the tank, and some of the existing fish might, too. Orthe fish might get sick from toxicity. The problem is that were the fish, and its diffi-cult to see the water because its all around us! Only when the water is fresh and cleanare fish able to be healthy and productive in it.


The Cultural Competence Scorecard shows us that we must measure the internalenvironment first. Only when the water is sure to be healthy for everyone can westart to work on our reputationhow people outside see us. If we truly have an inclu-sive organization, we can then start talking about it, which will attract a wide varietyof people to want to work here, buy our products and services, partner with us by con-tractual agreements, or buy our stock. When our environment is inclusive and peopleknow about it, then representation is a natural outcome. The key is that representa-tion is an outcome, not a cause! Historically, people thought putting in new fish (rep-resentation) would cause the environment to change. In reality, we need to be inclu-sive and welcoming ourselves for diversity and inclusion to last.



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

Benefits I will gain from doing this:

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

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

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

Resources I will use to continue to learn about diversity:

Diversity and Inclusion Action Plan


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RATE YOUR LEVEL of agreement or disagreement with the following statements.Please answer candidly and write your general comments at the bottom. Your responseswill remain anonymous and will help us to improve the workshop for future participants.

Disagree Neutral Agree

1. The concepts will help us to better respond 1 2 3 4 5to diversity trends.

2. Written materials were informative and 1 2 3 4 5well-written.

3. The audiovisual materials helped clarify 1 2 3 4 5the subject.

4. The facilitator established an environment 1 2 3 4 5in which people felt free to openly share their views.

5. The facilitator understood the subject and 1 2 3 4 5workshop content.

6. The facilitator encouraged people to participate. 1 2 3 4 5

7. I felt involved in the workshop. 1 2 3 4 5

8. The facilitator helped me to relate ideas to 1 2 3 4 5my own experience.

Diversity Mosaic Workshop Reaction Sheet for Developing Cultural Competence


Disagree Neutral Agree

9. I understood the purpose of activities and 1 2 3 4 5how to complete them.

10. The pace of the workshop was productive. 1 2 3 4 5

11. I was enthusiastic about the workshop 1 2 3 4 5prior to attending.

12. My manager is a positive role model of 1 2 3 4 5valuing diversity.

13. I believe that this organization is committed 1 2 3 4 5to diversity and inclusion.

14. I am going to put into action what I learned 1 2 3 4 5in this session.

15. The most valuable part was

16. The least valuable part was

17. Comments (use extra paper if needed): _____________________________



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FOLLOWING IS the information you need to complete the Cultural Competence360-Degree Assessment, which has been designed to help you identify your strengthsin the area of cultural competence and your developmental needs as part of your orga-nizations diversity initiative. This feedback will act as a mirror to help you see your-self through the eyes of others who experience your behavior on a regular basis. Whilethis type of assessment can feel a bit intimidating, it also provides you with a rareopportunity. Having this information gives you a snapshot you wouldnt normallyhave so that you can step back, reflect on the feedback, and take action to build onyour strengths and make any desired improvements.

How It Works

As this feedback is 360 degree, it is designed to give you a look at yourself fromabove, below, and on the sidesall around. Try to select a variety of people asobservers, people who see you in different situations. Select five to eight people whomeet the following criteria:

Regular, ongoing contact with you

Have known you for at least six months

Will give honest feedback (that is, wont just tell you what you want to hear,or have an axe to grind)

A combination of supportive people and challenging people

Can complete the form and return it to the person doing the tabulating bythe date given in the cover letter

Cultural Competence: 360-DegreeAssessment Instructions for Participants


For variety, you can select:

Your boss

People who report to you

Your peers

Your internal/external customers

(Please do NOT select family members or people outside your work environment.)Note: You will need a minimum of five people to send in responses; fewer than that

and the results will not be valid.Complete the following steps:

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

2. Fill in your name, the due date, and the name of the person doing the tabu-lating on all five to eight of the Instructions for Observers cover letters youwill use.

3. Give each of your observers a filled-in Instructions for Observers cover letterand a blank copy of the Cultural Competence: Assessment Form forObservers, both of which are contained in this workbook. All responses areanonymous, so do not put your observers names on anythingonly yourown name for identification.

4. When they have finished, your observers should immediately fax or mail thecompleted assessment by the due date on the cover letter. Observers do notneed to send or fax the instruction letteronly the form.

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

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



Cultural Competence: Self-Assessment Form

My name isRate yourself openly and honestly on a scale of 1 to 5 for each item.

How well do I: Barely Somewhat Well

In Terms of Knowledge and/or Awareness 1. Support the organizations diversity vision and goals? 2. Understand the business case for diversity? 3. Assess my own cultural competence strengths and weaknesses? 4. Consciously try to improve my level of cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of my biases and consciously try to control assumptions about people? 7. Stretch beyond my comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., All men are ... All Jewish people are ... etc.)?10. Recognize that others may stereotype me, and try to overcome incorrect assumptions that others may make about me?11. Recognize how bonding with people with my own dimensions of diversity may exclude, or be perceived as excluding others?With Respect To Skills and/or Behaviors12. Demonstrate interest in the ideas of people who dont think as I do, and respect others opinions even when I disagree?13. Empathize with others who have been excluded?14. Get to know people as individuals?15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability?16. Communicate with and influence people who are different from me in positive ways?17. Work to make sure that people who are different from me are heard, respected and included?18. Help others succeed by sharing unwritten rules and showing them how to function better?19. Include people different from me in informal networks and events?20. Believe and convey that non-traditional employees are as skilled and competent as others?21. Turn over responsibility to people who are different from me as often as they do to people who are like me?22. Apologize when I have offended someone?23. Let go of the past once issues have been addressed?24. Give constructive feedback by addressing the behavior of people who make derogatory or stereotypical comments?25. Attempt to resolve conflicts in a mutually satisfactory manner?

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 5

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1 2 3 4 51 2 3 4 51 2 3 4 5

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1 2 3 4 51 2 3 4 5

1 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 5

By: (due date) fax or send to: .

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

All responses/scores summarized

What others saw as your top three strongest areas

What others saw as your three greatest areas for development

Any questions on which the difference between your self-assessment and thesummary was greater than 1 point (that is, areas in which you see yourself asstronger than others see you, or areas in which others see you as strongerthan you saw yourself, which you may not feel as confident about)

Any specific items of note or comments on the forms that were returned

Use the information as a tool for reflection, much like a mirror that shows howothers perceive your cultural competence at this point in time. However tempting itmay be, please avoid trying to figure out who rated you on what. Its pure speculationand is beside the point.

The feedback is a tool to help you create your own Developmental Action Plan,found later in this workbook. To do this, pick one or two developmental areas and cre-ate personal goals for yourself. What you learned or will learn in the Cultural Mosaic:Developing Cultural Competence workshop can help you with this. It can be helpful toshare your goals with others within the organization, including those who gave you thefeedback, to demonstrate to them that were all working on this together and thatyoure going to take action based on the feedback. This is a great way to model yourpersonal commitment to continually increasing your own level of diversity maturity,encouraging others to do the same.

Cultural Competence: Understandingand Using Your Assessment Results


It can also be helpful to work with other members of your team who attended, orwill attend the workshop, to determine how you complement each other. Rather thansharing all your data, if you are not comfortable with that, just share your strongestareas and development areas to determine your team strengths as well as how you cansupport each other. You can also work together as peer coaches by agreeing to giveeach other ongoing feedback on how youre progressing toward your individual cul-tural competence goals.

You can also call the person designated as your organizations Diversity ChangeAgent if you would like to discuss the results or if you would like further assistance.



Cultural Competence: AssessmentScoring Categories

Rating DescriptionTrailblazing(115-125)

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

Bridging(95-114)

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

Practical(75-94)

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

Skeptic(55-74)

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

Traditionalist(0-54)

Its likely that you exhibit behavior that offends people, but dont realize youredoing it. You may even unknowingly be committing illegal acts, which could harmyourself or your organization. If your self-assessment scores were higher than thescores others gave you, realize that unaware people dont know what they dontknow, and therefore the only accurate indicator is feedback from others. Yourcareer and relationships will benefit greatly if you put some effort into increasingyour cultural competence. You may find yourself out of your comfort zonebutcultural competence is a requirement for a future in this organization, and you dontwant to be left behind. At a minimum, you dont want to create legal problems.

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USE THIS FORM TO summarize your results from the Cultural CompetenceAssessment and to create a personalized cultural competence developmental plan thatfocuses on one or two goals for improvement based on the feedback you received.

Cultural Competence: DevelopmentalAction Plan

Name: ___________________________________ Date: ___________________

Key Strengths I Can Build On

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

Key Areas I Want to Develop

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

Developmental Goals

Goal 1: ___________________________________________________________Steps Required: _______________________________________________________________________________________________________________________Resources/People:____________________________________________________Target Date for Accomplishment: _______________________________________Benefits of Accomplishment: ___________________________________________

Goal 2: ___________________________________________________________

Steps Required: _______________________________________________________________________________________________________________________

Resources/People:____________________________________________________Target Date for Accomplishment: _______________________________________Benefits of Accomplishment: ___________________________________________

Notes: ________________________________________________________________________________________________________________________________________________________________________________________________

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HELLO!As part of our organizations diversity initiative, _____________________________ [participantsname] is asking for feedback on his/her cultural competence. Because you work closely with this per-son, he/she has selected you to give some feedback that will help him/her identify strengths to buildon and areas to develop. In effect, you will be a mirror that will help the person see him- or herselfmore clearly. The person will use your feedback, combined with the feedback of others, to develop a personalized action plan to develop additional cultural competence. This will help him/her to effec-tively champion your organizations diversity initiative as a leader.

All responses will remain anonymous. The person youre rating will not see the form you fill out. It willgo straight to the person tabulating the results, who will compile your ratings with the ratings from four toeight other people. These will go into a synthesized report that will be given to the person being assessed.

Please answer the questions candidly, based on the persons actions that you have observed. Please donot just tell him or her what you think he or she wants to hear. If you slant your feedback, the personwont have the chance to see him- or herself in an accurate mirror. Please DO NOT put your name onthis form. Only write the name of the person youre rating on the form (if it hasnt been filled in already).

Here are the steps:

1. When you have finished, send the form to the person tabulating the results by________________ [due date]. Do not send this instruction letterjust the form.

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

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

_____________________________________________________________________

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

Cultural Competence is defined as A set of competencies and skills that individuals andorganizations use to create a truly inclusive environment that values diversity.

Diversity is defined as The mosaic of people who bring a variety of backgrounds, styles,perspectives, beliefs, and competencies as assets to the groups and individuals with whomthey interact. Examples of dimensions of diversity include age, race, ethnic heritage, men-tal/physical abilities, gender, sexual orientation, education, religion, marital and parental sta-tus, work background, income, geographic location, personality style, and so on.

Non-traditional employee is defined as employees whose dimensions of diversity are differentfrom those of the people traditionally employed in that job.

Thank you for your valued input!

Cultural Competence: 360-DegreeAssessment Instructions for Observers

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Cultural Competence: AssessmentForm for Observers

Name of the person being ratedRate the person openly and honestly on a scale of 1 to 5 for each item.

How well does this person: Barely Somewhat Well

In Terms of Knowledge and/or Awareness 1. Support the organizations diversity vision and goals? 2. Understand the business case for diversity? 3. Assess their own cultural competence strengths and weaknesses? 4. Consciously try to improve their own cultural competence? 5. Seek new information about people with other diversity dimensions? 6. Demonstrate awareness of their biases and consciously try to control assumptions about people? 7. Stretch beyond their comfort zone to understand differences? 8. Recognize and avoid using language that reinforces stereotypes? 9. Avoid generalizing the behaviors or attitudes of one individual to an entire group (e.g., All men are ... All Jewish people are ... etc.)?10. Recognize that others may stereotype them, and try to overcome incorrect assumptions that others may make?11. Recognize how bonding with people with their own dimensions may exclude, or be perceived as excluding others?12. Demonstrate interest in the ideas of people who dont think as they do, and respect their opinions even when disagreeing?13. Empathize with others who have been excluded?14. Get to know people as individuals?15. Disregard physical characteristics when interacting with others and when making decisions about competence or ability?With Respect To Skills and/or Behaviors16. Communicate with and

Documents

[Tina Rasmussen] Diversity Mosaic Participant Work(BookZa.org)