Cultural Competence Guide-Condensed

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A Guide to Organizational Change

by

A Guide to Organizational Change

by Hieu Van Ngo

COMPETENCE

CULTURAL

Prepared for theDepartment of Canadian Heritage

Western Regio

CanadianHeritage

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CULTURAL COMPETENCEA Guide to Organizational Change

Hieu Van Ngo

Prepared for the Department of Canadian Heritage, Western Region


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Copyright 2008 Department of Canadian Heritage, Western Region.Published by Department of Canadian Heritage, Western RegionAddress: Suite 310, 138 - 4th Avenue SE, Calgary, AB, T2G 4Z6Phone: 403-292-5541Fax: 403-292-6004

This Guide, or portions of this Guide, may be reproduced for use. However, we ask thatcredit be given to the author and the Department of Canadian Heritage, Western Region.It is not intended to be used for profit.

Suggested citation:Ngo, H. V. (2008). Cultural competence: A guide for organizational change. Calgary, AB:

Department of Canadian Heritage, Western Region.

The views expressed in this guide are those of the author and do not necessarily reflectthose of the Department of Canadian Heritage.

Library and Archives Canada Cataloguing in Publication

Ngo, Hieu Van, 1972-Cultural competence : a guide to organizational change / Hieu Van Ngo.

Prepared for the Department of Canadian Heritage, Western Region.Includes bibliographical references.ISBN 978-1-100-10609-0Cat. no.: CH4-134/2008E

1. Diversity in the workplace. 2. Personnel management. 3. Organizationalchange. 4. Multiculturalism. I. Canada. Canadian Heritage. Western Region II. Title.

HF5549.5.M5N56 2008 658.3008 C2008-980305-1

Cover and text design: Ben Li


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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ................................................................I!INTRODUCTION ........................................................................ III!SETTING THE CONTEXT ...............................................................1!ETHNO-DEMOGRAPHIC TRENDS ...............................................................................................3!SOCIAL REALITIES ........................................................................................................................8!POLITICAL REALITIES.................................................................................................................13!ECONOMIC REALITES ................................................................................................................14!LEGISLATIVE FRAMEWORKS......................................................................................................18!ADVANTAGES OF DIVERSITY....................................................................................................21!SUGGESTED EXERCISE ...............................................................................................................24

!CONCEPTUAL GROUNDING.....................................................27!CULTURE ....................................................................................................................................28!CULTURAL COMPETENCE..........................................................................................................30!CULTURAL COMPETENCE CONTINUUM..................................................................................31!CULTURAL DESTRUCTIVENESS ..........................................................................................................31!CULTURAL INCAPACITY ..................................................................................................................32!CULTURAL BLINDNESS ....................................................................................................................33!CULTURAL PRE-COMPETENCE..........................................................................................................33!CULTURAL COMPETENCE ................................................................................................................34!FOUNDATIONAL PRINCIPLES...................................................................................................35!CULTURAL COMPETENCE PROCESS..........................................................................................36!ENABLING FACTORS TO CULTURAL COMPETENCE PROCESS ................................................42!DEALING WITH RESISTANCE.....................................................................................................45!CULTURALLY COMPETENT ORGANIZATION OVERVIEW .......................................................46!SUGGESTED EXERCISE ...............................................................................................................50!CULTURAL COMPETENCE INSTRUMENT ..................................51!STRUCTURE................................................................................................................................ 52!PURPOSE ....................................................................................................................................54!SUPPORT, COORDINATION AND REPORTING MECHANISMS ...............................................55!TOOL 1: BOARD MEMBERSHIP .................................................................................................57!TOOL 2: BOARD PROCESSES AND FUNCTIONS ......................................................................60!TOOL 3: GOVERNANCE POLICY DEVELOPMENT.....................................................................63!TOOL 4: MANAGEMENT AND ADMINISTRATION TEAM.........................................................68!TOOL 5: ADMINISTRATIVE REGULATIONS AND PROCEDURES .............................................70!TOOL 6: BUSINESS PLAN DEVELOPMENT.................................................................................74!TOOL 7: HUMAN RESOURCES MANAGEMENT ........................................................................77!TOOL 8: FINANCIAL DEVELOPMENT AND MANAGEMENT .....................................................81!


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TOOL 9: RESEARCH, INFORMATION MANAGEMENT AND COMMUNICATION....................83!TOOL 10: COMMUNITY OUTREACH, PARTNERSHIP AND ADVOCACY.................................85!TOOL 11: SERVICE DEVELOPMENT AND STANDARDS ............................................................88!TOOL 12: DELIVERY OF SERVICES.............................................................................................92!TOOL 13: SUMMARY & NEXT STEPS..........................................................................................96!CULTURAL COMPETENCE-BASED FUNDING ASSESSMENT....105!TOOL 14: FUNDING PRIORITIES, ELIGIBILITY AND APPLICATION PROCESS ......................107!TOOL 15: ASSESSMENT OF GRANT SEEKING ORGANIZATION.............................................109!TOOL 16: ASSESSMENT OF FUNDING APPLICATION............................................................111!GLOSSARY OF TERMS...............................................................113!REFERENCES..............................................................................117!


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ACKNOWLEDGEMENTS!

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INTRODUCTION

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Part I: Setting the Context 1!

PART I:

SETTING THE CONTEXT)Ethno-demographic Trends

Social RealitiesPolitical Realities

Economic RealitiesLegislative FrameworksAdvantages of Diversity

Suggested Exercise


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2 Cultural Competence: A Guide to Organizational Change

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ETHNO-DEMOGRAPHIC TRENDS

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Source: Statistics Canada (2003c).

!Demographic Trends: Key Points

By 2030, net immigration may become the only source of population growth in Canada. About 1 in 5 Canadians (19.8%) was born outside of Canada. Immigrants from Asia make up more than half of all newcomers (58.3%), followed by

those from Europe (16.1%), the Caribbean, Central and South America (10.8%), Africa(10.6%) and the United States (3.5%).

About 95.8% of all immigrants who have been in Canada for 10 years or less live inOntario (53.8%), British Columbia (17.8%), Quebec (15.5%), and Alberta (8.7%).

About 1 in 5 Canadian residents (20.1%) has a mother tongue other than English orFrench.

About 1 in 5 Canadian residents with non-official language mother tongues (22.0%) usesa language other than English or French at work.

About 1 in 6 Canadian residents is a visible minority. The visible minority population inCanada has tripled since 1981.

About 7 out of 10 Canadians (67.8%) report an ethnic origin other than Canadian. About 7 out of 10 Canadians identify themselves as either Roman Catholic or Protestant.

However, Sikh, Hindu, Buddhism and Muslim have demonstrated greatest growth(between 83.8 to 128.9%).

Sources: Statistics Canada (2003a, 2003c; 2007a, 2007b, 2007c, 2008), Belanger & Malenfant(2005).

)


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SOCIAL REALITIES

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)*#/6#49#6!$6!@$+$0($+7!!

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+,+N9(6(24#!/(+,&():!6#',+0!.#+#&$)(,+!@$+$0($+6;!,+!)*#!,)*#&!*$+0;!/,!

)*$+!)*#NO-$&)#&6!,1!)*#!%,%-4$)(,+!U_]7J[W!(0#+)(1:!)*#/6#49#6!$6!

@$+$0($+7!!Sources: Statistics Canada (2003b), Reitz & Banerjee (2007).

!

5'D#)C6&',D6$&'-3))

Q(6(24#!/(+,&()(#6!(+!@$+$0$!,1)#+!%,&)!

4,5!4#9#46!,1!4(1#!6$)(61$')(,+7!8*,6#!9(6(24#!

/(+,&()(#6!5*,!*$9#!2##+!(+!@$+$0$!1,&!VK!

:#$&6!,&!4,+.#&;!,&!$!6#',+0!.#+#&$)(,+!

@$+$0($+6;!$!$/,+.!)*,6#!5()*!)*#!

4,5#6)!4#9#46!,1!4(1#!6$)(61$')(,+!(+!@$+$0$7!!! I-&(+.!)*#!1(&6)!VK!:#$&6!(+!@$+$0$;!

(//(.&$+)6!,1!$!9(6(24#!/(+,&():!

2$'3.&,-+0!*$9#!$!64(.*)4:!*(.*#&!

&$)#!,1!4(1#!6$)(61$')(,+!U^a7^[W!)*$+!

)*,6#!,1!+,+N9(6(24#!/(+,&():!

2$'3.&,-+06!U^Z7Z[W7!


20/132


! >1)#&!VK!:#$&6;!(//(.&$+)6!5()*!$!9(6(24#!/(+,&():!2$'3.&,-+0!%,&)!$!4,5#&!&$)#!,1!4(1#!6$)(61$')(,+!UZY7Y[W!)*$+!)*,6#!,1!+,+N9(6(24#!/(+,&():!2$'3.&,-+06!

UYK7\[W7!

! >/,+.!6#',+0!.#+#&$)(,+!@$+$0($+6;!9(6(24#!/(+,&()(#6!%,&)!$!4(1#!6$)(61$')(,+!&$)#!,1!^Z7\[;!',/%$!),!)*#!&$)#!,1!ZY7a[!$/,+.!+,+N9(6(24#!/(+,&():!@$+$0($+67!!!

Source: Reitz & Banerjee (2007).

)

1',$.':'36&'-3))

>2,-)!V7\!/(44(,+!@$+$0($+6!*$9#!#=%#&(#+'#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)!(+!)*#!

4$6)!1(9#!:#$&6!2#'$-6#!,1!)*#(&!#)*+,'-4)-&$4!'*$&$')#&(6)('67!Q(6(24#!/(+,&()(#6;!

.$&04#66!,1!5*#)*#&!)*#:!$!1(&6)!,&!6#',+0!.#+#&$)(,+!@$+$0($+6;!$!/,6)!4(3#4:!),!

%,&)!)*$)!)*#:!*$9#!#=%#&(#+'#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)!(+!9$&(,-6!

6()-$)(,+6!,&!%4$'#67!!

! >2,-)!V!(+!Y!9(6(24#!/(+,&()(#6!*$9#!6,/#)(/#6!,&!,1)#+!#=%#&(#+'#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)!(+!)*#!4$6)!1(9#!:#$&6!2#'$-6#!,1!)*#(&!#)*+('():;!'-4)-!&$'#;!

63(+!',4,-&;!4$+.-$.#;!$''#+)!,&!(.(,+7!>/,+.!

>1&('$+!@$+$0($+6;!*,5#9#&;!V!(+!^!U^J[W!*$6!

#=%#&(#+'#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)7!!

! 8*#!(6!,+4:!$!64(.*)!0(11#+'#!2#)5##+!)*#!&$)#!,1!0(6'&(/(+$)(,+!$+0!-+1$(&!)$)/#+)!%,&)#0!2:!1(&6)!

.#+#&$)(,+!9(6(24#!/(+,&()(#6!UJV[W!$+0!)*#!&$)#!

%,&)#0!2:!6#',+0N%4-6!.#+#&$)(,+!/(+,&()(#6!UV][W7!!

! >/,+.!9(6(24#!/(+,&()(#6!5*,!*$9#!#=%#&(#+'#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+);!$4/,6)!)*#N

O-$&)#&6!U_V[W!'()#!&$'#!,&!63(+!',4,-&!$6!)*#!$6,+!

1,&!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)7!!

! >/,+.!+,+N9(6(24#!/(+,&()(#6!5*,!*$9#!#=%#&(#+'#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+);!$2,-)!J!(+!Y!

%#,%4#!UZ^[W!'()#!4$+.-$.#!,&!$''#+)!$6!)*#!$6,+!1,&!

0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)7!

! 8*#!/,6)!',//,+!%4$'#6!,&!6()-$)(,+6!5*#!%#&'#(9#0!0(6'&(/(+$)(,+!,&!-+1$(&!)$)/#+)!*$9#!,''-&!(+'4-0#!)*#!5,&3%4$'#!,&!5*#+!%#,%4#!$%%4:!1,&!5,&3!UY\[W;!$!6),!2$+3!,&!)$-&$+)!UJY[W;!,+!)*#!6)#)!UJ\[W;!$+0!5*#+!0#$4(+.!

5()*!%,4('#!,&!',-&)!UVJ[W7!!

! Q(6(24#!/(+,&()(#6!$!)5('#!$6!4(3#4:!$6!+,+N9(6(24#!/(+,&()(#6!),!'()#!0(6'&(/(+$),&:!%&$')('#!,&!-+1$(&!)$)/#+)!5*#+!0#$4(+.!5()*!%,4('#!,&!',-&)!U$)!V][!967!a[W7!!

!Source: Reitz & Banerjee (2007).


21/132


*$$#,,)&-)C#.('$#,))

=&,4"&4+'>%&1,1,4''

R$+:!(//(.&$+)6!O-(!T+.4(6*!4$+.-$.#!)&$(+(+.7!8*#:!*$9#;!*,5#9#&;!#+',-+)#!

9$&(,-6!2$&&(#&6!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!

!>2,-)!V!(+!Z!+#5',/#&6!UJY7][W!)$3#6!$!4$+.-$.#!',-&6#!(+!)*#!1(&6)!)5,!:#$&6!(+!@$+$0$7!D:!:#$&!1,-&;!*,5#9#&;!,+4:!V!(+!VK!+#5',/#&6!Ua7a[W!)$3#6!$!4$+.-$.#!

',-&6#7!!

! >)!4#$6)!V!(+!^!+#5',/#&6!5*,!6##3!4$+.-$.#!)&$(+(+.!(+1,&/$)(,+!*$9#!#=%#&(#+'#0!$!%&,24#/!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!

! >/,+.!+#5!(//(.&$+)6M!%,&)#0!2$&&(#&6!),!4$+.-$.#!)&$(+(+.!$!)(/#!',+6)&$(+)6;!1(+$+'($4!',+6)&$(+)6;!4$'3!,1!',-&6#6!,&!4,+.!5$()(+.!4(6)6;!4$'3!,1!

3+,54#0.#!$2,-)!4$+.-$.#!',-&6#6;!',//-+('$)(,+!2$&&(#&6;!)&$+6%,&)$)(,+;!

'*(40!'$!',+6)&$(+)6;!$+0!$!4$'3!,1!-+0#&6)$+0(+.!$2,-)!)*#!%&,'#66!,&!6:6)#/!

(+9,49#0!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!

! f#5!(//(.&$+)6!*$9#!&$+3#0!)(/#!',+6)&$(+)6;!1(+$+'($4!',+6)&$(+)6;!4$'3!,1!',-&6#6!,&!4,+.!5$()(+.!4(6)6;!',//-+('$)(,+!2$&&(#&6!$+0!4$'3!,1!3+,54#0.#!$2,-)!

4$+.-$.#!',-&6#6!$6!)*#!/,6)!6#&(,-6!0(11('-4)(#6!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!

!Source: Statistics Canada (2007d).

/--+??'$('@("?1,4''

R$+:!(//(.&$+)6!*$9#!#=%#&(#+'#0!0(11('-4)(#6!(+!.$(+(+.!$''#66!),!*,-6(+.7!8*#!(6!$!

*(.*!4#9#4!,1!)&$+6(#+'#!$/,+.!+#5',/#&67!

! >2,-)!^!(+!Z!(//(.&$+)6!U_\[W;!#6%#'($44:!)*,6#!5()*,-)!$)(9#6!(+!@$+$0$;!4,,3!1,&!*,-6(+.!0-&(+.!)*#!1(&6)!\!/,+)*6!(+!@$+$0$7!D:!:#$&!1,-&;!J!(+!Y!(//(.&$+)6!UZJ7][W!$!6)(44!4,,3(+.!1,&!*,-6(+.7!!

! 8*#!/,6)!'()#0!2$&&(#&6!),!*,-6(+.!1,&!(//(.&$+)6!$!',6);!4$'3!,1!'();!$9$(4$2(4():;!6-()$2(4():;!)&$+6%,&)$)(,+;!4$'3!,1!3+,54#0.#!$2,-)!)*#!'():;!

4$+.-$.#!2$&&(#&6!$+0!0(6'&(/(+$)(,+7!!


22/132


! L//(.&$+)6!*$9#!',+6(6)#+)4:!(0#+)(1(#0!',6)!,1!*,-6(+.!$+0!*,-6(+.!6-()$2(4():!$6!)*#!),%!2$&&(#&67!!

! c,-.*4:!V!(+!VK!(//(.&$+)6!(0#+)(1(#6!0(6'&(/(+$)(,+!$6!$!2$&&(#&!),!*,-6(+.7!!!

Source: Statistics Canada (2007d).

!/--+??'$('@+$6'!&%+''

L//(.&$+)6!)#+0!),!*$9#!2#))#&!*#$4)*!)*$+!)*$)!,1!$+!$9#&$.#!@$+$0($+!-%,+!)*#(&!

$&&(9$4!(+!@$+$0$7!8*#(&!*#$4)*;!*,5#9#&;!0#)#&(,&$)#6!,9#&!)(/#7!R$+:!*$9#!

#=%#&(#+'#0!$!5(0#!&$+.#!,1!2$&&(#&6!(+!$''#66(+.!*#$4)*!'$!6#&9('#67!!

! D,)*!'#+)!$+0!4,+.N)#&/!+,+NT-&,%#$+!(//(.&$+)6!U5*,!'$/#!),!@$+$0$!2#1,!Va]ZW!$!/,!4(3#4:!)*$+!)*#!@$+$0($+!2,&+!$+0!T-&,%#$+!(//(.&$+)6!

),!%,&)!$!0#'4(+#!(+!*#$4)*;!$+0!$!6*(1)!),5$&0!1$(&!,&!%,,&!*#$4)*7!!

! >2,-)!V!(+!Y!(//(.&$+)6!*$6!#+',-+)#!0(11('-4)(#6!$''#66(+.!*#$4)*!'$!! 8*,-.*!(//(.&$+)6!6*$!5()*!,)*#&!@$+$0($+6!)*#!',//,+!2$&&(#&6!,1!4,+.!

5$()(+.!4(6)!$+0!1(+0(+.!0,'),&6!5*,!$''#%)!+#5!%$)(#+)6;!2#)5##+!V^[!$+0!JZ[!,1!

+#5',/#&6!*$9#!#=%#&(#+'#0!0(11('-4)(#6!$''#66(+.!*#$4)*!'$!0-#!),!4$+.-$.#7!!!

Sources: Statistics Canada (2005, 2007d).

Social Realities: Key Points

First generation Canadians generally have low rates of participation and membership ingroups and organizations, such as sports teams, hobby clubs, community organizationsand ethnic associations. They also tend to have low volunteering rates.

Visible minorities in Canada are more likely than others to feel uncomfortable or out ofplace in Canada at least some of the time because of their ethnicity, culture, race, skincolour, language, accent or religion. They are also less likely to identify themselves asCanadians.!

Visible minorities, especially those who have been in Canada for 10 years or longer, orthose of second generation Canadian backgrounds, tend to report lower rates of lifesatisfaction than non-visible minority Canadians.

About 1.6 million Canadians report that they have experienced discrimination or unfairtreatment in the last five years because of their ethnocultural characteristics. Visibleminorities, regardless of whether they are first or second generation Canadians, aremost likely to report that they have experienced discrimination or unfair treatment invarious situations or places.

At least 1 in 3 newcomers who seek language training information has experienced aproblem in accessing language training.

As many as 3 in 4 immigrants look for housing during the first 6 months in Canada.Almost 2 in 5 immigrants are still looking for housing after 4 years in Canada.

Immigrants tend to have better health than that of the average Canadian when theyarrive in Canada. Their health, however, deteriorates over time.

Sources: Reitz & Banerjee (2007), Statistics Canada (2003b, 2005, 2007b).!


23/132


POLITICAL REALITIES

;-&'32)86&.3,)

L+!'#+)!:#$&6;!%,4()('($+6!$+0!/$(+6)$/!/#0($!*$9#!',.+(1)#&!VK!:#$&6;!*,5#9#&;!)*#(&!9,)(+.!&$)#!

(6!__7][;!',/%$!),!)*#!&$)#!,1!]_7V[!!

$/,+.!+,+N9(6(24#!/(+,&():!(//(.&$+)67!!

! B#',+0!.#+#&$)(,+!9(6(24#!/(+,&()(#6!*$9#!$!4,5!9,)(+.!&$)#!,1!\Z7^[;!',/%$!),!)*$)!,1!]Z[!1,&!6#',+0!.#+#&$)(,+!+,+N9(6(24#!/(+,&()(#67!!

!

Sources: Statistics Canada (2003b), Reitz & Banerjee (2007).

8-='&'$6=)/#A.#,#3&6&'-3))

T)*+,'-4)-&$4!/#/2#&6!$!-+0#&N%#+)#0!$)!)*#!'$+0(0$)#!4#9#47!8*#:!$46,!*$9#!$!

0(6%&,%,&)(,+$)#4:!6/$44!+-/2#&!,1!#4#')#0!%#+)$)(9#6!(+!9$&(,-6!4#9#46!,1!

.,9#&+/#+)7!!

! "*(4#!9(6(24#!/(+,&()(#6!$'',-+)!1,&!VZ7a[!,1!$44!@$+$0($+6;!)*#:!/$3#!-%!,1!,+4:!_7V[!,1!$44!#4#')#0!RH67!

! Q(6(24#!/(+,&()(#6!',/%&(6#!$2,-)!a7^[!,1!$44!%,4()('$4!'$+0(0$)#67!!! >!/$P,&():!,1!9(6(24#!/(+,&():!$+0!+,+N9(6(24#!/(+,&():!'$+0(0$)#6!1,&!)*#!

%&,/(+#+)!1#0#&$4!%,4()('$4!%$&)(#6!*$9#!.$&0#0!)*#!0#1('()!(+!%#+)$)(,+!,1!

9(6(24#!/(+,&():!'$+0(0$)#6!$6!#()*#&!$!9#&:!6#&(,-6!,&!$!6#&(,-6!%&,24#/!U\\[!

$+0!Ya[!%#')(9#4:W7!A,5#9#&;!)5('#!$6!/$+:!9(6(24#!/(+,&():!'$+0(0$)#6!*$9#!

#=%B#0!)*#!%&,24#/!$6!$!9#&:!6#&(,-6!,+#!UZ\[!967!JJ[W7!!

!Source: Black & Hicks (2006a, 2006b).


24/132


Political Realities: Key Patterns

Only 1 in 2 eligible first generation voters who have lived in Canada for 10 years or lessexercised their voting right in the last federal election.

Among second generation Canadians, visible minorities are less likely to vote than non-visible minorities. !

Ethnocultural members are under-represented at the candidate level. They also have afar smaller percentage of elected representatives in various levels of government.

Sources: Black & Hicks (2006a, 2006b), Reitz & Banerjee (2007), Statistics Canada (2003b).

)

ECONOMIC REALITES

!+%$6&'-3))

I#%#+0(+.!,+!)*#(&!',-+)&(#6!,1!,&(.(+!,&!

$+'#6)&:;!#)*+,'-4)-&$4!/#/2#&6!*$9#!

9$&(#0!&$)#6!,1!-+(9#&6():!#0-'$)(,+7!

8*$+36!),!)*#!%,(+)!6:6)#/;!4$+0#0!

(//(.&$+)6!$!/,!4(3#4:!),!$&&(9#!(+!

@$+$0$!5()*!-+(9#&6():!#0-'$)(,+7!g,-+.!

%#,%4#!,1!#)*+,'-4)-&$4!',//-+()(#6;!

*,5#9#&;!*$9#!#=%#&(#+'#0!)/#+0,-6!

0(11('-4)(#6!(+!,-&!%-24('!#0-'$)(,+!6:6)#/7!!

! @$+$0($+!(0#+)6!,1!>&$2;!@*(+#6#;!T$6)!L+0($+;!S(4(%(+,;!G$%$+#6#;!E,$+;!B,-)*!>6($+!$+0!"#6)!>6($+!0#6'#+)!$!)5('#!$6!4(3#4:!$6!)*#!,9#&$44!@$+$0($+!%,%-4$)(,+!),!*$9#!$!-+(9#&6():!0#.#7!!

! @$+$0($+!(0#+)6!,1!@$&(22#$+;!A$()($+;!G$/$('$+!$+0!Q(#)+$/#6#!,&(.(+!$!4#66!4(3#4:!)*$+!)*#!,9#&$44!@$+$0($+!%,%-4$)(,+!),!*$9#!$!-+(9#&6():!0#.#7!!

! >2,-)!V!(+!J!+#5!(//(.&$+)6!UZY7\[W!$&&(9#!(+!@$+$0$!5()*!$!-+(9#&6():!0#.#7!!! f#5!(//(.&$+)6!$!)*#!)(/#6!$6!4(3#4:!$6!@$+$0($+!2,&+!@$+$0($+6!),!*,40!

-+(9#&6():!0#.#67!8*#:!$!2#)5##+!)5,!$+0!)*#!)(/#6!/,!4(3#4:!),!*$9#!

/$6)#&M6!0#.#6!$+0!$2,-)!1,-&!)(/#6!/,!4(3#4:!),!*$9#!0,'),&$)#67!

! >!6(.+(1('$+)!+-/2#&!,1!ENVJ!6)-0#+)6!,1!$+!TBF!2$'3.&,-+0!U2#)5##+!\J[!$+0!_Z[W!0,!+,)!',/%4#)#!)*#(&!*(.*!6'*,,4!#0-'$)(,+7!

!Sources: Alberta Education (1992), Citizenship and Immigration Canada (2006), Gunderson (2004),

Statistics Canada (2007e, 2007f, 2007g, 2007h, 2007i, 2007j, 2007k, 2007l, 2007m, 2007n,2007o, 2007p, 2007r, 2007s), Watt & Roessingh (2001), Zhao, Drew & Murray (2000).


25/132


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1(.-!$+0!),!5,&3!2#:,+0!)*#!)(/#+)!$.#7!f#5!(//(.&$+)6!*$9#!#=%#&(#+'#0!$!5(0#!&$+.#!

,1!#/%4,:/#+)!2$&&(#&67!

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@$+$0$7!

! 8*,-.*!/,6)!(//(.&$+)6!2#)5##+!JY!$+0!ZZ!:#$&6!,1!$.#!U]K[W!'$+!1(+0!

#/%4,:/#+)!,1!6,/#!6,&)!0-&(+.!)*#(&!

1(&6)!)5,!:#$&6!(+!@$+$0$;!,+4:!ZJ[!,1!

)*#/!*$9#!1,-+0!5,&3!(+!)*#(&!(+)#+0#0!,''-%$)(,+67!

! "*#$6!$2,-)!\^[!,1!?BN2,&+!(//(.&$+)6!$+0!\][!,1!`'#$+($+N2,&+!

(//(.&$+)6!U>-6)&$4($;!f#5!h#$4$+0;!#)'7W!

$!#/%4,:#0!(+!)*#(&!,&(.(+$4!

,''-%$)(,+$4!.&,-%6;!)*#!6$/#!'$+!2#!6$(0!

1,&!,+4:!^^[!,1!)*,6#!2,&+!(+!>6($!$+0!)*#!

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@#+)&$4!$+0!B,-)*!>/#&('$7!! >%%&,=(/$)#4:!V!(+!Z!'#+)!(//(.&$+)6!5()*!-+(9#&6():!0#.#6!5,&36!(+!6$4#6!

$+0!6#&9('#!,''-%$)(,+6;!/$3(+.!)*#/!$2,-)!)5('#!$6!4(3#4:!$6!@$+$0($+N2,&+!

(0#+)6!),!2#!(+!)*(6!3(+0!,1!#/%4,:/#+)7!!

! >/,+.!)*#!/,6)!6#&(,-6!0(11('-4)(#6!)*$)!(//(.&$+)6!*$9#!#=%#&(#+'#0!0-&(+.!)*#(&!1(&6)!1,-&!:#$&6!(+!@$+$0$!$!$!4$'3!,1!@$+$0($+!P,2!#=%#&(#+'#;!4$+.-$.#!

%&,24#/6;!4$'3!,1!#/%4,:/#+)!,%%,&)-+()(#6;!$!4$'3!,1!$''#%)$+'#!,1!1,(.+!

O-$4(1('$)(,+6;!$+0!+,!',++#')(,+6!(+!)*#!P,2!/$&3#)7!!

! "*(4#!/,6)!):%#6!,1!#/%4,:/#+)!0(11('-4)(#6!0#'4(+#!,9#&!)(/#;!/$+:!(//(.&$+)6!*$9#!',+)(+-#0!),!#=%#&(#+'#!0(6'&(/(+$)(,+!,&!*$9#!+,)!2##+!$24#!),!1(+0!5,&3!

(+!)*#(&!(+)#+0#0!1(#406!,1!%&$')('#!$1)#&!\!/,+)*6!$+0!2#:,+07!!! T)*+,'-4)-&$4!/#/2#&6;!#6%#'($44:!1,&!)*,6#!1&,/!A$()($+;!>1&('$+;!>&$2!$+0!

"#6)!>6($+!2$'3.&,-+06;!*$9#!/-'*!*(.*#&!&$)#6!,1!-+#/%4,:/#+)!)*$+!)*#!

+$)(,+$4!$9#&$.#7!!

!Sources: Badets and Howatson-Leo (1999), Statistics Canada (2007e, 2007f, 2007g, 2007h, 2007i,

2007j, 2007k, 2007l, 2007m, 2007n, 2007o, 2007p, 2007r, 2007s).


26/132


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! Q(6(24#!/(+,&()(#6!*$9#!$!6(.+(1('$+)4:!4,5#&!4#9#4!,1!(+',/#!)*$+!0,!#)*+('!.&,-%6!,1!T-&,%#$+!,&(.(+7!!

! L//(.&$+)6!.#+#&$44:!'#(9#!4,5#&!#$&+(+.6!2$6#0!,+!#0-'$)(,+!$+0!5,&3!#=%#&(#+'#!)*$+!)*,6#!2,&+!(+!@$+$0$7!!

! F,5!(+',/#!&$)#6!,1!#)*+,'-4)-&$4!.&,-%6!$!.#+#&$44:!*(.*#&!)*$+!)*#!+$)(,+$4!4,5!(+',/#!&$)#!U'-&+)4:!$)!$2,-)!V\[W7!8*,6#!,1!>1&('$+;!>&$2;!A$()($+;!

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+$)(,+$4!&$)#7!

!Sources: Statistics Canada (2003e, 2007e, 2007f, 2007g, 2007h, 2007i, 2007j, 2007k, 2007l, 2007m,

2007n, 2007o, 2007p, 2007r, 2007s), Reitz (2001), Reitz & Banerjee (2007).

!


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! @$+$0$!5,-40!2#+#1()!2:!$)!4#$6)!iV^!2(44(,+!(+!%#&6,+$4!(+',/#!$+0!$+!(+'$6#!,1!ZKK;KKK!#=)&$!5,&3#&6!(+!)*#!4$2,-&!1,&'#!(1!1,(.+N2,&+!5,&3#&6!#+P,:#0!)*#!

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%#&6,+67!!

!Sources: Bloom & Grant (2001), Royal Bank of Canada (2005).

Economic Realities: Key Points

New immigrants are three times as likely as Canadian born Canadians to hold universitydegrees. They are between two and three times more likely to have master !s degreesand about four times more likely to have doctorates.

Between 62% and 74% of ESL students do not complete their high school education. Ethnocultural members are more likely to have lower rates of employment in Canada and

to work beyond the retirement age. Some ethnocultural groups, including those fromHaitian, African, Arab and West Asian backgrounds, have unemployment rates more thandouble the national average.

While 8 in 10 immigrants (80%) find employment of some sort during their first 2 years inCanada, only roughly 1 in 2 (42%) finds a job in their intended occupation.

Immigrants often experience a wide range of barriers, including: a lack of Canadian workexperience, a lack of connections in the job market, a lack of acceptance or recognitionof their foreign work experience or qualifications, and language problems.!

Many ethnocultural groups have average income levels 6.8% to 33.6% (or $2,027 to$9,987) lower than the national average income level ($29,769 for Canadians 15 yearsplus).

The income gap between visible and non-visible minorities is about $9,581. Recent immigrants with university degrees earn 31% less than those born in Canada. Many ethnocultural groups, including those of African, Arab, Haitian, Korean, and West

Asian descent, have low income rates more than double the national low income rate. ! Canada would benefit by at least $13 billion in personal income and an increase of

400,000 extra workers in the labour force if foreign-born workers enjoyed the same

likelihood of employment at the same average income as Canadian born persons.

Sources: Alberta Education (1992), Bloom & Grant (2001),!Citizenship and Immigration Canada(2006), Gunderson (2004), Statistics Canada (2003e, 2007e, 2007f, 2007g, 2007h, 2007i, 2007j,2007k, 2007l, 2007m, 2007n, 2007o, 2007p, 2007r, 2007s), Reitz (2001)j, Reitz & Banerjee(2007),!Watt & Roessingh (2001), Zhao, Drew & Murray (2000).!

!


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LEGISLATIVE FRAMEWORKS

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ADVANTAGES OF DIVERSITY

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Recommended On-Line Resources

Many public and academic institutions offer abundant on-line publications of research studiesrelated to ethnocultural populations in Canada in the social, economic and political arenas. Theirwebsites also often provide links to useful resources. Also, most universities and local librariesoffer access to on-line data bases. Please consult with your local libraries. The following aresome selected on-line resources.

Statistics Canada: http://www.statscan.ca/menu-en.htm Look for publications, analytical studies, summary tables, community profiles, census, andon-line catalogue.

Canadian Heritage: http://www.pch.gc.caLook for publications and subjects.

Citizenship and Immigration Canada: http://www.cic.gc.ca

Look for publications, research and statistics.

Government of Canada:http://www.canada.gc.ca/home.html Look for publications and reports (by topic, departments and agencies, online library, etc.)

Canada Metropolis: http://canada.metropolis.net/index_e.html Look for publications, centres of excellence for research on immigration and diversity, andvirtual libraries.

Canadian Race Relations Foundations: http://www.crr.caLook for publications and issues.

Coalition for Equal Access to Education: http://www.eslaction.comLook for publications and resources.

Conference Board of Canada: http://www.conferenceboard.ca Look for knowledge areas, e-data and e-library.

Institute for Research on Pubic Policy: http://www.irpp.orgLook for publications, research and hot links.

Google Scholar: http://scholar.google.ca Enter key words for academic publications.

!!

!


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SUGGESTED EXERCISE

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Part II: Conceptual Grounding 27!

!PART II:

CONCEPTUAL GROUNDINGCultureCultural Competence

Cultural Competence ContinuumFoundational Principles

Cultural Competence ProcessEnabling Factors to Cultural Competence Process

Dealing With ResistanceCulturally Competent Organization Overview

Suggested Exercise

!


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CULTURAL COMPETENCE

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CULTURAL COMPETENCE CONTINUUM

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Cultural Blindness

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Some Indicators of Cultural Pre-Competence

An organization at the cultural pre-competence stage may: Experiment with new services; Hire some front-line staff of diverse cultural backgrounds; Explore some new strategies to reach out to people of diverse cultural backgrounds - but

without concrete support in place to provide culturally responsive services; Ensure availability of some basic cultural sensitivity training for staff and board

members; and Conduct need assessments of cultural groups- without concrete follow up strategies.

!

Cultural Competence

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FOUNDATIONAL PRINCIPLES

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Analyze

Prepare

Plan

Act

Evaluate

Monitor

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Figure 3: Cultural Competence Process.

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!

Recommended Resources

Case, D. D. (1990). The Community!s Toolbox: The Idea, Methods, and Tools forParticipatory Assessment, Monitoring and Evaluation in Community Forestry. Rome,Italy: Food and Agriculture Organization of the United Nations. Available athttp://www.fao.org/docrep/x5307e/x5307e00.HTM This resource offers creative ideas to develop, implement, monitor and evaluate projectsand initiatives.

Canadian Evaluation Society!s website: http://www.evaluationcanada.ca This website provides many excellent resources for evaluation theory and practice.

American Evaluation Association!s website: http://www.eval.org/Resources/onlinehbtxt.aspThis website serves as a gateway to many excellent websites that deal with variousmethodologies of evaluation.

Canadian Outcome Research Institute!s website:http://www.hmrp.net/canadianoutcomesinstitute/HMRP.htm .This organization offers the Hull Outcomes Monitoring and Evaluation Systems(HOMES) to assist organizations with their outcome focused evaluation.

!

ENABLING FACTORS TO CULTURAL COMPETENCEPROCESS

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Leadership

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Resources

Multi-stakeholder

InvolvementAccountability

Scope

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Phase IPreparation

Next Cycle

Figure 4: Enabling Factors to Cultural Competence Process.)

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DEALING WITH RESISTANCE

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Manageme

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CulturallyCompetentOrganization

Board Membership

Board Process & Functions

Governance Policy

Development

Research, Information Managementand Communication

Human Resources Management

Financial Development and Management

Business Plan Development

Administrative Regulations & Procedures

Management & AdministrationPersonnel

Delivery of Services

Service Developmentand Standards

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Figure 5: A culturally competent organization.

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!Figure 6: Overview of a culturally competent organization.

Administrative Regulations &

Procedures

The organization addresses cultural

diversity and competence in:

Development of administrative

regulations and procedures; and

Key administrative areas,

including: human resources

management, financial

development and management,

research, information and

communication, community

relations, service developmentand standards and delivery ofservices.

Business Plan Development



Planning process;

All aspects of business plandevelopment, includingidentification of opportunities,

selection of service models,

business operations, evaluationand financial planning.

Management & Administration

Personnel

The organization ensures cultural

diversity and competence among the

members of the management and

administration teams through:

Recruitment and hiring;

Assignment of responsibilities;

and Accountability measures.

Human Resources ManagementThe organization addresses cultural


Recruitment and selection of

personnel;

Personnel retention;

Professional development and

training;

Assignment of employee

responsibilities;

Supervision and performance

appraisal;

Volunteer management; and Complaints process and conflict

resolution.

Financial Development &

Management



Development and

implementation of fund

development plan; Development of operating

budget; and

A llocation of resources for

programs and services.

Research, Information Management

and Communication



Research and use of information

to guid e decision making and

practice;

Management of information; and All forms of communication.

Service Development & Standards



Development of service

standards;

Development of services,

including assessment; setting of

goals and objectives,development of program

activities, resource allocation, andevaluation.

Delivery of Services


diversity and competence in all

aspects of service delivery, including:

Preparation and outreach;

Assessment;

Planning;

Promotion of services;

Service provision; and Evaluation.

Board Process & Functions



Styles of governance;

Development of organizations

vision, mission and values;

Organizational planning; Resource management;

Selection of chief executive

director; and

Community relations .

Governance Policy DevelopmentThe organization addresses culturaldiversity and competence in:

Policy development process; and

Key governance policies, including:

board structure and responsibilities,

organizational planning, committee

work, resource management,

organizational accountability,selection of executive director and

conflict resolution.

Board Membership



Qualifications of board members;

Recruitment and screening of new

board members;

Board orientation anddevelopment; and

Board responsibilities andaccountability .

Manageme

nt

Gov

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CulturallyCompetentOrganization


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SUGGESTED EXERCISE

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)

PART III:

CULTURAL COMPETENCEINSTRUMENT

StructurePurpose

Support, Coordination and Reporting MechanismsTool 1: Board Membership

Tool 2: Board Processes and FunctionsTool 3: Governance Policy Development

Tool 4: Management and Administration Team

Tool 5: Administrative Regulations and ProceduresTool 6: Business Plan Development

Tool 7: Human Resources ManagementTool 8: Financial Development and Management

Tool 9: Research, Information Management and CommunicationTool 10: Community Outreach, Partnership and Advocacy

Tool 11: Service Development and StandardsTool 12: Delivery of Services

Tool 13: Summaries and Next Steps

!


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Part III: Cultural Competence Instrument 53!

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PURPOSE

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SUPPORT, COORDINATION AND REPORTINGMECHANISMS

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TOOL 1: BOARD MEMBERSHIP

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TOOL 2: BOARD PROCESSES AND FUNCTIONS

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TOOL 3: GOVERNANCE POLICY DEVELOPMENT

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Recommended Resources

Cooper, M. (2006). Pathways to Change: Facilitating the Full Participation of DiversityGroups in Canadian Society. Calgary: Alberta Community Development, Human Rights

and Citizenship and Canadian Heritage. Available at:http://tprc.alberta.ca/educationfund/priorities/docs/P2CBACKGROUND.pdf This excellent resource supports organizations to facilitate full participation of diversitygroups in Canadian society through initiatives and activities related to organizational andcommunity capacity, civic participation and full civic engagement, public education andawareness and institutional change.

Centre Point:http://www.thecentrepoint.ca/today/index.html This website offers various services and resources related to governance.

Free Management Library:http://www.managementhelp.org This website is an excellent gateway to many resources that address various aspects of

human service management.

Institute on Governance:http://www.iog.ca/This website provides information and tools related to board governance.

Lopes, T. & Thomas, B. (2006). Dancing on Live Embers. Toronto: Between the Lines.This outstanding book examines how racism manifests itself in organizational life. It furtherhighlights best practices and provides practical tools for racial equity work.

Volunteer Canada and Volunteer Calgary: http://volunteer.ca and http://volunteercalgary.ab.caThese websites offer many useful publications related to cultural diversity and human servicemanagement.

Wild Rose Foundation: http://www.wildrosefoundation.ca/bdp/default.aspx This website provides practical resources for board development.

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TOOL 4: MANAGEMENT AND ADMINISTRATION TEAM

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TOOL 5: ADMINISTRATIVE REGULATIONS ANDPROCEDURES

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TOOL 6: BUSINESS PLAN DEVELOPMENT

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TOOL 7: HUMAN RESOURCES MANAGEMENT

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TOOL 8: FINANCIAL DEVELOPMENT ANDMANAGEMENT

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TOOL 9: RESEARCH, INFORMATION MANAGEMENTAND COMMUNICATION

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TOOL 11: SERVICE DEVELOPMENT AND STANDARDS

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TOOL 12: DELIVERY OF SERVICES

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Cultural Competence Guide-Condensed

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