Cultural & Linguistic Competency in the Workforce

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Cultural Linguistic Competency in the
Workforce Developing Cross Cultural
Communication Skills
Presentation Workshop CLC Steering Committee
Members Deborah A. Elliott, MSSW, Eastern State
Hospital Nhat Nguyen, MSW, Fairfax Falls Church
CSB Competent C.A.R.E. Culturally Appropriate
and Respectfully Engaging Tuesday, May 4,
2010 Glen Allen, Virginia
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Question of the Day

• Why is yogurt good for you?

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• Reference Pires, S.A., (n.d).

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Developing Cross Cultural Communication Skills

• Introduction
• Breadth
• Learning Outcomes
• Working Definitions
• Depth
• Changing Face of America Demographics
• Scope of Working Definitions
• Six Principles of Effective and
• Successful Organizational
• Cultural Competency Initiatives
• Application
• Theory in action - Group activity
• Workshop Evaluation

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Learning Outcomes

• Individual improved cultural communication,
  awareness of cultural differences, cultural
  competency (e.g., knowledge and understanding).
• Developed a capacity to avoid misunderstandings
  based on cultural differences and methods for
  managing relationships (adapted from Buckler,
  n.d).
• Improved ability to work with others as an
  effective and productive team player.
• An improved understanding of current population
  trends and the impact on professional and
  personal objectives (Adapted from Buckler, n.d).
• Better understanding of self (e.g., identity,
  intrinsic).
• 
  Individually measured

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Cross-Cultural Communication 1 Working
Definitions
Note Figure adapted for reference Activity 6
Self-reflective activity (1).( n.d).
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Cross-Cultural Communication 2Building the
capacity for individual and organizational
cultural competency is unique in concept and
application. It is important to choose the best
direction to achieve an effective end. What
factors do individual team players need to
consider when working together?
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Cross-Cultural Communication 3Organizational
Reference Pires, S.A., (n.d).
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Cross-Cultural Communication 4
Organizational Policy and Planning
Reference Pires, S.A., (n.d). .
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Cross-Cultural Communication 5. Managers
Reference Pires, S.A., (n.d). .
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Cross-Cultural Communication 6Working with
Others
Reference Pires, S.A., (n.d). .
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Cultural Competence Continuum
Sensitivity
Competence
Ignorance
Awareness
Understanding
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Ignorance Is

• the state or fact of being ignorant lack of
  knowledge, education, or awareness

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Changing Face of the United States

• Changing demographic
• Aging baby boomers
• Growth of racial and ethnic minority groups to
  overtake non-Hispanic White population within the
  next 45 years
• By 2015, non-Hispanic Whites will be primarily
  elderly population
• By 2050, racial and ethnic minority group will
  account for 90 of the total population growth

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Cultural Awareness
being cognizant, observant, and conscious of
similarities and differences among cultural groups
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Cultural Sensitivity is.

• the ability to adjust ones perceptions,
  behaviors, and practice styles to effectively
  meet the needs of different ethnic or racial
  groups

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Cultural Competence

• Have a defined set of values and principles, and
  demonstrate behaviors, attitudes, policies and
  structures that enable them to work effectively
  cross-culturally
• Have the capacity to
• value diversity,
• conduct self-assessment,
• manage the dynamics of difference,
• acquire and institutionalize cultural knowledge
  and
• adapt to diversity and the cultural contexts of
  the communities they serve
• Incorporate the above in all aspects of policy
  making, administration, practice, service
  delivery and involve systematically consumers,
  key stakeholders and communities
• Reference DBHDS, 2008

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Working Definition

• Cultural competence is a developmental process
  that evolves over an extended period
• Both individuals and organizations are at various
  levels of awareness, knowledge and skills along
  the cultural competence continuum
• (Adapted from Cross et al., 1989)
• Culture links individual identities to collective
  ones

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Depth Six Principles of Effective and
Successful Organizational Cultural Competency
Initiatives

• Community representation and feedback at all
  stages of implementation
• Cultural competency must be integrated into all
  existing systems of a health care organization
• Changes made should be manageable, measurable,
  and sustainable
• Making the business case for undertaking cultural
  competency initiatives is critical for long-term
  sustainability
• Commitment from leadership is a key factor to
  success
• Ongoing staff training is crucial

Source Wu and Martinez, (2006).
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Key Point Conflict

• Conflict is neither good nor bad
• Conflict is inevitable
• Conflict does not have to result in winners and
  losers

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Definition of Conflict

• Competition by groups or individuals over
  incompatible goals, scarce resources, or the
  sources of power needed to acquire them
• Competition is also determined by individuals
  perceptions
• Disagreement through which the parties involved
  perceive a threat to their needs, interests or
  concerns

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Perception
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Perception
You saw a couple in an intimate love position,
right? Interestingly, research has shown that
young children cannot identify the intimate
couple because they do not have prior memory
associated with such a scenario. What they will
see, however, is nine (small black) dolphins in
the picture! So, I guess we've already proven
you're not a young innocent child. Now, if it's
hard for you to find the dolphins within 6
seconds, your mind is SO corrupted that you
probably need help! OK, here's help look at the
space between her right arm and her head, the
tail is on her neck, follow it up. Look at her
left hip, follow the shaded part down, it's
another one, and on his shoulder..
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Iceberg A Cultural Metaphor

• Visible Part
• Ways of life
• Laws and customs
• Institutions
• Rituals
• Language
• Hidden Part
• Norms
• Roles
• Ideologies
• Beliefs
• Philosophy
• Values
• Tastes
• Attitudes
• Assumptions
• Expectations
• Myths

-------------------------------------
-------------------------------------
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Cultural Identities

• Culture contains shared characteristics, traits,
  symbols
• Culture emotionally binds collective identity to
  individual identity
• Culture defines potential boundaries between
  social group

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Culture

• An interconnected way ofsharing with others that
  gives a sense of belonging
• Culture flows through our lives like underground
  rivers, powerfully nurturing, potently
  influencing and sometimes dividing (Source
  LeBaron, 2003).

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Stages of Development of Intercultural Sensitivity
Integration
Adaptation
Acceptance
Minimization
Defense
Denial
1
2
3
4
5
6
Ethnocentric Stages
Ethno-Relative Stages
Of resistance
To openness
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What is it?

• It is concept that describes a development in an
  individual of the ability to differentiation
  cultural forms
• Goal Develop intercultural sensitivity or
  inter-cultural competence by creating learners
  capable of transcending traditional
  ethno-centrism and become ethno-relative
• Assumption 1 Individuals are capable of
  personal growth
• Assumption 2 Intercultural sensitivity involves
  the creation and increasing differentiation of
  cultural categories
• Assumption 3 The way people culturally
  construct their experiences and interpret their
  world, or their reality, represents their
  worldview

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Intercultural SensitivityDenial

• An individual in the state of denial doesnt
  consider the other as relevant
• Bennett as the result of two pre-conditions
  explains how someone could have such
  underdeveloped categories of difference
  Separation and Isolation
• Denial is more a naiveté than negativity, but it
  can devolve into violence, if threatened with
  abrupt change
• Denial cant be experienced by the oppressed,
  since they are being denied. Denial may be said
  to be the luxury of the dominant

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Intercultural Sensitivity Defense

• In this stage of cultural sensitivity, specific
  cultural differences are perceived as threatening
  to ones sense of reality or identity.
  Difference is overtly acknowledged hence this is
  a development in intercultural sensitivity over
  denial. One is now aware of others, but this
  awareness produces an effort to fight the
  differences in order to preserve ones worldview,
  privileges or way of life
• Defensiveness takes three forms Denigration
  Superiority and Reversal. These forms are not
  mutually exclusive and came be seen interacting
  in individuals
• The defense stage typically carries a heavy
  affective or emotional baggage with it. The
  negativity inherent in these three modes of
  defensiveness, suggest that affectively,
  hostility, fear, pride, and anger accompany these
  cultural constructions of difference

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Intercultural Sensitivity Minimization

• In this stage of ethnocentrism, cultural
  differences are perceived not as threatening, but
  as trivial. Instead, cultural similarities are
  held to be central. The strategy here is to take
  a position that human similarities are more
  profound than cultural differences
• Minimization takes two forms, physical
  universalism and transcendent universalism
• The affective state of minimization is benign
  sensitivity and naiveté

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Intercultural Sensitivity Acceptance

• In acceptance difference is acknowledged and
  respected. It is a necessary and preferable human
  condition. The individual respects culturally
  different behavior
• In acceptance difference is respected as it
  relates to culturally different values. One
  recognizes different worldviews and assumptions
  underlying culturally variant behaviors
• The affective state accompanying these acceptance
  constructs might be said to represent the idea of
  live and let live, or comfort with difference

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Intercultural Sensitivity Adaptation

• What are the skills needed for effective relating
  to and communication with people of other
  cultures? These are additive skills. They are
  added on top of the way you perceive your
  cultural identity
• One skill is empathy, the ability to experience
  reality differently than by ones own culture
• A second skill is pluralism Pluralism here
  means internalizing multiple frames of reference.
  Those who live cross culturally live in a manner
  in which cultural difference is intrinsic to the
  self. One can speak of a bicultural identity
• The affective state associated with adaptation is
  competence born of the useful skills one has as
  an intercultural communicant

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Intercultural Sensitivity Integration

• In this stage of intercultural sensitivity, the
  individual transcends their indigenous culture.
  They become a multicultural person
• Bennett identifies two forms of integration
  contextual evaluation and constructive
  marginality
• A fully integrated individual would not have to
  think of what would be appropriate in
  intercultural circumstances. Their behavior and
  conversation would reflect comfortable and
  natural interaction with others

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Cognitive and Affective Responses to Ethnocentric
Stages
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Cross-Cultural Conflict

• Occurs cross boundaries
• Cognitive
• Perceptual
• Occurs between individuals or social groups that
  are separated by cultural boundaries
• Individuals within the same society are potential
  members of many different groups, organized in
  different ways by different criteria (i.e.
  subcultures)
• Cross-cultural conflicts may occur simultaneously
  at many different levels

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Sources of Cultural Conflict

• Cultural differences
• Pressure to assimilate
• Power imbalance
• Competing values
• Short-term pressures versus long-term pressure
• Differing perceptions, values, cultural norms
• Ambiguous jurisdictions lack of clarity
  competition for limited resources

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Cultural Conflict Chosen Trauma

• Chosen Trauma by Vamik Volkan
• Refer to experiences of great hurt or
  victimization by others that are part of a
  groups historical memory
• Symbolizes groups tremendous threat, fear, pain
  and feelings of hopelessness
• Slavery, Holocaust
• Possible responses to psychological trauma
• Agnostic, reactive aggression towards self and
  others

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Dealing with Different Languages at Work

• Assumptions that cause confusion
• Theyre talking about me
• They dont want to learn English
• They know English, they just dont want to use it

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Recognizing Responses to Conflict

• Emotional responses
• Feelings we experience
• Ranging from anger to fear to despair and
  confusion
• Emotional responses are often misunderstood
• Differing emotional responses are confusing and
  at times, threatening

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Recognizing Responses to Conflict

• Cognitive responses
• Ideas and thoughts about the conflict
• Present as inner voices or internal observers
• Through sub-vocalization (self-talk) we come to
  understand these cognitive responses
• Differing cognitive responses contribute to
  emotional and behavioral responses
• Creating negative or positive feedback loops

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Recognizing Responses to Conflict

• Physical responses
• Ability to meet our needs in the conflict
• Heighten stress, bodily tension, increased
  perspiration, tunnel vision, shallow or
  accelerated breathing, nausea, and rapid
  heartbeat
• Manage responses through stress management to
  regulate physical response which helps manage
  emotional response

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Resolving Conflicting Needs

• Recognition of differing needs
• Examine differing needs in an environment of
  compassionate understanding
• Creates pathways to creative problem solving,
  team building, and improved relationships
• Quick and painless resolution of conflicts will
  foster mutual trust

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Four Key Conflict Resolution Skills

• Quickly Relieve Stress
• Recognize and manage ones own emotions
• Improve nonverbal communication skills
• Use humor and play to deal with challenges

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Tips for Managing and Resolving Conflicts

• Make the relationship the priority
• Focus on the present
• Pick your battles
• Be willing to forgive
• Know when to let something go

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Listen to Resolution

• Listen to the feelings and not just the words
• Listening tips
• Listen to the reasons the other person gives for
  being upset
• Make sure you understand what the other person is
  telling you from his or her point of view

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Listen to Resolution (continued)

• Repeat the other persons words, and ask if you
  have understood correctly
• Ask if anything remains unspoken, giving the
  person time to think before answering
• Resist the temptation to interject your own point
  of view until the other person has said
  everything he or she wants to say and feels that
  you have listened to and understood his or her
  message

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Emotional Intelligence

• Skill 1 Quick Stress Relief
• Skill 2 Emotional Awareness
• Skill 3 Nonverbal Communication
• Skill 4 Playful Communication
• Skill 5 Conflict Resolution

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Diversity in TEAMS

• Increased diversity in teams
• Age, gender, race, language, nationality, etc.
• Other cultural differences may also influence the
  way conflict is addressed

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Cultural Dimensions

• Individualistic Culture
• High value on autonomy, initiative, creativity,
  and authority in decision making
• Individual interests supersede group interests
• Any group commitment is a function of a perceived
  self-benefit
• Conflict is inevitable and should not be
  perceived with shame

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Cultural Dimensions

• Collectivist Culture
• High value on group above individual
• Group conformity and commitment is maintained at
  the expense of personal interests
• Harmony, getting along and maintaining face are
  seen as crucial
• Conflicts are avoided
• Exists everywhere in the world except in USA,
  Canada, Western Europe, Australia, and New Zealand

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Together Each Accomplishes More

• KEY Belief Through Interdependency of the
  parts greater productivity is achieved by the
  whole
• Teams fail when they are unable to overcome
  conflicts

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Team Dynamics

• Successful teams
• Develop culturally distinct pathways to
  communicate, problem solve, make decisions, and
  resolve conflict
• ORMING
• Forming
• Storming
• Norming
• Performing
• Develop within a context
• Social
• Political
• Economical

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Team Dynamics within Conflict

• Power differential
• Expectations of power is different
• North American teams
• Be comfortable dealing with conflict
• Be committed to resolving disputes close to the
  source
• Resolve disputes based on interests before rights
  and power
• Learn from experience with conflicts
• Reference Cutcher-Gershenfeld,
  J. and Kochan T.A.,(1997).

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Conflict Resolutions Among Cultural Dimensions

• Collectivist culture
• Resolve conflict internally rather than bringing
  in an mediator or outside
• Mediators facilitate, counsel, and advise to
  restore harmony
• Individualist culture
• Resolve conflict with an impartial outsider or
  external mediator
• Mediators evaluate strength and weakness to
  process a resolution

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Cultural Influence in Communication StyleS

• Direct v. Indirect
• Linear v. Circular
• Attached v. Detached
• Concrete v. Abstract

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Communicating with Limited-English Speaking
Individuals

• Make it visual Use pictures, diagrams, etc.
• Show-and-Tell Demonstrate process
• Use their language Written translations of
  signs, instructions, etc.
• Slow down Watch your pace pause more often

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Communicating with Limited-English Speaking
Individuals (Continued)

• Keep it simple Leave out jargon and expressions
• Say it again repeat when non-verbals indicate
  confusion
• Get help Interpreters, bilingual staff
• Walk in their shoes Think about how you would
  feel in their situation

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Interest-Based Relational Approach

• Make sure that good relationships are the first
  priority
• Keep people and problems separate
• Pay attention to the interests that are being
  present

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Interest-Based Relational Approach

• Listen first talk second
• Set out the Facts
• Explore options together
• Hint Keep discussions positive and constructive

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Team Approach to Conflict Prevention and
Resolution

• Know yourself and your own culture
• Learn others expectations
• Check your assumptions
• When in Romeask questions
• Listen
• Consider the Platinum rule
• All conflict is multi-cultural

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Question of the Day

• Why is yogurt good for you?

Yogurt is good for you because it has live
cultures.
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• Application Activity
• Developing Cross-Cultural Communication Skills
• Intercultural Communication
• This is an opportunity to apply what you have
  learned.
• You are expected to share your feelings in a
  honest and respectful manner.
• Utilize all presentation information as
  appropriate particularly those marked 1 through
  6.
• Reference Activity 8 Intercultural
  communication via group work.
  (n.d.).

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References

• Activity 6 Self-reflective activity (1).
  (n.d.). Retrieved from
• www.altcexchange.edu.au/system/files/Understandin
  g20activities.pdf
• Activity 8 Intercultural communication via group
  work.(n.d.). Retrieved from
• www.altcexchange.edu.au/system/files/Understandin
  g20activities.pdf
• Amrheim, C., Brandshagen, W., Kiffer, J.,
  Underwood, L. (2009). Cultural sensitivity in
  diverse communities. Retrieved from
  www.consensusproject.org/bja-ta...ta.../Cultural_C
  ompetency_Panel.ppt
• Avruch, K. (1998). Conflict resolution
  Cross-cultural conflict. Retrieved from
• www.eolss.net/ebooks/Sample20Chapters/C14/E1-40-
  01-01.pdf
• Bennett, M.J.(1993). Towards ethnorelativism A
  development model of intercultural sensitivity in
  education for the intercultural experience.
  Yarmouth Maine Intercultural Press.
• Brown, T.(n.d.). The changing face of the United
  States. Retrieved from www.DiversityTrends.com
• Buckler, C. (n.d.). Module 3 Cross-cultural
  communication. Retrieved from
• www.ookpik.org/pdf/cross_cultural_coms.pdf

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References

• Ford, J. ( 2001). Cross cultural conflict
  resolution in teams. Retrieved from
  www.mediate.com/articles/ford5.cfm
• International Federation of University Women
  (2001). Workshop on conflict resolution
  Facilitators guide. Retrieved from
  www.ifuw.org/training/pdf/conflict-facilitator-200
  1.pdf
• LeBaron, M.(2003). Bridging cultural conflicts
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  Francisco, California Jossey-Bass.
• Managing conflict A guide for watershed
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