1/9/18
1
Year1:Organization-wideImplementation
Day4:OrganizationalWorkforce&IntegratingCulturalResponsiveness
Purpose
• Refiningouractionplans&data-baseddecisionmaking
• Organizationalworkforcestrategies• Culturalawarenessandcompetence
1/9/18
2
TeamTrainingDays2&3
• FormanOrganization-WideTeamThatRepresentsAllStakeholders
• AssessReadinessandBuyin• CompleteaSelf-Assessment• CreateanActionPlan• UseDataforDecisionMaking• MakeChangestoImproveOutcomes
ActionPlanningAlignedwithOutcomeStatements
1/9/18
3
Day2ActivitiesCreatedYourVision
– WhereYouAreNow– Future
IdentifiedOutcomeStatements– PeopleWhoReceiveServices– Employees/Staff– Organization– Community
UsedBackwardPlanninginOneOutcomeStatementinEachArea
Day3ActivitiesPositiveBehaviorSupport
1. PromotePositiveSocialInteractions
2. DesignPositive,Proactive,PredictableEnvironments
3. EstablishData-basedDecisionMakingSystems
4. ConsistentResponsetoProblems
5. BuildCapacityforIndividualizedPBS
1/9/18
4
RefiningandReviewing
OutcomeStatements• WriteConcreteSentencesReflectingHowThingsAre,intheFuture
• CanSomeoneReadStatementsandImmediatelyUnderstandWhatitMeans?
• IfSomeoneHasBeenGoneaLongTime,CanS/HeReadtheOutcomeStatementsandUnderstandtheVisionforEachArea?
ExampleofOutcomeStatementsForPeopleWhoReceiveSupport• Peoplewhoreceivesupportfeelrespect,acceptance,andvalueinthecommunity.
• Peoplewhoreceivesupportdrivetheirplansandservices.
ForEmployees/Staff• Staffunderstandpersoncenteredthinkingareareworkingfor/withthepersonreceivingsupports.
• Stafffeelvaluedandwanttoworkatthisorganization.
1/9/18
5
ExampleofOutcomesStatements
ForEmployees/Staff• Staffunderstandpersoncenteredthinkingareareworkingfor/withthepersonreceivingsupports.
• StafffeelvaluedandwanttoworkatSSI.FortheOrganization• SSLwillmatchstaffwithpersonreceivingsupports.
• Organizationwillrestructurethewayservicesandsupportsareprovided.
HennepinCountyActionPlanExample
1/9/18
6
ReviewingOurActionPlans
• DoOurCurrentActionsAddressOurOutcomeStatements?
• AreWeMissingSomeImportantPriorities?• WhatActionsMayNeedaLaterDueDate?
– DoableforThisYear– ProbablyaLonger-TermGoal
• HaveWeSharedtheVisionActivityWithStaff?
StrategiesForGatheringFeedback
• AskStaffandOtherStakeholderstoReviewandAddtoOutcomeStatements
• ScheduleTimetoShareInformation– TeamMembersMayShare– ScheduledStaffMeeting– Event
• AskWhatPrioritiesShouldbeAddressed• CreateaShortDescriptionandInviteFeedback
1/9/18
7
ActivityActionPlanning&CoachesConnect
• CoachesandPBSFacilitatorstoShareWhatTheyAreLearning
• RefineOutcomeStatements(IfNeeded)• ReviewActionPlanssoFarasaTeam
– AssessWhichOutcomeStatementsEachActionAddresses
– AreTherePriorityAreasinOutcomeStatementsThattheTeamThinksShouldbeAdded?
• DiscussHowtoGatherFeedbackFromEveryoneinOrganization
IfYouFinishtheOutcomeStatementActivity:CompleteMNTeamChecklist
Items1-20
(NOTE:ThereisTimeattheEndofTheDaytoCompleteThisIfYouRun
OutofTime)
1/9/18
8
Self-Assessment&ActionPlanning
OrganizationalWorkforce
Organizational WorkforceDevelopmentPositiveBehaviorSupport
UniversalStage• AlignPoliciestoPerson-CenteredPractices• ReviseJobDescriptions,andPerformanceEvaluations• IntegratePracticesintoOnboarding&OngoingTraining• UseDataforDecisionMaking
SecondaryStage• MonitoringandEarlyIntervention• TrainingTargetedforGroupsofStaff• TargetedStrategiestoImproveSpecificSettings• SimpleProblemSolvingforChallengingSituations
TertiaryStage• TailorProblemSolvingforSpecificProblematicSituations• IndividualizedTrainingandMentoringinUniqueSettings• ImproveSupervisionandMentoringforLocationsExperiencingChallenges
• EstablishMatching/HiringTailoredtoIndividualizedPlansOrganizationalWorkforce
ImplementingMulti-TieredSystemsofSupport
Person-CenteredPractices&Planning
1/9/18
9
Organizational WorkforceDevelopment
PositiveBehaviorSupport
UniversalStage• AlignPoliciestoPerson-CenteredPractices• ReviseJobDescriptions,andPerformanceEvaluations• IntegratePracticesintoOnboarding&OngoingTraining• UseDataforDecisionMaking
SecondaryStage• MonitoringandEarlyIntervention• TrainingTargetedforGroups• TargetedStrategiestoImproveSpecificSettings• SimpleProblemSolvingforChallengingSituationsThatOccurinMoreThanOneSituation
TertiaryStage• TailorProblemSolvingforSpecificProblematicSituations• IndividualizeTrainingandMentoringtoAddressUniqueSettingsWhereProblemsOccur
• ImproveSupervisionandMentoringforLocationsExperiencingChallenges
• EstablishMatching/HiringTailoredtoIndividualizedPlans OrganizationalWorkforce
ImplementingMulti-TieredSystemsofSupport
PersonCenteredPractices&Planning
Year1
WorkforceDevelopment
• Strategiesandapproachesthat:– IncreaseVisibilityandDesirabilityofPositions– IncreaseViablePoolofCandidates– ImproveIndividualEmployee,Team,and/orOrganizationalPerformance
– ImproveSatisfaction,Safety,Tenure,andMoraleofEmployees
1/9/18
10
WorkforceDevelopment(Continued)
– Strategiesandapproachesthat:• Improvesatisfaction,safety,inclusion,opportunity,meaningfuloutcomesofpeoplesupported
• Improvepositiveretention(goodpeoplestayandaresatisfied)
• Supportpositiveturnoverpractices(promotion/successionofdesirableemployees)
SustainedU.S.WorkforceChallenges
• HighTurnover(40-50%)– ManyLeaveEarlyWithinFirst3-6Months– VacancyRatesHoverAround20%– OvertimeCostsareHigh
• LowWages– “Roughly”$10.00-$11.00/Hour
• PoorAccesstoandUtilizationofBenefits• LimitedAccesstoAdequateTrainingand
Education• IncreasinglyAbsentorIneffectiveSupervision• StatusandImage
1/9/18
11
1/9/18
12
CommonWorkforceConditions
28%-70%DSPAnnualTurnoverRate
LowWages
MeagerBenefits
PhysicalChallenges(HighInjury
Rate)
HighAccountabilityforActions
IsolationatWork
LackofaCareerLadder
InsufficientTrainingand
TurnoverinDirectSupportProvidersWhoWorkWithPeoplewithDisabilities:
WagesAren’ttheOnlyIssue
• Of all Staff Who Leave• 45% Leave in First
6 Months• 23% Leave
Between 6-12 Months
• 15% of New Hires Fired in the First Year
• Reasons for Leaving• Co-Workers• Pay or Benefits• Supervisors
• NewHiresWhoStayed12+Months• MoreLikelytoHear
AbouttheJobfrom“InsideSources”
• ThoughtPromotionsWereLikely
• MoreCommittedandMoreSatisfiedAfter30Days
• FewerUnmetExpectations
Larson, Lakin, Bruininks, 1998
1/9/18
13
Strategies• RecruitmentandMarketing• SelectionandHiring• RJPs• PerformanceManagement• EmployeeParticipation• Rewards/Recognition/Support• Wagesandbenefits
ExamplesofRecruitmentSources
InsideSources:CurrentEmployees• PeopleReceivingServices
andtheirFamiliesorFriends
• Volunteers• StaffFriends• ServiceCoordinatorsor
CaseManagers• BoardMembers
OutsideSources:• NewspaperAdvertisements• InternetAds• FliersRegardingOpen
Positions• JobBoardsandPlacement
OfficesinHighSchoolsandColleges
1/9/18
14
SelectingtheBestCandidates
TheprocessUsedtoAssureaGoodMatchBetween…
• TheAPPLICANT…withtheRight• CompetenciesandSkills• AttitudesandValues• InterestinandCommitmenttodotheJob
• TheORGANIZATION…Withits• JobRequirementsandExpectations• CultureandClimate• InvestmentwithEmployees
RealisticJobPreviews
Present Non-Distorted information to Job Applicants • About the Job • About the Organization• And Before a Job Offer has
been Made
1/9/18
15
WhyUseRealisticJobPreviews(RJP’s)?
• RJP’sImproveRetentionRatesby9%- 17%
• RJP’sIncreaseRetentionofWorkers– 12%forAgencieswithAnnualRetentionRatesof50%,and
– 24%forAgencieswithAnnualRetentionRatesof20%
RealisticJobPreview(RJP)PhotoScrapbooks
g
1/9/18
16
Data-DrivenDecision-Making
• Decidehowyouwillknowyouaresucceeding
• Findtherightmeasure:– Focusedontherightthings
– Reliable/helpful– Do-able(nottoocomplex-justenough)
• UseIttoguidenextsteps
KeyDatainWorkforce
• Turnover,Vacancy,andTenure• EmployeeSatisfaction• ExitInterviews• PerformanceMeasures(JobReviews,WorkObservations)
• OutcomesforPeopleSupported• SatisfactionofPeopleSupportedandFamily• IncidentReports(Identify:Training,Resources,etc.)• RecordsofEffortstoSolveProblems(SoyouKnowWhatyouTried)
1/9/18
17
ActivityforOrganizationalWorkforceDiscussion(ActivityNotebook)
• IdentifyanImportantWorkforceIssue• BrainstormIdeasUsingtheActivity
Notebook• AddItemstoYourActionPlan
StaffDevelopmentandManagementTrainingSystems
1/9/18
18
gCollegeofDirectSupport- UniversityofMN,Research&TrainingCenteronCommunityLivinggNumberofStates34gNumberofActiveLearners600,000+gCompletedLessons(OneHour)6million+
gCollegeofEmploymentServices- UniversityofMA/Boston,InstituteforCommunityInclusion
gCollegeofPersonalAssistance&Caregiving-UniversityofCaliforniaSanFrancisco,CenterCommunityLivingPolicy
gCollegeofRecovery&CommunityInclusion-TempleUniversityCollaborativeonCommunityInclusionofIndividualswithPsychiatricDisabilities
NancyMcCulloh,[email protected]
320-253-5661DirectCourse - Minnesota
DirectorofStatewideImplementationLeadLearningAdministrator
1/9/18
19
PerformanceManagement
HighPerforming
Staff
ClearExpectationsAlignedWith
Policy&Practice
GoodSelectionandMatchingProcesses
AssessmentofSkill&TrainingNeeds
Competency-Based
Training&AdequateResources
Supervision,PerformanceFeedback,Recognition,Reward
Mentoring&Learning
Opportunities
StartwiththeDesiredOutcomes• WhenYouLookattheOutcomesofYourPlanWhat
Competencies (KSA)doyourEmployeesNeedtohavetoPerformTheseDuties?(JobAnalysis)
– Skills- e.g.,• UsePCTStrategiesEffectively• RecognizeandDocumentABCsofBehavior• RecognizeWhenCulturemaybeInfluencinganInteraction
– Attitudes- e.g.,• BeliefthatRoleistoSupportnot“Fix”• BeliefthatPeoplewanttodoWellandCanLearnNewSkillstoCommunicateNeeds
• ValuePeopleasUniqueIndividuals– Knowledge- e.g.,
• ExposuretoPCTandPCPApproaches• InformationaboutPBSApproaches• InformationAboutSpecificCulturesand/orUnderstandingDiversity
1/9/18
20
DefiningandMeasuringCompetence
• HaveyouTakentheTimetoClarifyTheseExpectations?– JobDescriptions;Supervision
• DoYouhaveMethodsofAssessingEachPerson’sCompetenceLevel?– PerformanceReviews– OntheJob- SkillsTraining,SkillDemonstration(Observation,FeedbackfromPeopleSupported,etc.)
– Portfolio- EvidenceofSkillsinanActualWork-Setting
TrainingtoCompetence• MakeSureyourTrainingAlignswithChangesandExpectations
– PCT– PCP– PBS– CulturalCompetence
• BasedonIndividualNeedsofStaff– NotEveryStaffistheSame,Don’tProvidetheSameTraining– “BlendedLearning”OptionsareoftenBest
• DoSupervisorshaveSkillsandTrainingintheseAreas?– AretheyCapableofAssessing,Mentoring,Coaching,intheseAreas?
• WhoElseNeedsInformationandUnderstandingoftheseCoreAreas?– Boards,Managers,Families/Guardians,etc.?– EnsureStaffareRecognizedandSupportedinChanges
1/9/18
21
Where are you in your own skill development with using the tools?
Scale for using it yourself 0 = not using 1 = just started, still learning how and when 2 = have learned how 3 = competent and confident but have to remind myself to use it, still forget 4 = habit, I use it whenever it is helpful
To/For Donut Communication Chart Matching
Staff Working/Not
Working Learning
Log 4 + 1 Rituals and
Routines
CoachData-BasedDecisionMaking
http://sdaus.com/work#organization
CoachTrackingPCTToolMentoring
StaffName
GoodDay
Working/NotWorking
BestDayWorst
PositiveRituals
LikeandAdmire
RelationShipMap
Notes
Tamika 8/2 8/2 8/2 8/16 8/16 8/16 GreatSessions
Andrew 8/3 8/3/ 8/3 8/3 8/4 8/4 HelpfultoRepeat AllSessions
Anab 8/2 8/2 8/3 8/3 8/6 8/6 UsedonHerOwn!
Akima 8/9 8/9 8/9 8/9 8/9 8/9 Great!
Joe 9/6 9/6 9/7 9/7 9/7 9/8 RepeatPositiveRitual
CoachTrackingToolNameofCoach____________________________________DateIndicatesSuccessfulCompletionofCoachingWithEachStaff
1/9/18
22
Rewards/Recognition/Support
• HowdoyouIdentifyandRewardorRecognizeEmployeesandHighPerformers?
• WhatOngoingSupportdoEmployeesReceivetodoTheirJobs?
• HowareRecognitionandSupportPersonalizedandIndividualized?
• DoyouKnowWhatisMeaningfultoPeople?• HowaretheyPluggedintoAssociationsandNetworks?(NADSP,NAMI,ARRM,ANCOR,NADD)
WagesandBenefits
• WhatCanYouDoToday?• HowHaveYouInvolvedEmployees?• WhatDoYouNeedtodoLongerTerm?(InternalInnovationasyouBuildtotheFuture)
• WhatCoalitionsandCollaborativeRegionally,Statewide,andNationallycanyouEngageintoImprovethisSituation?
1/9/18
23
Activity4+1
1. IdentifyaPersontoRecordoFlipChartPaperandSomeonetoRecordonaComputer.
2. TakeaFewMinutestoReflectontheQuestionAboveandWriteDownYourOwnResponsesoneachofFourQuestionsontheWorksheetintheActivityNotebook.
3. EachPersonWritestheirResponsesontheFlipChartPaperTakingTurns4. IdentifyaFacilitatortoReportOutResponsesandAskTeamtoIdentify
ThemesObserved(UseColorMarkerstoIndicateItemsthatareSimilar)5. IdentifyOnePersonwhowillTransferThemesfromFlipchartPapertothe
4+1ActivityWorksheetforOrganizationDocumentation.6. GivenWhathasbeenDocumented,Arethereanyprioritiesthatyouwant
toadditforthisyearorputinthelong-termparkinglot?7. Askonepersontosharemajorfindingof4+1
Question:Whathavewedonetoaddresssystemsformonitoringstaffperformanceandtrainingneeds?
IntegratingCulturalResponsivenessIntoAction
Planning
1/9/18
24
EmbeddingCulturalAwareness
UniversalStage• UsingaCulturalLensWhenDevelopingPolicies• RecognizingCultureWhenDeveloping/CompletingJobDescriptionsandPerformanceEvaluations• OfferingCulturallyRelevantTrainingsinNewOrientationandOngoingInstruction• MeaningfulDataCollection-CollectingDataonDiversitytoGuideDecisionMaking• EncourageDiverseCulturalPointofView• EncourageSelf-Assessment• VaryingPerspectiveandInterpretationofSelf-DeterminationandChoiceMaking
SecondaryStage• AwarenessofCulturalBiasandNormswhenMonitoringandEarlyIntervention
• TrainingTargetedforGroups• CulturallyAppropriateTargetedStrategiestoImproveSpecificSettings
• SimpleProblemSolvingforChallengingSituationsThatOccurinMoreThanOneSituation
TertiaryStage• TailorProblemSolvingforSpecificProblematicSituationsWhichIncorporatesCulturalNormsandAwareness
• IndividualizeTrainingandMentoringtoAddressUniqueSettingsWhereProblemsOccur
• ImproveSupervisionandMentoringforLocationsExperiencingChallengesWhichIncludeCulturalResponsiveness
ImplementingMulti-TieredSystemsofSupport
Purpose
• DiscussCultureandDiversity• ExploringMinnesotaCulture• UnderstandingCulturalCompetence• BuildingCulturalCompetenceintoActionPlanning
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
1/9/18
25
SmallGroupActivity
• PairUpinGroupsof2-3• ComeUpWithThreeThingsYouHaveinCommonThatYouCannotSeee.g.Hobbies,Traditions,Heritage
• ComeUpWithThreeThingsThatAreDifferentForEachofYouintheGroup
• TakeaFewMinutes
Diversity• CanMeanManyThings
– TraditionallyReferredtoCategoriesLikeRaceGender,andOtherVisibleAttributes.
– ItEncompassesMoreandIncludesaWideRangeofFactorsSuchasSexualorGenderOrientation,WorkExperiences,VeteranStatus,Income,ReligiousBeliefs,andOtherAttributesThatarenotReadilyVisible.
(Lynch&Hanson,1997)
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
1/9/18
26
Culture
• [Culture]isthatcomplexwholewhichincludesknowledge,beliefs,arts,morals,laws,customs,andanyothercapabilitiesandhabitsacquiredby[ahuman]asamemberofsociety.(UNESCO).
• “Cultureisdefinedasthesharedpatternsofbehaviorsandinteractions,cognitiveconstructs,andaffectiveunderstandingthatarelearnedthroughaprocessofsocialization.Thesesharedpatternsidentifythemembersofaculturegroupwhilealsodistinguishingthoseofanothergroup.”(CenterforAdvancedResearchonLanguageAcquisition,UofM).
“Itisnotpossibletobetrulysensitivetosomeoneelse’scultureuntiloneissensitivetoone’sowncultureandtheimpactthatculturalcustoms,values,beliefs,andbehaviorshaveonpractice.”
(Lynch&Hanson,1997)
1/9/18
27
CulturalNormsand CommunicationsCulturalNormsMightInfluenceCommunicationinManyWays,Including:
– Greeting,Hand-Shaking– EyeContact– UseofGestures– ComfortwithSilence– Turn-Taking
• Space–ComfortZone• TopicsofConversation• AskingandRespondingtoQuestions• Interruptions,UseofHumor
.
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
Source:AmericanSpeech-Language-HearingAssociation.(2010).CulturalCompetenceChecklist:Personalreflection.Availablefromwww.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.
CulturalNormsandValues• CulturalNormsMightInfluence:
– PerceptionandUnderstandingofDiseaseandRiskyBehavior
– Disability– AttitudesTowardsAuthority– AccesstoCare– PreferenceinMedicalSetting– Decision-MakingRoles– Time– Identification
• CarryingID
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
Source:AmericanSpeech-Language-HearingAssociation.(2010).CulturalCompetenceChecklist:Personalreflection.Availablefromwww.asha.org/uploadedFiles/practice/multicultural/personalreflections.pdf.
1/9/18
28
Intersectionality
SlideSource:©2016- UsedwiththepermissionofGeorgetownUniversityNationalCenterforCulturalCompetence
As humanbeings,wehavemultipleculturalidentities
§ Peopleidentifywithoneoftheirculturalgroupsoverothers
§ Individualsmaintainmultiple,separateidentitieswithinthemselves
§ Peopleintegrateandlinktheirmultipleculturalidentities
MULTIPLECULTURALIDENTITIES
Multiple
IdentitiesCultural
Sources:SethJ.J.Schwartz,KoenLuyckx ,andVivianL.K.Vignoles (Eds.)HandbookofIdentityTheoryandResearch.Springer.2001.
Verónica Benet-Martínez andYing-yi Hong(Eds.)TheOxfordHandbookofMulticulturalIdentity.OxfordUniversityPress.2014.
Chao,G.T.,&Moon,H.TheCulturalMosaic:AMetatheoryforUnderstandingtheComplexityofCulture.JournalofAppliedPsychology2005,Vol.90,No.6,1128–1140
YampolskyMA,AmiotCE,&delaSablonnière,R.(2013).Multiculturalidentityintegrationandwell-being:aqualitativeexplorationofvariationsinnarrativecoherenceandmulticulturalidentification.Front.Psychol.4:126.doi:10.3389/fpsyg.2013.00126
SlideSource:©2016- UsedwiththepermissionofGeorgetownUniversityNationalCenterforCulturalCompetence
1/9/18
29
Racial,Ethnic,andCulturalDiversityinMN
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
MNPopulationsin2014• Minnesota 5,457,173• Percent• Whitealone 85.7%
– BlackorAfricanAmericanalone, 5.9%– HispanicorLatino, 5.1%– Asianalone, 4.7%– TwoorMoreRaces, 2.3%– AmericanIndianandAlaskaNativealone, 1.3%– NativeHawaiianandOtherPacificIslanderalone 0.1%
(Datasource:Quick facts Beta: Minnesota)
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
1/9/18
30
ChangingDemographicsData
• In1920,about1in5Minnesotanswereforeign-born;todayabout1in14are(2010-2012).
• Basedondatafrom2010-2012,thelargestgroupsofforeign-born Minnesotanswerebornin
• Mexico(71,000);India(26,000);• Laos,includingHmong(24,000);• Somalia(21,000);Vietnam(19,000);• Thailand,includingHmong(15,000),and• China(14,000)
• TheseestimatesdonotincludeU.S.-bornchildrenoftheseimmigrants.(Datasource:MinnesotaStateDemographicCenter)
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
MNPopulationProjections
• Minnesotaisexperiencingdemographicshiftsincludingaginganddiversepopulations.– Minnesota'stotalpopulationisestimatedtoexceed6millionby2031.
– ThepercentofMinnesota’spopulationthatisnonwhiteorLatinoisprojectedtogrowfrom14percentin2005to25percentin2035.
Slidesource:@2016 –UniversityofMN,InstituteonCommunityIntegration, ResearchandTrainingCenteronCommunityLiving.
Imagefromhttp://www.cdc.gov/diabetes/risk/hispaniclatinos/index.html
1/9/18
31
MNAgingData• ThenumberofMinnesotansturning65inthisdecade(about
285,000)willbegreaterthanthepastfourdecadescombined.• Thetotalnumberofolderadults(65+)isanticipatedtodouble
between2010and2030.• Bythen,morethan1in5Minnesotanswillbeanolderadult,
includingalltheBabyBoomers.(Source:MinnesotaStateDemographicCenter)
https://www.trivalleyinc.org/wp-content/uploads/2013/03/iStock_000009196524XSmall.jpg
LanguageData• In2010-2012,behindEnglish,themostcommonlanguagesspokeninthehomesofMinnesotans5andolderareabout– Spanish 198,000speakersHmong 54,000speakers,
– Somali 37,000speakers
(Source:MinnesotaStateDemographicCenter)
1/9/18
32
CountiesbyPopulation
• Thefivecountiesthataddedthemostresidentsbetween2010and2014onnetwere
• Hennepin (+58,295)• Ramsey (+20,866)• Dakota (+12,955)• Anoka (+11,768)• Washington (+10,973)
(Source:MinnesotaStateDemographicCenter)
Minnesota’sCulturalCommunities
• Blackpopulationcontainsboththird-generationMinnesota-bornresidentsandrecentAfricanrefugeearrivals
• MostpopulationsofColoraremuchyoungerthanWhiteMinnesotansonbalance.
– AmongSomaliandHmongMinnesotans,halformoreofthepopulationisunderage21.
(Source:MinnesotaStateDemographicCenter’sRecentlypublished(2016)report:EconomicStatusofMinnesotans:A
Chart-bookWithDatafor17CulturalGroups)
1/9/18
33
UnderstandingCulturalCompetenceinOrganzation-
WidePlanning
ExpectationsAroundCulture
• HomeandCommunity- BasedServices(HCBS)• TitleVIoftheCivilRightsActof1964• TheAffordableCareAct• NationalStandardsforCulturallyandLinguisticallyAppropriateServices(CLAS)inHealthandHealthCare
1/9/18
34
HomeandCommunity- BasedServices
• 1915(c)and1915(i)HomeandCommunity-BasedServices.WrittenPerson-CenteredServicePlanDocumentation.1915(c)and1915(i)– ReflectsCulturalConsiderations/UsesPlainLanguage
– PlainLanguageandUnderstandabletotheIndividual
CulturalCompetence
CulturalCompetenceistheAbilityandWillingnessto:• IncreaseKnowledgeandUnderstandingofCulturalDifferences
• AcknowledgeCulturalAssumptionsandBiases• MakeChangesinThoughtandBehaviortoAddressthoseBiases
Source:NationalCenterforBiotechnologyInformation,U.S.NationalLibraryofMedicine.http://www.ncbi.nlm.nih.gov/books/NBK64076/
1/9/18
35
MovingTowardsCulturalCompetency• KnowledgeofCulturalCompetence
– Individual– OrganizationalLevel– Assessment
• UnderstandingtheStagesofCulturalCompetence• BasedonCulturalCompetenceAssessment,Implementing
Changes• Long-Term,OngoingProcess planning
AdoptedfromSubstanceAbuse:AdministrativeIssuesinOutpatientTreatment.SeriesNo.46.CenterforSubstanceAbuseTreatment.
CulturalAwareness
• ToUnderstandtheReasonsforOurActionsandReactions
• FirstStepinLearningaboutOtherPeople'sCulture
• OpportunitytoQuellPreconceivedStereotypesandPrejudices
• PreventEthno-CentricTendencies• ToPreventMisunderstandings
1/9/18
36
Cross-CulturalAwareness
• Self-AwarenessofYourOwnCulturalValues• AwarenessandAcceptanceofCulturalDifferences
• BuildingandEnhancingCulturalKnowledge• CreatingaClimateThatisWelcoming• ThinkingOutsidetheBox– AbilitytoAdoptandNavigateAcrossCultures
ContinuumofCulturalCompetency
Cultural
Destructiveness
CulturalIncapacity
CulturalBlindness
CulturalPre-Competence
CulturalCompetence
CulturalProficiency
SAMSHA-- http://www.samhsa.gov/capt/applying-strategic-prevention-framework/cultural-competence/cultural-competence-spf#cultural-competence-continuum
1/9/18
37
Cultural Destructiveness– When Attitudes, Policies, and Practices are Destructive to Cultures and to Individuals Within These Cultures. Assumption That One’s Culture is Superior and Individuals Seek to Eradicate Other Cultures Because of Their Perceived Sub-Human Condition.
Cultural Incapacity– When Agencies do not Intentionally Seek to be Culturally Destructive, but Rather Have no Capacity to Help People from other Cultures. Belief in the Superiority of the Dominant Group is Present.
ContinuumofCulturalCompetency
SAMSHA-- http://www.samhsa.gov/capt/applying-strategic-prevention-framework/cultural-competence/cultural-competence-spf#cultural-competence-continuum
Cultural Blindness– Well Intended Philosophy that “Americans do not have their Own Culture”However, This Belief can often Camouflage the Reality of Ethnocentrism. This System Suffers from a Deficit of Information
Cultural Pre-competence Implies Movement Towards Reaching Out to other Cultures. The Pre-Competent Agency Realizes its Weaknesses in Working with People of Other Cultures and Attempts to Improve that Relationship with a Specific Population.
ContinuumofCulturalCompetency
SAMSHA-- http://www.samhsa.gov/capt/applying-strategic-prevention-framework/cultural-competence/cultural-competence-spf#cultural-competence-continuum
1/9/18
38
Cultural Competence-- Acceptance of and Respect for Differences, Continuing Self Assessment Regarding Culture, Careful Attention to the Dynamics of Differences, and Continuous Expansion of Cultural Knowledge and Resources.
Cultural Proficiency-- Characterized by Holding Culture in High Esteem. These Agencies Actively Seek to Hire a Diverse Workforce.
ContinuumofCulturalCompetency
SAMSHA-- http://www.samhsa.gov/capt/applying-strategic-prevention-framework/cultural-competence/cultural-competence-spf#cultural-competence-continuum
KeyFeaturesofCulturalHumility
• LifelongLearningandSelf-Reflection• RecognizeandDecreasePowerImbalances• OrganizationalActionPlanningtoModelandSupportCulturalResponsiveness
1/9/18
39
Values Before Meetings At theBeginningofMeeting
WhileSharingPerson’s
Information
Supporting OtherTeamMembers
UsePerson-Centered(PC)Language
Use PCLanguageinDocuments(Emails,Handouts)
ProvideRemindersBeforeMeeting(BeSensitivetoAcronymsToo)
Be ReceptiveandAwareofLanguageUsed
CelebrateUse ofPCLanguageasTeam
ShowYourRespectforPeople
UseActiveListeningDuringConversation
AttendMeetings onTime
CellPhonestoVibrate
ShareOnlyInformationNeeded
ProvideFeedbacktoOthers
Listen toOthersandAskifFeedbackisInvited
DemonstrateAppreciation of
Culture
ReviewPlansandDiscussRole andIdentity&Culture
ReviewPossibleCulturalBiasandAssumptions
ShareThoughtsontheRoleofCultureinPerson’sLife
DiscussHowCultureCanbeIncorporatedIntoPlan
ExampleofPositiveBehaviorSupportinCountyMeetingsPerson-CenteredCommunitySupports
TeamActivity– IntegratingCulturalAwareness
CulturalAwarenessItem Action Date PersonResponsible
Assessdiversityoforganizationandthelocalcommunity
Reviewstaffdatafromprevioussurvey. 11/23/16 Dani
Workwithstafftocreatestrategiesforincreasingculturalawarenessacrosstheorganizationalignedtoteam’soutcomestatements
InviteDiversityActionTeam(DAT)toshareinformationbetweenbothgroups-shareoutcomeareaswithDAT.
10/27/16 Dani
Integrateculturalawarenessintostaffdevelopmentandcompetency-basedtraining
Providetrainingtoorg-wideteamabout culturalvariety
Completetraining throughoutagencyonPBSandMatrix(seniormanagersandsupervisors
1/2017 Dani
DaniandLaura
Identifyasateamthedominantcultureswithintheorganizationandwhethertherearesubculturesthatteamneedstolearnmoreabout
Start surveywithorgwideteamanddevelopquestionsforsurveytoassesscurrentstanding.
6/2017 Dani
Reachouttocommunitymemberstoincreasenaturalsupports,recruitdiversestaffmembers,etc.
AutismrespitegrantconnectingwithtribalsupportandNAACPtolookatgapsanalysis.
Teamevaluatesimpactofculturalawareness(surveys,disparitiesrelatedtoincidents,911calls,diversityofstaff,staffturnover,etc.)
Educationonbroadening culturaldefinition,notingvarietyofvaluesaswellasraceandethnicity.
ReviewbiasinhowpeopledothereworkwithDecisionPointMapping– startinintake
Ongoing
Endof2017
Allteam
1/9/18
40
CompleteActivityinNotebook:IntegratingCulturalAwareness
Day5TrainingDay
• ResultsofOnsiteEvaluation• Long-TermPlanning• UsingDataforDecisionMaking• PreparingforNextTrainingYear
– DecidingtoMovetoTier2– ContinuingWorkattheUniversalLevel
1/9/18
41
CompleteMinnesotaTeamImplementationChecklist
CompleteandTurninMNTeamChecklist(AllItems)
Freeman, R, Amado, A., O’Nell, S., Reichle, J. & Julien, H. M. (2015). Minnesota Organization self-assessment and action planning tool for positive supports. Minneapolis, MN: Institute on Community Integration. University of Minnesota.
1
Minnesota Team Implementation Checklist: Planning Tool for Integrating Person-centered and Positive Support Practices
Organization: ______________________________________ Date: ____________________________
Region: _______________________________________ County: __________________________
INSTRUCTIONS: The organization-wide team should complete checklists quarterly to monitor activities for implementation of positive supports selected by the organization. Please complete as a team and submit quarterly to: _________________________________________
Team Members: ______________________________________________________________________
Person(s) Completing Report: __________________________________________________________
Checklist #1: Start Up Activity
Put an “X” in the column that fits where the team is in the planning process for each numbered item on the checklist.
Not Started (0 points)
In Progress (1 point)
Achieved (2 points)
Team 1. Team established (administration, management, direct support staff, county staff, etc.).
2. Team has regular meeting schedule. 3. Plan is completed for including feedback in planning process from people living and/or working in setting, and families, guardians, case managers, etc.
3. Team has clear purpose and vision that aligns with the person-centered values identified.
4. Team has an effective meeting process. 5. Team has Key Contact.
6. Administrator’s support & active involvement (attendance in meetings, support for systems change, etc.).
Staff Commitment
7. Staff members are aware that the organization is implementing person-centered and positive support practice(s).
8. Team assesses readiness of people to participate in each person-centered and positive support practice(s).
9. Staff members are directly involved in organization-wide planning.
1/9/18
42
TurnYourSelf-AssessmentIntoErinBeforeLeaving!
Thanks!
RemembertheTrainingMaterialsSite!
https://mnpsp.org/training-materials/
1/9/18
43
Preparationofthis[presentation/report]wassupported,inpart,bycooperativeagreementJPK%50470fromtheMinnesotaDepartmentofHumanServices.TheUniversityofMinnesotaundertakingprojectsundergovernmentsponsorshipareencouragedtoexpressfreelytheirfindingsandconclusions. Pointsofvieworopinionsdonot,thereforenecessarilyrepresentofficialMNDHSpolicy.