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Cultural Competency Recommendations

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Created in preparation for a Board of Trustees meeting, this presentation details the recommendations related to cultural competencies at our institution.

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Cultural Competency Recommendations

  1. 1. CULTURAL COMPETENCY RECOMMENDATIONS STEVE SOSA TRAINING MANAGER
  2. 2. OUR 50 YEAR LEGACY
  3. 3. 50 YEAR LEGACY • Acknowledgement – many achievement we have been a part of – people who made achievements possible – next 50 years • Our legacy – Were we the first? – What areas did we advance most? – Did we set the example? – What could we have done differently?
  4. 4. DIVERSE COMMUNITY • Student body – over 1800 international students – at least 39% non-white ethnicities (22% no response) • Mission – emphasizes “responsiveness to our surrounding, diverse communities” – Do we reflect that diversity in services, employees, and leadership roles? – How can we demonstrate understanding and appreciation of cultures we serve?
  5. 5. THE NEXT 50 YEARS
  6. 6. CHALLENGES WE FACE • Meaningful collaboration – ODEI, Student Life, IP, Student Government, DSS, GDEC – hosted open discussion to exchange ideas, discuss key themes, brainstorm desired outcomes – functional areas throughout campus will be asked to contribute, help guide discussion
  7. 7. CHALLENGES WE FACE • Key themes identified by faculty, staff, students – desire to clearly define what cultural competencies are – desire to showcase diversity and our commitment to inclusion – desire to address overall tense campus environment and fear it produces – desire to come together and have opportunity to discuss differences – desire to see leadership involved and supportive of efforts – desire to create opportunities for courageous conversations
  8. 8. IDEAL LEARNING ENVIRONMENT • Attributes – appreciates varying global and diverse perspectives across curriculum – supports multicultural values, where everyone feels like they belong, regardless of building they are in – interactions with others who listens and respects perspectives • Attributes every college strives to create
  9. 9. A MULTIFACETED MODEL
  10. 10. A MULTIFACETED MODEL • No quick fixes • Requires commitment beyond words • Includes awareness, attitudes, knowledge, and skills
  11. 11. AWARENESS WITHOUT BLAME • Starting conversation on identify, family, and culture allows reflect, observe, participate, and experience • Before people safe enough to participate, healing needs to occur • Bridges need to be acknowledged, repaired, or built • Actively disengaged, afraid to voice thoughts, participate in events, fear of being labeled
  12. 12. AWARENESS WITHOUT BLAME • Climate – difficult, sensitive, highly personal topics – occur without blaming or alienating others – identifying actions and not individuals or groups • Focus – creating safe environment – explore, discuss, participate without feeling judged or labeled
  13. 13. AWARENESS WITHOUT BLAME • AWARENESS EFFORTS INCLUDE: – facilitating Building Bridges experiences to share, experience culture – creating promotional campaigns, “I am Green River” – showcasing student diversity through video interviews on family, cultural celebration, reason for GRC – showcasing employee diversity through blog articles on family history, cultural celebration, and reason for GRC – showcasing connections through IP Campus Talks
  14. 14. ATTITUDE & BEHAVIOR • How do we handle incidents of concern and communicate that back to our students? • How do we encourage diverse perspectives and freedom of expression, while maintaining a supportive, respectful environment?
  15. 15. ATTITUDE & BEHAVIOR • ATTITUDE EFFORTS INCLUDE: – holding open forums and panel discussions in response to recent events so people become aware of campus policies and practices, can ask questions, and feel safe – routinely communicating policies on anti-discrimination, Title IX, harassment, and more through student channels, clubs, and support services – exploring ways in which we can foster a supportive, respectful environment, when freedom of expression makes others feel uncomfortable
  16. 16. KNOWLEDGE & EXPERTISE • Unlimited pool of resources related to subject matter expertise – faculty in numerous fields – committees dedicated to diversity – entire department “committed to the creation of a more welcoming, inclusive and supportive environment based on knowledge, acceptance and respect” – great efforts celebrating diversity through annual conferences and campus events
  17. 17. KNOWLEDGE & EXPERTISE • Climate – difficult, sensitive, highly personal topics – occur without blaming or alienating others – identifying actions and not individuals or groups • Focus – creating safe environment – explore, discuss, participate without feeling judged or labeled
  18. 18. KNOWLEDGE & EXPERTISE • KNOWLEDGE EFFORTS INCLUDE: – capturing campus events and conferences for those that could not attend – ensuring that all campus events contain basic elements such as historical context, learning moments, audience engagement opportunities, and next steps – incorporating book focused on culture, diversity, inclusion into the One Book series – facilitating through ODEI, lunch and learn sessions engaging students and employees
  19. 19. KNOWLEDGE & EXPERTISE • KNOWLEDGE EFFORTS INCLUDE: – contracting with an outside organization with expertise in diversity, cultural competence, bias, social conditions, and more to facilitate discussions in safe and respectful manner – providing access for all employees to online training modules on the topics of Sensitivity Awareness, Diversity Awareness, and Discrimination Awareness – selecting external training program for administrators that provides in-depth knowledge and establishes cross-campus connections
  20. 20. SKILLS & COMPETENCIES • Often we’re unsure how to measure cultural competencies – people tend to think of this as interaction with people who are different than us – skills gap requires self-reflection, exposure to learning moments, active experimentation, and opportunity for shared experiences
  21. 21. SKILLS & COMPETENCIES • SKILLS EFFORTS INCLUDE: – defining cultural competencies – articulating how cultural values relate to the work we do – examples of competencies and values could include: • self-awareness • reflection • perspective taking • valuing others • community involvement
  22. 22. STAKEHOLDERS NEEDED
  23. 23. STAKEHOLDERS NEEDED • Human Resources – provide introductory training options accessible to every employee through SafeColleges – identify external training program for administrators – assist Deans/Directors in understanding value of diversity in staffing – include diversity questions in every application so committees understand value applicant places on diversity – recognize completion of diversity training through digital badging – share author ability on HR blog with ODEI to provide dedicated space to promote events and highlight diversity
  24. 24. STAKEHOLDERS NEEDED • Marketing & Communications – design, develop, and implement marketing campaign that focus on our diverse student and employee perspectives, values, and commitment to Green River • Media Services – capture, stream, and showcase events on campus for those that can not attend
  25. 25. STAKEHOLDERS NEEDED • ODEI – lead campus building bridges experiences and courageous conversations to create welcoming environment – sponsor campus events that help create a welcoming, inclusive environment – collaborate with staff, faculty, and students across institution to volunteer at events – recognize commitments, completion, and innovations in diversity best practices for students, faculty, and staff
  26. 26. STAKEHOLDERS NEEDED • GDEC – recommend potential definitions for cultural competencies – develop set of cultural diversity values that drive work we perform – partner with faculty in bringing topics of diversity into instruction – recognize faculty and employee commitment, completion, and innovation in diversity practices
  27. 27. STAKEHOLDERS NEEDED • Student Clubs and Student Government – provide lunch learning opportunities related to diversity, in collaboration with ODEI, to engage campus in meaningful experiences • Faculty – encourage faculty to bring diversity topics into instruction – encourage faculty to allow accommodations based on diversity
  28. 28. TRAINING FUNDING NEEDED
  29. 29. TRAINING FUNDING NEEDED • Training by itself is never the answer – difference between what people say they want and what they actually need – to support meaningful change, training must compliment existing efforts • Training support needed – Intercultural Development Inventory Qualified Administrator training • $1600 per participant – external facilitator • at least $10,000 to provide multiple campus workshops
  30. 30. TRAINING FUNDING NEEDED • Clarification – this is not an HR initiative – my role is to assess situation and make recommendations that support existing departments, committees, or subject matter experts across campus – funding may come partially from HR and partially from other sources – continue to work with departments to determine priorities for training needs and make recommendations
  31. 31. TRAINING FUNDING NEEDED • Development ahead – look forward to partnering with right people and supporting institutional efforts – gladly meet with with any stakeholder identified regarding these recommendations
  32. 32. THE END. BUT JUST THE BEGINNING.

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