B U I L D I N GB U I L D I N GB R I D G E SB R I D G E S

B U I L D I N GB R I D G E S

TOOLS FOR DEVELOPINGTOOLS FOR DEVELOPINGAN ORGANIZATION'SAN ORGANIZATION'S

CULTURAL COMPETENCECULTURAL COMPETENCE

TOOLS FOR DEVELOPINGTOOLS FOR DEVELOPINGAN ORGANIZATION'SAN ORGANIZATION'S

CULTURAL COMPETENCECULTURAL COMPETENCE

Second Edition Developed by La Frontera Center, Inc.

La Frontera Center, Inc.,

gratefully acknowledges the

U.S. Office of Minority Health

for providing funding and

support for the development

and production of the first

edition of Building Bridges:

Tools for Developing

an Organization’s

Cultural Competence

(D56MP94027-01-0).

Second Edition

Revised byKaren Chatfield, M.A.Christine E. Miller, Ph.D.Eric Schindler, Ph.D.

Design/LayoutLori Lieber Graphic Design

© 2002 La Frontera Center, Inc.

First edition©1995 La Frontera, Inc.

All rights reservedPrinted in the United States of America

B U I L D I N GB U I L D I N GB R I D G E SB R I D G E S

C O N T E N T SIntroduction . . . . . . . . . . . . . . . . . . . . . . . . .2

Using the Assessment . . . . . . . . . . . . . . . . . .3

1. Organizational Environment . . . . . . . . . . .4

2. Public Relations/Working withthe Community . . . . . . . . . . . . . . . . . . . . .6

3. Human Resources . . . . . . . . . . . . . . . . . . .8

4. Service Delivery . . . . . . . . . . . . . . . . . . . .10

Action Planning Process . . . . . . . . . . . . . . .12

Resources . . . . . . . . . . . . . . . . . . . . . . . . . .14

Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . .15

inority populations in the United States are increasing at a much faster ratethan the majority (Anglo) population. Not surprisingly, the demand for healthcare services among these groups has risen proportionally. As a result of this trend,health care providers are becoming more and more aware of the need to provideservices that are sensitive to the cultural norms, and delivered in the primary

language of, minority clients. Recognizing the need for cultural competence, however, is justthe first step in an ongoing, goal-oriented process. Organizations must be committed to identify-ing weaknesses and strengths, embracing inclusive values and philosophies, developing andimplementing a cultural competence action plan, and continuously monitoring the organizationto ensure that established policies and procedures are effective and being followed.

This cultural competence self-assessment manual was developed by staff at La FronteraCenter, Inc. La Frontera was established in 1968 to provide a comprehensive array of behavioralhealth services to underserved populations in Pima County, Arizona. Since then the center hasbeen committed to the provision of high-quality behavioral health services to culturally diversepopulations.

To strengthen its cultural competence as a service provider and an employer, La Fronteraobtained a grant from the U.S. Office of Minority Health. One of the objectives of the grant wasto create a self-assessment manual for health care providers. The manual is intended to present aframework for individuals, groups, or organizations to assess their level of cultural competence.The term cultural is used in a broad, inclusive sense. It includes race, ethnicity, gender, sexualorientation, primary language, spiritual life, age, and physical abilities, among others. Culture isalso a multifaceted concept. It incorporates cultural objects such as music, art, and clothing;ways of living such as kinship patterns, communication styles, and family roles; and beliefs orvalues such as religion, attitudes toward time, and views of the natural world. Both the broadconceptualization of culture and varied aspects of culture are reflected in the assessment manual.

The assessment instrument has been developed using six stages of cultural competence,which range from Stage 1 (cultural oppression) to Stage 6 (cultural advocacy). These are appliedto four broad categories within an organization: (1) organizational environment, (2) publicrelations/working with the community, (3) human resources, and (4) service delivery. Each of thefour broad categories is divided into five subcategories with examples of behaviors, situations, orprocedures that are representative of each stage of cultural competence. The examples providedin each subcategory and stage are not meant to be exhaustive. Rather, they provide a frameworkfor assessing culturally competent behavior in an organization. Examples may be added to ordeleted from each category depending on their relevance to a specific organization.

The results of the assessment may be used to raise awareness, focus personal development,plan a training program, or make changes in how an organization does business. Perhaps mostimportant, the information obtained can be used to determine goals for establishing or improvingcultural competence, and the objectives necessary to meet those goals. The process for growthand change using this assessment instrument is described elsewhere in the manual (see ActionPlanning Process).

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rior to participating in the assessment, all those persons asked to respond mustunderstand the intent behind the instrument’s use. Staff should be reminded thatcultural competence is a learning and growing process requiring regular review andorganizational “action planning” that support continued development. The stagesillustrated in this assessment are not meant to grade organizations on their level of

cultural competence but to help staff identify the next, most logical step for development planning.Stages should be reviewed and participants should be reminded that the statements under eachcategory were developed to help the reader put specific meaning to each subcategory as it appliesto the various stages.

The effective administrator of this assessment will walk participants through the firstfew subcategories within Section I-Organizational Environment. The instructions given will be,“Do you see this organization’s cultural competence as it applies to visual representation as beingat Stage 1, 2, 3, 4, 5, or 6? Please use the illustrative statements as a guide for your assessment.If you see this organization as overtly sexist in artwork, calendars, etc., please circle the illustrativestatement under Stage 1 in the row labeled Visual representation. If this description does notmatch your perception, continue to the right until you identify a close match. Complete thissection in the same manner until all subcategories have been given a rating.”

Once this section is completed, participants should score the section. For every statementcircled in the Stage 1 column, participants will add 1 point. For every statement circled in Stage 2,participants will add 2 points, Stage 3 equals 3 points, and so on. Please note that because onlyone rating is given to each subcategory, the lowest score possible is 5 and the highest scorepossible is 30.

The score for each section should be entered on the score sheet at the back of thismanual. This process will continue until all four broad categories have been assessed and scored.Completed scoring forms should be submitted to the organization’s cultural competence committeeto be tabulated and analyzed, and an overall cultural competence assessment score determined.The committee will then use the scores to determine the current stage of development and tocreate an action plan for moving the organization toward the next developmental stage.

Above all, one must remember that no one is ever finished learning and growing in culturalcompetence. All cultures are varied within themselves as well as in relation to one another. Allcultures are also dynamic, changing and developing over time. No one can master all there is toknow. Culturally competent individuals are open to the cultural experiences of others and to newinformation about cultures. They are also able to move comfortably between some cultures ofwhich they have in-depth experience. Even the most experienced individual will find strengthsand limitations in understanding his/her own and other cultures. We hope this manual will bea first step in helping organizations and individuals to meet the goals of continued growth inthe workplace.

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S T A G E 1Cultural oppression:

Discriminates against othercultures and groups, sees other

cultures as inferior

S T A G E 2Cultural incapacity:

Adopts paternalistic posturetoward so-called inferior people

S T A G E 3Cultural indifference:

Seeks to assimilate differences,ignore strengths

Visualrepresentation

Displays overtly sexistartwork, calendars,cards, etc.

Depicts older adults asservice recipients, neveras caregivers

Selects artwork thatdoes not reflect ethnicdiversity of community

General feelingof inclusive

nature

Does not provide TTYphones for hearingimpaired; lacks accessfor persons with physicaldisabilities

Requires diversepopulations to identifythemselves as in needof “special assistance”

Targets oral and writtencommunication at onepopulation only

Visionand mission

Adopts mission/visionstatements that promotediscrimination or utilizeprejudicial language

Frames diversepopulations as inferiorin vision/missionstatements

Ignores importanceof cultural diversityin vision/missionstatements

Location/accessibility

Refuses to servelow-income or ethnicminority populations

Meets minimum accessi-bility requirementsonly because of federalcompliance mandates

Disregards diversereligious/culturalholidays and practiceswhen schedulingdays/hours of operation

ORGANIZATIONAL ENVIRONMENTA key component of cultural competence in the workplace is organizational environment.Organizational environment has a direct impact on both employees and consumers ofservices. Many concrete and subtle features of the workplace contribute to organizationalenvironment. An example is the message conveyed by works of art and photographs

Languageability

Permits use only ofpredominant languagein work setting; doesnot hire bilingual staffto meet needs ofpopulation served

Regards somelanguages or dialectsas inadequate orincorrect (e.g., BlackEnglish)

Lacks awareness oflanguage needs ofpopulation served

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4

S T A G E 4Cultural precompetence:

Realizes weakness and makeseffort to improve

S T A G E 5Cultural competence: Interacts

effectively with members of diversecultures and groups, recognizes need

for continuing education

S T A G E 6Cultural advocacy:

Actively promotes culturalcompetence throughout

the community

Displays visual represen-tations (throughout theorganization) thatillustrate diverse popula-tions engaged inmeaningful activity

Exhibits limited visualrepresentation of diversepopulations as activeand valued communitymembers

Provides regular stafftraining in culturalcompetence on a varietyof topics

Reviews policies andprocedures for evidenceof bias and revisesaccordingly

Develops vision/missionstatements that reflectcultural competence

Assesses agencyoperations for adherenceto culturally competentvision/mission statements

Exhibits emergingawareness of accessibilityissues as barriers; makescommitment to evaluateproblems and design forinclusion

Takes steps to increaseaccessibility (hours, days,accommodations, etc.);demonstrates flexibilityin meeting changingpopulation needs

Provides consultationto other communityorganizations regardingauthentic representationof diverse populations,traditions, etc.

Shares inclusion policystatement with clientsand community-at-large

Stresses culturallycompetent vision/missionstatements in recruit-ment, orientation,and communitypresentations

Shares information inlocal and regional work-shops or public servicepublications

Values multilingualability among staff(e.g., pay differential forlanguage skills); providesservices in languagesthat meet the needs ofpopulation served

Offers limited languagetraining (e.g., signlanguage, Spanish) tomeet needs of popula-tions served

Advertises asbilingual/biculturalorganization in recruit-ment and communityrelations materials

displayed. Does the artwork convey authentic images of diverse people and their activities?Another example is accessibility to public transportation. Aspects of organizationalenvironment addressed in the assessment include visual representation, general feeling ofinclusive nature, vision and mission, location/accessibility of the facility, and language ability.For each item listed in the left column, circle the statement in that row that best describesthe existing organizational environment.

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S T A G E 1Cultural oppression:

Discriminates against othercultures and groups, sees other

cultures as inferior

S T A G E 2Cultural incapacity:

Adopts paternalistic posturetoward so-called inferior people

S T A G E 3Cultural indifference:

Seeks to assimilate differences,ignore strengths

Publications Disseminates informationthat perpetuatesstereotypes (e.g., womenas depressed, substanceabusers as black males)

Creates service brochuresthat illustrate onlypersons of color receivinghelp with Food Stamps,immigration, etc.

Uses advertisingthat ignores differentneeds—“We treateveryone the SmithCompany way”

Board ofdirectors and

other volunteers

Restricts participationto certain “acceptable”groups

Includes token represen-tation of persons ofcolor on board and inother volunteer groups

Places volunteershaphazardly withoutregard for individualstrengths

Communitycollaboration

Refuses to collaboratewith other organizationsdue to bias (e.g., UrbanLeague, HIV serviceorganization)

Disregards contributionof other agencies incoalition, views ownagency as betterthan others

Perceives all communitygroups as having thesame needs

Special events Contracts special eventswith performers whohave demonstratedprejudice, disrespect, etc.

Depicts special events asdoing “for” a populationunable to do forthemselves

Plans and implementsspecial events assuminga shared value(e.g., Christmas party)

PUBLIC RELATIONS/WORKING WITH THE COMMUNITY

A nonprofit organization is composed of staff, a board of directors, and often volunteers.The unpaid board of directors and other volunteers get involved with an organizationfrom a desire to contribute and participate in the vision and mission set forth. The volun-teer or a family member may have received services. The staff, board, and volunteers arethe most powerful public relations an organization can provide. Their message about the

Politicaladvocacy

Promotes status quoand laws that invalidatethe rights of clients

Speaks on behalf ofclients, does not supporttheir efforts to speakfor themselves

Fails to advocate onissues that affect theorganization’s variousconstituents

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6

S T A G E 4Cultural precompetence:

Realizes weakness and makeseffort to improve

S T A G E 5Cultural competence: Interacts

effectively with members of diversecultures and groups, recognizes need

for continuing education

S T A G E 6Cultural advocacy:

Actively promotes culturalcompetence throughout

the community

Ensures that all writtenand visual material isrespectful, is providedin languages spoken inthe community, andemphasizes the valueof differences

Makes commitment toreview all materials forovert and hidden bias

Recruits diverse boardmembers and volunteerson a regular basis;educates participantson principles of culturalcompetence

Realizes decline in orlack of representationof persons of color andseeks to diversify boardand volunteers

Recognizes lack ofconnection with diversecommunity groups andcoalitions and seeks tocultivate relationships

Partners with a varietyof groups to addresscommunity needs

Assesses special eventsfor ability to be inclusive(e.g., Are interpretersavailable for the hearingimpaired?)

Creates a special eventscalendar that respectsand values a variety ofspecial interest groups

Takes proactive stanceon the advancement ofcultural competencewithin the community;shares materials withother organizations

Assists other organizationsin educating board membersand other volunteers onimportance of culturalcompetence

Works with communityleaders to bring atten-tion to identified needsand develop possiblesolutions

Participates and partnersin community events thatpromote knowledge ofdiverse groups and cultures

Creates opportunities toparticipate in the politicalprocess (e.g., voter regis-tration, bus rides to thelegislature)

Recognizes the value ofpolitical advocacy anddevelops action plan

Promotes a culturallycompetent public policyagenda

culture of the organization speaks louder than any billboard, brochure, or public service announcement.The clients/consumers also carry messages related to quality of care and organizational competence,among other topics. The degree to which staff, board, and volunteers act in partnership with the commu-nity will predict the level of community support. Is the organization viewed by the community as thebenevolent service provider to the underserved, or is it viewed as part of an active voice in the communityworking with its constituents for personal as well as social change? The Public Relations/Working withthe Community section includes the areas of publications, board of directors and other volunteers,community collaboration, special events, and political advocacy. For each item listed in the left column,circle the statement in that row that best describes the organization’s existing attitudes and activities.

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S T A G E 1Cultural oppression:

Discriminates against othercultures and groups, sees other

cultures as inferior

S T A G E 2Cultural incapacity:

Adopts paternalistic posturetoward so-called inferior people

S T A G E 3Cultural indifference:

Seeks to assimilate differences,ignore strengths

Workforcediversity

Utilizes recruitmentstrategies that excludecertain populations

Sees diversityas meeting quotas

Does not recognize orcompensate for bilingualskills; does not addresscultural competenceduring interview process

Staff trainingand level of

culturalcompetence

Opposes cross-culturalawareness, knowledge,behavior, skills in staffingpattern, service provision,program design, etc.;devalues training

Does not accept multipleperspectives as valid;there is one “right” or“best” way; does notoffer or support training

Makes no effort torecruit, retain, or trainstaff in cultural compe-tence; ignores diverseperspectives on issues

Compensationand benefits

Utilizes discriminatorycompensation and benefitstrategies (e.g., lower paybased on gender orethnicity)

Lowers performanceexpectations for certainethnic groups whenevaluating employeesfor raises or merit pay

Implements benefitstrategies that ignorealternative familystructures

Personnelpolicies andprocedures

Adopts culturallyincompetent policies andprocedures (e.g., “Englishonly” policies)

Adopts paternalisticpolicies regardingemployees with disabilities(e.g., lower attendancestandard)

Adopts policies andprocedures that minimizeand discount differences(e.g., does not offerflexible hours for workingparents)

Staffdevelopmentand retention

strategies

Disciplines non-Englishspeakers; redirects peopleof color to low-payingjobs

Provides tokenadvancement and/ortraining

Minimizes value ofdiffering culturalperspectives in teamactivities

H U M A N R E S O U R C E SAnother key component of cultural competence in the workplace is reflected in humanresources activities. This component has a clear impact on staff. It also has an impacton consumers of services through the capacity of an organization to deliver services thatare culturally sensitive to the populations served. The human resources component

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S T A G E 4Cultural precompetence:

Realizes weakness and makeseffort to improve

S T A G E 5Cultural competence: Interacts

effectively with members of diversecultures and groups, recognizes need

for continuing education

S T A G E 6Cultural advocacy:

Actively promotes culturalcompetence throughout

the community

Encourages staff to valuedifferences by providingongoing diversity training

Routinely assessesethnic diversity ofstaff to determine if itappropriately reflectsdiversity of community

Provides ongoing culturalcompetence training andemploys diverse staff tomeet needs of populationsserved; demonstratesability to work withdiffering points of view

Supports basic culturalcompetence trainingfor staff—provides freetraining and allowsstaff to attend duringworking hours

Solicits input fromemployees on fairnessof benefits andcompensation

Implements culturallycompetent benefitpackage and evaluatesperiodically foreffectiveness

Recognizes need forpolicies and proceduresto be culturallycompetent and makesplans to review them

Regularly assesses policiesand procedures for culturalcompetence and revises asneeded

Provides consultation toother organizations onworkforce diversity andrecruitment

Offers cultural competencetraining and/or materialsto other communityorganizations

Promotes culturallycompetent compensationplans to other agencies(e.g., partner benefits,paternity leave)

Shares policies andprocedures with otheragencies

Implements culturallycompetent strategies(e.g., salary differentialfor bilingual staff) andevaluates for effectiveness

Encourages diverse staffto attend leadershiptraining

Shares successfulstrategies withother agencies

includes the full range of procedures associated with employing, training, retaining, and compensatingstaff. It also includes the value system that underlies procedures, opportunities, and decision-makingwith respect to employees. Aspects of human resources addressed in the assessment include workforcediversity, staff training and level of cultural competence, compensation and benefits, personnel policiesand procedures, and staff development and retention strategies. For each item listed in the left column,circle the statement in that row that best describes the organization’s human resources activities.

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S T A G E 1Cultural oppression:

Discriminates against othercultures and groups, sees other

cultures as inferior

S T A G E 2Cultural incapacity:

Adopts paternalistic posturetoward so-called inferior people

S T A G E 3Cultural indifference:

Seeks to assimilate differences,ignore strengths

Writtenmaterials

Provides written materials(e.g., forms, clienthandbook, educationalmaterials) in predominantlanguage only

Downplays need to hiretranslators and translatewritten materials

Does not addresscultural and ethnicdiversity in writtenmaterials

Familyfocus

Prohibits familyinvolvement throughoutperiod of service

Adopts narrow/traditionalview of family (i.e., doesnot recognize alternativefamily structures)

Assumes all clientshave a nuclear/traditionalfamily

Servicemethodology

Displays prejudice inservice delivery (e.g.,avoids serving HIV-positive clients)

Uses only Anglo-orientedapproaches; too rigidto consider alternativemethodologies fordifferent cultural groups

Does not recognize needto educate staff regardingservice provision todiverse clientele

Client input Views client input ashaving little or no value

Lacks mechanism(e.g., quarterly survey)for obtaining client input

Does not address culturalfactors in client surveysor focus groups; does notconsider cultural variableswhen analyzing data

Qualityimprovement

Provides differential treat-ment based on culturalfactors (e.g., sexualorientation, political orreligious affiliation, etc.)

Does not train staff onhow to improve qualityof service to members ofdiverse populations

Does not recognizespecial needs in programdesign and servicedelivery (one size fits all)

S E R V I C E D E L I V E R YMany successful service delivery models have been used in human service agencies overtime. When working with diverse populations, the same model is often relevant for theappropriate care of each client. What is needed is not necessarily a new model for diversepopulations but rather unique applications of successful approaches. The focus then isnot on the nature of the activity but rather on the method of implementation. Servicedelivery must demonstrate a commitment to providing high-quality care to all personsserved. This commitment includes actively seeking input from representative populations

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S T A G E 4Cultural precompetence:

Realizes weakness and makeseffort to improve

S T A G E 5Cultural competence: Interacts

effectively with members of diversecultures and groups, recognizes need

for continuing education

S T A G E 6Cultural advocacy:

Actively promotes culturalcompetence throughout

the community

Regularly screens writtenmaterials for culturallyinappropriate languageand revises as necessary

Recognizes need todesign written materialsthat are sensitive to thecultural background ofindividuals served

Includes family membersin service planning/delivery as appropriate

Recognizes a lack offamily involvement inservices provided andimplements a culturallyappropriate plan forinclusion

Recognizes that serviceplan has culturallimitations and exploresalternative methodologiesfor chosen model

Includes culturalcompetence workshopsfor staff in training plan

Aware of need toexamine cultural variablesin survey responses

Regularly analyzescultural variables in dataand modifies services inresponse to findings

Shares culturallycompetent writtenmaterials with otherhuman service agencies

Actively educatescommunity on importanceof family involvementto success of servicesdelivered

Displays cultural sensitivityin approach to servicesand provides educationto other organizations

Shares survey instrumentsand how to use themwith other organizations

Tailors services to specificpopulation groups basedon outcome data

Examines outcomedata by demographicgroups and looks forquality improvementopportunities

Shares findings on howculturally competentservices affect outcomesand quality of care

on how services are viewed and delivered. Paperwork, processes, and programs must be designed,delivered, and evaluated with an eye toward cultural competence and an awareness of the localcommunity. Cultural competence needs to take into account knowledge acquisition regarding diversepopulations, and attitude awareness; including the professional’s attitude about self, the professional’sattitude about diverse populations, diverse populations’ attitude about helping professionals, society’sattitude about the diverse population, and diverse population members’ attitudes about themselves.The assessment of service delivery includes the areas of written materials, family focus, servicemethodology, client input, and quality improvement. For each item listed in the left column, circlethe statement in that row that best describes the existing organizational environment.

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fter the staff members have completed the assessment and scores have been averaged,an overall picture of staff perceptions regarding cultural competence in the fourareas assessed will emerge. A composite of the organization’s general developmentalstage of cultural competence will also be evident. At this point it’s time to startdeveloping strategies for the creation of a culturally competent corporate infrastruc-

ture. The first step is to write an action plan that reflects the organization’s current level of com-petence and indicates the direction in which the organization must move to become truly cultur-ally competent. The document should be viewed as a long-term plan, recognizing the fact thatthe process is an ongoing one.

The organization’s goal of cultural competence will be driven by objectives and strategiesthat fall under the four major categories and subcategories evaluated in the assessment instrument.One or more committees should be created to identify category objectives, deliverables, person(s)responsible, and target dates for completion. For example, assume that organization XYZ scoredan average of 6 to 10 points in the area of organizational environment. This would place XYZ’scultural competence for organizational environment somewhere in Stage 2. Over the course ofseveral meetings, committee members assigned to the action planning process would respondto the following questions:

• What currently exists in the organization’s manner of visual representation that indicatesit is at Stage 2 of cultural competence development?

• What currently exists in the organization’s general feeling of inclusive nature thatindicates it is at Stage 2 of cultural competence development?

• What currently exists with the organization’s accessibility to clients that indicates it is atStage 2 of cultural competence development?

This line of self-questioning should occur for each of the subcategories, and all responsesshould be considered when developing the list of objectives for the work plan. The second set ofquestions posed to the committee should generate a list of what the committee members wouldlike these areas to look like if the organization were at Stage 4, 5, or 6. The responses to this setof questions will help determine the deliverables by which the organization will evaluate itsprogress toward cultural competence.

Somewhere between “where it is” and “where it wants to be” is the process of getting there.What will this organization do to get to the self-identified measures of success? Who will beresponsible for guiding the individual steps? What are the target dates for completion? Theanswers to these questions become the committee’s, and hence the organization’s, action planfor developing cultural competence. The areas that need improvement and the tasks to beundertaken to accomplish the objectives can be graphically depicted, as indicated in the chartthat follows.

The analysis and planning process will occur for each of the four primary evaluationcategories. Ideally, a different committee will work on developing an action plan for each of theindividual areas. This strategy supports the belief that cultural competence is an evolutionary

A C T I ON PLANN ING PROCES S

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*Update status on a monthly or quarterly basis.

process requiring the participation of all the organization’s staff. After the committees havefinished mapping their action plans, the objectives and deliverables identified can be compiledin the organization’s cultural competence plan. The document might also include statements ofthe organization’s mission, vision, and values as they relate to cultural competence. The finishedplan will guide the organization’s continued development for the coming year. At the close ofthe year all staff again evaluate the organization’s cultural competence using the assessmentinstrument, and the entire process is repeated. The existing corporate plan can be revised asnecessary to reflect changing needs, goals, and objectives.

As stated earlier, cultural competence and anti-bias awareness, attitudes, and actions areconstantly changing. The truly competent organization is (1) committed to supporting employees’growth and development in this area; (2) willing to commit resources and staff time to thedevelopment of cultural competence; and (3) unwilling to let the development of culturalcompetence be forgotten in a busy work environment.

Act ion Plan for Improving Cultura l Competence in the Workplace

Status*Objective

Diversify artworkin facilities

Increase level ofstaff’s culturalcompetence

Provide materialsin language ofthe populationbeing served

Increaseopportunitiesfor familyinvolvement

Educate theBoard on culturalcompetenceactivities

Deliverable

Obtain anddistributeculturallydiverse artwork

Providequarterly trainingon culturalcompetence

Translate agencybrochure intoSpanish

Develop plan toprovide servicesfor familymembers

Provide year-endreport to Boardon status ofwork plan

ResponsibleParty

Administrativeassistant

Trainingadministrator

Communityrelationscoordinator

Service linedirectors

Chair of CulturalCompetenceCommittee

TargetDate

12/01/03

03/01/03

06/30/03

10/15/03

12/31/03

S AMPLE P LAN

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American Association of Retired Persons (1997). Reaching out: Expanding outreach to culturallydiverse populations. Washington, D.C.: AARP.

Center for Mental Health Services, Substance Abuse and Mental Health Services Administration,U.S. Department of Health and Human Services (2000). Cultural competence standardsin managed mental health care services: four underserved/underrepresentedracial/ethnic groups. Publication No. SMA 00-3457. (Order a copy of this publicationfrom CMHS Knowledge Exchange Network, 1-800-789-2647, or accesswww.mentalhealth.org to view the Standards online.)

Child Welfare League of America, Inc. (1997). Culturally competent practice: A series fromChildren’s Voice magazine. Washington, D.C.: CWLA Press.

Derman-Sparks, L., et al. (1989). Anti-bias curriculum: Tools for empowering young children.Washington, D.C.: National Association for Young Children.

Goode, T., Jones, W., and Mason, J. (2002). A guide to planning and implementing culturalcompetence organization self-assessment. Washington, D.C.: National Center forCultural Competence, Georgetown University Child Development Center.

Health Resources and Services Administration, U.S. Department of Health and Human Services(2001). Cultural competence works: Using cultural competence to improve the qualityof health care for diverse populations and add value to managed care arrangements.(Order a copy of this publication from HRSA Information Center, 1-888-ASK-HRSA[phone] or 1-877-474-HRSA [TTY].)

Office of Minority Health, Office of Public Health and Science, U.S. Department of Health andHuman Services. Closing the Gap. Washington, D.C.: OMHRC. (Bi-monthly newsletter;to subscribe, call 1-800-444-6472 or access www.omhrc.gov.)

Orlandi, M., Westin, R., and Epstein, L. (Eds.). (1992). Cultural competence for evaluators:A guide for alcohol and other drug prevention practitioners working with ethnic/racialcommunities. U.S. Department of Health and Human Services Publication No. (ADM)92-1884. Rockville, MD.

R E SOURCE S

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S C O R E S H E E T

CATEGORY POINT SCORE DEVELOPMENTAL STAGE

OrganizationalEnvironment

Public Relations/Working with theCommunity

Human Resources

Service Delivery

Overall Score (Total)

AREA Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

1–5points

1–5points

1–5points

1–5points

1–22points

6–10points

6–10points

6–10points

6–10points

23–42points

11–15points

11–15points

11–15points

11–15points

43-62points

16-20points

16–20points

16-20points

16-20points

63-82points

21-25points

21–25points

21-25points

21-25points

83-102points

OrganizationalEnvironment

Public Relations/Working with theCommunity

Human Resources

Service Delivery

Overall Score (Total)

26-30points

26-30points

26-30points

26-30points

103-120points

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Stage 6

5 0 4 W e s t 2 9 t h S t r e e t • T u c s o n , A r i z o n a 8 5 71 3 - 3 3 5 3 • 5 2 0 . 8 8 4 . 9 9 2 0