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Enhancing Cultural and Linguistic Competency in Organizations

Understand and apply the National CLAS Standards to promote organizational cultural competence. Explore implementation activities and federal mandates to ensure equity and inclusivity across diverse populations.

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Enhancing Cultural and Linguistic Competency in Organizations

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  1. Objectives • Define and identify the domains of organizational cultural and linguistic competency; • Explore Department of Health and Human Services – Office of Minority Health National Culturally and Linguistically Appropriate Services (CLAS) Standards; and • Apply organizational cultural and linguistic competency standards to an organization.

  2. Cultural and Linguistic Competency

  3. Organizational Cultural Competence

  4. Organizations/Systems “An organization that has a defined set of values and principles, and demonstrates behaviors, attitudes, policies and structures that enable people to work effectively cross-culturally.” (Cross et. al, 1989)

  5. Organizational Cultural and Linguistic Competency

  6. National Culturally and Linguistically Appropriate Services (CLAS) Standards

  7. National CLAS Standards Themes

  8. Principal Standard To provide effective, equitable, understandable, respectful quality care and services that are responsive to the diverse cultural beliefs and practices, preferred languages, health literacy and other communication needs Enhanced 2013 National CLAS US Department of Health and Human Services - Office of Minority Health

  9. Enhanced CLAS: Closer Look Themes: Principal Standard (1) Governance, Leadership, and Workforce (2-4) Communication and Language Assistance (5-8) Engagement, Continuous Improvement, and Accountability (9-15) See OMH’s Think Cultural Health website (www.thinkculturalhealth.hhs.gov) for entire report and regular updates.

  10. Principal Standard Foundation for CLAS Standards

  11. CLAS Standards Theme 1

  12. Theme 1: Implementation Activities • Ensure cultural and linguistic competency is infused within the mission, vision, core values and strategic plans of organizations. • Identify and develop cultural competency champions throughout the organization. • Implement strategies to recruit, retain, and promote at all levels of the organization a diverse leadership that reflects the demographic characteristics of the populations in the service area. • Commit to cultural competency through inclusion in written policies, processes and structures. • Create spaces for internal multicultural and multidisciplinary dialogues about cultural issues. • Ensure necessary resources to sustain cultural and linguistic competency activities. i.e. professional development, linguistic services

  13. CLAS Standards Theme 2

  14. Federal Mandates Title VI of the Civil Rights Act of 1964 – “No person in the United States shall on the ground of race, color, or national origin be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”

  15. Theme 2: Implementation Activities • Ensure mechanisms in place to facilitate the exchange of information with individuals that do not speak English, people with limited English proficiency and deaf of hard of hearing. • Ensure staff is trained in language assistance services, policies, procedures and Title VI of the Civil Rights Act of 1964. • Identify processes to identify language an individual speaks through “I speak cards” and including in care plan/health records. • Establish language assistance contracts for in-person interpreters, bilingual staff, telephonic/video remote interpreting systems . • Use qualified trained interpreters to facilitate communication. • Ensure written materials are translated for people with LEP. • Using health literacy principles, ensure materials/signage are written at the appropriate grade level for low literacy populations, avoiding medical terminology and “chunking information.”

  16. CLAS Standards Theme 3

  17. Theme 3:Implementation Activities • Conduct community assets/needs assessments and use data to understand community demographics, beliefs and determinants. • Conduct organizational assessments and use data to improve service delivery. • Collect and maintain outcomes data by demographic variables and review improve service delivery. • Review satisfaction scores and consult with youth and families to adapt services. • Partner with community stakeholders for cultural resources, to disseminate information and to consult about health needs. • Create conflict and grievance processes.

  18. Cultural Competency Cultural competency is defined as the awareness, knowledge, and skills needed to work with others who are culturally different from self in meaningful, relevant, and productive ways (Pope, Reynolds & Mueller, 2004).

  19. Organizational Cultural & Linguistic Competency A set of congruent attitudes, behaviors and policies that come together in a system, agency, or among professionals that enables them to work effectively in cross-cultural situations. (Cross et al, 1989)

  20. Leadership How can we use our leadership skills to better serve others?

  21. Shared Vision • What does a cultural and linguistic responsive organization look like? What is your vision of a culturally responsive organization?

  22. Shared Vision • In 2009, A survey conducted by Harvard Business Review asked thousands of people from around the world what they admired in a leader (someone you would willingly follow)? • What’s new? What’s next? What’s better?

  23. Organizational Cultural & Linguistic Competency A set of congruent attitudes, behaviors and policies that come together in a system, agency, or among professionals that enables them to work effectively in cross-cultural situations. (Cross et al, 1989)

  24. Linguistic Competency The capacity of an individual/organization to communicate effectively and convey information in a manner that is easily understood by diverse audiences including persons with limited English proficiency, low literacy skills and individuals with disability.

  25. Domains of Organizational Cultural & Linguistic Competency • Organizational Values • Governance • Planning, Monitoring & Evaluation • Communication & Language Assistance • Training & Staff Development • Service Delivery • Family-Driven • Youth-Guided

  26. Organizational Values Expressions and actions that illustrate the organization’s perspective regarding the worth and importance of cultural competence.

  27. Indicators: Organizational Values • Is cultural and linguistic competence (CLC) linked to the organization’smission statement? • Is there an individual/s with responsibility for implementing and monitoring CLC plans and initiatives? • Is funding allocated for CLC activities/initiatives? • Is there a CLC plan or is CLC included in the organization’s strategic plan?

  28. Sample Assessment Question

  29. Governance Elements of organizational oversight that pertain to establishing goals and policies to ensure the delivery of culturally competent care

  30. Indicators: Governance • Is there a diverse governing body or policy influencing group, with representatives from population and community served? • Is there a community, youth and family advisory committee? • Are there policies regarding: • Personnel recruitment and retention • Training staff/development • Language Access/Communication • Youth-guided and family-driven satisfaction, complaints grievances • Community participation and input

  31. Sample Policies • Council on Accreditation - PA-TS 2.05 Training for direct service personnel addresses differences within the agency’s service population, including: • interventions that address cultural and socioeconomic factors in service delivery; • the role cultural identity plays in motivating human behavior; and • understanding bias or discrimination. -Retrieved from http://coanet.org/standard/pa-ts/2/#practice-05

  32. Planning, Monitoring & Evaluation Mechanisms and processes used for systematic collection of baseline and on-going information about groups served, along with planning, tracking and assessment of cultural competence

  33. Indicators: Planning, Monitoring & Evaluation • Are there resources and capacities to collect/manage/report cultural competence related information/data? • Does the organization use community and participant cultural competence related information/data in planning (policy, program, operations, prevention services?) • Are there monitoring and evaluation reports related to cultural competence?

  34. Communication Involves the exchange of information within different levels of the organization as well as between the organization and the community, populations of focus and partner organizations

  35. Indicators: Communication • Is there a system for informing participants of the right to free interpretation/translation services? • Is there a system for the identification and recording of the participants and population of focus language preferences, levels of proficiency and literacy levels? • Is there a system of access training interpreters?

  36. Indicators: Written Communication • Does the organization use a quality review mechanisms to ensure translated materials convey the intended meaning? • Are materials written at appropriate literacy level of population served? • Is there a process to capture clients understanding of written/other materials?

  37. Indicators: Communication with Community • Are the mechanisms for systematic ongoing communication with the community? • Does the organization engage in communication with participants and population of focus?

  38. Indicators: Intra-Organizational Communication • Are there policies, workplace design and mechanism in place to promote integration of staff of various backgrounds? • Is there a process to promote effective communication among diverse staff?

  39. Communication – Interpreter Services

  40. Human Resources and Workforce Development An organization’s efforts to ensure diverse leaders and staff have requisite attitudes, knowledge and skills to provide culturally and linguistically competent services

  41. Service Delivery An organization’s delivery and adaptation of services in a culturally and linguistically competent way

  42. Family-Driven Families have “a” primary decision making role in the care of their own children as well as the policies and procedures governing care for all children within an organization. This includes choosing supports, services, and providers; designing and implementing programs; monitoring outcomes; and partnering in funding decisions.

  43. Youth-Guided Youth-guided means to value youth as experts in their own experiences, respect their voice, and to treat them as equal partners in creating organizational change.

  44. Selena Webster-Bass, MPH The Voices Institute Cultural and Linguistic Competency Educator selena@voicesinst.org 904.504.9772

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