February 27, 2023
Personal Development
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Cultural Competence: Principles, Importance, Components

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Cultural competence is respectful of acts of understanding between us and the people and is open to different cultural perspectives, strengthening cultural security, and working towards equality of opportunity. V. On the power of knowledge, Ti is a member of the community and a wide range of people based on their understanding of the uses.

What are the cultural competencies? This article describes cultural competence and how to evaluate it at the individual and organizational levels. This article also uses a cultural competency framework as a unique approach to the design and development of high-impact diversity education.

What is Cultural Skill?

There is a strong representation of cultural competence in healthcare diversity education, but more recently diversity professionals from other sectors have discovered its value. This article summarizes a unique approach to high-impact diversity education that uses a cultural competency framework.

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Cultural Competence

What is cultural competence?

In Canada, we have talked for a long time about the importance of respecting diversity and embracing different cultures as part of the social structure of our society. However, the term, cultural competence is a relatively new concept to many.

A digital drawing of colored hands approaching each other

Over the past two or three decades, we have tried to challenge and address injustice, racism, exclusion, and discrimination through the law, awareness-raising, rights education, and a biased curriculum. Cultural competence strengthens and creates this work.

So what does cultural competence means, and why are people so important that their culture and cultural background is recognized, respected, and valued?

The underlying cultural competencies are the principles of trust, diversity, equality, fairness, and respect for social justice … The basic building of cultural identity and the development of a strong cultural identity are essential to a person’s healthy sense of who and where they are.

Black and white images of different people are standing next to them back on camera, the text says: Cultural competence is a principle of trust, respect for diversity, fairness, justice, and social justice.

It is more than being respectful of the cultures that represent the service or even the community. It is much more than an awareness of cultural differences, more than a knowledge of our own customs and values.

What are the cultural competencies?

Cultural competence refers to the ability to successfully negotiate cross-cultural differences to achieve practical goals As a member of a cross-cultural team, the goal is to try to create more inclusive societies or more societies as collaborators, such as dating socially responsible individuals. Can be selfish. There are four main components of cultural competence: awareness, attitude, knowledge, and skills

Awareness: It is important to examine the values ​​and beliefs of diversity in order to recognize deep-rooted superstitions and stereotypes that can impede learning and personal development. Diversity education can be effective in uncovering them.

Attitude: Values ​​and beliefs influence cross-cultural functioning because they reflect the extent to which we are open to differing views and opinions. The more we feel about our beliefs and values, the more likely we are to react emotionally when they conflict with cultural differences. For example, white and white Americans have different values ​​and beliefs about diversity and equality; Differences are, in part, the result of uniquely expressing oppression and discrimination.

Knowledge: The more we know about people from different cultures, the more we can avoid cross-cultural finger-pointing. How culture influences problem-solving, managing people, seeking help, etc. can keep us connected in intercultural interactions.

Skills: One can have a “right” viewpoint, sufficient self-awareness, and a lot of knowledge of cultural differences, yet lack the skills to effectively manage differences. If we do not learn the skills or have very few opportunities to practice, our knowledge and awareness are not sufficient to avoid and manage cross-cultural landmines.

Focusing on cultural skills not only raises awareness of why learning to manage conflict can pay the price for everyone, but also puts social engineering as the primary focus and, where appropriate, putting it right – about making people more efficient in their intercultural interactions. In an organization, this means finding ways to close skills gaps so that people can work together more productively.

Cultural competence enables people to work more effectively in a culturally diverse organization. Individuals and companies may be culturally competent. A culturally skilled healthcare company, for example, offers an appropriate mix of the following:

  • A culturally diverse staff that reflects on the community served,
  • Training suppliers about the culture and language they serve,
  • Signature and instructional literature, in harmony with clients’ language (s) and their cultural norms,

Culturally specific healthcare settings

  • Inclusive policies and procedures,
  • Hold and promote fairness,
  • Relationship Groups.

At the individual level, cultural competencies offer:

  • Providers or translators who speak the clients’ language (s),
  • Cross-cultural skills,
  • The ability to recover from the inevitable cultural conflict,
  • Collective decision-making,
  • Enough knowledge of cross-cultural differences,
  • Intercultural communication skills,
  • Skills in managing diversity,
  • Combined beliefs and values,
  • Awareness of personal bias and stereotypes,
  • Commitment to leadership.

Note that at the organizational level, practices such as inclusion policies and concepts include cultural competence. Cultural competence promotes legal protection for organizations, in addition to promotion, preservation, service delivery, healthcare delivery, and reducing disparities in health risk.

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Without healthcare, cultural competence can have the effect of reducing the number of cultural conflicts and inevitably patronizing. Enhancing cultural competence supports a productive, cultural workplace that offers both legal protection and a more competitive, innovative environment.

Cultural skills are the ability to understand, communicate and communicate effectively with people across cultures. Includes cultural skills

  • Being aware of one’s own worldview
  • Develop a positive attitude toward cultural differences
  • Acquire knowledge of various cultural practices and worldviews
  • Develop skills for communication and interaction across cultures.

Cultural competence requires “more than being culturally aware or exercising tolerance”. Rather it is “the ability to identify and challenge one’s own cultural assumptions, values, ​​and beliefs, and to commit to communication at the cultural interface.”

Principles relevant to cultural competence include building safe, respectful, and mutual relationships, partnerships, high expectations, and respect for equality and diversity.

We are all born with a culture, which is not only influenced by traditional Tahitian practices, heritage, and paternal wisdom, but also by the experiences, values, ​​and beliefs of individual families and communities. Respecting diversity means evaluating and reflecting on family and community practices, values, and beliefs.

Including workplace leaders, employers, supervisors, and union representatives who are culturally competent, respectful of knowing, viewing, and living in multiple cultural ways, celebrating the benefits of diversity, and have the ability to understand and respect differences.

In practical terms, it involves critical reflection, a journey not involved in learning how people perceive the world and participate in different systems of shared knowledge.

How is cultural competency assessed?

The goal of the assessment is to identify what members of an organization need to work together more effectively if they really like each other and it can be great to overcome their biases, but the reality is that you can expect to learn the rules of how to work together productively. .

The benefit of using a cultural skills approach is that you can identify the cultural skills gaps that need to be targeted in the design and development of a diversity education program. Organizational Inclusion Assessment (OIA) is an example of a method of cultural competency assessment.

It is based on the idea that as cultural skills increase, an organization becomes more inclusive. Another hypothesis is that each company goes through some developmental stages toward inclusion. The evaluation relies on a triangular approach that employs archival, interview, and survey evaluation. The results of different instruments combine to identify the cultural competence gap.

OIA has been used in companies across sectors. In each case, data collection involves (a) searching existing documents (archives), such as policies and procedures, (b) interviewing key individual informants, (c) conducting focus group interviews with different identity groups, and (d) conducting interviews. Agency-wide survey Although the first three are qualitative, the survey provides quantitative data.

Creating cultural competency assessment data

Survey data generally show that different identifying groups do not place their company at the same cultural competence level. For example, gay and lesbian members of an organization usually have an average survey score that puts the organization at a low cultural competency level.

In contrast, directors and supervisors generally put the organization at a level of higher cultural competence. European Americans have a more favorable view of this organization than historically excluded groups (HEGs). How can you explain the results of isolated groups?

This is when the interview data is invaluable. The first step is to develop a regular theme from both the original informant and the focus group data.

Then each theme is classified into elements of cultural competence. What emerges is the distribution of themes across elements of cultural competence. The more themes associated with an element, the more activity.

Of course, a high frequency of themes indicates areas of improvement or cultural skills gaps. More often than not, multiple elements emerge as the goal of diversity education. Themes also uncover the source of differences in perspectives about the stage of the organization.

For example, the GLBTQ group may perceive the group as slower to include the group as compared to the other group. You have a lot of rich information that can be used as anecdotes and examples to support your results.

Since data has been collected from multiple sources, it is possible to see the degree of consistency across different methods of investigation. Are similar stories being told in focus groups and key informant interviews? Do the survey results strengthen the interview results? Are people of color constantly seeing the problem?

If you find a consistent and complementary pattern in data collection methods, you can be more confident in the conclusions you have reached. If there are inconsistencies here that are not easy to explain, then you can rely on themes from analyzing cultural competency gaps to do the work.

Just notice the gaps in diversity teaching skills and use examples of prominent themes for content and format insights (e.g., policy changes, diversity training, online information, etc.).

Recent data from an organization showed that attitudes and skills are the components of cultural competence representing the highest frequency of themes. This explained why the organization was at a level of moderate cultural competence.

The next step is to translate the results into a diversified education program. While this is not out of the scope of this paper, suffice it to say here that you notice gaps in distinguished cultural competence.

You do not necessarily use diversity training. Sometimes changing policies and procedures, implementing additional policies, or ensuring that current policies are followed can make a huge difference in promoting inclusion.

Building Bridges to Cultural Competency
Building Bridges to Cultural Competency

cultural competence perspectives

4 Different employees look at the same, read the text: workplace leaders, employers, supervisors, and union representatives who are culturally competent, respect multiple cultural ways of knowing, viewing, and living, celebrate the benefits of diversity and have the ability to understand and respect differences.

Cultural competence is not fixed and our situation changes cultural competence in response to new situations, experiences, and relationships.

Three components of cultural competence:

  • Attitude
  • Skills
  • Knowledge

These are important at three levels:

Unique level – knowledge, skills, values, attitudes, and behaviors of individuals

Service level – management and operation frameworks and practices, expectations, including policies, procedures, vision statements, and voice of children, families, and communities

Extensive system-level – how services relate to and respect other community agencies, agencies, elders, and local community protocols.

Even if there is no checklist for identifying culturally skilled workplace leaders, we can begin to create the necessary attitude, skills, and knowledge. For example, workplace leaders who respect diversity and are culturally competent:

  • Has knowledge and respect for the pursuit of history, culture, language, traditions, and the upbringing of children
  • Value the different capabilities and capabilities of the individual
  • Respect the difference in the family’s life
  • Recognize that diversity contributes to the prosperity of our society and provides a valid evidence base on how to know
  • Demonstrate ongoing commitment with families and communities to develop their own cultural skills in a two-way process
  • Aboriginal practices promote a greater understanding of and knowing
  • Involves ongoing reflection regarding their cultural skills

Education on cultural competence

Most diversity professionals emphasize the importance of training to raise awareness of their work because they do not have the depth of understanding necessary to design, develop, and implement a high-impact cultural diversity education program.

Some Diversity Trainers’ Assessing Diversity, which emphasizes appreciation for the ways in which cultural differences can create value in organizations – although this view is called ‘awareness training,’ from ?? It still lacks the impact needed to build knowledge and skills.

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Academic courses related to diversity understandably focus on the elements of knowledge. Giving students scholarly insight into diversity and inclusion can bring their personal values ​​and beliefs to the fore.

A good instructor will also provide exercises of awareness and attitude elements to provide exercises that will drive the main issues created in scholarly work.

The problem is that the skills needed to negotiate differences often go out of the mix. Even in a good intercultural communication course, so many theories can be presented that the course does not transfer students to the community or workplace in any practical way.

Focusing primarily on skills training is also insufficient. Again there is a lack of awareness of personal bias and little understanding of how beliefs and values ​​related to personal diversity make it difficult to use skills with insight.

The result is that our efforts to connect with people from other cultures cannot be seen as credible. The four components work in awareness, vision, knowledge, and skill gloves.

A cultural skills approach to diversity education provides professionals with a way to consider the four components.

Take away

What is cultural competence? This article defines the term and describes its usefulness for the design, development, and implementation of diversity education. Different companies can take the guesswork out of what to focus on to make a company more inclusive and productive. More importantly, it gets the job done beyond awareness-sensitivity training. The key to this incident is evaluation.

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  1. Is your image of the CP Framework by Lindsey & Lindsey useable by other people? I would very much like to use it in my thesis.

    Reply

  3. I am completing my dissertation for Ed.D. (case study of registered nurses in delivering culturally competent patient care). I would like to adapt your continuum (which I believe was inspired by Cross et al., 1989 phases of competency?) for use in my presentation and in my manuscript. May I do so and credit you? How would you prefer we cite? Thank you.

    Reply

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