ACTO 2015 Annual Conference May 6 th 9th

Transcription

1 ACTO 2015 Annual Conference May 6 th 9th Developing a Culturally Competent Faculty Team: Early Work and Implications for Coaching Competencies! Presenters: Dr. Terrence E. Maltbia & David Mathew Prior, MCC

2 A Bit about Terry Experience Associate Professor of Practice, Department of Organization and Leadership Teachers College, Columbia University; Faculty Director, Columbia Coaching Program Former Vice President, Graduate School Alliance for Education in Coaching Current Co-Chair, Academic Standards Committee Over 20 years in Corporate: Sales, Sales Management, Corporate Employment & College Relations; Leadership Development; VP, Organizational Effectiveness Consulting: Process Improvement Firm, Sales Effectiveness, & Private Practice Education Undergraduate: Business Administration, The Ohio State University Masters: Workplace Learning/Organizational Psychology, Teachers, Columbia University Doctorate: Adult Learning and Leadership (AEGIS), TC Research/Professional Interests Diversity and Cultural Competence (EQ/SQ); Leadership and Organizational Effectiveness; and Executive and Organizational Coaching 2

3 and David Experience Core Faculty Team, Columbia University Coaching Program Former Executive Committee Member and Vice President, Global Board of Directors & Former Co- Chair ICF Ethics and Standards Committee for the International Coach Federation (ICF) 15+ Years in Executive and Organizational Coaching and Training; multinational clientele Fluent in Spanish and French Education MBA, Thunderbird (international business) BA, University of Vermont A.O.S. (Associates of Occupational Studies), American Academy of Dramatic Arts Focus/Professional Interests Staged Demonstrations of Coaching; Applied Improvisation in Business; and Storytelling for Leaders 3

4 Session Objectives As a result of our time together, you will be able to: Name four common approaches to defining cultural competence (CQ) and culturally sensitive coach education and training including sample measures; Describe the basic rationale for developing a CQ capability among Coaching Program Directors, Core Faculty and Instructors; and Use various CQ structures/frameworks/tools to inform program design and development decisions. 4

5 Backstage 5

6 Backstage 6

7 Session Objectives As a result of our time together, you will be able to: Name four common approaches to defining cultural competence (CQ) and culturally sensitive coach education and training including sample measures (Level 1: Knowledge); Describe the basic rationale for developing a CQ capability among Coaching Program Directors, Core Faculty and Instructors (Level 2: Comprehension); and Use various CQ structures/frameworks/tools to inform program design and development decisions (Level 3: Application). 7

8 Topic Agenda Positioning: Personal Reflection and Peer Sharing Engaging: CQ as Strategic Learning - Content, Context and Conduct (implications for practice) Concluding: Observations, Insights & Action Commitment(s) 8

9 Point-of-View Shaped by 3 inputs: Dissertation: The Journey of Becoming a Diversity Practitioner The Connection Between Experience, Learning and Competence (2001); Book: A Leader s Guide to Leveraging Diversity Strategic Learning Capabilities for Break-through Performance (2009); and Ongoing: Research, Teaching, Writing, and Consulting. 9

10 On-the-Spot Assessment: Reflective Questions Select one question, for which, you have the most energy Q1. What comes to mind when you hear the term cultural competence? Culturally sensitive coach education and training? Q2. Why is it important for coach educators and trainers to understand cultural competence? Trends/Rationale? Q3. How do coach educators and trainersdevelop a CQ capability? Probe: What are the advantages of developing this capability for instructors, learners, clients, the field, and organizations? 10

11 Reflective Pause Framing Please take 2 minutes for individual reflection to jot down ideas/response to selected question. Processing Record #s per question Engage in peer conservation by question Later: ask audience members volunteer to share (1) responses to selected question and (2) potential implications for culturally sensitive coach education and training 11

12 Strategic Learning Model Theoretical Basis Science of Human Performance (Jackson, 1991) Clarifying the Strategic Context Informal & Incidental Learning (Marsick & Watkins, 1990) Experiential Learning Cycle (Kolb, 1984) Taking Informed, Strategic Action Identifying the Vital Few Success Factors 12

13 On-the-Spot Assessment: Reflective Questions Q1. What comes to mind when you hear the term cultural competence? Culturally sensitive coach education and training? Q2. Why is it important for coach educators and trainers to understand cultural competence? Trends/Rationale? Q3. How do coach educators and trainersdevelop a CQ capability? Probe: What are the advantages of developing this capability for instructors, learners, clients, the field, and organizations? 13

14 Q1. Conceptual Clarity - Map Literal Meaning of the Concept Sample Definitions Key Thinkers Clear Points: (1) Diversity as Dimensions; (2) Process or Action; (3) Cultural Orientations; and (4) CQ Facets Working Definition applied to coach education and training 14

15 Q1. Conceptual Clarity Literal Meaning Source: Maltbia, T. E. (2013). Resource: Cultural Competence in Graduate Coach Education and Training Program. Unpublished position paper in preparation for panel during ICF Advances 2013 event Washington, D.C. (p. 2). 15

16 Sample Definitions: Cultural Competence The ability to conduct professional work in a way that is consistent with the expectations which members of a distinctive culture regard as appropriate among themselves. Green, 1982 (Social Work) A dynamic process of growth through ongoing questioning, self-assessment, knowledge and skill-building, starting with the client s level of current competence and supporting enhancement of their abilities (in a culture context). Sowers-Hoag & Sandau-Backler, 1996 (Education) 16

17 More Sample Definitions: Cultural Competence One is culturally competent when one possesses the cultural knowledge and skills of a particular culture to deliver effective interventions to members of that culture (p. 441) S. Sue, 1998 (Psychology) An ongoing process with a goal of achieving ability to work effectively with culturally diverse groups and communities with a detailed awareness, specific knowledge, refined skill, along with personal and professional respect for cultural attributes, both differences and similarities. Suh, 2004 (Health Care - Nursing) 17

18 Still More Sample Definitions: Cultural Competence Individual One s attitude toward diversity, characterized by unique mixtures of similarities and differences (includes thoughts, feelings, and behavior); person s capacity for successful adaptation to new/unfamiliar settings (attributable to cultural context). Organizational A set of congruent behaviors, attitudes, policies, procedures, and services that enable leaders to embrace employee and customer differences and customized management-practices to various needs. Early & Ang,

19 One More Definition: Cultural Competence The ability to reduce the risks, and maximize the opportunities, inherent in cultural differences and similarities, as well as culture-based performance and success factors (p. 1) J. Schmitz 2006 (Cross-cultural Communication) 19

20 Clear Point What do we mean when we say cultural competence? Cultural Competence As dimension As a process or action Cultural competence as a subject (or the what ) Cultural competence as a verb (or the how ) Capture both its static characteristics and its dynamic nature Source: Maltbia, T. E. (2009). A Leader s Guide to Leveraging Diversity: Strategic Learning Capabilities for Breakthrough Performance. Boston, MA: Elsevier: Butterwoth-Heinermann, pp

21 as dimension Inborn Human Characteristics Race Gender Ethnicity Country of Origin Age Physical Abilities Mental Abilities Sexual Orientation 21

22 as dimension Educational background Family & personal income Geographic location Marital/parental status Religious beliefs Occupation Military experience Personal Experiences Inborn Human Characteristics 22

23 as dimension Organizational Dimensions Line/Staff Corporate/LOB Function Level Union Affiliation Others? Personal Experiences Inborn Human Characteristics 23

24 as dimension Learning style Conflict resolution Problem solving Decision making Response to difference Style / Tendencies Organizational Dimensions Personal Experiences Inborn Human Characteristics 24

25 as dimension External Factors (e.g., governments, communities, customers, suppliers, etc.) Style / Tendencies Organizational Dimensions Personal Experiences Inborn Human Characteristics 25

26 Cultural Competence as process or action Strategic Learning Capabilities Cultural Continuum Mono- Cultural Contextual Awareness Awareness Knowledge Conceptual Clarity Skill Developmental Process Informed Action Application Multi- Cultural Stages Self-work Denial Defense Minimization Acceptance Adaptation Integration Collective Impact Incapacity Destructiveness Blind-spots Competent Highly Competent Distinctive Capacity Source: Maltbia s (2009) adaptation of concepts found in book chapter by M. J. Bennett s (2004), entitled, Becoming Intercultural Competent, pp

27 Cultural Orientations/Values Source: Schmitz, J. (2006). Cultural Orientations Guide, 5 th ed (pp ). 27

28 Cultural Intelligence: Factors and Facets Cultural Intelligence DRIVE/Affective (Motivational) KNOWLEDGE (Cognitive) STRATEGY (Metacognitive) ACTION (Behavioral) Intrinsic Cultural Planning Verbal Extrinsic Systems Awareness Non-verbal Self Efficacy Cultural Norms Checking Speech Acts & Values Source: Dyne, Ang, Ng, Rockstuhl, Tan, & Koh (2012, p. 301) 28

29 Working Definitions: Cultural Competence Applied to coach education and training, cultural competence refers to The integration of key dimensions of our learner s cultural identity into the various theories, tools, and practices that guide one s approach to facilitating adult learning, with the intent of providing participants of all sociodemographic backgrounds with relevant experiences focused on achieving their desired results (i.e., learning outcomes). Maltbia,

30 On-the-Spot Assessment: Reflective Questions Q1. What comes to mind when you hear the term cultural competence? Culturally sensitive coach education and training? Q2. Why is it important for coach educators and trainers to understand cultural competence? Trends/Rationale? Q3. How do coach educators and trainersdevelop a CQ capability? Probe: What are the advantages of developing this capability for instructors, learners, clients, the field, and organizations? 30

31 Q2. Why CQ Matters: CET? Worldview/ Experience Data Outcomes/ Results Source: Boud, Cohen & Walker (1993) Options/ Actions 31

32 Q2. Basic Rationale Globalization Demographic Diversity Increasingly Complex World of Work Technological Change Security: Physical & Intellectual Assets 32

33 Trends Technology: Internet, Transportation & Communication Competition/Demanding Consumer Markets Deregulation and Privatization Drive for Innovation Convergence Others? Source: Willie Pietersen (2002, p. 11), Reinventing Strategy 33

34 10 Best Leadership Practices Experience / Field Assignments Smart Content / Curriculum Action Learning Simulation or Small Scale Operation Coaching and Mentoring Teaching Others Feed-forward Team Building and Alignment Involvement and Engagement Accountability for Results Source: 2008 Best in Leadership Practices, Leadership Excellence 34

35 While Complex, Clear Benefits Source: Maltbia & Prior (2011), Cultural Competence in Leadership Coaching What Coaches Need to Need. Choice p

36 On-the-Spot Assessment: Reflective Questions Q1. What comes to mind when you hear the term cultural competence? Culturally sensitive coach education and training? Q2. Why is it important for coach educators and trainers to understand cultural competence? Trends/Rationale? Q3. How do coach educators and trainersdevelop a CQ capability? Probe: What are the advantages of developing this capability for instructors, learners, clients, the field, and organizations? 36

37 Assess Cultural Self- Awareness & Capability Levels Understand origins of one s own cultural 3 levels: Individual Group Universals Focus: Inside-out Work 37

38 Self-work You as a Cultural Diverse Entity (Sample Tool) Directions Individually (Handout) Think of the various cultures to which you belong (e.g., Black, American, Male, Corporate/ Academic, etc.) Label each circle with the cultural groups you identified & capture the important rules, norms & values learned from each group Consider the beliefs, values and biases that emerge from these experiences Caption/Headline to reflect how your cultural programming influences your approach to showing up with culturally diverse others Challenge with Support! Respect authority Value Security Struggle/Strength Commitment Pride Religion School Music Teamwork/Collaboration Co-creation Give and take Practice/Routine Discipline Family/ Black Work/ Corp. Innercity Sports Friends 1 st paid age of 12 Independence/make your own way Responsibility/accountability Hierarchy/engagement rules Acculturation/multiple realities 38

39 Assess Cultural Self- Awareness & Capability Levels Establish a Cultural Knowledge Base Understand origins of one s own cultural 3 levels: Individual Group Universals Focus : Inside-out Work Have clear framework(s) for understanding cultural dynamics, e.g., Hofstede s Dimensions Cultural Navigator Measures Focus: Outside-in Work 39

40 CQ Resources Approach Sample Frameworks and Measures Dimensions The Diversity Tool Kit (Gardenswartz & Rowe, 2009) Process or Action Developmental Model of Intercultural Sensitivity (Bennett, 2004) IDI (Hammer) Orientations/Values Culture in the Workplace Questionnaire (based on Hofstede s work) Itap: Culture Compass Survey The Hofstede Center Cultural Navigator (COI) Facets The 20-item, Four Factor Cultural Intelligence Scale (CQS) - Dyne & Ang CQ Profile Summary; Multi-Rater Assessment & CQ Team Assessment 40 Livermore 2015 ACTO Conference, Orlando, FL

41 Hofstede s Cultural Continuums The Five Orientations 1. INDIVIDUALISM Individual Orientation Group Orientation 2. POWER DISTANCE Hierarchical Orientation Participative Orientation 3. CERTAINTY Need for Certainty Tolerance for Ambiguity 4. ACHIEVEMENT Achievement Orientation Quality of Life Orientation 5. TIME ORIENTATION Long-Term Orientation Short-Term Orientation 41

42 Descriptions: 5 Orientations Individualism - the degree to which action is taken for the benefit of the individual or the group Power Distance - the degree to which inequality or distance between those in charge and the less powerful (subordinates) is accepted Certainty - the extent to which people prefer rules, regulations and controls or are more comfortable with unstructured, ambiguous or unpredictable situations Achievement - the degree to which we focus on goal achievement and work or quality of life and caring for others Time Orientation - the degree to which we embrace values oriented toward the future, such as perseverance and thrift, or values oriented toward the past and present, such as respect for tradition and fulfilling social obligations 42

43 Assess Cultural Self- Awareness & Capability Levels Understand origins of one s own cultural programming on 3 levels: Individual Group Universals Focus: Inside-out Work Establish a Cultural Knowledge Base Have clear framework(s) for understanding cultural dynamics, e.g., Hofstede s Dimensions Cultural Navigator Other Measure Focus: Outside-in Work Build Skills to Communicate, Listen & Coach Cross- Culturally Acknowledge contextual factors determine what is considered appropriate Ethnocentrism (specific) Ethnorelativism (general) Focus: Leveraging Diversity 43

44 CQ Four Factors HEAD Self- Awareness/ Meta-Cognition Dimension Measures the processes of acquiring cultural knowledge and checking one s assumptions. Description Is conscious of and adjusts cultural knowledge during interactions in culturally diverse situations. Knowledge Measures one s factual knowledge about other cultures. Knows legal & economic systems, religious beliefs, marriage systems, arts language HEART Motivation Measures one s drive to learn about and perform in culturally diverse situations. Enjoys interacting with culturally diverse groups, living in unfamiliar cultures and is confident socializing in unfamiliar cultures. BODY Behavior Measures one s ability to enact the appropriate gestures, manners, and nonverbal behaviors in another culture Changes verbal and nonverbal behavior when interacting in culturally diverse situations by adjusting rate of speaking, pauses, gestures and facial expressions.

45 Final Reflection: Coaching & Cultural Competence Where does cultural competence fit? A. Setting the Foundation 1. Meeting Ethical Guidelines and Professional Standards 2. Establishing the Coaching Agreement B. Co-Creating The Relationship 3. Establishing Trust and Intimacy with the Client 4. Coaching Presence C. Communicating Effectively D. Facilitating Learning and Results 8. Creating Awareness 9. Designing Actions 10. Planning and Goal Setting 11. Managing Progress and Accountability 5. Active Listening 6. Powerful Questioning 7. Direct Communication 45

46 Final On-the-Spot Assessment Poll Based on our exploration of cultural competence, which of the following best captions your point-of-view (select one) (A) Cultural competence should be fully integrated into the existing 11 ICF competencies (embedded in the various indicators); or (B) Cultural competence should be added as an additional core competence bringing the total to

47 Thank Are there any minutes you for your questions? 47

48 Selected References Bennett, M. J. (2004). Becoming interculturally competence. In Wurzel, J. (Ed.). (2004). Toward multiculturalism: A reader in multicultural education (2nd ed., pp ). Newton, MA: Intercultural Resource Corporation. Dyne, L. V., Ang, S., Ng, K.Y., Rockstuhl, T., Tan, M. L., & Koh, C. (2012). Sub-dimensions of the Four Factor Model of Cultural Intelligence: Expanding the Conceptualization and Measurement of Cultural Intelligence. Social and Personality Psychology Compass, (6), 4, Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford, CA: Stanford University Press. Francis, A. (2009). Leadership development and leadership effectiveness. Management Decision, (47), 6, Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY: Bantam Books. Green, J. W. (1982). Cultural awareness in the human services. Englewood Cliffs, NJ: Prentice-Hall. Hofstede, G. & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind. New York, NY: McGraw-Hill. Jackson, T. (1991). Measuring management performance: A developmental approach for trainers and consultants. New York, NY: Kogan Page. 48

49 Selected References Maltbia, T. E. (2013). Resource: Cultural Competence in Graduate Coach Education and Training Program. Unpublished position paper in preparation for panel during ICF Advances 2013 event Washington, D.C. Maltbia, T. E. (2011). Cultural Competence in Leadership Coaching: What Coaches Need to Know? Choice, (9), 3, Maltbia, T. E., & Power, A. (2009). A leader s guide to leveraging diversity: strategic learning capabilities for breakthrough performance. Lexington, MA: Butterworth-Heinemann Business Book, part of a new book series, Frontiers in Learning for Performance. Schmitz, J. (2006). Cultural Orientations Guide: The Roadmap to Cultural Competence. Princeton, NJ: Princeton Training Press. Sowers-Hoag, R. M., & Sandau-Beckler, P. (1996). Educating for cultural competence in the generalist curriculum. Journal of Multicultural Social Work, (4), 3, Suh, E. E. (2004). The Model of Cultural Competence Through an Evolutionary Concept Analysis. Journal of Transcultural Nursing, (14), 2, Sue, S. (1998). In search of cultural competence in psychotherapy and counseling. American Psychologist(53), Taras, V. (2013). Catalogue of Instruments for Measuring Culture. Greensboro: NC: Bryan School of Business and Economics University of North Carolina at Greensboro, Retrieved : 49

50 Book and Contact Information Available Amazon Leveraging-Diversity-Frontiers- Learning/dp/ Paperback Version Kindle Version Contact Information Twitter: #terrymaltbia CCLA: 50