BUILDING LEADVILLE’S EQUITY FOUNDATIONlcbag.org/wp-content/uploads/2017/05/HEAS-TA-Learning...Reveles, Shela de la Rosa, and Anne Sifuentes. LEADVILLE’S けくぐさ HEALTH EQUITY

BUILDING LEADVILLE’S EQUITY FOUNDATION

LEADVILLE’S けくぐさ HEALTH EQUITY SUMMER LEARNING SERIES:

LEARNING PAPER

Prepared by Lake County Build a Generation & Full Circle of Lake County, Inc. November 2016

OVERVIEW

PURPOSE

Between June and November Full Circle-LCBAG put on ╉Building Leadville’s Equity Foundation,╊ a health equity learning series, thanks to a $41,348.10 technical assistance grant from the HEAS cohort.

The learning series aimed to expand capacity and community around health equity, diversity, and

cultural competency among key Leadville/Lake County agency, government, business and community

leaders. Plans for the series developed out of needs and concerns expressed by affected community

members and needs identified by local leaders.

CONSULTANTS & PARTNERS

Capacity-building sessions were provided by the following individuals and agencies:

Maria Velasco Spring Institute for Intercultural

Learning

http://www.springinstitute.org/

[email protected]

Gurudev Khalsa Spring Institute for Intercultural

Learning

[email protected]

Ana Perez Interaction Institute for Social

Change

http://interactioninstitute.org/

[email protected]

Linda Gonzalez Interaction Institute for Social

Change

[email protected]

Emma Pinter City of Westminster http://www.ci.westminster.co.us/

[email protected]

Ashley Denault Spark Policy Institute http://sparkpolicy.com/

[email protected]

Shyretta

Hudnall

The Stapleton Foundation http://stapletonfoundation.com/

[email protected]

Kristin Lacy Re:Vision http://www.revision.coop/

[email protected]

Lisa Duran Grassroots Grantmakers http://www.grassrootsgrantmakers.org/

[email protected]

PARTICIPATING LOCAL ORGANIZATIONS & INDIVIDUALS

Page 2 of 10

The following organizations and individuals from Lake County participated in Leadville’s けくぐさ Health Equity Summer Learning Series:

Lake County Department of Human

Services

Lake County Public Health Agency

Lake County School District

Solvista Health

Advocates of Lake County

Colorado Mountain College – Timberline

Campus

Leadville/Lake County Economic

Development Corporation

City of Leadville

Lake County Government

St. Vincent Hospital

Lake County Wraparound Program

Lake County School Wellness Program

Lake County Judicial Probation

Lake County Assessor’s Office

High Mountain Institute

Colorado Outward Bound School

Cloud City Conservation Center

LCBAG Promotora Pilot Project Participants: Maria Acosta, Maribel Arocho, Nayeli Mota, Cristina

Reveles, Shela de la Rosa, and Anne Sifuentes.

LEADVILLE’S けくぐさ HEALTH EQUITY SUMMER LEARNING SERIES

IDENTIFYING THE NEED

In applying for The Colorado Trust’s HEAS Phase II grant, we made this observation: Recent research has noted that the current health equity advocacy field is challenged by issues

such as externally imposed agendas (researchers or leaders deciding what health equity issues

are most important) and geographic challenges (leading to the bulk of the health equity work

taking place in urban areas, even though a large population of rural residents are affected by

health equity issues) [Community Catalyst, 21].

We theorized that one potentially successful strategy for addressing these challenges would be to

prioritize capacity-building opportunities for local agency and community leaders. We hoped that, by

spending time identifying what Lake County leaders 1) already knew and 2) wanted to learn or learn

more about in order to become health equity advocates, we would be able to create a tailored plan for

building Lake County’s capacity to execute health equity advocacy and policy change work. We felt that

tailored capacity-building activities offered here in our community would be the best way to develop a

team of local leaders to serve as health equity policy advocates in their organizations and in our

community, in that way expanding both our local and State field of health equity advocates.

Our first step as part of this strategy was to work through a self-assessment process with

representatives of our local Health Equity Civic Design Team. As part of that process, we reviewed the

following assessment tools: National Center for Chronic Disease Prevention and Health Promotion’s A

Practitioner’s Guide for Advancing Health Equity, Prevention Institute’s THRIVE (Tool for Health & Resilience in Vulnerable Environments) Community Assessment Worksheet, National Standards for

Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care, and Bay Area

Page 3 of 10

Regional Health Inequities Initiative (BARHII) Local Health Department Organizational Self-Assessment

for Addressing Health Inequities. After our review of these existing assessments, we developed our own

organizational self-assessment tool which drew upon various components of these resources.

To test our self-assessment tool, we had Full Circle and Build a Generation staff members complete the

self-assessment and then debrief the results as a check. The self-assessment was then revised before

going to Lake County agency leaders for completion. We then followed up the completed surveys with

individual interviews to get a clearer sense of the types of educational experiences or trainings that

might be most helpful for Lake County leaders in their efforts to build equity locally. As an example,

45% of respondents stated that staff and leadership at their organization do NOT receive training about

culturally and linguistically appropriate practices and policies as part of their professional development.

Agency leaders who completed the survey also noted an interest in additional learning about conflict

resolution and facilitating conversations about race, diversity and challenging the status quo.

We also looked at data collected at Full Circle and Build a Generation that shed light on local health

equity challenges. In January 2016, Build a Generation conducted interviews with 111 Lake County

community members to gain a better understanding of community priorities for future initiatives. It

became clear, through responses to the question, ╉What would make life in Lake County easier for you?,╊ that community members want equity in community, in government, in school, in business and in services. Through Full Circle’s direct service work, key conversations with community members surfaced some illuminating and heart-breaking community needs. Community members expressed

frustration over attempts to access services at local agencies and organizations where, ╉There is no information in Spanish,╊ and ╉The HIPPA laws and patient forms are not in Spanish so I don’t know what I’m signing.╊ One community member noted that, ╉Providers are using my children as interpreters, that doesn’t seem right,╊ and another said simply, ╉It is hard to make an appointment when the only Spanish speaker isn’t there.╊ These concerns were echoed by two groups of community members with whom Full Circle-LCBAG work closely, the Lake County Family Leadership Training Institute (FLTI) graduates

and the Lake County promotoras pilot project team.

As a result, specific learning needs and opportunities were identified. A package of trainings emerged

that we hoped would provide a mix of theory, evidence and concrete skills-development aimed at

equipping a core group of Lake County’s leaders with the tools necessary to begin to advance health

equity policies in their organizations and interactions inside and outside of our community. That

package of trainings became Leadville’s けくぐさ Health Equity Learning Series – tailored capacity-building

without an externally imposed agenda offered right here in our community. Our hypothesis was that

this learning series would serve as a critical strategy for building Leadville’s health equity foundation.

BUILDING LEADVILLE ’S EQUITY FOUNDATION

Page 4 of 10

SESSION 1: INTRODUCTION TO HEALTH EQUITY IN AGENCIES,

GOVERNMENT & BUSINESS Introduction to health equity in agencies, government and business, took place on June 29. Twenty-six

community leaders attended the full-day training, which included presentations by Spark Policy

Institute, Spring Institute for Intercultural Learning, and Westminster City Councilwoman Emma Pinter.

The purpose of this session was to provide an overview of health equity and related concepts to training

series participants.

1st Presenter: Ashley Denault, Spark Policy Institute

Topics Covered: Spark Policy Institute’s Tools for Integrating an Equity Lens, specifically:

Equity vs. Equality

Engaging partners and community

Using data

Developing solutions

Format: PowerPoint presentation followed by small group activity in which participants applied a

╉health equity lens╊ to a hypothetical policy challenge.

2nd Presenter: Maria Velasco & Gurudev Khalsa, Spring Institute for Intercultural Learning

Topics Covered: An introduction to inclusivity and working effectively across cultures, specifically:

Diversity vs. inclusion

Cultural intelligence vs. cultural

humility

Culturally proficient organizations

Systemic barriers to equity

Format: PowerPoint presentation, large-group and small-group discussions intermixed during this

session.

3rd Presenter: Emma Pinter, City of Westminster

Topics Covered: The case study of establishing an inclusivity board for the City of Westminster,

specifically:

Why inclusivity?

The story of the City of Westminster

Inclusivity Task Force

Benefits of an inclusivity board

Format: Story-telling followed by question and answer session to highlight a key equity policy

example from another community.

Results:

This first session served as an orientation to health equity and concepts regularly encountered or

discussed when thinking about how to build equity in processes and policies. Participants received a

lot of information, which some felt was extremely useful and others felt was overwhelming. When

participants were asked to rate their familiarity with the concept of ╉equity╊ before the training, ぐげ% of participants said they were very familiar, 47% said moderately familiar, 33% said slightly familiar,

and ざ% said not at all familiar. By contrast, when asked to rate their familiarity with ╉equity╊ after the training, 53% of participants said they were very familiar and 47% said moderately familiar. We were

pleased with the success of this training day and satisfied that participants developed a shared

understanding of and language around equity that would help in the following sessions.

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SESSION 2: FACILITATING CHANGE

Facilitative Leadership for Social Change, a training offered by

the Interaction Institute for Social Change, took place July 19-

21 in Leadville. Twenty-five community leaders (one more than

the stated maximum capacity for the training) made the

commitment to attend all three days of this extremely

impactful training. Among other things, participants learned

how to address challenging topics, such as race and

discrimination, in a way that allows dialogue and builds

agreement among meeting participants.

Presenter: Ana Perez and Linda Gonzalez, Spring Institute for

Intercultural Learning

Topics Covered: Interaction Institute’s Facilitative Leadership

for Social Change Curriculum, including how to:

Seek maximum appropriate

involvement

Facilitate agreement

Inspire a shared vision

Focus on results, process, and

relationship

Discover shared meaning

Design pathways to action

Format: Presented theory, concepts and examples in a large-group followed by participant application

and practice in small groups or one-on-one. Debrief of practice experiences in large-group.

Results:

The fact that 25 Lake County community leaders made the commitment to attend a three-day training

is a success in itself. The training was also extremely well-received. Out of the 20 completed training

evaluations we received, ぐざ participants gave the workshop an overall rating of ╉excellent╊ and げ participants gave a rating of ╉very good.╊ We also saw a huge jump in learning about the key concepts

emphasized in the training. For example, before the training, 60% of participants said they were not at

all familiar with the Ladder of Inference, a key concept for leaders to understand in facilitating dialogue

in challenging situations. After the training, 100% of participants said they were either moderately or

very familiar with the concept. But what may have made this training most successful were the

advancements that we saw in establishing trust and relationship-building among the Lake County

leaders who participated. In practicing new facilitation techniques together using high-intensity

hypothetical situations, participants engaged each other in dialogue about race, class, upbringing,

education and health in deeply personal ways. Rich, provocative and healing discussions like these

rarely occur, even in our tiny, close-knit community. Participants laughed and cried together, critiqued

and championed each other. They developed the building blocks for much healthier communications

and are now equipped with tools for facilitating the challenging conversations that will need to take

place in the effort to build equity in our community.

SESSION 3: WORKING ACROSS LANGUAGE AND CULTURE

Session 3 was a training on cultural competency and Culturally & Linguistically Appropriate Services

(CLAS) put on by the Spring Institute for Intercultural Learning took place on August 16. Twenty

“This workshop gave me

the tools to make space for

the conversation of equity,

inclusive of both those in

need of equity and those

who may feel resistant to

it.”

-Session 2 Participant

Page 6 of 10

community leaders attended the half-day training. Eight organizations received individual consultations

with Spring Institute consultants, Maria Velasco and Gurudev Khalsa, following the training. In

November, each of these organizations received a tailored blueprint for implementing changes in policy

and practice to build equity in their organizations.

Presenter: Maria Velasco & Gurudev Khalsa, Spring Institute for Intercultural Learning

Topics Covered: Offering Culturally & Linguistically Appropriate Services, specifically:

Understanding the Intercultural

Development Continuum (IDC)

Intercultural communication

Developing cultural intelligence

Best practices with using interpreters

Format: Large-group presentation of theory and concepts followed by small group discussions or

activities. Debrief of discussions and activities in large-group. Following the half-day training, 8 agencies

also received individual 90-minute consultations with Maria or Gurudev about how best to build equity

into their agencies’ policies and practices.

Results:

Many of the participants at this training session had attended a previous training in Leadville on the

CLAS standards that was very poorly received; the concepts weren’t clearly defined or explained and participants had no opportunity to apply the information. Given that previous experience, we worked

with Maria and Gurudev to provide a tailored training on the CLAS standards that would allow

participants the explanation, discussion and practice that they wanted. While participants were more

familiar with the concepts shared in this session than in the previous two sessions, the real success here

came in the ability to discuss and apply new techniques. Participants rated the exploration opportunities

that took place in break-out groups very highly and also noted that acquiring a better understanding of

how best to utilize interpreters was very important for their work.

An immediate outcome of the training was that several agencies identified a need to ensure that their

bilingual employees, many of whom were being called into action as interpreters, had interpretation

training. Within a month, Lake County Build a Generation had partnered with the Department of

Human Services to offer an interpretation training in Leadville, through the Spring Institute. Ultimately,

23 people from Leadville and surrounding communities took the training, significantly increasing

interpretation capacity in Lake County. Participants spoke very highly of the training.

Session 4: PROMOTORA SITE VISIT TO DENVER

The Lake County promotora/community connector site visit to The Stapleton Foundation BE WELL

Block Captains and Re:Vision Promotoras took place on July 11. The Lake County promotora team

spent the morning learning about the Be Well Block Captain model, visiting with block captains, and

touring the Martin Luther King Jr. Recreation Center. A visit to Westwood for discussions and touring

with Re:Vision’s promotoras took place in the afternoon.

Presenter: Stapleton Foundation BE WELL Block Captains

Visit Overview:

First, the Lake County promotora/community connectors met with a team of BE WELL Block Captains

at the Martin Luther King, Jr. Recreation Center. Block Captains and promotoras explained how their

Page 7 of 10

work was structured, the focus of their work, as well as successes and challenges. The Lake County

promotoras appreciated the BE WELL focus, and enjoyed the health and fitness aspects of community

organizing and empowerment. The promotoras were inspired and left filled with ideas for possible

projects and activities to push for in Lake County.

Presenter: Re:Vision Promotoras

Visit Overview:

Second, the Lake County promotora/community connectors met with Re:Vision’s team of promotoras in the Westwood neighborhood. Lake County promotoras appreciated hearing the personal stories of

Re:Vision’s promotoras, which were very similar to Lake County promotora experiences. Lake County

promotoras felt encouraged by the success of Re:Vision’s promotoras and intrigued by the focus of their work to build community, health and equity with gardening and collaborative toil at the core. The Lake

County promotoras began thinking very creatively about possible future gardening and health-focused

projects that would be particularly meaningful for their community in Lake County.

Results:

The Lake County promotora/community connectors that attended these site visits found them to be

profoundly helpful. Visiting with other people who do work, whether paid or volunteer, similar to theirs

helped energize the Lake County promotoras. The Lake County promotoras saw how Block Captains

and promotoras in Denver work within their communities to make a difference and have an impact.

They came back with new ideas for projects to work on and possible campaigns or projects that the

promotoras could help advance in Lake County. Hearing that the Denver promotoras and Block

Captains experienced many of the same challenges that they experienced in Lake County was

comforting and cathartic. Hearing about those challenges from well-established community workers

who – despite the challenges – are still committed to their efforts offered a valuable perspective that

seemed to motivate and reinvigorate the Lake County promotoras. The Lake County promotoras

realized that they are part of a much larger network of community leaders doing work to advocate for

and advance equity in their communities and the empowerment they felt as a result was apparent.

SESSION 5: LATINO LEADERSHIP CONSULTATION

Presenter: Lisa Duran, Executive Director, Grassroots Grantmakers: Lisa has served for 30+ years in

the nonprofit sector. Before 2015, she worked with grassroots social justice organizations, including

eleven years as the founding director of Rights for All People, an immigrant-led immigrant rights

organization in Aurora, Colorado. She also was a co-founder of the Colorado Immigrant Rights

Coalition and the Aurora Human Rights Center. Previously she served as Executive Director of the

Clínica Tepayac, bringing culturally appropriate health care and preventive health services to the

medically underserved, research with the Grassroots Institute for Fundraising Training, organizing at

the Labor/Community Strategy Center, and service on the board of directors of The Highlander

Center in Tennessee.

Training Overview: This training was designed to help build leadership capacity for a group of 8

Latino leaders who had come together seeking ways to build the Latino voice in Lake County.

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Ultimately, Lisa Duran wanted to explore ways to more fully involve Latino residents in their own

development and thereby the development of Leadville as a whole.

The 5-hour training focused on helping the 8 leaders in the room identify the gifts they had to share

and explore what gifts the Leadville community had to share. They explored questions such as:

o How can we know what people want and how can we involve them more in

developing their communities? By identifying our community members’ gifts, can we

define them as people with something to give? Can this help us develop more

inclusive planning and wider ownership of the work to bring about visions the

community has for its good?

o How can we use an Asset-Based Community Development framework? (Source:

When People Care Enough to Act by Mike Green, wth Henry Moore & John O’Brien, Inclusion Press, 2006.)

o What kind of leader am I? By returning to our own stories and values, we can identify

our own gifts and how those gifts can serve us in being a servant leader that surfaces

others’ gifts

Results: An immediate outcome of the training has been that the Latino Leaders have come together

several times in the wake of the national election to help counsel Anglo community leaders

wondering how to best to address concerns from Lake County’s Latino community.

KEY LEARNING

WHO? – FOCUS ON COMMUNITY LEADERS FIRST

From the beginning, we were intentional about focusing on participation by community leaders. This

allowed us to maximize the impact we could have in the community in a short amount of time and

with limited resources.

WHAT? – CAPACITY BUILDING

As a result of one-on-one conversations with community leaders, it became apparent that the best

way to support them in advancing health equity in their organizations and community work would

be through capacity building. Rather than selecting a curriculum or choosing a specific health equity

policy or action to try to advance with this group as a means of learning together, expanding

everyone’s understanding of key concepts and tools related to health equity seems to be paving the

way for more specific advocacy efforts in the future.

HOW? – CONTENT TAILORED TO COMMUNITY NEEDS

Listening was a key first step in development of this learning series. By listening to those community

leaders we hoped would participate in the training sessions, we understood both what leaders

already knew and what they wanted to learn. Through observation we discovered concepts that

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were unfamiliar or tools that could be beneficial. By knowing our community well, we were able to

select trainers and topics that were tailored to the needs of our community and that would be well

received by participants. Because we could prepare trainers for what participants already knew and

did well, participants felt that attending the trainings was a good use of their time.

WHERE? – TRAININGS OFFERED IN THE COMMUNITY

Often distance is a barrier for Lake County community members who are interested in attending a

training or acquiring new tools, but simply cannot be away for the required amount of time or can’t afford the cost of travel and lodging in addition to the cost of the training. The fact that the training

sessions took place in Leadville meant that two dozen community leaders could attend each session

alongside their Lake County colleagues. The fact that this group could learn these concepts together,

practice them with each other and engage in dialogue about these new tools as community

members and colleagues was incredibly valuable and a very rare opportunity.

CONCLUSION

Leadville’s けくぐさ Health Equity Summer Learning Series was a critical step in building the field of

health equity advocates in Lake County. While Lake County Build a Generation and Full Circle staff

have learned volumes about both health equity and policy advocacy as part of The Colorado Trust’s Health Equity Advocacy Strategy Cohort, figuring out how to bring the learning back to the Lake

County community was a real challenge. By meeting participants where they were at with their

learning about equity and advocacy, by focusing on capacity-building for both formal and informal

community leaders, and by offering the trainings here in Leadville, we feel we successfully brought

key health equity learning to Lake County. This is one way we have been able to build the field of

health equity advocates.

Initially, we wondered whether this learning series might be something that could be recreated in

other communities, particularly rural communities. We know now that, while these trainings were

helpful for Lake County community members, the specific trainings offered in this learning series

may or may not be useful for other communities. However, offering 1) capacity-building

opportunities that are 2) tailored to each community’s needs and are 3) offered in the community

4) to formal and informal community leaders (the formula that resulted in this learning series) is

something that could be replicated in order to build an equity foundation in other communities.

Page 10 of 10

APPENDIX

LIST OF TOOLS & EVALUATION RESULTS

A. Organizational Health Equity Self-Evaluation Survey

B. Organizational Health Equity Self-Evaluation Survey Results

C. Spark Policy Institute Presentation

D. Spring Institute for Intercultural Learning Presentation

E. Learning Series Session 1 Evaluation

F. Learning Series Session 1 Evaluation Results Summary

G. Interaction Institute’s Facilitative Leadership for Social Change Pre-Work Document

H. Interaction Institute’s Leveraging Diversity and Building Power Article

I. Learning Series Session 2 Evaluation

J. Learning Series Session 2 Evaluation Results Summary

K. Learning Series Session 3 Evaluation

L. Learning Series Session 3 Evaluation Results Summary

M. Learning Series Session 4 Reflection Guide

N. Learning Series Session 5 Evaluation

O. Learning Series Session 5 Evaluation Results Summary

Please complete this survey from your perspective as the leader of an agency, program or project. We ask you to include your name and contact information in the last question so that we canfollow-up with you directly to discuss your survey responses. Thanks for taking this step towardbuilding more equity at your organization and in Lake County! BACKGROUND:Health Equity is when all people, regardless of who they are or what they believe, have theopportunity to attain their full health potential. Achieving health equity requires valuing all peopleequally with focused and ongoing efforts to address inequalities. In many places, organizations andagencies have played an important role in promoting health equity by establishing organizationalcultures, policies and practices that promote equity in the workplace and in interactions with clientsand customers.

SELF-ASSESSMENT DESCRIPTION:This is a self-assessment designed to assist organizations and agencies in 1) understanding whereequity could be built into organizational policies and practices to make for healthier organizations,and 2) identifying places where having additional guidance or technical assistance would be helpfulfor Lake County organizations and agencies interested in promoting organizational health equity.

There are 29 questions in the assessment. Please allow 20-30 minutes to answer all the questions.While some questions may feel slightly redundant, each aims to get at a somewhat different aspectof organizational equity. Where applicable, we've tried to highlight the subtleties of the question.

If you have any questions please contact Leslie Cook-Knerr at [email protected] or 486-4114.

Thank you!

Thank you for choosing to take the Organizational Health Equity Self-Assessment!

Part of building health equity into an organization's culture involves the policies and practicesadopted and promoted by an organization's Board of Directors, governing body and leadershipteam. These questions focus on equity in an organization's mission/vision statements, internalorganizational culture, hiring practices and human resources policies.

Part 1: Equity in Organizational Governance and Leadership

1. My organization’s mission, vision and values statements reflect a commitment to equity in the work thatwe do and the populations we serve.

No

Moving in that direction

Yes

Don’t Know

N/A

I would like to learn more about how to make changes/improvements related to this question.

2. When forming interview panels for the hiring of new staff, attention is paid to how the make up of thepanel could enhance the recruitment of a more diverse workforce.

No


Yes

Don’t Know

N/A


3. When appropriate, minimum requirements for positions are flexible, allowing for relevant communityexperience in place of educational degrees.

No


Yes

Don’t Know

N/A


4. My organization actively recruits culturally diverse leadership, management and administrative staffmembers.

No


Yes

Don’t Know

N/A


5. Our organizational leadership and staff reflect the diversity of the community and constituents we serve.No


Yes

Don’t Know

N/A


6. Our leaders and staff believe that diverse perspectives are valuable in our work, and they demonstrateappropriate levels of cultural understanding as necessary.

No


Yes

Don’t Know

N/A


7. Leadership, staff and members of our governing board are comfortable talking about race, racism,culture and diversity.

No


Yes

Don’t Know

N/A


8. Staff are encouraged to challenge assumptions and the status quo.No


Yes

Don’t Know

N/A


9. My organization has a culture that encourages learning, growth and change.No


Yes

Don’t Know

N/A


10. Our leaders and staff have a good understanding of the systemic barriers and challenges faced by ourclient and customer populations.

No


Yes

Don’t Know

N/A


11. Please describe any guidance, technical assistance or support that would be helpful for yourorganization in building equity into organizational governance and leadership.

12. Please list any questions or comments that you have related to this section of the survey.

Another part of building health equity into an organization's culture involves the use of inclusivelanguage and taking steps to communicate in the primary language of the client or customerpopulations. These questions focus on building equity into an organization's informative materials,signage, and language assistance for clients and customers, as well as on the importance ofunderstanding cultural differences when creating equitable policies and practices.

Part 2: Equity in communication and language assistance

13. Staff and leadership at my organization receive training about culturally and linguistically appropriatepractices and policies as part of their professional development.

No


Yes

Don’t Know

N/A


14. My organization has a plan to ensure access to certified language interpreters or language assistancefrom a trained professional rather than using untrained individuals or minors as interpreters.

No


Yes

Don’t Know

N/A


15. My organization creates and distributes oral and written information that is appropriate for the cultural,linguistic and literacy needs in the community.

No


Yes

Don’t Know

N/A


16. Signage at my organization appears in the languages of the populations we serve and is clear,comprehensive and easy to understand.

No


Yes

Don’t Know

N/A


17. Factors such as a person’s culture, race, age, gender, sexual orientation, socio-economic status,religion/beliefs, language or communications needs, hearing and sight challenges, etc. are beingconsidered when providing services and supports to our clients.

No


Yes

Don’t Know

N/A


18. Please describe any guidance, technical assistance or support that would be helpful for yourorganization in creating equitable communications practices and language support.


Establishing organizational goals, measurements, strategic plans and accountability systems withculture and language needs of both clients and staff in mind is also part of building organizationalequity. These questions focus on organizational planning and community engagement policies andpractices that build equity.

Part 3: Equity in community engagement, organizational planning and accountability.

20. Our organization is open and responsive to community stakeholders’ feedback on its work.No


Yes

Don’t Know

N/A


21. Our organization ensures that community members are engaged as full participants and partners inorganizational and programmatic decision-making.

No


Yes

Don’t Know

N/A


22. There are strategies in place to minimize barriers to community participation in our work (e.g., it ispossible to provide money for childcare at and transportation to community meetings, etc.)

No


Yes

Don’t Know

N/A


23. Assessments of the cultural and linguistic needs of the community we serve are conducted periodically.No


Yes

Don’t Know

N/A


24. My organization has a conflict resolution process available and made known to our clients orcustomers.

No


Yes

Don’t Know

N/A


25. We have an organizational willingness to both take a stand and assume risk in order to pursue ourmission.

No


Yes

Don’t Know

N/A


26. Flexible and/or paid time is available to allow staff to attend community meetings and otherwise engagewith community residents outside normal business hours.

No


Yes

Don’t Know

N/A


27. Please describe any guidance, technical assistance or support that would be helpful for yourorganization in building equity into organizational improvement and accountability.


29. Please include your name, the name of the organization or agency you work for, and the best way tocontact you (email, phone).*

0.00% 0

36.36% 4

63.64% 7

0.00% 0

0.00% 0

9.09% 1

Q1 My organization’s mission, vision andvalues statements reflect a commitment to

equity in the work that we do and thepopulations we serve.

Answered: 11 Skipped: 0

Total Respondents: 11

No

Moving in thatdirection

Yes

Don’t Know

N/A

I would liketo learn mor...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Answer Choices Responses

No


Yes

Don’t Know

N/A


1 / 29

Lake County 2015 Organizational Equity Self-Assessment

9.09% 1

9.09% 1

54.55% 6

27.27% 3

0.00% 0

0.00% 0

Q2 When forming interview panels for thehiring of new staff, attention is paid to howthe make up of the panel could enhance the

recruitment of a more diverse workforce.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


2 / 29


27.27% 3

0.00% 0

54.55% 6

18.18% 2

0.00% 0

0.00% 0

Q3 When appropriate, minimumrequirements for positions are flexible,

allowing for relevant community experiencein place of educational degrees.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


3 / 29


9.09% 1

27.27% 3

36.36% 4

18.18% 2

9.09% 1

0.00% 0

Q4 My organization actively recruitsculturally diverse leadership, management

and administrative staff members.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


4 / 29


36.36% 4

45.45% 5

9.09% 1

9.09% 1

0.00% 0

9.09% 1

Q5 Our organizational leadership and staffreflect the diversity of the community and

constituents we serve.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


5 / 29


0.00% 0

54.55% 6

45.45% 5

0.00% 0

0.00% 0

9.09% 1

Q6 Our leaders and staff believe thatdiverse perspectives are valuable in ourwork, and they demonstrate appropriate

levels of cultural understanding asnecessary.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


6 / 29


9.09% 1

18.18% 2

63.64% 7

9.09% 1

0.00% 0

9.09% 1

Q7 Leadership, staff and members of ourgoverning board are comfortable talkingabout race, racism, culture and diversity.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


7 / 29


18.18% 2

45.45% 5

27.27% 3

9.09% 1

0.00% 0

18.18% 2

Q8 Staff are encouraged to challengeassumptions and the status quo.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


8 / 29


0.00% 0

27.27% 3

63.64% 7

9.09% 1

0.00% 0

18.18% 2

Q9 My organization has a culture thatencourages learning, growth and change.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


9 / 29


18.18% 2

45.45% 5

36.36% 4

0.00% 0

0.00% 0

9.09% 1

Q10 Our leaders and staff have a goodunderstanding of thesystemic barriers andchallengesfaced byour client and customer

populations.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


10 / 29


Q11 Please describe any guidance,technical assistance or support that wouldbe helpful for your organization in buildingequity into organizational governance and

leadership.Answered: 4 Skipped: 7

# Responses Date1 having someone to facilitate the starting of the conversation with staff as it pertains to race culture etc. so maybe a

training for this. The CLAS training we had was not what I had in mind.2/11/2016 1:09 PM

2 I think we could use some technical support-however it's hard to determine exactly what yet! 2/9/2016 3:25 PM3 I think we have alot of support already 1/12/2016 11:16 AM4 It is not easy to work for the government and challenge the status quo. The Human Service Directors Sssociation is

focused on understanding how the Generative Model can be applied to our work. We are trying to understand how thisprocess can be incorporated into every day decisions. Specific training on this topic could be helpful.

1/11/2016 12:51 PM

11 / 29


Q12 Please list any questions or commentsthat you have related to this section of the

survey.Answered: 2 Skipped: 9

# Responses Date1 Always open to suggestions to make sure we are being appropriate. 2/11/2016 1:09 PM2 We have diverse leadership at the supervisory level, and we are working to build capacity within the community.

However I don't know that we are supported in this effort by community agencies as they sometimes foster a negativeperception of our organization rather than work to be collaborative in providing solutions and building community.

1/11/2016 12:53 PM

12 / 29


45.45% 5

9.09% 1

45.45% 5

0.00% 0

0.00% 0

9.09% 1

Q13 Staff and leadership at my organizationreceive training about culturally and

linguistically appropriate practices andpolicies as part of their professional

development.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


13 / 29


9.09% 1

45.45% 5

45.45% 5

0.00% 0

0.00% 0

0.00% 0

Q14 My organization has a plan to ensureaccess to certified language interpreters or

language assistance from a trainedprofessional rather than using untrained

individuals or minors as interpreters.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


14 / 29


18.18% 2

18.18% 2

63.64% 7

0.00% 0

0.00% 0

0.00% 0

Q15 My organization creates and distributesoral and written information that is

appropriate for the cultural, linguistic andliteracy needs in the community.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


15 / 29


18.18% 2

36.36% 4

27.27% 3

9.09% 1

9.09% 1

0.00% 0

Q16 Signage at my organization appears inthe languages of the populations we serveand is clear, comprehensive and easy to

understand.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


16 / 29


9.09% 1

9.09% 1

54.55% 6

18.18% 2

9.09% 1

0.00% 0

Q17 Factors such as a person’s culture,race, age, gender, sexual orientation, socio-economic status, religion/beliefs, language

or communications needs, hearing andsight challenges, etc. are being consideredwhen providing services and supports to

our clients.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


17 / 29


Q18 Please describe any guidance,technical assistance or support that wouldbe helpful for your organization in creatingequitable communications practices and

language support.Answered: 3 Skipped: 8

# Responses Date1 Maybe Lake County could offer cultural competence classes as part of stipulation of job as in "within the first three

months of employment, must take class"2/11/2016 1:12 PM

2 Interepretation for treatment groups 1/12/2016 11:18 AM3 Access to language services is very broad. We can provide access to Spanish-speaking intepreters, but have limited

capacity/no capacity for other languages or for sign language. We don't receive a lot of information from the State anddon't have a active set of resources in place.

1/11/2016 12:56 PM

18 / 29




# Responses Date1 Our services are broad. A person's identity does come into play in relation to human services--determining which

services they may qualify for based on income and family make up; how we handle a child welfare case based onancestry and cultural considerations; and serving a certain segment of the population (i.e. all pregnant women). In allcases we work to ensure that facilities, printed material, etc. are accessible and information about our services areavailable to the community. Our business is to try to correct inequities in our socio-economic structure, but if we hadtrue social justice, we wouldn't need social services.

1/11/2016 1:05 PM

19 / 29


0.00% 0

27.27% 3

63.64% 7

9.09% 1

0.00% 0

0.00% 0

Q20 Our organization is open andresponsive to community stakeholders’

feedback on its work.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


20 / 29


18.18% 2

36.36% 4

18.18% 2

27.27% 3

0.00% 0

9.09% 1

Q21 Our organization ensures thatcommunity members are engaged as full

participants and partners in organizationaland programmatic decision-making.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


21 / 29


0.00% 0

27.27% 3

36.36% 4

27.27% 3

9.09% 1

0.00% 0

Q22 There are strategies in place tominimize barriers to community

participation in our work (e.g., it is possibleto provide money for childcare at and

transportation to community meetings, etc.)Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


22 / 29


36.36% 4

0.00% 0

36.36% 4

9.09% 1

18.18% 2

9.09% 1

Q23 Assessments of the cultural andlinguistic needs of the community we serve

are conducted periodically.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


23 / 29


18.18% 2

18.18% 2

54.55% 6

18.18% 2

0.00% 0

9.09% 1

Q24 My organization has a conflictresolution process available and made

known to our clients or customers.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


24 / 29


18.18% 2

9.09% 1

63.64% 7

9.09% 1

0.00% 0

0.00% 0

Q25 We have an organizational willingnessto both take a stand and assume risk in

order to pursue our mission.Answered: 11 Skipped: 0


No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


25 / 29


18.18% 2

9.09% 1

63.64% 7

9.09% 1

0.00% 0

0.00% 0

Q26 Flexible and/or paid time is available toallow staff to attend community meetings

and otherwise engage with communityresidents outside normal business hours.



No


Yes

Don’t Know

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


No


Yes

Don’t Know

N/A


26 / 29


Q27 Please describe any guidance,technical assistance or support that wouldbe helpful for your organization in buildingequity into organizational improvement and

accountability.Answered: 1 Skipped: 10

# Responses Date1 How to ensure we are meeting clients needs periodically, survey? 2/11/2016 1:14 PM

27 / 29




# Responses Date1 Our IOG is a good example of community representation. We are working on a customer survey. We don't have a

community citizens' board or other formal structure that influcenes our work--much of that is done with policy setting atthe Federal level (i.e. requiring human services to follow a non-discrimination policy which is audited).

1/11/2016 1:09 PM

28 / 29


Q29 Pleaseinclude your name,the name ofthe organization or agency you work for,and the best way to contact you (email,

phone).Answered: 10 Skipped: 1

# Responses Date1 Colleen Nielsen Lake County Public Health Agency [email protected] or come by 2/11/2016 1:14 PM2 Kelli McCall [email protected] 651-792-6053 2/10/2016 10:04 PM3 Jill Dzubay [email protected] 2/10/2016 2:58 PM4 Mona Cloys [email protected] 719-293-4273 2/10/2016 8:39 AM5 Kerri Quinlan Lake County School District 719-427-0031, [email protected] 2/9/2016 3:28 PM6 Alice Pugh Full Circle of Lake County, Inc. [email protected] 2/3/2016 3:29 PM7 Chris Morton, Lake County Probation [email protected] 719-293-8136 1/12/2016 11:21 AM8 Kathleen Fitzsimmons 719 486 6813 Lake County School District R-1 1/11/2016 2:04 PM9 Janeen McGee Director Lake County Department of Human Services [email protected] (preferred

communication) (719) 486-41591/11/2016 1:10 PM

10 Jennifer White, wraparound [email protected] email 1/11/2016 1:08 PM

29 / 29


Tools for Incorporating an

Equity Lens

Ashley Denault, MPP

June 29, 2016

12/12/2016 1

12/12/2016 2

Spark Policy Institute: What we do

Spark Policy Institute develops innovative, research

and community based approaches to help our

partners solve complex societal problems that defy

easy solutions.

12/12/2016 3

Spark Policy Institute: How we do it

We use community engagement, research and

evaluation, and real-time learning, while keeping a

focus on equitable, inclusive, and participatory

processes that engage our partners every step of the

way - from small successes to big wins.

12/12/2016 4

Let’s talk about YOU!

12/12/2016 5

Agenda

Introduction to the toolkit

• Taking an equity lens: equity v. equality

• Engaging partners & the community

• Using data

• Developing solutions

Large group debrief

Small group discussion

12/12/2016 6

What is Tools for Integrating an Equity Lens?

Tools for social innovators, designed to provide

practical tools to help funders, nonprofits, business

and community leaders enhance their ability to ignite

social change.

12/12/2016 7

What is Tools for Integrating an Equity Lens?

Audiences for

the toolkit

include

organizations

looking to:

Meaningfully

engage partners

and the community

Incorporate equity

into their data

processes

Develop more

equitable solutions

to a problem

12/12/2016 8

Introduction: Taking an Equity Lens

12/12/2016 9

What is Equity?

Discussion: Equity v. Equality

What is the most equitable way to distribute the cake?

12/12/2016 11

Equity v. Equality?

╉Policies that stress fairness as uniform distribution

tend to succeed with Americans because they appear

to entitle everyone; and, thus, reinforce Americans'

dominant construction of fairness as equality.

Conversely, policies aiming to achieve equity face

recurring challenges as ╅unfair.╆╊ - Nancy Kranich, Equality and Equity of

Access: What's the Difference?

12/12/2016 12

Why is this distinction important?

Image credit: King County ╉Building Equity and Economic Opportunity╊, April にどな5.

12/12/2016 13

Engaging Partners and the Community

12/12/2016 14

Diversity, Inclusion, & Tokenism

12/12/2016 15

Engaging Partners & The Community

Indicators of Quality Inclusiveness Self-assessment

This self-assessment is designed to help groups identify

areas where they are doing well and ways in which they

might dedicate more intention and action to being

inclusive, and to spark a meaningful conversation.

Inclusion

It is not enough to simply bring a diverse set of people to

the table; initiatives must create an environment where

all voices are heard, respected, and incorporated into the

work in a meaningful way.

12/12/2016 16


Meeting Log

Can help document role participants play in the process;

track the input of participants to ensure all opinions are

taken into account.

Preventing Tokenism

Part of inclusion is ensuring not just that voices are

heard, but that they are listened to and that their

participation is more than just tokenism.

12/12/2016 17


Interviewing a Facilitator

Includes questions to identify whether a facilitator is

likely to help or hinder inclusivity, drawing on behavioral

interviewing techniques.

Decision-making

Deciding who should participate, whether to engage an

outside facilitator, on core principles/group norms, and

decision rules each comprise a choice point.

12/12/2016 18


Communications Checklist

This checklist can be used to help ensure your print and

online materials are accessible, understandable, and

culturally-appropriate, helping foster equity in your

process.

Communications

Sometimes, how we say something is just as important

as what we say. While communications in and of itself

does not guarantee equity, it can help your process be

more inclusive.

12/12/2016 19

Using Data

12/12/2016 20

The Question Road Map

Adapted from: National Partnership for Action, ╉What do the Numbers and Text Really Mean: Using Data to End Health Disparities and Strengthen Communities╊

Health Equity Health Begins Where You Live, Learn, Work and Play

NATIONAL INFLUENCES

GOVERNMENT POLICIES

U.S. CULTURE & CULTURAL NORMS

PREGNANCY

EARLY

CHILDHOOD

CHILDHOOD

ADOLESCENCE

ADULTHOOD

OLDER ADULTS

LIFE COURSE

HEALTH

FACTORS =

QUALITY OF LIFE

MORBIDITY

MORTALITY

LIFE EXPECTANCY

POPULATION

OUTCOMES SOCIAL DETERMINANTS OF

HEALTH

ECONOMIC OPPORTUNITY

PHYSICAL ENVIRONMENT

SOCIAL FACTORS

• Income

• Employment

• Education

• Housing

Built

Environment

•Recreation

•Food

•Transportation

Environmental

quality

•Housing

•Water

•Air

Safety

•Participation

•Social

support

•Leadership

•Political

influence

•Organizational networks

•Violence

•Racism

+

HEALTH

BEHAVIORS &

CONDITIONS

MENTAL HEALTH

ACCESS , UTILIZATION

& QUALITY

CARE

•Nutrition

•Physical

activity

•Tobacco use

•Skin Cancer

• Injury

•Oral health

•Sexual health

•Obesity

•Cholesterol

•High Blood

Pressure

•Mental health

status

•Stress

•Substance

abuse

•Functional status

•Health

insurance

coverage

•Received

needed care

•Provider

availability

•Preventive

care

Public Health’s Role in Addressing the Social Determinants of Health •Advocating for and defining public policy to achieve health equity

•Coordinated interagency efforts

•Creating organizational environments that enable change

•Data collection, monitoring and surveillance

•Population based interventions to address health factors

•Community engagement and capacity building

Colorado Department of Public Health - Social Determinants of Health Workgroup

22

E┝aﾏple: Obesit┞ iﾐ Colorado’s Childreﾐ

CHILDREN in County X

Overweight = 15.5% Obese = 15.6 %

CHILDREN in Colorado

Overweight = 13.0% Obese = 14.0 %

ADULTS in County X ADULTS in Colorado

Overweight = 37.4% Obese = 24.8%

Overweight = 36.2% Obese = 18.7%

23

Example: Obesit┞ iﾐ Colorado’s Childreﾐ

Median Household Income = $42,005

Individuals Below Poverty = 16.8%

Unemployment = 10.4%

3rd Grade Reading = 72.3%

8th Grade Reading = 63.5%

High School Grad Rate = 64.6% Bachelor’s Degree (ど5-09) = 21.0%

Active Voter Participation = 70.1%

Health Care Coverage = 84.2%

Median Household Income = $57,184

Individuals Below Poverty = 11.2%

Unemployment = 8.9%

3rd Grade Reading = 69.8%

8th Grade Reading = 67.9%

High School Grad Rate = 72.4% Bachelor’s Degree = 35.5%

Active Voter Participation = 73.8%

Health Care Coverage = 84.3%

County X Colorado

Social Determinants

12/12/2016 24

E┝aﾏple: Obesit┞ iﾐ Colorado’s Childreﾐ

12/12/2016 25

Developing Solutions

12/12/2016 26

Defining the Problem

Generating Potential Solutions

12/12/2016 27

There is no ONE right answer But there

are wrong answers

12/12/2016 28

Vetting the Solution

Develop clear criteria. 1.

12/12/2016 29



2. Use data; explore the potential unintended and intended

consequences.

12/12/2016 30




consequences.

3. Vet the solutions against the criteria; allow for multiple

perspectives.

12/12/2016 31




consequences.


perspectives.

4. Pick one or more solutions, including quick experiments.

12/12/2016 32




consequences.


perspectives.


5. Review the solutions you selected; ask: What could we

do differently, additionally, or better?

12/12/2016 33




consequences.


perspectives.


5. Review the solutions you selected; ask: What could we

do differently, additionally, or better?

6. Create a plan for implementation, evaluation,

adaptation, and refinement.

Activity: Applying an Equity Lens to a

Proposed Solution

One proposal to address the high level of senior women living in poverty is to take childcare and unpaid caregiving into account when calculating Social Security benefits.

Discussion: Applying an Equity Lens to a

Proposed Solution

One proposal to address the high level of senior women living in poverty is to take childcare and unpaid caregiving into account when calculating Social Security benefits.

12/12/2016 36

Other Toolkits

12/12/2016 37

Contributing to the Toolkit

Who can contribute?

What can you

contribute?

What is the process to

contribute?

12/12/2016 38

Any Questions?

12/12/2016 39

How Can Spark Help?

Spark Policy Institute helps develop innovative, research-based

approaches to help our partners solve complex societal problems

that defy easy solutions.

Visit the Tools for Social Innovators Website:

www.sparkpolicy.com/tools

Visit the Spark Policy Institute Website: www.sparkpolicy.com

Follow us on Twitter: @SparkPolicy

Find us on LinkedIn:

http://www.linkedin.com/company/spark-policy-institute

Building Culturally Competent

Organizations

Maria Velasco and Gurudev Khalsa

Intercultural Training and Consulting June 29, 2016 Page 1

To empower people and

organizations to succeed

across languages and cultures

We provide:

1. Intercultural Training and Consulting Services (Healthcare, Government

Non-profit organizations, Higher Education, Global Businesses,

Embassies)

2. Interpretation and Translation Services in over 100 languages

3. Adult Education: English as a Second Language

4. Career Development Services for Immigrants and Refugees

5. Health Literacy and Patient Navigation for Immigrant/Refugee Families

Our Mission

June 29, 2016 Page 2

Equity versus Equality


http://www.springinstitute.org/wp-content/uploads/2016/04/Screen-Shot-2016-04-12-at-4.07.38-PM.png

Diversity versus Inclusion



Diversity

Diversity refers to the variety of differences and

similarities/dimensions among people, such as gender,

race/ethnicity, tribal/indigenous origins, age, culture,

generation, religion, class/caste, language, education,

geography, nationality, disability, sexual orientation, work

style, work experience, job role and function, thinking style,

and personality type.




Inclusion

Inclusion refers to how diversity is leveraged to create a fair,

equitable, healthy, and high-performing organization or

community where all individuals are respected, feel engaged

and motivated, and their contributions toward meeting

organizational and societal goals are valued.



Cultural Intelligence

• "The capability to relate and work effectively across cultures." - Livermore, et al, 2010

• Built on fundamentals of emotional intelligence

• Includes action (skills & behaviors) as well as knowledge and action

• Measurement via Cultural Quotient (CQ)

• Has negative association with IQ and race controversy

Cultural Humility

• "The ability to maintain an

interpersonal stance that is other-

oriented in relation to aspects of

cultural identity that are most

important to the [other person].”

- Hook, 2013

• Emphasizes openness to (and appreciation of) cultures other than one’s own

• Antidote to ethnocentrism and cultural hubris

• Perspective is still from majority culture; さcultural prideざ is important for minorities


Cultural Intelligence vs.

Cultural Humility

さ A set of congruent behaviors, attitudes, and policies that

come together in an agency that enable effective

interactions in a cross-cultural frameworkざ

Cultural Competence


• Value Diversity: Awareness and acceptance of

differences

• Understand and manage the dynamics of power

difference

• Integrate and institutionalize cultural knowledge within

individuals and within the policies of the organization

• Adapt to diversity within the context of the

communities they serve

Culturally Proficient

Organizations


Strategies to Build Culturally Competent Organizations

• Allocating resources for leadership and staff

development in the area of cultural awareness,

sensitivity, and understanding

• Actively eliminating prejudice in policies and

practices

• Willing to share power among leaders of different

cultural backgrounds

• Evaluating the organization's cultural competence on

a regular basis

June 29, 2016 Page 10

Systemic Barriers to Equity

• Language/literacy

• Socio-Economic Status

• Geographic differences

– Access to healthcare

– Access to healthy food (food deserts)

• Understanding of the healthcare system

– Access ≠ Care

• Cultural beliefs about health

• Professional privilege and insensitivity

• Structural Racialization and Implicit Bias (john powell)

June 29, 2016 Page 11

Some Lessons Learned from SIRFI

• Importance of Language Access

– Interpretation and translation

– Bi-lingual (bi-cultural) service providers

– ESL classes and Spanish classes

• Welcoming Culture/Community Inclusiveness

– Building trusting relationships via OUTreach

– One-stop resource centers in safe places

– One-on-one mentoring and navigation

June 29, 2016 Page 12

Bるぎるれiずとぐれ Bぜilりiぎろ aぎ Oざろaぎizaずiぐぎ’と Cultural

Competence

• Increases respect and mutual understanding among those

involved

• Increases creativity in problem-solving through new

perspectives, ideas, and strategies

• Increases participation and involvement of other cultural

groups.

• Increases trust and cooperation

• Helps overcome fear of mistakes, competition, or conflict

• Promotes inclusion and equalily

June 29, 2016 Page 13

Building Culturally Competent

Organizations

Maria Velasco, Program Manager, Intercultural Training & Consulting

[email protected]

(303) 863-0188, x315

Gurudev Khalsa, Principal Consultant

[email protected]

(720) 280-0491

June 29, 2016 Page 14

mailto:[email protected]



2016 HEALTH EQUITY SUMMER LEARNING SERIES Wednesday, June 29, 2016

Colorado Mountain College – Timberline Campus

1. Please list the organization/business/community group you are affiliated with while

attending the Health Equity Summer Learning Series:

2. Before today’s 2016 Health Equity Summer Learning Series presentations, how familiar

were you with the concept of ╉equity╊:

Very familiar Moderately familiar Slightly familiar Not at all familiar

3. After today’s きかが6 Health Equity Summer Learning Series presentations, how familiar are

you with the concept of ╉equity╊: Very familiar Moderately familiar Slightly familiar Not at all familiar

4. What information or presentation was most valuable for you today, and why?

5. What information or presentation was not valuable for you today, and why?

6. Following today’s presentations, list one idea that you have for building equity into a policy or

practice at your organization, business or community group in order to improve your work.

Leadville Health Equity Learning Series: Session 1

June 29, 2016, CMC Leadville Campus Evaluation Survey Summary

15 participants

Business/organization/community groups represented:

lake county school district ~ department of human services ~ public health ~ full circle ~ city of Leadville ~ yoga studio ~ advocates of lake county ~ st. vincents hospital ~ lake county edc

~ national alliance on illness ~ historic preservation

What information or presentation was the most valuable ?

Spring Institute presentation and presenters ゅ╉were awesome╊ょ!! – Very useful, good information, presenters engaging and knowledgeable

Group exercise and discussion, brainstorming ideas specific to our community needs Emma Pinter’s stories Definition of terms Concept of ╉Inclusivity Board╊

What information or presentation was not valuable ?

While the first presentation was dry and difficult to follow on slides and/or hear the speaker, none of the presentations were ╉not valuable╊

The Spark Policy Institute offered valuable tools and laid great groundwork to build on for the day

One idea for building equity into a policy or practice at your organization, business or

community group in order to improve your work:

Recognizing staff needs and being flexible is something I try, but needs to have a policy as well as articulate my expectations

Might be good to incorporate a brief intro of this concept at the EDC's next Board Retreat and the impact of not being an equity community has on the EDC, the business community, and the workforce

The possibility of an inclusivity board for the City of Leadville Need to reach out more to MOMS from the community in general and two of my

groups now A time to have conversation about cultures and equity, on a regular basis (monthly)

"When you take the time to tell the story, people find something they can connect with.╊

Emma Pinter, presenter

Facilitative Leadership for Social Change

Pre-Work

© 2014 Interaction Institute for Social Change

All rights reserved. This work, or parts thereof, may not be reproduced in any

form, including photocopy, for internal use or for sale without written permission

from the copyright holder.

FL4SC-PW-003

Interaction Institute for Social Change

USA

70 Fargo Street

Boston, MA 02210

617.535.7100

www.interactioninstitute.org

Northern Ireland

147 Cregagh Road

Belfast BT6 0LB 44

N. Ireland

+44 2890 803296

© 2014 Interaction Institute for Social Change. All rights reserved. FACILITATIVE LEADERSHIP FOR SOCIAL CHANGE FL4SC-PW-003

1

ABOUT IISCPeople all over the world are trying to work together in more collaborative ways

in order to change things for the better – within their organizations, within their

communities, and beyond. IISC builds the capacity of people to collaborate for

greater social impact by modeling, practicing, and teaching the skills and tools of

collaboration. We view all of our work through these three lenses:

• Building power, pursuing equity, ensuring inclusion

• Leveraging networks for social change

• Harnessing love as a force for social transformation

IISC’s work demonstrates the power of bringing together key stakeholders at

all levels of a system or issue, including those most impacted, to create a shared

vision and strategies for concerted action to achieve that vision. We are particularly

committed to building the leadership and collaborative capacity of grassroots leaders

to engage, speak out, and participate fully in determining the policies and decisions

that affect their lives and their communities.

IISC was founded in 1993 by Interaction Associates (IA) as an expression of its

commitment to social change and as a way of bringing collaborative methodologies

into the social sector. IISC adapted IA’s methodologies to create new and innovative

approaches to working with and meeting the needs of social change leaders. The

relationship between the two organizations remains strong and vital to this day.

2

FACILITATIVE LEADERSHIP FOR SOCIAL CHANGE FL4SC-PW-003

© 2014 Interaction Institute for Social Change. All rights reserved.

Facilitative Leadership: A DeinitionToday’s challenges and opportunities call for an expanded model of leadership. Beyond

coping with change, leaders must design and manage change by tapping the power of

participation.

Facilitative Leaders* inspire and create the conditions for self-empowerment so that people

can work together to achieve a common goal.

They make it easier for people to:

• Contribute their ideas and expertise

• Speak up when they have problems

• Take initiative

• Work with others

• Make decisions

• Share responsibility for success

“We are living through one of the most fundamental

shifts in history—a change in the actual belief

structure of western society. No economic, political,

or military power can compare with the power of

a change of mind. By deliberately changing their

images of reality, people are changing the world.”

WILLIS HARMAN AMERICAN SOCIAL SCIENTIST AND FUTURIST FORMER PRESIDENT OF THE INSTITUTE OF NOETIC SCIENCES


3

Interior Condition of a Facilitative Leader

Facilitative Leaders are grounded and authentic. They

operate from an intentional heartset and mindset that

engenders collaboration and transformative results.

HEARTSET: What Facilitative Leaders deeply value and

care about—in the moment—that guides their actions.

MINDSET: What Facilitative Leaders think—in the

moment—that guides their actions.

MINDSET: Facilitative Leaders...

• Are curious, receptive, and flexible

• See patterns

• Recognize and engage power

dynamics while leveraging their own

privileges

• Seek win-win solutions

• Cultivate individual, organizational,

and network learning

• Create conditions for people to be

their best selves

• Trust their intuition

HEARTSET: Facilitative Leaders value...

• Authentic leadership

• “Others as legitimate others” (Humberto

Maturana)

• Unique and diverse perspectives

• Collaboration

• Love and compassion as forces for social

change

• Equity and fairness

HEARTSET

MINDSET

SEVEN PRACTICES OF FACILITATIVE LEADERSHIP

SEE SYSTEMS

SEEK MAXIMUM APPROPRIATE INVOLVEMENT

FACILITATE AGREEMENT

INSPIRE A SHARED VISION

FOCUS ON RESULTS, PROCESS, AND RELATIONSHIP

DISCOVER SHARED MEANING

DESIGN PATHWAYS TO ACTION

4



INSTRUCTIONS Consider the heartset and mindset of a Facilitative Leader and answer the questions below.

1. Which aspects of the heartset and mindset do you think you model regularly?

How does this help you with your work as a leader?

2. In a stressful situation, which of the attributes do you tend to give up first?

Why?

3. What is the impact on the people you work with when you don’t demonstrate these

attributes?

Interior Condition of a Facilitative Leader (continued)


5

An Inspiring Vision of the Future

In the workshop you will have an opportunity to share a vision of success-a picture of a

desired future state- for a team, work group, partnership, project, or network.

INSTRUCTIONS • Identify a project or work effort involving others for which you are (1) the leader or (2)

performing some kind of leadership function.

• For this project or work effort, write down a list of 5-7 images, ideas, or pictures of what

success will look like.

• Building on your list of images, ideas, and/or pictures, write a short vision statement for

this project or work effort.

6



Seven Practices of Facilitative Leadership

Leaders engage the power of participation by applying the Seven Practices of Facilitative

Leadership. A “practice” is a repeated action or behavior that leads to proficiency and high

performance.

SEVEN PRACTICES OF FACILITATIVE LEADERSHIP

SEE SYSTEMS

SEEK MAXIMUM APPROPRIATE INVOLVEMENT

FACILITATE AGREEMENT

INSPIRE A SHARED VISION

FOCUS ON RESULTS, PROCESS, AND RELATIONSHIP

DISCOVER SHARED MEANING

DESIGN PATHWAYS TO ACTION


7

PRACTICE KEY LEARNING ACTIVITIES

SEE SYSTEMS Facilitative Leaders recognize their work exists within

a broader, whole-systems context. There is much to

be understood that is hidden beneath the immediate,

visible surface, and leaders cannot make sense of the

complexity of the whole alone. They must involve

others in understanding events that are often parts of

patterns, supported by underlying structures, informed

by people’s mental models, and perpetuated by cultural

and institutional values. Understanding these levels of

complexity and how they are connected leads to more

innovative and creative leverage for change and, there-

fore, greater potential for long lasting, systemic change.

Analyze a current situation

from a systemic perspective

by identifying the event,

patterns of which the event is

a part, underlying structures

that support the patterns,

mental models that inform the

underlying structures, and the

cultural and institutional values

that perpetuate the underlying

structures

SEEK MAXIMUM APPROPRIATE INVOLVEMENTPeople want to participate in decisions that affect their

daily work and lives. Facilitative Leaders make con-

scious choices about when and how people can best par-

ticipate. They leverage the interest and talent of those

around them by including them appropriately in the

decision-making process. Seeking maximum appropri-

ate involvement pays several dividends: better communi-

cation, more informed decisions, increased commitment

to action, and higher levels of trust.

Determine the appropriate

level of involvement in decision

making in a way that improves

the quality of decisions and

increases commitment to

implementation

FACILITATE AGREEMENTPeople notice what leaders say and do, taking their cues

from the leader’s behavior. Facilitative Leaders model

behaviors that create a safe environment for participa-

tion and teamwork. They encourage diversity of opin-

ion and honor individual perspectives while helping

team members stay focused on the task at hand. By fa-

cilitating understanding and agreement, leaders demon-

strate the power of teamwork to produce clear decisions

and quality results.

Facilitate meetings and

navigate challenging

behaviors so that groups build

agreements and make quality

decisions

Seven Practices of Facilitative Leadership (continued)

8





INSPIRE A SHARED VISION Facilitative Leaders inspire the creation of a shared im-

age of the future and enroll others in its pursuit. People

work with greater commitment when they are guided by

a vision and believe their efforts can make a difference.

Often, the pressures of daily work distract people, nar-

rowing their focus and restricting their view of what is

possible. By inspiring and communicating shared vision

and values, leaders keep a beacon out in front of them,

motivating people toward greater achievement.

Create and communicate a

shared vision of the future that

inspires and guides the team to

success

FOCUS ON RESULTS, PROCESS, AND RELATIONSHIP Facilitative Leaders build a framework for performance

and satisfaction by balancing their focus among results,

process, and relationship. While monitoring

bottom-line performance (results), leaders also en-

courage continuous improvement in the way the work

gets done (process) and how people treat one another

(relationship). Balancing their focus across these three

dimensions of success enables leaders to produce re-

sults, sustain productivity as well as quality, and build a

supportive work environment for their teams and net-

works.

Monitor and evaluate a team

or network effort using three

measures—results, process,

and relationship—so that the

leader and team maintain

a balanced approach to the

work


9


DISCOVER SHARED MEANING Facilitative Leaders realize that all of the Facilitative

Leadership practices are carried out in conversations.

Through open, honest, and direct communication,

people can understand each other, build shared mean-

ing, and work together to make informed decisions that

lead to concerted action and significant results. The

ladder of inference helps Facilitative Leaders under-

stand how they and others select data, make meaning

of that data, make assumptions, draw conclusions, and

then act on those conclusions. By inquiring into other

people’s meaning-making and making explicit their own

sense-making, Facilitative Leaders are able to discov-

er shared meaning that can lead to understanding or

action.

Practice exposing one’s own

and others’ reasoning using

inquiry and advocacy skills to

hold productive conversations

around challenging issues

DESIGN PATHWAYS TO ACTION Facilitative Leaders know that intentional planning

increases the likelihood of successful implementation.

Facilitative Leaders design roadmaps for their teams

and networks that clarify how stakeholders are involved

and how critical conversations are sequenced over time.

By providing process direction, leaders build confidence

that the goal is attainable.

Design a project roadmap

and meeting agenda that

involves others appropriately

and guides teams and

networks toward successful

implementation


10



Notes

PHOTOGRAPHY RELEASE FORMI give Interaction Institute for Social Change (IISC) permission to photograph me free of

charge during activities in which IISC is present, for use in internal and external printed

material, online distribution, media, etc., published, and/or produced by IISC.

________________________________________

Signature

________________________________________

Print name

________________________________________

Date

© 2007, Interaction Institute for Social Change. Page 1

625 Mt . Auburn St . , Cambr idge, MA 02138, USA (617) 234-2750

PO BOX 969, Be l fas t BT5 9AN, N. I re land +44 2890 803296

www. in te ract ion ins t i t u te .org

Leveraging Diversity and Building Power By Cynthia Silva Parker, Linda N. Guinee, and Andrea Nagel Interaction Institute for Social Change (IISC) The experience of Interaction Institute for Social Change (IISC) in building the collaborative capacity of leaders, organizations, schools and coalitions is consistent with the growing literature on diversity in workplaces and communities [1]. Unacknowledged, unappreciated, and untapped, cultural and other human differences can create substantial challenges to harmonious relationships and operational effectiveness. And, when differences are acknowledged, appreciated and engaged productively, the resulting relationships and enriched thinking can lead to better outcomes than would be possible in the context of homogenous groups. A central feature of our work, then, is to build the capacity and deepen the cultural competency of individuals and groups so that they experience the benefits of diversity and harness these benefits in service of social change. Two strategies stand out as keys for enabling individuals and groups to deepen their cultural competency and work across differences in ways that maximize creativity, catalyze strategic thinking and build commitment to shared action. First, we as capacity builders must take a collaborative approach to our work and foster collaborative capacity as a foundation for cultural competency. Secondly, we must actively seek to build the power of individuals and groups, focusing particular attention on those who traditionally wield less power in the organizations, communities and societies in which we work. Fostering collaboration Over the past several decades, more and more leaders in communities, corporations, government, and organizations of every description have embraced collaboration as a promising approach for unleashing the creativity, divergent thinking and commitment needed to achieve shared goals [2-12]. The literature and our practice have taught us about the value of enabling groups to articulate a collective vision, develop a shared plan, and pursue action in a concerted, coordinated way. Overall, the literature underplays the ways in which building collaborative capacity can create a powerful platform for deepening cultural competency. Conversely, it has also overlooked the importance of cultural competency for building collaborative capacity. As capacity builders, we can deepen cultural competency by focusing on a few essential aspects of collaborative capacity:

o modeling collaborative values and skills; o encouraging effective communication; o focusing on systems and structures; and, o building shared knowledge and information.

Below, we consider each of these aspects of collaborative capacity and offer a set of questions to guide your reflections on your own practice. Modeling collaborative values and skills As culturally competent capacity builders, the most important thing we can do to foster collaboration in diverse settings is to demonstrate collaborative values, model skills and tools that support collaboration, and transfer collaborative capability in all of our interactions [13]. Ask yourself:

o Do I truly believe that everyone has value and worth, simply because they are people? How can I communicate that level of respect in my interactions and in the way I structure my capacity building engagements?


o Do I truly believe that we are smarter together than any one of us individually? How do I make space in my capacity building engagements for shared thinking and learning that leads to powerful insights and effective strategies for change?

o Do I believe that my clients have as much to teach as they have to learn? Am I open to being influenced by the people with whom I work? Am I committed to co-design, based on the strengths, interests and capacities of my clients?

o Do I make a point of guiding my clients to bring in the “unusual voices” and make space at the table for those who are likely to be left out?

o Am I guiding people toward a deeper understanding of their interdependence? Am I enabling them to identify opportunities for working together more effectively in service of their shared goals?

o How can I transfer skills and capabilities, even if the engagement does not explicitly involve “training” or “teaching,” so that:

o leaders become more skillful in sharing their visions, engaging stakeholders, designing collaborative planning processes, facilitating agreement, coaching, celebrating success, setting teams up for success, and modeling shared responsibility for success.

o team members become more skillful in sharing points of view, listening, exchanging feedback, reconciling differences and facilitating agreement.

o everyone becomes more skillful in self-reflection, interpersonal communication and demonstrates cultural competence.

o power is exercised responsibly and is continually cultivated, and privilege and negative exercises of power are mitigated, inhibited or eliminated.

o How can I use my own identity and self awareness as a tool for cultivating respect for difference? Am I bringing my whole self to my work? Am I aware of my privileges and working either to leverage or neutralize them? [14, 15]

Encouraging effective communication At the heart of collaboration, people work well together in pairs and groups of various sizes. As capacity builders, we can foster collaboration at the interpersonal and organizational levels in diverse settings by demonstrating and transferring effective communication skills [13]. Ask yourself:

o Am I modeling and encouraging others to make assumptions and underlying logic explicit and testable? [16, 17]

o Am I using and teaching tools for effective inquiry into another person’s thinking and productive advocacy of one’s own point of view?

o Do I acknowledge and value different viewpoints and the underlying assumptions and worldviews that inform them? Do I work toward mutual understanding?

o How do I facilitate and model difficult conversations about racism, sexism and other forms of oppression? How well can I help people listen to one another, consider a range of experience and kinds of information, and foster genuine understanding and respect?

o Can I design and facilitate processes for constructively engaging with conflict? Am I skillful in dealing with conflict when it arises outside of such processes?

o Can I facilitate processes that enable groups to discover when differences need to be resolved and when they can agree to disagree?

o Do I give and encourage others to give timely, actionable, constructive feedback? Focusing on systems and structures Effective collaboration among diverse people and groups requires attention to individual, interpersonal and team interactions and also organizational, community and societal processes, structures, and systems [13].

As you consider your capacity building work in organizations, collaboratives and networks, ask yourself: o Am I modeling a commitment to ongoing learning? Do I anticipate and encourage others toward

openness to change as a result of engaging with people who have different experiences and views? [1]

o Am I creating regular opportunities for people to build relationships and engage together in productive work? [18-21]


o Do I design systematic, transparent, participatory processes for planning, consensus building, and decision making? [2]

o Am I encouraging groups to examine and build organizational processes, structures, and reward systems that support and encourage interdependent work?

o Am I guiding groups to ensure that formal reporting relationships and informal coaching relationships, roles and job descriptions for volunteers and staff are clear, fair, and appropriate to the work?

o Do I support the design of work processes and team or department structures that are clear, efficient, and able to promote adaptability, problem solving, and creativity?

o Am I encouraging groups to ensure that their hiring practices and personnel policies that are fair, transparent, and free of unintentional biases?

o Do I guide the design of equitable performance management and compensation/reward systems that ensure clarity, offer regular and constructive feedback, encourage learning and growth, reward collaboration, and treat people with dignity?

o Am I guiding groups to examine their work rules and personnel policies to ensure that they are not creating structural inequities?

o Do I focus attention on the composition of the paid and unpaid workforce, ensuring that it is appropriate to the work and the mix of clients, participants, or constituents? Do I help them to understand such attention is necessary but not sufficient for taking a culturally competent approach to their work?

o Do I guide groups to design systems and practices that support regular, substantive communication within staff, between staff and board, and with the group’s constituents or program participants?

o How do my engagements contribute to fostering organizational culture that both values and practices collaboration, learning, openness, respect, and shared responsibility for success?

As you consider the ways in which you facilitate the development of strategy, plans, and program or initiative design, ask yourself: o Do I facilitate the development of strategy, mission, vision and values statements are clear,

compelling and provide guidance for day-to-day activities? o Am I ensuring that these strategies, mission, vision, and values, are developed and owned

collaboratively by staff, board and other relevant stakeholders? [2, 22] o Do I routinely involve multiple stakeholders and multiple forms of data when designing processes

by which programs are developed, progress is monitored, and impact is assessed? o Do I challenge groups to ensure that their programs and activities are designed with and

appropriate for the intended clients, participants, or constituents, and that they are not built on untested assumptions or stereotypes? [23]

o Am I guiding groups to consider the root causes of the issues they are addressing, and designing their work with root causes in mind? [23]

o How can I enable groups to examine and undo forms of bias and oppression that are embedded in organizational or societal systems and structures? [24]

Building shared knowledge and information Effective collaboration, especially in culturally diverse settings, demands that knowledge and information be understood and treated as a shared asset, and that ongoing learning be considered essential for success. Much of the knowledge and information a group needs to understand the context for its work and make wise decisions about how to proceed will reside in the group itself, and sometimes more will be gathered from beyond the group. Ask yourself:

o Am I enabling the people with whom I work to co-create the knowledge and information they need to understand their work and make wise choices? [25]

o Do the people with whom I work have the information they need to determine which conversations need to happen and how to frame them [26, 27]?

o How can I support the development, management and dissemination of shared knowledge and information?

o How can I model and structure activities that support ongoing learning? How can I support people in reflecting on practice, assessing their progress and engaging in learning rather than blame-finding?


o How can I encourage people to acknowledge a wide range of expertise and to value various ways of knowing, including lived experience, formal education, research, observation, and theory building?

Building the power of individuals and groups While mastery of the skills and tools of collaboration are critical for culturally competent capacity building, without understanding of power dynamics and how to build positive power, we can inadvertently reinforce the status quo [14, 26-32]. Capacity building is the act of increasing the ability of individuals, groups, or organizations to achieve their missions and pursue their visions. So, capacity building can be thought of as a process of building power within groups of people [32]. Capacity builders have the opportunity to build power in ways that are culturally competent. Understanding power Power is the capacity to bring about change by [33-38]:

o influencing people – “I/we can persuade others to do or refrain from doing something.” o affecting one’s environment – “I /we can manipulate, change or control our environment.” o addressing personal or group needs – “I/we can ensure that our needs are met.” o pursuing desires – “I/we can take steps to get what we want.” o protecting interests – “I/we can make sure that we and what’s important to us are protected.” o defining issues, set agendas, and expand or limit the scope of discussion – “I/we can determine

what is discussed, how issues are framed, and what is on/off the table.” o determining who can participate in decision making and how – “I/we can decide who will make

decisions and whose input will be considered.” Our work as capacity builders involves helping people to understand that:

o power is relational [33, 35-41]. It is socially constructed -- developed by and between people. It requires the conscious or tacit endorsement of others [33, 42, 43]. Power is not a “fixed asset” that one person or group can give or take from another person or group [33, 35, 37, 40, 41, 43, 44].

o power is not inherently good or bad. It can be used productively for positive or liberating purposes or destructively for oppressive or destructive purposes.

o power operates on individual, interpersonal, institutional, structural and cultural levels. We all have some capacity to exercise power in these different arenas, and part of the task of capacity building is to identify which kinds of power the groups we work with want to cultivate and where and how they want to exercise it.

o in order to build trust, it is critical to be transparent about power dynamics within the group [32]. It can be extremely helpful to acknowledge how power is at play – at all levels (individually, interpersonally, institutionally, structurally and culturally).

As we help people to focus more directly on building power, we can direct their attention to the many bases on which individuals, groups, organizations and societies rely (some more consciously than others) to construct and endorse power [33, 35, 45, 46]. Making these sources explicit can help groups to identify which kinds of power they already exercise consistently, and which they wish to develop more fully. Examples include:

o Reward Power: Having the capacity (real or perceived) to decide who is/is not rewarded and to give or withhold rewards

o Coercive Power: Having the capacity (real or perceived) to coerce, punish or employ physical force or to decide who will/will not be punished or hurt

o Legitimate Power: Having the interpersonally, organizationally, culturally or structurally endorsed ability to influence – seen as “legitimate” and therefore not questioned

o Positional Power: Having a position or role that gives one authority or responsibility to do certain things or make certain decisions

o Referent Power: Having the capacity to influence people because of one’s association with an individual or group that is widely respected and admired


o Expertise/Experience Power: Having (real or perceived) expertise or technical knowledge o Ecological Environmental Power: Having control over resources needed to meet one’s own/one’s

communities’ needs or satisfy desires; having the ability to decide how and for whose benefit resources are used

o Issue Control: Having the capacity to exercise control over the agenda, the framing of topics to be discussed and/or the information needed to make choices

o Spiritual Power: Having a deep conviction about one’s purpose and identity, holding values that are expressed in one’s behavior, and demonstrating an appreciation for the spiritual dimensions and ultimate worth of life [47].

Cultivating power for positive change As capacity builders, we can guide individuals and groups to cultivate power in service of positive change. We can begin by guiding them to explore and promote understanding of how power -- both positive or liberating and negative or oppressive exercises of power – actually operates in their organizational and community contexts [30]. We can facilitate shared thinking about strategies that cultivate positive or liberating exercises of power and reduce or eliminate negative or oppressive exercises of power. This approach involves work at the personal, interpersonal, organizational, systems and structural and cultural levels. It involves guiding people and groups toward awareness of their power and the ways in which unearned privileges unfairly advantage some people and disadvantage others. It involves cultivating collaboration and building organizations that liberate the creative potential of everyone involved. It involves organizing decision making in ways that maximize meaningful engagement by those most affected. And, it involves guiding people and groups toward understanding and transforming systems and structures of oppression that interfere with achieving their noblest visions and goals.


About the authors Cynthia Silva Parker, Linda Guinee, and Andrea Nagel are Senior Associates at the Interaction Institute for Social Change (IISC). IISC is a nonprofit organization whose mission is to ignite and sustain social transformation, catalyze collaborative action, and build collaborative skill to bring alive its vision of a just and sustainable world. IISC accomplishes this by providing network building, consulting, facilitation, and training services designed to transform communities and organizations and build the capacity of leaders of social change. Cynthia Silva Parker has worked with IISC since 1993, cultivating collaborative skills, strengthening organizations, solving problems, developing strategic plans, and building multi-stakeholder networks for social change alongside leaders in communities and nonprofit and public sector organizations. Cynthia also co-leads IISC’s internal learning and product development processes. Cynthia also serves as a member of the Advisory Group of the Alliance for Nonprofit Management’s Cultural Competency Initiative (CCI). She and Andrea co-designed and co-delivered the CCI’s first webinar, “Engaging Diverse Stakeholders.” Cynthia’s prior leadership experience includes directing Boston Freedom Summer and providing administrative leadership to The Algebra Project, Inc. She also provided technical assistance to nonprofit organizations as an Associate at Technical Development Corporation. Cynthia holds a Bachelor of Arts degree from Harvard-Radcliffe Colleges and a Master of Public Policy in city and regional planning from the John F. Kennedy School of Government at Harvard University. She sees her most important accomplishments as works in progress: building a solid spiritual foundation, nurturing a loving family, and carrying hope into the world through her life and work. Linda Guinee brings to her work a passion for social justice and peacebuilding, a lifelong commitment to social change and a belief in the potential of groups of people coming together to create powerful approaches to social issues. Prior to coming to IISC, Linda was the Associate Director of Client Services at the AIDS Action Committee, the largest AIDS Service Organization in New England. She also worked as a tour manager with the NAMES Project AIDS Memorial Quilt, traveling with the Quilt and organizing volunteers and displays around the United States. In a previous life, Linda worked at the Long Term Research Institute, where she was the senior researcher on a project studying the songs of humpback whales and co-discovered that humpbacks use rhymes as mnemonic devices in their songs. Linda was ordained by Thich Nhat Hanh and is a member of the lay Buddhist order Tiep Hien. She received her Bachelor’s degree in Humanism and Cultural Change from the University of Wisconsin at Green Bay and a Master of Arts degree in Conflict Resolution at Antioch University - McGregor. She is a trained and practicing mediator and a member of the Public and Intense Conflicts Committee of the Association for Conflict Resolution. Linda delivers facilitation services and helps manage the content of collaborative efforts with a wide variety of IISC’s clients. Andrea Nagel loves people and life. She is driven by a desire to challenge inequity and bridge divisions among and between peoples. Born in Chile and transplanted to the suburbs of New York at the age of 8, her boundary-crossing experiences began at an early age. Andrea believes in the possibility of community because of her own experiences bridging cultural and socio-economic differences. Andrea began organizing around Latin American issues in college and then shifted her focus from global to local efforts in Roxbury, MA at the Dudley Street Neighborhood Initiative, a multicultural resident-led community-based planning and organizing organization. Andrea delved more deeply into leadership development activities at YouthBuild USA, where she served as a program advisor and training associate. In addition to delivering training, consulting and facilitation services to IISC clients, Andrea manages the Community Building Curriculum, a grassroots leadership development project. She offers many of IISC’s services in both Spanish and English. Andrea holds a Bachelor of Arts degree from Tufts University and a Master in City Planning from the Massachusetts Institute of Technology. When not working, Andrea enjoys dancing, running, dabbling in jewelry-making and sharing her home with family and friends. Special thanks for editorial support by Sara Oaklander and Melinda Weekes of the Interaction Institute for Social Change. http://www.interactioninstitute.org


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perspective. 2005, Alliance for Nonprofit Management. 15. Brown, M.K., et al., Of fish and water, in Whitewashing race: The myth of a color-blind society

2003, University of California Press: Berkeley, CA. p. 34-65. 16. Argyris, C., Knowledge for action. 1993, San Francisco: Jossey-Bass. 17. Argyris, C., Overcoming organizational defenses. 1990, Boston: Allyn and Bacon. 18. Allport, G.W., The nature of prejudice. 1954, Cambridge, MA: Addison-Wesley Publishing Co.

537. 19. Brewer, M.B., Reducing prejudice through cross-categorization: Effects of multiple social

identities, in Reducing prejudice and discrimination, S. Oskamp, Editor. 2000, Lawrence Erlbaum: Mahwah, NJ. p. 165-183.

20. Brewer, M.B. and N. Miller, Beyond the contact hypothesis: Theoretical perspectives on desegregation, in Groups in contact: The psychology of desegregation, N. Miller and M.B. Brewer, Editors. 1984, Academic Press: San Diego, CA. p. 281-302.

21. Miller, N. and M.B. Brewer, eds. Groups in contact: The psychology of desegregation. 1984, Academic Press: Orlando, FL. 316.

22. Freiwirth, J. and M.E. Letona, System-wide governance for community empowerment. Nonprofit quarterly, 2006. 13(4): p. 24-27.

23. Potapchuk, M., et al., Flipping the script: White privilege and community building. 2005, MP Associates: Silver Spring, MD and Center for Community Assessment and Policy Development: Conshohocken, PA.

24. Lawrence, K., et al., Structural racism and community building. 2004, The Aspen Institute: Washington, DC.

25. Amyla, J., What is reflective practice? 2004, Massachusetts Institute of Technology, Center for Reflective Community Practice: Cambridge, MA.

26. Cobb, S. and J. Rifkin, Practice and paradox: Deconstructing neutrality in mediation. Law and Social Inquiry, 1991. 16: p. 35-62.

27. Rifkin, J., J. Millen, and S. Cobb, Towards a new discourse for mediation: A critique of neutrality.


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Massachusetts: Amherst, MA. p. 459. 29. Laue, J. and G. Cormick, The ethics of intervention in community disputes, in The ethics of social

intervention, G. Bermany, Editor. 1978, John Wiley and Sons: Hoboken, NJ. p. 205-242. 30. Coleman, P.T. and D. Tjosvold, Positive power: Mapping the dimensions of constructive power

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33. Deutsch, M., The resolution of conflict. 1973, New Haven, CT: Yale University Press. 34. Miller, B.M., Critical hours. 2003, Nellie Mae Foundation: Brookline, MA. 35. Bachrach, P. and M.S. Baratz, Power and poverty: Theory and practice. 1970, London: Oxford

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1993. 49(4): p. 227-251. 47. Women's Theological Center, What is spiritual leadership?

1

2016 HEALTH EQUITY SUMMER LEARNING SERIES Tuesday-Thursday, July 19-21, 2016



attending the Health Equity Summer Learning Series:

2. Before this 2016 Health Equity Summer Learning Series, how familiar were you with:

Very

familiar

Moderately

familiar

Slightly familiar

Not

familiar at all a. Completing a stakeholder analysis that identifies key stakeholders and describes how and when they will be engaged.

1 2 3 4

b. Developing and sharing a vision of your work that inspires others to join you in the effort.

1 2 3 4

c. Analyzing a situation from a systems perspective in order to leverage transformational change.

1 2 3 4

d. Facilitating agreement across diverse perspectives in order to generate breakthrough decisions and actions.

1 2 3 4

e. Designing meetings that achieve high levels of results, process, and relationship satisfaction.

1 2 3 4

f. The Ladder of Inference and how to integrate into work in community.

1 2 3 4

3. After this 2016 Health Equity Summer Learning Series, how familiar are you with:

Very

familiar

Moderately

familiar

Slightly familiar

Not

familiar at all a. Completing a stakeholder analysis that identifies key stakeholders and describes how and when they will be engaged.

1 2 3 4

b. Developing and sharing a vision of your work that inspires others to join you in the effort.

1 2 3 4

c. Analyzing a situation from a systems perspective in order to leverage transformational change.

1 2 3 4

d. Facilitating agreement across diverse perspectives in order to generate breakthrough decisions and actions.

1 2 3 4

e. Designing meetings that achieve high levels of results, process, and relationship satisfaction.

1 2 3 4

f. The Ladder of Inference and how to integrate into work in community.

1 2 3 4

PLEASE CONTINUE THE SURVEY ON THE OTHER SIDE OF

THIS SHEET

2

4. What information or facilitation techniques were most valuable for you during this

training, and why?

5. What information or facilitation techniques were not valuable for you during this

training, and why?

6. Following this training series, list one idea that you envision for incorporating techniques

learned in this training into your organization, business or community group’s work.

THANK YOU FOR TAKING THIS SURVEY!!!

Leadville Health Equity Learning Series: Session 2 July 19-21, 2016, CMC Leadville Campus

Evaluation Survey Summary 20 participants

Business/organization/community groups represented:

lake county school district ~ lake county build a generation ~ lake county economic development corporation ~ department of human services/wraparound~ department of

public health ~ full circle ~ center for early childhood programs ~ family leadership training institute ~ leadville ~ yoga studio ~ advocates of lake county ~

Before this 2016 Health Equity Summer Learning Series, how familiar were you with:

After this 2016 Health Equity Summer Learning Series, how familiar were you with:

0% 20% 40% 60% 80% 100%

Completing a stakeholder analysis that

identifies key stakeholders and …

Developing and sharing a vision of

your work that inspires others to join …

Analyzing a situation from a systems

perspective in order to leverage …

Facilitating agreement across diverse

perspectives in order to generate …

Designing meetings that achieve high

levels of results, process, and …

The Ladder of Inference and how to

integrate into work in community.

Not familiar at all

Slightly familiar

Moderately familiar

Very familiar

65%

95%

50%

60%

55%

45%

0% 20% 40% 60% 80% 100%

Completing a stakeholder analysis that

identifies key stakeholders and …

Developing and sharing a vision of

your work that inspires others to join …

Analyzing a situation from a systems

perspective in order to leverage …

Facilitating agreement across diverse

perspectives in order to generate …

Designing meetings that achieve high

levels of results, process, and …

The Ladder of Inference and how to

integrate into work in community.

Not familiar at all

Slightly familiar

Moderately familiar

Very familiar

(Full statements from question above) 1. Completing a stakeholder analysis that identifies key stakeholders and describes how and

when they will be engaged. 2. Developing and sharing a vision of your work that inspires others to join you in the effort. 3. Analyzing a situation from a systems perspective in order to leverage transformational

change. 4. Facilitating agreement across diverse perspectives in order to generate breakthrough

decisions and actions. 5. Designing meetings that achieve high levels of results, process, and relationship satisfaction. 6. The Ladder of Inference and how to integrate into work in community.

What information or presentation was the most valuable ?

╉It was so helpful to learn how to transparently move a group through a process in a way that provides/welcomes disagreement while still achieving agreement.╊ ╉The relationship process, results triangle will get me to identify where I can personally improve and how to help best incorporate all participants given their strengths.╊ ╉Taking time to plan meetings and how slowing down allows time for creativity ~ authenticity ~ more engagement.╊ ╉) really liked the heartset and ladder of inference as reminders to consider the difficult moments in my meeting as gifts.╊

What information or presentation was not valuable ?

Out of the 16 participants that answered this question, 8 respondents (50%) indicated that it was ╉all valuable╊ ゅor ╉none, NA╊ょ. The remaining comments indicated the information felt basic (long history as facilitator), spoke too much to individual meeting-focused topics (individual dealt more in education-focused work or not enough focus on equity work in our community), or a particular tool was just not meaningful to the individual. Maybe important to note that one respondent felt that ╉references to race seemed unnecessary at times…seemed unnaturally added in some other conversations.╊

Practicing techniques or ╉(ot Seat Group Work╊ Facilitating Agreement

Designing and Planning meetings

^

Ladder of Inference ^

Developing and Sharing a Vision Addressing race issues in meetings and conversations

Heartset

One idea for building equity into a policy or practice at your organization, business or

community group in order to improve your work:

Being more conscientious about bringing and seeing a systems approach to address core/fundamental issues instead of band-aid solutions.

I plan to use the relationship process, results triangle to better/best accommodate all team members according to their needs/strengths and make sure that each piece is integrated into all meetings.

I'm going to use the knowledge and tools shared in this training to inspire people to support our youth and families in Lake County.

The technique of asking someone to "try on a new way of thinking". Explicitly stating the decision-making process.

I plan to always refer back to group assignments and keep making sure everybody agrees. I feel safe and engage more when the process is slow, so I plan to remind myself to slow down. Also bring some tools and structure to our unit meetings.

Spending more time planning for a meeting then I do having the meeting.

Open. Narrow. Close.

Being able to handle the "hot seat" and making everyone leave heard.

I would love to see the same group of community members come together for a poverty and immigrant simulation training

Define "working agreements" for a group to provide a base for sharing ideas respectfully and usefully. Acknowledge importance of balance in the results -- process -- relationship triangle

Framing health and wellness work as work of equity. Taking the time to frame/include equity in discussions. Addressing different feeling, beliefs and thoughts at the time.

2016 HEALTH EQUITY SUMMER LEARNING SERIES Tuesday, August 16, 2016



attending this Health Equity Summer Learning Series:

2. Before this 2016 Health Equity Summer Learning Series, how familiar were you with:

Very

familiar

Moderately

familiar

Slightly familiar

Not

familiar at all a. The concept of “Cultural Competence”, including stages of development and mega-skills of cultural intelligence

1 2 3 4

b. Working across cultural differences 1 2 3 4

c. Working effectively with interpreters 1 2 3 4

d. Organizational Cultural Competence and Inclusive Behavior

1 2 3 4

e. Community/Organizational Dialogue 1 2 3 4

3. After this 2016 Health Equity Summer Learning Series, how familiar are you with:

Very

familiar

Moderately

familiar

Slightly familiar

Not

familiar at all a. The concept of “Cultural Competence”, including stages of development and mega-skills of cultural intelligence

1 2 3 4

b. Working across cultural differences 1 2 3 4

c. Working effectively with interpreters 1 2 3 4

d. Organizational Cultural Competence and Inclusive Behavior

1 2 3 4

e. Community/Organizational Dialogue 1 2 3 4

PLEASE CONTINUE THE SURVEY ON THE OTHER SIDE OF THIS SHEET

4. What information, techniques or concepts were most valuable for you during this

training, and why?

5. What information, techniques or concepts were not valuable for you during this training,

and why?

6. Following this training series, list one idea that you envision for incorporating techniques or

concepts learned in this training into your organization, business or community group’s work.


Aprendizaje del Visita a Denver (11 de Julio)

1. Que fue su entendimiento sobre el trabajo de una promotora antes de asistir a la visita a

Denver?

2. Que fue su entendimiento sobre el trabajo de una promotora despues de asistir a la visita a

Denver?

3. Por favor, comparte su experiencia favorita en el día.

4. Por favor, comparte su experiencia menos favorita en el dia.

5. Que es una cosa que aprendio durante la visita que quiere levanter como idea en el grupo de

さlugares.ざ


さprograﾏas.ざ


さﾐucleo.ざ

Evaluation – Latino Leaders / Evaluación – Líderes Latinos Friday, November 18, 2016 / viernes, 18 de noviembre, 2016

1. What information, techniques or concepts were most valuable for you during this

training, and why? / ¿Qué información, técnicas, o conceptos fueron más valiosos para Ud.

durante este entrenamiento, y por qué?

2. What information, techniques or concepts were not valuable for you during this training,

and why? / ¿Qué información, técnicas, o conceptos no fueron valiosos para Ud. durante

este entrenamiento y por qué?

3. Following this training, list one idea that you envision for incorporating techniques or concepts

learned in this training into your organization, business or community group’s work. / Después de

este entrenamiento, escriba una idea que Ud. imagina para incorporar las ideas, técnicas, o

conceptos que aprendió en este entrenamiento en el trabajo de su organización, negocio, o grupo

comunitario.


¡¡¡GRACIAS POR LLENAR ESTA ENCUEST!!!

Documents

BUILDING LEADVILLE’S EQUITY FOUNDATIONlcbag.org/wp-content/uploads/2017/05/HEAS-TA-Learning...Reveles, Shela de la Rosa, and Anne Sifuentes. LEADVILLE’S けくぐさ HEALTH EQUITY