1 Dimensions of Diversity Introduction to Diversity Texas Commission on Law Enforcement Officer...

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Dimensions of Diversity

Introduction to Diversity

Texas Commission on Law Enforcement

Officer Standards and Education

Course # 3939

LEARNING LEARNING OBJECTIVESOBJECTIVES

Learning Objective 2.0: Learning Objective 2.0: the participant will be able to examines one’s own cultural diversity and how your identity impacts your relationships with others .

Learning Objective 2.1: Learning Objective 2.1: the participant will be able to define the term culture.

Learning Objective 2.2: Learning Objective 2.2: the participant will be able to understand, articulate and discuss the Cultural Perspective.

Learning Objective 2.3: Learning Objective 2.3: the participant will be able to explain where our “cultural programming” comes from. 2

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Learning Objective 2.4: Learning Objective 2.4: the participant will be able to describe cultural “road map” as it relates to their current behaviors and attitudes.

Learning Objective 2.5: Learning Objective 2.5: the participant will be able to explain stereotypes and their role in cultural diversity.

Learning Objective 2.6: Learning Objective 2.6: the participant will be able to list examples of “cultural rules”.

Learning Objective 2.7: Learning Objective 2.7: the participant will be able to describe the strategies in building “cross-cultural competencies”. Learning Objective 2.8: Learning Objective 2.8: the participant will be able to demonstrate “cultural filters” on automatic.

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Learning Objective 2.9: Learning Objective 2.9: the participant will be able to describe the Cultural Orientation Model.

Learning Objective2.10: Learning Objective2.10: the participant will be able to discuss the development of Diversity Competence.

Learning Objective 2.11: Learning Objective 2.11: the participant will be able to solve scenario problems on “culture clash”

Learning Objective 2.12: Learning Objective 2.12: the participant will be able to summarize how culture relates to the dimensions of diversity model as described in Unit Goal 1.

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Unit 2.0Unit 2.0To examines one’s own To examines one’s own

cultural diversity and how cultural diversity and how your your ____________________ impacts your impacts your relationships with others.relationships with others.

“There exist a great variety of ____________________________ that are representative of the different regions of the world.

Being the combined work of combined work of nature and humankindnature and humankind, they express a long and intimate relationship between peoples and their natural ________________________.

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Cultural LandscapesCultural Landscapes

“Cultural landscapes testify to the ____________________ genius, social development, and the imaginative and spiritual vitality of humanity. They are part of our collective __________________.”

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2.1 DEFINE CULTURE2.1 DEFINE CULTURE“____________________ The body of learned beliefs, traditions, principles and guides for behavior that are shared shared among members of a among members of a particular groupparticular group”.

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Values, beliefs, and behaviors common to a large group of people to include: •Shared ____________________

•____________________

•Ideas and ______________________ patterns

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Values, beliefs, and behaviors common to a large group of people to include - Continued:

•________________________________ styles

•Similar “truths” and life ______________________________

The definition of culture includes:

•The body of learned ____________________, ____________________, principles and guides for behavior that are shared among members of a particular group

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•Culture serves as a road map for both ________________________ and ________________________ with the world.

•It is not inherited but instead shaped by the ______________ context in which we learn.

2.2. Discuss the Cultural Perspective

The cultural perspective is comprised of ____________ elements

that help define us as individuals.

These attributes influence how we function in all areas

of our life. 14

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Because these attributes are less “____________________,” often they

are not readily seen as aspects of an individual’s

diversity.

2.2 Cultural Perspective 2.2 Cultural Perspective

The cultural perspective cultural perspective is comprised of core elements that help define us define us as ________________________. These attributes influence how we function in all areas of our life. Because these attributes are less “visible,” often they are not readily seen as aspects of an individual’s diversity. 16

2.2. Cultural Perspective 2.2. Cultural Perspective Comprised of core Comprised of core elements that help define us as elements that help define us as

individualsindividuals

________________ class________________________________________ location____________________ ________________Life ________________

______________________ experience____________ Status

-Domestic Partnership________________

Status________________ 17

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2.3. Explain where our 2.3. Explain where our “cultural programming”“cultural programming”

comes fromcomes from

•Culturally __________________________ by age 3

•Born into culture and programmed in our belief system

•______________________________ without question

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Additionally:Additionally:•Culture determines our

behavior and attitudes

•No one is ____________________ free

•Most cultural ________________ are never written

•We ________________ other people’s behavior through our own cultural software

Where did our cultural programming come from?

Class Exercise

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write in each of the outer circles, various influences to their cultural programming.

Then next to each circle write the most important rules, norms, and values they learned from that source. Discuss with group.Turn to page 13 in your handoutTurn to page 13 in your handout

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YOU

Examples of cultural programming - Beliefs:

•You can’t teach a dog new tricks…

•Big boys don’t cry…

•If you lay down with dogs…

These examples often represent cultural attitudes that can be

inaccurate.22

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YOU

Beliefs

Values

Biases

Norms

EdLevel

Exper-iences

Custom Culture

Discuss ion with group

What are some of the important rules, norms, and values from your your list from each source you listed?

How & why are these important?

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2.4. Describe your cultural 2.4. Describe your cultural “road map”“road map” as it relates to your current behaviors as it relates to your current behaviors

and attitudesand attitudes

Culture Culture can be defined as the body of learned learned ________,________,

traditions, principles, and traditions, principles, and guides for behaviors that are guides for behaviors that are shared shared among members of a

particular group. Culture serves as a “road map” for both

perceiving and interacting with the world.

Class Exercise #2Class Exercise #2

Each student will design a sort of “road map” depicting their personal culture.

This could be done individually or as a group group experienceexperience.

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Influences to CulturalPrograming

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2.5. Explain stereotypes and 2.5. Explain stereotypes and their role in cultural diversitytheir role in cultural diversity

•________________________________

•““_____________”_____________”

•““Mental _____ ProcessMental _____ Process

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Misinformation

Some of the misinformation given to us can constitute a stereotype

If you If you repeat a repeat a

lie lie enough enough times times you you

become become a a

misinformisinformation mation

specialisspecialistt

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“Mental Tapes”

These __________________________________ become “mental tapes” that affect what we think and feel about situations, people and our environment.

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“Mental File Process”

Our mental data base plays these “mental tapes” play automatically through our ____________________ and learned responses.

So, how does this process work?

When we stereotype, we place a person in a particular “________________ ____________.” This “mental file” is not necessarily based

on information gained through knowledge about or personal experience with the

particular person. 32

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Rather, their assignment could be based on what we _________________ about a group to which the person belongs.

Perception - Beliefs

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Verses

REALITY

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2.6. List examples of 2.6. List examples of “cultural rules”“cultural rules”

•Each culture sets expectations or “____________________ rules” for expected behavior

•Cultural rules provide a ___________ ___________ for imparting meaning

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•We learn these rules as children

•By following these rules we reduce ____________________….avoid dangerous open pits

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Many of these rules Many of these rules become become ____________________________ subconsciously and enter subconsciously and enter our day to day behavioral our day to day behavioral actions. They become actions. They become habitshabits.

Examples:Examples:•Ethics and habitsEthics and habits

•Making friends or enemiesMaking friends or enemies

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Examples - Continued:Examples - Continued:•Sense of Sense of ____________ and and

punctualitypunctuality

•Male/female Male/female ________________ and and relationshipsrelationships

•Manners and showing Manners and showing ____________ for others for others

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These cultural cultural ______________ are so ingrained that when we see someone violating or behaving contrary to one of these rules we interpret the we interpret the behavior as wrongbehavior as wrong.

List some examples of List some examples of these rules…these rules…

Class Exercise

•Let’s list additional cultural rules and distinguish rule differences per cultural background.

•These cultural rules are so ingrained that when we see someone violating or behaving contrary to one of these rules we interpret the behavior as wrong.

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2.7. Describe the strategies in 2.7. Describe the strategies in building building “cultural cross-cultural “cultural cross-cultural

competenciescompetencies””

Managing an increasingly diverse population requires cross-cultural ______________. ______________.

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In any organization you need to build ____________________________ across national, state, organizational, team and interpersonal barriers. Successful cross-cultural players are generally ________________ and possess a broad behavioral repertoire

• Effectiveness across national, state, organizational, team and interpersonal barriers

• Successful cross-cultural players cross-cultural players are generally flexible and possess a broad behavioral repertoire

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____________________________: range of resources that somebody has: the range of techniques, abilities, or skills that somebody or something has

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2.8. Demonstrate 2.8. Demonstrate “cultural “cultural filters” filters” on automaticon automatic

Cultural Cultural __________________________ act in the following ways:

•Automatic responses•Refer to our “______ ____________ ______”

instead of information gained from knowledge or experience

•Reticular Activating System (RAS)

They do not give us misinformation on purpose but

rather as a result of misinformation passed down to us as children. Some of these messages came to us in forms

of stereotyping or “mental tapes” that affected how we felt about and responded to

certain groups of people. These responses are

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Reticular Activating System (RAS) instantly calls up these stereotypes.

•They make it easier to function in the ____________________ by organizing massive amounts of information, but can create difficulties when our “tapes” are built on inaccurate information.

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Reticular Activating System (RAS) instantly calls up these stereotypes.

•Once these stereotypes are Once these stereotypes are in place, they are hard to in place, they are hard to undoundo.

Class Exercise Class Exercise write down the first thing that comes to their mind.

•Politician

•Lawyer

•Professor

•Man in a wheelchair50

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•Californian

•Homeless Person

•Black Male Teenager

•Police Officer

•Farmer

•300-pound women

2.9. Describe the 2.9. Describe the Cultural orientation Cultural orientation

ModelModel•Environment: How individuals ______________ to the people in their circle of influence.

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•Time: How individuals perceive the nature of time and its use.

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•________:________: How individuals conceptualize actions and interactions

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• ______________________________________________: How individuals express themselves

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• _______:_______: How individuals identify their physical and psychological space

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•__________________: How individuals view different power relationships

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•____________________________________: How individuals define their identity

•____________________________________: How individuals are motivated

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•______________________: How individuals approach change, risk, ambiguity, and uncertainty

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•______________________: How individuals conceptualize

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2.10. Discuss the 2.10. Discuss the development of Diversity development of Diversity

CompetenceCompetenceThese competencies consist of 4

areas:

1.1.________________________

2.2.________________________

3.3.__________________

4.4.____________/Behavior/Behavior

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Awareness…Awareness…

•Recognizing Recognizing __________________________ as diversityas diversity

•Respect Respect ____________________ of of differencesdifferences

•________________________ of differences of differences

•Understand historic effectUnderstand historic effect

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“This month, as we mark 45 years since the patrons of the Stonewall Inn defied an unjust policy and awakened a nascent movement, let us honor every brave leader who stood up, sat in, and came out, as well as the allies who supported them along the way. Following their example, let each of us speak for tolerance, justice, and dignity—because if hearts and minds continue to change over time, laws will too.”

—President Barack Obama Presidential Proclamation 2014

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•Clear sense of Clear sense of ____________________ cultureculture

•Understand personal Understand personal ______________ of organizational of organizational cultureculture

•Recognize Recognize ____________________________

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Knowledge…Knowledge…•Factual ____________________________

•Identify differences in communication styles

•____________________ (Attend cultural event)

•Learn a new ________________________

•Explore your ________________ history

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Skills…Skills…•Take personal ____________________________

•Point of view – ________________________ others

•Cross-cultural ____________________________

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•____________________-solving skills

•____________________ management skills

•Work effectively with diverse groups

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Action/Behavior…Action/Behavior…

•Teach others by ________________________

•Show more ________________________

•Develop personal ______________ to continue to learn about new cultures

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2.11. Solve scenario 2.11. Solve scenario problems on “culture problems on “culture

clash”clash”

Class ExerciseClass Exercise

Cultural Class Exercise Cultural Class Exercise #1#1

• Culture Clash #1: Molly Smith receives an URGENT message on March 1st requesting information be sent to the Amsterdam office by 4/3. She faxes it on March 10. She is pleased that she has beat the deadline by three weeks, but her response is met with a hostile response by her Dutch colleague. He demands that Molly be taken off the project. What happened?

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ANSWER• In most of European countries

where people write the date as 4/3, they are placing the day first and the month second. So the request for information by 4/3 was not for April 3, but for March 4. Molly was not early but six days late.

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Cultural Class Exercise Cultural Class Exercise #2#2

• Ron Macaffie spends weeks negotiating with his Japanese client. Finally reaching a common ground, Ron announces to his client that their thinking is parallel. Ron’s client promptly thanks him for his time and leaves the meeting without further discussion. Why? 73

ANSWER• For Americans, “parallel” means

compatible, on the same track. But to the Japanese, “parallel” means apart and never to meet, as with two parallel train tracks. Hence, Ron’s client took that to mean negotiations were over.

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2.12. Summarize how culture 2.12. Summarize how culture relates to the dimensions of relates to the dimensions of diversity model as described diversity model as described

in Unit Goal Iin Unit Goal I

•Better ________________________________•Recognize•______________________________•Point of reference•______________ message

Where is your Where is your MORAL MORAL

Compass?Compass?

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Questions?

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RESOURCESRESOURCES

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CULTURAL DIVERSITY Participant Handout

Bexar County Constable Office PCT#4

TEXAS COMMISSION ON LAW ENFORCEMENTCourse # 3939

TRAINING SUPPLEMENTHosted By:

All Course Sources and/or

Resources are listed in

your Participant Handout

““Knowledge isKnowledge is““POWERPOWER” Stay ” Stay informed, stay informed, stay

SAFE, stay SAFE, stay Vigilant & stay Vigilant & stay

Alive” Alive”

TAKE A HOUR LUNCH