Promoting a Diverse Workforce Actualizing the Centennial Vision "...a globally connected and...

Promoting a Diverse Workforce

Actualizing the Centennial Vision

"...a globally connected and diverse workforce..."

Objectives● Identify supports and barriers related to recruitment and

retention efforts for diversity in the occupational therapy workforce

● Discuss strategies and coordinated approaches for recruitment and retention of a diverse workforce

● Synthesize knowledge of strategizes and tools to enhance cultural sensitivity and humility for students, educators, and practitioners

Catherine Hoyt Drazen, OTD, OTR/L

● Washington University in St. Louis (St. Louis, MO)

Cristina Reyes Smith, OTD, OTR/L

● Medical University of South Carolina (Charleston, SC) �Arameh Anvarizadeh, OTD, OTR/L

● West Coast University (Los Angeles, CA)

Nadine Kwebetchou, MS, OTR/L�● Cornell University (Ithaca, NY)

Stacy Wilson, MS, OTR/L�● WakeMed Health and Hospital (Raleigh, NC)

Jordan Skowronski MSOT, OTR/L● Rehabilitation Institute of Chicago (Chicago, IL)

Authors

Coalition of Occupational Therapy Advocates for Diversity (COTAD)

COTAD came together through the Emerging Leaders Development

Program at the American Occupational Therapy Association. We are a

group of individuals from across the United States all working towards

a common intention.

www.COTAD.weebly.com

“Like” Us on

About Us

● To increase diversity in the occupational therapy workforce

● Enhance cultural humility

● Build capacity of employers and schools to implement

programming to increase humility

COTAD Vision

COTAD Initiatives● To evaluate perceptions of diversity among OT clinicians,

scientists, students and educators

● To facilitate discussion of diversity among OT's

● To identify and help develop appropriate tools to enhance

cultural humility

● To expand the diversity of thought

Audience E-Poll

Where are you located?

There are about __?__ occupational therapists in the field.

● less than 100,000

● 150,000 to 200,000

● 250,000 to 300,000

● 350,000 to 400,000

Diversity in the profession is important.● Strongly agree

● Agree

● Neutral

● Disagree

● Strongly disagree

Diversity in the profession is important.

“More recruitment of students from other backgrounds should be a goal. We are not the diverse profession that

our Centennial Vision claims we are.”

--Anonymous OT Practitioner, COTAD Survey 2014

As part of your OT education, how often were concepts of diversity and/or culture integrated into coursework?

● Less than 25% of the time

● 25% - 50% of the time

● More than 50% of the time

2013 Survey Responses

All educational programs should have students discuss their culture, complete a self awareness questionnaire & [discuss] how they view themselves in an increasingly

diverse healthcare system.

[Students] need to discuss how to interact with people different from them.

Do you currently lead any activities to promote social or cultural diversity in the workforce?

● Yes

● No

Invisible Impact“Occupational therapy has a long way to go in terms of culture and diversity. [OT] prides itself on holism and inclusion and that has not been my experience in the past 7 years…

I have encountered a lot of prejudice in this field, and I hope that no other student experiences what I have faced in fieldwork, with classmates, during observations at different facilities, and at conferences.” {Anon. Student, 2015}

Focus Group and Survey Results

2013 Focus Group ● Discussion about diversity increased

individuals perception of value and importance

● Themes:o Being “politically-correct”o Phenomenon or problemo Changing terminology

2013 Survey Response

“I speak to all coworkers, patients, and others about roles both culturally and occupationally. The more

alternative perspectives are spoken aloud, the more they are incorporated into our common values.”

--Anonymous OT Practitioner

2014 Survey Questions● Do you consider yourself to be of a diverse social or cultural

background?

● On a scale of 1-10, how important is it that the profession focus on the recruitment and retention of a diverse workforce?

● How much do you think the profession could benefit from initiatives focusing on greater inclusion of occupational therapists of diverse social and cultural backgrounds?

● How often do you work with clients of a social or cultural background different than your own?

2014 Survey Questions● How often do you work with professionals of a social or cultural

background different than your own?

● How often do your reflections about culture inform your clinical judgement?

● In your workplace, how have you participated in continuing education related to culture and occupation?

● As part of your entry level degree, how much did you participate in coursework related to culture and occupation?

● What types of tools related to culture and inclusion would be useful for you?

Survey ResultsParticipants by region (N=195)

45 (23.1%)

74 (37.9%)

27 (13.8%)

49 (25.1)

Survey Results

Survey Results

Survey Results

● 63.3% 20-39 years of age

● 83.1% OT or OTS

● 56.9% Consider self to be diverse

Survey ResultsProfessionals Clients Clinical

judgement (CJ)

Not at all 2.6% 3.6% 5.6%

A few times a year

13.8% 10.3% 10.3%

Monthly 12.3% 9.7% 9.2%

Weekly 17.9% 24.6% 30.3%

Daily 52.8% 51.3% 42.6%

● 28.7% are working with diverse professionals <monthly

● 23.6% are working with diverse clients <monthly

● 25.1% report diversity impact on CJ <monthly

Survey ResultsDiversity coursework as part of entry degree

Diversity education in workplace

Multiple times 59%

Once 24.1%

Not applicable 42.6%

Coursework 17.9%

Community Service 11.3%

Lecture 9.7%

Fieldwork 6.2%

Other 9.2%

Survey Results

Survey ResultsImportance of recruitment and retention of OT workforce.

Not Important Important

Survey ResultsPerceived value of inclusion initiatives

Not Valuable Valuable

Survey Results

Comments and Suggestions“Culture and diversity were unfortunately omitted during my education to become a COTA in the mid 90s. It has taken years of on the job learning to understand and respond appropriately to clients from all backgrounds. Luckily for me, my sense of humor and communication helped me to become the kind of OT I am today.”

“A guide to various social norms, expectations, and customs would be helpful. For example, information on if in a specific culture the man has roles different than the women. Or religious beliefs.”

Comments and Suggestions“As an older student with a disability I am shocked by the lack of diversity and acceptance of disability within the OT field. I expected much more tolerance and inclusion but have found that not to be true. I live in a diverse urban area and yet the majority of my cohort and OT department are female. I would love to see more males, more ethnicity and more individuals with disability accepted into programs. Those of us with disability bring a perspective and compassion that is unique but not valued greatly by colleagues. This I find ironic and disappointing.”

Responses of what OT’s Do

“Craft sessions focusing on a certain culture.”

“Provide karakia (prayer) to open and close therapy sessions. Use waiata (song) to support. share information of other cultural activities.”

“Speaking to urban high schools about the profession.”

Responses of what OT’s Do

“Students complete a cultural sensitivity/ awareness questionnaire, discuss occupational deprivation & social justice.”

“Specific to school rather than the workplace, but I am on a committee to increase the inclusiveness of our entire medical campus.”

Survey Summary● ~25% report to work with diverse clients/professionals monthly or less

● ~25% report diversity was a part of education once

● ~40% report no diversity education in workplace

● Most reported that diversity is important and value inclusion initiatives

● Most reported need for resource guide, webinar and comprehensive toolkit

What’s in a Name?

What’s in a Name ActivityGet in groups of 4-6 people.Share the story of your name with group.● How did your parents choose your name?

● What is the meaning of your name?

● What is the ethnic origin of your family name?

www.diversitycouncil.org/toolkit

Framework for Promoting a Diverse Workforce in Occupational Therapy (FPDWOT)

FPDWOT: Person● Promote OT to individuals in underrepresented communities

● Advocate for underrepresented communities in OT

● Initiate mentorships

● Seek community leaders to serve as intermediaries

● Explore literature which depicts diverse experiences

FPDWOT: Group/Organization

Academic, Clinical, Research, Service:● Embed cultural competence/sensitivity in training and education

● Provide structured & unstructured mentorship on multiple levels

● Discuss and celebrate differences in diverse cultural values

● Support financial and other resources for further learning/experience

● Be strategic about recruitment and have high expectations

● Provide service opportunities in the US and internationally

Geographic, Racial/Ethnic, Cultural, Religious, or other Underrepresented backgrounds:

● Create volunteer/observation opportunities for youth

● Promote inclusion of OT in career resources and events

● Provide strategic presentations at schools or career fairs

● Advocate for state and national policies, funding, and resources to enhance access to OT

● Collaborate with organizations serving specific populations

FPDWOT: Population

Systems Recruitment

“The process of adding new individuals/groups to an existing population.”

(Merriam Webster, 2015)

Systems Recruitment

(Monster Worldwide and Harris Interactive, 2012)

Harris Interactive- a market research firm, conducted a research survey that examined the importance of diversity recruiting in

Science, Technology, Engineering, and Math (STEM) professions.

Results revealed that successful diversity recruiting depended on an array of tactics working together in a strategic context that values diversity and inclusion as key competitive advantage.

Systems Recruitment● Recruitment starts early

● Organizations that embrace and promote diversity have the most effective recruitment

● Diverse employees are more effective

(Monster Worldwide and Harris Interactive, 2012)

Systems Recruitment● Create benchmarks for measuring results of recruiting efforts

● Committed outreach

● Respect and value of diverse communities

(Monster Worldwide and Harris Interactive, 2012)

Systems Recruitment● Diversity is not an agenda item or a list of things to include.

● Embracing diversity requires:

o A change in culture

○ A change in thinking

○ Positive attitudes about diversity

(Monster Worldwide and Harris Interactive, 2012)

Implications for OT● Reaching out early is effective

● Promote relationships with schools

● Engage in workplace journal groups to support diversity as part of the conversation

● Establish and support local scholarships

● Initiate conversation and discussion among colleagues

COTAD ToolkitPromoting a Diverse Workforce

COTAD Toolkit

Phase I: Focused on tools for recruitment of people with diverse backgrounds

COTAD ToolkitPhase I tools:● Tip sheets to recruit at:

o Political/community level

o Clinical level

o Academic/student level

Political/Community Level

● Creating and tapping into your networks

● Collaborating with other OT initiatives

● Partnering with larger organizations----Tool: COTAD’s recruitment presentation

Clinical Level● Building OT brand throughout place of work

● Creating professional sustainability via clinical instruction

● Gathering OT volunteers and promoting opportunities to shadow at place of work

----Tool: ‘How do I do a Shadow Day?’ Sheet

Academic/Student Level● Developing a pre-OT program

● Using social media/media to increase OT visibility

● Creating assignments that foster sustainable real life projects

----Tool: Students Recruiting Students Assignment

Applying the ToolkitStep 1: Who are you going to speak to about OT?

Step 2: Identify the tool

Step 3: What is your action plan?

OT Advocate● As an advocate, you are spreading the word to people

who might otherwise be unaware of this career choice.

● The time you spend doing these steps will plant seeds and may make a huge impact.

Additional Resources● AOTA Diversity in OT: http://www.aota.org/education-careers/considering-ot-career/diversity.aspx● APTA Resources on Cultural Competence http://www.apta.org/CulturalCompetence/Policies/ ● ASHA Working with Culturally and Linguistic Diversity http://www.asha.org/slp/CLDinSchools/ ● ASHA Part C Issue Brief: Diversity

http://www.asha.org/Advocacy/federal/idea/IDEA-Part-C-Issue-Brief-Cultural-and-Linguistic-Diversity/ ● CAOT Position Statement on Diversity (2014). http://www.caot.ca/default.asp?pageid=4294 ● Core, L. (2008). Treatment across cultures: Is there a model?. International Journal of therapy and rehabilitation, 15(11), 519-527.● Diversity toolkit for Healthcare and Business: www.diversitycouncil.org/toolkit● Interview videos of OT’s telling their career stories in their native language

http://www.aota.org/education-careers/considering-ot-career/diversity.aspx● The Case for Diversity in the Health Care Workforce: http://content.healthaffairs.org/content/21/5/90.full ● Why Diversity Matters in Healthcare: http://www.csahq.org/pdf/bulletin/issue_12/Diversity.pdf

Questions/Comments

©COTAD 2015

Questions/Comments©COTAD 2015

References• COTAD. (2014). Culture and diversity in the occupational therapy workforce survey. Retrieved from

https://docs.google.com/forms/d/1ucr0rbdR05v2wxjPkJnHRlSVghE3x0IaK4_xI_U1b18/viewform

• Diversity Council. (2011). Diversity toolkit for business. Retrieved from http://www.diversitycouncil.org/toolkit/BusinessCase_Healthcare.pdf

• Dupre, A. M., & Goodgold, S. (2006). Development of physical therapy student cultural competency through international community service. Journal of cultural diversity, 14(3), 126-134.

• Hall, G. C. N., Martinez Jr, C. R., Tuan, M., McMahon, T. R., & Chain, J. (2011). Toward ethnocultural diversification of higher education. Cultural Diversity and Ethnic Minority Psychology, 17(3), 243.

• Hinton, D., & Seo, B. I. (2013). Culturally Relevant Pedagogy and its Implications for Retaining Minority Students in Predominantly White Institutions (PWIS). In The Stewardship of Higher Education (pp. 133-148). SensePublishers.

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• Matteliano, M. A., & Stone, J. H. (2013). Cultural competence education in university rehabilitation programs. Journal of cultural diversity, 21(3), 112-118.

References• McGruder, J. (2003). Culture, race, ethnicity, and other forms of human diversity in occupational therapy. Willard & Spackman’s

occupational therapy, 81-95.• Monster Worldwide and Harris Interactive. (2012). Diversity recruiting in STEM occupations. Retrieved from

http://hiring.monster.com/hr/hr-best-practices/workforce-management/workplace-diversity/benefits-of-diversity.aspx• O'Shaughnessy, D. F., & Tilki, M. (2007). Cultural competency in physiotherapy: a model for training. Physiotherapy, 93(1), 69-77.• Rathsack, C., Brannigan, P., & Sander, A. P. (2008). Exploring the cultural adaptability of doctoral entry-level physical therapist students

during clinical education experiences. Journal of allied health, 37(3), 199E-220E.• Recruitment. (2015). Retrieved from http://www.merriam-webster.com/dictionary/recruitment • Shore, S. (2007). A curricular model of cross-cultural sensitivity. Journal of Physical Therapy Education, 21(2), 53.