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For
Additional Information
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2. Processes
and Tools for Self-Assessment at the Individual and Organizational
Levels
The process of cultural
self-assessment is as important as the outcomes. The process should
reflect the guiding principles and values that have been chosen as
a foundation to the self-assessment and should provide opportunities
for organizational change and sustainability. It should also provide
opportunities for self-reflection, meaningful growth, and change at
the individual level.
At the Individual
Level
 Cultural assessment
at the individual level provides an opportunity to reflect on and gauge
personal levels of cultural and linguistic competency. There are a
variety of methods for individual cultural self-assessment. Checklists,
rating scales, instruments, and other tools are typically used in health
care, mental health, and human services. Other methods such
as self-reflection and self-discovery through journal writing, videotaping,
and role playing
also are reported, particularly in academic settings and inservice
training.
An important consideration
for choosing a method or tool for self-assessment is to decide first
the desired outcome or purpose. There are tools designed:
- To raise awareness
of cultural differences, biases, and stereotypes;
- To assess attitudes,
perceptions, and assumptions;
- To promote knowledge
and skill acquisition and use items that are suggestive of best and
promising practices (Crandall, George, Marion, & Davis, 2003;
Dolhun, Muñoz, & Grumbach, 2003; Mason, 1996; Mutha, Allen, & Welch,
2002; NCCC, 2004); and
- To be discipline
specific or broadly focus on culture or language.
Other considerations
include reliability and validity data for standardized tools and instruments
and the general applicability of the tool for the intended user or audience.
Cultural and linguistic competency is a relatively young field, and the
evidence base is still emerging, including the literature on self-assessment.
At the Organizational
Level
Individual self-assessment,
only one aspect of examining cultural and linguistic competence within
an organization, should not be used in isolation. Individuals in organizations
may feel that their ability to provide culturally and linguistically
competent care is compromised by obstacles stemming from organizational
values, policies, structures, and practices. Cultural and linguistic
competence must be assessed and incorporated at every level of an organization
including policy making, administration, practice/service delivery,
and consumer and community levels (modified from Cross et al., 1989).
Although the NCCC
has found the following steps to be beneficial components of the self-assessment
process for health care organizations, they
are universally applicable to other organizations, including academic
settings.
| Cultivate
leadership |
The leadership
of the organization should establish a rationale for and promote
self-assessment as an
organizational goal and priority. Optimally, emphasis should
be placed on encouraging personnel to assume leadership roles
at all levels of the organization.
Shared power
is an integral principle of leadership development (Covey, 1996;
Kouzes & Posner,
1990; Lipman-Blumen, 1996; Melaville & Blank, 1991).
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| Get “buy-in” |
It
is important to establish a shared vision that conveys the importance
of the self-assessment process to the overall organization, its
personnel, and the key stakeholders.
A major benefit
of this shared vision is the formation of a coalition of people
who are
informed and prepared to affect and sustain change to improve
the health care system.
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| Structure
support for the assessment process |
Convening a committee,
work group, or task force clarifies the roles and responsibilities
for the self-assessment process. This group should have representation
from diverse program and departmental faculty and staff, other
faculty and staff within the school and university, students,
and key stakeholders in the community at large.
As the primary
entity charged with planning and implementing the self-assessment
process, this group should have ready access to decision
makers or should have the authority to make their own decisions.
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| Ensure
community collaborations and partnerships |
A major principle
of cultural and linguistic assessment involves getting the
input of natural, informal support and helping networks within
diverse communities (Cross et al., 1989).
In this process,
it is important to recognize that individuals and groups
will choose different levels of involvement or ways to participate,
which may include serving on task forces or work groups,
participating
in focus groups, making in-kind or other fiscal contributions,
or subcontracting for specific services like meeting facilities
or other accommodations.
It is essential
that the contributions of each community partner be valued and
respected.
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| Allocate
personnel and fiscal resources |
Conducting a self-assessment
process is resource intensive, and the successful outcome of
the process requires well-crafted allocation of personnel and
fiscal resources. That is, it requires a dedicated budget and
level of effort for organizational personnel and, in some cases,
for key stakeholders in the larger community.
There may be
costs for interpretation and translation; consultants/
facilitators; meeting or conference facilities; stipends/honoraria
for
consumer participation; and printing, mailing, and other dissemination
activities.
In particular,
consideration should be given to
the necessary level of effort for personnel who have
responsibility for the process, which may require deferment or
reassignment
of current workload/duties.
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| Manage
the logistics |
It is vital to coordinate effectively the
numerous logistical tasks during the self-assessment process.
The work group or task force needs to ensure sufficient time
to plan and prepare; information must be disseminated in a timely
manner to all involved; and a calendar or schedule of activities
should be developed.
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| Analyze
and disseminate the data |
Work group or task force members
need to determine and plan for their involvement in data collection,
analysis, interpretation, presentation, and dissemination. This
approach is commensurate with culturally competent and participatory
action designs in research and evaluation (Brant et al., 1999,
revised May 2000; Caldwell, Jackson, Tucker, & Bowman, 1999;
Goode & Harrison, 2000).
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| Take
the next steps |
The self-assessment process can yield a
wealth of information about organizational strengths and areas
for growth. Careful consideration should be given to:
- Establishing
organizational priorities
- Developing
a strategic plan with goals and objectives to sustain strengths
and address growth areas
- Allocating
necessary resources to accomplish strategic plan goals
- Sustaining
and maintaining partnerships with community stakeholders
- Incorporating
self-assessment results into all levels of the health care
system
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