Test Bank For The Four Skills of Cultural Diversity
Competence
CHAPTER 1: INTRODUCTION
Cultural Diversity Competence: A Proactive Response to Change and
Cultural Complexity
Chapter Overview
Chapter 1 introduces students to the practical need and theoretical grounding of cultural
diversity competence training (also called cultural competence, diversity competence). The
practical need of cultural awareness, understanding, and interaction skills--the dynamic
components of cultural competence--springs from the cultural diversity of our communities
and workplace. Daily cross-cultural encounters fraught with potential conflict face us,
individually and collectively, in our relationships in the community, in our organizations, and
among nations. Conflict and inefficiency are assured unless we enter upon these
relationships purposefully and advisedly prepared through cultural competence training.
Instruction here needs to be fully experiential since the nexus of learning always involves a
personal engagement with the new information targeted for integration.
Toward this end, my formula is a simple one: PRESENTATION +
DEMONSTRATION + PRACTICE + DEBRIEF (PDPD) = TRAINING. Presentation
usually entails the use of visuals and always allows time for discussion that arises.
Demonstration consists of case analysis and role-plays. Practice can involve any of various
exercises, role-playing being a notable example. Debrief allows participants to discuss their
experience of the foregoing as a whole in three ways: in terms of what each learned about
themselves personally, what each learned about others, and what each learned about how
they can apply their new learning in practical everyday life experiences.
Chapter Learning Objectives
1. To describe the meaning of cultural diversity competence.( Pgs. 1-3).
1
, Test Bank For The Four Skills of Cultural Diversity
Competence
2. To explain the need for cultural diversity competence within the current sociocultural
historical context. ( Pgs. 2-3)
3. To specify fieldwork practice principles that form the basis of the four skills of
cultural diversity competence.(Pgs. 4-6)
4. To highlight the congruency of the four skills with the national standards of the
helping professions.( Pg. 6)
5. To discuss models of change for the individual and organizational levels. (Pg. 7)
6. To describe the method of instruction used in the four skills learning process
contained in the book.( Pgs. 3-4; 7-8)
Chapter Outline
Introduction: Cultural Diversity Competence: A Proactive Response
to Change and Cultural Complexity
• Current context and Need for Cultural Diversity
Competence (Pgs. 1-3)
• Developing the Four Skills of Cultural Diversity Competence:
An Overview of the Training / L e a r n i n g P r o c e s s ( P g s . 3 - 4 )
• Fieldwork Principles for Working with Diverse Populations (Pgs. 4-6)
• Congruency of the Four Skills with National Standards of the Helping
Professions (Pg. 6)
• Change at the Individual Level: A Model (Pg. 7)
• Change at the Organizational Level: A Model (Pg. 7)
• Interactive Transformational Learning Mode (Pgs. 7-8)
Lecture Topics
• changes in workforce composition (Pgs. 1-2)
• globalization & accelerated rate of change (Pgs. 1-2)
• need for diversity/cultural competence (Pgs. 1-3)
• trends in organization change (Pgs. 1-3)
• interdependent team structure (Pg. 2-3)
• four skills of cultural diversity competence (Pgs. 1; 3-4)
• three underlying dynamic fieldwork principles that promote cultural diversity
competence (Pgs. 4-6)
• National Standards of the Helping Professions and cultural diversity competence (Pg. 4)
• outcome of four skills (Pgs. 2-3; 4)
2
, Test Bank For The Four Skills of Cultural Diversity
Competence
• the change model (individual and organization levels) (Pg. 7)
• interactive transformational learning (Pg. 7-8)
Glossary of Key Terms/ Phrases
Cultural diversity competence (Pgs. 1 & 3)
Cultural Diversity Competence combines cultural mindedness with interpersonal skills
for effective relationships with all people forming the basis for culturally competent
organizations, communities, and society.
Diversity competence (Pgs. 1 & 3)
Cultural Diversity Competence combines cultural mindedness with interpersonal skills
for effective relationships with all people forming the basis for culturally competent
organizations, communities, and society.
Cultural competence (Pgs. 1 & 3)
Cultural Diversity Competence combines cultural mindedness with interpersonal skills
for effective relationships with all people forming the basis for culturally competent
organizations, communities, and society.
Culturally competent organization ( Pg. 2)
Organizations that have congruent structures, policies, programs, protocols, and processes
that enable the entire system to work effectively with culturally diverse people.
Teamwork (Pg. 2)
Teamwork refers to collaborative and interdependent relationships in performing a task. It
can be called synergistic because the collaborative combined effort increases each other team
members’ effectiveness. Teamwork (or synergy—see below) is possible only if people treat
one another with respect and communicate with one another in ways that form bonds of
mutual trust.
Synergistic organization . (Pg. 2)
A synergistic organization is capable of producing strategies on an ongoing basis that
proactively respond to diverse and changing economic, social, and political environmental
conditions
3
, Test Bank For The Four Skills of Cultural Diversity
Competence
Broad objective of the training model (Pg. 4)
To work on a person-to-person basis to provide an interpersonal foundation for change while
at the same time working to change our hierarchical social structures into more collaborative,
synergistic organizations.
Fieldwork method for understanding culture (Pgs. 4-6)
The discipline of anthropology developed field methods for understanding human beliefs and
behaviors past and present. The field method, called “ethnographic” is guided by the
principles of self-reflection, nonjudgment, emic contextualization, comparison, and holism.
Self-reflection and nonjudgment (Pg. 5)
Active processes of understanding ourself and others while suspending judgment. We
work at suspending judgment in order to understand our emotions, beliefs, behaviors and
those of others. This process needs to be engaged in throughout our lifetime. Self-reflection
and nonjudgment allow us to grow in our awareness and understanding of the ways our
psychobiological capabilities of perception, memory, emotions, and symbolic processes interact
with, and are influenced by, the sociocultural contexts of our daily lives over time. This
orientation requires us to work constantly at understanding the ways in which our daily identity
and sense of self are influenced by the sociocultural milieu in which we work and live.
Emic contextualization and comparison (Pg. 5)
This is a process of obtaining information on the attitudes, values, and social relations directly
from the people involved in the present situation . It developed in anthropological field work in
which anthropologists attempt to understand the “insider” viewpoint of the people’s culture the
anthropologist is living in. This process requires continuous, mutually respectful contact with
others in the work of participant observation and interviewing. It is an attempt to enter the mental
world of others, to experience the categories and logic by which others see the world, and to see
the content and pattern of their daily existence. This approach relies on a human interactive mode
that pays close attention to culture, comparisons, insider viewpoints, honesty and accountability
to the self and others.
Globalization (Pg. 2)
Accelerated world interconnections and flow of information, trade goods, natural resources,
infectious diseases, human labor, and finance capital.
Holistic (Pg. 5)
This is a guiding perspective in anthropological field work in which anthropologists attempt
to gain understanding of the whole system and its interrelated parts.
For example, the discipline of anthropology offers the “four field approach” in its attempt to
understand humans past and presence: 1) cultural (focus is on understanding current cultures
in the world); 2) archeology (focus is on extinct cultures through research of their material
remains); 3) physical anthropology (focus is on human physical variation and evolution);
4
Competence
CHAPTER 1: INTRODUCTION
Cultural Diversity Competence: A Proactive Response to Change and
Cultural Complexity
Chapter Overview
Chapter 1 introduces students to the practical need and theoretical grounding of cultural
diversity competence training (also called cultural competence, diversity competence). The
practical need of cultural awareness, understanding, and interaction skills--the dynamic
components of cultural competence--springs from the cultural diversity of our communities
and workplace. Daily cross-cultural encounters fraught with potential conflict face us,
individually and collectively, in our relationships in the community, in our organizations, and
among nations. Conflict and inefficiency are assured unless we enter upon these
relationships purposefully and advisedly prepared through cultural competence training.
Instruction here needs to be fully experiential since the nexus of learning always involves a
personal engagement with the new information targeted for integration.
Toward this end, my formula is a simple one: PRESENTATION +
DEMONSTRATION + PRACTICE + DEBRIEF (PDPD) = TRAINING. Presentation
usually entails the use of visuals and always allows time for discussion that arises.
Demonstration consists of case analysis and role-plays. Practice can involve any of various
exercises, role-playing being a notable example. Debrief allows participants to discuss their
experience of the foregoing as a whole in three ways: in terms of what each learned about
themselves personally, what each learned about others, and what each learned about how
they can apply their new learning in practical everyday life experiences.
Chapter Learning Objectives
1. To describe the meaning of cultural diversity competence.( Pgs. 1-3).
1
, Test Bank For The Four Skills of Cultural Diversity
Competence
2. To explain the need for cultural diversity competence within the current sociocultural
historical context. ( Pgs. 2-3)
3. To specify fieldwork practice principles that form the basis of the four skills of
cultural diversity competence.(Pgs. 4-6)
4. To highlight the congruency of the four skills with the national standards of the
helping professions.( Pg. 6)
5. To discuss models of change for the individual and organizational levels. (Pg. 7)
6. To describe the method of instruction used in the four skills learning process
contained in the book.( Pgs. 3-4; 7-8)
Chapter Outline
Introduction: Cultural Diversity Competence: A Proactive Response
to Change and Cultural Complexity
• Current context and Need for Cultural Diversity
Competence (Pgs. 1-3)
• Developing the Four Skills of Cultural Diversity Competence:
An Overview of the Training / L e a r n i n g P r o c e s s ( P g s . 3 - 4 )
• Fieldwork Principles for Working with Diverse Populations (Pgs. 4-6)
• Congruency of the Four Skills with National Standards of the Helping
Professions (Pg. 6)
• Change at the Individual Level: A Model (Pg. 7)
• Change at the Organizational Level: A Model (Pg. 7)
• Interactive Transformational Learning Mode (Pgs. 7-8)
Lecture Topics
• changes in workforce composition (Pgs. 1-2)
• globalization & accelerated rate of change (Pgs. 1-2)
• need for diversity/cultural competence (Pgs. 1-3)
• trends in organization change (Pgs. 1-3)
• interdependent team structure (Pg. 2-3)
• four skills of cultural diversity competence (Pgs. 1; 3-4)
• three underlying dynamic fieldwork principles that promote cultural diversity
competence (Pgs. 4-6)
• National Standards of the Helping Professions and cultural diversity competence (Pg. 4)
• outcome of four skills (Pgs. 2-3; 4)
2
, Test Bank For The Four Skills of Cultural Diversity
Competence
• the change model (individual and organization levels) (Pg. 7)
• interactive transformational learning (Pg. 7-8)
Glossary of Key Terms/ Phrases
Cultural diversity competence (Pgs. 1 & 3)
Cultural Diversity Competence combines cultural mindedness with interpersonal skills
for effective relationships with all people forming the basis for culturally competent
organizations, communities, and society.
Diversity competence (Pgs. 1 & 3)
Cultural Diversity Competence combines cultural mindedness with interpersonal skills
for effective relationships with all people forming the basis for culturally competent
organizations, communities, and society.
Cultural competence (Pgs. 1 & 3)
Cultural Diversity Competence combines cultural mindedness with interpersonal skills
for effective relationships with all people forming the basis for culturally competent
organizations, communities, and society.
Culturally competent organization ( Pg. 2)
Organizations that have congruent structures, policies, programs, protocols, and processes
that enable the entire system to work effectively with culturally diverse people.
Teamwork (Pg. 2)
Teamwork refers to collaborative and interdependent relationships in performing a task. It
can be called synergistic because the collaborative combined effort increases each other team
members’ effectiveness. Teamwork (or synergy—see below) is possible only if people treat
one another with respect and communicate with one another in ways that form bonds of
mutual trust.
Synergistic organization . (Pg. 2)
A synergistic organization is capable of producing strategies on an ongoing basis that
proactively respond to diverse and changing economic, social, and political environmental
conditions
3
, Test Bank For The Four Skills of Cultural Diversity
Competence
Broad objective of the training model (Pg. 4)
To work on a person-to-person basis to provide an interpersonal foundation for change while
at the same time working to change our hierarchical social structures into more collaborative,
synergistic organizations.
Fieldwork method for understanding culture (Pgs. 4-6)
The discipline of anthropology developed field methods for understanding human beliefs and
behaviors past and present. The field method, called “ethnographic” is guided by the
principles of self-reflection, nonjudgment, emic contextualization, comparison, and holism.
Self-reflection and nonjudgment (Pg. 5)
Active processes of understanding ourself and others while suspending judgment. We
work at suspending judgment in order to understand our emotions, beliefs, behaviors and
those of others. This process needs to be engaged in throughout our lifetime. Self-reflection
and nonjudgment allow us to grow in our awareness and understanding of the ways our
psychobiological capabilities of perception, memory, emotions, and symbolic processes interact
with, and are influenced by, the sociocultural contexts of our daily lives over time. This
orientation requires us to work constantly at understanding the ways in which our daily identity
and sense of self are influenced by the sociocultural milieu in which we work and live.
Emic contextualization and comparison (Pg. 5)
This is a process of obtaining information on the attitudes, values, and social relations directly
from the people involved in the present situation . It developed in anthropological field work in
which anthropologists attempt to understand the “insider” viewpoint of the people’s culture the
anthropologist is living in. This process requires continuous, mutually respectful contact with
others in the work of participant observation and interviewing. It is an attempt to enter the mental
world of others, to experience the categories and logic by which others see the world, and to see
the content and pattern of their daily existence. This approach relies on a human interactive mode
that pays close attention to culture, comparisons, insider viewpoints, honesty and accountability
to the self and others.
Globalization (Pg. 2)
Accelerated world interconnections and flow of information, trade goods, natural resources,
infectious diseases, human labor, and finance capital.
Holistic (Pg. 5)
This is a guiding perspective in anthropological field work in which anthropologists attempt
to gain understanding of the whole system and its interrelated parts.
For example, the discipline of anthropology offers the “four field approach” in its attempt to
understand humans past and presence: 1) cultural (focus is on understanding current cultures
in the world); 2) archeology (focus is on extinct cultures through research of their material
remains); 3) physical anthropology (focus is on human physical variation and evolution);
4
