CDS: Cultural Competence

On-the-Job Training Assessments

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CDS: Cultural Competence

These are the On-the-Job Training (OJT) Assessment statements for this course. OJT Assessments are observable measures of skills. They help connect lesson content to skills used in daily practice. Supervisors, employers, trainers, and educators can use the OJTs in a variety of ways. For example:

• To develop on-the-job training opportunities
• As part of a classroom demonstration
• To develop or revise job descriptions
• As measures within a performance review

The learner should be able to demonstrate these skills or similar ones after taking the course. Mentors or supervisors can help transfer these skills through demonstration, observation, and feedback in the work environment. Workers must be able to perform skills in the workplace.

The OJTs are directly connected to the content of the lessons. However, not all OJTs apply to every situation. They can be adapted to match activities that most closely relate to the learner’s actual work. A record of the observed outcomes can be recorded in Elsevier Performance Manager. Contact your learning administrator to find out more about these evaluation options. The following assessments are recommended OJTs for these lessons:

Lesson 1: CDS-E: What is Cultural Competence?

OJT Description:

• Describes the need for and benefits of cultural responsiveness in services and supports.
• States at least two reasons why becoming more culturally aware and responsive could enhance their life (or already has).
• Gives three examples of aspects of culture that are not visible and three examples of culture that are visible.
• States an accurate definition of the following terms: affiliation, culture, cultural competence, diversity, ethnicity, and race.
• Describes the five elements that support cultural competency.
• Describes the cultural competence continuum and states how it may be useful in self-assessment or assessment of organizations and communities.
• Identifies at least two personal areas of strength and two area of growth to improve cultural responsiveness in direct support.

Lesson 2: CDS-E: Understanding Your Own Culture

OJT Description:

• Describes at least two reasons why learning about their own culture is critical in providing culturally responsive supports.
• States their own definition of “quality of life” and gives at least two examples how their upbringing, culture, or experiences affect this definition.
• Describes their approach to decision-making and gives at least two examples of how their upbringing, culture, or experiences affect this definition.
• Gives at least one example of how language could influence perceptions or beliefs.
• Compares and contrasts at least three examples of the ways in which culture, family, traditions, location(s) of upbringing, and religion may influence the perceptions of etiquette, status, and gender roles.
• Gives at least two examples of when they affiliate with the cultural influences of their upbringing and two when they do not.
• Compares and contrasts an example of a behavior that they consider rude, but is considered “good manners” in another culture, and how they would handle this in a support situation.
• Compares and contrasts their view of how people become ill; gives an example of how a person from another culture might see this differently; and describes how they would handle this in a support situation.
• Compares and contrasts their perspective of “good” table manners with a contrasting cultural view and describes how they would handle this in a support situation.

Lesson 3: CDS-A: The Culture of Support Services

OJT Description:

• States an accurate definition of macro culture, dominant culture, micro culture, institutional bias, and cultural capital.
• Compares and contrasts areas of cultural capital within their own lives, including which areas are affected by things they don’t control or earn (race, gender, ability, status of family in community, and so on).
• Supports people to gain cultural capital in their communities.
• Describes some values and beliefs common to the US macro culture in their area and how that affects supports.
• Compares and contrasts their worldview and experiences with key traits of local macro culture.
• Describes common beliefs and values embedded in the local service culture.
• Recognizes when differences between the service culture and the unique culture of each person supported are present and adjust service practices.
• Compares and contrasts differences in understanding and response to disability based on culture and life experiences.
• Avoids using jargon or labels unless they are required to or it is useful at the moment.
• Collaborates with people receiving services and/or families in developing written and verbal reports in order to ensure language is culturally responsive.

Lesson 4: CDS-A: The Cultural Competence Continuum

OJT Description:

• Describes the five elements of cultural competence in their own words.
• Recognizes both cultural destructiveness and cultural incapacity as harmful to individuals and communities.
• Reports incidents of cultural destructiveness toward people supported or coworkers as appropriate and supports them in safety.
• Describes which of the elements of cultural competence apply to cultural inattention and gives an example.
• Describes which of the elements of cultural competence apply to cultural pre-competence and gives an example.
• Describes which of the elements of cultural competence apply to people who demonstrate basic and advanced cultural competence and gives an example of each.
• When given a scenario, usefully describes the level of cultural competence displayed and provides potential remedies for problematic areas.
• Analyzes where they fall on the cultural competence continuum regarding their attitudes towards various cultural groups.
• Determines and participates in next steps to improve their ability to be culturally respectful and responsive.
• Actively engages in organizational or community-based efforts to improve cultural responsiveness and inclusion.

Lesson 5: CDS-I: Culturally Competent Communication

OJT Description:

• Describes the purpose of communication as trying to share a mutually understood message.
• Identifies and defines at least one method of communication other than written or spoken language.
• Gives at least one example of body language or gestures, from their culture, where the same behavior means a different thing in another culture.
• Recognizes potential barriers to communication and takes appropriate steps to communicate more effectively or understand more clearly.
• Avoids using idioms, slang, metaphors, colloquialisms, or unnecessary jargon when communicating professionally.
• Recognizes and avoids using biased or offensive language in professional communication.
• Is knowledgeable about informal communication used by the people supported and their communities but does not use these methods of communication unless it is appropriate (that is, the professional is part of the community).
• Communicates basic information in the first languages of people supported.
• Ensures people have access to trained translators.
• Adapts to the cultural norms of others while avoiding imitation or appropriation of the norms of these cultures.

Lesson 6: CDS-A: Cultural Competence in Daily Support

OJT Description:

• Adapts formal and informal assessment strategies to have meaning and be useful based on the individual’s culture, language, and life experiences.
• Adapts discovery approaches to yield meaningful information about what is important to and for an individual and/or family members based on their culture, language, and life experiences.
• Applies knowledge of individuals to enhance and refine supports to be meaningful, comfortable, and preferred.
• Recognizes potential biases in standardized forms, surveys, or approaches to services and can identify alternatives.
• Uses conversations and experiences with individuals to understand what matters to them.
• Seeks culturally specific information regarding the cultural and linguistic expectations of people from communities they support.
• Applies knowledge of individuals to enhance and refine supports to be meaningful, comfortable, and preferred.

Lesson 7: CDS-A: DSP Roles in Culturally Competent Organizations

OJT Description:

• Identifies at least two reasons why culturally responsiveness in an organization is important.
• Gives an example of how each of the five elements of cultural competence could apply to an organization.
• Is observed embedding the five elements of cultural competence into daily practices.
• Provides feedback or suggestions for how the employer could improve or enhance cultural responsiveness.
• Describes specific policies and practices that support cultural responsiveness.
• Speaks to coworkers, supervisors, or managers when behaviors or policies are not aligned with cultural responsiveness.
• Employs strategies for understanding and responding without defensiveness when others indicate their behavior does not align with cultural responsiveness.
• Engages regularly in activities, personally and within the organization, related to growth in the area of cultural responsiveness and understanding of multiculturalism.
• Networks in the community to identify resources and guides that can support organizational growth in the area of cultural responsiveness.
• Serves as a cultural guide within the organization, when appropriate.