Cultural Competence Guide-Condensed

In contemporary multicultural society, an organization’s wellbeing
and success are contingent upon its ability to work effectively with
CULTURAL
various racial, ethnic, religious and linguistic groups. This resource,
Cultural Competence: A Guide to Organizational Change, accompanies
organizations in their sustainable, transforming efforts to integrate cultural
diversity into all aspects of their structure and functions.
COMPETENCE
This well-researched, theoretically and practically sound Guide features:
• A comprehensive analysis of the demographic, social, political,
economic and legislative realities that are relevant to cultural diversity in
Canada;
• Conceptual discussion of culture, cultural competence process and
culturally competent organizations;
CULTURAL COMPETENCE
• A series of practical tools to help organizations to integrate cultural
diversity and competence into all aspects of their governance,
management and administration, and service delivery;
• Suggested guidelines for cultural competence-based funding assessment
for funding organizations; and
• An accompanying CD that offers the content of this Guide in Microsoft
Word and PDF formats, as well as detailed information and data related
to cultural diversity in various social, political and economic arenas.
The Department of Canadian Heritage works towards a more cohesive and
creative Canada. Its strategic outcomes are: (1) Canadians express and
share their diverse cultural experiences with each other and the world; and
(2) Canadians live in an inclusive society built on intercultural
understanding and citizen participation. The Department is committed to
diversity and multiculturalism, and has supported initiatives and projects
that address issues related to Aboriginal affairs, anti-racism, cultural
diversity, human rights, inclusive institutions, multiculturalism, official
languages and women. For more information, visit http://www.pch.gc.ca/
Hieu Van Ngo is a diversity consultant, scholar, social work practitioner,
and community activist. He is known as both a critical thinker and a
pragmatic practitioner. He is the author of several policy and practical
A Guide to Organizational Change
publications. For more information, contact hngo@ucalgary.ca.
by Hieu Van Ngo
Hieu Van Ngo
Canadian Patrimoine
Heritage canadien Prepared for the
Department of Canadian Heritage,
Western Region
Alberta District
Suite 310, 138 - 4th Avenue SE
Calgary AB, T2G 4Z6 Canadian Patrimoine
Heritage canadien
ISBN 978-1-100-10609-0
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CULTURAL COMPETENCE
Hieu Van Ngo
Prepared for the Department of Canadian Heritage, Western Region

Copyright © 2008 Department of Canadian Heritage, Western Region.
Published by Department of Canadian Heritage, Western Region
Address: Suite 310, 138 - 4th Avenue SE, Calgary, AB, T2G 4Z6
Phone: 403-292-5541
Fax: 403-292-6004
This Guide, or portions of this Guide, may be reproduced for use. However, we ask that
credit be given to the author and the Department of Canadian Heritage, Western Region.
It is not intended to be used for profit.
Suggested citation:
Ngo, H. V. (2008). Cultural competence: A guide for organizational change. Calgary, AB:
Department of Canadian Heritage, Western Region.
The views expressed in this guide are those of the author and do not necessarily reflect
those of the Department of Canadian Heritage.
Library and Archives Canada Cataloguing in Publication
Ngo, Hieu Van, 1972-

Cultural competence : a guide to organizational change / Hieu Van Ngo.
“Prepared for the Department of Canadian Heritage, Western Region”.

Includes bibliographical references.
ISBN 978-1-100-10609-0
Cat. no.: CH4-134/2008E
1. Diversity in the workplace. 2. Personnel management. 3. Organizational

change. 4. Multiculturalism. I. Canada. Canadian Heritage. Western Region II. Title.
HF5549.5.M5N56 2008 658.3008 C2008-980305-1
Cover and text design: Ben Li

TABLE OF CONTENTS
ACKNOWLEDGEMENTS ................................................................I!
INTRODUCTION ........................................................................ III!
SETTING THE CONTEXT ...............................................................1!
ETHNO-DEMOGRAPHIC TRENDS ............................................................................................... 3!
SOCIAL REALITIES ........................................................................................................................ 8!
POLITICAL REALITIES ................................................................................................................. 13!
ECONOMIC REALITES ................................................................................................................ 14!
LEGISLATIVE FRAMEWORKS...................................................................................................... 18!
ADVANTAGES OF DIVERSITY .................................................................................................... 21!
SUGGESTED EXERCISE ............................................................................................................... 24!
CONCEPTUAL GROUNDING.....................................................27!
CULTURE .................................................................................................................................... 28!
CULTURAL COMPETENCE.......................................................................................................... 30!
CULTURAL COMPETENCE CONTINUUM.................................................................................. 31!
CULTURAL DESTRUCTIVENESS .......................................................................................................... 31!
CULTURAL INCAPACITY .................................................................................................................. 32!
CULTURAL BLINDNESS .................................................................................................................... 33!
CULTURAL PRE-COMPETENCE .......................................................................................................... 33!
CULTURAL COMPETENCE ................................................................................................................ 34!
FOUNDATIONAL PRINCIPLES ................................................................................................... 35!
CULTURAL COMPETENCE PROCESS.......................................................................................... 36!
ENABLING FACTORS TO CULTURAL COMPETENCE PROCESS ................................................ 42!
DEALING WITH RESISTANCE..................................................................................................... 45!
CULTURALLY COMPETENT ORGANIZATION OVERVIEW ....................................................... 46!
SUGGESTED EXERCISE ............................................................................................................... 50!
CULTURAL COMPETENCE INSTRUMENT ..................................51!

STRUCTURE ................................................................................................................................ 52!
PURPOSE .................................................................................................................................... 54!
SUPPORT, COORDINATION AND REPORTING MECHANISMS ............................................... 55!
TOOL 1: BOARD MEMBERSHIP ................................................................................................. 57!
TOOL 2: BOARD PROCESSES AND FUNCTIONS ...................................................................... 60!
TOOL 3: GOVERNANCE POLICY DEVELOPMENT ..................................................................... 63!
TOOL 4: MANAGEMENT AND ADMINISTRATION TEAM......................................................... 68!
TOOL 5: ADMINISTRATIVE REGULATIONS AND PROCEDURES ............................................. 70!
TOOL 6: BUSINESS PLAN DEVELOPMENT................................................................................. 74!
TOOL 7: HUMAN RESOURCES MANAGEMENT ........................................................................ 77!
TOOL 8: FINANCIAL DEVELOPMENT AND MANAGEMENT ..................................................... 81!
TOOL 9: RESEARCH, INFORMATION MANAGEMENT AND COMMUNICATION.................... 83!
TOOL 10: COMMUNITY OUTREACH, PARTNERSHIP AND ADVOCACY ................................. 85!
TOOL 11: SERVICE DEVELOPMENT AND STANDARDS ............................................................ 88!
TOOL 12: DELIVERY OF SERVICES............................................................................................. 92!
TOOL 13: SUMMARY & NEXT STEPS.......................................................................................... 96!
CULTURAL COMPETENCE-BASED FUNDING ASSESSMENT....105!

TOOL 14: FUNDING PRIORITIES, ELIGIBILITY AND APPLICATION PROCESS ...................... 107!
TOOL 15: ASSESSMENT OF GRANT SEEKING ORGANIZATION............................................. 109!
TOOL 16: ASSESSMENT OF FUNDING APPLICATION ............................................................ 111!
GLOSSARY OF TERMS...............................................................113!
REFERENCES ..............................................................................117!
ACKNOWLEDGEMENTS
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Part I: Setting the Context 1
PART I:
SETTING THE CONTEXT)
Ethno-demographic Trends
Social Realities
Political Realities
Economic Realities
Legislative Frameworks
Advantages of Diversity
Suggested Exercise
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2 Cultural Competence: A Guide to Organizational Change
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Figure 1: Interactions between an organization and various realities.

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! @4,6#!),!J7]!/(44(,+!@$+$0($+!&#6(0#+)6!U,&!VY7K[!,1!)*#!#/%4,:#0!%,%-4$)(,+!
$.#0!VY!$+0!,9#&W!-6#!/,&#!)*$+!,+#!4$+.-$.#!$)!5,&37!
! >/,+.!)*,6#!5()*!+,+N,11('($4!4$+.-$.#!/,)*#&!),+.-#6;!$2,-)!V!(+!Y!@$+$0($+!
&#6(0#+)6!UJJ7K[W!-6#6!$!4$+.-$.#!,)*#&!)*$+!T+.4(6*!,&!S&#+'*!$)!5,&37!!
!
Sources: Statistics Canada (2007c, 2008).
!
;','<=#)>'3-.'&'#,)
?+0#&!)*#!T/%4,:/#+)!TO-():!>');!/#/2#&6!
,1!9(6(24#!/(+,&()(#6!$&#!d%#&6,+6;!,)*#&!)*$+!
$2,&(.(+$4!%#,%4#6;!5*,!$&#!+,+N@$-'$6($+!(+!
&$'#!,&!+,+N5*()#!(+!',4,-&7e!B(+'#!Va]V;!)*#!
9(6(24#!/(+,&():!%,%-4$)(,+!(+!@$+$0$!*$6!
)&(%4#07!!
! >2,-)!V\7J[!,&!Y;K\];VKK @$+$0($+!
&#6(0#+)6!$&#!9(6(24#!/(+,&()(#67!
! D#)5##+!JKKV!$+0!JKK\;!)*#!&$)#!,1!
.&,5)*!1,&!)*#!9(6(24#!/(+,&():!
%,%-4$)(,+!5$6!J_7J[;!1(9#!)(/#6!1$6)#&!
)*$+!)*#!Y7Z[!1,&!)*#!%,%-4$)(,+!$6!$!
5*,4#7!!
! >/,+.!&#'#+)!(//(.&$+)6;!^!,-)!,1!Z!
%#,%4#!U_Y7K[W!2#4,+.!),!$!9(6(24#!
/(+,&():!.&,-%7!!
! >2,-)!^!(+!VK!9(6(24#!/(+,&()(#6!U^K7J[W!
5#&#!2,&+!(+!@$+$0$7!
! Q(6(24#!/(+,&()(#6!)#+0!),!2#!:,-+.#&!
)*$+!)*#!),)$4!%,%-4$)(,+7!8*#(&!/#0($+!
$.#!(6!^^!:#$&6;!',/%$&#0!5()*!â!:#$&6!
1,&!)*#!),)$4!%,%-4$)(,+!!
! D:!JKV_;!V!(+!Y!@$+$0($+6!5(44!2#!$!
9(6(24#!/(+,&():!%#&6,+7!!
)
Sources: Statistics Canada (2003a; 2008), Belanger
& Malenfant (2005).
!
!&?3'$)@.'2'3,)
T)*+('!,&(.(+!&#1#&6!),!)*#!#)*+('!,&!'-4)-&$4!,&(.(+6!,1!,+#M6!$+'#6),&67!T9#+!)*,-.*!)*#!
&#'#+)!'#+6-6#6!*$9#!0#1(+#0!@$+$0($+!$6!$+!#)*+('!,&(.(+;!,+#!'$+!$&.-#!)*$)!$44!+,+N
S(&6)!f$)(,+!@$+$0($+!&#6(0#+)6!*$9#!)*#(&!$+'#6)&$4!&,,)6!#46#5*#&#7!!
! @$+$0($+6!&#%,&)!/,&#!)*$+!JKK!0(11#&#+)!#)*+('!,&(.(+67!!
! >4/,6)!_!,-)!,1!VK!@$+$0($+!&#6(0#+)6!U\_7][W!(0#+)(1:!$+!#)*+('!,&(.(+!,)*#&!
)*$+!@$+$0($+7!
! >2,-)!Z!,-)!,1!Y!@$+$0($+6!UZV7Z[W!&#%,&)!/,&#!)*$+!,+#!#)*+('!,&(.(+7!
! @4,6#!),!,+#N*$41!UZ\7\[W!,1!)*(&0!.#+#&$)(,+!@$+$0($+6!&#%,&)!@$+$0($+!$6!)*#(&!
#)*+('!,&(.(+;!#()*#&!$4,+#!,&!(+!',/2(+$)(,+!5()*!,)*#&!,&(.(+67!
! >2,-)!V!(+!J!6#',+0!.#+#&$)(,+!@$+$0($+6!UY^7a[W!&#%,&)!T-&,%#$+!,&(.(+6!#()*#&!
$6!)*#(&!,+4:!#)*+('!,&(.(+!,&!(+!',/2(+$)(,+!5()*!,)*#&!,&(.(+67!!
! c,-.*4:!_!,-)!VK!1(&6)!.#+#&$)(,+!@$+$0($+6!U\Y7_[W!&#%,&)!+,+NT-&,%#$+!,&(.(+67!!
! 8*#!),%!)#+!#)*+('!,&(.(+6!(+!@$+$0$!$&#!@$+$0($+;!T+.4(6*;!S&#+'*;!B',))(6*;!
L&(6*;!C#&/$+;!L)$4($+;!@*(+#6#;!f,&)*!>/#&('$+!L+0($+;!?3&$(+($+;!$+0!I-)'*7!!
!
Source: Statistics Canada (2008).
!
/#='2'-3,))
@$+$0($+6!$&#!0(9#&6#!(+!)*#(&!&#4(.(,-6!2#4(#167!8*,-.*!c,/$+!@$)*,4('!$+0!H&,)#6)$+)!
*$9#!&#/$(+#0!)*#!)5,!4$&.#6)!&#4(.(,-6!0#+,/(+$)(,+6!(+!@$+$0$;!,)*#&!&#4(.(,+6!6-'*!
$6!L64$/;!A(+0-(6/;!B(3*(6/!$+0!D-00*(6/!*$9#!.&,5+!6-26)$+)($44:!,9#&!)(/#7!!
! >2,-)!_!,-)!,1!#9#&:!VK!@$+$0($+6!(0#+)(1:!)*#/6#49#6!$6!#()*#&!c,/$+!@$)*,4('!
,&!H&,)#6)$+)7!!
! B(3*;!A(+0-;!D-00*(6/!$+0!R-64(/!*$9#!(+'&#$6#0!2#)5##+!]^7]!),!VJ]7a[!
UVaaVNJKKVW7!
! `+4:!V!(+!Z!&#'#+)!(//(.&$+)6!UJ^[W!(0#+)(1(#6!*(/!,&!*#&6#41!$6!$!c,/$+!@$)*,4('7!
! R-64(/!*$6!#/#&.#0!$6!)*#!6#',+0!/,6)!%,%-4$&!&#4(.(,-6!0#+,/(+$)(,+!$/,+.!
(//(.&$+)6!(+!@$+$0$!UVY[W7!!
! >2,-)!V!(+!Y!(//(.&$+)6!UJV7^[W!&#%,&)6!+,!&#4(.(,+7!
!
Source: Statistics Canada (2003c).
!
Demographic Trends: Key Points
• By 2030, net immigration may become the only source of population growth in Canada.
• About 1 in 5 Canadians (19.8%) was born outside of Canada.
• Immigrants from Asia make up more than half of all newcomers (58.3%), followed by
those from Europe (16.1%), the Caribbean, Central and South America (10.8%), Africa
(10.6%) and the United States (3.5%).
• About 95.8% of all immigrants who have been in Canada for 10 years or less live in
Ontario (53.8%), British Columbia (17.8%), Quebec (15.5%), and Alberta (8.7%).
• About 1 in 5 Canadian residents (20.1%) has a mother tongue other than English or
French.
• About 1 in 5 Canadian residents with non-official language mother tongues (22.0%) uses
a language other than English or French at work.
• About 1 in 6 Canadian residents is a visible minority. The visible minority population in
Canada has tripled since 1981.
• About 7 out of 10 Canadians (67.8%) report an ethnic origin other than Canadian.
• About 7 out of 10 Canadians identify themselves as either Roman Catholic or Protestant.
However, Sikh, Hindu, Buddhism and Muslim have demonstrated greatest growth
(between 83.8 to 128.9%).
Sources: Statistics Canada (2003a, 2003c; 2007a, 2007b, 2007c, 2008), Belanger & Malenfant
(2005).
)
!
SOCIAL REALITIES
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.#+#&$)(,+$4!',*,&)6!*$9#!6*$%#0!6,'($4!&#$4()(#6!1,&!#)*+,'-4)-&$4!%#,%4#!(+!@$+$0$7!
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$')(9()(#67!!
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-+',/1,&)$24#!,&!,-)!,1!%4$'#!(+!@$+$0$!$)!4#$6)!6,/#!,1!)*#!)(/#!2#'$-6#!,1!)*#(&!
#)*+('():;!'-4)-&#;!&$'#;!63(+!',4,-&;!4$+.-$.#;!$''#+)!,&!&#4(.(,+7!8*#:!$&#!$46,!4#66!4(3#4:!
),!(0#+)(1:!)*#/6#49#6!$6!@$+$0($+67!
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@$+$0($+6!UVK[W;!1##46!-+',/1,&)$24#!,&!,-)!,1!%4$'#!2#'$-6#!,1!*(6!,&!*#&!#)*+,N
'-4)-&$4!'*$&$')#&(6)('6!$44;!/,6)!,&!6,/#!,1!)*#!)(/#7!!
! >2,-)!Ja[!,1!(//(.&$+)6!,1!$!9(6(24#!/(+,&():!2$'3.&,-+0!5*,!*$9#!2##+!(+!
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+,+N9(6(24#!/(+,&():!2$'3.&,-+06!UY^7_[W;!$+0!5,&6#;!)*#(&!,5+!1(&6)!.#+#&$)(,+!
@$+$0($+!%$&#+)6!U\V7^[W7!!
! >/,+.!(//(.&$+)6!5*,!*$9#!2##+!(+!@$+$0$!1,&!/,&#!)*$+!VK!:#$&6;!,+4:!V!(+!^!
9(6(24#!/(+,&()(#6!U^Z7Z[W!$+0!V!(+!J!+,+N9(6(24#!/(+,&()(#6!UY^7][W!(0#+)(1:!
)*#/6#49#6!$6!@$+$0($+7!!
! >/,+.!6#',+0!.#+#&$)(,+!@$+$0($+6;!64(.*)4:!/,&#!)*$+!,+#N*$41!,1!)*,6#!,1!
$!9(6(24#!/(+,&():!2$'3.&,-+0!UY\7\[W!(0#+)(1:!)*#/6#49#6!$6!@$+$0($+7!S,&!
+,+N9(6(24#!/(+,&():!6#',+0!.#+#&$)(,+!@$+$0($+6;!,+!)*#!,)*#&!*$+0;!/,&#!
)*$+!)*&##NO-$&)#&6!,1!)*#!%,%-4$)(,+!U_]7J[W!(0#+)(1:!)*#/6#49#6!$6!
@$+$0($+7!
!
Sources: Statistics Canada (2003b), Reitz & Banerjee (2007).
!
5'D#)C6&',D6$&'-3))
Q(6(24#!/(+,&()(#6!(+!@$+$0$!,1)#+!&#%,&)!
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4,5#6)!4#9#46!,1!4(1#!6$)(61$')(,+!(+!@$+$0$7!!
! I-&(+.!)*#!1(&6)!VK!:#$&6!(+!@$+$0$;!
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2$'3.&,-+0!*$9#!$!64(.*)4:!*(.*#&!
&$)#!,1!4(1#!6$)(61$')(,+!Uâ7^[W!)*$+!
)*,6#!,1!+,+N9(6(24#!/(+,&():!
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!
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&$)#!,1!4(1#!6$)(61$')(,+!UZY7Y[W!)*$+!)*,6#!,1!+,+N9(6(24#!/(+,&():!2$'3.&,-+06!
UYK7\[W7!
! >/,+.!6#',+0!.#+#&$)(,+!@$+$0($+6;!9(6(24#!/(+,&()(#6!&#%,&)!$!4(1#!6$)(61$')(,+!&$)#!
,1!^Z7\[;!',/%$&#0!),!)*#!&$)#!,1!ZY7a[!$/,+.!+,+N9(6(24#!/(+,&():!@$+$0($+67!!
!
Source: Reitz & Banerjee (2007).
)
1',$.':'36&'-3))
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! 8*#!/,6)!',//,+!%4$'#6!,&!6()-$)(,+6!5*#&#!%#&'#(9#0!0(6'&(/(+$)(,+!,&!-+1$(&!
)&#$)/#+)!*$9#!,''-&&#0!(+'4-0#!)*#!5,&3%4$'#!,&!5*#+!%#,%4#!$%%4:!1,&!5,&3!
UY\[W;!$!6),&#;!2$+3!,&!&#6)$-&$+)!UJY[W;!,+!)*#!6)&##)!UJ\[W;!$+0!5*#+!0#$4(+.!
5()*!%,4('#!,&!',-&)!UVJ[W7!!
! Q(6(24#!/(+,&()(#6!$&#!)5('#!$6!4(3#4:!$6!+,+N9(6(24#!/(+,&()(#6!),!'()#!0(6'&(/(+$),&:!
%&$')('#!,&!-+1$(&!)&#$)/#+)!5*#+!0#$4(+.!5()*!%,4('#!,&!',-&)!U$)!V][!967!a[W7!!
!
Source: Reitz & Banerjee (2007).
!
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#=%#&(#+'#0!$!%&,24#/!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!
! >/,+.!+#5!(//(.&$+)6M!&#%,&)#0!2$&&(#&6!),!4$+.-$.#!)&$(+(+.!$&#!)(/#!
',+6)&$(+)6;!1(+$+'($4!',+6)&$(+)6;!4$'3!,1!',-&6#6!,&!4,+.!5$()(+.!4(6)6;!4$'3!,1!
3+,54#0.#!$2,-)!4$+.-$.#!',-&6#6;!',//-+('$)(,+!2$&&(#&6;!)&$+6%,&)$)(,+;!
'*(40!'$&#!',+6)&$(+)6;!$+0!$!4$'3!,1!-+0#&6)$+0(+.!$2,-)!)*#!%&,'#66!,&!6:6)#/!
(+9,49#0!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!
! f#5!(//(.&$+)6!*$9#!&$+3#0!)(/#!',+6)&$(+)6;!1(+$+'($4!',+6)&$(+)6;!4$'3!,1!
',-&6#6!,&!4,+.!5$()(+.!4(6)6;!',//-+('$)(,+!2$&&(#&6!$+0!4$'3!,1!3+,54#0.#!$2,-)!
4$+.-$.#!',-&6#6!$6!)*#!/,6)!6#&(,-6!0(11('-4)(#6!(+!$''#66(+.!4$+.-$.#!)&$(+(+.7!!
!
Source: Statistics Canada (2007d).
/--+??'$('@("?1,4''
R$+:!(//(.&$+)6!*$9#!#=%#&(#+'#0!0(11('-4)(#6!(+!.$(+(+.!$''#66!),!*,-6(+.7!8*#&#!(6!$!
*(.*!4#9#4!,1!)&$+6(#+'#!$/,+.!+#5',/#&67!
! >2,-)!^!(+!Z!(//(.&$+)6!U_\[W;!#6%#'($44:!)*,6#!5()*,-)!&#4$)(9#6!(+!@$+$0$;!
4,,3!1,&!*,-6(+.!0-&(+.!)*#!1(&6)!\!/,+)*6!(+!@$+$0$7!D:!:#$&!1,-&;!J!(+!Y!
(//(.&$+)6!UZJ7][W!$&#!6)(44!4,,3(+.!1,&!*,-6(+.7!!
! 8*#!/,6)!'()#0!2$&&(#&6!),!*,-6(+.!1,&!(//(.&$+)6!$&#!',6);!4$'3!,1!'&#0();!
$9$(4$2(4():;!6-()$2(4():;!)&$+6%,&)$)(,+;!4$'3!,1!3+,54#0.#!$2,-)!)*#!'():;!
4$+.-$.#!2$&&(#&6!$+0!0(6'&(/(+$)(,+7!!
!
! L//(.&$+)6!*$9#!',+6(6)#+)4:!(0#+)(1(#0!',6)!,1!*,-6(+.!$+0!*,-6(+.!6-()$2(4():!
$6!)*#!),%!2$&&(#&67!!
! c,-.*4:!V!(+!VK!(//(.&$+)6!(0#+)(1(#6!0(6'&(/(+$)(,+!$6!$!2$&&(#&!),!*,-6(+.7!!
!
Source: Statistics Canada (2007d).
!
/--+??'$('@+&#$6'!&%+''
L//(.&$+)6!)#+0!),!*$9#!2#))#&!*#$4)*!)*$+!)*$)!,1!$+!$9#&$.#!@$+$0($+!-%,+!)*#(&!
$&&(9$4!(+!@$+$0$7!8*#(&!*#$4)*;!*,5#9#&;!0#)#&(,&$)#6!,9#&!)(/#7!R$+:!*$9#!
#=%#&(#+'#0!$!5(0#!&$+.#!,1!2$&&(#&6!(+!$''#66(+.!*#$4)*!'$&#!6#&9('#67!!
! D,)*!&#'#+)!$+0!4,+.N)#&/!+,+NT-&,%#$+!(//(.&$+)6!U5*,!'$/#!),!@$+$0$!
2#1,&#!Va]ZW!$&#!/,&#!4(3#4:!)*$+!)*#!@$+$0($+!2,&+!$+0!T-&,%#$+!(//(.&$+)6!
),!&#%,&)!$!0#'4(+#!(+!*#$4)*;!$+0!$!6*(1)!),5$&0!1$(&!,&!%,,&!*#$4)*7!!
! >2,-)!V!(+!Y!(//(.&$+)6!*$6!#+',-+)#&#0!0(11('-4)(#6!$''#66(+.!*#$4)*!'$&#7!
! 8*,-.*!(//(.&$+)6!6*$&#!5()*!,)*#&!@$+$0($+6!)*#!',//,+!2$&&(#&6!,1!4,+.!
5$()(+.!4(6)!$+0!1(+0(+.!0,'),&6!5*,!$''#%)!+#5!%$)(#+)6;!2#)5##+!V^[!$+0!JZ[!,1!
+#5',/#&6!*$9#!#=%#&(#+'#0!0(11('-4)(#6!$''#66(+.!*#$4)*!'$&#!0-#!),!4$+.-$.#7!!
!
Sources: Statistics Canada (2005, 2007d).
Social Realities: Key Points

• First generation Canadians generally have low rates of participation and membership in
groups and organizations, such as sports teams, hobby clubs, community organizations
and ethnic associations. They also tend to have low volunteering rates.
• Visible minorities in Canada are more likely than others to feel uncomfortable or out of
place in Canada at least some of the time because of their ethnicity, culture, race, skin
colour, language, accent or religion. They are also less likely to identify themselves as
Canadians.!
• Visible minorities, especially those who have been in Canada for 10 years or longer, or
those of second generation Canadian backgrounds, tend to report lower rates of life
satisfaction than non-visible minority Canadians.
• About 1.6 million Canadians report that they have experienced discrimination or unfair
treatment in the last five years because of their ethnocultural characteristics. Visible
minorities, regardless of whether they are first or second generation Canadians, are
most likely to report that they have experienced discrimination or unfair treatment in
various situations or places.
• At least 1 in 3 newcomers who seek language training information has experienced a
problem in accessing language training.
• As many as 3 in 4 immigrants look for housing during the first 6 months in Canada.
Almost 2 in 5 immigrants are still looking for housing after 4 years in Canada.
• Immigrants tend to have better health than that of the average Canadian when they
arrive in Canada. Their health, however, deteriorates over time.
Sources: Reitz & Banerjee (2007), Statistics Canada (2003b, 2005, 2007b).
!
!
POLITICAL REALITIES
;-&'32)86&&#.3,)
L+!&#'#+)!:#$&6;!%,4()('($+6!$+0!/$(+6)&#$/!/#0($!*$9#!&#',.+(<#0!)*#!(/%,&)$+)!&,4#!,1!
)*#!.&,5(+.!#)*+,'-4)-&$4!%,%-4$)(,+!(+!@$+$0($+!%,4()('67!B,N'$44#0!#)*+('!9,)(+.!
24,'36!*$9#!.$&+#&#0!6(.+(1('$+)!%-24('!$))#+)(,+7!"*$)!(6!,1)#+!,9#&4,,3#0!(+!%-24('!
0#2$)#6;!*,5#9#&;!(6!)*#!(+#O-()$24#!%$&)('(%$)(,+!,1!#)*+,'-4)-&$4!/#/2#&6!(+!%,4()('67!!
! "*(4#!+#$&4:!]!,-)!,1!VK!#4(.(24#!
@$+$0($+6!9,)#0!(+!)*#!4$6)!1#0#&$4!
#4#')(,+;!,+4:!V!(+!J!#4(.(24#!1(&6)!
.#+#&$)(,+!9,)#&6!UY^[W!5*,!*$9#!4(9#0!(+!
@$+$0$!1,&!VK!:#$&6!,&!4#66!&#%,&)!*$9(+.!
#=#&'(6#0!)*#(&!9,)(+.!&(.*)!(+!)*#!4$6)!
1#0#&$4!#4#')(,+7!!
! Q(6(24#!/(+,&()(#6!*$9#!$!64(.*)4:!*(.*#&!
&$)#!,1!9,)(+.!)*$+!+,+N9(6(24#!/(+,&():!
(//(.&$+)6!0-&(+.!)*#(&!1(&6)!VK!:#$&67!
>1)#&!VK!:#$&6;!*,5#9#&;!)*#(&!9,)(+.!&$)#!
(6!__7][;!',/%$&#0!),!)*#!&$)#!,1!]_7V[!!
$/,+.!+,+N9(6(24#!/(+,&():!(//(.&$+)67!!
! B#',+0!.#+#&$)(,+!9(6(24#!/(+,&()(#6!*$9#!$!4,5!9,)(+.!&$)#!,1!\Z7^[;!',/%$&#0!
),!)*$)!,1!]Z[!1,&!6#',+0!.#+#&$)(,+!+,+N9(6(24#!/(+,&()(#67!!
!
Sources: Statistics Canada (2003b), Reitz & Banerjee (2007).
8-='&'$6=)/#A.#,#3&6&'-3))
T)*+,'-4)-&$4!/#/2#&6!$&#!-+0#&N&#%&#6#+)#0!$)!)*#!'$+0(0$)#!4#9#47!8*#:!$46,!*$9#!$!
0(6%&,%,&)(,+$)#4:!6/$44!+-/2#&!,1!#4#')#0!&#%&#6#+)$)(9#6!(+!9$&(,-6!4#9#46!,1!
.,9#&+/#+)7!!
! "*(4#!9(6(24#!/(+,&()(#6!$'',-+)!1,&!VZ7a[!,1!$44!@$+$0($+6;!)*#:!/$3#!-%!,1!,+4:!
_7V[!,1!$44!#4#')#0!RH67!
! Q(6(24#!/(+,&()(#6!',/%&(6#!$2,-)!a7^[!,1!$44!%,4()('$4!'$+0(0$)#67!!
! >!/$P,&():!,1!9(6(24#!/(+,&():!$+0!+,+N9(6(24#!/(+,&():!'$+0(0$)#6!1,&!)*#!
%&,/(+#+)!1#0#&$4!%,4()('$4!%$&)(#6!*$9#!&#.$&0#0!)*#!0#1('()!(+!&#%&#6#+)$)(,+!,1!
9(6(24#!/(+,&():!'$+0(0$)#6!$6!#()*#&!$!9#&:!6#&(,-6!,&!$!6#&(,-6!%&,24#/!U\\[!
$+0!Ya[!&#6%#')(9#4:W7!A,5#9#&;!)5('#!$6!/$+:!9(6(24#!/(+,&():!'$+0(0$)#6!*$9#!
#=%&#66#0!)*#!%&,24#/!$6!$!9#&:!6#&(,-6!,+#!UZ\[!967!JJ[W7!!
!
Source: Black & Hicks (2006a, 2006b).
!
Political Realities: Key Patterns

• Only 1 in 2 eligible first generation voters who have lived in Canada for 10 years or less
exercised their voting right in the last federal election.
• Among second generation Canadians, visible minorities are less likely to vote than non-
visible minorities. !
• Ethnocultural members are under-represented at the candidate level. They also have a
far smaller percentage of elected representatives in various levels of government.
Sources: Black & Hicks (2006a, 2006b), Reitz & Banerjee (2007), Statistics Canada (2003b).
)
ECONOMIC REALITES
!+%$6&'-3))
I#%#+0(+.!,+!)*#(&!',-+)&(#6!,1!,&(.(+!,&!
$+'#6)&:;!#)*+,'-4)-&$4!/#/2#&6!*$9#!
9$&(#0!&$)#6!,1!-+(9#&6():!#0-'$)(,+7!
8*$+36!),!)*#!%,(+)!6:6)#/;!4$+0#0!
(//(.&$+)6!$&#!/,&#!4(3#4:!),!$&&(9#!(+!
@$+$0$!5()*!-+(9#&6():!#0-'$)(,+7!g,-+.!
%#,%4#!,1!#)*+,'-4)-&$4!',//-+()(#6;!
*,5#9#&;!*$9#!#=%#&(#+'#0!)&#/#+0,-6!
0(11('-4)(#6!(+!,-&!%-24('!#0-'$)(,+!6:6)#/7!!
! @$+$0($+!&#6(0#+)6!,1!>&$2;!@*(+#6#;!T$6)!L+0($+;!S(4(%(+,;!G$%$+#6#;!E,&#$+;!
B,-)*!>6($+!$+0!"#6)!>6($+!0#6'#+)!$&#!)5('#!$6!4(3#4:!$6!)*#!,9#&$44!@$+$0($+!
%,%-4$)(,+!),!*$9#!$!-+(9#&6():!0#.&##7!!
! @$+$0($+!&#6(0#+)6!,1!@$&(22#$+;!A$()($+;!G$/$('$+!$+0!Q(#)+$/#6#!,&(.(+!$&#!
4#66!4(3#4:!)*$+!)*#!,9#&$44!@$+$0($+!%,%-4$)(,+!),!*$9#!$!-+(9#&6():!0#.&##7!!
! >2,-)!V!(+!J!+#5!(//(.&$+)6!UZY7\[W!$&&(9#!(+!@$+$0$!5()*!$!-+(9#&6():!0#.&##7!!
! f#5!(//(.&$+)6!$&#!)*&##!)(/#6!$6!4(3#4:!$6!@$+$0($+!2,&+!@$+$0($+6!),!*,40!
-+(9#&6():!0#.&##67!8*#:!$&#!2#)5##+!)5,!$+0!)*&##!)(/#6!/,&#!4(3#4:!),!*$9#!
/$6)#&M6!0#.&##6!$+0!$2,-)!1,-&!)(/#6!/,&#!4(3#4:!),!*$9#!0,'),&$)#67!
! >!6(.+(1('$+)!+-/2#&!,1!ENVJ!6)-0#+)6!,1!$+!TBF!2$'3.&,-+0!U2#)5##+!\J[!$+0!
_Z[W!0,!+,)!',/%4#)#!)*#(&!*(.*!6'*,,4!#0-'$)(,+7!
!
Sources: Alberta Education (1992), Citizenship and Immigration Canada (2006), Gunderson (2004),
Statistics Canada (2007e, 2007f, 2007g, 2007h, 2007i, 2007j, 2007k, 2007l, 2007m, 2007n,
2007o, 2007p, 2007r, 2007s), Watt & Roessingh (2001), Zhao, Drew & Murray (2000).
!
!:A=-7:#3&)
T)*+,'-4)-&$4!/#/2#&6;!$6!$!.&,-%;!0,!+,)!1$&#!
5#44!(+!)*#!4$2,-&!/$&3#)7!8*#:!$&#!/,&#!4(3#4:!),!
*$9#!4,5#&!#/%4,:/#+)!&$)#6!)*$+!)*#!+$)(,+$4!
1(.-&#;!$+0!),!5,&3!2#:,+0!)*#!&#)(&#/#+)!$.#7!
f#5!(//(.&$+)6!*$9#!#=%#&(#+'#0!$!5(0#!&$+.#!
,1!#/%4,:/#+)!2$&&(#&67!
! T)*+,'-4)-&$4!:,-)*!2#)5##+!$.#6!VY!$+0!
JZ!*$9#!)*#!4,5#6)!&$)#!,1!#/%4,:/#+)!(+!
@$+$0$7!
! 8*,-.*!/,6)!(//(.&$+)6!2#)5##+!JY!$+0!
ZZ!:#$&6!,1!$.#!U]K[W!'$+!1(+0!
#/%4,:/#+)!,1!6,/#!6,&)!0-&(+.!)*#(&!
1(&6)!)5,!:#$&6!(+!@$+$0$;!,+4:!ZJ[!,1!
)*#/!*$9#!1,-+0!5,&3!(+!)*#(&!(+)#+0#0!
,''-%$)(,+67!
! "*#&#$6!$2,-)!\^[!,1!?BN2,&+!
(//(.&$+)6!$+0!\][!,1!`'#$+($+N2,&+!
(//(.&$+)6!U>-6)&$4($;!f#5!h#$4$+0;!#)'7W!
$&#!#/%4,:#0!(+!)*#(&!,&(.(+$4!
,''-%$)(,+$4!.&,-%6;!)*#!6$/#!'$+!2#!6$(0!
1,&!,+4:!^^[!,1!)*,6#!2,&+!(+!>6($!$+0!)*#!
R(004#!T$6)!$+0!^\[!,1!)*,6#!1&,/!
@#+)&$4!$+0!B,-)*!>/#&('$7!
! >%%&,=(/$)#4:!V!(+!Z!&#'#+)!(//(.&$+)6!5()*!-+(9#&6():!0#.&##6!5,&36!(+!6$4#6!
$+0!6#&9('#!,''-%$)(,+6;!/$3(+.!)*#/!$2,-)!)5('#!$6!4(3#4:!$6!@$+$0($+N2,&+!
&#6(0#+)6!),!2#!(+!)*(6!3(+0!,1!#/%4,:/#+)7!!
! >/,+.!)*#!/,6)!6#&(,-6!0(11('-4)(#6!)*$)!(//(.&$+)6!*$9#!#=%#&(#+'#0!0-&(+.!
)*#(&!1(&6)!1,-&!:#$&6!(+!@$+$0$!$&#!$!4$'3!,1!@$+$0($+!P,2!#=%#&(#+'#;!4$+.-$.#!
%&,24#/6;!4$'3!,1!#/%4,:/#+)!,%%,&)-+()(#6;!$!4$'3!,1!$''#%)$+'#!,1!1,&#(.+!
O-$4(1('$)(,+6;!$+0!+,!',++#')(,+6!(+!)*#!P,2!/$&3#)7!!
! "*(4#!/,6)!):%#6!,1!#/%4,:/#+)!0(11('-4)(#6!0#'4(+#!,9#&!)(/#;!/$+:!(//(.&$+)6!
*$9#!',+)(+-#0!),!#=%#&(#+'#!0(6'&(/(+$)(,+!,&!*$9#!+,)!2##+!$24#!),!1(+0!5,&3!
(+!)*#(&!(+)#+0#0!1(#406!,1!%&$')('#!$1)#&!\!/,+)*6!$+0!2#:,+07!!
! T)*+,'-4)-&$4!/#/2#&6;!#6%#'($44:!1,&!)*,6#!1&,/!A$()($+;!>1&('$+;!>&$2!$+0!
"#6)!>6($+!2$'3.&,-+06;!*$9#!/-'*!*(.*#&!&$)#6!,1!-+#/%4,:/#+)!)*$+!)*#!
+$)(,+$4!$9#&$.#7!!
!
Sources: Badets and Howatson-Leo (1999), Statistics Canada (2007e, 2007f, 2007g, 2007h, 2007i,
2007j, 2007k, 2007l, 2007m, 2007n, 2007o, 2007p, 2007r, 2007s).
!
93$-:#))
T)*+,'-4)-&$4!/#/2#&6!.#+#&$44:!*$9#!4,5#&!4#9#46!,1!(+',/#!)*$+!)*#!$9#&$.#!(+',/#!
4#9#4!1,&!$44!@$+$0($+67!L//(.&$+)6!$+0!9(6(24#!/(+,&()(#6!$&#!$/,+.!)*,6#!5()*!)*#!
4,5#6)!4#9#46!,1!(+',/#!(+!@$+$0$7!!
! >/,+.!)*,6#!5()*!)*#!4,5#6)!(+',/#!4#9#46!$&#!@$+$0($+!&#6(0#+)6!,1!A$()($+;!
E,&#$+;!F$)(+!>/#&('$+;!>1&('$+;!Q(#)+$/#6#!$+0!S(4(%(+,!0#6'#+)7!!
! Q(6(24#!/(+,&()(#6!*$9#!$!6(.+(1('$+)4:!4,5#&!4#9#4!,1!(+',/#!)*$+!0,!#)*+('!
.&,-%6!,1!T-&,%#$+!,&(.(+7!!
! L//(.&$+)6!.#+#&$44:!&#'#(9#!4,5#&!#$&+(+.6!2$6#0!,+!#0-'$)(,+!$+0!5,&3!
#=%#&(#+'#!)*$+!)*,6#!2,&+!(+!@$+$0$7!!
! F,5!(+',/#!&$)#6!,1!#)*+,'-4)-&$4!.&,-%6!$&#!.#+#&$44:!*(.*#&!)*$+!)*#!+$)(,+$4!
4,5!(+',/#!&$)#!U'-&&#+)4:!$)!$2,-)!V\[W7!8*,6#!,1!>1&('$+;!>&$2;!A$()($+;!
E,&#$+;!$+0!"#6)!>6($+!0#6'#+)!*$9#!4,5!(+',/#!&$)#6!/,&#!)*$+!0,-24#!)*#!
+$)(,+$4!&$)#7!
!
Sources: Statistics Canada (2003e, 2007e, 2007f, 2007g, 2007h, 2007i, 2007j, 2007k, 2007l, 2007m,
2007n, 2007o, 2007p, 2007r, 2007s), Reitz (2001), Reitz & Banerjee (2007).
!
!
!$-3-:'$)F-,&,))
T)*+,'-4)-&$4!%#,%4#!'$+!'#&)$(+4:!,11#&!@$+$0$!$+!$09$+)$.#!1,&!',/%#)(+.!(+!)*#!
.4,2$4!/$&3#)7!?+1,&)-+$)#4:;!)*#!4$'3!,1!#O-()$24#!,%%,&)-+()(#6!1,&!#)*+,'-4)-&$4!
@$+$0($+6!*$6!&#6-4)#0!(+!(+'-&&(+.!',6)6!1,&!)*#!@$+$0($+!#',+,/:7!!
! 8*#!4,66!),!)*#!@$+$0($+!#',+,/:!1&,/!0(6',-+)(+.!(//(.&$+)6M!63(446!(6!
2#)5##+!iZ7V!$+0!iY7a!2(44(,+!#$'*!:#$&7!
! @$+$0$!5,-40!2#+#1()!2:!$)!4#$6)!iV^!2(44(,+!(+!%#&6,+$4!(+',/#!$+0!$+!(+'&#$6#!
,1!ZKK;KKK!#=)&$!5,&3#&6!(+!)*#!4$2,-&!1,&'#!(1!1,&#(.+N2,&+!5,&3#&6!#+P,:#0!)*#!
6$/#!4(3#4(*,,0!,1!#/%4,:/#+)!$)!)*#!6$/#!$9#&$.#!(+',/#!$6!@$+$0($+!2,&+!
%#&6,+67!!
!
Sources: Bloom & Grant (2001), Royal Bank of Canada (2005).
Economic Realities: Key Points

• New immigrants are three times as likely as Canadian born Canadians to hold university
degrees. They are between two and three times more likely to have master!s degrees
and about four times more likely to have doctorates.
• Between 62% and 74% of ESL students do not complete their high school education.
• Ethnocultural members are more likely to have lower rates of employment in Canada and
to work beyond the retirement age. Some ethnocultural groups, including those from
Haitian, African, Arab and West Asian backgrounds, have unemployment rates more than
double the national average.
• While 8 in 10 immigrants (80%) find employment of some sort during their first 2 years in
Canada, only roughly 1 in 2 (42%) finds a job in their intended occupation.
• Immigrants often experience a wide range of barriers, including: a lack of Canadian work
experience, a lack of connections in the job market, a lack of acceptance or recognition
of their foreign work experience or qualifications, and language problems.!
• Many ethnocultural groups have average income levels 6.8% to 33.6% (or $2,027 to
$9,987) lower than the national average income level ($29,769 for Canadians 15 years
plus).
• The income gap between visible and non-visible minorities is about $9,581.
• Recent immigrants with university degrees earn 31% less than those born in Canada.
• Many ethnocultural groups, including those of African, Arab, Haitian, Korean, and West
Asian descent, have low income rates more than double the national low income rate.!
• Canada would benefit by at least $13 billion in personal income and an increase of
400,000 extra workers in the labour force if foreign-born workers enjoyed the same
likelihood of employment at the same average income as Canadian born persons.
Sources: Alberta Education (1992), Bloom & Grant (2001),!Citizenship and Immigration Canada
(2006), Gunderson (2004), Statistics Canada (2003e, 2007e, 2007f, 2007g, 2007h, 2007i, 2007j,
2007k, 2007l, 2007m, 2007n, 2007o, 2007p, 2007r, 2007s), Reitz (2001)j, Reitz & Banerjee
(2007),!Watt & Roessingh (2001), Zhao, Drew & Murray (2000).!
!
!
LEGISLATIVE FRAMEWORKS
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Links to Legislative Frameworks

The International Convention on the Elimination of All Forms of Racial Discrimination:
http://www.ohchr.org/english/law/cerd.htm
The United Nations International Convention on Economic, Social and Cultural Rights:
http://www.ohchr.org/english/law/cescr.htm
The Canadian Charter of Rights and Freedoms:
http://laws.justice.gc.ca/en/charter/
Canadian Human Rights Act:

http://laws.justice.gc.ca/en/H-6/index.html
Canadian Multiculturalism Act:

http://laws.justice.gc.ca/en/C-18.7/index.html
Canadian Citizenship Act:
http://dsp-psd.pwgsc.gc.ca/Collection-R/LoPBdP/BP/bp445-e.htm
Immigration and Refugee Project Act:
http://laws.justice.gc.ca/en/I-2.5/
Employment Equity Act:

http://laws.justice.gc.ca/en/E-5.401/50057.html
Provincial/Territorial Human Rights Legislation:

http://www.chrc-ccdp.ca/links/default-en.asp#provincial
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Recommended On-Line Resources

Many public and academic institutions offer abundant on-line publications of research studies
related to ethnocultural populations in Canada in the social, economic and political arenas. Their
websites also often provide links to useful resources. Also, most universities and local libraries
offer access to on-line data bases. Please consult with your local libraries. The following are
some selected on-line resources.
Statistics Canada: http://www.statscan.ca/menu-en.htm

Look for publications, analytical studies, summary tables, community profiles, census, and
on-line catalogue.
Canadian Heritage: http://www.pch.gc.ca

Look for publications and subjects.
Citizenship and Immigration Canada: http://www.cic.gc.ca

Look for publications, research and statistics.
Government of Canada: http://www.canada.gc.ca/home.html

Look for publications and reports (by topic, departments and agencies, online library, etc.)
Canada Metropolis: http://canada.metropolis.net/index_e.html

Look for publications, centres of excellence for research on immigration and diversity, and
virtual libraries.
Canadian Race Relations Foundations: http://www.crr.ca

Look for publications and issues.
Coalition for Equal Access to Education: http://www.eslaction.com

Look for publications and resources.
Conference Board of Canada: http://www.conferenceboard.ca

Look for knowledge areas, e-data and e-library.
Institute for Research on Pubic Policy: http://www.irpp.org

Look for publications, research and hot links.
Google Scholar: http://scholar.google.ca

Enter key words for academic publications.
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Part II: Conceptual Grounding 27
PART II:
CONCEPTUAL GROUNDING
Culture
Cultural Competence
Cultural Competence Continuum
Foundational Principles
Cultural Competence Process
Enabling Factors to Cultural Competence Process
Dealing With Resistance
Culturally Competent Organization Overview
Suggested Exercise
!
!
8!
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,&.$+(<$)(,+$4!'*$+.#7!!
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CULTURE
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(0#$6;!%#&'#%)(,+6!$+0!/#$+(+.6!UF#(+(+.#&;!VaaYm!H-&+#44!n!H$-4$+3$;!Vaa]W7!L/%4('()4:!
,&!#=%4('()4:;!)*#(&!5,&409(#5!6#&9#6!$6!$!.-(0#4(+#!)*$)!)#446!)*#/!*,5!),!3+,5!$+0!
(+)#&%&#)!)*#!5,&40;!*,5!),!#=%#&(#+'#!()!#/,)(,+$44:;!$+0!*,5!),!2#*$9#!(+!()!(+!
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#',+,/('!$+0!6,'($4!&#$4()(#6!U@*&(6)#+6#+;!VaaJW7!!
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/#/2#&6!,1!&#4(.(,-6!.&,-%6;!5,/#+;!6#+(,&6;!:,-)*;!.$:!/#+!$+0!4#62($+6;!%#,%4#!
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!
CULTURAL COMPETENCE
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%#&6,+$4!%*(4,6,%*(#6;!$))()-0#6;!3+,54#0.#!$+0!63(446!)*$)!#+$24#!(+0(9(0-$46!),!
(+)#&$')!5()*!%#,%4#!,1!0(9#&6#!'-4)-&$4!9$4-#6;!2#4(#16;!'-6),/6!$+0!%&$')('#6!5()*!
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&#14#')!$+0!)$3#!$')(,+!),!$'*(#9#!%#&6,+$4!$))()-0#6;!3+,54#0.#!$+0!63(446!1,&!'&,66N
'-4)-&$4!(+)#&$')(,+7!L)!$46,!&#O-(&#6!$+!,&.$+(<$)(,+;!$6!$!6:6)#/;!),!0#/,+6)&$)#!
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!
!
CULTURAL COMPETENCE CONTINUUM

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6)&-')-&#!$+0!1-+')(,+6;!$+!,&.$+(<$)(,+!/$:!&#14#')!0(11#&#+)!6)$.#6!(+!)*#!'-4)-&$4!
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'-4)-&$4!%&#N',/%#)#+'#!$+0!'-4)-&$4!',/%#)#+'#!U6##!S(.-&#!JW7!!
!
Cultural
Competence
Integration of
Cultural cultural diversity
Pre-Competence in all aspects of
organizational
Add-on programs structures and
Cultural and services for functions
Blindness
cultural groups
Universality
Cultural of needs and
Incapacity services
Inability to deal
Cultural with cultural
Destructiveness diversity, but
a willingness
Purposeful denial to accept their
or outlawing of
existence
cultural groups
elsewhere
!
Figure 2: Cultural Competence Continuum (Adapted from Cross et al., 1989; University of
Michigan Health System, 2003).
Cultural Destructiveness
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!
Examples of Cultural Destructiveness
Residential Schools
In 1857, the Government of Canada passed the Gradual Civilization Act, which set aside funds
for schools that would teach the First Nations peoples English. The Indian Act of 1876 gave
further responsibility to the federal government for Native education. These policies were
intended to assimilate First Nations children into a more western society, and attenuate local
native cultures. For more information, visit http://www.albertasource.ca/treaty8/eng/default.htm ,
or http://www.irsr-rqpi.gc.ca/.
Chinese Exclusion Act

In 1923, the Government of Canada passed the Chinese Exclusion Act. This law prevented the
immigration of anyone from China. As a result, the Chinese Canadian community became a
“bachelor society.” With inter-racial relationships viewed as a taboo at the time, it was possible
that one of the intended effects of this act was to ensure that Chinese people in Canada would
become extinct over a few generations. Fortunately, the act was repealed in 1947. For more
information, visit http://www.ccnc.ca/redress/index.html.
Cultural Incapacity
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%&,/,)#6!)*#!+,)(,+!,1!&$'($4!6-%#&(,&():7!L+!()6!&#4$)(,+6*(%!),!#)*+,'-4)-&$4!
',//-+()(#6;!)*#!6:6)#/!,&!,&.$+(<$)(,+!$66-/#6!$!%$)#&+$4!%,6)-&#!),5$&06!d4#66#&e!
&$'#67!8*#!6:6)#/!,&!,&.$+(<$)(,+!/$:!$46,!6-%%,&)!)*#!',+'#%)!,1!6#%$&$)#!2-)!#O-$47!L)!
/$:!$'3+,54#0.#!()6!(+$2(4():!),!5,&3!5()*!%#,%4#!,1!0(9#&6#!'-4)-&$4!2$'3.&,-+06;!2-)!
(+6(6)!)*$)!)*#:!'$+!$''#66!6#&9('#6!#46#5*#&#7!!
!
Some Indicators of Cultural Incapacity
An organization at the cultural incapacity stage may:
• Engage in discriminatory hiring practice;
• Have low expectations for people of certain cultural backgrounds;
• Support segregation policies;
• Insist that ethnocultural people are best served elsewhere;
• Allocate inadequate resources for services for people of diverse cultural backgrounds; and
• Insist that ethnocultural groups adopt cultural values of the dominant group.
!
!
Cultural Blindness
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0,#6!+,)!$44,5!)*#!6:6)#/!,&!,&.$+(<$)(,+!),!'&()('$44:!#=$/(+#!5*#)*#&!6-'*!6#&9('#!
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!
Some Indicators of Cultural Blindness
An organization at the cultural blindness stage may:
• Dismiss merits of policies and programs that address cultural diversity;
• Demonstrate a lack of cultural diversity in board membership and staff;
• Support the belief that people, regardless of their cultural background, are the same;
• Allocate inadequate resources in terms of staff, time and budget to services for diverse
cultural groups;
• Not have in place mechanisms to keep track of access to services by cultural groups,
and to evaluate cultural responsiveness of existing services;
• Refuse to deal with past histories related to inter-group relations; and
• Not provide adequate professional development opportunities for board and staff
members to develop knowledge and skills in dealing with cultural diversity.
Cultural Pre-Competence
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!
Some Indicators of Cultural Pre-Competence

An organization at the cultural pre-competence stage may:
• Experiment with new services;
• Hire some front-line staff of diverse cultural backgrounds;
• Explore some new strategies to reach out to people of diverse cultural backgrounds - but
without concrete support in place to provide culturally responsive services;
• Ensure availability of some basic cultural sensitivity training for staff and board
members; and
• Conduct need assessments of cultural groups- without concrete follow up strategies.
Cultural Competence
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'$%$'():!),!(+)#.&$)#!'-4)-&$4!0(9#&6():!(+),!$44!$6%#')6!,1!()6!6)&-')-&#!$+0!1-+')(,+67!L)!
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)*#!',//-+():7!8*#!6:6)#/!,&!,&.$+(<$)(,+!(6!'4#$&4:!',//())#0!),!)*#!%&(+'(%4#6!,1!
6,'($4!P-6)('#;!#O-$4():;!#O-():!$+0!(+'4-6(,+7!@-4)-&$4!',/%#)#+'#!(6!()6!',&#!2-6(+#66;!
+,)!$+!$00N,+!1-+')(,+7!!
!
Some Indicators of Cultural Competence
An organization at the cultural competence stage may:
• Have in place policies, business plans, programs and practices that explicitly
acknowledge and address cultural diversity;
• Develop or adapt service models to better meet diverse, unique needs of people of
various cultural, ethnic, religious and linguistic backgrounds;
• Actively recruit people of diverse cultural backgrounds for board membership, senior
management and all levels of staff;
• Establish standards for cross cultural services, licensing, skills and training;
• Allocate adequate resources to implement policies that deal with cultural diversity;
• Use research and consult with ethnocultural communities in decision making process;
• Involve people of ethnocultural communities as participants, advisors and consultants in
the work of the system or organization; and
• Require cultural knowledge and skills as key qualifications for employment and
performance.
!
!
!
FOUNDATIONAL PRINCIPLES
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CULTURAL COMPETENCE PROCESS

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Figure 3: Cultural Competence Process.
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Suggested Preparatory Activities
• Gather information and analyze socio-demographic trends and issues in the community.
• Research existing effective practice in organizational change.
• Develop and communicate a preliminary plan that articulates the impetus for
organizational change, a vision for cultural competence, and what could or should be done
to promote cultural competence.
• Develop and implement a communication plan to explain the vision and process, as well
as to encourage buy-in.
• Seek support and approval of board and senior leadership.
• Promote cultural competence efforts.
• Identify and secure adequate resources to support cultural competence efforts.
• Provide training in and orientation to cultural competence for all levels of organizational
personnel and board members.
• Establish a plan to recruit and involve board members and organizational personnel at
all levels.
• Establish a plan to outreach, consult and involve culturally diverse community members
in the organizational change process.
• Establish a core multi-stakeholder development committee that will provide overall
leadership, guidance and support in the organizational change process.
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!
Tips for Reflective Analysis
• Examine the existing organizational structures and functions, and determine to what
extent they reflect and respond to cultural diversity in the community.
• Review data on cultural representation among board members, staff, volunteers and
service users.
• Examine underlying philosophies, principles and values that guide existing
organizational structures and functions, and determine how relevant and responsive they
are to cultural diversity.
• Examine the historical context and evolution of existing organizational structures and
functions, and determine how relevant and responsive they are to cultural diversity.
• Examine existing policies and practices with respect to policy and decision-making,
programs and services, communication, personnel practices, community relations, etc.,
and determine how relevant and responsive they are to cultural diversity.
• Examine intended and unintended impacts of existing structures, policies and practices
on culturally diverse populations.
• Identify barriers that limit access of ethnocultural members to services and other
organizational involvement.
• Identify ways to increase access and participation of members of cultural groups in all
aspects and levels of the organization.
• Research and develop a sound rationale for organizational cultural competence.
• Conduct a cost-benefit analysis for cultural competence efforts.
• Identify resources, opportunities and supports that are conducive to organizational
change efforts.
• Identify constraints and barriers that may hinder organizational change efforts.
• Assess issues and suggestions identified during internal and external consultations.
'
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Tips for Purposeful Planning

• Involve board members, personnel at all levels and members of diverse cultural groups
in planning process.
• Create a vision to promote cultural diversity and competence.
• Develop a cultural competence policy to provide overall direction for organizational
change process.
• Set goals and objectives for organizational change.
• Articulate assumptions embedded in identified goals and objectives.
• Identify activities and anticipated outputs and outcomes for organizational change process.
• Develop indicators to measure the implementation and effectiveness of organizational
change process.
• Develop a communication plan to promote and inform internal and external members of
organizational change initiatives.
• Identify required resources to support organizational change .
• Share action plan and obtain approval of the Board and senior leadership..
!
!
Recommended Resources
ActKnowledge (2007). Theory of Change. Available at http://www.theoryofchange.org/ .
This website provides an overview of theory of change and related online resources.
Cooper, M. (2006). Pathways to Change: Facilitating the Full Participation of Diversity Groups in
Canadian Society. Calgary: Alberta Community Development, Human Rights and
Citizenship and Canadian Heritage. Available at
http://tprc.alberta.ca/educationfund/priorities/docs/P2CBACKGROUND.pdf
This excellent resource supports organizations to facilitate full participation of diversity
groups in Canadian society through initiatives and activities related to organizational and
community capacity, civic participation and full civic engagement, public education and
awareness and institutional change.
Cox, P., Kozak, S., Griep, L. & Moffat, L. (2002). Splash and Ripples: Using Outcomes to
Design and Guide Community Work. Calgary, PLAN:NET Limited. Available at
http://www.hc-sc.gc.ca/ahc-asc/alt_formats/cmcd-dcmc/pdf/finance/contribution/splash-
ricochet_e.pdf
This user-friendly guide offers useful tools for planning and managing projects.
!
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!
Tips for Effective Implementation
• Establish committees that consist of diverse stakeholders (board members,
personnel at all levels, and diverse community members) to guide and implement
action plans.
• Provide adequate resources and support for the implementation of action plans.
• Establish clear timelines for strategies and activities.
• Ensure all planned strategies and activities are carried out.
• Assign clear responsibilities to board members, staff at all levels and community
members.
• Communicate, communicate, communicate!
!
!
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!
Tips for Effective Monitoring
• Involve board, staff and community members to develop and fine-tune communication
and reporting mechanisms.
• Coordinate reporting mechanisms to ensure regular, effective, and efficient tracking of
progress in implementation of action plans.
• Coordinate communication to keep members informed of latest developments, activities
and results.
• Maintain momentum in implementation of action plans through recognition of cultural
competence champions, capacity building, and use of diverse talents and expertise.
• Use creative methods to gather and share information and learning.
• Ensure that issues, concerns and new ideas are relayed to core cultural competence
development committees.
• Involve members in ongoing reflection and response to emerging issues.
!
!
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!
Tips for Dynamic Evaluation
• Incorporate cultural competence into the existing framework of performance outcome
measurements (for both individual employees and the organization as a whole).
• Ensure comprehensiveness of indicators of success and their congruence to stated
goals and objectives of cultural competence.
• Integrate diverse, creative methodologies of evaluation to assess both outcomes and
processes.
Ensure feedback from evaluation processes are incorporated in revised action plans for
subsequent cycles of analysis, planning, implementation, monitoring and evaluation.
!
!
!
• Case, D. D. (1990). The Community!s Toolbox: The Idea, Methods, and Tools for
Participatory Assessment, Monitoring and Evaluation in Community Forestry. Rome,
Italy: Food and Agriculture Organization of the United Nations. Available at
http://www.fao.org/docrep/x5307e/x5307e00.HTM
This resource offers creative ideas to develop, implement, monitor and evaluate projects
and initiatives.
• Canadian Evaluation Society!s website: http://www.evaluationcanada.ca

This website provides many excellent resources for evaluation theory and practice.
• American Evaluation Association!s website: http://www.eval.org/Resources/onlinehbtxt.asp

This website serves as a gateway to many excellent websites that deal with various
methodologies of evaluation.
• Canadian Outcome Research Institute!s website:

http://www.hmrp.net/canadianoutcomesinstitute/HMRP.htm.
This organization offers the Hull Outcomes Monitoring and Evaluation Systems
(HOMES) to assist organizations with their outcome focused evaluation.
!
ENABLING FACTORS TO CULTURAL COMPETENCE

PROCESS
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Phase V Phase IV
Monitoring Action
Leadership
Articulated Rationale
Resources
Multi-stakeholder
Involvement
Accountability
Scope
Pace Phase III
Phase VI Planning
Evaluation
Next Cycle
Phase II
Analysis
Phase I
Preparation
Figure 4: Enabling Factors to Cultural Competence Process.

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CULTURALLY COMPETENT ORGANIZATION OVERVIEW

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• Board Process & Functions • Service Development
e Se
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Development
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Culturally
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Organization
Ma
nagement
• Research, Information Management

and Communication
• Human Resources Management
• Financial Development and Management
• Business Plan Development
• Administrative Regulations & Procedures
• Management & Administration
Personnel
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Figure 5: A culturally competent organization.
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Board Process & Functions Board Membership Delivery of Services

The organization addresses cultural The organization addresses cultural The organization addresses cultural
diversity and competence in: diversity and competence in: diversity and competence in all
• Styles of governance; • Qualifications of board members; aspects of service delivery, including:
• Development of organization’s • Recruitment and screening of new • Preparation and outreach;
vision, mission and values; board members; • A ssessment;
• Organizational planning; • Board orientation and • Planning;
• Resource management; development; and • Promotion of services;
• Selection of chief executive • Board responsibilities and • Service provision; and
director; and accountability . • Evaluation.
• Community relations .
Governance Policy Development

e Se Service Development & Standards
nc
The organization addresses cultural
diversity and competence in: The organization addresses cultural
rv
• Policy development process; and na diversity and competence in:
i ce
• Key governance policies, including:
Gover
• Development of service
board structure and responsibilities, Culturally
s
standards;
organizational planning, committee Competent • Development of services,
work, resource management, Organization including assessment; setting of
organizational accountability, goals and objectives,
selection of executive director and development of program
conflict resolution. Ma activities, resource allocation, and
nagement evaluation.
Management & Administration

Personnel Research, Information Management
The organization ensures cultural and Communication
diversity and competence among the Financial Development & The organization addresses cultural
members of the management and Management diversity and competence in:
administration teams through: The organization addresses cultural • Research and use of information
• Recruitment and hiring; diversity and competence in: to guid e decision making and
• Assignment of responsibilities; • Development and practice;
and implementation of fund • Management of information; and
• A ccountability measures. development plan; • All forms of communication.
• Development of operating
budget; and
• A llocation of resources for
Administrative Regulations & Human Resources Management
programs and services.
Procedures The organization addresses cultural
The organization addresses cultural diversity and competence in:
diversity and competence in: • Recruitment and selection of
• Development of administrative Business Plan Development personnel;
regulations and procedures; and The organization addresses cultural • Personnel retention;
• Key admi nistrative areas, diversity and competence in: • Professional development and
including: human resources • Planning process; training;
management, financial • All aspects of business plan • Assignment of employee
development and management, development, including responsibilities;
research, information and identification of opportunities, • Supervision and performance
communication, community selection of service models, appraisal;
relations, service development business operations, evaluation • Volunteer management; and
and standards and delivery of and financial planning. • Complaints process and conflict
services. resolution.
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Figure 6: Overview of a culturally competent organization.
!
SUGGESTED EXERCISE
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PART III:
CULTURAL COMPETENCE
INSTRUMENT
Structure
Purpose
Support, Coordination and Reporting Mechanisms
Tool 1: Board Membership
Tool 2: Board Processes and Functions
Tool 3: Governance Policy Development
Tool 4: Management and Administration Team
Tool 5: Administrative Regulations and Procedures
Tool 6: Business Plan Development
Tool 7: Human Resources Management
Tool 8: Financial Development and Management
Tool 9: Research, Information Management and Communication
Tool 10: Community Outreach, Partnership and Advocacy
Tool 11: Service Development and Standards
Tool 12: Delivery of Services
Tool 13: Summaries and Next Steps
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Part III: Cultural Competence Instrument 53
GOVERNANCE 8,,4!Vo!D,$&0!R#/2#&6*(%!
8,,4!Jo!D,$&0!H&,'#66#6!$+0!S-+')(,+6!
CULTURAL COMPETENCE INSTRUMENT
8,,4!ô!C,9#&+$+'#!H,4(':!I#9#4,%/#+)!
MANAGEMENT
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8,,4!Zo!R$+$.#/#+)!$+0!>0/(+(6)&$)(,+!8#$/!
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8,,4!_o!A-/$+!c#6,-&'#6!R$+$.#/#+)!!
8,,4!]o!S(+$+'($4!I#9#4,%/#+)!$+0!R$+$.#/#+)!!
8,,4!ao!c#6#$&'*;!L+1,&/$)(,+!R$+$.#/#+)!$+0!!
!@,//-+('$)(,+!
8,,4!VKo!@,//-+():!`-)&#$'*;!H$&)+#&6*(%!$+0!
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SERVICES 8,,4!VVo!B#&9('#!I#9#4,%/#+)!$+0!B)$+0$&06!
8,,4!VJo!I#4(9#&:!,1!B#&9('#6!
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Figure 7: An overview of Cultural Competence Instrument.
!
PURPOSE
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!
SUPPORT, COORDINATION AND REPORTING

MECHANISMS
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TOOL 1: BOARD MEMBERSHIP

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TOOL 2: BOARD PROCESSES AND FUNCTIONS

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Y N IP&
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" " " ]7! 8*#!2,$&0!,1!0(&#'),&6!$66(6)!)*#!,&.$+(<$)(,+!),!.#+#&$)#!&#6,-&'#6!),!
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TOOL 3: GOVERNANCE POLICY DEVELOPMENT

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""" JK7!8*#!.,9#&+$+'#!%,4('(#6!&#O-(&#!/#/2#&6!,1!)*#!2,$&0!$+0!2,$&0!
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""" JJ7!8*#!.,9#&+$+'#!%,4('(#6!/$+0$)#!)*#!#=#'-)(9#!',//())##;!)*#!
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""" J^7!8*#!.,9#&+$+'#!%,4('(#6!/$+0$)#!)*#!2,$&0!,1!0(&#'),&6!),!',+6(0#&!
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""" ^K7!8*#!.,9#&+$+'#!%,4('(#6!(0#+)(1:!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!$6!,+#!
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!
!
!
!
!
!
!
Cooper, M. (2006). Pathways to Change: Facilitating the Full Participation of Diversity
Groups in Canadian Society. Calgary: Alberta Community Development, Human Rights
and Citizenship and Canadian Heritage. Available at:
http://tprc.alberta.ca/educationfund/priorities/docs/P2CBACKGROUND.pdf
This excellent resource supports organizations to facilitate full participation of diversity
groups in Canadian society through initiatives and activities related to organizational and
community capacity, civic participation and full civic engagement, public education and
awareness and institutional change.
Centre Point: http://www.thecentrepoint.ca/today/index.html

This website offers various services and resources related to governance.
Free Management Library: http://www.managementhelp.org

This website is an excellent gateway to many resources that address various aspects of
human service management.
Institute on Governance: http://www.iog.ca/

This website provides information and tools related to board governance.
Lopes, T. & Thomas, B. (2006). Dancing on Live Embers. Toronto: Between the Lines.
This outstanding book examines how racism manifests itself in organizational life. It further
highlights best practices and provides practical tools for racial equity work.
Volunteer Canada and Volunteer Calgary: http://volunteer.ca and http://volunteercalgary.ab.ca

These websites offer many useful publications related to cultural diversity and human service
management.
Wild Rose Foundation: http://www.wildrosefoundation.ca/bdp/default.aspx

This website provides practical resources for board development.
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TOOL 4: MANAGEMENT AND ADMINISTRATION TEAM

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/$+$.#/#+)!$+0!$0/(+(6)&$)(,+!6)$117!
" " " ^7! 8*#!/$+$.#/#+)!$+0!$0/(+(6)&$)(,+!)#$/!&#14#')6!'-4)-&$4!0(9#&6():!(+!)*#!
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/(+."3+-*-=-2-(+&&
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Y N IP&
" " " Z7! G,2!0#6'&(%)(,+6!1,&!/$+$.#&6!$+0!$0/(+(6)&$),&6!(+'4-0#!#=%4('()!
&#O-(&#/#+)6!),!%&,/,)#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!)*#!
,&.$+(<$)(,+7!
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(+!)*#(&!0#%$&)/#+)$4!2-6(+#66!,&!5,&3!%4$+67!
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>00"132#*-=-2?!
!
Y N IP&
" " " \7! R$+$.#&6!$+0!$0/(+(6)&$),&6!&#%,&)!&#.-4$&4:!),!)*#!#=#'-)(9#!0(&#'),&!,+!
%&,.&#66!&#4$)#0!),!'-4)-&$4!',/%#)#+'#!(+!)*#(&!0#%$&)/#+)6!,&!%&,.&$/67!
" " " _7! R$+$.#&6!$+0!$0/(+(6)&$),&6!&#'#(9#!$++-$4!%#&1,&/$+'#!$%%&$(6$46!1,&!
)*#(&!4#$0#&6*(%!(+!%&,/,)(+.!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!)*#(&!
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Y7! 8(/#4(+#6!1,&!&#%,&)(+.!
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!
TOOL 5: ADMINISTRATIVE REGULATIONS AND

PROCEDURES
)
@<T#$&'(#,)
! 8,!$00&#66!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!)*#!0#9#4,%/#+)!,1!
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! 8,!(+)#.&$)#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+),!$44!$0/(+(6)&$)(9#!&#.-4$)(,+6!
$+0!%&,'#0-&#67!)
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E$"0(++&"7&>%)-3-+2$#2-<(&/(61=#2-"3+&#3%&E$"0(%1$(+&;(<(=".)(32&&
H&#%$&$)(,+!!
Y N IP&
" " " V7! 8*#!,&.$+(<$)(,+!',+6-4)6!5()*!$+0!6##36!(+9,49#/#+)!,1!3+,54#0.#$24#!
/#/2#&6!,1!0(9#&6#!'-4)-&$4!',//-+()(#6!(+!)*#!0#9#4,%/#+)!,1!
$0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#67!
" " " J7! 8*#!,&.$+(<$)(,+!&#9(#56!.,9#&+/#+)!6)$)-)#6;!6,'(,N0#/,.&$%*('!)&#+06;!
$+0!,)*#&!&#6#$&'*!&#%,&)6!&#4$)#0!),!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#7!
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I#9#4,%/#+)!,1!>0/(+(6)&$)(9#!c#.-4$)(,+6!$+0!H&,'#0-&#6!
Y N IP&
" " " ^7! 8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!3+,54#0.#$24#!/#/2#&6!,1!
'-4)-&$4!',//-+()(#6;!0#9#4,%6!&#.-4$)(,+6!$+0!%&,'#0-&#6!)*$)!0#$4!5()*!
'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#7!
" " " Z7! 8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!3+,54#0.#$24#!/#/2#&6!,1!
'-4)-&$4!',//-+()(#6;!(+)#.&$)#6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+),!$44!
$0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#67!
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c#9(#5!$+0!c#9(6(,+!,1!T=(6)(+.!>0/(+(6)&$)(9#!c#.-4$)(,+6!$+0!H&,'#0-&#6!
Y N IP&
" " " Y7! 8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!3+,54#0.#$24#!6)$11!$+0!'-4)-&$44:!
0(9#&6#!/#/2#&6;!&#9(#56!$+0!&#/,9#6!2($6#6!(+!)*#!#=(6)(+.!&#.-4$)(,+6!
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" " " \7! 8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!3+,54#0.#$24#!6)$11!$+0!'-4)-&$44:!
0(9#&6#!/#/2#&6;!&#9(#56!$+0!&#9(6#6!#=(6)(+.!&#.-4$)(,+6!$+0!%&,'#0-&#6!
),!#+6-&#!)*$)!)*#:!$00&#66!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#7!
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@,//-+('$)(,+!n!L/%4#/#+)$)(,+!,1!>0/(+(6)&$)(9#!c#.-4$)(,+6!$+0!H&,'#0-&#6!
Y N IP&
" " " _7! 8*#!,&.$+(<$)(,+!#6)$24(6*#6!/#'*$+(6/6!),!',//-+('$)#!$0/(+(6)&$)(9#!
&#.-4$)(,+6!$+0!%&,'#0-&#6!),!$44!2,$&0!/#/2#&6;!6)$11;!9,4-+)##&6;!'4(#+)6!
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" " " ]7! 8*#!,&.$+(<$)(,+!*$6!6:6)#/6!(+!%4$'#!),!6-%%,&)!$44!%#&6,++#4!),!
(/%4#/#+)!&#4#9$+)!$0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!),!$00&#66!
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" " " a7! 8*#!,&.$+(<$)(,+!#+6-&#6!$0#O-$)#!*-/$+!$+0!1(+$+'($4!&#6,-&'#6!$&#!
$44,'$)#0!1,&!(/%4#/#+)$)(,+!,1!$0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!
%&,'#0-&#67!
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T9$4-$)(,+!,1!>0/(+(6)&$)(9#!c#.-4$)(,+6!$+0!H&,'#0-&#6!
Y N IP&
" " " VK7!8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!3+,54#0.#$24#!6)$11!$+0!'-4)-&$44:!
0(9#&6#!/#/2#&6;!#9$4-$)#6!#11#')(9#+#66!,1!$0/(+(6)&$)(9#!&#.-4$)(,+6!
$+0!%&,'#0-&#6!5()*!&#6%#')!),!)*#(&!(/%4#/#+)$)(,+!$+0!,-)',/#67!
" " " VV7!8*#!,&.$+(<$)(,+!#+6-&#6!1,&/$4!%&,'#0-&#6!$&#!(+!%4$'#!1,&!%&,.&#66!
&#%,&)6!,+!(/%4#/#+)$)(,+!,1!$0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#67!
!
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I(?&>$(#+&"7&>%)-3-+2$#2-<(&/(61=#2-"3+&#3%&E$"0(%1$(+&
Y N IP&
" " " VJ7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!(+'4-0#!'4#$&!6)$)#/#+)6!)*$)!
6-%%,&)!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#7!
" " " V^7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!&#'&-()/#+)!$+0!6#4#')(,+!,1!#/%4,:##67!
" " " VZ7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!/$+0$)#!'-4)-&$4!',/%#)#+'#!
$6!$!O-$4(1('$)(,+!&#O-(&#/#+)!1,&!$44!%,6()(,+6!(+!)*#!,&.$+(<$)(,+7!
" " " VY7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!,-)4(+#!$'',-+)$2(4():!
/#$6-&#6!),!/,+(),&!$+0!$%%&$(6#!%#&1,&/$+'#!,1!$44!6)$11!(+!)*#!$&#$!,1!
'-4)-&$4!',/%#)#+'#7!
" " " V\7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!0#9#4,%/#+)!,1!%&,.&$/6!$+0!6#&9('#67!
" " " V_7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!6#4#')(,+!,1!/#)*,06!,1!6#&9('#6!$+0!6)$+0$&06!,1!6#&9('#67!
" " " V]7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!/$+0$)#!'-4)-&$4!',/%#)#+'#!
$6!$!3#:!$&#$!1,&!%&,1#66(,+$4!0#9#4,%/#+)!$+0!)&$(+(+.!1,&!$44!6)$117!
" " " Va7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!#6)$24(6*!%&,'#66#6!1,&!0#$4(+.!
5()*!'-4)-&$44:!2($6#0!(+'(0#+)6;!',/%4$(+)6!$+0!&#6,4-)(,+!,1!(+)#&'-4)-&$4!
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" " " JK7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!1(+$+'($4!/$+$.#/#+)!$+0!&#6,-&'#!$44,'$)(,+7!
" " " JV7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!1-+0!0#9#4,%/#+)!
" " " JJ7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!',//-+():!&#4$)(,+6!$+0!%$&)+#&6*(%67!
" " " J^7!>0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
',/%#)#+'#!(+!',//-+('$)(,+7!
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$0/(+(6)&$)(9#!&#.-4$)(,+6!$+0!%&,'#0-&#6l!!
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27! R#0(-/!)#&/!U^!),!Y!:#$&6Wl!
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Y7! 8(/#4(+#6!1,&!&#%,&)(+.!
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TOOL 6: BUSINESS PLAN DEVELOPMENT

)
@<T#$&'(#,)
! 8,!4$:!$%%&,%&($)#!#/%*$6#6!,+!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!)*#!
2-6(+#66!%4$++(+.!%&,'#667)
! 8,!(+)#.&$)#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!$44!$6%#')6!,1!$!2-6(+#66!%4$+7)
)
Y=Yes N=No IP=In Progress&
)
E=#33-36&E$"0(++&
Y N IP&
" " " V7! 8*#!,&.$+(<$)(,+!',+6-4)6!$+0!(+9,49#6!'-4)-&$44:!0(9#&6#!6)$11!$+0!
',//-+():!/#/2#&6!(+!)*#!2-6(+#66!%4$++(+.!%&,'#667!
" " " J7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!()6!
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$+$4:6(6;!.$%!$+$4:6(6;!HTB8!UH,4()('$4;!T+9(&,+/#+)$4;!B,'($4!$+0!
8#'*+,4,.('$4W!$+$4:6(6;!#)'7W7!
" " " ^7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!()6!
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8*&#$)6W!$+$4:6(6;!#)'7W7!
" " " Z7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!()6!
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" " " Y7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
#9$4-$)(+.!,%)(,+6!$+0!/$3(+.!0#'(6(,+6!1,&!()6!2-6(+#66!%4$+7!
" " " \7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!)*#!
(/%4#/#+)$)(,+!,1!()6!2-6(+#66!%4$+7!
)
!
!1+-3(++&E=#3&&
Y N IP&
" " " _7! 8*#!2-6(+#66!%4$+!&#',.+(<#6!$+0!*(.*4(.*)6!(66-#6!&#4$)#0!),!'-4)-&$4!
0(9#&6():!$+0!',/%#)#+'#7!
" " " ]7! 8*#!2-6(+#66!%4$+!$00&#66#6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
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" " " VK7!8*#!2-6(+#66!%4$+!$00&#66#6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
,-)4(+(+.!2-6(+#66!,%#&$)(,+67!
" " " VV7!8*#!2-6(+#66!%4$+!$00&#66#6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
#9$4-$)(,+!/#'*$+(6/6!,1!2-6(+#66!%4$+7!
" " " VJ7!8*#!2-6(+#66!%4$+!$00&#66#6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
1(+$+'($4!%4$++(+.7!
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! ! !
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TOOL 7: HUMAN RESOURCES MANAGEMENT

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! 8,!#+6-&#!$!'-4)-&$44:!0(9#&6#!$+0!',/%#)#+)!5,&31,&'#7)
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&#6,-&'#6!/$+$.#/#+);!(+'4-0(+.o!&#'&-()/#+)!$+0!6#4#')(,+!,1!%#&6,++#4;!
%#&6,++#4!&#)#+)(,+;!%&,1#66(,+$4!0#9#4,%/#+)!$+0!)&$(+(+.;!#/%4,:##!
&#6%,+6(2(4()(#6;!6-%#&9(6(,+!$+0!%#&1,&/$+'#!$%%&$(6$4;!9,4-+)##&!/$+$.#/#+)!
$+0!',/%4$(+)6!%&,'#66!$+0!%&,'#0-&#67)
)
)
/(0$1-2)(32&#3%&5(=(02-"3&"7&E($+"33(=&
!
Y N IP&
" " " V7! H#&6,++#4!%&$')('#6!',/%4:!5()*!)*#!@$+$0($+!$+0!%&,9(+'($4!*-/$+!
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" " " ^7! T/%4,:/#+)!,%%,&)-+()(#6!$&#!$09#&)(6#0!(+!0(9#&6#!6,'($4!$+0!'-4)-&$4!
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" " " Z7! 8*#!,&.$+(<$)(,+!&#O-(&#6!3+,54#0.#!$+0!63(446!&#4$)#0!),!'-4)-&$4!
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" " " Y7! 8*#!,&.$+(<$)(,+!*$6!'4#$&!%&,'#66#6!$+0!%&,'#0-&#6!1,&!1$(&!$%%&$(6$4!,1!
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" " " \7! 8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!'-4)-&$44:!0(9#&6#!',//-+()(#6;!
(0#+)(1(#6!$+0!&#/,9#6!'-4)-&$4!2($6#6!(+!()6!*(&(+.!$+0!6'&##+(+.!
%&,'#0-&#67!!
)
E($+"33(=&/(2(32-"3&
!
Y N IP&
" " " _7! 8*#!,&.$+(<$)(,+!$11(&/6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!$6!(+)#.&$4!),!
()6!,&.$+(<$)(,+$4!/(66(,+;!9(6(,+!$+0!9$4-#67!
" " " ]7! 8*#!,&.$+(<$)(,+!$'3+,54#0.#6!)*#!&(.*)!,1!(+0(9(0-$4!#/%4,:##6!),!)*#(&!
'-4)-&$4!'-6),/6;!2#4(#16!$+0!%&$')('#6!$+0!#+',-&$.#6!#/%4,:##6!),!
%&$')('#!)*#(&!'-6),/67!
" " " a7! 8*#!,&.$+(<$)(,+!0#9#4,%6!$+0!',//-+('$)#6!'4#$&!6)$)#/#+)6!$.$(+6)!
'-4)-&$44:!2($6#0!4$+.-$.#;!2#*$9(,-&6!$+0!%&$')('#67!
!
""" VK7!8*#!,&.$+(<$)(,+!6-%%,&)6!$+0!&#',.+(<#6!#/%4,:##6!5*,!*$9#!
0#/,+6)&$)#0!,-)6)$+0(+.!4#9#46!,1!'-4)-&$4!',/%#)#+'#!(+!)*#(&!%&$')('#67!
""" VV7!8*#!,&.$+(<$)(,+!*$6!'4#$&!6)&$)#.(#6!),!6-%%,&)!$44!#/%4,:##6!),!0#9#4,%!
$+0!$09$+'#!'$&##&!%4$+6!(+!)*#!,&.$+(<$)(,+7!
)
E$"7(++-"3#=&;(<(=".)(32&4&K$#-3-36&&
Y N IP&
" " " VJ7!8*#!,&.$+(<$)(,+!&#',.+(<#6!'-4)-&$4!',/%#)#+'#!$6!,+#!,1!)*#!3#:!$&#$6!
,1!',+)(+-(+.!%&,1#66(,+$4!0#9#4,%/#+)!1,&!%#&6,++#4!$)!$44!4#9#46!$+0!
9,4-+)##&67!
" " " V^7!8*#!,&.$+(<$)(,+!&#',.+(<#6!'-4)-&$4!',/%#)#+'#!$6!$+!#4(.(24#!$&#$!1,&!
#0-'$)(,+$4!$66(6)$+'#7!
" " " VZ7!8*#!,&.$+(<$)(,+;!(+!',44$2,&$)(,+!5()*!'-4)-&$44:!0(9#&6#!',//-+()(#6!
$+0!,&.$+(<$)(,+6;!%&,9(0#6!6-6)$(+$24#;!',/%&#*#+6(9#!'-4)-&$4!
',/%#)#+'#!)&$(+(+.!),!%#&6,++#4!$)!$44!4#9#46!$+0!9,4-+)##&67!
)
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Y N IP&
" " " VY7!8*#!,&.$+(<$)(,+!#=%4('()4:!,-)4(+#6!3+,54#0.#!$+0!63(446!&#4$)#0!),!
'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!$6!$!&#O-(&#/#+)!(+!P,2!0#6'&(%)(,+6!1,&!
$44!#/%4,:##67!
" " " V\7!8*#!,&.$+(<$)(,+!(0#+)(1(#6!'-4)-&$4!',/%#)#+'#!$6!,+#!,1!)*#!3#:!$&#$6!,1!
1,'-6!(+!%#&1,&/$+'#!$%%&$(6$4!,1!$44!#/%4,:##67!
" " " V_7!8*#!,&.$+(<$)(,+!#6)$24(6*#6!(+6)&-/#+)6!$+0!/#$6-&#6!),!$%%&$(6#!
#/%4,:##6!1,&!'-4)-&$4!',/%#)#+'#7!
)
D"=132(($&'#3#6()(32&&
Y N IP&
" " " V]7!8*#!,&.$+(<$)(,+!*$6!$!%&,$')(9#!$+0!%-&%,6#1-4!%&,.&$/!),!&#'&-()!
9,4-+)##&6!1&,/!'-4)-&$44:!0(9#&6#!',//-+()(#67!
" " " Va7!8*#!,&.$+(<$)(,+!%&,9(0#6!,&(#+)$)(,+!$+0!,+.,(+.!)&$(+(+.!,%%,&)-+()(#6!
1,&!$44!9,4-+)##&6!),!0#9#4,%!'-4)-&$4!',/%#)#+'#7!
" " " JK7!8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!(+!0#6(.+(+.!9,4-+)##&(+.!
,%%,&)-+()(#67!
" " " JV7!8*#!,&.$+(<$)(,+!*$6!/#'*$+(6/6!(+!%4$'#!),!$%%&$(6#!9,4-+)##&6M!
%#&1,&/$+'#!(+!)*#!$&#$6!,1!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!!
)
!
F").=#-32+&E$"0(++(+&4&F"37=-02&/(+"=12-"3&&
Y N IP&
" " " JJ7!8*#!,&.$+(<$)(,+!*$6!'4#$&!%&,'#66#6!$+0!%&,'#0-&#6!),!0#$4!5()*!
'-4)-&$44:!2($6#0!(+'(0#+)6;!',/%4$(+)6!$+0!(+)#&'-4)-&$4!',+14(')67!
" " " J^7!8*#!,&.$+(<$)(,+!*$6!6-%%,&)!(+!%4$'#!1,&!)*,6#!5*,!*$9#!2##+!6-2P#')#0!
),!'-4)-&$44:!2($6#0!2#*$9(,-&7!
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!
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27! R#0(-/!)#&/!U^!),!Y!:#$&6Wl!
! ! !
! ! !
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! ! !
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! ! !
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Z7! "*,!5(44!4#$0!,-&!+#=)!6)#%6l!!
! ! !
! ! !
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!
Y7! 8(/#4(+#6!1,&!&#%,&)(+.!
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!
TOOL 8: FINANCIAL DEVELOPMENT AND

MANAGEMENT
)
@<T#$&'(#)
! 8,!(+)#.&$)#!'-4)-&$4!0(9#&6():!(+),!,&.$+(<$)(,+$4!1-+')(,+6!(+!)*#!$&#$6!,1!1-+0!
0#9#4,%/#+)!$+0!1(+$+'($4!/$+$.#/#+)!$+0!$44,'$)(,+7)
)
)
L13%&;(<(=".)(32&&
Y N IP&
" " " V7! 8*#!,&.$+(<$)(,+!$00&#66#6!'-4)-&$4!0(9#&6():!$+0!'-4)-&$4!',/%#)#+'#!(+!
()6!1-+0!0#9#4,%/#+)!%4$+7!
" " " J7! 8*#!,&.$+(<$)(,+!$0,%)6!.-(0#4(+#6!1,&!#)*('$4!1-+0!0#9#4,%/#+)7!!
" " " ^7! 8*#!,&.$+(<$)(,+!0#9#4,%6!$+0!(/%4#/#+)6!$!',*#&#+)!1-+0!0#9#4,%/#+)!
%4$+!)*$)!6##36!1-+0(+.!6-%%,&)!1&,/!0(9#&6#!',//-+()(#6!$+0!6,-&'#67!
" " " Z7! 8*#!,&.$+(<$)(,+!6##36!0,+$)(,+6!1&,/!'-4)-&$44:!0(9#&6#!(+0(9(0-$46;!
2-6(+#66#6;!&#4(.(,-6!.&,-%6!$+0!,)*#&!'-4)-&$4!,&.$+(<$)(,+67!
" " " Y7! 8*#!,&.$+(<$)(,+!6,4('()6!1-+0(+.!1&,/!1,-+0$)(,+6;!.,9#&+/#+)!
%&,.&$/6!$+0!'*$&()$24#!(+0(9(0-$46!$+0!,&.$+(<$)(,+6!)*$)!%&,9(0#!
1-+0(+.!1,&!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+()($)(9#67!
" " " \7! 8*#!,&.$+(<$)(,+!$00&#66#6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!1-+0(+.!
$%%4('$)(,+6!$+0!%&,%,6#0!2-0.#)67!
" " " _7! 8*#!,&.$+(<$)(,+!(+9,49#6!'-4)-&$44:!0(9#&6#!',//-+()(#6!(+!()6!1-+0N
&$(6(+.!#11,&)67!
)
L-3#30-#=&'#3#6()(32&#3%&>=="0#2-"3&
Y N IP&
" " " ]7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
0#9#4,%/#+)!,1!,%#&$)(+.!2-0.#)67!
" " " a7! 8*#!,&.$+(<$)(,+!$44,'$)#6!$0#O-$)#!&#6,-&'#6!),!$00&#66!'-4)-&$4!
0(9#&6():!$+0!',/%#)#+'#!(+!0#9#4,%/#+)!$+0!0#4(9#&:!,1!%&,.&$/6!$+0!
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! ! !
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!
$7! B*,&)!)#&/l!
! ! !
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27! R#0(-/!)#&/!U^!),!Y!:#$&6Wl!
! ! !
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Y7! 8(/#4(+#6!1,&!&#%,&)(+.!
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TOOL 9: RESEARCH, INFORMATION MANAGEMENT

AND COMMUNICATION
)
@<T#$&'(#))
! 8,!%&,/,)#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!&#6#$&'*;!(+1,&/$)(,+!
/$+$.#/#+)!$+0!',//-+('$)(,+7!
!
!
/(+(#$0,&#3%&M37"$)#2-"3&'#3#6()(32&
Y N IP&
" " " V7! 8*#!,&.$+(<$)(,+!&,-)(+#4:!&#6#$&'*#6!$+0!-%0$)#6!6,'(,N0#/,.&$%*('!
)&#+06!$+0!(66-#6!1$'(+.!0(9#&6#!%,%-4$)(,+6!(+!)*#!',//-+():7!!
" " " J7! 8*#!,&.$+(<$)(,+!*$6!$+!(+1,&/$)(,+!/$+$.#/#+)!6:6)#/!),!)&$'3!'-4)-&$4!
0(9#&6():!,1!#/%4,:##6!$+0!9,4-+)##&6!$)!$44!4#9#467!
" " " ^7! 8*#!,&.$+(<$)(,+!&#6#$&'*#6!$+0!0,'-/#+)6!#11#')(9#!%&$')('#6!)*$)!
$00&#66!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#7!
" " " Z7! 8*#!,&.$+(<$)(,+!-6#6!'-&&#+)!&#6#$&'*!$+0!(+1,&/$)(,+!),!.-(0#!)*#(&!
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6#&9('#67!!
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F"))13-0#2-"3&&
Y N IP&
" " " Y7! 8*#!,&.$+(<$)(,+;!(+!',+6-4)$)(,+!5()*!'-4)-&$44:!0(9#&6#!',//-+()(#6!$+0!
3+,54#0.#$24#!6)$11;!&#.-4$&4:!&#9(#56!$+0!&#/,9#6!'-4)-&$4!2($6#6!(+!
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" " " \7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!'-4)-&$4!+-$+'#6!(+!$44!
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" " " _7! 8*#!,&.$+(<$)(,+!%&,/,)#6!-6#!,1!/-4)(N4$+.-$.#6!(+!()6!',//-+('$)(,+7!
" " " ]7! 8*#!,&.$+(<$)(,+!0#9#4,%6!&#6%,+6(9#!6)&-')-&#6!),!',//-+('$)#!$+0!
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! ! !
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(+1,&/$)(,+!/$+$.#/#+)!$+0!',//-+('$)(,+l!
!
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!
27! R#0(-/!)#&/!U^!),!Y!:#$&6Wl!
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! ! !
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!
TOOL 10: COMMUNITY OUTREACH, PARTNERSHIP

AND ADVOCACY
)
@<T#$&'(#,)
! 8,!1$'(4()$)#!#11#')(9#!',//-+():!,-)&#$'*;!$09,'$':!$+0!%$&)+#&6*(%6!5()*!
'-4)-&$44:!0(9#&6#!',//-+()(#67!
! 8,!$'*(#9#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!',//-+():!,-)&#$'*;!$09,'$':!
$+0!',//-+():!%$&)+#&6*(%!2-(40(+.7!
)
)
F"))13-2?&:12$(#0,&4&F"))13-0#2-"3&
Y N IP&
" " " V7! 8*#!,&.$+(<$)(,+!*$6!$!%4$+!(+!%4$'#!),!0#9#4,%!$+0!+-&)-&#!&#4$)(,+6*(%6!
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" " " J7! 8*#!,&.$+(<$)(,+!(+9,49#6!'-4)-&$44:!0(9#&6#!6)$11;!9,4-+)##&6!$+0!
',//-+():!/#/2#&6!(+!0#9#4,%(+.!,-)&#$'*!6)&$)#.(#67!!
" " " ^7! 8*#!,&.$+(<$)(,+!(0#+)(1(#6!',//-+('$)(,+!+#)5,&36!U6-'*!$6!-6#!,1!
#)*+('!+#56%$%#&6;!$+0!8Q!$+0!&$0(,!%&,.&$/6W!)*$)!5(44!&#$'*!/#/2#&6!
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" " " Z7! 8*#!,&.$+(<$)(,+!%&,/,)#6!'-4)-&$4!0(9#&6():!$+0!(6!6#+6()(9#!),!'-4)-&$4!
+-$+'#6!(+!0#9#4,%(+.!()6!/#66$.#6!1,&!',//-+('$)(,+7!!
" " " Y7! 8*#!,&.$+(<$)(,+!$44,'$)#6!$0#O-$)#!*-/$+!$+0!1(+$+'($4!&#6,-&'#6!1,&!
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Y N IP&
" " " \7! 8*#!,&.$+(<$)(,+!0#9#4,%6!/#$+(+.1-4!%$&)+#&6*(%6!2#)5##+!)*#!
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" " " _7! 8*#!,&.$+(<$)(,+!#+',-&$.#6!#/%4,:##6!),!-6#;!$6!$%%&,%&($)#;!)*#!
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" " " ]7! 8*#!,&.$+(<$)(,+!#+',-&$.#6!#/%4,:##6!),!%$&)('(%$)#!(+!',//-+():!
+#)5,&36!)*$)!$09$+'#!'-4)-&$4!',/%#)#+'#!(+!)*#!,&.$+(<$)(,+!$+0!(+!)*#!
',//-+():7!
!
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""" a7! 8*#!,&.$+(<$)(,+!*$6!,+.,(+.!',+6-4)$)(,+6!5()*!'-4)-&$44:!0(9#&6#!

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$0/(+(6)&$)(,+!%&$')('#6;!$+0!6#&9('#!0#4(9#&:7!!
""" VK7!8*#!,&.$+(<$)(,+!*$6!$!',/%&#*#+6(9#!6)&$)#.:!),!6##3!$+0!1$'(4()$)#!
%$&)('(%$)(,+!,1!'-4)-&$44:!0(9#&6#!',//-+()(#6!(+!)*#!0(11#&#+)!
,&.$+(<$)(,+$4!4#9#46!U.,9#&+$+'#;!$0/(+(6)&$)(,+!$+0!/$+$.#/#+);!$+0!
6#&9('#!0#4(9#&:W7!!
""" VV7!8*#!,&.$+(<$)(,+!*$6!6-%%,&)!(+!%4$'#!1,&!'-4)-&$44:!0(9#&6#!/#/2#&6!),!
1$'(4()$)#!)*#(&!#O-()$24#;!#11#')(9#!%$&)('(%$)(,+!(+!)*#!0(11#&#+)!
,&.$+(<$)(,+$4!4#9#46!U.,9#&+$+'#;!$0/(+(6)&$)(,+!$+0!/$+$.#/#+);!$+0!
6#&9('#!0#4(9#&:W7!!
)
>%<"0#0?&&
Y N IP&
" " " VJ7!8*#!,&.$+(<$)(,+!(6!',//())#0!),!5,&3!5()*!',//-+():!.&,-%6!),!
$09,'$)#!1,&!1$(&!)&#$)/#+);!#O-():;!#O-$4():!$+0!$''#66!),!%$&)('(%$)(,+!,1!
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" " " V^7!8*#!,&.$+(<$)(,+!(6!(+9,49#0!(+!#11,&)6!),!$09,'$)#!1,&!%&,.&$/6;!
&#.-4$)(,+6!$+0!6#&9('#6!)*$)!0(&#')4:!$+0!(+0(&#')4:!(/%$')!'-4)-&$44:!
0(9#&6#!/#/2#&6!(+!)*#!',//-+():7!
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)
V7! "*$)!*$9#!5#!0,+#!5#44!),!%&,/,)#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!
',//-+():!,-)&#$'*!$+0!%$&)+#&6*(%l!!
! ! !
! ! !
! ! !
!
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! ! !
! ! !
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! ! !
! ! !
! ! !
!
TOOL 11: SERVICE DEVELOPMENT AND STANDARDS

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Y=Yes N=No IP=In Progress
)
5($<-0(&52#3%#$%+&
Y N IP&
" " " V7! 8*#!,&.$+(<$)(,+!%&,/,)#6!'-4)-&$4!',/%#)#+'#!$6!$!6#&9('#!6)$+0$&07!
" " " J7! 8*#!,&.$+(<$)(,+!',+6(0#&6!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+!()6!
6#4#')(,+!,1!/#)*,06!,1!6#&9('#7!
" " " ^7! 8*#!,&.$+(<$)(,+;!(+!',44$2,&$)(,+!5()*!'-4)-&$44:!0(9#&6#!/#/2#&6!$+0!
3+,54#0.#$24#!6)$11;!'&()('$44:!#9$4-$)#6;!(0#+)(1(#6!$+0!&#/,9#6!'-4)-&$4!
2($6#6!$+0!2$&&(#&6!(+!()6!/#)*,06!,1!6#&9('#7!
)
5($<-0(&;(<(=".)(32&
H&#%$&$)(,+!!
Y N IP&
" " " Z7! 8*#!,&.$+(<$)(,+!',44#')6;!/$(+)$(+6!$+0!$+$4:<#6!'-4)-&$44:!6%#'(1('!0$)$;!
6-'*!$6!6,'(,N0#/,.&$%*('!(+1,&/$)(,+;!+##06!$+0!6)&#+.)*67!
" " " Y7! 8*#!,&.$+(<$)(,+!(6!3+,54#0.#$24#!$2,-)!6#&9('#6!,11#&#0!),!'-4)-&$44:!
0(9#&6#!%,%-4$)(,+6!(+!)*#!',//-+():7!
" " " \7! 8*#!,&.$+(<$)(,+!&#9(#56!&#6#$&'*!&#4$)#0!),!%#&6,+$4!$+0!6:6)#/('!(66-#6!
1$'(+.!%#,%4#!,1!9$&(,-6!'-4)-&$4!.&,-%6;!$6!5#44!$6!2#6)!%&$')('#6!),!0#$4!
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" " " _7! 8*#!,&.$+(<$)(,+!(+9,49#6!'-4)-&$44:!0(9#&6#!/#/2#&6!(+!0#9#4,%/#+)!,1!
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)
!
>66#66/#+)!
Y N IP&
" " " ]7! 8*#!,&.$+(<$)(,+!',+6-4)6!5()*!'-4)-&$44:!0(9#&6#!',//-+()(#6!),!(0#+)(1:!
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)
C,$46!$+0!`2P#')(9#6!
Y N IP&
" " " VJ7!H&,%,6#0!.,$46!$+0!,2P#')(9#6!,1!%&,.&$/6!$+0!6#&9('#6!'4#$&4:!$00&#66!
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)
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" " " VY7!H&,%,6#0!%&,.&$/6!$+0!6#&9('#6!$00&#66!'-4)-&$4!0(9#&6():!$+0!
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)
!
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" " " Va7!8*#!,&.$+(<$)(,+!$44,'$)#6!$0#O-$)#!&#6,-&'#6!),!$00&#66!'-4)-&$4!
0(9#&6():!$+0!',/%#)#+'#!(+!%&,.&$/6!$+0!6#&9('#67!!
)
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Y N IP&
" " " JK7!8*#!,&.$+(<$)(,+!',+6-4)6!5()*!'-4)-&$44:!0(9#&6#!/#/2#&6!),!(0#+)(1:!
0#6(&#0!,-)',/#6;!(+0('$),&6!,1!6-''#66!$+0!(/%$')67!
" " " JV7!8*#!,&.$+(<$)(,+!#+6-&#6!)*$)!#9$4-$)(,+!%4$+6!1,&!6#&9('#6!$00&#66!
'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#7!
" " " JJ7!8*#!,&.$+(<$)(,+!*$6!'4#$&!%&,'#66#6!),!#9$4-$)#!6*,&)!$+0!4,+.!)#&/!
(/%$')!,1!6#&9('#6!,+!'-4)-&$44:!0(9#&6#!',//-+()(#67!
!
Recommended Websites & Resources
Charity Village: http://www.charityvillage.com This website offers a wide range of support
and resources for organizational management and administration.
Conference Board of Canada: www.conferenceboard.ca This website offers many
thoughtful and practical documents related to cultural diversity and organizational
management.
Free Management Library: http://www.managementhelp.org This website is an excellent
gateway to many resources that address various aspects of human service management.
Volunteer Canada and Volunteer Calgary: www.volunteer.ca and
www.volunteercalgary.ab.ca This website offers many useful publications related to
cultural diversity and human service management.
A Toolkit for Developing Social Purpose Business Plan: http://nvn-toolkit.seedco.org/
This toolkit provides step by step guide for development of human service business plan.
!
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! ! !
! ! !
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!
$7! B*,&)!)#&/l!
! ! !
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! ! !
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! ! !
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! ! !
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! ! !
! ! !
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!
Y7! 8(/#4(+#6!1,&!&#%,&)(+.!
! ! !
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!
TOOL 12: DELIVERY OF SERVICES

!
@<T#$&'(#)
! 8,!(+)#.&$)#!'-4)-&$4!0(9#&6():!$+0!',/%#)#+'#!(+),!$44!$6%#')6!,1!6#&9('#!
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,1!6#&9('#6;!6#&9('#!%&,9(6(,+!$+0!#9$4-$)(,+7!
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Y N IP&
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(+0(9(0-$4;!1$/(4:!$+0!6)&-')-&$4!(66-#6!1$'(+.!/#/2#&6!,1!'-4)-&$4!
.&,-%67!
" " " J7! B)$11!/#/2#&6!',+6-4)!5()*!/#/2#&6!,1!'-4)-&$4!.&,-%6!$2,-)!#/#&.(+.!
+##06!$+0!(66-#6;!$+0!'-4)-&$44:!&#6%,+6(9#!6)&$)#.(#6!),!$00&#66!)*,6#!
(66-#67!
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',//-+()(#67!
!
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" " " Y7! B)$11!/#/2#&6!%,66#66!'&,66N'-4)-&$4!3+,54#0.#!$+0!63(446!),!',+0-')!
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(+%-)!$+0!%&,9(0#!1##02$'3!,+!)*#(&!$66#66/#+)7!
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Y N IP&
" " " VZ7!B)$11!/#/2#&6!(+9,49#!'-4)-&$44:!0(9#&6#!6)$11;!9,4-+)##&!$+0!',//-+():!
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!
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!
TOOL 13: SUMMARY & NEXT STEPS

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$7!D,$&0!/#/2#&6*(%! ! !
Uqualifications; recruitment
!
and screening of new board
members; board orientation !
and development; board
responsibilities and !
accountability) !
27!D,$&0!%&,'#66!$+0!1-+')(,+6! ! !
Ustyles of governance;
development of organization’s
vision, mission and values;
organizational planning;
resource management;
selection of chief executive
director; community relations)
'7!C,9#&+$+'#!%,4(':! ! !
0#9#4,%/#+)!Upolicy
!
development process; key
policy areas) !
! !
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PART IV:
CULTURAL COMPETENCE-BASED
FUNDING ASSESSMENT
Tool 14: Funding Priorities, Eligibility and Application Process
Tool 15: Assessment of Grant Seeking Organization
Tool 16: Assessment of Funding Application
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Part IV: Cultural Competence Based Funding Assessment 107
TOOL 14: FUNDING PRIORITIES, ELIGIBILITY AND

APPLICATION PROCESS
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TOOL 15: ASSESSMENT OF GRANT SEEKING

ORGANIZATION
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GLOSSARY OF TERMS
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Glossary of Terms 115
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REFERENCES
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HR=';",21,47!T0/,+),+;!>Do!>-)*,&7!!
D$0#)6;!G7!n!A,5$)6,+NF#,;!F7!UVaaaW7!L+-+,$'1))14%&,$?'1,'$6+'K(%B;(%-+7!@$+$0($+!B,'($4!
8&#+06;!B%&(+.;!%%7!V\NJ^!
Dq4$+.#&;!>7!n!R$4#+1$+);!T7!@7!UJKKYW7!T)*+,'-4)-&$4!0(9#&6():!(+!@$+$0$o!H&,6%#')6!1,&!
JKV_7!!&,&21&,'R(-1&#'>%+,2?S'T1,$+%;!%%7V]NJV7!
!D4$'3;!G7!A7!$+0!A('36;!R7!D7!UJKK\$W7!8*#!9(#56!,1!)*#!-+0#&&#%&#6#+)#0o!Q(6(24#!
/(+,&():!'$+0(0$)#6!,+!#4#'),&$4!0#/,'&$':!(+!@$+$0$7!H#+-$(%&#'E,?146$;!]UJW7!!
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#4#')(,+7!!&,&21&,':&%#1&)+,$&%A'L+F1+KS'UPUJW;!%%7J\N^V7!
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!
In contemporary multicultural society, an organization’s wellbeing
and success are contingent upon its ability to work effectively with
CULTURAL
various racial, ethnic, religious and linguistic groups. This resource,
Cultural Competence: A Guide to Organizational Change, accompanies
organizations in their sustainable, transforming efforts to integrate cultural
diversity into all aspects of their structure and functions.
COMPETENCE
This well-researched, theoretically and practically sound Guide features:
• A comprehensive analysis of the demographic, social, political,
economic and legislative realities that are relevant to cultural diversity in
Canada;
• Conceptual discussion of culture, cultural competence process and
culturally competent organizations;
CULTURAL COMPETENCE
• A series of practical tools to help organizations to integrate cultural
diversity and competence into all aspects of their governance,
management and administration, and service delivery;
• Suggested guidelines for cultural competence-based funding assessment
for funding organizations; and
• An accompanying CD that offers the content of this Guide in Microsoft
Word and PDF formats, as well as detailed information and data related
to cultural diversity in various social, political and economic arenas.
The Department of Canadian Heritage works towards a more cohesive and
creative Canada. Its strategic outcomes are: (1) Canadians express and
share their diverse cultural experiences with each other and the world; and
(2) Canadians live in an inclusive society built on intercultural
understanding and citizen participation. The Department is committed to
diversity and multiculturalism, and has supported initiatives and projects
that address issues related to Aboriginal affairs, anti-racism, cultural
diversity, human rights, inclusive institutions, multiculturalism, official
languages and women. For more information, visit http://www.pch.gc.ca/
Hieu Van Ngo is a diversity consultant, scholar, social work practitioner,
and community activist. He is known as both a critical thinker and a
pragmatic practitioner. He is the author of several policy and practical
publications. For more information, contact hngo@ucalgary.ca.
by Hieu Van Ngo
Hieu Van Ngo
Canadian Patrimoine
Heritage canadien Prepared for the
ISBN 978-1-100-10609-0 Western Region
Alberta District
Suite 310, 138 - 4th Avenue SE
Calgary AB, T2G 4Z6 Canadian Patrimoine
Heritage canadien
9 781100 106090

Cultural Competence Guide-Condensed

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In contemporary multicultural society, an organization’s wellbeing

Hieu Van Ngo

Prepared for the Department of Canadian Heritage, Western Region

Library and Archives Canada Cataloguing in Publication

Ngo, Hieu Van, 1972-

“Prepared for the Department of Canadian Heritage, Western Region”.

1. Diversity in the workplace. 2. Personnel management. 3. Organizational

HF5549.5.M5N56 2008 658.3008 C2008-980305-1

Cover and text design: Ben Li

CULTURAL COMPETENCE INSTRUMENT ..................................51!

CULTURAL COMPETENCE-BASED FUNDING ASSESSMENT....105!

Figure 1: Interactions between an organization and various realities.

Social Realities: Key Points

Political Realities: Key Patterns

Economic Realities: Key Points

Links to Legislative Frameworks

Canadian Human Rights Act:

Canadian Multiculturalism Act:

Employment Equity Act:

Provincial/Territorial Human Rights Legislation:

Recommended On-Line Resources

Statistics Canada: http://www.statscan.ca/menu-en.htm

Canadian Heritage: http://www.pch.gc.ca

Citizenship and Immigration Canada: http://www.cic.gc.ca

Government of Canada: http://www.canada.gc.ca/home.html

Canada Metropolis: http://canada.metropolis.net/index_e.html

Canadian Race Relations Foundations: http://www.crr.ca

Coalition for Equal Access to Education: http://www.eslaction.com

Conference Board of Canada: http://www.conferenceboard.ca

Institute for Research on Pubic Policy: http://www.irpp.org

Google Scholar: http://scholar.google.ca

CULTURAL COMPETENCE CONTINUUM

Chinese Exclusion Act

Some Indicators of Cultural Pre-Competence

CULTURAL COMPETENCE PROCESS

Figure 3: Cultural Competence Process.

Tips for Purposeful Planning

• Canadian Evaluation Society!s website: http://www.evaluationcanada.ca

• American Evaluation Association!s website: http://www.eval.org/Resources/onlinehbtxt.asp

• Canadian Outcome Research Institute!s website:

ENABLING FACTORS TO CULTURAL COMPETENCE

Figure 4: Enabling Factors to Cultural Competence Process.

DEALING WITH RESISTANCE

CULTURALLY COMPETENT ORGANIZATION OVERVIEW

• Board Membership • Delivery of Services

• Research, Information Management

Board Process & Functions Board Membership Delivery of Services

Governance Policy Development

Management & Administration

SUPPORT, COORDINATION AND REPORTING

TOOL 1: BOARD MEMBERSHIP

TOOL 2: BOARD PROCESSES AND FUNCTIONS

TOOL 3: GOVERNANCE POLICY DEVELOPMENT

Centre Point: http://www.thecentrepoint.ca/today/index.html

Free Management Library: http://www.managementhelp.org

Institute on Governance: http://www.iog.ca/

Volunteer Canada and Volunteer Calgary: http://volunteer.ca and http://volunteercalgary.ab.ca

Wild Rose Foundation: http://www.wildrosefoundation.ca/bdp/default.aspx

TOOL 4: MANAGEMENT AND ADMINISTRATION TEAM

TOOL 5: ADMINISTRATIVE REGULATIONS AND

TOOL 6: BUSINESS PLAN DEVELOPMENT

TOOL 7: HUMAN RESOURCES MANAGEMENT

TOOL 8: FINANCIAL DEVELOPMENT AND

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