1. 1 Dimensions of Diversity Introduction to Diversity Texas Commission on Law Enforcement Officer Standards and Education Course # 3939

2. LEARNING OBJECTIVES Learning Objective 2.0: Learning Objective 2.0: the participant will be able to examines one’s own cultural diversity and how your identity impacts your relationships with others. Learning Objective 2.1: Learning Objective 2.1: the participant will be able to define the term culture. Learning Objective 2.2: Learning Objective 2.2: the participant will be able to understand, articulate and discuss the Cultural Perspective. Learning Objective 2.3: Learning Objective 2.3: the participant will be able to explain where our “cultural programming” comes from. 2

3. 3 Learning Objective 2.4: Learning Objective 2.4: the participant will be able to describe cultural “road map” as it relates to their current behaviors and attitudes. Learning Objective 2.5: Learning Objective 2.5: the participant will be able to explain stereotypes and their role in cultural diversity. Learning Objective 2.6: Learning Objective 2.6: the participant will be able to list examples of “cultural rules”. Learning Objective 2.7: Learning Objective 2.7: the participant will be able to describe the strategies in building “cross-cultural competencies”. Learning Objective 2.8: Learning Objective 2.8: the participant will be able to demonstrate “cultural filters” on automatic.

4. 4 Learning Objective 2.9: Learning Objective 2.9: the participant will be able to describe the Cultural Orientation Model. Learning Objective2.10: Learning Objective2.10: the participant will be able to discuss the development of Diversity Competence. Learning Objective 2.11: Learning Objective 2.11: the participant will be able to solve scenario problems on “culture clash” Learning Objective 2.12: Learning Objective 2.12: the participant will be able to summarize how culture relates to the dimensions of diversity model as described in Unit Goal 1.

5. 5 Unit 2.0 To examines one’s own cultural diversity and how your __________ impacts your relationships with others.

6. ______________ “There exist a great variety of ______________ that are representative of the different regions of the world. combined work of nature and humankind ____________ Being the combined work of nature and humankind, they express a long and intimate relationship between peoples and their natural ____________. 6

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8. Cultural Landscapes __________ _________ “ Cultural landscapes testify to the __________ genius, social development, and the imaginative and spiritual vitality of humanity. They are part of our collective _________.” 8

9. 2.1 DEFINE CULTURE __________ shared among members of a particular group “ __________ The body of learned beliefs, traditions, principles and guides for behavior that are shared among members of a particular group”. 9

10. Values, beliefs, and behaviors common to a large group of people to include: __________Shared __________ ____________________ ___________Ideas and ___________ patterns 10

11. 11 Values, beliefs, and behaviors common to a large group of people to include - Continued: ________________________________ styles _______________Similar “truths” and life _______________

12. The definition of culture includes: __________ __________The body of learned __________, __________, principles and guides for behavior that are shared among members of a particular group 12

13. 13 ____________ ____________Culture serves as a road map for both ____________ and ____________ with the world. _______It is not inherited but instead shaped by the _______ context in which we learn.

14. 2.2. Discuss the Cultural Perspective ______ The cultural perspective is comprised of ______ elements that help define us as individuals. These attributes influence how we function in all areas of our life. 14

15. 15 __________ Because these attributes are less “ __________,” often they are not readily seen as aspects of an individual’s diversity.

16. 2.2 Cultural Perspective cultural perspective define us ____________ The cultural perspective is comprised of core elements that help define us as ____________. These attributes influence how we function in all areas of our life. Because these attributes are less “visible,” often they are not readily seen as aspects of an individual’s diversity. 16

17. 2.2. Cultural Perspective Comprised of core elements that help define us as individuals  ________  ________ class  _________  ___________  ___________ location  __________ ________  ________ ________  Life ________  ___________  ___________ experience  ______  ______ Status - Domestic Partnership  ________  ________ Status  ________ 17

18. 18 2.3. Explain where our “cultural programming” comes from _____________Culturally _____________ by age 3 Born into culture and programmed in our belief system ______________________________ without question

19. 19 Additionally: Culture determines our behavior and attitudes __________No one is __________ free ________Most cultural ________ are never written ________We ________ other people’s behavior through our own cultural software

20. Where did our cultural programming come from? Class Exercise 20 write in each of the outer circles, various influences to their cultural programming. Then next to each circle write the most important rules, norms, and values they learned from that source. Discuss with group. Turn to page 13 in your handout

21. 21 YOU

22. Examples of cultural programming - Beliefs: You can’t teach a dog new tricks… Big boys don’t cry… If you lay down with dogs… These examples often represent cultural attitudes that can be inaccurate. 22

23. 23 YOU Beliefs Values Biases Norms Ed Level Exper- iences Custom Culture

24. Discuss ion with group your What are some of the important rules, norms, and values from your list from each source you listed? How & why are these important? 24

25. 25 2.4. Describe your cultural “road map” as it relates to your current behaviors and attitudes Culture learned ________, traditions, principles, and guides for behaviors that are shared Culture can be defined as the body of learned ________, traditions, principles, and guides for behaviors that are shared among members of a particular group. Culture serves as a “road map” for both perceiving and interacting with the world.

26. Class Exercise #2 Each student will design a sort of “road map” depicting their personal culture. group experience This could be done individually or as a group experience. 26

27. 27 Influences to Cultural Programing

28. 28 2.5. Explain stereotypes and their role in cultural diversity ________________________________ “_____________”“_____________” “Mental _____ Process“Mental _____ Process

29. 29 Misinformation Some of the misinformation given to us can constitute a stereotype If you repeat a lie enough times you become a misinformation specialist

30. 30 “Mental Tapes” _________________ These _________________ become “mental tapes” that affect what we think and feel about situations, people and our environment.

31. 31 “Mental File Process” __________ Our mental data base plays these “ mental tapes ” play automatically through our __________ and learned responses.

32. So, how does this process work? ________ ______ When we stereotype, we place a person in a particular “ ________ ______.” This “mental file” is not necessarily based on information gained through knowledge about or personal experience with the particular person. 32

33. 33

34. 34 ________ Rather, their assignment could be based on what we _ ________ about a group to which the person belongs.

35. Perception - Beliefs 35 Verses REALITY

36. 36 2.6. List examples of “cultural rules” __________Each culture sets expectations or “ __________ rules” for expected behavior ___________Cultural rules provide a ___________ for imparting meaning

37. 37 We learn these rules as children __________By following these rules we reduce __________ ….avoid dangerous open pits

38. 38 Many of these rules become ______________ subconsciously and enter our day to day behavioral actions. They become habits Many of these rules become ______________ subconsciously and enter our day to day behavioral actions. They become habits.Examples: Ethics and habitsEthics and habits Making friends or enemiesMaking friends or enemies

39. 39 Examples - Continued: Sense of ______ and punctualitySense of ______ and punctuality Male/female ________ and relationshipsMale/female ________ and relationships Manners and showing ______ for othersManners and showing ______ for others

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41. 41 cultural _______ we interpret the behavior as wrong These cultural _______ are so ingrained that when we see someone violating or behaving contrary to one of these rules we interpret the behavior as wrong. List some examples of these rules…

42. Class Exercise Let’s list additional cultural rules and distinguish rule differences per cultural background. These cultural rules are so ingrained that when we see someone violating or behaving contrary to one of these rules we interpret the behavior as wrong. 42

43. 2.7. Describe the strategies in building “cultural cross-cultural competencies ” ______________. Managing an increasingly diverse population requires cross-cultural ______________. 43

44. 44 ______________ In any organization you need to build ______________ across national, state, organizational, team and interpersonal barriers. ________ Successful cross-cultural players are generally ________ and possess a broad behavioral repertoire

45. Effectiveness across national, state, organizational, team and interpersonal barriers cross-cultural playersSuccessful cross-cultural players are generally flexible and possess a broad behavioral repertoire 45 ______________ ______________ : range of resources that somebody has: the range of techniques, abilities, or skills that somebody or something has

46. 46 2.8. Demonstrate “cultural filters” on automatic Cultural _____________ Cultural _____________ act in the following ways: Automatic responses ______ ______Refer to our “______ ______” instead of information gained from knowledge or experience Reticular Activating System (RAS)

47. They do not give us misinformation on purpose but rather as a result of misinformation passed down to us as children. Some of these messages came to us in forms of stereotyping or “mental tapes” that affected how we felt about and responded to certain groups of people. These responses are automatic. 47

48. Reticular Activating System (RAS) instantly calls up these stereotypes. __________They make it easier to function in the __________ by organizing massive amounts of information, but can create difficulties when our “tapes” are built on inaccurate information. 48

49. 49 Reticular Activating System (RAS) instantly calls up these stereotypes. Once these stereotypes are in place, they are hard to undoOnce these stereotypes are in place, they are hard to undo.

50. Class Exercise write down the first thing that comes to their mind. Politician Lawyer Professor Man in a wheelchair 50

51. 51 Californian Homeless Person Black Male Teenager Police Officer Farmer 300-pound women

52. 2.9. Describe the Cultural orientation Model _______Environment: How individuals _______ to the people in their circle of influence. 52

53. 53 Time: How individuals perceive the nature of time and its use.

54. 54 ________:________: How individuals conceptualize actions and interactions

55. 55 ______________________________________________ : How individuals express themselves

56. 56 _______:_______: How individuals identify their physical and psychological space

57. 57 __________________ : How individuals view different power relationships

58. 58 ____________________________________ : How individuals define their identity

59. ____________________________________ : How individuals are motivated 59

60. 60 ______________________ : How individuals approach change, risk, ambiguity, and uncertainty

61. 61 ______________________ : How individuals conceptualize

62. 62 2.10. Discuss the development of Diversity Competence These competencies consist of 4 areas: 1.____________ 2.____________ 3._________ 4.______ /Behavior

63. 63 Awareness… Recognizing _____________ as diversityRecognizing _____________ as diversity Respect __________ of differencesRespect __________ of differences ____________ of differences____________ of differences Understand historic effectUnderstand historic effect

64. 64 “This month, as we mark 45 years since the patrons of the Stonewall Inn defied an unjust policy and awakened a nascent movement, let us honor every brave leader who stood up, sat in, and came out, as well as the allies who supported them along the way. Following their example, let each of us speak for tolerance, justice, and dignity—because if hearts and minds continue to change over time, laws will too.” —President Barack Obama Presidential Proclamation 2014

65. 65 Clear sense of __________ cultureClear sense of __________ culture Understand personal _______ of organizational cultureUnderstand personal _______ of organizational culture Recognize ______________Recognize ______________

66. 66 Knowledge… ______________Factual ______________ Identify differences in communication styles ____________________ (Attend cultural event) ____________Learn a new ____________ ________Explore your ________ history

67. 67 Skills… ______________Take personal ______________ ____________Point of view – ____________ others ______________Cross-cultural ______________

68. 68 ____________________ -solving skills ____________________ management skills Work effectively with diverse groups

69. 69 Action/Behavior… ____________Teach others by ____________ ____________Show more ____________ _______Develop personal _______ to continue to learn about new cultures

70. 70 2.11. Solve scenario problems on “culture clash” Class Exercise

71. Cultural Class Exercise #1 Culture Clash #1: Molly Smith receives an URGENT message on March 1 st requesting information be sent to the Amsterdam office by 4/3. She faxes it on March 10. She is pleased that she has beat the deadline by three weeks, but her response is met with a hostile response by her Dutch colleague. He demands that Molly be taken off the project. What happened? 71

72. ANSWER In most of European countries where people write the date as 4/3, they are placing the day first and the month second. So the request for information by 4/3 was not for April 3, but for March 4. Molly was not early but six days late. 72

73. Cultural Class Exercise #2 Ron Macaffie spends weeks negotiating with his Japanese client. Finally reaching a common ground, Ron announces to his client that their thinking is parallel. Ron’s client promptly thanks him for his time and leaves the meeting without further discussion. Why? 73

74. ANSWER For Americans, “parallel” means compatible, on the same track. But to the Japanese, “parallel” means apart and never to meet, as with two parallel train tracks. Hence, Ron’s client took that to mean negotiations were over. 74

75. 75 2.12. Summarize how culture relates to the dimensions of diversity model as described in Unit Goal I ________________Better ________________ Recognize ______________________________ Point of reference ______________ message

76. Where is your MORAL Compass? 76

77. Questions?

78. 78 RESOURCES CULTURAL DIVERSITY Participant Handout Bexar County Constable Office PCT#4 TEXAS COMMISSION ON LAW ENFORCEMENT Course # 3939 TRAINING SUPPLEMENT Hosted By: All Course Sources and/or Resources are listed in your Participant Handout

79. “Knowledge is “POWER” Stay informed, stay SAFE, stay Vigilant & stay Alive”

80. TAKE A HOUR LUNCH