1. We are the World: A journey
beyond diversity to cultural
competence
Panelist: Blair H. Hayes, Ph.D. University of Maryland University College
Panelist: Teresa P. J. Armstrong Northrop Grumman Corporation

2. Blair H. Hayes, Ph.D.
Director of Diversity Initiatives
University of Maryland University College
• Dr. Hayes joined UMUC following a career spent leading diversity initiatives,
researching best practices, and developing programs to support climate and
cultural change.
• Prior to UMUC, he managed demographics and analytics, and led the firm‐wide
Board Diversity Initiative at Booz Allen Hamilton.
• As a diversity consultant, he has worked with clients across the federal workforce to expand
their EEO policies and procedures and to improve their human capital offerings.
• As the lead researcher on the SMART Memory Program at the Institute for Survey Research
at Temple University, he focused on improving memory and cognitive function in senior
citizens throughout Philadelphia. This work formed the basis for his innovative workshops
and approaches to supporting generational diversity in the workplace.
• Dr. Hayes holds a BA in psychology from Morehouse College and a MA and PhD in
social/organizational psychology from Temple University.
• Contact info: bhayes@umuc.edu

3. Teresa P. J. Armstrong
Human Resources & Training Development
Northrop Grumman Corporation
• Ms. Armstrong has 15 years of progressive and diversified corporate
experience in platform training, employee relations, and workplace diversity.
• As a specialist in organizational development, career management and
performance skills training, she has worked in industries including
outplacement, healthcare, and financial services.
• Ms. Armstrong focuses on mid‐level leadership development training
programs with Northrop Grumman Corporation Electronic Systems.
• Service in the capacity of career coach, trainer, and strategic partner in leadership
development has garnered her the Presidential Leadership Award for Operational Excellence
and the Operational Excellence for Human Resource Management PLA award.
• Ms. Armstrong holds a BS degree in Business Administration from Morgan State University,
and has credits towards a Masters degree in Human Resources with Johns Hopkins University.
• Contact info: teresa.armstrong@ngc.com

4. From Valuing Diversity to Becoming
Culturally Competent

5. What is meant by diversity and inclusion?
Diversity is defined as “all the ways in which we differ from each other”
Some differences are Other differences are not
observable at times always observable
– Race – Marital Status/Parental
– Gender Status
– Ethnicity – Sexual Orientation
– National Origin – Learning Disabilities
– Physical Disabilities – Professional Background
– Religion – Thinking Style/Working
– Age Style
– Military Experience
– Political Affiliation
– Education

6. There are critical elements that shape who we are
and how we interact with one another
Race Culture Heritage
Perceived or Attitudes, Beliefs and
real biological feelings, values, actions that are
differences and behaviors transmitted from
based on that characterize the past and
descent or a society handed down by
bloodlines tradition
Ancestry Ethnicity
The family, line of Membership in a
descent, and particular racial,
lineage of an national, or cultural
individual that pre- group and
dates one’s birth observance of that
group’s customs,
beliefs, and
language

7. Moving towards cultural competence
Diversification is valuing individual differences
through action and is welcoming the variety of
perspectives, experiences, and beliefs that
individuals bring to the workforce
Inclusion is all the ways we respect, welcome,
and promote people who are different from us in
an organization and into the workplace
Competence is all the ways that an
organization continues to train and develop
their workforce to ensure continued growth of
Diversity and understanding of diversity
Maturity
Continuum

8. Organizational Missions and Objectives
Organizations develop their organizational culture through a combination of their
diversity mission statements, core values, and competencies
• Mission statements are critical to ensuring that all individuals understand expectations
and the direction of the organization
• Core Values are intrinsic elements that are recruited for, hired, and promoted
throughout all levels of an organization
• Competencies are skills that are developed and nurtured that can be utilized during an
individual’s day‐to‐day interactions

9. Developing cultural competency
“A process of learning that leads to an ability to effectively respond to the
challenges and opportunities posed by the presence of social‐cultural
diversity in a defined social system.” Taylor Cox, Jr.
Factors involved in professional cultural competence
• Lifestyle • Thinking styles
• Learning styles • Work experience
• Positional power • Military experience
• Tenure • Industry

10. Defining Cultural Competency
Cultural Competence:
• requires that organizations have a defined set of values and principles, and demonstrate
behaviors, attitudes, policies, and structures that enable them to work effectively cross‐culturally
• is defined simply as the level of knowledge‐based skills required to effectively work in a multi‐
cultural/international environment
• is a developmental process that evolves over an extended period. Both individuals and
organizations tend to be at various levels of awareness, knowledge and skills along the cultural
competence continuum

11. Building a Culturally Competent Workforce
• There must be a foundation and a framework in place that nurtures diversity before an
organization can be considered culturally competent
• Once the varying perspectives, experiences, and backgrounds of all individuals are
being included and valued then organizations are positioned to gauge their employees’
level of cultural competency

12. Learning Process for Diversity Competency
Development Development Development
Phase 1 Phase 2 Phase 3
AWARENESS UNDERSTANDING ACTION
ACTIONS lead to increased AWARENESS
Source: Developing Competency to Manage Diversity, Taylor
Cox, 1997

13. Diversity Competency Model for Individuals
Development Development Development
Work, Tasks and Phase 1 Phase 2 Phase 3
Responsibilities
Awareness Understanding Action Steps
Communications
C
Performance
evaluation and O
feedback M
Employee
development
P
Conflict resolution
E
Group (team)
T
decision making E
Selection (hiring and N
promotion)
C
Delegation and
empowerment Y
Source: Developing Competency to Manage Diversity, Taylor
Cox, 1997

14. Practical Pathways towards Cultural
Competency

15. Cultural Competency Objectives
• To raise awareness of organizational goals and understanding of diversity
• To ensure that management practices demonstrate knowledge and understanding
of the skills necessary to manage a diverse workforce
• To provide all staff with opportunities for diversity education and training
• To create a positive atmosphere where diversity issues or best practices can be
discussed
• To show visible commitment of leadership to diversity

16. Core Values vs Competencies
Diversity Core Value: Cultural Competencies:
A person’s philosophies, The knowledge, skills, and abilities
beliefs, or intent as reflected that are necessary for high
by his/her behavior. Core performance at a particular level.
Values set the standard for Competencies assess how well staff
consistent behavior that an are valuing diversity
organization expects of all
employees

17. Enhancing Cultural Competency Skills
Leverage New Hire Programs
• During the acculturation phase, employees should be introduced to the climate for culture
and diversity throughout the organization and the expectations
Integrate Diversity into Professional Development Courses
• Diversity should be included in professional development and training courses offered to
employees at all levels
Develop a Skill‐Based Curriculum related to Diversity
• Specific courses should be designed that increase diversity competency (e.g. Communicating
across Differences, Working in a Multi‐national Workforce, etc.)
Develop Diversity Awareness Courses
• Provide regular opportunities for staff to gain an understanding of the cultures, heritages,
and ethnicities that comprise the workforce (e.g. Understanding Disabilities, Hispanic‐
Americans, etc.)

18. Enhancing Cultural Competency Skills
Provide Mentoring/Coaching
• Provide mentoring for both senior level and junior level employees that promotes individual
growth and development
Assess and Measure Growth
• Diversity commitment, involvement, and buy‐in should be measured and reviewed during
annual assessments of employee performance

19. The Ongoing Journey to Cultural Competency
Adapt to
Diversity and Value Diversity
Cultural Cues
Implement
Cultural Conduct Organizational
Learning Review
Model
Raise
Awareness of
Differences

20. Is your Organization Culturally Competent?
• Are diversity questions included during the interview and hiring phase?
• Do you work to build a foundation and baseline language for having diversity
discussions?
• Are leaders held accountable for their diversity targets and growth (e.g. bonuses)?
• Is a strategic diversity curriculum in place and reviewed on an annual basis?
• Are training programs mandatory or voluntary for employees?
• How are employees held accountable for participating in and valuing diversity?
• Is there a measurement or tracking system for evaluating cultural competency
and acquired skills?
• Are training programs level‐specific?
• Are there channels for communication and feedback for staff?

21. Q&A