Joe asked Eleanor and Trevor to come into his office a couple of weeks before the next Inclusiveness Committee meeting. "I'd like to ask you two if you'd work together to compile the information we've collected," said Joe. "I've read the next chapter, and we're a little ahead of the game, since people have been reporting back on their findings as we go along. But it would be very useful to bring everything together. And I think you two would make a great team. Trevor, could you compile the available facts? And Eleanor, could you compile the stakeholder perceptions?"
"Sure, Joe," said Eleanor. "Of course," said Trevor.
"Take your time," he said. "We're doing the staff inclusiveness training with Ed next month on communicating across cultures, and I don't expect we'll get the committee together until after that session."
Trevor and Eleanor sat down with the workbook and the reports that they'd received from the other staff members over the last three months. Using the worksheets, they compiled the data into four categories: Available facts quantitative and qualitative, and Stakeholder Perceptions, quantitative and qualitative. Instead of following Joe's suggestion, Trevor compiled the quantitative data and Eleanor the qualitative for both areas. Afterwards they worked together to identify any trends they'd seen.
Trevor noted that while the staff was fairly diverse, the Board was not at all diverse. Eleanor reported that several Board members had themselves brought up this issue, and that interviews with other community health clinics had revealed that CHC was one of the only remaining community clinics in a city of their size and demographics that had an all-white Board.
"Gee," said Trevor. "I'd hate to bring this up to Mrs. Dreyfuss."
By comparing the focus group data from the patient group with quantitative information on patient visits, they identified that patients vastly preferred receiving care from a professional who spoke their own language, yet only 15 percent of visits were conducted in the patient's native language. "Luisa will be interested in this," said Eleanor, "but she won't be surprised. This is what she's been telling us for years. Frankly, I thought she was projecting her own concerns. That's obviously not the case."
The findings that proved most interesting to Eleanor related to CHC's donors. She and her assistant had reviewed the guest lists for the fundraising events in the last two years, and they found that only 5 to 8 percent of the people who came to their events represented any type of diversity. Yet the donations that came in through their contribution boxes in the clinics represented a fairly diverse group. "This shows that people from all communities would support us," said Trevor.
"It does," said Eleanor. "I've always had a picture of our potential donors as wealthy, social, and I'll admit it - white. I've got to change my thinking."
At the next Inclusiveness Committee meeting, the first topic was the "communicating across cultures" session. Committee members were enthusiastic, especially Luisa.
"This was the best one yet," she said. "I learned so much about what people assume based on non-verbal communication. I never thought about that! That Ed is very good, Joe."
"What do the rest of you think of Ed and our "valuing differences" trainings?" Joe asked.
People shared quick, positive comments. Only Marcie was quiet.
"Marcie," Joe said. "What do you think?"
"Oh, Ed's doing a great job for where we are. It's just slower than I would like," she said. "But we're moving, and that's something."
"Okay, great. Speaking of moving ahead, Trevor and Eleanor will now present their compilation of the results of our information gathering. I've seen a preview, and I think you'll find the information to be very interesting."
- Stories from the Journey
- Examples of Having Courageous Conversations
- Agreements for Courageous Conversations and Active Learning
- Inclusiveness at Work (publication)
- Inside Inclusiveness (publication)
- Fictional Case Study
- Inspirational Quotes