Running head: THE CHANGE PROCESS 1

The Change Process:

Develop an Equitable, Diverse and Inclusive Training Program for the Juvenile Department

Dayna Ross

Briar Cliff University

THE CHANGE PROCESS 2

Introduction

The mission of the Clackamas County Juvenile Department “is to provide prevention,

intervention and juvenile justice services to youth and families so they can experience positive

change, repair harm to victims, and become contributing members of our community” (mission

statement, 2019, para. 1). The Clackamas County Juvenile Department houses an intake and

assessment center that is open 24 hours/day. This is where the county or police can bring youth

that are under investigation for a crime or under the influence. There is a five-hour maximum

that the intake center can retain youth. The agency also provides juvenile counselors which

some specialize in special cases such as mental health, or sexual offenders. The agency also has

juvenile drug court, diversion panels in various communities, and other court hearings. They

provide victim services, alcohol and drug services as well as probation and community

supervision through ankle bracelet monitoring. There are numerous skills groups taught at the

juvenile department as well as in some schools. The agency also has a community connections

program that has partnerships with community businesses where the youth can do their

community service projects.

The juvenile department encounters a diverse population. The question arises, are the

department employees adequately trained and competent in understanding the diverse youth

they are serving? Is the juvenile department culturally adept and equipped to best treat the

communities it serves? Are the department employees providing adequate, diverse and

equitable services to the families? For the juvenile department to serve a diverse population and

provide equitable and inclusive services, the department employees must be educated and

trained in diversity, cultural sensitivity, inclusion and equity. Thus, the reason and efforts for
THE CHANGE PROCESS 3

this change process, to establish a diversity, equity and inclusion training program for the

juvenile department. This is in efforts to make the workplace more equitable and inclusive, as

well as allow the employees to provide equitable, inclusive services to the population they

serve. This change agent, Dayna Ross, is a senior social work student at Briar Cliff University

interning at the juvenile department.

The Need for Change and Preparation for Change

There have been many conversations about the importance of diversity and inclusion in

the workforce. Companies have policies and panels that focus directly on diversity and

equitable opportunities. The counties throughout Oregon specifically have plans in place to

transform what equity, diversity and inclusion looks like for their specific programs. The

Clackamas county juvenile department identified some concerns that they wanted to work on.

Concerns such as not addressing the specific needs of the increasingly diverse youth and family

populations coming into the juvenile department, the intake and assessment center not providing

“objective, consistent, and unbiased assessments” (Clackamas County Juvenile Department,

2017, p. 4) prior to placing youth in detention. Other concerns identified involved how to be

inclusive with families of youth throughout the juvenile justice system, and how best to support

and understand youth. The juvenile department and Clackamas county have a goal to be

completed by the end of 2019, to develop an equitable service plan for the department. The

change process statement is looking at implementation of an equitable, diverse and inclusive

training program for Clackamas County juvenile department employees.

“Antecedent conditions are those circumstances existing prior to or at the time of the

initial idea-gathering process” (Fineran, 2014). Antecedent conditions are important to consider
THE CHANGE PROCESS 4

prior to and during the change process. There may be employees at the agency that do not want

to participate in further trainings about diversity and/or equity. Perhaps there are employees who

have seen a change process before in regard to diversity, and they may or may not have had a

great experience. This program will require juvenile department staff to participate in trainings

and program meetings, which to an already busy staff person, this may be perceived as more of

an inconvenience than a benefit.

Phase I. Identifying the Change Opportunity

The Clackamas county juvenile employees work with a diverse group of youth.

Clackamas county is wide spread, as outlined in the map below.

There are varying communities from affluent families, to low income families. There are urban

dwellers, rural families and everything in between. There are varying school districts, with

numerous junior highs and high schools. The juvenile department must ensure their staff are

adequately trained and competent with various cultures and able to understand family dynamics.
THE CHANGE PROCESS 5

They must also understand diversity, bias, and privilege and how this affects their day to day

work experiences. This change process aims to develop an equitable, diverse and inclusive

training program for Clackamas County juvenile department employees. Participants include

Dayna Ross, social work intern and the change agent, whose role is to actively participate in the

development phase of the equitable, diverse and inclusive training program. Others involved in

the change process include social worker preceptor Vikki Allen, MSW, CSWA. Vikki is the

intern, volunteer and community connections coordinator for the juvenile department. Mark

McDonell, the assistant director of the juvenile department is in charge of the Equity Lens

meetings. Clackamas county is asking for help in developing an equitable service plan that

represents each specific department. These plans will then be presented to the entire county and

incorporated into their development of a county wide equitable service delivery plan. The equity,

diversity, and inclusion training program will not only benefit the employees of the juvenile

department, but also the communities they serve. In order for the change process to be

successful, the juvenile department employees will need to be accepting of it and participate in

the equity lens meetings and various trainings. Clackamas county supports this change process

and specifically has it as a goal to accomplish this year. See appendix F for sanctioning letter. In

the initial planning phase, research and data will be obtained to look at various established equity

and diversity programs, as well as researching appropriate training opportunities.

Phase II. Analyzing the Change Opportunity

According to Sister Shirley Fineran, “the analysis phase examines why the change

opportunity exists and to define its aspects and implications” (2014, p. 49). Social, economic and

political conditions change. Businesses evolve in efforts to be up to date and competitive.

Clackamas county juvenile department has a specific goal to “promote equity in the workplace,
THE CHANGE PROCESS 6

whereby resources are distributed, and processes designed in ways that empower everyone to

maximize their potential while promoting inclusion by eliminating barriers” (2017) per

Performance Clackamas. Performance Clackamas is the county’s strategic planning model

which provides yearly goals, and which helped establish this change process of developing an

equity, diversity, and inclusion training program for the juvenile department. If the juvenile

department did not allow this change process, it would miss an opportunity for their employees,

and business to thrive and grow. Without promoting further education regarding diversity, there

is a missed opportunity for fresh ideas and diverse perspectives. It would limit the qualifications

and competence of the juvenile department staff. One specific goal Clackamas county has is “to

provide strategic planning, resource management, and continuous quality improvement services

to the Juvenile Department so it can foster and sustain a high performance, responsive, and

customer focused organization and culture” (Clackamas County Juvenile Department, 2017, p.

8). One way to accomplish this goal is to provide 20 hours of trainings per year for their

employees and an annual performance evaluation to ensure employees are on track. This data

helped clarify how the change process could be implemented and maintained. Trainings can be

offered to initiate and support the change process. The equitable service plan can be included on

the annual reviews to ensure success and maintenance of the program as well. The juvenile

department will benefit from an equitable service plan. It will allow them their goal to achieve an

inclusive work environment, in which all individuals are treated fairly and respected. If the

employees understand and promote equity, inclusion and diversity within their department, they

can model this behavior to their clientele, thus promoting human rights, dignity and respect for

all.
THE CHANGE PROCESS 7

Phase III. Setting Goals and Outcomes

The mission of the Clackamas County Juvenile Department “is to provide prevention,

intervention and juvenile justice services to youth and families so they can experience positive

change, repair harm to victims, and become contributing members of our community” (mission

statement, 2019, para. 1). The juvenile department has come to an agreement that the objective is

to evolve their department into an equitable working environment that supports diversity and

inclusion. The change process has been identified and planned out; moving forward there are

goals and objectives set up to provide a clear direction for the change process.

Goal One: Identify a needed change within the juvenile department that will tie into the 2019

goal of promoting equity in the workplace.

Objective one: Establish an Equity Lens Committee.

Action Steps: 1.) Before January 16, 2019 send out email invitation to all juvenile

department employees to join the Equity Lens Committee.

2.) Create an agenda for first Equity Lens Committee meeting

before January 16, 2019.

3.) Attend first Equity Lens Committee meeting on January 16,

2019.

Outcome: A committee will be formed that will represent the juvenile department in preparing

for the diversity, equity and inclusive change process.

Goal two: Define appropriate language at second Equity Lens Committee meeting.
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Objective one: Engage and educate employees on language choice and how it can include

or exclude certain people and populations at second equity lens meeting on January 31,

2019.

Action Steps: 1.) Define the following terminology: diversity, exclusiveness and

inclusivity, power, oppression, racism, sexism, classism on January

31, 2019.

2.) Watch Ted Talk titled Humanize Diversity and Inclusion on

January 31, 2019.

3.) Open discussion of the terminology and relation to privilege,

power, inclusiveness and exclusion; how to apply it to the day-to-

day job on January 31, 2019.

Outcome: Appropriate language will enable open communication and increase understanding of

diversity, equity and inclusiveness within the juvenile department employees.

Goal three: Provide education about cultural awareness in the workplace.

Objective one: Staff will understand how one’s own culture and position can affect biases

or values that may affect others.

Action Steps: 1.) Develop cultural sensitivity training by July 15, 2019.

2.) Open discussion of one’s own culture and how it influences

day-to-day work choices and interactions by February 14, 2019.

2.) Add holidays and festivals from various cultures in monthly

Clackamas county emails by July 15, 2019.

THE CHANGE PROCESS 9

3.) Host a cultural party in the fall of 2019: Invite all employees

from the juvenile department to bring a favorite family dish. Have

recipes and a story typed up about each dish.

Outcome: Increased cultural sensitivity and awareness will allow understanding, full cooperation

and collaboration for the juvenile department employees.

Goal four: Discuss ways to use new skills of language and cultural awareness in furthering

change process goal.

Objective one: Invite all employees to third Equity Lens meeting.

Action Step: 1.) Send out email by March 4th, 2019 to all juvenile department

staff for third Equity Lens meeting, to be held March 6th, 2019.

2.) Create agenda for third Equity Lens meeting, before March 6th,

2019, to set goals for advancing the change process.

Outcome: Continuing the Equity Lens Meetings will ensure the change process remains in

progress.

Goal five: Revise internal policy and processes to include appropriate diverse language.

Objective one: Review the juvenile department policies and procedures.

Action Step: 1.) Review each policy and procedure (by 6/12/19) in FileMaker pro

to ensure each policy, when appropriate, incorporates diversity,

inclusion and equity.

2.) Form new policies, as appropriate.

THE CHANGE PROCESS 10

Outcome: All juvenile department policies and procedures will incorporate inclusive, equal and

diverse language.

Goal six: Promote workforce equity and diversity.

Objective one: Ensure job descriptions demonstrate new values of equity, diversity and

inclusion.

Action Steps: 1.) Review all job descriptions in the juvenile department by 8/7/19.

2.) Incorporate language of diversity, inclusion and equity into job

descriptions by 8/7/19.

3.) Review where job opportunities are posted by 8/7/19.

4.) Review internship opportunities to promote diversity, equity,

and inclusion by 8/7/19.

Outcome: All job positions will contain inclusivity, equity and diversity in their job descriptions

in efforts to support a diverse and welcoming work environment.

Goal seven: Evaluate the juvenile department’s diversity, equity and inclusion efforts to ensure

accountability and performance.

Objective 1: Establish evaluation procedures and complete employee survey by 9/10/19.

Action Steps: 1.) Draft evaluation tool by April 8, 2019.

2.) Include evaluation at the end of the three training modules.

3.) Review results of the evaluation tool/survey to make

appropriate adjustments to diversity program as needed.

 THE CHANGE PROCESS 11

Objective 2: Survey juvenile department employees annually about their understanding,

support and difficulties with diversity, equity and inclusion efforts.

Action Steps: 1.) Draft annual survey/monitoring tool by October 1, 2019.

2.) At yearly performance evaluation, invite all juvenile

department employees, via email, to complete annual survey.

Outcome: Ongoing monitoring, evaluating and re-evaluating will ensure the development of an

equitable, diverse and inclusive training program is successful for the juvenile department.

This change agent used a Gantt chart to track goals, objectives and actions to ensure

timely progression of the change process (see appendix B).

Logic Model:

INPUTS PROCESS OUTPUTS OUTCOMES IMPACT

*Juvenile * Develop an * Complete a

dept. * Continue the *Elimination
Equity Lens minimum of four
Equity Lens of barriers
*Staff Group Equity Lens
meetings to and address
*Money * Develop shared Meetings
*Research ensure success of inequities
language & * Open discussion
*Technology program and
definitions forums for
*Clarity exclusion
* Develop appropriate
surrounding affecting the
diverse, language &
language, bias & juvenile
inclusive policies, definitions
sensitivities with department
procedures & job * Creation of
regards to *A positive,
descriptions self-reflection
diversity & equity diverse and
*Trainings & around biases
*Increasing self- welcoming
activities *Creation of cultural
awareness workplace
sensitivity trainings
*Positive work
* Policies,
identity and
procedures & job
environment by
descriptions will
improving
have appropriate
procedures,
language
policies & job
descriptions
THE CHANGE PROCESS 12

Phase IV. Designing and Structuring the Change Effort

The change effort was narrowed down to focus on providing a diverse, and equitable

program for the Clackamas county juvenile department employees to utilize. This is in efforts to

eliminate biases and judgements, and to strengthen the employee’s working relationships among

themselves, as well as in their community.

An Equity Lens committee was formed in the initial preparation for the change process.

All juvenile department employees are invited and encouraged to attend the Equity Lens

meetings. See Equity Lens packet in appendix A. This packet was created by Emmett Wheatfall

and Dan Chandler, whom are the assistant county administrators. This packet was created to start

the conversation of what needed to be addressed as far as diversity and equity, as well as identify

what barriers needed to be broken down. The equitable delivery plan evolved in each of the three

Equity Lens meetings that this change agent was involved in. It was decided in the Equity Lens

meetings the language that needed to be defined and incorporated into the juvenile department.

Mark McDonell showed a TedTalk that discussed including vs excluding, what that feels like

and what that means. At this point it was felt the TedTalk, Humanize Diversity and Inclusion

(see references for further information), needed to be introduced to all juvenile department

employees and would be included as a goal for this change process. Appendix C contains the

meeting agenda and notes taken from the last Equity Lens meeting this change agent attended. It

was at this meeting that it was discussed to look at internal policies, procedures and job

descriptions to evaluate language, and add inclusive, equitable, and diverse language as

appropriate. After this third meeting, the change agent was able to develop goals and the action
THE CHANGE PROCESS 13

plan for the change process. The change process became a bigger project, for the student intern,

than anticipated. At the end of the fourteen-week internship, the change agent did not complete

this change process, however the student intern is hopeful the agency will continue to work on

the project she started, to create an equity service plan for the juvenile department. The change

agent will present the change process to Vikki Allen, internship preceptor. Vikki Allen will

continue to attend the Equity Lens meetings, and work with other interns to move this project

forward. The goal is to present the juvenile departments equity service plan at the Clackamas

county meeting, where all departments will be presenting their idea of a diverse, equitable and

inclusive working plan. Goals that need to be accomplished include hosting a cultural party in

the department; and adding holidays and festivals from various cultures in the Clackamas weekly

update emails. These are county wide emails for the employees, that provide updates on trainings

and events. According to Mark McDonell, job descriptions have started to include appropriate

language such as

“promoting a working environment and culture” and “ideal candidate is

committed to serving diverse populations, and recognizes that all youth, families,

and the victims we serve must be treated with dignity and respect, and must not

experience discrimination, bias, or a lack of equity in services. These diverse

populations include but are not limited to people of all races, ethnicities, and

national origins; lesbian, gay, bisexual, transgender, and gender-nonconforming

people; individuals with physical or mental disability; people of all ages, religions,

genders, political affiliations, veterans, and people of various socio-economic

statuses” (Clackamas county job description, 2018).

THE CHANGE PROCESS 14

All job descriptions should still be reviewed to ensure there are opportunities for growth such as

career advancement, pay increases, and available trainings to remain competent and competitive.

Look at job posting sites to ensure all populations are able to locate job opportunities. The

juvenile departments policies and procedures can be reviewed and updated by Paula McDonald,

front office manager, to ensure appropriate language is included to support the diversity, equity

and inclusive change process. Once these last few goals are accomplished, the department can

take their goals and action plan to the Clackamas county area meeting and show the county

administrators what diversity, equity and inclusion looks like to their department. Once the

county approves the plan, there can be an option for all employees of the juvenile department to

be signed up to complete the diversity and inclusion trainings. This would include defining

appropriate language training, watching the TedTalk, answering a questionnaire about self-

biases, privilege and power. It would also include a cultural sensitivity training. The county

employees have an annual review, the diversity, equity and inclusive program could be included

as a goal. It can then be evaluated and monitored at the annual review to see if it is working for

the employees, and if it has changed the way they treat each other and their clients. The plan can

be re-evaluated and restructured as needed to remain current and effective.

The goal for this change process is for the employees of Clackamas County juvenile

department to have clarity and an increased knowledge around diversity, equity and inclusion.

This can be applied to their working relationships as well as to their clientele. This change agent

hopes the employees will have developed a sense of self-awareness towards equity, diversity and

inclusion; and hopes the monthly Equity Lens meetings continue.

Phase V. Determining Resources

THE CHANGE PROCESS 15

Necessary resources for the change effort include resources the department already has.

There is an available meeting room located in the skills building at the juvenile department to

hold the Equity Lens meetings. The office secretary sends out the all staff email invitation to

meetings, she also takes notes at the meeting and shares the notes with all staff after the meeting.

This position recently was undergoing changes, the person taking over for Bridget (the secretary)

is unknown at this time. The department has an online training system, that employees can log

into and complete the necessary modules for the diversity and equity trainings. The department

allows up to 20 hours of training per year that employees can utilize as well. The assistant

director, Mark McDonell, is in charge of presenting to the Clackamas county administrators, the

change process of developing an equitable, diverse and inclusive training program for the

juvenile department. Mark will take the final ideas and proposal to the county in efforts to get it

established.

Clackamas County Juvenile Department

Sample Budget for Change Process

Change Process: To develop an equitable, diverse and inclusive program

for Clackamas County Juvenile Department

Revenue*
Federal grants & revenues $263,000
State grants & revenues $1,638,271
Local grants & revenues $134,350
Interfund transfers $8,282,902

Total revenue $10,318,523

(*County budget, 2018-2019, p. 28)

Expenses
THE CHANGE PROCESS 16

Bi-monthly meetings and trainings Already budgeted for

Use of Intern $0
Use of space $0
Office supplies $100
Total expenses $100.00

Phase VI. Implementing the Change Process

The change process will be finalized as a draft proposal to the county by summer 2019.

The county will have the final decision of how they would like to implement the equitable

service plan. Once the approval is made, the proposal will be packaged and delivered to the

juvenile department. This change agent anticipates the change process to be implemented by fall

of 2019. The trainings will be set up as online modules and assigned to every employee in the

juvenile department. They will be given a 45-day window to complete the modules. The first

module will include a presentation on appropriate use of language. This will define diversity,

exclusion and inclusion, power, oppression, racism, sexism and classism. The next module will

be the TedTalk, Humanize Diversity and Inclusion, followed by a questionnaire of how to apply

the first two modules to the employees every day work. Module three will be cultural sensitivity

training. This will be a presentation on various cultures and traditions followed by a

questionnaire of how one’s own culture can influence choices, interactions and biases. The

county will be asked to add monthly festivals and holidays in their Clackamas Weekly Email to

raise cultural awareness. The juvenile department will be encouraged to plan a yearly cultural

party where employees can bring a family dish and share why it is a piece of their culture.

Paula McDonald will review all juvenile department job descriptions, policies and

procedures to ensure the language fits into the equitable, diverse and inclusion change process

mission and goals. Vikki Allen will ensure the change process continues to move forward with

the upcoming interns as well as ongoing Equity Lens meetings.

THE CHANGE PROCESS 17

Phase VII. Monitoring the Change Process

To monitor the change process, a monitoring tool was created by the change agent. Monitoring

is a type of tracking system to ensure the change process stays on task. It tracked the

implementation process and set dates to ensure the change process proceeded as planned. This

monitoring graph was used to ensure the change agent (student intern) stayed on task with the

change process.

Monitoring will be ongoing after this change agents’ internship ends. A check list of

implementations will be kept by Vikki Allen, ensuring goals are on track and met (this will be

appendix D). Once implemented, the trainings will be assigned by Paula McDonald to all

juvenile department employees. The employees will have 45 days from the date of assigning to

complete the three modules. Paula will receive a notice if the employee does not complete the

required modules in time and address the problem with the individual.
THE CHANGE PROCESS 18

Phase VIll. Evaluating the Change Process

At the completion of the change agent’s internship, this change process was not

implemented, thus the change agent could not evaluate if it was valuable to the juvenile

department. Vikki Allen, Paula McDonald and Mark McDonell will continue to be involved in

this change process and make the final decisions on the program. It is important to evaluate the

change process to ensure the goals and outcomes are successful and accomplish what the change

agent has aimed to accomplish. Did the planned goals and objectives meet the expected

outcomes? Did the change process help the juvenile department employees, those whom it was

meant to serve? Did the equitable service plan achieve diversity, inclusion and equity at the

juvenile department? What value did the change process have?

One way of evaluating this program, could be to compare where the juvenile department

was before the change was implemented and where are they now. Or there could be a survey

prior to the employee starting the modules, then a follow up survey six months after completing

the modules to determine if there was a benefit to the program and how the employee contributes

to a diverse, equitable and inclusive work environment. A self-report questionnaire (appendix E)

was hypothetically created by the change agent as an example of what can be offered to the

juvenile department employees after completing the three training modules, in efforts to evaluate

the effectiveness of the change process.

Phase IX Reassessing and Stabilizing the Change

The efforts to create an equitable service plan for the juvenile department will continue

after the student intern leaves the agency. It is being developed to become a standard part of the

working environment for Clackamas county employees. The assistance director Mark McDonell

is in charge of leading the effort to change. Vikki Allen is in charge of the interns and projects to
THE CHANGE PROCESS 19

be completed. Both Mark and Vikki will continue to work on this change process to ensure

success of the program. They will make adjustments as needed to the program and are very

supportive of this change process moving forward. The equity service plan will be implemented

into the strategic goals for upcoming years as well as in employee performance evaluations.
THE CHANGE PROCESS 20

Reference

Clackamas County google map. Retrieved on February 22, 2019 from

https://www.google.com/search?q=map+of+clackamas+county&rlz=1C1GGRV_enUS74

8US748&oq=map+of+clackamas+county&aqs=chrome..69i57j69i64.4806j0j7&sourceid

=chrome&ie=UTF-8

Clackamas County job description (2018). Retrieved from

https://hrapp.clackamas.us/psc/recruit/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_F

L.GBL?FOCUS=Applicant&

Clackamas County Juvenile Department. (2017). Performance Clackamas. Strategic

performance plan. Retrieved from

https://dochub.clackamas.us/documents/drupal/7e004e86-8f77-40d9-804b-ab14a4e49a30

County budget. (2018-2019). Budget documents. Retrieved from

https://dochub.clackamas.us/documents/drupal/19257d0a-7eae-4f5d-9f12-e1654d507864

Fineran, S. (2014). Macro social work change process handbook. Sioux City, IA, Briar Cliff

University

First Round Capital. (2017, March 23). Humanize diversity and inclusion. Retrieved from

https://www.youtube.com/watch?v=79JHMjA6tAA

Loehr, A. (2014). A deeper look at cultural awareness in the workplace. Retrieved from

https://www.anneloehr.com/2017/03/16/cultural-awareness-in-the-workplace/

Mission Statement. (2019). Mission statement, values and guiding principles. Retrieved from

https://www.clackamas.us/juvenile/aboutus.html
THE CHANGE PROCESS 21

Appendix

Appendix A - Equity Lens packet

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Appendix A (continued)
THE CHANGE PROCESS 23

Appendix A (continued)
THE CHANGE PROCESS 24

Appendix A (continued)
THE CHANGE PROCESS 25

Appendix B - Gantt chart

Appendix C – meeting notes from third Equity Lens meeting

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THE CHANGE PROCESS 27

Appendix D – checklist for after this student intern leaves the juvenile department

Checklist for Change Process

_____ Present ideas for the equity lens packet to Mark McDonnell

_____ If approved, create online training modules.

_____ Module one: Defining language to include diversity, exclusion and inclusion, power, oppression,

racism, sexism and classism.

_____ Module two: TedTalk Humanize diversity and inclusion. Retrieved from

https://www.youtube.com/watch?v=79JHMjA6tAA.

_____ Part two of 2nd module: develop a questionnaire on how to apply the first two modules to the

employees every day work environment.

_____ Module three: Cultural Sensitivity Training. Develop module on various cultures and ethnicities

in Clackamas county. Add information that includes religious holidays and celebrations people in

our communities celebrate. (something that could be helpful – if possible - is ask every

employee to fill out a brief survey on survey monkey that lists any holidays or celebrations they

observe). Include this into module.

_____ Part two of 3rd module: develop a questionnaire relating how one’s own culture can influence

choices, interactions and biases.

_____ Ask Clackamas county to add monthly festivals and holidays in their Clackamas Weekly Email to

raise cultural awareness.

_____ Encourage the juvenile department to plan a cultural party where employees can bring a family

dish and share the recipe and why it is a piece of their culture.
THE CHANGE PROCESS 28

_____ Have Paula or other manager review job descriptions, policies and procedures to ensure the

language fits into the equitable, diverse and inclusion change process mission and goals.

_____ Use evaluation tool to survey if the change process (modules etc) have been helpful to

employees.

_____ Assess and reassess equity lens/change process. Incorporate into yearly evaluations.

Appendix E:

Evaluating Tool will be used after the online training:

Participant Survey Instructions: Thinking about the course you just completed, please indicate to what
degree you agree with each statement using this rating scale:

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

Please provide comments along with your rating to help us to improve this course in the future.

Learning Environment:
The online training environment helped me to learn. 1 2 3 4

There were no major distractions that interfered with my learning. 1 2 3 4

Relevance:
The program material will be helpful for my future employment at the juvenile department. 1 2 3 4

I will be able to immediately use what I learned. 1 2 3 4

Delivery:
I was well engaged with what was going on during the online training 1 2 3 4

The activities and exercises aided in my learning. 1 2 3 4

Overall The program met my expectations. 1 2 3 4

I am clear on how to apply what I learned on the job. 1 2 3 4

From what you learned, what will you be able to apply on your job?

How confident are you that you will be able to apply what you have learned back to the job? (Circle one
rating) 0…..1…..2…..3…..4…..5…..6…..7…..8…..9…..10

Not at all confident Extremely confident

Comments:
THE CHANGE PROCESS 29

This form adapted from © 2009-2011 Kirkpatrick Partners, LLC. All rights reserved. Used with
permission. For more information, visit kirkpatrickpartners.com

Appendix F – sanction letter

Clackamas County
Juvenile Department

Sanctioning Letter

T0: All Staff

FR: Vikki Allen, Community Connections, Intern & Volunteer Coordinator

RE: Intern Project

DA: February 1, 2019

Dayna Ross is a Briar Cliff University social work student interning at the juvenile department during the
2019 spring semester.

She is working on a course assignment that may require your support and assistance. She will be
working towards implementing a new diversity, equity lens packet for the juvenile department
employees. I am very pleased that Dayna will be developing this very important resource for us.

If Dayna contacts you regarding her “change process” assignment please give her your support and
cooperation. She will appreciate your input and ideas. Dayna needs to complete her assignment by
early April.

Please feel to contact me at 503-650-3146 if you have any questions. Dayna can be reached at 360-521-
3852.

Thank you,

Vikki Allen