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Intercultural Practice and Equity · Public-service practice
Consultation is not partnership. Four lessons on who is already at the table, what reciprocity actually costs, when partners are brought in, and how to map the relationships behind one real decision.
40–45 minutes · 4 lessons · Voluntary learning
Five depths a relationship can have, why one word covers all of them in state government, and what a stakeholder list actually proves.
What a partner spends to be in our room, why unpaid expertise is a subsidy, and the report-back that decides whether anyone comes back.
Why late invitations produce guarded answers, how to say plainly what is fixed, and why counties, providers, advocates, families and self-advocates are not interchangeable.
Turn a list of names into a set of relationships with a depth, an owner, a cost and a date, for one decision you are working on now.
Choose one decision you are working on now. Fill in the stakeholder-engagement map, start with the line for who is missing, name an owner and a review point for every relationship, and ask contracts or fiscal colleagues about the payment route before the first invitation goes out.
State agencies use the word partnership for almost every outside relationship they have, which means the word has stopped carrying much information. This module takes it apart. It looks at the five depths a relationship can have and how to name the one you actually hold; at what participation costs the person participating, and what reciprocity puts back on our side of the exchange; at the timing and authority that decide whether an invitation can change anything; and it ends with a stakeholder-engagement map you fill in for one real decision. Nothing here is scored, ranked or collected, and the reflection prompts are yours alone.
A distribution list tells you who receives your material. It tells you nothing about who can change it.
Keep the five depths, the five parts of reciprocity and the map's five columns in view while you plan an engagement, write an invitation, set up an advisory group, or prepare a decision that lands on people outside the division.
Fill the stakeholder-engagement map in for one decision you are working on now, start with the missing-groups line, and keep it with the project file.
Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.
National standards for culturally and linguistically appropriate services, including the standards on community partnership, engagement and shared governance with the communities a program serves.
Why involving disabled people early produces better results than reviewing at the end, and how to plan, recruit and pay for that involvement.
Minnesota's advisory council on disability policy, access and rights, including guidance for state agencies working with disabled Minnesotans and disability organizations.
Minnesota's council on developmental disabilities, with materials on self-advocacy, community partnership and the history of disability-led change in the state.
Minnesota's Olmstead Plan work toward integrated, self-determined lives, including how people with disabilities and their families take part in the planning and reporting.
The state policies, statutes and forms governing grants and payments, useful when arranging compensation for community advisors and partner organizations.
U.S. Department of Justice guidance on the Title II effective-communication obligation, auxiliary aids and services, and primary consideration of the person's expressed preference.
The design reference for this curriculum: multiple ways to engage, culturally responsive materials and accessible instruction.