The Intercultural Development Inventory December 15, 2015 Presenters: Dr. Pamala V. Morris Dr. Charles A. Calahan When first presenting a slide that says one of the following, the ® sign must appear; once this is noted the first time, then you do not need to include the ® symbol for other slides: Intercultural Development Inventory® IDI® Intercultural Development Plan® IDP® Intercultural Conflict Style Inventory® ICS® © 2015 IDI, LLC used with permission

Today’s Learning Outcomes Describe the Intercultural Development Continuum List cross-cultural and diversity benefits, goals, and challenges Explain the key results and implications from the Intercultural Development Inventory You may have other or different objectives for your use of the IDI, they can be listed or replace the one’s indicated in this slide. © 2015 IDI, LLC used with permission

© 2015 IDI, LLC used with permission A Global Landscape When my father and mother applied for a job . . . They competed with people in the city they lived When I applied for a job . . . I competed with people living in the country I lived Intercultural Competence is a core competency for the 21st century. The Intercultural Development Inventory—or IDI—will help participants build intercultural competence. When my children apply for a job . . . They compete against the world Andres Tapias, Keynote presentation given at the IDI, LLC annual conference, 2010, St. Paul, MN © 2015 IDI, LLC used with permission

A Core Competency Over Next Decade . . . Cross-Cultural Competency Ranked #4 of the top 10 work skills needed for the future This finding comes from an extensive survey conducted a few years ago by the Institute for the Future in their publication entitled “Future Work Skills 2020”; published in 2011. © 2015 IDI, LLC used with permission

Intercultural Competence is IMPORTANT & Central to Team Performance Distefano’s research compared the performance of homogenous and diverse teams Reference: Distefano, J.J., Creating Value with Diverse Teams in Global Management, Organisational Dynamics, Vol 29, No. 1, pp 45-63, 2000 Monocultural Teams Leaders acknowledge and support cultural differences Cultural differences become an asset to performance Multicultural Number of Teams Leaders ignore and suppress cultural differences Cultural differences become an obstacle to performance Performance This slide reflects results from a study by Distefano, et al, (2000) which shows how multicultural teams that understand, appreciate, and leverage differences create value and synergy and achieve success beyond levels achieved by monocultural teams. In this study, multicultural teams that ignore and suppress cultural differences are called “destroyers” (destroy creative synergy and value). Teams are full of mistrust, hold on to information jealously, and take every opportunity to attack other team members. Energy that could have been positive is drained into negative stereotypes. “Team decisions were made by the manager or formal leader without genuine discussion among members. The “team” destroyed value rather than created it. Monocultural teams do not leverage differences for innovation or performance advantages. They “equalize” differences – suppressing them to smooth processes, and in turn suppress differences in ideas and perspectives. Performance is “mediocre”. Most culturally diverse teams that think of themselves as “doing well” are really “equalizers”. Multicultural teams that acknowledge and support cultural differences perform at high levels and exceed expectations. Differences are explicitly recognized and accepted, nurtured and their implications are incorporated into every facet of the group’s process. These are the “creators”. They create value. Key here is not membership – on average members weren’t any better in their individual areas than those on destroying or equalizing teams. The key to unlocking creative synergy was in the team’s interaction processes – how they leveraged the differences. © 2015 IDI, LLC used with permission

© 2015 IDI, LLC used with permission The Higher the Staffing Team’s IDI Score—the More Successful in Hiring Diverse Talent Greater Diversity Hiring Less Diversity Hiring A predictive validity study was conducted by Hammer (IDI, LLC) and Bye (MDB Group) to assess the predictive validity of the IDI. A total of 71 recruiters of the US staffing function within a high tech multinational organization participated. They worked in six teams located throughout the US. This study examines the validity by assessing the relationship between the team IDI Developmental Orientation scores to the degree to which cultural diversity was reflected in each of the six team’s hiring results. Benchmarks indicated on vertical axis – based on US EEO Commission. The further along the continuum the team was , the more benchmarks they made – meaning the more effective they were in diversity recruitment and hiring. (Teams 5 & 6 are about 3 times more effective in diversity recruitment and hiring compared to teams 1 & 2). These results indicate that the lower the team’s DO score (lower intercultural competence), the more the team’s Diversity and Inclusion benchmarks were missed. Team correlational analysis of DO with Benchmarks missed: Spearman’s Rho used due to small sample size (n=6), indicates significant correlation of -.83 (p=.04; n=6). Very strong negative correlation: higher DO is related to lower number of benchmarks missed. Individual correlational analysis of DO with Benchmarks missed: Pearson product-moment correlations (pearson’s r) run between individual DO scores (n=71) and Benchmarks missed: Significant, negative correlation of -.45; with a robust .21 percent of the variance accounted for in meeting D&I goals. This individual correlation is conservative due to the fact that in a number of cases, there were multiple recruiters working together to produce the team results in benchmarking misses. Thus, the team level benchmarking data tends to “water down” the correlation between the individual and his/her own actual productivity and accomplishment around D&I goals (misses). Minimization Acceptance Polarization (Defense / Reversal) © 2015 IDI, LLC used with permission

This Intercultural Development Inventory® (IDI®) Cross-culturally validated assessment of intercultural competence 50 item questionnaire, “back translated” into 14 languages, available online and in paper versions Includes open-ended questions & ability to add six unique questions Customized to Educational and Organizational applications Able to produce customized individual, group, sub-group and organization-wide IDI profile reports All Individual IDI profile reports accompanied by customized, Intercultural Development Plans IDI is cross-culturally validated with over 10,000 individuals across a wide range of cultures—both domestic & international diversity No cultural bias and not “transparent” (i.e., no social desirability) Demonstrated content, construct and predictive validity in organizations and in educational institutions Over 60 published articles & book chapters & 66 Ph.D. dissertations Used by 1,800 qualified IDI administrators in 30 countries The IDI has demonstrated value and effective use across cultural communities. To further illustrate this: show group the short (2 minute) video case studies found on: www.idinventory.com © 2015 IDI, LLC used with permission

How to Use the IDI to Build Intercultural Competence Individual: Development Leadership coaching Classroom/team: Training, classroom learning Team/group development Organizational: Program evaluation Research Policy/Strategy revision Restricted use: Selection (only IDI, LLC) Baseline/benchmarking/needs analysis Applications: Important to point out that the IDI has a wide-range of applications for the development of intercultural competence. For Selection, only IDI, LLC is authorized to use the IDI for selection and promotion of talent. IDI, LLC also specializes in large-scale baseline assessments using the IDI, focus groups and individual interviews in schools and organizations. © 2015 IDI, LLC used with permission

How We View Intercultural Competence Presence of differences Diversity: The Who Leveraging differences to increase contributions & opportunities for all Inclusion: The What “How” to achieve Diversity representation & Inclusion goals Intercultural Competence: The How These assessment strategies can provide organizations with a “snapshot” of how well goals in each of these three areas are being met. Meeting Diversity goals in organizations is assessed by looking at representation statistics; how many people from group X are in the organization, at what levels, etc. Making the organization more inclusive (making the mix work) is often focused on through developing more culturally appropriate recruitment, retention, performance evaluation, promotion, rewards, and leadership practices and policies. Assessing the level of intercultural competence or capability is done through the use of the Intercultural Development Inventory; a cross-culturally valid measure of intercultural competence at individual, team organizational level. Assessed by representation (e.g., how many . . . ) Assessed by outcomes (e.g., climate, tenure turnover, conflict) Assessed by the IDI © 2015 IDI, LLC used with permission

Intercultural Competence: The How The capability to shift cultural perspective and adapt—or bridge--behavior to cultural commonality & difference Deep cultural self-awareness Deep understanding of the experiences of people from different cultural communities—in perceptions, values, beliefs, behavior and practices Behavioral shifting across these various cultural differences 3 important aspects of Intercultural Competence: Cultural Self-Awareness Cultural Other-Awareness (development of empathy) Behavioral shifting to bridge across cultural differences © 2015 IDI, LLC used with permission

Intercultural Competence Development Focuses on . . . Eliminating interpretations & behavior based on bias & stereotypes Evaluative overgeneralizations, personal traits assigned to group Stereotypes support less complex perceptions & experience of cultural differences & commonalities Increasing interpretations & behavior based on cultural generalizations/frameworks Neutral, relative descriptions of a group’s preferences Cultural generalizations support more complex perceptions & experience of cultural differences & commonalities Stereotypes refer to overgeneralizations where personal traits are assigned to culturally different groups and individuals from those groups. Stereotypes do not invite the individual into a deeper understanding of oneself or the other. Rather, Stereotypes reduce a deeper inquiry into the experience of the other because they support less complex perceptions of what constitutes a cultural difference or commonality.  Cultural generalizations are more complex and value-neutral generalizations of cultural patterns of difference (e.g., individualism/collectivism; direct/indirect communication patterns). As a result, cultural generalizations or frameworks encourage a deeper inquiry into the experience of the other and result in greater understanding and more authentic adaptation to cultural differences and commonalities. © 2015 IDI, LLC used with permission

Unlike Other Approaches . . . The IDI assesses intercultural competence along the Intercultural Development Continuum (Adapted from the DMIS model (Bennett, 1986; 1993) This assessment tool & model is: Holistic—assesses mind/action sets; not individual personality, knowledge, attitude or skill dimensions Developmental—not typological Interculturally grounded—explains how individuals and/or group experience cultural differences & commonalities It is important to emphasize the holistic nature of the IDI; it measures the mindset/skillset composite of how individuals and groups “experience”, make sense of (attaching meaning) and behave in their interaction with cultural differences. © 2015 IDI, LLC used with permission

Why the IDI is Different from Other Assessments Tools: Interculturally Competent Practices . . . Occur at a level supported by the individual’s underlying developmental orientation Building intercultural competence is more successful when focused on the individual’s underlying developmental orientation as assessed by the IDI The IDI is the only cross-culturally valid assess of intercultural competence from a developmental perspective and model. As a result, we can better target cross-cultural competence building training and coaching that takes the learning where he/she is “developmentally situated” to deeper understanding and navigation of cultural differences. © 2015 IDI, LLC used with permission

Intercultural Development Continuum: Primary Orientations Denial Polarization Minimization Acceptance Adaptation Bridges across Difference Deeply Comprehends Difference Intercultural Mindset De-emphasizes Difference Judges Difference Misses Difference Review each primary orientation. Monocultural Mindset © 2015 IDI, LLC used with permission Modified from the Developmental Model of Intercultural Sensitivity (DMIS), M. Bennett, 1986

Intercultural Development Continuum: Primary Orientations Diversity feels valued and involved Denial Polarization Minimization Acceptance Adaptation Diversity feels understood Intercultural Mindset Diversity feels unheard Diversity feels uncomfortable Diversity feels ignored Review each primary orientation. Monocultural Mindset © 2015 IDI, LLC used with permission Modified from the Developmental Model of Intercultural Sensitivity (DMIS), M. Bennett, 1986

Denial Recognizes more observable cultural differences (food, music & etc.) May not notice deeper cultural differences (communication styles) May avoid or withdraw from cultural differences

Quotes from Denial of Difference or Diversity I have never had to think about it I do not have much contact with … Live and let live … that is what I say As long as we all speak the same language I can be successful in any culture

Denial: Developmental Task Recognize the existence of cultural differences and diversity

Denial: Next Skills to Develop Ability to gather appropriate information about culture Initiative to explore aspects of culture Ability to recognize difference or diversity Trust, friendliness, cooperation

Polarization Judgmental orientation that views cultural differences as “us” versus “them” Defense: uncritical view of own culture and overly critical of other cultural values and practices Reversal: overly critical of own culture, values, and practices and uncritical view of other cultures

Quotes from Polarization (Defense) I wish these people would just talk the way we do Other cultures make you realize how much better the USA is These people do not value life like we do Boy, could we teach these people a lot of stuff

Quotes from Polarization (Avoidance) I am embarrassed by people from my country I wish I could give up my own cultural background and be like one of these people These people are so sophisticated, not like the superficial people back home

Polarization: Developmental Task Mitigate polarization by emphasizing our “common humanity”

Polarization: Next Skills to Develop Discipline to maintain personal control Ability to manage anxiety Tolerance Patience

Minimization Highlights cultural commonality and universal values and principles that may mask deeper recognition and appreciation of cultural differences and diversity

Quotes from Minimization of Difference or Diversity This is really not an issue here All the race that matters is the human race I am not a racist … I am color blind Customs differ, but when you get to know them they are pretty much like us No matter what culture, people are motivated by the same things Around the world, most values are universal

Minimization: Developmental Task Develop cultural self-awareness

Minimization: Next Skills to Develop Knowledge of one’s own culture Open mindedness Listening skills Culture-general knowledge Ability to perceive others accurately Ability to maintain a nonjudgmental interaction posture

Acceptance Recognizes and appreciate patterns of cultural differences and commonality in one’s own and other cultures

Quotes from Acceptance of Difference or Diversity You do not want the same kind of people around I have a culture and it may give me privilege I get nervous around diverse people because I do not know how to behave Difference means more creativity I study new cultures before I go there I need to know about relevant cultural differences Values are different in different cultures. I want to be respectful but maintain my own core values

Acceptance: Developmental Task Refine analysis of cultural contrasts

Acceptance: Next Skills to Develop Cultural specific knowledge Cognitive flexibility Knowledge of other cultures Contextual knowledge Respect for other’s values and beliefs Tolerance of ambiguity

Adaptation Capable of shifting cultural perspective and changing behavior in culturally appropriate and authentic ways

Quotes from Adaptation to Difference and Diversity To solve this dispute, I am going to change my approach It is fair if I try to meet them half way I can maintain my values but behave in culturally appropriate ways I need to change my behavior to account for differences in another culture I am beginning to feel like a member of another culture

Adaptation Developmental Task Develop frame of reference shifting skills

Adaptation: Next Skills to Develop Empathy Risk taking skills Problem solving skills Interaction management skills Flexibility Social adaptability Ability to adapt communication patterns

How to Read the IDI Group & Individual Profile Report PO score DO score Orientation Gap Range of Primary Orientations % Resolution of Polarization of Defense & Reversal Trailing Orientation Leading Orientation Cultural Disengagement Demographics and/or customized questions (Note: Individual contexting question answers in individual IDI profile report only) If you need to explain to participants what each of the “data points” mean in the group or IDI report, be sure to explain the elements listed. © 2015 IDI, LLC used with permission

© 2015 IDI, LLC used with permission What can Individuals Expect to Gain using the Intercultural Development Plan (IDP)? Gain insights concerning intercultural challenges they face and clarify intercultural goals important to them Increase understanding of how their Developmental Orientation impacts how they perceive and respond to cultural differences and commonalities Identify and engage in targeted, developmental learning that increases intercultural competence in bridging across diverse communities The Intercultural Development Plan (IDP) provides a customized, developmental blueprint for individuals to increase their intercultural competence. It is important to tell participants that their own Individual IDI report AND their customized IDP is ONLY provided to them after they have a one-on-one IDI Individual Profile report debrief with an IDI QA. As a QA, you need to be aware: The IDP is customized for each individual by name and Developmental Orientation; it cannot be copied or re-used with individuals who do not have an IDI profile; Most impactful when used as the foundation for individual coaching sessions by a QA following the profile feedback session. Given to each person after the QA completes their profile feedback; however, the person can work through the IDP on their own. Is not a separate IDI “product” that can be charged for. © 2015 IDI, LLC used with permission

© 2015 IDI, LLC used with permission

Copyright, 2007, 2009 Mitchell R. Hammer, Ph.D. THANK YOU!! © 2015 IDI, LLC used with permission Copyright, 2007, 2009 Mitchell R. Hammer, Ph.D.