1. 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®
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2. 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.
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3. © 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
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4. 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.
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5. 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.
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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)
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7. 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:
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8. 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.
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9. 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
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10. 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
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11. 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.
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12. 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.
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13. 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.
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14. 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
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Modified from the Developmental Model of Intercultural Sensitivity (DMIS), M. Bennett, 1986

15. 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
© IDI, LLC used with permission
Modified from the Developmental Model of Intercultural Sensitivity (DMIS), M. Bennett, 1986

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

17. 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

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

19. 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

20. 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

21. 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

22. 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

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

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

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

26. 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

27. Minimization: Developmental Task
Develop cultural self-awareness

28. 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

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

30. 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

31. Acceptance: Developmental Task
Refine analysis of cultural contrasts

32. 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

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

34. 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

35. Adaptation Developmental Task
Develop frame of reference shifting skills

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

40. 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.
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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.
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44. Copyright, 2007, 2009 Mitchell R. Hammer, Ph.D.
THANK YOU!!
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Copyright, 2007, 2009 Mitchell R. Hammer, Ph.D.