Intercultural Development Inventory Group Profile Feedback

Intercultural Development Inventory Group Profile Feedback

Introduction to the Intercultural Development Inventory This guide is intended for internal HCMC use only. Contents within this guide have been adapted from the IDI profile and Mitchell R. Hammer. Description The Intercultural Development Inventory (IDI) is a dynamic tool that allows us to measure and increase intercultural competence across culturally diverse communities. Presented By: Lor N. Lee HCMC Diversity Consultant Organizational Development and Learning Office Direct Office Phone: 612-873-2327 Email: lor.lee@hcmed.org Objectives Why Intercultural Competence? Review IDI Framework Your IDI Group Profile Group Action Planning Why Intercultural Competence? Review IDI Framework Your IDI Group Profile 2

Why Intercultural Competence? A young Asian boy and his mother, neither of whom can speak English, is in the Emergency Department. Upon inspection of the boy, the doctor finds what he believes are bruises all over the boy s body. He calls the social worker and discusses reporting the abuse to Child Protective Services. Once the interpreter arrives, he explains to the doctor and the social worker that the bruises were acutally from a traditional healing method called coining. 3

What is the Intercultural Development Inventory? The Intercultural Development Inventory (IDI ) is a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity. 50 Statements Open ended contexting questions 20-30 minutes to complete Computer based scoring The Developmental Model of Intercultural Sensitivity (DMIS) The Developmental Model of Intercultural Sensitivity (DMIS) was created by Dr. Milton Bennett (1986, 1993) as a framework to explain the reactions of people to cultural difference. In both academic and corporate settings, he observed that individuals confronted cultural difference in some predictable ways as they learned to became more competent intercultural communicators. Using concepts from cognitive psychology and constructivism, he organized these observations into six stages of increasing sensitivity to cultural difference. The underlying assumption of the model is that as one's experience of cultural difference becomes more complex and sophisticated, one's competence in intercultural relations increases. Each stage indicates a particular cognitive structure that is expressed in certain kinds of attitudes and behavior related to cultural difference. By recognizing the underlying cognitive orientation toward cultural difference, predictions about behavior and attitudes can be made and education can be tailored to facilitate development into the next stage. 4

The IDI Continuum Denial and Polarization are considered monocultural in that one s own culture is seen as the only culture or to varying extents the better culture. Minimization is a transition stage. While still monocultural, at this stage a person starts having deeper insights about some other cultures. Acceptance and Adaptation are considered multicultural or Intercultural in that one s own culture is seen as equal among many other cultures. These stages are: Characterized by a positive and constructive mindset about cultural difference. Indicative of a person who will intuitively tend to make more inclusive decisions and actively seek to build a diverse workforce and an inclusive work environment. 5

Summary of Orientations Denial. Being comfortable with the familiar. Not anxious to complicate life with cultural differences. Not noticing much cultural difference around you. Maintaining separation from others who are different. Polarization: o o Defense. A strong commitment to one s own thoughts and feelings about culture and cultural difference. Aware of other cultures around you, but with a relatively incomplete understanding of them and probably fairly strong negative feelings or stereotypes about some of them. This may lead to some distrust of, and a tendency to be judgmental about, cultural behavior or ideas that differ from one s own. Reversal is the opposite of Defense. The person feels that some other culture is better and tends to exhibit distrust of, and be judgmental of, their own culture. Minimization. Aware that other cultures exist all around you, with some knowledge about differences in customs and celebrations. Not putting down other cultures. People from other cultures are pretty much like you, under the surface. Treating other people as you would like to be treated. A tendency to assume you understand the situation the same as a person from another culture. Acceptance. Aware of your own culture(s). See your own culture as just one of many ways of experiencing the world. Understanding that people from other cultures are as complex as yourself. Their ideas, feelings, and behavior may seem unusual, but you realize that their experience is just as rich as your own. Being curious about other cultures. Seeking opportunities to learn more about them. Adaptation. Recognizing the value of having more than one cultural perspective available to you. Able to take the perspective of another culture to understand or evaluate situations in either your own or another culture. Able to intentionally change your culturally based behavior to act in culturally appropriate ways outside your own culture. 6

IDI Interpretation (PO): Your Perceived Orientation (PO) reflects where you place yourself along the intercultural development continuum. Your Perceived Orientation can be Denial, Polarization (Defense/Reversal), Minimization, Acceptance or Adaptation. (DO): The Developmental Orientation (DO) indicates your primary orientation toward cultural differences and commonalities along the continuum as assessed by the IDI. The DO is the perspective you most likely use in those situations where cultural differences and commonalities need to be bridged. Your Developmental Orientation can be Denial, Polarization (Defense/Reversal), Minimization, Acceptance or Adaptation. (OG): The Orientation Gap (OG) is the difference along the continuum between your Perceived Orientation and Developmental Orientation. A gap score of seven points or higher indicates a meaningful difference between the Perceived Orientation and the assessed Developmental Orientation. The larger the gap, the more likely you may be surprised by the discrepancy between your Perceived Orientation score and Developmental Orientation score. 7

(TO): Trailing Orientations are those orientations in back of your orientation that are not resolved. When not resolved this perspective may be used to make sense of cultural differences at particular times, around certain topics, or in specific situations. (LO): Leading Orientations are the next orientation to take in the developmental process. 8

Applying Cultural Intelligence Principles Action/ Behavior Motivation Cultural Intelligence Strategy Knowledge Motivation energized and persistent in cultural interactions MOTIVATION addresses the WHY why would you want to know more about the situation Knowledge The Facts: Things you know to be factual (belief/value) about a cultural group Awareness of self and others Strategy this is about thinking and solving STRATEGY addresses the WHAT what do you make of the situation (thinking & solving) Action/Behavior acting in certain ways in cultural interactions BEHAVIOR addresses the HOW how would you go about your adapting to the situation 9

IDI Guided Developmental Group Action Plan Instructions: 1. Identify 2-3 developmental goals for your developmental orientation and your immediate leading orientation. 2. Note how often you will be able to work on each activity. 5. For each intervention strategy state a date of completion and the expected results Developmental Orientation (DO): Developmental Intervention Strategy Check Point: When/How Often Completion Date Expected Results Leading Orientation (LO): Developmental Intervention Strategy Check Point: When/How Often Completion Date Expected Results 10