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EXPLORING THE ROLE ASSESSMENT PLAYS IN DEVELOPING INTERCULTURAL LEADERS

The 17th Annual ILA Global Conference Friday, October 16, 2015 Barcelona, Spain

Chris T. Cartwright, MPA, Ed.D. Intercultural Communication Institute

Josh Armstrong, Ph.D. Gonzaga University

Linnette Werner, Ph.D. University of Minnesota

Marcus Carrigan, M.A. Candidate University of San Diego

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Session Objectives

■  What is Intercultural Competence?

■  3 Methods to Assess it

■  Discussion

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GLOBAL LEADERSHIP “the process of influencing the thinking, attitudes, and behaviours of a global community to work together synergistically toward a common vision and common goals” (Adler, 2001 & Festing, 2001)

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Global Knowledge

Attitudes & Orientations

Cosmopolitanism Global Mindset

Interpersonal Skills

Building Trust &

Relationships

Threshold Traits Resilience Integrity Humility Inquisitiveness

Cognitive Complexity

System Skills

Building Community & Social Capital

Mindful Communication

Fostering innovation Making Complex

Ethical Decisions

Multicultural Teaming

Leading Change

Influencing Stakeholders

Architec- ting

Building Blocks of Global Leadership Competency

The Pyramid Model (Bird & Osland, 2003; Osland, 2008)

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What is a Competency?

The underlying qualities or characteristics that lead to superior performance

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WHAT IS INTERCULTURAL COMPETENCE?

The ability to communicate effectively and appropriately in a variety of cultural contexts.

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Intercultural Competency •  A Mind set: Knowledge •  A Heart set: Attitude • A Skill set: Abilities

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DEVELOPMENT / ASSESSMENT CHALLENGES

Individual

Education, Training &

Development

Outcomes

Are we really changing attitude,

behavior & performance?

Would they get to the outcome

on their own?

What is the profile of inter-culturally

competent graduates?

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PROPERTIES OF A GOOD ASSESSMENT INSTRUMENT

▪  Must be reliable ▪  Should demonstrate these types of validity: ▪  Content validity; ▪  Predictive validity; ▪  Convergent/divergent validity; ▪  Differential validity; ▪  Face validity.

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ASSESSING THE INTERCULTURAL

Measuring the Process

Determining the level of Competency

Vs.

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Global Leadership Context

High Performing Global Managers

Business Knowledge

Intercultural Competencies

Organizing Expertise

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Intercultural Effectiveness Inventory; The Bucket (Factor) Model

Learn & Understand Effectively

Develop & Manage

Relationships Effectively

Manage Self Effectively in Challenging Situations

Personal Competencies

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IES Continuous Learning: • Exploration • Self-Awareness

Interpersonal Engagement: • Global Mindset • Relationship Interest

Hardiness: • Positive Regard • Resilience

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DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY Monocultural

Mindset

Intercultural Mindset

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INTERCULTURAL KNOWLEDGE & COMPETENCE RUBRIC Knowledge

▪  Cultural self- awareness ▪  Knowledge of cultural worldview frameworks

Skills ▪  Empathy ▪  Verbal and nonverbal communication

Attitudes ▪  Curiosity ▪  Openness

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GONZAGA/U OF M CONTEXTS GONZAGA

UofM

Public/Private Private,Jesuit Public,ResearchOne,Big10

#ofstudentsoncampus

7,400total5,000UG+2,400Grad

50,000total30,000UG+20,000Grad

#ofstudentsinLeadershipMinor

200+undergrads45graduatesperyr

1,400+enrollmentsperyr100+graduatesperyr

ApplicationBased? Yes No

CohortBased? Yes No

#studentsinstudyabroadprogram

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Hostcountry Zambia Bali,Indonesia

#weeks 4 3

Term May2015 May2015

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GONZAGA-IN-ZAMBEZI STUDY ABROAD

4 Week Study Abroad: ▪  Intercultural Perspectives on Leadership ▪  Traveling Writer

Course Objectives: ▪  Culturally intelligent leadership, ▪  Self-awareness, ▪  Intercultural competencies

Accompaniment and Service-Learning ▪  Group Journal ▪  Evening reflections

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GONZAGA APPROACH TO ASSESSMENT

A.  Intercultural Development Inventory (IDI) to ▪  Intercultural Effectiveness Scale (IES)

B. Writing Samples - AACU VALUE Rubric

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PRE-POST WRITING PROMPTS - GONZAGA

PRE-WRITING SAMPLE (Student A) Remember a situation when you interacted with someone who was different from you. Tell us what went well about this interaction.

I have never left this country, so I do not have a strong perception/experience with those who are significantly different than me. The best example I can think of is my first time being away from my parents for an extended time: freshman year of college. Meeting people from California, Seattle, and Portland made me realize that culture can vary so much within “one culture.”

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PRE-POST WRITING PROMPTS - GONZAGA POST-WRITING SAMPLE (Student A) Remember a situation when you interacted with someone in Zambia (who was Zambian). Tell us what went well about this interaction.

I loved the experience because of the way David took his time to translate his process of listening and responding to the patients who come through….. During this experience, I was able to feel listened to and acknowledged for my passion and future career goals in a place where I had found that the language barrier was really affecting my ability to feel listened to and often understood.

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PRE-POST WRITING PROMPTS - GONZAGA PRE-WRITING SAMPLE (Student A) What do you think the people in Zambia are like? How would you describe them?

I picture the people in Zambia being thirsty for knowledge, always wanting to know more about the world. They are curious and persistent, always asking questions that can break down walls and barriers, allowing real conversations and reflection to flow.

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PRE-POST WRITING PROMPTS - GONZAGA POST-WRITING SAMPLE (Student A) What do you think the people in Zambezi are like? How would you describe them?

The best way I can describe the people of Zambezi is that they really are just like us Americans in more ways than they aren't. Yes, the culture and economic statuses may be some visual differences between the people I know it home, but what I found during my time in Zambezi is that there are some incredibly honest, kind, and selfless people in the community, but there are still people that are not so good and that I do not look up to/respect as much….I was still able to see the flaws that allow these people to still be recognized as normal human beings.

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IES DATA FROM GONZAGA UNIVERSITY

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GONZAGA HARDINESS & RESILIENCE

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GONZAGA UNIVERSITY BEST PRACTICES

The Principle of Accompaniment: ▪  A Journey with students, along with community partners ▪  Challenge & Support ▪  Deep and meaningful immersion ▪  Sense making and reflection

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U OF MINNESOTA--INDONESIA STUDY ABROAD

3 1/2 Week Study Abroad: ▪  Cross Cultural Leadership ▪  Homestays

Course Objectives: ▪  Effects of Globalization on culture

and happiness ▪  Self-awareness, ▪  Intercultural competencies

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U OF MINNESOTA ASSESSMENTS

▪  IDI ▪ Pre-post writing prompts ▪ Daily journaling ▪ Reading quizzes ▪ Letter to future student

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CHANGES IN IDI ORIENTATION SCORES Total

Students PO DO OG PO

Change DO

Change OG

Change

Capstone Student Scores (Average)

155 123.32 97.11 26.26 N/A N/A N/A

Previous IDI Experience

No 94 121.8 93.7 28.09 N/A N/A N/A

Yes 61 125.6 102.4 23.21 4.89 11.54 -6.65

Ind. Feedback

Yes 40 125.2 103.8 22.40 6.03 14.71 -8.68

No 21 124.4 99.5 24.94 2.77 5.64 -2.87

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USING THE FRAMEWORK TO “TEACH IN THE CRACKS” - How it helps Me (the Instructor)

- Trains my ear for student language that signals teachable moments (Not always as easy with students in minimization!) Looking for emergent moments.

- How it helps The Student - Gives the student a “balcony” perspective on their intercultural

development in a non-judgmental, objective way for them to think about in their actions and writing.

- How it helps the Student/Teacher Relationship

- Allows us to use a shared language to act as a catalyst into our conversations and feedback. Changes the language of the conversation from one about static identity to one about dynamic, fluid, relationships.

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USING THE FRAMEWORK TO “TEACH IN THE CRACKS” (PRE-WRITING) What do you think the people in Bali are like? How would you describe them?

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USING THE FRAMEWORK TO “TEACH IN THE CRACKS” PRE-WRITING (Q#2)

What do you think the people in Bali are like? How would you describe them? “I think that people from Bali are very in touch with nature and their surrounding environment. I’m guessing that their culture is pretty family honor based but am unsure what else is apart of Bali’s culture. Since one of the sections we are studying is happiness

I am also guessing that they are all relatively happy and have a lot of Zen.”

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USING THE FRAMEWORK TO “TEACH IN THE CRACKS” POST-WRITING

What do you think the people in Bali are like? How would you describe them?

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USING THE FRAMEWORK TO “TEACH IN THE CRACKS” POST-WRITING (Q#1)

What do you think the people in Bali are like? How would you describe them? “For the most part people in Bali are caring, grateful, religious, hard working, and all around amazing wonderful people. I would describe them as very family/religious/traditional people that have a very

good grasp on what makes them happy. I heard from countless Balinese that it doesn’t matter how much money one has but how full their hearts are with love & joy for those around them & I think that is what the Balinese People are like.”

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USING THE FRAMEWORK TO “TEACH IN THE CRACKS”

- How it helps Me (the Instructor)

- How it helps The Student

- How it helps the Student/Teacher Relationship

-What triggered my ear in this response: language of similarity and universalism.

-Awareness of self: This may not always be clear, but as in Linnette’s case, you can see a clear change in language in student’s writing.

-Improves Communication -Focuses the Work

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CAN WE DEVELOP INTERCULTURAL COMPETENCIES?

▪  What should we focus on?

▪  What can individuals do?

▪  What can organizations do?

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COMPETENCY STABILITY: CAN PEOPLE REALLY CHANGE?

Distinction in competencies: ▪  Stable

competencies (Predispositions)

▪  Dynamic

competencies (Behavioral Skills)

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INDIVIDUAL DEVELOPMENT Requires: ▪  Self-motivation

▪  Crucible Experiences

▪  Extensive Practice

through

▪  Experiential Learning & Reflection

▪  Cross-Cultural Exposure

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WHAT ORGANIZATIONS CAN DO? Provide & Leverage Experiences: ▪ Multicultural teams ▪ Local cultural immersions ▪ Study abroad & diverse field work ▪ Global/diverse projects ▪ Mentors/coaches ▪ Behavioral + Pre & Post assessment

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Low High

High

Developmental Methodologies Highest Potential For Re-mapping

Classroom (20%)

Info Exchanges w/others

(30%)

Personal Work Experience (50%)

Feedback

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THE EFFECTIVENESS CYCLE

Perceive, analyze, decode

the situation

Accurately identify

effective managerial

action

Possess the behavioral flexibility and discipline to act appropriately

(Bird & Osland, 2004)

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DISCUSSION

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