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https://iarslceproceedings2012.wikispaces.com/Global+CE+%26+Comparative+Studies
Day 10
5 February 2015
IICS 611 – Royal Roads University
School of Communication & Culture
Sabine Lehr, Associate Faculty Member
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Day 10 – Assessment, Evaluation, Research
Assessment, Evaluation and Research in
Intercultural Competence
READINGS
Textbook: Chapters 26 and 27
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Day 10 – Assessment, Evaluation, Research
Chapter 26: Research Application
What’s the problem?
• Multitude of deficiencies in established models of diagnostic
instruments to determine cross-cultural profiles and
competence
• Existing frameworks are not free of cultural bias (e.g., Western
organizations imposing Anglo-Saxon human resource
competence systems on entirely different organizational
cultures)
• Shift from task oriented work to person oriented
work environment (employability based on
contemporaneous skills)
• In demand: people with competencies
transferable to multiple locations
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Day 10 – Assessment, Evaluation, Research
“Extreme” definitions of
competence/y/s/ies:
Competency/
competencies
Skills and knowledge employees must
have or acquire to input into a situation
to achieve high levels of performance
(what you know/skills and knowledge)
Popular in the United States
Competence/
Competences
System of minimum standards and
effective behaviours demonstrated by
performance and outputs
(what you do/how you apply knowledge
in practice)
Popular in Europe
See Table 26.1 in Textbook
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Day 10 – Assessment, Evaluation, Research
How to design a framework and associated
(research) instrument that covers the
spectrum of cultural effects that is itself
free of cultural bias?
Is culturally neutral research possible?
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Day 10 – Assessment, Evaluation, Research
Varying paradigms of assessments
Domain
Nature or Nurture
Cognitive – measuring
capacity
Rarely changes as one grows older
Motivational –
measuring purpose
Shifts over time and can align with organization’s
goals
Personality – measuring Set in formative years, but can change a little
tendencies/approaches throughout life (dramatic events)
to life
Values – determining
value & belief systems
Measurement of meaning, mainly set in formative years from collective cultural programming
Behavioural –
measuring actions
Can be learned and modified at any time
Organizational culture
Context that affects the way things are done
around organization
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Day 11 – Assessment, Evaluation, Research
Sublevels of “hypercultural competence”
Hypercultural competence
Outcomes
Cross-cultural competence: Capability to function
according to cultural rules of more than one
system; respond in culturally sensitive way
Avoid
blunders/embarrassment;
no ethnocentricity
Intercultural competence: Successful
communication and effective collaboration with
people of other cultures; respect of others
Communicate/work with
other cultures
Transcultural competence: Capability to connect
different points of view through elicitation of
dilemmas and their reconciliation
Reconcile differences
Transcultural competence: Capability to deliver
business benefits of cultural reconciliation
through servant leadership
Leverage business benefits
Intracultural competence: Capability to leverage
cultural and/or ethnic diversity and differences
within teams
Managing and leveraging
business benefits of diverse
teams and employees
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Day 10 – Assessment, Evaluation, Research
Recognition
An individual’s capacity to understand his or her
condition in the community and the world, and
thereby make effective judgments = global
consciousness
Relates to cross-cultural competence as
subcomponent of hypercultural competence
Elements:
•Awareness of nations, cultures, civilizations
•Critical self-awareness
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Day 10 – Assessment, Evaluation, Research
Respect
Basis for our attitudinal, cognitive, and
behavioural orientations toward people who hold
a diversity of values
Relates to intercultural competence as
subcomponent of hypercultural competence
Elements:
•Respect for human dignity and uniqueness of
persons
•Acceptance of other (cultures’) values
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Day 10 – Assessment, Evaluation, Research
Reconciliation
An individual’s propensity to deal with the
differences of which one is both aware and that
one respects
Relates to transcultural competence as
subcomponent of hypercultural competence
Elements/levels of reconciliation:
•Aspects of human relationships
•Aspects of time
•Inner and outer worlds
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Day 10 – Assessment, Evaluation, Research
Realization
An individual’s propensity to deal with the
differences of which one is both aware and that
one respects
Relates to transcultural competence as
subcomponent of hypercultural competence
Elements of realization:
•Achieving the task
•Developing the team to complete the project
•Managing individuals
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Day 10 – Assessment, Evaluation, Research
Trompenaars & Woolliams’s
General Framework of Competence for
Today’s Global Village
(Figure 26.1 on p. 445)
Watch the following short video “The Interview”
and pay attention to the particular cluster you
have been assigned
http://www.youtube.com/watch?v=n6kUaDp5FV
U&list=PLc8EucmoIj0RP5vF_7GDxvuebfX5G4wpX
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Day 10 – Assessment, Evaluation, Research
Intracultural (In)competence
In the following video, pay attention to how
employees’ team roles intersect with their
interpersonal relationships and cultural identities
NorQuest College
http://media.norquest.ca/mds/owls/videos.htm
“Building Effective Multicultural Workplaces”
(11 min)
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Day 10 – Assessment, Evaluation, Research
Chapter 27: Assessing Intercultural
Competence
Dilemmas:
Lack of consensus regarding
terminology
Lack of consensus on reliable
assessment tools
Lack of experience assessing attitudes and
awareness vs. knowledge and skills
Centrality of language proficiency
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Day 10 – Assessment, Evaluation, Research
Assessment (long term)
Assessment
Resources
Implementation
Needs assessment
Educational precepts
Goals and objectives
Curriculum/syllabus
The Gemstone Model (by Fantini, from Textbook p. 461, Figure 27.3)
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Day 10 – Assessment, Evaluation, Research
Test Types
Readiness tests Placement tests Diagnostic tests
Aptitude tests Attitude tests Formative tests
Proficiency, communicative, or competency-based tests
Criterion-referenced & norm-referenced tests
Bilingual or culture-language dominance tests
Achievement or standardized tests
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Day 10 – Assessment, Evaluation, Research
Intercultural Development Inventory –
Introduction (3:30min)
http://idiinventory.com/video/an-introduction-to-theintercultural-development-inventory-3-28-minutes/?id=357
Intercultural Development Inventory –
Workplace Impact (4:30min)
http://idiinventory.com/video/workplace-impact-of-theintercultural-development-inventory-4-27-minutes/?id=360
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Day 10 – Assessment, Evaluation, Research
Intercultural Development Inventory
http://www.idiinventory.com/
The Intercultural Development Inventory® (IDI®) is a statistically
reliable, cross-culturally valid measure of intercultural
competence adapted from the Developmental Model of
Intercultural Sensitivity. The IDI can be used for a wide variety of
purposes, including:
• Individual assessment in coaching, counseling situations
• Group analysis in teambuilding efforts
• Organizational-wide needs assessment for training design
• Program evaluation to assess the effectiveness of various
interventions
• Research
The IDI is a 50-item, theory-based instrument that can be taken
either in paper and pencil form or online.
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Day 10 Wrapup and Outlook
Readings for Tuesday, February 10
Textbook: Chapter 29
The Real Cost of Intercultural Incompetence
Article by Sudhoff (2010)
Content- and language-integrated learning