Intercultural Awareness & Competency
May 2014
Intercultural Competence and Emotional Intelligence
•Affirmative
Introspection
•Intercultural
Literacy
Awareness
Knowledge
Behaviors
&
Attitudes
Skills
•Social
Architecting
•SelfGovernance
Adapted from Emotional Intelligence and Diversity Institute; Cherbosque, Gardenswartz & Rowe, 2005
Awareness
Knowledge
Attitudes
Skills or Behaviors
Affirmative Introspection
Intercultural Literacy
Self-Governance
Social-Architecting
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
1
Intercultural Awareness & Competency
May 2014
Dimensions of Diversity
Adapted from Gardenswartz & Rowe, Diverse Teams at Work: Capitalizing on the Power of Diversity, SHRM
(2003).
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
2
Intercultural Awareness & Competency
May 2014
Dimensions of You
Using the Dimensions of Diversity choose the three aspects that are currently the most
significant for you. For each aspect, list the impact it has had on your life and/or your
work.
Aspect:
Impact on life/work:
Aspect:
Impact on life/work:
Aspect:
Impact on life/work:
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
3
Intercultural Awareness & Competency
May 2014
Mapping Your Cultural Orientation
Individuals demonstrate a wide range of values and preferences across a variety of
cultural dimensions. Map your own cultural orientation by placing an “X” at the spot
that most accurately reflects your values on each continuum below. Remember that a
continuum represents an infinite number of possibilities between the two opposing
ends. There are no right or wrong answers.
Monochronic…………….………………………….……………………………Polychronic
I like to be on time and
What happens is more important
expect the same of others.
than when it starts and ends.
Low Context………………………….…………………………………………High Context
When rules are presented, I prefer
that every detail is spelled out clearly.
Some rules are understood by everyone
so it’s not necessary to spell everything
out.
Individualistic………………………………………………..............................Collectivistic
I prefer to work independently
and be recognized individually.
I prefer to work as part of a group
and think it’s better when
individuals are not singled out.
Egalitarian………………………………….………………………………………Hierarchical
All people should be treated the same,
no matter what their position is.
People should be treated differently
depending on their title, position, rank.
Task Focused………………………………...…………………………Relationship Focused
When working on a project, I prefer to
focus on getting the job done and
become impatient with socializing.
When working on a project, I value time
spent in building relationships and work
better with people when I get to know them.
Surfacing Differences………………..………………………………Maintaining Harmony
I directly address differences
when there is an issue so the
problem can be solved quickly.
I prefer to deal with differences
indirectly, behind the scenes,
to avoid causing upset.
Emotionally Restrained…………………….………………………Emotionally Expressive
It’s better to keep emotions private
It’s better to express emotions openly
Being……………………………………………………………………………………….Doing
I derive more of my identity from
who I am and who my family is
I derive more of my identity from
what I do: schoolwork, activities, etc.
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
4
Intercultural Awareness & Competency
May 2014
1. Challenge others on racial/ethnic/sexually derogatory
comments?
2. Speak up when someone is humiliating another person
or acting inappropriately?
3. Think about the impact of my comments and actions
before I speak or act?
4. Refuse to participate in jokes that are derogatory to any
group, culture or sex?
5. Refrain from repeating statements or rumors that
reinforce prejudice or bias?
6. Check out reality before repeating or believing rumors
or assumptions about anyone?
7. Recognize and challenge the biases that affect my own
thinking?
8. Avoid using language that reinforces negative
stereotypes?
9. Assume and convey the message that those different
from the majority are as skilled and competent as others?
10. Get to know people from different cultures and
groups as individuals?
11. Realize members of another culture have a need to
socialize with and reinforce one another and connect as a
group?
12. Accept and reinforce the fact that not everyone has to
act or look a certain way to be successful in or valuable to
my organization?
13. Take responsibility for helping new people in my
organization feel welcome and accepted?
14. Include others different from myself in the informal
networks and/or social events?
15. Learn about and appreciate the richness of other
cultures and respect their holidays and events?
16. Ask for and attend social events in which all people
are able to participate?
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Almost
Always
Usually
1
Almost
Never
Seldom
Diversity Awareness Profiles
Page Total: _________
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
5
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
1
2
3
Almost
Always
Usually
17. Encourage underrepresented colleagues to speak out
on their issues and concerns and treat those issues as
valid?
18. Encourage underrepresented colleagues to take risks?
19. Listen to the ideas of others and give them credit, both
one-on-one and in group meetings?
20. Include underrepresented colleagues in decisionmaking processes that affect them?
21. Empower underrepresented colleagues by handing
over responsibility to them as often as I do to others?
22. Provide straightforward and timely feedback to those I
work with?
23. Share the written and unwritten rules of my
organization to those from different cultures?
24. Disregard physical characteristics when interacting
with others and when making decisions about
competence or ability?
25. Take responsibility for helping my organization meet
legal (AA/EEO) guidelines?
26. Follow and reinforce organizational policies regarding
equal treatment, including confronting others who violate
those policies?
27. Consider underrepresented members, including
women, for all opportunities and positions I have
influence over?
28. Keep all others in the information loops, both formal
and informal?
29. Help provide all employees with ample training and
education to succeed in their jobs and to grow?
30. Provide formal and informal mentoring to new
employees, including underrepresented colleagues, so
they can “learn the ropes”?
31. Make the extra effort to help my organization retain
underrepresented employees?
32. Reinforce others for behaviors that support cultural
diversity?
Seldom
May 2014
Almost
Never
Intercultural Awareness & Competency
4
6
Intercultural Awareness & Competency
May 2014
1
2
3
Almost
Always
Usually
33. Confront organizational policies and procedures that
lead to the exclusion of anyone?
34. Do all I can to help create a work environment in
which all employees are respected and valued?
35. Make extra efforts to educate myself about other
cultures?
36. Call, write, or in some way protest when a book,
newspaper, television show, or some branch of the media
perpetuates or reinforces bias or prejudice?
37. Refuse to join or remain a member of associations or
groups that allow or reinforce values or practices that are
racist, biased, or prejudiced?
38. Participate in volunteer or community activities that
are change agent efforts?
39. Make extra efforts to get to know individuals from
diverse backgrounds?
40. Say “I think that’s inappropriate,” when I think some
indicated prejudice?
Seldom
Almost
Never
Page Total: _________
4
Page Total: _________
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
7
Intercultural Awareness & Competency
May 2014
• Scores for naïve offenders vary greatly because
these individuals have little concept of their
Naive Offender
impact on others.
(0-40)
Perpetuator
(40-79)
Avoider (80119)
• These individuals recognize their biased
attitudesand behaviors and subsequently
reinforce the system of racism and prejudice
because of their refusal to change.
• These individuals recognize their biased
behaviors but do not take a stand against unjust
behaviors.
• These individuals feel compelled to eradicate
the system of racism and oppression by
challenging forms of discrimination when they
Change Agent
(120-139)
occur.
Fighter
(140 - 160)
• Fighters confront various forms of racism and
discrimination and are often perceived by others
as annoying and antagonistic.
(Stinson, 2007)
Charleon A. Jeffries
Coordinator, Diversity Education, Affirmative Action Office
cxj164@psu.edu
8