Cross-Cultural Leadership Capabilities Six domains IES Analysis

Feedback Report
THE
INTERCULTURAL
EFFECTIVENESS
SCALE
Group Name: Q1’2019- FPX
Results for: Tamicka Summerville
ID: TSUMMERVILLE@CAPELLAUNIVERSITY.EDU
Test Date: Saturday, 23 Mar 2019
Test Form: Version 3.1(6)
Report
Generated: Saturday, 23 Mar 2019
This report is based on research using normal adult samples and provides
information on dimensions of global and intercultural competency. The
information in this report should be viewed as only one source of evaluation and
no decisions should be based solely on the information contained in this report.
This report is confidential and intended for use by the individual being evaluated
and his or her employer or trainer.Cross-Cultural Leadership Capabilities Six domains IES Analysis
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
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Contents
Overview: Working with People Different from You 3
I. Your Intercultural Effectiveness Scores 4
Interpreting Your IES Results 5
Who Is the Comparison Group? 5
The Elements of Intercultural Effectiveness 5
How the Dimensions Work Together 8
Entering Your Scores on the Profile Graph 9
Your IES Profile 10
II. Your Current and Potential Competency 14
Continuous Learning: General Tendencies 14
Effective Continuous Learning Strategies 15
Interpersonal Engagement: General Tendencies 16
Effective Interpersonal Engagement Strategies 18
Hardiness: General Tendencies 20
Effective Hardiness Strategies 21
Creating a Personal Development Plan 23
General Suggestions For Developing Intercultural Capacity 25
III. Other Userful Resources 26
Suggested Readings 26
Additional IES Resources 26
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Overview: Working with People Different from You
Culture is the entire set of values, attitudes, beliefs, prejudices, and social rules that govern the
behavior of a group of people. Because these can vary so widely from culture to culture, it is
often challenging to understand and work with people from other cultures. The same challenge
exists among diverse demographic groups: different generations, ethnic groups, socio-economic
classes, religious affiliations, genders, political parties, and so forth. Although this assessment is
called the “Intercultural Effectiveness Scale,” the dimensions it assesses are applicable to any
difference related to beliefs, values, assumptions, and behaviors that are not shared between
two people or two groups of people.
In fact, no two people are alike, but often it seems easier to get along and therefore work more
effectively with people whom we perceive as similar to us in some obvious (skin color, facial
features) or important way (similar interests, values, experiences, etc.). That’s only
natural—what we share in common gives us a foundation for building a relationship. In today’s
world, however, most of us work with people who differ from us in a variety of ways. Although it
is sometimes challenging to work with them, it helps if we first begin with a clear understanding
of ourselves. If we understand how our tendencies might help or hinder our ability to work well
with those who are different from us, we have a starting point that helps us know how we might
improve.
The Intercultural Effectiveness Scale (IES) focuses on six key areas that influence whether we are
likely to get along with people whose cultural or demographic background differs from ours.
Those six dimensions relate to three major competency areas:
● How we learn about other people and the accuracy of that learning: Continuous Learning
● How we develop and manage relationships with people who are different from us: Interpersonal
Engagement
● How we manage the challenges and stress involved in interacting with people representing
cultural and demographic differences: Hardiness
Each of these major competency areas is comprised of two dimensions that you have been
assessed on, and they are labeled in the grid on the next page.
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I. Your Intercultural Effectiveness Scores
Low Moderate High
1 2 3 4 5 6 7
Continuous Learning
Self-Awareness
Exploration
Interpersonal Engagement
World Orientation
Relationship Development
Hardiness
Positive Regard
Emotional Resilience
Overall Intercultural Effectiveness Scale
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Interpreting Your IES Results
Your results on each competency area and its related dimensions place you into one of three
categories: low, moderate, or high. These categories indicate your relative position within a
large sample comprised of a cross-section of tens of thousands of people who have already
completed the IES.
The following pages will help you understand your placement on each of the IES competency
areas and their dimensions relative to all the other people who have taken the instrument.
Keep in mind that your results reflect your perceptions of yourself at the time you answered the
IES questions for each dimension. The survey items are tested for their reliability and stability,
so small differences in your mood or circumstances will not really affect your results. However,
large swings in mood or lack of careful attention when answering the survey questions could
result in misrepresentations in your profile.
Who Is the Comparison Group?
The norm group you are being compared to includes undergraduate and graduate students as
well as working adults across a broad range of occupations, ages, and nationalities. Specifically,
8% of the norm group is under age 20, 64% is between 20 and 29, and 28% is age 30 and above;
57% are male and 43% female. In addition, the norm group is drawn from 69 different
nationalities. When grouped by world regions, North America provided 56% of the norm group,
Asian countries provided 26%, and Europe provided 11%, with the remaining 7% coming from
countries across Latin America, Africa, and the Middle East. For more detailed information about
the normative comparison group or about IES validation research, contact the Kozai Group
directly at info@kozaigroup.com.
The Elements of Intercultural Effectiveness
1. Continuous Learning (CL)
Do you continually seek to understand and learn about the activities, behavior, and events that
occur around you? People who consistently strive to learn new things are more successful working
across cultures or demographic differences than those who are comfortable only with what they
already know. Continuous Learning is an important factor of intercultural effectiveness, and it is
made up of two dimensions, Self-Awareness and Exploration.
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Self-Awareness (SA)
This dimension measures to what degree you are continuously learning about yourself. It assesses
how aware you are of your personal strengths, weaknesses, interpersonal style, and behavioral
tendencies and how they impact others. It also measures how much you reflect on this
knowledge in order to pursue personal development and healthy relationships with various kinds
of people.
Higher scorers constantly evaluate their personal growth and reflect on what they can learn from
their experiences. Lower scorers tend to be less interested in self-discovery and find it difficult
to discern how they affect other people; they tend not to be self-motivated to understand this
process or to really discover what their strengths and weaknesses are.
Exploration (EX)
Being open to ideas, values, norms, situations, and behaviors that are different from your own is
another important element of Continuous Learning. The Exploration dimension assesses your
fundamental desire to learn new things and strategically seek out new experiences that can
cause learning or a change in your perspective and behavior. It also includes the ability to learn
from mistakes.
Higher scorers in Exploration are extremely inquisitive, curious, and open to new ideas and
experiences; they are active learners, often initiating their own learning. Lower scorers tend to
have a strong preference for maintaining current habits, traditions, and ways of thinking; they
usually are not that curious about the world around them and learn mostly because the situation
they find themselves in requires them to do so to meet someone’s expectations.
2. Interpersonal Engagement (IE)
Are you passionately interested in other cultures or in people who are different from you? Do you
believe it is important to develop relationships with these people? The development of positive
interpersonal relations is essential for effective performance in an intercultural or diverse
environment. Two dimensions make up the factor of Interpersonal Engagement: World
Orientation and Relationship Development.
World Orientation (WO)
This dimension measures the degree to which you are interested in other cultures and the people
who live in them. This proactive learning can take place from books, the Internet, movies,
foreign media outlets, courses in school, television documentaries, newspapers, and so on.
Having a strong World Orientation provides a foundation from which you can learn to interact
more effectively with people who do not share your beliefs, customs, values and attitudes.
Higher scorers in World Orientation consistently expose themselves to information about other
cultures, and this expands their ability to find common ground with different
kinds of people. Lower scorers tend to be content with familiar things and people, and exert
little effort to learn about other cultures; as a result, this decreases their opportunities to
engage others, understand important differences, and find common ground.
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Relationship Development (RD)
Initiating and maintaining relationships with people from other cultures is crucial to intercultural
and diversity effectiveness. The dimension of Relationship Development includes your inclination
to seek out people from different cultures or demographic groups, as well as your desire and
ability to maintain personal relationships with them. This dimension also measures whether
engaging others is an energy-producing or energy-depleting activity for you, and also gauges your
willingness to learn a foreign language to enable better communication.
Higher scorers in Relationship Development are very interested in initiating new relationships and
then maintaining those friendships; they find this process stimulating and would be willing to
learn and use a foreign language in order to develop relationships with people from other
cultures or demographic groups. Lower scorers tend to put little effort into developing new
friendships and prefer to focus on maintaining existing relationships; they perceive developing
new relationships as requiring too much effort and risk exposing oneself to potentially awkward
situations.
3. Hardiness (H)
Do you have the ability to effectively manage your thoughts and emotions in intercultural and
diverse situations? Can you be open-minded and nonjudgmental about ideas and behaviors that
are new to you? Can you learn from failures and setbacks and then put them in the past? These
are crucial elements of the Hardiness factor. Being able to manage your emotions with resilience
has a direct influence on both your learning and your ability to develop healthy relationships.
Hardiness consists of two dimensions, Positive Regard and Emotional Resilience.
Positive Regard (PR)
This dimension measures the degree to which you naturally assume people are trustworthy,
hardworking and generally good. This is important because it guards against unnecessary
negative stereotyping of those who differ from you culturally or demographically. It also helps
you to avoid getting upset, stressed, frustrated, or angry when you encounter situations, people,
behaviors, and ideas that are different from what you expect.
Higher scorers in Positive Regard seldom resort to negative stereotypes about people; they
assume the best about others and are more accepting of different behaviors, and in turn, people,
including those from other cultures or demographic groups, are more likely to respond positively
toward them. Lower scorers have a tendency to hold negative assumptions and stereotypes about
people and are less likely to give them the benefit of the doubt; as a result, this limits their
attraction to individuals from other cultures and groups and their ability to relate to them.
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Emotional Resilience (ER)
This dimension measures your level of emotional strength and your ability to cope with
challenging emotional experiences. It also assesses your capacity to recover quickly from
psychologically and emotionally stressful situations and setbacks. How you manage these kinds of
experiences influences your tendency to remain open, develop relationships, and interact
effectively with others.
Higher scorers in Emotional Resilience cope well with challenging emotional situations and, as a
result, their recovery from psychologically or emotionally difficult experiences usually takes
little time; this means they have more energy to continue learning about the foreign culture or
diverse groups and develop and maintain effective relationships with them. Lower scorers tend
to find it difficult to handle psychologically and emotionally challenging experiences well, and
their recovery from such experiences tends to be energy depleting and time consuming; as a
result, this tends to limit their ability to remain open to others, lessens their interest in learning
about and from those who share different beliefs and values, and reduces their motivation to
develop relationships with them.
How the Dimensions Work Together
When operating in a cross-cultural or diverse environment, our success depends on the
combination of competencies we utilize.
The competency that most fundamentally affects our ability to adapt and perform well is
our general motivation to learn (Exploration).
Confronting new environments where norms, communication styles, and people are
different also requires a keen interest in foreign things (World Orientation).
The accuracy and completeness of what we learn depends on our openness to understand
what we experience (Positive Regard).
Knowledge gives us a sense of confidence, which is important to be fully engaged in a new
environment. Other people become an additional source of information and give us a feeling
of connectedness and enjoyment. Our learning and emotional experience, therefore, is
incomplete without developing and maintaining healthy relationships (Relationship
Development).
The quality of those relationships is dependent on the extent to which we communicate and
interact appropriately with others. To do so, we must have an excellent understanding of
our own values, norms, and tendencies (Self-Awareness).
Confidence in our understanding of the environment and high-quality relationships give us a
greater sense of belonging, which leads to a positive attitude. This, combined with a natural
ability to manage stress (Emotional Resilience), enables us to perform at high levels.
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Entering Your Scores on the Profile Graph
1. Refer back to your profile on page 4 and note the number (ranging from 1–7) at the top of each column
for your scores on Continuous Learning, Interpersonal Engagement, and Hardiness.
2. On the diagram below, place a dot at that point along each of the scales. For example, if your score in
Continuous Learning was in the column labeled “4”, make a dot next to the 4 on the Continuous
Learning scale
3. Connect the three dots to form a triangle—your IES profile. The following pages provide interpretations
of the various possible IES profiles.
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Your IES Profile
Find the triangle on the following pages that best matches your IES profile from the previous
page. Note that these profiles are based on extreme ranges—the highest and lowest results
possible on the three factors of Continuous Learning, Interpersonal Engagement, and Hardiness
(most people will fall somewhere between the extremes).
Globalist (High CL / High IE / High H)
Globalists Enjoy Learning about foreign places and people,
easily initiate relationships with those who are different from
them, and find such experiences rewarding
People with this profile are quite attentive to their social
environment and very interested in learning—about themselves
and others. Globalists tend to ask a lot of questions, observe,
and read to satisfy their curiosity. They are likely to be very
interested in and more positive about people and things that are
new and different. Globalists believe developing relationships
with people from other cultures is exciting and a means to more knowledge and understanding.
They naturally engage people and places different from them. Although this can be stressful,
Globalists are psychologically strong and able to withstand the hardships and interpersonal
differences that often arise. They get excited about how this process helps them understand
themselves and their own culture better. Globalists use this self-knowledge to help them build
and manage their relationships more effectively.
Detective (High CL / Low IE / High H)
Detectives Are Interested In Learning about people more than
they care about actually engaging people and developing quality
relationships with them. They are also quite resilient in the face of
challenges.
Individuals with this profile enjoy learning. They pay attention to
others reactions to what they say and do, and reflect on their lives
and experiences to gain self-knowledge. They tend to ask a lot of
questions, observe, and read to satisfy their curiosity. However,
their interest is often more intellectual than it is personal. When
Detectives engage people from other cultures, it is equally likely driven by an interest in or need
to complete a task as it is to develop a relationship. Still, although they may lack a natural
interest in other peoples and cultures, they maintain a positive attitude toward them. As a result,
although Detectives often do not initiate new relationships, others may find them enjoyable to
be around. In addition, their positive communications with people from other cultures and their
natural resilience to stress enables Detectives to function quite effectively given the limited
number of relationships they are likely to develop.
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Networker (Low CL / High IE / High H)
Networkers Focus On Developing Links with people more than on
understanding why they are different from them. They are also
quite resilient.
People with this profile tend to be satisfied with their current level
of knowledge and with their own personal development. Reading,
observing, and traveling to places to learn new things are of less
interest to Networkers than developing new relationships.
Maintaining the status quo comes more naturally to them than
initiating new discoveries. Networkers interest in social interactions tends to be more for the
enjoyment of the relationship than for learning things about diverse people (such as their culture,
their personal histories, etc.), although that may happen as a by-product of their interactions
with them. They may easily connect with people who are different from them; however, because
Networkers tend not to explore differences, or the reasons for those differences, their
relationships will likely remain more superficial. Their acceptance of others—regardless of
apparent differences—puts others at ease and helps the development of networks and friendships.
Networkers are also resilient to challenges they confront in new situations, though they tend to
avoid challenges that require learning and adapting to new environments.
Explorer (High CL / High IE / Low H)
Explorers Enjoy Developing Friendships with and learning about
people who differ from them, but it is also emotionally challenging
for them to do so.
This profile describes people who are quite attentive to their social
environment and quite interested in learning more about themselves
and others. Developing relationships with those who are different is
exciting to Explorers because it leads to more knowledge and
self-understanding. However, while this self-knowledge and interest
in other cultures serves as a foundation to build and manage their
interpersonal relationships more effectively, it can be undermined by the Explorers tendency to
assume more negative things about people whom they see as different. This tendency can
discourage others from wanting to develop deep, lasting, cooperative relationships with
Explorers. Further, Explorers are driven to search the world around them and find it
intellectually exciting, but are usually less able to withstand the accompanying emotional and
psychological challenges that confrontations with differences bring. They may need “timeouts”
to retreat and rejuvenate before continuing their explorations.