"What Works" Models
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“What Works” Model
Coaching
Authors / Vendors
Various including:
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Institute for Professional Excellence in Coaching (iPEC) (ipeccoaching.com)
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CoachDiversity Institute (coachdiversity.com)
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Institute of Coaching (instituteofcoaching.org)
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The Coaching Habit (boxofcrayons.com)
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Association for Coaching (associationforcoaching.com)
Seek coaches who specialize in DEI and consider professional coaches recognized as an Associate Diversity Coach (ADC) or Certified Professional Diversity Coach (CPDC) by CoachDiversity Institute; Associate Certified Coach (ACC), Professional Certified Coach (PCC), or Master Certified Coach (MCC) by the International Coaching Federation (ICF); or a Board Certified Coach (BCC) by the Center for Credentialing and Education™ (CCE).
Description
The International Coaching Federation (ICF) defines coaching as “partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. The process of coaching often unlocks previously untapped sources of imagination, productivity and leadership.” Professional coaching specifically through the lens of DEI is an effective strategy to improve personal and organizational DEI.
Key Takeaways
Professional DEI coaching services include personalized, one-on-one support to help people stretch their DEI preferences, build their DEI competences, develop diverse relationships, overcome challenges, accelerate cross-cultural development, improve dialogue and communication, facilitate inclusive behavioral change, actively foster equity, and achieve DEI objectives.
How Do We Know It Works?
According to the ICF in their Global Coaching Client Study[1]:
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80% of people who receive coaching report increased self-confidence, and over
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70% benefit from improved work performance, relationships, and more effective communication skills
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86% of companies report that they recouped their investment on coaching and more
Intrinsic Inclusion™
“What Works” Model
Intrinsic Inclusion™
https://www.intrinsicinclusion.com
Authors / Vendors
Dr. Janet Reid and Mr. Vincent Brown
Description
Janet Reid, Ph.D. and Vincent Brown, two internationally recognized thought-leaders and practitioners in the area of diversity, equity and inclusion (DEI), uncovered the mechanism by which implicit bias becomes a natural part of who we are as humans. Even more importantly, they identified specific mindsets and behaviors that disrupt bias and create more inclusive people and environments. The four “inclusion accelerators” are Shared Trust, Significant Emotional Relationship/Event, Connected Understanding, and Respectful Empathy. One of the most powerful aspects of the inclusion accelerator framework is that it is flexible in its application. It can be applied as a general practice that creates more inclusion no matter what the dimensions of diversity, and it can be tailored to specific dimensions such as race, ethnicity, gender, sexual orientation, etc.
Key Takeaways
The four “inclusion accelerators”—Shared Trust, Significant Emotional Relationship/Event, Connected Understanding, and Respectful Empathy—define competences for intrinsically inclusive behaviors. The five characteristics of people with an intrinsically inclusive mindset are: 1) naturally seek people who are not like themselves, 2) naturally curious, 3) not afraid of others who are different, 4) learn from mistakes, and 5) DEI champions.
How Do We Know It Works?
Intrinsic Inclusion™ lies at the intersection of diversity, neuroscience, and bias[1]. Based on their research to identify ways to prevent our preconceptions from hijacking our thoughts and determining our judgment, Dr. Russell Fazio of The Ohio State University and Dr. Michael Olson of the University of Tennessee found that “motivation and opportunity can be determinants of spontaneous behavior.” Their theory, known as the M.O.D.E. model (Motivation and Opportunity can be the Determinants for Spontaneous Behavior), gives us a methodology for gaining control over our thought processes and their outcomes. With motivation and opportunity, people can develop a mindset of curiosity and intrinsic inclusion and embrace what Dr. Reid and Brown have popularized as “The Power of the Pause”—a deliberate pause that has power to stop automatic reactions, allowing our brain to consider biases and new information, then control decisions. Dr. Reid and Brown have identified the four behaviors—or “inclusion accelerators”—that can cultivate the Power of the Pause, upend patterned thinking, and reboot our biased brain.
[1] Reid, J.B., (2022). “Neuroscience of Bias,” Chrysalis Coalition.
The Inclusion Habit™
“What Works” Model
The Inclusion Habit™
Authors / Vendors
Dr. Amanda Felkey
Description
The Inclusion Habit™ is an incentive-based inclusion solution that leverages evidence from behavioral economics—the intersection of Economics and Psychology. It helps individuals change behaviors and habits to be more inclusive via Microcommitments (small daily actions, to which users make commitment), social accountability and community building. A social feed, displaying participant Microcommitments, provides social accountably to make those daily commitments more effective. With reflective stories, participants can share accomplishments and insights with others. This creates a community around inclusion, leveraging the fact that change embedded in social groups is much easier—seeing the accomplishments of others, makes their own change more tangible.
Genuine individual change requires new habits that come from self-understanding, consistent attention, and repeated effort. The Inclusion Habit engages individuals in reflection and action, to create a habit of being inclusive. Reflecting raises self-awareness and allows individuals to be more conscious of their actions. Acting facilitates the expansion of an individual’s comfort zone, providing her with authentic interactions with others, and enhancing understanding across social barriers.
The Inclusion Habit has six habit-building phases designed to help individuals make their behaviors more inclusive by: (1) embracing that inclusion matters, (2) understanding biases and their sources, (3) dispersing the negativity associated with unconscious biases, (4) thinking more deliberately, (5) reprogramming incorrect intuitions about others, and (6) enhancing empathy.[1]
The Microcommitments in each of the six habit-building phases employ evidence and methods on the frontiers of research in economics and psychology. These Microcommitments create a kinetic and emotional experience, rather than the passive logical experience of most DEI trainings, that bolsters the modification of behavior and creation of new habits of understanding, empathy, and inclusion. Given how individuals retain information, the daily Microcommitments take individuals beyond the limits of typical DEI programming.
[1] Felkey, A.J. (2019). “The Inclusion Habit”, Profiles in Diversity Journal.
Key Takeaways
The Inclusion Habit™ offers a mobile-friendly behavior change platform replete with a library of Microcommitments that lead to specific inclusive behaviors and create inclusive habits.
How Do We Know It Works?
A Fortune 100 financial services firm employed The Inclusion Habit™ to support their DEI initiatives with the following engagement metrics reported over just two-months: 77% enrollment, 90% more inclusive behavior, 1,246 Microcommitments made, with a 92% Microcommitment completion rate, 159 reflective stories by 35 storytellers, 46% changes in interactions, 35% improved mindfulness, 27% greater sense of community, 24% enhanced connection, and 14% changes in perceptions.
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In the realm of student success, there is evidence that Microcommitments increase exam scores. In 2019, Dr. Felkey performed randomized controlled trial experiment among undergraduate economics students. Students in the randomly selected treatment group received additional course content in the form of Microcommitments with social accountability, while those in the control group received identical content with mere text nudges. Evidence collected showed improved performance among students in online and hybrid courses. Students who received the Microcommitments rather than nudges scored approximately 3.5 percentage points higher on their next exam.[1]
[1] Felkey, A.J., et.al. (2021). “Microcommitments: The Effect of Small Commitments on Student Success”, American Economic Review.
Through My Eyes™ Virtual Reality (VR)
[1] Felkey, A.J. (2019). “The Inclusion Habit”, Profiles in Diversity Journal.
[1] Felkey, A.J., et.al. (2021). “Microcommitments: The Effect of Small Commitments on Student Success”, American Economic Review.
Immersions
“What Works” Model
Through My Eyes™ Virtual Reality (VR) Immersions
http://www.throughmyeyesvr.com
Authors / Vendors
Steve Mahaley, Red Fern and Dr. Randal Pinkett, BCT Partners
Description
Through My Eyes™ Virtual Reality (VR) is designed to cultivate human understanding and empathy. The library of 360Ëš video-based immersions puts people in actual situations (i.e., real people, not avatars) where they have to confront some of their own obvious or implicit biases. This is accomplished by enabling the user to experience the immersion in two different ways: 1) as an observer of how bias plays out in various situations, and 2) as one of the characters in the scene, thus accelerating their empathy for how bias affects different demographic groups. Participants get an opportunity that only VR can provide; to see, experience and feel what it is like to be someone else
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The VR immersions, combined with a robust debrief and discussion, and a comprehensive suite of associated content, enables participants to identify blind spots that can derail effective cross-cultural relationships and equip them with insights and skills to foster inclusion and belonging. Through My Eyes™ is offered as a value-added component to live instructor-led virtual learning and can be delivered to VR headsets, mobile phone (with or without cardboard headset), desktop computer, laptop computer, or tablet.
Key Takeaways
Through My Eyes™ Virtual Reality offers a library of immersions that foster human understanding and empathy leading to specific inclusive behaviors.
How Do We Know It Works?
Research into Virtual Reality has found:
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Harvard Graduate School of Education (2009): Immersion in a digital environment can improve learning in three ways: it can provide multiple perspectives; it can contextualize the environment and it can help the transferability of learned material.
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Walmart (2018): “We’ve also seen that VR training boosts confidence and retention while improving test scores 10% to 15% – even those associates who simply watched others experience the training saw the same retention boosts.”
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Frontiers in Human Neuroscience (2016): Embodiment in a black person’s body leads to sustained reduction in implicit bias.
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Stanford Virtual Human Interaction Lab (2007): Seeing oneself as an avatar in virtual space has impact on behaviors and beliefs in real life.
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UPS Skills Training (2018): Over a five-day period, new drivers are taught in a classroom setting, given demonstrations, then put in a VR environment. Since adding the VR component, the retention rate has climbed to 75%.
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Psychology Today (2018): When we move with another person, including using virtual techniques, we may actually begin to feel something similar to what they are feeling (“neuromotor syncing”).
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PwC Study of VR Effectiveness (2020): As compared with conventional media and classroom approaches, VR learners were 275% more confident to apply skills post-training, and 3.75 times more emotionally connected to the content.
The Whole Brain® Thinking Model
“What Works” Model
The Whole Brain® Thinking Model
https://www.thinkherrmann.com
Authors / Vendors
Ned Herrmann, Herrmann International
Description
The Whole Brain® Model is a time-tested framework to decode and harness the cognitive diversity of individuals, teams, and organizations. Developed from research conducted by Ned Herrmann while leading Management Education at General Electric, the Whole Brain® Thinking Model is based on an understanding of the different processing specialties of the brain in rational vs. intuitive thinking, respectively, and the different systems of the brain in abstract/theoretical vs. concrete/realistic thinking, respectively. The model is divided into four separate quadrants of thinking, each one different and equal in importance—and all of which are available to every person. Everybody thinks differently, but few people and organizations are able to leverage cognitive diversity as a strategic advantage. The ways individuals think guide how they work. The ways groups of individuals think guide how the teams they form work. The ways that groups of teams think (and work) make or break the organizations they work for.
Key Takeaways
The Whole Brain® Model is a metaphor for how we think. It represents a picture of your thinking preferences. It is divided into the following four separate quadrants of thinking:
A (Green) Analytical (upper-left quadrant) specializes in logical, analytical, quantitative, and fact-based thinking.
B (Blue) Practical (lower-left quadrant) focuses on details and specializes in planning, organizing, and sequencing information.
C (Red) Relational (lower-right quadrant) places a priority on feelings and the interpersonal, emotional, and kinesthetic aspects of a situation.
D (Yellow) Experimental (upper-right quadrant) synthesizes and integrates information and is more intuitive and holistic in its thinking.
The Herrmann Brain Dominance Instrument® (HBDI®) is a highly validated diagnostic survey that indicates your thinking style preferences according to the Whole Brain® Thinking model. Whole Brain® Thinking and HBDI® help to more deeply understand cognitive diversity, which is a key to personal and organizational success.
How Do We Know It Works?
The Whole Brain® Thinking has been highly validated over the last 40+ years:
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More than 2 million leaders and managers worldwide who have completed the Herrmann Brain Dominance Instrument® (HBDI®).
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Nearly 6 million people from 97% of Fortune 100 companies have used Whole Brain® Thinking to improve productivity, innovation, collaboration, and inclusion.
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Psychometrics experts in the field feel that the HBDI® is strongly validated. All the validation studies carried out over the 25-year history of the HBDI® are positive.
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Test-retest reliability is very good; face validity is over 95%—extraordinarily high; and internal consistency reliability is good.
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Over 50 doctoral dissertations and studies by students and researchers have been completed based on the HBDI®.
The Ally Conversation Toolkit (ACT) and the RACE Method for Antiracism
“What Works” Model
The Ally Conversation Toolkit (ACT) and the RACE Method for Antiracism[1]
https://thedialoguecompany.com
[1] The White Ally Toolkit Workbook: Using Active Listening, Empathy, and Personal Storytelling to Promote Racial Equity by David W. Campt, Ph.D.
Authors / Vendors
Dr. David Campt and Allison Mahaley, The Dialogue Company
Description
The Ally Conversation Toolkit helps anti-racism allies do their part in the fight against racism. It empowers and equips allies with the RACE Method, a unique dialogic approach designed from best practices of non-violent communication (listening, storytelling, and compassion) and the neuroscience of persuasion.
Key Takeaways
The Ally Conversation Toolkit (ACT) helps anti-racism allies learn how to have more effective conversations with people who think racism is not real. The RACE Method —Reflect, Ask, Connect, Expand—represents steps that an ally should take before and during authentic conversations about race. Each step requires advance preparation and practice to be able to execute effectively. A core principle of the RACE Method is that when trying to productively engage someone with racially problematic attitudes, an anti-racist will maximize their persuasiveness by focusing on conveying empathy through strategically sequenced storytelling.
How Do We Know It Works?
The evidence that the R.A.C.E. Method is a promising practice lies in several areas of social science.
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Communications researchers have found that empathy-based communications methods of challenging ideas are less likely to produce automatic rejection (sometimes called “psychological reactance”) than other types of persuasive approaches. (Bagozzi & Moore, 1994; Foubert & Newberry, 2006)
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More broadly than inhibiting reactance, there is an increasing body of evidence that displays of empathy are positively associated with more persuasive outcomes. (Campbell & Babrow, 2004)
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Stories are particularly useful in inhibiting the tendency to counter argue, which is particularly important when trying to move people from deeply held beliefs about race. (“Comparing Mediational Pathways for Narrative- and Argument-Based Messages: Believability, Counterarguing, and Emotional Reaction,” Melinda M Krakow, Robert N Yale, Jakob D Jensen, Nick Carcioppolo, Chelsea L Ratclif, Human Communication Research, Volume 44, Issue 3, July 2018, Pages 299–321)
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A number of researchers have found that using narratives, as opposed to other forms of persuasive evidence, tend to be more persuasive. (Murphy et al., 2013; Sun et al., 2019)
Overall, “the record paints a consistent pattern: on average, telling stories as a way to make a point can effectively nudge people’s opinions, beliefs, and behaviors.” (Andrew Lutrrell, Ph.D., Psychology Today, Oct. 21, 2020)
The Six Signature Traits of an Inclusive Leader
“What Works” Model
The Six Signature Traits of an Inclusive Leader
https://www2.deloitte.com/us/en/insights/topics/talent/six-signature-traits-of-inclusive-leadership.html
Authors / Vendors
Bernadette Dillon and Juliet Bourk, Human Capital Consulting, Deloitte
Description
According to Deloitte, their research reveals that ”when people feel that they are treated fairly, that their uniqueness is appreciated and they have a sense of belonging, and that they have a voice in decision making, then they will feel included. Putting this into the context of leaders, inclusive leadership is about:
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Treating people and groups fairly—that is, based on their unique characteristics, rather than on stereotypes.
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Personalizing individuals—that is, under- standing and valuing the uniqueness of diverse others while also accepting them as members of the group.
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Leveraging the thinking of diverse groups for smarter ideation and decision making that reduces the risk of being blindsided.
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To achieve these aims, highly inclusive leaders demonstrate six signature traits—in terms of what they think about and what they do—that are reinforcing and interrelated. Collectively, these six traits represent a powerful capability highly adapted to diversity. Embodiment of these traits enables leaders to operate more effectively within diverse mar- kets, better connect with diverse customers, access a more diverse spectrum of ideas, and enable diverse individuals in the workforce to reach their full potential.”
Key Takeaways
The Six Signature Traits of an Inclusive Leader—Cognizance of Bias, Curiosity, Cultural Intelligence, Collaboration, Commitment and Courage—define specific capabilities for becoming an inclusive leader. The six traits are undergirded by 15 elements: Cognizance of Bias (self-regulation and fair play), Curiosity (openness, perspective-taking, cand oping with ambiguity), Cultural Intelligence (drive, knowledge, and adaptability), Collaboration (empowerment, teaming, and voice), Commitment (personal values and belief in the business case) and Courage (humility and bravery).
How Do We Know It Works?
According to research by Deloitte Australia, inclusive leaders increase individual feelings of inclusion by 70%, team performance by 17%, decision-making quality by 20%, and team collaboration 29%[1]. According to research by the Australian Institute of Company Directors, organizations with inclusive cultures are two times as likely to meet or exceed financial targets, three times as likely to be high-performing, six times more likely to be more innovative and agile, and eight times more likely to achieve better business outcomes[2].
[1] The Six Signature Traits of an Inclusive Leader: Thriving in a New World, Deloitte University Press, 2016.
[2] Julliet Bourke, Which Two Heads Are Better Than One? How Diverse Teams Create Breakthrough Ideas and Make Smarter Decision (Australian Institute of Company Directors, 2016).
Are You Ready to Talk? Toolkit for Discussions About Difference
“What Works” Model
Are You Ready to Talk? Toolkit for Discussions About Difference
https://sparqtools.org/areyoureadytotalk/
Authors / Vendors
Stanford Center for Social Psychological Answers to Real-World Questions (Stanford SPARQ)
Description
Are Your Ready to Talk? is a toolkit comprised of the following six steps that equip people to have “courageous conversations” and talk about their differences:
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Step 1: Assess Your Strengths—The Passions, Awareness, Skills and Knowledge (PASK) Inventory measures self-efficacy to discuss differences.
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Step 2: Map Your Identities— The Identities Map lists nine social identity dimensions and asks users to select the ones they claim for themselves. The map then encourages users to consider which identities give them status, power, and privilege, and which identities subject them to bias, discrimination, and marginalization. It enhances self-awareness and cultural humility.
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Step 3: Identify Your Hot Buttons—The Hot Buttons Worksheet helps people anticipate which topics, stories, words, and other stimuli will trigger strong emotions in them. The worksheet then helps people develop a plan of action for managing these emotions in the future.
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Step 4: Learn the LARA Method—The Listen, Affirm, Respond, Ask (LARA) Method manages tense talks while establishing common ground and building trust. It gives four concrete steps for building and maintaining respect and common ground with a conversation partner: Listen, Affirm your similarities, Respond, and Ask Questions (or Add Information).
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Step 5: Have or Lead a Discussion about Difference—If you are facilitating a group, practice leverage the aforementioned tools and skills before, during, and after teaching them to the group.
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Step 6: Share Your Story— Describe your experiences using the toolkit on the “Stories From the Field” page.
Key Takeaways
The Six Signature Traits of an Inclusive Leader—Cognizance of Bias, Curiosity, Cultural Intelligence, Collaboration, Commitment and Courage—define specific capabilities for becoming an inclusive leader. The six traits are undergirded by 15 elements: Cognizance of Bias (self-regulation and fair play), Curiosity (openness, perspective-taking, cand oping with ambiguity), Cultural Intelligence (drive, knowledge, and adaptability), Collaboration (empowerment, teaming, and voice), Commitment (personal values and belief in the business case) and Courage (humility and bravery).
How Do We Know It Works?
The Passions, Awareness, Skills, and Knowledge Inventory (PASK)—Pioneering social psychologist Albert Bandura has shown that people persist at the tasks they feel they will likely succeed at[1]. This belief in possible success is called self-efficacy. By helping people reflect on the strengths they already possess, the PASK probably increases people’s sense of self-efficacy in undertaking discussions about difference. SPARQ predicts, in turn, that when people believe they can have or lead discussions about difference, they are more likely to excel at them. The PASK measures not only people’s existing strengths, but also their areas for improvement. In this way, the PASK may also promote cultural humility, which means both respecting and not having a sense of superiority toward other people’s cultural backgrounds[2].
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The Identities Map—To relate to other people’s backgrounds, it helps to understand your own[3]. By making people aware of their and other people’s unique mix of backgrounds, the Identities Map is likely to enhance both self-awareness and cultural humility. Having more self-awareness and cultural humility, in turn, is associated with having better conversations with people different from yourself.
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The Hot Buttons Worksheet—Discussions about difference can stir up difficult feelings. The hot buttons worksheet can help people develop the emotional intelligence to control and express their emotions while also perceiving and responding to others’ emotions. Researchers find that the more emotional intelligence people have, the better they navigate difficult conversations[4].
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The LARA Method—With its focus on respect and relationship, the LARA Method is likely to encourage both cultural humility and emotional intelligence.
[1] Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122.
[2] Hook, J. N., Davis, D. E., Owen, J., Worthington Jr, E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353.
[3] Markus, H.R., & Conner, A.L. (2014). Clash! How to thrive in a multicultural world. New York: Plume.
[4] Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.
IDI Guided Development® for Building Intercultural Competence
“What Works” Model
IDI Guided Development®
Authors / Vendors
Dr. Mitchell R. Hammer, IDI, LLC, www.idiinventory.com
Description
IDI Guided Development® is a proprietary, proven approach for designing training and other interventions that substantially increases intercultural competence for groups and organizations based on IDI profile results. It is an innovative, comprehensive, assessment driven approach targeted to accomplish intercultural goals through the use of the Intercultural Development Inventory® (IDI®). IDI Guided Development is a systematic process for using the IDI profile results to select individual coaching strategies for individuals, to identify training activities to building intercultural competence for groups, and to more effectively develop diversity and inclusion solutions that span the domestic arena to the global environment. IDI Guided Development links IDI profile results to the goals and challenges individuals and groups face in navigating cultural differences—insuring that learning interventions go beyond “awareness building” to direct impact on critical needs and concerns.
Key Takeaways
The four steps of the IDI Guided Development® ladder are: (1) IDI assessment to identify intercultural competence, (2) identification of cross-cultural goals and strategies, (3) targeted intercultural competence development efforts based on IDI profiles, and (4) implementation of interculturally proficient solutions to achieve cross-cultural goals—define a specific approach to building intercultural competence.
How Do We Know It Works?
The Intercultural Development Inventory® (IDI®) is the assessment platform from which IDI Guided Development® is undertaken to build intercultural competence based on IDI profile results that guide the achievement educational and organizational goals. The IDI is the premier, cross-cultural assessment of intercultural competence that is used by thousands of individuals and organizations to build intercultural competence to achieve international and domestic diversity and inclusion goals and outcomes. IDI research in organizations and educational institutions confirms two central findings when using the IDI:
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Interculturally competent behavior occurs at a level supported by the individual’s or group’s underlying orientation as assessed by the IDI.
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Training and leadership development efforts at building intercultural competence are more successful when they are based on the individual’s or group’s underlying developmental orientation as assessed by the IDI.
The Bias Progress Model
“What Works” Model
The Bias Progress Model[1]
https://www.franklincovey.com/unconscious-bias-book/
[1] Fuller P., and Murphy, M. with Chow, A. (2020). The Leader’s Guide to Unconscious Bias: How to Reframe Bias, Cultivate Connections, and Create High-Performing Teams. FranklinCovey, New York, NY.
Authors / Vendors
Pamela Fuller and Mark Murphy with Ann Chow and Franklin Covey
Description
Described in the book, The Leader’s Guide to Unconscious Bias: How to Reframe Bias, Cultivate Connections, and Create High-Performing Teams by Fuller and Murphy with Chow, the FranklinCovey Bias Progress Model “moves beyond awareness of unconscious bias to specific action. The goal is to not only define bias, but to provide a structure for making progress on it. It is comprised of four parts:
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Part 1: Identify Bias—To identify bias, we must first know what it is and the relationship between our biases and our identifies, understand the neuroscience of why it happens, know some common terminology, and learn when we are most susceptible to bias traps.
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Part 2: Cultivate Connection—Some of our deepest human needs are to belong, to feel connected, and to be understood. The second component is built around cultivating meaningful connection through empathy and curiosity.
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Part 3: Choose Courage—We often think of courage as a brash and bold act. But courage is not always loud or ostentatious; it is something quiet and careful. Through a combination of careful and bold courage, we can make progress on bias. The third part includes four ways to act with courage: the courage to identify bias, the courage to cope with bias, the courage to be an ally, and the courage to be an advocate.
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Part 4: Apply Across the Talent Lifecycle—Ensuring a strong Talent Lifecycle requires all leaders to go beyond the regulations, policies, and procedures found in the company’s handbook. The fourth component, the surrounding piece of the model, ensures the policies live off the page and support real organizational results.”
Key Takeaways
The Bias Progress Model “is comprised of four parts: 1) identify bias, 2) cultivate connection, 3) choose courage, and 3) apply across the talent lifecycle. In this framework, each component fuels the other. The more you build each muscle, the more they work together to build your self-awareness, openness, potential for growth, and align to your purpose.”
How Do We Know It Works?
“The Bias Progress Model is drawn from FranklinCovey’s Unconscious Bias: Understanding Bias to Unleash Potential work session, which has been field-testing by thousands of leaders at all levels in many industries, including healthcare, banking, technology, oil and gas, law enforcement government, and retail.”
Intercultural Conflict Style (ICS) Model
“What Works” Model
Intercultural Conflict Style (ICS) Model
https://www.icsinventory.com
Authors / Vendors
Dr. Mitchell R. Hammer, ICS, LLC
Description
The Intercultural Conflict Style (ICS) model is based on extensive, cross-cultural research and intentionally developed by Dr. Mitchell Hammer to eliminate potential cultural bias by insuring that the theoretical model is grounded in research evidence that is generalizable and inclusive of a wide-range of cultural communities (e.g., individualistic to collectivistic cultural groups).
The Intercultural Conflict Style Inventory® (ICS®) provides a cross-culturally valid and reliable assessment of an individual’s core approach for solving problems and resolving disputes with others. The ICS Inventory assesses culturally learned approaches for communicating information and resolving conflict in terms of Direct or Indirect strategies for “working through” substantive disagreements and emotionally Restrained or Expressive approaches for dealing with emotional upset. Combining these approaches results in four cross-cultural conflict resolution styles: Discussion, Engagement, Accommodation, and Dynamic.
Key Takeaways
The innovative, four-quadrant ICS model provides a roadmap to how people use specific culturally grounded strategies for communicating ideas, resolving disagreements, and dealing with emotional upset. It results in four cross-cultural conflict resolution styles: Discussion (direct and emotionally restrained), Engagement (direct and emotionally expressive), Accommodation (indirect and emotionally restrained), and Dynamic (indirect and emotionally expressive). The model is well suited for use in intercultural, diversity and inclusion and international training and education programs as well as various communication programs and conflict resolution, peace-building and mediation workplace efforts.
How Do We Know It Works?
The ICS Inventory is rigorously validated to apply across cultures and is not culturally biased: The ICS Inventory has been psychometrically tested and cross-culturally validated across domestic diversity and global cultural groups to provide a powerful and accurate profile of an individual’s core intercultural approach for communicating ideas and resolving conflicts[1][2][3].
[1] Hammer, M.R., 2009, solving problems and resolving conflict using the Intercultural Conflict Style model and inventory, In M.A. Moodian (Editor).
[2] Contemporary Leadership and Intercultural Competence, chapter 17, pp. 219-232, Los Angeles, CA: Sage.
[3] Hammer, M.R., 2005, the Intercultural Conflict Style Inventory: A conceptual framework and measure of intercultural conflict approaches, International Journal of Intercultural Relations, 29, 675-695).
Emotional Intelligence
“What Works” Model
Emotional Intelligence
Authors / Vendors
John Mayer, Peter Salovey, Daniel Goleman, and Dr. Reuven Bar-On
Description
Emotional intelligence is defined as the ability to understand and manage your own emotions, as well as recognize and influence the emotions of those around you. The concept was first referenced by researchers John Mayer and Peter Salovey and then in popularized by psychologist Daniel Goleman in his 1995 bestselling book, Emotional Intelligence: Why It Can Matter More Than IQ, where he outlined the following five key components of high EQ[1]:
Self-awareness—Self-awareness relates to having an understanding of how you behave and react to situations and people and how those impact others in your life, while also understanding your own limitations.
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Self-regulation—Managing your emotions and thinking before you react to situations, especially in difficult circumstances, is known as self-regulation.
Motivation—Motivation is the drive for self-growth and development.
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Empathy—Empathy is the ability to understand others’ feelings without judgement, even when a person is different from you.
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Social skills—Having awareness of other people and how to communicate with them by listening, engaging, and making others feel welcome to talk to you are all social skills.
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Another seminal resource on emotional intelligence is Bar-On Emotional Quotient Inventory, TECHNICAL MANUAL (A Measure of Emotional Intelligence), by Dr. Reuven Bar-On.
[1] Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than Iq. New York: Bantam Books, 1995.
Key Takeaways
“Emotional intelligence (otherwise known as emotional quotient or EQ) is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict. Emotional intelligence helps you build stronger relationships, succeed at school and work, and achieve your career and personal goals. It can also help you to connect with your feelings, turn intention into action, and make informed decisions about what matters most to you,” according to HelpGuide.org. It is comprised of five key components: self-awareness, self-regulation, motivation, empathy, and social skills.
How Do We Know It Works?
In the article, “Why Emotional Intelligence is Important in Leadership,” Harvard Business Review, Lauren Landry writes, “emotional intelligence accounts for nearly 90 percent of what sets high performers apart from peers with similar technical skills and knowledge. Research by EQ provider TalentSmart shows that emotional intelligence is the strongest predictor of performance. Moreover, 71 percent of employers surveyed by CareerBuilder said they value EQ over IQ, reporting that employees with high emotional intelligence are more likely to stay calm under pressure, resolve conflict effectively, and respond to co-workers with empathy.[1]” Emotional intelligence “facilitates our capacity for resilience, motivation, empathy, reasoning, stress management, communication, and our ability to read and navigate a plethora of social situations and conflicts. EQ matters and if cultivated affords one the opportunity to realize a more fulfilled and happy life,” according to PositivePsychology.com in the article, “The Importance of Emotional Intelligence.[2]”
[1] https://online.hbs.edu/blog/post/emotional-intelligence-in-leadership
[2] https://positivepsychology.com/importance-of-emotional-intelligence/
Mentorship and Sponsorship
“What Works” Model
Mentorship and Sponsorship
Authors / Vendors
N/A (Seek the assistance of a DEI, human resources or DEI and HR consultancy with setting up a mentorship and sponsorship program)
Description
Mentors and sponsors are invaluable to both career support and psychosocial support. In “What’s the Difference Between a Mentor and a Sponsor,” by Harvard Business Review, Janice Omadeké writes, “In a work setting, mentorship is a relationship between someone sharing knowledge and providing guidance (the mentor) and someone learning from that person’s experience and example (the mentee)… mentorship can exist and thrive in any situation where a new employee is learning from a more experienced one. Here, sponsorship stems from a strong and successful mentorship.
Think of it as phase two of mentorship. Once the mentor and mentee have worked together for a while, usually at least a few months, the mentor may see evidence of growth and self-accountability in the mentee. At that point, the mentor can become an actual advocate for their mentee. In this capacity, the mentor is now a sponsor and the mentee is a protégé.
Now the sponsor is doing more than just sharing experience and knowledge. Because the sponsor has come to feel personally invested in the advancement of the protégé, the sponsor expands that person’s visibility within the organization, models self-advancing behavior, and directly involves the protégé in experiences that will provide opportunities for career advancement. For instance, a sponsor may put their protégé’s name on the table for a promotion, or have the power to advocate for their work when they are not in the room (or invited to the ‘important’ meeting themselves).
The sponsor is putting their reputation and professional branding behind the protégé, meaning there’s typically more risk to being a sponsor. This is why sponsorship is more likely to develop from the basis of an effective mentorship. In short, the mentorship develops the trust and confidence requisite for sponsorship to occur.[1]”
[1] https://hbr.org/2021/10/whats-the-difference-between-a-mentor-and-a-sponsor
Key Takeaways
Mentors and sponsors can provide a range of career support such as teaching new technical or functional skills, coaching on career decisions, offering problem-solving advice, advocacy for promotions, and providing visibility with coworkers and key individuals, and a range of psychological and social support (psychosocial) including affirmation and building self-esteem, friendship and confidentiality, encouragement and motivation, empathic listening and feedback, and counseling and emotional support. Mentorship and sponsorship can lead to several benefits for the mentees, mentors and the organization including career outcomes, employee engagement, commitment, retention, and inclusion.
How Do We Know It Works?
According to an SAP report, “Why Mentors Matter: A Summary of 30 Years of Research[1],” by Lauren Bidwell, research-backed benefits of mentoring include the following:
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Improved career outcomes: Mentored employees, compared to non-mentored employees: receive higher compensation, receive a greater number of promotions, feel more satisfied with their career, feel more committed to their career, and are more likely to believe that they will advance in their career.
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Employee engagement: Employees who are part of a mentoring relationship have significantly higher engagement scores than employees who are not; feel more positively about their organization as a place to work for; feel more positively about their organization’s senior leadership; believe their organization provided opportunities for career growth; and feel informed about the future course of their organization.
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Employee retention: Mentoring has been found to reduce turnover intention, as well as actual turnover. Those who are part of a mentoring relationship report significantly higher organizational commitment and lower intentions to leave their organization than non-mentored respondents and being apart of a mentoring relationship decreases the odds of turnover by 38%.
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Employee inclusion: Initiating a formal mentoring program can be particularly beneficial for underrepresented and/or disadvantaged employees, such as women and people of color, who otherwise, might not be chosen as an informal mentee. The structure of a formal mentoring program can mitigate the sexual tension related to initiating a cross-gender mentoring relationship for women and provide access to mentors across racial and ethnic lines for people of color.
Mentor benefits: The benefits of a mentoring relationship are not limited to mentees either; compared to non-mentors, employees who act as mentors: report greater job satisfaction and organizational commitment, have greater career success, and perceive increased work-related fulfillment.
[1] https://www.sap.com/insights/hr/why-mentors-matter.html
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