Want to publish your content on the SIETAR USA blog? See how to submit a blog post for consideration. 

Craig Storti: Time Out

14 May 2020 2:00 PM | Anonymous member (Administrator)

For some 15 months now here at BookMarks we’ve been reviewing books right and left (and one movie)—as is only proper. But this month we’re taking a short break to offer the following article by your editor. I was recently invited by Darla Deardorff, who has just gotten the Council on Intercultural and Global Competence (profiled elsewhere in this issue) off the ground, to write a column for that organization’s newsletter . After I wrote the article, I thought it would also be of interest to this newsletter’s audience, and with Sandy and Darla’s permission, we are running it here in place of a review. Not to worry, though, next month the books will be back.

Can We Really Teach This Stuff?
by Craig Storti

Dr. Darla Deardorff made a very simple request in her email to me about this column—or so I thought: “Send in something related to intercultural competence.” Fair enough. No problem. But there was a problem, a big one:

What the heck is intercultural competence?

If you’re going to write about this thing, then you’d better have a pretty good idea what it is. And I really didn’t. So I began thinking. And that’s where all the trouble started. What metric should I use to come up with a definition? In the end I decided that the best, or at least one of the most practical, ways to describe the concept was in terms of what would distinguish someone who was interculturally competent from someone who wasn’t? And that wasn’t so hard. I settled on this: An interculturally competent individual is a person who can interact easily and comfortably with someone from a very different background than his or hers. I had thought maybe I should use the word “effectively,” but it’s a bit vague and besides: if you’re comfortable during the interaction, it’s bound to be effective.

But my definition only led me to another question: What kind of person is it who can do that, who can interact easily and comfortably with people who are very different from him or her? What are the qualities of such a person? All the usual adjectives came to mind: someone who is open-minded, sensitive, tolerant, nonjudgmental, sympathetic. But these qualities seemed to me to be a subset of something even more basic that would define such a person. So then I started thinking about that. And I ended up here: Individuals who can interact comfortably and easily with people from a very different background are people who are fundamentally at ease and comfortable with who they are.

My thinking here goes like this: People who are comfortable with who they are, who are aware of and accepting of their strengths and especially of their weaknesses—people who have accepted themselves—are the only people who can really accept others. Only if you are comfortable with who you are, can you be truly comfortable with who someone else is, no matter how different they may be from you.

But then someone might point out: I know people who are intolerant, closed-minded, and judgmental—and are quite comfortable being that way, thanks very much.

Nice try, but no cigar. Intolerant, closed-minded, judgmental individuals are annoyed by what they do not tolerate, threatened by what they are closed to, angry by what they judge as bad or wrong. Annoyed, threatened, angry people cannot be comfortable.

Let’s say you’re more or less with me so far, sort of accepting that people who are comfortable with themselves have the best shot at being interculturally competent. That opens the door to two potentially uncomfortable truths (for us intercultural types, that is); that people with no knowledge whatsoever of the intercultural field and its core concepts can nevertheless be very interculturally competent; and that people with deep experience in and knowledge of the field, unless they also happen to be comfortable with who they are, may not be competent at all. And who among us, if you’re being honest, has not come across numerous examples of both types: people with no particular intercultural expertise who are just naturally good at interacting across cultures, and intercultural experts who aren't all that comfortable in the presence of real difference?

Which leads me to one last musing: If all the above is even just a little bit true, then where does that leave people like us—trainers, teachers, researchers, academics—the people working to support and advance the cause of intercultural competence? If you agree that being comfortable with yourself is a core component of that competence, and if you accept further that that quality can’t really be taught, then what is our role?

I’m not suggesting we don’t have any real role, I’m just rocking the boat, hoping with this inaugural column of the Council newsletter that we can start a dialogue on what intercultural competence is and where the efforts and dedication of the professionals in the field can best be put to use.


Comments

  • 15 May 2020 1:53 PM | Marcella Simon
    Thank you for these insightful thoughts Craig! I have read countless academic articles with models of cultural competence and intelligence. I have also observed through teaching and spending time in different cultural contexts that some people are just naturally more comfortable and astute working and living across cultures, no matter what their background or training. So what can we teach? If people are open to it (and some are not) framing their observations and experiences using a model (Context, Iceberg) can be very useful. Also, some of your excellent exercises I have employed (Observation/Interpretation for one) have sparked a note of recognition in those who have had those types of encounters. I have even seen "aha" moments from playing Barnga with a group during the debrief. So I don't believe one can learn "cultural competence" like one learns to play the piano or code software. However a good teacher can encourage someone to continue down the path of exploration they may have already begun with new tools at their disposal.
    Link  •  Reply
  • 18 May 2020 8:15 PM | Anonymous member
    This is a great conversation to get started, Craig. There are many entry points so I’ll start with competency in general and “comfortable.”

    “Comfortable” really doesn’t fit with competency development, intercultural or otherwise. The knowledge, skills and attitude (attributes in some schema) that make up a competency are not static but evolve as a person’s environment changes. Sometimes competency development can even require unlearning behaviors (or at least diminishing importance), behaviors that made us very successful and now don’t, taking us into a transformational growth area which is a very messy and uncomfortable place to be. A place of ambiguity, uncertainly and hopefully curiosity where we don’t always recognize ourselves: “Who am I?” What happened to that friendly, trusted and trusting person that I used to be?” “Why isn’t this behavior working?” (Intercultural Competency: Self-Awareness)

    Getting out of this messy, uncomfortable place isn’t mitigated by increasing knowledge and skills (horizontal development) but by transformational growth (vertical development), the result of “crucible” experiences (Osland), experiences that it is our responsibility to properly debrief and process.

    So, back to the original question “Can we teach this stuff?” Yes, and we also facilitate and coach our way to providing Intercultural Competency development. We do this by utilizing activities or methods to provide experiences, debrief and process those experiences or others brought by our “students”, normalize their discomfort and support them in the messiness of their development of Intercultural Competence. It’s a process that takes time and usually not enough time with us. Therefore we have to plan carefully and use our shared time wisely to nurture the growth possible and leave our “students” in a safe but energized space for their ongoing development. AND we ourselves have to get comfortable with the discomfort of our own growth. (another topic for another day)

    Now to “competency”: Currently in the Learning and Performance / Talent Development field there has been a shift from Competencies to Capabilities and many corporations are establishing Capability Academies. Some of the rationale is what I would call “wordsmithing” but there is a notable emphasis on “digital” and on capabilities that directly link to the business success of an organization.

    Here is how ATD (Association of Talent Development) explains their shift: Competence has become a somewhat outdated and passive term. It refers to a person's current state and to them having the knowledge and skills necessary to perform a job. Capability is about integrating knowledge and skills and adapting and flexing to meet future needs.

    Who knew?! SIETAR’s work has always been about “integrating,” “adapting,” and “flexing.” Seems to me that makes SIETAR a “Capability Thought-Leader” --from its beginning focused on developing Intercultural Competency.
    Link  •  Reply

Contact Us
P.O. Box 548
Wheaton, IL 60187-4729
847.893.9655

info@sietarusa.org

Wild Apricot theme design and development by Webbright