Cultural intelligence is defined as an individual's ability to function effectively in situations characterized by cultural diversity. With contributions from eminent scholars worldwide, the "Handbook of Cultural Intelligence" is a 'state-of-the-science' summary of the body of knowledge about cultural intelligence and its relevance for managing diversity both within and across cultures. Because cultural intelligence capabilities can be enhanced through education and experience, this handbook emphasizes individual capabilities - specific characteristics that allow people to function effectively in culturally diverse settings - rather than the approach used by more traditional books of describing and comparing cultures based on national cultural norms, beliefs, habits, and practices.The Handbook covers conceptional and definitional issues, assessment approaches, and application of cultural intelligence in the domains of international and cross-cultural management as well as management of domestic activity. It is an invaluable resource that will stimulate and guide future research on this important topic and its application across a broad range of disciplines, including management, organizational behavior, industrial and organizational psychology, intercultural communication, and more.

Ang, S., & Van Dyne, L. (Eds.) Handbook of cultural intelligence. Theory measurement and application. https://doi.org/10.4324/9781315703855

This book explains to those living and working in another country how to identify and develop their Cultural Intelligence, or CQ. Cultural intelligence is an outsider’s natural ability to interpret and respond to unfamiliar cultural signals in an appropriate manner. CQ is distinguished by three core features: the head, or the ability to discover new information about a culture; the heart, or one’s motivation and confidence in dealing with a culture; and the body, or the capability to adapt actions and behavior so that they are appropriate in a new culture. A manager with a high CQ can enter into new cultural settings—national, professional, organizational, regional—and immediately understand what is happening and why, confidently interact with people, and engage in the right actions. Filled with real-world examples and case studies, this book explains how to assess one’s own skills and improve one’s CQ.

Early, P. C., Ang, S., & Tan, J-S. (2010). CQ: Developing cultural intelligence at work. https://doi-org.ezproxy.lib.purdue.edu/10.1515/9781503619715

Cultural intelligence : Individual interactions across cultures

Earley, C., & Ang, S. (2003). Cultural intelligence : Individual interactions across cultures. 

Contains an Appendix with 20 Cultural Intelligence Scale (CQS) questions

Ang, S., Dyne, L. V., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335–371. https://culturalq.com/wp-content/uploads/2019/03/MOR-2007-Ang_Van-Dyne-etc.pdf

Contains a brief diagnostic tool to assess one's CQ

Earley, P. C., & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business Review, 82(10), 139–146. https://hbr.org/2004/10/cultural-intelligence

Inclusion Competencies Inventory
Creating an Inclusive Classroom
Crafting an Inclusion Philosophy
Diversity Inclusivity Framework
Label Activity
Inclusion/Exclusion
Building a House for Diversity
For Whom the Cowbell Tolls
Self-Care 101
Ritual 
In this activity, participants experience and discuss feelings of inclusion and exclusion and practice watching and assessing the behavior of others.
Free Time
Exclusion 
Thiagi's jolt, Exclusion, asks participants to describe their emotions of exclusion and inclusion in a team scenario.
DOTS--Version 2

• How Diverse Is Your Universe? 
  In this activity, participants reflect on the identities of people they encounter regularly and are encouraged to exercise awareness around the depth of interaction they have with people who have identities that differ from theirs. 
• Auditing Your Personal Networks 
  In this activity, participants examine their personal and social networks, reflect on the relationships in their lives, gaps in these relationships, and their diversity, brainstorm ways to fill in their relationship gaps and improve their diversity, and analyze their own self-awareness of relationships and diversity.
• Living in a Bubble 
  This activity challenges participants to begin developing deeper relationships with those who are different from them by reflecting on their own personal bubbles and how they might further develop relationships across difference.
• Sense of Belonging 
  In this activity, participants discuss with one another topics that carry different meanings and significance across cultures (e.g., "nature," "community," "learning," etc.), to engage and get to know new people in a new way.
• Speed Friending
  In this activity, participants rotate partners as they ask one another questions, recognizing similarities and differences between themselves and peers, develop group rapport, and grow their cultural curiosity.

This list provides assessments measuring belongingness, connectedness, and/or well-being in individuals. 

• Inventory of Thriving 
  Inventory included on the final pages (Su et al.)
• Friendship Network Grid
  Grid included on the final pages (Hendrickson et al.)
• Imperial College London Resource Tools for Assessing Sense of Belonging
• iLEAD Pre-Loneliness/Belongingness Survey
  Based on:
  • Research Publication (Wu & Yao)
  • Research Publication (Anderson-Butcher & Conroy)
• Need to Belong Scale (downloadable version)
  • Construct Validity of the Need to Belong Scale: Mapping the Nomological Network
  • Need to Belong Scale Online Assessment
• Sense of Belongingness Scale
  Scale items included on p. 198 (Anderson-Butcher & Conroy)
• General Belongingness Scale 
  Scale items included on p. 314 (Malone et al.)
• Short-Form UCLA Loneliness Scale 
  Scale items included on p. 1767 (Wu & Yao)
• The Social Connectedness and the Social Assurance Scales 
  Scale items included on p. 236 (Lee & Robbins)

This link includes yearly plans and reports from the Center for Intercultural Learning, Mentorship, Assessment, and Research to demonstrate organizational strategies and metrics for reaching broader goals. 

"Only a few studies that have examined the effects of participation on an individual's goal acceptance and performance have been conducted within a cross-cultural context. In the present study, we tested for the contingency between the effectiveness of goal-setting strategies and cultural values" (Erez & Earley, 1987). 

Erez, M., & Earley, P. C. (1987). Comparative analysis of goal-setting strategies across cultures. Journal of Applied Psychology, 72(4), 658–665. https://doi.org/10.1037/0021-9010.72.4.658

This LinkedIn article provides 6 considerations when adapting goal-setting strategies and processes cross-culturally.

This article presents research on goals and learning outcomes across nine cultural groups, addressing a gap in goal theory, which has been historically Western-centric.

This book chapter gives an in-depth look at motivation and goal-setting in cross-cultural work contexts.

This study demonstrates validity of "an instrument that measures the extent to which workers must deal with such “motivational job demands”; the Motivational Demands at Work Scale (Mind@Work)" (Taris & Hu).

Taris, T. W. and Hu, Q. (2020)/ Going your own way: A cross-cultural validation of the motivational demands at work scale (Mind@Work). Frontiers in Psychology, (11)(1223), 11:1223. https://doi.org/10.3389/fpsyg.2020.01223

This study presents research on goal-setting and task performance in a cross-cultural workplace in Nigeria of Yoruba, Igbo, and Hausa/Fulani participants.

In this activity, participants use the SWOT analysis method to critically analyze and revise intercultural and linguistic goals set at the beginning of the semester abroad experience, practice deeper reflection on weaknesses and challenges in order to make informed revisions to those goals, critically consider the influence of their context and assumptions on goal setting, and prioritize evidence and perspectives to draw logical conclusions in the revision of past goals.

This activity is designed for students who are studying abroad.

In this activity, participants contemplate and explain their culture-learning goals for their time during their semester abroad, develop logical and consistent plans to attain goals, and identify multiple approaches for attaining goals.

This activity is designed for students who are studying abroad.

In this reflection activity, participants articulate a nuanced understanding of one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric, list activities that will help them personally develop in that domain, and identify evidence that signals they have personally developed in that domain.  

In this activity, participants experience and articulate emotions related to expectations and failure or success in goal-setting, compare the simulation scenarios to everyday communication with regard to goal-setting, and develop and implement successful goal-setting strategies, both in terms of communication and the goals themselves. 

In this activity, participants "develop and carry out an individualized learning plan," learn to "be more responsible, independent and directed in [their] learning," and "generate a statement on what it means to be a global citizen and to engage in a self-reflective process toward becoming a global citizen" by developing their own learning contract with their instructor (Ogden, 2009).

Ogden, A. (2009). Global learning contract. UK Education Abroad Faculty Toolkit. https://www.uky.edu/toolkit/node/5

This learning and dialogue method was developed by Darla Deardorff to provide spaces for learners to grow in their intercultural competence skills. In this activity, participants practice listening for understanding, demonstrate respect, curiosity and empathy for others, and develop relationships with culturally different others.

This article, from Sadiya Ansari at The Guardian, explores methods for open conversation and listening to understand based on research and findings on what tends put up and pull down walls in dialogue.

This video is informative for those who are working to incorporate aspects of invitational rhetoric into their interactions. Sharon Kristjanson offers 3 phrases to consider when engaging in conversation, "Ask yourself, 'How am I interpreting this?,' 'What do I not know?,' and say to the other person, 'Tell me more'" to engage in "discovery instead of debate...and transform any interaction into a creative possibility" (Kristjanson, 2021). 

Kristjanson, S. [TEDx Talks]. (2021, May 17). How unexamined judgments skew our understanding of the world \ Sharon Kristjanson \ TEDXWILMETTE. [Video]. YouTube. https://www.youtube.com/watch?v=b2pDFlCL7wM

This organization's mission is to "“bring Americans together to bridge the partisan divide and strengthen [our] democratic republic.” They offer spaces for debate and workshops to learn skills for constructive conversations, finding common ground, and more. This could be used by practitioners as a case study to analyze and apply an invitational rhetorical lens. 

In this activity, participants identify elements of civil discourse, reflect on the meaning and importance of civil discourse, reflect critically on their own ability to conduct civil discourse, and imagine future scenarios engaging in civil discourse. This activity employs several aspects of invitational rhetoric including active listening and civility and could be used by practitioners to explore invitational rhetoric further with learners.