Adult Learning

The Rural School Leadership Lab (TRSLL) offers data-driven and personalized professional development opportunities for rural school educational leaders seeking to deepen their understanding and support of the diverse student and family populations within their school buildings and local communities through the use of the Intercultural Development Inventory (IDI).

Dr. Amy J. Konz is a Qualified Administrator of the IDI

For a brief introduction to the Intercultural Development Inventory (IDI), check out this video.

Want to learn more? Let’s connect!

The Intercultural Development Inventory (IDI) is a widely used, effective, cross-culturally valid assessment for building cultural competence. Results can inform organizational goals and policies, support team building, and be used as a measure to evaluate programs or help individuals grow their intercultural awareness through targeted learning.

Invest in the IDI

  • The IDI for Individuals

    Orientation, Individual Assessment, Individual Reports, Debrief

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  • The IDI for Groups

    Orientation, Individual Assessments, Group Reports, Team Debrief

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  • Additional IDI Data Analysis

    Customized Data Collection, Visualization, and Interpretation

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  • IDI-Informed Coaching

    Virtual Learning Opportunities, Keynote Presentations, Individual and Group Sessions

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FAQs

  • The Intercultural Development Inventory (IDI) is a 50-question online assessment. It’s considered a cross-culturally generalizable, valid, and reliable measure of intercultural competence that is culturally unbiased. It’s been tested and used extensively with a wide variety of groups that are diverse not only internationally but also domestically. It’s available in 17 languages and has undergone rigorous back-translation. 

  • The IDI is a unique learning option for educators, as this tool uses participant data to generate a custom professional learning plan. This experience is more than a “personality” test. The IDI is an ongoing opportunity for personal growth.

  • The difference between the IDI for an Individual and the IDI for groups is the reports generated after the assessment is taken. The individual receives a personalized report with professional learning strategies to employ following the debrief meeting. In contrast, the IDI for groups closes with a collaborative report for joint debriefing to determine next steps.

  • The implementation of the IDI is highly flexible to meet the needs and requirements of the professional development plan for the school district or school building.

    One option, but not the only option for utilization, is to leverage the group IDI first to enhance collaboration, teamwork, and collegial understanding, beginning with district administration, then building administration, and then teacher-leaders in the taking of the IDI.

    An alternative option targets the individual first. Starting with the superintendent, district leadership, building leadership, and then transitioning to the individual IDI for educators and staff in the school buildings and across the school district.

    These are just two ideas. The method of implementation is wide-ranging. Let’s talk through your specific needs to find the right rollout plan.