Increasing Universal Diverse Orientation for Strengthening

Intercultural Competence

Ridhoi Purba

, Meutia Nauly

and Rahma Fauzia

Faculty of Psychology, Universitas Sumatera Utara, Jl. Dr. Mansyur No.7, Medan, Indonesia

Department of Social Psychology, Universitas Sumatera Utara, Medan, Indonesia

Keywords: UDO, Intercultural, Mixed-method.

Abstract: The research objective was to test the effectiveness of training to improve the Universal Diverse Orientation.

The treatment module is directed to the approach of humanity universal, by awakening the negative effect of

petty minded of differences that have been going on. This research uses a parallel method of transformational

mixed design (participation action research). Quantitative approach using experimental field designs pre-post

two groups. Consisting of two studies, the first study of 28 USU students and a second study of 33 USU

students; which is divided into treatment groups and control groups. Simultaneously with the treatments

carried out Focus Group Discussions were conducted at each end to the session for the trial group. Training

consists of three sessions held within two days for each study. The results show significant effectiveness of

the training both in study one and in study two. As a consequence of the transformational method, it is

discussed the possibility of using the treatment module for the wider participants in admission of fresh

students. The training module needed to be addressed for other students, tested on student admission's

situation and follow up after first-semester.

1 INTRODUCTION

Nowadays, It cannot be denied in order to make a

successful training program; we have to match it with

the needs to make it specially for the targeted

participants (Early & Peterson, 2004); so it is

necessary to measure intercultural skills profile

before the training sessions are implemented. Based

on research from Moghaddam, he advocated the

concept of omnikulturalism to overcome the

problems of conflict caused by differences between

groups in this case ethnicity. Globalization is not as

anticipated as seeing the possibility of unity, but

rather the mutual strengthening of groups with

extreme and diverse views, termed by Moghaddam

(2012 : 2009 ) as "fractured" globalization, without

precedent posing challenges to humanity. The most

important challenge is related to ethnic, religious,

linguistic and other important differences.

The research objective was to test the

effectiveness of training to improve the Universal

Diverse Orientation. The treatment module is directed

to a humanitarian equation approach at the beginning,

new based on equality of speech differences, with the

aim of avoid trapping on differences, that will lead to

conflict.

1.1 The Assimilation and

Multiculturalism

The previous policy of assimilation leading to human

homogeneity in the form of ethnicity, religion and

others show minimal results. Some argue for trends

such as the death of language as an example of

globalization deemed to be in line with this policy, in

line with globalization (Crystal, 2000; Moghaddam,

2012). In this view, we are referring to a global village

(McLuhan, 1964) characterized by a more similar

lifestyle.

Multiculturalism can also pose a problem related

to the strong emphasis on diversity; ethnocentrism

seems to be universal. Cultural relativism, on the

surface seems to support the minority, but in reality,

it is more in favor of groups with greater power.

While the minority becomes marginalized. Minority

rights and interests are best served through universal

rights and obligations (Moghaddam & Riley, 2004 )

not local rights & obligations. Multiculturalism also

fails to overcome this with a tendency that treats them

Purba, R., Nauly, M. and Fauzia, R.

Increasing Universal Diverse Orientation for Strengthening Intercultural Competence.

DOI: 10.5220/0010093816551662

In Proceedings of the International Conference of Science, Technology, Engineering, Environmental and Ramiﬁcation Researches (ICOSTEERR 2018) - Research in Industry 4.0, pages

1655-1662

ISBN: 978-989-758-449-7

1655

differently than others, can be used to violate

humanity on the grounds of cultural relativity

(Moghaddam, 2012).

1.2 Omniculturalism

The Concept proposed by Moghaddam has been main

purposed for building societies that tied by common

humanity and celebrate the importance of the same

characteristics as humans. Further also realize and

share about existence differences between different

groups. This concept is not merely a mixture of

assimilation and multiculturalism, but based on

scientifically derived similarity and grounded with

the first search for the universality of man and then

see the differences between groups.

According to Moghadddam (2012),

omnnikultural involves the process of socialization in

two stages, first called omnikultural imperative by

giving priority to human equality and teaches children

the importance of experiencing the things that

strengthen the commonality of humanitarian

characteristics. In the second period marked by the

introduction of differences and values that also have

differences that exist. In this case, the main is still the

equation, just see the difference. The result of

omniculturalism is a society that recognizes and gives

priority to humanity, but also gives space for

understanding and sharing of group differences.

1.3 Intercultural Competence

Intercultural competence has many dimensions,

intercultural sensitivity and open-mindedness are the

affective side, flexibility on the behavioral side; the

assertive aspect of intercultural competence is also in

the behavorial side, the ability to change views is the

cognitive and behavioral side of intercultural

competence, also the existence of nonverbal

competence, which is the cognitive side, both

affective and behavioral. Intercultural sensitivity is

one's sensitivity to cultural differences and the

willingness to modify behavior as a signal of respect

for other groups Bhawuk & Brislin, 1992).

Intercultural self-awareness is an awareness of his

own cultural background and how it affects to

interfere and maintain the satisfaction from

interpersonal relationships with other cultural

members. Assertiveness is a component of

relationship builders (Caligiuri, 2000), this ability

then improves adaptation to new environments.

The diversity side of intercultural competence

consists of the cognitive side (e.g. knowledge of

foreign cultures), affective (e.g. sensitivity between

cultures), as well as behaviors (e.g. effective

intercultural behavior). The training used to improve

this competency should have the following criteria of

being unique in terms of (1) taking into account the

existing culture for a particular culture or general

culture (2) the approach used, in this case an

experiential model) (3) training designed for

awareness, a sense of skill to improve effective

communication (Early & Peterson, 2012). In the

training, the steps are brought to the participants

about similarity that have and shared together,

through games, movies and discussions that enable

them to experience the similarity behind the

differences among fellow human beings, as well as to

understand and pay attention to the negative effects

of disunity on behalf of the group. in other words, the

term that was delivered by Sharif also used by

Moghaddam with a super ordinate goal for all the

groups involved.

1.4 Universal Diverse Orientation

Universal Diverse Orientation, that referred as UDO

was proposed by Miville, Romans, Johnson, and

Lone (1999) can become the answer to what we

needed. Miville et al (1999) defines UDO as follows:

"Universal-diverse orientation is defined as an

attitude toward all other persons that is inclusive yet

differentiating in that similarities and differences are

both recognized and accepted; the shared experience

of being human results in a sense of connectedness

with people and is associated with a plurality or

diversity of interactions with others. " This definition

reflects the interrelation between the cognitive,

behavioral and affective components of UDO.

Miville (1999) defines similarity or universality

as aspects in the human being that can be considered

the same between one person and another.

Meanwhile, differences or diversities are interpreted

as unique aspects to the human being that arise

because of differences in culture and individual

differences. According to Miville, an awareness

about the existence of similarities and differences

between humans can make individuals have a bond

with others who have similarities but also

simultaneously be able to accept, appreciate, and

understand others who have differences (in Yeh &

Arora, 2003).

The definition of UDO that will be used during

this research is the awareness of every human being

has similarities that can create the feelings of

connecting between human also on the other side of,

we have differences that can bring the acceptance and

appreciation for the uniqueness owned by each

ICOSTEERR 2018 - International Conference of Science, Technology, Engineering, Environmental and Ramiﬁcation Researches

1656

person. According to Strauss and Connerly (2003),

Universal, diverse orientation or UDO has three

dimensions: (a) Diversity of contact. The first is

diversity of contacts which is the level of interest or

inclination of individuals to interact in a social

environment that has diversity of and participation in

cross-cultural activities. This aspect is to see how

individuals are actively willing to interact in diverse

environments. (b) Relativity appreciation. The

second aspect is relativistic appreciation that is to see

the extent to which individuals are able to recognize,

value, and accept the similarities and differences that

exist between humans. This aspect explains how the

level of individual appreciation of the importance of

being aware of the similarities and differences that

exist between diverse groups as well as realizing that

it will have a positive impact on its development. (c)

Comfort with differences. The final aspect of UDO

comfort with differences explains how individuals

feel connected to other human beings because of the

same experience as humans. Individuals can feel

comfortable with the idea of interacting in a culturally

diverse social environment.

1.5 Contact among Groups

Allport (in Pettigrew, 1998) believed that the positive

effects of inter-group contact can only occur when the

following four key conditions are met, namely: (a)

Equivalent status. Allport stressed the importance of

equal status in contact situations between groups.

Each group that interacts must feel that they have

equal status with each other. When the interacting

group has a status difference, contact can actually

produce negative effects (Jackman & Crane, 1986).

The classroom is one place where each interacting

group can feel equal status (Allenby, 2009). (b) Same

purpose. Reducing prejudice through contact requires

an active, goal-oriented effort. When groups that

interact with each other share a common purpose, it

creates a mutual need between the group to achieve

its goals (Pettigrew, 1998). (c) The existence of inter

group cooperation. The accomplishment of the same

goal in the group must occur with the cooperation

between the groups involved in contact (Bettencourt,

1992). (d) There is supported from a higher authority.

The latter condition requires the involvement of other

parties associated with interacting groups. For

example, the existence of social rules or sanctions

will make contacts between groups more widely

accepted and have a greater positive impact

(Pettigrew, 1998)

The first step so that the contacts among inter-

group can have results is by studying other groups.

This learning process can be used to correct a false-

negative view on a particular group, then contact will

be able to reduce prejudice. The occurrence of giving

new information about the other group will make

them capable of encourage the change of attitude to

become more positive. The next step to this learning

process is to change behavior. Optimal group contact

is one of the earliest forms of behavior modification.

Behavior change is regulary on the beginning with a

change of attitude. Creating a new situation where the

individual is required to change his behavior to more

often interact with other group members will further

facilitate the change of attitude. Furthermore, the

generalization of affective bonds. Emotion is very

important in contact between groups. Anxiety at first,

interacting with different groups is common and can

trigger a negative reaction (Islam & Hewstone, 1993).

This anxiety will diminish with more frequent

interactions. Therefore, it is important to pay attention

to the emerging emotions within the individual when

making contact with other groups. The next stage is

the reappraisal in the group. Optimal group contacts

provide a better understanding of both the in group

condition and the out group. Contact not only makes

the individual more familiar with other groups but

also more understanding of his own group by

reflecting on his new knowledge of other groups.

The conclusion is that as Allport states (in Pettigrew

1998) key conditions to be met for positive impacts

are equal status, common goals, inter group

cooperation, and support from higher authorities.

Students in college have same status as students.

Classroom interactions created by authorities such as

lecturers often place students in conditions where

they are required to work together as group

assignments, learning methods by discussion, sports

competitions, interests, talents and many more.

Students will have the same goals as passing an exam,

earning a high score, or winning a competition that is

expected to trigger beneficial contact between

different student groups. Especially for the training

process, the contact process that occurs adjusted to

the requirements needed for contact to be a positive

factor in improving intercultural competence as

measured through universal diverse orientation. The

purpose of this research is to test the effectiveness of

the training of intercultural competence

improvement. To determine its effectiveness, we used

universal diverse orientation measurement in which,

according to the author can be used to see the basic

from looking similarity first, then identify the

difference to avoid conflict.

Increasing Universal Diverse Orientation for Strengthening Intercultural Competence

1657

2 METHOD

2.1 Participant and Instrument

This research uses a method of parallel mixed design

transformational (Participation action research)

(Cresswel, 2014). It was quantitative approach using

two pre-post group experimental field design.

Consisting of two studies, the first study of 28 USU

students and a second study of 33 USU students;

which is divided into trial groups and control groups.

Simultaneously with the treatments carried out at the

same time Focuse Group Discussions conducted at

each end of the session in the test group. Training

consists of three sessions held within two days for

each study.

The instrument used for module is universal

diverse orientation scale. Both groups were given a

questionnaire before and after the training was

conducted. The questionnaire is universal diverse

orientation (Minville, 1999; Idhamsyah, 2012). In

these studies, the module is tested at an early stage

through research laboratory (experimental design) at

the Faculty of Psychology, USU. These results serve

as a source of input for improving training

effectiveness. We then would do further research into

the wider setting, so it is similar to the real

environment. This advanced research utilizes field

experimental design for larger circles with the aim of

consolidating the function of the module in difference

setting among students.

The study involved two research groups, the first

group of 28 students consisting of 50% of students

involved in FGD in the intercultural sensitivity

studies (Nauly, 2015) and 50% of general students

from University of Sumatera Utara. The second group

of 33 students of the Faculty of Psychology, the

Faculty of Psychology USU. The instruments used

for module is universal diverse orientation scale .

Both groups were given a questionnaire before and

after the training was conducted. The questionnaire is

universal diverse orientation (Minville, 1999;

Idhamsyah, 2012).

In these studies, the module is tested at an early

stage through research laboratory (experimental

design) at the Faculty of Psychology, USU. These

results serve as a source of input for improving

training effectiveness. We then would do further

research into the wider setting, so it is similar to the

real environment. This advanced research utilizes

field experimental design for wider circles with the

aim of consolidating the function of module in

difference setting among students.

2.2 Step of Research

The experimental design was conducted on 15-16

September for two days with 12-hour effective time,

in the lab room of Faculty of Psychology USU. The

number of participants was 28 students, consisting of

50% of participants who had previously attended

FGD in the first phase and 50% more students

generally, who have never followed similar activities.

The 28 students who were present and willing to

participate in the activity (by signing informed

consent) were divided into two randomly to

determine the students in the trial and student groups

within the control group. Then the students who

entered the experimental group participated in the

training activities for module testing. The control

group was not given any treatment as a regulating

function. The training uses the experimental group

consisted of 14 people with an average score of 1.7

and SD before the training and 1.9 and SD = after the

training was conducted. The draft modules that have

been designed in the first study, including the value

of Batak.



3 RESULT

Tabel 1: Description of Studi 1.

Mea

Afte

afte

Mea

efore

befor

Mea

n d

1,9

0.2

1.6

0.22

0,15

0,23

1.7

0.1

1.8 0.19 0,19

0,39

The experimental group consisted of 18 people, with

an mean UDO score before training of 1,6, SD=0.22

and after 1.9, SD=0.27. During the process, members

enthusiastically participated in the discussion

sessions. As they began to showcase varied aspects

that illustrate inter-cultural sensitivity. They had the

willingness to be empathetic to others, able to find

similarities between differences and begin to realize

their prejudices. The results undertake to question and

revealed matters related to their prejudices in the

effort to reduce prejudice.

Improving the undertaken to obtain an integrative

model of intercultural competency enhancement

efforts is: (1) Addition of topics related to the culture

and values possessed by the participant, the implicit

dimension of communication as well as the

ICOSTEERR 2018 - International Conference of Science, Technology, Engineering, Environmental and Ramiﬁcation Researches

1658

dimensions of the harmony group who then trained in

discussions and role play. (2) It needed emphasis on

learning from the cultural values held by the

participants in terms of creating harmony in diversity.

Tabel 2: Results of field experimental design in University

of Sumatera Utara.

UDO

Md SDd t value df p

EG 0.189

0.391

2.765 26 0,005

CG 0.146

0.232

The UDO variable reflects a difference between the

experimental group and the control group. It means

the module can increase the Universal Diverse

Orientation (t = 2.765; df = 26; p = 0.005). During the

process, members enthusiastically participated in the

role-play sessions. As they began to showcase varied

aspects that illustrate inter-ethnic sensitivity. They

had the willingness to be empathetic to others, able to

find similarities between differences and begin to

realize their prejudices. The results undertake to

question and revealed matters related to their

prejudices in the effort to reduce prejudice.

Improving the undertaken to obtain an integrative

model of intercultural competency enhancement

efforts is: (1) Addition of topics related to the culture

and values possessed by the participant, the implicit

dimension of communication as well as the

dimensions of the harmony group who then trained in

discussions and role play. (2) It needed emphasis on

learning from the cultural values held by the

participants in terms of creating harmony in diversity.

Tabel 3: Description of Study 2.

UDO

Mean

after

Mean

before

before N Mean d SD d

1.87 0.24 1.68 0.24

18 0,2 0,213

1.83 0.30 1.84 0.34

17 0,017 0,178

The experimental group consisted of 18 people, with

an mean UDO score before training of 1.68 and after

1.83. The control group consisted of 17 people, with

an average UDO score before training of 1.84 and

after 1.84.

Tabel 4: Field Experimental design setting USU (Study 2).

UDO

Md SDd t df P

EG 0,17692 0,24632 2,743 33 0,005**

CG -0,03 0,1953

The UDO variable reflects a difference between the

experimental group and the control group. It means

the module can increase the Universal Diverse

Orientation (t = 2.743; df = 33; p = 0.005).

Qualitative results of study 1 and 2:

Problem questions that are perceived as threats to

reluctance to discuss them: (a) Talking with parents

in morality. (b) Associated with senior in terms of

adjustment in college campus. (c) With related

friends in religious talks, in terms of questioning his

teachings

At the time of the process:

1. When presented in large discussions, the

patterns that occur are equally shared by all

groups. It was the reason their fears were

relatively similar for fear among the elderly.

Another reason was the prohibition of the

family to discuss sensitive matters relating to

others. It was termed them 'abstinence', thus

restricting contact with certain groups, leading

to the limited mindedness.

‘kalau kita pacaran dari etnis yang tidak

disukai orang tua, takut membicarakannya

dengan orang tua, karena takutnya dianggap

melanggar aturan orang tua’

‘takut memberikan makanan pada teman yang

muslim, karena takut ditolak atau dianggap

tidak halal, ingin mempertanyakannya tapi

takut menyinggung’

‘kami takut berkata sebenarnya terkait

makanan terhadap teman non muslim karena

takut menyinggung’

('if we are dating someone with difference

ethnicity or particular ethnicity, it is not

favored by parents. We are anxious about talk

about it with parents, for fear is considered to

violate the rules of the parent. 'We are afraid

to give food to a Muslim friend. It is because

fear of being rejected or considered unlawful.

We want to question it but fearful of offend.'

Increasing Universal Diverse Orientation for Strengthening Intercultural Competence

1659

'we are frightened to say actually related food

to non Muslim friends for fear of offending' .)

2. Having been given a film about the beauty of

willingness to open up and trying to sense the

feelings and similarities between them as a

human being. The reaction arises from the

participants is the awareness regarding the

need to open up and not be afraid to question

the differences he sees and feels at his friend's

differences. The understanding of others can

enhance intercultural competence.

‘ternyata lebih baik kita bicarakan hal yang

kita takutkan terhadap orang lain daripada kita

tahan-tahan, karena jadi merenggenggangkan

hubungan kita’

‘memang harus dibicarakan hal yang kita

takutkan, namun kita harus pintar-pintar

mencari cara agar tidak salah mengerti’

(asertivitas…bagiand ari kompetensi)

('it's better to talk over the things we fear about

other people than we stand for, because it's a

stretch to our relationship'

'it should be talked over the things we fear, but

we must be smart to find ways not to

misunderstand') (assertiveness ... for the

essence of competence).

3. The topic of religion is sung by discussing the

celebration of godly holidays. During the

discussions, participants did not really know

what it means to celebrate the other sacred

holidays. It was during the discussion of

friends who differed from their religion to

each other to explain the meaning to the

celebration of their big day during a discussion

that led them to find similarities in their

religious teachings.

“sama kok baik di muslim atau Kristen, hari

raya idul fitri dengan hari paskah, dimana kita

dikembalikan seperti kita waktu lahir”

("The same whether in either Muslim or

Christian, the feast of Eid al-Fitr with the

Easter Day, where we are returned as we were

at birth")

4. When presented the game of KITA to seek

common ground among participants. Initially,

participants are limited in identifying who

owns it. The categories are still around

religion and the similarity of hobbies, force,

thus forming about five groups. In the next

process, there are participants who do not want

to group only in one group, but two groups,

until the friends agreed to unite the group.

When re-enacted about the main task we look

at the equation, then the group happens to be

less, until in the end formed one group. From

the briefing that they, furthermore, realized

our communality as human beings, it turns out

many things that become the basis of existing

equations.

‘pada awalnya nggak kepikiran ternyata kita

satu fakultas, sama-sama manusia bahkan,

rasanya sejak awal saya tahunya kita berbeda’

('In the beginning we did not think we were in

the same faculty. Apparently, we are both

humans even, it feels from the beginning I

know we are different ' )

4 DISCUSSION

The resulting show that training module is sufficient

to raise intercultural competencies. It is the same with

universal diverse orientation. These results were

obtained from the comparative statistical analysis of

experimental and control groups. The training

directed at the approach of assessing human equality

and then based the similarity on sharing the

differences in the study could increase the value of

the Universal Diverse Orientation of the students

involved (Moghaddam, 2012; Panggabean, 2015).

Based on qualitative results from participant

discussions, it appears that home learning with

approaches to differences seems to lead to a fear of

difference. So that it is not shared, which reduces

intercultural skills (Berger &. The results from this

study indicate the re-digging of common among

humanity (Moghaddam, 2012). It would strengthen

the ability to adapt, and dialogue on differences based

on universals of humanity . The results, including

indicates that contacts are performed with equal

status, each participant has the same goals (Pelly,

2016). The tasks in the training situation lead to inter

group cooperation, and the support of higher

authorities, in the research process (Berger &

Luckman, 1966) leads to the strengthening of

competence between cultures (Pettigraw, 1992;

Moghaddam, 2012). The results also reveal that

intercultural competence will be strengthened by

sharing the differences on behalf of universal

similarities.

ICOSTEERR 2018 - International Conference of Science, Technology, Engineering, Environmental and Ramiﬁcation Researches

1660

To be useful for increasing cultural competencies

for students, this module needs further studies to

wider students in others University and setting. It is

necessary to improve the treatment and increasing the

effectiveness of the module.

5 CONCLUSION AND

RECOMMENDATION

5.1 Conclusion

1. The training on strengthening intercultural

competencies significantly affected the

improvement of Universal Diverse

Orientation in this study.

2. Digging again humanity universality, then

share the differences strengthens the

competence.

3. Contacts are a means of enhancing

Universal Divers Orientations, if they meet

the requirements of equality, common goals,

and authority support.

4. Religious factors can bring conflict if there

is no understanding among the adherents.

5. It needs a process that is planned and

strengthened through experience to awaken

the importance of exploring existing

equations and sharing the differences.

5.2 Recommendation

It takes a script that can be applied to be socialized to

the relatives. That is to be used in the new student

enrollment period. The following step is to conduct

training for trainers for students. It was to be able to

conduct this module. The next stage will be a seminar

and or discussion related to the results from this

research for policy makers at the Faculty level

through a series of new student enrollment activity's

experimental design in the form of combined results

and module testing. V.

ACKNOWLEDGMENT

Thank you for USU espesially TALENTA Program

for funding this study.

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