“One of the most effective ways to learn about oneself is by taking seriously the cultures of others. It forces you to pay attention to those details of life which differentiate them from you.”

Edward T. Hall, Anthropologist


Executive Coaching

Executives are busy people and time is valuable.  One-on-one attention for high level executives can produce great results in just a few sessions. I will take the time to listen to your concerns and we can agree, together, if my services might be useful for you.  If they are not what you need, there is no obligation to continue.

Consulting (Corporate, Education, Non-Profit, Small Business)

Every client is different and I spend time listening to the issues, asking appropriate questions and then drafting a needs analysis based upon both conversations as well as written feedback from a confidential survey regarding workplace issues.

To discuss your individual or organizational needs in detail and receive a personalized quote, please fill out the contact form.

What customers are saying:

“Tuleja was great! I enjoyed her presentations thoroughly!”

“Professor Tuleja is brilliant at engaging the entire class during instruction.  She makes a point to involve and stimulate the class overall.”

“She is obviously knowledgeable and passionate about the subject.  It comes across in her teaching; she is able to communicate her experiences in a way that helps make the instruction relevant.”

“Professor Tuleja’s energy and expertise are simply inspiring.  She kept us engaged even when she was the last speaker of a very long day.  Her ability to help us apply concepts in any business environment is very much appreciated.”

“Excellent speaker.  Engages the group.”

“Professor Tuleja’s enthusiasm and expertise in international travel and business is excellent.”



Online executive certificate course through Notre Dame/University Alliance

Notre Dame has partnered with University Alliance to produce a number of excellent certificate programs in management and leadership – discover how you can take your leadership to the next level!

Read more at Advanced Specialized Certificate in Intercultural Management

Want Greater Success? Take Off Your Blinders and Boost Your Cultural Intelligence!

If you have good functional skills and consider yourself a “people person,” then everything will naturally fall into place, right? Not necessarily. What you don’t see can diminish effective communication and damage your career or organization. Communication breakdowns can lead to legal issues, decreased employee morale and even a lack of product performance.

Culture – which is defined by age, race, gender, religion and diverse socio-economic backgrounds – is often a major blind spot for professionals at all levels. Viewed through lenses such as action, time, power and communication, the dimensions of culture become even more complex.

Never before have there been more complex cultural dynamics impacting professionals across all industries and locations. Whether your job description includes supervising others or not, you are a manager of people and their unique characteristics. What motivates one worker may completely hinder another. Raise your awareness and create a greater impact by successfully navigating common situations in the global area.



Aerospace Worker

Fire Department/Battalion Chief

Chief Finance Officer

Registered Nurse RN

Medical Administrator

Business Operations Lead

Business consultant

Operations Manager of Auto Finance

Director of Education & Chief Diversity Officer

Technical Services for a Public Higher Education Institute

Senior Project Manager

Diversity Manager

Quality Management Systems Vice-Chair Diversity Council

Learning Training and Development

International Business Development Director


“I’d like to sincerely thank you for making the Intercultural Management course so engaging, thought-provoking, and fun! I learned a great deal from the course and look forward to applying what I’ve learned to expand my skill set. It’s really great to have especially learned about all the various theories involved with interculturalism – it helps me to finally organize in my mind all the reasons why groups of people think/behave in certain ways……without stereotyping of course!”

“It looks like a lot of planning went into the program. I am taking other online certification courses from another top University and find the supporting materials and quality of the video presentation to be top notch.”

“We are in the process of expanding into Malaysia and the examples / case studies proved to give me a great reminder on setting expectations. In addition, we were working with a Chinese firm and the relationship component reviewed in class gave me balance/insight during our negotiations.”

“I have truly enjoyed reading Tuleja’s book. I take it on the plane with me etc. to help further my learning.”

“I am impressed with the course. So far, this has been the best culturally centric course that I have been a part of in a long time.  This course is focusing on important, practical aspects of culture, which are important to me. I focus on Decision-Making and culture is a critical component of how people go about making decisions. I found the COI to be a good tool and appreciated the feedback that I received from the assessment.”


After 20 years in the field of intercultural communication, I have come to rely on four excellent tools that I use in my consulting and teaching.  Based upon your individual or organizational needs I usually suggest using one or two of these intercultural assessment tools, which are explained briefly below.  These are all scientifically validated instruments with high reliability, so I put much confidence in using them for developing intercultural competence.



Description of the COI®                        Certified Practitioner

The Cultural Orientations Indicator is a web-based, self-reporting tool designed to foster self-awareness and other-awareness so users can effectively communicate and collaborate in a global team environment.[1]  The assessment illuminates an individual’s particular work style and cultural communication preferences through a non-evaluative report that provides recommendations and suggests relevant resources for building effective skills and cultural aptitude. The COI was developed in 1985 by TMC – Training Management Corporation – and is designed to measure difference in cultural values, beliefs and attitudes. This assessment tool has been developed by experts in the behavioral science field and demonstrates high validity and reliability and has been translated into 13 languages.

The COI’s three dimensions provides a way in which users can understand and discuss with their colleagues how they prefer to interact, process information and view themselves in their work environment.

Interaction Style: Orientations that impact how you communicate and engage with others in work situations.

Thinking Style: Orientations that impact how you conceptualize and process information in work situations.

Sense of Self: Orientations that define how you view yourself and are motivated in the workplace.

The Cultural Orientations Indicator (COI) is an assessment tool that helps to identify an individual’s intercultural awareness and competence for interacting with people within a diverse workforce. It provides feedback on a person’s work-style preferences on three key dimensions of culture that impact the multicultural, global workplace.  Because this tool provides an assessment of individual preferences (likings, affinities, biases) it helps people understand as they seek to explore culture based differences in them and others.  The goal is to help participants develop cultural competence, which is the ability to reduce the risks and maximize the opportunities inherent in cultural differences and similarities. High levels of cultural competence allow organizations to understand, manage, and leverage culture at work. These capabilities enable responsiveness and adaptability, which are critical in today’s dynamic global marketplace.[2]

In a nutshell, the Cultural Orientations Inventory gives a broad overview of three dimensions necessary for communicating effectively with people who are different – these dimensions consist of Interaction Style (how one communicates and engages), Thinking Style (how one thinks and processes information), and Sense of Self (how one views self in relation to others).  Within each of these three dimensions are various orientations – culture based values or norms – that help us understand differences between communication preferences, such as being direct or indirect.  This tool is non-evaluative (one would not use it to determine a potential employee’s fit with a company or for an overseas assignment) but rather is a tool that helps to identify a person’s work-style communication preferences that can impact communication on a global level.

GLOBAL MINDSET INVENTORY (GMI) ©        Certified Practitioner

global-mindset-300x210Description of the Global Mindset  

The definition of a global mindset is a set of attributes and characteristics that help global leaders better influence individuals, groups and organizations unlike themselves.  The current reality is that we live in a multicultural world where ambiguity and uncertainty abound.  In today’s business environment, it is not enough to be competent in one’s functional area of expertise.  Today’s professional needs to go beyond a general awareness of difference and develop a strong understanding and ability to communicate, interact, and lead in a diverse workforce.    The GMI is a development tool to assess a business leader’s global knowledge and abilities that was developed by Dr. Mansour Javidan, Director, Najafi Global Mindset Institute and Garvin Distinguished Professor, Thunderbird School of Global Management.

Intellectual Capital:  One’s capacity to understand how one’s business works on a global level with 3 key attributes:

  • Global business savvy – a strong grasp of how the industry operates worldwide, how global customers behave, how your competitors target their needs and habits, and how strategic risk varies by geography.
  • Cognitive complexity – the ability to piece together multiple scenarios with many moving parts, without becoming paralyzed by the number of options.
  • Cosmopolitan outlook – an active interest in the culture, history, geography, and political and economic systems of different parts of the world.

Psychological Capital:  One’s receptiveness to new ideas and experiences.  There are with 3 key attributes:

  • Passion for diversity – a penchant for exploring other parts of the world, experiencing other cultures, and trying new ways of doing things.
  • Thirst for adventure – an appreciation for the ability to thrive in unpredictable and complex environments.
  • Self-assurance – self-confidence, a sense of humor, a willingness to take risks in new contexts, and high levels of energy; the ability to be energized, rather than drained, by a foreign context.

Social Capital: Helps build trusting relationships with people who are different from you.  The 3 most important attributes are:

  • Empathy – the ability to engage and connect emotionally with people from other parts of the world.
  • Interpersonal impact – the ability to bring together divergent views, develop consensus, and maintain credibility; and skill at building networks – not just with peers and seniors but with other, less obvious potential contacts.
  • Diplomacy – listening to what is said and what is not said, eases in conversations with people who are different from you, and a greater inclination to ask than to answer.

The following links provide more information on the tool:

Main site for GMI:

The Global Mindset – The Hard Way or the Easiest Way

Why Global Mindset?

What is the Global Mindset Inventory?

Global Competencies Inventory (GCI)
It measures leadership competencies of corporate managers and global leaders in areas critical to interacting and working effectively with people from different cultures.

  • Executive coaching for personal/professional development.
  • Selection and promotion criteria for positions with global responsibilities.
  • Pre-and post- measurements for changes in intercultural competencies.
  • Cross-cultural and diversity courses to increase awareness and self-analysis for improvement.

There are sixteen different global competencies that the GCI measures and are categorized into the following three major groupings:

Perception Management
Perception Management includes several competencies that relate to your ability to learn what you need to know to function in the foreign context. This relates to the accuracy of information you develop as well as the amount of information you learn. It comprises the following competencies:

  • Non-judgmental, Tolerance of Ambiguity, Inquisitiveness, Cosmopolitanism, and Interest Flexibility.

Relationship Management
This group of competencies assesses your interest and likelihood of developing and maintaining healthy relationships with those who are different from you. Building positive relationships with others who share different perspectives, beliefs and values is key to having healthy social and work relationships. People also become an important source of information to help you learn what you need to know. Relationship Management comprises these competencies:

  • Relationship Interest, Interpersonal Engagement, Self-Awareness, Emotional Sensitivity, and Social Flexibility.

The third group of competencies relates to managing the stress that you normally experience when living and working in an environment that is different, and with people who do not share your customs and viewpoints. These competencies allow you to maintain an even emotional equilibrium. This, in turn, enables you to effectively utilize your social and mental competencies to learn well and develop the relationships you need to be effective. These competencies include:

  • Optimism, Self-Confidence, Self-Identity, Non-stress Tendency, Emotional Resilience, and Stress Management.

The GCI is available in Arabic, Chinese (Mandarin), English, French, German, Japanese, and Spanish



The Intercultural Effectiveness Scale (IES) was developed specifically to evaluate the competencies critical to interacting effectively with people who are from cultures other than our own. This instrument is used primarily by non-profit organizations, including government agencies and educational institutions. The competencies assessed by the IES are equally applicable to evaluating how well people work effectively with people who are different from them (gender, generation, ethnic group, religious affiliation, and so forth). The IES focuses on three dimensions of intercultural effectiveness. These three dimensions are combined to generate an Overall Intercultural Effectiveness Score, which is reported in a 22 page individual feedback report.  This report includes analyses of the dimension scores, explanations of scoring profiles, and personal development planning for intercultural effectiveness.  The three dimensions of the IES are summarized below:

The first dimension is Continuous Learning. This dimension assesses our interest in learning and general curiosity as well as our interest in better understanding ourselves. To appreciate and understand those who are different from us, we need to be willing and motivated to learn about them and their culture. In addition, to set a good foundation for interacting effectively with them, we also need to understand ourselves well, including our values, beliefs and behavioral tendencies.

The second dimension is Interpersonal Engagement. It evaluates our interest in understanding various peoples and places in the world and developing actual relationships with people who are different from us. Developing positive relationships with people who are not like us depends in large part on our interest in learning about and from them. The more we learn about the world around us, the various peoples, their backgrounds, the issues they face, and so forth, the more we are able to interact with people who are different from us.

The final dimension is Hardiness. Interacting with people who differ from us culturally, generationally, religiously and so forth entails psychological effort. This effort in turn always produces varying levels of stress, uncertainty, anxiety, and sometimes fears. To interact effectively with those who are different from us requires an ability to cope with these psychological and emotional stresses. Coping can be accomplished by having a natural resilience to stress and also by better understanding the nature of the differences. Understanding differences increases our confidence, enables us to find more common ground, and decreases the psychological effort involved when interacting with people who differ from us.


IDI-204x300In contrast to many “personal characteristic” instruments, the IDI is a cross-culturally valid, reliable and generalizable measure of intercultural competence along the validated intercultural development continuum (adapted, based on IDI research, from the DMIS [Developmental Model of Intercultural Sensitivity] theory developed by Milton Bennett). Further, the IDI has been demonstrated through research to have high predictive validity to both bottom-line cross-cultural outcomes in organizations and intercultural goal accomplishments in education.[3]

There are many assessment tools that claim to measure intercultural competence, global effectiveness, cross-cultural adaptation—and even cultural intelligence. These instruments are not grounded in a comprehensive, cross-culturally validated theory of intercultural competence. Rather, these assessment tools measure individual, discrete concepts (e.g., emotional intelligence, open-mindedness) that are found in research to be weakly related—if at all—to critical outcomes of intercultural contact, such as goal accomplishment in cultural diverse settings. Further, there is no research-based consensus on what specific “personal characteristics” are actually most critical for effectively navigating cultural differences.

For example, in 1957, Tewksbury[4]  proposed 21 core global competencies (e.g., broad world awareness. Fifty-two years later, in 2009, Spitzberg & Changnon,[5] in their review of a half-a-century of research on intercultural competence: ŸIdentified 286 Cognitive/Personality, Affective/Attitudinal & behavioral/skill dimensions of intercultural competence (along with 18 context/environmental factors and 39 outcome variables). ŸConcluded that few efforts have been made to actually test the validity and cross-cultural generalizability of these models.

Further, over the past 50 years, research has not clarified how these various dimensions are related to or influences a host of important cross-cultural outcomes (e.g., diversity hiring). Finally, the various “personal characteristic” instruments that measure these dimensions provide little guidance on how individuals, teams and organizations can actually increase intercultural competence in ways that demonstrate bottom-line results in achieving educational and organizational goals.

The Intercultural Development Inventory (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: Interculturally competent behavior occurs at a level supported by the individual’s or group’s underlying orientation as assessed by the IDI 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. [6]

Mitchell R. Hammer, Ph.D., 2012;




[3] Hammer, M.R. (2011). Additional cross-cultural validity testing of the Intercultural Development Inventory. International Journal of Intercultural Relations, 35, 474-487; Hammer, M.R., 2012, The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence (chapter 5), in M. Vande Berg, M. Paige & K. Lou (Eds.), Student learning abroad, Stylus Publications.

[4] Wilson, A., 1994, The attributes and tasks of global competence. In R. Lambert (Ed.), Educational exchange and global competence (pp. 37-50). New York, NY: Council on International Educational Exchange).

[5] Spitzberg, B.H. & Changnon, G., 2009, Conceptualizing intercultural competence, in D. Deardorf (Ed), The Sage Handbook of ICC Competence (1-52), Thousand Oaks, CA: Sage.

[6] Hammer, M.R. (2011). Additional cross-cultural validity testing of the Intercultural Development Inventory. International Journal of Intercultural Relations, 35, 474-487; Hammer, M.R., 2012, The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence (chapter 5), in M. Vande Berg, M. Paige & K. Lou (Eds.), Student learning abroad, Stylus Publications.