This dissertation describes a Contextualized Appreciative Instructional Design process for equipping Ethiopian churches' intercultural workers to advance God's mission more effectively--"missio" Dei in Ethiopia and beyond. The CAID model can contextually equip intercultural workers to deal with the many challenges of the mission field that keep them from advancing God's mission effectively. Because intercultural experience is particularly advantageous to spiritual formation, knowledge building, and skill development, equipping intercultural workers contextually offers a promising way of preparing workers in the pursuit of "shalom." Part I offers a precedent literature review. First, the foundational principle of equipping intercultural workers for the goal of the "missio" Dei--mission of God as restoring the broken relationship between God and humanity, God and nature, humanity and nature, and humanity and humanity is discussed. Then, additional principles for an intentional equipping of the intercultural workers among Ethiopian churches as well as the process of development of intercultural workers to produce agents and mission and change are discussed. Third, the study draws on theories of instructional design, appreciative inquiry, and adult learning and develops the first and second stages of contextualized appreciative instructional design process model to facilitate equipping of intercultural workers. Part II discusses field research and explains the methodology for learning from the intercultural workers and church as well as organization leaders within EECMY. Semi-structured interviews, participant observation, and focus group discussions were conducted with intercultural workers, and important training needs were discovered. The findings revealed that most intercultural workers have had significant intercultural experiences but that they are receiving little to no training on these experiences about intercultural issues. Part III provides a change strategy. First, the part summarized the research findings in head, heart, and hand level training topics. Then, based on the first and second stages of the contextualized instructional design model from part one, this part provided the third and final stage of Contextualized Appreciative Instructional Design (CAID) model. It also reported how organizational analysis is done and recommended a threefold paradigm shift in the way equipping intercultural workers seeks to advance "missio" Dei. Overall, this paradigm shift is embodied in the development of an active change agent team, a detailed plan to introduce such practical change steps, and a clear time plan for the change process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]