The Intercultural Profession: its profile, practices ...intranet.chw.edu.hk/~ac/S6_HealthProject_SampleReport3.pdf · on intercultural and cross-cultural business, training, education,

The Intercultural Profession: its profile, practices & challenges A survey conducted by

Kate Berardo & George Simons in collaboration with SIETAR Europa

A report presented the 2004 SIETAR USA Congress Bloomington, Illinois USA

November 20, 2004

November 20, 2004 — Berardo & Simons: The Intercultural Profession

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Contents

1. Abstract…………………………………………………………………………………..3 2. Introduction………………………………………………………………………..….….3

3. Methodology……………………………………………………………………………..5

4. Results & Discussion.………………….…………………………………………….....6

I. Demographic Profile of Interculturalists…………………………………..6 II. Professional Profile of Interculturalists……………………………………9 III. Tools and Methodologies of Interculturalists……………………………14 IV. Future Tools and Research in the Field…………………………………16 V. Top Challenges in the Field……………………………………………....19

VI. Top Issues to Address in the Next Decade……………………………..23

5. Expanded Discussion...…………………...…………………………………………..25

Appendices

A. Demographic Profile Survey Items……………………………………….….27

B. Professional Profile Survey Items……………………………………………30

C. Tools & Methodologies Survey Items………………………………………..43

D. Future Needs and Leads Survey Items.…..…..….……………………...... 51

E. Challenges and Issues Survey Items……………………………………..…55

F. Survey Documents………………………………………………………….…73


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Abstract

The SIETAR Europa survey provides a snapshot of the intercultural profession. It profiles who interculturalists are and how and where they work. It identifies the intervention tools currently being used in the field as well as areas where additional research and tools are needed. Finally, it summarizes what interculturalists believe are the top challenges and issues faced by the field. This research helps interculturalists better understand their field as well as where they stand in comparison to their colleagues. Certain areas of this study may be helpful in the selling of intercultural services as well as the mentoring of new entrants to the field. The results of this survey should influence the direction of future research by students and researchers as well as tool development by practitioners. The challenges and issues identified in this research should be fundamental in shaping future conferences, special interest groups, and initiatives in the intercultural profession.

Introduction

Acquiring cultural competence or “cultural intelligence” as some are beginning to call it,1 is not a new endeavor. It is a necessary part of intergroup relations, governance, and the successful conduct of trade. It has been developed by leaders, diplomats, conquerors, and religious missionaries throughout the ages. However, only in recent years have a profession and an academic specialty arisen to deal specifically with that which is “intercultural.” As the world’s largest organization of professional interculturalists, SIETAR is a leader in this still emerging field. It falls as SIETAR’s responsibility to its membership to understand and develop its own profession and professionalism. Knowing what the profession looks like, who is involved in it, where it is going and what its challenges and opportunities are fundamental to the growth and development of SIETAR and the intercultural field in general. This survey was designed to profile practitioners of what we will most broadly define as intercultural work. It answered the following questions: (1) Who are interculturalists? (2) Where are how do they work? (3) What are the most popular and most effective tools being used in the field today? and, (4) What issues, tools and research need to be addressed in the future? The study was conducted by SIETAR Europa members Kate Berardo2 and George Simons3 under the aegis of SIETAR Europa4 as a function of the Communications & 1 See, Earley, Christopher P., and Elaine Mosakovxky, “Cultural Intelligence,” Harvard Business Review, October 2004. 2 Founder of Culturosity.com, www.culturosity.com 3 Founder of Diversophy.com, www.diversophy.com & www.georgesimons.com


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Public Relations Committee. It should be considered part of an ongoing effort and analysis of the field, its tools and direction. The findings of this survey can be used to provide research, education, and mentorship to now and future members. It also gives a clear picture of the resources available to those who require and consume intercultural services in business, government, education, social work, volunteer organizations and the public in general. The results of this survey, including this research paper, the raw data, and the corresponding presentation delivered at the Bloomington SIETAR USA conference in November 2004, have been made public to all respondents who requested it. The authors are also making public all survey data to all who are interested in additional analyses and cross-tabulations of the data points. The discussion section includes implications of these finding, interpretations of the data, as well as suggestions for further research and analysis.

4 The European Society for Intercultural Education, Training and Research. www.sietar-europa.org


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Methodology & Materials

The survey was conceived of in the Spring of 2004 and conducted in the period between mid-July and mid-September with the intention of providing at least a preliminary report on the occasion of the SIETAR USA annual conference in Bloomington, Indiana in November of the same year. The chief criterion for participation in the study was that one was doing work broadly defined as intercultural either as an independent professional or as part of a public or private organization. Target respondents included SIETAR Europa membership and SIETAR organizations worldwide as well as members of the International Association for Intercultural Research (IAIR). These organizations were asked to invite their members to participate in the survey. A link to the questionnaire was additionally posted in the Intercultural Insights Newsgroup, which is a members-only resource exchange and discussion group on intercultural and cross-cultural business, training, education, research and consulting topics. A flyer was also posted in July at the Summer Institute for Intercultural Communication, a professional workshop and development institute for people who work in intercultural environments throughout the world. All were encouraged to invite other professionals of their acquaintance to respond to the survey whether or not they were affiliated to a professional intercultural organization. The survey was conducted anonymously in online form only, using the Survey Monkey online platform5. This online survey software has been employed previously by SIETAR Europa to survey internal issues. It was chosen because of its accessibility, anonymity, and tabulation software. The survey was first tested with a select group of SIETAR professionals and outsiders whose efforts are mentioned in the acknowledgements section of the survey. Because the varied distribution of the invitation, the exact number of invited participants to this study is unknown, although it can be estimated to be between 2,000 and 2,500, given the membership at the various organizations where the invitation to participate was posted. A total of 261 people responded to the survey. Quantitative data and figures were automatically tabulated using Survey Monkey technology. Additional filters were performed by the authors to provide a more in-depth analysis of the survey results. Open-ended questions were sorted, grouped, and coded, and when indicated in the results below, filtered for additional cross-tabulations.

5 Survey Monkey, www.surveymonkey.com


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Results & Discussion I. Demographic Profile of Interculturalists The following demographic profile of interculturalists emerged from the survey:

- The majority of interculturalists surveyed were women (66.3%). [Figure 1.1]

- Over 79% of interculturalists were over the age of 35. [Figure 1.2]

- The top five nations where interculturalists are citizens are: [Figure 1.3] o USA (38.6%) o Germany (21.4%) o UK (6.7%) o Netherlands (5.2%) o France (5.2%)

- 11.8% of respondents also hold dual citizenship, with a more diverse country representation [Figure 1.4]

- Interculturalists who responded live mainly in the USA (31.4%) and Germany (20.8%), with additional concentrations in France (8.7%), the Netherlands (5.3%), the UK (5.3%) and Austria (3.9%).

- 7.3% of respondents have businesses or work for organizations headquartered in a country different from where they live.

Figure 1.1: Gender of the Participants

Gender

Men34%

Women66%


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Figure 1.2: Age of Professionals

Age of Professionals

18-252% 26-35

18%

36-5044%

51-6530%

66+6%

Figure 1.3: Citizenship

CitizenshipBelarus 0.50%

Austria 3.30%

Bulgaria 1%

Belgium 0.50%

Finland 0.50%

Bahamas 0.50%

Hungary 2.40%Gibraltar 0.50%

Namibia 0.50%

Italy 1%

Netherlands 5.20%

Mexico 0.50%

India 0.50%

Japan 0.50%

UK 6.70%

USA 38.60%

Germany 21.40%

France 5.20%

Switzerland 1.40%

Spain 1.40%

Saudi Arabia 1%

Russia 0.50%

Peru 0.50%

Canada 2.90%China 0.50%Croatia 0.50%

Australia 1.90%


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Figure 1.4: Dual Nationality

Dual Nationality

France 14%

Greece 3%

Ireland 3%

Israel 3%

Italy 3%

Latvia 3%

Poland 3%

Switzerland 3%

UK 21%

USA 18%

Lebanon 3%

Monaco 3%Netherlands 3%

Finland 3%

Australia 7%

Belgium 7%


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II. Professional Profile of Interculturalists Work structure and income The majority of interculturalists surveyed do work independently or as part of one or more formal or informal networks. 31.6% of interculturalists say they have worked within an organization as an employee, while 18.9% work with one or more partners and 22.2% work as a subcontractor. It should be noted that respondents could choose multiple working arrangements in the survey (for example, marking that they work both independently and as a subcontractor). [Figure 2.1] Figure 2.1: Work Structure of Respondents

Work Structure

48.60%

42.50%

18.90%22.20%

31.60%

9.90%

Independently Interdependently,as part ofnetworks

With one or morepartners

As asubcontractor

Within anorganization

Other

41.8% of respondents identified themselves as consultants as their primary job title. Trainers comprised the second largest group at 24.2%, while the titles of professor and coach each constituted 14.4% and 16.5%. Of the 18.6% of respondents who chose other, write-in responses there were job titles such as administrative assistant, actor, program coordinator, director, and counselor, among others. A full list of the titles used is found in Appendix B. Of the 66.6% of respondents who provided their individual annual salary or net income, the median income of interculturalists is €26,000-50,000. 23.6% report making less than €25,000, while 4.6% say they make over €500,000 each year. [Figure 2.2] Figure 2.2: Income in Euros


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Income in Euros

24%

37%

25%

9%5%

Less than 25k26k to 50k51k to 100k100k to 500kOver 500k

Industries and Arenas where Interculturalists work The top ten most frequently served industries by survey respondents (in order) are:

1. Education 2. Computers & communications 3. Banking, investment, finance, insurance 4. Professional services 5. Automotive 6. Engineering 7. Chemicals 8. Health Services 9. Manufacturing 10. Financial services

The ten industries least frequently served by those surveyed are (in order):

1. Materials handling 2. Security 3. Pulp & paper 4. Real estate 5. Wholesale 6. Packaging 7. Textiles & clothing 8. Waste management, pollution control, recycling 9. Clothing, fabrics 10. Exhibitions, trade shows & conferences


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Professional Affiliations of Interculturalists 19% of those who took the survey were not members of any SIETAR organization. Of the 81% of respondents who reported being a member of SIETAR, the majority were part of either SIETAR USA or SIETAR Europa, or one of their local counterparts (e.g. SIETAR Houston, UK, and SIETAR Spain, a group in formation.). Only 1.4% of SIETAR interculturalists involved in the study were from SIETAR Japan. No responses were received from SIETAR Ireland or SIETAR Turkey (also in formation). A number of the respondents hold memberships in more than one SIETAR group. Roughly a third of SIETAR respondents indicated that they belonged to no additional professional organization. There were 117 affiliations listed besides those in SIETAR described in the above paragraph. In addition to the associations we asked about specifically, another eighty plus organizations were mentioned. They are listed in the table found in Appendix B. Background and Entrance into the Field Over half of interculturalists surveyed have been working in the field for 7 or more years. Further, the median number of years that professionals have been involved in this field is 7-10 years. 23% can be considered new entrants, having worked in the intercultural field for 3 years or less. [Figure 2.3] Figure 2.3: Years Working in the Intercultural Field

Years Working in the Intercultural Field

6%

17%

23%

19%

22%

13%

Less than 11-34-77-1011-2020+

The vast majority of respondents (85.6%) worked in another field before becoming an intercultural professional. Popular prior fields reported by respondents included the Arts, Counseling & Therapy, Education, Finance, Communications, Health care, Language, Management, Sales and Marketing, Organizational Services, and other Training and Research. [Figure 2.4]


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Figure 2.4: Previous Work in Other Fields

Did you work in another field before this one?

No14%

Yes86%

Academic and Professional Preparation 26% of interculturalists surveyed hold a doctoral degree and 70% hold a Masters degree of some kind. The most common doctoral degrees were in the fields of psychology, anthropology, history, sociology or political science. The most common degrees at both the bachelors and masters level were in linguistics, language or literature. Evidence of preparation in training, coaching or consulting was also apparent in interculturalists: 48% report having attended a professional program or workshop in teaching, coaching or consulting while 75% have a certificate or diploma in one of these three categories. A large percentage of interculturalists also have either attended a professional program or workshop (64%) or have received a certificate or diploma (48%) in Intercultural or International studies. [Figure 2.5] Figure 2.5: Academic preparation of interculturalists

Trai

ning

Coa

chin

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onsu

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Inte

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tura

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Inte

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iona

l St

udie

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ycho

logy

A

nthr

opol

ogy

His

tory

Soc

iolo

gy

Polit

ical

Scie

nce

Ling

uist

ics

Lang

uage

Li

tera

ture

En

gine

erin

g Ph

ysic

s A

pplie

d

Bus

ines

s

Econ

omic

s

Mar

ketin

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Art

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usic

A

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tect

ure

Dra

ma

Theo

logy

Ph

iloso

phy

Rel

igio

n R

espo

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Tota

l

Professional 75% 64% 31% 37% 3% 25% 9% 11% 201


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Program/Workshop Certificate/Diploma 48% 31% 26% 38% 3% 21% 5% 3% 129Graduated from professional school

31% 24% 22% 25% 6% 37% 6% 0% 51

Bachelor degree 11% 7% 36% 43% 7% 14% 5% 2% 137Masters degree 14% 28% 26% 32% 2% 27% 2% 4% 180Doctoral degree 9% 33% 46% 27% 1% 10% 0% 4% 67

The majority of interculturalists felt that experience living abroad was extremely important to their professional development. International business experience and cross-cultural relationships were also considered extremely important by one in three interculturalists surveyed. Formal studies in an intercultural field and formal training in organizational development, coaching, training and facilitation were considered extremely important by 1 in 4 and 1 in 5 people respectively. Having a diverse cultural heritage and travel and tourism were not considered as beneficial or useful to interculturalists in terms of their professional development. When asked what experiences and backgrounds would most benefit those becoming professionals in the field, survey respondents gave similar responses favoring experience living abroad, international business experience and cross-cultural relationships over travel and tourism or having a diverse cultural heritage. Formal studies in an intercultural field grew in importance for those becoming professionals in the field, perhaps reflecting the growing number of such programs now available to aspiring professionals.

% TotalTotal Respondents 98.5% 257Skipped question) 1.5% 4


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III. Tools and Methodologies of Interculturalists Tools Currently Being Used by Interculturalists Interculturalists surveyed said they most commonly use models for understanding cultures, case studies, exercises & activities, and simulations and role plays in their intercultural interventions. [Figure 3.1] Figure 3.1

Tools Commonly Used

28.20%

31.10%

32.80%

45.40%

58.80%

63%

84%

84.50%

85.30%

92.40%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Intensive/sensitivity/T group sessions

Other

Assessments

Checklists & tipsheets

Profiles

Training games

Simulations & role plays

Exercises & activities

Case studies

Models

Percent Who Use

The least common tools, used by less than one in three interculturalists, are intensive group, sensitivity group and T group sessions. Video was the most common tool identified by write-in responses in the other category. Other types of tools that interculturalists identified included: - Own materials and experiences - Storytelling - Dance, art and poetry - Lectures - Self reflection - Journals - Media - Music - Online tools/communities - Country specific presenters


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- Support Groups Overall, interculturalists believed most tools were effective for intercultural interventions. 97% or more of interculturalists surveyed felt the following tools were either somewhat effective, effective, or highly effective: - Models for understanding culture - Simulations and role plays - Case studies - Exercises & Activities

It should be noted that though models and case studies were used most commonly by interculturalists, simulations and role plays and exercises and activities were considered more effective by most of the interculturalists surveyed. Nearly one in four interculturalists believed the following tools were either somewhat ineffective, ineffective, or highly ineffective: - Readiness Assessments - Checklists and Tip Sheets - Cultural Profiling Tools


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IV. Future Tools and Research in the Field Professional Standards for the Field Only 11.3% of interculturalists surveyed did not feel that a clear set of standards should be developed for professionals in the Intercultural field. The majority, some 53.5%, felt these standards were necessary, while a considerable portion of interculturalists (35.2%) were unsure about this need at this time. [Figure 4.1] Figure 4.1: Clear standards should be developed for professionals in the Intercultural field

Need for Clear Standards in the Field

35.20%

11.30%

53.50%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Not Sure

Disagree

Agree

Research Needed for the Future When asked what research was needed for the future, interculturalists surveyed strongly favored research in conflict resolution with a support rate of 71.6%. Of the other areas polled, interculturalists showed similar support (at rates between 49-54.2%) for research in the following areas: [Figure 4.2] - Culture in power, politics & influence - Culture in teambuilding - Culture in leadership strategies - Business value of intercultural training - Working in multicultural settings - Culture in virtual collaboration

The topics that interculturalists surveyed did not feel as strongly were needed in the future were Culture in Negotiation at 38.8% and Models for Understanding Culture at 26.6%. Some 35 respondents also provided write-in responses of other areas of research they felt needed in the field. These responses can be found in Appendix A: Section 4.


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Figure 4.2: Research for the Future

Research Needed

26.60%

71.50%

38.80%

54.20%

51.40%

51.90%

53.30%

54.20%

49.10%

16.40%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Models for understanding culture

Culture in conflict resolution

Culture in negotiation

Culture in power, politics & influence

Culture in teambuilding

Culture in leadership strategies

Business value of intercultural training

Working in multicultural settings

Culture in virtual collaboration

Other (please specify)

Future Tools Needed in the Field [Figure 4.3] Between 52.8% and 55.8% of interculturalists surveyed favor the future development of: - Simulations and role plays - Exercises and activities - Case Studies

Between 40.6% and 44.2% favor the development of additional: - Intensive group work approaches - Models for understanding culture - Training Games


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Interculturalists surveyed did not feel there was as much of a need for the development of more tools of the following types: - Checklists & tip sheets - Readiness Assessments - Cultural Profiling Tools

Thirty-three respondents also provided write-in responses of other tools they felt are needed in the future in the intercultural field. These responses can be found in Appendix A: Section 4. Figure 4.3: Tools for the Future

Tools Needed in the Future

42.10%

27.90%

22.30%

55.80%

40.60%

52.80%

14.20%

55.30%

44.20%

16.80%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Models for understanding culture

Cultural profiling tools

Readiness assessments

Simulations & role plays

Training games

Case studies

Checklists & tip sheets

Exercises & activities

Intensive group work approaches

Other


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V. Top Challenges in the Field What are the top challenges facing the intercultural profession today? Responses from this open-ended question were coded for themes represented in the write-in responses. Below is a summary of the major themes emerging from this question as well as a sampling of responses that corresponded to these themes. [Figure 5.1] Figure 5.1: Top Challenges of the Field

8.4

14.2

18.9

19.47

23.7

30

35.8

0 5 10 15 20 25 30 35 40

Opportunities/Work Environment

Credibility

Standards/Quality

Nature/Culture of the Field

Social Issues & Acceptance

Recognized Need/Value

IC Methods & Approaches

Percent of Responses Concerned with Challenge

Intercultural Methods & Approaches 36% of responses identified what we labeled as “Intercultural Methods & Approaches” as a top challenge for the field. Intercultural Methods and Approaches included the need to:

- Define intercultural skills and the field itself - Develop cutting edge learning approaches - Update old and outdated models - Expand the focus points with which tools are developed and applied - Widen the scope to non-western models and approaches - Adapt methods & approaches to changes in the world environment

Recognized Value of Intercultural Interventions Establishing the need and value for intercultural services was a common theme voiced in 30% of responses. Many respondents felt that intercultural interventions were not widely recognized as being valuable and in the financial interest of organizations. Many attributed this to a lack of “numbers” proof and/or proof of training effectiveness. Others suggested it had to do with a lack of understanding or misunderstanding of intercultural communication and intervention. Some suggested that interculturalists need to “more


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aggressively” present the bottom-line benefits of intercultural intervention and help ensure that intercultural interventions become a priority in corporate training budgets. Social Issues & Acceptance Several interculturalists surveyed believed one of the top challenges of the field was dealing with what we have labeled, “Social Issues & Acceptance” (23.7%). Respondents voiced concern in addressing challenges that include: - Responding to media exploitation of suffering, anxieties, etc. - A lack of political will at local, national and international levels to address issues

of racism and discrimination - The tenuous state of the world with regard to the "war on terror" and US

American isolationism - Interpreting multicultural principles into the real world, making theories pragmatic

in our day to day lives - War and religious matters - US American corporate imperialism - Acceptance of diversity, growing ethnocentrism - Political instrumentalization of "culture" in times of increasing fundamentalism

and competition for natural resources - The speed of change

State of the Field Thirty-seven of the 190 responses indicated a top challenge for the field being the nature and state of the field itself. Respondents showed concern that the field is too dominated by Western models and white professionals and advocated the need to globalize by embracing interculturalists from non-western cultures such as Africa, Asia, Latin America and the Middle East. Others voiced concern about the state of the field as a profession: some believe it is not yet defined as a profession or field and others believe the image of the field is not a positive or valued one. The need to liaison with other industries and fields, attract big companies (and therefore new talent), and increase the lobbying power of the field were also mentioned. Many also voiced concern over the need to have a vision as a field and establish an environment and criteria for the exchange of good practices. Standards and Quality in the Field Nineteen percent of responses were categorized as being concerned with the challenges of standards and quality as related to both professionals working in the field as well as the tools interculturalists use. Comments included (directly quoted): - Anyone can call him or herself an "Interculturalist," and it is professionally and

objectively, meaningless.


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- There is a lack of standards in our field - Too many hacks or self-baptized, self authorized persons call themselves

interculturalists - There is no structure for professional peer review or peer accountability, low

barriers to entry to becoming a trainer - The lack of competencies, the lack structure, the trainer who wants to buy just a

tool without methodology and training experience - Lack of accreditation: many people in the field have had intercultural experience,

but not the theory and training skills to accompany the experience - Striving for licensing or similar means for controlling the flood of self-Appointed

trainers and consultants is problematic as recent graduates in intercultural studies with no real working and life experience may be regarded as "qualified" and professionals of other disciplines with years of international experience, loads of life experience and skills (such as listening) may not

- Too many people out there inexperienced, and turning off participants to intercultural field

- There is no standard of academic or professional experience - Also, the need to develop standards for "practice" - how to make the field and

practitioners credible, ethical standards and peers certification… - There is no structure for professional peer review or peer accountability. We

need to raise the bar and have higher standards of competence, relevance and professionalism

Credibility of the Field Twenty-seven of the 190 responses mentioned the challenge of credibility of the field. Responses highlighted the growing need for more recognition as a serious and valuable field. Comments included: - Challenge to be taken seriously as a field, to be perceived as relevant and

integrated into business needs - The field as a field is in not very well known or recognized outside of the

business world and outside of North America - [The field] is not yet taken seriously by business and political leaders - Gaining recognition and credentialing as a recognized professional field - Interculturalists need to more aggressively present our work as serious, theory

and experience-based, and to stress not only the processes, but the bottom-line benefits of intercultural intervention

- Becoming a profession - we are not one yet - Making the field known to the wider public - Clear explanation of WHAT the field is/involves - Organizations not taking cross-cultural skills seriously; seeing those

competencies as soft skills - Lack of recognition and appreciation of the field


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Opportunities and Work Environment Sixteen responses highlighted the challenge of the work environment and opportunities for interculturalists. These challenges included few entry points for new trainers, mounting time and financial pressures to deliver programs, finding work, changing needs of clients, fast changes, and not earning enough money.


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VI Top Issues to Address in the Next Decade To get a deeper and more specific sense where the profession was going or should be going in the minds of our respondents, we asked the open-ended question: “What do you feel will be the most important issues for interculturalists to address in the next ten years?” Not surprisingly, many of the responses dovetailed with the principal challenges respondents identified in their present operations (previous section), but often became more specific. We again coded the 176 responses from this open-ended question for emerging themes. Where responses mentioned multiple themes, they were coded for both, bringing the total number of coded response items to 216. Those interested in more detail can consult Appendix E or visit the raw data. Below are the response themes that emerged and a short summary of the contents of each. Dealing with bias, fear, mistrust & conflict By far the highest number of responses (51) fell into this category. The issues that found multiple mentions included growing fear, fear of foreigners, terrorism, Islam, the USA. These often were connected with identity conflicts both ethnic and religious and mentions of the economic, racial and geographical biases. There was concern for the role of intercultural work and communication in conflict management.

Addressing power, politics and policies This category (17 responses) was closely related to the first but contained explicit mention of how important it will be for interculturalists to pay attention to and address issues in the political realm as these affect international, national and regional situations and concern the conduct of business and commerce.

New tools & approaches to the work The interculturalist of the future is likely to need tools that, in the opinions (20) of our respondents, will take into account the biases of the culture that creates the tools, the availability of new technology. Likewise they must reach new audiences whose participants are more individually multicultural and have tools that will reach more deeply into people’s attitudes and values.

Educating the public & consumers of intercultural services Some 30 responses were placed in this category and they indicated the importance of educating the public to the importance of culture as a critical factor, understanding for and recognition for the intercultural profession, and appreciation for the value of its work.

The intercultural profession Many of the responses (22) in this category looked at the need for developing professional self-awareness, identity, flexibility, diversity, ethics and high standards within the profession.


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Globalization & local issues This category of responses (24) expressed more general concerns about the impact of globalization on almost everyone that interculturalists deal with, as well as on what interculturalists specifically do as a result. Several noted that intercultural activities are moving in the direction of domestic diversity as globalization for many is less a matter of going overseas. Rather it is becoming more a question of working effectively on a daily basis, either really or virtually, with those of other cultures with whom new synergies are possible. There was a call to integrate gender issues into the work.

New Markets Responses (14) to this question went in two directions. First there was a strong awareness that regions and countries, formerly thought of as remote are now becoming significant players on the political and economic scenes and therefore provide opportunities for intercultural work in them or elsewhere concerning them. Asian and African countries, the new EU countries, particularly in Central and Eastern Europe and the Muslim world found frequent mentions. In addition to this expanded geographic awareness, there was concern for groups and professions within existing markets to whom less attention has been paid.

Corporate & business client demands Respondents provided 14 individual issues in this category, many concerned about making sure that effective intercultural interventions and services were available for and adding value to the changing nature of business in a global environment.

Education According to the 7 opinions that specifically addressed academic and continuing education, both formal and informal educational efforts need intercultural dimensions, not as separate but as integrated parts of the discipline and educational practice. Migration, immigration The effects of immigration and mobility on both the migrant populations and the host societies was see as an issue for the immediate future in 7 responses.


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Expanded Discussion Survey Limitations Survey reach was limited by technological and language barriers as well as terminology. Respondents were required to have online access and be relatively fluent in the language of the study, English. The study announcement as well as the introductory page of the survey stated that, “This survey is for you if you work in the cross-cultural or intercultural field.” This supports language commonly used within SIETAR, IAIR, SIIC, and Intercultural Insights, where the survey invitation was posted. However, without clearly defining the meaning of intercultural or cross-cultural, these terms were subject to interpretation. Response rates for individual items on the survey dropped as the survey proceeded. While 99% of respondents answered the first question, response rates were closer to 80% toward the end of the survey. This may be a result of a combination of factors, including survey fatigue and sensitive or unclear questions. Though response rates of 80% to 99% were certainly within acceptable limits for reliability, improving the readability of the survey as well as ensuring questions are mutually exclusive and exhaustive may help in future response rates. Further Research Future studies of this kind should clearly define key terms like cross-cultural and intercultural to avoid any possible confusion or misinterpretation. Additional studies should also strive to reduce any potential misunderstandings of individual survey items and confirm these preliminary findings with a larger sample group. The logical next step in this on-going analysis of the field would be to extend the survey to others not covered in the initial target population and to other language groups in order to get a more in-depth profile of the intercultural field. It should ideally be replicated at regular intervals in order to get a longitunidal analysis of the field and see trends in the field over a number of years. Additional Tabulations A variety of additional cross-tabulations can be run with this survey data to identify additional trends at a more detailed level. Cross-tabulations might reveal a pattern between such items as income levels and gender, geographic location and choice of intervention methods, or years working in the field and industries served. Those interested in running such filters are encouraged to do so using the raw data provided by the authors for this purpose.


- 26 -

Next Steps and Use of Research The potential uses for this survey information are broad. Survey results can be used as:

1. An overview of the field for new entrants that can be used in combination with mentoring or coaching to establish areas for future concentration and work.

2. Background on the field and the industries served to help sell intercultural services.

3. Direction for future areas of research and tool development. 4. Themes and issues to shape future conferences and initiatives.

The challenges and issues identified by as the most pressing in the field deserve special attention and action by SIETAR, its officers, special interest groups, or some combination therein. The authors see the following action items as being of utmost importance given the survey results: - Addressing the need for standards as a field - Defining the vision and values that drive and shape the field - Establishing the means to expand the field in terms of:

o The diversity of interculturalists o The methods and approaches used by interculturalists o The areas where interculturalists work

- Addressing how to strengthen the field, its visibility and credibility - Establishing the value of intercultural services - Analyzing and developing a strategy to address the intercultural field’s role in

current affairs including globalization, terrorism, war, religion, economic shifts, and other factors.

The intercultural field is an enormously relevant and developing professional specialization. As it continues to develop and shape itself as a field, it is essential to regularly take measures such as this one to look at and understand the state of the field. Further, to reach our full potential as a field, interculturalists should quickly but deliberately take steps to establish a vision of themselves as a profession that commands acknowledgement and respect from those who need to identify and resolve the pressing cultural issues in politics, religion, business, work and social cohesiveness.


- 27 -

APPENDIX A: Demographic Profile Survey Items These charts detail the responses to questions addressed in section 4.I of this report. Survey responses have been grouped by subject in this appendix. The numbers before each question indicate the position of that question in the original survey. Survey items in bold type indicate the response with the largest percentage of the total. This series of questions explores the gender, national background, current citizenship and place of residence of the responders. 25. I am:

Gender % Total A woman 66.3% 136 A man 33.7% 69 Total Respondents 78.5% 205 Skipped question 21.5% 56

26. My age is:

Age span % Total 18-25 2.4% 5 26-35 18.5% 39 36-50 43.1% 91 51-65 30.3% 64 66+ 5.7% 12 Total Respondents 80.8% 211 Skipped question 19.2% 50

27. I am a citizen of:

Citizenship Total Australia 1.9% 4 Austria 3.3% 7 Bahamas 0.5% 1 Belarus 0.5% 1 Belgium 0.5% 1 Bulgaria 1% 2 Canada 2.9% 6 China 0.5% 1 Croatia 0.5% 1 Finland 0.5% 1 France 5.2% 11 Germany 21.4% 45 Gibraltar 0.5% 1 Hungary 2.4% 5 India 0.5% 1


- 28 -

Italy 1% 2 Japan 0.5% 1 Mexico 0.5% 1 Namibia 0.5% 1 Netherlands 5.2% 11 New Zealand 0.5% 1 Peru 0.5% 1 Russia 0.5% 1 Saudi Arabia 1% 2 Spain 1.4% 3 Switzerland 1.4% 3 UK 6.7% 14 USA 38.6% 81 Total Respondents 80.5% 210 Skipped question 19.5% 51

28. I am a dual national & also a citizen of:

2nd Citizenship % Total Australia 6.7% 2 Belgium 6.7% 2 Finland 3.3% 1 France 13.3% 4 Greece 3.3% 1 Ireland 3.3% 1 Israel 3.3% 1 Italy 3.3% 1 Latvia 3.3% 1 Lebanon 3.3% 1 Monaco 3.3% 1 Netherlands 3.3% 1 Poland 3.3% 1 Switzerland 3.3% 1 UK 20% 6 USA 16.7% 5 Total Respondents 11.5% 30 Skipped question 88.5% 231

29. I currently live in:

Country % Total Australia 2.4% 5 Austria 3.9% 8 Bangladesh 0.5% 1 Belgium 1% 2 Bulgaria 1% 2


- 29 -

Canada 2.4% 5 Croatia 0.5% 1 Finland 1.4% 3 France 8.7% 18 French Guiana 0.5% 1 French Polynesia 0.5% 1 Gambia 0.5% 1 Germany 20.8% 43 Ghana 0.5% 1 Hungary 1% 2 India 0.5% 1 Iran 0.5% 1 Italy 1.4% 3 Japan 1.4% 3 Mexico 0.5% 1 Netherlands 5.3% 11 New Caledonia 0.5% 1 New Zealand 0.5% 1 Peru 0.5% 1 Philippines 0.5% 1 Spain 2.9% 6 Sweden 0.5% 1 Switzerland 2.4% 5 Turkey 0.5% 1 UK 4.8% 10 USA 31.4% 65 Uruguay 0.5% 1 Total Respondents 79.3% 207 Skipped this question 20.7% 54

30. If your business or the organization you work in or generally work for is not in the country you live in, please note here where its headquarters or social seat is located:

Headquarters in % Total Afghanistan 5.3% 1 Canada 5.3% 1 Germany 21.1% 4 Japan 5.3% 1 Libya 5.3% 1 Switzerland 5.3% 1 UK 10.5% 2 USA 36.8% 7 Diverse 5.3% 1 Total Respondents 7.3% 19 Skipped this question 92.7% 242


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APPENDIX B: Professional Demographics Survey Items These charts detail the responses to questions addressed in section 4.II of this report. Responses to these questions tell how, where, when, for whom and for what remuneration do the intercultural professionals surveyed do their work? 17. I work:

Work Context % TotalIndependently 48.6% 103Interdependently as part of one or more formal or informal networks

42.5% 90

With one or more partners 18.9% 40As a subcontractor 22.2% 47Within an organization as an employee 31.6% 67Other (please specify) 9.9% 21

• In close collaboration with a network of colleagues

1

• Higher education 7• At home 1• Previously as subcontractor 1• Within my own structure 1• Managing Editor 1

Total Respondents 81.2% 212Skipped question 18.8% 49

18. What is your individual annual salary or net income in Euros?

Annual Salary Range % Total Less than 25k 23.6% 41 26k to 50k 37.9% 66 51k to 100k 24.7% 43 100k to 500k 9.2% 16 Over 500k 4.6% 8 Total Respondents 66.6% 174 Skipped question 33.4% 87

19. What % of your working time is used for each of the following?

Activity Average % time Face-to-face training, coaching or consulting

31.78%

Marketing & sales activities

12.68%

Training design & material development

19.24%


- 31 -

% Email, telephone or other remote communications

16.16%

Reading, study, continuing education

18.27%

Administrative duties (billing, organizing, etc.)

9.72%

Other (not listed above) 17.40% % Total Total Respondents 73.2% 191 Skipped question 26.8% 70

20. What percentage of your work is in the following sectors?

Sector Average % time Private 61.65% Public 30.63% Government 18.78? Academic 46.94% Other 24.12% % Total Total Respondents 76.6% 200 Skipped question 23.4% 61


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21. What industries do you serve?

Industry % TotalAgriculture, forestry, fishing 5.5% 11Appliances & household goods 9% 18Arts & crafts 5% 10Automotive 27.9% 56Banking, investment, finance, insurance 33.8% 68Building, construction & civil engineering 11.4% 23Chemicals 25.9% 52Clothing, fabrics 4% 8Computers & communications 34.3% 69Development 17.9% 36Education 67.7% 136Electrical Power 10.9% 22Engineering 26.9% 54Equipment 8.5% 17Exchanges 8.5% 17Exhibitions, trade shows & conferences 4.5% 9Financial services 20.4% 41Food, Beverage, Tobacco 14.9% 30Health Services 23.9% 48Heavy industry 9% 18Hospitality 7.5% 15Manufacturing 23.9% 48Materials handling 1.5% 3Media 14.9% 30Mining 5% 10Oil & gas, petrochemical 11.4% 23Packaging 3% 6Professional services 31.3% 63Public utilities 6.5% 13Pulp & paper 2% 4Real estate 2.5% 5Retail sales 7.5% 15Security 1.5% 3Textiles & clothing 3% 6Trading 7.5% 15Transport & storage 5% 10Travel, tourism & recreation 13.9% 28Waste management, pollution control, recycling 3% 6Wholesale 2.5% 5Other 20.4% 41Total Respondents 77.0% 201Skipped question 23.0% 60

22. What is your primary job title?

Job Title % Total Coach 14.4% 28 Consultant 41.8% 81 Facilitator 6.7% 13 Human resources professional 5.2% 10 Instructional designer 1% 2 Intern 0% 0


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Interculturalist 13.4% 26 Mediator 1.5% 3 Professor 16.5% 32 Retired 1% 2 Student 3.6% 7 Training Manager 5.7% 11 Trainer 24.2% 47 Other (please specify) 18.6% 36

• Academic 1 • Actor 1 • Administrative assistant 1 • Art Editor 1 • Assistant Teacher 2 • Author 2 • Coordinator 1 • Counselor 2 • Cross-cultural specialist 1 • Cultural Transitions Counselor 1 • Director 2 • Director of Assessment 1 • Intercultural Manager 1 • International Student Advisor 1 • International Student Co-coordinator 1 • Lecturer 1 • Managing Editor 1 • Program Associate 1 • Program Coordinator 2 • Project coordinator /Manager 2 • Professor 1 • Researcher 1 • Senior Lecturer 3 • Student 1 • Teacher 2 • Training Consultant 1 • Tutor 1

Total Respondents 74.3% 194 Skipped question 25.7% 67

23. What percentage of your work is done:

Sector Average % timeAlone (research, analysis, writing, design, planning, etc.) 37.54%Face-to-face with individuals 22.14%Face-to-face with groups 29.11%Virtually with individuals (phone, email, fax, online tools) 18.10%Virtually with groups (telephone or videoconference, chat, forums, e-learning)

8.60%

% TotalTotal Respondents 73.9% 193Skipped question 25.1% 68


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24. What percentage of your work do you do:

Location Average % timeAt home or within 100 miles/160 kilometers of your place of business.

72.44%

Traveling up to 1000 miles/1600 kilometers.

24.96%

Traveling further than 1000 miles/1600 kilometers. 17.45% % TotalTotal Respondents 74.7% 195Skipped question 25.3% 66

A. Professional Affiliations Because this survey was sent to SIETAR members and other intercultural professionals, the following questions were asked to further define the professional affiliations of the respondents. 31. Which SIETAR(s) do you belong to?

SIETAR Organization % Total I am not a SIETAR member 19% 40 Austria 3.8% 8 Canada 0.9% 2 Europa 25.6% 54 France 7.6% 16 Germany 19% 40 Japan 1.4% 3 Netherlands 5.2% 11 Spain 0.9% 2 UK 4.7% 10 USA 22.7% 48 District of Columbia (USA) 0.9% 2 Houston, TX (USA) .045% 1 New York, NY(USA) 0.9% 2 SIETAR Associate 0.45% 1 Young SIETAR 4.3% 9 Other SIETAR 2.8% 6 Total Respondents 80.8% 211 Skipped this question 19.2% 50

Summary: There were a total of 215 SIETAR memberships, indicating that a number of the respondents belonged to more than one SIETAR group. No responses were received from SIETAR Ireland or SIETAR Turkey


- 35 -

32. I am also a member of the following professional affiliations. Name of Organization % TotalNone 35% 49International Association for Intercultural Research (IAIR) 6.4% 9Society for Human Resource Management (SHRM) 9.3% 13American Society for Training & Development (ASTD) 14.3% 20NTL Institute 2.9% 4Other (please specify) 50.7% 71Total Respondents (see next table) 53.6% 140Skipped question 75.1% 121

Roughly a third of respondents indicated that they belonged to no professional organization. There were 117 affiliations listed besides those in SIETAR above. In addition to the associations we asked about on the left, another eighty plus organizations were mentioned. They are listed in the table below. 32. I am also a member of the following professional affiliations [listing of “other” responses].

Name of Organization Responses

1. American Association of Teachers of French (AATF) 12. American Association of Teachers of Spanish and Portuguese (AATSP) 13. Academy of International Business (AIB) 14. Academy of Management (AOM) 35. ACM(sic) 16. American Council on the Teaching of Foreign Languages (ACTFL) 1 7. AEA(sic) 18. Association francophone de Gestion des Ressources Humaines (AGRH) 19. American Psychological Association (APA) 210. American Society for Dispute Resolution 111. Association of Professional Engineers and Geoscientists (APEGBC)(sic) 112. Association for Evolutionary Management (sic) 113. Association for Korean studies in Europe (AKSE) 114. Association for Language Learning (ALL) 115. Association for Psychological Type (APT) 116. Association of Business Psychologists (ABP) 117. Association of International Educators (NAFSA) 518. Association pour la recherche interculturelle: (ARIC) 119. American Translators' Association. (ATA) 120. Bundesverband Deutscher Volks- und Betriebswirte (BdvB) 121. Berufsverband der Verkaufsförderer und Trainer e. V. (BDVT) 122. British Association for Applied Linguistics (BAAL) 123. Chartered Institute of Personnel & Development (CIPD) 324. cmc nederland(sic) 125. Comparative & International Education Society (USA) 126. Consultant and trainer network 127. Chambre Syndicale des Formateurs-Consultants CSFC) 128. Delta Intercultural Academy (DIA) 2 129. Deutsche Gesellschaft für Transaktionsanalyse (DGTA) 130. Diversiteitscollectief 131. Dutch society for trainers 132. European Association of International 'Education (EAIE) 2


- 36 -

33. European International Business Academy (EIBA) 134. English Language Teachers' Association (ELTAF) 135. European Network for Communication Development in Business & Education (ENCoDe) 236. European Professional Women’s Networking (EPWN) 137. European Academy of Management (EURAM) 138. European Association for Computer-Assisted Language Learning (Eurocall) 139. E 140. European Women's Management Development International Network 241. Fellow of the UK Chartered Insurance Institute (CII) 142. French Chamber of Commerce in the Netherlands 143. International Association for Cross0Cultural Psychology (IACCP) 144. International Association for Languages and Intercultural Communication (IALIC) 445. IAS (France) (sic) 146. International Association of Teachers of English as a Foreign Language (IATEFL) 147. International Coach Federation (ICF) 648. IEEE(sic) (electrical engineers) 149. International Leadership Association (ILA) 150. The International Council on Systems Engineering (INCOSE) 151. Institute of Management Consultants (IMC) 152. International Association for Languages and Intercultural Communication (IALIC) 153. International Association of Applied Psychology (IAAP) 154. International Association of Cross-cultural Competence and Management (IACCM) 155. International Partnership for Service-Learning and Leadership (IPSL) 156. International Pragmatics Assn (IprA) 157. IOD (sic) (International Organisation Development) 158. Italian Assn for Computer Science (AICA) 159. Italian Society for Cognitive Science (SISC) 160. The Japan Association for Language Teaching (JALT) 161. NA(sic) 162. National Communications Assoc. (NCA) 163. National Association of Women Business Owners (NAWBO) 164. National Speakers Association (NSA) 165. Nedworc (Netherlands) 166. Nordic Network for Intercultural Communication (NIC) 267. North American Simulation and Gaming Association (NASAGA) 168. Nederlandse Vereniging van pedagogen en onderwijskundigen (NVO) 169. Nederlandse Vereniging van HRD Professionals in Ontwikkelen en Opleiden (NVO2) 170. Nederlandse Vereniging van Opleidingsfunctionarissen (NVVO) 171. Organization Development Institute 172. Organization Development Network 273. OSI (sic) (open source initiative, open society institute) 174. Professional Association of Resume Writers (PARWCC) 175. Research associations (sic) 176. Sociedad española de Pedagogía (SEP) 177. Society for Applied Anthropology (SfAA) 178. Southern Center for International Studies (SCIS) 179. Sozialwissenschaftlicher Studienkreis für internationale Probleme e.V. (SSIP) 180. Teachers of English to Speakers of Other Languages (TESOL) 381. Various 382. Vereniging van Vrouwen met Hogere Opleiding (VVAO) 183. WIN(sic) (Women's International Network, Women in Need) 1


- 37 -

B. Entering the intercultural profession. Since the field of intercultural work is a relatively new one the following questions explore the personal trajectory of involvement in the field. How long have professionals been working in the field, from what backgrounds did they transition into the field and what kind of academic preparation did they have or acquire to use in their work. 1. How long have you actually worked as a professional in the intercultural field?

Length of Time % TotalLess than 1 year (currently a student/intern) .6.1% 161-3 years 16.6% 434-7 years 22.4% 587-10 years 19.3% 5011- 20 years 22.4% 5820+ years 13.1% 34

Total Respondents 99.2% 259(skipped this question) 0.8% 2

2. Did you work in another field or profession before coming to the intercultural field?

Previous Work % TotalNo 14.4% 37Yes. Please specify the field(s) 85.6% 220 Total Respondents 98.5% 257(skipped this question) 1.5% 4

Sample of fields and professions specified by respondents in 2.

Administration 2 Adult education 2 Applied anthropology 1 Applied linguistics 1 Arts

Artist 1 Arts and education 1 Director of theatre 1 Entertainment & artist management 1 Fine Arts 1 Performing arts 1 Theatre-project 1

Blue collar 1 Bookseller 3


- 38 -

Counseling & Therapy Career Counseling 1 Clinical psychology 1 Child psychiatry 1 Counseling, Personal/Marriage & Family 5 Mental Health Social worker for Mentally Ill Homeless Therapist 1

Change 1 Childcare 1 Clergy, Religious ministry 2 Clinical research 1 Coaching 4 Communications 3 Broadcasting RFE, CBS News 1 Media 2 Communication Media 1 Journalism 3

TV announcer 1 Conflict management/resolution 2 Customs 1 Dental assistant 1 Development Cooperation 4 Economics 2 Education 1

Teaching 13 School psychology 1 Pedagogy 1

Engineering 2 Environment 1 Export 1 Finance 1

Banking 4 International Finance & Business 1 International Financial Services 1 Gender 1 General practitioner 1 Geography 1 Health care 1 Nursing 2 OB 1 Higher Education 3

Post-secondary education 1 Professor of Management 1 Speech and drama professor 1 Business Studies 1 Human relations professor and consultant 1 International student advising 1 University Teaching 3 History 2 Hospitality (Hotels, Travel & Tourism) 5 Human Factors 1 Industries

Agriculture 1 Auto industry 1 Electronics 1 Fashion 1 Information Technology 3


- 39 -

International fashion trade 1 Manufacturing 1 Real Estate, Commercial 1 Transport 1

I/O Psychology 1 Information Science 1 International development 2 International education 1

Director of study abroad program 1 International Exchange Programs 1 International human resources 1 International negotiation 1 International Trade 1 International youth work 1 Language

Language studies 1 Language teaching/training 21

English trainer in corporations 1 Foreign language teaching 4 International ESL program management 1

Teacher of English 2 Teaching English as a Foreign Language 6

Teacher for German language for foreigners 2 Translation 5 Interpreter 2

Legal analyst 1 Librarian 1 Management 10 Corporate Operations Management 2 Project manager 2 International Management 2 Sales and Marketing 3 International sales and marketing 2 International Marketing Communications 1 Marketing, Market research 8 Medical 1 Sales 7 Military 2 Museums 1 Organizations

Assistant 2 Business administration 1 Business Development 2 Customer service 1 General Management 1 Human Resources 12 International business 4 International business development 1 International business/relations 1 International Corporate Communications 1

Organizational Services

Consulting 9 Management Consulting 2 Consulting as management psychologist Cultural anthropology Executive recruitment 2 Leadership development 2


- 40 -

Management Development 1 Management training 1 Organizational Development 4 Outplacement / Career Transition Services 1 Strategy 1 Team development 1 Organizational psychology 1 Personal 1 Personal trainer 1

Public Sector & Non-Profit

European Union Affairs 1 Non-profit start-Ups 1 Human Rights Lobbying 1

Humanitarian Field - Economic Security 1 Non-Profit Organizations 1 Politics 1 Public administration 1 Volunteer management 1 Psychology 3

Public Relations 4 Publishing 3 Recreation 1 Research Ethnologic research 1 Research 2 Research/ teaching: comparative & institutional economics 1 User research 1 Science 1 Social work 2

Socio-cultural-projects 1 Social integration and professional training 1 Sociology 1 Training 7 Administrative, supervisory corporate training 1 Communications 3 Corporate management 3 Leadership and interpersonal skill development 1 Veterinary 1


- 41 -

4. Please indicate any academic preparation you have had for your work in this field:

Trai

ning

Coa

chin

g C

onsu

lting

Inte

rcul

tura

l or

Inte

rnat

iona

l St

udie

s Ps

ycho

logy

A

nthr

opol

ogy

His

tory

Soc

iolo

gy

Polit

ical

Sci

ence

Li

ngui

stic

s La

ngua

ge

Lite

ratu

re

Engi

neer

ing

Phys

ics

App

lied

Si

Bus

ines

s

Econ

omic

s

Mar

ketin

g

Art

s M

usic

A

rchi

tect

ure

Dra

ma

Theo

logy

Ph

iloso

phy

Rel

igio

n R

espo

nse

Tota

l

Professional Program/Workshop

75% (151)

64% (129)

31% (62) 37% (74)

3% (6)

25% (50)

9% (18)

11% (22)

201

Certificate/Diploma 48% (62)

31% (40)

26% (33) 38% (49)

3% (4)

21% (27)

5% (7) 3% (4) 129

Graduated from professional school

31% (16)

24% (12)

22% (11) 25% (13)

6% (3)

37% (19)

6% (3) 0% (0) 51

Bachelor degree 11% (15)

7% (10)

36% (49) 43% (59)

7% (9)

14% (19)

5% (7) 2% (3) 137

Masters degree 14% (26)

28% (51)

26% (47) 32% (57)

2% (4)

27% (48)

2% (4) 4% (7) 180

Doctoral degree 9% (6) 33% (22)

46% (31) 27% (18)

1% (1)

10% (7) 0% (0) 4% (3) 67

5. What experiences do you feel were most beneficial or useful to you in doing work in this field? Please tell how important these experiences/qualifications were to you by marking them from extremely important (1) to least important (7).

Inte

rnat

iona

l bu

sine

ss e

xper

ienc

e

Form

al s

tudi

es in

an

inte

rcul

tura

l fie

ld

Expe

rienc

e liv

ing

abro

ad

Trav

el &

tour

ism

Hav

ing

a di

vers

e cu

ltura

l her

itage

Cro

ss-c

ultu

ral

rela

tions

hips

(fr

iend

s/si

gnifi

cant

ot

her)

Form

al tr

aini

ng in

O

D c

oach

ing

trai

ning

faci

litat

ion

1 34% 24% 68% 12% 17% 33% 19% 2 19% 24% 18% 15% 13% 38% 24% 3 20% 26% 7% 22% 16% 17% 26% 4 15% 19% 3% 26% 19% 17% 19% 5 10% 10% 4% 40% 13% 17% 20% 6 13% 16% 6% 30% 24% 13% 12% 7 18% 16% 18% 23% 30% 8% 25%

Total Respondents 256(skipped this question) 5

% Total Total Respondents 98.5% 257 Skipped question) 1.5% 4


- 42 -

6. What kind of background do you feel would most benefit those becoming professionals in this field? Please put the following experiences/qualifications in their order of importance by ranking them from most important (1) to least important (7).

Inte

rnat

iona

l bu

sine

ss e

xper

ienc

e

Form

al s

tudi

es in

an

inte

rcul

tura

l fie

ld

Expe

rienc

e liv

ing

abro

ad

Trav

el &

tour

ism

Hav

ing

a di

vers

e cu

ltura

l her

itage

Cro

ss-c

ultu

ral

rela

tions

hips

(fr

iend

s/si

gnifi

cant

ot

her)

Form

al tr

aini

ng in

OD

co

achi

ng tr

aini

ng

faci

litat

ion

1 20% 17% 39% 3% 7% 8% 7% 2 13% 21% 25% 4% 9% 13% 15% 3 17% 18% 15% 5% 12% 17% 16% 4 15% 15% 6% 12% 15% 20% 18% 5 12% 10% 5% 15% 15% 23% 20% 6 9% 9% 4% 15% 31% 18% 14% 7 8% 7% 3% 49% 12% 5% 15%



- 43 -

APPENDIX C: Tools & Methodologies Survey Items These charts detail the responses to questions addressed in section 4.III of this report.

Tools Currently Being Used by Interculturalists 9. Which kinds of tools do you commonly use in your work? (Check all that apply)

Models for understanding culture and cultural dynamics 92.40%Case studies 85.30%Exercises & activities that help learners experience or respond to cultural differences

84.50%

Simulations & role plays 84%Training games 63%Instruments that give a cultural profile of individuals or groups 58.80%Checklists & tip sheets 45.40%Assessments of readiness for intercultural collaboration or expatriation

32.80%

Other 31.10%Intensive group/sensitivity group/T Group sessions 28.20% Total Respondents 238(skipped this question) 23

10. Please rate the effectiveness of these tools in general as instruments for intercultural training:

Hig

hly

effe

ctiv

e

Effe

ctiv

e

Som

ewha

t ef

fect

ive

Som

ewha

t in

effe

ctiv

e

Inef

fect

ive

Hig

hly

inef

fect

ive

Models for understanding culture 27% 45% 24% 2% 1% 0%

Cultural profiling tools 9% 33% 40% 14% 4% 0%

Readiness assessments 11% 22% 44% 18% 4% 2%

Simulations & role plays 43% 42% 12% 2% 0% 0%

Training games 26% 42% 25% 5% 1% 1%

Case studies 35% 46% 18% 0% 1% 0%

Checklists & tip sheets 5% 25% 46% 13% 8% 3%

Intensive group work 38% 34% 21% 5% 1% 1%

Exercises & activities 44% 43% 12% 1% 0% 0%



- 44 -

The following are the responses to Questions 11 & 12, asking interculturalists to list their FIRST and SECOND preference for intervention tools. Responses have been combined in the tables below.

CULTURE MODELS 1. Hofstede 46 2. Trompenaars – (7 dimensions) 35 3. Edward T. Hall 21 4. Iceberg Model 13 5. Trompenaars Hampden Turner 8 6. Developmental Model of Intercultural Sensitivity (DMIS) Milton

Bennett 7

7. Own 7 8. Various 7 9. Kluckhohn 4 10. Robert Kohl 3 11. Cultural standards (A. Thomas) 2 12. Culture Shock 2 13. Edgar Schein 2 14. Gudykunst's Intercultural Communication model 2 15. Mole 2 16. 10 Characteristics of culture in MCD6 1 17. Adler 1 18. Barsoux 1 19. Combining economic and other approaches to

intercultural management 1

20. Confucianism 1 21. Cultural Detective—key values approach 1 22. Cultural metaphors 1 23. Cultural Orientations Model by TMC 3 1 24. Demorgon antagonic approach 1 25. Erickson 1 26. Geertz 1 27. GIS proprietary cross-cultural framework and assessment 1 28. GMAC 1 29. H-T (layers) 1 30. ICAS 1 31. Individualism/collectivism 1 32. J. Galtung 1 33. Lowenfeld 1 34. M Singer 1 35. Margaret Mead 1 36. Merk 1 37. Mono-Poly Cultures 1 38. Narrative/identity 1 39. Onion 1 40. Personal Leadership framework - 2 principles and 6 practices 1 41. Pyramid 1 42. Reaction to Cultural Differences by Milton Bennett 1 43. Relevant literature 1 44. Ronald Inglehart World Values Survey 1 45. Rosinski 1 46. Schneider 1 47. Small cultures 1 48. Stewart's Cultural Trilogy 1 49. Strodtbeck 1 50. Systemic model, semiotic theories, gender theories 1 51. Ting-Toomey 1 52. Topoi (for conversation dynamics) 1 53. Triandas 1 54. Verluyten 1 55. Walker 1 56. Welsch 1 57. Youssef 1

Number of Responses 170


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* * Notes: Reponses split and tallied individually if two or more models provided. “Combination” or “various” grouped into category: various. Answers such as “none” “n/a” and “don’t use” not tallied in list of tools. Where possible, additional details of responses have been provided (e.g. COI = Cultural Orientation Indicator).

CULTURAL PROFILING INSTRUMENTS 1. Trompenaars 8 2. Hofstede 7 3. Own 7 4. COI (Cultural Orientations Indicator) by TMC 5 5. MBTI (Myers-Briggs Type Indicator) 5 6. Various 5 7. Trompenaars Hampden-Turner (THT) InterCultural Leadership

Questionnaire 4

8. IDI (Intercultural Development Inventory) 3 9. Argonaut 2 10. Overseas Assignment Inventory (OAI) 2 11. Adaptive differences (J. Demorgon) 1 12. Biography work 1 13. Blue and green-type organizational cultures 1 14. CCAI (Cross-Cultural Adaptability Inventory) 1 15. CCOL 1 16. Communication styles exercise 1 17. Cultural Perspectives Questionnaire (CPQ) 1 18. Diversity Awareness Profile (DAP) 1 19. Favourite Words 1 20. Flower model, transparent model 1 21. Gesterland 1 22. Global Awareness Profile (GAP Test) 1 23. GlobeSmart Peterson Style 1 24. High-low context 1 25. Individualism and collectivisms 1 26. Intcultural Negotiation Styles (Hammer) 1 27. ITAP Culture in the Workplace Questionnaire 1 28. John Mattlock 1 29. Lewis 1 30. OD2 (Organizational Due Diligence) 1 31. Reflection on own cultural values, codes 1 32. Small, emerging cultures 1 33. Social Distance 1 34. Spony Profiling Model (SPM) 1 35. Success Insights (TTI) 1 36. The International Profiler 1 37. TMA - WorldPrism Profiler 1 38. Values Orientation (Ting-Toomey) 1 39. Video 1

Number of Responses 87 * * Notes: Reponses split and tallied individually if two or more models provided. “Combination” or “various” grouped into category: various. Answers such as “none” “n/a” and “don’t use” not tallied in list of tools. Where possible, additional details of responses have been provided (e.g. COI = Cultural Orientation Indicator).

READINESS ASSESSMENTS 1. CCAI (Cross Cultural Adaptability Inventory) 5 2. IDI (Milton Bennett) 5 3. OAI (Overseas Assignment Inventory) Tucker International 4 4. FiroB (Fundamental Interpersonal Relations Orientation-

Behavior™) 3

5. MBTI (Myer-Briggs Type Indicator) 3 6. IRC (Intercultural Readiness Check) 2 7. Own 2 8. Berlitz 1


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9. Pierre Casse 1 10. Executive Planet 1 11. Foreign Assignment Exercise 1 12. Global Diversity Survey 1 13. GMAC 1 14. HBDI (Herrmann Brain Dominance Instrument) 1 15. ICAPS (Intercultural Adjustment Potential Scale) 1 16. IMA (International Mobility Assessment) Tucker International 1 17. Intake 1 18. Questionnaires/Interviews 1 19. Roosevelt, Jr. 1 20. Self constructed: INCA 1 21. Styleflex 1 22. The Self Assessment for Global Endeavors (SAGE) 1 23. THT InterCultural Leadership Questionnaire 1 24. Tucker International 1 25. Various 1


SIMULATIONS 1. Bargna 18 2. Own 13 3. Bafá Bafá 11 4. Role playing 10 5. Ecotonos 7 6. Various 6 7. Derdia (by Frank Oomen) 3 8. Quinchy /Quency 2 9. Talking Rocks (S. Mumford Fowler) 2 10. Actors 1 11. Albatros 1 12. Amalgam 1 13. Conversations in Culture Dimensions 1 14. Custom Designs 1 15. Fish bowl, power games 1 16. Gudykunst 1 17. Hayashi Analog-Digital 1 18. Improvisations 1 19. Intercultural conflict 1 20. Intercultural Handbook 1 21. Interview Simulations 1 22. Job Dissection 1 23. Monrovia 1 24. Playeros/Wizardos 1 25. Redundancia 1 26. Reincarnation 1 27. Sugar Tower for problem-solving 1 28. Tango Business Game 1 29. The Emperor’s Pot 1 30. The magic box: exploring stereotypes 1 31. The owl 1 32. The Red Green Game 1 33. Trade Mission 1 34. Yahoo 1 35. YEO 1 36. Zawambia 1

Number of Responses 108


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* * Notes: Reponses split and tallied individually if two or more models provided. “Combination” or “various” grouped into category: various. Answers such as “none” “n/a” and “don’t use” not tallied in list of tools. Where possible, additional details of responses have been provided (e.g. COI = Cultural Orientation Indicator).

TRAINING GAMES 1. Barnga 25 2. Various 7 3. Bafá Bafá 6 4. Diversophy 6 5. Own 6 6. Econotos 3 7. 5 culture game 2 8. Anything by Thiagi 2 9. Cultural detective 2 10. Icebreakers 2 11. Intercultural communication cards 2 12. Redundancia 2 13. Abigail 1 14. Bibu 1 15. Bring in Actors 1 16. Building bridges 1 17. Calder’s Connections 1 18. Confrontation game 1 19. Custom Designs 1 20. D.I.E. 1 21. E. & M Hall Inventory 1 22. Exporing culture 1 23. Global Diversity Game 1 24. Iceberg 1 25. Intercultural dialogues (Storti) 1 26. Interplanatary meeting 1 27. Teambuilding 1 28. THT Individual Questions (Trompenaars Hampton-Turner) 1 29. UN Mixer Game 1 30. Warm ups 1 31. Wilderness 1 32. 'X-ians' 1


EXERCISES & ACTIVITIES 1. Own 14 2. Various 13 3. Case Studies 8 4. Role plays 7 5. Barnga 3 6. D.I.E 3 7. "Building the Transnational Team” 1 8. Attend other worship 1 9. Brainstormings 1 10. Brandt: from Global Competence manual 1 11. Card giving 1 12. Circular questioning 1 13. Communication Games 1 14. Communication Styles (with video) 1 15. Concept of space exercise 1 16. Core competencies 1 17. Cross-cultural analysis 1 18. Cultural surveys 1 19. Culture Detective 1 20. Dialogues of Craig Storti 1 21. Diverse: imagination and advocacy 1


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22. Diversophy 1 23. 'Double loop' thinking 1 24. Eclectiv 1 25. Exercises to feel the thinking in a dimension. 1 26. Experience of being different 1 27. Experiential Activities 1 28. Individual ethnographic studies 1 29. Intercultural communication 1 30. Intercultural Math 1 31. Intercultural Values 1 32. International Conference Call 1 33. Interview-simulations 1 34. Martian Anthropology 1 35. Negotiation simulations 1 36. Participating in activities with Americans 1 37. Prioritization of Values: cards 1 38. Quiz 1 39. Reflective Writing 1 40. Sameness-otherness exercise 1 41. Self-assessment 1 42. Sorting Envelopes 1 43. Stakeholder Analysis 1 44. Systemic approach 1 45. Team discussions 1 46. This is "my" culture 1 47. UN Cocktail Party 1 48. Values exercise 1 49. Video 1 50. What’s in a name 1 51. Winning Balance 1 52. Work on frame of reference 1


GROUP WORK APPROACHES 1. Interactive/Small Group Work/Discussions 7 2. Case studies 6 3. Own 6 4. Gestalt Orientation 3 5. Various 3 6. Experience sharing followed by analysis/discussion 2 7. Group discussion 2 8. Systemic Management 2 9. Teamwork exercises etc. 2 10. Action Methods/Psychodrama 1 11. Appreciative Inquiry 1 12. Assignments and Debrief 1 13. Assimilator 1 14. Bicultural group: simulation (desert exercise) 1 15. Brainstorming 1 16. Coaching on their own goals & issues 1 17. Common task 1 18. Communication in one country 1 19. Complex tasks with mixed groups a la t-group 1 20. Construct the cultural profile of participants country by

making/collecting photos or film 1

21. Ecotonos 1 22. Experiential learning 1 23. Extensive table work 1


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24. IC teambuilding 1 25. Icebreakers 1 26. Individual THT (Trompenaars Hampton-Turner) questions 1 27. Job search support group 1 28. Laboratory education 1 29. Lecturette coupled with learning activity 1 30. One on one country-specific 1 31. OPERA 1 32. Problem solving / decision making exercises 1 33. Reflection from group dynamics 1 34. Self assessment 1 35. Single day with business resource 1 36. Stanislavski 1 37. T-group 1 38. The Parable 1 39. TZI 1 40. Work on stereotypes and values 1


TIPSHEETS & CASES 1. Own/customized 28 2. Various 8 3. Case studies 3 4. Storti Dialogues. 3 5. Critical incidents 2 6. Observation and inquiry 2 7. Allport's Contact Theory (8 steps) 1 8. Country or region specific 1 9. Hofstede 1 10. How to-sheets 1 11. Intensity factors 1 12. Intercultural Intelligence Test 1 13. Self made sheets (per individual) 1 14. Test: how much of a world citizen you are. 1 15. Used for critical analysis 1 16. Usually self-create, tailored for group 1 17. What to do and not to do for example when giving presents 1

Number of Responses 66 * * Notes: Reponses split and tallied individually if two or more models provided. “Combination” or “various” grouped into category: various. Answers such as “none” “n/a” and “don’t use” not tallied in list of tools. Where possible, additional details of responses have been provided (e.g. COI = Cultural Orientation Indicator). OTHER TOOLS USED A Different Place: The Intercultural Classroom All are case by case All of my materials and case studies are personally developed Analyse a given society in its own light Coaching Combined with organisational culture tools Cross-Cultural Analysis Depending on group and culture!! Developed my own materials Difficult to say Difficult to say Dislike being boxed in!! Film and advertising studies Film excerpts Full-web-based course


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Handouts, inputs of local experts, visiting local people at home, neighbourhoods, mosques Haven’t decided for 1 to be the best Historical patterns of oppression, communication and conflict management competencies Humorous demonstrations I develop my own materials for working with kids I use mostly my own products plus the common theory.... Ideas from various books, etc Inside-Outside-game to understand dynamics of integration. Malindi raft-building MANAGING CULTURAL DIFFERENCES 6th edition has an electronic Instructor's Guide with all the techniques used by Harris and Moran (contact [email protected] MBTI most are my own materials My own books on China! My own experiences My own experience My own material My own tools : " the cultural shock method", and " how to recognize ( reconnaitre) and respect the other, of an other culture, the migrant" No rigid models! Online support and networking Participants tell their experiences See above Systemic approach Systemic view of changes in private/ work life etc. The Chairy Tale Use of journals for international students; movies (Mr. Baseball is good) Varies Video & discussion is effective combination WORKFORCE DIVERSITY READER and DIVERSITY JOURNAL

Number of Responses 43 * * Notes: Responses for other categories provided verbatim from survey. No tallying or categorizing has been done to give full overview of “other” category.


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APPENDIX D: Future Needs and Leads Survey Items These charts detail the responses to questions addressed in section IV of this report. Advice and Perspectives for Newcomers Questions 3 and 8 are fully reflected in the report. Current and Future Needs 7. A set of clear standards should be developed for professionals in the Intercultural field

Position % Total Agree 53.5% 137 Disagree 11.3% 29 Unsure 35.2% 90 Total Respondents 98% 256 (skipped this question) 2% 5

15. In what areas is research needed the most in the intercultural field? (Check all that apply)

Research topic % Total Models for understanding culture 26.6% 57 Culture in conflict resolution 71.5% 153 Culture in negotiation 38.8% 83 Culture in power, politics & influence 54.2% 116 Culture in teambuilding 51.4% 110 Culture in leadership strategies 51.9% 111 Business value of intercultural training 53.3% 114 Working in multicultural settings 54.2% 116 Culture in virtual collaboration 49.1% 105 Other (please specify) 16.4% 35 Total Respondents 82% 214 (skipped this question) 18% 47

WRITE-IN RESPONSES: OTHER AREAS OF RESEARCH NEEDED

- What approaches and methods in intercultural training are really effective? - How effective training really is as a learning method and what other approaches are

could be to bringing understanding to people around the world. - Culture and attributions (how people think about the origin of problems, such as disease. - The differences between intercultural competence and for example

leadership/negotiation competence (are there differences?!) - Where are the perceived information gaps for our clients? What do they feel they need to

know? - Repatriation –a great potential resource for information


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- More research and critiques of current research from non-Western perspectives - Culture and religion. - Traditions of intercultural conflict transformation in different cultures (e.g., in Chechnya) - Growing up in two cultures, school support for the 2nd generation - Teamwork Models - Culture in family dynamics and practices - Relationships. - Models for understanding (and taking leadership of) cultural self in interaction with

cultural other. - We need some more empirical up-to-date versions of the large scale empirical surveys

carried out by Hofstede, as long as we don't believe they provide us with the answers to everything.

- Culture in learning (good for schools!) - Identifying the closed loop logic that continually reinforces cultural assumptions and

developing tools to bring this into a space where it can be consciously worked with. - Cultures in collaboration (not virtual), identifying the pockets of what works and

extrapolating from that to other endeavors, areas. - A better understanding of cultural values as they relate to security, safety, and well-being. - Apply culture to specific professions - e.g. – teachers, politicians, health care. Like that in

MULTICULTURAL LAW - Culture in organizational change processes - Culture in language learning. - Culture in apparently monocultural encounters. - Discrimination and racism in intercultural interaction. The impact of Stereotypes. - Political approach of diversity - Cross-cultural competence: What it is and how individuals--and perhaps even

organizations--develop it. - Communication as a negotiation of meaning - Morality and secular values - Cultural impact on marketing - Measure effects of intercultural communication training/education. - Methods of fostering intercultural understanding through mass media and public

communication campaigns. - Hidden meaning in English when used as a shared international language. - How identities are formed and built and how go about transcending or perhaps continue

to build larger and more inclusive identities. - How to influence board of directors to address this subject before it becomes a problem

(especially US firms when acquiring companies around the globe) - Multicultural Guidance and Counseling

Total Write-In Responses 35


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16. Which kinds of tools would you like to see more of in the future? (Check all that apply)

Tool Response Percent Response Total

Models for understanding culture 42.1% 83 Cultural profiling tools 27.9% 55

Readiness assessments 22.3% 44 Simulations & role plays 55.8% 110

Training games 40.6% 80 Case studies 52.8% 104

Checklists & tip sheets 14.2% 28 Exercises & activities 55.3% 109

Intensive group work approaches 44.2% 87 Other 16.8% 33

Total Respondents 197 (skipped this question) 64

WRITE-IN RESPONSES: OTHER TOOLS NEEDED FOR THE FUTURE

- Creating an open attitude toward cultural diversity. Not creating models. The differences within cultures can be as important as the differences between cultures!

- Questionnaire and "tests" of intercultural competence - Models of understanding intercultural relations and models of process of acculturation.

Research on identities in interaction at the interpersonal level, group level, macro social level.

- I am not sure what is meant by the difference between "profiling tools" and "readiness assessments"... More research needed on effectiveness of existing tools/approaches/models in a training setting.

- Cultural training needs to be integrated into incremental ,ongoing learning approaches in order to be effective e.g. leadership coaching

- Evaluation of all of these types of tools. Do they produce results? - All the current tools in publicly-accessible web-based form - Videos - A totally new way of seeing into ourselves as cultural beings, into the ways in which we

interact (both on a macro and micro level), and how to build capacity in intercultural skills. One that is not based on verbal expressiveness.

- Teamwork models - It's not a question of more...but better. - Updated models - Exercises & activities on the field of cross-cultural relationships. - models for understanding underlying communication differences - video/dvd materials - There are enough tools - let's focus on where the real need is in the world, what we want to

achieve, and then figure out the best methodology. - Students/participants telling about their own experiences - An increasing variety and sophistication in all of these - Applying cultural models to new realities - Real life audio-visual materials (candid camera recordings of REAL intercultural

negotiations, REAL critical incidents at an airport information desk etc.) - Anti-racism learning models - More of the above for use with couples or other small groups of people. More case studies


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of moderate length (dialogues are too short for complicated business situations, but cases from MBA courses are too long. Models need to be generic so as to guide people working interculturally on a daily basis with many different cultural groups.

- Updated videos -- especially ones which provide critical incidents without someone preaching about the solution. I want my students to work out the solutions in group work and my guidance.

- Coaching - Training films - Online sharing - Videos/DVDs/CDs/E-learning - Tools that help people understand and see themselves. - Good practices in the field of Multicultural Guidance and Counseling

Total Other Responses 33


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APPENDIX E: Challenges and Issues Survey Items

These charts detail the responses to questions addressed in section 4.V of this report. 13. What are the top challenges facing the intercultural profession today? Emerging Theme(s) WRITE-IN RESPONSES

- IC Methods & Approaches In my own field, global business issues

- IC Methods & Approaches virtual teams firm cultures will change to a mixture of people’s cultures who work there

- IC Methods & Approaches Learning to integrate effectively into the foreign workplace and culture

- Opportunities/Work Environment responding to the large demand

- IC Methods & Approaches Intercultural skills must be viewed as hard skills, not soft skills.

- Credibility to be seen as a profession

- Credibility It depends on the country you have in mind. The challenges facing the intercultural profession differ from country to country and especially from global region to global region. In general, the main challenge is to be taken seriously.

- Credibility - Standards/Quality - Nature/Culture of the Field

1. Professional Credibility and credentials. Anyone can call themself an "Interculturalist," and it is professionally and objectively, meaningless. There is a lack of standards in our field. 2. Too many hacks or self-baptized, self authorized persons call themselves interculturalists. There is no structure for professional peer review or peer accountability. 3. The intercultural field is too dominated by white, mono-lingual Americans and their models, methods and limited perspectives. We need to raise the bar and have higher standards of competence, relevance and professionalism. 4. Our field needs to globalize; we must identify and embrace interculturalists from non-western cultures such as Africa, Asia, Latin America and the Middle East. This includes learning from them, and propagating their models and tools.

- Credibility - IC Methods & Approaches

To be perceived as relevant and integrated into business needs . To be taken more seriously by business schools. To be effectively integrated into the diversity field both in the public and private sector. Interculturalists are not yet using /adapting the methodologies of OD consultants /management consultants and cutting edge learning approaches

- Credibility Becoming recognized and being taken seriously. The field as a field is in not very well known or recognized outside of the business world and outside of North America. There isn't really even an identifiable "field" in Europe. More diversification and inclusion of groups doing similar work. Perhaps there needs to be more accredited academic training.

- Credibility It is not yet taken seriously by the business and political leaders who should know better...


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- Credibility achieving recognition as a profession establishing competency criteria establishing credibility & relevance with the broader business community

- Credibility - Standards/Quality - Opportunities/Work Environment

Credibility, low barriers to entry to becoming a trainer and yet . . . there are few entry points for trainers new to the field.

- Credibility - Standards/Quality - Recognized Need/Value

- Gaining recognition and credentialing as a recognized professional field. - Creating standards of professional training and conduct - Financial incentives of organizations to pay for services of interculturalists.

- Credibility - Recognized Need/Value

Credibility Perception of added value

- Credibility - Standards/Quality - Recognized Need/Value

When speaking with managers who should invest in intercultural training for their employees, there is a lack of "numbers" proof which is the most common type of proof sought by managers who are profit driven. There is not only a lack of recognition, but a complete misunderstanding of what intercultural communication means.

- Credibility - Recognized Need/Value

Because many people closely associate intercultural work with multiculturalism, there is a tendency for people to push back and feel that the work we do doesn't have any meaning past "let's all be friends". I think interculturalists need to more aggressively present our work as serious, theory and experience-based, and to stress not only the processes, but the bottom-line benefits of intercultural intervention.

- Credibility - Standards/Quality - Nature/Culture of the Field

becoming a profession - we are not one yet;

- Credibility - Social Issues & Acceptance

Making the field known to the wider public Responding to media exploitation of suffering, anxieties, etc.

- Credibility - Nature/Culture of the Field

validation, professionalization

- Credibility - Nature/Culture of the Field - IC Methods & Approaches

- Clear explanation of WHAT the field is/involves - Credibility of being a serious, professional field - Network of people beyond trainers. Need more IC professionals able to liaison with other fields that need to incorporate intercultural understanding (news and entertainment media, etc.) - Visibility - Lack of key messages that can be publicly communicated to communities on the mass level - not just small, classroom/conference room training sessions.

- Credibility - Nature/Culture of the Field

I think the intercultural profession is a conglomerate of different jobs and roles rather than a profession of its own. This makes it very difficult to be recognized as a profession by the public. Having bigger companies in the field (100+ employees) might mean a stronger lobby, and it would enable younger people who want to start out in the intercultural field to make more practical experience (Big companies may hire interns for intercultural work, a free-lance trainer probably won't).

- Credibility - IC Methods & Approaches - Social Issues & Acceptance

. Credibility. Pertinence (psychological realism) . Pedagogical models (often outdated or ineffective)


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- IC Methods & Approaches finding a clear definition of what the aims are

- IC Methods & Approaches - Standards/Quality

The lack of competencies, the lack structure, the trainer who wants to buy just a tool without methodology and training experience

- IC Methods & Approaches Still having our heads in the clouds Not doing what we preach The gap between academia & the business world in term of intercultural training. not validating and valuing all intercultural approaches regardless of preferences

- IC Methods & Approaches - 'culture' never is an exclusive analytical dimension - we all are becoming more and more multi-cultural and the value of cultural stereotypes is more and more discussable - we have to move on to issues like: + how much diversity can a group manage + where are the limits of tolerance + tools and (HR) systems to deploy diversity

- IC Methods & Approaches - to work against the dull approach splitting the world up in good and evil - to support people in preserving their cultural heritage without ignoring the global development - to deal with cultural issues in a business context environment only if it is obvious that those matter - to make qualifications and competences for the client, who needs intercultural support, more transparent

- IC Methods & Approaches Being knowledgeable in history, politics and economics and how these are intricately intertwined with culture conflict

- IC Methods & Approaches - Opportunities/Work Environment

1. It rests on research that is beginning to show the dust... 2. So much work now is conducted remotely... and remote teams are dealing with cultural issues tenfold. Research on the consequences of working in a remote environment?... 3. The stakes are so high today in the global corporation... Pressure is tremendous, days aren't long enough, and demands are staggering. Are managers willing to devote the time necessary to improving their global skills?

- IC Methods & Approaches multicultural, not bicultural approaches

- IC Methods & Approaches Getting involved in business issues - IC Methods & Approaches bridge gap between hard "economic and business" related goals

with soft "relational and personal" aspects understanding and experiencing that there are many alternative and unknown ways to reach same objective

- IC Methods & Approaches I think the most important thing is to develop a common theoretical and working model so that professionals can compare their experiences through different contexts and backgrounds. I also think that research in the intercultural field is quite important, not only to develop new tools and strategies but to understand how the psychological processes of interculturality can be better understood and improved.

- IC Methods & Approaches Too much focus only on cultural differences - these are part of a much more complex whole; one element of the otherness we talked about. Widen the scope and increase the effectiveness,

- IC Methods & Approaches cultural models become insufficient complexity has increased a lot, much more flexible and strategic interventions needed

- IC Methods & Approaches Globalisation and its impact on the change of culture as a concept, invalidation of models like the one from Hofstede etc.


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- IC Methods & Approaches Exploring the impact of culture in virtual environments.

- IC Methods & Approaches Helping our students (whether course participants or coachees) use what they learn. Helping them--if you will--move along the Bennett DMIS.

- IC Methods & Approaches people are looking for "quick fix" approaches, which tend to lead to stereotypes.

- IC Methods & Approaches IC communication as a co-constructed process(not so much: "mentality"

- IC Methods & Approaches More and more virtual teams, complexity of projects, power relationships (customer *==* supplier), awareness of customers

- IC Methods & Approaches To acknowledge and use non-Western approaches to understanding cultural differences

- IC Methods & Approaches The knowledge base is still to be improved, the profession should get its recognition

- IC Methods & Approaches -The refinement of successful professionals into people able to successfully interact in another culture. -Maintaining moral. -Dissuading arrogance and defensive responses to insecurities. -Educating others in the difficulties and coping techniques of working with people with others with no concept of interculturalism.

- IC Methods & Approaches adapting to the globalizing world, shifting focuses and hence activities, e-learning.

- IC Methods & Approaches - Social Issues & Acceptance

(1) Enough research material to draw from, (2) a lack of understanding by some cultures of the importance of the field

- IC Methods & Approaches Misuse of the tools for manipulation and not understanding

- IC Methods & Approaches Platitudes. Not understanding the difference between a culture and a society. Not understanding the importance of social norming.


lack of political will at local, national and international levels to address issues of racism and discrimination. Lack of resources.

- IC Methods & Approaches

Not to remain on a surface level but to really dig down to the roots of interculturalism.


Everyone thinks to understand the other person as intercultural matters have become en vogue. In reality it is quite different as people think they know but do not understand it deeply enough. The use of English as an International language covers many different mind patterns which nevertheless become visible after some months or years of having lived or worked together.

- IC Methods & Approaches Could only guess ... there's not sufficient and diverse scientific research on this. Our business runs very smoothly but we don't fully understand why, nor do we really know what possible difficulties are that are going to challenge us in the future. Too much research goes to non-business related fields while our company focuses on business issues.

- IC Methods & Approaches Assessing participants' readiness for an intercultural experience.

- IC Methods & Approaches

Finding new approaches


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- IC Methods & Approaches I am working only in the area of intercultural sensitivity trainings - so no focus on certain cultures. My impression is that companies prefer to prepare their employees with cultural -specific programs, on a behavioral level rather than looking at the attitude towards the "stranger" below the behavior. The challenge is to combine both approaches: the cultural specific and the cultural non-specific approach and market this approach.

- Nature/Culture of the Field Being able to step aside for your own cultural influences.

- Nature/Culture of the Field The extent to which we - interculturalists and human beings in general - are attached to our own 'right way' of doing things. Even when we know better, we still fall into our default cultural programming (and often with great righteousness).

- Nature/Culture of the Field That there is not just one intercultural profession........

- Nature/Culture of the Field unconscious discrimination of other normalities

- Nature/Culture of the Field lack of open communication based on common goals

- Nature/Culture of the Field competition instead of cooperation in transparency - criteria and exchange of good practices are needed intercultural work should have a vision

- Nature/Culture of the Field working together in multicultural international teams - Nature/Culture of the Field The complexity of the world, in combination with the diversity in

the profession and the problems with the professions' "identity" - Nature/Culture of the Field - Credibility - Recognized Need/Value

get away from two bad images: 1. cultural harmonizer without insight into real problems of business 2. provider of lists with does and don'ts and become a partner taken seriously by managers facing challenges

- Nature/Culture of the Field Defining the field. Is it internationally or domestically focused?

- Nature/Culture of the Field - IC Methods & Approaches

Connection to broader issues of diversity

- Nature/Culture of the Field - Recognized Need/Value

Intercultural Companies don't share information well because of the great amount of competition for business. Convincing International Companies that you can't replace quality, face to face training with pre-packaged products.


Need for new blood, fresh insights, research

- Nature/Culture of the Field Culture is not a single issue among many but is a central social science. The intercultural field has become "romanticized" and turned into something of a cult among its practitioners: "your organization has a problem, and we can save you." Also the intercultural field has become linked to intellectual fads and ideologies like feminism, race relations, and gay rights and in so doing it has lost its bearings.

- Nature/Culture of the Field it isn't a profession - there are a whole range of people doing different things with "intercultural" linking them together. What is an interculturalist?


Defining itself vis-à-vis anthro, ethnic studies, multicult ed., etc.


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Commotization caused by the dominance of Major Relocation Companies

- Nature/Culture of the Field

1. Realize that the IC party is over: it's time to redefine field as PART of 1. Communication studies and consultancy and/or 2. OD studies and consultancy.


It is my view that problems and conflicts in international collaboration are rarely due only to intercultural issues. It is usually a combination of issues from conflicting objectives, structural problems, power plays and other that create a context in which then intercultural differences become a negative factor. Therefore a competent consultant needs to have a combination of skills that exceed the intercultural skills - i.e. management experience, OD skills, coaching skills. Communication about cultural differences alone is simply not relevant enough and practical enough for companies.

- Nature/Culture of the Field Maintaining boundaries around the intercultural profession while becoming more engaged and influential in other professions.


Conflict Resolution across cultures. Lack of $ dedicated to intercultural endeavors.


dissemination of ideas doing rather than theorizing impact on education

- Nature/Culture of the Field - IC Methods & Approaches - Social Issues & Acceptance

In my own work I must keep abreast of the latest policy and strategy documents on international mobility, education and training, guidance and counseling at national and European level. I personally have to understand the EU-wide framework including many important aspects (e.g. EU-legislation) that are directly or indirectly influencing all international and intercultural work. Sometimes, when talking to other interculturalists, I get the impression that they do not necessarily have a very broad picture of what is going on in their own country/society or in the European Union in general. This is a pity, I must say! Interculturalists should focus much more on and be interested in wider societal questions to better understand the complexity of culture etc.

- Opportunities/Work Environment - IC Methods & Approaches

keeping pace with changes; continuous learning about cultural, business issues and intersections with economics and social issues.

- Opportunities/Work Environment - Credibility - Recognized Need/Value

finding work: changing needs, educating potential clients, making "intercultural" a commonly understood term

- Opportunities/Work Environment I find that is increasingly difficult to work as a freelancer. It is important to join up with others to be able to present clients with a palette of expertise.

- Opportunities/Work Environment being a business partner and coach in fast moving economy - Opportunities/Work Environment - Standards/Quality

Continuous, stable employment. Lack of accreditation: many people in the field have had intercultural experience, but not the theory and training skills to accompany the experience..

- Opportunities/Work Environment no $$; more would bring (and keep) needed professionals into the field


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- Opportunities/Work Environment More demands, lower prices.

- Opportunities/Work Environment Extremely fast changes and developments within society and the way technology appeals to those.

- Opportunities/Work Environment - Standards/Quality

Training budgets are being cut and clients go for the cheapest supplier. Many rather dubious offerings in the market. Universities sometimes play a doubtful role. Had a course offering for seminar in South East Asian culture sent to Singapore with the address reading "Singapore, Malaysia". Striving for licensing or similar means for controlling the flood of self-Appointed trainers/consultants is problematic as recent graduates in intercultural studies with no real working and life experience may be regarded as "qualified" and professionals of other disciplines with years of international experience, loads of life experience and skills (such as listening) may not.

- Recognized Need/Value adding value to business, and proving the value added

- Recognized Need/Value clients do not see the need of intercultural training, they rather want to be prepared by check-lists of dos and don’ts.

- Recognized Need/Value - smaller budgets for "soft skills" - interculturalism is still quite exotic to mainstream people; most people have no idea what this is - there is a lack of justification to the public why what we do is important

- Recognized Need/Value Truly understanding cultural differences & making companies realize that their profits are inextricably linked to cultural understanding & respect.

- Recognized Need/Value to cataract attention of managers they aren’t sure jet of importance of this subject

- Recognized Need/Value People often think that if they have had an experience with diversity they know all there is to know and they stop thinking. Understanding and respect are not being encouraged by institutions in society (churches, governments, businesses, etc.). People are not encouraged to think for themselves.

- Recognized Need/Value - IC Methods & Approaches

Most of the participants are more interested in management tools which they can use all over the world and are not so interested in deep knowledge about one culture

- Recognized Need/Value In necessary to avoid the intercultural field only become an instrument of the business, and the money. Is real the interest for Chine, for this culture, or is only for the biggest market in the world? We must evidence to the wide society the value of the diversity far away it ratability. If we don't do this, all of we live in a big lie built over the interest of some people, in some countries.

- Recognized Need/Value Difficulty of proving financial gain to be had from conducting XC training, i.e. getting companies to fund proper training

- Recognized Need/Value Speed of presenting results Efficiency concerning presenting business results

- Recognized Need/Value finding clients willing to pay for the work and having an idea of what it involves to explore cultural differences and similarities having a professional standard in the intercultural field (any idiot can say that they are an intercultural practitioner right now)

- Recognized Need/Value Political correctness which denies cultural differences Apathy on


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the part of international business - Recognized Need/Value to create and maintain awareness that intercultural skills are

needed when economies turn rather towards materialistic values not to forget that not everything is culturally bound

- Recognized Need/Value To be seen worthwhile to invest in overall training of all employees involved in international issues.

- Recognized Need/Value convincing persons in power (decision makers) how important intercultural competence is

- Recognized Need/Value Fight corporate denial.

- Recognized Need/Value -to convince international companies how important any training in the intercultural field is for any employee/leader at any level working in an international environment -marketing - get the companies to spend money on trainings to improve personal soft skills of their employees

- Recognized Need/Value ONE CHALLENGE Being considered as a management tool not only when merging or negotiating with other countries: team building has always an intercultural aspect.

- Recognized Need/Value proving hard-currency importance and value of what we do to those who are asking for our services

- Recognized Need/Value convincing companies and organizations of the usefulness of intercultural training

- Recognized Need/Value to convince people to buy the services

- Recognized Need/Value - Credibility

be recognized as providing a genuine value added service

- Recognized Need/Value intercultural training being regarded as unnecessary "luxury" item if companies have not experienced real problems or misinterpreted them

- Recognized Need/Value - Credibility - Standards/Quality

Being taken seriously. Selling the concepts as being equally important as financial aspects to the business. Too many people out there inexperienced and turning off participants to intercultural field. Do psychologists go out and counsel people without degrees or experience???

- Recognized Need/Value - Credibility - IC Methods & Approaches

1) Quality control 2) demonstrating that our work is not (just) about doing the right thing, but REALLY about core business issues. Providing tailored solutions and not canned programs.

- Recognized Need/Value - Credibility - Social Issues & Acceptance

Acceptance by the real world of the validity of their work. Demonstrating to senior management the cost effectiveness of their work. Making themselves known on a global stage.

- Recognized Need/Value

Persuading business that it is an important issue

- Recognized Need/Value - IC Methods & Approaches

as market becomes more sophisticated, so the client becomes more choosey - can we meet his/her expectations?

- Recognized Need/Value As people travel more, they get a false sense that they understand a culture because they my vacation in that country, and so they feel they don't require training.

- Recognized Need/Value I will state my opinion based on the U.S. market for


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- Credibility - Social Issues & Acceptance

interculturalists. 1. Organizations not taking cross-cultural skills seriously; seeing those competencies as soft skills. 2. Tenuous state of the world with regard to the "war on terror" and American isolationism. I fear that this will damage America's international relationships. 3. Political correctness presiding over honest examination of cultural differences. 4. The changing economy and fears of hard times may cause companies to cut out what is not "absolutely necessary".

- Recognized Need/Value - Credibility - Standards/Quality

1. Lack of guidelines for the profession. 2. Lack of understanding about how intercultural work enters into many areas of life (not just people who are relocating) 3. Lack of recognition and appreciation of the field.

- Recognized Need/Value - Nature/Culture of the Field - IC Methods & Approaches

- How to grow as a field - How to establish the value of our services from an objective, business-oriented perspective - How to create cultural models that work across a number of different cultures

- Recognized Need/Value - Social Issues & Acceptance

- to make (business) people aware of the fact that intercultural preparation for international business is worth it - ignorance

- Recognized Need/Value - Standards/Quality

Not standardized Not always recognizable as valuable skill set

- Recognized Need/Value Convincing HR that the training is useful

- Recognized Need/Value People who would benefit most from what the intercultural profession offers, can not benefit at all because they don't see the value.

- Recognized Need/Value making it worth for people and esp. organizations to spend money on cross-cultural training and coaching to develop themselves


As always, interpreting multicultural principles into the real world, making theories pragmatic in our day to day lives.

- Recognized Need/Value to convince that interculturality is not only getting a checklist of do's and don'ts in a particular culture.

- Recognized Need/Value Proving relevance to clients.


a banalisation of the idea and misinterpretation of what the term means. company requests for "dos and don'ts" lists

- Recognized Need/Value Convincing Business that I. trainings are a worthwhile investment and a priority.

- Recognized Need/Value Convincing companies of the need for intercultural services.

- Recognized Need/Value Persuading businesses that there is a real need to teach people how to manage most effectively in unfamiliar cultures


Awareness building for intercultural issues, showing the advantage of using it

- Social Issues & Acceptance making people aware of how important IC awareness is in everyday life; getting rid of stereotypes

- Social Issues & Acceptance Being sensitive to other cultures.

- Social Issues & Acceptance Helping native speakers of English understand that others with a good command of English aren't always sending the message


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they think they are sending. - Social Issues & Acceptance I think that one of the top challenges is insisting American

culture on other cultures. - Social Issues & Acceptance the culturalization of social problems the link between gender

and culture - Social Issues & Acceptance The arrogance of the Christian Western modern and young

cultures in the so-called developed countries which refuse to acknowledge the worth let alone quality of the much older and richer cultures in the so-called developing or even third-world countries (such as China)

- Social Issues & Acceptance American corporate imperialism.

- Social Issues & Acceptance the war and the religious matter

- Social Issues & Acceptance Acceptance of diversity, growing ethnocentrism

- Social Issues & Acceptance political instrumentalization of "culture" in times of increasing fundamentalism and competition for natural resources; speed of change; naive assumptions of "globalism" derived from surface similarities

- Social Issues & Acceptance That people think that it is a theme that the theme intercultural communication is behind us.

- Social Issues & Acceptance Dualism/ethnocentrism...rampant in many societies; extreme fundamentalism

- Social Issues & Acceptance - IC Methods & Approaches

Integrating knowledge and experiences into normal, daily life of most societies. Integrating it into educational and professional education. Being updated about new thoughts, studies, and experiments.


1. I teach the values, but the trainees will meet the standards... How to prepare them properly? 2. How to convince politics that they should/must base their strategy on knowledge and insight about other cultures.(instead of wanting to enforce their own culture on 'others'.

- Social Issues & Acceptance - Recognized Need/Value

cost-cutting measures of organizations whether profit or non-profit oriented to achieve that the public view "addressing cross-cultural issues" as a necessary, normal part of any activities rather than a special area

- Social Issues & Acceptance Increasing intercultural awareness among politicians, business managers, and everyone responsible.

- Social Issues & Acceptance Helping people realize the significance of intercultural differences and the need for cross understanding.

- Social Issues & Acceptance International political situations

- Social Issues & Acceptance - Nature/Culture of the Field

Cynicism, loss of optimism, ability to create cultures of hope for the present based on an exciting and co-created positive future.

- Social Issues & Acceptance If we look round in the world, in several places it is a question of life or death, success or failure to get people to deal with the intercultural field. (e.g. Iraq)

- Social Issues & Acceptance Developing cosmopolitans with a more global mind-set and cultural sensitivities.


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- Social Issues & Acceptance - Nature/Culture of the Field

Current poor standing of the US on the international scene; Americans who speak only one language; field dominated by white, educated, financially well off people;

- Social Issues & Acceptance Cultural conflict (Iraq, Israel)


the changes and the gap between traditional and modern culture

- Social Issues & Acceptance fight against cultural ignorance

- Social Issues & Acceptance

The negative sides of the globalization, the immigration, the Islam fundamentalism

- Social Issues & Acceptance Where to weigh in with respect to globalization


dissemination of ideas and practices impacting on main-stream education

- Social Issues & Acceptance culture and religion first, sexual orientation a close second


less public awareness of this field and resources from experts.


Surmounting the growing gap that is being enhanced by current US political actions; creating more models and approaches that are not US-centric

- Standards/Quality Professional standards - too many people setting up companies based on their personal experience of living in a country other than their own. I'm not sure how standards could be

- Standards/Quality - Recognized Need/Value - IC Methods & Approaches

--Convincing clients that intercultural training/consulting can help them and is worthwhile. --In the US, mistaking diversity training for cross-cultural training --There is no standard of academic or professional experience! Anyone can say they are an interculturalist.

- Standards/Quality - Recognized Need/Value

1. Inadequate and superficial preparation of practitioners. 2. Lack of recognition that every profession has intercultural dimensions.

- Standards/Quality - Opportunities/Work Environment

Finding steady work! Also, the need to develop standards for "practice" - how to make the field/practitioners credible.

- Standards/Quality The diversity of tasks for the job and a wide variety of abilities that are needed.

- Standards/Quality Developing standards.

- Standards/Quality Develop ethical standards and peers certification


Lots of different on the market, hard for the clients to choose. Quite a lot of unprofessional trainers on the market. Company's budgets for intercultural trainings shrinking.

- Standards/Quality - Nature/Culture of the Field

Lack of professionalism Lack of respect among interculturalists Lack of code of ethics

- Standards/Quality The lack of standards. Anyone can say they are an IC trainer.


1 Burden of proof of training effectiveness, 2 priority in corporate training budgets is not given to theses "soft" skills. " too many linguists that perceive themselves as intercultural


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trainers without having any real business and management experience.

- Standards/Quality - Nature/Culture of the Field - IC Methods & Approaches

'familiarity' -- knowing a little bit, one assumes one knows 'a lot' or 'enough.' Integrating e-learning with face-to-face tradition Specifically - China, Eastern Europe: creating workable and sustainable frameworks for communication and motivation

- Standards/Quality - Nature/Culture of the Field

too many kind of people with so different background are now involved in this field contextualize this field in different part of the world ( different meaning and challenges) evaluation of the result

- Standards/Quality - Nature/Culture of the Field - IC Methods & Approaches

Readiness of intercultural professionals to do this work with an appropriate level of knowledge and experience to understand and do this work. Providing initial and ongoing training to professionals at various levels of intercultural practitioner competence Moving intercultural knowledge and practice into diverse areas, i.e. intercultural should be a recognized aspect of all areas of professional practice, not as only its own content area

- Standards/Quality creating a high-level qualification to maintain a common working standard

- Standards/Quality - IC Methods & Approaches

Too many people are trying to turn their personal experience into a profession without much learning. Too many people are willing to do something that requires time and depth of exploration in a shortcut format.

- Standards/Quality - Nature/Culture of the Field - IC Methods & Approaches - Social Issues & Acceptance

Integrating domestic and international diversity/interculturalism. Working together to the benefit of both. Developing standards for the profession, testing, and certification. Political turmoil. Terrorism.

- Standards/Quality - Credibility - IC Methods & Approaches

Lack of standards of qualification Is not taken seriously by corporate world, the money giver Move beyond awareness development

- Standards/Quality - Nature/Culture of the Field - IC Methods & Approaches - Social Issues & Acceptance

Creating professional standards, processes for advancing the profession. Getting greater competence in the political and public realm

- Standards/Quality - IC Methods & Approaches

Trainer qualifications - tendency to use: a. Someone who has lived in country other than own but who has no other qualifications or B. Young academics without experience Both find it difficult to attain credibility with senior business people Quality control (Quality of training and training material)

- Standards/Quality The great number of self-declared "gurus" and magicians who spoil the renomee of real professionals This is the result of uncontrolled professional standards - professional is the one who calls himself professional...too bad for really educated and knowledgeable people...

- Standards/Quality Expertise beyond academic knowledge.

- Standards/Quality

having not just education in psychology, training and intercultural issues but also having practical experience in order to "live" the changes of culture

- Opportunities/Work Environment Companies want trainings in less time. New people entering the


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Standards/Quality field without experience/credentials. - Opportunities/Work Environment

Standards/Quality Not being able to respond to our clients' needs quickly and adequately (time pressure, etc.) No clear standards

- Opportunities/Work Environment - IC Methods & Approaches

The cost of face-to face training (time, money)is an impediment; the exaggerated perception of a emerging homogeneous world business culture; the deleterious effect of ineffective intercultural training programs

Total Responses 190

Response Tallies

IC Methods & Approaches = 68 Opportunities/Work Environment = 16 Credibility = 27 Standards/Quality = 36 Nature/Culture of the Field= 37 Social Issues & Acceptance = 45 Recognized Need/Value = 57

14. What do you feel will be the most important issues for interculturalists to address in the next ten years? A. DEALING WITH BIAS, FEAR, MISTRUST & CONFLICT 1. Redressing the balance of xenophobia, islamophobia... 2. To work against the dull approach splitting the world up in good and evil - 3. To learn and accept that people and their ideas from the poor countries have the same worth like we

westerners 4. Racism, east-west confrontation, how to close the gap between 'Islam and the west', how Islam-phobia

influences daily relations at schools, neighborhoods etc. 5. In the U.S. there is a backlash of conservative isolationism in many communities. Outside the U.S. there is

a deeper backlash against Americans. This will present challenges for interculturalists working with American's going abroad. It is going to take us years to work through the problems Bush has created.

6. The dilemmas created by the US invasion of Iraq. 7. US to recognize the value of others' cultures and acceptance of approaches. 8. Role of culture in conflict resolution 9. Peaceful resolution of intercultural controversies and conflicts; reconciling "traditional" and "multinational"

biographies and frames of mind 10. Growing levels of intolerance and cultural imperialism 11. To convince the people, that it is still important to see the specific case and persons instead of dealing with

stereotypes 12. Fear for ...... Islam .... Muslims ... US .... 13. Clashes based on religious differences 14. The transformation of intercultural conflict. 15. How to overcome religious and philosophical basic assumptions that inhibit humans to fully accept one

another in their value diversity? How to stop fanatic convictions of whatever kind to dictate what is right or wrong?

16. Global threats 17. Xenophobia 18. Raising intercultural awareness to avoid conflicts, 19. Diversity and acceptance of difference 20. Conflicts of identity, cultures of religious fundamentalism. Why people believe they are who they are and

what they are committed to doing and saying as a result of that. We need to work deeper in the nature of society and the personality issues of individuals. Far beyond etiquette and communication on the pragmatic and commercial level.

21. Developing/developed countries divide. 22. We need more information/new research to keep up with the demands. 23. De développer nos recherches théoriques et d'application pas seulement dans les domaines professionnels,

mais aussi pour aider à une réflexion politique sur les modalités de coexistence harmonieuse de peuples


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divers 4) de travailler sur le plan théorique et pratique à la réconciliation entre des peuples qui ont eu dans le passé de graves contentieux entre eux.

24. Transcending religious differences. 25. Cross Cultural Conflict Resolution. Ethnocentrism and neo-colonialism as promoted by western nations. 26. That no culture is superior. 27. Overcoming dualism/ethnocentrism (always been a challenge but it seems worse now, somehow) 28. Terrorism and responses to terrorism Power and opportunities within multicultural societies 29. Terrorism. 30. North-South discrepancies 31. Ethnocentrism morphing into global racism, classism, patriarchy and sexuality war secularism 32. Nationalist thinking 33. Respect and tolerance for ALL cultures! Foster dialogue! 34. Living life minding others. 35. Challenges regarding cultural clashes based on culturally influenced values (for example, the predominant

US value of meritocracy clashes with a predominant value of relationship-centered decision-making in many other cultures)

36. Racism terrorism acts and their effects on marginalized groups hate/bias crime 37. I think the same as last ten years: raising the awareness about differences and promoting tolerance 38. Tolerance and understanding towards other worldviews 39. Conflict resolution, negotiation 40. The mounting levels of fear particularly in the first world. Fear of terrorism, fear of difference, fear of one's

neighbor etc. 41. The issue of religion - how to work toward bridging the gaps. 42. The role of religion 43. I'm not certain, but I think ethnic-religious conflict will continue to keep the world dangerous. It is

important to understand how to manage this conflict. 44. Conflicts between Arabs/Muslims and Christians/Jews 45. Integrating Islamic views on other faiths and cultures 46. Role and place of religion 47. Forms of religion; how to improve environmental protection (if we want to survive the next fifty years) in

different cultures 48. Identity issues 49. The overwhelming strength of American culture and the English language 50. Third-culture-kids 51. Self-shock, how to maintain identity in midst of diversity B. ADDRESSING POWER, POLITICS AND POLICIES 52. Interculturalism and politics 53. Keep it on the political agenda. 54. Address intercultural issues in international, regional and national politics (e.g. Iraq war, integration of

migrants etc.) 55. Helping to bring awareness and utilization of cross-cultural research into national governmental policies

and actions, specifically with regard to reducing terrorism and creating better relationships between countries.

56. How culture drives political policy; cultural frameworks for understanding international relations 57. Healing of global politics (repairing the damage of the Bush administration); retirement of sr.

professionals; 58. We will get into politics and power relationships, and these are not compatible with the humility and

sincerity necessary to be an intercultural trainer 59. Power and ethics 60. Power. 61. Surmounting the huge gap that is being enhanced by current US political actions 62. The use of IC perspectives and methods by big business and governments to manipulate public opinion

worldwide. Countermeasure: educate people to understand the manipulations (just as people need to be educated visually and news-wise for the same reason).

63. Overcoming ethnic bias and cleansing. 64. Using our skills to promote better understanding and to reduce conflicts around the world. 65. Leaders of countries with massive physical and financial resources, as well as strong military, will use the

option of force to improve the economic standing of their countries. This will continue to be possible for leaders as long as the general public accepts arguments that other human beings are "less human" than "WE" are. There is a mental model that is prevalent in the world today that goes like this: Any threat to


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"our" way of life, which is the "right" way to live should be either punished or eliminated. When this model prevails in the citizens of powerful countries, it will lead to violent "punishment" of those who do not live the "right" way. The latest example of this is the US attack of Iraq. Working on this mental model is the most difficult challenge faced by interculturalists.

66. Include the goal to create mutual understanding between people from different cultures into politics, media-campaigns professionally include economic aspects into intercultural issues and include intercultural issues into economic & business ones

67. If we rose to the task: we should get more involved in international matters, helping governments and NGOs cross-cultural trainings are going to be more popular and accepted as a part of general training and development On the long run: To make ourselves "redundant", i.e. to "train" public as well as private sectors and the "world" as to how to live and work in an increasingly diverse world

68. The interference of global political issues with purely operational (business) issues . discovering the role technology can play in building awareness . Developing best practice of communication technology for coaching and mentoring . going beyond the existing models, which have become monuments

C. NEW TOOLS & APPROACHES TO THE WORK 69. Transcultural work settings requiring transcultural trainer teams 70. Reconciliation of cultural differences & releasing the right responses from those we are in contact with. 71. To be able to work interdisciplinary as in my opinion you can't work as a stand alone. 72. Growing cultural awareness as opposed to using and following matrixes to define different behaviors. More

effective (more personal) training techniques 73. E-learning, virtual cooperation. 74. Bicultural/multicultural individuals - how to develop cultural profiles for them? If at all? 75. Incorporating the lessons learned in the training field at large into our field. We are about 10 years behind

the advances in training on average (and I am NOT talking about distance learning here). 76. The fit between society and religious culture 77. Theoretical background. Research promotion 78. Training younger clients 79. How to create cultural models that work across a number of different cultures 80. Development of comparable tools and instruments 81. To get a closer look at the communication process; we all look at the prerequisites (flexibility, tolerance of

XXX), but not on the process of intercultural interaction 82. Integrate intercultural training into other (personal/professional development)trainings don't overstress

(generalize) national differences don't be too dogmatic about the cultural models 83. For me it has become absolutely import not only to address people on the intercultural plane but also to

work on something like negotiations styles etc., to show similarities and differences: important are first of all the similarities to have a common platform in order to go on:

84. To develop new models, far of the actual ethnocentric models (occidental and Protestant) Models that consider the emotional and spiritual dimensions of the cultures from the south.

85. To support people in preserving their cultural heritage without ignoring the global development 86. Cultivating and disseminating practices for disentangling from attachments - deep, gut-level, attachments

to the 'right way' of doing things - such that we (interculturalists and human beings in general) are really willing to allow for the possibility of changing our ingrained values and beliefs.

87. Tools for managers and politicians/ decision makers to achieve what is necessary for the organization, or the people etc. Intercultural insight is a very important tool, so we consider that an important issue.

88. New forms of communication and confidence building 89. Adapting training and educational tools to the participant who has/will work in multiple-culturals. 90. Ability to apply ICC messages on a large scale to better assist the communities of people who do not have

the opportunity to receive intercultural training or education. 91. Help non-native speakers of a language with a good command of the language to understand that they are

in the privileged position, not the native speakers. 92. The increasing push for on-line training; 93. Alternatives to face-to-face workshops D. EDUCATING THE PUBLIC & CONSUMERS OF INTERCULTURAL SERVICES 94. People understand better the importance of culture. 95. That collective consciousness of the whole humanity learns to realize and respect cultural differences

between the nations


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96. Communicate importance of intercultural sensibility 97. Persuading non-interculturalists that it is an important issue 98. Getting people to pay attention to the specifics and challenges of intercultural communication; 99. Making it real and effective for people in the world. Not just an interest academic subject or concept. 100. Teaching others to view culture from a postmodern perspective 101. Being recognized as professionals; 102. Dealing with becoming a recognized profession; 103. Get more public awareness for what we do - 104. Changing the perception of intercultural skills as HARD skills, not "soft" skills. 105. Getting people to believe that the aims of the intercultural profession are important. 106. Increase awareness of intercultural training and education from elementary school to top executives. 107. Demonstrate the positive benefits of intercultural work relative to desirable outcomes and disseminate

the information. 108. How to establish the value of our services from an objective, business-oriented perspective 109. That we are really adding value for our clients 110. Proving value of services in the face of commotization 111. Continuing to educate on the importance on intercultural learning since the business world typically

responds to/works with top of the iceberg concerns and doesn't always consider IC until a problem hits. 112. Raising intercultural awareness to improve international business affairs 113. Getting the U.S. American business culture to see the benefits of other ways of doing things and the

impossibility of simply moving whole systems into other countries. 114. De sensibiliser les décideurs à l'importance de la formation en interculturel tant à l'université que par des

stages 115. De sensibiliser les décideurs à la nécessité d'une péducation interculturelle depuis le jardin d'enfants. 116. Perceptions of relevance in the work place 117. The issue of credibility. How to not let the field become "cheap" with "instruments" that give a quick

answer/quick fix. Developing new paradigms. 118. Gaining credibility with business people and persuading them to see the benefits of intercultural

assessment and training 119. Credibility 120. Credibility based on factual information rather than anecdotal evidence 121. Achieve prominence 122. Be heard in various contexts 123. Demonstrating how ICC benefits everyone from global business to personal relationships. Devising ways

to make this the most important system for assessing and dealing with, literally, everything--ways of relating to each other and to our environment, from the personal to the professional, from individuals to groups, from NGOs to governments.

E. THE INTERCULTURAL PROFESSION 124. How to grow as a field. 125. Developing quality standards within the profession 126. Ethical standards. Competency testing. 127. Better evaluation of training effects 128. Not to get lost within the labyrinth of different intercultural approaches. 129. Rising to the challenges of a rapidly changing work-environment. Adapting to these changes by

maintaining quality, flexibility and balance in their personal and professional life. 130. To learn something about team building and different management skills 131. To develop an open mind, to abandon rigid models: They are like this! In stead of: Could it be that they

are like this? 132. self-awareness and criticism 133. Our own smugness. Pseudo-science. 134. Getting along within the intercultural community and providing the model for what interculturalism is all

about. 135. As opposite Quality control (Quality of training and training material) 136. more work linked to private live (family structures, coaching) 137. The diversity 138. integrating the intercultural education, training and knowledge in the mainstream (Academic and

professional) 139. Difficulty of proving financial gain to be had from conducting XC training, i.e. getting companies to fund

proper training 140. The practice of intercultural professions 141. Development of native personal


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142. Standards 143. Validity of Western models 144. How to move forward and not to get stuck in the past concepts/theories. Incorporating a cognitive

approach. 145. Build networks on different levels develop s vision and a strategy for a transcultural approach 146. Interreligious topics developing programs for a wide variety of target groups 147. Expatriate family issues. Expat children 148. Interculturalist, as we see them today, will disappear. 149. Understanding and acknowledging our own frame of reference, giving clues to understand cultural

dimensions and other frames of reference, giving clues to learn how to negotiate a common culture... 150. Cultivation and mentoring of new practitioners. F. GLOBALIZATION & LOCAL ISSUES 151. The consequences and impact of the globalization process on culture, society, economy, etc. must be

understood and interpreted by all interculturalists during the next decade or so. Quite a challenge, don’t you think!

152. What is globalization and what are the consequences? is the alternative for integration of cultures a new fused culture?

153. Globalization, nationalism and war 154. Continuing impact of globalization in the work settings - 155. The new global market and how it affects us all. 156. Globalization of intercultural professions. 157. global expansion; more workings across cultures 158. globalization and how differences between individuals will become smaller and bigger at the same time

talk about cultural differences without stereotyping ROI and evaluation 159. Globalization and change management ( centralization or outsourcing) 160. Global Teams 161. Encourage cultural awareness in combination with tolerance in order to build up successful, self-

confident, virtual, intercultural teams all over the world 162. Issues of globalization: how much and what to adapt, what not to adapt. How to create real synergies 163. People are much more mobile. Cultures will begin to collide everywhere. Interculturalists need to

convince people that cross-cultural training will not be about traveling abroad and meeting new people...it will also be about the people that live in your community.

164. The disappearance of Cultures (capital "c"), especially national cultures, and the fragmentation of identities of world citizens as multicultural individuals.

165. Integrating 'culture' and larger issues of 'diversity' 166. Global intercultural understanding. 167. More and more diverse populations 168. Intergroup relationship within pluralistic societies multicultural team and pluralistic organizational culture

policies interculturalization of the research 169. The "domesticization" of intercultural awareness (its existence as an international endeavor will be

superseded by issues more national in nature). 170. Social cohesion diversity management 171. The "interculturalness" of their own countries and how to meet the needs of those people in their own

countries. 172. Long distance cooperation between cultures multicultural teams West/ Asia synergies Eastern/ Western

Europe maybe even Islam and non-Islamic societies, might be too complex for us 173. Gender problems 174. To question the culturalization of social problems to integrate gender issues in cultural and social issues G. NEW MARKETS 175. Interculturalizing governance, sustainable development, cooperation, human rights etc. 176. European community & Asian markets 177. The economic supremacy of Asia (e.g. China) over the West (e.g. USA) 178. Intercultural awareness not only for those who go abroad but for those who never leave home but may

have contact with people from other culture via phone/email only. 179. Emerging cultures on the market: the "rest of the world" Emerging cultures within the companies:

technology level & its impact on transgenerational relationships, virtual teams & collaboration 180. Health Care 181. More countries to work with (Japan, Poland is just the beginning)


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182. Non-Anglo-Saxon cultures -- Arabic, Asian, African 183. Integration of eastern Europe 184. Bringing intercultural learning to people for whom it has not been done much. For example: public

schools, military, refugees, "brides-by-mail". 185. third culture understanding 186. Discovering the greatness of Africa 187. the need for experience in and understanding of Eastern European, Central Asian, and African cultures; 188. The EU and its effects in the European work force. H. CORPORATE & BUSINESS CLIENT DEMANDS 189. Adding value to business, and proving the value added 190. Socially responsible corporate development 191. Convincing businesses that multiday programs are the only way to cause participants to make drastic

changes to their world views. 192. Understanding clients' business challenges and addressing them in an intercultural context. 193. Multicultural teamwork 194. International business 195. intercultural leadership & marketing. 196. Supporting collaboration / team processes in international projects and various forms of partnerships and

alliances. 197. It seems that the field is moving away from pre-departure training and that corporate clients want more

assistance with multicultural teambuilding, virtual teams, international project management, etc. and dealing with a variety of cultures at once.

198. Improved understanding of readiness for and effectiveness in intercultural work environments 199. How to be flexible enough to address ever-changing needs of clients How to move from 'would be nice to

have' to 'must have' 200. Labor market shortage 201. To accompany the specificities of globalizing business. How important can the intercultural aspect be in

the global arena when every intercultural situation may be of a different kind?! 202. Career risk management I. EDUCATION 203. Education 204. I strongly believe that intercultural knowledge is as essential to human understanding as is the study of

psychology. I would like to see us move this discipline in the next ten years into not only mainstream liberal-arts education, but also into the secondary school systems. This will require us to take a higher public profile, but I believe is necessary in order to fulfill the moral imperative which lies at the base of intercultural studies: the imperative to act in a way that is culturally informed.

205. Develop models, theories and practice to integrate it into educational curricula. 206. Developing intercultural education in and outside school, for young people and adults 207. Cross-cultural education that meets inclusive needs. 208. Issues with refugee children in public schools. 209. Including diversity and interculturality in every other field J. MIGRATION, IMMIGRATION 210. Migration 211. Effects of immigration. All wealthy countries must address this. 212. Interculturalism and social consequences of global migration to find a new approach 213. Impact of the ongoing migration of peoples around the world as to impact on societies and family

structures. 214. growing mix of cultures and populations still more mobility 215. Immigrant populations 216. Migration


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APPENDIX F: Survey Documents This section contains the letters which were used to request feedback on the survey before it was conducted, the letter sent to potential responders, as well as the text of the survey instrument itself. 1. Letter of invitation to those invited to give initial feedback to the survey The Communications Committee of SIETAR Europe is undertaking a much needed survey about the intercultural profession. We feel that the results of this survey will be valuable knowledge for all of as professionals as well as for the future of the profession. We are writing to you especially, as we hope that you will both do the survey yourself and help us in the distribution of this survey by whatever means (notices, mailings, etc.) you notify [your organization’s] membership an others involved in intercultural work. The survey will remain open and on line until September 15th 2004. The text of our mailing is below. We thank you in advance for your assistance and support and send you our best wishes. George Simons & Kate Berardo, for the SIETAR Europe Communications Committee [email protected] [Attached to this letter was the proposed text of our mailing to potential responders as found in item 2 directly below.]. 2. Letter of invitation to potential survey participants. Dear , The Communications Committee of SIETAR Europe is undertaking a much needed survey about the intercultural profession. We feel that the results of this survey will be valuable knowledge for all of as professionals as well as for the future of the profession. We are writing to you especially, as we hope that you will both do the survey yourself and help us in the distribution of this survey by whatever means (notices, mailings, etc.) you notify your membership an others involved in intercultural work. The survey will remain open and on line until September 15th 2004. In the case of the European SIETARs we will be using the directory mailing list to announce the survey to our members, but your encouragement of intercultural professionals to participate is still appreciated.


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We thank you in advance for your assistance and support and send you our best wishes. George Simons & Kate Berardo, for the SIETAR Europe Communications Committee [email protected] Dear colleague, The Communications Committee of SIETAR Europa is asking SIETAR members worldwide and others who do intercultural work either full or part time to respond to a survey about their activities in this realm. The survey is designed to explore:

- Who we are: A profile of the background, education and activities of SIETAR members and other intercultural workers

- How we work: Better awareness of the theories and tools that practitioners currently use and prefer in their work

- Where we are going: An indication of how the intercultural field will develop in coming years

We are writing to you personally to ask you to complete this survey which is located at:http://www.surveymonkey.com/s.asp?u=62617537879. It is anonymous and should take about 20 minutes to do. To thank you for your efforts, we offer to send you our findings after we have analyzed the responses. At the end of the survey you will find instructions on how to get your copy of the results. Should you receive more than one announcement, please excuse us as we are using several mailing lists. Please also pass on this mail to those who may not be members of SIETAR but who do intercultural work of some form or other at least part time. Much success in your work and thank you again, George Simons & Kate Berardo, for the SIETAR Europe Communications Committee [email protected] 3. The Survey.

Exit this survey >> The Intercultural Profession


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1. Introduction

Thank you for completing this SIETAR Europa survey on the intercultural profession. This survey is for you if you work in the cross-cultural or intercultural field. The results of this survey will give you (and the people you work with) the following information:

- Who are we? A profile of the background, education and activities of SIETAR members and other intercultural workers

- How do we work? Better awareness of the theories and tools that practitioners currently use and prefer in their work

- Where are we going? An indication of how the intercultural field will develop in coming years

This survey should take about 20 minutes to complete. Please be as thorough and objective as you can in your answers. Your answers will be recorded anonymously. To thank you for your efforts in this survey, we offer to send you our findings after the survey has closed and we have analyzed the responses. At the end of the survey you will find instructions on how to get your copy of the results. In order to maintain your confidentiality, we will keep your request for results separate from your survey responses. Again, thank you for your time. No doubt you are a busy professional, so let's get started!

2. Background & Preparation

Please tell us about how you came to do intercultural work and what prepared you for it: 1. How long have you actually worked as a professional in the intercultural field? 2. Did you work in another field or profession before coming to the intercultural field? No Yes. Please specify the field(s) 3. Why do you do this work? What inspires, motivates or sustains you in addressing intercultural issues? Why is it important to you personally? 4. Please indicate any academic preparation you have had for your work in this field

FIELD Training, Coaching, Consulting Intercultural or International Studies Psychology, Anthropology History, Sociology, Political Science, Healthcare Linguistics, Language, Literature, Communications Engineering, Physics, Applied Sciences Business, Economics, Marketing Arts Music, Architecture, Drama Theology, Philosophy, Religion

PREPARATION l Program/Workshop Certificate/Diploma Graduated from professional school Bachelor degree Masters degree Doctoral degree


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5. What experiences do you feel were most beneficial or useful to you in doing work in this field? Please tell how important these experiences/qualifications were to you by marking them from extremely important (1) to least important (7). International business experience Formal studies in an intercultural field Experience living abroad Travel & tourism Having a diverse cultural heritage Cross-cultural relationships (friends/significant other) Formal training in OD, coaching, training, facilitation 6. What kind of background do you feel would most benefit those becoming professionals in this field? Please put the following experiences/qualifications in their order of importance by ranking them from most important (1) to least important (7). International business experience Formal studies in an intercultural field Experience living abroad Travel & tourism Having a diverse cultural heritage Cross-cultural relationships (friends/significant other) Formal training in OD, coaching, training, facilitation 7. A set of clear standards should be developed for professionals in the Intercultural field? Agree Disagree Not Sure 8. What advice would you give to a person interested in starting to work in this field?

3. Theories & Tools

Please tell us about the tools you use in your intercultural work. 9. Which kinds of tools do you commonly use in your work? (Check all that apply) Models for understanding culture and cultural dynamics Instruments that give a cultural profile of individuals or groups Assessments of readiness for intercultural collaboration or expatriation Simulations & role plays Training games Case studies Checklists & tip sheets Intensive group/sensitivity group/T Group sessions Exercises & activities that help learners experience or respond to cultural differences Other


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10. Please rate the effectiveness of these tools in general as instruments for intercultural training: RATINGS Highly effective Effective Somewhat effective Somewhat ineffective Ineffective Highly ineffective

TOOLS Models for understanding culture Cultural profiling tools Readiness assessments Simulations & role plays Training games Case studies Checklists & tip sheets Intensive group work Exercises & activities

11. Please name the tool, product, approach or technology you most prefer to use (FIRST preference) in each category Culture MODEL: CULTURAL PROFILING Instrument: Readiness ASSESSMENT: SIMULATION TOOL:

TRAINING GAME: EXERCISE or ACTIVITY: GROUP WORK approach: TIPSHEETS & CASES:

12. If you have a SECOND preference within any of these categories, please list it as well: Cultural MODEL: CULTURAL PROFILING instrument: Readiness ASSESSMENT: SIMULATION GAME: TRAINING GAME:

GROUP WORK approach: EXERCISE or ACTIVITY: TIPSHEETS & CASES: Other:

4. The Future of the Intercultural Field 13. What are the top challenges facing the intercultural profession today? 14. What do you feel will be the most important issues for interculturalists to address in the next ten years? 15. In what areas is research needed the most in the intercultural field? (Check all that apply) Culture in teambuilding Models for understanding culture Culture in virtual collaboration Business value of intercultural training Culture in negotiation

Culture in power, politics & influence Working in multicultural settings Culture in leadership strategies Culture in conflict resolution Other (please specify)

16. Which kinds of tools would you like to see more of in the future? (Check all that apply) Cultural profiling tools Models for understanding culture Exercises & activities Training games

Simulations & role plays Exercises & activities Training games Models for understanding culture


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Case studies Checklists & tip sheets Intensive group work approaches

Cultural profiling tools Readiness assessments Other

5. Professional demographics

Please tell us about your involvement in the intercultural profession: 17. I work (check all that apply): Independently Interdependently as part of one or more formal or informal networks With one or more partners As a subcontractor Within an organization as an employee Other (please specify) 18. What is your individual annual salary or net income? Please report your approximate salary/income in EUROs. 19. What percentage of your working time is used for each of the following? (Must total 100%) % Face-to-face training, coaching or consulting % Marketing & sales activities % Training design & material development % Email, telephone or other remote communications % Reading, study, continuing education % Administrative duties (billing, organizing, etc.) % Other (not listed above) 20. What percentage of your work is in the following sectors? (Must total 100%) % Private % Public % Government % Academic % Other 21. What industries do you serve? (Check all that apply): Agriculture, forestry, fishing Appliances & household goods Arts & crafts Automotive Banking, investment, finance, insurance Building, construction & civil engineering Chemicals Clothing, fabrics Computers & communications Development Education Electrical Power Engineering Equipment

Manufacturing Materials handling Media Mining Oil & gas, petrochemical Packaging Professional services Public utilities Pulp & paper Real estate Retail sales Security Textiles & clothing Trading


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Exchanges Exhibitions, trade shows & conferences Financial services Food, Beverage, Tobacco Health Services Heavy industry Hospitality

Transport & storage Travel, tourism & recreation Waste management, pollution control, recycling Wholesale Other

22. What is your primary job title? Coach Consultant Facilitator Human resources professional Instructional designer Intern Interculturalist

Mediator Professor Retired Student Training Manager Trainer Other (please specify)

23. What percentage of your work is done: Must total 100%) % Alone (research, analysis, writing, design, planning, etc.) % Face-to-face with individuals % Face-to-face with groups % Virtually with individuals (phone, email, fax, online tools) % Virtually with groups (telephone or videoconference, chat, forums, e-learning) 24. What percentage of your work do you do: (Must total 100%): % At home or within 100 miles/160 kilometers of your place of business. % Traveling up to 1000 miles/1600 kilometers. % Traveling further than 1000 miles/1600 kilometers.

6. Personal demographics

Please provide us with the following information: 25. I am: A woman A man 26. My age is: 18-25 26-35 36-50 51-65 66+ 27. I am a citizen of: 28. I am a dual national and also a citizen of: 29. I currently live in: 30. If your business or the organization you work in or generally work for is not in the country you live in, please note here where its headquarters or social seat is located: 31. Which SIETAR(s) do you belong to? I am not a SIETAR member SIETAR Japan


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(go to next question) SIETAR Austria SIETAR Canada SIETAR Europa SIETAR France SIETAR Germany SIETAR Ireland

SIETAR Netherlands SIETAR Spain SIETAR Turkey SIETAR UK SIETAR USA Young SIETAR Other SIETAR (please specify)

32. I am also a member of the following professional affiliations (check all that apply): None International Association for Intercultural Research (IAIR) Society for Human Resource Management (SHRM) American Society for Training & Development (ASTD) NTL Institute Other (please specify)

7. Thank You!

Thank you for your time and effort on this collaborative work. NOTE: Once you submit this survey, you will be directed to a special page on the SIETAR-Europa website where you can enter your email address to receive the survey results when they are compiled and analyzed. To protect your confidentiality and anonymity, there is no link between your survey and the survey results sign-up page. We are grateful for feedback from Peter Franklin, Walt Hopkins, and Plamen Makariev on the structure and content of this survey.