Research Approach
This study adopt mixed approaches, both qualitative and quantitative methods since it utilizes various empirical data from needs assessment survey, designed training program, and pre- & post-survey, in order to interpret the learning needs into the intercultural training program and symmetrically examine the training outcomes. As Given (2008) addressed, when to catch individuals’ thoughts, feelings, or interpretations of meaning and process, qualitative method is usually adopted; as to understand what has happened and while experiments can test particular interventions, the quantitative approaches are suggested.
A needs assessment survey is conducted at the beginning as a qualitative approach which enables the researcher to get an insightful understanding of critical intercultural incidents engaged between research participants and multicultural workplace.
Moreover, the qualitative assessment also explores participants’ feedbacks for designing the training program.
On the other hand, a quasi-experimental design is employed as the quantitative approach allows the researcher to do statistical analysis on the data collected from pre-
& post-survey of the training program. To estimate the effects of a treatment or intervention, the quasi-experimental design is usually implemented with a comparison between what happened after the treatment was implemented and what would have happened if the treatment had not been implemented (Millsap & Maydeu-Olivares, 2009). Such experimental design is frequently used when there are practical and ethical constraints on random assignment. As Campbell and Stanley (1966) stated, although it
is not fully controlled over the scheduling of experimental stimuli, the natural social setting still can be introduced like experimental design during the data collection as a true experiment. And it can be taken as quasi-experimental designs. With the awareness of the limitation of the participant settings, this study conducts the nonequivalent control group design which was mentioned by Campbell and Stanley (1966), involves an experimental group and control group both given a pre-survey and a post- survey. In brief, as Creswell (2013) explained, “mixed methods is chosen because of its strength of drawing on both qualitative and quantitative research and minimizing the limitations of both approaches” (p.266). Therefore, the mixed method is adopted in this study.
Research Framework
The research framework of this study is constructed based on research purpose and research questions stated in Chapter 1. This study aims to identify the characters of critical intercultural incidents in a multicultural workplace and to examine the effectiveness of the designed intercultural training program.
To understand learning needs, CIT (critical incident technique) is applied to collect qualitative data from participants. Based on the CIT analysis result, training content is designed and implemented. Quasi-experimental deign is utilized for evaluating training outcomes. In order to evaluate the effectiveness of the designed training program, a control group and the experimental group design is performed. Participants are employees in multicultural workplaces and are divided into two groups. One as program managers from TaiwanICDF with the mixed-method intercultural training program;
another as employees in multicultural workplaces with online intercultural training program (Figure 3.1). Pre- and post-survey are administrated to collect quantitative data before and after training delivery.
Figure 3.1. Research framework
Research Procedure
This study designs, implements, and evaluates the intercultural training programs for full-time employees in multicultural workplaces. The process is divided into six stages.
1st Stage: Developing a needs assessment survey. In order to better understand the characteristics of multicultural workplace and the critical intercultural incidents occurred during interactions, the needs assessment survey is designed with two sections:
(1) Background information & intercultural experiences check.
(2) 6 open-ended questions regard to a critical intercultural incident and difficulties faced in multicultural workplace.
2nd Stage: Implementing the developed needs assessment. The survey is distributed online to the ICDF program managers who are working in a multicultural
workplace. The purpose of this survey is to collect critical intercultural incidents and difficulties encountered in workplace from employees. The collected data are analyzed for designing the content of intercultural training programs.
3rd Stage: Analyzing the collected data from needs assessment. 44 surveys were distributed to all ICDF program managers and 35 responses were received with 34 valid.
The raw data was reviewed and analyzed. Based on every reported intercultural incident, there are 6 major themes identified: (1) culture knowledge, (2) communication difficulties, (3) characters as a liaison role, (4) public and private boundaries, (5) consultative skills, and (6) international relations. Examples of the cultural incidents are sorted by themes as Table 3.1.
Table 3.1.
Examples of Reported Cultural Incidents
Identified Theme Cultural differences
Background At student’s apartment.
What happened?
I found the international students used to cook rice with a small pot instead of an electric pot which has been considered as a common tool when cooking rice here in Taiwan.
Your reaction
I was wondering maybe they don’t know how to use electric pot, so I asked whether they ever tried to cook with it? Students responded yes, they did, but they felt more accustomed with the small pot.
Result
I expressed my amaze to the students. And we continued sharing more cultural differences during the meal.
What did you learned? Cultural learning is endless.
Identified Theme Communication skills
Background Me and an international student, in my office.
What happened? The student asked me a favor with an impolite tone.
(continued)
Table 3.1. (continued)
Identified Theme Communication skills
Your reaction I directly expressed my feelings and we had some argues.
Result The student clarified to me that he didn’t mean it.
What did you learned? You need to express clearly when communicating with students, or it may cause confusions.
Identified Theme Characters as a liaison role
Background
An international student applied for a new refrigerator in dormitory but was objected by the office. And the refrigerator at the public area was messy and unable to use.
What happened?
I helped to communicate between student and school officers. However, the student was asked to wait until next semester. He was unpleasant and felt sick due to eating unfamiliar food from markets. The student also contacted to his embassy regarding to this issue.
Your reaction I reported this issue to higher level of the school.
Result With the help from the office of general affairs, the student finally got what he want.
What did you learned?
You need to double confirm with different parties when communicating. Confusions may cause distrust and unnecessary conflicts. How to be the liaison role between different parties is an important issue.
Identified Theme Interaction boundary
Background In my office.
What happened?
The international students always asked for free food from the office because my colleague used to treat them with snacks sometimes. Moreover, students even asked for free food in their favor.
Your reaction I explained to students about the situation and suggested them to buy food on their own.
Result The students left office with unpleasant faces.
What did you learned? Do not spoiled students, or they will just take it for granted.
Identified Theme Guidance and counseling Background In a hospital.
(continued)
Table 3.1. (continued)
Identified Theme Guidance and counseling
What happened? An international student was drunk and be sent to a hospital. The student was very sad and crying.
Your reaction
I checked the student’s situation and tried to comfort the student’s emotion. I also provided suggestions to the student regarding to this issue.
Result The student promised won’t do it again.
What did you learned? Good communication and consultative skills are very important.
Identified Theme International relations
Background Two international students from different countries.
What happened?
Somehow, the students had a serious argument. One of the two reported to family member and resulted with an intervention from the embassy of student’s country.
Your reaction Immediately contacted with school, TaiwanICDF and the embassy and accessed the follow-up arrangement.
Result Both sides achieved an agreement and left Taiwan after finishing their studies.
What did you learned? There are different norms in different countries. It is important learn more about international relations.
4th Stage: Developing the content of intercultural training program. The characteristics of multicultural workplace identified from the result of needs assessment in the 3rd stage are embedded into the training program. According to the identified themes from previous stage, there are not only cultural factors but also communicative approaches involved and played as key roles in the intercultural incidents. Therefore, the training program aims to enhance participants’ CQ, especially on cognitive awareness and behavioral dimensions, and intercultural communication.
The intercultural training program for experimental group is divided into three times and conducted with mixed methods including classroom lectures, online activities and live interactions & feedbacks between participants. The experiential learning
theory (ELT) is purposely applied in the training for experimental group in order to better utilize the identified cultural incidents from participants. Besides, the control group is designed to go through the same lecture content which has been edited into videos by the researcher but without embedding ELT. The pre- & post-survey questionnaires at the beginning and the end of the designed training programs are processed to both groups as well.
5th Stage: Developing the content of the pre- & post-survey questionnaire. Since the training content mainly focus on cultural factors and communicative approaches, the pre- & post-survey questionnaire are set to evaluate the both accordingly.
Therefore, the questionnaire combines the 20-item four dimensions cultural intelligence scale (CQS) developed by Ang et al. (2007) with composite reliabilities exceeded 0.70 (metacognitive CQ = 0.71, cognitive CQ = 0.85, motivational CQ = 0.75, and behavioral CQ = 0.83) (Ang & Van, 2008b, p.22) and the 20 item intercultural effectiveness scale (IES) developed by Portalla & Chen (2010) with Cronbach alpha reliability coefficient of this instrument was 0.85 (p.28), and plus 6 questions for evaluating the whether the training meets the participants’ needs in multicultural workplace. The pre-survey (01 & 03) is implemented to both experimental and control groups before the intercultural training programs (Xa & Xb) as well as the post-survey (02 & 04) is accessed after the interventions (Table 3.2.).
Table 3.2.
Implementation of Pre- & Post-survey
Note. Xa= Designed intercultural training program with ELT; Xb= Online intercultural training program without ELT; 01 & 03= Represent the pre-survey (CQS & IES) for both groups; 02 & 04= Represent the post-survey (CQS & IES) for both groups.
6th Stage: After the training program, the data from pre- & post-survey of two groups are reviewed and analyzed using paired T-test on SPSS. The effectiveness of training program is examined. Implications and limitations on designing intercultural training programs is discussed and provided to organizations as a reference on improving the talents development strategies.
Research Participants and Criteria
Patton (2002) mentioned, “The purpose of purposeful sampling is to select information-rich cases whose study will illuminate the questions under study” (p.230).
Therefore, the participants of this study are purposefully selected according to Patton’s sampling strategies. “Homogeneous samples” (p.235) is one of the developed strategies by Patton and is adopted in this study. There are two criteria for participants in this study: (1) they are employees in multicultural workplaces and (2) the major job tasks are involved with multicultural characteristics. The participants in this study are the TaiwanICDF program managers (experimental group) and employees in organizations (control group). The program managers from TaiwanICDF are 2 male, 23 female; they frequently interacting with international students, faculties, colleagues from other
departments and embassy officers. Similarly, the employees in organizations are 10 male, 15 female; the job contents are related to international affairs, international customer service & overseas business and international training. Out of 25 samples in the control group, there are 14 (56%) from universities, 8 (32%) from private companies, 2 (8%) from TaiwanICDF and 1 (4%) from public sector (Figure 3.2). Both experimental and control groups share the similar characteristics of work experiences in multicultural workplaces.
Figure 3.2. Composition of the employees in organizations (N=25)
Data Collection
Before conducting this study, a project proposal were sent to the International Education and Training Department of TaiwanICDF. Then a meeting with the chief of the Education Division regarding to the details of this study was initiated in November, 2016. In the meeting, a cooperation agreement was made and training schedule was set.
The training is divided into three times from December, 2016 to April, 2017. On the
other hand, the officers from the Office of International Affairs in universities are the first target participants of the control group in this study. And the contact information about OIA in universities in Taiwan are collected in order to reach the targeted groups.
Participants from other organizations are added using snowball sampling later on.
Table 3.3.
Training Schedule of Experimental Group
Training Method Time
I
Indoor.
Tool: lecture, case study, videos, role-play
2016/12/16 1.5 hr
II
Online platform.
Tool: movie clips, discussion
2017/3/30~4/6 1.5~2 hr
III
Indoor.
Tool: lecture, experience sharing, discussion
2017/4/7 1.5 hr
A needs assessment with open-ended questions to the experimental group is employed before implementing the training. It helps to provide in-depth information and individual’s perspectives for developing the content of the intercultural training program. 6 major themes were identified from the critical intercultural incidents and utilized as elements in developing the training program. With the quasi-experimental deign, this study uses a nonequivalent control group design involves full-time employees in multicultural workplaces who are divided into experimental group (ICDF program managers) & control group (employees in organizations) and both given the pre- and post-survey questionnaires.
Data Analysis
This study collects critical intercultural incidents from full-time employees in multicultural workplaces. The open-ended questions are conducted with an open coding method for categorizing the major characteristics occurred in multicultural workplace, thus facilitating the analysis process. As Dey (1993) stated, “coding” is to categorize data and make connection between categories. For analyzing the open-ended questions regarded to the critical intercultural incidents and difficulties encountered in multicultural workplace, this study categorizes and summarizes the results in a condensed table in the findings and discussions chapter.
The statistic software of IBM SPSS 23 is used in this study to analyze the data collected by the pre- and post-survey. The analysis method includes:
Descriptive Statistics
For analyzing respondent information and acquiring descriptive data report, the SPSS is applied to the demographics of the sample. The descriptive statistics help to check for errors, outliers and the distribution of the data. Moreover, the means and standard deviation are calculated and examined.
Pearson Correlation Analysis
To examine the relationship between variables, the Pearson correlation analysis is conducted as well as to evaluate the strength of the relationship. Specifically, this study uses correlation analysis to understand the relationship between participants’
background (gender and tenure) and intercultural competence.
ANCOVA Analysis
ANCOVA analysis is used to detect a difference in means of independent groups, whilst controlling for scale covariates. Besides, Levene's test and the tests of between-subjects effects are demonstrated to examine whether the dependent variables are equal across groups and the variances are significantly different or not.
Paired T-test
Means and standard deviations of both experimental group and control group are compared using T-test. Intercultural training program is an important factor in this study and is examined by t-test to find out the effectiveness of training program between the two groups.