This study was designed to determine intercultural competency levels among diversity practitioners for U.S.-based organizations. Researchers have established that differences exist between perceived and developmental intercultural sensitivity scores of various populations including students, doctors, and educational administrators; however, researchers have not investigated intercultural competency levels of diversity practitioners. Using a quantitative correlational research method, this study addressed this gap in the literature by examining intercultural competency levels of diversity practitioners at U.S.-based organizations. Study participants were recruited from a 132-member Conference Board Diversity Roundtable. Twenty-two members completed the 50-item Intercultural Development Inventory online survey. The needed sample size to achieve 80% power was 99; therefore, the study results should be considered exploratory and no meaningful conclusions can be drawn from the data. Participants' perceived orientation scores (Range: 115.65-146.53, Mean = 128.80, SD = 8.15) were higher than their developmental orientation scores (Range: 71.59-146.53, Mean = 109.01, SD = 20.14). Further statistical testing revealed that this difference was statistically significant t(60) = 6.45, p < .01. Results showed that factors such as age, cultural experience, educational level, formative location, gender, job level, multilingualism, ethnicity, and tenure in diversity roles did not correlate to developmental intercultural competency scores of diversity practitioners at U.S.-based organizations. The results showed positive and negative relationships among the variables (-.379 ≤ r ≤ .412); however, none of these relationships were statistically significant (all p values > .05). Together, these results suggested an opportunity to increase intercultural competency in diversity practitioners. The study findings add to the knowledge base on diversity practitioners' intercultural competency and operationalize it by providing diversity practitioners with developmental suggestions for improving their own intercultural competency, which might translate into on-the-job effectiveness. Opportunities for future research include conducting a longitudinal study based on adherence to a development plan and its impact on intercultural competence, replicating the research to include external diversity practitioners, examining correlations between intercultural competence and business performance, conducting a mixed methods study of intercultural competence, and using other instruments to measure intercultural competence.
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Keywords:||Diversity practitioners, Intercultural Development Inventory, Intercultural competency, Sensitivity, United States|
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