a framework for cross-cultural competence (3c) and learning recommendations patrice a. reid, ph.d. 6...

A Framework for Cross-Cultural Competence (3C) and Learning

RecommendationsPatrice A. Reid, Ph.D.

6 December, 2011

Study Sponsors:Defense Language Office

Defense Equal Opportunity Management Institute

Cross-cultural Competence (3C)

“A set of culture-general knowledge, skills, abilities, and attitudes (KSAAs) developed through education, training, and experience that provide the ability to operate effectively within any culturally-complex environment.”

DLO 3C ROADMAP (2010)

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U.S. Cultural Transformation

Post 9/11 military operations

2005 Defense Language Transformation Roadmap

The 2010 Quadrennial Defense Review

Purpose of this study was to identify core cross-cultural competencies and learning recommendations

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History of Framework Development DoD RACCA Working Group: Subgroup 2

40 KSAAs (McDonald et al., 2008)

DLO COCOM Regional Expertise and Culture Proficiency Study

DLO 3C Framework and Learning Objectives Study Ross et al. (2010) NAWCTSD (2010) 4

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CompetenciesRACCA WG SG2

Report, 2008

Air Force (Hardison et

al., 2009)

Navy(Chandler,

(2005)

Marines(Castro, 2009)

Army (Lewis, 2006)

Army (Stringer,

2009)

Army (McCloskey,

2009)

Overall(Ross et al.,

2010)

Cultural Awareness (respect for differences, self-awareness) X X X X X X X X

Information Processing (noticing, reporting and using culture-based information)

X X X X X X

Communication (establishing trust, credibility; nonverbal and verbal)

X X X X X

Adaptability (changing behavior to fit context; confidence) X X X X X

Attitude (motivation, willingness to engage) X X X X X

Engagement (negotiating; resolving conflict; influence) X X X X

Stress Management X X X X

Assessment of Operational Application and Impact X X X

Leadership X

Framework for 3C

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CORE ENABLERS CORE COMPETENCIES

Framework for 3C

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CORE ENABLERS CORE COMPETENCIES

Framework for 3C

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CORE ENABLERS CORE COMPETENCIES

How Do Core Competencies and Core Enablers Interact?

Trait Activation Theory Core competencies = abilities Core enablers = traits

Traits are “…latent potentials residing in the individual…consistencies within the individual to behave in identifiable ways in light of situational demands…unique propensities for interacting with others” (Tett & Guterman, 2000).

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Trait Activation Theory Tett and Burnett’s (2003) “Trait-Based

Interactionist Model of Job Performance” Model demonstrates how abilities and traits can

operate synergistically Abilities = “can do”; Traits = “will do”

Differences between abilities and traits Abilities are unidirectional; personality traits are

bidirectional or bipolar Abilities have no intrinsic motivational potential;

personality traits have intrinsic motivational value The expression of abilities does not depend on traits

whereas personality traits does depend on ability10

Trait Activation TheoryImpact of the Environment

Environment moderates whether abilities or personality traits are expressed

External rewards typically trigger the manifestation of abilities

“Trait activation,” is moderated by the demands, distracters, and constraints of job settings/situations Three levels—organizational, social, and task Trait expression and job performance

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Trait Activation Theory Job performance will be significantly better if

individuals have the complementary compatible trait(s) to that of a specific ability.

Individuals operating under the influence of both abilities and traits will tend to seek out opportunities that express their personality traits.

Military personnel must have both core competencies and enablers.

Personnel with good core competencies, who lack the accompanying core enablers, may be at risk in situations with extensive and stressful social interactions.

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SAMPLE LEARNING RECOMMENDATIONS FOR CORE

COMPETENCIES

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THINKING FACTORS

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Applying Cultural KnowledgeLearning Recommendation Examples (Full Set in Paper)

Know the definition of culture

Know the definition of cross-cultural competence and its effect on behaviors

Know common cultural processes and variations

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Organizational Awareness Learning Recommendation Examples (Full Set in Paper)

Acquire and apply knowledge about the mission and functions of the organization

Understand similarities and differences among organizational cultures

Acquire and apply knowledge about how one’s own systems work

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Cultural Perspective-Taking Learning Recommendation Examples (Full Set in Paper)

Understand how thoughts and predispositions have deep cultural roots and influence behavior

Understand one’s own cultural assumptions, values, and biases

Understand cultural models

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CONNECTING FACTORS

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Communication Learning Recommendation Examples (Full Set in Paper)

Know acceptable behaviors, display rules, and different methods of nonverbal communication that are appropriate in different contexts

Understand how/why different methods of nonverbal communication are relevant

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Interpersonal Skills Learning Recommendation Examples (Full Set in Paper)

Know about norms of assertiveness

Know about basic influence techniques that are consistent with social norms and role expectations

Know about one’s own personal strengths and weaknesses in interpersonal skills

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Cultural AdaptabilityLearning Recommendation Examples (Full Set in Paper)

Know how to adapt own behavior

Know how to adjust behavior or appearance as necessary

Understand the implications of one’s actions and adjust behavioral approach

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GENERAL RECOMMENDATIONS FOR 3C FRAMEWORK IMPLEMENTATION

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General Recommendations

Assessment is the answer! Establish relationship to mission effectiveness Establish core levels of mastery Leverage core enablers

Self-Awareness – personalized understanding of strengths and weaknesses

Understanding strengths and weaknesses Individualized/paced curriculum

Accelerated program for fast learners

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General Recommendations (Continued)

Training Effectiveness Leveraging core enablers for learning Establish curriculum/learning strategy Support learning and assess progress toward learning

goals Readiness levels

Placement Potential for fitting the right person for the right job Implications for leadership positions

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Conclusions Empirical validation studies are needed

A need to understand how core competencies and core enablers interact

The recommendations can be used to generate specific learning requirements and objectives based on individual Service and agency needs

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ConclusionsIt is important to quickly establish and build

consensus for: A theoretical and empirical foundation for

organizing and analyzing the findings from 3C research

DoD and Service-specific requirements for developing 3C in the total Force.

Military and civilian training curriculum to support those requirements.

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QUESTIONS?

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THANK YOU.

Presentation by Patrice Reid, Ph.D.Patrice.Reid@patrick.af.mil

Support Slides

Applying Cultural KnowledgeDefinition

• Acquires and applies knowledge of factual information about a country/region’s past and current (a) social, political, and military structure, (b) economy, (c) belief system, and (d) national security situation

• Applies knowledge in planning and other activities

• Makes sense of inconsistent information about social rules and norms

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Organizational AwarenessDefinition

• Understands the mission and functions of one’s own organization

• Comprehends how the social, political, and technological systems work in one’s own organization

• Operates effectively within the organization by applying knowledge of organization’s missions and functions, including the programs, policies, procedures, rules, and regulations

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Cultural Perspective-Taking Definition

• Demonstrates an awareness of one’s own cultural assumptions, values, and biases, and understands how the U.S. is viewed by members of another region/culture

• Applies perspective-taking skills to detect, analyze, and consider the point of view of others and recognizes how the other will interpret his/her actions

• Takes the cultural context into consideration when interpreting environmental cues

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CommunicationDefinition

• Interprets and uses a range of acceptable behaviors and display rules, and understands how different methods of nonverbal communication (e.g., facial expressions and gestures, personal distance, sense of time) are relevant in different contexts

• Follows norms about and is sensitive to assertiveness in communicating

• Listens carefully to others, paying close attention to the speaker’s point of view

• Communicates thoughts and ideas in a way that is relevant to the listener

• Adjusts communication style to meet expectations of audience• Seeks additional clarifying information when necessary

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Interpersonal SkillsDefinition

• Develops and maintains positive rapport by showing respect, courtesy, and tact with others

• Understands and interacts effectively with a variety of people, including those who are difficult, hostile, or distressed

• Relates and adjusts well to people from varied backgrounds in different situations

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Cultural AdaptabilityDefinition

• Gathers and interprets information about people and surroundings to increase awareness about how to interact with others

• Integrates well into situations in which people have different values, customs, and cultures

• Adjusts behavior or appearance as necessary to comply with or show respect for others’ values and customs

• Understands the implications of one’s actions and adjusts approach to maintain positive relationships with other groups, or cultures

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SAMPLE LEARNING RECOMMENDATIONS FOR CORE

ENABLERS

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RESILIENCE FACTORS

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Self-Identity ResilienceDefinition

• Self Confidence– Believes in one's capabilities to mobilize the motivation,

cognitive resources, and courses of action needed to meet demands.

• Self Identity – Demonstrates ability to maintain personal values

independent of situational factors.

• Optimism – Expects positive outcomes, views problems as solvable

challenges and as exciting learning opportunities.

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Emotional Resilience Definition

• Stress Resilience – Tolerates emotionally shocking, frustrating, or exhausting

circumstances; can retain task focus and enthusiasm, even when faced with repeated setbacks, failures and obstacles to success; Avoids adopting stress-induced perspectives that overly simplify culture; demonstrates tendency for positive emotional states and to respond calmly and steadfastly to stressful events; acts as a calming influence.

• Emotion Regulation – Regulates/controls one’s own emotions and emotional

expression to support mission performance.

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Cognitive ResilienceDefinition

• Tolerance of Ambiguity – Accepts, or does not feel threatened by, ambiguous

situations and uncertainty. Manages uncertainty in new and complex situations where there is not necessarily a “right” way to interpret things.

• Low Need for Closure – Restrains from settling on immediate answers and

solutions, and remains open to any new information that conflicts with those answers.

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Cognitive Resilience Definition (Continued)

• Suspending Judgment – Perceives information neutrally and withholds or

suspends judgment until adequate information becomes available.

• Inclusiveness – The tendency to include and accept things (including

people) based on commonalities, as well as valuing differences.

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ENGAGEMENT FACTORS

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Learning MotivationDefinition

• Learning through Observation – Gathers and interprets information about people and

surroundings to increase awareness about own treatment and how to treat others. Is motivated to make sense of inconsistent information about social rules and norms; continually learns and updates own knowledge base as new situations are encountered.

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Learning MotivationDefinition (Continued)

• Inquisitiveness– Demonstrates curiosity; Is receptive towards, and

takes an active pursuit of understanding ideas, values, norms, situations, and behaviors that are new and different.

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Social InteractionDefinition

• Social Flexibility – Presents self to others in a manner that creates

favorable impressions, facilitates relationship building, and influences others. Is able to modify ideas and behaviors, to compromise, to be receptive to new ways of doing things.

• Willingness to Engage– Actively seeks out and explores unfamiliar

interactions and regards them with a positive outlook.

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3C Core Enablers(All Resilience & Engagement Factors)

Learning Recommendation Examples (Full Set in Paper)

Provide training for critical-thinking and perspective-taking skills

Provide training for stress exposure

Provide training for emotion management

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