A Framework for Cross-Cultural Competence (3C) and Learning Recommendations Patrice A. Reid, Ph.D. 6...
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Transcript of 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)
2
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
3
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
5
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
6
CORE ENABLERS CORE COMPETENCIES
Framework for 3C
7
CORE ENABLERS CORE COMPETENCIES
Framework for 3C
8
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).
9
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
11
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.
12
SAMPLE LEARNING RECOMMENDATIONS FOR CORE
COMPETENCIES
13
THINKING FACTORS
14
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
15
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
16
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
17
CONNECTING FACTORS
18
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
19
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
20
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
21
GENERAL RECOMMENDATIONS FOR 3C FRAMEWORK IMPLEMENTATION
22
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
23
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
24
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
25
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.
26
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
29
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
30
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
31
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
32
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
33
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
34
SAMPLE LEARNING RECOMMENDATIONS FOR CORE
ENABLERS
35
RESILIENCE FACTORS
36
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.
37
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.
38
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.
39
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.
40
ENGAGEMENT FACTORS
41
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.
42
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.
43
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.
44
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
45