Cross-Cultural Skills for Deployed Air Force Personnel Defining Cross-Cultural Performance

Hardison, Chaitra M.; Sims, Carra S.; Ali, Farhana; Villamizar, Andrés Gabriel; Mundell, Benjamin F.; Howe, Paul E.

doi:10.1037/e596922009-001

Cited by 11 publications

(21 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several empirical studies have been utilized to inform 3C requirements in the Military. A study by the RAND Corporation (Hardison, Sims, Ali, Villamizar, Mundell, & Howe, 2009) was conducted to help conceptualize training program content to improve cross-cultural performance within the Air Force. Unlike most such studies, the RAND study incorporated MOS (AFSC-Air Force Specialty Code) and rank, finding considerable variability in the overall importance rating of 3C across specialties.…”

Section: Competency Models Of 3cmentioning

confidence: 99%

“…Caligiuri et al (2011) note that teaching and maintaining language skills is not cost effective for the Military, but training 3C may yield a better payoff. The RAND Air Force study (Hardison et al, 2009) found both low valuation of language skills and low language capabilities: 4% claimed a working knowledge of the language of the place to which they had been deployed, and 10% claimed a working knowledge of any foreign language. The authors suggest that low proficiency may have led to low valuation, suggesting that self-reported valuation of competencies may not provide a good measure of their actual importance.…”

Section: An Analysis Of the Adequacy Of The Dlo Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence

Gabrenya¹,

Griffith²,

Moukarzel³

et al. 2012

View full text Add to dashboard Cite

Organizations engaged in international operations must navigate complex intercultural dynamics for successful performance, necessitating identification of individuals who are likely to succeed in these environments and training personnel in cross-cultural competence (3C). To do so, adequate competency models of 3C need to be developed and valid 3C assessment instruments must be identified or generated. The present chapter reviews issues and challenges in 3C model development and illustrates these problems in an analysis of the Defense Language Office's Framework for Cross-Cultural Competence. The comparative advantages of competency versus causal models of 3C are discussed and an integration of competency and causal models is suggested. An examination of 34 instruments that have been recommended in the 3C civilian and military literatures for assessing cross-cultural competencies and their antecedent factors showed that existing 3C measures suffer from poor construct validity and have not been empirically linked to important outcome variables. A measurement strategy that eschews self-report methods and broadly assesses KSAOs and behavioral competencies is advocated.

show abstract

Section: Competency Models Of 3cmentioning

confidence: 99%

Section: An Analysis Of the Adequacy Of The Dlo Frameworkmentioning

confidence: 99%

Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence

Gabrenya¹,

Griffith²,

Moukarzel³

et al. 2012

View full text Add to dashboard Cite

show abstract

“…Further, cultural perspective taking has been identified as the most critical component for mission effectiveness in cross‐cultural environments (McCloskey, Grandjean, & Behymer, 2008) and positively related to team satisfaction, effective commitment, and trust (Lloyd & Hartel, 2009). Interpersonal skills in the cross‐cultural literature underlines the importance of building rapport, interacting effectively with others from a different culture than your own (Johnston et al, 2010), and conflict management, which is an individual's ability to resolve conflicts across national boundaries (Hardison et al, 2009). These skills are equally important in the diversity literature, which focuses on cooperatively working and leading others (Metzler, 2008) while enhancing the quality of the relationships with others by building trust, respect, and value congruence (Laurence, 2011).…”

Section: Competency Modelsmentioning

confidence: 99%

The Integration of Diversity and Cross-Cultural Work: Competencies and Commonalities

Butts¹,

Trejo

Parks³

et al. 2012

Ind. organ. psychol.

View full text Add to dashboard Cite

“…Recommendation Five: Interpersonal Skills primarily addresses cross-cultural contexts (Mendenhall et al, 2008), conflict oriented relations (Hardison et al, 2009) and persuasive techniques (Russell et al, 1995). These primary concerns are reinforced via secondary concerns of rapport (Mendenhall et al, 2008), language barriers (Wisecarver et al, 2010) and emotional/psychological needs (Mendenhall et al, 2008).…”

Section: Cross-culture Competence As Primary Theoretical Constructmentioning

confidence: 99%

“…Observing & interpreting skills deals with situational cues (Abbe, 2007;McCloskey et al, 2009), perceptual cues & cultural context (Wisecarver et al, 2010) and tactical, operational & strategic planning (Ross et al, 2010). Skills with navigating point of view of others address cultural assumptions (Abbe et al, 2007), self perception processes (McDonald et al, 2008), sensitivity to diversity (Hardison et al, 2009) and cultural values & assumptions (Wisecarver et al, 2010).…”

Section: Cross-culture Competence As Primary Theoretical Constructmentioning

confidence: 99%

The U.S. Army Initiates a Proactive Approach to Leverage Cross- Cultural Understanding: The Case for the Culture & Foreign Language Enterprise

Schnell

2014

KOME

View full text Add to dashboard Cite

This article will describe how the U.S. Army has created a culture & foreign language enterprise in an effort to leverage cross-cultural understanding in support of U.S. Army mission objectives. Topics to be addressed include problems and challenges related to cultural issues that the U.S. Army has encountered since September 11, 2001 during military operations in Pakistan, Iraq, Afghanistan and surrounding countries in the region and steps taken to address these problems and challenges. Such topics describe the workings of the Army bureaucracy as it sought to maneuver resources in a manner that could effectively address culturally oriented issues and obstacles. The resulting approaches that have been created, funded, defended and sustained are detailed as examples of how large government institutions can persevere with agility to address such goals. The primary focus of this article, regarding the aforementioned, is the Army Culture & Foreign Language Enterprise. The life of this Enterprise exemplifies how a vision for utilizing civilian social science Ph.D.s, in support of Army goals & objectives related to culture, came to fruition and effectively functions. This description illustrates how such an Enterprise approach can be employed in other types of settings and with other types of issues.Keywords: U.S. Army, cross-cultural understanding, culture, foreign language, public affairs Approaches to the ProblemThe September 11, 2001 attacks against the United States significantly altered the context within which the U.S. Army functions. A sense of urgency became a paramount theme that has, at times, served to dilute critical thinking processes that were more prevalent in the pre-911 (September 11, 2001) world. The passage of time has allowed for this sense of urgency, while still there, to find its rightful place within a pecking order of priorities. This passage of time has provided opportunity for observation and reflection regarding decisions and (Ricks, 2006, p. 238). His highlighting of cross-cultural concerns is couched within other themes in the book. Such topics include focus on the role of military doctrine, the Bush rationale for military intervention in Iraq, problems associated with strategy, confusion regarding the notion of counterinsurgency, misuse of the U.S. Army, cross-cultural issues and parallels with U.S. involvement in the Vietnam War. Important cultural norms were trampled as the Army sought to achieve their objectives. "Entering the private space of the house where the women and children were, then tying up and interrogating (i.e, humiliating) the man in the house in front of his family, the premier cultural value of family honor was violated….You've created a blood debt when you do that" (Ricks, 2006, p. 238). Such scenarios played out over and over again during the U.S. military occupation of Iraq. Making enemies when we should be making friends created significant obstacles to U.S.-Iraq relations. "Each Iraqi owed it to himself and his family to decide whether it made more s...

show abstract

Cross-Cultural Skills for Deployed Air Force Personnel Defining Cross-Cultural Performance

Cited by 11 publications

References 0 publications

Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence

Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence

The Integration of Diversity and Cross-Cultural Work: Competencies and Commonalities

The U.S. Army Initiates a Proactive Approach to Leverage Cross- Cultural Understanding: The Case for the Culture & Foreign Language Enterprise

Contact Info

Product

Resources

About