Assessing Cross-Cultural Competence: A Working Framework and Prototype Measures for Use in Military Contexts

Brenneman, Meghan W.; Klafehn, Jennifer; Burrus, Jeremy; Roberts, Richard D.; Kochert, Jonathan F.

doi:10.1007/978-3-319-42166-7_8

Cited by 5 publications

(4 citation statements)

References 43 publications

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“…More precisely, according to the Department of Defense (DoD), 3C is defined as, “a set of culture-general knowledge, skills, abilities, and attitudes developed through a continuing process of education, training, and experience that provide the ability to operate effectively in interactions with other cultures” (Abbe et al, 2007, as cited in Gallus et al, 2014). Most of the 3C literature comes from the studies of expatriates (e.g., Harari et al, 2018), international students (e.g., Bender et al, 2019), global leaders (e.g., Caligiuri and Tarique, 2012), and, more recently, military personnel (e.g., Brenneman et al, 2016). Although progress has been made, there are still considerable challenges associated with the operationalization of the construct and an ongoing debate over what knowledge, skills, and abilities encompass 3C.…”

Section: Recognizing Cultural Agility Development As a Performance Cr...mentioning

confidence: 99%

Assessing cross-cultural performance: beyond just “being there”, revisited

Caligiuri

Sbaa

Milosevic

et al. 2022

Int'l Jnl of Cross Cultural Management

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As a review of the literature, this paper highlights how three dimensions - task performance, skill development, and cross-cultural adjustment, have been used to understand cross-cultural performance. With respect to task performance, two criteria should be measured for all those working cross-culturally, including remote or virtual cross-cultural work: (1) how accurately employees read the unique contextual demands of a cross-cultural context and (2) how effectively they respond given the contextual and strategic demands of the task. Focusing on development of cross-cultural competencies as a performance goal we highlight the dimensions most important for assessment, focusing on self- and relationship management competencies. Regarding cross-cultural adjustment, we offer a more precise and nuanced approach which accounts for the person-environment fit in the context of working in cultural novelty.

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Section: Recognizing Cultural Agility Development As a Performance Cr...mentioning

confidence: 99%

Assessing cross-cultural performance: beyond just “being there”, revisited

Caligiuri

Sbaa

Milosevic

et al. 2022

Int'l Jnl of Cross Cultural Management

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“…That is, instead of assessing how knowledgeable an individual is about the cultural norms and practices of a particular country or region, the more desirable approach may be to assess an individual's recognition that a new situation may be influenced by cultural differences. This recognition is largely developed through a cultural schema, which is a mental structure, framework, or system that is used to understand how personal background, values, and beliefs impact cross‐cultural interactions (Brenneman et al, ). This culture‐general position has also gained ground in the cross‐cultural training literature (e.g., Brandl & Neyer, ).…”

Section: Challenges In Designing An Intercultural Competence Assessmentmentioning

confidence: 99%

“…One of the challenges of assessing ICC is that the construct is composed of attitude, knowledge, and skill subdomains that require an interpersonal interaction to occur in order to be assessed. As an example, an individual may have to realize that he or she is in a situation where cultural differences may be influential, hypothesize how the situation is going to unfold, decide how to behave, and take a course of action (Brenneman et al, ). Such an interaction is dynamic in nature and must be simulated through a scenario.…”

Section: Challenges In Designing An Intercultural Competence Assessmentmentioning

confidence: 99%

Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

Griffith

Wolfeld

Armon

et al. 2016

ETS Research Report Series

112

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The modern wave of globalization has created a demand for increased intercultural competence (ICC) in college graduates who will soon enter the 21st‐century workforce. Despite the wide attention to the concepts and assessment of ICC, few assessments meet the standards for a next‐generation assessment in areas of construct clarity, innovative item types, response processes, and validity evidence. The objectives of this report are to identify current conceptualizations of ICC, review existing assessments and their validity evidence, propose a new framework for a next‐generation ICC assessment, and discuss key assessment considerations. To summarize, we found the current state of the literature to be murky in terms of the clarity of the ICC construct. Definitions of the construct vary considerably as to whether it is a trait, skill, or performance outcome. In addition, current measurements of ICC overly rely on self‐report methods, which have a number of flaws that result in less than optimal assessment. In this paper, we propose a new framework based on a model of the social thinking process developed by Grossman and colleagues that describes the knowledge, skills, and abilities that promote success in complex social situations. From this social process model, as well as Earley and Peterson's definition of ICC (a person's capability to gather, interpret, and act upon these radically different cues to function effectively across cultural settings or in a multicultural situation), three stages are developed: approach, analyze, and act. Guided by this framework, we discuss assessment considerations such as innovative task types and multiple response formats to help translate the framework to an assessment of ICC.

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“…Crosscultural competence is critical to mission success, and specifically, because soldiers can no longer certainly predict where their next deployments may be, general cross-cultural competence is emerging as a critical competency in an unpredictable environment (Mc-Closkey, Behymer, Papautsky, & Grandjean, 2012). The ability to operate effectively in different cultures is of paramount importance to soldiers who carry out missions overseas (Brenneman, Klafehn, Burrus, Roberts, & Kochert, 2016). Soldiers perceive cultural competence training as the next step to check during required pre-deployment training.…”

Section: Introductionmentioning

confidence: 99%

The relationship between personality, self-esteem, emotional intelligence, and cultural intelligence. A military context

Piotrowski¹,

Martinská²,

Boe³

et al. 2020

Current Issues in Personality Psychology

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BackgroundAn increasing number of migrants in almost all culturally homogeneous countries poses a significant societal challenge. The current research aims to explore the relationship of personality traits, self-esteem, and emotional intelligence with cultural intelli-gence.Participants and procedureFive studies were carried out using the Cultural Intelligence Scale (CSQ) together with additional measures. In Study 1 (N = 145), participants from Slovakia (n = 74) and Poland (n = 71) completed the CSQ and the Mini International Personality Item Pool Scales. In Study 2 (N = 138) and 3 (N = 129), the participants completed the CSQ and selected subscales from the Interna-tional Personality Item Pool – 16 Personality Factor Questionnaire. The CSQ and the Emotional Intelligence Questionnaire were used in Study 4 (N = 74); and the CSQ and the Rosenberg Self-Esteem Scale were used in Study 5 (N = 91).ResultsCultural intelligence was most strongly related to extraversion in the Slovak sample and with intellect in the Polish sample. A relationship of gregariousness, friendliness, and sensitivity, but not warmth, distrust, and reserve with the individual factors of cultural intelligence was also observed in the Polish sample. Emotional intelligence was related to the metacognitive, motivation-al, and behavioral factors of cultural intelligence, while self-esteem was related only to the motivational factor.ConclusionsPersonality traits are invariably related to individual factors of cultural intelligence. These relations assume varying patterns in Polish and Slovak individuals. Some factors of cultural intelligence are related to emotional intelligence and self-esteem. No differences were found in terms of cultural intelligence between cadets and civil students.

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Assessing Cross-Cultural Competence: A Working Framework and Prototype Measures for Use in Military Contexts

Cited by 5 publications

References 43 publications

Assessing cross-cultural performance: beyond just “being there”, revisited

Assessing cross-cultural performance: beyond just “being there”, revisited

Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

The relationship between personality, self-esteem, emotional intelligence, and cultural intelligence. A military context

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