Posted: 09/04/2017
Propose actions to boost Cross Cultural Competence. Read and discuss the Action Plan. Back to main page ACTION PLAN (as of 16 Jan 2016) download .pdf file Purpose To increase the Cross Cultural Competence within the participating nations and institutions through leveraging the internet. Objectives To gather a community of experts in 3C with whom to identify the requirement for online solutions in support of 3C. With the help of experts in online technology, develop the most relevant solutions. Project Plan Phase one Gather a community of experts in 3C and address the following questions. What are the shortfalls, in terms of cultural learning support, faced by each nation/expert that this project could collectively address? What could each nation/expert contribute to the collective effort to increase cultural competence? What online tools (existing or to be developed) could efficiently support cross cultural learning? Phase two With the help of experts in online technology, identify existing and missing online solutions potentially supporting 3C. Phase three Design and test the most relevant solutions. Findings PROPOSED DEFINITION Cross-Cultural Competence (3C): _The ability to quickly and accurately comprehend then act appropriately and effectively in a culturally complex environment to achieve the desired effect without necessarily having prior exposure to a particular group, region or language. 3C LEARNING CHARACTERISTICS Learner"s needs assessment The crowd of potential learners is very diverse and the nature of CCC learning requires that the courseware is adapted to them. Therefore tools to assess the learner"s needs should be embedded in the learning solutions. Transfer - applications What is learned needs to be easily transferable to operational situations, used in exercises, trainings and real life application. Measure of effectiveness Learning objectives need to be clearly defined and measure of effectiveness needs to be included. Include in military training Developed learning solutions should be usable in military exercises and trainings. Leverage Existing Experts More experts are needed to teach more people. Leverage experts online Experts, availability and outreach should be boosted through online tools and techniques. Access to experts and expertise The CCC learning solutions should provide easy access to experts and expertise wherever they reside. Experts and instructors collaboration should be supported through an online platform. Debriefing Learning activities need to be debriefed with the learner by instructors/experts. Includes post reflection and assessment 3C implies identifying, understanding and mastering the cognitive and affective processes at play during cross cultural experiences. This requires conducting post-experience assessment by the subject and by experts Validation 3C online solutions should be validated Online expert community 3C experts community need online tools to collaborate and coordinate their activities. Leadership 3C is a critical skill for military leaders Target culture specific developing 3C should be focusing as close a possible on the situation (people, culture, time, place) the student will be confronted with Military culture Military culture, own and foreign, is also a topic of 3C Consider a interagency approach 3C is developed by many institutions (Government, IO, NGO). A coordinated approach between them could be beneficial to this project Unlearning 3C development should facilitate unlearning LEARNING AUDIENCE Different levels - audiences - jobs Learning solutions need to address different levels of cultural competence, diverse audiences and suit various jobs and functions. Train the trainers To educated masses of personnel more instructors are needed. A train the trainer approach is an option to tackle this issue. This also allows to mitigate the challenges linked to linguistic and cultural specificities of the various audiences. Multinational coalition Cross cultural competence is needed not only to understand/interact with operational cultures (people from operation theatre), but also to optimize the work in multinational coalitions. Language challenge CCC solutions should allow efficient learning in any language and any culture. LEARNING CONTENT Attitudes - Skills - Knowledge Too often online courseware only provide knowledge through static content assessed by quizzes. Efficient CCC implies acquisition of skills and a change of attitude. Both things need to be efficiently addressed by the courseware envisaged here. This requires close and dynamic engagement with the learners. Know yourself The first, most important and most difficult step in CCC is to get the mindset and ability of understanding one"s own culture and associated cultural bias. It is critical to reach this objective. Techniques to address attitude and skills learning could include Emotions triggering - Story telling - direct interaction between participants - role play - simulation - facilitated interaction - cognitive dissonance generation Different topics + taxonomy Besides the techniques, learning culture is addressed though chosen topics, from easy ones, like daily life, food and leisure, to more difficult to address ones, like gender, politics and religions. To help the instructors, a catalogue of he different topics needs to be developed, as well as a taxonomy and a repository of related course material Language challenge Language skills training is also part of CCC and needs to be considered within this project. Situational Unlike some other learning topics that are addressed through standardized approach and techniques, learning about culture is highly dependent on the learner"s situation (time, location and environment) and own culture. Adapting to the learner"s situation is a priority for our approach of CCC learning. Human dimension 3C courseware need to be human centric and provide the participants with the most efficient ways to engage with other course participants and people from other cultures. Regional Portfolio Region specific cultural information and references should be made available through this project. Should you need 3C knowledge support, request for information in this forum : Live cross cultural/language interaction Live interaction is critical to cultural and linguistic competence. It should be practices at peer to peer level and in small groups. NATO ACT Innovation Hub is able to support live interaction through the internet between candidate institutions. Experts and institutions seeking such interaction should post a request on the forum. For example : looking for 2 US army officers to participate online in a table top exercise of the Norwegian Army academy. Train the trainer It takes a very long time to develop 3C expertise. The development of a cohort of intermediate level 3C trainers could help support the global 3C in nations and institutions. Language skills Reaching the highest level of 3C implies the acquisition of foreign language skills. Definitions common definitions should be agreed upon for this project. Propose and discuss definitions here : Assessment items common assessment items should be agreed upon for this project Scenarios Scenarios for 3C training and education should be developed and shared Communication skills Communication is a fundamental 3C skill Consensus building The ability to build consensus is part of 3C ONLINE SOLUTIONS CHARACTERISTICS As a consequence of the learning characteristics listed above, the online education tools needed for CCC will meet the following characteristics. Standard + Adaptable Some parts of the courseware will be standardized for all participants. Those parts will probably be those aiming at the Information and Knowledge objectives. Other parts will have to be adaptable to the learner"s situation and fit different level of learning and different applications of CCC. Different techniques Courseware needs to offer the learner and the instructor with various learning techniques to choose from. Applications The tools should allow technology link to real life situations such as being embedded in training and operational settings. Learners" needs assessment The learner"s needs assessment is to be embedded into the tools and automatized, at least partially. Language challenge Life translation of text and audio is needed. Mobile - User friendly The courseware needs to meet the learners where they are, hence be designed for different devices. The limited access to technology of some audiences also needs to be considered. Measure of efficiency Should be embedded in the courseware. Human dimension Whatever tools and technology, the learning needs to be people centric and optimize the interaction between participants. STRATEGY Reach out The CCC courseware development should also consider the important aspect of reaching out to its learners audiences and therefore develop appropriate communication strategy and material. Incentives Keeping the learner motivated should be achieved through the provision of incentives. Funding Synergies between participating institutions will keep costs low and might generate smart ways for funding the courseware development. 3C experts" influence The influence of the 3C experts on their respective institutions, as of today marginal, should be boosted. Existing Online Assets/Solutions Static Content (audiovisual- podcast_text) Graphic novel Online Education Platform Video conferencing service Share your own content Social media platforms Movies content Web episodes Video games 3d scenario development Community games Community content development Quizzes-Tests-Surveys Immersive environment Adaptive Content Transmedia Interactive story-telling Translation technology MMOGLI Tutors community Online Assets/Solutions to develop Cross-platform data collection and analysis Translation tools suiting CCC objectives and techniques Opportunities Role of the military in the management of immigrants Challenges Identify the role of 3C in hybrid warfare Identify the role of 3C in the Ukraine crisis Legend Black paragraphs : findings from 9-10 Nov 2015 workshop Green paragraphs : findings from 14 Jan 2016 videoconference