There is a widely recognized need to better conceptualize and measure cross-cultural competence (3C). Unfortunately, the many theoretical frameworks that serve as a foundation for 3C lack integration and most recent efforts to measure 3C have used only one research method (i.e., self-report). The objective of our research is to address the need for a transdisciplinary, globally appropriate theoretical conceptualization of 3C and to provide a sound basis for developing methods for assessment and training. Rather than relying solely on self-report, we draw upon a variety of disciplines, including anthropological, sociological, and psychological measures.

We consider socio-cultural encounters (SCEs) as the basis for 3C. We illustrate our current approach to assessing 3C using cultural dilemmas based on universal dimensions involving how values are expressed within SCEs. Using this approach, we have developed a database of cultural dilemmas through survey of US military personnel with operational experience. We have used these dilemmas to build an assessment instrument and have conducted pilot-testing with a broad range of service personnel and DoD civilian employees. We will present the results of these surveys and pilot-tests, as well as the on-going development of interactive scenarios and simulations as training tools derived from these dilemmas. These scenarios and simulations are being developed with commercial game technology to immerse the learner within SCEs and require the learner to recognize culturally-influenced values, beliefs, and social protocols and respond accordingly. Performance is measured by the learner's ability to recognize socio-cultural differences as evidenced in virtual stake-holders' behaviors and to select a course of action adaptive to the perceived context. Finally, we will present the results of pilot-testing these interactive scenarios and the follow-on research planned to demonstrate our proposed theoretical framework for C3.