Developing Communication Competence In Children …
Define intercultural communication competence
is familiarization with selected cultural characteristics, history, values, belief systems, and behaviors of the members of another ethnic group (Adams, 1995)
is developing sensitivity and understanding of another ethnic group. Awareness extends to special foods, manners of dress, language, religious preferences and observances, and differences in communication styles. As an example, in some cultures it is impolite to make eye contact, especially with someone you do not know well. Cultural Awareness also involves changes in attitudes and values and reflects an openness and flexibility in working with others of another culture.
is recognizing and knowing that both cultural differences as well as similarities exist, and not making value judgments of good or bad, better or worse, right or wrong (Texas Department of Health, National Maternal and Child Health Resource Center on Cultural Competency, 1997). It is important to be familiar with and sensitive to special events, activities, meaning of holidays, and other ethnic celebrations and the special foods that are served at these times.
is a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enables that system, agency, or those professionals to work effectively in cross-cultural situations (Cross, Bazron, Dennis, and Isaacs, 1989). Cultural competence also refers to a set of academic and interpersonal skills that allow individuals to increase their understanding and appreciation of cultural differences and similarities within, among, and between groups. This requires a willingness and ability to draw on community-based values, traditions, and customs and to work with knowledgeable persons of and from the community in developing targeted interventions, communications, and other supports.
is the ability to effectively operate in different cultural contexts. Cultural competency emphasizes the idea of operating in different cultural contexts. Knowledge, awareness, and sensitivity do not include this concept.
DEVELOPING STRATEGIC COMPETENCE - Learning Paths
In Summer and Fall of 1998, data was collected with the ECI from 596 people composed of samples of managers and salespeople from several industrial corporations, and graduate students in masters programs in management, engineering, and social work. Based on analysis of the reliabilities and intercorrelation of items, the scales of the ECI were revised in December of 1998. In January and February, 1999, the ECI was rewritten again with Ruth Jacobs, Ron Garonzik, Patricia Marshall, and Signe Spencer (i.e., several of the research staff of McBer and Company, a unit of the Hay/McBer Group) using their database of competency assessment information from hundreds of companies. At this time, the items were arranged and constructed to reflect the developmental scaling characteristic of the current McBer instruments (see Spencer and Spencer, 1993 and McClelland, 1998 for a description of the developmental scaling and some of its implications). Although the developmental scaling will be empirically determined, for the early applications of the ECI the developmental scaling assumptions were based on expert opinion from previous studies (Spencer and Spencer, 1993; McClelland, 1998).