DLNSEO engaged the RAND Corporation to examine the LTC Program, to ensure the LTC program is meeting its goals and to assist the Department of Defense in future planning regarding the program.
This is the after-action report from the Cultural Intelligence Assessment Project commissioned by DLNSEO, which was designed as a first step toward understanding if and how the CQ Assessment can be used to meet the need across DoD for an empirical, academically valid way of measuring cross-cultural competence.
This is the after-action report from the Assessing Culture and Regional Training Programs Across DoD project commissioned by DLNSEO, which called for the expanded and strategic use of the CQ Military Survey across DoD.
This report documents the Institute of Defense Analyses' examination of the infusion of language, regional, and cultural (LRC) content into Professional Military Education (PME) across the Services, from pre-commissioning through the General Officer/Flag Officer (GO/FO) level.
This interim report summarizes the results of an independent assessment of Department of Defense (DoD) personnel systems and databases, focused on the identification and differentiation of what personnel data exist, where, and at what organizational level, as well as what is done with those data.
This report presents a framework for cross-cultural competence in Army leaders, reviews empirical research on predictors of intercultural effectiveness, and describes existing measures of cross-cultural competence and related constructs.
This report discusses cross-cultural competence (3C) training, development, and assessment in the U.S. Army.
Increasingly, the United States Army operates in multinational, and therefore, multicultural, environments. Teamwork within such settings requires the ability to see events as members of other cultures see them. The goal of the research was to define a set of multicultural perspective taking skills that will enable Army leaders to function effectively in multinational alliances.
This report discusses the need for an improved SOF language training and education program consisting of improved initial language and culture training, advanced regional studies and in-country immersion.