Assignment 1: Intercultural competence self-assessment and development plan Length:...

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Assignment 1: Intercultural competence self-assessment and development plan
Length: XXXXXXXXXXwords
Part One (10%, max 750 words)
Objectives
The purpose of this part is for each student to gain practice in evaluating and interpreting their Intercultural Effectiveness Scale competencies.
Upon completion of this assignment the student will be able to:
Articulate the meaning of the competencies.
Diagnose personal strengths and weaknesses and make recommendations for development
Instructions
1. Read Mendenhall et.al.
2. Read personal survey report thoroughly. Reflect on accurateness/fit of the results.
3. Discuss strengths and how you might build upon your intercultural competence. In addition, highlight one area and make suggestions for development.
4. Do not simply state that competencies are high or low; rather discuss the implications for developing intercultural competence.
Grading Criteria
Your assignment should conform to the following criteria:

    FAIL
    PASS
    OUTSTANDING
    Articulates meaning of competencies
    Restates definitions. Does not differentiate between dimensions.
    Provides satisfactory understanding of three main dimensions and sub-dimensions
    Interprets competencies and provides examples. Illustrates understanding of the competency model.
    Analyzes the overall results
    Restates results high/low and does not interpret outcomes to intercultural competency
    Provides satisfactory
oad overview and analysis.
    Identifies specific implications of results to intercultural competency development. Discusses interactions among competencies
    Recommends suggestions for development
    Restates competencies and does not articulate how to achieve development
    Provides satisfactory suggestions that
oadly contribute to development plan
    Identifies specific activities that will contribute to experiential learning and development
Part Two (10%, max. 750 words)
Objectives
The purpose of this part is to apply an intercultural lens to the mindset of a corporate leader .
Upon completion of this assignment the student will be able to:
Identify other competencies that influence executive perceptions and actions.
Better understand the scale of the intercultural challenge in international business
Instructions
Read Stahl, G. H., & Brannen, M. Y. (2013). Building cross-cultural leadership competence: An interview with Carlos Ghosn. Academy of Management Learning & Education, 12(3), 494–502.
· List the competencies mentioned by Carlos Ghosn
· Identify where competencies overlap with those identified in Mendenhall et al. and others which are important to Ghosn
· Discuss the importance of intercultural competencies and how they are developed for global businesses.
    ·
    FAIL
    PASS
    OUTSTANDING
    Identifies and understands competencies
    Restates terms. Does not show appreciation of their impact
    Provides satisfactory understanding of competencies and their impact
    Interprets competencies and provides examples. Illustrates understanding of the executive perspective.
    Compares and discusses competency sets
    Restates both sets of terms but does not discuss them adequately
    Provides satisfactory
oad overview and discussion.
    Understands and discusses the individual view of competencies and the organizational perspective.
    Recommends suggestions for development
    Restates competencies and does not articulate how to achieve development in business
    Provides satisfactory suggestions that
oadly relate competency to organizational performance
    Critically discusses activities and actions that may contribute to cross-cultural learning and development in the business organization
Read Article:
Bennett, M. J. (2014). The developmental model of intercultural sensitivity.
Bennett's Developmental Model of Intercultural Sensitivity (DMIS) (video)
Early, P. C., & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business Review, 82(10), 139–146.
Insead. (2008).  The transcultural leader: Carlos Ghosn, CEO of Renault, Nissan (video)
Mendenhall, M. E., Stevens, M. J., Bird, A., Oddou, G. R., & Osland, J. (2008). Specification of the content domain of the Intercultural Effectiveness Scale (The Kozai Monograph Series) (p. 24). Chesterfield, MO.:
Stahl, G. H., & Brannen, M. Y. (2013). Building cross-cultural leadership competence: An interview with Carlos Ghosn. Academy of Management Learning & Education, 12(3), 494–502.

qfile_636861541676330327_124669_1.docx

Soumi · Accepted Answer

Running Head: LEADERSHIP ESSAY		1
LEADERSHIP ESSAY		8
LEADERSHIP ESSAY
INTERCULTURAL COMPETENCE SELF-ASSESSMENT AND DEVELOPMENT PLAN
Table of Contents
Task 1: Critical Evaluation of Competencies Relating to IES	3
Task 2: Applying Intercultural Lens	5
References	8
Task 1: Critical Evaluation of Competencies Relating to IES
	It is found that the personal survey report presented an overview of three major aspects of the participants, namely – Continuous learning, interpersonal engagements and hardiness. As mentioned by Barker-Ruchti (2019), continuous learning is the process through which a person gradually refines his or her range of knowledge through learning new development in the specific areas of interest. As continuous learning helps in acquiring refined skills and knowledge, persons with the tendency of continuous learning attain higher degree of organizational success (Wozniak, 2019). It is seen that continuous learning brings forth two major aspects – self-awareness and necessity of exploration. 
	Secondly, there is aspect of interpersonal engagement, which evaluates the degree of a person’s inclination towards being acquainted with people from different backgrounds and cultures. As supported by Earley and Mosakowski (2004), interpersonal engagement determines a person’s nature of understanding the difference in perspectives of another person, working in the same working atmosphere and sharing the same goal as his or hers. Lastly, there is the element of hardiness, which tends to consider the ability of an individual in a multicultural working atmosphere. As supported by Ritonja, Aronson, Matthews, Boivin and Kantermann (2019), hardiness is the measured ability of an individual in terms of his or her capacity of separating personal feelings and perspective to gain a symmetry with a culture, where diverse ideas of work does not match personal preferences. 
	In terms of the actual marks I got from the intercultural effectiveness score (IES), it can be said that my performance was not great. In case of continuous learning, I scored only 4 out of 7, which are considered to be a moderate score, while in case of hardiness, I scored 5, which is moderate as well. In terms of the interpersonal engagement, I scored 4, which again is moderate. 	Based on my moderate score of continuous learning it can be assumed that my endeavors for acquiring new knowledge and refine my learning skills are undermining and have ample scope for improvement. As supported by Bennett, (2014), a person with moderate IES score can always improve him or herself, attain a better score, and improve potential chances of successful career pursuing. The moderate score of continuous learning aspect also made me realize that I had not been very aware about the strengths I possess, the weaknesses I have and interpersonal skills that I lack, despite having the fundamental knowledge about the mentioned aspects.
	My scoring of 5 out of 7 in the aspect of hardiness, categorized me in the moderate section of scorecard, however, it became very clear to me that I have satisfactory ability to keep my personal opinions and values from that of a multicultural workplace. As opined by Mendenhall et al. (2008), as a person highlights the ability to keep his or her personal and multicultural perspective at distance from one another without being inclined any one of the two, can perform in any organizational setting, as the personal opinions would not hinder the rational actions conducted while performing for an organizational goal. 
	In terms of my moderate score of 4 in interpersonal engagement, it became evident that I, as a part of a taskforce, would be able to develop communication with others in the group on moderate levels, making me capable of coordinated task performing. However, in case of difficult scenarios,

Assignment 1: Intercultural competence self-assessment and development plan Length: XXXXXXXXXXwords Part One (10%, max 750 words) Objectives The purpose of this part is for each student to gain...

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