Writing Question

Objectives

This part aims 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:

Demonstrate understanding the meaning of the competencies through personal or professional examples.

Diagnose personal strengths and weaknesses and make recommendations for short term development

Instructions

Read Mendenhall et.al. (PDF)

Read personal survey report thoroughly. Reflect on the accurateness/fit of the results.

Discuss strengths and how you might build upon your intercultural competence. In addition, highlight 1-2 strength areas and make suggestions for 1 weakness to improve.

Do not simply state that competencies are high or low; rather, discuss the implications for developing intercultural competence. There may be inter dependencies among the competencies. For example, do you rely on one strength area to mask a weakness elsewhere? The overall objective is to analyze your own patterns.

Grading Criteria

Your assignment should conform to the following criteria:

FAIL PASS OUTSTANDING

Demonstrates meaning of competencies Restates definitions. Does not differentiate between dimensions. Provides a 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 broad 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 broadly contribute to the development plan Identifies specific activities that will contribute to experiential learning and development

Part Two & Three (10%, max. 750 words)

Objectives

This part aims to apply an intercultural mindset to leadership development

Upon completion of this assignment, the student will be able to:

Identify leadership intercultural competencies that influence organizational culture, perceptions, and actions.

Better understand the scale of the intercultural challenge in international business.

Develop reflective and mindful leadership practices

Instructions

Read

Nardon, L. (2019). Reflection and Intercultural Competence Development. In Oxford Research Encyclopedia of Business and Management.

Summary of four step reflection

This exercise is based upon an excerpt from: Nardon, L. (2017). Working in a multicultural world: A guide to developing intercultural competence. University of Toronto Press.)

Briefly recount a personal leadership example in an organizational setting. This is about a time when you encountered an intercultural situation and how the encounter unfolded. Keep it simple. This is about your own reflection.

Follow steps in the link above and write your reflection observations. This part should form most of part two.

Identify where competencies overlap with those identified in Mendenhall et al.

FAIL PASS OUTSTANDING

Identifies and understands competencies

in an organizational example Restates terms. Does not show appreciation of impact for intercultural competence in leaders. Fails to provide a clear example from personal experience. Provides a satisfactory understanding of competencies and their impact for leadership. Provides personal experience example, but

fails to provide sufficient detail and reflection Interprets competencies and provides a cogent example of an intercultural experience in the organizational setting. Illustrates understanding of the importance for intercultural competence development in leaders

Links to IES competences and research on intercultural competence for leaders Fails to identify connection in the IES model framework Satisfactorily identifies links from personal reflection example and similarities to IES model Powerfully provides deep reflection and makes the connection to IES framework and also to Intercultural competence improvements for leadership development. Provides additional academic references competencies along with those identified in Mendenhall et. al.

Recommends suggestions for development Restates competencies and does not articulate how to achieve development in business setting Provides satisfactory suggestions that broadly relate competency to organizational performance Critically discusses activities and actions that may contribute to cross-cultural learning and development in the business organization

Writing, APA, references poor references, grammatical or APA errors. No references to sources or concepts covered in the course Minimal errors, clear writing, sufficient credible references from academic sources/journal articles Logical flow, no grammatical or APA errors, sufficient credible references from academic sources/journal articles

Part Three (max. 300 words)

This part aims to apply an intercultural mindset to the teamwork model.

Upon completion of this assignment, the student will be able to:

Identify intercultural competencies that influence and support development of teamwork competencies and skills.

Develop strategy to reflect and improve teamwork competencies

Instructions

Read RRU Teamwork Competencies and Skills Framework_Feb 2023 (PDF)

Identify and discuss which team competencies and skills you would like to focus on developing and the relationship with your IES results/profile.

Include a team section in your personal development plan.