Expert Answer:Capella Cross-Cultural Leadership Capabilities Six

  

Solved by verified expert:Write a 2-4 page analysis of IES domains and assessment frameworks in relation to global leadership effectiveness, and use that analysis to create a 1-2 page personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
Overview
Through the completion of the Intercultural Effectiveness Scale (IES), the Global Leadership Inventory, and your own experiences, course readings, and research, you will reflect upon and analyze your areas of strength, identifying capabilities for development in order to improve your cross-cultural communication as a global leader in the form of a leadership plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze aspects of leading and working in global and diverse environments.     

Don't use plagiarized sources. Get Your Custom Essay on
Expert Answer:Capella Cross-Cultural Leadership Capabilities Six
Just from $10/Page
Order Essay

Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.

Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.     

Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.
Identify personal skills to develop for working more effectively with people from other countries and cultures.
Develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.

Competency 4: Communicate effectively in a professional manner.     

Communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.

Preparation
Intercultural Effectiveness Scale (IES)
Before starting the assessment, take the Intercultural Effectiveness Scale (IES), which is a Web-based assessment that will provide you with information on a set of values and competencies to help you understand your preferences and learn to be a more effective global leader and manager. Before taking the IES, think about whether you consider yourself low, moderate, or high in areas focused on continuous learning (for example, self-awareness and exploration); interpersonal engagement (including global mindset and relationship interest); and hardiness (characteristics such as positive regard and emotional resilience).
Once you transact for course materials within your pending cart, the Capella University Bookstore serves in a group administrator role to trigger an e-mail from the assessment vendor within 24 business day hours. Look for an e-mail invitation from webtools@aperianglobal.com to your e-mail account of record with the bookstore. You may need to check spam or junk mail filters.
After receipt of the email, complete the following:

Read the Accessing the IES instructions.
Follow the Taking the IES instructions to complete the assessment.
Review the results of the IES, which will be sent to you after you complete the inventory. 
Read How to Interpret and Get the Most Value from Your IES Report [PDF].

Global Leadership Inventory
View the following to assess your leadership skills. You will use the results in your assessment. 

Global Leadership Inventory | Transcript.

Assessment Requirements
Create a personal global leadership development plan by analyzing your IES results, your Global Leadership Inventory, course resources, and your own research. Include the following parts.
Analysis (2–4 pages)
In a written narrative, include the following:

Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.     

Focus on self-awareness, exploration, global mindset, relationship interest, positive regard, and emotional resilience.

Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.
Identify personal skills to develop for working more effectively with people from other countries and cultures.

IES Scores (1 page)

Include your IES scores in a 1-page table format.

Development Plan (1–2 pages)
In a table format, develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.

List three goals, and be as specific as you can in describing how you might work to meet those goals.

Your analysis and plan should be written coherently to support a central idea, with correct grammar, usage, and mechanics as expected of a business professional.
Submission Requirements

References: Support your analysis with at least four scholarly resources. Use at least two references from the course resources and at least two from your own research.
Length: 4–7 full pages, in addition to the references list. 
Written communication: Demonstrate graduate-level writing skills through concise communication of thoughts that convey the overall goals of the analysis and do not detract from the message.
Formatting: Use APA formatting throughout, including correct in-text citations, proper punctuation, double spacing, proper headings and subheadings, no extra line spaces before headings and subheadings, proper paragraph and block indentation, no bolding, one-inch margins all around, and no bullets.
Font and font size: Times New Roman, 12 point.

Criteria   Non-performance   Basic   Proficient   Distinguished        Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.  Does not describe the six domains of the IES in terms of their applicability to global leadership effectiveness.  Describes but does not analyze the six domains of the IES in terms of their applicability to global leadership effectiveness. Analyzes the six domains of the IES in terms of their applicability to global leadership effectiveness. Analyzes the six domains of the IES in terms of their applicability to global leadership effectiveness and summarizes personal assessment results.      Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.  Does not describe the assessment frameworks terms of personal effectiveness in working with people from other countries and cultures. Describes but does not analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures. Analyzes the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures. Analyzes the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures, and applies to own workplace examples.      Identify personal skills to develop for working more effectively with people from other countries and cultures.  Does not identify personal skills to develop for working more effectively with people from other countries and cultures. Identifies but does not describe  personal skills to develop for working more effectively with people from other countries and cultures. Identifies personal skills to develop for working more effectively with people from other countries and cultures. Articulates personal skills to develop for working more effectively with people from other countries and cultures, drawing on course resources and research to support rationale for how these skills will enhance cross-cultural leadership.      Develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.  Does not describe a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities. Does not develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities. Develops a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities. Develops a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities and supports rationale for goal selection with resources and additional research.      Communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.  Does not communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.  Communicates in a professional manner, using scholarly resources with grammatically correct writing that incorporates appropriate APA style conventions.  Communicates in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions. Effectively analyzes and evaluates foundational concepts in a professional manner using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.
tamickasummerville.pdf

Unformatted Attachment Preview

Feedback Report
THE
INTERCULTURAL
EFFECTIVENESS
SCALE
Group Name:
Results for:
ID:
Q1’2019- FPX
Tamicka Summerville
TSUMMERVILLE@CAPELLAUNIVERSITY.EDU
Test Date:
Test Form:
Saturday, 23 Mar 2019
Version 3.1(6)
Report
Generated:
Saturday, 23 Mar 2019
This report is based on research using normal adult samples and provides
information on dimensions of global and intercultural competency. The
information in this report should be viewed as only one source of evaluation and
no decisions should be based solely on the information contained in this report.
This report is confidential and intended for use by the individual being evaluated
and his or her employer or trainer.
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Contents
I.
II.
III.
Overview: Working with People Different from You
3
Your Intercultural Effectiveness Scores
4
Interpreting Your IES Results
5
Who Is the Comparison Group?
5
The Elements of Intercultural Effectiveness
5
How the Dimensions Work Together
8
Entering Your Scores on the Profile Graph
9
Your IES Profile
10
Your Current and Potential Competency
14
Continuous Learning: General Tendencies
14
Effective Continuous Learning Strategies
15
Interpersonal Engagement: General Tendencies
16
Effective Interpersonal Engagement Strategies
18
Hardiness: General Tendencies
20
Effective Hardiness Strategies
21
Creating a Personal Development Plan
23
General Suggestions For Developing Intercultural Capacity
25
Other Userful Resources
26
Suggested Readings
26
Additional IES Resources
26
2
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Overview: Working with People Different from You
Culture is the entire set of values, attitudes, beliefs, prejudices, and social rules that govern the
behavior of a group of people. Because these can vary so widely from culture to culture, it is
often challenging to understand and work with people from other cultures. The same challenge
exists among diverse demographic groups: different generations, ethnic groups, socio-economic
classes, religious affiliations, genders, political parties, and so forth. Although this assessment is
called the “Intercultural Effectiveness Scale,” the dimensions it assesses are applicable to any
difference related to beliefs, values, assumptions, and behaviors that are not shared between
two people or two groups of people.
In fact, no two people are alike, but often it seems easier to get along and therefore work more
effectively with people whom we perceive as similar to us in some obvious (skin color, facial
features) or important way (similar interests, values, experiences, etc.). That’s only
natural—what we share in common gives us a foundation for building a relationship. In today’s
world, however, most of us work with people who differ from us in a variety of ways. Although it
is sometimes challenging to work with them, it helps if we first begin with a clear understanding
of ourselves. If we understand how our tendencies might help or hinder our ability to work well
with those who are different from us, we have a starting point that helps us know how we might
improve.
The Intercultural Effectiveness Scale (IES) focuses on six key areas that influence whether we are
likely to get along with people whose cultural or demographic background differs from ours.
Those six dimensions relate to three major competency areas:



How we learn about other people and the accuracy of that learning: Continuous Learning
How we develop and manage relationships with people who are different from us: Interpersonal
Engagement
How we manage the challenges and stress involved in interacting with people representing
cultural and demographic differences: Hardiness
Each of these major competency areas is comprised of two dimensions that you have been
assessed on, and they are labeled in the grid on the next page.
3
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Personal & Confidential
I. Your Intercultural Effectiveness Scores
Low
1
2
Moderate
3
4
5
High
6
7
Continuous Learning
Self-Awareness
Exploration
Interpersonal Engagement
World Orientation
Relationship Development
Hardiness
Positive Regard
Emotional Resilience
Overall Intercultural Effectiveness Scale
4
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Interpreting Your IES Results
Your results on each competency area and its related dimensions place you into one of three
categories: low, moderate, or high. These categories indicate your relative position within a
large sample comprised of a cross-section of tens of thousands of people who have already
completed the IES.
The following pages will help you understand your placement on each of the IES competency
areas and their dimensions relative to all the other people who have taken the instrument.
Keep in mind that your results reflect your perceptions of yourself at the time you answered the
IES questions for each dimension. The survey items are tested for their reliability and stability,
so small differences in your mood or circumstances will not really affect your results. However,
large swings in mood or lack of careful attention when answering the survey questions could
result in misrepresentations in your profile.
Who Is the Comparison Group?
The norm group you are being compared to includes undergraduate and graduate students as
well as working adults across a broad range of occupations, ages, and nationalities. Specifically,
8% of the norm group is under age 20, 64% is between 20 and 29, and 28% is age 30 and above;
57% are male and 43% female. In addition, the norm group is drawn from 69 different
nationalities. When grouped by world regions, North America provided 56% of the norm group,
Asian countries provided 26%, and Europe provided 11%, with the remaining 7% coming from
countries across Latin America, Africa, and the Middle East. For more detailed information about
the normative comparison group or about IES validation research, contact the Kozai Group
directly at info@kozaigroup.com.
The Elements of Intercultural Effectiveness
1. Continuous Learning (CL)
Do you continually seek to understand and learn about the activities, behavior, and events that
occur around you? People who consistently strive to learn new things are more successful working
across cultures or demographic differences than those who are comfortable only with what they
already know. Continuous Learning is an important factor of intercultural effectiveness, and it is
made up of two dimensions, Self-Awareness and Exploration.
5
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Self-Awareness (SA)
This dimension measures to what degree you are continuously learning about yourself. It assesses
how aware you are of your personal strengths, weaknesses, interpersonal style, and behavioral
tendencies and how they impact others. It also measures how much you reflect on this
knowledge in order to pursue personal development and healthy relationships with various kinds
of people.
Higher scorers constantly evaluate their personal growth and reflect on what they can learn from
their experiences. Lower scorers tend to be less interested in self-discovery and find it difficult
to discern how they affect other people; they tend not to be self-motivated to understand this
process or to really discover what their strengths and weaknesses are.
Exploration (EX)
Being open to ideas, values, norms, situations, and behaviors that are different from your own is
another important element of Continuous Learning. The Exploration dimension assesses your
fundamental desire to learn new things and strategically seek out new experiences that can
cause learning or a change in your perspective and behavior. It also includes the ability to learn
from mistakes.
Higher scorers in Exploration are extremely inquisitive, curious, and open to new ideas and
experiences; they are active learners, often initiating their own learning. Lower scorers tend to
have a strong preference for maintaining current habits, traditions, and ways of thinking; they
usually are not that curious about the world around them and learn mostly because the situation
they find themselves in requires them to do so to meet someone’s expectations.
2. Interpersonal Engagement (IE)
Are you passionately interested in other cultures or in people who are different from you? Do you
believe it is important to develop relationships with these people? The development of positive
interpersonal relations is essential for effective performance in an intercultural or diverse
environment. Two dimensions make up the factor of Interpersonal Engagement: World
Orientation and Relationship Development.
World Orientation (WO)
This dimension measures the degree to which you are interested in other cultures and the people
who live in them. This proactive learning can take place from books, the Internet, movies,
foreign media outlets, courses in school, television documentaries, newspapers, and so on.
Having a strong World Orientation provides a foundation from which you can learn to interact
more effectively with people who do not share your beliefs, customs, values and attitudes.
Higher scorers in World Orientation consistently expose themselves to information about other
cultures, and this expands their ability to find common ground with different
kinds of people. Lower scorers tend to be content with familiar things and people, and exert
little effort to learn about other cultures; as a result, this decreases their opportunities to
engage others, understand important differences, and find common ground.
6
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Relationship Development (RD)
Initiating and maintaining relationships with people from other cultures is crucial to intercultural
and diversity effectiveness. The dimension of Relationship Development includes your inclination
to seek out people from different cultures or demographic groups, as well as your desire and
ability to maintain personal relationships with them. This dimension also measures whether
engaging others is an energy-producing or energy-depleting activity for you, and also gauges your
willingness to learn a foreign language to enable better communication.
Higher scorers in Relationship Development are very interested in initiating new relationships and
then maintaining those friendships; they find this process stimulating and would be willing to
learn and use a foreign language in order to develop relationships with people from other
cultures or demographic groups. Lower scorers tend to put little effort into developing new
friendships and prefer to focus on maintaining existing relationships; they perceive developing
new relationships as requiring too much effort and risk exposing oneself to potentially awkward
situations.
3. Hardiness (H)
Do you have the ability to effectively manage your thoughts and emotions in intercultural and
diverse situations? Can you be open-minded and nonjudgmental about ideas and behaviors that
are new to you? Can you learn from failures and setbacks and then put them in the past? These
are crucial elements of the Hardiness factor. Being able to manage your emotions with resilience
has a direct influence on both your learning and your ability to develop healthy relationships.
Hardiness consists of two dimensions, Positive Regard and Emotional Resilience.
Positive Regard (PR)
This dimension measures the degree to which you naturally assume people are trustworthy,
hardworking and generally good. This is important because it guards against unnecessary
negative stereotyping of those who differ from you culturally or demographically. It also helps
you to avoid getting upset, stressed, frustrated, or angry when you encounter situations, people,
behaviors, and ideas that are different from what you expect.
Higher scorers in Positive Regard seldom resort to negative stereotypes about people; they
assume the best about others and are more accepting of different behaviors, and in turn, people,
including those from other cultures or demographic groups, are more likely to respond positively
toward them. Lower scorers have a tendency to hold negative assumptions and stereotypes about
people and are less likely to give them the benefit of the doubt; as a result, this limits their
attraction to individuals from other cultures and groups and their ability to relate to them.
7
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Emotional Resilience (ER)
This dimension measures your level of emotional strength and your ability to cope with
challenging emotional experiences. It also assesses your capacity to recover quickly from
psychologically and emotionally stressful situations and setbacks. How you manage these kinds of
experiences influences your tendency to remain open, develop relationships, and interact
effectively with others.
Higher scorers in Emotional Resilience cope well with challenging emotional situations and, as a
result, their recovery from psychologically or emotionally difficult experiences usually takes
little time; this means they have more energy to continue learning about the foreign culture or
diverse groups and develop and maintain effective relationships with them. Lower scorers tend
to find it difficult to handle psychologically and emotionally challenging experiences well, and
their recovery from such experiences tends to be energy depleting and time consuming; as a
result, this tends to limit their ability to remain open to others, lessens their interest in learning
about and from those who share different beliefs and values, and reduces their motivation to
develop relationships with them.
How the Dimensions Work Together
When operating in a cross-cultural or diverse environment, our success depends on the
combination of competencies we utilize.
The competency that most fundamentally affects our ability to adapt and perform well is
our general motivation to learn (Exploration).
Confronting new environments where norms, communication styles, and people are
different also requires a keen interest in foreign things (World Orientation).
The accuracy and completeness of what we learn depends on our openness to understand
what we experience (Positive Regard).
Knowledge gives us a sense of confidence, which is important to be fully engaged in a new
environment. Other people become an additional source of information and give us a feeling
of connectedness and enjoyment. Our learning and emotional experience, therefore, is
incomplete without developing and maintaining healthy relationships (Relationship
Development).
The quality of those relationships is dependent on the extent to which we communicate and
interact appropriately with others. To do so, we must have an excellent understanding of
our own values, norms, and tendencies (Self-Awareness).
Confidence in our understanding of the environment and high-quality relationships give us a
greater sense of belonging, which leads to a positive attitude. This, combined with a natural
ability to manage stress (Emotional Resilience), enables us to perform at high levels.
8
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Entering Your Scores on the Profile Graph
1. Refer back to your profile on page 4 and note the number (ranging from 1–7) at the top of each column
for your scores on Continuous Learning, Interpersonal Engagement, and Hardiness.
2. On the diagram below, place a dot at that point along each of the scales. For example, if your score in
Continuous Learning was in the column labeled “4”, make a dot next to the 4 on the Continuous
Learning scale
3. Connect the three dots to form a triangle—your IES profile. The following pages provide interpretations
of the various possible IES profiles.
9
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Your IES Profile
Find the triangle on the following pages that best matches your IES profile from the previous
page. Note that these profiles are based on extreme ranges—the highest and lowest results
possible on the three factors of Continuous Learning, Interpersonal Engagement, and Hardiness
(most people will fall somewhere between the extremes).
Globalist (High CL / High IE / High H)
Globalists Enjoy Learning about foreign places and people,
easily initiate relationships with those who are different from
them, and find such experiences rewarding
People with this profile are quite attentive to their social
environment and very interested in learning—about themselves
and others. Globalists tend to ask a lot of questions, observe,
and read to satisfy their curiosity. They are likely to be very
interested in and more positive about people and things that are
new and different. Globalists believe developing relationships
with people from other cultures is exciting and a means to more knowledge and understanding.
They naturally engage people and places different from them. Although this can be stressful,
Globalists are psychologically strong and able to withstand the hardships and interpersonal
differences that often arise. They get excited about how this process helps them understand
themselves and their own culture better. Globalists use this self-knowledge to help them build
and manage their relationships more effectively.
Detective (High CL / Low IE / High H)
Detectives Are Interested In Learning about people more than
they care about actually engaging people and developing quality
relationships with them. They are also quite resilient in the face of
challenges.
Individuals with this profile enjoy learning. They pay attention to
others reactions to what they say and do, and reflect on their lives
and experiences to gain self-knowledge. They tend to ask a lot of
questions, observe, and read to satisfy their curiosity. However,
their interest is often more intellectual than it is personal. When
Detectives engage people from other cultures, it is equally likely driven by an interest in or need
to complete a task as it is to develop a relationship. Still, although they may lack a natural
interest in other peoples and cultures, they maintain a positive attitude toward them. As a result,
although Detectives often do not initiate new relationships, others may find them enjoyable to
be around. In addition, their positive communications with people from other cultures and their
natural resilience to stress enables Detectives to function quite effectively given the limited
number of relationships they are likely to develop.
10
Personal & Confidential
IES FEEDBACK REPORT
Results for: Tamicka Summerville
Networker (Low CL / High IE / High H)
Networkers Focus On Developing Links with people more than on
understanding why they are different from them. They are also
quite resilient.
People with this profile tend to be satisfied with their current level
of knowledge and with their own personal development. Reading,
observing, and traveling to places to learn new things are of less
interest to Networkers than developing new relationships.
Maintaining the status quo comes more naturally to them than
initiating new discoveries. Networkers interest in social interactions tends to be more for the
enjoyment of the relationship than for learning things about diverse people (such as their culture,
their personal histories, etc.), although that may happen as a by-product of their interactions
with them. They may easily connect with people who are different from them; however, because
Networkers tend not to explore differences, or the reasons for those differences, their
relationships will likely remain more superficial. Their acceptance of others—regardless of
apparent differences—puts others at ease and helps the development …
Purchase answer to see full
attachment

Place your order
(550 words)

Approximate price: $22

Calculate the price of your order

550 words
We'll send you the first draft for approval by September 11, 2018 at 10:52 AM
Total price:
$26
The price is based on these factors:
Academic level
Number of pages
Urgency
Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support
On-demand options
  • Writer’s samples
  • Part-by-part delivery
  • Overnight delivery
  • Copies of used sources
  • Expert Proofreading
Paper format
  • 275 words per page
  • 12 pt Arial/Times New Roman
  • Double line spacing
  • Any citation style (APA, MLA, Chicago/Turabian, Harvard)

Our guarantees

Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.

Money-back guarantee

You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.

Read more

Zero-plagiarism guarantee

Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.

Read more

Free-revision policy

Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.

Read more

Privacy policy

Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.

Read more

Fair-cooperation guarantee

By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.

Read more

Order your essay today and save 30% with the discount code ESSAYSHELP