LEAD FPX 5210 Assessment 1 Cross-Cultural Leadership Capabilities

LEAD FPX 5210 Assessment 1 Cross-Cultural Leadership Capabilities

Name

Capella university

LEAD-FPX5210 Leading Global and Diverse Cultures

Prof. Name

Date

Six Domains of the Intercultural Effectiveness Scale (IES)

The six domains are derived from three factors (Kozai, 2021), each containing two specific competencies, as outlined in the table below.

A final score on the IES is determined by combining the following six sub-dimensions (Kosai, 2021):

Self-Awareness

This domain refers to an individual’s ability to honestly assess how their strengths, weaknesses, styles, and behavioral tendencies affect others. Healthy self-awareness involves regular self-reflection with the aim of fostering and continuously developing positive relationships with people from various walks of life.

Exploration

This domain measures one’s openness to ideologies, norms, values, and customs from different cultures. It gauges a person’s aspirations, openness, and curiosity, as well as their desire to engage in the exploration of diverse experiences. Higher scores indicate a genuine interest in learning from and applying these experiences to personal growth and development.

Global Mindset

This domain assesses the degree of interest one has in different cultures and regions. It can be measured through engagement with foreign media, books, and entertainment. Higher scores reflect a propensity for expanding global perspectives and identifying commonalities with people from different backgrounds. Lower scores indicate difficulty in embracing unfamiliar ideas and beliefs, leading to challenges in forming diverse relationships.

Relationship Interest

This domain measures one’s desire and ability to seek out and maintain relationships across various cultures and demographics. High scorers actively seek relationships with people from diverse backgrounds and make efforts to communicate in their languages, while low scorers may struggle with engaging with those different from themselves.

Positive Regard

This domain measures one’s ability to approach relationships with individuals from different cultures without judgment or stereotypes. High scorers are open-minded and able to develop and maintain positive relationships, while low scorers may display judgmental tendencies and find it difficult to relate to those who differ from them.

Emotional Resilience

This domain focuses on an individual’s ability to maintain balance during emotionally challenging events. High scorers are solution-oriented, remaining calm and composed during stressful situations. In contrast, low scorers tend to focus excessively on conflicts, creating environments that hinder relationship growth and successful task completion.

Personal Global Leadership Plan

Awareness of the need to develop these skill sets can lead to an enhanced cultural intelligence quotient, or “cultural IQ” (Capella, 2021). According to Capella (2021), “The culturally intelligent person requires knowledge of culture and the fundamental principles of cross-cultural interactions.” In order to function as an effective global business leader, one must develop a deep understanding of others’ values, ideologies, norms, and behaviors. Chen (1996) highlights the distinction between intercultural awareness, intercultural sensitivity, and intercultural competence, emphasizing the importance of developing intercultural competence to foster positive relationships.

Becoming interculturally sensitive requires motivation to understand, appreciate, and accept cultural differences, aiming for positive outcomes in intercultural interactions. Self-awareness, in particular, is crucial, as it helps individuals assess their role in the global landscape. Recognizing simple characteristics, such as age and gender, can serve as starting points for developing intercultural competence. By focusing on these aspects, individuals can become better at planning, resolving conflicts, and building stronger, more diverse relationships (Hammer, 2009).

References

Bhawuk, D. P. S., & Brislin, R. (1992). The measurement of intercultural sensitivity using the concepts of individualism and collectivism. International Journal of Intercultural Relations, 16(4), 413-436.

Bird, A., & Osland, J. (2021). Global Leadership Competencies Pyramid Chart. Capella University.

Capella University Library. (2021). Retrieved from http://media.capella.edu/CourseMedia/LEAD5210/Interactive_unit03/ComponentsofCulturalIntelligence_u03_wrapper.asp

Chen, G. M., & Starosta, W. J. (1996). Intercultural communication competence: A synthesis. Communication Yearbook, 19, 353-383. Retrieved from https://files.eric.ed.gov/fulltext/ED408634.pdf

LEAD FPX 5210 Assessment 1 Cross-Cultural Leadership Capabilities

Hammer, M. R. (2009). Resolving conflict across cultural boundaries: Solving problems and resolving conflict using the Intercultural Conflict Style Model and Inventory. Retrieved from http://www.icsinventory.com/resources/mr-hammer-2009-ics-moodianarticle

Kozai Group. (2021). IES Survey. Retrieved from http://media.capella.edu/CourseMedia/LEAD5210/Interactive_unit03/ComponentsofCulturalIntelligence_u03_wrapper.asp