LEAD FPX 5210 Assessment 1

Six Domains of the Intercultural Effectiveness Scale (IES)

The six areas are due to three dimensions (Kozai, 2021), each of which consists of two specific abilities, as shown in the table below.

A final score, according to the IES, is obtained by aggregating the following six sub-dimensions (Kosai, 2021):

Self-Awareness

This domain refers to an individual’s ability to objectively assess how his/her strengths, weaknesses, styles, and tendencies affect others. Positive self-awareness has the companion of consistent self-reflection in an endeavor to foster and sustain good relationships with individuals from all walks of life.

Exploration

This dimension evaluates one’s openness to other cultures’ ideologies, norms, values, and customs. It gauges the individual’s aspirations, openness, curiosity, and willingness to seek out the pursuit of other experiences. The higher the score, the more genuine interest in learning from and applying these experiences to personal growth and development.

Global Mindset

This type measures the extent to which an individual is interested in other cultures and geographies. It is measured by interaction with global media, literature, and entertainment. The higher scores indicate the tendency to expand global perspectives and pursue similarity with people of diverse backgrounds. Lower scores indicate the lack of ability to embrace new ideas and beliefs, and it becomes challenging to establish diversity in relationships.

Relationship Interest

This scale measures one’s ability and motivation to form and maintain relationships with diverse cultures and populations. High scores intentionally seek relationships with diverse populations of people and attempt to speak their languages, while low scores struggle to relate to others who are unlike themselves.

Positive Regard

This dimension evaluates the ability to deal with people from other cultures without judgment or stereotype. High scores are open-minded and able to build and maintain good relationships, while low scores are judgmental and have a hard time relating to those who are different from them.

Emotional Resilience

This section is interested in an individual’s ability to remain grounded in emotionally charged situations. People scoring high are solution-oriented, being calm and relaxed under stressful circumstances. Those with low scores are excessively fixated on conflict, creating atmospheres that suppress the growth of relationships and successful task completion.

Personal Global Leadership Plan

Awareness of the need to develop these competencies can lead to an increased cultural intelligence quotient, or “cultural IQ” (Capella, 2021). According to Capella (2021), “The culturally intelligent person needs knowledge of culture and the basic rules of cross-cultural interactions.” To be a successful global business leader, one must develop a deep understanding of others’ values, ideologies, norms, and behavior. Chen (1996) highlights the distinction between intercultural awareness, intercultural sensitivity, and intercultural competence and emphasizes that acquiring intercultural competence will assist in forming good relationships.

In order to become interculturally sensitive, one needs to have the motivation to learn about, appreciate, and accept cultural differences with the aim of obtaining positive outcomes from intercultural interactions. The characteristic of self-knowledge is particularly significant, since it allows a person to consider his or her place in the world. Discovering simple features, such as age and sex, can be applied as the foundation for building intercultural competence. Having these factors as a tool, individuals can develop better planning skills, conflict resolution, and the ability to establish more stable, more diverse relations (Hammer, 2009).

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://library.capella.edu/resources/mr-hammer-2009-ics-moodian-article

Kozai Group. (2021). IES Survey. Retrieved from https://hbr.org/LEAD5210/Interactive_unit03/ComponentsofCulturalIntelligence_u03_wrapper