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Though we cannot do much to affect your CQ Drive, presumably you have an interest in being open to adapting and developing cross-cultural skills or you would not be taking this class! The integrative Case and SLPs work together to build your CQ Knowledge and CQ Strategies, so that after this class you can move confidently into CQ Action to change your behavior appropriately when working across cultures.

In the SLPs you will be taking some self-assessments on various topics relevant to cultural leadership and developing an action plan for continued development. The key here is self-awareness and growth, and you will gain the most from honestly answering the questions on the assessment.

You will also be keeping a journal as a part of your SLP. You may make entries as often as you like, but at least once a week. This promotes self-awareness through regular reflection. The journal will be submitted with each module and will contain your thoughts, feelings, and insights concerning what you have learned during the SLP assessment, the course readings, Discussions, and Case activities to create an action plan for continued personal development that will be turned in in the final module of the course. So that you can guide your thinking and reflection in the journal, the requirements of the final development plan can be viewed at Cross-Cultural Competency Plan (attached).

In this module, you will be assessing your CQ. Please fill out the following questionnaire: The Cultural Intelligence Scale (CQS)(attached).

After completing the instrument, address the following in your journal (2–3 pages):

  1. What was your score on each of the four factors?
  2. What does this tell you about your capacity for task performance and adjustment (strengths and weaknesses)?
  3. How does this assessment complement what else you have learned in this module (from the readings, Case, Discussion)?

Assignment Expectations

  • The journal is a cumulative document—you turn in all previous entries with each module.
  • Include the results from the assessment in your journal.
  • Each module should add 2–3 pages to the journal.
  • The journal should be thoughtful and insightful, integrating learnings from the assessment with other activities in the module and course.
  • The format for the journal is less formal than academic papers (e.g., you can use the first person), but you should use headings to organize your thoughts and guide the reader and cite any sources where you are using information, data, or text from an outside source.
  • Any references should be prepared in APA format in a combined reference list at the end of the journal.
  • Your journal should be edited and error-free.

Required materials to cite:

Ang, S., Van Dyne, L., Koh, C. K. S., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation, and task performance. Management and Organization Review, 3: 335–371. (attached)

Earley, P. C. & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business Review, 82(10): 139–146.

Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443. Retrieved from the Trident Online Library.

Livermore, D. (2009). Leading with Cultural Intelligence. YouTube. Retrieved from http://www.youtube.com/watch?v=SMi7yhHjASQ

Miner, H. (1956). Body ritual among the Nacirema, American Anthropologist 58:3. Retrieved from https://www.msu.edu/~jdowell/miner.html

Stahl, G. K. & Brannen, M. Y. (2013). Building cross-cultural leadership competence: An interview with Carlos Ghosn. Academy of Management Learning and Education, 12(3): 494–502.

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