Cultural Intelligence Development Plan

CulturalIntelligence Development Plan:

Culturalintelligence takes account of the aptitude to comprehend fundamentalcultural customs of a corresponding person’s culture and to beflexible and open to replicate and modify relations strategies andpotentials depending on the circumstances and the environment(Hubbard, 2003).

Abrief summary of personal cultural intelligence assessment results

Thecultural intelligence model as interpreted by Livermore (2010)exhibits that having skills, mindfulness, and knowledge working insync in performance aids an individual to achieve culturalintelligence (CQ). Cultural intelligence has its origins in personalintelligence and also in emotional/social intelligence, which is theability to manage, understand, and recognize emotions both in othersand in ourselves (Peterson, 2004).

Acultural intelligence development plan for how development will beachieved

Findingsdistinguishing average leaders from outstanding leaders show thattheir emotional intelligence contributes to about 80% to 90% fortheir competencies. These competencies are the ability to haveother-awareness and self-awareness to be in harmony with both other’semotions and one’s emotions (Ang &amp Van Dyne, 2008). To testthis notion of action, strategy, knowledge, and drive and theircritical link a case study was conducted on a group of MBA students.The study analyzed the CQ Synthesis and Development Plan for personaldevelopment to evaluate their level of transformation (Earley &ampAng, 2003). The objective of this engagement experience was to gooutside physical boundaries for the students by proposing relevantcultural information as the basis for others actions (Lillis &ampTian, 2009).

Four-CategoryCoding Scheme for Personal Development

Specific Actions

Timelines

Drive

  • The response shows no indication of the student trying to grasp an understanding of the concept.

  • Action has been undertaken without the student seriously thinking about it

  • Largely no effort to develop

Knowledge

  • Approach is confined to theory

  • There is indication of understanding of a concept

  • There is reliance upon what was taught

  • Theory is detached from personal experiences

Strategy

  • There will be individual insights applied practically

  • The student’s personal experiences are in relation to the concept

  • Concepts relate to other experiences, and personal application is attached

  • Situations coming across in practice will be reflected and effectively discussed in relationship to what has been taught.

Action

  • Evidence of a change in perspective over a fundamental belief of the understanding of a key concept

  • Critical cause of action is unlikely to occur frequently

Adiscussion that synthesizes current scholarly research

Withthe purpose of determining any generalization of carrying out such astudy, it would be essential to evaluate the pre-departure planningand then the post learning effects of a diversified student clustersover time (Tej Adidam, Gajre, &amp Kejriwal, 2009). Other forms ofassessment such as engaging students in both formal and informalgroup discussions would be necessary for gauging personal growth(Thomas &amp Inkson, 2009).

Conclusion

Thesuggestion that most learners understood culture as an impact onbusiness practices: cultural, historical, political, and societal isimportant (Arevalo, 2011). The aim of this specific cross-culturalengagement program was to help students understand that culturedrives business. In developing the intercultural ability forstudents, the knowledge is to progress simply in personaldevelopment. The definitive goal is to attain personal insights thatare meaningful and profound to aid in personal development (Moua,2010).

References

Earley,P. &amp Ang, S. (2003). CulturalIntelligence.Stanford, Calif.: Stanford University Press.

Hubbard,E. (2003). TheDiversity Scorecard.Oxford: Butterworth-Heinemann.

Peterson,B. (2004). CulturalIntelligence.Yarmouth, Me.: Intercultural Press.

Ang,S. &amp Van Dyne, L. (2008). Handbookof Cultural Intelligence.Armonk, N.Y.: M.E. Sharpe.

Lillis,M. &amp Tian, R. (2009). Cross‐CulturalCommunication and Emotional Intelligence. MarketingIntelligence &amp Planning,27(3),428-438. http://dx.doi.org/10.1108/02634500910955272

TejAdidam, P., Gajre, S., &amp Kejriwal, S. (2009). Cross‐CulturalCompetitive Intelligence Strategies. MarketingIntelligence &amp Planning,27(5),666-680. http://dx.doi.org/10.1108/02634500910977881

Thomas,D. &amp Inkson, K. (2009). Culturalintelligence.San Francisco, CA: Berrett-Koehler Publishers.

Livermore,D. (2010). Leadingwith Cultural Intelligence.New York: American Management Association.

Moua,M. (2010). CulturallyIntelligent Leadership.New York: Business Expert Press.

Arevalo,Jorge A. (2011). Global Business Knowledge in the Classroom:Developingand Applying a Valuation Framework, 48,501–512.