building global leadership competencies

Write a 5-7 page analysis of theoretical models and their use in developing global teams and resolving conflicts in diverse workplaces.

Overview

To build global leadership competencies, it is important to understand the theoretical models and their potential utility in your organization or industry.

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.
    • Describe the cultural intelligence (CQ) framework.
  • Competency 2: Apply practices for leading and following in diverse environments.
    • Compare and contrast how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces.
    • Analyze personal learning for all of these tools and models.
  • Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.
    • Analyze the role of cultural intelligence in leading effectively in a cross-cultural context.
    • Assess the potential application of cultural frameworks and process tools for global organizations.
  • 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.

Assessment Requirements

Using the DAE (describe, analyze, evaluate), MBI (map, bridge, integrate), CQ (cultural intelligence), and Hofstede models, complete a 5–7 page written analysis that addresses the following:

  • Describe the cultural intelligence (CQ) framework.
  • Analyze the role of cultural intelligence in leading effectively in a cross-cultural context.
  • Assess the potential application of cultural frameworks and process tools for global organizations.
    • What application might tools such as Hofstede’s cultural dimensions and the DAE or MBI models have for someone about to start working in another culture?
  • Compare and contrast how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces.
    • Provide a workplace example of how you could use the two selected models.
  • Analyze personal learning for all of these tools and models, including the model’s potential key results and benefits, your personal levels of comfort with them, the strengths or gaps in your own practice, and areas for further practice.

Your analysis should be supported with theory and research as well as your own experiences. It should be written coherently to support a central idea, in appropriate APA format throughout, with correct grammar, usage, and mechanics as expected of a business professional.

Submission Requirements

  • References: Support your analysis with at least five scholarly resources from the Capella library.
  • Length: 5–7 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.
  • Font and font size: Times New Roman, 12 point.
Criteria Non-performance Basic Proficient Distinguished
Describe the cultural intelligence (CQ) framework. Does not identify the cultural intelligence (CQ) framework. Identifies but does not describe the cultural intelligence (CQ) framework. Describes the cultural intelligence (CQ) framework. Articulates the cultural intelligence (CQ) framework of knowledge, mindfulness, and skills using scholarly resources.
Analyze the role of cultural intelligence in leading effectively in a cross-cultural context. Does not describe the role of cultural intelligence in leading effectively in a cross-cultural context. Describes but does not analyze the role of cultural intelligence in leading effectively in a cross-cultural context. Analyzes the role of cultural intelligence in leading effectively in a cross-cultural context. Analyzes the role of cultural intelligence in leading effectively in a cross-cultural context and summarizes findings supported by scholarly resources.
Assess the potential application of cultural frameworks and process tools for global organizations. Does not identify the potential application of cultural frameworks and process tools for global organizations. Identifies but does not assess the potential application of cultural frameworks and process tools for global organizations. Assesses the potential application of cultural frameworks and process tools for global organizations. Analyzes the potential application of cultural frameworks and process tools for global organizations using additional scholarly resources.
Compare and contrast how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces. Does not identify how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces. Identifies but does not compare and contrast how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces. Compares and contrasts how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces. Analyzes how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces, using additional scholarly resources to support findings.
Analyze personal learning for all of these tools and models. Does not describe personal learning for all of these tools and models. Describes but does not analyze personal learning for all of these tools and models. Analyzes personal learning for all of these tools and models. Analyzes personal learning for all of these tools and models and summarizes strengths and gaps in own practices and potential applications.
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.
 
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