Six Domains of the Intercultural Effectiveness Scale (IES)
LEAD FPX 5210 Assessment 1 The six areas, due to three factors (Kozai, 2021), each of which contains two specific competencies, as identified in the table below.
A total score, according to the IES, is derived from the aggregation of the following six sub-dimensions (Kosai, 2021):
Self-Awareness
This domain refers to an individual’s ability to realistically assess how their strengths, weaknesses, styles, and tendencies affect others. Positive self-awareness is followed by frequent self-reflection with the aim of building and sustaining good relationships with people from various backgrounds.
Exploration
This scale evaluates one’s openness to other cultures’ ideologies, norms, values, and customs. It evaluates the individual’s aspirations, openness, and curiosity, and willingness to seek out the exploration of diverse experiences. The higher the score, the more genuine interest there is in learning from and using these experiences in personal growth and development.
Global Mindset
This dimension measures the extent of interest one has in different cultures and geography. It is measured by engagement with foreign media, literature, and entertainment. It measures the tendency to expand global perspectives and reach out to seek commonality with others of diverse backgrounds. High scores indicate the inability to embrace new concepts and beliefs and therefore fail to create diversity in relationships.
Relationship Interest
LEAD FPX 5210 Assessment 1 This scale measures one’s ability and motivation to initiate and maintain relationships with various cultures and demographics. High scores intentionally seek relationships with diverse groups of individuals and make efforts to communicate in their languages, while low scores struggle to relate to others who are unlike themselves.
Positive Regard
This dimension examines the ability to interact with individuals from different cultures without prejudgment or judgment. Those who score high are open and can establish and maintain good relationships while low scorers are judgmental and find it difficult to relate to individuals who are different from them.
Emotional Resilience
This dimension is interested in an individual’s ability to remain grounded in emotionally challenging situations. High scorers are solution-oriented, remaining calm and composed during stressful situations. Low scorers are excessively worried about conflicts, creating environments that inhibit relationship growth and successful task completion.
Personal Global Leadership Plan
Acknowledgment of the need to develop these skill sets 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 behaviors. Chen (1996) identifies the difference between intercultural awareness, intercultural sensitivity, and intercultural competence and emphasizes that the acquisition of intercultural competence will assist in building positive relationships.
To be interculturally sensitive, one has to be willing to learn about, appreciate, and accept variations in cultures in pursuit of positive outcomes in intercultural interactions. The self-awareness aspect is most critical because through it, human beings are capable of assessing where they stand within the world scenario. The basic characteristics, such as age and gender, may be employed to form a point of departure toward developing intercultural competence. Through the variables, individuals will become better planners, conflict negotiators, as well as engendering healthier, more mixed 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
