Intercultural competence self-assessment and global leader | business | Aaniiih Nakoda College


Part One (10%, max 750 words)


This part aims for each student to gain practice in evaluating and interpreting their Intercultural Effectiveness Scale competencies.

Upon completion of this assignment, the student will be able to:

Articulate the meaning of the competencies.

Diagnose personal strengths and weaknesses and make recommendations for development


  1. Read Mendenhall
  2. Read personal survey report thoroughly. Reflect on the accurateness/fit of the results.
  3. Discuss strengths and how you might build upon your intercultural competence. In addition, highlight one area and make suggestions for development.
  4. Do not simply state that competencies are high or low; rather, discuss the implications for developing intercultural competence.

Grading Criteria

Your assignment should conform to the following criteria:

FAILPASSOUTSTANDINGArticulates meaning of competenciesRestates definitions. Does not differentiate between dimensions.Provides a satisfactory understanding of three main dimensions and sub-dimensionsInterprets competencies and provides examples. Illustrates understanding of the competency model.Analyzes the overall resultsRestates results high/low and does not interpret outcomes to intercultural competency provides satisfactory broad overview and analysis.Identifies specific implications of results to intercultural competency development. Discusses interactions among competenciesRecommends suggestions for development estates competencies and does not articulate how to achieve developmentProvides satisfactory suggestions that broadly contribute to the development planIdentifies specific activities that will contribute to experiential learning and development

Part Two (10%, max. 750 words)


This part aims to apply an intercultural lens to the mindset of a corporate global leader.

Upon completion of this assignment, the student will be able to:

Identify other competencies that influence executive perceptions and actions.

Better understand the scale of the intercultural challenge in international business.


Read Stahl, G. H., & Brannen, M. Y. (2013). Building cross-cultural leadership competence: An interview with Carlos GhosnAcademy of Management Learning & Education12(3), 494–502.

Read Chi Vu, M., Gill, R.(2019). Fusion leadership: A transcultural interpretation and application. International Journal of Cross-Cultural Management Volume: 19 issue: 2, page(s): 140-159

  • Reflect on the intercultural competencies mentioned by Carlos Ghosn and the approach of fusion leadership.
  • Now, choose a global leader that, in your opinion, demonstrates intercultural competencies.
  • Provide a brief description of your chosen leader and list relevant intercultural competencies, including evidence from the literature of these behaviours/mindsets.
  • Identify where competencies overlap with those identified in Mendenhall et al.
  • Discuss the importance of intercultural competencies and how they are developed for global businesses. Explain how fusion leadership can develop global managerial skills.

FAILPASSOUTSTANDINGIdentifies and understands competenciesRestates terms. Does not show appreciation of their impact provides a satisfactory understanding of competencies and their impactInterprets competencies and provides examples. Illustrates understanding of the executive perspective. Compares and discusses competency sets estates both sets of terms but does not discuss them adequately provides satisfactory broad overview and discussion.Understands and discusses the individual view of competencies and the organizational perspective of competencies
Recommends suggestions for development estates competencies and does not articulate how to achieve development in business provides satisfactory suggestions that broadly relate competency to organizational performance critically discusses activities and actions that may contribute to cross-cultural learning and development in the business organization writing, APA, references poor references, grammatical or APA errors. No references to sources or concepts covered in the course minimal errors, clear writing, sufficient credible references from academic sources/journal articlesLogical flow, no grammatical or APA errors, sufficient credible references from academic sources/journal articles 

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