PowerPoint Presentation Reflecting on Cultural Intelligence MNG XXXXXXXXXXReflective Writing 1 The task Hampden-Turner and Trompenaars XXXXXXXXXXargue that supporters of the concept of cultural...

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PowerPoint Presentation
Reflecting on Cultural Intelligence
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The task
Hampden-Turner and Trompenaars (2006) argue that supporters of the concept of cultural intelligence have to contend with, and come up with convincing answers to, three critical views:
1. Cultures are entirely relative in their values.
2. Cultural studies are a backward step, leading to grand theories.
3. All attempts to categorise cultures are crude stereotypes inferred from superficial features of culture.
Drawing on your own experiences of visiting, living and/or working in another culture do you think that the evidence from cultural intelligence can answer these criticisms or not, or is it just another trendy concept with no substance?
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Please note: a reflective essay weaves two writing styles together - the academic essay and the reflective journal. Assessment will focus on how successfully you have demonstrated a capacity to analyse and reflect on events in order to learn from them. Relevant to the assessment is how much you are able to relate your current theoretical learning to a real life situation. You need to be genuine and honest in your reflections.
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Global leadership competencies
Adventurer
Sensitiser
Insider
Judge
Synthesiser
Source: Graen and Hui 1999
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A person’s capability to adapt effectively to new cultural contexts
An ability to interpret unfamiliar gestures in the dame way as a national resident would, and to mirror them
An understanding of the fundamentals of intercultural interactions
A mindful approach to such interactions
An ability to build a repertoire of adaptive skills and behaviour
A capability to gather, interpret, and to act upon radically different cues
Source: Thomas et al. 2008
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Cultural intelligence
Early 2000s work was undertaken on an individual aspect of culture – the idea of cultural intelligence (CQ).
See: Earley, PC & Ang, S 2003, Cultural Intelligence: individual interactions across cultures, Stanford University Press, Stanford, CA.
Earley, PC & Mosakowski, E 2004, ‘Cultural intelligence, Harvard Business Review, vol. 82, no. 10, pp. 139 – 146 (on BB under A3 Task)
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Key framework:
Mind (meta-cognitions): learning strategies, whereby people can acquire and develop coping strategies. We need to identify a ‘point of entry’ into a foreign culture – foe example, a form of behaviour or a context that can be used to subsequently interpret different patterns of behaviour.
Knowledge about different cultures (cognition).
Heart (emotional/motivational): people must have the desire to persevere in the face of challenge when adapting to a new culture, and a belief in their own ability to master a situation (self-efficacy).
Body (physical behaviour): people need to develop a repertoire of culturally-appropriate behaviours. This centres on the ability to mirror customs and gestures, and adopt habits and mannerisms, in order to enter the world of a foreign culture and enable the development of trust.
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Reflection is: 
a form of personal response to experiences, situations, events or new information.
a 'processing' phase where thinking and learning take place.
There is neither a right nor a wrong way of reflective thinking, there are just questions to explore.
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Why reflective writing
To make connections
To examine your learning processes
To clarify what you are learning
To reflect on mistakes and successes
To become an active and aware learner
To become a reflective practitioner once you graduate and begin your professional life
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Reflective writing is:
your response to experiences, opinions, events or new information
your response to thoughts and feelings
a way of thinking to explore your learning
an opportunity to gain self-knowledge
a way to achieve clarity and better understanding of what you are learning
a chance to develop and reinforce writing skills
a way of making meaning out of what you study
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Reflective writing is not:
just conveying information, instruction or argument
pure description, though there may be descriptive elements
straightforward decision or judgement (e.g. about whether something is right or wrong, good or bad)
simple problem-solving
a summary of course notes
a standard university essay
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What can I discuss?
Your perceptions.
Experiences, ideas and observations you have had, and how they relate to the topic.
What you found confusing, inspiring, difficult, interesting and why.
Questions you have
How you:
solved a problem;
reached a conclusion;
found an answer;
reached a point of understanding.
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Possibilities, speculations, hypotheses or solutions.
Alternative interpretations or different perspectives on what you have read or done in the topic.
Comparisons and connections between what your are learning and:
your prior knowledge and experience;
your prior assumptions and preconceptions;
what you know from other courses or disciplines.
How new ideas challenge what you already know.
What you need to explore next in terms of thoughts and actions.
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Getting started
1. Clarify your task
2. Gather your ideas
3. Ask strategic questions
4. Reflect on yourself and your experience
5. Linking theory and practice
 
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Be aware !
Can I say what I think without references ?
Is it OK to write I think or I believe ?
Evidence, what evidence ?
Reflective writing is not an invitation to throw academic caution to the winds.
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….After reflecting on the change I am much more aware of the importance of communication. I feel that I have gained a valuable lesson in understanding the role of communication in the change process, and will apply this to my future practice.
What might a marker think ?
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This is just your opinion.
This look like an emotional response without any evidence of a search through the literature.
Introducing an unsupportive opinion with I think/I believe does not change the essential and fundamental requirement of academic writing – to show the basis for statements you make.
What you have learnt or the insights you have gained need to be evidenced from both your personal experience AND related reading.
Aim to achieve a balance between your personal perspective, experience and ideas, and the requirements of good academic practice and rigorous thinking.
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Writing style
1. Reflective writing is mostly subjective.
You can be reflective and logical, AND personal, hypothetical, critical and creative.
You can comment based on your experience, rather than limiting yourself to academic evidence.
Reflective writing includes:
description (what, when, who) and analysis (how, why, what if).
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You can use different modes of writing and language:
descriptive (outlining what something is or how something was done)
explanatory (explaining why or how it is like that)
expressive (I think, I feel, I believe)
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Using ‘I’
.....It became apparent to me….
……I felt disappointed that the change was not without challenges…..
……I realise now that I should have ……
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2. Looking back
You are looking back and REFLECTING on how your ideas or approach has changed – what happened THEN, and your analysis and reflection on it NOW.
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‘Looking back’
………At the time……
……Looking back on this experience now…….
……On further reflection, this experience highlights a series of weaknesses in……..
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Being reflective involves being:
Open
Curious
Patient
Honest
Rigorous
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Two Sample Models
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Source: Bain, J.D., Ballantyne, R., Mills, C. & Lester, N.C. (2002) Reflecting on
practice: Student teachers' perspectives, Post Pressed: Flaxton, Qld
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Gibbs' reflective cycle
6 stages:
Description of the experience
Feelings and thoughts about the experience
Evaluation of the experience, both good and bad
Analysis to make sense of the situation
Conclusion about what you learned and what you could have done differently
Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.
Adapted from: Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
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Example of each stage
Description
Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.
Helpful questions:
What happened?
When and where did it happen?
Who was present?
What did you and the other people do?
What was the outcome of the situation?
Why were you there?
What did you want to happen?
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Example of 'Description'
Topic: Group work assignment
For an assessed written group-work assignment, my group (3 others from my course) and I decided to divide the different sections between us so that we only had to research one element each. We expected we could just piece the assignment together in the afternoon the day before the deadline, meaning that we didn’t have to schedule time to sit and write it together. However, when we sat down it was clear the sections weren’t written in the same writing style. We therefore had to rewrite most of the assignment to make it a coherent piece of work. We had given ourselves enough time before the deadline to individually write our own sections, however we did not plan a great deal of time to rewrite if something were to go wrong. Therefore, two members of the group had to drop their plans that evening so the assignment would be finished in time for the deadline.
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Feelings
Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.
Helpful questions:
What were you feeling during the situation?
What were you feeling before and after the situation?
What do you think other people were feeling about the situation?
What do you think other people feel about the situation now?
What were you thinking during the situation?
What do you think about the situation now?
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Example of 'Feelings’
Before we came together and realised we still had a lot of work to do, I was quite happy and thought we had been smart when we divided the work between us. When we realised we couldn’t hand in the assignment like it was, I got quite frustrated. I was certain it was going to work, and therefore I had little motivation to actually do the rewriting. Given that a couple of people from the group had to cancel their plans I ended up feeling quite guilty, which actually helped me to work harder in the evening and get the work done faster. Looking back, I’m feeling satisfied that we decided to put in the work.
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Answered Same DayFeb 02, 2021MNG00786Southern Cross University

Answer To: PowerPoint Presentation Reflecting on Cultural Intelligence MNG XXXXXXXXXXReflective Writing 1 The...

Azra S answered on Feb 13 2021
90 Votes
Cultural Intelligence and Understanding Cultures
Culture is a part of our life. We are born, live and develop in cultures that become a part of us. We ca
y this culture with us wherever we go. It becomes an inseparable part of our personality. To many people it is an identity, t
o others it is simply tradition. However, culture is an integrated part of every society. Understanding culture and adapting to it thus forms an important part of almost every aspect of life. It is relevant to business, society and individual. Earlier on, when people lived in the same society having the same culture, cultural integration was not relevant. However, since the advent of globalization and increasing mixing of society, integrating with cultures has been growing in importance.
According to Hampden-Turner and Tromenaars (2006) cultural integration require the answer to three important opinions- Cultures are relative in their values; Cultural studies are a backward step, leading to grand theories; All attempts to categorise cultures are crude stereotypes infe
ed from superficial features of culture. The concept of cultural intelligence has grown in importance recently. Cultural intelligence has been an open attempt to device a systemized way of integrating into cultures. Basically, cultural intelligence refers to an individual’s ability to adapt to different cultures (Earley and Mosakowski, 2004). While some level of cultural intelligence is innate, it is believed that cultural intelligence can be developed and learnt (MacNab, 2012).
Some people have an understanding nature and by it, they find understanding and blending into other cultures easy. However, this is not the case in general. We all find other cultures different and sometimes even odd. When a person starts viewing other cultures as inferior, it turns into racism. Such was the case in the earlier days when colonialism prevailed. However, today people try to understand other cultures and blend into them. The very attempt of developing the concept of cultural intelligence is a proof of that. I believe cultural intelligence is a valid concept that has the ability of helping individuals adapt to different cultures. I have reached this conclusion as a result of my own experience as a foreign resident as well as due to the various related text available in relation to this fact.
As human beings we adapt to all types of situations. It seems difficult in the beginning, but we always do. I didn’t think I was too compatible with the Australia culture either when I first came here. The way people talked, dressed and mingled was new to me. As an Indian, I found myself out of the picture. I faced situations in which people talked down to me as well. However, with the passage of time, I found myself having adjusted to a lot of...
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