Running head: IES DOMAINS
IES Domains and Assessment Frameworks in Relation to Global Leadership Effectiveness
Intercultural effectiveness scale (IES) is made up of six critical domains (Moran,
Abramson, & Moran, 2014). The six include interests in relationships, free-thinking, emotional
endurance, self-awareness, expedition, and global-orientation. Due to their importance and the
role they play, there is a need to further group them into three groups depending on their
relationships and their specific features. These groups are non-stop learning, engagements
among individuals, and hardiness (Moran, Abramson, & Moran, 2014). Using this grouping
and the specific components, it is evident that IES is a crucial tool for precisely understanding
the behavior of individuals. Such understanding serves other purposes. For example,
individuals need to understand the behavior to establish and regulate the existence of
relationships within diverse culture. Again, IES is vital for understanding how effectively
various members of a team can comfortably accommodate one another and work together to
solve their problems. Therefore, it can also, by extension reveal the interpersonal strains whose
occurrences may lead to uncooperativeness. Every global leadership needs to properly assess
the IES to ensure the existence of an intercultural effectiveness.
Organizational leaders, particularly those that are working with people from different
cultures should find the most effective ways to work with such employees. Such leaders should
not narrow their scope to their countries of origin only; instead they should have a bigger
picture and consider themselves leaving their countries to go and work in foreign counties. A
leader than can comfortably leave their country and fit in other cultures are effective leaders.
An effective leader must portray the following traits:
Interests in Relationships: An effective global leader must show a great interest with their
subjects. The leader that plans to change the globe and that wants to find solutions to various
organizational problems must find ways to bring other employees closer. There may be cultural
difference in several ways such as language barrier but that is not a barriers to working to
achieve the organizational goals. As long as the effective leader knows the organization’s goals,
they can always create relationships aligned with organizational goals.
Free-thinking: An effective leader should be a free-thinker. They should form their opinions
independently based on the facts known to them only. The leader’s decisions should not be in
any way influenced by other team members even if they come from the same culture. An
independent leader will discourage any form of biasness within their international organization
and establish a culture of fairness and equity.
Emotional endurance: A global leader must have a stringer emotional endurance. It is because
they are in charge of many different people with different beliefs. There are cases that their
emotional endurance is much needed than any other aspect.
Self-awareness: The leader should consciously understand their own feelings, desires, and
character. The understanding is vital for the leader to know when they are likely to make the
right decisions and when they are unlikely to do so. Self-awareness saves the organization
because of the decisions made at the right time and with sober minds.
Expedition: The leader should be expeditious. They should be have a vast experience with
various people and situations to be able to make the right decisions when they are confronted
with difficult situations.
Global Mindset: The leader should think international so that they can fit anywhere with ease.
There are cases that they may be called upon to work in other countries. Their adaptability in
such countries depend on their global mindset.
Personal Global Leadership Plan
A Definition of Great Leader
The analysis reveal that a great leader must be conscious with all the six domains of
intercultural effectiveness scale. These six domains are the guidelines and yardstick that
facilitate the training of an individual to become a great global leader. Therefore, the plan must
consolidate all the six domains for an effective leadership standard.
After understanding the actual definition of a great global leader, there is a need to identify
individual’s main traits. There are various tools that facilitate such assessment. Some of the
tools that have been used for this objective are StrengthFinder and Myers-Briggs Type
Indicator. These tools reveal specific traits such as “observant” and “adventurous” in an
individual. Therefore, the analysis helps an individual to understand themselves better and find
out their strengths and weaknesses.
Core Values Identification
After the identification of the core characteristics, an individual deserves to identify their
individual values. The core values dictate how an individual is likely to make their decisions
at specific times and how well they can uphold integrity and ethical standards. One has the
discretion of choosing various values that they think define them better and align such values
with the global leadership standards.
Personal Vision Statement
With two vital analysis, an individual proceeds to write their personal vision statement. The
statement should include the core values and the personal characteristics as revealed by the
previous analyses. In writing the vision statement, an individual must refer to their self-
assessment to identify what they want to become, their target, and the values and principles
that guide their decision-making.
Analysis of Others’ Thoughts
Leadership is about an individual’s subjects. Therefore, their thoughts play significant roles in
defining the leader. The analysis should reveal the lacking and available leadership skills.
The individual writes down specific goals and supports them with specific actions to take. Also,
the resources and the timeline should appear here.
Gundling, E., Caldwell, C., & Cvitkovich, K. (2015). Leading Across New Borders.
Hoboken, NJ: John Wiley & Sons, Inc.
Moran, R. T., Abramson, N. R., & Moran, S. V. (2014). Managing cultural differences.
Thomas, D. C., & Inkson, K. (2005). People skills for a global workplace. Consulting to
Management, 16(1), 5.
Resources: Ethical and Social Challenges – LEAD-FPX5210 …
Resources: Ethical and Social Challenges
RESOURCES: ETHICAL AND SOCIAL CHALLENGES
Being a Leader and the Effective Exercise of Leadership. (2014). Integrity: A new model [Video] | Transcript.
Retrieved from https://www.youtube.com/watch?v=SPH1uWrolY8
Gundling, E., Caldwell, C., & Cvitkovich, K. (2015). Leading across new borders: How to succeed as the center
shifts. Hoboken, NJ: Wiley.
Chapter 9, “Leading From Your Own Center: Integrating Your Own Heritage, Present Awareness, and a
Vision for the Future.”
Nussbaum, M. C. (2004). Beyond the social contract: Capabilities and global justice. Oxford Development
Studies, 32(1), 4–17.
The golden rule and the global agenda: Developing leaders to meet ethical and social challenges. (2014).
Strategic Direction, 30(8), 18–21.
Assessment 4 Instructions: Global Leadership Development Plan …
Assessment 4 Instructions: Global Leadership Development Plan
Write a 2-3 page development plan that analyzes behavior shifts needed in order to increase leadership
effectiveness and describes personal leadership goals that are supported with action steps and research.
Reflecting on the results of your Intercultural Effectiveness Scale (IES) assessment and the Global Leadership
Inventory you completed in Assessment 1, as well as what you have learned throughout this course, you will create a
personal global leadership development plan.
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.
Analyze behavioral shifts needed for increasing effectiveness as a global leader.
Competency 2: Apply practices for leading and following in diverse environments.
Develop a plan, listing three or four action items to support each goal.
Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as
they work in complex environments.
Describe two goals to enhance personal global leadership competencies.
Support analysis, goals, and action steps with research to validate why those goals and actions can
enhance personal global leadership effectiveness.
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
In your 2–3 page plan, address the following:
Analyze the behavior shifts you need to make in order to increase effectiveness as a global leader.
Describe two goals you wish to pursue to enhance personal global leadership competencies.
Develop a plan with next steps, listing three or four actions needed to support each goal.
Review goals and actions for quality by using the SMART model (goals that are specific, measurable,
actionable, realistic, and time-bound).
Support analysis, goals, and action steps with research to validate why those goals and actions can enhance
personal global leadership effectiveness.
Assessment 4 Instructions: Global Leadership Development Plan …
Your plan should be written coherently to support a central idea with correct grammar, usage, and mechanics as
expected of a business professional.
References: Support your analysis with at least four scholarly resources.
Length: 2–3 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.
Formatting: Use APA formatting, including correct in-text citations, proper punctuation, double spacing
throughout, proper headings and subheadings, no extra line spaces before headings and subheadings, proper
paragraph and block indentation, no bolding, one-inch margins all around, and no bullets.
Font and font size: Times New Roman, 12 point.
Use the scoring guide to understand how your assessment will be evaluated.
VIEW SCORING GUIDE
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