This individual reflective assignment requires you to demonstrate a comprehensive understanding of Learning Outcomes 1 and 2, covering topics between Weeks 1 and 4. .Follow the instructions below: 1. Complete a self-assessment on Howard Gardner’s Basic Multiple Intelligences Test and Daniel Goleman’s EQ Instrument: 1. Complete a self-assessment on Howard Gardner’s Basic Multiple Intelligences Test Download the free Multiple Intelligences test (based on Howard Gardner’s model) – in MSExcel self-calculating format from the following free online link below; http://www.businessballs.com/howardgardnermultipleintelligences.htm#multiple%20intellige nces%20tests and Complete Daniel Goleman’s EQ Instrument from the free online link below: https://www.mindtools.com/pages/article/ei-quiz.htm Your responses should be completely your own. 2. Contact two people who know you reasonably well (e.g. work colleagues, close friends, family members). Provide them with the link or hard-copy version of the same two survey instruments and request that they complete the survey as an assessment of you and mail their survey results to you once completed. 3. Using the Johari Window model for self-awareness, critically analyse your own findings and those of your associates to reflect on what you have learned about yourself. Write a 1200-word reflective essay (+/- 10% word count) based on the assessment results you have gathered. Discuss key areas of strengths and areas for improvement. In particular, review major differences between your self-assessment and those that you received from your chosen two associates. 4. In addition to an introduction and conclusion, the reflective essay should comprise three main sections: In Part 1, critically compare your results with those of the two people who evaluated you. In your analysis, use the 4 quadrants of the Johari Window i.e. Open, Blind, Hidden, Unknown (approx. 400 words). In Part 2, analyse your strengths and weaknesses based on your own survey results and discuss possible improvements (approx. 300 words). In Part 3, reflect on what competencies you would like to develop in order to function well as a global citizen. Provide practical examples with the assumption you work in a culturally diverse global organisation (approx. 400 words). COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a registered higher education provider CRICOS Provider Code 02426B. Assessment Information Your reflective essay should include: • An academic analysis of your own experience. This should include a critical reflection on your thoughts, feelings and actions. Ensure to integrate these reflections with theoretical concepts. Reflective essay can be entirely written in the first person. • A brief discussion of identified strengths and areas for development presenting your own results, your associates’ results, and a discussion of the patterns, similarities/differences, and trends you discover. Also, please ensure you link your discussions to appropriate theoretical concepts. • Evidence of integration of feedback received from your associates, as well as consideration of your own past experiences and feedback from other sources you’ve received in years gone by. • A clear conclusion reflecting how your new insights may assist you with a potential career in a culturally diverse organisation. • A reference list. • Show proofs of completed surveys, yours and your associates (Face to face students to their facilitators in Week 5 at the end of the seminar. On-line students are asked to scan the tests and email them to their on-line facilitator). Please note that the evidence of the tests is worth 6/30. Further guidance: • This paper requires a significant amount of analysis and personal reflection. This means that you should consider the Johari Window model by breaking down its four parts and reflecting on how the various quadrants provide a deeper understanding of yourself. • The attached marking rubrics guide the marker when awarding marks for your reflective essay. You should review your paper in line with this to ensure there is nothing you have missed. • It is important to check your similarity in Turnitin. All sentences highlighted must be either paraphrased in your own words or put in quotes and referenced accordingly. You should be aiming for as low a similarity score as you can. Similarity highlighted in a contents page, reference list or appendices is nothing to be concerned about.
Working in a Culturally Diverse Setting
The implementation of the Johari Window model comes in handy in establishing areas which can be enhanced to promote an understanding of people within a group. Working in a culturally diverse setting requires the members of the group to understand each other despite the variance in culture (Overbeck, Neale, & Mannix, 2011). Through the Johari Window Model, it is easy to assess and establish how group relationship can be improved.
Part 1: Results Comparison
The first quadrant, which is also the area of free activity, showed that my interpersonal skills were significantly high since I scored 35 on the multiple intelligence tests. I am open to feedback when relating with people in the group. Moreover, I am a good listener and I always ask for clarifications when I do not understand anything during a conversation. In comparison to the findings generated by Peer 1 and 2, my results were slightly different. For instance, Peer 1 established that I have poor listening skills. His findings provided that I always interrupt people during conversations. Results from Peer 2 revealed that I am not always open to feedback which makes my interpersonal skills undesirable.
The second quadrant is the blind spot zone. This segment should be reduced since it is unproductive (Thomas, 2016). My score on this zone is undesirable.
Unlike the findings generated by my peers who took part in the evaluation, I found out that it is difficult to move on in the events when I feel frustrated. Additionally, I find it difficult to focus on long-term goals, something which my peers established that I find it simple to do.
The third quadrant is the hidden area. I consider my scores on this quadrant to be desirable. For instance, I often review my progress on long-term goals achievement. Peer 1 provided that rarely review my progress even after setting the long term goals. Peer 2 stated that I never review my goals even after setting them annually.
The fourth quadrant includes aspects which are unknown to an individual and to the group (Thomas, 2016). For instance, I established through the self-assessment process that I often recognize my emotions when I experience them. Peer 1 revealed that I often recognize emotions during the process of interaction. This is not the same for the findings generated by Peer 2 based on the fact that she revealed that I fail to recognize my emotions. As a result, Peer 2 provided that I always spur conflict when interacting with the other team members, especially those from a different cultural background.
Part 2: Strengths and Weaknesses Analysis
After completing the self-assessment process, I clearly established my areas of strengths and weaknesses. For instance, I established that my interpersonal and intrapersonal skills were desirable. I am a good listener and I can easily control my temper in the event I feel frustrated. I am an effective team player since I enjoy organizing groups. When negotiating, I am proficient and careful enough to avoid conflicts through proper group relations. Additionally, I am good in building rapport with other members of the team. When interacting with people in a team, I also take time to listen attentively before providing a feedback to avoid instances of conflict development. Despite the noted areas of strengths, several areas of weakness could also be easily identified. For instance, I realized that I rarely ask for feedback on aspects which I do well and how to improve on my performance. Moreover, reading the emotions of others has proven to be my area of concern. Notably, I find it difficult to master other people’s emotions. This has increased the potential for conflict development with a culturally diverse group setting.
Several improvements can be ensured to address the noted areas of weakness. For instance, the managers within the firm which I am part of can consider establishing an environment which fosters self-discovery. This can include program which encourage employees to provide feedback about how they relate with each other and their thoughts about what could be done differently for a more fulfilling work relationship. Additionally, I can also improve on my areas of weakness by learning from my peers. Implementing the strategies they use to enhance their skills can also aid in promoting my areas of weakness since I can understand how to become effective within the multicultural group setting (Guilherme, Glaser, & Méndez García, del, 2010).
Part 3: Competencies Development
Functioning as a global citizen requires the development of effective competencies which makes it possible for one to blend within different group settings. I would like to develop several competencies to become a global citizen. For instance, I would like to enhance my teamwork competency. Woods, Barker and Hibbins (2011) state that to become an effective team player within a multicultural group setting, one must acknowledge that a culturally diverse team is composed of people from different cultural backgrounds. By this, one will be cautious when interacting with members of the group with a different background to avoid the event of conflict development.
Moreover, I also seek to enhance my verbal and non-verbal communication competency. This development stems from the fact that the people from different cultural groups and settings have different ways of communicating. Therefore, to avoid instances of conflict development, it is necessary to enhance my communication competency to interact with different people despite their cultural background. For example, my verbal and nonverbal skills vary from that of people from the UK. Therefore, learning about how people from the UK interact with each other, both verbally and nonverbally, is an important consideration for reducing the potential for conflict development.
Developing multiple leadership competencies is also a desirable factor of consideration to becoming a global citizen. For example, as a leader of a multicultural team, there is need to establish different styles of leadership which is effective for communication for all people despite their culture. For instance, establishing a leadership style which focuses on authority with an aim of projecting credibility to the members of the team would work effectively with western cultures. On the other hand, devising a leadership style which focuses on emotional intelligence will enable one to earn respect from stakeholders within a foreign growth hub market. With the two leadership styles, it becomes easier to earn the respect and trust of the members of the multicultural group.
Moreover, developing problem solving competency is also a requisite factor of consideration. This stems from the fact that a multicultural group setting is bound by conflicts which majorly arise from misunderstanding likely to arise. Therefore, mastering how to handle these conflicts and misunderstandings would come in handy in driving the team towards its goals. One of the ways of becoming an effective problem solver is by becoming a neutral agent during conflict resolution process.
Working in a multicultural group setting is quite challenging as a result of the potential for conflict development. As a result, there is need to capitalize on one’s strengths and enhance weaknesses to promote an understanding among the members of the team despite their cultural variance. Teamwork and leadership competencies are some areas which can be enhanced to promote an effective multicultural group performance.
Guilherme, M., Glaser, E., & Méndez García, M. Del C. (2010). The Intercultural Dynamics of Multicultural Working. Bristol: Multilingual Matters.
Overbeck, J. R., Neale, M. A., & Mannix, E. A. (2011). Negotiation in Groups. Bingley, U.K.: Emerald Group Publishing Limited.
Thomas, D. C. (2016). The Multicultural Mind : Unleashing the Hidden Force for Innovation in Your Organization (Vol. First edition). Oakland, CA: Berrett-Koehler Publishers.
Woods, P., Barker, M., & Hibbins, R. (2011). Tapping the benefits of multicultural group work: An exploratory study of postgraduate management students. International Journal of Management Education (Oxford Brookes University), 9(2), 59–70.