Unit 2 Written Assignment, BUS 5211: Managing in the Global Economy (University of the People)

BUS 5211: Managing in the Global Economy, University of the People

Unit 2 Written Assignment

In Chapter 7 of your textbook, Cultural Intelligence for Leaders, please read Case Study 9: Faith and Health.  

Please be sure to particularly address the following questions related to the case:

1. Using what you know about cultural intelligence, analyze the situation in terms of national, regional and individual levels.
2. For each of the five behaviors and needs outlined, find a strategy, or strategies, to resolve the issues.  Utilize the basics of developing and practicing cultural strategic thinking within the Unit 2 reading.
3. Determine how the hospital can increase their cultural strategic thinking to ensure patients are addressed with care and compassion regardless of their individual culture and beliefs. 

Submit a 2-3 page paper, (independent of the title page and reference page) double-spaced in Times New Roman (or its equivalent) font which is no greater than 12 points in size. The paper should cite at least 1 additional source, independent of the textbook. Be sure to use APA format.

Before beginning this assignment, read the General Guidelines for Case Studies and review the Case Analysis Rubric available in the Learning Guide.

Grade: 79.2/90 (734 words)

This case study is taken place in a Hospital in German. Abdul Hadi is a patient and Muslim, and Anna is his nurse. They experienced difficulties that occurred due to cultural differences. I begin by describing the basic concept of cultural intelligence and will introduce the national, regional, and individual levels. Next, I show strategies to resolve the issues with cultural strategic thinking. Finally, I propose the hospital increase its cultural strategic thinking to ensure patients are addressed with care and compassion regardless of their culture and beliefs.

Cultural intelligence (CQ) 

Anna is increasingly frustrated with Abdul's behavior and his needs. Most of the frustrations were caused by religion and Islamic faith, and in this case, knowing "cultural intelligence" is essential to finding solutions. Cultural intelligence is the "ability to adapt to unfamiliar cultural settings" (Cultural intelligence for leaders, 2012). It is helpful to understand culture by dividing it into five levels and sublevels: national, regional, organizational, team, and individual. (Cultural intelligence for leaders, 2012) I will analyze the situation mainly at the national, regional, and individual levels.

Culture levels: national, regional, and individual

More than 60 percent of Germans are Christians (Catholics, and Protestants). The estimates for Muslims in Germany are only about 3 percent. All other religions are only one percent of the German population. Roughly 35 percent of Germans are non-religious. (The German Way & More, n.d.) At the national level, German culture is mainly affected by Christians. It means that ordinary Germans are unfamiliar with the Islamic faith. There is no information regarding the regional level in this case study, so I will not mention and analyze it.

At the individual level, Anna struggled to overcome the cultural differences. It seems complicated for her to solve the problems. However, most of the issues are not caused by her fault. There are no problems that occurred with her attitude or behavior. As stated above, over 60 percent of Germans are Catholics or Protestants, and roughly 35 percent are non-religious. Therefore, it is not her fault if she lacks knowledge about the Islamic faith. 

The Analysis of 5 problems

1. When Abdul wants to get up from the bed, he refuses Anna's help. The Islamic faith causes Abdul's behavior. Attum et al. (2022) insisted that "Muslim patients place a lot of emphasis on privacy and modesty. Ideally, it is best if they are cared for by a clinician and nurse of the same gender." The number of male nurses in the hospital is not enough to support Abdul.
2. Medication provided to him must not contain pork products or alcoholic substances. 
3. Abdul Hadi also has special dietary needs. It is hard to find food that fits his needs.
4. Abdul Hadi has many relatives that visit him. The visits caused the noise, and other patients complained about it. This problem is an individual-level problem, so persuading them is essential.
5. As a Muslim, he needs a prayer space. (Cultural intelligence for leaders, 2012)

Most of the problems are caused by the lack of a hospital support system, not Anna's individual fault. Therefore, I will introduce the proposal to the hospital managers.

Proposal for the hospital to improve cultural strategic thinking

Among many specific techniques for strengthening cultural strategic thinking, I suggest hospital managers gain cultural knowledge and find a coach or mentor as the first step. (Cultural intelligence for leaders, 2012). All problems excluding #4 are needed changing in the hospital. 

Problem #1 could be solved by hiring more male nurses. 

Problem #2 should be solved by modifying the operation manual of the medication. 

Problem #3 will be solved by hiring a Halal food chef or establishing partnerships with halal food providers. 

Problem #5 can be solved by setting up a prayer room on the hospital grounds. These four problems can be solved when managers can gain knowledge of Islamic law and the inconvenience of Muslims due to the lack of a hospital support system.

Conclusion

             In this case study, Anna, one of the hospital's nurses, experienced difficulties when she supported her Muslim patient. At first glance, it seems the problem between Anna and her patient. However, the culture-level analysis and problem analysis revealed most of the issues would be solved by changing the hospital's support systems. For that, managers are required to improve their cultural strategic thinking. Therefore, as a first step, I suggest managers gain correct information about Islamic law to resolve hospital problems.

References

Attum, B., Hafiz, S., Malik, A., & Shamoon, Z. (2022, March 19). Cultural Competence in the Care of Muslim Patients and Their Families. National Library of Medicine. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK499933/#:~:text=Touch%20between%20members%20of%20the,a%20clinical%20examination%20or%20procedure.

Cultural intelligence for leaders (2012, December 29). Lardbucket. Retrieved from https://2012books.lardbucket.org/pdfs/cultural-intelligence-for-leaders.pdf licensed under CC-BY-NC-SA 3.0

The German Way & More. (n.d.). Religion in German. Retrieved from https://www.german-way.com/history-and-culture/germany/religion-in-germany/

Unit 1 Written Assignment, BUS 5211: Managing in the Global Economy (University of the People)

BUS 5211: Managing in the Global Economy, University of the People

Unit 1 Written Assignment

Go to Chapter 7 in the Cultural Intelligence for Leaders textbook and read Case Study 2: Young, Confident, and Moving too Fast.  Please be sure to particularly address the following questions related to the case:

1. What beliefs and values “root” Joanne and Julia to their individual conceptions of self?
   
   
2. What suggestions do you have for Joanne and Julia when working with persons of other generations?
   
   
3. How would you suggest Joanne and Julia use the cultural intelligence principles to resolve this intercultural situation?  Specifically address how Joanne and Julia can help reduce the use of generalizations and stereotyping related to generation.

Grade: 77.25/90 (613 words)

In this case study, two women, Julia and Joanne, work in the same nonprofit organization that provides transitional housing to the homeless. They have different beliefs and values and make assumptions about each other. I briefly introduce the character and situation of the case study and suggest the methods to reduce their conflict occurred by developing each cultural intelligence.

The beliefs and values “root” Joanne and Julia in their self-concepts

Julia

Julia graduated from the University of Chicago with her master’s degree in social work. She is highly motivated, and her boss holds her in high regard, but she has worked in the organization for only two months. Compared to other staff, she lacks experience in the organization and the field. Recently, she felt stressed about her boss, Joanne’s constant micromanagement and questioning of her decisions.

Joanne

Joanne is Julia’s boss. Although Julia feels Joanne’s management is too often creating barriers, Joanne worried about Julia. Julia thinks that fast-paced work in this field can be emotionally draining. Also, Joanne thinks they should prevent making mistakes at work.

(Cultural intelligence for leaders, 2012, December 29)

Conflicts occurred between Julia and Joanne

Julia is a fast learner with a high confidence level, but she feels that Joanne, her manager, is creating barriers. On the other hand, Joanne didn’t mean to create obstacles for Julia. She believes that she knows work in the industry better than Julia. As stated above, Joanne and Julia are confident about doing their job and lack understanding of the other.

Suggestions for Joanne and Julia when working with persons of other generations

According to IESE Business School, “cultural knowledge is composed of content (what) and process (how) knowledge of other cultures, such as how and when people express disagreements with each other and how to give feedback to subordinates” (IESE Business School, 2015, March 24). I suggest they learn cultural intelligence principles to understand their differences in intercultural situations, and conduct an exercise. (Cultural intelligence for leaders, 2012, December 29)

Reduce the conflicts generated by generalizations and stereotyping related to generation

Cultural intelligence is more than knowledge-gathering and is more comprehensive than emotional and social intelligence. Emotional intelligence is one’s ability to assess and manage one’s and others’ emotions. Social intelligence is the ability to sense one’s inner state, feelings, and thoughts about one’s social environment and react appropriately in this environment for social success. Based on the knowledge stated above, they can reduce conflicts by understanding cultural intelligence with the framework for cultural intelligence. The framework consists of expertise, strategic thinking, motivation, and behaviors. When tackling the strategic thinking and behaviors phases, the concept of adaption and empathy is useful. (Cultural intelligence for leaders, 2012, December 29)

For example, Julia entered a new culture, so she should think about how to adjust, adapt, or reinvent herself based on the new culture and the situation. Although Julia is an intelligent and passionate person, she does not understand the specific culture of the new organization.

On the other hand, Joanne needs empathy with Julia. Joanne assumed Julia requires more experience and micromanagement to avoid mistakes based on her previous experiences. Joanne has more knowledge and experience, so she is too confident to empathize with Julia. Therefore, Joanne possibly misunderstood Julia and imposed her values on Julia.

Conclusion

The conflicts between Julian and Joanne occurred by a lack of cultural understanding of each other. Learning cultural intelligence principles and modifying behaviors are effective methods to solve the situation. The cultural intelligence framework is one method of learning cultural intelligence. The framework consists of knowledge, strategic thinking, motivation, and behaviors. Based on the understanding of cultural intelligence, each can modify their behavior, reducing conflicts.

References

Cultural intelligence for leaders (2012, December 29). Lardbucket. Retrieved from https://2012books.lardbucket.org/pdfs/cultural-intelligence-for-leaders.pdf licensed under CC-BY-NC-SA 3.0

IESE Business School. (2015, March 24). Why You Need Cultural Intelligence. Forbes. Retrieved from https://www.forbes.com/sites/iese/2015/03/24/why-you-need-cultural-intelligence-and-how-to-develop-it/?sh=1fb7d3b617d6

Unit 8 Discussion Assignment, BUS 5211: Managing in the Global Economy (University of the People)

Unit 8 Discussion Assignment

BUS 5211: Managing in the Global Economy, University of the People

• Discuss how the four areas of cultural intelligence aid a leader in understanding culture as well as intercultural efforts.

• Determine how a leader must reframe their thinking when interacting with employees of different cultures.

• Examine the different methods a leader can utilize adaptive work to adjust his/her thinking.

• How can leaders demonstrate interdependence when while dealing with diverse cultures?

• Discuss how being culturally conscious is important to the success of a leader.

Grade: 9/10 (338 words)

     Four areas help leaders understand the culture and intercultural efforts: reframing, adaptive work, systems thinking, and consciousness. I will describe the basic concept of these four areas and mainly discuss how the areas aid leaders and how leaders utilize them.

Reframing

     The idea and the practice of shifting one's perspective are called reframing. Through reframing, leaders can change their thinking and procedures related to relationships, resulting in long-lasting and meaningful intercultural relationships. Leaders must reframe their thinking when interacting with employees of different cultures by asking themselves the following questions: "how can I learn from this relationship, and how can the learning move us toward our vision?" (Cultural intelligence for leaders, 2012)

Adaptive work

     Adaptive work is one of the cultural intelligences that transforms values, beliefs, and behaviors to overcome conflicts occurring among different groups. For adaptive work, leaders must constantly review, revise, and reflect on their value systems and how these systems impact their cultural interactions. (Cultural intelligence for leaders, 2012)

Systems thinking

     Systems thinking refers to capturing patterns of interdependency. Leaders must see the connections and relationships between cultural, political, legal, social, economic, familial, etc. Leaders can demonstrate interdependence while dealing with diverse cultures by asking themselves and others, "if we did not do this work, what would be lost." The questions will bring deep and authentic dialogue and help people understand culture's systemic nature. (Cultural intelligence for leaders, 2012)

Consciousness

     Consciousness is awareness of one's self, including one's thoughts, feelings, and situations. Leaders learn culture through their cognition, which is required for leaders in emotional, physical, mental, social, and spiritual domains. Culturally conscious is essential to the success of a leader because it produces creative forces that are needed for both the social and political influence of the future. Through culturally conscious activities, leaders have the opportunity to go beyond their limited thoughts and behaviors. These thoughts and actions generate creativity, help leaders relate to difficulties they encounter, and build good relationships in an intercultural environment. (Cultural intelligence for leaders, 2012)　

Conclusion

     This discussion introduced four areas: reframing, adaptive work, systems thinking, and consciousness, which are helpful for leaders to understand and work with different cultures. Leaders will need to change their original ways of thinking and acting in other cultures, but knowing and using the overview of these areas will help them build trust and work better in cross-cultural environments.

References

Cultural intelligence for leaders  (v. 1.0).  (2012, December 29). Lardbucket. Retrieved from https://2012books.lardbucket.org/pdfs/cultural-intelligence-for-leaders.pdf

Unit 7 Discussion Assignment, BUS 5211: Managing in the Global Economy (University of the People)

Unit 7 Discussion Assignment

BUS 5211: Managing in the Global Economy, University of the People

As we have discussed in previous units, cultural intelligence contains four specific features: metacognitive and cognitive CQ (cognition), motivational CQ (motivation), and behavioral CQ (action). 

• Discuss how these how features work together in conjunction with Authentic Leadership.  From the perspective of a leader within your organization, focus on how each feature specifically interacts with cultural intelligence and authentic leadership.    
• Global leaders need to be able to nimbly adapt to different situations, adjusting quickly.  How does having high cultural intelligence allow a leader to adapt to novel situations?

Grade: 10/10 (499 words)

     Before discussing this week's topic, I will describe the basic concepts of related topics. CQ stands for Cultural Intelligence Quotient, which means "ability to adapt to unfamiliar cultural settings successfully."Cultural intelligence(CQ) contains four specific features: metacognitive and cognitive CQ (cognition), motivational CQ (motivation), and behavioral CQ (action). 

• Metacognition is the ability to control one's thinking processes through various strategies, such as organizing, monitoring, and adapting. 
• Cognition is the ability to process information. 
• Motivational CQ (Motivation) is linked to self-efficacy. Self-efficacy represents a perception of one's abilities to meet a goal one has set for oneself. People with higher self-efficacy are highly motivated and believe they can overcome obstacles, whether difficult or not. Self-efficacy determines how people think, feel, and behave in cultural situations. If people have a high level of self-efficacy, they are not afraid to take on cultural challenges. 
• Behavioral CQ (action) is related to adaptation to new environments and changes in one's behavior. Adapting one's behaviors requires management of the internal change process and responses to it. To change one's behaviors, people must learn to change their minds. The methods require the ability to think culturally strategically and be mindful of own thoughts and behaviors. (Cultural intelligence for leaders, 2012)

Metacognitive, cognitive CQ, motivational CQ and behavioral CQ, and Authentic Leadership

     Authentic leadership is composed of self-awareness, balanced processing, relational transparency, and an internalized moral/ethical perspective. According to Vogelgesang et al.(2019), the four components of an authentic leader can be broken down into cognitive, motivational, and active processes that work together with cultural intelligence, allowing a leader to attain morally grounded cultural adaptation while in a cross-cultural context. (Vogelgesang et al., 2009). 

High cultural intelligence allows a leader to adapt to novel situations nimbly.

     As described above, cultural intelligence refers to competence in metacognitive and cognitive CQ (cognition), motivational CQ (motivation), and behavioral CQ (action), and these features help leaders to change their behaviors and adapt to new environments. For example, balanced processing will increase the amount of information authentic leaders choose to receive from the environment. 

     Leaders who keep in mind that there are many valid perspectives in any situation will pay greater attention to the nuances of information they receive and process from the environment. Therefore, they have a broader set of data with many perspectives. Obtaining a variety of data from multiple perspectives can lead to data that is different from the culture the leaders are familiar with and can provide clues to making more objective and rational decisions. (Vogelgesang et al., 2009). 

Conclusion

    In this discussion, I explained that Cultural Intelligence comprises a necessary element for an Authentic Leader. Authentic leadership is composed of self-awareness, balanced processing, relational transparency, and an internalized moral/ethical perspective. These four components are backed up by cultural intelligence such as metacognitive and cognitive CQ, motivational CQ, and behavioral CQ. A leader with high cultural intelligence can adapt to novel situations promptly.

References

Cultural intelligence for leaders  (v. 1.0).  (2012, December 29). Lardbucket. Retrieved from https://2012books.lardbucket.org/pdfs/cultural-intelligence-for-leaders.pdf

Vogelgesang, G., Clapp-Smith, R., & Palmer, N. (2009). The role of authentic leadership and cultural intelligence in Cross-Cultural Contexts: An objectivist perspective. International Journal of Leadership Studies, 5(2), 102-117. Retrieved from  http://www.regent.edu/acad/global/publications/ijls/new/vol5iss2/IJLS_vol5_iss2_vogelgesang_authentic_leadership.pdf

Unit 6 Discussion Assignment, BUS 5211: Managing in the Global Economy (University of the People)

Unit 6 Discussion Assignment

BUS 5211: Managing in the Global Economy, University of the People

As we learned this week in our reading, cognitive dissonance is the discomfort that arises when something that we believe is challenged.

• Is cognitive dissonance ever good for an organization?  For an individual?

• Based on this information, what are three specific things that a leader can do to minimize the impact/leverage the effect of cultural dissonance within an organization?   Include how leaders can assist both themselves and their employees in changing their behaviors.  How can the three questions related to changing behaviors impact the employees in a positive way? What approach can a leader take if he/she receives opposition related to changing behaviors?

Grade: 9.6/10 (521 words)

     Cognitive dissonance affects organizations and individuals negatively. Cognitive dissonance is a state of discomfort that occurs by experiencing one's beliefs, ideas, or attitudes that are contradicted by evidence. It is the most uncomfortable for people when people do something inconsistent with their view of themselves. (Cultural intelligence for leaders, 2012)

Three things for leaders to minimize the impact the effect of cultural dissonance
     First, courageous leadership is necessary. Leaders must have the courage to acknowledge the possibility that their beliefs and those of the organization may not be the same. Second, leaders should find their dissonance by asking themselves the following questions:
• What are my organization's beliefs about culture?
• What dissonance is present in our beliefs and our behaviors?
• What gaps are created because of the dissonance?
• How is this dissonance stopping us from truly understanding culture?
     Finally, leaders should work with employees to explore employee dissonance. Leaders have the responsibility to help their employees uncover their blind spots. Afterward, organizations can find greater possibilities to expand and deepen intercultural work. (Cultural intelligence for leaders, 2012)

Three questions impact the employees in a positive way
     When making changes related to behaviors, there are three questions to ask to help initiate the change.
1. What is changing?
To understand change, define what you want to change in your cultural interactions. Then, carry out the difference. Finally, the change must be linked to one's motivation for change. How will this change one's future interactions with this individual or cultural group? (Cultural intelligence for leaders, 2012)
2. What will be different because of the change?
Due to changing cultural interactions can be complicated, the ability to visualize the result or outcome of the change can help motivate to improve the situation. Visualization requires precise desired results and effects and helps encourage the change. (Cultural intelligence for leaders, 2012)
3. Who's going to lose what?
People must let go of their original mindset to make a successful cultural shift. In doing so, it is helpful to ask yourself the following questions:
What beliefs and values might I have to let go of?
Why is it hard to abandon your beliefs and values?
How well have these values and beliefs served you?
What are the barriers they create for your future? (Cultural intelligence for leaders, 2012)

Storytelling for persuading employees and transforming their behaviors
     When leaders receive opposition related to changing behaviors, storytelling helps to obtain staff involvement through a shared vision, goal, or objective. Organizations in transition that use storytelling elements demonstrate improving team performance and overall project management. (Cultural intelligence for leaders, 2012)
Gothelf (2020) introduces 5 tips to make effective stories: Be audience-specific, Contextualize your story, Humanize your story, Make it action-oriented, and Keep it humble.

Conclusion
     When Cognitive Dissonance occurs, it has a negative impact on individuals and organizations. Overcoming this cannot be easy, but it can provide benefits that were not available. It is good to utilize storytelling when employees show rejection of change. In this discussion, I have included 5 tips for facilitating storytelling.

References
Cultural intelligence for leaders (v. 1.0). (2012, December 29). Lardbucket. Retrieved from https://2012books.lardbucket.org/pdfs/cultural-intelligence-for-leaders.pdf

Gothelf, J. (2020, October 19) Storytelling Can Make or Break Your Leadership. Harvard Business Review. Retrieved from https://hbr.org/2020/10/storytelling-can-make-or-break-your-leadership

Unit 5 Discussion Assignment, BUS 5211: Managing in the Global Economy (University of the People)

Unit 5 Discussion Assignment

BUS 5211: Managing in the Global Economy, University of the People

In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

Culture as an Iceberg illustrates 3 levels of culture: Cultural Makeup That Is Visible, Cultural Makeup We Are Aware Of, and Cultural Makeup We are Unaware Of.  These three dimensions of the cultural iceberg are made up subjective and objective components.  Discuss the following:

• Discuss one subjective and one objective dimensions of culture from each level.  Explain how leaders are challenged to pay attention to these dimensions.  What is the outcome if they choose to ignore these dimensions?

• How do leaders deal with a cross-cultural team that has both monochronic and polychronic cultures represented?  How does a leader deal with the team members who come from a different 'time-based' culture as him/herself?

Grade: 10/10 (651 words)

Edward T. Hall, an anthropologist, established the cultural iceberg model in the 1970s. According to Hall, only about 10% of the iceberg (external culture), the tip of the iceberg is visible above the waterline, and the majority of it (internal or deep culture) is unseen beneath the surface. (Romford, 2022) External culture (10%) comprises objective components: language, behavior, symbols, norms, customs, practice, music, dance, clothes, and food. Internal culture (90%) comprises subjective components: notion of justice, body language, priorities, preference for competition or cooperation, the pace of work, beliefs, values, the essence of friendship, roles about age, gender and so on. (Videnová et al., 2012)

Subjective and Objective dimensions of cultures
     "Cultural Makeup That Is Visible" and "Cultural Makeup We Are Aware Of" is categorized as external culture. These can be observed. Visible culture has objective dimensions. As introduced above, multiple people formed language, symbols, norms, or customs over a long period. "Cultural Makeup We are Unaware Of" is categorized as an internal culture or invisible culture element. It is an implicitly learned, unconscious, and subjective component. Also, it is described as unconscious feelings, shared cognition, underlying assumptions, deeply embedded thoughts, or basic perceptions.
Most of the conflicts that leaders are generally aware of can be grasped superficially. However, simple problems are caused by "cultural makeup we are unaware of. Therefore, if we ignore the unseen causes, it will be challenging to solve the real issues.

Monochronic and Polychronic cultures
     Monochronic and Polychronic are ideas related to time management. Considering monochronic and polychronic behavior patterns helps explore objective and subjective aspects of time. According to Hall, monochronic time is linear, tangible, and divisible into blocks. Monochronic time use emphasizes planning and scheduling. In contrast, polychronic time use occurs when two or more activities are carried out within the same clock block. (Lindquist & Kaufman-Scarborough, 2007).
     For instance, gender and country have been linked to monochronic and polychronic cultures. Women are more polychronic than men when faced with combining work and social or leisure activities. (Lindquist & Kaufman-Scarborough, 2007). For example, countries with monochronic solid orientation are the U.S., Germany, and Japan, and countries with Polychronic are Italy, Saudi Arabia, and Ghana. (U.S. DEPARTMENT of STATE, n.d.)
     According to Lindquist & Kaufman-Scarborough(2007), the nature of one's workplace can significantly impact time use and ability to schedule. One's organizational "time culture" may "dictate" the dominant or acceptable time use approach, whether monochronic or polychronic may result in conflict or confusion for the worker. (Lindquist & Kaufman-Scarborough, 2007). Based on the knowledge regarding Monochronic and Polychronic, leaders should show employees how they are expected to use their time to do their jobs and to support employees who seek responses that differ from their inherent use of time to get the job done. We also believe it is essential to make clear to all employees that Monochronic and Polychronic have their advantages and disadvantages and to communicate that one is not culturally superior to the other but that they are choosing what is appropriate for their work.

Conclusion
     Using the iceberg model as an example, I explained that culture is composed of external culture (objective) and internal culture (subjective). When problems occur, internal culture, which includes priorities, preferences for competition or cooperation, the pace of work, beliefs, values, the essence of friendship, roles about age, and so on, tends to be ignored. I explained the importance of considering the cause of the problem and considering how to solve it with the internal culture in mind.
     I also introduced the usefulness of keeping the monochronic and polychronic behavior patterns in mind. Polychronic indicates ways of thinking about time, which tend to some extent by gender and country. Time management is indispensable in the execution of work. Leaders should use this concept to know employees' working styles and prevent conflicts in the workplace.

References
Lindquist, J. D., and Kaufman-Scarborough, C. (2007). The polychronic monochronic tendency model: pmts scale development and validation. TimeSoc. 16, 253–285. doi: 10.1177/0961463X07080270 Retrieved from https://www.researchgate.net/publication/237540246_The_Polychronic-Monochronic_Tendency_Model_PMTS_Scale_Development_and_Validation/citations

Romford, J. (2022, April 7) Iceberg Model of Culture. Agility Portal. Retrieved from https://agilityportal.io/blog/iceberg-model-of-culture-updated-2022-a-complete-guide

U.S. DEPARTMENT of STATE. (n.d.).“SO YOU’RE AN AMERICAN?: A GUIDE TO ANSWERING DIFFICULT QUESTIONS ABROAD. Retrieved from https://www.state.gov/courses/answeringdifficultquestions/assets/m/resources/DifficultQuestions-Dimensions-V2.pdf

Videnová, V,, Cagáňová, D., Woolliscroft, P. S., Makraiová, J.and Dagmar, V.V. (2012, November). Resolving Conflicts Within Multicultural Teams in Industrial Enterprises in Slovakia. Conference: 8 th European Conference on Management Leadership and Governance. Retrieved from https://www.researchgate.net/publication/325581852_Resolving_Conflicts_Within_Multicultural_Teams_in_Industrial_Enterprises_in_Slovakia

Unit 4 Discussion Assignment, BUS 5211: Managing in the Global Economy (University of the People)

Unit 4 Discussion Assignment

BUS 5211: Managing in the Global Economy, University of the People

In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

• Discuss how emotional intelligence; mindfulness and mindlessness techniques impact self-efficacy.

• What role do emotions play in leadership and how does learning to develop an optimistic perspective of emotions benefit a leader?  How does mindfulness help a leader focus on the performance and goals within the team? How can mindlessness lead to learned helplessness and how can these actions impact a leader’s performance?

Grade: 9/10 (352 words)

     Self-management of emotions plays an essential role in leadership. For example, emotional self-control is staying calm and clear-headed during high stress or a crisis. Dealing with disruptive impulses and emotions, especially in intercultural situations, is essential for leaders. (Cultural intelligence for leaders, 2012)

The benefit of developing an optimistic perspective
Developing an optimistic perspective will help leaders to improve their self-efficacy. Self-efficacy represents a perception of one's abilities to meet a goal one has set for oneself. It is a foundational component of cultural intelligence. People with higher self-efficacy believe they can overcome obstacles, whether difficult or not. It also helps to see the best in people and expect that changes will be positive. (Cultural intelligence for leaders, 2012)

Mindfulness and mindlessness effects leaders
     According to Robinson, mindfulness is paying attention to what's happening in the present moment, being aware of what you're experiencing while you're experiencing it, and accepting without judgment whatever arises, whether it is a thought, feeling, or body sensation. Mindfulness helps with stress reduction, focus, and self-awareness: improving engagement and productivity. (Robinson, 2021)
Mindfulness is shown to be effective in innovation and creativity. Also, mindfulness techniques help leaders to come to an awareness of self-efficacy. Through mindfulness, leaders can see the view of a situation, objects, people, places, or ideas. The connection between mindfulness and self-efficacy is such that using mindfulness helps you focus on your performance and goals. (Cultural intelligence for leaders, 2012)
     On the other hand, mindlessness leads to learned helplessness, and that results in a negative impact on the team. With mindlessness, people give up quickly and make excuses. The tasks we have repeated become an unconscious part of us, like driving, brushing our teeth, or eating. (Cultural intelligence for leaders, 2012)

Conclusion
In this discussion, I show the importance of self-efficacy and mindfulness, especially for leaders. Because leaders often make decisions in difficult situations, they must remain calm and make the most of even the slightest possibility, compared to the average employee. Therefore, leaders must learn self-efficacy and mindfulness to overcome difficult situations and improve their cultural intelligence.

References
Cultural intelligence for leaders (v. 1.0). (2012, December 29). Lardbucket. Retrieved from https://2012books.lardbucket.org/pdfs/cultural-intelligence-for-leaders.pdf

Robinson, B. (2021. December 2). People Are Incorrectly Using Mindfulness, Research Shows: Here's What Needs Correcting. Forbes. Retrieved from https://www.forbes.com/sites/bryanrobinson/2021/12/02/people-are-incorrectly-using-mindfulness-research-shows-heres-what-needs-correcting/?sh=4a8a69c810f7