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Leadership in Diverse and Multicultural Organizations
Summative Assessment: Outline & Rubric
Summative Assessment Outline
Global Cultures Case Analysis
Competency Name: Leadership in Diverse and Multicultural Organizations
Competency Statement: Demonstrate an understanding of leadership in the context of diverse and
multicultural organizations.
Summative Assessment Submission Title: Global Cultures Case Analysis
Competency Objectives:
1. Examine the importance and impact of diversity in organizations with multicultural locations
including employees, suppliers and/or customers.
2. Compare and contrast the similarities and differences among global cultures.
3. Understand the importance of cultural intelligence (CQ) to leadership effectiveness.
4. Develop an understanding of leadership best practices in diverse and multicultural
organizations.
Program Learning Outcomes: PLO 3 – Global: Apply cultural differences, diversity issues, and business
functions and processes, in domestic and global settings.
Institutional Learning Outcomes: ILO 4 – Global Cultures: Explain the relationship between a global
issue and the history, values, politics, economy, communication styles, or beliefs and practices of one
or more cultures affected by that issue.
Purpose of this Assessment
Your organization is considering opening a facility in another country. For this assignment, you will
choose a country, analyze the culture of that country, and assess how the country’s beliefs, values and
norms will impact operating a facility. You will demonstrate your ability to use the tools and resources
identified in this competency as well as additional scholarly resources.
Items Required for Submission
The item required for submission is a five – six page, double-spaced paper (excluding title page and
references). APA style is required.
Step ONE: Preparation
●
As part of a team examining the feasibility of opening an international facility for your
organization, you have been asked to research and analyze the culture of a specific country to
prepare a report that describes shared beliefs, values and norms, and assesses their implications
Final Assessment: Outline and Rubric
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Leadership in Diverse and Multicultural Organizations
Summative Assessment: Outline & Rubric
for locating a facility in that country. Because your organization is considering several different
regions of the world, select one of the following countries to research:
Brazil
China
El Salvador
●
●
Ghana
India
Malaysia
Mexico
Philippines
Poland
South Korea
Spain
Turkey
Using three or more scholarly sources, in addition to the Hofstede website, research the culture
of the selected country to identify significant cultural beliefs, values and norms.
Apply Hofstede’s four, out of six, cultural dimensions to your selected country. You can research
this information using The Hofstede Insights Country Comparison Tool.
Step TWO: Complete Written Report
The written report must include the following information:
● Explain why understanding cultural differences in the global economy is an important issue for
businesses today.
● Identify a minimum of four significant cultural beliefs, values and norms for a selected country.
● Compare and contrast the selected country with the United States based on Hofstede’s four, out
of six, cultural dimensions of individualism versus collectivism, power distance, uncertainty
avoidance, and masculinity versus femininity.
● Assess the advantages and challenges of opening a facility in the selected country.
● Integrate and synthesize data from multiple sources and be sure to cite the sources.
● Demonstrate an understanding of cultural intelligence (CQ). Recommend two strategies to
enhance the cultural intelligence of U.S. leaders who manage the facilities in this country.
Include, in the evidence, managers’ attitudes that are open to perspectives, values, beliefs and
norms different from those identified in Hofstede’s framework.
● Use three or more scholarly references (preferably peer-reviewed journals from UMass Global’s
virtual library), competency readings and The Hofstede Insights website.
● Include citations, use correct spelling, grammar and punctuation, and adhere to APA standards.
Step Three: Complete Checklist for Submission
Before you submit your work, check to see if you have met the criteria noted below.
Did you:
Explain why understanding cultural differences in the global economy is an important issue for
businesses today.
Final Assessment: Outline and Rubric
2
Leadership in Diverse and Multicultural Organizations
Summative Assessment: Outline & Rubric
Demonstrate accurate understanding of the similarities and differences between/among
members of more than one culture in relation to history, values, politics, economy,
communications styles, or beliefs and practices?
Consistently demonstrate the ability to integrate divergent facts and data from multiple sources?
Comprehensively discuss significant cultural beliefs, values and norms in the selected country?
Use Hofstede’s cultural dimensions to compare and contrast the selected country and the United
States?
Accurately assess the advantages and challenges of opening a facility in the selected country?
Demonstrate the importance of cultural intelligence, especially in regard to the roles of U.S.
leaders managing facilities in the selected country?
Use three or more scholarly sources, competency readings and The Hofstede Center to support
your case analysis?
Check that your paper is logical, well-written, and the required length?
Check spelling, grammar and punctuation, APA formatting standards, and citations and
reference page?
Step FIVE: Submit Your Work
●
Your completed files should be submitted through the Final Assessment page of your
competency.
Scoring Rubric for Final Assessment
Criterion
ILO – Global
Issue
ILO Knowledge
EMERGING (1)
Demonstrates no
greater than
surface
understanding of a
global issue.
Demonstrates
surface
understanding of
the
similarities and
differences
between/among
members of more
than one culture
in relation to
Final Assessment: Outline and Rubric
DEVELOPING (2)
Demonstrates
partial
understanding of a
global issue.
PROFICIENT (3)
Demonstrates
adequate
understanding
of a global issue.
EXEMPLARY (4)
Demonstrates
accurate
understanding of a
global issue.
Demonstrates
partial
understanding of
the
similarities and
differences
between/among
members of
more than one
culture in
Demonstrates
adequate
understanding
of the
similarities and
differences
between/amo
ng members of
more than one
culture in
Demonstrates
accurate
understanding of
the similarities and
differences
between/among
members of more
than one culture in
relation to history,
values, politics,
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Leadership in Diverse and Multicultural Organizations
Summative Assessment: Outline & Rubric
Criterion
ILO – Synthesis
ILO – Cultural
Intelligence
PLO – Cultural
Beliefs, Values
and Norms
PLO – Cultural
Dimensions
EMERGING (1)
history, values,
politics, economy,
communications
styles, or beliefs
and practices.
Demonstrates a
lack of ability to
integrate divergent
facts and data
from multiple
sources.
Does not
demonstrate an
understanding of
the importance of
cultural intelligence
in leadership roles.
Does not include
any strategies to
enhance cultural
intelligence of U.S.
leaders in the
selected country.
Limited, if any,
identification of
significant cultural
beliefs, values and
norms in the
selected country.
May not use or
apply Hofstede’s
cultural dimensions
correctly to
compare and
contrast the
selected country
and the United
States.
Final Assessment: Outline and Rubric
DEVELOPING (2)
relation to
history, values,
politics,
economy,
communications
styles, or beliefs
and practices.
Demonstrates a
partial ability to
integrate divergent
facts and data from
multiple sources.
PROFICIENT (3)
relation to
history, values,
politics,
economy,
communications
styles, or beliefs
and practices.
Demonstrates an
adequate ability to
integrate divergent
facts and data
from multiple
sources.
EXEMPLARY (4)
economy,
communications
styles, or beliefs
and practices.
Consistently
demonstrates
the ability to
integrate
divergent facts and
data from multiple
sources
Demonstrates a
Demonstrates an
Comprehensively
partial
adequate
demonstrates an
understanding of
understanding of
understanding of
the importance of
the importance of
the importance of
cultural intelligence cultural intelligence cultural intelligence
in leadership roles. in leadership roles. in leadership roles.
Includes only 1
Includes 2
Includes 2 or more
strategy to enhance strategies to
strategies to
cultural intelligence enhance cultural
enhance cultural
of U.S. leaders in
intelligence of U.S.
intelligence of U.S.
the selected
leaders in the
leaders in the
country.
selected country.
selected country.
Identifies some
Fairly
Comprehensively
cultural beliefs,
comprehensively
discusses significant
values and norms in discusses significant cultural beliefs,
the selected
values and norms in
cultural beliefs,
country which may values and
the selected
or may not be
country.
norms in the
significant.
selected country.
Using Hofstede’s
Using Hofstede’s
Using Hofstede’s
cultural
cultural
cultural
dimensions,
dimensions,
dimensions,
compares and
compares and
compares and
contrasts the
contrasts the
contrasts the
selected
selected
selected
country and the
country and the
country and the
United
United States.
United States. Four More than four
States, although
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Leadership in Diverse and Multicultural Organizations
Summative Assessment: Outline & Rubric
Criterion
EMERGING (1)
DEVELOPING (2)
the analysis may be
superficial or
incorrect. Three or
less dimensions are
compared and
contrasted.
PROFICIENT (3)
dimensions are
compared and
contrasted.
EXEMPLARY (4)
dimensions are
compared and
contrasted.
PLO – Facility
Advantages
and
Challenges
Limited, if any
assessment of the
advantages and
challenges of
opening a facility in
the selected
country.
Somewhat assesses
the advantages and
challenges of
opening a facility in
the selected
country.
Fairly accurately
assesses the
advantages and
challenges of
opening a facility in
the selected
country.
Accurately assesses
the advantages and
challenges of
opening a facility in
the selected
country.
Writing
Mechanics
The paper lacks
clarity and may be
confusing; too long
or short. Numerous
errors in spelling,
grammar and/or
punctuation.
Uses two or fewer
sources to support
case analysis.
Limited if any
adherence to APA
standards.
The paper is logical,
well-written, and
the required length.
There may be one
or two minor errors
in spelling,
grammar and/or
punctuation.
Uses two or three
scholarly sources,
competency
readings and the
Hofstede Center to
support case
analysis. APA
formatting
standards are
followed with a few
minor errors.
The paper is logical,
well written, and
the required length.
Spelling, grammar
and punctuation
are accurate.
References
and APA
Standards
The paper is
somewhat logical
and well-written;
too long or short.
Some errors in
spelling, grammar
and/or
punctuation.
Uses two or three
sources,
competency
readings, and the
Hofstede Center to
support case
analysis. APA
standards are
somewhat followed
but with numerous
errors.
Final Assessment: Outline and Rubric
Uses three or more
scholarly sources,
competency
readings and The
Hofstede Center to
support case
analysis. APA
formatting
standards are
followed; citations
and reference page
are correct.
5
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