Building Global Leadership Competencies

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Write a 4-5 page analysis of theoretical models and their use in developing global teams and resolving conflicts in diverse workplaces.

Overview
To build global leadership competencies, it is important to understand the theoretical models and their potential utility in your organization or industry.
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.
Describe the cultural intelligence (CQ) framework.
Competency 2: Apply practices for leading and following in diverse environments.
Compare and contrast how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces.
Analyze personal learning for all of these tools and models.
Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.
Analyze the role of cultural intelligence in leading effectively in a cross-cultural context.
Assess the potential application of cultural frameworks and process tools for global organizations.
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 style conventions.
Assessment Requirements
Using the DAE (describe, analyze, evaluate), MBI (map, bridge, integrate), CQ (cultural intelligence), and Hofstede models, complete a 4-5 page written analysis that addresses the following:
Describe the cultural intelligence (CQ) framework.
Analyze the role of cultural intelligence in leading effectively in a cross-cultural context.
Assess the potential application of cultural frameworks and process tools for global organizations.
What application might tools such as Hofstede’s cultural dimensions and the DAE or MBI models have for someone about to start working in another culture?
Compare and contrast how two of these models could be used to develop effective global teams or resolve conflicts in diverse workplaces.
Provide a workplace example of how you could use the two selected models.
Analyze personal learning for all of these tools and models, including the model’s potential key results and benefits, your personal levels of comfort with them, the strengths or gaps in your own practice, and areas for further practice.

 

Sample Solution

reates marked networks (Schmitt and Rogers 2008). Barkus and others (2009) likewise in accordance with Fournier’s (1998) declarations conceptualized brand insight to incorporate sensations, sentiments, discernments and attitudinal reactions steered by brand related upgrades which structure part of the personality and plan of a brand, its bundling, correspondence and environmental factors that empower to make quality relationship and profound connection between the customer and the brand (such close to home connection is viewed as affection or enthusiasm, self-association, reliance, closeness and obligation to the brand). All the more thus, brand experience impacts long haul and momentary outcomes, this can be noted in a client’s experimental worth that reaches from style, energy, greatness of administration, and the client’s profit from speculation (Keng, Tran, and Le Thi, 2013). Percy and Hansen (2000) think that the encounters the customer has with the brand, either as far as genuine use or a horse comprehension of it, leads to profound relationship in memory. Consequently, the more a buyer “encounters” the brand while seeing as well as hearing it, the more the brand is enlisted in the memory of the customer which prompts close to home connections. This amounts to the embodiment of an advertiser in building an unbending brand that has the reasonable sort of encounters to the client with its items and administrations combined with the exercises of showcasing that empowers the imbibition of beneficial considerations, sentiments, convictions, discernments, pictures and conclusions with the brand that outcome in the expansion of the customers fulfillment (Keller, 2003 promotion Anderson and Sullivan 1993).

Contextual investigation An examination of Tesco
UK retail is on the speed path particularly in this period of innovation and the cutthroat nature on how client drew in with brand and items. Tesco has been select to show how the association oversee in-store client experience. Tesco is one of the main general store brand in the UK and as of now positioned as the best in-store basic food item general store and Tesco works around 3961 stores across the UK (tesco.com, 2020). During the 1970s and 1980s, there w3as this mission among clients to look for results of value and decision, the known Tesco “heap it high and sell it modest” system was arrangement and this for sure was not exactly effective as their results plunged appallingly. The fundamental reason for such sad execution was because of a to some degree unusual picture of Tesco and its items painted in the personalities of clients; taking into account the modest costs, its stores were deficiently overseen and its things were of frightfully ludicrous and poor (Albrecht Enders and Tawfik Jelassi, 2009).

Besides, in order to discover uniqueness in client experience through a plenty of channels, new frameworks and innovation as in regards to deals and conveyance; this put Tesco across a scope of stores and different market portions (Master MacLaurin, 1996). Hence, just to get together with the rising contest and food cost decrease Tesco expanded its scope of items (Albrecht Enders and Tawfik Jelassi, 2009).

Taking into discernment the remarkable experience of clients Tesco decisively started having digital bistros in stores around the country to teach those PC ignorant clients in

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