I have your three areas of interest as follows:
1-Traveling to another country (WHICH country? Since you won’t actually be traveling to another country, you will be doing the research. Choose a country and rename this area “Culture of *country name*”)
2-Enhance my CQ (This is the point of the project as a whole, and is not specific enough to be an area of interest. It is more of an outcome, than a research idea)
3-Acquire a new language (Which language? Choose one and rename the area “Learning the Spanish Language”)
Your areas need a context for each area. #1 and #3 need a context as indicated above. You mentioned France and learning French in your sign in. You need to replace #2, so these might be possible choices. 
Please contact me for approval of your three revised areas of interest before beginning Part B. In Parts B and C, you will separate these into different sections and begin to ask the questions about the information that you seek so it is imperative that they are clear and specific.
Unit Five: Cultural Intelligence Knowledge & Strategy
Unit Five continues to look at why every individual needs to develop their cultural intelligence levels. This material is covered in three chapters,  one lecture, and the paper can be turned in under the menu button Submit My Assignments.
Cultural Intelligence
Personal CQ Plan, Parts B and C
Knowledge & Strategy
Cultural Intelligence
• Cultural intelligence (CQ) is the capacity to function effectively in
situations where backgrounds differ in nationality, race, generation,
religion, etc.
• CQ is a set of skills that can be developed and learned
• Journey, process, awareness & practice
Basic components
• CQ Drive: What’s your motivation for improving your Cultural
Intelligence?
• CQ Knowledge: What would you like to know more about when it
comes to different cultures?
• CQ Strategy: What is your plan for improving your CQ?
• CQ Action: How can you develop better awareness, practice skills, and
modify behaviors to demonstrate more effective CQ?
• CQ Future Plans: What can you do beyond the scope of
this class to continue the journey of CQ?
How to develop cultural knowledge
• See culture’s role in yourself and others (influence of ethnocentrism or worldview)
• Understand different languages
• Review the basic cultural systems
• Learn about cultural values and dimensions
• Recognizing that culture plays a role in thoughts/ interpretations,
attitudes, and behaviors
Having a vocabulary helps to provide a framework for knowledge
CQ Knowledge practices
• Study a foreign language
• Read international novels or watch movies that depict other cultures
(and then look into whether the depiction is based on stereotypes or
a more comprehensive view of the culture)
• Be globally informed
• Travel, and gain basic knowledge before traveling
• Shop in culturally diverse communities, or try foods from different
cultures
• Communicate via social media with people from other countries
• Be open to learning more about other cultures, ask questions
CQ Knowledge to Strategy
• Go from “knowing it” to “using it”
• Don’t just “trust your gut” since instincts are often based on cultural
socialization
• “Turn off your cruise control” and pay more attention to differences
and what they might mean
• Plan cross-cultural interactions
• Become more aware
• What assumptions are you making?
• Check whether your assumptions and plans were appropriate
New experience — Intentionality — Awareness — Reflection
CQ Strategy
• Answer the WHY questions: Why is that? What’s behind that
behavior? Why does it differ?
• Try digging five layers deep on the WHY?
• Ask the question, find the answer, ask “why” again, repeat for five layers
• Focus on three areas:
• Self-awareness
• Other-awareness
• Research-based
Next steps …
• You have already listed three areas of interest for developing your
Cultural Intelligence in Part A of your project
• For Part B, create three separate sections (one for each area/ goal)
• Ask yourself what do you know, and how do you want to further your knowledge?
• What do you know? Summarize. Is it definitional, experience-based, research-based, assumptions, taught as a “life lesson?”
• How do you want to know to further your knowledge base? What else would give you a fuller picture? Give at least five questions per area/ goal CQ Strategy
• Again, divide this section into three areas
• What could you do to learn more related to your area of interest/ goal?
• Provide at least three possible “plans” or strategies for each level of strategy (27 total):
• Self-awareness
• Other-awareness
• Research-based
Can be self-assessments, activities or experiences, why-why-why layers, exposure,
conversation, etc. At the moment, plan big but somewhat realistic. You won’t have to
complete all of these in the next section of the project, but they should be do-able.
Cultural Intelligence Plan, Parts B and C
• Second and third parts of final paper
• Added to Part A, make any necessary changes and then add Part B,
• Begin Part B with a paragraph about Cultural Knowledge, and your goals in the three areas to
be discussed
• Separate Part B by the three areas defined in Part A, summarize what you already know and
the type of knowledge that it is, and then list five questions per area (15 total) that you’d like
to answer eventually
• Add Part C, beginning with a paragraph that strategy is crucial in developing CQ, and then
separated also into three subsections according to your areas/ goals
• Provide three possible “plans” for each area in each of the categories of self-awareness,
other-awareness, and research-based (27 total)
• Mechanics (first or third person, not second; four paragraphs, spelling, grammar, etc.)
• Keep reference page & add any other sources as needed (minimum list: two books required
for class)
• Again, please write for the uninformed reader
Grading Rubric for Parts B and C of Final Project
Section of
paper
Part A:
Drive
Point
value
3
Criteria to be evaluated
Quality/ detail of information
Inclusion of Part A
Must be included as the opening
to the paper
Part B:
Knowledge
3
New heading, opening
paragraph about Cultural
Knowledge
Setting up section, explaining
importance of CQ Knowledge,
and listing three areas of interest
5
Subheading, first area of
interest
Summary of what you already
know & type of knowledge
(2 paragraphs)
Five questions of what you’d like
to know
Summary of what you already
know & type of knowledge
5
Subheading, second area of
interest
(2 paragraphs)
5
Part C:
Strategy
Subheading, third area of
interest
Five questions of what you’d like
to know
Summary of what you already
know & type of knowledge
(2 paragraphs)
Five questions of what you’d like
to know
3
New heading, opening
paragraph about Cultural
Intelligence: Strategy
6
Subheading, first area of
interest
Setting up section, explaining
importance of Strategy or
planning, and listing three areas
of interest
Explain the goal or area
(Min. of 3 paragraphs)
Give three plans for Selfawareness related to this goal/
area
Give three plans for Otherawareness related to this goal/
area
Give three plans for Researchbased on this goal/ area
6
Subheading, second area of
interest
(Min. of 3 paragraphs)
Explain the goal or area
Give three plans for Selfawareness related to this goal/
area
Give three plans for Otherawareness related to this goal/
area
6
Subheading, third area of
interest
(Min. of 3 paragraphs)
Give three plans for Researchbased on this goal/ area
Explain the goal or area
Give three plans for Selfawareness related to this goal/
area
Give three plans for Otherawareness related to this goal/
area
Give three plans for Researchbased on this goal/ area
6
References
2
Total:
50 pts
Mechanics
Headings separating the sections
and subsections, grammar,
spelling, level of detail &
specificity, written in first or
third person (no use of secondperson “you”), minimum of 4
paragraphs for Part A, 7
paragraphs for Part B, and 10
paragraphs for Part C, met
deadlines, etc.
At minimum two references Listed on reference page, but also
cited in text of the paper
The expectation is that the paper for a 4000-level course will be well-written, detailed, well-supported,
and provide a level of analysis that goes beyond basic description. Please write for the uninformed
reader (i.e., for someone who has not read the text, has not taken the course, and has not heard the
assignment guidelines). You should be able to simply hand the paper to someone who is not in the class,
have them read it, and be fully able to understand your project without additional explanation.
What should the paper look like?
At this point in the project, with the completion of Parts A, b, and C, the following structure should be in
place:
Title
Paragraph introducing the project as a whole
Part A: CQ Drive
Introduction to the first section of the project
Personal motivation level
Paragraph on motivation
Self-assessment
Paragraph on self-assessment, including minimum of one source
Areas of interest
Paragraph providing three specific areas that you personally would like to explore with regard to
personal CQ.
Part B: CQ Knowledge
Introduction to this section of the project, listing the three areas of interest
Area of interest #1
Paragraph with a summary of what you already know or have studies related to this topic
Another paragraph or listing of five specific questions that you would like to answer for your
own knowledge
Area of interest #2
Paragraph with a summary of what you already know or have studies related to this topic
Another paragraph or listing of five specific questions that you would like to answer for your
own knowledge
Area of interest #3
Paragraph with a summary of what you already know or have studies related to this topic
Another paragraph or listing of five specific questions that you would like to answer for your
own knowledge
Part C: CQ Strategy
Paragraph introducing this section of the paper
Area of interest #1
Plans for Self-Awareness. Paragraph with at least three separate plans for how you will learn
more about yourself and your own communication with regard to this area of interest.
Plans for Other-Awareness. Paragraph with at least three separate plans for how you will learn
more about others and their perspectives with regard to this area of interest.
Plans for Research-based knowledge. Paragraph with at least three separate plans for how you
will learn more about this area of interest through doing academic or experiential research.
Area of interest #2
Plans for Self-Awareness. Paragraph with at least three separate plans for how you will learn
more about yourself and your own communication with regard to this area of interest.
Plans for Other-Awareness. Paragraph with at least three separate plans for how you will learn
more about others and their perspectives with regard to this area of interest.
Plans for Research-based knowledge. Paragraph with at least three separate plans for how you
will learn more about this area of interest through doing academic or experiential research.
Area of interest #3
Plans for Self-Awareness. Paragraph with at least three separate plans for how you will learn
more about yourself and your own communication with regard to this area of interest.
Plans for Other-Awareness. Paragraph with at least three separate plans for how you will learn
more about others and their perspectives with regard to this area of interest.
Plans for Research-based knowledge. Paragraph with at least three separate plans for how you
will learn more about this area of interest through doing academic or experiential research.
References
Minimum of two references
1
Cultural Intelligence (CQ) Plan
Student’s Name
Institutional Affiliation
Course Number and Name
Instructor’s Name
Date
2
Cultural Intelligence (CQ) Plan
Cultural Intelligence (CQ) involves interacting well with people from different
cultures. It is all about understanding cultural norms and behaviors for adapting into one’s
own behavior accordingly. CQ is defined by Van Dyne et al. (2015) as “the capability to
function effectively in culturally diverse settings.” In today’s global society, having to interact
with people from different backgrounds highlights the need to have CQ, as it is now essential
for both personal and professional success. For myself, developing cultural intelligence is not
something that I only see as important to being successful in my career, but it’s also a
personal goal. I was brought up in a very homogenous background, and it wasn’t until I was
able to interact with those who were different from myself that I understood the limitations of
only seeing the world in my own cultural context and how much I was missing. Through my
experiences, I believe that increasing my CQ will not only enhance the interactions I have
when working with my colleagues, but with anyone that I come in contact with.
Personal Motivation Level
My desire to develop cultural intelligence stems from a variety of factors. My true
interest in different cultures and my desire to absorb their knowledge are what motivate me
intrinsically. The workforce’s diversity and the industries’ growing internationalization are
two further extrinsic factors that motivate me to improve my CQ in order to compete in the
employment market. Furthermore, I am confident in my potential to improve my CQ because
I think that with hard work and determination, I can get the information and abilities I need to
successfully traverse a variety of cultural situations.
Self-Assessment
Self-assessment tools such as the Cultural Intelligence Scale (CQS) have played a
significant role in helping me to gain insights into my own cultural competencies and areas
3
for improvement (Stemberg et al., 2021). Reflecting on my results, I recognize that while I
possess some level of cultural sensitivity, there is still much room for growth. Acknowledging
my biases and preconceptions is the first step towards overcoming them and becoming more
culturally competent.
Areas of Interest
One thing that really interests me is the idea of traveling to other nations. My sense of
adventure and curiosity are piqued by the prospect of traveling and immersing oneself in
other cultural contexts. Through direct interaction with many nations, my objective is to
enhance my cultural intelligence (CQ) and improve my capacity to adjust and interact
proficiently in a variety of cultural settings. The drive to acquire new languages is another
intriguing domain. Understanding the fundamental connection between language and culture,
learning Spanish is something that really appeals to me (Altarriba & Basnight-Brown, 2022).
This language provides a means of communication as well as an insight into the nuanced
cultural richness of Spanish-speaking communities across the globe.
Cultural intelligence also becomes an area of interest in the context of my chosen
career path. Successful cross-cultural relationships in the context of the global economic
landscape need an understanding of the subtleties of many cultures. I want to have a deeper
grasp of how to adjust corporate plans, communicate clearly, and forge strong bonds with a
variety of stakeholders by investigating the intersections between CQ and my chosen
profession.
Conclusion
In conclusion, developing cultural intelligence is essential for personal and
professional growth in today’s interconnected world. By acknowledging my motivations,
assessing my current level of cultural competence, and identifying areas of interest for further
4
exploration, I am committed to enhancing my CQ. Through continuous learning, reflection,
and practice, I am confident that I can strengthen my ability to thrive in diverse cultural
contexts.
5
References
Altarriba, J., & Basnight-Brown, D. (2022). The psychology of communication: The interplay
between language and culture through time. Journal of Cross-Cultural
Psychology, 53(7-8), 860-874. https://doi.org/10.1177/00220221221114046
Sternberg, R. J., Wong, C. H., & Kreisel, A. P. (2021). Understanding and assessing cultural
intelligence: Maximum-performance and typical-performance approaches. Journal of
Intelligence, 9(3), 45. https://doi.org/10.3390/jintelligence9030045
Van Dyne, L., Ang, S., & Koh, C. (2015). Development and validation of the CQS: The
cultural intelligence scale. In Handbook of cultural intelligence (pp. 34-56).
Routledge.

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