BELOW ARE THE 10 FILES FROM WHICH YOU NEED TO WRITE. AS YOU CAN SEE EVERYTHING MUST BE WRITTEN FROM ACADEMIC SESSIONS NO REFERENCE NEEDED ONLY 1500 WORDS Your task is to create a Professional Worksho

MBA502 Emotional Intelligence, C ultural Intelligence and Diversity Workshop Week 1 Globalisation and You COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING 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 ( the 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. Do not remove this notice. 2 Ice - breaker A ctivity Workshop Objectives • Describe what is meant by the term globalisation • Understand the opportunities and threats globalisation presents to people and the planet • Understand the implications of globalisation for today’s workforce • Broaden and deepen our collective understanding of global citizenship • Understand the link between globalisation, emotional intelligence, and cultural intelligence What is G lobalisation ? • Globalisation is the process whereby worldwide interconnections in every sphere of activity are growing. • It is not caused by a single force, but the dynamic interconnectedness that results from the shifts that are taking place across a range of contexts, including: – technological, – political, – economic and – cultural spheres. Thomas & Lazarova , 2014 Global Interconnection Source: Adapted from Parker(2005,p.37) This diagram may look like a complicated mess. But once you analyse it a little more deeply, you will see it actually makes sense.

In groups, discuss what you think this diagram represents, and then compare your group’s answer to the rest of the class. Global Technology • Pervasive and unrelenting pace of ICT (Information & Communication technologies). • Access to information, resources, products and markets are all affected by improved technology. • ICT reduces cost of communication, leading to more global goods, services and capital markets. • This increases competition and even small firms can compete globally. • No longer constrained by physical location/space. • Teams of individuals can be assembled to work virtually throughout the world. • Work -role of employees in all organisations has adapted to reflect these technological changes. Global Economics • Worldwide capital markets that were previously closely aligned with nations allow both large and small firms to participate in the global economy (a flat world?). • Established economies (US, Europe) expected to remain the main source of FDI, whereas developing and transitioning economies are expected to absorb and generate increasing shares of global FDI - e.g. China, India, Russia, etc. • Ease of movement of labour has increased cultural diversity. • Nation states that receive migrants become more multiethnic and multicultural, and consequently face the increased challenge of integrating migrants and maintaining their own national and cultural identity. Global Political & Legal Environments • Although economic globalisation underscored by market - based economic structures assumes that free markets can help achieve the balance between individual and national interests, in reality the world is still organised around nation - states that operate with different political structures, different laws, rules, and regulations ranging from pure democracy (e.g. Norway) to totalitarianism (e.g. North Korea). • After four decades of Cold War, the fall of the Berlin Wall in 1989 marked the beginning of the democratisation process in many former secular totalitarian countries, such as Central & Eastern Europe, China, and Russia. • Technology played a significant role in some Middle Eastern countries where protesters used social media to plan their protest and mobilise support . • Activity: In groups, please answer the following question: “So what?” • In other words, what does the democratisation process and technology have to do with emotional intelligence and cultural intelligence in the modern workplace?

Shifts in the Political L andscape Globalisation of Culture • Culture is a fundamental element, although largely invisible. • It represents shared meaning which affects how individuals and organisations shape their goals, the way they operate and the reasons behind workplace policies, member behaviour, etc. • There is still ongoing debate about whether globalising forces encourage convergence or divergence of culture. Convergence and Divergence • Cultural convergence and cultural divergence exist not only within societies but also within organisations. • Cultural convergence is when members of a group, over time, become more and more similar to each other. • Cultural divergence is when those group members instead become more and more dissimilar to each other over time. • Often, the one culture can both converge and diverge, otherwise known as equilibrium perspectives . • In groups, develop a list of five cultural aspects within organisations that could converge and five that could diverge. Who is a Global Citizen? • “A global citizen is someone who identifies with being part of an emerging world community and whose actions contribute to building this community’s values and practices. ” Ron Israel, 2012 • The forces of global engagement are helping some people identify as global citizens who have a sense of belonging to a world community. • This growing global identity in large part is made possible by the forces of modern information, communications and transportation technologies. Global Identity • Those of us who see ourselves as global citizens are not abandoning other identities, such as allegiances to our countries, ethnicities and political beliefs. • These traditional identities give meaning to our lives and will continue to help shape who we are. • However, as a result of living in a globalised world, we also expand our identification to embrace values of a world -wide community and understand that we have an added layer of responsibility to all who share this global home. Global Citizenship • Global citizenship requires us to embrace a global way of being and to build a sustainable values - based world community . • Values include respect for human rights, environmental protection, religious pluralism , gender equity, sustainable worldwide economic growth , poverty alleviation, prevention of conflicts between countries , elimination of weapons of mass destruction, humanitarian assistance and preservation of cultural diversity. Self - reflection E xercise • Your Planet • Working individually, on a blank sheet of paper write one sentence for each of the following two questions: • Please answer honestly. Your workshop leader will be collecting your responses and will be reading some of them aloud in class – anonymously of course. What does being a global citizen mean to you as an employee ? Conversely, what does it mean to you as a manager of global citizens in the workplace? Our Collective Awareness: Rising Consciousness • We are all part of a collective social system. • Global citizenship of the 21 st century is therefore part of a living system. • We need to move from reactive learning to deeper levels of learning and systems thinking. • Senge , Scharmer , Jaworski , Flowers, 2005 Deeper Levels of Learning Senge et al., 2005 “Until people can start to see their habitual ways of interpreting a situation, they can’t really step into a new awareness.” Deeper Learning: Your F irst A ssessment • Your first assessment is a prime representation of the deeper learning diagram on the previous slide. • It requires you to repeatedly think in different ways and to repeatedly do a varied number of tasks in order to learn more deeply about yourself. • Let’s review that first assessment now so that you have a preliminary understanding of what’s expected. • Can you see how it relates to Senge et al’s model? Theory U Theory U: Explained • Suspending: This is when you consciously take a break from your daily habit of instinctive thoughts and actions, and instead simply observe yourself. • Redirecting: This is when you direct your attention towards the patterns and themes that arise during that period of introspection. • Letting go: This is when you refrain from becoming emotionally attached to the gaps that become obvious. In other words, you observe without judgement. Theory U: Explained • Letting come: This is when you become present such that you welcome novel ideas and new understandings. • Crystallising: This is when you make a commitment towards taking action. You may not yet know the full picture or have all the details but you know a shift is necessary. • Prototyping: This is when you try out new ideas. You experiment, you accept mistakes as part of the learning process, and you evaluate your success as you go. • Institutionalising: This is when you incorporate your discoveries within the wider contextual culture that is your organisation , thereby shifting behaviours and mindsets. Activity In groups, you will be allocated one of the following eight scenarios. Identify one or two ways through which you can help these hypothetical stakeholders to advance through the seven stages of Theory U.

1. A supervisor who is afraid to give negative feedback. 2. An employee who thinks it’s okay to arrive late every day. 3. A colleague who never returns emails and phone calls. 4. A boss who doesn’t listen to new ideas. 5. A client who talks aggressively to your employees. 6. A supplier who keeps making inventory errors. 7. A tenant making too much noise in the office next door. 8. A regulator threatening harsh and unfair media exposure. Globalisation and EQ • Emotional intelligence “ involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions”. (Salovey and Mayer 1990) • The diversity associated with globalisation requires highly emotionally intelligent leaders who are able to unite many stakeholders who are culturally different to one another. • This necessitates an awareness of one’s self and an awareness of (and respect for) others. • Traditional management practices are therefore no longer sufficient since leaders today are required to be global, not only in their location but also in their mindset. Globalisation and CQ • Cultural intelligence is “an individual’s capability to function and manage effectively in culturally diverse settings”. (Ang and Dyne 2008) • Cultural intelligence is multidimensional. It can be metacognitive, cognitive, emotional, and behavioural. • As globalisation increases in speed and prevalence, workplaces will become more and more diverse, thereby requiring managers who are highly culturally intelligent. • Managers rated high on cultural adaptability have been found to have higher rates of self -knowledge and self -awareness. They also display emotional stability, which is a critical success factor for managing change and diversity in globalised economies . (Deal et al 2003) Summary • Understanding the forces of globalisation • Appreciating what it means to be a global citizen – as an employee and as a leader • Reflecting on the link between globalisation, emotional intelligence, cultural intelligence and diversity