1 Needs appropriate cover page and Introduction to explain the Purpose of the paper. Tell the reader what you plan to write about and why. Also include a summary. Part 1 The Intercultural Competence Scoresheet below shows the results of the INCA (Inter Cultural Assessment) Survey reflecting my own openness, knowledge and adaptability to others. Overall, the results below indicate that I am a tolerant person with empathy and flexibility. These results were mostly an affirmation of the attributes that have come to be assets in career, community and family life. Intercultural Competence Scoresheet Intercultural competence INCA questions for each Intercultural Competence Score Add your results for the 3 questions from the INCA survey Based on your score, enter "Basic", "Intermediate" or "Full" 3-4 indicates basic level 5-7 indicates intermediate level 8-9 indicates full level Tolerance of ambiguity Questions 5,11, 15 8 full Behavioral flexibility Questions 1,7, 17 8 full Communicative awareness Questions 3, 12 and 18 9 full Knowledge discovery Questions 2, 8, 14 9 full Respect for otherness Questions 4,9, 16 9 full Empathy Questions 10-12 9 full 1. The score of eight indicates that I am fully competent in tolerance ambiguity. I will not say that I celebrate ambiguity vehemently enough to use the word “enjoyable” as quoted in the reading this week (Scoresheet, n.d.)”. However, I do accept the challenges of ambiguity and a lack of clarity constructively and with solutions in mind. I view the unfamiliar and unexpected as a common challenge for the entire group, and think as many from the group as possible should benefit from the resolution. 2. With a score of eight, I am fully competent in behavioral flexibility. I adapt my behavior to the local custom of the environment in which I find myself. The purpose of this flexibility is to increase goodwill where following the customs of others will be appreciated, not just to subscribe to cliché behaviors or just to fit in. Flexible behavior in the way I work with others minimizes unnecessary conflict. 3. The score of nine indicates full communicative awareness competence. During cross-cultural communication, I am fully able to perceive differences in body language and non-verbal cues that might accompany speech to stay alert to potential misunderstandings. In order to maintain effective communication, I often check for understanding, seek feedback from conversation partners or similar conversational interactions that minimize unnecessary misunderstandings in conversation. 4. The score of nine indicates full competence in knowledge discovery. I seek new knowledge of other cultures and am able to put that information into practice in real time. I am willing to conduct research about the unknown in new situations in order to acquire knowledge prior to exper ...

1. 1
Needs appropriate cover page and Introduction to explain the
Purpose of the paper. Tell the reader what you plan to write
about and why. Also include a summary.
Part 1
The Intercultural Competence Scoresheet below shows the
results of the INCA (Inter Cultural Assessment) Survey
reflecting my own openness, knowledge and adaptability to
others. Overall, the results below indicate that I am a tolerant
person with empathy and flexibility. These results were mostly
an affirmation of the attributes that have come to be assets in
career, community and family life.
Intercultural Competence Scoresheet
Intercultural competence
INCA questions for each Intercultural Competence
Score Add your results for the 3
questions from the INCA survey
Based on your score, enter "Basic", "Intermediate" or "Full"
3-4 indicates basic level 5-
7 indicates intermediate level 8-9 indicates
full level
Tolerance of ambiguity
Questions 5,11, 15
8
full
Behavioral flexibility
Questions 1,7, 17
8
full
Communicative awareness
Questions 3, 12 and 18

2. 9
full
Knowledge discovery
Questions 2, 8, 14
9
full
Respect for otherness
Questions 4,9, 16
9
full
Empathy
Questions 10-12
9
full
1. The score of eight indicates that I am fully competent in
tolerance ambiguity. I will not say that I celebrate ambiguity
vehemently enough to use the word “enjoyable” as quoted in the
reading this week (Scoresheet, n.d.)”. However, I do accept the
challenges of ambiguity and a lack of clarity constructively and
with solutions in mind. I view the unfamiliar and unexpected as
a common challenge for the entire group, and think as many
from the group as possible should benefit from the resolution.
2. With a score of eight, I am fully competent in behavioral
flexibility. I adapt my behavior to the local custom of the
environment in which I find myself. The purpose of this
flexibility is to increase goodwill where following the customs
of others will be appreciated, not just to subscribe to cliché
behaviors or just to fit in. Flexible behavior in the way I work
with others minimizes unnecessary conflict.
3. The score of nine indicates full communicative awareness
competence. During cross-cultural communication, I am fully
able to perceive differences in body language and non-verbal
cues that might accompany speech to stay alert to potential
misunderstandings. In order to maintain effective
communication, I often check for understanding, seek feedback
from conversation partners or similar conversational

3. interactions that minimize unnecessary misunderstandings in
conversation.
4. The score of nine indicates full competence in knowledge
discovery. I seek new knowledge of other cultures and am able
to put that information into practice in real time. I am willing to
conduct research about the unknown in new situations in order
to acquire knowledge prior to experiencing new inter-cultural
encounters.
5. With full competence in respect for otherness, the score is
nine. I am able to maintain respect for my own values while
simultaneously respecting and believing the rights of others to
have values that differ from my own. I feel very strongly that
every person is entitled to hold his or her values and beliefs,
whether or not I share them.
6. The score of nine indicates full empathy competence. It
reflects my intuitive understanding of the way others think and
feel. I am able to put myself in their place and see and feel a
situation through their eyes. This allows me to intercede when
conflicts arise and avoid confusing values or hurting the
feelings of others.
Part 2
Critical Incident #2: Samantha liked her new job, but she felt
that the environment was very cold. Samantha said that no one
talks about their family or their personal lives, only about work.
She feels it is very difficult to work in such an environment and
she wishes her colleagues would share more with her.
Samantha is in an environment that clearly values
individualism, yet she comes from a society that values the
collective. This means that each person in the society where
Samantha finds herself is expected to more loosely attend to
their own individual needs and maintain their own individual
ideas(Hofstede, 1983). This would be very different from the
practices of a collectivist society where the ideas and needs are
both tied to an extended family, tribe or other group. It also

4. implies that the country where Samantha is working is likely to
be a wealthier country than the one from which she came.
Her colleagues may not see the need to share more about their
families or their personal lives with Samantha because they may
view the nature of what Samantha wants to share to be private.
Many assume that the idea of public and private draw on the
notions of political versus non-political (Weintraub & Krishan,
1997, p.36). Coming from a collectivist society, Samantha
would be more comfortable discussing collective rights and
well-being (Cultural Competency, nd). Discussing family or
personal life would be a public conversation for Samantha.
Samantha would do well to use her knowledge discovery skills
to research her new environment and increase her behavioral
flexibility. Similarly, it would help if one or more of her
colleagues had more empathy for Samantha and respected her
otherness enough to communicate in a way that made Samantha
feel more comfortable. Excellent
Critical Incident #3:One of Tim's employees is always
late. Besides being late, he tends to go on and on when talking
and wastes valuable time at work. Sometimes Tim has to cut
him off. The employee seems to feel offended and thinks Tim is
being rude. Tim believes that they are on a strict schedule and
things have to be done by a certain time; as well, things are
scheduled to take a certain amount of time.
Tim is monochronic. Having a monochronic point of view
means that he views time as something that can be wasted and
must be managed, measured and used properly (Giancarlo & Di
Prata, 2009). Coming from this point of view, Tim reminds his
employee that he is wasting time, even cutting him off when he
witnesses the waste happening. Tim feels he is acting in the
interest of productivity and the bottom line of the company is to
make sure things get done in a timely fashion.
Meanwhile, the employee is polychronic. Having a
polychronic point of view means that he views time as less
tangible. Instead, he places a higher priority on relationships,
multi-tasking, the involvement of people and the completion of

5. transactions (Giancarlo & Di Prata, 2009). With a polychronic
point of view, the employee would choose to be late instead of
rushing someone to finish a conversation; or cutting them off
like Tim did to him. Instead of short-term goals like
punctuality, the polychronic society where the employee is from
values traditions and long-term goals (Cultural Competency,
nd).
This creates a conflict because the priorities of the two
people do not match. Both men would do well to engage in
empathy and respect for otherness to assist in this particular
situation. However, in order for the working relationship to
thrive, there must be behavioral flexibility on the part of one or
both people in order to come to an agreement of how to move
forward in harmony. Excellent
Critical Incident #6:Robert has been sent overseas to a new
office. When he arrives at the office, one of his first tasks is to
select some local hires for office positions. Robert is looking
for people who are bilingual and have office experience,
especially is customer service. However, he is told that one of
the applicants is the manager's nephew and should be given
special consideration. Robert is offended and does not want to
even interview that person. The manager reports back to the
parent company that Robert is inflexible and disrespectful.
Robert seems to have been sent to a collectivist society. In
a collectivist society, people are born into collective ingroups,
and they are expected to look out for one another (Hofstede,
1983, p.79). Robert was expected to understand that the
recommendation to hire the nephew of the manager was actually
an instruction. When he did not comply, his reaction was taken
as an offense because it was outside of the norm for that
society.
Refusal to hire the nephew was also offensive because of
the high- power differential at work where Robert was sent.
This is evident by the fact that the manager complained to the
parent company in such a harsh way, a significant reach up the

6. hierarchy. These two issues go hand in hand because collectivist
countries usually have a high-power difference. (Hofstede,
1983, p.81)
Robert may come from a society where there is a low
power distance because he assumed that customer service was
an important element for the hiring process. Societies with a
low power distance like the United States do not tolerate
inequality very much (Cultural Competency, nd). Robert must
recognize that, with the presence of a high power-distance,
customer service may not be as important the keeping the
management and parent company happy. It is true that Robert
lacks behavioral flexibility and respect for otherness. Because
he is in their environment, it would have been important for him
to exercise greater competency in knowledge discovery prior to
beginning the hiring process for this company. Excellent,
although if it is a U.S. owned company, he needs to coach the
manager on possible discrimination charges as well.
References
“Chapter 16” (n.d). Intrapersonal and interpersonal business
communication. Retrieved from
https://learn.umuc.edu/d2l/le/content/326604/viewContent/1279
6344/View
“Cultural Competency” (n.d). Module: cultural competency.
Retrieved from
https://learn.umuc.edu/d2l/le/content/326604/viewContent/1279
6319/View
Giancarlo, Duranti; Di Prata, Olvers (2009). Everything about
time: does it have the same meaning all over the world? Time
Management. Retrieved From
https://www.pmi.org/learning/library/everything-time-
monochronism-polychronism-orientation-6902

7. Hofstede, Geert (1983). The cultural relativity of organizational
practices and theories. Institute for Research on Intercultural
Cooperation. Retrieved from
https://link.springer.com/content/pdf/10.1057%2Fpalgrave.jibs.
8490867.pdf
“Scoresheet” (n.d). Intercultural competence scoresheet.
Retrieved from
https://learn.umuc.edu/d2l/le/content/326604/viewContent/1279
6360/View
Weintraub, Jeff; Krishan, Kumar (1997). The theory and politics
of the public/private distinction. Chicago and London: The
University of Chicago Press.