Running head: Annotated bibliography Annotated bibliography 2 Good. Make the title above in CAPITAL LETTERS Annotated bibliography Faraji C. Edwards Walden University : Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency. Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012). · In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource · Discuss the purpose and philosophical approach · Discuss the underlying assumptions · If referring to a research reporting article, present the methodology · Relate the resource to the body of resources you have consulted in this course · Discuss any evident limitations and opportunities for further inquiry Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...

1. Running head: Annotated bibliography
Annotated bibliography 2
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the
intercultural competence for global leaders. New York:
Publishing company Journal of Managerial Psychology. – bold
is not needed. Use a hanging indent. See how this is listed in
the course
As creating great global pioneers should be a critical need for
organizations in the global business world,why? there has been
extensive research in this article on what?. In spite of this, there
is limited research on the efficient worldwide initiative
competency structure considering both its levels and
measurements and on individual capabilities. The motivation
behind this article is to make a hypothesis based integrative
system that can be used in recognizing the skills containing

2. global leadership. To achieve this purpose, an integrative
literature review was completed? on competency theory and
global leadership, bringing about the improvement of an
integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain
individual attributes, practices, attitudes, qualities, and
information, and many existing systems are combinations of
these. In existing exploration, diverse sorts of measurements
have regularly been combined and regarded as equivalents. A
particular quality in one structure is supplanted with relating
conduct in another. By and large, choice of important abilities
has produced much contention since the significance of
capabilities is observed to shift with the assignment and
association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as
those all-inclusive qualities that empower people to play out
their employment outside their own particular national and also
authoritative culture, regardless of what their instructive or
ethnically foundation is, what useful range their expected set of
responsibilities speaks to, or what association they come from.
While trying to assemble a more integrative system for
worldwide initiative skills, this paper endeavors to apply a more
synergistic approach and concentrate on likenesses over a
variety of results, and on finding those sorts of abilities that are
vital when working crosswise over societies – all around the
world. Faraji, this is good information. Also dsicuss the other
aspects listed in the instructions - Discuss the scope of the
resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the
methodology
· Relate the resource to the body of resources you have
consulted in this course
· Discuss any evident limitations and opportunities for further
inquiry

3. Caligiuri, P. (2006). Developing global leaders. London: Human
Resource Management Review. – See how this is listed in the
course
This article - refer to the author has found differences in the
territories of skill of effective global leader for the individuals
who have and have not lived expansive – do you mean abroad?.
For the people who lived abroad the boundaries of skill
included such regions as inviting outsiders, learning dialects,
soul of adventure, valuing contracts, affect ability to setting,
and making new options, The areas of capability for the
individuals who had not lived abroad were particularly unique,
showed by such things as inner reason, concentrate on
objectives, adapting, clarity of correspondence, and uncovering
expectations – all commendable yet missing the mark regarding
those more prone to be profitable for a global task.
The majority of individuals who have studied global leadership,
and also administration advancement in general, have inferred
that a multi-dimensional approach is the best approach to
creating the viable worldwide initiative. Cite the sources you
mean These strategies diminish to four general methodologies:
Examination
The analysis What analysis? Did the authors do an analysis?
includes self-awareness and introspection. It is the initial phase
in creating global leaders with the goal that they can get a
precise point of view of their advantage, concerns, and current
level of cultural proficiency. They have to know where they are
on the continuum of both learning and convictions with a
specific end goal to center their development areas on their
relative inadequacies (Caligiuri, 2006).
Education
It – does it mean education? includes considering the subject of
globalization, societies, and leadership. It concentrates on the
substance and learning required to be successful in a global

4. setting. Leaders need to comprehend the truths about various
nations and societies, business methods as well as local
information about traditions and practices, both from a social
and business point of view. They should be taught on these and
have the capacity to transport this information across the
borders.
Experience
Experience involves doing or acting. It concentrates on the
association and setting. It is said to be the best educator
however just if guided and purposeful, that is, gaining from
encounters that are relevant, pertinent and connected. It is about
figuring out how the association does business in different parts
of the world.
Exposure
It involves communicating by concentrating on individuals and
parts. It implies having reference purposes of persons and
guides who have "been there, done that" which is basic to
absorbing legitimately and rapidly. There is no doubt, in any
case, that social lessons are probably going to be most gained
from really encountering the way of life. That is the reason
exile encounters are appraised as the most helpful with regards
to taking in a culture – in actuality right around four
circumstances more than necessarily universal encounters and
15 times more than domestic experience. This is a good
summary. Also include analysis.
Gabrielsson, M. S. (2009). The Developing the global
management team: A new paradigm of the main leadership
perspectives. California: Team Performance Management.
Horizontal improvement is the advancement of new skills,
capacities, and practices. It is specialized learning. Add more
here – paragraphs should be a minimum of 3 sentences
Horizontal paradigm is most helpful when an issue is
unmistakably characterized, and there are known strategies for
unraveling it. Surgery preparing is a case of level improvement.
Understudies figure out how to end up specialists through a

5. procedure known as "pimping," in which experienced
professionals continually address understudies until the point at
the point when the understudy can't answer and is compelled to
backtrack to the books to take in more information. While the
procedure of learning is difficult, there are clear answers that
can be classified and transmitted from master sources,
permitting the understudies to expand and develop their surgical
competency (Gabrielsson, 2009).
Vertical paradigm, on the contrary, alludes to the "stages" that
individuals advance through on how they "make sense" of their
reality. We think that it’s simple to notice youngsters
progressing through phases of advancement as they develop, yet
the customary way of thinking accept that grown-ups stop
creating at around 20 years old–hence the expression
"developed up" (you have completed the process of drafting).
Nonetheless, formative specialists have demonstrated that
grown-ups do in certainty keep in advance (at different rates)
through unsurprising phases of mental improvement. At each
more high amount of advancement, grown-ups "comprehend"
the world in more intricate and comprehensive ways–their
minds develop "greater." Good summary
Rodriguez, C. M. (2005). The emergence of a third culture:
Shared leadership in international strategic alliances. Thousand
Oaks: International Marketing Review.Sage?
Seeing how managers in a position of initiative experience
culture are fundamental to evade precariousness and poor
execution in global key partnerships – incomplete sentences.
This article tests the suggestion that national culture, best
management group culture, and director's identity impact
authority and shapes intercultural fit through the standard
leadership style in US-Mexican vital cooperation.
Plan/procedure/approach are these steps?– Strategic leadership
and personal speculations constitute the system for this review.
Supervisors from the US-Mexican relevant organizations
together which accomplices hold a value position were studied

6. and gave information to test the predictions. How were they
studied? What type of research was completed? Author (year)
Discoveries – this article demonstrates that American and
Mexican supervisors build their particular social reality with
principles and standards limited principally by the current
hierarchical culture in the organization together. Both directors'
administration styles are comparative and meet into a
participative "consultative" style rising as a "third culture"
portrayed by errand advancement and enthusiastic worry as
American administrators' info and undertaking backing and
social connections as Mexican supervisors' commitment.
This article proposes that if enough adjusted, independence
community is a wellspring of intercultural fit while building
shared leadership. Commonsense ramifications – Managers of
universal cooperation may reconfigure individual and social
introductions and styles of the organization together
accomplices in the plan of administration groups to construct
large amounts of social adequacy (Rodriguez, 2005). The leader
style of American managers underpins the flow of progress for
the organization together to improve while the connector style
of Mexican directors assembles strength, arrange, and keeps up
gathering attachment and collaboration. Innovation/esteem –
Intercultural fit in universal vital unions is accomplished
through planning authoritative societies that consolidate
accomplices' mental differing qualities into the relationship.

7. References
Bird, A. M. (2012). Defining the content domain of intercultural
competence for global leaders. New York: Journal of
Managerial Psychology.
Caligiuri, P. (2006). Developing global leaders. London: Human
Resource Management Review.
Gabrielsson, M. S. (2009). Developing the global management
team: A new paradigm of key leadership perspectives.
California: Team Performance Management,
Rodriguez, C. M. (2005). The emergence of a third culture:
Shared leadership in international strategic alliances. Thousand
Oaks: International Marketing Review.
Faraji, your summaries are good. You identified the key points.
The instructions were not followed. The required reading is
listed, but not the additional sources you were to use were not.
The articles are summarized. However, no analysis is included.
Some aspects listed in the instructions were not included in the
paper.
BMAL 604
Integration of Faith and Learning Paper Instructions
You will write a 6–8-page paper (excluding title page, abstract,
and reference/end materials) that answers each of the questions
listed below. The answers must be comprehensive, substantive,
and written at the graduate-level. The paper is to be written
using current APA format. Use each question as a Level 1
Heading in the paper. The sub-questions are to be used as Level
2 Headings.
1. Brief Introduction to the nation selected (1–2 pages
minimum)
2. What are the major religion(s) in the nation (2 page
minimum)?
a. Describe how each major religion defines its worldview.

8. b. Describe how this differs from the Christian worldview.
3. How might the above items impact a Christian
manager/leader working in that nation (1–2 pages minimum)?
4. How might a Christian manager/leader prepare to address
these differences while working in that nation (1–2 pages
minimum)?
Annotated BibliographyStudent NameTotal Points PossibleTotal
Points ReceivedLate Work Percentage (select
from drop down menu)Late Work DeductionFinal Points
Received 15027.000%
Windows User: Windows User:
Select dropdown menu for percentage deducted for late
work.0.0027.00CriterionSuperior Criteria (100%) Excellent
Criteria (95%) Satisfactory Criteria (85%) Marginal Criteria
(75%)Unsatisfactory Criteria (0%)Points Possible Evaluation
(select from drop down menu)Points ReceivedFaculty
FeedbackElement 1: Annotated BibliographyStudent submits
thorough and detailed work as demonstrated by the originality,
depth of analysis, and/or creativity when describing the essence
of each entry and pertinent details about its content for his/her
annotated bibliography. There are no errors in the content.
Detailed content is evident in the assignment with several
connections to the topic.Student submits detailed quality work
as demonstrated by the depth of details evident in the entries
and about its content for his/her annotated bibliography. There
are one or two minor errors in the content. The assignment
makes several connections to the topic.Student submits an
annotated bibliography but it lacks some details. There are
some errors in the content and/or the entries lack connections to
the topic. The assignment directions are met; however, the
assignment lacks in depth of content.Student submits a cursory
annotated bibliography that does not fully address the directions
and is missing a lot of pertinent content. There are many errors
and the content lacks clarity and depth.Does not meet minimal

9. standards.700%
Windows User: Windows User:
Select drop down menu for inputting grade for this
criterion.0The summaries of the articles explain the main
points. Some of the key aspects stated in the instructions were
missing (such as a description of the assumptions and research
methods).
Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.Element 2: Critical Thinking Student's annotated
bibliography critically analyzes the content for strengths and
weaknesses as related to the scope of the resource, the purpose
and philosophical approach, the underlying assumptions, the
methodology if applicable, and any evident limitations and
opportunities for further inquiry.
Student's annotated bibliography critically analyzes most of the
content for strengths and weaknesses as related to the scope of
the resource, the purpose and philosophical approach, the
underlying assumptions, the methodology if applicable, and any
evident limitations and opportunities for further inquiry. There
are one or two minor errors in the logic and/or critical thinking
applied to the assignment.Student's annotated bibliography
analyzes most of the content for strengths and weaknesses as
related to most of the following: the scope of the resource, the
purpose and philosophical approach, the underlying
assumptions, the methodology if applicable, and/or any evident
limitations and opportunities for further inquiry. Student's
annotated bibliography demonstrates a weak analysis of the
content and loosely addresses some of the following: the scope
of the resource, the purpose and philosophical approach, the
underlying assumptions, the methodology if applicable, and any
evident limitations and opportunities for further inquiry.Does
not meet minimal standards.500%

10. Windows User: Windows User:
Select drop down menu for inputting grade for this criterion.
Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.0The paper mostly summarized the articles.
Critical thinking was not shown as there was not an analysis or
critique.
Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.Element 3: Written Delivery Style & Grammar
Student consistently follows APA writing style and basic rules
of formal English grammar and written essay style. Student
communicates in a cohesive, logical style. There are no spelling
or grammar errors.Student consistently follows APA writing
style and basic rules of formal English grammar and written
essay style. Student communicates in a cohesive, logical style.
There are one or two minor errors in spelling or
grammar.Student mostly follows APA writing style and basic
rules of formal English grammar and written essay style.
Student mostly communicates in a cohesive, logical style. There
are some errors in spelling or grammar.Student does not follow
APA writing style and basic rules of formal English grammar
and written essay style and does not communicate in a cohesive,
logical style. Does not meet minimal standards.1585%
Windows User: Windows User:
Select drop down menu for inputting grade for this criterion.
Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.12.75Grammatical and spelling errors are in the
paper. Before submitting, do a Grammar and spell check. In
some cases, words were used that did not seem to make sense.

11. Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.Element 4: Formal and Appropriate
Documentation of Evidence, Attribution of Ideas (APA
Citations) Student demonstrates full adherence to APA style
with respect to source attribution, references, heading and
subheading logic, table of contents and lists of charts, etc.
There are no APA errors.Student demonstrates full adherence to
APA style with respect to source attribution, references,
heading and subheading logic, table of contents and lists of
charts, etc. There are one or two minor errors in APA style or
format.Student mostly adheres to APA style with respect to
source attribution, references, heading and subheading logic,
table of contents and lists of charts, etc. Some errors in APA
format and style are evident.Student demonstrates weak and/or
inconsistent adherence to APA style with respect to source
attribution, references, heading and subheading logic, table of
contents and lists of charts, etc. Several errors in APA format
and style are evident.Does not meet minimal standards.1595%
Windows User: Windows User:
Select drop down menu for inputting grade for this criterion.
Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.14.25The citations are mostly in APA format.
Windows User: Windows User:
Faculty Feedback - input comments for the student related to
this criterion.
Windows User: Windows User:
Enter student name.
Windows User: Windows User:
Select dropdown menu for percentage deducted for late work.

12. DIRECTIONS FOR STUDENT: As part of your Doctoral
Seminar for this set of weeks, you are participating in a
seminar-style discussion about the weekly topics. You will be
asked to address five of the required resources and at least five
additional resources from the Walden Library and to incorporate
them into your posting. As a related exercise, submit an
annotated bibliography of the 10 resources you will refer to this
week.
For each entry, be sure to address the following as a minimum:
A) Include the full APA citation. B) Discuss the scope of the
resource. C) Discuss the purpose and philosophical approach.
D) Discuss the underlying assumptions. E) If referring to a
research reporting article, present the methodology. F) Relate
the resource to the body of resources you have consulted in this
course. G) Discuss any evident limitations and opportunities for
further inquiry.
DIRECTIONS FOR FACULTY: 1) Enter student name. 2)
When appropriate, select Late Work Percentage and enter
percent using drop down menu. 3) Use the drop down menu for
each criterion in the Evaluation box to grade assignment. 4)
Enter student feedback in the Faculty Feedback box as needed.
APA Manual (6th edition): Chapter 3 - Writing Clearly and
Concisely; Chapter 4 - The Mechanics of Style; Chapter 5 -
Displaying Results; Chapter 6 - Crediting Sources; Chapter 7 -
Reference Examples
© 2016 Laureate Education, Inc.
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