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Write a paper in which you reflect on your own cultural competence and analyze areas where you could improve your cultural diversity skills. In addition, analyze the relationship among culture, leadership, and teamwork and explore the ways communication can be muddled due to cultural differences. The paper should be a minimum of seven pages in length.

Introduction

Our country is one of the most culturally diverse nations in the world. Diversity refers to the idea that people are different based on age, race, gender, marital status, lifestyle, religion, and other factors (Daft, 2018). Health care leaders must be able to work with colleagues, followers, patients, and any internal or external stakeholder different from themselves. Leaders must recognize that everyone, regardless of their background, has something to contribute.

You will be required to explore cultural intelligence (CQ) in this assessment. Cultural intelligence refers to the idea that an individual can successfully read or interpret unfamiliar situations and verbal and non-verbal communication and respond appropriately (Daft, 2018).

Physicians, nurses, staff, and patients come from all walks of life. In health care, many different countries, cultures, religions, and more are encountered daily. Effective leaders are skilled at managing communication with a range of different people.

Reference

Daft, R. L. (2018). The leadership experience (7th ed.). Cengage.

Preparation

As a health care leader, you will work with people from different countries, different backgrounds, and with different beliefs. It is important that you respect and understand patients, employees, physicians, and all stakeholders who are different from you. Meanwhile, you must operate in an environment of dynamic change while striving to exceed the standards of care that patients deserve.

Before you begin this assessment, complete the Culture, Diversity, and Out-Groups in Leadership media activity.

Instructions

This assessment has two parts.

For this assessment, use the 

APA Paper Template [DOCX]

 to write a 7–10 page paper that responds to the following:

PART 1: CULTURAL COMPETENCE SELF-REFLECTION

· Discuss the results of your Culture, Diversity, and Out-Groups in Leadership cultural diversity assessment.

1. What was your score? I scored a 59

1. Were you surprised by the results?

1. Discuss areas where you could improve your cultural diversity skills.

2. Discuss at least two areas of improvement that you would like to focus on over the next year.

1. What potential benefits will you have in your career by improving in these areas?

1. What plans do you have to ensure you are making progress toward improvement?

PART 2: ANALYSIS OF CULTURE, LEADERSHIP, AND TEAMWORK

· Analyze the relationship between cultural competence and teamwork and collaboration.

· Distinguish between cultural awareness, cultural knowledge, cultural competence, and cultural sensitivity.

2. Why is it important for a health care leader to understand each of these areas?

1. Explain how verbal and nonverbal communication may be misunderstood due to cultural differences.

3. What are the potential impacts of these misunderstandings?

3. How can a health care leader minimize these misunderstandings?

ADDITIONAL REQUIREMENTS

· Length: A minimum of seven double-spaced pages, not including title and reference pages.

· Font and font size: Arial, 12 point.

· References: Cite at least three references from peer-reviewed journals, in addition to your textbook.

· Format: Use the 
APA Paper Template [DOCX]
 to write your paper using current APA style and formatting for the paper as well as for references and citations. Refer to 

Evidence and APA

 on Campus for more information.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Assess one’s leadership style in a professional health care setting.

1. Discuss the results of a cultural diversity assessment.

1. Competency 2: Explain cultural competence and its relevance to health care management.

2. Discuss areas of improvement for cultural diversity skills.

2. Analyze the relationship between cultural competence and teamwork and collaboration.

2. Distinguish between cultural awareness, cultural knowledge, cultural competence, and cultural sensitivity.

2. Explain how verbal and non-verbal communication may be misunderstood due to cultural differences.

1. Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations for health care professionals.

3. Adhere to the rules of grammar, usage, and mechanics.

3. Apply APA style and formatting to scholarly writing.

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Note: The explanatory text in this paper template is provided to help you understand the different parts of an APA paper. After reading the information, please delete it, and use the paper as a template for your own papers. In the various areas of the paper, such as the titles, you may wish to edit the text with your own information for your paper instead of deleting it, in order to keep the correct format. Save this template in a file for future use and information.

Page 1 begins on the cover page. The entire document should be double-spaced, have 1-inch margins on all sides, and use 12-point, Times New Roman font.

Full Title of Your Paper

Learner’s Full Name

Capella University

Course Number and Name

Instructor Name

Month Year

APA Style Paper Template: A Resource for Academic Writing

(Please change the titles in this document to fit your paper.)

American Psychological Association (APA) style is most commonly used to cite sources within the social sciences. APA style is used when writing papers in the psychology programs offered at Capella University. This document serves as an APA style template for you to use when writing your own papers, as well as a resource containing valuable information that can be used when writing academic papers. For more information on APA style, refer to the Publication Manual of the American Psychological Association (American Psychological Association [APA], 2020).

In the first section of this paper, the author demonstrates how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section does not begin with a heading titled “Introduction,” unlike the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts including section headings, organizing information, the MEAL plan, the conclusion, and the reference list.

Writing an Effective Introduction

An effective introduction often consists of four main components, including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which contains general information needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later in the paper, as in this example (APA, 2020; APA, 2010; Walker, 2008).

In an introduction, the writer often presents something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper, including (a) how to write an introduction, (b) how to write effective paragraphs using the MEAL plan, and (c) how to properly use APA style.

Level 1 Section Heading Is Centered, Bold, Upper, and Lowercase

Using section headings is an effective method of organizing an academic paper. Section headings can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author with the organization of ideas and flow of the work.

Level 2 Section Heading is Flush Left, Bold, Upper, and Lowercase

The heading style recommended by APA consists of five levels (APA, 2020). This document contains two levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 Section Heading was used. That section heading describes how a Level 1 Heading should be written, which is centered and bold, using upper- and lowercase letters. For another example, see the section heading “Writing an Effective Introduction,” on page 3 of this document. A Level 2 heading is used when there are subcategories under a Level 1 topic. For example, you may have a Level 1 heading of Theories, and then subcategories (Level 2 sections) of Behavioral Theory, Cognitive Theory, and Psychodynamic Theory. You made not always need Level 2 headings in your work.

Section Headings Help the Reader

Section headings serve multiple purposes, including (a) helping the reader understand what is being addressed in each section, (b) helping readers, who may be more likely to maintain an interest in the paper, and (c) helping readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style.

Section Headings Help the Author

Section headings do not only help the reader but also can help the author organize the document during the writing process. Section headings can help arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to serve this purpose.

The MEAL Plan

The MEAL plan is a model used by Capella University to help learners effectively compose academic discussions and papers. Each component of the MEAL plan is critical to writing an effective paragraph. The acronym MEAL is based on four components of a paragraph (M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section includes a detailed description and examples of each component of the MEAL plan.

When writing the content sections of an academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can be an effective model for designing each paragraph. A paragraph begins with a description of the main point, which is represented by the letter “M” of the MEAL plan. For example, the first sentence of this paragraph clearly states that the main point is a discussion of the MEAL plan. Once the main point has been made, evidence and examples are provided.

The second component of a paragraph contains evidence or examples, which are represented by the letter “E” in the MEAL plan. An example of this component is actually this sentence, which provides an example of an example. Evidence can be in the form of expert-opinion and findings from research. For example, evidence shows that plagiarism can occur even when it is not intended if sources are not properly cited (Marsh et al., 1997; Walker, 2008). The previous sentence provides evidence supporting why evidence is used in a paragraph.

Analysis, which is represented by the letter “A” of the MEAL plan, should be based on the author’s interpretation of the evidence. An effective analysis might include a discussion of the strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence and examples. If a quote is used, the author should provide an analysis of the quote and the specific point it makes for the author’s position. Without an analysis, the reader might not understand why the author discussed the information that the reader just read. For example, the previous sentence is an analysis by the author of why an analysis is performed when writing paragraphs in academic papers. Even with the first three elements of the MEAL plan, it would not be complete without the final component.

The letter “L” of the MEAL plan refers to information that links the current and the subsequent paragraphs. The link helps the reader understand what will be discussed in the next paragraph. It summarizes the author’s reasoning and shows how the paragraph fits together and leads (that is, links) to the next section of the paper. For example, this sentence might explain that once the MEAL plan has been effectively used when writing the body of an academic paper, the final section is the summary and conclusion section.

Summary and Conclusion

A summary and conclusion section, which can also be the discussion section of an APA-style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating positions and summarizing the most important points that have been presented in the paper. It is not a place to introduce new information that was not presented previously in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA-style paper that were discussed or displayed in the form of examples include a title page, introduction section, levels of section headings and their use, in-text citations, the MEAL plan, a conclusion, and the references list.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/index.aspx

Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source monitoring to unconscious plagiarism during idea generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 886–897. https://doi.org/10.1037/0278-7393.23.4.886

Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. http://search.proquest.com/docview/213904438?accountid=27965

Always begin a reference list on a new page. Use a hanging indent after the first line of each reference. The reference list is in alphabetical order by the author’s last name. A reference list contains only sources that are cited in the body of the paper, and all sources cited in the body of the paper must be contained in the reference list.

When a digital object identifier (DOI) is available for a journal article, it should be placed at the end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a DOI. The Walker (2008) reference is an example of how to cite a source using a URL.

REMINDER: Delete all unneeded placeholder text from your paper. This may include unnecessary headings and explanatory content such as the paragraphs above.

8/24/22, 6:55 PM Culture, Diversity, and Out-groups in Leadership Transcript

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TRANSCRIPT

Capella University

Culture, Diversity, and Out-
groups in Leadership

Purpose:

To identify your attitudes toward out-

group members.

To explore how you, as a leader, respond to members of the out-group.

Instructions:

Place yourself in the role of a leader when responding to the questionnaire.

For each of the statements, select the number that indicates the degree to

which you agree or disagree.

Consider a 1 to be “strongly disagree” and a 5 to be “strongly agree.”

Strongly
Disagree

Disagree Neutral Agree
Strongly
Agree

1. If some group members do not �t in

with the rest of the group, I usually try
to include them.

2. I become irritated when some group

members act stubborn towards the
majority of the group.

3. Building a sense of group unity with

people who think differently from me
is essential to what I do.

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Strongly
Disagree
Disagree Neutral Agree
Strongly
Agree

4. I am bothered when some individu-

als in the group bring up unusual
ideas that hinder or block the progress

of the rest of the group.

5. If some group members cannot

agree with the majority of the group, I
give them special attention.

6. Sometimes I ignore individuals who

show little interest in group meetings.

7. When making a group decision, I

always try to include members who
have different points of view.

8. Trying to reach a consensus (com-

plete agreement ) with out-group
members (i.e. members who feel left

out of the group) is often a waste of
time.

9. I place a high priority on encourag-

ing everyone in the group to listen to
the minority point of view.

10. When differences exist between

group members, I usually call for a
vote to keep the group moving

forward.

11. Listening to individuals with ex-

treme ideas is valuable to my
leadership.

12. When a group member feels left

out, it is usually his or her own fault.

13. I give special attention to out-

group members.

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Scoring Guide
Add up your total score for each section, then see which range you match with

below.

If your score is 57-70, you are in the very high range

A high score indicates on the questionnaire that you try to help out-group

members feel included and become part of the whole group. You are likely to listen

to people with different points of view and to know that hearing a minority

position is often valuable in effective group work.

If your score is 50-56, you are in the high range

A high score indicates on the questionnaire that you try to help out-group
members feel included and become part of the whole group. You are likely to listen
to people with different points of view and to know that hearing a minority
position is often valuable in effective group work.

If your score is 45-49, you are in the average range

An average score on the questionnaire indicates that you are moderately

interested in including out-group members in the group. Although interested in

including them, you do not make out-group members’ concerns a priority in your

leadership. You may think of out-group members as having brought their out-

group behavior on themselves. If they seek you out, you probably will work with

them when you can.

If your score is 38-44, you are in the low range

A low score on the questionnaire indicates you most likely have little interest in

helping out-group members become a part of the larger group. You may become

irritated and bothered when out-group members’ behaviors hinder the majority of

progress of the larger group. Because you see helping the out-group members as

an ineffective use of your time, you are likely to ignore them and make decisions to

move forward without their input.

If your score is 14-37, you are in the very low range

Strongly
Disagree
Disagree Neutral Agree
Strongly
Agree

14. I �nd certain group members frus-

trating when they bring up issues that
con�ict with what the rest of the

group wants to do.

Family Alexander

Family Alexander

Family Alexander

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y y y g

A low score on the questionnaire indicates you most likely have little interest in
helping out-group members become a part of the larger group. You may become
irritated and bothered when out-group members’ behaviors hinder the majority of
progress of the larger group. Because you see helping the out-group members as
an ineffective use of your time, you are likely to ignore them and make decisions to
move forward without their input.

References
The “What Teachers Need to Know about Teaching and Learning Survey” was

developed from the �rst chapter of your text in which Davis and Buskist (2006)

describe 21 basic things they believe all teachers should know about teaching and

learning, about classroom activities and beyond, and about becoming an effective

teacher. What were the results of your survey? Where are your strengths? In

which areas do you need to acquire additional knowledge or experiences?

From: Buskist, W. & Davis, S. F. (Eds.) (2006). Handbook of the teaching of

psychology. Malden, MA: Blackwell Publishing.

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