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Developing Intercultural Competency is an on-going learning process

  1. Developing Intercultural Competency is an on-going learning process.
    a. True
    b. False
  2. Neuliep’s textbook, Intercultural Communication: A Contextual Approach, provides theories, models, and skills needed for Intercultural Competence.
    a. True
    b. False
  3. The psychomotor component of intercultural communication is the degree to which one approaches or avoids intercultural communication–that is, one’s level of motivation to interact with others from different cultures.
    a. True
    b. False
  4. The affective component of intercultural communication is the degree to which one approaches or avoids intercultural communication–that is, one’s level of motivation to interact with others from different cultures.
    a. True
    b. False
  5. Intercultural competence is something that is perceived about another person, rather than something an individual inherently possesses.
    a. True
    b. False
  6. While perceptions of teacher immediacy vary across cultures, teacher immediacy is almost always associated with positive learning outcomes.
    a. True
    b. False
  7. An accommodating learning style is based on the combination of __.
    a. reflective observation and abstract conceptualization
    b. reflective observation and concrete experience
    c. concrete experience and active experimentation
    d. concrete experience and abstract conceptualization
  8. The mode of acculturation, called assimilation, occurs when __.
    a. individuals desire contact with the host culture while not necessarily maintaining an identity with their native culture
    b. individuals desire a high level of interaction with the host culture while maintaining their identity with their native culture
    c. individuals prefer low levels of interaction with the host culture while desiring a close connection with their native culture
    d individuals choose not to identify with their native culture or the host culture
  9. Some cultural groups enter acculturation voluntarily, such as immigrants entering a country, whereas other groups experience acculturation involuntarily, such slaves brought to countries like the United States and Brazil.
    a. True
    b. False
  10. The mode of acculturation, called marginalization, occurs when __.
    a. individuals desire contact with the host culture while not necessarily maintaining an identity with their native culture
    b. individuals desire a high level of interaction with the host culture while maintaining their identity with their native culture
    c. individuals prefer low levels of interaction with the host culture while desiring a close connection with their native culture
    d. individuals choose not to identify with their native culture or the host culture
  11. To the extent that the cultures are more similar than different, less acculturative stress is experienced.
    a. True
    b. False
  12. The mode of acculturation, called separation, occurs when __.
    a. individuals desire contact with the host culture while not necessarily maintaining an identity with their native culture
    b. individuals desire a high level of interaction with the host culture while maintaining their identity with their native culture
    c. individuals prefer low levels of interaction with the host culture while desiring a close connection with their native culture
    d. individuals choose not to identify with their native culture or the host culture
  13. As part of the health and illness theory some countries in African believe in witchcraft as cause of disease.
    a. True
    b. False
  14. People from different cultures generally attribute illness to which of the following causes?
    a. factors within the individual, such as bad eating and exercise habits
    b. factors within the natural environment, such as air and water pollution
    c. societal factors, such as intergroup conflict, poor health care facilities
    d. all of these
  15. Research shows that students from Australia, China, and the United States overwhelmingly prefer joint decision making with their doctors.
    a. True
    b. False

Sample Solution

tantly, is to ensure that the senior management are best equipped to lead the organisation successfully. However, further down the hierarchy Fielder’s contingency theory begins to hold much less relevance, it becomes impractical from a organisational perspective due to the number of people at this level of leadership. The logistics of matching the leader with their least preferred co-worker is impossible to consistently achieve, so a more continuum based approach is required. Figure 1: Chelladurai’s Multi-Dimensional Model of Leadership (Miller and Cronin, 2012) There are other contingency theories that provide a more continuum based approach such as Redding’s theory of leadership and management, however Fielder’s description of how situational factors affect the leadership style required for the situation is extremely useful in understanding the fundamentals of leadership (Pettinger, 2007). Chelladurai in his Multi Dimensional Model of Leadership, expands on much of Fiedler’s theory but in a continuum based approach, in which the leader can adapt their leadership style to fit the situation (Chelladurai and Madella, 2006). Chelladurai’s theory is taken from sports psychology but can be applied to an organisational scenario. It provides a much more empirical categorisation of task structure, clearly differentiating a plethora of situations that require certain leadership styles for success. Chealldurai found three characteristics that affect the leadership style required for a situation, called antecedents, they mainly expand upon Fiedler’s situational factors and leader – member relations and ultimately affect how a leader should behave towards a situation. The first are situational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour o
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