| Course | MAN-2100 Principles of Management |
|---|---|
| Module | Module 7 |
| Paper type | Career development assignment 3: culture and diversity |
| Length | About 819 words, 5 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | Bachelor of Science in Business Administration |
| Updated | October 2026 |
Free sample paper for MAN 2100 Module 7
Four Kinds of Cultural Intelligence and One Branch Library: A Self-Assessment and Inclusion Plan
Student Name
Bachelor of Science in Business Administration, Thomas Edison State University
MAN-2100: Principles of Management
Mentor Name
Month Day, Year
Four Kinds of Cultural Intelligence and One Branch Library: A Self-Assessment and Inclusion Plan
Module 7 examines organizational culture and the management of diversity (Lumen Learning, n.d.). This third career development assignment applies both to my work running a branch of the invented New Jersey library system used in my earlier assignments. The branch serves a neighborhood where, according to the patrons we register, more than a third of households mainly use another language than English, most often Spanish, Gujarati or Haitian Creole, and its eleven staff come from several cultural backgrounds. The assignment assesses my cultural intelligence, reads the branch's culture and sets out the inclusion practices I will lead.
Assessing My Cultural Intelligence
Ang et al. (2007) treat cultural intelligence as how well a person handles work across cultures, and their scale splits it into four parts: how consciously one thinks during such encounters (metacognitive), what one actually knows about other cultures (cognitive), how much one wants to engage and expects to succeed (motivational), and how well one adjusts speech and gestures (behavioral). Across several studies in the United States and Singapore, they found that the dimensions predicted different outcomes, with metacognitive and cognitive intelligence linked to cultural judgment and decision making, motivational and behavioral intelligence linked to cultural adaptation, and metacognitive and behavioral intelligence linked to task performance in diverse settings.
Using the published items as a self-reflection guide, I rated myself highest on motivational intelligence: I enjoy working with people from different backgrounds, and my Spanish helps. I rated myself lowest on cognitive intelligence for cultures other than Latin American ones. I know little about Gujarati or Haitian family structures, holidays or expectations of public institutions, which limits my judgment when, for example, planning programs around family schedules. My behavioral intelligence is uneven: I adapt naturally in Spanish but tend to speak too quickly and informally with patrons whose English is limited. These ratings are self-reports and likely flattering, so I also asked two staff members for their view, and both pointed to the same gaps.
Reading the Branch's Culture
Organizational culture is the shared assumptions and norms that shape how people behave, often without being stated. Two norms at my branch matter here. First, staff are proud of being friendly and informal, which most patrons appreciate but which can feel disrespectful to some older patrons who expect more formality from public officials. Second, the branch has an unspoken habit of assigning bilingual staff to every Spanish-speaking patron, which overloads three employees and sends a message that serving those patrons is a specialist task rather than everyone's job.
Inclusion depends on climate, not only on who is hired. Nishii (2013) studied work units in a large organization and found that in gender-diverse units, a climate for inclusion, one where people are treated fairly, their identities are valued and they take part in decisions, was associated with lower relationship conflict and weakened the link between conflict and lower satisfaction. Diversity alone brings both value and friction; an inclusive climate helps teams keep the value.
My Inclusion Plan
Three practices follow from the assessment. First, to build cognitive cultural intelligence across the staff, including my own, the branch will hold a short session each quarter led by a community partner, starting with a Haitian community association and a Gujarati cultural group, on topics such as family expectations, holidays and how newcomers experience public services. Second, to share the work of serving multilingual patrons, every staff member will learn a set of greetings and library phrases in the three main languages and use a phone interpretation service, rather than handing patrons off to bilingual colleagues. Third, to strengthen inclusion in decisions, monthly staff meetings will rotate who sets the agenda, and program planning will include a review of whether each new program reaches at least two of the branch's major language communities.
I will measure progress through program attendance by language of registration, a short annual staff climate survey with questions on fairness and voice, and the number of interpretation calls handled by staff who are not bilingual, which should rise as the work is shared. For my own development, I will retake the self-assessment in a year and again ask two staff members for feedback.
The plan has a cost in time, about two staff hours a quarter for the sessions and a few minutes per interpreted call, which the branch can absorb by trimming one low-attendance program. Its benefit is a staff that serves every patron with the same confidence.
Conclusion
This assessment showed that my enthusiasm for diverse settings is stronger than my knowledge of the specific cultures my branch serves, and that the branch's friendly culture hides an unequal division of work. Building knowledge, sharing responsibility and widening participation in decisions are practical steps a branch manager can lead, and they connect directly to the development plan I will complete in the final project.
References
Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371. https://doi.org/10.1111/j.1740-8784.2007.00082.x
Lumen Learning. (n.d.). Principles of management. Open Educational Resources. https://courses.lumenlearning.com/wm-principlesofmanagement/
Nishii, L. H. (2013). The benefits of climate for inclusion for gender-diverse groups. Academy of Management Journal, 56(6), 1754-1774. https://doi.org/10.5465/amj.2009.0823
Reading the MAN 2100 Module 7 assignment instructions
The third MAN-2100 career development assignment comes with Module 7, Culture and Diversity, and like the other two it connects course concepts to your own career; read the module page for the exact directions. Assignments here often ask you to assess your own cultural awareness or intelligence, analyze the culture of an organization you know, and plan how you would manage diversity or build inclusion. If a self-assessment is suggested, use it and report results honestly. Support the analysis with the Lumen Learning chapters on culture and diversity and scholarly sources from the ProQuest database, and write respectfully and specifically about the groups you describe. Describe groups through needs you have observed, not assumptions.
How this MAN 2100 Module 7 example is built
The assignment applies a published four-dimension framework rather than a general discussion of diversity. It reports what the framework's research found, rates each dimension with a concrete example from the writer's work, and checks the self-rating against colleagues' views. A culture section names two unspoken norms and shows how one creates unequal work. Research on inclusive climate explains why diversity needs inclusion to produce benefits. The plan sets three practices, each matched to a gap found earlier, with measures, and the conclusion links the assignment to the final project. Groups are described in practical, respectful terms. Each practice in the plan answers one gap found earlier. The conclusion links the plan to the final project.
Where the marks sit in the MAN 2100 Module 7 rubric
Mentors grade the culture and diversity career assignment on honest self-assessment, accurate use of course concepts and research, insight into an organization's culture, and a plan that follows from the analysis. Strong assignments avoid general statements about valuing diversity and instead identify specific gaps, norms and practices. Plans should include measures that would show progress. Respectful, precise language about cultural groups matters, as do clear organization and APA citations. Because the three career development assignments share 20% of the grade, this final one is also a chance to show growth across the series. A self-rating checked against colleagues' views is more credible than a self-rating alone.
MAN 2100 Module 7 help: mistakes that cost marks
Culture and diversity assignments often stay at the level of good intentions: I treat everyone equally. Show where your knowledge or habits fall short and what you will do. Another weak spot is describing organizational culture by its mission statement rather than by how people actually behave. Avoid stereotypes when describing groups; describe needs and practices you have observed or learned from community members. Include a way to measure whether inclusion improves. If you would like a self-assessment and plan written around your own workplace, our writers can prepare one from your Module 7 directions. Avoid generalizations about any group, and let community members define their own needs. Ask a colleague to read your plan before you submit it.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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MAN 2100 Module 7 questions, answered
Where can I find a free MAN 2100 Module 7 sample paper?
The full Module 7 career development assignment is above: a four-dimension cultural intelligence self-assessment, an analysis of workplace culture, an inclusion plan with measures, sources and margin notes.
What is cultural intelligence?
A person's ability to work well across cultural differences, usually split into four parts: awareness while interacting, knowledge, drive and adaptable behavior.
What is the difference between diversity and inclusion?
Diversity describes differences among people in a group. Inclusion is about the experience inside the group: fair treatment, respect for each person's identity and a real voice in decisions.
How can a manager read an organization's culture?
By observing how people actually behave, what is rewarded and what goes unspoken, rather than relying on the mission statement.
How should inclusion progress be measured?
With indicators tied to the plan, such as participation across groups, staff survey questions on fairness and voice, and how work is shared.