我认为该模块的一个关键方面是它开发人际工作的能力和在团队中动态工作的能力。问题的解决、努力的协调和通过授权最大限度地发挥个人技能都是高度可转移的技能，这些技能增加了正规课程的发展优势。戴维斯指出,“当有传统的需求分析能力,批判性思维的一个独立工作…”,也有一个不断增长的需求为“…的可转用技能....沟通,团队合作,和解决问题。(8)正如上文所述，就个人认为可接受或有效的方法而言，在这一动态中形成个人态度和成效的因素有很多。其中许多是文化形成的，可以在Hofstede的文化维度索引这样的框架内进行解释。在Hofestede的项目中，每一种文化都有自己的容忍度和行为准则，它们支配着群体行为，以及组织内部的战略思维。他将这些标准定义为不确定性规避、权力距离、长期/短期取向、性别，即男性和女性特质、个人主义/集体主义。[参考译文]然而，也许比这种广泛的文化子群体结构更能说明问题的是，相关的观点认为这些只是三部分结构中的一个组成部分，三部分结构包括人类的普遍特征、“习得的”行为和价值观以及个人的个性特征。(10)我认为，认识到个人的长处和短处是一个关键因素，不仅是认识到个人的贡献，而且是有效的团队建设。我明白了组建一个团队本身就是一种技能。简单地把一群随机的人聚在一起不是团队建设。
英国代写留学生作业:文化维度索引
I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently…’, there is also a growing demand for ‘…transferable skills….communication, team working,…and problem solving.’ This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies…’ (8). As discussed above, there are a range of factors which form the individual’s attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstede’s Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned’ behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-building.