This instrument orients learners to four aspects of openness to international work.

• Extent of participation in cross-cultural activities
• Extent to which international attitudes are held
• Extent of international activities
• Degree of comfort with cross-cultural diversity

High to low scores indicate interest and aptitude. This is a natural or acquired talent or ability. The assessment is offered in the chapter to help learners more clearly understand their feelings about international teams and assignments. The preceding exercise, “My Son / My Daughter, the Immigrant,” poses a more radical international transition. 

This is the age of globalization, so what do they do about preparing to play on a much wider stage? How does a learner learn and behave so that, if they were to take this same test two years from now, they will have built their interest and aptitude for international work? Invite learners to create their own answers to this question by initiating a process of discovering how people registering high on all four indicators are shaping their lives. This can begin in the class and radiate beyond. 

Here is a suggested exercise to stretch the context your learners wrap around their current and future labors. “Meet the Cosmopolites (World Citizens) Among Us” 

• Have learners complete the instrument in class or bring the results to class.
• Identify the five most internationally ready members—those with high scores on two or more of the aspects of openness with no low scores.
• Locate each of the five in different places in the classroom. They will be the subjects of informal ‘interviews’ by learners who cluster in equal numbers around each. (Five is an arbitrary number. There should be enough subjects to have only 3-4 people coming to them).
• Clusters interview their top scorers with the assessment in view, so they may probe some factors more deeply to see what is behind it. 
• Encourage them to also capture reasons why their subject has both interest and aptitude for international work in addition to those on the instrument.
• Suggest (or assign) learners to follow up by contacting at least one more person they know out in the community who would be willing to take the assessment, then talk about how they are achieving openness.
• Suggest (or assign) learners to use the four aspects as a framework for developing a personal plan to build their interest and aptitude for working internationally.