scholarly journals The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching

2018 ◽  
Vol 16 ◽  
Author(s):  
Catherine A. Van der Horst ◽  
Ruth M. Albertyn
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Process ◽  
Cultural Awareness ◽  
Cultural Intelligence ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Culturally Appropriate ◽  
Key Concepts ◽  
The Cross

Orientation: Research on cultural intelligence (CQ) is increasingly used to evaluate, explain and predict the cross-cultural efficacy of management behaviour in everyday cross-cultural interactions. However, there is limited evidence in cross-cultural coaching of the use of a CQ-based approach incorporating metacognition and experiential learning theory (ELT).Research purpose: This article explored the theoretical linkages, benefits and directions of CQ for enhancing cross-cultural coaching.Motivation for the study: Exploration of theoretical perspectives of CQ for application in cross-cultural coaching.Research design, approach and method: A critical interpretative synthesis research methodology was employed to identify and study key concepts. The methodology is sensitive to the emergence of meaning in a diverse body of literature from adjacent disciplines.Main findings: This research suggests four findings motivating a CQ-based approach for cross-cultural coaching: firstly, the recognition of the use of metacognitive strategies in (cross-cultural) coaching; secondly, the usefulness of metacognition to cross-cultural coaching for grasping and transforming cultural experience and insights into culturally appropriate behaviour; thirdly, an understanding of the significance of suitability and predisposition of certain learning styles to cross-cultural learning effectiveness and lastly, acknowledging the importance of a heightened focus on the experiential learning process within the cross-cultural coaching engagement.Practical and managerial implications: Key concepts and insights from research on CQ have application in cross-cultural coaching in pursuit of the transformation of cultural awareness and insight into culturally appropriate behaviour.Contribution/value-add: This research motivates the use of a CQ-based approach incorporating metacognition and ELT to cross-cultural coaching.

If only cultural chameleons could fly too

2012 ◽  
Vol 12 (2) ◽  
pp. 229-245 ◽  
Author(s):  
Maribel Blasco ◽  
Liv Egholm Feldt ◽  
Michael Jakobsen
Keyword(s):  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Learning Processes ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cultural Dimension ◽  
Short Term ◽  
Semiotic Perspective ◽  
Human Attributes

The article offers a critique of the concept of cultural intelligence (CQ) from a semiotic perspective. It addresses three assumptions that underpin the CQ concept: that CQ exists, that conflict and misunderstandings are antithetical to CQ and that metacognition involves a cultural dimension. The analysis focuses in particular on the dimension of cultural metacognition which has recently been claimed to be the CQ concept’s main contribution compared to earlier concepts such as cross-cultural or intercultural competence, a claim which is found to be overstated. The article uses the example of CQ training to illustrate the need for greater attention to context and motivation when CQ is deployed for business purposes, as well as to the role of experience in cultural learning processes. At a broader level, the article urges caution in assuming that all human attributes can be trained for business purposes, especially through short-term interventions.

Cross-Cultural Competences in the New Economy

2012 ◽  
pp. 238-256 ◽  
Author(s):  
Irene Martin-Rubio ◽  
Drew Rodgers ◽  
Erik Døving
Keyword(s):  
Knowledge Management ◽  
Information Processing ◽  
Experiential Learning ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Experiential Learning Theory ◽  
Global Organizations ◽  
Different Cultures ◽  
Kolb's Experiential Learning Theory

Cross-cultural knowledge management in the e-environment results from interactions with others from different cultures that require new understanding and interpretations. The authors find that few studies have been conducted to address the objective of identifying the competences that are needed to promote learning and information processing in the 21st century. The authors’ primary goal is to identify competences that will promote learning and information processing in global organizations. The chapter outlines a taxonomy of competences necessary for cross-cultural learning in the global e-environment based on Kolb’s Experiential Learning Theory.

Cross-cultural Learning Styles in Higher Education

2006 ◽  
Vol 12 (5) ◽  
pp. 247-256
Author(s):  
Gerhard Apfelthaler ◽  
Katrin Hansen ◽  
Stephan Keuchel ◽  
Martin Neubauer ◽  
Siow Heng Ong ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cross Cultural ◽  
Cultural Learning

Unlocking Expatriates’ Job Creativity: The Role of Cultural Learning, and Metacognitive and Motivational Cultural Intelligence

2017 ◽  
Vol 13 (4) ◽  
pp. 767-794 ◽  
Author(s):  
Xiao-Jun Xu ◽  
Xiao-Ping Chen
Keyword(s):  
Cultural Intelligence ◽  
Cultural Distance ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Crucial Component ◽  
Domain Learning ◽  
Expatriate Management ◽  
Nuanced Understanding ◽  
Motivational Cultural Intelligence

ABSTRACTIn this article, we extend Amabile's componential theory of creativity to account for cross-cultural creativity by conceptualizing cultural learning as a crucial component in the creativity relevant process. We hypothesize a significant positive relationship between cultural learning and expatriates’ cross-cultural job creativity, and that this relationship will be enhanced by domain learning and the cultural distance between the host and home countries. Moreover, we propose that expatriates with higher metacognitive and motivational cultural intelligence will engage in greater cultural learning, which in turn will be related to job creativity. Data from 219 expatriate-supervisor dyads of 36 Chinese multinational companies reveal that metacognitive CQ and motivational CQ are indeed positive antecedents to cultural learning, which in turn positively relates to cross-cultural job creativity, especially for high domain learning expatriates who work in a foreign culture not vastly different from home. Our findings make significant contributions to the existing literature on creativity and provide nuanced understanding of the relationship between cultural intelligence, cultural learning and cross-cultural job creativity. Our findings also have important implications for expatriate management.

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