From Experience to Experiential Learning: Cultural Intelligence as a Learning Capability for Global Leader Development (original) (raw)
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Advances in Global Leadership, 2009
Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural skills through international assignments, it is unclear how leaders translate these international experiences into knowledge and skills that enhance their effectiveness. Based on experiential learning theory (ELT), we propose that cultural intelligence (CQ) is an essential learning capability that leaders can use to translate their international experiences into effective experiential learning in culturally diverse contexts. Managing the ''global leadership gap'' is one of the major concerns of corporations operating in today's global business environment (Sloan, Hazucha, & Van Katwyk, 2003). Two recent Economist Intelligence Unit (2006, 2007) CEO briefings based on survey data from over 1,000 senior executives across 40 nations identified lack of high quality talent that can
Cultural Intelligence and Global Leadership
There are many aspects of Cultural Intelligence (CQ, CI) that need to be considered and taken seriously if a multinational corporation or any similar organization has plans to work and succeed overseas. The differences between the differing types of intelligence were discussed and the equation was narrowed down to two. One is Emotional Quotient (EQ) and the other being Cultural Quotient (CQ). There were differences noted where in many cultural situations, emotions are not necessary. Being there is a distinction; CQ was explored with more depth. The case was made for considering CQ as an important area to focus on for training of the people that are involved. Some instruments were suggested to do training needs assessment and a few programs being used for training by some big name companies such as Proctor and Gamble were explored and recommendations were made. In the end, a gap in literature was identified.
Global Leadership Competence: A Cultural Intelligence Perspectives
Globalization is demanding new leadership competencies. This paper discusses the increased complexity of the task and relationship functions of leadership and argues that the 21 st century requires high levels of cultural intelligence (CQ). The authors expand Hollander's leadership concepts, emphasizing the importance of culture and propose a developmental model of Global Leadership Competence.
The Impact of Cultural Intelligence on Multinational Leadership: A Semantic Review
Management Dynamics in the Knowledge Economy, 2021
Never before the need to function efficiently in multicultural contexts has been more apparent than today as, in our global and interconnected world, cultural intelligence (CQ) has become the central pillar of efficient leadership. Therefore, the objective of this paper is to critically analyze the specific literature on cultural intelligence and its modeling role for performant leadership and to identify gaps or inconsistencies of research employing this concept to contribute to its revamping. Based on a systematic review, we have structured this article into four directions of conceptual clarification, which could improve the current notions and applicability of CQ. The first two sections investigate and present the existing conflicting definitions and models of culture and cultural intelligence and move towards the common ground in our new challenging economic context. The third direction particularly questions the validity of the actual cultural intelligence scales and will try ...
Applied Psychology, 2012
Integrating distinctiveness theory and contact theory, we develop a conceptual model proposing that prior intercultural contact has mediated effects on international leadership potential via cultural intelligence-but that these effects are stronger for majorities. Results of two samples of working adults, using both self-report (n = 441, Study 1) and matched employee-observer (n = 181, Study 2) data provide strong support for the model. Cultural intelligence mediates the effects of prior intercultural contact on international leadership potential. Further, moderated mediation analyses demonstrate that cultural intelligence mediates the relationship between prior intercultural contact and international leadership potential for majorities, but not for minorities. The current study offers contributions to theory and practice in at least two ways. First, the proposed model is theoretically important because it provides a more complete picture of predictors of international leadership potential and it reconciles prior inconsistent findings by showing the mediating role of cultural intelligence and moderating role of minority status. Second, the study adds to the increasing evidence suggesting that prior intercultural contact and cultural intelligence are meaningful criteria for developing international leaders. More important, results show that prior intercultural contact is especially important for majorities.
An Exploratory Study on the Learning Mechanism of Global Leadership Competencies
2015
Leadinginternationalbusinessrequiresthe learningof globalleadershipcompetenciesthat allow managers to flexibly navigate across cultures. This explorative study investigates the mecha- nism by which global leadership competencies are acquired from a meta-cognitive approach. In- depth interviews and a web-survey were conducted in Asian and Europe. Results confirmed that 1) all managers faced new and difficult challenges during international business assignments, 2) the nec- essary leadership competencies were both common and idiosyncratic across cultures, and 3) global managers, regardless of their nationalities, experienced "double-loop learning" while acquiring new global leadership competencies though "breakthrough experiences" during international business as- signments.
ijbssnet.com
A global mindset is argued to be critical for managers to develop their firms' current and future international success. An international assignment is considered to be one of the most powerful means of developing a global mindset. The skill sets, cognitive complexity, and expanded networks resulting from an international assignment provide expatriates with unique and often tacit knowledge. Yet, every overseas assignment is not successful and not every foreign assignment results in the expatriate gaining a broadened perspective and enhanced skill sets. We develop a model that explicates how an individual's cultural intelligence will affect the relationship between an international assignment experience and the development of a global mindset; and, we suggest that a moderatorcultural intelligencemust play a role in the transformation of the international experience into a global mindset.