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Original Research
The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching
SA Journal of Human Resource Management | Vol 16 | a951 |
DOI: https://doi.org/10.4102/sajhrm.v16i0.951
| © 2018 Catherine A. Van Der Horst, Ruth M. Albertyn
| This work is licensed under CC Attribution 4.0
Submitted: 23 May 2017 | Published: 31 May 2018
Submitted: 23 May 2017 | Published: 31 May 2018
About the author(s)
Catherine A. van der Horst, Department of Management Coaching, University of Stellenbosch Business School, South AfricaRuth M. Albertyn, Department of Management Coaching, University of Stellenbosch Business School, South Africa
Abstract
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.
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.
Keywords
awareness; perspective-taking; mindfulness
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