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Emotional intelligence correlates of the four-factor model of cultural intelligence
Journal of Managerial Psychology
Abstract
Purpose
The purpose of this research is to examine relationships between emotional intelligence and the four factor model of cultural intelligence – metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ.
Design/methodology/approach
Confirmatory factor analyses and hierarchical regression analyses on data from 381 students in Korea are conducted.
Findings
The results support discriminant validity of the four factor model of cultural intelligence scale (CQS) in relation to the emotional intelligence (EQ) construct. This study also demonstrates that the EQ factors related to social competence (social awareness and relationship management) explain CQ over and beyond the EQ factors related to self‐competence (self‐awareness, and relationship management). Finally, the results present that specific factors of EQ are related to specific factors of CQ.
Originality/value
The findings of this study demonstrate how CQ and EQ are distinct, but related constructs, which has not been conducted by prior research.
... Despite limited empirical studies exploring the relationship between cultural intelligence and emotional intelligence (Carvalho et al., 2020), existing research suggests certain specific facets of emotional intelligence may be correlated with particular dimensions of cultural intelligence. For example, Moon (2010) conducted confirmatory and regression analyses to investigate the connection between emotional intelligence and the four dimensions of cultural intelligence. The empirical findings indicate a positive relationship between emotional intelligence and cultural intelligence. ...
... The empirical findings indicate a positive relationship between emotional intelligence and cultural intelligence. However, it is crucial to recognize that emotional intelligence and cultural intelligence are distinctive psychological states (Moon, 2010). A study involving 230 international students in Indonesia also found a positive correlation between cultural intelligence, emotional intelligence, and most of their respective components (Putranto et al., 2018). ...
... the four subscales of CQS are metacognition, cognition, motivation, and behaviour (Ang et al., 2007). Evidence for convergent validity was also provided (Ang et al., 2007;Moon, 2010). In the current study, the measure was also found to have a high overall reliability coefficient (α = .88). ...
Cultural intelligence and emotional intelligence have gained substantial attention as integral components of the intercultural adaptation process. Despite their significance, there exists a research gap in examining the specific levels of these competencies within homogeneous cohorts of international students. Therefore, the main purpose of this study was to address this gap by assessing the levels of cultural intelligence and emotional intelligence among Asian international students enrolled in Chinese universities and their associated with sociodemo-graphic variables. The study comprised 228 student participants. Participants completed self-report questionnaires measuring their cultural intelligence and emotional intelligence. The findings reveal that a significant proportion of Asian international students exhibit moderate to high levels of both cultural intelligence and emotional intelligence. Additionally, the research highlights a positive correlation between cultural intelligence and emotional intelligence. Among sociodemographic variables, prior travel experiences and international students' friendships with local students displayed significant relationships with their cultural intelligence and emotional intelligence. However, gender, age, and educational level were not significantly related to cultural and emotional intelligence competencies. The study might offer valuable insights into the extensive body of cross-cultural literature on international students and can also serve as a practical guide for university communities seeking to implement measures that enhance the cultural and emotional intelligence of international students.
... As businesses continue to span national borders, employees at all levels are becoming involved in regular and deeper intercultural interactions with overseas customers, suppliers, employees and stakeholders (Alon & Higgins, 2005). More than ever, local regular employees are exposed to unfamiliar cultures and culturally different workforces and stakeholders (Moon, 2010). This has made attributes like low ethnocentrism (ET) and competencies like cultural intelligence (CQ) and emotional intelligence (EQ) essential for virtually everyone facing international situations (Alon & Higgins, 2005). ...
... This has made attributes like low ethnocentrism (ET) and competencies like cultural intelligence (CQ) and emotional intelligence (EQ) essential for virtually everyone facing international situations (Alon & Higgins, 2005). The lack of such competencies derives on errors, conflicts (Black et al., 1991;Caliguri, 2000;Gabel et al., 2005;Moon, 2010;Takeuchi et al., 2002), hurdles and complexities that can stay undetected for a long time. This can be a source of continuous important losses (Brett et al., 2006;Gunkel et al., 2015) that could otherwise have been avoided from the beginning. ...
... Hence, the concurrent assessment of these capabilities is necessary to better understand their overall effect on performance. In this regard, Moon, (2010) found that CQ is related to EQ construct across its different facets. The author presented insightful empirical evidence that a relationship exists between CQ and EQ and that although they are separate concepts, they are closely interrelated. ...
This paper examines the relationship between intercultural competencies and performance in “international locals”, defined as employees who, albeit not formally appointed to any international position, are regularly exposed to different types of intercultural interactions. From a sample of 258 employees of a multinational company, we selected a sub-group of 94 international locals, and examined the effect of ethnocentrism (ET), cultural intelligence (CQ) and emotional intelligence (EQ) on their performance, utilizing multiple regression analysis. The results show that the higher levels of CQ and/or EQ, the better the performance of international locals. Evidence also indicates that EQ interacts with CQ, triggering or enhancing the effect on performance. Finally, ET does not have any effect on the performance of international locals. The research implies that EQ and CQ are essential for performance in international business situations, and that international locals, who are continually exposed to regular intercultural interactions, need to focus on developing these two competencies. By assessing and helping international locals to develop higher EQ and CQ, organizations can ensure that they have enthusiastic and perseverant employees, who enjoy intercultural interactions, and can contribute to develop competitive advantages and capabilities.
... To that end, we took cultural intelligence as a major intelligence to top managers' actions within the international context. These are two of the most relevant intelligences within intercultural contexts [17] that despite being different are related to each other [18]. In fact, and according to Gundling et al. [19], the complexity and multiplicity of the world business reality requires from the leaders different ways of thinking and acting. ...
... In an international complex context, top managers' characteristics that allow them to pursuit intercultural interactions are a valuable asset [9,17]. The present theoretical approach embraces top managers' psychological characteristics as determinants of SMEs' internationalization, networks, and international performance. ...
... This article focuses on decision-makers' EI and CQ. In the realm of individuals' international activities and cultural adaptation, EI and CQ deserve further research [17]. Due to a need to interact with others, intelligence-related abilities play an important role to deal with emotions [119] and culture and its diversity [120]. ...
Abstract
The conceptual approach in this article follows and analyzes the holistic model of Kuivalainen, Sundqvist, Saarenketo, and McNaughton in 2012, making it analytically fitting to the SMEs’ international strategic groups concerning their international scale and scope. That model, according to our conceptual proposal, needs a methodological readjustment to an effective conformity towards the cross-sectional research. Accordingly, we presented two main considerations. First, we put together a conceptual model, fitted towards the field of top managers’ psychological characteristics as major antecedent of the firms’ international strategy. Second, the proposed conceptual model is methodologically oriented for cross-sectional studies. In relation to the antecedents, we took top managers’ emotional intelligence and cultural intelligence as distinctive capabilities of the firms’ international strategy and as major antecedents of top managers’ networking behaviors. Regarding firms’ international performance as the major conceptual model outcome, a multidimensional approach is taken with financial, strategic, and overall performance. These elements of the international firms are regarded as of major importance within the international firms’ enterprise architecture. Methodologically, we performed a bibliographic review on the fundamental concepts that we present in the model. Concerning the results, we provided a research model that raised a whole set of new leads for research with some proposals for future investigations.
Keywords: strategic management; internationalization; emotional intelligence; cultural intelligence; networking; international performance
... Therefore, due to the potential relevant role of the top managers' psychological characteristics on SMEs' internationalization, the present research focuses on their emotional intelligence (EI) and cultural intelligence (CQ) as significant personal characteristics. In fact, within a cross-cultural and inherently complex and challenging context, the intelligences of the top managers that promote better intercultural interactions and to manage dissimilarities are an important set to act international (Moon 2010). ...
... In the present research, the psychological characteristics of the top managers are taken as significant and distinctive characteristics for the SMEs' international strategic positioning; specifically, their cultural intelligence (CQ) and emotional intelligence (EI). Within the context of the individuals' international activities, these intelligences deserve further research (Moon 2010). Rockstuhl et al. (2011) also request more research in the field of intelligence, where the cultural and emotional ones should be considered in the context of leadership effectiveness, both in the domestic and international contexts. ...
... Furthermore, those who interact with people from different cultures, by having higher levels of EI, are more capable to express their emotions and to read those of others, and to regulate and to use emotions for a more appropriate way of acting given the cultural differences ). Thus, EI may influence cross-cultural interactions, allowing higher level EI individuals to adapt to unfamiliar environments (Moon 2010). ...
This research analyzed the small and medium-sized enterprises' (SMEs) international strategies concerning the scale and scope of the international activities. The major purpose was to study the international top managers' psychological characteristics as distinctive capabilities within the defined international strategic groups. The international top managers' cultural intelligence and emotional intelligence were taken as main characteristics to act in the international business environment. Therefore, we took as the main motivation to perform the present investigation the need to understand which psychological characteristics may help the international top managers to pursue high degrees of internationalization in their firms. This study was conducted in Portugal, and the sample was composed of 307 Portuguese SMEs' international top managers directly responsible for the firms' international decisions. The multinomial logistic regression method was used to test the hypotheses. The firms were classified into three international strategic groups based on the internationalization scale and scope. The degree of internationalization reflects that combination, creating groups with a high, medium, and low international exposure. The main result indicates as a distinctive capability, the international top managers' cultural intelligence within the firms that exhibit a high international strategic positioning. Regarding the main contributions, this article contributes to the bodies of knowledge of international SMEs, cultural intelligence, emotional intelligence, and networking. This study also contributes to upper echelons theory and the resource-based view.
... Regarding the top managers' psychological characteristics, we took cultural intelligence and emotional intelligence as important capabilities for dealing with international environments. They are two important intelligences within cross-cultural contexts [19]. When firms are international, their international top managers face several emotional and cultural vicissitudes with which they have to deal. ...
... Cross-cultural capabilities are a determinant in international negotiations, which allows for understanding, communication, and behavioral flexibility with different cultures [23]. The cultural diversity present in life in general and in the working context calls for people's abilities to interact with individuals from different cultures and to interact with the most diverse cultural aspects [19,46,47]. In the international SME context, the interaction with different foreign stakeholders is a reality with which managers have to deal and preferentially with high-quality relationships [22]. ...
... 139). Accordingly, high levels of EI within a specific culture are not necessarily converted into a successful adaptation to different cultural contexts [19]. Taking this into account, the emotional capability underlying EI is not automatically reflected in different cultural contexts [50]. ...
The major purpose of this research was to study the predictive value of the top managers' psychological characteristics regarding their networking behavior. In the international business management context of small-and medium-sized enterprises, we took the top managers' cultural intelligence and emotional intelligence as determinant capabilities to perform better in their external networking. The sample was composed of 307 Portuguese SMEs' international decision-makers, specifically founders, owners, chief executive officers (CEOs), managers of international activities, international market managers, or commercial managers. The data was collected from 2-30 April 2019 through online surveys directed to the Portuguese decision-makers that were directly responsible for the firms' international activities. As a data collection instrument, the surveys were pretested and sent by e-mail. The average age of the participants was approximately 50 years old for males and 45 years old for females. We used self-reported measures to assess the different constructs and the hierarchical regression analysis to test our hypotheses. The results showed that cultural intelligence and emotional intelligence were significant drivers of decision-makers' external networking behavior. A new factor structure concerning external networking behavior was retained. The major results exhibited the predictive value of some cultural and emotional intelligence dimensions over the new retained external networking behavior factors. Therefore, in the international business management context, the capability to adapt to new cultural contexts, as well as the capability to reason about emotions, improved the international decision-makers' external networking behavior.
... Emotions in the workplace have been studied for many years (Downey et al., 2006). EI is believed to be the degree to which individuals differ in perceiving, understanding and controlling their own emotions and the emotions of others, and being able to integrate these with their own thoughts and actions (Bardzil & Slaski, 2003;Carmeli et al., 2009;Giorgi, 2013;Moon & Morley, 2010;Naderi, 2012). More specifically, EI is the capacity of recognizing own feelings and those of others (Bagshaw, 2000), and the ability to monitor such emotions to guide one's thinking and actions (Fatt, 2002) in his or her given environment (Sivanathan & Cynthia Fekken, 2002) to reflect emotions into exchangeable tangible outcomes (Landen, 2002). ...
... Such a controversial topic puts a heavy weight on cultural factors making it even much more important to examine results in different cultures. Accordingly, in his study, Moon and Morley (2010) states that EI is dependent on knowledge with a specific context that could not be applicable to the others cultures. Therefore, the current study gives a unique perspective that has not been explored yet in the Egyptian context and the context of similar countries and will thus add significant value as the results confirm the EI, LE relationship in the Egyptian context as suggested by prior research in other western cultures (Boyatzis et al., 2017;Kerr et al., 2006;Leary et al., 2009;Riggio et al., 2008;Rosete & Ciarrochi, 2005;Sivanathan & Cynthia Fekken, 2002). ...
There is still no clear agreement between previous studies regarding the association between leadership effectiveness (LE) and emotional intelligence (EI), and the moderating effect of gender. In the current study, we tested the impact of (EI) on (LE) and the moderating role of gender on this relationship. We employed Hierarchical Moderated Multiple Regression analysis (MMR) for our data, which we collected from 141 questionnaires using a non-probabilistic technique from Fast-moving consumer good (FMCG) in Egypt. We found that EI is positively related to LE. The gender variable moderated both the relationship between others’ emotional appraisal and LE and use of emotion and LE. Specifically, others’ emotional appraisal was positively associated with LE for females, but almost unrelated for males; whereas the positive relationship between use of emotion and LE was stronger for males compared to females. The current study highlights the crucial role that human resource development and training would play in augmenting EI skills for both female and male leaders in general, and how each gender needs to better develop understanding on the other gender emotional positions. Our data was collected from a small sample of only two organizations, which hinders our ability in generalizing the findings to other organizations. While conducting future research, these aspects should be kept in mind, which can provide more valuable results. Conducting this study in Egypt contributes to the international learning experience on EI and LE in countries other than Western ones.
... Una de las experiencias que promueven la satisfacción profesional radica en la movilidad académica internacional, debido a que, representa uno de los factores esenciales en potencializar la experiencias interculturales de los universitarios, logrando en ellos aprendizajes y experiencias académicas, laborales y sociales, a través del intercambio de programas con universidades en el extranjero que contribuyen a generar nuevos métodos de trabajo promoviendo una visión globalizada (Barakat, Lorenz, Ramsey, & Cretoiu, 2015;POGEG, 2018), La inteligencia cultural (Ahn & Ettner, 2013;Gonçalves, Cátia Sousa, Orgambídez-Ramos, & Scott, 2016) así como la inteligencia emocional ( Bar-On, 1997;Ugarriza, 2001), resultan factores esenciales (Moon, 2010) para lograr la satisfacción profesional (Greenhaus, Parasuraman, & Wormley, 1990;Ramsey & Lorenz, 2016) a través de generar áreas de oportunidad laboral en el entorno donde se desenvuelven. ...
... En este sentido, la interacción de los alumnos de grado con respecto a otros de diferentes orígenes y contextos culturales influye en sus competencias y destrezas personales, emocionales y sociales que determinan las estrategias de afrontamiento y determinación para comprender y relacionarse con otras personas, así como la resolver problemas cotidianos. Este hallazgo contribuye a los resultados obtenidos por Darvishmotevali, Altinay y De Vita (2018), Jamshed y Majeed (2019) así como los de Moon (2010). ...
El propósito de la investigación es analizar el grado de relación e influencia de la inteligencia emocional, la inteligencia cultural y el compromiso académico con la satisfacción profesional de estudiantes universitarios de movilidad académica internacional del Estado de Guanajuato, México. El diseño metodológico fue cuantitativo, explicativo, observacional, correlacional y transversal. Se empleó una muestra de 212 estudiantes de 22 universidades públicas y privadas del estado de Guanajuato, México. Para la comprobación de hipótesis, se desarrolló un modelo de ecuación estructural (SEM) bajo el software estadístico Amos v. 21 y el SPSS v.21 para el análisis de la información. En cuanto a los índices de bondad y ajuste del SEM (χ2=239.27, gl=99; CFI=0.909 y TLI=0.890; RMSEA=.08) fueron absolutamente aceptables. De acuerdo con los resultados obtenidos a través del SEM, se demuestra que la inteligencia cultural influye positiva y significativamente sobre la inteligencia emocional (β1=0.55; p<0.001) y el compromiso académico (β2=0.54; p<0.001). Asimismo, la inteligencia emocional (β3=0.49; p<0.001) ejerce una influencia positiva y significativa sobre la satisfacción profesional. De la misma manera, el compromiso académico (β4=0.41; p<0.001) influye positiva y significativa sobre la satisfacción profesional de los estudiantes de grado del estado de Guanajuato. Los hallazgos son relevantes y de gran valor ya que actualmente no hay suficientes investigaciones que estén enfocadas en las variables analizadas dentro del contexto mexicano. En especial para tomar acciones dentro de las universidades para mejorar la movilidad estudiantil.
... Social intelligence implies the ability to understand other people. On the other hand, a person who owns high level of emotional intelligence comprehends what is the meaning to be a human and at the same time what makes us so different (Moon, 2010). Cultural intelligence is linked to social and emotional intelligence, but it studies and explores individuals, groups of people, and relationships between them from a different perspective. ...
... Cultural intelligence is linked to social and emotional intelligence, but it studies and explores individuals, groups of people, and relationships between them from a different perspective. Thus, a person with a high degree of emotional or social intelligence occasionally possess a high of so-called cultural intelligence (Moon, 2010). ...
The aim of the paper is to show the influence of cultural intelligence in the acceptance of foreign brands and how these insights can help multinational companies in shaping and presenting their brands so that they are better accepted in different cultural environments. Cultural intelligence consists of four factors, two of which have been analyzed for the purposes of this paper-the metacognitive and behavioral factors. The metacognitive cultural dimensions are usefulfor the individual uses to obtain certain knowledge about a culture. Behavioral cultural intelligence represents the ability to adapt an individual to verbal and non-verbal behaviors according to the situation in culturally diverse environments. The results of the empirical research proved a statistically significant positive impact of the behavioral element of cultural intelligence on the acceptance of foreign brands by consumers, while the influence of the metacognitive factor on the acceptance of foreign brands is not statistically significant, which is different from most of the empirical studies conducted so far.
... Ciarrochi and Mayer (2013: 3) regard it as the ability to "perceive emotions in oneself and others, as well as in other stimuli, including objects, art, stories, and music". It refers to the consciousness of internal states, preferences, and intuitions; a realistic assessment of self-ability; identification and recognition of one's own emotions and sources of feelings; and, more importantly, considering the implications and consequences of expressing and showing one's own emotions (Goleman, 2001;Morley et al., 2010). The ability to consider the implications of expressing one's own emotions could restrict the expression of those emotions that one may consider having negative consequences for their interpersonal relationships (Harris, 1997;Cook, 1999;Eckroth-Bucher, 2010). ...
... Relationship management which is regarded as the art of "handling other people's emotions" (Morrison, 2008: 974) is another social dimension of EI that includes helping others develop, inspirational leadership, influence, communication, catalyzing change, conflict management, building bonds, and fostering collaboration and teamwork as its main aspects (Boyatzis & Goleman, 2002;Boyatzis, 2002;Morley et al., 2010). Individuals rating high in the relationship management dimension show stronger abilities in managing the emotions, feelings, and internal states of others (Boyatzis, 2002;Boyatzis & Boyatzis, 2008). ...
This research investigates the relationship between emotional intelligence (EI) and relational social capital. EI is regarded as a social competence which facilitates and promotes the quality of interpersonal and social relationships, and relational social capital is a well-known concept representing those individual qualities and resources such as trust, identification, and obligation or commitment which shape high-quality interpersonal relationships. However, no study to date has empirically examined how relational social capitalmay be predicted by EI as a component of individuals’ social competence. Our main arguments are that the four main dimensions of EI including self-awareness, self-management, social awareness, and relationship management would increase the level of relational social capital among employees. Our structural equation modeling analysis on survey data across 375 employees of 64 randomly selected branches of an Iranian bank shows that although self management and relationship management dimensions are significantly related to relational social capital, self-awareness
and social awareness are not significantly related to this concept.
... Fig. 2 presents our conceptual model. Researchers consider EQ-an individual's ability to assess, control, and use emotions (Law, Wong, & Song, 2004)-and GMA as correlates of CQ (e.g., Crowne, 2009;Moon, 2010) that also measure capabilities (see Fig. 2). They also assume that in contrast to CQ, both GMA and EQ will most likely not translate into cross-cultural effectiveness. ...
... Meta-analytic evidence indicates that GMA is an important determinant of various work outcomes , as is EQ (e. g., Miao, Humphrey, & Qian, 2018;O'Boyle, Humphrey, Pollack, Hawver, & Story, 2011). Moreover, research demonstrates that EQ and CQ are correlated (e.g., Moon, 2010). This raises the question whether and to what extent CQ predicts work outcomes over and above GMA and EQ. ...
This meta-analysis provides a synthesis of 70 studies on the relationship between cultural intelligence (CQ) and six work-related outcomes. By applying the mutualism perspective and using commonality analysis, we propose a theoretical perspective and empirically explore the joint effects of two and three sets of CQ dimensions on work-related outcomes. We find that the CQ dimensions mediate the relationships between personality traits and work-related outcomes, and that they have incremental validity beyond these traits and a comprehensive set of established predictors for all outcomes. We discuss the implications of these findings for theory development and provide directions for future research.
... CQ comprises four components: metacognitive, cognitive, motivational, and behavioral, offering a comprehensive approach to assessing and developing individuals' capability to function effectively in culturally diverse settings. This model provides insights into the skills and mindset required for successful intercultural organizational interactions (Ahn and Ettner, 2013;Moon, 2010;Van Dyne et al., 2012). Additionally, Hofstede's cultural dimensions theory (1980) has been foundational in understanding how cultural differences impact various aspects of organizational behavior. ...
This research paper explores integrating diverse cultural perspectives into business strategy by comparing case studies featuring Toyota, Google, and Unilever. The analysis reveals commonalities in adaptive cultural intelligence, inclusive organizational cultures, and strategic alignment with local values. Successful organizations strike a delicate balance between cultural authenticity and global adaptability. Challenges such as communication barriers and resistance to change are navigated while opportunities for innovation, enhanced decision-making, and market adaptation are capitalized upon. Recommendations include investing in cultural intelligence training, fostering inclusive leadership, tailoring diversity initiatives to local contexts, integrating cultural perspectives in decision-making, and committing to sustainable and inclusive practices. The paper underscores the strategic imperative and moral responsibility of incorporating diverse cultural perspectives into organizational frameworks.
... Although CQ is not correlated with general intelligence, it is highly equivalent to emotional intelligence (Moon, 2010). Thus, such skills can be acquired by anyone and at any stage of life. ...
The mix of people from different cultures became inevitable due to globalisation. The concept of culture has quickly been associated with the country, resulting in the generation of stereotypes and biases of people via the visible characteristics of nationality, ethnicity and language. This phenomenon significantly affected businesses, particularly hospitality firms since they tend to be the most affected by the effects of cultural challenges whereby performance relies on their ability to handle cultural diversity challenges and successfully respond to culturally diverse customers. This study aims to investigate the awareness an event catering firm has of cultural diversity and its effective management. Its objectives are to review the concept of cultural diversity via extensive primary and secondary research to then, examine via interviews with managers and a survey sent to employees the awareness of cultural diversity and their perceptions of it within the organisation. It analyses the inclusion climate and leadership to observe whether the awareness prevents the application of effective cultural diversity management. Such analysis is done via scales of inclusive climate scales established by Ashikali et al. (2021). Then, it recommends a series of actions for hospitality organisations to become a truly inclusive environment. Via a thematic analysis, the study found that surface-level perceptions of cultural diversity among the organisation risk the oversight of deeper cultural understanding and alignment with organizational values. Moreover, it identifies weaknesses in the organisation's inclusion culture, including unclear encouragement of cultural learning and communication of diversity's performance benefits, despite managers promoting equal employee participation. This means that hospitality firms tend to commonly associate cultural diversity with surface-level traits like nationality, but also grow awareness of deeper differences like values. Hospitality managers show inclusion in equal participation but lack awareness of multicultural team benefits, potentially affecting an inclusive environment. There's a need for improvement in fostering cultural diversity benefits and strengthening organizational culture around inclusion.
... This concept of CQ applied to a leadership context has been garnering increasing interest amongst 'Western' scholars (Ang & Van Dyne et al., 2007;Clark & Polesello, 2017;Middleton, 2014;Thomas, 2006). Whilst the CQ literature is evolving, research still tends to focus around CQ as an individual leader construct rather than an integral component of organisational or board leadership processes (Andreson 2017; Moon, 2010). However, Clark and Polesello (2017) argue that a combined application of EI and CQ can influence positive organisational change with respect to diversity and inclusion barriers. ...
The purpose of our article is to demonstrate how inclusive leadership practices can be threaded into the director selection process as a way to achieve more diverse and inclusive tennis governance. In this review article, we have brought together a growing body of knowledge on inclusive leadership practices for sport boards. We use this knowledge to propose suggestions for the director selection processes. We break down the concepts of diversity and inclusion, as well as director selection as they apply to sport governance to offer tangible ways for tennis boards to become more diverse and inclusive.
... Also, some managers are not comfortable. This may have implications for the training of managers and the work culture in organizations [28], e.g., considering emotional intelligence as suggested in other domains [29], [30]. Note that we also asked respondents to indicate how many people reported to them (Q26). ...
... If in this paper the internal organizational factors influence cultural intelligence, some experts argue about the influence of cultural intelligence individually. Emotionally intelligent individuals have self-confidence that helps understand with other individuals, maintain proportionate, maintain focus, and are able to understand important things, this phenomenon is positively related to CQ which higher CQ has the ability to deal with confusing situastions (Crowne, 2009;Jyoti & Kour, 2017;Kumar et al., 2008;Moon, 2010). ...
Background: The existence of strong ethnic factors in Nusa Tenggara Timur (NTT) and the diversity of dioceses is the basis that cultural intelligence needs to be applied by all soldiers so they can carry out their duties and to be accepted by society. Aim: This paper aims to determine the cultural intelligence of leaders and explain the urgency of the performance in military organization based on a number of cases in NTT involving the role of the military leadership in solving problems Method: Using a mixed method with a quantitative descriptive approach which was tested on military leaders at Military Resort Command 161 NTT, the data shows that the cultural intelligence measured using the Cultural Intelligence Scale (CQS) is dominated by moderate leaders. Findings: In addition, based on the results of statistical tests through correlation-regression tests, it shows that cultural intelligence has a significant effect on leader performance. This shows how urgent cultural intelligence is for soldiers, especially in carrying out their performance directly related to the community. Internal organizational factors that significantly affect the cultural intelligence of leaders are expected to be a reference in making policies or programs that can increase the cultural intelligence of military personnel.
... Chirkov et al. (2007), attributed CQ to better subjective well-being, intensifying academic performance of international students, which can be equated with socio-cultural and psychological adjustment over time (Lin et al., 2012;Ward et al., 2011). CQ may not only facilitate cultural adaptation, but cultural adaptation may influence academic performance of individual students (Earley & Ang, 2003;Gabel et al., 2005;Yoo et al., 2006;Reynolds & Constantine, 2007;Moon, 2010). ...
Seminal research on cultural intelligence is ubiquitous at an organizational level, albeit research at an educational level, especially in a Thai context is scant. Using a quota sample of 426 students, this quantitative paper gathered data from three subgroups in Bangkok: Thai, Chinese and ASEAN from two educational settings. Cultural Intelligence was measured using the “Four Factor Cultural Intelligence” Scale (CQS) of Ang et al., (2007), constituting 20 items, answered on a 7-point Likert-type scale. To measure sociocultural adjustment, the Sociocultural Adaptation Scale (SCAS-R), of Wilson (2013), constituting 21 items, answered on a 5-point Likert-type scale was used. Psychological adjustment was measured using the Psychological Adjustment Scale of Demes and Geeraert (2013), constituting 10 items, answered on a 7-point Likert-type scale. The relationship between the four dimensions of cultural intelligence to academic performance and the relationship of sociocultural adaptation and psychological adjustment as mediators between cultural intelligence and academic performance was hypothesized. Results of Structural Equation Modeling did not support the prediction of the relationship between the four dimensions of cultural intelligence and academic performance of students. The modification indices of the AMOS program testing the relationship between socio-cultural adaptation and psychological adjustment and academic achievement manifested an indirect relationship of the cultural intelligence on the academic achievement via socio-cultural adaptation. Students, who are coached prior to actual immersion in a culture chosen to complete their studies, could alleviate culture shock, adapt better to the new abode and score better grades.
... The high alpha values consistently reported for the CQS overall scale likewise suggest a structure with fewer than four dimensions. Test-retest reliability of the CQS has been evidenced by a few studies (Ang et al., 2007;Moon, 2010). ...
... Examples of statements from the assessment include 'I adapt overall strategy, goals, or projects to cope with unexpected events' and 'I believe the future will be better than the past' (Boyatzis & Goleman, 2007). Respondents scored themselves on a five-point, Likert-type scale ranging from "never" to "consistently" (Korn Ferry, 2017;Moon, 2009). The researcher opted not to collect 360-degree data and focused on the individual's own self-assessment, which is useful for developmental discussion (Korn Ferry, 2017). ...
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019).
Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564).
The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.
... Individuals have significant differences in cross-cultural adaptation. Previous studies have shown that individual personality traits, social perception, stereotypes, ethnocentrism, and cultural intelligence all affect an individual's cross-cultural adaptation (Berry, 1998;Moon, 2010;Harrison, 2012;Lin et al., 2012;You and Dyne, 2012). Among them, more and more researchers have paid attention to cultural intelligence because of its significant space for adjustment and improvement. ...
Introduction
Cultural intelligence can affect the cross-cultural adaptation of international students in China, but the mechanism of its influence is still unclear. This study examines the mediating effect of the psychological resilience of international students in China in the process of cultural intelligence affecting cross-cultural adaptation. We used the cultural intelligence scale, psychological resilience scale, and cross-cultural adaptation scale to measure 624 foreign students in China.
Results
(1) There is a significant positive correlation between the cultural intelligence, psychological resilience, and cross-cultural adaptation of international students in China. (2) Resilience plays a mediating effect in the influence of the cultural intelligence of international students in China on cross-cultural adaptation.
Conclusion
The cultural intelligence of international students in China can directly affect their cross-cultural adaptation and can also affect their cross-cultural adaptation through the mediating effect of psychological resilience.
... CQ is one of the dimensions of multiple intelligences and is similar in some respects to social intelligence and emotional intelligence, which focuses on a set of skills for effective behavior in different situations (Moon 2010). For instance, CQ is different from emotional intelligence (EQ) that focuses on the ability of an individual to deal with emotions. ...
In environments characterized by extreme cultural diversity, the ability to understand the cultural makeup of the workforce would equip businesses with knowledge required for innovation and enhancing performance. So, managing culturally diverse employees is a key challenge, especially in the hospitality and tourism industry, where people with diverse cultural backgrounds from all over the world interact with each other. This paper is a conceptual research that outlines the concept of cultural diversity in the hospitality industry. In addition, it outlines the benefits and challenges regarding culturally diverse workplace. Furthermore, it addresses diversity management practices and why cultural intelligence is essential when managing employees. Keywords: hospitality sector, multiculturalism, diversity management, cultural intelligence
... L'IC est distincte de la personnalité mais lui est corrélée (Thomas et al., 2015). Tandis que la personnalité est relativement stable à travers le temps et les situations, l'IC est malléable et peut changer (Moon et al., 2010). La personnalité affecte le comportement en général dans diverses situations, quoique que l'IC permette de fonctionner de manière efficace dans des contextes multiculturels (Ang & Van Dyne, 2008). ...
... al. (2009) (2009) intelligence and marketing usefulness of corporate establishments in the Nigerian context. The prime conclusion of this study is that emotional intelligence leads Moon (2010) study was conducted to observe the relationships between emotional intelligence and the four-factor model of social intelligence (metacognitive the association between emotional intelligence and leadership emergence in small groups. This research supports the proposition that emotional intelligence is positively related to leadership emergence in small groups as in the two studies, group members with higher overall emotional intelligence exhibited more leadership emergence than their peers during a group project. ...
The ability to understand people on a deeper level is characterized as the capacity to address, perceive, secure and communicate feelings. It alludes to how feelings are applied in useful idea and in thinking and good mandate of feelings. The idea of EI was proposed by Salovey and Mayer in 1990, and they depicted it as the capacity of people to see themselves and the feelings of others to direct their reasoning and activities and can be learned and reinforced. More than 10 years, the idea of Emotional Intelligence (EI) has been quickly standing out inside corporate settings. As the organizations all over the planet endeavour to accomplish more with less, the purported ‘delicate abilities depends on feelings, are related with initiative viability and authoritative achievement. The ability to understand people on a deeper level is becoming one of the main individual capabilities for associations, which has been hypothetically connected with authoritative execution and to individual factors like work fulfilment, worker execution, work execution, and so on. From the past writing, we can see that EI emphatically affects execution levels in the work environment. EI and initiative style meaningfully affected representative execution steadfastness. It has likewise one of the critical variables in supporting the worker’s efficiency. In this paper, we expect to audit 36 papers that will be basically focused on authoritative setting. This large number of 36 papers will be taken from ABDC and SCOPUS recorded diaries. The result of this paper will give an investigation of late patterns and future examination open doors for the approaching period of analysts.
Keywords: Emotional Intelligence, Employee Performance, Job Performance, Employee Productivity.
... However, it can be an essential element in the GVT context when complemented by CQ. In fact, CQ and EQ are distinct but, at the same time, interrelated constructs (Crowne, 2009(Crowne, , 2013Moon, 2010;Schlaegel et al., 2021) and jointly explain individuals' attitudes and behaviours in a multicultural context. ...
The role of different types of intelligence in the occurrence of conflict in global virtual teams (GVTs) has largely been overlooked in the literature. As suggested by the theory of multiple intelligences, this study explores how cultural intelligence (CQ) and emotional intelligence (EQ) influence the occurrence of interpersonal, task and process conflicts in GVTs. Furthermore, by drawing on the contingency theory of task conflict and performance in groups and organisational teams, we examine the impact of these different types of conflict on the performance of GVTs. Utilising multilevel analysis, we tested the research model using a sample of 810 graduate and undergraduate business students from 38 different countries who worked in 232 GVTs. The results show that the CQ and EQ of the team members reduce the occurrence of the three different intragroup conflicts in GVTs. We also demonstrate that process conflict negatively affects GVT performance. We discuss the implications for research and practice.
... CQ has behavioural, motivational, cognitive, and metacognitive aspects, which can be measured and developed. People and communities with higher CQs adapt more quickly to other cultures and are much more successful in community life (Moon, 2010) because CQ can be defined as an ability to understand and interpret the different cultural setups (Karma -Vedina, 2009). ...
Veszprém as a medium-size city with the nearby Lake Balaton region, won the title of European Capital of Culture (ECoC) for 2023. This is a cultural, social and economic opportunity for the locals and the nation as well. The University of Pannonia, as one of the main alliance institutions of the ECoC (VEB2023) is a driver and an active participant in realising the programs. Therefore it is important to know the community’s attitude. The main goal of the present research is to explore the role of the university community (students, educators and non-educator staff), local identity, quality of life, cultural and emotional intelligence. In this study, the first results are presented as part of an ongoing longitudinal study. Altogether 190 full responses could be analysed out of the 542 received answers. Based on this regarding local identity people were most satisfied with the natural endowments, history of the settlement, attractions, public safety and calmness of the city. At the same time, they were the least satisfied with entertainment opportunities, local public transport, health care, parking and real estate prices. Concerning emotional intelligence, it was no difference on the average level, but significant differences were detected in the self-control dimension between the students and the academic employees. Regarding cultural intelligence, the weakest factor was the cognitive dimension. Furthermore, a significant difference was detected between the students’ and the academic employees’ cognitive and metacognitive dimensions.
... However, EI does not assure that culturally specific emotions will be recognized. EI has been positively related to cultural intelligence [15,16] and cultural intelligence extends EI [7]. Self-management and self-awareness are key elements of EI. ...
Modern global leaders must be culturally intelligent to effectively operate in complex multicultural environments. While there is significant literature in place regarding cultural intelligence in global project management, there are several areas where our understanding remains limited. First, there is a lack of knowledge relating to the antecedents of cultural intelligence. Second, there is a lack of empirical studies capturing real-world data from industry relating to cultural intelligence in global projects. Third, it is unclear what correlation, if any, there is between leaders’ characteristics and their level of cultural intelligence. To address these deficits, this study aims to identify the critical success factors (CSFs) for cultural intelligence in intercultural communication in the context of global projects and investigate the relationships between leader’s characteristics and their level of cultural intelligence. Data were collected and analyzed from 85 project leaders currently working in a global multinational corporation (MNC) in Europe, Middle East, and Asia (EMEA). The findings confirm that emotional intelligence, personality, and openness to learning, communication and empathy are key to cultural intelligence in complex multicultural environments. The results advance our understanding of the antecedents to cultural intelligence and present actionable insights for companies.
... intercultural effectiveness (Cui & Awa, 1992), referring to the general assessment of the ability for effective intercultural communication; and intercultural competence (Friedman & Antal, 2005), describing the ability to think and act in appropriate ways with people from other cultures. In this thesis, Earley and Ang's (2003) conceptualisation of cultural intelligence will be adopted to describe individuals' ability to communicate and act effectively in intercultural interactions, because it has the most established scale and also frequently used in the literature (see, for example, Moon, 2010aMoon, & 2010bvan Emmerik, Gardner, Wendt, & Fischer, 2010;Ward et al., 2009). ...
This study investigates the effect of cultural intelligence of front-line service employees on
foreign guests’ perceptions of service quality. This relationship has not hitherto been
investigated. The literature suggests that culture and interactions between customers and
employees affect service quality. The literature also shows that, in cross-cultural
encounters, attitudes and behaviours are important aspects of cultural intelligence,
employee performance and service quality. It also points to interrelationships between
these constructs. A theoretical model was developed which suggests that in these
encounters, cultural intelligence is likely to affect service quality through employee
performance. A novel methodological approach consisting of a pilot study and two stages
of empirical research were undertaken in international hotels in Karbala, Iraq. The first,
qualitative stage was in the form of interviews to gain an insight into the service
interactions. Thematic analysis of the data supported the theoretical model and pointed to
additional causal relationships. The model was tested in the second quantitative stage. A
self-report cultural intelligence questionnaire was administered to a sample of local
employees (N=201). A new job performance questionnaire was designed and administered
to hotel managers (N=53) to assess these employees’ performance. A SERVPERF
questionnaire was also given to foreign guests (N=469) who were served by these
employees. The dimensions of these measures were determined by principal components
analysis (SPSS 22), and their adequacy was estimated using confirmatory factor analysis
(Lisrel 8.8). The model was tested using hierarchical multi-regression analysis. The findings
showed that employee performance mediated the relationships between cultural
intelligence and service quality. Another main contribution is the development of an
employee performance scale for use in service encounters. The study adds to the cross�cultural service literature and to research methodology design. Its implications for
management and employee training were discussed, as well as its limitations. Further
research was also suggested.
... Markus and Kitayama (1991) propose that people from different cultures have radically different interpretation of the self, others and the interdependence of the self with others leading to individual experience of cognition, emotion and motivation. Those who are capable of understanding and managing their own emotions are not necessarily skilled at comprehending and adapting to feelings of individuals from other cultures in cross-cultural interactions (Moon, 2010). That is, EI might just simply be a function of national culture which makes individuals express and act on emotions differently (Prati et al., 2003;Antonakis, 2004). ...
Purpose
Drawing from emotional labour (EL) and emotion regulation (ER) theories, this paper aims to identifiy what helps and what hinders the emotional intelligence (EI) practice of Vietnamese hotel workers. Researching EI qualitatively from a novel context highlights the influence of culture on EI.
Design/methodology/approach
The critical incident technique (CIT) was adopted as the qualitative methodological approach using a self-administered form and semi-structured interviews to collect empirical data from a sample of 34 Vietnamese hotel workers in 19 different hotels.
Findings
The findings show that following Joseph and Newman’s (2010) cascading model of EI would help hotel workers in their practice. The research also found different factors hindering the EI practice from the individual and organisational levels. Vietnamese culture was believed to guide deep-acting and meditation. Language barrier and manager support emerged as significant factors that could help or hinder their EI practice.
Research limitations/implications
The research proposes a conceptual framework addressing the factors that could help or hinder the EI practice and provides implications for HR practices and management. Caution could be taken when applying the research implications because of the small sample as a nature of qualitative research.
Originality/value
To the best of the authors’ knowledge, this is the first attempt to appraise the EI practice adopting the CIT as a qualitative methodological approach in an under-research context and add evidence to the theoretical links between EI, EL and ER.
... Several studies on the impact of study abroad revealed positive changes on the students' intellectual and personal development, including improved cultural competence and cultural awareness, appreciation of different cultures, friendly attitude toward foreigners, foreign language fluency and intercultural communication skills, clarity in career plans, and becoming global citizens (Crowne, 2008;Haas, 2018;Maharaja, 2018;Salisbury et al., 2013;Tarrant et al., 2014;Williams, 2005). Studies also revealed that cultural exposure, such as the study abroad experience, enhance the students' level of CQ and EI, which positively relates to the program learning outcomes (Ang et al., 2007;Crowne, 2013;Moon, 2010). Several studies linked EI to various positive outcomes including leadership, moderating workplace stress, positive work attitudes, team cohesiveness, the cultural adjustment in global assignments, and the development of a global mindset (Crowne, 2013). ...
This study investigates the enhancement of cultural intelligence (CQ) and emotional intelligence (EI) of hospitality management students to maximize learning outcomes from their study abroad experience. A phenomenological approach through content analysis of reflective journals was employed to understand students’ learning experiences. All students reflected at least one of the four CQ dimensions where the majority expressed improvement in cognitive and motivational CQ. Among the EI dimensions, the self-emotion appraisal was expressed by the majority of students. All CQ and EI dimensions enhanced at least one of the learning outcomes. The findings revealed that study abroad effectively prepares students as socially responsible global citizens, besides enhancing their CQ and EI.
... The CQS was initially validated with samples from both Singapore and the United States, including expatriates working in Singapore (Ang et al., 2007). In addition to Singaporean and US samples, subsequent evaluations covered, for example, Pilipino expatriates in Taiwan (Chen et al., 2011), expatriates of Taiwan companies (Lee and Sukoco, 2010), Korean students (Moon, 2010), and students of a Swiss military academy (Rockstuhl et al., 2011). Thus, the CQS was mainly employed in Western contexts and the Far East. ...
Due to proceeding globalization processes, involving a rise in mobility and international interdependencies, the frequency and relevance of intercultural contact situations increases. Consequently, the ability to deal effectively with intercultural situations is gaining in importance. However, the majority of studies on measures of intercultural competence focuses on Western Europe and the United States or cultures of the Far East. For the present study, previously understudied Eastern European (former communist) cultures were included, by sampling in Hungary, Serbia, and the Czech Republic, in addition to (the Central or Western European country) Germany. Thus, this study enabled comparisons of scale characteristics of the cultural intelligence scale (CQS), the multicultural personality questionnaire (MPQ), as well as the blatant and subtle prejudice scales, across samples from different cultures. It was also examined how the CQS and MPQ dimensions are associated with prejudice. To analyse scale characteristics, the factor structures and measurement invariances of the used instruments were analyzed. There were violations of configural measurement invariance observed for all of these scales, indicating that the comparability across samples is limited. Therefore, each of the samples was analyzed separately when examining how the CQS and MPQ dimensions are related to prejudice. It was revealed that, in particular, the motivational aspect of the CQS was statistically predicting lower prejudice. Less consistently, the MPQ dimensions of open-mindedness and flexibility were statistically predicting lower prejudice in some of the analyses. However, the violations of measurement invariance indicate differences in the constructs' meanings across the samples from different cultures. It is consequently argued that cross-cultural equivalence should not be taken for granted when comparing Eastern and Western European cultures.
... Contrary to personality, which cannot be easily changed, increasing cultural exposure has been emphasised in cultural learning programs [38]. Prior overseas life experience may influence competence and therefore this should be measured as a control variable [39]. However, recent research has suggested that simply travelling overseas does not contribute significantly to cultural competence after controlling for overseas study experience, which means that the essential factor affecting cultural competence is actually the cultural immersion gained during overseas study programs [32]. ...
Universities are providing short-term overseas study programs for healthcare students to increase their cultural competence (i.e., capacity to work effectively in cross-cultural situations). However, there is limited empirical research evaluating the effects of these programs using well-controlled research designs. In the present research study, undergraduate healthcare students in an Australian university were selected as participants. Group 1 (n = 32) participated in a short-term overseas study program in Asia (i.e., China, Vietnam, Singapore, and Taiwan), whereas Group 2 (n = 46) stayed in Australia to continue their university education as usual. All participants completed a self-developed demographic questionnaire, Cultural Intelligence Scale, and Multicultural Personality Questionnaire. Cultural competence was surveyed pre- and post-short-term overseas programs. After controlling for prior overseas experiences and the open-mindedness trait, an ANCOVA indicated that Group 1 had a significantly higher scores than Group 2 in cultural knowledge (p < 0.05), but not in cultural awareness, attitude, or skills. It is suggested that short-term overseas study programs may increase healthcare students’ cultural knowledge, a component of competence, and that more needs to be accomplished to improve other areas of cultural competence.
... Despite the small number of items in each subscale, their reliability coefficients are still high, ranging from the upper .70s to the low .90s. Test-retest reliability has been found to be good (Moon, 2010, r tt = .81). Our unpublished research also found moderate test-retest validity (r total = .66, ...
The assessment of cross-cultural competence (3C) and related constructs is of vital importance for both theoretical and practical reasons. The present review was undertaken to evaluate the quality of instrumentation designed to measure individuals’ capabilities for living and working successfully in cross-cultural contexts. The psychometric properties of five instruments deemed most important, useful, and visible in the field were evaluated with a focus on 3C measurement literature that became available since the publication of reviews by Gabrenya and colleagues (2013) and Matsumoto and Hwang (2013). Findings regarding the quality of 3C measures were mixed. First, we found that convergent validity was generally good across instruments and most showed reasonable criterion validity. However, discriminant validity was lacking in several instruments. The internal structures of instruments claiming to assess multiple constructs through subdimensions was in most cases poor. Content and face validity varied widely. Cross-cultural measurement equivalence was found to be poor in the limited research conducted on this important issue, as adaptation of instruments for use outside the culture in which they were developed rarely extends beyond the use of back-translation procedures. We suggest alternate approaches to assessing 3C and evaluating the validity of 3C instruments based on modeling sojourner outcomes such as expatriate adjustment and performance.
The hospitality industry has fallen into the subcategory of emotional intelligence as it deals with customer satisfaction. Therefore, the implications of self-awareness, self-regulation, motivation, empathy, and social skills need to be explored from service perspectives. This chapter highlights a “Zone of Tolerance Model” by using psychological measurements, which trigger an understanding of customer behavior and employee service performance in the field of hospitality. In addition, hotel culture, workforce diversity, and employee demographic characteristics have been analyzed to evaluate employee performance and organizational objectives. Findings suggested that the satisfaction level of an employee in the hospitality sector depends on financial and non-financial benefits. In this sense, effective emotional intelligence management is a caveat that bridges the gap between customers and service providers, stemming from dissatisfaction.
This paper aims to assess the influence of emotional intelligence on organizational commitment. A quantitative survey was conducted among the academic staff of Lebanese universities to reach this objective. This research paper is an explanatory, descriptive, and confirmatory study. This cross-sectional study is based on a quantitative method to examine the validity of the theory or model. This research favors the deductive approach. This approach enables the deduction of a general conclusion from hypotheses. The structured questionnaire is constructed on the theoretical constructs of the mixed approach of the Goleman model, evaluating the following six components: self-awareness, self-control, internal motivation, empathy, leadership skills, and interpersonal relationship management. Empirical testing incorporates the plurality of causes and effects of interaction in this explanatory, descriptive research. Universities confront a lack of employee commitment. Emotional appreciation drives commitment to the organization. E.I. denotes the aptitude to detect, categorize, and use feelings to smooth rational decisions. The study verified that E.I. components significantly and positively influence organizational commitment, with internal motivation having the highest influence in Lebanese universities. Soft skills are essential abilities. Decision-makers and managers of Lebanese universities, conscious and attentive to the influence of employees' emotions, should integrate emotional intelligence into their managerial practices. To build and maintain organizational commitment, displaying appropriate emotions, interpersonal relationships, and communication are compulsory.
This study aims to investigate the predictive role of cultural intelligence, motivation to teach, and “culturally responsive classroom management self‐efficacy” (CRCMSE) in teachers’ sense of efficacy. The study utilized a combination of “structural equation modeling” (SEM), deep learning, and “artificial neural network” (ANN) to analyze data collected from 1061 preservice teachers. The SEM analysis indicated that cultural intelligence, motivation to teach, and CRCMSE significantly predicted the sense of efficacy of the teacher candidates, accounting for 59% of the variance. Additionally, the ANN model accurately predicted the teachers’ sense of efficacy with 75.71% and 75.17% accuracy for training and testing, respectively. The sensitivity analysis revealed that CRCMSE played the most crucial role in predicting the preservice teachers’ sense of efficacy. The deep learning model also predicted the sense of efficacy with an overall accuracy of 74.18%. The utilization of a multimodal analysis approach facilitated the identification of both linear and nonlinear relationships between the constructs.
The aim of this study was to investigate the psychometric properties of Cultural Intelligence Scale (CQS), based on item response theory (IRT) using the graded response model (GRM). The study calibration sample included 400, while the study sample included 1000, male and female Saudi participants, aged between 18 and 62 years. IRT‐GRM results supported the quality of the psychometric properties of CQS, and its appropriateness to measure cultural intelligence (CQ) for the majority of individuals. CQS well‐distinguished people at different ability levels along the CQ latent trait, particularly with middle and low abilities. However, CQS full scale and subscales had less accurate measurement precision at high levels of CQ, and some subscales had more precision at low level abilities. CQS items had medium ability to differentiate among subjects, and they provided more information in evaluating individuals with medium CQ. Therefore, CQS might be more suitable for identification and development purposes, where low to med‐levels of CQ are expected. Additional assessment procedures need to be added, for selection or promotion purposes to increase the measurement precision. Confirmatory factor analysis results confirmed the multidimensional construct of CQS with four specific‐related factors at the first level, and an aggregate factor at the second level. This model provided better model fit using IRT‐GRM approach, and it was supported by classical test theory analysis results. Therefore, it is important to rely on subscale scores, besides the total score to interpret CQ for individuals. The study stressed the importance of examining CQS item parameters and information based on the country it is adapted for, to investigate how they interact with country culture; and to take into account ability level, when selecting optimal measures.
Purpose-The purpose of this paper is to explore the relationship between cultural intelligence (CQ) and adult demographic profiles in the workplace. Design/methodology/approach-This cross-cultural study used a self-reported demographic and a 20-item CQ scale. The demographic and CQ level of 287 adults working in Oman from different countries was evaluated. Findings-The mean total CQ score of adults working in Oman was 4.77 þ 1.53. Out of the four dimensions, this study founds higher values relating to motivational CQ followed by metacognitive and behavioral CQ with mean scores 5.22 þ 1.53, 5.13 þ 1.57 and 4.59 þ 1.54, respectively. Significance, between-group differences (gender, age, job level, sector type, education level, nationality and study abroad), were observed in metacognitive and motivational dimensions of CQ (p < 0.001). All the regression models are significant, indicating that they express a meaningful relationship between each of the dependent variables and the variables in the model. The total CQ model explains 10.7% of the variance. Research limitations/implications-The results of this study provide additional insight to researchers in identifying the demographic profiles which predict the level of total CQ. The use of a longitudinal design to further confirm the results of this study is proposed. Practical implications-The study helps practicing managers to understand the implications of cultural Intelligence and how it influences employee behavior from the perspectives of demographic perspectives. Originality/value-The CQ levels of adults working in Oman vary according to their demographic profiles and the demographic profiles predict the CQ levels.
Since its introduction less than two decades ago, cultural intelligence (CQ) has emerged as a new field of research against the backdrop of globalization to advance our understanding of the required capabilities for individuals and firms to function effectively in contexts characterized by cultural complexity. Despite its recognition as an independent factor within a multi-loci framework of intelligences influencing individual and organizational outcomes, CQ’s nature and conceptualization on the three levels of analysis currently identified are still ambiguous. Consequently, CQ’s associations with proposed outcomes are also undertheorized. Upon a review of the literature, this paper will advance three main arguments, First, aside from the original individual level, clarification is required for CQ on the team and firm levels as to whether it is a collective manifestation of individual CQ or something entirely different. Second, organizational outcomes related to CQ have not been fully imagined, particularly in the contexts of transformations of organizational structures and leadership configurations in the modern economy. Third, the current theoretical framework and future research agenda can be enriched by adding an ethical dimension and a meta-firm level of analysis.
Küreselleşmenin getirmiş olduğu çok kültürlü örgüt yapıları her geçen gün daha fazla görülmeye başlamıştır. Çok kültürlülüğün bir sorun olmaktan ziyade örgütün rekabet ortamında elini güçlendirecek bir kaynak olduğu düşünülmektedir. Dolayısıyla çok kültürlülüğe sahip olan Türkiye'de, örgütlerin başarısını etkileyecek hususların incelenmesi önemlidir. Bu kapsamda araştırmanın amacı Karaman ilinde imalat sektöründe faaliyette bulunan bir işletme çalışanlarının kültürlerarası duyarlılıklarıyla kültürel zekâları arasındaki ilişkinin tespit edilmesidir. Veri toplama aracı olarak kullanılan anket formunda Chen ve Starosta (2000) tarafından geliştirilen Üstün (2011) tarafından Türkçeye uyarlanan kültürlerarası duyarlılık ölçeği ve Ang vd., (2007) tarafından geliştirilen Şahin vd. (2013) tarafından Türkçeye uyarlanan kültürel zekâ ölçeği kullanılmıştır. 143 kişiden elde edilen verilerin yorumlanması için SPSS istatistik programı kullanılmıştır. Normallik analizi sonucunda verilerin normal dağıldığı görülmüş ve analizlerde parametrik testler uygulanmıştır. Analizlerde tanımlayıcı istatistikler, güvenirlilik analizi, T-test, ANOVA ve hipotezlerin test edilmesi amacıyla korelasyon ve regresyon testleri uygulanmıştır. Yapılan analizler sonucunda çalışanların kültürlerarası duyarlılıkları ile kültürel zekâ arasında pozitif yönlü ve istatistiksel açıdan anlamlı bir ilişkinin olduğu sonucuna ulaşılmıştır. Aynı zamanda kültürel duyarlılık ile kültürel zekânın alt boyutları olan meta-bilişsel, bilişsel, motivasyonel ve davranışsal kültürel zekâlar arasında da pozitif yönlü bir ilişkinin olduğu tespit edilmiştir. Yapılan analizler sonucunda çalışanların kültürlerarası duyarlılık ve kültürel zekâ düzeylerinin yüksek olduğu tespit edilmiştir. Ayrıca çalışanların kültürlerarası duyarlılık puanlarının demografik özelliklerine göre anlamlı farklılaşmadığı, kültürel zekâ puanlarının cinsiyet ve yaş değişkenine göre anlamlı farklılaşmadığı fakat eğitim durumu ve kurumda çalışma yılına göre istatistiksel açıdan anlamlı farklılaştığı tespit edilmiştir. Elde edilen bulguların kültürlerarası duyarlılık ve kültürel zekâ ile ilgilenen araştırmacılara ve örgütsel davranış alan yazınına katkı sağlaması umulmaktadır.
The present study assessed the factor structure and measurement invariance of the Cultural Intelligence Scale (CQS) in university students from Romania, Turkey, and Iceland. A total of 730 undergraduates completed the 20 item-CQS. Confirmatory factor analyses indicated that the four-factor model, which consisted of metacognitive, cognitive, motivational, and behavioral dimensions, fit the data better than alternative models (three-factor and single-factor models). Discriminant and convergent validity of the CQS was also confirmed. Furthermore, the invariance of test for the CQS showed that the four-factor model of the CQS is suitable across three countries and the pattern of factor loading is invariant across these countries. However, the results did not support scalar invariance for three countries, which showed that partial measurement invariance was only established. In conclusion, the students in three countries reacted to the items for evaluating CQ in different ways, according to the findings of this study.
The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely.
The aims of the present study were: 1) to assess the factor structure of The Multicultural Leadership Questionnaire (MCLQ) in Thai context; and 2) to assess its construct validity of MCLQ by assess the convergent validity and discriminant validity. The sample consisted of 282 the government employees of Local Administrative Organizations in the three southern border province of Thailand. Assess of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) conducted shown that MCLQ is a multi-dimensional scale with 5 factors: 1) metacognitive cultural quotient 2) cognitive and motivation cultural quotient 3) openness to cultural diversity 4) global identity and 5) openness to cultural diversity. The findings also showed acceptable construct validity for the MCLQ.
Introduction
Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale.
Methods
A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study.
Results
Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02).
Conclusions
Previous exposure to cultural competency training impacts cultural competence scores most significantly.
Bu araştırmanın temel amacı öğretmenlerin kültürlerarası duyarlılık ile kültürel zeka puanlarının arasındaki ilişkide çokkültürlü eğitim tutumu, empatik eğilim ve tükenmişlik puanlarının aracı rol üstlenip üstlenmediği incelemektir. Bu araştırmanın temel amacına ek olarak öğretmenlerin kültürel zeka ve kültürlerarası duyarlılık puanlarının cinsiyete, çalıştıkları ilçeye, branşlarına, çalıştıkları öğretim kademesine, algılanan yabancı dil hakimiyet düzeyine, yurt dışı deneyimine, farklı ülkelerden ve/veya kültürlerden tanıdıklarının olup olmamasına, farklı ülkelerden ve/veya kültürlerden yakın arkadaşlarının olup olmamasına göre farklılaşıp farklılaşmadığının incelenmesi amaçlanmaktadır. Araştırmanın örneklemini Mersin ili merkez ilçeleri (Akdeniz, Mezitli, Toroslar, Yenişehir) farklı kademelerde (okulöncesi, ilkokul, ortaokul, lise) görev yapmakta olan 350' si (%58) kadın, 253' ü (%42) erkek olmak üzere toplam 603 öğretmen oluşturmaktadır. Veri toplama araçları olarak "Kişisel Bilgi Formu" , "Kültürlerarası Duyarlılık Ölçeği", "Kültürel Zeka Ölçeği", "Öğretmenlerin Çokkültürlü Eğitim Tutum Ölçeği", '' Empatik Eğilim Ölçeği'' ve '' Tükenmişlik Ölçeği – Kısa Formu'' kullanılmıştır. Elde edilen veriler IBM SPSS Statistics 20 ve Lisrel 8.71 istatistik programları ile analiz edilmiştir. Araştırmanın analizleri sonucunda kültürel zeka ile kültürlerarası duyarlılık, empatik eğilim ve çokkültürlü eğitim tutumu arasında pozitif yönde anlamlı bir ilişki; kültürel zeka ile tükenmişlik arasında negatif yönde anlamlı bir ilişki olduğu saptanmıştır. Kültürlerarası duyarlılık ile çokkültürlü eğitim tutumu arasında pozitif yönde anlamlı bir ilişki; çokkültürlü eğitim tutumu ile empatik eğilim arasında pozitif yönde anlamlı bir ilişki; empatik eğilim ile tükenmişlik arasında negatif yönde anlamlı bir ilişki olduğu saptanmıştır. Kültürlerarası duyarlılık ile kültürel zeka arasındaki ilişkide çokkültürlü eğitim tutumunun, empatik eğilimin ve tükenmişliğin kısmi aracılık rolü üstlendiği saptanmıştır. Öğretmenlerin kültürel zeka ve kültürlerarası duyarlılık puanlarının bazı sosyodemografik değişkenlere göre anlamlı olarak farklılaştığı bulgusuna ulaşılmıştır. Araştırmadan elde edilen bulgular ve sonuçlar ilgili alanyazın ışığında tartışılmıştır.
Purpose
The purpose of this paper is to explore the relationship between cultural intelligence (CQ) and adult demographic profiles in the workplace.
Design/methodology/approach
This cross-cultural study used a self-reported demographic and a 20-item CQ scale. The demographic and CQ level of 287 adults working in Oman from different countries was evaluated.
Findings
The mean total CQ score of adults working in Oman was 4.77 + 1.53. Out of the four dimensions, this study founds higher values relating to motivational CQ followed by metacognitive and behavioral CQ with mean scores 5.22 + 1.53, 5.13 + 1.57 and 4.59 + 1.54, respectively. Significance, between-group differences (gender, age, job level, sector type, education level, nationality and study abroad), were observed in metacognitive and motivational dimensions of CQ (p < 0.001). All the regression models are significant, indicating that they express a meaningful relationship between each of the dependent variables and the variables in the model. The total CQ model explains 10.7% of the variance.
Research limitations/implications
The results of this study provide additional insight to researchers in identifying the demographic profiles which predict the level of total CQ. The use of a longitudinal design to further confirm the results of this study is proposed.
Practical implications
The study helps practicing managers to understand the implications of cultural Intelligence and how it influences employee behavior from the perspectives of demographic perspectives.
Originality/value
The CQ levels of adults working in Oman vary according to their demographic profiles and the demographic profiles predict the CQ levels.
The primary objective of this research is to investigate the relationships between emotional intelligence competencies (self-regulation, self-awareness, empathy, social skills, motivation) and mentoring received, focusing on the supervisor-subordinate relationship in four- and five-star hotel organizations in Greece. Participants were 250 employees representing 108 hotel organizations. Results indicate that social skills and self-awareness are positively associated with mentoring received in hotel organizations. Hotel managers with the ability to handle conflicts with tact and diplomacy and also are aware of their emotions and the effects of their feelings on hotel employees are in a position to meet subordinates’ emotional and social needs, implementing greater amounts of mentoring received.
In this global crisis caused by COVID-19 virus, the government have introduced some measures such as social distancing, quarantine and isolation which has highly affected the emotional wellbeing of students. This study helps us to understand the relation between emotional intelligence and cultural intelligence of students in the time of crisis. The study also examines the effect of emotional intelligence components on the cultural intelligence components of students based on gender. For this study, online data was collected from 211 higher education students. Emotional intelligence was measured by emotional intelligence questionnaire on competencies such as social skills, self-awareness, empathy, motivation and self-regulation. Whereas, cultural intelligence was measured by cultural intelligence scale (CQS) which was introduced by Ang, S., Van Dyne (2008) on components such as cognition, metacognition, behavioural, motivation. The result shows that students have a strong relationship between their cultural intelligence and emotional intelligence in this time of crisis. And it was also found that self-awareness among students doesn't have any relation with their cognitive and behavioural aspects of cultural intelligence. So, it can be concluded that those students who scored well in both emotional intelligence and cultural intelligence scale have strong emotional control and are more inclined towards cultural value to face this battle of COVID-19. For future scope, researches can work on different perspective and dimensions that are affecting students in this severe time.
Integrating work-family and cross-cultural adjustment literatures, the researchers proposed and tested a spillover and crossover model of expatriates' cross-cultural adjustment with reciprocal relationships. Spillover effects refer to the influence that expatriate attitudes in a particular domain (e.g., work) have on attitudes in other domains (e.g., nonwork), whereas crossover effects refer to the influence of expatriate attitudes on the spouse's attitudes (and vice versa). Data collected from Japanese expatriates, their spouses, and their superiors strongly supported both spillover and crossover effects between expatriate and spousal cross-cultural adjustment. In addition, expatriates' cross-cultural adjustment was found to be related to satisfaction, which, in turn, was found to be negatively related to expatriates' intention to return to their homeland early.
This study explores the relationship of the motivational factor of cultural intelligence (CQ) and realistic previews to cross-cultural adjustment (work, general, and interaction adjustment) of global professionals. Regression analyses demonstrate positive relationships between motivational CQ and all three adjustment criteria after controlling for gender, age, time in the host country, and prior international assignment. Realistic job preview relates to work adjustment, realistic living conditions preview relates to general adjustment, and motivational CQ relates to work and general adjustment over and above realistic job and living conditions preview. This study demonstrates the importance and utility of motivational CQ in understanding cross-cultural adjustment. We discuss implications for cross-cultural adjustment research and suggest practical implications for organizations and individuals seeking overseas assignments.
The potential for defining a reliable measure of a cross-cultural facet of intelligence has enormous implications for explaining and predicting the increasingly prevalent cross-cultural interactions that occur in business settings. In this article, the author presents a definition of cultural intelligence (CQ) that explicitly introduces the concept of mindfulness as a key component that links knowledge with behavioral capability. It builds on previous definitions by grounding the conceptualization in the cognitive domain and differentiating CQ as a capability that includes skilled behavior. However, alternatives to previous conceptualizations with regard to the constituent elements and their relationship to each other are presented with a view toward a tighter specification of the construct. Also, a developmental stage model of CQ is outlined. Implications for the assessment of CQ are discussed.
Self-reports figure prominently in organizational and management research, but there are several problems associated with their use. This article identifies six categories of self-reports and discusses such problems as common method variance, the consistency motif, and social desirability. Statistical and post hoc remedies and some procedural methods for dealing with artifactual bias are presented and evaluated. Recommendations for future research are also offered.
We examine relationships between Big Five personality and the four-factor model of cultural intelligence (CQ)—metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ. Hierarchical regression analyses conducted on data from 338 business undergraduates—after controlling for age, gender, and years of experience in interacting with people from other cultures—show significant links between (a) conscientiousness and metacognitive CQ; (b) agreeableness and emotional stability with behavioral CQ; (c) extra version with cognitive, motivational, and behavioral CQ; and (d) openness with all four factors of CQ. The intriguing finding of this study is that openness was the only Big Five that was significantly related to all four aspects of CQ. This differs from prior research on openness that found few significant relationships. Our results show that openness to experience is a crucial personality characteristic that is related to a person’s capability to function effectively in diverse cultural settings (CQ).
Despite the extensive research on culture and intelligence in organizational psychology, little attention has been given to the integration of the two constructs. This special issue aims to stimulate new research directions by synthesizing the two streams of research. In this introduction to the special issue, we propose a framework that reflects and reconciles two different approaches to integrating culture and intelligence—the cultural variation of intelligence approach versus the cultural intelligence approach. Our focus is on the latter approach, which centers on validating the emerging construct called cultural intelligence—defined as the capability to be effective across cultural settings. Specifically, we discuss the measurement and substantive issues that future research should address in advancing our understanding of the cultural intelligence construct.
Purpose
The purpose of this paper is to present a new framework for assessing the human resource strategy for international assignment (IA) of managers.
Design/methodology/approach
The approach posits the construct of emotional intelligence (EI) as a critical predictor for intercultural adjustment thereby leading to success. A theoretical model and the respective preliminary empirical test of a series of hypotheses pertaining to the relationships between several dimensions of EI, their impact on cross‐cultural adjustment and success of international managers overseas assignments, is presented. Analyses is based on cross sectional data of 67 cases (based on questionnaires), and on 39 cases with rectangular data where both supervisory input and questionnaires were used.
Findings
A significant correlation was found between the interpersonal emotional component and specific performance. Thus the capacities of empathy, social responsibility and social relations may predict better performance in the specific characters of IA. Moreover, the correlation between EI and adjustment dimensions showed significantly higher correlations; while cultural adjustment is not correlated with any EI dimensions, interaction fit correlates with all the EI dimensions except for stress management; adjustment at the work place was only correlated with intrapersonal emotional component. The correlation between adjustment variables and success variables shows that cultural adjustment is positively correlated with satisfaction among global managers. Adjustment at work correlates negatively with the wish to terminate the assignment. In other words, those who adjust less well to work show greater interest in terminating their assignment.
Research limitations/implications
Findings are based on the self‐reported questionnaires and should be treated with caution due to the possibilities of “method‐variance”. The findings are based on a small sample of international assigned managers operating within the Latin American theatre.
Practical implications
It is proposed that EI assessment be used in the selection of internationally assigned managers, in addition to the traditional selection criteria in order to improve the predictive ness of the assignee success.
Originality/value
The use of soft skills rather than hard skills as part of the selection decision of expatriates or any other internationally assigned professionals was long debated. In this study, for the first time, EI scores were used to predict cultural adjustment and subsequence success for managers.
This study examines the process by which interactions with host nationals help facilitate expatriates' cross-cultural adjustment. The hypotheses are based on two related theories, (1) the contact hypothesis and (2) social learning theory. • Personality characteristics (openness and sociability) are hypothesized to moderate the relationship between contact with host nationals and cross-cultural adjustment. The hypotheses are tested on a sample of expatriates from a US-based information technology company. Key Results • The findings suggest that greater contact with host nationals positively relates to cross-cultural adjustment when an individual possesses the personality trait of openness. The personality characteristic of sociability was also related to cross-cultural adjustment.
Primarily because of the significant rate and costs of failed international assignments, the attention paid by scholars to the topic of international adjustment has increased recently. Unfortunately, most of the work has been without substantial theoretical grounding. In an effort to move toward a theoretical framework for guiding future research, this article integrates theoretical and empirical work of both the international and the domestic adjustment literatures. This integration provides a more comprehensive framework than might be obtained from either of the literatures alone.
Integrating multiple theoretical perspectives, we differentiated international experience into current and past experience. In addition, we organized past international experience along two dimensions: domain (work/travel) and cultural specificity (U.S./non-U.S.). We examined the effects of expatriates' current assignment experience and past international experience on cross-cultural adjustment. The results indicate that past international experience moderates the relationship between current assignment tenure and general and work adjustment and also that general and work adjustment directly affect expatriates' early return intentions.
Emotionally intelligent people are defined in part as those who regulate their emotions according to a logically consistent model of emotional functioning. We indentify and compare several models of emotion regulation; for example, one internally consistent model includes tenets such as “happiness should be optimized over the lifetime.” Next, we apply that internally consistent model to the way a person can intervene in mood construction and regulation at non-, low-, and high-conscious levels of experience. Research related to the construction and regulation of emotion at each of these levels is reviewed. Finally, we connect our concept of emotionally intelligent regulation to its potential applications to personality and clinical psychology.
This article integrates theory from the cognitive tradition in negotiation with theory on culture and examines cultural influences on cognitive representations of conflict. The authors predicted that although there may be universal (etic) dimensions of conflict construals, there also may be culture-specific (emic) representations of conflict in the United States and Japan. Results of multidimensional scaling analyses of U.S. and Japanese conflict episodes supported this view. Japanese and Americans construed conflicts through a compromise versus win frame (R. L. Pinkley, 1990), providing evidence of a universal dimension of conflict construal. As the authors predicted, Japanese perceived conflicts to be more compromise-focused, as compared with Americans. There were also unique dimensions of construal among Americans and Japanese (infringements to self and giri violations, respectively), suggesting that identical conflict episodes are perceived differently across cultures.
Integrating work-family and cross-cultural adjustment literatures, the researchers proposed and tested a spillover and crossover model of expatriates' cross-cultural adjustment with reciprocal relationships. Spillover effects refer to the influence that expatriate attitudes in a particular domain (e.g., work) have on attitudes in other domains (e.g., nonwork), whereas crossover effects refer to the influence of expatriate attitudes on the spouse's attitudes (and vice versa). Data collected from Japanese expatriates, their spouses, and their superiors strongly supported both spillover and crossover effects between expatriate and spousal cross-cultural adjustment. In addition, expatriates' cross-cultural adjustment was found to be related to satisfaction, which, in turn, was found to be negatively related to expatriates' intention to return to their homeland early.
This study examined the validity of a broad set of predictors for selecting European managers for a cross-cultural training program in Japan. The selection procedure assessed cognitive ability, personality, and dimensions measured by assessment center exercises and a behavior description interview. Results show that the factor Openness was significantly related to cross-cultural training performance, whereas cognitive ability was significantly correlated with language acquisition. The dimensions of adaptability, teamwork, and communication as measured by a group discussion exercise provided incremental variance in both criteria, beyond cognitive ability and personality. In general, these results are consistent with the literature on domestic selection, although there are some important differences.
Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
Primarily because of the significant rate and costs of failed international assignments, the attention paid by scholars to the topic of international adjustment has increased recently. Unfortunately, most of the work has been without substantial theoretical grounding. In an effort to move toward a theoretical framework for guiding future research, this article integrates theoretical and empirical work of both the international and the domestic adjustment literatures. This integration provides a more comprehensive framework than might be obtained from either of the literatures alone.
Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence. Yes Yes
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence.
The relative contributions of emotional competence and cognitive ability to individual and team performance, team-member attitudes, and leadership perceptions were examined. Focusing on emotional competencies, we predicted that, although both cognitive ability and emotional competence would predict performance, cognitive ability would account for more variance on individual tasks, whereas emotional competence would account for more variance in team performance and attitudes. We also predicted that emotional competence would be positively related to team attitudes and to both leader emergence and effectiveness. Using a sample of undergraduate business majors who completed tasks alone and as members of teams, our results generally supported the hypotheses. Implications for the reach and impact of work relating emotional competencies to performance are offered.
An intelligence must meet several standard criteria before it can be considered scientifically legitimate. First, it should be capable of being operationalized as a set of abilities. Second, it should meet certain correlational criteria: the abilities defined by the intelligence should form a related set (i.e., be intercorrelated), and be related to pre-existing intelligences, while also showing some unique variance. Third, the abilities of the intelligence should develop with age and experience. In two studies, adults (N=503) and adolescents (N=229) took a new, 12-subscale ability test of emotional intelligence: the Multifactor Emotional Intelligence Scale (MEIS). The present studies show that emotional intelligence, as measured by the MEIS, meets the above three classical criteria of a standard intelligence.
The global economy and shifting political tides make the need for intercultural understanding and education obvious. Where historically the focus of intercultural training has been on preparing an individual to work in a new culture, today's organizations routinely ask managers to work in multinational environments and move from country to country. This challenge has created a strong debate about how to prepare managers for such challenging assignments. How ought people be assessed to understand their readiness for such assignments? Do high intelligence quotient (IQ) people adjust better than others to new cultural challenges? The topic of cultural adjustment and its assessment remains compelling but incomplete. Our focus here is the development and exploration of the concept of cultural intelligence, or, CQ (Earley, 2003; Earley & Ang, 2003), along with its implications for training and education for global work assignments. Our approach suggests that training for the global manager should include metacognitive, motivational, and behavioral components. The CQ approach represents a significant break from conventional wisdom of focusing on cultural values for intercultural education.
Addresses criticisms of the authors' previous linking of emotion and intelligence by explaining that many intellectual problems contain emotional information that must be processed. Using P. Salovey and J. D. Mayer's (1990) definition of emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking, it is argued that intelligence is an appropriate metaphor for the construct. The abilities and mechanisms that underlie emotional intelligence are described. These mechanisms are (1) emotionality itself, (2) facilitation and inhibition of emotional information flow, and (3) specialized neural mechanisms. Emotionality contributes to specific abilities, and emotional management influences information channels and problem solving. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Following a brief discussion of measures in areas allied to social intelligence—those dealing with a different meaning of the word "social," those attempting to assay interest or attitude, and those measuring items of acquired information—and of preliminary attempts to measure social intelligence, the writers evaluate the George Washington social intelligence test. This test is unsatisfactory in that it has yielded low coefficients of correlation in studies of validity, does not correlate with other tests of the social side of the individual, and shows relatively high correlation with tests of abstract intelligence. The writers hope that further investigation, via situation tests, movies, etc., may throw more light on the nature of ability to manage and understand people. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined the role of 3 sources of support in facilitating expatriate adjustment and performance. A model was developed that examined the effects of perceived organizational support (POS), leader-member exchange (LMX), and spousal support on expatriates' adjustment to work, the country, and interacting with foreign nationals. In turn, it was expected that expatriate adjustment would influence expatriate task performance and contextual performance. The model was tested using a sample of 213 expatriate-supervisor dyads via structural equation modeling. The results indicated that POS had direct effects on expatriate adjustment, which in turn had direct effects on both dimensions of performance. Although LMX did not influence adjustment, it did have direct effects on expatriate task and contextual performance. Spousal support did not relate to adjustment or performance. Practical implications for facilitating expatriate adjustment and performance are discussed.
abstract We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.
Discusses the use of self-report studies to understand organizational phenomena and examines issues of construct validity and of appropriate inferences that can be made from cross-sectional self-report studies (CSRSs). It is argued that CSRSs have 2 weaknesses. First, the use of the job incumbent as the only source of data leaves many alternative explanations for observed correlations other than that the intended traits are related. Second, cross-sectional designs do not allow for confident causal conclusions. Despite these weaknesses, this design can be useful in providing a picture of how people feel about and view their jobs and can determine intercorrelations among various feelings and perceptions. CSRSs should not be automatically dismissed as being inferior. However, the methodology used should match the research question asked, and for many organizational behavior questions the CSRS will not provide adequate answers. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)--the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)--and two self-report measures of EI--the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.
Psychometric Properties of the ECI
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