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

Van der Horst, Catherine A. ; Albertyn, Ruth M. (2018)

CITATION: Van Der Horst, C. A. & Albertyn, R. M. 2018. The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching. SA Journal of Human Resource Management / SA Tydskrif van Menslikehulpbronbestuur, 16:a951, doi:10.4102/sajhrm.v16i0.951.

The original publication is available at https://sajhrm.co.za/index.php/sajhrm

Article

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

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