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Developing Cultural Intelligence:The IATA Case
Guido GianassoUniversity of Geneva
8 September 2011
8 September 2011Guido GianassoDeveloping Cultural Intelligence: the IATA case
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Research Gaps
Global Competence:
No generally accepted definition of the construct and validated assessment instrument
Prior studies have focused on expatriates adjustment. Little research exists on the relationship between global competence and individual job performance
Little research exists on how organizations can develop global competence
Guido Gianasso Developing Cultural Intelligence: the IATA case
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Research Questions
What makes “global” individuals more capable to operate across cultural boundaries and what is the relationship between this capability and job performance when individuals operate in interculturally diverse contexts
How can CQ capability be developed and how can organizations do so
Research Context: IATA
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Intended contributions to research
To examine the link between employees’ CQ and job performance in a global organization (only one study to date)
To provide first insight to whether employees demonstrate improvement in their CQ after undergoing a structured CCT intervention combining didactic and experiential activities (no study to date)
To propose an integrative model for future research
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Intended contributions to practice
To provide the empirical evidence to show that organizations need to seriously consider how to select and develop employees working in intercultural environments
To provide a concrete example of how a CCT intervention could look like
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Theory Development
Cultural Intelligence (Ang & Early, 2003; Ang et al., 2007)
Capability to interact effectively in culturally diverse setting
Four factor conceptualization (Sternberg & Detterman, 1986)
Selected among different conceptualizations of global competence for its
Theoretical soundness and parsimony
Instrument reliability, validity and easiness of administration in IATA
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Study 1 - Hypothesis
H1: all four CQ factors are positively associated with job performance in culturally diverse settings
H1A: Metacognitive CQ is positively related to job performance
H1B: Cognitive CQ is positively related to job performance
H1C: Motivational CQ is positively related to job performance
H1D: Behavioral CQ is positively related to job performance
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Study 1: Results
Note: Results are controlled for participants’ age, gender, observer liking, and superior-subordinate similarity.
** p < .01 *p < .05
Observer CQ ratings across A and B players
Observer Ratings A Players B Players
CQ Factors M SD M SD
Motivational CQ 5.93 0.51 5.35 0.71
Cognitive CQ 5.47 0.65 5.09 0.73
Meta-Cognitive CQ 5.40 0.57 4.93 0.59
Behavioral CQ 5.01 0.58 4.69 0.61
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Study 1: Results
Note: Results are controlled for participants’ age and gender. ** p < .01 *p < .05 † p < .10
Self CQ ratings across A and B players
Self CQ Ratings A Players B Players
M SD M SD
Motivational CQ 6.13 1.03 6.12 0.99
Cognitive CQ 5.57 1.05 5.49 0.96
Meta-Cognitive CQ 5.50 0.89 5.58 0.95
Behavioral CQ 5.47 1.07 5.27 1.20
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Study 1: Discussion
Observer – ratingsAll four factors are positively correlated with job
performance
Self-ratingsOnly behavioral CQ is positively correlated with job
performance (metacognitive and behavioral in Ang’s study)
≠ Degree of cultural diversity
≠ Difference in sample size
≠ Observer ratings vs. self rating self enhancement
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Study 1: Theoretical contributions
First study showing that all four factors of CQ are positively correlated with job performance
Study addressing the methodological limitations of Ang’s study (size, self-reported CQ, limited geographical scope)
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Study 1: Limitations
Research design does not allow to assert that CQ causes performance, but that only employees with a higher CQ are more likely to perform better
I did not control for multiple types of intelligence
I focused on task performance only
I assessed the relationship between CQ and performance but not the psychological / behavioral mechanism underlying the relationship
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Study 2 - Hypothesis
H2: the IATA Intercultural Leadership Engagement and Development (I-LEAD) program - with its integrative approach focusing on experiential learning - enhances participants’ CQ.
H2A: Motivational CQ will increase after attending I-LEAD
H2B: Cognitive CQ will increase after attending I-LEAD
H2C: Metacognitive CQ will increase after attending I-LEAD
H2D: Behavioral CQ will increase after attending I-LEAD
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How I-LEAD activities will affect CQ
• Lectures on Culture
• Teaching Internal Teams
• Traveling / Visiting
• International Projects
• Managing Internal/ External Stakeholders
• Leading Internal Teams
• Producing videos on culture
• CQ Self-Assessment & 360°
• Being Coached and Coaching junior employees
EXPERIENTIAL
II--LEAD ACTIVITIESLEAD ACTIVITIES CQ DIMENSIONSCQ DIMENSIONS
DIDACTICDIDACTIC
SELF-AWARENESS
MotivationMotivation
CognitionCognition
MetacognitionMetacognition
BehaviorBehavior
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Study 2: Results
Descriptives and repeated measures ANOVA results for observer CQ ratings for 55 I-LEAD change agents
Note: Results are controlled for participants’ age and gender ** p < .01
Change Agents
Retrospective Pre I-Lead
Post I-Lead
MS
F (1,52)
CQ Factors M SD M SD
Motivational CQ 5.08 0.62 6.00 0.52 0.94 10.15**
Cognitive CQ 5.03 0.60 5.90 0.52 0.68 8.11**
Meta-Cognitive CQ
4.95 0.58 5.85 0.52 0.63 8.33**
Behavioral CQ 4.75 0.58 5.56 0.62 0.78 9.76**
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Study 2: Results
Descriptives and repeated measures ANOVA results for observer CQ ratings for 160 I-LEAD team members
Note: Results are controlled for participants’ age and gender ** p < .01
Team Members
Retrospective Pre I-Lead
Post I-Lead
MS
F (1,157)
CQ Factors M SD M SD
Motivational CQ 4.84 0.59 5.59 0.60 0.55 6.09**
Cognitive CQ 4.75 0.56 5.39 0.56 1.06 15.94**
Meta-Cognitive CQ 4.60 0.56 5.33 0.61 1.52 17.01**
Behavioral CQ 4.43 0.54 5.06 0.61 1.47 16.99**
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Study 2: Discussion
Change Agents who went through the program were reported as having a significant increase in CQ +14.5 % Cognitive
+15.0 % Metacognitive
+15.3 % Motivational
+13.5 % Behavioral
Finding significant results despite low statistical power suggests strong effect size
Using a comparison group (I-LEAD Members) with results showing smaller CQ increase allows to rule out the possibility of maturation effects
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Study 2: Contributions
The study demonstrates that CQ is a measurable capability that can be systematically developed
Is the only study conducted in an organizational setting and based on observer reports that looked at impact on CQ specifically
Demonstrates that the scope and intensity of the program affects the level of CQ development and show cases the importance of an integrative training approach containing didactical, experiential and self-awareness elements
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Study 2: Limitations
I-LEAD team members are not a perfect comparison group
The non-randomized selection of change agents
The retrospective pretest measurement has limitations (socially desirable responding, etc)
The study did not test the relationship between specific training activities with specific dimensions
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Overall Discussion: Integrating Study 1 and Study 2
Employees’ Cultural
Intelligence
Motivation Cognition Metacognition Behavior
Employees’ Job
Performance
Integrative Cross-Cultural
Training Program
Didactic Experiential Self-Awareness
Proposed mediating role of CQ in translating global leadership training programs into performance at the workplace
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The model addresses some gaps in existing research:
Few studies on the relationship between CCT interventions and job performance
Few studies available focus on small groups of expatriates or students
Most CCT studies have examined the direct effects of training interventions without explaining the underlying mechanisms
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Implications for future research:
Future studies can empirically test the proposed integrative model that CCT programs affect job performance via the development of cultural intelligence
Future studies should conduct utility assessment of CCT interventions on the organization’s performance.
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Implications for global human resources systems
Global organizations should integrate CQ in their HR processes:
Global talent acquisition
Performance management and rewards systems
Global leadership development and training
Thank you!
Guido Gianasso8 September 2011