By ROUBEENI MOHAN
CULTURAL intelligence (CQ) was first defined by P. Christopher Earley and Soon Ang as a person’s ability to perform effectively in intercultural contexts.
According to the experts at MSI Global talent solutions, CQ is the vision to look at the global environment and interpret its particulars and patterns quickly and accurately.
While CQ involves looking at the global landscape, Emotional Intelligence (EQ) revolves around looking inwards. Its values form our core principles to accept and adapt to changes.
It is important to be emotionally intelligent in order to work across the world with multiple organisations which have multiple cultures.
In his book, Working with Emotional Intelligence, author Daniel Goleman stated that based on his conversation with the heads of development at Fortune 500 companies, they complained that there was a lack of fixed standard or yardsticks available for “soft” skills training.
Based on these observations, Goleman drew up a set of guidelines to improve emotional competence.
The following are the guidelines:
1. Determine Readiness
It is extremely crucial for managers or leaders to identify the individuals who are ready to undergo training.
If a person is found not ready, managers should make it a priority to develop that readiness.
2. Focus on Clear Goals
People need to be aware of what the competence is, and the steps needed to improve it.
Poorly focused programmes for change will either lead to fuzzy outcomes or fail entirely.
Therefore, it is important to make specifics of the competence clear and offer a workable plan.
3. Make change self- directed
When people are allowed to choose their learning programmes according to their needs, the learning process becomes more effective.
One-size-fits-all training programmes help no one specifically. Have people choose their own goals for development and help them design a plan to pursue them.
Self-directed training may not be possible in a large group. Therefore, organise soft skill training for smaller groups and allow people to sign up for the sessions they would like to attend.
4. Give performance feedback
According to Goleman, ongoing feedback can encourage and help direct change. This feedback could come from supervisors, peers,and friends.
5. Encourage practice
Ensuring that change lasts requires sustained practice both off and on the job.
A one-day seminar might be helpful, but it can only last for a short time. The new behaviours gained need to be put into practice consistently for months before it becomes a natural thing.
6. Arrange support
People who are also trying to make the same changes can offer crucial ongoing support. Building a network of support will make the change easier. Even a single buddy or mentor will help, Goleman says.
Those with a common goal are in a better position to understand each other and recognise one another’s frustrations and strengths.
It would be better if the organisation has an environment that encourages this change, with proper support provided. It is also an advantage if it shows that it values the competence, as well as allows experimentation.
According to Goleman, there are two key points that we need to take note of. Firstly, each of the above-stated element is necessary for effective learning, but it is not sufficient on its own. The second key point, he says, is the impact of each element increases to the degree it is part of a process that includes the others.