Leading with Cultural Intelligence, 2012a

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4.2 What is Metacognition? Metacognition refers to “thinking about thinking” and was introduced as a concept in by John Flavell, who is typically seen as a founding scholar of the field. Flavell said that metacognition is the knowledge you have of your own cognitive processes (your thinking). [1] It is your ability to control your thinking processes through various strategies, such as organizing, monitoring, and adapting. Additionally, it is your ability to reflect upon the tasks or processes you undertake and to select and utilize the appropriate strategies necessary in your intercultural interactions. Metacognition is considered a critical component of successful learning. It involves self-regulation and self-reflection of strengths, weaknesses, and the types of strategies you create. It is a necessary foundation in culturally intelligent leadership because it underlines how you think through a problem or situation and the strategies you create to address the situation or problem. Many people become accustomed to having trainers and consultants provide them with knowledge about cultures to the point where they are dependent on the coach, mentor, trainer, or consultant. However, they need to learn to be experts in cultural situations themselves through metacognitive strategies such as adapting, monitoring, self-regulation, and self-reflection. Culturally intelligent leaders can use metacognition to help themselves and to train themselves to think through their thinking. Metacognition is broken down into three components: metacognitive knowledge, metacognitive experience, and metacognitive strategies. Each of these is discussed in the following sections. Metacognitive Knowledge Metacognitive knowledge involves (a) learning processes and your beliefs about how you learn and how you think others learn, (b) the task of learning and how you process information, and (c) the strategies you develop and when you will use them. Let us say you have to learn a new language in 6 months. Here is how you would think about it, using metacognitive knowledge: Learning Process: I am good at learning new languages and I think I can do this in the time period I have been given. Saylor URL: http://www.saylor.org/books Saylor.org 87
Task of Learning: To complete this task, I will need to think about the following: o How soon can I get information to start learning the language? o How long will it take me to learn the language? o What information is available to me to learn this new language? o Is this language similar to a language I have learned before? o Will I be able to learn the language in time? o How hard will it be for me to learn this language? o What do I need to do to learn the language? The Strategies: I think learning this new language is going to take me 12 months, but I only have 6 months to prepare. I better find other ways to me meet this goal. I think I will find out if there is an accelerated language class that I can take. Maybe I should consider hiring a private tutor, or maybe I will just focus on learning the basics of the language. Metacognitive Experience Arnold Bennett, a British writer, said that one cannot have knowledge without having emotions. [2] In metacognition, there are feelings and emotions present that are related to the goals and tasks of learning. These components of metacognition speaks to metacognitive experience, which is your internal response to learning. Your feelings and emotions serve as a feedback system to help you understand your progress and expectations, and your comprehension and connection of new information to the old, among other things. When you learn a new language, for example, you may recall memories, information, and earlier experiences in your life to help you solve the task of learning a new language. In doing this, your internal responses (metacognitive experience) could be frustration, disappointment, happiness, or satisfaction. Each of these internal responses can affect the task of learning a new language and determine your Saylor URL: http://www.saylor.org/books Saylor.org 88
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This text was adapted by The Saylor
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It is hard for human beings not to
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In this age of social transformatio
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Chapter 3 "Cultural Intelligence De
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Endnotes 1. Hubbard (2002), p. 1. 2
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online collaborative communities, a
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Hispanics and women will dominate t
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of culture. Because Joan is not awa
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looking for my help to implement di
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Chapter 1 Culturally Intelligent Le
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surroundings—you create a new pic
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Culturally intelligent leaders must
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stakeholder needs. Edgar Schein not
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When everyone is held accountable f
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1.3 Chapter Summary Culturally int
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placing it on a heated surface for
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2.1 Cultural Systems Imagine a tree
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I once had a manager describe and d
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Page 44 and 45: 2.7 Culture is Symbolic Symbols are
Page 46 and 47: 2.9 Levels of Culture One of the ba
Page 48 and 49: Regional Culture Names Cultural Exp
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Page 54 and 55: interpretation; it can give us cult
Page 56 and 57: The value dimension of identity ref
Page 58 and 59: toward laissez-faire leadership, on
Page 60 and 61: This dimension also speaks to a cul
Page 62 and 63: [1] Hofstede (2001). [2] Hofstede (
Page 64 and 65: The findings of the GLOBE study ser
Page 66 and 67: Cultural Dimension High-Score Clust
Page 68 and 69: Desirable Leadership Attributes Und
Page 70 and 71: Chapter 3 Cultural Intelligence Def
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Page 74 and 75: Cultural intelligence is like tunin
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Page 78 and 79: do we choose to adapt to our enviro
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Page 82 and 83: 3.4 The Labyrinth of Cultural Intel
Page 84 and 85: 3.5 Chapter Summary Cultural inte
Page 86 and 87: 4.1 What is Cognition? Cognition is
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Page 92 and 93: 4.3 Techniques for Developing Strat
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Page 98 and 99: Judger Learner How can I protect my
Page 100 and 101: Chapter 5 I Think I Can and I Will
Page 102 and 103: 5.2 The Role of Self-Efficacy in Cu
Page 104 and 105: Jerry to use CI principles on a dai
Page 106 and 107: Build: Melissa can build her knowle
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Page 112 and 113: 5.5 Mindlessness and Self-Efficacy
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Page 124 and 125: or feeling. If you cannot forgive,
Page 126 and 127: Chapter 6 Adapting and Performing E
Page 128 and 129: Thus, cultural intelligence require
Page 130 and 131: ecomes anxious and uncomfortable. S
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in intercultural interactions. It i
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Jose is from Costa Rica and Mary is
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6.3 Linguistic Relativity In The Sp
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I know how to use the Internet to f
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point my finger at him. I was just
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suspicious of the company. Whereas,
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Time is an important value dimensio
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6.5 Changing Behaviors, Changing Mi
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6.6 Changing Minds Through Storytel
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3. Think of one common story that h
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Chapter 7 Cultural Intelligence in
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3. How would you describe Victor’
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7.2 Case Study 2: Young, Confident,
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up such as Julia’s high expectati
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esponses to this next attempt. In f
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7.4 Case Study 4: A New Leadership
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efugee. As a leader practicing cult
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1. How can Diane and her employees
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7.6 Case Study 6: On Opposite Polit
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their judgments of other beliefs an
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now they don’t feel this is an is
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7.8 Case Study 8: No Dogs Allowed A
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who they are based on their expecta
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CI Model in Action Acquire: It is
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Reflection Pattie works in a male-d
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Chapter 8 The Future of Cultural In
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8.1 Reframing Leaders must be able
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8.2 Adaptive Work It is clear that
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8.4 Consciousness As we progress in
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Chapter 9 References Adams, M. G. (
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Goldsmith, M. (2006). Leading new a
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Pink, D. H. (2006). A Whole New Min
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