Cognitive Intelligence Competencies Research Articles

Updating the Debate on Behavioral Competency Development: State of the Art and Future Challenges.

Emotional, social, and cognitive intelligence competencies have been recognized as the most critical capabilities for organizations to acquire at all levels. For this reason, a wide body of research since the 1980s has demonstrated their positive impact on individual performance, career success, and wellbeing across sectors and professional roles, and a large number of theoretical contributions on how these competencies can be effectively developed has emerged over time. We focus attention on the developmental and learning processes of emotional, social, and cognitive intelligence competencies that occur after formal training or educational courses provided by universities or certified organizations and directed to students or practitioners. Specifically, we conduct an exploratory literature review on the existing academic studies in order to identify the scholars and the pieces of research contributing most to the debate under investigation. This article aims at analyzing this body of research through a systematic review of the literature in order to: (i) provide a comprehensive critical analysis of the distinctive features of the theoretical and methodological frameworks adopted to develop these competencies; (ii) review the contexts in which the training initiatives analyzed by the literature have been delivered and the categories of learner involved; (iii) discuss the learning outcomes of these educational programs and how they have been assessed; (iv) identify gaps and inconsistencies in the current state of the literature, suggesting promising paths for future research; and (v) stimulate insights for educators, human resource managers, executives, and policymakers by organizing and critically analyzing the extant contributions on competency development. This review represents the first attempt to systematize the methodologies of the educational programs for competency development and to assess their effectiveness in order to assist educators and executives in their ongoing efforts to equip students and employees with the relevant skills needed to achieve superior performance in the workplace. At the institutional level, policymakers should promote a dedicated agenda with concrete actions to equip people with emotional and social intelligence competencies.

Web-based and face-to-face classes: are there unintended outcomes?

Purpose Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement. Design/methodology/approach Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors. Findings One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes. Research limitations/implications Research participants all came from one course, at one university. Practical implications There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies. Originality/value Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success.

Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates' careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by achievement orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative.

Developing a Conceptual Framework for Knowledge Sharing Behavior by Considering Emotional , Social and Cognitive Intelligence Competencies

Present age is called knowledge economy age. Hence, many organizations think about using tools like knowledge management for their survival. Human activities such as knowledge sharing among organizational members are the basis of knowledge management process in organizations. In many scientific articles, the impact of human traits such as intelligent on knowledge is discussed. Present study is a descriptive survey - type. It aims at studying the impact of employees' intelligent components on knowledge sharing behavior. Data collection method is a three - part questionnaire and the sample size includes 105 employees of an organizations. Content validity was supported by elites and the reliability of the questionnaire was proved by Chronbach's alpha ratio. All data were analyzed by correlation test and multivariate regression. Likewise, intelligent components were studied by Boyatzis' model. Research findings indicate that social intelligence and emotional intelligence impact on knowledge sharing behavior positively and significantly. Also, the relationship between the aspects of emotional intelligence (self - management, self - awareness) and the aspects of social intelligence (social awareness and relations management) with knowledge sharing behavior was supported.

Role of Leadership Competencies and Team Social Capital in it Services

As the nature of work changes into team-based knowledge work, the social capital among team members becomes more and more critical. This study applies social capital theory to IT service team environment. The research model of this study includes emotional, cognitive, and social intelligence competencies of project managers (PM) as they lead to the project performance, while team social capital is posited as a mediator between these leadership competencies and team project performance. A PLS analysis of 285 data points collected via a validated questionnaire revealed the followings: (1) emotional intelligence competencies of PM directly influence the project performance, (2) social intelligence competencies of PM indirectly influence project performance only via team social capital, and (3) cognitive intelligence competencies of PM maintains direct influence on project performance in shorter term projects, but indirect influence only via the accumulated team social capital in longer term projects. The analysis also reveals that it takes time to grow team social capital. Implications of the findings are discussed, and further studies are suggested.

Managerial and Leadership Competencies

Development of competencies needed to be effective managers and leaders requires research and theory that can drive future scholarship and application. Competencies are defined and an overview is provided on research on competencies, their link to performance in various occupations, and their development. Emotional, social and cognitive intelligence competencies predict effectiveness in professional management and leadership roles in many sectors of society. In addition, these competencies can be developed in adults.

Managing complexity: systems thinking as a catalyst of the organization performance

PurposeThe paper aims to analyse new management practices for addressing complexity, uncertainty and changes of today's business landscape. In this context it is critical to understand the role of intellectual capital and particularly what are the key competencies to be developed in order to deal with the fluidity of business. Effective decision making and learning in a world of growing dynamic complexity requires leaders to become systems thinkers – to develop tools to understand the structures of complex systems. The paper aims to clarify the relationship between systems thinking and organization performance.Design/methodology/approachThe methodology of systems thinking is inseparable from the philosophy of systems thinking, thus, the first part of the paper presents the common theory of systems and the systems approach to the organization. The paper follows a quantitative research approach. Firstly, exploratory factor analysis was employed to assess dimensionality of scales. Secondly, relationships between variables were explored using Spearman's correlation. Thirdly, multiple linear regression was run to test the hypothesized model of relationships. Finally, one‐way ANOVA was employed to test the influence of intelligence competence level on mean of organization performance.FindingsBased on the analysis and synthesis of the scientific literature a conceptual model of the relationship between cognitive intelligence competencies (such as systems thinking) and organization performance was developed. The theoretical model was supported by empirical evidence. Correlational and regression analyses revealed that systems thinking was associated with higher organization performance.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. The sample of this research was limited only to national level therefore it is not possible to compare results across different countries. In order to generalize the research findings, further research should include more companies from different industries. Secondly, the traditional self assessment method has been used for evaluation of competencies in this paper, but the results could be supplemented by adding 360‐degree feedback or multisource assessment results.Practical implicationsA systems thinking approach allows the realization of various interrelations and working schemes in the organization and helps to identify regularities of the organizational development. The application of systems thinking principles cannot guarantee success but may be a useful means or a permanent form of activity when solving conceptual problems.Originality/valueRich insight to the systems thinking approach was provided at the conceptual level and meaning of systems thinking was developed. The paper discloses the effects of systems thinking on organization performance and includes implications for the development of systems thinking and other leadership competencies.

Emotional, social and cognitive intelligence competencies distinguishing effective Italian managers and leaders in a private company and cooperatives

PurposeThe purpose of this study is to report data showing competencies that distinguish effective managers and leaders in a large Italian company and in Italian cooperatives.Design/methodology/approachThe approach takes the form of analysis competencies coded from 51 interviews and 53,360 assessments of managers and leaders comparing more and less effective managers and leaders.FindingsEmotional, social and cognitive intelligence competencies predict effectiveness in management and leadership roles in a variety of Italian organizations.Research limitations/implicationsAlthough each sample is small, together they create a basis for future confirmatory research.Practical implicationsCompetencies needed to be effective can be identified.Originality/valueThe paper and the studies reported are the first to be published showing competencies that distinguish effectiveness in Italian managers and leaders.

Competencies as a behavioral approach to emotional intelligence

PurposeDevelopment of competencies needed to be effective managers and leaders requires research and theory that can drive future scholarship and application. This introductory essay to this special issue of JMD seeks to focus on competencies in organizations in Europe and a broader conceptualization of emotional intelligence.Design/methodology/approachCompetencies are defined and an overview is provided for the papers that will follow with original research on competencies, their link to performance in various occupations, and their development.FindingsEmotional, social and cognitive intelligence competencies predict effectiveness in professional, management and leadership roles in many sectors of society. It addition, these competencies can be developed in adults.Research limitations/implicationsAs an introductory essay, the paper lays the foundation for the following papers in this issue.Practical implicationsCompetencies needed in order to be effective can be developed.Originality/valueDespite widespread application, there are few published studies of the empirical link between competencies and performance. There are even fewer published studies showing that they can be developed. The special issue will add to both literatures. There is widespread confusion as to the definition of emotional intelligence; the paper offers some clarification.

A 20‐year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education

PurposeDevelopment of competencies needed to be effective managers and leaders requires program design and teaching methods focused on learning. The paper presents an update and a view of 20 years of attempting to develop these competencies.Design/methodology/approachA total of 14 longitudinal studies of the impact of a particular MBA program on developing emotional, social and cognitive intelligence competencies are reviewed. Three new studies are to complete a 20‐year perspective. This is a value added design. It asks how are the graduates different from when they entered the program?FindingsEmotional, social and cognitive intelligence competencies that predict effectiveness in management and leadership can be developed in adults through a graduate management program. These improvements can sustain out as far as seven years. But this degree of value added can be eroded by a tumultuous organizational climate.Research limitations/implicationsIt is a series of 17 longitudinal studies on one school. With support from four studies of a program for 45‐65 year‐old executives.Practical implicationsCompetencies needed to be effective can be developed. But that development can be eroded without continuous improvement and renewal.Originality/valueFew sets of multiyear, multi‐cohort, multi‐method, multitrait studies exist. This helps to build a new literature on learning and development, as well as focusing on development of competencies.

The beat and rhythm of competency development over two years

PurposeThe purpose of this paper is to show that research supports competencies can be developed in adults; however, even in these “model programs” for developing emotional intelligence and social intelligence competencies, little is known about what goes on inside the “black box” of change. How does the change occur?Design/methodology/approachIn an attempt to help adults develop emotional, social, and cognitive intelligence competencies, the model of intentional change theory was applied during the first of the required courses, entitled Leadership Assessment and Development in the Master of Business Administration program at Weatherhead School of Management, Case Western Reserve University. About 26 students in the program were solicited to participate in the longitudinal study, where they were assessed periodically for competency development (about six to eight weeks) during their two‐year program.FindingsThe results indicated that certain type of competencies were developed much earlier in the program (e.g. technology and quantitative), while other competencies were developed during the summer break (e.g. help and relationships) or toward the end of the program (e.g. informational analysis, theory, and goals and action). Students' career aspiration also had an impact on the rhythm and flow of competency development – while career changers steadily improved throughout the program, career explorers had spurts of improvement throughout the program, indicating their uncertain pattern of development. Overall, students' opportunity mode and desire for continuous learning significantly impacted their competency development.Originality/valueThe study raised certain implications for competency development. The relationship between opportunity utilization and intentional change – how to maximize given opportunities while seeking out new and noble opportunities – raised a question about how to structure formal competency development in organizations, especially when it comes to one's professional development. The study could not infer the underlying causal relationships between competency acquisition, program structure, subject content and initial competency demonstration level, given the limited sample size and the exploratory nature of the study.

Competencies in the 21st century

PurposeThe purpose of this paper is to show that development of competencies needed to be effective managers and leaders requires program design and teaching methods focused on learning. This is the introductory essay to this special issue of JMD.Design/methodology/approachCompetencies are defined and an overview is provided for the eight papers that will follow with original research on competencies, their link to performance in various occupations, and their development.FindingsEmotional, social and cognitive intelligence competencies predict effectiveness in professional, management and leadership roles in many sectors of society. In addition, these competencies can be developed in adults.Research limitations/implicationsAs an introductory essay, this lays the foundation for the papers in this issue.Practical implicationsCompetencies needed to be effective can be developed.Originality/valueDespite widespread application, there are few published studies of the empirical link between competencies and performance. There are even fewer published studies showing that they can be developed. This special issue will add to both literatures.