Using Intelligence Competencies to Identify Skills

Generally speaking, you can map skills to various intelligences: cognitive, emotional, creative and contextual (and in the diagram below I also include skills related to using artificial intelligence). I say generally because there is some overlap where skills require multiple intelligences. Understanding intelligent competencies and then mapping them to skills is useful for the planning and building stages of a Skill-Based Approach.

During the planning stage, you derive a list of skills you will need to pursue your career aspirations. This is no different than any other type of career planning, although once you decide what you want to do, you translate what you have into skills.[i]

Intelligence To Skills
Intelligence To Skills

Here are some examples:

  • The results of an IQ test determines powerhouse skills – something you concentrate on building throughout your career.
  • The results of an EQ test might indicate what ‘soft skills’ you must work on to be successful. If you have a high EQ, find ways to apply your emotional intelligence –  perhaps in leadership or human resources.
  • If you are creative, build skills that draw on your talents.
  • Understanding intelligences also helps you understand how you might learn best, so you can create a personalized plan to build your desired skills.

In A Skills-Based Approach to Developing a Career, I discuss how to translate the results of a personality, interests, and strengths test into a career development plan based on building and validating a skill set; here, I suggest how to use the results of intelligence tests.

There is value in translating your career development into skill sets; it defines your career plan in a universal language everyone understands. Educators and employers know skills, so talking in skills effectively bridges your education and employment experiences. Skill sets are also being used in most of the social media profiles, job board profiles, and personal websites. Finally, most professionals must commit to lifelong learning and validate their skills in some way. I suggest adopting the Skills-Based Approach methodology. It is a progression in four stages: planning, building, presenting, and validating. Each stage has proposed ways to achieve its objectives. The beauty of a skills-based approach is its simplicity and flexibility.

I loosely use three intelligences – analytical (which I call cognitive), creative, and contextual – from Sternberg’s Triarchic Theory of Intelligence. I added artificial and emotional intelligence because both are receiving considerable attention nowadays and I think are distinguishable from the others.

[i] Ryan Frischmann. A Skills-Based Approach to Developing a Career. (Trafford, 2013).

It’s Not All About How Smart You Are…

Individual intelligence is commonly associated with cognitive intelligence, though emotional intelligence is also getting a lot of attention nowadays (especially among leadership gurus). Going forward, a collective intelligence – the combined intelligence of systems and a network/team – becomes more important than individual intelligence. It makes more sense to compare collective intelligences, because teams and their intelligent systems are the actors of future competition.


Here are the definitions of some of various intelligences I have come across:

Cognitive Intelligence (IQ, GMAT, GRE, LSAT, etc.) – “the set of all mental abilities and processes related to knowledge: attention, memory and working memory, judgment and evaluation, reasoning and computation, problem solving and decision-making, comprehension and production of language, etc.”[i] People with a high cognitive intelligence often brandish the results of related tests on college and employment applications, some even put it on their LinkedIn profile; it is a status symbol in our society. Stereotype of someone with a high IQ: a brainy genius who you ask to solve a problem.

Emotional Intelligence (EQ) – “the ability to monitor one’s own and other people’s emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.”[ii] In Emotional Intelligence 2.0, Travis Bradberry and Jean Greaves break emotional intelligence into four areas – self-awareness, self-management, social awareness, and relationship management – and provide strategies to improve your EQ. A distinction they make frequently is you can improve your EQ, but cannot improve your IQ. Many of the leadership and personal branding experts assert that a high EQ is more valuable than a high IQ in most professions. Stereotype of someone with a high EQ: a social magnet who you ask to coordinate gatherings.

Creative Intelligence (CQ, curiosity quotient) – capable of ‘generating original ideas’, open to new experiences, and inquisitive. People with a high CQ ‘stir the pot’ by challenging the status quo. Their ideas are not necessarily rooted in complex thinking (requiring a high IQ), but rather tweaking or thinking out of the box. In a HBR article Curiosity Is as Important as Intelligence, the author concludes: “CQ is the ultimate tool to produce simple solutions for complex problems”. Stereotype of someone with a high CQ: an edgy designer who you ask to create concepts.

Contextual Intelligence – “the ability to understand boundaries of knowledge and adapt to other environments.”[iii] Understanding the nuances of different cultures and their social norms is critical as we become increasingly interconnected. Understanding variations in seemingly similar applications is important as the competition between new technologies stiffens. Stereotype of someone with a high contextual intelligence: a street-smart diplomat who you ask to understand a culture.

Artificial Intelligence (Turing Test) – the intelligence of machines or software. Artificial intelligence is becoming a reality, some current applications include: feeding content in social media, asking IBM Watson questions through Verse (an email collaboration platform), and nudging by personal assistants on cell phones (Siri, Cortana, Google Now, etc.). It is a commonly accepted notion that AI becomes pervasive in our everyday lives. Though many outspoken leaders, Bill Gates, Stephen Hawking, and Elon Musk, have recently voiced concerns about the dangers of future intelligent systems.

Collective Intelligence (a variation of IQ to accommodate teams) – this is the combined intelligence of a team and/or intelligent systems. With advances in technology and communication practices, leaders need to think in terms of a collective intelligence as they build teams and introduce technologies. A collective intelligence can be predicted. It is strongly correlated with “the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and proportions of females in the group” – not strongly correlated with the individual intelligence of its members.[iv] It is also worth noting that online communication (driven by technology) has similar correlations to collective intelligence as face-to-face communication.[v]

There are various forms of intelligence: cognitive, emotional, creative, and contextual. Fortunately, it is not just about how smart you are – personality, ingenuity, and street smarts are as valuable. Artificial intelligence (AI) is a reality. Leaders should optimize the collective intelligence of their teams.






New Social Contract With Intelligent Systems

Advancements in intelligent systems (AI, robotics, etc.) require us to make important decisions now for our future. The technology is currently on the doorstep. We are accustomed to talking to a voice on our cellphone (Siri) and barking orders to a system in our car. Though, it is a commonly accepted notion that AI becomes pervasive in just about everything we do.

Intelligent Systems
Intelligent Systems

One perspective of futuristic AI is captured in the film Her about a lonely writer who reaches out to an operating system to satisfy his companionship needs. The AI is intelligently responsive, attentive, curious, and seemingly emotional. (Of course, having Scarlet Johannsson’s husky, luring voice and a picture of her in your mind further sells the idea; this is why you know she is doing the voice over before you watch the film.)

As we race to adopt advanced technologies, some of the issues include: educating future generations on how and when to use them, providing universal access, establishing social norms – boundaries when it is appropriate, and mitigating excessive security controls.

It is still hard to predict the best ways to educate children with using intelligent systems. What is the criteria in deciding what facts and information has to be memorized versus being retrieved from an intelligent system? (As I have said in a previous blog on knowledge, building skills will have more value than memorizing facts and information.) Should there be limitations on the frequency or duration of ‘nudges’? Is it ethical to receive deep emotional encouragement from AI?

There was an article in the NYT about an autistic child who found personal satisfaction in communicating with Siri through his IPhone. It is an uplifting story because, as his mom acknowledges, he receives attention and comfort he probably does not get in other ways.[i] As AI becomes more advanced, this situation – having relationships with AI – plays out with a broader segment of the population.

Using AI frequently requires multitasking. A highly contested issue is whether multitasking has a positive or negative influence on a person’s cognitive abilities. There was a study that says “yes”, multitasking is an acquired skill.[ii] In another article, the results were negative: multitaskers had less grey matter density in their brain and had a more difficult time concentrating when they need to.[iii]

According to Erik Brynjolfsson, a professor at MIT: “technology is the main driver of the recent increases in inequalities”.[iv] Futurists predict a bifurcation of the classes, where the middle class splits into the upper and lower classes. Highly skilled professionals with access to new technologies find jobs, the rest will be under- or un- employed. As a society, we must make the latest technologies accessible to all in K-12 and higher education; this might be a simplistic argument, but what about the commitment to follow through on it. Currently there is support in providing internet access to all; in the future, there needs to be similar support in providing advance technologies (like AI) to all.

One of the most prominent transhumanists is the inventor and philosopher Ray Kurzweil, currently director of engineering at Google, and popularizer of the concept of the technological “singularity” – a point he puts at around 2045, when artificial intelligence will outstrip human intelligence for the first time.[v]

Some people embrace AI, some people abhor AI. Regardless, advancements in AI will continue to move forward because people want to feel happier, increase productivity and become more intelligent. There will be a new social contract laying out how humans interact with AI.

In the latest Wired, there was an article about the dangers in giving an authority control over newer technologies – especially those engrained to us in a personal way. Currently authorities can use a ‘kill switch’ on a cell phone, eavesdrop on our communications, and take control of our computer or devices. What about implanted devices? Should you be concerned in interacting with an intelligent system in a personal way, letting it know all your behaviors and what you are thinking?

What the net is, is the nervous system of the 21st Century. It’s time we started acting like it.[vi]




[iv] David Rotman. Technology and Inequality. (MIT Technology Review, November 2014).


[vi] Cory Doctorow. Keep Out Don’t Let Uncle Sam Invade Your Devices. (Wired, November 2014 Issue).

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