Need a perfect paper? Place your first order and save 5% with this code:   SAVE5NOW

Critical Intelligence Assessment


In our increasingly globalized world, diverse workplaces bring together individuals from various cultural backgrounds, fostering effective collaboration and potential challenges. This assignment delves into the concept of Cultural Intelligence (CQ), which involves the capacity to adapt, connect, and thrive within culturally diverse teams. The dynamic nature of CQ emphasizes its potential for growth through intentional efforts (Earley et al., 2006). This reflection aims to analyze my CQ assessment scores (T1), subsequently crafting a development plan to enhance short and long-term CQ proficiency. By engaging in this reflective process, I will bridge theory and practice, refining my ability to navigate multicultural environments.

Initial Reflection

Coal Jung quote

Before this course began, my interactions with culturally diverse environments were characterized by curiosity and apprehension. I held certain preconceptions and stereotypes that I now recognize as limiting and inaccurate. Exposure to the unit’s concepts has significantly transformed my initial perceptions, attitudes, behaviors, and responses within such environments (Van Dyne et al., 2016). Initially, my expertise in cultural values became restrained to a floor-stage recognition of variations in rituals and customs. However, through academic sources like Hofstede’s cultural dimensions, I have realized the deep-seated effect of values on conversation patterns, decision-making tactics, and interpersonal dynamics.

Before the route, I approached numerous environments with a sure diploma of ethnocentrism, unconsciously assuming that my cultural norms were universally applicable. The discussions on cultural relativism illuminated the fallacy of this attitude, highlighting the need to drop judgment and include cultural differences. Consequently, I am open-minded and effective in navigating strange customs and views. My preliminary reaction to language boundaries and conversation differences turned into frequent frustration. Through the lens of intercultural conversation theories, including the Communication Accommodation Theory, I have grasped the importance of adjusting my communication style to create rapport and understanding. This perception has translated into an extra proactive attempt to bridge linguistic gaps and avoid misunderstandings (Ng et al., 2012).

In terms of teamwork, my earlier technique became stimulated using a mono-cultural mindset, mainly due to occasional soreness when faced with diverse groups. The unit’s exploration of the benefits of various groups and the concept of mental protection has reshaped my mindset (Bücker et al., 2015). I now apprehend that various teams provide broader insights and answers. I intend to contribute actively while fostering an inclusive and safe area for all team contributors. Specifically, my adventure via this route has been marked by employing transformative shifts in how I perceive, interact with, and respond to culturally numerous environments.

Present Challenges

I am grappling with verbal exchange challenges stemming from cultural differences, especially those associated with oblique communique styles. This task aligns with the concept of high-context and occasional-context communication mentioned within the unit, drawing from Edward T. Hall’s framework. In a recent project, I collaborated with a team member from an excessive-context subculture. Their tendency to rely on nonverbal cues and implicit communique made it hard for me to grasp their intentions and expectancies. This led to misunderstandings and delayed progress. This relates to the monochronic and polychronic time systems introduced in the unit. In a cross-cultural team meeting, I observed varying attitudes toward punctuality. Some team members adhered strictly to schedules (monochronic), while others exhibited a more fluid approach to time (Van Dyne et al., 2012). This divergence in time orientation led to tensions and inefficiencies during discussions.

Furthermore, the concept of power distance has come into play within my team. In a decision-making process, I noticed that deference to authority figures was more pronounced for team members from cultures with high power distance. This impacted the equitable distribution of responsibilities and hindered collaborative decision-making. These challenges highlight the complexity of intercultural interactions and underscore the need for heightened cultural intelligence. By referencing academic sources that delve into these concepts, such as Hall’s framework and Hofstede’s cultural dimensions, I aim to navigate these challenges more adeptly and foster a more inclusive and productive environment.

Future Opportunities

In the future, I am eager to embrace intercultural opportunities that enable me to work as a global leader in my chosen field. This aspiration aligns with the increasing trend of cross-border collaboration and the need for leaders who can navigate diverse environments effectively. I envision leading multicultural groups, fostering innovation via the mixing of diverse views, and driving organizational fulfillment on a global scale. Cultural Intelligence (CQ) can be instrumental in understanding those targets. Firstly, by improving my CQ, I can broaden my heightened awareness of cultural nuances, allowing me to evolve my management fashion to fit extraordinary contexts. This adaptability, rooted in the idea of the CQ model, may be crucial in building belief and rapport within multicultural groups.

critical thinking and future works

Secondly, CQ’s cognitive dimension will allow me to method intercultural demanding situations with a boom-orientated mindset. By drawing on academic resources emphasizing empathy and angle-taking, I can domesticate a deeper understanding of group contributors’ views and studies. This understanding can result in more effective problem-solving and conflict resolution within multicultural teams (Bücker et al., 2015). Lastly, as I intend to establish relationships in various contexts, CQ’s motivational dimension will power my dedication to non-stop studying and development. By setting intentional goals for CQ development and seeking opportunities for cross-cultural experiences, I can establish a reputation as a leader who values and champions diversity. A commitment to enhancing my CQ will bolster my pursuit of intercultural opportunities. This dynamic ability to adapt, relate, and work effectively across cultures will enrich my personal and professional experiences and position me as a catalyst for positive change in an increasingly interconnected world.

CQ Areas of Strength

Three of my highest-scoring sub-dimensions in Cultural Intelligence (CQ) are Metacognitive CQ, Cognitive CQ, and Motivational CQ. These strengths have been evident in my intercultural interactions within work environments, aligning with concepts discussed in the unit. Metacognitive CQ, which involves awareness and understanding of one’s cultural assumptions, has manifested in my ability to recognize my biases and preconceptions. Drawing from the idea of cultural self-consciousness, as outlined by Markus and Kitayama (1991), I have actively meditated on my cultural lens, which affects my perceptions. This cognizance has enabled me to method interactions with an extra open and receptive mindset, mainly to stepped-forward collaboration.

multiple intelligences

Cognitive CQ, focusing on expertise about cultures and worldwide troubles, has established benefits in work environments. The unit’s emphasis on cultural knowledge acquisition has empowered me to seek information about specific cultures, norms, and practices. This knowledge has aided in building rapport and credibility, demonstrating the principles of cultural knowledge discussed in the literature (Matsumoto, 2007). Motivational CQ has driven me to engage passionately in intercultural interactions. This aligns with the unit’s exploration of intrinsic Motivation, emphasizing the personal value derived from cultural experiences (Uy et al., 2008). This Motivation has fueled my proactive participation in cross-cultural initiatives, contributing to more inclusive and collaborative work environments. These strengths have facilitated more informed, empathetic, and engaged intercultural interactions. I can further harness their potential to drive positive outcomes within diverse work settings by acknowledging these high-scoring sub-dimensions.

CQ Areas for Improvement

Three of my lowest-scoring sub-dimensions in Cultural Intelligence (CQ) are Behavioral CQ, Emotional CQ, and Cultural Motivation. These areas for improvement may hinder my effectiveness in culturally diverse environments and are tied to concepts discussed in the unit. Behavioral CQ, which relates to appropriate verbal and nonverbal behaviors in cross-cultural interactions, challenges my intercultural engagement (Crowne, 2008). This aligns with communication accommodation, wherein adjusting one’s communication style fosters better understanding (Giles et al., 1991). My limited Behavioral CQ might lead to misinterpretations, as my nonverbal cues may need to align with cultural norms.

Emotional CQ involves managing emotional responses during cross-cultural interactions. This relates to the concept of emotional regulation discussed in the literature (Matsumoto, 2007). My low Emotional CQ might hinder effective communication and collaboration in emotionally charged situations as I struggle to appropriately navigate culturally distinct emotional expressions. Cultural Motivation, which drives one’s interest in learning about other cultures, is tied to intrinsic Motivation (Uy et al., 2008). My lower Cultural Motivation might prevent me from seeking diverse experiences, limiting my exposure to different perspectives and hindering my capacity to adapt to varied cultural contexts. Addressing these low-scoring sub-dimensions through intentional efforts and referencing relevant academic sources can enable me to enhance my Cultural Intelligence and overcome these limitations. This, in turn, will promote more effective interactions and contributions in culturally diverse work environments.

Sub-Dimensions for Focus

Given my current challenges, future opportunities, and CQ assessment scores, I will focus on improving the CQ Knowledge and CQ Action dimensions. I have selected CQ Knowledge as one of the dimensions to concentrate on due to its potential to address my communication challenges and clashes of cultural values. Enhancing cultural knowledge aligns with communication accommodation (Giles et al., 1991), helping me more effectively navigate high-context and low-context communication styles. By deepening my understanding of cultural norms and their underlying values, I can anticipate potential conflicts and adjust my communication approach accordingly. Moreover, bolstering my cultural knowledge will aid in addressing clashes related to time orientation, enhancing my ability to navigate differing perceptions of punctuality within teams.

dimensions of intelligence

The second dimension I will focus on is CQ Action. This choice stems from my future opportunities to become a global leader and participate in multicultural teams. Developing actionable strategies aligns with the concept of CQ adaptation, which emphasizes adapting behaviors to align with cultural contexts (Earley & Ang, 2003). By honing my ability to adapt my actions, I can foster trust and collaboration within multicultural teams, ultimately contributing to more inclusive and effective leadership. Improving these dimensions will address my current challenges and bolster my future opportunities. Strengthening CQ Knowledge will mitigate communication misunderstandings and value clashes while enhancing CQ Action will enable me to lead and work seamlessly in diverse environments (Wang & Goh, 2020).

Short-Term Goal

I will improve the CQ Knowledge dimension by enhancing my understanding of cultural communication styles. Within the next 12 weeks, I aim to engage in a dedicated study of high-context and low-context communication patterns in diverse cultures. This will involve reading academic literature, attending workshops, and engaging in online resources that provide insights into the cultural nuances of communication.

Key Tasks and Strategies

  1. Literature Review: I will dedicate time each week to reading academic articles and books that delve into communication accommodation, such as those by Giles et al. (1991), to understand how cultural differences impact communication styles.
  2. Workshops and Webinars: I will actively participate in workshops and webinars focused on intercultural communication, seeking guidance from experts and practitioners who specialize in bridging communication gaps in multicultural environments.
  • Case Studies: I will analyze case studies highlighting real-world examples of communication challenges and successes in culturally diverse contexts, allowing me to apply theoretical knowledge to practical situations.

Long-Term Goal

I will concentrate on elevating my CQ Action by refining my ability to adapt my behavior in culturally diverse settings. Over the next 12 months, I will actively seek opportunities to participate in international projects and collaborate with colleagues from various cultural backgrounds.

Key Tasks and Strategies

  1. International Projects: I will actively volunteer for international projects or initiatives, exposing myself to various cultural contexts and challenges that require adaptive behavior.
  2. Mentorship: I will seek mentorship from professionals experienced in working across cultures, aiming to learn from their insights and strategies for successful cross-cultural collaboration.
  • Self-Reflection: After each intercultural interaction, I will reflect on my behaviors and actions, identifying areas I successfully adapted and areas needing improvement.

By implementing these short-term and long-term goals, along with the identified key tasks and strategies, I intend to transform my CQ Knowledge and CQ Action dimensions, enhancing my ability to navigate and excel in culturally diverse work environments (Rockstuhl et al., 2011).


Within the following four weeks, I will share my formalized dreams with my mentor, a seasoned expert with extensive experience in leading pass-cultural groups. My mentor’s understanding and steerage will be beneficial in reaching my dreams. Drawing from their studies, they can provide insights into sensible techniques for adapting behaviors and communicating correctly in diverse contexts. I will schedule test-in meetings every two weeks to keep my mentor informed of my progress. During those meetings, I will provide updates on the workshops attended, the literature reviewed, and any cross-cultural interactions I have engaged in. Their feedback and advice will assist me in refining my technique and addressing any challenges that arise, ensuring I stay on course to achieve my dreams.


In this reflective journey, I have recognized the transformative energy of Cultural Intelligence (CQ) in navigating the complexities of culturally numerous environments. By acknowledging my strengths and areas for improvement, I have formulated targeted goals aligned with the SMART framework. Through deliberate efforts to enhance CQ Knowledge and CQ Action, I propose to bridge conversation gaps, adapt correctly, and seize intercultural possibilities. Engaging in non-stop gaining knowledge of, seeking mentorship, and embracing go-cultural studies may be instrumental in my quest for more talent in CQ (Imai & Gelfand, 2010). This reflective process has enriched my understanding of CQ and laid the foundation for personal and professional growth on a global stage.


Bücker, J., Furrer, O., & Lin, Y. (2015). Measuring cultural intelligence (CQ): A new test of the CQ scale. International Journal of Cross-Cultural Management15(3), 259-284.

Crowne, K. A. (2008). What leads to cultural intelligence? Business Horizons51(5), 391–399.

Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press.

Earley, P. C., Ang, S., & Tan, J. S. (2006). CQ: Developing cultural intelligence at work. Stanford University Press.

Giles, H., Coupland, N., & Coupland, J. (1991). Accommodation theory: Communication, context, and consequence. In H. Giles, N. Coupland, & J. Coupland (Eds.), Contexts of Accommodation: Developments in Applied Sociolinguistics (pp. 1–68). Cambridge University Press.

Imai, L., & Gelfand, M. J. (2010). The culturally intelligent negotiator: The impact of cultural intelligence (CQ) on negotiation sequences and outcomes. Organizational behavior and human decision processes112(2), 83-98.

Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and Motivation. Psychological Review, 98(2), 224-253.

Matsumoto, D. (2007). Culture and Psychology. Cengage Learning.

Ng, K. Y., Van Dyne, L., & Ang, S. (2012). Cultural intelligence: A review, reflections, and recommendations for future research.

Ott, D. L., & Michailova, S. (2018). Cultural intelligence: A review and new research avenues. International Journal of Management Reviews20(1), 99-119.

Rockstuhl, T., Seiler, S., Ang, S., Van Dyne, L., & Annen, H. (2011). Beyond general intelligence (IQ) and emotional intelligence (EQ): The role of cultural intelligence (CQ) on cross‐border leadership effectiveness in a globalized world. Journal of Social Issues67(4), 825-840.

Uy, M. A., Lin, S., & Ilies, R. (2008). Is the Motivation to learn part of a general construct? The Journal of Applied Psychology, 93(5), 1083–1101.

Van Dyne, L., Ang, S., & Tan, M. L. (2016). Cultural intelligence.

Van Dyne, L., Ang, S., Ng, K. Y., Rockstuhl, T., Tan, M. L., & Koh, C. (2012). Sub‐dimensions of the four-factor model of cultural intelligence: Expanding the conceptualization and measurement of cultural intelligence. Social and personality psychology compass6(4), 295-313.

Wang, K. T., & Goh, M. (2020). Cultural intelligence. The Wiley Encyclopedia of Personality and Individual Differences: Clinical, Applied, and Cross‐Cultural Research, 269-273.


Don't have time to write this essay on your own?
Use our essay writing service and save your time. We guarantee high quality, on-time delivery and 100% confidentiality. All our papers are written from scratch according to your instructions and are plagiarism free.
Place an order

Cite This Work

To export a reference to this article please select a referencing style below:

Copy to clipboard
Copy to clipboard
Copy to clipboard
Copy to clipboard
Copy to clipboard
Copy to clipboard
Copy to clipboard
Copy to clipboard
Need a plagiarism free essay written by an educator?
Order it today

Popular Essay Topics