Variance in the Self-Assessment of Cultural Intelligence Development: The Role of Reflection

Abstract

In a global environment, cultural intelligence (CQ) becomes a key ability for employees. Intercultural experiential learning interventions are considered promising ways to acquire CQ. While learning research has mainly reported on the positive effects of reflection on learning in general, empirical CQ research to date has not considered the role of reflection. In this study, we consider potential drawbacks of reflectivity in self-assessed CQ development among participants in an intercultural experiential learning intervention. Survey results of 198 (wave 1) and 106 (wave 2) learners before and after participation in the intervention show that, on average, participants significantly increased their self-assessed CQ. However, higher levels of reflection – as expressed in learners’ reflection ability (reflective observation) and disposition to reflect (environmental sensitivity) – correlated with lower self-assessed CQ development. Prior international experience of high-sensitives did not change the result. Results are interpreted with reference to the overestimation effect. Implications for research and practice are discussed.