We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross‐validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.

This study explores the relationship of the motivational factor of cultural intelligence (CQ) and realistic previews to cross-cultural adjustment (work, general, and interaction adjustment) of global professionals. Regression analyses demonstrate positive relationships between motivational CQ and all three adjustment criteria after controlling for gender, age, time in the host country, and prior international assignment. Realistic job preview relates to work adjustment, realistic living conditions preview relates to general adjustment, and motivational CQ relates to work and general adjustment over and above realistic job and living conditions preview. This study demonstrates the importance and utility of motivational CQ in understanding cross-cultural adjustment. We discuss implications for cross-cultural adjustment research and suggest practical implications for organizations and individuals seeking overseas assignments.

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This paper examines the notion that derailment potential and leadership strength are different, albeit related facets of effective leadership. Based on data from 2670 managers from five countries, the article posits that managers need to pay dose attention to reducing derailment potential while developing leadership strength, in order to be effective at the workplace. Implications of this finding for talent management theory and practice are discussed and a three-step Sensitise-Enable-Support framework is offered to guide practice.