"Cultural intelligence arises from interaction"

What do you associate with intelligence? Professor Dr. Matthias

Weiss: In the classic sense, intelligence refers to a person's cognitive abilities, i.e. the ability to think logically, solve different types of problems, recognize patterns and process information quickly. Cognitive abilities such as language comprehension, mathematical thinking, spatial imagination and working memory are representative of this. Intelligence is therefore often associated with academic and professional success, as intelligence forms the basis for understanding complex relationships and making well-founded decisions. However, an understanding of intelligence based on IQ as the sole measure of human performance falls short, as IQ does not take emotional, social and cultural skills into account in any substantial way.

In a nutshell: What does the concept of cultural intelligence mean?

Weiss: Cultural intelligence describes a person's ability to behave effectively and appropriately in culturally diverse situations. It is a learnable and situational competence that takes into account the emotional and social aspects of intercultural interaction.

General cultural intelligence, in turn, is divided into fluid, crystallized and practical cultural intelligence. How do the three facets of intelligence differ from each other?

Weiss: The three facets of cultural intelligence in our model complement each other and together form the basis for intercultural competence. Fluid cultural intelligence describes the ability to adapt spontaneously to new cultural situations - for example in the event of unexpected reactions or misunderstandings. It is particularly in demand when routines do not work and flexibility is required. Crystallized cultural intelligence, on the other hand, is based on accumulated knowledge about other cultures, such as history, politics or social norms. It grows through experience and interaction. Finally, practical cultural intelligence is a kind of intercultural intuition - a sense of what is appropriate in a particular situation without having to explain it explicitly. This "street smartness" comes from observation and experience. Together, the three facets of cultural intelligence enable differentiated and effective intercultural action.

Added to this is the visible behavior. What does this mean?

Weiss: Visible behavior is the concrete, observable implementation of cultural intelligence in everyday life. It can be seen in the way people communicate, resolve conflicts, react to cultural practices or adapt their communication style. This behaviour is the result of emotional and cognitive processes that are anchored in the higher levels of our model - i.e. in the general attitude as well as in fluid, crystallized and practical cultural intelligence. Visible behavior is what makes cultural intelligence effective and relevant, because it is what others perceive and react to. It determines whether intercultural cooperation succeeds or fails.

In practice, this means that those who act with cultural intelligence show respect, openness and adaptability - for example by actively listening, responding appropriately to non-verbal signals or by adhering to cultural communication norms. Visible behavior is therefore an expression of inner attitude and competence.

Everyone knows the IQ test to determine whether a person is intelligent. But how can the above-mentioned facets of intelligence be measured individually?

Weiss: In our concept, cultural intelligence is measured in a differentiated and performance-oriented way. Unlike traditional measurements, which are primarily based on subjective self-assessments, our model relies on so-called power tests. These power tests work in a similar way to traditional IQ tests, as they do not include such a self-assessment.

Fluid cultural intelligence is measured by situational tasks, such as reactions to unexpected communication situations or cultural misunderstandings. Crystallized cultural intelligence is measured by knowledge questions on country-specific topics such as politics, history or social norms. This is not just about factual knowledge, but also about understanding deep cultural structures. Practical cultural intelligence is tested using realistic scenarios in which spontaneous, intuitive decisions are required in intercultural scenarios. These procedures enable a differentiated assessment of individual skills and form the basis for targeted training measures.

But as we all know, interaction across cultural boundaries always involves two people.

Weiss: That's absolutely right. Intercultural interactions are not a one-way street - they are based on reciprocity. Our concept of cultural intelligence is therefore expanded to include a relational perspective. This emphasizes that cultural intelligence is not only anchored in one person, but is created through interaction. A successful intercultural encounter requires both sides to be willing to engage with each other, change perspectives and negotiate meaning together.

An example: In a German-Japanese business negotiation, misunderstandings can arise if one partner relies on direct communication while the other prefers indirect, relationship-oriented communication. Only when both sides are prepared to give each other space and respond to each other can cooperation across cultural boundaries work effectively. This view emphasizes the importance of relationship, empathy and mutual understanding and underlines the need for cultural intelligence on both sides.

It becomes even more complicated when people from different nations come together in diverse teams. What tasks must HR management and managers take on in order to empower the workforce for intercultural cooperation?

Weiss: At team level, we actually have very extensive and empirically supported findings on how we can deal with diversity so that we can make the best possible use of the great potential of diverse teams and master the challenges that diverse teams bring with them and minimize "side effects". Going into more detail about what needs to be considered here would be the subject of a separate interview.

In general, however, it can be said that HR management and executives bear a central responsibility for promoting intercultural competence. It is not enough to recruit a diverse workforce - employees must be specifically prepared for the challenges of cultural diversity. This includes developing a culturally aware corporate culture that not only tolerates diversity, but actively uses it and sees it as a resource. Training programs should focus on dialogue, empathy and a change of perspective rather than just imparting factual knowledge. In addition, onboarding processes should not only integrate new employees from other cultures, but also sensitize the local workforce to cultural differences. Integration is not a one-way street - it can only succeed if both sides are willing to move towards each other.

Your research focuses mainly on the world of work. But shouldn't cultural intelligence be encouraged from an early age? Or does this already happen - and usually quite unconsciously?

Weiss: Even if this is not the focus of our research, it is indeed the case that cultural intelligence does not just develop in professional life - it begins in childhood. Children learn through observation, imitation and social interaction. In multicultural environments, this often happens unconsciously: they experience different languages, rituals and communication styles and thus develop a sense of cultural diversity at an early age. This is also one reason why people who have grown up in multicultural contexts tend to have greater intercultural competence in their professional lives.

Nevertheless, this development should be specifically supported. Educational institutions can promote awareness of cultural differences through intercultural projects, exchange programs or multilingual offerings. It is important not only to impart knowledge about other cultures, but also to strengthen empathy, openness and the ability to reflect - and actual contact with people from other cultures plays an important role in this. In this way, cultural intelligence becomes a key competence that prepares children and young people for a globalized world. Early support creates the basis for respectful interaction and lays the foundation for successful intercultural cooperation in later life, not just at work.