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Relevant bibliographies by topics / Cultural competence leadership

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Academic literature on the topic 'Cultural competence leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Cultural competence leadership"

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Raso, Rosanne. "Cultural competence." Nursing Management (Springhouse) 37, no. 7 (July 2006): 56. http://dx.doi.org/10.1097/00006247-200607000-00011.

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Kasztelnik, Karina, and Damon Brown. "Perceived Effective Business Ethics through Leadership and Cultural Competence in the United States." Business Ethics and Leadership 3, no. 4 (2019): 15–27. http://dx.doi.org/10.21272/bel.3(4).15-27.2019.

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The paper summarizes the arguments and counterarguments within the scientific discussion on the issue perceived effective policing through leaderships’ diversity training learning outcomes and cultural competence. The main purpose of this quantitative correlational study was conducted to address if and to what extent the leadership of law enforcement agencies is learning outcomes of diversity training initiatives and the level of cultural competence of leadership influences law enforcement organizational effectiveness. Systematization of literary sources and approaches for solving the problem of effective policing leadership indicates that this quantitative research study expands police leadership knowledge base by identifying whether significant differences exist in police effectiveness when incorporating diversity training initiative learning outcomes and cultural competence both exclusively and collectively. The relevance of the decision of this scientific problem is that police leadership possessing the knowledge and understanding police effectiveness through diversity training initiative learning outcomes and cultural competence can adapt and adjust in concert with the need to be more effective in Black and multicultural commutes based on the study’s findings. The statistical significance indicated in this study concerning diversity training initiative learning outcomes predicting police effectiveness is substantial. The paper presents the results of this empirical analysis study that may contribute to the positive national senior management change by bringing into focus the role of effective policing through leaderships’ diversity training learning outcomes and cultural competence and its positive impact on the public sector. Keywords: Cultural Competence, Diversity Training, Management Effectiveness, Multicultural Leadership, Management Decision, Business Ethics.

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Kasztelnik, K., and D. Brown. "Perceived Effective Business Ethics through Leadership and Cultural Competence in the United States." Business Ethics and Leadership 3, no. 4 (2019): 15–27. http://dx.doi.org/10.21272/bel.3(4).15-27.2019.

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The paper summarizes the arguments and counterarguments within the scientific discussion on the issue perceived effective policing through leaderships’ diversity training learning outcomes and cultural competence. The main purpose of this quantitative correlational study was conducted to address if and to what extent the leadership of law enforcement agencies is learning outcomes of diversity training initiatives and the level of cultural competence of leadership influences law enforcement organizational effectiveness. Systematization of literary sources and approaches for solving the problem of effective policing leadership indicates that this quantitative research study expands police leadership knowledge base by identifying whether significant differences exist in police effectiveness when incorporating diversity training initiative learning outcomes and cultural competence both exclusively and collectively. The relevance of the decision of this scientific problem is that police leadership possessing the knowledge and understanding police effectiveness through diversity training initiative learning outcomes and cultural competence can adapt and adjust in concert with the need to be more effective in Black and multicultural commutes based on the study’s findings. The statistical significance indicated in this study concerning diversity training initiative learning outcomes predicting police effectiveness is substantial. The paper presents the results of this empirical analysis study that may contribute to the positive national senior management change by bringing into focus the role of effective policing through leaderships’ diversity training learning outcomes and cultural competence and its positive impact on the public sector. Keywords: Cultural Competence, Diversity Training, Management Effectiveness, Multicultural Leadership, Management Decision, Business Ethics.

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TAYLOR, ROSEMARIE. "Check Your Cultural Competence." Nursing Management (Springhouse) 29, no. 8 (August 1998): 32C. http://dx.doi.org/10.1097/00006247-199808000-00010.

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Dauvrin, Marie, and Vincent Lorant. "Leadership and Cultural Competence of Healthcare Professionals." Nursing Research 64, no. 3 (2015): 200–210. http://dx.doi.org/10.1097/nnr.0000000000000092.

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Chun, Edna, and Alvin Evans. "Rethinking Cultural Competence: The Chair's Leadership Role." Department Chair 27, no. 3 (January 10, 2017): 13–15. http://dx.doi.org/10.1002/dch.30120.

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Yu Xu. "Cultural Competence." Home Health Care Management & Practice 21, no. 4 (February 10, 2009): 300–302. http://dx.doi.org/10.1177/1084822308331000.

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DePalma, Judith A. "Cultural Competence." Home Health Care Management & Practice 12, no. 5 (August 2000): 61–62. http://dx.doi.org/10.1177/108482230001200520.

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Gulo, Nur'Ainun. "KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SD NEGERI DI KECAMATAN BATANG ANGKOLA." ECOBISMA (JURNAL EKONOMI, BISNIS DAN MANAJEMEN) 2, no. 1 (January 24, 2015): 160–79. http://dx.doi.org/10.36987/ecobi.v2i1.1639.

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This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.

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Ward, Darica. "Supporting Cultural Competence with Candidate Screening." Nurse Leader 9, no. 3 (June 2011): 43–45. http://dx.doi.org/10.1016/j.mnl.2010.08.002.

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Dissertations / Theses on the topic "Cultural competence leadership"

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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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Yap, Kristiina, and Hellen Song. "Leadership in a Cross-Cultural Context : A Qualitative Study of Cross-Cultural Leadership Competence in a Multinational Organization in China." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-122480.

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The essay aims to generate deeper understanding of leadership competences in a multinational organization in China, i.e. what competences that are required for managing professionals in a cross-cultural context. Previous research within this field of study discuss this topic from the perspective of Western or Chinese expatriate managers, but the authors of this study regard that it is of interest to study Chinese employees in a Western organization in China in order to understand how the global Western culture interacts with the local Chinese culture. The research questions were thus formulated to study what competences that are required in a managerial position in a multinational organization in China according to different organizational actors and documents, and what differences there are in the meaning of the various descriptions. The study has been conducted with a qualitative approach and the results indicate that To Manage, To Have Expertise and To Communicate are the most important competences needed in the managerial role. The results also indicate that the different sources are very similar in the description of cross-cultural leadership competence, which can be understood as the influence of a strong organizational culture. Finally, one can see that the younger employees differ slightly in expectations of leadership, which can be understood as leadership not being formed only by national culture but also by generational culture. In other words, the results from the study show that the meaning of cross-cultural leadership competence in this specific context is not merely restricted to the necessity of understanding national culture when exercising leadership; it is also about generational differences in culture.

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Martínez, Arconada Elvira, and Andrea Soupeaux. "Leadership revisited through Cultural Intelligence : The development of a key competence in professional context." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53158.

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During the last years, due to the globalization markets become more and more involved in an international level. Cultural diversity in the workplace is something common nowadays, it involves countless benefits for the companies and the other professional contexts. While simultaneously, it involves conflicts and misunderstandings therefore it is more and more required to get people able to deal with different cultures. The main purpose of our Thesis is to study the process through which an individual becomes able to deal and work with different cultures. In other words, we pretend to discover how someone can become culturally intelligent. This thesis has been conducted using the Grounded Theory method. By analyzing the data we have collected throughout eight interviews from different culturally intelligent people and the data we have obtained by reading literature, we came with the idea that the process for becoming culturally intelligent is composed by three elements: the first one is related with the individual, the second one is related with the interaction of the individual within a multicultural group and the third one is related with the benefits and disadvantages that emerged while someone is working with different cultures.

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Robinson, Lynda Marie Cesare. "Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194476.

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This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms.The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Pedagogy, and Lindsey, Roberts, and CampbellJones' (2005) Cultural Competence Continuum. Two principals and 10 teachers from two schools volunteered to participate in the study. The methodology included the development and use of semi-structured principal and teacher interview instruments, a teacher classroom observation instrument, and an instrument for analysis of curriculum documents. Findings revealed variable levels of participants' cultural awareness and competence, pedagogical practices, and curriculum implementations. A triangulation of data sources from interviews, observations, and documents suggested that the two principals' leadership conveyed similarities and differences in influencing teachers' cultural awareness and supporting their implementation of culturally responsive curriculum and pedagogy within classrooms.

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Babb, Katie A. "Cultural Competency of District Leaders: The Influence on Campus Leaders." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.

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The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.

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Dinnan, Paula Jo. "The Effects of a Short-Term Cultural Immersion Experience to Mexico on School Leaders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/50.

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The U.S. Census bureau projects that by 2023, minorities will comprise more than half of all children. The population of school-aged Hispanic children is already the largest ethnic group, and the sheer number and rate of increase of these linguistically and culturally different students creates unfamiliar cultural challenges for school leaders. School districts are confronted with diversity-related issues and school leaders, who are predominantly white and middle class, are often ill-prepared to meet the challenges. Effective professional development aimed at preparing school leaders to better understand the social and academic needs of culturally diverse students is a topic receiving much attention in recent years. Studying the social, cultural, and political circumstances of diversity in its natural setting offers particular advantages that other methods cannot replicate. One suggestion is for school leaders to spend time in the local communities of their Hispanic students. Another option for learning about culture, albeit a more difficult and costly one to achieve, is to have school leaders visit the home country of their Hispanic students and immerse themselves in the local culture for a short period of time. A school district in Georgia decided to provide authentic culture learning for some of its school leaders through a short term cultural immersion experience. The purpose of this study was to examine the effects of an eight-day cultural immersion trip to Xalapa, Mexico on school leaders from the Mary County School District in Georgia. Because this short-term cultural immersion experience was aimed at increasing the cultural awareness of school leaders and improving relationships with Hispanic students and their families, the primary focus of this study is to explore the meanings attached to the experiences of administrators participating in the trip.

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Cabler, Kendra. "Exploring the impact of diversity training on the development and application of cultural competence skills in higher education professionals." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5791.

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In recent years the terms diversity and inclusion have become major buzzwords across industries and fields of study. Within the field of education broadly, and higher education in particular, a shifting student demographic can be seen across the country. Issues of equity and inclusion have become central complexities for present day educational strategists, and organizations committed to cultivating a culture of inclusion must do so with intentionality. In the context of higher education, this often requires the intentional development of professionals within a particular college or university. There has been a great deal of research concerning the development of cultural competence in traditional aged college students, but far fewer studies address development in higher education professionals. This project seeks to fill that gap. This study explores how higher education professionals develop and demonstrate cultural competence in their professional roles. Through a mixed methods case-study approach (Jupp, 2006), the current study generally addresses how perceived levels of cultural competence in higher education professionals is shaped by participation in an extended diversity training program. Additionally, this study addressed implications for individual career trajectories as a result of program completion and implementation of new learning. In-depth interviews were conducted to explore how participants of an extended diversity training program at a large urban institution conceive of their development of cultural competence. The objective of the program was to prepare participants to facilitate diversity education workshops across campus for their peers. One-on-one interviews explored ways in which participants’ individual development and application of cultural competence skills fits into the context of Social Cognitive Career Theory (Creswell, 2007; Lent, Brown, & Hackett, 2002). Additionally, secondary data analysis was conducted to assess participants’ perceived levels of cultural competence throughout the training experience. Study findings indicate that participants anticipate lasting effects from the training experience. The training introduced and ignited a reconfiguration of what it means to engage and work in spaces where institutional and organizational commitments are aligned with personal commitments. Following training, all participants expressed deep commitment to intentionally and actively cultivating a sense of belonging and inclusion in the workplace through shared language, shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers.

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Chiang, Lung-chiuan. "An Assessment of Diversity Competence among College Seniors: An Exploratory Study." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1725.

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In our increasingly diverse global workforce, both employers and institutions of higher learning want to know if colleges and universities equip their students with adequate cultural competence skills. Reliable instruments to measure cultural competence levels for a general student body are not widely available, however. In this report, a self-developed 33-item instrument was designed to assess college seniors’ cultural competence levels, including sub-scales for cultural awareness and cultural knowledge. An expert panel was selected to establish content validity. A pilot study was conducted to improve the design of survey format. The Cronbach’s alpha was .770 according to the reliability test. Six hundred and twenty-one seniors from two 4-year, selective public universities participated in this initial study. Analysis revealed statistically significant differences in cultural competence levels among students of different academic fields and demographic backgrounds, according to the results of t-tests and ANOVA. The study found that the students of liberal arts field had a higher cultural competence level than those of professional/vocational field did. The data also noted that female students had higher competence scores than their counterparts did. Asian/Pacific Island students had a lower mean score on cultural competence than the students of both African American and Biracial/Multiracial did. Generalizing the findings of this study should be taken cautiously given that this research was limited to a sample of two public universities. Nevertheless, all findings indicated taking classes related to cultural diversity improve students’ cultural competence.

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Hendrix, Royond P. "Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822772/.

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This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.

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Russman, Tasha A. "Sociopolitical Control in Urban Kenya: The Sociopolitical Control Scale in Nairobi, Mombasa, and Kisumu." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/33.

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There is popular belief among Kenyans that their government inappropriately distributes resources unequally between different regions in Kenya. A modified version of Zimmerman and Zahniser's (1991) Sociopolitical Control Scale (SPCS) tested for differences in perceived sociopolitical control (SPC) between residents of Kenya's three biggest cities, Nairobi (n = 49), Mombasa (n = 50), and Kisumu (n = 51). Hypotheses were based on expected levels of leadership competence (LC) and policy control (PC), two sub-scales that combine to create SPC. Contrary to the hypothesis, results indicated no significant differences in levels of SPC among the cities. Results could indicate a shared urban culture throughout these cities, or could be due to methodological issues. Suggestions for creating a Kenya-specific SPCS are outlined.

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Books on the topic "Cultural competence leadership"

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J, Nichols Edwin, ed. Cultural competence in America's schools: Leadership, engagement and understanding. Charlotte, NC: Information Age Publishing, 2013.

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Moodian, Michael. Contemporary Leadership and Intercultural Competence: Exploring the Cross-Cultural Dynamics within Organizations. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2009. http://dx.doi.org/10.4135/9781452274942.

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Army War College (U.S.). Strategic Studies Institute, ed. Got vision?: Unity of vision in policy and strategy : what it is, and why we need it. Carlisle, PA: Strategic Studies Institute, U.S. Army War College, 2010.

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Spencer, Emily. Working with others: Simple guidelines to maximize effectiveness. Kingston, Ont: Canadian Defence Academy Press, 2012.

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A, Moodian Michael, ed. Contemporary leadership and intercultural competence: Exploring the cross-cultural dynamics within organizations. Thousand Oaks: SAGE Publications, 2009.

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Cross Cultural Competence: A Field Guide for Developing Global Leaders and Managers. Emerald Publishing Limited, 2015.

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Cross Cultural Competence: A Field Guide for Developing Global Leaders and Managers. Emerald Publishing Limited, 2015.

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Park, Hirho Y. Develop Intercultural Competence: How to Lead Cross-Racial and Cross-Cultural Churches. United Methodist General Board of Higher Education, 2018.

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Whorton, Ryan, Alex Casillas, Frederick L. Oswald, and Amy Shaw. Critical Skills for the 21st Century Workforce. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0003.

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This chapter is based on the proposition that three major forces, taken together, have fundamentally changed the nature of work in the 21st century. These three forces are technology, the rise of the service economy, and globalization, and they drive organizations to seek employees who possess what are called 21st century skills. After reviewing the essential features of what generally defines a skill, this chapter focuses on discussing nine 21st century skills centered around these three driving forces: leadership, customer service, teamwork, safety, creativity, critical thinking, metacognition and self-regulation, cross-cultural knowledge and competence, and ethics and integrity. The chapter concludes with implications for education and training of the 21st century workforce.

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Sunardi, Christina. Where Tradition, Power, and Gender Intersect. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038952.003.0006.

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This chapter analyzes performer interactions, bringing together many of the themes and issues discussed in previous chapters to demonstrate some of the ways that micro-moments of interaction on- and offstage are critical moments of complex cultural and ideological work. Building on Benjamin Brinner's attention to the importance of competence and authority in shaping interactions between performers as well as the ways such interactions affect what is performed, this chapter focuses on the relationship between the dancer and the drummer. It argues that contradictions between dominant ideologies that privilege the knowledge of a more senior male and a performance structure in which leadership roles are flexible provide spaces for men and women to negotiate their authority and articulate senses of gender in different ways as they negotiate the form and content of a dance.

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Book chapters on the topic "Cultural competence leadership"

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Doyle, Kerrie E., Catherine Hungerford, Chris Pitt, Paul Saunders, and Kyar Wilkey. "Indigenist Leadership in Academia: Towards an Aspirational Model of Mindful Servant Leadership." In Cultural Competence and the Higher Education Sector, 137–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_8.

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Ji, Weiwei. "Creating Boundary Spanners’ Cross-Cultural Competence through Co-Leadership." In Exploring Cross-Cultural Competence in East Asia, 110–35. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137363107_7.

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Pecci, Alessandra, Jack Frawley, and Tran Nguyen. "On the Critical, Morally Driven, Self-reflective Agents of Change and Transformation: A Literature Review on Culturally Competent Leadership in Higher Education." In Cultural Competence and the Higher Education Sector, 59–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_5.

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Papadopoulos, Irena. "Culturally competent and compassionate leadership." In Culturally Competent Compassion, 80–88. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315560984-7.

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Husbands, Roger, and Beauregard Stubblefield-Tave. "Applications—Training Culturally Competent Organizations." In Diversity and Leadership, 237–54. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781483368801.n11.

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Holmes, Janet. "Leadership and intercultural competence at work." In Professional Communication across Languages and Cultures, 21–42. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/ds.17.03hol.

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Pacquiao, Dula. "Attributes of Cross-Cultural Leadership." In Global Applications of Culturally Competent Health Care: Guidelines for Practice, 307–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69332-3_35.

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Husbands, Roger, and Beauregard Stubblefield-Tave. "Applications—Training Culturally Competent and Diverse Leaders." In Diversity and Leadership, 207–36. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781483368801.n10.

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Fischer, Julianna, and Jessica L. Wildman. "Globally Intelligent Leadership: Toward an Integration of Competencies." In Critical Issues in Cross Cultural Management, 15–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42166-7_2.

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Ward, Tony. "Social justice, leadership and multi-cultural competency amongst applied psychology trainees." In Leadership and Diversity in Psychology, 142–54. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429432606-12.

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Conference papers on the topic "Cultural competence leadership"

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"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.

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Tangalycheva, Rumiya. "Intercultural competence development and cultural integration: a case of regional leadership." In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.5.

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Rebitzer, Dieter, and Anna Pahl. "Cross-Cultural Competence in Real Estate Studies - The Benefits of International Student Competitions for Success in Management, Leadership, and Decision Making." In 24th Annual European Real Estate Society Conference. European Real Estate Society, 2017. http://dx.doi.org/10.15396/eres2017_360.

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Ribič, Timotej, and Miha Marič. "LMX – teorija odnosa med vodjo in zaposlenim." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.58.

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Employees represent a key part of the organization. Their satisfaction has direct effect on co-workers and their productivity. Leader is largely responsible to create general satisfaction in work environment. With organizing, choosing appropriate management concepts and correct approach to his employees, he creates good relationships with colleagues and contributes to the internal culture of the organization. Good interpersonal relationships are thus an important factor in building success in the company and the operation of processes, as they directly affect work performance, organizational climate and organizational culture. Many companies use classic and wellknown leadership styles. Regardless of the chosen style, it is noticed an alienated relationship between the manager and the employee. The issue can be attributed to strict adherence to the set organizational structure and, in connection with this, the expression of the legitimate power of leaders, yet to some extent the problem is in different understanding of leadership, both with individuals and leaders themselves. The newer leadership style, called Leader-member Exchange Theory, focuses on building relationships, mutual respect and trust, and treating employees as co-workers on the same horizontal hierarchical level. The implementation of this style of management can be seen mainly in foreign markets. This approach is not well known or widespread in Slovenia, nevertheless it is noticed in some companies. Based on a case study from the business environment, we studied a company with such leadership in Slovenia.

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Zaharia (Ştefănescu), Diana Elena, and Bogdan Ştefănescu. "Leadership and Motivation, Determinants of Sustainability." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/10.

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This article pays more attention to the analysis of the direct relationship between staff motivation and applied leadership, with the final result - the sustainability of the organization's activity. Organizational culture and the environment are characterized by mutual adaptation, by the way in which human practices and organizations are led to a cohabiting relationship. Their adaptation is defined as a learning process, rather than an activity in itself, guided by material forces. Through this article we aim to highlight the importance of the interdependent relationship between staff motivation, leadership and sustainability. A big obstacle is the lack of awareness of this triangular relationship, at the level of the organization's management. Starting from the theory of self-motivation and from the research of psychologists Edward Deci and Richard Ryan, we deduce that each individual has three basic psychological needs: the need for connection, the need for competence and the need for control, which must be met. If, at the level of the organization's management, there is a real concern about these needs, employees will feel motivated to maximize their involvement in achieving proposed objectives. The need to connect refers to the desire to be visible, valued, respected, unique, self-confident, connected, belonging to a group. The need for competence implies the need to be able, to succeed. The need for control is the power to make decisions, to make choices, to be the source of your own behaviors. Satisfying these needs of the team members must be a real concern of the leader, if the sustainability of the organization's activity is desired.

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Rahmawati, Andi, Hasniaty, and Edwin Basmar. "Organizational Culture, Competency, Leadership, OCB, Organizational Performance of Bapedda Province South Sulawesi." In Proceedings of the First International Conference on Materials Engineering and Management - Management Section (ICMEMm 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmemm-18.2019.35.

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"Leadership Competences in the Digitalised World of Work: A Question of Gender and Culture?" In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.135.

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Malinauskas, R. K. "Leadership competencies of future specialists in the field of physical culture and sports." In General question of world science. "Наука России", 2018. http://dx.doi.org/10.18411/gq-30-11-2018-12.

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Indajang, Kevin, Sherly, Fitria Halim, and Acai Sudirman. "The Effectiveness of Teacher Performance in Terms of the Aspects of Principal Leadership, Organizational Culture, and Teacher Competence." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.078.

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Toha, Mohamad, and Sri Katoningsih. "The effect of leadership, organizational culture, and competency on teachers’ performance in Ibu Kartini vocational high school Semarang." In ENGINEERING INTERNATIONAL CONFERENCE (EIC2017): Proceedings of the 6th International Conference on Education, Concept, and Application of Green Technology. Author(s), 2018. http://dx.doi.org/10.1063/1.5028102.

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