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Books on the topic 'Cultural competence leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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2

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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3

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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4

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

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5

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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6

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

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7

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

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8

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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9

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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10

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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11

Sørensen, Eva. Interactive Political Leadership. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198777953.001.0001.

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In what this book boldly defines as the age of governance, citizens and other relevant and affected stakeholders are active partakers in governing Western liberal societies. This reality is out of tune with traditional sovereign perceptions of political leadership. Drawing on recent theories of interactive governance and political leadership, Eva Sørensen develops a concept of interactive political leadership that aims to capture what political leadership looks like in a society of active, anti-authoritarian, and politically competent citizens. The key message is that although interactive political leadership is no panacea, it is a step forward in developing a mature perception of what political leadership means in a democratic society with a strong participatory political culture. Hence, interactive political leadership stands out as a promising way of promoting the legitimacy and effectiveness of democratic governance by establishing a bridge between representative democracy and emergent forms of political participation, promoting political learning and accountability, strengthening the political entrepreneurship of elected politicians, and mobilizing relevant resources in society. The book develops twenty propositions that sets the agenda for a new and much-needed field of empirical research into political leadership in the age of governance.

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12

Patterson, Raymond F. Leadership, training, and educational opportunities. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0067.

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Correctional settings hold a range of opportunities for Psychiatrists to assume leadership roles. The increase in the number of detainees and inmates who require mental health services has created numerous administrative and clinical opportunities for psychiatrists. The ‘front end’ of arrest and pretrial determinations has been a longstanding component of forensic practice, related to competence, criminal responsibility, and probation. Following incarceration, assessment of mental health needs, access to care, and provision of treatment as well as quality improvement partially constitute the jail and prison components of mental health services. The ‘aftercare’ aspect of mental health services in correctional psychiatry involves individuals released on parole with need and/or requirement for mental health treatment. The leadership role for psychiatrists working in correctional environments is distinctly different from typical psychiatric venues where the psychiatrist and other mental health professionals are ‘in control;’ in correctional environments, the dynamics are different and require collaboration and advocacy. Within correctional systems it is essential that ‘correctional culture’ be understood by the psychiatric/mental health leadership. With effective psychiatric leadership, mental health care delivery and its coordination with correctional management of prisoners both stand to be improved. The need for dedicated and qualified leadership for mental health services and appropriate education and training in correctional mental health practices provide remarkable opportunities for psychiatrists. Psychiatrists and other health care professionals must be educated and trained to provide the necessary leadership for these extraordinarily complex systems of care and confinement.

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13

Kyllonen, Patrick C. Rethinking How We Define and Measure 21st Century Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0005.

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This chapter reviews three chapters concerned with the definition and measurement of 21st skills. Technology and other factors cause jobs to change, and so it is reasonable that the skills required in the workforce also change. Employer surveys suggest that communication, teamwork, leadership, work ethic, and problem solving are sought-after skills for new hires. The three chapters contribute to our understanding of workforce readiness by summarizing existing findings and suggesting new fertile research areas, including improving measurement of 21st century skills and focusing particular attention on the constructs leadership, teamwork, creativity, and cross-cultural competency. The chapters also point to the importance of both teaching these skills in school and the workplace and monitoring their growth and development.

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14

Ainspan, Nathan D., and Kristin N. Saboe, eds. Military Veteran Employment. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190642983.001.0001.

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Companies that can hire and retain military veterans will have a strong competitive advantage over their competitors that lack this capability. This book will help business leaders obtain that advantage. The chapters in this book draw from the research and findings from Industrial/Organizational (I/O) psychology and Human Resources (HR) research to describe how to find, communicate with, recruit, develop, lead, and retain military veterans and their family members as civilian employees. Unlike other books on this topic that lack evidence-based content, this book draws upon science, research, and best practices to provide guidance organizations can implement to drive their success. Topics in this book include sourcing, communications, and recruiting military veterans and their spouses; reviewing résumés to extract cross-corporate competencies; branding your organization to successfully appeal to this population; understanding and challenging your misconceptions of the military and doing the same with veterans’ misperceptions of civilian employment; addressing culture mismatches between civilian and military cultures and improving cultural communication and understanding; improving person-job-organization fit for veterans and military family members to retain them in their jobs; providing culturally sensitive mentoring and leadership; understanding the training veterans receive and their personality traits and culture—and how these can benefit your organization; hiring and retaining wounded warriors and veterans with disabilities; creating and utilizing veteran mentoring programs and affinity groups; providing effective supervision for veteran employees; supporting National Guardsmen and Reservists working as civilian employees, and retaining these employees to gain a further competitive advantage for your organization.

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15

Walter, James. “No Loans for Ladies”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198783848.003.0003.

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The government of Australian prime minister Julia Gillard (2010–2013) presented attributes conventionally thought to be conducive to the acquisition of political capital—delivery on policy commitments, effective coalition building, competence in government, courage in adversity, approval and loyalty from those most closely engaged with her—but it never gained traction in the quest for electoral capital. What, exactly, was behind this denial of credit? This chapter discusses numerous propositions offered to explain Gillard’s failure in the context of debates about political capital to gauge how “elusive capital” might be explained. Analyzing a paradoxical case underlines the need for caution and nuance. The chapter concludes that standardized registers of leadership attributes/capacities must be carefully related to exogenous factors (country-specific scenarios and the issues of context, political culture, and historical timing they manifest) in attempts to operationalize leadership capital measures.

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16

Eileen, Sullivan-Marx, and Gray-Miceli Deanna, eds. Leadership and management skills for long term care. New York: Springer Pub., 2008.

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