Journal articles: '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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&NA;. "Cultural competence: The new bargaining chip?" Nursing Management (Springhouse) 32, no. 11 (November 2001): 47. http://dx.doi.org/10.1097/00006247-200111000-00023.

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Barakat, Maysaa, Ellen Reames, and Lisa A. W. Kensler. "Leadership Preparation Programs: Preparing Culturally Competent Educational Leaders." Journal of Research on Leadership Education 14, no. 3 (March 29, 2018): 212–35. http://dx.doi.org/10.1177/1942775118759070.

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The demographic profile of the United States has been rapidly changing; by 2020, minority students will constitute the majority of the public school student population nationwide. This makes cultural competence a necessity for today’s school leaders. Educational leadership preparation programs are responsible for preparing culturally competent leaders; however, few programs assess their students’ cultural competence. The purpose of this quantitative, cross-sectional, causal-comparative study was to examine whether graduates of educational leadership preparation programs had significantly different cultural competence than those beginning their respective program. The findings of this study suggest that matriculating through a principal preparation program positively correlates with educational leadership students’ overall cultural competence, cultural beliefs and motivation, and cultural knowledge. However, there appears to be no significant relationship between completing the program and students’ cultural skills.

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Ridley, Charles R., Debra Mollen Baker, and Carrie L. Hill. "Critical Issues Concerning Cultural Competence." Counseling Psychologist 29, no. 6 (November 2001): 822–32. http://dx.doi.org/10.1177/0011000001296003.

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Sue’s contribution concerning cultural competence is reviewed and critiqued. General issues provoked by Sue and found in the emergent discourse on the topic are discussed, including concerns about its operationalization, its purpose, its parameters, issues pertaining to training, and considerations for evaluation. Specific issues related to Sue’s model are highlighted with suggestions for improvement and clarification. The specific issues critiqued include the following strengths: continued leadership in the field, inclusion of social justice, multidimensionality of cultural competence, and the tripartite conception of personal identity. Issues of concern include the lack of a solid rationale for the model, definitional difficulties, the lack of prescription, and limitations based on the race-based group perspective. Suggestions for future scholarship are offered.

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Suzuki, Lisa A., Mary B. McRae, and Ellen L. Short. "The Facets of Cultural Competence." Counseling Psychologist 29, no. 6 (November 2001): 842–49. http://dx.doi.org/10.1177/0011000001296005.

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Sue’s proposed model is based on a critique of the Eurocentric assumptions underlying current clinical practice and reflects his innovative thinking and unique synthesis of past research. The specific areas addressed in this article focus on an examination of the multidimensional model of cultural competence (MDCC) and issues related to the definition of competence and its measurement. Areas of needed elaboration in the model include complexities related to power hierarchies (i.e., authority, authorization, and leadership) and implications for training and practice. Particular emphasis is placed on the complexities of cultural competence and the important contributions of Sue’s MDCC as an important step in making cultural competence a reality in the practice of counseling psychology.

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W Richardson, Jayson, Marsha Carr, and Jeremy L. D. Watts. "A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad." International Journal of Doctoral Studies 15 (2020): 541–58. http://dx.doi.org/10.28945/4642.

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Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.

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Bustamante, Rebecca M., Judith A. Nelson, and Anthony J. Onwuegbuzie. "Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation." Educational Administration Quarterly 45, no. 5 (September 24, 2009): 793–827. http://dx.doi.org/10.1177/0013161x09347277.

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Schouler-Ocak, Meryam, Iris T. Graef-Calliess, Ilaria Tarricone, Adil Qureshi, Marianne C. Kastrup, and Dinesh Bhugra. "EPA guidance on cultural competence training." European Psychiatry 30, no. 3 (March 2015): 431–40. http://dx.doi.org/10.1016/j.eurpsy.2015.01.012.

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AbstractThe stress of migration as well as social factors and changes related to the receiving society may lead to the manifestation of psychiatric disorders in vulnerable individuals after migration. The diversity of cultures, ethnicities, races and reasons for migration poses a challenge for those seeking to understand how illness is experienced by immigrants whose backgrounds differ significantly from their clinicians. Cultural competence represents good clinical practice and can be defined as such that a clinician regards each patient in the context of the patient's own culture as well as from the perspective of the clinician's cultural values and prejudices. The EPA Guidance on cultural competence training outlines some of the key issues related to cultural competence and how to deal with these. It points out that cultural competence represents a comprehensive response to the mental health care needs of immigrant patients and requires knowledge, skills and attitudes which can improve the effectiveness of psychiatric treatment. To reach these aims, both individual and organizational competence are needed, as well as teaching competence in terms of educational leadership. The WPA Guidance on Mental Health and Mental Health Care for Migrants and the EPA Guidance on Mental Health Care for Migrants list a series of recommendations for policy makers, service providers and clinicians; these are aimed at improving mental health care for immigrants. The authors of this paper would like to underline these recommendations and, focusing on cultural competency and training, believe that they will be of positive value.

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Fellows, Kelli Lynn, Sascha Dennis Goedde, and Elisabeth Jasmin Schwichtenberg. "What’s your CQ? A thought leadership exploration of cultural intelligence in contemporary institutions of higher learning." Romanian Journal of Communication and Public Relations 16, no. 2 (April 26, 2016): 13. http://dx.doi.org/10.21018/rjcpr.2014.2.180.

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<p>Globalizations’ impacts continue to permeate the present rhetorical moment in time. Impacts are evidenced in contemporary organizations across workforce internationalization, expanding market reach, and globalized competition. Subsequently, parallel increases in demand for individuals with intercultural competence manifest. Concurrently, universities face equitable attention provision to a tripartite mission of (a) knowledge creation, (b) student learning, and (c) the social charter. Cultural competencies’ critical role in contemporary organizations is clearly evidenced. The current thought leadership article explores organizational dynamics and influence variables including identity, transformational leadership, and organizational communication within institutions of higher education. The authors propose Cultural Intelligence (CQ) as an ideological platform to engage universities, business organizations, and students in meeting cultural competence development while remaining consistent with organizational business, academic, and social charter missions.</p>

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Parreira, Artur, Maria Helena Pestana, and Paulo Oliveira. "Assessing educational leadership: a competence-complexity based test." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100 (July 2018): 890–910. http://dx.doi.org/10.1590/s0104-40362018002601559.

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Abstract This study is focused on the validation of a leadership test, based on a complex model of leadership skills, as a tool for assessing teacher’s educational competence, viewed as important in conduting adolescent and adult learning classes. Its specific purpose is to establish the norms and interpretation criteria for the test, in educational contexts. The model highlights the skills for leadership effectiveness, in a definite cultural setting, the Academy of East Timor National Police, viewing leadership as an essential way of steering human systems. The postulates of the model hypothesize the positivity of leadership as a result from an appropriate combination of power and information, while executing the fundamental activities of dinamizing and controlling the performance and results of the learning ativities. The test was applied to a sample of trainees in an educational military context, the Academy of East Timor National Police. The results of their evaluations on each competence for leadership effectiveness were valid and reliable. Nevertheless, the authors plan to test this tool in other specific contexts, in order to complete the evaluation of the leadership complex set of competences required by educational contexts.

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Stahl, Günter K., and Mary Yoko Brannen. "Building Cross-Cultural Leadership Competence: An Interview With Carlos Ghosn." Academy of Management Learning & Education 12, no. 3 (September 2013): 494–502. http://dx.doi.org/10.5465/amle.2012.0246.

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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (September 1, 2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.

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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .

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Bean, Erik. "Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." Issues in Informing Science and Information Technology 16 (2019): 153–64. http://dx.doi.org/10.28945/4309.

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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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Taylor, Rosemarie. "Addressing Barriers to Cultural Competence." Journal for Nurses in Staff Development (JNSD) 21, no. 4 (July 2005): 135–42. http://dx.doi.org/10.1097/00124645-200507000-00001.

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&NA;. "Addressing Barriers to Cultural Competence." Journal for Nurses in Staff Development (JNSD) 21, no. 4 (July 2005): 143–44. http://dx.doi.org/10.1097/00124645-200507000-00002.

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Black, Jill D., Kerstin M. Palombaro, Robin L. Dole, and Christina M. Guay. "Curricular Integration and Measurement of Cultural Competency Development in a Group of Physical Therapy Students." Journal of the Scholarship of Teaching and Learning 15, no. 5 (October 31, 2015): 82–96. http://dx.doi.org/10.14434/josotl.v15i5.13505.

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Abstract Introduction and Background The link between cultural competence and effective physical therapy encounters is established. Physical therapist educational programs face the challenge of fostering the cultural competence of students in effective and meaningful ways within the curriculum. They also face the challenge of measuring the development of cultural competency to establish efficacy in the curriculum. One program measured the development of cultural competency in its students using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after the program’s various educational opportunities immersed throughout the curriculum that could serve to increase cultural competency. In the three-year curriculum, the students participated in both mandatory and voluntary experiential learning opportunities. Required didactic presentations and activities were integrated throughout the curriculum and designed to enhance cultural competency. Voluntary experiences included providing service and/or leadership to a student-run pro bono clinic. The program was interested in whether cultural competency increased after these experiences and whether leadership opportunities or additional hours of voluntary service beyond the class median caused increases that exceeded the minimal detectable change (MDC) reported in the literature. Methods All students completed the IAPCC-SV at the beginning of their Doctor of Physical Therapy education and again at the end of their final year of didactic curriculum. Results For the class of 2011, a Wilcoxon signed ranks test noted a significant increase in IAPCC-SV scores from pre-test (56.51 +/- 4.82) to post-test (64.16 +/- 6.19) in the Class of 2011, p  .001. For the class of 2012, a Wilcoxon signed ranks test noted a significant increase in IAPCC-SV scores from pre-test (58.87 +/- 5.67) to post-test (64.13 +/- 5.47) in the Class of 2012, p  .001. Sixteen students from the class of 2011 and 13 from the class of 2012 exceeded the 8.57-point MDC of the IAPCC-SV. Discussion and Conclusion Exposure to a variety of cross-cultural encounters throughout a physical therapy curriculum significantly increases self-rating of cultural competency in these graduate students. Students who take advantage of volunteer leadership roles in extensive cross-cultural encounters may be more likely to achieve an increase that exceeds the MDC on the IAPCC-SV. These results are particularly interesting given that the students themselves were ethnically homogeneous and did not experience cultural diversity within the constituents that made up their class or faculty.

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Green, Jennifer. "Teacher Leadership and Communication Among Diverse Colleagues: Why Cultural Competence Counts." Journal of School Leadership 29, no. 3 (March 11, 2019): 210–28. http://dx.doi.org/10.1177/1052684619836822.

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This article explores contextual factors that influenced teacher leadership behavior during the evolution of a dual language education program for elementary English-language learners. Teachers’ narratives provide evidence of the relative strength of school leadership streams, that is, relationships, moral purpose, and commitment to action. However, emergent themes reveal that the primary obstacle to progress was intercultural communication. Diverse teachers struggled to work collaboratively on committees, which ultimately affected group decision-making and the progress of the program. Although teacher preparation programs and schools are focusing on culturally responsive pedagogy, the data indicate that cultural competence among colleagues warrants attention as well.

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Shaikh, A., C. A. Bisschoff, and C. J. Botha. "A Theoretical Model to Measure Managerial and Leadership Competence of Business School Managers." Journal of Economics and Behavioral Studies 9, no. 6 (January 15, 2018): 149–65. http://dx.doi.org/10.22610/jebs.v9i6.2012.

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A theoretical model to measure managerial competence was developed by evaluating two previous models with similar aims. In addition to the original eight management competencies, another eight competencies were identified and applied to determine the management competencies needed in the Fourth Industrial Revolution with its fast-changing business environment. The article narrows down eleven management competencies and develops measuring criteria for each; in total 42 criteria. The eleven business competencies are leading change, cultural intelligence, team building, conflict management, communication skills, a global leader mindset, emotional intelligence, career awareness, personal value system, and external and ethical influences. The model is a theoretical model and presents management competencies relevant to the modern business environment. The value of this study resides in a strong theoretical basis for postmodern business environmental skills that managers need to maintain completeness of their organizations as well as providing a sound point of departure for other researchers of managerial competence.

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Guerrero, Erick, Karissa Fenwick, and Yinfei Kong. "Advancing Leadership Theory: Organizational Climate and the Implementation of Cultural Competence." Academy of Management Proceedings 2017, no. 1 (August 2017): 11140. http://dx.doi.org/10.5465/ambpp.2017.11140abstract.

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Raybourn, Elaine M. "Adaptive thinking and leadership training for cultural awareness and communication competence." Interactive Technology and Smart Education 2, no. 2 (May 31, 2005): 131–34. http://dx.doi.org/10.1108/17415650580000038.

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Ross, Howard. "How can nurses play a role in increasing cultural competence?" Nurse Leader 4, no. 1 (February 2006): 32–55. http://dx.doi.org/10.1016/j.mnl.2005.11.007.

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Rowan, Margo S., Ellen Rukholm, Lisa Bourque-Bearskin, Cynthia Baker, Evelyn Voyageur, and Annie Robitaille. "Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 1–10. http://dx.doi.org/10.1515/ijnes-2012-0043.

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AbstractCultural competence and cultural safety are essential knowledge in contemporary nursing care. Using a three-phase, mixed methods sequential triangulation design, this study examines the extent to which Anglophone Schools of Nursing in Canada have integrated cultural competence and/or cultural safety into the undergraduate nursing curricula. Factors that influence successful integration are identified through the lens of Donabedian’s structure, process, and outcome model. Results suggest that several facilitating factors are present, such as leadership, partnerships and linkages, and educational supports for students. Of particular concern is the lack of policies to recruit and retain Aboriginal faculty, financial resources, and outcome evaluation indicators. A conceptual model of integration is offered to explain how Schools of Nursing function to support the implementation of these concepts into their curriculum. This study provides theoretical and practical implications for initiation and improvement of cultural competence and/or cultural safety integration strategies in Schools of Nursing.

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Leonard, Barbara J., and Gregory A. Plotnikoff. "Awareness: The Heart of Cultural Competence." AACN Clinical Issues: Advanced Practice in Acute & Critical Care 11, no. 1 (February 2000): 51–59. http://dx.doi.org/10.1097/00044067-200002000-00007.

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Firoozi, Fatemeh, Naser Mozaffari, Sohrab Iranpour, Behnam Molaei, and Mahmood Shamshiri. "The status of cultural care among nurses working in different wards of teaching hospitals in Ardabil, Iran: A cross-sectional survey study." International Journal of Care Coordination 23, no. 2-3 (June 18, 2020): 115–22. http://dx.doi.org/10.1177/2053434520933433.

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Introduction Culture is an important determinant in providing appropriate and coordinated health care for people from different ethnicities. The present study aimed to evaluate the status of cultural care among nurses working in teaching hospitals affiliated to Ardabil University of Medical Sciences. Methods In this descriptive-correlational study, 350 nurses completed the Persian version of Cultural Care Inventory (PCCI). This tool consists of 51 items and measures cultural care process in four domains including cultural preparation, cultural attitude, cultural awareness and cultural competence. Data were analyzed by IBM SPSS Statistics for Windows, version 22. Results The grand item mean of cultural care was 2.60 ± 0.621, which is considered poor. The grand item mean was 2.64 ± 0.78 in the subscale of cultural preparation, 3.45 ± 0.559 in cultural attitude, 2.81 ± 0.736 in cultural awareness and 2.58 ± 0.834 in cultural competence. Cultural competence was significantly related to cultural preparation (r = 0.80), cultural attitude (r = 0.62) and cultural awareness (r = 0.87). Discussion Based on the present findings, cultural care and its dimensions (with the exception of cultural attitude) were at a poor level. It can also be claimed that there is a direct and strong relationship between the dimensions of cultural care including cultural preparation, awareness, attitude and competence, which indicates the interdependence of these dimensions on each other. Nurses need to improve their cultural competence to ensure of providing patient-centered and culturally coordinated care.

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Lampley, Tammy M., Kimberly E. Little, Rebecca Beck-Little, and Yu Xu. "Cultural Competence of North Carolina Nurses." Home Health Care Management & Practice 20, no. 6 (February 27, 2008): 454–61. http://dx.doi.org/10.1177/1084822307311946.

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Xu, Yu. "Two Pedagogical Approaches to Cultural Competence." Home Health Care Management & Practice 21, no. 6 (June 30, 2009): 450–52. http://dx.doi.org/10.1177/1084822309338897.

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Xu, Yu. "Cultural Competence: Substance or Lip Service?" Home Health Care Management & Practice 18, no. 6 (October 2006): 497–99. http://dx.doi.org/10.1177/1084822306290032.

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O'Brien, Catherine, and Kerry K. Robinson. "Cultural Leadership in Schools for the Deaf: Leadership for Cultural and Language Diversity in the Context of Schools for the Deaf." Journal of School Leadership 27, no. 3 (May 2017): 304–32. http://dx.doi.org/10.1177/105268461702700301.

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This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the schools. This qualitative multi-case ethnographic methodology utilized interviews as primary data sources which were video-taped in order to accurately transcribe them and to score concepts and themes for analysis by grounded theory methodology. The findings highlighted the complexities of culture and the ways that administrators embraced or knowingly or unknowingly overlooked the cultures that the students brought to the schools. Finally, the leadership decisions made by administrators were also tied to their own cultural proficiency.

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Halabi, Jehad O., Margret Lepp, and Jan Nilsson. "Assessing Self-Reported Competence Among Registered Nurses Working as a Culturally Diverse Work Force in Public Hospitals in the Kingdom of Saudi Arabia." Journal of Transcultural Nursing 32, no. 1 (May 18, 2020): 69–76. http://dx.doi.org/10.1177/1043659620921222.

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Introduction: Nurses in the Kingdom of Saudi Arabia (KSA) represent a multicultural workforce who are educated in different countries from around the world. The purpose was to assess professional competence among a multicultural workforce of registered nurses in KSA in relation to individual and work-related factors. Method: The Nurse Professional Competence Scale was used in a cross-sectional design. Results: Registered nurses ( N = 541) reported highest scores for “nursing care,” and “value-based nursing care,” and lowest scores for “care pedagogics,” and “development, leadership, and organization of nursing care.” All CAs achieved 0.80 or more Cronbach’s alpha. Known-group validity was verified by comparing nurse managers and staff nurses competence in organization, administration, and leadership of nursing care ( p = .000). Discussion: There is room for competence development in care pedagogics, and development, leadership, and organization of nursing care. Assessing registered nurses competence is of importance for planning and implementing cultural congruent nursing care.

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Wyckoff, Elizabeth D. "LGBT Cultural Competence of Acute Care Nurses." Journal for Nurses in Professional Development 35, no. 3 (2019): 125–31. http://dx.doi.org/10.1097/nnd.0000000000000524.

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Azudin, Norizzati, and Yusram Yusup. "CROSS-CULTURAL COMMUNICATION COMPETENCY AMONG MANAGERS: A STUDY ON ORGANIZATIONS IN MALAYSIA." International Journal of Management, Innovation & Entrepreneurial Research 5, no. 1 (January 27, 2019): 10–17. http://dx.doi.org/10.18510/ijmier.2019.512.

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Purpose: This study aims to highlight the necessary competencies among the middle level managers, especially the cross-cultural communication competency. This study was designed to investigate the cross-cultural communication competencies in organizations through the focus group conducted among the senior management levels. Methodology: This study applied the beauty of qualitative research by conducting a focus group of ten participants, where all of them were from various industries in Malaysia. They are well mixed of women and men Senior Managers level and above, where the minimum level of them was the Director, General Manager, and Vice President of private enterprises. Data from the focus group discussion was analyzed and presented in the findings in this article. Results: The findings of this paper proven the need of cross-cultural communication competency currently in Malaysia through the ten (10) participants involved in the focus group research and ten (10) cases were presented in this article. Different participant provided different findings however, the data summarization was presented in the table in results. Majority concluded that employees nowadays are conscious competence and agreed that cross-cultural communication is the most crucial competency needed by all organization today. Implications: This should provide several ideas to the senior management levels in incorporating this aspect into their management training programmes or other activities in all organizations. Further studies could be expanded through the methodology used. Novelty of Study: As past research concentrated more on the leadership and other management competencies, this study was looking at the specific issue of cross-cultural communication competencies among these employees in organizations. With the peculiar scenario in Malaysia, this paper contributed to the management field as a reference for the higher and middle level managers.

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SUDARIANI, PUTU WIDHI. "PENGEMBANGAN MODEL KOMPETENSI KEPEMIMPINAN KEPALA RUANG SEBAGAI UPAYA PENINGKATAN MOTIVASI DAN KINERJA PERAWAT PELAKSANA (studi kasus: Rumah Sakit Umum Daerah Kota Mataram, Nusa Tenggara Barat)." Jurnal NERS 11, no. 2 (November 30, 2016): 176. http://dx.doi.org/10.20473/jn.v11i22016.176-185.

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Introduction: Leadership competencies are unsuitable that given the leadership to employees, can decrease the motivation, performance and ultimately job satisfaction. This research was conducted to develop a leadership competency model as an effort to improve the motivation and performance of nurses so as to improve health services. Methods: This research have two phase, phase one is analytic observational with 140 sample, analysis data with partial least square (PLS), formulation of strategic issues using focus group discussion (FGD), then make a modul with some expertise. Phase two is quasy experimental with 32 sample divided into two group, there are treatment group and control group. Analysis data in phase two with wilcoxon signed rank test and mann whitney. Result and analysis: Phase one there is influence of internal factors (knowledge, skills, and values) to the leadership competencies (t = 3.728> 1.96), there is influence of external factors (cultural organizations) to the leadership competencies (t = 2.257> 1.96), competence leadership influence motivation (t = 3,432> 1,96), leadership competencies influence to performance (t = 2.878> 1.96). The second phase, calculation with Wilcoxon signed rank test showed there is difference motivation in treatment group pre-test and post-test, Mann-Whitney test showed there is influence of development leadership competency model to the motivation of nurses. Test Wilcoxon signed rank test for performance of nurses showed there is difference between pre-test and post-test, Mann-Whitney test was obtained there is influence development of leadership competency model to the performance of nurses. Conclution: Development of leadership competency model can increase the motivation and performance of nurses.Keyword: leadership competences, motivation, performance, nursesABSTRAK: Pengantar: Kepemimpinan kompetensi kurang pas yang diberikan pimpinan kepada karyawan, dapat menurunkan motivasi, kinerja dan akhirnya kepuasan kerja. Penelitian ini dilakukan untuk mengembangkan model kompetensi kepemimpinan kepala ruang sebagai upaya peningkatkan motivasi dan kinerja perawat pelaksana sehingga dapat meningkatkan pelayanan kesehatan. Metode: Penelitian ini memiliki dua fase, fase pertama adalah analitik observasional dengan 140 sampel, analisis data dengan parsial least square (PLS), perumusan isu strategis menggunakan focus group discussion (FGD), kemudian membuat modul bersama pakar. Fase kedua adalah quasi eksperimental dengan 32 sampel dibagi menjadi dua kelompok terdiri dari kelompok perlakuan dan kelompok kontrol. Data analisis di tahap kedua ini menggunakan wilcoxon signed rank test dan mann whitney. Hasil dan analisis: Tahap pertama yaitu ada pengaruh signifikan faktor internal (pengetahuan, keterampilan, dan nilai) terhadap kompetensi kepemimpinan (t=3,728>1,96), pengaruh signifikan faktor eksternal (budaya organisasi) terhadap kompetensi kepemimpinan (t=2,257>1,96), Kompetensi kepemimpinan berpengaruh terhadap motivasi (t=3.432>1,96), Kompetensi kepemimpinan berpengaruh terhadap kinerja (t=2,878>1,96). Tahap kedua perhitungan wilcoxon signed rank test pda motivasi menunjukkan ada beda kelompok perlakuan pre-test dan post-test, uji mann-whitney ada pengaruh pengembangan model kompetensi kepemimpinan kepala ruang terhadap motivasi perawat pelaksana. Uji wilcoxon signed rank test kinerja perawat pelaksana menunjukkan ada beda antara pre-test dan post-test, uji mann-whitney diperoleh ada pengaruh pengembangan model kompetensi kepemimpinan kepala ruang terhadap kinerja. Kesimpulan: Pengembangan model kompetensi kepemimpinan dapat meningkatkan motivasi dan kinerja perawat. Kata kunci: kompetensi kepemimpinan, motivasi, kinerja, perawat

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Halim, Abdul, and Maskuri Maskuri. "KOMPETENSI MULTIKULTURAL GURU PENDIDIKAN AGAMA ISLAM." PENDIDIKAN MULTIKULTURAL 5, no. 1 (February 26, 2021): 120. http://dx.doi.org/10.33474/multikultural.v5i1.10322.

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Indonesia sebagai negara majemuk dengan keberagaman budayanya memerlukan sosok guru yang mempunyai kompetensi multikultural dalam proses pendidikannya. Hal ini didasarkan pada pentingnya guru yang menyadari realitas kehidupan bangsa Indonesia. Terlebih lagi bagi guru Pendidikan Agama Islam yang menginternalisasikan nilai-nilai agama kepada peserta didik. Ia dituntut untuk dapat melaksanakan proses pembelajaran sesuai dengan realitas bangsa yang multikultur, oleh karena terkadang agama dijadikan alasan untuk abai terhadap keragaman budaya serta bersikap eksklusif kepada peserta didik. Kajian ini berupaya untuk mendeskripsikan dan menganalisis kompetensi multikultural guru PAI dan implementasinya dalam pembelajaran. Lokus kajian ini berada pada forum Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam kabupaten Mojokerto. Penelitian ini menggunakan metode fenomenologi dengan arti bahwa bagaimana guru menyadari keberagaman yang ada dalam kehidupan terhadap relevansi kebutuhan kompetensi multikultural guru PAI. Hasil penelitian menyatakan pertama bahwa dalam konteks kehidupan multikultural dan keragaman peserta didik, guru PAI dituntut untuk mempunyai kompetensi keilmuan, multikultural, profesional, sosial dan leadership. Kedua, ruang lingkup kompetensi multikultural dapat diklasifikasikan pada aspek sikap positif, basis pemahaman multikultural, skill pedagogi dan kompetensi leadership guru PAIKata Kunci: Kompetensi Multikultural, Guru PAI As a pluralistic country, Indonesia with its cultural diversity requires a teacher having multicultural competence in the educational process. Based on the importance of teachers who are aware of the realities of Indonesian life. Especially for Islamic Religious Education teachers who internalize religious values to students. The Required teacher can carry out the learning process appropriate towards the reality of a multicultural nation because occasionally belief in religion was taken as an excuse to ignore cultural diversity and having exclusive on facing students. This study aims to describe and analyze the multicultural competence of Islam Education teachers and its scope. The study focused on the Forum on Islam Education Subject Teacher for junior high school in Mojokerto regency. The research uses the phenomenological method, it means teacher awareness of diversity, needs multicultural competence. The research states, first, in the context of multicultural life and diversity of students, craved Islam education teachers who have a knowledge base, multicultural, professional, social, and leadership competencies. Second, the scope of multicultural competence can be classified into aspects; positive attitudes, the basis of multicultural understanding, pedagogical skills, and leadership competencyKeywords: Multicultural Competence, Islamic Education Teacher

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PERDANA, REGY CITRA, ANA YULIANA, and DEDI HARTAWAN. "PENDEKATAN KEPEMIMPINAN LINTAS BUDAYA DAN ANTAR NEGARA DI ASIA DAN BARAT." NIAGAWAN 9, no. 3 (November 13, 2020): 248. http://dx.doi.org/10.24114/niaga.v9i3.19762.

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Abstract This study aims to determine cross-cultural leadership between countries in Asia and in western countries, this is because leaders have subordinates consisting of different cultures, ethnicities, social status, and citizenship. Culture, values, norms, and ethics have an influence on the attitude of a leader in behavior. Although there are many differences in culture, attitudes, and language used in behaving as a leader, many studies have shown similarities in leadership between western countries and countries in Asia. These similarities are shown in the same perception about leadership. The many differences are influenced by culture, so in cross-cultural leadership needed leaders who have competence. Keywords: Leadership, Across Culture, Asian and Western Countries

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Valk, Reimara. "Working effectively and living contentedly in a foreign country: what human capital do expatriates require and develop?" Journal of Global Mobility: The Home of Expatriate Management Research 9, no. 2 (May 3, 2021): 241–63. http://dx.doi.org/10.1108/jgm-11-2020-0076.

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PurposeThe purpose of this paper is to explore the human capital (HC) expatriates require and develop during an international assignment (IA) to work effectively and live contentedly in a host country.Design/methodology/approachQualitative research entailing interviews with 78 expatriates and repatriates across the globe, investigating the competencies they developed and the HC they gained during their IAs.FindingsFive interrelated competence clusters were derived: cultural competence (CC); interpersonal competence; intrapersonal competence; global business competence; global leadership competence, each containing competencies crucial for expatriate success.Research limitations/implicationsThis study relied on self-reports by expatriates and repatriates. Future research should also include senior/line managers and chief human resource officers from a range of organizations across the world to gather their assessments on the competencies and HC of expatriates and repatriates.Practical implicationsLine/HR managers can use the designed “Expatriate/Repatriate Human Capital model” to assess an individual's overall readiness and capacity to perform effectively in a foreign country and culture and consecutively identify and select the right candidates to undertake IAs.Originality/valueThis paper contributes to the literature by presenting a HC model called the “Expatriate and Repatriate Human Capital Model; the body of competence”. The model identifies and defines the competencies/knowledge, skills, abilities and other characteristics (KSAOs) required for intercultural effectiveness and expatriate success and serves as a tool for the selection, training, development and performance evaluation of expatriates and repatriates, in order to aid the accomplishment of individual and organizational objectives.

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Mancuso, Lorraine. "A Customized, Integrated Approach to Cultural Competence Education." Journal for Nurses in Staff Development (JNSD) 27, no. 4 (July 2011): 170–80. http://dx.doi.org/10.1097/nnd.0b013e3181a68a97.

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Chen, Hsiu-Chin, Dianne McAdams-Jones, Djin Lyn Tay, and John M. Packer. "The impact of service–learning on students' cultural competence." Teaching and Learning in Nursing 7, no. 2 (April 2012): 67–73. http://dx.doi.org/10.1016/j.teln.2011.11.002.

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Morton-Miller, Amy R. "Cultural competence in nursing education: practicing what we preach." Teaching and Learning in Nursing 8, no. 3 (July 2013): 91–95. http://dx.doi.org/10.1016/j.teln.2013.04.007.

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Chen, Hsiu-Chin, Francine Jensen, Joohyun Chung, and Gary Measom. "Exploring faculty perceptions of teaching cultural competence in nursing." Teaching and Learning in Nursing 15, no. 1 (January 2020): 1–6. http://dx.doi.org/10.1016/j.teln.2019.08.003.

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Jónsdóttir, Birna Gerður, Sigrún Gunnarsdóttir, and Ólöf Ásta Ólafsdóttir. "Childbirth and foreign women in Iceland: organization of services, cultural competence and servant leadership." Icelandic Review of Politics & Administration 7, no. 2 (December 15, 2011): 369. http://dx.doi.org/10.13177/irpa.a.2011.7.2.8.

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Narayan, Mary Curry. "Six Steps toward Cultural Competence: A Clinician’s Guide." Home Health Care Management & Practice 14, no. 1 (December 2001): 40–48. http://dx.doi.org/10.1177/108482230101400106.

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Journal articles on the topic 'Cultural competence leadership'

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