Relevant bibliographies by topics / Multicultural organizational development MCOD

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Multicultural organizational development MCOD'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Multicultural organizational development MCOD"

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Gallop, Cynthia Justine, and David Este. "Multicultural Organizational Development (MCOD): The Fundamental Transformation of Canadian Social Work Education." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 6, no. 4 (2007): 107–18. http://dx.doi.org/10.18848/1447-9532/cgp/v06i04/39199.

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Hyde, Cheryl A. "Multicultural Organizational Development in Nonprofit Human Service Agencies." Journal of Community Practice 11, no. 1 (January 2003): 39–59. http://dx.doi.org/10.1300/j125v11n01_03.

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van der Walt, Freda, and Jeremias J. de Klerk. "The Experience of Spirituality in a Multicultural and Diverse Work Environment." African and Asian Studies 14, no. 4 (December 8, 2015): 253–88. http://dx.doi.org/10.1163/15692108-12341346.

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Worldwide, the study of spirituality is receiving increased attention, but very little is known about spirituality and its manifestation in African organizations. The aim of this research was to explore the experience of spirituality in a multicultural and diverse working environment, in order to enhance understanding of the functioning of spirituality in relation to diversity in the workplace. In particular, the study explores workplace spirituality from an individual and an organizational perspective within diverse organizations operating within a multicultural society. A cross-sectional study was conducted with a sample of 600 white collar workers from two organizations in different industries in South Africa. The research findings indicate that there is an inverse relationship between workplace spirituality and individual spirituality. Furthermore, the study confirmed that the experience of both personal and organizational spirituality is impacted by several diversity characteristics within a multicultural environment. In order to improve understanding of the experience of spirituality in multicultural societies and organizations, further empirical research is recommended. Globally, organizations need to realize the importance of embracing spirituality, in order to function effectively in a multicultural environment.
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Margitych, Agnteta. "PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF THE ORGANIZATIONAL CULTURE OF THE COLLEGE STUDENT COMMUNITY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 245–49. http://dx.doi.org/10.24144/2524-0609.2021.48.245-249.

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The relevance of the study is determined by the fact that the development and improvement of the experience of spiritual life and spiritual maturation of students is especially important in the period of their professional and personal development, when they are ready to accumulate human experience and master the world in knowledge, values and meanings. The purpose of the article: to substantiate the pedagogical conditions for the development of organizational culture of the college student community in a multicultural environment. To implement the tasks, research methods were used: analysis of documentary and scientific sources – in order to determine the components of the organizational culture of the student community and highlight the properties that characterize the student community as a «collective entity»; systematization and grouping of information material – to identify features of the multicultural educational environment of the college; generalizations – to formulate conclusions. It is determined that the organizational culture of the student community is a subculture of the organizational culture of the college as a whole, which is a system of material and spiritual values, assumptions, beliefs, expectations, norms and patterns of behavior that share and support most students, and define their actions and interactions within and outside the community, in daily activities and future careers. It is emphasized that the formation of the organizational culture of the student community of the college, which carries out educational activities in a multicultural environment, is special. The pedagogical potential of the multicultural educational environment of the college is characterized as a dynamic education, which is characterized by a set of educational, upbringing, communicative and reflective resources, aimed at enriching the spiritual experience of students representing different ethnic, religious and socio-economic groups, their assimilation of general cultural and national values and successful socialization in society. The factors influencing the spiritual enrichment of the student and the organizational culture of the student community are identified: psychological, pedagogical and multicultural.
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Grapin, Sally L., and Meaghan I. Pereiras. "Supporting diverse students and faculty in higher education through multicultural organizational development." Training and Education in Professional Psychology 13, no. 4 (November 2019): 307–15. http://dx.doi.org/10.1037/tep0000226.

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Hyde, Cheryl A. "Organizational Change Rationales: Exploring Reasons for Multicultural Development in Human Service Agencies." Administration in Social Work 36, no. 5 (November 2012): 436–56. http://dx.doi.org/10.1080/03643107.2011.610431.

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Shoaee, R. Sarah. "Multicultural Counseling Competencies." American Journal of Islam and Society 15, no. 4 (January 1, 1998): 130–33. http://dx.doi.org/10.35632/ajis.v15i4.2146.

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In this thought-provoking and insightful book, ten psychologists, coW1selors,and educators have provided a ground-breaking study on multicultural counseling,a subject still fairly new to the field. Based on the work of Division 17open meeting of the Committee of Ethnic and Cultural Diversity, 1982, theauthors present guidelines for identifying monoculturalism and multiculturalism,proposing methods for achieving change at the individual, organizational,and professional levels.The authors argue that European-American traditions and research oftenfocus on the impact of intrapsychic factors on human development, ignoringinfluences of culture. They further argue that psychologists, who are aware ofand sensitive to other worldviews, should not only emphasize the knowledgeof such worldviews but should also incorporate them into the psychotherapeuticprocess. Multicultural Counseling Competencies is a timely book that couldbe used as a guide for mental health professionals.Chapter 1 of the book presents a definition of "multiculturalism" and a workingguideline upon which mental health professionals should base their knowledge,skills, and practice. Chapter 2 deals with "ethnocentric monoculturalism,"providing historical background on the emergence and development of aEuro-American worldview and highlighting how mental health professionalssubscribe to such a worldview without questioning its validity and applicabilityin a multicultural society.The profession's response to multiculturalism is the subject of the third chapter.This chapter identifies the "Seven Deadly Resistances" that are often ...
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Workman-Stark, Angela. "Application of a Multicultural Organizational Development Approach to Change in a Canadian Police Service." International Journal of Organizational Diversity 15, no. 4 (2015): 1–16. http://dx.doi.org/10.18848/2328-6261/cgp/v15i04/40211.

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Hutt, Camille, and Shanthi Gopalakrishnan. "Leadership humility and managing a multicultural workforce." South Asian Journal of Business Studies 9, no. 2 (April 25, 2020): 251–60. http://dx.doi.org/10.1108/sajbs-08-2019-0147.

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PurposeThe purpose of this paper is to understand how CEO Joseph Abraham of Commercial Bank, Qatar, has shaped the culture of the bank and driven increased success during his tenure there. This is one of a series of interview-based studies that are focused on South Asian CEOs, with the goal of better understanding their management style in a multinational context. This short paper explores how leadership style can impact the development of workplace culture among a multinational workforce to build a collaborative, innovative and high-performing organization.Design/methodology/approachThis paper uses primary interviews and supplements the analyses with secondary data sources and published research on leadership, organizational identity, culture and organizational ambidexterity.FindingsThe study found that cultural values and learned behaviors impact one's leadership and vision. In this instance, the CEO's leadership style demonstrated humility, an appreciation of diverse national cultures, and an ability to create organizational identity and cultivate a culture of ambidexterity, providing comfort to the organization in dynamically opposite contexts. All of these leadership features have enabled the organization to become more adaptive and perform better.Originality/valueThe narrative provides a glimpse of leadership humility and the implementation of those ideals in the workplace. The global experience of this South Asia-raised CEO provides an insider's view to decision-making and helps us understand how family, cultural background, and diverse work experience shape leadership behavior and culture in a multinational context.
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Arredondo, Patricia, and Patricia Perez. "Expanding Multicultural Competence through Social Justice Leadership." Counseling Psychologist 31, no. 3 (May 2003): 282–89. http://dx.doi.org/10.1177/0011000003031003003.

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Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their scope, actual counselor behavior, relationship to case conceptualization, and political implications. Advocacy strategies of social justice leaders such as César Chávez, Martin Luther King Jr., and Rosa Parks are highlighted and recommended for incorporation in a counseling psychology social justice agenda.
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Dissertations / Theses on the topic "Multicultural organizational development MCOD"

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Cabela, Ramil L. "Asian Immigrants in Leadership Roles in the United States: Exploration for Leader Development." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7482.

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Cultural identity and resource availability aspects in traditional leadership development literature remain understudied, especially among minority populations like Asian immigrants. This study explores the leadership journeys of 24 United States immigrants from China, India and the Philippines using a phenomenological approach, primarily with semi-structured interviews. Experiences of 18 additional immigrant leaders published in popular media were also analyzed. Data from the study reveals that Asian migrants’ roads to leadership in U.S. organizations are heterogeneous and characterized by either linear or nonlinear, overlapping phases of leader development where migrant leaders overcome assimilation challenges and leverage their unique, individual human capital to intersect with organizational level capital in order to enhance their chances of success. Findings suggestive of a relationship between leveraged or suppressed cultural traits and leadership styles are also explored. Drawing from theories rooted in behavioral economics and psychology, the study demonstrates that Asian leader pathways reflect an adaptation process that appears to interact in complex ways with individual, organizational, and societal resources available to them. Theoretical and practical implications are drawn and future research directions are recommended.
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Szalvai, Eva. "Emerging Forms of Globalization Dialectics: Interlocalization, a New Praxis of Power and Culture in Commercial Media and Development Communication." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214241605.

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Barton-Verdi, Michele A. "THE DEVELOPMENT OF A SYSTEMATIC DISCHARGE PLANNING PROCESS FOR THE CARE OF COPD PATIENTS IN A SMALL URBAN COMMUNITY HOSPITAL." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623883152504604.

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Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.

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Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.

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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.

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Rousseau, Jane. "Empowered or Tokenized?: The Experiences of Aboriginal Human Service Workers and Organizational Responses in a Historically Oppressive Child Welfare System." Thesis, 2014. http://hdl.handle.net/1828/5273.

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Government human service organizations regularly attempt to recruit ethnically and culturally diverse professionals to improve services to diverse communities. The assumption here is that organizational culture and structure support this organizational practice. This study considers the unique challenge for Aboriginal professionals who work in a government child welfare system responsible for the oppression of Aboriginal children, families, and communities. As a non-Aboriginal organizational insider and researcher, I use a combined Indigenous/ethnographic approach to explore these issues with Aboriginal professionals within the British Columbia Ministry of Children and Family Development (MCFD). This study involves a dual focus that examines the history, identity, values, motivations, and practice approaches of Aboriginal professionals as well as how organizational structural and environment variables support or impede their representation of community needs and interests. Analysis of these two areas results in significant findings for the organization, the social work profession, and various practice and organizational diversity literatures. Aboriginal participant descriptions of values, beliefs, and practices contribute to literature exploring contemporary Indigenous practice approaches that integrate traditional knowledge with professional practice. Consistent with some representative bureaucracy studies, participant descriptions of personal history, experience, practice, and motivation to work in MCFD indicate values, beliefs, and motivations strongly shared with their representative group: to reduce the number of Aboriginal children in government care and reconnect them to community. Aboriginal participant role tensions and dual accountabilities, resulting from their unique community/Ministry insider/outsider position, provide context to studies that explore tensions and contradictions that exist for diverse professionals working in their communities through mainstream organizations. Findings also contribute to studies in representative bureaucracy and other organizational diversity approaches concerned with the ability of diverse professionals to actively represent community interests. Organizational variables, such as low Aboriginal practice support, racism, cultural incompetence, hierarchical structure and decision making, risk-averse practice norms, poorly implemented rhetorical change initiatives, and institutional physical environments, among others, impede the ability of Aboriginal participants to actively represent community interests. Mitigating factors were found where some Aboriginal participants describe significant organizational support at the worksite level through dedicated culturally competent Aboriginal management and practice teams.
Graduate
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Books on the topic "Multicultural organizational development MCOD"

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Wing, Sue Derald, ed. Multicultural counseling competencies: Individual and organizational development. Thousand Oaks, Calif: Sage, 1998.

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Ivey, Allen E., Derald Wing Sue, J. Manuel Casas, Nadya A. Fouad, Margaret Jensen, Teresa LaFromboise, Jeanne E. Manese, Ena Vazquez-Nutall, Robert T. Carter, and Joseph G. Ponterotto. Multicultural Counseling Competencies: Individual and Organizational Development (Multicultural Aspects of Counseling And Psychotherapy). Sage Publications, Inc, 1998.

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Ivey, Allen E., Derald Wing Sue, J. Manuel Casas, Nadya A. Fouad, Margaret Jensen, Teresa LaFromboise, Jeanne E. Manese, Ena Vazquez-Nutall, Robert T. Carter, and Joseph G. Ponterotto. Multicultural Counseling Competencies: Individual and Organizational Development (Multicultural Aspects of Counseling And Psychotherapy). Sage Publications, Inc, 1998.

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Ernst Kossek, Ellen, and Shaun Pichler. EEO and the Management of Diversity. Edited by Peter Boxall, John Purcell, and Patrick M. Wright. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.003.0013.

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Human resource management of equal employment opportunity (EEO) and workforce diversity involves the development and implementation of employer policies and practices that not only create a diverse workplace, but foster a supportive culture to enable individuals from different backgrounds to be able to work together productively to achieve organizational goals. Ensuring EEO, and the creation of a work environment that capitalizes on the benefits of a diverse workforce, are of growing importance for organizational effectiveness. Most employees around the globe work in organizations with a diversity and multicultural dimension to their business. This article aims to discuss the HRM perspective regarding EEO and diversity. Towards this end, it defines core concepts, and then examines labor force shifts and other rationales for managing EEO/diversity. It concludes by discussing ‘how’ firms are managing these issues. Future research implications are integrated at the end of relevant sections.
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Book chapters on the topic "Multicultural organizational development MCOD"

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Lowman, Rodney L. "Multicultural and international issues in organizational change and development." In APA handbook of multicultural psychology, Vol. 2: Applications and training., 627–39. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14187-035.

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Lauring, Jakob, and Anders Klitmøller. "Communicating in Multicultural Firms." In Organizational Communication and Sustainable Development, 134–52. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-822-2.ch008.

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Based on a qualitative study of 14 knowledge intensive companies, this chapter suggests that multicultural and multilingual firms are faced with certain challenges in the attempt to fruitfully utilize the diverse background of their workforce. Firstly, through informal settings, the employees to create social boundaries within the firm use native languages strategically. Secondly, even though the introduction of English as cooperate language might solve some communication issues, it tends to render the communication less nuanced, thereby reducing the use of human resources within the firm. Thirdly, ICT does not necessarily solve communication problems within a given company. It can even be used as a social ‘tool’ to uphold social boundaries or social fragmentation. It is suggested that in order to address these challenges, the management should seek to reward not only individual employees, but also expand the notion of performance to include the collectivity of the workplace.
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Lazányi, Kornélia, Peter Holicza, and Kseniia Baimakova. "Different Cultures Different People." In Advances in Human Resources Management and Organizational Development, 183–200. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2480-9.ch010.

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Culture is a scheme of knowledge shared by a relatively large number of people. Hence, it is a collection of explicit as well as implicit patterns of behaviour. It makes the members of the culture feel, think act and react in a certain, predefined way, hence makes their actions predictable. The literature on cultures, especially that of national cultures has focused on cultural differences and on understanding and measuring them for long decades, but in the 21st century the attention has shifted to leveraging benefits of multicultural environments and experiences. Hence, present paper—after providing a short insight into the basic approaches of national cultures—endeavours to analyse Russian and Hungarian culture. We aim to present the similarities and differences of the two cultures, along with tools and methods that are able to lessen these differences and harvest the benefits of them.
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Hozien, Wafa. "African American Urban School Principal Servant Leadership." In Advances in Human Resources Management and Organizational Development, 134–61. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch007.

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The purpose of this chapter is to investigate the characteristics of African American school principals and the obstacles they experience on their path to the principalship. A secondary purpose, but very important as well, is to analyze critically the experiences of successful African American male principals to help inform the preparation of principals who lead organizations of diverse demographics. Investigating this area also contributes to the much-needed educational discourse of African American principal attitudes, beliefs, and life experiences of principals in education today, and how they are meeting the needs of a growing multicultural population. The principals are the primary units of analysis, and it is the intent of this chapter to delve into the lives of the participants to gain a better understanding of the barriers and obstacles they have to overcome to become principals.
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Santamaría, Lorri J. "Culturally Responsive Educational Leadership in Cross-Cultural International Contexts." In Advances in Human Resources Management and Organizational Development, 120–39. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch008.

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This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.
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Panke, Stefanie. "Designing Assessment, Assessing Instructional Design." In Multicultural Instructional Design, 1004–19. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch047.

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Assessment plays a vital role in delivering, evaluating, monitoring, improving and shaping learning experiences on the Web, at the desk and in the classroom. In the process of orchestrating educational technologies instructional designers are often confronted with the challenge of designing or deploying creative and authentic assessment techniques. For an instructional designer, the focus of assessment can be on individual learning, organizational improvement or the evaluation of educational technologies. A common question across these domains is how to translate pedagogical concepts such as authenticity and creativity into concrete practical applications and metrics. Educational technologies can support creative processes and offer connections to authentic contexts, just as well as they can curtail creativity and foster standardized testing routines. The chapter discusses theoretical frameworks and provides examples of the conceptual development and implementation of assessment approaches in three different areas: Needs assessment, impact assessment and classroom assessment.
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Zaballero, Aileen G., Hsin-Ling Tsai, and Philip Acheampong. "Leveraging Workforce Diversity and Team Development." In Cross-Cultural Interaction, 1138–50. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch064.

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In this broadening landscape of business, corporations are encouraged to develop global leaders. “Changes in workforce demographics resulting from globalization, combined with the rising popularity of team-based management techniques, have resulted in a practical concern with the management of multicultural groups” (Thomas, 1999, p. 242). Organizations are challenged to implement a comprehensive approach to global development that encompasses different cultural perspectives. This chapter proposes to utilize team-based learning within a cross-cultural work-group. The use of a collaborative approach supports the social dimensions of learning and can exhibit greater productivity for individuals. According to Jonassen, Strobel, and Lee (2006) as cited by Schaffer, Lei, and Paulino (2008), “Knowledge exists not only in the heads of learners, but also in the conversations and social relations among collaborators” (p. 144). This chapter will emphasize the importance of collaborative team-based work groups among diverse settings. First, the authors will discuss the factors of diverse teams and identify the stages of group development focusing on Tuckman’s Model. In addition, Gert Hofstede’s cultural dimension will be addressed. Finally, organizational contexts that impact the performance of diverse teams such will be explored.
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Lauring, Jakob, and Toke Bjerregaard. "Knowledge Sharing and Sociality." In Knowledge Ecology in Global Business, 1–14. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-270-1.ch001.

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This chapter deals with the role of language use and knowledge sharing in the context of international subsidiaries. The chapter analyzes the role of language use for the control and sharing of knowledge in a multicultural organizational setting using findings from an ethnographic field study in a subsidiary. Whilst previous research has addressed how objective, static cultural differences impede communication and knowledge sharing, the perspective of the chapter is on the actual use of language in knowledge sharing. The empirical study thus shows how language use shapes the flow of knowledge in an international subsidiary. The findings describe the use of language differences for controlling knowledge flows and highlight how this affects the execution of long-term corporate strategies of international development. The chapter argues that the management of language use should not be viewed as an outpost of cross-cultural management but as an integral element of the effective management of international operations. This perspective is supported by research in other disciplines covering the use of language and the social dimensions of knowledge communication such as social anthropology.
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Conference papers on the topic "Multicultural organizational development MCOD"

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Kelsey, Karishma, and Andrew J. Zaliwski. "Let’s Tell a Story Together." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3718.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology: The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.
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