I begin with my background, so as to make clear how I participate, as a white librarian, in discussions about libraries and how they might be places where people from any cultural group find themselves reflected and where they find information the more easily for that reflection. I also start at that point because cultural competence requires an awareness of your own culture; for me, as a white person, that means thinking about whiteness. I then link experience with reading about cultural competence, and conversations with librarians who are also interested in cross cultural provision. Whiteness in libraries is introduced via these conversations.
Participants were randomly selected, then coded for performance rating, potential code, gender, functional group and regional area.
4 Essential Skills by Dr. Richard T. Alpert, Ph.D. From our increasingly diverse domestic workforce to the globalization of business, cultural competence is arguably the most important skill for effective work performance in the 21st century. What is cultural diversity in the workplace? Culture refers to the 7 Essentials of Workplace Cultural Competence: the values, . ISPIC, Bremen May Cultural and gender diversities affecting the ship/port interface Maritime education and training efforts to bridge diversity gaps. May/June Issue. More Than Words — Cultural Competency in Healthcare By Christina Reardon Social Work Today Vol. 9 No. 3 P. Healthcare organizations are looking beyond language translation to promote better understanding of patients from other countries.
More than fourteen hundred employees took part in a one hundred and eighty three question multi-rater survey that measured a variety of competencies associated with leadership performance including those commonly referred to as Emotional Intelligence. Results showed that the highest performing managers have significantly more "emotional competence" than other managers.
There was strong inter-rater agreement among Supervisors, Peers, and Subordinates that the competencies of Self-Confidence, Achievement Orientation, Initiative, Leadership, Influence and Change Cross cultural competence in business report differentiate superior performers.
The high potential managers received higher scores in the emotional competencies by Peers and Supervisors, but not by Subordinates. Direct reports scored Males higher in Change Catalyst. The article, written by Daniel Goleman, spoke to the importance of Emotional Intelligence EI in leadership success, and cited several studies that demonstrated that EI is often the distinguishing factor between great leaders and average leaders.
Goleman posits that the foundation of emotional competency is Self-Awareness, the knowledge of ones own abilities and limitations as well as a solid understanding of factors and situations that evoke emotion in one's self and others. Equipped with this awareness, an individual can better manage his own emotions and behaviors and better understand and relate to other individuals and systems.
Specifically, the project, which involved more than fourteen hundred employees in thirty seven countries, set out to determine if the emotional, social and relational competencies identified by Goleman and other EI theorists, did in fact distinguish high performing leaders at JJCC.
After selection, regional human resource representatives provided additional participant information including functional area of responsibility, and performance ratings and potential ratings for the previous two performance years. Participants were coded by broad functional area, Administration, Marketing, Operations, or Research and Development.
They were also identified as high-performing HiPR if their rating numbers were in the "exceeds expectations" range, or greater than 4. Individuals were also coded for potential on a five- point scaleand rated as high-potential HiPOif their rating was at least 4.
An individual considered to be a "high potential" will typically have a track record of accomplishment over several performance periods and be perceived as ready to move up at least one level in the organization or assume a wider span of control and responsibility at the current job level.
Both the performance rating and potential code are success indicators within the organization and determine promotion, compensation and position in succession planning schemes. Participants were instructed to select a minimum of one supervisor and four additional raters, to complete the web-based survey.
Raters were asked to rate the leader based on behavioral statements and whether the statements were true for the leader. Scores were based on a seven-point Likert scale, with one being the lowest rating "slightly agree" to seven being the highest, "strongly agree.
Statistical Analysis The data was analyzed to compare the ratings of groups defined by region, gender, function, and performance and potential. Gender, potential, and performance, each consisted of only two categories, male and female, average and high potential HiPOand 4.
The mean ratings for these groups were compared using an independent sample T test. For region and function, which each consisted of four categories, multiple regression procedures were used. For these analyses a set of "dummy" variables was created to represent the four different categories.
The dummy variables were then used in the regression analysis to predict the ratings. If the regression results showed a significant regression weight for one or more of the variables, the conclusion would be that the mean ratings for that variable were higher or lower than that of the remaining variables.
Results EI and High Performing Leaders HiPR The study revealed a strong relationship between superior performing HiPR leaders and emotional competence, supporting theorist's suggestions that the social, emotional and relational competency set commonly referred to as Emotional Intelligence, is a distinguishing factor in leadership performance.
Leaders who received performance ratings of 4. This finding is consistent with conclusions reached by McClellandin a study of leaders in thirty different organizations, that found the most powerful leadership differentiators were Self-Confidence, Achievement Drive, Developing Others, Adaptability, Influence and Leadership.
In our study, of the twenty emotional competencies measured, Subordinates and Supervisors rated HiPR leaders stronger in seventeen, and fourteen EI competencies respectively.
Peers found HiPR leaders to be stronger in nine of the twenty emotional competencies. Peers were less able to distinguish the HiPO leaders, rating them differently in six of the twenty competencies measured.
With the exception of a slight difference in the area of Conscientiousness, Subordinates did not rate HiPO leaders differently than other participants. Supervisors' enhanced ability to recognize high potentials in this study may be understandable given a few factors. Supervisors are aware of employee potential status since they are instrumental in determining potential ratings for their direct reports.
Knowing potential status of the participants while assessing them may have biased survey scores. Another possibility is that Supervisors, being charged with succession planning responsibility, may look for the demonstration of the competencies they know are predictive of success at higher levels in the organization, while Subordinates, in particular, may focus on competencies needed for success in the current role, which may in fact be different.
It's also likely that high potential individuals make an effort to demonstrate reach capabilities to their Supervisors in an attempt to influence their opinion regarding their promotability and future potential. EI and Gender Relative to the many differences found for performance and potential, there were fewer differences found relating to gender, however a few are noteworthy.
In all of these areas, women received the higher ratings. Supervisor ratings showed significant differences on two emotional competencies, specifically women were rated higher on both Adaptability and Service Orientation.The idea of cultural safety envisages a place or a process that enables a community to debate, to grapple and ultimately resolve the contemporary causes of lateral violence without fear or coercion.
Cross-cultural psychology is the scientific study of human behavior and mental processes, including both their variability and invariance, under diverse cultural conditions. Through expanding research methodologies to recognize cultural variance in behavior, language, and meaning it seeks to extend and develop psychology.
Since psychology as an academic discipline was developed largely in.
Culture (/ ˈ k ʌ l tʃ ər /) is the social behavior and norms found in human srmvision.come is considered a central concept in anthropology, encompassing the range of phenomena that are transmitted through social learning in human societies. Cultural universals are found in all human societies; these include expressive forms like art, music, dance, ritual, religion, and technologies like.
Cross Cultural Competence: A Field Guide for Developing Global Leaders and Managers (0) 1st Edition. Chapter 4: Cultural safety and security: Tools to address lateral violence - Social Justice Report Dr.
Robert Like, the director of a medical school center cultural diversity training center, explains why cultural competence is important to improve access to care and reduce disparities – and how health care providers can work toward it.