Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

Abbe, Allison; Gulick, Lisa; Herman, Jeffrey L.

doi:10.1037/e551892009-001

Cited by 23 publications

(39 citation statements)

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“…The AT concept has been applied in numerous related studies, such as the following areas of research: psychometrics (Furnham & Ribchester, 1995;McLain, 1993), situational perception and decision making (McLain, 2009;Yurtsever, 2001), sociological variables (Hofstede, 1984), anxiety (Birrell, Meares, Wilkinson, & Freeston, 2011;Ladouceur, Gosselin, & Dugas, 2000), correlational studies in curiosity (Litman, 2010), ethical norms (Weisbrod, 2009), openness (Bardi, Guerra, & Ramdeny, 2009;Caligiuri & Tarique, 2012;Rajagopal & Hamouz, 2009), cultural phenomena (Abbe et al, 2007;Caligiuri & Tarique, 2012;Tapanes, Smith, & White, 2009), decision making (Iyer, McBride, & Reckers, 2012), worry (Buhr & Dugas, 2006), safety competencies (Ironside, Jeffries, & Martin, 2009), identity conflict (Leong & Ward, 2000), thinking styles (Ie, Haller, Langer, & Courvoisier, 2012), financial performance (Westerberg, Singh, & Hackner, 1997), and novelty (Rajagopal & Hamouz, 2009) (for detailed reviews, see Furnham & Marks, 2013). AT has attracted considerable attention in research fields, and a considerable number of studies have explored various aspects of AT.…”

Section: Cognitive Style Of Atmentioning

confidence: 99%

“…The process of learning English may involve ambiguity to some extent because it involves unfamiliar linguistic and cultural patterns that are likely to create confusion among new learners of the language (Abbe, Gulick, & Herman, 2007;Chapelle & Roberts, 1986;Ehrman & Oxford, 1990;Kamran, 2009;Kazamia, 1999). Success in this complex process involves several individual components, including the level of tolerance for the ambiguity encountered while learning a new language.…”

Section: Introductionmentioning

confidence: 99%

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A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Chiang¹

2016

ELT

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This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.

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Section: Cognitive Style Of Atmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Chiang¹

2016

ELT

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“…Nearly all medical personnel deployed on HA or SSTRO missions end up working with interpreters at some point. Previous research by Hayes and Baker [16] had found that working with medical interpreters presented specific challenges. Thus, the assessments of service delivery needed to address the person's experiences in working with interpreters.…”

Section: Mission Characteristicsmentioning

confidence: 99%

Assessing the Impact of and Needs for Navy Language, Regional Expertise, and Culture Training

Carey¹,

Schmitz²,

Miller³

et al. 2012

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Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number.

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“…Whiteford and St-Clair (2002) further defined cultural competence as "the ability of a person to work effectively and negotiate successful outcomes with clients from differing cultural backgrounds than themselves" (p.130). Cultural competency is viewed as a set of cognitive, behavioral, and affective/motivational components (Abbe, Gulick, & Herman, 2007). Rasmussen et al (2005) explained that cultural competence can be developed by understanding the concept of culture, understanding one's perceptions of cultural issues, and the development of cultural awareness.…”

Section: Culture and Cultural Competencymentioning

confidence: 99%

The Impact of Classroom Instruction on Cultural Awareness and Sensitivity in Occupational Therapy Students

Grady

Brungardt

Doll

2018

JOTE

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As the population in the United States increases, it is essential that occupational therapy students and practitioners be aware of, respond to, and effectively interact with clients from diverse cultural backgrounds. Current literature identifies a gap in the cultural competence education for occupational therapy students and has demonstrated the importance of developing a culturally sensitive curriculum that will prepare students for today's work environment. This study employed a quasi-experimental approach with a one group pretestposttest design to explore the development of cultural awareness in occupational therapy students with classroom instruction on culturally sensitive practice. Data was collected from 43 students enrolled in an entry-level master occupational therapy program using the Cultural Awareness and Sensitivity Questionnaire (CASQ) as an online survey. Results indicated a change in the level of students' cultural awareness and sensitivity following classroom instruction. This provides evidence in the growing body of literature on the effective education of cultural competency with occupational therapy students.

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Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

Cited by 23 publications

References 0 publications

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Assessing the Impact of and Needs for Navy Language, Regional Expertise, and Culture Training

The Impact of Classroom Instruction on Cultural Awareness and Sensitivity in Occupational Therapy Students

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