Strategies For Multicultural Management: Communication And A Common Set Of Values

In the last 30 years, there has been a shift towards using multicultural strategies. The constant shifts taking place in multi-ethnic, multicultural, and multinational workforces indicate that both administrators of these organizations and higher education practices must evolve to adapt to needs for changing skill sets. In the future, multicultural management practices will continue to impact the way that businesses reach out to various stakeholders. Multicultural management strategies can be effective in creating a unique work environment that embraces various attributes of the culture groups comprising the workforce. To meet these challenges, leaders must be trained and educated to develop flexibility, understanding, and acceptance of alternate values when working in foreign locations or multi-national organizations. Moreover, they should be open to new ideas. Trends indicate that multicultural management strategies will become more common based on a central language, technological enhancements of communication, and establishing new traditions based on a combination of cultural values designed to reduce conflict and increase collaboration

Leadership Styles and Faculty Satisfaction in the State University System of Florida

Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector\u27s Job Satisfaction Survey was used to assess a faculty member\u27s level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members\u27 indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities

Areas Of Cross-Cultural Difference In The Workplace

In the last 30 years, there has been a shift towards using multicultural management strategies. The constant shifts taking place in multi-ethnic, multicultural, and multinational workforces indicate that both administrators of these organizations and higher education practices must evolve to adapt to needs for changing skill sets. A multicultural workforce offers advantages in that businesses may reach out effectively to various stakeholders. Leaders do well to cultivate an organizational culture that incorporates flexibility, understanding, and acceptance of alternate values, especially when working in foreign locations or multi-national organizations. Understanding of differences in cultural values and customs may reduce conflict and increase collaboration. To meet these challenges, leaders must be trained and educated to develop flexibility, understanding, and acceptance of alternate values when working in foreign locations or multi-national organizations. This article points out important areas of difference for organizations to address

The Relationship Between Simulation Strategies And Exit Exam Scores: A Correlational Assessment Of Glo-Bus And Peregrine

Simulations are used in business education to improve skill attainment and application. Exit examinations, however, remain imperative measures used for accreditation. This research assesses the relationships between skill sets across business students to test the hypothesis that competencies within and between Glo-Bus as a simulation and Peregrine as an exam positively correlate. We find that while all Peregrine competencies correlate, 11 of 36 possible correlations are present within the Glo-Bus competencies and 47 of 153 possible correlations are present between Glo-Bus and Peregrine competencies. Overall, Glo-Bus and Peregrine scores are weakly, positively correlated, r (157) = .242, p < .01

Employee Resistance To Organizational Change

As change management becomes an essential ingredient of organizations’ performance, the body of literature describing successful and unsuccessful change management initiatives continues to expand. Numerous articles and studies provide an insight into the nature of change management and its most common pitfalls. The most recurring themes include resistance to change, readiness for change, leadership effectiveness, employee commitment and participation in change initiatives, and the roles and competencies needed to ensure the success of strategic change. The present article focuses on one of these themes: resistance to change. Understanding of resistance may enable managers to reduce conflict and increase collaboration. To meet these challenges, leaders must be trained and educated to overcome resistance to change. This article points out important types of resistance for organizations to address

Towards A Theoretical Integration Of Sustainability: A Literature Review And Suggested Way Forward

Organizations worldwide have adopted sustainability strategies to enhance their productivity and develop a competitive advantage. More often than not, organizations and their leaders develop a narrow view of sustainability and consider only the aspects of sustainability that are directly related to their sphere of performance (internal sustainability). Yet, sustainability issues impact all business and non-business organizations, as well as the long-term sustainability of international business relations and quality of life issues worldwide (external sustainability). An increase of appropriate sustainability efforts often requires expanding beyond conventional thinking. Economic necessity can drive both internal and external sustainability measures. Leadership effort is essential to enable shifts in organizational culture that enable sustainability efforts to succeed. This article discusses the sustainability movement. After defining internal and external sustainability, this paper discusses the philosophy of sustainability, internal and external sustainability, measurements, leadership, and best practices

Leadership Styles and Faculty Satisfaction in the State University System of Florida

Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members' indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities

Academic Administrator Leadership Styles and the Impact on Faculty Job Satisfaction

This article examines the impact of three leadership styles as a predict or of job satisfaction in a state university system. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector’s Job Satisfaction Survey was used to assess a faculty member’s level of job satisfaction. The population consisted of 567 full-time faculty members, and 104 participants completed the survey. The results of logistic regression analysis revealed that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Demographics did not appear to predict satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members’ indicated preferences. The study results may contribute to social change at the departmental level by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities