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Organisational culture and its impact on service delivery
Published in Tim Riding, Caron Swann, Bob Swann, Colin Dale, The Handbook of Forensic Learning Disabilities, 2021
Uncertainty avoidance describes the extent to which individuals feel threatened by uncertainty, ambiguity and unfamiliar risks. In low uncertainty avoidance cultures people tend to be more accepting of innovation, whereas in high uncertainty avoidance cultures this is resisted. Forensic services will, because of the nature of their business, tend towards a higher degree of uncertainty avoidance, in that although services have a primary duty to provide therapeutic care, this is always within the context of having responsibility for the safety and security of service users, service staff and the general public.
Culture and Organizational Differences
Published in Walter J. Lonner, Dale L. Dinnel, Deborah K. Forgays, Susanna A. Hayes, Merging Past, Present, and Future in Cross-Cultural Psychology, 2020
Pieter J.D. Drenth, Deanne N. Den Hartog
Culture dimensions (e.g. power distance, individualism-collectivism) yield many hypotheses regarding cross-cultural differences in leadership. For example, high uncertainty avoidance, with the resulting emphasis on rules, procedures and traditions may place other demands on leaders than low uncertainty avoidance, with the resulting attitude of tolerance of ambiguity and innovative behavior. More “masculine” cultures are probably more tolerant of strong, directive leaders than harmony oriented or “feminine” cultures, where a preference for more consultative, considerate leaders seems more likely (Den Hartog et al., 1999).
Socio-Cultural Environment, Work Culture, and Managerial Practices: The Model of Culture Fit
Published in J.-C. Lasry, J. Adair, K. Dion, Latest Contributions to Cross-Cultural Psychology, 2020
Rabindra N. Kanungo, Zeynep Aycan, Jai B. P. Sinha
There are a number of intriguing findings. First, power distance and uncertainty avoidance were predictably higher in India than in Canada, but the United States sample unexpectedly scored high on these dimensions. Although this finding should be replicated with larger samples, it suggests that there is an invisible power distance in American organizations. High uncertainty avoidance, on the other hand, could be a function of recent downsizing in organizations.
The Association of Child Abuse Experiences and Intolerance of Uncertainty in Young Adults
Published in Psychiatry, 2023
Ayşe Hatun Dirican, Ekin Doğa Kozak, Önder Kavakcı, Berna Sönmez
Future research could examine mediating mechanism of the relationship between child abuse and IU, including personality traits (Lee & Song, 2017), self-esteem (Kim et al., 2022), resilience (Xie et al., 2021), dissociation (Paetzold & Rholes, 2021), self-concept (Wong et al., 2019), emotional exhaustion (McKee-Lopez et al., 2019), self-confidence (Danese & Baldwin, 2017) and post-traumatic stress disorder (Powers et al., 2011). Future researchers should also consider potential moderators in child abuse-IU relationship. One such variable may be uncertainty avoidance because the relationships explored in this study may vary based on the level of uncertainty avoidance. Therefore, a similar study can be conducted in countries where uncertainty avoidance is high and low by comparing the findings.
Professional development and lifelong learning: the impact of physical therapy residency training in Kenya
Published in Physiotherapy Theory and Practice, 2022
Shala Cunningham, Bini Litwin, Alicia Fernandez-Fernandez, Jennifer Canbek
Uncertainty avoidance is the society’s tolerance of ambiguity in life (Hofstede, 1986). Kenya appears to have a high uncertainty avoidance culture. People take comfort in what is known and may be hesitant to incorporate new ideas or take risks. Teachers are seen as experts and do not typically admit to not knowing information (Hofstede, 2001; Jippes and Majoor, 2011). Students require clear instructions and affirmation of their views. They may be hesitant to speak up in classrooms or express an opinion due to the risk of failure. The uncertainty of a diagnosis and weighing of multiple hypotheses in the clinical setting would be difficult for a student from a high uncertainty avoidance culture. The consideration of multiple possibilities for the patient diagnosis without an ultimate correct diagnosis would limit affirmation of their clinical reasoning. In contrast, in a low uncertainty avoidance culture, ambiguity is welcomed and mistakes are considered part of the learning process. However, the Kenyan residents discussed the importance of changing their approach to patient care from protocol-driven to the use of clinical reasoning to develop and refine their treatment plan. The patient outcomes then informed their future decisions. This demonstrated their willingness to embrace uncertainty to help progress the profession in the country.
An international, culturally adaptive faculty development fellowship for simulation educators
Published in Medical Teacher, 2021
Sayaka Oikawa, Benjamin W. Berg, Jannet Lee-Jayaram
SimTiki Simulation Center, University of Hawaii, John A Burns School of Medicine, has conducted an international simulation faculty development (FD) fellowship since 2007. The fellowship is a full-time (one-year or longer), in-residence experience, enrolling 2–6 healthcare professionals per year. The curriculum includes structured workshops, colloquia, and international web-based journal clubs, with native language facilitation. The program involves experiential learning, including project-based curriculum development, educational research, and supervised teaching experiences. The curriculum addresses specific and yet divergent cultural and social aspects of healthcare education, such as power distance and uncertainty avoidance (e.g. Hofstede et al., 2010) that can affect engagement in learning. Fellows instruct international learners in short FD courses at the center under the supervision of faculty members, including scenario debriefings focused on such cultural dimensions as power distance, social values, and norms of collaboration. Multicultural experiences increase fellows’ understanding of educational adaptations for educators from different cultural backgrounds, engendering active self-reflection critical for cultural awareness.