Organisational culture and its impact on service delivery

2021 ◽  
pp. 169-190
Author(s):  
Philip Stanley ◽  
Bob Swann
Keyword(s):  
Service Delivery ◽  
Organisational Culture

Organisational Culture and Customer Service Delivery

2020 ◽  
pp. 207-215
Author(s):  
Thomas Anning-Dorson ◽  
Ishmael Ofoli Christian ◽  
Michael Boadi Nyamekye
Keyword(s):  
Service Delivery ◽  
Customer Service ◽  
Organisational Culture

The Effects of Organisational Culture on Service Delivery in Public Institutions in Namibia

2021 ◽  
Vol 8 (1) ◽  
pp. 52-71
Author(s):  
Efigenia Madalena Semente ◽  
Immanuel Jacob Muronga
Keyword(s):  
Service Delivery ◽  
Strong Relationship ◽  
Organisational Culture ◽  
Public Institutions ◽  
Assessment Instrument ◽  
Public Institution ◽  
Satisfaction Survey ◽  
Dominant Culture ◽  
Customer Satisfaction Survey ◽  
Possible Cause

This study examined the effects of organisational culture on service delivery at public institutions in Namibia. The organisational culture assessment instrument (OCAI) was used to identify the organisational culture type. The study found hierarchy culture to be the dominant culture type. Further, a customer satisfaction survey based on the SERVQUAL metrics was used to measure the client's perception of the reliability, assurance, empathy, tangibles, and responsiveness of the chosen public institution. In total, 106 staff and clients participated in this study. Most of the clients felt that the chosen institution's empathy and assurance in service delivery were unsatisfactory suggesting that the institution's employees neither display a caring attitude nor politeness when dealing with the clients. The study concluded that lack of assurance and empathy from this hierarchical public institution culture type is the possible cause of poor service delivery among public institutions in Namibia since the study found strong relationship between organisational culture and service delivery.

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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