University of Maryland University College: UMUC Digital Repository
Not a member yet
6660 research outputs found
Sort by
Leadership development for millennials and Generation Z: A systematic review
No full textBased on the rapidly accelerating rate of retirement within the "baby boomer" generation in America (Taylor, 2014), this emerging next generation of millennial business leaders will carry the burden of leading workers in increasingly complex, geographically and culturally diverse work environments” (Keszei et. al., 2018).Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Leadership Development for Millennials and Generation Z: A Systematic Review Generation Z: A Systematic Review Generation Z: A Systematic Review Generation Z: A Systematic Review Generation Z: A Systematic Review Generation Z: A Systematic Review Generation Z: A Systematic Review Generation Z: A Systematic ReviewGeneration Z: A Systematic Review
Remedious Bernadine Douglas, MS, PMPRemedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMPRemedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMPRemedious Bernadine Douglas, MS, PMPRemedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP Remedious Bernadine Douglas, MS, PMP
Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and Retention, retirement, motivation, apprehension, global diversity, and uncertainty. uncertainty. uncertainty. uncertainty.uncertainty.
Management Challenges Management Challenges Management Challenges Management Challenges Management Challenges Management ChallengesManagement ChallengesManagement Challenges Management ChallengesManagement Challenges
Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within Based on the rapidly accelerating rate of retirement within "baby "baby "baby boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation boomer" generation in in in America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next America (Taylor, 2014), this emerging next generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading generation of millennial business leaders will carry the burden leading workers in increasingly complex workers in increasingly complexworkers in increasingly complex workers in increasingly complexworkers in increasingly complexworkers in increasingly complex workers in increasingly complex workers in increasingly complex workers in increasingly complex workers in increasingly complexworkers in increasingly complex workers in increasingly complex workers in increasingly complexworkers in increasingly complex workers in increasingly complex , geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse geographically and culturally diverse work environments” work environments” work environments” work environments” work environments” work environments” work environments” work environments” (Keszei (Keszei (Keszei (Keszei (Keszei et. al., 2018). et. al., 2018). et. al., 2018). et. al., 2018). et. al., 2018).et. al., 2018).et. al., 2018).et. al., 2018).et. al., 2018).et. al., 2018).
Problem StatementProblem StatementProblem Statement Problem StatementProblem Statement Problem StatementProblem StatementProblem Statement Problem Statement Problem Statement
What What What What factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of factors are advantageous for leadership development of Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z?Millennials and Generation Z?Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z?Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z? Millennials and Generation Z?
Research QuestionResearch Question Research QuestionResearch QuestionResearch QuestionResearch Question Research QuestionResearch Question
Conceptual ModelConceptual Model Conceptual Model Conceptual Model Conceptual Model Conceptual ModelConceptual Model Conceptual Model
-OneSearch OneSearch
-ABI/Inform ABI/Inform
-ERIC ERIC
-Academy of Management Academy of Management Academy of Management Academy of Management Academy of Management Academy of Management Academy of Management Academy of Management Academy of Management Academy of Management
Select Databases Select Databases Select Databases Select DatabasesSelect Databases Select Databases
-Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review (Gough et (Gough et (Gough et (Gough et (Gough et (Gough et (Gough et al., 2017) al., 2017) al., 2017)al., 2017)al., 2017)al., 2017)al., 2017)
-TAPUPAS TAPUPAS TAPUPAS TAPUPAS TAPUPAS (Pawson (Pawson (Pawson (Pawson (Pawson et al., et al., et al., 2003)
-Microsoft Excel Microsoft Excel Microsoft ExcelMicrosoft ExcelMicrosoft Excel Microsoft Excel
-Atlas.ti Atlas.ti Atlas.tiAtlas.ti Atlas.ti8
-Adobe Acrobat DC Adobe Acrobat DC Adobe Acrobat DC Adobe Acrobat DC Adobe Acrobat DCAdobe Acrobat DCAdobe Acrobat DC
-Weka data Weka data Weka data Weka data Weka data mining softwaremining software mining software mining softwaremining software mining softwaremining software mining software -Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Confidence in the Evidence from Review of Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual)Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual)Qualitative Research (CERQual)Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual) Qualitative Research (CERQual)
Methods Methods Methods
-Scholarly, peerScholarly, peer Scholarly, peerScholarly, peer Scholarly, peerScholarly, peer Scholarly, peer -reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the reviewed articles within the years years years of of 2000 -2019
-Two years Two years Two years Two years of scarce of scarce of scarce of scarce of scarce of scarce journal articles journal articles journal articlesjournal articles journal articles journal articles
-Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development Specific data on leadership development for for Millennials Millennials Millennials Millennials Millennials
-Perspectives Perspectives Perspectives Perspectives Perspectives from managers and from managers and from managers and from managers and from managers and from managers and from managers and from managers and from managers and from managers and from managers and from managers and from Millennials from Millennialsfrom Millennialsfrom Millennialsfrom Millennials from Millennials from Millennials from Millennials from Millennials
-Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other Perspectives on Millennials based other demographics demographicsdemographicsdemographicsdemographics demographics demographics
Limitations Limitations LimitationsLimitations
1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career 1. Be apprised of behaviors and motivation that guides Millennial’s career
How does leadership style positively influence the retention of knowledge workers? A systematic review of the literature
No full textOne of the biggest management challenges today is how to retain key employees. For much of the 20th century, the focus in industry was on how to improve machinery to maximize production. In the 21st century, the focus is how to improve knowledge to maximize productivity. As organizations begin to realize that human capital is the most important asset for their sustainability, so will their efforts begin to shift to preserving this resource. The preservation of human capital means understanding the segment of human capital which is intricately aligned with the competitive edge of the organization. The most creative and innovative segment of the workforce are knowledge workers. Understanding this segment of employees and guarding their intimate knowledge of the organization’s most sensitive information and competitive edge can be challenging. Because these employees are so knowledgeable and talented, they are often the target of competitors. They may be lured away with lucrative offers and this contributes to the serious leadership challenge of retaining them. However, proactive leadership can forestall this employee churn by strategically implementing policies aimed at incentivizing key employees to stay. But this all depends on leadership style that speaks to the needs and aspirations of this group of employees. Accordingly, the research question for this dissertation was: How does leadership style positively influence the retention of knowledge workers? Five themes emerged from the systematic review of existing literature: transformational leadership is the most effective leadership style in retaining knowledge workers; social identification can boost knowledge worker motivation and organizational commitment; organizational commitment is positively correlated to job satisfaction and lowered intention to leave; employee engagement influences affective commitment; and knowledge workers prefer intrinsic rewards to extrinsic rewards. The implications of these themes for management practice are examined.ABSTRACT
Title of Dissertation:
HOW DOES LEADERSHIP STYLE POSITIVELY INFLUENCE THE RETENTION OF KNOWLEDGE WORKERS? A SYSTEMATIC REVIEW OF THE LITERATURE.
John Onyeaku, Doctor of Business Administration, 2020
One of the biggest management challenges today is how to retain key employees. For much of the 20th century, the focus in industry was on how to improve machinery to maximize production. In the 21st century, the focus is how to improve knowledge to maximize productivity. As organizations begin to realize that human capital is the most important asset for their sustainability, so will their efforts begin to shift to preserving this resource. The preservation of human capital means understanding the segment of human capital which is intricately aligned with the competitive edge of the organization. The most creative and innovative segment of the workforce are knowledge workers. Understanding this segment of employees and guarding their intimate knowledge of the organization’s most sensitive information and competitive edge can be challenging. Because these employees are so knowledgeable and talented, they are often the target of competitors. They may be lured away with lucrative offers and this contributes to the serious leadership challenge of retaining them. However, proactive leadership can forestall this employee churn by strategically implementing policies aimed at incentivizing key employees to stay. But this all depends on leadership style that speaks to the needs and aspirations of this group of employees. Accordingly, the research question for this dissertation was: How does leadership style positively influence the retention of knowledge workers? Five themes emerged from the systematic review of existing literature: transformational leadership is the most effective leadership style in retaining knowledge workers; social identification can boost knowledge worker motivation and organizational commitment; organizational commitment is positively correlated to job satisfaction and lowered intention to leave; employee engagement influences affective commitment; and knowledge workers prefer intrinsic rewards to extrinsic rewards. The implications of these themes for management practice are examined.
Keywords: knowledge worker, retention, leadership style, turnover, organization
DOES LEADERSHIP STYLE POSITIVELY AFFECT THE RETENTION OF KNOWLEDGE WORKERS?
By
John Onyeaku
Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Business Administration
2020
© Copyright by
[John Onyeaku]
2020
ii
Preface
iii
Foreword iv
Dedication
This dissertation is dedicated to the memory of my beloved sister, Ugochi Onyeaku. v
Acknowledgements
I extend my deepest gratitude to Dr. James Gelatt for guiding me through this journey. I am also indebted to Dr. Denise Breckon for showing me how to publish. Finally, I would like to thank the subject matter experts for offering their expert knowledge to enrich this dissertation. vi
Table of Contents
Prefaceii
Foreword iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables viiix
List of Figures ixxi
List of Abbreviations xxii
Chapter 1: Introduction and Overview of the Management Problem 1
Background and Overview ......................................................................................................... 1
Problem Statement and Significance of the Problem…………………………………………..5
The Research Question……………………………………………………………………………………………………………………….7
Rationale for the Study…………………………………………………………………………8
Definitions and Terminology………………………………………………………………….10
Organization of the Dissertation………………………………………………………………13
Chapter 2: Scoping Literature Review and Theoretical Frame 15
Introduction ........................................................................................................................... 1165
The Literature Landscape ......................................................................................................... 16
Theoretical Framework ............................................................................................................. 20
Chapter Summary ..................................................................................................................... 32
Chapter 3: Method 33
The Evidence-Based Research Framework .............................................................................. 34
Review Initiation ....................................................................................................................... 35
Search Strategy ......................................................................................................................... 36
Quality Appraisal ...................................................................................................................... 43
Subject Matter Experts .............................................................................................................. 46
Analysis and Synthesis Methodology ....................................................................................... 47
Chapter Summary ..................................................................................................................... 52
Chapter 4: Analysis and Findings 54
Review of the Research Question ............................................................................................. 54
Description of the Data Set ....................................................................................................... 55
Results of the Quality Appraisal of the Data Set ...................................................................... 58 vii
Conceptual Model .................................................................................................................... 74
Chapter Summary ..................................................................................................................... 75
Chapter 5: Conclusions and Implications 77
Review of the Research ............................................................................................................ 77
Answer to the Research Question ............................................................................................. 78
Recommendations ..................................................................................................................... 79
Limitations of the Study and Areas for Future Research .......................................................... 86
Final Summary and Conclusion ................................................................................................ 87
viii
List of Tables
Table 1. Descriptions of leadership styles……………………………………………………….27
Table 2. Database search strings and results…………………………………………………….42
Table 3. A description of TAPUPAS terms……………………………………………………...48
Table 4. Articles used for systematic review by region of publication………………………….54
Table 5. Data evidence…………………………………………………………………………...59
Table 6. Leadership style affects retention………………………………………………………63
Table 7. Employee engagement increases job satisfaction………………………………………66
Table 8. Organizational commitment is positively related to organizational outcomes…………68
Table 9. Social identification affects retention…………………………………………………..72
Table 10. Intrinsic rewards influence knowledge worker retention……………………………..74
Table 11. Transformational leadership is the most effective leadership style…………………...76 ix
List of Figures
Figure 1. Theoretical framework………………………………………………………………...33
Figure 2. CIMO Logic diagram………………………………………………………………….37
Figure 3. Illustration of exclusion and inclusion criteria………………………………………...44
Figure 4. The PRISMA illustration………………………………………………………………45
Figure 5. Abbreviated version of the PRISMA illustration……………………………………...47
Figure 6. An illustration of articles by decade of publication……………………………………53
Figure 7. An illustration of articles by region of publication……………………………………55
Figure 8. Illustration of the synthesis technique adopted for article review…………………….57
Figure 9. Conceptual framework………………………………………………………………..78
x
List of Abbreviations
1
Chapter 1: Introduction and Overview of the Management Problem
Background and Overview
Leadership is frequently considered one of the most important factors for organizational success or failure (Bass & Avolio, 1990; Landis, et el., 2014). Effective leaders articulate the strategic direction of the organization and provide a clear vision of what can be achieved by work units separately and the organization as a whole (Yukl, 2012, p. 72). Effective leaders set the tone at the top for the entire organization. They inspire their followers by modelling behaviors that are consistent with organizational success. These leaders can empower their followers by giving them greater autonomy and influence over the decisions about their work (Yukl, 2012, p. 72).
Most workers would prefer viewing their jobs as a means of personal fulfillment, not just a means of earning income (Yun, et el., 2006, p.375). Employees increasingly expect some control and influence over the decisions affecting their jobs. The issue of autonomy and influence over work decisions is especially important to knowledge workers. These are workers who predominantly apply intellectual skills in performing their work. Because of their unique skills, they are highly sought after in the marketplace. They characteristically cherish challenging work assignments (Horwitz et el, 2003, p. 49). In performing their tasks, they prefer autonomy to create and innovate to help achieve organizational goals. Thus, an effective leader must recognize the needs and characteristics of knowledge workers and design policies and strategies aimed at motivating and retaining this segment of the workforce. This is because research has shown that knowledge workers have a higher turnover rate than other workers (Horwitz et el., 2003, p. 25).
2
Employee turnover is a serious management challenge in organizations (Maaitah, 2018, p.24). To become and remain competitive, leadership must motivate their employees to be creative and innovative. Employees who are encouraged by management to be creative and innovative tend to develop increased job satisfaction, and this in turn reduces the intention to leave (Cruz, et el., 2011, p. 12). Retaining knowledge workers is especially important because organizations may risk losing competitive edge if their most creative and innovative employees choose to leave abruptly.
Leadership Style
McLaurin (2006, p. 99) defined leadership style as how an employee is influenced by a leader’s attitudes and beliefs. These beliefs and attitudes are reflected in the manner in which the leader behaves toward employees. Accordingly, leadership style is critical to modeling the behavior of followers (Wakabi, 2016, p. 414). As Yukl (2012, p. 73) observed, an effective leader builds support and identifies opportunities even during challenging times.
In their study of the impact of leadership style on retention in Pakistan, Brohi, et el. (2018, p. 13) concluded that leadership style influenced employee job satisfaction and this in turn influenced employee turnover intention. Similarly, Kleinman (2013a, p. 112) found that practical leadership skills and styles can improve employee job satisfaction and reduce turnover. It follows that employee retention may be directly or indirectly linked to leadership style in the organization.
Although there are different leadership styles, it has been argued that no leadership style fits all situations (Hersey & Blanchard, 1982, p. 50). However, there is general agreement that bad or ineffective leadership can be easily discernible (Pyc et el., 2016, p. 17). Bad or ineffective leadership style lowers employee motivation and may lead to undesirable organizational 3
outcomes such out as turnover and deviant behaviors among the workforce (Lamb & McKee, 2004; Pyc et el., 2016)
Turnover
In most organizations, employee turnover is a major management challenge (Maaitah, 2018, p. 24). Employee turnover affects productivity, morale, quality of service, and operational efficiency. But above all, employee turnover is costly – time and resources are expended to find suitable replacements. This situation becomes more serious when replacing critical employees.
Employee turnover emerged as a scholarly area of interest in the 1970s as changing workplace dynamics coincided with the increased use of technology to perform functions that traditionally had been performed manually. Prior to that time, most workers expected to stay almost a lifetime with the same organization (Wakabi, 2016, p. 412). As employees started to change jobs, HR managers began to rethink personnel retention policies and procedures. This development led leadership to recognize that losing key employees could undermine the survivability of organizations.
Both operational disruption theory and human capital help explain the disruptive impact of employee turnover in organizations. According to operational disruption theory, employee turnover affects the ability of the remaining employees to produce because of the interdependence of work roles. The challenge for organizations is to ensure that work units operate smoothly so that productivity is not disrupted. But when critical employees leave abruptly, management must act quickly to fill their positions in order to minimize the disruption 4
the employee’s exit might cause. The more sensitive and specialized the job, the more challenging it is to find competent replacements.
The human capital theory presents a different perspective on organizational disruption caused by turnover. The theory posits that turnover depletes the organization’s most important asset: Human capital. This depletion of resources adversely affects the organization’s productive capacity and performance. For example, Kleinman (2004b, p. 128), in a study of staff nurse shortage in New Jersey, United States, noted that the resultant suboptimal staffing affected the quality of patient care. Similarly, Kodden, and Roelofs (2019), after surveying the impact of turnover on law firms in the Netherland, concluded that employee turnover, especially in knowledge intensive firms, could have serious negative effects on the survival of law firms.
Knowledge workers
Voluntary turnover, especially among key employees, imposes significant costs to the organization, both directly and indirectly (Wakabi, 2016). The direct costs include the HR costs associated with replacing such employees. The indirect costs include decline in employee morale, extra pressure on the remaining staff, decline in service or product quality and potential loss of key clients.
A distinguishing feature of knowledge workers is that they already possess requisite skills acquired through lengthy education and training before they enter an organization (Depres & Hiltrop, 1995). These workers are keenly interested in keeping their skills sharp and having challenging projects to work on. Knowledge workers need to be assured their skills align with the strategic direction of the organization because they want to be important contributors to the 5
success of the organization. According to Pobst (2014, p. 63), knowledge workers can enable organizations to maintain their competitive advantage.
Problem Statement and Significance of the Problem
Importance of knowledge workers
According to Drucker (1999), the key to increasing the productive capacity and overall performance of the organization is to develop the ability to improve the productivity of knowledge workers. Because of its significance to organizational performance, improving the performance of knowledge workers should be a top management priority in the 21st century (p. 92). This suggests that organizations that develop the ability to increase the productivity of knowledge workers will in turn increase their productive capacity and perform better than the competition. Similarly, Tebeain (2012, p. 313) observed that an organization that aims at maintaining its competitive edge should not underestimate the importance of skilled and trained employees.
Knowledge workers are some of the most skilled, creative and innovative segment of the workforce. Because of their unique skills, they constitute a critical component of the competitive edge of organizations, especially in knowledge intensive organizations. It is not uncommon, for example, to see the exit of a key employee in a knowledge intensive organization cause significant loss of revenue to the organization.
Retention challenges
Today, knowledge worker retention has become a critical challenge for organizations mainly due to global competition and increasing global knowledge economy (Nelson & 6
McCann, 2010). The rapidly increasing knowledge economy means that the workers who possess the skills to function effectively in such an economy will be in great demand. This makes knowledge workers highly valuable but difficult to retain. An additional factor that compounds management’s challenge in hiring and retaining knowledge workers is the increasing complexity of job requirements. As the nature of work increasingly requires critical thinking and becomes more technically oriented, the need for knowledge workers will likewise increase (Pobst, 2014).
Research shows that knowledge worker turnover in the IT industry is higher than other industries. The IT industry is composed of mainly knowledge intensive firms. These knowledge intensive firms are typically staffed by a majority of knowledge workers. For example, a U. S. Department of Labor report (2006) showed that while the average rate of voluntary turnover in the U.S. between 2005 and 2006 was 0.7 percent, the voluntary rate of turnover among Information Technology (IT) professionals was 7 percent (Von Hagel & Miller, 2011). Similarly, Horwitz et el. (2003) found in a study about how organizations could attract, motivate and retain knowledge workers that the turnover of knowledge workers was higher than other workers. In the same study, Horwitz reported that having adequate compensation, a challenging work environment, freedom to plan work and encouragement from top management were the most effective Human Resources (HR) tools to retain knowledge workers. As Lancau, et el. (2007, p. 29) found, employees who have a lower perception of organizational values than their leader tend to develop decreased job satisfaction and this may lead to weaker organizational attachment than those employees with high perceived value similarity. Further, a study by Lancau et al. (2007) found that “perceived and actual dissimilarities in organizational values from the CEO negatively affected team member attitudes” (p. 28).
Costs of employee replacement 7
A 2013 U.S Office of Personnel Management (OPM) study showed costs associated with turnover varied from 90 percent to 200 percent of the employee’s salary (Caillier, 2018, p. 935). In a related study, Johnson (2000) found that the organizational costs to replace a departing IT person ranged between 250,000, representing a $7,000 daily loss of revenue. Similarly, Caillier (2018) noted that the U.S. Office of Personnel Management reported costs associated with turnover could range from 90 percent to 200 percent of an employee’s salary.
Purpose Statement
The overarching objective of this dissertation was to explore whether leadership style positively affected the retention of knowledge workers. Knowledge workers are today perhaps the most strategic asset of the organization. However, there is a shortage of knowledge workers as the nature of work becomes more technically or
The influence of mentoring on African American women's career advancement: A systematic review
No full textAfrican American women's progression in organizations needsexamination.Due to barriers and unconscious and implicit biases, it appears the cards are stacked against African American womenfor upward mobility. As a result, organizations may be overlooking highly qualified internal talent. A lack of diversity and inclusion in the pipeline impedes women’s growth and development.The purpose of this qualitative study was to examinemanagement leaders’influence infostering the career growth for African American women through mentoring.This systematic review includes the thematic synthesis of 36 studies on the contribution of mentoring and African Americanwomenand other minority women to women’s career advancement in organizations.The research question is:How does mentoring foster career growth for African American women targeting leadership positions?The results foundthat mentors providebothbenefits and hindrances for African American women’s career growth and African American women benefit from mentors through career stages. Mentors contributed to women achieving success by providing psychosocialsupport, helping tonavigate the organization, expandingnetworks, buildingself-efficacy, offering role modeling functions, and providing psychological support.The implications for management includeunderstandingthe need for effective cross-gender mentoring, becomingaware of the barriers and unconscious and implicit biases, and providingAfrican American women role models in the workplace. Managers can also help African American women acquire mentoring support from early-career through advanced-career stages to increase their career growth.Recommendations offered to management practitioners include aligning organizational strategies, policies, procedures, training for career growth, and developing a formalized African American women mentoring pilot program.ABSTRACT
Title of Dissertation:
THE INFLUENCE OF MENTORING ON AFRICAN AMERICAN WOMEN’S CAREER ADVANCEMENT: A SYSTEMATIC REVIEW
Ellen Mayo, Doctor of Business Administration, 2020
African American women's progression in organizations needs examination. Due to barriers and unconscious and implicit biases, it appears the cards are stacked against African American women for upward mobility. As a result, organizations may be overlooking highly qualified internal talent. A lack of diversity and inclusion in the pipeline impedes women’s growth and development. The purpose of this qualitative study was to examine management leaders’ influence in fostering the career growth for African American women through mentoring. This systematic review includes the thematic synthesis of 36 studies on the contribution of mentoring and African American women and other minority women to women’s career advancement in organizations. The research question is: How does mentoring foster career growth for African American women targeting leadership positions? The results found that mentors provide both benefits and hindrances for African American women’s career growth and African American women benefit from mentors through career stages. Mentors contributed to women achieving success by providing psychosocial support, helping to navigate the organization, expanding networks, building self-efficacy, offering role modeling functions, and providing psychological support. The implications for management include understanding the need for effective cross-gender mentoring, becoming aware of the barriers and unconscious and implicit biases, and providing African American women role models in the workplace. Managers can also help African American women acquire mentoring support from early-career through advanced-career stages to increase their career growth. Recommendations offered to management practitioners include aligning organizational strategies, policies, procedures, training for career growth, and developing a formalized African American women mentoring pilot program.
Keywords: African American women, career advancement, glass ceiling, implicit bias, mentoring, unconscious bias
THE INFLUENCE OF MENTORING ON AFRICAN AMERICAN WOMEN’S CAREER ADVANCEMENT: A SYSTEMATIC REVIEW
By
Ellen Mayo
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Business Administration
2020
© Copyright by
[Ellen Mayo]
2020
ii
Dedication
I dedicate this dissertation to my husband, mother, family, and friends. Thank you for your understanding, kindness, and support along this journey. Your continued encouragement from the beginning and throughout this process gave me the nudge I needed to keep pushing to the finish line. I sincerely thank you.
Thank you Allen Mayo, my husband for supporting me throughout this journey. The many late nights of writing and taking care of our beloved dogs, T’angi and Shotsy helped me to continue moving forward. Thank you for listening to all of my presentations and offering different perspectives when needed.
To my mother, Mary Taylor, I also want to say thank you for always being my cheerleader with every endeavor on which I’ve embarked. You encouraged me to continue to further my education as you always knew I would and supported me every step of the way. You instilled in me a sense that I can accomplish anything, and with that, I never stopped reaching for new heights.
Lastly, thank you to my friends who sent me words of encouragement via text, phone call, email, cards, and flowers. All of your special words keep me going and going and going. They were the little nudge I needed to let me know I’m not in this alone and that all of you have been a part of this journey with me.
iii
Acknowledgments
I would be remiss if I didn’t acknowledge the wonderful and very experienced instructors I had at the University of Maryland Global Campus (UMGC) and my awesome Doctor of Business Administration/Doctor of Management (DBA/DM) cohort. The instructors were always willing to listen and provide guidance and support needed to keep moving through the process. Their words of encouragement and dedication are a testament to ensuring my success, and I hold the deepest appreciation for them. To my amazing cohort, your continued encouragement and support helped me stay focused throughout the entire journey. A special thank you to Clark Shah-Nelson and Patience Ebuwei who made it possible for me to get published. That was a huge endeavor while writing a dissertation. Last but not least, Allyson Oliver-Jones my cohort peer, sounding board, reviewer, coach, and the one who pushed me to create outlines. You have been my rock since DMG 800 and I appreciate you.
My deepest appreciation to Dr. Breckon, my dissertation mentor/advisor, and Dr. Bouchard, my second reader. I knew right away Dr. Breckon was going to get me to the finish line without added pressure and stress. Her encouragement and dedication to my dissertation journey warranted my resiliency to keep writing, keep researching, and keep going until completion. Her support led me to strengthen my dissertation and gave me the foresight to think beyond my research. She supported me when I felt I simply ran out of words and needed mental space by allowing me to take the moment. Through that caring gesture with no added pressure to meet milestone deadlines, I was able to return with clearer thoughts and stay on track. Dr. Bouchard, my second reader was awesome. Her valuable feedback and insight allowed me to view things from different perspectives and capture it in writing. I’m very happy she was a part of my journey.
Last and certainly not least, I thank God for giving me the fortitude and wherewithal to complete my dissertation! iv
Contents
Dedication .......................................................................................................................................... ii
Acknowledgments .............................................................................................................................. iii
Contents ............................................................................................................................................ iv
List of Tables ....................................................................................................................................... 1
List of Figures ...................................................................................................................................... 2
Chapter 1: Introduction and Overview of the Management Problem ................................................... 3
Background and Overview .............................................................................................................. 3
Background on Mentoring .................................................................................................................... 5
Formal Mentoring ................................................................................................................................ 6
Informal Mentoring .............................................................................................................................. 7
Problem Statement and Significance of the Problem ....................................................................... 7
The Research Question ................................................................................................................... 8
Context ................................................................................................................................................ 9
Intervention ......................................................................................................................................... 9
Mechanism ........................................................................................................................................ 10
Outcome ............................................................................................................................................ 11
Rationale for the Study ................................................................................................................. 11
Definition of Terms ............................................................................................................................. 12
Organization of the Dissertation ................................................................................................... 13
Chapter 2: Scoping Literature Review and Theoretical Frame ............................................................. 14
Overview of Themes ..................................................................................................................... 14
Women Navigating Gender and Race-Based Barriers ......................................................................... 14
Gender Discrimination ........................................................................................................................ 16
Marginalization .................................................................................................................................. 17
Mentoring African American Women ................................................................................................. 17
Women Mentoring Women ............................................................................................................... 18
Cross-Gender Mentoring .................................................................................................................... 19
Peer Mentoring .................................................................................................................................. 19
e-Mentoring ....................................................................................................................................... 20
Theoretical Framework ................................................................................................................. 22
Social Dominance Theory ................................................................................................................... 22
Mentor Role Theory ............................................................................................................................ 23
Conceptual Framework...................................................................................................................... 24
Chapter Summary ......................................................................................................................... 26
Chapter 3: Method ............................................................................................................................. 27
The Evidence-Based Research Framework ..................................................................................... 27
Evidence-Based Management (EBMgt) .............................................................................................. 28
Systematic Review ........................................................................................................................ 30
Identify Managerial Problem and Research Question ........................................................................ 31
Search Studies Within Domain Area ................................................................................................... 32
Critically Appraise Studies ................................................................................................................... 33
Synthesize Studies .............................................................................................................................. 34
Search Strategy ............................................................................................................................. 34 v
Search Terms ..................................................................................................................................... 34
Search Process ................................................................................................................................... 35
Inclusion and Exclusion Criteria .......................................................................................................... 36
Quality Appraisal .......................................................................................................................... 37
Method of Quality Appraisal of the Included Studies ......................................................................... 37
Analysis and Synthesis Methodology ............................................................................................ 39
Thematic Synthesis ............................................................................................................................. 39
Phase I ............................................................................................................................................... 41
Phase II .............................................................................................................................................. 41
Phase III ............................................................................................................................................. 41
Subject Matter Experts ................................................................................................................. 43
Chapter Summary ......................................................................................................................... 44
Chapter 4: Analysis and Findings ........................................................................................................ 46
Description of the Data Set ........................................................................................................... 46
Characteristics of the Included Studies ............................................................................................... 51
Results of the Quality Appraisal of the Articles in the Data Set ...................................................... 52
Coding ......................................................................................................................................... 54
Results of the Synthesis of the Articles in the Data Set .................................................................. 56
Mentors Provide Benefits and Hindrances for African American Women’s Career Growth .............. 57
White Men Mentors ........................................................................................................................... 60
Psychosocial Support .......................................................................................................................... 63
Navigate Organization ........................................................................................................................ 64
Expand Networks ............................................................................................................................... 66
Self-efficacy ....................................................................................................................................... 67
Role Model ........................................................................................................................................ 68
Psychological Support ......................................................................................................................... 69
African American Women Mentors .................................................................................................... 69
Role Model ........................................................................................................................................ 71
Psychosocial Support .......................................................................................................................... 72
Psychological Support ......................................................................................................................... 72
Multiple Mentors ............................................................................................................................... 73
African American Women Benefit From Mentors Through Career Stages ...................................... 74
Early-Career ....................................................................................................................................... 74
Mid and Advanced-Career .................................................................................................................. 76
Subject Matter Experts Outcome .................................................................................................. 76
Discussion of Findings ................................................................................................................... 77
Mentors Provided Benefits and Hindrances for African American Women’s Career Growth ............ 78
African American Women Benefit From Mentors Through Career Stages ......................................... 80
Reinterpreted Conceptual Model .................................................................................................. 81
Chapter Summary ......................................................................................................................... 83
Chapter 5: Conclusions and Implications ............................................................................................ 85
Answer to the Research Question ................................................................................................. 85
Management Implications ............................................................................................................ 86
Mentors Provide Benefits and Hindrances for African American Women’s Career Growth .............. 86
African American Women Benefit From Mentors Through Career Stages ......................................... 88
Recommendations ........................................................................................................................ 89 vi
Organizational Focus on Diversity ....................................................................................................... 89
African American Women Mentoring Pilot Program .......................................................................... 90
Limitations of the Study and Areas for Future Research ................................................................ 96
Limitations of the Study ...................................................................................................................... 96
Areas for Future Research .................................................................................................................. 97
Final Summary and Conclusion ...................................................................................................... 98
References ...................................................................................................................................... 100
Appendix A ..................................................................................................................................... 118
Appendix B ..................................................................................................................................... 120
Appendix C ..................................................................................................................................... 121
Appendix D ..................................................................................................................................... 126
Appendix E ................................................................................
Leadership development for millennials and Generation Z: A systematic review
No full textThis research attempts to determine how best to prepare Millennials for leadership. Leadership development encompasses many significant factors, including what training is significant, what needs to be understood to undergo training, and how best to ready persons for leadership. The future of the workplace is uncertain as the prospects for leadership gradually diminish. Older generations are retiring and leaving the workforce in droves. Managers must acknowledge the impending leadership gap in the work place and begin to identify a source of plausible prospects to lead. This research anticipates that Millennials are that practical source.A systematic review was conducted to answer the research question, “What factors are advantageous for leadership development of Millennials and Generation Z?” in this current technologically-advanced era.This systematic review consisted of identifying, analyzing, and synthesizing 14 scholarly, peer-reviewed articles between the years of 2000 through 2019. Learning content, learning style, delivery approach, cultural background, and educational/organizational resources were supported concepts to address the research question. Hofstede’s cultural dimensions were appropriately applied to this research, and 10findings were presented as implications to management,including:•awareness of motivational factors that drive Millennial decision making;
•utilizing technology for leadership development; •building leadership skills through teaming; •willingness to buildbetter relationships with Millennials; •championing Millennials’desire to learn; •creatingan environment where Millennials feelvalued; •acknowledging their respect for diversity; •infusing real-world content into learning; •cognizance of other essential leadership content; and,•credentialing their already leadership-pre-matched traits.The originality and value of this research contribute to the readying of Millennials for leadership. The research concluded that Millennials have the potential to be successful leaders. Managers must do their part to help support Millennials in this endeavor.ABSTRACT
Title of Dissertation:
LEADERSHIP DEVELOPMENT FOR
MILLENNIALS AND GENERATION Z:
A SYSTEMATIC REVIEW
Remedious Bernadine Douglas, Doctor of Management, 2020
This research attempts to determine how best to prepare Millennials for leadership. Leadership development encompasses many significant factors, including what training is significant, what needs to be understood to undergo training, and how best to ready persons for leadership. The future of the workplace is uncertain as the prospects for leadership gradually diminish. Older generations are retiring and leaving the workforce in droves. Managers must acknowledge the impending leadership gap in the workplace and begin to identify a source of plausible prospects to lead. This research anticipates that Millennials are that practical source. A systematic review was conducted to answer the research question, “What factors are advantageous for leadership development of Millennials and Generation Z?” in this current technologically-advanced era. This systematic review consisted of identifying, analyzing, and synthesizing 14 scholarly, peer-reviewed articles between the years of 2000 through 2019. Learning content, learning style, delivery approach, cultural background, and educational/organizational resources were supported concepts to address the research question. Hofstede’s cultural dimensions were appropriately applied to this research, and 10 findings were presented as implications to management, including:
• awareness of motivational factors that drive Millennial decision making; • utilizing technology for leadership development;
• building leadership skills through teaming;
• willingness to build better relationships with Millennials;
• championing Millennials’ desire to learn;
• creating an environment where Millennials feel valued;
• acknowledging their respect for diversity;
• infusing real-world content into learning;
• cognizance of other essential leadership content; and,
• credentialing their already leadership-pre-matched traits.
The originality and value of this research contribute to the readying of Millennials for leadership. The research concluded that Millennials have the potential to be successful leaders. Managers must do their part to help support Millennials in this endeavor.
Keywords: behavior, culture, Generation Z, leadership, leadership development, learning style, manage, management, Millennials, systematic review, technology, uncertainty
BREAK LEADERSHIP DEVELOPMENT FOR
MILLENNIALS AND GENERATION Z:
A SYSTEMATIC REVIEW
By
Remedious Bernadine Douglas
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Management
2020
© Copyright by
Remedious Bernadine Douglas
2020
II
PREFACE
My research is about how best to prepare Millennials for leadership. This involves getting into their heads, so to speak, to determine what approaches are best. These approaches can include creative problem solving, the flipped classroom, and design thinking. Also important is what Millennials see as values, such as how they grew up that could feed into a desire for leading. This could include their culture and what they observe as power, or rather, non-power interests. Millennials do not tend to care about titles or hierarchy, but rather tend to prefer a horizontal business structure. Volatility, uncertainty, complexity, and ambiguity (VUCA) is just one aspect of leadership training, of which many managers are already aware. What I present in my full dissertation is that situations such as VUCA, the COVID-19 pandemic, and the California fires should be incorporated into these training and development programs. Real-world scenarios and leading these tough, uncertain situations are what Millennials, as leaders, will face. Millennials need to be taught how to handle these and other risk-type events, as well as minute events, to effectively manage a business or company for survival. As such, not only do managers have to understand Millennials and determine how and what to teach them, but also, understand what makes them tick and what makes them feel valued.
This dissertation is about influencing Millennials to want to be leaders, as they are the next big group to lead, especially with so many managers retiring and technological advancements. We live in such a diverse and global world; as such, managers must monopolize on Millennials’ impeccable social skills and technological knowledge and use them to our advantage by helping to develop them to be successful leaders. II
FOREWORD
One of the things we know with absolute certainty is that change is inevitable. Perhaps the most significant change is in the environment in which businesses must compete. The most common definition of the present and future environment is a VUCA environment which stands for volatility, uncertainty, complexity, and ambiguity. Because of the interconnectivity between these four components, it is difficult to separate them since they can change continuously.
There are several interpretations and applications for VUCA and its components. The VUCA environment can be looked at on a global basis or just in the environment of how one company competes and makes decisions. The consensus belief is that all companies in the future must plan on how to compete and survive in a VUCA environment regardless of the industry. Some companies prefer to look at just one or two components, such as volatility and complexity, and downplay or avoid considering uncertainty and ambiguity. The application and definition of the components of VUCA are therefore industry or even company specific.
VUCA has a significant impact on the way we prepare workers for leadership positions. In the past, many companies believed in the cookie-cutter approach where leadership focused heavily upon the organization’s rigid policies and procedures. Companies believed that there should be almost a one-size-fits-all approach to the leadership needed for running the business and workers that wanted to show their creativity in problem-solving were restricted in how they should think and act. Performance reviews were based upon their “obedience” to rules, standardized policies and procedures rather than their potential in tailoring solutions for a specific need.
Today’s workers believe that standardized or general polices and procedures are ineffective in dealing with individual circumstances and prefer to use their own interpretation of the facts and solutions to solve problems. Workers have a dislike for always being told what to do. Combining this with rigid command and control structures implemented by senior management, it is little wonder why today’s workforce is more likely to change companies than their predecessors.
When command and control systems focus on “let’s leave well enough alone”, or “This is how we did it in the past, so let’s not change,” workers will look for employment elsewhere. Companies must recognize that training workers for leadership positions will change from company to company and may have to be customized for each person.
Millennials and Generation Z workers believe that there exists more than one solution to problems. As Ms. Douglas outlines in her dissertation, leadership training must include topics such as creative problem-solving, brainstorming and design thinking if we are to maximize their leadership potential. The earlier the training is provided, and the commitment by senior management to life-long education rather than a one-time occurrence, the greater the expected return.
III
DEDICATION
I dedicate my dissertation with utmost love and care to my children, my grandchildren, my husband, and all of my family and friends. They all have had favorably active roles in allowing me to get this degree; to my mother (deceased) who encouraged and even made us go to school; and my dad for his continued encouragement in my life and positive encouragement on education, too. To all, for their continued love and support. To myself for my determination to make this degree achievable.
Remedious Bernadine Douglas
IV
ACKNOWLEDGEMENTS
To my God (The Father), my Lord and Savior Jesus Christ (The Son), and The Holy Spirit with extreme thanks and appreciation for His Love, His Mercy, His Grace, and prayerfully, His continued blessings and forgiveness always.
My family
My husband, Richard Q. Douglas, Sr. My daughter, Tanice Douglas and her sons, Gregory Stewart, Jr., and Amir Cooke My son and his family, Richard Douglas, II, Mary (wife), and Jayson Douglas (son)
My immediate family and their families
My esteemed mom, Clara Lawson-Harrington (deceased),
My brother Azibuike Akaba, Mazzy (wife), and Nikita (daughter)
My sister Gwendolyn Lawson and Anthony Jewell (son)
My brother Daniel Lawson, III, Darnell (son), Donavan (son), Naomi (daughter)
My dad, Daniel Lawson, Jr.
All of my family, friends, and relatives and friends of relatives (including ones who have passed on)
Rochella McKoy (my sister-in-law aka Tina), Anita Taylor (her family), Mary Taylor, Brian Reed and Sister Amanda Joy (friends of my brother Az), my in-laws, all of my friends, and my neighbors.
Subject Matter Experts and Other Sources of Help and Support
Amanda Rogers, Editor (who I owe a great, sincere appreciation to), Dr. Michael Miller
Associate Dean - Accelerated Programs, (Muhlenberg), MaryJo Anderson, DM (UMGC), Adam Murray, Ed.D., Cynthia Thomes (UMGC, Reference and Instruction Librarian III), Kelly Cannon, Scholarly Communication Librarian and Humanities and Business Subject Specialist at Muhlenberg V
College, Lehigh Carbon Community College (LCCC) Library staff, fellow instructors who have taken the time to be soundboards for me. The Carpenters (Local #600) Pension Fund of Philadelphia, fellow ladies who sew, my church families, all of my students from all of the colleges, universities, and schools where I have taught during this journey, and those who encouraged even to take this route, as well as those who gave me words of encouragement all along the way, and anyone who helped me in any way.
My mentor and main advisor, Dr. John Sherlock (with great thanks), most appreciatively Dr. Deborah Wharff as one my main advisors and second reader; Dr. James Gelatt as my third reader and one of my main dissertation committee panelists, all of my instructors, and fellow classmates in my current cohort and original cohort. Many thanks to Dr. Sherlock, Dr. Wharff, Dr. Gelatt, and all of University of Maryland Global Campus (UMGC). The encouragement I received throughout the program has been invaluable. Dr. Sherlock was an immensely helpful mentor; Dr. Wharff was exceptionally supportive; and at my defense, Dr. Gelatt gave me a seal of prominence. Many thanks to UMGC for the warmth, care, and a highly comprehensive, academic program. My research journey involved so many people to whom I want to give a very heartfelt thanks, including those mentioned above. The list is not exhaustive. It is my hope to not miss anyone, but likely, though definitely not intentional that I may have not named everyone specifically. For those, please know my appreciation is sincere, just unfortunately inadvertently not captured here. All of these persons and groups throughout, I appreciate to the fullest. Thank you.
VI
TABLE OF CONTENTS
ABSTRACT .............................................................................................................................................................. I
PREFACE ............................................................................................................................................................... II
FOREWORD .......................................................................................................................................................... II
DEDICATION ........................................................................................................................................................ III
ACKNOWLEDGEMENTS ........................................................................................................................................ IV
TABLE OF CONTENTS ............................................................................................................................................ VI
LIST OF TABLES ..................................................................................................................................................... X
LIST OF FIGURES ................................................................................................................................................... XI
CHAPTER 1: INTRODUCTION AND OVERVIEW OF THE MANAGEMENT PROBLEM .................................................. 1
INTRODUCTION TO THE MANAGEMENT PROBLEM .................................................................................................. 5
PURPOSE OF THE STUDY .......................................................................................................................................... 5
PROBLEM STATEMENT AND SIGNIFICANCE OF THE PROBLEM................................................................................. 5
RETIREMENT OUTLOOK .......................................................................................................................... 6
DIVERSE WORKFORCE ............................................................................................................................ 6
TECHNOLOGY DOMINATION .................................................................................................................. 7
CAREER DESIGNATION ............................................................................................................................ 8
THE RESEARCH QUESTION ....................................................................................................................................... 9
DEPENDENT AND INDEPENDENT VARIABLES .......................................................................................................... 11
RATIONALE FOR THE STUDY ................................................................................................................................... 11
METHODS TO GAIN RESEARCH CONCEPTS AND THEMES ....................................................................................... 12
DATA ANALYSIS AND SYNTHESIS ............................................................................................................................. 13
FINDINGS, IMPLICATIONS TO MANAGEMENT, AND STUDY LIMITATIONS ............................................................. 13
RECOMMENDATIONS AND CONCLUSIONS ............................................................................................................. 14
CONTEXTUAL TERMS .............................................................................................................................................. 14
SUBJECT MATTER EXPERTS (SMES) ......................................................................................................................... 15
ORGANIZATION OF THE DISSERTATION .................................................................................................................. 16
CHAPTER 1 SUMMARY ........................................................................................................................................... 17 VII
CHAPTER 2: TOPICS INFORMING THIS RESEARCH, CONCEPTUAL FRAMEWORK, AND THEORETICAL FRAMEWORK .............................................................................................................................................................. 18
TOPICS INFORMING THIS RESEARCH ...................................................................................................................... 19
GENERATIONAL RESEARCH ................................................................................................................... 19
LEADERSHIP DEVELOPMENT HISTORY .................................................................................................. 20
CURRENT LANDSCAPE .......................................................................................................................... 20
BEYOND 2020 ...................................................................................................................................... 21
MISCELLANEOUS TOPICS ...................................................................................................................... 23
CONCEPTUAL FRAMEWORK ................................................................................................................................... 23
THEORETICAL FRAMEWORK................................................................................................................................... 24
CHAPTER 2 SUMMARY ........................................................................................................................................... 33
CHAPTER 3: METHOD .......................................................................................................................................... 35
THE EVIDENCE-BASED RESEARCH FRAMEWORK .................................................................................................... 36
CLARIFYING THE PROBLEM AND QUESTION ........................................................................................ 37
FINDING RELEVANT STUDIES ................................................................................................................ 39
DATA QUALITY APPRAISAL - DESCRIBING AND ANALYZING STUDIES................................................... 45
SYNTHESIZING ..................................................................................................................................... 49
APPRAISING ......................................................................................................................................... 50
CHAPTER 3 SUMMARY ........................................................................................................................................... 50
CHAPTER 4: DATA ANALYSIS AND SYNTHESIS ...................................................................................................... 52
DATA ANALYSIS AND SYNTHESIZING ....................................................................................................................... 52
DISCUSSION OF DATA ANALYSIS AND SYNTHESIS ................................................................................................... 53
BEHAVIOR AND CULTURE ..................................................................................................................... 55
SUMMARY ........................................................................................................................................... 60
DEVELOP AND LEARN ........................................................................................................................... 62
SUMMARY ........................................................................................................................................... 70
CHAPTER 4 SUMMARY ........................................................................................................................................... 71 VIII
CHAPTER 5: DISCUSSION, FINDINGS/IMPLICATIONS FOR MANAGEMENT, AND LIMITATIONS ............................. 73
REVIEW OF THE RESEARCH .................................................................................................................................... 74
CULTURAL BACKGROUND ..
Investigating the impact of knowledge transfer in distance and traditional learning environments
No full textInstitutions of higher education in the U. S. are facing dramatic and sophisticated changes to their environments. Higher Education institutions have tried to determine student success through retention rates for many years. This systemic review will address the gap between the pedagogical issues and the technology features as well as higher education responses to each issue. Higher education institutions are challenged to adopt new technologies and new pedagogical methods. Changes in technology are impacting both organization and pedagogies in higher education. This systemic review summarizes the exploration of the blending learning environments from metaphorical and generational perspectives.
The references “knowledge is power” is continuing to evolve to more reflected in the asynchronous learning environment. The new generational learners are fundamental differences in the way they approach knowledge acquisition, problem-solving, as they move into college. Higher education institutions are trying to substitute traditional pedagogical methods (face-to-face learning) with online courses. This replacement has been increasing over the past few years. Researchers believe there are no differences in outcomes for students enrolled in online courses; however, the data shows that students enrolled in an online course are achieving lower grades or are not just completing these courses. So, the question is, how can institutions harness the strength of online learning along with increasing the opportunities for interactivity, that mimics a face-to-face setting.Running head: KNOWLEDGE TRANSFER IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
2
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
The references “knowledge is power” is continuing to evolve to more reflected in the 3
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
4
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
5
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
……………………………………………………………………………………………2
………………………………………………………………………………….3
………………………………………………………………………………….5
……………………………………………………………………………………11
…………………………………………………………………………………….12
………………………………………………………………..13
………………………………………………………………………………………13
………………………………………………...13
……………………………………………………………………………..
……………………….15
………………………………………15
………………………………………………………..15
………………………………………………………………...17
………………………………………………………...18
………………………………………………………………………………..1
……………………………………………………………..196
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
…………………………………………………..19
………………………………………………………
…………………………………………………………22
………………………………………………………………………………….23
………………………………………………………..25
……………………………………………………..25
……………………………………………………………………………………26
……………………………………………………………………27
…………………………………………………………………………..28
……………………………………………………………..28
………………………………………
…………………………..30
………………………………………………………………………34
……………………………………………………………….35
……………………………………………………………………35
……………………………………………...36
……………………………………………………………………………...37
……………………………………………………397
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
………………………………………………………………………….
……………………………………………………………………………40
…………………………………………………………………………..
…………………………………………………………42
……………………………………………………………………………43
……………………………………………………………………..43
– …………………………………..45
……………………………………………………………………………………46
……………………………………………………………………………...48
………………………………………………………………………48
……………………………………………………………………
……………………………………………………………………….50
…………………………………………
…………………………………………………………………...51
…………………………………………………………………………………………52
……………………………………………………………………….52
………………………………………………………………………………………
……………………………………………..548
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
…………………………………………………..55
…………………………………………………………………..56
……………………..5
…………………………………………………………………………57
…………………………………………………………………………………5
……………………………………………………………………………………...6
………………………………………………………………………………..
……………………………………………………………………..6
………………………………………………..6
………………………………………………………………………………..
……………………………………………………6
……………………………………………………
……………………………………………..
…………………………………………………………………………………..7
……………………………………………………………………………….79
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
………………………………………………………………………………………..7
………………………………………………………………………………………8
………………………………………………………………………………………8
………………………………………………………………………………………8
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………… …
………………………………………………………………………………………
………………………………………………………………………………… …
……………………………………………………………………………………10
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
………………………………………………………………………………… …
………………………………………………………………………………… …
……………………………………………………………………………………
………………………………………………………………………………… …
………………………………………………………………………………… …11
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Figure 1. Nonaka’s SECI ………………………………………..33
…………………………………………………………..39
……………………………………………………………………….41
………………………………………………..49
………………………………………………………….58
………………………………………………6712
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
……………………………………………………..44
…………………………………………4413
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
part of their institution’s long14
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
15
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
institution’s organizational 16
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
ted by each institution’s own local board of trustees. Each of these 17
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
in each institutions’ metric measures.
• Population: Higher Education Administrators’
•
•
•
•18
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
guiding this research is: “What factors determine successful ons (HEIs)?”
author’s argu
Knowledge
Transfer Theory19
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
20
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
“ ” “ ” O’Leary, 2011).
“Dropout rates from e – – campus courses” time students who entered a bachelor’s program in 2006, 59% had 21
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
22
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
s’ HEIs23
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
old high school student (a “Millennial”) who uses college student (a “Gen X”) whose expectations of customer service are different from tho old working mother (a “Baby Boomer”) who is completing a degree via e quarters of all undergraduates are “non traditional”24
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
➢
➢
➢
➢
➢
➢
➢
stakeholders or “inputs” in the process. he presence of students’ involvement can have a education measured by the quality of the student’s peers. The U.S. Department of Labor “baby boom” generation who will exit the workplace
would include both specific increases in the student’s human capital and, if the student is has been mastered (O’Connell 25
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
✓
✓ parents’ values and feel close to their parents;
✓
✓ elieve “it’s cool to be smart”;
✓
✓
✓
udents’ attention with Facebook, Instagram, 26
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
o
Faculty have begun to evolve, traditional faculty are being considered as new “educational technologist” and must deliver, develop, suppor27
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
instructors’ behavior mediates the relationship between teaching philosophy and student
the belief that all factors of a student’s educational endeavors are negotiable such as grades, “the wave of consumerism” 28
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
in turn, their job. Educators working with today’s students need set
means “administering the flow of information and getting the correct information to the people who need it expeditiously and promptly” (Bautista29
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
oday’s
been stated that “we know more than we can share and we can share nothing without relying on 30
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
our awareness of thing we may not be able to share”
”
A university’s strategic approach in 31
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Today’s instit Nonaka’s SECI model of
to identify with another individual’s thinking process. The mere transfer of 32
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
— — built on each other’s externalization of explicit knowledge in the bulletin board discussions, the
— — on and refinement of one’s
hat the “spiral” of 33
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Nonaka’s SECI model of 34
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
35
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
“ ”36
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
and “grey” literature pertaining to the 37
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
describe as “the c evidence” (p. 481), present
2005, p. 259). “Good questions do not necessarily produce good research, but poorl or constructed questions will likely create problems that affect all subsequent stages of a study” 38
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
addressing the gap between the pedagogical issues and the technologies features with HEI’s. The 39
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
40
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
C) Library’s One Search engine was rative process. The initial research question was, “What factors determine Education Institutions (HEIs).” From the research question, key terms were identified41
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–42
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
43
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
44
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
–
–
“ ”45
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Purposivity refers to whether the study design is aligned with the study’s
–46
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
47
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
According to Saldaña (2009), “element qualitative data analysis (p. 83).” These coding methods focus the filters for reviewing the body 48
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
research is: “What factors in Higher Education Institutions (HEIs)?”
Thematic synthesis is a method used to “formalize the identification and development of themes” (Thomas & Harden, 2005, p. 3). The synthesis occurs in three stages: (1) coding the 49
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
50
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
51
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Dr. Melbourne’s areas of expertise include 30 years in in FIU’s Department of Management and International Business since 1998. He was a three BBA program’s Excellence in Teaching award.52
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
53
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
infrastructure across society. Technology can be viewed as a set of “complex systems web of human interests and needs” Technological change is “increasingly affecting how higher education institutions operate, are structured and are organized” (de Freitas & Oliver, 2005, p. 82). have provided the “raw materials of a knowledge based economy,” increasing the ability to
technological innovation is viewed as “the creation of new knowledge that is applied to practical problems” (Schilling, 2008, p.4) O’Connell & 54
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
rning is critical to their institution’s long55
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
“ perience” for student
determining student’s progress ’ suggest that universities should invest in smaller class sizes and focus on students’ financial 56
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
57
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
depth analysis of this study’s propositions and findings.58
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
•
•
•
•59
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
60
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
al., 2010). Feedback to students should encourage reflection and confirm learners’ understanding 61
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Teachers with high levels of social presence can lead to students’ perceptions of
Synchronous chat influences the “continuity and convenience” of the class, helped sustain 62
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Researchers suggest that the success of a student’63
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
individual’s willingness to 64
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
shown that students’ perceptions of classroom goal structures have a
classroom, students’ understanding, and improvement are emphasized wh65
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Kuh (2009) defines engagement in this way: “The engagement premise is straightforward collaborative problem solving, the deeper they come to understand what they are learning” (p. 5). s when the student’s involvement in learning (such as participating in a 66
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
suited to facilitate student engagement with such ‘chunk sized’ knowledge, lea67
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
68
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
accuracy studies. The course used selected examples of diagnostic tests to develop students’ 69
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
DIP is the use of technology to increase students’ line courses. Students get a chance to see their professors’ facial
Loom allows students to watch the faculty members’ videos when it is 70
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
of all ages. The app’s
“71
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
be achieved. “Some of the objective size” (Byrd, 2016, p. 106). When the objectives are fulfilled72
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
HEIs’73
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
74
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
75
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
–76
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
77
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
approach for conceptualizing “sense of classroom community” among college students. 78
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
–
–
–
–
–79
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Gorman, P., Nelson, T. and Glassman, A. (2004), “The millennial generation: a strategic ,”
–
–
–
–
Katz, L. F. (2014). America’s Jobs Challenges and the Continuing Role of the U.S. Department –
–
–80
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., … Roeser,
Mansfield, M., O’Leary, E., & Webb, S. (2011).
–81
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
–
–
–
–82
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Nonaka, I., & Konno, N. (1998). The Concept of “Ba”: Building a Foundation for Knowledge –
O’Connell, J. F., & Perkins, G. M. (2003). The Economics of P –83
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Rousseau, D. M. (2006). Is there such a thing as “evidence based management”?
–84
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
–
–
–
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ –85
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
86
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
87
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
88
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
89
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
90
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
91
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
92
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
93
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
94
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
95
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
Running head: KNOWLEDGE TRANSFER IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 97
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 98
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 99
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 100
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 101
–
–KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 102
–KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 103
Records identified through database searching N = 5838 Screening Included Eligibility Identification Additional records identified through other sources N = 0 Records after duplicates removed N = 3340 Records screened N = 3340 Records excluded N = 2318 Full-text articles assessed for eligibility N = 1022 Full-text articles excluded, with reasons N = 947 Studies included in qualitative synthesis N = 75 Studies included in quantitative synthesis (meta-analysis) N = 50 KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 104
KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 105
– –KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 106
integrative approach for conceptualizing “sense of classroom community” among college – – – – – Gorman, P., Nelson, T. and Glassman, A. (2004), “The millennial generation: a strategic opportunity”, Organizationa – – – – –KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 107
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., … ield, M., O’Leary, E., & Webb, S. (2011). Retention in Higher Education: Faculty –– – – Nonaka, I., & Konno, N. (1998). The Concept of “Ba”: Building a Foundation for – O’Connell, J. F., & Perkins, G. M. (2003). The Economics of Private Liberal Arts –KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 108
– – – – students’ self –KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 109
○ , online “meetings” sometimes force stu 15:11 , online “meetings” sometimes force students to be more prepared and…… (12:890 , online “meetings” sometimes force students to be more prepared and to participate more ○ . 16:16 . Instructors in online situations should be encouraged to make class…… (10:4561 ○ . Internalization is generally a persona 33:21 . Internalization is generally a personal process, but it also happens…… (22:927 ○ . Today it is quite clear tKT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 110
8:1 . Today it is quite clear that taking part in online courses requires…… (1:628 [1:817]) ○ 5). Davenport and Prusak (2001) indicate ○ A ba is essentially a place with some u form where knowledge c…… (3:2385 ○ a sense of a social presence (Gunawarde oriented activ…… (22:2840 ○ A significant relationship between the nu 9:11 A significant relationship between the number of private messages and…… (7:2209 A significant relationship between the number of private messages and the number of find that synchronous messages and asynchronous notes differ in terms of reading ease, KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 111
nt and social processes, suggesting that both may fill complementary and ○ According to Belloso (1998), the increas (1998), the increasing complexity of administrati…… (6:517 styles of administration, there must be a strong consolidation of the institution’s ○ According to Nonaka et al. (2001), a ba 33:29 According to Nonaka et al. (2001), a ba can be energized by providing…… (24:3445 ○ According to Takeuchi and Nonaka (2004, 33:24 According to Takeuchi and Nonaka (2004, p. 102), a ba “provides the en…… According to Takeuchi and Nonaka (2004, p. 102), a ba “provides the energy, quality, and places spiral” that consists of four key processes— ○ Achievement goal theorists have identife ts have identifed two types of classroom goal…… (3:917 KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 112
ted classroom, students’ that students’ perceptions of classroom goal structures have a signifcant impact on ○ almost all the participants ex 33:12 almost all the participants explained that the experience from the cla…… (20:2881 — — ○ Also called blended learning 10:1 Also called blended learning, this combination of activities is intend…… (1:1294 ○ Although the blended ○ Another intervention could occur at the st…… (6:1384 KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 113
○ As an elementary 33:25 As an elementary ba, it provided, encouraged, and required the use of…… (23:3470 ○ As class mastery goal struc 16:18 As class mastery goal structure plays a critical role in student achi…… (11:1750 ○ Asynchronous communication is currently 9:1 Asynchronous communication is currently the dominant form of education…… (2:298 ○ BlendedKT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 114
○ Blended learning students actually had stronger perceptions of their i…… (12:1943 ○ building a sense of comfort and securi 10:2 building a sense of comfort and security is important for learners t…… (2:1185 ○ bulletin board discussions that 33:19 bulletin board discussions that encouraged students to relate and sha…… (21:2291 ○ Classroom goal structure refers to goal related messages or expectatio…… (3:749 ○ Combination As a result of synthesis, knKT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 115
—…… — — ○ Comparsion 13:2 The movement in higher education to replace or supplement traditional…… (1:1656 13:5 Certainly, the empirical studies which have tested the impact of diffe…… (2:1128 ple, fnd no differences in outcomes f…… (2:1474 …… (2:1822 KT IN DISTANCE AND TRADITIONAL LEARNING ENVIRONMENTS 116
face cannot…… (2:2621 face teacher may impact on l…… (2:2828 face classes exclu…… (2:1536 online education critical to their ins
Exploring how the use of technology impacts the survival of the family farm
No full textFamily farmers are faced with the daily challenge of improvement for future survival while maintaining the farm's historical roots. Family farms are an under-researched aspect of agriculture which limits the ability for family farmers to gather evidence-based research for decision making. As agricultural technology continues to evolve, the ability and willingness of the family farmers to adopt technology may make the acceptance and implementation of technology difficult. The difficulty of adoption and acceptance can be due to generational differences, the technology's availability, or the cost associated with the technology. This study used the theoretical lens of the technology acceptance model and the theory of generations to examine how the multi-generational family farm uses technology to improve their chances of survival. An evidence-based research methodology was used to conduct a systematic review of the available literature and thematically synthesized the findings from 32 samples of evidence. The findings indicate that the ease of use and perceived usefulness varied by generation. As family farmers are posed with the daily challenge of having a variety of managerial duties and running often large operations, this study provides practical implications that contribute to an improved understanding of the passion for the family farm, as well as the importance of trusting technology to ensure the survival of the family farm. Six areas for future research regarding family farms were identified: access to technology, commercial integrator relationship, the influence of a succession plan, niche marketing relationship, level of trust in innovative ideas, and farm owners defined as managers.FAMILY FARM SURVIVAL i
Abstract
Title of Dissertation:
EXPLORING HOW THE USE OF TECHNOLOGY IMPACTS THE SURVIVAL OF THE FAMILY FARM
Kristen Lauren Tarr,
Doctor of Management, 2020
Family farmers are faced with the daily challenge of improvement for future survival while maintaining the farm's historical roots. Family farms are an under-researched aspect of agriculture which limits the ability for family farmers to gather evidence-based research for decision making. As agricultural technology continues to evolve, the ability and willingness of the family farmers to adopt technology may make the acceptance and implementation of technology difficult. The difficulty of adoption and acceptance can be due to generational differences, the technology's availability, or the cost associated with the technology. This study used the theoretical lens of the technology acceptance model and the theory of generations to examine how the multi-generational family farm uses technology to improve their chances of survival. An evidence-based research methodology was used to conduct a systematic review of the available literature and thematically synthesized the findings from 32 samples of evidence. The findings indicate that the ease of use and perceived usefulness varied by generation. As family farmers are posed with the daily challenge of having a variety of managerial duties and running often large operations, this study provides practical implications that contribute to an improved FAMILY FARM SURVIVAL
ii
understanding of the passion for the family farm, as well as the importance of trusting technology to ensure the survival of the family farm. Six areas for future research regarding family farms were identified: access to technology, commercial integrator relationship, the influence of a succession plan, niche marketing relationship, level of trust in innovative ideas, and farm owners defined as managers.
Keywords: family farm, technology acceptance model, theory of generations, technology utilization, agriculture
FAMILY FARM SURVIVAL
iii
EXPLORING HOW THE USE OF TECHNOLOGY IMPACTS THE SURVIVAL OF THE FAMILY FARM
By
Kristen Lauren Tarr
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Management
2020
FAMILY FARM SURVIVAL
iv
© Copyright by
[Kristen Lauren Tarr]
2020
FAMILY FARM SURVIVAL
v
Preface
This dissertation was written to meet the requirements for the Doctor of Management program at The University of Maryland Global Campus. The decision to focus the research on agriculture, specifically family farms, is a result of my relationship with agriculture. As a small family farmer who specializes in Red Angus cattle and Boer goats, this topic was an ideal match between both management and my passion for agriculture.
FAMILY FARM SURVIVAL
vi
Dedication
This dissertation is dedicated to my family who has supported me throughout my educational journey. Pursuing a doctoral degree was a dream of mine since my undergraduate career; the journey has been a long and often tiresome process in which my family has wholeheartedly supported me. This is to each of you reading this entire dissertation and learning more about my passion for agriculture and management.
FAMILY FARM SURVIVAL
vii
Acknowledgments
Throughout this dissertation process, there have been several individuals who assisted in proofreading and directing the process to be the best it could be. I truly appreciate the assistance, motivation, and dedication of Dr. Breckon and Dr. Bouchard. Without you both, I would not have the best dissertation possible. You have both been a wonderful blessing to have during this process and the best cheerleaders!
FAMILY FARM SURVIVAL
viii
Table of Contents
ABSTRACT ................................................................................................................................................ I
PREFACE .................................................................................................................................................. V
DEDICATION ........................................................................................................................................... VI
ACKNOWLEDGMENTS ............................................................................................................................ VII
TABLE OF CONTENTS ............................................................................................................................. VIII
LIST OF TABLES ...................................................................................................................................... XII
LIST OF FIGURES ................................................................................................................................... XIII
LIST OF ABBREVIATIONS....................................................................................................................... XIV
CHAPTER 1: INTRODUCTION AND OVERVIEW OF THE MANAGEMENT PROBLEM ..................................... 2
BACKGROUND AND OVERVIEW ........................................................................................................................... 3
PROBLEM STATEMENT AND SIGNIFICANCE OF THE PROBLEM .................................................................................... 5
THE RESEARCH QUESTION ................................................................................................................................ 7
PURPOSE OF THE STUDY ................................................................................................................................... 9
RATIONALE FOR THE STUDY .............................................................................................................................. 10
IMPLICATIONS FOR MANAGEMENT .................................................................................................................... 11
STUDY SCOPE AND LIMITATIONS ....................................................................................................................... 12
DISCUSSION OF CONCEPTS AND/OR THEMES ....................................................................................................... 12
Survival Through Succession ................................................................................................................. 13
Technology Adoption ............................................................................................................................ 14
DEFINITIONS AND TERMINOLOGY ...................................................................................................................... 16
CHAPTER SUMMARY ...................................................................................................................................... 19
ORGANIZATION OF THE DISSERTATION ............................................................................................................... 19
CHAPTER 2: SCOPING LITERATURE REVIEW AND THEORETICAL FRAME ................................................. 20 FAMILY FARM SURVIVAL
ix
THEORETICAL FRAMEWORK .............................................................................................................................. 20
Technology Acceptance Model ............................................................................................................. 21
Theory of Generations .......................................................................................................................... 24
Two Theoretical Lenses ......................................................................................................................... 28
Theories in Current Agricultural Research ............................................................................................ 28
THE LITERATURE LANDSCAPE ............................................................................................................................ 31
Farming History ................................................................................................................................... 31
The Family Farm .................................................................................................................................. 34
Government Subsidies .......................................................................................................................... 35
Farm Profitability - Niche Branding of Family Farms ............................................................................ 36
Technology - Adoption and Available Resources .................................................................................. 37
Succession Planning .............................................................................................................................. 39
CONCEPTUAL FRAMEWORK .............................................................................................................................. 40
CHAPTER SUMMARY ...................................................................................................................................... 41
CHAPTER 3: METHOD ............................................................................................................................. 42
THE EVIDENCE-BASED RESEARCH FRAMEWORK ................................................................................................... 42
SYSTEMATIC REVIEWS .................................................................................................................................... 42
SEARCH STRATEGY ........................................................................................................................................ 44
Search Process and Terms .................................................................................................................... 44
Inclusion and Exclusion Criteria ............................................................................................................ 46
Databases Used for the Search ............................................................................................................. 48
PRISMA Diagram ................................................................................................................................. 51
METHOD OF QUALITY APPRAISAL OF THE INCLUDED STUDIES ................................................................................. 54
TAPUPAS .............................................................................................................................................. 54
Weight of Evidence ............................................................................................................................... 57
ANALYSIS AND SYNTHESIS METHODOLOGY .......................................................................................................... 59 FAMILY FARM SURVIVAL
x
Coding Process ..................................................................................................................................... 59
SUBJECT MATTER EXPERTS .............................................................................................................................. 63
CHAPTER SUMMARY ...................................................................................................................................... 65
CHAPTER 4: ANALYSIS AND FINDINGS .................................................................................................... 67
REVIEW OF THE RESEARCH QUESTION ................................................................................................................ 67
DESCRIPTION OF THE DATA SET ........................................................................................................................ 67
RESULTS OF THE QUALITY APPRAISAL OF THE DATA SET ......................................................................................... 70
FINDINGS AND DISCUSSION .............................................................................................................................. 71
Context................................................................................................................................................. 72
Intervention and Mechanisms .............................................................................................................. 81
Outcome .............................................................................................................................................. 89
ANALYTICAL THEMES ..................................................................................................................................... 96
Passion ................................................................................................................................................. 96
Trust ..................................................................................................................................................... 97
Farm Future ......................................................................................................................................... 97
REVISED CONCEPTUAL FRAMEWORK .................................................................................................................. 98
SUBJECT MATTER EXPERTS ............................................................................................................................ 100
John Ikerd ........................................................................................................................................... 100
Katie Reuwer ...................................................................................................................................... 100
SME 3 ................................................................................................................................................. 101
SME 4 ................................................................................................................................................. 102
CHAPTER SUMMARY .................................................................................................................................... 102
CHAPTER 5: CONCLUSIONS AND IMPLICATIONS ................................................................................... 104
REVIEW OF THE RESEARCH ............................................................................................................................. 104
ANSWER TO THE RESEARCH QUESTION ............................................................................................................. 104
MANAGEMENT IMPLICATIONS (RECOMMENDATIONS) ......................................................................................... 106 FAMILY FARM SURVIVAL
xi
Passion for Agriculture....................................................................................................................... 106
Trusting Technology ........................................................................................................................... 107
Future of the Family Farm .................................................................................................................. 107
Farm Management Tool ..................................................................................................................... 107
LIMITATIONS OF THE STUDY ........................................................................................................................... 110
AREAS FOR FUTURE RESEARCH ....................................................................................................................... 110
Commercial Integrators ...................................................................................................................... 110
Succession Plans in Place .................................................................................................................... 111
Niche Marketing and Technology Relationship .................................................................................. 112
Trust in Relation to Innovative Ideas .................................................................................................. 112
Farm Owners as Managers ................................................................................................................. 113
FINAL SUMMARY AND CONCLUSION ................................................................................................................ 113
REFERENCES ........................................................................................................................................ 115
APPENDIX A ........................................................................................................................................ 127
APPENDIX B ........................................................................................................................................ 128
FAMILY FARM SURVIVAL
xii
List of Tables
Table 1 CIMO Framework ............................................................................................................... 8
Table 2 Source Collection Per Database ........................................................................................ 54
Table 3 TAPUPAS Categories ......................................................................................................... 57
Table 4 Weight of Evidence Scoring .............................................................................................. 59
Table 5 Level-One Coding .............................................................................................................. 62
Table 6 Subject Matter Experts ..................................................................................................... 65
Table 7 Source Inclusion Based on Publication ............................................................................. 68
Table 8 Sources Divided by Type and Publication ......................................................................... 70
Table 9 Weight of Evidence ........................................................................................................... 71
Table 10 Context of Sources .......................................................................................................... 73
Table 11 Operation Type by Source .............................................................................................. 78
Table 12 Family Farm Location ..................................................................................................... 80
Table 13 Technology for Various Agricultural Sectors .................................................................. 82
Table 14 Outcomes from Technology ........................................................................................... 90
FAMILY FARM SURVIVAL
xiii
List of Figures
Figure 1 Average Age of United States Farm Producers ............................................................... 15
Figure 2 Technology Acceptance Model Framework .................................................................... 22
Figure 3 Generational Breakdown by Birthyear & Age ................................................................. 26
Figure 4 2020 Population Per Generation ..................................................................................... 27
Figure 5 Value of Farm Production by Commodities ..................................................................... 35
Figure 6 Family Farm Conceptual Framework .............................................................................. 41
Figure 7 Systematic Review Process .............................................................................................. 44
Figure 8 Word Cloud of Keywords ................................................................................................. 45
Figure 9 Published Documents Located i
Antecedents of cross-functional collaboration on mission alignment: A case for small and medium enterprises
No full textOrganizational success pivots on an inspiring vision, a well-understood mission, and strong values achieved through employee buy-in. This research explores the antecedents of cross-functional collaboration – specifically, corporate culture, decision making, and leadership efforts as they are used in examining the problems of mission alignment in small and medium enterprises. Using a theoretical framework of strategic management and stakeholder theory, this study discusses how cross-functional collaboration of corporate culture, leadership, and decision impacts mission alignment. The literature review draws on sources from various electronic databases (ABI/Inform, Business Source Complete, Google Scholar), and TAPUPAS, which are the benchmarks used for the synthesis of this study. Extracted data cover the period from 2010 to 2020. The findings show that the systemic integration of cross-functional collaboration in small and medium size enterprises is necessary for corporate growth strategy, process improvement, and mission alignment. Cross-functional collaboration improves communication, knowledge sharing, decision making, and positively influences employee buy-in. Part of the limitations are due to the sizes of the small and medium size companies involved in the study, thus preventing the generalizability of the results to larger organizations. Yet for the small and medium size businesses, the results may impact management practices through reform, internal collaboration, and performance management in critical, complex, and changing environments. This study introduced a new insight into the current literature on mission alignment and offers practical suggestions for managers who wish to improve the organizations in which they work.–…………………………………………………………………………………
……………………………
………………………………………………………………………..
…………………………………………….
…………………………………………………………………
…………………………………...
………………………………………………………………………………………..
Overview of SME ……………………………………………………………………………….
……………………………………………………………………….. ………………………………………………………………………….
.……………………………………………………………………….…….
– functional Collaboration ……………………………………….
………………………………………………………………………………..
………………………………………………………………………………
Data Collection ………………………………………………………………………………….………………………………………………………………………………….
…...………………………………………………………………………………..
rocess…………………………………………………………………………………...
………………………………………………………………. ………………………………………………………………………………...
…………………………………………..
……………………………………………………………
Method of synthesis……………………………………………………………………………...
………………………………………………………………………………..
………………………………………………………………..3 …………………………………………………………
ntegration...…………………………………………………………………………
Communication.………………………………………………………………………………….34
haring,.…………………………………………………………………………….36
Motivation.……………………………………………………………………………………….37
………………………………………………………………………………..
………………………………………………………..
………………………………...4
………………………………...4
………………………………...
………………………………………..………………………………………………………………………….
……………………………………………………………………….48
………………………………………………………………….48
………………………………………………………………………………………..5
………………………………………………………………………………………6
………………………………………………………………………………………
………………………………………………………………………………………’–’steamwork or “ ,”
’s missionbusiness’sorganization’s success.
–Cross-functional collaboration in Stakeholder TheoryEnvironmentStrategyEmployeesLeaders Cross-functional CollaborationFinanceMarketingOperationsHuman Resources Mission Alignment“decision making,” “information sharing,” “communication,” “strategy”–the researcher’s“ ” “ ”“CFC”The interpretations of these results reside in Freeman’s stakeholder theory. ’group’s set
’ configuration of team goal commitment and today’s ’–
–
between nonprofits Nonprofit –
Bauer J. M, Biolo, G., Cederholm, T., Cesari, M., Cruz‐Jentoft, A. J., Morley, J. E.. . . Boirie, Y. (2013). Evidence‐based recommendations for optimal dietary protein intake in older people: a position paper from the PROT‐AGE study group. –
–
–
— –
Channon, S. B., Davis, R. C., Goode, N. T., May, S.A. (2016) What makes a’good group’? –
–
–
––
–
–
–first century management rules: Th –
Ginsburg L, Bain L (2017) The evaluation of a multifaceted intervention to promote ‘‘speaking up’’ and strengthen interprofessional teamwork climate perceptions. –
and narcissism’s facet structure.
––
––
–
& Branine, M. (2019). Employees’ perceptions of human resource –
–
–(2018). Impact of small‐ and medium‐sized enterprises' sustainability practices and ––
––
––
–
–
–
––
–
––
–
Turner, J. R., A. Ledwith, & J. F. Kelly (2009). Project management in small to medium‐sized –
––
sustainability actions in small‐ and medium‐sized enterprises. –
–Screening Included Eligibility Identification –
reflect the study’s Study’s reflect the study’s Study’s hypotheses reflect the study’s –design. The study’s study’s purpose. The benefits of cross financial terms since financial results. often in conflict acros
Artificial Intelligence Bias
No full textThis presentation explores what influence AI bias has on the
executive function and authority of business leaders.PROBLEM
RESULTS
RESEARCH QUESTION
AI Bias: What influence does AI have on the
Executive Function and Authority of Business
Leaders?
A Systematic Review of thematic synthesis, through
the lens of the Chaos & Complexity Theory. A quality
analysis was completed with the use of the Weight of
Evidence scale.
CONCEPTUAL MODEL
IMPLICATIONS FOR
PRACTITIONERS & SCHOLARS
DEPENDENCY ON AI SURRENDER DECISION
OVER-TRUST DIMINISHED AUTHORITY
AI CONSEQUENCES
EXECUTIVE FUNCTION
& AUTHORITY
Overwhelmed by Big
Data
Disengage from
Reality
Pre-conditioning (e.g.
GPS) inherent trust
HI & AI Coded Biases
Creating AI Beyond Human
Control
AI Premise: augment or
ultimately replace human
intelligence
Bias tainted data
Built in blind spots
False flags
Need for Responsible
AI
Rogue bias AI
Businesses Managed by AI
(MBA)
Casualties
Lack of AI interrogation
system
AI generated decisions
Loss of control and
authority
rillion, 14% by 2030, with international big data analytics industry rising to
15.7 trillion by 2030, with international big data analytics
industry rising to $203 billion by 2020.
Of great concern, is what's lurking inside of the AI
algorithms used to make life and death decisions and its
influence on the executive function and authority of
leaders.
What Influence Does AI Bias Have On The
Executive Function And Authority Of Business
Leaders?
AI Over Trust-Bias: The vast majority of AI development is conducted by a
modest number of techno-giants (Twitter, IBM, Amazon, Facebook, Google,
Microsoft, Apple...). Compromised
AI Pre-Conditioning & Dependence: Through big data and such technologies
as the cell phone and the Global Positioning System (GPS) based navigational
systems, which has reportedly resulted in numerous deaths.
AI Influence on the Executive Function & Authority of Leaders: Without
proper human interrogation of AI, leaders are likely to reject or suppress their
own cognitive instincts by surrendering authority and executive function over to
the AI, regardless of its bias.
Algorithmization - Abdicating Decision-making: Replacing core duties of human
professionals with algorithms
Add a little bit of body text
Add a little bit of body text
AI's impending disruptions are not likely to arrive all at once.
However, the thrust of development is rapid and the ramifications
more extensive than most executives and decision-makers
recognize. Leaders who are prudent can strengthen their
executive function, investigate the future posture of the
workforce, and prepare for the advent and dominance of AI. To
plot a course in this uncertain future, leaders must redefine their
roles and enact responsible AI by setting forth laws and
regulations to identify the boundaries for AI's use in decision-making
and its consequences and impact on leadership and their
authority, all without stifling innovation.
The AI knowledge gap is growing faster and could benefit from a greater
insertion of researchers who can investigation the behavior of AI systems.
Research suggests accelerating the scientific study of AI systems require
innovative incentives for academia and industry.
Proprietary data and complex models are seen as a challenge to predicting
or studying emergent AI behaviors. Additional research should be conducted
to look into this matter.
The prohibition of global algorithms used in approval systems, credit and risk
assessments, advertising, prison sentencing, and social networks, may be
the subject of future policy discussions enabling citizens to receive
explanations for algorithmic decisions. AI interrogation systems are needed
to ensure bias is mitigated.
ARTIFICIAL INTELLIGENCE BIAS
Tamie Santiago - The Graduate School, D. B. A. Candidat
