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The Influence of Social Identity on Perceptions of Diversity Training Effectiveness: A Systematic Review of the Evidence
No full textThe purpose of this systematic review was to examine the influence of social identity factors on perceptions of diversity training effectiveness. Shifting workforce demographics means managers must seek new approaches to develop inclusive organizational environments. A key strategy for this undertaking is implementing an effective diversity training program. Yet, scholars have increasingly criticized diversity training as an outdated, generally ineffective method for creating inclusive environments. Using social identity theory as the theoretical framework, this research sought to identify social identity factors impacting perceptions of diversity training effectiveness. Data were collected from a sample of 54 studies examining organizational diversity training effectiveness. This systematic review utilized a thematic analysis-synthesis methodology to extract core concepts and themes, identify recurring ideas, and translate them into eight relevant themes across three social identity levels. At the individual identity level, perceptions of diversity training effectiveness were impacted by preconceived opinions of diversity, bias towards diversity training, and diversity training internalization. At the group identity level, diversity training was impacted by conflict based on informal and formal groupings, as well as general group conflict. At the organizational identity level, diversity training was influenced by whether the organization exhibited a legal-based identity, or an inclusion-based identity.
Four management implications arose from this research. First, the strength of social identity means diversity training is necessarily filtered through the salience of an individual’s chosen affiliations. Second, diversity training based on strict categorizations and latent stereotypes may encourage inter-group conflict due to trainee attempts to protect the prestige of their identities. Third, training that promote colorblind organizations may be met with resistance from individuals who do not want to be absorbed into a faceless collective. Finally, diversity training should be matched to an organization’s identity, as generic or incompatible strategies may not be sufficient to yield desired outcomes.
This research also proposed an identity complexity model (ICM), which offers managers a three-dimensional model for use in creating a social identity roadmap within their specific organizations. The findings of this systematic review demonstrated the pervasiveness of social identity factors within organizations, and recommended that managers abandon generic strategies in favor of approaches more congruent with their firm’s prevailing identities. This research proposed several strategies for changing the current diversity training paradigm, including enlisting trainees as stakeholders to aid in aligning organizational training objectives with prevailing social identity factors, conducting a diversity-focused needs assessment to identify knowledge gaps that may impact diversity training, and incorporating the ICM into practical exercises aimed at revealing latent connections between organization members. Further research would assist in refining the ICM, as well as revealing how social identity factors impact diversity training in non-Western cultures.The Influence of Social Identity The Influence of Social Identity The Influence of Social Identity The Influence of Social Identity The Influence of Social Identity The Influence of Social Identity Theory Theory Theory on
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Dissertation Committee: Dissertation Committee: Dissertation Committee:Dissertation Committee: Dissertation Committee: Dissertation Committee: Dissertation Committee:
Dr. John Sherlock Dr. John Sherlock Dr. John Sherlock
Dr. W. Christopher Cason Dr. W. Christopher Cason Dr. W. Christopher Cason Dr. W. Christopher CasonDr. W. Christopher Cason Dr. W. Christopher CasonDr. W. Christopher Cason Dr. W. Christopher Cason
Christopher K. Jones Christopher K. JonesChristopher K. Jones Christopher K. Jones Christopher K. Jones Christopher K. Jones
The Graduate SchoolThe Graduate School The Graduate SchoolThe Graduate School The Graduate SchoolThe Graduate SchoolThe Graduate School
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Knowledge Management in Higher Education Online Learning Environments
No full textThrough an exploratory systematic review of empirical scholarly literature from 2014 to 2018, this dissertation investigated how knowledge management has been applied to higher education online learning environments. A preliminary literature review found that higher education leadership and institutional context, organizational structure, organizational culture, and technology were environmental factors that can inhibit or enable the application of knowledge management within the online learning environment. With increasing enrollment in open and accessible higher education online learning opportunities, educational managers need to accurately interpret complex knowledge from multiple geographic locations and transfer knowledge in a social format that is effective and conducive for learning. With the increasing rate of technological advancement, educational managers are using knowledge management theory to advance knowledge acquisition, knowledge creation, knowledge sharing and knowledge transfer in online learning environments. Written for higher education management, this dissertation’s findings inform on current knowledge management application and technology transfer employed in online learning environments. From a global perspective, knowledge management application and the technologies that support this practice were found to be a strategic asset and when applied, were found to improve the quality of learning designs, engagement in learning, learning performance, and innovations in teaching and learning.innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning innovation in higher education’s online learning education’s online learning environment. education’s online learning environment. education’s online learning environment. education’s online learning environment. education’s online learning environment. education’s online learning environment. education’s online learning environment. education’s online learning environment. applied to higher education’s online applied to higher education’s online applied to higher education’s online
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Copyright 1994, the Institute Creation,” Organizational Science, 5(1), p. 19 (February, 1994). Copyright 1994, the Institute Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. Adapted with permission, I. Nonaka, “A Dynamic Application within the Institution. 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Nonprofit talent management: Using compensation, benefits and incentives to effectively attract and retain top talent employees at nonprofit organizations
No full textHigh performing employees in the nonprofit sector can gain better compensation, benefits, and incentives by working in the for-profit sector. Employees departing for the for-profit sector decreases the overall talent pool in the nonprofit sector, and removes top talent from nonprofit organizations. Nonprofits require employees who are working at peak performance, as they can typically only afford a reduced headcount due to budgetary restraints. Employees are attracted to positions which afford adequate or above standard levels of compensation. The most talented employees are the most unattainable with the current method of employee attraction and retention.
The research questions addressed in this dissertation are 1) How can leadership address the compensation, benefits, and incentives of high performing employees in the nonprofit sector to ensure attraction, retention and engagement? and 2) How does compensation, benefits and incentives impact the resources available to a nonprofit via donations or public funds? Sixty articles were selected for their relevance to the topic containing research based on U.S. operating entities, from peer-reviewed journals and the snowballing method. Evaluation of the articles was performed using the Mixed-Methods Appraisal Tool. Thematic Synthesis was performed on the selected research articles and consisted of three stages; primary coding, descriptive themes, and analytical coding.
Findings from the selected articles were synthesized for best practices and implications for the field of nonprofit management. Nonprofit employees and executives were found to receive lower compensation than comparable for-profit positions. Nonprofit employees were provided with nonmonetary benefits including racial and gender equality in the workplace, flexible work schedules, medical and retirement benefits, and intrinsic motivation from moral alignment with the mission and vision of the organization. Best practice recommendations are for nonprofits to channel resources into employees and executive baseline compensation to become more competitive for attracting and retaining talented employees. Nonprofits should expect public donations to decrease as compensation rises due to the public’s belief that the majority of resources should be allocated for the mission and vision of the organization. Organizational program service revenue should be expected to rise commensurate with public donation decreases, as talented employees are hired and retained and positively impact revenues. Organizations which treated public donations as passive income, and spent their current marketing, communications, administration and fundraising resources on business operations including employee compensation, would be better enabled to capture program service revenue, government grants, and investment income.Nonprofit Talent Management
Nonprofit Talent Management: Using Compensation, Benefits and Incentives to Effectively Attract and Retain Top Talent Employees at Nonprofit Organizations
Nell Allen
Presented to the
Doctor of Business Management Committee
University of Maryland University College
In Partial Fulfillment of the Requirements for the Degree of Doctor of Business Management
Dissertation Committee:
W. Christopher Cason, DM
J. Heather Welzant, Ph.D.
K. Candis Best, Ph.D.
April 2018Nonprofit Talent Management: Table of Contents II
Contents
Dedication ................................................................................................................................... VII
Abstract ..................................................................................................................................... VIII
Chapter 1: Introduction ............................................................................................................................. 1
1.0 Introduction ...................................................................................................................................... 1
2.0 Statement and Significance of the Problem .................................................................................... 2
3.0 Management Considerations ........................................................................................................... 4
4.0 Thesis Statement ............................................................................................................................... 5
5.0 Research Questions ........................................................................................................................... 6
6.0 Assumptions...................................................................................................................................... 7
6.1 Management ................................................................................................................................. 7
6.2 Employees ..................................................................................................................................... 8
6.3 Board Members ............................................................................................................................. 9
7.0 Propositions ...................................................................................................................................... 9
8.0 Research Area of Focus .................................................................................................................. 10
9.0 Level of Analysis ............................................................................................................................. 11
10.0 Study Limitations .......................................................................................................................... 11
11.0 Management Contributions ......................................................................................................... 12
12.0 Organization of the Dissertation .................................................................................................. 13
Chapter 2: Literature Review .................................................................................................................. 17
1.0 Introduction .................................................................................................................................... 17
2.0 Theoretical Framework .................................................................................................................. 18
2.1 Agency Theory ............................................................................................................................ 18
2.2 Intrinsic Motivation Theory ....................................................................................................... 19
3.0 Limitations ...................................................................................................................................... 21
3.1 Accounting Regulations from the Internal Revenue Service .................................................. 21
3.1.1 Financial accountability. ..................................................................................................... 21
3.1.2 Small and large nonprofit organizations............................................................................ 23
3.1.3 Non-distribution constraint. ................................................................................................ 24
3.2 Wage Determination ................................................................................................................... 24
3.3 Sectoral Differences .................................................................................................................... 25
3.3.1 Organization as business. .................................................................................................... 26
3.3.2 Mixed sector organizations. ................................................................................................ 27 Nonprofit Talent Management: Table of Contents III
3.4 Volunteers ................................................................................................................................... 28
4.0 Roles within the Nonprofit Organization ...................................................................................... 29
5.0 Compensation ................................................................................................................................. 30
5.1 Is It Possible for Agency Theory to Affect Nonprofits? ........................................................... 31
5.2 Accountability Measures ............................................................................................................ 32
5.3 Executive Compensation ............................................................................................................ 33
5.3.1 Effects of organizational size on compensation. ................................................................ 34
5.3.2 Statement of work complexity. ........................................................................................... 34
5.3.3 Pay for performance. ........................................................................................................... 36
5.3.4 Board size effect. .................................................................................................................. 37
5.3.5 Board and executive relationship. ...................................................................................... 38
5.3.6 Board effect on executive pay. ............................................................................................ 39
5.3.7 Competitive executive compensation.................................................................................. 39
5.4 Professional Compensation ........................................................................................................ 42
5.4.1 Work complexity for nonprofit employees. ....................................................................... 43
5.4.2 Tenure and experience. ........................................................................................................ 43
5.4.3 Workload. ............................................................................................................................. 44
5.4.4 Education. ............................................................................................................................. 45
5.4.5 Skills and performance. ....................................................................................................... 46
5.4.6 Pay for performance. ........................................................................................................... 48
5.4.7 Competitive professional compensation. ............................................................................ 49
6.0 Employee Incentives ....................................................................................................................... 50
6.1 Flexible Work Schedules ............................................................................................................ 51
6.2 Medical Benefits .......................................................................................................................... 52
6.3 Racial Equality ............................................................................................................................ 53
6.4 Gender Equality .......................................................................................................................... 53
7.0 Intrinsic Motivation ........................................................................................................................ 55
7.1 Personality .................................................................................................................................. 55
7.2 Extrinsic Rewards ....................................................................................................................... 56
7.3. Job Satisfaction .......................................................................................................................... 56
8.0 Performance Measures ................................................................................................................... 57
8.1 Lack of Defined Performance Measures ................................................................................... 58
8.2 Program Ratio ............................................................................................................................. 60 Nonprofit Talent Management: Table of Contents IV
8.3 Other Measures of Performance................................................................................................ 60
9.0 Turnover ......................................................................................................................................... 61
9.1 Excessive Turnover ..................................................................................................................... 61
9.2 The Effects of Turnover on Nonprofit Organizations ............................................................. 62
9.3 Potential Benefits of Turnover ................................................................................................... 63
9.4 Reducing Turnover ..................................................................................................................... 64
10.0 Effects of Compensation on Funding Sources ............................................................................ 65
10.1 Government Grants .................................................................................................................. 66
10.2 Private Donations ...................................................................................................................... 67
10.3 Monitoring and Watchdog Groups ......................................................................................... 69
11.0 Conclusion .................................................................................................................................... 69
Chapter 3: Methodology ........................................................................................................................... 72
1.0 Introduction .................................................................................................................................... 72
2.0 Evidence Based Management ........................................................................................................ 72
3.0 Systematic Review ........................................................................................................................... 75
4.0 Restatement of Problem ................................................................................................................. 78
5.0 Research Questions ......................................................................................................................... 79
6.0 Concept Model ............................................................................................................................... 80
7.0 Research Method ............................................................................................................................ 83
7.1 Search Terms ............................................................................................................................... 83
7.2 Research Evaluation ................................................................................................................... 84
7.3 Snowballing Method ................................................................................................................... 86
7.4 Assumptions ................................................................................................................................ 87
7.5 Mixed Methods Appraisal Tool ................................................................................................. 89
7.6 Studies by Year ........................................................................................................................... 91
8.0 Thematic Synthesis ......................................................................................................................... 92
9.0 Literature Summary ....................................................................................................................... 94
10.0 Expert Panel Review ..................................................................................................................... 95
11.0 Conclusion .................................................................................................................................... 96
Chapter 4: Analysis and Findings ........................................................................................................... 98
1.0 Introduction .................................................................................................................................... 98
2.0 Compensation Comparison of Nonprofit and For-Profit Entities .............................................. 99
3.0 Performance Measures ................................................................................................................. 100
3.1 Accounting and Federal Regulations ...................................................................................... 101 Nonprofit Talent Management: Table of Contents V
3.2 Role of the Board of Directors ................................................................................................. 102
3.3 Program Ratio ........................................................................................................................... 103
3.4 Other Performance Measures .................................................................................................. 104
3.5 Lack of Performance Measures ............................................................................................... 105
4.0 Executive Compensation .............................................................................................................. 108
4.1 The Executive Role.................................................................................................................... 109
4.2 Agency Theory .......................................................................................................................... 109
4.3 Board Effect on Executive Compensation .............................................................................. 111
4.4 Is the Current Executive Compensation Appropriate? ......................................................... 111
4.4.1 Non-monetary benefits. ..................................................................................................... 112
4.5 Is Executive Compensation Too Low? .................................................................................... 115
4.6 Effects of Organizational Size and Performance on Executive Compensation ................... 116
4.7 Board of Directors Effect on Executive Compensation ......................................................... 119
5.0 Professional Compensation .......................................................................................................... 121
5.1 Is Professional Compensation Too High? ............................................................................... 122
5.2 Is Professional Compensation Appropriate? .......................................................................... 123
5.2.1 Personal comparisons. ....................................................................................................... 124
5.2.2 Non-monetary benefits. ..................................................................................................... 124
5.3 Is Professional Compensation Too Low? ................................................................................ 127
5.3.1 Task complexity, autonomy, and workload of nonprofit positions. .............................. 129
5.3.2 Experience and education of nonprofit professionals. .................................................... 130
5.3.3 Intrinsic motivation theory. .............................................................................................. 132
6.0 Turnover ....................................................................................................................................... 135
6.1 Penalties of Turnover................................................................................................................ 136
6.2 Rate of Turnover in Nonprofit Organizations ........................................................................ 137
6.3 Practices to Decrease Turnover Rates in Nonprofit Organizations ..................................... 138
7.0 Effects of Compensation on Donations and Other Funding Sources ....................................... 140
7.1 Funding Sources for Nonprofit Organizations ....................................................................... 141
7.2 Effects of Compensation on Funding Sources ........................................................................ 143
7.3 Monitoring Effects on Funding ................................................................................................ 146
7.4 Best Practices for Compensation and Donation Alignment .................................................. 146
8.0 Research Question One ................................................................................................................ 149
9.0 Research Question Two .........................................................................................................
Changing of the guard: Influence on organizational culture of Millennials surpassing Baby Boomers as the largest generational cohort: A systematic review of the evidence
No full textThis systematic review examines how the shift from baby boomers as the largest generational cohort in the workplace to millennials has influenced the organizational culture. Using generational theory as a theoretical cornerstone, this study examines how this generational shift in the workplace influences organizational culture. This systematic review used thematic analysis and two themes were identified: generational differences and engagement. Three factors associated with generational differences are considered potential contributors to conflict: stereotypes, values, and expectations. With engagement of millennials and baby boomers, three factors emerged as pivotal influences in organizational culture: design, diversity, and motivation. The conceptual model evolved to reflect three distinct activities: input, action, and outcome. The input factors addressed aspects of generational employee engagement and generational differences that contribute to positive or negative organizational outcomes. Organizational culture is changing from baby boomer centric to millennial leaning. Management of changes in workplace demographics between millennials and baby boomers is possible through careful considerations of points identified in this study.Running Head: MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
Changing of the Guard: Influence on Organizational Culture of
Millennials Surpassing Baby Boomers as the
Largest Generational Cohort:
A Systematic Review of the Evidence
Vincent R. Jones
Dissertation Submitted to the Faculty of the Graduate School of the
University of Maryland University College in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Management
2018
Advisory Committee:
W. Christopher Cason, DM
J. Heather Welzant, Ph.D.
K. Candis Best, Ph.D. MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
ii
© Copyright by
Vincent R. Jones
ALL RIGHTS RESERVED MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
iii
Abstract
This systematic review examines how the shift from baby boomers as the largest generational cohort in the workplace to millennials has influenced the organizational culture. Using generational theory as a theoretical cornerstone, this study examines how this generational shift in the workplace influences organizational culture. This systematic review used thematic analysis and two themes were identified: generational differences and engagement. Three factors associated with generational differences are considered potential contributors to conflict: stereotypes, values, and expectations. With engagement of millennials and baby boomers, three factors emerged as pivotal influences in organizational culture: design, diversity, and motivation. The conceptual model evolved to reflect three distinct activities: input, action, and outcome. The input factors addressed aspects of generational employee engagement and generational differences that contribute to positive or negative organizational outcomes. Organizational culture is changing from baby boomer centric to millennial leaning. Management of changes in workplace demographics between millennials and baby boomers is possible through careful considerations of points identified in this study.
Keywords: baby boomers, diversity, generational cohorts, millennials, organizational culture MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE iv
Dedication
A special thanks to my wife, Falaine. Indeed, this has been a journey that has seen many ups and just as many downs—starting with those early days in the military when you and I both started our journey. You were with me during the exciting yet frustrating times when the normal routine consisted of working a night shift, followed by a few hours of sleep, and then several hours of school—in a traditional classroom (since online was not an option—thank God for technology). All this in pursuit of that first elusive associates degree. You stood by my side, believed in my dreams, and kept me grounded when I wanted to quit. I can only say “Thank You.”
To my kids, I also say thank you. None of you asked for the life you were born into and we as a family spent your early years overseas. My head was often in the books or at work, but you guys always kept me engaged and laughing! And despite the challenges of military life, you all turned out to be fine young men. I am proud of all of you.
And finally, to my mother, Catherine: she did not live to see this day, but I know she is in heaven smiling fondly on this milestone accomplishment. She set the example early in my life by lifting herself up from her circumstances and boldly pursuing and completing a bachelor’s degree when doing so was considered implausible in our circles. I kept my doctoral program progress a secret, knowing the challenges I faced and understanding the strong desire I frequently had to quit the program. She came close to discovering my secret and the reason for those frequent trips for residency. Although I did not get the chance to affirm her suspicion, I know she is smiling now at the effort. Likewise, to my father, Percy, my brothers, Percy Jr., and Nolan, extended family, friends, and my close confidants at work that helped in this journey—thank you. MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
v
Acknowledgements
This has been an amazing journey of academic enlightenment, one that brought me in contact with many amazing people worthy of acknowledgement. Chief among them are my dissertation advisors, Dr. Chris Cason, Dr. Jane Welzant, and Dr. Candis Best. Thank you so much for your patience, guidance, support, and kick in the rear when warranted. My path to enlightenment saw me going off the proven pathway and you were always there to guide me back in the right direction. To my DMGT 600 professor, Dr. Bryan Booth, thank you for that initial boost of confidence that I so desperately needed during a time that I seriously considered not pursuing what I began to realize was going to be a three year (if all went well), full throttle, and overwhelming commitment. To the UMUC doctoral faculty and support staff—I consider you my extended family. Especially Marina and the whole DM crew, thank you for always having the answer, or at least working to get the answers to the many questions that arose.
MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
vi
Table of Contents
Abstract ......................................................................................................................................... iii
Dedication ..................................................................................................................................... iv
Acknowledgements ......................................................................................................................... v
Table of Tables .............................................................................................................................. ix
Table of Figures .............................................................................................................................. x
Chapter 1: Introduction ................................................................................................................... 1
Background: Organizational Culture and Generational Cohort Change .................................... 4
Statement of the Problem ............................................................................................................ 6
Purpose ....................................................................................................................................... 7
Research Question ...................................................................................................................... 7
Significance of Study .................................................................................................................. 8
Importance to Management ........................................................................................................ 9
Scope of Study .......................................................................................................................... 10
Study Limitations ...................................................................................................................... 11
Organization of the Dissertation ............................................................................................... 12
Chapter 2: Literature Review ........................................................................................................ 14
Anatomy of Organizational Culture.......................................................................................... 16
Demography .............................................................................................................................. 18
Generational Differences .......................................................................................................... 19
Values ...................................................................................................................................... 21
Theoretical Framework ............................................................................................................. 23
Generational theory. .............................................................................................................. 26
Summary .................................................................................................................................. 27
Chapter 3: Methodology ............................................................................................................... 29 MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
vii
Systematic Review, Thematic Analysis, and Evidence-based Management (EBMgt) ............ 30
Systematic Review Overview ................................................................................................... 32
Review initiation. .................................................................................................................. 33
Research Question and Methodology ....................................................................................... 35
Search Strategy ......................................................................................................................... 38
Inclusion and Exclusion Criteria ............................................................................................... 40
Search in the UMUC library. ................................................................................................ 42
Quality and Relevance Assessment .......................................................................................... 43
Data Analysis ............................................................................................................................ 45
Thematic analysis.................................................................................................................. 48
Synthesis .................................................................................................................................. 50
Best fit framework synthesis. ................................................................................................ 51
Synthesis approach................................................................................................................ 53
Theme Emergence .................................................................................................................... 53
Theme 1: Generational differences and expectations. .......................................................... 54
Theme 2: Engagement of millennials and baby boomers. .................................................... 56
Summary .................................................................................................................................. 57
Chapter 4 - Findings...................................................................................................................... 59
Evidence Synthesis Results ....................................................................................................... 60
Generational differences and expectations. .......................................................................... 62
Characteristics and stereotypes. ............................................................................................ 64
Values shaped by experiences. ............................................................................................. 66
Expectations. ......................................................................................................................... 70
Engagement.......................................................................................................................... 71
Workplace design.................................................................................................................. 72 MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
viii
Understanding motivating factors. ........................................................................................ 76
Maximizing diversity. ........................................................................................................... 78
Summary .................................................................................................................................. 81
Chapter 5 – Implications and Conclusion ..................................................................................... 82
Using Systematic Review Findings .......................................................................................... 82
Implications for Management ................................................................................................... 85
Generational difference solution space. ................................................................................ 86
Address negative stereotypes. ............................................................................................... 86
Address the needs of individual value systems..................................................................... 87
Tailor actions to the expectations based on generational affiliation. .................................... 87
Engagement solution space. .................................................................................................. 87
Provide flexibility through design. ....................................................................................... 88
Educate the organization on the positive benefits of diversity. ............................................ 88
Motivate millennials and baby boomers. .............................................................................. 89
Research Limitations ................................................................................................................ 89
Future Research Opportunities ................................................................................................. 90
Conclusion ............................................................................................................................... 91
References .................................................................................................................................... 93
Appendix A. PRISMA Flow Diagram ........................................................................................ 112
Appendix B. Dataset Used for Analysis, WOE/TAPUPAS Scores............................................ 113
Appendix C. Initial Frequency of Themes: Pre-Final Screening ................................................ 118
Appendix D. MaxQDA Coded Segments and Relationship to Other Themes ........................... 119
Appendix E. Literature Review Breakout ................................................................................... 121
MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
ix
Table of Tables
Table 1. Key Search Terms ........................................................................................................... 40
Table 2. Inclusion/Exclusion Criteria ........................................................................................... 41
Table 3. SPIDER Inclusion ........................................................................................................... 41
Table 4. Key Search String Queries .............................................................................................. 42
Table 5. Weight of Evidence and TAPUPAS for Quality and Relevance of Studies ................... 45
Table 6. Key Organizational Culture and Generation Theory Concepts ...................................... 49
Table 7. Key Research Words and Associated Overarching Theme ............................................ 50
Table 8. Sample of Working Literature Review ........................................................................... 61
Table 9. Generational and Engagement Relevance ...................................................................... 62
Table 10. Generational Workplace Values and Attitudes ............................................................. 67
Table 11. Stages of Research Utilization ...................................................................................... 83 MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
x
Table of Figures
Figure 1. Initial conceptual framework ........................................................................................ 25
Figure 2. The systematic review process. .................................................................................... 33
Figure 3. Organizational culture investigative framework. .......................................................... 36
Figure 4. Methodological continuum of synthesis approaches and methods. .............................. 38
Figure 5. Implementation notes of SPIDER tool. ......................................................................... 40
Figure 6. Evolved conceptual framework, shifting dominance of generational cohorts. ............ 47
Figure 7. High-level codes derived from theories and concepts mapped. .................................... 50
Figure 8. Qualitative evidence synthesis using “Best-fit” framework synthesis. ......................... 52
Figure 9. Coding hierarchy. .......................................................................................................... 54
MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
1
Chapter 1: Introduction
In today’s workplace, the shift from the baby boomer generation to millennials is central to any discussion regarding organizational culture and how organizational leaders deal with cultural change. Given this generational transference in leadership, managers are coping with corporate knowledge loss and a deficit in leadership that could impact workforce effectiveness (Holten, 2015). As baby boomers leave the workplace and millennials step up to replace them, a change in the organizational culture will reflect the dynamic differences in characteristics and values between these generations (Calo, 2008).
A generational cohort is described as a group of individuals born within a specific timeframe who share common experiences and historical events (Kowske, 2010, p. 266; Murphy, Gibson, & Greenwood, 2010). The birth years and timeframes that define the generations varies among studies, with the most common timeframe being the silent generation (1928 - 1945), baby boomers (1946 -1964), generation-Xers (1965 -1980), millennials (1981 - 1996) (Bourne, 2015; Strom & Strom, 2015; Van Dyke, Haynes, & Ferguson-Mitchell, 2007), and generation Z (1996 -?) (Bennett, Pitt, & Price, 2012; Generation Z, 2014).
Baby boomers are widely regarded as demonstrating such characteristics and values as optimism, team oriented, goal oriented, work for personal fulfillment, self-absorbed, and optimistic. The life experiences that shaped them include the assassination of political icons, the civil rights and women’s rights movements, the Vietnam War, and the moon landing (Arellano, 2015; Bourne, 2015; Crumpacker & Crumpacker, 2007; Lewis & Wescott, 2017, p. 4). Baby boomers are different from millennials in their single-mindedness in the workplace values they hold. Baby boomers prize their self-identified organizational knowledge and preparedness and MILLENNIALS, BABY BOOMERS, AND ORGANIZATIONAL CULTURE
2
their commitment to working lengthy hours—to the detriment of work-life balance. This cohort is also accustomed to a hierarchically structured organization as opposed to a flat or horizontally structured organization (Holt, Marques, & Way, 2012).
Millennials (also referred to as generation Y, generation Me, and Trophy generation) have been described as demonstrating such values and characteristics as optimism, civic duty minded, confident, achievement oriented, sociable, and ethical. Wars (i.e. Iraq), natural disasters, cell phones, online social networking (i.e. Facebook, Instagram), terrorism, and identity theft dominated their generation (Lewis & Wescott, 2017, p. 4; Crumpacker & Crumpacker, 2007; Arellano, 2015; Bourne, 2015).
The silent generation (also referred to as veterans, traditionalist, and the greatest generation) are highly regarded for such characteristics and values as dedication, sacrifice, hard work, loyalty, honor, optimism, and respect for authority. The experiences and influences that shaped this generation include the Great Depression, World War I, World War II, Korean War, and the emergence of television and labor unions (Lewis & Wescott, 2017, p. 4; Crumpacker & Crumpacker, 2007).
Generation-Xers are described as alienated, cynical, sceptical, individualistic, diverse, thin
Requirements Keeping Up with Demand: Implementation of Shared Economy Platforms within State and Local Government
No full textThe implementation of on-demand shared economy systems within government organizations requires a specific set of additional parameters unique to these entities.
Current constraints of public resources and an overall aversion to radical shifts in program implementation by heavily bureaucratic institutions pose a problem for management in public organizations.•
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Leadership development for aspiring community college presidents.
No full textSeveral longitudinal reports predicted a potential crisis in the nation’s community college system: a leadership gap due to a sizeable number of retirements of presidents and other high ranking college leaders. First reported at the beginning of 2000, the gap continues to grow, and recent research highlights the continuing trend. In the near future, several hundred new presidents are needed to take the helm of the nation’s two-year colleges. The next generation of leaders will be new to this primary role, and they and the community college system will face new leadership challenges, even different issues from just a few short years ago. Consequently, the problem is that current presidential development programs may not be adequate in the face of these yet undefined challenges. Certainly they teach useful concepts and practices; however, their effectiveness can be enhanced by going beyond the field of education and by drawing on more than the experience of just those who have spent their careers in the higher education arena. This dissertation argues that one field of scholarship that might prove particularly useful to future community college leaders is the field of management. Many significant and current management theories can be relevant to better develop, equip, and arm leaders and managers of the nation’s community colleges. The purpose of this study is to offer five selected significant and current management theories and practices and apply those theories to enhance the leadership competencies and professional skills identified by the American Association of Community Colleges (AACC) (2005). The primary focus will be on contemporary universal theories of leadership and management that can be applied and are practical for the community college leader.LEADERSHIP DEVELOPMENT FOR ASPIRING
COMMUNITY COLLEGE PRESIDENTS
LEADERSHIP DEVELOPMENT FOR ASPIRING
COMMUNITY COLLEGE PRESIDENTS
Neil Soriano Bagadiong
A Thesis
Submitted to the Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree of
Doctor of Management
Charlene Nunley, Ph.D.
Ronald Head, Ph.D.
August 28, 2013 LEADERSHIP DEVELOPMENT FOR ASPIRING i
COMMUNITY COLLEGE PRESIDENTS
Abstract
Several longitudinal reports predicted a potential crisis in the nation’s community college system: a leadership gap due to a sizeable number of retirements of presidents and other high ranking college leaders. First reported at the beginning of 2000, the gap continues to grow, and recent research highlights the continuing trend. In the near future, several hundred new presidents are needed to take the helm of the nation’s two-year colleges. The next generation of leaders will be new to this primary role, and they and the community college system will face new leadership challenges, even different issues from just a few short years ago. Consequently, the problem is that current presidential development programs may not be adequate in the face of these yet undefined challenges. Certainly they teach useful concepts and practices; however, their effectiveness can be enhanced by going beyond the field of education and by drawing on more than the experience of just those who have spent their careers in the higher education arena. This dissertation argues that one field of scholarship that might prove particularly useful to future community college leaders is the field of management. Many significant and current management theories can be relevant to better develop, equip, and arm leaders and managers of the nation’s community colleges. The purpose of this study is to offer five selected significant and current management theories and practices and apply those theories to enhance the leadership competencies and professional skills identified by the American Association of Community Colleges (AACC) (2005). The primary focus will be on contemporary universal theories of leadership and management that can be applied and are practical for the community college leader.
Keywords: community college leadership, management theory, leadership development
LEADERSHIP DEVELOPMENT FOR ASPIRING ii
COMMUNITY COLLEGE PRESIDENTS
Dedication
This work is dedicated to my entire family. First of all, to Chief Petty Officer (USN-Ret.) Nick and Zeny Bagadiong, who have always shown me that no matter where you come from, with dedication, hard work, and support from family that you can achieve anything. They have always instilled in me the importance of education, and now, in my second decade in higher education, their influence is exemplified by my chosen profession in helping students become the best they can be. Pop, thank you for giving me the gift of education, which you call “the great equalizer.” And to my mom, thank you for showing me how to keep fighting for want you want in life.
To my brother and sister-in-law, Nolan and Cherie (Fenter) Bagadiong, who I have been with since our undergraduate days at Purdue University, I thank you both for challenging and supporting me. Even when I needed to hear the painful truth, it was all for my own good.
To my nephew, Jacob, whose sense of humor and intelligence is only outmatched by his video game skills, you have reminded me that in the midst of a busy life, that having fun and being a kid once in a while is very important.
And, lastly, and most importantly, to my niece, Gracie: you have had so many challenges in your early life, more than any one person in an entire lifetime should ever take on. Yet, your resilience, sense of humor, and spirit have taught me that nothing is impossible, or as the advertisement says, “Impossible is nothing.” You have shown me that you can do anything even when others tell you no. Your creativity is immeasurable, your humor is lovely, and your charisma is endless. I am so proud to be your favorite uncle; you are my hero!
LEADERSHIP DEVELOPMENT FOR ASPIRING iii
COMMUNITY COLLEGE PRESIDENTS
Acknowledgements
I want to acknowledge the people who have supported and encouraged me in the pursuit of this degree. From the doctoral program, I want to express my appreciation to Dr. Charlene Nunley. You opened up a whole new world for me in the realm of community colleges. Your knowledge and experience provided me with new insights. I appreciate all of the feedback and creative critiques on all of the assignments. Most of all, I truly appreciate the encouraging words and the high praise that you have given me; it made a significant impact on me. Secondly, I want to thank Dr. Ronald Head for his words of wisdom and for providing me with different points of view. Your expertise was invaluable. I also appreciate the praise that you have given me that gave me the enthusiasm to continue to work hard. Thirdly, I want to express my gratitude to Dr. Jim Tschechtelin for sharing his leadership experiences and for being my institutions’ Achieving the Dream coach. By him visiting our campuses, he strengthened the connection between me and the doctoral program. His guidance was invaluable. Finally, I want to acknowledge Dr. Patricia Keir for her leadership in the program; your encouragement and reassuring countenance was greatly appreciated.
Two others from the UMUC program I want to acknowledge include Monica Graham and Dr. Susan McMaster. Monica kept us all in order, provided us with wonderful residencies, and took great care of all of us. Dr. McMaster provided me with some amazing feedback towards the end and truly gave me the motivation to propel me to the finish line. Her energy and passion shows and thank goodness it was very contagious. The push from her came at the right time.
I want to thank the main person who introduced me to the program, Dr. Roger Bingham who completed the DMCCPA in August of 2012. His support and guidance as a leader, both LEADERSHIP DEVELOPMENT FOR ASPIRING iv
COMMUNITY COLLEGE PRESIDENTS
here at the college and in the doctoral program, were instrumental in my success. I thank him for his belief in me even in the face of some setbacks. His is led by his faith, and he is a stronger person because of that. Also, I want to thank my amazing editor, Lynne Sullivan, for all of her support and feedback. She is responsible for two doctors now, assisting Dr. Bingham as well. Her skills are unmatched.
To my dear friends Kevin Warren, Ben Solomon, and John Barry: you three have seen me through the toughest times; thank you for understanding when I needed to disappear during Colts games, pitch games, dinners, and even during vacations. Your infinite support is most appreciated. To many other friends, Lydia, Ethan C., Deborah N., Lisa C., Anna D., Mark P., Clay S., Jeff G., and Keith M, thank you for your support and encouragement.
To the best cohort ever, your friendship, knowledge, and encouragement created the foundation for this achievement. From the discussions online, to the dinners, birthdays and holidays, to the 3 a.m. chats on the weekend, all of you made the last three years amazingly enlightening and enjoyable.
Finally, to Dr. John Hogan, who has guided my higher education journey the last 13 years. I have listened to you talk, for hours, about success, integrity, leadership, and how to live a most noble life. However, when I told you for the first that I was accepted into this doctoral program, you only spoke three simple words which have kept me determined and motivated, even during the most challenging times; those three words were: “Just keep going.”
LEADERSHIP DEVELOPMENT FOR ASPIRING v
COMMUNITY COLLEGE PRESIDENTS
© Copyright by
Neil S. Bagadiong
2013
LEADERSHIP DEVELOPMENT FOR ASPIRING vi
COMMUNITY COLLEGE PRESIDENTS
Table of Contents
CHAPTER
1 INTRODUCTION………………………………………………………. 1
Statement of the Problem……………………………………………….. 1
Statement of the Purpose………………………………………………… 4
Context or Background related to the Problem…………………………. 4
Theoretical Base………………………………………………………… 10
Groupthink……………………………………………………… 10
Double-loop Learning………………………………………….. 11
Stakeholder Theory…………………………………………….. 12
Upper Echelons Theory………………………………………… 13
Change Management Theories…………………………………. 13
Research Questions…………………………………………………….. 14
Definition of Terms……………………………………………………. 14
Significance……………………………………………………………. 16
2 LITERATURE REVIEW……………………………………………… 19
Introduction……………………………………………………………. 19
Predictions of a Large Freshman Class of Presidents/CEOs………….. 19
Competencies and Challenges for Community College Leaders……... 25
Current Professional Training Programs……………………………… 36
Significant Leadership and Management Theories…………………… 38
Groupthink……………………………………………………. 39
Double-loop Learning…………………………………….......... 43
Stakeholder Theory……………………………………….......... 47
Upper Echelons Theory………………………………………… 50
Change Management Theory…………………………………… 52
Evolutionary Models……………………………….. …… 53
Teleological Models…………………………………….. 54
Dialectical Models………………………………………. 55
Social-cognition Models………………………............... 56
Cultural Models……………………………………........ 57
Kotter’s Change Process……………………………………….. 59
Conclusion……………………………………………………… 61
3 THE CONCEPTUAL MODEL………………………………………… 63
Assumptions…………………………………………………………….. 63
Hypotheses..…………………………………………………………….. 66
Elements of the Conceptual Model………….…………………….…… 74
Impending Leadership Gap……………………………………… 74
AACC Competencies……………………………………..... …… 74 LEADERSHIP DEVELOPMENT FOR ASPIRING vii
COMMUNITY COLLEGE PRESIDENTS
Challenges Facing Community College Presidents….................. 75
Current Leadership Programs…………………………………… 77
Criteria………………………………………………….……….. 78
Significant Theories for Consideration………………………….. 78
Practitioner Based Learning……………………………………. 84
4 RESEARCH METHODOLOGY………………………………………. 85
Introduction……………………………………………………………... 85
Research Method………………………………………………………. 85
Systematic review……………………………………………… 85
Narrative synthesis………….………………………………….. 86
Theory development………...…………………………………. 86
Preliminary synthesis…….…………………………………….. 86
Exploring relationships….……………………………………... 87
Robustness of the Synthesis…………………………………… 88
Research Process……………………………………………………….. 89
Research Questions…………………………………………………….. 89
Key Words and Search Criteria………………………………………… 90
Literature Evaluation…………………………………………………… 101
Use of Subject-Matter Experts………………………………………… 126
Conclusion…………………………………………………………….. 129
5 ANALYSIS AND FINDINGS………………………………………... 130
Introduction…………………………………………………………….. 130
Analysis of Subject-Matter Experts Review…………………………… 130
Analysis of Findings Based on Significance of the Problem………….. 135
Analysis of the Findings Based on the Literature Review…………….. 136
Survey and Summaries of Surveys…………………………………….. 137
Expert Opinion Literature……………………………………………... 137
Seminal Works………………………………………………………… 138
Findings Regarding Research Questions..…………………………….. 138
Affirmation of Hypotheses……………………………………………. 142
Limitation on Interpretation of Study…………………………………. 143
Summary………………………………………………………………. 144
Further Research Opportunities………………………………………. 144
6 MANAGEMENT IMPLICATIONS………………………………….. 146
Introduction……………………………………………………………. 146
Leadership Implementation Strategy………………………………….. 147
Definitions and Illustrations of Competencies………………… 148
Utility of Theories……………………………………………... 150
Implications for Management Theory…………………………………. 154 LEADERSHIP DEVELOPMENT FOR ASPIRING viii
COMMUNITY COLLEGE PRESIDENTS
Implications for Management Practice
for Community College Leaders…….……………… .………………. 157
Limitations…………………………………………………….. 157
Implications for Management Research
with Community College Application……………..…………………. 157
Conclusions……………………………………………………………. 159
REFERENCES………………………………………………………………………… 160
APPENDIX: Evaluation Form………………………………………………………… 169
LEADERSHIP DEVELOPMENT FOR ASPIRING ix
COMMUNITY COLLEGE PRESIDENTS
List of Tables
TABLE
2.1 Number of years until faculty members expected to retire…………… 22
2.2 Summary of challenges facing or expected to be facing community
college leaders in the 21st century as supported in the literature
(chronologically according to publication date).…………………….. 35
2.3 Relationships between self-managing team characteristics and
groupthink antecedent conditions…………………………………… 40
3.1 Description of criteria used for selection of the management theories.. 69
3.2 Competencies for community college leaders……………………….. 71
4.1 Key words in database search………………………………………… 90
4.2 Analysis of research related to the substantial need for new
community college leaders…………………………………………… 93
4.3 Analysis of research related to competencies and challenges……….. 102
4.4 Analysis of research related to current presidential training
programs……………………………………………………………... 115
4.5 Selected significant business and management theories…………….. 118
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List of Figures
FIGURE
2.1 The eight-stage process of creating major change…………………. 60
LEADERSHIP DEVELOPMENT FOR ASPIRING 1
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CHAPTER ONE
INTRODUCTION
Statement of the Problem
Researchers predict a substantial turnover of presidential leaders in community colleges, leading to a dramatic increase of new presidents on college campuses, many of whom have never served in a presidential role. Current research indicates a large number of retiring community college presidents will leave a leadership gap. Most recently, the American Association for Community Colleges (AACC) and the Association of Community College Trustees (ACCT) (2013) reinforced these concerns by announcing a collaborative effort that will focus on presidential leadership and community college governance. This professional development program “is designed to address three trends that have the potential to erode community college leadership at a time when the country is calling on community colleges to address completion and student success, and to do more with fewer resources. These trends are the graying of the pool of current and future community college presidents, the shrinking pool of potential presidential candidates, and the continuous rotation and recomposition of governing boards” (para. 2).
The trend in significant numbers of presidential retirements is not new, but cumulatively is a growing concern; over a decade ago, Shults (2001) was the first to sound the alarm when he reported the results of a survey that indicated that 45% of 249 community college presidents who responded to a 2001 AACC survey planned to retire by 2007 (p. 1). Also, in two studies by Weisman and Vaughan (2002, 2007), the first found that “79% of the 661 community college presidents responding to their survey planned to retire in 10 years or less,” and the second LEADERSHIP DEVELOPMENT FOR ASPIRING 2
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corroborated their earlier findings and found that “84% of 545 responding presidents planned to retire in 10 years or sooner, and that 56% planned to retire in six years or sooner” (p. 6).
Several researchers have examined the root causes of the considerable number of retirements. Hassan, Dellow, and Jackson (2010) stated that “given that so many community colleges were created in the 1960s and 1970s, the leadership stream that matured with those colleges has reached retirement age. Large numbers of deans, vice presidents, and presidents are all very near retirement” (p. 181). Fulton-Calkins and Milling’s (2005) research found that “the administrators and faculty employed in the 1960s and 1970s are now reaching retirement age” (p. 234). A Community College Times (2004) article indicated that in the next few years, “700 new community-college presidents and campus heads, 1,800 new upper level administrators, and 30,000 new faculty members will be needed” (as cited in Fulton-Calkins & Milling, 2005, p. 234).
Furthermore, research shows that as the number of community college presidential vacancies increase, the number of those who would traditionally succeed the president from within the institution is decreasing. Evelyn suggested that “the number of chief academic officers (CAOs) retiring may pose a greater crisis than that created by the retirements of the presidents” (as cited in Keim & Murray, 2008, p. 116). Vaughan (1990) viewed the CAO position as the stepping stone to the presidency, and “the overwhelming conclusion reached in his study is that current deans of instruction are almost mirror images of current presidents” (p. 186); however, separate research by Leubsdorf (2006) and O’Banion (2006-2007) indicated that “there is evidence that the pipeline to the CAO position is also shrinking” (Leubsdorf, p. 51; O’Banion, p. 45). Durée and his research colleagues found “that the average age for Chief Instructional Officers (CIOs) is about the same as presidents, and CIOs are likely to retire at the LEADERSHIP DEVELOPMENT FOR ASPIRING 3
COMMUNITY COLLEGE PRESIDENTS
same rate as their bosses” (as cited in Riggs, 2009, p. 29). In addition, other leaders within the institution who would likely be more apt to take over the institution are retiring themselves. In a 2001 AACC survey of its membership, O’Banion found that “33% of presidents estimate that one-quarter or more of their chief administrators (the ranks from which community college presidents rise) will retire in the next five years” (p. 45). As stated earlier, the AACC and ACCT collaborative professional development model was created to counteract the trend of the shrinking pool of potential presidential candidates (American Association of Community Colleges & Association of Community College Trustees, 2012, para. 2).
To add to this deficit, external candidates may be even more difficult to find. Keim catalogued community college graduate preparation programs and found most do not incorporate the words ‘‘community college’’ in the program name, and a closer investigation shows that “few contain any courses specifically related to community college operations, let alone community college leadership development” (as cited in Phelan, 2005, p. 784). Patton reported that the number of students currently enrolled in graduate community college administration programs will fill only a fraction of these openings; moreover, the researcher discovered the more alarming statistic that the number of degrees conferred in community-college administration decreased 78% between 1983 and 1997 (as cited in Fulton-Calkins and Milling, 2005, p. 235). Additionally, magnifying the problem of a limited number of leadership development programs both offered at the degree level and through professional organizations is that current programs may not be adequate in the face of yet undefined challenges.
In summary, the problem is that the substantial turnover of community college leaders is leading to a large freshman class of presidents who will face new leadership challenges. Several significant and current management theories offered in this dissertation can be relevant and can LEADERSHIP DEVELOPMENT FOR ASPIRING 4
COMMUNITY COLLEGE PRESIDENTS
be integrated into professional development programs to develop, equip, and arm leaders and managers of institutions of higher education. Because many of these challenges, such as innovation, cultural change, assessment, and financial restructuring, mirror challenges that have been faced by managers in the private sector, the capability to address these challenges may be enhanced by educating community college leaders to understand a variety of well researched management theories. In addition, the selected theories may enrich the leadership competencies identified by the American Association of Community Colleges in 2005.
Statement of Purpose
The purpose of this study is to explore significant and current management theories and practices and integrate those theories into a learning and development program designed for those pursuing the community college p
Organizational factors associated with supply chain management performance
No full textThe concept of supply chain management (SCM) is receiving greater attention among academics and organizations and is viewed as a potential source of bottom and top-line growth. Despite the potential for improving organizational performance through supply chain improvements, little scholarly evidence exists in management literature to establish an association between organizational factors and SCM performance outcomes. This research focuses on an understanding of those factors by asking the following research question: which organizational factors are associated with SCM performance outcomes? The preliminary argument posited in this research is that the people orientation element of SCM -including such sub-factors as trust and communication- serves as the dominant factor influencing SCM performance. However, an evidence-based analysis of the findings from this research indicates that all four organizational factors (people orientation, process orientation, information technology, and external environment) are associated with SCM performance outcomes. Broader implications for management theory and practice, which includes an integrated supply chain competency model, are also discussed.Organizational Factors Associated with Supply Chain Management Performance Page
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Running Head: ORGANIZATIONAL FACTORS ASSOCIATED WITH SUPPLY CHAIN MANAGEMENT PERFORMANCE
Organizational Factors Associated with Supply Chain Management Performance
By Gregory Anthony Bell
A Thesis
Submitted to the
Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree
of
Doctor of Management
March 26, 2013
Dissertation Committee
Claudine SchWeber, Ph.D
John Sherlock, Ph.D
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Abstract
The concept of supply chain management (SCM) is receiving greater attention among academics and organizations and is viewed as a potential source of bottom and top-line growth. Despite the potential for improving organizational performance through supply chain improvements, little scholarly evidence exists in management literature to establish an association between organizational factors and SCM performance outcomes. This research focuses on an understanding of those factors by asking the following research question: which organizational factors are associated with SCM performance outcomes? The preliminary argument posited in this research is that the people orientation element of SCM -including such sub-factors as trust and communication- serves as the dominant factor influencing SCM performance. However, an evidence-based analysis of the findings from this research indicates that all four organizational factors (people orientation, process orientation, information technology, and external environment) are associated with SCM performance outcomes. Broader implications for management theory and practice, which includes an integrated supply chain competency model, are also discussed.
Keywords: Supply Chain, Supply Chain Management, Logistics Management, Operations Management, Physical Distribution, Performance, Effectiveness Organizational Factors Associated with Supply Chain Management Performance Page
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Dedication
This research is dedicated to the loving memory of my grandmother, Queen Esther Crowley Williams, who also served as my nursery school teacher. My grandmother was a wonderful educator, who taught with much passion and commitment. As her spirit traveled with me through this long journey, it provided me with the strength and tenacity to complete this program.
I also dedicate this research to my parents, Jesse and Betty Bell, who consistently provided me with love and inspiration. Without their rich guidance and support throughout my entire life, I would not be the man I am today. Organizational Factors Associated with Supply Chain Management Performance Page
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Acknowledgements
Without the strong support love of God, my parents, family, and close friends, I would not have been able to complete this challenging journey.
I graciously acknowledge the support and guidance from my dissertation committee, which is comprised of Dr. John Sherlock and Dr. Claudine SchWeber. In addition, I acknowledge the feedback, guidance, and support from my expert panel, which includes Dr. T. Russell Cook, Dr. Theodore Stank, and Dr. Paulo Mendes.
Although I spent countless late nights, all-nighters, and weekends alone working on my research, I often leaned on the shoulders of family and friends through phone calls and emails. Thank you, Tanya, Joel, Michael, Lisa, Alton, Monica, Dolores, Alvin, Mark, and others for your love, laughter, and prayers.
A special thanks to my best friend from childhood, Bruce Reginald Berry, for his consistent love and support throughout much of my life. Organizational Factors Associated with Supply Chain Management Performance Page
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Table of Contents
Chapter One: Introduction ................................................................................ 10
Background ............................................................................................ 10
Significance of the Problem .................................................................. 11
Importance to Management ................................................................... 12
Purpose and Research Question ............................................................ 14
Chapter Two: Literature Review ...................................................................... 16
Introduction ............................................................................................ 16
Key Definitions ...................................................................................... 16
Supply Chain ............................................................................. 16
Supply Chain Performance Outcomes ...................................... 18
Approach ................................................................................................ 19
People Orientation ................................................................................. 20
Process Orientation ................................................................................ 28
Information Technology ........................................................................ 34
External Environment ............................................................................ 38
Supply Chain Performance .................................................................... 42
Summary ................................................................................................ 44
Chapter Three: Conceptual Framework ........................................................... 46
Introduction ............................................................................................ 46
Concept Definitions ............................................................................... 46
Summary ................................................................................................ 48
Chapter Four: Research Methodology .............................................................. 49
Introduction ............................................................................................ 49
Methodology .......................................................................................... 49
Research Process.................................................................................... 52
Overview ................................................................................... 52
Search Strategy .......................................................................... 52
Inclusion and Exclusion Criteria ............................................... 54
Data Extraction .......................................................................... 55 Organizational Factors Associated with Supply Chain Management Performance Page
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Quality Assessment ................................................................... 58
Data Analysis Approach ........................................................... 60
Stage One: Free Coding of Text .................................. 61
Stage Two: Development of Sub-Factors ................... 62
Stage Three: Alignment of Sub-Factors to Major
Factors ........................................................................... 62
Stage Four: Development of Insights .......................... 63
Expert Panel ........................................................................................... 65
Summary ................................................................................................ 67
Chapter Five: Findings ...................................................................................... 68
Introduction ............................................................................................ 68
Findings and Analysis of the Evidence ................................................. 68
Overview ................................................................................... 68
People Orientation ..................................................................... 71
Process Orientation ................................................................... 75
Information Technology ........................................................... 79
External Environment ............................................................... 83
Summary .................................................................................... 86
Emergent Argument .............................................................................. 86
Revised Conceptual Model ................................................................... 87
Limitations ............................................................................................. 89
Summary of Findings ............................................................................ 90
Chapter Six: Conclusion ................................................................................... 92
Significance of the Study and Findings ................................................ 92
Overview ................................................................................... 92
The Fifth Factor: Supply Chain Integration ............................ 92
Supply Chain Competency Model ............................... 94
Implications for Theory ........................................................................ 96
Overview ................................................................................... 96
Knowledge Management .......................................................... 96
Supply Chain Collaboration ...................................................... 96 Organizational Factors Associated with Supply Chain Management Performance Page
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Supply Chain Integration .......................................................... 99
Risk Management ...................................................................... 99
Summary ..................................................................................100
Implications for Management Practice ...............................................100
Overview .................................................................................100
Recruitment .............................................................................102
Onboarding ..............................................................................102
Supply Chain Risk Management ............................................102
Summary ..................................................................................104
Further Research ..................................................................................105
Implications for Future Management Trends .....................................108
Overview .................................................................................108
Globalization ...........................................................................108
Demand-Driven Marketplace .................................................108
Technological Advancements .................................................109
Economic Volatility ................................................................109
Worldwide Crises ....................................................................109
Summary ..............................................................................................110
References ........................................................................................................111
Appendices .......................................................................................................123
Appendix A: Published Articles on Supply Chain Management .......123
Appendix B: Chain of Evidence ..........................................................124
Appendix C: Synthesis of Organizational Factors Associated with SCM Performance Outcomes .............................................................................................125
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List of Tables and Figures
Figure 1. U.S. Logistics Costs as a Percentage of U.S. GDP, 1995 to 2011
Figure 2. Conceptual Framework: Factors Influencing Supply Chain Management Performance
Figure 3. Evidence-Based Research Approach
Figure 4. Evidence-Based Research Steps
Table 1. Data Extraction Elements
Table 2. Literature Summary
Figure 5. Search Process Flow Chart
Figure 6. Weight of Evidence Dimensions
Figure 7. Snapshot From Dedoose
Table 3. Initial Stage of Thematic Synthesis
Figure 8. Synthesis Map
Figure 9. Text Excerpt Example (from Dedoose)
Table 4. Studies Associated with Sub-Factors Attributed to the People Orientation
Figure 10. Number of Studies (by Study Type) Associated with those Sub-Factors Attributed to the People Orientation
Table 5. Studies Associated with Sub-Factors Attributed to the Process Orientation
Figure 11. Number of Studies (by Study Type) Associated with those Sub-Factors Attributed to the Process Orientation
Table 6. Studies Associated with Sub-Factors Attributed to Information Technology
Figure 12. Number of Studies (by Study Type) Associated with those Sub-Factors Attributed to the Information Technology Organizational Factors Associated with Supply Chain Management Performance Page
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Table 7. Studies Associated with Sub-Factors Attributed to the External Environment
Figure 13. Number of Studies (by Study Type) Associated with Sub-Factors Attributed to the External Environment
Figure 14. Revised Conceptual Framework
Table 8. Number of Occurrences the Sub-Factors are Found in the Literature
Figure 15. Integrated SCM Competency Model
Figure 16. Risks & Uncertainties Associated with Managing Supply Chains
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Chapter One: Introduction
Background
Supply chain management (SCM) has become an increasingly important topic within the field of management due to growing marketplace complexity and the desire for organizations to gain a competitive advantage (Fabbe-Costes & Jahre, 2008). However, according to Deshpande (2012), management practitioners and academicians have been relatively unsuccessful in the effective implementation of SCM principles. According to Chen and Paulraj (2004a), one reason for SCM implementation failures is disagreement among researchers regarding the critical dimensions of SCM in addition to challenges surrounding the development of the appropriate SCM performance measures (Beamon, 1999).
SCM has been defined as the management of a network of multiple entities (organizations or individuals), which are directly involved in the flow of products, services, and information from source to consumer – all for the purpose of creating value for the end consumer (Mentzer et al., 2001; Stock & Boyer, 2009). Specific functions or activities performed within such networks include purchasing, production, logistics, marketing and customer service (Stock and Boyer, 2009, p. 706). There is an underlying assumption that supply chain performance is linked to organizational performance, which includes shareholder return and customer service.
Although there are SCM-related implications at the organizational level, according to Deshpande (2012), the question concerning the major organizational factors associated with SCM performance outcomes and its link to organizational performance has gone relatively unnoticed within existing management research. This research focuses on those organizational factors associated with supply chain performance outcomes, which are (a) people, (b) process, (c) technology; and, (d) external factors. Organizational Factors Associated with Supply Chain Management Performance Page
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There has been an increased interest in SCM over the last few decades. For example, publications on the topic of SCM have increased over the last few decades (Stock & Boyer, 2009). The overall interest in SCM, relative to publications of scholarly articles and trade publications, continues to increase (see Appendix A for detailed data regarding the trend of publications in the area of SCM).
This chapter is focused on the importance of SCM and its relevance to the existing body of management research. Furthermore, this chapter provides insight into the link between key organizational factors across the supply chain and SCM performance outcomes. The following sections discuss the significance of the problem and its importance to the field of management, the purpose of the study, and the research questions posited by the study.
Significance of the Problem
According to Bowersox, Closs, and Cooper (2010), the expanded global commercial landscape has provided greater relevance for the importance of SCM, which can be considered a new order of relationships among the various functions described above (e.g. manufacturing, logistics) both within and between organizations. Furthermore, these relationships appear to bear significant costs to our national economy. For example, according to Crook et al (2008), approximately 75% of an organization’s operating budget is comprised of purchased inputs, which include raw materials necessary for the production of finished goods. The coordination of these events serves as an integral part of the SCM process. Unfortunately, trade data related to supply chain costs and investments at the organization level are virtually non-existent since definitions vary widely across organizations and countries, and, firm and macro level data are not compatible (Ojala, 2012). Therefore a more common measure across countries appears to be supply chain (or logistics) costs as a percentage of gross domestic product (GDP). Organizational Factors Associated with Supply Chain Management Performance Page
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In 2011 U.S. business logistics expenditures (primarily transportation and warehousing
functions) accounted for an estimated $1.28 trillion or 8.5% of U.S. GDP, representing a 2.6%
increase over 2010 (Wilson, 2012, p. 2). Figure 1 illustrates this recent rise in U.S. logistics
costs (as a percentage of GDP) in the past few years. In all, this data reflects a rising trend in
U.S. logistics costs over the last few years. Moreover, the data implies the desire for
organizations to focus on leveraging their supply chains to reduce cost and increase revenue for
the organization.
Logistics Costs (as a % of GDP)
Year
Figure 1. U.S. logistics costs as a percentage of U.S. GDP, 1995 to 2011. Adapted from “22nd
Annual State of Logistics Report” by R. Wilson, 2011, Council of Supply Chain Management
Professionals.
Importance to Management
This research seeks to fill an existing knowledge gap relative to identifying the
organizational factors associated with SCM performance outcomes; and, the research seeks to
determine the impact of these factors on SCM performance outcomes as well as the level of
interdependence among them because such determination allows management scholars and
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practitioners to make more informed decisions regarding future supply chain research and practice. Given the relative newness of the term “supply chain” and the growing acceptance of SCM as a critical business imperative, supply chain practitioners should be prepared to manage the complex nature of SCM within an organization. In addition, management theorists should become acquainted with the factors associated with SCM performance outcomes to assist organizations in the successful development of their supply chain and the resources through which it is managed. Although the focus here is on the U.S., organizations have witnessed the extension of their supply chains to foreign locations, which requires even greater SCM knowledge on the part of management scholars and practitioners. For example, “over the last 20 years, geopolitical events moving in step with technological developments and the deregulation of trade have made global sourcing and supply a reality” (Christopher, Peck, & Towill, 2006, p. 278).
In addition to the U.S. data on logistics expenditures highlighted earlier, the impact of globalization provides further significance for developing a greater understanding of SCM performance factors. As globalization increases, an organization’s supply chain may expand to include
Keeping Up with Demand: Implementation of Sharing Economy Platforms within State and Local Government
No full textThe proliferation of sharing economy services and activities across industries is changing the expectations and patterns of engagement by consumers. While some state and local governments have proactively moved towards adoption, many more are either hesitant to do so or wholly unaware. The inevitability of rapid change by such a model can seem insurmountable to public organizations built for slow and purposeful evolution. The purpose of this study is to understand the components necessary for effective and targeted implementation of sharing economy services and processes within government. The central focus of this study is to develop a conceptual model from which to evaluate evidence and identify themes to help managers create their own approach toward adoption. Additionally, literature on the topic presents a set of uniformly important requirements toward deliberate deployment and planning. Through a systematic review using thematic synthesis, an assessment of both scholarly and grey literature is conducted to identify major themes for answering the research question. Findings from this study support the proposed conceptual model and provides a framework for use by managers within state and local government for developing individualized approaches based on the needs and capabilities particular to each organization.Running head: KEEPING UP WITH DEMAND i
Keeping Up with Demand: Implementation of Sharing Economy
Platforms within State and Local Government
Mackenzie Thiessen
April 2018
Dissertation submitted to the Faculty of the Graduate School of the University of Maryland University College in partial fulfillment of the requirements for the degree of Doctor of Management
Dissertation Advisors:
W. Christopher Cason, DM
J. Heather Welzant, Ph.D.
K. Candis Best, Ph.D.
KEEPING UP WITH DEMAND ii
Abstract
The proliferation of sharing economy services and activities across industries is changing the expectations and patterns of engagement by consumers. While some state and local governments have proactively moved towards adoption, many more are either hesitant to do so or wholly unaware. The inevitability of rapid change by such a model can seem insurmountable to public organizations built for slow and purposeful evolution. The purpose of this study is to understand the components necessary for effective and targeted implementation of sharing economy services and processes within government. The central focus of this study is to develop a conceptual model from which to evaluate evidence and identify themes to help managers create their own approach toward adoption. Additionally, literature on the topic presents a set of uniformly important requirements toward deliberate deployment and planning. Through a systematic review using thematic synthesis, an assessment of both scholarly and grey literature is conducted to identify major themes for answering the research question. Findings from this study support the proposed conceptual model and provides a framework for use by managers within state and local government for developing individualized approaches based on the needs and capabilities particular to each organization.
Keywords: sharing economy, on-demand platforms, government, service delivery, regulation, information and communication technology
KEEPING UP WITH DEMAND iii
Acknowledgement
I would like to thank my family for supporting me throughout this process. To my fiancé, Travis, thank you for being an open ear, and for the daily reminders to stay focused and on track. To my parents, your encouragement in my pursuit of this challenge, and serving as a living example of what dedication and resiliency looks like, has been an invaluable gift.
Regarding my Dissertation Committee, their direction and guidance is a reflection of their commitment not only to the students they teach, but also to the pursuit of higher education. Dr. Best and Dr. Welzant, your thoughtful reflection and instruction regarding my research are highly appreciated. To Dr. Cason, the chair of my committee, a special thank you is in order for keeping me grounded and truly helping to expand my academic knowledge base. It has been an honor to work with all of you.
I would lastly like to thank the two subject matter experts that provided review and critique on the focus of my research. Your analysis and insights were exceptionally helpful in my path towards developing a strong and well-thought-out research study.
KEEPING UP WITH DEMAND iv
Table of Contents
Abstract .......................................................................................................................................... ii
Acknowledgement ......................................................................................................................... iii
Table of Contents ........................................................................................................................... iv
Chapter 1 – Introduction and Research Objective .................................................................... 1
Background ............................................................................................................................... 1
Thematic Discussion .................................................................................................................. 3
The Problem ............................................................................................................................... 4
Research Objective .................................................................................................................... 5
Organization of the Dissertation .............................................................................................. 8
Chapter 2 – Literature Review .................................................................................................. 10
Overview of Sharing Economy Platforms ............................................................................. 10
Technology Management within Government ..................................................................... 19
How Governments Manage Innovation ................................................................................ 27
Theoretical Lens & Conceptual Model ................................................................................. 36
Principal/Agent Platform Sustainability Model ................................................................... 37
Chapter 3 – Methodology ........................................................................................................... 40
Evidence Based Research in Practice .................................................................................... 41
Systematic Review as a Method of Research ........................................................................ 42
Inclusion / Exclusion Criteria ................................................................................................. 45
Search Terms ........................................................................................................................... 47
Dataset Selection ...................................................................................................................... 48
Using TAPUPAS as an Assessment Tool ............................................................................... 49
Analysis through Thematic Synthesis ................................................................................... 50
Data Management through ATLAS.ti ................................................................................... 51
Framework for Synthesis ........................................................................................................ 52
Analysis of Data Output ......................................................................................................... 53
Expert Panel as Evidence ....................................................................................................... 60
Chapter 4 – Findings .................................................................................................................. 63
Summary of Findings in Relation to the Research Question .............................................. 64 KEEPING UP WITH DEMAND v
Conclusions from Findings ..................................................................................................... 74
Chapter 5 – Conclusions, Implications, and Trends ................................................................ 75
Overall Conclusions ................................................................................................................ 75
Implications for Management and Trends ........................................................................... 77
Limitations and Areas for Future Research ......................................................................... 83
Summary ................................................................................................................................. 84
References .................................................................................................................................... 86
Appendix A .................................................................................................................................. 99
Appendix B ................................................................................................................................ 100
Appendix C ................................................................................................................................ 101
Appendix D ................................................................................................................................ 123
Appendix E ................................................................................................................................ 125
Appendix F................................................................................................................................. 125
Running head: KEEPING UP WITH DEMAND 1
Chapter 1 – Introduction and Research Objective
An otherwise homebound individual is able to schedule publicly-supported transportation to take them to their next medical appointment. Another resident needs their trash and recycling collected two days early; to make this happen they simply notify the municipality through their mobile-based services application. A local government is planning a substantial five-year upgrade to their water infrastructure; instead of purchasing the additional equipment necessary, they enter into a sharing agreement with another community in a neighboring county. A rural county is enhancing information and communication technology at their health clinic for improving integration and response times for medical centers across the state. Major metropolitan regions partner with emergency responders, community centers, health providers, and other state or local agencies to collect, integrate, and share data for the benefit of its citizenry. Each of these examples illustrates some of the ways local and state government are stepping into the sharing economy.
As sharing economy platforms continue to proliferate across the private sector, government organizations are beginning to test similar on-demand models for internal processes and public services. The primary benefits of sharing economy platforms are improved efficiency and reductions in cost. Managers of government organizations would be better served by approaching sharing economy, on-demand platforms with a better understanding of their benefits, risks, and lessons learned as experienced in other sectors.
Background
Over the past seven years the sharing economy has seen notable growth through the proliferation of on-demand services. In a 2015 study by Colby and Bell (2016), the number of companies providing sharing services grew by nearly 300% over the previous two years. A KEEPING UP WITH DEMAND 2
principle contributor for the rise of the sharing economy is the advent of “big data” a term that often refers to technology firms’ use of data analytics to extract value from vast datasets gathered through interactions between people and machines, typically smart devices. As the sharing economy expands in size and reach throughout the private sector, government organizations are beginning to consider the ways this technological revolution might support their own services and processes (Cohen & Kietzmann, 2015). Before going any further, though, it is important to define precisely what the sharing economy is.
Kathan, Matzler, and Veider (2016) define the sharing economy as “non-ownership, temporary access, and redistribution of material goods or less tangible assets such as money, space, or time” (p. 663). Other terms commonly used to refer to the sharing economy include the on-demand economy, the collaborative economy, and the gig economy. Cusumano (2015) offers a similar definition of the sharing economy as “web platforms that bring together individuals who have underutilized assets with people who would like to rent those assets short-term” (p.32). Unfortunately, because the sharing economy model is still developing, any definition of it will remain informal, contested, and provisional.
Some of the first sharing economy platforms were made available via mobile smart-devices. Botsman and Rogers (2012) indicate a majority of sharing on-demand services operate through platforms heavily reliant on the most up-to-date information and communication technologies. As the user base for these systems continues to expand, so too will the importance of strong and reliable information technology servers and platforms. Such capabilities and safeguards to data and system reliability are an absolute requirement for government organizations implementing or expanding their own processes and services to the public. Public sector concerns over system reliability—including a fear of data breaches—may contribute to KEEPING UP WITH DEMAND 3
their reluctance to implement such systems, as government actors wait until the private sector has sufficiently addressed these issues.
Thematic Discussion
The implementation of on-demand sharing economy systems within government organizations requires a specific set of additional parameters unique to these entities. To begin, the collection and storage of data on individuals receiving services from government organizations is often personal in nature and therefore subject to the Privacy Act and other rules, regulations, and laws governing private information. Furthermore, government organizations must ensure the reliability and performance of sharing economy platforms used to directly deliver service or to improve internal processes that are indirectly related to services delivery. Any system malfunction or disruption of certain government services could result in significant negative consequences for service providers and users, alike. The bureaucratic and institutionalized processes of government organizations can often make them inflexible, and therefore unable to implement on-demand services and processes.
Government organizations planning to implement sharing economy platforms can draw inspiration from their own recent experiences with technology implementation more broadly. There are numerous parallels between more established information technology systems and those of sharing economy platforms; hesitant managers of government organizations can learn much about more recent innovations by understanding their similarities to those that have come before. Understanding policy impacts of changes in service and processes using on-demand platforms should also be considered. Compared to the public service sector, private industry initiatives often operate according to a different set of motivations, such as economic competitiveness. As a result, private sector innovations—including, those related to the sharing KEEPING UP WITH DEMAND 4
economy—may evolve unevenly and without regard for the values of public organizations, including equity and fairness. Managers of government entities must consider the long-term impacts of services and internal processes to determine when and how sharing economy platforms can be used in their organization.
The Problem
With a preliminary understanding of some current definitions for the sharing economy, public managers must determine if such a business model is compatible with the processes and services their organization provides. Even for those with confidence of the potential for such on-demand platforms, questions remain regarding their effectiveness outside the private sector. Current constraints on public resources and an aversion to radical shifts in program implementation by heavily bureaucratic institutions pose a problem for management in public organizations (Walker, 2014; Cebron & Love, 2002).
At the same time, public organizations cannot afford to ignore the continued expansion of the sharing economy. The increasing adoption of some of the model’s tenets will no doubt alter the expectations of consumers of public services. Often, government entities are viewed as lagging behind their counterparts in the private and non-profit sectors regarding technology implementation and the adoption of new systems of operation (Cebron & Love, 2002). Whether public organizations take a proactive approach to the sharing economy or not, it is likely they will be pulled into some level of adoption to maintain service expectations and relevancy.
Unfortunately, there remains a significant gap toward assisting scholars and practitioners in addressing some of the problems stated above. While an abundance of research and literature has been established on the implementation and consideration of sharing economy platforms in the private sector, such is not the case for public sector organizations. Significant enough KEEPING UP WITH DEMAND 5
differences exist between important considerations regarding implementation and the provision of service delivery between these two sectors that simply cross-walking research on the private sector will not suffice. Doing so discounts the inherently different motivations and standards by which both private and public sector and organizations engage with their clients. This study aims to address the identified gap by proposing a research question specific to needs of government organizations, keeping in mind their particular nuances in implementation and deployment of technology and innovation more broadly.
Now that a brief overview of the sharing economy and its relationship to government organizations has been provided, consideration can be given to the development of a formalized research question. Up to this point, the relevance and importance of the sharing economy on public organizations has framed the need for further research and consideration on the topic. Rather than walking blindly through the process of identifying and attempting to implement sharing economy services and processes, public organizations would be better served by understanding the considerations and best practices that will help them make the best evidence-based decisions. That is the goal of this study.
The research question to be considered here: how can managers of state and local government embrace sharing economy platforms to advance organizational processes and services?
Research Objective
As sharing economy platforms continue to proliferate in the private sector, public sector organizations will experience greater pressure to adapt to and offer similar service capabilities. By understanding which components of sharing economy platforms best fit public-sector service delivery and internal process efficiency, their implications on the organization and service KEEPING UP WITH DEMAND 6
recipients, and how to navigate the process to ensure data security and service reliability are all necessary for successful transition. Simply put:
“government organizations cannot afford to use the same trial and error approach adopted by commercial organizations and have an obligation to implement new technologies responsibly and in a way that does not compromise privacy and security. At the same time, there is also added stakeholder pressure on government officials to be accountable for public finances spent on information and communications technology (ICT) projects” (Kinder, 2010, p. 28).
Managers of government organizations with a better understanding of these factors can feel more confident approaching the prospect of implementing sharing economy platforms and their relevant considerations to help ensure success.
The objective of this study is to analyze research regarding sharing economy platforms and the ways in which public sector organizations can take advantage of their capabilities. While the body of research on sharing economy platforms is still developing, the fields of technology adoption and innovation management within the public sector is well established. Authors such as Feller (1980) have long addressed technology adoption within the public sector. Similarly, public sector innovation management continues to be developed through the works of Teodoro (2009), Melitski, Gavin, and Gavin (2010), and others. In addition to answering the research question, a second objective of this study is to help frame the conversation around what remains to be understood about implementing sharing economy service platforms for use in government organizations. This study aims to help public sector managers navigate the decision-making and implementation process for sharing economy platforms—a process that that until now has lacked formalization. KEEPING UP WITH DEMAND 7
The outcome of this study will provide new l