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Organizational innovation management practices and globalization implications for strategic planning
No full textThe body of knowledge from empirical research and case studies show that many American and Western European-originated practices in academic research have been adopted over time into the processes of business or commercial organizations. However, over the last few decades, the landscape of global business has continued to change. New economic powers are rising in the world and there are economic changes that have been connected to so-called global macro forces, including wealth transfer to growing new economic powers. These resultant rises in new economic powers’ knowledge capital, and the introduction of new technologies, can influence the ability to innovate in the global market. The imperative for this study arose from the quickening pace of research completed on innovation practices during this new economic paradigm that the recent accelerated globalization of commercial markets presented. For example, in the year leading up to the recent millennium milestone, a doubling of innovation scholarship publications was seen representing a near exponentially broadening body ofknowledge for this field. Thus, a meaningful exploration of the fragmented set of studies was believed warranted. This dissertation was a study of organizational innovation practices and global implications. Undertaken as a systematic review of twenty-five published peer-reviewed works, each of which having a specific focus on innovation practices, the dissertation’s purpose was to identify and analyze the key practices of innovation at the organizational level and that serve as determinants for innovation practices in global markets, especially emerging markets. It is intended that this study’s conclusions support future, successful organizational innovation in a changing world marketplace having both foreign and domestic entities. This systematic review identified 225 innovation practice findings and reconciled the collective content into overall study conclusions within a strategic planning-aligned conceptual framework of 22 key overall factor themes for innovation practices as follows: creativity, environment, firm culture, implementation, innovation type, investment, leadership, market culture, marketing, metrics, networking, orientation, organization structure, ownership, process, project, regulatory, resource management, speed to market, strategy, team, and technology level.Running Head: INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION i
ORGANIZATIONAL INNOVATION MANAGEMENT PRACTICES AND
GLOBALIZATION IMPLICATIONS FOR STRATEGIC PLANNING
Richard Carroll Staten
A DISSERTATION
in
Strategic Business Management
Presented to the Faculties of the University of Maryland
Global Campus (formerly University College)
in
Partial Fulfillment of the Requirements for the
Degree of Doctor of Management
2015
Supervisor of Dissertation Co-Supervisor of Dissertation
G. David Andersen, Ed.D. Eric B. Dent, Ph.D.
Professor of Management Professor of Management
INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION ii
Abstract
The body of knowledge from empirical research and case studies show that many American and Western European-originated practices in academic research have been adopted over time into the processes of business or commercial organizations. However, over the last few decades, the landscape of global business has continued to change. New economic powers are rising in the world and there are economic changes that have been connected to so-called global macro forces, including wealth transfer to growing new economic powers. These resultant rises in new economic powers’ knowledge capital, and the introduction of new technologies, can influence the ability to innovate in the global market. The imperative for this study arose from the quickening pace of research completed on innovation practices during this new economic paradigm that the recent accelerated globalization of commercial markets presented. For example, in the year leading up to the recent millennium milestone, a doubling of innovation scholarship publications was seen representing a near exponentially broadening body of knowledge for this field. Thus, a meaningful exploration of the fragmented set of studies was believed warranted. This dissertation was a study of organizational innovation practices and global implications. Undertaken as a systematic review of twenty-five published peer-reviewed works, each of which having a specific focus on innovation practices, the dissertation’s purpose was to identify and analyze the key practices of innovation at the organizational level and that serve as determinants for innovation practices in global markets, especially emerging markets. It is intended that this study’s conclusions support future, successful organizational innovation in a changing world marketplace having both foreign and domestic entities. This systematic review identified 225 innovation practice findings and reconciled the collective content into overall study conclusions within a strategic planning-aligned conceptual framework of 22 key overall INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION iii
factor themes for innovation practices as follows: creativity, environment, firm culture, implementation, innovation type, investment, leadership, market culture, marketing, metrics, networking, orientation, organization structure, ownership, process, project, regulatory, resource management, speed to market, strategy, team, and technology level.
Keywords: creativity, environment, firm, firm culture, implementation, innovation, innovation type, investment, leadership, management, market culture, marketing, metrics, networking, orientation, organization, organization structure, ownership, practices, process, project, regulatory, resource management, speed to market, strategy, team, technology level
INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION iv
Acknowledgements
This dissertation, while involving untold hours of my time, also took many of the same from my committee members, Dr. G. David Andersen and Dr. Eric B. Dent. I sincerely thank them for this from the bottom of my heart. Dr. Andersen is especially highlighted with grateful thanks for his endless coaching and redirection of my often fading energies to keep going. This continued support towards progressing and moving on towards my ultimate goal sustained me during this journey. His time spent reading and offering edits to improve my work was hugely significant on his part. I want to extend a heartfelt thanks for this role as my coach in the Doctor of Management program. An additional very special thanks goes to Dr. Dent for his positive support, encouragement, and calming wisdom during a long and challenging journey across the years of my doctoral studies at the University of Maryland University College. I want to also thank Dr. Bryan Booth for his additional support of my time and efforts in the program. Another member of the faculty I would like to recognize is Dr. Jay Liebowitz. Early on, Jay and I established a relationship which led to my later authoring a case for his 2012 book on knowledge management. This was an appreciated opportunity to contribute as a practitioner and become a published author in this field of study. There are many other members of the faculty that I would like to recognize, including Dr. John Sherlock, Dr. Thomas Mierzwa, Dr. Wanda Wagner, Dr. Diana Watts, Dr. Bob Krell, Dr. Jim Gelatt, Dr. Kathleen Edwards, Dr. Leonard Vernick, Dr. Bernard Brookes, and Dr. Subash Bijlani.
I am very grateful to my expert panel members from academia and industry. Having both an academic leader in the field of innovation (Dr. Esin Yoruk, Research Fellow at School of Slavonic and East European Studies, University College London) and an amazing practitioner who is forward thinking (Dr. Tony Bell, Director of Supply Chain for Johnson and Johnson) INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION v
honors my dissertation. Their efforts made this dissertation so much better as a final product. Another outside recognitions go to those involved with my paper completed as part of my course of studies for this doctoral degree. Dr. Aaron Glassman, Assistant Professor, College of Business & Program Chair, Master of Science in Management at Embry-Riddle Aeronautical University, for his help with my most recent paper. On my earlier paper submitted for completion of degree requirements, Dr. Detelin Elenkov, Professor Norris Family Endowed Chair in International Business at Angelo State University and Dr. Arnold Schneider, Professor & Area Coordinator for Accounting at the Georgia Institute of Technology for leading the Academic Organization for Advancement of Strategic and International Studies and chairing the conference respectively where this was presented and published are thanked.
I would certainly like to thank the classmates that I have had over the years. While I long ago fell out of the cycle of my cohort, I want to point out that you were all critical to my progress along this journey. A few that deserve extra recognition for extra and very much needed support over the years include Dr. Tony Bell, Dr. Holly Cicconi-Eggleston, and Dr. Wanda Wagner. One final recognition goes to Steve Fritts who is also on the final stage of his doctoral journey. Congratulations Steve!
INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION vi
Dedication
This dissertation is completely dedicated to my family. In turn, I want to recognize my parents, my family, my children, and my wife. All have played a role in this long journey across the years to this milestone.
First, I dedicate this to my parents. Thank you, Major (U.S. Air Force Retired) Carroll Milton Staten and Mrs. Loleda Griffith Staten. Your support of my education and learning from the start put me on this path, and your love gave me the confidence to pursue anything in life. Dad, you serving as Assistant Professor at Air Force Institute of Technology (AFIT) certainly played a role, as did your Master of Business Administration degree from the University of Utah. Mom’s support and belief in me never wavers and I know this has mattered more than any pushing could ever have.
Second, I dedicate this to my extended family and in-laws. I know that the support and understanding was always there from my mother-in-law Ms. Irene Donovan Reimer, who also completed graduate studies of her own at Tulane University for a Master of Social Work. Another influence to be thanked is Dr. Troy Jerry Cox. Completing his Ph. D. at Lousiana State University while my wife was mere toddler had to have been challenging. If he were here, I know he would celebrate this achievement with us. I also dedicate this to my aunts and uncles, both living and deceased. They also have provided great support over the years and served as role models with their own advanced degrees.
Third, I dedicate this dissertation to my children. My daughters are young and need my time attention which this program required of me. I love and thank you for your patience, Hannah McKenzie Staten and Emma Elizabeth Staten while I was busy researching and writing. While it may have seemed an ordeal from your perspective, there was an important goal that I INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION vii
know you witnessed a dedicated pursuit of. One day, I will witness many of yours during your lives’ journeys. Thank you for being patient with Daddy as he pursued one of his life’s goals for intellectual development and contributions to knowledge.
Last, but not at all least, I dedicate this dissertation to my wife, Mrs. Lee Pennington Staten. You have seen the sacrifice firsthand that this degree involved, and despite the duration of the program, kept your support coming. The time commitment was huge and I know it did impact trips, weekends, weeknights, and many more occasions. Your love made this possible, and I stand ready to support any academic goals that may be on your mind. Thank you for your love and support these last 6 years.
INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION viii
Contents
Abstract ..………………………………………………………………………………………... ii
Acknowledgements ...…………………………………………………………………………… iv
Dedication ...…………………………………………………………………………………….. vi
CHAPTER 1 ...…………………………………………………………………………………… 1
INTRODUCTION AND OVERVIEW OF THE RELATED LITERATURE ..………………… 1
Introduction ...……………………………………………………………………………………. 1
Background ...……………………………………………………………………………………. 1
Historical Review Context of Innovation Scholarship ...………………………....……………… 3
Study-defined Periods of Innovation Literature…….……………………………………………. 3
Foundational period (1939–1979) ...………………………………………....................... 5
Evolutionary period (1980–1999) ...……………………………………………………... 7
Emergent period (2000–Present) ...……………………………………………………... 10
Survey of Scholarship on Global Macro Trends Relative to Innovation ..……………………… 11
Rising economic powers: Broader sharing of wealth and power ...…………………….. 12
Knowledge capital: Additional global higher learning centers ..……………………….. 13
Technologies: Accelerating and expanding innovation ..………………………………. 14
Statement and Significance of the Problem …………………………………………………….. 15
Purpose of the Study ……………………………………………………………………………. 16
Importance to Management …………………………………………………………………….. 17
Research Questions ……………………………………………………………………………... 17
Definitions of Terms ……………………………………………………………………………. 17
Research Propositions …………………………………………………………………………... 19 INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION ix
Summary ……………………………………………………………………………………….. 19
Organization of the Study ………………………………………………………………………. 19
CHAPTER 2 ……………………………………………………………………………………..21
METHODOLOGY …………………………………………………………………...………… 21
Introduction ……………………………………………………………………………..……… 21
Discussion of Evidence-Based Research and Methodology ……………………………………. 21
Systematic Review Approach ……………………………………………………..…… 23
Discussion of Scholarly Research Evidence Tools ………………………………………..…… 25
Evidence Evaluation and Quality ………………………………………………………………. 29
Presentation and Discussion of Expert Panel ………………………………………………..…. 29
Introduction …………………………………………………………………………..… 29
Panel Members ………………………………………………………………………..... 30
Comments of Panel Members ………………………………………………………….. 31
Impact of Panel Members ………………………………………………………………. 33
Summary ……………………………………………………………………………………..… 33
Content of Chapter Three ……………………………………………………………………….. 33
CHAPTER 3 …………………………………………………………………………………..... 35
SYSTEMATIC REVIEW OF THE LITERATURE ………………………………………….... 35
Introduction …………………………………………………………………………………….. 35
Purpose and Rationale ………………………………………………………………………….. 35
Research Questions ……………………………………………………………………………... 36
Structure of the Systematic Review Chapter ………………………………………………….... 36
Application of Evidential Management to Innovation ……………………………………….… 36 INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION x
Identification and Discussion of the Theoretical Lenses ………………………………………. 38
Critical Review and Evaluation of the Literature …………………………………………….... 39
Studies of Innovation Practices Inclusive of a Country Context ………………………………. 40
Balachandra and Friar (1997) ………………………………………………………….. 40
Crossan and Apaydin (2010) …………………………………………………………... 42
Damanpour (1991) …………………………………………………………………...… 44
Veryzer (1998) …………………………………………………………………………. 46
Tsai (2001) ………………………………………………………………………...…… 48
Grinstein (2008) ……………………………………………………………………...… 51
Studies of Innovation Practices Inclusive of a Country Context ………………………………..52
Cooper and Kleinschmidt (1986) ……………………………………………………..... 52
Deshpandé, Farley, and Webster (1993) ……………………………………………….. 55
Montoya-Weiss and Calantone (1994) …………………………...……………………. 58
Song and Parry (1997) …………………………………………………………….…… 63
Henard and Szymanski (2001) …………………………………………………………. 65
Ernst (2002) ……………………………………………………………………………. 67
Pittaway, Robertson, Munir, Denyer, & Neely (2004) ……………….………………... 69
Leseure, Bauer, Birdi, Neely, & Denyer (2004) …..………………………………….... 70
Becheikh et al. (2006) ………………………………………………………………….. 71
Palacios, Gil, and Garrigos (2009) …………………………………………………...… 73
Story, Hart, and O’Malley (2009) …………………………………………………..….. 75
Chen et al. (2010) ………………………………………………………………….…… 77
Kleinschmidt, de Brentani, and Salomo (2010) ………………………………………... 79 INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION xi
Moenaert, Robben, Antioco, De Schamphelaere, and Rokst (2010) ………………..….. 81
Rosing, Frese, and Bausch (2011) …………………………………………………..….. 84
Behrens (2012) …………………………………………………………………………. 85
Evanschitzky, Eisend, Calantone, & Jiang (2012) ………………...…………………..... 88
Keupp, Palmié, and Gassmann (2012) ………………………………………………….. 90
Radosevic and York (2012) ……………………………………………………….….… 91
Review of the Research Propositions …………………………………………………………... 94
Summary of the Systematic Review ………………………………………………………...….. 95
Content of Chapter Four ………………………………………………………………………… 97
CHAPTER 4 …………………………………………………………………………………..... 98
ANALYSIS AND DISCUSSION …………………………………………………………..….. 98
Introduction …………………………………………………………………………………..… 98
Purpose of the Study ………………………………………………………………………….… 98
Presentation, Summary, and Analysis of the Findings: The Research Questions ………….....… 99
Analysis of Research Question 1 Findings …………………………………………………....… 99
Findings for Research Question 1 ………………………………………………………..….… 100
Discussion of Findings for Research Question 1 ………………………………………….....… 102
Recurrent factors …………………………………………………………………………….… 102
Firm culture …………………………………………………………………………… 102
Implementation ………………………………………………………………………... 103
Leadership …………………………………………………………………………….. 104
Marketing ……………………………………………………………………………... 104
Networking …………………………………………………………...……………….. 105 INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION xii
Organization structure ……………………………………………………..………….. 106
Process …………………………………………………………………………….….. 107
Project ………………………………………………………………………………… 109
Resource management ……………………………………………………..…………. 110
Strategies ………………………………………………………………………..….…. 111
Team …………………………………………………………………………….……. 112
Technology level ……………………………………………………………………… 113
Enabling factors ……………………………………………………………………………..… 114
Creativity ………………………………………………………………………….…... 114
Environment ……………………………………………………………………….….. 114
Innovation type ………………………………………………………………………... 115
Investment …………………………………………………………………………..… 115
Market culture …………………………………………………………………………. 116
Metrics ……………………………………………………………………………...…. 116
Orientation ……………………………………………………………………..……… 117
Ownership …………………………………………………………………….………. 117
Regulatory …………………………………………………………………………….. 118
Speed to market ……………………………………………….…………………….…. 118
Analysis of Research Question 2 …………………………………………………………….… 118
Findings for Research Question 2 ………………………………………………………..….… 119
Discussion of Findings for Research Question 2 ………………………………………….....… 121
Recurrent factors …………………………………………………………………………….… 122
Environment ……………………………………………………………………….….. 122 INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION xiii
Firm culture …………………………………………………………………………… 123
Implementation ………………………………………………………………………... 123
Innovation type …………………………………………………….………………….. 124
Leadership ………………………………………………………………………..…… 125
Market culture …………………………………………………………………………. 126
Marketing ……………………………………………………………………………... 126
Networking …………………………………………………………...……………….. 128
Organization structure ……………………………………………………..………….. 129
Process ………………………………………………………………….………….….. 130
Project ………………………………………………………………….……………… 131
Resource management ………………………………………………….…..…………. 132
Speed to market ………………………………………………………….………….…. 133
Strategies ………………………………………………………………………..….…. 134
Team …………………………………………………………………….……….……. 135
Technology level ……………………………………………………………………… 136
Enabling factors ……………………………………………………………………………..… 137
Creativity ………………………………………………………………………….…... 137
Investment …………………………………………………………………………..… 138
Metrics ……………………………………………………………………………...…. 138
Orientation ……………………………………………………………………..……… 139
Ownership …………………………………………………………………….………. 139
Regulatory …………………………………………………………………………….. 140
INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION xiv
Conclusions ……………………………………………………………………………...……. 140
Introduction …………………………………………….…...……………………..………….. 140
Firm-level Innovation Practice Factors – All Studies ……………………………………….…. 141
Recurrent factors – all studies ……………………….………………………………… 141
Enabling factors – all studies ……………………………………………...……………141
Firm-level Innovation Practice Factors – Studies inclusive of Country Context ……...…….…. 142
Recurrent factors – studies inclusive of country context ………………….........……… 143
Enabling factors – studies inclusive of county context ………………………...………. 143
Alternative Perspectives ……………………………………………………………………..... 144
Summary …………………………………………………………………………………...…. 144
Content of Chapter Five ……………………………………………………………….………. 145
CHAPTER 5 ………………………………………………………………………….……….. 146
CONCEPTUAL FRAMEWORK …………………………………………………….……….. 146
Introduction ………………………………………………………………………………….... 146
Interpreted Messages from Systematic Review in a Context of Strategic Management ……... 146
Conceptual Framework …………………………………………………………………….….. 149
Summary ………………………………………………………………………...……………. 153
Content of Chapter Six ……………………………………………………………………..….. 154
CHAPTER 6 ……………………………………………………………………………….….. 155
CONCLUSIONS, IMPLICATIONS, AND TRENDS ………………………………….….…. 155
Introduction ………………………………………………………………………………….... 155
Overall Conclusions …………………………………………………………………….…….. 156
Implications for Management/Practitioner …………………………………………..…….….. 158 INNOVATION MANAGEMENT PRACTICES AND GLOBALIZATION xv
Implications of Emerging Trends …………………………………………………………..… 160
Limitations and Areas for Future Research ……………………………………………...…… 161
Implications for Future Research ……………………………………………………………... 162
Summary …………………………………………………………………………………….... 163
References ……………………………
Perceptions of organizational injustice: Why employees react with counterproductive work behaviors
No full textCounterproductive work behaviors cost U.S. organizations several billion dollars annually and are responsible for a large percentage of business failures. Regardless of size or location a majority of organizations are susceptible to counterproductive work behaviors, including absenteeism, employee theft, sabotage, and bullying. Findings of this study show that one of the leading causes of counterproductive work behaviors is the perception of organizational injustice, resulting from the belief that an employee is being treated unfairly through distribution of resources, policies and procedures, or interpersonal treatment on the job. The three dimensions of organizational injustice are distributive, procedural, and interactional. The purpose of this study is to explore the types of counterproductive work behaviors or deviances that are linked to each dimension of organizational injustice and to establish if any mediating or moderating factors intensify these relationships. Applying a systematic review methodology, the findings revealed that perceptions of distributive and interactional injustice are directly linked to minor and serious interpersonal and organizational deviances, while perceptions of procedural injustice are connected only to minor organizational deviances. However, perceptions of procedural injustice were found to result in serious organizational and interpersonal deviances if the employee scores low on agreeableness or is prone to anxiety or angry emotional responses. The findings of this study can assist management practitioners to understand how counterproductive work behaviors can be reduced by improving justice perceptions.PERCEPTIONS OF ORGANIZATIONAL INJUSTICE: WHY EMPLOYEES REACT WITH COUNTERPRODUCTIVE WORK BEHAVIORS
By
Penny L. Reese
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
2015
Advisory Committee:
Dr. Thomas J. Mierzwa
Dr. Denise A. Breckon
Abstract
Counterproductive work behaviors cost U.S. organizations several billion dollars annually and are responsible for a large percentage of business failures. Regardless of size or location a majority of organizations are susceptible to counterproductive work behaviors, including absenteeism, employee theft, sabotage, and bullying. Findings of this study show that one of the leading causes of counterproductive work behaviors is the perception of organizational injustice, resulting from the belief that an employee is being treated unfairly through distribution of resources, policies and procedures, or interpersonal treatment on the job. The three dimensions of organizational injustice are distributive, procedural, and interactional. The purpose of this study is to explore the types of counterproductive work behaviors or deviances that are linked to each dimension of organizational injustice and to establish if any mediating or moderating factors intensify these relationships. Applying a systematic review methodology, the findings revealed that perceptions of distributive and interactional injustice are directly linked to minor and serious interpersonal and organizational deviances, while perceptions of procedural injustice are connected only to minor organizational deviances. However, perceptions of procedural injustice were found to result in serious organizational and interpersonal deviances if the employee scores low on agreeableness or is prone to anxiety or angry emotional responses. The findings of this study can assist management practitioners to understand how counterproductive work behaviors can be reduced by improving justice perceptions.
Keywords: counterproductive work behavior, deviance, distributive, injustice, interactional, interpersonal, justice, procedural
Copyright © 2015 Penny L. Reese. All rights reserved. i
Dedication
I dedicate this dissertation to my dog, Piper, who has been by my side every minute of this journey, to my dear friend, Cynthia Messer, to my mother, Provie Reese, and in loving memory of my father, Marlan Reese.
ii
Acknowledgements
I extend my deepest gratitude to Dr. Thomas J. Mierzwa and Dr. Denise A. Breckon for guiding me through this journey, as well as to the subject matter experts who were kind enough to offer their expertise and advice. I would also like to thank all the other members of the UMUC faculty and staff who offered their assistance and support.
iii
Table of Contents
Dedication ....................................................................................................................................... i
Acknowledgements ......................................................................................................................... ii
Table of Contents ........................................................................................................................... iii
List of Tables ............................................................................................................................... vii
List of Figures .............................................................................................................................. viii
Chapter 1: Background and Purpose of Study ................................................................................ 1
Introduction ......................................................................................................................... 1
Background ......................................................................................................................... 1
Consequences of Counterproductive Work Behaviors ................................................ 2
Forms of Justice in Organizations ................................................................................ 3
Problem Statement .............................................................................................................. 6
Purpose of the Study ........................................................................................................... 7
Significance of the Study .................................................................................................. 10
Research Questions ........................................................................................................... 11
Scope and Limitations....................................................................................................... 12
Organization of Dissertation Chapters .............................................................................. 13
Chapter 2: Literature Review and Interpretive Model .................................................................. 15
Organizational Justice ....................................................................................................... 16
Distributive Injustice .................................................................................................. 20
Procedural Injustice.................................................................................................... 20
Interactional Injustice ................................................................................................. 20
Counterproductive Work Behaviors ................................................................................. 21
Production Deviances ................................................................................................ 23
Property Deviances .................................................................................................... 23
Political Deviances ..................................................................................................... 24
Personal Aggression ................................................................................................... 24
Organizational Justice and Counterproductive Work Behaviors ...................................... 26
Distributive Injustice and Counterproductive Work Behaviors ................................. 26 iv
Procedural Injustice and Counterproductive Work Behaviors .................................. 29
Interactional Injustice and Counterproductive Work Behaviors ................................ 31
Interpersonal injustice ......................................................................................... 31
Informational injustice ........................................................................................ 32
Mediating and Moderating Factors ................................................................................... 33
Self-Identity ............................................................................................................... 34
Negative Personality Traits ........................................................................................ 35
Negative Emotional Responses .................................................................................. 38
Emotional Exhaustion ................................................................................................ 40
Theoretical Context ........................................................................................................... 41
Interpretive Model ............................................................................................................ 42
Narrative of Interpretive Model ........................................................................................ 46
Distributive Injustice .................................................................................................. 46
Procedural Injustice.................................................................................................... 47
Interactional Injustice ................................................................................................. 48
Thesis Statements ....................................................................................................... 49
Chapter 3: Methodology ............................................................................................................... 51
Evidence-Based Research ................................................................................................. 51
Research Design................................................................................................................ 54
Search Criteria............................................................................................................ 56
Consideration from the Expert Panel ................................................................................ 61
Data Analysis .................................................................................................................... 62
Quality Appraisal ....................................................................................................... 63
Summary of Results ................................................................................................... 66
Coding of Data .................................................................................................................. 68
Synthesis of Results .......................................................................................................... 69
Limitations ........................................................................................................................ 71
Chapter 4: Analysis of Findings ................................................................................................... 73
Findings of Evidence ........................................................................................................ 73
Distributive Injustice ................................................................................................... 73 v
Interpersonal deviances prompted by distributive injustice............................ 74
Organization-directed deviances prompted by distributive injustice.............. 76
Procedural Injustice .................................................................................................... 80
Interpersonal deviances prompted by procedural injustice ............................. 80
Organization-directed deviances prompted by procedural injustice ............... 81
Interactional Injustice.................................................................................................. 84
Interpersonal deviances prompted by interactional injustice .......................... 84
Organization-directed deviances prompted by interactional injustice ............ 85
Summary of Findings on Direct Relationships ........................................................... 88
Mediating and Moderating Variables ......................................................................... 88
Self-identity Influence .................................................................................... 89
Negative Personality Traits Influence ............................................................. 90
Negative Emotional Responses Influence ...................................................... 95
Emotional Exhaustion Influence ..................................................................... 99
Summary of Findings on Mediating and Moderating Variables ................................ 99
Overall Summary of Findings ......................................................................................... 100
Limitations of Interpretation of this Study...................................................................... 101
Chapter 5: Conclusions and Implications for Management Practice .......................................... 103
Study Conclusions .......................................................................................................... 103
Implications for Management Practice ........................................................................... 105
Implications for Further Research .................................................................................. 108
Summary Observations ................................................................................................... 110
References .................................................................................................................................. 112
Appendices ................................................................................................................................. 129
Appendix A ..................................................................................................................... 129
Appendix B ..................................................................................................................... 130
Appendix C ..................................................................................................................... 132
Appendix D ..................................................................................................................... 135
Appendix E ..................................................................................................................... 141
Appendix F...................................................................................................................... 163 vi
Appendix G ..................................................................................................................... 166
vii
List of Tables
Table 1: Dimensions of Organizational Injustice ......................................................................... 19
Table 2: Classification of Counterproductive Work Behaviors .................................................... 25
Table 3: Propositions Related to Each Research Question ........................................................... 41
Table 4: Independent, Mediating, and Dependent Variables in Interpretive Model .................... 44
Table 5: Search Criteria ................................................................................................................ 57
Table 6: Inclusion and Exclusion Criteria .................................................................................... 58
Table 7: Quality of Evidence Questions ....................................................................................... 64
Table 8: Summary of Distributive Injustice Studies ..................................................................... 79
Table 9: Summary of Procedural Injustice Studies....................................................................... 83
Table 10: Summary of Interactional Injustice Studies .................................................................. 87
Table 11: Summary of Studies that Examined Negative Personality Traits ................................. 94
Table 12: Summary of Studies that Examined Negative Emotional Responses .......................... 98
viii
List of Figures
Figure 1: Interpretive Model ......................................................................................................... 45
Figure 2: Research Design of Review .......................................................................................... 55
Figure 3: PRISMA ........................................................................................................................ 60
Figure 4: Geographical Locations of Studies................................................................................ 67
Figure 5: Types of Organizational Injustice Studied .................................................................... 68
Figure 6: Direct Relationships between Distributive Injustice and CWBs................................... 78
Figure 7: Direct Relationships between Procedural Injustice and CWBs .................................... 82
Figure 8: Direct Relationships between Interactional Injustice and CWBs ................................. 86
1
Chapter 1: Background and Purpose of Study
Introduction
Workplace bullying, internal theft, and absenteeism are just a few of the costly employee behaviors that most organizations will encounter at some point in their operation. Employee theft alone costs organizations worldwide an estimated 100 billion each year (Sauser, 2007, p. 13). In addition to the potential high cost, counterproductive employee behaviors can also affect the physical and psychological safety of both management and employees. For example, Hartley, Doman, Hendricks, and Jenkins (2012) wrote of how “an average of 1.7 million people per year were non-fatally assaulted while working during the 1993 through 1999 time period” with “just under 139,000 lost work days cases as a result of assaults by persons during the same time period” (p. 125). According to the Bureau of Labor Statistics (2010), 12% of all workplace shootings are committed by co-workers or former co-workers. Since such a large percentage of workplace violence is internal, organizations can potentially reduce these acts by understanding the underlying causes and taking steps to prevent the violence from reoccurring. When employees perceive their organization or direct supervisors are treating them unfairly, they can potentially react with negative behaviors in response to what they view as injustice in the workplace. To what extent an employee reacts negatively depends on the individual. Some employees may become aggressive towards the organization or management while others may simply withdraw. Understanding employee reactions to perceptions of organizational injustice can assist management in controlling many of the counterproductive behaviors in the workplace.
Background
Employees who feel they are not receiving fair treatment may believe committing counterproductive work behaviors (CWBs) will correct the imbalance between inputs and 2
outcomes. CWBs are employee behaviors that harm the organization by opposing organizational goals or impairing other employees to prevent their success (Koltz & Bolino, 2013, p. 292). Additionally, some researchers referred to these behaviors as deviant behaviors (El Akremi, Vandenberghe, & Camerman, 2010, p. 1687; Robinson & Bennett, 1995, p. 555), which are behaviors that differ from normally acceptable standards. This paper will use these two terms interchangeably.
Consequences of Counterproductive Work Behaviors
CWBs can come in many forms, including abuse of other employees, sabotage, theft, poor work quality, and absenteeism. These behaviors can be extremely costly to businesses worldwide and can be directed at the organization, co-workers, or management. In the United States, the cost of workplace violence annually is an estimated 4.2 billion, and delinquent behavior costs a minimum of 6 billion estimate for delinquent behaviors in 2007 is probably much higher now. For example, according to Bilski (2010), workplace distractions such as smart phones, unnecessary computer use, and office gossip cost U.S. organizations an estimated $650 billion annually. Furthermore, the number of computer-related deviances continues to increase. In a study conducted by the Chrysalis Corporation (2013), seven percent of employees believed it was okay to sabotage their company’s computer system, and 40% of employees admitted that they use their company email for personal use or use company computers to shop online.
It is impossible to account for the cost of all CWBs, since many go undetected or unreported. Researchers estimated that counterproductive work behaviors can “be responsible for 3
as much as 20% of all business failures and up to two percent of annual business sales” (Thomas, 2012, p. 3). However, the actual cost to businesses maybe even higher, since
High school to college transitions: P-16/P-20 education council effectiveness
No full textThe purpose of this research study was to systematically review the research related to P-16/P-20 education council formation, characteristics, and effectiveness in order to develop a model of intersegmental collaboration that may increase the success of educational reform efforts. Disconnected policies, standards, curriculum, assessments, and placement practices are barriers to college success for a large number of high school graduates; policymakers, analysts, and researchers have highlighted the need for improved collaboration. Community colleges are major stakeholders in the college completion agenda because their outcomes are partially dependent upon students' ability to transition successfully from high school through two-year colleges and on to four-year colleges. A majority states have formed P-16 or P-20 education councils to develop a seamless system of education with aligned expectations from early learning (the "P"), through the K-12 system, the first four years of college (the "16"), and on to doctoral and professional programs (the "20"). For this study, P-16/P-20 education information and research was systematically reviewed to develop a model of intersegmental collaboration that leads to better aligned secondary and postsecondary policies, expectations, and practices.
Existing P-16/P-20 education council research was analyzed to identify leadership strategies that may enhance P-16P-20 effectiveness. The researcher evaluated the available literature by linking research findings to several leadership theories, and the resulting synthesis provides a summary and a new interpretation of the evidence in order to inform P-16/P-20 education council effectiveness.
Based on the research findings, the researcher developed a flexible model of P-16/P-20 education council implementation that incorporates best practices for intersegmental collaboration. The implications of this study for community college management practice are that community college leaders can advocate for and apply P-16/P-20 education council effectiveness principles to improve engagement in, buy-in for, and the success of educational reform efforts.P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS
DOCTOR OF MANAGEMENT DEGREE
DISSERTATION APPROVAL FORM
Roxanne Metz has completed all the necessary dissertation requirements of University of Maryland University College’s Doctor of Management Program.
APPROVED:
Committee Chair:
_______________________________ ________________________
Dr. Patricia Keir Date:
Committee Co-Chair:
___________________________________ __________________________
Dr. Jing Luan Date:
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS
ABSTRACT Title of Dissertation: HIGH SCHOOL TO COLLEGE TRANSITIONS: P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS
Roxanne Metz
Doctor of Management in Community College
Policy and Administration
Dissertation Directed By: Dr. Patricia Keir and Dr. Jing Luan
University of Maryland University College,
Doctor of Management in Community College Policy and Administration
The purpose of this research study was to systematically review the research related to P-16/P-20 education council formation, characteristics, and effectiveness in order to develop a model of intersegmental collaboration that may increase the success of educational reform efforts. Disconnected policies, standards, curriculum, assessments, and placement practices are barriers to college success for a large number of high school graduates; policymakers, analysts, and researchers have highlighted the need for improved collaboration. Community colleges are major stakeholders in the college completion agenda because their outcomes are partially dependent upon students’ ability to transition successfully from high school through two-year colleges and on to four-year colleges. A majority states have formed P-16 or P-20 education councils to develop a seamless system of education with aligned expectations from early learning (the “P”), through the K-12 system, the first four years of college (the “16”), and on to doctoral and professional programs (the “20”). For this study, P-16/P-20 education information and research was systematically reviewed to develop a model of intersegmental collaboration that leads to better aligned secondary and postsecondary policies, expectations, and practices.
Existing P-16/P-20 education council research was analyzed to identify leadership strategies that may enhance P-16P-20 effectiveness. The researcher evaluated the available P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS
literature by linking research findings to several leadership theories, and the resulting synthesis provides a summary and a new interpretation of the evidence in order to inform P-16/P-20 education council effectiveness.
Based on the research findings, the researcher developed a flexible model of P-16/P-20 education council implementation that incorporates best practices for intersegmental collaboration. The implications of this study for community college management practice are that community college leaders can advocate for and apply P-16/P-20 education council effectiveness principles to improve engagement in, buy-in for, and the success of educational reform efforts.
Key words: college readiness, educational policy, educational practices, educational reform, collaborative dialogue, educational leadership, educational alignment
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS
University of Maryland University College
DMGT 891
Dr. Patricia Keir and Dr. Jing Luan
High School to College Transitions: P-16/P-20 Education Council Effectiveness
October 5, 2014
Submitted by Roxanne Metz
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS ii
© Copyright by
Roxanne Metz
2014
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS iii
ACKNOWLEDGMENTS
I would like to thank my parents, John and Elayne, without whom this journey would not have been possible.
I would like to thank my partner, John, and my children, Amelia and Eric, for allowing me to focus on my work and for putting up with me during this endeavor.
I would like to thank my extended family for opening their homes and providing comfort for me during my travels.
I would like to thank all of my friends, especially the mom’s group, for cheering me on when the work got tough.
I would like to thank my colleagues for sharing their own perspectives and stories with me to encourage me along the way.
I would like to thank all of my professors, especially Drs. Patricia Keir and Jing Luan, for sharing their knowledge and ensuring high-quality research.
Thank you all.
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS iv
CONTENTS
Chapter
1 INTRODUCTION ..................................................................................................... 1
Background ................................................................................................................ 1
The College Completion Challenge ........................................................................... 2
High School to College Transition Problems ............................................................ 3
The Need for Remediation ................................................................................. 3
The Mismatch Between High School and College ............................................ 3
History of K-12 and Postsecondary Alignment Concerns ......................................... 5
Attempts to Improve High School to College Transitions ......................................... 7
The Need for Collaboration and the Role of P-16/P-20 Education Councils ............ 8
Statement of Purpose and Research Questions .......................................................... 9
Theoretical Context .................................................................................................... 11
Definition of Terms.................................................................................................... 11
Organization of the Study .......................................................................................... 12
2 METHODOLOGY .................................................................................................... 13
Overall Methodology Approach ................................................................................ 13
Computerized Search of Educational Research Literature ........................................ 16
Review of the Research Studies ................................................................................. 23
Review for Relevance ........................................................................................ 23
Review for Quality ............................................................................................. 24
Categorization of the Research Studies ..................................................................... 26
Synthesis of the Research .......................................................................................... 26
Quantitative Research Synthesis ........................................................................ 27
Best available synthesis ............................................................................. 27
Triangulation ............................................................................................. 27
Qualitative Research Synthesis: Thematic Synthesis and Meta-ethnography ... 28
Reviewing and synthesizing complex evidence ........................................ 28
Use of Leadership and Management Theories ........................................................... 29
Expert Panel Review .................................................................................................. 30
Expert Panel Qualifications ................................................................................ 31
Incorporation of Expert Panel Feedback ............................................................ 32
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS v
3 LITERATURE REVIEW AND CONCEPTUAL MODEL ...................................... 33
A Review of Attempts to Align High School and College Policies and Practices .... 33
Assessment Policies ........................................................................................... 33
Early Assessment Programs ............................................................................... 35
Dual/Concurrent Enrollment .............................................................................. 36
Standards ............................................................................................................ 37
Accountability standards .............................................................................. 37
Information and outreach ............................................................................. 38
Common Core State Standards ..................................................................... 39
Data and Accountability Systems ....................................................................... 42
Education Commission of the States (ECS) ................................................. 43
National Data Quality Campaign ................................................................. 44
America Competes Act data requirements ................................................... 45
Accountability systems ................................................................................. 45
A Review of P-16/P-20 Education Council Types .................................................... 47
P-16 Advocacy and P-16 Council Formation ..................................................... 47
Dimensions of P-16/P-20 Education Council Variation .................................... 49
Coordinating body ........................................................................................ 49
Membership .................................................................................................. 49
Executive order or statute ............................................................................. 50
Level of authority ......................................................................................... 50
Source of funding ......................................................................................... 50
Meeting frequency ........................................................................................ 50
Scope and charge .......................................................................................... 50
P-16/P-20 performance goals ....................................................................... 51
Council chair ................................................................................................ 51
Support for local or regional P-16 councils .................................................. 51
Factors Related to P-16/P-20 Education Council Effectiveness ........................ 51
Policy Changes (or Governance Structures, Policy Language) ......................... 54
Centralized and decentralized P-16/P-20 education initiatives. ................... 55
Higher education and P-20 councils ............................................................. 56
Dialogue and shared vision in educational organizations ............................ 59
Sufficiency of the Literature Review ......................................................................... 60
Conceptual Model ...................................................................................................... 61
4 ANALYSIS AND FINDINGS .................................................................................. 65
Summary of Literature Review Filtered by Theories of Interest ............................... 65
Analysis of Findings Organized by Leadership Theory ............................................ 68
Change Theory ................................................................................................... 68
Organizational Culture ....................................................................................... 69
Stakeholder Theory ............................................................................................ 70
Systems Theory .................................................................................................. 70
Dialogue Theory ................................................................................................. 72 P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS vi
Policy Networking Theory ................................................................................. 74
Policy Discourse Theory .................................................................................... 74
Collaboration Theory ......................................................................................... 75
Organizational Partnership Theory .................................................................... 75
Analysis of Expert Panel Feedback ........................................................................... 76
Evaluation Form Rating ..................................................................................... 76
Analysis of Additional Reviewer Comments ..................................................... 77
Incorporation of Expert Panel Feedback ............................................................ 80
Summary of Findings ................................................................................................. 81
Answering the Research Questions .................................................................... 81
Thematic Analysis .............................................................................................. 82
P-16/P-20 Education Council Effectiveness Principles ..................................... 83
Limitations Related to the Research Questions .................................................. 85
5 CONCLUSIONS AND IMPLICATIONS ................................................................. 87
Development of a Flexible Model for Intersegmental Collaboration ........................ 87
Theoretical Framework for the Model ............................................................... 87
Stakeholder theory ........................................................................................ 88
Systems theory ............................................................................................. 89
Dialogue Theory ........................................................................................... 90
Flexible Model of Intersegmental Collaboration ....................................................... 92
Role of Community College Leaders ................................................................. 92
Gaps in the Research .................................................................................................. 95
Lack of Clearly Defined Models for Testing ..................................................... 95
Lack of Research on the Impact of P-16/P-20 Education Councils on
Educational Outcomes .................................................................................. 96
Conclusion ................................................................................................................. 98
REFERENCES ..........................................................................................................100
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS vii
LIST OF TABLES
Table 1. Summary of Computerized Search and Results Found ................................................ 18
Table 2. A Review of Relevant Web Pages ................................................................................ 22
Table 3. Summary of Research and Key Findings Related to Leadership Theories
of Interest ...................................................................................................................... 66
Table 4. Expert Panel Evaluation Form Questions and Ratings ................................................. 79
Table 5. Elements of a Flexible Model of Intersegmental Collaboration ................................... 93
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS viii
LIST OF FIGURES
Figure 1. Role of P-16/P-20 education councils in improving the high school to college
transition ...................................................................................................................... 62
Figure 2. Synthesis of P-16/P-20 Education Council Effectiveness Strategies .......................... 63
P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS 1
CHAPTER 1: INTRODUCTION
Background
A majority of jobs in the modern global economy now require at least some postsecondary education (American Association of Community Colleges [AACC], 2014). Good-paying jobs requiring only a high school education or less have all but disappeared, and policymakers, such as those who spearheaded the American Diploma Project and President Obama’s proposal for the American Graduation Initiative, have identified a projected shortage of five million degrees and certificates by 2020 (Community College League of California [CCLC], 2010, p. 5).
The demographics of the workforce are changing (AACC, 2014), and according to the U.S. Department of Education’s Commission on the Future of Higher Education, the nation will increasingly rely upon the completion of higher education among traditionally unrepresented students in order to meet the workforce needs of the future. The rate of college attendance among high school graduates has risen dramatically; from 1975 to 2009 and during this period, the percentage of high school completers of a given year who enroll in two- or four-year colleges in the fall immediately after completing high school rose from 51% to 70% (National Center for Education Statistics [NCES], 2012, p. 84). College enrollment is at record-high levels and is expected to increase by another 15% over the 10-year period from 2010 to 2020 (NCES, 2012).
Community colleges play a pivotal role in providing workforce training and preparation for transfer. Almost half of all undergraduates are community college students (AACC, 2014; Aspen Institute, 2014), and a majority of college graduates received at least some of their education at a community college (CCLC, 2010, p. 26). The open admissions policies and lower P-16/P-20 EDUCATION COUNCIL EFFECTIVENESS 2
costs associated with community colleges make them an important part of the educational pathway for first-generation college students who come from traditionally underrepresented communities.
The College Completion Challenge
In its report to the nation, the College Board (2007) indicated that 75% of high school graduates are entering college (p. 6). While more Americans are attending college in order to obtain high-paying, high-demand jobs, the percentage of college graduates in the U.S. adult population has barely risen since 1980 (Venezia, Kirst, & Antonio, 2003, p. 35). According to the U.S. Census Bureau, the percentage of adults 25 or older who have attained a college degree doubled between 1970 and 1990, but only grew at half that rate between 1990 and 2010 (U.S. Census Bureau, 2012). The national rate of college completion has also stagnated (U.S. Department of Education, 2006, p. 7). President Obama has called on community colleges to increase the number of community college students completing a degree or other credential by 50%—to 5 million students by the year 2020—in order to ensure employment and prosperity for students and meet the training needs of businesses and communities (AACC, 2012).
There are many reasons why high school graduates, and particularly minority and low-income students, do not succeed in college. In 2006, the Commission on the Future of Higher Education identified a number of factors related to access (i.e., inadequate preparation, lack of information about college opportunities, and persistent financial barriers), affordability, quality, and accountab
A conceptual framework of the clinical learning environment in medical education
No full textThe hospital setting provides an environment for patients to receive medical care, for medical professionals to provide treatment, and for medical students and residents to learn the practice of medicine through supervised patient encounters. Education provided at the point of care allows students and residents to apply knowledge and develop clinical skills needed for medical practice. The hospital environment is also a confluence of learning and work, where applied learning takes place in an integrated and simultaneous manner with work duties. This setting, referred to as the clinical learning environment (CLE), is a focus for educators, scholars, administrators, regulators and accrediting agencies to understand, measure and improve it. While several instruments have been developed to measure the CLE, they suffer from great variation in subscales and content. The purpose of this study is to deconstruct the CLE, apply theories from related fields, and frame those theories in the context of the hospital setting to develop a conceptual framework for the CLE. A systematic review of the literature and thematic synthesis of existing research about the CLE provided evidence to inform and test a learning environment framework in the clinical setting. Data from qualitative CLE assessments, the ACGME Clinical Learning Environment Review (CLER) Pathways to Excellence, and existing CLE measurement instruments informed these results. Findings showed that a CLE framework consists of three mediating factors: learning, people, and change. As the clinical setting is a unique environment for learning, the people dimension (as a community of practice) was found to be the most influential on learning outcomes for students. The dimension of change was found to be most influential from the perspective of improving organizational or work outcomes, including patient care, clinical quality and patient safety. Findings from this study provide researchers and scholars with a framework to for developing measures of clinical learning environment effectiveness, and informing practitioners of CLE components and relationships that impact both learning and organizational outcomes.A CONCEPTUAL FRAMEWORK OF THE CLINICAL LEARNING ENVIRONMENT IN MEDICAL EDUCATION
By
Jamie Sue Padmore
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
2015
Advisory Committee:
Dr. Thomas J. Mierzwa
Dr. Denise A. Breckon © Copyright by
Jamie Sue Padmore
2015
ii
ABSTRACT
Title of Dissertation:
A CONCEPTUAL FRAMEWORK OF THE CLINICAL LEARNING ENVIRONMENT IN MEDICAL EDUCATION
Jamie S. Padmore, Doctor of Management, 2015
Dissertation Directed By:
Dr. Thomas J. Mierzwa and Dr. Denise A. Breckon, Doctor of Management
The hospital setting provides an environment for patients to receive medical care, for medical professionals to provide treatment, and for medical students and residents to learn the practice of medicine through supervised patient encounters. Education provided at the point of care allows students and residents to apply knowledge and develop clinical skills needed for medical practice. The hospital environment is also a confluence of learning and work, where applied learning takes place in an integrated and simultaneous manner with work duties. This setting, referred to as the clinical learning environment (CLE), is a focus for educators, scholars, administrators, regulators and accrediting agencies to understand, measure and improve it. While several instruments have been developed to measure the CLE, they suffer from great variation in subscales and content. The purpose of this study is to deconstruct the CLE, apply theories from related fields, and frame those theories in the context of the hospital setting to develop a conceptual framework for the CLE. A systematic review of the literature and thematic synthesis of existing research about the CLE provided evidence to inform and test a learning environment framework in the clinical setting. Data from qualitative CLE assessments, the ACGME Clinical Learning Environment Review (CLER) Pathways to Excellence, and existing CLE measurement instruments informed these results. Findings showed that a CLE framework consists of three mediating factors: learning, people, and change. As the clinical setting is a unique environment for learning, the people dimension (as a community of practice) was found to be the most influential on learning outcomes for students. The dimension of change was found to be most influential from the perspective of improving organizational or work outcomes, including patient care, clinical quality and patient safety. Findings from this study provide researchers and scholars with a framework to for developing measures of clinical learning environment effectiveness, and informing practitioners of CLE components and relationships that impact both learning and organizational outcomes.
Keywords: Clinical learning environment, community of practice, learning outcomes, graduate medical education, medical students, organizational outcomes, residency, teaching hospital.
iv
Dedication
To my seventh grade teacher Judith Kern Reed, who instilled in me a lifelong passion for learning. Thanks, Mom!
v
Acknowledgements
The doctoral journey is one that is unpredictable, all-consuming, fulfilling, and exhausting. It literally takes a village to support someone completing a dissertation process. Before I started this endeavor I asked my family if they would support me in this process, and in hindsight, it was one of the most important discussions we had. Thus, I must begin this section by thanking the two people who were most supportive and encouraging – my husband Eric and my son Robert. Without your support every step of the way, this dissertation would have never been finished. Your constant love, encouragement, and willingness to accept my distractions and time away from our family allowed me to succeed in this journey. Eric, you succeeded in getting me over the finish line! I literally could not have done it without you. And Robert, your dissertation ―hugs‖ were the best to inspire me to keep working one more hour…
The other person that literally made this possible is my boss, mentor, and role model, Dr. Stephen R. T. Evans. Steve, you set high expectations every day, lead by example, and never expect anything less than spectacular. You could not have been more generous with allowing me time away, supporting my scholarly activities, and being a constant voice of reason. For all of these reasons, I am indebted and forever grateful.
To my staff at MedStar and Georgetown – you are the absolute best. Each and every one of you have stepped up, filled in when needed, and never let one single thing fall through the cracks. It is truly a gift to work with a team like you. And I would be remiss if I didn‘t call out my assistant individually, Ms. Jennifer Pritchett. Jenn, you literally put up with me every day. I couldn‘t get through the day without you.
To the MedStar Health Teaching Scholars program, my professional love. Neil, Peg, Tamika, Sarah, Amy and Allison – you are incredible, smart, thoughtful, and generous with your vi
feedback and encouragement. To the actual teaching scholars and scholar alumni, thank you for putting up with me, indulging my ―theorist of the month‖ discussions, and provocative discourse on conceptual frameworks. I can only have those conversations with you.
To Michele Malloy, previously the Research Services Librarian at Georgetown‘s Dahlgren Memorial Library – thank you. You are a gifted and talented librarian who shares a love of systematic review methodology with me. Your support with search strategies, data and organization of articles was critical to the success of this research.
Throughout the doctoral journey, many things happen in life. Along the way we lost two very important people, Ms. Thelma Padmore, my mother-in-law, and Dr. David Reed, my step-father. I wish you were both here to see this process come to a conclusion, as I know how both of you were proud and looking forward to my completion of this dissertation and of the doctoral program.
And finally, to my classmates and UMUC cohort… I‘m going to miss seeing you all every semester! I couldn‘t have asked for a better cohort, and I thank you all for your support. Likewise, our faculty advisors Dr. Tom Mierza and Dr. Denise Breckon – thank you for keeping all of us on track, challenging us to do better, and helping to get us through.
Finally, I want to acknowledge my dog Ruffis. He is so tired of sitting by my feet in my office while I write. Now, Ruffis, we get to go for some walks. And walk we will. vii
Table of Contents
Dedication .......................................................................................................................... iii
Acknowledgements ............................................................................................................ iv
Table of Contents ............................................................................................................... vi
List of Tables ................................................................................................................... viii
List of Figures .................................................................................................................... ix
List of Appendices ...............................................................................................................x
List of Abbreviations ......................................................................................................... xi
Chapter 1: Introduction and Research Problem ...................................................................1
Introduction ..................................................................................................................1
Background ...........................................................................................................2
The Clinical Learning Environment .............................................................................4
ACGME and the Next Accreditation System (NAS) ...........................................7
CLE Measurement Instruments ..........................................................................10
Problem Statement .....................................................................................................12
Research Question ......................................................................................................12
Purpose of the Study ...................................................................................................13
Significance of this Study to Management .................................................................13
Scope and Limitations ................................................................................................15
Organization of Dissertation Chapters .......................................................................15
Chapter 2: Literature Review and Interpretive Model .......................................................17
Critical Analysis of Literature Themes ......................................................................19
Influence of Learning Environments ...............................................................19
The Physical Environment in Learning ...........................................................22
The Social Environment in Learning ...............................................................25
Participation in Learning Environments ..........................................................33
Application of Clinical Learning Environment Studies ...................................37
Interpretive Model ......................................................................................................39
Thesis Statement .........................................................................................................44
Conclusion ..................................................................................................................45
Chapter 3: Methodology ..................................................................................................47
Systematic Review Process ........................................................................................48
Search Strategy ................................................................................................51
Pilot Search ..................................................................................................52
Inclusion and Exclusion Criteria ......................................................................53
Identification of Additional Articles ................................................................54
Literature Search Results .................................................................................55
Quality Appraisal .............................................................................................56
Considerations from Expert Review Panel ................................................................58
Summary of Results ..................................................................................................59 viii
Data Coding ..................................................................................................61
Data Triangulation ...........................................................................................62
Data Aggregation .............................................................................................63
Synthesis of Results ..................................................................................................69
Chapter 4: Analysis of Findings ........................................................................................71
Findings of Evidence ..................................................................................................71
The Learning Dimension .................................................................................71
The People Dimension .....................................................................................76
The Change Dimension....................................................................................80
Relationships Between Dimensions .................................................................83
Reinterpreted Model ..................................................................................................87
Summary of Findings .................................................................................................91
Limitations and Interpretations of Findings ...............................................................91
Chapter 5: Conclusions and Implications for Management Practice.................................93
Study Conclusions ..................................................................................................93
Implications for Management Practice .......................................................................97
Implications for Educators .........................................................................................99
Implications for Further Research ............................................................................100
Summary Observations ............................................................................................102
References ........................................................................................................................103
Appendices .......................................................................................................................120
Curriculum vitae ..............................................................................................................144
ix
List of Tables
Table 1 Moos‘ Framework for Characteristics of Learning Environments ..............................28
Table 2 Scales Developed by Rentoul and Frasier and Classification According to Moos‘ Domains of Human Environments .............................................31
Table 3 Summary of Propositions Derived from the Literature ...............................................40
Table 4 Databases Utilized for Searching Existing Literature ..................................................53
Table 5 Inclusion and Exclusion Criteria ..................................................................................54
Table 6 Learning environment framework descriptions utilized for initial coding and searching ......................................................................................................................62
Table 7 Frequency Counts by Domain and Data Set ................................................................65
Table 8 Sample Group Data Extractions Coded by Domain ....................................................66
Table 9 CLE Instrument Subgroup Classification Extractions by Domain ..............................68
Table 10 ACGME CLER Pathways to Excellence Group Data Extractions Coded by Domain ........................................................................................................69
Table 11 Categories, Subcategories, and Frequency Counts of the Learning Dimension ..........73
Table 12 Categories, Subcategories, and Frequency Counts of the People Dimension .............77
Table 13 Categories, Subcategories, and Frequency Counts of the Change Dimension ............81
Table 14 Codes Identified with the Physical Environment.........................................................87
x
List of Figures
Figure 1 Components of Classroom Environment Assessments................................................36
Figure 2 Interpretive Model .......................................................................................................41
Figure 3 PRISMA Diagram ........................................................................................................56
Figure 4 The three dimensions of the social context of the clinical learning environment .......84
Figure 5 Conceptual Framework of the Clinical Learning Environment ...................................88
xi
List of Appendices
Appendix A Inventory of Clinical Learning Environment Instruments, Scales and Subscales ....................................................................................................121
Appendix B Literature Search Keywords and Boolean Operators ........................................123
Appendix C MeSH Subject Headings Utilized in PubMed Medline search .........................124
Appendix D Search String Utilized in the Systematic Review .............................................125
Appendix E MERSQI Appraisal Instrument.........................................................................126
Appendix F Subject Matter Expert Feedback Summary ......................................................127
Appendix G Sample Set of Studies Meeting Inclusion and Exclusion Criteria ....................128
Appendix H Clinical Learning Environment Measurement Instruments and Subscales Coded to Social Dimensions ........................................................................................133
Appendix I ACGME CLER Pathways to Excellence (2014) Coded to Social Dimensions .......................................................................................................136
xii
List of Abbreviations
AAMC – Association of American Medical Colleges
ACGME – Accreditation Council for Graduate Medical Education
CLE – Clinical Learning Environment
CLER – Clinical Learning Environment Review
CMS – Centers for Medicare and Medicaid
DIO – Designated Institutional Official
LCME – Liaison Committee for Medical Education
MedPAC – Medicare Payment Advisory Commission
NAS – Next Accreditation System
1
Chapter 1: Introduction and Problem Statement
Introduction
The American health care system, and hospitals in particular, are undergoing unprecedented change due to the rapid innovation in technology and the science of medicine. At the same time, public scrutiny of health care delivery is at an all-time high. In 1999, the Institute of Medicine published the landmark report, To Err is Human, exposing and drawing attention to the projected 98,000 unnecessary deaths occurring each year as a result of errors occurring in the delivery of care and calling for a national effort to make health care safer (Kohn, Corrigan & Donaldson, 1999). The report raised public awareness and focused attention on issues such as patient safety, medical errors and effective care delivery. Subsequently, hospitals have been pressured to implement publicly reported patient outcome and safety measures. In response to calls for greater transparency, attention is now focused on high reliability, communication, and the impact of an inter-professional team of providers in the provision of care.
There are many secondary effects and consequences resulting from this increased public attention and concomitant accountability of health professionals. One example of secondary effects is the increased rigor imposed by regulatory groups and accreditation organizations to hold hospitals accountable for implementing change and demonstrating improved patient outcomes. The role of medical residents as student physicians, or trainees, learning the practice of the art and science of medicine is highlighted as an area that raises vulnerability and risk of error, in the delivery of care, potentially impacting patient safety and clinical outcomes (Rice, 2010; Sifferlin, 2013). To that end, the clinical learning environment (CLE), or the environment in which medical residents engage in applied learning activities and hone the
The Role of Transformational Leadership on Team Performance
No full textOrganizational culture can be a distinct reflection of leadership. As organizations work to build a culture of success and achievement, it is the responsibility of leaders to carry out this vision by using both tactical and strategic thinking. Within this context of organizations, and specifically organizations consisting of teams, the performance of the organization implies understanding the output of team performances. Whether it is individual self-promotion that presents itself to the team environment or simply motivating group cohesiveness to produce results, transformational leaders have had a tremendous impact on team performance.
This study explored transformational leadership and its effects on team performance. Although there have been a number of studies focusing on transformational leadership, more attention can be raised specifically outlining the impact on team performance. This dissertation incorporated a systematic review focusing on the interconnectivity of transformational leadership and team performance. There were a number of variables that were highlighted in regards to team management but more specifically, there were substantial variables linking transformational leadership to team performance. The extent of this study will be to explore this possible relationship between transformational leadership and the types of impact it has had on overall team performance.Running head: ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE
The Role of Transformational Leadership on Team Performance
Thomas Tanner
University of Maryland University College
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
2014
Dissertation Advisory Committee
Eric Dent, Ph.D.
G. David Andersen, Ed.D
Deborah Wharff, DM
ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 2
Abstract
Organizational culture can be a distinct reflection of leadership. As organizations work to build a culture of success and achievement, it is the responsibility of leaders to carry out this vision by using both tactical and strategic thinking. Within this context of organizations, and specifically organizations consisting of teams, the performance of the organization implies understanding the output of team performances. Whether it is individual self-promotion that presents itself to the team environment or simply motivating group cohesiveness to produce results, transformational leaders have had a tremendous impact on team performance.
This study explored transformational leadership and its effects on team performance. Although there have been a number of studies focusing on transformational leadership, more attention can be raised specifically outlining the impact on team performance. This dissertation incorporated a systematic review focusing on the interconnectivity of transformational leadership and team performance. There were a number of variables that were highlighted in regards to team management but more specifically, there were substantial variables linking transformational leadership to team performance. The extent of this study will be to explore this possible relationship between transformational leadership and the types of impact it has had on overall team performance.
Keywords: Leadership, Followers, Performance, Teams, Transformational Leadership
ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 3
Dedication
This dissertation is dedicated to my lovely wife, Yvonne, and my beautiful children, Kimella and Donovan, who have all embarked on this tremendous journey with me. It is without a doubt that I could not have done this without the love, encouragement and continued support of my wife who selflessly sacrificed her time so that I could complete this dissertation. I would also like to thank my children who gave up precious evenings and weekends to allow me the time to work on my research. I love each of you from the bottom of my heart and sincerely thank you for all the sacrifices you have made throughout this journey.
I would like to thank my mother and father for instilling in me the value of hard work and my brothers for pushing me to never settle for less. My family has always encouraged me to never lose faith and to always be strong and full of courage.
I would like to acknowledge the support of my Dissertation Committee. More specifically, I would like to express my sincere appreciation to Dr. Eric Dent for his instruction, guidance, and assistance in the completion of this dissertation. I would also like to thank my cohort for their support and camaraderie throughout the program.
ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 4
Table of Contents
Abstract ...........................................................................................................................................2
Dedication .......................................................................................................................................3
Table of Contents .............................................................................................................................4
List of Tables ..................................................................................................................................7
List of Figures .................................................................................................................................8
Chapter 1: Introduction and Overview of Relevant Literature ........................................................9
Background..............................................................................................................................9
Transformational Leadership and Performance ...............................................................9
Team Performance and Performance Measures .............................................................11
Purpose of Study .....................................................................................................................13
Research Questions.................................................................................................................13
Importance and Benefits to Management ...............................................................................14
Attributes of Transformational Leadership ............................................................................15
Working Definitions ...............................................................................................................19
Leadership .....................................................................................................................19
Transformational Leadership .......................................................................................19
Teams ............................................................................................................................21
Team Performance ........................................................................................................21
Team Performance Measures ........................................................................................21
Organization of Dissertation...................................................................................................22
Chapter 2: Methodology ................................................................................................................23
Introduction ............................................................................................................................23 ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 5
Evidence-Based Movement ....................................................................................................24
Systematic Reviews ................................................................................................................27
Identification of Evidence ......................................................................................................29
Quality Appraisal of Evidence ...............................................................................................31
Data Analysis: Multiple Methods and Thematic Synthesis ...................................................32
Advisory Panel of Subject Matter Experts .............................................................................35
Introduction of Subject Matter Experts .........................................................................36
Feedback from Expert Panel Members .........................................................................36
Reaction to Subject Matter Expert Feedback ...............................................................37
Summary of Chapter...............................................................................................................39
Chapter 3: Systematic Literature Review ......................................................................................40
Introduction ............................................................................................................................40
Leadership Styles and Characteristics ....................................................................................40
Contrasting Styles of Leadership ...................................................................................41
Significance of Transformational Leadership ................................................................42
Components of Transformational Leadership ................................................................44
Team Performance and Characteristics ..................................................................................46
Transformational Leadership and Overall Team Performance ..............................................47
Summary of Chapter...............................................................................................................64
Chapter 4: Analysis and Discussion ..............................................................................................66
Introduction ............................................................................................................................66
Restatement of Purpose ..........................................................................................................67
Exploration of Research Questions and Findings ..................................................................67 ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 6
Research Question #1 ....................................................................................................68
Research Question #2 ....................................................................................................72
Research Question #3 ....................................................................................................74
Alternative Perspectives .........................................................................................................77
Summary of Chapter...............................................................................................................78
Chapter 5: Conceptual Framework ................................................................................................79
Introduction ............................................................................................................................79
The Conceptual Framework ...................................................................................................79
Transformational Leadership and The Conceptual Framework .............................................81
The Process from Transformational Leadership to Team Performance .................................83
Summary of Chapter...............................................................................................................87
Chapter 6: Conclusions, Implications, and Trends ........................................................................88
Introduction ............................................................................................................................88
Overall Conclusions ...............................................................................................................88
Implications for Management/Practitioners ...........................................................................90
Implications for Emerging Trends..........................................................................................92
Limitations and Areas for Future Research ............................................................................97
Summary of Chapter...............................................................................................................98
References ...................................................................................................................................100
Appendix A: Sample of Literature Classification .......................................................................112
Appendix B: Subject Matter Expert Evaluation – Dr. Fred Walumbwa .....................................114
Appendix C: Subject Matter Expert Evaluation – Dr. Ronald Piccolo ........................................117
Appendix D: Subject Matter Expert Evaluation – Dr. Justin Jansen ...........................................122 ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 7
List of Tables
Table 1: Keyword Search Table Under Various Thematic Headings .....................................30
Table 2: Summary of Subject Matter Experts Feedback ........................................................38
Table 3: Variables and Descriptions for the Conceptual Framework .....................................80
Table 4: Principal Outcomes of Transformational Leadership on Followers .........................85
ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 8
List of Figures
Figure 1: The Four Elements of Evidence-Based Management ...............................................25
Figure 2: Dynamic Relationship Between Evidence Review and Synthesis and Evidence-Based Decision Making ............................................................................................27
Figure 3: The Standard Stages in a Systematic Review ...........................................................29
Figure 4: Mixed Methods Design matrix with Mixed Method Research Designs Shown in Four Cells ..................................................................................................................34
Figure 5: The Conceptual Framework ......................................................................................80
ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 9
Chapter 1: Introduction and Overview of Relevant Literature
Background
Organizations are consistently faced with difficult challenges in their pursuit for excellence. Many variables come into play and many factors need to be taken into consideration. Organizations, however, are all measured by leadership. Bass and Avolio (1993) emphasized that an organization’s culture develops in large part from its leadership. As organizations build vision, it is the responsibility of leaders to carry out that vision by using both tactical and strategic thinking. Moynihan, Pandey, and Wright (2012) analyzed data surrounding different variables of performance and validated that leadership clearly matters.
Transformational Leadership and Performance
Given the long list of management and leadership theories that exists, there is an equally long list of ways that leadership might impact performance. Pauline (2012) reiterated that “variations in leadership styles are due to cultural influence because people have different beliefs and assumptions about characteristics that are deemed effective for leadership” (p. 99). Li and Hung (2009) confirmed “transformational leadership theory has emerged as one of the most popular approaches to understanding leader effectiveness in the past two decades” (p. 1129). Similarly, Judge and Bono (2000) discovered in their numerous studies in leadership that, “considerable progress has been made in the last 20 years in addressing leader effectiveness according to one theoretical perspective, transformational leadership theory” (p. 751). As substantial studies continue to be performed, the central theme remains steadfast that transformational leadership tends to have some form of impact on team performance.
Whether it is individual self-promotion that presents itself to the team environment or simply motivating group cohesiveness to produce results, transformational leaders do have an ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 10
impact. In line with previous studies, Bass, Avolio, Jung, and Berson (2003) demonstrated that “the ratings of transformational leadership were positively correlated with supervisory evaluations of managerial performance, recommendations for promotion, research and development project team innovations, and percentage of financial goals achieved in strategic business units” (p. 207). Several other notable scholars such as Keller (1992) discovered in his empirical study on transformational leadership that “transformational leaders tend to inspire a sense of mission and purpose about the importance of the work being done, stimulate new ways of thinking and problem solving, and encourage group members to do more than what might normally be expected” (p. 498).
The findings of this study are consistent with what other researchers have found. Shamir (1991) found a central attribute of transformational leaders is “their ability to persuade followers to transcend their own self-interest for the sake of the team, the organization, or some other collective” (p. 407). Scholars such as Hartog, Muijen, and Koopman (1997) also suggested “transformational leaders were shown to have subordinates who reported greater satisfaction and more often exerted extra effort, and had higher performing work groups and receive higher ratings of effectiveness and performances” (p.26). Remarkably, in spite of several decades of empirical research in the areas of transformational leadership and performance, researchers continue to provide added insight to the discussion. For instance, Walumbwa, Lawler, Avolio, Wang, and Shi (2005) postulated that “transformational leaders can show how individual strengths can be collectively applied to achieve higher levels of performance” (p. 6).
ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 11
Team Performance and Performance Measurements
Decades of research and multitudes of studies on performance and performance measures predominately focused on individuals rather than teams. Kearney and Gebert (2009) documented in their recent studies that “current organizational trends call for shifting the focus from the leadership of individuals to the leadership of teams” (p. 79). As Hoch, Pearce, and Welzel (2010) also found, that as organizations need to deal with the constantly changing environments, globalization, and complex work tasks, many organizations are reorganizing work using team-based structures. However, Salas et al. (2008) stipulated that teams had to be distinguished from work groups and this distinction was normally made by their “tasks, feedback, goal interdependencies, formal structure, and coordination demands” (p. 906). In other words, work groups tended to be more loosely conjoined and their task functions less structurally defined.
In the context of organizations, specifically organizations consisting of a team of workers, understanding the performance of the organization implies understanding the output of team performances. Notable scholars on team performance, Gardner, Gino, and Staats (2012) have found in their empirical studies that “organizational output is created through the execution of project teams. These teams typically operate in dynamic contexts in which, to perform well, they must access and use each member's unique portfolio of resources” (p. 999). Dierdoff, Bell, and Belohlav (2011) stated that “teams that effectively develop performance capabilities appropriate to different phases of job functions should more effectively navigate the compilation process and display better team performance at measurements consistent with these phases” (p.252). ROLE OF TRANSFORMATIONAL LEADERSHIP ON TEAM PERFORMANCE 12
To help identify some elements that have rooted themselves in this concept of team performance, Salas, Cooke, and Rosen (2008) determined that a framework of patterns generally followed “an input, throughput, and output format in which inputs might include individual and team characteristics, capabilities, and states; throughputs include team communication, coordination, collaboration, and decision-making processes; and outputs consist of the goods or services produced by a team” (p. 906). Further empirical research by Salas, Cooke, and Rosen (2008) that spanned many years also indicated that “teamwork is nested within team performance and is a set of interrelated cognitions, attitudes, and behaviors contributing to the dynamic processes of team performance” (p. 913).
A major “key determinant of team performance has been identified as effective leadership” (Boies, Lvina, & Martens, 2010, p. 195). Further extensive research in the areas of “Leader–Member Exchange (LMX) theory posits that effective leaders form dyadic relationships with followers and that differentiation positively affects team performance” (Naidoo, Scherbaum, Goldstein, & Graen, 2011, p. 347). More specifically, leadership in the form of transformational leaders had “stronger and especially more
Enterprise Risk Management at Higher Education Institutions: Does it Work?
No full textThe purpose of this study is to examine why higher education institutions (HEIs) choose to adopt enterprise risk management (ERM) and the factors that enable or inhibit ERM implementation at HEIs.Dissertation Committee
Dr. Tom Mierzwa, Professor, UMUC
Dr. Denise Breckon, Associate Professor, UMUC
Steven C. Deck [email protected]
Acknowledgements
Contact Information
Enterprise Risk Management at Higher Education Institutions:
Does it Work?
Steven Christopher Deck
University of Maryland University College
Results
Implications for Practice
Purpose
Methodology: Systematic Review
Theoretical Lenses
Conceptual Framework
The purpose of this study is to examine why higher education institutions (HEIs) choose to adopt enterprise risk management (ERM) and the factors that enable or inhibit ERM implementation at HEIs
Logic for methodology:
•ERM literature has reached a point to justify a systematic review
•ERM literature addresses research questions
•Findings from multiple studies are more powerful then findings from one study Validity and reliability:
•Transparent application of recognized study methodology
• Application of quality assessment tool Limitations:
•Limits inherent to systematic reviews
•Quality of primary data
•Limited empirical data on ERM at HEIs
ERM Adoption Factors Compliance
•Regulatory compliance and governance
•Stakeholder expectations
•Auditability and accountability Performance
•Risk management culture
•Improve decision making
•Improve organization performance ERM Implementation Factors Facilitators
•Consistent with existing organizational culture
•Clear definition of what ERM means
•Program champion and cross functional implementation team
•Central coordination, locally manage risks
•Workshops, training, and formal documents Inhibitors
•Existing organizational culture
•Unclear ERM frameworks and metrics
•Inadequate risk assessment processes
•Lack of adapting ERM to the organization
•Lack of consensus on ERM purpose and goals
•Consultant for long-term implementation
•Resistance to change and politics
Principle 1 - Adopt ERM to address compliance and improve performance Principle 2 - Clarify the purpose of ERM
Principle 3 - Design ERM to reflect the institution’s culture and existing business processes
Principle 4 - Select a program champion and implementation team with the skill sets needed to implement the type of ERM program the institution desires
Principle 5 – Use a decision making methodology appropriate for the type of risk
Principle 6 – Use ERM to build the institution’s understanding of risks
Principle 7 - Use ERM to build organizational resiliency
Research Questions
Implications for Theory
•The study demonstrates how ERM can be informed by management theories from three conceptual areas
Organizational change
Decision making
Organizational learning
•What are the factors that influence an HEI’s decision to adopt ERM?
•What are the factors that influence ERM implementation at an HEI?
Future Research Directions
•Research to empirically test the principles identified from the study
•Research on the value of ERM at HEIs
•Research on how ERM contributes to the ability to capitalize on opportunities
•ERM research based on the application of management science theories
55 studies included in the study dataset:
• 51 studies from peer reviewed journals
• 4 pieces of grey literature Time frame: Studies published after 2001 with over eighty percent published after 2009 Geographic distribution: Twenty-four of the studies are from the United States with the remaining from over 20 other countries Diverse set of industries: Banking, construction, higher education, finance, government agencies, insurance, manufacturing, non-profits, oil and gas, research institutions, services, suppliers, and utilities Type of methodologies:
• Thirty-seven studies used quantitative methods
• Eighteen studies used qualitative methods Aggregate data:
• 5,614 survey respondents
• Publically available data from 935 companies
• 35 case studies
Study Dataset
•Institutional Theory: How the organizational environment influences the rational to adopt ERM
•Change Management Models: How the change management process influences ERM implementation
•Sensemaking Theory: How individuals and the organization make sense of risks
•Theories of Action: How organizational learning affects ERM implementation
Thesis 1. HEI leadership is more likely to adopt ERM if they view ERM as a means to protect the organization’s image and reputation.
Thesis 2. HEI leadership is more likely to adopt ERM if they view ERM as a process to understand and manage the institution’s risks to improve the overall performance of the HEI.
ERM Adopted by HEI
Thesis 3. HEIs with ERM programs that are compatible with the existing culture at the HEI are more likely to have effective ERM programs.
Thesis 4. HEIs with ERM programs that have diverse decision-making processes reflective of the different types of risks at the HEI are more likely to have effective ERM programs.
Thesis 5. HEIs that use the ERM program to develop organizational learning capabilities are more likely to have effective ERM programs.
Effective integration of ERM practices into the HEI’s decision-making processes and risk management culture
(+) Positively influences decision to adopt ERM at an HEI
(+) Positively influences ERM implementatio
Critical Factors inFluencing Knowledge Transfer between Global Professional Knowledge Organizations
No full textThe purpose of the study was to identify the critical
factors that influence knowledge transfer between
global professional knowledge organizations.å
Dr. Thomas Mierzwa
Dr. Denise Breckon
Joseph A. Glowitz, P.E.
[email protected]
Contact information
Implications for Practice
Purpose
Method: Systematic Review
Theoretical Lens
Conceptual Framework
The purpose of the study was to identify the critical
factors that influence knowledge transfer between
global professional knowledge organizations.
Method:
• Evidence Based Research Synthesis using
Configurative Thematic Synthesis.
• Use of Atlas.tiTM CADQAS software.
• Triangulation of data.
• Use of Subject Matter Expert panel.
Transparency, validity and reliability:
• Transparent methods and methodology.
• Use of quality assessment methods.
• Weight of Evidence techniques used.
Research study limitations:
• Limits inherent to systematic reviews
using secondary research.
• Depends on the quality of primary research data.
• Limited empirical data on knowledge transfer in
global professional organizations.
Research Questions
Implications for Theory
• The level of Global Knowledge Transfer (GKT) is
strongly influenced by organizational needs to be
competitive, communication effectiveness, and the
levels of trust and absorptive capacity.
• The study revealed that GKT is strongly related to
management theories in three conceptual areas:
§ Communications theory.
§ Organizational and individual trust theory.
§ Cultural boundary spanning theory.
Future Research
• Empirically test the study conceptual framework.
• Test differentiation between Science, Technical,
Engineering, and Mathematic (STEM) disciplines.
• Evaluate KT versus differing global regions.
• Further study of the relationship between the level
of absorptive capacity contrasted with
cultural dimensional differences.
Study Type:
Qualitative 14
Survey 10
Quantitative 7
Case Studies 5
Empirical 6
Ph.D. Dissertation 4
Study Dataset
• Absorptive Capacity Theory:
How is knowledge absorbed and used ?
• Communications Theory:
How do individuals & organizations communicate ?
• Cultural Dimension Theory:
What is the influence of global cultural dimensions ?
• Organizational Learning Theory:
What is the capacity of organizations to learn ?
PRISMA Results
RQ 1 Findings:
Knowledge Transfer Critical Factors
Business
Source Emerald UMUC TOTAL
Initial Search 76 2,916 222 3,214
Focused Search 15 207 43 265
Less Duplicates -59
Data Remaining 206
Apply inclusion criteria 162
Apply exclusion criteria 115
Review for abstract relevancy 84
Perform Quality Assessment 55
FINAL DATA SET FOR SYSTEMATIC REVIEW 46
Critical Factors inFluencing Knowledge Transfer
between Global Professional Knowledge Organizations
Joseph A. Glowitz
Dissertation Committee
• Individual practitioners can devise strategies to
enhance their behavior patterns to facilitate stronger
boundary spanning activities, to build stronger
communication and collaboration for knowledge
sharing.
• Organizations can develop strategies to overcome
organizational barriers of knowledge sharing and
knowledge transfer, by developing programs
to leverage the identified critical factors to influence
global knowledge transfer for measures of success.
RQ 1 What are the critical factors that influence
knowledge transfer in global professional
organizations?
RQ 2 What role does cultural distance play in the
creation of individual cultural boundary spanning
systems in global professional organizations?
Gap in the Research
The gap is the identification of global knowledge
transfer factors focused In the areas of science,
engineering, and technology.
Rank Critical Factors (highest rank to lowest)
1 Need to be competitive
2 Level of communication
3 Level of trust
4 Level of absorptive capacity
5 Collaboration level
6 Effectiveness of boundary spanning
7 Influence of organizational structure
8 Motivation of individuals
9 Influence of leadership
10 Cultural dimension influence
(“knowledge acquisition” OR “knowledge sharing” OR “knowledge transfer”) AND (global*) AND
(professional OR technical OR consulting OR engineering) AND (factor* OR antecedent*) NOT
(innovation OR academic OR medical OR manufactur* OR "non profit")
Focused scientific, technical, and
engineering studies published 1992 - 2015.
10
46
RQ 2 Findings:
Cultural boundary spanning plays a pivotal role in
enabling Global knowledge spanning among
professional knowledge organizations
Critical Factors inFluencing Knowledge Transfer between Global Professional Knowledge Organizations
No full textThe purpose of the study was to identify the critical
factors that influence knowledge transfer between
global professional knowledge organizations.å
Dr. Thomas Mierzwa
Dr. Denise Breckon
Joseph A. Glowitz, P.E.
[email protected]
Contact information
Implications for Practice
Purpose
Method: Systematic Review
Theoretical Lens
Conceptual Framework
The purpose of the study was to identify the critical
factors that influence knowledge transfer between
global professional knowledge organizations.
Method:
• Evidence Based Research Synthesis using
Configurative Thematic Synthesis.
• Use of Atlas.tiTM CADQAS software.
• Triangulation of data.
• Use of Subject Matter Expert panel.
Transparency, validity and reliability:
• Transparent methods and methodology.
• Use of quality assessment methods.
• Weight of Evidence techniques used.
Research study limitations:
• Limits inherent to systematic reviews
using secondary research.
• Depends on the quality of primary research data.
• Limited empirical data on knowledge transfer in
global professional organizations.
Research Questions
Implications for Theory
• The level of Global Knowledge Transfer (GKT) is
strongly influenced by organizational needs to be
competitive, communication effectiveness, and the
levels of trust and absorptive capacity.
• The study revealed that GKT is strongly related to
management theories in three conceptual areas:
§ Communications theory.
§ Organizational and individual trust theory.
§ Cultural boundary spanning theory.
Future Research
• Empirically test the study conceptual framework.
• Test differentiation between Science, Technical,
Engineering, and Mathematic (STEM) disciplines.
• Evaluate KT versus differing global regions.
• Further study of the relationship between the level
of absorptive capacity contrasted with
cultural dimensional differences.
Study Type:
Qualitative 14
Survey 10
Quantitative 7
Case Studies 5
Empirical 6
Ph.D. Dissertation 4
Study Dataset
• Absorptive Capacity Theory:
How is knowledge absorbed and used ?
• Communications Theory:
How do individuals & organizations communicate ?
• Cultural Dimension Theory:
What is the influence of global cultural dimensions ?
• Organizational Learning Theory:
What is the capacity of organizations to learn ?
PRISMA Results
RQ 1 Findings:
Knowledge Transfer Critical Factors
Business
Source Emerald UMUC TOTAL
Initial Search 76 2,916 222 3,214
Focused Search 15 207 43 265
Less Duplicates -59
Data Remaining 206
Apply inclusion criteria 162
Apply exclusion criteria 115
Review for abstract relevancy 84
Perform Quality Assessment 55
FINAL DATA SET FOR SYSTEMATIC REVIEW 46
Critical Factors inFluencing Knowledge Transfer
between Global Professional Knowledge Organizations
Joseph A. Glowitz
Dissertation Committee
• Individual practitioners can devise strategies to
enhance their behavior patterns to facilitate stronger
boundary spanning activities, to build stronger
communication and collaboration for knowledge
sharing.
• Organizations can develop strategies to overcome
organizational barriers of knowledge sharing and
knowledge transfer, by developing programs
to leverage the identified critical factors to influence
global knowledge transfer for measures of success.
RQ 1 What are the critical factors that influence
knowledge transfer in global professional
organizations?
RQ 2 What role does cultural distance play in the
creation of individual cultural boundary spanning
systems in global professional organizations?
Gap in the Research
The gap is the identification of global knowledge
transfer factors focused In the areas of science,
engineering, and technology.
Rank Critical Factors (highest rank to lowest)
1 Need to be competitive
2 Level of communication
3 Level of trust
4 Level of absorptive capacity
5 Collaboration level
6 Effectiveness of boundary spanning
7 Influence of organizational structure
8 Motivation of individuals
9 Influence of leadership
10 Cultural dimension influence
(“knowledge acquisition” OR “knowledge sharing” OR “knowledge transfer”) AND (global*) AND
(professional OR technical OR consulting OR engineering) AND (factor* OR antecedent*) NOT
(innovation OR academic OR medical OR manufactur* OR "non profit")
Focused scientific, technical, and
engineering studies published 1992 - 2015.
10
46
RQ 2 Findings:
Cultural boundary spanning plays a pivotal role in
enabling Global knowledge spanning among
professional knowledge organizations
Innovation and Influence: How individuals and organizations make use of multiple network structures to increase creativity and diffusion
No full textThis presentation illustrates how innovative ideas can be shared through social networks
Recruiting nurses to teach: A systematic review of recruitment Strategies to reduce nursing faculty hiring gaps in community colleges
No full textCommunity colleges across the U.S are experiencing a nursing faculty shortage in their nursing programs. The inability to attract and recruit nurses to teach presents community colleges with the burden of lengthy student waitlists and/or the rejection of qualified student applicants at a time where the demand for nursing programs is high.
A review of current literature and practice documented various contributing factors of the nursing faculty shortage, which include faculty age and retirements, lower pay in comparison to salaries in hospitals and clinics, and a shortage of MSN prepared faculty.Recruiting Nurses to Teach
The Problem for Community Colleges
The implication of this study for management practice for community
college leaders were findings which suggested the importance of the
following:
• Early recruitment and marketing of nursing faculty jobs to nursing
students before they begin careers with healthcare providers
• Promotion of the RN to MSN degree credentials to expand the
applicant pool
• Partnerships with hospitals and clinics to attract nurses to teach
• Revised nursing faculty job advertisements to match those of tight
labor advertising
• Use of social media for information sharing and the recruitment of
minorities and males
Management Model for Practice
Community colleges across the U.S are experiencing a nursing
faculty shortage in their nursing programs. The inability to attract
and recruit nurses to teach presents community colleges with the
burden of lengthy student waitlists and/or the rejection of qualified
student applicants at a time where the demand for nursing
programs is high.
A review of current literature and practice documented various
contributing factors of the nursing faculty shortage, which include
faculty age and retirements, lower pay in comparison to salaries in
hospitals and clinics, and a shortage of MSN prepared faculty.
A Systematic Review of
Recruitment Strategies to
Reduce Nursing Faculty Hiring
Gaps in Community Colleges
Implications for Community College Leaders
Eboni Hill-Mathis
The Graduate School
University of Maryland University College, Adelphi, MD
The Conceptual Model
The research methodology utilized for this dissertation was an
evidenced-based systematic review. The systematic literature
review provided a system for organizing and mapping out research
on the nursing faculty shortage in community colleges, and the
various recruiting methods, which were found to be useful in
resolving overall labor shortages.
An expert review panel was also utilized for validation of the
study’s focus as well as a to provide a context for understanding
this problem from a practitioner’s vantage point
RQ: Driver of the Research
Given the difficulty that community colleges face in recruiting and
hiring nursing faculty, what recruitment strategies, singly and in
combination, do research and practice show would be effective in
reducing this hiring gap?
Method: The Process of Discovery
American Association of Colleges of Nurses. (2013). Nursing faculty shortage. Retrieved from:
http://www.aacn.nche.edu/media-relations/FacultyShortageFS.pdf
Collins, C. J., & Stevens, C. K. (2002). The relationship between early recruitment-related activities and the application
decisions of new labor-market entrants: a brand equity approach to recruitment. Journal of applied psychology, 87(6),
1121.
Evans, J.D. (2013). Factors influencing recruitment and retention of nurse educators reported by current faculty.
Journal of Professional Nursing 29(1).
Griepentrog, B. K., Harold, C. M., Holtz, B. C., Klimoski, R. J., & Marsh, S. M. (2012). Integrating social identity and the
theory of planned behavior: Predicting withdrawal from an organizational recruitment process. Personnel Psychology,
65(4), 723-753.
Yoho, M. J., Timpinaro, P., & Fowler, C. (2006). Recruiting and retaining nursing faculty in a Texas Community College
System: A strategy focused on collaboration and support. Teaching and Learning in Nursing, 1(1), 4-9.
Based on the research findings, a blueprint recruitment model was
developed to guide community college leaders through the process of
implementing the following strategies for practice:
• Targeted marketing and branding of nursing faculty jobs to nursing
students
• Implementing a mentoring model between nursing faculty and
nursing students for early recruitment
• Redesign of exclusive nursing faculty advertising and critical need
messaging
• Effective social media promotion strategies and diversity campaign
examples
Evidence
Theoretical Base
FIT Framework Theory, Theory of Planned Behavior, Realistic Job
Preview and Sourcing Theory served as the theoretical base for
this research and provided a meaningful perspective for
understanding the problem and recommending recruitment
strategies for community colleges to consider when recruiting
nurse faculty candidates.
Mo#va#ng(Factors(
Community(Colleges(Prime(
Educators(
Qualified(Students(Turned(
Away(
Growing(Demand(for(Nurses(
Contribu#ng(Factors(
Compe##on(with(Clinical(
Prac#ce(
Lack(of(MSN/DNP(Creden#aled(
Teachers(
Pay(Disparity(
Baby(Boomer(Re#rement(
PROBLEM(
Nursing(Faculty(Shortage(
( Recruitment( Hiring(
INVESTIGATION(
• (Why(is(there(a(nursing(faculty(
shortage(and(what(is(its(impact(on(
community(colleges?((
• (What(strategies(and(approaches(
used(by(community(college(
leaders(have(been(shown(to(
reduce(nursing(faculty(shortages?(
(
THEORIES(
• (Fit(Framework((FIT)(
• (Theory(of(Planned(Behavior((TPB)(
• (Sourcing(Theory(((ST)(
• (Realis#c(Job(Previews((RJP)(
EFFECTIVE(STRATEGIES(
( Establish(proacBve(career(tracking(of(students(for(advanced(degree(credenBals(
before(clinical(organizaBons’(recruitment((
Match(nursing(adverBsing(with(Bght(labor(market(ads(
Collaborate(and(partner(with(healthcare(providers(to(recruit(nurse(educators(
Market(and(promote(open(nursing(faculty(posiBons(in(social(media(
RESEARCH(QUESTION(
Given(the(difficulty(that(community(colleges(face(in(recrui#ng(and(hiring(nursing(faculty,(
what(recruitment(strategies(would(be(effec#ve(in(reducing(this(hiring(gap?((
DESIRED(OUTCOME(
Effec#ve(Recruitment(and(Hiring