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Organizational factors influencing supply chain management performance
No full textThe purpose of this research is to examine the organizational factors most effectively influencing supply chain management performance. In addition, the research seeks to understand the relative significance of each factor on supply chain management performance.INTRODUCTION – PURPOSE & SCOPE
Organizational Factors Influencing Supply Chain Management Performance
METHODOLOGY & APPROACH
RESULTS & CONCLUSIONS
CONCEPTUAL FRAMEWORK
RESEARCH QUESTION
G. Tony Bell, Doctoral Candidate Graduate School of Management & Technology University of Maryland University College
The purpose of this research is to examine the organizational factors most effectively influencing supply chain management performance. In addition, the research seeks to understand the relative significance of each factor on supply chain management performance.
RQ1: Which factors are most effective in influencing supply chain management performance outcomes? RQ2: To what extent do these factors influence supply chain management performance outcomes?
Keywords: Supply Chain Management, Logistics Management, Operations Management, Physical Distribution, Performance, Effectiveness
KEY LITERATURE
IMPLICATIONS FOR MANAGEMENT
Evidence-based research synthesis (EBRS) is the methodology used in this research. EBRS is a systematic process for identifying the best available scientific evidence, which influences management decisions and organizational practices (Rousseau & McCarthy, 2007). The approach used in this study is an adaptation of Thomas’ (2008) thematic synthesis, which is an EBRS-based method used to analyze, integrate and configure qualitative or mixed-method research. Both NVIVO and Excel were used to configure the research studies.
Brammer, Hoejmose, & Millington (2011) Chen, Paulraj, & Lado (2004) Chen & Paulraj (2004) Chen & Paulraj (2004) Crook et al (2008) Depshande (2012) Fabbe-Costes & Jahre (2008) Fawcett, Magnan, & McCarter (2008) Hendricks & Singhal (2005) Hult, Ketchen, & Arrfelt (2007) Li & Rao (2006) Li (2007) Narasimhan, Kim, & Tan, K.C. (2006) Ramdas & Spekman (2000) Tan, Kannan, Handfield, & Ghosh (1999) Vickery, Droge,, Setia, & Sambamurthy (2010) Zacharia, Nix, & Lusch (2009)
The following themes were identified as predominant organizational factors influencing supply chain management performance:
•Long-term supply chain relationships (People)
•Communication (People)
•Supplier involvement & coordination (External)
•Customer focus (External)
•Logistics integration (Process)
•Reflexivity & learning (Process)
•Trust (People)
•Willingness to collaborate (People)
•Information technology (Technology) Human-related factors, such as trust, collaboration, and the development of long-term supply chain relationships appear to be most effective in impacting supply chain performance. Moreover, people are at the core of other important factors, such as process development and technological advancement.
Organizations should focus on effective hiring practices, knowledge management, and professional develop to ensure their supply chain resources are well-equipped with the appropriate skills & knowledge to positively affect supply chain performance.
Proposition: The “people” element serves as a predominant influence on an organization’s supply chain performance.
Classified - Internal us
Taxonomy for followership rooted in the study of leadership
No full textPurpose of this dissertation is to create taxonomy for the existence of followership inherent in multiple fields of leadership theory. Essentially, taxonomy is a logical grouping of content visible to the researcher indicating the presence of followers in leadership studies.Taxonomy for Followership Rooted in the Study of leadership
July 6-7, 2012
William J. Goodwin, Jr.
Doctor of Management Candidate
University of Maryland University College
[email protected]
Purpose and Scope of the Research
Purpose of this dissertation is to:
•
Create taxonomy for the existence of followership inherent in multiple fields of leadership theory. Essentially, taxonomy is a logical grouping of content visible to the researcher indicating the presence of followers in leadership studies.
Scope of Research:
•
Will focus on investigating followership’s logical inclusion in established leadership studies. Research Questions
1.
To what extent has followership always been inherent in the study of leadership?
2.
From what fields of study has the role of followership been addressed and identified?
1.Should followership continue to be studied in the context of leadership or does it merit separate study?
Significance of this Research for Management
1.
Historically, leadership theorists have focused on the leader in leader-followers interactions.
2.
More recently, the neglect of followers is being addressed, and the field of followership is emerging in its own right and studied sui generis.
3.
The study of leadership has been addressed through the eyes of the leader or focused on the accomplishments of a great man.
4.
Followership has always existed, but passively so in the study of leadership. Main Literature Themes and Authors
Followership from a leadership perspective
Allio, Barbuto, Bass, Galton, Hollander & Offermann, Kark & Van Dijk, Kelley, Litzinger & Schaefer, Quaquebeke & Eckloff,
Followership from a behavioral perspective
Bass, Carpenter, Hamstra, Van Yperen, Wisse, & Sassenberg, Hemphill, House & Aditya, Humphreys, Kellerman, Kuepers, Meindl, Meindl, Ehrlich, & Dukerich, Pervin, Roberts & Pomerantz, Simon, Stogdill & Shartle, Takala & Aaltop,
Followership from a modeling and training perspective
Allio, Fiedler, Gardner, Hemphill, Hersey & Blanchard,
Followership from a historical and evidentiary perspective
Baker, Barbuto, Bass, Galton, House & Aditya, Lundin & Lancaster, Van Vugt,
Key Propositions Distilled from the Literature
•
(P1) All leadership research either actively or passively acknowledges the role of follower.
•
(P2) Leadership trait and behavior theories also consider the effects of those traits and behaviors on followers. Those effects must include a behavioral response from the follower.
•
(P3) Leadership training must include a parallel emphasis on followership or followership requires a separate curriculum.
•
(P4) Any historical account or study of leadership should include analysis of the followers.
Conceptual Framework
Chronology of Leadership Studies with Goodwin’s Follower Implications
Approach
Time Period
Assumptions
Major Criticisms
Goodwin’s Follower Implications
Great Man
Mid 1800’s to early 1900’s
Trait
1904 to 1947
Behavioral
1950 to early 1980’s
Situational / Contingency
Mid- 1950’s to 1960’s
Influence
Mid 1920’s to 1977
Reciprocal
1978 to present
Chaos of Systems
1990 to present Thesis statement
Through the application of deductive reasoning, the researcher will establish the premise that followership is logically implicit in leadership literature.
The argument of modus ponens (Weston, 2008) applied to the taxonomy establishes for leadership that there must be followers, and for followership there must be a leader. Research Approach & Formation of Argument Findings
A review of the literature identified seven main approaches to leadership (Komives, Lucas, & McMahon, 2006). The great man approach was followed by the trait, behavioral, situational contingency, influence, reciprocal, and chaos or systems theory (Baker, 2007). Each of these theories was prominent in its time but was replaced or evolved into a new concept. It was thought that each new theory would be more effective, but none truly replaced the other.
Implications for Management Practice
Each new theory represented a paradigm shift (Kuhn, 1996) to a new analysis of thinking. The main variable change occurred with the recognition of the subordinate or follower. Meindle (1995) argued that leadership does not and cannot exist without followers. Studies now include the dynamic of the relationship between leader and follower. The review of the literature established the interaction in all approaches identified.
Future Research Agendas
Leaders have attracted and influenced followers at all levels and in all circumstances (Popper, 2011). The purpose of this review is to establish the differences in the means and processes and identify that followers have always existed and need to be the subject of future research.
Literature Perspectives of Leader / Follower Stud
2012 G8 Summit: Local business preparedness, response, and impacts
No full textThis study examines the use of information sources, preparedness and response actions, and impacts of an extraordinary international event on the business community of Frederick County, MD. The G8 Summit, a meeting of the eight highly industrialized nations of the world, drew fourteen world leaders to a suburban/ rural county of 230,000 people on May 18-19, 2012. Previous G8 Summits were the target of international protest groups, resulting in clashes between police and protesters. These clashes caused disruptions and property damage in local communities. This summit provided the opportunity to understand the full spectrum of the event as it unfolded from the emic, or insider, perspective of the local business owner/operator. The goal of this analysis is to create transferrable knowledge about how business owners use information sources and the decision process leading to protective and adaptive response actions related to their businesses.2012 G8 Summit: Local Business Preparedness, Response, and Impacts
Abstract
This study examines the use of information sources, preparedness and response actions, and impacts of an extraordinary international event on the business community of Frederick County, MD. The G8 Summit, a meeting of the eight highly industrialized nations of the world, drew fourteen world leaders to a suburban/ rural county of 230,000 people on May 18-19, 2012. Previous G8 Summits were the target of international protest groups, resulting in clashes between police and protesters. These clashes caused disruptions and property damage in local communities. This summit provided the opportunity to understand the full spectrum of the event as it unfolded from the emic, or insider, perspective of the local business owner/operator. The goal of this analysis is to create transferrable knowledge about how business owners use information sources and the decision process leading to protective and adaptive response actions related to their businesses.
Funding
Funding from the University of Maryland University College Faculty Research Program supports the data analysis and presentation of findings of this study.
Objectives and Significance of the Research
The research questions include (1) What information sources do business owners use and how do these influence a) pre-event business decisions and protective actions and b) the type of adaptive response actions business owners take as the events unfold? (2) What type of pre-event protective actions do business owners take? (3) What type of adaptive response actions do business owners take? (4) What additional information did business owners need to make decisions on preventative protective actions and adaptive response measures as events unfolded? and (5) Does prior experience with large planned events or disasters influence pre-event preparedness and adaptive response actions?
The summit provided the opportunity to examine an under-studied unit of analysis for a unique event. The goal is to understand the full spectrum of the event (pre-event preparedness, event response, and post-event impact) from the emic, or insider, perspective of the business owner/ operator.
Methods
This study employs the naturalistic paradigm with the goal of developing thick descriptions of the events from the perspective of the business owner/operator. Informant selection was purposeful, using a snowball methodology based upon proximity to areas of disruption, and recommendations by key informants. Continuing data analysis also influenced the selection of informants (Glaser & Strauss, 1967). As themes emerged from ongoing analysis of interviews and other sources, informants were purposively selected based upon their ability to provide key information to emerging themes. In total, the researcher conducted twenty semi-structured personal interviews with business owners/operators in Frederick County, MD. (sixteen small businesses and four corporations) (Lofland & Lofland, 1984). The researcher also made observations and collected additional supporting data. Sources include; documents, both publically available and informant provided, videos, photos, other electronic, and media sources. The analysis includes more than three hundred individual sources collected using different methods allowing for data triangulation.
Preliminary Results
The initial analysis of interview, observational, electronic and other documentary sources reveals five themes. The analysis is not yet complete. The results shown below are preliminary. These preliminary themes include information sources, adaptive response actions, business impacts, and demonstrators in the area of greatest impact – Thurmont, MD.
Theme 1: Information Sources
Business owners initially received information regarding the event from the media and later from government sources. Only one law enforcement organization provided specific targeted information to businesses with suggested preparedness measures. This message was reported by regional media outlets and received by all informants through one of four avenues: government press release, business association meeting, media, or social networks. Although not specifically designed as a warning message, small business informants reported reaction patterns consistent with research on individual responses to warning messages. Small business owners engaged in social confirmation with other business owners, customers, and friends and family, established relevancy to their business and location, and gathered additional information and observations before deciding on responses (Quarantelli, 1990). Many business owners reported the use of internet sources to seek additional information both prior to and during the event. This includes the use of media sites, and other sources, including social media. In many instances, small business owners successfully contacted senior local law enforcement officials for additional information and guidance.
Several corporate entities reported the use of internal or external sources of expert-developed information analysis products. Corporate informants also reported the importance of professional networks maintained by security and/ or information analysis staff who are former local and federal law enforcement officials.
Theme 2: Adaptive Response Actions
For corporate entities, off-site experts in security and emergency management provided input and made decisions regarding adaptive response actions. Resources were pushed to business locations to provide additional physical security, such as on-site uniformed security. Informants reported that this event fit within existing security, emergency management and business continuity protocols and cited recent experience with the Occupy Movement.
“I talked to the other business owners up the street all along…the whole week what are you doing? What are you doing? What are you going to do?”
Small business owners did not have direct access to additional expertise and resources. They most often relied on social networks to gain additional information, establish relevance, and determine a course of action. Business owners cited social contacts as most important in determining response actions. Small business owners took actions to include information seeking behavior and checking the status of insurance for the event. Several altered business practices to include closure, modification of operations, and preparation of employees. A limited number either acquired materials to board windows or actually boarded windows.
Theme 3: Impact on Business
“it hurt me pretty good. It's not something I want to experience too often, especially with the economy the way it was. When you are told to expect to be busy and you plan for that and it’s a big flop I felt I was lied to.”
Business owners received consistent messages from multiple sources that the G8 Summit would be an economic “boon”. The media, business organizations, tourism, and political leaders touted the substantial revenue expected for area businesses. The results were very different. Among the informants, only one business reported breaking even when compared to a similar weekend. Business owners received two messages; one of economic optimism from one set of sources (media, business organizations, tourism, economic development) and one of caution from others (media, law enforcement). As a result, many businesses increased expenses through either preparedness measures or additional staff and/or supplies for an anticipated business surge that did not materialize. Some business owners who lost revenue reported that a long-term benefit may be realized from positive media exposure from peaceful demonstrations.
Theme 4: Demonstrators – Thurmont, MD
“these people are here protesting famine, genocide…these people are not going to do anything …they are here and I am sympathetic to them and what they are here for…they come from a place that I would not want to go”
Information about demonstrators was not an intended study target, however, it emerged from interviews as a significant theme. The Ethiopian demonstrators in Thurmont (95.8% Caucasian population) had a significant positive personal impact on business owners and political leaders, while simultaneously causing an economic loss. Business owners and political figures, moved by the message and behavior of the demonstrators, reported intentions to research the subject and advocate for investigation of U.S. food aid to African countries. The subject became a topic of discussion at subsequent government meetings resulting in political figures advocating for investigation of a subject about which they were previously unaware.
Mark Landahl, CEM® - PhD Student
Oklahoma State University
Fire and Emergency Management Program
Advisor: Dr. Dave Neal, PhD
Institutional Review
The Oklahoma State University Institutional Review Board reviewed and approved this study.
(Application #: AS1250)
Winning through conflict: Successful management of multiple goals in the online education environment
No full textThis document is a summary of findings of the research study that was supported by UMUC’s Faculty Research Grant Fall 2012 program received by Anna Andriasova. The study was looking at the impact of multiple goal conflict on behavior of online students, such as decisions about course load, difficulty of course taken, progress towards the online degree and success in goal pursuit (GPA and graduation). The research also discussed the implications of multiple goal conflict management as it relates to online education, students’ academic success and retention.University of Maryland University College
Faculty Research Grant Program – 2012 - 2013
Winning through Conflict:
Successful Management of Multiple Goals in the Online Education Environment
Anna Andriasova, PhD, UMUC
with Anastasiya Pocheptsova, PhD, UMD
This document is a summary of findings of the research study that was supported by UMUC’s Faculty Research Grant Fall 2012 program received by Anna Andriasova. The study was looking at the impact of multiple goal conflict on behavior of online students, such as decisions about course load, difficulty of course taken, progress towards the online degree and success in goal pursuit (GPA and graduation). The research also discussed the implications of multiple goal conflict management as it relates to online education, students’ academic success and retention.
Two studies were conducted within this research project. The first study consisted of in-depth interviews of graduate students at UMUC. This stage was intended to develop in depth understanding of factors influencing the inter-goal conflict – levels of goal conflict, progress toward one’s goal etc. The second stage involves the analysis of secondary data obtained from internal UMUC data on random sample of 300 anonymous graduate UMUC students. The data included academic progress and some demographic data on anonymous basis for a group of TGS students.
Results of the first study indicated that students are indeed experiencing multiple goal conflict when enrolled in the online graduate education at UMUC – education goals, professional goals, personal responsibilities, family and social group commitments. Many felts stressed in balancing those goals successfully, however people respond differently in how they address that – some went with the flow, while others prioritized tasks or focused on results. They also stressed that they would appreciate additional support in that area.
Results of the first study helped inform in depth understanding of factors influencing the inter-goal conflict, coping processes, progress toward one’s goal, adjustment techniques.
Second study included the analysis of secondary data provided by UMUC’s Institutional Research (IR) Office. Three hundred students randomly selected from several graduate online programs at UMUC from 2008-2012. Students were coded and personally identifiable information was removed by the IR staff. Individual data for each student included name of the degree program, number of credits taken and completed, GPAs for each of the semester enrolled (0-12 semesters), age, marital status and gender.
* Researchers would like to thank Tom Kim, PhD Candidate, UMD for helping with data analysis.
The demographic compilation of the sample is the following – age at the time of enrollment ranges from 22 to 62, marital status – single – 30%, 17% married, 2% separated, 51% unknown; gender 41% male, 56%female, 3% unknown).
Based on UMUC’s student population data and finding of the first study the assumption is our students are experiencing multiple goal conflict. The research questions were focused around what drives people’s motivations to proceed with certain goal vs. another, how do people adjust their behavior based on their prior performance, how do people learn to adjust their behavior?
Data analysis centered around examining the effects of the number of enrolled credits and GPA in previous semester (as well as cumulative measure of these variables starting from the enrollment date) on students’ decisions to enroll in classes in the current semester and their acquired GPA.
Results
The logistic regression was conducted to test whether GPA, enrolled credit, and completed credit (enrolled credit less the classes from which a student has withdrawn) at the first semester of the program can predict completion of the program in four years. Only 76 of 300 students (25.33%) successfully completed their program by 2012 spring semester. When three predictors – GPA at the end of the first semester, number of enrolled credits and number of completed credits are considered together, they can predict whether students can complete the program in four years or not (χ2 (3) = 35.808, p < .001). Interesting gender interaction was noted - the effect of GPA at the first semester was a significant predictor of school completion for female students, but not for male students.
Number of credits that students are enrolled in each semester was used as a proxy for motivation. The analysis of influence of prior performance on the number of classes one decided to enroll in the following semester showed that enrolled credit and completed credit in previous semester can predict the credit hour enrollment in the current semester. (R2 = .297, F (5, 1028) = 87.013, p < 0.001) However there is no effect of cumulative GPA and cumulative credit until previous semester which suggests that there is no adjustment of behavior occurs.
GPA at each semester is used as proxy for success. Each semester GPA can be predicted by GPA, enrolled and completed credits previous semester, cumulative GPA, cumulative credit, and enrolled credit at a current semester. The overall model was statistically significant (R2 = 0.179, F (6, 954) = 34.643, p < 0.001). In addition, a significant positive effect of Cumulative GPA (b4 = .469, t = 7.222, p < .001) and a negative effect of enrolled credit at semester t (b6 = - .057, t = - 3.765, p < .001) on GPA at semester t were observed. These results confirm that previous performance in the program is predictive of student’s current performance; also high number of credits taken in the semester negatively affects GPA.
Discussion and Implications
The analysis showed that first semester performance is predictive of program’s completion in four years; this result is only pronounced for female students. More research is needed to look into gender interaction here, however this might mean that there need to pay an additional attention and support for students during the first crucial semester; maybe special advising, peer mentoring etc.
Also the data shows that number of enrolled credits, completed credits and cumulative credits at previous semester positively predict enrollment of the following semester. This suggests that students maintain the level of motivation throughout their academic program based on their performance in previous semester. In addition, the motivation increases as students approach the goal completion, i.e. number of credits taken increase towards the end of the program. This finding is consistent with prior literature. However, prior GPA does not affect enrollment choices for the next semester. This means that students do not adjust their behavior after unsuccessful performance i.e. they do not reduce their load. This finding calls for special outreach by advisors or academic programs to encourage students decrease the load if prior performance is not optimal.
In addition, the analysis revealed that cumulative GPA positively predicts and number of enrolled credits in current semester negatively predicts GPA at current semester. This was qualified by significant interaction between these variables. So students who are not very successful academically are likely to register in too many credits. As discussed above, since students don’t adjust their behavior based on past performance, the students who are not successful academically, may be overestimating their ability to perform in following courses without the credit load adjustment
Anatomy of corporate decline: A symbolic interactionism approach to the manager's observations, understanding, and response
No full textThe purpose of this research is to analyze the process of corporate decline, with emphasis on the inception of decline, to develop an anatomy, including a definition of organizational decline, to identify decline precursors that may be observed, and to identify the decision-making apparatus associated with organizational decline.Ronald J. Buikema
Dissertation Committee:
Sharon Hadary, Ph.D.
Dennis Winters, Ph.D.
Fall 2012
Anatomy of Corporate Decline: A Symbolic InteractionismApproach to the Manager's Observations, Understanding, and Response 1
Purpose and Scope of Research
Analyze the process of corporate decline
Emphasis on the inception of decline
Develop an anatomy, including a definition of organizational decline
Identify decline precursors that may be observed
Identify the decision-making apparatus associated with organizational decline
Based on findings, develop a formula for the propensity of decline
Based on the time derivative, assess the relationship of decision-making to organizational decline
Scope: Qualitative empirical descriptive study (1980 – present)Personal Reasons for Research Topic
Linear progression of professional experience (military officer, venture capital funded small business, Fortune 500 business, university affiliated research center) and academic interest, which has consistently focused on the distinction between which companies succeed, which companies fail, how they know, and when they know.
Potential long-term interest in pursuing organizational decline as a field of expertise for a management consultancy or post-doctoral studyImportance to Management Practice
1. Explains gaps in current research, identifies patterns previously not seen or understood.
2. Provides context and a framework based on the synthesization of existing literature.
3. Provides information that may be used to derive or revise management or organizational theory.
4. Provides tools and/or formulas that may be used by practitioners to detect the onset of decline or gauge the firm's propensity for decline.
5. Adds clarity to the types of actions that are effective, and the time required, in countering the effects of decline.Line of Argument
Responding to decline requires an observation of events and understanding of what those events mean.
Organizational culture plays a key role in the onset, awareness, reaction, and potential recovery from decline.
Organizational decline is not the result solely of internal or external factors impacting the firm, but also based on the means that the firm has to respond to these impacts.Most Important Theoretical Frameworks
1.
Symbolic Interactionism Theory (Charon, 1989; Denzin, 1992)
2.
Communication Theory (an amalgam of several associated theories, focused on transaction theory) (Anderson, 1996; Craig, 1999)
3.
Boyd Theory (Grant, 2005)
4.
Organization Theory (Hatch, 2006)Research Question
How do corporations know that they are encountering organizational decline? a. How and when can the precursors (indicators) of decline be identified? What does decline "'look" like? How do management theorists currently recognize the beginnings of systemic decline? b. Are there common characteristics generally shared by corporate entities facing decline? c. What does management do when they understand that the corporation is in decline? How does the decision-making apparatus of the corporation analyze, decide, and respond to decline?Research Propositions
Formula for the Propensity of Decline
Where:
Cc = Corporate capacity
Cr = Corporate resources
DM = Decision making
F = Friction
(i) = Internal
(e) = External
Primary Practitioner Scenario
Each year, corporations of all sizes, sectors, and abilities face the throes of failure because they do not recognize the indicators of decline, do not understand how to respond, underestimate the impact of friction from internal or external sources, while over-estimating their ability (and time) to respond effectively.
This research provides insight for the practitioner regarding how to identify the signs of decline, how to analyze, decide, and act in order to mitigate or obviate its effects, returning the firm to stability and growth.Main Literature Themes & Authors
1.
Definition of organizational decline (Cameron, Kim, & Whetten, 1987).
New definition established, based on understanding garnered over the past 25 years of research:
Organizational decline is an atypical state in time when the firm's ability to cope and accomplish its mission, based on corporate resources, corporate capacity, and decision-making are effectively overwhelmed by internal or external friction which, if not effectively countered prior to the culminating point of friction's effects, will result in termination of the current entity.
2.
Resources of the firm (D’Aveni, 1987, 1989, 1990)
Associated with understanding of firm coping mechanisms of corporate capacity, corporate resources, & decision-making
3.
Culture of the Firm (Schein, 2003, 2004, 2007, 2009)
Impacts the ability of the firm to see, analyze, and respond to declineWarrants
Data: Internal or external frictional events impacting the firm may be observed; and
These events are associated and countered by the firm’s corporate capacity, corporate resources, and decision-making apparatus.
Warrant: Firms generally lack the processes and resources to effectively observe, understand, and respond to friction in a timely manner, reacting only after the onset of decline has occurred.
Claim: Firms that effectively observe the indications of friction prior to the onset of decline improve their ability to mitigate or obviate its effects.Conceptual Framework
Conceptual Framework, Anatomy of Organizational Decline
Symbolic Interactionism Theory (SI)
Communication Theory (CT)
Precursors of Decline
Decision Making
Corporate Resources
Corporate Capacity
Theoretical Basis
Empirical Research
Research Outcome
Model of Organizational Decline
New/revised definitions
Initial Outcomes
Identification of Precursors/
Observables
Independent Variables
Introduction of Tempo
Analysis of Causal Linkages
Recommendations for Further Research & Study Conclusions
1.
A firm’s propensity for decline is related to the means of corporate capacity, corporate resources, and decision-making to effectively respond to friction that may originate from internal or external sources, leading to the onset of decline.
2.
Early identification of the indications of decline provide increased opportunities for the firm to assess and effectively counter the effects of decline.
3.
Time from the onset of decline to the culminating point must be compared to the time required to observe, assess, decide, and act in response to the friction.
4.
Once decline is understood to be occurring, the firm’s means to effectively communicate, based on organizational culture and established processes, is key to effectively responding and mitigating
Managing collaboration in multisite social service organizations: A model for sustainable change
No full textThe purpose of this study is to explore if by using a collaborative decision making model, social service non-profit organizations with multiple sites will be more effective in implementing sustainable change and therefore more effective in providing services that are responsive to their community.
The research focuses on social service nonprofit organizations with multiple to reporting to a central office.Reynard Eaglin, Jr.
Dissertation Committee:
Sharon Hadary, DBA
Dennis Winters, PhD
Fall 2012
Managing Collaboration in Multisite Social Service Organizations: A Model for Sustainable Change
1 Purpose and Scope of Research
The purpose of this study is to explore if by using a collaborative decision making model, social service non-profit organizations with multiple sites will be more effective in implementing sustainable change and therefore more effective in providing services that are responsive to their community.
The research focuses on social service nonprofit organizations with multiple to reporting to a central office.
2 Personal Reasons for Research Topic
The researcher has professional experience as a volunteer and as a professional nonprofit middle manager working in multisite nonprofit organizations. As a mediator and negotiator responsible for bridging the gap between organizational leaders and culturally diverse stakeholders in various communities, he has had to explore the use of collaboration to find common ground for those on the receiving end of change and the leaders delegating change initiatives. As a result, he is interested in the use of collaboration to improve change processes in multisite social service organizations.
3 Importance to Management Practice
The significance of this research to field of management, specifically change management in multisite social service organizations, is that it addresses a need for sustainable change in multisite nonprofits. The study develops a model, whereby social service nonprofits can be more successful in responding to the rapidly changing needs of their communities.
4 Line of Argument
For multi-site nonprofit organizations to achieve sustainable change successfully, leadership and stakeholders must not only understand the importance of collaborating for successful change, but also develop the skills and the commitment to work collaboratively.
5 Most Important Theoretical Frameworks
Lewin’s Three-stage change model: involves “unfreezing” (overcoming organizational or cognitive inertia), “changing” (actually implementing the organizational changes or changes in consumer behavior), and then “refreezing” (which involves institutionalizing and reinforcing the changes made in the previous step) (Lewin’s 1951).
Collaboration Continuum: provides the skills in each of the stages leading to collaboration (Kagan, 1991; Mattessich, Murray-Close, Monsey, & Wilder Research Center, 2001)
System Theory: continuous process by which organizations learn new patterns of thinking and manipulate pieces of the whole to create new complementary systems (Senge’s 2006)
6 Research Question
How does the use of collaboration strengthen programmatic change in social service nonprofit organizations, specifically, organizations with multiple locations?
7 Research Propositions
Proposition 1:
Successful programmatic change in multisite social service organizations is improved by the use of collaboration.
Proposition 2:
The responsiveness of the multisite social service nonprofit to the individual community sites is improved with the use of a collaborative change model.
8 Primary Practitioner Scenario
A middle manager for a social service nonprofit organization with multiple sites located in a geographically diverse region has difficulty getting multiple sites to adopt change emanating from the central office.
The concern of the local site managers was that the vision for change (e.g., program implementation) is not always a “one size fits all” or “cookbook” approach. Therefore, programmatic change is more successful when a collaborative decision making and change process is present.
9 Main Literature Themes & Authors
Change Management
(Cunningham and Kempling, 2009; Furst and Cable, 2008; Grossman and Rangan 1991; Kohm & La Piana; Mento, Jones, Dirnodorfer, 2002; Kotter and Rathgeber, 2005; Lewin, 1951; Medley and Akan, 2008; Senge, 1996; Strauss, 2002 Weick and Quinn, 1999; Van de Ven and Sun, 2011)
Collaboration
(Amey, 2010; Bartunek, Foster-Fishman, and Keys, 1996; Eschenfelder, 2010; Ferguson, 2004; Gray, 1989; Head, 2008; Kagan,1991; Longoria, 2005; Rogers, 2009; Sawyer, 2007, Stone, 2004; Tsasis, 2009; Mattessich, Murray-Close, and Monsey, 2001; Winer and Ray,1994)
10 Warrants
Successful change initiatives in multisite social service organizations are best achieved with the use of collaboration.
Collaboration makes the process of change work better.
Multisite social service nonprofits can improve their responsiveness to the community with the use of a collaborative change model.
11 Conceptual Framework
12
•Unfreeze current condition
•Identify new methods or systems
Lewin’s Change Model –Phases
(I & II)
•Modern organizations experience rapid change and therefore must remain flexible
Peter Vaill’s Permanent White Water
•New organizational systems are continuously created to adjust to the rapid and ever changing modern organization.
Senge’s System Theory
Scholar-Practitioner Change Process Leveraging Collaboration
Collaboration used during a change process applied to a multisite social service organization
Collaboration
•Trusting
•Well-defined roles
•Desired state of working together
Cooperation
•Forming
•Open Discussion
•Alignment of Mission & Goals
Coordination
•Planning
•Division of Roles
•Shared Resources
OBJECTIVE:
Use of Collaboration to Improve Change
OUTCOMES:
1.Maximize Resources (skills, knowledge, and services to clients)
2.Diversity solutions
3.Opportunity to examine processes and systems from different perspectives based on previous experience
4.Leveraging lessons learned Conclusions
Collaboration, when used appropriately, improves sustainable change initiatives in social service organizations.
Leveraging resources through the use of collaboration in social service organizations is an effective problem solving strategy .
Multisite social service nonprofits can work collaboratively through a change process when leaders develop skills in collaboration.
1
Women in educational leadership: An exploratory study of the lack of women in educational leadership and what can be done to increase the number of women presidents at four-year institutions
No full textThis paper examines the disparity in the number of women leading four-year institutions in comparison to men and what can be done to increase the number. Throughout the past two decades there has been a shift in the academic leadership paradigm, resulting in an increased number of women being appointed president or chancellor of four year institutions. Despite the progress in the representation of women in the higher rungs of leadership, there are obstacles that need to be overcome if further progress is to occur. Grounded in previous research, this paper explores the benefits to having women in leadership positions, the factors that may hinder their advancement to leadership positions, and what can be done to assist women in their movement though the pipeline and hierarchy. Based on the review and assessment of literature related to the topics of women in leadership and educational leadership, a conceptual model is developed that identifies what women can do to overcome the obstacles hindering their advancement to positions in upper leadership, particularly of university president.WOMEN IN EDUCATIONAL LEADERSHIP: AN EXPLORATORY STUDY OF THE LACK OF WOMEN IN EDUCATIONAL LEADERSHIP AND WHAT CAN BE DONE TO INCREASE THE NUMBER OF WOMEN PRESIDENTS AT FOUR-YEAR INSTITUTIONS.
By
Michelene Desroches Dean.
A Thesis
Submitted to the
Graduate Faculty of the University
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree
of
Doctor of Management
Advisory Committee:
DMGT 892
Dr. James P. Gelatt
Dr. Kathleen Edwards
DMGT 881
Dr. James P. Gelatt
DMGT 890
Dr. James P. Gelatt
Dr. Rana Khan
Dr. Irmak Renda-Tanali
December 13, 2010 1
ABSTRACT
Title of Dissertation:
WOMEN IN EDUCATIONAL LEADERSHIP: AN EXPLORATORY STUDY OF THE LACK OF WOMEN IN EDUCATIONAL LEADERSHIP AND WHAT CAN BE DONE TO INCREASE THE NUMBER OF WOMEN PRESIDENTS AT FOUR-YEAR INSTITUTIONS.
Michelene Desroches Dean
Dissertation Directed By:
Dr. James P. Gelatt, Graduate School of Management and Technology, University of Maryland University College
This paper examines the disparity in the number of women leading four-year institutions in comparison to men and what can be done to increase the number. Throughout the past two decades there has been a shift in the academic leadership paradigm, resulting in an increased number of women being appointed president or chancellor of four year institutions. Despite the progress in the representation of women in the higher rungs of leadership, there are obstacles that need to be overcome if further progress is to occur. Grounded in previous research, this paper explores the benefits to having women in leadership positions, the factors that may hinder their advancement to leadership positions, and what can be done to assist women in their movement through the pipeline and hierarchy. Based on the review and assessment of literature related to the topics of women in leadership and educational leadership, a conceptual model is developed that identifies what women can do to overcome the obstacles hindering their advancement to positions in upper leadership, particularly of university president. 2
Copyright © by
Michelene Desroches Dean
All rights reserved 3
ACKNOWLEDGEMENTS
To date, this is one of the greatest endeavors I have ever undertaken. To say that I did this alone would be a great disservice to my advisors, family, cohort, friends and associates. I could not have undertaken this project alone and I am grateful to the many people who have made this journey a reality. First and foremost, I would like to thank my dissertation chair, Dr. Gelatt, for his patience, understanding, feedback, and time. Without his support and commitment I would not have gotten to this point. I would also like to thank my committee members-Dr. Rana Khan, Dr. Irmak Renda-Tanali, and Dr. Kathleen Edwards, as well as my external panelists-Dr. Linda Carli and Dr. Nancy Gentry-Glenn, for their invaluable feedback and insight throughout this process. I am honored to have had the opportunity to interact with each and every one of them and I am inspired by their insight and wisdom.
I also would like to express my heartfelt thanks to my family and friends. I would like to give special thanks to my mother, Ixlene Dufrene, for her continued love, encouragement, and support of my education. I would also like to thank my son, Donovan, for giving me the final push I needed to complete this project, and my beloved grandmother, Anne Bertha Dufrene, for instilling in me a strong faith in God and an undying thirst for education. Although she is no longer physically here to see me finally become a doctor, as I once told her I would become, I know she is here with me in spirit. Finally, I would like to acknowledge my peers, my cohort. We started on this journey together and were determined to finish together. We lost some members along the way, however I am blessed to have met them all and have had their support, encouragement, and camaraderie throughout this process.
4
Table of Contents
List of Figures and Tables ...........................................................................................................5
List of Abbreviations..................................................................................................................6
Chapter 1: Introduction ...............................................................................................................7
Statement of the Problem ........................................................................................................7
Overview ...............................................................................................................................7
Research Methodology .......................................................................................................... 11
Key Terms ............................................................................................................................ 11
Purpose of the Study ............................................................................................................. 12
Significance of the Study ....................................................................................................... 12
Summary ............................................................................................................................... 13
Organization of the Dissertation ............................................................................................ 14
Chapter 2: Literature Review..................................................................................................... 15
Introduction ........................................................................................................................... 15
Women in Educational Leadership ........................................................................................ 15
Gender and Leadership: The Benefits of having Women in Leadership ................................. 23
Women as Leaders: Barriers to Career Advancement ............................................................ 25
Moving Towards a Promotion: Factors Affecting Career Advancement ................................. 33
Networking ....................................................................................................................... 35
Mentoring......................................................................................................................... 39
Human and Social Capital ................................................................................................. 42
Summary ............................................................................................................................... 43
Chapter 3: Analysis and Discussion........................................................................................... 45
Introduction ........................................................................................................................... 45
Analysis ............................................................................................................................... 45
Conceptual Diagram .............................................................................................................. 49
Summary ............................................................................................................................... 52
Chapter 4: Conclusion ............................................................................................................... 55
Analysis and Implications of Trends ...................................................................................... 55
Limitations ............................................................................................................................ 58
Implication for Management Practice .................................................................................... 59
Future Research Agendas ...................................................................................................... 60
Summary ............................................................................................................................... 62
Appendices ............................................................................................................................... 64
Appendix A. Electronic Mail Soliciting Expert Assistance (Version 1) .................................. 65
Appendix B. Electronic Mail Soliciting Expert Assistance (Version 2) .................................. 66
Appendix C. University Letter to Experts .............................................................................. 67
Appendix D. Evaluation Form ............................................................................................... 68
Appendix E. Expert Panel ..................................................................................................... 69
References ............................................................................................................................... 70
5
List of Figures and Tables
Figure 1. Factors affecting the career advancement of women seeking the positions of
university president.
Table 1. Percentage of women presidents based on the institutions‘ highest degree
conferred. 6
List of Abbreviations
AASA American Association of School Administrators
ACE American Council of Education
DBA Doctor of Business Administration
ESF European Social Fund
HRD Human Resource Development
IMD Institute for Management Development
MLQ Multi-factor Leadership Measure
OCM Organizational Career Mobility
PhD Doctor of Philosophy
RiE Returners into Enterprise 7
Chapter 1: Introduction
Statement of the Problem
For years, two-year colleges were where most women college presidents were to be found (Arnold, 2008; Cook, 2007). Although there were women leading four-year institutions, the numbers were few. Throughout the past two decades, there has been a shift in the academic leadership paradigm resulting in an increased number of women being appointed president or chancellor of four-year institutions. While overall this increase has been subtle, some high profile appointments, such as that of Drew Gilpin Faust at Harvard, have brought media attention to and scholarly interest in the study of women leaders (Keegan, 2007).
Although there has been progress in the representation of women in the higher rungs of leadership, there are obstacles that need to be overcome if further advancement is to occur. As such, this study seeks to identify the benefits to having women in educational leadership, the obstacles faced by women aspiring to leadership roles, and the crucial variables that are essential to helping in the promotion of women to positions of upper management and leadership.
Overview
Throughout history women have been an integral part of the work place. From supporting and entry level positions to middle management, and now upper management, women have held positions in all strata of management. Yet, they have had to transcend obstacles and preconceptions which dictated what society perceives to be the role of women in business and the typical belief of how managers should look (Ashforth & Mael, 1989; Cortis & Cassar, 2005; Fagenson, 1993; Weyer, 2007). Still such perceptions, beliefs and other factors continue to play a role in the advancement and mobility of women in leadership and management (Fagenson, 8
1993; Owens, Scherer, Sincoff & Cordano, 2003; Taehong, 1999; Weyer, 2007; Wirth, 1998). A review of the trends of the past decade indicates that although more women hold management positions than at any other time in history, few have made the breakthrough to upper levels of management and leadership (United States Bureau of Labor Statistics, 2007).
In spite of the fact that gender inequalities continue to exist across various sectors, today the barriers, which also exist in the business and political world, are not as difficult to overcome as they once were (Wolfman, 2007). For example, a focus solely on the past few years in the United States shows women making strides in leadership positions that were once dominated by men. Nancy Pelosi became the first woman to be named the speaker of the United States House of Representatives; Sarah Palin became the first woman to govern the state of Alaska as well as be selected as the Republican Party‘s vice-presidential nominee; and Ann Dunwoody was appointed the first female four-star general in the United States Army (Hames, 2008; National Federation of Republican Women, 2009; U.S. Government, 2008). In addition to the increased presence of women in political roles, there has recently been an increase in the number of female leaders in high profile positions in other domains, including academia. Despite these great strides and achievements by women, there continues to be a need for research to help us understand the contributions and roles of women in various sectors in order to get a comprehensive perspective of women leaders.
Interestingly, as the number of women in management increased, so has the amount of research and studies on women in management. In the past few years, there has been a host of research studies conducted on women‘s access to upper managerial positions, the differences between the leadership styles of men and women, behavior and capabilities of men and women managers, and the various barriers that exist between women managers and positions of higher 9
authority (Cohen & Huffman, 2007; O‘Neil, Hopkins & Bilimoria, 2008; Schein, 2007). Nevertheless, among the studies of women in management and leadership is a lack of research addressing women as university presidents or chancellors; the nomenclature varies depending on the institution. Additionally, literature in the management field tends to be based on studies that primarily involve men or male norms (Fagenson, 1993; Martin, 2008; Nidiffer, 2001). When the viewpoints of women are included in the research, often these viewpoints are from a small portion of the population which usually consists of highly educated, middle class, white women who are highly successful executives, professionals or managers (Fagenson, 1993; O‘Neil et al., 2008). These studies are expressed as generalizations by the authors, which in turn allow the readers to believe the findings can be applied universally, when they should not be (Fagenson, 1993, Nidiffer, 2001).
Over the past two decades the number of women in management, professional and related occupations in the United States has increased from 33% to 50%, indicating a narrowing of the long-established gender gap in the management field (Catalyst Inc., 2008; Cohen & Huffman, 2007). However, the percentage of women in upper management and executive positions compared with the number of women in the workforce do not correlate. According to the United States Bureau of Labor Statistics for 2006, out of 1,689 chief executives in the management and professional related occupations, only 23.4 percent were females (U.S. Bureau of Labor Statistics, 2007).
Similarly, in the United States, women comprise 57 percent of college undergraduates and earn the majority of the doctoral degrees granted to U.S. citizens (Touchton, Musil & Campbell, 2008). In education programs, women represent 80% of the students at the master‘s level and 64% at the doctoral level (King, 2006). In traditionally male dominated fields, such as 10
medicine and health science professions, women represent 51% of enrollees in medicine and 53% of other health science professional programs (King, 2006). While the number of women presidents at four-year institutions has increased between 1986 and the present, 2010, only 23% of university chancellors and presidents at bachelor‘s degree granting institutions were female as of 2006 (Cook, 2007). Table 1 indicates the percentage of women presidents based on the highest degree conferred by the institutions. Not only is this disparity in the number of women leading universities not in line with the numbers of women earning doctoral degrees, which is often a prerequisite for the position of university president, it also fails to be reflective of the constituents the universities serve (Eckel & King, 2004). Assuming that the women who are currently in the educational pipeline aspire to become university presidents and that the number of women in educational leadership should be representative of the above mentioned statistics, this study seeks to answer the following questions:
What are the benefits of having (more) women in leadership positions?
What challenges are faced by women seeking leadership positions?
What are some strategies that can contribute to the advancement of women seeking career progression?
Table 1. Percentage of women presidents by the institutions‘ highest degree conferred 1986 1998 2006
Doctoral 3.85% 13.2% 13.8% Master‘s 10.0% 18.7% 21.5% Bachelor‘s 16.1% 20.4% 23.2% Associate 7.9% 22.4% 28.8% Specialized 6.6% 14.8% 16.6%
Source: American Council on Education (2007) 11
Research Methodology
The research methodology employed in this study is explanatory in nature and involves a content analysis of the literature. This includes examining articles and studies on women in management and women in educational leadership. The output of the literature review will result in the research propositions, development of a conceptual model and general assumptions. Evidence for this study comes from multiple sources including published management research and feedback from external content practitioner experts on the conceptual model, and follow-up interviews with those experts. Refinement of the conceptual model will be a result of the assessment of the literature and feedback received from the panel of external content practitioners.
Key Terms
According to the U.S. Census bureau (2000), gender refers to the identification of self as either male or female. It refers to the social difference between masculinity and femininity (Krüger, 2008). Gender is often used interchangeably with the term ―sex‖ which is based on biological and physical differences that form the categories ‗male‘ and ‗female‘.
Roos, Roos and Dragonetti (1997) define human capital as the value generated through the investment in increasing one‘s skills, knowledge, talent, and know how. It can be the knowledge, skills, competencies, and other attributes that are embodied in individuals that are relevant to a particular field or profession. For the purpose of this study, human capital includes education, training, skills, and work experience (Metz and Tharenou, 2001).
Leadership is a relative term which can be defined as a process where a group of individuals are influenced to achieve a common goal by an individual (Northouse, 2007). Similarly, Yukl (2006) defines it as ―the process of influencing others to understand and agree 12
about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared individual objectives‖ (p. 8).
Another term, which will be used in this study, is pipeline. Pipeline is a term that refers to the process of training a group, for instance women, to move ahead and eventually get to their desired goal. A decrease in the number of representatives in the group at each successive stage is referred to as ‗the Pipeline phenomenon‘ or ‗leaky pipeline‘.
Social identity is the self-classification and connection to a particular membership group, such as sex, race and nationality (Ely, 1994). For the purpose of this paper, the particular membership group is gender, specifically women.
Purpose of the Study
The purpose of this paper is to explore the benefits of having more women in the upper echelons of higher education leadership, the challenges faced by women seeking leadership roles, and what can be done to help women seeking to progress in career advancement. The focus of this study is on the factors that will help the women who are on the path of the university presidency stay within the pipeline and increase the number of women leading four-year institutions. Upon conducting a review of the literature on this and related themes, a conceptual model will be developed that identifies the variables that can facilitate the upward mobility of women.
Significance of the Study
There continues to be a need for research to help us understand the contributions and roles of women in various sectors. As more women take on leadership positions, it seems logical to learn about the successes of other women in these roles and the factors that contributed to their 13
development and success. It is essential for raising the awareness of the dispro
Subsidiary leadership in multinational corporations
No full textThis study focuses on subsidiary leadership in multinational corporations, i.e. leadership in offshore/remote locations, or leadership in locations away from the multinational corporation's headquarters, to address the phenomenon of the localization trend in leadership. Frenkel and Royal (1998) and Thornburg (1995) show that, currently, more and more local managers and leaders are being hired in these types of corporations. To a certain extent, the role played by these leaders can impact the overall success of their corporations, as well as the world. The study is structured mainly with three major components: 1) reviewing the management literature associated with subsidiary leadership in multinational corporations; 2) collecting and analyzing insightful inputs from experts and practitioners in multinational corporations; and 3) producing a practical multinational corporation subsidiary leadership model which can serve the need for analysis and evaluation and be utilized for decision-making.
The existing literature does not extensively cover subsidiary leadership in multinational corporations. In this study, a model is developed to address the roles played by subsidiary leadership in multinational corporations, including the selection process. As well as being used to validate managerial roles, this model can also be used to improve the decision-making process for leadership in multinational corporations.Subsidiary Leadership in Multinational Corporations 0
Subsidiary Leadership in Multinational Corporations
Tony Y. Lu
A Thesis
Submitted to the
Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree
of Doctor of Management
Dr. Bryan Booth
Dr. Jim Chen
Dr. Dennis Winters
April 7, 2011
Subsidiary Leadership in Multinational Corporations 1
Abstract
This study focuses on subsidiary leadership in multinational corporations, i.e.
leadership in offshore/remote locations, or leadership in locations away from the
multinational corporation’s headquarters, to address the phenomenon of the localization
trend in leadership. Frenkel and Royal (1998) and Thornburg (1995) show that, currently,
more and more local managers and leaders are being hired in these types of corporations.
To a certain extent, the role played by these leaders can impact the overall success of
their corporations, as well as the world. The study is structured mainly with three major
components: 1) reviewing the management literature associated with subsidiary
leadership in multinational corporations; 2) collecting and analyzing insightful inputs
from experts and practitioners in multinational corporations; and 3) producing a practical
multinational corporation subsidiary leadership model which can serve the need for
analysis and evaluation and be utilized for decision-making.
The existing literature does not extensively cover subsidiary leadership in
multinational corporations. In this study, a model is developed to address the roles played
by subsidiary leadership in multinational corporations, including the selection process. As
well as being used to validate managerial roles, this model can also be used to improve
the decision-making process for leadership in multinational corporations.
Dissertation Title: Subsidiary Leadership in Multinational Corporations
Keywords: multinational corporation leadership, trend and development of subsidiary
leadership, leadership evaluation, leadership analysis
Subsidiary Leadership in Multinational Corporations 2
Acknowledgement
First of all, I would like to thank my advisors, Dr. Bryan Booth, Dr. Jim Chen,
and Dr. Dennis Winters for all their support. I have been honored to work with them
during the past years, and without their continued support, I could not have achieved the
ultimate goal of my academic accomplishment.
I would also like to thank the all committee members for their helpful comments,
suggestions, continual support, and encouragement.
I would like to thank the industry experts and academic reviewers for their
participation in my study.
Most importantly, I would like to thank my parents, my wife Yu-Wen, my sons,
Thomas and Justin, and other family members for supporting me throughout the entire
doctoral study and for helping me get through it all.
Last, but not least, I would like to thank all others who support me endlessly. I
thank you all.
Subsidiary Leadership in Multinational Corporations 3
Table of Contents
Abstract/Dissertation Title/Keywords……………………….…….……….. 1
Acknowledgements……………………………………………….…………. 2
Table of Contents………………………………………..………………….. 3
List of Figures……………………………………………………...……….. 6
List of Tables…………………………………………………….....……….. 7
List of Appendices..…………………………………………………...…….. 8
Chapter 1: Introduction………...……………………………………………. 9
1.1 Research Background and Importance to Management………… 9
1.2 Significance of Problem and Research Question……….…..……. 14
1.3 Imperative Definitions…………………………………..………… 15
1.4 Study Procedure…………………………………….……….......... 18
1.5 Structure of this Study……………………………….……………. 20
Chapter 2: Research Propositions & Literature Review …..……………..….. 22
2.1 Research Propositions…...……………………………………….. 23
2.2 Literature Review - Concept Model Input Phase………….…..….. 26
Subsidiary Leadership in Multinational Corporations 4
Table of Contents
2.2.1 Culture…………………………………………………... 26
2.2.2 Norms…………………………………………..……… 30
2.2.3 Importance of MNC branch ……………………..…… 32
2.2.4 Strategy……………………………………………….. 34
2.3 Literature Review - Concept Model Process Phase…………..… 38
2.3.1 Various leadership types in MNC………………………… 39
2.3.2 Path-goal theory……………….....……………………. 43
2.3.3 Charismatic leadership theory…..…….……..…….…. 43
2.3.4 Chandler management theory…………………..…….. 44
2.4 Literature Review - Concept Model “Output” Phase…………… 46
Chapter 3: Analysis and Synthesis of Scholar and Practitioner Knowledge... 51
3.1 Discussion of Conceptual Model - Concept Framework………… 51
3.2 Real Cases Adapted to the Concept Model…..………………..…. 58
3.2.1 Case of expatriate leader in Central America.……...…. 59
3.2.2 Case of local subsidiary trend……………………….… 68
Subsidiary Leadership in Multinational Corporations 5
Table of Contents
3.2.3 Case of MNC norms trend.……..…………………….… 71
Chapter 4: Expert Feedback: Critical Evaluation of Feedback………..……… 77
4.1 Reviewers….………………………………………………………. 80
4.2 Review Process……….…………………………………………… 84
4.3 Outcome……………………………………………...…….…….. 85
4.3.1 Assessment - detailed review summary………………... 86
4.3.2 Assessment - general review summary…………….…... 90
Chapter 5: Relevance to Field of Management and Future Implications....….. 91
5.1 Conclusions………………………..………………..………….… 91
5.2 Academic and Managerial Implications…..…………………..… 93
5.3 Limit of the Study…………………………………….………....... 98
5.4 Further Study…………..………..………………….……………. 99
Appendix…………………………………………………..…..……..………. 103
References…………………………………………………………..……….. 118
Subsidiary Leadership in Multinational Corporations 6
List of Figures
Figure 1.1 Selected intra-and inter-regional merchandise trade flows, 2006…. 11
Figure 1.2 Shares in world merchandise exports, 2006…………………..…… 13
Figure 1.3 Flow chart of this study……………….…………………………….. 19
Figure 3.1 Filtering model for subsidiary leadership in multinational
corporations……………………………………………………….. 55
Figure 3.2 Correlation & explanations for the “filtering model for subsidiary
leadership in multinational corporations” ………………………. 56
Figure 4.1 Process of evidence-based research………..………………..…….. 78
Subsidiary Leadership in Multinational Corporations 7
List of Tables
Table 1.1 Imperative definitions……………………..……………………… 17
Table 2.1 Key significant criteria and components for concept model input
phase……………………………………………………………... 37
Table 2.2 Function, key significant criteria and components for concept
model process phase………….………….………….…………... 45
Table 4.1 List of expert reviewers with detailed comments………..………… 82
Table 4.2 List of expert reviewers with general comments………..……….… 83
Subsidiary Leadership in Multinational Corporations 8
List of Appendices
Appendix A: Review process…………………………………………..……….. 103
Appendix B: Expert evaluation template – for detail feedback…..…………….. 104
Appendix C: Expert evaluation – detail feedback on item 1………………….… 105
Appendix D: Expert evaluation – detail feedback on item 2………………….… 106
Appendix E: Expert evaluation – detail feedback on item 3………………….… 107
Appendix F: Expert evaluation – detail feedback on item 4……………………. 108
Appendix G: Expert evaluation – detail feedback on item 5…………………..…109
Appendix H: Expert evaluation – detail feedback on item 6………………….… 110
Appendix I: Expert evaluation – detail feedback on item 7……………….…… 111
Appendix J: Expert evaluation – detail feedback on item 8………………..…… 112
Appendix K: Expert evaluation – detail feedback on item 9……………….…… 113
Appendix L: Expert evaluation template – for general feedback……….……… 114
Appendix M: Expert evaluation – summarized general feedback comments…… 115
Subsidiary Leadership in Multinational Corporations 9
Chapter 1: Introduction
1.1 Research Background and Importance to Management
Our world is becoming flattened, and economic activities are less constrained by
boundaries due to advanced technology, political movements, economic evolution, and
the phenomenon of globalization and substantial development. Excellent examples can be
found in Friedman (2005), where he writes about world economy linkage, and his
statement significantly records observations of the aim of “the 10 great levers” which
have triggered our world to become more civilized and have rapidly connected global
activities. In the world of business commerce, a substantial volume of world trade
depends on a small group of organizations, namely, multinational corporations (MNC),
the largest 100 of which control about 40 percent of world trade (Scott, 2009).
Multinational corporations (MNC) have the ability to develop internationally by
establishing subsidiaries in order to gain competitive advantage (Pearce & Papanastassiou,
2006). Competitive advantage includes the following elements which leverage the total
weight of MNCs to the world of commerce:
• They have the best-made products on the market.
• They deliver superior customer service.
• They can achieve lower costs than competitors.
• They have state-of-the-art manufacturing technology.
• They can provide shorter lead times in developing and testing new products.
• They have a well-known brand name and reputation.
Subsidiary Leadership in Multinational Corporations 10
• They can offer customers more value for their money.
(Jessup & Valacich, 2006)
Further evidence of the degree of importance of MNCs to the world is provided
by the United Nations’ documented data, which confirms that some 35,000 firms have
directly invested in foreign countries. More importantly, the largest 100 of them control
about 40 percent of world trade (Scott, 2009). Figure 1.1 below was retrieved from the
World Trade Organization on International Trade Statistics (2007, April 20), and
although distance, different time zones, climatic conditions, and many other critical
aspects are still barriers to linking global economic activity, tremendous inter- and
intra-region activities are continuously developing and cannot be avoided. It is a matter of
fact that multinational corporations (MNCs) play an important role in the economic
context.
Subsidiary Leadership in Multinational Corporations 11
Figure 1.1. Selected intra-and inter-regional merchandise trade flows, retrieved from World Trade Organization, International Trade
Statistics (2007, April 20).
Subsidiary Leadership in Multinational Corporations 12
Nevertheless, in Figure 1.2 below, which was retrieved from the World Trade
Organization International Trade Statistics (2007, April 20), the red curved line on the
bottom right of the chart represents the fact that 80 percent of exporters accounted for just
10 percent of world trade. This is equivalent to saying that the remaining 20 percent are
multinational corporations in associated regions, which are significantly dominating 90
percent of the world trade volume (dotted ellipse in green). Nevertheless, the blue line on
the upper side of the same chart represents a small number of the population, which is
significantly related to world trade due to its massive volume of merchandise (Figure 1.2).
All of these phenomena are interconnected to the global activities of multinational
corporations.
Subsidiary Leadership in Multinational Corporations 13
Figure 1.2. Shares in world merchandise exports 2006, retrieved from World Trade Organization, International Trade Statistics (2007,
April 20).
Subsidiary Leadership in Multinational Corporations 14
1.2 Significance of Problem and Research Question
Decisions made by leaders of multinational corporations have a significant impact
on our world, because such corporations are so tightly linked to it. Within multinational
corporations, decisions made by leaders have a significant impact upon the world’s
economy because of the tight linkage of multinational corporations to the world. Away
from its home country of origin, a multinational corporation’s leadership plays a
significant role in shaping the company in many substantial aspects to sustain its success
in competitive marketplaces (Gupta, 1988; Hambrick & Brandon, 1988; Pfeffer &
Davis-Blake, 1986; Thomas, 1988). In addition, Moore (2006) contends that there is a
higher percentage of local-country nationals in higher management positions than there
was in the past. Therefore, it is essential to validate the trend and continuously observe
the development of the localization phenomenon, especially from the perspective of
making management decisions and operating self-diagnostics. In other words, it is critical
to identify suitable leaders, as well as being essential to re-examine existing leaders to
ascertain whether or not they have been appropriately designated for multinational
corporations at given locations around the globe.
This study will utilize relevant literature as a base, in order to collectively address
the need for a holistic approach, and more importantly, to comprehensively cover areas
which are unaddressed by existing literature. The study constructs an important phase,
bringing in selected industries’ expert practitioners, with solid practical experience, to
assist in completing the ultimate model to serve the need to evaluate and analyze the
selection of suitable leaders, as a major contribution to the field of management.
Subsidiary Leadership in Multinational Corporations 15
1.3 Imperative Definitions
All multinational corporations (MNCs) consist of a group of
geographically-isolated and goal-detached organizations which consist of headquarters in
the home country and subsidiaries which operate in various other countries (Bartlett, &
Ghoshal, 1990). According to Scott (2009), multinational corporations (MNCs) are:
“……enterprises which operate in several countries but are managed from
one (home) country. Generally, any firm or group that derives a quarter of
its revenue from operations outside of its home country is considered a
MNC, and may fall into one of the four categories: (1) multinational,
decentralized firm with strong home country presence, (2) global,
centralized firm that acquires cost advantage through centralized
production wherever cheaper resources are available, (3) international,
firm that builds on the parent firm's technology or R&D, or (4)
transnational, firm that combines the previous three approaches. According
to UN data, some 35,000 firms have direct investment in foreign countries,
and the largest 100 of them control about 40 percent of world trade” (p.50).
The headquarters (HQ) office is defined as an overseas office that executes certain
coordination and control functions on behalf of the central office in the home country
(Scott, 2009). A subsidiary is defined as a firm which is controlled by another firm
(called the parent) through the ownership of more than 50 percent of its voting stock. In
terms of an affiliate, Scott (2009) proposes that “two parties are affiliates if either party
has the power to control the other or a third party controls, or has the power to control,
Subsidiary Leadership in Multinational Corporations 16
both of them” (p.11). Harzing & Noorderhaven (2006) maintain that expatriates are all
non-local nationals, since they are from multinational corporations’ home country. Third
country nationality expatriates in addition are called inpatriates; these are managers who
are on short-term or long-term assignments to the HQ or a location which is neither the
HQ’s country nor their own country of origin.
Subsidiary Leadership in Multinational Corporations 17
Table 1.1 Imperative Definitions
Term Definition Reference
Multinational
corporations
(MNC)
Group of geographically-isolated
and goal-detached organizations,
including headquarters and
different existing national
subsidiaries
Bartlett, & Ghoshal, 1990
Headquarters (HQ)
Overseas office that executes
certain coordination and control
functions on behalf of the central
office in the home country
Scott, 2009
Subsidiary
Firm controlled by another firm
through the ownership of greater
than 50 percent of its voting stock
Scott, 2009
Affiliate
Two parties are affiliates if either
party has the power to control the
other, or a third party controls, or
has the power to control, both of
them
Scott, 2009
Expatriate
Multinational corporation’s home
country and third country nationals
Harzing & Noorderhaven, 2006
Inpatriates
Managers who have been on
short-term or long-term
assignments to the HQ or a location
which is neither the HQ country nor
their own country of origin
Harzing & Noorderhaven, 2006
Subsidiary Leadership in Multinational Corporations 18
1.4 Study Procedure
The study begins by collecting existing relevant literature and reviewing it in
order to understand the relevant criteria of success for multinational corporation
leadership. The most significant outcome of this study, the conceptual model, includes its
framework, scope, and filter-like-function modeling approach. The conceptual model will
be able to demonstrate the following functions:
1) Provide a practical analysis and recommendation for leadership selection
2) Evaluate whether or not the current existing leader was selected appropriately
The concept diagram is found in Chapter 3, and the flow chart of this study is
shown in the following Figure 1.3:
Subsidiary Leadership in Multinational Corporations 19
Figure 1.3. Flow chart of this study.
Identify study objective and scope
Relevant literature search and review
Conduct practical
experts’ reviews
Conduct academic
experts’ reviews
Collect reviewed feedback
Analyze feedback and integrate
to optimize concept model
Conclusion and suggestions
Subsidiary Leadership in Multinational Corporations 20
1.5 Structure of this Study
This study contains five sections, and a summary for each section is given below.
Chapter One outlines the research background, including the importance of the
topic, motivations, expected objectives and contributions, research project procedure, and
the structure of this study. In addition, significant terms used in this study are
well-defined to avoid any possible confusion.
Chapter Two covers the literature related to multinational corporation (MNC)
leadership and the continuous trend to develop it locally. Most importantly, the key
significant criteria a leader should have are identified to make a rigid input for evaluation
and analysis, since without these criteria being clearly identified and explained, the model
could not possibly make sense or be practically adopted.
Chapter Three presents the most critical part of this study. It includes the conceptual
idea and the design and functionality of the model conceived to evaluate and analyze
leadership selection. The conceptual model is based on a fair number of multinational
corporation leadership studies and theories and supported by a review of the opinions of
academic and practical experts to make it a realistic tool for business practice,
specifically in terms of leadership selection and re-justification.
Chapter Four mainly records the process of reviewing the procedures of the
conceptual model by selected industrial practitioners and academic experts, all of whom
have a strong theoretical background or extensive working experience in the subject area.
Most importantly, these reviewers share all of their available knowledge and insightful
Subsidiary Leadership in Multinational Corporations 21
experience around this topic and are willing to spend extra hours in the interests of the
study. Although the reviewers are briefly introduced, some of their contact information is
not disclosed in detail in the study for obvious reasons of privacy.
Chapter Five presents the study’s findings about subsidiary leadership in
multinational corporations, including a justification of the constant trend and evaluation
and selection of the leaders selected by referring to those major components. This
discussion is interconnected with the relevant management field. Suggestions and
practical implications of the results are presented for further research.
Subsidiary Leadership in Multinational Corporations 22
Chapter 2: Research Propositions & Literature Review
Multinational corporations (MNC) have the ability to develop internationally by
establishing subsidiaries in order to gain competitive advantage (Pearce & Papanastassiou,
2006). Away from its home country of origin, a multinational corporation’s leadership
plays a significant role in shaping the subsidiary company in many substantial aspects to
sustain its success in competitive marketplaces (Gupta, 1988; Hambrick & Brandon,
1988; Pfeffer & Davis
Framework for transition management of the knowledge workforce in the U.S. aerospace and defense industry
No full textScholarly literature indicates an impending shortfall of the knowledge workforce in the U.S. aerospace and defense industry, part of which is attributable to workforce attrition during disruptive organizational changes. Scholarly findings also emphasized an immediate need for developing transition management strategies for minimizing the impact of workforce attrition, and nurturing the employees' skills base. This study developed a useable change management framework for knowledge workforce transition, during disruptive program changes, in the aerospace and defense industry.
The study employed an evidence based research methodology and explored the content of a comprehensive body of scholarly work, developing and validating a set of five new propositions that outlined an integrated change management framework for knowledge workers. It was demonstrated that successful knowledge workforce transition can be achieved by applying Lewin's force-field concept to address the people, processes, and organizational culture to manage the change. As enablers of change, leaders and followers are "typed" based on their traits and their behavior modeled on the dimensions of their power and relational motivation, orientation, and regulatory focus. This study demonstrated that leader-follower alignment, which can be attained through transformational leadership processes, is the key to gaining follower alliance. Follower alliance is a measure of employees' capacity , commitment , and collaboration during an organizational transition, and is found to be essential for successful workforce transition management.
The 'integrated framework for transition management of the knowledge workforce,' developed in this study, is expected to be of great value to the U.S. aerospace and defense industry, for steering the workforce safely through disruptive organizational changes.A Framework for Transition Management of the Knowledge Workforce
in the U.S. Aerospace and Defense Industry
by
Satya Pilla
A Thesis Submitted to the
Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree
of
Doctor of Management
Dissertation Committee:
Kathleen F. Edwards, Ph.D.
James P. Gelatt, Ph.D.
July 03, 2011
2
Abstract
Scholarly literature indicates an impending shortfall of the knowledge workforce in the U.S. aerospace and defense industry, part of which is attributable to workforce attrition during disruptive organizational changes. Scholarly findings also emphasized an immediate need for developing transition management strategies for minimizing the impact of workforce attrition, and nurturing the employees‘ skills base. This study developed a useable change management framework for knowledge workforce transition, during disruptive program changes, in the aerospace and defense industry.
The study employed an evidence based research methodology and explored the content of a comprehensive body of scholarly work, developing and validating a set of five new propositions that outlined an integrated change management framework for knowledge workers. It was demonstrated that successful knowledge workforce transition can be achieved by applying Lewin‘s force-field concept to address the people, processes, and organizational culture to manage the change. As enablers of change, leaders and followers are ―typed‖ based on their traits and their behavior modeled on the dimensions of their power and relational motivation, orientation, and regulatory focus. This study demonstrated that leader-follower alignment, which can be attained through transformational leadership processes, is the key to gaining follower alliance. Follower alliance is a measure of employees‘ capacity, commitment, and collaboration during an organizational transition, and is found to be essential for successful workforce transition management.
The ‗integrated framework for transition management of the knowledge workforce,‘ developed in this study, is expected to be of great value to the U.S. aerospace and defense industry, for steering the workforce safely through disruptive organizational changes. 3
Table of Contents
Abstract .......................................................................................................................................... 2
List of Figures ................................................................................................................................ 6
List of Tables .................................................................................................................................. 6
Dedication…………………………………………………………………………………………7
Acknowledgements ......................................................................................................................... 9
Chapter 1. Introduction ................................................................................................................... 9
Statement and Significance of the Problem ................................................................................ 9
Importance to Management ...................................................................................................... 10
Background of the Study .......................................................................................................... 13
Scope of Study and Definition of Terms ................................................................................... 15
Definition of Terms ................................................................................................................... 17
Organization of the Dissertation ............................................................................................... 19
Chapter 2. Literature Review ........................................................................................................ 20
Change Management ................................................................................................................ 20
Theoretical Lens: Change Management ................................................................................... 26
Proposition 1. ........................................................................................................................ 27
Knowledge Workers .................................................................................................................. 30
Leadership and Followership .................................................................................................... 31
Leadership ............................................................................................................................. 31
Followership ......................................................................................................................... 34
Theoretical Lens: Leadership and Followership ....................................................................... 38
Proposition 2 ......................................................................................................................... 39 4
Proposition 3 ......................................................................................................................... 39
Self-Concept, Social Identity, and Leader-Follower Alignment ............................................... 40
Theoretical Lens: Self-Concept, Social Identity, and Leader-Follower Alignment .................. 44
Proposition 4……………………………………………………….………………………..45
Change Strategies……………………………………………………….…………………….45
Theoretical Lens: Change Strategies………………………………………………………….48
Proposition 5………………………………………………………………………………..48
Chapter 3. Conceptual Framework ............................................................................................... 50
Overview of the Conceptual Framework .................................................................................. 50
Graphical Analysis and Synthesis ............................................................................................. 50
Force-Field in an Episodic Organizational Change .............................................................. 50
Leader-follower Engagement for Addressing the Organizational Change ............................... 54
Leader-Follower Typology Alignment in a Change Scenario .................................................. 56
Other Factors Influencing the Model ........................................................................................ 60
Integrated Change Management Framework for Transitioning Knowledge Workforce .......... 60
Integration of Scholarship into the Framework ........................................................................ 63
Chapter 4. Methodology ............................................................................................................... 67
Evidence-based Research ......................................................................................................... 67
Evidence-based Research on the Transition Management of Knowledge Workforce .............. 69
Selection of Scholarly Literature……………………………………………………………..70
Expert Panel Support for the Evidence on the Transition Management of Knowledge Workforce ................................................................................................................................ 73
Summary of Methodology ........................................................................................................ 74 5
Chapter 5. Analysis and Discussion .............................................................................................. 76
Introduction ............................................................................................................................... 76
Findings Regarding Episodic Change Management and Force-Field ..................................... 78
Findings Regarding Leadership and Followership Types ......................................................... 79
Findings Regarding Leadership Strategies in Organizational Transformation Situations ........ 80
Alternative Points of View Pertaining to Change Management of Knowledge Workforce ..... 84
Summary of Analysis and Discussion ...................................................................................... 85
Chapter 6. Conclusions, Implications and Trends……………………………………………….86
Overall Conclusions…………………………………………………….…………………….86
Implications for Management……………………………………………….………………..88
Implications of Trends……………………………………………………….……………….90
Limitations and Areas for Future Research……………….…………………………………..93
Summary of Conclusions, Implications and Trends………………………………………….94
References .................................................................................................................................... 96
6
List of Figures
Figure 1. Force-field for transition management of the knowledge workforce in the U.S. aerospace and defense industry ..................................................................................................... 50
Figure 2. Leader-follower engagement in the transition management of the knowledge workforce...................................................................................................................................................... 55
Figure 3. Leader‘s typology model from behavioral dimensions ................................................. 57
Figure 4. Follower's typology model from behavioral dimensions .............................................. 58
Figure 5. Leader/Follower alignment. .......................................................................................... 59
Figure 6. Concept model for transitioning knowledge workforce ................................................ 60
Figure 7. Integrated change management framework for transitioning the knowledge workforce………………………………………………………………………………………...61
List of Tables
Table 1. ......................................................................................................................................... 70
Table 2. ......................................................................................................................................... 71
7
Dedication
I dedicate this dissertation to the fond memories of my father, Late Prakasa Rao Pilla, who instilled the value of education, and the joy of learning in me at an early age.
8
Acknowledgements
I would like to express my gratitude to the Boeing Company for supporting my education through the Learning Together program, and making this scholarly pursuit possible. I would like to extend my special thanks to Dr. Kathleen Edwards, and Dr. Michael Evanchik for their valuable guidance and mentoring through the journey that helped me to shape this dissertation into the final form.
I would like to extend a very special thanks to the University of Maryland University College (UMUC) and to the two individuals, whose guidance has great influence in the development of this dissertation. To Dr. John Sherlock, I thank you for providing me the insights to help me sharpen my critical thinking skills during the literature review exercises of DMGT 810, and to Mr. Robert Johnson for providing outstanding critical review of this dissertation by a cohort during DMGT 891.
I would like to extend my thanks to the Expert Panel, whose members included Dr. Brent Smith from Rice University, Dr. Sridhar Madala, from Indus Instruments, and Mr. Bo Bejmuk from NASA Johnson Space Center. Their insights have significantly enriched the content and improved the quality of this work.
I am highly thankful to my cohort group, my colleagues, and my friends, whose encouragement, support, and challenge that I got from time to time immensely helped me in this scholarly pursuit. And finally, a very special thanks to my wife Anitha, and my daughters Pratyusha and Prarthana, who have helped me through the journey in various ways. 9
Chapter 1. Introduction
Statement and Significance of the Problem
The knowledge workforce is considered the engine of growth of the new economy and the key strategic and competitive resource of today‘s organizations (Drucker, 1999; O‘Neill and Adya, 2007). According to Nonaka (1991), the capacity to generate, renew, and use knowledge constitutes an important strategic source for driving organizations towards attaining sustainable competitive advantage (Nonaka, 1991). In technologically complex industries, the tacit knowledge residing within workers is the chief asset as well as the strategic advantage for organizations. Thus, ensuring the productivity of the knowledge workforce is the greatest challenge of the twenty-first century (Drucker, 1999). In the new economy, it has become the top priority for leadership to retain the knowledge workforce and nurture its continued commitment and loyalty to the organization. This is especially the case for industries such as aerospace and defense, which deal with cutting-edge technologies and large-scale systems, with significant complexity.
The aerospace and defense industry in the U.S. has a unique and talented workforce that includes a variety of technical specialties and has the ability to build very large-scale systems (America‘s Aerospace, 2005), tackling both complex technology and highly sophisticated acquisition and product development processes (Weidenbaum, 2003). The aerospace and defense programs are essentially funded by the United States government and seemingly enjoy a stable financial platform; however, it is not uncommon to have significant changes in the program portfolio due to a variety of reasons—changing priorities in government acquisition, change in policy, and mergers and acquisitions in industry. While products, technologies, and programs can undergo major changes during these upheavals, it is the management of the knowledge 10
workforce that offers the most challenge in the areas of productivity, employee engagement, and retention of critical skills during workforce transitions (Kotnour & Bollo, 2007). Thus, it is critically important to understand the mechanics of the organizational transition process and how the knowledge workforce, consisting of the leaders and followers, responds to it. It is argued that such an understanding would facilitate the leadership to strategically shape the planning, executing, and stabilizing of the knowledge workforce during major transitions.
This study examines the leadership and followership behaviors for effective transition management of the knowledge workforce by advocating both to work in unison. In effect, this study contributes to creating an environment to nurture and retain the knowledge workforce during transitions by aligning the leadership‘s actions from the change agent perspective, as well as from the followers‘ perspective. The outcome from this paper is expected to benefit U.S. leadership strategies in the context of transitioning the knowledge workforce by providing a comprehensive change management framework for knowledge workers, which can be applied in the domestic as well as in the global arena. In effect, the outcome from the study will help in reducing workforce attrition and the loss of skills base while improving employee engagement, during organizational transitions. The study specifically focuses on the knowledge workforce in the U.S. aerospace and defense industry in the context of organizational transitions.
Importance to Management
The importance of maintaining a stable and motivated knowledge workforce in the U.S. aerospace and defense industry cannot be over emphasized. The 2001 report from the United States Commission on ―National Security in the Twenty-first Century‖ has concluded that the current U.S. need for the highest quality workforce in science, mathematics and engineering is not being met due to the low participation rate in education and research (Logsdon, 2006). The 11
Aviation Week’s workforce study in 2008 revealed that young professionals, defined as those with seven years or fewer experience, are leaving the industry voluntarily at a higher rate of 14% compared to the overall attrition rate of 10% in the aerospace and defense industry (Hedden, 2008). Also, due to the evolving complexity of knowledge work, the future projections point to the increasing need for ―deep generalists,‖ who have both breadth and depth of domain knowledge (McMasters & Cummings, 2004). As such, it is difficult to rapidly replenish the lost abilities due to workforce attrition. Given the divergence between the supply and demand of the knowledge workforce, it is argued that the current workforce attrition, if not properly mitigated, could potentially compromise the future needs of national security. Another compelling reason for nurturing a motivated skill-base of the knowledge workforce is the rising trend of U.S. exports in the aerospace and defense product lines. According to the U.S. Government Accountability Office (GAO), these exports will help the nation‘s balance of trade with foreign countries. The U.S. export of arms currently accounts for nearly 50% of all of the global arms sales. In addition, U.S. Foreign Military Sales (FMS) agreements have increased from 36 billion in 2008. The FMS deliveries have totaled about $11 billion in 2008, and they are likely to rise sharply in the coming years (Schroeder, 2009). This rising demand for U.S. exports can be met only by taking appropriate steps for growing the knowledge workforce, and nurturing the domestic skills base. Thus, it is argued that it is imperative to establish effective workforce transition management initiatives between program discontinuities to mitigate attrition and nurture a strong knowledge workforce for the U.S. aerospace and defense industry.
Despite the growth in demand for innovative products and services of aerospace and defense suppliers, the industry experienced major organizational and program disruptions in the 12
past decades. According to Weidenbaum (2003), the aerospace and defense industry in the post- Cold War era is propelled by the novelty of threats to the national security, as well as a variety of civilian-oriented business trends. These disruptions created unprecedented patterns of mergers, acquisitions, and sell-offs. In addition to these mergers and acquisitions, the new joint ventures and global partnering also contributed to the volatility in the industry (Weidenbaum, 2003). Emphasizing the need to safeguard the knowledge workforce during program disruptions and volatility, Kotnour and Bollo (2007) recommended that whenever complex program transitions occur, it is essential to roll out well thought out scenario planning, organizational roadmaps, and integrated objectives and measures. From the study on the major workforce transition occurring at the NASA Kennedy Space Center, the authors identified that the lack of systematic human resource strategy resulted in a high rate of employee attrition. This further resulted in a loss of institutional memory, loss of skills base, a decrease in quality, and employee burnout (Kotnour & Bollo, 2007). Also emphasizing the human side of workforce transitions, Tetenbaum‘s (1999) studies advocated that leadership should focus on creating an integrated culture to deal with major organizational transitions. She advocated the need for planned integration of human components during transitions by properly addressing the cultural compatibility of work groups to make the workforce transition a success.
It is argued that the transition management of knowledge workforce during major organization changes is a very important topic within the body of knowledge of management studies. This argument originates from the literature that (1) the U.S. economic growth and sustainability is shaped by its knowledge workforce (
Moving Towards More Engaging Introductions - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Moving Towards More Engaging Introductions
Susan Pollack
Instructional Support Specialist
Center for Support of Instruction
Published: May-June 2012
Category: » Online-pedagogy » Teaching-strategies
Introduction
UMUC's online classrooms open for students one week before the start of class. This pre-week is a good
time to get students acclimated to the content and structure of the course, to your teaching style and
expectations, and to the other students in the class as well as to yourself.
Students do read the biographies that are entered into the Bio section in WebTycho (accessible via the
Class Members list). However, faculty do not always update their biographies here or even add a photo
to give students some visual reference about who is leading their classroom. Additionally, not all
students enter their own information into the Bio section—especially if they were not required to do so
by a previous instructor.
A learning community works best when the people in that community know and understand the
backgrounds of the others who are also in that community. When students are asked to post
introductions in the classroom, some faculty keep this activity completely open-ended ("Please post an
introduction of yourself to share with the class."), while others ask students to share specific
information such as:
Preferred name/nickname
What they hope to gain from the course
Where they are located/time zone
Whether this is their first online course and/or first course at UMUC
What degree/certificate program they are in and why
Why they chose UMUC for their studies
Professional and/or previous educational background
The student contributions in the introductions activity will help you (and the other students) gauge
their background/interests and potential areas of need-but the responses can quickly get repetitive.
Why not spice things up by asking unusual, unexpected questions—or by having students prepare their
introductions in a completely different format? This article presents a few ideas you may wish to
employ in your pre-week teaching activities so that you can conduct a more engaging "let's get
acquainted" period with your students before you really get into teaching the content of your course.
Supplementary Background Questions
Ask students the "usual" questions about their backgrounds—but also provide opportunities for getting
to know the students on a more personal level. You might ask students to:
1. Post a picture of themselves.
2. Identify any favorite hobbies or pastimes.
3. List current and/or past pets (and their names, if desired).
4. Describe their most embarrassing moment.
Moving Towards More Engaging Introductions - DE Oracle
Complete the 5. sentence and explain: "I cannot make it throughout the day without_________."
List their favorite sport / team / music preference / movie / television show / author / electronic gadget
/ ice cream flavor.
6.
7. Share a not-well-known fact or two about themselves.
List places where they have lived or wish to live in the future, or list the states/countries they have
visited.
8.
9. Describe what they do to relax/de-stress.
10. Describe themselves as others might characterize them.
Label themselves with an adjective that begins with the same letter as the first letter of their first name
(such as "Studious Susan").
11.
Write a descriptive acrostic poem of their name (see http://www.readwritethink.org/files
/resources/interactives/acrostic/ (http://www.readwritethink.org/files/resources/interactives/acrostic/) for a
description and an example).
12.
Share their childhood dream(s), or what they wanted to be or do when they grew up. Did they achieve
those dreams?
13.
14. Link to three to five Web sites that represent their interests and explain why they selected each one.
Review the topics/themes listed in the syllabus and identify those that seem most interesting to them
and explain why.
15.
Share an "oops" technology moment (such as sending a sensitive email to the wrong person or failing
to save an electronic document in a timely fashion) and/or general technology tips (such as how files
are organized on their computers or how they survived an online class in the past).
16.
Keep in mind that some students prefer to maintain a certain level of privacy. If they are not
comfortable sharing a lot of personal information, they should not be required to do so. But the
information that all students provide should be enough so that everyone can find a
connection/similarity to at least one other person in the class.
Alternate Presentation Ideas
Instead of having students write a paragraph or two to state facts about themselves in Conferences,
there are several creative ways students can present their personal information that go beyond
attaching even a souped-up PowerPoint presentation. Be aware that the ideas presented below make
use of free technologies/applications that are external to WebTycho. If you ask your students to use
any of these tools, it is best that they use the tool simply for creating the presentation and to do so
with the "private" functionality turned on (when available); they should then copy/paste,
download/attach, or even embed the final product into a regular Conference note in the classroom,
where all the class members can have a discussion in the usual classroom space that can easily be
tracked at the faculty level. Different tools have different saving mechanisms, so it is important to
research these options more thoroughly before presenting them to your students.
With those caveats in mind, you may want to have students introduce themselves through one or more
of the following means:
Create a mind map/concept map of their different areas of interests/background. Bubbl.us
(https://bubbl.us/) , MindMeister (http://www.mindmeister.com/) , and Mindomo (http://www.mindomo.com/) ,
among others, all offer Web-based capabilities for creating mind maps. Prezi (http://prezi.com/) , a
cloud-based presentation tool, can also be used to create a mind map.
1.
Create a word cloud using a tool such as Wordle (http://www.wordle.net/) that best depicts them and
their background/interests both in terms of the descriptive words as well as the design/organization of
those words. An interesting follow-up to this task, after all the students have created and posted a
word cloud, would be to create a classroom word cloud that incorporates all the descriptions of each of
the class members.
2.
3. Create a Web cartoon/comic about one aspect of their life using a tool such as Toon Doo
Moving Towards More Engaging Introductions - DE Oracle
(http://www.toondoo.com/) , which allows users to create one-, two- or three-panel comic strips, complete
with text and speech bubbles, from a set of pre-designed characters, background images, and props.
Create an audio presentation with an avatar, such as that offered through Voki 4. (http://www.voki.com/) .
Create an animated movie using a tool such as GoAnimate (http://www.goanimate.com/) , Xtranormal
(http://www.xtranormal.com/) , or Dvolver (http://www.dvolver.com/) . (Note: Xtranormal is limited in its free
version.)
5.
Create a short animated presentation/slideshow using tools such as Animoto
(http://www.animoto.com/) or Flixtime (http://www.flixtime.com/) , which allow users to upload their own
photos, videos, or text and add sound to the mix.
6.
Create a glog (graphical blog) using a tool like Glogster (http://www.glogster.com/) , which allows users to
combine a variety of elements—including text, images, photos, audio, and video—into a media-rich
online poster.
7.
Create an interactive presentation with a tool such as VoiceThread (http://voicethread.com/) , which
allows users to embed text, images, and video and can also accept voice, text, and video comments
from viewers.
8.
These alternative presentation ideas will allow your students to demonstrate their creativity on a simple
task, and they will be anything but monotonous. However, they may take some time for your students
to create—especially for those who may be unfamiliar with the selected tool—so you may want to
consider e-mailing your students on the first day the classroom opens (or even a few days before) to
give them a heads up about this task (in addition to posting it in the classroom, such as in the syllabus,
a class announcement, or a conference note) and provide them with enough time to create their
presentations, post them during the pre-week, and allow other students (and yourself) sufficient time
to review and respond to them.
Following Up
Most of these introduction activities often should be completed in two parts: Students complete the
actual activity themselves first and then respond to other students' postings (whatever you decide is
the minimum) to jump-start conversation amongst the class members and help them get to know each
other better. Depending on the introduction activity selected, you might have students respond with a
specific goal, such as listing the first three words that come to mind when they read or watch a
particular student's introduction or even responding to at least two students: one who shares
something in common and another whose information was deemed interesting (explaining what the
commonality is or what they found interesting in the other student's introduction).
However you do manage to conduct your introductions activities, it really is important that you also
take part in them fully. If you ask students to create a mind map, for example, you should create and
post one as well. The one difference between your responses and the students' responses to others'
postings is that it is a good idea for you to respond to all introductory pieces from students to give
them a personal welcome and connection to the class. Students want to be assured that you're a real
person who is actively participating. Instructor presence during this introductory period is critical in
setting a good first impression on students. The sooner you're able to get a positive dialogue started
with each of the students, the sooner they will feel more connected to you and their online
classroom—and more motivated to stay and participate in their new learning community.
If you have additional introduction activity ideas to contribute, please share them in the Comments
section!
EDITOR'S NOTE: The references to various external resources mentioned in this article should not be
taken as an endorsement of any particular tool, technology, or company. If you are thinking of
implementing any of these tools into your course, check with your academic administrator for
suitability.
Moving Towards More Engaging Introductions - DE Oracle
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About the Author(s)
Susan began her career at UMUC in 1998 as a digital communications specialist. She joined the Center for Support of
Instruction in 2007.
With a bachelor's degree in professional writing from Carnegie Mellon University and a Master of Distance Education from
UMUC, Susan brings to the table a wealth of experience in online communications and e-learning. Her life before UMUC
included five years in the educational publishing industry at the McGraw-Hill Continuing Education Center and several years in
print publishing and editing for newspapers, a law firm, and several nonprofit organizations.
Susan considers herself a lifelong learner who is always eager to try new things. She is continually on the lookout for learner
support and communication issues, having been an online student herself. She is also an advocate of accessibility in online
learning applications.
When not at work, Susan volunteers at her children's schools in various capacities as well as for a national organization for
people with hearing loss and the Coca-Cola Scholars Foundation. She enjoys reading, taking care of the family's dogs (but not
the fish and reptiles), and playing her "new" 70-year-old baby grand piano.
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