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Open innovation strategies for overcoming small and mid-sized enterprise competitive challenges
No full textPurpose: The purpose of this dissertation is to explore how small and mid-sized enterprises (SMEs) can increase their competitiveness in the open innovation landscape during this modern age of constant change.
Scope: This dissertation evaluates the current open innovation landscape from the vantage point of SMEs. The analysis focuses on SME utilization of various open innovation strategies and the ability/inability of these strategies to assist SMEs with overcoming size-related competitive challenges (i.e., lack of resources, limited dynamic capabilities, and high risk exposure).Open Innovation Strategies for Overcoming Small and Mid-Sized Enterprise Competitive Challenges
Brent Cornell
Advisors: Dr. Dennis Winters and Dr. Sharon Hadary
Fall 2012 Purpose and Scope of Research
Purpose: The purpose of this dissertation is to explore how small and mid-sized enterprises (SMEs) can increase their competitiveness in the open innovation landscape during this modern age of constant change.
Scope: This dissertation evaluates the current open innovation landscape from the vantage point of SMEs. The analysis focuses on SME utilization of various open innovation strategies and the ability/inability of these strategies to assist SMEs with overcoming size-related competitive challenges (i.e., lack of resources, limited dynamic capabilities, and high risk exposure). Personal Reasons for Research Topic
To gain the knowledge to enable me to assist small businesses with becoming more competitive and profitable. SMEs play a significant role in economies around the globe and innovation is one of the crucial drivers in a firm’s ability to survive, compete, and prosper. This dissertation examines how SMEs can leverage open innovation strategies to increase their economic competitiveness. Importance to Management Practice
To-date, most research on open innovation has focused exclusively on large companies while neglecting the specific challenges and strategies of SMEs.
This dissertation addresses the following research gaps:
•Need for a holistic model that can illustrate strategic choices that firms can make in the open innovation environment. The dissertation author created the Holistic Model of Innovation in response to this need.
•Need for more exploration in the area of SMEs’ size-related challenges and the open innovation strategies SMEs can leverage to overcome these challenges. The dissertation author created the SME Open Innovation Challenges Model and SME Open Innovation Strategies Model in response to this need. Line of Argument
1.SMEs encounter size-related competitive challenges (i.e., lack of resources, limited dynamic capabilities, and high risk exposure).
2.Open innovation can increase an SME’s exposure to others’ complementary resources and capabilities, increase its innovation outputs, increase financial returns, and lower an SME’s risk exposure.
3.Therefore, open innovation can assist SMEs with overcoming their size-related competitive challenges. Most Important Theoretical Frameworks
Theoretical Frameworks
SME Open Innovation Challenges Model
SME Open Innovation Strategies Model Research Questions
• What does the overall innovation landscape look like? How do various types of innovations and innovation channels relate to one another? (Holistic Model of Innovation)
• What challenges do SMEs face compared to larger firms? How can SMEs overcome these primary challenges in a turbulent, competitive environment?
o How do these different types of SME challenges relate to and exacerbate one another? (SME Open Innovation Challenges Model & Proposition #1)
o Which open innovation strategies can SMEs utilize to overcome size-related challenges? (SME Open Innovation Strategies Model & Proposition #s 2 - 5) Research Propositions
Proposition 1: There is: a positive relationship between increasing an SME’s resources and enhancing its dynamic capabilities; a negative relationship between an SME’s risk exposure and its ability to obtain resources; and a negative relationship between an SME’s dynamic capabilities and its risk exposure.
Proposition 2: Collaboration open innovation strategies can increase SME innovation outputs and financial performance.
•Proposition 2a: Vertical Collaboration
•Proposition 2b: Horizontal Collaboration
•Proposition 2c: Knowledge-Intensive Collaboration
Proposition 3: Outward open innovation strategies can increase SME innovation outputs and financial performance.
Proposition 4: Inward open innovation strategies can increase SME innovation outputs and financial performance.
Proposition 5: The combination of open innovation strategies can have a greater positive impact on firm performance than the utilization of a single open innovation strategy. Primary Practitioner Scenario
A practitioner can engage in open innovation in various ways… Main Literature Themes & Authors
•Open Innovation Model – Chesbrough, Keupp, Enkel, and Gassmann
•Outward Open Innovation – Lichtenthaler and Motohashi
•Inward Open Innovation – Grönlund, Grant, and Baden-Fuller
•Open Innovation Collaboration – Poot, Faems, and Vanhaverbeke
•Networking Theory – Harryson, Almirall, and Casadesus-Masanell
•Resource-Based View – Barney, Gruber, and Grant
•Dynamic Capabilities – Teece, Pisano, Kolk, and Püümann
•Absorptive Capabilities – Huang, Rice, and Igartua
•Portfolio Theory – Ryals, Dias, and Berger
•SME Open Innovation Challenges – Lee, Bianchi, McAdam, and Habaradas
•SME Global Open Innovation – Zahra, Ucbasaran, and Newey Warrants
•Meta-synthesis confirms relationships between variables in Proposition 1 (relating to the SME Open Innovation Challenges Model).
•Meta-synthesis and meta-analysis provides support for Propositions 2-5 (relating to the SME Open Innovation Strategies Model).
Meta-Analysis Results*
* Results indicate statistically significant positive impacts of each strategy on SME performance (innovation outputs and financial performance). Analysis contains data from 34,676 SMEs in dozens of industries in 27 countries.
Meta-Analysis: Open Innovation StrategiesMean Effect SizeLowerUpperProposition 2: Collaboration (all types)0.0610.0500.072Proposition 2a: Vertical Collaboration0.1320.1130.152Proposition 2b: Horizontal Collaboration0.0800.0600.100Proposition 2c: Knowledge-Intensive Collaboration0.0530.0330.073Proposition 3: Outward Open Innovation0.1270.0790.176Proposition 4: Inward Open Innovation0.0510.0400.061Proposition 5: Open Innovation (all types)0.0820.0630.10095% Confidence IntervalConceptual Framework
Black, 24 PT Font, Times New Roman
Holistic Model of Innovation Conclusions
•All the propositions and conceptual models are supported with qualitative and quantitative evidence.
•All forms of open innovation can potentially help SMEs overcome competitive challenges and can lead to increases in innovation performance (innovation outputs and resultant financial gains).
•The overall mean effect sizes of each open innovation intervention is small, but statistically significant. However, there is a mix of positive and negative findings indicating that some SMEs benefit from these strategies, while others can be negatively impacted by them in some situations. This indicates the existence of contextual moderators.
•A curvilinear relationship is observed between SME innovation performance and all forms of open innovation, except outward innovation. This indicates that SMEs’ acquisition and collaboration costs (and inefficiencies) can potentially exceed the marginal benefits of open innovation after a certain point
Leadership in multicultural work teams
No full textThe purpose of this study is to examine common issues facing multicultural work teams and how different leadership behavior and cultural competencies can influence the resolution of these issues.Leadership in multicultural work teams
Presented by Wendy Hsing
Advisors: Dr. Michael Evanchik and Dr. Dennis Winters
Fall 2012
Purpose and Scope of the Research
•
The purpose of this study is to examine common issues facing multicultural work teams and how different leadership behavior and cultural competencies can influence the resolution of these issues.Research Questions
•
How does existing literature describe challenges faced by multicultural teams?
•What leadership behaviors can address these challenges to achieve the desired outcomes?Importance to Management
•
International Management
Management of cross-border teams
Leadership in a globalized work environment
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Multicultural Diversity in Organizations
Diversity and interactions – multicultural members
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Organizational Behavior
How leadership behavior influences multicultural work teams
Main Literature Themes
•
Leadership Trait and Behavior
Big Five Personality (Hough, 1992; Digman, 1997) expatriate cross-cultural adjustment (Costa & McCrae, 1992)
Task-oriented vs. people-oriented (Univ. of Michigan, 1940-1950; Ohio State Univ.; Harvard)
Transactional vs. transformational (Burns, 1978; Bass, 1985)
Behavioral Complexity (Hart & Quinn, 1993; Hooijberg, Hunt, & Dodge, 1997)Main Literature Themes
•
Cross-cultural Research
Global leadership, international experience, and cultural intelligence (Ang et al., 2007; Earley, Ang, & Tan, 2006)
Culturally endorsed Implicit Leadership Theory (CILT) by the GLOBE Project: charisma (House et al, 2003)
Culture (country) specific and cultural dimensions (Dorfman, 2004; Hall, 1976; Hofstede, 1980; House et al., 2003; Smith et al., 2002; Trompenaars, 1993)
• Open Systems Theory – Input-Process-OutputKey Propositions
•
Both task-oriented and people-oriented leadership are related to team effectiveness
•
Transformational and charismatic leadership is positively associated with team outcomes
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Those leaders who possess cultural intelligence are positively associated with team effectiveness
•
Leaders can facilitate a positive team culture and effective processes which in turn influence team effectiveness
Conceptual Model
•Task- and people-oriented behaviors
•Cultural intelligence
•Cultural dimensions
Input
•Task-oriented processes
•People-oriented processes
•Performance Measurement
Intervening Variables
•Task-oriented outcomes
•People-oriented outcomes
•Team culture
OutputThesis Statement
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The use of multicultural teams as a viable structure of work has made team effectiveness a prominent organizational concern within multinational corporations.
•
Leadership behavioral complexity and cultural intelligence team effectiveness
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Culture leadership and team practices
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Team practices team performanceMethodology
•
A Systematic Review
•
Expert Review Panel - subject matter experts with academic and practical experience in the field of leadership and international management to ensure relevancyFindings
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Challenges: team goal setting, role clarity, conflict management, language difference, communication, trust, technology support, task organization and logistics related to members in different time zones.
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Leaders’ cultural competencies have an impact on team outcomes.
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Both task-oriented and people-oriented skills are expected simultaneously from leaders to be effective.
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Multicultural teams not only enter with various national cultures, but also develop and produce a team culture as a small organizational culture. Implications for Management Practice
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Understanding the relationship between leadership and team performance
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Reducing leaders’ failure rate resulting from relying on technical ability only
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Improving recruitment of team leaders based on traits and cultural intelligence as well as technical and organizational skills
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Developing more effective global leaders
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Improving the organization’s performanceFuture Research Agendas
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Collective leadership in multicultural teams
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Innovation and team effectiveness
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Team culture and identity
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Team level analysis on both intervening variables and team outcome
Project conflict: Conflict awareness and mitigation strategies to increase project success
No full textPurpose: to create a model project managers can use to help discover and mitigate the conflicts that may occur before, during and at the end of all phases of a project, and to uncover a specific skill set that, if practiced effectively, can help project managers identify, assess, and manage conflict.Project Conflict: Conflict Awareness and Mitigation Strategies to Increase Project Success
Create a model project managers can use to help discover and mitigate the conflicts that may occur before, during and at the end of all phases of a project.
Uncover a specific skill set that, if practiced effectively, can help project managers identify, assess, and manage conflict.
1.
How can Project Managers determine what conflict resolution strategies to use so that maximum effectiveness is achieved?
2.
What are the best practices a Project Manager can implement to ensure conflict is recognized?
3.
What are the characteristics of project team members who can help prevent project failure due to project team and organizational conflict?
4.
Does selection of a conflict resolution strategy by a Project Manager improve the chances of a project’s successful completion?
1.
Lobby the Project Management Institute (PMI) to consider making changes to the current methodology taught to aspiring project managers seeking the Project Management Professional certification.
2.
PMI has a relatively small section addressing conflict, which briefly explains how to combat conflict
3.
There is a brief listing of the characteristics of conflict and the general techniques used to resolve conflict
4.
Assist any organization that invests in projects to understand how conflict can negatively affect a project
5.
Serve as a guide for the competencies needed to identify and differentiate between good and bad conflict
6.
Help an organization establish project management best practices.
7.
Function as a guide for individuals thinking of entering into the project management field
•
Conflict
•
Project Team
•
Collocated
•
Virtual
•
Trust
•
Emotional Intelligence
•
Organization Structure
•
Project Phase Conflict
•
Project Manager Competencies
•
Conflict Resolution Strategies
•
Paula Caligiuri
•International Leadership
•Nicholas Clarke
•Emotional Intelligence - Projects
•Tugrul U. Daime
•Global Virtual Teams
•Daniel Goleman
•Emotional Intelligence
•Karen A. Jehn
•Conflict Management
•John D. Mayer
•Emotional Intelligence Measure
•Christina Mele
•Project Management Conflict
•Peter Salovey
•Emotional Intelligence Measure
P1: Project conflict can occur at any point of the project life cycle
P2: The level of project conflict can be managed so that it does not overwhelm the project manager and project team but recognition of conflict is imperative
P3: A project manager that is a skilled at communicating verbally, written and through the use of technology will achieve success when trying to work through project conflict
P4: A project manager must adapt their conflict resolution style according to the nature of the project conflict
The success of a project requires the proper recognition, evaluation and mitigation of conflict by a project manager.
1) Broad Questions Asked
2) Research Questions
3) Assumptions
4) Article Content
5) Subject Matter Experts
6) Constructs
7) Study Evaluation
8) Limitations
1.
The findings confirm there is a direct relationship between a project manager that effectively practices emotional intelligence and the resolution of project team conflict.
2.
The findings confirm communication between the project manager and stakeholders is a determinant in the reduction and mitigation of conflict.
3.
The findings indicate that the project manager’s personal characteristics that are most helpful in conflict recognition are not experience and an extroverted personality.
4.
The findings prove conflict resolution requires many different skill sets used together to resolve conflict
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Assess and investigate project conflict first before making a resolution decision
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Recognize that the selection of the project team members is just as important as choosing a project manager
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Understand that while emotional intelligence is not a requirement it does increase the level of success a manager can have when trying to resolve interpersonal conflicts
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A project manager must be active throughout the life of a project to ensure that conflict is recognized and managed appropriately
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Conflict management strategies and emotional intelligence can be learned
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Investigation into the role Lessons Learned can play in the reduction of conflict
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Role of contingency communication planning to prevent project interruption conflicts
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Does conflict resolution success increase significantly with time?
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Investigation of stakeholder conflict resolution plan
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How do project managers with low levels of emotional intelligence succeed?
Paul William Richardson, MBA, PMP
For: The Degree of Doctor of Management
•
Focused on the overall practice of project management – not industry specific
•
Studies focused on professional participants not student
Managing organizational reward systems to increase retention: The gender factor
No full textThe purpose of this research is to: define how organizations can design their reward systems to retain valuable human capital, specifically women professionals, to identify the differences in individual goals due to gender, and to develop a theoretical model that links individual goals to retention through an organizational reward system.
The scope of this research is professional women and reward systems as a motivational tool.Managing Organizational Reward Systems to Increase Retention: The Gender Factor
Laura K. St. Claire
Advisors: Professors Winter and Hadary
Fall 2012 Purpose and Scope of Research
The purpose of this research is to:
•Define how organizations can design their reward systems to retain valuable human capital, specifically women professionals.
•Identify the differences in individual goals due to gender.
•Develop a theoretical model that links individual goals to retention through an organizational reward system.
The scope of this research is professional women and reward systems as a motivational tool.
Personal Reasons for Research Topic
As a working professional with primary caregiver responsibilities who has the freedom to design my own alternative work arrangements to accommodate the realities I face daily in integrating my personal and professional life without sacrificing either, I hope this research benefits:
1.Organizations by demonstrating that aligning reward systems with individual goals will result in effective use and retention of valuable human capital.
2.My daughters, and others like them, who hopefully will have an easier time then I did integrating personal and professional challenges.
Importance to Management Practice
•Organizations invest significant resources in identifying, developing, and rewarding valuable human capital.
•Retention of this human capital is critical to sustainable competitive advantage.
•Outdated reward systems lead to loss of valuable human capital.
Line of Argument
1.Organizational reward structures are the key to retaining valuable human capital.
2.Women play a significant, increasingly valuable, role in professional positions.
3.Current reward structures are outdated and fail to accommodate the realities employees, especially women, face daily.
4.Women and men have different goals which leads motivational tools to affect them differently.
5.Organizational reward structures must reflect these differences in order to effectively retain employees. Most Important Theoretical Frameworks
Goal setting theory (Locke & Latham, 1990)
Human capital theory (Becker & Chiswick, 1966)
Social cognitive theory (Bandura, 1986)
Research Question
What factors must organizations consider to design organizational reward systems that effectively retain valuable human capital? Research Propositions
Proposition 1: Organizational reward structures are the key to retaining valuable human capital.
Proposition 2: Women and men have different goals.
Proposition 3: Organizational rewards as a motivational tool affect men and women differently.
Primary Practitioner Scenario
It takes approximately 10 years to rise from an entry level position to a partner at a large consulting firm. In the 1980’s Deloitte & Touche began filling the pipeline with women, but in 1992 management noticed something very disturbing. Despite 10 years of entry level classes of 50 percent women, the number of women applying for partnership declined. The firm wanted to know why, not because of a diversity goal, but because they were losing valuable human capital. The answer surprised them. Women primarily left because of limited advancement opportunities; the second most common reason was exclusion from mentoring and networking opportunities; and third was work and family issues.
Source: Flynn, G. (2005). Firm’s diversity efforts even the playing field. Personnel Journal, 75(1), 56.
Main Literature Themes & Authors
Theme 1: Women professionals are valuable human capital and retaining them is important to organizations.
Sample of authors: Adler (2009); Becker & Chiswick (1966); Cook and Glass (2011); Woolley et al. (2010)
Theme 2: Men and women have different individual goals and are motivated differently by organizational reward structures.
Sample of authors: Bandura (1986); Eagley et al. (2004); Shriver & Center for American Progress (2009); Watt (2010)
Theme 3: To retain valuable professional women (thereby attaining a competitive edge), organizations must align their rewards systems to address individual employee goals.
Sample of authors: Barsh & Lee (2011); Bierema (2005); Locke & Latham (1990); Prime et al. (2012) Warrant
Data: Reward systems are used to promote valuable behavior and to increase retention; and
Valuable human capital is being lost because professional women leave to find better work environments.
Warrant: Men and women have different goals and require different kinds of reward systems to encourage retention.
Claim: Managing organizational reward systems to align with individual goals results in increased retention. Conceptual Framework Conclusions
1.All professionals value respect, recognition, and rewards.
2.Men and women have different goals and, therefore, are motivated and feel recognized by different types of rewards.
3.Organizations that take the lead in aligning organizational reward systems with individual goals reap human capital rewards
Leader readiness to engage in effective executive coaching: A self-directed learning perspective
No full textIdentify individual characteristics that suggest when an manager or executive is more likely to effectively engaging in the executive coaching process.
Determine if a “Self-Directed Learning Assessment” can indicate readiness for executive coaching.Leader Readiness to Engage in Effective Executive Coaching: A Self-Directed Learning Perspective
DJ Darnall
April 2012
[email protected]
443-570-8550 Purpose and Scope of the Research
Purpose:
•Identify individual characteristics that suggest when an manager or executive is more likely to effectively engaging in the executive coaching process.
•Determine if a “Self-Directed Learning Assessment” can indicate readiness for executive coaching.
Scope:
•Unit of Analysis: Chief Executive Officers belonging to a Vistage Group and currently engaged in Executive Coaching
•Focus: Effective executive coaching from the perspective of the client and their individual corresponding level of self directed learning readiness. Research Questions
•1) Does a capacity for self-directed learning indicate readiness of an executive coaching client to effectively engage in an executive coaching process?
•2) Does self-directed learning readiness indicate likely success in the executive coaching process?
Significance of Research
• Organizations devote high levels of resources (insert time and money figures here), therefore it should diligently consider the expectations, time spent, potential failure rates, and costs associated with executive coaching.
• Organizations using an appropriate assessment tool to determine a leader‟s level of readiness to engage in and benefit from executive coaching, will have a financial and leader development advantage by selecting leaders based on leader readiness for an executive coaching experience.
There is limited research identifying those personal characteristics predictive of an executive’s effective engagement in the executive coaching process, and there is limited research supporting the use of readiness assessment to predetermine if a potential executive coaching client is more likely to effectively engage in executive coaching.
Thesis Statement Key Executive Coaching Literature
EXECUTIVE COACHING DEFINITION
•Kilburg (1996), Judge & Cowell (1997), Orenstein (2002), Stern (2004), Feldman & Lankau (2005), Sperry (2008)- various definitions of executive coaching
EXECUTIVE COACHING GOALS
•Kilburg (1996), Wasylyshyn (2003), Jones, Rafferty & Griffin (2006), Barner & Higgins (2007): Various goals associated with executive coaching
EXECUTIVE COACHING PROCESS
•Grant & Grant (2003), Whitherspoon & White (1996), Saporito (1996), Kiel, Rimmer, Williams & Doyle (1996). Greene & Grant (2003), Natale & Diamante (2005), Lieljenstrand & Nebeker (2008)- various approaches to the executive coaching process
EXECUTIVE COACHING ENVIRONMENT
•Hall, Otazo & Hollenbeck (1999), Baron & Morin (2009), Haan, Culpin & Curd (2011): various conditions to create a conducive environment for executive coaching
EXECUTIVE COACHING BENEFITS
•Stevens (2005), Parker-Williams (2006), Turner (2006), Jones, Rafferty & Griffin (2006): Various statements of significant benefits derived from engaging in executives coaching
EXECUTIVE COACHING CLIENT CHARACTERISTICS
•Kilburg (1996), Kilburg (2001), Frisch (2005), Kombarakaran, Yang, Baker & Fernandes (2008): Various descriptions of executive coaching client characteristics. Key self-Directed Learning Literature
SELF-DIRECTED LEARNING DEFINITION
•Knowles (1975), Harrison (1978),Long (1994) as cited in Confessore & Kops (1998), Guglielmino & Guglielmino (2001), Chien (2004): Various definitions of self-directed learning
SELF-DIRECTED LEARNING GOALS
•Merriam (2001), Ellinger (2004): Broad categories of goals associated with Self-Directed learning
SELF-DIRECTED LEARNING PROCESS
•Knowles (1975) as cited in Ellinger (2004), Abbott & Dahmus (1992), Ellinger (2004), Candy (1991), Peters & Gray (2005), Thompson & Wulff (2004)- development of the self-directed learning process
SELF-DIRECTED LEARNING ENVIRONMENT
•Kops (1993) as cited in Park & Kwon (2004), Confessore & Kops (1998), Taylor (2008)- Various characteristics for fostering a conducive environment for executive coaching
SELF-DIRECTED LEARNING BENEFITS
•Harrison (1978), Guglielmino & Murdick (1997), Guglielmino & Guglielmino (2008)- Various benefits of engaging in self-directed learning
SELF–DIRECTED LEARNING CLIENT CHARACTERISTICS
•Gugliemino (1977), Harrison (1978), Tough (1979) as cited in Confessore & Kops (1998), Candy (1991) as cited in Confessore & Kops (1998), Rhee (2003), Smith, Sadler-Smith, Robertson & Wakefield (2007): Various characteristics of a self-directed learner Key Assessment Literature
READINESS ASSESSMENTS
•McCartney & Campbell (2005), Boyatzis (2008), Jones & Spooner (2006), Kiel, Rimmer, Williams & Doyle (1996), Judge & Cowell (1997), Kilburg (2001), Hall, Otazo & Hollenbeck (1999), Avolio & Hannah (2008) and Long (1999)- all contributed to the rationale for using readiness assessments.
SELF-DIRECTED LEARNING READINESS SCALE
•Guglielmino (1978), Durr, Guglielmino & Gugliemino (1996), Boyce (2004), Kandarian (2004), Connolly (2004) as cited in Guglielmino & Guglielmino (2008), Lindell (2007), and Zsiga (2007)- all contributed rationale for why the SDLRS is an appropriate readiness assessment for executive coaching. Propositions Distilled from the Literature
• Proposition 1: The construct of executive coaching is well defined, achieves focused goals, while using a structured process with specific attention given to creating a close environment, and providing specific benefits to highly motivated and engaged executives.
•Proposition 2: The construct of self-directed learning is well defined, achieves a broad spectrum of goals, while using a flexible process with attention given to creating a open environment, and providing various benefits to highly motivated and engaged learner.
•Proposition 3: The construct of executive coaching is a self-directed learning activity therefore implying a capacity for self-directed learning will influence the readiness of an executive coaching client to effectively engage in an executive coaching process.
•Proposition 4: Using the Self-Directed Learning Readiness Scale for determining an individual’s capacity for self-directed learning will assist in predetermining an executive’s readiness to effectively engage in the executive coaching process.
Conceptual Model
Conceptual Model Hypotheses
•Hypothesis 1 (H1): Leaders who voluntarily engage in the executive coaching process will tend to have higher levels of Self-Directed learning readiness.
•Hypothesis 2 (H2): Executive coaching clients with higher levels of self-directed learning readiness engage more effectively in an executive coaching process. Research Approach Findings
Demographic Data:
1)74 Executive Business Leaders 12 Female, 62 Male
2) CEO/President: 92%, Senior VP/Executive VP: 8%
3)46%: Over 10yrs, 35%: 5-10yrs, 15%:1-5yrs, 4%:<1yr.
4) Frequency- 97% engaged in Executive Coaching Once per Month
5)Duration- 74%: one- two hours, 20%: one hour
6)Reasons to engage in executive coaching with top three response being: Leading the Organization with 37%, Leading Others with 23%, and Career Development/Transition with 14%
7)Effectiveness ratings: Very Effective-26%; Effective-46%;Somewhat Effective-23%; Somewhat Ineffective-4%; Ineffective-1%
Findings - Score ranges
SDLRS Ranking Interpretation Chart with Participant Data
•If the score is between: Then a Participant‟s readiness for self-directed learning is:
•58-176 Low
•177-201 Below average
•202-226 Average (24% of the Participants scored here)
•227-251 Above average (50% of the Participants scored here)
•252-290 High (26% of the Participants scored here) Findings - Very effective coaching Findings – Effective coaching Findings - Somewhat effective coaching Implications for Management Practice
•A better understanding of self-directed learning activities and their relationship to executive coaching may lead to more effective and more individually tailored executive coaching processes.
•The use of readiness assessments may help to mitigate leadership development costs, increase the ROI, and contribute to more effective outcomes. Implications for Management Theory
•Add something here…. Future Research Agendas
•Develop a model of the executive coaching process incorporating more self directed learning activity to accommodate low level self directed learners.
•An area of research not explored in this study, but reflected in the Conceptual Model, was alternative leadership development programs. Alternative leadership development programs may benefit leaders with lower SDLRS scores by offering more structure and direction in their leadership development activities. As an example of an alternative leadership development program, mentoring is a close cousin to executive coaching and offers more direction. Research utilizing the SDLRS questionnaire to test whether there is a substantial relationship between individual score rankings and individuals effectively engaged in a mentoring program, would serve to complete the Conceptual Model contained in this research.
•Additional research using the same process used in this research, but surveying executive coaching clients who were all coached by the same executive coach may lead to more generalizable results
•Research to determine the relationship between the results of an effectiveness survey conducted on executive coaches from the perspective of their coaching clients and the coaches‟ individual SDLRS scores.
•Those professionals, who engage in the executive coaching process as an executive coach, may benefit by knowing more about their own learning style and its impact on their effectiveness as a coach. Dr. Malcolm S. Knowles developed a self assessment known as the „Personal Adult Learning Style Inventory‟. Beneficial data may result from research evaluating correlations between the results of this self-assessment administered to executive coaches and levels of coaching effectiveness perceived by their executive coaching clients. (Knowles, 1975
Role of leadership credibility and effective communication in achieving organizational change
No full textThe increase in globalization and the impact of advances in technology have altered the
environment in which organizations have to compete. The success of many organizations
depends on the preparation and ability to quickly respond to changes. The ability to successfully
implement organizational change in a constantly evolving world is an increasingly critical
component for the success of any organization. The role of top leadership and the impact of
communication are essential to the success of organizational change.
Communication is particularly critical to the successful implementation of organizational
change; however, lack of communication is also a significant reason for failure of organizational
change initiatives. Communication problems and leadership issues sometimes contribute to
unsuccessful organizational change efforts. Leadership is a phenomenon that is socially
constructed through interaction and depends greatly on perception. Leadership credibility and
integrity are consequences of the ways in which employees perceive the actions of the
leadership. Change leaders are often challenged with communicating their plans in a way that
encourages the adoption of change, sometimes leading to leadership credibility issues.
This paper focused on the relationship between the communication by organizational
leadership and the credibility of leadership in implementing organizational change. It also
examined whether there were any correlations between credibility of leadership and the extent of
the success of the implementation of the organizational change.The Role of Leadership Credibility and Effective Communication in Achieving Organizational
Change
by
Olutunde O. Babarinsa
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.
i
Abstract
The increase in globalization and the impact of advances in technology have altered the
environment in which organizations have to compete. The success of many organizations
depends on the preparation and ability to quickly respond to changes. The ability to successfully
implement organizational change in a constantly evolving world is an increasingly critical
component for the success of any organization. The role of top leadership and the impact of
communication are essential to the success of organizational change.
Communication is particularly critical to the successful implementation of organizational
change; however, lack of communication is also a significant reason for failure of organizational
change initiatives. Communication problems and leadership issues sometimes contribute to
unsuccessful organizational change efforts. Leadership is a phenomenon that is socially
constructed through interaction and depends greatly on perception. Leadership credibility and
integrity are consequences of the ways in which employees perceive the actions of the
leadership. Change leaders are often challenged with communicating their plans in a way that
encourages the adoption of change, sometimes leading to leadership credibility issues.
This paper focused on the relationship between the communication by organizational
leadership and the credibility of leadership in implementing organizational change. It also
examined whether there were any correlations between credibility of leadership and the extent of
the success of the implementation of the organizational change.
Keywords: Communication; Leadership; Leadership Credibility; Organizational Change;
Transformational Leadership; Resistance to Change.
ii
Dedication
This dissertation is dedicated to my two best friends, OAB and OOB both of whom have
been playing very important roles in my life, long before I started the DM program, and will
continue doing so till the end of time.
OAB’s love, patience and support were instrumental to the timely completion of this
program and dissertation. As young as he is, OOB served as my intellectual springboard, his
intellect and analytical mind made it a lot easier for me to weave my arguments and exploration
of management concepts into a logical and discernible paper. To both of you, I say a very big
thank you.
iii
Acknowledgement
I would like to thank the dissertation committee for challenging me intellectually, while
at the same time supporting me throughout the dissertation process. Thank you to members of
my dissertation committee, Dr. Kathleen Edwards and Dr. James Gelatt whose collective
expertise provided essential insights into the crafting and development of my dissertation.
To my Professors: Dr. Dennis Winters, Dr. Diana Watts, Dr. Yung-Chi Sung, Dr. Saad Laraqui,
Dr. Patrick W. Fitzgibbons, Dr. Thomas Mierzwa, Dr. Subash Bijlani, your expertise, mentoring
and devotion to this program is well appreciated. Thank you all.
I would also like to acknowledge and thank Dr. Charles Moses of Clark Atlanta
University, Atlanta, GA, Dr. Ivor Mitchell also of Clark Atlanta University, Atlanta, GA, and Dr.
Demo Solaru of ProviderGateway, all of whom selflessly assisted in the development of my
dissertation by acting as members of my expert panel. It will also be incongruent of me if I failed
to acknowledge and thank my colleagues (especially Ms. Gbemi Acholonu) with whom I
journeyed through the Doctor of Management Program at the University of Maryland University
College. I learned a lot from you guys and I am a better person for it. Thank you all for your
friendship.
To my friends and colleagues, Lucy Martin, Shikha Arora, Kim Fogle and Jeff Siebe I
say thanks for your support and concern. I have benefited immensely by knowing you all and
being your friend. Finally, I must also thank a personal friend, Mr. Taiwo Obe, a consummate
Nigerian journalist, who never failed to respond to my call for help, either in rephrasing a
statement, or acting as my editor, TO you are a true friend.
iv
Table of Contents
Abstract………………………………………………………………………. i
Dedication…………………………………………………………………….. ii
Acknowledgement …………………………………………………………… iii
Chapter I: Introduction……………………………………………………... 1
1.1: Statement and Significance of the Problem……………………………… 2
1.2: Research Question……………………………………………………….. 4
1.3: The Importance of the Study to Management…………………………… 5
1.4: Organization of the Dissertation…………………………………………. 6
Chapter II: Literature Review………………………………………………. 8
2.1: Critical Review and Analysis of the Literature………………………….. 8
2.1.1: Communication and Organizational Change Processes……………….. 8
2.1.2: Definition of Organizational Change…………………………………. 9
2.1.3: Some causes of Resistance to Organizational Change………………… 11
2.1.3.1: Uncertainty and Job Insecurity………………………………………. 15
2.1.4: Communication………………………………………………………… 18
2.1.4.1: Goals of Organizational Communication……………………………. 19
2.1.4.2: Communication Channels of Organizational Change……………….. 22
2.1.4.3: The Linkage between Conversation and Change……………………. 25
2.1.4.4: Narratives as a Source for Communicating Change…………………. 26
2.1.4.5: Symbols as Sources to Communicate Change……………………….. 27
2.1.4.6: Communication-Related Problems…………………………………... 28
2.1.5: Leadership……………………………………………………………… 32
2.1.5.1: Transformational Leadership………………………………………… 32
2.1.5.2: Leaders and Managers………………………………………………. 34
2.1.5.3: Importance of Leadership Credibility………………………………... 35
2.1.5.4: Benefits of Leadership Credibility…………………………………… 36
2.1.6: Discussion of Theoretical Lens………………………………………… 37
2.1.7: Research Propositions…………………………………………………. 43
Chapter III: Conceptual Framework and Propositions………………….. 46
3.1: Graphical Analysis and Synthesis……………………………………….. 46
v
3.2: Integration of Scholarship into the Framework………………………….. 48
Chapter IV: Methodology………………………………………………….. 52
4.1: Discussion of the Theory and Practice of Evidence-Based Research……. 52
4.2: Discussion of Scholarly Research Evidence…………………………….. 58
4.3: Expert Panel as Evidence or Support…………………………………….. 64
Chapter V: Analysis and Discussion……………………………………….. 66
5.1: Summary of Findings……………………………………………………. 66
5.2: Warrants in Light of Findings……………………………………………. 70
5.3: Consideration of Other Points of View…………………………………... 74
5.4: Summary………………………………………………………………… 77
Chapter VI: Conclusions, Implications and Trends………………………. 78
6.1: Conclusions…………………………………………………………….. 78
6.2: Implications for Management……………………………………………. 79
6.3: Implications of Trends…………………………………………………… 80
6.4: Limitations and Areas for Future Research…………………………….. 82
6.5: Summary……………………………………………………………….. 84
References……………………………………………………………………. 86
Appendices…………………………………………………………………… 96
Appendix A: Expert Panel……………………………………………………. 96
List of Figures
Figure 1: The S-Curve………………………………………………………… 14
Figure 2: The Conceptual Framework Model………………………………… 47
Figure 3: Web of Science Search Matrix……………………………………... 60
1
Chapter I: Introduction
Organizations are open social systems that constantly change due to complex internal and
external factors. The rapid pace of technological innovation, the emergence of a global society,
instability in the U.S., as well as the global economy, are critical factors driving the phenomenal
amount of change in modern organizations. Research has documented that ambiguity and
uncertainty are key concerns in organizations (Ashford, 1988), because they often lead to
confusion, chaos and disconnection in the workplace.
Part of the role of organizational leaders is helping employees deal with ambiguity and
uncertainty, and helping them feel more connected to organizational change initiatives. The
extent of the success of organizational change initiatives depends largely on the leaders'
credibility and their ability to communicate the change. Most of what has been written on the
relationship between leadership credibility and communication has been theoretical (Fairholm,
1994) rather than empirical. Few studies have investigated the leader-follower relationship
(Kellerman, 2007) or the relationship between leadership credibility and communication (Kouzes
& Posner, 1988), or explored the relationship between the communication of an organizational
change and leadership credibility.
Communication practices are a challenging and problematic aspect of the change process,
and organizational leaders do not often see the central role communication plays in the entire
change process (Lewis 2000a; 2000b). This study, therefore, looked at the occurrence of
leadership credibility within the context of organizational change and examined employee
perceptions of leadership credibility related to leaders' communication of organizational change.
2
1.1: Statement and Significance of the Problem
In having an effective communication strategy during organizational change, the
leadership can reduce or possibly eliminate employee resistance rooted in uncertainty,
misunderstanding, fear, misinterpretation, anxiety, stress and other adverse reactions to the
proposed changes. One of the key challenges facing organizational leadership is creating an
environment that is open to the ideas embedded in the change initiative. The environment should
also facilitate the unrestricted flow of information and ideas that can be used to influence attitude
and performance, and which may also result in increasing credibility, group understanding, trust,
and respect among the employees within the organization (Senge, Roberts, Ross, Roth & Kleiner
1999). Details of this Senge, et al. study are further explored in the Literature Review chapter.
Smith (1998) argued that a significant complaint against organizational change initiatives
is that they start with considerable pomp and pageantry, but often run out of steam and or get
mired in organization politics and inertia before they achieve the promised results. Whenever
leaders attempt to implement organizational change, and provide the reason and rationale for it,
the leadership’s credibility is always on the line with employees, customers, shareholders,
creditors, the financial community and the public at large (Barger & Kirby, 1995). As the
organization moves from a known position to an unknown one, the leadership must clarify the
benefits of the change; otherwise, employees and other stakeholders will not buy into the vision
(Kouzes & Posner, 2002; Senge, et al., 1999; Tedeschi & Lindskold, 1976).
Senge, et al., (1999) in their account of maintenance work at the U.S. Army, Harley-
Davidson, General Electric, and other organizations, found that employees and external
stakeholders alike base leadership’s credibility largely on their communication abilities and
commitment to the change initiative implemented by the organization. Leaders have to do more
3
than advocating for change: they must also exemplify the change before asking the rest of the
organization to do the same. Leadership involvement is necessary to foster and move the
experimentation along. The involvement of leadership will also help create the necessary
connections across the organization that are needed, to provide the organizational system with
information from multiple units of the organization, while also helping employees stay focused
on what must be accomplished. In initiating the change initiative, leaders will have to start by
identifying what will motivate and inspire trust among their employees.
In every organization, employees admire and want their leadership to be authentic,
competent, honest, fair, and forward-looking (Kouzes & Posner, 1987). These qualities though
obvious, are the basis of trust and the crux of the credibility of a leader. Employees want a leader
they can trust and count on, even if they do not agree with him or her all of the time, rather than a
leader whose position is always changing (Bennis, 1984).
In other cases, change can cause loss of trust in an organization which leaves employees
scared and constantly stressed and this will diminish the credibility of leadership from the
employee perspective (Caudron, 1996). Whether or not organizations can succeed in creating this
environment depends on the leadership, and the communication strategy used in explaining the
need for change, management of the reactions to change, the implementation of the process of
change, and facilitating the movement from the current position to the new situation. The extent,
to which leaders are able to do this effectively, is the extent to which they are effective and
credible.
From a social perspective, credibility develops over some period through the interactions
of various events, actions, people, situations, incidents, and related phenomenon within an
environment. The extent to which employees attribute credibility to their leaders, is a result of
4
the employees' interpretations and perceptions of the various events, actions, reactions,
incidents, situations, and other occurrences they associate with their leader within specific
events.
1.2: Research Question
As important as the issues of credibility are to the leadership, it is surprising that there is
little link between communication of an organizational change and leadership credibility. This
research attempts to fill that leadership credibility, communication and organizational change
gap by examining employee perceptions of leadership credibility and how leadership of an
organization communicates an organizational change. The main research question was:
• How does the leadership build and maintain credibility based on the communication of an
organizational change?
The sub research question is:
• How did the leadership communicate the organizational change and did the
communication aid or inhibit their credibility?
The purpose of this paper was to investigate the relationship between the leadership method of
communicating an organizational change and its credibility in implementing the change. It also
explored whether there are any correlations between credibility of management and the degree to
which implemented change was successful. The methodology for this research was the review
and analysis of secondary data. The secondary data used included but was not limited to
publications and reports of trade associations, journals and magazines, evidence-based research,
and unpublished reports prepared by research scholars.
Care was taken, however, when using secondary data, because of its inherent limitation
which includes: scope and objectives of the investigation for which the data were collected,
5
method of collection, the sample size, time and areas covered by the data, precise definitions of
the terms used, the extent of accuracy of the data and the integrity and experience of the authors
when collecting the data mainly for their own uses; these factors could have an impact on the
information obtained.
1.3: The Importance of the Study to Management
The expectation of this study was that it would provide guidance and elucidate clarity
for organizations as they contemplate the issue of communication of organizational change and
how effective communication of the change can lead to leadership credibility, which in turn
helps to either diminish resistance to change or lead to successful implementation of the change.
This study examined the extent to which the credibility of the leadership of organizations was
developed, exploited and maintained through the communication of an organizational change
initiative. The results of this study will provide new or additional insights and suggestions about
the importance of leadership credibility during implementation of organizational change.
This study also sought to gain better insight into the understanding of the phenomenon of
leadership credibility and communicating organizational change. A deeper understanding of the
variables might help improve the success of organizational changes in the future. This study
focused on change communication as a primary component of organizational change. The study
looked at the way employees perceive communication of change initiatives, and also examined
how the reception of change communication affected the acceptance of the organization’s change
initiative. The findings of this study will help increase the knowledge base in these vital areas
and show how related factors influence the acceptance of organizational change.
6
1.4: Organization of the Dissertation
This research paper is divided into six chapters, and the focus of each chapter is
summarized as follows: Chapter 1 identified the need for this study, the statement of the
problem, the significance and purpose of the study and the benefit it will provide as a resource
for academicians and practitioners. The aim was to produce a paper that will help avoid some
pitfalls that affect successful implementation of organizational change. Chapter 1 also stated the
research questions.
Chapter 2 was the literature review and provided a critical overview of the three concepts
that make up this paper: Organizational change, communication and leadership credibility. The
chapter looked at communication and organizational change processes, some causes of resistance
to organizational change such as uncertainty and job insecurity. In addition, this chapter talked
about the goals of organizational communication, communication channels, the linkage between
conversation and change and narrative as a tool for communicating change. The leadership
concept was also discussed in this chapter. The theory of transformational leadership was
reviewed, and in addition to this, a comparison between managers and leaders was undertaken.
The chapter discussed the importance and benefit of leadership credibility. The relationship
between two major theoretical lenses and the literature was discussed in this chapter. The chapter
ended with a summary.
Chapter 3 discussed the conceptual framework, where the concepts discussed in Chapter
2 were linked to arrive at a practical framework that can be a useful tool for academicians and
practitioners. Chapter 4 addressed the methodology, theory and practice of evidence-based
research as it relates to the role of leadership credibility and effective communication during
implementation of organizational change. The chapter also included discussion of the scholarly
7
research evidence relating to leadership credibility, communication and organizational change.
The role and benefit of the expert panel was also discussed.
Chapter 5 addressed the summary of results from the literature review, the discussion of
the research question in light of the findings in this paper. The chapter also discussed other
points of view. Finally, Chapter 6 discussed the overall conclusions, implications for
management, the current trends and their implications, the research limitations and areas for
future research.
8
Chapter II: Literature Review
This literature review focused on research relating to the understanding of leadership
credibility within the construct of communicating a change in an organization. There is a brief
summary of leaders and transformational leadership as opposed to managers and the intention of
the summary was to provide the contextual focus of this study within an organizational setting.
This review also emphasized a general understanding of the leadership credibility construct, the
credibility themes, the importance of leadership integrity and credibility, the benefits and
deficiencies of leadership integrity and credibility, credibility-related communication themes and
non-verbal communication related aspects of credibility. The last significant emphasis of this
review examined the literature on organizational change, resistance to change, communicating a
change, perceived problems of communicating a change, disseminating information, soliciting
input, participation i
Summary_of_the_June_8-_2012-_Meeting_of_the_Commission_on_Maryland_Cybersecurity_Innovation_and_Excellence
No full textTED-Ed_ Using and Creating Customized Educational Video Lessons - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
TED-Ed: Using and Creating Customized Educational Video Lessons
Towanda Jones
Instructional Support Specialist
Center for Support of Instruction
Published: November-December 2012
Category: » Online-pedagogy » Teaching-tools
Introduction
Many UMUC courses, such as those in the MBA program, are integrating videos in the Conferences or
Course Content area of the WebTycho classroom from online resources such as TED and YouTube. By
adding videos to the classroom, students may become more engaged with the learning material and
can learn at their own pace. In addition, faculty are able to reach a variety of learning styles as well as
use video to explain difficult concepts to students. But wouldn't it be that much more beneficial if
faculty could add short lessons around a TED or YouTube video as supplemental material to further
enhance and enrich student learning?
This article introduces another resource that faculty can use in building upon their online course
materials, providing some background about the new TED-Ed site and its educational videos, how to
"flip" a lesson, and an opportunity to submit your own educational videos to TED-Ed.
About TED-Ed and Its Video Lessons
TED (Technology, Entertainment, and Design) is a medium where some of the world's greatest leaders
and experts share their knowledge and ideas through videos and talks. TED's philosophy is "Ideas
Worth Spreading."
In April 2012, TED launched a new platform, TED-Ed, alongside its existing Web site. TED-Ed's primary
goal is to provide quality educational videos and lessons that are taught by educators through "Lessons
Worth Sharing." This portion of the site includes short animated videos created for high school students
and lifelong learners that are appropriate for higher education. The short videos are not intended to
replace full courses or curricula but rather to be used as supplementary materials. Although the site is
still in beta, it currently has over 100 videos, with more than 10,000 customized lessons based upon
those videos. TED-Ed expects the site to continue to grow due to the practice of "flipping." Users may
repurpose, or "flip," videos into customized lessons, and other users may then again "flip" those
lessons into new lessons. ("Flip teaching" is a method of instruction in which traditional classroom
lectures and homework assignments are reversed, or flipped. It is repurposing lecture time in which
faculty provide interactive content, often video or other media, for students to review outside the
classroom and which then serves as the basis for homework, exercises, projects, or discussion in the
classroom.)
The site's collection of short animated videos, each no longer than 10 minutes, are recorded by
educators and professional animators. Each video is accompanied by a short lesson composed of
multiple-choice and open-ended questions that students can answer after watching a video. The
lessons are geared to help reinforce students' learning and comprehension. Faculty can take advantage
of the free ready-to-use video lessons at TED-Ed's Web site (http://ed.ted.com/ (http://ed.ted.com/) ).
Many videos are also available on the YouTube channel at http://www.youtube.com
/user/TEDEducation (http://www.youtube.com/user/TEDEducation) .
TED-Ed: Using and Creating Customized Educational Video Lessons - DE Oracle
Visitors to
the site can
browse
videos by
either series
—which list
the videos
by
themes—or
by subject.
One can
also view
the "Best
Flips." These
lessons are
created and
nominated
by users
and are
selected by
educators
and TED-Ed
as being
exceptional.
The lessons
surrounding
the videos
are built around three elements: Watch, Think, and Dig Deeper. After watching the video, students
may click on the Think element to view a series of multiple-choice and open-ended questions to help
them with their comprehension of a video and to use their critical thinking skills. If students answer
any multiple-choice question incorrectly, they can select a video hint link to direct them back to the
appropriate place in the video that provides the correct answer. Finally, Dig Deeper is an area in which
faculty can provide additional topical resources, such as Web links, readings, and activities.
How to Flip a Lesson
Faculty can customize and contextualize lessons surrounding existing TED-Ed videos or completely
recreate a new lesson from scratch—a process known as "flipping a lesson." To flip a TED-Ed video,
faculty just edit the items in the three elements surrounding the lesson. They can change the title of
the lesson so that it is relevant to a particular course; provide students with instructions about the
lesson surrounding the video; keep, discard, or completely change the quiz questions; and add their
own open-ended questions. Logan Smalley, director of TED-Ed, has noted, "By introducing more
customization options, the platform puts power into the hands of educators, converting a passive
academic experience into a more active and engaging one."
The most powerful and exciting feature on the platform may be the ability to flip any YouTube or other
useful educational video into a lesson and embed it, or faculty may record and upload their own videos
and turn them into lessons that will be featured on the TED-Ed site.
Faculty may publish a lesson to a private, unique URL for students. Students will be able to log in,
track, and save their lessons and recent activity. In addition, faculty can monitor and assess students'
progress and participation as they complete the assignments. Students also have the option of being
anonymous by not logging in—although if they choose this route, they will not be able to track and
TED-Ed: Using and Creating Customized Educational Video Lessons - DE Oracle
save their lessons. Depending on a lesson's purpose within a course and the desired educational
outcomes, faculty may wish to have students' activity on a given lesson be identified or anonymous.
Submitting Videos to TED-Ed
TED-Ed encourages educators to get involved by creating short videos and lessons of their own work to
be posted on the TED-Ed site. Faculty can nominate other faculty, themselves, or talented
animators—or they can just suggest a lesson.
For each submitted and accepted video, TED-Ed pairs the educator with professional animators to
produce a high-quality, short, and engaging educational video and lesson. All of this can be done
directly on TED-Ed Web site through the Get Involved section at http://ed.ted.com/get_involved
(http://ed.ted.com/get_involved) .
Conclusion
The new TED-Ed platform has many benefits for faculty and students. Faculty can add TED-Ed video
lessons to their classrooms, flip and customize lessons, or upload their own videos and turn them into
lessons. They can also track student activity and performance. Students interact with the video lessons
and receive immediate real-time feedback on videos they watched. They can proceed at their own pace
by stopping and rewinding the videos and taking the accompanying quizzes at any time.
Faculty at UMUC already use TED, TED-Ed, and YouTube videos for educational purposes in their
classrooms. TED-Ed now offers additional teaching and learning opportunities for faculty and students.
Faculty can create contextual lessons around the videos they assign to their students and reinforce
student learning. The lessons encourage students to think critically about the content, which also allows
them to become more actively engaged in their own learning process.
Related Resources
TED.com Ideas Worth Spreading — http://www.ted.com/ (http://www.ted.com/)
TED-Ed Lessons Worth Sharing — http://ed.ted.com/ (http://ed.ted.com/)
New TED-Ed Site Turns YouTube Videos into 'Flipped' Lessons (The Chronicle of Higher Education, April
25, 2012) — http://chronicle.com/blogs/wiredcampus/new-ted-ed-site-turns-youtube-videos-
into-flipped-lessons/36109 (http://chronicle.com/blogs/wiredcampus/new-ted-ed-site-turns-youtube-videos-
into-flipped-lessons/36109)
7 Things You Should Know About Flipped Classrooms (Educause Learning Initiative, February 2012) —
http://net.educause.edu/ir/library/pdf/ELI7081.pdf (http://net.educause.edu/ir/library/pdf/ELI7081.pdf)
Online Video Resources for Faculty (DE Oracle @ UMUC, March-April 2012) — http://deoracle.org
/online-pedagogy/external-resources/online-video-resources-for-faculty.html
About the Author(s)
Towanda earned a BS degree in Information Systems Management (IFSM) from UMUC and has continued to expand her
professional career in instructional development, Web 2.0, and multimedia technologies such as Flash, video production, Web
design and development, and podcasting.
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Facework and the negotiation of multiple identities in online classes discussions
No full textAbstract: Qualitative text analysis investigates idea that professional and academic identity is built and asserted in online classrooms via written discourse, using discourse strategies associated with the sociological concept of ‘face. Researcher concludes that discourse strategies pattern in ways that may be analyzed, described, and ultimately used to improve teaching and learning efficacy.FACEWORK AND THE NEGOTIATION OF MULTIPLE IDENTITIES IN ONLINE CLASS DISCUSSIONS
Linda Di Desidero, Ph.D.
Communication Studies & Professional Writing Abstract
Qualitative text analysis investigates idea that professional and academic identity is built and asserted in online classrooms via written discourse, using discourse strategies associated with the sociological concept of ‘face. Researcher concludes that discourse strategies pattern in ways that may be analyzed, described, and ultimately used to improve teaching and learning efficacy.
.
•Initial project can lead to qualitative and quantitative investigations about
•agency of student writers
•connection of writing agency to identity processes
•efficacy of specific online pedagogies Introduction
•Identity is enacted via symbolic communication with others within and across various channels, cultures, and contexts. Establishing identity helps individuals interpret experience and create meaning. Thus, identity constitutes the basis for the discursive choices that individuals make as they interact.
•In communication contexts, individuals use a set of communicative behaviors, resources, and strategies designed to enact identity relations. These strategies are collectively known as “facework.”
•In the online university classroom, negotiating and enacting identity via symbolic communication is typically limited to different forms of writing. Because the online discussion board invites students to negotiate and enact complex identities, it constitutes a rich environment in which to observe the ways in which students implement the discourse strategies of facework.
Research Questions
1.Displaying Identity Through Writing: How do advanced undergraduate students use discussion board writing to create, enact, and display their identities both as scholars and as members of a disciplinary community?
2.Facework in Written Interaction: How do the concept of ‘face’ and the discursive strategies known as ‘facework’ contribute to student identity formation in the online classroom? .
3. Theory: How can theories of social (oral) interaction and conflict negotiation be useful in understanding online (written) interaction?
4. Pedagogy:
•What does identity enactment through facework have to do with learning?
•How can effective use of the discussion board facilitate student agency in learning activities, particularly writing activities?
•How can online teachers more effectively facilitate learning, particularly through writing? Methodology
•Qualitative text analysis approach to specific data sets from COMM 495 classroom discussions.
•Discussion prompts invite students to enact particular identities or aspects of identity.
•Interaction is analyzed using a framework associated with ‘face.’
•Four Student Cases: Tom, Karen, Sarah, and Christi. Assumptions/Framework
•Discourse = Language as social action
•(DeFina et al, 2006; Foucault, 1978; Fairclough, 2001)
•Language (use) encodes power and aspects of identity(Fairclough, 2001, Foucault, 2001, Fowler & Kress, 1979; Lakoff & Johnson, 1980)
•Identity is enacted and displayed; it is process DeFina et al, 2006
•Identity behaviors are learned and expressed in social contexts (Goffman, 1979; Cameron & Kulick, 2003)) •Writing is essentially dialogic (Bahktin)
•Written discourse and spoken discourse share qualities
•Face (Goffman, 1959, 1967, 1979; Brown & Levinson, 1987; Ting-Toomey, 2004; Scollon et al 2012)
•identity-based resource
•public self-image
•Facework
•rooted in culture (ethnicity, gender, age, profession)
•Strategies = tools used to enact identities Facework
•Facework: A set of communicative behaviors/strategies used to enact, enhance, preserve, affront, or destroy face
•Facework Strategies are driven by cultural orientation:
•Individualistic and masculine cultures support self-oriented, face-saving strategies
•Collectivistic and feminine cultures support other-oriented, face-giving strategies
•Self-face concern is associated with dominating and emotionally expressive conflict styles.
•Other-face concern and mutual-face concern are associated with integrating, obliging, compromising styles Facework Strategies (Ting-Toomey et al)
•Types of Facework
•Preventive
•Restorative
•Factors Affecting Facework
•Cultural Orientation: Individual-Collective
•Power Distance
Face-Related Response Styles in Conflict Situations (ranging from face-giving other-oriented to face-saving self-oriented strategies)
•avoiding
•obliging
•compromising
•integrating
•dominating
•emotional expression
•passive aggression
Facework Strategies (Brown & Levinson)
•Expressing solidarity by actions such as claiming common ground. This honors the face needs of the subject by viewing these needs as desirable or shared; helps to build community
•Expressing respect or regard for the other individual with mode of address or flattery, etc.
•Expressing restraint by hedging or apologizing or using additional forms of politeness that acknowledge the other’s need for autonomy
•Avoiding confrontation with off-record or indirect facework, such as using irony, understatement, overstatement, metaphor, rhetorical questions, etc.
•Inviting challenge or provoking confrontation by bald insult or direct threat to an individual. Sequence of Discussion Topics & Writing Assignments
Class Week
Discussion Topics
Assignments Due
Week 1
Meet Your Colleagues; Explore/Share Ideas for Portfolio Essay; Explore Course Resources
Week 2
Research Project Models, Ideas, Tools, Approaches
Portfolio Essay
Week 3
Specific Topic Ideas, Audience Analysis, Approaches to Information Gathering
Research Proposal Memo
Week 4
Primary Research Tools; Summary Reports on Background/Secondary Research
Annotated Bibliography
Week 5
Audience and Scope Revisited;
Summary Reports on Primary Research
Progress Report Memo
Week 6
Organization; Professional Expectations; Ethical Considerations
Draft for Peer Review
Week 7
Peer Review; Preparing Presentations
Peer Review Memo or Letter to 2 Peers; Presentation
Week 8
Students Facilitate Discussion on Project Presentation
Final Draft of Project Sample Discussion Prompt
Week 1, Topic 3: Looking Backward, Looking Forward
Review your course of study in the discipline and share detailed information about a specific project and/or a specific idea that is meaningful to you, personally and/or professionally. How will you take the insights that you have developed from this project/idea into the future? …
Consider all of the courses that you have taken in your major…As you remember these courses, think about one project (or one idea) that has been especially meaningful to you in some way. Describe the project or idea in detail and discuss its significance. What makes the project valuable to you now, as you remember it? Did the experience lead you to develop a particular insight about communication, about life, about people, about yourself? And how will this insight serve you personally and/or professionally in the future?....
….Your undergraduate degree affords you an opportunity to broaden your view of the world and your place within it, as well as the work that you do to earn a living. Share an insight with us in a detailed posting to this conference by Saturday (midnight EST). Respond to at least two other students by Monday (EST). Title your post to indicate your topic. Sample Discussion Prompt
Week 5, Topic 3: Persuasive Strategies
Discuss your persuasive strategies in more depth than you did in your proposal memo. Consider what you have learned about your audience. What sort of evidence have you found that will be appealing? How can you best present this evidence to this audience?
Week 5, Topic 4: Writing Process Insights
Now that you all are deep in the research and writing of your projects, share two aspects of your writing and research processes with the class:
1)Which aspects of writing and research are you especially good at?
2)Which aspects of these processes make you uncomfortable?
For example, what sorts of strategies do you use to keep track of and process all of the information that you are gathering? How do you take notes? Do you have any special things you do that save you time? Some of you added writing process strategies to your research proposal timelines. Think about sharing some of these with your colleagues.
Sample Discussion Prompt
Week 6, Topic 1: Professional and Ethical Considerations
You continue to make many decisions and choices about your senior project…Some of your decisions are guided by how you see the professional expectations in the field. These will have to do with assumptions about frameworks and what constitutes evidence, as well as decisions about appropriate form, format, and language for a particular audience…
Related to this set of professional decisions are subset of decisions that concern your ethical behavior as a communication professional, particularly concerning persuasion and the use of evidence. How do you present your case fairly, but persuasively? Surely, you do not want to present a one-sided case, but you also want to be convincing and persuasive. How do you accomplish this within the ethical expectations?
In this conference describe in detail at least one of each type of decision that you have already made or that you are currently considering (even one that you are struggling with). That is, describe one type of professional decision and one type of ethical decision that you are making. These may be related to one another. (For example, should you suppress evidence that clearly contradicts your position? Or do you present the evidence, but try to diminish its value? )
Sample Data
Method: Representative Student Set
•N=11/23
•Karen and Tom: clear class leaders
•Sarah and Brian: exhibit leadership qualities
•LaKeshia and Timothy: did not succeed in the class
•Tom, Christi, Irv, and Brian: affiliated with military
•LaKeshia, Timothy, Julianne, and Irv: identify fully or partially as minority students
Leadership Identity Display
•Student Leaders
•had the most interaction with other students
•approached by many other students for advice and support in the discussion forum
•leaders’ research presentations had more responses and comments than others
•highly competent students who performed well on the coursework
•Leadership Strategies through Discourse:
•Display Expertise (Karen)
•Display Personal Connection (Tom)
•Display Initiative (Tom) Case Data: Tom
•Tom identified himself as a military student, spouse, and father (Asian Division)
•Preference for face-to-face classes; relative novice in the online classroom
•Openly dissatisfied about taking capstone course online.
• He wrote 174 posts on the discussion boards, each with an average length of 200 words. Tom
•Facework evolves
•“Classmates, I just wanted to see the general consensus on some questions I have, and I wish to learn about how you all are going about this project. I have learned so much already from everyone…. Again, it is a pleasure to be working with such a great group. Being Communication Studies majors, it is refreshing to see and feel the compassion this class has for the topics. good luck everyone. Sincerely, Tom”
Christi
•“Tom, I definitely think you found your calling with communication studies! It was a pleasure having this class with you. You reviewed my paper when you didn’t have to. Thank you for going the extra mile to help me. I see great things in your future!”
•To Timothy: “I don’t really think your presentation effectively conveys all the research and findings that I am sure you have done,” LaKeisha
• “My biggest weakness in taking classes is that I am the biggest procrastinator in the whole world!” Sarah
•“I lived in the same small town in Michigan my entire life. I thought I had life all figured out. Then we moved to Europe…I realized that I didn’t know too much about anything!” Karen
•“I feel my strength lies in my written communication skills, although I know improving in this area is an ongoing journey.”
•“When I started this degree, I felt a little tentative about writing for different audiences, but now I feel I do a more than adequate job (I don’t want to sound conceited here…lol).”
• “I can see how my writing style has grown…I get pretty much to the point and have a direct but polite style….The other thing I notice is a new confidence level…I now feel extremely comfortable approaching almost any type of writing task.” Karen
•“I feel it’s best to use current sources.”
•“After mulling it over a bit, I decided that even though it supported the rest of my material, it didn’t fit or flow as well as I thought it would…so separate sections it is!” Conclusions
While I predicted that students’ deployment of facework strategies would vary with respect to their interactional goals, and that face display and identity enactment would vary with respect to student perceptions of situation and over time, I was not entirely prepared to find such a strong relationship between student agency and student enactment of identity as a writer within the context of a writing community. Specifically, I found that
•Students used varied facework strategies in different situations with respect to goal and purpose
•Facework strategies patterned consistently across themes:
•Leadership, power, authority
•Personal Identity
•Group Identity
•Professional Identity
•Identity as Writer
An analysis of the data makes it clear that, by using specific facework strategies to enact identity in interaction with community members, students developed confidence and professionalism in their writing and in their relationships with others. The outputs of my research present different aspects of my findings. Conclusions for Research Questions
1.Displaying Identity Through Writing
Identity is displayed and enacted on discussion board in response to the different situations of discussion prompts and student and instructor interaction throughout online course.
2.Facework in Written Interaction
Facework of students evolved throughout course; student identities as evident in displays developed over time.
3. Theory
Facework theory may be more useful than traditional theories of rhetoric to analyze and understand events in online classroom discussion board writing.
4 Pedagogy
Identity process is an important factor in learning. In fact, writing identity display proved to be significant indicator of learning.
Current Work (Outputs)
1. Chapter: “Facework and the Negotiation of Multiple Identities in Online Class Discussions”
In Phoebe Jackson & Chris Weaver, Eds., Writing in Online Courses: Disciplinary Differences. William Paterson University. STATUS: With Editors (Hamden)
SUMMARY: Chapter presents case study approach to identity management within context of online classroom discussion. Case of Tom exemplifies use of facework to develop leadership ability and confidence; Case of Karen exemplifies use of facework to assert and enact writing identity; Case of Sarah exemplifies use of facework to enact and enhance gender identity. Concludes that identity management can be facilitated by online professor and can lead to increased agency over learning.
2. Chapter: “Creating Effective Discussion Boards in the Online Writing Class”
In Teresa Henning, Ed. Principles, Practices, Programs and Online Writing Instruction: A
Showcase of Techniques. Southwest Minnesota State University.
STATUS: Sent out for review by Publisher (CCDigital)
SUMMARY: Chapter uses data and facework/identity construct to argue for efficacy of particular approach to class discussion in Online Writing Instruction. Student samples illustrate evolution of personal and professional identity through facework (Tom); student gaining control of audience to direct writing (Sarah); and student asserting writing identity in facework interaction with authority figure (Karen). Selected References
Brown, P. & Levinson, S. (1987) Politeness: Some universals in language usage. Cambridge:
Cambridge University Press.
De Fina, A., Schriffrin, D, & Bamberg, M. (2006) Discourse and identity. Cambridge: Cambridge
University Press.
Fairclough, N. (2001) Language and power. Harlow, England: Pearson Limited.
Fowler, R., Hodge, B., Kress, G, & Trew, T. (1979) Language and control. London: Routledge & Kegan Paul.
Fowler, R. & Kress, G. (1979) Critical linguistics in Fowler, R. et al, pp. 185-213.
Foucault, M ([1978] 1990).The history of sexuality, vol. 1. Trans. Robert Hurley. New York:Vintage.
Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor/Doubleday.
Goffman. E. (1967) Interaction ritual: Essays on face-to-face behavior. New York: Anchor/Doubleday.
Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Maltz, D.N., & R.A.Borker (1982). A cultural approach to male-female miscommunication. In J.J. Gumperz (Ed.)
Language and social identity (pp. 196-216), Cambridge:Cambridge University Press.
Scollon, R. Scollon, S. & Jones, R. (2012) Intercultural communication: A discourse approach. West Sussex:
Wiley-Blackwell.
Ting-Toomey, S. (2004) The matrix of face: An updated face-negotiation theory. In W. Gudykunst,
(Ed.)Theorizing about intercultural communication (pp. 71-92). Thousand Oaks, CA: Sage.
Ting-Toomey, S. & Kurogi, A. (1998) Facework competence in intercultural conflict: An updated face-negotiation theory.
Journal of intercultural relations, 22, 187-225.
Emotional intelligence: The key to improving IT management in the U.S. government
No full textThe purpose of this study is to address gap in management literature on technology management in the public sector by studying the relationship between leader emotional intelligence (EI) and effective technology management.Emotional Intelligence: The Key to Improving IT Management in the U.S. Government
Tammy M. Borkowski
Doctoral Candidate
University of Maryland University College
[email protected]
July 2012
Keywords: Emotional Intelligence, Transformational Leadership, Chief Information Officer (CIO) Agenda
•
Purpose and Scope
•
Research Questions
•
Significance for Management
•
Literature Themes
•
Key Propositions
•
Conceptual Framework
•
Thesis Statement
•
Research Approach
•
Findings
•
Implications for Management Practice
•
Areas for Future Research Purpose and Scope
•
Purpose
Address gap in management literature on technology management in the public sector by studying the relationship between leader emotional intelligence (EI) and effective technology management.
•
Scope
Study focuses on the performance effectiveness of U.S. Federal Chief Information Officers (CIOs) and their employees.
Twenty-eight studies representing the last decade of empirical research are analyzed.
Public, private and non-profit organizations are represented in the previous research studies.
2011 Federal Employee Viewpoint Survey triangulates previous empirical research findings. Research Questions
1.
How does Federal CIO EI affect their effectiveness?
2.
How does Federal CIO EI affect follower response behaviors?
Leader-member exchange (LMX) quality
Follower organizational commitment (FOC)
Follower job performance (FJP)
Follower job satisfaction (FJS)
Follower happiness (FH) Significance for Management
•
U.S. Government spends more than $60 billion annually on IT, but fails to achieve the productivity gains that private industry has realized from IT (Kundra, 2010; Seifert, 2005).
•
Given the current fiscal climate, the Obama Administration has a renewed focus on IT innovation to improve operational efficiencies and reduce costs in order to create a more efficient and effective government (Kundra, 2010; McClure, 2010)
•
An opportunity for improving Federal IT management lies in Federal CIOs’ utilization of EI and transformational behaviors to build effective work relationships and positively affect strategic outcomes within U.S. Government agencies. Literature Themes
•
CIO Role - History and Importance
Boyle & Burbridge (1991); Synnott (1985, 1987); Weaver (1981)
McClure (2000); U.S. Government Accountability Office (2000)
•
Leadership & Contribution to Leader Effectiveness
Bass (1985, 1990); Burns (1978); House (1971, 1977)
Applegate & Elam (1992); Feeny & Willcocks (1998); Hagel & Brown (2001)
•
EI & Contribution to Leader Effectiveness
Gardner (1983) ; Sternberg (1986, 1997); Thorndike (1920)
Bar-On (1997); Dulewicz & Higgs (2000); Goleman (1995); Mayer & Salovey (1990)
•
CIO Effectiveness – Antecedents & Outcomes
Rockart (1982); Smaltz, Sambamurthy, & Agarwal (2006) Key Propositions
From the literature review, 25 propositions were derived. Five are integral to the study.
[P7]: Transformational leaders are more effective and have higher quality relationships with their followers.
[P8]: Transformational leadership style increases follower productivity, job satisfaction, and happiness.
[P15]: Followers respond to emotionally intelligent leaders by increasing their commitment to the organization.
[P19]: Emotional intelligence is an emotional competency that is often present in transformational leaders.
[P20]: Emotional intelligence is positively related to one’s effectiveness and has become increasingly popular as a measure for identifying potentially effective leaders.. 7
Conceptual Model Thesis Statement
A high degree of emotional intelligence positively affects Federal CIO effectiveness, the quality of the leader-member exchange, and follower response behaviors, including organizational commitment, job performance, job satisfaction, and happiness. Research Approach
•
Research Synthesis
Developed seven search strings and six complex searches
Searched EBSCO’s Business Source Complete, ProQuest’s ABI/INFORM Complete, and Internet
Applying the inclusion and exclusion criteria resulted in the identification of 28 empirical studies
Qualitative analysis of previous study findings
•
Triangulation with Secondary Data
Results from 2011 U.S. Federal Employee Viewpoint Survey (FEVS) validated previous empirical research findings
Department of Defense chosen as target population (high percentage of technology workers)
Ran Pearson correlation coefficient between independent and dependent variables Data Collection and Analysis – Previous Studies
Author (year)
Dependent
Variables
LE
LMX
FOC
FJP
FJS
FH
Bono et al. (2007)
X
Bushra et al. (2011)
X
X
Carmeli & Josman (2006)
X
Carmeli (2003)
X
Carter et al. (2009)
X
Chih & Lin (2009)
X
Cote & Miners (2006)
X
De Vries et al. (2010)
X
X
X
Dhawan & Mulla (2011)
X
Farahani et al. (2011)
X
Geer et al. (2008)
X
Jadhav & Mulla (2010)
X
Law et al. (2008)
X
Liang & Chi (2011)
X
Liu et al. (2010)
X
Lo et al. (2010)
X
Mohammad et al. (2011)
X
Mustafa & Amjad (2011)
X
X
X
Piccolo & Colquitt (2006)
X
Rangriz& Mehrabi (2010)
X
X
Rosete& Ciarrochi (2005)
X
Semadar et al. (2006)
X
Strauss et al. (2009)
X
Tse & Wing (2008)
X
X
Viator (2001)
X
X
X
Wang et al. (2005)
X
Weinberger (2009)
X
Wong & Law (2002)
X
X
Findings – Previous Studies
H1, H2, H3, H4, and H5 are supported.
None of the previous studies addressed H6. Data Collection and Analysis – Employee Survey
Hypothesis
Independent Variable
Dependent
Variables
LEI
LE
LMX
FOC
FJP
FJS
FJH
H1
SL
LKMI
H2
SL
EEI-IR
H3
SL
EEI-CO
H4
SL
EEI-EC
H5
SL
JSI
H6
SL
PWE
Study Variables
FEVS Analysis Areas
FEVS Questions
Leader EI (LEI)
Supervisor and leadership indices (SL)
42, 44, 47, 51, 52, 53, 55, 56, 57, 61
Leader Effectiveness (LE)
Leadership & Knowledge Management Index (LKMI)
10, 35, 36, 51, 52, 53, 55, 56, 57, 61, 64, 66
LMX
Interpersonal relationship index (EEI-IR)
47, 48, 49, 51, 52
Follower Organizational Commitment (FOC)
Communication index (EEI-CO )
53, 54, 56, 60, 61
Follower Job Performance (FJP)
Employee motivation & competency index (EEI-EC)
3, 4, 6, 11, 12
Follower Job Satisfaction (FJS)
Job Satisfaction Index (JSI)
4, 5, 13, 63, 67, 69, 70
Follower Happiness (FH)
Personal work experience index (PWE)
1, 4, 5, 10, 11, 12, 13, 14, 15, 18, 19
r = Pearson Correlation CoefficientFindings – Employee Survey
r = 1
r = .95
r = 1
r = .86
r = .93
r = .91 Implications for Management Practice
•
Study findings indicate that Federal CIO EI has a profound effect on their effectiveness, LMX quality, and the organizational commitment, job performance, job satisfaction, and happiness of their employees.
•
Improve IT operational efficiencies and reduce costs, creating a more efficient and effective government.
•
Unlike cognitive intelligence, EI can be improved with leadership training and development. Therefore, the study informs
Talent management practice in the U.S. Government
Federal CIO career planning
Higher education curriculum Areas for Future Research
•
Employee happiness as a construct holds much promise for improving organizational performance outcomes by increasing employee productivity.
•
Consistent methodology for measuring EI and transformational behaviors.
•
Cultural influence on generalizability of results.
•
Lack of LMX studies addressing the public sector.
•
EI job-related moderators, such as follower job autonomy and follower job complexity.
•
Degree to which CIO emotional competencies vary by agency, organization size, job or position type, job role, or gender. Trends
•
Technology is continually evolving
Federal CIOs need to stay abreast of new and emerging technology
Federal CIOs must be able to cross the generational divide
Federal agencies need to be learning organizations
•
IT budget control being centralized
IT requirements are decentralized within agencies
Agencies must manage this incongruence Conclusions
•
This study is the first to explore the critical success factors for U.S. Federal CIOs and inform technology management in the public sector.
•
Study highlights the organizational management challenges faced by public sector managers.
•
Study results clearly affirm the utilization of EI and transformational leadership behaviors as a management tool for nurturing positive leader-follower work relationships, which have the potential to influence strategic outcomes, creating a more efficient and effective government