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Remote management styles: Analyzing the effects of relational psychological contracts and leadership style on teleworkers
No full textThe purpose of this presentation is to formulate a conceptual model framework in order to identify the positive effects of leadership style, psychological contracts, and management communication on organizational commitment and intent to stay for remote workers.Remote Management Styles: Analyzing the Effects of Relational Psychological Contracts
and Leadership Style on Teleworkers
Christopher P. Lombardo UMUC Doctoral Candidate [email protected]
Key Words: organizational culture, psychological contracts, transformational leadership, organizational commitment,
intent to stay, remote work environmentsPurpose
Formulate a conceptual model framework in order to identify the positive effects of leadership style, psychological contracts, and management communication on organizational commitment and intent to stay for remote workers.
Scope
Study scope is limited to the organizational culture and work environment associated with defense contracting employees working at remote customer site locations.
Purpose and Scope of the Research 1.
Does using relational psychological contracts within a remote defense contractor work setting influence the level of employee organizational commitment and intent to stay?
2.
Does using transformational leadership and communication styles within a remote defense contractor work setting influence the level of employee organizational commitment?
3.
Does using transformational leadership and communication styles within a remote defense contractor work setting influence the level of employee intent to stay?
Research QuestionsSignificance
Develop a broad and pragmatic understanding of the management issues associated with remote site employees within a defense contractor setting.
The findings of this research study will aid in the development of improved human resource and management policies geared toward increasing employee organizational commitment and intent to stay at remote defense contractor sites.
Significance of this Research for ManagementMain Literature Themes and Authors
Organizational Culture: Schein; Pettigrew; Lund; Yukl and Lepsinger
Employee Motivation: Herzberg; Maslow; Hackman and Oldham; Steers and Mowday
Transformational Leadership: Bass and Avolio; Howell and Hall-Merenda; O’Neill and Adya
Psychological Contracts: Rousseau and Wade-Benzoni; De Vos and Meganck; Hind
Organizational Commitment: Porter, Steers, and Mowday; Senge; Yukl; Kerr and Jermier; Kirkman and Shapiro; Christensen-Hughes and Rog; Morrison, Burke, and Greene
Intent to Stay: Amundson; Mitchell, Holtom, Lee, and Sablynski; Scroggins; Sheridan; Hausknecht
Virtual Environments: Olson; Adami; Ahuja; Lipnack and Stamps; Chen and Nath; Hertel and Geister; Antonakis and Atwater; Shamir; Staples; Golden; MulkiKey Propositions Distilled from the Literature
1.
Where leaders drive organizational cultures of remote work teams, remote workers will realize greater organizational commitment.
2.
Where managers implement work strategies that include meaningful and diverse work assignments, task autonomy, and recognition, they increase job satisfaction, employee motivation, and organizational commitment for remote employees.
3.
Managers, who link organizational strategy and psychological contracts with HR practices such as recognition and meaningful work assignments, help to increase employee motivation and organizational commitment.
4.
Where managers adopt consultative and participative management behaviors, remote site employees will overcome professional isolation and therefore increase organizational commitment and intent to stay.
5.
Where managers employ psychological contracts, a sense of fairness is perceived by remote site employees which in turn leads to increased organizational commitment and intent to stay.Initial Conceptual Framework
Professional Isolation ReducedIncreased Visibility & AccessibilityPerceived FairnessEmployer-Employee RelationshipsImproved Culture Leads to Improved Climate for Psychological ContractsHigher CommitmentOrganizational CultureImproved Organizational CommitmentIntent to StayManagement Communication- Increase Face-to-Face Communication- Collective Organizational Goals- Recognition- Link Organizational Strategy & Psychological Contracts with Work Strategies* Meaningful & Diverse Work Assignments* Task AutonomyRelational ContractsPsychological Contracts- Consultative & Participative Behaviors - Mentor Employees Through Open & Supportive Work EnvironmentsTransformational LeadershipLeadership Style & InfluenceImproved Commitment Builds Stronger CulturesThesis Statement
Thesis
Remote employees who feel an obligation to relational psychological contracts and who perceive that they are managed via a transformational leadership style and open management communication will have a higher level of organizational commitment and intent to stay.Research Approach & Formation of Argument
Triangulation of EvidenceLiterature ReviewPeer-Reviewed JournalsIndustry LiteratureContemporary LiteratureImplications for Management Theory & PracticeEthnographic Study(Interviews)Systematic Literature Analysis(Secondary Data Sources)Research Theories & ModelsResearch StudiesConceptual ModelRevised Conceptual ModelResearch Approach & Formation of Argument
Systematic Literature Analysis & ResultsTransformational LeadershipPsychological ContractsManagement CommunicationContractorsRemote Defense ContractorsKnowledge WorkersVirtual TeamsCustomer Contact WorkersCoyle-Shapiro et al. (2006)Increased Organizational Commitment Toward CustomerMillward & Brewerton (1999)Contractors involved in Relational Psychological Contracts Showed Increased Organizational CommitmentDeVos & Meganck (2009)Increased Intent to Stay due to Career Development Opportunities and Job ContentO’Donohue et al. (2007)Increased Organizational Commitment due to use of Relational Psychological ContractsSamGnanakkan (2010)Increased Organizational Commitment due to HR Practices & Increased Intent to Stay due to Compensation & TrainingThompson & Heron (2005)Increased Organizational Commitment due to Positive Manager RelationshipUen et al. (2009)Increased Organizational Commitment due to use of Relational Psychological ContractsEmery & Barker (2007)Increase in Job Satisfaction & Organizational Commitment due to Transformational LeadershipHausknecht et al. (2009)Relational Retention Factors led to Higher Organization Commitment as Job Level IncreasedGolden et al. (2008)Increase in Organizational Commitment due to F2F Interaction & Communication-Enhancing TechnologyHambley et al. (2007; 2005)Increase in Organizational Commitment due to Effective Virtual Team LeadershipJacobs (2008)Increase in Organizational Commitment due to F2F CommunicationsStaples et al. (1999)Increase in Organizational Commitment due to Managers with Good Communication SkillsConceptual ModelLimsila & Ogunlana (2008)Increased Organizational Commitment as a result of Transformational LeadershipFlood et al. (2001)Increased Organizational Commitment & Intent to Stay due to Met ExpectationsAvolio et al. (2004)Increase in Organizational Commitment due to Transformational LeadershipLeadership Style & InfluenceImproved Organizational CommitmentOrganizational CultureManagement CommunicationPsychological ContractsIntent to StayFindings - Revised Conceptual Framework
Parent Company Organizational CultureIncreased Organizational CommitmentIntent to StayCustomer ProgramDual Psychological ContractTransactionalRelationalRemote Site Workers- Compensation- Benefits- Career Advancement- Professional DevelopmentWorkplace AttractorsCustomer Mission- Significance of Work- Greater Sense of Job Security- Positive / Patriotic Organizational IdentityOrganizational Commitment GaugeTransformational Leadership- Consultative- Motivational- Role ModelOrganizational Commitment GaugeManagement Responsibilities- Increased F2F Communication- Provide Necessary Resources- Remain Accessible- Allow Job Autonomy- Set, Communicate & Meet Expectations- Integrate Employees with Company Practices- Help to Build Emotional Attachments- Reduce Feelings of Isolation- Recognition & Team BuildingOrganizational Commitment GaugeRelationalTransactionalFindings
1.
The use of transformational leadership behavior and open management communication within a remote work setting has a positive effect on employee organizational commitment.
2.
The use of relational psychological contracts within a remote work setting has a positive effect on employee organizational commitment
3.
Contrary to expectations, no evidence suggested that using transformational leadership and communication styles that went beyond increased organizational commitment had a positive impact on intent to stay.
4.
Study participants had an overwhelmingly greater emotional attachment and sense of belonging to their customer and customer program versus to their own employer; therefore, interview results suggest that a transactional psychological contract currently exists between these remote site workers and their employers. These remote workers unanimously confirmed that there is a high likelihood that they will remain with their current employer after two years; however, this intent to stay appeared to be more linked with continued work within their customer program versus intent to stay specifically related to their current employer.Implications for Management Practice
(15) Best Management Practices of Remote Site Employees
1.
Employ and model a more consultative and participative management approach
2.
Remain flexible and adaptable
3.
Implement a communication strategy focused more on face-to-face meetings than primarily relying on emails and phone calls
4.
Promote interaction and regular meetings between remote employees and offsite team members
5.
Provide the necessary resources and tools needed for employees to do their jobs and to communicate together
6.
Contribute timely, constructive, and motivational feedback on team performance
7.
Allow autonomy for employees to make day-to-day decisions
8.
Act to remove conflicting or unnecessary elevated priorities. Hold regular meetings that outline priorities, goals, actions, and issues.
9.
Help to clear corporate roadblocks and act as a conduit to home office
10.
Tailor corporate programs, metrics & expectations to better align & adapt w/ customer work and mission
11.
Keep remote site team members informed regarding corporate policy and procedure changes
12.
Assist employees in seeing the significance and value regarding how their programs fit into the larger corporate strategy
13.
Ensure equitable career advancement, reward / recognition, and professional development opportunities
14.
Make good on promises as remote site employees can sometimes feel as if they are living on their own island
15.
Work to increase organizational commitment and emotional attachment by holding recognition and team building events1.
Expand scope to incorporate a more inclusive representation of remote site employees from multiple organizations as well from other more diverse industries.
2.
Additional dependent variables such as job satisfaction, manager trust, and job embeddedness could also be introduced for causal analysis, measurement, and application.
3.
Future studies could also look at generational differences or cross-cultural effects between remote site employees for a potential difference in dependent variable results.
4.
As remote group structures become increasingly significant in organizations, it becomes important that theoretical and empirical research consider how individuals adapt traditional group processes in virtual groups.
Future Research Agenda
Naypyidaw, Myanmar's (Burma's) new capital city: The landscapes of power
No full textSummary Report for the project, "Naypyidaw, Myanmar's New Capital City - the Landscapes of Power." shows how the layout and design of the city, its “landscapes of power,” represent the vision of the military regime and its constitutional successor for a “new” Myanmar, a country that is modern, traditional, efficient, but – above all – unified and controlled from the top down. Described succinctly, the role of the new capital is not only to provide enhanced security for the regime, but to proclaim its cultural and “nation-building” agenda.1
University of Maryland College University of Maryland College University of Maryland College University of Maryland College University of Maryland College University of Maryland CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University College University of Maryland College University of Maryland CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University College University of Maryland College
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relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from Peace and Development Council, decreed the relocation of country’s capital from 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was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named Yangon (Rangoon) to an entirely new city that was officially named NaypyidawNaypyidaw NaypyidawNaypyidawNaypyidaw , or “the , or “the , or “the , or “the , or “the Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new Abode of the King.” The new capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the center of country, 335 capital is located in the 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(2) ; (2) ; (2) the advantages of ha the advantages of hathe advantages of ha the advantages of hathe advantages of ha the advantages of ha the advantages of ha the advantages of hathe advantages of ha ving a power center close ving a power center closeving a power center closeving a power center closeving a power center closeving a power center close ving a power center close ving a power center closeving a power center closeving a power center close ving a power center closeving a power center closeving a power center close to Myanmar’s to Myanmar’s to Myanmar’s to Myanmar’s to Myanmar’s to Myanmar’s to Myanmar’s border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control border areas, making it easier to control crosscross -border tr border tr border tr ade and ade and ade and ade and ade and ade and ethnic ethnic ethnic ethnic minority armed groups; 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Facilitating continuity of operations (COOP): The transfer of organizationally-determined essential knowledge from "Baby Boomers" to "Generations X and Y" air traffic controllers in the United States
No full textSome U.S. government organizations anticipate continuity of operations (COOP)-related knowledge loss due to "Baby Boomer" workforce attrition and growing dependency on "Generation X" and "Generation Y" workers. This research employed "Grounded Theory" to investigate, "in Air Traffic Control (ATC) organizations facing personnel-related generational shifts, what are the key factors that enable knowledge retention and transfer that are essential for COOP from current Baby Boomer personnel to new entrants who are Generation X and Y".
Analysis of data collected from government, professional and academic organizations' resources and in interviews with ATC stakeholders revealed critical factors and design elements that enhance cross-generational knowledge transfer. These elements span: technology and infrastructure; management and policies; worker demographics and characteristics; and behavioral factors including "social capital" and incentives.Abstract
Title of Dissertation:
Facilitating continuity of operations (COOP): the transfer of organizationally-determined essential knowledge from “Baby Boomers” to "Generations X and Y” Air Traffic Controllers in the United States
Fred Poker, Doctor of Management, 2009
Dissertation Directed by:
Dr. Claudine SchWeber, Graduate School of Management and Technology, University of Maryland University College
Some U.S. government organizations anticipate continuity of operations (COOP)-related knowledge loss due to “Baby Boomer” workforce attrition and growing dependency on “Generation X” and “Generation Y” workers. This research employed “Grounded Theory” to investigate, “in Air Traffic Control (ATC) organizations facing personnel-related generational shifts, what are the key factors that enable knowledge retention and transfer that are essential for COOP from current Baby Boomer personnel to new entrants who are Generation X and Y”.
Analysis of data collected from government, professional and academic organizations’ resources and in interviews with ATC stakeholders revealed critical factors and design elements that enhance cross-generational knowledge transfer. These elements span: technology and infrastructure; management and policies; worker demographics and characteristics; and behavioral factors including “social capital” and incentives.
Running head: Facilitating continuity of operations
Running head: Facilitating continuity of operations
Facilitating continuity of operations (COOP):
the transfer of organizationally-determined essential knowledge
from “Baby Boomers” to "Generations X and Y”
Air Traffic Controllers in the United States
Fred Poker
Dissertation
Presented to the Faculty of the
Graduate School
University of Maryland University College
in partial fulfillment of the requirements for the degree
Doctor of Management
May 16, 2009
Dissertation Committee:
Prof. Claudine ScWeber, Chair
Prof. Husein Abdul-Hamid
Prof. Hasan Sayani Running head: Facilitating continuity of operations
UMI Number: 10002
Copyright 2009 by
Poker, Fred
UMI Microform
Copyright 2009
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest Information and Learning Company
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P.O. Box 1346
Ann Arbor, MI 48106-1346
All rights reserved.Running head: Facilitating continuity of operations
UMI Number: 10002
Copyright 2009 by
Poker, FredRunning head: Facilitating continuity of operations
Page i
Dedication
This research could not have been undertaken, nor accomplished without the support and assistance of a great number of individuals. First and most of all, I am grateful to my wife Anna and my children Barak and Sharon who have been constant sources of support and encouragement. My mother Marian Poker, my brother Russell Poker, brother-in-law Howard Friedman and my father-in-law Bertrand Kupfer also provided strong encouragement.
The grace, courage and examples of never giving up in spite of extreme challenges that I learned from my father Charles Poker, my sister Anne Friedman and my mother-in-law Ghizelle Kupfer are among my most cherished memories and lessons learned. They are greatly missed.
This research is dedicated to the individuals who have undertaken the responsibility and duty of serving as first responders, guardians of our national security and the protectors of the public’s health and safety.
Running head: Facilitating continuity of operations
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Acknowledgements
This research was chaired by Dr. Claudine SchWeber. Her contribution to my research began when I first contemplated undertaking doctoral studies. From the day that I asked her for the university’s application form to selecting a research topic and through completion of this dissertation, Dr. SchWeber has been demanding and a stickler for deadlines. I can’t thank her enough for instilling a drive for quality and a sense of discipline that has shaped this dissertation.
I am deeply indebted to Dr. Husein Abdul-Hamid for his guidance and contributions to the research design and strategy employed in this research. His comments and suggestions for ways to improve data collection, analysis and presentation have strengthened this research and my appreciation of various research methods. His support and guidance are among the most valued assets gained in the doctoral program.
Dr. Hasan Sayani’s critical reading of the various versions of this dissertation enabled the identification of weak spots in earlier drafts and the strengthening of the dissertation. He always delivered his criticism with tact and in the spirit of being helpful. I appreciate his insights and contributions to the research.
Monica Graham provided highly valued liaison and logistical assistance that kept me on schedule and confident that “deliverables” were being put into the right hands.
Alice Leishman and her colleagues at the library at the University of Maryland, Shady Grove provided support and facilitated access to research materials with both Running head: Facilitating continuity of operations
Page iii
professionalism and a spirit of encouragement. Their efforts enabled me to move from “searching” to “finding”.
I would like to thank the following individuals for helping me gain a better understanding of the U.S. Air Traffic Control environment and for facilitating data collection for this research: Stephen T. Christmas; Pete Dumont; Mike Henry; Bruce Johnson; Charles Keegan; Dr. Marty Lauth; Gerald Lavey; David McCann; Dr. Gregory “Sid” McGuirk; Claire Rusk; Dr. Marvin Smith; Genna Teitelbaum; Dr. Jim Trinka; and Dale Wright. In addition to these individuals, I am grateful to those individuals who have participated in the research with the request to keep their identities and/or organizational affiliation confidential.
I would like to express my gratitude to Paul Roitman Bardack and Eric Fenn Elbot for their editorial review and comments on earlier drafts of the dissertation. They are both such close friends and experienced authors and editors that they were able to sacrifice being “polite” in order to be “helpful”. The dissertation was greatly improved as a result of their blunt advice.
In addition to the dissertation committee and other faculty members who provided assistance and guidance, many others contributed to my success in the “coursework” portion of the doctoral program and in the writing of the dissertation. These individuals included the members of the “Fall ‘05” doctoral program cohort. I owe a great deal of gratitude to John “Adam” Martinez for his friendship and for serving as my “main study strategist”. Other cohort members who have been “study partners” in different courses and in preparation for Running head: Facilitating continuity of operations
Page iv
the “comps” include: Bill Mohn; Brian McNeill; Alex Leytman; Roman Lubynsky; Andrea Barrett-Blake; Bert Jarreau; Larry Phillips; Amoke Alakoye; Jim Brinksma; Ed Zelinski; Suzzette Johnson; Jerry Chadwick; Phillip Sauer; Chris Powell; Nuray Elci; DJ Darnall; John McCormack; Dave Pitsley; and Terry Polen. Special thanks to the faculty, administrators and students of Harvard’s Kennedy School of Government, Mid-Career MPA Class of 1991. You laid the groundwork for professional practice, continued studies, and valued friendships.
Over the years, I worked with outstanding knowledge management, training, performance transformation, technology, human capital, and management professionals. I am very grateful for the lessons learned from colleagues and friends including: Rich Arnold; Itzik Barda; ED Berman; Uri Cohen; Dr. Richard Crawford; Nicole Gardner; Rian Gorey; Dennis Griess; Giora Hadar; George Koch; David Kurtz; Paul Jesukiewicz; Eric Lesser; Michael Littlejohn; Ze’ev Machnai; Elliott Masie; Angela Messer; Michael Parmentier; Art Nolan; GA Redding; Baruch Sebag; Scott Smith; Sam Watson; Steve Watson; Motti Winter; Dr. Robert Wisher; and David Wolfson.
I am deeply indebted to the following Army National Guard officers for both their service to the nation and for providing me with the opportunity to support the Guard’s Distributive Training Technology Program (DTTP): LTG (R) Roger C. Schultz; COL (R) Dennis Donovan; LTC Stephan Picard; LTC Kevin Wright; and LTC Guy Gormley. I am especially grateful to COL (R) Richard Findlay for his mentoring, professional example and guidance; and to Lisa Balzereit for her vision, leadership and friendship. Running head: Facilitating continuity of operations
Page v
Table of Contents
Dedication.................................................i
Acknowledgements..........................................ii
List of Tables and Figures..............................xiii
Chapter One: Introduction..................................1
Problem Statement.......................................2
Purpose:................................................3
Background:.............................................4
Air Traffic Controllers:..............................4
Baby Boomers, Generation X & Generation Y:............5
Research question –...................................7
Relevance:..............................................8
Chapter Two: Literature Review............................10
Continuity of Operations.............................10
Generational differences:............................11
Knowledge Types: tacit; explicit; and embedded.......12
Knowledge Management: creation; capture; sharing; stewardship; etc.................................13
Knowledge Exchange Methods: formal frameworks (training, mentoring, coaching, etc.)............14Running head: Facilitating continuity of operations
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Informal frameworks (communities of practice, “brown bag lunches”, etc.)..............................15
Intergenerational Communications.....................17
Cross-cultural Communications........................18
Internal and External Organization Effectiveness.....18
Human Capital Strategy and Management................19
Adult Learning Theory................................19
Department of Labor and Other Relevant Government and Research Institutions’ Statistics and Reports....20
Research Question:.....................................21
Concept Map............................................22
Literature Review Conclusion:..........................23
Chapter Three: Research Method............................25
Research Questions:....................................25
Research approach/design:..............................27
Research and analysis:.................................29
Phase 2: the investigative phase.......................31
Study population and relevance to this research:.....31
Interview questions:...................................36
Data quality control:..................................36Running head: Facilitating continuity of operations
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Limitations:...........................................36
Chapter Four: Results and Analysis........................38
Phase 1: Meta-analysis.................................39
Phase 2: Investigative phase...........................42
“Support resources”..................................84
“Tools”..............................................85
“Organizational Policies”............................86
Air Traffic Control Managers (ATMs).................101
Phase 3: Integration..................................122
Phase 4: Model Building...............................126
Phase 5: Model Application............................127
Worker factor.......................................127
Infrastructure and technology factor:...............129
Management and Policies factor......................130
Behavioral factor:..................................132
Social capital:..............................132
Incentives:..................................132
Illustrative Design Elements:.......................133
Classroom-based approaches for knowledge transfer.....................................133Running head: Facilitating continuity of operations
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On-The-Job approaches to knowledge transfer..134
Policies to support knowledge transfer.......134
Summary...............................................137
Chapter Five: Conclusion and Recommendations.............141
Next Steps:.........................................144
References...............................................146
Appendix 1: Timetable for data collection................152
Appendix 2: Research Instrument - Interview Guide........153
Populations and Proposed Questions:.................153
Knowledge Exchange techniques.......................176
Availability Level..................................176
Content repositories................................176
Mentoring (being mentored)..........................176
Peer Assist.........................................176
Communities of Practice.............................176
Alternative Work Arrangements.......................176
Other...............................................176
a. Please indicate how often you use each technique to transfer knowledge to your trainees?............177Running head: Facilitating continuity of operations
Page ix
b. Please indicate to what extent you feel that these knowledge-related technologies and processes contribute to your trainees’ achievement of learning objectives?............................177
c. To what extent will you have your trainees participate in these knowledge-related technologies and processes in the future?....................177
Knowledge Exchange techniques.......................177
How often technique is used to transfer knowledge to your trainees?..................................177
Extent you feel that these knowledge-related technologies and processes contribute to your trainees’ achievement of learning objectives?...177
Content repositories................................177
Mentoring (being mentored)..........................177
Peer Assist.........................................178
Communities of Practice.............................178
Alternative Work Arrangements.......................178
Other...............................................178
Appendix 3: Definition of Terms..........................187Running head: Facilitating continuity of operations
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Knowledge Exchange:..........................187
Expertise Location:..........................187
FAA Familiarization (FAM) Program:...........187
Peer Assist:.................................187
Communities of Practice:.....................188
Alternative Work Arrangements / Training / Orientation:.................................189
Appendix 4: Student comments on effectiveness of knowledge transfer methods.........................................190
Appendix 4 Table 4.1 Lectures: Student comments on effectiveness...................................190
Appendix 4 Table 4.2 Support Resources: Student comments on effectiveness.......................192
Appendix 4 Table 4.3 High Fidelity Simulations: Student comments on effectiveness...............196
Appendix 4 Table 4.4 Computer-based instruction (CBI): Student comments on effectiveness...............199
Appendix 4 Table 4.5 Tools: Student comments on effectiveness...................................200Running head: Facilitating continuity of operations
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Appendix 4 Table 4.6 Organizational Policies: Student comments on effectiveness.......................202
Appendix 5: Faculty comments on effectiveness of knowledge transfer methods.........................................204
Appendix 5 Table 5.1. Classroom-based instruction methods – Faculty comments on effectiveness.....204
Appendix 5 Table 5.2. Additional short-term and long-term experiences and support Generation X and Generation Y students need in the "classroom", the "simulation lab" and "On-the Job" in order to work independently as Air Traffic Controllers – Faculty comments........................................205
Appendix 5 Table 5.3: Essential Air Traffic Control-related strategic or operational knowledge needed to be transferred to students; how this essential knowledge was transferred to students in the past; how this essential knowledge is transferred to students today..................................206
Appendix 5 Table 5.4: How Baby Boomer (ages 44 to 62); Generation X (ages 33 to 43) and Generation Y (ages Running head: Facilitating continuity of operations
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32 and younger) trainees appear to acquire essential knowledge differently from trainees from the other generations: Faculty comments.........207
Appendix 5 Table 5.5: Internal, government and other policies that affect the transfer of knowledge and content to ATC trainees; how they impact knowledge transfer and curriculum content: Faculty comments208
Appendix 6: “Demographic” Data Requested of Interviewees.210
Appendix 7: Responses to Questions by Community..........213
Appendix 7.1 - Technical aviation topics/competencies: Faculty responses...............................213
Appendix 8: Comments of the current and former FAA officials................................................216
Appendix 9: Acronyms and Abbreviations...................220Running head: Facilitating continuity of operations
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List of Tables and Figures
Figure 1: Concept Map.....................................................................................................22
Table 1: Literature reviewed by topic area.......................................................................40
Table 2: Level of importance of technical aviation topics/competencies necessary for Air Traffic Control according to On-the-Job (OTJ) Instructors (n = 5)...................92
Table 3: Required knowledge in key Air Traffic Control areas by difficulty to transfer knowledge to trainees according to On-the-Job (OTJ) Instructors (n = 5)........93
Table 4: Technical aviation topics/competencies necessary for Air Traffic Control by OTJIs’ level of confidence that their trainees have achieved professional competence........................................................................................................97
Table 5: Main factors in relation to knowledge transfer.................................................135 Running head: Facilitating continuity of operations
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Chapter One: Introduction
Continuity of Operations (COOP), according to U.S. Department of Homeland Security’s Federal Emergency Management Agency (FEMA), is defined as, “the activities of individual departments and agencies and their sub-components to ensure that their essential functions are performed”. (U.S. DHS, FEMA, 2004, Section 6) The need for COOP planning and preparedness is usually associated with catastrophic events, that while anticipated, usually strike with little or no advance warning. Examples given of these catastrophes usually include: terrorist acts; natural disasters; and major accidents due to human error or technological failures. Planning for Continuity of Operations (COOP) is undertaken in the federal government in order to “assure that the capability exists to continue essential agency functions across a wide range of potential emergencies”.
We suggest expanding the scope of “COOP” issues to include the loss of strategic, operational and/or tactical knowledge that weakens or threatens the ability to ensure that “essential functions are performed” in existing, evolving and newly emerging missions. Federal Government organizations are expecting and/or experiencing strategic, operational and/or tactical knowledge loss due to “Baby Boomer” workforce attrition and growing dependency on “Generation X” and “Generation Y” workers. Running head: Facilitating continuity of operations
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In this research, focused on federal government employed public safety and/or national security professional populations, we examined knowledge transfer among Air Traffic Controllers (ATCs) in the United States due to the anticipated mass retirement-related exodus of many of these professionals responsible for air passenger and aircraft safety over the coming decade. Therefore, this dissertation’s specific research question was, “in Air Traffic Control (ATC) organizations facing personnel-related generational shifts, what are the key factors that enable knowledge retention and transfer that are essential for COOP from current Baby Boomer personnel to new entrants who are Generation X and Y.”
To identify these factors, the subordinate research questions were: “what type of classroom-based approaches to knowledge transfer should be used”; “what type of on-the-job training (OTJ) approaches to knowledge transfer should be used”; and “what type of policies support or impede knowledge transfer”. This research provided the opportunity to: contribute to management research and practice; contribute to public safety; and to meet the academic requirement of comparative analysis, a central
Channeling the innovation stream: A decision framework for selecting emerging technologies
No full textThe proliferation of emerging technologies offers opportunity but also presents challenges to defense acquisition decision makers seeking to incorporate those technologies as part of the acquisition process. Assessment frameworks and methodologies found in the literature typically address the primary focus of a sponsoring organization's interest (e.g., a non-profit 'green' organization's focus on environmental issues). The lack of a holistic, systematic approach for these decisions inhibits the consistent treatment of emerging technology opportunities. The increasing convergence of emerging technologies and the need for multi- or trans-disciplinary collaboration requires a systematic set of considerations to improve consistency of decision making in early stages of the acquisition life cycle. Policy makers and society desire reassurance that defense organizations are incorporating emerging technologies in a safe, understandable, and consistent manner. That desire fuels a need for a systematic approach to consider a full suite of relevant factors when evaluating emerging technology opportunities as part of any management decision making process. This research makes the case for an approach that applies a decision framework for the consideration of emerging technology opportunities during the early stages of defense acquisition in the United States. Results of a cross-sectional survey of U. S. defense acquisition practitioners provide perceptions of the positive value of a systematic decision framework for assessing emerging technology in acquisitions. The survey results also confirm the need for a holistic set of decision factors. In support of the need for a holistic set of decision factors, this research presents a conceptual decision model that offers a systematic approach underpinned by 16 decision factors. The five-layer model is offered as a basis for future research to create an applied decision model for emerging technology opportunities. The results of this research bridge a gap in academic literature and defense acquisition practice with a systematic approach for making decisions about emerging technologies.ABSTRACT
Title of Dissertation: CHANNELING THE INNOVATION STREAM: A
DECISION FRAMEWORK FOR SELECTING
EMERGING TECHNOLOGIES
Philip S. Sauer, Doctor of Management, 2010
Dissertation Directed By: Dr. Thomas Mierzwa
UMUC Graduate School of Management &
Technology
The proliferation of emerging technologies offers opportunity but also presents
challenges to defense acquisition decision makers seeking to incorporate those
technologies as part of the acquisition process. Assessment frameworks and
methodologies found in the literature typically address the primary focus of a sponsoring
organization’s interest (e.g., a non-profit ‘green’ organization’s focus on environmental
issues). The lack of a holistic, systematic approach for these decisions inhibits the
consistent treatment of emerging technology opportunities. The increasing convergence
of emerging technologies and the need for multi- or trans-disciplinary collaboration
requires a systematic set of considerations to improve consistency of decision making in
early stages of the acquisition life cycle. Policy makers and society desire reassurance
that defense organizations are incorporating emerging technologies in a safe,
understandable, and consistent manner. That desire fuels a need for a systematic approach
to consider a full suite of relevant factors when evaluating emerging technology
opportunities as part of any management decision making process. This research makes
the case for an approach that applies a decision framework for the consideration of
emerging technology opportunities during the early stages of defense acquisition in the
United States. Results of a cross-sectional survey of U. S. defense acquisition
practitioners provide perceptions of the positive value of a systematic decision
framework for assessing emerging technology in acquisitions. The survey results also
confirm the need for a holistic set of decision factors. In support of the need for a holistic
set of decision factors, this research presents a conceptual decision model that offers a
systematic approach underpinned by 16 decision factors. The five-layer model is offered
as a basis for future research to create an applied decision model for emerging technology
opportunities. The results of this research bridge a gap in academic literature and defense
acquisition practice with a systematic approach for making decisions about emerging
technologies.
CHANNELING THE INNOVATION STREAM:
A DECISION FRAMEWORK FOR SELECTING EMERGING TECHNOLOGIES
By
Philip S. Sauer
Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland University College, in partial fulfillment
of the requirements for the degree of
Doctor of Management
2010
Advisory Committee:
Dr. Thomas Mierzwa, Chair
Dr. Timothy Reed
Dr. Anna Andriasova
© Copyright by
Philip S. Sauer
2010
ii
Dedication
I dedicate this dissertation to my family, especially…
To my wife Eleni, for 31 years of love and support;
To my daughter, Jamie, for blessing us with two beautiful granddaughters over
the past five years–Kailah Marie and Angelina Mae;
To my daughter, Felicia, for choosing the right path and working so hard to be her
best;
To my departed father and mother for instilling the importance of hard work and
sound values; and,
To my Lord, for giving me the knowledge, wisdom, and ability to successfully
accomplish this goal.
Without your collective support, I would not have achieved this milestone in my life.
iii
Acknowledgements
I owe everlasting gratefulness to the many people who pleasantly involved themselves in
helping me undertake and complete this dissertation. While many people have helped me
achieve this goal, I specifically acknowledge the following individuals who were
especially instrumental in my success.
I would like to acknowledge the inspiration provided to a young United States Air Force
airman in 1979 by CMSgt (retired) Harold K. “Smitty” Smith. His encouragement to
return to education rekindled my interest in academics and led to the completion of a
bachelor’s degree in 1984, one of my first steps in this long journey.
I also received repeated encouragement from Dr. Myron Hura, a colleague who provided
me innovative thoughts, continual encouragement, and sound mentoring since we first
met and collaborated in 1995. I appreciate the past 15 years of spirited debate and
successful problem solving.
At UMUC, I have had the privilege to work with many talented individuals who have
made contributions to my research experience. Of note are those members who have
participated in the journey since we began in August 2005—Dr. Chris Powell, Dr. Jerry
Chadwick, Dr. Ed Zelinski and Dr. Bert Jarreau. I am pleased to call them colleagues and
friends. Without their help and support, concluding this journey would not have been
possible.
I owe special thanks to my dissertation chair, Dr. Thomas Mierzwa, who mentored and
facilitated the successful completion of this dissertation. Despite his busy schedule, he
always found the time to discuss my research challenges, explore conceptual ideas, and
advise me on the mechanics of completing the doctoral program. His support and
direction were instrumental in my success, and I am truly grateful for his guidance.
iv
Table of Contents
ABSTRACT ................................................................................................................................... 1
Dedication ...................................................................................................................................... ii
Acknowledgements ........................................................................................................................ iii
Table of Contents ........................................................................................................................... iv
List of Tables ................................................................................................................................ vi
List of Figures ............................................................................................................................... vii
List of Abbreviations ..................................................................................................................... ix
Chapter 1: Introduction and Research Problem .............................................................................. 1
Introduction .................................................................................................................................... 1
Context and Problem Statement...................................................................................................... 4
Purpose ........................................................................................................................................... 5
Thesis ............................................................................................................................................. 7
Research Questions ......................................................................................................................... 7
Scope of Study .............................................................................................................................. 14
Significance of This Study ............................................................................................................ 15
Discussion of Key Terms .............................................................................................................. 17
Dissertation Chapters .................................................................................................................... 23
Chapter 2: Literature Review ........................................................................................................ 25
Introduction .................................................................................................................................. 25
Theoretical Basis of Research ....................................................................................................... 31
Emerging Technology ................................................................................................................... 33
Foresight Analysis—The Identification of Emerging Technology Opportunities ....................... 38
Nano-scale Technology—An Exemplar of the Emerging Technology Challenge ....................... 40
Influence of Emerging Technologies on Innovation Opportunities ............................................. 44
Emerging Technology Decision Making ...................................................................................... 50
DoD’s Capability Based Assessment Approach—A Defense Decision Process Example .......... 54
Systems Considerations in Addressing Emerging Technology Opportunities ............................. 56
Risk – One Aspect of Systems Considerations ............................................................................. 64
Measures – A Second Key Aspect of Systems Considerations .................................................... 68
Existing Technology Assessment and Decision Support Frameworks......................................... 70
Literature Review Conclusion ...................................................................................................... 76
Chapter 3: Conceptual Framework ............................................................................................... 78
Introduction .................................................................................................................................. 78
Description of the Conceptual Model’s Layers ............................................................................ 80
Hypotheses Developed for Study.................................................................................................. 87
Variables for Analysis................................................................................................................... 92
Summary of the Conceptual Model .............................................................................................. 95
Chapter 4: Research Method ......................................................................................................... 96
Research Objective and Process ................................................................................................... 96
v
Research Design........................................................................................................................... 97
Data Collection ........................................................................................................................... 100
Survey Development ................................................................................................................... 101
Analysis Approach ...................................................................................................................... 108
Threats to Validity ...................................................................................................................... 109
Research Constraints or Limitations ........................................................................................... 110
Summary of Research Methodology .......................................................................................... 111
Chapter 5: Analysis of Findings and Discussion ........................................................................ 114
Visualization and Presentation of the Data and Analysis ........................................................... 114
Survey Respondent Summary ..................................................................................................... 115
Interpretation of Survey Data...................................................................................................... 118
Pursuing Systematic Insights from the Survey Data................................................................... 119
Perceptions of Management and Decision Processes ................................................................. 136
Decision Factor Perceptions ....................................................................................................... 156
Discussion of Findings ................................................................................................................ 185
The Research Hypotheses are Supported .................................................................................... 187
Answers to the Research Questions ............................................................................................ 194
The Thesis is Supported by the Research Conclusions .............................................................. 197
Chapter 6: Implications for Management ................................................................................... 199
Implications for Management Theory ........................................................................................ 202
Implications for Management Practice ....................................................................................... 203
Recommendations for Future Research ...................................................................................... 206
References .................................................................................................................................. 209
Appendix A – Research Concept Map........................................................................................ 230
Appendix B – Survey Instrument ............................................................................................... 231
vi
List of Tables
Table 1: Research Questions ........................................................................................................... 9
Table 2: Summary of Propositions Derived from Literature Review ........................................... 76
Table 3: Proposition-Hypothesis-Variable Linkage ..................................................................... 94
Table 4: Summary of Systematic Process Use Perceptions ........................................................ 136
Table 5: Comparison of Three Survey Questions – 7, 8, and 9 .................................................. 144
Table 6: Summary of Decision Process Analysis ....................................................................... 156
Table 7: Decision Factor Importance .......................................................................................... 161
Table 8: Decision Factor Response Layer Perceived Value Summary ...................................... 174
Table 9: Decision Factor Aggregated Perceived Value Summary ............................................. 176
Table 10: Comparison of Aggregated versus Response Layer Factor Rankings........................ 183
Table 11: Research Question Satisfaction .................................................................................. 195
vii
List of Figures
Figure 1: Research Topics Developed Using a Concept Mapping Approach .............................. 28
Figure 2: Proposed Systematic Framework Model for Emerging Technology Selection
Decisions ...................................................................................................................................... 80
Figure 3: Decomposition of the Third Layer of the Conceptual Model ....................................... 85
Figure 4: Context of Methodology Design ................................................................................... 98
Figure 5: Data Collection Model ................................................................................................ 101
Figure 6: Topic Map for Survey Question Grouping and Development .................................... 103
Figure 7: Survey Question Creation Approach ........................................................................... 104
Figure 8: Survey Respondents’ Organizational Affiliation ........................................................ 116
Figure 9: DoD Respondents’ Affiliation..................................................................................... 117
Figure 10: Systematic Process Value to Acquisition Success .................................................... 120
Figure 11: Systematic Process Key to Acquisition Success ....................................................... 121
Figure 12: Systematic Processes Provide Successful Decision Making ..................................... 122
Figure 13: Application of Systematic Approaches by Program Managers ................................. 123
Figure 14: Level of Involvement by Organizational Components ............................................. 125
Figure 15: Use of Structured Criteria by Program Managers ..................................................... 126
Figure 16: Program Manager Use of Processes .......................................................................... 127
Figure 17: Use of Standards ........................................................................................................ 128
Figure 18: Use of Ad Hoc Processes by Program Managers ...................................................... 129
Figure 19: Use of Expert Opinion, SMEs, or Authorities........................................................... 130
Figure 20: Program Manager Compliance with DoD Documents.............................................. 132
Figure 21: Use of Standard Defense Decision Factors ............................................................... 132
Figure 22: Contribution of Systematic Process to Decision Making .......................................... 134
Figure 23: Completeness of Organizational Decision Processes ................................................ 137
Figure 24: Use of Criteria for Key Defense Acquisition Decision Points .................................. 139
Figure 25: Value of Emerging Technology to Acquisition ........................................................ 140
Figure 26: Program Managers' Perception of Emerging Technology Opportunities ................. 142
Figure 27: Perceptions of Systematic Process Support to Decision Making .............................. 143
Figure 28: Observations Arising from the Question 7-8-9 Comparison .................................... 146
Figure 29: Value of Emerging Technology Opportunities at Different Acquisition Phases ...... 148
Figure 30: Program Manager Valuation of Emerging Technology ............................................ 149
Figure 31: Enabling Contribution of Emerging Technology ...................................................... 150
Figure 32: Effectiveness of Organizational Level Decision Making Processes ......................... 151
Figure 33: Program Manager Perception of Emerging Technology Opportunity ...................... 153
Figure 34: Effective Decision Making in Response to Opportunity Presentation ...................... 154
Figure 35: Extent Emerging Technology Opportunities are Incorporated ................................. 155
Figure 36: Extent Program Managers Use Other Than DoD Selection Criteria ......................... 157
Figure 37: Employment of Range of Decision Considerations .................................................. 158
Figure 38: Consistent Criteria Use for Emerging Technology Decisions .................................. 160
Figure 39: Summary of Decision Factor Survey Ratings ........................................................... 164
Figure 40: Survey Results for Decision Factors Arrayed by Response Category .....................
Awaking the public sector with strategic corporate philanthropy: Revitalizing the public servant’s organizational knowledge, innovative capability, and commitment
No full textGiven the perils of today’s dynamic and resource-constrained environment, intellectual capital has become a source of competitive advantage for public sector organizations. Composed of three elements- organizational knowledge, innovative capability, and organizational commitment-intellectual capital is an asset that cannot simply be bought or acquired through education. Rather scholars have suggested an epistemology of practice, beyond traditional workplace employee development initiatives. This study examined the impact of experiential learning initiatives (community service projects) on the level of intellectual capital within the public sector. Specifically, by aligning the strategic objectives of the Office of Naval Intelligence (ONI) to the needs of the community in which it operates, mission-focused community service projects were suggested to actualize strategic philanthropic potential. To accomplish this effort, the methodology employed was a scholar-practitioner approach to evidence-based research. A comprehensive literature review of the major themes and constructs specific to intellectual capital, innovation, and mission-focused community service projects was provided. Understanding these components of the study’s premise provided a framework for asserting the conceptual model. Recommendations were provided to leverage the model as a source of strategic competitive advantage and validate its appropriateness via scholarly analysis. It is argued that a mission-focused community service model specifically crafted for the context of the public sector adds value to management scholarship and practitioner trends by serving as a benchmark model for integrating service learning into management practice from a multiple stakeholder perspective.Awaking the Public Sector with Strategic Corporate Philanthropy: Revitalizing the Public Servant’s Organizational Knowledge, Innovative Capability, and Commitment
By
Janese Marie Jackson
Dissertation
Submitted to the Graduate Faculty of
University of Maryland University College
In Partial Fulfillment of the
Requirements for the of
Degree of
Doctor of Management
August 3, 2011
Dissertation Committee
Kathleen F. Edwards, Ph.D
James P. Gelatt, Ph.D 2
Abstract
Given the perils of today’s dynamic and resource-constrained environment, intellectual capital has become a source of competitive advantage for public sector organizations. Composed of three elements- organizational knowledge, innovative capability, and organizational commitment-intellectual capital is an asset that cannot simply be bought or acquired through education. Rather scholars have suggested an epistemology of practice, beyond traditional workplace employee development initiatives. This study examined the impact of experiential learning initiatives (community service projects) on the level of intellectual capital within the public sector. Specifically, by aligning the strategic objectives of the Office of Naval Intelligence (ONI) to the needs of the community in which it operates, mission-focused community service projects were suggested to actualize strategic philanthropic potential. To accomplish this effort, the methodology employed was a scholar-practitioner approach to evidence-based research. A comprehensive literature review of the major themes and constructs specific to intellectual capital, innovation, and mission-focused community service projects was provided. Understanding these components of the study’s premise provided a framework for asserting the conceptual model. Recommendations were provided to leverage the model as a source of strategic competitive advantage and validate its appropriateness via scholarly analysis. It is argued that a mission-focused community service model specifically crafted for the context of the public sector adds value to management scholarship and practitioner trends by serving as a benchmark model for integrating service learning into management practice from a multiple stakeholder perspective.
KEYWORDS: Strategic Corporate Philanthropy, Experiential Learning, Service Learning, Intellectual Capital, Strategic Alignment, Innovative Capability, Tacit Knowledge, Organizational Commitment 3
Dedication
In loving memory of my Grandmother, Marie Coghill.
A commitment to serving others with great passion---she gave people all that she had, expecting nothing in return.
She taught herself how to read and write, when no one else would take the time to teach her.
And imparted the essence of greatness in my spirit at an early age:
“Girl, go and get all of the learn’in that you can.”
She inspired me to express myself no matter what--even when my entire being shakes… Acknowledgements
I would have never been able to complete this chapter of my life by the age of 30, without the love and support from God, faculty, friends, and family. Thanks for going on this journey with me.
Father God, you deserve all the honor and glory. Thanks for directing me to the DM Program and providing me with the endurance, strength, protection, and wisdom to finish strong.
Mom and Dad, although I have my own home, somehow countless all-nighters were spent at your kitchen table. Thanks for leaving your front light on, stocking the pantry with goodies, and keeping me company at 2 A.M. Most of all thanks for standing beside me- through every season, trial, and random adventure that comes my way.
Thanks, Troy, Carolyn, Troi-Marie, and Tyler, for your laughter and prayers. This time next year we can go to the beach without my laptop and journal articles. Thanks, Aunt Shirley, for being my companion in Italy, as I tried to balance work and school demands abroad. Many thanks to Mr. Fix It, my Uncle Joe, who was always on call to resolve my computer, printer, electrical, and plumbing challenges.
Special thanks to Jennifer Hartman, my best friend of 25-years, for supporting me throughout this adventure and inspiring me to change my dissertation topic. As I was boring you over dinner with my previous topic, you ordered another margarita and then asked: “What makes you alive? Janese, for the next 3-years research and write about something that makes you smile.” 5
Bonita McNeill, my colleague and friend, thanks for setting me straight with all of your pep talks. No matter what was going in my life, you would always remind me that for this season I am a student first and then everything else.
Thank you Information Dominance Corps (OPNAV N2/N6) for providing me with the resources to complete this program. Thanks for giving me professional opportunities to grow and apply my DM competencies.
I would like to express my deepest gratitude to Dr. Gelatt and Dr. Edwards, for their dedication and commitment to my success in this program. Thanks for ripping apart my drafts and challenging my epistemology. Because of you I have become a scholar-practitioner.
Special thanks to the members of my Expert Practitioner Panel. Thanks ODNI, ONI, and Action Centered Training, Inc. for your insight on the applicability and appropriateness of my conceptual framework for actual practice in the workplace.
I would also like to thank my host of Spiritual Sisters (Middleton LifeNet Group). Thank you for your prayers, hugs, and encouragement. Thanks for pushing me across the finish line.
Finally, I would like to thank the DMGT 9040 Cohort (2008-2011). As the most junior member of the group, I am forever grateful for the professional and personal pearls of wisdom that you have imparted. Thank you for being transparent and sharing your lives with me. 6
Table of Contents
Abstract.................................................................................................................................2
Dedication.............................................................................................................................3
Acknowledgements...............................................................................................................4
Table of Contents...................................................................................................................6
List of Tables and Figures......................................................................................................9
1 CHAPTER ONE: INTRODUCTION...........................................................................10
1.1 Introduction.................................................................................................................................10
1.2 Statement and Significance of the Problem.................................................................................11
1. 3 Management Considerations........................................................................................................13
1.4 Thesis..........................................................................................................................................15
1.4.1 Research Questions..............................................................................................................15
1.4.2 Assumptions........................................................................................................................16
1.4.3 Propositions.........................................................................................................................18
1.5 Research Area of Focus...............................................................................................................19
1.5.1 Level of Analysis.................................................................................................................20
1.6 Management Contributions..........................................................................................................20
1.7 Organization of the Dissertation..................................................................................................21
2 CHAPTER TWO: LITERATURE REVIEW...............................................................23
2.1 Introduction.................................................................................................................................23
2.1.1 Organization of the Literature Review.....................................................................................23
2.2 Research Context........................................................................................................................24
2.3 Occupational Stratification..........................................................................................................28
2.3.1 Mission Critical Employees.................................................................................................31
2.3.2 Non-Mission Critical Employees.........................................................................................32
2.4 Intellectual Capital.......................................................................................................................33
2.4.1 Organizational Knowledge..................................................................................................34
2.4.2 Explicit Knowledge..............................................................................................................37
2.4.3 Tacit Knowledge..................................................................................................................38
2.4.4 Knowledge Creation............................................................................................................40
2.4.5 Knowledge Sharing..............................................................................................................41
2.4.6 Innovation...........................................................................................................................42
2.4.6.1 Innovative Capability...........................................................................................................44
2.4.7 Strategic Line of Sight.........................................................................................................44
2.4.7.1 Organizational Mission and Strategies................................................................................46
2.4.8 Organizational Commitment................................................................................................47
2.5 Employee Motivation...................................................................................................................48
2.5.1 Extrinsic Motivation............................................................................................................49
2.5.2 Intrinsic Motivation..............................................................................................................50
2.5.3 Public Service Motivation....................................................................................................51
2.6 Experiential Learning...................................................................................................................52
2.6.1 Service Learning..................................................................................................................56
2.7 Corporate Philanthropy................................................................................................................58
2.7.1 Corporate Volunteer Programs............................................................................................59
2.8 Strategic Philanthropy..................................................................................................................59
2.8.1 Strategic Philanthropy: Economic v. Social Organizational Interests Debate.....................60
2.8.2 The Construct of Strategic Philanthropy..............................................................................61 7
2.8.3 The Competitive Context of Strategic Philanthropy............................................................62
2.8.4 Benefits of Strategic Philanthropy.......................................................................................65
2.8.5 Strategic Philanthropy Benchmarks.....................................................................................66
2.8.5.1 The 3M Company................................................................................................................66
2.8.5.2 Murphy Oil Corporation......................................................................................................68
2.8.5.3 Corporate Social Innovation................................................................................................70
2.8.6 Community, Organizational, and Employee Benefits.........................................................71
2.9 Theoretical Lenses.......................................................................................................................72
2.9.1 Theoretical Lens: The Intelligence Community and The Knowledge Economy.................73
2.9.2 Theoretical Lens: Occupational Stratification and Strategic Alignment.............................74
2.9.3 Theoretical Lens: Knowledge Exploration through Experiential Learning.........................76
2.9.4 Theoretical Lens: Experiential Learning and Strategic Philanthropy..................................77
2.9.5 Propositions.........................................................................................................................78
2.10 Chapter Summary........................................................................................................................79
3 CHAPTER THREE: CONCEPTUAL FRAMEWORK...............................................82
3.1 Overview of Conceptual Framework...........................................................................................82
3.2 Graphical Analysis and Integration of Scholarship.....................................................................86
3.2.1 Inputs...................................................................................................................................86
3.2.1.1 Organizational Mission........................................................................................................87
3.2.1.2 Community Needs Aligned to Strategic Business Objectives.............................................89
3.2.1.3 Non-Mission Critical Employees’ Organizational Knowledge...........................................93
3.2.2 Repository...........................................................................................................................99
3.2.2.1 Mission Focused Community Service Projects.................................................................101
3.2.2.1.1 Science and Technology Expos........................................................................................102
3.2.2.1.2 IC Career Days..................................................................................................................102
3.2.2.1.3 Heritage Community Outreach.........................................................................................103
3.2.2.1.4 Armed Services Support...................................................................................................104
3.2.2.1.5 Student Tutoring...............................................................................................................104
3.2.2.1.6 Community Intelligence and National Security Awareness Programs.............................105
3.2.3 Outputs..................................................................................................................................106
3.2.3.1 Organizational Benefits........................................................................................................106
3.2.3.2 Individual Benefits...............................................................................................................107
3.3 Discussion.................................................................................................................................107
3.4 Chapter Summary.......................................................................................................................109
4 CHAPTER FOUR: METHODOLOGY......................................................................111
4.1 Methodology Overview.............................................................................................................111
4.2 Evidence Based Research..........................................................................................................111
4.2.1 Literature Review Methodology........................................................................................114
4.2.2 The Scholar-Practitioner Approach...................................................................................117
4.2.2.1 Expert Practitioner Panel......................................................................................................118
4.3 Chapter Summary.......................................................................................................................121
5 CHAPTER FIVE: ANALYSIS & DISCUSSION......................................................122
5.1 Introduction...............................................................................................................................122
5.2 Presentation and Summary of Findings.....................................................................................123
5.3 Research Question #1 and #2.....................................................................................................125
5.3.1 Findings.............................................................................................................................125
5.3.2 Alternative Perspectives.....................................................................................................126
5.4 Research Question #3.................................................................................................................127
5.4.1 Findings.............................................................................................................................128 8
5.5 Research Question #4.................................................................................................................129
5.5.1 Findings.............................................................................................................................129
5.5.2 Alternative Perspectives.....................................................................................................131
5.6 Research Question #5.................................................................................................................132
5.6.1 Findings.............................................................................................................................132
5.6.2 Alternative Perspectives.....................................................................................................134
5.7. Research Question #6.................................................................................................................135
5.7.1 Findings.............................................................................................................................135
5.7.2 Alternative Perspectives.....................................................................................................136
5.8 Chapter Summary.......................................................................................................................137
6 CHAPTER SIX: CONCLUSIONS, IMPLICATIONS, AND TRENDS...................139
6.1 Introduction...............................................................................................................................139
6.2 Overall Conclusions.....................................................................................
Assessing the benefits of online scenario simulation tools in security-related studies at UMUC
No full textAbstract: This research aimed at capturing the effectiveness of computerized simulation tools used in security related courses in online classroom environments at UMUC on student learning. The researcher identified one graduate course and 3 undergraduate courses that currently utilize such tools; then surveyed the students taking those courses; and compared the results with the actual outcomes (grades). The results and conclusions are pending.Assessing the Benefits of Online Scenario
Simulation Tools in Security-Related Studies
at UMUC
Irmak Renda-Tanali, DSc.
Collegiate Associate Professor
Director, Homeland Security & Emergency Management
Graduate School of Management & Technology
Faculty Research Lunch and Learn Seminar
Largo Auditorium
Thursday March 17, 2011Outline
•
Background
•
Research Objectives
•
Methodology
•
Research Design
•
Tools
•
Results
•
Survey Results
•
Actual Performance Results
•
Conclusions
•
Recommendations
2
Irmak Renda-TanaliBackground
•
Why such study?
•
Homeland Security and related fields are best learned through scenario studies
•
Textbooks and lecture-based learning do not effectively teach:
•
Consensus gathering
•
Collective decision making
•
Decision making under uncertainty
•
Testing and validating assumptions
•
How to manage major crises and emergencies
•
Textbooks and lectures do not capture the dynamic, time-sensitive, context-dependent, multi-disciplinary nature of the emergency/crisis scenarios.
3
Irmak Renda-TanaliBackground
•
Why such study (cont’d)?
•
Course evaluations and teaching experience show:
•
Students want dynamic, hands-on exercises that simulate real world environments, real world thinking.
•
Textbook reading and conference participations need further stimulating tools to enhance student understanding of security topics.
•
Students want to be an active part of decision making process as crisis events unfold.
•
They want to learn what are the good AND bad decisions and why, by actively seeing consequences of their decisions in reaction to events that unfold.
•
Case studies looking backward are not so interesting as the events and consequences are already known.
•
Students learn better by hands-on practice than just by reading.
4
Irmak Renda-TanaliBackground
•
Examples of current practice:
•
Multi-media technology
•
Video, audio, web pages, web 2.0 tools: blogs, wikis, social networking sites, podcasts, vodcastsetc.
•
Play2Train, a virtual world platform, uses Second Life software with avatars (intelligent agents) mimicking human behavior.
•
Specific examples related to security studies:
•
A web-based scenario simulation tool used for public health undergraduate students (Spinello& Fishbach, 2004)
•
San Luis Rey town scenario simulation exercise for HS students at UMUC graduate studies (Boubsil& Gayol, 2006)
•
Play2Train, used to replicate tabletop exercises, e.g. Centers for Disease Control (CDC), Emory University, University of Illinois at Chicago’s Center for the Advancement of Distance Education (CADE), Seton Hall University, and Idaho State University (Hewitt et al, 2009)
5
Irmak Renda-TanaliBackground
•
Examples (cont’d)
•
Specific examples related to security studies (cont’d)
•
Second Life and Play2Train in Master of Healthcare Administration online programs, used to enhance student discovery, critical thinking, and analytical skills.
6
Irmak Renda-TanaliResearch Objectives
•
To capture the effectiveness of online scenario simulation tools used at UMUC, on student learning;
•
To identify the kinds of strengths and weaknesses of those tools;
•
To compare those tools to traditional methods of teaching;
•
Ultimately to enhance student learning in Homeland Security and Emergency Management (or Civil/Public Security) and related fields of study through the findings of the study.
7
Irmak Renda-TanaliStudy Tools
•
Subjects:
•
5 online sections of CCJS 320 –145 students in total
•
3 online sections of CCJS 420 –78 students
•
2 online sections of CCJS 425 –45 students
•
2 online sections of BSBD 641 –51 students total 319 students
•
Instructors
•
Developer-instructors
Taught in Fall 2010 semester
•
Data Sources
•
Student survey for all sections of the above courses
•
Phone calls to faculty developed and/or use simulation
•
Course statistics measuring student participation and interaction
•
Gradebook
•
The generic end-of-semester evaluations
8
Irmak Renda-TanaliAreas Surveyed
•
Learning:
•
Understanding the material
•
Processing, testing, validating assumptions
•
Decision making skills
•
Getting close to real-life experience
•
Connecting events and objects (or actions)
•
Visualizing, conceptualizing, comprehending
•
Consensus gathering
•
Effective crisis communication
•
Effective use of resources
•
Effective emergency response to large scale crises
•
Student-to-student interaction
•
Student-to-faculty interaction
9
Irmak Renda-TanaliAreas Surveyed
•
Technology use
•
Workload
•
Student Satisfaction
•
Demographics
10
Irmak Renda-TanaliAssumptions
•
Learning:
•
Online scenario simulation tools help understand the material better.
•
They help better process, test, validate assumptions
•
Improve decision making skills.
•
Help get close to real-life experience.
•
Help connect events and objects (or actions).
•
Help with visualizing, conceptualizing, and comprehending.
•
Increased student-to-student interaction contributes to learning (Community of Inquiry Theory by Garrison et. al, 2000)
•
Increased student-to-faculty interaction contributes to learning (CoI).
•
Simulation tool increased interaction learning
11
Irmak Renda-TanaliAssumptions
•
Technology use:
•
If there are no problems with the technology, student satisfaction is more better learning
•
Workload:
•
No assumptions about the time spent versus contribution to learning
•
Student Satisfaction:
•
Students who responded favorably performed favorably –or did they?
•
Demographics:
•
No assumptions –a correlation study may uncover unknown facts
12
Irmak Renda-TanaliResearch Setting: CCJS 320
•
CCJS 320 Introduction to Criminalistics: An undergraduate course that teaches modern methods used in detecting, investigating, and solving crimes. The practical analysis of evidence in a criminal investigation laboratory is covered. Topics include photography, fingerprints, and other impressions; ballistics, documents and handwriting, glass and hair; drug analysis; and lie detection.
–
Project Name: “Crime Scene Simulation”
–
Goal: To properly handle the given crime scene and request the appropriate crime-lab tests.
13
Irmak Renda-TanaliSetting CCJS 320 (cont’d)
–
Project Name: “Crime Scene Simulation”
–
Actions: Students virtually move around a crime scene, examine items, process evidence, place them in an evidence box, interview the witness, and record details in a journal. After all the evidence is collected, students enter into a virtual Crime Lab and request the appropriate tests for each evidence item such as medico-legal autopsy, fingerprint analysis, forensic biology, toxicology, firearm examination, etc.
–
Deliverable: After the tests are performed a detailed Crime Scene Report is generated. Students are graded based on the correctness of the evidence collected and the tests generated. The crime lab yields no results if incorrect tests are requested.
14
Irmak Renda-TanaliSetting CCJS 320 (cont’d)
15
Irmak Renda-TanaliSetting CCJS 320 (cont’d)
16
Irmak Renda-TanaliSetting CCJS 320 (cont’d)
17
Irmak Renda-TanaliSetting CCJS 320 (cont’d)
18
Irmak Renda-TanaliResults: Crime Scene Simulation
•
Response Rates (CCJS 320):
19
Irmak Renda-Tanali
CCJS 320
No. of Surveyssent
No. of Completed
Surveys
Responserate
6380
32
12
37.5%
6381
30
9
30.0%
6980
29
14
48.3%
6981
25
11
44.0%
7980
29
5
17.2%
Total
145
51
35.2%•
Understanding the material
20
Irmak Renda-Tanali
0%16%43%41%Strongly DisagreeDisagreeAgreeStrongly AgreeThis simulation exercise helped meunderstand the material better.
Question
Q. No.
Q2
understanding material
Q2
1.000
hands-on experience
Q3
0.788
mirroring real-life exper.
Q4
0.683
improve decision making
Q5
0.747
assumption testing
Q6
0.821
making connections
Q7
0.838
visualizing, conceptualizing
Q8
0.746
engaging w/other students
Q9
0.364
engaging w/faculty
Q10
0.424
approaching faculty
Q11
0.247
technology (no bugs)
Q12
0.444
time spent
Q13
-0.026
no. of classes taken so far
Q19
-0.271
age
Q22
-0.165
Large correlation
(Pearson Coefficient)
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation21
Irmak Renda-Tanali
Pearson’s Correlation Coefficient
Pearson's correlation coefficient between two variables is defined as the
Covariance of the two variables divided by the product of their standard deviations.
Simple to do using Excel spreadsheet with the embedded function.
Correlation
Negative
Positive
None
−0.09 to 0.0
0.0 to 0.09
Small
−0.3 to −0.1
0.1 to 0.3
Medium
−0.5 to −0.3
0.3 to 0.5
Large
−1.0 to −0.5
0.5 to 1.0•
Understanding the material
22
Irmak Renda-Tanali
0%16%41%43%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulation gave me a hands-on opportunity to understand the material.
Question
Q. No.
Q3
understanding material
Q2
0.788
hands-on experience
Q3
1.000
mirroring real-life exper.
Q4
0.703
improve decision making
Q5
0.799
assumption testing
Q6
0.742
making connections
Q7
0.786
visualizing, conceptualizing
Q8
0.725
engaging w/other students
Q9
0.276
engaging w/faculty
Q10
0.253
approaching faculty
Q11
0.281
technology (no bugs)
Q12
0.308
time spent
Q13
0.078
no. of classes taken so far
Q19
-0.116
age
Q22
-0.297
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Understanding the material (cont’d)
23
Irmak Renda-Tanali
4%12%41%43%Strongly DisagreeDisagreeAgreeStrongly AgreeIt deepened my understanding of the subject as it mirrored real life situations.
Question
Q. No.
Q4
understanding material
Q2
0.683
hands-on experience
Q3
0.703
mirroring real-life exper.
Q4
1.000
improve decision making
Q5
0.727
assumption testing
Q6
0.786
making connections
Q7
0.745
visualizing, conceptualizing
Q8
0.813
engaging w/other students
Q9
0.201
engaging w/faculty
Q10
0.372
approaching faculty
Q11
0.289
technology (no bugs)
Q12
0.247
time spent
Q13
-0.054
no. of classes taken so far
Q19
-0.110
age
Q22
-0.320
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Improving decision making skills
24
Irmak Renda-Tanali
2%16%50%32%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulation helped toimprove my decision-making skills.
Question
Q. No.
Q5
understanding material
Q2
0.747
hands-on experience
Q3
0.799
mirroring real-life exper.
Q4
0.727
improve decision making
Q5
1.000
assumption testing
Q6
0.834
making connections
Q7
0.776
visualizing, conceptualizing
Q8
0.714
engaging w/other students
Q9
0.323
engaging w/faculty
Q10
0.380
approaching faculty
Q11
0.255
technology (no bugs)
Q12
0.482
time spent
Q13
-0.020
no. of classes taken so far
Q19
-0.121
age
Q22
-0.383
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Validating assumptions
25
Irmak Renda-Tanali
4%16%47%33%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulation improved my skills in processing, testing and validating assumptions.
Question
Q. No.
Q6
understanding material
Q2
0.821
hands-on experience
Q3
0.742
mirroring real-life exper.
Q4
0.786
improve decision making
Q5
0.834
assumption testing
Q6
1.000
making connections
Q7
0.806
visualizing, conceptualizing
Q8
0.767
engaging w/other students
Q9
0.210
engaging w/faculty
Q10
0.488
approaching faculty
Q11
0.342
technology (no bugs)
Q12
0.433
time spent
Q13
-0.048
no. of classes taken so far
Q19
-0.150
age
Q22
-0.325
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Connecting between events and objects
26
Irmak Renda-Tanali
0%20%37%43%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulation improved my skills about making connections between events and objects.
Question
Q. No.
Q7
understanding material
Q2
0.838
hands-on experience
Q3
0.786
mirroring real-life exper.
Q4
0.745
improve decision making
Q5
0.776
assumption testing
Q6
0.806
making connections
Q7
1.000
visualizing, conceptualizing
Q8
0.828
engaging w/other students
Q9
0.283
engaging w/faculty
Q10
0.396
approaching faculty
Q11
0.234
technology (no bugs)
Q12
0.480
time spent
Q13
-0.057
no. of classes taken so far
Q19
-0.271
age
Q22
-0.341
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Visualizing and conceptualizing
27
Irmak Renda-Tanali
0%12%40%48%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulation helped me visualize, conceptualize and comprehend situations related to crime scene investigation.
Question
Q. No.
Q8
understanding material
Q2
0.746
hands-on experience
Q3
0.725
mirroring real-life exper.
Q4
0.813
improve decision making
Q5
0.714
assumption testing
Q6
0.767
making connections
Q7
0.828
visualizing, conceptualizing
Q8
1.000
engaging w/other students
Q9
0.278
engaging w/faculty
Q10
0.363
approaching faculty
Q11
0.369
technology (no bugs)
Q12
0.354
time spent
Q13
-0.023
no. of classes taken so far
Q19
-0.226
age
Q22
-0.225
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Student to student interaction
28
Irmak Renda-Tanali
12%51%31%6%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulationhelped meengage with other students.
Question
Q. No.
Q9
understanding material
Q2
0.364
hands-on experience
Q3
0.276
mirroring real-life exper.
Q4
0.201
improve decision making
Q5
0.323
assumption testing
Q6
0.210
making connections
Q7
0.283
visualizing, conceptualizing
Q8
0.278
engaging w/other students
Q9
1.000
engaging w/faculty
Q10
0.243
approaching faculty
Q11
0.192
technology (no bugs)
Q12
0.321
time spent
Q13
0.032
no. of classes taken so far
Q19
0.077
age
Q22
0.118
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Student to faculty interaction
29
Irmak Renda-Tanali
6%18%51%25%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulation improved my interaction with the instructor.
Question
Q. No.
Q10
Q11
understanding material
Q2
0.424
0.247
hands-on experience
Q3
0.253
0.281
mirroring real-life exper.
Q4
0.372
0.289
improve decision making
Q5
0.380
0.255
assumption testing
Q6
0.488
0.342
making connections
Q7
0.396
0.234
visualizing, conceptualizing
Q8
0.363
0.369
engaging w/other students
Q9
0.243
0.192
engaging w/faculty
Q10
1.000
0.383
approaching faculty
Q11
0.383
1.000
technology (no bugs)
Q12
0.346
0.029
time spent
Q13
0.099
0.367
no. of classes taken so far
Q19
0.004
-0.125
age
Q22
0.113
-0.043
0%22%50%28%Strongly DisagreeDisagreeAgreeStrongly AgreeThe simulationgave me ideas for questions about the subject matter to approach the instructor.
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Technology
30
Irmak Renda-Tanali
4%22%41%33%Strongly DisagreeDisagreeAgreeStrongly AgreeTechnology functioned well at all times.
Question
Q. No.
Q12
understanding material
Q2
0.444
hands-on experience
Q3
0.308
mirroring real-life exper.
Q4
0.247
improve decision making
Q5
0.482
assumption testing
Q6
0.433
making connections
Q7
0.480
visualizing, conceptualizing
Q8
0.354
engaging w/other students
Q9
0.321
engaging w/faculty
Q10
0.346
approaching faculty
Q11
0.029
technology (no bugs)
Q12
1.000
time spent
Q13
-0.077
no. of classes taken so far
Q19
-0.142
age
Q22
-0.110
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Effort
31
Irmak Renda-Tanali
2%25%24%22%27%1 hour or less2-4 hours5-6 hours7-8 hoursmore than 8 hoursTime spent on the exercise4%90%6%Too shortAdequateToo longTime allocated in the syllabus
Question
Q. No.
Q13
understanding material
Q2
-0.026
hands-on experience
Q3
0.078
mirroring real-life exper.
Q4
-0.054
improve decision making
Q5
-0.020
assumption testing
Q6
-0.048
making connections
Q7
-0.057
visualizing, conceptualizing
Q8
-0.023
engaging w/other students
Q9
0.032
engaging w/faculty
Q10
0.099
approaching faculty
Q11
0.367
technology (no bugs)
Q12
-0.077
time spent
Q13
1.000
no. of classes taken so far
Q19
0.150
age
Q22
-0.053
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Familiarity
32
Irmak Renda-Tanali
12%4%6%10%8%61%01234More than 4Number of Webtycho classes taken previously
Question
Q. No.
Q19
understanding material
Q2
-0.271
hands-on experience
Q3
-0.116
mirroring real-life exper.
Q4
-0.110
improve decision making
Q5
-0.121
assumption testing
Q6
-0.150
making connections
Q7
-0.271
visualizing, conceptualizing
Q8
-0.226
engaging w/other students
Q9
0.077
engaging w/faculty
Q10
0.004
approaching faculty
Q11
-0.125
technology (no bugs)
Q12
-0.142
time spent
Q13
0.150
no. of classes taken so far
Q19
1.000
age
Q22
0.188
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation•
Demographics
33
Irmak Renda-Tanali
Question
Q. No.
Q22
understanding material
Q2
-0.165
hands-on experience
Q3
-0.297
mirroring real-life exper.
Q4
-0.320
improve decision making
Q5
-0.383
assumption testing
Q6
-0.325
making connections
Q7
-0.341
visualizing, conceptualizing
Q8
-0.225
engaging w/other students
Q9
0.118
engaging w/faculty
Q10
0.113
approaching faculty
Q11
-0.043
technology (no bugs)
Q12
-0.110
time spent
Q13
-0.053
no. of classes taken so far
Q19
0.188
age
Q22
1.000
49%27%14%10%0%20-30 yrs31-40 yrs41-50 yrs51-60 yrsover 60AgeFemale69%Male 31%Gender
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlationGrades
•
Project constitutes 20% of the overall grade
•
–IndividualGrade Analysis inconclusive:
•
No strong correlation between individualgrades and degree of satisfaction
•
No evidence of increase in grades after the assignment
34
Irmak Renda-Tanali
Results: Crime Scene Simulation
Question
Q. No.
Grade
understanding material
Q2
-0.092
hands-on experience
Q3
-0.034
mirroring real-life exper.
Q4
-0.015
improve decision making
Q5
0.010
assumption testing
Q6
-0.067
making connections
Q7
-0.004
visualizing, conceptualizing
Q8
-0.036
engaging w/other students
Q9
0.060
engaging w/faculty
Q10
0.228
approaching faculty
Q11
0.107
technology (no bugs)
Q12
0.010
time spent
Q13
-0.030
time allocated on syllabus
Q14
-0.138
no. of classes taken so far
Q19
0.009
age
Q22
-0.151
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation
Examination #1
20%
Examination #2
20%
Authentic Assessment Crime Scene Project
20%
Topic Paper
15%
Class Participation
15%
Chapter Review Questions
10%
TOTAL
100%Grades
•
There is strong to medium correlation between Course grade distribution and degree of satisfaction
35
Irmak Renda-Tanali
Results: Crime Scene Simulation
Correlation to itself
Large (strong) correlation
Medium correlation
Low correlation
sections
percentage agree
Question
6380
6381
6980
6981
7980
correlation
understanding material
84%
66%
79%
100%
100%
0.303
hands-on experience
83%
77%
78%
91%
100%
0.397
mirroring real-life exper.
84%
77%
79%
91%
100%
0.432
improve decision making
75%
77%
78%
90%
100%
0.175
assumption testing
75%
66%
79%
91%
100%
0.305
making connections
83%
55%
79%
91%
100%
0.554
visualizing, conceptualizing
100%
77%
79%
90%
100%
0.793
engaging w/other students
25%
44%
21%
45%
80%
0.191
engaging w/faculty
58%
88%
64%
91%
100%
-0.269
approaching faculty
75%
89%
65%
91%
75%
-0.605
technology (no bugs)
75%
66%
64%
81%
100%
0.502
Percentage of A grades
52%
20.83%
31.82%
20%
50%
1.000
* negative•
Assumption: Conference frequency is directly correlated with learning
•
Conference frequency –Analysis inconclusive
•
Conference activity did not increase during or after the assignment.
36
Irmak Renda-Tanali
Results: Crime Scene SimulationLearning:
Assumption: Online scenario simulation tools help understand the material better
•
Majority of the students thought the tool helped “understand” the material
•
Helped understand the material: 84% agree
•
Gave hands-on experience: 84% agree
•
Got close to real-life experience:84% agree
•
Improved decision making skills:82% agree
•
Helped process/validate/test assumptions: 80% agree
•
Helped make connections between events and objects:80% agree
•
Helped visualize and conceptualize:88% agree
37
Irmak Renda-Tanali
Findings: Crime Scene SimulationAssumption: Interaction helps understand the material better :
•
Majority of the students did not think the tool increased student-to-student interaction
•
37% agree (Not with this exercise due to the individual assignment nature)
•
None of the instructors believed the tool increased interaction
•
Majority of the students thought the tool Increased student-to-faculty interaction
•
76% agree that they had increased interaction
•
78% agree that the tool generated ideas to approach faculty
38
Irmak Renda-Tanali
Findings: Crime Scene SimulationAssumption: Usability affects the effectiveness:
•
74% thought it worked! There is medium correlation with learning
Time Spent:
•
There is medium correlation between the time spent working on the exercise versus approaching the instructor with questions.
Grades:
•
No evidence between students responding favorably and their grades being high.
39
Irmak Renda-Tanali
Findings: Crime Scene SimulationDemographics:
•
About half of the students less than 30 years old (nearly 70% female).
•
Did not study gender issues.
•
The older the students the less likely to think the tool helps understanding
Exploratory study of organizational integrity: Women leaders and ethical leadership in Non-Governmental Organizations in Africa
No full textThe purpose of the research is to examine the unique leadership attributes of women leaders in non-governmental organizations (NGOs) in Africa in order to document the effectiveness of women leaders in contributing to organizational integrity.An Exploratory Study of Organizational Integrity: Women Leaders and Ethical Leadership in Non-Governmental Organizations in Africa
By
Carolyn A. Siganda
Keywords: Women Leaders, Ethical Leadership, Organizational Integrity, NGOs Purpose and Scope of the Research
•
To examine the unique leadership attributes of women leaders in non-governmental organizations (NGOs) in Africa in order to document the effectiveness of women leaders in contributing to organizational integrity. Research Questions
•
How do women’s leadership dynamics influence ethical leadership attributes in shaping the organizational integrity of NGOs in sub-Saharan Africa?
•
Theoretical Framework
Helen Astin and Carole Leland 1991 study of Women of Influence, Women of Vision five key women’s leadership dynamics: 1) positional role of leadership, (2) macro-level analysis of leadership, (3) origins and motives of leadership, (4) leadership succession, and (5) the nature of shared leadership.
Brown and Treviño (2002) six key attributes of ethical leadership: character and integrity, (2) ethical awareness, (3) community and people-orientation, (4) motivation, (5) encouraging and empowerment, and (6) managing ethical accountability.Significance of this Research for Management
Gender Ethical leadership in Africa
•
Provide understanding of women leaders in Africa and their role on the ethical orientation of the continent.
Globalization and Ethical leadership in Africa
•
New views of leadership out of Africa based on the continent’s path to globalization and its history should inform the global management leadership theories.
Ethical Climate and Ethical Leadership in Africa
•
Examine other alternatives to defining ethical climates and ethical leadership in Africa that adequately address the continent’s context.
Ethical leadership and Democracy
•
The role of ethical leadership on ethical governance in Africa. Main Literature Themes and Authors
•Themes : The gender in Leadership, Ethics in Developing countries, NGOs and Ethical Climates•Key authors: Brown (2005)-Corporate Integrity, Badaracco and Ellsworth (1988)-Leadership the quest for integrity, Rossouw (1998, 2005)-Ethics and Africa Organizational Integrity: •Themes: Women leaders values on power and position, NGOs powerbase for women in Africa.•Key authors: Astin and Leland (1991), Gouws and Kotze (2007), Daniels, (2004) and Schoefp (2004) Women Leaders Positional Power in NGOs•Theme: Women's ethical leadership promotes Social Change •Key authors: Fisher (2003), Akpabio (2009) and Shandra, Shandra and London (2008)Women Leaders and Social Change in NGOs•Theme: Women leaders motivation to empower promotes ethical leadership in NGOs and their communities•Key authors: Mason (2004), Tidwell (2005), Fonjong (2001), Lucy, Goshi and Kujawa (2008), and Kah, Kah and Old(2005) Women Leaders and Empowerment in NGOs•Theme: Leadership succession planning and management ensures sustainable organizational integrity •Key authors: Santora, Caro and Sarros’ (2007), Ballinger, Schoorman and Lehman, (2009) , Balser and Carmin (2009), Holcombe, Nawaz, Kamwendo and Ba (2004) , Howes (1997) Women Leaders and Leadership Succession in NGOs•Theme: Shared leadership promotes shared ethical values•Key authors: Pearce, Manz and Sim (2008), Pearce, Conger and Locke (2003), Lee-Davies, Kakabadse and Kakabadse (2007), Power, Maury, and Maury (2002), Hailey and James (2002), McCrimmon (2005) and VonDoepp (2002) Women Leaders and Shared Leadership in NGOs•Theme: Afroethics•Key authors: Rossouw (2005), Vogl (2008), Moleketi (2007), Milanzi (1997) and Mboup (2008) Business Ethics in AfricaKey Propositions Distilledfrom the Literature
•
Positional Power:
The positional role of women leaders in NGOs requires and fosters individual character and integrity which positively shape how women leaders enable organizational integrity in Africa.
•
Social Change
Women leaders in NGOs as social change agents require that they build and maintain high community trust levels through establishing ethical awareness and managing ethical accountability. High community trust levels allow for women leaders to directly influence positive organizational integrity.Key Propositions Distilledfrom the Literature
•
Women Leadership Origins
The motivation to lead and origins of women leaders in NGOs embody community-centered orientation and collective motivation. This allows for a grassroots-based approach to organizational integrity that is more sustainable due to collective enforcement and ownership of the ethical orientation of an organization.
Shared Leadership
•
Women leaders are more effective in enabling organizational integrity due to the NGOs’ emphasis on shared leadership that allows for organizational integrity to be a shared responsibility. Sharing leadership roles and responsibilities in NGOs by women leaders ensures joint community and organizational enforcement of organizational integrity.
•
Leadership Succession
Women leaders in NGOs are more supportive of leadership succession, and building future leaders requires women leaders to be role models and mentors on organizational integrity through collective encouragement and motivation. Conceptual Model of Women Leaders and Organizational Integrity in sub-Saharan AfricaThesis statement
Women leaders in NGOs in Africa are leading under difficult and unusual organizational and societal conditions, and women leadership enable ethical leadership attributes which contribute positively to organizational integrity of NGOs.Research Approach & Formationof Argument
•
Evidence-Based Research
Utilized scholarly literature from ISI Web of Science and other research and academic databases.
Defines the scope of the study as sub-Saharan Africa and NGOs with a focus on women leaders.
Developed a theoretical Framework based on Women leadership dynamics from Astin and Leland 1991 study and ethical leadership definition of Brown and Trevino (2002).
Developed a research study design to evaluate and analyze the content of litrature materials.
Developed a conceptual model based on study findings
•
Expert Panel
•
Three members (experts on women in leadership in Africa)
•
All members provided substantive for improvement and research direction
•
Dissertation Committee
2 member panel
Academic and practical ExperienceFindings
NGOs and Integrity
NGOs in Africa –main platform for social change and provide women leaders the largest power base.
Organizational Integrity
A leader’s gender is a factor in effective organizational integrity.
Women in Leadership
Women leadership dynamics directly map with ethical leadership attributes which enables sustainable organizational integrity.
Business Ethics in Africa
Women leaders approach ethics in Africa based on value of position and value to society.
The role of culture and history of Africa defines ethical values and is adjusting to the expanded role of women leaders.Implications for Management Practice
Africa Ethical Climates: With new sectors of leadership and new types of leaderships Africa should revisit more expanded definitions of ethical climates within the African context.
Positional Power in Africa –Organizations should define leaders who have positional power across different levels and adequately use this to influence a culture of ethical values
Social Change in Africa –NGOs can adequately use their social change platform to include ethical climates as an outcome of change.
Shared leadership –NGOs operations promote shared leadership but for this to enable sustainable organizational integrity it needs to include shared power.Future Research Agendas
Women’s movements in developing countries and relationship with ethical leadership attributes
NGOs and management of power for social change (the degree to which this is sustainable in the long run)
Transforming shared leadership into shared power in NGOs
Women and leadership succession in Africa (the role of social change vs sustainable development
Integrating media synchronicity with global mindset to improve cross-cultural communication performance
No full textThe purpose of this research is to integrate the concepts of Media Synchronicity and Global Mindset to create a conceptual framework.Integrating Media Synchronicity with Global Mindsetto Improve Cross-Cultural Communication Performance
Katherine Y. Stone
DMGT 892
University of Maryland University College
March 4, 2011
01Purpose and Scope of the Research
The purpose of this research is to integrate the concepts of Media Synchronicity and Global Mindset to create a conceptual framework.
This framework can be used by multinational corporation (MNC) managers to improve their cross-cultural communication performance.
02Research Questions
Does the knowledge of Media Synchronicity and Global Mindset help MNC managers to understand challenges in cross-cultural communication?
How can Media Synchronicity and Global Mindset be integrated for MNC managers to improve their cross-cultural communication performance?
03Significance for Management
In today’s global environment, managers face the challenge of communicating effectively across different cultures.
It is important for managers to choose the appropriate media for their cross-cultural communication needs.
Choosing the wrong media can have negative consequences in the workplace, such as confusion, mistrust, misunderstanding, etc.
04Research Methodology
Evidence-Based Research Approach
Identify areas of research interest
Formulate the research questions
Collect literature and case studies
(utilizing Web of Science and other databases)
Conduct extensive and critical literature review
Identify knowledge gaps
Integrate research findings
Create a conceptual framework
Expert Panel Evaluation
05Main Literature Themes & Authors
DisciplineSubjectSubject SegmentationMain AuthorsCommunicationCommunication ProcessClaude E. Shannon Media Choice TheoriesMedia Richness TheoryRichard L. DaftInformation TechnologySocial Influence TheoryJanet FulkChannel Expansion TheoryJohn R. CarlsonMedia Naturalness TheoryNed KockMedia Synchronicity TheoryAlan R. DennisCommunicationCommunication in Personal RelationshipsKarl E. WeickCulture Influence on Media ChoiceEileen M. TrauthCultureNational CultureGeert HofstedeOrganizational CultureEdgar Henry ScheinSocial ScienceIndividualism and CollectivismHarry. C. TridandisHigh Context and Low ContextEdward T. HallCosmopolitanismHoward V. PerlmutterGlobal MindsetIntellectual CapitalMansour JavidanPsychological CapitalGordon ReddingSocial CapitalJames S. ColemanCognitive ComplexityJames BieriCognitive PsychologyKnowledge TypesGilbert RyleCognitive ArchitectureJohn R. Anderson
06Conceptual Framework
07Propositions
P1 –MNC managers need to possess the intellectual and psychological capital, so they can correctly identify the type of communication process with Media Synchronicity Theory in cross-cultural communication.
P2–MNC managers need to possess the intellectual and psychological capital, so they can accurately match the media capabilities to the requirements of communication process with Media Synchronicity Theory in cross-cultural communication.
08Propositions (continued)
P3–The amount of social capital that MNC managers possess affects the level of group’s familiarity and the optimal level of media synchronicity for effective cross-cultural communication.
P4–MNC managers can make decisions in selecting appropriate media to improve cross-cultural communication performance by considering the Proposition 1, 2, and 3together.
09Findings
Applying Media Synchronicity Theory to improve cross-cultural communication performance requires MNC managers to consider culture influences.
Having a global mindset can help MNC managers to understand culture differences in a global working environment.
An individual’s decision-making process involves interactions between declarative knowledge and procedural knowledge.
10Thesis Statement
MNC managers can improve their cross-cultural communication performance by having integrated knowledge of Media Synchronicity and Global Mindset.
Multinational corporations should encouragetheir managers to develop knowledge structures that integrate Media Synchronicity with Global Mindset to improve their cross-cultural communication performance.
Implications for Management
11Future Research
Expand and refine the conceptual framework.
Extend the result of this research beyond corporations to other organizations operating internationally, including NGOs, universities, and other non-profit entities.
Design and develop tools and training programs to enable individuals to expand and integrate their knowledge of Media Synchronicity and Global Mindset.
1
Agile project management and the creation of intellectual property
No full textThe purpose of the research is to advance knowledge in the area of agile project management and its applicability to the
creation and management of different types of intellectual property.Agile Project Management
and
the Creation of Intellectual Property
by
Winston Gonzalez
July 15, 2011
Purpose and Scope of the Research
Purpose: To advance knowledge in the area of agile
project management and its applicability to the
creation and management of different types of
intellectual property
Scope: Explored Intellectual Property (IP) and subjects
relevant to the creation and management of IP:
Product Development, Traditional/Agile Project
Management, and Innovation
Research Questions
• How can organizations manage the creation of
intellectual property using an agile project
management approach?
What alternate methods are adequate for the creation and
management of intellectual property that would offer
flexibility, fast turnaround, collaboration, and opportunity
for innovation?
Are there any models that organizations can follow to
accelerate the delivery and improve the management of
projects involving intellectual property?
How does the traditional project management approach
compare to the agile project management approach?
Significance of this Research
for Management
Helps understand the application of new management
approaches such as agile project management
Informs management about the importance of
implementing an agile project management approach (for
increased flexibility, responsiveness, and speed) using
A dynamic organizational system
Quick-thinking methods (agile methods) and
Concepts such as: Learning organization, innovation networks,
and agility
Main Literature Themes and Authors
Intellectual Property
Lehman (1996), Posner (2005), Li & Tsai (2009), Lemley (2005), Porter (2003), Bader (2006), Kaplan &
Norton (2004), Reitzig (2004), US Copyright Office, WIPO
New Product Development
Gerwin & Barrowman (2002), Cooper (1988), Tatikonda & Rosenthal (2000), Takeuchi & Nonaka (1986)
Project Management
Lewis, Welsh, Dehler & Green (2002), Shenhar & Dvir (1995), Tatikonda & Rosenthal (2000), Pinch, Loch, &
De Meyer (2002), Lewis (2007), PMI (2009), Cicmil, Williams, Thomas & Hodson (2006)
Agile Project Management (APM)
Fernandez & Fernandez (2009), Kettunen (2009), Dyba & Digsoyr (2008), Chow & Cao (2007), Bose (2008),
Highsmith (2004), Chin (2004), Augustine (2005), Rico, Sayani & Sone (2009), Sharp (2008), Cho (2010)
Innovation
Denning & Dunham (2010), Van der Meer (2007), Koen et al., (2001), Cooper (2009), Simmie (2003),
Chesbrough (2003, 2006), Darmanpour & Gopalakrishnan (2001), Harrison & Laberge (2002)
Key Propositions Distilled
from the Literature
• P1. An organization increases its effectiveness in the creation and
management of intellectual property when the organization employs an agile
project management approach .
• P2. An organization increases its chances of success when the
implementation of an agile project management system exhibits the
implementation of a learning organization, an agile method, an agile culture,
and a set of customized agile practices.
• P3. Factors contributing to the continuous success of agile projects involving
the creation of intellectual property include: (1) the agile team composed of
multi-disciplinary individuals, (2) the agile method, (3) the agile culture, and
(4) the agile practices.
• P4. The new discipline of craftgeneering improves the organization’s
flexibility during the management of projects involving the creation of
intellectual property.
Conceptual Framework
Thesis statement
Organizations can develop into a learning
organization and apply an agile project
management approach to the creation and
management of different types of intellectual
property.
Intellectual Property Types: Copyrightable Material (works of
authorship) and Inventions (industrial property), Intangible Assets or
Knowledge Assets (organizational capital, human capital, information
capital)
Research Approach & Formation
of Argument
Evidence-based management (EBMgt) approach (Reay,
Berta & Kohn, 2009)
The EBMgt practice: Systematic Reviews (Briner, Denyer, &
Rousseau, 2009)
Meta ethnography synthesis method (Britten et al., 2002)
Expert Panel
Findings
Found evidence of organizations using
Customized agile practices, an agile method, and an agile culture
to develop computer software (Sharp, 2008; Cho, 2010).
Some of the principles and practices of an agile project
management to develop training materials and manuals (Christie,
2011)
Found insufficient scholarly evidence to prove that Agile Project
Management is being used outside the computer software industry;
and no evidence of other types of Intellectual Property
No findings to report on Proposition #4 - not tested.
Found insufficient evidence to prove that the concept of a learning
organization is being used; however, learning and knowledge sharing
are taking place in agile projects (Sharp, 2008; Bose, 2008).
Implications for
Management Practice
Organizations that adopt an Agile Project Management can
Customize Agile Practices, Adopt Agile Principles and Values, Design
Self-Organizing Teams, and Consider Training
Craft a Strategy and Determine Compatibility of Existing Core
Competencies (skills and collective learning)
Choose an Agile or an Ambidextrous Implementation Strategy to manage
existing operations and innovation (new business opportunities)
Decide on an Intellectual Property Position: Absorver, multiplicator,
filtrator, leverager
Implement and Sustain a Learning Organization Incrementally,
Institutionalizing learning, Commitment, Agile Culture, and Knowledge
Management
Address Challenges, Enrollment, and Innovation Network participation
within and outside the organization
Future Research Agendas
Conduct Case Study on the Application of a
new discipline: Craftgeneering
Investigate factors influencing success of Agile
Project Management implementations
Investigate development of other types of
Intellectual Property with an agile approach
(Works of authorship such as movies, creative works of arts, etc.) and
intangible assets or knowledge assets (organizational capital, human
capital, and information capital
Social network approach to systems thinking: Implications for DoD rapid fielding
No full textThe Department of Defense has grappled with urgent warfighter needs in shorter time frames as rapidly-evolving threats counter existing tactics. Although acquisition/fielding has changed considerably over recent years in efforts to improve efficiency, obstacles such as management shortfalls and unwieldy, time-consuming government processes still remain.
This presentation examines whether systems thinking, considering an entire system rather than individual components, can enable approaches to rapid fielding by studying systemic structures and patterns contributing to or detracting from desired end states?A Social Network Approach to Systems Thinking: Implications for DoD Rapid Fielding
Leonard J. Pick
[email protected]
October 29th , 2011 Problem Statement and Background
The Department of Defense has grappled with urgent warfighter needs in shorter time frames as rapidly-evolving threats counter existing tactics. Although acquisition/fielding has changed considerably over recent years in efforts to improve efficiency, obstacles such as management shortfalls and unwieldy, time-consuming government processes still remain.
• Can Systems Thinking, considering an entire system rather than individual components, enable approaches to RF by studying systemic structures and patterns contributing to or detracting from desired end states?
- Systems thinking examines interrelationships of parts essential to understanding the system (Senge, 1990)
- Open systems accept input from environment, share output
- Closed systems are self-contained
•A rapid fielding program can be defined as a system
•Studying a rapid fielding program:
Identifies subsystems
oDetermines whether they are open or closed
oDetermines if they are associated with desired end-states (outcomes)
2 Provider community supplies technology
Research Questions
1. How can the effectiveness of rapid fielding processes be improved by systems thinking?
2. How can the timeliness of rapid fielding processes be improved by systems thinking?
3. How can problem resolution within rapid fielding teams be improved by systems thinking?
Effectiveness, timeliness, and successful problem resolution depend upon efficient systemic coordination and communication
Management community directs program environment
End-user community employs technology
Research Questions
3 Pairing Social Network Analysis (SNA) with systems thinking enables a holistic approach SNA reveals underlying structure of coordination/ communication network; systems thinking can then be applied
Proposed Conceptual Model
4 Literature Review
•Systems Thinking
oVon Bertalanffy’s (1968) work in biology implemented general system theory which became antecedent to today’s concept of systems thinking
oCheckland (1981) included social systems in this work
oJackson (2003) emphasized importance of holistic perspectives for managers
oDavidz, Nightingale, and Rhodes (2006) studied implementation of systems thinking and how to identify natural systems thinkers
oBosch, et al. (2007) argued that a systems thinking approach should be incorporated into research as are statistical methods of analysis
oLamb & Rhodes (2008) developed idea of collaborative systems thinking – systems thinking at team level
•Systems thinking successfully implemented in numerous fields:
oCross-sector partnerships (public, private, non-profit): studied which types of systems encouraged these partnerships (Mankowski, 2008)
oNatural resource management: systems thinking used to improve knowledge-sharing, increase profit, and design projects (Bosch, King, Herbohn, Russell, & Smith, 2007)
oLivestock environments: replaced short-term, stop-gap measures (Snow, 2008)
oAerospace: mapped key elements of successful programs (Lamb & Rhodes, 2009)
oKnowledge management: changed organizational behaviors so closed systems were removed (Chun, Sohn, Arling, & Granados, 2009)
oBusiness Model of Toyota Production System: considered customer demand in addition to manufacturing; differentiated between service and manufacturing (Seddon & Brand, 2008)
5 Literature Review
•Systems Thinking Implementation
oManagement of Southwest Airlines: in service model that has withstood economic downturn (Poppendieck & Poppendieck, 2009)
oPublic health: conducted major health financing intervention to improve future health programs (World Health Organization, 2009)
oUrban civics: studied connections among issues and their place within global and local contexts (The Boston Foundation, 2009)
oMilitary subsystems: determined why U.S. military is change-resistant and which obstacles need to be overcome (Alden, Hopeman, & Neff, 2007)
•Social Network Analysis (SNA)
oSNA considers over-arching relational data as complement to individualistic data to reveal big picture (Wasserman and Faust, 1994)
oAs early as late 1800s, prominent sociologists (e.g., Durkheim, 1895) found utility in relational data
oBarnes (1954) coined term “social network” and period of resurgence of interest in social structure began
oGranovetter (1973) and Wellman (1988) increased utilization of social network theory and analysis forming basis of today’s SNA
oScott (1991) in review of SNA claimed any activity between individuals/within organizations results in information transfer
oCross and Parker (2004) found more expansive networks with freely-interacting members associated with improved performance
6 Purpose, Scope, Method, and Limitations
•Purpose
oExamine rapid fielding programs using systems thinking as investigative tool
•Scope
oSystem integration, testing, and fielding phases
•Method: qualitative and quantitative
oResearch two case studies: Program 1 (Study 1) and Program 2 (Study 2)
oParticipants: from system provider, management, and end-user communities
oData collected via questionnaire during fielding/product improvement phases
oApplied SNA to communication and workflow networks
oAnalyzed network data based on systems thinking principles
•Limitations of Research Design
oCase study methodology means results may not generalize to other programs
oParticipants self-select into study and so may not be representative personnel
oAvailability of questionnaire data/participants to complete questionnaires limited due to program complexity, critical task environment, time pressure, and program priorities
7 Research Propositions
8
Based on problem statement, literature, and available tools, three research propositions were developed:
P1: Rapid fielding program subsystems classified as open or dynamic will be associated with desired program states as defined by effectiveness, timeliness, and problem resolution. Subsystems classified as closed will be associated with undesired program states.
P2: Mapping a communication matrix within a rapid fielding program will identify behaviors/actions that are conducive to open subsystems.
P3: Establishing a systemic program environment will improve rapid fielding processes as measured by effectiveness, timeliness, and satisfactory problem resolution. Key Results and Discussion Points – Study 1
•Perception of effectiveness of program processes:
oEffectiveness and meeting operational requirements rated highly
oLogistics rated lowest, contracting/funds disbursement rated highest
•Perception of timeliness of program processes:
oTimeliness overall rated moderately well
oLogistics rated lowest, pre-deployment operational testing rated highest
•Perception of problem resolution practices:
oEffectiveness and timeliness of problem resolution rated poorly
oParticipants reported ~5 program problems/month; ~80% resolved
oTechnical and logistics problems ranked first (most problematic), communication ranked second, deployment ranked third
9 Key Results and Discussion Points – Study 1
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Social network diagram of communication activity within Program 1. The darker circles indicate questionnaire respondents; the lighter circles indicate personnel named by respondents. Key Results and Discussion Points – Study 1, cont’d
•Widespread cross-community communication in networks indicated open systems
•Management and end-user communities did not form subsystems in the communication and workflow networks
•Test/assessment subsystem visible in both networks:
oNearly all two-way communications in the rapid fielding system was in this team
oThis team contained a network hub
oThese communication behaviors when viewed from systems thinking may be desired process “end states”
•Very little bi-directional communication implied lack of feedback
•Both networks were provider-centric
•Results suggest that current state is fielding technical solution-centered capabilities rather than holistic, complete operational solutions
•Poor logistics ratings have been exemplified within this study – trade-off to rapid initial system acceptance is 60-80% solution that needs time to evolve
11 Key Results and Discussion Points – Study 2
•Program 2: the system was not fielded at time of study
oParticipants could not answer majority of questionnaire questions
oNo end-user community
oNo program process data for analysis
oNetwork data was limited, thus analysis would be invalid
•Results from Program 1 could not be incorporated into Program 2
oProgram 2 began too early to be influenced by Program 1 findings
•Research questions could not be fully answered due to data deficiencies
•As participants transitioned from Program 1 to Program 2, use of systems thinking (e.g., greater communications within the provider community) was observed anecdotally
12 Pairing Systems Thinking and SNA Recommendations for RF Management
•Design and implement communication plan at program start:
oSingle POC within each community
oCentral communication hub
oParallel communication: intra- and inter-community
oInternal feedback within all communities
•Develop concurrent process teams such as:
oSystem of systems integration team
oTechnical capability solution team
oFielding and logistics team
•Ensure logistics/sustainment processes evolve with technical capability solution
•Increase end-user participation at program start – implement user interface working groups
•Implement Technical Interchange Meetings (TIMs) within provider community (includes user representation) to preserve systems mentality – Example tasks:
oManage technical component development, production, and schedules
oManage overall system of systems integration
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•This case study demonstrates how pairing a systems thinking and SNA approach creates a useful tool for the study of rapid fielding programs
oSNA facilitated systems thinking by mapping the structure of rapid fielding program networks in a holistic manner
oThe presence/absence of open and closed systems was revealed
oNetwork behavior was compared against program outcomes such as participant perceptions of program effectiveness
•Recommended application for pairing of systems thinking with SNA
oUpon initiation of an RF program, apply approach to baseline the rapid fielding program’s networks in each RF team community
oEstablish communications plan, concurrent process teams, and TIMs
oRe-apply the model 90 days after RF program start to reveal positive and negative network patterns influencing outcomes
•This unique approach to advancing rapid fielding encourages a shift in how RF programs are established and managed
Study Results
14 Future Research
1.Address data shortfall in Program 2
oResume data collection when Program 2 capabilities are fielded
oAdds additional findings to the literature base from this study
oPotentially provides additional applications to rapid fielding efforts
2.Apply results generated in this study to other rapid fielding programs
oAdapts lessons learned to organizational processes of a new rapid fielding program
oUses SNA to propose effective communications and workflow networks
oCompares perceived new program outcomes with those in Program 1 to determine any quantifiable benefit
3.Pair systems thinking and SNA in transition of new capabilities into operation
oEnable a positive end state that avoids delays and cuts costs of product implementation
oTransition capabilities from a government program management office into operations
oTime-sensitive requirements requiring collaborative team environments needing innovative “out-of-the-box” solutions
4.Research anecdotal observations of subject matter experts
oExample: Track lessons learned within a rapid fielding program from the user and management communities to the provider community
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