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Integrating Action Learning and Knowledge Transfer within an Age-Diverse Workplace : = A Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Integrating Action Learning and Knowledge Transfer within an Age-Diverse Workplace :/
Reminder of title:	A Phenomenological Study.
Author:	Burkey, Rosanna Christina.
Description:	1 online resource (184 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Explicit knowledge. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30396293click for full text (PQDT)
ISBN:	9798379472283

Integrating Action Learning and Knowledge Transfer within an Age-Diverse Workplace : = A Phenomenological Study.
Burkey, Rosanna Christina.

Integrating Action Learning and Knowledge Transfer within an Age-Diverse Workplace :A Phenomenological Study. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2022.

Includes bibliographical references

Across the United States, 40 million experienced employees are preparing to retire from the U.S. labor force. Knowledge transfer has emerged as a necessary process for organizations to retain expertise, ensure continuity, sustain relationships, and preserve organizational values among their employee populations. The purpose of this study was to analyze the lived experiences of age-diverse employees during Action Learning (AL) theory application to the knowledge transfer process through a phenomenological lens utilizing qualitative thematic data analysis. A purposive sample of 39 multi-generational and multi-functional employees was selected from two knowledge-dependent technical departments within a large building products manufacturing organization located in the Northeast region of the U.S. Qualitative data were collected through transcripts, observations, and field notes from 32 critical knowledge identification sessions, 10 knowledge sharing sessions, two leadership meetings, and 14 design team meetings. Multiple positive outcomes were realized including that the AL approach encouraged creativity and ideation, provided flexibility, promoted collaboration in knowledge sharing, created an environment that allowed for innovation and autonomy, and led to participants taking ownership and producing results that exceeded expectations. The study concluded that sustainability of organization wide knowledge transfer practices is possible when an organization imbeds critical knowledge into their existing systems and processes. Findings were used to develop recommendations for the organization involved in the study, for other businesses, and for organization development professionals who work with businesses in prioritizing, developing, and promoting knowledge transfer policies and practices. Future research and practice is recommended.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379472283Subjects--Topical Terms:

3682762
Explicit knowledge.
Index Terms--Genre/Form:

542853
Electronic books.

Integrating Action Learning and Knowledge Transfer within an Age-Diverse Workplace : = A Phenomenological Study.
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504 $a Includes bibliographical references
520 $a Across the United States, 40 million experienced employees are preparing to retire from the U.S. labor force. Knowledge transfer has emerged as a necessary process for organizations to retain expertise, ensure continuity, sustain relationships, and preserve organizational values among their employee populations. The purpose of this study was to analyze the lived experiences of age-diverse employees during Action Learning (AL) theory application to the knowledge transfer process through a phenomenological lens utilizing qualitative thematic data analysis. A purposive sample of 39 multi-generational and multi-functional employees was selected from two knowledge-dependent technical departments within a large building products manufacturing organization located in the Northeast region of the U.S. Qualitative data were collected through transcripts, observations, and field notes from 32 critical knowledge identification sessions, 10 knowledge sharing sessions, two leadership meetings, and 14 design team meetings. Multiple positive outcomes were realized including that the AL approach encouraged creativity and ideation, provided flexibility, promoted collaboration in knowledge sharing, created an environment that allowed for innovation and autonomy, and led to participants taking ownership and producing results that exceeded expectations. The study concluded that sustainability of organization wide knowledge transfer practices is possible when an organization imbeds critical knowledge into their existing systems and processes. Findings were used to develop recommendations for the organization involved in the study, for other businesses, and for organization development professionals who work with businesses in prioritizing, developing, and promoting knowledge transfer policies and practices. Future research and practice is recommended.
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