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A Case Study: Leadership Style and P...

Giles-Weeks, Veda.

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A Case Study: Leadership Style and Practice Leveraging Knowledge Management in Multigenerational Professional Learning Communities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study: Leadership Style and Practice Leveraging Knowledge Management in Multigenerational Professional Learning Communities./
作者:	Giles-Weeks, Veda.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579943
ISBN:	9781303841606

A Case Study: Leadership Style and Practice Leveraging Knowledge Management in Multigenerational Professional Learning Communities.
Giles-Weeks, Veda.

A Case Study: Leadership Style and Practice Leveraging Knowledge Management in Multigenerational Professional Learning Communities. - 220 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

Age related demographic changes, within public school organizations are resulting in leadership challenges in leveraging organizational knowledge across four unique generational cohorts. Competitive success within schools has linkages to organizational cohesiveness and knowledge management (KM). Generational cohorts maintain values affecting workplace collaborations, leadership, and work expectations. Whereas, functions of school leaders working within professional learning communities (PLCs) are the establishment of structures incorporating learning for all as an organizational process, while simultaneously instituting systems to overcome changes through the preservation and transfer of knowledge. The specific problem addressed was most public school principals have not considered or planned for capturing and transferring organizational knowledge within multigenerational workplaces, while instituting PLCs, posing leadership challenges, in transferring organizational knowledge. In this qualitative single-case study, three schools were selected within one Northeast, Ohio school district, which had an established PLC structure and recently experienced a changing demographic. Within each school selected, the principal and four teachers representing the four generational cohorts participated in interviews. PLC meetings were observed through direct observation, collecting first-hand information to triangulate with source information gathered through the demographic questionnaire, member checking, reflective journaling, and interviews. All information was analyzed through typological analysis. The critical themes that emerged to address the research questions were (a) established district and school structures leveraging KM and knowledge transfer; (b) building and district level professional development (c) administrative trustworthiness, style, and associated practices; (d) recognizing generational dynamics; and (e) district mandates altering leadership practices. The results affirmed PLC organizational structures promote KM and knowledge transfer; however do not guarantee generational cohort transfer. Organizational leadership style and associated practices are pivotal in leveraging KM and communications among generational cohorts. Recommendations for practice were (a) district demographic surveys, (b) on-going professional development concerning generational dynamics, (e) pathways for advancement, and (d) building upon structures, enhancing KM. The recommendations for future research included (a) expanding the research to include additional districts, feasibly allowing for generalizations, and (b) including quantitative methods to test the hypothesis and quantify the causation in relationships between KM and leadership style and practices that are possible between predetermined variables.

ISBN: 9781303841606Subjects--Topical Terms:

626645
Education, Administration.

A Case Study: Leadership Style and Practice Leveraging Knowledge Management in Multigenerational Professional Learning Communities.
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