東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning Agility Differences Between...

Garner , William A., II.

FindBook

Google Book

Amazon

博客來

Learning Agility Differences Between Managers and Project Managers of Information Technology Projects.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning Agility Differences Between Managers and Project Managers of Information Technology Projects./
作者:	Garner , William A., II.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	136 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
標題:	Business administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156972
ISBN:	9798691282720

Learning Agility Differences Between Managers and Project Managers of Information Technology Projects.
Garner , William A., II.

Learning Agility Differences Between Managers and Project Managers of Information Technology Projects. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 136 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (D.B.A.)--Capella University, 2020.

This item must not be sold to any third party vendors.

Volatile, uncertain, complex, and ambiguous conditions continue to define business in 2020, especially after the COVID-19 pandemic early in the year. While businesses are forced to adapt, leaders have been unable to keep pace. Similarly, there has been a fundamental shift in how projects are executed, which impacts the traditional role of a project manager. Learning agility is a recurring leadership topic discussed as a pivotal meta-competency able to predict leader success and leader potential. There have been few studies of learning agility that have examined indirect leadership roles that are practiced by project managers. Therefore, the purpose of this descriptive quantitative non-experimental research study was to examine the learning agility of managers and project managers using the Burke Learning Agility Inventory (BLAI) to determine if differences may be present. The population was purposively selected from a single global organization. The sample size was 11 managers of IT project managers and 15 IT project managers. Participant responses to 38 questions on a 7-point Likert scale were collected, and data were analyzed with descriptive statistics using SPSS version 26. Results included notably higher ratings in interpersonal risk taking, information gathering, and feedback seeking for managers. Also, project managers had notably higher ratings in speed and reflecting. The factors of flexibility, performance risk taking, experimenting, and collaborating did not contain notably different results between each group, but may have favored one or the other. Future research opportunities include studies that measure learning agility scores against project management success to determine if developing any specific learning agility factors influence or predict project manager success. Additionally, a comparative study measuring learning agility differences between similar groups would enable development of hypotheses to determine statistical significance of differences measures within this study.

ISBN: 9798691282720Subjects--Topical Terms:

3168311
Business administration.
Subjects--Index Terms:

Burke LAI

Learning Agility Differences Between Managers and Project Managers of Information Technology Projects.
LDR:03369nmm a2200433 4500 001 2284710
005 20211124102944.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798691282720
035 $a (MiAaPQ)AAI28156972
035 $a AAI28156972
040 $a MiAaPQ $c MiAaPQ
100 1 $a Garner , William A., II. $3 3563895
245 1 0 $a Learning Agility Differences Between Managers and Project Managers of Information Technology Projects.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 136 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
500 $a Advisor: Preiksaitis, Michelle K.
502 $a Thesis (D.B.A.)--Capella University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Volatile, uncertain, complex, and ambiguous conditions continue to define business in 2020, especially after the COVID-19 pandemic early in the year. While businesses are forced to adapt, leaders have been unable to keep pace. Similarly, there has been a fundamental shift in how projects are executed, which impacts the traditional role of a project manager. Learning agility is a recurring leadership topic discussed as a pivotal meta-competency able to predict leader success and leader potential. There have been few studies of learning agility that have examined indirect leadership roles that are practiced by project managers. Therefore, the purpose of this descriptive quantitative non-experimental research study was to examine the learning agility of managers and project managers using the Burke Learning Agility Inventory (BLAI) to determine if differences may be present. The population was purposively selected from a single global organization. The sample size was 11 managers of IT project managers and 15 IT project managers. Participant responses to 38 questions on a 7-point Likert scale were collected, and data were analyzed with descriptive statistics using SPSS version 26. Results included notably higher ratings in interpersonal risk taking, information gathering, and feedback seeking for managers. Also, project managers had notably higher ratings in speed and reflecting. The factors of flexibility, performance risk taking, experimenting, and collaborating did not contain notably different results between each group, but may have favored one or the other. Future research opportunities include studies that measure learning agility scores against project management success to determine if developing any specific learning agility factors influence or predict project manager success. Additionally, a comparative study measuring learning agility differences between similar groups would enable development of hypotheses to determine statistical significance of differences measures within this study.
590 $a School code: 1351.
650 4 $a Business administration. $3 3168311
650 4 $a Information technology. $3 532993
650 4 $a COVID-19. $3 3554449
653 $a Burke LAI
653 $a Learning agility
653 $a Project management
653 $a Volatile conditions
653 $a COVID-19 pandemic
653 $a Leader success
653 $a Performance risk-taking
653 $a Collaboration
690 $a 0454
690 $a 0489
690 $a 0629
690 $a 0310
690 $a 0688
710 2 $a Capella University. $b School of Business, Technology and Health Administration. $3 3555327
773 0 $t Dissertations Abstracts International $g 82-06B.
790 $a 1351
791 $a D.B.A.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156972