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- All Subjects: Education
- Member of: Theses and Dissertations
- Resource Type: Text
Description
My research explored two issues in leadership development: how busy executives can sustainably learn with flexibility and efficiency and how to cultivate a grace-based approach to leadership. This is a dissertation in practice that offers an alternative format from traditional research yet still advances professional knowledge, rigorous thinking and complex problem-solving. This reimagined manuscript includes a multi-modal presentation of the theory, methods, analysis and findings for an emerging leadership concept and an improved direction for mobile learning research. These findings can be experienced by listening to an embedded podcast series and reading draft articles for academic and business media journals that speak to the audience of influencers in my professional context of leadership researchers, advisors and coaches. The learning innovation involved is a podcast called Giving Grace Matters that includes narrative and interviews with high-performing executives about a grace-based approach to leadership, and the qualitative analysis of these interviews served as the basis for constructing the knowledge about this leadership concept using three guiding theories: Planned Behavior, Self-Determination, and Intentional Change. The research identified the novel concept of a grace-based approach to leadership that can be applied in organizations as well as the need for further evaluation of how a flexible learning framework for microlearning experiences, such as podcasts, can be intentionally designed.
ContributorsStephens Stauffer, Deborah (Author) / Graves Wolf, Leigh (Thesis advisor) / Chapman, Amy (Committee member) / Leahy, Sean (Committee member) / Arizona State University (Publisher)
Created2023
Description
The purpose of this study was to increase microlearning training module usage and completions by 10–15% over a 30-day period by including evaluation in the design and development of a new microlearning training module in the golf equipment industry. Evaluation was conducted using a bespoke evaluation tool, which was designed and developed using design thinking methodology. The evaluation tool was applied to two previously designed microlearning modules, Driver Distance B and Driver Distance C, both of which served as comparisons for the new module’s completion data. Evaluation reports were generated that informed the development of the new module, named Golf Software. This action research study was grounded in constructivist learning theory, design thinking, and dashboards research. A nested, case study-mixed methods (CS- MM) design and a sequential qualitative to quantitative design were used. Research was conducted with the Knowledge Management Department at Ping, an original golf equipment manufacturer (OEM) in Phoenix, Arizona. Participants included three eLearning Designers, which included the researcher as a participant observer. Qualitative data included interviews, reflective researcher journal, and artifacts such as the new microlearning training module and evaluation reports. Quantitative data included completion numbers collected from the organization’s learning management system (LMS) and email campaign service. Findings from this study were mixed, with the new module’s completion numbers 20.27% greater than Driver Distance C and 7.46% lower than the Driver Distance B. The objective of this study was not met, but outcomes provided valuable information about incorporating evaluation in the Knowledge Management Department’s instructional design process.
ContributorsRegan, Elizabeth (Author) / Marsh, Josephine P (Thesis advisor) / Leahy, Sean (Committee member) / Gretter, Sarah (Committee member) / Arizona State University (Publisher)
Created2020