High-performance technology teams in learning organizations: The research, development, and validation of an educational leader's guide
Randal Eugene Bagby, Kansas State University, United States
Kansas State University . Awarded
The purpose of this study was to research. develope and validate an educational leader's guide for developing high-performance technology teams using learning organization principles. The educational leader's guide was developed to serve as a resource for establishing technology teams in school systems using learning organization concepts. A model for educational leaders to use in building high-performance technology teams in learning organizations was developed.
Research and development (R&D) methodology was used to develop and validate High-performance Technology Teams in Learning Organizations: An Educational Leader's Guide. The steps in the R&D cycle were: (1) needs assessment, (2) product development, (3) preliminary field test, (4) product revision, (5) main field test, (6) final revisions, and (7) dissemination. The literature review provided the necessary information to build the preliminary product (prototype). Field test reviewers used a Likert-type evaluation questionnaire to rate the practicality and effectiveness of the educational leader's guide, and revisions of the prototype were based on reviewer comments and suggestions. The first field-test reviewers were experts who have demonstrated competencies and expertise in the fields of technology, teaming, and learning organizations. The second reviewers were educational leaders who are potential users of the guide.
The major conclusions of the study were: (1) establishing high-performance technology teams is feasible and practical in educational settings, (2) establishing high-performance technology teams for improving schools is feasible and practical with existing technologies when transferred from corporate settings to educational organizations, and (3) establishing a model for educational leaders to use in building high-performance technology teams using learning organization principles addresses an existing void.
The major implications of the study were: (1) there was a lack of literature specifically for educational leaders to build technology teams, and to build technology teams using learning organization principles, (2) high-performance technology teams required processes of developing relationships and building competencies in various technologies and teaming tools, (3) the ideal demography of high-performance technology teams varied and was dependent upon the unique situation of the school or organization, and the individual team members, and (4) educational products developed through research and development methodology offered educators valuable resources for improving schools.
Bagby, R.E. High-performance technology teams in learning organizations: The research, development, and validation of an educational leader's guide. Ph.D. thesis, Kansas State University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com