My dissertation overview

2.  Problem
 Purpose and Significance
 Research Question
 Conceptual Framework
 Research Method
 Population for Study
 Sample and Sampling Procedure
 Instrumentation
 Data Collection
 Data Analysis
 Demographics
 Qualitative Findings
 Limitations
 Limitations for Practice
 Limitations for the Study
 Recommendations for Future Research
 Conclusion
 Closure

3.  The problem that was addressed in the study is the strategies ODC managers need to improve
knowledge management in a multigenerational construction organization have not been established
(Cummings-White, 2013)
 As the older generations retire, companies are losing knowledge capital
 Forecasted over 25 million baby boomers would retire by the end of 2019 in the United States
(U.S. Department of Labor,2016).
 25% of the 150.9 million jobs in the United States require replacing (U.S. Bureau of Labor, 2016).
 Gap in Knowledge: A lack of understanding by the ODC managers on the characteristics of
knowledge management and the knowledge transfer methods and strategies

4.  Purpose
 The purpose of the qualitative exploratory study was to explore the strategies ODC managers
need to improve knowledge management in a multigenerational construction organization
(Cummings-White, 2013).
 This research study sought to explore the experiences and perspectives of multigenerational
workforce managers through an exploratory lens.
 Significance
 The stakeholders for this study are construction organizations, ODC managers, and the
construction industries
 This study looked at the impact that knowledge management has on an organizations ability to
continue to stay viable, competitive and create innovation (Meng & Brown, 2018).
 Construction organizations, ODC managers, and the construction industry need to find a means
to change the way they capture and share knowledge to stay competitive and sustain their market
share.

5. What are the strategies ODC managers need to improve knowledge management in a
multigenerational construction organization?

7. ▫ Research method
 This study adopted a basic qualitative method, which was defined by Merriam and
Tisdell (2015).
▫ Research design
 A basic qualitative design was used for this study because it looked to explore and
understand the social and psychological phenomena from the experiences of
multigenerational cohorts (Kruger & Welman, 2001).

8.  The research population for this study was multigenerational ODC managers working
in significant construction firms in the United States, with field offices in the states of
Colorado (southern CO) and New Mexico (north central NM).
 The managers were in their managerial roles for 2 years or more and were successfully
employed in these firms for 10 years or more.
 The estimated size of the population was based on six construction organizations with a
general population of 150 employees each

9.  Sample size for this study was 10 participants.
 Sample size allowed for data saturation to be achieved .
 Previous studies sample size was 14 to achieve saturation (Cummings –White,
2013); Elkington and Williams, 2013)
 How did you sample?
 A purposeful recruitment strategy was developed that focused explicitly on selecting
known study participants that met specific qualifications.
 Participants: Selected through online professional LinkedIn network Each
participant was purposefully screened research based on time in their current
position (on-the-job for at least 12 months),

10. – Validity- Steps taken by the researcher to ensure accuracy of data collection
(Creswell & Creswell, 2017)
• Credibility- The authenticity and accuracy of the of the participant
responses.
• Dependability- The vetting of participants, asking questions to get in-depth
responses careful examination and documentation.
• Transferability- Sufficient contextual information regarding fieldwork sites
was provided so that transferability could be done into other research
inquiries (Lincoln & Guba, 1986).
• Confirmability- Transparency and a neutral stance through the audit trail
(Creswell, 2015a).

11. – Reliability-
• Triangulation- Different methods to investigate the same data (Leech &
Onwuegbuzie, 2007).
• Member checking- the accuracy, credibility, and validity of the data research
interviews (Creswell & Creswell, 2017).
• Pilot test- Determining if there were flaws, limitations, or other unforeseen
weaknesses within the interview design (Creswell & Creswell, 2017)

12.  Face-to-face interviews were utilized whenever possible; additionally, telecommunications
were used when face-to-face interviews could not be scheduled due to participants’
schedules.
 Interview protocol followed
 Recorded interviews and hand written notes
 Interviews professionally transcribed

13. First part of data analysis
• Grouping study participant responses by the questions (or topics)
• Data categorization and transcription
• Data transcribed by subcontractor(rev.com)
• Categorized and grouped
• Notes and transcribed data combined
• Summarized individual interviews
Second part of data analysis
• Elemental coding methods
• Comparative analysis using Dedoose
• Descriptive coding
• Priori codes, of “barriers,” and “enablers

14. Identification Department Title Yrs. of Experience Employee Gender
P1 EPC Manager 20 Private Contractor Male
P2 QA Manager 16 Private Contractor Female
P3 EPC Manager 30 Government Contractor Male
P4 EPC Project Mgr. 30 Private Contractor Male
P5 RC General Mgr. 15 Private Contractor Male
P6 HRM Manager 20 Private Contractor Female
P7 EPC Execution Mgr. 30 Government Contractor Male
P8 EPC Planning Mgr. 40 Government Contractor Male
P9 Contractor Owner Operator 20 Private Contractor Male
P10 Contractor Operations Manger 20 Private Contractor Male

15. Major Themes n =174
Communication
77
Cross collaboration
67
Willingness to learn or teach
52
Professional development
44
OJT
34

16.  Communication was critical to all 10 study participants as they discussed how
communication, or the lack thereof can be a challenging process when it comes to
transcending generational stereotypes and biases.
 Communication aided knowledge transfer “We talk about how we’d link up mentors and
mentees, for example, so they can share that experience or how do we put them in a
position where they're driving change, transferring their knowledge to the next generation
workforce.”
 In agreement and alignment existing literature Houck (2011), and Paulin and Suneson
(2015).
 This theme is significant to ODC managers is that they should create open lines of
communication between their teams

17.  Cross Collaboration efforts were limited and not useful because it was not happening
within the participants' organizations and a specific project
 Cross collaboration aids knowledge management “In the business manager world, you
had to be sort of the mediator between the actual employees and the employer to make
sure that there was a harmonious balance between what management needed and what
the craft needed.”
 In agreement and alignment existing literature Cummings-White (2013), Brown et al.
(2013), and Gursoy et al. (2013.
 This theme is significant to ODC managers, construction organizations and
employees is that it would in building relationships and building personal and
professional networks

18.  Willingness to Teach was not always shared by workers in the construction organization.
 “There exists an issue with knowledge management and particularly knowledge transfer is
the ability and availability of those who have the knowledge to be willing to teach.”
 In agreement and alignment existing literature Martin & Salomon (2002), and Brown et
al., (2013).
 This theme is significant to ODC managers, construction organizations, and
employees. There exists an issue with knowledge management and particularly
knowledge transfer because there a lack of the ability and availability of those who
have the knowledge to be willing to teach

19.  Professional Development in construction organizations, unless the professional
development was seen as value added and the ability to bring back knowledge to share with
the project, it was often not made available.
 Professional development “People nearing the end of their career, we look at them too and
talk about how we take that knowledge and transfer it to the upcoming people.”
 In agreement and alignment existing literature Carrillo & Chinowsky (2006), and Jahren &
Johnston, (2011).
 This theme is significant to ODC managers because it signifies to ODC managers that
there are limitations to in house professional development initiatives

20.  On the Job Training (OJT)- was seen as the best way to transfer tacit and explicit
knowledge, only because it teaches the learner by utilizing hands-on learning.
 OJT aids knowledge management “I was trained by two individuals that they gave me the
training and knowledge that they had and I, in turn, I turned around and trained people
coming up behind me.”
 In agreement and alignment existing literature Meng and Brown (2018) and Raidén and
Dainty (2006).
 This theme is significant to ODC managers, construction organizations, and
employees. ODC managers who have been proactive to utilize hands-on learning
initiatives have seen their corporate culture improve, to the point where employees are
now part of the knowledge transfer process, and collaboration and creativity abound

21.  Qualitative studies in general are dependent on participant
 Honesty, mindset, management skills, and articulation skills
 Varied backgrounds of participants
 The experiences of each study participant, was unknown
 Sample size and narrow participant demographic
 Small Sample Size
 Scale of the study results

22. • Implication and Recommendation for Practice 1
▫ ODC Mangers need to recognize the type of knowledge that need to be addressed.
▫ Create a living process that facilitates consistency and awareness that the requirement for
knowledge transfer is a condition of employment.

23. • Implication and Recommendation for Practice 2
▫ Construction leaders who take time to build relationships with their workers and are
visible to everyone have greater success in helping ODC initiatives succeed.
▫ ODC managers should try to create an incentive for all generations to transfer knowledge
and for generations to report roadblock in transferring knowledge.

24. • Implication and Recommendation for Practice 3
▫ ODC managers might consider being open-minded, and approachable to build trust among
your employees.
▫ To avoid organizational change overload, consider evaluating construction organizations
change initiatives that are approved by executive leaders, to ensure they are value added

25.  Construction Organizations
 Explore the knowledge management needs of the construction organization to allow
them to achieve a profound and sustainable means of knowledge transference amongst
a multigenerational workforce using the five major themes
 The kind of knowledge management strategies used by ODC manager working in
construction organizations
 The lack of management to engage in promotion of knowledge transfer was not seen as
a priority or not considered at all

26.  Recommendation for Future Research 1
 Future researchers should inquire directly to the ODC manager’s direct reports to see if
their leadership style is working to elicit knowledge transfer interactions.
 Recommendation for Future Research 2
 Future research should look at the use of new technology platforms that would allow
ODC manger and their workforce to create and capture knowledge for future use across
an array of topics.

27.  Recommendation for Future Research 3
 Further research should be done to identify why there is a lack of funding for knowledge
management in construction organizations.
 Recommendation for Future Research 4
 Further research into construction organizations to establish and understand the importance of
knowledge transfer as being a significant part of the knowledge management process is warranted.

28.  Knowledge Transfer
 Create departmental succession planning (engineering design, trades, project controls,
estimating, planning, and work control).
 Institute an interdepartmental mentoring, cross-training, formal internal and external
training, and develop knowledge communities.
 Create group think activities that require interdepartmental and multigenerational
interactions to resolve issues.
 Institute a knowledge transfer video library
 Create initiatives for older knowledge transfer opportunities

29.  Communication
 Create a streamlined process of communication that encompasses everyone
 Initiate transparent communication
 Institute all hands monthly meetings
 Come up with cost saving initiatives that are recognized and rewarded

30.  Cross Collaboration
 Emphasize the requirement for cross-collaboration amongst peers and outside
department experts
 Make cross collaboration a naturally occurring
 Appoint departmental cross collaboration leads
 Initiate a cross-collaboration between tradesmen and tradeswomen and design
engineers

31.  On the Job Training
 Perform a cross-reference of employee’s experiences and promote in-house on the job
training Make cross collaboration a naturally occurring
 Challenge employees to provide weekly knowledge shares
 make it a point to pair up those employees that want to learn via on the job training and
provide an incentive

32.  Study participants data successfully answered the research questions and saturation was
achieved.
 Five strategies emerged: Communication, Cross Collaborations, Willingness to Teach,
Professional Development, and On the Job Training
 Participant responses discussed barriers
 Lack of funding, lack of management engagement, and lack of Vision
 Participant responses discussed Opportunities to excel
 Management buy in, succession planning, leading by example

33. Final Presentation