Assessment of teacher behavioral alignment in relation to organizational congruence is extremely limited in the educational arena; add in the implementation of knowledge management, and research is nonexistent. While there is a plethora of literature and research on individual elements which combine to make both behavioral alignment and knowledge management, there is nothing currently available that attempts to measure the relationship between these two superseding organizational elements. It was the purpose of this qualitative case study to establish baseline criteria/questions for studying the issue of the overarching relationship between knowledge management and behavioral alignment in order to achieve organizational congruence within the educational arena. During the course of this study the need for more research in this area was verified based upon the analysis of eighteen extensive interviews. These interviews involved teachers, site administrators (e.g., principals and assistant principals), and district administrators (e.g., superintendents and assistant superintendents) within three separate school districts. While the study could not completely verify the need or desire for technology-based knowledge management processes, it was able to identify the need for some type of management process that has the ability to bring schools which are currently loosely-coupled together to achieve overarching district-level goals. Participants, all but one of whom had never heard of knowledge management, expressed interest in knowing more regarding possible implementation in the K-12 arena.For PS3-T2, it would be beneficial to have forms available on the computer that could be completed on the computer and ... PS3-T2 admitted that going to the office to get print forms as aeasiera for her than going onto a Web site to download aanbsp;...
|Title||:||Organizational Congruence, Knowledge Management, and Behavioral Alignment in Primary and Secondary Schools|
|Author||:||Nancy K. Hartman|
|Publisher||:||ProQuest - 2007|