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Comparing the Moderating Effects of Military Rank on Absorptive Capacity Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 Comparing the Moderating Effects of Military Rank on Absorptive Capacity Allen Brannan Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Organizational Behavior and Theory Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral dissertation by Allen Guy Brannan has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Maja Zelihic, Committee Chairperson, Management Faculty Dr. Bryan Forsyth, Committee Member, Management Faculty Dr. Robert Haussmann, University Reviewer, Management Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2021 Abstract Comparing the Moderating Effects of Military Rank on Absorptive Capacity by Allen Guy Brannan MA, Naval Postgraduate School, 1999 BS, McMurry University, 1988 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University May 2021 Abstract Many tactical-echelon military unit training programs do not reach their stated objectives for growth in organizational skills and increased mission capability due to a less than complete understanding of how the training audience transfers the training program's new knowledge into operational processes. The subsequent squandering of valuable resources, such as time, people, and materials, limits the unit's ability to accomplish its assigned tasks and overall mission. Cohen and Levinthal’s absorptive capacity theory describes how organizations transfer new knowledge. Their theory is applied here to better understand how soldiers in tactical-echelon military units perceive the transfer of knowledge from external sources. The dependent variables were absorptive capacity's four components, acquisition, transference, assimilation, and exploitation, and the independent variable was U.S. Army military rank, with two subsets, officers, and enlisted soldiers. Recruited through personal connections and online survey source, the 401, who were a combination of reserve and national guard soldiers, participated in the study. A MANCOVA was used for data analysis. The results of the study indicated that military rank did not significantly impact the perception of the dependent variables, acquisition, transference, assimilation, and exploitation. An increased understanding of the variables affecting knowledge transfer in military units would benefit the soldier’s task performance. The improved task performance would then manifest itself in overall mission performance supporting civil governance, protecting civil rights, upholding democracy worldwide, and will greatly reinforce positive social change.! Comparing the Moderating Effects of Military Rank on Absorptive Capacity by Allen Guy Brannan MA, Naval Postgraduate School, 1999 BS, McMurry University, 1988 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University May 2021 Dedication This research effort, and my growth along the way, is dedicated to my family. Firstly, to my mother and father, Carolyn and Clark Brannan, for instilling a lifelong curiosity for learning new things and the desire to develop a better understanding of what is happening all around me. I would also like to acknowledge and thank my friend and mentor Don E. Brown of Des Moines, IA. The timely collection of the requisite number of surveys and data points would not have been possible without his energy and help in reaching out to his network of service members. I am glad Don Brown knows paper! Next, to my children, Brittne, Deric, and Shelli, who kept me centered and for not letting me think too much of myself and for often reminding me “Dad you need new jokes!” And, lastly, to my wife, Lori, for leading the way during my innumerable deployments and our many family relocations, supporting me during this academic effort, and especially being my forever love and the engine that keeps all ofU.S.powered up. I love you. Thank you. Acknowledgments I want to thank the faculty, student support staff, and other staff who make Walden University a great place to learn, study, and grow. In particular, the Walden University Library staff was extremely helpful. They aided greatly in my searches and discovery of the requisite articles needed to support this research effort. I would also like to express my gratitude to the soldiers, noncommissioned officers, and officers of the U.S. Army National Guard who participated in this study. Your participation enabled a higher level of understanding of how knowledge management works in your units. The knowledge gained could help leaders to develop better training programs. Thank you for your time and your service. I am also extremely grateful for the guidance, patience, and mentoring of my faculty chairperson, Dr. Maja Zelihic, and my committee member, Dr. Brian Forsyth. I appreciate the candid editorial suggestions, unwavering support, and unflagging encouragement during the entire process. All were paramount in me reaching the final objective. Thank you. Table of Contents List of Tables .................................................................................................................v List of Figures ...............................................................................................................vi Chapter 1: Introduction to the Study .............................................................................1 Background of the Study ...............................................................................................2 Problem Statement .........................................................................................................6 Purpose of the Study ......................................................................................................7 Research Questions and Hypotheses .............................................................................7 Theoretical Foundation ................................................................................................11 Nature of the Study ......................................................................................................11 Definitions ...................................................................................................................14 Assumptions ................................................................................................................16 Scope and Delimitations ..............................................................................................17 Limitations ...................................................................................................................18 Significance of the Study .............................................................................................19 Significance to Theory ...........................................................................................21 Significance to Practice .........................................................................................21 Significance to Social Change ...............................................................................22 Summary and Transition ..............................................................................................23 Chapter 2: Literature Review ......................................................................................25 Literature Search Strategy ...........................................................................................27 i Theoretical Foundation ................................................................................................32 Absorptive Capacity Origins .................................................................................34 Literature Review ........................................................................................................39 Leadership, Learning Environments, and Absorptive Capacity ............................39 Recent-Past Applications of Absorptive Capacity .................................................46 Common Methodology in the Application of Absorptive Capacity ......................51 Variable Selection Rationale ..................................................................................53 Research Question Rationale and Relations ..........................................................59 Summary and Conclusions ..........................................................................................63 Chapter 3: Research Method .......................................................................................66 Research Design and Rationale ...................................................................................67 Methodology ................................................................................................................68 Population ..............................................................................................................69
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