Research Proposal for

the Role Transformational Leadership in Knowledge Management: A Study

at Nugegoda Police Division

B.S. Tharanga Kariyawasam

Reg. No 513348588
MCP 2699
Commonwealth Executive Masters of Business Administration
The Open University of Sri Lanka

Table of Contents

1)INTRODUCTION
1.1)The Research Problem
1.2)Objectives of the Research
1.3)Research questions
1.4) Significance of the Research
2)LITERATURE REVIEW
2.1)Introduction
2.2)Knowledge in to Knowledge Management
2.3)Leadership for Knowledge Management
3)PROPOSED
METHODOLOGY
3.1)Research Design
3.2)Conceptual Framework
3.3)Hypotheses
3.4) Operationalization
3.5) Methodology
3.6) Method of Sampling
3.7) Data Collection
3.8) Data Analysis
3.9) Reliability, Validity and Objectivity
3.10) Limitation and Delimitation

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4)WORK PLAN

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5)BIBILIOGRAPHY

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1) INTRODUCTION
1.1) The Research Problem
Knowledge management (KM) is a growing academic area of the world and a vast area of
academia of knowledge management is yet to be researched. The world is relying on the
knowledge than the physical power or coercive power. People have found that the vitality of
knowledge management as a pathway to sustainable, effective and efficient management within
an organization which survives knowledge economy. Therefore, knowledge management has
become a buzz word among in various organizations.
Various definitions have been formulated for knowledge management but it doesn't seem
consensus among those scholars who provide definitions. Knowledge management is defined as a
formal directed process of figuring out what information an organization has that could benefit
others in the organization, then devising ways of making it easily available (Harvard Business
School Publishing Corporation, 2007, p.22). At the top of concept, it is defined as a formal directed
process which entails formal method of creating repositories of knowledge, setting up channels of
distribution of knowledge and ensuring the process of passing lessons learned to others who do
similar task or in similar situation.
Even if it is not in the name of knowledge management but in disguise in many organizations basic
concept of knowledge management exists. However, that process is not formal, loosely attached
and not in coherent manner and not clearly apparent. Hence, it is fair to understand that the
knowledge takes numerous forms such as information received from employees, unique
capabilities and skills, learning from experiences, databases, reports, manuals, intellectual
properties, secretes, etc. These sources of knowledge are not coordinated or managed in a

systematic way if there is not a proper mechanism of knowledge management. In most instances,
the same situation can be witnessed in Sri Lankan context due to the above reason.
Knowledge management in public sector is lagging behind the private sector because, evidence
drawn from the existing literature suggests that public sector is falling behind in above practices
of knowledge management (Cong & Pandya, 2003).
Currently, I am working for Sri Lanka police as a middle rung officer and I experience and view
the necessity of knowledge management within the Sri Lankan policing system which plays an
important role in public sector. Sri Lanka police is also a vital service provider in the public sector
and affected with above specified drawback as well. In Sri Lankan context, it is observed that the
situation is getting bad to worse due to the absence of proper leadership in knowledge management.
In the current context, the person who enters the Sri Lankan police service has to undergo an initial
training with theoretical and practical studies. A new trainee is subject to a probation period of
three years to check whether the trainee fits with the job while he is on-the-job training. Theoretical
knowledge gives the outline of practical police works and applications of laws in relation to
enforcement within initial training. However, this barely enough to perform day-to-day duties of
a police officers in sense of practical application.
As a matter of fact, on practical grounds, various situational factors, geographical area,
environment, economy, society, etc. forge decisions taken by police officers in their official roles
and there is no standard operation procedure or a rule of thumb to use for decision making. Hence,
knowledge is very important to take effective decisions relevant to the role of police officer. We
should not forget that we are living in a dynamic society where people are digging in to knowledge

mines. Police officers have to take decisions in customised way that fit with their dynamic social
environment.
I am of the opinion that a trainee basically gets knowledge from three different sources; learning
from the formal education on police works with text books, manuals and circulars, capturing
knowledge from others experiences and his own experiences. However, in Sri Lankan policing
system, it is evident there is not a systematic way of creating knowledge repository that helps
others to resolve issue what they encounter other than above. Therefore, there are a lot of instances
where police officers do same mistakes or redundancies in similar instances without lessons learnt.
It implies what Sri Lanka police needs to streamline policing with knowledge management.
For me, it seems interesting to research on the role police leadership in knowledge management in
a way that would help to determine relationship between both aspects (i.e. Leadership and
knowledge management). Even if the need of knowledge management is rising in Sri Lanka police
service how the role of leadership affects knowledge management to initiate, improve and utilise
for achieving intent objectives seems vague.
Since it is hard to find relevant literature on the topic It is evident that there is a huge gap in
knowledge management process in Sri Lanka police and continuous introduction and
transformation should go ahead to reap the yield. Bridging the gap in knowledge management in
Sri Lanka police can only effectively done by leaders.
In conclusion, I would like to contribute to policing system with new knowledge that identifies
gaps, leadership styles needed for transformation and proposing remedies to bridge gaps of
knowledge

management that is more important in a dynamic world to advance in parallel with

the society.

1.2) Objectives of the Research

It is expected that this research has following objectives to be achieved.
Understand the level of implication of knowledge management
Identify specifications of knowledge management in police service
Explore the extent that transformation leadership affect knowledge management
Ascertain the relationship between transformational leadership style and knowledge
management
To suggest for improving knowledge management methodologies
Identify benefits offered by knowledge management system to policing system
1.3) Research Questions
In this research, following questions and solutions for questions are discussed
What are the fundamental gaps and pitfalls in implementation of knowledge management?
Is transformation leadership style important for knowledge management in police service?
How does transformation leadership style affect the knowledge management in police officers
in Nugegoda division?
To which extent is knowledge management embedded in organizational culture?
How does knowledge management benefit police organization?
1.4) Significance of the Research
The role of leadership an organization is very important because leaders of organization set paths
and examples for others in transformation or achieving its objectives. In addition, they directly

influenced knowledge management process and practices of the organization. This infers the
burden of leadership and stresses the relationship between leadership styles and knowledge
management within an organization.
This research will help to shed light on setting up a way for bridging the knowledge management
gap in Sri Lankan policing system in Sri Lankan context by finding the relationship between the
role of transformational leadership style and knowledge management. Therefore, this study is to
be determined to know the overall impact of organizations leadership practices on to its tacit as
well as explicit form of knowledge management.

2) LITERATURE REVIEW
2.1) Introduction
The purpose of this study to find the role of leadership in knowledge management practices in Sri
Lanka police. It is perceived that we are living in dynamic world that changes rapidly. Innovation,
creativity, value creation for customers are important for sustainability of every organization. The
reality, cannot be avoided but confront it. As result of its popularity and conspicuousness, various
concepts relating to knowledge are developed through various philosophies.
Hislop (2009) witnesses three assumptions in the knowledge management literature; social and
economic transformation at the end of twentieth century resulted in knowledge becoming key asset
for organizations to manage, especially nature of work such as intellectual work increasing hugely
and effective management based on knowledge management provides a competitive advantage.
Therefore, the literature of knowledge management based on above assumptions has become a
tool that form the epistemology of knowledge management.
Due to the shortage of literature in knowledge management would imply how little discussions
have been done for the field of knowledge management in relation to specially for public sector.
Philosophies relating to the social sciences outline the pedagogy of knowledge management and
digging into those philosophies may create more complicated arena for empirical usage of
knowledge management. Contradictory views such as whether knowledge is subjective or
objective, definitions of various components of knowledge management, etc. are apparent to create
disagreement in the process of practical implication of knowledge management. However, basic
principles of knowledge management are a set of paramount tool to forge the literature of
knowledge management pertaining to this research.

2.2) Knowledge in to Knowledge Management

Philosophies of knowledge management are very important to draw basic components of the
subject. Various definitions for knowledge, knowledge management, leadership and relationship
between knowledge management and leadership are discussed for creating a theoretical plane for
the research.
At glance, people think that knowledge is broader than information, data or values. It can be
observed richer and deeper form of above components after the process. Knowledge is simply
defined in Merriam Webster dictionary as information, understanding, or skill that you get from
experience or education, awareness of something: the state of being aware of something.
Davenport and Prusak (2005) define that knowledge is a fluid mix of framed experience, values,
contextual information, and expert insight that provides a framework for evaluating and
incorporating new experiences and information. It originates and is applied in the minds of
knowers. In organizations, it often becomes embedded not only in documents or repositories but
also in organizational routines, processes, practices, and norms.
This definition underscores knowledge as a dynamic thing and mixture of a wide spectrum of
ingredients used as a yardstick to evaluate experiences and information in the mind of knowers.
Therefore, knowledge is a cognitive process that varies upon individuals who perceive same
context differently and knowledge may have unique attributes specified to a person. In an
organization, an employee also possesses a vast array of knowledge. When that an employee has
not got a chance to share his knowledge with fellow workers or storing his knowledge for future
usage he may have to retire with his own knowledge. Most of public sector institution including
police may have face same problem. There are some instances, current workers turn to retired

workers seeking for knowledge in a form of advices when some complicated incidents arose. This
is informal and practicability would be less if the retired worker is dead, disable or left the area. If
there was knowledge management system, people would not face that problem.
Certain characteristics embedded in knowledge is important to use in knowledge management.
Those characteristics are as follows;
o Using knowledge does not consume it
o Transferring knowledge does not result in losing it
o Knowledge is abundant, but the ability to use it is scarce
o Much of an organizations valuable knowledge walks out the door at the end of the day
(Dalkir, 2011, p. 2)
However, these characteristics seem paradoxical than characteristics of commodity or an asset.
Therefore, knowledge management becomes more cumbersome and arduous process in
comparison to other subjects in management field. With reference to above characteristics, I
believe that Davenport & Prusak (2005) defined knowledge as a fluid mix due to the
unsubstantiated borders of the subject. Knowledge management is operated as a tool to manage
and streamline most of above characteristics.
The term knowledge is one of the more confusing aspects of KM. The terms information and
data are often used interchangeably with the term knowledge". In fact, they have different
meanings (Plunkett, 2001).
Davenport & Prusak (2005) suggest that some researchers identify more than the three entities of
data, information, and knowledge and for practical purposes, they lump higher-order concepts such
as wisdom and insight into knowledge.
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Data is a set of discrete, objective facts about events (Davenport & Prusak, 2005). If they are not
relevant or with a purpose, there is of no use of data. Data is stored electronically by modern
organizations so that sorting would help to store in database systematically. Data is essential raw
material of creating information and data can be recognised as a partial information.
Information is meant to change the way the receiver perceives something, to have an impact on
his judgment (Davenport & Prusak, 2005). Information is transformed in a way of message; it may
be in document, by audible or visible communication. Unlike data, information has perceivable
meaning that intends to shape by adding value to the data. Davenport & Prusak (2005) recognise
that there are important methods that transforms data into information such as contextualized,
categorized, calculated, corrected, and condensed methods. These data and information comprise
the dominant part of knowledge which we above discussed.
These components are valuable assets that becomes cogs of a bigger wheel; that is the paradigm
knowledge management. Knowledge management is considered as an approach where the
employees of the companies would leverage from the buried knowledge that is held closely to
them. This enables the evolution of the term 'learning organizations' where knowledge is always
evolving and is being made accessible to all the employees who are eager to attain it and apply it
Knowledge management is the explicit and systematic management of vital knowledge and its
associated processes of creation, organisation, diffusion, use and exploitation in pursuit of business
objectives (Skyrme, 2011). Some definitions have underlined capturing and storing knowledge
with intellectual assets by expanding the boarders over narrow scope so that it may fit in vast array
of fields where knowledge management is in operation.

Dalkir (2011, p. 4) observes knowledge management as the deliberate and systematic coordination
of an organization's people, technology, processes, and organizational structure in order to add
value through reuse and innovation. He goes on adding up that this is achieved through the
promotion of creating, sharing, and applying knowledge as well as through the feeding of valuable
lessons learnt and best practices into corporate memory in order to foster continued organizational
learning. This definition seems more comprehensive because it encompasses and addresses most
vital components, causes and the objectives of knowledge management. However, value creation
and innovation are not included as end result of knowledge management.
From various perspectives, there are several definitions and this indicates that knowledge
management is a multidisciplinary eld of study that covers a lot of ground. This makes it both
easy and difcult to define what knowledge management is. At one extreme, knowledge
management encompasses everything to do with knowledge. At the other extreme, knowledge
management is narrowly dened as an information technology system that dispenses
organizational knowhow. (Dalkir, 2011, p. 7).
Singh (2008) believes that the management of knowledge is nothing but budgeting learning at an
organizational level which could be used by an organization and its members for self-renewal. In
other words, for knowledge creation and management to take place, organizational learning has to
come rst.
I believe that knowledge management is a systematic arrangement of capturing, organising,
processing and organising data, information and knowledge from everything pertaining to the
organization for the future usage, value creation and innovation for obtaining competitive
advantage.

10

According to above definitions, the knowledge in itself is a complex entity. According to attributes
of knowledge, the knowledge is categorised under two categories i.e. explicit knowledge and tacit
knowledge. Explicit knowledge is formal and codified in to document or easily transferable. On
the contrary, tacit knowledge is in people's mind and cannot be transferable. Explicit knowledge
includes patents, procedures, best practices, and lessons learned. Explicit knowledge is relatively
easy to capture and store in databases and documents. It is shared with a high degree of accuracy.
Explicit knowledge can be categorized as either structured or unstructured. Documents, databases,
and spreadsheets are examples of structured knowledge. Their individual data elements are
organized in a particular way or schema for future retrieval. In contrast, e-mails, images, training
courses, and audio and video selections are examples of unstructured knowledge because the
information they contain is not referenced for retrieval (Plunkett, 2001, p. 10).
In Sri Lanka police, there are vast array of departmental orders, circulars, standing orders,
establishment code, statutory provisions, etc. which can be recognised as structured knowledge.
When those are too much, more tends to be seen by onlookers as the paradoxical knowledge. This
contradictory forms of knowledge makes users more helpless in decisions making in practical
context. However, it can be observed that an extensive area of knowledge comprises explicit
knowledge of police service.
Tacit knowledge is the knowledge that people carry in their minds. It is obscure and difficult to
access. It is often not known to others. In fact, most people are not aware of the knowledge they
possess or of its value to others. Tacit knowledge is considered more valuable because it provides
context for people, places, ideas and experiences. Tacit knowledge is not easily captured as a best
practice or a lesson learned. Tacit knowledge

generally requires extensive personal contact and

trust to share effectively (Plunkett, 2001, p. 10).

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For a police officer, tacit knowledge is very important to react and make decisions in situational
context. For instance, how a police officer addresses a same issue in different contexts belonging
to culture, ethnicity, geographical area, educational background or political background, etc.
would be different. That is why police officers face challenges in taking decisions with their
discretionary powers in various contexts. It a widespread norm in police service that maturity in
service lead to wiser decisions in various context. There are many instances of failures of decisions
when a decision is made on little knowledge of context. In addition, intuitive decision may become
more successful due to tacit knowledge of the decision maker in such context.
It may be contended that both of them are important in their own ways and also interdependent.it
is through the combination of both explicit and tacit approaches to knowledge management that
an organization can effectively compete against all others (Singh, 2008, p. 6). It is the
responsibility of top management to give equal status for explicit as well as tacit forms of
knowledge to excel the other competitors by creating customer value.
2.3) Leadership for Knowledge Management
The basic objective of leadership is to concentrate on actions of those who have responsibility over
others in organizations to influence attitudes, behaviours, teams and ultimately organizational
performances. Hislop (2009) contends that a fundamental assumption supports the majority of
literature on this topic is that leaders can play a pivotal role in organizations and appropriate and
effective leadership can both motivate and inspire subordinates. Then again, this may positively
impact on team and organizational performance.
Extensive literature for leadership is identified in Human Resource Management and
Organizational Behaviour subjects and is developed through various perspectives, theories and

12

philosophies. Therefore, a vast array of literature is available for leadership that cannot be
discussed completely here. Early twentieth century, it was believed that a successful leader could
be distinguished due to their innate personality traits and characteristics.

Gradually this

assumption is shifted to think of concept that leaders are not born but made.
Hislop (2009) fundamentally recognises four types of theorisation on leadership; Trait Approach,
Behaviour based theories, Contingency Approach theories and 'New Leadership' theories. Among
those theories, Hislop (2009) argues that perspectives of new leadership theories have been
contemporary popular and most widely used in knowledge management field. As similar
leadership theories embedded in 'New Leadership' are Charismatic leadership, Transactional
leadership and Transformational leadership.
The trait approach impacts on knowledge management and considers knowledge as a pivotal thing
for leaders. Contingency and behaviour approach also consider knowledge management is vital
for effective leaders. The transformational approach also supports this phenomenon that
information creation, keeping and sharing facilitates in obtaining shared vision and values in the
organization (UK Essays, 2013 November).
Singh (2008) indicates in his research findings that delegating style of leadership more than any
other mode of leadership behaviours is more suited for creation, storage, organization, application
and use of both tacit and explicit knowledge.
In 1980s and 1990, emerging of the knowledge leader took place to make the process work
successfully. Nonetheless, in the context of present day global world order, it is more essential
than ever and it should be ubiquitous across the all levels of an organization (Singh, 2008, p. 6).
Effective organizations rely on leadership rather than leaders. The role of knowledge leader is to

13

provide strategic visions, motivate others, effectively communicate, act as a change agent, coach
others around, model good practices, and carry out the knowledge agenda (Singh, 2008).
Singh (2008) draws generic attributes of knowledge leaders. This knowledge leaders are
essentially generic leaders but their role extends to provide strategic visions, motivate others,
effectively communicate, act as a change agent, coach others around, model good practices, and
carry out the knowledge agenda (Debowski, 2006).Debowski (2006) further added that a
knowledge leader should explain goals of knowledge management in order to identify roles of
subordinates and provide guidance to any form of change taking places and priorities to reach in
goals.
It is true in every organization that leaders set the examples for others, therefore it is assumed that
leaders have direct impact on how the companies should approach and deal with knowledge
management processes as well as practices (Singh, 2008). Across all level of organization levels,
leaders have to play unique and supreme role to play in knowledge management. It is the
responsibility of leaders to practically involve in process relating to knowledge management.
Singh (2008) states that if the boss takes knowledge seriously, the rest of the company will follow
automatically.
The management thinkers in the area of knowledge management should give importance to leaders
and especially to their leadership styles in making things happen for knowledge management
processes and practices to ourish. It seems as if that leadership is a cardinal thread that runs
through whole gamut of the knowledge management initiatives in an organization (Singh, 2008,
p. 7)

14

According the finding of the research on leadership and knowledge management, Singh (2008)
suggests that the pious goal of any organization to become a knowledge creating and managing
company depends a great deal on the kind of leader and leadership styles that the organization has
had.
On the contrary, Hislop (2009) suggests that effective leadership is not simply the responsibility
of senior management but that instead responsibility for leadership should be concern of all
workers and managers. He further goes on stating that leadership should be dispersed throughout
an organization.
Hislop (2009) observes that the relationship between leadership styles and behaviours and
knowledge management process is relatively under-researched. Among those small number of
researches, most researchers have done researches on leadership styles or role of leadership in
knowledge management in private sector than in public sector.
Leadership styles are the pattern of behaviours that one uses to influence others. Leaders can
influence others in many different ways. Those patterns will be perceived by others as leadership
style. The situational leadership model of Paul Hersey and Kenneth H. Blanchard explains how to
match the leadership style to the readiness of the group members.
Leadership style in the situational model is classified in to two types of behaviour i.e. task
behaviour and relationship behaviour (Blanchard, et al., 1996). The HerseyBlanchard Situational
Leadership model comprises four leadership styles (i.e. directive style, consulting style, supportive
style, and delegating style) based on the extent of the combination of leadership behaviour and
relationship behaviour. Singh (2008) adopted in his research this HerseyBlanchard Situational
Leadership model.

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Singh (2008) notes four types of leadership styles in a software company in the scope of his
research. He adopted those leadership modes as directive style, consulting style, supportive style,
and delegating style to find relationship with knowledge management. Due to little discussion on
knowledge management in Sri Lanka police, it is hard to find relevant literature on either
leadership or knowledge management.
Transformational leadership has been underscored since it is fundamentally concerned with
motivating and inspiring followers by developing long-term strategic visions and persuading
people buy in to them and work toward their achievements (Hislop, 2009, p. 261).
However, Hislop (2009) admits that transformational leadership has a bigger strategic importance
but it should be used in parallel with other form of leadership and management. It implies that each
leadership theories have its own contribution for the forward momentum of organisations which
they served for. Transformational leadership is defined as a leadership approach that causes change
in individuals and social systems. In its ideal form, it creates valuable and positive change in the
followers with the end goal of developing followers into leaders (Aslami et al,2014,p.119). This
definition supports what Hislop (2009) means in his opinion of strategic importance.
In addition, Hislop (2009) admits that transformation leadership perspectives dominate the
knowledge management literature of leadership. Abesekara & Jayakodi, (2009) observes that
literature suggests transformational leadership consists of four factors charismatic leadership or
idealized influence, inspirational leadership or motivation, intellectual stimulation, and
individualized consideration.

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Burns (1978) proposed that the leadership process occurs in one of two ways, either transactional
or transformational. Transactional leadership emphasizes the clarification of goals, work
standards, and task assignments and focuses on task completion with compliance based on
incentives and rewards to appeal to the self-interest of followers (Bass, 1985). Transformational
leadership concept emerged after the inception of the concept of transactional leadership. Hislop
(2009) argues these are "new leadership theories". Transactional leadership is generally sufficient
to maintain the status quo, but transformational leadership stimulates change and innovation
(Abesekara & Jayakodi, 2009, p. 25).
Cong & Pandya (2003) affirm that knowledge management as a discipline is still in its infancy,
especially in the public sector, evidenced by little discussion in the current literature. I believe that
I would be able to add some new knowledge by using this research to the area of knowledge
management in police service of public sector.
In the attempt of application of knowledge management in public sector, Cong & Pandya (2003)
believe that governments are realising importance of knowledge management even though there
are many issues and challenges. As a vital organization of public sector, it is difficult to find any
tangible attempt of changing orientation toward knowledge management in police service in Sri
Lanka. Lack of knowledge, resources such as money, technology, infrastructure, enthusiasm and
attitudes may hamper the momentum of those endeavour. Hence, I believe that knowledge
leadership would transform the current situation in a way that is compatible with knowledge
management.
Knowledge leadership, like other forms of leadership, relies on communication and they fulfil the
important roles of both collaborator and catalyst for those working with new concepts and
strategies (Singh, 2008).
17

These viewpoints on leadership styles and its role in knowledge management programs in
organization provide a clear hint of the all-embracing inuence of the leadership in knowledge
management practices of an organization. Therefore, it may be stated that there is a general
consensus among both practitioners as well as academicians that the leadership plays important
role in the creation as well as management of knowledge in the organization (Singh, 2008). The
above general consensus is common to police service as well. The issue is that to which extent to
those interact each other.
There have been various researches on relationship between leadership styles and knowledge
management. It is interested to note the findings explained by Crawford (2003) in relation to
relationship among leadership styles and knowledge management. He finds that transformational
leadership style is more correlated to knowledge management than transactional leadership styles
and laissez-faire leadership styles. Crawford (2003) further adds that his results provide further
basis for the assumption that knowledge management is more related to active follower-centred
leadership.
This strong relationship between knowledge management and transformation leadership style
found by Crawford (2003) fascinates me to do this study due to get more focused results on
transformation leadership styles rather than the other leadership styles to identify the role of
transformational leadership in Sri Lankan policing system.

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3) PROPOSED METHODOLOGY
3.1) Research Design
The research design is the blueprint for fulfilling objectives and answering questions. Selecting a
design may be complicated by the availability of a large variety of methods, techniques,
procedures, protocols, and sampling plans (Cooper & Schindler, 2014). By using the above outline,
a brief description of this research is discussed.
According to the degree, I am going to manifest, this is a formal study because this research is
determined to test two hypotheses and to find answers to research questions. Primary data is
collected by means of using a questionnaire consisting of structured questions with a few open
ended questions. According to the way data is collected, this research is a communication study
(Cooper & Schindler, 2014) because the researcher questions subjects and collects their responses
by personal (e.g. face to face interview) or impersonal means (e.g. online surveys).
This research mainly uses quantitative data for analysis and variable of this research cannot be
manipulated by the researcher and here, researcher has to only report what he observes. This
research has been designed in term of research purpose as a causal-explanatory study. In a causalexplanatory study, a researcher tries to explain relationships among variables (Cooper & Schindler,
2014).
The time dimension of this research is only one snapshot of past and consider current attitudes of
subjects. It is difficult to conduct this type of research repetitively due to budget and time
constraints. Based on the time dimension considered in this research this is a cross-sectional study.
This research is attempt to capture a populations characteristics by making inferences from a
samples characteristics. Hypotheses are tested quantitatively (Cooper & Schindler, 2014).
19

Therefore, this can be observed as statistical study. This research is done in field environment.
Hence, I expect more realistic result can be obtained from this research. The way this research is
put into practical operations is discussed in next chapter.
3.2) Conceptual Framework
By reviewing the literature, the outline of the research is established as the bedrock of this research.
Knowledge management is jointly a goal and a process. As an outcome or goal, knowledge
management is entirely focused on sharing information for the benefit of the organization
(Crawford, 2003).
Bryant (2003) argued that there is a clear relationship between transformational leadership and
knowledge management in organizations. While his piece is pre-empirical, this foundation serves
as ample motivation for further investigation of the relationship between the two concepts.
Therefore, following two constructs are taken as independent constructs.
The Multifactor Leadership Questionnaire (MLQ) developed by Avolio and Bass (1990), evaluates
three different leadership styles: Transformational, Transactional, and Passive-Avoidant. For this
research transformational leadership with its indicators will be discussed below. This
transformational leadership style is evaluated under four valuables i.e. idealised influence,
inspirational motivation, intellectual stimulation and individualised consideration.
For evaluating knowledge management level, Knowledge Management Assessment Tool (KMAT)
developed by Maier and Mosley (2003) is used for studying. he KMAT has altogether ve
dimensions such as, Knowledge Identication and Creation (KIC), Knowledge Collection and
Capture (KCC), Knowledge Storage and Organization (KSO), Knowledge Sharing and
Dissemination. (KSD), and Knowledge Application and Use (KAU). Further, the KMAT also has
20

a procedure to divide the obtained score into only two major dimensions as Explicit Knowledge
Management Practices (EKMP) and Tacit Knowledge Management Practices (TKMP). Above
five dimensions are considered as variables of the construct.

Transformational Leadership

Knowledge Management

3.3) Hypotheses
On the basis of literature review above, I would like tentatively formulate following hypotheses.
It is expected to use quantitative methods to test these hypotheses.
H1- the role of transformational leadership significantly related to the knowledge management and
it operations.
H2 - Inspirational motivation impact on knowledge management than the other variables in
transformational leadership.
H3 - Transformational leadership greatly affect the Tacit Knowledge Management Practices
(TKMP).

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3.4) Operationalization
3.4.1) Operationalization of transformational leadership style
Indicators in the variable of Idealized
influence
1. Talks about most important values and
beliefs
2. Emphasizes the importance of being
committed to own beliefs
3. Specifies the importance of having a strong
sense of purpose
4. Displays conviction in his/her ideals, beliefs,
and values
5. Clarifies the central purpose of underlying
actions
6. Talks about how trusting each other can help
to overcome difficulties
7. Emphasizes the importance of having a
collective sense of mission
8. Considers
the
moral
and
ethical
consequences of actions
9. Takes a stand on difficult issues
10. Behaves in ways that are consistent with
expressed values
Indicators in the variable of Intellectual
Stimulation
1. Encourages to express ideas
2. Encourages addressing problems by using
reasoning and evidence, rather than
unsupported opinion
3. Questions the traditional ways of doing things
4. Emphasizes the value of questioning
assumptions
5. Re-examines critical assumptions to question
whether they are appropriate
6. Encourages to rethink ideas which had never
been questioned as a group
7. Seeks differing perspectives when solving
problems
8. Suggests new ways of looking at how to do a
job as a group
9. Gets to look at problems from different angles
10. Encourages non-traditional thinking to deal
with traditional problems

Indicators in the variable of Inspirational

Motivation
1. Sets high standards
2. Envisions exciting new possibilities
3. Provides continuous encouragement
4. Focuses attention on ``what it takes'' to be
successful
5. Makes aware of essential work-related issues
6. Shows determination to accomplish what sets
out to do
7. Expresses confidence that will achieve goals
8. Talks optimistically about the future
9. Talks enthusiastically about what needs to be
accomplished
10. Articulates a compelling vision of the future

Indicators in the variable of Individualized

Consideration
1. Teaches how to identify the needs and
capabilities of others
2. Treats as an individual rather than just a
member of a group
3. Focuses on developing strengths
4. Treats each as individuals with different
needs, abilities and aspirations
5. Promotes self-development
6. Gives personal attention to members who
seem neglected
7. Listens attentively to concerns
8. Provides useful advice for development
9. Spends time on teaching and coaching

22

Transformational leadership operationalized by using the items of multifactor leadership

questionnaire developed by Bass and Avolio (1990). Above table denotes how variables are
operationalised in to indicators that carries questions in the questionnaire.
3.4.2) Operationalization of Knowledge Management

1. Knowledge Identication and Creation (KIC)

2. Knowledge Collection and Capture (KCC)
3. Knowledge Storage and Organization (KSO)
4. Knowledge Sharing and Dissemination (KSD)
5. Knowledge Application and Use (KAU).
Explicit

Knowledge

(EKMP)

Management

Practices Tacit Knowledge Management Practices

(TKMP)

3.5) Methodology
Basically two types of research methods are used in this research i.e. quantitative method and
qualitative. This is research is predominated by quantitative method because the result of the
survey conducted among sample is quantified and statistically analysed.
This researched is based on the quantitative analysis of the impact and the relationship of
leadership styles on knowledge management practices in Sri Lanka police service. This research
is limited to Nugegoda police division. Primary data pertaining to result is collected by means of
questionnaire based on Multifactor Leadership Questionnaire(MLQ) and Knowledge Management
Assessment Tool (KMAT) . This questionnaire will be structured questionnaire with some open
23

ended questions. In this study, I decide to use the survey method for collecting data. The result of
data gathering will be analysed by means of IBM SPSS (statistical package for social sciences).
Research methods are the various procedures, schemes, algorithms, etc. used in research. All the
methods used by a researcher during a research study are termed as research methods. I discussed
above the general consensus of relationship between leadership and knowledge management.
Hence, this research is supposed to evaluate the relationship between the role of leadership and
knowledge management. Therefore, this research is a correlational research because it will find
and test correlation among variables as well. According to the way of hypotheses testing, this is a
deductive research that uses a data to accept or reject hypotheses.
On the contrary, within the same research qualitative research method is used to get secondary
data in relations to research questions. Leadership or knowledge management has some
behavioural aspects which cannot be quantified. Interviews, observation or personal experiences
are used bridging the gaps in unexplained areas of this research.
3.6) Method of Sampling
It is not easy to get data from all officers of police service due to various practical inabilities,
Therefore, I selected to reduce my sample to Nugegoda police division which consists of thirteen
police stations. To initiate my research, I expect to get authorization from the competent authority
to allow police officers to take part in the research.
My sample is police officers above the rank of Sub Inspector up to the rank of Senior
Superintendent of police within the Nugegoda police division which consist of about 1500 officers
from various ranks. I selected that group of police officers because they play a managerial role in
police service and they have opportunity to play a leadership role within a limited scope.
24

Furthermore, their service period should exceed five years. A police officer has a three-year
probationary period and two years more experience following their probationary period will be
enough to check their perceptions as I believe with my own experience. I expect to select fifty
police officer as the sample of employees in Nugegoda police division.
The sampling method that I will use is purposive sampling which is a non-probability sampling
technique. Subjects would be selected on the basis of the relationship between researcher and
subject. I chose that method because of the time, budget and resources are viewed as limiting factor
for this research. Therefore, this sampling method is also considered as convenient sampling.
3.7) Data Collection
Leadership roles and knowledge management are intangible and relate to cognitive processes.
Hence, I believe that it is important to use psychometric instruments to data collection. I would
like to use psychometric instruments as a structured questionnaire with a few open ended questions
for obtaining primary data. Answers for structured part will be evaluated by means of quantitative
analysis. Answers for open ended question will underpin extraction of insights of subjects.
Apparently, this may be a new research in new topic and these insights may help for future research
as well. For secondary data, I expect to use book, journals, police circulars, departmental orders,
establishment codes etc.
Initially, I would conduct a pilot server in order to check to which extent my questionnaire may
suit with my research. This will help me to understand practical problems I would come across in
this the research.
The Multifactor Leadership Questionnaire (MLQ) developed by Avolio and Bass (1990), evaluates
each component of transformational leadership. This is evaluated with a five point Likert scale
25

questions. Each indicator carries one question and 39 questions are formulated for getting the data.
Knowledge Management Assessment Tool (KMAT). consists of 30 statements to measure
knowledge management practices of the organization.
3.8) Data Analysis
Data analysis by evaluating the following statistical instruments are to be performed on the data
collected in the study. Those are; Arithmetic mean and SD, t-test, Pearson's correlation, Cronbach's
alpha coefcient and Multiple regression analysis.
Knowledge Management Assessment Tool (KMAT) is developed by Maier and Mosley (2003)
and consists of 30 statements to measure knowledge management practices of the organization.
KMAT is used to gauge knowledge management practices on ve dimensions such as, Knowledge
Identication and Creation (KIC), Knowledge Collection and Capture (KCC), Knowledge Storage
and Organization (KSO), Knowledge Sharing and Dissemination (KSD), and Knowledge
Application and Use (KAU). Data from the Multifactor Leadership Questionnaire (MLQ) is also
evaluated altoghether with the data obtained from KMAT.
The data taken from The Multifactor Leadership Questionnaire (MLQ) is used to analyse in this
research along with data taken from Knowledge Management Assessment Tool (KMAT).
Statistical analysis and graphical representation would be used for analysis the data.
In addition, primary and secondary data from interviews, observation and personal experiences
are used to interpretation of the results.
Statistical analysis is done by means of SPSS to find relative importance of knowledge
management practices and leadership styles. Analysis will be presented in graph so that reader can
grasp analysis and it result.
26

3.9) Reliability, Validity and Objectivity

Reliability of this research is basically ensured by a pilot test done before the actual research is
conducted. This pilot test helps to a researcher to identify gaps and flaws and proactively rectify
where it is necessary. Therefore, validity is also secured by virtue of a pilot test. Internal
consistency reliability of data is statistically analysed by using Cronbach's alpha coefcient. This
is a quantitative research and data cannot be easily manipulated because a dominant part of
research data collected through structured questionnaire which is aimed to collect quantitative data.
3.10) Limitation and Delimitation
Data is collected from a judgmental sampling and therefore, this data cannot be generalising to all
police officers in police service. Because of the police sub-culture, some police officer is reluctant
to give information and senior level management would not be so flexible in responding for
research finding. These limitations are beyond the control of the researcher. Because none can be
pushed answer the questionnaire.
This study is delimited to police officers working in Nugegoda police division within police
service. Therefore, it is not suitable for comparing with other organization. Some unique attributes
of police service have affected the whole system. If someone compares it would be comparing
incomparable entities.
In addition, even if there are a lot of leadership styles this research is narrowly focused on only the
transformational leadership. Therefore, there is no substantial information in relation to other
leadership styles. Due to time and resources, this has to be delimited to most influential leadership
style and knowledge management.
27

December

November

October

September

July

June

Activities

August

4) WORK PLAN

Submission of the proposal

Questionnaire Development, and Sampling
Administrating questionnaire
Collection of Data
Analysis of Data and Interpretation
Compilation of thesis
Proofing, correction
Thesis submission and Viva presentation

28

5) BIBILIOGRAPHY
1. Abesekara, N. & Jayakodi, J. A. S. K., 2009. Identification of the Transformational
Leadership Behaviour of Sales Person in Sri Lankan Corporate Banking Sector,
Colombo: The Open University of Sri Lanka.
2. Alsalami, E., Behery, M. and Abdullah, S., 2014. Transformational leadership and its
effects on organizational learning and innovation: evidence from Dubai. Journal of
Applied Management and Entrepreneurship, 19(4), p.61.
3. Avolio, B.J., Bass, B.M.,1991. The Full Range of Leadership Development, Center for
leadership Studies, Binghamton, NY.
4. Blanchard, K. H., Hersey, P. & Johnson, D. E., 1996. Management of Organizational
Behavior: Utilizing Human Resources. 7th ed. Upper Saddle River: Prentice Hall.
5. Bryant, S.E., 2003. The role of transformational and transactional leadership in creating,
sharing and exploiting organizational knowledge. Journal of Leadership &
Organizational Studies, 9(4), pp.32-44.
6. Cong, X. & Pandya, K. V., 2003. Issues of Knowledge Management in the Public Sector.
Electronic Journal of Knowledge Management, I(2), pp. 25-33.
7. Cooper, D. R. & Schindler, P. S., 2014. Business Research Methods. 12th ed. New York:
McGraw-Hill/Irwin.
8. Crawford, C. B., 2003. Exploring The Relationship Between Knowledge Management
and Transformational Leadership In ALE 2003 Conference, Anchorage, Alaska, USA:
s.n.
9. Dalkir, K., 2011. Knowledge Management in Theory and Practice. 2nd ed. Cambridge :
MIT Press .
10. Davenport, T. H. & Prusak, L., 2005. Working Knowledge: How Organizations Manage
What They Know. [Online]
Available at: http://www.acm.org/ubiquity/book/t_davenport_1.html
[Accessed 3 May 2016].
11. Debowski, S., 2006. Knowledge Management. Milton: John Wiley & Sons.
12. Frost, A., 2014. A Synthesis of Knowledge Management Failure Factors. [Online]
Available at: www.knowledge-management-tools.net
[Accessed 05 May 2016].
13. Harvard Business School Publishing Corporation, 2007. Managing Knowledge to Fuel
Growth. 1st ed. Boston: Harvard Business School Press.
14. Hislop, D., 2009. Knowledge Managment in Orgnizations : A Critical Introduction. 2nd
ed. New York: Oxford University Press.
15. Maier, D. a. M. J., 2003. The Knowledge Management Assessment Tool,
www.pfeiffer.com/WileyCDA/: Pfeiffer.
16. Merriam-Webster.com, n.d. Information. [Online]
Available at: http://www.merriam-webster.com/dictionary/information
[Accessed 1 May 2016].
17. Pareek, U., 2003. Training Instruments in HRD and OD. New Delhi: TMH.
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Management, New York: CIO Council.
19. Singh, S. K., 2008. Role of leadership in knowledge:a study. Journal of Knowledge
Management, 12(4), pp. 3-15.
29

20. Skyrme, D. J., 2011. KM Basic: Definition. [Online]

Available at: http://www.skyrme.com/kmbasics/definition.htm
[Accessed 05 05 2016].
21. BIBLIOGRAPHY Abesekara, N. & Jayakodi, J. A. S. K., 2009. Identification of the
Transformational Leadership Behaviour of Sales Person in Sri Lankan Corporate
Banking Sector, Colombo: The Open University of Sri Lanka.
22. Blanchard, K. H., Hersey, P. & Johnson, D. E., 1996. Management of Organizational
Behavior: Utilizing Human Resources. 7th ed. Upper Saddle River: Prentice Hall.
23. Bass, B.M., Avolio, B.J. (1990), Transformational Leadership Development: Manual for
the Multifactor Leadership Questionnaire, Consulting Psychologists Press, Palo Alto,
CA.
24. Bass, B.M.,1985. Leadership and Performance beyond Expectations, Free Press, New
York, NY.
25. Bass, B.M.,1997. Personal selling and transactional/transformational leadership, The
Journal of Personal Selling and Sales Management, 17, 19-28.
26. Bryant, S.E., 2003. The role of transformational and transactional leadership in creating,
sharing and exploiting organizational knowledge. Journal of Leadership & Organizational
Studies, 9(4), pp.32-44.
27. Cong, X. & Pandya, K. V., 2003. Issues of Knowledge Management in the Public Sector.
Electronic Journal of Knowledge Management , I(2), pp. 25-33.
28. Cooper, D. R. & Schindler, P. S., 2014. Business Research Methods. 12th ed. New York:
McGraw-Hill/Irwin.
29. Crawford, C. B., 2003. Exploring The Relationship Between Knowledge Management
and Transformational Leadership In ALE 2003 Conference, Anchorage, Alaska, USA:
s.n.
30. Dalkir, K., 2011. Knowledge Management in Theory and Practice. 2nd ed. Cambridge :
MIT Press .
31. Davenport, T. H. & Prusak, L., 2005. Working Knowledge: How Organizations Manage
What They Know. [Online]
Available at: http://www.acm.org/ubiquity/book/t_davenport_1.html
[Accessed 3 May 2016].
32. Debowski, S., 2006. Knowledge Management. Milton: John Wiley & Sons.
33. Frost, A., 2014. A Synthesis of Knowledge Management Failure Factors. [Online]
Available at: www.knowledge-management-tools.net
[Accessed 05 May 2016].
34. Harvard Business School Publishing Corporation, 2007. Managing Knowledge to Fuel
Growth. 1st ed. Boston: Harvard Business School Press.
35. Hislop, D., 2009. Knowledge Managment in Orgnizations : A Critical Introduction. 2nd
ed. New York: Oxford University Press.
36. Maier, D. a. M. J., 2003. The Knowledge Management Assessment Tool,
www.pfeiffer.com/WileyCDA/: Pfeiffer.
37. Merriam-Webster.com, n.d. Information. [Online]
Available at: http://www.merriam-webster.com/dictionary/information
[Accessed 1 May 2016].
38. Pareek, U., 2003. Training Instruments in HRD and OD. New Delhi: TMH.

30

39. Plunkett, P. T., 2001. Managing Knowledge @ Work An Overview of Knowledge

Management, New York: CIO Council.
40. Singh, S. K., 2008. Role of leadership in knowledge:a study. Journal of Knowledge
Management, 12(4), pp. 3-15.
41. Skyrme, D. J., 2011. KM Basic: Definition. [Online]
Available at: http://www.skyrme.com/kmbasics/definition.htm
[Accessed 05 05 2016].
42. UK Essays, 2013 November. Impact of Leadership Styles on Knowledge Management Management Essay. [Online]
Available at: www.ukessays.com/essays/management/impact-of-leadership-styles-onknowledge-management-management-essay.php?cref=1
[Accessed 05 May 2016].

31