Mapping knowledge management and organizational learning in support of organizational memory

The normative literature within the field of Knowledge Management has concentrated on techniques and methodologies for allowing knowledge to be codified and made available to individuals and groups within organizations. The literature on Organizational Learning however, has tended to focus on aspects of knowledge that are pertinent at the macro-organizational level (i.e. the overall business). The authors attempt in this paper to address a relative void in the literature, aiming to demonstrate the inter-locking factors within an enterprise information system that relate knowledge management and organizational learning, via a model that highlights key factors within such an inter-relationship. This is achieved by extrapolating data from a manufacturing organization using a case study, with these data then modeled using a cognitive mapping technique (Fuzzy Cognitive Mapping, FCM). The empirical enquiry explores an interpretivist view of knowledge, within an Information Systems Evaluation (ISE) process, through the associated classification of structural, interpretive and evaluative knowledge. This is achieved by visualizng inter-relationships within the ISE decision-making approach in the case organization. A number of decision paths within the cognitive map are then identified such that a greater understanding of ISE can be sought. The authors therefore present a model that defines a relationship between Knowledge Management (KM) and Organisational Learning (OL), and highlights factors that can lead a firm to develop itself towards a learning organization

The Impact of the Big Five Personality Traits on the Acceptance of Social Networking Website

Social networking websites are a relatively new and wildly popular form of technology. While millions of users have adopted this technology, it is not currently known whether these users have any commonalities or whether these users represent a certain personality type. This study investigates the impact of the Big Five personality variables on the acceptance of social networking technology. Because the Technology Acceptance Model and the Unified Theory of the Acceptance and Use of Technology assume the technology in question is used for productivity gains, a new model framework will be used, specifically created for the acceptance of hedonic information systems

Negotiating Strategic Business Value of BPM Systems: A Balanced Scorecard Approach

There has been a growing interest in how Business Process Management (BPM) initiatives can be used to improve competitive advantage of organizations. Discussion in the current literature is often centered on how operational efficiencies can be gained by the implementation of BPM initiatives. However, to fully realize the strategic opportunities made possible with BPM, it is necessary to take an approach that evaluates BPM not only on the financial aspects, but also on other intangible/ non-financial aspects. In this paper, we demonstrate how the balanced scorecard approach can be used for negotiating strategic business value of business process management initiatives to gain support from the various stakeholders

The Effects of Learners’ Personality Traits on M-Learning

Mobile learning (m-learning) is becoming increasingly significant for educators and businesses. Prior research often examines the effectiveness of m-learning; however, it overlooks that learners with different characteristics may respond to m-learning differently. This research examines how learners with different personalities react to m-learning messages. Specifically, it uses the Myers-Briggs Type Indicator (MBTI), which is one of the most widely-used personality instruments, and uses four dichotomies, namely introversion–extroversion, sensing–intuition, thinking–feeling and judgment–perception, to describe learner personalities. We conducted a 10-week study with 217 students. We used MBTI to categorize these 217 participating learners into sixteen personality groups, and sent short text messages to their mobile devices. These messages stimulated them to access lecture materials and to participate in online class discussions. We observed how learners with different personalities responded to text messages, and confirmed that learners of different personalities showed different levels of responses to m-learning messages

Support for the Inclusion of Personal Value Preferences in Decision Support Systems

We consider the important issue of including personal value preferences in decision support systems (DSS). Various personal differences have been shown to affect the acceptance, use, and effectiveness of DSS. Decision-making models offer a theoretical basis for the inclusion of various personal differences (including personal value preferences) in decision-making. Research in the field of psychology has long recognized the importance of values in both motivation and choice behavior. Other research has also found personal values to be relevant in decision-making. We posit that since personal values are important in the decision-making process, they should also be important in the support of decision-making and thus in decision support systems

The effects of learners' personality traits on m-learning

Mobile learning (m-learning) is becoming increasingly significant for educators and businesses. Prior research often examines the effectiveness of m-learning; however, it overlooks that learners with different characteristics may respond to m-learning differently. This research examines how learners with different personalities react to m-learning messages. Specifically, it uses the Myers-Briggs Type Indicator (MBTI), which is one of the most widely-used personality instruments, and uses four dichotomies, namely introversion–extroversion, sensing–intuition, thinking–feeling and judgment–perception, to describe learner personalities. We conducted a 10-week study with 217 students. We used MBTI to categorize these 217 participating learners into sixteen personality groups, and sent short text messages to their mobile devices. These messages stimulated them to access lecture materials and to participate in online class discussions. We observed how learners with different personalities responded to text messages, and confirmed that learners of different personalities showed different levels of responses to m-learning messages

The Influence of Mental Models on Employee-Driven Digital Process Innovation during Times of a Crisis

Digital technologies democratise the development of digital innovation. The resulting employee-driven digital innovation has become a major driver for digital transfor-mations and especially important during crisis times, such as the COVID 19 pandemic. To better understand cognitive factors influencing employee-driven digital process innovation (EDPI), we investigate the role of individual mental models for EDPI during times of a crisis compared to ‘normal’ times. Drawing from longitudinal data before and during the COVID 19 crisis, we find mental models having a significant influence on EDPI behaviour during ‘normal’ times. This relationship, however, loses robustness during the crisis, when employees with more accurate mental models show significant less EDPI behaviour before slowly recovering. We relate these findings to the mental models’ explanatory power and derive recommendations for management. Our study contributes explanatory knowledge on employee-driven digital innovation and related cognitive antecedents

Cognition Matters: Enduring Questions in Cognitive IS Research

We explore the history of cognitive research in information systems (IS) across three major research streams in which cognitive processes are of paramount importance: developing software, decision support, and human-computer interaction. Through our historical analysis, we identify “enduring questions” in each area. The enduring questions motivated long-standing areas of inquiry within a particular research stream. These questions, while perhaps unapparent to the authors cited, become evident when one adopts an historical perspective. While research in all three areas was influenced by changes in technologies, research techniques, and the contexts of use, these enduring questions remain fundamental to our understanding of how to develop, reason with, and interact with IS. In synthesizing common themes across the three streams, we draw out four cognitive qualities of information technology: interactivity, fit, cooperativity, and affordances. Together these cognitive qualities reflect IT’s ability to influence cognitive processes and ultimately task performance. Extrapolating from our historical analysis and looking at the operation of these cognitive qualities in concert, we envisage a bright future for cognitive research in IS: a future in which the study of cognition in IS extends beyond the individual to consider cognition distributed across teams, communities and systems, and a future involving the study of rich and dynamic social and organizational contexts in which the interplay between cognition, emotion, and attitudes provides a deeper explanation of behavior with IS

Supporting collaborative work using interactive tabletop

PhD ThesisCollaborative working is a key of success for organisations. People work together around tables at work, home, school, and coffee shops. With the explosion of the internet and computer systems, there are a variety of tools to support collaboration in groups, such as groupware, and tools that support online meetings. However, in the case of co-located meetings and face-to-face situations, facial expressions, body language, and the verbal communications have significant influence on the group decision making process. Often people have a natural preference for traditional pen-and-paper-based decision support solutions in such situations. Thus, it is a challenge to implement tools that rely advanced technological interfaces, such as interactive multi-touch tabletops, to support collaborative work. This thesis proposes a novel tabletop application to support group work and investigates the effectiveness and usability of the proposed system. The requirements for the developed system are based on a review of previous literature and also on requirements elicited from potential users. The innovative aspect of our system is that it allows the use of personal devices that allow some level of privacy for the participants in the group work. We expect that the personal devices may contribute to the effectiveness of the use of tabletops to support collaborative work. We chose for the purpose of evaluation experiment the collaborative development of mind maps by groups, which has been investigated earlier as a representative form of collaborative work. Two controlled laboratory experiments were designed to examine the usability features and associated emotional attitudes for the tabletop mind map application in comparison with the conventional pen-and-paper approach in the context of collaborative work. The evaluation clearly indicates that the combination of the tabletop and personal devices support and encourage multiple people working collaboratively. The comparison of the associated emotional attitudes indicates that the interactive tabletop facilitates the active involvement of participants in the group decision making significantly more than the use of the pen-and-paper conditions. The work reported here contributes significantly to our understanding of the usability and effectiveness of interactive tabletop applications in the context of supporting of collaborative work.The Royal Thai governmen