Everybody does KM?

1. Everybody does KM? Bob Kuo Sun-Yet-Sen University, Taiwan

2. Introduction • “Knowledge has become … even the only source of comparative advantage” ~ Peter Drucker (1995) • KM : extracting the right knowledge from people’s memory and storing it in networked computers for later distribution ~ Tiwana (2001) • Most KM studies are normative (Schultze and Leidner 2002)

3. Introduction (cont.) :Smart Creative Teachers’ Net • Government Funding • Professors’ leadership • Teachers’ endorsement • Backdrops: • Am I smart (enough)? • Am I creative (enough)? • Is SCTNet itself smart and creative (enough)? • Is Government smart and creative (enough)?

4. 「思摩特」平台 「思摩特」平台

5. Introduction (cont.) SCTNet Accumulated Registers Per Month (2001/11~2003/11) Login frequency per month (2002/12~2003/08)

6. Introduction (cont.) • A theoretical approach at the individual level: • Research aim:to identify the psychological mechanisms that govern the practices of knowledge sharing • Motivational focus, especially on the psychological mechanisms of volitional control Anteceding Determinants Mind KS Practices

7. The Survey: Theoretical Background • Self-Regulation Paradigm • The Theory of Planned Behavior • Intention (Goal) • Controllability • Perceived Self-Efficacy • Action Control

8. Action Control H8b H8a H1 Attitude Toward H8c Knowledge Sharing Practices Knowledge Sharing Intention to H3 Behavior Subjective Norm of Share Knowledge H2 Knowledge Sharing Practices H4 Controllability of Knowledge Sharing H5 Practices Perceived Knowledge H6 Sharing Self - Efficacy H7 Direct Effect Moderating Effect Research Model: A Self-regulation Perspective

9. Personal Control in KS Practices • Self-regulation is a paradigm dedicated to the study of • Purposefully directed human actions in which humans judge what is ultimately best for themselves • Set goals to achieve it • Choose means to attain these goals • Act in accord to these judgments ~ Karloy (1993) • The enactment of actions depend upon the strength of one’s volitional control mechanisms. • “Self-motivation involves a dual cyclic process of disequilibrating production followed by equilibrating discrepancy reduction” ~ Bandura ( 1986, p47)

10. Personal Control in KS Practices(cont.) • In this study, we have • Investigated four self-regulatory mechanisms of control for studying KS practices • Intention and Controllability, couched in the Theory of Planned Behavior (Ajzen 1986, 1988, 2002) • Perceived self-efficacy, couched in the Social Cognitive Theory (Bandura 1997) • Action control, couched in the theory of action control by Kuhl (1985) • Research model formulation based on TPB

11. The Theory of Planned Behavior • Attitude • “Summary evaluation of a psychological object captured in such attribute dimensions as good-bad, harmful-beneficial, pleasant-unpleasant, and likable-dislikeable” • Subjective norms • Social factor term defined as the perceived social pressure to perform or not perform the behavior in question Intention • Intention • Intend to, will try to

12. Controllability • The amount of control on the achievement of personal goals • Introduced to deal with situations in which people may lack complete volitional control over the behavior of interest ~ Ajzen (1986, 1988, 2002)

13. Perceived Self-Efficacy • Perceived self-efficacy • “People’s judgment of their capabilities to organize and execute course of action required attaining designated types of performances” ~ Bandura (1991, p. 257) • concerned “not with the number of skills you have, but with what you believe you can do with what you have under a variety of circumstances” ~ Bandura (1997, p37) • I am confident that I can perform…

14. Action Control • Self-regulatory mechanisms that mediate the enactment of action-related mental structures (intentions) • State versus action orientation indicates that a person’s general tendency to approach or avoid things in a static (passive) or dynamic (active) fashion • Those with low self-regulatory capacity are called state oriented • Those with high self-regulatory capacity are called action oriented

15. Research Methodology • Subjects and Procedure • Measures

16. Subjects and Procedure • SCTNet (http://SCTNet.edu.tw) • A virtual professional community of teachers in Taiwan • Over 60,000 members • A total of 304 subjects completed the questionnaire • 260 of these were considered valid responses

17. SCTNet Info

18. SCTNet Info (cont.)

19. Data Collection Process On-line Questionnaires Distribution Activity Log Collection* 2002/9 2002/10 2002/11 *Active Log Collection included: The frequency of posting work-related issues, sharing personal teaching experiences or know-how from work with other peers in teaching field, uploading teaching materials that are designed by individuals, participating discussions, giving critiques after reading particular topics that are proposed by others, downloading teaching materials or resources, and giving critic or feedback while performing teaching materials down loading

20. Data Analysis and Results • Scale Validation • Structural Model • The moderating effect of action versus state orientation

21. Data Analysis and Results (cont.)

22. Scale Validation (cont.) Table 4. Rotated Factor Matrixes with Varimax Rotation

23. Scale Validation (cont.) Table 3. Item –to-Construct Loadings & Construct Reliability

24. Structural Model Results of the Model Test

25. Structural Model (cont.) Table 5. Significance of Individual paths

26. Structural Model (cont.) Results of the Model Test for Action-Orientation Group

27. Structural Model (cont.) Results of the Model Test for State-Orientation Group

28. The moderating effect of action versus state orientation

29. Implication KS Practices Anteceding Determinants Mind Action control ‧SCTNet Usage CulturalDifferences Intention Self-efficacy Controllability

30. Implication KS Practices Anteceding Determinants Mind Defensive Strategies(Argyris)‧ Make attribu- tions about oth- ers' personali- ties and motives ‧Craft the attri- butions in ways that make them untestable ‧Environmental Factors‧IT characteristics ‧Interactivity ‧Quality of Discussion Intention Self-efficacy Controllability Stressful Condition

31. Qualitative Research ~ Web-based KMS (SCTNet) as a Virtual Space for Sharing “Lived Experience”

32. “Lived Experience” Sharing Space Life in School Projections Opportunities & Barriers Life in SCTNet: the smart and the outside

33. Web-based KMS (SCTNet) as a Space for Sharing “Lived Experience” • The opportunities: SCTNet as a facilitating force • The barrriers: SCTNet as a obstructing force • The projections: Life after SCTNet

34. The「Smart」舞台

35. The「Smart」舞台

36. The Outside「外面」

37. The Outside「外面」

38. The Opportunities • The possibility for defying the rigid hierarchical structure of the “teacher community” (解構科層的可能) • The applauses as knowledge sharing motivation (掌聲作為分享的動力) • The buffering zone for reducing embarrassment from sharing knowledge face-to-face(面對面尷尬的緩衝)

39. The Opportunities (cont.) • The way to reach the world outside the “classroom castle” (走出教室城堡) • The trace of professional and personal growth (紀錄成長的足跡) • The incubator of ideas (思緒沉澱與醞釀) • The playground for novices (新手成功的契機)

40. The Barriers • Small and Rigid Community (圈子小) • The easy-to-recognize “anonymity”(匿名的匿名性) • The concern for security and trust(安全與信任) • The reticence of professional status in sharing(身份的矜持) • The face (平凡與漏氣的顧忌)

41. The Barriers (cont.) • Text as the Media of Shharing Contextually Dependent Knowledge (文字為主的情境描述媒介 ) • The Richness(豐富性) • The Immediateness and Effectiveness(直接與立即性) • The ability of explicating the tacit knowledge(外顯能力)

42. The Barriers (cont.) • Computers as the Sharing Tool (電腦作為分享的工具) • The complexity of functions(複雜的系統功能) • The screen as the reading media(螢幕作為閱讀的媒介) • The speed of typing (打字速度)

43. The Barriers (cont.) • The face of them: To see or not to see” (見面及見過面) • The professional doctrine of “must-do-the-right-things” as the impediment (專業作為阻斷的堡壘) • The conversation: historical, temporal, and structural (脈絡作為對話的基礎) • The time limitation(時間的侷限)

44. The Projections • They (the unknown others) have changed because of me (有了思摩特，他人因我而改變) • I Have change because of them (有了思摩特，我因他人而改變) • SCTNetting becomes the habit of my life • SCTNetting becomes an invisible barrier between I and colleague(思摩特成為一道摸不著的牆)

45. Reflections We try our best in promoting the benefits of sharing through SCTNet. And yet, the participants are few… 「我們也極力去推廣，也介紹它的好處，可是，畢竟來參與的人，跟來應用的人很懸殊… 」

46. Reflections The meaning of Sharing Measuring Success Education systems The Habit Busy Teacher Information Technology The Classroom Castle The Face

47. The Meaning of Sharing • The Education System (教育體制) • Share teaching materials, classroom management, etc. • Love your colleagues: “Don’t fight,” “No showing off”, (「愛現」、「突兀」及與「以和為貴」牴觸的行為 ) • Teacher • A way of professional growth: I grow because I improve • A way of building identity and community belongingness • A sense of self- and mutual- respect (「成長」、尋求「社群歸屬」的可能) • Information Technology • Store, Index, and Distribute: One size fits all • Administrative tool • Workshop: Security and censoring of the virtual space(審核機制、網路虛擬的「教室城堡」及「私底下」的小空間)

48. Busy • The Education System (教育體制) • 24 hours/week • Computerize what you do; as the knowledge repository grows, teachers’ knowledge will also grow • Easier administration (二十四節課、政策配合、兼任行政工作、體貼的設想) • Teacher • “Burn out” • Tired after school or children fall asleep(「已經疲憊」 、在下班之餘、在孩子睡著之後) • I am not superman or superwoman • Information Technology • Typing, and more typing • Extra burden, beyond the structure, “surplus” role(文字敘述、額外的負擔、體制之外、 「剩餘的角色」)

49. The Classroom Castle • The Education System (教育體制) • The class is designed is like “egg crate” • Be responsible for all activities in the classroom (教室的設計像一格格的蛋盒,老師的角色設計,在教室中主導所有的事情) • Teaching vs. Learning • Teacher • Classroom is where I should be • King or Queen of the castle: A tyrant or a savior? • Must solve the problems efficiently inside the castle • Little time for learning: Interrupted thinking by kids(多數的時間是留在教室空間裡、「老師所遇到的多為立即需要解決的問題」、被孩子中斷的思考 • Information Technology • Classroom IT? Say what? • Share the IT: Administration first, personal stuff next

50. The Face • The Education System (教育體制) • Small community (social network built through class-mating, co-working, or apprenticing (教師圈圈子小) • Traditional Guan-Xi • Teacher • Highly respected by the society • Should be able to provide inquiries all life long: Being a teacher also means being an instructor, a mentor, a consultant, a care provider, a policy coordinator,… (「一輩子要被人家尊敬」、「一輩子要被人家問」、「當學生的貴人」、「當學生的情緒知音」，要傳道、要授業、要解惑…這樣的期待是在有某種「關係」的人面前被實踐著) • Face-based security and trust systems (「一面之緣」、「見面三分情」這個文化脈絡下，奠基在 「臉、面」上面所建構的安全與信任系統 ) • “Don’t lose face” becomes an important concern • Information Technology • No face-to-face interaction • No social cues • Yet, traceable by those who have been in the community a long time (看不到臉，透過ID的方式呈現自己，然而卻顧忌著經由詳實的文字敘述，而暴露出任何可以經由「圈子小」的脈絡所追尋到的線索)