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KNOWLEDGE MANAGEMENT DETERMINANTS OF CONTINUANCE BEHAVIOR: EVALUATING THE AIR FORCE KNOWLEDGE NOW KNOWLEDGE MANAGEMENT SYSTEM
Title
KNOWLEDGE MANAGEMENT DETERMINANTS OF CONTINUANCE BEHAVIOR: EVALUATING THE AIR FORCE KNOWLEDGE NOW KNOWLEDGE MANAGEMENT SYSTEM.
Creator
Tucker, Eric, Kotnour, Timothy, University of Central Florida
Abstract / Description
Knowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organizationÂÂ's ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy...
Show moreKnowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organizationÂÂ's ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy. For some, this approach has worked well; however, for others, the results have fallen short. KM shortcomings revolve around employeesÂÂ' infrequent use of the technology. This research seeks to understand what influences a userÂÂ's behavior to use a KM system and why a user becomes a routine user. This research provides a model of KM continuance behavior and post-acceptance usage behavior. Post-acceptance usage behavior is how an individual decides to use a system after its initial acceptance. The KM continuance model incorporates technology, community, individual, and organizational elements that influence a userÂÂ's intentions and actual use of a KM system. The specific context of this research is a KM system known as the Air Force Knowledge Now (AFKN) system. AFKN emphasizes KM through expertise-sharing activities in Communities of Practice (CoPs). The AFKN KM system facilitates and enhances the relationships in the community. The data for this study were obtained by using an online questionnaire. The results are analyzed using Partial Least Squares structural equation modeling with a two-step data analysis approach. The first step assessed the properties of the measurement model. The second step assessed the path model. Path coefficients and t-values are generated to evaluate the 14 proposed hypotheses. The results of the investigation show that community and technology KM both positively influence a userÂÂ's evaluation of the KM environment. The results produced a coefficient of determination of 60% for KM continued-use intention and 31% for KM continued-use behavior. The outcome of this research is a model that allows organizations to tailor their KM systems efforts to the organizational environment in order to maximize their resources. This investigation serves as a foundation for further research and development in areas of KM, KM systems, and post-acceptance usage.
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Date Issued
2010
Identifier
CFE0003328, ucf:48484
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003328
Seeing a Whole Life: Genre and Identity in Occupational Therapy
Title
Seeing a Whole Life: Genre and Identity in Occupational Therapy.
Creator
Johnson, Stefanie, Wardle, Elizabeth, Hall, Mark, Roozen, Kevin, University of Central Florida
Abstract / Description
A significant body of writing and rhetoric research focuses on the literate practices that reflect or construct the professional self, particularly in disciplines that rely heavily on the use of forms to categorize or identify customers, clients, or patients. Many of these studies examine the influence of discipline-specific genres on the creation of a professional self for healthcare practitioners. Occupational therapy, a nearly 100-year-old yet little understood profession, is significantly...
Show moreA significant body of writing and rhetoric research focuses on the literate practices that reflect or construct the professional self, particularly in disciplines that rely heavily on the use of forms to categorize or identify customers, clients, or patients. Many of these studies examine the influence of discipline-specific genres on the creation of a professional self for healthcare practitioners. Occupational therapy, a nearly 100-year-old yet little understood profession, is significantly different from many other healthcare disciplines, in part, because the genres used by occupational therapists reflect the profession's careful attention to the whole life of a patient. These genres are built around an understanding of a patient's occupation as the object of the profession's activity system. (")Occupation(") (commonly defined too narrowly by those outside of the profession as (")work(")), is, quite simply, anything that meaningfully and purposefully occupies a person's time. This broadly defined object invites an expansive professional vision that includes the patient's life and history outside of a diagnosis. This study presents the narratives of four occupational therapists and the literate activities that inform their practice. Their voices, as excerpted in this case study, join a strong, ongoing conversation in writing and rhetoric studies about the relationship between genre and identity. Using the lens of activity theory, this is one account of a healthcare profession that pays unusual attention to patients' whole lives through genres that mediate shared agency between the caregiver and patient. It is also, however, the story of the ways in which this identity, as a uniquely occupation-based discipline, becomes obscured as therapists translate their work to genres created and controlled by other, more powerful activity systems.
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Date Issued
2015
Identifier
CFE0005813, ucf:50036
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005813
Crossing Literate Worlds: Exploring How Students With Rich Identities as Writers Negotiate Multiple Writing Contexts
Title
Crossing Literate Worlds: Exploring How Students With Rich Identities as Writers Negotiate Multiple Writing Contexts.
Creator
Shrum, Autumn, Wardle, Elizabeth, Wallace, David, Scott, John, University of Central Florida
Abstract / Description
This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the...
Show moreThis study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students' school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
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Date Issued
2011
Identifier
CFE0004167, ucf:49061
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004167
TESTING THE IMPACT OF TRAINING WITH SIMULATED SCENARIOS FOR INFORMATION SECURITY AWARENESS ON VIRTUAL COMMUNITY OF PRACTICE MEMBERS
Title
TESTING THE IMPACT OF TRAINING WITH SIMULATED SCENARIOS FOR INFORMATION SECURITY AWARENESS ON VIRTUAL COMMUNITY OF PRACTICE MEMBERS.
Creator
Tidwell, Craig, Reilly, Charles, University of Central Florida
Abstract / Description
Information security has become a major challenge for all private and public organizations. The protection of proprietary and secret data and the proper awareness of what is entailed in protecting this data are necessary in all organizations. This treatise examines how simulation and training would influence information security awareness over time in virtual communities of practice under a variety of security threats. The hypothesis of the study was that security-trained members of a virtual...
Show moreInformation security has become a major challenge for all private and public organizations. The protection of proprietary and secret data and the proper awareness of what is entailed in protecting this data are necessary in all organizations. This treatise examines how simulation and training would influence information security awareness over time in virtual communities of practice under a variety of security threats. The hypothesis of the study was that security-trained members of a virtual community of practice would respond significantly better to routine security processes and attempts to breach security or to violate the security policy of their organization or of their virtual community of practice. Deterrence theory was used as the grounded theory and integrated in the information security awareness training with simulated scenarios. The study provided training with simulated scenarios and then tested the users of a virtual community of practice over an approximately twelve-week period to see if the planned security awareness training with simulated security problem scenarios would be effective in improving their responses to the follow-up tests. The research subjects were divided into four groups, the experimental group and three control groups. The experimental group received all of the training and testing events throughout the twelve-week period. The three control groups received various portions of the training and testing. The data from all of the tests were analyzed using the Kruskal-Wallis ranked order test, and it was determined that there was no significant difference between the groups at the end of the data collection. Even though the null hypothesis, which stated that there would be no difference between the groups scores on the information security awareness tests, was not rejected, the groups that received the initial training with the simulated scenarios did perform slightly better from the pre-training test to the post-training test when compared with the control group that did not receive the initial training. More research is suggested to determine how information security awareness training with simulated scenarios and follow-up testing can be used to improve and sustain the security practices of members of virtual communities of practice. Specifically, additional research could include: comparing the effect of training with the simulated scenarios and with training that would not use the simulated security scenarios; the potential benefits of using adaptive and intelligent training to focus on the individual subjects' weaknesses and strengths; the length of the training with simulated scenarios events, the time between each training event, and the overall length of the training; the demographics of the groups used in the training, and how different user characteristics impact the efficacy of the training with simulated scenarios and testing; and lastly examining how increasing the fidelity of the simulated scenarios might impact the results of the follow-up tests.
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Date Issued
2011
Identifier
CFE0003566, ucf:48923
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003566