Dissertations / Theses on the topic 'Interpersonal knowledge'

Knowledge Management has evolved over time into the domain of Information Technology (IT), where codification, storage and retrieval of explicit knowledge is believed to lead to a competitive advantage for an organisation. More recently, knowledge management literature has suggested that knowledge is socially constructed and inseparable from the communities of practice in which it is held. This dissertation examines the interpersonal process by which payload knowledge (a concept that emerged from the research data as comprising that specific distillation of knowledge, both tacit and explicit, required to resolve an applied problem in context) is exchanged in a consulting firm�s communities of practice. Through a qualitative case study design involving sixteen in-depth interviews with consultants from a medium sized consulting firm, the nature of the interpersonal knowledge exchange process was illuminated. In this study, two inter-related research questions were addressed: What is the interpersonal process by which knowledge is exchanged between consultants? And, Why do consultants prefer to participate in the interpersonal knowledge exchange process in preference to using stored explicit knowledge ? This detailed examination of consultants as knowledge workers, resulted in the proposal of a process based model of interpersonal knowledge exchange. Utilising the concept of payload knowledge, the interpersonal knowledge exchange process is shown to be predicable in terms of passing through eight identifiable stages, yet unpredictable in terms of knowing how each community interaction will lead to payload knowledge. Within this process, the sourcing, handover, distillation and implementation of payload knowledge are seen as an artistic endeavour, characterised by social community based exchanges that �hop� the consultants toward their specific contextual need. Key advantages of this interpersonal process are the decontextualisation and recontextualisation processes carried out at both the request negotiation stage and the knowledge handover stage. This process uses the community�s shared language, mental models, social etiquette and cultural norms to compress and funnel the meaning of the payload knowledge into a form that can be transferred meaningfully to a requesting consultant. Through participating in the interpersonal knowledge exchange process, consultants save time, and are provided with an opportunity to confirm their personal knowledge as up-to-date and relevant to the specific context. By using the interpersonal process, consultants conform with and confirm the community�s social etiquette, which dictates its preference for the identified exchange mechanism. The interpersonal process allows them to practice and learn the consulting community�s professional artistry and, in consequence, to enjoy the exchange experience, and to have fun. This dissertation contributes to making one aspect of the interpersonal knowledge exchange process explicit. The process, by its very nature however, appears to remain tacitly understood by those within the consulting community of practice. Through understanding the process and the reasons that consultants prefer to engage in interpersonal knowledge exchange processes, it is anticipated that managers will be better able to produce a knowledge-based sustainable competitive advantage for their firms.

Abstract The study investigated how individuals evaluate others' knowledge when they work as a distributed team. Theoretically, the study was based on contemporary theory on collaborative learning and combined with the theories which explain how individuals evaluate others' perspectives in social learning situations. Interpersonal evaluation of knowledge was conceptualized as one mediating process which is needed between social and individual knowledge planes. This study builds on a design-based research approach. Three research experiments were conducted. In the study, a pedagogical model and a visualization tool were developed based on the findings gathered from the first and the second empirical research experiments. It was also investigated how the working model and the visualization tool supported interpersonal evaluation of knowledge. In practice, the model and the tool were tested in the experiments with distributed teams. The results of the experiments are reported in four research articles (Articles I–IV). Based on the analysis of the three research experiments, it can be concluded that when the distributed team members evaluate the other team members' thinking, they use several cognitive reasoning strategies. The findings indicate that the evaluation strategies, such as perspective-taking, comparing, attribution and categorization fulfill each other when the team members try to take the perspectives and shared knowledge of others into account. The results showed also that with the working model or the visualization tool it was possible to support only some strategies of interpersonal evaluation of knowledge at one time. The findings highlight the fact that interpersonal evaluation of knowledge is a multidimensional process. The dimensions which affect the evaluation of others' knowledge are externalized knowledge presented in communication, and an individual's knowledge about, for instance, others' expertise, which may not be externalized in communication. In future studies different levels of analysis are needed to understand how interpersonal evaluation of knowledge is related to the interactions between team members and with technological resources in practice
Tiivistelmä Tässä tutkimuksessa tarkastellaan hajautetun tiimin jäsenten pyrkimyksiä arvioida toistensa tietoa. Yhä useammin sekä suomalaisten että globaalien organisaatioiden toiminta perustuu ongelmien ratkaisemiseen ja uuden tiedon kehittämiseen tiimeissä. Yleensä monimutkaisten ongelmien ratkominen edellyttää tiimiläisten tapaamisia ja keskusteluja, mutta se ei ole aina mahdollista esimerkiksi pitkien välimatkojen vuoksi. Tällöin tiimiläiset kommunikoivat pääosin teknologian välityksellä, mikä osaltaan tekee tiimiläisten keskinäisestä ymmärtämisestä ja siten myös ongelmien ratkaisusta haastavaa. Teoreettisesti tutkimus nojautuu kollaboratiivisen yhteisöllisen oppimisen teoriaan ja sosiokognitiiviseen oppimisnäkemykseen, joissa toisten tietojen arviointi ja pyrkimys vastavuoroiseen ymmärtämiseen nähdään oppimiselle tärkeinä prosesseina. Tutkimuksessa sovelletaan myös sosiaalispsykologian tutkimuksissa käytettyjä teorioita attribuutiosta ja kategorioinnista. Tutkimus koostuu kolmesta osatutkimuksesta, ja se seuraa Design Based Research -tutkimusotetta. Ensimmäisen ja toisen osatutkimuksien tulosten perusteella kehitettiin yhteisölliseen hajautettuun tiimityöhön työskentelymalli ja visualisointityökalu, jota hajautetun tiimin jäsenet käyttivät tietorepresentaatioiden ja jaetun tiedon arvioimisen tukena kolmannessa osatutkimuksessa. Yleisesti visualisointityökalun ja työskentelymallin avulla pyrittiin tukemaan hajautettujen tiimien jäsenten vastavuoroista ymmärrystä. Toisten tietojen arvioimiseen käytettyjä strategioita tarkasteltiin useiden laadullisten tutkimusmenetelmien avulla. Tutkimuksen tulokset osoittavat, että ymmärtääkseen toistensa näkökulmia hajautettujen tiimien jäsenet käyttävät kognitiivisina strategioina perspektiivinottoa, vertailua, attribuutiointia ja kategorisointia. Perspektiivinotossa pyrkimyksenä on ymmärtää toisen tiimin jäsenen näkökulma jaetun tehtävän sisällön kannalta. Vertailu perustuu omien ja toisten tiimiläisten tietorakenteiden erojen ja yhteneväisyyksien etsintään. Lisäksi tuloksista nousee esille erityisesti tarve ymmärtää, mikä tieto on jo jaettua tiimin jäsenten kesken. Tutkimuksen tulokset osoittavat, että yhteisöllisen ongelmanratkaisun tutkiminen hajautetussa tiimityössä vaatii yksilön kognitiivisten toimintojen analysointia osana sosiaalista tilannetta

This dissertation investigates the topics of affect and its relationship with cognition, areas of growing interest for management research. Despite the significant scholarly attention on affective and cognitive constructs, processes, and dynamics shaping organizational life, several questions on their interplay remain unanswered. This work employs exploratory analyses and provides original contributions to fill some of these crucial research gaps. Chapter 1 argues the urgency of a review work on the relationship between affect and cognition. By highlighting the existence of a parcelled body of literature, this chapter proposes its systematic integration in key topical areas. Moreover, it defines a novel conceptual model that incorporates interdisciplinary insights into a unifying framework, offering fresh avenues for organizational research. Chapter 2 researches on the dyadic level of analysis and focuses on interpersonal trust, a key organizational construct characterized by affective and cognitive aspects. The study explores how these two forms of trust interplay in hierarchical relationships, a puzzle limiting current knowledge on their roles in workplace dynamics. This qualitative research, conducted among knowledge-intensive workers, explains that varying levels of cognitive and affective trust interact in both concordant and discordant ways, defining four distinct relationship types. These findings offer theory for advancing both the literature on affect and cognition, and that on trust. Chapter 3 holds methodological value and claims that organizational studies can benefit from employing neuroscience techniques. By focusing on insights from affective research, it analyses technical and functional characteristics and limits of neuroscience methods, and argues that their integration in management scholarship could move its theory and practice forward. These chapters altogether develop knowledge on the topics of affect and its relationship with cognition, offer original contributions by challenging and extending current theoretical and methodological frameworks, and pinpoint relevant implications for hierarchical relationships, knowledge-intensive work, and overall management scholarship and practice.

It is generally accepted that effective leadership is an essential element of positive social change in any institution. It also seems evident that no society can continue to grow and develop without it and that no institution can thrive where it is unavailable. However, these statements raise a number of questions such as: • Whose perceptions of effective leadership is applicable here – the perceptions of those in leadership positions themselves, or the perceptions of others? • What is likely to happen in the case of conflicting perceptions of leadership effectiveness? This study explores this issue by focusing on the relationship between self-ratings and otherratings of managerial leadership within a particular context, namely a South African higher education institution that is in the throes of a radical merging process and on the prevalence of self-perception accuracy amongst the managers of that institution.

There are two studies in this dissertation. Both are about a program called “PICK a Partner.” The first study looked at how the program went for 682 people from the community who were taught PICK. These people ranged in age from 18 to 25. Those in attendance were given questions at the beginning of the program about their thoughts, perceptions, and knowledge regarding dating relationships. They were given these same questions at the end of the program. The scores on the questions at the end of the program were compared with scores on the questions at the beginning of the program. Peoples’ scores increased from before to after on all four questionnaires. These scores were also compared with scores from a group of students aged 18 to 25 from a university. Those that attended the program had higher scores; the scores of those from the university who did not attend the program stayed about the same. The second study examined how teachers influence scores and how individual characteristics of participants influence change in scores. The second study showed that teacher characteristics do matter somewhat in helping participants increase in knowledge. In addition, how religious a person is and whether they are a man or woman also matter, but only a little, in helping participants increase in knowledge. Future studies on PICK and the strengths and weaknesses of these studies are discussed.

This study was conducted to determine if the information from the Premarital Interpersonal Choices and Knowledge (PICK) program How to Avoid Falling for a Jerk/ette helped positively change adolescents’ attitudes about relationships. The program was taught to 9,130 high school students (ages 14 -18) from 35 different high schools in a Western state. Surveys were given at the beginning of the first class (pretest) and at the end of the final class (posttest). In addition to demographic information, students rated (1) their attitudes about what it takes to get to know a potential partner, (2) their belief that love alone is enough to sustain a relationship, (3) statements endorsing controlling relationship attitudes, and (4) how to pace a relationship in healthy ways. Pretest and posttest score averages were calculated, then compared statistically to determine if teen attitudes had changed in light of the information they learned in the class. Results showed significant change in all four measures, suggesting that the information taught in the class was associated with positively influencing participants’ relationship attitudes.

Uminova Innovation AB is an organization that helps entrepreneurs to develop and support a business idea and build growing company. The company also provides important knowledge, network and business coach which helps an entrepreneur to think bigger with free of charge (Uminovainnovation, 2013). Uminova Innovation AB also contributes commercialization of business ideas. The company offers structured process, network and creative setting. It focuses on business ideas from students, employees and researchers at Umeå University and hospital in general. Uminova Innovation creates inspiring environment which is comfortable for working process by offering full infrastructure; from conference room to fully equipped office. At the same time, they also work to develop multi- aspects in the areas of leadership, book-keeping, financing, business development, communication, sales and intellectual property. Knowledge management made a considerable development over the last 40 years. During 1990’s knowledge management was considered as one of the critical part of service provision. In the current knowledge based economy, competitive advantage and organizational performance are highly influenced by the human capital which depends on the knowledge of the manual labor. The concept became a source of competitive advantage in the last few decades in many organizations. This thesis investigates the role of knowledge management and knowledge transfer in an innovation supporting firm setting. It specifically deals how the interpersonal knowledge sharing perceived by the actors(employees) involved in an innovation supportive firm and how the knowledge transfer process function in the firm. The thesis aspires to contribute its role on interpersonal knowledge sharing/transfer process in innovation supporting firm as there is a limitation of study in that specific area.  The purpose of the study is to explore the mechanism of knowledge sharing (transfer) in an innovation supporting firm. The study follows qualitative approach; case studies are applied by using semi-structured data collection mechanism. Furthermore, purposive sampling is used to select the five respondents for the empirical chapter. The theoretical part of the thesis is written in the way to increase the understanding of the research area and to answer the research question by examining various concepts which is related to the study. The analysis part is made incompatible with the theoretical parts which were; knowledge, knowledge management, knowledge transfer, knowledge sharing, knowledge management and innovation supporting firm and communication The finding of the thesis shows Uminova Innovation AB has given emphasize on the inter-personal employees communication. Interpersonal communication has been characterized by open, outgoing, very informal and good climate. The main channel of communication identified in the study is: internal meetings, weekly meetings, dialogues, e-mail, conference, telephone, business coaching and intranet document save system. A similar finding shows that knowledge transfer process conducted 60% by informal and 40% formally. This study has found that generally communication, personal knowledge (tacit), socialization, Trust & culture, organizational structure and motivational factors are the factors that the study highlights would influence interpersonal knowledge sharing/ transfer process in innovation supporting firm.
Uminova Innovation AB

Business today is faced with discontinuity and unpredictable change, which makes many of the structured processes of yesteryear redundant or obsolete. Process-based transactions are being replaced with technology and increasingly organisations are recognising the importance of proactively managing their knowledge transactions, to remain competitive. While research on knowledge sharing is gaining the attention of researchers, almost invariably their focus has been on the factors influencing knowledge transfer at the macro-level in large multi-national organisations. Few have attempted to unravel the complexities of individual-to-individual micro-level knowledge sharing and those that have, for the most part have directed their investigations towards exploring factors that enhance or impede the source individual sharing their knowledge, rather than the recipient's receiving of knowledge. While questioning is implicit in knowledge sharing there are assumptions that underpin the structure of a question and these assumptions affect both the source and the recipient. This study investigates how the structure of a question posed to a source individual when eliciting knowledge, influences the attitude of a recipient individual towards the knowledge they receive from the question response. Drawing upon theoretical assumptions that underpin question structure, three hypotheses are posed to compare binary, open-ended and directed question responses. To test the hypotheses a progression of three independent studies were performed using laboratory and field experiments. The first study conducted in a laboratory, used a contrived scenario case as the knowledge context and the second study replicated this experiment in the field. The last study conducted in a single organisation, used real organisational knowledge as the knowledge context. Recipients of shared knowledge were found to be more favourably disposed towards question responses that were structured in a complex manner; open-ended and directed question responses were more favoured than binary question responses. ii There was no difference in recipient attitude between open-ended and directed question responses and recipient attitude towards the shared knowledge was found to be positively related to their intention to use the knowledge in the future. These findings are of significance as they illustrate the importance of structuring questions in a manner that is consistent with recipients of the shared knowledge being more favourably disposed towards the knowledge they have received. In an environment of ambiguity, complexity and uncertainty where decisions are nonprogrammed, strategic and imperative to the competitiveness of the organisation, no longer is the binary 'Yes' or 'No' compliance or audit style question, with its implicit assumptions, sufficient to elicit knowledge. It is important to recognise that often we do not know what we need to know until it is shared by someone. Further, when shared knowledge is cognitively processed with our current knowledge base, the new knowledge is likely to facilitate more informed decision-making. The more favourably disposed the recipient is towards the knowledge the more likely it is that they will use it in the future; knowledge is transferred.

Epidemiology
Ph.D.
Background: Young adults ages 18-24 are disproportionally affected by unintended pregnancy and sexually transmitted diseases and infections (STD/I). The best protection against both pregnancy and STD/Is is dual contraceptive use: the concurrent use of a highly effective contraceptive method and a condom. Objectives: This dissertation aims to increase our understanding of the psychosocial constructs associated with contraceptive and condom use. This project: 1) examines differences in contraceptive and STD/I knowledge by sex and race, and its association with method use; 2) determines the association between relationship characteristics and dual use; and 3) uses the Theory of Triadic Influence to examine direct and indirect associations between sociocultural factors, interpersonal factors, biological factors, and dual use. Methods: Young adult college students ages 18-24 (N=4,196) were invited to complete a web-based, cross-sectional, sexual health survey in Fall 2018. Multivariable linear and logistic regression models were run to determine differences in contraceptive knowledge by sex and race and its association with effective method use (N=436), and differences in STD/I knowledge by sex and race and its association with condom use (N=414). Multiple logistic regression models were run to determine the association between relationship characteristics, pregnancy and condom attitudes, demographics, and dual use (N=463). Structural equation modeling (SEM) was used to assess the standardized direct and indirect associations of sociocultural, interpersonal, and biological factors and dual use (N=406). Results: Increased contraceptive knowledge was associated with 1.114 odds increase in effective method use (95% CI: 1.058, 1.172), but no association was found between STD/I knowledge and condom use (aOR=0.970, 95% CI: 0.940, 1.000). Adjusted for all relationship characteristics, one-unit increase in trust was associated with decreased odds of dual use (aOR=0.982; 95% CI 0.966, 0.998). In independent models, having sex with a casual date/acquaintance (aOR=3.149; 95% CI: 1.550-6.397) compared to a romantic partner was associated with increased odds of dual use. The hypothesized SEM measurement model had poor fit and was re-specified. The final model had moderate fit and explained 70% of the variance in overall dual use. Condom attitudes (β = 0.18) and partner commitment (β = -0.22) were significantly associated with dual use through intention. Intention was significantly associated with dual use (β = 0.84). Conclusions: Findings emphasize the influential nature of interpersonal and biological psychosocial constructs on method use behavior. Health programs that address partner influences on STD/I risk perceptions, method use intention, and method use behavior could be beneficial for young adults.
Temple University--Theses

Background and Purpose: In the past years, Corporate Venture Capital (CVC) investments have substantially gained relevance. Corporations engage in this practice to reap strategic benefits that are usually only associated with entrepreneurial ventures and thereby drive innovation. While the success of CVC investments is undisputed, scholars have failed to provide a full description of the process that leads to the creation of strategic value for corporations. Therefore, we want to investigate the strategic value creation process in CVC and build a comprehensive framework thereof. The research question is thus: What is the process through which corporations create strategic value in CVC investments? Methodology: In line with pragmatism, we chose the methods best suited to answer the research question: Primary data will be obtained in face to face interviews with key individuals involved in the strategic value creation process in Husqvarna Group Ventures. Following methods from Morse (1994) and Alvesson & Kärreman (2011), we then analyse the data in a dialogue with our frame of reference. After the identification of a breakdown, an unexpected result that cannot be explained by current academia, we continue to build the framework applying two interpretive repertoires. To do so, we combine our findings with the fragmented existing literature to depict the strategic value creation process. Findings: We find that scholars have overlooked the complexity of the knowledge transfer, which is an integral part of strategic value creation. The CVC unit cannot directly access knowledge in their portfolio firms; instead, an active and involved effort needs to be made by the corporate to create learning opportunities, which can then be transformed into strategic value. The key to accessing knowledge can be found in what we call the knowledge sharing mechanism: An intricate interplay of relationships between the CVC unit and the portfolio firm. We find that corporates significantly commit to activities to build an environment that facilitates voluntary, reciprocal knowledge sharing. Conclusion: Business units must establish and maintain interpersonal relationships with their portfolio firms to meet corporate objectives of innovation and strategic value creation through CVC. The relationship acts a channel for the knowledge transfer, and by extension, as an enabler of strategic value creation. We fill a gap in the existing literature and provide an all-encompassing framework depicting the strategic value creation process of CVC investments with a focus on the relationships between the CVC unit and the portfolio firm. Researchers have neglected this aspect until now.

A connection between self-monitoring, which is an individual difference in concern about self-presentation, and partner knowledge structures, which is how people organize thoughts about their current romantic partner, is explored in this study. There were two competing hypotheses. If people structure thoughts about their partner in a way similar to how they structure their social worlds, then low self-monitors would have integrated partner knowledge structures and high self-monitors would have compartmentalized partner knowledge structures. If people structure thoughts about their partner in a way that reflects their relationship motivations and needs then we would find the opposite pattern of results. We used a measure of compartmentalization and integration as well as Snyder’s (1974) Self-Monitoring Scale to explore our hypotheses. Although both low self-monitors and high self-monitors had relatively compartmentalized partner knowledge structures, we found support for the relationship motivations and needs hypothesis. Low self-monitors had more compartmentalized partner knowledge structures than did high self-monitors. In fact, low self-monitors were more likely than high self-monitors to have completely compartmentalized views of their partners. Reasons for these findings, limitations of this study, and future directions are discussed.

Social knowledge about food was investigated from a social contingency perspective (Guerin, 1994, 1998, 2004), a functional linguistic approach that considers language use having functions both to establish 'facts' in order to control listeners, and to maintain social relationships with words. In Study 1, whether people shared knowledge about food or not was examined. One hundred and fourteen New Zealand and 23 Japanese participants were asked to answer free format questionnaires asking the reasons they and others eat or do not eat particular food items. Those answers were categorised into 8 categories and 30 sub-categories of the knowledge about foods by qualitative content analysis. The results of a cluster analysis of those categories showed that participants used the categories homogeneously although there were some differences between New Zealand and Japanese participants, and that the participants selectively used different types of knowledge according to food items especially when explaining why people do or do not eat some foods. In Study 2, rhetorical features about foods were investigated: (1) numerical quantification rhetoric; (2) narrative use rhetoric; and (3) enumeration rhetoric. Factual statements from a corpus of 118 New Zealand TV commercials and 249 Japanese TV commercials were coded by the categories generated in Study 1. The results showed that the categories of factual statements were selectively used on TV commercials depending on the food types, and related closely to the results of Study 1. The rhetorical strategies appeared in commercials according to the categories of factual statements. When more than one factual statement was presented in a commercial, the relations of the factual statements were usually of a conjunctive form such as quotfact A however fact Bquot or quotfact A moreover fact Bquot, or else the factual statements were presented independently rather than the one statement logically warranting the other. These results suggest that those rhetoric uses and the arrangements of the factual statements were selectively used according to the effectiveness against counter arguments using shared knowledge. Study 3 and Study 4 analysed the functions of shared knowledge about food for maintaining social relationships through investigating the cases in which knowledge about foods presented as the form of 'collaborative talk', which occurs when one speaker completes the preceding saying by another speaker. In Study 3, the collaborative talk as sentence completions of knowledge about food was qualitatively analysed from conversations of 30 to 45 minutes produced by four groups consisting of four or five Japanese participants who were friends. From a social contingency view, the analysis focused on the following conversational properties: (1) who the listener was; (2) the degree of sharing of the information between the speakers; (3) the degree of sharing of the information between the 2nd speaker and the listener; and (4) the disagreement between the 2nd speaker and the listener. The results of Study 3 suggested some possible functions of sentence completions of knowledge about food: (1) the function when the first speaker is the listener may be enhancement of the relationship between the first and the second speakers through showing the second speaker's attention and understanding to the first speaker's utterance, because those sentence completions were often followed by the affirmation or negation by the first speaker; (2) when a third person is the listener, and the first and the second speaker refuted the third person using sentence completion, the function seems to be just establishing 'facts'; and (3) in the cases of 'assisted explaining' (Lerner Takagi, 1999) , the function may be not only establishing 'facts' but also enhancement the relationship between the listener and the speakers, because the constructed 'facts' may work as a kind of conversational 'gift'. In Study 4, five Japanese groups consisting of four participants who were friends were asked to talk about four topics about foods that all participants either agreed or disagreed ('All agree' condition) and four food topics for which there was disagreement about it between participants ('Some agree' condition). When the listeners could not be identified, and the second speakers did not used the utterance-final element such as 'yo ne' that is regarded as having a function of showing agreement between the speakers, the participants used sentence completions more frequently in 'All agree' conditions. The results suggested that the function of this type of sentence completion is not merely establishing 'facts' but also enhancing the relationship between the speakers through showing agreement about the relevant things to the topic. In conclusion, the results of the present studies suggest some possible social contingencies involved both when people get knowledge about food and when they use it.

A new generation, Millennial Generation, is currently staffing summer camp programs. Camp directors need to be aware of the differences in learning styles this generation prefers. The Millennial generation is the first to grow up with the instant accessibility of the Internet. This project was created based on suggestions from Camp Directors and ideas that have been developed from the study of this generation. A pre-camp video game training script has been created and tailored to the Millennial camp staff in order to encourage Millennials to learn and use the information needed to take proper care of campers.

In knowledge economy, organizational knowledge is considered to be a critical strategic resource which may help the organization to achieve competitive advantage; therefore, knowledge sharing, as one of the knowledge management processes, attracts the attention of both researchers and practitioners. Knowledge sharing may bring many benefits such as personal development for the employees and knowledge accumulation for the organization. However, at the same time it is very challenging because employees may be very mobile, too occupied to engage in knowledge sharing, or just unwilling to share their valuable knowledge. Nevertheless, although many organizations have started to invest heavily in various knowledge sharing mechanisms, quite often these processes are not effective because various organizational and individual factors impede the usage of those mechanisms. This study seeks to increase the understanding of how and which of such factors affect knowledge sharing in voluntary project-based organizations. Ten in-depth interviews have been conducted with the project managers in AIESEC, the largest international student organization, in order to find out what KS mechanisms they use, and what enables or hinders KS in this organization. It was found that in this organization KS takes place at all organizational levels, and the most popular KS mechanisms are documents and social interaction. Various documents include planning and tracking tools, proposals for sponsors, budget spread-sheets, feedback forms from participants and companies, and reports about functional areas. Social interaction comprises individual and group meetings, including trainings, coaching or mentoring, conversations over the phone and software Skype, discussions in conferences and communication in social groups online. So there is a balance between the KS mechanisms used to personalize and codify knowledge. However, the individualized KS mechanisms dominate on the individualization- institutionalization dimension. Also AIESEC members share all types of knowledge: tacit and explicit, individual and collective. Factors affecting KS can be categorized in 5 groups: Organizational context, Interpersonal and Team characteristics, Cultural characteristics, Individual characteristics, and Motivational factors. As KS in AIESEC takes place quite intensively, not surprisingly more KS facilitators were identified. The most significant ones in each group are as follows: the organizational culture and structure; diversity and strong social ties; willingness to help, and structure and exactness; self-efficiency and personal characteristics such as talkativeness, open-mindedness, empathy, motivation, responsibility and ambitiousness; perceived personal benefits, interpersonal trust, and organizational commitment. The few factors identified that might impede KS in AIESEC are the lack of time, lack of KS regulation and some negative cultural attitudes.

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Helvetica} Detta examensarbete lyfter problematiken kring företagens synlighet på sociala medier och för diskussion och analys för hur detta kan lösas. Genom att företagen arbetar för att erhålla högre electronic word of mouth (eWOM) kvantiteter på sociala medier vilket ökar företagets synlighet, genom att de tar hänsyn till teorier som förklarar och påverkar människor skapande av word of mouth. Electronic word of mouth är kommentarer, gillamarkeringar, delningar och recensioner som företaget erhåller till sina sociala medier från dess konsumenter. Syftet med denna uppsats är att undersöka hur företag kan generera mer eWOM och hur deras arbetssätt är kopplat till motiven bakom eWOM, sociala bevis och interpersonal communication samt undersöka eventuella samband som existerar i praktiken mellan teorierna då företag arbetar för att erhålla högre eWOM kvantitet. För att uppnå syftet med studien har följande frågeställning formulerats: Hur kan företag generera högre eWOM kvantitet? Studiens metod har varit av kvalitativ med en deduktiv ansats, kombinerat med en fallstudie på Svenska Fotbollsförbundet, Apollo och Bizkit Havas. I empirikapitlet framställs intervjupersonernas svar, som även jämförs mellan varandra. Sedan följer analysen där empirin tolkas utifrån teorin och olika samband framställs. Studiens slutsats påvisar vad fallföretagen gör idag för att erhålla högre eWOM kvantitet kopplat till varje teoriområde, slutsatsen påvisar hur teorin skiljer sig från verkligheten där det visat sig att vissa teoriområden är svårare för företagen att applicera i verkligheten för att erhålla högre eWOM kvantitet. Till sist framställs även de olika sambanden som studien har upptäckt mellan de olika teorierna och varför dessa samband är viktiga att ta hänsyn till då företag vill erhålla en högre eWOM kvantitet.
p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Helvetica} This study is highlighting the fact that companies have a hard time gaining visibility on social media today. Therefore it is very important for companies to gain higher quantities of electronic word on mouth (eWOM) on social media to gain visability. Electronic word on mouth is all the likes, shares, reviews and comments that companies get to their social media from their customers. They do that by understanding the theories that explains and affects humans creation of word of mouth on social media and then implement this in their marketing strategies. The purpose of this essay is to investigate how companies can generate more eWOM and how their marketing strategies are linked to the motives behind eWOM, interpersonal communication and social proof as well as investigate any relationships that exist in practice between theese theories when companies work to obtain higher eWOM quantity. In order to achieve the purpose of the study, the following question has been made: How can companies generate higher eWOM quantity? The methodology was qualitative and had a deductive approach combined with a case study on the Swedish Football Association, Apollo and Bizkit Havas. The empirical chapter presents the answers of the interviewees, which also were compared to each other. Then the analysis follows where the collected data is interpreted based on the theory and different relationships are get presented. The study's conclusion shows what the companies from the case study do today to get higher eWOM quantity associated with each theory area. The conclusion shows how the theory differs from reality where it was found that some theory areas are more difficult for companies to apply in reality to obtain higher eWOM quantity. Finally, the different relationships that the study has discovered between the different theories are also drawn up and why these relationships are important to consider when companies want a higher eWOM quantity is explained.

Pour répondre à une demande de plus en plus exigeante en termes de personnalisation, de délai et de coût, la Chaîne Logistique a pour objectif d'être intégrée et agile. Pour cela la Chaîne Logistique se doit de gérer des flux d'information structurés et non structurés au travers de Systèmes d'Information. Contrairement aux premiers, les flux d'information non structurés sont difficilement intégrables car ils échappent à toutes logiques normatives. Ils se développent en situation de travail effective, au travers d'échanges interpersonnels, favorisant le développement de connaissances. Cependant de récents travaux en Système de Gestion des Connaissances et traitant de la connaissance dans la Chaîne Logistique positionnent les connaissances issues de ces flux d'information non structurés comme une ressource clé pour le développement de l'agilité des organisations. Ce travail propose de comprendre comment la mise en place d'un ERP (Système d'Information de gestion, couramment utilisé pour gérer la Chaîne Logistique) associée à une démarche de gestion des connaissances peut permette l'intégration des flux d'information structurés et non structurés dans une Chaîne Logistique intra-organisationnelle. Il s'appuie pour cela sur une recherche-intervention réalisée au sein de la Chaîne Logistique de Bonfiglioli Transmissions, sur une période de trois ans. Ce travail souligne, d'une part, l'intérêt d'associer Système d'Information de Gestion et Système de Gestion des Connaissances pour intégrer les flux d'information structurés et non structurés de la chaîne logistique et améliorer son efficacité. Il met ensuite en avant le rôle d'un management orienté relations et connaissances dans la mise en place d'un Système de Gestion des Connaissances recherchant la production de connaissances pour l'amélioration de l'efficacité de la Chaîne Logistique. Enfin, il met en avant qu'un manque de reconnaissance par l'organisation, du mode de fonctionnement centré connaissance naissant de la démarche, conduit à la destruction du réseau d'échange des connaissances et à une déstabilisation de l'organisation. L'analyse de nos résultats terrains au travers de la Théorie de l'Acteur-Réseau permet de confirmer l'importance des dimensions relationnelles, cognitives, et structurelles du capital social organisationnel dans la mise en place d'une démarche de Gestion des Connaissances pour la Chaîne Logistique intra-organisationnelle. Ce travail conclut qu'une démarche de Gestion des Connaissances pour la Chaîne Logistique intra-organisationnelle devrait passer par une articulation cohérente des trois dimensions du capital social par l'organisation.

Made available in DSpace on 2009-11-18T19:01:12Z (GMT). No. of bitstreams: 1 LE.pdf: 458915 bytes, checksum: 13b0e7a32db2f8fc613f74a2fc3beb9a (MD5) Previous issue date: 2005
Organizations have shown a speech focused on Knowledge Management and share of knowledge that reveal the relevance of both the age of knowledge and the capture and transference of individual and colective knowledge. Due to its continued repetition, the speech has been legitimated, not establishing, however, what can be shared, which methods shall provide it and which personal and corporate reasons can stimulate sharing the knowledge. This speech tries to convince that the implementation depends exclusively on the actions promoted by the firm. It also admits the presence of necessary environment conditions to make share of knowledge possible. The speech makes one believe that individuals and teams, formal or informal, are prepared and desire to share their knowledge, not considering feelings, wishes or availability to do so. The research has revealed the difficulty of sharing knowledge within service companies, which are strongly results oriented, due to the competition among employees in order to catch better jobs, the fight to retain power and the lack of time to develop daily tasks. Such organizations prevent people from the desire and the availability to share knowledge.
Existe um discurso dominante nas organizações a respeito da Gestão do Conhecimento e do compartilhamento do conhecimento que afirma a existência de uma era do conhecimento e que assevera a importância da captura e disponibilização do conhecimento individual e coletivo. Trata-se de um discurso que, de tão repetido, revestiu-se de legitimidade, não tendo evidenciado, contudo, o que pode ser compartilhado, que métodos garantem o compartilhamento, e os motivos, pessoais e empresariais, que podem incentivá-lo. Este discurso faz crer ser esta uma disciplina cuja implementação depende unicamente da efetividade das ações conduzidas pela empresa. Admite, igualmente, que as condições ambientais necessárias ao compartilhamento do conhecimento estão presentes. O discurso parte da premissa de que as pessoas, equipes e grupos, formais e informais, estão preparados e desejosos por compartilharem seu conhecimento, desconsiderando os seus sentimentos e sua vontade ou disponibilidade para tanto. A pesquisa, contudo, revelou a dificuldade para o compartilhamento do conhecimento em organizações prestadoras de serviços fortemente orientadas para resultados, pois as condições de trabalho em organizações deste tipo são pautadas por uma competição interna ferrenha na luta pelos melhores cargos e funções, pela disputa de poder e pela escassez de tempo para o desenvolvimento das atribuições básicas dos cargos. Nestas organizações, em geral, os indivíduos não encontram vontade nem disponibilidade para compartilhar conhecimento.

På grund av covid-19 har många organisationer tvingats implementera distansarbete i syfte att minska smittspridningen. Givet den snabba omställningen till distansarbete och de utmaningar som arbetssättet har på kunskapsdelning, ämnar denna kvantitativa tvärsnittsstudie undersöka hur viljan att arbeta på distans påverkar kunskapsdelning hos distansarbetande anställda. Kunskapsdelning operationaliseras genom de relationella faktorerna förtroende, sociala relationer samt organisatorisk förpliktelse. Studiens analysmodell baseras på fyra hypoteser som formulerats utifrån tidigare forskning. Respondenter samlades in via en webbenkät där den insamlade datan analyserades genom hierarkisk linjär regression. Resultaten från 170 distansarbetande anställda visade att viljan att arbeta på distans modererar effekten av förtroende på kunskapsdelning. För individer som har lågt förtroende till sina kollegor agerar viljan att arbeta på distans som en facilitator för kunskapsdelning. Därutöver bör organisationer ta hänsyn till de anställdas vilja att arbeta på distans eftersom resultaten från studien indikerar att viljan påverkar kunskapsdelning på den digitala arbetsplatsen.
Due to the COVID-19 pandemic many organizations have been forced to implement telework in an effort to reduce the spread of the virus. Following the quick transition to telework and challenges associated with organizational knowledge sharing, this quantitative cross-sectional study aims to investigate how the willingness to telework impacts knowledge sharing. Knowledge sharing is operationalized through the relational factors trust, interpersonal bonds and organizational commitment. The study’s model of analysis is based on four hypotheses formulated from earlier research within the field. Data was gathered through an online survey where the collected data was analyzed through hierarchical linear regression. Results from 170 teleworkers show that the impact of trust on knowledge sharing is moderated by willingness to telework. For individuals with low levels of trust in their coworkers the willingness to teleworks acts as a facilitator for knowledge sharing. An implication for organizations is that employees’ willingness to telework needs to be considered as our results indicate that it affects knowledge sharing in a digital work environment.

The word that disappeared - A scientific essay on the child-rearing responsibilities and practical professional knowledge of preschool educators This scientific essay examines how child-rearing tasks of the preschool educator relates to their practical knowledge from a hermeneutical perspective considered in the light of Hannah Arendt's concept of responsibility. The study consists of six subject narratives and an ethno-logical field study carried out at two preschools. Participatory observations and interviews were used as a method. Explored here is how professional responsibility, regulated in the preschool's governing documents, balances out against interpersonal responsibility in an activity where children spend most of their wakening hours and where attention is given to various factors such as the need for freedom, organisation and security. Examined too is how rules, companion education, self-regulation, leadership, adult authority and the application of governing documents weigh up against the concepts of children's' participation, influence and power. The concept of rearing in preschool is a controversial one: This may be due perhaps to connotations of rigid rules and nagging adults, but also that activities of the last decade have developed towards more school-based learning. Preschool teaching contains so much more however. In the daily workings of the enterprise security is established, while children are also learning to deal with materials and environments, learning to take on their own responsibility—exercising independence on a gradual basis. Alongside free play and creative activities, rearing therefore forms a vital element of children's non-cognitive learning that even affects interaction and communication. A concept that has been a part of the preschool world for over a century rearing has now been removed from the preschool curriculum.  Results demonstrate that the task of child-rearing is an element presupposed in a teachers’ practical knowledge. Based on a complex number of variables, children’s best interests are constantly considered. An unspoken gap sometimes arises between the professional’s responsibility and the interpersonal responsibility that they require to bridge the gap. This becomes particularly evident when children require the response of adults with whom they feel secure. In this manner child-rearing activities, previously seen as solely the parents concern, now also fall upon the educator, even if this remains unsaid. It is therefore assumed that the work of child-rearing will remain in preschools even if the word itself disappears. Responsibility, content and praxis, in the question of child-rearing therefore needs to be discussed and highlighted together with parenting to maintain a socially sustainable future.
I denna vetenskapliga essä undersöks hur förskolepedagogers fostransansvar yttrar sig i förhållande till deras praktiska yrkeskunnande ur ett hermeneutiskt perspektiv och i förhållande till Hannah Arendts ansvarsbegrepp. Studien består av sex egenupplevda berättelser och en etnologisk fältstudie utförd på två förskolor där deltagande observationer och intervjuer använts som metod. Här utforskas hur det professionella ansvaret, som regleras i förskolans styrdokument, balanseras mot ett mer mellanmänskligt ansvar i en verksamhet där de flesta barn vistas större delen av sin vakna tid och där hänsyn ska tas till olika faktorer som behov av frihet, organisation och säkerhet. Därför undersöks också hur regler, kamrat-fostran, självreglering, ledarskap, vuxenauktoritet och tillämpning av styrdokument avvägs mot begrepp som barns delaktighet, inflytande och makt. Fostransbegreppet är omstritt i förskolan. Det kan bero på att det förknippas med stelbenta regler och tjatiga vuxna, men det kan även spela en roll att verksamheten utvecklats i riktning mot ett mer skolämnesbaserat lärande under de senaste tio åren. Undervisningen i förskolan är dock så mycket mer. I grund-verksamhetens dagliga rutiner etableras trygghet samtidigt som barnen lär sig att hantera material och miljöer liksom att ta ansvar för sig själva och stegvis utöva självständighet. Tillsammans med fri lek och skapande aktiviteter utgör därför fostran en viktig del av barns icke-kognitiva lärande som även berör samspel och kommunikation. Ett begrepp som varit en del av förskolans värld i över hundra år och som nu stryks ur förskolans läroplan.   Resultatet visar att fostransuppdraget existerar som en förgivettagen del av pedagogernas praktiska kunskap. Utifrån en mängd komplexa variabler görs ständiga överväganden för barnens bästa. Ibland uppstår även ett outtalat tomrum mellan yrkesansvaret och det mellanmänskliga ansvaret som de behöver överbrygga. Något som blir särskilt tydligt när barn kräver gensvar av vuxna som de känner sig trygga med. Fostranshandlingar som tidigare sågs som föräldrarnas ensak blir på så vis också pedagogernas även om det förblir outtalat. Man kan därför anta att arbetet med fostran kommer att leva kvar i förskolan även om själva ordet försvinner. Ansvar, innehåll och praktiskt handlande i fostransfrågan behöver därför diskuteras och lyftas fram tillsammans med föräldrasamverkan för en socialt hållbar framtid.

Submitted by Melina Bandeira (melina.bandeira@fgv.br) on 2012-11-29T19:32:58Z No. of bitstreams: 1 FGV_EBAPE_MELINA BANDEIRA_MEX2012_WEB.pdf: 3061052 bytes, checksum: e6e776b5bb74870c3fbb34e7d7cdf17e (MD5)
Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2012-11-29T20:14:20Z (GMT) No. of bitstreams: 1 FGV_EBAPE_MELINA BANDEIRA_MEX2012_WEB.pdf: 3061052 bytes, checksum: e6e776b5bb74870c3fbb34e7d7cdf17e (MD5)
Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-11-30T18:36:10Z (GMT) No. of bitstreams: 1 FGV_EBAPE_MELINA BANDEIRA_MEX2012_WEB.pdf: 3061052 bytes, checksum: e6e776b5bb74870c3fbb34e7d7cdf17e (MD5)
Made available in DSpace on 2012-11-30T18:36:18Z (GMT). No. of bitstreams: 1 FGV_EBAPE_MELINA BANDEIRA_MEX2012_WEB.pdf: 3061052 bytes, checksum: e6e776b5bb74870c3fbb34e7d7cdf17e (MD5) Previous issue date: 2012-08-31
This case study intends to report how interpersonal relationships might have played an important role on making ProSAVANA-JBM work. (Triangular Cooperation Program for Agricultural Development of the African Tropical Savannah in Mozambique-Japan-Brazil-Mozambique). The intermediary objectives contribute to for one to look into which other factors might have been determinant for realization of ProSAVANA. This program not only represents an international partnership between organizations of three countries: Brazil, Japan and Mozambique, but also has impacts of a social, economic and environmental nature. The data analysis shows that interpersonal relationships outstands among the other determining factors on the Programa realization, and corroborates for the design of an interpersonal relationship network’s model related to ProSAVANA. This study’s limitation refere to the difficulty on replicating or generalizing this study on a scientific basis, considering the fact that it wouldn’t be possible to imply on evaluations on a certain behavior exclusively based on a single case study. Finally, the purpose of this study is to offer theoretical and empirical tools that enable an in-depth assessment on the role played by interpersonal relationships, and also to contribute to bridging the gaps in the field of business and public administration.
O objetivo deste estudo de caso foi o de identificar o papel das relações interpessoais na condução do ProSAVANA-JBM (JAPÃO-BRASIL-MOÇAMBIQUE), Programa de Cooperação Triangular para o Desenvolvimento Agrícola da Savana Tropical de Moçambique. Os objetivos intermediários permitem também investigar quais outros fatores podem ter sido determinantes na condução do ProSAVANA. Este programa além de representar uma parceria internacional entre organizações de três países Brasil, Japão e Moçambique, possui impactos de ordem social, econômica e ambiental. A análise dos dados demonstra que as relações interpessoais exerceram a maior centralidade entre os demais fatores determinantes à condução do Programa, e também corrobora para o desenho de um modelo de rede de relações interpessoais relacionada ao ProSAVANA. As limitações do estudo referem-se à dificuldade deste estudo ser replicado ou generalizado cientificamente, considerando que não seria possível emitir avaliações sobre determinado comportamento, a partir de um estudo de caso único. Finalmente, o propósito deste estudo é oferecer instrumentos teóricos e empíricos que permitam aprofundar a reflexão sobre o papel das relações interpessoais, além de contribuir para as lacunas existentes no campo da gestão empresarial e pública.

This thesis questions a series of assumptions concerning the nineteenth- and early-twentieth-century modernization of European spaces. Current scholarship tends to concur with essayistic texts and images by contemporary intellectuals that technological and organizational developments increased the freedom of movement of those living in western-European societies, while at the same time alienating them from each other and from their environment. I assess this claim with the help of Dutch travel egodocuments such as travel diaries and letters. After a prosopographical investigation of all available northern-Netherlandish travel egodocuments created between 1500 and 1915, a selection of these documents is examined in greater detail. In these documents, travellers regarded the possession of identity documents, a correct appearance, and a fitting social identity along with their personal contacts, physical capabilities, and the weather as the most important factors influencing whether they managed to gain access to places. A discussion of these factors demonstrates that no linear increase, nor a decrease, occurred in the spatial power felt by travellers. The exclusion many travellers continued to experience was often overdetermined. The largest groups affected by this were women and less educated families. Yet travellers could also play out different access factors against each other. By paying attention to how practices matched hopes and expectations, it is possible to discover how gravely social inequities were really felt by travellers. Perhaps surprisingly, all social groups desired to visit the same types of places. Their main difference concerned the atmosphere of the places where the different groups felt at home. To a large degree this matched travellers' unequal opportunities. Therefore, although opportunities remained strongly unequal throughout the period, this was not always experienced as a problem. Also, in cases where it was, many travellers knew strategies to work around the obstacles created for them.

This dissertation engages with contemporary interpretations of Nietzsche and Heidegger on the issue of self-knowing with respect to the notions of honesty and authenticity. Accounting for the two philosophers' developing conceptions of these notions allows a response to interpreters who conceive the activity of self-knowing as a primarily personal problem. The alternative accounts proposed take as a point of departure transitional texts that reveal both thinkers to be engaged in processes of revision. The reading of honesty in Chapters 1 and 2 revolves around Nietzsche's groundwork on prejudice in Morgenröthe (1880-81), where he first problematizes the moral-historical forces entailed in actuating the 'will to truth'. The reading of authenticity in Chapters 3 and 4 revolves around Heidegger's lectures on what motivates one's thinking in Was heißt Denken? (1951-52). The lectures call into question his previous formal suppositions on what calls forth one's 'will-to-have-a-conscience', in an interpretation of Parmenides on the issue of thought's linguistic determination, discussed further in the context of Unterwegs zur Sprache (1950-59). Chapter 5 shows how Heidegger's confrontation with Nietzsche contributed to his ongoing revisions to the notion of authenticity, and to the attending conceptions of critique and its authority. Particular attention is given to the specific purposes to which distinct Nietzschean foils are put near the confrontation's beginning--in Heidegger's lectures on Nietzsche's second Unzeitgemässe Betrachtung (1938), and in the monograph entitled Besinnung (1939) which they prepare--and near its end, in the interpretation of Also Sprach Zarathustra (1883-85) presented in the first half of Was heißt Denken? Chapter 6 recapitulates the developments traced from the vantage point of the retrospective texts Die Zollikoner Seminare (1959-72) and the fifth Book of Die fröhliche Wissenschaft (1887). Closing remarks are made in relation to recent empirical research on the socio-environmental structures involved in determining self-identity.

碩士
國立臺北大學
企業管理學系碩士在職專班
93
IT professionals must adapt to a context where collaboration is the currency of innovation and diversity its enabler. The perception exists that a successful IS professional blends technical knowledge with a sound understanding of the business while commanding effective interpersonal skills. Several researches identify that business and behavioral were considered the most important for the future of the IS profession, but emerges from these studies, what exactly these knowledge requirements should be is not clear. Our goal here is to develop a comprehensive framework to addresses this issue. The focus of this study is on the knowledge that is beyond that of the IT professional’s own domain of expertise. Therefore, technical areas of knowledge, such as hardware and software, all of which are closely associated with IT skills, are not discussed in this study. This is not to say that such knowledge is not import. Clearly technical knowledge is part of the IT professional’s overall expertise, but this study is about the business competence of the IT professionals, and is therefore interested in what enables IT professionals to apply their technical knowledge in ways that are beneficial to the organization and to act cooperatively with their business partners. In the study, business competence in IT professionals is defined as the set of business and interpersonal knowledge and skills possessed by IT professionals that enable them to understand the business domain, speak the language of business, and interact with their business partners. This competence reflects an understanding of the business in all its dimensions; it describes the business acumen of IT professionals which will influence their approach in delivering IT solutions. IT professionals’ business competence can enhance the relationship of their business partners.

Thesis (DBA) -- Swinburne University of Technology, Graduate School of Entrepreneurship, 2002.
Submitted for the degree of Doctor of Business Administration, Graduate School of Entrepreneurship, 2002. Typescript. Includes bibliographical references (p. 286-294).

碩士
大葉大學
人力資源暨公共關係學系
95
This study mainly explores competency-based will effect on interpersonal trust and the demander-based of knowledge sharing, and interpersonal trust will like to in-fluence the demander-based of knowledge on aspect of knowledge demander. However, whether interpersonal trust will becomes an intermediary variable or not between the competency-based and demander-based of knowledge sharing? If, the interpersonal trust acts an intermediary variable, then, the influence of cognition-based trust or af-fect-based trust will have strong significant? Therefore, aim at the domestic system fur-niture to 62 business(107 branches) of employee, adopt a way of mailing the question-naire and supplementary stamped envelope, issue 500 formal questionnaires and receive 396 valid questionnaires, through SPSS 14.0 software, LISREL 8.72 software and AMOS 5.0 software have suppose that four hypothesizes and 39 sub-hypothesizes. 　　The findings discovered that, first, the knowledge demander has the anticipated ability, easily has the cognition trust to the professional; Second, the knowledge de-mander has the anticipated ability, once becomes the knowledge supplier will possible share the knowledge to the other knowledge demander ; Third, the knowledge demander have establishment cognition-based trust with other people, conducive toward favor the information which will absorb comes to apply and to share gives other knowledge de-mander; Fourth, the interpersonal trust acts truly intermediary variable, and the influ-ence result of cognition-based trust will be good then affect-based trust.

碩士
淡江大學
企業管理學系碩士在職專班
102
Abstract: In recent years, impacted by the global financial turmoil and the Red Sea competition business environment, stressing on the premise of reducing costs, the domestic banking sector conducted preferential retirement to prompt the leaving of senior staffs. With the proportion of new colleagues increasing, the working circumstance in the banks changes gradually. Since many new colleagues generally carried higher degree than in the past, they used to question in the training courses but did not pay attention to the basic banking operations. Therefore, the operation is not smooth and lack of adaptability experience for new colleagues in the actual integration execution period. Besides, they are not familiar with and used to the banking business culture. With the increase of banking business loading, senior employees'' work pressure rises, and inevitably affect the willingness of their knowledge sharing. The aims of this thesis was to explore the relationships among interpersonal trust, knowledge sharing motivation and sharing behavior of the employees of F bank and verify the hypothesis proposed in this study. The questionnaires were issued by judgmental sampling method of 330 questionnaires and 311 effective samples were collected. The rate of effective sample response is 97.2%. Descriptive statistics, reliability, validity and partial least square method have been applied in order to examine the proposed research framework. After the empirical research, the major findings were as follows: 1. Cognitive trust has positive impact on the mutually benefit of knowledge sharing motivation. Affect-based trust has positive impact on all the 4 factors, organizational rewards/ mutually benefit/ self-efficacy/ helpfulness of knowledge sharing motivation. Affect-based trust has most impact on mutually benefit. 2. Knowledge sharing motivation has positive impact on self-efficacy and helpfulness of knowledge sharing behavior. 3. Affect-based trust has positive impact on knowledge sharing behavior It is recommended that F Bank can encourage employees to contribute their creativity and ideas, promote the sharing of knowledge sharing and circulation through reasonable incentive system. Setting up certain norms for sharing opportunities and encouraging learning will also made employees feel that their knowledge are valuable to the organization.

碩士
中國文化大學
國際企業管理研究所
96
Today is a world which economic knowledge, organizations want to create the core competitiveness; it must understand importance of knowledge sharing and improve knowledge-sharing system. Knowledge sharing willingness affects the factors that will be important for the present one. According to previous research：turnover intention has significantly influenced knowledge sharing willingness and interpersonal networking also can play media variable between turnover intention and knowledge sharing willingness. In this study’s statistics, we use paper questionnaires and Internet questionnaires. It total tested in 300 people, and 254 effective samples were received. This study use hierarchical regression analysis to discuss the effect between turnover intention and knowledge sharing, and use cluster analysis and hierarchical regression analysis to discuss the effect about media. The followings are the conclusions：Turnover intention has significantly influenced to knowledge sharing willingness. Besides, Interpersonal networking also can play a media variable between turnover intention and knowledge sharing willingness.

Yes
The domain of cultural variations in interpersonal communication is becoming increasingly important in various areas, including human-human interaction (e.g. business settings) and humancomputer interaction (e.g. during simulations, or with social robots). User generated content (UGC) in social media can provide an invaluable source of culturally diverse viewpoints for supporting the understanding of cultural variations. However, discovering and organizing UGC is notoriously challenging and laborious for humans, especially in ill-defined domains such as culture. This calls for computational approaches to automate the UGC sensemaking process by using tagging, linking and exploring. Semantic technologies allow automated structuring and qualitative analysis of UGC, but are dependent on the availability of an ontology representing the main concepts in a specific domain. For the domain of cultural variations in interpersonal communication, no ontological model exists. This paper presents the first such ontological model, called AMOn+, which defines cultural variations and enables tagging culture-related mentions in textual content. AMOn+ is designed based on a novel interdisciplinary approach that combines theoretical models of culture with crowdsourced knowledge (DBpedia). An evaluation of AMOn+ demonstrated its fitness-for-purpose regarding domain coverage for annotating culture-related concepts mentioned in text corpora. This ontology can underpin computational models for making sense of UGC.

This study first examines the effectiveness of stealing thunder in increasing the target’s liking for the discloser. The study further inspects liking relative to the amount of information known about the discloser prior to their initial interaction. Additionally, the target’s perception of the negativity of the information revealed is observed. 120 subjects participated in an experiment during which they were either exposed to the negative information via the confederate or the experimenter or were not exposed at all. Results, although interesting, were largely inconsistent with the hypotheses. This could have been due to several factors namely, poor experimental execution and unreliability of measurement. However, stealing thunder, with further testing, has several implications for the current state of the stealing thunder literature and future research.

碩士
國立暨南國際大學
國際企業學系
99
This study investigates interpersonal network, individual traits and knowledge traits impact on knowledge sharing, and then influence on job performance. Furthermore, adds employee interaction as moderating variable to investigate if the interaction contributes to job performance. Therefore, the objective of study is as following: 1. Interpersonal network, individual traits and knowledge traits impact on knowledge sharing. 2. Knowledge sharing impact on job performance. 3. Interaction contributes to knowledge sharing impact on job performance. This study survey six departments in A company, total 64 respondents. The findings are: (1) Agreeableness impact on knowledge sharing positively; (2) Explicit and tacit knowledge impact on knowledge sharing positively, and explicit knowledge impact knowledge sharing more than tacit knowledge; (3) Interaction contributes to knowledge impact on comparative job performance. Therefore, the implications in practice are: (1) Encourage knowledge sharing; (2) Pay attention to the effectiveness of interaction.

Text in English with abstracts in English, Afrikaans and Venda
In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of interpersonal leadership relations (denoting both the dyadic relationship between two leader/followers and the leadership communication taking place in the dyad) in knowledge-based organisational contexts. It is posited that the interpersonal leader-follower dyad (LFD) may be viewed from a systems theory perspective as a system consisting of two system parts (individuals). These individuals are labelled ‘leader/followers’ to emphasise their mutual interdependence, and to indicate that these roles may be interchangeable, based on the knowledge needs in a particular situation (in line with the tenets of shared leadership). The dyadic system is influenced by its environment, the organisational context. However, the primary focus of this study is on interpersonal leadership communication as symbolic interaction between the leader/followers in the LFD. These three systemic levels are represented as major themes in the model resulting from this study: Theme 1 – an organisational environment that supports constructive interpersonal leadership relations (ILR); Theme 2 – symbolic interaction in the LFD; and Theme 3 – personal attributes that enhance ILR. The data were collected from two convenience samples. In-depth, semi-structured interviews were conducted with participants in Sample 1, while questionnaires were used to collect data from Sample 2. In both cases, thematic analysis was used to analyse and interpret the data. The major contribution of the study is the resulting theoretical framework of ILR, which comprises a theoretically based definition of ILR; a generic model of ILR; and current guidelines for fostering constructive ILR in knowledge-based contexts, with reference to the three systemic levels. The following definition was phrased based on the study: Constructive interpersonal leadership relations (ILR) in a knowledge-based organisational context is a dyadic process of symbolic communication between two expert leader/followers who mutually influence each other and share meaning to strengthen their relationship and to collaboratively transfer and apply knowledge to achieve organisational goals. In terms of the environment, it was found that organisational leaders should actively model and promote the following: a collaborative leadership concept, workplace spirituality, cultural inclusivity, and adaptation to advancing communication technologies. Regarding symbolic interaction in the LFD, the following communication practices were found to be central to constructive ILR: active listening, supporting followers as unique individuals, respectful communication, considering followers’ input, facilitating constructive redefinition of the other leader/follower’s self, role-taking (taking the perspective of the other leader/follower’s role), awareness of attribution, conflict management through non-threatening, respectful and preferably face-to-face discussion, facilitating a sense of meaning or purpose at work for the other leader/follower, and fostering constructive relationship properties such as trust. It was found that ILR may produce system outputs into the organisation that contribute to the organisational culture and climate, job performance, employee morale and engagement, and staff retention. Personal attributes were organised into personal values and competencies that support ILR. The most important personal values were identified as honesty, love or supportiveness, respect, relationships or engagement, trust, and professional excellence. Essential competencies were identified as listening skills, emotional communication competencies (particularly self-awareness, self-reflection and attending to others’ emotions), engagement skills, conflict management skills, and multicultural competency (including generational skills).
In hierdie kwalitatiewe studie word ’n teoretiese raamwerk voorgelê vir die verskynsel ‘interpersoonlike leierskapsverhoudings‘ (verwysende na beide die diadiese verhouding tussen twee leier/volgelinge en die leierskapskommunikasie wat in die diade plaasvind) in kennisgebaseerde organisatoriese kontekste. Die uitgangspunt is dat die interpersoonlike leier-volgeling-diade (LVD) vanuit ‘n sisteemteoretiese perspektief beskou kan word as ‘n sisteem wat uit twee sisteemdele (individue) bestaan. Hierdie individue word ‘leier/volgelinge‘ genoem om hulle wedersydse interafhanklikheid te beklemtoon; en om aan te toon dat hierdie rolle uitruilbaar mag wees, afhangende van die kennisbehoeftes in ’n gegewe situasie (met verwysing na die teorie van gedeelde leierskap). As ’n sisteem word die LVD ook deur die omringende omgewing of organisatoriese konteks beïnvloed. Die primêre fokus van hierdie studie is egter op interpersoonlike leierskapskommunikasie as simboliese interaksie tussen die leier/volgelinge in die LVD. Hierdie drie sistemiese vlakke word in hierdie studie deur die hooftemas in die studie verteenwoordig en ook as sulks in die voortvloeiende model uitgebeeld: Tema 1 – ’n organisatoriese omgewing wat konstruktiewe interpersoonlike leierskapsverhoudings (ILV) ondersteun; Tema 2 – simboliese interaksie in die LVD; en Tema 3 – persoonlike eienskappe wat ILV bevorder. Die teoretiese raamwerk van ILV bestaan uit die volgende: ’n teoreties gefundeerde definisie van ILV; ’n generiese model van ILV; en ’n raamwerk van huidige riglyne vir die kweek van konstruktiewe ILV in kennisgebaseerde kontekste, met verwysing na die drie sistemiese vlakke van omgewing, diade en individuele leier/volgelinge. Die volgende definisie is op grond van die navorsingsresultate geformuleer: Konstruktiewe interpersoonlike leierskapsverhoudings (ILV) in ’n kennisgebaseerde organisatoriese konteks is ’n diadiese proses van simboliese kommunikasie tussen twee kundige leier/volgelinge wat mekaar wedersyds beïnvloed en betekenis deel om hulle verhouding te versterk en kennis samewerkend oor te dra en aan te wend om organisatoriese doelwitte te bereik. In terme van die organisatoriese omgewing is bevind dat organisatoriese leiers, veral senior leiers, die volgende aktief moet modelleer en bevorder in die organisasie: ’n samewerkende leierskapskonsep, spiritualiteit in die werkplek, kulturele insluiting, en aanpassing by vooruitgang in kommunikasietegnologie. Met verwysing na simboliese interaksie in die LVD is die volgende praktyke bevind as sentraal tot konstruktiewe ILV: aktiewe luistergedrag, die ondersteuning van volgelinge as unieke individue, respekvolle kommunikasie, die inagneming van volgelinge se insette, die fasilitering van die konstruktiewe herdefiniëring van die ander leier/volgeling se self, rol-inneming (die inneem van die rolperspektief van die ander leier/volgeling), bewustheid van attribusie, die bestuur van konflik deur nie-bedreigende, respekvolle en – waar moontlik – aangesig-tot-aangesig bespreking, die fasilitering van ’n sin van doel of betekenis by die werk vir die ander leier/volgeling, en die kweek van konstruktiewe verhoudingseienskappe (vertroue, uitruilbare leier/volgeling-rolle en wedersydse invloed is geïdentifiseer as belangrik). Dit is ook bevind dat ILV sisteemuitsette in die organisasie mag genereer wat bydra tot die organisatoriese kultuur en klimaat, werkprestasie, werknemers se moreel en betrokkenheid, en personeelbehoud. Persoonlike eienskappe is verdeel in waardes en vaardighede wat ILV ondersteun. Die belangrikste waardes is geïdentifiseer as eerlikheid, liefde, respek, verhoudings, vertroue, en professionele uitnemendheid. Die volgende vaardighede is geïdentifiseer as noodsaaklik: luistervaardighede, emosionele kommunikasievaardighede (met spesifieke verwysing na selfbewussyn, selfrefleksie en aandag aan ander se emosies), betrekkingsvaardighede, konflikbestuursvaardighede, en multi-kulturele vaardighede (wat generasievaardighede insluit). Die date is ingesamel uit twee gerieflikheidsteekproewe. Indiepte-, semi-gestruktureerde onderhoude is gevoer met Steekproef 1 (kundiges op gebiede verwant aan ILV in kennisgebaseerde kontekste), terwyl vraelyste gebruik is om data te verkry by Steekproef 2 (leier/volgelinge in kennisgebaseerde kontekste). Tematiese ontleding is in beide gevalle gebruik om die data te ontleed en te interpreteer.
Kha iyi ngudo ya u tandula ‘qualitative’, ndivho ya ṱhoḓisio yo vha u ṋetshedza mutheo wa thiyori kha sia ḽa vhushaka ha vhurangaphanḓa vhukati ha vhathu (zwine zwa amba vhushaka ha tshumisano vhukati ha vharangaphanḓa/vhatevheli vhavhili na vhudavhidzani kha vhurangaphanḓa vhune ha khou bvelela nga kha tshumisano yeneyo) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho. Zwo sumbedziswa uri tshumisano ya murangaphanḓa-mutevheli vhukati ha vhathu (leader-follower dyad (LFD)) i nga lavheleswa u bva kha sia ḽa sisiṱeme ya thyori sa sisiṱeme ine ya vha na zwipiḓa zwivhili (vhathu). Vhathu avha vha vhidzwa ‘vharangaphanḓa/vhatevheli’ hu u itela u khwaṱhisedza u ḓitika havho nga muṅwe, na u sumbedza uri mishumo iyi i nga imelelana, zwo ḓitika nga ṱhoḓea dza nyimele yeneyo. (zwi tshi tevhedza vhatevheli vha vhurangaphanḓa uvho). Sisiṱeme ya tshumisano i ṱuṱuwedzwa nga nyimele yayo, nyimele ya tshiimiswa. Fhedziha zwa ndeme kha ngudo iyi ndi nga vhudavhidzani ha vhurangaphanḓa vhukati ha vhathu sa tshiga tsha tshumisano vhukati ha vharangaphanḓa/vhatevheli kha LFD. Maga aya mararu a sisisṱeme a imelelwa nga ṱhoho khulwane kha nḓila yo livhisaho kha ngudo iyi: Ṱhoho 1 – mupo/nyimele ya tshiimiswa i ṱuṱuwedzaho vhushaka ha vhurangaphanḓa vhu vhuedzaho vhukati ha vhathu (interpersonal leadership relations (ILR)); Ṱhoho 2 – Tshiga tsha tshumisano kha LFD; na Ṱhoho 3 – Vhuvha ha muthu vhune ha konisa ILR. Data yo kuvhanganywa u bva kha sambula dzine dza vha dza tsinisa. Mbudziso dzo ṱanḓavhuwaho, dzi sa langiho kufhindulele kha vhavhudziswa dzo itwa hu na vhadzheneli kha Sambula ya u thoma (1), ngeno khwesheya dzo shumiswa u kuvhanganya data kha Sambula 2. Kha nyimele dzoṱhe ho shumiswa ṱhaṱhuvho i re na vhushaka na ṱhoho u itela u ṱhaṱhuvha na u ṱalutshedza data. Zwine ngudo iyi ya vhuedza khazwo ndi mvelelo ya mutheo wa thyori wa ILR, ine ya vha na ṱhalutshedzo yo ḓitikaho nga thyori ya ILR, nḓila ya u angaredza ya ILR; na tsumbanḓila dza zwino u itela mbuelo ya ILR kha nyimele yo ḓitikaho nga nḓivho, zwo lavhelesa kha maga a sisiṱeme. Ṱhalutshedzo i tevhelaho yo vhekanywa zwi ḓitika nga ngudo: Vhushaka ha vhurangaphanḓa Vhuvhedzaho vhukati ha vhathu (ILR) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho ndi maitele a tshumisano ya tshiga tsha vhudavhidzani vhukati ha vharangaphanḓa/vhatevheli vha re na nḓivho vhane vha ṱuṱuwedzana na u kovhekana zwine zwa amba u itela u khwaṱhisa vhushaka havho khathihi na u fhirisa na u shumisa nḓivho u itela u zwikelela zwipikwa zwa tshiimiswa. Zwi tshi ya nga nyimele, zwo wanala uri vharangaphanḓa vha tshiimiswa vha tea u vhumba na u ṱuṱuwedza zwi tevhelaho: muhumbulo wa tshumisano kha vhurangaphanḓa, zwa tshimuya mushumoni, u katela zwa mvelele, na u ṱanganedza u shumiswa ha thekhinoḽodzhi ya vhudavhidzani. Maelana na tshumisano nga tshiga kha LFD, maitele a vhudavhidzani a tevhelaho a wanala a one a ndeme kha ILR ire na mbuelo: u thetshelesa nga vhuronwane, u tikedza vhatevheli hu na kupfesesele kwa uri vhathu vho fhambana, vhudavhidzani ha ṱhonifho, u dzhiela nṱha mihumbulo ya vhatevheli, u ṱuṱuwedza u ṱhalutshedza nga nḓila yo fhambanaho i vhuedzaho ya vhaṅwe vharangaphanḓa/vhatevheli vha shumaho u ya nga vhone vhaṋe, u dzhia dzhenelela (u vhona nga nḓila ine vhaṅwe vharangaphanḓa/vhatevheli vha vona ngayo), u tangnedza nḓivho, ndaulo ya phambano nga kha nyambedzano i sa shushedziho, ya ṱhonifho, nga maanḓa nga nyambedzano vhathu vho livhana zwifhaṱuwo, u ṱuṱuwedza nḓivho ya ṱhalutshedzo kana ndivho ya mushumo kha vhaṅwe vharangaphanḓa/vhatevheli, u ṱuṱuwedza zwithu zwi fhaṱaho vhushaka vhu vhuedzaho u fana na u fulufhedzana. Zwo tumbulwa uri ILR i bveledza sisiṱeme ya mvelelo u vha tshiimiswa tshine tsha dzhenelela kha mvelele na vhuḓipfi, kushumele kwa mushumo, u ṱuṱuwedzea na u dzhenelela ha vhashumi, nauri vhashumi vha sa ṱuwe. U ṱanganedzea ha muthu zwo vheekanywa zwi tshi ya nga mikhwa ya muthu ene muṋe na vhukoni zwine zwa tikedza ILR. Mikhwa ya muthu ya ndemesa yo topolwa sa u fulufhedzea, lufuno, ṱhonifho kana u dzhenelela, fulufhelo, na vhukoni kha zwa phurofeshinaḽa. Vhukoni ha ndeme ho sumbedzwa sa vhukoni ha u thetshelesa, vhukoni ha vhudavhidzani ha muhumbulo (nga maanḓa u ḓiḓivha, u ḓilingulula/sedzulusa na u dzhiela nzhele vhuḓipfi ha vhaṅwe vhathu), vhukoni ha u dzhenelela, vhukoni ha ndaulo ya phambano, na vhukoni ha u dzhenelela kha mvelele nnzhi (zwi tshi katela vhukoni ha zwa murafho).
Communication Science
D. Litt. et Phil. (Communication)

碩士
國立中興大學
科技管理研究所
105
This thesis aims to explore the potential contributions of knowledge sharing in teamwork and present a model that can be used for predicting effective knowledge sharing behaviors in teams. Also, how interpersonal conflict and task conflict as moderators influence the effective in discussion further generate positive outcome of team performance are involved in this study. Drawn from the extant literature, a theoretical model linking knowledge sharing with team performance is postulated. Several relative variables include team efficacy and expressive ties. Besides, interpersonal conflict and task conflict moderate the relationship between expressive ties and team performance. Using a time-lagged research design, data are collected longitudinally from entrepreneurial student teams in six weeks and used to test the proposed model, using SPSS to perform statistical analysis. The findings confirm the applicability and predictive power of the proposed model. This thesis revealed that team members share their particular knowledge from the beginning of teamwork help to innovate the discussions and further build up confidence in team efficacy. In addition, the results show that interpersonal conflict, as a moderator, would positively affect team performance and elevate the final project performance. This study contributes to the findings that interpersonal conflict will positively influence teamwork due to the close relationship binding among students. This study has opened up a new discussion of interpersonal conflict in team of students will help conduct closer interaction and effective ideas which lead the team to better discussion and performance.

碩士
稻江科技暨管理學院
網路系統學系碩士班
101
The subjects of this study were the users of Internet community website, to study self-disclosure and knowledge sharing affected interpersonal communication,. The purpose of this study was to investigate the self-disclosure and knowledge sharing of users , and whether it will affect interpersonal relationships. Study subjects: the Facebook community website users as the research object. Sampling methods: a non-random snowball sampling survey. There were 850 questionnaires collected, valid questionnaires were 753, and valid questionnaire was 86%. Research tools: research tool was the self-made questionnaires of “community website user knowledge sharing, self-expression and interpersonal Scale”. The spss12.0 for windows was used to analysis the data.Statistical methods: descriptive statistics, correlation analysis, regression analysis. The distribution of the sample, men were 377, and women were 376; 70% of people use Facebook every day. Results: 1. The user's knowledge sharing, self-disclosure and the interpersonal relationships had significant positive correlation. 2.Community website users’ knowledge sharing, self-disclosure will have a direct effect on interpersonal relationships. The research results show that the self-disclosure can affected interpersonal more than knowledge sharing. Recommendation: The popularity of network applications will change the appearance of people's lives, and at the same time bring a new form of interpersonal communication, education and information officers should rethink a new type of human interaction, the relationship between the message shared with interpersonal.

碩士
國立屏東科技大學
企業管理系所
95
In the era of knowledge economy, it is a natural trend for an organization to use knowledge management to improve efficiency. Knowledge sharing can be seen as a form of trading in the knowledge market, and promoting personnel’s willingness to share knowledge helps the management of the knowledge market in organization and the organizational effectiveness can thus be improved. The previous studies more probe personnel’s willingness to share knowledge from organizational point of view. This study will probe into personnel point and organizational point to impact willingness of knowledge sharing. Therefore, this study was to investigate the linking organizational commitment and interpersonal trust with the willingness of knowledge sharing and probes into the effects on organizational culture, job characteristic, psychological contract to organizational commitment; and probes into the effects on individual traits to interpersonal trust. The research body targeted at the top 500 large servicing companies, and 100 large banking companies listed by Chinese Worldwide magazine, and high-technical industry. I mail 330 copies of questionnaires, 205 effective copies are retrieved and effective is 62.12%. And then, I use LISREL 8.0 as analysis tools. After LISREL analysis, the conclusions indicate that (1) The higher organizational culture, job characteristic, psychological contract, the higher organizational commitment, and the higher willingness of knowledge sharing. (2) Individualism, Masculinity, Power Distance, the lower organizational commitment, and the lower willingness of knowledge sharing. Based on the research results, research and practical implications are addressed.

碩士
淡江大學
會計學系碩士班
96
As the era of knowledge economy comes, many organizations have adopted the concept of knowledge management in their management system. Researchers found it is difficult to clarify the process of knowledge sharing in practice since individual’s knowledge is deeply stored in one’s mind. It is necessary to share the knowledge among individuals in order to maximize the value of knowledge. The purpose of this study is to understand how personality traits on the “individual level” and interpersonal trust and team process on the “interpersonal level” will affect knowledge sharing behavior. And try to propose a possible model of knowledge sharing process. The research adopted questionnaire survey method to gather data and used structural equation modeling technique to test the hypothesis. The results show that the agreeableness personality has significantly positive impact on interpersonal trust and team interaction process. Moreover, conscientiousness personality has significantly positive impact on knowledge sharing behavior, but has significantly negative impact on interpersonal trust. In addition, interpersonal trust has significantly impact on knowledge sharing behavior. It further suggests that interpersonal trust and team interaction process Mediates between the agreeableness and conscientiousness personality and knowledge sharing behavior. According to the result of this study, it can provide concrete suggestion and direction for relative units and researchers for future study.

碩士
中華大學
科技管理學系
104
ABSTRACT In response to the advent of the new knowledge era of twenty first- century, the policy of the educational reforms has been carried out in full swing. Nowadays, the educational circumstance is particular about the teachers’ cooperation. In addition to the tranditional social responsibilities, teachers should keep learning the new curriculum and the methods of teaching. The excessive workloads of teachers are caused by the former and new responsibilities. Therefore, in order to settle the working pressure caused by the excessive workloads, teachers have to find like-minded partners, expand their networks, transmit the knowledge to each other and stimulate innovative teaching ingenuity. Nowadays, group buying is a typical offica culture. The researches revealed that the interaction between the members have positive and significant influences on credence and knowledge sharing by group buying. Accordingly, the purpose of this study is to investigate on condition that group buying exert benefit on campus, in order to reduces the pressure of teaching, to advance knowledge transmission, and to expand their newtworks. In my study, questionnaires were designed according to related references. The items in the the questionnaires included “working pressure scale”, “sharing knowledge scale”, and “interpersonal relations scale”. The method of this study is adopted Questionnaire Survey. The objects of this study are the 104 school year elementary school teachers. A total of 345 questionnaires were collected, valid questionnaires 331, and effective response rate reaching 95.94%. They were analysed by descriptive statistics, reliability and validity analysis, independent t test, and one-way analysis of variance. The results of this study demonstrate that group buying could promote that teachers mutually share knowledge of teaching, the teaching skills and information. Meanwhile, the teachers in the group-buying activities also uplift the willingness of mutual cooperation, and enhance the confidence in mutual trust. The teachers with the excessive workloads and high pressure could relieve their stress by co-cooperation and sharing the knowledge mutually, and meanwhile, getting the encouragement and assistance from the colleagues. Keywords: Group Buying Behavior, Working Pressure, Sharing Knowledge, Interpersonal Relations

碩士
樹德科技大學
資訊管理研究所
96
Knowledge is a sustainable source of competitive advantage, and knowledge sharing is essential for tapping organizational knowledge. Individualized knowledge must be shared throughout the organization for it to become a source of competitive advantage. Hence, the process of sharing complex knowledge within an organization becomes important. Recently, there is a growing interest in identifying the factors that affect one's knowledge sharing behavior in an organizational context. While some studies posit that personality influences knowledge sharing, they do not consider intervening factors that influence Tacit Knowledge Sharing behavior. The present study aims at explaining how personality affects communication competence, trust and Tacit Knowledge Sharing. The research framework is validated empirically using the structural equation model. Results of our research once again prove the influencing of personality to communication, and to trust; and contribute to understanding more influencing of personality to knowledge sharing.