Media Appropriateness: Effects of Experience on Communication Media Choice

Organizations are faced with a myriad of emerging advanced information technologies. Management may be anxious about the numerous choices while simultaneously yearning for instant realization of benefits promised by the adopted technologies. Management should also be aware that the eventual institutional use of these technologies is dependent upon the learning and training opportunities presented to individuals. Individual approval or established perceptions toward technology appropriateness are mostly idiosyncratic and contingent upon numerous factors such as task goals or prior technology experience. This paper examines the effect of learning experiences with nine communication media, based on perception changes of media appropriateness. Two hundred and ninety-five MBA students participated in a longitudinal quasi-experimental study. Results indicate that traditionally rich media such as face-to-face, group meetings, and telephone were consistently perceived to be more appropriate than emerging new media over time. However, an individual's specific experience with communication media affects perceptions of media appropriateness, and this is particularly evident in computer-based communications. In addition, changes in perception of media appropriateness were directly related to the participants' learning experience and were particularly salient with new media. Furthermore, increased use of some media was found to be associated with decreased use of other media. This study demonstrates that deliberate technology-use mediation can be an effective management mechanism to facilitate an individual's ability to gain experience in the use of new technologies. This paper also suggests that an individual's media experiences and temporal factors are two important but underemphasized factors in understanding and studying technology choice and use.     

Distance Learning: Education or Economics?

Sir John Daniel, Vice Chancellor of the Open University in England, pronounced that American universities are in a crisis of access, flexibility and cost. His solution is that American Universities and Colleges should employ educational technologies that allow students to earn college degrees without visiting the college campus (distance learning). The argument is that distance learning is a cost-effective way of providing more students with access to higher education. Sir John's argument illustrates a crisis in neither access, flexibility, nor cost. On further inspection, distance learning degree programs appear to be a strategy for reducing the cost of higher education by replacing professors with computers and part-time teachers. This strategy offers limited educational benefits for the student and may present a financial danger to smaller colleges and universities, if they succumb to the pressure to develop distance, learning degree programs. This revised version was published online in July 2006 with corrections to the Cover Date.     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.     

The trend of blended learning in Taiwan: perceptions of HRD practitioners and implications for emerging competencies

The purpose of this study was to explore the status and future directions of blended learning in workplaces in Taiwan and to probe into emerging competencies of human resource development professionals. One hundred and twelve participants who worked in various types of organizations were surveyed. The survey results revealed that the most significant issue related to blended learning is a lack of understanding of what it is. Instructional strategies anticipated to be employed during the next few years included authentic cases, virtual teaming, problem-based learning and coaching. The technologies deemed useful were knowledge management technologies, cell phones and electronic books. When comparing different sizes of organizations, large enterprises were more likely to have adopted blended learning and to perceive diverse benefits related to blended learning. Based on these findings, we recommend additional professional development related to the design, development and evaluation of blended learning for practitioners in Taiwan.     

Modeling Synergy and Learning under Multiple Advanced Manufacturing Technologies

The advent of the wide variety of new, highly integrated, advanced manufacturing technologies available for acquisition by a firm's managers has brought to light an accompanying set of unexpected issues. These issues include expectations for the benefits and costs of these technologies, determining the appropriate order of implementation and finding a way to justify acquisition when many of the benefits are a function of the technology's learning and synergistic effects on other operations and technologies. We present here a model that captures the interaction effects of these highly integrated technologies and discuss the data requirements for application of the construct. We then illustrate the model's workings with a number of multitechnology examples and show the danger of ignoring the synergistic and learning effects of these technologies when considering their acquisition.     

The Role of Interdisciplinary Analysis in Bridging the Gap Between the Technical and Human Sides of Risk Assessment1

It is readily observable that there is a wide gulf between the manner by which the lay public and the manner by which technical experts assess the risks of complex technologies and assimilate these assessments in decisions regarding the acceptance or rejection of technological options. On the public side, this gap in methods and value assessments is a major source of distrust of technical experts and disaffection with the social management of technology. From the viewpoint of the technical experts who introduce or regulate technologies, this gap is both a cauldron of frustration and a perceived justification for paternalistic technocratic decision-making that further alienates important segments of the public. It is the author's belief that unless our society learns how to progress in bridging these gaps within the framework of a comparative mode of risk-cost-benefit analysis of options, the potential net benefits of certain technologies such as commercial nuclear power could well be lost to our society. Research on public risk perception, while potentially an important component in achieving this objective, needs to be restructured from its present static orientation to meet the needs of forward-looking decision-making that accommodates dynamic learning processes of both the public and technical experts as well as the “learning curves” of technological improvements historically accompanying successful innovations. Moreover, no less attention needs to be devoted to improved benefit assessment along with ethical and equity considerations in decision-making involving the reconciliation of conflict between individual and societal interests. This paper examines the vital importance of interdisciplinary analysis in fulfilling these needs.     

低碳技术组合应用下纵向合作减排的随机微分对策模型

在低碳电力调度准则下,基于考虑减排技术及其协同效应对低碳负荷需求的影响与电网公司购电的有限理性学习过程,建立了发电商采用3种低碳技术组合应用时的纵向合作减排的随机微分对策模型。运用汉密尔顿-雅可比-贝尔曼方程分别求得了Stackelberg博弈和合作博弈下均衡的减排技术投入、稳定的购电电量期望与方差以及Stackelberg博弈下最优的减排支付比例。考察了发电商减排技术的对称性及其应用数量对反馈均衡结果的影响,并对此两种博弈结构进行了比较分析。运用基于双向加权Rubinstein-Stahl讨价还价模型的利润共享契约使得决策系统达到协调,并将模型拓展到多种减排技术投入下的合作减排模型。研究发现:在一定条件和范围内,减排投入提高电网公司购电电量,同时发电商为此所带来的风险增大;合作博弈更适于优化电力市场电源结构,顺应低碳电力调度政策的导向;最优的减排技术应用、稳定的购电电量期望与方差以及系统均衡利润都与发电商选择的低碳技术投资效率、技术之间的协同作用以及数量正相关。     

Integration and Cospecialization of Emerging Complementary Technologies by Startups

We analyze the market entry problem faced by startups that must integrate their service or product with one or more complementary technologies. The problem is especially challenging when the complementary technologies have uncertain cost reduction potentials. The entrepreneurship literature suggests that startups should pursue focused strategies for various reasons, including bounded rationality and budget constraints, but generally overlooks startups entering markets with complementary technologies. The advice for mature firms investing in complementary technologies is often to diversify investment across multiple complements to manage technological uncertainty. Given competing guidance, we seek to extend the entrepreneurship literature by modeling startups' entry decisions for markets in which complementary technologies exhibit strong learning effects. We find that, consistent with the extant entrepreneurship literature, startups generally achieve higher expected returns by channeling their integration investment to only one complementary technology. However, the mechanisms driving our results differ significantly by hinging on nonlinear feedback effects that occur when firms concentrate integration investment in only one complementary technology. Interestingly, this focused strategy often does not yield the highest market share or the lowest likelihood of bankruptcy. We characterize the situations under which each finding holds and describe the implications of these findings for theory, practice, and policy.     

The potential of design-driven foresight to support strategy articulation through experiential learning

The turn of the 21st century has seen the burst of research on how design can support strategy formation and execution; however, little attention has been placed on the emerging field of design-driven foresight, that is the combined adoption of design and foresight methods to generate more immersive, experiential, and engaging representations of the future and inform strategy-making. This paper further unpacks this domain by examining the mechanisms that connect design-driven foresight with strategy articulation through relying on experiential learning. By drawing on a three-year research and innovation project, we illustrate how the relevant stakeholders make use of design-driven foresight processes while co-creating some interactive technologies needed to support crowdsourced curatorial processes in cultural heritage. The empirical evidence suggests how design-driven foresight, through co-creation workshops, can support experiential learning in the form of three distinct processes: favouring knowledge translation mechanisms, creating a safe space for learning-by-doing, and facilitating a multi-stakeholder conversation anchored to material and tangible work embedded in design artefacts. In turn, experiential learning can support processes of strategy articulation that emerge while stakeholders tinker with multiple exploitation pathways and progress through alternating phases of convergent and divergent thinking. Finally, it is argued that the plasticity and openness of design artefacts adopted in the context of foresight support forms of learning that will eventually foster processes of strategy articulation.     

Maintaining Relevance in Business Education. A Framework for Exploring Alternative Teaching Paradigms

Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our teaching approach to the new demands of business managers in pursuit of maintaining relevance. It considers the changes this requires in the learner: teacher relationship, and the way in which information communication technologies have a powerful role to play in developing and managing this new relationship. A model is proposed to explore the alternative teaching paradigms associated wich might be best described as seismic shifts in the learning landscape. For educators it suggests a change in teaching values that emphasise stronger attention to process skills, less teacher autonomy, direction and control, and a more creative use of technology to encourage diversity, dialogue and distributed team learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

SME manager development in virtual learning communities and the role of trust: A conceptual study

Small and medium-sized enterprises (SMEs) are seen as vital to economic development. However, managers in these organizations generally have fewer opportunities for training and development than their counterparts in larger organizations. In this paper, the authors argue the need for development opportunities based around ‘virtual’ learning and develop a conceptual framework. The increasing penetration of broadband technologies offers the opportunity to create learning communities to engage SME managers with peers facing similar challenges. For a meaningful experience to be achieved in a virtual community, the role of the facilitator is established as important; however, an area largely overlooked in prior research into networked learning is that of the role of trust and how facilitators can generate it. In order to develop the framework for this paper, the authors review prior research into trust, learning, facilitation and virtual learning communities – the main aim being the identification of those aspects of the facilitator intervention that are most likely to engender trust and participation. Finally, areas for further research are identified.     

Anticipating acceptance of emerging technologies using twitter: the case of self-driving cars

In an early stage of developing emerging technologies, there is often great uncertainty regarding their future success. Companies can reduce this uncertainty by listening to the voice of customers as the customer eventually decides to accept an emerging technology or not. We show that risk and benefit perceptions are central determinants of acceptance of emerging technologies. We present an analysis of risk and benefit perception of self-driving cars from March 2015 until October 2016. In this period, we analyzed 1,963,905 tweets using supervised machine learning for text classification. Furthermore, we developed two new metrics, risk rate (RR) and benefit rate (BR), which allow analyzing risk and benefit perceptions on social media quantitatively. With our results, we provide impetus for further research on acceptance of self-driving cars and a methodological contribution to acceptance of emerging technologies research. Furthermore, we identify crucial issues in the public perception of self-driving cars and provide guidance for the management of emerging technologies to increase the likelihood of their acceptance.     

Performance Effects Related to the Sequence of Integration of Healthcare Technologies

There is a natural order to most events in life: Everything from learning to read to DNA sequences in molecular biology follows some predetermined, structured methodology that has been refined to yield improved results. Likewise, it would seem that firms could benefit by adopting and implementing technologies in some logical way so as to increase their overall performance. In this study of 555 hospitals, we investigate the order in which medical technologies are transformed into information technologies through a process of converting them from stand‐alone technologies to interoperable, integrated information systems and whether certain configurations of sequences of integration yield additional value. We find that sequence does matter and that hospitals that integrated foundational technologies first—which in this case are known to be more complex—tend to perform better. Theoretical and practical implications of this finding and others are discussed.     

Nanotechnology,Risk, and Oversight: Learning Lessons from Related Emerging Technologies

Emerging technologies are defined by their novelty and thus are accompanied by significant uncertainty in determining appropriate ways to manage risks associated with them. Yet, there is a body of prior knowledge about risk management and oversight policy for other technologies that have already permeated society. Here, we describe two ways in which prospective oversight policy analysis for emerging technologies can draw upon these past experiences. One involves comparing specific products that have already been marketed to similar products of the emerging technology (cognate‐product approach). The other treats the emerging technology as a body of products and methods and relates it to another technological field that has already emerged and penetrated markets (whole‐technology approach). In this article, we describe our work using these approaches to inform risk and oversight policy for nanotechnology and its products. We draw parallels between biotechnology and nanotechnology as whole fields of development and also between genetically engineered organisms in the food supply and agricultural products of nanotechnology. Through these comparisons, we find that both approaches to historical learning have value and present lessons that could be applied to nanotechnology.     

Open innovation and quality management: the moderating role of interorganisational IT infrastructure and complementary learning styles

This study seeks to explain the influence of quality management on the relationship between open innovation and performance. We propose that, to contribute to open innovation performance, an organisation’s commitment to quality improvement must rely on the combination of its own resources and capabilities and its open innovation partners’ resources and capabilities. Specifically, we examine the moderating role of an interorganisational IT infrastructure and the complementarity of learning styles among an organisation committed to quality improvement and its supply network. Using data from 270 managers of European firms, our results show that the negative effects of quality management on open innovation performance can be overcome by complementing the organisation’s learning style with that of its open innovation partner, particularly, its supply network, and, most importantly, obtaining information technologies compatible with those of its supply network members.     

EXTENDING THE BOUNDARIES OF OPERATIONS MANAGEMENT: AN INTERNATIONAL FIELD-STUDIES APPROACH INTEGRATING INFORMATION SYSTEMS

Continued globalization, extensive use of information technologies, increasing cross-functional dependencies, and new organizational forms are rapidly changing the learning context of operations management. This paper describes an example of a mba elective course that has been created to address and learn from these new realities. We have taken a process view of the global firm, focusing mainly on the new product/service development, order fulfillment, and supply chain/ after-sales service processes. We have designed our course to contain most of the traditional topics in operations management (om) with information systems (is) woven in to support the key business processes. Our underlying belief is that these two functional areas should be seen as a blend, a seamless merging of the two fields, to obtain a competitive advantage. Besides teaching om and is in this integrated manner, the course engages in face-to-face student consulting projects with multinational companies. This paper describes our rationale for the course design and how it has been implemented over the last 6 years-as well as our plans for the future.     

"引进-模仿-改进-创新"模型与韩国企业技术学习的演进过程

韩国企业通过技术的引进-模仿-改进-创新,实现了自主创新和技术跨越,对我国现实发展阶段的创新型国家建设具有重要的启发和借鉴意义.本文以技术学习理论为研究基础,考察了韩国企业技术学习过程,分析了韩国半导体行业、汽车行业和电子行业的技术学习路径,构建了基于技术学习的知识创新过程模型,最后提出了值得中国企业研究和借鉴的地方.     

Productive organizational energy mediates the impact of organizational structure on absorptive capacity

The ability of an organization to cope with radical technological change is regarded to be heavily dependent on its ability to absorb and apply knowledge from its environment. This study investigates the role of organizational structure in driving absorptive capacity and uncovers the role of the emergent phenomenon of organizational energy as the enabler of this relationship. A field study was conducted among firms that are challenged by the disruptive nature of Cloud computing. Our results show that organizational design affects the degree of mobilization of an organization's affective, cognitive and behavioral resources, which in turn influence the effectiveness of learning processes related to the absorption and exchange of knowledge within the organization. Furthermore, they reveal the positive relationship between the enactment of absorptive capacity and the successful adoption of Cloud technology for incumbent firms. The findings contribute to our understanding of the micro-foundations of absorptive capacity and how positive organizational phenomena facilitate effective adoption and implementation of emerging technologies.     

Key Characteristics of the Large Innovating Firm*

Large innovating firms are a major source of the world's technology, and in the 20th century have shown great resilience in absorbing successive waves of radical innovations. The key characteristics of these firms derive from the properties of their innovative activities. First, given the specific, differentiated and cumulative nature of technological development, the range of possible choices about both product and processed technologies open to the firm depends on its accumulated competence. Second, given functional and professional specialization, the implementation of technological choices requires organization and orchestration across disciplinary, functional and divisional boundaries. Third, given cumulative development and uncertainty, the improvement of these competences requires continuous and collective learning. Fourth, in the light of these characteristics, systems for allocating resources must take into account the benefits of learning by doing, as well as the benefits of outcomes. As a consequence, the technical function in large firms involves not just the implementation of innovations, but also the definition of appropriate divisional objectives and boundaries, the exploration of radical technologies, and the formation of technological expectations about the future.     

The Effect of Learning and Integration Investment on Manufacturing Outsourcing Decisions: A Game Theoretic Approach

We introduce a two‐period Stackelberg game of a supplier and buyer. We recognize that learning from manufacturing experience has many advantages. Consistent with the literature, we assume both the buyer and supplier realize reductions in their respective production costs in period 2 due to volume‐based learning from period 1 production. In addition, we introduce another learning concept, the future value, to capture the buyer's benefits of transferring current manufacturing experience for the design and development of future products and technologies. In contrast to the literature, we allow the supplier two mechanisms to impact the buyer's outsourcing decision: price and the investment in integration process improvement (IPI) that reduces the buyer's unit cost of integration. IPI may include the investment in new materials, specialized technology, or the re‐design of the integration process. Conditions are given whereby the buyer partially outsources component demand as opposed to fully outsourcing or fully producing in‐house. Furthermore, conditions are given characterizing when the supplier's price and investment in IPI are substitute strategies versus complements. Both analytic and numerical results are presented.