知識分享平台接受度及知識分享行為之探討

Acceptance of knowledge-sharing platform and Behaviors of knowledge sharing

蔡碧昭(Pi-Chao Tsai)

指導教授 ： 邱貴發

國立臺灣師範大學/教育學院/資訊教育學系在職進修碩士班/碩士(2007年)

摘要

本研究以行政院所屬人事人員為研究對象，目的在於了解人事人員對知識分享平台的接受度以及在虛擬實務社群的環境，人事人員的知識分享行為影響因素。為了解人事人員對知識分享平台的接受度，採用Davis的科技接受模式(TAM)為基礎，以了解人事人員對知識分享平台有用性及易用性之看法，及這種看法對知識分享行為是否產生顯著的差異。為了解在虛擬實務社群的環境，人事人員的知識分享行為影響因素，採用Ajzen的計劃行為理論(TPB)作為理論基礎，以了解人事人員知識分享的態度、主觀規範及知覺行為控制等因素，對知識分享行為是否產生顯著的差異。研究結果顯示：1、知覺有用性及知覺易用性與知識分享態度具有高度相關。2、知覺有用性及知覺易用性之間具有中度相關。3、知識分享態度、知識分享主觀規範及知覺行為控制之間有顯著相關。4、知覺有用性及知覺易用性之間有顯著相關。5、知識分享態度、知識分享主觀規範及知覺行為控制對知識分享行為均無顯著影響。研究建議：1、因本研究各構面對實際知識分享行為並無顯著差異，建議增加知識分享行為意圖構面，以瞭解知識分享行為意圖對實際知識分享行為是否有顯著差異。2、可將討論熱絡之差假勤惰、待遇核薪等類知識，彙集為知識物件以供取用或提供類似Wikipedia機制，由眾人共同致力知識的創造與擴散。

關鍵字

知識分享 ； 計劃行為理論 ； 科技接受模式

並列摘要

The goal of this study, which the Executive Yuan personnel staffs are for the study target, is aimed to understand the acceptance status of the knowledge-sharing platform, as well as the influence factors of the knowledge-sharing behavior for the personnel staffs under the virtually practice community environment.
First of all, in order to understand the acceptance status of the knowledge-sharing platform for the study target, Davis’s Technology Acceptance Model (TAM) is adapted as the foundation to understand the opinions of the usefulness and the suitability of the knowledge-sharing platform for the personnel staffs, as well as those whether some conspicuous differences occur at the knowledge-sharing behavior or not.
Next, in order to understand the influence factors of the knowledge-sharing behavior for the study target under the virtually practice community environment, Ajzen’s Theory of Planned Behavior (TPB) is adapted as the foundation to understand the influence factors of the attitude, subjected norms, perceived behavioral control, etc, of the knowledge-sharing for the personnel staffs, as well as those whether some conspicuous differences occur at the knowledge-sharing behavior or not.
After this study, the result is described as follows.
1. High correlation appears on the perceived usefulness and the perceived suitability with the knowledge-sharing attitude.
2. Moderate correlation appears between the perceived usefulness and the perceived suitability.
3. The correlation occurs among the knowledge-sharing attitude, the knowledge-sharing subjective norms, and the perceived behavioral control.
4. The correlation occurs among the perceived usefulness and the perceived easy of use.
5. No conspicuous influence occurs among the perceived usefulness, the perceived suitability, the knowledge-sharing attitude, the knowledge-sharing subjective norms, and the perceived behavioral control for knowledge-sharing behavior.
Therefore, some suggestions are described in the following.
1. Since no conspicuous influence occurs at all aspects for actual knowledge-sharing behavior after this study, the aspect of the knowledge-sharing intention is suggested as a addition in order to understand whether some conspicuous differences appear for actual knowledge-sharing behavior.
2. Some knowledge, such as the popular merit assessment, the salary, etc, can be integrated as the knowledge objects pools, as well as can be provided for some systems, such as Wikipedia, on purpose of the creation and the diffusion of the knowledge widely.

並列關鍵字

Knowledge-Sharing ； Theory of Planned Behavior(TPB) ； Technology Acceptance Model (TAM)

參考文獻

吳盛、林東清(民92)。以計劃行為理論探討資訊人員的知識分享行為。資訊管理學報，14(2)， 75-110。

Ajzen, I.(1985). From Intentions to Actions:A Theory of Planned Behavior. Action control :from cognition to behavior, 11-39, Heidelberg: Springer.

Ajzen, I.(1991). The Theory of Planned Behavior.Organizational Behavior and Human Decision Processes,50, 179-211.

Ardichvili, A., & Page, V., & Wentling, T.(2003). Motivation and barriers to participation in virtual knowledge-sharing communities of practice.Journal of Knowledge Management,7(1), 64-77.

Armitage,C. J., & Christian, J.(2003). From Attitudes to Behaviour: Basic and Applied Research on the Theory of Planned Behaviour. Current Psychology: Developmental, Learning, Personality, Social,22(3), 187–195.