Oral defense b. henry
•Télécharger en tant que PPTX, PDF•
2 j'aime•421 vues
Dissertation oral defense PP
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (20)
Similaire à Oral defense b. henry
Similaire à Oral defense b. henry (20)
Dernier
Dernier (20)
Oral defense b. henry
- 1. © Bernard C. Henry 2015 ENHANCING COMMUNITIES OF PRACTICE KNOWLEDGE CONVERGENCE THROUGH ONLINE COLLABORATION ACTIVITIES A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Management with Specialization in Information Systems and Technology Dissertation Title 1 8/28/2015
- 2. © Bernard C. Henry 2015 • Robert F. Amason, Jr., PhD, Chair • Dallas K. Cecil, PhD, Committee Member • Leslie G. Kille, EdD, LCSW, Committee Member • Bernard C. Henry, Doctoral Learner Oral Defense Panel 2 8/28/2015
- 3. © Bernard C. Henry 2015 Presentation Outline 3 8/28/2015 1. Problem Statement 2. Purpose of the Study 3. Research Method and Design 4. Research Questions 5. Literature Review 6. Population and Sample 7. Data Collection 8. Results 9. Analysis 10. Discussions 11. Significance to Leadership 12. Limitations 13. Recommendations 14. Questions 15. References
- 4. © Bernard C. Henry 2015 • The general problem for this research is that the firm may be experiencing degraded performance because of the lack of knowledge convergence among practitioners required to maximize the high-valued knowledge necessary to advance the firm’s effectiveness within the prevailing global economic realities (Bastarache, 2009; Choi, Lee, & Yoo, 2010; Janepuengporn & Ussahawanitchakit, 2011; Kim, 2011; Pinnington & Gray, 2007). • The specific problem that led the investigation is the lack of data on the effectiveness of knowledge convergence within an online CoP that may counterbalance degraded performance from collaborative efforts particularly through improved problem-solving skills and decision-making abilities using an online collaborative tool such as Moodle (Jean-Paul & Shih, 2011; Kim, 2011; Rockar & Kohun, 2011). Problem Statement 4 8/28/2015
- 5. © Bernard C. Henry 2015 This mixed methods sequential explanatory research investigated whether un- moderated or moderated group-directed participation is better suited for knowledge creation and convergence within an online CoP. Specifically, the scrutiny of the level of degraded professional judgments resulting from the lack of knowledge creation and convergence within this particular set of CoP professionals. Purpose of the Study 5 8/28/2015
- 6. © Bernard C. Henry 2015 Research Method and Design 6 8/28/2015 Sequential Explanatory Research Design QUAN Quasi-experimental Design Pre & Post Test MC Questionnaire - ANOVA QUAL Exploratory Single Case Study Scenarios - Qualitative Content Analysis Interviews - Constant Comparative Method
- 7. © Bernard C. Henry 2015 Research Questions - QUAN 7 8/28/2015 1. What is the difference between an un-moderated and a moderated online CoP collaboration group's pre- and post-test scores after participating in an online scenario-based discussion to improve problem-solving skills? 2. What is the difference between an un-moderated and a moderated online CoP collaboration group's pre- and post-test scores after participating in an online scenario-based discussion to improve decision-making skills?
- 8. © Bernard C. Henry 2015 Research Questions - QUAL 8 8/28/2015 1. What are the perceptions of un-moderated online CoP collaboration group members regarding their learning potential for building their problem-solving skills? 2. What are the perceptions of moderated online CoP collaboration group members regarding their learning potential for building their problem-solving skills? 3. What are the perceptions of un-moderated online CoP collaboration group members regarding their learning potential for building their decision-making abilities? 4. What are the perceptions of moderated online CoP collaboration group members regarding their learning potential for building their decision-making abilities?
- 9. © Bernard C. Henry 2015 Literature Review 9 8/28/2015 Source Number Peer-reviewed scholarly journals 134 Professional organization websites 8 Dissertations and Theses 4 Books 13 Total 159
- 10. © Bernard C. Henry 2015 • The sampling frame was selected on the basis of convenience sampling of 55 CoP individuals located in a small Jamaican law firm. Namely, individuals were chosen from a confined population (Steinberg, 2008). • Three partners were selected using random selection to conduct a pilot test of the research instruments, technology, interview questions, and scenarios for applicability, relevance, accuracy, and reliability prior to conducting the full blown research. The pilot study found no defects. • Thereafter, a general invitation was issued to the remaining 52 CoP personnel. Nineteen persons responded positively to the invitation of which 15 persons signed the informed consent form. These 15 persons were randomly assigned to one of two groups; moderated and un-moderated. Population and Sample 10 8/28/2015
- 11. © Bernard C. Henry 2015 Data Collection 11 8/28/2015 [QUAN phase] Data Collection & Analysis (Online Pre-test Questionnaire) SPSS: ANOVA [QUAL Phase] Data Collection & Analysis (Online Scenarios) NVivo: Content Analysis [QUAL Phase] Data Collection & Analysis (Face-to-face Interviews) NVivo: Constant Comparative Method [QUAN Phase] Data Collection & Analysis (Online Post- test Questionnaire) SPSS: ANOVA
- 12. © Bernard C. Henry 2015 Results 12 8/28/2015 Pre Multiple-choice Questionnaire (see Appendix B) Questions Mod (M) Un-mod (U) Total (M+U) Mod % Un-mod % Total (M+U) % Q1 5 3 8 83.33% 60.00% 72.73% Q2 3 1 4 50.00% 20.00% 36.36% Q3 3 2 5 50.00% 40.00% 45.45% Q4 1 1 2 16.67% 20.00% 18.18% Q5 1 0 1 16.67% 0.00% 9.09% Q6 2 4 6 33.33% 80.00% 54.55% Q7 0 0 0 0.00% 0.00% 0.00% Q8 5 2 7 83.33% 40.00% 63.64% Q9 4 4 8 66.67% 80.00% 72.73% Q10 4 3 7 66.67% 60.00% 63.64% Total 6 5 11 100.00% 100% 100% Mean 46.67% 40.00% 43.64%
- 13. © Bernard C. Henry 2015 Results 13 8/28/2015 Levene Statistics df1 df2 Sig. .000 1 18 .995 Test of Homogeneity of Variances TestScore (Pre)
- 14. © Bernard C. Henry 2015 Results 14 8/28/2015 Post Multiple-choice Questionnaire (see Appendix B) Questions Mod (M) Un-mod (U) Total (M+U) Mod % Un-mod % Total (M+U) % Q1 5 2 7 100.00% 40.00% 70.00% Q2 4 3 7 80.00% 60.00% 70.00% Q3 2 4 6 40.00% 80.00% 60.00% Q4 3 4 7 60.00% 80.00% 70.00% Q5 5 3 8 100.00% 60.00% 80.00% Q6 2 3 5 40.00% 60.00% 50.00% Q7 3 3 6 60.00% 60.00% 60.00% Q8 5 2 7 100.00% 40.00% 70.00% Q9 4 2 6 80.00% 40.00% 60.00% Q10 2 3 5 40.00% 60.00% 50.00% Total 5 5 10 100.00% 100% 100% Mean 70.00% 58.00% 64.00%
- 15. © Bernard C. Henry 2015 Results 15 8/28/2015 Levene Statistics df1 df2 Sig. 6.438 1 18 .021 Test of Homogeneity of Variances TestScore (Post)
- 16. © Bernard C. Henry 2015 Results 16 8/28/2015 Moderated Coding by Nodes
- 17. © Bernard C. Henry 2015 Results 17 8/28/2015 Un-moderated Coding by Nodes
- 18. © Bernard C. Henry 2015 Results 18 8/28/2015 Interviews Coding by Nodes
- 19. © Bernard C. Henry 2015 • The one-way between-groups analysis of variance data, in itself, may have provided insufficient evidence to reveal a reliable effect between moderated and un-moderated online group collaboration for improving either decision-making skills or problem- solving abilities, (F 1,18) = 1.670, p = .213, MSerror = .072, α = .05. • This information is insufficient to derive a reasonable and truthful conclusion within the context of a mixed methods research because of the small size of N (Field, 2012). • Also, validity and reliability of the research must incorporate the triangulated output of all the research data (Angell & Townsend, 2011; Guion et al., 2011). • Further analysis of the QUAN data revealed that the mean performance of the groups implied at least moderate learning among participants. This is evident in each group’s mean scores increasing in the post-test over the pre-test by μ = 23.33 and μ = 18.00 respectively. Analysis 19 8/28/2015
- 20. © Bernard C. Henry 2015 • In addition, the moderated group outperformed the un-moderated group by 12%. This performance outcome is in line with the expectation of Draper (2010) and in keeping with the theory on knowledge convergence (Capdeferro & Romero, 2012; Castle & McGuire, 2010; Larsen, Visser-Rotgans, & Hole, 2011). • Consistencies with the themes and with word usage in discussing the cases/scenarios, such as, it made me think about compliance with existing rules, it made me consider new policies and procedures, it made me think about how to treat disclosure, it made me think about the need for investigations, it made me value clients' input, and it made me reflect on feedback to clients would infer congruence and knowledge convergence (Jeong & Chi, 2007). Analysis 20 8/28/2015
- 21. © Bernard C. Henry 2015 • Not only did the analysis and outcome of the cases/scenarios endorses the mean scores obtained during the QUAN portion of the exercise, but also its themetic contents seem to conform with the responses that participants provided through the interview process. • As a matter of fact, similarities in themes within this ultimate stage of the research process revealed agreement and harmony among participants such as, the experience was good for me and the learning environment was acceptable to me. • Thus, the triangulated analysis of the increased mean scores on the post-test multiple choice questionnaire after participants discussed the cases/scenarios, the confluence of ideas that emerged from discussing the online cases/scenarios, and the thematic contents that eminated from the interviews would infer that both groups; moderated and un-moderated, may have learned from the collaborative exercise (Angell & Townsend, 2011; Guion et al., 2011). Analysis 21 8/28/2015
- 22. © Bernard C. Henry 2015 • Knowledge convergence extends organizations' knowledge abilities through individuals shared reasoning and tacit knowledge amplification (Nonaka & Von Krogh, 2009). • Knowledge convergence is a means of creating value for an enterprise (Qureshi, Briggs, & Hlupic, 2006). • The triangulated analysis of the increased mean scores on the post-test multiple choice questionnaire after participants discussed the cases/scenarios, the confluence of ideas that emerged from discussing the online cases/scenarios, and the thematic contents that eminated from the interviews conforms to the theoretical expectation of knowledge convergence (Angell & Townsend, 2011; Draper, 1010). Discussion 22 8/28/2015
- 23. © Bernard C. Henry 2015 • Online group collaboration may build or enhance legal talents in the organization that may likely minimize any degraded professional judgments that attorneys may be experiencing because of their lack of CoP knowledge creation and convergence activities (Angell & Townsend, 2011; Draper, 2010). • The triangulated conformation indicates that the firm can gain value from online group collaborative efforts to build knowledge convergence within the organization (Angell & Townsend, 2011; Draper, 1010). Discussion 23 8/28/2015
- 24. © Bernard C. Henry 2015 • Leaders direct businesses, and systems are in place to advance processes, outcome, and opportunities (Foon & Nair, 2010; Gardner et al., 2012). Leaders who understand the prevailing modus operandi are more likely to apply relevant and timely decisions to existing situations and circumstances (Bass, 1985; Caldwell et al., 2012; Davenport, 2011; Jelavic & Ling Tan, 2011). • Online knowledge convergence activities, especially those resulting from actions aimed at building or enhancing decision-making abilities and problem-solving skill-sets would seem appropriate for advancing the organization's growth strategy, longivity, and its ability to compete effectively in the global marketplace (Mariotti & Piscitello, 2010). Significance to Leadership 24 8/28/2015
- 25. © Bernard C. Henry 2015 • The research findings are intended for the scrutinized firm and should therefore not be generalized to other institutions without the appropriate suitability testing for such organizations. Notwithstanding, the results in this study indicate a similar trend to that of Draper (2010). • According to Neuendorf (2011), content analysis has certain limitations. Neuendorf (2011) noted that the only statistical test for codes is simple percentage. Other concerns include the medium of the message, operationalizing concepts, coding protocols competence, and the reliability of the coding schemes applied (Neuendorf, 2011). • The scope limited participants engaged within the online CoP exercise to specific activities that require peculiar skill-sets. Thus, its findings cannot reasonably be generalized to instances and institutions that engage different sets of skills and abilities. Limitations 25 8/28/2015
- 26. © Bernard C. Henry 2015 • The firm's leaders should place a high regard on actions and operations that support moderated online group-related activities that build knowledge convergence that will strengthen professional judgements. • The scope limited participants engaged within the online CoP exercise to specific activities that required peculiar skill-sets and its discoveries are intended for the institution assessed. • Additional research may thus be necessary to examine if such characteristics may extend to other CoP professionals, organizations, or settings. However, the results in this study indicate a similar trend to that of Draper (2010). Recommendations 26 8/28/2015
- 27. © Bernard C. Henry 2015 Thank You. Questions 27 8/28/2015 ?
- 28. © Bernard C. Henry 2015 Angell, B., & Townsend, L. (2011). Designing and conducting mixed methods studies. Retrieved from http://www.sswr.org Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: The Free Press. Bastarache, M. (2009). How internationalization of the law has materialized in Canada. Retrieved from http://www.unb.ca Caldwell, C., Dixon, R., Floyd, L., Chaudoin, J., Post, J., & Cheokas, G. (2012, August). Transformative leadership: Achieving unparalleled excellence. Journal of Business Ethics, 109(2), 175-187. doi:10.1007/s10551-011-1116-2 Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? International Review of Research in Open & Distance Learning, 13(2), 26-44. Retrieved from http://www.irrodl.org Castle, S. R., & McGuire, C. J. (2010). An analysis of student self-assessment of online, blended, and face-to-face learning environments: Implications for sustainable education delivery. International Education Studies, 3(3), 36-40. Retrieved from http://www.ccsenet.org Choi, S. Y., Lee, H., & Yoo, Y. (2010, December). The impact of information technology and transactive memory systems on knowledge sharing, application, and team performance: A field study. MIS Quarterly, 34(4), 855-870. Retrieved from http://misq.org Davenport, T. H. (2011). Rethinking knowledge work: A strategic approach. McKinsey Quarterly, 88-99. Retrieved from http://mckinseyquarterly.com Draper, D. C. (2010). The instructional effects of knowledge-based community of practice learning environments on student achievement and knowledge convergence (Doctoral dissertation). doi:10.1002/piq.21132 Field, A. (2012). Discovering statistics one-way independent ANOVA. Retrieved from http://www.discoveringstatistics.com Foon, L. S., & Nair, P. B. (2010, December). Revisiting the concept of sustainable competitive advantage: Perceptions of managers in Mayaysian MNCs. International Journal of Business & Accountancy, 1(1), 63-78. Retrieved from http://ijba.initmal.edu.my Gardner, H. K., Staats, B. R., & Gino, F. (2012, August). Dynamically integrating knowledge in teams: Transforming resources into performance. Academy of Management Journal, 55(4), 998-1022. doi:10.5465/amj.2010.0604 Guion, L. A., Diehl, D. C., & McDonald, D. (2011). Triangulation: Establishing the validity of qualitative studies. Retrieved from http://edis.ifas.ufl.edu Janepuengporn, K., & Ussahawanitchakit, P. (2011). The impacts of knowledge management strategy on organizational performance: An empirical study of clothing manufacturing businesses in Thailand. International Journal of Business Strategy, 11(1), 92-109. Retrieved from http://connection.ebscohost.com Jean-Paul, P., & Shih, C. (2011). An empirical study on the combined effects of KM enablers and KM strategies organizational performance: A case study of Taiwan ICDF. Review of Management Innovation & Creativity, 4(10), 1-22. Retrieved from http://www.intellectbase.org References 28 8/28/2015
- 29. © Bernard C. Henry 2015 Jelavic, M., & Ling Tan, N. N. (2011, January). Socio-technical knowledge management and epistemological paradigms: Theoretical connections at the individual and organizational level. Interdisciplinary Journal of Information, Knowledge & Management, 6, 1-16. Retrieved from http://academia.edu Jeong, H., & Chi, M. T. (2007, July). Knowledge convergence and collaborative learning. Instructional Science, 35(4), 287-315. doi:10.1007/s11251-006-9008-z Kim, D. (2011). The effects of knowledge sharing on program performance: influences on CPS program performance (Doctoral dissertation). Retrieved from http://scholar.lib.vt.edu Larsen, A. K., Visser-Rotgans, R., & Hole, G. O. (2011, January-March). Teaching and learning community work online: Can e-learning promote competences for future practice? Journal of Technology in Human Services, 29(1), 13-32. doi:10.1080/15228835.2011.565244 Mariotti, S., & Piscitello, L. (2010, July). International growth of banks: From competence-exploiting to competence-enhancing strategies? Service Industries Journal, 30(7), 1007-1024. doi:10.1080/02642060802311278 Nonaka, I., & Von Krogh, G. (2009, May/June). Tacit knowledge and knowledge conversion: controversy and advancement in organizational knowledge creation theory. Organization Science, 20(3), 635-652. doi:10.1287/orsc.1080.0412 Neuendorf, K. (2011, February). Content analysis - a methodological primer for gender reserach. Sex Roles, 64(3/4), 276-289. doi:10.1007/s11199-010-9893-0 Pinnington, A. H., & Gray, J. T. (2007, July). The global restructuring of legal services work? A study of the internationalisation of Australian law firms. International Journal of the Legal Profession, 14(2), 147-172. doi:10.1080/09695950701616515 Qureshi, S., Briggs, R. O., & Hlupic, V. (2006, May). Value creation from intellectual capital: Convergence of knowledge management and collaboration in the intellectual bandwidth model. Group Decision & Negotiation, 15(3), 197-220. doi:10.1007/s10726-006-9018-x Rockar, H. M., & Kohun, F. G. (2011). Highs and lows of organizational decision making and the relationship to collaboration and technology tools. Issues in Informing Science and Information Technology, 8, 175-208. Retrieved from http://iisit.org Steinberg, W. J. (2008). Statistics alive. Thousand Oaks, CA: Sage Publications, Inc. References 29 8/28/2015
Notes de l'éditeur
- This morning we are here to have this presentation on ENHANCING COMMUNITIES OF PRACTICE KNOWLEDGE CONVERGENCE THROUGH ONLINE OLLABORATION ACTIVITIES A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Management with Specialization in Information Systems and Technology
- I want to say a big morning and thank you to Dr. Amason for working so tirelessly with me throughout this often difficult journey and to Drs. Cecil and Kille for their valuable input throughout this doctoral process. I am Bernard Henry, a doctoral learner.
- I will attempt to cover in as much detail as possible within the given timeframe the following research topics: The Problem Statement, the Purpose of the Study, the Research Method and Design, Research Questions, Literature Review, the Population and Sample, Data Collection, Results, Analysis, Discussions, the Significance of the findings to Leadership, its Limitations, and Recommendations. Please note that the questions precede the references.
- The problem statement arise out of the possible need that the firm may be experiencing degraded performance in the absence of knowledge convergence possible through the effective use of online collaborative activities. Specifically, the lack of data in this regard makes it seem reasonable to investigate if online group collaborative activities are at all possible within the given situatedness of the firm to improve problem-solving and decision-making skills that may counterbalance any degraded performance that the firm may be experiencing.
- Such concern has led to this mixed methods sequential explanatory research to investigate whether un-moderated or moderated group-directed participation is better suited for knowledge creation and convergence within an online CoP.
- To fulfill the research purpose within the particular situatedness of the firm, given its population size and the sampling method available to this researcher, this Sequential Explanatory Research Design was chosen as the best method available that could combine a QUAN and QUAL study using tools such as, Pre & Post Test MC Questionnaire by way of a Quasi-experimental Design and through Scenarios and Interviews by way of an Exploratory Single Case Study adjudged by Qualitative Content Analysis and the Constant Comparative Method respectively.
- To accomplish these ambitious tasks, the following research questions arose to satisfy the QUAN portion of the research: What is the difference between an un-moderated and a moderated online CoP collaboration group's pre- and post-test scores after participating in an online scenario-based discussion to improve problem-solving skills? What is the difference between an un-moderated and a moderated online CoP collaboration group's pre- and post-test scores after participating in an online scenario-based discussion to improve decision-making skills?
- In addition, answers to the following QUAL questions were pursued: What are the perceptions of un-moderated online CoP collaboration group members regarding their learning potential for building their problem-solving skills? What are the perceptions of moderated online CoP collaboration group members regarding their learning potential for building their problem-solving skills? What are the perceptions of un-moderated online CoP collaboration group members regarding their learning potential for building their decision-making abilities? What are the perceptions of moderated online CoP collaboration group members regarding their learning potential for building their decision-making abilities?
- In order to establish a solid foundation for the research, the existing literature was exhaustively examined to ascertain what accredited scholars and researchers have published in this area. This includes 134 Peer-reviewed scholarly journals among other sources of interest. The works of authors such as, Bass, Brown & Duguid, Caldwell et al., Creswell, Davenport, Draper, Skinner, and Roberts, are only a minute list of authors whose work have contributed to this research.
- The sampling frame was selected on the basis of convenience sampling of 55 CoP individuals located in a small Jamaican law firm. Three partners were selected using random selection to conduct a pilot test of the research instruments, technology, interview questions, and scenarios for applicability, relevance, accuracy, and reliability prior to conducting the full blown research. The pilot study found no defects. Thereafter, a general invitation was issued to the remaining 52 CoP personnel. 19 persons responded positively to the invitation of which 15 persons signed the informed consent form. These 15 persons were randomly assigned to one of two groups; moderated and un-moderated.
- Data collection occurred over four phases starting with the online multiple-choice questionnaire that was followed by participating in the online cases/scenarios discussions. Stage 3 involved retaking the online multiple-choice questionnaire and the final stage involve face-to-face interviews with participants.
- The results from the four data collection interactions are as follows: Participation in the pre- multiple-choice questionnaire produced means of 46.67% and 40.00% for the moderated and un-moderated groups respectively and a Levene’s observed significance p-value of .995 whereas participation in the post multiple-choice questionnaire produced means of 70.00% and 58.00% and a Levene’s observed significance p-value of .021.
- The moderated and un-moderated groups have both unique and congruent ideas, which were generated from their participation in the online scenarios. Congruence were observed across groups in themes such as, compliance, the creation of policies and procedures, disclosure, investigation, making decisions, and providing feedback. Differences were observed in themes such as, the level of feedback, external rules and regulations, and security.
- The interviews were assessed by comparing the thematic content of participants experiences. In carrying out this exercise, it became evident through inductive reasoning that certain ideas predominated each person’s responses, such as the general experience that persons shared in participating in the research, the learning they received through their participation, the positive and moderate state of the experience, the need to use a leader to drive the learning process, and the positive contribution gained from the activities to both solving problems and making decisions.
- In assessing the findings, one may surmise that the one-way between-groups analysis of variance, in itself, may have provided insufficient evidence to reveal a reliable effect between moderated and un-moderated online group collaboration for improving either decision-making skills or problem-solving abilities because of the small size of N. In addition, in a mixed methods research, all the facts must be considered to derive any reasonable conclusion as noted by Field. In taking the entire QUAN QUAL data analysis into consideration therefore, one observe much congruence in improved performance through the post-test scores of both groups increasing by μ = 23.33 and μ = 18.00 respectively, and with the moderated group outperforming the un-moderated group by 12%. This performance outcome is in keeping with that of Draper and Capdeferro & Romero.
- In fact, there were obvious consistencies with the themes and with word usage in discussing the cases/scenarios, such as, it made me think about compliance with existing rules, it made me consider new policies and procedures, and it made me think about the need for investigations.
- Consistencies with themes were strenghtened through the interview process in statements such as, the experience was good for me and the learning environment was acceptable to me. Thus, the triangulated analysis of the increased mean scores on the post-test multiple choice questionnaire after participants discussed the cases/scenarios, the confluence of ideas that emerged from discussing the online cases/scenarios, and the thematic contents that eminated from the interviews would infer that both groups; moderated and un-moderated, may have learned from the collaborative exercise.
- When one considers that knowledge convergence extends organizations' knowledge abilities through individuals shared reasoning and tacit knowledge amplification as Nonaka & Von Krogh pointed out, then one is obliged to accept its role as a means of creating value for the firm. As indicated earlier through the triangulated analysis of the post-test mean scores, the confluence of ideas that emerged from discussing the online cases/scenarios, and the thematic contents that eminated from the interviews, then one must conclude that the process has produced knowledge convergence.
- To that extent therefore, online group collaboration may build or enhance the firm’s legal talents that will possibly minimize any degraded professional judgments that the firm may be experiencing as confirmed by the triangulated analysis of the research data.
- Now what does this all mean to the firm’s leaders? When one recalls that leaders direct businesses and that systems are in place to advance processes, outcome, and opportunities as Foon & Nair pointed out, one will recognize that leaders who understand the prevailing modus operandi are more likely to apply relevant and timely decisions to existing situations and circumstances as Bass and Davenport noted. Therefore, the firm’s leaders should be encouraged to incorporate online knowledge convergence activities, especially those resulting from actions aimed at building or enhancing decision-making abilities and problem-solving skill so that the potential for degraded performance within the organization may be minimized.
- Please note that the research findings are intended for the scrutinized firm and should therefore not be generalized to other institutions without the appropriate suitability testing for such organizations, notwithstanding the similarity of outcome with Draper’s study. In addition, the research uses content analysis, which has certain limitations. Neuendorf noted that the only statistical test for codes is simple percentage. Other concerns may include the medium of the message, operationalizing concepts, coding protocols competence, and the reliability of the coding schemes applied. Also, the scope limited participants engaged within the online CoP exercise to specific activities that require peculiar skill-sets. Thus, its findings cannot reasonably be generalized to instances and institutions that engage different sets of skills and abilities.
- I therefore conclude this presentation with a few recommendations. First, the firm's leaders should place a high regard on actions and operations that support moderated online group-related activities that is likely to build knowledge convergence within the firm. Second, because of the peculiarities associated with the running of a law firm, it would be unwise to generalize this research findings to dissimiliar situations and circumstances. Third, any attempt at generalizability of these findings require additional research using other CoP professionals, organizations, and settings.
- I thank you very much. Are there any questions?