(Luận văn) social capital and job performance, the roles of knowledge sharing knowledge acquisition in social media communities

t to UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business ng hi ep w n lo ad LE DANG PHUONG ju y th yi pl n ua al SOCIAL CAPITAL AND JOB PERFORMANCE: THE ROLES OF KNOWLEDGE SHARING, KNOWLEDE ACQUISITION IN SOCIAL MEDIA COMMUNITIES n va ll fu oi m at nh z z k jm ht vb ID: 22120102 om SUPERVISOR: Dr.LE NHAT HANH l.c gm MASTER OF BUSINESS (Honours) n a Lu n va y te re th Ho Chi Minh City – Year 2014 t to ACKNOWLEDGEMENTS ng I would like to express my sincere thankfulness to my research advisor, Dr Le hi ep Nhat Hanh for her time and enthusiasm in guiding me to complete this thesis She has w spent all her time in Saturday morning during our preparation for this thesis to help, n lo support and solve hard problems for us I am sure that the thesis would not have ad ju y th finished without her support yi I also give many thanks to Prof Nguyen Dinh Tho and Dr Nguyen Thi Mai pl ua al Trang for carefully guiding me in Research and Design subject to help me have n enough knowledge to finish this thesis va n I would like to thank all ISB lecturers and staffs who facilitate necessary fu ll knowledge and materials for us to study and finish this course oi m Finally, I would like to give my special thanks for my wife and family for at nh supporting me during my study z z k jm ht vb om l.c gm n a Lu n va y te re th t to ABSTRACT ng Social media professional groups have been developing in recent years Many hi ep people come there for seeking for knowledge to solve problems at work However, w seeking knowledge on social media professional groups can be difficult because n lo people tend to hoard rather than exchange knowledge to other people This study ad ju y th focuses on social interaction ties, trust, and shared language of the social capital theory to explore which motivations make people to share and acquire knowledge in yi pl social media professional groups Besides that, this research go further to investigate ua al n how these knowledge affect on job performance va n Data collected from 207 members of social media professional groups in Ho ll fu oi m Chi Minh city of Viet Nam support for the proposed model The results indicate social at nh interaction ties have positive impact on knowledge acquisition Trust and shared language have positive impact on knowledge sharing and knowledge acquisition z z k jm relationship with job performance ht vb Besides that the finding also shows that knowledge acquisition has a positive om l.c sharing, knowledge acquisition, Job performance gm Keywords: Social capital, social media professional groups, knowledge n a Lu n va y te re th t to TABLE OF CONTENTS ng CHAPTER 1: INTRODUCTION hi ep 1 Background 1.2 Research Questions and Objectives 10 w n 1.3 Research Delimitation 11 lo ad 1.4 Research contribution 11 y th 1.5 Thesis Structure 11 ju CHAPTER 2: LITERATURE REVIEW 12 yi pl 2.1 Knowledge, Knowledge sharing and Knowledge acquisition 12 ua al 2 Social capital theory and knowledge sharing and knowledge acquisition 13 n 2.3 Social interaction ties 14 n va 2.4 Trust 15 ll fu 2.5 Shared language 16 oi m 2.6 The relationship between knowledge sharing, knowledge acquisition and job performance 17 nh CHAPTER 3: RESEARCH METHODOLOGY 20 at z 3.1 Research processes 20 z ht vb 3.2 The unit of observation 21 3.3 Sample: 21 jm k 3.4 Measures of the constructs 21 gm 3.4.1 Social interaction ties 21 l.c 3.4.2 Trust 22 om 3.4.3 Shared language 23 3.4.5 Knowledge acquisition 24 CHAPTER 4: DATA ANALYSIS 29 th 3.8 Data coding 27 y 3.7 Data collection 27 te re 3.6 Quantitative research 26 n 3.5 Qualitative research 25 va 3.4.6 Job performance 25 n a Lu 3.4.4 Knowledge sharing 23 t to 4.1 Respondents’ demographics 29 ng 4.2 Reliability Analysis 31 hi 4.3 Exploratory Factor Analysis (EFA) 34 ep 4.4 Regression Analysis 37 w 4.4.1 The relationship between social interaction ties, trust, shared language and Knowledge sharing 38 n lo ad 4.4.2 The relationship between social interaction ties, trust, shared language and knowledge acquisition 40 y th ju 4.4.3 The relationship between knowledge acquisition, knowledge sharing and Job performance 42 yi pl CHAPTER 5: CONCLUSION, IMPLICATIONS, AND LIMITATIONS 46 ua al 5.1 Conclusion 46 n n va 5.2 Implication 47 ll fu 5.3 Limitations and future research 48 oi m REFERENCES 50 at nh z z k jm ht vb om l.c gm n a Lu n va y te re th t to TABLE OF FIGUIRES ng Figure 2.7: Research model 19 hi ep Figure 3.4: Research processes 20 Figure F1: Histogram of knowledge sharing 74 w n Figure F2: Normal P-P Plot of knowledge sharing 74 lo ad Figure F4: Histogram of knowledge acquisition 75 y th Figure F5: P-P Plot of knowledge acquisition 75 ju Figure F6: P-P Scatter Plot of knowledge acquisition 75 yi Figure F7: Histogram of Job performance 76 pl ua al Figure F8: Normal P-P Plot of job performance 76 Figure F9: Scatter plot job performance 76 n n va LIST OF TABLES ll fu m oi Table 3.1: Scales of Social Interaction Ties 21 nh at Table 3.2: Scales of Trust 22 z z Table 3.3 : Scales of Shared language 23 vb jm ht Table 3.4: Scales of Knowledge sharing 23 k Table 3.5: Scales of acquisition 24 gm Table 3.6: Scales of Job performance 25 l.c om Table 4.1: Respondents’ demographics 30 Table 4.3: KMO and Bartlett's Test 34 n a Lu Table 4.2: Cronbach’s Alpha 32 th knowledge sharing 38 y Table 4.7: Model Summary of social interaction ties, trust and shared language to te re Table 4.6: Results of Pearson correlations 38 n va Table Rotated Component Matrix 36 t to Table 4.8: ANOVA of social interaction ties, trust and shared language to knowledge ng hi sharing 39 ep Table 4.9: Coefficients of social interaction ties, trust and shared language to w n knowledge sharing 39 lo ad y th Table 4.10: Model Summary of social interaction ties, trust and shared language to ju knowledge acquisition 41 yi pl ua al Table 4.11: ANOVA of social interaction ties, trust and shared language to knowledge n acquisition 41 n va ll fu Table 4.12: Coefficients of social interaction ties, trust and shared language to oi m knowledge acquisition 41 nh at Table 4.13: Model Summary of knowledge sharing and knowledge acquisition to job z performance 43 z ht vb knowledge sharing and knowledge acquisiton to job jm Table 4.14: ANOVA of k performance 43 gm l.c Table 4.15: Coefficients of knowledge sharing and knowledge acquisiton to job om performance 43 n a Lu Table 4.16: Summary of hypotheses testing 45 n va y te re th t to CHAPTER 1: INTRODUCTION ng hi 1 Background ep The development of internet has made human being’s life change The w n development of technology applied on the internet and the popular use of the internet lo ad in recent years have led to a communication revolution (Massari, 2010; Coyle, 2008) y th ju This communication revolution has made a change in people communication (Coyle, yi pl 2008) Social networking sites are established and developed strongly in the trend of al n ua this revolution (Moqbel, Nevo, & Kock, 2012) The expansion of online social n va networking tools creating an “unprecedented levels of personal connection and ll fu communication which transcend time and distance limitations” (North, 2010, p 192) m oi Many people use SNSs for entertainment or meet other people Kuss and nh at Griffiths (2011) report that Social Networking Sites (SNSs) are social networks where z z users can “create individual public profiles, interact with real-life friends, and meet vb jm ht other people based on shared interests” (p 3528) People take part in social networks, k especially in social media professional groups for accessing knowledge, experiences, gm and skills to find solution for work (Chiu, Hsu, and Wang, 2006) Hof, Browder, and l.c om Elstrom (1997) say that 42% of social media professional groups members state it y te re learning, to connect with friends and interact with each other Furthermore, Bennett, n environments, and help members to improve business and decline costs, to support va MySpace, Orkut, YouTube, LinkedIn can involve in both business and personal n a Lu relate to their profession Massari (2010) claims that SNSs such as: Facebook, Flickr, th Owers, Pitt, and Tucker (2010) report that the benefits of SNSs usage in the workplace can improve collective knowledge, and increase effectiveness t to SNSs are also very popular in Viet Nam Pham (2013) emphasizes that Viet ng Nam is the leading country in using internet in ASEAN area Facebook, Zing Me, and hi ep YouTube, LinkedIn are the most popular ones Social media professional groups are w also established as a trend of development of the SNSs They are related to careers and n lo specific benefit of one’s groups Social media professional groups allow creating and ad ju y th developing company’s profile, advertising products or disclosing helpful information yi about companies Marketers know how to connect with customers and get feedback pl ua al from customers to create wonderful achievements for themselves in social media n professional groups (“Building strategic online marketing,” 2013) 36% of Viet Nam va n internet users are members of SNSs (Cimigo, 2011) People use SNSs for many fu ll different purposes According to InfoQ Viet Nam (2013), people use SNSs for oi m keeping contact with friends (97%), updating information (75%), expanding new nh at relationship (56%), solving problem at workplace (47%) According to “Surprised z z ht vb advantage of SNSs,” (2013), Social media professional groups can help people to be k jm better in many fields For example, YouTube can teach people how to cook, make gm clothes, or offer basic knowledge in many areas that people concern Moreover, they are channels to access information in order to serve for working and learning om l.c Moreover, according to “Advantage of SNSs” (2014), people use SNSs to a Lu introductions to business people whom known to their contacts Cuong Nguyen Cao, a n n va lecturer of University of Social Sciences, and Humanities, says that he uses SNSs to th Tham Trinh Thi, a student of University of Social Sciences, and Humanities, y emphasizes that it is very useful for students to interact and learn from each other te re share his material and lectures and this receives the good feedback from students He t to comments that SNSs are very helpful for students, they can share knowledge and learn ng from classmates In addition, comments of other students help to create many hi ep interesting ideas to solve problems w In summary, people participate in social media professional groups, mainly for n lo ad entertainment or gaining and exchanging knowledge This paper focuses on the facet y th of gaining and sharing knowledge in social media communities Knowledge plays a ju yi very important role in operating and developing a company According to Berman, pl ua al Down, and Hill (2002), knowledge is very important and valuable intangible resource n in acquiring competitive advantage that many organizations try to get it to meet their va n business needs and goals Knowledge exchanging among members is important to ll fu oi m improve performance (Huang, Liu, & Warden, 2005; Käser & Miles, 2002) However, at nh an individual may keep knowledge for themselves rather than share to the others z because knowledge is valuable and important for them to create competitive z ht vb advantages with their colleagues (Osterloh & Frey, 2000) According to Chiu et al., k jm (2006), “the biggest challenge in fostering a virtual community is the supply of gm knowledge, namely the willingness to share knowledge with other members” (p om l.c 1873) Therefore, this paper will collect data and use social capital theory to identify factors that affect on people behavior to share and acquire knowledge in social media a Lu professional groups and then continue to identify how this knowledge affect on job n n y te re Nahapiet and Ghoshal (1998) basically define social capital theory with three va performance capital displays through social interaction ties, the relational dimension displays th dimensions: structural, relational, and cognitive The structural dimension of social 62 t to not take advantage of others even when the opportunity ng arises hi ep Members in the social media professional groups will w always keep the promises they make to one another n lo Members in the social media professional groups ad would knowingly anything to disrupt the ju y th yi conversation pl al Members in the social media professional groups ua n behave in a consistent manner va n Members in the social media professional groups are fu ll truthful in dealing with one another oi m nh The members in the social media professional groups 10 at use common terms or jargons z z understandable communication pattern during the om 12 l.c Members in the social media professional groups use gm discussion k jm 11 ht vb Members in the social media professional groups use understandable narrative forms to post messages or n a Lu articles professional groups is relevant to the topics y te re n va The knowledge shared by members in the social media 13 professional groups is easy to understand th The knowledge shared by members in the social media 14 63 t to The knowledge shared by members in the social media 15 ng professional groups is accurate hi ep The knowledge shared by members in the social media 16 w professional groups is complete n lo The knowledge shared by members in the social media ad 17 ju y th professional groups is reliable yi The knowledge shared by members in the social media pl 18 ua al professional groups is timely n I can always acquire working experience or know-how va from other group members in social media professional n 19 ll fu groups oi m 20 at nh I can always acquire the ways to solve problems from other group members at my request in social media z z Other group members always try to share their k expertise from their education or training with me in a om l.c more effective way in social media professional groups gm 21 jm ht vb professional groups I believe I am an effective employee 23 I am happy with the quality of my work output 24 My manager believes I am an efficient worker n a Lu 22 n va th employee y 25 te re My colleagues believe I are a very productive 64 t to III Section C: Personal information ng Gender Time of working hi ep w Male < year Female -3 years n lo >3-5 years ad ju y th > years yi pl va 25-30 years old n fu 31-40 years old ll Worker 40 years old at nh Student oi m Household z z k jm ht vb om l.c gm n a Lu n va y te re th 65 t to Appendix C: Questionnaire (Vietnamese version) ng BẢNG KHẢO SÁT hi ep Xin chào Anh/Chị, Lê Đăng Phương, học viên Cao học Viện Đào w tào Quốc tế - Trường Đại học Kinh tế Tp.HCM Hiện Phương thực luận văn n lo Thạc sỹ với đề tài "Nhân tố ảnh hưởng đến việc chia kiến thức Nhóm ad (1) mạng xã hội tác động tới công việc” ju y th chuyên môn/ngành nghề yi Phương mong anh/chị dành chút thời gian giúp Phương hồn thành khảo pl Nhóm ngành nghề/cùng chun mơn nhóm nghề nghiệp – n (1) ua al sát Chân thành cảm ơn giúp đỡ anh/chị va n professional groups (sau gọi tắt nhóm) mạng xã hội nhóm ll fu oi m tạo với mục đích chia thông tin, kiến thức, kinh nghiệm,, kỹ năng… at nh để giúp thành viên giải vấn đề cơng việc z Mọi góp ý/thắc mắc Anh/chị, vui lòng liên hệ với Phương qua địa z k jm ht I Câu hỏi định hướng vb email: phuongld81@gmail.com SĐT: 0989 231 296 gm Anh/Chị có tham gia Nhóm ngành nghề/cùng chuyên mơn/nhóm nghề Khơng, Anh/Chị vui lịng bỏ qua khảo sát n a Lu Có om l.c nghiệp (sau gọi tắt Nhóm) mạng xã hội khơng? * Nếu câu trả lời n y te re Anh/Chị tham gia nhóm mạng xã hội nào? (có thể chọn nhiều va Khơng LinkedIn th mục) 66 t to Twitter ng Facebook hi ep YouTube w Diễn đàn/Forum/Blog chuyên ngành n lo Pinterest ad ju y th Google Plus yi Khác:……………… pl n < năm ua al Thời gian tham gia nhóm mạng xã hội n ll fu > năm va - năm oi m II Nội dung at nh Anh/Chị vui lịng đánh giá mức độ đồng ý với phát biểu z z ht vb theo quy ước từ thấp đến cao sau (Khoanh trịn anh chị lựa chọn): ST l.c Các tiêu chí đánh giá gm Đồng ý; Rất đồng ý; Hoàn toàn đồng ý k jm Hồn tồn khơng đồng ý; Rất không đồng ý; Không đồng ý; Bình thường; Mức độ đồng ý om T n a Lu Tơi trì mối quan hệ thân thiết với số thành viên Nhóm ngành nghề/cùng chuyên môn n va 26 te re mạng xã hội y 27 Nhóm mạng xã hội th Tôi dành nhiều thời gian trao đổi với số thành viên 67 t to Các thành viên Nhóm mạng xã hội sử dụng 28 ng mẫu câu giao tiếp dễ hiểu trình thảo luận hi ep Các thành viên Nhóm mạng xã hội sử dụng hình 29 w thức kể chuyện/tường thuật để truyền tải thông tin n lo Kiến thức chia sẻ thành viên Nhóm ad mạng xã hội liên quan đến đề tài quan yi tâm ju y th 30 pl al Kiến thức chia sẻ thành viên Nhóm ua 31 n mạng xã hội dễ hiểu va n Các thành viên Nhóm mạng xã hội cư xử với ll cách phù hợp fu 32 oi m nh Các thành viên Nhóm mạng xã hội cư xử với 33 at chân thành z z 34 k gm Tôi thường tìm cách giải vấn đề hỏi 35 7 n va n a Lu Tôi cảm thấy hài lịng với chất lượng cơng việc 37 om Tôi tin mộ tnhân viên làm việc hiệu l.c thành viên Nhóm mạng xã hội 36 jm viên Nhóm mạng xã hội ht vb Tơi ln có kinh nghiệm làm việc từ thành 39 Kiến thức chia sẻ thành viên Nhóm th mạng xã hội xác y 38 te re Kiến thức chia sẻ thành viên Nhóm 68 t to mạng xã hội thường đầy đủ ng Các thành viên Nhóm mạng xã hội ln giữ hi 40 ep lời hứa với thành viên khác w Các thành viên Nhóm mạng xã hội biết cách tham n 41 lo gia vào nói chuyện với thành viên khác ad y th Tơi biết hồn cảnh cá nhân số thành viên ju 42 yi Nhóm mạng xã hội pl al Tơi thường xuyên giao tiếp với số thành viên ua 43 n Nhóm mạng xã hội va n Các thành viên Nhóm mạng xã hội không lợi dụng ll oi m fu 44 nh Các thành viên Nhóm mạng xã hội sử dụng ngôn ngữ thông dụng biệt ngữ at 45 z z 46 k gm Kiến thức chia sẻ thành viên Nhóm 47 om Các thành viên Nhóm mạng xã hội ln cố gắng l.c mạng xã hội mới/cập nhật a Lu 48 jm mạng xã hội thường đáng tin cậy ht vb Kiến thức chia sẻ thành viên Nhóm chia sẻ kiến thức chuyên ngành họ với n va cách dễ hiểu n 50 Đồng nghiệp tin nhân viên làm việc th hiệu y 49 te re Cấp tin nhân viên làm việc 69 t to suất ng hi ep III THÔNG TIN CÁ NHÂN: Xin anh/chị vui lịng cung cấp số thơng tin w chung cá nhân: n lo ad Thời gian làm việc Nam < năm ju y th Giới tính yi pl -3 năm ua al Nữ n >3-5 năm va n > năm ll fu Nghề nghiệp oi m Nhân viên văn phòng Độ tuổi bạn: at nh Quản lý 40 tuổi k jm ht vb Công nhân om l.c gm n a Lu n va y te re th 70 t to Appendix D: Data coding Code Scales ng Variable hi ep I maintain close social relationships with some SIT1 w members in the social media professional groups n lo ad I spend a lot of time interacting with some members in SIT2 Interaction the social media professional groups ju y th Social yi pl Ties I know some members in the social media professional ua al SIT3 n groups on a personal level n va ll fu I have frequent communication with some members in SIT4 oi m social media professional groups nh at Members in the social media professional groups will z TR1 z always keep the promises they make to one another ht vb jm Members in the social media professional groups are k TR2 l.c gm truthful in dealing with one another Members in the social media professional groups would om Trust TR3 n a Lu knowingly anything to disrupt the conversation n va Members in the social media professional groups TR4 y te re behave in a consistent manner Members in the social media professional groups will th TR5 71 t to not take advantage of others even when the opportunity ng arises hi ep The members in the social media professional groups SL1 w n use common terms or jargons lo ad understandable communication pattern during the pl language SL2 yi Shared ju y th Members in the social media professional groups use discussion ua al n Members in the social media professional groups use va understandable narrative forms to post messages or n SL3 ll fu oi m articles nh at The knowledge shared by members in the social media KS1 z z professional groups is relevant to the topics ht vb jm The knowledge shared by members in the social media KS2 k gm professional groups is easy to understand Knowledge l.c The knowledge shared by members in the social media n a Lu professional groups is accurate om sharing KS3 n va The knowledge shared by members in the social media KS4 y te re professional groups is complete The knowledge shared by members in the social media th KS5 72 t to professional groups is reliable ng hi The knowledge shared by members in the social media ep KS6 professional groups is timely w n lo I can always acquire working experience or know-how ad from other group members in social media professional ju y th KA1 groups yi pl Knowledge other group members at my request in social media n KA2 ua al I can always acquire the ways to solve problems from va acquisition n professional groups ll fu m oi Other group members always try to share their expertise nh KA3 at from their education or training with me in a more z z effective way in social media professional groups ht vb I believe I am an effective employee JP2 I am happy with the quality of my work output JP3 My manager believes I am an efficient worker JP4 My colleagues believe I are a very productive employee k jm JP1 om l.c performance gm Job n a Lu n va y te re th 73 t to Appendix E: Crobach Alpha at the first running ng Item-Total Statistics hi ep Scale Variance Corrected Item- Cronbach's Alpha Item Deleted if Item Deleted Total Correlation if Item Deleted w n 16.90 7.593 572 464 Trust 17.35 7.665 555 475 17.66 8.060 599 464 8.699 582 490 12.771 -.167 823 lo Trust ad Scale Mean if Trust y th 17.02 ju Trust yi 17.27 pl Trust n ua al Item-Total Statistics Cronbach's Alpha Total Correlation if Item Deleted 22.30 14.929 629 22.29 15.343 22.63 13.914 743 22.69 14.673 708 22.61 14.199 689 22.07 17.504 205 778 at nh 615 782 z sharing oi Knowledge Corrected Item- m sharing Item Deleted ll Knowledge Scale Variance if fu Item Deleted n va Scale Mean if z 874 n a Lu sharing om Knowledge 764 l.c sharing gm Knowledge 763 k sharing jm Knowledge 752 ht sharing vb Knowledge n va y te re th 74 t to Appendix F: Figure ng Figure F1: Histogram of knowledge sharing hi ep w n lo ad ju y th yi pl n ua al Figure F2: Normal P-P Plot of knowledge sharing n va ll fu oi m at nh z z k jm ht vb om l.c gm Figure F3: Scatter plot of knowledge sharing n a Lu n va y te re th 75 t to Figure F4: Histogram of knowledge acquisition ng hi ep w n lo ad ju y th yi pl ua al n Figure F5: P-P Plot of knowledge acquisition n va ll fu oi m at nh z z k jm ht vb om l.c gm Figure F6: P-P Scatter Plot of knowledge acquisition n a Lu n va y te re th 76 t to Figure F7: Histogram of Job performance ng hi ep w n lo ad ju y th yi pl n ua al Figure F8: Normal P-P Plot of job performance n va ll fu oi m at nh z z k jm ht vb om l.c gm Figure F9: Scatter plot job performance n a Lu n va y te re th