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31295016527862.Pdf (6.741Mb) A COMPARATIVE STUDY OF TASK DOMAIN ANALYSIS TO ENHANCE ORGANIZATIONAL KNOWLEDGE MANAGEMENT: SYSTEMS THINKING AND GOLDRATT'S THINKING PROCESSES by PHILIP FATINGANDA MUSA, B.S.E.E., M.S.E.E., M.B.A. A DISSERTATION IN BUSINESS ADMINISTRATION Submitted to the Gracluate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY ApprovecJ Accepted December, 2000 Copyright 2000, Philip Fatinganda Musa, B.S.E.E., M.S.E.E., M.B.A. ACKNOWLEDGEMENTS I find words inadequate to express my heartfelt gratitude to all those who have had positive impact on my life heretofore. Although it would be a futile exercise to attempt to mention all the wonderful people that I have come to know, I would like to acknowledge those who have, in obvious ways, helped me attain this milestone. Special thanks go to the staff at Texas Tech. I truly had fun working with Mr. Jerry C. De Baca and Pam Knighten-Jones. The editorial service provided by Barbi Dickensheet in the Graduate School is second to none. The financial support provided by KPMG Peat Marwick is greatly appreciated. Mr. Bernard Milano, Ms. Tara Perino, and all the wonderful people at the foundation are angels in their own right. Others who made major contributions to my hapiness at Texas Tech include Mr. Mark Smith, Mr. Jessie Range!, Mr. and Mrs. Tom Burtis, Mr. Bob Rhoades, Drs. Darrell Vines, Thomas Trost, Osamu Ishihara, Mr. and Mrs. Ken Dendy, and Mr. Samuel Spralls who so diligently helped code my research. The people who had direct influence on my work during the Ph.D. program are my professors. I would like to thank my dissertafion committee 11 for providing the direction and motivation to bring the process to closure. I truly share Lou Gehrig's feeling of being the luckiest man in the world. To my committee chair. Dr. James Bums, I say thanks a million!!! I am also truly indebted to my committee members: Drs. Glenn J. Browne, Mario Bemvides, and Paul H. Randolph. I can only promise to do for my students as much as I can to perpetuate your dedication, professionalism, and kindness, of which I am a major beneficiary. I will always remember one of you guys' sayings: "the idea is not for one to pay back his or her professors' for their good deeds, but to pay forward." I will strive to do just that. I could write a book about the positive impact that Dr. Glenn Browne has had on others, I could write even more about the positive impact he has had on me. In a nutshell, Glenn is a true blessing to the profession, and to Texas Tech and me in particular. His willingness to share his rich understanding of research, coupled with his motivation, patience, and kindness, will be cherished forever. My special thanks go to my lovely wife, Winnette. She is, indeed, the love and pillar of my life. To my children, I say thanks for your patience, understanding, and being good in school. I know you will accomplish much more than what your immigrant father would ever be able to do. AIM high, WORK hard, and ACHIEVE your DREAM!!! Your move. God speed. iii Dedication There is no gainsaying that I feel blessed, humbled, and venerated for attaining the highest educational degree and becoming a professor at a major university in the United States. It is somewhat of a miracle that I ever attended and finished elementary school, much less anything beyond. The roads that brought me here have been neither rosy nor predictable. When I became old enough to start school, there was not even an elementary school in my native village of Sabon-Gari in Bomo State of Nigeria. However, my father sent us boys off to school in another village where we had to fend for ourselves under squalid and perfidious conditions for seven years. That experience made me a survivor; it also taught me to strive for higher goals. My brother and I were the first in the history of the family to ever enroll in school, and we were determined to make the best of it. At that time, other fathers did not see any sense or wisdom in my father's courage and foresight. Now they wish they had followed suit!!! This is to you, Dad!!! You told us we could do it just as well, if not better than anyone else. The second most influential person in my upbringing was my late MOTHER. She provided us with love, care, and understanding better than any mother I have ever known. Mama, while you are not here in flesh, I iv feel your spirit around me at all times, and I will always love and cherish you. The older brother I went to school with was in fifth grade when I started first grade. The late Dr. Wankari Musa was my best friend, my protector, and role model, to say the least. It has been four years now that death took you away very prematurely from all of us. We will continue to work hard and carry the torch that you lit so brightly. With love, I dedicate this and all the other degrees I have earned to my father, mother, and everyone in the Musa family. As an ancient Hausa proverb goes: Ana muzuru ana shako, zakara da Allah ya nufe shi da chara saiyayi. [Against all predatory odds, the chick that God destines to be a rooster will survive to crow]. God bless. Philip Fatinganda Musa, Ph.D., P.E. December 2000 Birmingham, Alabama ABSTRACT The focus in this research is the evaluation of the effectiveness of two problem solving or task analysis methodologies in order to enhance of knowledge management in organizations. The two methodologies are systems thinking and Goldratt's thinking processes. One of the goals of the research is to investigate the effectiveness of the two theories in managing task domains when controlling for individual differences. The effectiveness of each methodology relative to task domain is investigated. The synergies between the two theories are also investigated. In this research, knowledge management centers more on humans rather than on computers. As a leadoff, a background overview of knowledge and knowledge management is first presented. Within the context of knowledge management, the subject of task analysis or problem solving is then presented. The literature on problem solving is surveyed and a research model using the two methodologies of interest is developed and validated. Fundamentally, knowledge management has to do with the creation of explicit processes that enhance knowledge and learning throughout the organization. Knowledge could be defined more generally as "any text, fact, vi example, event, rule, hypothesis, or model that increases understanding or performance in a domain or discipline" (Liebowitz and Beckman, 1998, p.49). Maintaining this perspecfive, knowledge management is defined as "the systematic, explicit, and deliberate building, renewal, and application of knowledge to maximize the enterprise's knowledge-related effectiveness and returns from its knowledge asset" (Liebowitz and Beckman, 1998, p.51). According to Liebowitz and Beckman, knowledge asset refers to the organizational knowledge imbedded in the human resources that make up a given organization. Knowledge management requires systematic attention to learning processes, culture, technology infrastructure and measurement (Brown and Massey, 1999). Since organizations are often made of workgroups or teams, and the workgroups are, in turn, made up of individuals, when we speak of organizational learning or knowledge management, aggregation should be preceded by analysis at the individual level. Ten major hypotheses are generated and tested using laboratory experiments. The results of the study would help managers gain a better understanding of how to evaluate programs in general, and the dynamics of the two investigated task analysis methods in particular. Other theoretical contribufions and future research plans are discussed. vii VIU TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT vi LIST OF TABLES xv LIST OF FIGURES xvii L INTRODUCTION 1 1.1 Background 1 1.2 Purpose 10 1.3 Research Problems and Questions 11 1.4 Structure of the Dissertation 15 IL LITERATURE REVIEW 21 2.1 Research Opportunity Identified 21 2.2 Background to Problem-Solving 22 2.3 The General Problem-Solving Method 24 2.4 The Heuristic Problem-Solving Method 27 2.5 The Phase Theorem Methods of Problem Solving 34 2.6 Creative Techniques of Problem Solving 37 2.6.1 Analytical Techniques of Problem-Solving 39 2.6.2 Intuitive techniques of Problem Solving 41 IX 2.7 The Quality Movement and Problem Solving 42 2.7.1 Quality Problem Solving in Information Systems 44 2.7.2 Perspectives on Quality Problem Solving 44 2.7.3 Cognitivism in Quality Problem Solving 45 2.7.4 Quality Problem Solving Functions 46 2.7.5 Quality Problem Solving Methods or Techniques 49 2.7.6 Cognitive Strategies in Problem Solving 51 2.7.7 "Comprehensive" Problem-Solving Methods 53 2.7.8 Expanding Problem-Solving Knowledge Base 55 IIL RESEARCH METHODOLOGY 56 3.1 Overview 56 3.2 Specific Research Method Used 58 IV. CONCEPTUALIZATION OF THE PROBLEM-SOLVING MODEL USING SYSTEMS THINKING AND GOLDRATT'S THINKING PROCESSES 60 4.1 Introduction 60 4.2 Overview of the Research Model 61 4.3 An Overview of Systems Thinking 65 4.3.1 The Systems Thinking Discipline 67 4.3.2 The Systems Thinking Tools 69 4.4 An Overview of the Theory of Constraints 72 X 4.4.1 Goldratt's Thinking Processes 72 4.4.2 Goldratt's Thinking Processes Tools 73 4.5 Systems Thinking and Goldratt's Thinking Processes 75 4.6 Process Flow in the Research Model 76 V.
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