Journal of Computer Information Systems

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ERP Simulation Effects on Knowledge and

Attitudes of Experienced Users

Kimberly Deranek, Alexander McLeod & Edie Schmidt

To cite this article: Kimberly Deranek, Alexander McLeod & Edie Schmidt (2017): ERP Simulation
Effects on Knowledge and Attitudes of Experienced Users, Journal of Computer Information
Systems, DOI: 10.1080/08874417.2017.1373610

To link to this article: http://dx.doi.org/10.1080/08874417.2017.1373610

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 JOURNAL OF COMPUTER INFORMATION SYSTEMS
https://doi.org/10.1080/08874417.2017.1373610

ERP Simulation Effects on Knowledge and Attitudes of Experienced Users

a b
Kimberly Deranek , Alexander McLeod , and Edie Schmidtc*
a
Decision Science, Nova Southeastern University, Fort Lauderdale, FL, USA; bHealth Information Management, Texas State University, San Marcos,
TX, USA; cDepartment of Industrial Technology, Purdue University, Lafayette, IN, USA

ABSTRACT KEYWORDS
Best-in-class organizations recognize that knowledge management provides a competitive advantage. ERP simulation; enterprise
Opportunities to share knowledge enhance knowledge sharing attitudes. Organizations use training to training; knowledge
facilitate knowledge and acclimate novice employees to Enterprise Resource Planning (ERP) systems. management; situated
cognition theory;
Most ERP functional training leverages explicit codified knowledge. Without collaborative opportunities
socialization
between departments, allowing users to interact and exchange internalized knowledge and skills,
information remains untapped. Prior research explored the impact of ERPsim on knowledge, skills,
Downloaded by [Gothenburg University Library] at 04:36 02 October 2017

and attitudes, but failed to model construct relationships. This work assesses if a business simulation
can be used to mimic Social Cognition Theory and enhance knowledge and attitude among experienced
employees. Paired sample T-tests confirmed significant differences in means across constructs.
Additionally, PLS Path Modeling investigated and confirmed a relationship between knowledge and
skills constructs with attitude. Findings suggest ERPsim might be beneficial to diffuse knowledge and
skills among experienced users in the workplace, while positively influencing attitudes.

Introduction is much more difficult to convey because it is comprised of

experiences, beliefs and skills, and resides at a sub-conscience
Knowledge is comprised of facts, information, or skills assimi-
level.1,5
lated by an individual through an experience or learning
Deficits exist with the current methods of knowledge man-
event. Knowledge management is the process used to create,
agement and tacit knowledge dissemination.3,8,9 Employers
capture, integrate, and share knowledge among employees
recognize that skilled workers need to continue to grow
within an organization.1–3 Best-in-class organizations view
after hiring and initial training.10 Situational cognition is
their employees as strategic resources and look for innovative
imperative for creating knowledge workers. Enterprise train-
ways to foster and manage their knowledge, making investing
ing is a method proven to enrich knowledge and affect pro-
in on-going situational training a priority.
ductivity at an individual and organizational level.11
Organizations report that it takes 3–5 years for profes-
Organizations must create collaborative opportunities within
sionals to become fully productive and armed with the neces-
a real-life business context to enable the transfer of tacit
sary knowledge and skills needed to perform their job
knowledge between individuals. Rotational programs provide
effectively.4 Economic sustainability in the U.S. is now driving
employees with a collaborative learning experience but are
increased employee training as evidenced by organizational
often prohibitive due to time and cost constraints. A need
spending. According to Forbes4, corporate training grew by
exists for a training mechanism that mimics workplace
15% in 2014 to over $70 billion in the U.S and $130 billion
dynamics.
globally. This growth indicates that companies perceive orga-
Enterprise Resource Planning (ERP) systems are integrated
nizational knowledge and capabilities as a differentiator.
systems that enable the seamless flow of data and information
Companies view employees as strategic resources and readily
between business units within an organization.12,13 Prior to
invest in training.5 Strategically exploiting organizational
ERP use, information was often fragmented or redundant,
knowledge is one way firms can achieve a competitive
residing on disparate systems within an organization. An
advantage.2,3,6,7
ERP system allows for real-time access of common data across
Enterprise knowledge consists of both explicit and tacit
financial management, human resource management, and
knowledge. Typically, explicit knowledge is instrumental for
operational management systems.14 A systemic understanding
enhancing the skills of novice employees during functional
of business processes may be absent in organizations because
training. It is easy to articulate, verbalize and convey. New
employees often work in isolation.15 The use of mechanisms
hires typically transition into the workplace after a one-time
to generate, integrate, and transfer ERP system knowledge
training event. Without socialization, the exchange of tacit
among employees within a situational context is essential to
knowledge among employees does not occur. Tacit knowledge

CONTACT Kimberly Deranek kderanek@nova.edu Decision Science, Nova Southeastern University, Carl DeSantis Building, 3301 College Ave., Fort
Lauderdale, FL 33314-7796, USA.
*Dr. Schmidt is a Professor Emeritus at Purdue University.
© 2017 International Association for Computer Information Systems
 2 K. DERANEK ET AL.
manage and integrate knowledge.14 There is a body of
research suggesting that enterprise system knowledge, busi-
ness process knowledge and transaction skills are needed by
ERP users.16,17
Recently, Jaeger et al.18 suggested that a “knowledge-doing”
gap exists related to ERP systems knowledge. Employees tend
to lack an understanding of how their work affects other
departments, creating a silo effect and “islands of automation”
emerge.13,19 Problems occur when tacit knowledge is not
shared. If employees are not provided access to the tacit
knowledge of their peers, they cannot forge a comprehensive
understanding of the system.19
Research suggests knowledge-sharing opportunities used to
exploit knowledge-based resources are imperative to knowl-
edge management initiatives.20–23 Studies indicate that non-
traditional methods involving the use of simulations have
been successful in fostering enterprise knowledge.24–26 Few
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organizations have adopted the use of simulations to foster
the socialization process to develop a repertoire of knowledge
workers by disseminating experienced employees’ tacit knowl-
edge. McLeod and Simkin27 revealed that users evolve
through various stages of learning and training; therefore,
extending the use of ERP simulations as a key component of
managing knowledge in the workplace is a logical trajectory.
A more complete training structure, inclusive of a collabora-
tive situational context, would develop knowledge workers
and promote a more cohesive and effective organization
through improved awareness, decision making skills, and
communication.28
Attitude, or the psychological commitment of users to
IT, is key to productivity and performance through the
efficient and effective use of an ERP system.29–31 The
adapted technology acceptance model suggests user beha-
vior of IT is influenced by their attitude.32,33 Furthermore,
as discussed by Wang and Noe20, “previous research sug-
gests attitude partially mediates the relationships between
employee subjective norms and intention to share knowl-
edge” (p. 122). Within the context of knowledge manage-
ment, attitudes toward IT directly link to knowledge
sharing. It is a cyclical process; as attitudes toward IT
improve, knowledge sharing is more likely. Training that
emphasizes panoptic empowerment, a combination of
empowerment and cross-functional visibility, has proven
effective in improving employees’ attitude and
performance.30 A growing body of research suggests that
“user acceptance” is probably not fixed, but rather develops
and strengthens over time.27,34–36 Continual enhancing
employees’ attitude can perpetuate this process.
The primary purpose of this research is to establish and
test a theoretical framework for managing and disseminat-
ing knowledge among experienced employees using an
ERP simulation. This research demonstrates how an ERP
simulation can mimic workplace dynamics and be a sur-
rogate for situated cognition in the workplace. Situated
cognition theory posits that understanding is systemic
and based on interrelated activities and tasks.
Participation in an ERP simulation provides an opportu-
nity for experienced employees to participate in team
collaboration and decision making in a fun competitive
setting using an SAP ERP system. This study is relevant in
the knowledge management domain because the main-
stream opinion is that a sustainable competitive advantage
is realized through the effective channeling of worker
knowledge.37 As experienced employees attain and transfer
knowledge through participation in the ERP simulation,
the overall value of IS resources within the organization
can be enriched through knowledge and skill enrichment
and attitude enhancement.
Motivation
Companies use enterprise systems to manage the flow of
information and data across departments. Understanding
enterprise system business processes and how they improve
productivity is important to company success.38 Knowledge
gaps are often the result of organizational structure which
divides work by functional role or department39, and so
defining a mechanism to continuously expand employee
ERP knowledge and skills systemically can break down
departmental barriers, improve attitudes, and have a positive
impact on company success.40
Enterprise training overview
Training helps propagate knowledge on both an individual
and organizational level. Often overlooked is that fact that
enterprise training not only enables individuals to acquire
knowledge, but also to share knowledge. Effective training
allows theoretical knowledge to be applied in practice, to
help foster learning.41
Human capital enrichment is a fundamental output of
training.5 Organizations that gauge success by their ability
to manage costs, might view continuous training as an
unnecessary expense. This mindset can be detrimental
since an organization cannot operate at an optimal level if
employees do not have a systemic understanding and
develop business process expertise. Training should be
viewed as investment.42
Zhao et al.5 describe the essential elements of enterprise
training as follows:
To create, share and diffuse explicit knowledge in an organization
and build an environment of continuous learning and sharing for
employees; to create an effective training system which can pro-
mote knowledge generation, diffusion, transformation and shar-
ing to form a think-tank of an enterprise; to make employees’ tacit
knowledge visible, provide an opportunity to convert tacit knowl-
edge into explicit knowledge, and increase the content of enter-
prise knowledge to enhance the competitiveness of the enterprise;
and to establish the framework of a learning organization which
inspires employees to maximize the use of individual knowledge
within the enterprise, and build a platform of organizational
knowledge. (p. 568)
Knowledge management and team-based training
Knowledge management provides a way for disconnected
knowledge to be integrated.43 Research has shown that teach-
ing content in innovative ways is more effective than func-
tional methodologies.14,26,44 Langer45 points out that changing

the context in which individuals learn can infuse inventive-
ness and resourcefulness in the process. Holistic training
methodologies move employees beyond task-based training
and results in knowledge creation and extension through
interdepartmental collaboration which is vital for a company
to compete.39
Team-based training consists of two or more individuals
working together in a collaborative setting to stimulate active
learning.46 Using a team-based training methodology enables
employees an opportunity to acquire knowledge beyond the
confines of their immediate department. By working collec-
tively, learning may occur from exposure to either tacit or
explicit knowledge of someone outside an individual’s own
functional unit.47
Team-based training positively influences employees’
knowledge integration and task effectiveness. Decision mak-
ing within the context of social networks, improves the quality
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of the information exchanged.20,48–50 Research suggests simu-
lations positively influence users across varying dimensions
including decision-making skills in a business setting16,51,52;
ownership of the learning process53; teamwork skills54; pro-
blem solving skills54; attitude enhancement55; and informa-
tion systems proficiency.16,51
In the context of training, group knowledge is the scaffold
from which individual knowledge is derived. Marks, Sabella,
Burke, and Zaccaro56 provided evidence that individuals who
share functional responsibilities derive a more in-depth level
of understanding and formulate a more exhaustive mental
model. Decision making ability increases significantly when
there is a harmonization of minds and individuals participate
on cross functional teams.57
Situated cognition theory to facilitate knowledge sharing
Tacit knowledge is internal to an individual thereby making
this type of knowledge difficult to capture and share.58,59
Socialization, a process used to share knowledge and mental
models, allows for the sharing of tacit knowledge between
individuals.58–60 Situated learning allows for socialization
through a concept known as “peripheral participation”,
where the proximity of individuals to an activity or task and
inclusion of a social component, enables collective problem
solving and immediate application of knowledge.61
Situated learning enables the transition of individuals
from passive observation to active participation.
Organizational learning in an environment mimicking the
workplace can help employees formulate a dimension of
understanding that would otherwise be difficult to obtain.
Situated learning enhances the process of learning through
the active participation of users, allowing them to facilitate
the learning process. Grounded in the social learning the-
ories, situated learning provides evidence of the connec-
tion between knowledge, community, and learning.62
Situated cognition theory posits that understanding is sys-
temic and based on interrelated activities, tasks, and
understanding.26 By using communities of practice, indivi-
duals learn in a group setting as they collaborate and
participate in meaningful work and perform tasks and
processes repeatedly.63 Situated learning focuses on the
JOURNAL OF COMPUTER INFORMATION SYSTEMS 3
importance of integrating learning and work, recognizing
workers as learners and using innovation as a bond
between the two.63
Enterprise ERP training continuum
Best in class organizations understand enterprise training is
not deemed a one-time event, but rather follows a
continuum.27 Knowledge manifests at each stage of the
process and during the on-boarding process, the first
stage of training typically occurs.5 During the on-boarding
process, the primary objective is to foster ERP transactional
knowledge. The intent is to improve skills in a particular
functional area and create a worker capable of performing
their work independently. This silo perspective results in
niche expertise performed with the functional interest in
mind.1
The second phase of training occurs on the job. This is when
employees begin to develop tacit knowledge. Over time through
the repetition of tasks and activities, intuition, problem solving,
and decision making skills are developed.1,5 At this stage, ERP
knowledge and skills are internal to the employee and narrow in
scope, aligning with a specific functional unit.
Zhao et al.5 referred to the final phase of training as “off the
job training” inclusive of professional advancement or self-
development (p. 578). This is the phase in which employees
acquire systemic knowledge. It involves collaboration and socia-
lization. An ERP simulation enables this development and is one
type of collaborative event that organizations can use to facilitate
the cross-disciplinary exchange of knowledge and skills.
According to Clarke and Winch 43, a collective asset
emerges as employees engage in activities and dialogue
enabling the exchange of tacit knowledge, and obtain a
mutual understanding about how each member influences
the systemic whole. This cross-disciplinary engagement is
foundational in the development of knowledge workers. Lin
et al.64 emphasized the importance of selecting a training
mechanism capable of enhancing enterprise performance.
Simulation participation impact on employee attitude
Previous studies support the premise that participation in
simulations brings about changes in the skills, knowledge
and attitudes of participants.65–67 Furthermore, research sug-
gests that there is a relationship between employee attitude
and job performance, especially when there is a high degree of
job complexity.68
Causing changes in employee attitude can have a direct
impact on their behavior of IT.32,33 Mechanisms that enhance
attitudes are important because attitudes partially mediate the
connection between employees’ subjective norms and intent
to share knowledge.20 Kracklauer69 explained that simulations
are effective because learners are practicing skills using ficti-
tious, though realistic case studies, in which decisions could
have extreme consequences. Simulations afford users with a
platform to make joint decisions during calamitous challenges
or monumental events, which could have a direct effect on
attitude. As networks of users work together to overcome
 4 K. DERANEK ET AL.

obstacles and challenges, if their exchanges perpetuate knowl- Construct development

edge enrichment, attitude toward IT may also be strengthen.
Instrumentation used to measure the effectiveness of
Pando-Garcia, Periañez-Cañadillas, and Charterina70
ERPsimTM on user knowledge and attitudes emerged from
found perceived ease of use to have a profound effect on
previous studies. Originally, Seethamraju 72 assessed cognition
individuals’ attitudes when engaging in training incorporating
associated with using SAP ERP across seven dimensions.
the use of business simulations. Panoptic empowerment has
Cronan et al.15 refined the original knowledge and skills
the potential to positively influence users perception of the
constructs, reducing the number from seven to four based
difficulty associated with unfamiliar business processes and
on Kang and Santhanam’s73 Model of Collaborative
positively influence employees’ attitude and performance.30
Application Training. Previous studies confirmed the reliabil-
ity and validity of the collection instrument.15,72 Kraiger,
Ford, & Salas’74 Instructional Design Model provided evi-
Erpsim dence that when trained using an ERP system, constructs
beyond knowledge and skills were expanded to include
ERPsim is an ERP gaming simulation developed by a research
attitudes.
team at HEC Montreal.14 The simulation educates individuals
about business processes, cutting across functional units
throughout their organization. Execution of the simulation
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has occurred in over 750 academic and business sessions.26 Research objectives
Participants manage the entire order to cash cycle inclusive of
The primary purpose of this research was to model and test a
planning, procurement, production, and sales of a small cor-
knowledge management framework exploring the relation-
porate entity.14 Behind the scenes, a simulator runs causing
ships between skills, knowledge and attitudes toward using
the effects of a dynamic market, where teams must make both
ERPsim. This research investigated if ERPsim, a simulation
strategic and tactical decisions while using their collective
mimicking situated cognition, can be included in the knowl-
knowledge to analyze the SAP transactional information.67 A
edge management fold for extending enterprise ERP knowl-
major advantage of ERPsim is accessibility to industry based
edge, skills and attitudes of employees (Figure 1).
analytical and decision making tools.71

Figure 1. Effect of simulation on knowledge, skills, and attitudes.

Figure 2. Constructs relationship with knowledge sharing.


Furthermore, we want to understand if a relationship exists
between the knowledge constructs and attitude (Figure 2).
The premise of this research is that ERPsim may be a
mechanism used within the knowledge management
domain, along a training continuum, to enhance learning
with experienced users. The research team was interested in
investigating the impact of ERPsim on the learning and
attitudes of experienced employees after the collaboration
and exchange of tacit knowledge through dialogue, discus-
sion, and decision-making in an environment that simu-
lates situated cognition. Even though experienced users
have often mastered functional knowledge, they lack sys-
temic awareness. The hypotheses developed in this study
extended the findings from previous research performed
with novice users16,67 evaluating the effectiveness of using
ERPsim as a training mechanism to enhance knowledge,
skills, and attitudes. Using Social Cognition Theory, this
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work assesses ERPsim effects on knowledge sharing, skills
and attitude enhancement.
The first four hypotheses investigate the impact of partici-
pation in ERPsim on the knowledge, skills, and attitudes of
experienced users.
H1: Participation in the ERP simulation will increase per-
ceived enterprise systems management knowledge of
experienced employees.
H2: Participation in the ERP simulation will increase per-
ceived business process management knowledge of
experienced employees.
H3: Participation in the ERP simulation will increase per-
ceived transactional skills of experienced employees.
H4: Participation in the simulation will increase perceived
attitude toward ERP of experienced employees.
Prior research explored the impact of ERPsim on knowl-
edge, skills and attitudes but failed to model the relation-
ships between these constructs. Using Social Cognition
Theory, this work assesses ERPsim effects on knowledge
sharing, skills and attitude enhancement. Additionally, it
investigated the relationship between constructs. Previous
research has investigated the relationship between attitude
and employees’ intention to share knowledge.75,76
Employees’ attitude may directly influence their behavior.33
Specific to this research, we are interested if enhanced
attitude toward IT will positively affect knowledge sharing
in the workplace. There is evidence that individuals can
learn from other employees in different functional units
within the workplace.75,77 Investigating the relationship
between knowledge and skills with attitude is important
in the field of knowledge management. If a relationship
exists, perpetuating knowledge within the workplace could
be key to attitude enhancement and ultimately knowledge
sharing. Applying these theories, Hypothesis 5 was devel-
oped to investigate these relationships:
JOURNAL OF COMPUTER INFORMATION SYSTEMS 5
H5: Perceived enterprise systems management knowledge,
business process management knowledge, and transac-
tional skills will affect employees’ attitude toward ERP.
Research methods
Population and sample
Fifty-two employees across three manufacturing companies
successfully completed all aspects of the study. Each company
allowed at least 10 employees, with at least 1 year of SAP ERP
experience, to participate. Employees were randomly assigned
to cross-disciplinary teams, teams comprised of employees
from diverse departments.
The first company (X) is multinational, headquartered in
Japan, and has approximately 140K employees worldwide.
Participants worked for an American subsidiary in the building
materials division. The second company (Y) is an international
conglomerate headquartered in Germany with over 175K
employees worldwide. Participants of the study worked at a
final assembly plant located in the Midwestern part of the
United States. The final company (Z) is an American multi-
national food-processing corporation headquartered in
Arkansas with over 115,000 employees worldwide. All company
Z participants worked in the corporate headquarters. Twenty-
seven percent (n = 14) of participants worked for company X,
twenty-five percent (n = 14) were from company Y, and the
remaining forty-eight percent (n = 24) worked for company Z.
Analysis of the data occurred at a conglomerate level.
Procedures
Each company participated in a training session using ERPsim,
over an eight to ten hour period. Teams were comprised of
representatives from at least two functional departments. A
Certified ERP Instructor led each of the three sessions.
Subjects completed an on-line pre-test before participating
in the simulation. Although the simulation uses a fictitious
manufacturing company, many terms and concepts coincided
with those used in their own organization. Job aids and user
guides were presented and distributed to introduce game
terms, transactions, and simulation content.
Participants played several iterations of the simulated ERP
manufacturing game during each session. Games progressed
from an introductory version to a more advanced version
concluding with a competitive round. The winner at the end
of each game was the team with the highest net income.
Participants were encouraged to alternate roles to allow
users maximum exposure to cross functional idiosyncrasies.
Teams engaged in dialogue between rounds and at the con-
clusion of each game.
Participants completed a post-test survey inclusive of the same
quantifiable questions contained on the pre-test. Fourteen of 16
participants from Company X, 14 participants from Company Y
and 24 participants from Company Z accurately completed both
the pre-tests and post-tests accurately (n = 52).
 6 K. DERANEK ET AL.
Demographics
Thirty-seven of study participants were female which was
slightly higher than their normal 27.1% industry representa-
tion. There was a relatively even distribution of participants
by age with an average age of 42. The majority of participants
had 1–15 years of company experience with an average of
9.6 years. Approximately four-fifths (79%) of the employees
had less than ten years of ERP experience, with a mean
experience level of 6.7 years. Eight employees had only used
the ERP system for one year and six employees had used the
ERP system more than 14 years. Functional backgrounds of
participants fell into five general categories; Information
Technology/Change Management (22%), Operations/
Inventory & Material Management (23%), Accounting/
Finance/Back Office (41%), Sales/Marketing (6%), and
Engineering/Quality Assurance/Warranty (8%).
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Employees’ ERP training profile data revealed 42% of par-
ticipants received functional training. On-the-job training
consisted of self or peer-directed hands-on learning to acquire
functional expertise. Approximately one-third of the partici-
pants received training on one, two, or three ERP modules
respectively. Only 14% of participants had been trained on
four or more ERP modules.
Response variables
Items contained on a pre-test and post-test were used to
measure knowledge, skills, and attitude constructs.
Constructs, operationalized by Cronan et al.67, were used to
evaluate our hypotheses:
Enterprise Systems Management Knowledge - the extent to which
an individual understands the impact of an ERP and the integrated
information it provides on the organization as a whole – including
decision-making. Indicators ES1 through ES3 (Appendix A) were
used to measure Enterprise Systems Management Knowledge
Business process management knowledge - The extent to which
an individual has a general understanding of the delineation of
key business activities within and between functional areas such as
financial accounting, procurement, manufacturing and sales.
Indicators BP1 through BP8 (Appendix A) were used to measure
Business Process Management Knowledge.
SAP transactional skills - The extent to which an individual has
skills required to utilize the SAP application in decision-making.
Indicators TS1 through TS5 (Appendix A) were used to measure
SAP Transactional Skills.
Attitude toward ERP - An individual’s collective attitude about
SAP, about SAP’s ease of use, about integrated business processes,
and about ERP. Indicators AE1 through AE4 (Appendix A) were
used to measure Attitude toward ERP.
Statistical tests
We used paired sample t-tests to investigate the collective
state of experienced employee’s ERP knowledge, skills, and
attitudes. To ascertain if a significant difference occurred
between the perceived enterprise systems management knowl-
edge of experienced employees (H1) after participation in the
ERPsim, a difference between the pre and post group mean
was calculated. The same process was used to evaluate if there
was a significant difference between the perceived business
process management knowledge of experienced employees
(H2), the perceived transactional skills of experienced employ-
ees (H3), and the perceived attitude toward ERP (H4) before
and after treatment.
Following the paired sample t-test, SmartPLS78 was used to
perform a Partial Least Squares (PLS) analysis following path
modeling techniques.78–80 PLS provided information about the
relationships between the knowledge and skills constructs and
attitude (H5). We designed an inner model to test the relation-
ships between knowledge and skills with attitude using reflec-
tive items. We then calculated the path coefficients and R2
values. Following this we used a bootstrap resampling method
and determined t statistics and significance values.
Data analysis and results
Reliability and validity
We chose SmartPLS to determine reliability and validity of the
constructs. To analyze the psychometric properties of the
model, we calculated the Average Variance Extracted (AVE),
Composite Reliability (ρc), Cronbach’s Alpha (CA),
Communality and Redundancy. Cronbach’s alpha evaluates
how consistently a group of indicators measures a correspond-
ing latent construct. Groups of indicators should be one-
dimensional and highly correlated. In addition, Cronbach’s
Alpha requires variables to be standardized and positively
correlated, thus the reliability goal for CA indicators is 0.70.
Although there is no standard method for calculating sta-
tistically acceptable composites (ρc), the generally accepted
rule is for composite reliability to be greater than 0..681 In
this study, the lowest composite reliability was for perceived
enterprise systems management knowledge at 0.86 followed
by perceived business process management knowledge and
perceived transactional skills at 0.91 (See Table 1).
Composite reliability for all latent variables was greater than
0.86 demonstrating sufficient reliability. The latent variable
factor loadings aligned with Gefen and Straub80 using
SmartPLS 2.0 with standard settings.
Two items, BP6 and ES3 loaded slightly low but still in an
acceptable range at 0.6 to 0.7. Overall, our indicators demon-
strate convergent validity (See Table 2). To determine discri-
minant validity, we examined cross loadings of our factors for
“off-factor” loadings greater than “on-factor” loadings. All
items loaded higher “on-factor” suggesting adequate discrimi-
nant validity. Overall, these results demonstrate convergent
and discriminant validity as well as sufficient individual item
reliability.
Table 1. AVE, ρc, R2, and Cronbach’s Alpha.
AVE ρc R2 CA
Attitude Toward ERP 0.85 0.96 0.39 0.94
Business Process Management Knowledge 0.57 0.91 0.00 0.89
Enterprise System Management Knowledge 0.68 0.86 0.00 0.89
Transactional Skills 0.67 0.91 0.00 0.87
 JOURNAL OF COMPUTER INFORMATION SYSTEMS 7

Table 2. Factor loadings. Table 3. Paired sample t-test of knowledge, skills and attitudes.
AE BP ES TS Pre-Test Post-test
AE1 0.87 −0.45 −0.21 −0.41 Mean SD Mean SD n df T p-value
AE2 0.94 −0.56 −0.14 −0.50 Attitude Toward ERP 5.69 0.97 6.02 0.88 52 51 3.76 0.000
AE3 0.95 −0.60 −0.12 −0.53 Business Process 4.29 0.96 4.96 0.72 52 51 5.67 0.000
AE4 0.93 −0.46 −0.24 −0.45
Management Knowledge
BP1 −0.42 0.72 −0.03 0.58
Enterprise System 4.55 1.09 5.01 0.79 52 51 3.34 0.002
BP2 −0.55 0.81 −0.12 0.71
BP3 −0.36 0.76 −0.08 0.66 Management Knowledge
BP4 −0.48 0.82 −0.04 0.63 Transactional Skills 3.26 1.38 4.56 0.98 52 51 7.30 0.000
BP5 −0.41 0.72 −0.02 0.56
BP6 −0.45 0.68 −0.06 0.60
BP7 −0.35 0.80 −0.08 0.65 were analyzed collectively. Mean perceived attitude toward
BP8 −0.32 0.74 −0.08 0.59
ES1 −0.17 −0.09 0.98 −0.08 ERP of experienced employees increased by 0.34 and a paired
ES2 −0.06 −0.12 0.85 −0.11 sample t-test revealed a significant difference associated with
ES3 0.05 −0.13 0.61 −0.05 the group mean before and after treatment, t (51) = 3.76,
TS1 −0.36 0.59 −0.16 0.78
TS2 −0.40 0.66 −0.06 0.87 p = .000 (see Table 3).
TS3 −0.51 0.77 −0.01 0.83
TS4 −0.41 0.63 −0.01 0.79
TS5 −0.39 0.70 −0.18 0.82
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Note: See Appendix A for acronyms PLS path modeling

The complete model was analyzed using SmartPLS with stan-
Paired sample t-test results dard settings. Table 4 includes the results of the bootstrap
resampling and associated t statistics and p values. Figure 3
There was sufficient statistical evidence to reject the null
shows the β coefficients and p values extracted. The model
hypothesis at a significance level of α = .05 across all constructs.
accounted for a significant portion of variance in individual
Mean perceived enterprise systems management knowledge
perceived attitude toward ERP (R2 = 0.39). The coefficient for
(H1) of experienced employees increased by .45 and paired
sample t-test confirmed a significant difference, t (51) = 3.34,
Table 4. PLS model results.
p = .002. The mean perceived business process management
Path
knowledge of experienced employees (H2) increased by .67 and Value t- p-
paired sample t-test again revealed a significant difference, (β) Mean SD test value
t (51) = 5.67, p = .000. Finally, mean perceived transactional Business Process Management → Attitude 0.45 0.43 0.07 6.55 0.01
skills of experienced employees (H3) increased by 1.29 reveal- toward ERP
Enterprise System Management → 0.24 0.23 0.10 2.44 0.02
ing a significant difference, t (51) = 7.30, p = .000. Four items Attitude toward ERP
comprised the construct of perceived attitude toward ERP and Transactional Skills →Attitude toward ERP 0.16 0.17 0.05 3.19 0.01

AADM
Enterprise System
AAOF Management ( β ) p-value
Knowledge
AURE p < 0.01 ***
p < 0.05 **
(0.45) 0.01*** p < 0.1 *
KIIN
AEOU
KIVF

KPBP AERP
Business Process (0.24) 0.02** Attitude toward ERP
KPMP Management R2=0.39
AIBP
Knowledge
KSDA
ASAP
KTPP
(0.16) 0.01***
KSDA

TAPI

TASP

TACC ERP Task Skills

TAPG

TAPP

Figure 3. Predictive model results.

 8 K. DERANEK ET AL.
perceived enterprise systems management knowledge was
β = 0.24 with p < 0.02, perceived business process manage-
ment knowledge was also significant with β = 0.45 and
p < 0.01 and perceived transactional skills path value was
β = 0.16 with a p < .01.
Marcoulides79 recommended a power analysis and report
of power in PLS studies to confirm the sample is of sufficient
size to detect significant effects. Recently, Aguirre-Urreta &
Rönkkö82 provided guidance on why statistical power is
important, and suggestions on how to assess statistical
power when using PLS. We used the post hoc statistical
power analysis calculator suggested by Soper.83 Our observed
statistical power was calculated based on three exogenous
variables predicting the endogenous variable. The R2 = 0.39
with a probability level of 0.05 and a sample size of 52
provided an observed statistical power of 0.99 indicating our
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model has sufficient power to detect significant effects.
Discussion
ERP simulations provide opportunities for experienced
employees to extend and share knowledge, resulting in atti-
tude enhancement and value creation. For industry and prac-
tice, this is good news. Best-in-class organizations seeking a
competitive advantage typically innovative technique to glean
and disseminate knowledge. Use of ERPsim enables users
from disparate departments to engage in a situational simula-
tion supporting knowledge sharing and acquisition.
Situated Cognition Theory posits that learning is systemic
and based on interrelated activities and tasks. The situated
cognition approach links context and knowledge. This study
shows how a simulation mirroring workplace dynamics, fos-
ters situated cognition. The results support theory suggesting
that ERPsim could be a beneficial component of an organiza-
tion’s knowledge management system to enhance the systemic
understanding. It also provided evidence of a relationship
between knowledge, skills and employee attitude in a situated
cognition model. Furthermore, this examination suggests that
as knowledge and skills increase, so too do employee attitudes.
An increase in enterprise systems management knowledge
indicates ERPsim may be beneficial in exposing employees to
the interdependencies that exist within the enterprise.
Specifically, employees are more aware of the role ERP sys-
tems play in industry, how management teams strategically
and tactically use the information ERP systems generate, and
how interactions among employees affect each other.
Increased perceived enterprise systems management knowl-
edge can be beneficial to organizations and have a positive
impact on bottom line results.
An increase in perceived business process management
knowledge indicates the simulation allowed for the exchange
of cross-disciplinary tacit knowledge. Employees’ awareness of
business terminology, business process functions, and busi-
ness process integration significantly increased over a broad
range of functions and insight regarding their interdependen-
cies between areas such as sales and distribution, procure-
ment, production, and accounting improved. This category
did not evaluate participants’ confidence in executing an ER
transaction; rather it assessed their knowledge of business
terminology, business process functions, and business process
integration.
Participants’ mastery levels associated with executing
transactions in diverse areas including procurement, sales,
collection, production and accounts payable significantly
improved. Mean pre-test scores associated with perceived
transactional skills were relatively low since employee’s initial
training focused on only those transactions required to com-
plete their functional assignments, and pre-test questions
asked participants about transactions outside the scope of
their functional units. Post-test scores significantly increased
providing evidence that the ERP simulation enhanced
employee transactional awareness beyond their immediate
area of responsibility.
There was a significant increase of perceived attitude
toward ERP after participation in ERPsim. Furthermore, a
significant portion of the variance in individual perceived
attitude toward ERP could be explained by the devised
model. Devries et al.76 indicated that attitude can be a med-
iator between personal factors and an individual’s intention to
share knowledge. If enhanced learning has a positive impact
on attitude, organizations may benefit by offering ERP simu-
lation training to all experienced ER employees as a means of
influencing knowledge sharing in the workplace. Often over-
looked is the impact of the training approach on enterprise
awareness and employee attitudes. Greater skills and knowl-
edge, enhanced by training, also led to better attitudes toward
the system.
Limitations and future research
Participating companies represented the auto, steel, and food
industries limiting generalizability across sectors. Participating
companies determined how many employees they would
allow to participate in the study. Therefore, the number of
participants differed across companies.
Years of company experience and ERP experience might
have been a contributing factor. Employee attitudes regarding
ERP systems may increase over time with continued use
regardless of continuous training. Time allows employees
the opportunity to reinforce learning through the implemen-
tation of repetitive practices that ultimately enhances knowl-
edge and skills. Repetition and reinforcement have the
potential to correct negative perceptions that may still exist
among employees with less experience after an extended
timeframe.
Using the simulation with experienced employees familiar
with information systems may warrant refinement of the
survey instrument for the construct of user acceptance of
enterprise systems. Expanding the model to include the con-
structs of ease of use and perceived usefulness might also be
insightful. Finally, expansion of the attitude construct to
include more questions in each category could improve
sensitivity.
When performing future studies, data should be collected
associated with the reasons organizations opt not to partici-
pate. Understanding company commitment to training might
provide insight regarding variation of significance in the

various construct categories across companies. Understanding
if cultural differences have a bearing on employee responses
should also be further explored.
An interesting extension of the study might be the inclu-
sion and correlation of team performance across the con-
structs of knowledge, skills, and attitude. Investigation of if a
correlation of team placement associated with the constructs
of knowledge, attitudes, and employee acceptance of IT exists
would be insightful. Lower placement may infer greater
degrees of frustration experienced by the employee and there-
fore affect employee responses. Investigating if effort and
performance affected the skills, knowledge and attitude of
employees using a predictive model would be of interest.
Conclusion
Organizations often invest significant capital in start-up train-
Downloaded by [Gothenburg University Library] at 04:36 02 October 2017
ing because employees are unfamiliar with the new systems
and need to get up to speed quickly. After implementation,
however, training tactics tend to focus more on new hires as
organizations experience employee turnover. Over time, as
changes occur in the workplace and processes evolve, the
impact of the original training on employee knowledge and
attitudes diminishes. Institution of knowledge management
includes knowledge dissemination and transfer. It makes
sense that during a knowledge transfer event, a recipient’s
understanding would start to align with the individual impart-
ing the knowledge. Since operational efficiency improves as
stakeholders gain a systemic understanding, an extended
awareness of end-to-end business processes can contribute
to organizational success. ERPsim facilitates such changes.
This paper suggests that a continuous training cycle, inclusive
of an ERP simulation is beneficial. Nonaka and Takeuchi as cited
in 5 defined the transition of knowledge from individuals, to
groups of individuals, and ultimately to organizations or inter-
organizations as a knowledge spiral. Xu and Ma 84 discussed the
critical nature of training to transfer knowledge beyond the indi-
vidual state, to include both the department and enterprise level.
Employee confidence increases as they competitively migrate
from operating within a functional silo to team based process
thinking. This occurs through the informal dissemination of
knowledge and skill that Inkpen and Dinur 85 described as
knowledge connection. Simulating a collaborative environment,
ERPsim builds systemic awareness and knowledge workers
through social engagement and peer interaction.86 Purposeful
training enhances experienced employee output when they are
developed into knowledge workers who no longer focus on how
to do a task, but “why” they are performing it.
An ERP system is a complex information system that is
difficult for end-users to master. The novelty of this study is
that the participants are all experienced users with foundational
knowledge of an ERP system. Yet, participation in an ERP simu-
lation, a form of situated learning, enhanced their understanding
and attitudes associated with the ERP system. Knowledge workers
are IT assets, therefore increased understanding and enhanced
attitudes is key. Though employees had baseline knowledge,
participation in ERPsim allowed tacit knowledge to be shared.
Previous studies with student learners, after participation in an
ERP simulation, suggest higher levels of engagement and
JOURNAL OF COMPUTER INFORMATION SYSTEMS 9
motivation. This study supported the use of an ERP simulation
in an organization’s knowledge management system to enhance
the intellectual capabilities of experienced users.
ORCID
Kimberly Deranek http://orcid.org/0000-0001-8203-8827
Alexander McLeod http://orcid.org/0000-0002-4681-7230
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