The conceptual framework comprises the following aspects.
3.8.1 The Communication Model/Sender Receiver Framework
In this study, the Communication theory was used as it is the most cited model in the literature, and it has given birth to several other models, designed in an effort to improve on it. It is specific to KT and does not begin at a broader level of knowledge management then succinctly cover KT. It is widely used in organisations and as such is perceived as the "best" when in reality it is a restricted perception of KT. Alternative theories exist in the literature, but they were not selected because they are either industry specific, which makes it difficult to generalise them, or they have not been fully tested in reality so research on them is limited. By using this theory, the researcher intends to reshape thinking about the communication model and encourage practitioners to see KT differently. The use of this model will reveal the under-explored notions of KT and those previously not associated with KT that are suddenly analogous to the field, for example organisational learning and the learning organisation. Communication theory helped the researcher to re-interpret the notion of KT and prove that it is not a simple mechanical process but one that requires some cognitive effort from the players involved.
The Shannon and Weaver communication model developed in 1996/2000 views KT as the transmission of knowledge from source to a recipient. In this model, transfer is seen as a message transmitted from a source to a recipient in a given context. The process follows four stages: initiation, implementation, ramp-up, and integration.
121 Biloslavo R, Zornada M.2003. Development of a Knowledge Management Framework within the Systems Context, 25-31.
122 Biloslavo R, and Zornada M.2003. Development of a Knowledge Management Framework within the Systems Context, 25-31
3.8.2 Initiation
This phase begins with the formation of the transfer idea and comprises all events that lead to a decision to transfer. In this stage, organisational participants need to be aware that this knowledge exists within the context of the organisation and that it may be feasible to use this knowledge to address their needs. In addition, organisational participants should know what knowledge they need, what knowledge they use and where that knowledge belongs. They also must know this if they are to collect information on how, when and where the knowledge can be of use in fulfilling the purpose of implementing the KT process. It is important to decide which information is useful and how it will be stored in the system, since the collection of uninteresting and meaningless information wastes time and other resources and should therefore be avoided.123 In this stage, the organisational participants should be able to
recognise the knowledge to be transferred.
To sum up, the initiation stage of KT involves all events leading to a decision to transfer. This includes recognising a need for knowledge, searching to satisfy that need, and exploring the feasibility of transferring knowledge identified to meet the need.
3.8.3 Implementation
This stage begins with decision to proceed. This decision may be taken formally in a centralised authoritative manner, or informally, and in some cases, even if it is unobservable. Once the decision to transfer knowledge has been taken, resources (pieces of communication and documents) can be released by one party and received by the other. In this stage, adaptation of the knowledge occurs in both the sources and recipients. Knowledge is changed at the source location to meet the perceived need of the recipient. The ease of this transfer depends on the experiences the parties have acquired in earlier transfer, the similarity of the source and recipient, and the quality of the knowledge itself.
In summary, the implementation stage of KT commences once a transfer decision is made. It encompasses the flow of knowledge resources from source to recipient, establishing social ties between recipient and source, customising the transfer to suit recipients’ needs, and avoiding problems that may have been encountered in prior transfer.124
123 Davenport and Prusak, 1998
124 Ngoc T B N. 2008. Intra-Organizational Knowledge Transfer Process In Vietnam’s Information Technology Companies
3.8.4 Ramp-up
The ramp-up stage begins when the recipient starts using the transferred knowledge, that is, after the first time of use. In this stage, the new knowledge will be proved valuable in a different context. The recipient of the knowledge begins to apply the knowledge to solve problems in his/her daily work. In this stage, the recipient starts to evaluate the knowledge according to its ease of implementation and application, and the success it will bring to solving his/her problem.125
3.8.5 Integration
The integration stage begins after the recipient achieves satisfactory results of applying transferred knowledge. In this stage, he or she gradually applies the knowledge in solving problems that arise during work. Use of the transferred knowledge gradually becomes routine. As the time passes, a shared history is developed and KT between the sources and the recipients is increased. The knowledge can flow more freely and it adds new applications to existing knowledge.
In this study, this framework was used to tease out the salient themes that characterise KT. This is because the framework emphasises the various dimensions of KT, such as the influence of organisational factors and the external environment. The conceptual framework provides the language with which to describe the emergent themes that are unlikely to be found in the data.