3. DEVELOPMENT OF A CONCEPTUAL FRAMEWORKF OR
UNCOVERING PROCESSES OF KNOWLEDGE TRANSFER
A knowledge transfer model (Fig. 2) was
developed as a framework for exploring these processes
(Gilbert, 1995). It was based on the schematic conceptual framework for successful technology
change depicted in Fig. 1 that links the processes of
technology change with those of changes in organizational
structure and behaviour. This follows the
approach concurrently developed in a parallel study
with ICI (Trott, 1993). This latter study breaks the
inward technology transfer process into a series of
sub-processes: Awareness, Association, Assimilation
and Application. The process of knowledge transfer
is not a static one, it is dynamic, and is part of a
process of continuous learning. What approach should
be taken when choosing to investigate this process?
There is some confusion and lack of discernment concerning
the meaning of technology adoption, acceptance
and assimilation and it is this question that is
central to understanding. Is there indeed a difference
between adoption and perhaps acceptance of technology
and technology assimilation? It is proposed in
the model that if learning does not truly occur until
assimilation takes place there must be a number of
stages, including adoption and acceptance, before
assimilation happens, and a number of activities or
elements that lead to successful assimilation. The
approach taken when designing the research method
sought to examine and identify all these stages and
to discover whether there are differences between
technology adoption and assimilation and to gain
from this a greater understanding of these processes.
The relationships involved are complex, they are not
linear and they involve a number of inter-relationships.
The aim of the conceptual framework was to
track the ability of the organization to achieve knowledge
transfer by investigating the organizational processes
that might encourage or prohibit learning. Four
stage~--s-were identified from the literature, and were
included in the model (see Fig. 2), which follow the
processes of knowledge as it may be transferred
within an organization to lead to the development of
a set of routines which are reflected in the behaviour
and practices of the members of the organization and
which become part of the core routines, so that
assimilation, or learning, occurs. These are: Acquisition,
Communication, Application and Assimilation.