Inter-organisational knowledge transfer strategies

Inter-organisational knowledge transfer is very important for SMEs. However, compared to knowledge transfer within an organisation, its ‘boundary paradox’ makes its process more complicated and difficult to understand. In order to solve the ‘paradox’, inter-organisational knowledge transfer strategies need to be developed for SMEs. Through a review of the literature on knowledge transfer, this paper proposes an inter-organisational knowledge transfer process model that contains four stages (initiation, selection, interaction and conversion). It classifies three situations in which an SME exchanges knowledge with a customer (whether a larger company or an SME). It then applies a coordinating mechanism to analyse knowledge transfer strategies for the SME when it is a knowledgegiving firm and knowledge-receiving firm respectively, in the different stages of each situation

Inter-organisational knowledge transfer process model

Knowledge management (KM) is an emerging discipline (Ives, Torrey & Gordon, 1997) and characterised by four processes: generation, codification, transfer, and application (Alavi & Leidner, 2001). Completing the loop, knowledge transfer is regarded as a precursor to knowledge creation (Nonaka & Takeuchi, 1995) and thus forms an essential part of the knowledge management process. The understanding of how knowledge is transferred is very important for explaining the evolution and change in institutions, organisations, technology, and economy. However, knowledge transfer is often found to be laborious, time consuming, complicated, and difficult to understand (Huber, 2001; Szulanski, 2000). It has received negligible systematic attention (Huber, 2001; Szulanski, 2000), thus we know little about it (Huber, 2001). However, some literature, such as Davenport and Prusak (1998) and Shariq (1999), has attempted to address knowledge transfer within an organisation, but studies on inter-organisational knowledge transfer are still much neglected. An emergent view is that it may be beneficial for organisations if more research can be done to help them understand and, thus, to improve their inter-organisational knowledge transfer process. Therefore, this article aims to provide an overview of the inter-organisational knowledge transfer and its related literature and present a proposed inter-organisational knowledge transfer process model based on theoretical and empirical studies

Managing knowledge in times of organizational re-structuring

This thesis is located within the area of Knowledge Management and focuses on enhancing the transfer of knowledge. The research investigated how organisations manage knowledge in times of major restructuring. The research used Action Research to establish a collaborative partnership with the client organisation and to enable a cyclical approach to the research activity with ongoing involvement that allows feedback to be gathered as the research progresses. There was concern that knowledge was being lost and ways needed to be developed to stem the haemorrhage due to the movement of people to different posts or their departure from the organisation. Consequently the importance of the research for the Post Office was established in the first phase of the research. The research was based on interviews with managers in the Post Office and other selected organisations. Interview analyses showed differences in approaches to managing knowledge, often depending on their organisational epistemology. Consequently it was possible to build a framework for managing knowledge in times of change. The model was explored further within the Post Office to establish its validity and reliability and practical use for managers. Overall, the research recognises the potential for improved processes that, if applied effectively at the appropriate planning juncture, could result in improved identification and transfer of knowledge during times of major organisational restructuring. The research contributes to theory by identifying the critical period of transaction when a change or restructuring activity is underway. It also contributes by the exploration of two existing knowledge management process models and development of two ancillary models that enable the working of knowledge processes to be understood in greater detail. The research contributes to managerial practice by the development of a practical working framework enabling an organisation to make practical use of the research. By using the model organisations and those managing change will be able to support their thinking and trigger knowledge assessment, capture and transfer activities in a systematic way. Key words: Knowledge management; Knowledge processes; Knowledge transfer; Organisational restructuring; Change management

Exploring the factors impacting knowledge transfer (in E.R.P training)

This project explores the factors pertaining to successful knowledge transfer from the classroom to the workplace in an Enterprise Resource Planning (ERP) context. The project explores the literature, both past and present and sets out to discuss what mechanisms could improve the process. The context of this study is set in organisational learning as applied to Enterpise Resource Planning software implementations. This type of study, with respect to ERP learning has not been explored before and hence the study is novel. Various theories have been examined and reflected upon (to argue the case of knowledge transfer), and identify the factors that determine the transfer. In this study, I consulted with my participant and conducted structured interviews to identify an area of complexity and challenge to the organisation. A need was identified to create a learning mechanism (termed as a job aid), that would assist in the knowledge transfer process I drew upon the content development theory to create a suitable prototype in an organisational setting, that serves to illustrate an example for considertion and adoption.. The prototypes were created and shared with the subject matter expert from the organisation and were assessed as a successful model upon which to base future learning interventions. Knowledge transfer may be attributed not only to the key factors identified by various researched literature but could also incorporate the creation of an environment conducive to learning, and deep thought given to the introduction of revant knowledge transfer collateral at critical stages of an ERP programme. I therefore utilised the Grossman and Salas model, (within the confines of the study) to identify the factors that needed further development must be present in the training programme to aid in the adoption and usefulness of the prototype that I had produced for this ERP programme. Through a process of critical reflection I have increased my own knowledge and level of practice, and will embed this new level of understanding into future design and implementation programmes. The study has created two learning interventions, that if adopted and used in conjunction with the identified environmental support factors could improve the rate of training transfer for this ERP programme. It is acknowledged that the previous studies conducted showed no congruency and hence present a challenge to identifying major factors in knowledge transfer

Knowledge transfer to facilitate industrial symbiosis : a case study of UK-China collaborators

Interest in how industrial production could be adapted to promote sustainable development has increased in recent decades worldwide. Industrial symbiosis (where one company’s unwanted materials become the input for another company) is one approach to reducing the environmental impact of production, which itself has attracted widespread policy interest. The UK’s National Industrial Symbiosis Programme has become known internationally as an example of a successful industrial symbiosis initiative, attracting both academic interest and policy imitation. However, the suitability of industrial symbiosis development initiatives to be transferred between geographic contexts is a largely neglected issue in industrial symbiosis literature. Practice replication can be viewed as a knowledge transfer process. In order to address that issue, this study adopts a theoretical framework drawn from the knowledge transfer literature, which suggests that language skills, technical assistance and expertise are among the factors influencing the success of international attempts at practice replication. The knowledge transfer literature, however, has focussed on commercial activity, i.e., firms’ primary activities, not environmental initiatives such as industrial symbiosis. Theoretical framework on knowledge transfer is therefore adopted to study the topic.The research aims to provide a deeper understanding of factors affecting the process of replicating one country’s industrial symbiosis development practice to another. A European Commission funded project replicating the UK’s industrial symbiosis network facilitation approach to the Tianjin Binhai New Area of China has been selected to conduct an in-depth case study. This case study can be viewed as a transnational knowledge transfer practice. In addition, this research used a knowledge transfer perspective to inform an in-depth analysis of the organisation of National Industrial Symbiosis Programme. Also, it conducted the analysis of policy context affecting industrial symbiosis activities in the UK and China to provide a background of industrial symbiosis development in the two countries. Qualitative research methods such as semi-structured interviews and participant observation have been used to collect data.This research contributes to knowledge transfer theory through proposing a knowledge-based model illustrating the process of knowledge development within an organisation and the process of transnational knowledge transfer from the knowledge source to another. Also, factors affecting the process of transnational knowledge transfer have been summarised. In addition, the research provides a deeper understanding of a industrial symbiosis network facilitation approach which has been widely cited as an industrial symbiosis development exemplar. Theoretical contributions could guide future transnational collaborations on replicating good practices for industrial sustainable development

Managing knowledge in times of organizational re-structuring

This thesis is located within the area of Knowledge Management and focuses on enhancing the transfer of knowledge. The research investigated how organisations manage knowledge in times of major restructuring. The research used Action Research to establish a collaborative partnership with the client organisation and to enable a cyclical approach to the research activity with ongoing involvement that allows feedback to be gathered as the research progresses. There was concern that knowledge was being lost and ways needed to be developed to stem the haemorrhage due to the movement of people to different posts or their departure from the organisation. Consequently the importance of the research for the Post Office was established in the first phase of the research. The research was based on interviews with managers in the Post Office and other selected organisations. Interview analyses showed differences in approaches to managing knowledge, often depending on their organisational epistemology. Consequently it was possible to build a framework for managing knowledge in times of change. The model was explored further within the Post Office to establish its validity and reliability and practical use for managers. Overall, the research recognises the potential for improved processes that, if applied effectively at the appropriate planning juncture, could result in improved identification and transfer of knowledge during times of major organisational restructuring. The research contributes to theory by identifying the critical period of transaction when a change or restructuring activity is underway. It also contributes by the exploration of two existing knowledge management process models and development of two ancillary models that enable the working of knowledge processes to be understood in greater detail. The research contributes to managerial practice by the development of a practical working framework enabling an organisation to make practical use of the research. By using the model organisations and those managing change will be able to support their thinking and trigger knowledge assessment, capture and transfer activities in a systematic way. Key words: Knowledge management; Knowledge processes; Knowledge transfer; Organisational restructuring; Change management.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The Integrated Vocational Route (IVR): an employer-driven learning programme in health & social care practice at the FE/HE interface

In 2006, the Open University Awarding Body, Faculty of Health & Social Care and the Vocational Qualifications Assessment Centre began exploratory discussions with health and social care (HSC) employers regarding the creation of a flexible programme of vocational and academic development which would seek to bridge the FE-HE divide, embed learning in the workplace rather than the classroom and facilitate progression in this field of practice. The product of these discussions was the ‘Integrated Vocational Route’ (IVR). The IVR is designed to meet the needs of support staff directly involved in the provision of health and/or social care who have higher career aspirations and employers seeking to develop those non-professional care workers in their organisation whom they believe have the greatest potential to progress to more senior roles. The original programme integrates a Level 3 HSC (Adults) National Vocational Qualification (NVQ) within the OU K101 ‘An Introduction to Health and Social Care’ module (offering 60 credits at NQF Level 4). Successful completion of the IVR will therefore provide both a ‘Certificate of Health and Social Care’ (60 credits at NQF Level 4) and a full NVQ Level 3 HSC Adults award. HSC employer consultation and briefings in twelve UK towns and cities helped shape the IVR model and four organisations (Newcastle City Council, Northumberland, Tyne & Wear NHS Trust, Salisbury Foundation NHS Trust and Social Work Information & Interpretation Services [SWIIS] Foster Care Scotland) have been particularly influential in determining IVR design and models of delivery. One such model enables both the IVR tutor and assessor roles to be undertaken by staff within a partner organisation and tutorials to be held in the workplace. Most of the IVR learning and support materials are available online and a bespoke, user-friendly electronic portfolio has been created for the integrated NVQ. By simultaneously developing and assessing academic skills, knowledge and competence related to care practice, the IVR offers better preparation for progression to qualifying routes such as nursing and social work and scope for credit transfer. A second IVR integrating a full Level 3 HSC Children and Young People (CYP) NVQ within the K101 module was offered for the first time in 2009. The IVR is currently being re-developed to accommodate the new vocational Diploma qualifications which replace Level 3 NVQs from 2011

A New Methodology for the Integration of Performance Materials into the Clothing Curriculum

This paper presents a model for integrating the study of performance materials into the clothing curriculum. In recent years there has been an increase in demand for stylish, functional and versatile sports apparel. Analysts predict this will reach US$126.30 billion by 2015. This growth is accredited to dramatic lifestyle changes and increasing participation in sports/leisurely pursuits particularly by women. The desire to own performance clothing for specific outdoor pursuits is increasing as it becomes more mainstream and affordable. There is a distinct blurring of lines as fashion/clothing designers enter the niche market of performance apparel. This results in a strong business case for embedding advanced product development and the study of performance materials into the undergraduate curriculum for mainstream clothing students. Traditionally modules within Higher Education are taught as discrete subjects. This has advantages since it enables students to develop knowledge and skills specific to each individual elements of the subject discipline. The expectation is that students will integrate, connect and make sense of all the discrete elements within the various elements of their learning during their studies. Whilst this is the ideal scenario, in practice often the first opportunity to integrate the various elements with a project occurs at final year, through a major project. The purpose of the model presented in the paper was to integrate sections of the curriculum previously taught as separate entities into a single element at second year, using a blended learning approach combining both practice and theory. Thus, providing the opportunity for student to synthesize the knowledge obtained in various elements of their studies and develop an understanding of emerging and new technologies relevant to the creation of specific end-products much earlier within their studies. A series of weekly guest lectures were provided with experts in relation to clothing comfort, advanced textiles, marketing, costing, garment realisation, advanced sewing technology, and innovative design. The students worked in teams to produce a range of garments for specific outdoor pursuits, underpinned by appropriate research. An integrated approach to teaching was adopted as the various team members simultaneously worked on testing performance materials, joining technically advanced fabrics, developing the design and specific stylelines based on ergonomics and investing novel construction methods. This challenged not only academic skills but also lifeskills - teamwork, organisation, communication, negotiation, and problem solving. Teams had to test, re-test and negotiate the most appropriate performance material, joining method, styleline and construction method to make the product fit for the selected advanced application. The model differs from others in its approach in a number of ways: firstly by utilising fully integrated team teaching, engaging a diverse range of subject experts which enabled the students to extend their network beyond the programme team, reinforcing research informed teaching and the teaching/learning nexus. Secondly active learning was employed as a means of challenging the learner, thus developing life/subject skills through establishing systematic connections of the different elements of their learning. Finally, in establishing knowledge-transfer thorough peer-support and networking, knowledge was exchanged between students as they progressed through the development stages. This paper presents a successful model of blended learning which integrates research, technology, design and practical skills underpinned by the advanced study of textiles which is essential to any clothing curriculum. Keywords: curriculum design, performance materials, product developmen

Impact of knowledge management processes on organisational performance: A preliminary study

Copyright @ 2013 EMCIS.Despite the increasing number of studies relating to Knowledge Management (KM) in developed countries, few studies have explored this issue within the context of developing countries. Moreover, some industries have been affected more acutely than others in the transition to a knowledge-based economy. Thus, the purpose of this paper is to evaluate KM processes and to investigate the impact on organisational performance (OP).The authors propose a conceptual model through an in-depth investigation of the previous and current studies in the area of KM and OP. It is envisaged that this model can play a role in guiding the process of KM implementation in order to maximise the beneficial effects of KM processes on OP. An inductive qualitative approach was used based on a preliminary study. A pilot study was conducted; the study involved the use of interview as a primary data collection technique. Content analysis approach was used to identify ideas relevant to the main themes. The study showed that knowledge usage is the most influential aspect of KM that impacts OP. Moreover, the study revealed that knowledge transfer is a common KM process employed by organisations. Accordingly, it was ranked as the second most influential factor of KM with respect to OP