Project Knowledge Transfer Framework Development StrategySadia Hanif1, and Ali Ahsan2 1Facultyof Management Sciences, Foundation University Rawalpindi Campus (FURC),Rawalpindi 44000 Pakistan 2Facultyof Management Sciences, Foundation University Rawalpindi Campus (FURC),Rawalpindi 44000 Pakistan

Corresponding author: Sadia Hanif (e-mail: hanif.sadia@gmail.com).

ABSTRACT: In this paper, Knowledge transfer (KT) theories and frameworks were reviewed to determine the application of existing theories for effective knowledge transfer in Project Management trainings. The review indicates that those theories and models do not consider the correspondence of learning behaviours of project managers and required training methodologies. In this regard, this paper, upon considering the typological and contextual nature of the projects, proposes a customised strategy for the development of a Project Knowledge Transfer Framework, using the action research approach. The Project Knowledge Transfer Framework Development strategy proposed in this paper proposes strategic steps for outsourcing knowledge by targeting mother organisations and exploring and identifying project contexts and learning behaviours to turn the trainings relevant and effective for project knowledge transfer. Initially, the proposed strategy was reviewed by experts and then updated and finalised, based on their reviews. Finally, the paper discusses the case study to explain the implementations and significance of the Project Knowledge Transfer Framework Development Strategy.

INDEX TERMS: Knowledge transfer frameworks, project contexts, learning behaviours, training methodologies, framework development strategy

I. INTRODUCTIONAccording to the Pulse of Profession PMI Survey (PMI, 2017), champions are firms that invest more in training and development in the area of project management. They prioritise all the critical areas illustrated in the PMI talent triangle i.e., leadership, strategy and business management and technical project management. Most of the firms in developing countries are considered underperformers, and compared to the champions, maintain training and development at a lower priority (PMI, 2017). However, training and development activities can be successful if training methodologies and learning behaviours correspond with each other. The trainers should be aware of the project contexts, systems and structure as well as the learning needs and gaps of the project actors, according to the situation. In this way, the trainers can effectively transfer knowledge that can be further applied by users (McLeod, 2017).

Main Research Question: What is the best strategy to capture the reality of project learning behaviours to shape the training methodologies for effective knowledge transfer?

The present study proposes a project knowledge transfer framework development strategy to answer the research question. The proposed strategy can help project experts and researchers develop this framework according to their project context and learning behaviours.

II. LITERATURE REVIEWKnowledge transfer (KT) theories and frameworks are reviewed to determine the application of existing theories for effective knowledge transfer by corresponding learning behaviours and training methodologies. The correspondence of learning behaviours of receivers and training methodologies assures effective knowledge transfer if the receiver can apply the acquired knowledge in unexpected situations and future challenges. The quality of learning depends on the quality of training methodology (LLC, 2014; Ko, Kirsch and King, 2005). The review of knowledge transfer theories and project knowledge transfer models indicates that these theories and models do not consider the correspondence of learning behaviours and training methodologies.

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In the field of project management, learning behaviours of project managers are influenced by project context. 1 Particularly, in public sector project management, unexpected situations and future challenges are linked to practical situations and vary with the project context. Pertaining to this, the trainer should be aware of the project context for adopting into training methodologies, according to the practicality of the project context (Yanwen, 2012).

Effective knowledge transfer and learning also requires relevant and updated absorptive capacity of trainees to acquire and absorb advanced knowledge (Mainga, 2017; Parent, Roy, & St-Jacques, 2007). The absorptive capacity of project managers, project context and the training methodologies in combination shape the learning behaviours of the project managers. The trainer should effectively understand the learning behaviours of trainees that lead to a change in the knowledge behaviour of the trainee in an actual situation (Badilescu-Buga, 2013). Learning behaviour refers to frequently seeking new information, testing the validity of work assumptions and devoting time to identify ways to improve work processes. Improved learning behaviours enable project managers to acquire, share and apply knowledge (Carmeli, Brueller & Dutton, 2009). This indicates that the trainers should understand the learning behaviours for effective knowledge transfer through training. Table I lists the existing KT theories and project knowledge transfer models along with their limitations for application in project management processes.

Table I: Knowledge Transfer Theories and their limitations for application in Project Knowledge TransferKT Theories LimitationsAnalogical Transfer • Not easy to apply because of a multifaceted situation

• Project manager may come empty-handed; not applicable by beginners• Does not completely match with the project context• Project manager unable to use it in new contexts• Highly influenced by mental capability

Nonaka’s Four Modes of Knowledge • Does not consider natural cyclic flow of knowledge• Highly context-specific• Conversion of tacit knowledge can occur only in two individuals and not between groups• Only two processes meet the criteria of full transformation (externalisation and

internalisation)Process Model of Knowledge Transfer (1999)

• Include long iterative process and projects are temporary; hence, not applicable• Requires continuity; hence, not suited for temporary projects

Dynamic Knowledge Transfer Capacity Model (DKTC) 2001

Long and evolutionary. Time-consuming. Projects have limited cost, time and scope; hence, not applicable in this situation.

Culture Based Knowledge Sharing Model (CBKSM) 2005

Long and evolutionary; time-consuming

Coding, Reproduction, Assimilation and Interpretation (CRAI Model) 2007

Time, cost and resource-consuming

Knowledge Transfer Model of Interfirm Collaboration 2008

• High context ambiguity• Does not consider absorptive capacities

Knowledge Transfer – A Process Model 2009

• Evolutionary • Does not overcome the geographical scattered projects teams and requires strong

collaborations and ties of teams• Requires strong absorptive capacities and willingness

Knowledge Governance Mechanism-Fit-Barrier Matrix 2013

• Considers only organisational knowledge barriers; does not consider project knowledge barriers

• Evolutionary in nature • May lead to time lags

PKT Models LimitationsDashboards 2004 • Leads to learning from previous experiences and not from PMBOK

• Follows an intra-organisational mechanismERP systems 2015 • Complicated nature of process may require a separate project

• Difficult to integrate with the project plan in routineEFQM model 2015 Applicable on the overall organisation and not to a specific projectKnowledge Management Outsourcing 2017

Only suggested on the basis of the existing project knowledge transfer barriers without telling details of its application

Work Packages (WP) for developing STBQ method 2017

• Lessons learnt early or after the project is completed.• Not helpful in learning during the implementation

Triple loop learning framework’ 2017

• Occurs after the completion of the project through lessons learned• Cannot be adopted during the implementation of project activities

Lean Startup Method (LSM) 2017 Use of method is limited and not holistic

1 Project context is the environment in which the project is executed and influenced by various environmental factors. Such factors are categorised into internal and external environmental factors.

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Considering the above-mentioned limitations of applying KT theories and PKT models, Aerts’ suggestion to outsource knowledge transfer challenges and focus on individual project manager’s competencies by targeting mother organisations can be significant (Ali, 2010). The Project Knowledge Transfer Framework Development strategy proposed in this paper proposes strategic steps for outsourcing knowledge by targeting mother organisations and exploring and identifying project contexts and learning behaviours to turn the trainings relevant and effective for project knowledge transfer.

III. PROCESS OF DEVELOPING PROJECT KNOWLEDGE TRANSFER FRAMEWORK DEVELOPMENT STRATEGY

The proposed strategy has undergone different iterative stages and steps. Sankaran and Tay suggested that researchers should be provided access to project managers in practice to study how social process affect project managers and the factors project managers consider when acting (Sankaran, and Tay, 2007). With reference to this, he suggested an action research to study situations where the problem is not defined (Rose, Spinks, & Canhoto, 2014). Following the Action Research approach, the proposed Project Knowledge Transfer Framework Development Strategy has been developed in two phases. Each phase uses separate processes; however, the successful completion of the first phase will gear the second phase.

In the first phase, the methodology for experts’ review is discussed to gather the collective opinion of experts regarding the applicability and relativity of the framework development strategy. The outcomes of experts’ reviews help add or reduce elements of different stages of the strategy to make it more relative and reflexive (Shariff, 2015).

In the second phase, the stages of Project Knowledge Transfer Framework Development Strategy that have gone through experts’ review are discussed. As shown in Fig. 2, the proposed Framework Development strategy contains four primary stages. Following the results of the first phase, the discussed framework development strategy in the second phase is updated (as discussed in Part 4: The Proposed Project Knowledge Transfer Framework Development Strategy).

PHASE 1: EXPERTS SAMPLINGThe snowball sampling technique is applied for experts’ selection. In this regard, a window model 2 is used to categorise the experts. Steinberg suggests an Eight Window Model for sampling in qualitative researches (Steinberg, 1970). The use of the window model can reduce the risk of homogeneity of expert selection through the snowball sampling technique.

Figure 1: Expert Interview Eight Window Model

Source: Steinberg, L. Eight-Model Sample for a Research Interview. Sociologist in the field, 01-Jan-1970.

The selected experts are categorised according to the window model. The window model does not specify a fixed number of experts for each window; therefore, a number of experts were selected following the general criteria of qualitative studies and using the in-depth interviews strategy (Bird et al., 2009). According to the window model, the

2 The expert window model is located as a quadrant along two axes; the four windows of the quadrant are named according to the special characteristics of the experts in that window. These are the typical expert, key expert, theoretical expert, and false expert.

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first three expert’s categories are significant. The number of experts for each window along with their characteristics are recorded in Table II.

Table II: Expert’s categorisation according to window model

Window # CharacteristicsTypical experts 3 Active project management practitioners

Retired and experienced project managerMaster project management trainer

Key Experts 4 Possess in-depth analytical and practical knowledge of project managementThree of them were PhDs and PMP certified (one foreigner) and the fourth one is a foreigner working on project knowledge management

Theoretical Experts

2 Hold PhDs in knowledge management and understand project management

False Experts 1 Holds a Ph.D. in HR, indicates errors in research methodology

After sampling, experts in the field were contacted and suggestions were taken for a further relevant expert opinion. The professional network LinkedIn was also used to search for experts. A total of 14 experts were contacted, and 10 out of them responded to the interviews. The experts available within the country were interviewed in person and those present in foreign countries were interviewed online.

PHASE 2The initial framework development strategy follows four stages; each stage further contains sub-stages. Each stage and sub-stage have their own sample and methodology for data collection as well as for data analysis. However, they are connected such that each stage and sub-stage is a generator of the next stage/sub-stage.

Figure 2: The initial project knowledge transfer framework development strategy.

The proposed initial PKTF Development Strategy has been reviewed and updated in light of experts’ reviews. The data collected during experts’ interviews has been analysed using content analysis in Nvivo.

CONTENT ANALYSIS OF EXPERT’S INTERVIEWSThe interviews were recorded in Nvivo, and Nodes were developed according to distinct suggestions. Furthermore, a Text Search Query Method was used for observing the number of sources, reference and percentage coverage ratio. Memos were also developed against each Node and text search query. The results were tabulated with key findings and Memos as shown in Table III.

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Table III: Results of experts interview content analysis and remedies by researcherText search query

Sour

ces

Ref

eren

ces Memo Response

Model 4 6 Experts suggested developing model or structure with the research parameters as a theoretical basis for developing project knowledge transfer framework

Framework development strategy proposed in results

Organization’s support

6 10 Experts suggested also considering the organisation’s support in why PM cannot practice their competencies, why acquired knowledge cannot be retained and how such a framework can be used on a sustainable basis

The implementation of the framework development strategy will help explore organisational support

Cultures comparison

2 4 Comparing cultures to reduce its high contextuality and to enhance the generalisability of the framework

Each culture has specific project situations that are not similar across cultures. Therefore, the present research proposed a strategy to develop PKT frameworks according to project contexts.

Define Absorptive capacity

5 15 Experts think that project managers of developing countries have enough absorptive capacity to clear PMI certification but asked how absorptive capacities are defined and linked with project manager’s competencies? In practice, PM has a problem regarding an organisation’s environment and our project management system

Absorptive capacity is already defined in the literature. However, the implementation of the proposed strategy can help to align the definition of absorptive capacity with project manager’s competencies. Organisational problems often occur because of the absence of firm absorptive capacity.

Training problems

7 30 Experts have suggested focussing more on training and trainees, the process of need identification and how much these trainings make PMs apply acquired knowledge

The proposed framework development strategy has focused on these suggestions.

Why ethnography

1 1 One expert suggests defining types of ethnography required to collect data

Institutional ethnography recommended in the proposed strategy.

Avoid Experiments

2 4 What happens if organisations do not agree to participate in experiments; secondly, use Delphi analysis for validity, or specify reasons for conducting experiments

Delphi technique can help to remove errors from the framework, but experiments will help to observe the expected results

Use paired sample t-test

1 1 If you are conducting ABA design experiments, then a paired sample t-test will be used.

Corrected

According to the results shown in Table III, the changes indicated in Table IV were applied to develop a customised project knowledge transfer framework development strategy.

Table IV: Changes according to recommended suggestions of experts for research strategyProject Knowledge Transfer Framework Development Strategy

Pre-Phase 1 Post-Phase 1 SourceSnowball sampling technique was adopted to select research participants

Purposive sampling technique was adopted to collect data from participants and decided according to the set criteria

Further literature review

Type of ethnography was not specified Institutional ethnography was adopted for data collection

Experts’ suggestion

Independent sample t-test was used for experiments’ evaluation

Paired Sample t-test recommended for experiments evaluation

Experts’ suggestion

Stage 2 was independent of analysis Stage 2 merged in the analysis and results because of grounded theory approach

Further literature review

Experts’ discussion on the framework was proposed at stage 2

Experts’ discussion on framework shifted to Stage 3 Further literature review

NVIVO software was recommended for analysis

MAXQDA recommended because of effectiveness Further literature review

On the basis of the conducted changes in research strategy, the updated PKTF development strategy has been finalised.

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IV. THE PROPOSED PROJECT KNOWLEDGE TRANSFER FRAMEWORK DEVELOPMENT STRATEGY

The proposed research strategy is a customised strategy to develop project knowledge transfer frameworks. The strategy is designed for developing frameworks according to the project contexts by exploring and identifying the learning behaviours and the required training methodologies.

Figure 3. Project knowledge transfer framework development strategy.

IMPLEMENTING PKTF DEVELOPMENT STRATEGYThe suggested framework is divided into four stages. To gather effective results, it is instrumental to ensure the applicability of all the stages as suggested. The results will help to develop a project knowledge transfer framework according to the project context.

STAGE 1: EXPLORING LEARNING BEHAVIOURS AND TRAINING METHODOLOGIESThe first stage includes data collection using the qualitative research approach i.e. grounded theory. The collected data is sorted and synthesised through coding. The coded data is categorised through data reduction strategy. The constant comparisons revealed details regarding further theoretical samplings for further data collections until the researcher reached theoretical saturation. Theoretical saturation helps researchers to develop and organise selective codes in framework (Charmaz, 2006).

The framework development strategy suggests different data collection tools. The institutional ethnography is suggested to understand the work process and routines of different training institutes. Institutional ethnography started from entry-level informants and after institutional capture, further activities were planned according to the requirements. In-depth interviews have been suggested through unstructured questions that aligned with the literature and secondary data. As suggested by Charmaz, the interviews should be made congruent with the grounded theory (Charmaz, 2006). During the ethnography and intensive interviews, the observations should be recorded separately in the diary as notes. These diary notes will not specifically answer any question; rather, they will elaborate on the phenomena observed. Various text collections can help to understand the research problem, including different forms, calendars, templates, survey tools and other documents related to research.

STAGE 2: DEVELOPING PROJECT KNOWLEDGE TRANSFER FRAMEWORKThe stepwise analysis of the collected data using grounded theory methodology leads to framework generation. The collected data is transformed into transcripts for qualitative data analysis. The first stage of grounded theory data analysis is open coding that is continued till attaining theoretical saturation. This is followed by axial coding, where open codes are categorised into groups and links are created using memo writing. Finally, during the selective

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coding stage, the categorisation of further refined links is used to develop prepositions. This leads to developing the project knowledge transfer framework.

STAGE 3: SCIENTIFIC VALIDITY OF PKTFABA experiments are suggested for validating the efficiency of the framework. The participants go through them before and after the project knowledge test. The results from before and after the implementation of the framework will be compared using the paired sample t-test to determine whether there is a significant difference in knowledge improvement.

STAGE 4: THEORETICAL CONTRIBUTIONAt this stage, the researcher will discuss the induction of new themes and constructs in the process of developing the project knowledge transfer framework according to their context. The researcher will discuss the expected outcomes of applying the project knowledge transfer framework as compared to the results of the other available frameworks.

V. IMPLEMENTING THE PROPOSED PROJECT KNOWLEDGE TRANSFER DEVELOPMENT STRATEGY: AN EXAMPLE

I have applied the proposed PKTF development strategy in public sector organisations to develop an example. The application of the strategy resulted in the development of project knowledge transfer framework (PKTF) for public sector organisations only. As discussed earlier, the projects follow different typologies and contexts; by extension, each project manager will exhibit a different learning behaviour and needs. Thus, the training methodologies will also function differently in different contexts. Therefore, for each defined typology and project context, a different PKTF should be available that corresponds to the learning behaviours and training methodologies of that context.

STAGE 1: EXPLORING LEARNING BEHAVIOURS AND TRAINING METHODOLOGIESDATA COLLECTION: A GROUNDED THEORY APPROACH

Data is collected using qualitative data collection tools such as unstructured in-depth interviews of project actors, institutional ethnographies of training institutes, observations of training sessions, text collection and diary notes.

Unstructured In-depth Interviews: Purposive sampling technique was used to select participants for unstructured in-depth interviews from public sector organisations involved in project management. The participants were project actors for exploring learning behaviours and project management trainers for exploring the corresponding training methodologies. The unstructured interviews were performed till data saturation. Other data collection tools also contributed to data saturation. 28 in-depth interviews were conducted.

Institutional Ethnography (IE): During institutional ethnography, other data collection tools such as direct observation, text collection and diary notes were also used. The institutional ethnography (IE) explored the role of training institutes in knowledge transfer through trainings. In this regard, three major training organisations selected. During IE, the following activities were included:

Interviewing entry-level informants3 for increasing institutional capture4 and interviewing secondary level informants5 to gather information regarding organisational structure, culture, routines and work processes to deliver trainings.

Observing the training sessions and making dairy notes during observations Text collection including training schedules, training modules, satisfaction measuring performa and

suggestions and recommendations regarding the performance of organisations used at the end of training sessions.

The data collected is transformed into transcripts for analysis. The transcripts are shifted to MAXQDA for coding.

3 Employees in organisations at the clerical and office coordination levels4 The researcher understands the significance of identifying second level informants and asking relevant questions for unpacking the institutional processes.5 Employers in organisations at managerial and executive level.

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DATA ANALYSIS: USING MAXQDA

The collected data converted to transcripts using MS word is subsequently entered into MAXQDA. There were a total of 35 document entries in MAXQDA. These included 27 unstructured in-depth interviews, Observations from 7 training sessions and 1 document containing reviews and observations of the 6 texts collected.

OPEN CODING AND AXIAL CODING

100 open codes have been developed using open coding method and constant comparisons. In the next stage, the data is reduced using data reduction strategy to 90 codes. These 90 open codes are further categorized into 7 axial codes. Finally, at the selective code stage, these 7 axial codes are further grouped into 3 major selective codes that are linked with each other using memos for developing a project knowledge transfer framework for public sector organisations in Pakistan.

SELECTIVE CODING

The selective codes developed were ‘training institutes’, ‘learning behaviours and needs’ and ‘organisation’s absorptive capacity’.

The sub-codes ‘training institutes’ helps to explain the following three concepts:

Training institutes’ work processes: Their routines and flaws due to which the training institutes fail to meet learning needs.

Proposed training methodologies: The interviewed participants suggested some training methodologies that they feel are better and more effective to their knowledge acquisition.

Training methodologies: Explains the existing training methodologies adopted by trainers and discusses their limitations regarding effective learning processes. These three concepts in combination help to update the training methodologies and align with the learning needs.

The sub-code ‘learning behaviours and needs’ helps to explore the reasons for ineffective learning and knowledge transfer by identifying the following:

Learning behaviours: Identifying the response of project actors towards trainings, their interest in learning, their behaviours in knowledge sharing and providing space to apply knowledge and finally acceptability and awareness of international project management standards.

Project management problems: The identification of project management problems helps to identify the existing learning needs of project actors. The participant’s responses linked their project management problems with organisational mechanisms, executive’s behaviours and the overall culture of public sector project management. Using negative case analysis, the researcher linked the problems discussed by the participants to the lack of the required knowledge at the different levels of organisations.

Since grounded theory is an exploration of phenomena and concepts, it is recommended by Charmaz to not ignore any code to make the proposed theory workable and error free. During data collection and through the constant comparison of themes and negative case analysis, another theme also emerged that was not considered in the literature review – ‘organisation’s absorptive capacity’.

Organisation’s absorptive capacity: Explains how the absorptive capacity of leadership in public sector organisations influences the application of knowledge and affects learning behaviours and training methodologies. Organisational capacity is sub-divided into ‘potential absorptive capacity’ and ‘realised absorptive capacity’.

Potential absorptive capacity: Helps organisations in acquiring and assimilating external knowledge. In this regard, executive and senior managers should possess the required potential absorptive capacity to ensure that they behave as the gatekeepers of external knowledge as discussed in the theory of absorptive capacity. The

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development of potential absorptive capacity can help update the routines, process, cultures and structures of public sector organisations that can subsequently help to develop the realised absorptive capacity.

Realised absorptive capacity: Can help to exploit the acquired knowledge by applying the knowledge learned by project actors in the field of project management. The application of new knowledge helps to develop competencies, update the systems, make the work processes transparent and accountable and motivate the learners towards learning more.

STAGE 2: DEVELOPING FRAMEWORK

The selective codes ‘training institutes’ and ‘learning behaviours and needs’ in combination help to develop a strategy for providing effective trainings by filling the gaps and corresponding training methodologies with learning behaviours and needs. The selective code ‘organisational absorptive capacity’ is linked with ‘training institutes’ and ‘learning behaviours and needs’ to develop the project knowledge transfer framework for public sector organisations. The framework states that if training methodologies are improved according to learning behaviours and their needs, then it can automatically lead to the development of organisational absorptive capacity. That finally provides space to new learners for applying knowledge and becoming competent.

Figure 4. Project knowledge transfer framework for public sector organisations in Pakistan.

As stated earlier, project knowledge is highly typological and contextual; therefore, a generalised knowledge transfer framework is not applicable in all the scenarios. Therefore, the project knowledge transfer framework development strategy proposed in this paper can help to develop contextual Project Knowledge Transfer Frameworks (PKTF). The project knowledge transfer framework defines, explains and links training institutes, learning behaviours/needs and other explored themes according to the project context.

STAGE 3: VALIDATING FRAMEWORK

It is recommended that the developed project knowledge transfer framework (PKTF) is validated using experiments. This will help to confirm the usability of PKTF in practice. The above-discussed PKTF for public sector organisations is an example.

STAGE 4: THEORETICAL CONTRIBUTIONS

As stated, all project typologies and project contexts could have different learning behaviours, needs and training methodologies; furthermore, new themes can emerge in different contexts that can help in understanding various project contexts globally. Therefore, the PKTF developed should be discussed in light of the existing literature on

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knowledge transfer theories and project knowledge transfer frameworks and models. Based on the theories and frameworks of knowledge transfer and project knowledge transfer discussed in Table I, it can be stated that the PKTF developed in the discussed example considers the absorptive capacities, training methodologies and learning behaviours that are essential for transferring the knowledge. Moreover, given the temporary nature of projects, the PKTF is significant because it works separately and does not interrupt the normal flow of the project cycle. Following Aert’s suggestion of outsourcing knowledge transfer activities as discussed in literature review, the proposed model outsourced the training activities by targeting training institutes and their coordination with mother organisations in the projects.

VI. CONCLUSION Knowledge transfer is a social-constructivist phenomena and is, therefore, influenced by social discourse. It is important to understand the social factors influencing knowledge transfer and the context of knowledge. In the case of project knowledge, project actors play a key role in shaping project knowledge. The capacities of project actors and their behaviours influence their actions while resolving project problems and in decision making. The success rate of the projects determines whether the project actors were competitive or have project knowledge gaps. Therefore, it is important to recognise the capacities and behaviours of project actors for identifying the knowledge gaps to effectively transfer the required knowledge. Conversely, the trainers should understand the project context and adopt training methodologies according to the learning needs/behaviours of the project actors for effective knowledge transfer.

Considering the discussed limitations of knowledge transfer theories and models in project management, this study has followed Aerts’ suggestion of outsourcing knowledge transfer and focussing on individual project manager’s competencies by targeting mother organisations (Ali, 2010). In this regard, this study has proposed the project knowledge transfer framework development strategy to outsource knowledge by targeting mother organisations and by identifying learning behaviours and training methodologies to develop a contextual project knowledge transfer framework for effective knowledge transfer and competency development.

Following the action research approach, the proposed framework development strategy undergone review and has been finalised after being updated based on experts’ reviews and criticisms. The paper has illustrated the application of the framework through a case study conducted in public sector organisations.

The proposed project knowledge transfer framework development strategy, has characteristics that have been applied in different contexts to understand the knowledge gaps at the local level. Since one shoe doesn’t fit all, the results of the PKTF development strategy for one context cannot be used in other contexts. Therefore, PKTF development strategy should be applied separately in different project environments to understand the needs of project practitioners according to their project problems and absorptive capacities. The trainers should update their methodologies according to the requirements. The training calendars and modules should be updated regularly according to the changing needs of project participants. The PKTF development strategy is not a onetime activity; it’s an ongoing process because project knowledge needs vary according to the changing project management and planning problems.

VII. FUTURE RESEARCH RECOMMENDATIONSThe proposed project knowledge transfer development strategy opens a wide area of research. The application of this strategy can provide novel results from each project context. Additionally, this strategy is beneficial for various topologies of projects, as each project context and topology have varying learning needs. This helps in ensuring continuous improvement in training methodologies to effectively transfer project knowledge. Alternatively, the competencies of project actors will develop; this can lead to improved learning behaviours. The proposed strategy continues research activity because at the end of each cycle, the changes in learning behaviours leads to changing training needs.

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VIII. LIMITATIONSThe framework development strategy has been suggested to explore learning behaviours and training methodologies depending on the review of the literature. Using the phenomenon before theory approach proposed by Tellis (Tellis, 2017), however, the observed phenomenon from the local context can also facilitate efficiently identifying knowledge transfer problems. However, with the inclusion of more sensitising concepts in the framework, it again requires experts’ review from the local context for validity. Besides, new themes can emerge as a result of implementing the proposed framework development strategy which should also be considered when developing training modules. Moreover, these themes should be added as a part of the strategy and should be reviewed by experts. The proposed strategy has the limitation of not being fixed; it is a living document and should be regularly updated and validated according to the project contexts.

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