Barriers to knowledge transfer of the franchisor to franchisee: an application in language schools

Abstract

Purpose This study aims to measure the influence of the barriers present in the knowledge transfer at the sales process, by the franchisor to the franchisee, in language schools in the São Paulo/SP city, Brazil. The theoretical aspects include the transfer of knowledge displayed through communication model and barriers inherent in this process. Using (Szulanski 1996) approach the barriers may occur in relation to, namely, the content of knowledge; context; the source; the recipient. Design/methodology/approach The methodology is quantitative and the type of research is exploratory and descriptive. For this investigation was used an adapted version of the questionnaire developed by Szulanski (1996), applied to a sample of 79 franchised language schools linked to the Brazilian Franchise Association. Beyond factor analysis it was used the nonparametric test of Jonckheere-Terpstra and analysis of variance, to comparing schools. Findings The results of this analysis revealed that certain types of knowledge transfers are evaluated by the franchisees as more favorably or unfavorably according to the brand franchise. These results show a lack of standardization trend of the activities of the sales process and mismatches with the guidelines of the franchisor. The authors highlight that in the comparison between the brands is evident the dominance of the CNA in relation to other networks of language franchises when analyzed the relationship factors, technical adequacy, absorption of knowledge, competence to absorb knowledge and in the indicators contribution to revenue, acceptance of guidelines and bring results. Originality/value This research contributes to the identification of barriers that are involved during the transfer of practices of the franchisor to the franchisee on the knowledge of the sales process in language schools, awakening in franchisee reflections of improvements and solutions that can be worked on and developed in their units. Specifically, the study contributes to the knowledge management literature in franchises, as this topic is still emerging, as it presents conflicting findings.

The influence mechanism of source experience of the knowledge on the knowledge transfer performance: The role of political skill and knowledge barriers

“…As for knowledge barriers, in line with the concept of sticky information ( Von Hippel, 1994 ), Szulanski (1996) categorized the barriers of knowledge as four constructs as follows: barriers inherent to the content of knowledge; barriers inherent to the context; barriers inherent to the source; and barriers inherent to the recipient. This barrier can be found at activities related to innovation, the degree of transfer, the use of superior knowledge ( de Araújo et al, 2020 ).…”

Agile learning strategies to compete in an uncertain business environment

“…By following the four modes of knowledge creation, employees expand their tacit knowledge, convert their tacit knowledge to explicit knowledge through conversation and then create new organizational knowledge. Knowledge creation is quickly becoming the primary factor in sustaining organizations’ competitive advantage (Araújo et al , 2020).…”

“…Knowledge management processes also help in balancing knowledge workers’ continuous learning, knowledge creation and knowledge protection. Araújo et al (2020) noted the role of KMSs in transferring the know-how among knowledge workers.…”

Training transfer to the workplace: a study of corporate English language training in hospitals

“…English training differs from other skills commonly taught in the workplace because it requires a long time to realise training effectiveness, and the time required for effectiveness can vary among trainees (Lee, 2015). Thus, it is important to examine English training transfer in organisations, as this process entails various barriers along the transfer process (de Araújo et al, 2020). Training transfer is defined as "the degree to which trainees apply the knowledge, skills, behaviours, and attitudes gained in training to their job" (Yamnill and McLean, 2005, p. 323).…”