Challenges in the Era of Globalization - iaabd

Proceedings of the 12th Annual Conference © 2011 IAABD
That is the case we have with some of our operatives; because if you take someone who can’t read and
write it is difficult to introduce new technologies to them (Quantity Surveyor Consultant with western
experience).
Some respondents also pointed out that because some construction firms were run by non-professionals,
illiterates or semi-literates. The knowledge base was not right:
One of the hindrances to technology transfer in the construction industry in Ghana is that most
contractors are non-professionals or illiterates. How can you transfer technology when the knowledge
base is not right? (Consultant Civil Engineer).
Most respondents pointed out that whilst the knowledge base among local consultants was good, the same
cannot be said for the local contracting subsector as it was dominated by illiterates and non-professionals.
One local consultant who works with a foreign firm observed that:
“I don’t know whether it is the way we were trained, but people [local consultants] don’t come out to
sing and dance about themselves and what they know, but when you get to talk to them, things that
suddenly come up that they know... it’s amazing”
In line with the objectives of this study, what needs to be looked into further is how government policy
can ensure that adequate knowledge transfer precede technology transfer. In this regard, there was the
need to review tertiary education and Continuous Professional Development (CPD) for professional
bodies. There is also the need to review processes involved in drafting construction contracts.
Professional bodies and the construction industry should play an active role in the human resource
development within tertiary institutions.
Discussion
Technology may be viewed as having hard elements (Construction outputs/buildings, materials, plant &
equipment – product technology); soft elements (skills, knowledge, organisation – management
technology); the process technology as described by Grosse (1996) combines the product technology with
the managerial technology to produce outputs (which is part of product technology). These processes
require continuous flow and utilisation of data and information which in itself is knowledge.
Technology therefore involves the person-embodied component (more tacit knowledge), the processembodied;
which is viewed as being embedded in equipment, tools, techniques, systems, processes,
information (more explicit knowledge). Technology and knowledge go hand in hand, but for developing
countries the knowledge base should match the technology being transferred. Not all technology is based
on a machine or equipment, some of it is based in people. This means that there is the need to encapsulate
the concept of knowledge clearly to appreciate the technology concept.
Li-Hua (2004) observed that TT and KT go hand in hand. He is of the view that knowledge transfer can
occur without technology transfer, but without knowledge transfer there can be no technology transfer.
Li-Hua’s assertion that knowledge transfer can take place without technology transfer may be open to
further debate. This is because the KM literature and the responses in this study reveal that technology
and knowledge have increasingly become inseparable. It has become increasingly difficult to find an
effective and efficient KM system devoid of ICT (technology) support; of course technology is the
application of knowledge. Carrillo et al. (2006) and Patel et al. (2000) noted the role of IT in KM. Wiig
(2000) noted that one of the key driving forces of KM is technology. This demonstrates that effective KM
requires the integration of technology and knowledge. This paper posits that for effective T&K
management and transfer, technology and knowledge are inseparable. What these responses appear to
encapsulate is that the knowledge that is acquired through education and training (more explicit in nature)
is the foundation (that which prepares the individual) for effective transfer of product, process and
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