Page 136 - Crossing Cultural Boundaries - Cees den Teuling
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organisation; the openness for innovations in the home-organisation; the level of trust with employees of other department in the home-organisation; the readiness for sharing knowledge between employees, between employees and managers, between managers and employees in the home-organisation and with outside partners; existence of work conflict, separation, corruption, nepotism (clientism), conflict of interests, and lack of communication and/or teamwork in the home-organisation; the levels of education in the home-organisation.
Section E: Effects on KT during the traineeship in the foreign country
The following questions were included in section E. How are the interactions, increased understanding, ability to ask questions, acquired knowledge during the group lectures and traineeships? How is the understanding of the common language, the implementation of the content, received information, a clear understanding of the implementation of the learned content and the absorption of business knowledge in the group lectures and in the host organisation? How was the common understanding with the docents and host-organisation supervisors on the common experiences, solving problems, easy conversations and understanding and the process of exchange of knowledge. How were your prepositions in learning business and management knowledge? How is your position on the personal revenues in income and knowledge How are you motivated by teaching other people, recognised by others for management and business knowledge and the feeling to have earned something? How was the quality of the docents and supervisors? What are your personal attitudes regarding the command of languages, goal orientation, dealing effectively, the level of communication, expression of ideas, oral communication and effectiveness in timing? What are your personal attitudes in openness to other’s needs and communication, openness in listening and communication? How are the qualifications of the docents and supervisors in respect to: trustworthiness, open-minded, with experience and expertise, educational well-trained, credible and accessible for communication?
Section F. The impact of organisational learning during the Presidential Programme
The following questions were included in section F. Was the Presidential Programme instrumental to acquire knowledge about business, to be able to share the knowledge with management and colleagues in the home-organisation, to receive the support in the continuation of learning, to receive some rewards, in assistance in obtaining personal goals and to the home-organisation.

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