Page 91 - Crossing Cultural Boundaries - Cees den Teuling

continually revamping their knowledge stock by spotting trends in their external environment and internalising this knowledge, thus overcoming some of the competence traps”. Timing and costs are the two relevant dimensions. First, a developed PACAP assist firms to track changes in their industries in an effective manner and by that, supports the dissemination of necessary capabilities such as production and technological competencies when the opportune arises. Second, as stated by Niosi et al. (1995), the insufficiency of ACAP among transferees can result in big transfer costs. In this study it is stated that a lack of ACAP in an organisation can be laid back to the lack of understanding and/or ignorance of the function of ACAP. The (group) behaviour inside, which separates departments or units and/or individual employees in accepting or rejecting the dissemination of internal knowledge and/or acquired external knowledge and expertise, is conditional to gain SVC and by that, a competitive advantage.
For effective cross-boundary KT a sufficient level of ACAP is essential (Easterby-Smith, Graca, Antonacopoulou & Ferdinand, 2008). The development of mutual trust and the recipient’s eagerness to gain from the cross-boundary connection are key determinants in this process. At the same time, the transmitter’s motivation to teach should be an important factor, equal to motivation of the recipient. Asymmetry of power situations and the dependency of the recipient diminish the bargaining power of the knowledge transmitter, as learning has an impact on the independency of the relation, which become more balanced. As argued by Easterby-Smith et al. (2008, p. 678) “We consider the characteristics of the donor (transmitter) and the client (recipient). There is a degree of symmetry between the two for two reasons: first, KT may take place in two directions as roles, styles and relationships change through alliances and business networks, and second, the best teachers are often the best learners”. A major and key factor in learning relationships is the presence of ACAP, which stand for the possibility to recognise any presented new or adapted knowledge, to internalise and to implement that knowledge (Cohen & Leventhal, 1990). In Szulanski’s (1996) study it is argued that the process of the adaption of new knowledge, in a number of occasions is complicated, difficult and not accepted as an easy job to do. Similarly, the transmitter needs their ACAP to estimate the value potential of the new knowledge, for implementation by the recipient. Probably, the transmitter is obliged to add additional capability for inter-organisational transfer to provide the client with information in an efficient mode. As Easterby-Smith et al. (2008) argue, inter- organisational KT can be analysed not only at the organisation’s level but also at other,
89