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to increase sales in the Far East. The type of cultural learning described above is less tangible, and it is difficult to differentiate and articulate. Such knowledge seems to be acquired through the activities of a few key players. A course-based or instructional form of learning would be inappropriate for such people. A slow process of dealing with problems and achieving what Gibb (1998) identifies as an ‘adaptive’ understanding of ‘the way to do things’ takes place. Successful adaptive learning seems to depend on the personal experience of a few key personnel, who, in turn, rely on colleagues, customers and wider business contacts to help them learn. Generative learning One of the case study companies, Company A, also indicated learning needs that are similar to the ‘generative’ learning highlighted by Gibb (1998). The organisation is currently undertaking a thorough review of the way it meets the needs and expectations of overseas customers. An extensive customer survey has been carried out and a confer- Internationalising SMEs 224 Journal of Small Business and Enterprise Development ence organised to consider the attitudes, judgments and values of the main overseas distributors and to re-align the business in the light of this. The organisational structure is under review, and it is likely that a new appointment will be made to act as a catalyst to develop the business as an internationally orientated company. As part of this review, Company A is trying to identify and correct its weaknesses, and enhance its strengths in international business so its operations abroad can be integrated and managed as part of the ‘mainstream’ business. To achieve this end a radical reconsideration of the assumptions, beliefs and values of the organisation is required. The experience of the case study businesses suggests that, as indicated by the staged theories of the internationalisation process, a mixture of strategic thinking, strategic action, emergent developments, chance and necessity is evident (Johannson and Vahlne, 1990). Staged approaches, however, tend to underemphasise the pre-internationalisation phase that is an important feature of the experience of the case study organisations. This study does not support those models (for example, Dudley and Martens, 1993) where ‘types’ of international activity are depicted as unfolding in something of a linear fashion. The data also indicate that, where international activity is not a significant part of the business, organisations are likely to maintain the cultures, structures and approaches traditionally adopted in their domestic markets. The experience of internationalisation, therefore, is not of itself a ‘trigger’ of organisational change in small firms. Nevertheless, the analysis does suggest that sustained international activity may require organisational development such that delegation, coordination and flexibility within the organisation is developed through some form of generative learning. This is necessary to facilitate more effective working with customers or agents in other countries. LEARNING TO INTERNATIONALISE: MEETING LEARNING NEEDS IN PRACTICE As noted already, sources of advice, guidance and support are provided for SMEs by local and national agencies tasked with assisting small business growth, but empirical studies have suggested that their impact is limited. Sources of advice most often used by those in smaller firms tend to be provided by business friends and suppliers ra