The 7th Biennial Conference of Asian Association
of Social Psychology (AASP 2007)
"Social Psychology: Global Issues and Challenges in a Changing World"
Kota Kinabalu, Sabah (Malaysia), 25-28 July 2007
1) Multiple Roles of Chinese Trainers in Corporate Training and Development*
Hora TJITRA, Jiewei ZHENG, Quan HE
This study aimed to identify the
important factors of the effective training and
learning process and exploring the cultural impacts
on them by comparing the corporate practices in
China, Germany and other countries. Fifty-two
qualitative in-depth interviews were conducted in
different cities in China and Germany. Participants
were experienced professionals in Training and
Development from China, Germany and other
nationalities working in Chinese and multinational
companies. Interview data was fully transcribed and
then analyzed using grounded theory and emic
approach with the help of atlas.ti software.
Different cultures have their own exclusive
practices toward effective learning and appropriate
instructor behaviors.
Results showed there were several significant factors in the Chinese cultural context that influenced learning and training significantly such as trainer’s status, external motivation of the learner, interaction and relationship between trainer and learner, the utilize of test and the process of group work. More on the result, a concept of multiple roles of trainer from the Chinese perspectives will be introduced and discussed.
Summary &
Management Suggestion
2)
Behavioral Expectation Model of Chinese learning
effectiveness in the higher education and workplace
environment*
Hora TJITRA, Thomas Jenewein**, Huiqi WANG
**SAP AG, Germany
The inductive model of the Chinese
Learner introduced in this study is based on
behavioral expectation model from Pavitt &
Haight (1985). The model implied the expectation of
the learners themselves what is needed to be
effective. Recent studies found consistent
differences between Western and Asian learning
behaviors as well as the particularities of the
Chinese learner (Chan, 1999; Dahlin & Watkins,
2000). However the majority of them was mostly based
on the schools and universities sample, and didn’t
consider the effectiveness sufficiently. Research
objective was to explore the distinctiveness of the
Chinese learners’ expectations on learning
effectiveness in the higher education and workplace
environment. The focus group discussion was used to
obtain the learner’s perspective of the Chinese
concerning the learning methods, process and
expected instructor-directed situation. The
participants were 75 postgraduate students and 72
employees from multinational companies in Chengdu,
Dalian, Hangzhou and Shanghai. The whole discussions
were video recorded, fully transcribed and then
analyzed using inductive and deductive content
analysis with the help of atlas.ti software. The
results showed that the the learner pointed out the
significant influences of the person, process and
context in effective learning. They postulated what
good learner and ideal teacher should have as well
as what advantageous context should incorporate.
Learning process should be driven actively by the
teacher and qualify the learner to learn by
themselves. More, Chinese learner emphasized their
preference of modern western ways of learning and
teaching with some fine and significant differences
concerning the conception and execution of the
context, methods and process.
Key Result Finding
*This research project is supported financially by SAP
AG, Germany
** SAP AG, Germany
