On the Success Factors and Assessment of Collaborative Cross-cultural Training Projects

• Main Authors: HA THI NHU HANG, 河如恒
• Other Authors: Teresa L. Ju
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/19818408529998089415

碩士 === 樹德科技大學 === 資訊管理研究所 === 97 === This study describes a collaborative cross-cultural training project for producing Vietnam¬ese middle managers for Taiwanese-invested plants in Vietnam (hereafter called the case project for short). The research problem is twofold: (1) What are the success factors of collaborative cross-cultural training projects? (2) How to assess the success of those projects? Through review of literature, a collaboration model, contextual elements of collaboration, and a collaboration success measurement model are found, which pro¬vide a solid theoretical foundation for this study. The research framework is described from different viewpoints: the collaboration context viewpoint that concerns with the identification the contextual elements of the case project and the collaboration process viewpoint that concerns with the assessment the success of each stage in the case project. Different data collection and analysis methods are used for the three stages. Specifi¬cally, review of literature and observation of the case project are carried out to identify the contextual factors of the case project, focus group is used at the preparation stage to determine the success factors of each stage and to assess readiness of the case project. Structured interviews are used during the implementation stage to elicit intervie¬wees’ perceptions of and feelings about their work and work environment, so that the implementation success of the case project can be assured. Mail questionnaires are used at the post-project stage to track realized benefits of the case project. Longitu¬dinal tracking after the trainees returned to Vietnam and worked at local plants is desira¬ble but is beyond the scope of this study. The sound theoretical foundation and qualita¬tive research methodology enable us to argue that the results of this case study can be extended to all collaborative cross-cultural training projects. Because this cross-cultural training initiative will continue for years to come, funding agencies can apply the assess¬ment methodology developed in this study to project funding decisions as well as project acceptance criteria. The case project could also serve as a lessons-learned for the academia interesting in cross-cultural training. Moreover, the conduct of the case project could well be a paradigm for effective support to the Foreign Direct Investment