Key Factors for Successful Learning & Development in China

by Prof. Dr. Hora Tjitra, Thomas Jenewine & Daisy Zheng essful ina Succ Ch ors for en t in eyF act evelopm K ing &D Le arn Cooperative study between SAP AG and Zhejiang University

What are the KEYs to successful Learning Project in CHINA?

KEY I Understand Chinese Learners • Understand Chinese learnersʼ characteristics in learning • Understand what Chinese learners need for effective learning result

Chinese LEARNERs are ... ... learning with heart and mind “Chinese learners are more aware to learning ... results driven and they are hardworking.” “Chinese learners bring in a lot of questions from work and expect could solve all from the training or learning program.” ... bringing personal learn enthusiasm “Chinese learners are more willing to learn, they grasp every chance to learn.”

... “room” for self study ... time to reﬂect Chinese LEARNERs NEED ... ... additional information ... to practice what he/she learned

KEY II Who could be Highly Qualified Trainer Expectation from Chinese Learners • Personal characteristics of highly qualiﬁed trainer • Multiple roles played by highly qualiﬁed trainer • Tips for successful training and teaching approach

... authoritative reputation ... good human sense ... passion to teach Highly Qualified Trainer is the PERSON who HAS ...

Highly Qualified Trainer is the PERSON who could BE ... Roles expected for all trainers No matter which cultural background the learners have Learning Orientator Role Model Knowledge Transfer Problem Solver Service Provider Learning Utilizer Roles expected for trainers by Chinese learners

BUILD trustworthy relationship with learners GIVE timely feedbacks Highly Qualified Trainer for Chinese Learners Should ... TEACH how-to-learn PROVIDE learning guidance

• Chinese learners seem to be paradox. On one side, they are eager to learn, on the other side, • Increase internal motivation by bridging the trainers should motivate them to learn. learning content with workplace. • Keeping the motivation of the learners high • External motivation/conditions could and helping the learners to achieve their goals significantly influence learning effectiveness. are the core factors of effective learning. Why? How? Trainer MOTIVATION Learner Rewarding Measurement Measuring and appropriate rewarding of the learning results can be a vital instrument for the motivation.

KEY III Learning Course & Settings typically for Chinese Learners • Requirement of excellent learning course material • Environment setting for better learning results

Excellent learning COURSE is ... practical & applied oriented systematic & well-structured very relevant to current jobs enables self study “Learning material or course should meet the match learners’ needs from their workplace, otherwise they will be less motivated and difficult to be involved in learning.” “Chinese learners want to see a ‘whole picture’ at the beginning, and they prefer you to tell them ‘now we are talking about this part (in the whole picture)’.” “Chinese learners want the training/learning program to help them solve practical problems.” “They (Chinese learners) are always happy to study by themselves, read through these (learning materials), do exercises and prepare for exams/tests.”

Facilitated Environment Setting is ... • open & “secure” • encouraging sharing • rewarding learning & supporting application

Results presented in Key Factors for Successful Learning & Development in China is based on Research Project Cross-Cultural Differences in Learning Behaviors (sponsored by SAP AG, cooperated with Zhejiang University)

Method • 90-minute in-depth interview with 58 training&development experts • All interview data were recorded and fully transcribed in the original language (English or Chinese) • Interview data were analyzed using the grounded theory approach Resource Experts, who have intensive experiences in teaching technology and management as well as consulting and training • Native Chinese experts • International expert • German experts • Having intensive • Having international • Major working and training/teaching working experiences learning experiences experiences • At least five years of in Germany • At least five years of relevant working • Education in Germany relevant working experiences experiences Brief Introduction of the Research “Cross-Cultural Differences in Learning Behaviors”

• Tjitra, H. W., Guo, Y., & Zhang, Y. (2007). Group differences in learning behaviors between students and employees. Anima Indonesian Psychological Journal, 23(1), 1-9 • Chinese Learning Behavior in Corporate Training and Development; paper presented by Daisy Zheng and Thomas Jenewein at the 3rd Biennial Conference of Indonesian Industrial and Organizational Psychology in Jogjakarta, Indonesia (2007) • Multiple Roles of Chinese Trainers in Corporate Training and Development; paper presented by Daisy Zheng and Quan He at the 7th Biennial Conference of Asian Association of Social Psychology in Kota Kinabalu, Malaysia (2007) • Exploring the learning effectiveness and process of Chinese learner in the higher education and workplace environment; paper presented by Prof. Dr. Hora Tjitra, Huiqi Wang and Yunyi Duan at the Asian Educational Miracle in Incheon, Korea (2006) • Examining Chinese Learning styles, preferences and experiences in using different learning technologies and media; paper presented by Prof. Dr. Hora Tjitra, Thomas Jenewein and Yang Zhang at the Asian Educational Miracle in Incheon, Korea (2006) • Etc. Publication & Conference Papers based on the Research

THANK YOU Contact us at htjitra@zju.edu.cn Cooperative study between SAP AG and Zhejiang University

Key Factors for Successful Learning & Development in China

by Hora Tjitra

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