Research on Intercultural Communication Training: Developing Operable Training Programs for Chinese Expatriates

论文摘要

随着我国企业在海外市场的发展,中外文化差异对企业的对外交流和合作造成的障碍越来越突出。我国企业界需要大量既懂专业知识又有跨文化技能的外派人员。但是国内针对跨文化技能体系和跨文化培训的研究甚少。相关研究大多数还只是停留在对西方相关的跨文化理论的分析与评述上,忽视了跨文化培训理论在中国本土的应用。本文就是通过对跨文化培训相关理论的研究,结合跨文化培训案例以及中国外派人员文化特点的分析,用归纳的研究方法,设计出便于人力资源部门采用并完成的中国外派人员跨文化培训项目。根据受训者不同的培训需求,该培训项目由不同的培训模块组成。模块化的培训方案提高了培训内容和外派需求的匹配度,可以为海外赴任的国际项目技术和商务管理人员以及跨国公司的管理人员提供个性化的培训项目,从而为中国“走出去”的公司建立完善的跨文化培训体系提供参考。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CHAPTERⅠ INTRODUCTION
• 1.1 Background and Significance of the Study
• 1.2 Research Questions and Methodology
• 1.3 Organization of the Thesis
• CHAPTER Ⅱ LITERATURE REVIEW
• 2.1 Achievements in Intercultural Communication Training Research
• 2.1.1 Concept of Intercultural Communication Training
• 2.1.2 Studies on Intercultural Competence
• 2.1.3 Studies on Intercultural Communication Training Methods
• 2.1.4 Studies on Intercultural Communication Training Contents
• 2.1.5 Studies on Training Design Theories and Models
• 2.2 Studies on Intercultural Business Communication
• CHAPTER Ⅲ CASE STUDIES OF FOUR TRAINING PROGRAMS
• 3.1 Five Steps of Intercultural Communication Training in ZTE
• 3.1.1 Defining the First Culture
• 3.1.2 Tolerating, Respecting and Understanding the Second Culture
• 3.1.3 Establishing the Third Culture
• 3.2 Belize Intercultural Communication Training Principles
• 3.2.1 Intercultural Awareness Training
• 3.2.2 Intercultural Sensitivity Training
• 3.3 Training Programs of Shanghai Volkswagen Company
• 3.3.1 Bonn Intercultural Communication training program
• 3.3.2 Bonn-Shanghai “Look and See”Training Program
• 3.3.3 Intercultural Communication Platform in Shanghai Volkswagen
• 3.3.4 Intercultural Cooperation Seminars
• 3.4 Training Activities of Nigeria Branch of ZTE
• CHAPTER Ⅳ CULTURAL FACTORS IN TRAINING DESIGN
• 4.1 Culture Influences Communication
• 4.1.1 What Does Culture Imply
• 4.1.2 Culture and Interpersonal Communication Behaviors
• 4.2 Cultural Differences to Be Addressed in Training Design
• 4.2.1 Human Nature Orientation
• 4.2.2 Activity Orientation
• 4.2.3 Relational （Social） Orientation
• 4.2.4 Relationship of Humankind to Nature
• 4.2.5 Time Orientation
• 4.2.6 Space Outlook
• 4.2.7 Thought Patterns
• 4.3 Integration of Chinese Elements into the Training Design
• CHAPTER Ⅴ DESIGN OF THE TRAINING PROGRAMS
• 5.1 Analysis of Trainees and Their Needs
• 5.2 Training Goals
• 5.3 Training Contents
• 5.3.1 Cognitive Components
• 5.3.2 Affective Components
• 5.3.3 Behavioral Components
• 5.4 Main Training Methods
• 5.5 Trainers for the Training programs
• CHAPTER Ⅵ TRAINING PROGRAMS TO BE DELIVERED
• 6.1 Modules of the Training Programs
• 6.1.1 Language Training Module
• 6.1.2 “Know Our Own Culture”Module
• 6.1.3 “Identify Cultural Differences”Module
• 6.1.4 “Area Studies on Host Country”Module
• 6.1.5 Movie Watching Module
• 6.1.6 Reading Module
• 6.1.7 “Try to Establish Relationship”Module
• 6.1.8 “Create Harmonious Working Environment”Module
• 6.1.9 Pressure Management and Other Counseling Module
• 6.1.10 Case Studies Module
• 6.1.11 “Look and See”Field Trip Module
• 6.2 Composition of the Training programs
• 6.3 Training Delivery
• 6.3.1 Training Program One
• 6.3.2 Training Program Two
• 6.3.3 Training Program Three
• 6.3.4 Training Program Four
• 6.3.5 Training Program Five
• 6.4 Training Program Evaluation
• CHAPTER Ⅶ CONCLUSION
• WORK CITED
• Appendix: Training Evaluation Questionnaire