Cultural differences and the development of the IPMA-HR competency model in China during its economic transitional period.

摘要

The purpose of this study was to explore cultural differences and the development and implementation in China of a human resources competency model, the IPAM-HR competency certification training program. Recognizing the problematic nature of bridging cultural differences, this study analyzed the dynamics of the Chinese understanding of competency and their encounter with the IPMA-HR competency model. This study also examined whether Chinese understanding is compatible with the IPMA-HR competency model, and if the IPMA-HR competency model can be adapted to and at the same time reflect Chinese culture and expectations.; Findings indicated that cultural differences exist between China and America but those differences in culture do not affect the development of the IPMA-HR competency program, nor do they hinder Chinese HR professionals' learning of the IPMA-HR competency model and its training content. The high acceptance rate of the competency concept and the IPMA-HR competency model by Chinese HR professionals indicates the program has been accepted in China.; A number of the conclusions of this qualitative study indicate critical factors in intercultural program success. In foreign program introduction, it is crucial to introduce well established programs and building strong partnerships between accredited organizations to promote trust and program accountability. System-related factors, such as government support (State Administration of Foreign Expert Affair of PRC) and organizational commitment will influence the development of the program. It is also important to consider cross-cultural factors and modify training content and materials for local learners to increase local potential for acceptance and adaptability.; In program delivery, by emphasizing teaching techniques, including learner-centered principles, questions, discussions, and experience-sharing, learners can link experiences to the program model and enhance the application of the acquired learning in their jobs. Furthermore, it is very important to establish an implementation process that bridge cultural gaps. The analytic process employed in this study focused on three distinct phases of program implementation: development, instruction, and adaptation.