The moderating effects of teaching method, learning style and cross-cultural differences on the relationship between expatriate training and training effectiveness

Abstract

The purpose of this study was to evaluate the moderating effects of learning–teaching fit and cross-cultural differences on the relationships between expatriate training and training effectiveness. Survey methodology was adopted to obtain data from the opinions of expatriates in foreign companies within Taiwan and China. Quantitative data analyses were adopted to answer the study research questions. Results of this study revealed that perceived needs for expatriate training have significant impacts on the training effectiveness of expatriates. The level of fit between the expatriate's learning style and the instructor's teaching method, and the degree of perceived cross-cultural differences between parent country and host country could moderate the effectiveness of expatriate training. These results implied that expatriates who perceived higher levels of fit between their learning styles and instructor teaching method, perceived lower cross-cultural differences and perceived higher demand for training tended to achieve higher training effectiveness.

Keywords:

• cross-cultural difference
• expatriate training
• learning style
• training effectiveness