Page 183 - Crossing Cultural Boundaries - Cees den Teuling

respondents to develop the necessary skills to implement new business knowledge in their home-organisation in Russia during their internship at the foreign host-company (p = .018). Positive value of b-coefficient implied that easier communication between the two actors predicted higher ability of developing the necessary skills to implement new business knowledge in respondents’ home-organisations. F-ratio was equal to 5.723, which was high enough to suggest that the likelihood of incidental variances within the model were very low.
In the meantime, the degree of easiness of communication between the foreign host company’s supervisor and the respondents had no statistically significant effect on the respondents’ belief that Presidential Programme was helpful to their companies (p = .262).
Difficulty in understanding the foreign company supervisors’ written communication had a statistically significant effect on the ability of respondents to develop the necessary skills to implement new business knowledge in their home- organisations in Russia during their internship at the foreign host-company (p = .034). The relationship between the variables was negative (-0.155), indicating that bigger difficulties in understanding the written communication predicted lesser ability of respondents to develop the necessary skills and vice versa. Although the F-ration was not very high (4.565), it still suggested that the model in general was good and variances were not likely to be incidental.
Relations with the docents
Difficulty in understanding docents’ oral communication during group lectures had no statistically significant effect on the ability of the respondents to develop the necessary skills to implement new business knowledge in their home-organisation in Russia during their internship at the foreign host-company (p = .066) and on the change of the way of “doing things” as a result of the respondents’ participation in the Presidential Programme (p = .675).
The statements “During the group lectures the docents and myself had a common language to deal with the content of the modules”, “During the group lectures I had a clear vision of what the implementation of the content of the modules is trying to achieve”, “During the group lectures, I received sufficient information on the state-of- the-art content of the modules”, “During the group lectures, I developed a clear understanding of the goals, tasks and responsibilities in the implementation of the learned content of the modules”) were tested by Chronbach’s alpha reliability test and
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