A Contrastive Study on Learning Mechanism of Sino-
Norwegian Bi-cultural Teleworking Teams
Lili Li, Bin He, Baozhen Liu, Jing Sun
School of Management, Guangdong University of Technology,
Guangzhou, Guangdong, P. R. China
Lilili1020@163.com
Abstract—In this paper, we make a contrastive study on the
learning mechanism between Chinese-led bi-cultural teleworking
teams and Norwegian-led bi-cultural teleworking teams from
basic learning mechanism and remote learning mechanism. And
then, we analyze the impact of cultural differences on learning
mechanism, which is further verified through a typical case
analysis. Finally, we give several suggestions and strategies on
how to carry out study effectively for bi-cultural teleworking
teams.
Keywords-bi-cultures; teleworking; learning mechanism;
cultural differences
I. INTRODUCTION
Bi-cultural teleworking teams (short for BTC teams) were
divided into balanced and unbalanced BCT teams. Balanced
BCT team is based on two different cultures, in which the
numbers of employees from the two cultures are equal.
Unbalanced BCT team contains symbolic and non-symbolic
BCT team. The symbolic BCT team means the proportion of
employees from one culture (for example less than 20%) is
smaller than the other. Generally, in the symbolic BCT team,
the major culture is the team’s dominant culture while in the
balanced BCT team, the culture with mighty power (such as
decision-making power or leadership) is the dominant culture.
In a BCT team, establishing a good learning mechanism is
very important. Since Peter Senge proposed the concept of
Learning Organization, the organizational learning has been
gradually appreciated by executives. Meanwhile,
Organizational Learning and Learning Organization have
become hot issues in management research field. However, few
research involving BCT team’s learning was found so far[1].
In this paper, aiming at Chinese-led bi-cultural teleworking
team and Norwegian-led bi-cultural teleworking team, we
make a comparative study on their learning mechanisms and
analyze their cultural roots. What’s more, we also seek to find a
kind of learning mechanism which is fit for BCT team in order
to build learning BCT teams and improve the innovative
capability and competitiveness of the company further.
II. COMPARISON OF BASIC LEARNING MECHANISMS
BETWEEN CHINA AND NORWAY
Learning mechanism can be defined as the inherent
mechanism of organizational learning and the operational mode
by which companies can coordinate the various elements
Supported by National Natural Science Fund (No.70671029) and Natural
Science Found of Guangdong Province (No.9151009001000054).
978-1-4244-7161-4/10/$26.00 ©2010 IEEE
relating to learning behavior. It also refers to the companies’
institutional structure and procedural arrangements when the
related information is systematically processed [2].
The learning mechanism of BCT team contains various
feature dimensions, which we sum up as shown in TableΣ.
A. Goal Feature of Learning
Cultural difference is an important source of leading to
different learning goals. In Chinese culture, people respect
group consciousness and collective values, emphasizing the
unity and identity of social groups [3], emphasizing teamwork.
“Modest and comity”, “keeping low profile” and “no showing
off” have always been the style of doing things by Chinese.
On the contrary, there is more emphasis on individual
differences in Norwegian culture. They take themselves as the
center in their world and like developing their own personality.
They worship the spirit of personal struggle and independence.
B. Content Feature of Learning
The cultural differences of knowledge and ability-
orientation determine the focus of learning content between
Norwegian and China is different. China is still primarily a
knowledge-oriented country, focusing on the inculcation of
theoretical knowledge. In Norway, the capacity is oriented,
they valued capacity-building in practice. Norwegians enjoy
the nature, and are good at “learning from nature”.
C. Innovative Feature of Learning
Highly affected by collectivism and uncertainty avoidance,
Chinese used to learn directly from their predecessors’
empirical knowledge which they thought are completely
correct, leaving little space for independent thinking, and
tending to “reception learning”. By contrast, with individualism
and the low level of uncertainty avoidance, innovative learning
such as “to break the routine,” are highly respected by
Norwegian culture [4].
D. Participative Feature of Learning
Participative learning feature can be divided into
independent learning and interactive learning according to the
amount of the two-way communication opportunities between
teachers and students.
Independent learning, by definition, refers to a kind of
learning process, in which students’ learning and the teacher's
teaching is relatively independent processes. Interactive
learning insists that students are the body and teachers are the
guiders and focuses on two-way communication between
teachers and students. It emphasizes inquiry learning by mutual
cooperation.
E. Inductive Feature of Learning
Chinese prefer to study with logical thought or convergent
thought, which can be comprehended that starting from the
overall and then one by one careful in-depth. They all follow
the sequence from whole to parts[5].
However, Norwegian is contrary to Chinese in terms of
time, space, or in the name arrangements. They get used to
study firstly from specific examples, and then analyze the
essence step by step.
F. Shared Feature of Learning
Learning shared feature different from learning
participation feature, can be divided into closed learning and
open learning from the level of information sharing among
colleagues.
Closed learning is a kind of learning in which learners carry
their study activities by themselves and access the achievement
independently, avoiding other people’s intervention or to share
their learning outcomes. Open learning is another kind of
learning, in which the learners collaborate with each other
through discussion, exchange and other means to conduct
learning activities, share learning outcomes.
III. COMPARISON OF LEARNING MECHANISMS IN BCT TEAM
BETWEEN NORWEGIAN AND CHINESE
Teleworking learning is closely related to computer
network, so it is called network learning as well. By means of
information network, it crosses the time and geographical
constraints, and helps people to complete their study task
within or outside the organization, or in different regions, even
from different countries [6]. The main tools of teleworking
learning include electronic means (such as instant messaging,
online chat, e-mail, voice mail, real-time video conference and
non-real-time video conferencing), telephone (such as mobile
phone and cable telephone) and fax. Teleworking learning has
many advantages as shown in TableĊ.
A. The Content of Teleworking Learning
The content of teleworking learning is the use of
information technology, to achieve synchronization and
interaction of remote teaching and learning, to realize the real
exchange and sharing of resources. In a Chinese-led BCT team,
"distance learning" just realize delivering learning information
by the internet and video technology to remote team members.
It is more concerned about the technical aspects of learning
approaches and methods, emphasizing the importance of
"Network”. To some extent, it neglects the both sides and
interactive of study, so it is surface learning. However, in the
Norwegian-led BCT group, teleworking learning achieve the
purpose of connecting learners, learners and teachers, learning
communities and learning resources through using information
technology. It realizes the interaction among members of the
network team and achieves real flow of resources. It more
stresses the dynamic learning [7] and in-depth study.
B. Means of Teleworking Learning
In Chinese-led BCT teams, the teleworking learning still
has the passive feature and shows out the orientation of
“answer demands”. Team members (especially the Chinese
players) find information online just for solving the problem of
teachers, and directly summarize the information as their
answer. They more concern with learning results instead of
learning process.
In Norwegian-led BCT teams, team members
comparatively tend to be more proactive, more communicative,
more inclined to "consult and discuss" on learning. The
member usually set their own “study community”, In short,
more emphasis is put on the learning process rather than
results.
IV. CASE STUDY
A. Case Introduction
Company M is a famous enterprise with high brand
awareness. The company is headquartered in Norway, and the
corporate culture to a large extent is a reflection of the
Norwegian culture: equality, low-key, simple, and modern. To
enter the Chinese market, the Norwegian branch headquarter
deployed many management and technical personnel, and
employed a large Chinese staff familiar with the Chinese
market. The company established intranet within headquarters
and branch offices, which was convenient for employees to
send an e-mail at any time. The remote video conferences are
regularly held, aiming at grasping operating condition of
branches with Chinese manager. Facing Chinese huge potential
consumer market, the staff is looking forward to a good
development in China.
The opening of company was relatively smooth, but a few
months later, problems began to appear. In fact, there is a high
turnover rate of local staff. This puzzled the headquarters: we
supplied a higher salary than other company, but failed to keep
the staff, why is it? Upon investigation, it was found that the
management and technical staffs, brought from Norway,
occupy the company's key positions. When managing the
subordinates, they followed the task practice as that in Norway,
that is, let Chinese employees complete tasks freely without
any specific job description. However, this way confused
Chinese employees and they did not know what to do as they
have already gotten used to the clear task assignment.
Considering the cultural differences, the company began to set
up specific task requirements for Chinese employees. After the
adjustment, the problem was solved gradually
Since Norwegian managers and Chinese employees
misunderstood each other, the company has gradually formed
some different "small group", Chinese group and Norwegian
groups separately. Loud noises are often heard in the office of
Norwegian manager while the Chinese managers keep silent at
most time. Language and cultural barriers led to the
contradictions of the management level. Apparently, staffs
accept direct orders from their superiors, but in fact, they are
controlled by their "small group". Meanwhile, the huge gap of
salary between Norwegian and Chinese staff aggravated the
conflict, a large number of front-line employees worked
inefficiently, which led to a big obstacle on company's daily
operations. Facing the badly situation which we sum up as
shown in Table ċ , the headquarters decided to send some
senior leaders to China to handle those problems. After further
efforts to increase cultural training and have personnel changes,
internal conflicts have solved gradually.
B. Case Analysis
1) Impact of Cultural Differences on Learning
Mechanism
The cultural differences create different ideas, behavior,
communication, decision-making and other aspects, such
differences are reflected in learning behaviors as well. In our
case, Chinese workers were used to self-learning without any
interaction with others, and this learning behavior was
misunderstood as “lack of sincerity” by Norwegian.
Norwegians paid more attention to equality, and often hold
different views while Chinese people thought it would lead to
“disharmony”. Figure 1 summarizes the performance of
conflict behavior in our case.
2) Underlying Causes of Conflict in Learning Behavior
Learning behavior conflict exists in every growing stage of
BCT team with differences in strength. From the perspective of
cultural integration, the cultural development of BCT team is
divided into four phases: exploration, collision, integration and
innovation phase. In the exploration phase, BCT team members
began to identify their own cultural background and understand
the cultural differences and conflicts by their own way. When
entering collision phase, these two cultures will fight against
each other directly. To the integration phase, the cultural
interaction, mutual adjustments and the gradual integration will
rise. Innovation phase is to create new culture belong to BTC
team. Learning behavior conflict often happens in collision and
integration phase as in Figure 2.
3) Recommendations for Effective Learning
Due to the direct contact of different cultures, the learning
behavior conflict is inevitable. As the implementation phase of
cultural integration, monitoring "obstacle focus" is the most
important thing during collision period. "Obstacles Focus" is
the key obstacles in the process of cultural integration. In our
case, the solution is to help enterprise to grasp cultural
differences, improve the quality and cross-cultural competence
of managers, to establish suitable learning mechanism, carry
out effective learning activities (focusing on effective culture
training), and eventually establish the core values which
employees share each other. Specific recommendations and
measures are listed as follows:
a) Search for Common Cultural Points.
In this case, as both sides saw just the cultural differences
instead of the common point, there were lack of mutual respect
and understanding for cultural differences, leading to the
separation within the company. If the manager can infiltrate
“cultural similarities” to the mind of both staff and form
harmonious coexistence, cultural differences will not be
excluded in the subconscious of employees. Even if the cultural
conflict occur, it is not difficult to alleviate.
b) Send Local Staff to Visit Overseas
Culture is formed in the long-term accumulation, for a
thorough understanding of a culture, experience is the best
way. Sending staff abroad and letting them experience the
foreign culture can reduce subjective bias, broaden horizons
and increase communication skills, thereby improve their
cross-cultural management skills.
c) Cross-cultural Training of Norwegian Managers
Generally, the employees assigned to the Chinese
subsidiary have been working for some years with good
experience. These staffs are more or less ethnocentric. Affected
by Norwegian culture, they often operate the Chinese company
using Norwegian experience and manage Chinese employees
with Norwegian rules. In our case, as Norwegian manager did
not pay enough attention to cultural differences, the high
turnover rate of Chinese staff occurred consequentially.
Therefore, cross-cultural training of Norwegian managers
should not be ignored.
d) Guide Staffs Develop Independent Learning Needs.
As interest is the best teacher, a team should inspire
employees to self-study rather than force them (especially the
Chinese members) to learn. For example, both taking
appropriate incentives and eliminating learning obstacle are
good ways to reach this purpose.
e) The Establishment of Anonymous Online Community
Norwegian culture is a typical dialogue culture,
Norwegians speak bluntly and often have "war of words" when
discussing. Even when blaming someone, they do not like
beating around the bush. Chinese culture is a typical listening
one, Chinese employees seldom initiate discussions or
conversations. They like to listen carefully. Then respond to
these arguments and form their own point of view and express
their views after careful consideration. For this reason, it is
difficult for Chinese employees to grab the “voice” in the face
to face meeting. Such differences often lead to
misunderstandings of Norwegian staffs. Norwegian may think
that Chinese are selfish and afraid to share knowledge with
others while Chinese members think that Norway staffs are too
arrogant. Within the company, "an anonymous online
community" is one way to resolve this contradiction.
"Anonymous Internet community" can provide Chinese
employee a space to fully express their views to managers and
other team members (especially Norwegian staff) and share
their views with careful consideration.
V. CONCLUSION
This paper conducts a comparative analysis on the learning
mechanism of Sino-Norwegian teleworking teams from the
cross-cultural perspective. And we give some suggestions to
carry out effective learning for Sino-Norwegian teleworking
teams. For the time being, we have designed and developed
relevant management experimental system of bi-cultural
teleworking teams, and finished part of the hypothesis-testing [3] Tan Xihua, Differences of thinking Mode and Value orientation in
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Virtual Team and Its Management.The 5th International Symposium For
results further in an additional paper. Corporate Governance, Nov. 2009, pp. 689-695.
[5] Cai Jiansheng, Cross-Cultural Survival—The success in foreign
companies. Nanfang Daily Press, 2005.
[6] Li Zheying, Management experiment research on telework team.
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[7] Huang Ronghuai, Zahng Zhenhong, Chen Geng, Xu Zheng, Online
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TABLE I. COMPARISON OF LEARNING MECHANISM OF BI-CULTURAL TELEWORKING TEAMS BETWEEN CHINA AND NORWAY
Dimensions Chinese-led BCT team Norwegian-led BCT team Relevant Cultural Dimensions

Catch up with others Surpass the others

Goal feature of Learning Uncertainty Avoidance Knowledge-
Tendency to identify Seek differences
oriented /
Focus on the inculcation of Value capacity-building in Capacity-oriented
Content Feature of Learning theoretical knowledge practice Listening Culture /
Reception Learning Innovative Learning Dialogue Culture
Innovative feature of Learning
Collectivism /
Participative feature of Learning Independent Learning Interactive Learning
Individualism
Inductive feature of Learning Deductive learning Inductive Learning
Shared feature of Learning Closed learning Open learning

TABLE II. COMPARISON OF TELEWORK LEARNING MECHANISM OF BI-CULTURAL TELEWORKING TEAMS BETWEEN
CHINA AND NORWAY
Dimensions Relevant Cultural
Chinese-led BCT team Norwegian-led BCT team
Dimensions
Teleworking learning Concern about the technical Concern about the learning level Power distance
content aspects (surface learning) (in-depth study) Individualism/collectivism
Teleworking learning the type of answer demands The type of consultation and 
ways discussion

TABLE III. PROBLEMS IN CULTURAL TRAINING

Chinese employees Norwegian employees

Classroom performance Indifference and speak no too much Full of curiosity and love to ask questions
Examination results Unexpected (excellent) Unsatisfactory (poor)
Cultural Norwegian colleagues often make a fuss and have Chinese colleagues are not very friendly, and lack
Misunderstanding endless questions. genuine interaction.

Accustomed to Active Learning

no specific job
obey˄Passive Unadapted Adapted ˄Unwilling to be
description;
learning˅ controlled˅ Collision
period

Learning is their
Norwegian is too Learning is a
own business
Misunderstanding curious, and Chinese is Misunderstanding common thing
˄Closed
not too sincere; ˄Open learning˅
learning˅ Exploration
period Innovation
Integration Period
Little opposition, Norwegian is not too period
For things, but not
focusing on face friendly to others and
Misunderstanding Misunderstanding for people, Speak
and behave Chinese is not too
out freely
moderately enthusiastic about work;
Time

Figure 2. Culture integration process in BTC team [8]

Figure 1. The performance of learning behavior conflict