(Luận văn thạc sĩ) design principles of the micro learning for employee development the case of service industry in vietnam

video-We also performed the follow-up training activities by using direct interview and small talk N=11 and Likert style survey to have a deeper understanding of what factor of the desig

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

NGUYEN QUYNH LIEN

DESIGN PRINCIPLES OF THE MICRO

LEARNING FOR EMPLOYEE

DEVELOPMENT: THE CASE OF SERVICE

INDUSTRY IN VIETNAM

MASTER'S THESIS

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VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

NGUYEN QUYNH LIEN

DESIGN PRINCIPLES OF THE MICRO

LEARNING FOR EMPLOYEE DEVELOPMENT: THE CASE OF SERVICE

ACKNOWLEDGMENTS

The master thesis is a great chance for me to check how to apply the knowledge and skills that I learned in 2 years in university I would like to give my gratitude to those who have supported me to finish this paper

Firstly, I would like to express my deepest gratitude to Dr Mai Anh and Prof

Dr Motonari Tanabu who spent their time giving them valuable advice and guide me during this period although he is occupied with his duties No words can fully express

my gratitude to them for their patience, sympathy, encouragement, and precious instruction and advice which support me to improve this research

Secondly, I am also thankful for Prof Dr Matsui Yoshiki and Prof Kurata Hisashi spend time helping me to research my topic I am grateful to all of them for their valuable supports to me

Thirdly, I am grateful to Vietnam Japan University (VJU) of Vietnam National University, Hanoi, and Yokohama National University (YNU) create a valuable opportunity for me to improve my knowledge and skills in research

Fourthly, I send my thanks to all the Program Assistants of the MBA program,

Ms Huong and Ms Trang to support the administrative issues

Last but not least, I would like to express my gratitude to my family and friends who are always beside me to motivate me, give me precious support to surpass the difficult time to finish the paper

However, because of the limitation of knowledge and skills, time, there are many things to be improved in this paper Thus, I am so thankful to you for your valuable advice to make it better

Thanks and best regards

Nguyen Quynh Lien

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TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION 1

1.1 Research Background 1

1.2 Research Objectives 5

1.3 Research Methodology 7

1.4 Research Structure 8

CHAPTER 2 LITERATURE REVIEW 10

2.1 The design principles of video-based microlearning 10

2.1.1 The general design principles (learning theories, ML activities) 10

2.1.2 The design principles of the microlearning content 16

2.2 Evaluation of the effectiveness of VM in developing employee competency 23

CHAPTER 3 RESEARCH METHODOLOGY 26

3.1 The study design 26

3.1.1 The experimental study – the training program 26

3.1.2 The interview and small talk – the follow-up activities after training 36

3.2 Participants 37

3.2.1 The experimental study – the training program 37

3.2.2 The interview and small talk – the follow-up activities after training 40

3.3 Data collection and instruments 40

3.3.1 The experimental study – the training program 40

3.3.2 The interview and small talk – the follow-up activities after training 41

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3.4 Measurements 42

CHAPTER 4 DATA ANALYSIS AND FINDINGS 45

4.1 Data description 45

4.2 Findings 46

4.2.1 H1: VM is more preferred than other formats and makes employees highly satisfactory 46

4.2.2 H2: VM is suitable to train the first introduced, complex skills and knowledge because it helps the employees to capture knowledge and skills, make employees highly satisfactory 48

4.2.3 H3: Shorter brevity of VM makes make employees highly satisfactory but the VM brevity can be different for the different topic 52

4.2.4 H4: Interaction helps employees to capture knowledge and skills and make employees highly satisfactory with VM 54

4.2.5 H5: Assessment activities help employees to check, reflect their knowledge of what they learned from VM, and make employees highly satisfactory with VM 56

4.2.6 H6: Technology platform makes the employees capture knowledge and skills and make employees highly satisfactory with VM 59

CHAPTER 5 DISCUSSION & CONCLUSION 70

5.1 Comparison with the literature review 70

5.2 Implications and contribution 73

5.3 Limitation 76

5.4 Future research 77

5.5 Conclusion 77

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LIST OF TABLES

Table 2.1 Dimensions of microlearning contents 16

Table 2.2 A literature review of contents 20

Table 2.3 A literature review of brevity 21

Table 2.4 A literature review of interaction 21

Table 2.5 A literature review of assessment 22

Table 2.6 A literature review of technology 23

Table 2.7 Training effectiveness evaluation - Kirkpatric’s level 25

Table 3.1 Summary of the design of the training program 26

Table 3.2 Training module summary 30

Table 3.3 Our design bases on DO-ID models 31

Table 3.4 Summary of training activity in the training program 35

Table 3.5 Interview information of the sample 37

Table 3.6 Method of measuring hypothesis 42

Table 4.1 The satisfaction pre-survey result of VM compared other formats 46

Table 4.2 The satisfaction result of VM 47

Table 4.3 Frequency of response of satisfaction of VM 47

Table 4.4 Comparison of the pre-test and the post-test result and standard score 49

Table 4.5 Overall satisfaction of VM 50

Table 4.6 Frequency of response of the overall satisfaction of VM 51

Table 4.7 The employees' opinion of the brevity of VM 53

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Table 4.8 The pre-test and the post-test result of training module 1 54

Table 4.9 The pre-test and the post-test result of training module 4 54

Table 4.10 The pre-test and the post-test result of training module 5 55

Table 4.11 Satisfaction result of interaction 55

Table 4.12 Overall satisfaction of assessment activities in VM 56

Table 4.13 Frequency of participants responses to assessment activities in VM 57

Table 4.14 Overall satisfaction of the technology platform in VM 59

Table 4.15 Frequency of participants’ responses to the technology platform 61

Table 4.16 Summary of all findings 65

Table 5.1 Summary answers to the research sub-questions 78

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LIST OF FIGURES

Figure 1.1 Structure of the study 9

Figure 2.1 Microlearning model (Dolasinski & Reynolds, 2020) 14

Figure 2.2 DO-ID model – Didactic Requirements (Busse et al., 2020) 14

Figure 2.3 Kirkpatrick level (Mohamed et al., 2012) 24

Figure 3.1 Images of the training process of VM 33

Figure 3.2 Images of training materials 33

Figure 3.3 Image of community activities 33

Figure 3.4 Illustration of consistency structure of micro-videos 36

Figure 4.1 Gender information of the research sample 45

Figure 4.2 Position information of the research sample 45

Figure 4.3 Working experience information of the research sample 45

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ADDIE: Analysis, Design, Development, Implementation, and Evaluation

ARCS: Attention, Relevance, Confidence, Satisfaction

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ABSTRACT

The purpose of this study is to test and explore the design principles of based microlearning (VM) to improve employee competencies in the job The research methodology in this paper was the experimental strategy with observation and the direct interview We collected data from the employees who joined the leadership training program in a company in Business Processing Outsourcing (BPO) industry Participants joined all 6 modules in the training program in 2 months (N=12), did a pre-test and a post-test, and Likert-style pre-survey and post-surveys for each module

video-We also performed the follow-up training activities by using direct interview and small talk (N=11) and Likert style survey to have a deeper understanding of what factor of the design principles and the effectiveness of these principles of VM in satisfying their training program as well as increasing leadership skills and applying them in their work The employee competencies development was evaluated by the employee satisfaction of training program and training result based on using the Kirkpatrick evaluation model

Based on the result, the design principles focus on the content aspect of VM: brevity, interaction, assessment, and technology are 4 important design factors as the previous papers About the 5th factor – content, different from the literature review,

we can still use the VM to present the complex or the 1st introduced knowledge and skills if we combined with other principles

Thus, the recommendations for the design principles of VM to enhance competencies are focusing on 5 factors of microlearning content (brevity, interaction, assessment, technology, content) combined with applying learning theories and general design principles like microlearning strategy and activities This result is considered as a reference source for the company designers to design VM used in training activities, especially for the leadership training program, in the BPO industry

Keywords: microlearning, video-based microlearning, design principles, employee

development, service industry, training effectiveness evaluation

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The chapter gives general information about this paper It includes 4 parts: research background, objectives, methodology, and structure First, why did we choose this topic from the practical and theoretical issues? Organizations need to develop employee competencies with resource limitations, the employees need to learn when they need Microlearning (ML) especially video-based microlearning (VM) is a powerful strategy in learning and training to meet these needs but there is a lack of guidelines for designing it Next, we share that the research purpose was to give the guidelines for the designers so the research objective was to study the design principles of VM We summarized that the design principles of VM included 3 aspects: aspect (1) learning theory application, aspect (2) microlearning activities, aspect (3) microlearning content 2 first aspects will be called the general design principles part of VM Aspect (3) microlearning contents were the main objects of this research In this chapter, we explained the reason why we did that Next, we give brief information on how to conduct the research We researched the previous papers, conducted the experiment study – training program and interview protocol for follow-

up training activities The research methodology part was described in more detail in chapter 3 The last part mentions the paper was presented by which paper Besides, to clarify all contents and links among them, we added a figure at the end of this chapter that summarized the main points in this work with the mindmap model The readers should view this figure first before reading detailed information

1.1 Research Background

Microlearning has been recently considering as the key topic in employee development in the organization Microlearning has various definitions but generally refers to small single content in short training time (Buchem & Hamelmann, 2010) small chunks of information, solve the problem (Giurgiu, 2017), easy to access any time anywhere via flexible technologies like mobile, laptop, web (Gabrielli, Kimani, & Catarci, 2017) Microlearning has various forms such as video, flashcards, gamification, poster,…(Mohammed, Wakil, & Nawroly, 2018) In this research, we researched a video form called video-based microlearning (VM) The VM is defined

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as a learning media tool designed and used in the training program, made based on course objectives, and cooperated with the flipped classroom Besides that, the VM explains the key ideas of 1 topic in concentrated, audio, visual ways and lengthens less than 30 minutes

In various microlearning forms, we selected VM to research deeply in this paper The are 3 explanations for this choice (1) The use of video to deliver training content has become popular (Balslev, De Grave, Muijtjens, & Scherpbier, 2005; Bishop & Verleger, 2013) (2) Video material is the most powerful training tool because it provides visual and auditory information at the same time This form is effective than traditional classroom lectures, textbooks, audio (Letrud & Hernes, 2018), with the greatest impact to give users the ideas to think and act (Paul, 2016) (Emerson & Berge, 2018) It is the most effective strategy for teaching and learning when exploring instructional strategies (Hanshaw & Hanson, 2018) (3) It has benefits: preferred learning tool (Mohammed et al., 2018), easily memorable knowledge (Giurgiu, 2017), better attraction to learners, learning outcome increase (higher performance), higher learning motivation (high satisfaction) (Adhipertama, Jampel, & Sudatha, 2020)

The practical issues: More and more companies implement training programs

to develop employee competencies that partly impacts business results To have an effective job performance, employee development means developing their competencies including attitude, knowledge, and skills which help the staff master job behaviors (Emerson & Berge, 2018) The need for employee development becomes more and more crucial because there is a shift among sectors The labor force has shifted increasingly from agriculture to services industry but there is a lack of a highly skilled workforce (ILO, 2019) Especially, BPO (Business Processing Outsourcing) sector is a potential emerging industry in Vietnam in recent years but it faces a massive shortage of higher-skilled workforce (e.vnexpress.net, 2018) So the employee development in the service industry is receiving increasing attention

However, the companies have limited training budgets and trainers According

to (HRDAcademy, 2019), training hour/employee in Vietnamese companies is 21-38

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hours/year, equal to ½ average training hours/employees in the US companies (equivalent to 42.1 hours), limited budget for training activities at 0.58% - 2.5% of revenues Morever, Ho (2016) suggested the majority of the training budget is allocated to leadership training (Lacerenza, Reyes, Marlow, Joseph, & Salas, 2017) Besides, in changing world, the employees need to learn continuously to meet the demand of the job However, they have the limitation of time and they expect to learn anytime, anywhere when they need it (Paul, 2016)

Micro learning can satisfy the requirement of the company and staff about just

in time, cost-effective, updated, and the newest information, not impact on the daily job: fits easily into employees’ workdays, allow employees to seek out & retain information for themselves (Fox, 2016), bite-sized learning leads better business outcomes (Giurgiu, 2017), quickly adapt to the employees’ updated needs, easily absorb information (Paul, 2016), improve learning ability for up to 18% compared to traditional method (Mohammed et al., 2018), develop competencies in the workplace with cost reduction through distance learning, good design to deliver skills and knowledge, increase competencies in workplace (Leong, Sung, Au, & Blanchard, 2021), for who has limited time to learn, best for reinforcing the concept already know (Hanshaw & Hanson, 2018; Paul, 2016), follow-up or supplementary component of the large training program(Hyo-Jeong Soa, 2020), more competitive because of just in time and cost-effective training (Giurgiu, 2017; Leong et al., 2021) But microlearning has also some difficulties with complex knowledge (Paul, 2016), not apply for 1st-time small content units and rather narrow topics (Fox, 2016), high-order thinking skills (Jahnke, Lee, Pham, He, & Austin, 2020)

In brief, microlearning is an effective model for employee competency development It is a powerful tool if its design is suitable (Zhang & West, 2019) Then,

we consider what are the crucial design principles of microlearning to get the desired training outcome Design principles mean guidelines, fundamental advice for designers to make pleasurable designs easily These principles are based on considering the instructional design and didactic design The instructional design refers to a systematic process of solving instructional and learning problems through

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learning materials and activities to design a satisfying learning experience The designers often apply learning theories and problem-solving models when deciding on design like training material, training process…(Molenda, Reigeluth, & Nelson, 2003) The didactic design aims to a variety of concepts, theories, subjects, knowledge and skills, methods, goals, assessments, or focus on the didactic triangle – the relationship among trainers, trainees, contents (Hug, 2010) Thus, in our research, we consider microlearning in a holistic perspective that applies many aspects

The theoretical issues: The didactic design principles of microlearning focus on content and activities (Buchem & Hamelmann, 2010) But little research on the design

principles for video-based microlearning (VM) for a leadership training program The first reason is that just only the research of leaders’ perceptions of mobile microlearning and social learning in competency development (Hanshaw & Hanson, 2018) or other topics like science subjects (Adhipertama et al., 2020) The second is that the contemporary design principles have focused on the general guidelines for microlearning materials (Buchem & Hamelmann, 2010; Hug, 2005) or specific guidelines for other tools such as video games (Giannakos, Chorianopoulos, & Chrisochoides, 2014), graphic animation video (Weiyan, 2017) The third reason is there is little research on microlearning in Vietnam (Leong et al., 2021) The fifth is that microlearning is researched in some sectors in the service industry such as Hospitality (Mary Jo Dolasinski, Joel Reynolds, 2020), aerospace and healthcare (George Hanshaw & Janet Hanson, 2018), education (Made Chandra Adhipertama & Nyoman Jampel & Gde Wawan Sudatha, 2020, Konstantinos Chorianopoulos & Michail N Giannakos, 2014), but there is little studies on BPO (Business Processing Outsourcing)

In summary, to develop employee competency with the limitation of time, money, we suggest using VM with design principles found out in this paper, in the leadership training program for companies in the BPO industry

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1.2 Research Objectives

After researching the previous papers, we assumed that the design principles of

VM include 3 aspects: aspect (1) the learning theories application, aspect (2) microlearning activities including process, models, learning communities such as the usage of blended learning, social media, collaborative learning , aspect (3) the design principles of microlearning contents There have been few papers that named these 3 aspects when designing When talking about designing any forms of microlearning, they often focus on the aspect (2) - activities and aspect (3) – contents (Buchem & Hamelmann, 2010) or other material forms like video games microlearning, mobile microlearning, infographics, gamification (Hug, 2005, 2010; Hyo-Jeong Soa, 2020)

We would like to give 3 aspects because the following 3 reasons The first reason is that we found some previous papers mentioned the importance of applying learning theories in designing training materials, process… A paper said that theories of multimedia learning are applied in microlearning design will maximize the effectiveness of instructional communication and learning (Snelson & Elison-Bowers, 2007) Another paper emphasized applying learning theories and instructional design models can bring effective instruction (Khalil & Elkhider, 2016) The second reason might be their design standard from the only one-sided viewpoint of design experts such as trainers, teachers… or the learners However, we designed VM in the training program from both sides designer (trainers) and the company employee (trainees) at the same time and apply Kaizen attitude (improvement times by times) Both the designers and trainees were cocreators in designing VM Through an experimental study – training program, we designed many videos but video by video, not all videos

at the same time The next video was better than the previous video because it is improved by not only the observation of designers when using it but also from the feedback of trainees about materials in the survey We stand out in holistic view and continuous improvements when designing VM This thinking way is close to some learning theories So the reason why we added more aspects (1) – the aspect of psychology consideration The third reason is that the principles of aspect (1) and aspect (2) might be applied for all forms of microlearning, but not just only for video

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form For example, the motivation theory mentioned about gaining the learner's attention is the 1st component of the ARCS model of motivation Learner attention is gained by using interesting graphics, animation…(Keller & Suzuki, 2004) Aspect (3) might include some characteristics designed specifically for video forms Besides that, they were key parts of microlearning (Buchem & Hamelmann, 2010) Thus, in the limitation of time and human resources, the design principles of aspect (1), (2) were considered as the general, must-have design principles naturally applied in VM The paper partly showed the proof of the effectiveness of the principles But the contents of the research focused mainly on VM and its design principles in the aspect (3) – microlearning contents which were evaluated effectively or not through the experiment study – training program and the interview protocol The effectiveness of design principles was shown through training outcomes The context to explore these aspects was the VM used in the formal training program to develop competencies of the team leaders up in the BPO service industry

Thus, the research object was the design principles of VM in aspect 3 – microlearning contents, built on the literature review and working experience which were presented in detail in chapter 2 of this work We answered the research questions:

“What are the crucial design principles of microlearning specifically used in the training program in the service industry? And what factors of the design principles influence the employee satisfaction and the training outcome including capturing knowledge and skills and getting high training satisfaction?” These questions will be clarified through the following sub-questions:

• What is the preferred microlearning format?

• What is the suitable content for VM?

• What kinds of the brevity of VM are preferred by learners?

• What is the impact of interaction on VM?

• What is the impact of the assessment activities on VM?

• What is the impact of technology platforms on VM?

To answer these questions, we would like to test and explore:

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• In this paper, the first introduced and complex content that was introduced to the employees was management and leadership skills The skills had not been trained at the company before From the training need analysis survey and discussion with the company managers, almost all employees also had not learned the skills outside the company or their skills were weak so they had had difficulty in leading teams to get the job target or balance among work and life

• Hypothesis 3: Shorter brevity of VM makes make employees highly satisfactory but the VM brevity can be different for the different topic

• Hypothesis 4: Interaction helps employees to capture knowledge and skills and make employees highly satisfactory with VM

• Hypothesis 5: Assessment activities help employees to check, reflect their knowledge of what they learned from VM, and make employees highly satisfactory with VM

• Hypothesis 6: Technology platform makes the employees capture knowledge and skills and make employees highly satisfactory with VM

The importance of this research are the following reasons: (1) propose the guidelines of the design principles for the designers when using VM in the training program in the BPO industry in Vietnam; (2) prove that the proposed design principles affect the effectiveness of training program on employee development; (3) give reference source for designers when using VM in training programs for employee development

1.3 Research Methodology

Besides researching the previous papers, journals, newspapers, this work used mixed method research integrating quantitative (experiments, surveys) and qualitative

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(direct interview and small talks) We conducted leadership training programs for team leaders level up and proposed the design principles of VM for it The experimental study proves that using these design principles will develop employee competencies through the effectiveness of training programs The participants were team leaders up, from 12 to 25 people depending on the modules of training programs Then, we had follow-up training activities by directly interviewing and having small talk person by person to the participants about their satisfaction as well as the application in their daily work The participation was based on the volunteer of the participants and the approval of the management level of the company All employees were informed about the objectives, the participation voluntary, the contact person, the confidentiality, and the anonymity of the data

1.4 Research Structure

The structure of the research is: Chapter 2 reviews the most relevant literature which describes the design principles of VM Chapter 3 presents the research methodology such as the study design, the process to do the survey that we conducted among team leaders, the effectiveness of the training program which uses the design principles Chapter 4 analyzes the data results and the findings Finally, Chapter 5 makes recommendations of the crucial design principles for VM, shows the limitation, recommends future studies, and summarizes the results Figure 1.1 summarizes the structure of the paper:

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This chapter summarizes the previous research papers on the design principles

of VM and the effectiveness evaluation of VM in the training programs First, we summarized that the literature review of each aspect of the design principles of VM The general principles include aspect 1 - learning theory application and aspect (2) activities Learning theories consist of 4 main theories: competency-based education and training, cognitive theory, motivation theory, evaluation activity Microlearning activities are composed of strategy, process, learning activities, materials, and learning community The main object of this research is an aspect (3) microlearning content which composes of 5 key dimensions: brevity, content, interaction, assessment, technology platform Next, we explained the way of evaluating the VM training effectiveness by using the popular model Kirkpatrick model This model includes 4 levels: reaction, learning, behaviors, and results The effectiveness evaluation of VM was based on level 1 (Reaction) and level 2 (Learning) in this work

2.1 The design principles of video-based microlearning

2.1.1 The general design principles (learning theories, ML activities)

Firstly, we consider VM in aspect (1) which applies several learning theories: (1) Microlearning is a form of Competency-based education and training (CBE) that focuses on the individual learners’ goal than one-size fit all instruction, allow employees to choose the competencies they need to improve for their career (Snelson

& Elison-Bowers, 2007) Microlearning is suitable for the employees to improve the specific skill set (Paul, 2016) which is concrete and measurable Microlearning values just in time moment which help the employees learn the skills quickly and at the time they want Because the focal point of microlearning is brevity, small chunks of knowledge capture more attention of learners due to decreasing their attention in the digital age But there are different opinions of the suitable length which is the main dimension we will discuss in the next part (2) The cognitive theory also impact the design of microlearning The cognitive theory of multimedia learning shows that the learners collect information with 2 separated channels eyes and ears (Mayer, 2005)

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Within working memory, information from 2 channels is combined, organized, and integrated with the existing knowledge They lead to the principles of the format, selection, structure of presentations in the multimedia products like video Combine pictures and words is better than words alone which enhances the transfer of knowledge (Mayer, 2005), The design should follow the principles like spatial contiguity (words and pictures near each other), temporal contiguity (simultaneous order), modality (audio voice), redundancy (avoid the addition of redundancy on the screen), coherence (music background is unnecessary in multimedia message) Task complexity and minimal guide can cause the cognitive load VM focuses on transfer messages in a limited time, focuses on what must know to help employees solve the problem immediately This is suitable in the digital era where speed is one of the keys

to success but it raises the question of the effects which we will make clearer in the next part of the research The cognitive load increase when there is the requirement of some prior knowledge of the learners before When learning the subjects, the employees can lack knowledge and with the minimal guide by video, they spend a lot

of time understanding the knowledge as well as applying Direct interaction is defined

as the direct instruction of the trainers to the employees which can solve the problem Although the direct interaction is small (workshop or training class happens in 1-2.5 hours), it provides the just in time support (Snelson & Elison-Bowers, 2007) (3) The motivation factor is considered to be one of elements in the integrated multimedia learning The motivation principle of design is that multimedia instruction is better with a material variation Varying the materials, using illustrations helps to gain the learners' attention This implies the principles of the variation in elements in VM that motivated to learn Another motivation factor is the human voice such as the trainer’s voice in training materials (Snelson & Elison-Bowers, 2007), which leads to the principle of recording the trainers' voice in explaining the information in VM Besides that, the self-regulations link to the learners’ motivation and action control which increase the success in participation in viewing and learning the training materials They can have their self-regulation in selecting to learn what they need, arranging the time and place they learn, at their own pace This demand can be met by having the availability of technical factors We have the location to store the VM as well as other

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training materials (Snelson & Elison-Bowers, 2007) mentioned “The web server technology necessary for course delivery can be used to collect, store, and process data” The employees can access the materials from the multi-devices like mobiles, laptop, personal computers, I Pad It increases the portability capacity which supports learners' mobility (4) Evaluation is one of the characteristics of the design models From, the virtual design-based research approach, there is a system to explore the learners’ feedback of using media materials Thus, the design revisions are implemented based on the insight of users by analyzing immediately the collected data (Snelson & Elison-Bowers, 2007) Thus, the design of microlearning is viewed from multiple perspectives This paper will show the proof of applying these theories because we applied these theories in the experiment study – leadership training program

Secondly, we talk about the aspect (2) of the design principles: microlearning activities which mean one part of the didactic design, including elements like strategies, process, activities, materials, learning communities (Buchem & Hamelmann, 2010) We would like to clarify the following elements (1) The first element is the strategy includes module design and lesson design (Zhang & West, 2019) For the module design, we apply 1 of 4 models which is the medium/form distinction model (Hug, 2010) In this model, the groups of skills become mediums for building complicated competencies In our research, we would like the employees to acquire leadership competencies that are developed by many specific skills So, the leadership training program includes 6 specific modules Although the learning objectives of the training program are generally set by the trainers, the learners can understand their achievement on each competency via their actual score compared to the classification standard we shared in the orientation sessions of training programs The learners can acquire their skills at their own pace which depends on their leadership competency map supported by the trainer, their own need for each skill, current achievement of skills through their score compared standard, the ability to apply into the actual activities Thus, the learners can decide to learn again by accessing easily and VM and ask for support from the trainers, other colleagues, via interaction in classrooms, workshops, and discussion via Skype About the lesson

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design, Margol (2017) recommended that the need analysis should be conducted before designing the training module design (Zhang & West, 2019) In our experiment, the requirement was met Training objectives began by analyzing the needs via survey

to learners – the company employees and listening to the ideas from the company stakeholders – HR department and managers who found the ways to support leaders work their job better (2) The second element is the microlearning process We apply the design models that are considered to be the framework to develop training activities successfully (Khalil & Elkhider, 2016) They include activities such as objectives, design, development, assessment, real-life activities Our designers use the cooperation of the ADDIE model and DO-ID model The used ADDIE model for microlearning shown in figure 2.1 includes 4 phases (Dolasinski & Reynolds, 2020) The 1st phase is identifying needs and developing objectives that identify the training needs The 2nd phase is the design, development, and delivery of the learning concept and content which is developed on the result of the 1st phases This phase supplies the knowledge and tries to enhance the learners’ concentration, comprehension, and retention The 3rd phase is participating, practice, and demonstrating with objectives

of knowledge retention in the short and long term It also gives feedback to the learners on the levels of accomplishing training objectives In this phase, a behavior change is expected The 4th phase is evaluating learning contents This field relates to evaluating the effectiveness of the training module based on the data collected from observations, participant feedback, and behavior change assessment The reason why

we use this model because this is the popular model which addresses the needs of learning in the workplace and its flexibility, suitability to our research case For example, the author mentioned this ADDIE model is used in each short module and large training program

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Figure 2.1 Microlearning model (Dolasinski & Reynolds, 2020)

Besides that, we also apply the DO-ID model shown in figure 2.2 which includes the didactic requirements of microlearning, show how to design microlearning contents acted as our main research subjects The fields of DO-ID include analysis, the format of the unit, content structure, multimedia design, interaction design, and motivational design (Hillen and Landis, 2014) (Busse, Lange, Hobert, & Schumann, 2020)

Figure 2.2 DO-ID model – Didactic Requirements (Busse et al., 2020)

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(3) The third element is learning activities designed as learner center activities

We use VM cooperated with the blended learning - flipped classroom methods which enhance training performance and satisfaction (Olde Scholtenhuis, Vahdatikhaki, & Rouwenhorst, 2020) The trainer will transfer basic concepts and knowledge outside class via micro-videos and interaction among trainers and employees will take place in the classroom (face-to-face time) (Hamdan et al, 2013) (Olde Scholtenhuis et al., 2020) Although there are not unique features of micro-videos in terms of length, format, interactivity (Olde Scholtenhuis et al., 2020), it has general characteristics such

as shorter, basic concept than detail explanation, informing, inform concepts than demonstrating tasks These features lead to a better training experience which impacts the training outcome and satisfaction (Olde Scholtenhuis et al., 2020)

(4) The fourth element is microlearning materials It considers the balance between key information and additional information and co-produced and modified by employees (Buchem & Hamelmann, 2010) In our case, the VM used the micro-videos

to focus on concise, coherent, understandable information The additional information

to help the employees explore more will be shared via reference links, or handouts delivered in or after the classroom But to avoid the overload of information, the additional is not too much and depends on the difficulty of subjects For example, the subject is difficult for the employees to capture, it will be added more information to explore The difficulty of subjects often is evaluated through the trainers’ observation

or employees’ feedback in discussion in classrooms or lower scores

(5) The fifth element is microlearning in communities Through the discussion

in training groups, microlearning contents act as the topic which leads to newly generated content by users (Buchem & Hamelmann, 2010) In our experimental case, via discussion in the training group on Skype, they can change the ideas about the training modules, the knowledge, and application, share their understanding and listen

to others’ opinions These activities lead to holistic understanding because the knowledge is viewed from other aspects of different viewpoints of different people

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2.1.2 The design principles of the microlearning content

The VM has the aspect (3) of the design principles is the microlearning content The previous researches on the dimensions of the microlearning content are shown in table 2.1:

Table 2.1 Dimensions of microlearning contents

(Buchem &

Hamelmann,

2010)

Microlearning: a strategy for ongoing

professional development

Format: small pieces Content: particular topic, small units Autonomy: comprehensible

.Structure: title, topic, author, date…

.Technology: accessibility via internet resources, reference links, social learning brings fast space learning solutions

.Interaction: among employees understand knowledge deeply, is useful for examination

.Technology: easy to access: community (web 2.0, social software)

.Interaction: with expert, mentors' information Subscription learning: social media, text message, email, cellphone

.Interaction: with the mentor, via a face-to-face workshop, video conference

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.Brevity: a few seconds to 15 min Content: single topic, problem, co-created by the learner, easily understood

.Structure: dynamics, flexible Interaction and technology: learner-learner through social learning

(Hanshaw

& Hanson,

2018)

A methods study

mixed-of leaders' perceptions of microlearning for professional development on the job

.Technology: social learning, internet-based technology is important when designing for employee development in training activities such

as knowledge growth, flexible delivery, apply immediately, just in time needs

.Interaction: co-worker, support from a leader, face-to-face meetings make staff more interested

(Hug, 2005)

Micro-Learning and Narration Exploring

possibilities of utilization of narrations and storytelling for the designing of

"micro-units"

and didactical micro-learning arrangements

.Brevity: relative short time,…

.Content: small & narrow topics; Curriculum: modules…

.Form: “skill elements”…

.Process: “separate, situated or integrated activities”…

.Mediality: “face to face”, “multi-media”, media”…

“mono-.Learning type: “classroom”, “goal or oriented”…

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satisfaction learners and higher

performance

.Brevity: prefer shorter videos Interaction: trainer and employees Retention: video repeated

.Reflection/assessment activities Format: micro videos (flipped micro video classroom impact on test results)

Content: focus on basic concept Environment: noise will fluence

.Accessibility: easy to access ML contents via the internet, file size, multi-devices

.Assessment: necessary in the module because it is the character of the instructional design model Learning theory application: cooperated with designing contents

(Zhang &

West, 2019)

Designing Microlearning instruction for professional development through a competency-based approach

.Content: problem or skill gap Assessment: quiz activities Practical activity to apply Technology: store materials, access anywhere, any time

.Personalize learning: suitable to individual list Visual tracking: progression in skills, knowledge Brevity: shorter length is better

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These tables just show the dimensions of general microlearning contents VM is just one kind of form of microlearning so it still follows the general instruction but it might focus on main dimensions more suitable to the media file We proposed to research about 5 main dimensions: (1) contents means training topic; (2) brevity of time relates to the length of videos; (3) interaction means among trainers and employees, employees, and employees via face-to-face classroom; (4) assessment means the evaluation activities like quizzes, test; (5) technology: social media, internet platform, accessibility, store of material We selected these dimensions because they are mentioned in almost all the research papers, so they might act as key factors We didn’t select other factors because some dimensions might be placed in must-have design items such as the recommendations to apply learning theories when designing (Olde Scholtenhuis et al., 2020), cooperate to learning type dimension such as classroom learning, goal-oriented (Hug, 2005) Other dimensions we also considered

as general design with the consistency of structure: have title, topic, author, date, objectives of the subject, answer the questions why to learn, what is it, how to do it and apply, the summary of main contents, the reference links (optional), the test and survey links; quality requirement: recording without noise sounds, the expression: clear, logic, not use background music, key points marked in clear text, graphic, video clips, caption or subtitle…These designs are based on the general recommendation of the other authors when designing VM (Adhipertama et al., 2020; Weiyan, 2017) The paper focuses on researching only 5 main dimensions to answer the research questions

About the content factor of VM, there are several literature reviews (shown in table 2.2) In brief, the content means a specific topic, solve the problems of skill gap

& knowledge shortage, basic and understandable concepts But contrary to Fox’s ideas (2016), we assume that VM is still suitable to train the knowledge and skills for the first time if cooperating with the general principles such as being used in the flipped classroom

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Table 2.2 A literature review of contents

1 Content Small information, narrow topics, a

single idea, small format

(Buchem & Hamelmann, 2010; Giurgiu, 2017; Hug, 2005; Hug & Friesen, 2007)

Activate prior knowledge and reinforce learning experiences

(Hanshaw & Hanson, 2018; Paul, 2016)

Follow-up or supplementary component

of the large training program

Autonomy: comprehensible (Buchem & Hamelmann,

2010; Giurgiu, 2017) Inappropriate for the 1st time or

complex knowledge and skills

Fox (2016) (Emerson & Berge, 2018)

About the brevity, there are not the same ideas of the length of material We support the ideas that it depends on the topic, complicated information It is much more important to deliver information, precisely, and not too long to lose the employees' attention Table 2.3 shows some information from the other papers In our research, the brevity for each micro-video depends on the subjects but less than 25 minutes for each training module

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Table 2.3 A literature review of brevity

2 Brevity

< 10 minutes

(Pandey, 2016; Fox, 2016) (Emerson & Berge, 2018), (Díaz Redondo, Caeiro Rodríguez, López Escobar, & Fernández Vilas, 2021; Hyo-Jeong Soa, 2020)

10 - 20 minutes (Dolasinski & Reynolds, 2020; Giurgiu,

2017) Depend on topics, ensure

to transfer information, not dropout attention, preferred shorter brevity

(Díaz Redondo et al., 2021; Giurgiu, 2017; Hug, 2005)

Next is the interaction factor displayed in table 2.4:

Table 2.4 A literature review of interaction

3

Interaction

Among employees and trainers: question and answer session, face-to-face training, classroom, workshop, give instant feedback, help the employees have more understanding the complicated knowledge, get high satisfaction

(Emerson & Berge, 2018; Jahnke et al., 2020; Olde Scholtenhuis et al., 2020)

Support among employees, from supervisors, helps understand knowledge deeply, generate new knowledge, increase innovation & satisfaction

(Buchem & Hamelmann, 2010; Giurgiu, 2017; Hanshaw & Hanson, 2018; Jahnke et al., 2020)

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The interaction factor is highly evaluated by the employees because it has many benefits Especially the interaction among employees and trainers to have a deep understanding of knowledge and make employees more satisfactory

Next is the assessment factor The assessment activities include the quizzes, tests, scores, group discussion, role-plays…to check their understanding of knowledge, capture skills or not, remind the important points to remembers Table 2.5 shows the assessment factors which give the employees' knowledge reflection and achievement level to build their learning map by themselves

Table 2.5 A literature review of assessment

4

Assessment

Question(s) at the end of the course, quizzes, tests to check understanding, capture knowledge

(Göschlberger & Bruck, 2017; Olde Scholtenhuis et al., 2020; Paul, 2016; Zhang & West, 2019) Quiz questions help self-assessments to

allow the learner evaluate their level of achievement to build their self-learning

(Dolasinski & Reynolds, 2020; Paul, 2016; Zhang & West, 2019)

The last is the technology factor displayed in table 2.6 It is the support for developing microlearning activities and contents It ensures for the employees to actively learn by themselves by learning anything when they need it at any time, anywhere Besides that, they can receive in-time support from trainers, mentors, supervisors, other employees when having any questions or problems The requirement is to maintain it in good quality

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Table 2.6 A literature review of technology

5

Technology

Social media support easy, effective interaction among trainers and employees, among employees, employees, and mentors, support from supervisors

(Giurgiu, 2017; Göschlberger & Bruck, 2017; Hanshaw & Hanson, 2018)

Social media support to understand knowledge deeply, apply and develop knowledge

(Buchem & Hamelmann, 2010; Emerson & Berge, 2018; Paul, 2016) Internet, web, internet resource to store

training materials, data, speed, reference link… helps the employees to access any time, anywhere, access quickly, in time The employees can access by via multiple media devices like mobile phones, iPad, PC,

(Buchem & Hamelmann, 2010; Emerson & Berge, 2018; Snelson & Elison-Bowers, 2007; Zhang & West, 2019)

2.2 Evaluation of the effectiveness of VM in developing employee competency

The effectiveness of VM in training outcomes is proved in some previous research papers VM is the most effective instructional tool for training It brings the employees to capture knowledge easily and a good learning experience which helps to improve employees’ satisfaction (Olde Scholtenhuis et al., 2020) It also helps to change the behavior because the final training objective is to solve the problem through improving knowledge and skills, and they apply what they are trained in the actual activities It’s the realistic way to implement competency and improve workplace behavior (Hanshaw & Hanson, 2018)

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Because VM is acted as a method for training sets of skills for a leadership training program, so we would like to apply the method to evaluate the effectiveness

of the training program to evaluate the effectiveness of VM There are various models

of training evaluation But the popular used evaluation method is Kirkpatrick’s model with 4 evaluation levels: reaction, learning, behavior, result (Moldovan, 2016; Sahni, 2020) It is a useful tool to evaluate training outcomes (Smidt, Balandin, Sigafoos, & Reed, 2009) Level 1 (Reactions) refers to the employees’ feeling of training programs such as materials, facilities, trainers, training methods, communication…It considers the learning experience during the training program (Moldovan, 2016) Reactions are important because it is an indicator of trainee motivation to learn which set the basic step to get further other training outcomes: transfer knowledge, get the result (Hughes

et al., 2016; Lacerenza et al., 2017) Level 2 (Learning) refers to the employees' change in knowledge, skills, and attitude when joining the training programs (Weiss,1990 Kraiger, Ford, and Salas, 1993) (Lacerenza et al., 2017) So a training program can increase knowledge, improve skills and change the attitude of the employees It measures knowledge, skills increasing during the training program, and get training objectives at the end of the course (Mohamed, Ariyani, & Alias, 2012; Moldovan, 2016) Level 3 (Behavior) mentions the implementation of knowledge, application in the actual job leading to changes in job behaviors and performance (Mohamed et al., 2012; Moldovan, 2016) Level 4 (Results) mentions the impact of performance improvements of the employees on business results (Mohamed et al., 2012; Moldovan, 2016)

Figure 2.3 Kirkpatrick level (Mohamed et al., 2012)

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There are different methods to measure results at each level Almost the companies measure level 1: 91% of the organizations (Patel, 2010) (Lacerenza et al., 2017) The evaluation of levels 3, 4 is not easy because it depends on other factors support of the top management, organization environment, and no clear proof about the relation between the business results and the training programs (Kirkpatrick and Kirkpatrick, 2008) (Mohamed et al., 2012; Moldovan, 2016) There are some papers

on how to evaluate training effectiveness according to each level shown in table 2.7:

Table 2.7 Training effectiveness evaluation - Kirkpatric’s level

Level 1: Reaction

describe employees'

feeling of lesson

Use survey to ask the employees to evaluate their satisfaction with the training program

(Lacerenza et al., 2017; Mohamed et al., 2012)

The difference among a score

of questionnaires, tests before and after training

(Gentry et al., 2001; Mckenzie et al., 2000), (Mohamed et al., 2012; Smidt et al., 2009)

The multiple-choice knowledge test for test knowledge change, roles play for test skills

(Baker,1998) (Mohamed et al., 2012)

Level 4: Result

(business outcome)

Compare cost and benefit of training, company result

(Arthur, Bennett, Edens,

& Bell, 2003; Dipietro, 2006)

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This chapter gives the details of the study design, participants with sample criteria, data collections and instruments, measurement methods for the hypothesis

We conducted the experimental study – a leadership training program in 2 months The participants are the company employees whose positions are team leaders up or future leaders Sample criteria are employee list selected by the HR department, voluntary attendance, and full attendance 12 people meet the criteria The data was collected by direct experience at the company and online tests and surveys After 5 months, we conducted the interview and small talks to explore their satisfaction with the VM contents and the effectiveness of the training program in their life Sample criteria are the people who are a sampling of the training program, voluntary attendance, top management approval 11 people meet the criteria The data was collected by an interview via skype and survey google form online The measurements are based on level 1 (reaction) and level 2 (learning) of the Kirkpatrick Model and use the result of test, training satisfaction survey, interview, and small talk survey

3.1 The study design

3.1.1 The experimental study – the training program

Based on the literature review, we design training programs and summarize them in table 3.1 A detailed explanation for each item will be shown

Table 3.1 Summary of the design of the training program

Yes, please read the explanation below

No (literature review)

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Main study object, research method

design

Medium distinction model

6 training modules for the leadership training program:

No (literature review)

VM format: 4 modules Poster format: 1 module Presentation file: 1 module

training analysis before designing a training

module

Survey to evaluate the current levels of employees, their demands, interview stakeholders - HR manager, Assistant Directors to find problem issues, their needs

2 Process ADDIE 4 phases

DO-ID See the table

3 Activities With flipped

classroom

See the process

4 Materials Micro videos The basic concept,

Via Skype (see the image)

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Main study object, research method

1

Consistency

of structure

Visual requirement, structure content, links, images…

See the image

No (literature review)

2 Quality requirement

Sounds, expression, music, highlight key points marked, chart, video

See the image

2 Key factors

1 Content Practical

gaps, time

1st-introduced knowledge

& skills

Yes, the company didn't have this training program like this before

Yes (Mixed method)

2 Brevity < 25

minutes

different brevity in a different module

3

Interaction

Employees and trainers, among employees

In the classroom, via social media:

Skype

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Main study object, research method

4

Assessment

Quizzes, activities

Yes online quizzes,

multiple-choice, open questions Yes

(Mixed method)

5

Technology

Platform, internet, link…support for training activities

Google Drive to store materials, Skype for discussion,

sharing excel files for collaboration learning

• Aspect 1: Apply the learning theories

In brief, the VM will apply theories that are the principles of micro-level designs for multimedia messages: competency-based education and training theory, cognitive theory, motivation theory, evaluation theory For an example of applying evaluation theory in our research, we create a VM for module 1, then ask for the learners’ feedback on the design of this video about what makes them eager to study or easy to capture knowledge The design of the next videos for module 2 will be revised

on this feedbacks This process will be applied continuously until the end of training programs and the design of the videos of the next module can become better for the learners and helps the designers to get the target of learning outcome and higher learner satisfaction In the research, VM is sequential videos improved step by step through a module by module This is also the proof for the recommendation of the

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cooperation among design-based research with experimental methods The VM is tested in the real world results in exploring the design variables from multi perspectives It helps the designers can adjust the design in time to make the VM more interesting to the learners The design principle is that the design revision can be just

in time, immediately by applying the design-based research cooperated with experimental activities

• Aspect 2: Apply the design principles of microlearning activities

We apply the principle of designing modules and lessons: the complex skills

(leadership skills) can be built from the set of each module for each specific skill (see table 3.2) Before building training modules, we also had the online survey sent to employees for finding out the demands and checking the current levels Besides that, based on the direct discussion with the HR manager and top manager to find the gap, issues in leadership skills which cause the problem or difficulty for leaders in working

Table 3.2 Training module summary

Module 1 Skills 1 Video Develop leadership

skills of the team leader

Module 2 Skills 2 Video

Module 3 Skills 3 Presentation

Module 4 Skills 4 Video

Module 5 Skills 5 Video

Module 6 Skills 6 Infographic, poster

About the applying ADDIE model and DO-ID model, we followed the

recommendations in the literature review For example, we follow 4 phases of ADDIE models For the DO-ID model, we designed in details shown in table 3.3:

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