Viriyavejakul, Chantana
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Preferred name
Viriyavejakul, Chantana
Alternative Name
Viriyavejakul, C.
Main Affiliation
Email
chantana.vi@kmitl.ac.th
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Item type:Publication, Personnel Learning Behavior in the Workplace: A Study of Workplace Habits(2020-01-01); Workplace learning is becoming an essential part for an organization to enhance an employee’s knowledge and skill to deliver an enterprise’s business sustainability. To develop a suitable model for workplace learning, this paper aims to investigate learning behavior for personnel in a workplace and to understand the factors that influence learning behavior for technical staff of a plastic packaging company in Bangkok. The data was collected by using a questionnaire that included 3 parts; 1) personal factors 2) learning behavior of personnel in the workplace and 3) factors that influence learning behavior of personnel in the workplace. The target group was 75 technical staff members by a multi-stage sampling. The research findings were that from 3 ways of informal learning behavior in workplace are self-directed learning, networking, and coaching and mentoring, a target group behavior to agree with highest score of self-directed learning at the average score of 3.62, compared with network learning and coaching learning which neither agree nor disagree at average score 3.36 and 3.32, respectively. Moreover, challenges on their job is the most influential factor of their learning behavior in the workplace at average score 3.64 followed by a confidence level and support from the company with an average score 3.53 and 3.38, respectively. Results from the study show that mostly staffs were interested in learning by themselves with encouragement from challenges, confidence level, and support from the organization. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace(2022-01-01); Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification; (2) Problem identification; (3) Idea creation; (4) Learning; (5) Implementation; (6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training.