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

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NGUYEN QUYNH LIEN DESIGN PRINCIPLES OF THE MICRO LEARNING FOR EMPLOYEE n DEVELOPMENT: THE CASE OF SERVICE INDUSTRY IN VIETNAM MASTER'S THESIS 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 n MAJOR: BUSINESS ADMINISTRATION CODE: 8340101.01 RESEARCH SUPERVISORS: Prof Dr MOTONARI TANABU Dr MAI ANH Hanoi, 2021 ACKNOWLEDGMENTS The master thesis is a great chance for me to check how to apply the knowledge and skills that I learned in 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 n 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 TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Research Background 1.2 Research Objectives 1.3 Research Methodology 1.4 Research Structure CHAPTER 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 n competency 23 CHAPTER 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 3.4 Measurements 42 CHAPTER 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 n 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 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 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 n 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 i Table 4.8 The pre-test and the post-test result of training module 54 Table 4.9 The pre-test and the post-test result of training module 54 Table 4.10 The pre-test and the post-test result of training module 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 n ii LIST OF FIGURES Figure 1.1 Structure of the study 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 n Figure 4.3 Working experience information of the research sample 45 iii LIST OF ABBREVIATIONS VM: Video-based microlearning BPO: Business Processing Outsourcing ML: Microlearning HR: Human Resources E: Employee ADDIE: Analysis, Design, Development, Implementation, and Evaluation ARCS: Attention, Relevance, Confidence, Satisfaction n iv ABSTRACT The purpose of this study is to test and explore the design principles of videobased 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 modules in the training program in months (N=12), did a pre-test and a post-test, and Likert-style pre-survey and post-surveys for each module 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 n Based on the result, the design principles focus on the content aspect of VM: brevity, interaction, assessment, and technology are 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 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 CHAPTER DISCUSSION & CONCLUSION This chapter gave the conclusions compared to literature reviews, the contribution and implication, limitation, and future research recommendation 5.1 Comparison with the literature review Firstly, we would like to emphasize that the VM is the format preferred over other formats and highly evaluated by the employees The findings of the video format in the study were the same as in the literature review This format shares knowledge, skills in a focused, short, lively way It enhances the employees to capture ideas and memorize which is mentioned by (Giurgiu, 2017), motivates them to learn confirmed by (Adhipertama et al., 2020) It can adapt to the need of the company and the employees to save time, money, just in time, solve knowledge and skill gaps Especially it’s very suitable to the team leaders up who have time limitation because they cover many tasks This format helps them to arrange to train when having free time, not impact their daily job tasks The employees’ high satisfaction and evaluation in our study is again proof of the benefits of this kind of training method in leadership n training programs and the BPO industry Secondly about questions whether video-based microlearning is suitable to introduce 1st first content or not According to Fox (2016), it’s not suitable to train complex knowledge and skills or for the first time From our study, we disagree with this idea in the literature review and prove that there is a possibility if we use VM combined with other important general designs such as microlearning activities to apply the learning theories For example, leadership skills are complicated and complex skills divided into the set of specific skills training in each module It’s the way we apply the strategy of module design with a medium distinction model (Hug, 2010) In our research, the employees evaluated highly this way through feedback in the interview: E1 said “Compilation of smaller modules will help me understand more specifically leadership skills”, E2 told that “Breaking down each module helped learners understand from the details to the general, so it was easier for me to learn” or E5 confirmed, “through each module, I grasped more knowledge” Or we apply the 70 learning theory such as cognitive theory by using videos much more than other formats because (Mayer, 2005) said the combination of picture and word transfers knowledge better or motivation theory by having trainer voice in the videos which are preferred by the learner as (Snelson & Elison-Bowers, 2007) mentioned before According to our study results, from the employees’ viewpoints, they appreciated the VM could support them to increase their leadership skills in learning and applying in the job VM brings a good learning experience and makes them satisfactory highly as confirmed by other studies (Adhipertama et al., 2020), which is proved by the sharing of employees in the study For example, E7 shared that “the video has impressive images, which impacts and helps to remember and increase more” or E9 said, “she applies more in practical experience and increases skills” Thus, VM is suitable to train the first introduced, complex skills and knowledge but when designing we should cooperate with the general design principles Thirdly, about the question “What kinds of the brevity of VM is preferred by learners?”, the data showed that it is the same as the suggestion in previous papers According to (Díaz Redondo et al., 2021; Giurgiu, 2017; Hug, 2005) the brevity n should be shorter and different based on the different topics but ensure to transfer of enough information Our VM for each module or each specific topic has different lengths and is almost shorter than 20 minutes like the recommendation of (Dolasinski & Reynolds, 2020; Giurgiu, 2017) The employees in the study agreed and were satisfied However, they also shared the shorter VM can motive them to view more (Emerson & Berge, 2018; Hyo-Jeong Soa, 2020) Thus, we conclude that the VM brevity depends on the topic and the shorter VM brevity is, the satisfactory the employees are, which is the same as findings in other papers Fourthly, the interaction helps employees to capture knowledge and skills and make employees highly satisfied with VM The data don’t show clearly there is a change in knowledge in the skills or not The result can be higher (module 1) or lower (module 4) after having interaction in class Partly, the problem happened in module because of the difference in difficulty level of pre-test and post-test The questionnaires of pre-test and post-test are different Naturally, the pre-test is to check 71 whether the employee can capture main ideas, keywords or not so the question is often easy The post-test often checked the difficult knowledge which caused the learners confused, mistaken, not easy to remember, or how to apply to solve the situation in reality Thus, the difficulty level is higher But it is just a small factor because we considered this problem before so we paid attention to design tests not have a big gap among difficulty levels Another reason might be the theory of module is easy (checked in pre-test) but the application in practice or situation is more complicated (checked in post-test) However, the interaction can satisfy the employee highly because they shared that the interaction among employees and trainers, among employees, could help them understand deeply knowledge, solve what they didn’t understand Thus, the impact of interaction in capturing knowledge and skills should be analyzed in-depth in another study Fifthly, about the meaning of assessment activities in VM, the result proved that it’s necessary, useful for the employees to recall knowledge, check understanding, self-assessment So the result is similar to the previous research papers like check understanding, capture knowledge mentioned by (Göschlberger & Bruck, 2017; Olde n Scholtenhuis et al., 2020; Paul, 2016; Zhang & West, 2019) or build self-learning and self-assessment said by (Dolasinski & Reynolds, 2020; Paul, 2016; Zhang & West, 2019) Besides that, the assessment format is rather important The online quiz makes the employees feel easy, convenient to because they can access it easily, quickly, less preparation…In our experiment, we send them to google form, send the link or QR code to access via mobile phone, PC, laptop…So we need to focus not only on content but also the ways of doing the quiz, tests to bring a better learning experience to the employees Lastly, the technology impacts on VM in our study is the proof to reconfirm again of what is mentioned in the literature review The study shows that all the employees evaluated the role of social media in interaction proved by (Giurgiu, 2017; Göschlberger & Bruck, 2017; Hanshaw & Hanson, 2018), knowledge transfer recommended by (Buchem & Hamelmann, 2010; Emerson & Berge, 2018; Paul, 2016) The employee shared that they shared their ideas, learned from other people’s 72 sharing Especially, young leaders could learn from experienced leaders They broadened their view, had an open mind to analyze, find better solutions to solve the problem Besides that, they could ask for advice from other people in the time when needed Besides that the internet platform supported the employees to access the material anytime, anywhere quickly by PC, mobile… emphasized by(Buchem & Hamelmann, 2010; Emerson & Berge, 2018; Snelson & Elison-Bowers, 2007; Zhang & West, 2019) The participants said that it helped them to learn more flexibly, balanced learning and the job, save time and cost It increased their self-learning to capture knowledge and skills in time to work well and balance life and work Especially, social learning helps them to share quickly We used Skype but it is not the only tool to use in training Some employees also mentioned that in the interview and small talk So we recommend thinking about other tools like Facebook, Zalo, Viber, Line The selection tools should depend on the popularity of the tool in the companies and be suitable to the company policy 5.2 Implications and contribution Contribution for the theory: Our research aligns with the previous research n papers of noticing factors when designing VM contents: brevity, interaction, assessment activities, technology platform Besides that, we also contribute to consider the VM as a suitable tool used to train the first and complex knowledge and skills Because from the viewpoints of the employees, they evaluated highly the VM in making them satisfactory with training programs and developing their leadership skills Thus, the suitable design principles will enhance the employees’ motivation and enthusiasm to learn, comprehend the knowledge, practice skills in working Contribution for the practical situations: Again, we would like to emphasize that the VM should be applied as much as in a training program Firstly it meets the demands of saving time, money, human For example saving time, in the training program, the trainer only needs 24 hours for training all modules by VM while they need 50 hours to 60 hours for the traditional classrooms The time with training using VM is ½ or 1/3 that of the traditional classrooms with acceptable training results Moreover, they can manage their time of 73 learning Compared to the traditional class with from to hours/days and in 1-3 days to study module, the employees in VM class just need only 1-2 hours/day and in only day for learning So the training time doesn’t impact their daily work For the company with limitations of the training facility, the number of trainers, training budget, the VM type will solve the problem The trainers can conduct many classes a day instead of class Secondly, it’s a kind of learner center so the employees have to study by themselves before coming to class so they can learn much better than listen to the trainers in the traditional class Thirdly, we don’t spend time on theory The employees study theory by themselves, at class, the trainer only uses little time to answer the questions or explain more difficult knowledge, almost time to discuss with employees how to apply the knowledge in practical situations, solve their problem Thus, their application in the job is increasing Lastly, it brings higher satisfaction to the employees and the company As the data in chapter 4, all dimensions of VM make the employees satisfactory – level (reaction) of Kirkpatrick Model It is a good beginning for the further training outcome as mentioned in the literature review Because it motivates the employees to learn more by themselves, to apply in their job n If they don’t satisfy with VM, they even don’t want to view or learn and join the class As being leaders, they are so much busy with their work, deal with much pressure and stress from work and life, and have the power to select to join the course or not So the first important thing the trainer needs to is to transfer the message “learning is very happy and useful” and help the employee to build the willingness to learn and learn day by day or for life What creates value for them, they will it Training by using VM brings many values for many stakeholders in the company The company where we conducted the experiment study is applying VM in their training activities and receiving much good feedback from their staff So we would recommend others companies in BPO to apply this method Recommendations for design principles of VM: Based on what findings from our study, we would like to recommend some design principles of VM as following: o Design VM cooperated with applying the learning theories: competency-based education and training theory, cognitive theory, motivation theory, evaluation 74 theory It is important to choose suitable theories For leadership training, we should apply some aspects of all theories o Apply the design principles of microlearning activities: • modules and lessons principle design for the complicated knowledge, skills • ADDIE model and DO-ID model for training programs • learning activities: cooperated with the flipped classroom to increase the selflearning of the employees while trainer only facilitate, instruct, raise the problem for them to solve and apply in the life • materials: beside VM, add more additional handouts, other materials • community: build collaborative learning to maintain, develop and create the new knowledge o Apply design principles of VM content: • apply for training the 1st introduced or complicated knowledge, skills which is the main contribution of this paper We can this if combining all the above suggestions • VM should be shorter as much as possible but it ensures to transfer enough n messages, skills without losing the viewers’ attention We recommend the length should be shorter than 20 minutes • interaction among trainers and employees, among employees, should be encouraged and find the way to it easily • assessment: often have short quizzes, tests after view VM • technology: apply as much as possible in training because it’s a modern trend, preferred by young generations, convenient, economical, fast Other recommendations: for the companies in the BPO industry, 1st, and complex knowledge and skills training About applying VM in other sectors in the service industry like educations, hospitality…we recommend that they should consider other important factors (1) The characteristics of the learners Learning through VM requires a highly active learning attitude and a self-learning attitude The people who have working experience, view VM because it helps them to solve their problem just in time, immediately, impact immediately on the daily job For students, they can not 75 select what they learn, sometimes they have to learn so it needs regulations, supervision of the teachers So this method can be suitable to the environment that applies liberal art, increase the self-learning skills of the learners (2) The suitable content should be considered The brevity of VM is the advantage and disadvantage Advantage because it focuses on short, basic information so motivate the learner to view The disadvantage is that how to choose what content should have or not have in the video to keep videos short For example, the designers can not put many examples in the video so it’s not easy to explain the complicated definition So that is the reason why we mentioned that in our study we also both use VM cooperated other supplementary materials (handout, links…) to support for capturing knowledge and skills Besides that, in the companies, when the knowledge & skills are not suitable to the actual situations, the contents of VM can be revised quickly by week, months…which is not easy to in the university environment VM is for specific, narrow topics and if using for complex knowledge, it needs to be built in sequential videos from low to high knowledge and skills Almost knowledge taught in the schools, the university is completely new, large and difficult knowledge, and the n students don’t have much opportunity to apply, mostly can not select subjects they want because of depending on the program So e-learning should be more suitable for the students However, we can apply VM in some programs to develop specific skills like language skills, presentation skills,…(3) Other factors that can influence the effectiveness of the VM are learning and development policy, environment, the top management support, technology facility availability, business… 5.3 Limitation This study was limited in the number of participants selected by suitable sampling criteria for some reasons explained in chapter Because the participants are the leader level up so the number is rather small in the company There is a strict sample selection criteria as well as limitation of companies in BPO industry But the result is collected from the real observation in the experiment at the company during months and direct interview protocol Due to the limitation of time, humans, it was general research Moreover, the follow-up training activities are rather far from the 76 training program so they can be impacted by the long-term memory limitation But it also helps to see more clearly the application of this knowledge and skills in the actual situation The questionnaires are built on the literature review but it can not prevent some of the researcher’s bias Thus, the research somehow should be a medium reference source for the designers 5.4 Future research Future research should tests the findings with larger samples, in more companies in the BPO industry The impact of interaction on VM needs to be explored more We also recommend the next research can test whether it can apply these design principles in other companies in the service industry Besides that, they should explore what factors of design impact significantly the effectiveness of VM The new study could test the effectiveness of VM in changing behavior and what benefits the organization gets from using this method (levels and of the Kirkpatrick level) 5.5 Conclusion The need of training employees to have enough knowledge and skills to adapt n to the job requirements increases strongly because it is one way to get business outcome target The training program should bring good experience to the employees to motivate them to self-learning and apply in their job as much as possible But it has been conducted in the limitation of resources such as time, human, cost In this situation, VM is considered a useful and trending tool, and its design impacts the training objectives and outcome These findings in the study should be applied to leadership training in BPO companies If applying any other sectors in the service industry, other factors should be considered as the characters of learners, the suitable contents or topic, learning, and development policy, technology facility…Based on the study result, it can be concluded that the main factors of design principles of VM in a training program to develop competencies could be brevity, interaction, assessment, technology, content The proposed guidelines of design principles for designers were the possible answers to the research sub-questions in table 5.1 77 Table 5.1 Summary answers to the research sub-questions Questions Possible answers Proof What is the VM is preferred strongly than other preferred format? formats by the employees Literature review - page Data - page 46, 47 Specific information, narrow topic, single ideas What is the The first, complex knowledge and Literature review - page suitable content skills (notice only when cooperated 20 for VM? with the general design principles: Data - page 48-52 learning theory application, ML activities) Depend on the topic n What kinds of It should be shorter than 20 Literature review - page the brevity of VM minutes 21 are preferred by Shorter brevity get higher Data - page 52-53 learners? satisfaction What is the Check impact of Reflect interaction understand knowledge, on assessment VM? the self- Literature review-page 21 Data - page 54-55 Have higher training satisfaction What is the Give impact to of feedback the knowledge new to understand & skills assessment Create knowledge activities on VM? 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