Abstract—The objective of this research is to develop a
blended training model by applying the knowledge
management and action learning principles, to further develop
the training program design competencies of personnel
development staff in government sectors. The research method
was divided into three phases. The first phase was to study the
research papers, and literature under the context of blended
training, knowledge management, action learning and
competency in training design. The second phase was to explore
the situation problems and needs of personnel development
staff in regards to the design of training programs. The third
phase was to design the blended training programs by using the
knowledge management principles and action learning to
improve the training program design competency. The research
findings show the challenges caused by inadequate knowledge
in blended training, knowledge management, action learning as
well as insufficient time allocated by the management team and
personnel development staff towards the subject. Even though
development practitioners today use various technologies in
learning and managing knowledge at a high level, there still
remains a need for the creation of a community of practice, and
the appraisal and recognition of successful practitioners,
together with a knowledge map that is easy to search and utilize.
Those can be applied in training model development.
Index Terms—Action learning, blended training, knowledge
management, training program design competencies.
The authors are with the Department of Educational Technology and
Communications, Faculty of Education, Chulalongkorn University, Thailand
(e-mail: pattama.chandavimol@gmail.com, onjaree.n@chula.ac.th,
pornsook.t@chula.ac.th).
Cite:Pattama Chandavimol, Onjaree Natakuatoong, and Pornsook Tantrarungroj, "Blended Training Model with Knowledge Management and Action Learning Principles to Develop Training Program Design Competencies," International Journal of Information and Education Technology vol. 3, no. 6, pp. 619-623, 2013.