Development of the Comprehensive Training Design Competencies for Human Resource Professionals in Taiwan

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Chiao Da Management Review Vol. 34 No.1, 2014 pp.141-176

台灣人力資源專業人員訓練設計職能

量表發展

Development of the

Comprehensive

Training Design

Competencies for Human Resource Professionals in

Taiwan

林怡君 Yi司ChunLin

國立臺灣師範大學國際人力資源發展研究所

Graduate Institute of Intemational Human Resource Development, National Taiwan Normal University

范凱棠 1 Kai-Tang Fan 龍華斜拉大學企業管理象

Department of Business Adminis仕ation， Lunghwa University of Science and Technology

陳心懿AngelaShin-Yih Chen

國立臺北大學企業管理學象

Department of Business Adminis仕的ion，National Taipei University

李郁澄 Yu-ChengLee

進甲大學企業管理學系碩士

Department ofBusiness Administration, Feng Chia University

摘要:本研究目的為了建構與驗證多構面的訓練設計職能量表，主要使用三個步驟檢驗其建構效度(N=497) 。這些訓練職能中包含了 ADDIE 訓練象統 (分析、設計、發展、執行、評估)以及與諮詢內容專家的能力，以評估人力資源專業人員從事訓練工作之職能。本文主要採用探索性因素分析與驗證性因素分析進行檢驗。研究結果顯示，訓練設計職能量表主要分成三個構面，分別為:訓練規劃、訓練結果及諮詢內容專家的能力。因此，本文提供了從事人力資源相關的人員一個有效的量表來發展其專業職能，以便規劃出有效

1 Corresponding author: Department ofBusiness A也ninis個tion，Lunghwa University of Science and Technology, Taoyuan Coun紗"Taiwan. Email: kaitang.fan@gmail.com

Ac旭owledgements.We wou1d like to thank two 組onymoωreviewers and 也eediωrfor 也eircomments. The work was suppo成，edby 也eNational Science Council，伊且tno. NSC 101-2410-H-262-01O-MY2 & NSC 102-2622-H-262-001-CC3.

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142

的訓練課程。

Development of the Comprehensive Training Des伊

Competencies 戶rHuman Resource Professionals in Taiwan

關鍵字:訓練;訓練設計職能;人力資源;內容專家;顧問諮詢

Abstract: The purpose of this study is to construct and validate a multidimensional measurement of training design competencies (TDC) by using three stages (N=497). These competencies inc1ude ADDIE 仕aining system (analysis, design, development, implementation, and evaluation) and consultation with subject matter experts (SMEs) when human resource professionals engage in

a 仕ainingjob. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted. The results demons甘ated that the training design competencies were best represented by three dimensions: 仕ammg planning, 仕ammg outcome

,

and the consultation with SMEs. This study o:ffers human resource-related practitioners a valid instrument to develop their professionals and to organize effective training programs.

Keywords: Training; Training design competencies; Human resource; Subject matter expe此;Consultation relationship

1. Introduction

Globalization has made all 句pes of business different 企omwhat they were in the past. In order to accept this change

,

organizations train their employees to adapt this changing environment. It means that training is a way to solve some of organization's problems. Actually，仕aining has been widely used as a method to help increase the organizations' competitive advantage and deal with constantly unprecedented periods of challenges (Noe 2012). For individuals，仕ammg IS one of the most pervasive methods to develop employees' knowledge, skills, attitudes, and behaviors for accomplishing the job tasks and superior performance which were required by the organizations (紅thur & Bennett 2003; Swanson & Torraco

1995).

The training design process represents using a systematic approach to develop training programs (Lin & Jacobs 2008). In general

,

the 仕aining design process is based on a systematic approach which is composed of the five phases:

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Chiao Da Management Review Vol. 34 No.l, 2014 143

analysis, design, development, implementation, and evaluation (ADDIE) (Reigeluth 1983; Dick & Carey 2011; Gagr吟， Wager, Gol蹈， & Keller 2005). The process of ADDIE is viewed as a problem-solving and decision-making model because this system can offer a number of ways to solve the instructional problems and adopt different opinions to accomplish the superior goal of organizations (Allen 2006; Allen & Swanson 2006). More importantly, this systematic approach used in designing training programs can increase the training quality and enhance the employees' performance efficiently.

In addition to the ADDIE process, training programs in organizations are usually developed by specialists who should be called the training designers and be identified to HR field. HR related professionals were the most appropriate people to integrate all needs of the training among different subunits (Lin & Jacobs 2008). In practice, the success of the training programs was not only counted on the ability of training designers but also on the contribution 企om subject matter experts (SMEs) who provide their insights and knowledge about the content on the specific area (Herling 2000). Thus, Lin and Jacobs (2008) highly emphasized that a well-organized training program cannot be accomplished either by SMEs or HR professionals separately. HR professionals are not only in charge of the 仕ainingprogram design followed by ADDIE process,

but also establish the partnership with SMEs to discuss the training content for ensuring it can fit trainees' needs and the content are understandable.

Also, most companies in Taiwan did not have such a position entitled a training designer. The current researches in Taiwan did not mention too much about the sub-role of HR professionals, which was a training designer. In theoretical perspectives, unfortunately, existing human resource development (HRD) competencies models have ignored this critical component- training program designing. Since early 1970 池， the literatures in HR have been more concemed with developing high1y transferable generic competencies for their overall performance or particular job roles. Many studies have focused on the characteristics and competencies which contribute to the effectiveness of HR professionals because they are responsible for identi冉ring the competencies required for each job c1assification within the organization and establishing

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144 Development of the Comprehensive Training D叫P

Competencies for Human Resource Professionals in Taiwan

performance goals and objectives. For example

,

Chen

,

Bian

,

and Hom (2005) concluded the history of the five main competencies model studies in United States since the early 1970's. In the 1970's, Pinto and Walker (1978) were the main authors to focus on training and development (T&D). In the 1980's

,

McLagan (1983 & 1989) was the main author who moved the focus from T &D to the HRD 缸ea. In the 1990's, Rothwell with other authors，血 1999 and later in 2004 and 2007

,

broadened the research focus from HRD through human performance improvement to Work:place Leaming and Performance (WLP) because more organizations had become aware of the importance of intellectual capital and performance results in developing training activities.

As shown above

,

many researchers have developed about competency model for HR professionals (Pinto & Walker

,

1978; McLagan

,

1983

,

1989; Rothwell et al.

,

1999

,

2012) and only the Intemational Board of Standards for Training

,

Performance and Instruction (lBSTPI) (1988) proposed a list of instructional design competencies to instructional designers. However, no empirical studies demonstrated a valid instrument of instructional design competencies and there is a paucity of reliable and valid competency model speci命ing on training design for HR professionals while engaging in training activities in the business setting and also lack of attention to research influencing practice evident on this topic.

Faced with demands for developing training programs followed by the systematic design process

,

HR professionals are able to develop their training desi伊 competencies to perform their in-role job and enhance the training quali可 in an organization. Given the role of HR professionals to function as a 仕aining designer, an assessment method to determine developmental needs would be helpful. Therefore

,

in this study

,

we emphasized the importance of developing a reliable and valid instrument measuring the training design competencies for HR professionals in these aspects of following the ADDIE model and consultation with SMEs.

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2. Literature Review

Most of literatures supported that training programs should be developed by an organized-system approach, which is typically composed ofthe five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. This process generally refers to the ADDIE training system (Reigeluth 1983; Dick &

Carey 2011; Gagne, Wager, Gola, & Keller 2005). The ADDIE model provides a systematic approach for determining the training needs, designing and developing

the 仕aining programs and materials, implementing the programs, and evaluating the effectiveness of the training (Gagne et al. 2005). Although a variety of system models (e.g., ID, ISD) were developed since 1960s, the ADDIE process is the most apparent in the traditional approach to design instruction and also the most popular model in many business, industry, government, and military training settings, thus becoming the standards to all other instructional design models (Allen 2006).

Nowadays, the revised ADDIE training system emphasizes on determining

the 仕的nees' competence gap, job components analysis，甘ainees' characteristics, and most importantly linking organization goals and missions consistently with the objectives of the training program. The model suggests the steps of the process and the sequence in which they should be followed when engaging in a training activity (Jacobs 2006). Recognition of the ADDIE process as a system approach suggests that the 甘ammg program will be more efficient and more effective ifthe process has been used (Salas & Cannon-Bower 2004). The ADDIE process is expected to accomplish higher quality of 仕ammg and increase the effectiveness and efficiency of education and 仕aining for fitting the employee's jobs (McLagan 1989; Jacobs 2001).

In reality, while the training system identifies the various stages of the activity, the entire process involves much more than just following the linear ADDIE. This linear approach to ADDIE was not accepted in today's conditions (Lin 2008; Allen 2006). This is especially true because the plan of training programs in the organization is a complex process. Outputting a training program requires experienced content experts 企omdifferent disciplines to work with and it

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146 Development of the Comprehensive Training Design Competencies for Human Resource Professionals in Taiwan

is quite difficult for single expert in the organization to accomplish the task (Lin

& Jacobs 2008; Gagne et al. 2005; Reigeluth 1983).

In the past decade, the ADDIE literatures has concluded that the most effective approach to output training programs is a constant collaboration between the training designers and subject matter experts (S孔ffis) or content experts (Lin

& Jacobs 2008). Both sides perceived themselves as experts when collaborating in the ADDIE process (Keppell 1997; Salas & Cannon-Bower 2004; Allen 2006). Training designers are able to provide the perspectives on the process; SMEs are able to provide the perspectives on content 企om differently specific areas that could not possibly be leamed by 仕ammg designers alone (Her1ing 2000). Nowadays, a team of professionals or experts 企om several areas is usually required to complete the plan of a training program (Allen 2006; Lin & Jacobs 2008).

Designing 仕aining programs are usually developed by professionals in the human resource field (Allen & Swanson 2006). HR professionals serve as a powerful agent to assist an organization's expansion and to develop its capability (Cosh

,

Duncan

,

& Hughes 1998). 的 Lin and Jacobs (2008) stated

,

HR professionals should have the ability to contribute knowledge and skills in different aspects of training design. There are some characteristics of HR professionals. First, he or she has the ability to design and put 仕ammg programs together for employees to use. Second, he or she is knowledgeable in leaming theories and concepts

,

ins仕uctional strategies

,

and techniques. Third

,

he or she possesses the ability to build and maintain good consulting relationships with subject matter experts (SMEs). Deden-Parker (1981) emphasized th剖 the ability of interpersonal communication was the most important skill while working with experts. Al也ough it is important to establish a relationship between the HR professionals and SMEs to go through the ADDIE process

,

this approach is not followed in various cases.

Take Lin and Jacobs' (2008) empirical study as an example

,

HR professionals working in Taiwan high-tech companies rec。但ized the importance of the collaborative relationship between them and SMEs to the success of an

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effective training program

,

but did not have awareness and sensitivity of the process of consideration to plan training programs is an efficient approach in the practice. It means that HR professionals may not sure of what they knew and were not aware of what they did not know about their competencies to design a training program. This fmding is k.indly consistent with Dick's (1988) study that designers were not sufficiently confident of their sk.ills in instructional design to ca釘Y out a project successfully.

Herling (2000) identified that SMEs were the people who provide their insights and understanding about the training content. Based on the study of Keppell (1997), an SME was specializing on a specific domain of knowledge which let designers attempt to induce more particular knowledge in the program. In other words

,

SMEs engaged in a project with their high level content-specific knowledge or sk.ills (Tessmer 1998). Lin and Jacobs (2008) recognized th剖

training designers usually do not have enough ability to realize the diverse content. Therefore

,

the job content of a training designer is more like a negotiator to communicate with all people who worked in the same organization or related to their own company. That is to say

,

the training designer should adequately arrange every detail in the training design process. As recommended by Moller (1995)

,

the relationship between training designers and SMEs was like a partnership in designing training programs. Clearly, a successful training program was probably produced and determined by this relationship. Arms甘ong and Sherman (1988) conc1uded that SMEs and designers must collaborate to con甘ibute their knowledge or sk.ills, sharing the responsibi1ities, and constructing the mutual respect in their cooperation.

To summarize, the critical challenge for HR professionals is whether now they have the competencies which follow the ADDIE training system to design the training program as well as important1y contain the consultation abi1ity with SMEs when engaging in a 仕ainingactivity (Lin 2006).

3. Method

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proposed training design competencies (TDC) scale. Data of Stage 1 were

collected 企om high-tech companies located in both Hsinchu and cen仕al area of

Taiwan separately. Exploratory factor analysis (EFA) was conducted to explore and verify the items and úωtor structures of ADDIE training system. Data of Stage 2 were collected from Taiwan Training Quail System (TTQS) workshops. Confrrmatory factor analysis (CFA) was conducted to confrrm the instrument.

Stage 3 focused on examining the reliability and validity of consultation with SMEs while HR professionals are working with them.

3.1

Stage

1:

Exploratory Factor Analysis

(E

FA)

In the frrst stage, item analysis and exploratory factor analysis (EFA) were used to explore the factor structure of ADDIE training system. AADIE is a systematic process which is divided into five steps: analysis, design, development,

implementation, and evaluation, which are theorized by Reigeluth (1983), Dick and Carey (2011), and Gag凹， Wager, Gola, and Keller (2005). The initial items of ADDIE 仕ammg system and consultation with SMEs were collected by reviewing the previous theoretical literatures, partly adopting 企om Instructional Design Competencies: The Standards (IBSTPI 1988), and interviewing around ten HR practitioners and professors with education, management, or human resource backgrounds. They have strong experience in engaging in a training program or experience in collaborating with inside S~伍s or outside experts 企om consultant companies. Professors also have experience in teaching training and development courses and taking projects for consulting companies which need trainings for employees.

Therefore, we initially organized 68 items (60 for ADDIE 仕aining system and 8 for consultation ability to work with SMEs) thorough literature review on previous researches related to the competency of HRD and IBSTPI and other instructional design models. Then pilot test was conducted. We collected around 36 HR or management graduate s削dents and 30 HR junior practitioners and item analysis to examine these initial 68 items. 39 items were eliminated because of showing no significance between the high and low respondent groups by using

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independent-sample T test to compare. The results of the ADDIE 仕aining system was organized by 21 items with five dimensions (analysis, design, development, implementation, and evaluation) and the consultation with S弘1Es by 8 items within one dimension.

3.1.1 Sample and Procedures

281 HR professionals who worked either in high-tech related companies located in Hsinchu Science Park or in the central area of Taiwan were used in the first stage. In the whole process of data collection, three steps were adopted: 1) sent the recruitment letters via emai1 or made phone calls to HR departments. The purpose of this step was to explain the goals of this research, to obtain exact1y contact information, and to inform the survey would be sent out within two weeks; 2) sent the online or paper-based survey in Chinese to these participants; 3) sent a reminder by emails to all participants for inspiring them to respond after two weeks. Ultimately, these 281 respondents were utilized for Stage 1 to examine the factor structure of ADDIE training system.

3.1.2 Measures

ADDIE Training System. The instrument of ADDIE training system was

initially developed by review of relevant literatures, adoption 企om Instructional Design Competencies: The Standards (IBSTPI 1988), and interview with ten HR practitioners and professors with education, management, or human resource backgrounds. Then, this ins仕ument of ADDIE training system was c1assified into current ability and desired ability to assess HR professionals. There are totally 21 items inc1uded (a) 6-item in the analysis stage; (b) 8-item in the design and development stages; (c) 3-item in the implementation stage; (d) 4-item in the evaluation stage. The response format of this instrument is a 7-point Likert-type scale (1

=

extremely low ability to 7

=

extremely high ability). A sample item 企om

the analysis stage is

“

Access the needs of 仕ainees to determine what they can current1y do and what they should be able to do." A sample item 企om the design and development stage is

“

Specify the target objective th剖 describes what is expected of trainees after the training." A sample item from the implementation

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stage is

“

Develop an implementation plan to conduct the 仕aining program." A

sample item 企om the evaluation stage is

“

Determ.ine what trainees have leamed

from the training program."

3.1.3 Analyses

We frrst conducted item analysis to determ.inate how correlated between

each indicator items and the correlation between each item and total scores of

ADDIE training system. Pearson correlation analysis was used to make sure that

each item of the instrument is not highly correlated with each other and to test

each item of this instrument is correlated with the whole construct. Then

,

we

surnmarized the total scores of the respondents on each item of the dimensions of the current ability and the desired ability respectively. All scores of the respondents on each item were divided into the top 25% high score group and the

last 25% low score group (Cooper & Schindler 2010). We adopted

independent-sample T test to compare whether the mean difference of the top

25% high group and the last 25% low group was significant. If the item can be

discriminated in two ex仕eme groups

,

t-values will be significant. If no item

should be removed 企omthe item analysis, the discrimination of the each item of

this instrument should be acceptable for further analysis. Finally, the exploratory

factor analysis (EFA) with varimax rotation was performed on the 21 items ofthe

instrument. Our purpose in Stage 1 was to explore the factor structure of ADDIE

仕aining system and to examine its reliability and validity.

3.1.4 Results

Item Analysis of ADDIE training system. Table 1 and 2 showed the descriptive statistics and correlations among all the indicators for HR

professionals' perceived currentldesired ability in the five dimensions of ADDIE

process. The results showed that the correlation coe伍cients were significantly

correlated between each item score to item score and item score to total score (p

<0.05). In addition to the item-to-item and item-to-total analysis

,

Table 3 showed the results of independent-sample T test for each item of ADDIE training system

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Chiao Da Management Review Vol. 34 No.1, 2014 \51

that all respondents can be significantly divided into top 25% high group and last 25% low group based on their scores on each item, the t-value of current ability and desired ability are nfnged 企om 11.45 to 17.68 and 13.97 to 21.22

,

respectively. As a resu1t, all items should be retained in this scale.

Exploratoη Factor Analysis 01 ADDIE training system. The exploratory factor analysis (EFA) with varimax rotation was performed on the 21 items ofthe instrument. 1n this s仙dy， KMO is all greater than 0.9 and Barlett's test is significant in eve可 dimensionwhich means that all the variables were suitable for conducting factor analysis. After the EFA, the 21 items of this instrument were extracted into two factors

,

which satisfied in the current ability as well as desired ability. The items of the analysis and the design and development stages were combined into single factor, which was named as training planning. 1n addition, the implementation and evaluation stages were merged into another single factor, which was named as training outcome. The two dimensions are combined to form the ADDIE training system. The critical value of 0.4 was the cutoff point to define factors (Gorsuch 1983). 1n this present data, all the factor loadings were greater than 0.4 and items loaded unambiguously on the correct factors. Only two items were elirninated because of cross-loading on the other dimension. Therefore, the reduced-scale instrument was consisted of 19 items on both current and desired ability.

Table 4 showed the two extracted factors, including items, factor loadings, cronbach's alpha, explained variance, and cumulative explained variance. The cumulative explained variance of current ability and desired ability were 71.33% and 79.23%, respectively. The factor loadings in the current ability range 企om 0.53 to 0.84 and in the desired ability range 企omO.的 to0.83. As a resu1t, the two factors of ADDIE training system with 19 items demonstrated good scale reliability with good coefficient alphas, whether in the current ability or in the desired ability shown in Appendix.

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Table 3 Item Analysis

Current ability Desired abili笠

Group 1 Group 2

T-values Group 1 Group 2 T-values

Items N Mean S.D. N Mean S.D. N Mean S.D. N B直ean S.D.

Analysis step

Access the needs of 甘aineesto determine what 也ey

142 4.99

can currently do and what they should be able to do. .91 112 3.34 .96 13.97** 140 6.38 .70 106 4.71 1.07 13.97** 2. Analyze the components of jobs, duties and tasks. 142 5.32 .85 112 3.69 .91 14.74** 140 6.49 57 106 4.84 1.05 14.64** 3. Identify the characteristics of 甘aineesthat influence

142 .83 112 3.38 1.00 15.29**

their ability to achieve the 仕ainingobjectives. 5.17 140 6.42 61 106 4.75 .95 15.88**

4. Analyze the work setting to identify the tools,

equipment and other resources used on the job. 142 5.37 .88 112 3.68 1.02 14.12** 140 6.44 .60 106 4.66 1.01 16.09** 5. Analyze the orga且izationto ensure 曲的 thegoals are

142 5.36 .84 112 3.60 1.03

consistent with the objectives ofthe training program. 15.06** 140 6.65 56 106 4.65 1.01 15.26**

6. Review additional resources related to the content of

142 5.53 .87 13.11 **

the 仕ainingprogram. 112 3.79 1.17 140 6.52 .65 106 4.52 1.01 15.35** Design & Development steps

7. Speci令 thetarget objective that describes what is

141 5.35 .94 107 3.57 .98 14.46** 140 6.55 .58 16.67**

expected of trainees after the training. 98 4.74 .96

8. Specify the enabling objectives that describe what

甘aineesshould know or do to achieve that target 141 5.28 .85 107 3.50 1.03 14.46** 140 6.52 .58 98 4.66 91 17.87** objec位ves.

9. Develop performance rating scales and cognitive test

141 5.01 1.03 107 13.74**

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Chiao Da Management Review Vol. 34 No.1, 2014 155 慰，

...

es vd 3. 剖 en NA Rm & •• V 且

Current ability Desired ability

Group 1 Group 2

N Mean S.D. N Mean S.D. N Mean S.D. N Mean S.D.

Items

10. Develop training materials that are consistent with the

141 4.92 .95 107 3.15 1.02 14.12** 140 6.49 .62 98 4.59 .94 17.48** training objectives.

11. Identify training strategies, methods and approaches

141 5.09 .88 107 3.07 1.03 16.67** 140 6.41 .72 98 4.73 .94 14.88** to present the 仕ainingcontent.

.95 16.90** 140 6.39 .66 98 4.50 .88 18.00** 12. Design lessons based on a logicallearning sequence. 141 5.27 .96 107 3.21

13. Useas訂ucturedwriting format to prepare trainer and

141 5.06 1.04 107 2.97 1.02 15.77** 140 6.38 .67 98 4.46 1.01 16.47**

世aineeguides.

14. Select appropriate technology as a means to deliver

141 5.38 92 107 3.33 1.06 16.23** 140 6.46 .66 98 4.64 .91 16.02**

甘ammg.

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156 Development of the Comprehensive Training Design Competencies for Human Resource Pr，辨'ssionalsin Taiwan

Table 3

Item Analysis (Continued)

Current ability Desired ability

Group 1 Group 2

N R直ean S.D. N Mean S.D. N Mean S.D. N Mean S.D.

Items

Implementation step

15. Develop an implementation plan to conduct

149 5.32 1.01 102 3.19 1.01 16.39** 155 6.43 .68 91 4.55 .90 17.22**

也e 仕ainingprogram.

16. Ensure the organization to support the

149 5.36 .99 102 3.37 1.15 14.65** 155 6.58 .55 91 4.62 1.05 16.57**

trammg program.

17. Record the progress of 甘aineesduring the

149 5.41 .91 102 3.32 1.04 16.88** 155 6.41 .64 91 4.43 .91 18.32**

trammg. Evaluation step

18. Evaluate the trainees' overall satisfaction

142 5.63 .87 106 3.89 1.05 14.34** 144 6.53 .59 97 4.71 1.01 16.03**

with the training program.

19. Determine what trainees have leamed 台om

也e 仕ainingprogram. 142 5.49 .83 106 3.48 .95 17.68** 144 6.58 .56 97 4.62 .78 21.22**

20. Report the results ofthe 仕ainingprogram to

142 5.76 .83 106 3.74 1.02 17.30** 144 6.55 .54 97 4.72 .97 16.94**

management.

21. Determine the fmancial benefits of the

142 4.54 1.18 106 2.89 1.05 11.45** 144 6.31 .77 97 4.54 .99 14.84**

trammg program. Note. N=281,p <.01 **

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Chiao Da Management Review 均l. 34 No.1, 2014 157

Table 4

Exploratory Factor

A.

nalysis Resu1ts (Current ability & Desired ability)

Scale items _叮 AU 莖 D EM m c

1. Access the needs of 甘aineesto detennine what they can currently do and what they should be able to do.

.76 .80 74 .83 .84 .79 71 .73 71 .75 .69 .75 .72 .73 .68 .71 .70 .78 .70 .67 74 .73 .67 .65 .96 .97 66.15 74.32

2. Analyze the components of jobs, duties and tasks

3. Identify the characteristics oftrainees 也atinfluence their ability to achieve the 甘ainingobjectives.

4. Analyze the work setting to identify the tools, equipment and other resources used on the job.

5. Analyze the organization to ensure that the goals are consistent with 也eo句 ectivesof the training program. 6. Review additional resources related to the content ofthe training program

7. Specify the target 0峭的tivethat describes what is expected of 仕ainees a食er the 甘aining.

8. Spec時 theenabling objectives that describe what 個ineesshould know or do to achieve that target objectives.

9. Develop performance rating scales and cognitive test items to measure the trainees' learni月 outcomes. 10. Develop training materials that are consistent with the 甘ainingobjectives.

11. Identify training 甜ategies，methods and approaches to present 也e 虹aining ∞ntent.

12. Use a structured writing format ωpr叩are 甘'ainerand trainee guides.

Cronbach's alpba

Cumulative explained variance (%) Note. N=281

(18)

158

Table 4

Development of the Comprehensive Training D叫F Competencies for Human Resource Professionals 的 Taiwan

Exploratory Factor Analysis Results (Current ability & Desired ability) (Continued)

Scale items

13. Develop an implementation plan to conduct the training progr祖1.

14. Ensure the organizationωsupport the training program.

15. Record the progress of 甘aineesduring the 甘aining.

16. Evaluate the 甘'ainees'overall satisfaction with the 仕aining progr缸n.

17. Determine what trainees have leamed from the training program. 18. Report the results of 也E 位'ainingprogram to management.

19. Deterrnine the fmancial benefits ofthe 甘ainingprogram

Cronbach's alpha

Cumulative explained variance ('l-份

Note. N=281 I'rainin2 outcome Current Desired .69 .77 .69 .77 .77 .82 .78 .77 .84 .79 .79 .80 .53 .74 .93 .96 71.33 79.23

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Chiao Da Management Review Vol. 34 No.1, 2014 159

3.2

Stage

2:

Confirmatory Factor Analysis (CFA)

Our main purpose in Stage 1 was to explore the factor structure of ADDIE training system and to examine its reliability and validity. Although the preliminary analysis revealed that the proposed ins甘urnent can be extracted into two dimensions- training planning and training outcome. However, we sti11 need further evidence to confmn its factor structure and the reliability and validity. Stage 2 addressed this issue by providing evidence of discriminant and convergent validity with another sample. CFA was a confmnatory approach to develop a standardized instrurnent (Mackenzie & House 1979; McGrath 1979), thus, we conducted CFA to assess the reliability and the construct validity of the proposed factor s甘ucture.

3.2.1 Sample and Procedures

216 respondents from Taiwan Train Quali System (TTQS) were randomly selected from 300 HR professionals in Taiwan Train Quali System (TTQS) workshops. The respondent rate of this sample was 72%. The workshops were held by the 仕aining centers which located in north, middle, and south of Taiwan. Most of the participants come 企om sma11-medium enterprises in Taiwan and were asked to complete the six-page paper-based survey in their rest time ofworkshop. 3.2.2 1\直easures

ADDIE Training 匈lstem. We used the same scale, ADDIE training system,

which was used in Stage 1. Since two items were suggested to be deleted after Stage 1

,

we used the 19-item version to re-confmn its factor structure and validity. ADDIE training system c1assified into current ability and desired ability to examine HRD professionals. Coefficient alphas for the current ability of training planning and training outcome, as assessed in Stagel, were 0.96 and O.鈣，

respectively. Coefficient alphas for the desired ability of training planning and

甘ainingoutcome, as assessed in Stage 1, were 0.97 and 0.96, respectively. 3.2.3 Analysis

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160 Development of the Comprehensive Training Design Competencies戶rHuman Resource Professionals in Taiwan retained in the reduced-scale 企om Stage 1

,

item analysis was necessary to be conducted again for ensuring the instrument of ADDIE training system accomplishedly. Similarly, the independent-samples T test was adopted to assess these 19 items and t-value should be greater than 1.75. The items of ADDIE

甘aining system in current ability and desired ability were all significantly and t-values were 企om 12.52 to 18.94 and 14.59 to 24.49, respectively. Thus, these 19 items should be ready to use for Stage 2.

Confirmatory Factor Analysis. In order to re-confmn the factor s仙cture

and re-examine the reliability and validity of the revised ADDIE training system, this study adopted the CFA approach instead of EFA to assess the proposed instrument which was examined in Stage 1. We followed the recommendations of Hair et al. (2009), if the ratio of X2/df is smaller than 3.0, the model can be regarded as well-fitting. For the model fit index, if the values of the

goo也less-oιfit (GFI), the adjusted goodness-of-fit (AGFI), the normed fit index (NFI)

,

the non-normed fit index (NNFI)

,

the incremental fit index (IFI)

,

and the comparative fit index (CFI) are c10ser to 1.0

,

which represents that is a well-fitting model (Bentler & Bonnet 1980). In addition

,

Hair et al. (2009) also suggested that the RMSEA values should not exceed 0.08, which indicates a good fit between the sample and the theoretical mode1.

3.2.4 Results

The remaining 19 items 企om Stage 1 were then re-examined through CFA

,

which was aimed to further assess the construct validi句， of the scale. Two competing models were examined in this stage. Model 1 which was comprised of all 19 items loaded on a single factor- ADDIE training system. Model 2 contained two factors: training planning and training outcome

,

with individual items loading on the factor. An increase in fit indexes 宜。mModel 1 to Model 2 could provide evidence in support of the discriminant validity. A two-factor model with factors

for 仕aining planning and training outcome showed superior fit over competing one-factor model, indicating reasonably effective measurement, c1early factor structures and evidence of discriminant validity. As a result

,

the two-factor model was the best-fitting mode1. The fit index was shown in Table 5.

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Chiao Da Management Review Vol. 34 No.l, 2014 161

Table 5

Fit Indexes for Confirmatory Factor Analysis

Cbi- Cbi-square

Model level df X'/df RMSEA GFI AGFI NFI NNFI CFI IFI df

square difJerence

1.0n_modele-factor Current _Current 354.93 ₇₇ ₄_.61 _.₁₃ _.81 _.₇₄ _.90 _.91 ₉₂ _.₉₂

Desired 357.93 77 4.65 .\3 .81 .74 .92 .93 94 .94 2.Two個factor model Current 180.00 76 2.37 .080 .89 85 94 .95 96 .96 174.93 Desired 171.26 76 2.25 .076 .90 86 .95 .97 .97 .97 186.67 Note. N= 216 Table 6

Convergent validity for Confirmatory Factor Analysis Current ability Desired ability

Dimension Items Factor loadings CR AVE Factor loadings CR AVE

Xl _.81 _.80 X2 .78 .80 Training X3 .79 .83 planning X4 .92 .94 .71 .89 .95 .72 X5 .87 .89 X6 .85 .87 X7 .85 .88 X8 _.83 _.90 X9 .85 .91 Training XlO .85 .91 outcome Xl1 .92 .95 .72 .92 .97 .89 X12 .90 .93 X13 .89 .90 X14 .68 .77 Note. N=216

We further evaluate the convergent validity as well as the discriminant validity in accordance with the criteria proposed by Fomell and Larcker (1981). There are three criteria in evaluating convergent validity. First, the factor loadings of all items have to be larger than 0.5. Second, composite reliability (CR) should be more than 0.5. Last

,

average variance extracted (AVE) needs to be larger than

(22)

0.5. Table 6 showed the result that the low fit index ofthis model and the RMSEA was lower than 0.08 for this data

,

resulting in five items excluded in the dimension of training planning (See Appendix). The factor loadings of the retained 14 items in the dimensions of training planning and training outcome were all greater than 0.68

,

CR-values were greater than 0.94

,

and AVEs were greater than 0.71. It forms an appropriate measurement model for current ability and desired ability of HR professionals, which was shown in Figure 1 and Figure 2

,

respectively. Overall speaking

,

this 14-item model could be best represented the ADDIE training system for HR professional in organizations.

3.3

Stage

3:

Confirmatory Factor Analysis on the

Tr

aining Design Competency (TDC)

Our main purposes in Stage 1 and Stage 2 were to explore and confirm the factor structure of ADDIE 仕aining system. The results showed that the proposed instrument can be ex仕acted into two dimensions-training planning and training outcome, which has been confmned its factor structure and the reliability and validity in the previous stages. In addition to construct the instrument of ADDIE

仕aining system, the consultation with SMEs for HR professionals is an important input for the TDC. Without the collaborative relationship with SMEs

,

it is hard to

succeed 甘ainingprograms alone. Stage 3 addressed this issue and conducted CFA to further assess the reliability and the construct validity of the proposed factor structure: consultation with SMEs.

3.3.1 Sample and procedure

173 HR professionals who worked in the high-tech related companies and had experience in working with SMEs within the recent six months about the training program designing for the trainees were qualified to be surveyed. All respondents were not only asked to assess the ADDIE 仕aining system but their consultation ability in working with SMEs as well .

3.3.2 Measures

ADDIE Training 砂'stem. We used the same scale, ADDIE training system, which were used in Stage 1 and Stage 2. Since seven items were suggested to be

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deleted after these two Stages, we used the 14-item version to re-confirm its factor

structure and validity. ADDIE 仕aining system classified into current ability and

desired ability to examine HRD professionals. CR for the current ability of

training planning and training outcome, as assessed in Stage 2, were 0.94 and 0.95,

respectively. CR for the desired ability of 仕ainingplanning and training outcome,

as assessed in Stage 2

,

were 0.97 and 0.96

,

respectively.

The Consultation with SMEs. Not only the 14 items of ADDIE training

system were developed and validated in Stage 1 and 2, the full scale of TDC

should also include the 8-item consultation with SMEs measure. The consultation ability of HR professionals while working with the partner - subject matter

experts (SMEs) was partly adopted 企om Block's (2011) model of f1awless

consulting and IBSTPI (1988). It described the collaboration between the HR

professionals and SMEs. A good relationship of collaboration can affect the

outcomes of training programs, resulting in satisfying trainees' needs and

organization expectation. The participants who had the experiences of working with SMEs in the training process were qualified to answer this questionnaire. The response format of this instrument is a 7-point Likert-type scale (1

extremely low ability to 7 = extremely high ability). A sample item 宜。m the

analysis stage is

“

Renegotiate with the SME regarding the design of the training

program."

3.3.3 Analysis and Results

In order to examine whether the factor structure of the training design

competency (TDC) should consist ofnot only the revised ADDIE training system,

but also the consultation ability to work with SMEs, this study adopted the CFA

approach instead of EFA to assess the proposed instrument Based on the result of

first two Stages, the two-factor (training planning and training outcome) model

was the best-fitting model of the ADDIE training system. Thus, this study put

additional necessary factor (consultation with SMEs) to examine the discriminant validity between ADDIE training system and the consultation with SMEs to

further examine whether the three factor model of the TDC was the best s仕ucture

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164 Development of the Comprehensive Training Design

would be better. Table 7 demons仕ated that the three-factor model was the best

mode1. That is

,

ADDIE 仕aining system and the consultation with SMEs could

support the discriminant validity among them. Table 7

Fit Indexes for Confirmatory Factor Analysis (Sample 3)

Chi- Chi-square

Model level df X尋你闊的EAGFI AGFI NFI NNFI CFI IFI df

difference square 1.0ne-factor Current 2281.26 209 1.92 .13 .81 .74 .90 .91 .92 .92 model Desired 3058.80 209 14.64 .28 38 25 .57 .55 59 .60 2.Two個factor Current 536.49 208 2.58 .10 78 。 73 .85 .89 90 .90 1744.77 model Desired 666.81 208 3.21 .11 .74 68 .85 88 89 89 2391.99 3. Three-factor Current 471.93 206 2.29 .09 80 .75 .86 90 91 .91 64.56 model Desired 479.79 206 2.33 .09 .80 75 .88 .92 .93 .93 187.D2 Note. N = 173 Table 8

Correlations among the Dimensions of Training planning, Training

1.

2.

3.

Outcome

,

and Consultation with SME at the Level of Current Ability and

Desired ability

Current ab血ty Desired ability

1 2 3 1 2 3 Training planning 1.00 1.00 Training outcome .92(.02) 1.00 .90 1.00 (.02) Consultation .60 .64 1.00 .31 .24 1.00 withSME (.05) (.05) (.07) (.07) 3 3

Further, according to Hair et al. (2009), the criterion of discrimirtant

validity was to examine the correlation coe宜icients of dimensions. They

demonstrated that the range of correlation coefficient should not contain the value

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was shown in Table 8 and proved well discriminant validity between ADDIE

甘ainingsystem and the consultation with SMEs.

4. Conclusion

4.1

Discussion

To summarize, the initial instrument contained twenty one items dis仕ibuted

into five dimensions (analysis, design and development, implementation, and evaluation). After EFA testing (Stage 1), nineteen items left were ex仕actedto two dimensions: training planning and training outcome

,

which respective1y consisted twelve items and seven items. After the process of CFA (Stage 2 & 3)

,

TDC comprised of three dimensions: 甘almng planning with seven items, training outcome with seven items, and consuItation with SMEs with eight items. Therefore, after the examination of Stage 1, Stage 2, and Stage 3, seven items were deleted and twenty two items were retained in the fmal scale to measure the TDC as shown on Appendix.

We collected three samples and used three stages for the purpose of demonstrating the reliability and validity of an instrument designed to measure HR professionals' training design competencies. Consequent1y, the resulting instrument has been subjected to rigorous development and validation procedures.

Also, different samples with multiple stage approaches may have reduced possible sample specific bias to a certain extent. By using this rigorous procedure, other researchers should confmn its proposed theoretical constructs. We can conclude that instrument measures three dimensions of TDC using only twenty two items.

Three dimensions are 仕aining planning, training outcome, and consultation with

S孔1Es.

This valid and reliable instrument developed a 22國items scale of three dimensions: training planning, training outcome, and consultation with SMEs to measure training design competencies for HR professionals. This instrument did provide adequate information of training design competencies. In practice, the detailed understanding of every aspect of training design knowledge and skills

,

(26)

and the process should be mastered and followed by the role of HR professionals. Also, HR professionals realized that the consultation ability is necessary to establish the collaborating relationship with 郎在Es for the purpose of

communicating about 個血ing objectives and program 企amework and ensuring

the accuracy and appropriateness of training content. Once this 甘ustful

partnership builds up

,

constant collaboration between HR professionals and SMEs can be the most efficient approach to simpli有ring the complex 仕aining design process.

However, the main di宜erence in the present empirical study was that the five steps of ADDIE training system supported by theoretical framework and literatures reviews are merged into two dimensions of training planning and training outcome. This result demons仕的ed the truth that HR professionals in Taiwan did not classify each step clearly and respectively. But

,

the good aspect is that the order of the five steps is the same. Analysis

,

design

,

and development steps are merged into training planning. Implementation and evaluation steps are merged into 仕aining outcome. It is still consistent with the theoretical ADDIE model and demonstrates the application in Taiwan practice.

On the other hand, it is worth to discuss that there were totally seven items elirninated in the ADDIE process. Three items were initially created in the analysis step and four items in the design and development steps (see Appendix).

Those three items in the analysis step reflected the reality the HR professionals lack for demands in practice today. As Jacobs (2006) observed and Bureau of Employment and Vocational Training (BEVT) of Taiwan discussed (2006-2011) in the TTQS project, Taiwan HR professionals face the current main challenge of how to analysis the gap of employee competences for each job position in an organization and even worse to make the statement of job description for each position

,

especially in small-medium enterprises of Taiwan. It results difficulty to decide who needs to take training programs for decreasing trainees' competence gap, and then to identi命 the trainees' characteristics that influence their ability to reach the 仕aining objectives. Therefore

,

recently

,

BEVT of Taiwan makes an effort on establishing the 仕aining quality assurance system for all types of the organization. There are two approaches. First, through the workshops, HR related

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Chiao Da Management Review Vol. 34 NO.J, 2014 167

practitioners who are interested in or responsib1e for training in the organizations can attend for future developing training system in hislher companies. Second, the professiona1 consultants certified by BEVT assist organizations in deve10ping the concept that training programs can be designed in a systematica1 approach, which conceptually follows the ADDIE training process and more addresses the connection of training to the core mission and goa1s of the host organizations (BEVT 2006-2011).

As shown Appendix, the fo叮 items in the design and development steps were eliminated as well. The items including what kind of the materials, methods,

approaches

,

strategies, and the techn010gy to01s seemed not be generally used by HR professiona1s. This result can be explained by Al1en's study (2006). He addressed instructional development nowadays are not only in instructional design but also in media such as computer hardware and so缸ware， video

,

interactive 1eaming system. These changes mak:e the materia1s, methods,

strategies in various ways to organize the training programs for the purpose of increasing trainees' motivation and interests. In addition, this result revea1ed that HR professiona1s do not play the

‘

professiona1' r01e of training designers in practice. Instructiona1 designers working in E-leaming companies in Taiwan are in charge of those tasks such as deve10ping the materials, methods, and strategies. As Den-Parker (1981), Wallington (1981) and Lee (1994) stated, instructiona1 designers have more professional knowledge on cognitive leaming systems and concepts, instructional s仕ategies， assessment, testing and measurement, methods of instruction, and the writing skills necessary to design effective instruction and specific leaming activities. This result is not surprised to the authors because in Taiwan

,

most companies do not provide such positions specifical1y for designing training programs. The rea1ity is that outside or inside SMEs and inside 仕amers p1ays multip1e ro1es and one person is often responsib1e both for providing the 甘aining content and designing the training materials

,

especial1y in technica1 skil1 training programs (Chiu 2003; Chien 2003). This is because technical-oriented training requires professiona1s who have specific domain expertise rather than novices to accomplish the training projects. For this reason, HR professionals are not sure whe

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168 Development of the Comprehensive Training Design

Competencies戶rHuman Resource Professionals in Taiwan

training. In short, HR professionals in Taiwan perceive a barrier based on the boundaries of the content differences. This leads HR professionals to have

di宜ículty in designing 仕ammg programs across the different content areas in current Taiwan practice (Lin 2006).

4.2

Implications for

HR

Research and Practice

This study contributes to HR research in several ways. First

,

it con仕ibutes

to the knowledge base of the HR field by identifying and veri冉ring a theoretical

企amework of ADDIE training model. Second

,

this valid and reliable instrument deveioped a 22-items sca1e of three dimensions: training p1anning

,

training outcome, and consu1tation with SMEs to measure training design competencies for HR professiona1s. This ins甘ument did provide adequate information of

個mmg design competencies. One of implications for HR research is that researchers can adapt and further validate this instrument and investigate the rea1

impacts of training in the business setting. The other important implication is that managers can use this instrument as a diagnostic and eva1uative too1 to deve10p interview questions to the job position candidates who may be in charge of training activities for the organizations and to develop performance eva1uation documents as a means of creating an integrated system which developed 企omthe competencies identified and validated. The last implication in this study is that managers or institutional superintendent should realize that well-educated HR professionals have a comprehensive understanding of how to satisfy the criteria in each step of ana1ysis, design and development, implementation, and evaluation and also monitor each stage of training design process for enhancing training quality in the organization (Saner-Y凹， Jacobs, Wang, & Lee 2005). HR professionals can serve as a powerfu1 agent to assist an organization's expansion and to deve10p its capabi1ity.

4.3

Limitation

A1though initia1 validity evidence has been revealed, this research is not without limitations. First

,

the samp1e of this study is 1ike1y res仕icted to a certain group with simi1ar demographic background: HR practitioners in a Taiwan

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Chiao Da Management Review Vol. 34 No.1, 2014 169

cultural setting. Cross-cultural generalizabi1ity of the results may be a concem. We do not know whether TDC varies across different cultures or countries. The second limitation is that this study did not objectively measure individual performance based on their TDC. Studies are also needed to examine the relationships with other managerial variables such as employee satisfaction

,

work performance, and HR efIectiveness to establish predictive validity for HR professionals' TDC instrument. Further use of the newly developed scale should provide greater understanding of 仕aining design competencies in organizations and its relationships with other important organizational variables. The third limitation of this study is that all of measures were collected using the same method (self-reporting) and consequent1y

,

relationships among variables may be inflated by common method variance. Furthermore

,

an inspection of the means and standard deviations of the TDC measures in this study suggest that unrealistically high competencies estimations were no observed. Sti11, research on competencies rating by supervisors may cause more biased than self-report measures. Thus, it is not c1ear that supervisor-rating would have produced better data if they do not c10sely work with HR professionals in training process. The last limitation is that data collected 企om HR professionals who must have experience of working with SMEs were few. Only 173 HR professionals 企om

three sample sources were qualified to answer the session of the consultation with SMEs. This sample size causes the difficulty to run both EFA and CFA. To solve this limitation, further research on collecting more data from various occupations which need to work with SMEs is recommended.

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170 Dimension Steps Analysis Training planning Design & Development Training Implementation outcome AppendixA

Development of the Comprehensive Tr，αining Design Competencies for Human Resource Professionals in Taiwan

一，一一一一一一一一一，一一一一-- --一-一一一一一一一-一一

Retained 22 items

Access the needs of 伽ineesto determ.ine what they can currently do and what they should be able to do. (我能夠明確評估受申'1 者

目前所能達成及應能達成工作任務之間的差異)

2. Analyze the work setting to identify the tools, equipment and other resources used on the job.

(我能夠分析工作環境、確認工作所需工具、器材及其他可用資源、)

3. Analyze the organization to ensure 也atthe goals are consistent with the objectives of the training program. (我能夠確保訓練目標

與組織目標一致)

Specify the target objective that describes what is expected oftrainees after the training.

(我能夠明確說明受當'1 者，在訓練後應達成之最終目標)

2 Specify the enabling objectives that describe what trainees should know or do to achieve that target objectives. (我能夠明確地讓受

當'1 者先行知道他們在訓練過程中所參與的活動及所使用的相關資源，進而達成行動目標)

3. Develop training materials that are consistent with the training objectives.

(我能夠發展出符合訓練目標之教材)

4. Use a structured writing format to prep訂e 甘ainer and 甘aineeguides.

(我能夠運用結構化的格式，撰寫出教導者及受當'1 者使用之訓練指南)

Develop an implementation plan to conduct the 個iningprogram. (我能夠為訓練課程訂定推行計畫書)

2 Ensure the 呵anizationto sup已ortthe traini月 program. (我能夠為宙'1 練課程訂定推行計畫書) 3. Record the progress of 個ineesduring the training. (我能夠在訓練過程中，記錄受訓者之學習進度)

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Chiao Da Management Review 均1.34No.l, 2014 171

AppendixA

-一一一一一---一---一---一- -- --一---一哩，- ---哩，- - - r ---司、---f 司、--- - - f

Dimension Steps Retained 22 items

Evaluate the traioees' overall satisfaction with 也etraining program. (我能夠評估受當11 者對訓練課程之整體滿意度)

Training 2 Deterrnine what trainees have learned 金'Om 也etraining program. (我能夠確認受盲11 者是否已從訓練中習得應有知識)

Evaluation

outcome 3 Report 也eresults of the training program to management. (我能夠將訓練成果提報給管理高層了解)

4 Determine the tinancial benefits ofthe 個iningprogram. (我能夠評估訓練課程所獲致之財務利益)

Clarify the role and tasks expected ofthe SME during the 個iningproj ect.

(在訓練專案進行中，我能夠釐清「內容專家」的角色與任務)

2 Obtain a commi恤ent 企om 也eSME to be iovolved in the training project.

(我能夠獲得「內容專家」對於訓練專業參與之承諾)

3. Prepare 祖 agendafor each meeting with the 倒在E.(我會充分準備與「內容專家」開會主義程)

4. Provide examples to ensure the SME understands how the 個iningwiU be carried out.

(我會提供先前進行過的案例作為參考，促使「內容專家」閣會解訓練如何實行和管控)

The consultation with SMEs 5. Ensure that the SME understands the target objective ofthe training program.

(我能夠確定「內容專家」暸解訓練課程之最終目標)

6. Use open-ended questions to prompt the SME to provide more detailed information.

(我能夠運用阿放式之提問法，引導「內容專家」提供更詳盡之資訊，有助於課程設計之內容充實)

7. Ask the SME to review the training program to identify weaknesses or missing components.

(我能夠請求「內容專家」複閱整體訓練課程，立直指出其缺點或符補強之處)

8. Renegotiate with the SME regarding the design of the training program

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172 Dimension Steps Analysis Training planning Design & Development Training Implementation outcome Evaluation

The consultation with SMEs

Development of the Comprehensive Training D臼ign

AppendixA

、 '

Eliminated 7 items

1. Analyze the components ofjobs, duties and tasks. (Stage 2-CFA)

2. Identify the characteristics of 仕ainees 血的 influencetheir ability to achieve the 甘ainingobjectives. (Stage 2-CFA)

3. Review additional resources related to the content of the 甘ainingprogram. (Stage 2-CFA)

1. Develop performance rating scales and cognitive test items to measure the trainees' learning outcomes. (Stage 2-CFA)

2. Identify 甘ainingstrategies, methods and approaches to present the training content. (Stage 2-CFA)

3. Design lessons based on a logicalleaming sequence. (Stage l-EFA)

4. Select appropriate technology as a means to deliver 甘aining.(Stage l-EFA)

None None None

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