
P. CHANDAVIMOL ET AL.
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ing the classroom-based learning and e-Learning. These sys-
tems are designed to solve a variety of teaching-learning prob-
lems. Miner & Hofmann (2009) describe blended learning as
not only combining the delivery, but also consisting of the in-
frastructure and method of teaching the content. The blended
learning focuses on flexibility by applying both the face-to-face
and online learning to address to the different needs of the trai-
nees. This is to ensure each trainee can achieve his/her learning
objectives.
In the era of education evolution and knowledge-based so-
ciety, learning in the 21st century has changed. 30% of the
new knowledge is the learning from training, whereas 70% is
from work and experience exchange. The US’s Labor Depart-
ment has estimated that more than 70% of knowledge is in-
curred from experience and 30% from the training and educa-
tion. Since knowledge is internal and is difficult to communi-
cate with others in a useful and efficient manner, tools are
needed to convey such knowledge for the organization’s ulti-
mate benef it .
This so-called tacit knowledge held by people will be pro-
cessed by the knowledge management system, starting with
identifying, searching, planning to acquire, developing and
bringing out the knowledge from people. Then, the knowledge
will be stored and classified. The valued knowledge will be re-
corded in a database, transferred and disseminated in fast and
appropriate manner across the organization; with the intention
that knowledge can be used in making decisions, solving prob-
lems, improving the organization and increasing the new know-
ledge of the organization. This cycle of learning will feed back
into itself, repeating the process indefinitely.
The tacit knowledge that was processed by knowledge man-
agement system can be used as a source in learning and devel-
oping the skills. Knowledge should be always stored in know-
ledge repository which can be accessed easily by all employees
in the organization by using modern technologies and innova-
tions to maximize access to such knowledge (Candlin & Wright,
1992). This is the advantage of deploying knowledge base to
the continual training. The trainees can have access to the ex-
perts rapidly and the knowledge from the source is generated by
and transferred from skillful employees in the organization to
others. This creates the knowledge development value chain
and enhances each employee’s own knowledge. The employees
will acquire this learning with practice.
Marquardt (1999) looks at action learning for building know-
ledge management syst ems through 4 perspectives: 1) the source
of knowledge. In action l earning, the learners should think about
the organization’s resources, facilities in sharing the knowledge
and how to develop knowledge, 2) the knowledge development.
Learners should search and develop new methods in solving
problems because the old knowledge may obsolete, 3) the
knowledge storage. The organization should classify which
knowledge should be stored, provide an encoding system, and
protect that knowledge and 4) the knowledge transfer and utili-
zation. During the reflection and feedback period, the know-
ledge becomes clearer and meaningful. Group members gain
knowledge in different fields and develop their talents to be-
come experts in those fields. They will then transfer the know-
ledge, wisdom and experience derived from group problem-
solving to the communities that they belong to.
Action learning is developed from experience and know-
ledge, as well as individual and group skills. Groups use action
learning to understand the difficult problems in the organiza-
tion’s work.
Echols (2010) states that the next issue that needs to be ad-
dressed is how to integrate the key elements in action learning
with practice learning. The 30% of learning that utilizes tradi-
tional teaching methods (i.e. formal learning) needs to be made
as easy to use and flexible as action learning (informal learning).
Formal learning is not led by the learners, so its contents,
learning methods, and objectives need to be selected by experts,
because experts have the highest competencies in these areas.
Action learning, on the other hand, draws on the collective
knowledge and experience of the learners, and requires good
access to online knowledge resources so that they can effec-
tively share their knowledge and experience. Because these two
methods (formal and informal) are fundamentally different,
integrating them in a way that will allow them to complement
each other is one of the biggest challenges.
In designing the training, the practices need to follow the
changes in the organization. The personnel development staffs
must know how to meet those changes (Richey, Fields, & Fox-
on, 2001). To create a successful blended learning, the person-
nel development staffs should think about the training objec-
tives previously set, the duration of learning, and the differenc-
es in learning methods of the learners as the foundation for
designing the training activities. The blended teaching method
on the web can create closer relations between the trainer and
trainees, as they can exchange experience, and understand and
respect their classmates. In addition, the trainees will receive
instant feedback which facilitates each student’s learning.
In organizing useful training for the trainees, the personnel
development staffs must possess the training design capability
as a significant foundation. The researcher, being in the posi-
tion of an educational technology expert, is playing a signifi-
cant role in bringing technologies together to promote the learn-
ing, and the learning methods, and therefore is proposing the
knowledge management and learning from blended training to
improve the training design capability. The researcher proposes
to bring the blended training process, knowledge management
process, and action learning process together to blend with
training activities.
Research Methodology
There are four phases of this study. Phase 1 is to study the
papers, research and literature under the context of blended
training, knowledge management, action learning and compe-
tency in training design. Phase 2 is to explore the situation, pro-
blems, and needs of personnel development staff in regards to
the design of blended training, by applying the knowledge ma-
nagement and action learning principles. Phase 3 is to design
the blended training programs with the knowledge management
principles and action learning to improve the training program
design competency. Finally, phase 4 is to study the opinions of
five field experts in distance learning, training, instructional
design and curriculum development, Educational Technology
and Communication, and organization development areas on
the blended training process.
Population and Sample Size
The population in this research is the personnel development
staff in government units, responsible for training design, ma-
nagement and project development. The population will be