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EXPERIENTIAL LEARNING IS AN EFFECTIVE TRAINING MODEL TO IMPROVE SELF-ESTEEM
Corresponding Author(s) : Pei Wen Liao
Humanities & Social Sciences Reviews,
Vol. 7 No. 5 (2019): September
Abstract
Purpose: Professional training is critical to organizational success. Experiential learning was defined as a method for actively engaging trainees in learning processes. That must complete all four stages of the experiential learning model. Kolb’s model requires four abilities for successful learning: concrete experience, reflective observations, abstract conceptualization, and active experimentation. Base on, this research aims to assess experiential learning as a method to improve employees’ self-esteem.
Methodology: We assessed employees who participated in experiential learning training for 4 months between March and June 2017. This research was used to measure 37 organizational units employee’ self-esteem scale before and after the experiential learning training.
Main Findings: The research found a significant positive effect on trainees' self-esteem with a 4.98 point improvement in reaction, learning, behavior, and organizational results. The result was used for summative evaluation of the effectiveness of experiential learning by Kirkpatrick four-level framework have a contribution.
Implications/Applications: The proposed experiential learning offers a chance to upgrade the correspondence between confidence and viable relational abilities, which thusly can support students' trust in their scholarly potential. The ramifications of encouraging expanded confidence emphatically sway scholarly achievement, yet in addition build up an establishment of self-administrative conduct that can serve the students for the duration of their lives, in academic and vocation situated undertakings.
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Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103(4), 970. https://doi.org/10.1037/a0025047 DOI: https://doi.org/10.1037/a0025047
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Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191 DOI: https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy. American Psychologist, 41, 1389-1391. https://doi.org/10.1037/0003-066X.41.12.1389 DOI: https://doi.org/10.1037/0003-066X.41.12.1389
Basoglu, B. (2017). YouTube or writing tube: A technology-mediated learning tool for TESOL. International Journal of Humanities, Arts and Social Sciences, 3(3), 98-105. https://doi.org/10.20469/ijhss.3.20001-3 DOI: https://doi.org/10.20469/ijhss.3.20001-3
Blau, G., Gibson, G., Bentley, M., & Chapman, S. (2012). Testing the impact of jobâ€related variables on a utility judgment training criterion beyond background and affective reaction variables. International Journal of Training and Development, 16(1), 54-66. https://doi.org/10.1111/j.1468-2419.2011.00390.x DOI: https://doi.org/10.1111/j.1468-2419.2011.00390.x
Bo Shing, L. A., & Xiaodie P. J. (2017). Exploring the relationship between leadership, organizational culture, trust, and effectiveness of knowledge sharing by forced learning. Journal of Administrative and Business Studies, 3(2), 89-104. https://doi.org/10.20474/jabs-3.2.4 DOI: https://doi.org/10.20474/jabs-3.2.4
Boduszek, D., Hyland, P., Dhingra, K., & Mallett, J. (2013). The factor structure and composite reliability of the Rosenberg Self-Esteem Scale among ex-prisoners. Personality and individual differences, 55(8), 877-881. https://doi.org/10.1016/j.paid.2013.07.014 DOI: https://doi.org/10.1016/j.paid.2013.07.014
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Byrne, B. M. (1996). Measuring Self-Concept across the Life Span Issues and Instruction. Washington, DC, WA: American Psychological Association. https://doi.org/10.1037/10197-000 DOI: https://doi.org/10.1037/10197-000
Chadyiwa, M., & Mgutshini, T. (2015). Using mobile handheld devices as tools of learning and teaching for Student EHPS: A blessing or a curse? International Journal of Humanities, Arts and Social Sciences, 1(2), 85-91. DOI: https://doi.org/10.20469/ijhss.20005-2
Combs, J., Liu, Y., Hall, A., & Ketchen, D. (2006). How much do highâ€performance work practices matter? A metaâ€analysis of their effects on organizational performance. Personnel psychology, 59(3), 501-528. https://doi.org/10.1111/j.1744-6570.2006.00045.x DOI: https://doi.org/10.1111/j.1744-6570.2006.00045.x
Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco: W. H. Freeman and Company.
Daly, J. A., & Diesel, C. A. (1992). Measures of communicationâ€related personality variables. Communication Education, 41(4), 405-414. https://doi.org/10.1080/03634529209378902 DOI: https://doi.org/10.1080/03634529209378902
Donnellan, M. B. Trzesniewski, K. H. & Robins, R. W. (2011). Self-Esteem: Enduring Issues and Controversies. In T. Chamorro-Premuzic, S. von Stumm, & A. Furnham (Eds.), The Wiley-Blackwell handbook of individual differences (pp. 718-746). New York, NY: Wiley-Blackwell. https://doi.org/10.1002/9781444343120.ch28 DOI: https://doi.org/10.1002/9781444343120.ch28
Duys, D. K., & Hobson, S. M. (2004). Reconceptualizing Selfâ€Esteem: Implications of Kegan's Constructiveâ€Developmental Model for School Counselors. The Journal of Humanistic Counseling, Education and Development, 43(2), 152-162. https://doi.org/10.1002/j.2164-490X.2004.tb00015.x DOI: https://doi.org/10.1002/j.2164-490X.2004.tb00015.x
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