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EXPERIENTIAL LEARNING IS AN EFFECTIVE TRAINING MODEL TO IMPROVE SELF-ESTEEMPei Wen LiaoAssistant Professor, Department of Human Resource Management and Development, Hsiuping University of Science & Technology, Taichung, Taiwan.Email: Article History: Received on 18thJuly 2019, Revised on 27thAugust 2019, Published on 28th September 2019AbstractPurpose: 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.Keywords: Experiential learning, self-esteem, training evaluation, behaviour, interpersonal skills, academic potential. INTRODUCTIONA large number of companies have realized that cultivating employee is the only way to stay competitive, especially in a fast and dramatic environment, thereby expanding investment in human resource development (HRD) (). Professional training is acute to organizational success (; ; ; ;), is related with authoritative execution and advancement (; ; ; ). For workers, cooperation in quality preparing is normal to increase open doors for progression, abilities advancement and expert improvement (; ;; ; ; ). Anyway expert preparing is exorbitant for contemporary associations (e.g., ) management of most organizations is still questioning whether investments in employee training and education actually leads to an increase in organizational performance. Therefore, presenting empirical evidence for the benefits of employee training has always been a challenge for HRD professionals.The basis of this type of training is consistent with the Experiential Learning Theory (ELT), which defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (). According to Dewey, Piaget, and Vygotsky’s experiential learning focuses on teaching methods based on cognitive and social constructivist learning theories. Experiential learning was often defined as a method of actively engaging trainee in the learning process ().The trainees can start at any stage but must complete all four stages of the experiential learning (EL) model. requires four skills for successful learning, include: specific experience, reflective observation, abstract conceptualization, and positive experimentation. and found that among the participants in the off-campus experience, they discovered the relationship between experiential learning and lifelong learning, and their critical thinking has been significantly improved. develop possible self-employed teachers in Australia and Malaysia in short-term mobility plans and encourage pre-service teachers to take a variety of perspectives, step out of their comfort zone, and see the world from different eyes. Therefore, this study suggests that experiential learning allows learners to enhance their self-concept and other abilities. Some research on self-concept has indicated it as a exceptionally a significant and persuasive indicator of different psychological, enthusiastic, and social results, for example, nervousness, execution, or self-esteem (; ; ; ; ). Self-idea all in all, as characterized by (), is a person’s opinion of himself. It is framed through his experience of nature and is impacted by ecological fortifications and significant conditions (). There is a lot of research on scholastic self-idea that uncovers a positive connection between self-idea and execution (e.g., ; ). Research using the reciprocal effects model has shown self-concept to be strongly related to achievements (; ; ; ). Self-concept is a person’s way of perceiving himself or how a person thinks others seem him and may be either positive or negative. The importance of individual self-concept as a predictor of behaviors has recently been highlighted. An individual with positive self-concepts is more likely to involve learner in learning exercises and profound learning forms than teacher with negative self-ideas (; ; ). Self-esteem refers to the general feeling of self-worth or self-worth, which is the value to oneself. This is how a person feels about himself and his or her relationship with others. Generally speaking, people with strong self-respect are: 1. Objectives are clear; 2. Inspired by what they are doing now and what they want to achieve in the future; 3. Self-confidence; 4. Don't like to compare yourself with others; 5. Aware of self (you think about yourself). Positive self-concept helps to build high self-esteem, encourages confidence, feeling valued, loved and secure and therefore leads to caring about oneself (; ). expanded his hypothesis of self and gave perhaps the most punctual meaning of confidence. He characterizes confidence as a one-dimensional structure related to one's feelings about oneself. Confidence incorporates a general impression of oneself, including mental self-portrait, self-idea and social idea (). grounded his description of self-esteem on concept and made three contributions have been made to the meaning of confidence: (a) confidence incorporates enthusiastic and subjective parts; (b) confidence has assessment segments; (c) confidence isn't just close to home and mental, yet in addition social collaboration. According to self-esteem involves feelings as well as, additionally, psychological conceptualizations and observations. All in all, confidence is characterized as self-assessment, which the scientists see as the enthusiastic piece of the person, that is, the person's anxiety for their very own worth (; ; ; ). pointed out that the terms used interchangeably with self-esteem are self-respect, self-respect, self-acceptance, self-esteem, self-worth, self-perception, and self-evaluation. Trainees' self-esteem of the trainees will affect their trust in their capacity and readiness to take an interest in social conduct. For the association, there are a few contentions for preparing assessment. It can legitimize the money related duties made, guarantee quality administration, give criticism to HR divisions and mentors to improve instructional classes, and help make progressively exact training courses to continue training decisions (; ; ). There is often a need to address broader assessment issues, for example, investigating the determinants of effective preparing shifts so as to advance future instructional classes. The Kirkpatrick Program is an extremely well known and broadly utilized outline appraisal structure (; ), Within Kirkpatrick's framework, the following four levels are distinguished: (1) response, that is, the emotional response of participants to training; (2) learning, that is, acquisition of methodologies, procedures and expert knowledge and attitude changes through training; (3) behavior, That is, applying training content (such as methodologies) at work; (4) results, in terms of organizational impact of training, such as results on time and cost (; ; ; ; ). This study aims to evaluate the improvement in employee self-concept through experiential learning using Kirkpatrick four-level framework for summative evaluation.This study uses the self-esteem scale to measure the effect of employee participation in experiential learning goals to enhance self-esteem and improve their response, learning, behavior and organizational results. In short, the student's self-concept and soft skills seem to play an important role in the quality of the experience learning and training assessment.METHODOLOGYTraining evaluation surveys (RSES and Q4TE)The self-esteem scale (RSES) and Q4TE self-report scale were used and each item is required to be scored according to a 5-point Likert scale, ranging from 1 (very disagreed) to 5 (very agree). The Rosenberg Self-Esteem Scale (RSES; ) is one of the most widely used measures in self-esteem research (). Regarding whether RSES assesses general self-esteem (GSE) as a factor (as conceptualized by ) based on a mixture of 10 positively and negatively worded items (; ). A change in self-esteem is commonly viewed as a random variation or a response to external influence. Self-esteem was assessed using the reliable and valid a 10-item self-report Self-Esteem scale. addressed this problem was developed by Q4TE, an efficient and generally pertinent self-revealing measure, particularly for specialists. The Q4TE covers every one of the four degrees of the Kirkpatrick assessment system. Level 1 responses are viewed as multidimensional and are generally partitioned into passionate reactions and utility decisions. Level 2, learning, alludes to the abilities and information gained in a preparation. Level 3, conduct, alludes to changes in conduct as an outcome of preparing cooperation. Level 4, authoritative outcomes, is somewhat unknown in the Kirkpatrick model. To explain this, Q4TE considers three fundamental parts of surveying authoritative outcomes: subjective, time and monetary effect. Through the self-reporting program, Level 4 of Q4TE is designed to cover both qualitative and temporal impacts. Multi-focal point of view, it is worth noting that the Q4TE scale can assess knowledge applied to practice, individual and worldwide hierarchical outcomes.Procedure and ParticipantsThe scope of this study was experiential learning training institutions in Taiwan. An initial evaluation confirmed the number and time of these training units. Questionnaires confirmed training arrangements and average class numbers of 30 people. The questionnaire was distributed and recovered between March and June 2017.This study mainly explored the self-identity of the trainees taking part in experiential learning. The survey included an evaluation of the experiential learning training program in Taiwan from March to June 2017 through are search questionnaire. The questionnaires were distributed and collected by mail and included a total of 1,447 pairs of matching samples, with a total of 1,312 pairs of valid questionnaires.RESULTS AND DISCUSSIONTable 1 and Table 2 reveals a significant difference in the levels of self-esteem with mean values being higher after training (M=4.91, SD=.229) compared to before training (M=4.46, SD=.452). Table 1: Descriptive Statistical Analysis of Self-esteem (N=1312)ItemsBefore (T1)After (T2)meanSDmeanSDIn general, I am very satisfied with myself.4.12.6024.83.379I am positive about myself.4.30.6844.98.148I feel I have a lot of good qualities.4.11.6024.73.451I can do the same with most other people.4.02.5644.98.148I feel that I am a valuable person, at least on the same plane as others.4.04.5454.75.445I hope that I can respect myself more.4.32.4814.98.186Sometimes I feel that I am not good at all. (-) re-coding4.80.4084.98.190I don’t think I have anything to be proud of. (-) re-coding4.60.5234.98.220All in all, I tend to think that I am a loser. (-) re-coding4.78.4364.98.192I certainly feel useless. (-) re-coding4.81.4134.98.174Total4.46.4524.91.229Table 2: Self-esteem of Paired Samples by t-Test (N=1312)Itemst-TestMean(T1-T2)In general, I am very satisfied with myself.-36.488***-.710I am positive about myself.-35.816***-.681I feel I have a lot of good qualities.-29.724***-.616I can do the same with most other people.-60.744***-.960I feel that I am a valuable person, at least on the same plane as others.-37.625***-.708I hope that I can respect myself more.-49.213***-.659Sometimes I feel that I am not good at all. (-) re-coding-16.065***-.175I don’t think I have anything to be proud of. (-) re-coding-27.012***-.375All in all, I tend to think that I am a loser. (-) re-coding-17.434***-.200I certainly feel useless. (-) re-coding-16.154***-.176Table 3:Descriptive Statistical Analysis of the Training Evaluation (N=1312)Variables/factorsItemsMeanSDReactionSatisfactionI will maintain good memory training.4.98.173I truly like this sort of preparing. 4.98.134Utility4.98.145Preparing is excellent for my work. 4.98.145LearningKnowledge4.98.153Taking an interest in this sort of preparing is extremely valuable for my work. 4.98.165BehaviorApplicationto practice4.98.155After the preparation, I became familiar with the preparation content than previously. 4.98.155OrganizationalResultsIndividual4.98.143I took in a lot of new things in the preparation. 4.98.145GlobalIn general, in my opinion, the application of training content has promoted the workflow of our company.4.98.155Overall, in my opinion, the organizational climate has improved due to training.4.98.171Data from 1312 respondents were included in the Confirmatory Factor Analyses (CFA). The CFA was based on examining the covariance matrix using LISREL9.2 software. Table 4 with six latent, intercorrelated factors provided a good model fit, Chi-Square=9475.75 (df=449), NNFI=0.8, CFI=0.82, IFI=0.82, RMSEA=0.124 value indicated. In general, I am very satisfied with myself; I feel I have a lot of good qualities; I feel that I am a valuable person, at least on the same plane as others; I hope that I can respect myself more. Table 5 removed factor loadings less than 0.5, good model fit, Chi-Square=4158.42 (df=237), NNFI=0.88, CFI=0.89, IFI=0.89, RMSEA=0.112.Table 4:Confirmatory Factor AnalysesFactorsItemsΛSeT1T2T1T2self-esteemIn general, I am very satisfied with myself.0.90.270.190.93I am positive about myself.0.810.750.340.44I feel I have a lot of good qualities.0.910.210.170.95I can do the same with most other people.0.880.770.230.41I feel that I am a valuable person, at least on the same plane as others.0.890.240.210.94I hope that I can respect myself more.0.50.670.750.55Sometimes I feel that I am not good at all. (-) re-coding0.650.890.570.21I don’t think I have anything to be proud of. (-) re-coding0.560.90.680.20All in all, I tend to think that I am a loser. (-) re-coding0.650.890.580.20I certainly feel useless. (-) re-coding0.660.890.570.20ReactionI will maintain good memory training.0.910.17I really like this kind of training.0.840.29Training is very good for my work.0.930.14Participating in this kind of training is very useful for my work.0.920.16LearningAfter the training, I learned more about the training content than before.0.940.12I learned a lot of new things in the training.0.930.13BehaviorIn my daily work, I often use the knowledge I gained in training.0.950.09I successfully applied the training content to my daily work.0.910.16Organizational resultsSince the training, I have been more content with my work.0.940.11My job performance has improved through the application of the training contents.0.930.13Overall, it seems to me that the application of the training contents has facilitated the workflow in my company.0.940.12Overall, it seems to me that the organizational climate has improved due to the training.0.860.25Table 5: Second of Confirmatory Factor Analyses (Removal Factor Loadings Less than .5)FactorsItemsΛSeT1T2T1T2self-esteemIn general, I am very satisfied with myself. (DELETE)--------I am positive about myself.0.810.750.340.44I feel I have a lot of good qualities. (DELETE)--------I can do the same with most other people.0.880.770.230.41I feel that I am a valuable person, at least on the same plane as others. (DELETE)--------I hope that I can respect myself more (DELETE)--------Sometimes I feel that I am not good at all. (-) re-coding0.650.890.570.21I don’t think I have anything to be proud of. (-) re-coding0.560.90.680.20All in all, I tend to think that I am a loser. (-) re-coding0.650.890.580.20I certainly feel useless. (-) re-coding0.660.890.570.20ReactionI will maintain good memory training.0.910.17I really like this kind of training.0.840.29Training is very good for my work.0.930.14Participating in this kind of training is very useful for my work.0.920.16LearningAfter the training, I learned more about the training content than before.0.940.12I learned a lot of new things in the training.0.930.13BehaviorIn my daily work, I often use the knowledge I gained in training.0.950.09I successfully applied the training content to my daily work.0.910.16Organizational resultsSince the training, I have been more satisfied with my work.0.940.11By applying the training content, my work performance has improved.0.930.13In general, in my opinion, the application of training content has promoted the workflow of our company.0.940.12Overall, in my opinion, the organizational climate has improved due to training.0.860.25Self-esteem (T1)Self-esteem (T2)Training Evaluation0.33***0.81***-0.01Chi-Square=4858.21(df=249), NNFI=0.86, CFI=0.88, IFI=0.88, RMSEA=0.119, N=1312Before training After trainingThis model has acceptable fit to the data χ2 (249) =4858.21, N =1312, CFI = 0.88, IFI = 0.88, RMSEA = 0.119). The structure equitation model (SEM) in Figure 1 shows the significant paths of the resulting model. We tested a SEM comprising direct and indirect effects. Self-esteem (T1) (β=0.33, p<.001) was positively connected to the self-esteem (T2) which in turn, positively affected the training evaluation (β=0.81, p<.001).Figure 1:Structural ModelTraining evaluation includes reaction, learning, behavior, organizational results. This model has acceptable fit to the data χ2 (247) =7439.65, N =1312, CFI = 0.84, IFI = 0.84, RMSEA = 0.149). The structure equitation model (SEM) in Figure 2 shows the significant paths of the resulting model. We tested a SEM comprising direct and indirect effects. Self-esteem (T1) (β=0.29, p<.001) was positively connected to the self-esteem (T2) which had a positive effect on the reaction (β=0.95, p<.001), learning (β=0.93, p<.001), behavior (β=0.98, p<.001), and organizational results (β=0.98, p<.001). ReactionLearningBehaviorSelf-esteem (T2)Self-esteem (T1)OrganizationalResultsOrganizationalresultsOrganizationalresults0.29***0.95***0.93***0.98***0.98***Chi-Square=7439.65(df=247), NNFI=0.83, CFI=0.84, IFI=0.84, RMSEA=0.149, N=1312Figure 2:Structural Model focus in Training Evaluation Four LevelCONCLUSION AND SUGGESTIONSProfessional experiential learning instructors can positively influence how the organization system participates in the development of understudies' confidence. Set up a connection between confidence and positive social communication and emotionally supportive networks (; ; ). Therefore, the proposed experiential learning gives a chance to respond between confidence and relational communication abilities, which thusly improves students' trust in their work and life potential. The cultivation of self-respect can not only have a positive impact on the success of work and life but also lay the foundation for self-management behavior, providing lifelong service and career-oriented efforts for the students. Students who are confident in their potential have demonstrated to be increasingly persuaded to challenge themselves and look for new learning chances, even if their work exceeds their comfort or perceived skills (). Experiential learning can strengthen the self-esteem of the trainees, and the elevated self-esteem can effectively improve the training experience of the trainees in their reaction, learning, behavior and organizational results. This study confirms that experiential learning used in organizational education and training can improve the effectiveness of training.This research was partially supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOS 105-2410-H-164-002 & MOS106-2410-H-164-001-SSS. 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180 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