An Adaptive Learning Approach for the Development of Master Trainer Assistants in In-Company Training: A Case Study of Enterprises Participating in the Dual Vocational Education Program

Abstract

The objectives of this research were to: (1) analyze required competencies of the master trainer assistant in in-company training through an adaptive learning approach, (2) develop and evaluate a model for the development of assistant trainers in in-company training based on adaptive learning, and (3) develop and determine the effectiveness of a training curriculum for assistant trainers in in-company training according to the developed model. The study employed a research and development (R&D) methodology integrating both descriptive and experimental research. The participants included 11 experts, 15 in-company trainers, and 10 trainees. The data collection process was conducted in three phases: first, analyzing competencies through document review and expert interviews; second, developing the model via focus group discussions; and third, implementing and testing the developed training curriculum with actual trainees. Both quantitative and qualitative data were collected to validate learning outcomes and assess practical applicability. Data analysis employed descriptive statistics, pre- and post-training comparisons using the E1/E2 efficiency criterion, and content analysis to synthesize recommendations from experts and trainees.

The results revealed that (1) the required competencies of a master trainer assistant comprised seven key areas: analyzing work tasks and defining learning requirements, planning and preparing training, conducting training, evaluation and further development of training, digital integration in training, communication and teamwork management, and problem-solving in training. These competencies are aligned with international standards such as those of the Thailand Professional Qualification Institute (TPQI), the ASEAN In-Company Trainer Standard, and the German AdA International framework. (2) The developed model was rated as highly appropriate, particularly regarding feasibility and practical benefits. (3) The training curriculum developed under this model achieved effectiveness according to the CIPP evaluation model in all aspects: context, input, process, and product. Trainees’ learning achievement exceeded the established criteria, and they were able to apply the acquired knowledge and skills effectively in their actual work.