Training on demand: A tailored training program from the Voice Dialogue perspective for pre-cooperative education students

Abstract

     Voice Dialogue is a psychology of selves based on the idea that people are all made up of various voices (sub-personalities or selves) especially primary and disowned selves which have the opposite polarity. The objective of this study was to develop a tailored training program with the applied Voice Dialogue perspective to foster working personality. Technical action research methodology was used in four steps: planning, acting, observing, and reflecting. The participants consisted of 106 precooperative education students from the Faculty of Social Sciences, Naresuan University, Thailand selected on a voluntary basis. A tailored training program was designed considering the psychological preference or sub-personality types: introversion, sensing, thinking, and, judging (ISTJ). There was one week between the pretest and posttest. The Wilcoxon signed ranks test and Spearman’s rho correlation coefficient were used for quantitative data analysis. The results of this research revealed that after 3 hours of training, the participants had a positive change (p < .05) in their ranks of learning variables in the topics of brain and personality (z = -8.28), emotional intelligence (z = -8.42), and adjustment in workplace (z = -8.58). There were relatively high positive correlations (p < .05) between training satisfaction and perception of training program in the aspects of suitability (r = .66), knowledge (r = .65), and benefits (r = .75). Data from the content analysis of the writing feedback in suggestions for further training and the 16 weeks cooperative education reports indicated that the Training on Demand program conforms to the primary selves of the students consequently reducing stress and anxiety which could obstruct their learning process.