The Guidelines for Developing Workforce Management of World-Class Standard Schools, The Prince Royal’s College Chiang Mai

Abstract

The objectives of this article are 1) to study the current and expected conditions in workforce management at The Prince Royal's College in Chiang Mai, Thailand and 2) to create guidelines to develop workforce management at the college towards the standards of world-class schools. Using a mixed-methods research approach and the criteria from the Office of the Basic Education Commission Quality Awards (OBECQA) for 2022-2025 as the research framework, the study focused on The Prince Royal's College in Chiang Mai province. The sample group consists of 250 Thai and foreign teachers and staff working at The Prince Royal's College during the 2023 academic year. A simple random sampling method was used for sample selection. The research tools used were: 1) Questionnaires 2) Focus-group interview records. The data was analyzed using both quantitative and qualitative methods, including frequency, percentage, mean, PNI Modified, and content analysis from group discussions. The findings and suggested guidelines are as follows:

1. The prioritization of the current conditions in managing teachers and educational personnel at The Prince Royal's College are as follows: First priority: Employee engagement
   (PNI_modified= 0.13), Second priority: Employee environment and organizational culture (PNI_modified
   = 0.12), Third priority: Management and performance development (PNI = 0.12), Fourth priority: Capacity and capability of the workforce (PNI = 0.10), Fifth priority: Measurement and evaluation (PNI = 0.09).


2. The group discussion suggested the following guidelines for evaluating employee engagement: (1) Increase the variety of activities, projects, and initiatives that promote teacher and staff participation in various activities together. (2) Design a concrete process for evaluating employee engagement based on the ADLI learning approach to use in organizational management and improve work processes towards excellence. (3) Encourage teachers and staff to participate in activities that reflect the PRC ethos. (4) Promote service and assistance work done with love in the manner of Jesus Christ. For improving the employee environment, the suggested development guidelines are: (1) Create a handbook of benefits for new teachers. (2) Increase benefits for long-serving teachers, possibly by offering experience increments every 5 years.


3. Appoint a committee with teacher or staff representatives to design policies on safety and work convenience. Regarding organizational culture development: (1) Implement the "Better Together" project, allowing teachers from different grade levels to collaborate on solving the school's pain points and present innovative solutions, thus finding solutions while also showcasing the ideas of effective and beneficial teachers. For performance management development, the suggested guidelines are: (1) Initiate projects similar to the "New Breed Teacher" project, where teachers from different levels exchange new ideas and collaborate on activities. (2) Create "Value Time" sessions for teachers to meet, socialize, and encourage each other in a creative manner, similar to PLC but in an informal setting. (3) Organize short courses that help develop teachers, such as English language courses with foreign teachers

For improving workforce capacity and capability: (1) Organize orientation camps for new Thai and foreign teachers to understand the roles that are aligned with their assigned duties. (2) Require signing of agreements or contracts to comply with the school's rules, regulations, and organizational culture.