Guidelines for Human Resource Development based on Holistic Self-development Needs of The Staff at Thangone Irrigation College, Lao People’s Democratic Republic

Abstract

This study aimed to explore the holistic self-development needs and obstacles of the staff at Thangone Irrigation College to propose guidelines for human resource development according to holistic self-development needs. Employing a mixed-method research approach, the study utilized open-ended and closed-ended questionnaires to collect data from 61 college staff members. The study found that the holistic self-development needs of staff were at the highest level, specifically the highest physical and intellectual development scores, while emotional and social development were rated at a high level. The research identified critical obstacles across multiple developmental domains. Physical development barriers included insufficient exercise facilities and the absence of annual health check-ups. Emotional development was hindered by a lack of dedicated training programs. The college environment and economy were poor. Social development challenges encompassed weak teamwork, interpersonal relations, and efficient communication skills. Intellectual development was constrained by a lack of educational grants, training opportunities, and study trips. Based on these findings, the study proposed targeted human resource development guidelines. Recommendations included organizing health and wellness training, providing exercise facilities, promoting physical activity, offering emotional quotient programs, providing appropriate benefits and compensation, creating a positive work environment, supporting mindfulness practices, arranging social skills training, holding annual social events, providing creative spaces, organizing job-related training, providing staff with opportunities for study visits, supporting further education, encouraging participation in additional training, organizing seminars, promoting independent work. The research provides a holistic framework for understanding and addressing staff development needs in educational institutions, with potential implications for similar professional contexts.