the adoption of the philosophy of sufficiency economy...
TRANSCRIPT
i
THE ADOPTION OF THE PHILOSOPHY OF SUFFICIENCY ECONOMY
AND ITS IMPACTS ON THE EMPLOYEES’ PERSPECTIVE AND
THE ORGANIZATION’S PRODUCTIVITY: AN ACTION
RESEARCH ON THE RIVER GROUP
Sumrit Yipyintum
A Dissertation Submitted in Partial
Fulfillment of the Requirements for the Degree of
Doctor of Philosophy
(Human Resource and Organization Development)
School of Human Resource Development
National Institute of Development Administration
2014
ii
THE ADOPTION OF THE PHILOSOPHY OF SUFFICIENCY ECONOMY
AND ITS IMPACTS ON THE EMPLOYEES’ PERSPECTIVE AND
THE ORGANIZATION’S PRODUCTIVITY: AN ACTION
RESEARCH ON THE RIVER GROUP
Sumrit Yipyintum
School of Human Resource Development
iii
ABSTRACT
Title of Dissertation The Adoption of the Philosophy of Sufficiency
Economy and its Impacts on the Employees’ Perspective
and the Organization’s Productivity: An Action
Research on the RIVER GROUP
Author Mr. Sumrit Yipyintum
Degree Doctor of Philosophy
(Human Resource and Organization Development)
Year 2014
The purpose of this study was threefold: 1) to explore and report on the
processes of adopting the Guideline for Applying the Philosophy of Sufficiency
Economy to a Manufacturing Organization (Guideline), 2) to observe the changes in
the employees’ perspective and in the organization’s productivity after the
organization has adopted the Guideline, and finally 3) to investigate the relationship
among the employee’s perspectives on Quality of Work Life (QWL), Employee
Engagement (EE), and the Philosophy of Sufficiency Economy (PSE).
To accomplish these purposes, to answer the research questions, and to test the
propositions, this research focused on studying the processes and impacts of adopting
the Guideline as an Organization Development Intervention (ODI) at the River Group
from the pragmatist perspective by employing the action research approach and using
the nested mixed methods.
The intervention was naturally and holistically bounded into three action
cycles over a nine-month period from April to December, 2012. The goal of this
planned change was to successfully adopt the Guideline, to gain favorable benefits
from the adoption, and to yield sufficient learning.
iv
In studying the processes and employees’ experiences of adopting the
Guideline, the researcher used a qualitative research tool. The researcher summarized
that participated employees had 1) changed to do good and be virtuous, 2) properly
managed their revenues and expense, and 3) seeked for more revenues. They also had
been aware of uncertainty. They, consequently, had prepared for changes and
planned for the future. Relating to work life, they expressed more cognitive,
emotional, and behavioral engagement with the organization. In addition, they had
been aware of the idea of sufficiency and of a happier life.
In studying of the impacts from the intervention, the researcher adopted the
quantitative method with a pretest-posttest control group, using a quasi-experimental
design. The study found that after the experimental mill adopted the Guideline, the
employees’ QWL was better and the employees were more engaged with the
organization. However, there was no significant difference regarding the
organization’s productivity. By the way, there was a significant positive correlation
among the PSE, QWL, and EE.
These findings support the idea that the PSE is an integral science and should
be classified under humanistic philosophy. The PSE is an alternative theory of
development, leading to sustainability. In addition, applying the PSE in a business
organization can be considered as both classical organization development and
organization transformation. The grateful relationship orientation of Thais helps
explain the relationships among the variables in this study. However, the finding
opposes the notion that QWL and EE enhance higher productivity.
Finally, as the PSE is multidimensional and being interdisciplinary, it requires
lifelong learning activities. The researcher, therefore, proposes conducting a
longitudinal study on the River Group, replicating the study with another
organization, and if conditions allow, using paired data collection and analysis, further
exploring how the PSE leads to sustainable development and/or corporate
sustainability, and further exploring the relationships among QWL, EE, and
productivity.
v
ACKNOWLEDGEMENTS
I would like express my sincere gratitude to
My mother, father, and sisters
My advisors
My committee members
All professors and staff of NIDA’s PhD. Program in HROD
My colleagues at the River Group
My classmates in NIDA’s PhD. Program in HROD
All volunteers of the Institute of Sufficiency Economy
The librarians at the Library and Information Center, NIDA
Staff of the Management System Certification Institute (Thailand)
for their strong support, valuable advice, and thoughtful comments throughout
my Ph.D. journey.
Sumrit Yipyintum
October 2014
vi
TABLE OF CONTENTS
Page
ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES xi
SYMBOLS AND ABBREVIATIONS xiii
CHAPTER 1 INTRODUCTION 1
1.1 Statement of the Problem 3
1.2 Purpose of the Study 5
1.3 Research Questions 6
1.4 Definitions of Key Terms 7
1.5 The Focal Organization 7
1.6 Delimitations 9
1.7 Benefits and Significance of the Study 11
1.8 The Author’s Background Related to the Research Topic 11
1.9 Chapter Summary 14
CHAPTER 2 REVIEW OF THE LITERATURE 15
2.1 The Philosophy of Sufficiency Economy 15
2.2 The Guideline for Applying the PSE in a 21
Manufacturing Organization
2.3 Quality of Work Life 24
2.4 Employee Engagement 29
2.5 The Hygienic Tissue Paper Production Process 34
2.6 Overall Equipment Effectiveness 35
vii
2.7 Adopting the Guideline as the ODI and Its Impacts on 38
QWL, EE, OEE, E_Ef and El_Ef
2.8 Propositions 54
2.9 Action Research 57
2.10 Chapter Summary 60
CHAPTER 3 RESEARCH DESIGN AND METHODS 62
3.1 Pragmatist Epistemology 63
3.2 The Case Study, the Focal Organization 64
3.3 Action Research 69
3.4 The Nested Mixed Method 70
3.5 Qualitative Data Collection and Analysis 71
3.6 Quantitative Data Collection and Analysis 79
3.7 Quality of the Action Research 108
3.8 Chapter Summary 108
CHAPTER 4 THE PROCESS OF ADOPTING THE GUIDELINE AS 109
AN ORGANIZATION DEVELOPMENT INTERVENTION
AND THE FINDINGS FOR RESEARCH QUESTION #1
4.1 The Action Cycles 109
4.2 The 1st Cycle: Receiving Training and Consulting on the 110
Guideline
4.3 The 2nd
Cycle: Implementing the Training Program at 118
Muab-Aung Agri-Nature’s Training Center
[ศนยกสกรรมธรรมชาตมาบเออง]
4.4 The 3rd
Cycle: Monitoring Changes and Implementing 141
Additional Activities at the Factory
4.5 Chapter Summary 149
CHAPTER 5 RESEARCH FINDINGS 150
5.1 Qualitative Findings and Results 150
5.2 Quantitative Findings and Results 183
5.3 Chapter Summary 192
viii
CHAPTER 6 RESEARCH OVERVIEW, DISCUSSION, 194
RECOMMENDATIONS, AND ACTION LEARNING
6.1 Overview of the Research 194
6.2 Summary of the Intervention 197
6.3 Summary of the Findings 199
6.4 Limitations of the Study 200
6.5 Weakness of the Study 200
6.6 Discussion and Implications 201
6.7 Recommendations for Future Research 207
6.8 Action Learning 208
6.9 Epilogue 209
BIBLIOGRAPHY 210
APPENDICES 227
Appendix A The Guideline for Applying the PSE in a Manufacturing 228
Organization
Appendix B Ms. Siwaporn Kacharuk’s resume 241
Appendix C The Implied Informed Consent Form 243
Appendix D The Interview Protocol 247
Appendix E The Detailed Information on the Qualitative Study’s 250
Participants
Appendix F Questionnaire 262
Appendix G The Final Report 269
BIOGRAPHY 321
ix
LIST OF TABLES
Tables Page
2.1 The Integrated Construct of QWL of Lau and May (1998), 28
Sirgy et al. (2001), and Rethinam and Ismail (2008)
2.2 Individual-Level and Organizational-Level Antecedents of 32
Employee Engagement
2.3 Comparing the Requirements for the Guideline with the 41
Construct of QWL, the Antecedents of EE, OEE,
Employees’ Efficiency and Electricity Usage Efficiency
3.1 Population’s Demographics: Gender, Age, 67
Education, and Work Tenure with the Organization
3.2 Participants’ Demographics for Qualitative Data Collection 76
3.3 The QWL’s Measurements 82
3.4 The EE’s Measurements 88
3.5 The PSE’s Measurements 91
3.6 Cronbach’s Alpha Values of the Scales in the Pilot Test 94
3.7 The Name List of the Production Units Involved in the Study 96
at Nongkae and Samrong Mill
3.8 Population’s and Participants’ Demographics: Gender, Age, 97
Education, and Work Tenure with the Organization
3.9 Cronbach’s Alpha Values of the Scales in the Full-Scale Study 102
3.10 The Selected Statistical Tests for the Study 103
3.11 The Types of Internal Threats to Validity and the Researcher’s 107
Responses
4.1 Details of Each Content Topic of the Training Program and its 119
Correspondence with the Guideline
4.2 The Lesson Plan 128
4.3 List of Activities that the Group would Implement at the Factory 136
x
5.1 Mean and Standard Deviation of Each Variable of the 184
Experimental Mill (Nongkae Mill) Before and After Adopting
the Guideline
5.2 The Results of Independent Samples Test for the Experimental 185
Mill (Nongkae Mill) for Each Variable
5.3 The Results from Wilcoxon Signed Ranks Test for the 187
Experimental Mill (Nongkae Mill) of Each Variable
5.4 Mean and Standard Deviation of Each Variable of the Control 188
Mill (Samrong Mill) Before and After the Experimental Mill
Adopted the Guideline
5.5 The Results of Independent Samples Test for the Control Mill 189
(Samrong Mill) for Each Variable
5.6 The Results from Wilcoxon Signed Ranks Test for the Control 191
Mill (Samrong Mill) of Each Variable
5.7 The Person Correlation Matrix for All Variables 192
xi
LIST OF FIGURES
Figures Page
2.1 The Graphical Definition of the PSE 17
2.2 The Nine Steps of Sufficiency Economy Livelihood 19
2.3 The Diagram for Applying the Philosophy of 22
Sufficiency Economy in a Manufacturing Organization
2.4 The Constructs of Quality of Work Life 27
2.5 Tissue Paper Production Process Flowchart 35
2.6 Definition of “time” for Calculating OEE 37
2.7 The Model of Planned Change 40
2.8 The Conceptual Framework, Illustrating the Relationship among 55
Having Adopted the Guideline, QWL, EE, Employees’ Efficiency
(E_Ef), and Electricity Usage Efficiency (El_Ef)
2.9 The Conceptual Framework, Illustrating the Relationship 56
among the PSE, QWL, and EE
2.10 The Spiral of Action Research Cycles 58
2.11 Combining Learning in Action and Action Research Cycle 59
2.12 Combining the Meta Learning and the Action Research Cycle 60
3.1 River Group’s Organization Chart 66
3.2 The Action Research Cycles 70
3.3 The Visual Model of the Nested Mixed Methods Design 71
3.4 The Notation, Illustrating Pre-ODI and Post-ODI Control 80
Group Quasi-Experimental Design of the Study
4.1 Pictures, Taken During the Consultants Visit the Areas, 116
Running Activities About the PSE
xii
4.2 Pictures, Taken During the Training at the Muab-Aung 134
Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง]
4.3 The detail of “ฅนรเวอรกรป...ฅนพอเพยง” 147
[River Group’s Employees…Sufficient People]
5.1 Summary of Changes in Employees’ Perspectives and Behaviors 151
after the Organization Adopted the Guideline
5.2 A Picture, Taken by a Participant During the Photo-Elicitation 154
Interview
5.3 A Picture, Taken by a Participant During the Photo-Elicitation 157
Interview
5.4 A Picture, Taken by a Participant During the Photo-Elicitation 159
Interview
5.5 Pictures, Taken by a Participant During the Photo-Elicitation 165
Interview
5.6 Pictures, Taken by a Participant During the Photo-Elicitation 166
Interview
5.7 A Picture, Taken by a Participant During the Photo-Elicitation 167
Interview
5.8 Pictures, Taken by a Participant During the Photo-Elicitation 172
Interview
6.1 Employee Turnover Rate at Nongkae and Samrong Mill Before 205
And After ODI
xiii
SYMBOLS AND ABBREVIATIONS
Symbols Equivalence
A Availability Rate
DF Degree of Freedom
F or F F-test
M Mean
N Number of Population
n Number of Samples
O Observation of Dependent Variable
P Performance Efficiency
p Probability
Q Quality Rate
SD Standard Deviation
Sig. Significant
Std. Standard
T or t T-test
X Intervention
Z Z-test
# Number
Abbreviations
EE Employee Engagement
El_Ef Electricity Usage Efficiency
E_Ef Employees’ Efficiency
xiv
Guideline Guideline for Applying the Philosophy of
Sufficiency Economy in a Manufacturing
Organization
HRD Human Resource Development
HRM Human Resource Management
HROD Human Resource and Organization
Development
ISE Institute of Sufficiency Economy
MASCI Management System Certification Institute
(Thailand)
MOI Ministry of Industry
NESDB National Economic and Social
Development Board
OD Organization Development
ODI Organization Development Intervention
OEE Overall Equipment Effectiveness
OIE Office of Industrial Economics
OT Organization Transformation
PSE Philosophy of Sufficiency Economy
QWL Quality of Work Life
RDPB Office of the Royal Development Projects
Board
SASIN Sasin Graduate Institute of Business
Administration of Chulalongkorn
University
UNDP United Nations Development Program
1
CHAPTER 1
INTRODUCTION
“They like mangoes, but they destroy the good mango trees.”
The King Mahajanaka,
(Bhumibol Adulyadej, His Majesty the King, 1997: 141)
In the story of the King Mahajanaka, there were two mango trees at the entry
of the park. One had a lot of fruit while one did not. During the royal visit to the
park, the King Mahajanaka tasted the mangoes before going into the park. The
mangoes’ taste was extremely sweet. Seeing that the King ate the tasty mangoes,
others also wanted to try them; then, they started picking the mangoes by stripping the
leaves and breaking down the branches. Finally, the tree was uprooted. When the
King came back, he found that the mango tree with the tasty fruit was destroyed while
the other tree was still proudly standing. The King, therefore, said “they like
mangoes, but they destroy the good mango trees” (Bhumibol Adulyadej, His Majesty
the King, 1997: 141). As Sombat Kusumavalee (2011: 90) indicated that the story of
the King Mahajanaka, rewritten by His Majesty the King, reflected his majesty’s
concept of sustainable development, the above-mentioned event suggests that a
human and/or an organization that lacks correct and appropriate ethics and knowledge
might not be able to sustain itself. Actions that humans and/or organizations are
doing at present for short-term benefits might cause major serious problems to them
in the long-term.
Nowadays, organizational leaders are struggling with a global economic
system that is unstable, uncertain, and ambiguous (D’Amato, Henderson, and
Florence, 2009: 10). Focusing on Thailand, Thais are currently facing current global
financial and economic turmoil, international and domestic political conflicts, climate
changing and its impacts--especially the 2011 severe flooding whose damage and
2
losses were estimated at a total of about THB 1,425 Billion (The World Bank, 2011),
increasing production costs--due to increasing regional minimum wages in 2013 and
fuel and raw material prices, and the impacts from the upcoming inauguration of the
Asian Economic Community in 2015 (Sumit Champrasit, 2011). Looking into the
future, as mentioned by Ringland, Sparrow, and Lustig (2010: 11), the situation ahead
of us will be faster moving, more turbulent, and more challenging. In addition, the
competition will be more intense. Thus, in order to survive sustainably, a business
unit must carefully consider a sustainable way of growing and developing.
Recently, the World Bank (2009: 7) has also called for better leveraging the
role of the private sector in human development for our world sustainability. Many
intensive debates have been taking place among academics, consultants, and corporate
executive about sustainable organizational management, development, and growth
(Marrewijk, 2003: 95). Furthermore, according to Swanson (2001: 102), sustainable
resource theory has been considered as one of the major components of the theoretical
and disciplinary foundation of Human Resource and Organization Development
(HROD). Therefore, both scholars and practitioners in HROD, whose main
responsibility is to develop human resources and organizations, should recognize the
concept of sustainable development. Then, we will be able to contribute to build
sustainable organizations, and society.
When applying the sustainable development concept at the business level,
many studies have referred to corporate sustainability (Dyllick and Hockerts, 2002:
131; Marrewijk, 2003: 95; Springett, 2003: 77; Stubbs and Cocklin, 2008: 104). The
most recognize concept of corporate sustainability was suggested by John Elkington
in 1997 (Springett, 2003: 76). The principle of the triple bottom line indicated that
organization should not consider only financial profit but also people and the planet
(Elkington, 1997 quoted in Jeurissen, 2000: 229).
In Thailand, Ryratana Suwanraks (2000: 7), Oranuch Pruetipibultham (2010:
99), and Chirayu Isarangkun Na Ayuthaya, Priyanut Piboolsravut, Sooksan
Kantabutra, Molraudee Saratun and Parisa Rungruang (2012: 6) suggested that the
Philosophy of Sufficiency Economy (PSE) has been seen as a uniquely Thai approach
to sustainability. The Sufficiency Economy is a philosophy that was initiated by His
Majesty the King Bhumibol Adulyadej of Thailand. The philosophy is based on a
3
holistic concept and suggests avoiding extreme thoughts, behaviors, and actions. It
points the way to a sustainable development, better able to meet challenges arising
from both external and internal changes (Priyanut Piboolsravut, 2004: 129; Warr,
2007: 9; Sombat Kusumavalee, 2008a: 80; Chaiyawat Wilbulsawadi, Priyanut
Piboolsravut & Kobsak Pootrakool, 2010: 2; Sasin Graduate Institute of Business
Administration of Chulalongkorn University (SASIN), 2010: 2; Sooksan Kantabutra,
n.d.: 4). The PSE is a people-centered and a sustainable path toward human
development (The Government Public Relations Department, 2006).
1.1 Statement of the Problem
1.1.1 The Limitations of Previous Studies about the PSE in Business
Organizations
While the PSE has been widely adopted and well established in the
agricultural sector, its adoption in the business sector is still limited (Duangduen
Bhanthumnavin, 2008: 12; Sooksan Kantabutra, n.d.: 2). However, Priyanut
Piboolsravut (2004: 128), the United Nations Development Program (UNDP, 2007:
31), and Nattapong Thongpakde (2008: 16) have argued that the PSE can be adapted
to every sector and is not limited to the agricultural sector. Chiraprapha
Akaraborworn (2007: 105) suggested that an organization could adapt the PSE in its
operation in order to achieve sustainable growth and to be able to survive in an
uncertain environment. Nowadays, in the business sector, several organizations have
already adapted the PSE. Among them, some examples are the Ancient Siam,
Bathroom Design, Chumphon Cabana, Nithi Foods, Napadol Panich, Phiboonchai
Mae Pranom, Siam Cement Group, Siam Ceramic, and Somapas Engineering
(Sombat Kusumavalee, 2008a: 80; SASIN, 2010: 11; Sumrit Yipyintum, 2011: 1;
Dawisa Sritanyarat, Cheevarit Jienthanakanond, and Sumrit Yipyintum, 2014:1).
Consequently, a number of researchers have done studies in those organizations that
have successfully adopted the PSE. Some of the studies are presented below;
Sooksan Kantabutra (n.d.: 1-35) conducted intensive literature research,
entitled “Development of the Sufficiency Economy Philosophy in the Thai Business
Sector: Evidence, Future Research & Policy Implications.” By reviewing seven
4
identified business practices of the PSE, developed by Apichai Puntasen, Soravich
Premchuen, and Pichet Keitdejpunya (2003 quoted in Sooksan Kantabutra, n.d.: 5)
and from reviewing royal speeches and studying 296 organizations that have
successfully gone through the 1997 Thailand economic crisis, and four case studies of
sustainable enterprises, chosen according to whether they had 1) reasonably strong
financial performance, 2) exported their products overseas and were challenged by
globalization, 3) had survived through the 1997 economic crisis, and 4) held a
leadership position in its market, he summarized that the PSE could be considered as
an approach to corporate sustainability and purposed a set of Sufficiency Economy
business practices.
Sombat Kusumavalee (2008a: 80-90) conducted qualitative study, entitled
“Philosophy of Sufficiency Economy in the Large Scale Enterprise: A Case Study of
Human Capital Management in the Siam Cement Group,” which investigated
Thailand’s largest cement manufacturing conglomerate that has successfully adopted
the PSE into its management and suggested the characteristics of the sufficiency
organization.
SASIN (2010: 1-109) researched and published “Corporate Sustainability
under the Sufficiency Economy Philosophy: Reshaping Business and Management
Thought and Practice Based on the Asian Perspective and Values.” This book
qualitatively and quantitatively examined dimensions of enterprise performance from
a corporate sustainability perspective in six Thai companies, which were winners of
the sufficiency economy practice contest hosted by the Office of the Royal
Development Projects Board. This work provided an assessment tool for a manager
to evaluate the extent to which his or her organization aligns with corporate
sustainability under the PSE.
According to previously-mentioned studies, the researcher noticed certain
limitations. First, all of the previous research focused only on the characteristics of
organizations that have successfully adopted the PSE. The studies did not explore in
great depth the process by which organizations applied the philosophy (Apichai
Pantasan, 2006: 27). Second, although SASIN’s (2010: 1-109) work quantitatively
measured the dimensions of corporate sustainability, the assessment focused only on
the perspective of management executives at the organization level. The employees’
5
perspective was not involved (Apichai Pantasan, 2006: 153). Last, there has not been
an empirical quantitative study of the relationship between adopting the PSE and
changes or improvements in the employee’s perspectives and the organization’s
produtivity.
1.1.2 The Newly Developed Managerial Guideline: The Guideline for
Applying the PSE in a Manufacturing Organization
In order to promote the utilization of the PSE in business organizations, the
Institute of Sufficiency Economy (ISE) and the Management System Certification
Institute (Thailand) (MASCI) initially started developing a managerial guideline for
adopting the PSE in a business organization in 2011. Later, MASCI under a
supporting budget from the Office of Industrial Economics (OIE) of the Ministry of
Industry (MOI) officially launched the Guideline for Applying the PSE in a
Manufacturing Organization (Appendix A). This Guideline has been introduced as an
organizational development tool aiming at organizational sustainability.
Consequently, in early 2012, thirty-two organizations in the manufacturing sector
were recruited to adopt the Guideline as pilot organizations. Under the adopting
assistance program, MASCI provided five days at-site consulting service to the
selected organizations from April to September, 2012.
As inspired by Van de Ven (2005: xiii) who recommended that research could
present challenges and encourage opportunities for organizations and being a member
of the drafting committee of the Guideline and the managing director of one of the
selected pilot organizations to adopt the Guideline, the researcher was interested in
studying the processes and benefits of adopting this Guideline.
1.2 Purpose of the Study
The purpose of this study was threefold. As the adoption of the PSE in a
business organization is still limited as mentioned earlier, the researcher would like to
explore and report the processes of adopting the Guideline. The second purpose was
to reveal changes in the employees’ perspectives and in the organization’s
6
productivity after the organization has adopted the Guideline. Finally, the researcher
would like to investigate the relationship among the employee’s perspectives.
1.3 Research Questions
In order to provide some answers to the earlier-mentioned problems and in
order to fulfill the purposes of the study, this study was guided by the following
research questions:
Research Question #1: What are the processes or actions in adopting the
Guideline?
Research Question #2: What are the employees’ changes after the
organization adopted the Guideline?
Research Question #3: Are there any differences in the employees’
perspective, relating to Quality of Work Life (QWL) and Employee Engagement (EE)
and the organization’s productivity, represented by Overall Equipment Effectiveness
(OEE), Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef) at the
experimental mill compared to the control mill after adopting the Guideline?
Research Question #4: Are there any relationships among the employees’
perspectives, relating to Quality of Work Life (QWL), Employee Engagement (EE),
and the Philosophy of Sufficiency Economy (PSE)?
In accomplishing the above purposes and answering the research questions,
this study focused on studying the processes and impacts of adopting the Guideline as
an Organization Development Intervention (ODI) in the experimental mill of the focal
organization from the perspective of pragmatism by employing the action research
approach (Coghlan and Brannick, 2010: 7-10) and using nested mixed methods
(Creswell and Creswell, 2005: 320). While studying the processes and experiences of
adopting the Guideline employed the qualitative method, studying the impacts from
the intervention adopted the quantitative method using a pretest-posttest control group
quasi-experimental design (Russ-Eft and Hoover, 2005: 85).
In addition, this action research deviated from traditional dissertations by
having six chapters instead of five. The additional chapter will tell the story about the
process of adopting the Guideline, a description of the actions, thoughts, and
7
inferences occurring throughout the study, as the intervention and the answer for
Research Question #1.
1.4 Definitions of Key Terms
The following definitions provide an idea of the scope of the phenomena being
studied:
Quality of Work Life (QWL) refers to the employee’s satisfaction that leads
to organizational effectiveness when the resources, activities, or outcomes received
from participation in a workplace meet one’s needs, which consists of health and
safety needs, economic needs, family and social needs, esteem needs, actualization
needs, knowledge needs, and aesthetics needs.
Employee Engagement (EE) refers to an employee’s positive cognitive,
emotional, and behavioral state that is associated with one’s performance and
organizational outcomes.
Overall Equipment Effectiveness (OEE) refers to the efficiency and
effectiveness in utilizing time, machines, and materials in a manufacturing operation.
Employees’ Efficiency (E_Ef) refers to the efficiency in utilizing costs,
related to employees in a manufacturing operation.
Electricity Usage Efficiency (El_Ef) refers to the efficiency in utilizing
electricity in a manufacturing operation.
1.5 The Focal Organization
The River Group was established in 1966 as the first tissue manufacturer in
Thailand by Mr. Kamol Yipyintum, a grandfather of the researcher. Starting with
only about twenty employees, the mill was located at Taeparak Road, Samutprakarn,
just about twenty two kilometers south of Bangkok. Nowadays, the group employs
altogether almost eight hundred and fifty employees. The yearly revenue reached
1.41 billion baht in 2013 and covered about 20% of the total hygienic tissue paper
market in Thailand and was ranked in the third place. The company makes all kinds
of tissue paper products and tissue paper product’s dispensers, covering bathroom
8
tissue rolls, facial tissue, napkin tissue, kitchen-use tissue, multi-purpose tissue, and
industrial-use tissue products. The company produces, markets, and sells both the
company-owned brands, including the Primrose®, Tendre
®, Pinn Plus
®, Pinn
®, Rak
Thai®, Nari
®, Mild
®, RiverPRO
®, etc. and the customer-owned brands, for example,
Big C’s brands, Tesco Lotus’s brands, Home Fresh Mart of the Mall group’s brands.
The products have been distributed and sold domestically all over Thailand and
exported to Cambodia, Laos, Malaysia, Myanmar, New Zealand, and Taiwan. At
present, the River Group operates in three locations (two factories and one
marketing’s office).
The Samrong mill is located on Taeparak Road, Samrong, Samutprakarn.
Currently, the mill produces approximately forty metric tons of tissue paper products
daily. The mill employs about four hundred employees.
The Nongkae mill is located at Nongkae, Saraburi, about ninety kilometers
north of Bangkok. Currently, the mill produces approximately fifty metric tons of
tissue paper products daily. The mill employs about three hundred and fifty
employees. In addition, the mill has been selected to be one of thirty-two
organizations to participate in a pilot project for adopting the Guideline by MASCI.
At both mills, all of the employees are Thais and employed full-time, and they
are under the same management team and production environment.
As both mills are comparable which corresponds with the requirement of the
pretest-posttest control group quasi-experimental design (Russ-Eft and Hoover, 2005:
85) and this study required profound and intensive data on the processes and
employees’ experiences and organizational performance data, which usually are
considered to be an organization’s confidential information, the researcher thus
decided to study in his own organizations. Currently, the researcher is working as the
Managing Director of the River Group. According to Glesne (2011: 41), while doing
“backyard” research provides benefits for the researcher because it is relatively easy
to access information and the findings should be useful for the organization, there are
concerns about possible problems generated by role confusion and previous
experiences with settings or peoples that might constrain effective data collection.
However, Glesne (2011: 43) suggested that action research can remove this confusion
because in action research, a researcher can play the role of active participant. The
9
action research approach allows researchers to have a collaborative relationship with
the research subjects and to establish a dynamic and ongoing inquiry into the
particular phenomenon (Brooks and Watkins, 1994:8). Moreover, to create
trustworthiness in the data collection, all of the data collection activities were carried
out with the assistance of the staff from the Institute of Sufficiency Economy (ISE)
and the data, investigator, and methodology triangulation and member checking were
also implemented.
1.6 Delimitations
The delimitations define the boundaries within which this study has been
limited. The first delimitation was that the study of corporate sustainability in this
research was bound within the Human Resource and Organization Development
(HROD) theories. As defined by Swanson (2001: 99), “Human Resource
Development (HRD) is a process of developing and unleashing expertise for the
purpose of improving performance,” based on ethics and psychological, economic,
and systems theories. Therefore, this study focused mainly on the impacts on people
--specifically the employees in the experimental mill-- and on the profit of the
organization--specifically the experimental mill’s productivity. The planet dimension,
which refers to the impact on the environment, was outside the scope of this research.
However, this bounding certainly does not mean that there are not valid contributions
in adopting the PSE or the Guideline to the planet dimension; however, this study has
required only a limited position within a specific knowledge base.
The second delimitation of this study was that it focused at the processes and
benefits of adopting the Guideline, not the PSE. Both the experimental mill and the
control mill of the focal organization had already established activities regarding
applying the PSE in its operation for a few years according to the recommendations of
Wiwat Salyakamthorn, the founder and chairperson of the Agri-Nature Foundation
and the Institute of Sufficiency Economy (ISE). Starting in 2009, the organizations
invited employees, focusing on the supervisor level, to join a five-day training course,
which was held at Wiwat’s training center in Chonburi province. In total, about fifty
staff members joined the training. Consequently, the trained participants brought
10
back and created activities to disperse what they had learned from the training center
to other employees. The activities included recording personal revenues and
expenses, producing personal cleaning products, and promoting the drinking of herbal
juice. In addition, Wiwat was invited to be a distinguished guest speaker to introduce
the PSE to employees at the company town hall meetings and activities several times.
This bounding certainly does not mean that there are no additional contributions from
adopting the Guideline. Like the study of the impacts of any Organization
Development Intervention (ODI), an organization often runs some kinds of activities
on that an issue before implementing the intervention. Oraphan Monphichit
Pavaravadhana (2011: 47-56) conducted an action research to study the impacts of an
organizational development intervention on leadership, motivation, and employee
engagement to enhance the organization’s effectiveness at a mid-size entertainment
company in Thailand. Before the study began, the company had already recognized
the need for changes and some improvements had already been implemented.
However, after the intervention, she still found changes in the mean score on
leadership, motivation, employee engagement, and organizational effectiveness.
The third delimitation of this study concerns some of the confounding factors,
including history and maturity. According to Campbell and Stanley (1963 quoted in
Russ-Eft and Hoover, 2005: 77), history refers to specific events that occur
independent of the data collection and that affect the findings, while maturity refers to
changes that simply result from the passage of time. These factors were the result of
studying the organization in a natural, longitudinal, and experimental setting. In order
to reduce the effects from these two confounding factors, in this study, the nested
mixed methods were employed. The experiences of employees after the experimental
mill adopted the Guideline were collected, analyzed, and reported by using qualitative
study methodology while an investigation of the impacts after the focal organization
adopted the Guideline adopted the pretest-posttest control group quasi-experimental
design (Russ-Eft and Hoover, 2005: 85), for which both groups had experienced the
same uncontrolled circumstances and passage of time. However, the researcher
finally had to accept that the posttest measurement not only reflected the effects of the
intervention, but also the effects of the intervention and the qualitative study.
11
The last delimitation of this study was in comparing the score of the
employees’ perception on the PSE, QWL, and EE before and after the intervention.
Because the researcher needed to retain the confidentiality of the respondents, there
were no names or any identifying elements in the questionnaire that could allow the
researcher to compare the answers before and after the intervention of each
participant. Therefore, the questionnaires that were responded to before and after the
intervention were considered not to be paired data (Freund and Walpole, 1980:477).
This study dealt with the independent random samples from two normal populations.
Consequently, the researcher had to accept that one should not expect dependence
between observations within a pair because they might not be measurements of the
same individual.
1.7 Benefits and Significance of the Study
Firstly, this research should help promote the adoption of the PSE and the
Guideline in the business sector by revealing the changes after adopting the PSE and
the Guideline. Secondly, the step-by-step practical processes or procedures in
applying the Guideline in an organization should benefit an organization that is
interested in applying the PSE into it operation. The findings of this study can be a
sample practice for implementing the Guideline. Thirdly, the researcher believes that
the benefits of this research will not only for an organization which is planning or
adapting the Guideline, but also for the drafting committee of the Guideline as
feedback information for further improvement of the Guideline. Finally, from an
action learning perspective, this experience significantly enhanced the researcher’s
understanding of the action research approach.
1.8 The Author’s Background Related to the Research Topic
Each individual is committed with a set of predispositions. These
predispositions are not inherently good or bad; however, they influence the way a
topic is studied and the way in which ideas are interpreted. Most predispositions are
12
the results of the researcher’s personal experiences and values. As the researcher, I
have a set of predispositions that might have influenced this study. Therefore, it is
essential for me to reveal my experiences and perspective with regards to this study.
I was born in an entrepreneurial family. My grandfather was a Taiwanese-
Japanese merchant that decided to settle down in Thailand after the World War II. He
then started an international trading company as an agent for Japanese machine
manufacturers in Bangkok. Consequently, when seeing an opportunity in a hygienic
tissue paper business, he and my father, as the oldest son and having just graduated
from a vocation school, decided to invest in importing Japanese-tissue making
machines and establish the first tissue mill in Thailand forty-six years ago. Our
organization under my grandfather’s and father’s management was a family-liked
organization. While my grandparents were respected as the parents of all of the
employees, my father represented the oldest brother. Our business has expanded
continuously to respond to the growing demand of hygienic tissue paper products in
Thailand and the Indo-China region while keeping the family-liked management style
atmosphere. While I have been witness to many advantages of a family-liked
management style, I have also noticed the weaknesses.
As the oldest grandson, who has been expected to be a business successor, I
received my bachelor’s degree in business administration, majoring finance and
banking and, then, my master’s degree in business and managerial economics. Both
were from Chulalongkorn University. One year after graduated, I started working at
the company, which was in severe condition and was ready to be closed down. I was
appointed to be a member of the turnaround team. There, I recognized the important
roles of human resource management and development in an organization. Thus, in
2001, I did further study in the graduate diploma program in Human Resource
Management at the Sasin Graduate Institute of Business Administration of
Chulalongkorn University.
Before joining the family business, I became a Buddhist monk for almost four
months when I realized the influence of Thai culture on our way of living and
working and the pitfalls of adopting western management theories in the Thai context
without adaptation.
13
I started working for River Group in 2003 with the first assignment of setting
up a new tissue mill, the Nongkae Mill. About five years after working for my family
organization, I and our management team had a chance to attend one of Associate
Professor Dr. Chiraprapha Akaraborworn’s classes, where the concept of a healthy
organization was introduced. Consequently, all of our executives have agreed that in
the present competitive and fragile business environment, to create a healthy
organization would be a key strategy in order to achieve sustainability in our business.
To be a company, where the employees are happy, where the shareholders are happy
with a reasonable profit and sustainable growth, and in which society is happy with
what the company returns to it, has been our destination. However, the question was
how to change our organization to become a healthy organization?
Fortunately, my father introduced me to meet and consult with Wiwat
Salyakamthorn, a former royal servant that decided to abandon his official dignity to
prove our beloved King’s Sufficiency Economy Philosophy by establishing the Agri-
Nature Foundation and Institute of Sufficiency Economy (ISE). Wiwat has
introduced the PSE to me and gave me suggestions for applying the philosophy in our
organization. After joining a few of Wiwat’s classes, I found out that the main
objective of the philosophy is to create the sustainable economic status of the
individual. When one has a sustainable economic status, one should have a happy
life. Many tips and ways of thinking have been taught at the Agri-Nature’s training
centers. Most of them are Thai local wisdoms which have been abandoned; however,
most of the knowledge is related to agriculturists than to manufacturing workers. In
addition, I was impressed by stories of how our King works and his majesty
accomplishments. These have inspired me to further investigate how to apply the
PSE to business organizations and metropolitans and I have been a volunteer for the
Agri-Nature Foundation and Institute of Sufficiency Economy (ISE) since then. On
the other hand, currently, Wiwat has been invited to be a member of our company’s
board of directors.
The last experience that prompted me to make a decision regarding this
research topic was the experience of being appointed as a member of the drafting
committee of the Guideline from 2009 to 2011. I have witnessed indistinctness in
how to apply the PSE to business organizations and this has been motivated me to
14
academically research the topic of the PSE, the Guideline, and the process of adopting
the PSE and the Guideline to business organizations with the support of both MASCI
and ISE.
1.9 Chapter Summary
The Philosophy of Sufficiency Economy has been seen as a uniquely Thai
approach to sustainability. However, its adoption in the business sector is still
limited. Therefore, in order to promote the utilization of the PSE in this sector, the
Management System Certification Institute (Thailand) under the supporting budget of
the Office of Industrial Economics has officially launched the Guideline for Applying
the PSE in a Manufacturing Organization. Because the Guideline has been newly
developed and there has been limited previous study, this research aimed to explore
and report on the processes of adopting the Guideline, to reveal some of the changes
in employee perspectives and organizational performance after the organization has
adopted the Guideline, and to investigate the relationship among those changes from
the employee’s perspectives. The action research approach was adopted to answer
four research questions and the River Group was selected to be the focal organization.
Consequently, four delimitations on this study were mentioned. This research is
expected to help promote the adoption of the PSE and the Guideline in the business
sector, to be an example of the implemention of the Guideline, to provide feedback
information for further improvement of the Guideline, and to enhance the researcher’s
understanding of the action research approach. In the latest part of the chapter, the
researcher’s personal experiences and perspectives with regards to this study were
revealed.
In the following chapter, the previous literature relating to this study will be
reviewed and presented.
15
CHAPTER 2
REVIEW OF THE LITERATURE
In this chapter a review of the related literature pertaining to the study of
adopting the Guideline for Applying the Philosophy of Sufficiency Economy (PSE) in
a Manufacturing Organization (Guideline) as the Organization Development
Intervention (ODI) and its impacts on the employees’ perspective, relating to Quality
of Work Life (QWL), Employee Engagement (EE), and the organization’s
productivity, represented by Overall Equipment Effectiveness (OEE), Employees’
Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef) is presented. This
chapter begins by reviewing the definitions of the PSE, the Guideline, QWL, and EE.
Furthermore, a brief description of the production process of hygienic tissue paper
and a definition of OEE are presented. Consequently, the organization development
definitions and the model of planned change are reviewed in order to construct the
conceptual framework and propositions for answering the quantitative research
questions. Ultimately, the action research approach is reviewed for being the
guideline of this study.
2.1 The Philosophy of Sufficiency Economy
In Thailand, Ryratana Suwanraks (2000: 7), Oranuch Pruetipibultham (2010:
99), and Chirayu Isarangkun Na Ayuthaya et al. (2012: 6) indicated that the PSE has
been seen as a uniquely Thai approach to sustainability. The philosophy is based on a
holistic concept and suggests avoiding extreme thoughts, behaviors, and actions. It
points the way to a sustainable development, better able to meet challenges arising
from both external and internal changes (Priyanut Piboolsravut, 2004: 129; Warr,
2007: 9; Sombat Kusumavalee, 2008a: 80; Chaiyawat Wilbulsawadi et al., 2010: 2;
SASIN, 2010: 2; Sooksan Kantabutra, n.d.: 4).
16
This PSE has emerged from His Majesty the King Bhumibol Adulyadej’s
intensive experiences accumulated during his extensive royal visits throughout the
country since the 1950s and from the results of the research and studies of more than
four thousand six hundred royal initiated projects located across Thailand (Sumet
Tantivajchakul, 2011:41). The concept of PSE was first mentioned on a royal remark
in 1974. However, it was not until it was reiterated by His Majesty the King in 1997
after the country’s economic crisis that the PSE was widely interpreted, profoundly
studied, and adopted nation-wide (Nattapong Thongpakde, 2008: 11). In order to
place the PSE as the foundation and guiding principle of the Ninth National Economic
and Social Development Plan of Thailand, in 1999, the working group of the National
Economic and Social Development Board (NESDB) compiled royal remarks on
various occasions to construct the PSE definition and finally received approval from
His Majesty the King as follow:
“Sufficiency” means moderation, reasonableness, and the need of self-
immunity for sufficient protection from impact arising from internal
and external changes. To achieve this, an application of knowledge
with due consideration and prudence is essential. In particular, great
care is needed in the utilization of theories and methodologies for
planning and implementation in every step. At the same time, it is
essential to strengthen the moral fibre of the nation, so that everyone,
particularly public officials, academics, businessmen at all levels,
adheres first and foremost to the principle of honesty and integrity. In
addition, a way of life based on patience, perseverance, diligence,
wisdom and prudence is indispensable to create balance and be able to
cope appropriately with critical challenges arising from extensive and
rapid socioeconomic, environmental, and cultural changes in the world
(Office of the National Economic and Social Development Board,
2005, pp. 5-6).
According to above definition, it clearly demonstrates that the PSE can be
adapted into every sector and is not limited to the agricultural sector (Priyanut
Piboolsravut, 2004: 128; UNDP, 2007: 31; Nattapong Thongpakde, 2008: 16).
17
Consequently, many scholars have provided definitions. Among them, the
most popular one was proposed by the Sufficiency Economy Research Project of the
Bureau of the Crown Property. They presented the concept of PSE as the three
interlocking elements and with two conditions [3 หวง 2 เงอนไข] (Chaiyawat
Wibulswasdi et. al., 2010: 3-4) as illustrated in Figure 2.1.
The Middle Path
Balance / Stability / Sustainability
of Economy / Society / Environment / Culture
Knowledge(Prudence, Careful)
Moral(Integrity, Diligence,
Patience, Sharing)
Moderation
Reasonableness Self-Immunity
Figure 2.1 The Graphical Definition of the PSE
Source: Chaiyawat Wibulswasdi et.al., 2010: 4.
According to Figure 2.1, in order to achieve balance, stability, and
sustainability in the economy, society, the environment, and culture, the PSE consists
of two conditions (appropriate knowledge and ethics and virtues) and three
interlocking core elements (moderation, reasonableness, and self-immunity).
Moderation refers to enough in the sense of not too little, and not too much.
Thamrong Sangsuriyajan (2011: 75) mentioned that
It [moderation] conveys the idea of the middle way between want and
extravagance, between backwardness and impossible dreams. It
implies both self-reliance and frugality. Reasonableness means both
evaluating the reasons for any action, and understanding its full
18
consequences – not only on oneself, but on others, the society, and the
environment; and not only in the short-term, but the long also.
The reasonableness thus includes accumulated knowledge and experience,
along with analytic capability, self-awareness, foresight, compassion and empathy.
Self-immunity refers to having built-in resilience, and the ability to withstand shocks,
to adjust to external change, and to cope with events that are unpredictable or
uncontrollable. It implies a foundation of self-reliance, as well as self-discipline.
Harvard Divinity School (n.d.: 4) indicated that “[Appropriate] knowledge refers to
wisdom, as it encompasses accumulating information with the insight to understand
its meaning and the care or prudence needed to put it to use.” Finally and the most
important, moral refers to integrity, virtues, ethics, honesty, straightforwardness,
tolerance, perseverance, a readiness to work hard, and a refusal to exploit others.
The Institute of Sufficiency Economy and the Agri-Nature Foundation (The
Institute of Sufficiency Economy-Rajabhat Rajanagarindra University, 2012)
simplified the definition of the PSE and also purposed nine steps to sufficiency
economy livelihood as shown in Figure 2.2. According to that figure, the nine steps
were fundamentally based on ethics and appropriate knowledge. Any development
needs to start from having a good and knowledgeable person. Hence, preparing and
achieving sufficiency on the first four steps, which were considered to be a
foundation, consisted of the basic factors of our human life to survive; food,
residence, apparel and drug, household utensils, and clean air. Without being able to
be self-reliant regarding these basic factors, individuals will not be able to live
sustainably. Consequently, the next three steps for making a better society refer to
making merit and expressing gratitude toward monks, parents, teachers, and indebted
persons, sharing and giving to people and/or animals in need, and preserving and
storing for the future. Trading and networking, then, were considered to be the next
two steps. Unlike in a capitalist economy where trading is the main mechanism for
creating wealth, the sufficiency economy aims to create self-reliance and morality for
happiness before commerce and this has to be done in a step by step process of
development to achieve true sustainability.
19
Figure 2.2 The Nine Steps of Sufficiency Economy Livelihood
Source: Institute of Sufficiency Economy-Rajabhat Rajanagarindra University, 2012.
20
Sombat Kusumavalee (2008b: 297-298) summarized that the PSE focuses
mainly on six issues, consisting of creating awareness of dynamic changes, preparing
for those changes, creating balance between short-term and long-term goals in order
to be sustain, recognizing moderation by self-analyzing and self-understanding,
seeking knowledge and maintaining ethics and virtues, and being self-reliant and
sharing for collective interests.
The PSE is the integral science (Apichai Pantasan, 2006: 128-129) and
grounded on anthropology, social science, economics, science, and natural-
environmental science (Wiroon Tungcharoen, 2010: 54). It leads to a harmony,
security, and sustainability of the individual, the organization, and the economy
(UNDP, 2007: 30).
Pointing specifically to the business sector, Wiwat Salyakamthron (2010)
proposed the concept as having 4 knowledge, 3 loves, 2 unities as a guideline for
being a sufficiency organization. In order to have sustainability, an organization
should recognize its origin, tasks, and human resources, and global situation.
Consequently, it should truly consider the impacts from its operation and love its
human resources, natural resource, and culture. Finally, both internal and external
unity needs to be created and maintained.
Sooksan Kantabutra (n.d.: 18) suggested the ten Sufficiency Economy
business practices as follows:
1) Adopting a long-term perspective
2) Valuing and continuously developing human resources
3) Being honest and considering the impacts on and getting involved
with stakeholders
4) Nurturing innovation
5) Utilizing resources effectively and efficiently
6) Adopting or developing appropriate technology
7) Having careful and gradual business expansion
8) Diversifying products, markets, and investments
9) Sharing knowledge
10) Being truly ethical
21
Sombat Kusumavalee (2008a: 82-90) indicated the policies and practices of
human resource management and development which related to the PSE, including
having a human resource system as a company’s self-immune system, relentlessly
developing human resources, maintaining business integrity as cultural capital and
trust capital, having a qualified board of directors, and building human capital from
within.
Lastly, Sombat Kusumavalee (2008b: 332), SASIN (2010: 2), and Sooksan
Kantabutra (n.d.: 6) supported the idea that the PSE, when implemented in a business
organization, would create self-immunity for coping with changing conditions. An
organization should have a well-thought-out business plan and be more cautious in its
expansion. Taking SCG, the Thailand largest cement manufacturing conglomerate, as
an example, after having adopted the PSE, the company now gives priority to its
human resource development program to build a quality workforce that will provide
the firm with greater immunity to future uncertainty (Sombat Kusumavalee, 2008a:
90).
2.2 The Guideline for Applying the Philosophy of Sufficiency Economy in
a Manufacturing Organization
In order to promote the utilization of the PSE in a manufacturing organization,
in 2011, the Management System Certification Institute (Thailand) (MASCI) and the
Institute of Sufficiency Economy (ISE) jointly started developing a managerial
guideline for applying the PSE in a business organization. Later in early 2012, under
a supporting budget from the Office of Industrial Economics (OIE) of the Ministry of
Industry of Thailand (MOI), MASCI officially launched the first Guideline for
Applying the Philosophy of Sufficiency Economy in a Manufacturing Organization
(Appendix A). The main purpose of the Guideline was to provide understanding and
be a general guideline for applying the PSE in a manufacturing organization in order
to achieve balanced development among individuals, the economy, society and the
environment, and to achieve the organization’s sustainable growth. The Guideline is
based on the Philosophy of Sufficiency Economy, the principles of His Majesty the
King Bhumibol regarding development works, which was assembled by the Office of
22
the Royal Development Projects Board (RDPB), and the experiences in applying the
PSE in business organizations and management experiences (OIE and MASCI,
2012a: 2). There are four processes in adopting the PSE in an organization, as shown
in Figure 2.3.
Balance, Sustain, and Be able to cope
with changes
Planning (3.2)Improving (3.5)
Monitoring, Evaluating, and Reviewing (3.4)
Implementing (3.3)- Individual (3.3.1)- Organization (3.3.2)
Figure 2.3 The Diagram for Applying the Philosophy of Sufficiency Economy in a
Manufacturing Organization
Source: OIE and MASCI, 2012a: 2.
The Guideline provides recommendations for an organization to apply the PSE
to action. In general, in adopting the Guideline, (3.1) an organization’s top
management should play a vital role in leading the adoption, including planning,
implementing the plan, monitoring, evaluating and reviewing of execution, and
continuously improving the operation from a holistic point of view.
In the planning process (3.2), the organization should (3.2.1) define the
organization’s policy(ies), strategy(ies) and program(s) according to the PSE, (3.2.2)
deploy those policy(ies), strategy(ies) and program(s) down to an individual level,
(3.2.3) communicate those policy(ies), strategy(ies) and program(s) to all
stakeholders to understand and be able to put those policy(ies), strategy(ies) and
program(s) into action, (3.2.4) allocate sufficient human resources, technology,
methodology, budget, tools, and equipment essential to establish, implement,
maintain, and improve operations and ensure that all resources have been used
efficiently and effectively.
23
In the implementation process (3.3), the organization should define the course
of action to change the employees’ and organization’s actions, behaviors, and
environment in order to achieve moderation and reasonableness through having
proper knowledge and maintaining high ethical standards. Those activities should
include motivation, integrated processes for perception and attitude changing, and
learning. In addition, an organization should ensure that appropriate communication
processes are established for both internal and external parties regarding
implementation and effectiveness and the results of the implementation.
Focusing on the employee as an individual (3.3.1), the organization should
establish, put into practice, maintain, and continuously improve action(s), process(es),
and working environment to support an individual’s behaviors and actions to (3.3.1.1)
maintain discipline in life, (3.3.1.2) be aware of austerity by properly managing
revenue and expenses, (3.3.1.3) adhere to self-learning to gain well-rounded
knowledge both for personal life and work benefits, (3.3.1.4) have continuously step-
by-step self-improvement, (3.3.1.5) be able to make an appropriate decision according
to principle of cause and effect and self-understanding, (3.3.1.6) adhere to the
principle of prudence, patience, perseverance, honesty, and integrity, (3.3.1.7) ready
to respond to incoming changes, and (3.3.1.8) maintain a good work-life balance.
Focusing on the organization (3.3.2), the organization should establish, put
into practice, maintain, and continuously improve action(s) and process(es) to
(3.3.2.1) create a sustainable organization based on its core competencies and promote
ethics as its culture, (3.3.2.2) consider value-adding to all stakeholders while
maintaining appropriated business risk management, (3.3.2.3) suitably expand or
invest according to organization’s capabilities, (3.3.2.4) maintain ethical practices and
good governance and consider long-term impacts, (3.3.2.5) consider sharing for the
development of the society, the environment, and culture, (3.3.2.6) study, select, and
develop technology that harmonizes with requirements of business, social, and
geography, (3.3.2.7) encourage an appropriate level of commercial competition
(3.3.2.8) be ready to encounter changes both internally and externally and expected
and unexpected, (3.3.2.9) promote a learning organization, and (3.3.2.10) encourage
activities to harmonize employees within the organization and among the
organization, community, and society.
24
In the monitoring, measuring, and reviewing process (3.4), the organization
should establish, implement, and maintain a procedure(s) to monitor, measure, and
review at planned intervals in order to ensure its conformity of the execution with the
established policy(ies) and strategy(ies). In addition, the review should include
considering continuing suitability, adequacy, and effectiveness of the programs,
demonstrating appropriated correction and corrective actions for achieving planned
results, and taking reviewed results to improve future planning.
Finally, in improving (3.5), the organization should continually improve the
effectiveness of its operation according to this guideline step-by-step through the use
of policy, objectives, monitoring, measuring, and reviewing, corrective and preventive
action, and cooperation among its members and networks.
Because the requirement 3.3 of the Guideline requires a course of action to
change both employees’ and the organization’s actions, behaviors, and environment,
the adoption of the Guideline should have impacts on the employee’s perspectives and
organizational outcomes. While the employee’s perspectives which were focused on
this study were the Quality of Work Life (QWL) and Employee Engagement (EE), the
organizational outcomes referred to the Overall Equipment Effectiveness (OEE),
Employee Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef). However
before proposing the propositions to answer Research Question #3 and #4, the
researcher reviewed the concept of QWL, EE, and OEE in the following section.
2.3 Quality of Work Life
In recent years, the concept of quality of work life (QWL) has been
increasingly identified as an indicator related to the sustainability of a business
organization (Kalayanee Koonmee, Anusorn Singhapakdi, Busaya Virakul and Lee,
2009: 20). QWL is a multi-dimensional concept of behavioral science, associating
with remuneration, job satisfaction, job involvement, motivation, opportunity for
growth, productivity, health, working condition, safety and well-being, job security,
competency development, balance between work and non-work life, etc. (Walker,
1992: 120; Rethinam and Ismail, 2008: 59; Islam and Sununta Siengthai, 2009: 4-5).
Although there has been discussion of the definition of QWL, industrial psychologists
25
and management scholars generally accept that QWL deals with the well-being of
employees (Sirgy, Efraty, Siegel, and Lee, 2001: 241).
The early QWL projects were developed in Europe in the 1950s (Cummings
and Worley, 2005: 10). Early practitioners in Great Britain, Ireland, Norway, and
Sweden aimed only at developing workplaces that better integrated technology and
people. Consequently, unions and managements jointly involved in the design of
work and resulted in work designs that gave employees high levels of discretion, task
variety, and feedback.
In 1972, the term “Quality of Work Life” was first introduced in the United
States at Columbia University (Hian and Einstein, 1990: 17). It referred to the
employees’ participation in management decisions that affected their work life and a
production process (Havlovic, 1991: 469). QWL involved participation between
employees and management in solving work- or quality-related problems,
restructuring the nature of work that individuals perform, improving work
environment, and creating innovative rewards that would promote a climate of
involvement. Those activities aimed at either satisfying employees’ needs or
eliminating dissatisfaction at work (Scobel, 1975: 132) and were driven by moral
concerns (Hian and Einstein, 1990: 18). Consequently, Lawler (1982: 487)
highlighted that the goals of QWL in an organization were not only limited to
employees’ well-being, but should include productivity. While an effective QWL
program improved working conditions--an employee’s benefits, it should also lead to
greater organizational effectiveness--an employer’s benefits (Lau and May, 1998:
212). Lawler (1982: 487) indicated that job design played a vital role in order to
achieve both higher employee satisfaction and more productivity. Furthermore, there
were two ways of looking at what QWL was. One way was to see QWL in terms of
organizational conditions and practices, for example, democratic supervision, safe
working conditions, and employee involvement. The other referred to QWL in terms
of the employee’s perceptions, that is if they were safe, relatively well-satisfied, and
able to grow and develop as human beings. Therefore, Cascio (1992: 21) defined
QWL as “giving workers the opportunity to make decisions about their jobs, the
design of their workplaces, and what they need to make products or to deliver services
most effectively.”
26
Lau and May (1998: 211-226) empirically examined how the perceived image
of a company’s quality of work life affects its market and financial performances. In
their study, they referred to QWL as “the favorable conditions and environments of a
workplace that support and promote employee satisfaction by providing employees
with rewards, job security, and growth opportunities” (Lau and May, 1998: 213).
According to them, six different criteria were used to determine the best one hundred
companies to work for in the United States, proposed by Levering and Moskowitz
(1994 quoted in Lau and May, 1998: 212), and were used to reflect the employees’
perspectives about QWL. These criteria were: (1) pay and benefits, (2) opportunities,
(3) job security, (4) pride in work and company, (5) openness and fairness, and (6)
camaraderie and friendliness. In summary, they proposed that in adopting a QWL
program, a company can provide a workplace that satisfies its employees while still is
profitable to its investors. “A firm’s effort to provide more employee security,
benefits, and incentives to boost morale can result in important improvements to the
bottom line that will benefit all stakeholders” (Lau and May, 1998: 224).
Sirgy et al. (2001: 241-302) developed a measurement of QWL based on need
satisfaction and spillover theories. They defined QWL as “employee satisfaction with
a variety of needs through resources, activities, and outcomes stemming from
participation in the workplace” (Sirgy et al., 2001: 242). Their measure was created
to “capture the extent to which the work environment, job requirements, supervisory
behavior, and ancillary programs in an organization are perceived to meet the needs of
an employee” (Sirgy et al., 2001: 241). There were seven categories of needs,
consisting of (1) health and safety needs, (2) economic and family needs, (3) social
needs, (4) esteem needs, (5) actualization needs, (6) knowledge needs, and (7)
aesthetic needs.
In addition, Rethinam and Ismail (2008: 58-70) proposed constructs for QWL
based on the European Foundation for the Improvement of Living and Working
Condition (EWON), which were believed to be appropriate and reliable in the context
of Asia, as in Figure 2.4.
27
Quality of Work Life
Job Satisfaction
Health and Well-Being
Job Security
Work and Non Work Life
Balance
Competency Development
Figure 2.4 The Constructs of Quality of Work Life
Source: Rethinam and Ismail, 2008: 66.
According to Figure 2.4, the five dimensions of QWL consist of health and
well-being, job security, job satisfaction, competence development, and the balance
between work and non-work life. First, health and well-being refers to physical and
psychological aspects of individual in working environment. Strain or a hazardous
work environment and stress, depression, or anxiety that causes physical illness or
psychological disorder cause poor QWL. Second, job security represents the strength
of the organization to provide employment regardless of the changes. Insecure work
environment also leads to poor QWL. Third, “job satisfaction is defined as an
employee’s level of positive effect towards job” (Rethinam and Ismail, 2008: 63).
Receiving pay and fringe benefits that meet an expectation, having an opportunity for
challenging assignment, being pride of working in the organization, and having
supports from supervisors and co-workers are factors that result in job satisfaction.
Fourth, providing opportunities and stimulating growth in skills and knowledge for
career development have also proven to have a positive effect on better QWL.
Finally, “employees today are more likely to express a strong desire to have a
harmonious balance among career, family life, and leisure activities” (Rethinam and
Ismail, 2008: 64). Providing a balance between work and non-work life leads to
better QWL.
28
Positive results of QWL have been reviewed by many previous studies,
including reducing absenteeism, lowering employee turnover, improving job
satisfaction, improving labor relations, and reducing accidents (Hian and Einstein,
1990: 19; Havlovic, 1991: 477-478). There has also been evidence showing that a
happy employee is a productive employee (Sirgy et al., 2001: 242). Finally, QWL not
only contributes to a company’s ability in recruiting quality employees, but also
enhances a company’s competitiveness (Lau and May, 1998: 225), including higher
productivity, higher quality, and higher profit (Hian and Einstein, 1990: 19).
Table 2.1 integrates the construct of QWL of Lau and May (1998: 211-226),
Sirgy et al. (2001: 241-302), and Rethinam and Ismail (2008: 58-70).
Table 2.1 The Integrated Construct of QWL of Lau and May (1998), Sirgy et al.
(2001), and Rethinam and Ismail (2008)
Rethinam and Ismail
(2008) Sirgy et al. (2001) Lau and May (1998)
Job security Economic needs Job security
Job satisfaction Pay and benefits
Actualization needs Opportunities
Openness and fairness
Social needs and Esteem
needs
Pride in work and
company
Camaraderie and
friendliness
Health and well-being Health and safety needs
Competence development Knowledge needs
Balance between work and
non-work life
Family needs
Aesthetic needs
Source: Lau and May, 1998: 218; Sirgy et al., 2001: 243; Rethinam and Ismail, 2008:
66.
29
According to the integrated construct of QWL, the researcher, then, defined
QWL for this study as an employee’s satisfaction that leads to organizational
effectiveness when resources, activities, or outcomes received from participation in
the workplace meet his or her needs which consist of health and safety needs,
economic needs, family and social needs, esteem needs, actualization needs,
knowledge needs, and aesthetic needs. While the health and safety needs refer to a
protection from illness and injury at work and the enhancement of good health,
provided by a workplace, economic needs refer to pay and job security. The family
and social needs refer to collegiality at work and leisure time off work with the
family. In addition, the esteem needs refer to a fair recognition and appreciation of
one’s work within an organization. Actualization needs refer to the realization of
one’s potential within the organization and having an opportunity to utilize one’s
potential. Knowledge needs refer to learning to enhance both job skills and
professional skills. Finally, the aesthetic needs refer to creativity at work, personal
creativity, and general aesthetics.
2.4 Employee Engagement
Changing in Employee Engagement (EE) was another employee’s perspective
that this study was focused on a result of adopting the Guideline. EE has recently
become a popular term among practitioners and scholars in the HROD field (Saks,
2006: 600; Anderson, 2010: 31; Shuck and Wollard, 2010: 89). Initially promoted by
Gallup Consulting in 1999, the term employee engagement has been widely used
among practitioners and business conference presenters (Shuck and Wollard, 2010:
90) where its basis was in practice rather than theory and empirical research (Saks,
2006: 600).
Kahn (1990: 692-724), an assistant professor of organizational behavior at
Boston University’s School of Management, was the first to explore the conditions at
work in which people personally engaged and employed their personal effort and
disengaged and withdraw their personal effort. He, then, defined personal
engagement as “the simultaneous employment and expression of a person’s ‘preferred
self’ in task behaviors that promote connections to work and to others, personal
30
presence (physical, cognitive, and emotional), and active, full role performances”
(Kahn, 1990: 700). Based on psychological theory, Kahn suggested three domains to
understand why a person would become engaged in his or her work, consisting of
meaningfulness, safety, and availability. Psychological meaningfulness refers to “a
feeling that one is receiving a return on investments of one’s self in a currency of
physical, cognitive, or emotional energy” (Kahn, 1990: 703-704). People feel
meaningfulness when they experience worthwhile, useful, and valuable.
Psychological safety refers to “feeling able to show and employ one’s self without
fear of negative consequences to self-image, status, or career” (Kahn, 1990: 708).
Finally, “psychological availability is the sense of having the physical, emotional, or
psychological resource to personally engage at a particular moment” (Kahn, 1990:
714).
In 2002, Harter, Schmidt, and Hayes (268-279) conducted a meta-analysis to
study the relationship among business outcomes, employee satisfaction, and employee
engagement. In their study, employee engagement refers to “the individual’s
involvement and satisfaction with as well as enthusiasm for work” (Harter et al.,
2002: 269). This definition has added ‘emotional state’ as one more construct to
better explain the phenomenon of employee engagement (Shuck and Wollard, 2010:
99). Emotional state refers to “individual’s satisfaction”. The result from the study
revealed that employee satisfaction and engagement were related to business
performances.
Saks (2006: 600-619) studied the antecedents and consequences of job and
organization engagements based on social exchange theory. Saks pointed out the
difference among organizational commitment and engagement. While organizational
commitment refers to “a person’s attitude and attachment towards their organization”
(Saks, 2006: 602), engagement is “the degree to which an individual is attentive and
absorbed in the performance of their roles” (Saks, 2006: 602). Saks also defined
employee engagement as “a distinct and unique construct that consists of cognitive,
emotional, and behavioral components that are associated with individual role
performance” (Saks, 2006: 602). In addition, according to social exchange theory,
Saks explained that employees would exchange their engagement for the resources
and benefits, they received from the organization.
31
Along with the development of employee engagement theory around Kahn’s
(1990) definition, Maslach, Schaufeli, and Leiter (2001: 397-422) developed a
definition of employee engagement based on the opposite or positive antithesis of the
concept of burnout. According to Maslach et al. (2001: 416), “engagement is
characterized by energy, involvement, and efficacy—the direct opposites of the three
burnout dimensions [exhaustion, cynicism, and inefficacy].”
Schaufeli, Bakker, and Salanova (2006: 701-716), based on Maslach et al.’s
(2001) definition, further developed their own definition. Schaufeli et al. (2006: 702)
defined work engagement as “a positive, fulfilling work-related state of mind that is
characterized by vigor, dedication, and absorption.” Vigor refers to the extent of the
energy and mental resilience while working, the willingness to invest effort in work,
and persistence in facing difficulties. Dedication is characterized by being strongly
involved in work and having a feeling of significance, enthusiasm, inspiration, pride,
and challenge. Finally, absorption is defined as being fully concentrated and happily
involved in work, whereby time passes quickly and one has difficulties with detaching
oneself from work.
However, some practitioners and consultants have defined employee
engagement as simply as emotional and intellectual commitment. Among these are
Baumruk (2004 quoted in Saks, 2005: 601), Richman (2006: 36), and Soyars and
Brusino (2009: 63), for example.
Recently, in 2010, through the process of synthesizing definitions and
understanding the historical contexts and conceptual frameworks of employee
engagement, Shuck and Wollard (2010: 103) proposed a definition of employee
engagement as “an individual employee’s cognitive, emotional, and behavioral state
directed toward desired organizational outcomes.” Cognitive engagement refers to
“an employee’s appraisal of whether his or her work is meaningful and safe as well as
whether they have adequate resources to complete their work” (Shuck and Reio, Jr.,
2011: 422). Employees that feel that their work is meaningful and safe and have the
resources to complete the assigned work, start the next process of engagement. On
the other hand, employees that feel the opposite might choose to pull or push away
from work or an organization (Kahn, 1990: 694).
32
Table 2.2 Individual-level and Organizational-level Antecedents of Employee
Engagement
Individual Antecedents to EE Organizational Antecedents to EE
Antecedents with empirical evidence
Absorption
Core self evaluation
Dedication
Higher levels of corporate citizenship
Involvement in meaningful work
Link individual and organizational goals
Perceived organizational support
Value congruence
Vigor
Work/life balance
Authentic corporate culture
Clear expectations
Corporate social responsibility
Job characteristics
Job fit
Level of task challenge
Manager expectations
Manager self-efficacy
Perception of workplace safety
Positive workplace climate
Rewards
Supportive organizational culture
Use of strengths
Antecedents without empirical evidence
Available to engage
Coping style
Curiosity
Emotional fit
Employee motivation
Employee/work/family status
Feelings of choice & control
Optimism
Self-esteem, self-efficacy
Willingness to direct personal energies
Encouragement
Feedback
Hygiene factors
Job control
Leadership Mission and vision
Opportunities for learning
Talent management
Source: Wollard and Shuck, 2011: 433.
33
Second, emotional engagement is defined as the emotional bond one feels toward his
or her organization, for example the felling of pride. Emotional engagement refers to
the feeling and beliefs held by employees that are cognitively engaged (Shuck and
Reio, Jr., 2011: 423). Employees feel emotional engagement when they mention that
they are satisfied with their work, task, organizational environment, etc. Finally,
behavioral engagement indicates an increased in the levels of discretionary effort
(Macey and Schneider, 2008: 15). According to Lloyd (2008, as cited in Shuck and
Reio, Jr., 2011: 423), discretionary effort is the willingness to go above minimal job
responsibilities.
Consequently, Wollard and Shuck (2011: 433) identified and categorized
factors leading to employee engagement as in Table 2.2. According to that table, they
have classified the antecedents to employee engagement in two categories, the
individuals’ factors and organizations’ factors. While individual antecedents
considered the roles of the personality of the employees’ life both inside and outside
the workplace that are related to engagement, organizational antecedents refer to
identifying the employees’ basic needs for creating organizational conditions for
engagement to occur. In addition, while some antecedents have been empirically
studied before, some need further empirical research.
The outcomes of employee engagement are generally advocated to what most
organizations are looking for (Shuck and Wollard, 2010: 90). Many studies were
conducted to study the benefits of employee engagement for organizations. Harter et
al. (2002: 268-279) summarized the consequences of engaged employees in their
meta-analysis study. According to Harter et al. (2002: 276), employee engagement is
related to employee turnover, safety, productivity, customer satisfaction and loyalty,
and the organization’s performances. Empirical evidences suggested that the
presence of high levels of employee engagement is thought to enhance job/task
performance, organizational citizenship behaviors, discretionary effort, productivity,
customer service, and the organization’s profitability (Buchanan, 2004: 19; Richman,
2006: 38; Schneider, Macey, Barbera and Martin, 2009: 27; Xanthopoulou, Bakker,
Demerouti and Schaufeli, 2009: 235; Rich, LePine and Crawford, 2010: 631;
Christian, Garza and Slaughter, 2011: 95). In addition, workplaces that successfully
develop engaged employees are reported to have lower employee turnover and fewer
34
accidents on the job (May, Gilson and Harter, 2004: 29-30; Fleming, Coffman and
Harter, 2006: 122).
As Schaufeli et al. (2006: 702) described engagement as “a positive, fulfilling
work-related state of mind,” engaged employees likely have a greater attachment to
their organization and lower tendency to leave. This loyal relationship, according to
the social exchange theory, will continue accumulate and benefit to both engaged
employees and the organization. When both employees and the organization comply
with the social exchange theory, individuals continuously engage themselves because
of favorable returns from the organization. Then, engaged employees are likely to
have positive attitudes and intentions to give more commitments toward the
organization (Suthinee Rurkkhum, 2010). These will, thus, create more trusting and
good relationships with their manager. Consequently, they will receive more positive
consequences, which lead to more engagement.
For this study, EE refers to an employee’s positive cognitive, emotional, and
behavioral state that is associated with his or her performance and organizational
outcomes. While the cognitive engagement refers to an appraisal of whether his or
her work is meaningful and safe as well as whether he or she has adequate resources
to complete his or her work, emotional engagement refers to the emotional bond
between him or her and the organization, including pride and sense of ownership.
Finally, the behavioral engagement refers to the enthusiasm and discretionary effort
that a person expresses.
2.5 The Hygienic Tissue Paper Production Process
Before reviewing the previous literature related to the organization’s
productivity in this study, the researcher would like to introduce the hygienic tissue
paper production process to the reader.
According to Figure 2.5, in general, hygienic tissue finished products are
produced in a converting production process by using a jumbo roll tissue paper as the
main raw material. Each specific type of product requires a specific machine to
produce it. Normally, products will be classified into five categories: roll tissue paper
35
for use in a toilet, tissue paper for use on the face, tissue paper for use on the dining
table, tissue paper for use in the kitchen, and tissue paper for multi-purpose use.
Figure 2.5 Tissue Paper Production Process Flowchart
The jumbo rolls are produced in the tissue production process by using either
virgin pulp or recycled pulp as the main raw material. In the recycled pulp production
process, sorted waste papers from offices is used to produce the recycled pulp.
Because the major costs of production are raw materials, depreciation, direct
labor, and energy, in this study, the Overall Equipment Effectiveness (OEE) refers
to the efficiency and effectiveness in utilizing the raw materials and depreciation.
While the Employees’ Efficiency (E_Ef) refers to the efficiency in utilizing direct
labor, Electricity Usage Efficiency (El_Ef) refers to the efficiency in utilizing
electricity or energy.
2.6 Overall Equipment Effectiveness
According to Bamber, Castka, Sharp, and Motara (2003: 223), organizations
adopted various approaches to measure their manufacturing performance. Among
those approaches, Overall Equipment Effectiveness (OEE) is often used as a tool
36
for monitoring performance by concentrating on quality, productivity, and machine
utilization.
The idea of OEE, first introduced by Seiichi Nakajima in 1988 (Gibbons and
Burgess, 2010: 135), has recently become popular among capital-intensive industries
to measure the efficiency and effectiveness of utilizing machines, time, and materials
for manufacturing operations (Jeong and Phillips, 2001; Chanchai Pornsirirung, 2009:
1404).
According to Pyzdek and Keller (2010: 180), OEE is a multiple of Availability
Rate (A), Performance Efficiency (P), and Quality Rate (Q).
OEE = A x P x Q
where, A = (Planned operating time – Downtime)
Planned operating time
or Actual operating time
Planned operating time
P = (Standard time to produce 1 unit x Total output)
Actual operating time
or Idea cycle time
Actual operating time
Q = Acceptable output
Total output
While Availability (A) refers to the percentage of planned time for which the
operation is available to operate, Performance (P) represents the speed at which the
machine runs as a percentage of its designed speed. Finally, Quality (Q) indicates the
accepted produced units as a percentage of the total produced units. In order to
provide greater understanding of how to calculate OEE, Figure 2.6 explains the
definition of “time” in this context.
37
Total available time
Planned operating time
Actual operating time
Ideal cycle time
Total output
Acceptable output
Pla
nn
ed
do
wn
tim
e
Do
wn
tim
e lo
ss
Per
form
ance
loss
Schedule shutdown
Breaks & Holidays
Setup & Adjustment losses
Breakdown losses
Speed losses
Idling losses
Rework losses
Defect losses
Qu
alit
y
loss
Figure 2.6 Definition of “Time” for Calculating OEE
Source: Chanchai Pornsirirung, 2009: 36.
Jeong and Phillips (2001: 1408) suggested that the accuracy of the OEE
calculation depends on the quality of the data collected. OEE can be either applied to
individual work units or rolled up to a department or plant level. Its value can be used
to indicate losses in operation, including losses from the machine or equipment,
management, and operators. It also can be used to compare the processes for
improvement (Bamber et al., 2003: 224). Finally, the OEE measurement is simple
that operators can calculate by themselves, but comprehensive for being a key
indicator in a continuous improvement process (Jonsson & Lesshammar, 1999: 77).
Monitoring OEE can help save energy (The Great Saving, 2008: 55).
Chanchai Pornsirirung (2009: 37) indicated that the world class manufacturing
should achieve at least 85% of OEE with an Availability Rate (A), Performance
Efficiency (P), and Quality Rate (Q) equal to 90%, 95%, and 99% respectively.
In order to increase the operational OEE, employees from interrelated
disciplines need to work together (Bamber et al., 2003: 230; Jonsson and
38
Lesshammar, 1999: 72). A well-trained front line staffs, including line operators,
maintenance technicians, and production supervisors, are another key to increasing
OEE (Ignition, n.d.: 7) by diagnosing and eliminating waste in all its forms (Gibbons
and Burgess, 2010: 151). Deming (1986 quoted in Jonsson and Lesshammar, 1999:
59) summarized that employee empowerment, job fulfillment and managerial
commitment are vital conditions for performance improvement.
2.7 Adopting the Guideline as the Organization Development Intervention
(ODI) and Its Impacts on QWL, EE, OEE, Employees’ Efficiency
(E_Ef), and Electricity Usage Efficiency (El_Ef)
The field of organization development (OD) has been applied to a wide range
of settings and has become a preferred strategy for facilitating changes in an
organization (French, Bell, Jr. and Zawacki, 1994: 1). Many definitions have been
given of OD. Among these are the following;
Organization development is an effort planned, organization-wide, and
managed from the top, to increase organization effectiveness and
health through planned interventions in the organization’s “processes,”
using behavioral-science knowledge (Beckhard, 1969: 21).
Organization development is a process used to enhance both the
effectiveness of an organization and the well-being of its members
through planned intervention (Werner and DeSimone, 2009: 463).
As a part of the definitions presented above, OD is an effort of planned
intervention or planned change. An OD program consists of a systematic diagnosis of
an organization, a development of a plan for improvement, and a management of
resources to carry out the effort (Beckhard, 1969: 9). Sombat Kusumavalee (2008b:
293-335) synthesized the PSE and the concepts of the classical OD and illustrated an
alignment that both focuses on humanism and participatory process in creating a
change. The humanistic believes that human should pride in ourselves, we should
39
value creativity, and we should fully utilize our self-potential. Participatory requires
participation from every participant and gradual steps in development.
In addition, the PSE can also be considered in terms of the modern
Organization Transformation (OT) (Sombat Kusumavalee (2008b: 307). Cummings
and Worley (2005: 520) defined OT as following:
Organization Transformations (OT) can occur in response to or in
anticipation of major changes in the organization’s environment or
technology. In addition, these changes are often associated with
significant alterations in the firm’s business strategy, which, in turn,
may require modifying corporate culture as well as internal structures
and process to support the new direction. Such fundamental change
entails a new paradigm for organizing and managing organizations. It
involves qualitatively different ways of perceiving, thinking, and
behaving in organization.
Therefore, adopting the Guideline can be considered as both OD and OT
intervention, aiming at corporate sustainability by encouraging result-based
participation and humanistic management. It has focused on the long-term health of
the organization by balancing among individual and organization development,
internal and external environmental requirements, and current and future perspectives.
In addition, it was designed to be implemented according to the Plan-Do-Check-Act
(PDCA) cycle (Figure 2.3).
Considering the outcome of an intervention, Porras and Silvers (1991: 53)
proposed a general model for planned change in order to understand how an
organization and its members respond to an intervention (Figure 2.7).
40
Change InterventionOrganizational Target
VariablesIndividual Organizational
MemberOrganizational
Outcomes
Organization Transformation
Organization Development
Vision• Guiding
Beliefs and Principles
• Purpose• Mission
Work Setting• Organizing
arrangements• Social factors• Technology• Physical
setting
Cognitive
Change
Behavior Change
Improved Organizational Performance
Enhanced Individual
Development
Figure 2.7 The Model of Planned Change
Source: Porras and Silvers, 1991: 53.
The model indicates that a change intervention would firstly alter
organizational target variables in order to create cognitive and behavior changes of
individual organizational members which will lead to improvement in organizational
performance and enhancement in individual development as organizational outcomes.
To consider the impacts from having adopted the Guideline as both OD and
OT intervention, this study focused on the changes in employees’ perspective,
especially changes in the perspective that relate to QWL and EE. Consequently,
considering the impacts on organization performance improvement, this study focused
on OEE, Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef)
because they are the major proportion of the hygienic tissue production cost.
Table 2.3 compares the requirements of the Guideline with the integrated
construct of QWL as mentioned in Table 2.1, the antecedents to EE as mentioned in
Table 2.2, and the factors leading to organization performance improvement on OEE,
Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef).
41
Table 2.3 Comparing the Requirements for the Guideline with the Construct of QWL, the Antecedents of EE, OEE, Employees’
Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.1 An organization’s top management should play a vital
role in leading the adoption, including planning,
implementing the plan, monitoring, evaluating and
reviewing of execution, and continuously improving
the operation from holistic point of view.
Leadership
mission and
vision
3.2.1 The organization should define the organization’s
policy(ies), strategy(ies) and program(s) according to
the PSE.
42
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.2.2 The organization should deploy those policy(ies),
strategy(ies) and program(s) down to an individual
level.
Clear
expectations,
Link
individual and
organizational
goals
3.2.3 The organization should communicate those
policy(ies), strategy(ies) and program(s) to all
stakeholders to understand and be able to take those
policy(ies), strategy(ies) and program(s) into action.
Clear
expectations
X
43
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.2.4 The organization should allocate sufficient human
resources, technology, methodology, budget, tools,
and equipment essential to establish, implement,
maintain, and improve operations and ensure that all
resources have been used efficiently and effectively.
Perceived
organizational
support,
Supportive
organizational
culture
X X X
44
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3 The organization should define course of actions to
change the employees’ and organization’s actions,
behaviors, and environment in order to achieve
moderation and reasonableness through having proper
knowledge and maintaining high ethical standards.
Those activities should include motivation, integrated
processes for perception and attitude changing, and
learning. In addition, an organization should ensure
that appropriate communication processes are
established for both internal and external parties
regarding implementation and effectiveness and the
results of implementation.
45
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.1 The organization should establish, put into practice,
maintain, and continuously improve action(s),
process(es), and working environment to support an
individual’s behaviors and actions to
Perceived
organizational
support,
Supportive
organizational
culture
3.3.1.1 maintain discipline in life,
Actualization
needs
Emotional fit X
3.3.1.2 aware of austerity by properly managing revenue
and expenses,
Economic
needs
46
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.1.3 adhere to self learning to gain well-round
knowledge both for personal life and work
benefits,
Knowledge
needs,
Competence
development
Opportunities
for learning
X X
3.3.1.4 have continuously step by step to self
improvement,
Actualization
needs,
Competence
development
Opportunities
for learning
X X X
3.3.1.5 be able to make a appropriate decisions according
to principles of cause and effect and self-
understanding,
Health and
safety needs,
Esteem needs
X
47
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.1.6 adhere to the principle of prudence, patience,
perseverance, honesty, and integrity,
Actualization
needs,
Aesthetic
needs
3.3.1.7 be ready to respond to incoming changes, Job security
3.3.1.8 and maintain good work-life balance.
Family needs,
Balance
between work
and non-work
life
Employee/
work/ family
status,
Work/life
balance
X
48
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.2 The organization should establish, put into practice,
maintain, and continuously improve action(s) and
process(es) to
3.3.2.1 create a sustainable organization based on its core
competencies and promote ethics as its culture,
Job security Authentic
corporate
culture, Use
of strengths
3.3.2.2 consider value-adding for all stakeholders while
maintaining appropriated business risk
management,
Job security,
Pride in work
and company
49
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.2.3 suitably expand or invest according to the
organization’s capabilities,
Job security
3.3.2.4 maintain ethical practices and good governance
and consider long-term impacts,
Job security,
Pride in work
and company
Corporate
social
responsibility
3.3.2.5 consider sharing for the development of society,
the environment, and culture,
Job security,
Pride in work
and company
Corporate
social
responsibility
3.3.2.6 study, select, and develop technology that
harmonizes with the requirements of business,
society, and geography,
Job security
50
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.2.7 encourage an appropriate level of commercial
competition,
Job security Corporate
social
responsibility
3.3.2.8 be ready to encounter changes both internally and
externally and expected and unexpected,
Job security
3.3.2.9 encourage employees to acquire new knowledge,
theories, and concepts and integrate all of that
knowledge for planning and implementing the
operation and be able to rehabilitate or survive in
the intensely change conditions,
Knowledge
needs,
Competency
development,
Job security
Encourageme
nt,
Opportunity
for learning
X X
51
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.3.2.10 and encourage activities to harmonize employees
within the organization and among the
organization, community, and society.
Social needs,
Camaraderie
and
friendliness
Positive
workplace
climate,
Corporate
social
responsibility
X X
52
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.4 The organization should establish, implement, and
maintain a procedure(s) to monitor, measure, and
review at planned intervals in order to ensure its
conformity of the execution with the established
policy(ies) and strategy(ies). In addition, the review
should include considering the continuing suitability,
adequacy, and effectiveness of the programs,
demonstrating appropriated correction and corrective
actions for achieving planned results, and taking
reviewed results to improve future planning.
Feedback
53
Table 2.3 (Continued)
The Requirements of the Guideline
Individual Organizational
Member Changes Organizational Outcomes
The
Construct of
QWL
The
Antecedents
of EE
OEE
Employees’
Efficiency
(E_Ef)
Electricity
Usage
Efficiency
(El_Ef)
3.5 The organization should continually improve the
effectiveness of its operation according to this
guideline step-by-step through the use of policies,
objectives, monitoring, measuring, and reviewing,
corrective and preventive action, and cooperation
among its members and networks.
Feedback
54
Previous studies have supported this relationship. First, Sumrit Yipyintum
(2011: 1-12) conducted a qualitative case study research at the Ancient Siam, the
outdoor museum of Thai culture and architecture that has adopted the PSE for almost
four years, to explore how adopting the PSE in the organization has shaped the
employee’s personal and professional experience. The findings revealed that
employees were more engaged with the organization as a result of the adoption of the
PSE. The participants in the study showed his and her intention-to-stay,
organizational citizenship behaviors, discretionary efforts, and sense of ownership.
Moreover, Dawisa Sritanyarat et al. (2012: 1-12) conducted another case study at the
Chumphon Cabana Resort and Diving Center. The resort was recognized as one that
has successfully adopted the PSE organizations by the Office of the Royal
Development Projects Board in 2007. The study found that employees in the
organization that had successfully adopted the PSE were happily working with the
organization, they felt that the organization was the right place for them to work and
to live their lives, and they were proud of being in the organization. They have
engaged with the organization.
Considering the period of time between the intervention and the changed
results in EE, Wollard and Shuck (2011: 442) suggested that engagement was the
occurrence, occurring at fleeting moments of time. In addition, there is always
fluctuation in engagement over time (Evans and Redfern, 2010: 265). Moreover,
Udomsak Soponkij (2011: 27-44) conducted an action research study in 2010 to study
the changes in EE before and after the OD intervention of a leadership development
program. The finding revealed that, only after five months of intervention, there was
an increase in the number of engaged employees.
2.8 Propositions
According to Table 2.3 and the findings from the above-mentioned research,
the author, then, proposes the following conceptual framework and propositions to
answer the research question #3, as seen in Figure 2.8 and the following;
55
Research Question #3: Are there any differences in the employees’
perspective, relating to Quality of Work Life (QWL) and Employee Engagement (EE)
and the organization’s productivity, represented by Overall Equipment Effectiveness
(OEE), Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef) at the
experimental mill compared to the control mill after adopting the Guideline?
Proposition for RQ #3: Yes, there are significantly differences.
Having
Adopted the
Guideline for
Applying the
PSE in a
Manufacturing
Organization
Quality of
Work Life
Independent
(Exogenous) Variable
Dependent
(Endogenous) Variables
Employee
Engagement
Overall Equipment
Effectiveness
Employees’
Efficiency
P 3.1
P 3.2
P 3.3
P 3.4
ElectricityUsage
EfficiencyP 3.5
Figure 2.8 The Conceptual Framework, Illustrating the Relationship among Having
Adopted the Guideline, QWL, EE, Employees’ Efficiency (E_Ef) and
Electricity Usage Efficiency (El_Ef)
Proposition #3.1: After the experimental mill has adopted the Guideline, the
employees’ Quality of Work Life is better.
Proposition #3.2: After the experimental mill has adopted the Guideline,
employees are more engaged.
Proposition #3.3: After the experimental mill has adopted the Guideline, the
Overall Equipment Effectiveness is higher.
Proposition #3.4: After the experimental mill has adopted the Guideline, the
Employees’ Efficiency is higher.
Proposition #3.5: After the experimental mill has adopted the Guideline, the
Electricity Usage Efficiency is higher.
However, at the control mill, there has not been any significant difference
between before and after adopting the Guideline regarding the following:
56
Proposition #3.6: Quality of Work Life
Proposition #3.7: Employee Engagement
Proposition #3.8: Overall Equipment Effectiveness
Proposition #3.9: Employees’ Efficiency
Proposition #3.10: Electricity Usage Efficiency
In addition, for the research question #4,
Research Question #4: Are there any relationships among the employees’
perspectives, relating to Quality of Work Life (QWL), Employee Engagement (EE),
and the Philosophy of Sufficiency Economy (PSE)?
Proposition for RQ #4:Yes, there are according to Figure 2.9;
Quality of
Work Life
Employee
Engagement
P 4.3
Philosophy of
Sufficiency
Economy
P 4.1 P 4.2
Figure 2.9 The Conceptual Framework, Illustrating the Relationship among the PSE,
QWL, and EE
Proposition #4.1: There is a significant relationship between the employees’
perspective on the Philosophy of Sufficiency Economy and Quality of Work Life.
Proposition #4.2: There is a significant relationship between the employees’
perspective on the Philosophy of Sufficiency Economy and Employee Engagement.
Proposition #4.3: There is a significant relationship between the employees’
perspective on Quality of Work Life and Employee Engagement.
57
2.9 Action Research
Doing insider action research as a doctoral dissertation has increasingly
become common (Herr and Anderson, 105: 2005). Pieces of pilot studies carried out
during course work eventually are put forward and lead to the dissertation proposal.
The origin of action research can be found in the work of Kurt Lewin, who has
been recognized as one of the founding fathers of action research methodology
(James, Slater and Bucknam 2012: 3). Lewin conducted various research projects,
aiming at creating social changes. His research was different from typical social
research because it went against the idea of the researcher as an objective outsider
who only observes and records. His research, on the other hand, included the active
participation of the researcher with the aim of achieving a particular goal. This
method of doing a research allows researchers to move from the role of objective
observers into a collaborative relationship with research subjects and establish a
dynamic and ongoing inquiry into the particular (Brooks and Watkins, 1994: 8).
Many scholars have defined the term and given an explanation of action
research. Among those are Coghlan and Brannick (2010: ix) who referred to action
research as “an approach to research which aims at both taking action and creating
knowledge or theory about that action.” Action research focuses on research in
action, rather than research about action.
James et al. (2012: 3) defined that “action research is a type of research that
creates and measures change in a cyclical manner with the intention of overall
positive throughout the process.” Researchers works through a cyclical step of
consciously and deliberately defining a problem, collecting relevant information,
taking action, measuring the action by using various research methods, interpreting
the results, taking further action, and so on. The general goal of action research is to
make the action more effective while simultaneously building up a body of scientific
knowledge.
Weisboard (1988 quoted in Coghlan and Brannick, 2010: 6) suggested that
action research is like the process of making a film and that the action researcher is
the actor-director. Unlike taking a photograph when a photographer freezes a
moment in time in a frame, making a film, a film maker records patterns of activities
58
and relationships. In addition, nowadays, it is increasingly common to have an actor
directing his or her own movie. In this case, he or she engages in acting role and then
returns to behind the screen to see a take, critique it, and make decisions about
proceeding to the next take.
The original action research cycle of Lewin comprises a pre-step and three
activities: planning, action, and fact-finding (Coghlan and Brannick, 2010:7). The
pre-step refers to describing of the general objective. Planning involves having an
overall plan regarding what the step to take is. Action comprises taking the planned
step. Finally, fact-finding consists of evaluating the step and seeking for what was
learned and considering the next step. Consequently, there is a continuing spiral of
steps, each of which consists of a circle of planning, action, and fact-finding as shown
in Figure 2.10.
Cycle 1 Cycle 2 Cycle 3
Current State
Desired State(Complete Execution)
Planning
ActionFact-finding
Planning
ActionFact-finding
Planning
ActionFact-finding
Figure 2.10 The Spiral of Action Research Cycles
In an academic accreditation action research project, there are always two
action research cycles operating in parallel. One cycle is the core cycle that has just
been described above, consisting of planning, action, and fact-finding in order to
achieve the project’s aims. The second cycle is a reflection cycle. In other words,
while a researcher is engaging in the project or the core cycle, he or she also need to
planning, action, and fact-finding around how the action research project itself is
going and what a researcher is learning. It is learning about learning. Coghlan and
Brannick (2010: 12) have called this cycle the meta learning.
59
In meta learning, reflection plays an important role. Reflection happens when
researchers are in the middle of an action and ask themselves about what they are
doing and what is happening around them. This inquiry can be outward (e.g. what is
going on in the organization?) or inward (e.g. what is going on in me?). Focusing on
inward inquiry and reflection, Coghlan and Brannick (2010: 19) purposed the process
of human cognition and doing, consisting of experience, understanding, judgment and
action. First we attend to our experience by seeing, hearing, smelling, tasting,
touching, etc. Then we ask questions and collect more information in order to
formulate our understanding. Consequently, we test and verify evidence in order to
make a judgment and take an action. Figure 2.11 combines core action research and
inward inquiry and reflection.
Planning
ActionFact-finding
Experiencing
Action
Judging
Understanding
Experiencing
Action
Judging
Understanding
Experiencing
Action
Judging
Understanding
Figure 2.11 Combining Learning in Action and Action Research Cycle
For outward inquiry and reflection, Mezirow (1991: 104) suggested three
categories of reflection: content, process and premise. Content reflection is the
reflection about the issues. While process reflection is the reflection about the
procedures of how things are being done, premise reflection is the reflection about
underlying assumptions and perspectives. Figure 2.12 combines inward and outward
inquiry and reflection, the meta learning, into the action research cycles.
60
PremiseContent
Planning
ActionFact-finding
Experiencing
Action
Judging
Understanding
Experiencing
Action
Judging
Understanding
Experiencing
Action
Judging
Understanding
Process
Figure 2.12 Combining the Meta Learning and the Action Research Cycle
2.10 Chapter Summary
This chapter has considered in detail the literature relating to the Philosophy of
Sufficiency Economy (PSE), Quality of Work Life (QWL), Employee Engagement
(EE), Overall Equipment Effectiveness (OEE), the hygenic tissue paper production
process, and organization development definitions and a model of planned change in
order to develop the conceptual framework, illustrating the relationship among having
adopted the Guideline for Applying the Philosophy of Sufficiency Economy in a
Manufacturing Organization as the organization development intervention and its
impacts on the employees’ prespective related to Quality of Work Life (QWL) and
Employee Engagement (EE) and the organization’ productivtity, represented by
Overall Equipment Effectiveness (OEE), Employees’ Efficiency (E_Ef), and
Electricity Usage Efficiency (El_Ef) to answer research question #3 and #4. From the
intensive literature review, the researcher proposed that having adopted the Guideline
would lead to both changes in the employees’ perspective and in the organization’s
productivity. Employees should perceive that they have a better quality of work life
and higher engagement with the organization while the organization’s productivity,
61
focusing at Overall Equipment Effectiveness (OEE), Employees’ Efficiency (E_Ef),
and Electricity Usage Efficiency (El_Ef) should also increase. In addition, there
should be significant relationships among the employees’ perspective on Quality of
Work Life (QWL), Employee Engagement (EE), and the Philosophy of Sufficiency
Economy (PSE). Finally, action research methodology was reviewed as the guideline
for conducting this study.
In the next chapter, the research method and details related to how this study
was executed are described.
62
CHAPTER 3
RESEARCH DESIGN AND METHODS
This chapter provides an overview of the research method used in this study.
The purposes of this study were to explore and report processes or activities of
adopting the Guideline, to reveal changes in the employees’ perspectives and the
organization’s productivity after the organization has adopted the Guideline, and to
investigate the relationship among the employee’s perspectives on Quality of Work
Life (QWL), Employee Engagement (EE), and the Philosophy of Sufficiency
Economy (PSE).
In order to fulfill the purposes, this study was guided by the following research
questions;
Research Question #1: What are the processes or actions in adopting the
Guideline?
Research Question #2: What are the employees’ changes after the
organization adopted the Guideline?
Research Question #3: Are there any differences in the employees’
perspective, relating to Quality of Work Life (QWL) and Employee Engagement (EE)
and the organization’s productivity, represented by Overall Equipment Effectiveness
(OEE), Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef) at the
experimental mill compared to the control mill after adopting the Guideline?
Research Question #4: Are there any relationships among the employees’
perspectives, relating to Quality of Work Life (QWL), Employee Engagement (EE),
and the Philosophy of Sufficiency Economy (PSE)?
In accomplishing the purposes and answering the above research questions,
this study focused on studying the processes and impacts of adopting the Guideline as
an Organization Development Intervention (ODI) in the focal organization from a
63
pragmatist perspective by employing the action research approach (Coghlan and
Brannick, 2010: 7-10) and using the nested mixed methods in which the quantitative
and qualitative data were both collected and the quantitative research questions and
hypotheses addressed different constructs from the qualitative research question
(Creswell and Creswell, 2005: 320). While studying the processes and changes of
adopting the Guideline in the first part of the research employed the qualitative
method, studying the impacts from the intervention in the second part of the research
adopted the quantitative method with a pretest-posttest control group quasi-
experimental design (Russ-Eft and Hoover, 2005: 85).
3.1 Pragmatist Epistemology
A philosophical worldview influences the practice of research; therefore, it
needs to be identified (Creswell, 2009: 5). In this study, a pragmatism paradigm was
employed. According to Creswell (2009: 10), “the pragmatism as a worldview arises
out of actions, situations, and consequences rather than antecedent conditions.” Many
research traditions from positivist to interpretivist usually aim at getting things right;
in Creswell’s definition (2009: 10), they insist on “the antecedent conditions” in
reporting past experiences (Cherryholmes, 1992: 13). Patton (1990: 39) indicated
that pragmatists are concerned with applications and solutions to problems, focused
on the research problem(s), and then use pluralistic approaches to derive knowledge
about the problem(s). Research in a pragmatic tradition seeks to clarify meanings and
looks to consequences (Cherryholmes, 1992: 13). According to Creswell (2009: 10-
11),
1) Pragmatism is not committed to any one system of philosophy or
reality.
2) Researchers have the freedom to choose the methods that best meet
their purposes.
3) Pragmatists do not see the world as an absolute unity.
4) Truth is what works at the time.
5) The pragmatist researchers look to the “what” and “how” of
research, based on intended consequences.
64
In summary, pragmatist researchers focus on problems and consequence of
actions by using a pluralistic method, and focusing at real-world practices.
3.2 The Focal Organization and Population
According to Yin (2003: 5-9), there are three conditions supporting the use of
case study; when the researcher’s interests are in “how,” “what,” and “why”
questions, when the researcher in interested in studying contemporary events, and
when those interested relevant behaviors cannot be manipulated. In this study, the
researcher focused on answering “what” questions. Furthermore, organization
development intervention could be considered as a contemporary event. Even though
the target of the intervention was planned, the impacts of adopting the Guideline
could only be partly controlled. In this study, River Group was chosen to be the case
study or the focal organization.
River Group was established in 1966 as the first tissue manufacturer in
Thailand by Mr. Kamol Yipyintum, a grandfather of the researcher. Starting from
having only about twenty employees, the mill was located at Taeparak Road,
Samutprakarn, about twenty two kilometers south of Bangkok. Nowadays, the group
has employed altogether almost eight hundred and fifty employees. The yearly
revenue reached 1.41 billion baht in 2013 and covered about 20% of Thailand’s total
hygienic tissue paper market, ranked in third place in the oligopoly market condition.
The company makes all kinds of tissue paper products and tissue paper product’s
dispensers, covering bathroom tissue rolls, facial tissue, napkin tissue, kitchen-use
tissue, multi-purpose tissue, and industrial-use tissue products. The company
produces, markets, and sells both the company-owned brands, including the
Primrose®, Tendre
®, Pinn Plus
®, Pinn
®, Rak Thai
®, Nari
®, Mild
®, RiverPRO
®, etc.
and the customer-owned brands, for example, Big C’s brands, Tesco Lotus’s brands,
Home Fresh Mart of the Mall group’s brands. The products have been distributed and
sold domestically all over Thailand and exported to Cambodia, Laos, Malaysia,
Myanmar, New Zealand, and Taiwan.
65
At present, River Group operates in three locations. There are two factories,
located in Samrong, Samutprakarn and Nongkae, Saraburi and a marketing office in
Payathai, Bangkok.
Currently at the Samrong mill, the mill produces approximately forty metric
tons of tissue paper products daily. Using sorted used office waste papers, the
production process mainly produces bathroom toilet rolls and napkins. The mill
employs about four hundred employees. According to the pretest-posttest control
group quasi-experimental design (Russ-Eft and Hoover, 2005: 85), Samrong mill was
assigned to be the control mill.
The Nongkae mill was established in 2003 as a production expansion of River
Group. The mill produces approximately fifty metric tons of tissue paper products
daily. Using virgin wood fibers, the production process produces a variety of
products, including regular bathroom toilet rolls, facial tissue paper, kitchen used
tissue paper, multi-purpose tissue paper, and industrial used tissue paper. The mill
also employs about four hundred employees. The mill was selected to be one of thirty
two organizations that have adopted the Guideline as a pilot organization by MASCI.
The adoption process was guided by consultants from MASCI during May-July, 2012
and its success was appraised in August, 2012. According to the pretest-posttest
control group quasi-experimental design (Russ-Eft and Hoover, 2005: 85), the
Nongkae mill was assigned to be the experimental mill.
Nowadays, at both mills, all employees are Thais and are employed full time.
They are under the same management team. The directors and the managing director
have responsibilities over both mills. The highest position at the mill is the mill
manager. Each mill has its own mill manager, who reports directly to the managing
director and human resource manager/senior supervisor who report directly to the
director of human resource management. Figure 3.1 show the current organizational
chart of River Group.
66
The Board of Executive Directors
Chief Executive Officer
Managing Director - Operation
Production & Engineering
Taeparak Mill
Nongkae Mill
Supply ChainFinance and Accounting
Human Resource Management
Managing Director – Sale, Marketing, and Business
Development
Sale and Marketing
Business Development
Risk Management Committee
Human Resource Management
Commitee
Internal Audit
Figure 3.1 River Group’s Organization Chart
As both mills are comparable, which corresponds with the requirements of the
pretest-posttest control group quasi-experimental design (Russ-Eft and Hoover, 2005:
85) and this study required profound and intensive data on the processes and
employees’ experiences and organization performance data, which usually are
considered to be an organization’s confidential information, the researcher, thus,
decided to study his own organizations. Currently, the researcher is working as the
Managing Director-Operation of the River Group. According to Glesne (2011: 41),
while doing a backyard research provides benefits for a researcher because it is
relatively easy to access information and the findings should be useful for the
organization, there are concerns about possible problems generated by role confusion
and previous experiences with settings or peoples that might constrain effective data
collection. However, Glesne (2011: 43) suggested that action research can remove
this confusion because in action research, a researcher can play the role of an active
participant. The action research approach allows researchers to have a collaborative
67
relationship with the research subjects and establish a dynamic and ongoing inquiry
into the particular phenomenon (Brooks and Watkins, 1994: 8).
Everyone that was working at the Samrong mill and Nongkae mill under the
line command of the Managing Director-Operation, except Directors and employees,
who were shareholders, were asked to participate in this study and constituted its
population. Before adopting the Guideline, there was a total of 750 expected
participants at the end of April, 2012. While 390 were working at the Samrong mill,
360 were working at the Nongkae mill. After adopting the Guideline, there was a
total of 765 expected participants at the end of February, 2013. While 412 were
working at the Samrong mill, 353 were working at the Nongkae mill. The details of
demographic data of these expected participants (population) are presented in Table
3.1.
Table 3.1 Population’s Demographics: Gender, Age, Education, and Work Tenure
with the Organization
Variables /
Values
Control Mill
(Samrong Mill)
Experimental Mill
(Nongkae Mill)
Before
Adopting the
Guideline*
After
Adopting the
Guideline **
Before
Adopting the
Guideline *
After
Adopting the
Guideline **
Gender
Female 169 43.33% 171 41.50% 175 48.61% 164 46.46%
Male 221 56.67% 241 58.50% 185 51.39% 189 53.54%
Total 390 100.00% 412 100.00% 360 100.00% 353 100.00%
Age
20 or
younger 32 8.21% 28 6.80% 16 4.44% 18 5.10%
21-30 107 27.44% 113 27.43% 149 41.39% 144 40.79%
31-40 118 30.26% 124 30.10% 129 35.83% 125 35.41%
41-50 78 20.00% 86 20.87% 59 16.39% 58 16.43%
51 or older 55 14.10% 61 14.81% 7 1.94% 8 2.27%
Total 390 100.00% 412 100.00% 360 100.00% 353 100.00%
68
Table 3.1 (Continued)
Variables /
Values
Control Mill
(Samrong Mill)
Experimental Mill
(Nongkae Mill)
Before
Adopting the
Guideline *
After
Adopting the
Guideline **
Before
Adopting the
Guideline *
After
Adopting the
Guideline **
Education
Primary
school 159 40.77% 151 36.65% 40 11.11% 42 11.90%
Secondary
school 101 25.90% 121 29.37% 121 33.61% 118 33.43%
High school 37 9.49% 36 8.74% 72 20.00% 71 20.11%
Vocational
certificate 22 5.64% 29 7.04% 33 9.17% 26 7.37%
High
Vocational
certificate
24 6.15% 26 6.31% 68 18.89% 71 20.11%
Bachelor’s
degree 43 11.03% 45 10.92% 25 6.94% 25 7.08%
Higher than
bachelor’s
degree
4 1.03% 4 0.97% 1 0.28% 0 0.00%
Total 390 100.00% 412 100.00% 360 100.00% 353 100.00%
Work Tenure with the Organization
Less than 1
year 116 29.74% 74 17.96% 145 40.28% 116 32.86%
1 - 5 years 78 20.00% 125 30.34% 120 33.33% 135 38.24%
5 - 10 years 57 14.62% 67 16.26% 94 26.11% 98 27.76%
10 - 20
years 68 17.44% 68 16.50% 1 0.28% 4 1.13%
20 - 30
years 41 10.51% 44 10.68% 0 0.00% 0 0.00%
30 - 40
years 25 6.41% 25 6.07% 0 0.00% 0 0.00%
More than
40 years 5 1.28% 9 2.18% 0 0.00% 0 0.00%
Total 390 100.00% 412 100.00% 360 100.00% 353 100.00%
Note: * Data as end of April, 2012
** Data as end of February, 2013
69
3.3 Action Research
Coghlan and Brannick (2010: ix) defined that “action research is an approach
to research which aims at both taking action and creating knowledge or theory about
that action.” Action research works through a cyclical process of planning, taking
action, and evaluating the action which leads to further planning and so on.
Therefore, the researcher chose to use action research in this study for two reasons.
Unlike traditional research where the members of the organization which is being
studied are objects of the study, the members of the organization, including the
researcher participated actively in the process in action research. This collaborative
relationship helps to minimize the limitations of role confusion in conducting
backyard research. In addition, the research topic was an unfolding series of actions
over time in the organization. This action research was used to guide this study and
answer research question #1; “What are the processes or actions in adopting the
Guideline?”
In this study, the original action research cycle of Lewin comprising a pre-step
and three activities, including planning, action, and fact-finding, and a continuing
spiral of steps, called an action cycle (Coghlan and Brannick, 2010:7) was used as a
guideline as shown in Figure 3.2. The action cycles were naturally and holistically
bounded into three action cycles over a nine months period during April to December,
2012. They consisted of the first cycle: receiving training and consulting about the
Guideline, the second cycle: implementing the training program at Muab-Aung Agri-
Nature’s Training Center, and the third cycle: monitoring changes and implementing
additional activities at the factory. The goal of this planned change was to
successfully adopt the Guideline, gain favorable benefits from this adoption, and yield
sufficient learning.
70
The First Cycle
Receiving Training
and Consulting
about the Guideline
The Second Cycle
Implementing the
Training Program
at Muab-Aung Training Center
The Third Cycle
Monitoring Changes
and Implementing
Additional Activities at the factory
Current State
Successfully Adopted
the Guideline
Planning
ActionFact-finding
Planning
ActionFact-finding
Planning
ActionFact-finding
Figure 3.2 The Action Research Cycles
According to Coghlan and Brannick (2010:76-77), action research dissertation
project’s time schedule was flexible. It depends on the researcher and his or her
dissertation committee’s decision as to the extent that the research has yielded
sufficient learning. The schedules of some previous action research dissertation
projects which studied the impacts of an Organization Development Intervention
(ODI) on employee engagement ranged from six to fifteen months (Oraphan
Monphichit Pavaravadhana, 2011: 46; Ruangyot Sanposh, 2011: 106; Udomsak
Soponkij, 2011: 2). Therefore, in this study, the researcher with the approval from the
dissertation committee chose to schedule the study for a nine-month period.
3.4 The Nested Mixed Method
According to Creswell (2009, 230), “Mixed methods research is an approach
to inquiry that combines or associates both qualitative and quantitative forms of
research.” The advantage of collecting both quantitative and qualitative data is being
able to capture both trends and in-depth voices and experiences information (Greene
and Caracelli, 1997 quoted in Creswell, 2009: 66-67). The researcher used the nested
mixed method design in this study because Creswell and Creswell (2005: 320)
supported using this method in order to understand the process that participants
71
undergo during the study and the impact of the intervention on outcomes at the same
time. Figure 3.3 illustrates the visual model of a nested mixed methods design.
Figure 3.3 The Visual Model of the Nested Mixed Methods Design
In Figure 3.3, both quantitative and qualitative data were collected. However,
quantitative study and qualitative study addressed different research questions. While
the qualitative portion assessed the process of adopting the Guideline (the research
question #1 and #2), the quantitative portion addressed the outcomes of adopting the
Guideline (the research question #3 and 4#).
3.5 Qualitative Data Collection and Analysis
In studying the processes of adopting the Guideline and employees’ changes
(research question #1 and #2), the researcher used a qualitative research tool for three
main reasons. First, a study of an organization development intervention is naturally
a grand narrative study and requires the study to take place in a natural setting.
Vanderstoep and Johnston (2009: 164) indicated that the main characteristics of a
grand narrative were prescribed sequence, required elements, identifiable functions,
and a script, and Beckhard (1969: 21) defined organization development as a planned,
organization-wide, and managed from the top process for increasing organizational
effectiveness and health through planned interventions and the organization’s
Before Adopting the Guideline
Quantitative
Study
RQ #3 and #4 RQ #3 and #4
RQ #1 and #2
Quantitative
Study
Qualitative Study
After Adopting the Guideline
During Adopting the Guideline
72
processes with the understanding of behavior science. In addition, as the qualitative
method collects data in a natural setting, the researcher could gather close information
by actually speaking directly with people and seeing them behave and act within the
context (Creswell, 2009: 175). Second, there had been no research concerning the
adoption of the Guideline in an organization before because the Guideline had just
been developed. A qualitative study, therefore, was able to provide a more in-depth
viewpoint of employees that was lacking in the data gleaned from questionnaires.
Lastly, Patton (1987: 23) indicated that, in studying a process, a detailed description
of operations is typically required. Such descriptions might be obtained from
observations and interviews. The effort to generate an accurate and detailed
description led to the use of qualitative methods.
3.5.1 Data Collection Method
In this study, the researcher used four methods for obtaining data: open-ended
survey, group interviews, photo-elicitation interviews, and observations.
3.5.1.1 Open-ended survey
An open-ended survey was normally used in organizational research to
explore different dimensions of the respondents’ experiences (Jackson and Trochim,
2002: 308). Participants were asked to write down their own words to descript the
reality. Compared to an interview, an open-ended survey provides richer and more
provocative and honest responses because it offers greater anonymity to respondents
(Erickson and Kaplan, 2000: 834). In this study, an open-ended survey was used in
collecting feedback from the participants in the training program at Muab-Aung Agri-
Nature’s Training Center at the end of the training program. The participants were
asked to answer five questions, consisting of “คณรสกอยางไรหลงจากทราบวาตองมาอบรม
ทมาบเออง แตกอนทจะไดมาจรงๆ?” [What was your feeling after knowing that you had
to participate in the training at Mub-Aung before you came?], “คณรสกอยางไรตอนน
หลงจากจบการอบรมแลว?” [What is your feeling at present at the end of the training
program?], “หวขอในการอบรมไหนทคณรสกชอบมากทสด? เพราะอะไร?” [What topic in
73
the training did you like the most and why?], “หวขอในการอบรมไหนทคณรสกไมชอบมาก
ทสด? เพราะอะไร?” [What topic in the training did you disliked the most and why?],
and “เขยนอะไรกไดทคณอยากเขยน?” [Is there anything you would like to share?]
3.5.1.2 Group interviews
According to Brannen and Pattman (2005: 525), the rationale for using
a group interview to explore the experiences of employees is twofold. First, it enables
the researcher to study a number of employees simultaneously. Second, it provides an
interactive context where participants can build upon their own thoughts and
experiences while linking to those of others and making connections between
individual and collective experiences. Each group consisted of four to five
participants. The researcher chose this number because a small group was more
comfortable for people to participate in and was preferable for gaining insight into the
participants’ experiences. In this study, the group interviews were used for collecting
data to answer research question#2. Some of the questions used in the group
interviews were as follows: “คณเหนการเปลยนแปลงอะไรทตนเอง รวมถงครอบครว และท
บานหลงจากทบรษทเอามาตรฐานมาใช?” [What changes in yourself and your family have
you noticed after the organization adopted the Guideline?] and “คณเหนการเปลยนแปลง
อะไรทบรษท และเพอนรวมงานจากการทบรษทเอามาตรฐานมาใช?” [What changes in the
company and colleagues have you noticed after the organization adopted the
Guideline?]
3.5.1.3 Photo-elicitation interviews
Banks (2007: 65) indicated that a photo-elicitation interview is an
interview that uses pictures or photographs to evoke comments, memory, and
discussion. Photographs helped either to support or challenge interview data (Boeije,
2010: 66; and Glesne, 2011: 80). In addition, photos can help put shy interviewees at
ease (Glesne, 2011: 82). In this study, photo-elicitation interviews were used in
collecting data to answer research question#2. Participants were asked to draw a
picture that expressed their understanding about the PSE and, then, equipped with a
74
digital camara and asked to take few photos in the workplace that they would later use
to discuss about adoption of the Guideline in the organization.
3.5.1.4 Observations
The observation was conducted by the researcher as a complete
participant. Field notes on activities were recorded, including descriptive notes and
analytic notes or observer comments (Glesne, 2011: 73-76). In this study, the
researcher observed and took field notes during each MASCI consultants’ visit.
3.5.2 Data Collector
The open-ended survey and all interviews were conducted by Ms. Siwaporn
Kacharuk, a researcher from the Institute of Sufficiency Economy (ISE). Ms.
Siwaporn has experienced being an assistant researcher and researcher for more than
twenty years. Her resume is attached in appendix B. In addition, Ms. Siwaporn was
trained by Assistant Professor Dr. Wasita Boonsathorn, a committee member of the
present dissertation before conducting this study.
In the study, the staff from the human resource development section of the
Nongkae mill took the responsibility of facilitating the interviews. They set a
tentative date with Ms. Siwaporn, the interviewer, invited and made appointments
with the interviewees, prepared an interview room, confirmed this with everyone, and
provided any assistance when it was requested.
3.5.3 Data Collection Procedure and the Pilot Study
The interview protocol, including the instructions for the interviewer and
interview questions, were prepared according to a semi-structured interview format.
At the beginning, the individuals were informed of the purposes of the study. A
statement of confidentiality and the participants’ rights was clearly made. All of the
participants were asked for their permission to audio record and/or take photos. They
were told that they could request stopping the recording at any time they preferred.
The interview began by asking the interviewees to describe their
understanding of the PSE. Consequently, each participant was equipped with a digital
camera and asked to take pictures in the workplace that he or she would use to discuss
about adoption of Guideline in the organization. Within fifteen minutes, the
75
participants returned with photographs. A moderator then loaded the photographs
into an iPad, showed them to the group, and started asking each participant to describe
and express his or her ideas on his or her taken photographs. Other participants were
free to add on their experiences on a discussing photograph. Finally, the participants
were asked to share their experiences and the changes both at the workplace and at
their home from adopting the Guideline. Each interview took about 1.30 hours. The
interviewer probed elaboration questions when she felt it was necessary. All of the
participants were encouraged to have an open and free discussion of thier ideas. At
the end of the interview, the interviewer presented the interviewees with the implied
informed consent form (appendix C) and asked them to provide the necessary
information.
A pilot study for trying out the interview protocol was conducted before the
full-scale study. Two staff members from the human resource management
department were participants. The methods and questions were tested. The VDO
recording the pilot study was shown to Assistant Professor Dr. Wasita Boonsathorn
for her advice. From the pilot study, a change was made in the interview protocol.
The interview, then, began with the interviewer asking the interviewees to draw a
picture that represented their understanding about the PSE and to describe that picture
to the group, instead of just describing their understanding. The final interview
protocol is attached in Appendix D.
3.5.4 Data Collection and Participant Selection
The interviews were conducted three times during the study at the Nongkae
mill; August 20-24, 2012, October 30 – November 2, 2012, and February 5-8 and 19,
2013. The first interview was done immediately after the employees finished the
training. The second interview was performed after Wiwat Salyakamthron visited the
mill and the last interview was conducted at the end of the research project.
The participants were selected using purposeful sampling (Patton, 1990: 169).
All of the participants were key informants, persons that had rich information and
from whom the researcher could learn about the important issues regarding the
purpose of the research (Patton, 1990: 263). The senior supervisor of the human
resource development section was the one that selected the appropriate participants
76
for the study based on typical case sampling (Patton, 1990: 173) and deviant case
sampling (Patton, 1990: 169). While the typical cases were selected among the
employees that joined the training program at Muab-Aung Agri-Nature’s Training
Center, the deviant cases were selected from employees that had not joined the
training program. Consequently, using snowball sampling (Patton, 1990: 176), for the
second interview, the researcher recruited other participants that were refereed by the
participants in the first interview. The last group of participants was selected using
critical case sampling (Patton, 1990: 174). At the end of the project, during the last
week of December, 2012, the employees were asked to vote for one person that they
believed could be a role model for adopting the PSE and that had successfully
improved his or her life. The five persons that received the most votes were invited as
the critical case samples for the last interview.
Table 3.2 presents the participants’ demographics: gender, age, education, and
work tenure with the organization. More detailed information on the participants is
attached in Appendix E.
Table 3.2 Participants’ Demographics for Qualitative Data Collection
Variables
/ Values
1st
Data
Collection
2nd
Data
Collection
3rd
Data
Collection
August 31, 2012 October 31, 2012 February 28, 2013
Typical Deviant Typical Deviant Snowball Typical Deviant Critical
Level
Supervisor 16 2 1 3 8 3 5 -
Worker 24 6 39 5 - 7 5 5
Total 40 8 40 8 8 10 10 5
Gender
Female 28 4 22 2 4 5 6 3
Male 12 4 18 6 4 5 4 2
Total 40 8 40 8 8 10 10 5
77
Table 3.2 (Continued)
Variables
/ Values
1st
Data
Collection
2nd
Data
Collection
3rd
Data
Collection
August 31, 2012 October 31, 2012 February 28, 2013
Typical Deviant Typical Deviant Snowball Typical Deviant Critical
Age
20 or
younger 1 - 1 - - - - -
21-30 15 5 18 4 - 4 6 -
31-40 18 1 15 2 4 5 2 4
41-50 6 2 6 1 2 1 1 1 51 or
older - - - 1 2 - 1 -
Total 40 8 40 8 8 10 10 5
Education
Primary
school 2 - 4 - - - - 2 Secondary
school 11 2 13 2 - 1 1 1 High
school 2 - 12 2 1 1 2 -
Vocational
Certificate 5 1 4 - 2 1 3 2 High
Vocational
Certificate 15 5 6 2 1 3 1 - Bachelor’s
degree 5 - 1 2 4 4 3 -
Total 40 8 40 8 8 10 10 5
Work Tenure with the Organization
Less than
1 year 9 2 8 4 1 1 4 -
1 - 5 years 15 4 27 3 - 4 3 3 5 - 10
years 16 2 5 1 7 5 3 2
Total 40 8 40 8 8 10 10 5
78
In total, there were one hundred and twenty participants. Nine of them joined
the interview more than one time. Thirty-one group interviews were conducted. In
most interview sessions, the supervisors and workers were not mixed in order to
ensure that they could provide information freely without concern about conflicts of
interest.
3.5.5 Data Analysis
In this study, thematic analysis (Glesne, 2011: 187) mainly was used to
analyze the data. The typical qualitative content analysis coding protocol (Boeije,
2010: 93-121) was practiced. First, once the interview was completed, all of the
interviews verbatim were fully transcribed. Later, the transcriptions were sent back to
Ms. Siwaporn, the interviewer, for rechecking against the original interview
recordings to ensure that they were exactly and correctly transcribed. Ms. Siwaporn
then changed the name of the participants to pseudonyms before sending the
transcriptions to the researcher. Second, the transcript of each interview was entirely
read at least two times and then the researcher began the open coding. The researcher
used ATLAS.ti, the Computer-Assisted Qualitative Data Analysis Software
(CAQDAS), as a tool to assist in managing the data and coding. While an initial code
book was created using the immersion approach, a constant comparison concept,
constantly comparing each data unit to the previous one in order to determine if it
represented the same or different meaning (Boeije, 2010: 83-86), was maintained.
Third, an axial coding process, a process of relating codes to each other via a
combination of inductive and deductive thinking (Boeije, 2010: 108-114), was begun
and resulted in themes. Finally, a description of the findings was prepared.
3.5.6 Trustworthiness
According to Glesne (2011: 49), a qualitative researcher uses the concept of
trustworthiness to claim that his or her work is credible. Creswell (2009: 191-192)
proposed that eight procedures often be used in qualitative research in order to
contribute to trustworthiness. Among those eight principles, triangulation was
recommended. As mentioned by Thomas (2010: 68), triangulation, a metaphorical
way in the social science, means that viewing from several points is better than
79
viewing from one. Four types of triangulation are data triangulation (using multiple
data sources), investigator triangulation (using multiple investigators), theory
triangulation (using multiple perspectives on the same data set), and methodological
triangulation (using multiple data-collection methods) (Glesne, 2011: 49).
In this study, the researcher used data from the open-ended survey, interviews
and photographs, taken by participants, for data triangulation. Furthermore, two
researchers provided the investigator triangulation. Finally, using of an open-ended
survey, group interviews, photo-elicitation interviews and observations was the
methodological triangulation.
In addition, member checking, referring to sharing interview transcripts,
analytical thoughts, and drafts of report with research participants and the steering
committee members to make sure that the findings represented their ideas accurately
(Glesne, 2011: 49), was conducted.
3.6 Quantitative Data Collection and Analysis
3.6.1 The Pretest-Posttest Control Group Quasi-Experimental Design
This study employed an experimental design to test the impact of adopting the
Guideline on the employees’ perception and organization’s productivity. The
researcher decided to use the classic pretest-posttest control group experimental
design (Russ-Eft and Hoover, 2005: 85) to answer research question #3 and #4.
While the Samrong mill was assigned to be the control mill, the Nongkae mill was
assigned to be the experimental mill. According to Creswell (2009: 155), “When
individuals are not randomly assigned, the procedure is called a ‘quasi-experiment.’”
These two groups were comparable because they were under the same management
team and in the same production environment.
The pretest and posttest was administered to both groups. However, adopting
the Guideline was done only at the Nongkae mill. Figure 3.4 illustrates the notation
of the Pretest and Posttest Control Group Quasi-Experimental Design in this study.
This design allowed the researcher to compare the differences in the reaction of the
adoption of the Guideline between the two groups as well as maximize the internal
validity of the study (Russ-Eft and Hoover, 2005: 87). Because both groups had
80
experienced the same circumstances and passage of time, the differences in findings
between the two groups could not be attributed to unexpected events within the
organization or the passage of time.
The Nongkae Mill (Experimental Mill) O ---------- X ---------- O
The Samrong Mill (Control Mill) O ------------------------ O
Figure 3.4 The Notation, Illustrating Pretest and Posttest Control Group Quasi-
Experimental Design of the Study
Note: X represents the intervention.
O represents an observation of the dependent variable.
3.6.2 Instrumentation
The survey used in this study was divided into two main parts: the
questionnaire survey on the employees’ perception and the organization’s
productivity data.
3.6.2.1 The Questionnaire Survey on the Employees’ Perception
1) Questionnaire Development
The questionnaire used in this study was developed through a
literature review and modified from previously-developed and previously-used
instruments. This paper-and-pencil survey was available only in Thai. The
questionnaire is attached in Appendix F. There were two main parts in the
questionnaire.
In part I, the respondent was asked to rate on five-point Likert-
type scale, ranging from 1 (Totally not agree) to 5 (Totally agree) out of a total of
fifty-one questions which were divided into three parts: QWL, EE, and PSE. In this
study, QWL refers to the employee’s satisfaction that leads to organizational
effectiveness when resources, activities, or outcomes received from participation in
the workplace meet his or her needs, which consist of health and safety needs,
economic needs, family and social needs, esteem needs, actualization needs,
knowledge needs, and aesthetic needs. Twenty-nine items related to QWL according
to the integrated construct of QWL of Lau and May (1998), Sirgy et al. (2001), and
81
Rethinam and Ismail (2008) and modified from Kalayanee Koonmee et al. (2009).
EE refers to a positive employee’s cognitive, emotional, and behavioral state that is
associated with one’s performance and organizational outcomes. Thirteen items
related to EE according to Shuck and Reio (2011: 422-423); however, one of the
thirteen duplicated the QWL items. PSE refers to self-sufficiency. Ten items related
to the self-evaluation of self-sufficiency according to requirements 3.3.1.1 – 3.3.1.8 in
the Guideline (Appendix A). Tables 3.3, 3.4, and 3.5 illustrate the questions in the
questionnaire for each measurement.
82
Table 3.3 The QWL’s Measurements
Dimension and Definition Item Description Origin
QWL refers to the employee’s satisfaction that leads to organizational effectiveness when the resources, activities, or outcomes
received from participation in the workplace meet his or her needs which consists of health and safety needs, economic needs,
family and social needs, esteem needs, actualization needs, knowledge needs, and aesthetic needs.
Health & Safety Needs refer to
protection from illness and injury
at work and enhancement of good
health provided by the workplace.
1. ฉนรสกวาฉนมความปลอดภยในการท างาน *
[I feel safe at work.]
Sirgy et al. (2001)
and Kalayanee
Koonmee et al.
(2009)
2. ฉนรสกวาบรษทไดจดใหสถานทท างานทมสขอนามยทด (พนทท างาน, หองน า, โรงอาหาร, เปนตน) [I feel that the company has provided a good hygienic workplace
(shopfloor, toilet, canteen, etc.)]
3. ฉนรสกวาบรษทไดจดใหมสวสดการในเรองทเกยวกบสขภาพทเพยงพอ [I feel that the company has provided adequate health benefits.]
4. ฉนดแลสขภาพของตนใหแขงแรงดอยเสมอ [I always keep myself healthy.]
83
Table 3.3 (Continued)
Dimension and Definition Item Description Origin
Economic Needs refer to pay and
job security.
5. ฉนมความพงพอใจกบคาตอบแทนทไดจากการท างาน [I am satisfied with the salary I am getting from working here.]
Sirgy et al. (2001)
and Kalayanee
Koonmee et al.
(2009)
6. ฉนมความพงพอใจกบสวสดการทไดรบจากบรษท [I am satisfied with the benefits I am getting from working here.]
7. ฉนคดฉนมความมนคงในชวต และครอบครว เมอฉนท างานทน [I feel that I and my family have a secure life when I am working here.]
Family & Social Needs refer to
collegiality at work and leisure
time outside work with family.
8. ฉนมเวลาวางจากงานมากพอส าหรบครอบครว [I have adequate free time for my family.]
Lau and May
(1998), Sirgy et
al. (2001), and
Kalayanee
Koonmee et al.
(2009)
9. ฉนมเพอนทดในสถานทท างาน [I have good colleagues here.]
10. ฉนมเวลาวางจากงานมากพอทจะท าสงอนๆทฉนชอบได [I have adequate free time away from work to enjoy other things in life.]
11. เพอนๆรวมงานทกคน มความสามคค ท างานรวมกนเปนทม [Everyone here is working as a team and have good teamwork.]
84
Table 3.3 (Continued)
Dimension and Definition Item Description Origin
Family & Social Needs
(Continued)
12. ฉนรสกวาบรษทมความจรงใจ และเปดเผยเรองตางๆทพนกงานควรตองทราบตอพนกงาน [I feel that the company is sincerely disclosing and sharing information to
employees.]
Esteem Needs refer to fair
recognition and appreciation of
one’s work within the organization.
13. เพอนรวมงานยอมรบนบถอความสามารถ และความช านาญในงานของฉน [My colleagues have recognized and respected my capabilities and skills.]
Lau and May
(1998), Sirgy et
al. (2001), and
Kalayanee
Koonmee et al.
(2009)
14. ฉนรสกวาหวหนางานยอมรบในความร ความสามารถของฉน และชนชมในผลงานทฉนท า [My supervisor has recognized and appreciated my capabilities and skills.]
15. ฉนรสกวาบรษทมความเปนธรรม พนกงานไดรบรางวล และการชมเชยตามผลงานทสามารถท าได [I feel that the company treats employees fairly and employees are
rewarded and appreciated according to what they have contributed.]
16. พนกงานทท าด ไดรบการยกยองชมเชยอยางเปดเผยจากบรษท และหวหนางาน [A good employee is widely recognized by the company and supervisors.]
85
Table 3.3 (Continued)
Dimension and Definition Item Description Origin
Actualization Needs refer to the
realization of one’s potential within
the organization and having an
opportunity to utilize one’s
potential.
17. ฉนรสกวาฉนมโอกาสไดใชความร ความสามารถอยางเตมทในงานทท าอย [In my current job, I feel that I always have a chance to fully utilize my
knowledge and skills.]
Sirgy et al. (2001)
and Kalayanee
Koonmee et al.
(2009)
18. งานทฉนท าอยเตมไปดวยเรองทาทายทฉนตองน าความร ความสามารถทฉนมอยมาตดสนใจในปฏบตงาน [My current job is challenging and I have to fully utilize my knowledge
and skills for making decisions in delivery my job.]
19. ฉนรสกวาฉนกเปนผเชยวชาญคนหนงในงานทฉนท าอย [I feel that I am one of the experts in my field.]
20. บรษท ชวยท าใหฉนรวาฉนเชยวชาญในเรองอะไร [The company assists me in acknowdging my expertise.]
Knowledge Needs refer to learning
to enhance job skills and
professional skills.
21. ฉนรสกวาในขณะทฉนท างานอยทน ฉนไดเรยนรสงใหมๆตางๆเพอท าใหงานทฉนท าอยดขนตลอดเวลา [While I am working here, I feel I always learn new things that help
improve my job.]
Sirgy et al. (2001)
and Kalayanee
Koonmee et al.
(2009)
86
Table 3.3 (Continued)
Dimension and Definition Item Description Origin
Knowledge Needs (Continued) 22. งานทฉนท าอยในปจจบน ชวยท าใหฉนมความช านาญ เชยวชาญ และรอบรในสายอาชพของฉนมากขน [My current job allows me to sharpen my skills and expertise.]
23. บรษทสงเสรมใหพนกงานไดเรยนรสงใหมๆตางๆตลอดเวลา [The company always encourages employees to learn new things.]
24. ฉนรสกวาฉนไดเรยนร และพฒนาความสามารถใหมๆทชวยใหฉนสามารถท างาน และด าเนนชวตไดดขนตลอดเวลา [I feel that I always learn and develop skills that improve both my job and
life.]
87
Table 3.3 (Continued)
Dimension and Definition Item Description Origin
Aesthetics Needs refer to
creativity at work, personal
creativity, and general aesthetics.
25. งานทฉนท าอยตองใชความคดสรางสรรคในการปฏบตงาน [In my current job, I need creativity.]
Sirgy et al. (2001)
and Kalayanee
Koonmee et al.
(2009)
26. งานทฉนท าอยชวยท าใหฉนเกดความคดสรางสรรคสงใหมๆ [My current job encourages my creativity.]
27. บรษทสงเสรมใหพนกงานมความคดสรางสรรค และมชองทางในการใหพนกงานน าความคดสรางสรรคนนมาแสดงออก [The company encourges employees’ creativity and provides opportunity
for employees to show their creativity.] Overall QWL
28. สถานทท างานของฉนนาอย นาท างาน [My workplace is delightful.]
29. โดยรวมๆแลว ฉนรสกวาฉนมคณภาพชวตในการท างานทด [In summary, I feel that I have a good quality work life while working
here.]
88
Table 3.4 The EE’s Measurements
Dimension and Definition Item Description Origin
EE refers to an employee’s positive cognitive, emotional, and behavioral state that is associated with his/her performance and
organizational outcomes.
Cognitive engagement refers to
an employee’s appraisal of
whether his or her work is
meaningful and safe (physically,
emotionally, and psychologically)
and whether he or she has adequate
resources (tangible and intangible)
to complete his or her work.
1. ฉนรสกวาฉนมความปลอดภยในการท างาน * [I feel safe at work.]
Shuck and Reio
(2011: 422-423)
30. ไมมใครทนดถก ขมเหง หรอรงแกฉน [No one will make fun of me here.]
31. ฉนรสกวางานทฉนท าอยมความส าคญตอบรษท [The job I do makes a contribution to the company.]
32. บรษทไดจดใหมทรพยากร (เครองมอ, อปกรณตางๆ) เพยงพอส าหรบการท างานตามเปาหมายทมอบหมาย [I have adequate resources (tools and equipments) to complete and delivery
my assigned job.]
89
Table 3.4 (Continued)
Dimension and Definition Item Description Origin
Emotional engagement refers to
the emotional bond between an
employee and the organization,
including pride and sense of
ownership.
33. ฉนรสกภาคภมใจทไดท างานกบบรษท [I am proud to work at this company.]
Shuck and Reio
(2011: 422-423)
34. ฉนรสกภาคภมใจในงานทฉนก าลงท าอย [I am proud to do what I am doing.]
35. ฉนรสกวาฉนเปนสวนหนงทส าคญของบรษทน [I feel that I am an important part of this company.]
36. ฉนรสกเปนเจาของ และหวงแหนในทรพยสนตางๆของบรษท [I feel a strong sense of ownership and cherish the company’s property.]
Behavioral engagement refers to
the enthusiasm and discretionary
effort that the person expresses.
37. ฉนมความกระตอรอรนในการท างานอยางเตมทเสมอ [I always put my fully efforts into work with enthusiasm.]
Shuck and Reio
(2011: 422-423)
38. เวลาผานไปอยางรวดเรวในขณะทฉนท างาน [Time passes quickly when I am working.]
39. ฉนเตมใจเสมอทจะท างานหนก เกนกวาขอบเขตความรบผดชอบเพอชวยใหบรษทบรรลเปาหมาย [I am always willing to work harder beyond my responsibility to help the
company be successful.]
90
Table 3.4 (Continued)
Dimension and Definition Item Description Origin
Behavioral engagement
(Continued)
40. ในขณะทท างาน ฉนตงใจท างานอยางเตมทเพอใหไดผลลพธของงาน เกนกวาทหวหนา หรอบรษทคาดหวง [When I work, I really push myself to achieve results beyond what is
expected of me.]
Overall EE 41. ฉนรสกมความผกพนธกบบรษท [I have engaged with this company.]
Note: * The duplicate item on both QWL and EE.
91
Table 3.5 The PSE’s Measurements
Dimension and Definition Item Description Origin
42. ฉนรสกวาฉนมวนยในการด าเนนชวต [I feel that I have maintained discipline in life.]
The requirement 3.3.1.1
– 3.3.1.8 of the
Guideline (OIE and
MASCI, 2012a: 15) 43. ฉนรสกวาฉนมจตส านกดานความประหยด ฉนใชจายตามรายไดทม
[I feel that I have been aware of austerity by properly managing revenue
and expenses.]
44. ฉนรสกวาฉนชอบทจะศกษาหาความรดวยตนเองอยางสม าเสมอ เพอใหเกดความรอบรในดานตางๆทงทเกยวของกบการด าเนนชวต และการท างาน [I feel that I have adhered to self-learning to gain well-rounded knowledge
both for personal life and work benefits.]
45. ฉนรสกวาฉนมการพฒนาตนเองใหกาวหนาขน อยางเปนขน เปนตอน เสมอมา [I feel that I have continuously improved myself step-by-step.]
46. ฉนรสกวาฉนสามารถตดสนใจในการด าเนนการเรองตางๆอยางมเหต มผล และค านงถงผลกระทบทจะตามมาจากความร และประสบการณทฉนม [I feel that I have been able to make an appropriate decision according to
the principle of cause and effect, consideration of consequential impacts,
and my gained knowledge and experiences.]
92
Table 3.5 (Continued)
Dimension and Definition Item Description Origin
47. ฉนประกอบอาชพทซอสตยสจรต [I have been in honestly and intergrity profession.]
48. ฉนมความเพยร ความอดทน ในการท างาน และการด าเนนชวต [I have adhered to the principle of prudence, patience, and perseverance in
both working and living.]
49. ฉนมความพรอมทจะรบมอกบผลกระทบจากการเปลยนแปลงตางๆทอาจจะเกดขนในอนาคต [I have been ready to respond to incoming changes.]
50. ฉนรสกวา ฉนสามารถจดแบงเวลาส าหรบงาน และครอบครวไดอยางเหมาะสม [I feel that I have been able to maintain good work-life balance.]
Overall PSE 51. ฉนรสกวาโดยรวมๆแลว ฉนไดด าเนนชวตตามแนวทางปรชญาของเศรษฐกจพอเพยง [In summary, I feel that I am living according to the Philosophy of
Sufficiency Economy.]
93
In part II, the respondent was asked to provide demographic
data. These included gender, age, level of educational attainment, work tenure with
the organization, and current work units. The respondents were asked to check the
boxes related to their answers.
In addition, there was clearly indication at the top of the
questionnaire about the purpose, confidentiality, and benefits of the study.
2) Validity
When a draft version of the questionnaire was ready, the
researcher contacted Assistant Professor Dr. Sombat Kusumawalee, the advisor and
Assistant Professor Dr. Wasita Boonsathorn, a committee member who was a
methodology expert, to determine the questionnaire appropriateness and the validity
of the questionnaire (Ary, Jacobs and Razavieh, 1996 quoted in Chiraprapha Tan
Wattanapong, 2000: 66). After the questionnaire was adjusted and received approval,
the pilot test began.
3) Pilot Testing
This pilot test used a convenience sample. Eighteen
participants that were selected by the senior supervisor of human resource
development section participated. All of the participants in the pilot test received the
same material used in the actual study. Therefore, they had the opportunity to review
the directions stated at the top of the questionnaire and to complete the questionnaire.
The results of the pilot test suggested only a minor modification on some wording.
The Cronbach’s alpha values, representing the extent to which the items on a test
measure the same construct (Ho, 2006 quoted in Suthinee Rurkkhum, 2010: 84), were
used. The Cronbach’s alpha values on the three scales used in the pilot study are
presented in Table 3.6.
94
Table 3.6 Cronbach Alpha Values of the Scales in the Pilot Test (N=18)
Name of Scale Numbers of
Items
Cronbach’s
Alpha
Quality of Work Life (QWL) 29 .860
Employee Engagement (EE) 13 .907
The Philosophy of Sufficiency Economy (PSE) 10 .785
3.6.2.2 The Organization’s Productivity Data
The organization’s productivity data in this study referred to the OEE,
Employees’ Efficiency (E_Ef), and Electrical Usage Efficiency (El_Ef).
The OEE of each production unit referred to the efficiency and
effectiveness in utilizing time, machines, and material in each production unit and was
calculated according to the following:
OEE (%) = A x P x Q
where, A = (Planned Operating Time – Downtime) / Planned
Operating Time
P = (Standard Time to Produce 1 unit x Total Output) /
Actual Operating Time
Q = Acceptable Output / Total Output
The Employees’ Efficiency (E_Ef) of each production unit referred to
the efficiency in utilizing costs, related to the employees in each production unit and
was calculated according to the following:
Employee’s Productivity = Total Cost, related to employees
(Baht / Carton) Acceptable Output
95
The Electricity Usage Efficiency (El_Ef) of each production unit
referred to the efficiency in utilizing the electricity in each production unit and was
calculated according to the following:
Electricity Usage Efficiency = Total Electricity Used Units
(Units / Carton) Acceptable Output
3.6.3 Data Collection
3.6.3.1 The Questionnaire Survey on the Employees’ Perception
Once the pilot survey was completed and the questionnaire was
modified according to the suggestions from the pilot testing, everyone that was
working at the Samrong mill and Nongkae mill under the line of command of the
Managing Director-Operation, except the Directors and employees that were also
shareholders were asked to be the questionnaire respondents. All of the data
collection processes were carried out by a staff member from the Institution of
Sufficiency Economy (ISE) and was kept strictly confidential. Participants were told
the objectives of the research. They had their right to refuse to participate without any
negative consequence. During the data collection process, a human resource
development staff member of both mills helped facilitate the process but was not
involved in any of the processes, except as respondents. The collection of the data
before and after the intervention was done during the last week of June, 2012 and
February, 2013.
3.6.3.2 The Organization’s Productivity Data
In this study, the organization’s productivity data focused only at the
production floor where the products were produced. At the Nongkae mill and
Samrong mill, the production floor was divided into eleven and eight production
units, respectively. Table 3.7 shows the name of the production units that were
involved in the study at both mills.
96
Table 3.7 The Name List of the Production Units Involved in the Study at Nongkae
and Samrong Mill
Nongkae Mill Samrong Mill
1. Tissue M/C 1. Tissue M/C #1
2. BRT Converting M/C 2. Tissue M/C #2
3. Single Roll Wrapper 3. BRT Converting M/C #1
4. Manual Roll Wrapper 4. BRT Converting M/C #2
5. Automatic Roll Wrapper 5. JRT Converting M/C
6. JRT Converting M/C 6. Interfolding M/C #1
7. Interfolding M/C #1 7. Interfolding M/C #2
8. Interfolding M/C #2 8. Napkin Folding M/C
9. Interfolding M/C #4
10. Interfolding M/C #5
11. Z-Folding M/C
The data needed to calculate the OEE, Employees’ Efficiency (E_Ef),
and Electricity Usage Efficiency (El_Ef) for each production unit at both mills were
collected on a monthly basis from July, 2011 – June, 2013. The director of operations
was the responsible for collecting and reporting these data to the management. While
the data from July, 2011 to June, 2012 were used to represent the before adopting the
Guideline data, the data from July, 2012 to June, 2013 were used to represent the after
adopting the Guideline data.
3.6.4 Participants
The study collected data on four demographic variables from the respondents:
gender, age, level of educational attainment, and work tenure with the organization.
The demographic data of the population and participants in this quantitative study are
presented in Table 3.8.
97
Table 3.8 Population’s and Participants’ Demographics: Gender, Age, Education, and Work Tenure with the Organization
Variables
/ Values
Control Mill (Samrong Mill) Experimental Mill (Nongkae Mill)
Before Adopting the
Guideline
After Adopting the
Guideline
Before Adopting the
Guideline
After Adopting the
Guideline
N * n % of n % of N N
** n % of n % of N N
* n % of n % of N N
** n % of n % of N
Gender
Female 169 157 48.46% 92.90% 171 157 48.31% 91.81% 175 156 47.13% 89.14% 164 155 47.69% 94.51%
Male 221 167 51.54% 75.57% 241 168 51.69% 69.71% 185 175 52.87% 94.59% 189 170 52.31% 89.95%
Total 390 324 100.00% 83.08% 412 325 100.00% 78.88% 360 331 100.00% 91.94% 353 325 100.00% 92.07%
Age
20 or
younger 32 29 8.95% 90.63% 28 10 3.08% 35.71% 16 11 3.32% 68.75% 18 9 2.77% 50.00%
21-30 107 93 28.70% 86.92% 113 109 33.54% 96.46% 149 146 44.11% 97.99% 144 139 42.77% 96.53%
31-40 118 88 27.16% 74.58% 124 96 29.54% 77.42% 129 126 38.07% 97.67% 125 119 36.62% 95.20%
41-50 78 68 20.99% 87.18% 86 70 21.54% 81.40% 59 44 13.29% 74.58% 58 51 15.69% 87.93%
51 or older 55 46 14.20% 83.64% 61 40 12.31% 65.57% 7 4 1.21% 57.14% 8 7 2.15% 87.50%
Total 390 324 100.00% 83.08% 412 325 100.00% 78.88% 360 331 100.00% 91.94% 353 325 100.00% 92.07%
98
Table 3.8 (Continued)
Variables
/ Values
Control Mill (Samrong Mill) Experimental Mill (Nongkae Mill)
Before Adopting the
Guideline
After Adopting the
Guideline
Before Adopting the
Guideline
After Adopting the
Guideline
N * n % of n % of N N
** n % of n % of N N
* N % of n % of N N
** n % of n % of N
Education
Primary
school 159 114 35.19% 71.70% 151 114 35.08% 75.50% 40 35 10.57% 87.50% 42 36 11.08% 85.71% Secondary
school 101 92 28.40% 91.09% 121 95 29.23% 78.51% 121 116 35.05% 95.87% 118 112 34.46% 94.92% High
school 37 32 9.88% 86.49% 36 35 10.77% 97.22% 72 65 19.64% 90.28% 71 60 18.46% 84.51%
Vocational
Certificate 22 20 6.17% 90.91% 29 20 6.15% 68.97% 33 25 7.55% 75.76% 26 26 8.00% 100.00% High
Vocational
Certificate 24 22 6.79% 91.67% 26 20 6.15% 76.92% 68 65 19.64% 95.59% 71 66 20.31% 92.96%
Bachelor’s
degree 43 40 12.35% 93.02% 45 37 11.38% 82.22% 25 24 7.25% 96.00% 25 25 7.69% 100.00% Higher
than
bachelor’s
degree 4 4 1.23% 100.00% 4 4 1.23% 100.00% 1 1 0.30% 100.00% 0 0 0.00% Na
Total 390 324 100.00% 83.08% 412 325 100.00% 78.88% 360 331 100.00% 91.94% 353 325 100.00% 92.07%
99
Table 3.8 (Continued)
Variables
/ Values
Control Mill (Samrong Mill) Experimental Mill (Nongkae Mill)
Before Adopting the
Guideline
After Adopting the
Guideline
Before Adopting the
Guideline
After Adopting the
Guideline
N * n % of n % of N N
** n % of n % of N N
* N % of n % of N N
** n
% of n % of N
Work Tenure with the Organization
Less than
1 year 116 108 33.33% 93.10% 74 74 22.77% 100.00% 145 127 38.37% 87.59% 116 108 33.23% 93.10%
1 - 5 years 78 69 21.30% 88.46% 125 79 24.31% 63.20% 120 116 35.05% 96.67% 135 128 39.38% 94.81% 5 - 10
years 57 54 16.67% 94.74% 67 51 15.69% 76.12% 94 87 26.28% 92.55% 98 88 27.08% 89.80% 10 - 20
years 68 47 14.51% 69.12% 68 62 19.08% 91.18% 1 1 0.30% 100.00% 4 1 0.31% 25.00% 20 - 30
years 41 27 8.33% 65.85% 44 28 8.62% 63.64% 0 0 0.00% Na 0 0 0.00% Na 30 - 40
years 25 17 5.25% 68.00% 25 22 6.77% 88.00% 0 0 0.00% Na 0 0 0.00% Na
More than
40 years 5 2 0.62% 40.00% 9 9 2.77% 100.00% 0 0 0.00% Na 0 0 0.00% Na
Total 390 324 100.00% 83.08% 412 325 100.00% 78.88% 360 331 100.00% 91.94% 353 325 100.00% 92.07%
Note: N* Data as end of April, 2012
N** Data as end of February, 2013
100
3.6.4.1 Before Adopting the Guideline
While the population was 750, a total of 655 questionnaires were
responded to with an anticipated response rate of 87.33%. Among them, while 324
were from Samrong mill, the control mill, 331 were from Nongkae mill, the
experimental mill. The response rate for the control mill and the experimental mill
was 83.08% (N=390) and 91.94% (N=360), respectively.
Of the 324 respondents from the control mill, 157 were female
(48.46%) and 167 were male (51.54%). While the respondent rate of the females was
92.90% (N=169), the respondent rate of the males was 75.57% (N=221). Ninety-
three respondents (28.70%), accounting for 86.92% of the population (N=107),
reported their ages as 21-30 years and 88 respondents (27.16%), accounting for
74.58% of the population (N=118), reported their ages at the 31-40 years. The
majority of respondents (35.19%) reported completion of primary school, and 28.40%
reported completion of secondary school. While the respondents that completed
primary school accounted for 71.70% of the population (N=159), the respondents that
completed secondary school accounted for 91.09% of the population (N=101).
Finally, 33.33% of the respondents, accounting for 93.10% of the population (N=116)
had worked for the mill less than 1 year and 21.30% of them, accounting for 88.46%
of the population (N=78) had worked for the mill for 1-5 years.
Of the 331 respondents from the experimental mill, 156 were female
(47.13%) and 175 were male (52.87%). While the respondent rate of the females was
89.14% (N=175), the respondent rate of the males was 94.59% (N=185). One
hundred forty-six respondents (44.11%), accounting for 97.99% of the population
(N=149), reported their ages at the 21-30 years and 126 respondents (38.07%),
accounting for 97.67% of the population (N=129), reported their ages to be in the 31-
40 year category. The majority of the respondents (35.05%) reported completion of
secondary school, and 19.64% reported completion of high school and having
received a high vocational certificate. While the respondents that completed
secondary school accounted for 95.87% of the population (N=121), the respondents
that completed high school and a high vocational certificate accounted for 90.28% of
the population (N=72) and 95.59% of the population (N=68), respectively. Finally,
38.37% of the respondents, accounting for 87.59% of the population (N=145) had
101
worked for the mill less than 1 year and 35.05% of them, accounting for 96.67% of
the population (N=120) had worked for the mill from 1 to 5 years.
3.6.4.2 After Adopting the Guideline
A total of 657 questionnaires were responded to. However, 7 of them
were responded to by participants from the experimental mill who had never
participated in any activities of the ODI. Therefore, the researcher decided to use
only 650 responded questionnaires with an anticipated response rate of 84.97%
(N=765). Among them, while 325 were from the Samrong mill, the control mill, 325
were from the Nongkae mill, the experimental mill. The response rate for the control
mill and the experimental mill was 78.88% (N=412) and 92.07% (N=353),
respectively.
Of the 325 respondents from the control mill, 157 were female
(48.31%) and 168 were male (51.69%). While the respondent rate of the females was
91.81% (N=171), the respondent rate of the males was 69.71% (N=241). One
hundred and nine respondents (33.54%), accounting for 96.46% of the population
(N=113), reported their ages at 21-30 years and 96 respondents (29.54%), accounting
for 77.42% of the population (N=124), reported their ages to be 31-40 years. The
majority of the respondents (35.08%) reported completion of primary school, and
29.23% reported completion of secondary school. While the respondents that
completed primary school accounted for 75.50% of the population (N=151), the
respondents that completed secondary school accounted for 78.51% of the population
(N=121). Finally, 24.31% of the respondents, accounting for 63.20% of the
population (N=125) had worked for the mill from 1 to 5 years and 22.77% of them,
accounting for 100.00% of the population (N=74), had worked for the mill less than 1
year.
Of the 325 respondents from the experimental mill, 155 were female
(47.69%) and 170 were male (52.31%). While the respondent rate of the females was
94.51% (N=164), the respondent rate of the males was 89.95% (N=189). One
hundred and thirty-nine of the respondents (42.77%), accounting for 96.53% of the
population (N=144), reported their ages at 21-30 years and 119 respondents (36.62%),
accounting for 95.20% of the population (N=125), reported their ages be in the 31-40
year category. The majority of the respondents (34.46%) reported completion of
102
secondary school, and 20.31% reported completion of a high vocational certificate.
While the respondents that completed a secondary school accounted for 94.92% of the
population (N=118), the respondents that completed a high vocational certificate
accounted for 92.96% of the population (N=71). Finally, 39.38% of the respondents,
accounting for 94.81% of the population (N=135) had worked for the mill for 1 to 5
years and 33.23% of them, accounting for 93.10% of the population (N=116), had
worked for the mill less than 1 year.
3.6.5 Reliability Analysis
The Cronbach’s alpha values, representing internal consistency, were used
again. A number greater than 0.75 was considered acceptable (Crano and Brewer,
1986: 44). This instrument’s reliability was carried out based on all of the survey
respondents. The Cronbach’s alpha values of the three scales used in this study
varied from 0.884 to 0.933 which could be considered acceptable. The Cronbach’s
alpha values of those three scales are illustrated in Table 3.9.
Table 3.9 Cronbach’s Alpha Values of the Scales in the Full-Scale Study
(N=1,305)
Name of Scale Numbers of
Items
Cronbach’s
Alpha
Quality of Work Life (QWL) 29 .933
Employee Engagement (EE) 13 .884
The Philosophy of Sufficiency Economy (PSE) 10 .893
3.6.6 Data Analysis
Table 3.10 illustrates the selected statistical tests that were employed in this
study.
103
Table 3.10 The Selected Statistical Tests for the Study
Hypothesis Unit of
Analysis
Nature
of
Testing
IV DV Distribution
of Scores n Statistical Test
P 3.1: After the experimental mill adopted the
Guideline, the employees’ Quality of
Work Life is better.
Individual Group
Comparison
QWLN
Before
QWLN
After Normal 656
Independent
Samples
T-Test
P 3.2: After the experimental mill adopted the
Guideline, employees are more engaged. Individual Group
Comparison
EEN
Before
EEN
After Normal 656
Independent
Samples
T-Test
P 3.3: After the experimental mill adopted the
Guideline, the Overall Equipment
Effectiveness is higher.
Work
unit
Group
Comparison
OEEN
Before
OEEN
After Na. 11
Non-parametric
Tests, related
samples
P 3.4: After the experimental mill adopted the
Guideline, the Employees’ Efficiency is
higher.
Work
Unit
Group
Comparison
E_EfN
Before
E_EfN
After Na. 11
Non-parametric
Tests, related
samples
104
Table 3.10 (Continued)
Hypothesis Unit of
Analysis
Nature
of
Testing
IV DV Distribution
of Scores n Statistical Test
P 3.5: After the experimental mill adopted the
Guideline, the Electricity Usage Efficiency
is higher.
Work
Unit
Group
Comparison
El_EfN
Before
El_EfN
After Na. 11
Non-parametric
Tests, related
samples
P 3.6: At the control mill, there has not been
any significant difference after adopting
the Guideline on Quality of Work Life
(QWL).
Individual Group
Comparison
QWLS
Before
QWLS
After Normal 649
Independent
Samples
T-Test
P 3.7: At the control mill, there has not been
any significant difference after adopting
the Guideline on Employee Engagement
(EE).
Individual Group
Comparison
EES
Before
EES
After Normal 649
Independent
Samples
T-Test
105
Table 3.10 (Continued)
Hypothesis Unit of
Analysis
Nature
of
Testing
IV DV Distribution
of Scores n Statistical Test
P 3.8: At the control mill, there has not been
any significant difference after adopting
the Guideline on Overall Equipment
Effectiveness.
Work
Unit
Group
Comparison
OEES
Before
OEES
After Na. 8
Non-parametric
Tests, related
samples
P 3.9: At the control mill, there has not been
any significant difference after adopting
the Guideline on Employees’ Efficiency.
Work
Unit
Group
Comparison
E_EfS
Before
E_EfS
After Na. 8
Non-parametric
Tests, related
samples
P 3.10: At the control mill, there has not been
any significant difference after adopting
the Guideline on Electricity Usage
Efficiency.
Work
Unit
Group
Comparison
El_EfS
Before
El_EfS
After Na. 8
Non-parametric
Tests, related
samples
106
Table 3.10 (Continued)
Hypothesis Unit of
Analysis
Nature
of
Testing
IV DV Distribution
of Scores n Statistical Test
P 4.1: There is a significant relationship
between the employees’ perspective on
the Philosophy of Sufficiency Economy
and Quality of Work Life.
Individual
Related
variables
PSE QWL Normal 1,305 Bivariate
Correlations
P 4.2: There is a significant relationship
between the employees’ perspective on
the Philosophy of Sufficiency Economy
and Employee Engagement.
Individual
Related
variables
PSE EE Normal 1,305 Bivariate
Correlations
P 4.3: There is a significant relationship
between the employees’ perspective on
Quality of Work Life and Employee
Engagement.
Individual
Related
variables
QWL EE Normal 1,305 Bivariate
Correlations
107
3.6.7 Threats to Validity
Creswell (2009: 162-165) mentioned that there were several threats to validity
that would raise questions about the experimental study’s ability to conclude that the
intervention affected an outcome and not from other factors. Usually, there are two
types of threats to validity: internal threats and external threats. However, as this
study was a case study, external threats of validity were accepted. Table 3.11
illustrates the types of internal threats to validity and the researcher’s responses.
Table 3.11 The Types of Internal Threats to Validity and the Researcher’s Responses
Type of Threat to
Validity Description of Threat
Actions that the Researcher
has taken
History Because time passes
during an experiment, an
unexpected event might
influence the outcome
beyond the intervention.
As both the experimental mill
and control mill were tissue
mills and under the same
management team, they
experienced the same external
events during the study.
Mortality Participants might drop out
during an experiment.
The sample was large enough to
account for dropouts.
Compensatory
rivalry
Participants in the control
organization might feel
that they were being
devalued.
The management had announced
a clear policy on adopting the
Guideline. The adoption in the
control organization would be in
2013.
Testing Participants might become
familiar with the measure.
Because the time interval
between measurements was
eight months, most people could
forget what their pervious
answers were.
Source: Creswell, 2009: 163-165.
108
3.7 Quality of the Action Research
Levin (2003, quoted in Coghlan and Brannick, 2010: 145) indicated that there
were four criteria for evaluating the quality of an action research project. Among
them are participation, real-life problems, joint meaning construction, and workable
outcomes. Participation refers to how well the action research reflects cooperation
between the researcher and the members of the system. Real-life problems are
defined as whether the research is guided by a concern for real-life practical outcomes
and it includes reflection as part of the process. While joint meaning construction
asks whether the process of interpreting events, articulating meaning, and generating
understanding is a collaborative process between the researcher and the members of
the system, workable solutions refer to whether the action research result in
significant work and sustainable outcomes. All of these points were carefully
considered in all of the processes of this study.
3.8 Chapter Summary
This chapter provides an overview of the research method used in this study.
The study focused on studying the processes and impacts of adopting the Guideline as
an organization development intervention in the focal organization from the
pragmatist perspective by employing the action research approach and using the
nested mixed methods. While studying the processes and experiences of adopting the
Guideline employed the qualitative method, studying of the impacts from the
intervention adopted the quantitative method with a pretest-posttest control group
quasi-experimental design. The information on the experimental mill and control mill
and the details of the research design and reasons for the design were presented. The
data collection instrument and procedures, data analysis, and validity and
trustworthiness of both the quantitative and qualitative method were discussed.
Finally, the criteria for evaluating the quality of an action research were illustrated.
In the next two chapters, the findings from the study to answer the research
questions are presented.
109
CHAPTER 4
THE PROCESS OF ADOPTING THE GUIDELINE AS AN
ORGANIZATION DEVELOPMENT INTERVENTION AND THE
FINDINGS FOR RESEARCH QUESTION #1
This chapter describes the story of the process of adopting the Guideline for
Applying the Philosophy of Sufficiency Economy in a Manufacturing Organization
(Guideline) as an Organization Development Intervention (ODI) at the experimental
mill to answer the research question #1, which is “What are the processes or actions in
adopting the Guideline?”
The story chronicles the time, place, people, and events. As the researcher,
my responsibility was to provide enough details of a particular phenomenon to allow
readers to experience the process of adopting the Guideline by telling the story as
objectively and holistically as possible, including sharing related conversations,
feedback, and the feelings of the participants for later analysis (Argyris and Schon,
1996: 34-37). However, as Coghlan and Brannick (2010: 147-148) supported that a
presentation should also reflect the author’s own process of learning, they, then,
recommend putting the researcher’s reflections in a reflective pause in a box near the
story. By doing this way, the author would be able to separate the story from the
sense making in order to avoid bias while still making it easier for a reader to refer to
what was referred to. Those reflections will be discussed later in the last chapter.
4.1 The Action Cycles
In this research, as already shown in figure 3.2, the action cycles were
naturally bounded into three action cycles over a nine-month period during April –
December, 2012: the 1st Cycle: receiving training and consulting about the Guideline,
110
the 2nd
Cycle: implementing the training program at Muab-Aung Agri-Nature’s
Training Center, and the 3rd
Cycle: monitoring changes and implementing additional
activities at the factory. The goal of this planned change was to successfully adopt the
Guideline and to gain favorable benefits from this adoption.
The First Cycle
Receiving Training
and Consulting
about the Guideline
The Second Cycle
Implementing the
Training Program
at Muab-Aung Training Center
The Third Cycle
Monitoring Changes
and Implementing
Additional Activities at the factory
Current State
Successfully Adopted
the Guideline
Planning
ActionFact-finding
Planning
ActionFact-finding
Planning
ActionFact-finding
Figure 3.2 The Action Research Cycles
4.2 The 1st Cycle: Receiving Training and Consulting on the Guideline
4.2.1 The First Coaching Visit: Introducing the Guideline
The first visit of consultants from MASCI on April 18, 2012 was a clear
beginning. This visit was the first of five coaching visits subsequently held over the
next four months. I and my colleagues, including all directors, managers, and senior
supervisors that were working at the Nongkae Mill participated. The agenda of this
one whole-day coaching visit was distributed during the previous week. The
objectives of this first coaching visit covered introducing the PSE, the principles of
His Majesty the King on development works, and the Guideline.
The coaching, held in a factory meeting room, was opened with a self-
introduction of each participant. Consequently, two consultants started their work by
introducing and discussing the background, scope, and objectives of the project, the
details implementing the process with an overview of each coaching visit, each
other’s roles and responsibilities, resources required to meet the objectives, and lastly
111
how to write the final report. After the participants were satisfied with the above
discussion, the consultants began to lecture about the PSE, the principles of His
Majesty the King on development works, and the Guideline point by point. Because
there had been confusion about how to adopt the PSE in the manufacturing
organization, practices from other companies and consultants’ personal experiences
were given as examples to help clarify those questions and issues. However, some
confusion was still apparent. For example, one participant had asked the following:
“Do we need to have an area for planting a vegetable in the factory to present
that we have adopted the PSE?”
“การประยกตใชปรชญาเศรษฐกจพอเพยงในโรงงาน หมายความวาพวกเราตองมแปลงปลกผกกนในโรงงาน ใชหรอเปลา?”
(Anonymous A, 2012)
The answer was widely discussed but it could not reach a conclusion.
At the end of the day, the next coaching visit was set on May 2, 2012 and
homework was assigned. Within two weeks before the next coaching visit, the
company had to 1) officially set up a steering committee to promote the
implementation of the Guideline, 2) distribute and ask employees at Nongkae Mill to
answer the HAPPINOMETER questionnaire (In fact, the consultants had just required
the participants of this meeting to respond to the questionnaire. However, the
participants agreed to distribute the questionnaire to a greater number of employees in
order to obtain a more authentic picture. This HAPPINOMETER questionnaire
would be re-launched at the end of the project.), 3) finish writing the first chapter,
which included general information about the organization, of the final report. In
addition, for the next visit, the consultants requested the related participants 1) to
The researcher’s reflection: There were a limited number of samples of adopting
the PSE in the business organization. In addition, the consultants’ understanding
and experiences about the PSE were also limited because this Guideline was newly
developed. Therefore, more samples were needed.
112
prepare documents about the organization’s vision, mission, policies, culture, or any
documents related to the way in which the organization did things and 2) to review
the organization’s previous activities that were related to the PSE and to consider how
they corresponded to the Guideline. At that point, no obstacle was found or noted in
the consultants’ report.
Following the first coaching visit, a steering committee was set up. It
consisted of the operation director as the chairperson of the committee, other
directors, managers, and the senior supervisors that were working at the Nongkae mill
as members. In total, there were twenty-nine persons on the committee. The senior
supervisor who had main responsibility over the Human Resource Development
section was assigned to be the committee’s secretary and main coordinator. I was
appointed to be a consultant. The committee assigned the secretary to prepare the
first and second chapter of the final report according to the consultants’ request. Part
of the final report is attached in Appendix G.
Later, two hundred and twenty-three copies of the HAPPINOMETER
questionnaire were distributed among three hundred and sixty employees by the staff
members in the human resource development section. The sample size accounted for
61.94% of the population (N = 360). All of the participants were separated into a
group of ten to twenty persons and provided the instructions for answering the
questionnaire on their shop floor. The staff would wait for the respondents to answer
the questionnaire before collecting it back.
4.2.2 The Second Coaching Visit: Exploring the Organization’s Status
The main objectives for the second coaching visit which held on May 2, 2012
were set: 1) to review both the internal and external factors that had affected or would
affect the organization, 2) to review and reconsider the organization’s vision, mission,
and policies to make them correspond with the PSE, and 3) to review the previous
organization’s activities relating to the PSE in order to construct the direction for
continuous promotion of the PSE in the organization in the future.
All steering committee members and I participated in this second meeting.
The day began with the consultants asking to check the assignment which was
assigned during the first visit. All of our homework was done on time. All responded
113
HAPPINOMETER questionnaires were submitted and Chapter 1 and 2, which
contained general information about the organization and the setting up of the steering
committee, of the final report were presented to the consultants. Before beginning to
work on the main objectives for this second meeting, the consultants introduced the
criteria to select an organization’s good practice to share with the public at the end of
the project to the steering committee. Because the objective of this Guideline was not
for certification, MASCI had created the criteria to select an organization’s good
practice to share with the public as a motivation tool to motivate the organization to
follow the program. Consequently, the consultants conducted a workshop on the
following: 1) re-analyzing the organization’s external environment and internal
analysis and making sure that all of the factors, leading to corporate sustainability and
mentioned in the Guideline had been considered, 2) reviewing current organization
strategic management, including reconsidering the company’s vision, mission, and
policies in order to make them corresponded with the PSE, 3) reviewing the current
corresponding status of the organization with the Guideline’s criteria point by point,
and finally (4) listing and reviewing the previous organization’s activities related to
the PSE. While re-analyzing the organization’s external environment and internal
analysis and reconsidering the company’s vision, mission, and policies was done on a
free-hand basis, reviewing the current corresponding status of the organization with
the Guideline’s criteria and reviewing the previous organization’s activities that were
related to the PSE were done by filling out the provided form of the final report.
To fill in the form, we had to start by considering corresponding of the current
organization’s activities and the Guideline’s criteria point by point in the first page of
the form. More than one activity could put into each criterion. For example,
considering criteria 3.2.1--the organization should define the organization’s
policy(ies), strategy(ies),and program(s) according to the PSE, the related
organization’s activity to this criteria was a setting of the organization’s vision,
mission, and policies. Considering criteria 3.3.1.2--being aware of austerity by
properly managing revenue and expenses, the organization had promoted the personal
revenues/expenses book recording program [โครงการสงเสรมใหพนกงานจดท าบญช
ครวเรอนของตนเอง] and the eat it all program [โครงการสงเสรมใหพนกงานกนขาวใหหมด
114
จาน]. After all of the criteria were considered, all of the activities from the first page
were listed on the second page. Consequently, each activity was categorized into the
concept of three interlocking core elements with two conditions [3 หวง 2 เงอนไข].
Each activity could belong to more than one category. For example, the personal
revenues/expenses book recording program [โครงการสงเสรมใหพนกงานจดท าบญช
ครวเรอนของตนเอง] could be considered in the elements of moderation, reasonableness,
and self-immunity. Lastly, the activities in each element/condition were listed. Each
activity was considered as to whether or not it corresponded with the organization’s
vision, mission, policies, etc by scoring. While 1 meant correspondence, 0 meant
inconsistence. The total score was summed up. The consultants recommended us to
focus on the element or condition that had received the lowest score and create an
additional activity to promote on that part.
However, the purpose of this workshop was just to provide explanations and
some examples for the steering committee in order to be able to fully review the
current organization’s strategic management and to be able to finish writing chapter 3
and 4 of the final report before the next coaching visit by us as an assignment of this
visit. At the end of the day, the third coaching visit was set on May 16, 2012. So far,
there was not any noted obstacle.
After the consultants left the factory, the steering committee’s members
decided to continue the discussion in order to finish the assignment. The
organization’s external environment and internal analysis were discussed and the
company’s vision, mission, and policies were modified. In addition, while listing the
previous activities, the members discussed the benefits and obstacles of each of the
previous activities. The persons responsible for the previous activities had a chance to
clarify the activities’ goals, objectives, and limitations.
115
During the discussion, the steering committee agreed to phone Wiwat
Salyakamthorn, who is usually called Ajarn Yak for his advice. After telling him
about the consultants’ assignment, Ajarn Yak proposed a training program to educate
all of the employees in the factory about the PSE as a main activity. Discussion of the
previous training at Muab-Aung Agri-Nature’s Training Center program [ศนยกสกรรม
ธรรมชาตมาบเออง] was begun. Many of the persons that had joined the training before,
felt that there were limited benefits to their work at the factory after joining the
Development of Natural Agriculture according the Philosophy of Sufficiency
Economy Course [หลกสตร การพฒนากสกรรมธรรมชาต ตามแนวทางปรชญาเศรษฐกจ
พอเพยง]. They had a view point that this course was more related to agriculturist than
employees that were working in the manufacturing sector. Ajarn Yak partly agreed
with the comments and offered to modify the training course according to the
requirements of the Guideline. After wide discussion, the steering committee agreed
to propose a training program to train all of the employees in the factory as the main
activity. Consequently, an appointment between the senior supervisor of human
resource development section, the operations director, and I with Ajarn Yak to discuss
the details of the training program was set. However, because of time limitations, we
could not meet Ajarn Yak before the next coaching visit. Therefore, the assignment
to finish chapter 3 and 4 could not be done. Nevertheless, some parts of the
assignment were finished at the next steering committee meeting five days later and
the secretary of the steering committee was assigned to do a final review before
submitting it to the consultant.
The researcher’s reflection: The company had already created a lot of activities
related to the PSE. Many of them were created by me as the managing director.
Some of them were not implemented continuously because of lack of motivation,
understanding, and support from the implementers, supervisors and participants.
The question of how to sustain the activities arose.
116
4.2.3 The Third Coaching Visit: Planning the Intervention
The third coaching visit took place on May 16, 2012. The purpose of this
coaching had been set 1) to identify the process model and action plan for adopting
the PSE in the organization and 2) to survey area that would be used to conduct
activities relating to the PSE.
All of the steering committee members and I again participated in this third
meeting. We started the day by telling the consultants the reason why we were not
able to finish the report. The consultants accepted the reason and began providing
feedback regarding submitted Chapter 1-4 of the final report. The steering committee
was asked questions to clarify the remaining ambiguous points. Consequently, the
consultants gave a lecture about identifying the process model and action plan for
implementing the main activity that was chosen from the assignment from the last
visit. Then, the steering committee took the consultants to visit area in the factory
that was running the activities related to the PSE.
Figure 4.1 Pictures, Taken During the Consultants Visit the Areas, Running
Activities about the PSE
Figure 4.1 shows some of the areas that the consultants visited during the day.
While on the left is a picture taken at the area of the forest planting [พนทปลกปา 3 อยาง
เพอประโยชน 4 อยาง] behind the factory building, the right hand side of the picture is
of the factory’s co-operatives store [รานสหกรณ].
117
During the afternoon session, the consultants ran a brainstorming workshop
with the steering committee to formulate a process model for implementing the
training program to educate all employees in the factory about the PSE, which was
Chapter 5 of the final report. Consequently, the goals, objectives, expected impacts
and outcomes, budget, detailed tasks, timeframe, and responsible persons of the
activity were set up. The objective of the training program was to educate employees
to understand the PSE and to be able to adapt the PSE to their life. Four goals were
set: 1) four trainings would have to be set up and have at least two hundred and forty
participants; 2) after each training, at least three group activities would be created and
at the end of the year, each activity would have to achieve at least 60% of its target; 3)
after training, each participant would have to have his or her own personal action plan
to adapt the PSE to his or her life; and 4) at the end of the year, 60% of participant
would have to be successful in implementing their own personal action plan.
However, the details of the training program had not been set up yet; we were waiting
to meet with Ajarn Yak to make a conclusion.
At the end of the day, the next coaching visit was set for June 28, 2012. The
consultants’ assignments during this six weeks period were: 1) to finish writing of
Chapter 4 and 5 of the final report and to e-mail to the consultants within May 31,
2012, 2) to implement the activities according to the plan in Chapter 5, and 3) to
prepare for reporting on the progress of the activities according to the plan in Chapter
5 during the next coaching visit. There was not any obstacle noted.
In this 1st cycle, a consultant was the key man. An ability to elaborately
explain the concept of the PSE and the requirements of the Guideline, including
sharing practices from other organizations, would lead to a better understanding of the
participants and being able to initiate a suitable intervention for the organization.
118
4.3 The 2nd
Cycle: Implementing the Training Program at Muab-Aung
Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง]
4.3.1 Designing the Lesson
Ultimately, the appointment between the senior supervisor of the human
resource development section, the director of operations, and I with Ajarn Yak to
discuss the details of the training program had arrived. We met Ajarn Yak and his
assistance at his office in Bangkok. In order to fulfill the established objectives and
goals, the content of the training program was discussed in detail. Correspondence
between the training content and the Guideline, especially regarding criteria 3.3.1-
Organization should establish, put into practice, maintain, and continuously improve
action(s), process(es), and working environment to support and individual’s behaviors
and actions, was considered as shown in Table 4.1.
After we all understood and agreed on the details of the program, the lesson
plan, as shown in Table 4.2, and date for conducting the training, were set. The
program would take three whole days and two nights and was to be held at Muab-
Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง]. While Ajarn
Yak’s assistance would confirm the availability and readiness of the lecturers and the
training center, the senior supervisor of Human Resource Development would
communicate and prepare the employees for the program.
The researcher’s reflection: During the discussion about the program, trainability
and the transfer of learning was considered. Schein’s three stages of the change
process (Unfreezing, Changing, and Refreezing) were considered as the back bone
of the lesson plan. Creating motivation and readiness to change would be on the
first day. Providing a new way of living according to the PSE would be on the
second day. Finally, helping an individual to integrate the new point of view into
his or her life would be on the last day. Multiple training methods and techniques
would be used.
119
Table 4.1 Details of Each Content Topic of the Training Program and its Correspondence with the Guideline
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Our World’s Current Crisis and
the Warning from the King
[วกฤตโลกวนน และค าเตอนจากพระเจาอยหว]
To indicate our current world
crisis situation and the warning
from the King in order to draw
attention
Four bombs which represent
the four crises from the King’s
2004 new year card, including
environmental crisis, epidemic
disease, social and political
crises, and economic crisis.
Lecture 3.3.1.7
Thailand's Current Crisis
[วกฤตประเทศไทย]
To disclose Thailand’s current
crisis in order to emphasize the
need for change
1. Effects of the AEC on Thais
2. The problem of child
prostitution in Thailand
3. The problem of owning a
piece of land by foreigners
Lecture 3.3.1.5 and 3.3.1.7
Ice Breaking
[กระบวนการละลายพฤตกรรม]
To break the ice of the
participants and to prepare
them for further workshops
and activities
1. Ice breaking activity
2. Grouping of participants for
further activities
Activity
120
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Respect for the National
Anthem and Flag
[การเคารพธงชาต และเพลงชาต]
To indicate sacrifice of Thais’
ancestors and to be proud of
being Thai
1. Vowing in front of the
national flag
Activity 3.3.1.6
Lesson on the Dining Table
[บทเรยนบนโตะอาหาร]
To create concern about the
value of food and resources
1. Vowing before dining Activity 3.3.1.2 and 3.3.1.8
The Philosophy of Sufficiency
Economy
[ปรชญาเศรษฐกจพอเพยง]
To educate the participants
about the PSE and ways to put
it into practice
1. Background of the PSE
2. The difference between the
capitalism, socialism, and
the PSE
3. Various definitions of the
PSE
4. Ways to put the PSE into
practice and examples of
success
Lecture 3.3.1
121
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Planting 3 Types of Trees for 4
Benefits
[ปลกปา 3 อยาง เพอประโยชน 4
อยาง]
To illustrate the benefits of the
forest and methods of planting
1. 3 types of trees, including
food, utensils, and housing
2. 5 levels of trees, including
high [ไมสง], medium [ไม
กลาง], low [ไมเตย], just
above [ไมเลยดน], and under
[ไมใตดน].
3. 4 benefits of the forest,
including food, utensils,
housing, and the
environment
4. The concept of “Feed the
soil and let the soil feed a
plant”
Workshop 3.3.1.3
122
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Discipline, the foundation for
success
[วนย พนฐานความส าเรจของชวต]
To indicate discipline as the
foundation for success
1. Self-discipline is the
foundation for personal
success
2. Discipline is necessary for
effective group working
Activity 3.3.1.1
Personal revenue/expense book
recording for Changing of Life
[บญชครวเรอนเปลยนชวต]
To share the example of a
person that has changed his/her
life because of personal
revenues/expense book
recording in order to inspire
the participants to begin
recording their personal
revenues and expenses
1. Lecturer’s life before
recording revenues and
expenses
2. Changes that have
happened to the lecturer’s
life after beginning to
record revenues and
expenses
3. Tips for recording revenues
and expenses
Lecture and
Workshop
3.3.1.2
123
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Workshop on Producing Daily
Personal-Use Cleaning
Products
[ฐานเรยนร – ฅนมน ายา]
To educate the participants to
be able to reduce their daily
expenses by producing daily
personal-use cleaning products
by themselves
How to make
1. Multipurpose cleaning
liquid
2. Soap
3. Fabric softener
Workshop 3.3.1.2, 3.3.1.3, and
3.3.1.4
Workshop on Managing
Household Disposal
[ฐานเรยนร – ขยะทองค า]
To educate the participants to
be able to increase revenues by
managing household disposal
1. Recognizing saleable
disposal; cans, plastic
bottle, etc
2. Making garden fertilizer for
fresh household disposal
Workshop 3.3.1.2, 3.3.1.3, and
3.3.1.4
Workshop on Taking Care of
Personal Health
[ฐานเรยนร – ฅนรกษสขภาพ]
To educate the participants to
be able to take care for their
personal health by using foods
and herbs around their house
1. Teaching basic Thai
massage
2. Using herbs around the
house
Workshop 3.3.1.2, 3.3.1.3, and
3.3.1.4
124
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Survival Activity
[กจกรรมปลอยเกาะ หาอย หากน]
To demonstrate the benefits of
the forest and ways of
surveying without money in a
crisis situation
1. Let participants seek raw
material to cook for dinner
2. Working as a team to
survive in a crisis situation
3. Working with fun
4. Sharing and sacrificing
Activity 3.3.1.3, 3.3.1.4,
3.3.1.5, 3.3.1.6, and
3.3.1.7
Recognizing Yourself and the
Organization
[รจกตน รจกองคกร]
To let the participants consider
their strengths, weaknesses,
opportunities, and threats in
relation to themselves and the
organization
1. SWOT analysis of yourself
2. SWOT analysis of the
organization
Workshop 3.3.1.5
125
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Time for Talking
[เวลาคยกน]
To let the participants share
their good experiences during
their work in the organization
After sharing the good
moments during work with the
company, the members of the
group would be asked to
commit to doing one thing to
further create a good work
experience with the company.
Activity 3.3.2.10
Ethics
[ฅนมศล ฅนมธรรม ฅนเจรญ]
To indicate the principle ethics
for being a good person
1. The 5 precepts [ศล 5]
2. Hiri Ottappa [หร โอตปปะ]
3. Gratitude [ความกตญญ
กตเวท]
Lecture 3.3.1.6
126
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
Gratitude, the Sign of a Good
Person
[ความกตญญ กตเวท เปน
เครองหมายของฅนด]
To emphasize the gratitude as
the sign of good person
1. Write a letter to whom each
participant would like to
say thank you
2. Giving food to monks and
sharing a merit [ตกบาตร
อทศสวนกศล]
3. Cleaning and improving the
training center
Workshop 3.3.1.6
Our Loss is Our Gain.
[ยงใหไป ยงไดมา]
To provide examples of how
other companies have adopted
the PSE in their operation
1. Chumporn Cabana
2. King Fisher Holding
Lecture and
Workshop
3.3.1.6 and 3.3.2.5
127
Table 4.1 (Continued)
Topic Objective Summary of the Content Type of
Activity
Correspondence
with the Guideline
River Group and the PSE
[ฅนรเวอรกรป ฅนพอเพยง]
To let the participants identify
what they would do after the
training
1. River Group’s competency
2. Commitment to one
personal action
3. Planning for one group
action
Workshop
Conclusion
[ของฝากจากอาจารยยกษ]
To wrap up the learning Lecture
128
Table 4.2 The Lesson Plan
Lecturer/Facilitator
Day 1
0830 – 0900 Opening Ceremony River Group’s Management
0900 – 1200 Our World’s Current Crisis and the Warning from the King [วกฤตโลกวนน และค าเตอนจากพระเจาอยหว] Mr. Wiwat S.
1200 – 1300 Lesson on the Dining Table [บทเรยนบนโตะอาหาร] and Lunch Muab-Aung’s Volunteer
1300 – 1600 Thailand's Current Crisis [วกฤตประเทศไทย] Col. Sumon N., MD.
1600 – 1800 Ice Breaking [กระบวนการละลายพฤตกรรม] Muab-Aung’s Volunteer
1800 – 1815 Respect for the National Anthem and Flag [การเคารพธงชาต และเพลงชาต] Muab-Aung’s Volunteer
Lesson on the Dining Table [บทเรยนบนโตะอาหาร]
1815 – 1915 Dinner
1915 – 1945 Workshop on Planting Bean Sprouts [ปฏบตการ: ปลกถวงอก] Muab-Aung’s Volunteer
1945 – 2200 The Philosophy of Sufficiency Economy [ปรชญาเศรษฐกจพอเพยง] Mr. Wiwat S.
2200 – 2215 Praying Muab-Aung’s Volunteer
129
Table 4.2 (Continued)
Lecturer/Facilitator
Day 2
0500 – 0530 Praying Muab-Aung’s Volunteer
0530 – 0745 Planting 3 Types of Woods for 4 Benefits [ปลกปา 3 อยาง เพอประโยชน 4 อยาง] Muab-Aung’s Volunteer
0800 – 0815 Respect for the National Anthem and Flag [การเคารพธงชาต และเพลงชาต] RTA Cavalry Center
Lesson on the Dining Table [บทเรยนบนโตะอาหาร] [ศนยการทหารมา คายอดศร]
0815 – 0900 Breakfast
0900 – 1000 Discipline, the foundation for success [วนย พนฐานความส าเรจของชวต] RTA Cavalry Center
[ศนยการทหารมา คายอดศร]
1000 – 1200 Personal revenues/expenses book recording for Changing of Life [บญชครวเรอนเปลยนชวต] Mr. Lerm B.
1200 – 1300 Lesson on the Dining Table [บทเรยนบนโตะอาหาร] and Lunch RTA Cavalry Center
[ศนยการทหารมา คายอดศร]
130
Table 4.2 (Continued)
Lecturer/Facilitator
Day 2 (Continued)
1300 – 1600 Workshop on Producing Daily Personal-Use Cleaning Products [ฐานเรยนร – ฅนมน ายา] Muab-Aung’s Volunteer
Workshop on Managing Household Disposal [ฐานเรยนร – ขยะทองค า] Muab-Aung’s Volunteer
Workshop on Taking Care of Personal Health [ฐานเรยนร – ฅนรกษสขภาพ] Muab-Aung’s Volunteer
1600 – 1930 Survival Activity [กจกรรมปลอยเกาะ หาอย หากน] Muab-Aung’s Volunteer
1800 – 1815 Respect for the National Anthem and Flag [การเคารพธงชาต และเพลงชาต] Muab-Aung’s Volunteer
Lesson on the Dining Table [บทเรยนบนโตะอาหาร]
1930 – 2030 Recognizing Yourself and the Organization [รจกตน รจกองคกร] ISE’s Volunteer
2030 – 2230 Time for Talking [เวลาคยกน] River Group’s Supervisors
2230 – 2245 Praying Muab-Aung’s Volunteer
131
Table 4.2 (Continued)
Lecturer/Facilitator
Day 3
0500 – 0530 Praying Muab-Aung’s Volunteer
0530 – 0630 Ethics [ฅนมศล ฅนมธรรม ฅนเจรญ] Pra Maha Korndhuch
0630 – 0800 Gratitude, the Sign of a Good Person [ความกตญญ กตเวท เปนเครองหมายของฅนด] Ms. Salisa S.
0800 – 0815 Respect for the National Anthem and Flag [การเคารพธงชาต และเพลงชาต] Muab-Aung’s Volunteer
Lesson on the Dining Table [บทเรยนบนโตะอาหาร]
0815 – 0900 Breakfast
0900 – 1200 Our Loss is Our Gain [ยงใหไป ยงไดมา] Ms. Vipa
1200 – 1300 Lesson on the Dining Table [บทเรยนบนโตะอาหาร] and Lunch Muab-Aung’s Volunteer
1300 – 1600 River Group and the PSE [ฅนรเวอรกรป ฅนพอเพยง] River Group’s Operations Director
1600 – 1700 Conclusion [ของฝากจากอาจารยยกษ] Mr. Wiwat S.
1700 – 1800 Closing Ceremony River Group’s Management
132
4.3.2 Preparing Participants
After the steering committee had decided to conduct the 3-days and 2-nights
training program at Muab-Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาต
มาบเออง], the employees began to widely discuss. While some were excited, many
were depressed. They were afraid to leave their house, kids, parents, and etc. for three
days. They had heard that training and staying overnight at Muab-Aung Agri-
Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง] was very tough. They had
understood that the training would be more about agriculture. In addition, they had
heard that the company would order everyone to join this training and anyone that
refused to join the program would receive a penalty. Some were considering
accepting the penalty instead of joining. Therefore, in order to stop the rumors and
prepare the employees for the training, the steering committee agreed to conduct a
pre-training program in order to communicate and motivate the employees to join the
training as an opportunity to learn a new way of living and answer the employees’
questions. The trainings were separated into six sessions because of the different
work shifts. Each had about fifty participants and each took about 1.5 hours. The
director of operations as the chairperson of the steering committee was assigned to
conduct the session. A volunteer from ISE was invited to help with the sharing.
During this pre-training program, the reasons why the company would like to ask
employees to join the training at Muab-Aung Agri-Nature’s Training Center [ศนยกส
กรรมธรรมชาตมาบเออง] were mainly shared and the benefits to the participants were
focally discussed. Personal preparation issues were exchanged. The participants
were told that the company would like everyone to join the training and that the days
during which they joined the program would be considered as work days. In addition,
the company agreed to pay extra three days’ wages to the participants. However, if
anyone really was not able to join, he or she should come to talk with the steering
committee personally. The reason not to join would be considered case by case. At
the end of the pre training session, the participants were asked to write down their
expectations or concern about join the training at Muab-Aung Agri-Nature’s Training
133
Center [ศนยกสกรรมธรรมชาตมาบเออง]. Even though this pre-training was not able to
eliminate some of the employees’ depression, more and more employees agreed to
join the program.
In addition, in order to relieve the employee’s depression, the steering
committee had a discussion and agreed to choose participants from sections that had a
larger number of employees that had a positive attitude about the program to join in
the first training. The steering committee hoped that the good experiences from the
first training would convince more and more employees to accept joining the training.
4.3.3 Implementing the Training Program
In total, the training program was conducted four times. The first was during
June 18-20, 2012. The second was during June 22-24, 2012. The third was during
June 25-27, 2012. Finally, the last one was during July 13-15, 2012. There were
three hundred and nine participants in the training, accounting for 85.8 percent of total
employees (N=360). Unfortunately, because there was an unplanned critical machine
breakdown two days before the beginning day of the last training, about thirty
employees were ordered to withdraw from joining the program.
All lesson topics according to the lesson plan (Table 4.2) were delivered.
However, there were some changes in their sequence. Some topics were timely
alternated between other because of the availability of the lecturer. All lecturers were
experts and practitioners in the field. Multiple methods were used for sharing and
learning; for example, lecturing, visiting, and studying from a model, brainstorming
and sharing, practicing, and situational simulating. The participants happily
participated and cooperated in the activities. Figure 4.2 shows some of the pictures
taken during the training.
134
Figure 4.2 Pictures, Taken During the Training at the Muab-Aung Agri-Nature’s
Training Center [ศนยกสกรรมธรรมชาตมาบเออง]
135
Figure 4.2 (Continued)
136
On the last day of the training, all of the participants chose and wrote down
their personal target that would be implemented within 2012 in order to improve their
personal life by adapting the PSE. This target would be followed up by the human
resource development’s staff at the end of the year. In addition, in groups, the
participants discussed and designed one activity that they would implement in the
factory after the training. In total, there were twenty-six groups. However, many
groups proposed similar activities. Therefore, the proposed activities were
summarized into eight main activities. The activities are illustrated in Table 4.3.
Table 4.3 List of Activities that the Group would Implement at the Factory
Name of Activity Brief Description of Activity
1 Promoting Personal
Revenues/Expenses Book
Recording
[โครงการสงเสรมใหพนกงานจดท า
บญชครวเรอนของตนเอง]
Members of the groups would run a
campaign to encourage their colleagues
to record their personal revenues and
expense in order to create an awareness
of austerity.
Employees that recorded and showed
their recording book to the HR
department would receive 50 Baht on a
monthly basis from the company.
2 Managing Disposal and Waste
[โครงการรณรงคการคดแยกขยะ
และจดตงธนาคารขยะ]
Members of the groups would run a
campaign to promote separating the
disposal in the factory, including
educating and monitoring the results.
They also planned to set up a “Waste
Shop” [ธนาคารขยะ] where employees
could sell their recycled wastes.
137
Table 4.3 (Continued)
Name of Activity Brief Description of Activity
3 Managing Used
Plates/Spoons/Forks
[โครงการรณรงคการคดแยกจาน
ชาม ชอน หลงรบประทานอาหาร
แลวเสรจ]
Members of the groups would run a
campaign to encourage their
colleagues to put their used plates,
spoons, or forks in the designated area
in order to create an awareness of
discipline.
4 Promoting “Eat it all”
[โครงการรณรงคใหพนกงานทาน
ขาวใหหมดจาน]
Now, the company has given rice free
of charge to all employees. However,
many employees took too much rice
and could not finish it all.
Members of the groups would run a
campaign to encourage their
colleagues to take a suitable amount of
rice and food and eat it all in order to
create an awareness of
appreciativeness and austerity.
5 Producing Daily Personal-Use
Cleaning Products
[โครงสงเสรมใหพนกงานท าน ายา
อเนกประสงคใชเอง ทดแทนการซอ]
Members of the groups would run a
campaign to encourage their
colleagues to produce daily personal-
use cleaning products in order to help
reduce household expenses.
They would teach how to produce and
they would produce it every month
during the employees’ free-time.
They would also manage to have raw
material for production to sell in the
factory’s cooperatives store.
138
Table 4.3 (Continued)
Name of Activity Brief Description of Activity
6 Planting Vegetables and Herbs
[โครงสงเสรมใหพนกงานปลกผก
และสมนไพรในพนทวางของ
โรงงาน]
Members of the groups would start
planting vegetables and herbs in a free
area in the factory, including providing
education on the benefits of planted
herbs.
Employees could pick vegetables or
herbs for their personal consumption
free of charge.
7 Planting Trees and Producing
Fertilizer
[โครงสงเสรมใหพนกงานปลกปา
และท าปยอนทรยจากเศษอาหารใน
พนทวางของโรงงาน]
Members of the groups would start
planting trees in a free area in the
factory and producing fertilizer from
the factory canteen’s fresh waste.
The produced fertilizer would be used
for gardening and planting vegetables
and herbs.
8 Managing Sport Activities
[โครงการจดกจกรรมกฬาในโรงงาน
ระหวางชวงพก]
Members of the groups would initiate,
ask for company support, and invite
their colleagues to join sport activities
during break time.
In conclusion, many participants provided feedback indicating that they
benefited from the training and appreciated the company for providing this training.
They changed their attitude from a feeling of “not wanting to join” to “wanting to
invite others to join” after they finished the program. Moreover, they were impressed
by the sacrifice of lectures, facilitators, and volunteers that has worked for the Agri-
Nature Foundation [มลนธกสกรรมธรรมชาต] and Thailand. Some of the feedback from
the open-ended survey is following;
139
“I’ve never got this kind of training before. It gives me more understanding
about my life.”
“เปนการอบรมทไมเคยไดรบมาจากทไหน ท าใหเขาใจชวตมากขน”
(Anonymous B, 2012)
.
“I’d like to share that before joining the program I’ve believed that this
training totally wasn’t related to both my working and personal life. I didn’t want to
join. But now, I’m feeling that this training was very helpful. I’d like to come back
here again with my family.”
“อยากบอกวากอนทจะมาอบรมทมาบเอองมความรสกวา สงทโรงงานจดใหเรามาอบรมมนไมเกยวของกบชวตเราทงในเรองการท างาน และชวตประจ าวน ไมอยากมา แตพอมาแลวรสกวามประโยชนมาก อยากมาทนอก อยากพาครอบครวมาเทยวชม เพอหาความร”
(Anonymous C, 2012)
“I’d like to say thank you to the company for providing us a beneficial
knowledge that we can adapt to our life. I’ve learned the Philosophy of Sufficiency
Economy that was not for agriculturist.”
“อยากบอกวาขอขอบคณบรษทฯทใหโอกาสไดพาเรามาไดความรดๆทเราสามารถท าไดดวยตนเอง รจกกบเศรษฐกจพอเพยง ทไมใชการเกษตร”
(Anonymous D, 2012)
“This training was very valuable to me. I’ve learned many things that never
knew before. I learned to survive in the crisis situation. I’m feeling that I get smarter.
I’m impressed by Arjan Yak. He loves the King and teaches the King’s Philosophy of
Sufficiency.”
“รสกคมคามากๆกบการทมาอบรมในครงน ไดรบรเรองราวตางๆทไมเคยรมากอน รจกการเอาตวรอดในภาวะวกฤตณ และรสกวาตวเองฉลาดขน และประทบใจอาจารยยกษคะ ประทบใจตรงททานรกในหลวง และน าปรชญาเศรษฐกจพอเพยงของในหลวงมาบอกมาสอนคะ”
(Anonymous E, 2012)
140
“I love all volunteers…I’ve never known that there still has been people
who’re working for our earth…You all are superb.”
“รกอาสาสมครทกคนเลย…ผมไมรมากอนเลยวายงมคนกลมน ทคอยพทกษโลกหลงเหลออย…พวกพสดยอด”
(Veerapong Sakdathong, 2012)
“I’d like to thank all lecturers and facilitators who gave me a lesson that I
could not found in a classroom. This led me to be proud and appreciated of being
Thais. I’d also like to say thank you to Arjarn Yak for his sacrifice to do this project
and all the good activities. Arjarn Yak, you don’t have to worry that what you have
taught us will be wasteful. I promise to do it. Even though I might not be able to do
everything that you taught, I’ll do my best………....Long live the King.”
“ขอขอบพระคณอาจารยทกทาน พๆวทยากรทกคนทไดใหความร ในสงทหาไมไดในหองเรยน ท าใหหนรถงคาของความเปนคนไทย ภาคภมใจในความเปนไทย ส านกรกแผนดนเกดทไดใหทอย ทกน ทซกหวนอน ขอบคณอาจารยยกษทไดอทศตนมาท าโครงการดๆอยางน อาจารยไมตองหวงนะคะวาอาจารยจะเหนอยฟรในการทไดใหความร หนจะกลบไปปฏบตถงจะท าไดไมหมดทกอยางแตหนจะท าใหไดมากทสด และจะท าใหดทสด...ขอพระองคทรงพระเจรญยงยนนาน”
(Salinee Kanpang, 2012)
Most of participants mentioned that they liked the Survival Activity [กจกรรม
ปลอยเกาะ หาอย หากน] the most.
“I like the Survival Activity because we can learn from this activity that in
order to survive in a society, we need to help each other.”
“ชอบการปลอยเกาะเพราะวา ท าใหเรารวาการทจะอยในสงคมไดตองชวยกน”
(Thorn, 2012)
However, some suggestions for improvements were also mentioned. Among
them was that the lesson plan was very tight. There was limited time for rest. In
addition, the number of bathroom was not sufficient. The participants had to wake up
141
early and go to bed late because of a long waiting time. Finally, the fruit flies were
annoying while listening to the lecturers and the training center might have to
consider improving the training room.
In the 2st cycle, leadership and participation were the keys to success. Cultural
changes in an organization like these would fail without the employees’ active
support. However, the leaders often ran into employees’ resistance. Knowing how to
deal with that resistance was the heart of implementing an organizational change
program.
4.4 The 3rd
Cycle: Monitoring Changes and Implementing Additional
Activities at the Factory
4.4.1 The Fourth Coaching Visit: Monitoring Progress
The fourth coaching visit was held on June 28, 2012. The purpose of this visit
was set 1) to monitor the progress, problems, and limitations of implementing the plan
and 2) to prepare the company for presenting outcomes at the end of the consulting
project.
All of the steering committee members and I again participated in this fourth
meeting. We started the day by reporting the progress of our activities and showing
photographs and working papers from the workshop while we were at the Muab-Aung
Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง]. Our presentation was
enjoyment. We happily shared good moments during the training. We laughed and
teased each other during the presentation. Up to this date, three trainings were
conducted. There were in total two hundred and forty-six participants, accounting for
68.3 percent of Nongkae’s employees (N=360). The participants had already initiated
twenty group projects. In addition, each participant also set and was committed to
implementing one personal target. The rest of the employees would join the last
training on July 13-15, 2012. The only problem which the steering committee
reported to the consultants was that there were some sequential changes in the lesson
plan. However, even though some lesson topics had been timely alternated between
the other because of the availability of a lecturer, all of the topics in the lesson plan
142
were delivered. After we finished reporting, the consultants introduced a list of
information that would be published in the “Good Practice” book, which would be
publicly distributed at the end of the consulting project. Finally, how to write Chapter
7 of the final report, which concerned the review of the action, was introduced.
At the end of the day, because of the deadline for the ending of the project, the
last coaching visit was set on July 10, 2012. The consultants assigned us to 1)
distribute and ask our employees to respond to the HAPPINOMETER questionnaire,
2) prepare information for publication in the “Good Practice” book, and 3) finish
writing Chapter 6 and 7 of the final report. There was not any obstacle noted in the
consultants’ report.
Later, part of two hundred and seventeen copies of HAPPINOMETER
questionnaire was distributed among employees by the staff of the human resource
development section. The sample size accounted for 60.3 percent of the population
(N = 360). The process of distributing the questionnaire was similar to what we had
done before. All of the participants were separated into a group of ten to twenty
persons and provided instructions for answering the questionnaire on their shop floor.
The staff would wait for the respondents to answer the questionnaire and collect it
back.
4.4.2 The Last Coaching Visit: Summarizing
The last coaching visit was held on July 10, 2012. The purpose of this visit
was set 1) to continuously monitor the progress in implementing the plan, 2) to
prepare the company for the review visit, and 3) to summarize the process of adopting
the Guideline and to seek further development.
All of the steering committee members and I participated in this last meeting.
We started the day by showing Chapter 6 and 7 of the final report to the consultants.
Consequently, we reported to them that only a part of the HAPPINOMETER
questionnaire was distributed and replied to and that the information for publishing in
the “Good Practice” book was still in review. The consultants accepted the status.
They informed us that there would be a public seminar on the achievement of the pilot
organizations in adopting the PSE on August 29, 2012. We were invited to join and
the “Good Practice” book would be publicly distributed on that day. After that the
143
consultants visited the shop floors. They interviewed seven employees. While four
of them had already joined the training, three of them would join the program the
following week. The consultants were satisfied with the answers from the interview.
The employees knew about and understood the objectives of providing the training
program. The employees were excited and enthusiastic about answering the
consultants’ questions and sharing their good moments while they were at the Muab-
Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง]. After lunch, the
consultants started sharing about what would discuss in the review visit which would
be held in July 27, 2012. The steering committee should prepare a few employees
and a place for the interview and all of the documents about the activities and results.
The reviewer would mainly review the conformity of the company’s activities and the
requirements of the Guideline. Finally, the consultants conducted an after-action
brain storming session to encourage the steering committee members to share our
expectations, received benefits, gaps between desired and achieved, and ways for
improvement. Most of the members appreciated the results from the training. The
relationship among employees was drastically improved. The employees smiled
more, shared more, and helped others more after they passed the training. As the
project steering committee, we achieved all of the project’s objectives. Even though
some of the participants’ personal targets were ambiguous and the results were
difficult to monitor, the training inspired changes in the participants’ lives. However,
how to sustain this change had to be seriously considered. The company should
continuously motivate employees by involving them in creating events or activities
which would help enhance their life.
At the end of the day, the consultants said thank you for our cooperation
during the coaching period and assigned us to submit the final report and all
supporting documents, excluding the executive summary and Chapter 8, before July
17, 2012 for the reviewer to review before the review visit. Consequently, after the
review visit, we had to submit the completed final report to MASCI by August 3,
2012.
144
4.4.3 The Review Visit: Reviewing and Receiving Feedback
The review visit occurred on July 27, 2012. There were two reviewers from
MASCI that visited the factory. Because this Guideline was not for certifying, the
main purpose of this review visit was to 1) review the conformity of the company’s
activities and the requirements for the Guideline, 2) review the suitability of the
project and its progress, and 3) provide suggestions for further improvement. The
report of the review visit was in Chapter 8 of the final report.
The reviewers started the day in the factory meeting room by introducing
themselves and sharing the purposes of the review visit and the agenda. While one
reviewer would spend the day in the meeting room with reviewing the conformity of
company’s activities and the requirements of the Guideline and the project and its
progress by seeking evidence from the company’s documents, the other would visit
shop floors and interview the employees. Consequently, the review began according
to the agenda. While the atmosphere in the meeting room was quite serious with
questions, answers, evidence, and checklists, the visitation on the shop floors was
more relaxing. Most of the employees on the shop floors were still vigorous and
energetic about talking avbout and sharing their experiences. An example of a
question in the meeting room can be seen in the following:
“Can you show evident to proof that the company conforms to the requirement
3.2.1-the organization defined its organization’s policies, strategies, and programs
according to the PSE?”
ขอดหลกฐานทแสดงวาบรษทไดมการก าหนดนโยบาย กลยทธ และการด าเนนการตางๆทสอดคลองกบปรชญาเศรษฐกจพอเพยงตามขอก าหนด 3.3.1 หนอยคะ
(Consultant A, 2012)
An example of question on the shop floors follows:
“Can you share what you have learned from Muab-Aung and how you adapt it
to your life?”
145
ชวยเลาใหฟงหนอยสคะวา ไปมาบเอองมาเรยนรอะไรมาบาง? และเอากลบมาใชในชวตอยางไร?
(Consultant B, 2012)
At the end of the day, the reviewers concluded the visit and gave suggestions
to the company to consider 1) assigning someone to have direct responsibility for
promoting the PSE in the organization, 2) establishing a sustainable process to plan,
execute, monitor, and improve the activities of adopting the PSE in the organization,
3) paying more attention to employees’ work-life balance.
Eventually, the MASCI hosted the public seminar to celebrate the
achievement of the pilot organizations in adopting the Guideline on August 29, 2012.
The story of the achievement of the company was published in the book “แบบอยางการ
ด าเนนงานทดตามแนวทางปรชญาของเศรษฐกจพอเพยง” [The Good Practices in
Organizations that Have Adopted the Philosophy of Sufficiency Economy] which was
published by The Office of Industrial Economic and Management System
Certification Institute (Thailand) (2012b: 82-85). I, as a managing director of River
Group, was assigned by other pilot organizations to be the first chairperson of the
Sufficiency Manufacturing Organization Network [เครอขายอตสาหกรรมพอเพยง].
4.4.4 Establishing a Sustainable Process for Merging the PSE with
Organizational Operation: Sustaining the Change
In order to continuously adopt the PSE in the organizational operation, the
board of directors of River Group agreed to consider applying the PSE at three levels;
the corporate strategy level, the organizational human resource management level,
and employees as the individual level.
At the corporate strategy level, the new vision, which is illustrated below, was
widely communicated.
146
“To be a sustainable learning organization, based on ethics and an excellent
management system according to the principal of the Philosophy of Sufficiency
Economy, in order to have happy employees, provide a better quality of living, share
with society, and contribute to a sustainable environment”
[เปนองคกรแหงการเรยนรบนพนฐานของคณธรรม ทมการบรหารงานทเปนเลศตามแนวทางปรชญาเศรษฐกจพอเพยง มงใหพนกงานมความสข มคณภาพชวตทดขน ค านงถงสงแวดลอม และมสวนชวยเหลอสงคม ซงจะสงผลใหบรษทสามารถเตบโตไดอยางย งยน]
Consequently, the strategic plan, called “สะอาดสนทใจ” [Cleanliness from the
bottom of our heart], was announced. In short, the produced products and production
process had to be improved in order to have truly environmentally-friendly products
and processes. The system, for example, the Environmental Management System, the
Total Productive Maintenance System, the Green Industry of Thailand, and the Green
Label Products, would be implemented intensively.
At the organizational human resource management level and individual level,
the board of directors has approved “ฅนรเวอรกรป...ฅนพอเพยง” [River Group’s
Employees…Sufficient People] to be a guideline and target for developing our
organization’s human resources. The details of “ฅนรเวอรกรป...ฅนพอเพยง” [River
Group’s Employees…Sufficient People] are illustrated in Figure 4.3.
147
Being a Good Person
Taking Care Colleagues as if They are Family’s Members
Having Continuous Improvement
Being an Expert in Tissue MakingHiri Ottapa
Itibaht 4
5 Percepts
Tissue Paper Production
Paper Recycling Process
General Knowledge about Tissue Paper
Self-DisciplineFocusing on
Constant Quality
Working in a Team
Having a Public Mind
Openly Sharing Ideas
Creatively Communicating
Maintaining High Team Spirit
Having Continuous
Improvement
Paying Attention
Perseverance
Passion
Gratitude
Tissue Converting Production
Living according to the Philosophy of
Sufficiency Economy
Figure 4.3 The detail of “ฅนรเวอรกรป...ฅนพอเพยง” [River Group’s
Employees…Sufficient People]
According to Figure 4.3, there were six main desired characteristics; being a
good person, taking care of colleagues as if they are family members, being an expert
in tissue manufacturing, having continuous improvement, living according to the
Philosophy of Sufficiency Economy, and having a public mind. To be a good person,
River Group’s employees needed to maintain the 5 Buddhist percepts, Hiri Ottapa,
and Gratitude. To be an expert in tissue paper manufacturing, the employees had to
have a general understanding of tissue paper. Depending on the job and
responsibility, the person might be an expert in either fiber recycling production,
tissue paper production, or tissue-converting production. In order to achieve
continuous improvement, the person should practice the Buddhist Itibaht 4, consisting
of passion, perseverance, attention, and continuous improvement. In addition, he or
she is required to maintaining self-discipline, focusing on constant quality, and to
work as a team. Finally, the employees have to live according to the PSE and have a
public mind.
Definitely, the human resource management department was assigned to have
direct responsibility for developing the employees to achieve these competencies.
Beside supporting and monitoring the projects that were initiated by the groups of
participants during the training, the HRM staff modified and improved the yearly
training plan. In addition, in order to signal a change to employees, the management
148
team decided to renovate the factory’s canteen and cooperatives store and extend the
lunch break from half an hour to one hour. This project would improve the
employees’ quality of living in the factory. Furthermore, in order to promote the
concept of “taking care of our employees as if they are family members”, the HRM
department proposed the activity called “Happy Family Trip on National Kids’ Day”
[โครงการครอบครวสขสนตวนเดกแหงชาต]. The employees and their family were invited
to join a River Group family trip and activities. This family trip was held in January,
2013 at Dream World, the biggest amusement park near Bangkok. The activity
succeeded and the management agreed to support this activity every year.
Moreover, in order to routinely communicate and motivate employees, the
steering committee agreed to call a town hall meeting every Thursday morning during
08.00-08.45 am. We would start the activity by pledging in front of our national flag
and singing our national anthem. The oath indicated our appreciation for our country
and Thai ancestors, our promise to adopt the PSE to improve our life, and a summary
of the desired River Group’s employee competency. Then, after the employees were
invited to take ten minutes as a warm-up exercise, the management would emphasize
the reasons why we had to adopt the PSE in our life and share company information,
including the market situation, competitors’ news, the monthly production target,
customer complaints, etc. Employees were allowed to ask questions, share ideas, or
give suggestions. Finally, all of the participants were invited to help cleaning and
maintaining the roads and gardens in the factory for about fifteen minutes on the way
back to their shop floor.
In addition, at the individual level, during Buddhist Lent, the employees were
invited to decide to do one good thing to improve their life. The sample of one good
thing could be to “stop drinking alcohol,” “stop gambling/stop buying lottery tickets,”
“weight reducing,” etc. Moreover, to promote the reduction of household expenses
for food, the company held an event on September 27, 2012 to demonstrate how to
plant vegetables in a limited space in order to induce employees to plant vegetables,
for example, chilies, lemon, lemon grass, etc., in their house to partly substitute for
buying these items. For this event, the company invited Wiwat Salyakamthorn or
Ajarn Yak to give a speech to emphasize the concept of the PSE and to motivate
149
employees to adapt the PSE to improve their life. Finally, to motivate employees by
showing examples of success, the steering committee looked for role models among
the employees. Consequently, the stories of the role models on how their life had
been improved after adapting the PSE were used to influence others. While the
stories of the role models were communicated, a positive reinforcement motivated
them to continuously improve.
In this last cycle, reinforcing new ways of doing things was the key. It was
important to ensure that the participants would not revert back to their old ways of
doing things. This stage would help the participants internalize the changes. The
participants should feel confident and comfortable with the new ways of doing things.
Efforts must be made to guarantee that the change would last a long time.
4.5 Chapter Summary
This chapter revealed the process of adopting the Guideline in the
experimental mill of the focal organization to answer research question#1. The
process consisted of three action cycles over a nine-month period from April to
December, 2012. The first cycle referred to receiving the training and consulting
about the Guideline. The second cycle involved implementing the training program at
the Muab-Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง].
Lastly, the third cycle concerned about monitoring the changes and implementing
additional activities at the factory. The story was chronically told. The details of the
events, including relating conversations, feedback, and the feelings of the participants
were disclosed holistically and the researcher’s reflections were included in a
reflective box near the story.
In the next chapters, the qualitative findings in relation to research question #2
and the quantitative findings in relation to research question #3 and #4 are presented.
150
CHAPTER 5
RESEARCH FINDINGS
This chapter presents the results from the data collection described in Chapter
3. The first section reports the results received from the qualitative study, which
aimed to answer research question #2, which is “What are the employees’ changes
after the organization adopted the Guideline?” The second part of the chapter
provides a description of the results from the quantitative study related to an
investigation of the impacts after the focal organization had adopted the Guideline to
answer research question #3, which is “Are there any differences in the employees’
perspective, relating to Quality of Work Life (QWL) and Employee Engagement (EE)
and the organization’s productivity, represented by Overall Equipment Effectiveness
(OEE), Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef) at the
experimental mill compared to the control mill after adopting the Guideline?” and the
relationship among the variables to answer research question #4, which is “Are there
any relationships among the employees’ perspectives, relating to Quality of Work
Life (QWL), Employee Engagement (EE), and the Philosophy of Sufficiency
Economy (PSE)?”
5.1 Qualitative Findings and Results
Derived from the group interviews and photo-elicitation interviews, emerging
codes fell into several themes. These themes, then, were grouped into three
categories, which are the changes in the personal and in working life of employees
that were shaped after the organization adopted the Guideline and the consequences of
those changes as illustrated in Figure 5.1
151
Personal Life Work Life
Doing good and being virtuous
Properly managing revenues and expenses
Preparing for changes
and planning for the future
Having a happier life
Cognitively Engaged
Emotionally Engaged
Behaviorally Engaged
Having awareness of sufficiency
Figure 5.1 Summary of Changes in Employees’ Perspectives and Behaviors after the
Organization Adopted the Guideline
The participants shared the idea that they have changed to do good and be
virtuous, properly manage their revenues and expenses, and prepare for changes and
plan for the future in their personal life. Regarding work life, they expressed more
cognitive, emotional, and behavioral engagement with the organization. In addition,
they have awareness of sufficiency and a happier life. The following illustrates the
details of the participants’ sharing.
5.1.1 The Changes in Employees’ Perspectives and Behaviors in their
Personal Life
The participants told the interviewer about the changes in their perspectives
and behaviors in their personal life that occurred after they participated in the PSE
activities initiated by the company. Below is a summary of their sharing.
5.1.1.1 Doing good and being virtuous
As moral and ethics is the groundwork of the PSE, ethical values were
first mentioned. Ethical values are those beliefs and principles that promote human
well-being in an equitable way (DesJardins, 2011, 7). Naturally, ethical values can
152
consist of many principles. However, the principles that were mainly referred to by
the participants when talking about the PSE were Kantanyu Katawethi [กตญญ กตเวท]
and sharing [ทาน].
1) Katanyu Katawethi [กตญญ กตเวท]
Katanyu and Katawethi are Buddhist values. While “Katanyu”
means to feel gratitude for any merciful courtesy provided by others, “Katawethi”
refers to the idea that one should reciprocate that those courtesy (Mizuno, 1976
quoted in Siriyupa Roongrerngsuke, 2010: 12). Buddha instructed that Katanyu
Katawethi is a foundation for being a good man [ภม เว สปปรสานง กตญญ กตเวทตา:
ความกตญญ เปนพนภมของฅนด] (Wutthichai Wachiramatee, Pra Maha, 2011: 189). The
participants shared the following:
“Relating to my parents, up until now, they’ve still given me
money. After I came back from the training, I, then, told them that I’ve given my
promise in front of the King’s picture that I’ll do my best to look after them.”
“ยอนกลบไปดพอแมของหน ทกวนนเขายงใหตงคหนอยเลย หนกลบมาจากอบรม เลยไปบอกเขาวา หนใหพนธะสญญาตอหนาพระเจาอยหววา หนจะกลบมาดแลพอแมใหดทสด”
(Pranee, 2012)
“After coming back from the training, one phoned his dad. He
showed his feeling of loving to his dad which he’d seldom showed up in the past. He
called his dad and told him that he’s going to open a saving account for him and
would show it to him when he returned home. His name is Somkid. Now, when he
has a time, we found him calling his dad and telling him a story about what he did.”
“หลงกลบมาจากอบรม มคนโทรหาพอ รสกรกพอ ซงแตกอนไมเคยใสใจ เขาโทรหาพอบอกพอวาจะเปดบญชฝากเงน แลวกลบบานจะเอาไปใหพอด...เขาชอ สมคด เวลาวางกจะโทรหาพอ เลาใหพอฟงวาไปท าโนน ท านมา”
(Somjai, 2012)
153
Besides showing Katanyu Katawethi to their parents, the
participants also mentioned Katanyu Katawethi in relation to His Majesty the King
and the country. One shared the following:
“I’d like to give back to the country, to the King. Our King’s
done many good things to the country and to us. I’d like to tell everyone that while
he’s been sick, he still thinks of us. How about us? Have we thought of him?”
“หนรสกอยากตอบแทนคณแผนดน พระเจาอยหว ทานมพระคณตอแผนดนมาก ทานท าอยางหลายสง หลายอยางใหประชาชน อยากจะบอกทกคนทงทบาน และทโรงงานวาตอนนทานไมสบาย ทานกยงนกถงพวกเรา เรานกถงทานสกนดมย”
(Pranee, 2012)
2) Sharing [ทาน]
Sharing is one of the PSE’s desired ethical values (Manoon
Mukpradit, 2010: 147). According to Payutto (1995: 597), sharing refers to giving,
sacrificing, and dedicating of money, assets, or knowledge. This included sharing and
convincing other people to adapt the PSE in their life. His Majesty the King once said
that our loss was our gain (OIE and MASCI, 2012a: 10). Giving brings happiness.
The participants shared the following:
“At my place, I’ve planted banana trees behind my room and
close to a road. Beside banana trees, I’ve galangal, lemongrass, and chili. I’ve given
them to one who lives in the same apartment and also other who walks around for free
of charge…I feel good after doing that.”
“อยทหองพกผม ผมกจะปลกตนกลวยอยหลงบานเลยอะครบ อยหลงหองผม ตดกบถนนกจะมตนกลวย ตนขา ตะไคร แลวกพรก แลวกผมกแจกใหเพอนๆ พวกทอยรวมหอเดยวกน มพวกกอสราง มใครเดนผานไป ผานมาขอ ผมกใหไป...แลวตวเรากรสกดๆ”
(Somwang, 2012)
154
“As my neighbors’d seen me producing detergent for my own
using, they felt interested. So, I taught them how to do it. I was very happy teaching
them. It’s another way of giving.”
“ขางบานนเหนเราท าน ายาซกผาใช กอยากท าเปนบาง เราเลยไปสอนเขาท า การสอนเคากเปนความสขอยางหนงนะ เปนการใหโดยทไมใชใหเปนเงน”
(Sudteerak, 2012)
Figure 5.2 A Picture, Taken by a Participant During the Photo-Elicitation Interview
“Before I went to the training, we have twenty seven hens at
my house. All eggs that we got would be either eat or sell. After I came back, we
brought more hens. Now, we have forty hens. However, we’ll eat or sell only eggs
that we get on Monday to Thursday. All eggs that we get on Friday to Sunday, we’ll
give them to the school where my kid’s studying for students’ lunch.”
“แตกอนทบานจะเลยงไกไขไว 27 ตว เหลอจากกนเองกเอาไปขาย แตหลงจากไปอบรมมากไปซอมาเลยงเพมเปน 40 ตว ตอนนไขทไดในวนจนทร ถงพฤหสจะเอาไวกนเอง เหลอกจะเอาไปขายเหมอนเดม แตไขทเกบไดในวนศกร เสาร อาทตย จะเกบเอาไว และกจะเอาไปใหทโรงเรยนของลก ใหไปเปนอาหารกลางวนของเดกๆ”
(Katong, 2012)
155
“I shared a story about what we’ve learnt from Muab-Aung to
my family members who’s living with my grandmothers’ houses both my father and
mother side. They’re living in countryside. I’d like to start having my family
members and relatives practicing the PSE before expanding to people who we knew.”
“หนไดไปเลา แนะน าเรองทเราไปมาบเอองกนมาให ญาตๆทบานหนทบานนอกฟงคะ กมบานยาย กบบานยา กอยากจะเรมท าเรองเศรษฐกจพอเพยงจากครอบครวเรากอน แลวคอยขยายออกไปสคนรอบๆขาง”
(Somsong, 2012)
5.1.1.2 Properly managing revenues and expenses
Properly managing of revenues and expenses in order to live without
unnecessary debt was another change that the participants mentioned. Being
moderate, acknowledging revenues and expenses, appreciating and best utilizing
resources, consciously spending, reducing unnecessary expenses, and seeking more
revenue were practiced.
1) Being moderate
Moderation, here, refers to the idea that one should recognize
one’s status and consume concordantly with that status. It also includes reducing
one’s desires and greed. The participants shared their learning from the training as
follows:
“In my point of view, the sufficiency economy is recognition of
nature of life and oneself. Life always has both happiness and distressed. To reduce
distressed, one has to recognize oneself and one’s status. Needs which’s over one’s
capability will lead to distressed.”
“ผมวาเศรษฐกจพอเพยงคอการรจกธรรมชาต และรจกตนเอง ธรรมชาตของเรามทงสข และทกข การจะท าใหชวตมทกขนอยลง เราตองรจกตนเอง รสถานะของตน ถาเราเอาแตอยากไดนน อยากไดโนน อยากจะเปนอยางนน โดยทไมประมาณตนจะน ามาแตความทกข”
(Kapoon, 2012)
156
“When we’ve capability only for buying “Toyota” car but we
want to have “BMW”, it’s over our status. That leads to distressed.”
“ถาเรามปญญาซอแครถโตโยตา ดนอยากไดรถ BMW มนเกนความสามารถเราใชมะ นนคอความทกข”
(Karok, 2012)
“Enough is when we don’t need to seek for things that are over
our capability or status.”
“การทเราไมตองไปแสวงหา สงทมนเกนตว นนกคอการทเรารจกพอ”
(Somjai, 2012)
“We need to recognize ourselves and to evaluate whether it’s
necessary for our life. Taking a mobile phone for example, as we’re working in a
current position, Do we need paying twenty…thirty thousand Baht for a mobile
phone? As we need only pick up a call and make a phone call, the basic mobile
phone should be Ok.”
“กคอเราตองรจกประมาณตนวาเออ มนจ าเปนกบชวตเราไหม อยางเชนโทรศพทเนย เราท างานอยประมาณนจ าเปนตองใชเครองราคาสอง สามหมนไหมละ อนนแครบไดโทรไดก Ok”
(Kapong, 2012)
“Previously, when I got paid, I would immediately pay it out.
All money had gone right away. When I needed money, I went to owe other and
spent it for leisure with friends. Then, when I got next paid, I would have to repay
those debts and re-owed it. I was in a cycle. But now, I changed. From the training,
I realized that I have to control my desire and reduce my greed.”
“เมอกอนแทบจะใชเงนวกชนวกเลย เงนออกมาเทาไหรกหมด พอถงเวลาจะใชเงน แตเงนไมพอกไปกเขา แลวกเอามาใชเทยว ใชกน กบเพอนๆ พอเงนออกกเอาไปใชหน แลวกกมาใหมอกเปนวงจรอยอยางน แตเดยวนไมท าแบบนนแลว ไปอบรมมาท าใหรวาตองหกหามใจ ลดความอยาก ความโลภ”
(Tongtae, 2012)
157
2) Acknowledging the revenues and expenses of oneself
The participants mentioned that after they had completed the
training, they saw the benefits of being aware of their personal revenues and expenses
and started recording them. The participants took a picture and shared during the
interviews. From the recording, they had recognized their sources of expenses and
pointed out unnecessary items. The participants shared their feeling when beginning
to record their personal revenues and expenses, what they did with the record, and the
benefit of recording as follows:
Figure 5.3 A Picture, Taken by a Participant During the Photo-Elicitation Interview
“When I first started recording revenues and expenses, I felt
terrible to myself. I was always over spending. However, the recording helps. It
makes me see my expenses. Then, I’ve decided to reduce my unnecessary one by
one.”
“ท าบญชครวเรอนทแรกรสกแย ใชเกนตลอด แตมนกชวยไดเยอะนะ เพราะท าใหเราเหนคาใชจายของเรา และเรากมาคอยตดทไมเปนจ าเปนออกทละอยาง”
(Sanan, 2012)
158
“I’ve start recording my personal revenues and expense before
I went to the training. However, the training gave me more understanding. At
present, I’ve not only recorded in more detail but also reviewed expenses and looked
for reducing unnecessary expenses.”
“กอนไปอบรมกท าบญชครวเรอนอยแลว แตพอไปอบรมมนท าใหเราเขาใจมากขน ลงคาใชจายตางๆละเอยดขน ลงแลวกเอามาทบทวน เอามาดวาคาใชจายตรงไหนเยอะจะไดไปลดตรงนน”
(Somjai, 2012)
“After coming back from the training, I started recording my
personal revenues and expenses. Then, I knew what I used my money for. Before I
spent about ten to twelve thousand Baht for fifteen days; but after I realized my
expenses, I’ve improved myself. My expenses’ve been dropped. Right now, I spent
only about eight to nine thousand Baht.”
“หลงจากทไปอบรมมาแลว กมาเรมท าบญชครวเรอน พอเรมท าบญชครวเรอน กท าใหเรารวาเงนเราไปไหน จากสบหาวนเราใชเงนอยทประมาณหมน ถงหมนสอง พอรวาใชไปไหนบาง กเรมปรบตวเอง มนกลดลง ตอนนสบหาวนกเหลออยประมาณแปด เกาพนบาท”
(Kati, 2012)
3) Appreciating and best utilizing of resources
From the training, the participants learned to appreciate their
resources. Consequently, they changed their behaviors; they would try their best to
utilize resources. The following are examples of a few changes that were mentioned.
“Previously, I seldom ate all rice and dishes in my plate.
There’d be some swill to throw away. However, after coming back from Muab-Aung,
I’ve improved myself. Now, I try to eat everything. I’ll take only appropriate amount
of rice and dishes by estimating my wanted in advance. At present, I regret to have
something remaining in my plate after finish eating.”
159
“แตกอนกนขาวไมคอยจะหมดจานหรอกนะ จะมเหลอทงเกอบตลอด แตหลงกลบมาจากมาบเอองมา ปรบปรงตว เดยวนพยายามกนขาวใหหมดจานตลอด จะตกมาทานแคพอด โดยประมาณวาตวเองจะกนแคไหน แตกอนกนไมหมดกไมไดคดอะไร เดยวนเสยดาย”
(Aree, 2013)
Figure 5.4 A Picture, Taken by a Participant During the Photo-Elicitation Interview
“From the training, I’ve seen a value of things that I firstly saw
it worthless, for example, a trash, specially a used bottle. Previously, I would throw
away a bottle after I drank it up. But now, I’ll collect it. To slowly accumulate piece
by piece, I’ll collect a certain amount of used bottles which I’ll give them to my kids
to sell. The revenue from selling will be a purse for my kids to a school. By doing
160
this way, I’ll also teach them to appreciate the value of resources that we often
neglect.”
“ไปอบรมมาท าใหเหนคณคาของของทวาเหมอนไมมคา แตจรงๆแลวมนมคาอยางพวกขยะ พวกขวดแตกอนเรากนเสรจเรากโยนขวดทงไมไดเกบ เดยวนกนเสรจแลวกเกบ...เกบวนละใบ สองใบ พอนานเขากไดเยอะ กใหลกเอาไปขายเปนคาขนมเคา และสอนเคาไปในตวดวย ไดเหนคณคาสงทเราไมเคยเหนมากอน”
(Saaad, 2012)
“I used to buy a chili from a market and when I couldn’t finish
it all, I just let it spoil and throw it away. But now, I planted it at my place. When we
need it, we just go to pick it. When we have it more than our wanted, we dry it in the
sun and make a dried chili.”
“เมอกอนซอพรกมา กนไมหมดกทงใหเนาไป แตเดยวนปลกพรกไวกนเองเวลาจะกนกไปเดด มเหลอเยอะกเอาไปตากแดด แลวมาต าเปนพรกแหง”
(Sudsawad, 2012)
4) Consciously spending
The participants mentioned that they were more conscious of
their spending after they returned from the training. They would carefully consider
before any spending. They now have a plan and manage their spending.
“I’ve got a concept of enough from the training. Previously, I
always wanted to be in trend. I always dressed in the fashion and used up to date
technology stuffs. When I saw other having those stuffs, I’d like to have it, too. But
now, I’ll ask myself why I need it for and whether it’s over my capability. Right now,
if it doesn’t break down, I won’t buy new.”
“จากทไดไปอบรมมาเลยกเกดความคดวา พอแลวอยาไปฟงเฟอใหมนมาก กระตดตดความทนสมย ตองแตงตวทนสมย ตองมอปกรณเทคโนโลย เหนฅนอนเขาม ฉนกอยากมบาง แตเดยวนจะถามตวเองวาจะเอามาท าอะไร มนเกนตวเราไปหรอเปลา ตอนนถาไมพง ไมเสยกไมตองไปซอใหม”
(Katid, 2012)
161
“Regarding spending, previously, I would buy a thing
immediately when I wanted to have it. But now after the training, I’ll truly consider
whether I really need it before I buy it.”
“ในเรองของการใชจาย แตกอนเวลาอยากไดอะไรกจดเลย แตหลงจากไปอบรมเวลาจะซออะไรซกอยางตองมานงคดวาจ าเปนหรอเปลา”
(Somsak, 2012)
“Previously, I regularly bought illegal lottery, clothes, shoes,
and cosmetics. Moreover, I’d go to beauty salon either two or three times a week for
having my hair washing. I’d spend ninety Baht for each visit. After finishing the
training, I calculated. Multiplying ninety by two or three equaled to the amount that
I’d buy a shampoo which could be used in my family for a month. In addition, for
cloths, after reconsidering, I found that I’d have chance to use it only two days a
week, Saturday and Sunday because I’ve to wear a company uniform during weekday.
Consequently, I’ve stopped buying lottery. I’ve reduced buying clothes, shoes, and
cosmetics. Finally, at present, I wash and cut my hair by myself.”
“กอนหนานมซอหวย เสอผา รองเทา เครองส าอาง เขารานเสรมสวยสระผม...สระผมนสระเองไมได สระแตละครงเกาสบบาท สระประมาณ สองถงสามครงตออาทตย มานงคดดเอา เกาสบคณสอง คณสาม มนไดยาสระผมทใชไดทงครอบครวเปนเดอนเลยนหวา สวนเรองเสอผา กกลบมาคดทบทวนอาทตยนงไดใสกแคสองวน เสาร กบอาทตย จนทร ถงศกรกใสชดฟอรม...ตอนนหวยกเลยเลก เสอผา รองเทา เครองส าอาง ยงมซออยบางแตกลดลง เรองสระผม เดยวนทงสระ ทงตดเองแลว”
(Somsong, 2012)
“Previously, I spent money extravagantly. When I needed
anything, I just bought it right away. When I didn’t have enough money, I just used a
credit card and borrowed from my mother. But after coming back from the training,
I’ve planned how to use my money in order to be able to cover all of my expenses for
the whole month and not have to borrow in advance. I won’t buy anything that isn’t
necessary. I’ll postpone those unnecessary spending.”
162
“เมอกอนผมใชจายฟมเฟ อยมากครบ อยากไดอะไรกซอ เงนไมพอกรดบตรเครดต เวลาเงนขาดกยมแม แตหลงกลบจากอบรม จะวางแผนการใชเงนใหพอใชทงเดอนใหได แบงเงนใชเปนสวนๆ จะไดไมตองไปรบกวนแม อะไรทไมจ าเปนกยงไมซอ เลอนออกไปกอน”
(Medkanon, 2012)
“Now, we’ve to have a plan before going to market. What will
we buy? We can save both fuel cost and time from a single trip.”
“ตอนนถาจะไปตลาดกจะตองมการวางแผนใหดครบวาตองซออะไรบาง ไปครงเดยว ไมตองไปกลบ ไปกลบหลายเทยว เปลองคาน ามนรถมอเตอรไซค เปลองเวลา”
(Kapong, 2013)
5) Reducing unnecessary expenses
The participants told the interviewer that in order to properly
manage their revenues and expenses they were also trying to reduce their unnecessary
expenses. Many practices were used to reduce their daily expenses. Among those
were 1) reducing/stopping buying (illegal) lottery, 2) reducing/stopping drinking, 3)
reducing/stopping buying unnecessary stuff, and 4) planting vegetables, cooking
foods and producing daily personal-use cleaning products to substitute for buying.
(1) Reducing/stopping buying (illegal) lottery
“Realizing from the training, I want to have money saving.
So, I’ve decided to stop buying illegal lottery. Previously, I’d spend two to three
thousand Baht for each game. There’re two games a month. Most of my salary was
used for this gamble. After I’ve reconsider, I realized that if I stop buying this lottery,
I will have left more money. Up until now, I already have enough money to buy back
my gold necklace from a pawn shop.”
“จากทไดไปอบรม หนกเลยอยากลองเกบเงน หนเลยตดสนใจเลกเลนหวย แตกอนเดอนนงมสองงวด หนเลนทละ สองสามพน เอาเงนเดอนเกอบทงหมดไปเลน หนกเลยกลบมาคด ถาเกดหนไมเลนหวย หนกนาจะมตงเหลอ...ตอนนหนมตงเอาไปไถทองทจ าน าออกมาไดแลวนะ”
(Ngampit, 2012)
163
“Previously, I spent a lot of money in buying illegal lottery.
I spent two thousand each game, which’s four thousand a month. When my husband
requested me to stop buying, I hid him by borrowing money from my colleague to
gamble. But now, I’ve decided to stop because I’ve been witness other stopping,
including a seller.”
“แตกอนพเลนหวยเยอะมาก วก วกหนงตองม สองพน เดอนนง สพน แฟนขอรองใหเลก กไมเลก หนไปแอบเลนโดยไปขอยมเงนเพอนทโรงงานนละมาเลน แตตอนนเลกแลวจรงๆเหนฅนอนเขาเลกกน เจามอกเลกดวย”
(Ratree, 2012)
“Previously, I spent about five hundred for buying illegal
lottery each game. But now, I’ve reduced to two hundred. I’ve still gambled because
I still would like to have some exciting. Moreover, I’ve gambled this number for a
while. If the number win when I’ve already stop, I’ll regret. But now, I’ve spent a lot
less money buying lottery comparing to before I went to Muab-Aung.”
“แตกอนเลนหวยอยวกนงกซกหารอย ตอนนกลดลงเหลอ สองรอย ยงเกบไวขอลนบางพอกระชมกระชวย (หวเราะ) ไอตวนตามอยมาตงนานแลว ถาเลกไปเดยวออก...เสยดาย แตวาจะไมซอเยอะเทากอนทจะไปมาบเอองแลวละ”
(Sudsawad, 2012)
“After coming back from the training, the number of
employees who bought lottery’s reduced. Many sellers, therefore, decided to stop
selling because they couldn’t sell.”
“หลงจากกลบมาจากอบรมฅนซอลอตเตอรนอยลง ฅนขายเขาขายไมได กเลยเลกขายไปเลย เจามอหวยในโรงงานนเลกไปหลายฅนเลยละ”
(Somsri, 2012)
164
(2) Reducing/stopping drinking
“I’ve stopped drinking. Previously, I drank almost every
day. But now, I seldom drink.”
“ลดเหลาครบ แตกอนกนเหลาประจ าเกอบทกวน เดยวนนานๆท”
(Aretit, 2012)
“Previously, I always drank two bottles of beer a day after
work. It cost me about one hundred Baht. Now, I’ll directly go back home and cock
two packs of instant noodle before go to bed. I’ve saved a lot.”
“เมอกอนออกกะกวนละสองขวด รอยนงนะ เดยวนกลบบานตมมามาสองหอ แลวกนอน ประหยดขนเยอะเลย”
(Kajome, 2012)
“Previously, I was gadabout. I spent time and drank with
colleagues almost every day after work. We’d go directly to a party after finishing
work. I also bought illegal lottery. Each game, I’d spend about four five hundred
Baht. But after coming back from the training, both I and my colleagues, we’ve
quitted. The illegal lottery seller in the mill’s also quitted.”
“แตกอนนผมทงกน ทงเทยว เกอบทกวน เลกงานกไปกบเพอนในแผนกนละ เลกสองทมกไปกนกนตอเลย...หวยกเลนเทยวนง สหารอยบาท แตหลงกลบมาจากอบรม เลก...ไมไดไปกนแลว เพอน เพอนในแผนกไมไปกน ฅนขายหวยกเลกขาย”
(Tongyod, 2012)
“Previously, when I got salary, I’d spend it for watching
movie (laughing), having a party with girls (laughing), drinking with colleagues
(laughing). But now, I’ve seldom done that. I feel regret. I’d like to have a saving
for my mom.”
“เมอกอนเงนเดอนออก กไปเทยว ดหนง (หวเราะ) พาสาวๆไปเทยว (หวเราะ)ไปกนเหลากบเพอน (หวเราะ) เดยวนไมคอยไปละ เสยดายเงน เกบเงนเอาไปใหแมดกวา”
(Kapi, 2012)
165
(3) Reducing/stopping buying unnecessary stuff
“Before I participated in the training, I was extravagant. I
liked to buy shoes and hand bags. I bought it almost every week. But after coming
back from the training, I reconsidered. Now, I’ve stopped buying those. I’ve realized
that I already had many shoes and hand bags. Moreover, there’s less opportunity for
me to use those because I can’t use it when I go to work. I guess that those merchants
might already have forgotten me (laughing).”
“กอนไปอบรมจะเปนฅนทใชเงนเกง ชอบซอรองเทา กระเปา ซอมนเกอบทกวค ทนพอไปอบรมมาตอนนคดไดเลยไมซอแลว มนมอยแลว มอยเยอะดวย แลวกไมคอยไดมโอกาสใชดวย ท างานกใสมาไมได เดยวนแมคาเขาจ าหนไมไดแลวมง (หวเราะ)”
(Tongtae, 2012)
“I love those ornaments. Besides that, I also love dressing.
Previously, I’d buy expensive Korean stuffs. But now, I’ve turn to buy Thais stuff.
It’s cheaper (laughing).”
“หนเปนฅนชอบพวกตมห ชอบแตงตว แตกอนจะซอของทคอนขางแพง อยางของเกาหล ตอนนกจะลดลงมาซอเปนของไทย ไทย มนถกกวา (หวเราะ)”
(Ngamkam, 2012)
(4) Planting vegetables, cooking food and producing daily
personal-use cleaning products to substitute for buying
Figure 5.5 Pictures, Taken by a Participant During the Photo-Elicitation Interview
166
“I’m trying to reduce household expenses by saving on
foods. Instead of buying cooked foods, I’ve changed to cook by myself, both for
breakfast and dinner. Moreover, I’ve helped my colleague planting and taking care of
vegetables in the factory because there’s not space in my house. Then, I always pick
vegetables from the factory back home for cooking. Previously, I spent about one to
two hundred Baht a day just for foods. Now, I only spend about forty Baht.”
“หนพยายามลดคาใชจายในบาน โดยเลอกทจะประหยดคาอาหาร แทนทจะซอเขากน กหนมาท ากนเอง แลวกปลกผกทโรงงานเนองจากทบานไมมท และกเกบผกกลบไปกนทบาน ท ากบขาวกนเชาเยนเอง จากแตกอนใชวนละสองรอย ตอนนหนใชแควนละ สสบบาทเอง”
(Ngamngon, 2012)
Figure 5.6 Pictures, Taken by a Participant During the Photo-Elicitation Interview
“Previously, I’d buy vegetables that we should be able to
plant by ourselves. For example, I’d pay five Baht for basil. I always believed that
it’s just five Baht, a small amount of money. I also bought chili and sweet basil.
Totally I’d pay twenty Baht almost every day. After coming back from the training, I
started planting them in pots in front of my house. I’ve sweet basil, basil, and chili
trees. I’ve saved my household expenses from doing that. In addition, now, instead
of buying morning glory and acacia, I just go to pick it from my neighborhood.
There’re a lot of naturally growing morning glory and acacia trees around our house.
Previously, I was just too lazy to doing that. So, I’d just bought.”
167
“เมอกอนเราจะซอของทเราปลกเองกได อยางเชนใบกระเพรา ไปตลาดทนง หาบาท กคดวาหาบาทเอง มนนดเดยว พรกกซอ โหระพากซอ รวมๆกนกตองมยสบบาท ตองซอกนอยทกวน พอไปอบรมกลบมาเลยซอมาปลก ใสกระถางไวหนาบานมโหระพา กระเพรา พรก กเลยลดคาใชจายในบานลงไปได แถมตอนนกไมซอผกบง ผกกระถนแลว ไปเกบเอาแถวบานมอยเยอะแยะเลย แตกอนเราขเกยจไง เอาแตจะซอ”
(Kachad, 2012)
“On a weekend, I and my husband will go out for fishing
around this area, Nongtalo and Rapreepat canal. Besides getting fishes and saving
money, this is also our family activity on weekend.”
“วนหยดกจะชวนแฟนไปหาปลา แถวหนองตาโล คลองระพพฒนนละ ไดปลามากน ประหยด แลวยงมกจกรรมวนหยดกบแฟนอก”
(Kachoa, 2012)
Figure 5.7 A Picture, Taken by a Participant During the Photo-Elicitation Interview
“I bought a kit set for making softener back from Muab-
Aung. In the past, I’d buy ‘Downy.’ The small bottle cost me about forty Baht while
the bigger bottle cost about ninety Baht. But, it’s gone very fast. However, the kit
cost me only about hundred something Baht and a quantity is a lot more. Up until
168
now, there’re still left. I also gave it to my husband house. His mother also loves it
(proudly presenting).”
“หนซอชดท าน ายาปรบผานมกลบมาจากมาบเอองดวย เอากลบมาท าใชเอง แตกอนซอ ดาวน ขวดนดเดยวเอง สสบกวาบาท ถาเปนขวดใหญกขวดละ เกาสบกวาบาท ใชแปปเดยวกหมด แตทซอมาจากมาบเอองรอยกวาบาท ท าไดเยอะมาก จนถงตอนนยงใชไมหมดเลย ยงเอาไปแบงใหบานแฟนใชดวย แมเขากชอบ (เลาดวยความภมใจ)”
(Ngamngon, 2012)
“At my house, we’re also a noodle shop. We normally use
a lot of dish washing liquid detergent. Learning from Muab-Aung, I’ve helped
reducing my house expenses by buying a raw material from the mill’s cooperative
store and picking citrus leaves from our garden to make a dish washing liquid
detergent.”
“ทบานผมเปดเปนรานกวยเตยว กจะใชพวกน ายาลางจานเนยเปลอง จากทไปเรยนมาทมาบเอองมา ตอนนเลยชวยลดคาใชจายใหทบานโดยซอวตถดบจากสหกรณ กบใบมะกรดทปลกอยทบานเอามาท าน ายาอเนกประสงคเอาไวใชลางจานเอง”
(Medkanon, 2012)
6) Seeking more revenue
In addition to reducing their expenses, the participants also
mentioned that they were seeking extra revenue. Some utilized their personal
handicraft skills and collected recycled materials, for example. The followings are
what some of the participants shared:
“My colleagues’re seeking for extra revenues. Some’s good in
handicraft. They crochet and sell as extra revenues.”
“เพอนๆจะหารายไดเสรมกนคะ บางฅนจะเกงเรองงานฝมอ พวกถกไหมพรม กจะท าแลวกเอาไปขายเปนรายไดเสรม”
(Katon, 2012)
169
“Two three days after coming back from Muab-Aung, I sold
scrap iron at my house (laughing). Moreover, I’ve started taking used empty plastic
bottles which I bought in the canteen back home for sale.”
“หลงกลบมาจากมาบเอองประมาณสอง สามวน หนเอาเศษเหลกทกองทงอยทบานขายหมดเลย (หวเราะ) นอกเหนอไปจากนนยงเกบพวกขวดพลาสตกทกนทโรงงานยดใสกระเปากลบบานดวย เอาไวไปขาย”
(Kapi, 2012)
“After coming back, besides planting vegetables, I also planted
flowers and pandanus leaf for selling at Buddhist holy day. I’m selling at three Baht
per set and being able to make good money. However, there’re not enough flowers
for sale. I mostly cut only pandanus leaf to sell.”
“หลงจากทกลบมา นอกจากปลกผกแลว กปลกดอกไม และใบเตยเพม เอามาท าดอกไมขายวนพระ เปนรายไดทดเลยนะสงก าละสามบาท แตสวนใหญดอกไมมนจะโตไมคอยทนหรอกนะ ไดแตตดใบเตยไปขายอยางเดยว”
(Katid, 2012)
5.1.1.3 Preparing for changes and planning for the future
The participants mentioned that from the training they became aware of
uncertainty and changes and planned for their future by saving the following:
“Learning from Muab-Aung, I realized that future is uncertainty.
Therefore, I’d have reserved money or saving for using in case of emergency or sick.”
“จากทไปมาบเอองมาท าใหรวาอนาคตมนเปนสงทไมแนนอน ดงนนเราควรจะมเงนส ารอง มเงนเกบไวบางเผอปวย เผอฉกเฉน”
(Somsri, 2012)
“I’ve planned that I’ll spend my life after retirement at countryside. I’d
like to do as same as Ajarn Yak did at Muab-Aung. I’d like to have sufficient life in
my farm. Now, what I can do is saving.”
170
“วางแผนอนาคตไววา แกแลวอยากกลบไปอยบาน ไปท าเหมอนทอาจารยยกษท าทมาบเออง อยากใชชวตอยางพอเพยง ในไร ในสวน ตอนนสงทท าไดคอเกบเงนครบ”
(Kajome, 2012)
The participants shared the following about saving money:
“I’ve focused on managing revenue. My revenue mainly is from salary.
I normally separate it into few parts. Besides a part for expenses, I’ve reserved a part
for saving.”
“ผมจะเนนทการบรหารรายได รายไดหลกกจะมาจากเงนเดอน ผมจะจดการแบงเปนสวนๆ สวนทใชจายคาใชจายตางๆทจ าเปน และกมสวนทเปนเงนเกบ”
(Komkrit, 2012)
“I’ve intended to save hundred Baht a day. Now every night before I go
to bed, I do. Previously, I’ve never saved.”
“ผมตงใจวาจะเกบตงคใหไดวนละหนงรอยใสกระปก ตอนนกหยอดเงนวนละรอยกอนนอนอยทกวน เมอกอนไมเคยเกบเลยครบ”
(Tinnakorn, 2012)
“I’ve taught my kid to save money by giving him money to deposit at
school every day. In fact, my kid’s still in a kindergarten where he doesn’t really
need money to school. But I’d like to train him to learn to save money.”
“ผมสอนใหลกออมเงนครบ โดยผมใหลกเอาเงนไปฝากทโรงเรยนทกวน ทโรงเรยนเขามใหเดกนกเรยนฝากเงน ลกผมอยอนบาล จรงๆแลวเขายงไมตองใชเงนทโรงเรยนหรอก แตผมใหเงนเขาเพอใหเขาไปฝาก ใหรจกการเกบออม”
(Kajong, 2012)
171
5.1.2 The Changes in Employees’ Perspectives and Behaviors Regarding
Their Work Life
The researcher summarized from the participants’ answers that after the
employees participated in the process of adopting the Guideline as an Organization
Development Intervention (ODI) which was described in the chapter 4, the employees
became more engaged in the organization. They felt cognitively, emotionally, and
behaviorally engaged.
5.1.2.1 Cognitively engaged
The participants mentioned that the physical work environment and
their relationships within the organization were improved. They shared the following:
(1) Improvements in the physical working environment
“Before the organization initiated the training, there’re wooden
pallets, paper cartons, glue containers, etc., being neglected untidy in the factory. No
one really cared about that disarrangement. But after the training, there’s a campaign
about environmental management, especially focusing on trash and waste
management in the factory. Then, a working environment in the factory’s getting
better.”
“กอนหนาทไปอบรม ในโรงงานมพาเลทมง กลองมง ถงกาวมง หลายๆอยางวางระเกะระกะ ไมเรยบรอย ไมเปนระเบยบ ใครอยากวางตรงไหนกวาง พอกลบมาและมการรณรงคเรองการจดการสงแวดลอม โดยเฉพาะเรองการจดการขยะในโรงงาน สภาพแวดลอมในโรงงานดขน”
(Komkai, 2012)
“After coming back from the training, everyone has more
awareness about cost saving and tidiness. Since then, they separated trash before
throwing away in the designated bins. So, the mill’s cleaner and tidier.”
“หลงจากไปอบรมกนมา ดเหมอนวาทกคนมจตส านกในการชวยกนประหยด และเปนระเบยบ เรยบรอยขน ทกคนทงขยะแยกชนด แยกประเภทในจดทก าหนดท าใหโรงงานสะอาด เรยบรอยขน”
(Katai, 2012)
172
Figure 5.8 Pictures, Taken by a Participant During the Photo-Elicitation Interview
“One thing that has been changed is that there’re more trees in
our factory. Moreover, we’ve vegetables that can pick up and take back home for
dinning. We also have a campaign asking all employees to help cleaning our factory
regularly. Consequently, our factory’s getting cleaner. Our working environment in
many aspects is improving.”
“สงหนงทเปลยนแปลงไป คอ ภายในบรเวณโรงงานมตนไมเยอะขน มพชผกสวนครวสามารถเกบกนได เดนเดดเอาได แลวกมกจกรรมชวยกนท าความสะอาด โรงงานกสะอาดขน สงแวดลอมในโรงงานดานตางๆกดขน พฒนาขนเรอยๆ”
(Kam, 2012)
(2) Improvements in the relationship among the company,
supervisors, and colleagues
1) Relationship between employees and the company
The participants mentioned that they felt that they were
treated as a member of the family. They shared following:
“Recently, the company’s just initiated the new project.
There’ll be a company representative to drop by and give a present to a new born
employee’ child. Previously, there’ll be only for employee who gets an accident from
work. This new project includes wife of employee. I feel that the company not only
takes care employees but also employees’ family members. The management treats
us as a member of their family. We’re treated as relatives, bother, or sister.”
173
“ตอนนกเหนวาบรษทกมโครงการใหมเกดขน... การไปเยยมพนกงานทคลอดลก มเอาของขวญไปให แตกอนจะไปเยยมแตพนกงานทเจบเนองจากอบตเหตในการท างานเทานน รวมถงไปเยยมแฟนทคลอดลก ดแลกนถงครอบครว ทงตวพนกงาน และครอบครว ท าใหเรารสกวาบรษทมองเราเปนสมาชกครอบครว เราเปนเหมอนญาต พ นองกนจรงๆ”
(Somsri, 2012)
“The management here walks and talks with employees in
a shop floor. They ask me how I am today, the temperature in a shop floor is too hot,
where we would like the company to consider improving in order to have better
working environment, and etc. They also ask us how well our personal life is. I feel
close to them like we’re a family.”
“ผบรหารทนจะมการเดนคยกบพนกงานคะ จะมเขามาถามวาวนนท างานเปนอยางไร? รอนมย? ตรงไหนอยากใหบรษทปรบปรงใหพนกงานมชวตความเปนอยทดขนอยางไร? รวมถงถามสารทกข สขดบพนกงานในไลนวาเปนอยางไรกนบาง? รสกวาเราใกลชดกน เปนเหมอนคนในครอบครว”
(Somsong, 2012)
2) Relationship between supervisors and subordinates
Both participants at the supervisor and subordinate level
shared their feeling that the gap between supervisors and subordinates was closer after
they participated in the activity. They mentioned the following:
“Previously, supervisors felt that they’re boss. They’ve to
maintain distance between them and their subordinates. They believed that they
shouldn’t join a cock-a-hoop dance with subordinates. But now, some have changed.
They understood that being a supervisor is receiving an actor’s mask. The good
supervisors have to listen to subordinates; then, they’ll be able to motivate
subordinate toward task’s achievement.”
“เมอกอนพวกหวหนาจะรสกวา ชนเปนหวหนางาน ชนตองมระยะหางกบลกนอง จะใหไปท ากจกรรมเตนแรง เตนกากบลกนองไมไดหรอก แตตอนนหลายๆ
174
คนเขาใจมากขนวาต าแหนงหวหนากเปนแคหวโขน หวหนาทดตองฟงลกนอง เราถงจะท าใหเขาท างานใหเราใหส าเรจได”
(Karok, 2012)
“In my view, the gap between supervisors and
subordinates has been closer since we participated in the activities. Supervisors’re
more friendly. We’re more like sister or brother.”
“รสกวาระยะหางระหวางหวหนา กบลกนองแคบขน หวหนาลงมาคลกคลกบเรา มความเปนเหมอนพนองกนมากกวาเดม ใกลชดกนมากขน”
(Metta, 2012)
“Previously, my subordinates and other employees always
considered me as being a watchdog. There’s a distance among I, my subordinates,
and other employees. But during the training, I’d a chance to corporately do activities
with them. We’d cordially known and learned more about each other. After coming
back, we always exchange greeting each other when we meet. When employees have
any problems, they’ll directly go to talk with me while they seldom did in the past.
My face might be unfriendly (laughing). Previously, I was called Khun Kajib (a
polite and formal way to call another in Thai). But now, I’m called Pe Kajib (Pe
means a sister. It is a way to call another person who we are familiar). Like other
employees, my direct subordinates have also changed. Now, we’re closer. We have
more friendly chat. We take care of each other more.”
“เมอกอนตวเองจะถกมองจากลกนอง และพนกงานวาจะมาจบผดหรอเปลา มระยะหางระหวางเรา กบพนกงาน และลกนอง แตตอนทไปอบรมไดมโอกาสท ากจกรรมรวมกบพนกงาน ไดรจกพนกงาน และลกนองตวเองมากขน สนทกนมากขน กลบมายงไหวทกทายกนเปนประจ า ตอนนเวลามปญหาอะไรพนกงานกกลาเดนเขามาคย เมอกอนแทบจะไมมเลย หนาเราคงดดวยละ (หวเราะ) แตกอนเรยกวา คณกระจบ เดยวนเรยกพกระจบ กบลกนองตวเองกเหมอนกน เดยวนมคยเลนกนมากขน จะกลบบานกจะถามกน ลากน”
(Kajib, 2013)
175
3) Toward colleagues
The participants shared their idea that they had become
“somebody” in the organization. They are known and they also know others that are
working in other departments and they have become friends. Consequently, the
willingness to help each other increased.
“Now when I need help from another unit and call them,
our conversation won’t only about the task or problem. We’ll also chit chat. Often,
I’d already been stressed by a problem but when I heard their voice, I was better. I
felt that they’d cordial willingness to help me, unlike in the past. Previously, I felt
that they just did as it was their duty or they’re forced by their supervisor. Taking
maintenance section, for example, when I asked for their help to fix something
previously, they often rudely answered ‘Busy’. As I’m working for the spare part
warehouse, I’m often neglected. The maintenance guys always give a priority to the
production department. I often cried after receiving that answer. But now, there’s a
change. They’ll go to look, check, and ask what’s going on. If it requires just a small
fixing, they’ll do it right away. If they can’t fix it today, they’ll tell me that ‘I might
need few days to fix it, but I promise to finish it as soon as possible.’”
“ทกวนนเวลาตองการความชวยเหลอจากหนวยงานอนๆโทรไปบอกเขา เขาจะมการพดคยหยอกลอ เลนกบเรา เรากเครยดกบปญหามาแลวเนอะ เวลาไดยนน าเสยงเขาเรากรสกดขน รสกไดวาเขาเตมใจทจะมาชวยเรา ไมเหมอนเมอกอนรสกวาเขาแคท าตามหนาท บางทกเหมอนโดนบงคบใหมาแกปญหาใหเรา อยางเชนสวนซอมบ ารง เมอกอนเวลาไปบอกวามอะไรเสยมาชวยซอมใหหนอย ค าแรกทพวกเขามกจะตอบคอ “ยงไมวาง” ตอบแบบพดจาไมด เราอยคลงพสดเนอะ ไมดวน เขาบอกวาตองฝายผลตกอน ฝายผลตดวนกวาตลอด เรารองไหบอยมาก แตเดยวนไมเหมอนเมอกอน เขาจะเดนตามมาดกอน มาถาม มาคยวาเปนอะไร ตรงไหน บางทถา นดหนอยๆ เขากจดการใหเลย ถาเขายงท าใหวนนนเลยไมไดเขากจะบอกวา ‘เดยวพขอเวลาซกสองวนนะ เดยวจะรบมาดให’”
(Somjai, 2012)
176
“Previously, I seldom talked to others. But during the
training in Muab-Aung, I’d opportunities to know others and to talk with other who
I’d never known before. Our relationship between colleagues in the mill is
significantly getting better. We always greet and chat with others when we first meet
in the morning. Taking “Kam”, for example, right now, everyone will call her Yai
(Yai means a grandmother. It is a way to call another person who is elder and we are
familiar). Unlike in the past, we didn’t even look at other face when we were walking
across each other.”
“เมอกอนจะไมคอยกลาคยกบใคร หลงกลบมาจากมาบเอองจากคนทไมเคยคยกน กไดคยกน รจกกน ความสมพนธระหวางกนในโรงงานกดขนอยางเหนไดชด เชามามกทกทายกน อาว...อยางนนนะ อยางนนะ อยาง “ขาม” เนยเดยวนคนในโรงงานเขาจะเรยกกนวา ยาย ยาย ยายอยางงน ยายอยางน เดยวนทกทายกนหมด จากเมอกอนเดนผานกนยงไมมองหนากน”
(Koi, 2012)
“A person who is able to do my job in providing trainings
has to be a strong woman. When preparing a training room, previously, I had to lift
and line up all chairs myself. There’s a limited number of helps. But now, when I
asked for help, a whole unit is willing to help me.”
“งานอบรมของหนน ตองเปนผหญงแมนๆคะ เวลาจะตองจดหองอบรมเนย ตองยกเกาฮ ตองจดเกาฮ แตกอนตองท าเองทงหมด เวลาขอแรงใคร ไมคอยจะมใครมาชวย แตเดยวนเวลาขอแรง ยกกนมาชวยท มากนทงหนวย”
(Somsong, 2012)
“Previously, I thought that we didn’t need to help a
production unit. I’m working for the quality assurance department. My duty’s only
to assure a quality of produced products. When products’re completed produced,
then, we’d go to check. After finishing checking, my job was done. But after coming
back from the training, I realized that my previous idea might not totally be correct.
We’re in the same company. We’d help others to do and improve work.”
“จากเมอกอนเราไมเคยคดวา เราจะตองชวยงานสวนผลต เพราะวาเราอยสวนประกนคณภาพ เรามหนาทคอยตรวจดคณภาพ ไมใชตองชวยผลต ใหเขาผลตใหเสรจ
177
กอน แลวเรากคอยเขาไปตรวจ ตรวจเสรจกหมดหนาทเรา แตหลงจากทเราไปอบรมมา เรากลบมาคดวาเราจะมาคดแบบนนไมได เราอยในบรษทเดยวกน เราควรจะตองชวยกนท างาน เราตองชวยกนท าสงตางตางใหมนดยงยงขน”
(Pranee, 2012)
5.1.2.2 Emotionally engaged
The participants showed their emotional bond toward the organization.
They expressed the idea that the organization differed from others. They felt homey
and happy. In addition, they loved working with the organization. They shared the
following:
“After coming back from the training, I’ve felt that everyone love the
organization more.”
“หลงกลบมาจากอบรม รสกวาทกคนรกโรงงานมากขน”
(Katik, 2012)
“The working atmosphere here likes that we’re at home. We’re treated
as a family’s member. I’m comfortable working here.”
“บรรยากาศในการท างานทนเหมอนเราอยบานเนอะ เหมอนครอบครว ท างานแลวสบายใจ”
(Tiva, 2012)
“Unlike other factories where employees come, record check-in time,
work for 12 hours straight forward, and record leaving time, our factory’s a lot of
activities that supervisors, managers, and subordinates have to join together besides
works. I’ve felt comfortable and friendly working here.”
“โรงงานอนเขาไมเปนแบบนนะ มาท างานรดบตร ท างานยาวเลย 12 ชวโมง เสรจแลวกรดบตรกลบบาน แตทนมกจกรรมตางๆ หวหนา ผจดการ ตองมาคยกบลกนอง รสกวาอบอน เปนกนเอง”
(Ploy, 2012)
178
“There’re many activities here. All of my colleagues’re also friendly. I
wonder whether I can found this good happy warmly working environment and
cordial friends at other companies.”
“ทนมกจกรรมตางตาง เพอน เพอน พนกงานกพดคยกนอยางยมแยม ถาไปท างานทอนจะมบรรยาการในการท างานดดแบบนมย มนจะไดเจอเพอนแบบนมย จะมบรรยากาศอบอน สนกสนาน เฮฮาแบบนมย”
(Somsong, 2012)
“After coming back from Muab-Aung, I’ve felt that my work’s more
comfortable. I’m happy with working and the working atmosphere’s improving.”
“หลงจากทกลบมากนจากมาบเออง รสกวาท างานสบายขนครบ ท าใหมความสขกบการท างานเพมขน บรรยากาศในการท างานดขน”
(Tonnum, 2012)
5.1.2.3 Behaviorally engaged
The participants mentioned their discretionary efforts and their
willingness to go above minimal job responsibilities after they joined the activity.
They were helping the company saving costs. They would like to spend time in the
factory. In addition, they did extra work without a supervisor’s order. Finally, they
would like to work at the organization until retirement. They shared the following:
“Now, we’re trying to use everything efficiently. For example, a tape,
we’ll use until the last. This can help the factory saving costs. Previously, we seldom
used it until the end. We’d troll it away even there’s some left.
“ปจจบนพวกเราจะใชของใชตางๆใหมประโยชนทสด อยางเชนเทปกาวน ตองใชจนหมด จนเหลอแตแกน เปนการชวยบรษทประหยด แตกอนใชไมคอยหมดหรอก เหลอนด เหลอหนอยกไปทงกนแลว”
(Somsak, 2012)
179
“Even though my husband has still drunk liquor, he drinks less than
before. Previously, he didn’t care that he’d be able to go to work after drinking. If he
couldn’t wake up in a morning, he’d just take a sick leave. But after coming back
from the training, he’s never done that again.”
“หลงจากไปอบรมกลบมา แมวาแฟนยงกนเหลาอย แตจะไมกนหนกเหมอนเมอกอน แตกอนไมเคยสนใจวาพรงนจะตองท างานหรอเปลา ถาเมามาแลววนรงขนตนสายกไมไปท างาน เดยวนเขาไมท าแบบนนแลว”
(Paifa, 2012)
“Previously, I’d just go to work on time and leave the factory
immediately after end of working hours. But now, I’d like to stay at the factory
longer even after five pm. I’ll spend time to finish my work or take care of the
garden.”
“เมอกอนมาท างานกมาตามเวลางาน เสรจแลวกอยากรบกลบ แตตอนน เลกงานหาโมงแลวกยงอยากอยทบรษท ท าโนน ท าน บางทกไปดแลผกบาง ไปรดน าตนไมบาง”
(Somwang, 2012)
“I’m working as a housemaid. We have fours housemaids here.
Previously, four of us would have a clear job description and responsible area. We’d
seldom help others. It’d already been a hard work to finish our own responsible tasks.
But now, if someone takes a leave, we’ll help working on that missing, serving coffee
to company’s guess or cleaning toilets. I consider it as helping friends and our
company.”
“ตวเองท างานเปนแมบาน ทนมแมบานกนอยสฅน เมอกอนเราจะแบงหนาทกนอยางชดเจน หนาทใคร กหนาทมน ใครรบผดชอบอะไร ตรงพนทไหน และจะไมคอยชวยเหลอกนตางฅนตางท า แคงานตวเองกท ากนเหนยแลว แตเดยวน ถามฅนใด ฅนหนงไมมาท างาน เรากจะไปชวยท าแทนเขา ไปเสรฟทกาแฟ ไปลางหองน าแทนเขา ถอวาชวยเพอน ชวยบรษทของเรา”
(Katong, 2012)
180
“After coming back from Muab-Aung, employees’ll have a willing to
help manage trash and waste and clean a shop floor without an order from a
supervisor.”
“หลงกลบมาจากมาบเออง พนกงานจะชวยกนคดแยกขยะ ดแลเรองความสะอาดในพนทท างานกนเอง โดยไมตองใหหวหนาสง”
(Kapi, 2012)
“I’m happy working here. I don’t want to move anymore. I’d like to
work here until retirement when I’m too old to work.”
“มความสขทท างานอยทนคะ ไมอยากไปท างานทอนแลวละ อยากท างานทนจนท าไมไหว ท าไปเรอยๆ จนท างานไมไดแลวนนละ”
(Katang, 2012)
5.1.3 The Consequences
As a result of the changes in the participants’ perspectives and behaviors, they
have an awareness of sufficiency and a happier life. They shared the followings:
5.1.3.1 Having an awareness of sufficiency
“Previously, I thought that the company gave us too little. But in fact,
it’s our expenses that were too much. As we didn’t feel enough, we’d request more
and more. If we don’t recognize enough, how many we get we won’t be satisfied
with.”
“จากเมอกอนคดวาโรงงานใหเรานอย แตจรงมนเปนการใชจายของเรามากกวา เราไมพอไง อยากไดจากเขาเยอะขนไปอก ถาเราไมรจกพอ ไดมาเยอะเทาไหรกไมพอหรอก”
(Pranee, 2012)
“For me, I’ve adopted the philosophy of sufficiency economy that I
learned from the training to my daily life. I’ll strict to doing good, having a suitable
financial planning for future, and having reasonableness in doing things.”
181
“ส าหรบตวเองคดวาสามารถน าหลกปรชญาเศรษฐกจพอเพยงทไดไปอบรมมา มาประยกตใชในชวตประจ าวนของตวเองไดโดย ด ารงชวตโดยยดหลกการท าความด การมการวางแผนการใชเงนเพออนาคต และการมเหตมผลในการท าสงตางๆ”
(Kajib, 2013)
“Previously, I planned to expand and redecorate my house to be like
what other did. But after learning the philosophy of sufficiency, I re-thought. Now,
I’ve believed that I should only have a house that corresponded to my financial status.
Then, I’ll plant some vegetables and fruits around my house. I should be happy from
not having to seek for what’s out of my ability.”
“ทบานแตกอนกคดวาจะตองตอเตมใหสวยอลงการแบบฅนอนๆเขา แตจากการทไดไปเรยนรเรองเศรษฐกจพอเพยง ท าใหคดไดวา เราแคมแบบสมฐานะเรา กเพยงพอแลว แลวกปลกผก ผลไมไวกนบาง แคนกนาจะมความสขแลว จากทไมตองไปดนรนในสงทเกนตว”
(Kachad, 2012)
“In my opinion, to adopt the philosophy of sufficiency economy to the
factory is to consider using tools, equipment, and raw materials to the most efficiency.
For example, a machine, if it’s still able to fix or improve, we shouldn’t buy new. We
should fix or improve it.”
“ความเกยวของระหวางอตสาหกรรม กบความพอเพยงนน ผมคดวาคอสงไหนทไมจ าเปนทจะตองซอ กยงไมตองซอ เชนเครองจกร ถามนยงพอซอมได แกไข ปรบปรงได กยงไมตองซอใหม เนนใชอปกรณ วสด วตถดบทเราใชอยในโรงงานใหเกดประโยชนสงสด”
(Kapong, 2012)
5.1.3.2 Having a happier life
“In my opinion, philosophy of sufficiency economy can lead us to have
a happy life. A happy life doesn’t mean we need to have a lot of money. Having
money at appropriate level with sufficiency mind brings happy life.”
182
“หนคดวา เศรษฐกจพอเพยงนท าใหเราสามารถด าเนนชวตไดอยางมความสขนะ ความสขในชวตไมไดตองหมายถงการมเงนเยอะๆ การมอยางพอดกเพยงพอท าใหเรามความสขแลว”
(Somjing, 2012)
“When I was in Muab-Aung, I got an intention to go back to hug and
kiss my mom. When we’re young, we kissed mom. We hugged mom. But when we
grew up, we’ve been embarrassed to do that. So, we’ve refused to do. After I came
back, I went directly to kiss and hug my mom. My mom’s shocked (laughing). She
asked “What’s going on with my daughter?”…Even though I’m embarrassed, I’m
happy to hug and kiss my mom. Now, I usually hug and kiss mom.”
“หนตงใจตอนทอยทมาบเอองวา กลบมาจะมากอดแม หอมแม ตอนเดกๆเรากกอดแม หอมแมอยนะ แตพอโตขนมนกมความเขนนะ มนกไมกลาหอม พอกลบมาหนกเลยกอด หอมแมเลย แมชอค (หวเราะ) แมบอกเกดอะไรขนเนยลกชน?... เขนบางแตกรสกดดเนอะ มความสขทไดกอด ไดหอมแม ตอนนกยงกอด หอมกนอยเปนประจ าคะ”
(Yenjit, 2012)
“Now, I’ve saving. I’ve money for my kid. I’ve also more time for my
kid. Previously, my kid asked me when I would have time for him (imitating voice of
a kid). I spent most of my time at work for money. When I had money, I spent it to
buy a lottery. But now, I’ve stopped buying a lottery, started producing soap and
detergent, and saved money. In addition, I also taught my kids to save money in a
piggy bank. Previously, he’d never done that. He’s just the one who broke a piggy
bank.”
“ตอนนหนมเงนเกบ หนมเงนใหลก มเวลาใหลกมากขน จากเมอกอนลกถามวาเมอไหรแมจะมเวลาใหหนเนย (ท าเสยงเลยนแบบลก) หนท าแตงาน หนตองหาตง แตพอไดเงนมากเอาเงนทไดมาไปลงทหวย ตอนนหนเลกเลนหวย ท าสบ น ายาซกผาใชเอง ประหยดเงน เกบเงน และสอนใหลกหยอดกระปกดวย แตกอนมนไมเคยหยอด มนแงะ”
(Ngampit, 2013)
183
“Since I’ve came back and stopped drunk, I go home earlier and on
time. I’m happy to be with my family and kids. Consequently, my wife’s also
stopped complaining at me. In addition, she asks me whether I’ve enough money for
spending. Amazed, I previously had to ask for money from her almost every day.
But now, she’ll be one who offers. I feel good.”
“ตงแตกลบมา และเลกกนเหลาน เดยวนผมกลบบานเรว กลบบานตรงเวลา รสกอยากอยกบครอบครว อยากอยกบลก แฟนกไมบน เดยวนแฟนกลายเปนมาถามวามตงใชมย แปลกนะจากแตกอนตองขอกนเกอบทกวน ตอนนแฟนจะเปนฅนใหเองเลย รสกด”
(Kachon, 2012)
“Our life’s getting better. Our family’s also happier. We’ve had money
left. We’ve not argued with each other. When we didn’t have money, we used to
argue with each other.”
“ตอนนกรสกวาเรามความเปนอยดขน ครอบครวกมความสข มเงนเหลอ ไมทะเลาะกน เวลาไมมเงนแลวทบานชอบทะเลาะกน”
(Yenta, 2012)
5.2 Quantitative Findings and Results
5.2.1 Research Question #3
In order to answer the research question #3, which is “Are there any
differences in the employees’ perspective, relating to Quality of Work Life (QWL)
and Employee Engagement (EE) and the organization’s productivity, represented by
Overall Equipment Effectiveness (OEE), Employees’ Efficiency (E_Ef), and
Electricity Usage Efficiency (El_Ef) at the experimental mill compared to the control
mill after adopting the Guideline?,” the descriptive statistics, independent samples t-
tests, and non-parametric tests for the related samples were employed. The results are
illustrated below.
5.2.1.1 The Experimental Mill
Table 5.1 compars the mean and standard deviation of the PSE, QWL,
and EE of the experimental mill (Nongkae mill) before and after adopting the
Guideline.
184
Table 5.1 Mean and Standard Deviation of Each Variable of the Experimental Mill
(Nongkae Mill) Before and After Adopting the Guideline
Variable Group N Mean Std. Deviation Std. Error
Mean
PSE Before Adopting 331 3.2402 .54471 .02994
After Adopting 325 3.3809 .46115 .02558
QWL Before Adopting 331 2.8973 .48502 .02666
After Adopting 325 3.0669 .39849 .02210
EE Before Adopting 331 3.1102 .51746 .02844
After Adopting 325 3.3164 .43259 .02400
According to Table 5.1, from the 331 respondents before the
intervention and 325 respondents after the intervention, there was a difference
between the mean scores of the PSE, QWL, and EE before and after adopting the
Guideline. However, to test a hypothesis about two population variances, an F
statistic, F distribution and t-test are normally used (Kirk, 2013: 82).
To examine the differences in the employees’ perspective on the PSE,
QWL, and EE after adopting the Guideline at the experimental mill (Nongkae mill),
the independent samples t-tests were conducted. The results are illustrated in Table
5.2.
For the PSE, given a violation of Levene’s test for homogeneity of
variances, F(1,654) = 9.13, p<0.01, two tailed, a t-test not assuming homogeneous
variances was calculated. The results indicated that there was a significant difference
in PSE between before and after adopting the Guideline at the experimental mill,
t(640.178) = -3.57, p<0.01, two tails. It suggested that the PSE after the experimental
mill adopted the Guideline (M = 3.38; SD = 0.46) was higher than the PSE before the
experimental mill adopted the Guideline (M = 3.24; SD = 0.54). This implies that
after the experimental mill adopted the Guideline, the employees were more self-
sufficiency.
185
Table 5.2 The Results of Independent Samples Test for the Experimental Mill (Nongkae Mill) for Each Variable
Levene's Test for
Equality of Variances
t-test for Equality of Means
F Sig. T Df Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
99% Confidence
Interval of the
Difference
Lower Upper
PSE
Equal variances
assumed 9.128 .003 -3.569 654 .000 -.14074 .03944 -.24263 -.03886
Equal variances not
assumed
-3.574 640.178 .000 -.14074 .03938 -.24248 -.03900
QWL
Equal variances
assumed 10.979 .001 -4.890 654 .000 -.16964 .03469 -.25927 -.08002
Equal variances not
assumed
-4.899 634.346 .000 -.16964 .03463 -.25911 -.08017
EE
Equal variances
assumed 7.885 .005 -5.535 654 .000 -.20629 .03727 -.30258 -.11000
Equal variances not
assumed
-5.544 637.833 .000 -.20629 .03721 -.30243 -.11015
186
For QWL, given a violation of Levene’s test for homogeneity of
variances, F(1,654) = 10.98, p<0.01, two tailed, a t-test not assuming homogeneous
variances was calculated. The result indicated that there was a significant difference
in QWL after adopting the Guideline at the experimental mill, t(634.35) = -4.90,
p<0.01, two tails. This suggested that the QWL after the experimental mill adopted
the Guideline (M = 3.07; SD = 0.40) was higher than the QWL before the
experimental mill adopted the Guideline (M = 2.90; SD = 0.49). Therefore, the result
supported the proposition #3.1. After the experimental mill adopted the Guideline,
the employees’ Quality of Work Life became better.
For EE, given a violation of Levene’s test for homogeneity of variances,
F(1,654) = 7.89, p<0.01, two tailed, a t-test not assuming homogeneous variances was
calculated. The results indicated that there was a significant difference in EE after
adopting the Guideline at the experimental mill, t(637.83) = -5.54, p<0.01, two tails.
It suggested that the EE after the experimental mill adopted the Guideline (M = 3.32;
SD = 0.43) was higher than the EE before the experimental mill adopted the Guideline
(M = 3.11; SD = 0.52). Therefore, the results supported proposition #3.2. After the
experimental mill adopted the Guideline, the employees were more engaged in the
organization.
In order to examine the difference in OEE, E_Ef, and El_Ef at each
production unit after adopting the Guideline in the experimental mill (Nongkae mill),
Wilcoxon Signed Ranks Tests were conducted. The results are illustrated in Table
5.3.
For the OEE, the results indicated that among the eleven production
units, there was a significant difference in OEE after adopting the Guideline in only
three production units, the Interfolding M/C #2 (Z = -2.75, p<0.01, two tails),
Interfolding M/C #4 (Z = -3.01, p<0.01, two tails), and Interfolding M/C #5 (Z = -
3.01, p<0.01, two tails).
For E_Ef, the results indicated that among the eleven production units,
there was a significant difference in employees’ efficiency after adopting the
Guideline in only one production unit, the Interfolding M/C #4 (Z = -3.02, p<0.01,
two tails).
187
Table 5.3 The Results from Wilcoxon Signed Ranks Test for the Experimental Mill
(Nongkae Mill) of Each Variable
Name of Production
Unit
OEE E_Ef El_Ef
Z Sig.
(2-tailed) Z
Sig.
(2-tailed) Z
Sig.
(2-tailed)
Tissue M/C -1.059 .289 -2.368 .018 -.706 .480
BRT Converting M/C -.706 .480 -2.589 .010 -.706 .480
Single Roll Wrapper -.941 .347 -1.412 .158 -1.964 .050
Manual Roll Wrapper -.941 .347 -1.334 .182 -.356 .722
Automatic Roll Wrapper -.235 .814 -1.098 .272 -.824 .410
JRT Converting M/C -.157 .875 -.864 .388 -.392 .695
Interfolding M/C #1 -2.275 .023 -1.177 .239 -1.570 .117
Interfolding M/C #2 -2.746 .006 -.549 .583 -2.198 .028
Interfolding M/C #4 -3.059 .002 -3.061 .002 -2.434 .015
Interfolding M/C #5 -3.059 .002 -2.432 .015 -3.059 .002
Z-Folding M/C -2.118 .034 -1.020 .308 -1.647 .099
For El_Ef, the results indicated that among the eleven production units,
there was a significant difference in electricity usage efficiency between before and
after adopting the Guideline in only one production unit, the Interfolding M/C #5 (Z =
-3.01, p<0.01, two tails).
In conclusion, these results rejected proposition #3.3, #3.4, and #3.5.
After the experimental mill adopted the Guideline, the Overall Equipment
Effectiveness (OEE), the Employees’ Efficiency (E_Ef), and the Electricity Usage
Efficiency (El_ Ef) of the experimental mill were still the same.
5.2.1.2 The Control Mill
On the other hand, Table 5.4 compares the mean and standard deviation
of the PSE, QWL, and EE of the control mill (Samrong mill) before and after the
experimental mill adopted the Guideline.
188
Table 5.4 Mean and Standard Deviation of Each Variable of the Control Mill
(Samrong Mill) Before and After the Experimental Mill Adopted the
Guideline
Variable Group N Mean Std. Deviation Std. Error Mean
PSE Before Adopting 324 3.3781 .41681 .02316
After Adopting 325 3.3009 .47307 .02624
QWL Before Adopting 324 3.0334 .39891 .02216
After Adopting 325 2.9684 .44401 .02463
EE Before Adopting 324 3.2949 .42403 .02356
After Adopting 325 3.2066 .47102 .02613
According to Table 5.4, from the 324 respondents before the
intervention and 325 respondents after the intervention, there was a very slightly
difference between the mean scores of the PSE, QWL, and EE after the experimental
mill adopted the Guideline. However, to test a hypothesis about two population
variances, an F statistic, F distribution and t-test are normally used (Kirk, 2013: 82).
To examine the differences in the employees’ perspective on the PSE,
QWL, and EE after adopting the Guideline at the experimental mill in the control mill
(Samrong mill), the independent sample t-tests were conducted. The results were
illustrated in Table 5.5.
For the PSE, given a violation of Levene’s test for homogeneity of
variances, F(1,647) = 1.20, p>0.01, two tailed, a t-test assuming homogeneous
variances was calculated. The results indicated that there was not a significant
difference in the mean score for the PSE between before (M = 3.38; SD = 0.42) and
after (M = 3.30; SD = 0.47) adopting the Guideline in the experimental mill at the
control mill, t(647) = 2.20, p>0.01, two tails. This implied that after the experimental
mill adopted the Guideline, there was not any change in the employees’ awareness
regarding the self-sufficiency at the control mill.
189
Table 5.5 The Results of Independent Samples Test for the Control Mill (Samrong Mill) of Each Variable
Levene's Test for
Equality of Variances
t-test for Equality of Means
F Sig. T Df Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
99% Confidence
Interval of the
Difference
Lower Upper
PSE
Equal variances
assumed 1.200 .274 2.204 647 .028 .07716 .03500 -.01327 .16759
Equal variances not
assumed
2.205 637.375 .028 .07716 .03500 -.01325 .16758
QWL
Equal variances
assumed 2.063 .151 1.963 647 .050 .06504 .03314 -.02057 .15065
Equal variances not
assumed
1.963 640.124 .050 .06504 .03313 -.02056 .15063
EE
Equal variances
assumed 1.496 .222 2.508 647 .012 .08824 .03519 -.00265 .17914
Equal variances not
assumed
2.508 640.386 .012 .08824 .03518 -.00264 .17913
190
For QWL, given a violation of Levene’s test for homogeneity of
variances, F(1,647) = 2.06, p>0.01, two tailed, a t-test assuming homogeneous
variances was calculated. The results indicated that there was not a significant
difference in the mean score for QWL between before (M = 2.97; SD = 0.44) and after
(M = 3.03; SD = 0.40) adopting the Guideline in the experimental mill at the control
mill, t(647) = 1.96, p>0.01, two tails. Therefore, the results supported proposition
#3.6. At the control mill, there has not been any significant difference after the
experimental mill adopted the Guideline on Quality of Work Life.
For EE, given a violation of Levene’s test for homogeneity of variances,
F(1,647) = 1.50, p>0.01, two tailed, a t-test assuming homogeneous variances was
calculated. The results indicated that there was not a significant difference in the
mean score for EE between before (M = 3.29; SD = 0.42) and after (M = 3.21; SD =
0.47) adopting the Guideline in the experimental mill at the control mill, t(647) =
2.51, p>0.01, two tails. Therefore, the results supported proposition #3.7. At the
control mill, there has not been any significant difference after the experimental mill
adopted the Guideline on employee engagement.
In order to examine the difference in OEE, E_Ef, and El_Ef at each
production unit between before and after the experimental mill adopted the Guideline
at the control mill (Samrong Mill), Wilcoxon Signed Ranks Tests were conducted.
The results were illustrated in Table 5.6.
For the OEE and El_Ef, the results indicated that among the eight
production units of the control mill, there was not a significant difference in either
OEE and electricity usage efficiency after the experimental mill adopted the
Guideline in any production units of the control mill.
For E_Ef, the results indicated that among the eight production units of
the control mill, there was a significant difference in employees’ efficiency after the
experimental mill adopted the Guideline in only one production unit of the control
mill, the Napkin Folding M/C (Z = -2.67, p<0.01, two tails).
191
Table 5.6 The Results from Wilcoxon Signed Ranks Test for the Control Mill
(Samrong Mill) of Each Variable
Name of Production
Unit
OEE EP El UE
Z Sig.
(2-tailed) Z
Sig.
(2-tailed) Z
Sig.
(2-tailed)
Tissue M/C #1 -.667 .505 -.707 .480 -1.177 .239
Tissue M/C #2 -2.276 .023 -2.275 .023 -2.118 .034
BRT Converting M/C #1 -1.059 .289 -.907 .364 -1.539 .124
BRT Converting M/C #2 -1.373 .170 -.758 .448 -1.761 .078
JRT Converting M/C -2.366 .018 -2.366 .018 -2.371 .018
Interfolding M/C #1 -.432 .666 -1.190 .234 -.197 .844
Interfolding M/C #2 -.676 .499 -1.791 .073 -1.367 .172
Napkin Folding M/C -1.961 .050 -2.670 .008 -2.417 .016
In conclusion, these results supported proposition #3.8, #3.9, and #3.10.
At the control mill, there has not been any significant difference after the
experimental mill adopted the Guideline on the Overall Equipment Effectiveness
(OEE), the Employees’ Efficiency (E_Ef), or the Electricity Usage Efficiency
(El_Ef).
5.2.2 The Research Question #4
In order to investigate the relationship among the variables to answer the
research question #4, which is “Are there any relationships among the employees’
perspectives, relating to Quality of Work Life (QWL), Employee Engagement (EE),
and the Philosophy of Sufficiency Economy (PSE)?,” the bivariate correlations were
caculated. The Person product-moment correlation coefficient was computed to
assess the relationship among PSE, QWL, and EE. The results are illustrated in Table
5.7.
192
Table 5.7 The Person Correlation Matrix for All Variables
PSE QWL EE
PSE
Pearson Correlation 1 .622**
.788**
Sig. (2-tailed) .000 .000
N 1305 1305 1305
QWL
Pearson Correlation .622**
1 .747**
Sig. (2-tailed) .000 .000
N 1305 1305 1305
EE
Pearson Correlation .788**
.747**
1
Sig. (2-tailed) .000 .000
N 1305 1305 1305
**. Correlation is significant at the 0.01 level (2-tailed).
According to Table 5.7, the results supported proposition #4.1, #4.2, and #4.3.
While there was a significant moderately positive correlation between PSE and QWL
(r(1302) = 0.62, p<0.1), the relationship between PSE and EE was significant and
highly positively correlated (r(1302) = 0.79, p<0.1). In addition, the relationship
between QWL and EE also was significant and highly positively correlated (r(1302) =
0.75, p<0.1).
5.3 Chapter Summary
This chapter provides the findings of the study. In the qualitative study,
participants shared the idea that they have changed to do good and to be virtuous,
properly managing their revenues and expenses, and preparing for changes and
planning for the future. Relating to work life, they expressed more cognitive,
emotional, and behavioral engagement with the organization. In addition, they are
aware of sufficiency and having a happier life.
From the quantitative study, the findings revealed that the Quality of Work
Life (QWL) and Employee Engagement (EE) in the experimental mill improved after
the organization adopted the Guideline, while there was no change in those at the
control mill. Moreover, there were significant positive relationships among the
Philosophy of Sufficiency Economy (PSE), Quality of Work Life (QWL) and
193
Employee Engagement (EE). However, there was not any improvement in the
Overall Equipment Effectiveness (OEE), the Employees’ Efficiency (E_Ef), or the
Electricity Usage Efficiency (El_Ef) at either the experimental mill or the control mill
as a result of adopting the Guideline.
A discussion of these results with recommendations and implications is
presented in the last chapter.
194
CHAPTER 6
RESEARCH OVERVIEW, DISCUSSION, RECOMMENDATIONS,
AND ACTION LEARNING
This last chapter provides an overview of the research and summarizes the
essence of what was done and the findings from adopting the Guideline for Applying
the Philosophy of Sufficiency Economy (PSE) in a Manufacturing Organization
(Guideline) as an Organization Development Intervention (ODI) in the experimental
mill at the focal organization. It also includes a discussion of the findings,
recommendations for future research, and action learning.
6.1 Overview of the Research
The purpose of this study was threefold. As the adoption of the Philosophy of
Sufficiency Economy (PSE) in a business organization is still limited, the researcher
would like 1) to explore and report on the processes of adopting the Guideline for
Applying the Philosophy of Sufficiency Economy (PSE) in a Manufacturing
Organization, 2) to observe the changes in the employees’ perspectives and
organization’s productivity after the organization adopted the Guideline, and finally
3) to investigate the relationship among the employee’s perspectives on Quality of
Work Life (QWL), Employee Engagement (EE), and the Philosophy of Sufficiency
Economy (PSE). There were four research questions and two propositions for
research question #3 and #4 from reviewing previous studies.
Research Question #1: What are the processes or actions in adopting the
Guideline?
Research Question #2: What are the employees’ changes after the
organization adopted the Guideline?
195
Research Question #3: Are there any differences in the employees’
perspective, relating to Quality of Work Life (QWL) and Employee Engagement (EE)
and the organization’s productivity, represented by Overall Equipment Effectiveness
(OEE), Employees’ Efficiency (E_Ef), and Electricity Usage Efficiency (El_Ef) at the
experimental mill compared to the control mill after adopting the Guideline?
Proposition for RQ #3: Yes, there are significant differences. After the
experimental mill adopted the Guideline, the employees’ quality of work life was
better, employees were more engaged, the overall equipment effectiveness was
higher, the employees’ efficiency was higher, and the electricity usage efficiency was
higher. However, at the control mill, there was not any significant difference after the
experimental mill adopted the Guideline on those variables.
Research Question #4: Are there any relationships among the employees’
perspectives, relating to Quality of Work Life (QWL), Employee Engagement (EE),
and the Philosophy of Sufficiency Economy (PSE)?
Proposition for RQ #4: Yes, there are significant relationships among the
employees’ perspectives on the Philosophy of Sufficiency Economy (PSE), Quality of
Work Life (QWL), and Employee Engagement (EE).
To accomplish the purposes, answer the research questions and test the
propositions, the research focused on studying the processes and impacts of adopting
the Guideline as an Organization Development Intervention (ODI) at the River Group
from the pragmatist perspective by employing the action research approach (Coghlan
and Brannick, 2010: 7-10) and using the nested mixed methods (Creswell and
Creswell, 2005: 320).
The River Group is the pioneer and the third largest hygienic tissue paper
manufacturer in Thailand, where the researcher is working as the Managing Director-
Operation. In 2011, the revenue of the group reached 1.48 billion Baht and covered
about twenty percent of total Thailand’s hygienic tissue paper market. The group,
nowadays, employes altogether almost eight hundred and fifty employees, operating
in three locations (two factories and one marketing office). One of the mills in the
group, the Nongkae mill, was just selected to be one of thirty-two organizations to
participate in the pilot project of adopting the Guideline by MASCI in early 2012.
196
In studying the processes and employees’ experiences of adopting the
Guideline (research question #1 and #2), the researcher used a qualitative research
tool and four methods for obtaining data: open-ended surveys, group interviews,
photo-elicitation interviews (Banks, 2007: 65), and observations. The participants
were selected using purposeful sampling (Patton, 1990: 169), based on typical case
sampling (Patton, 1990: 173), deviant case sampling (Patton, 1990: 169), and
snowball sampling (Patton, 1990: 176). In total, there were one hundred and twenty
interviewees. Thirty-one group interviews were conducted in three periods of time
during the study. Once the interview was completed, all of the interviews were fully
transcribed verbatim. Consequently, a thematic analysis (Glesne, 2011: 187) was
mainly used to analyze the data. The researcher used ATLAS.ti, the Computer-
Assisted Qualitative Data Analysis Software (CAQDAS), as a tool to assist in
managing the data and coding. Concerning trustworthiness, the researcher used data
from the open-ended survey, group interviews, photo-elicitation interviews, and
observation as the data and methodological triangulation. In addition, two researchers
provided the investigator triangulation. Finally, member checking (Glesne, 2011: 49)
was conducted to make sure that the researcher was representing the participants’
ideas accurately.
In studying the impacts from the intervention in the second part of the research
to answer research question #3 and #4, the researcher adopted the quantitative method
using the pretest-posttest control group quasi-experimental design (Russ-Eft and
Hoover, 2005: 85). Two mills were selected for conducting the research. While the
Samrong mill was assigned to be the control group, the Nongkae mill was assigned to
be the experimental group. The data collection method used in this part of the study
was divided into two main parts, the questionnaire survey on employees’ perception
and the organization’s productivity data.
Regarding the employees’ perception, the paper-and-pencil questionnaire was
developed through a literature review and modified from previously-developed and
used instruments. While in the first part of the questionnaire, the respondent was
asked to rate his or her response on a five-point Likert-type scale, ranging from 1
(Totally not agree) to 5 (Totally agree) out of a total of fifty-one questions, which
were divided into three parts: QWL, EE, and the PSE, the respondent was asked to
197
provide demographic variables in the second part. The pilot testing was conducted
and the results were considered in modifying the questionnaire before the full-scale
study. Before adopting the Guideline, the data collection was done during the last
week of June, 2012. While the population was 750, a total of 655 questionnaires were
responded to (87.33%). After adopting the Guideline at the experimental mill, the data
collection was done during the last week of February, 2013. A total of 657
questionnaires were responded to. However, 7 of them were responded to by the
participants from the experimental mill, who had never participated in the ODI.
Therefore, while population was 765, the researcher decided to use only 650 response
questionnaires (84.97%). The Cronbach’s alpha values of the three scales used in this
study varied from 0.884 to 0.933 which could be considered acceptable. For the data
analysis, besides descriptive statistics, the Independent Sample T-Test and Bivariate
Correlations were implemented.
Regarding the organization’s productivity data, these data referred to Overall
Equipment Effectiveness (OEE), Employees’ Efficiency (E_Ef), and Electricity
Usage Efficiency (El_Ef). The study focused only at the production floor where the
products were produced. At the Nongkae mill and Samrong mill, the production floor
was divided into eleven and eight production units, respectively. The data for each
production unit at both mills were collected and reported on a monthly basis from
July, 2011 – June, 2013 by the director of operations. While the data during July,
2011-June, 2012 was used to represent the situation before adopting the Guideline, the
data during July, 2012-June, 2013 were used to represent the situation after adopting
the Guideline. The Non-parametric Tests, related samples was applied for a data
analysis.
6.2 Summary of the Intervention
The intervention was naturally and holistically bounded into three action
cycles over a nine months period during April - December, 2012: 1st Cycle: receiving
training and consulting about the Guideline, 2nd
Cycle: implementing the training
program at the Muab-Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบ
198
เออง], and 3rd
Cycle: monitoring changes and implementing additional activities at the
factory. The goal of this planned change was to successfully adopt the Guideline and
gain favorable benefits from this adoption.
During the 1st Cycle, there were three coaching visits. The consultants from
MASCI visited the Nongkae mill, introduced the Guideline, asked the organization to
set up a steering committee, reviewed the pervious organization’s activities, and
conducted brainstorming sessions to create an activity and its measurements. Finally,
the steering committee members agreed to propose an employees training program to
train employees about the PSE as an Organization Development Intervention (ODI).
In the 2nd
Cycle, the three-day and two-night training program at the Muab-
Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง] was developed.
Pre-training program was conducted to communicate the objectives and to motivate
employees to join the training. In total, the training was conducted four times during
June-July, 2012. There were three hundred and nine participants in the training. The
participants happily participated and cooperated in the activities. On the last day of
the training, all of the participants had decided and wrote down his or her personal
target that would be implemented within 2012 in order to improve his or her personal
life by adapting the PSE. In addition, in a group, the participants discussed and
designed one activity that they would implement in the factory after the training. In
total, there were twenty-six groups. However, many groups proposed similar
activities. Thus, the proposed activities were combined into eight main activities.
In the last cycle, changes were monitored and additional activities were
implemented. The consultants from MASCI visited in order to follow up on the
changes. Consequently, two reviewers visited. Ultimately, MASCI hosted a public
seminar to celebrate the achievement of the pilot organizations in adopting the
Guideline on August 29, 2012. The story of the achievement of the company was
published. In addition, in order to continuously adopt the PSE into the organizational
operation, the board of directors of the River Group has agreed to consider applying
the PSE at three levels: the corporate strategy level, the organizational human
resource management level, and employees as the individual level. At the corporate
strategy level, the new vision was widely communicated. Consequently, the strategic
199
plan, called “สะอาดสนทใจ” [Cleanliness from the bottom of our heart], was
announced. At the organizational human resource management level and individual
level, the board of directors approved “ฅนรเวอรกรป...ฅนพอเพยง” [River Group’s
Employees…Sufficient People] to be a guideline and target for developing the
organization’s human resource. As a result, many activities were created, for
example, renovating the factory’s canteen and cooperatives store, extending the lunch
break from half an hour to one hour, conducting a happy family trip on national kids’
day, calling a town hall meeting every Thursday morning, inviting employees to
decide to do one good thing to improve his or her life during Buddhist Lent, inviting
guest speakers to give a speech to emphasize the concept of the PSE and to motivate
employees to adapt the PSE to improve their life, seeking role models that have
improved his or her life by the PSE, etc.
6.3 Summary of the Findings
From the qualitative study, the researcher summarized that participating
employees have changed to do good and be virtuous, referring to the practice of
Kantanyu Katawethi [กตญญ กตเวท] and sharing [ทาน]. In addition, they have
changed to properly manage their revenues and expenses by being moderate,
acknowledging their revenues and expenses, appreciating and best utilizing their
resources, consciously spending, reducing unnecessary expenses which included 1)
reducing/stopping buying (illegal) lottery, 2) reducing/stopping drinking, 3)
reducing/stopping buying unnecessary stuff, and 4) planting vegetables, cooking
foods and producing daily personal-use cleaning products to substitute for buying, and
finally seeking more revenue. They were aware of uncertainty and also prepared for
changes and planned for the future. Relating to work life, they expressed more
cognitive, emotional, and behavioral engagement with the organization. In addition,
they mentioned that they were aware of the idea of sufficiency and of having happier
life.
200
The quantitative study revealed that after the experimental mill adopted the
Guideline, while the employees’ quality of work life was better and the employees
were more engaged with the organization at the experimental mill, there were not any
significant differences in those variables at the control mill. However, there was no
significant difference on the Overall Equipment Effectiveness (OEE), the Employees’
Efficiency (E_Ef), or the Electricity Usage Efficiency (El_Ef) at either the
experimental or control mill. Additionally, there were significant positive correlations
among PSE, QWL, and EE.
6.4 Limitations of the Study
According to the research proposal, all of the employees that were working at
the focal organization and under the line command of the Managing Director, except
the directors and employees that were shareholders, were expected to participate in
this study and to pass the training. However, because there was an unplanned critical
machine breakdown two days before the beginning day of the last training, about
thirty employees were ordered to withdraw from joining the program. In addition,
about thirty employees also could not participate for personal reasons. Thus, there
were only three hundred and nine participants in the training. However, this still
accounted for 85.8 percent of total employees (N=360).
Moreover, concerning the dissemination of this research, the researcher has
carefully selected and reported the facts of the organization without using
commercially-classified material or data of interest to the company’s competitors.
Finally, even though generalization of the quantitative results of this study can
be done in manufacturing organizations, verification in the context of particular
organizations is strongly recommended.
6.5 Weaknesses of the Study
This study focused on changes after the organization adopted the Guideline by
assuming that there were changes in the employees’ perspective. Therefore, the
research questions and data collection in the qualitative study asked about and
201
observed only changes. In addition, the sampling of the participants for the
qualitative study included only persons that had changed and had rich information that
the researcher could use to learn about the changes. The participants that answered
either “no change” or “not willing to share” were not included.
6.6 Discussion and Implications
After the findings of the study were revealed, there were number of issues to
be discussed, including implications for practitioners and researchers, not only those
that are in the Human Resource Development field but also those interested in the
Philosophy of Sufficiency Economy-related studies.
6.6.1 The Philosophy of Sufficiency Economy
This study supports Apichai Pantasan’s proposal (2006:128-129) that the PSE
is an integral science, the integration of inner and outer approaches to reality.
According to McFarlane (1996: 4), those scientific theories that explained phenomena
of the outer world refer to the physical sciences, while spiritual traditions, the
foundation of religious and moral values, are knowledge of the inner realities. With
the current domination of the physical sciences, human are materially rich, but
spiritually bankrupt. Even though technology had given us a power to change the
world, human often use this power without guidance from moral values. Although we
enjoyed material comforts today more than ever, human were far from achieving
enduring happiness. Thus, an integral science attempts to keep a balance between
spiritual wisdom and physical science. The story of the King Mahajanaka of His
Majesty the King, the literature review on the PSE, and the findings from the
experiences of the participants in this study consist of both spiritual wisdom and
physical science perspectives of reality. Picking mangoes by uprooting the mango
tree in the story of the King Mahajanaka (Bhumibol Adulyadej, His Majesty King,
1997: 33) criticizes the current dominanation of the physical sciences. The definition
of the PSE as three interlocking core elements and two conditions [3 หวง 2 เงอนไข]
(Chaiyawat Wibulswasdi et. al., 2010: 3-4) implies balancing physical science and
202
moral values. Finally, according to the findings of this study, while the employees
have attempted to change to doing good and being virtuous, they also changed to
properly managing their revenues and expenses and the results from those changes
were that they have had a happier life. These findings also refer to the integration of
both inner and outer approaches to happiness.
This study also advocates that the PSE should be classified under humanistic
philosophy (Sombat Kusumavalee, 2008b: 306). The PSE is an alternative theory of
development, leading to sustainability (Sooksan Kantabutra, n.d.: 1-35; Apichai
Pantasan, 2006: 72; Palin Phoocharoon, 2008: 203; Oranuch Pruetipibultham, 2010:
99; Sasin, 2010: 1-109; Chirayu Isarangkun Na Ayuthaya et al., 2012: 6), focusing on
creating gross happiness by following a sustainable steady-state consumption path
(Apichai Pantasan, 2006: 72). Humanism asserts the idea that people are basically
good and have the capacity for self-realization through reason. Therefore, they give
precedence to an individual’s dignity (Webster’s Encyclopedic Unabridged
Dictionary of the English Language, 1994: 691). Those sustainable development
frameworks and theories seek to reconcile the ecological, social, and economic
dimensions of development (Rogers, 2011: 138). The Guideline well represents both
humanism and the harmonization of creating awareness on ecological, social, and
economic issues in running a business. The finding that the participant employees
have changed to properly managing their revenues and expenses by being moderate,
acknowledging their revenues and expenses, appreciating and best utilizing their
resources, consciously spending, reducing unnecessary expenses and seeking more
revenue illustrates how they are following a sustainable steady-state consumption path
and self-realization.
However, even though the purposes of this study did not cover either
sustainable development or corporate sustainability, the finding that after the
organization adopted the Guideline, the employees’ quality of work life was better
and the employees were more engaged with the organization can be a starting point
for further studies on how the PSE can lead to corporate sustainability since both
Quality of Work Life (QWL) and Employee Engagement (EE) were identified in
many studies as key indicators related to the sustainability of a business organization
203
(Kalayanee Koonmee et al., 2009: 20; Shuck and Reio, 2011: 424; Ferguson and
Clarke, 2012: 167-168).
Regarding the practical implication, this study also demonstrates that the PSE
can be adapted in the manufacturing sector. It supports many previous studies, for
example the study of Priyanut Piboolsravut (2004: 128), UNDP (2007: 31), and
Nattapong Thongpakde (2008: 16) that the adaptation of the PSE is not limited only to
the agricultural sector.
6.6.2 The Process of Adopting the Guideline in the Organization
The study indicates that applying the PSE in a business organization can be
considered as both classical organization development (OD) and organization
transformation (OT), as proposed by Sombat Kusumavalee (2008b: 306). While the
planned intervention, the three day and two night training program at the Muab-Aung
Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบเออง] corresponded more with
the classical organization development (OD), organization changes and additional
activities in the last cycle of the intervention should be considered as organization
transformation (OT). The training program, focusing on educating employees
through participation to be able to gradually adapt the PSE into their life, paid more
attention to the developmental humanism than the business entrepreneurial values.
However, the change in the organization vision and strategic plans illustrated the
concepts of result-based participation and humanistic management.
As previous studies on the PSE in a business organization mainly focused on
the characteristics of an organization that has successfully adopted the PSE, those
have not explored in great depth the process by which an organization has applied the
philosophy. Thus, there have been a limited number of consultants and samples that
an organization, interested in the PSE, can learn from. Many organizations might
have a question on where and how to start applying the PSE in their organizations.
The Guideline, which had been further developed and officially announced by the
Thai Industrial Standard Institute (TISI) as a Thai Industrial Standard (TIS) 9999
since April, 2013, and the process, which the River Group used in implementing this
Guideline as described in Chapter 4 of this dissertation, can be used as a guideline.
204
This case study provides descriptive, inductive documentation that might help other
organization plan and implement changes in the future. It provides insight on the
process interventions for future actions not only for an organization, but also as a case
study for other consultants. However, any planned change should be contextually
designed. In addition, this research could be considered as an academic case for a
scholar that is interested in the action research approach or in adopting the PSE.
However, at this stage, the researcher is concerned about sustaining the
changes. According to Lewin’s change model (Cummings and Worley, 2005: 22-24),
the last step of the change process is refreezing, referring to stabilizing and
reinforcing the new behaviors. As mentioned by Senge, Kleiner, Roberts, Ross,
Roths and Smith (1999: 240), as a seed begins taking root, it cames into contact with
environment, such as predators, rivals, and others that will either support or resist.
Our task is now to sustain life, not just over a few months, but over years. The critical
question here is how to sustain those changes. The participants might not feel as
comfortable as with their pervious way of living despite the fact that their previous
behaviors and habits did not bring them a sustainable life. In such a case, there is a
likelihood for them to relapse into how things used to be done before. The researcher
only wishes that with the support from the organization, such as periodic
communications and activities, employees will be able to maintain ongoing focus,
attention, and discipline in adapting the PSE to improve their life. A longitudinal
field research at the River Group might reveal further issues.
6.6.3 The Employees’ Experiences, Changes, and Impacts after the
Intervention
Suntaree Komin (1990: 165) mentioned that “Reciprocity of kindness,
particularly the value of being Grateful is a highly valued characteristic trait in Thai
society.” That participated employees have changed to do good and be virtuous,
referring to practice of Kantanyu Katawethi [กตญญ กตเวท] and sharing [ทาน]
corresponds with this grateful relationship orientation of Thai. Besides that this
gratitude is the important psychological bond among the organization and employees,
it also helps explaining the relationships among variables in this study. Employees
205
perceived that they were treated as family members and received sincere kindness
support from the management, not only in work but also in personal life issues.
Therefore, employees were grateful to the organization. They would likely intend to
maintain their employment and choose to be highly engaged. From the finding, after
the organization adopted the Guideline, the employees’ quality of work life has been
better. Thus, employees responded more engaged with the organization.
In addition, changes in employee which were found in this study corresponded
with the definition of the PSE as three interlocking core elements and with two
conditions [3 หวง 2 เงอนไข] (Chaiyawat Wibulswasdi et. al., 2010: 3-4). Employees
responded that they changed to do good and be virtuous matched with the moral
condition. While properly managing revenues and expenses was equivalent to the
moderation and resonanbleness element, preparing for changes and planning for the
future belonged to the self-immunity element. However, there was no clear evidence
from the study on how employees utilized appropriate knowledge according to the
knowledge condition.
6.6.4 The Quality of Work Life, Employee Engagement and
Organization Efficiency
This study shifted away from studying only the qualitative aspects of OD
toward trying to quantitatively prove the value of an OD intervention. However, the
findings showed that even though the employees felt that their quality of work life is
better and they became more engaged with the organization after the Guideline was
adopted, there was no significant improvement in productivity.
This finding stands against Hian and Einstein (1990: 19), who indicated that
QWL created higher productivity. It also opposes many previous studies which
claimed that employee engagement enhanced productivity (Harter et al., 2002: 276;
Buchanan, 2004: 19; Richman, 2006: 38; Schneider et al., 2009: 235; Rich et al.,
2010: 631; Christian et al., 2011: 95). As a production system is influenced by not
only the actions and decisions of employees and managers in the production’s
functional area but also those of other employees and managers in other parts of the
firm and various external factors (Evans, Anderson, Sweeney and Williams, 1984: 11-
206
14), employees’ engagement alone is not enough to create higher productivity.
Karsan and Kruse (2011: 140-141) supported the idea that engaged employees
without direction might give a company retention benefits but have little impact on
business results. Heskett, Jones, Loveman, Sasser, and Schlesinger (1994: 166)
proposed the employee satisfaction-profit cause-and-effect-chain. They indicated that
employee satisfaction was positively related to employee engagement and that
increased engagement would promote customer satisfaction and motivate customers
to stay with the company longer and recommend the company’s products and services
to others. This would stimulate revenue growth and profitability for the company. In
addition, Heskett, Sasser, and Schlesinger (1997: 12) proposed the service profit chain
and relationships between (1) profit and customer loyalty, (2) employee loyalty and
customer loyalty, and (3) employee satisfaction and customer satisfaction.
In addition, because the lesson plan for the three day and two night training
program at the Muab-Aung Agri-Nature’s Training Center [ศนยกสกรรมธรรมชาตมาบ
เออง] did not include a productivity improvement topic, this might be another reason
why there was not any improvement in the organization’s productivity after the
experimental mill adopted the Guideline.
However, the employees’ turnover at the focal organization has decreased
significantly after adopted the Guideline, as illustrated in Figure 6.1, which support
Hain and Einstein (1990:19) and Havlovic (1991: 477-478) regarding the quality of
work life, and May et al. (2004: 29-30) and Fleming et al. (2006: 122)’s study on
employee engagement.
207
Figure 6.1 Employee Turnover Rate at Nongkae and Samrong Mill Before and
After ODI
6.7 Recommendations for Future Research
The Philosophy of Sufficiency Economy, being multidimensional and
interdisciplinary, requires lifelong learning activities. The researcher proposed the
building of a knowledge base via action research. This was learning thorough
experience along with the spirit of experimentation. However, while summarizing
this study, a number of questions that might be explored in future were raised. The
researcher, thus, developed a list of issues to be further researched.
1) Conducting longitudinal field research on changes in the focal
organization.
2) Replicating the study in another organization and if conditions
allow, using paired data collection and analysis. Therefore, one might reasonably
expect changes after the intervention within the same individual.
3) Further exploring how the PSE lead to the sustainable development
and/or corporate sustainability.
4) Further exploring the relationships among QWL, EE, and
Productivity.
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
20.00%
July
August
Sep
tem
ber
Oct
ober
Novem
ber
Dec
emb
er
Januar
y
Feb
ruar
y
Mar
ch
Apri
l
May
June
Nongkae - Pre ODI
Nongkae - Post ODI
Samrong - Pre ODI
Samrong - Post ODI
208
6.8 Action Learning
As a Ph.D. student, NIDA’s International Ph.D. program in Human Resource
and Organization Development and this dissertation have brought many new
viewpoints into my life.
I have learned to view the world from multiple perspectives. Learning new
ways of seeing, knowing, and doing things has improved my viewpoints and
decisions. My practice has also improved as I ventured to use multiple lenses in
conducting the research to understand an event and stakeholders. These different
lenses revealed dimensions of our human dynamics.
I also have learned to utilize extensive systematic research for managing and
driving changes in an organization. This dissertation documented an example of
integrating research and practice to capture thoughts and experiences and to widen the
context of the issue. This included introverted sensing of gathering all details I
needed and then thinking about what these meant to me and others, extraverted
feeling through continuous interactions with others, extraverted writing on what those
seemed to mean while being concerned about the trustworthiness of the research, and
action learning about what I have learned and what can be improved in the future.
From this process, I have been able to develop my ability to think creatively and
systematically. I have been able to synthesize knowledge and experience in
accordance with the uniqueness of my organization.
In addition, in retrospect, I have come to have more understandings about
organizational development and changes. Thinking back over twelve years working
with organizations in a management level, I have encountered many changes, both led
by me and others. This research became a continuous inner journey from the present
back to the past then forward with dreams for the future through dialogue with myself
and others about how to create and manage change. As a leader of an organization
which is facing rapid dynamic changing situations, this action research approach can
be used to identify, prioritize, and solve the organization’s problems.
In conclusion, these experiences helped to develop my roles, attitudes,
knowledge, skills, abilities, and philosophy about organizational behavior and human
dynamics.
209
6.9 Epilogue
“Wise King, you do not have to worry; I still have some good dependable disciples
and the Pudalay Mahavijalaya will be established.
Mithila is not yet at a loss for good people!”
The Brahmin,
(Bhumibol Adulyadej, His Majesty the King, 1997: 141)
This research originated from the researcher’s interested on the Philosophy of
Sufficiency Economy of His Majesty the King. Because of the limited number of
cases of adopting the PSE in the business sector, the researcher, who has roles both as
business owner and scholar, wanted to research and document the process and
impacts of adopting the PSE in a business organization. The researcher hopes that
this dissertation will benefit and inspire readers, not only those that are interested in
adopting the PSE into their organization but also those that are looking for a path way
to a sustainable society.
At the end of the story of the King Mahajanaka, the King told the Brahmin
that the Goddness Mani Mekhala asked him to share with others the boon of
enlightened wisdom and to establish an institute of higher learning, named “Pudalay”.
The Brahmin supported the idea and replied to the King as in above excerpt
(Bhumibol Adulyadej, His Majesty the King, 1997: 141). The researcher truly
expects that this research can be considered as evidence to prove the Brahmin’s
words. There still are many good people that are prompted to do good things for our
beloved King and Thailand.
210
BIBLIOGRAPHY
Anderson, Donald L. 2010. Organization Development: The Process of Leading
Organizational Change. Thousand Oaks, CA: Sage.
Anonymous A. 2012 (18 April). Observation’s Note.
Anonymous B. 2012 (15 July). Open-Ended Survey.
Anonymous C. 2012 (15 July). Open-Ended Survey.
Anonymous D. 2012 (15 July). Open-Ended Survey.
Anonymous E. 2012 (24 June). Open-Ended Survey.
Apichai Puntasen; Soravich Premchuen and Pichet Keitdejpunya. 2003. Quoted in
Sooksan Kantabutra. n.d. Development of the Sufficiency Economy
Philosophy in the Thai Business Sector: Evidence, Future Research &
Policy Implications. Retrieved April 24, 2012 from
http://www.sufficiencyeconomy.org/old/en/files/26.pdf
Apichai Pantasan. 2006. The Synthesis of Knowledge related to Sufficiency
Economy. Bangkok: Thailand Research Foundation. (In Thai).
Aree. 2013 (5 February). Interview.
Aretit. 2012 (30 October). Interview.
Argyris, Chris. and Schon, Donald. A. 1996. Organizational Learning II: Theory,
Method, and Practice. MA: Addison-Wesley.
Ary, D.; Jacobs, L.C. and Razavieh, A. 1996. Quoted in Chiraprapha Tan
Wattanapong. 2000. The Relationship between Factors Impacted by
the Current Economic Crisis and Human Resource Development
Roles and Functions in Thailand. Doctoral dissertation, University of
Minnesota.
Bamber, C. J.; Castka, P.; Sharp, J. M. and Motara, Y. 2003. Cross-functional Team
Working for Overall Equipment Effectiveness (OEE). Journal of Quality
in Maintenance Engineering. 9 (3): 223-238.
Banks, Marcus. 2007. Using Visual Data in Qualitative Research. The SAGE
Qualitative Research Kit. London: Sage.
211
Baumruk, Ray. 2004. Quoted in Saks, Alan M. 2006. Antecedents and
Consequences of Employee Engagement. Journal of Managerial
Psychology. 21 (7): 600-619.
Beckhard, Richard. 1969. Organization Development: Strategies and Models.
Massachusetts, MA: Addison-Wesley.
Bhumibol Adulyadej, His Majesty King. 1997. The Story of MAHAJANAKA.
Bang Kruai, Nonthaburi: Amarin Printing and Publishing.
Boeiji, Hennie. 2010. Analysis in Qualitative Research. London: Sage.
Brannen, Julia and Pattman, Rob. 2005. Work-family Matters in the Workplace: the
Use of Focus Groups in a Study of a UK Social Service Department.
Qualitative Research. 5 (4): 523-542.
Brooks, Ann and Watkins, Karen E. 1994. A New Era for Action Technologies: A
Look at the Issues. New Directions for Adult and Continuing
Education. 63 (Fall): 5-16.
Buchanan, Leigh. 2004. The Things They Do for Love. Harvard Business Review.
82 (12): 19-20.
Campbell and Stanley. 1963. Quoted in Russ-Eft, Darlene and Hoover, Amy L.
2005. Experimental and Quasi-experimental Designs. In Research in
Organizations: Foundations and Methods of Inquiry. Richard A.
Swanson and Elwood F. Holton III, eds. San-Francisco, CA: Berrett-
Koehler. Pp. 75-96.
Cascio, Wayne F. 1992. Managing Human Resource: Productivity, Quality of
Work Life, Profits 3rd
edition. Singapore: McGraw-Hill.
Chanchai Pornsirirung. 2009. Practical OEE: Overall Equipment Effectiveness.
Payathai, Bangkok: Prachumthong Printing Group. (In Thai).
Cherryholmes, Cleo H. 1992. Notes on Pragmatism and Scientific Realism.
Educational Researcher. 21 (6): 13-17.
212
Chiraprapha Akaraborworn. 2007. Sufficiency Economy Philosophy-based Healthy
Organization. In The Annual Symposium of HROD Intelligence:
Developing Human and Organization based on the Philosophy of
Sufficiency Economy for Balance and Sustain: 15 years of HRD NIDA
(The Seed of Thais’ Human Resource Developer, November 7, 2007.
Bangkok: Graduate School of Human Resource Development, National
Institute of Development Administration. Pp. 102-123. (In Thai).
Chiraprapha Tan Wattanapong. 2000. The Relationship between Factors
Impacted by the Current Economic Crisis and Human Resource
Development Roles and Functions in Thailand. Doctoral dissertation,
University of Minnesota.
Chirayu Isarangkun Na Ayuthaya; Priyanut Piboolsravut; Sooksan Kantabutra;
Molraudee Saratun and Parisa Rungruang. 2012. Managing People for
Sustainability: Experiences from Thailand. Dusit, Bangkok: The
Crown Property Bureau.
Chiyawat Wibulswasdi; Priyanut Piboolsravut and Kobsak Pootrakool. 2010.
Sufficiency economy philosophy and development. Dusit, Bangkok:
Sufficiency Economy Research Project of the Bureau of the Crown
Property. (In Thai)
Christian, Michael S.; Garza, Adela S. and Slaughter, Jerel E. 2011. Work
Engagement: A Quantitative Review and Test of its Relations with and
Contextual Performance. Personnel Psychology. 64 (1): 89-136.
Coghlan, David and Brannick, Teresa. 2010. Doing Action Research in Your Own
Organization. 3rd
ed. London: Sage.
Consultant A. 2012 (27 July). Observation’s Note.
Consultant B. 2012 (27 July). Observation’s Note.
Crano, William D. and Brewer, Marilyn B. 1986. Principles and Methods of Social
Research. Newton, MA: Allyn and Bacon.
Creswell, John W. 2009. Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. 3rd
ed. Thousand Oaks, CA: Sage.
213
Creswell, John W. and Creswell, J. David. 2005. Mixed Methods Research:
Developments, Debates, and Dilemmas. In Research in Organizations:
Foundations and Methods of Inquiry. Richard A. Swanson and Elwood
F. Holton III, eds. San-Francisco, CA: Berrett-Koehler. Pp. 315-326.
Cummings, Thomas G. and Worley, Christopher G. 2005. Organization
Development & Change. 8th
ed. Minneapolis, MN: West Publishing.
Dawisa Sritanyarat; Cheevarit Jienthanakanond and Sumrit Yipyintum. 2014. A
Study of Leadership in the Organization that Has Successfully Adopted the
Philosophy of Sufficiency Economy: The Case Study of the Chumphon
Cabana Resort and Diving Center. Manuscript submitted for publication.
D’Amato, Alessia; Henderson, Sybil and Florence, Sue. 2009. Corporate Social
Responsibility and Sustainable Business: A Guide to Leadership
Tasks and Functions. Greensboro, NC: Center for Creative Leadership.
Deming, Edwards W. 1986. Quoted in Jonsson, Patrik and Lesshammar, Magnus.
1999. Evaluation and Improvement of Manufacturing Performance
Measurement Systems – the Role of OEE. International Journal of
Operations & Production Management. 19 (1): 55-78.
DesJardins, Joseph. 2011. An Introduction to Business Ethics. 4th
ed. Singapore:
McGraw-Hill.
Duangduen Bhanthumnavin. 2008. Factor Analytic Construction of New Psycho-
Causal Indicators of Sustainable Social Development. Human Resource
and Organization Development Journal. 1 (1): 12-22. (In Thai).
Dyllick, Thomas and Hockerts, Kai. 2002. Beyond the Business Case for Corporate
Sustainability. Business Strategy and the Environment. 11: 130-141.
Elkington, John. 1997. Quoted in Jeurissen, Ronald. 2000. Book Review. Journal
of Business Ethics. 23 (2): 229-231.
Erickson, P. I. and Kaplan, C. P. 2000. Maximizing qualitative responses about
smoking in structured interviews. Qualitative Health Research. 10 (6):
829-840.
214
Evans, James R.; Anderson, David R.; Sweeney, Dennis J. and Williams, Thomas A.
1984. Applied Production and Operations Management. St. Paul,
MN: West Publishing.
Evans, Cheryl A. and Redfern, David C. 2010. How can Employee Engagement be
Improved at the RRG Group? Part 1. Industrial and Commercial
Training. 42 (5): 265-269.
Ferguson, David and Clarke, Martin. 2012. Enabling the Change: Corporate
Sustainability and Employee Engagement. In Cranfield on Corporate
Sustainability. Sheffield, UK: Greenleaf Publishing. Pp. 167-183.
Fleming, John H.; Coffman, Curt and Harter, James K. 2006. Manage Your Human
Sigma. In Harvard Business Review on the High-Performance
Organization. The Harvard Business Review Paperback Series. Boston,
MA: Harvard Business School Press. Pp. 113-134.
French, Wendell L.; Bell, Cecil H. Jr. and Zawacki, Robert A. 1994. Organization
Development and Transformation: Managing Effective Change.
4th
ed. Burr Ridge, IL: Irwin.
Freund, John E. and Walpole, Ronald E. 1980. Mathematical Statistics. 3rd
ed.
London: Prentice-Hall
Gibbons, Paul. M. and Burgess, Stuart C. 2010. Introducing OEE as a Measure of
Lean Six Sigma Capability. International Journal of Lean Six Sigma.
1 (2): 134-156.
Glesne, Corrine. 2011. Becoming Qualitative Researchers: An Introduction.
4th
ed. Boston, MA: Pearson.
The Government Public Relations Department. 2006. Sufficiency Economy
Philosophy Wins International Acclaim. Inside Thailand Review 2006:
Sufficiency Economy. Retrieved April 24, 2012 from
http://thailand.prd.go.th/ebook/review/content.php?chapterID=34
The Great Saving. 2008. The great saving. www.themanufacturer.com.
(February): 52-55. Retrieved May 5, 2012 from
http://www.idhammarsystems.com/uploaded_images/docs/t4p44c6OEE_
%20The%20Great%20Saving_The%20Manufactuer_Web.pdf
215
Greene, Jennifer C. and Caracelli, Valerie J. 1997. Quoted in Creswell, John W.
2009. Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. 3rd
ed. Thousand Oaks, CA: Sage.
Harter, James K.; Hayes, Theodore L. and Schmidt, Frank L. 2002. Business-Unit-
Level Relationship Between Employee Satisfaction, Employee
Engagement, and Business Outcomes: a Meta-analysis. Journal of
Applied Psychology. 87 (2): 268-279.
Harvard Divinity School. n.d. Business Across Religious Traditions: Case Study
Sufficiency Eco nomy. Retrieved September 23, 2014 from
http://isites.harvard.edu/fs/docs/icb.topic150643.files/BART3_casestudy.
Havlovic, Stephen J. 1991. Quality of Work Life and Human Resource Outcomes.
Industrial Relations. 30 (3): 469-479.
Herr, Kathryn and Anderson, Gary. L. 2005. The Action Research Dissertation: A
Guide for Students and Faculty. Thousand Oaks, CA.: Sage.
Heskett, J. L.; Jones, T. O.; Loveman, G. W.; Sasser, W. E. and Schlesinger L. A. Jr.
1994. Putting the Service-Profit Chain to Work. Harvard Business
Review. 74 (2): 164-170.
Heskett, J. L.; Sasser, W. E. and Schlesinger L. A. Jr. 1997. The Service Profit
Chain: How Leading Companies Link Profit and Growth to Loyalty,
Satisfaction, and Value. New York, NY: The Free Press.
Hian, Chan Choon. and Einstein, Walter O. 1990. Quality of Work Life (QWL):
What can unions do? SAM Advanced Management Journal. 55 (2):
17-22.
Ho, Robert. 2006. Quoted in Suthinee Rurkkhum. 2010. The Relationship
between Employee Engagement and Organizational Citizenship
Behavior in Thai Organizations. Doctoral dissertation, University of
Minnesota.
216
Ignition. n.d.. White Paper: How to Reduce Downtime & Rais OEE: Learn what
5 questions you should be asking and how to get the answers to critical
issues. Inductive Automation. 1-15. Retrieved May 5, 2012 from
http://www.automation.com/pdf_articles/Whitepaper-Reduce-Downtime-
Raise-OEE.pdf
The Institute of Sufficiency Economy-Rajabhat Rajanagarindra University. 2012.
The 9 Steps. Retrieved May 1, 2012 from http://www.ise-rru.org/p/blog-
page_30.html (In Thai).
Islam, Zohurul Md. and Sununta Siengthai. 2009. Quality of Work Life and
Organizational Performance: Empirical Evidence from Dhaka Export
Processing Zone. In the ILO conference on Regulating for Decent
Work, Geneva, Switzerland during July 8-10, 2009. Retrieved May 1,
2012 from http://www.ilo.org/legacy/english/protection/travail/pdf/
rdwpaper37a.pdf
Jackson, M. Kristin and Trochim M. William. 2002. Concept Mapping as an
Alternative Approach for the Analysis of Open-Ended Survey Responses.
Organizational Research Methods. 5 (4): 307-336.
James, E. Alana.; Slater, Tracesea and Buckman, Alan. 2012. Action Research for
Business, Nonprofit, and Public Administration: A Tool for Complex
Times. Thousand Oaks, CA: Sage.
Jeong, Ki-Yong and Phillips, Don T. 2001. Operational Efficiency and Effectiveness
Measurement. International Journal of Operations & Production
Management. 21 (11): 1404-1416.
Jeurissen, Ronald. 2000. Book Review. Journal of Business Ethics. 23: 229-231.
Jonsson, Patrik and Lesshammar, Magnus. 1999. Evaluation and Improvement of
Manufacturing Performance Measurement Systems – the Role of OEE.
International Journal of Operations & Production Management.
19 (1): 55-78.
Kachad. 2012 (20 August). Interview.
Kachoa. 2012 (20 August). Interview.
Kachon. 2012 (20 August). Interview.
217
Kahn, William A. 1990. Psychological Conditions of Personal Engagement and
Disengagement at Work. Academy of Management Journal. 33 (4):
692-724.
Kajib. 2013 (5 February). Interview.
Kajome. 2012 (20 August). Interview.
Kajong. 2012 (20 August). Interview.
Kalayanee Koonmee; Anusorn Singhapakdi; Busaya Virakul and Lee, Dong-Jin.
2010. Ethics Institutionalization, Quality of Work Life, and Employee
Job-Related Outcomes: A Survey of Human Resource Managers in
Thailand. Journal of Business Research. 63 (1): 20-26.
Kam. 2012 (20 August). Interview.
Kapi. 2012 (20 August). Interview.
Kapong. 2012 (20 August). Interview.
Kapoon. 2012 (30 October). Interview.
Karok. 2012 (30 October). Interview.
Karsan, Rudy and Kruse, Kevin. 2011. WE: How to Increase Performance and
Profits through Full Engagement. Hoboken, NJ: Wiley.
Katai. 2012 (20 August). Interview.
Katang. 2012 (20 August). Interview.
Kati. 2012 (20 August). Interview.
Katid. 2012 (20 August). Interview.
Katik. 2012 (20 August). Interview.
Katon. 2012 (20 August). Interview.
Katong. 2012 (20 August). Interview.
Kirk, Roger E. 2013. Experimental Design: Procedures for the Behavioral
Sciences. 4th
ed. Thousand Oaks, CA: Sage.
Koi. 2012 (20 August). Interview.
Komkai. 2012 (20 August). Interview.
Komkrit. 2012 (20 August). Interview.
Lau, R.S.M. and May, Bruce E. 1998. A Win-Win Paradigm for Quality of Work
Life and Business Performance. Human Resource Development
Quarterly. 9 (3): 211-226.
218
Lawler, Edward E. III. 1982. Strategies for Improving the Quality of Work Life.
American Psychologist. 37 (5): 486-493.
Levering, Robert and Moskowitz, Milton. 1994. Quoted in Lau, R.S.M. and May,
Bruce E. 1998. A Win-Win Paradigm for Quality of Work Life and
Business Performance. Human Resource Development Quarterly.
9 (3): 211-226.
Levin, Morten. 2003. Quoted in Coghlan, David and Brannick, Teresa. 2010.
Doing Action Research in Your Own Organization. 3rd
ed. London:
Sage.
Lloyd, Rosemarie. 2008. Quoted in Shuck, Brad and Reio, Jr., Thomas G. 2011.
The Employee Engagement Landscape and HRD: How Do We Link
Theory and Scholarship to Current Practice?. Advances in Developing
Human Resources. 13 (4): 419-428.
Macey, William H. and Schneider, Benjamin. 2008. The Meaning of Employee
Engagement. Industrial and Organizational Psychology. 1: 3-30.
Manoon Mukpradit. 2010. The Philosophy of Sufficiency Economy and the
Buddhist Teachings. 2nd
ed. Bangkok: Mahachula Press. (In Thai).
Marrewijk, Marcel van. 2003. Concepts and Definitions of CSR and Corporate
Sustainability: Between Agency and Communion. Journal of Business
Ethics. 44 (2/3): 95-105.
Maslash, Christina; Schaufeli, Wilmar B. and Leiter, Michael P. 2011. Job burnout.
Annual Review of Psychology. 52 (1): 397-422.
May, Douglas R.; Gilson, Richard L. and Harter, Lynn M. 2004. The Psychological
Conditions of Meaningfulness, Safety, and Availability and the
Engagement of the Human Spirit at Work. Journal of Occupational
Psychology. 77 (1): 11-37.
McFarlane, Thomas J. 1996. Integral Science: Toward a Comprehensive Science of
Inner and Outer Experience. Journal of the Western Regional Chapter
of the Alternative Natural Philosophy Association, 6 (2), 4-15.
Retrieved November 4, 2013 from
http://www.integralscience.org/integralscience.html
Medkanon. 2012 (30 October). Interview.
219
Metta. 2012 (20 August). Interview.
Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. San
Francisco, CA: Jossey-Bass.
The National Economic and Social Development Board (NESDB). 2004. Quoted in
Oranuch Pruetipibultham. 2010. The Sufficiency Economy Philosophy
and Strategic HRD: A Sustainable Development for Thailand. Human
Resource Development International. 13 (1): 99-110.
Nattapong Thongpakde. 2008. Sufficiency Economy Philosophy: Historical
Background and Interpretation. In Philosophy of Sufficiency Economy
and Development Administration. Nada Chansom and Nattapong
Thongpakde, eds. Bangkapi, Bangkok: the Center for Sufficiency
Economy Study of the National Institute of Development Administration.
Pp. 7-23. (In Thai).
Ngamkam. 2012 (20 August). Interview.
Ngamngon. 2012 (20 August). Interview.
Ngampit. 2012 (20 August). Interview.
The Office of Industrial Economics and The Management System Certification
Institute (Thailand) (OIE and MASCI). 2012a. The Guideline for
Applying the Philosophy of Sufficiency Economy in a Manufacturing
Organization. Bangkok: OIE & MASCI. (In Thai).
The Office of Industrial Economics and The Management System Certification
Institute (Thailand) (OIE and MASCI). 2012b. The Good Practice in
Organizations that have Adopted the Philosophy of Sufficiency
Economy. Bangkok: OIE & MASCI. (In Thai).
The Office of the National Economic and Social Development Board. 2005.
Questions about the Philosophy of Sufficiency Economy. Bangkok:
The Office of the National Economic and Social Development Board.
Oranuch Pruetipibultham. 2010. The Sufficiency Economy Philosophy and Strategic
HRD: A Sustainable Development for Thailand. Human Resource
Development International. 13 (1): 99-110.
220
Oraphan Monphichit Pavaravadhana. 2011. Impact of an ODI on Leadership,
Motivation, and Employee Engagement to Enhance Organization
Effectiveness: A Case Study of a Bangkok-Based Mid-Size Company.
AU-GSB e-Journal. 4 (2): 47-56. Retrieved April 25, 2012 from
http://gsbejournal.au.edu/Journals/Dec2011/ROSE%20ORAPHAN%20JO
URNAL.pdf
Paifa. 2012 (30 October). Interview.
Palin Phooncharoon. 2008. The Greatest Sufficiency and Sustention and the
Contemporary Management: “Lon-Kloa Business Model”. In Philosophy
of Sufficiency Economy and Development Administration. Nada
Chansom and Nattapong Thongpakde, eds. Bangkapi, Bangkok: the
Center for Sufficiency Economy Study of the National Institute of
Development Administration. Pp. 203-224. (In Thai).
Patton, Michael Q. 1987. How to Use Qualitative Methods in Evaluation.
Newbury Park, CA: Sage.
Patton, Michael Q. 1990. Qualitative Evaluation and Research Methods. 2nd
ed.
Newbury Park, CA: Sage.
Payutto, Por. Or. 1995. Buddhatham. 6th
ed. Bangkok: MahaChula Press.
(In Thai).
Ploy. 2012 (30 October). Interview.
Porras, Jerry I. and Silvers, Robert C. 1991. Organization Development and
Transformation. Annual Review of Psychology. 42 (1), 51-78.
Pranee. 2012 (20 August). Interview.
Priyanut Piboolsravut. 2004. Sufficiency Economy. ASEAN Economic Bulletin.
21 (1): 127-134.
Pyzdek, Thomas and Keller, Paul. 2010. The Six Sigma Handbook: A Complete
Guide for Green Belts, Black Belts, and Managers at All Levels.
New York: McGraw Hill.
Ratree. 2012 (30 October). Interview.
Rethinam, Guna S. and Ismail, Maimunah. 2008. Constructs of Quality of Work
Life: A Perspective of Information and Technology Professionals.
European Journal of Social Sciences. 7 (1): 58-70.
221
Rich, Bruce L.; Lepine, Jeffrey A. and Crawford, Eean R. 2010. Job Engagement:
Antecedents and Effects on Job Performance. Academy of Management
Journal. 53 (3): 617-635.
Richman, Amy. 2006. Everyone Wants an Engaged Workforce: How Can You
Create it? Workspan. 49 (January): 36-39.
Ringland, Gill; Sparrow, Oliver and Lustig Patricia. 2010. Beyond Crisis:
Achieving Renewal in a Turbulent World. West Sussex, United
Kingdom: Wiley.
Rogers, Katrina S. 2011. Leading sustainability. Advances in Global Leadership.
6 (1): 137-153.
Ruangyot Sanposh. 2011. The Impact of ODIs on Employee Commitment,
Employee Motivation, Job Satisfaction and job Performance: A Case
Study of Udon Mastertech Co., Ltd. in Thailand. AU-GSB e-Journal.
4 (1): 106-117. Retrieved Feburary 22, 2014 from
http://www.graduate.au.edu/gsbejournal/6V/vol4%201%20june%202011/
Ruangyot.pdf
Russ-Eft, Darlene and Hoover, Amy L. 2005. Experimental and Quasi-experimental
Designs. In Research in Organizations: Foundations and Methods of
Inquiry. Richard A. Swanson and Elwood F. Holton III, eds. San-
Francisco, CA: Berrett-Koehler. Pp. 75-96.
Ryratana Suwanraks. 2000. Summary of Discussion: The 1999 TDRI Year-End
Conference “Sufficiency Economy”. TDRI Quarterly Review. 15 (1):
6-17.
Saaad. 2012 (30 October). Interview.
Saks, Alan M. 2006. Antecedents and Consequences of Employee Engagement.
Journal of Managerial Psychology. 21 (7): 600-619.
Salinee Kanpang. 2012 (15 July). Open-Ended Survey.
Sanan. 2012 (30 October). Interview.
222
Sasin Graduate Institute of Business Administration of Chulalongkorn University
(SASIN). 2010. Corporate Sustainability under the Sufficiency
Economy Philosophy: Reshaping Business and Management Thought
and Practice Based on the Asian Perspective and Values. Pathumwan,
Bangkok: Author.
Schaufeli, Wilmar B.; Bakker, Arnold B. and Salanova, Marisa. 2006. The
Measurement of Work Engagement with a Short Questionnaire.
Educational and Psychological Measurement. 66 (4): 701-716.
Schneider, Benjamin; Macey, William H.; Barbera, Karen M. and Martin, Nigel.
2009. Driving Customer Satisfaction and Financial Success Through
Employee Engagement. People & Strategy. 32 (2): 22-27.
Scobel, Donald N. 1975. Doing Away with the Factory Blues. Harvard Business
Review. 53 (6): 132-142.
Senge, P.; Kleiner, A.; Roberts, C.; Ross, R.; Roth, G. and Smith, B. 1999. The
Dance of Change. New York: Doubleday.
Shuck, Brad and Reio, Jr., Thomas G. 2011. The Employee Engagement Landscape
and HRD: How Do We Link Theory and Scholarship to Current Practice?.
Advances in Developing Human Resources. 13 (4): 419-428.
Shuck, Brad and Wollard, Karen. 2010. Employee Engagement and HRD: A
Seminal Review of the Foundations. Human Resource Development
Review. 9 (1): 89-110.
Sirgy, Joseph M.; Efraty, David; Siegel, Phillip and Lee, Dong-Jin. 2001. A New
Measure of Quality of Work Life (QWL) Based on Need Satisfaction and
Spillover Theories. Social Indicators Research. 55: 241-302.
Siriyupa Roongrerngsuke. 2010. HR Best Practices in Thailand. Bangkok: Nation.
Sombat Kusumavalee. 2008a. Philosophy of Sufficiency Economy in the Large
Scale Enterprise: A Case Study of Human Capital Management in the
Siam Cement Group. Human Resource and Organization Development
Journal. 1 (1): 80-90. (In Thai).
223
Sombat Kusumavalee. 2008b. Philosophy of Sufficiency Economy and Organization
Development. In Philosophy of Sufficiency Economy and Development
Administration. Nada Chansom and Nattapong Thongpakde, eds.
Bangkapi, Bangkok: the Center for Sufficiency Economy Study of the
National Institute of Development Administration. Pp. 293-335. (In
Thai).
Sombat Kusumavalee. 2011. The King MAHAJANAKA and the Concept of Human
Resource and Organization Development. Quality Management.
18(December): 90-94. (In Thai).
Somjai. 2012 (20 August). Interview.
Somjing. 2012 (30 October). Interview.
Somsak. 2012 (20 August). Interview.
Somsong. 2012 (20 August). Interview.
Somsri. 2012 (20 August). Interview.
Somwang. 2012 (30 October). Interview.
Sooksan Kantabutra. n.d. Development of the Sufficiency Economy Philosophy in
the Thai Business Sector: Evidence, Future Research & Policy
Implications. Retrieved April 24, 2012 from
http://www.sufficiencyeconomy.org/old/en/files/26.pdf (In Thai).
Soyars, Maureen and Brusino, Justin. 2009. Essentials of Engagement: Contributing,
Connections, Growth and Advancement. T+D. 63 (March): 62-65.
Springett, Delyse. 2003. Business Conceptions of Sustainable Development: A
Perspective from Critical Theory. Business Strategy and the
Environment. 12: 71-86. Advance online publication.
Stubbs, Wendy and Cocklin, Chris. 2008. Conceptualizing a “Sustainability
Business Model”. Organization & Environment. 21(2): 103-127.
Sudsawad. 2012 (30 October). Interview.
Sudteerak. 2012 (30 October). Interview.
224
Sumet Tantivajchakul. 2011. The Foundation Concept of the Sufficiency Economy
from the Royal Initiative Projects. In The Philosophy of Sufficiency
Economy and Thai Society. The Center for Sufficiency Economy Study
of the National Institute of Development Administration, eds. Bangkapi,
Bangkok: the Center for Sufficiency Economy Study of the National
Institute of Development Administration. Pp. 38-56. (In Thai).
Summit Champrasit. 2011(April 27). Partners of Thailand: What should Thailand
be?. Post Today. Retrieved May 1, 2012 from http://www.drsumit.com/
index.php?lay=show&ac=article&Ntype=1&Id=539311753 (In Thai).
Sumrit Yipyintum. 2011. A Pilot Study of a Qualitative Analysis of Experience of
Employees in the Organization that Has Adopted the Philosophy of the
Sufficiency Economy: The Case Study of the Ancient Siam. In
Proceedings of the 10th
International Conference of the Academy of
HRD (Asia Chapter) [Adobe Digital Editions version]. M. Ismail, A.
M. Osman-Gani, and R. M. Rasdi, eds. Kuala Lumpur, Malaysia:
Department of Professional Development & Continuing Education,
Faculty of Educational Studies. Universiti Putra Malaysia, and Academy
of Human Resource Development.
Suntaree Komin. 1990. The Psychology of the Thai People: Values and
Behavioral Patterns. Research Center National Institute of Development
Administration.
Suthinee Rurkkhum. 2010. The Relationship between Employee Engagement and
Organizational Citizenship Behavior in Thai Organizations. Doctoral
dissertation, University of Minnesota.
Swanson, Richard A. 2001. The Theory of Human Resource Development. In
Foundations of Human Resource Development. Richard A. Swanson
and Elwood F. Holton III, eds. San-Francisco, CA: Berrett-Koehler.
Pp. 97-110.
Tinnakorn. 2012 (30 October). Interview.
Tiva. 2012 (30 October). Interview.
225
Thamrong Sangsuriyajan. 2011. Sufficiency Economy as the Model of Thailand’s
Community Development. International Journal of Humanities and
Social Science. 1 (May): 74-82.
Thomas, Gary. 2010. How to Do Your Case Study: A Guide for Students and
Researchers. London: Sage.
Thorn. 2012 (24 June). Open-Ended Survey.
Tongtae. 2012 (30 October). Interview.
Tongyod. 2012 (30 October). Interview.
Tonnum. 2012 (30 October). Interview.
Udomsak Soponkij. 2011. The ODI Impact of Leadership Styles, Shared Values and
Skills on Employee Satisfaction Elements and Employee Engagement: A
Case Study of a Mid-Size Company in Thailand. AU-GSB e-Journal.
3 (1): 27-44.
The United Nations Development Programme (UNDP). 2007. Thailand Human
Development Report 2007: Sufficiency Economy and Human
Development. Dusit, Bangkok: Author.
Van de Ven, Andrew H. 2005. Forward: Advancing Research in Organizations
through Learning Communities. In Research in organizations. Richard
A. Swanson & Elwood F. Holton III, eds. San-Francisco, CA: Berrett-
Koehler. Pp. xii-xvi.
VanderStoep, Scott W. and Johnston, Deirdre D. 2009. Research Methods for
Everyday Life: Blending Qualitative and Quantitative Approaches.
San Francisco, CA: Jossey-Bass.
Veerapong Sakdathong. 2012 (24 June). Open-Ended Survey.
Walker, James W. 1992. Human Resource Strategy. Singapore: McGraw-Hill.
Warr, Peter. 2007. The economics of enough: Thailand’s ‘Sufficiency economy’
debate. Retrieved April 24, 2012 from http://buddhist-
economics.info/papers/Warr.pdf
Webster’s Encyclopedic Unabridged Dictionary of the English Language. 1994.
NJ: Dilithium Press.
226
Weisboard, M. R. 1988. Quoted in Coghlan, David and Brannick, Teresa. 2010.
Doing Action Research in Your Own Organization. 3rd
ed. London:
Sage.
Werner, Jon M. and DeSimone, Randy L. 2009. Human Resource Development.
5th
ed. Mason, OH: South-Western Cengage Learning.
Wiroon Tungcharoen. 2010. Crisis-free State Through Sufficiency Economy. Bodhi
Research Journal: A Journal on Holistic Sustainable Development.
1 (1): 49-58. (In Thai).
Wiwat Salyakamthron. 2010. (December 11). Sufficient then Rich: 4 Knowledge, 3
Loves, 2 Unities (2). Komchadluek. Retrieved May 1, 2012 from
http://www.komchadluek.net/detail/20101204/81554/(2).html (In Thai).
Wollard, Karen K. and Shuck, Brad. 2011. Antecedents to Employee Engagement: A
Structured Review of the Literature. Advances in Developing Human
Resources. 13 (4): 429-446.
The World Bank. 2009. Global Monitoring Report 2009: A Development
Emergency. Washington D.C.: The International Bank for Reconstruction
and Development/ The World Bank.
The World Bank. 2011 (December 13). The World Bank Supports Thailand’s
Post-Floods Recovery Effort. Retrieved April 24, 2012 from
http://go.worldbank.org/TCFEHXJML0
Wuttichai Wachiramatee, Pra Maha. 2011. The Ultimate of the Good. Bangkok.
DMG. (In Thai).
Xanthopoulou, Despoina; Bakker, Arnold B.; Demerouti, Evangelia and Schaufeli,
Wilmar B. 2009. Reciprocal Relationships between Job Resources,
Personal Resources, and Work Engagement. Journal of Vocational
Behavior. 74 (3): 235-244.
Yenjit. 2012 (30 October). Interview.
Yenta. 2012 (30 October). Interview.
Yin, Robert K. 2003. Case Study Research: Design and Method. 3rd
ed. Applied
Social Research Methods Series Volume 5. Thousand Oaks, California:
Sage.
227
APPENDICES
228
Appendix A:
The Guideline for Applying the Philosophy of Sufficiency Economy into a
Manufacturing Organization.
229
230
231
232
233
234
235
236
237
238
239
240
241
Appendix B:
Ms. Siwaporn Kacharuk’s Resume
242
Curriculum Vitae
Name Ms. Siwaporn Kacharak
Date of Birth October 6, 1968 Nationality Thai
Religion Buddhist Language Thai, English
Address 34/1315 Satitpirom Condo Town, Moo 4, Pracharaj Road, Suanyai,
Muang, Nontaburi. 11000
Moblie (089) 702-4698
Education
Major Year Institution
Bachelor Environmental Science 1990 Thammasat University
Master Environmental Science 1993 Chulalongkorn University
Work Experiences
2012 – Present Institute of Sufficiency Economy/ Agri-Nature Foudation
Researcher
2011 Institute of Sufficiency Economy of
Rajaphat Rajchanakarin University
Researcher
2000 – 2011 M. V. S. Consultant Company Limited/
Potential Engineering Consultant Company Limited
Environmental Expert and Public Relationship
1998 – 1999 CMS Engineering and Management Company Limited
Environmental Scientist
1995 – 1998 Siam DHV Company Limited
Environmental Scientist
1993 – 1995 Environmental Technologic (Thai) Company Limited
Environmental Scientist
1990 – 1991 Environmental Research Institute of
Chulalongkorn University
Assistant Researcher and Project Coordinator
243
Appendix C:
The Implied Informed Consent Form
244
School of Human Resource Development,
The National Institute of Development Administration (NIDA)
คณะพฒนาทรพยากรมนษย สถาบนบณฑตพฒนบรหารศาสตร (นดา)
Implied Informed Consent Form for Social Science Research
แบบตอบรบการใหความยนยอม ส าหรบการเขารวมงานวจยทางดานสงคมศาสตร
Title of Study: The Impacts of Adopting the Philosophy of Sufficiency Economy:
An Action Research in River Group
ชอการศกษา: ผลกระทบของการประยกตใชปรชญาเศรษฐกจพอเพยง : การวจยเชงปฏบตการในกลมบรษท รเวอร
Principal Investigator: Institute of Sufficiency Economy
ผท าการศกษาหลก: สถาบนเศรษฐกจพอเพยง
Data Collector: Ms. Siwaporn Kacharak
ผท าการรวบรวมขอมล: นางสาวศวพร คชารกษ
Advisor: Assistant Professor Dr. Sombat Kusumavalee
อาจารยทปรกษา: ผชวยศาสตราจารย ดร.สมบต กสมาวล
1. Purpose of the Study: - to promote adopting of the PSE and the guideline of applying the PSE in a
manufacturing organization by illustrating the steps, processes and employees’
experiences of adopting the guideline
- to provide feedback information for further improvement of the guideline
วตถประสงคของการศกษา:
- เพอสงเสรมการประยกตใชปรชญาของเศรษฐกจพอเพยง และมาตรฐานแนวทางในการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรม โดยการน าเสนอขนตอน, กระบวนการ รวมถงประสบการณจากมมมองของพนกงานในแตละขนตอนของการประยกต
- เพอแสวงหาขอแนะน า เพอการพฒนามาตรฐานฯ ตอไปในอนาคต
2. Procedures to be followed: Some of you will be invited to participate in a focus group
while some of you will be invited to participate in an in-depth interview. You will be
asked to describe about your experiences in your organization and in your life before and
during the organization had adopted the guideline. In addition, you will also be asked to
share your current experience. Some of you might be asked to take a photo or bring
something that relates to the adaptation of the guideline in your organization to present
during a focus group and interview. During a focus group and interview, your
conversation will be recorded by a Voice recorder, a VDO recorder, or a Camera because
a moderator would like to focus on creating a smoothly conversation.
245
ขนตอนททานจะตองเกยวของ: บางทานจะถกเชญใหเขารวมในการสมภาษณกลม (Focus Group)
ในขณะทบางทานจะถกเชญใหเขารวมในการสมภาษณสวนบคคลเชงลก (In-depth interview) ทานจะถกรองขอใหอธบายประสบการณของทานในองคกร และในชวตสวนตวของทานทเกยวกบชวงเวลากอน และในขณะทองคกรประยกตมาตรฐานแนวทางในการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรมมาสการปฏบตในองคกรของทาน รวมถงประสบการณในปจจบน บางทานอาจจะถกรองขอใหถายภาพ หรอน าสงของททานคดวาเชอมโยง และแสดงใหเหนถงการประยกตใชมาตรฐานฯในองคกรของทานมาแสดง และอธบาย ในระหวางการสมภาษณกลม และสมภาษณสวนบคคลเชงลก การสนทนาของทานจะถกท าการบนทกโดย เครองบนทกเสยง กลองถายวดโอ หรอกลองถายภาพ อนเนองมาจากวาผน าการสนทนาตองการทจะท าใหการสนทนาเปนไปอยางราบรนทสด
3. Discomforts and Risks: You might be asked to share your personal discomfort
experience during adaptation of the guideline in your organization.
ความเสยงทอาจจะเกดตอทาน: ทานอาจจะไดรบการรองขอใหถายทอด และอธบายประสบการณทอดอดของทานในระหวางทองคกรประยกตใชมาตรฐานฯ มาสการปฏบต
4. Benefits: The collected data and information will benefit to an organization that is
currently adopting or planning to adopt the concept of PSE and the guideline in the future.
ประโยชนทจะไดรบ: ขอมลทไดรบจากการวจยจะเปนประโยชนส าหรบองคกรทก าลง หรอมแผนการทจะนอมน าแนวคดปรชญาของเศรษฐกจพอเพยง และ/หรอ มาตราฐานฯไปประยกตใช
5. Duration: Group interview will take about 1.30 hours.
ระยะเวลา: การสมภาษณกลม จะใชเวลาประมาณ 1 ชวโมง 30 นาท
6. Statement of Confidentiality: No personally identifiable information will be shared with
others as a result of your participation.
การเกบรกษาเปนความลบ: ขอมลทจะสามารถระบไปถงตวทานในฐานะของผใหขอมลจะถกเกบเปนความลบส าหรบผท าการเกบขอมลเทานน จะไมมการเปดเผยใหใครในองคกรของทานทราบ
7. Right to Ask Questions: Please contact Mr. Sumrit Yipyintum at (02) 384-7378 with any
questions about this research. You may also contact my advisor—Asst. Prof. Dr. Sombat
Kusumavalee—at [email protected] if you have any concerns about this study.
สทธในการถามค าถาม: ในกรณททานมขอสอบถามเกยวกบงานวจยน ทานสามารถสอบถามไดท คณสมฤทธ ยบยนธรรม (02)384-7378 หรอท ผศ. ดร. สมบต กสมาวล ท [email protected]
8. Payment for participation: No payment
ผลตอบแทนส าหรบทาน: ไมมการจายเงนผลตอบแทน
9. Voluntary Participation: Your decision to be in this research is voluntary. You can stop
at any time. You do not have to answer any questions you do not want to answer. You can
also ask a moderate to stop a voice and a VDO recording and to refuse to be taken a photo
246
at anytime. Refusal to take part in or withdrawing from this study will involve no penalty
or loss of benefits you would receive otherwise.
สทธในการเขารวมของทาน: การตดสนใจเขารวมเปนสวนหนงของงานวจยชนนของทานจะเปนไปโดยความสมครใจ ทานสามารถทจะหยดทกเมอททานตองการ ทานไมจ าเปนตองตอบค าถามใดๆกตามททานไมตองการตอบ ทานสามารถแจงใหผน าการสนทนาหยดการบนทกเสยง และภาพ รวมถงปฏเสธไมใหถายภาพไดในทกขณะททานตองการ ทานจะไมไดรบการลงโทษ หรอสญเสยผลประโยชนใดๆจากการททานปฏเสธทจะตอบค าถาม หรอถอนตวจากการศกษาน
Please provide your personal data and initials for indicating that you have read above
information.
กรณากรอกขอมลสวนตว และลงนามเพอแสดงวาทานไดรบทราบขอมลขางตนแลว
ชอ Name (นาย Mr. /นางสาว Ms. /นาง Mrs.) ......................................................................................... นามสกล Last name .......................................................................................................................... การศกษาสงสด Highest Education ......................................................................................................... อายงานกบองคกร Years of Service with Current organization ............................................ ป Years
ต าแหนงงานในปจจบน Current Position / Job Title ............................................................................... ลงนาม Initial ......................................................................... วนท Date ............../................/..............
247
Appendix D:
The Interview Protocol
248
The Interview Protocol
Research Question #1: What are the processes or actions in adopting the
Guideline?
Research Question #2: What were the employees’ changes after the
organization adopted the Guideline?
ค าถามงานวจย : ในมมมองของพนกงาน บรษทไดน าเอามาตรฐานแนวทางการประยกตใชปรชญาเศรษฐกจพอเพยง มาประยกตใชในบรษทอยางไร? และทานเหนการเปลยนแปลงในตวทาน เพอนพนกงาน บรษทหรอไม อะไร อยางไร หลงจากทบรษทไดน าเอามาตรฐานมาใช?
วนทเกบขอมล .............................................................. สถานท .................................................................. ผเกบขอมล .............................................................. ผรวมสงเกตการณ ................................................. ความพรอมของอปกรณ เครองบนทกเสยง กลองถายภาพ กลอง VDO
เวลาเรมกจกรรม ...................................... รายชอของผเขารวมใหขอมล
1. ……………………………………………………………………….
2. ……………………………………………………………………….
3. ……………………………………………………………………….
4. ……………………………………………………………………….
5. ……………………………………………………………………….
บนทก ...................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................................................................................
เรมการเกบขอมล
1. แนะน าตว อธบายวตถประสงคของการศกษา และเนนการเกบรกษาขอมลเปนความลบ และไมมผลตอ
หนาทการงาน
2. ค าถาม และกจกรรมสรางความคนเคย
ใหผเขารวมแนะน าตว หนวยงานทท างาน
ใหกลมชวยกนตอบ
ทราบหรอไม วาบรษทมก าลงท ามาตรฐานเศรษฐกจพอเพยงอย?
แลวแตละคนมสวนเขาไปรวมอยางไร?
249
ใหวาดรป วาสงทบรษท และพวกเราก าลงท าอยในการเอามาตรฐานเศรษฐกจพอเพยงมาใชในบรษท
และใหแตละคนอธบายภาพทตนเองวาด
3. ค าถามหลก (Photo-Elicitation Interview)
แจกกลองถายรปดจตอล และบอกโจทยใหผเขารวมไปถายภาพทแสดงถงการเปลยนแปลง หรอ
กจกรรมทบรษท หรอพนกงานท า ทเกยวของกบการประยกตใชมาตรฐานเศรษฐกจพอเพยงในบรษท
เพอน ากลบมาดกนฅนละ 3 ภาพ นดหมายใหเวลา 15 นาท แยกยายกนไป และกลบมารวมกนทเดม
Load ภาพขน Projector และใหผเขารวมทถายภาพนนๆมาเลาวา อะไรตอการเปลยนแปลง, อะไร
คอการเอามาตรฐานเศรษฐกจพอเพยงมาประยกตใช
4. ค าถามหลกส าหรบสมภาษณ
บรษทฯเอามาตรฐานนมาใชในบรษทอยางไร?เพมเตมจากสวนทถายรปมา
เราเหนการเปลยนแปลงอะไรจากการเอามาตรฐานมาใชหรอไม? เพมเตมจากสวนทถายรปมา
ทตวเรา รวมถงครอบครว ทบาน
ทบรษท รวมถงเพอนรวมงาน
เพอนๆเราวาอยางไรกน
5. ค าถาม ส าหรบผทไมไดไปอบรมทมาบเออง
ท าไมจงไมไดไป
เหนเพอนๆกลบมาจากอบรมแลวเปนอยางไรบาง
ตวเราไดท าอะไรบางหรอเปลาทเกยวกบเศรษฐกจพอเพยง
เหนการเปลยนแปลงอะไรบาง? ทงในสวนของตวเอง บรษท และเพอนรวมงาน
6. ขอบคณ และบอกขนตอนตอไปวาจะมการถอดเทป และประมวลผล และจะชวนใหทกคนไดกลบมาชวยให
ความเหนหลงจากประมวลผลขอมลแลว
7. แจก Implied Informed Consent Form ใหผเขารวมลงนาม
เวลาสนสดกจกรรม ...................................... Voice Record’s file name:……………………………………………………………
Camera’s shot number: From …………………….. to ……………………………….
VDO’s file name: ………………………………………………………………………
250
Appendix E:
The Detailed Information on the Qualitative Study’s Participants
251
The Participants in the Interview #1 during August 20-24, 2012
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
1 Somsak Male 31 3 27 7 - 6 Supervisor High Vocational
Certificate Typical Case
2 Somjai Female 34 - 3 5 1 6 Supervisor High Vocational
Certificate Typical Case
3 Somsong Female 26 5 16 6 4 16 Worker High Vocational
Certificate Typical Case
4 Somsri Female 28 9 5 5 3 1 Supervisor Bachelor Typical Case
5 Kachae Male 48 9 29 8 9 20 Supervisor Vocational
Certificate Typical Case
6 Katang Female 39 10 24 4 - 22 Worker Primary School Typical Case
7 Kati Female 44 6 29 8 2 21 Worker Secondary School Typical Case
8 Kapi Female 20 1 19 - -2 -12 Worker Vocational
Certificate Typical Case
9 King Female 38 9 19 8 4 2 Worker Secondary School Typical Case
10 Ka Female 27 7 11 3 5 25 Worker Secondary School Typical Case
11 Koi Male 24 4 24 - 5 19 Worker High Vocational
Certificate Typical Case
12 Kam Female 40 1 13 7 2 29 Worker Secondary School Typical Case
252
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
13 Kachad Female 28 2 28 9 10 5 Supervisor High Vocational
Certificate Typical Case
14 Sudsua Male 23 3 11 1 5 12 Worker Secondary School Typical Case
15 Katib Female 28 2 26 5 3 1 Worker Bachelor Typical Case
16 Katob Female 24 6 1 5 4 20 Worker High Vocational
Certificate Typical Case
17 Jaidee Female 26 1 10 7 1 6 Worker High School Typical Case
18 Kachon Male 32 3 25 1 3 2 Worker High Vocational
Certificate Typical Case
19 Kachoa Female 32 8 9 8 7 6 Worker Secondary School Typical Case
20 Kajome Male 33 5 3 3 6 15 Worker High Vocational
Certificate Typical Case
21 Komkai Female 41 6 7 2 11 2 Worker Secondary School Typical Case
22 Komsan Male 40 2 22 9 9 20 Supervisor Secondary School Typical Case
23 Komkrit Male 38 8 20 9 9 20 Supervisor Vocational
Certificate Typical Case
24 Karom Female 23 9 4 - 6 24 Worker Secondary School Typical Case
25 Katai Female 40 6 - 4 2 25 Worker High Vocational
Certificate Typical Case
253
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
26 Katen Male 35 6 10 9 11 6 Supervisor High Vocational
Certificate Typical Case
27 Kajong Male 34 - 15 1 1 14 Worker Vocational
Certificate Typical Case
28 Katid Female 33 - 2 - 2 12 Worker Vocational
Certificate Typical Case
29 Kading Male 35 - 7 6 - 14 Supervisor Bachelor Typical Case
30 Kadangnga Male 42 - 23 2 9 21 Supervisor Bachelor Typical Case
31 Katik Female 25 3 28 3 1 29 Supervisor Bachelor Typical Case
32 Katong Female 32 6 26 3 9 17 Worker Primary School Typical Case
33 Metta Female 33 5 14 4 2 3 Worker High School Typical Case
34 Karuna Female 42 1 6 5 - 7 Worker Secondary School Typical Case
35 Pranee Female 30 4 25 1 3 8 Worker High Vocational
Certificate Typical Case
36 Aree Female 49 3 13 7 1 2 Supervisor Secondary School Typical Case
37 Ngampit Female 28 10 5 1 5 10 Supervisor High Vocational
Certificate Typical Case
38 Ngamkam Female 27 6 24 6 6 28 Supervisor High Vocational
Certificate Typical Case
254
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
39 Ngamngon Female 32 1 25 8 1 13 Supervisor High Vocational
Certificate Typical Case
40 Panpan Female 24 8 9 3 2 19 Supervisor High Vocational
Certificate Typical Case
41 Katon Female 21 10 21 1 3 24 Worker High Vocational
Certificate Deviant Case
42 Kapook Female 27 11 7 5 4 26 Worker High Vocational
Certificate Deviant Case
43 Kabung Male 36 6 3 9 9 20 Supervisor High Vocational
Certificate Deviant Case
44 Kapong Male 44 10 28 9 11 7 Supervisor Vocational
Certificate Deviant Case
45 Kangawn Female 27 - 13 2 10 29 Worker High Vocational
Certificate Deviant Case
46 Kasoon Male 27 4 - 2 - 4 Worker Secondary School Deviant Case
47 Kasoob Male 26 - 13 - -5 -17 Worker High Vocational
Certificate Deviant Case
48 Kaaoom Female 44 11 27 4 5 22 Worker Secondary School Deviant Case
255
The Participants in the Interview #2 during October 30 - November 2, 2012
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
1 Somkanae Female 46 5 28 8 8 14 Worker Primary School Typical Case
2 Tongyod Male 44 6 5 3 2 13 Worker Primary School Typical Case
3 Medkanon Male 33 2 18 5 8 1 Worker Bachelor Typical Case
4 Foytong Male 32 1 11 6 1 20 Worker High School Typical Case
5 Kwafang Female 21 7 28 1 1 11 Worker High Vocational
Certificate Typical Case
6 Kwaoat Male 36 8 18 4 2 29 Worker Secondary School Typical Case
7 Somwang Male 45 11 14 9 11 21 Supervisor High Vocational
Certificate Typical Case
8 Kwasalee Male 41 4 16 3 3 25 Worker High Vocational
Certificate Typical Case
9 Yenjit Female 23 6 15 1 4 29 Worker High Vocational
Certificate Typical Case
10 Yenchai Male 40 6 - 7 5 7 Worker Primary School Typical Case
11 Yensuang Female 21 8 29 - 9 11 Worker Secondary School Typical Case
12 Yenta Female 46 - 19 2 6 25 Worker Secondary School Typical Case
256
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
13 Somgkid Male 32 8 - 3 10 18 Worker High School Typical Case
14 Tongtae Female 37 1 19 1 9 12 Worker Secondary School Typical Case
15 Tongkam Female 21 6 2 1 3 20 Worker High School Typical Case
16 Tongkawe Female 27 4 23 - 9 11 Worker High Vocational
Certificate Typical Case
17 Ratree Female 41 8 4 2 2 12 Worker Primary School Typical Case
18 Tiva Male 24 4 19 3 5 3 Worker Secondary School Typical Case
19 Rattikarn Female 33 4 18 4 5 12 Worker High Vocational
Certificate Typical Case
20 Arun Male 35 4 11 10 - - Worker Vocational
Certificate Typical Case
21 Saaad Female 36 5 15 - 10 7 Worker Secondary School Typical Case
22 Sudsawad Male 27 9 13 1 11 27 Worker High School Typical Case
23 Saan Female 25 9 - 1 9 12 Worker High School Typical Case
24 Saauk Male 112 10 27 - 9 19 Worker Secondary School Typical Case
25 Sanan Male 22 5 26 3 5 18 Worker Secondary School Typical Case
257
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
26 Sanam Male 28 11 18 1 2 15 Worker Secondary School Typical Case
27 Sanook Female 33 5 3 4 3 4 Worker High School Typical Case
28 Sanom Female 37 9 12 3 8 2 Worker High School Typical Case
29 Aretit Male 31 4 3 - 8 22 Worker Vocational
Certificate Typical Case
30 Tinnakorn Male 35 - 16 5 3 - Worker High School Typical Case
31 Praneet Female 32 8 15 3 8 12 Worker Vocational
Certificate Typical Case
32 Chanchao Female 21 8 1 - -5 -21 Worker High School Typical Case
33 Morakrot Female 39 2 28 1 9 10 Worker Secondary School Typical Case
34 Ploy Female 29 8 21 2 11 9 Worker Secondary School Typical Case
35 Pilin Female 26 3 8 - 10 9 Worker High School Typical Case
36 Patai Male 25 3 13 1 5 19 Worker Secondary School Typical Case
37 Pairung Female 21 4 3 1 2 22 Worker Vocational
Certificate Typical Case
38 Paifa Female 23 5 9 - 10 16 Worker High School Typical Case
258
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
39 Paifon Female 22 2 6 - 4 24 Worker Secondary School Typical Case
40 Tonnuae Male 27 9 24 1 4 15 Worker High School Typical Case
41 Buoloi Female 29 5 16 - 2 10 Supervisor Bachelor Deviant Case
42 Toufu Male 52 2 16 8 8 22 Supervisor Secondary School Deviant Case
43 Prakim Male 26 9 17 - 2 21 Worker High School Deviant Case
44 Kaitao Male 39 4 1 3 6 15 Supervisor Bachelor Deviant Case
45 Tangmo Female 28 2 8 - 1 24 Worker High Vocational
Certificate Deviant Case
46 Tangkaw Male 39 10 7 - 2 1 Worker Secondary School Deviant Case
47 Tako Male 25 4 23 3 11 23 Worker High Vocational
Certificate Deviant Case
48 Tangran Male 41 1 1 1 6 5 Worker High School Deviant Case
49 Kajib Female 36 2 8 1 5 22 Supervisor Bachelor Snowball
Case
50 Tonnum Male 48 2 12 8 11 25 Supervisor High Vocational
Certificate
Snowball
Case
51 Dokya Female 32 9 23 6 9 8 Supervisor Bachelor Snowball
Case
259
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
52 Sudteerak Female 46 8 5 7 5 16 Supervisor High School Snowball
Case
53 Kunkao Male 56 11 15 9 8 2 Supervisor Vocational
Certificate
Snowball
Case
54 Kapoon Male 52 10 28 8 11 29 Supervisor Vocational
Certificate
Snowball
Case
55 Karok Male 32 9 25 8 2 28 Supervisor Bachelor Snowball
Case
56 Somjing Female 35 10 6 9 1 1 Supervisor Bachelor Snowball
Case
260
The Participants in the Interview #3 during February 5 – 8 and 19, 2013
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
1 Medkanoon Male 34 3 22 6 9 4 Worker Bachelor Typical Case
2 Kawsaree Male 42 5 19 4 4 28 Worker High Vocational
Certification Typical Case
3 Sudsuay Male 24 6 24 2 8 26 Worker Secondary School Typical Case
4 Foitong Male 33 - 15 8 2 23 Worker High School Typical Case
5 Ngampit Female 30 1 19 2 8 24 Supervisor High Vocational
Certification Typical Case
6 Katob Female 25 9 14 9 8 1 Worker High Vocational
Certification Typical Case
7 Katit Female 34 3 16 1 5 25 Worker Vocational
Certification Typical Case
8 Katib Female 29 6 10 6 6 14 Worker Bachelor Typical Case
9 Kapong Male 35 11 7 8 7 13 Supervisor Bachelor Typical Case
10 Kajib Female 37 3 11 2 6 25 Supervisor Bachelor Typical Case
11 Kunkao Male 58 - 18 10 9 5 Supervisor Vocational
Certification Deviant Case
12 Salai Female 34 6 6 9 1 10 Supervisor Bachelor Deviant Case
261
No Pseudonym/ Name Sex Age Work Tenure
Level Education Status
Year Month Day Year Month Day
13 Tongchompu Female 30 6 26 1 10 28 Worker Secondary School Deviant Case
14 Saaing Female 24 7 29 1 1 24 Worker High Vocational
Certification Deviant Case
15 Buoloi Female 30 6 19 1 3 13 Supervisor Bachelor Deviant Case
16 Kapong Male 46 2 11 10 2 20 Supervisor Vocational
Certification Deviant Case
17 Saaung Female 23 11 23 4 6 9 Worker Vocational
Certification Deviant Case
18 Sanit Male 22 10 25 1 1 24 Worker High School Deviant Case
19 Chancha Female 22 3 19 1 - 6 Worker High School Deviant Case
20 Kaitao Male 40 5 4 3 7 18 Supervisor Bachelor Deviant Case
21 Mr. Jomtong Pornnikom Male 48 5 8 6 6 14 Worker Vocational
Certification Critical Case
22 Ms. Auraiwan Muksipong Female 41 2 7 9 4 8 Worker Primary School Critical Case
23 Mr. Preecha Boonnako Male 33 7 8 2 6 15 Worker Vocational
Certification Critical Case
24 Ms. Sakorn Petnin Female 33 10 9 5 1 1 Worker Primary School Critical Case
25 Ms. Worakamol Hinon Female 34 3 1 4 7 11 Worker Secondary School Critical Case
262
Appendix F:
Questionnaire
263
คณะพฒนาทรพยากรมนษย สถาบนบณฑตพฒนาบรหารศาสตร (นดา) สถาบนเศรษฐกจพอเพยง
……………………………………………………………………………………….. แบบสอบถาม การประยกตใช และผลกระทบของ “มาตรฐานแนวทางการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรม”: งานวจยเชงปฏบตการในกลมบรษท รเวอร สวนท 1 ค าแนะน า:
1. สวนท 1 นมค าถามทงหมด 51 ขอ กรณาอาน และตอบค าถามตามประสบการณจรง หรอ
ความรสกจรงของทานตอขอความค าถาม
2. กรณาตอบค าถามใหครบทกค าถามโดยขดเครองหมายถกในชองค าตอบขวามอตามความ
คดเหนของทานตอขอความค าถามนนๆวาทาน เหนดวย หรอ ไมเหนดวย ในระดบใด
3. แบบสอบถามนไมมค าตอบทถก หรอผด ดงนนจงขอใหทานตอบค าถามตามความเหน
จรงๆของทาน
4. ค าตอบทไดรบจากทานจะเปนประโยชนอยางมากตอผทสนใจ และองคกร
ภาคอตสาหกรรมในการประยกตใชปรชญาของเศรษฐกจพอเพยงในองคกรตอไปใน
อนาคต
5. ผท าการศกษาขอรบรองวาขอมลค าตอบของทานจะถกเกบเปนความลบเฉพาะตว และจะ
ถกน ามาใชเพอวตถประสงคของงานวจยเทานน จะไมมผลใดๆทงสนตอหนาทการงานใน
บรษทของทาน
264
ค าถาม
ไมเหนดวย
เหนดวยนอย
เหนดวยปานกลาง
เหนดวยอยางยง
1) ฉนรสกวาฉนมความปลอดภยในการท างาน 2) ฉนรสกวาบรษทไดจดใหสถานทท างานมสขอนามยทด
(พนทท างาน, หองน า, โรงอาหาร เปนตน)
3) ฉนรสกวาบรษทไดจดใหมสวสดการในเรองทเกยวกบสขภาพทเพยงพอ
4) ฉนดแลสขภาพของตนใหแขงแรงดอยเสมอ 5) ฉนมความพงพอใจกบคาตอบแทนทไดจากการท างาน 6) ฉนมความพงพอใจกบสวสดการทไดรบจากบรษท 7) ฉนคดฉนมความมนคงในชวต และครอบครว เมอฉน
ท างานทน
8) ฉนมเวลาวางจากงานมากพอส าหรบครอบครว 9) ฉนมเพอนทดในสถานทท างาน 10) ฉนมเวลาวางจากงานมากพอทจะท าสงอนๆทฉนชอบได 11) เพอนๆรวมงานทกคน มความสามคค ท างานรวมกนเปนทม 12) ฉนรสกวาบรษทมความจรงใจ และเปดเผยเรองตางๆท
พนกงานควรตองทราบตอพนกงาน
13) เพอนรวมงานยอมรบนบถอความสามารถ และความช านาญในงานของฉน
14) ฉนรสกวาหวหนางานยอมรบในความร ความสามารถของฉน และชนชมในผลงานทฉนท า
15) ฉนรสกวาบรษทมความเปนธรรม พนกงานไดรบรางวล และการชมเชยตามผลงานทสามารถท าได
16) พนกงานทท าด ไดรบการยกยองชมเชยอยางเปดเผยจากบรษท และหวหนางาน
265
ค าถาม
ไมเหนดวย
เหนดวยนอย
เหนดวยปานกลาง
เหนดวยอยางยง
17) ฉนรสกวาฉนมโอกาสไดใชความร ความสามารถอยางเตมทในงานทท าอย
18) งานทฉนท าอยเตมไปดวยเรองทาทายทฉนตองน าความร ความสามารถทฉนมอยมาตดสนใจในปฏบตงาน
19) ฉนรสกวาฉนกเปนผเชยวชาญคนหนงในงานทฉนท าอย 20) บรษท ชวยท าใหฉนรวาฉนเชยวชาญในเรองอะไร 21) ฉนรสกวาในขณะทฉนท างานอยทน ฉนไดเรยนรสงใหมๆ
ตางๆเพอท าใหงานทฉนท าอยดขนตลอดเวลา
22) งานทฉนท าอยในปจจบน ชวยท าใหฉนมความช านาญ เชยวชาญ และรอบรในสายอาชพของฉนมากขน
23) บรษทสงเสรมใหพนกงานไดเรยนรสงใหมๆตางๆตลอดเวลา
24) ฉนรสกวาฉนไดเรยนร และพฒนาความสามารถใหมๆทชวยใหฉนสามารถท างาน และด าเนนชวตไดดขนตลอดเวลา
25) งานทฉนท าอยตองใชความคดสรางสรรคในการปฏบตงาน 26) งานทฉนท าอยชวยท าใหฉนเกดความคดสรางสรรคสง
ใหมๆ
27) บรษทสงเสรมใหพนกงานมความคดสรางสรรค และมชองทางในการใหพนกงานน าความคดสรางสรรคนนมาแสดงออก
28) สถานทท างานของฉนนาอย นาท างาน 29) โดยรวมๆแลว ฉนรสกวาฉนมคณภาพชวตในการท างานทด 30) ไมมใครทนดถก ขมเหง หรอรงแกฉน 31) ฉนรสกวางานทฉนท าอยมความส าคญตอบรษท
266
ค าถาม
ไมเหนดวย
เหนดวยนอย
เหนดวยปานกลาง
เหนดวยอยางยง
32) บรษทไดจดใหมทรพยากร (เครองมอ, อปกรณตางๆ) เพยงพอส าหรบการท างานตามเปาหมายทมอบหมาย
33) ฉนรสกภาคภมใจทไดท างานกบบรษท 34) ฉนรสกภาคภมใจในงานทฉนก าลงท าอย 35) ฉนรสกวาฉนเปนสวนหนงทส าคญของบรษทน 36) ฉนรสกเปนเจาของ และหวงแหนในทรพยสนตางๆของ
บรษท
37) ฉนมความกระตอรอรนในการท างานอยางเตมทเสมอ 38) ฉนรสกวาเวลาในการท างานผานไปอยางรวดเรว 39) ฉนเตมใจเสมอทจะท างานหนก เกนกวาขอบเขตความ
รบผดชอบเพอชวยใหบรษทบรรลเปาหมาย
40) ในขณะทท างาน ฉนตงใจท างานอยางเตมทเพอใหไดผลลพธของงาน เกนกวาทหวหนา หรอบรษทคาดหวง
41) ฉนรสกมความผกพนธกบบรษท 42) ฉนรสกวาฉนมวนยในการด าเนนชวต 43) ฉนรสกวาฉนมจตส านกดานความประหยด ฉนใชจายตาม
รายไดทม
44) ฉนรสกวาฉนชอบทจะศกษาหาความรดวยตนเองอยางสม าเสมอ เพอใหเกดความรอบรในดานตางๆทงทเกยวของกบการด าเนนชวต และการท างาน
45) ฉนรสกวาฉนมการพฒนาตนเองใหกาวหนาขน อยางเปนขน เปนตอน เสมอมา
46) ฉนรสกวาฉนสามารถตดสนใจในการด าเนนการเรองตางๆอยางมเหต มผล และค านงถงผลกระทบทจะตามมาจากความร และประสบการณทฉนม
267
ค าถาม
ไมเหนดวย
เหนดวยนอย
เหนดวยปานกลาง
เหนดวยอยางยง
47) ฉนประกอบอาชพทซอสตยสจรต 48) ฉนมความเพยร ความอดทน ในการท างาน และการด าเนน
ชวต
49) ฉนมความพรอมทจะรบมอกบผลกระทบจากการเปลยนแปลงตางๆทอาจจะเกดขนในอนาคต
50) ฉนรสกวา ฉนสามารถจดแบงเวลาส าหรบงาน และครอบครวไดอยางเหมาะสม
51) ฉนรสกวาโดยรวมๆแลว ฉนไดด าเนนชวตตามแนวทางปรชญาของเศรษฐกจพอเพยง
สวนท 2 ค าแนะน า: ค าตอบขอมลสวนบคคลของทานในสวนนจะชวยใหผวจยสามารถท าการวเคราะหขอมล และตดตามการเปลยนแปลงของทานหลงจากทบรษทไดประยกตใชมาตรฐานแนวทางการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรม (ผท าการศกษาขอรบรองวาขอมลค าตอบของทานจะถกเกบเปนความลบเฉพาะตว และเพอวตถประสงคของงานวจยเทานน จะไมมผลใดๆทงสนตอหนาทการงานในบรษทของทาน) เพศ O ชาย O หญง
อายตว O นอยกวา 20 ป O 20-25 ป O 25-30 ป O 30-35 ป O 35-40 ป O 40-45 ป O 45-50 ป O 50 ปขนไป
อายงาน O นอยกวา 4 เดอน O 4 เดอน - 1 ป O 1-2 ป O 2-5 ป O 5-10 ป O 10-15 ป O 15-20 ป O 20-25 ป O 25-30 ป O 30-35 ป O 35-40 ป O 40 ปขนไป
268
การศกษา O ประถมศกษา O มธยมศกษาตอนตน O มธยมศกษาตอนปลาย
O ปวช O ปวส O ปรญญาตร O ปรญญาโท
หนวยงาน O สวนผลต… O แผนกผลตเยอ และสงแวดลอม
O แผนกผลตกระดาษ… O เครอง 2 O เครอง 5 O แผนกผลตเพมมลคา 1… O เครอง Re-Winder 1 (จาเกนเบรก) O เครอง Re-Winder 2 (เพอรน) O เครอง Re-Winder 3 (ฉวนล) O เครอง Re-Winder 4 (คชเชนทาว) O เครอง Single Roll O เครองท าแกน O หนวยบรรจภณฑ TMC O หนวยบรรจภณฑแมนนวล O แผนกผลตเพมมลคา 2… O เครอง Inter-Folder 1 O เครอง Inter-Folder 2 O เครอง Inter-Folder 3 O เครอง Inter-Folder 4 O เครอง Z-Folder O เครอง JRT
O สวนวศวกรรม O สวนประกนคณภาพ O สวนบรหารทรพยากรมนษย O สวนบญช และการเงน O สวนบรหารสารสนเทศ O สวนโครงการ O ฝายซพพายเชน… O สวนวางแผน และประสานงานการผลต O สวนจดซอ O คลงพสด O คลงระหวางผลต
O คลงสนคา และจดสง O ฝายตรวจสอบภายใน
269
Appendix G:
The Final Report (Part)
270
1 ขอมลของสถานประกอบการ
271
โครงการพฒนาผลตภาพการผลตอตสาหกรรมภายใต มาตรฐานเศรษฐกจพอเพยงภาคอตสาหกรรม
1.1 ขอมลทวไปของสถานประกอบการ ชอสถานประกอบการ: บรษท รเวอรโปร พลพ แอนด เพเพอร จ ากด RIVERPRO PULP & PAPER CO., LTD. เลขทใบประกอบกจการ: ข 3-38(2)-1/51 สบ ประเภทกจการ: ผลตกระดาษอนามย (กระดาษทชช) ทอย: 59 หม 4 ถ.หนองปลากระด ต.บวลอย อ.หนองแค จ.สระบร 18140 โทรศพท: 036-373717 โทรสาร: 036-373719 เวบไซต: www.riverpro.co.th
1.2 ชอผประสานงานหลกส าหรบสอบถามขอมลเพมเตมเกยวกบรายงาน
ชอ-สกลผประสานงานคนท 1: คณสมเจตน พลผล ต าแหนง: ผอ านวยการฝายบรหารทรพยากรมนษย
ฝาย/แผนก: บรหารทรพยากรมนษย โทรศพท: 036-373717 ตอ 31 โทรสาร : 036-373719 โทรศพทมอถอ : 084-7000043 E-mail : [email protected]
ชอ-สกลผประสานงานคนท 2: คณศรลกษณ เจยรเรงชย
ต าแหนง: หวหนาแผนกพฒนาทรพยากรมนษย ฝาย/แผนก: พฒนาทรพยากรมนษย
โทรศพท: 036-373717 ตอ 45 โทรสาร : 036-373719 โทรศพทมอถอ : 085-4858923 E-mail : [email protected]
272
เอกสารแสดงสถานะทางกฎหมาย:
273
1.3 ขนาดองคกรทจดท ารายงาน
จ านวนพนกงานทงหมด 382 คน แบงเปน
- ชาย 187 คน - หญง 195 คน - พนกงานประจ า 382 คน - พนกงานชวคราว – คน
มลคาการผลตตอป: 500 ลานบาท พนทจดจ าหนายสนคา: ทวประเทศไทย 1.4 ระบบการจดการทด าเนนการ และรางวลตางๆทไดรบ:
ระบบการจดการสงแวดลอมขนท 1 ตามหลกเกณฑการใหสญลกษณของกรมโรงงานอตสาหกรรม
การจดการพลงานแบบสมบรณเพอยกระดบประสทธภาพการใชพลงงานส าหรบอตสาหกรรม
ระบบการจดการ ตามมาตรฐานคณภาพ ISO9000:2008
1.5 ความเปนมา และวตถประสงคในการกอตงองคกร
บรษท รเวอรโปร พลพ แอนด เพเพอร จ ากด เปนหนงในบรษท รเวอรกรป ซง กอตงขนเมอป พ.ศ.2509 โดยใชชอวาหางหนสวนจ ากด อตสาหกรรมกระดาษแมน า เพอท าการผลตกระดาษอนามย (กระดาษทชช) เพอทดแทนการน าเขา เปนโรงงานแหงแรกในประเทศไทย ตลอดระยะเวลากวา 40 ป ทผานมา บรษทไดมการพฒนา และเตบโตอยางตอเนองมาโดยตลอด ในปจจบน บรษทมเครองจกรผลตกระดาษทงสนจ านวน 5 เครอง มก าลงการผลตรวมทงสน 100 ตน/วน และความสามารถในการผลตเยอจากกระบวนการแยกหมก (DIP: De-inking process) เพอน ากระดาษส านกงานกลบมาใชเปนวตถดบในการผลตใหม (Recycle) ผลตภณฑของบรษทมหลากหลายประเภท ตงแต กระดาษทชชทใชเยอบรสทธ 100% ไปจนถงกระดาษทชชทใชเยอเวยน
274
ท าใหม 100% เพอเปนวตถดบในการผลต นอกเหนอไปจากนบรษทยงมเครองจกรแปรรปกระดาษททนสมย สามารถผลตผลตภณฑส าเรจรปไดในทกรปแบบของการใชงาน ตงแต กระดาษช าระชนดมวน, กระดาษเชดหนา, กระดาษเชดปาก, กระดาษเอนกประสงค ส าหรบการใชงานในครวเรอน หรอในอตสาหกรรม และบรษทยงมการจ าหนาย จมโบโรล (Jumbo Roll) เพอเปนวตถดบส าหรบโรงงานแปรรปกระดาษ (Converting House) ทงในประเทศ และตางประเทศดวย
1.6 ภมสงคม (แผนผงพนทโดยรอบสถานประกอบการ (รศม 5 km.)
บรษท รเวอรโปร พลพ แอนด เพเพอร จ ากด
บรษท รเวอรโปร พลพ แอนด เพเพอร จ ากด
275
2 โครงสรางคณะท างานขบเคลอน
เศรษฐกจพอเพยงในองคกร
276
1. โครงสรางการปฏบตงานขบเคลอนเศรษฐกจพอเพยงในองคกร
คณสมเจตน พลผล ผแทนฝายบรหาร
ดานเศรษฐกจพอเพยง
คณปรดา จรวทวส รองผแทนฝายบรหาร ดานเศรษฐกจพอเพยง
คณคณภคชย ฉนเฉดฉาย รองผแทนฝายบรหาร ดานเศรษฐกจพอเพยง
คณชลธชา วรรตน รองผแทนฝายบรหาร ดานเศรษฐกจพอเพยง
คณะท างาน คณะท างาน คณะท างาน คณะท างาน คณะท างาน
คณเบญจมาศ ปราสาททอง คณศรลกษณ เจยรเรงชย คณปรชา บญศร คณพมพประภา เหลอปญญา คณสดารตน ดวงเกต คณปยฉตร คณพาท คณพรรณวด คร คณเพลนพศ ศรบญ คณสรทร นาคสทธ คณพชาดา จนทรทอง
คณจนตนา แกวสรยาภรณ
คณบญสม นาคออน
คณหทยภทร แซลม
คณยทธนา กลตงวฒนา คณนนทศกด ดวงสวรรณ
คณอนตรา ใสสะอาด
คณปรชา กมสวสด คณประสงค แดงสนาม
คณภทรพงศ ศรปณยศาสตรน
คณศรรตน ธรรมสตย คณช านาญ สทธการ
คณยทธนา แซเตย คณปยะทพย ค าหรม
คณณฐพงษ สขกรม
คณขวญใจ ศรประเสรฐ
277
2. ประกาศแตงตงคณะท างาน พรอมระบบทบาทหนาท
278
279
280
281
3 การทบทวนบรบทภายในองคกร
282
3.1 ผลการทบทวนบรบทภายในองคกรตามมาตรฐานแนวทางการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรม
การน าแนวทางทางการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรมไปปฏบต เพอใหเกดประสทธผลในการด าเนนงาน องคกรจงมการวเคราะหและประเมนผลการด าเนนงานขององคกรทสอดคลองตามหลกปรชญาเศรษฐกจพอเพยง ดงตารางท 3.1
ตารางท 3.1 ทบทวนบรบทภายในองคกรองคกรตามมาตรฐานแนวทางฯ
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.2 การวางแผน
3.2.1 ก าหนดนโยบาย กลยทธ หรอการด าเนนการตางๆทสอดคลองกบปรชญาของเศรษฐกจพอเพยง
- มการก าหนดนโยบาย กลยทธ วสยทศน พนธกจ จรยธรรมองคกร วฒนธรรมองคกร จรรยาบรรณธรกจ คานยมองคกรทสอดคลองกบหลกปรชญาฯ
- วสยทศน - พนธกจ - ยทธศาสตร
3.2.2 กระจายนโยบาย กลยทธ หรอการด าเนนการตางๆในทกระดบขององคกรจนถงระดบบคคล
- มการกระจายเปาหมายลงไปยงหนวยงานตางๆ - มการก าหนดผรบผดชอบในการผลกดนการประยกตใชปรชญาเศรษฐกจพอเพยงในองคกรจากทกหนวยงานในองคกร
- Key Performance Indicators (KPIs) - คณะกรรมการเศรษฐกจพอเพยงภาคอตสาหกรรม
3.2.3 สอสารนโยบาย กลยทธ หรอการด าเนนการตางๆใหบคลากรในองคกรมความรความเขาใจ และสามารถน าไปปฏบตไดอยางมประสทธผล
- กระบวนการสอสารภายในองคกร ดวยวธการตางๆ เชน morning talk เสยงตามสาย บอรดประชาสมพนธ
- ม Morning Talk ทกวนพฤหสบด - ปฐมนเทศ - จดฝกอบรมตางๆ
283
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.2.4 จดสรรบคลากร เทคโนโลย วธการงบประมาณเครองมอ และอปกรณทจ าเปนตอการด าเนนงานอยางพอเพยง และท าใหมนใจวามการใชทรพยากรอยางมประสทธผล และประสทธภาพ
- มแผนการจดการบรหารบคลากร การเงน งบประมาณ และการเลอกใชเทคโนโลยในการด าเนนงาน
- แผนงบประมาณประจ าป - แผนอตราก าลงคน
3.3 การน าไปปฏบต
3.3.1 ปจเจกบคคล
องคกรควรก าหนด น าไปปฏบต รกษาไว และปรบปรงอยางตอเนองซงแนวทาง หรอกระบวนการและสภาพแวดลอมในการด าเนนการเพอปจเจกบคคล แสดงออกถงพฤตกรรม และ/หรอการกระท า โดย
3.3.1.1 มวนยในการด ารงชวต
- สงเสรมใหพนกงานมวนยในการเกบออมเงนเพออนาคต
- สหกรณออมทรพย
- สงเสรมใหพนกงานรรบรจายของตนเอง - สงเสรมใหพนกงานจดท าบญชครวเรอน
- สรางวนยในการรกษาสงแวดลอม - การคดแยกขยะ
- สรางวนยในการแตงกายใหถกตองตามกฎระเบยบบรษทฯ
- รณรงคเรองระเบยบวนย
- สงเสรมใหพนกงานรคณคาของอาหาร - รณรงคทานขาวใหหมดจาน
3.3.1.2 มจตส านกดานความประหยด การใชจายภายใตขอบเขต และขอจ ากดของรายไดทม
- ใหความรความเขาใจในหลกปรชญาเศรษฐกจพอเพยง
- ปฐมนเทศ - จดฝกอบรม
- สงเสรมใหพนกงานรคณคาของอาหาร - รณรงคทานขาวใหหมดจาน
- สงเสรมใหพนกงานปลกพชผกสวนครวในครวเรอน เพอลดคาใชจายในครอบครว - สนบสนนการท า และใชปยน าหมกแทนการซอปยเคมมาใสพชผกในครวเรอน
- ปลกพชผกสวนครวบรเวณพนทวางในโรงงาน - ท า-แจกปยน าหมก และหวเชอจลนทรย
284
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.3.1.3 เกดการศกษาดวยตนเองเพอใหเกดความรอบร ในวชาการดานตางๆ ทเกยวของกบการด าเนนชวตและการท างานอยางรอบดาน
- ฝกอบรมใหพนกงานเรยนรการใชชวต เพอใหเกดความรอบร ในวชาการดานตางๆ ทเกยวของกบการด าเนนชวต และการท างานอยางรอบดาน และพฒนาตนเอง ใหทนกบโลกปจจบน
- สงพนกงานเขาอบรม หลกปรญชญาเศรษฐกจพอเพยง และกสกรรมธรรมชาต
3.3.1.4 มการพฒนาตนเองใหมความกาวหนา อยางเปนขนเปนตอน
- ฝกอบรมของพนกงาน และจดท าแผนการฝกอบรมเพอพฒนาศกยภาพ
- แผนฝกอบรมพนกประจ าป
- สนบสนนพนกงานศกษาตอปรญญาตร
- จดอบรมเพอเพมศกยภาพในการท างานใหกบพนกงาน
- อบรมการเพมประสทธภาพการท างานพนกงาน
- คดเลอกพนกงานทมผลการปฏบตงานด ความประพฤตด โดยพจารณาจากผลการประเมนผลของพนกงาน 3 ปยอนหลง
- โครงการ The Star
3.3.1.5 สามารถตดสนใจในการด าเนนการใดๆ อยางมเหตมผลโดยพจารณาจากเหตปจจยทเกยวของ และค านงถงผลกระทบทจะเกดขนตามมาจากการกระท านนๆ โดยการสะสมความร และประสบการณ ความสามารถในการวเคราะห การรจกตนเอง
- ฝกอบรมใหพนกงานเรยนรการใชชวต เพอใหเกดความรอบร ในวชาการดานตางๆ ทเกยวของกบการด าเนนชวต และการท างานอยางรอบดาน และพฒนาตนเอง ใหทนกบโลกปจจบน - สงเสรมใหพนกงานรรบรรายรบ รายจาย ของตนเอง เพอใหพนกงานใชเปนขอมลในการประกอบการตดสนใจในด าเนนการชวต
- สงพนกงานเขาอบรม หลกปรญชญาเศรษฐกจพอเพยง และกสกรรมธรรมชาต - สงเสรมใหพนกงานจดท าบญชครวเรอน
3.3.1.6 ตระหนกในคณธรรม ประกอบสมมาชพดวยความซอสตยสจรตและมความอดทน มความเพยรและมการใชสตปญญาในการด าเนนชวต
- จดกจกรรมท าบญใสบาตรเปนประจ าทกเดอน - ใหพนกงานไดเรยนรความหมายของ หรโอตปปะ, ศล 5 และ อทธบาท 4
- กจกรรมท าบญประจ าเดอน - นมนตพระสงฆมาบรรยายธรรมในหวเรองดงกลาว - หวขอในการประเมนผลการปฏบตงานประจ าป
285
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.3.1.7 มความพรอมในการรบมอกบผลกระทบและการเปลยนแปลงตางๆ ทจะเกดขน โดยค านงถง ความเปนไปไดของสถานการณทคาดวาจะเกดขนในอนาคต
- สงเสรมใหพนกงานรรบรรายรบ รายจาย ของตนเอง เพอใหพนกงานใชเปนขอมลในการประกอบการตดสนใจในด าเนนการชวต - สงเสรมการเกบออมเงนของพนกงาน - กองทนส ารองเลยงชพ
- สงเสรมใหพนกงานจดท าบญชครวเรอน - สหกรณออมทรพย - กองทนส ารองเลยงชพ
3.3.1.8 สรางความสมดลระหวางชวตการท างานของตนเองและครอบครว
- จดกจกรรมเสรมสรางความสมพนธระหวางบรษทฯ กบครอบครวของพนกงาน ใหพนกงานไดท ากจกรรมตางๆรวมกบครอบครว
-โครงการสนบสนนทนการศกษาลกพนกงาน ประเภททนเรยนด
3.3 การน าไปปฏบต
3.3.2 องคกร
องคกรควรก าหนด น าไปปฏบต รกษาไว และปรบปรงอยางตอเนอง ซงแนวปฏบต แนวทางหรอกระบวนการในการ 3.3.2.1 ด าเนนธรกจใหมความมนคงโดยใชความรความสามารถหลกขององคกร และสงเสรมคณธรรมใหเปนวฒนธรรมขององคกร
- มการก าหนดวสยทศน พนธกจ วฒนธรรมองคกร และนโยบายการท าธรกจ ทสงเสรมการด าเนนงานทมคณธรรม จรยธรรม บนฐานความร ประสบการณทสงสมมาของบรษท
- วสยทศน - พนธกจ - ยทธศาสตร
3.3.2.2 สรางคณคาใหกบผมสวนไดเสย และบรหารความเสยงในการด าเนนธรกจขององคกร
- มผลตภณฑทเปนมตรกบสงแวดลอม - มการแตงตงคณะกรรมการบรหารความเสยง เพอประเมน และบรหารความเสยง
- กระดาษช าระท าจากเยอเวยนท าใหม (Recycle) และเยอเวยนท าใหมชนดสธรรมชาต (Unbleached Recyle) - ประชมคณะกรรมการบรหารความเสยงประจ าเดอน
3.3.2.3 ด าเนนธรกจ ขยาย หรอลงทนธรกจใหเหมาะสมกบฐานะขององคกร
- มการจดท าการศกษาความเปนไปไดของโครงการกอนตดสนใจลงทน - มการจดท างบประมาณ และน าเสนอผลประกอบการประจ าทกเดอน - มการจดท าแผนการขยายธรกจ
- งบการเงนของบรษทประจ าเดอน
286
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.3.2.4 ด าเนนธรกจอยางโปรงใส เปนไปตามหลกนตธรรม ค านงถงประโยชน และผลกระทบในระยะยาวของสวนรวม และมจรยธรรม
- มการตรวจสอบบญช - มการเปดเผยขอมลอยางโปรงใส ตรวจสอบได - มการด าเนนงานทสอดคลองกบกฎหมาย - มการศกษาผลกระทบทเกดขนกบผมสวนไดเสย กอนการด าเนนการใดๆ ขององคกร และหามาตรการเพอลดผลกระทบ - มการวางแผนการใชทรพยากรอยางคมคา - การแบงปนผลก าไรคนสสงคม
- คณะกรรมการตรวจสอบภายใน - กรรมการอสระรวมในคณะ กรรมการบรษท - งบการเงน และรายงานจากผสอบบญช - การประชมผถอหน - การจดท าทะเบยนกฎหมาย เพอตรวจสอบความสอดคลองกบการด าเนนกจกรรมตางๆในบรษทฯ - กจกรรมชมชนสมพนธ - กจกรรมจตอาสาของพนกงาน และบรษท
287
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.3.2.5 ด าเนนธรกจโดยใหความส าคญกบการแบงปน และการพฒนาสงคม สงแวดลอม และวฒนธรรม ควบคกบการด าเนนธรกจ
- รณรงคปองกน ปญหายาเสพตดในสถานประกอบการ - รกษา และพฒนาสภาพแวดลอมในพนทท างาน - จดกจกรรมบรจาคสงของ เครองใชเพอชวยเหลอพนกงาน ชมชนทประสบภย และ ในพนททตองการความชวยเหลอ - จดกจกรรมสนบสนน การพฒนาบานเกดของพนกงาน - สงเสรมการดแล รกษาสงแวดลอม - จดกจกรรมพฒนาชมชน
- กจกรรมโรงงานสขาว - กจกรรม 5 ส - ชวยเหลอเพอนพนกงาน และพนทประสบภยโดยการบรจาคสงของ และลงพนทชวยเหลอ - โครงการทนรกบานเกด - ระบบการจดการสงแวดลอม (EMS) - กจกรรมชมชนสมพนธ - กจกรรมปลกปา - โครงการแบงสรรปนรก - กจกรรมอาสาชวยซอมแซมอปกรณ เครองมอเครองใชตางๆใหแกโรงเรยนในชมชนรอบบรษท
3.3.2.6 ศกษา เลอกสรร น ามาใช และพฒนา เทคโนโลยททนสมยหรอทมอยใหเหมาะสม สามารถบรหารจดการเองได สอดคลองกบความตองการ และสภาพแวดลอมขององคกรตามสภาพภมศาสตร และลกษณะสงคม
- จดฝกอบรมพนกงานใหพนกงานเรยนร และเขาใจในหนาทการท างานทรอบดาน สามารถท างานแทนพนกงานทไมมาท างาน หรอลาออกได และพฒนาอปกรณการท างาน เครองมอ เครองจกรตางๆ ใหมประสทธภาพ และเหมาะสมกบการท างานมากยงขน
- กจกรรมเพมประสทธภาพการท างานพนกงาน “Right Sizing”
288
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.3.2.7 แสดงออกถงการไมแกงแยงผลประโยชน และแขงขนทางการคาแบบตอสกนอยางรนแรง
- มนโยบายการไมทมตลาด - มนโยบายการการเปนคคาระยะยาวกบ Supplier - มกจกรรม/โครงการ เพอพฒนาศกยภาพของ Supplier - มการเขารวมแลกเปลยน แบงปน ความรดานตางๆกบองคกรธรกจอนๆ
- กจกรรมการไปเยยมชม และแลกเปลยนเรยนรกบ Supplier
- เขารวมเปนคณะอนกรรมการก าหนด ขอก าหนดมาตรฐานอตสาหกรรม ส าหรบกระดาษอนามย
3.3.2.8 เตรยมความพรอมรองรบการเปลยนแปลงสภาพแวดลอมทงภายในและภายนอก ทงท คาดการณไดและคาดการณไมได
- จดฝกอบรมพนกงานใหพนกงานเรยนร และเขาใจในหนาทการท างานทรอบดานขน สามารถท างานแทนพนกงานทไมมาท างาน หรอลาออกได และพฒนาอปกรณการท างาน เครองมอ เครองจกรตางๆ ใหมประสทธภาพ และเหมาะสมกบการท างานมากยงขน เพอรองรบอตราคาจางทสงขน - การประเมนความเสยงขององคกรทงภายในและภายนอก -ด าเนนกจกรรม สอบถามปญหาตางๆ ทพนกงานตองการใหบรษทปรบปรงเพอลดปรมาณการลาออกของพนกงาน ซงสงผลกบการด าเนนการของบรษทฯ - มการจดท าแผนรองรบเหตฉกเฉน - เงนทนส ารอง
- อบรมการเพมประสทธภาพการท างานพนกงาน “Right Size”
- คณะกรรมการบรหารความเสยง
- โครงการ HR สญจร - กลองรบความคดเหนจากพนกงาน
- แผนการณตอบสนองเหตฉกเฉน เชน น าทวม, ไฟไหม สารเคมหกรวไหล, หมอไอน าระเบด, กมมนตภาพรงสรวไหลกาซธรรมชาตรวไหล
289
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
3.3.2.9 สงเสรมบคลากรใหไดรบความร ทฤษฎ แนวคดใหมๆ เพอน าความรมาพจารณาเชอมโยงกน ในการวางแผนอยางรอบคอบ และน าไปปฏบตอยางระมดระวงในการด าเนนงาน รวมทงม ความสามารถภายในทจะชวยในการฟนตวไดงาย หรอความสามารถทจะอยไดในภาวะทเกดการเปลยนแปลงอยางรนแรง
- จดท าแผนฝกอบรม จากการสอบถามความตองการในการฝกอบรมของแตละหนวยงาน - สงเสรม และสนบสนนใหพนกงานไดรบการศกษาทสงขน และน าความรทไดรบมาพฒนาตนเอง และบรษทฯ ตอไป - สงเสรม และสนบสนนใหพนกงานไดรบความรเกยวกบวกฤตตางๆ
- แผนฝกอบรมพนกประจ าป - สนบสนนพนกงานใหศกษาตอในระดบทสงขน - สงพนกงานเขาอบรม หลกปรญชญาเศรษฐกจพอเพยง และกสกรรมธรรมชาต
3.3.2.10 สงเสรมกจกรรมทกอใหเกดความสมพนธทดของคนในองคกร และเครอขาย เพอความตอเนองทางธรกจ
- สนบสนนกจกรรมเพอสรางสมพนธอนดระหวางพนกงาน กบบรษท และคคา - รวมกจกรรมกบชมชน
- จดกจกรรม สนบสนนเสรมสรางความสมพนธระหวางพนกงาน บรษท และคคา - กจกรรมชมชนสมพนธ
3.4 การตดตามเฝาระวง การวดผล และการทบทวน
องคกรควรก าหนดวธการ และตดตามเฝาระวง วดผล และทบทวนผลการด าเนนงานตามชวงเวลาทไดก าหนดไว เพอแสดงใหเหนวา 1) ประสทธผลของการด าเนนงานขององคกรตามนโยบาย กลยทธทก าหนดไว และการน าไปปฏบต ตามขอ 3.3
- มการประชมตดตาม ประเมนผลการด าเนนงาน ของโครงการ หรอกจกรรมตางๆทจดขน
- ฝายตรวจสอบภายใน - มการแกไข และปรบปรงการด าเนนงานตางๆ ตามระบบ CAR, PAR และ NCR - มการประชมประจ าสปดาห, เดอน และการประชมทบทวนโดยฝายบรหารรายไตรมาส
290
มาตรฐาน กจกรรมทเกยวของ หลกฐานทเกยวของ
2) มการแกไข และปองกน ในกรณทผลการด าเนนงานไมเปนไปตาม หรอมแนวโนมวาจะไมเปนไปตามทก าหนดไว
- มการตดตามการด าเนนงาน และกรณทพบวามความเปนไปไดทจะไมสามารถบรรลเปาหมายมการออกเอกสาร PAR
- มการแกไข และปรบปรงการด าเนนงานตางๆ ตามระบบ CARและ PAR - มการประชมประจ าสปดาห, เดอน และการประชมทบทวนโดยฝายบรหารรายไตรมาส
3) มการทบทวนผลการด าเนนงานดานเศรษฐกจพอเพยงในชวงระยะเวลาทก าหนดไว และน าผลของการทบทวนไปใชในการปรบปรง และการวางแผนตอไป
- การประชมทบทวนโดยฝายบรหารรายไตรมาส
- รายงานการประชมทบทวนโดยฝายบรหาร
3.5 การปรบปรง องคกรควรปรบปรงด าเนนงานอยางเปนขนตอนผานนโยบาย และกลยทธ การตดตามเฝาระวง การวดผล และการทบทวนผลการด าเนนงาน การแกไข และปองกน หรอการมสวนรวมของบคลากร และเครอขาย
- การประชมทบทวนโดยฝายบรหารรายไตรมาส
- หลกฐานการปรบปรงการด าเนนงาน
291
3.2 การแสดงความสอดคลองของการด าเนนงานกบหลกปรชญาของเศรษฐกจพอเพยง (บางสวน)
การประเมนระดบความสอดคลองของโครงการ/แผนงานทองคกรมการด าเนนการทงหมดในชวงกอนป 2553 ป 2553 ป 2554 และป 2555 วามความ
สอดคลองตามมาตรฐานแนวทางการประยกตใชปรชญาของเศรษฐกจพอเพยงในภาคอตสาหกรรมประการใดบาง โดยใสเครองหมาย ในชองทแผนงานมความสอดคลองกบมาตรฐานแนวทางฯ นน
292
3.3 การแสดงความสอดคลองของการด าเนนงานกบนโยบาย วสยทศน พนธกจ งบประมาณ ฯลฯ (บางสวน)
การประเมนระดบความสอดคลองของโครงการ/แผนงานทองคกรมการด าเนนการทงหมดในชวงกอนป 2553 ป 2553 ป 2554 และป 2555 วามความ
สอดคลองกบนโยบาย วสยทศน พนธกจ งบประมาณ ความสอดคลองกบธรกจ ทกษะของบคลากร มผรบผดชอบ และมระบบการท างานเพยงใด โดยใหระบ 1 = มความสอดคลอง และ 0 = ไมมความสอดคลอง
293
3.4 ผลการประเมนระดบความสขในองคกรจาก Happy workplace Index กอนเรมโครงการ
การประเมนระดบความสขในองคกรโดยใช Happy workplace Index ซงเปนเครองมอสอสารเรองการสรางองคกรแหงความสขระหวางพนกงาน นกพฒนาทรพยากรมนษย และผบรหาร ซงท าใหผบรหารองคกรรบรสภาพและปจจยความสมดลของสภาวะทเกอกลตอสขและปจจยทสรางทกขของคนในองคกร และท าใหผปฏบตงานไดรบรจดออน-จดแขงเกยวกบการพฒนาและการสรางองคกรสขภาวะ โดยฝายพฒนาทรพยากรมนษยขององคกรไดใหบคลากรท าการประเมนระดบความสขในองคกรตามแบบประเมนในเวบไซต www.happy-workplace.com
294
4 แนวทางการด าเนนงาน
ดานเศรษฐกจพอเพยงขององคกร
295
4.1 นโยบาย หรอแนวปฏบตดานเศรษฐกจพอเพยง
บรษท รเวอรโปร พลพ แอนด เพเพอร จ ากด เปนองคกรหนงทมความตงใจในการประยกตใชปรชญาเศรษฐกจพอเพยง โดยบรษทฯ มนโยบายทชดเจนทจะอาศยความร และคณธรรม มาประกอบการวางแผนตดสนใจ และการด าเนนงานตางๆขององคกร โดยไดวางนโยบายหรอแนวปฏบตตามหลกปรชญาเศรษฐกจพอเพยง ดงน
296
ดานการบรหาร และพฒนาทรพยากรบคคล : องคกรค านงถงการสรางคณภาพชวตในการท างานทด สรางบรรยาการในการท างานแบบครอบครวมออาชพ และมงสงเสรมพนกงานใหด าเนนชวตตามปรชญาเศรษฐกจพอเพยง เพอสามารถพงพาตนเองไดในทกสภาวะการณ มการสรรหา คดเลอก ประเมนผลการปฏบตงาน การจายผลตอบแทน และสวสดการอยางเหมาะสม และเปนธรรม รวมถงสงเสรม และพฒนาศกยภาพพนกงานอยางตอเนอง เพอมงสการเปนองคกรแหงการเรยนร
ดานการด าเนนธรกจ : องคกรมงพฒนาธรกจในดานทมความเชยวชาญ โดยมการตดสนใจทางธรกจอยางรอบคอบ มเหต มผล เพอผลต และสรางมลคาเพมใหกบสนคา และบรการ ตอบสนองความตองการของลกคา และมก าไรจากการด าเนนธรกจในระดบทเหมาะสม เพอใหธรกจสามารถอยไดอยางย งยน ดานสงแวดลอม : องคกรมงพฒนา และผลตสนคาทเปนมตรกบสงแวดลอมตงแต กระบวนการ
จดหาวตถดบ กระบวนการในการผลต จนถงออกมาเปนผลตภณฑ รวมถงก าหนดใหพนกงาน
รวมมอกนในการใชทรพยากรตางๆอยางคมคาสงสด
297
5 แบบจ าลองกระบวนการ และ
แผนงาน/ โครงการ
298
5.1 แบบจ าลองกระบวนการเพอสรางความพอเพยงในองคกร
แตงตงคณะท างาน
เสนอขออนมตงบประมาณ
วางแผนการจดฝกอบรม/
ประสานงานวทยากร
ประชาสมพนธ/จดกลมพนกงานเขาอบรม
ด าเนนการฝกอบรม
พนฐานปรชญาเศรษฐกจพอเพยง
ด าเนนการอบรม พฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง
ตดตามผลการด าเนนโครงการ/เปาหมายของพนกงาน
ประเมนผล และสรปผลการด าเนนโครงการของพนกงาน
ปรบปรง แกไข และพฒนาโครงการ
รายงานผลตอผบรหาร
299
5.2 แผนงาน/โครงการ และผลการด าเนนงาน
ชอโครงการ การพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง วตถประสงค เพอใหพนกงานมความรความเขาใจในหลกเศรษฐกจพอเพยง และสามารถน ามา
ประยกตใชในชวตประจ าวนได เปาหมาย 1.ก าหนดใหมการฝกอบรมจ านวน 4 รน อยางนอยรนละ 60 คน
2.มกจกรรมเกดขนหลงการฝกอบรมอยางนอย รนละ 3 โครงการ และสามารถบรรลเปาหมายของโครงการในเวลาทก าหนดไมนอยกวา 60% ของโครงการทงหมด 3.ผเขารวมอบรมทกคนมการก าหนดเปาหมายเพอการน าไปปฏบตของตนเองอยางนอยคนละ 1 เปาหมาย 4.ผเขารวมฝกอบรมสามารถบรรลเปาหมายทตนเองตงไวส าเรจไมนอยกวา 60% ของผเขารวมฝกอบรมทงหมด
หนวยทใชวดเปาหมาย
1.จ านวนพนกงานตอรน 2.จ านวนโครงการ และ % การบรรลผล 3.จ านวนเปาหมายของผเขาอบรม 4.% การบรรลเปาหมายของผเขาฝกอบรม
ผลลพธของโครงการ (Output)
1.พนกงานไดเขารบการฝกอบรมตามหลกเศรษฐกจพอเพยง 2.ท าใหคณภาพชวตของพนกงานดขนจากการน ากจกรรมโครงการตางๆ มาปฏบต 3.พนกงานมเปาหมายในการด าเนนชวต
ผลกระทบของโครงการ (Impact)
1.ผลจากการด าเนนโครงการสามารถพฒนาศกยภาพพนกงานใหสอดคลองกบยทธศาสตร “สะอาด สนทใจ”
ระยะเวลา พฤษภาคม 2555 – มกราคม 2556 งบประมาณ 1,740,547.60บาท คณะท างาน
300
301
302
หมายเหต = Plan
303
6 การตดตามผลการด าเนนงาน
304
6.1 ผลการด าเนนงาน
305
306
หมายเหต = Plan = Action
307
รายละเอยดการด าเนนกจกรรมรายขนตอน
ขนตอนท 1 แตงตงคณะท างาน
คณะกรรมการโครงการเศรษฐกจพอเพยง บรษท รเวอรโปร พลพ แอนด เพเพอร จ ากด ไดประชมและหารอเพอด าเนนการคดเลอกโครงการเพอใหพนกงานด าเนนงาน และปฏบตไดอยางสอดคลองกบหลกปรชญาเศรษฐกจพอเพยง โดยใน วนท 2 พฤษภาคม 2555 ไดคดเลอกโครงการการฝกอบรมพนกงาน ทศนยกสกรรมธรรมชาตมาบเออง อ าเภอบานบง จงหวดชลบร ในหลกสตร "การพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง" เพอใหพนกงานเรยนร และพรอมรบมอกบวกฤตตางๆ ทก าลงจะเกดขน
ขนตอนท 2 น าเสนอขออนมตงบประมาณ
คณะท างานด าเนนการรวบรวมรายละเอยด และน าเสนอขออนมตงบประมาณ
308
ขนตอนท 3 ก าหนดแผนการฝกอบรม
คณะท างานก าหนดแผนการฝกอบรม โดยกระทบกบการผลตนอยทสด
309
ขนตอนท 4 ประสานงานกบทางวทยากรเพอก าหนดหลกสตรการฝกอบรม
คณะท างานด าเนนการประสานงานกบทางวทยากรเพอชแจง วน เวลา ในการฝกอบรม และขอมล
เนอหาในการฝกอบรมใหสอดคลองกบหลกปรชญาเศรษฐกจพอเพยง
ขนตอนท 5 ประชาสมพนธใหพนกงานทราบ
คณะท างานด าเนนการประชาสมพนธ เพอใหพนกงานทราบถงหลกปรชญาเศรษฐกจพอเพยง ตารางการฝกอบรม ก าหนดการตางๆ ผานทาง Email ภายในของบรษทฯ ผานทางการประชมรวมทกวนพฤหสบด และประชาสมพนธผานเสยงตามสาย
ขนตอนท 6 จดกลมผเขารบการฝกอบรมในแตละรน
คณะท างานด าเนนการจดกลมพนกงานเพอเขารบการฝกอบรม โดยแบงผเขาอบรมออกเปน 4 รน รนละ 80 คน โดยคณะท างานพจารณาการจดกลมพนกงานรวมกบทางหวหนางานเพอไมใหเกดผลกระทบกบการผลต
ขนตอนท 7 ฝกอบรมเพอใหพนกงานเขาใจเรอง “ปรชญาเศรษฐกจพอเพยง” กอน อบรม “การพฒนา
พนกงานดวยพนฐานเศรษฐกจพอเพยง”
คณะท างานด าเนนการฝกอบรมเพอสรางพนฐานความเขาใจในเรองปรชญาเศรษฐกจพอเพยง โดย
มเนอหาในเรองของ หลกปรชญาเศรษฐกจพอเพยง วกฤตตางๆ ทเกดขน ผลกระทบของวกฤตทมตอพนกงาน การเตรยมพรอมรบมอดวยตวของพนกงาน และการดแลคณภาพชวตของพนกงานของบรษทฯกอนทพนกงานจะเขารบการฝกอบรมทศนยกสกรรมธรรมชาตมาบเออง ในหลกสตร “การพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง” โดยจดฝกอบรม 6 รน
รนท 1 วนท 6 มถนายน 2555
รนท 2 วนท 7 มถนายน 2555
รนท 3 วนท 10 มถนายน 2555
รนท 4 วนท 11 มถนายน 2555
รนท 5 วนท 12 มถนายน 2555
รนท 6 วนท 13 มถนายน 2555
โดยการฝกอบรมไดใหพนกงานเขยนเปาหมาย ,สงทพนกงานอยากได เพอน ามาเปรยบเทยบภายหลงจากทเขารบการฝกอบรม “การพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง” ณ ศนยกสกรรมธรรมชาตมาบ
เออง อ าเภอบานบง จงหวดชลบร วาเปาหมายของพนกงานมการเปลยนแปลงไปหรอไม
310
ขนตอนท 8 ฝกอบรม “การพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง” ณ ศนยกสกรรมธรรมชาตมาบเออง อ าเภอบานบง จงหวดชลบร
คณะท างานด าเนนการจดกลมพนกงานเพอเขารบการฝกอบรมท ศนยกสกรรมธรรมชาตมาบเออง
โดยจดอบรม 4 รน
รนท 1 วนท 18-20 มถนายน 2555
รนท 2 วนท 22-24 มถนายน 2555
รนท 3 วนท 25-27 มถนายน 2555
รนท 4 วนท 13-15 กรกฎาคม 2555
311
312
ขนตอนท 9 ตดตามผลการด าเนนโครงการของพนกงานหลงฝกอบรม เสรจ 1 เดอน (ตวอยางบางสวน)
313
ขนตอนท 10 ตดตามผลการด าเนนการกจกรรมการด าเนนการตามเปาหมายของพนกงานทกเดอน ภายหลงฝกอบรมจนครบ 6 เดอน
ขนตอนท 11 ประเมนผลตามเปาหมายของโครงการ
ขนตอนท 12 ปรบปรง แกไข และพฒนา โครงการ
ขนตอนท 13 รายงานผลตอผบรหาร
314
7 การทบทวนผลการด าเนนงาน
315
7.1 ผลการด าเนนงานตามแผนงาน/โครงการ
เปาหมายท 1 ก าหนดใหมการฝกอบรมจ านวน 4 รน อยางนอยรนละ 60 คน หนวยทใชวด จ านวนพนกงานตอรน ผลการด าเนนการ รนท 1 ผเขารวมอบรม 89 คน
รนท 2 ผเขารวมอบรม 70 คน รนท 3 ผเขารวมอบรม 87 คน รนท 4 ผเขารวมอบรม 63 คน
เปาหมายท 2 มกจกรรมเกดขนหลงการฝกอบรมอยางนอย รนละ 3 โครงการ
และสามารถบรรลเปาหมายของโครงการในเวลาทก าหนดไมนอยกวา 60% ของโครงการทงหมด
หนวยทใชวด จ านวนโครงการ และ % การบรรลผล ผลการด าเนนการ รนท 1 จ านวน 7 โครงการ
รนท 2 จ านวน 7 โครงการ
รนท 3 จ านวน 6 โครงการ
รนท 4 จ านวน 7 โครงการ
เปาหมายท 3 ผเขารวมอบรมทกคนมการก าหนดเปาหมายเพอการน าไปปฏบตของตนเองอยางนอยคนละ 1 เปาหมาย
หนวยทใชวด จ านวนเปาหมายของผเขาอบรม
ผลการด าเนนการ พนกงานทเขาอบรมไดก าหนดเปาหมายเพอการน าไปปฏบตของตนเองครบทกคน
เปาหมายท 4 ผเขารวมฝกอบรมสามารถบรรลเปาหมายทตนเองตงไวส าเรจไมนอยกวา 60% ของผเขารวมฝกอบรมทงหมด
หนวยทใชวด % การบรรลเปาหมายของผเขาฝกอบรม
ผลการด าเนนการ ผเขารวมฝกอบรมสามารถบรรลเปาหมายทตนเองตงไวส าเรจ
80% ของผเขารวมฝกอบรมทงหมด
7.2 ปญหา/อปสรรคจากการด าเนนงาน
จากการด าเนนโครงการการพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยงยงมพนกงานบางสวน ก าหนดเปาหมายเพอน าไปปฏบตเปนนามธรรม ซงยากตอการตดตาม และวดผลของทางคณะท างาน
316
7.3 แนวทางการด าเนนงานขนตอไป คณะท างานโครงการการพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง จะน าปญหา/อปสรรคจากการ
ด าเนนโครงการในระยะทผานมา มาปรบปรงแกไข เพอสนบสนนใหพนกงานทงหมดขององคกรมสวนรวมในกจกรรมขององคกร
คณะท างานโครงการการพฒนาพนกงานดวยพนฐานเศรษฐกจพอเพยง จะใหค าแนะน ากบพนกงานเพอปรบปรงการก าหนดเปาหมายสวนตวใหเหนเปนรปธรรมมากยงขน โดยเปาหมายควรจะตองสามารถวดผลไดอยางชดเจน
7.4 ผลการประเมนระดบความสขในองคกรจาก Happy workplace Index เปรยบเทยบกอน และหลงการด าเนนการโครงการ
100.00
61.11
78.57
47.73
25.00
100.00 100.00 100.00
84.09 87.50
-
20.00
40.00
60.00
80.00
100.00
120.00
กอนด าเนนการ
หลงด าเนนการ
317
8 ผลจากการทวนสอบ และ
แนวทางการพฒนาองคกร
318
8.1 รายงานการทวนสอบจากผทวนสอบ
319
320
8.2 แนวทางการด าเนนงานของสถานประกอบการ
รายละเอยด แนวทางในการด าเนนการแกไขปรบปรง
1. การวางแผน ก าหนดหนาทในการน าหลกปรชญาของเศรษฐกจพอเพยงเขาสการด าเนนงานประจ าในองคกร โดยใชวธการประกาศแตงตง และมการแตงตงใหม หากคณะทมงานมการลาออก
2. การน าไปปฏบต
- ปจเจกบคคล
- องคกร
รเรมจดกจกรรมเพอสรางความสมดลระหวางชวตการท างานของพนกงาน และครอบครว และด าเนนการตดตาม และวดผลในกจกรรม ทกๆ กจกรรมทด าเนนงานใหชดเจน สรปขอมลในการวดผลดานคณธรรมของพนกงานใหสามารถน ามาวเคราะหหาพฒนาการทางดานคณธรรมของพนกงานไดอยางชดเจน
3. การตดตามเฝาระวง การวดผล และการทบทวน
วางแผนตดตามการปฏบตงานตางๆ ในทกเดอน พรอมท งประเมนผลการด าเนนงาน และทบทวนผลการด าเนนงานโดยผบรหารขององคกร
4. การปรบปรง ก าหนดขนตอนการปฏบตงานในแตละแผนงาน/โครงการอยางชดเจน และด าเนนการแกไขปรบปรงเมอเกดปญหา หรอความไมคลองตวในการด าเนนงาน
321
BIOGRAPHY
NAME Sumrit Yipyintum
ACADEMIC BACKGROUND A Bachelor’s Degree with a major in Finance
and Banking from Chulalongkorn University in
1997, a Master’s Degree in Business and
Managerial Economics from Chulalongkorn
University in 1998, and a Graduate Diploma in
Human Resource Management from Sasin
Graduate Institute of Business Administration,
Chulalongkorn University in 2002
PRESENT POSITION Managing Director, River Group, Thailand and
a Volunteer of The Institute of Sufficiency
Economy, Thailand