exploring the features and moudules of human …
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EXPLORING THE FEATURES AND MOUDULES OF HUMAN RESOURCE
DEVELOPMENT INFORMATION SYSTEM IN A SELECTED MEDIUM SIZE
PRIVATE UNIVERSITY IN PATHUMTHANI
MESITH CHAIMANEE
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
DEPARTMENT OF INTERNATIONAL GRADUATE STUDIES
IN HUMAN RESOURCE DEVELOPMENT
FACULTY OF EDUCATION
BURAPHA UNIVESITY
MAY 2019
COPYRIGHT OF BURAPHA UNIVESITY
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หนาอนมต
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ACKNOWLEDGEMENTS
I would like to gratefully and sincerely thank my principle advisor
Dr. Watunyoo Suwannaset for his patient guidance, understanding, enthusiastic
encouragement, useful critiques of this dissertation, and most importantly,
his friendship during my studies. I would not have achieved this and completed
this dissertation without all the support that I have always received from him.
My co-advisor, Dr. Paratchanun Charoenarpornwattana provided me with a wealth of
knowledge about research methodology and her expertise helped me to make this
a better dissertation. I am grateful for all that she has taught and he was very kind
to me.
I am thankful to and fortunate enough to get constant encouragement,
support and guidance from all Teaching staff of Department of International Graduate
Studies Human Resource Development (IGHRD), Burapha University which helped
me in successfully completing my dissertation. Also, I would like to extend my
sincere in esteem to all staff of the IGHRD for supporting me through all of
my course work. I am very grateful for the friendship of all my friends.
Nobody has been more important to me in the pursuit of this study than
the members of my family. I could not have completed my study without the support
of my family. I would like to thank my parents, whose love and guidance are with me
in whatever I pursue. They are the ultimate role models. Most importantly, I wish to
thank my loving and supportive wife and my son, who provided unending inspiration.
Mesith Chaimanee
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55820048 MAJOR: HUMAN RESOURCE DEVELOPMENT;
Ph.D. (HUMAN RESOURCE DEVELOPMENT)
KEYWORD HUMAN RESOURCE DEVELOPMENT INFORMATION
SYSTEM/ INFORMATION SYSTEM, HUMAN RESORUCE
DEVOPMENT/ PRIVATE UNIVERSITY, MODEL OF HUMAN
RESOURCE DEVELOPMENT INFORMATION TECHNOLOGY
MESITH CHAIMANEE: EXPLORING THE FEATURES AND
MOUDULES OF HUMAN RESOURCE DEVELOPMENT INFORMATION
SYSTEM IN A SELECTED MEDIUM SIZE PRIVATE UNIVERSITY IN
PATHUMTHANI. ADVISORY COMMITEE: WATUNYOO SUWANNASET,
Ph. D., PARATCHANUN CHAROENARPORNWATTANA, Ph.D. 143 P. 2019.
Nowadays Information Technology is widely used all over the world.
We can call this an era of information. Even in the university especially in Human
Resources work. There are so many problems concerning the effectiveness of Human
Resource Development Information Systems. This is due to the 4 major changes of
increasing amounts of data, difficulty in accessing stored data, poor data management
and decision making based on not updated data. To develop the new HRDIS model
which is suitable for the university, a qualitative research approach applying grounded
theory strategy was conducted with 21 informants. In this study, criterion sampling
and the use of snowball sampling techniques were employed to identify the participants
from one selected private university in Pathumthani. The semi-structured interview
was the main data collection technique employed to discover these adjustment issues.
The data was transcribed and categorized into themes. The main findings of this study
were six systems features of the program (Agility, Work via web application,
Authorization and security mechanisms for data access, Paperless, Auto reminder
system, Online approval and authorization), and three modules of work were reported
(Managing personal HRD information, Managing training and development,
Electronic communication for training and development).
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CONTENTS
Page
ABSTRACT ............................................................................................................. iv
CONTENTS ............................................................................................................. v
LIST OF TABLES ................................................................................................... vii
LIST OF FIGURES ................................................................................................. viii
CHAPTER
1. INTRODUCTION ........................................................................................ 1
Background to the study .......................................................................... 1
Statement of problems ............................................................................. 3
Research objective ................................................................................... 4
Research questions .................................................................................. 4
Definition of terms .................................................................................. 4
Significance of study ............................................................................... 5
Scope of the study ................................................................................... 6
Limitation in this study ............................................................................ 6
Summary of chapter 1 ............................................................................. 6
2 REVIEW OF LITERATURE ........................................................................ 8
Universities in Pathumthani .................................................................... 8
The work of human resource development in an organization ............... 9
The overview of human resource information system (HRIS) ............... 14
Human resource development information system modules and
procedures ............................................................................................... 17
The importance of introducing and possessing the human resource
development information system in a university .................................... 20
Steps in conducting system analysis and design ..................................... 21
Research related to the study ................................................................... 23
Summary of chapter 2 ............................................................................. 28
3 RESEARCH METHDOLOGY ..................................................................... 29
The research design of study ................................................................... 29
Selection of informant ............................................................................. 33
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CONTENTS (Continued)
CHAPTER Page
Research design steps .............................................................................. 35
Data collection methods and process in this study .................................. 36
Instrument ................................................................................................ 40
Data analysis ............................................................................................ 42
Rigor ........................................................................................................ 45
Ethical issues in data collection ............................................................... 48
Summary of chapter 3 ............................................................................. 50
4 FINDING ....................................................................................................... 51
Research question 1 ................................................................................. 55
Research question 2 ................................................................................. 63
Research question 3 ................................................................................. 72
Summary of chapter 4 ............................................................................. 100
5 CONCLUSIONS DISCUSIONS AND RECOMMENDATIONS ................ 101
The overview picture of the study ........................................................... 101
Summary of results and research finding ................................................ 102
Implication for system design ................................................................. 105
Recommendations for future research ..................................................... 108
Implication for practice ........................................................................... 108
Summary of chapter 5 ............................................................................. 110
REFERENCES ...................................................................................................... 112
APPENDICES ....................................................................................................... 120
APPENDIX A ................................................................................................. 121
APPENDIX B ................................................................................................. 131
BIOGRAPHY ........................................................................................................ 143
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LIST OF TABLES
Tables Page
2-1 The proposed detailed of system development Life cycle steps ............... 22
3-1 Areas of philosophy and research and their questions .............................. 30
3-2 Five strategies of research inquiry ............................................................. 32
3-3 The group of informants ............................................................................ 34
3-4 Criteria of informants ................................................................................ 35
3-5 Types of questions and possible time periods ........................................... 40
3-6 The trustworthiness of qualitative study ................................................... 46
4-1 Demographics of informants ..................................................................... 52
4-2 Coding categories developed according to data obtained through
the interview to investigate current HRD system process as well as
desirable features and modules for the new HRDIS. ................................ 53
4-3 Three main categories presenting current HRD systems which have
been operating in the selected university .................................................. 56
4-4 Four categories displaying opinions of stakeholders towards current
HRD system .............................................................................................. 64
4-5 Possible modules and features the university should have to ensure
a more effective human resource function categories ............................... 73
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LIST OF FIGURES
Figures Page
2-1 HRD process framework............................................................................. 13
2-2 System model of training and development................................................ 18
3-1 Knowledge claims, strategies of inquiry, and methods leading to
approaches and the design process of a research Study .............................. 29
3-2 The data collecting process ......................................................................... 36
3-3 Grounded theory coding step proposed by researcher ................................ 43
4-1 DFD level 1 of new HRDIS ........................................................................ 91
4-2 DFD level2 process1 authenticate .............................................................. 93
4-3 DFD level2 process 2 personal data............................................................ 94
4-4 DFD level2 process 3 training .................................................................... 95
4-5 DFD level3 process 3.1 submitting application .......................................... 96
4-6 DFD level 3 process 3.3 submit training needs .......................................... 97
4-7 ER diagram ................................................................................................. 98
4-8 Tentative model for HRDIS ........................................................................ 99
5-1 MIT90s framework ..................................................................................... 106
5-2 Tentative model for HRDIS ........................................................................ 107
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CHAPTER 1
INTRODUCTION
Background of the study
While it has widely been expected by societies that the roles of higher
educational institutes; such as colleges and universities, are developing quality human
resources for the nation, it has been found that there have been certain pressures
effecting educational quality from both internal and external factors. For example,
a university management team has to deal with the impacts of changes in economy,
politics, technology, social, legal, and resources. Furthermore they need to carefully
plan their competitive strategic management, introduce effective operation systems
and convenient information technology, deal with accounting and finance, ensure its
excellent total quality control, as well as maintain and develop their human resources
etc.,
The roles of information technology in building enterprise architecture
and laying down organizational communication channels have been acknowledged
more and more since the world has entered an era of information (Davenport, 2013).
The fact that computer and communications systems have increasingly connected to
the internet, it allows people today to work from anywhere at any time (Cheuk, 2014).
This is because these days corporate entities are bound within a greater network
(Martins & Neves, 2016). While most organizations are putting a hierarchical chain
of command from top to bottom, the use of computer networks in companies now
allows people to work together across their divisions and places as workgroups.
The organizational structure is therefore modified from the traditional style to the one
called network organizations (Hamilton, 2011).
The importance of having effective information technology in maintaining
effective internal processes can also be clearly acknowledged by the management
teams and operators in our universities today. These can effectively help them to
connect and make use of work- related information for the time vital decisions are
required to be made. Some examples of this include having students‟ registration
information for students‟ planning and enrollment, using financial information to
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guide and plan how budgets should effectively be spent, and planning the work of
human resource development and personnel management, etc.
According to Kulkarni and Savita (2012) the work of the human resource
development department in a university could involve a number of activities including
planning staff training and seminars, conducting both short term and long term
individual development plans, implementing and maintaining knowledge management
systems, and facilitating issues concerning staff overseas development programs.
While the advances in computer technology these days could help handle
volume variety velocity complicated data, one of the problems of concern in the work
of human resource development in many universities today is the university management
teams could not access to or do not know how to access to the information involving
the development of their human resources. They always require some information and
consultations from the HR department team (Lengnick-Hall & Moritz, 2003). In other
words, if the university board committee can easily access the updated HRD
information at the time they are required to make a decision, the decision can be made
quickly and accurately.
Therefore, the work of human resource development in higher educational
institutes is now taking the role of providing quality data that leads to the improvement
of their faculty members-both teachers and supporting staff. Without having good
recording and retrieving this important information, it is difficult for educators and
faculty members to have proper directions for individual development and a career
development plan.
Moreover, it has been found that since data involving human resource
development could be stored in different places in a university, introducing the human
resource development systems can prevent some types of data entry error; it also adds
more creditability, consistency and accuracy to shared data. Furthermore, not being
able to update data continuously and synchronously limits the ability of the decision
makers to receive updated data in making their management decisions. Vanduhe
(2015) agreed on this giving an example that if the data concerning staff attending
their training programs and staff performance evaluation were not recorded properly
and continuously into a good system, the management team may evaluate staff overall
performance mistakenly based on their shortage of information. Lacking an effective
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data recording system could therefore result in the failure of managing necessary
information concerning employees‟ individual and career development plans.
According to Chowdhury, Yunus, Bhuiyan, and Kabir (2013) the benefits of
having information technology in the work of Human Resource Development permits
the Human Resource Department to put the right man into the right job, develop
staff‟ KSAs, improve working conditions and quality of work life.
Statement of problems
At present, the university has entered into a research study that has no
Human Resource Development Information System which causes
1. Delays in operations related to HRD, such as delays in document
delivery, due to the use of documentation systems for approval.
2. Non-systematic document storage causes loss of documents. At times,
the documents are in many copies, making it impossible to tell which documents are
the latest.
3. Need to prepare a place for storing documents and filing equipment that
has increased over the year.
4. The inconvenience of updating personal information and accessing
information from executives to make decisions. Especially, staff are experiencing
problems in planning their self-development because of delays in the current system,
such as approvals, training sessions or updates information that cannot be done by
staff, HR staff are required to do it. The University does not have an HRDIS system,
so the executives who want to use that information must have the HR staff prepare
the information but the staff of the HR department has inadequate people.
5. Operation plan and human resource development activities did not
respond to the needs of human resource development. It is evident from the fact that
the university provides training to the same staff and that each faculty has different
training needs. The personnel who recently worked with the works before it, needs to
be different.
6. The news release will also be submitted by a staff member that was on
duty, which is a waste of time and resources, such as paper and ink of the university.
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In order to work on this important matter, it is necessary to think about
developing proper Human Resources Development Information Systems (HRDIS)
and implementing it in all Thai private universities. Possessing effective human
resource development systems allows the HR department in private universities to
record, connect and make use of stored data not only for their management team, but
also for all university lecturers to establish their individual development plan.
When the human resources are developed to their full potential, they can assist and
enhance the overall quality of the national education (Rafiei & Davari, 2015). Seeing
the importance of having a proper Human Resource Development Information System
in place, this leads to the study entitled “Exploring the features and modules of
HRDIS in a Medium-size private University in Pathumthani”
Research objective
1. To investigate the ways the current HRD system is operated in a selected
medium sized private university in Pathumthani.
2. To investigate stakeholders‟ opinions and attitudes toward the current
HRD system in the university.
3. To identify the possible modules and features which Information
Technology should have, to ensure more effective human resource development
functions in the university.
Research questions
1. How has the current HRD system been operated in the selected
university?
2. How do the stakeholders find this current HRD system?
3. What are the possible modules and features the university should have to
ensure more effective human resource development functions?
Definition of terms
The definitions of specific terms used in this research consist of:
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1. HRD Process refers to the process of human resource development that
the researcher collects data from the current system such as staff attendant, current
HRD and training activities, as well as staff benefits and career development
opportunities and training approval
2. HRDIS module is a sub-process in relation to human resources
development information system. It is based on stakeholder information to meet
the needs of users and stakeholders.
3. HRDIS features refer to options and functional capabilities of the purposed
HRDIS available based on the needs of users. The program can work according to
the needs of the user, which is derived from the information needs of stakeholders.
4. HRDIS The new system, derived from the HRDIS module and the HRDIS
feature, was developed and integrated through the System Development Life Cycle
(SDLC) process, according to the Whitten, Bentley, and Dittman (2001) model in
Steps one to four, which collects information from stakeholders.
Significance of study
1. University board committee can use information by utilizing an HRDIS
for time and attendance tracking, employee data collection, training programs for
potential employees.
2. Faculty members can plan for training, seminars or academic positions
they should have. They are able to speed up the search, record, edit documents and
increase ease of access to human resources personnel on campus, easily.
3. Staff and executive board can find answers and information shortly
without the need to consult an HR staff member.
4. Human Resources Department is able to use information on the system
which can be used for strategic planning, human resource development in line with
the mission and strategy of the university.
5. University able to reduce the use of paper documents and also have a
positive affect on university‟s internal work environment by reducing work load.
The requirement Human Resource Development Information System should be able
to build the application Human Resource Development Information System.
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Scope of the study
1. This study is focusing on investigating the system requirements of
Human Resource Development Information System model. The data in this study will
be obtained through interviewing techniques from certain groups of people
(stakeholders).
2. The scope of this study is limited to the HRD system concerning:
Faculty and academic training and seminar, and conducting short term and long term
individual development plan and facilitating overseas staff development program.
3. The informants for this study will be five groups of informants; the first
group includes top management team, counsellors, Deans of faculties and Directors
of internal institutes. The second group will be a team of middle managers. The third
group will be a team of computer experts. The fourth group will be a team of HR staff
and the last group is faculty members.
Limitations of this study
1. To explore the feature and modules of HRDIS this study is based on
the concept of the System Development Life Cycle in accordance with Whitten et al.
(2001) in Steps one through four, as the remaining steps are related to program
development. In this research, only in part to understand the problems of the existing
system, to studying the possibility of a new system, to determining user requirements
or expectations for a new system and to analyse and design systems.
2. The features and modules of HRDIS this study is designed based on
the current infrastructure (network, computer technology and software) of the university.
3. The features and modules of HRDIS this study is developed by internal
stakeholder information that consists of executive board, HRD staff and faculty
members.
Summary of chapter 1
The organization of the study is separated into five chapters.
This chapter has provided the background of the study, state of problems,
the objectives of the study, the research questions, the definition of terms,
the significance of the study, the scope of the study, and the limitations of this study.
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In Chapter Two, a review of the literature on previous studies to provide
more background into the research and theory in the field of Universities in
Pathumthani, the work of Human Resource Development in an organization,
the overviews of Human Resource Information Systems, Human Resource
Development Information System modules and procedures, the importance of
introducing and possessing a Human Resource Development Information System
in a university, steps in conducting system analysis and design and to gain more
understanding about research related to the study.
The research methodology is described in Chapter Three, along with a
research design, research strategy, research methodology, desired informants and
techniques of selecting informants, data collection method, data analysis, data
management and ethical approval of the study.
Chapter Four presents the research findings.
Chapter five presents, the overview picture of the study, discussion of
research findings and responds to the research questions based on findings in this
study. The researcher also discusses both implications for practice and theoretical
implications, and suggests some recommendations for further research.
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CHAPTER 2
REVIEW OF LITERATURE
This chapter presents an analysis of relevant literature in relation to
the study. The researcher of this study, based on the stated objectives, looks into
a number of the following areas:
1. Universities in Pathumthani
2. The work of human resource development in an organization
3. The overview of human resource information system (HRIS)
4. Human resource development information system modules and
procedures
5. The importance of introducing and possessing the human resource
development information system in a university
6. Steps in conducting system analysis and design
7. Research related to the study
8. Summary of chapter 2
Universities in Pathumthani
There are two types of university in Pathumthani province-1) private
university, and 2) public university
1. Private University in Pathumthani
In Pathumthani province, there are seven universities which can be divided
by its sizes 1) medium size, and 2) large size. Although all universities in Thailand
must operate and follow rules and regulations under criteria set by, The Commission
of Higher Education, Ministry of Education, private universities have certain
authorities in managing, running and operating their own institutes in terms of
budgeting, planning their infrastructures, as well as utilizing or introducing necessary
technology systems (Nicharnon, 2008)
While the large sized private universities which have operated longer than
20 years in Pathumthani include Rangsit University, Asian Institute of Technology,
Bangkok University, the medium sized private universities which have operated more
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than 10 years in the area consist of Eastern Asia University, Pathumtahni University,
Shinawatra University, and North Bangkok University.
2. Public University
In Pathumthani province, there are three public universities all of which are
large sized universities and have operated longer than 20 years. The first established
university is Valataalongkorn Rajabhat University Under Royal Patronage.
The second oldest university in the area is Rajamangala University of Technology
Thanyaburi and the latest university is Thamasat University which has its main
campus located in Bangkok.
In this study the selected university was founded and commenced educating
in academic year 2000. At present, the university offers 5 Doctoral degree programs,
6 Master‟s Degree programs, and 20 Bachelor‟s Degree programs. The university
is a medium size university and there are around 4,000 enrolled students. There are
300 staff working in the university. The university doesn‟t have any Human Resource
Development Information System (HRDIS) before they still use manual operations in
any task concerning HRD.
The work of human resource development in an organization
Human Resource Development can be related to the development of people
in the organization to have better potential. The emphasis is on short and long term
development. In short, it is a matter of training to increase the knowledge of existing
employees. In terms of long-term development, education promotion, knowledge
management and career path development.
1. Definition of Human Resource Development (HRD)
Human Resource Development (HRD) in an organization is one of the most
important working processes and concepts dealing mostly with the development of
people, their career growth in an organization and the prosperity of the organization.
In an organization, people working in the HRD department have to perform so many
roles, and part of these include being a researcher who carries out some research,
develops new theories and deals with issues of interest involving staff in the workplace.
(Torraco, 2004). Since academics, researchers and practitioners have tried to define
the term “Human Resource Development, some definitions have caused confusion.
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McLean and McLean (2001) suggested that there was no universal definition of
the term Human Resource Development. Conceptual or theoretical definitions of this
word, therefore, become debatable points which people have widely discussed.
Some people including McLean, Bartlett, and Cho (2003), for example, continued
seeing HRD from their traditional perspective, in the context of individuals, work
teams, or work processes, and organizations. Nadler and Nadler (1991), on the other
hand, viewed HRD as organized learning experiences in a definite time period to
increase the possibility of improving job performance growth. Stewart and
McGoldrick (1996) added that HRD encompasses activities and processes which are
intended to have an impact on organizational and individual learning. The best seller
book entitled Human Resource Development written by Randy, Jon, and David
(2002) highlighted HRD as a set of systematic and planned activities designed by
an organization to provide its members with the opportunities to learn the necessary
skills to meet current and future job demands. They further explained that HRD can
be a separated working unit, or it can be one of the primary functions within the HRM
department (DeSimone & Werner, 2012). McLagan (1989) interestingly pointed out
that HRD is an integrated use of training and development, career development, and
organization development to improve individual and organizational effectiveness.
This is similar to Watkins (1991), Swanson (1987), Swanson and Holton (2009)
supported that HRD must be responsible for the overall development and improvement
of individuals, careers, and the organization.
In summary, Human Resource Development should increase the knowledge
and skills available in human beings by using various strategies such as training and
study visits. In this study the same concept of HRD from the above ideas are included
however, to be more precise of HRDIS system requirements, the researcher also
reviews opinions of stakeholders to support the exploration of modules and features.
2. Scope and concept of human resource development (HRD)
In the boarder picture, Bacchus (1992) described that the ultimate goal
of HRD in any country is to improve the quality of life of its entire people and not
merely concerned with providing the necessary skills to individuals. He was convinced
that the concept of HRD deals with many facets of development of individuals
including their physical, intellectual, emotional, political, and spiritual aspects.
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Schmidt and Kunzmann (2006) provided examples of HRD activities
including incorporating formal training, self-directed learning, informal and
collaborative learning activities. Haslinda (2009) agreed this claiming that most
countries such as Russia, Germany and Korea equate HRD with training and
development and the main focus is on activities related to training. Metcalfe and Rees
(2005), on the other hand, urged that the field of HRD has expanded beyond training
and development to include a strong connection to corporate strategy, individual
responsibility for learning, extension into team learning, incorporation of career
development, an emphasis on internal consultancy, organizational learning and
knowledge management and the nurturing of the intellectual capital of an enterprise.
3. HRD roles in an organization
HRD roles show all tasks that HRD staff have to undertake in an organization.
So it important because the relationships between what the role of HRD department in
an HRDIS application have to do in order to perform the HRD function by doing this
function it allows the researcher or investigator to design the module and feature that
could support their current HRD operation
According to McLagan (1996) there are nine roles for HRD profession:
1) HR strategic advisor is to help you examine the most effective model for
delivery of HR in your business, with the emphasis on only those HR activities that
contribute to the achievement of your strategic objectives.
2) HR systems designer and developer assist HR management in the design
and development of HR systems that affect organization performance.
3) Organization change agent advises management in the design and
implementation of change strategies used in transforming the organization.
4) Organization design consultant advises management on work systems
design and the efficient use of human resources.
5) Learning program specialist (or instructional designer) identifies needs of
the learner, develops and designs appropriate learning programs, and prepares
materials and other learning aids.
6) Instructor/ facilitator presents material and leads and facilitates structured
learning experiences.
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7) Individual development and career counsellor assists individual
employees in assessing their competencies and goals in order to develop a realistic
career plan.
8) Performance consultant (or coach) advises the line management on
appropriate interventions designed to improve individual and group performance,
9) Researcher assesses HRD practices and programs using appropriate
statistical procedures to determine their overall effectiveness ad communicates
the result to their organization.
In summary, it can be see that the role of the HR Department in an
organization includes HR strategic advisor, HR systems designer and developer to
assist HR management, Organization change agent, Organization design consultant,
Learning program specialist, Instructor/ facilitator, Individual development and career
counsellor assistant, Performance consultant and Researcher assesses HRD practices.
In this study HRD roles in the selected private university were part of the report
collected to address the first research question.
4. Framework for the HRD Process
To develop an effective HRDIS, it is necessary for readers of this study to
understand HRD process and its framework. According to Werner and DeSimone
(2006), there are four phrases in HRD processes. These are Needs Assessment,
Design, Implementation, and Evaluation. These processes are systematically operated
from phrase one on the left to phrase four on the right.
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Figure 2-1 HRD process framework
Source: Werner and DeSimone (2006, p. 27)
Needs assessment phase
The first phrase aims to identify the needs of having HRD activities in
an organization as well as prioritize the HRD programs which should have been
arranged each year. To assess possible needs of HRD activities in an organization,
necessary information from certain consideration levels should be obtained. These are
1) organization level, 2) task level, 3) people level. The examples of information
which should be collected to see whether there are some issues in developing an HRD
program at this level are the vision and mission statements, organizational goals,
organizational strategies etc… While all information which needs to be collected at
task level attempts to answer how staff may perform their job better, the information
required from the people level includes such things as their performance evaluation.
Design phase
The goal of the design phase is to draw up a suitable plan for selected HRD
programs as well as detailing activities to carry out. There are six major activities in
this phrase starting from identify effective objectives of the program, developing
an appropriate lesson plan for the program, developing or acquiring the appropriate
materials for the trainees to use, determining who will deliver the program, selecting
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the most appropriate method or methods for conducting the program, scheduling
the program.
Implementation phase
The third phase of the training and HRD process is called “Implementing
Effective HRD programs or interventions.” This phase emphasizes on selection means
and HRD techniques which are suitable objectives of an HRD program. This needs to
be carefully considered due to a number of factors such as chosen learning theories
and learning perspectives, limited resources and possible conditions.
Evaluation phase
The final phase intends to measure the effectiveness of HRD programmes by
considering program objectives and possible measuring techniques which should be
used to obtain significant HRD data. This phase also suggests four important
evaluation levels-Reaction level, Learning level, Behaviour level, and Result level.
These four levels of evaluation cover most evaluation dimensions starting from how
do
the participants feel or experience from attending one HRD program, how much do
they learn, how do they transfer expected behaviours from the HRD activities to their
workstation after finishing the program, and how could the organization get overall
benefits from having the HRD activities. The last part of this phase also reminds that
interpretation of the findings should be conducted before ending this program and
returning all steps from the first phase for the next program.
It can be seen that the new HRDIS would be analytically developed if
the researcher follows the guidelines of HRD process. The four stages of HRD
process include Assessment Phase, Design Phase, Implementation Phase and
Evaluation Phase. Most data, in this study was as a result collected from investigating
the stakeholders‟ opinions and attitudes towards the current HRD system in
the university.
The overview of human resource information system (HRIS)
According to Rawat (2008), Information Systems for Human Resource
Development is a system that is used for managing most HR data and information
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concerning staff and people working in an organization. The system collects,
calculates, stores and retrieves data by taking advantage of running a set of
complicated computer programs. This is to ensure the valuable information which
could help the management team in making accurate decision making. There are wide
ranges of HRD systems and subsystems on the market. Lengnick-Hall and Lengnick-
Hall (2006) highlighted that HR professionals should have a glance at issues concerning
the trend of HRD work in the 21st century. The examples of the trend such as knowledge
management in the organization, creating a corporate culture, changes, and network
working are involved directly with the job of HR staff nowadays. Ankrah and Sokro
(2012) explained human resources information component as the work among
the staff, information technology, and management. They further added that personal
information from an HRIS is the information which is needed by the management
team since it could benefit when creating management plans, designing development
and training programs, introducing knowledge management programmes, and etc…
Moreover, Dessler (2013) strongly claimed that there was the time that some old
information management system which demanded a big space for storage, full
of papers and useless for an important decision making should be replaced by a new
effective system. It can be seen from the researcher‟s viewpoint that creating effective
information systems which can handle complex and sophisticated data which may be
retrieved from different departments could not only help solve the mentioned
problems requiring loads of paper and a big storage place, but it could also support
the executives‟ decision making after reviewing accurate data. Despite a number of
benefits provided by an effective HRIS, Camardella (2003) reminded that a good
HRIS system should also offer good security systems. This is to prevent and protect
some privacy information to be used in a way which may subsequently cause damage
to the organization.
According to Kavanagh and Michel (2012), Human resource development
information should be considered as part of the big human resource information
system (HRIS) software. While the HRIS are created by many local software houses
such as HRII, PisWin, HR Enterprise, GENiUS HRM, some have been imported from
abroad, such as Oracle, SAP, PeopleSoft, etc.
16
However, it has sometimes been found that imported HRIS, sometimes,
could not fulfil the needs of users in companies in Thailand. This is because some
modules may not work at all. It is therefore more appropriate to develop one HRIS
which meets most requirements, and specific conditions in terms of taxes, welfare,
legal requirements, nature of business, and the need for information used for
management‟s decision making.
The Researcher found that most software house companies in Thailand are
HSR, Tigersoft (1998), E-HR information technology and HR center which offer
similar modules for their HRIS as detailed below:
1. Central Database: helps to keep the information on the profile of
personnel and work experience .Which other systems can retrieve data to be shared.
2. Payroll: to manage payroll and taxes paid by the system will be
calculated automatically.
3. Time Attendance: will retrieve the time from the recording equipment
such as swipe cards, fingerprint scanners, compare with Regular work schedules of
employees, then generate reports, such as absences, being late, leave, or working
overtime and so on.
4. Evaluation of the performance (Performance Evaluation) helping to set
the standard in the evaluation and summary evaluation of personnel with regard to
salary increases and readiness for promotion to a new position
5. Man Power Planning: shows the movement of manpower, turnover rate.
6. Training and Development: helps to plan human development.
7. Welfare: helps to keep the records and information management about
the benefits such as Medical bills, loans.
8. Recruitment: able to save the application, create a test form, when
employees are qualified, you can transfer data into the personnel records automatically.
It can be ascertained that Training and Development was stated as part of
8 primary functions which could be linked and can be assisted by the use of information
technology.
In summary, HRIS is a set of hardware and software systems that collect,
process, analyze, store, distribute, and deliver timely and accurate information to
users for analysis, decision-making support, and business process improvement.
17
Human resource development information system modules and
procedures
Since training is one of the major HR functions which are organized by
the HR department, Burbach, (2012) highlighted that the application of an HRIS
could save much of an organization‟s money and spending on the work involving
training that is considered as the most used in the HR department budget. Kavanagh,
Thite, and Johnson (2012, p. 10) suggested that an effective HRIS should possess
the following three characteristics:
1. It must be presented in a user-friendly manner.
2. It must be meaningful and appropriate (Keebler & Rhodes, 2002).
3. It must be used effectively in the decision-making process to support
an organization‟s overall business strategy
However, Kovach and Cathcart (1999) argue that HRDIS does not need to
be complicated or even computerized to aid the information need of a business. Basic
HRDIS training databases are easily setup by using spreadsheet software but levels
of analysis are limited by this application. So many organizations create complicated
databases, which offer greater collective training data and allow the application to
provide more variance in the presentation of training data.
System model of training and development
The approaches to HRDIS adopted by organizations are quite possibly as
diverse as the organizations that employ them. Most HRDIS are following the system
model of training and development. These models for Training and Development
consist of a four steps cycle, which are illustrated in Figure 2-2. The model is the
semantic approach. It‟s the proper approach to employees Training and Development.
This model continues to find broad application, for instance, in the development of
national training standards and, indeed, in many IT-based Training and Development
applications that are designed base on the four steps (Stewart, 1999). The information
of Training and Development is reflected in the strategic importance of training and
development in an organization.
18
Figure 2-2 System model of training and development
Source: Adapted from Kavanagh et al. (2012)
The stages system model of training and development include the following
Identifying Training and Development Needs
The training needs analysis is the key activity of the model and essentially
serves to identify any variations, the Training and Development gap, between existing
KSA and organization requirements in the present and in the future. Training needs
may arise at three distinct levels (Boydell & British Association for Commercial and
Industrial Education, 1983):
1. At an organization level (current and future employee Training and
Development requirements that an organization has to fulfill in order to attain its
strategic long-term objectives)
2. At a job level (relevant KSA that are part of specific jobs)
3. At a personal level (the competences required)
Developing training and development initiative
The second phase of the system model is concerned with the development
of Training and Development initiatives that should be followed with three levels
of needs in first phase. Organizations have a variety of Training and Development
methods to handle. The organizations have to choose the ones most appropriate for
their needs.
Identify training and
development needs
Design training and
development solutions
Implement training and
development solutions
Evaluate training and
development effectiveness
19
Implementing training and development
The third stage of the cycle focuses on the implementation of training.
This phase is related with above stages, the design of training determines its
implementation. The implementation plan should outline the resources required,
how the training should be carried out, who should facilitate the training and the
period within which the training should occur.
Evaluating training and development
The final phase is part of the Training and Development cycle and must
be considered together and aligned with the above three phases to provide a holistic
picture of the Training and Development process. The importance of evaluation is it
provides the data that can be used to make decisions about future training initiatives.
An HRDIS is capable of supporting this process by providing the variance data of
training and performance that can be utilized as the basis of Training and
Development decisions.
People often confuse the process of monitoring, validation and evaluation.
The purpose of monitoring is to take the temperature of a learning event from time
to time, picking up any problems or emerging needs. Validation measures
the achievement of learning objective set for a learning initiative or process.
Evaluation looks at the total value of the event or process, thereby placing it into
its organizational context and aiding future planning. Faced with an evaluation task,
there are four crucial questions to answer: why, who, when, and how? (Harrison,
2005, p. 143)
Based on the above information, it is assumed that HRDIS software appears
to be an enormously important tool in proceeding a systematic approach to Training
and Development, which requires identifying training needs, designing training and
developing solutions, implementing these solution, and evaluating the effectiveness
of training. Researchers have adopted the concept of a system model of training and
development as a guideline for research design.
20
The importance of introducing and possessing a human resource
development information system in a university
Since personnel information is an essential and important piece of data for
HRD operations in universities, updated data and HRDIS administration for personnel
development should be well managed to gain a number of benefits.
Beckers and Bsat (2002) pointed out some advantages of a well-designed
HRDIS as follows:
1. Providing a comprehensive information picture as a single, integrated
database; this enables organizations to provide structural connectivity across units and
activities and to increase the speed of information transactions (Lengnick-Hall &
Lengnick-Hall, 2006)
2. Increasing competitiveness by improving HR operations and management
processes
3. Collecting appropriate data and converting them to information and
knowledge for improved timeliness and quality of decision making
4. Producing a greater number and variety of accurate and real-time HR-
related reports
5. Streamlining and enhancing the efficiency and effectiveness of HR
administrative functions
6. Shifting the focus of HR from the processing of transactions to strategic
HRD
7. Reengineering HRD processes and functions
8. Improving employee satisfaction by delivering HR services more quickly
and accurately
Each university has tried to build their HRIS system, depending on outsourced
or in-house development with the aim to support the mission of the university. In-house
development has a lack of standards in the development process Capability Maturity
Model Integration (CMMI) (CMMI Product Team (2006)), which will cause problems
in the long run. Especially when the person or team who developed the system
resigned from the staff of the university, which sometimes needs to leave a legacy
system to the new development. The alternative for a university is to find a software
21
package from a company. However, when considering the application compared to
the concept HRIS system it found that the majority of the system is not yet complete,
with just some applications that are complete, which is expensive. Organizations also
need to be updated to match the working style in university. The implementation of
HRIS also causes some problems such as lack of expertise, technical problems, lack
of funds, time consumption by untrained staff. In spite of barriers in implementation,
HRIS has more positive effect on the organization performance (Batool, Sajid, &
Raza, 2012). Mostly local HR applications tend to be focused on the personnel
records of the overall monitoring system at work and only calculating the salary.
This is what a typical organization requires in terms of human resource development.
There are not many details available, especially on the cheap. Executive point out
an apparent lack of sufficient information on which to conclude further analysis to be
used as a basis for planning, management and development of human resources in
the organization (Batool et al., 2012).
When an HRDIS is developed, several benefits are obtained. For example, it
increases competitiveness, it helps collect useful required data, it allows management
teams to develop effective strategic HRD, reengineers the HRD processes, functions
and increases employee job satisfaction. This research aims to determine the needs
of a Human Resource Development Information System for a medium-sized private
university in Pathumthani.
Steps in conducting system analysis and design
The systems development life cycle (SDLC), is referred to as the application
development life-cycle.
It is the term used in systems engineering, information systems and software
engineering to describe a process for planning, creating, testing, and deploying an
information system (Center for Medication and Medicad Services, 2005, p. 1).
Pendharkara, Rodger, and Subramanian (2008) explained this in more
details stating that “The systems development life-cycle concept applies to a range
of hardware and software configurations, which as a system can be composed of
hardware only, software only, or a combination of both.” In addition, the comparison
22
of System Development Life Cycle proposed by Marakas (2001), Whitten et al.
(2001), Valacich, George, and Hoffer (2001), can be seen in the table below.
Table 2-1 The proposed detailed system development life cycle steps
Marakas
(2001, pp. 55-56)
Whitten et al.
(2001, p. 81)
Valacich et al.
(2001, p. 24)
1. Preliminary
investigation
1. Preliminary
investigation
1. Planning and selection
2. Problem analysis
2. Analysis 3. Requirements analysis
3. Logical design 4. Decision analysis 2. Analysis
4. Physical design 5. Design 3. Design
5. Implementation 6. Construction 4. Implementation and
operation
6. Maintenance 7. Implementation
While there are at least three System Development Life Cycle (SDLC)
models and steps which have been famous in the field of System analysis,
the researcher considers that the steps and model which was proposed by Whitten
et al. (2001) is the clearest and this model as having more important issues than other
models. The detailed description of each step is explained below.
According to Whitten et al. (2001), there are seven stages of SDLC which
are displayed as the following:
1. Preliminary investigation to understand problem of existing system and
propose alternative solutions to eliminate problems with new system
2. Feasibility study studying the possibility of a new system in terms of
technical or economic value of the investment, timing and strategy as well as personnel
related to decide whether to change or not.
3. Requirements analysis to determining user requirement or expectations
for a new or modified system and also removes any inconsistencies and incompleteness
in these requirements.
23
4. Decision analysis in implementing the requirements of the system allows
a diagram to explain. The tool helps to analyse and design systems that show
the process model, data model or object-oriented model this state can be called logical
design
5. Design is the design details or physical design it consists of output
design, input design, user interface design, database design, hardware, software and
communications equipment required for the system.
6. Construction to transform approved architecture and design into
a working system.
The system was designed to review the schedule for preparation of design
software, programming software and application testing.
Implementation includes the process of transition, preparation of
documentation, user training as well as system maintenance.
Again the first seven step model proposed by Whitten et al. (2001) including
steps one to four were guidelines to investigate features and modules of the study
exploring the features and modules of HRDIS in a medium-sized private university in
Pathumthani, there is the need to undergo and follow only from steps one to four:
Preliminary investigation, Feasibility study, Requirements analysis, Decision analysis.
In summary, System Development Life Cycle: SDLC refers to the process or
process of developing a system that has a starting point in its operation and the end
of its operation. Software development typically consists of three main activities:
analysis, design and implementation. Implementation of these three activities works
well with small software projects. While larger software projects often require
software development plans in accordance with the SDLC guidelines.
Research related to the study
Researcher reviewed related theories, basic concepts as well as studies
involving Human Resource Information Systems. These were
Rawat (2008, p. 103) conducted a qualitative study entitled Application of
Human Resource Information System (HRIS) in higher education – holistic approach”
He had in-depth interviews with participants about their work involved with the use of
HRIS. His returned feedback of using this system mentioned mostly benefits of
24
introducing the system in place. These are receiving accurate, timely, confident and
summarized HR report in a limited period of time. Also the HRIS helps identify the
overall quality of staff working in the institute as well as pinpointed strengths and
weaknesses of all staff by the efficiency and effectiveness. The final format and
sophistication ofthe scheme, the bottom line is that personnel functions should be able
to account for themselves in cost benefit terms. This is the most important standard
for an HRIS
He suggested, the key to success to develop the HRIS should have
1. integrate with most human resource development function
2. be evaluated for ease of use
3. be affordable (this is relative)
4. be compatible with present software and hardware, including payroll
system and word processor packages, include all defined data items, have a growth
path for software and hardware
5. be accurate and provide means of ensuring data integrity;
6. be timely in execution (including implementation) have vendor support
(including maintenance and training)
7. be capable of being tailored: deal with soft data (people and culture) and
8. be secure and maintain confidentiality: link to strategic objectives of
organizations and satisfy bottom-link personnel functions.
Kabir, Bhuiyan, and Abdul Kader (2013) conducted a quantitative study to
explore the role of Human Resources Information System (HRIS) in private universities
in Bangladesh. They revealed that HRIS plays an important role in recruitment and
selection, training and development as well as payroll administration in private
universities. The study also reported that there is a gap between the expected and
actual application of HRIS. The main reasons of this were lacking of infrastructural
development, high cost and insufficient training. Hence, it can be said that
the eradication of the hindrances in terms of infrastructure, cost and training would
enable the private universities to recruit and select the right people, provide
appropriate training to them and to ensure better education through providing them
with desired reward for performances.
25
Nagendra and Deshpande (2014) collected questionnaires from 50 senior
and junior HR executives/managers in three organizations in Pune. It was found that
the greatest uses of HRIS were its contribution to the efficiency and effectiveness of
HR planning through HRIS skills‟ inventory, HRIS training needs analysis, HRIS
succession planning and HRIS labour demand and supply analysis. Results showed
that identification of unfilled job positions accurately is the most frequently accepted
HRIS feature. Organizations can record good HR planning efficiency and
effectiveness if HRIS aligns with information system strategy and HR strategy.
Organizations need to integrate HRIS functions with other business functions.
The study revealed that HRIS needs to offer more intelligent capabilities to increase
the effectiveness of HR planning. They at the end suggested that the role of HRM has
changed altogether from a traditional (popularly called personnel management) to
a strategic one. Most medium and large scale organizations spend large amounts of
money and reserves on HR software, but unfortunately many of them utilize it only
for HR administrative purposes rather than for effective and efficient human resource
planning.
Kananu (2014) conducted a mixed method study, incorporating a
self-administered questionnaire and face to face interviews from two universities.
A population of 88 participants from Departments of Human Resource, ICT and
Finance. She found that mostly HRIS was used for administrative purposes like
payroll and record management and sometimes used strategically to directly improve
their competitiveness. She suggests that HR managers should be leadership
challengers to support HRIS implementation in their organizations. One of her
recommendations was that top managers and other line managers should perceive
the importance of HRIS implementation. She revealed various benefits of having
HRIS in place and found that people found the system helpful when they needed to
access staff information; it improved data management, and improved the data input
process. In conclusion HRIS will lead Universities to efficiently and effectively run
Human Resource Management with many more benefits.
Chowdhury et al. (2013) found that HRIS is being used in Banks in three
different areas as of a) Recruitment and selection b) Training and Development
c) Payroll. Their survey reveals that HRIS has a very important role to play in saving
26
costs and time in areas such as Recruitment and selection, training and development,
payroll processing etc. It can be concluded that the banks which will install HRIS will
be able to reduce cost and time in HRM processes by a considerable amount.
The main the barriers against the application of HRIS are ability of HRIS to check
about Nepotism, threats of unemployment and privacy problems.
Batool et al. (2012) stated that the roles of HRIS are increasing and
becoming strategic. Availability of timely information and improvement in the services
played an important role. The implementation of HRIS reduces the workforce and
saves time. It enables the organization to improve their data and enhances their
competitiveness. On the other hand the implementation of HRIS also causes some
problems such as lack of expertise, technical problems, lack of funds, and time
consumption by untrained staff. In spite of barriers in implementation, HRIS has
a more positive effect on the organization‟s performance. Actually this is a newly
implemented system and employees and organizations are trying to understand and
streamline the system. HRIS made it possible for the organization to have employee
development. It is easy for organizations to both get the information from line
departments and from the communities in a timely fashion. The most influential
barrier is the lack of funds.
Ferdous, Chowdhury, and Bhuiyan (2015) investigated barriers to
the Implementation of Human Resource Information Systems in an Organization.
They stated that the most significant barriers and challenges to bring effective HRIS
into an organization were: top management‟s reluctance, privacy issues for employees,
organizational internal resistance to implement HRIS, and the conversion cost from
traditional approach to HRIS. They suggested how to reduce the barriers to HRIS
implementation were ensuring top management awareness, incorporating
technological knowledge to HR people, protecting the privacy issues of employees,
ensuring people have an IT specialist knowledge, overcoming resistance from
employees, ensuring suitable infrastructural development, and ensuring security from
external threats. The strength of this study is this study investigated the matter both
in the service sector and manufacturing sector. However, it would have been better
if the researcher had compared how different or similar barriers existed between each
business.
27
Ankrah and Sokro (2012) studied how the use of Human Resource
Information Systems (HRIS) contributes to the effectiveness of strategic human
resources management. The participants in this study were 34 respondents from
insurance companies in Ghana: SSNIT, ELAC, Vanguard, and Donewell. It has been
found that HRIS adoption and use have a strong and positive effect on Cost and Time
Savings and Decision Making Contribution. Essentially, organizations that divert
concerted efforts towards HRIS adoption and use have a high likelihood of cutting
down costs and saving time, and also ensure better contributions to strategic decision
making. Further findings suggested that insurance organizations map out a strategic
plan before implementation gets underway. Financial and resource appraisal in
relation to the ability to start and sustain HRIS use were critical. HRIS enabled HR
professionals and supervisors to manage complex information entities and to plan HR
efficiently also, organizations that intended using HRIS should thoroughly educate its
employees- not only HR staff- so that internal awareness can facilitate the acceptance
of the system.
Khera and Gulati (2012) found that HRIS helped the IT organizations in
planning their human resources. It could store voluminous data about the employees,
identify the occupied and unoccupied positions but also whether persons were in
the right position, improved HR decisions and enhanced supervision and control of
manpower, reducing various costs such as labor costs, recruitment costs etc. HR
managers utilize HRIS in strategic activities including training and development
management, succession planning, applicant tracking in recruitment and selection and
manpower planning, personnel information and identification (attendance tracking,
etc), salary planning, absenteeism analysis, turnover analysis and work scheduling.
Bamel, Bamel, Sahay, and Thite (2014) studied “Usage, benefits and
barriers of Human Resource Information Systems in universities” they collected
questionnaires from 90 faculty members of seven state universities in India.
They revealed that HRIS is mostly used for administrative purposes and not used for
strategic requirements. HRIS is not used for the training and development function.
Results also revealed that the barriers to adoption of HRIS included: support from top
management, lack of knowledge and expertise on how to use/ adopt it and user‟s
perception that use of HRIS doesn‟t make any difference.
28
According to the benefits of HRIS presented in this study, one can learn that
HRDIS could bring about a number of benefits to organizations which introduce
the system in place. These include the validity of data, timeliness, confidentiality and
issuing correct HRD reports as well as assisting decision making for administrators.
When an organization implements the HRIS, issues such as support from top
management, technical problems, lack of funds, and time consumption by untrained
staff should be carefully addressed.
Summary of chapter 2
In this study the concepts of HRD, HRD process, HRDIS and System
Development Life Cycle (SDLC) from the review of literature had become guidelines
for the design of the study to gather requirements and work out the plan of new
HRDIS features and modules. The new HRDIS would be analytically developed
not only based on the four stages of the HRD process but also from the suggested data
shared by stakeholders concerning the current HRD system and the opinions about
the needs of new HRDIS modules and features. The SDLC reviewed in this study
serves as a guideline for system design of HRDIS regarding the features and modules
that can be derived from requirements elucidated by stakeholders.
29
CHAPTER 3
RESEARCH METHODOLOY
The research design of study
This chapter provides the description of how the study was conducted.
It highlighted research design, research strategy, research methodology, selection of
informants, techniques of selecting informants, data collection method, data analysis,
data management and ethical approval of the study.
Creswell (2007), suggested that before proposing a study, the framework for
the study should be pinpointed. This can be done by considering philosophy, strategies,
and methods Additionally, Bogdan and Taylor (1975) refer to the word “methodology”
in a broad sense which included research process, concept and steps in which we
address the problems and report solutions and findings. In social sciences, he viewed
that it related to how a person conducted a research study. To identify the research
framework employed in this study, the researcher follows the diagram below which
was suggested by Creswell (2003, p. 5)
Figure 3-1 Knowledge claims, strategies of inquiry, and methods leading to
approaches and the design process of a research study.
Source: Adapted form Creswell (2003, p. 5)
Element of Inquiry
Design Process of Research
Alternative Knowledge Claims Approaches to Research Questions
Qualitative Theoretical lens
Strategies of Inquiry Quantitative Data collection
Mixed Method Translated Data analysis
Method Conceptualized into practice Write-up
by the researcher Validation
30
Joungtrakul (2007) added that research paradigm and philosophy could help
a researcher to identify a proper research strategy while the designed methodology
suggested specific research methods. To direct the framework of research design,
it is necessary to combine the above three elements of inquiry. To investigate suitable
research paradigm and framework, Maykut and Morehouse (1994, p. 4) meaningfully
introduced some questions a researcher needs to answer, certain questions concerning
areas of Philosophy and research as follows:
Table 3-1 Areas of philosophy and research and their questions
Areas of Philosophy and Research Question
Philosophy Is life a potentiality or an actuality?
Ontology raises question about the nature
of reality
What is the nature of the world? What is
real? What counts as evidence?
Epistemology is interested in the origins
and nature of knowing and the
construction of knowledge
What is the relationship between
the knower and the known? What role do
values play in understanding knowledge?
Methodology governs the process and
techniques that are legitimate to use.
Are causal links between bits of
information possible?
Teleology is generally concerned with
question of purpose.
Is the purpose to understand or test?
Source: Maykut and Morehouse (1994, p. 4)
Guba (1990, pp. 18-19) was in a broad agreement with the suggested
questions supporting that “The answers that are given to these questions may be
termed as sets, the basic belief systems or paradigms that might be adopted. They are
the starting point or givens that determine what inquiry is and how it is to be
practiced.”
After considering the above guideline questions suggested by Maykut and
Morehouse, the researcher viewed that the “Constructivist paradigm” was the most
suitable research paradigm which permitted the researcher to find out the answers to
31
all his research questions. This is in line with what Guba (1990) explained about
the concept of Realities. According to Guba (1990, p. 26), “Reality are multiple, and
they exist in people‟s mind. Relativism is the key to openness and the continuing
search for ever more informed and sophisticated constructions. If realities exist only
in participants‟ minds, subjective interaction seems to be the only way to access them.
In this study, the researcher viewed that to explore the features and modules of
Human Resource Development Information System in a selected medium size private
university in Pathumthani which requires the subjective knowledge based on
experiences and the needs of stakeholders, it is a must for a researcher to go to discuss
this with all stakeholders. The relationship between the researcher and his informants
should, therefore, be in a close distance which emphasises the main characteristic
of the constructivist research paradigm in the quantitative approach. Moreover,
the researcher had a very clear understanding at the beginning that the purpose of
conducting this study is to understand the needs of HRDIS user‟s requirements.
Without any doubt, in terms of the teleology standpoint, the attempt to understand
the phenomenon not being tested falls under the umbrella of Qualitative research.
When considering the most suitable strategy this study should implement,
the Grounded-theory seems to be the fittest strategy among all the five types which
were proposed by Creswell (1998). This is because there are some research processes
in the grounded theory strategy which could assist the researcher in gathering
information to explore the features and modules of Human Resource Development
Information Systems.
The support for this idea could be seen when Creswell (1998, p. 65)
compared the five strategies of research inquiry in the table below:
32
Table 3-2 Five strategies of research inquiry
Dimension Biography Phenomenology Grounded
Theory
Ethnography Case Study
Focus -Exploring
the life and
individual
-Understanding the
essence of
experience about a
phenomenon
-Developing
theory
grounded in
data from
the field
-Describing and
interpreting a
cultural and
social group
-Developing
an in-depth
analysis of a
single case or
multiple
cases
Discipline
origin
-
Anthropology
-Literature
-Philosophy,
Sociology,
Psychology
-Sociology -Cultural
anthropology,
Sociology
-Political
science,
sociology,
-History
-Psychology
-Sociology
evaluation,
urban
studies, other
social
science
Data
collection
-Primarily
interviews
and document
-Long interviews
with 10 people
-Interview
with 20-30
individuals
to
“‟Saturate”
categories
and detail a
theory
-Primarily
observations
and interviews
with additional
artifacts during
extended time
in the field(e.g.
6 months to a
year)
-Multiple
sources
documents,
archival
records,
interviews
physical
artifacts
observations,
Data analysis -Stories
-Epiphanies
-Historical
content
-Statements
-Meaning
-Meaning themes
-General
description of the
experience
-Open
coding
-Axial
coding
-Selective
coding
-Conditional
matrix
-Description
-Analysis
-Interpretation
-Description
-Themes
-Assertions
33
Table 3-2 (Continued)
Dimension Biography Phenomenology Grounded
Theory
Ethnography Case Study
Narrative
Form
-Detailed
picture of an
individual‟s
life
-Description of the
“essence” of the
experience
-Theory or
theoretical
model
-Description of
the cultural
behaviour of
a group or an
individual
-in-depth
study of a
“case” or
“cases”
Source: Adapted from Creswell (1998, p. 65)
As outlined in Table 3-2, the grounded-theory strategy seemed the most
appropriate scheme to answer the research question of this study, as the researcher
attempts to create the model by examining the needs or requirements of workable
HRDIS based on data collected from involved users. In other words, the researcher
realized that the primary outcome of this study is a theoretical model. This study,
therefore, investigated how stakeholders could provide the researcher with
information for exploring the features and modules of HRDIS in a Medium-sized
private University in Pathumthani.
According to Creswell (2007) there are two popular approaches to
implementing grounded theory, the systematic procedure of Strauss and Corbin (1990;
1998) and the constructivist approach of Charmaz (2001; 2006). For this approach
study is Charmaz, she advocates for a social constructivist perspective that includes
emphasizing a diverse local world, multiple realities, and the complexities of
a particular world, views and actions (Creswell, 2007)
Selection of informants
To ensure the trustworthiness of exploring the features and modules of
HRDIS in a Medium-sized private University in Pathumthani, the researcher sees
the importance of identification of helpful informants in this study.
According to Flick (2007, p. 30), “in qualitative research, in most cases,
you would be interested in finding the most knowledgeable people for giving you
34
information about your topic and you would be looking for different points of view”
This implies that the researcher has to make sure that his selected informants are
a group of stakeholders who can provide as much meaningful information as possible.
This is to allow the researcher to work on exploring the features and modules of
HRDIS in a Medium-sized private University in Pathumthani.
There are five groups of stakeholders whom the researcher plans to collect
the data from. These are:
Table 3-3 The group of informants
Group Detials
Group one Top management team, counsellors, Deans of
Faculties and Directors of internal institutes.
Group two Team of middle managers
Group three The team of computer experts
Group four Team of HR staff
Group five Faculty members
Group one is the group of the university top management team including
vice presidents, university counsellors, Deans of Faculties and Directors of internal
institutes.
Group two is the team of middle managers who are vice deans and
department heads.
Group three is the team of computer experts working for the university as
university program/ system developers
Group four is the team of HR staff
Group five is faculty members
To make sure that data is collected from experienced informants who can
provide rich information, the researcher sets up the following certain criteria:
35
Table 3-4 Criteria and number of informants
Group of informants Details Precent No.
Group one and two the management position 40% 8
Group three system development 10% 2
Group four HR operators 10% 2
Group five faculty member 40% 8
1. 40 percent of the informants must be in a management position whose
work involves decision making based on the data retrieved from HRDIS.
2. 10 percent must be informants who understand the requirements of
system development.
3. 10 percent must be HR operators working in the selected university.
4. 40 percent must be Faculty members who need to access the system for
their individual and career development.
Total number of informants is twenty. By setting up the criteria to ensure
meaningful data collection, theoretic sampling is applied as the main sampling
technique used in this study. While a proportion of each group of informants is
roughly classified, it is also important for the researcher to carefully select the actual
informants. This can be done by adopting the informants identification technique
called „snowball effect.‟ its steps are explained later on in the data collection section.
Research design steps
This study was divided into two phases which had separate data collection
instruments and data analysis.
First phase, the researcher applied the grounded theory strategy to data
collection and data analysis with research questions one and two The Researcher
used in-depth interview to collect the data and grounded theory coding for data
analysis. This provided the information collected from informants and obtained
answers to the following questions:
1. How has the HRD system been operated in the selected university?
2. How do the stakeholders find this current HRD system?
36
3. What are possible modules and features the university should have to
ensure a more effective human resource development function?
In phase two, the researcher used the combination of in-depth interviews
(semi-structured approach), observation, and reviewed relevant forms and documents
as data collection methods. The researcher selected SDLC as a guideline for data
analysis as it would be the clearest development approach for developers to develop
HRDIS software. This is because the results from phase one are suitable for users
using the application. The researcher also analyzed data which was obtained from
the analysis conducted in the first step. This was to explore the features and the
modules to find out possible modules and features which the university should have to
ensure a more effective human resource development function.
Data collection methods and process in this study
Creswell (1998, p. 10) found seven steps of the data collecting process
which the researcher of this study followed to describe each step in this research
design. He referred to the process as “a series of interrelated activities, aimed at
gathering good information to answer emerging research questions”.
Figure 3-2 The data collecting process
Source: Adapted from Creswell (1998, p. 110)
Locating
Site/ Individual
Storing Data Gaining Access and
Developing Rapport
Purposefully
Sampling Resolving Field
Issues
Collecting Data Recording
Information
37
Based on the above data collecting process, the description below presents
what the researcher has designed as his data collecting process:
1. At least twenty informants who are stakeholders in the work of HRDIS
including the Vice President for Administrative Affairs, eight informants are in
the top management team, which consisted of a team of middle managers, two
computer experts working for the university, two HR operators, and eight faculty
members-lecturers and academic staff.
2. The researcher began his process of data collection by contacting
involved gatekeepers. He delivered a formal letter explaining the research objectives,
data collection techniques employed in this study and a consent letter requesting
permission from the gatekeeper to visit and collect the data. This is in line with
the idea guided by Flick (2007, p. 34). He commented that “it is often necessary and
time-consuming to find out who has to agree to your study and decide about letting
you in for doing your empirical work. It should also be clarified which formal
approval of you research has to be obtained and by whom”.
3. The researcher identifies his informants by considering who is a key
informant providing the researcher with rich information answering questions
regarding system analysis of HRD. These groups of informants are classified and
displayed on Table 3-4.
In pointing out the suitable informants, the researcher is going to take part in
the faculty members‟ monthly meeting and asks permission for 10 minutes to introduce
his research project to all faculty members before asking the staff who may buy in and
are willing to provide some of the data needed. After collecting a few volunteer
informants, the researcher can then apply the snowball effect data collection technique
to ask his interviewee for their kind suggestions to recommend the researcher meets
the next informants. The rationale and interview question development technique used
in this study appeared in the section of this Chapter, entitled “Instrument”.
4. Collected data by developing good rapport with the selected informants
and conducting interviews with them at their workplace. Fraenkel and Wallen (2003),
talked about collecting qualitative data in natural settings saying that
The natural setting is the direct source of data and the researcher is the key
instrument in qualitative research. Qualitative researchers go directly to the particular
38
setting in which they are interested to observe and collect their data. Qualitative
researcher tend to play is as it goes. They spend a considerable amount of time
collecting their data primarily through observing and interviewing. (Fraenkel & Wallen,
2003, pp. 431-432)
Theoretical Sampling is “the process of data collection for generating theory
whereby the analysis jointly collects, codes, and analyses his data and decides what
data to collect next and where to find them, in order to develop his theory as it
emerges” (Glaser & Strauss 1967, p. 45). According to Creswell (2007, p. 128),
“the researcher chooses participants who can contribute to the development of
the theory”. The advantage of theoretical sampling is the cases can be changed during
the time research is conducted (Silverman, 2000). The researcher collected data until
reaching theoretical saturation. Glaser (1992, p. 102) concluded that:
“The general procedure of theoretical sampling is to elicit codes from the
raw data from the start of data collection through constant comparative analysis as the
data pours in. Then one uses the codes to direct further data collection, from which
the codes are further developed theoretical, with properties and theoretically codes
connection with other categories until each category is saturated. Theoretical
sampling on any category ceases when it is saturated, elaborated and integrated into
the emerging theory”
5. Recording all information: before interviewing each informant,
the researcher would ask permission to record his conversation for his final data
analysis. The interview conversation would not only be recorded on the researcher‟s
electronic sound recording device but also on his mobile phone. This is to help the
researcher make sure that he could maintain eye contact, observe informants‟ body
language, read their feelings and shows researcher‟ himself non-verbal language
which helps him to encourage his informant in sharing his or her data continuously.
Without being worried too much about keep taking notes, the conversation can go
smoothly. In addition, the researcher can be free from worrying about missing out
data which he could not take note of in time during the quick flow of data. To secure
the received data, the researcher would transcribe the conversation from his voice
recorder on the night of his interview, so that his memory would remain fresh and
39
easily to restore. The transcribed data can be readily stored in the format which
the researcher can promptly use.
6. Resolving field issues: after experiencing collecting data from the first
few informants, the researcher would draw a table making a list of problems and
possible solutions to address them so that the rest of the interviews could be
conducted smoothly and previous problems can be minimized.
7. Storing data: The researcher secured his data by storing them in many
password protected electronic locations. The data including audio recorded files,
text transcriptions of the audio recording files, notes taken during the interview,
his research diary (his reflective notes) would be kept and backed up in two external
hard drives, one USB flash memory, his email inbox and personal data cloud.
Securing data in the electronic locations is also supported when Creswell (1998,
pp. 155-156) proposed the benefits of organizing research data using possible
advanced technology:
It provides an organized storage “file” system so that the researcher can
quickly and easily locate material and store in one place. It helps researchers to locate
material easily, whether his material is an idea, a statement, a phrase, or a word.
A computer program forces the researcher to look at the database line for line and
think about the meaning of each sentence and idea. Without a program, the researcher
is likely to casually read through the text files or transcripts and not analyse each idea
carefully.
In addition, certain application software was considered when conducting
this research including:
1. Microsoft Word which is the well-known text processing software was
used during the time the researcher transcribed his data from his voice recorder.
2. Atlas.ti which is the software for text analysis was used to code,
categorize and generate a family tree so that relationships and needs of the users can
be clearly painted to the researcher.
3. Private storage cloud applications and mail servers would be used for
storing, backing up, encoding all stored data to meet the high security standard.
4. Microsoft Visio which is the software for drawing Data Flow Diagrams
and Entity Relationships diagram.
40
Instrument
In order to collect the data, data collection methods were a combination of
in-depth interviews (semi-structured approach), observation, and reviewing relevant
forms and documents.
The instrument used in the in-depth interviews was an interview guide.
Each informant from all the five groups was asked to sit for the 45-to-90
minute in-depth interview. They would all be asked to share both positive and
negative experiences they have had with the previous HRD system, answer certain
system requirement questions, and expectations or the needs of the new system.
In this study, a semi-structured interview technique and the use of researcher‟s
interview guide are designed. The interview schedule developed to track the answers
from the mentioned areas would be systematically developed in a sophisticated format
according to the guideline suggested by Joungtrakul (2007) and Patton (1990,
pp. 290-291). He emphasizes that if it is possible, there were around six types of
interview questions which could benefit and ensure the coverage of data collection
during the interview. Moreover, Maykut and Morehouse (1994), recommend that
sometimes the researcher should also investigate the matters in different time periods-
past, present and future.
Table 3-5 Types of questions and possible time periods
Types Past Present Future
Behaviour/ Experience questions
Opinion/ Value questions
Feeling questions
Knowledge questions
Sensational questions
Demographic/ Background
questions
41
All drafted questions were later on checked on their rigor by five experts in
the field of HRD and Systems Development. The recommended suggestions made by
the experts would then be edited and developed to be ready for the first try in the pilot
study with three people who are not the real informants but share the same
characteristics and are potential users of this new HRDIS. After trying out,
the researcher may improve them or change them to gain a better understanding.
In this study, examples of question which are designed based on Maykut and
Morehouse (1994), and Patton (1990, pp. 290-291) are displayed below:
An example of a behaviour/ experience question is “Could you please tell
me about your experience of the training process in this university?”
An example of opinion/value is “What modules should be included in
the new HRDIS?”
An example of a feeling question is “What might be the benefits of
introducing an effective HRDIS to the university?”
An example of knowledge questions is “What do you know about HRDIS?”
An example of demographic/background questions is “Could you please
introduce yourself and your responsibilities with relation to the HR department?”
Furthermore, while the researcher is drawing up enough questions to dig out
the answers from his informants to his research questions, the number of questions
might be flexible according to the areas each informant might already be involved
with the new HRDIS. According to Bogdan and Taylor (1975, p. 109),
Your interviews should be long enough to adequately cover the topics that
are raised but not so long that either you or the subject is fatigued… Anything less
than one hour is too short. You need at least two hours or more… if the interview is
not particularly productive, you can always end early.
In this study the research data collection method were in-depth interview,
observation and review of relevant forms and documents. The instrument used in
the in-depth interviews is an interview guide which was prepared by using a semi-
structured approach. The questions are designed based on Maykut and Morehouse
(1994), and Patton (1990, pp. 290-291)
42
Data analysis
Lincoln and Guba (1985) added that the next step after finishing collecting
data is “data analysis.” Basically; the data analysis work of a qualitative researcher is
coding and categorizing collected data. Miles and Huberman (1994) explained that in
analysing the raw data, the researcher would group the data they have in their hands
into possible meaningful categories. In other words, the data is classified and put
together into groups to create the meanings and present the matters.
The researcher used grounded theory coding for data analysis in phase one
to explore features and modules for a general user that can undoubtedly be understood.
1. Grounded theory coding
“Grounded theory coding generates the bones of your analysis. Theoretical
integration would assemble these bones into working skeletons. Thus, coding is more
than a beginning; it shapes an analytic frame from which you build the analysis”
(Charmaz, 2006, p. 45). In the coding process of grounded theory methods, Charmaz
(2001, p. 46) stated that “essentially these methods consist of flexible strategies for
focusing and expediting qualitative data collection and analysis.” She explained that
a set of inductive steps assists the researcher in analysing data from considering
the data at the primary stage. It helps the researcher to understand concrete collected
data. In Grounded theory, the researcher would be the one who takes control over
their analytic data.
The steps of data analysis in this study are presented according to
suggestions made by (Charmaz, 2006, p. 46). She advised that
Grounded theory coding consists of at least two main phases: 1) an initial
phase involving naming each word, line, or segment of data followed by 2) a focused,
selective phase that uses the most significant or frequent initial codes to sort, synthesize,
integrate, and organize large amounts of data. While engaged in initial coding,
you mine early data for analytic ideas to pursue in further data collection and analysis.
Initial coding entails a close reading of the data as indicated by my codes of Bonnie
Presley‟s story. During initial coding, the goal is to remain open to all possible
theoretical directions indicated by your reading of the data. Later, you use focused
coding to pinpoint and develop the most salient categories in large batches of data.
Theoretical integration begins with focused coding and proceeds through all your
subsequent analytic steps (Charmaz, 2006).
43
2. Grounded theory coding steps
This section presents steps that the researcher employs to analyse the data
that is gathered from all participants. The researcher proposes the coding step for data
analysis as follows:
Figure 3-3 Grounded theory coding steps proposed by the Researcher
Source: Adapted from Charmaz (2006)
Step one: Initial code: Glaser (1978) recommended the Line-by-Line
technique claiming that “For many grounded theorist, line-by-line coding is the first
step in coding. Line-by-line coding means naming each line of your written data”
The researcher conducts initial coding for this step where the researcher still
leaves the door open for further exploration. This assists the researcher in
understanding participants‟ viewpoints. (Charmaz, 2006).
Step two: Focused coding: Once the initial codes are assigned, focused
coding which is more directed, selective and conceptual than the Line-by-Line text
analysis needs to be done. (Glaser, 1978). Focused coding would permit the
researcher to identify the most significant areas from the early initial coding. This is
to distinguish the data from less important matters. (Charmaz, 2006).
Code
(Initial Coding)
Sub-Category
(Focus Coding)
Category
(Axial Coding)
Theme
(Theoretical)
Coding)
Step one:
Step two:
Step three:
Step four:
44
Step three: Axial code: according to Strauss and Corbin (1990, 1998) and
Strauss (1978), Axial coding narrows down the properties and dimensions of each
category. In addition, it links and gives researcher the opportunity to make sense of
properties, dimensions and emerging analysis (Charmaz, 2006).
Step four: Theoretical coding is the last level of grouping data. Glaser (1978,
p. 72) This type of coding is viewed as conceptualizing or how all codes are
connected to each other and how may relationships generate a new theory or model
emerging from focused coding. (Charmaz, 2006).
In phase 2, SDLC is the main data analysis in which the researcher follows
Whitten et al. (2001) step one to four
1. Preliminary investigation to understand the problems of the existing
system and propose alternative solutions to eliminate the problem by introducing
a new system. Researchers bring the findings from researcher question one to
understand the existing system in the university.
2. Feasibility study to study the possibility of the new system in terms
of technical or economic values of the investment, timing and strategy as well as
personnel related to the decision of whether to change or not. Researcher used
the results from research question two concerning possibilities for introducing
the new HRDIS.
3. Requirements analysis to determine users‟ requirements or expectations
for the new or modified system and also removes any inconsistencies and
incompleteness in these requirements. The Researcher combined results from research
question one, two and three to find user requirements and expectations of features and
modules
4. Decision analysis is implementing the requirements of the system
allowing the researcher to draw a diagram to explain. The tool helps to analyse and
design systems that show the process model, data model or object-oriented model this
state can be called logical design. After the researcher clearly understands what are
the user requirements for features and modules then the researcher designed data flow
diagram and entity-relationship diagram so the developer can get this to be a guideline
for developing HRDIS.
45
Rigor
According to Lincon and Guba (1985) the researcher maintained rigor or
trustworthiness that identified these terms: credibility, transferability, dependability,
and conformability. In this study the rigor was applied as follows:
Data triangulation
Triangulation of data sources was applied in this study. Information would
be collected from 5 groups of stakeholders. The researcher bore in mind that the data
coming from different groups of informants could help the researcher to make sense
of what the features and modules of HRDIS in a Medium-size private University in
Pathumthani, should be. Since it comes from all groups of stakeholders, it should be
able to tell the real needs. Moreover, the researcher hopes that there should be some
similar requirements claimed by informants who belong to different groups. If this is
the case, it would somehow help the researcher to confirm the correction of collected
data.
Pilot study
The researcher has conducted a pilot study to test the interview questions.
The pilot study was useful to check if there was a consistent understanding of the
research objective and how well the interview questions were working (Ritchie &
Lewis, 2003, p. 135).
Audit trail
The audit trails of this study are reflective notes and progress reports.
The researcher summarized the activities every week. Comments, recommendation
and suggestions from his adviser were made and revised in the report. It was
submitted to two experts in the field.
Apart from the trustworthiness techniques mentioned above, the rigor of
a qualitative study using suggestions by Johnson and Christensen (2004, p. 250)
were also considered, as follows:
46
Table 3-6 The trustworthiness of qualitative study
Strategy Description Strategies Applied
in This Study
Researcher-as-
detective
“A metaphor characterizing
the qualitative researcher as he or
she searches for evidence about
causes and effects. The researcher
develops an understanding of
the data through careful
consideration of potential causes
and effects… until the final case
is made beyond a reasonable
doubt.”
The researcher would listen to
problems and possible/
alternative solutions and
would ask a lot of questions to
collect users‟ requirements
until the researcher could
come up with ideas that could
help users to solve the
problems. To get as much
information as possible,
building a rapport with all
informants could comfort both
researcher and the informants.
Extended field
work
“To provide for both discovery
and validation, researcher should
collect data in the field over an
extended time period.”
The researcher planned to
collect his data between
November 2016 to April 2017,
However, the researcher is
aware that to extend the time
period might be possible if the
collected data in his hands is
far from theoretical saturation.
Low-inference
descriptors
The use of descriptions phrased
very close to the participants‟
accounts and researcher‟ field
notes. Verbatims (i.e., direct
quotations) are a commonly used
type of low-inference descriptors.
Some examples of verbatim
which come from informants‟
direct quotations would be
displayed in this study, so that
readers of this study can hear
some voices of the informants
47
Table 3-6 (Continued)
Strategy Description Strategies Applied
in This Study
and make their own judgement
of the trustworthiness of
the findings.
Data
triangulation
“The use of multiple data sources
to help understand a
phenomenon.”
Information would be
collected from five groups of
stakeholders. The researcher
bore in mind that the data
coming from different groups
of informants could help the
researcher to make sense of
what the features and modules
of HRDIS should be. Since it
comes from all groups of
stakeholder, it should be able
to tell real needs. Moreover,
the researcher hopes that there
should be some similar
requirements claimed by
informants who belong to
different groups. If this is the
case, it would somehow help
the researcher to confirm the
trustworthiness of collected
data.
Theory
triangulation
“The use of multiple theories and
perspective to help interpret and
explain data.”
The collected data would be
reviewed in the light of
existing knowledge and
48
Table 3-6 (Continued)
Strategy Description Strategies Applied
in This Study
involvement in the fields of
HRIS and HRDIS
Participant
Feedback
“The feedback and discussion of
the researcher‟s interpretations
and conclusions with the actual
participants and other members of
the participant community for
verification and insight.”
After interviewing each
informant, the researcher
would confirm the obtained
data with participants to
ensure its trustworthiness.
Reflexivity Involves self-awareness and
critical self-reflection by the
researcher on his or her potential
bias and pre-dispositions, as these
may affect the research process
and conclusions.
As the researcher has his
education and work
background in computer
science and is now studying in
the field of Human Resource
Development, the researcher is
fully aware of his own bias
and tries to make sure that the
data would not be interpreted
based on his personal
viewpoints, but it would be
reported from the voices and
perspectives of his informants.
Source: Adapted from Johnson and Christensen (2004, p. 250)
Ethical issues in data collection
This study strictly follows all ethical criteria and research ethics points
of concern set by Burapha University‟s research ethics committee. In addition,
the researcher is aware of the rights of his informants. Therefore parts of the data
49
management plan include asking for permission to collect data, giving informants
chances to say “no”. Flick (2007, p. 34) agreed with this reminding that
“It is important to set up a basis of informed consent-that everybody knows
they are part of an on-going research and has the right and chance to say no to any
form of personal participation-in the field and with your possible participants”.
Flick (2007, p. 69) added an explanation of each important ethical strategy
as follows:
Informed consent the researcher asks all the informants to read informed
consent letters and sign these to verify their understanding about ethical considerations
(Flick, 2007, p. 69)
The researcher tried to build rapport and establish a friendship with
the informants prior to the research because they may then trust the researcher and
don‟t have any concerns about risks.
Researchers respect for privacy and anonymity. Researchers need to look for
ways to “giveback” (or reciprocate) to informant in a study because the informants
have generously provided their time (Creswell, 2012).
Participants‟ privacy should be respected and confidentiality should be
guaranteed and maintained. Researchers used pseudonyms and need to be selective
when describing the defining characteristics of participants that could reveal their
identities (Polit, Beck, & Owen, 2006).
Accuracy of the data and their interpretation should be the leading principle,
which means that no omission or fraud with the collection or analysis of data should
occur in the research practice. After interviewing each informant, the researcher sends
data via email to the participant to ensure its accuracy.
Again, this is in line with Joungrakul (2007), who encouraged researchers to
ask their participants to sign a consent form. He further advised that a good consent
form should clarify six important conditions 1) right to withdraw at any time during
the research; 2) inform research objectives and data collection methods; 3) how
informants can rely on their rights being protected due to giving information;
4) potential risks that might happen to the informants from participating; 5) anticipated
benefits that the informant might expect; and 6) spaces where informants can sign and
date, should be included.
50
To conclude the above ethical principles, the researcher started collecting
data after consent forms from all informants were signed. The researcher makes sure
that all informants understand their right to discontinue and withdraw from this
research project at any time. The informants were protected from mental harm and
data would be kept confidential and would not be released in any way that could
identify the person who provides it.
Summary of chapter 3
This chapter was a qualitative study applying Grounded theory strategy.
Researcher divided his research design into two phases: the first aims to study
the current HRD system operating in a selected medium-size private university in
Pathumthani and stakeholders‟ opinions and attitudes towards the current HRD
system in the university. To achieve these, the researcher planned to use in-depth
interviews to collect the data and analyse it through the technique of Grounded theory.
Phase two, the researcher planned to study the possible features and modules which
information technology should have to ensure a more effective human resource
development function in the university. As a result, SDLC became the guidelines for
analysing and developing the new HRDIS framework. The data in this phase was
collected through an observational technique and the review of relevant forms and
documents. In addition, a variety of data analysis strategies were employed based on
the types of obtained qualitative data. To ensure the trustworthiness and quality of
data and information presented in this study, some design techniques were conducted
during the data collection and data analysis process. Since the ethical issues were
carefully concerned issues in all phases of this study, the researcher strictly complied
with Burapha University‟s ethical research rules and regulations.
51
CHAPTER 4
FINDINGS
To present the research findings which answer to the three proposed
research questions, the researcher follows four steps of Grounded theory data
analysis technique adapted from Charmaz (2006). The coding and analyzing steps are
presented as follows:
Step 1: Initial code: The researcher conducts initial coding for this step
where the researcher still leaves the door open for further exploration. This assists
the researcher in understanding participants‟ viewpoints.
Step 2: Focused coding: Once the initial codes are assigned, focused coding
which is more directed, selective and conceptual than the Line-by-Line text analysis
needs to be done. This is to distinguish the data which is less relevant.
Step 3: Axial code: the researcher tried to narrow down points and classify
them into categories. By doing this it links and gives the researcher the opportunity to
make sense of properties, dimensions and emerging analysis
Step 4: Theoretical coding is the last level for grouping data. The researcher
tried to conceptualize how codes are connected and how may the relationships
generate a new theory or model emerged from classified data
The section below presents findings which emerged during the data
collection and data analysis process. In addition, while the researcher included some
direct quotations to display the voices of informants, the words “(Staff xx)” are used
to represent the informants instead of displaying their full identities.
The selected university has about 320 staff and the largest proportion of staff
in the university is university lecturers, which is about 70%. The number of lecturers
in each department ranges from 20 to 40 people.
52
Table 4-1 Demographics of informants
No. Gender Age Marital
Status Job Position
Year of
Employment
1 M 46 Married The management position 11
2 M 35 Married Faculty Member 3
3 M 33 Single Faculty Member 4
4 M 47 Single The management position 11
5 F 49 Married The management position 5
6 F 27 Married Faculty Member 4
7 F 24 Single IT 3
8 M 27 Single IT 4
9 M 25 Single IT 2
10 M 29 Single Faculty Member 5
11 F 66 Married The management position 5
12 M 56 Married The management position 6
13 M 54 Single HR 12
14 M 42 Married The management position 6
15 F 32 Single HR 7
16 F 50 Married Faculty Member 5
17 F 49 Married Faculty Member 6
18 F 42 Single Faculty Member 4
19 M 57 Married Faculty Member 4
20 M 58 Married The management position 5
21 F 35 Married The management position 7
From Table 4-1, the demographics of the 21 informants are as follows:
The informants‟ ages are between 24-66 years. About 12 informants are
male and 9 informants are female. Twelve informants are married. During the data
collection period, these 20 informants were working in different positions. About 8
of whom were in the management team. While 2 supporting staff were working in
the Human Resource Development Department, 2 were working in the IT department.
53
The rest were 8 lecturers working in faculties. About 16 informants have worked in
the university from 3 to 6 years, 2 informants have work from 7 to 11 years, and 3
informants have work between 11 to 13 years.
The findings of exploring the features and modules of HRDIS in a
medium sized private university in Pathumthani
The researcher has analyzed features and modules of HRDIS in this medium-
sized private university in Pathumthani and presented the findings as proposed in
the research objectives. The findings were extracted from 21 participants who were
selected through the use of Snowball effect. The findings were initially open codes
and then developed as concepts and categories. A table of the categories of meaning
which emerged from in-depth interviews is presented as follows:
Table 4-2 Coding categories developed according to data obtained through
the interview to investigate current HRD system process as well as
desirable features and modules for the new HRDIS.
Main categories Sub-categories
C1: Bottom-up communication
C2: Self-service operation
C3: Paper-based requirement
C4: Poor working operation C4_sub1: Not being able to inform staff
specific training courses matching individual‟s
needs
C4_sub2:Slow training approval process
C5: Poor practice of information
management
C5_sub1: Lack of information about HRD
program
C5_sub2: Not updating stored data
C5_sub3: Losing Document
C6: Deficiency Services C6_sub1: Incompetent service staff
C6_sub2: Inadequate number of staff leading to
poor services
C6_sub3: Weakness not receiving information
54
Table 4-2 (Continued)
Main categories Sub-categories
C6: Deficiency Services C6_sub1: Incompetent service staff
C6_sub2: Inadequate number of staff
leading to poor services
C6_sub3: Weakness not receiving
information
C6_sub4: Not providing information
regarding training application process and
time
C7: Not utilizing any online HRDIS
application.
C8: System features C8_sub1: Agility
C8_sub2: Work via web application
C8_sub3: Authorization and security
mechanisms for data access
- Authorization and accounting of
users
- Authentication for protection of
personal data
C8_sub4: Paperless
C8_sub5: Auto reminder system
- Annual training reminder
- Professorships
C8_sub6: Online approval and
authorization
- Submitting and approving
documents/ forms
C9: Managing personal HRD
information
C9_sub1: Recording personal training
information
55
Table 4-2 (Continued)
Main categories Sub-categories
C10: Managing training and
development
C10_sub1: Organization training program
C10_sub2: Submitting Application for
Approval of organizing in-service Training
Programs
C10_sub3: Providing training information
C10_sub4: Submitting staff training needs
- Provide information about research
and training needs
- Online registration and evaluation
training course
- Reporting training results
C10_sub5: Presenting straightforward
HRD Reports
- Provide report in graphic
- Provide DSS report to executive
C11: Electronic communication for
training and development
C11_sub1: Provide chat with HR Staff
Total 11 categories Total 22 sub categories
Research question 1
The first research question was “How has the current HRD system been
operated in the selected university”.
To investigate the ways the current HRD system operates in a selected
medium-sized private university in Pathumthani, the researcher did semi-structured
interviews with faculty members, IT staff, HRD staff and executive boards.
This study reports that the current HRD system in the university, in general,
has been a bottom-up communication, self-service operation, and paper based system
which all staff are required to complete requested forms and submit them to get their
56
approval. The work related to HRD could be operated in Presidents Office and in
Faculties.
This study reported the current HRD system operated in the selected
university in three categories as follows:
Table 4-3 Three main categories presenting current HRD systems which have been
operating in the selected university
Main categories
C1: Bottom-up communication
C2: Self-service operation
C3: Paper-based requirement
Three major categories and some examples of direct quotations supporting
each category are presented as follows:
Category 1: Bottom-up communication
- Contact with the President‟s Office-writing the request form for which
documents are needed. After that, they‟ve done it. It‟s mostly about salary certificate
but if other documents need to be signed-they will be held by staff and they will be
passed to the management level. After they are processed, the staff will call us to pick
them up. (Staff 01)
- Sending the “hard copy” document must be sent to the President‟s Office.
It usually takes time to process but mostly they will make contact by using internal
email or line group for internal staff in the Faculty which is faster. (Staff 02)
- For the training program, it takes a while to receive the related documents.
I normally do the survey about which training I would like to take part in so I‟ve
forwarded the document to that office. (Staff 07)
- I‟m searching for the training program which topic I am interested in, then
I send the permission form including the registration fee for the training program and
pass it to the office. (Staff 09)
- If we didn‟t get it from HR department, we need to contact the Faculty
office. If we don‟t have a Faculty office, we need to contact directly to the instructor
57
and ask them for the information about when it will take place. Most instructors know
their own information. (Staff 10)
- If it‟s about my career field, the Faculty can give clear information.
Sometimes I also find the training program by myself then let the Faculty know what
I want. (Staff12)
- Instructors will find their own training programs which are related to their
field. The staff would have no idea about, then instructors will write the request form
for training. (Staff 13)
- For the training program, we will search information from external
providers, then we follow the university‟s processes for what we need to do and we
can get the budget cover for it as well. (Staff 14)
- Instructors will search for their own interests in training programs and
send the request to the Faculty. If they send the request late, they might need to pay
for the registration fee first then get it back later. (Staff 15)
Category 2: Self-service operation
- Mostly, we need to work on our own because we wouldn‟t get anything
from them. We need to search for information by ourselves where it should be.
If we couldn‟t find it from where it is supposed to be, we need to look it up from
the Faculty such as formal form because they said this staff is not here, no file, or lost
file. We need to do it on our own anyway. (Staff 10)
- Sometimes, staff give us only the document and let us read it by ourselves.
Or sometimes, they can answer some questions but couldn‟t give us all the information.
(Staff 12)
- Walk-in to the staff and complete the form for which document is needed.
After that, they will process for us, but if some documents need to be approved-we
need to send a formal document and staff will let us find the information ourselves.
(Staff 13)
- Talking about the President‟s office, I usually contact them for salary
certificate and catch up some documents from staff who are responsible or I catch up
the document by myself. (Staff 14)
- Contact the President‟s office, writing the request form for what
document is needed. After that, staff will receive the form and complete it-like
58
requesting the salary certificate. But if the document needs to be sign for approval-
staff will pass it to the management level. When it‟s done, staff will make a phone call
telling us to pick up the document. (Staff 15)
- When instructors request the salary certificate or employment certificate.
They need to walk-in and write the form at my desk, then I will do the document as
they requested. After that, send it to Associate Dean to sign the document. It takes
approximately 2-3 days to complete and also depends on who signs the document as
well. But these kinds of form wouldn‟t take that long anyway. (Staff 17)
Category 3: Paper-based requirement
- It needs to fill out the requested form which is in hard copy-the details will
be simple thing to fill out, but if we consider to be 4.0 it should be something faster,
not reduce the global warming or writing paper that is wasted as well.
(Staff 01)
- Old stuffs aren‟t any problems because old stuffs still using the hard copy,
and human uses. (Staff 02)
- When we want any information, even the staff, social security or etc.
Its need to communicate with the HR Department for all those stuffs first before
sending any documents to them. (Staff 06)
- For my own experience, it‟s about education. First, I write the document
to HR department. Then, HR will forward document to related area. It might get lost
at some processes, so I need to follow up my documents on all process. (Staff 07)
- I record when, where, how and what training I had into the portfolio.
I also noted who is the speaker as well as what I can adapt knowledge to my work.
(Staff 10)
- When requested any forms are in hard copy, it need to fill out in couple
details. Actually, if it has a system, it could be faster, not just filling out the form by
writing. (Staff 11)
- They work step by step, sending documents into the related department
like the process of how government works that needed to be signed by every level.
(Staff 13)
- Most of documents are not in the e-document, can‟t get it out from
the system. It‟s not fast. It‟s still in hard copy document which take time to process.
Indeed, we need it fast. (Staff 16)
59
- In the current management, a main data collection is in document file.
(Staff 18)
When discussing sites which HRD processes and services are offered,
this study reveals that the work of HRD systems are operated in 2 offices-Faculties,
and President‟s Office.
HRD services at the faculty:
Each Faculty, basically, provides document approval services to Faculty
members in 2 matters which are staff attendance and training approval.
1. Training approval procedure
- I‟m in Faculty of Engineering, when it has the training program from
outside, they send the information into the Faculty which I think is good and fast.
(Staff 01)
- It has to be managed by the Faculty or the department to balance in terms
of staff improvement within the Faculty. For example, hours recorded in training
program that need to be manageable. (Staff 02)
- No training program, not contact with the HR department but know
the university‟s rule that arrange budget for 5000 THB per person in each academic
year for instructor to attend the training program. Then process to the Faculty.
(Staff 15)
- About the training program, they provide the information but it‟s come
late. I normally do the survey which training program I want to attend then send
request to the Faculty. (Staff 07)
- Normally, we look at which training program am I interested, then write
the permission and budget in a form and send form to the Faculty. (Staff 09)
- About my career field, the Faculty can provide better information than
I search by myself. Then I send the request to the Faculty which is exactly what
I want to be trained. (Staff 12)
- Instructors will find training programs that are related to their fields by
themselves because the staff would not know about it, then instructors send
the permission form to attend the program to the Faculty. (Staff 13)
- Most of the training programs, we search for it from the outside. Then
write the permission form by follow the university‟s step and rule which it covers
60
the budget as well but all the processes take time, it needs to be prepared ahead.
(Staff 14)
- Instructors knew what training program they want to be involved, then
write the permission form to the Faculty and it might take time or it needs to prepaid
by instructors first. (Staff 15)
2. Attendant Procedure
- About the instructors‟ leave of absence or late within my department.
The report never show up to me which is the head of the department. It ends at
the Faculty and not sending report to the department at all. (Staff 01)
- Asking information about staff benefits, rules, leave of absence, late
absence, or sick leave when we‟re at the hospital. Most of these stuffs send the form
to the Faculty and never get the result back. (Staff 05)
- When we send the leave of absence to the Faculty for the Dean to sign.
Then the Faculty sends to President‟s Office. As a result, I don‟t know if it‟s approved
or not because the result is never returned to me. (Staff 11)
- Most of work process has to send to the Faculty like leave of absence,
studying, or even the training program. If something related to this department, they
will be the second person to approve it. Actually, this department just pass on
the document and depend on the Faculty, if the Faculty approve then they just sign it.
So, I have no idea whether they are good or not. (Staff 15)
HRD services at President’s Office:
At president‟s office, university staff could review or require assistance in
2 HRD related work-available HRD and training activities, as well as staff benefits
and career development opportunities.
Providing:
At the President‟s Office, some information concerning HRD and Training
activities is provided to staff members. These include both in-house and public HRD
activities, training programs and further education as well as training assignments.
Some direct quotations displaying the HR related work at the President‟s office
include:
1. Dealing with the request for further Education of staff
61
- About continue studying, we should understand about the university‟ rules
because they might need to payback by work period. After that, we need to know
whether the Faculty support the staff to study or not because they will miss this
position. Anyway, the Faculty must plan by looking at the rules and other department
that can switch between each department or a quota. (Staff 01)
- Not contact directly to HR department. I usually talk between instructors
about the information that if already work for three years at the university, you can
send request to continue study or get some scholarships that includes with tuition fee.
About the scholarship, may require work-time payback, teaching payback or
something like that. I‟m not sure about it. (Staff 05)
- Continuing Education depends on the Faculty, they will check when it
should be. If it‟s time, let the HR to know that you want to continue study. From my
experience about this process, HR will ask you to find the requirement of that
program. If accepted, tell HR and make a contract about program. So, HR will be
the process after we deal with those university. HR will transfer contract about
the payback rules, period of study. Most of these processes, passing through the
Faculty. (Staff 06)
- Instructors who want to continue studying, they require to do some
documents and send it to the Faculty‟s secretary. After that, I wouldn‟t know how
the document flows along the process, but most of the staff things need to pass
through HR department. (Staff 07)
- Continuing study requires to send documents to management level,
if there is no problems before approve the request. The management level will look
how scholarship payback, does it affect the routine work. They also check is there any
staff who want to go to study because the Faculty will miss this position and they may
switch positions around or make a quota. (Staff 11)
- Looking at the department‟s plan and Faculty‟s plan before request to
continue studying. Then we send documents to the Faculty, if it is related to this
department – they will be the second person to approve it. (Staff 15)
2. Implementing training program and ensure a smooth process of HROD
- HR is the main department planner, the President of the university won‟t
look at each Faculty but look at all seven Faculties in a big picture. So, when I want to
62
contact, it‟s better to contact with the Faculty because the plan will be direct and knew
it. (Staff 01)
- Follow the Faculty‟s plan because this plan will be the same as mine.
But main HR department looks overall seven Faculties, not only look at our Faculty.
So, when I contact, it‟s better to contact the Faculty. It‟s clear and covers all details.
(Staff 11)
- About the plan in the Faculty level, we knew what we had to do because
we need to plan at the beginning of academic year for management board to approve.
At the department level, most of the training programs will be related to the career.
It requires that instructors need to attend the training program at least 1 program each
year. This requirement isn‟t from the President‟s Office, but it‟s on Quality Assurance
that instructor should plan for training. (Staff 12)
- This topic, the department should plan training program for staff in each
year such as leave for continuing education, requesting academic position, or training
program. It‟s a QA requirement that is sent to the Faculty. So department‟s plan tell
who and how should be trained. (Staff 13)
- I haven‟t seen the university‟s plan, but for the Faculty‟s plan-I‟m not
going deep into the details but briefly know that everyone should be trained at least
1 training program within that academic year. That‟s from what I have seen about
Faculty‟s plan. (Staff 14)
- At this department, there is some other training program like yearly
training program for staff. Some year‟s arrange outside the university, but last year
don‟t have. About career training program, the document is sent from President‟s
Office to the Faculty or may be in an invitation letter by email. Sometimes it arrives
late, so time wasted to send the requested documents to the Faculty. (Staff 15)
- Providing staff with consultation on benefits and welfare of staff.
They welcome and give face-to-face assistance regarding their staff benefits
and welfare. Some direct quotations include:
- walk-in to ask about welfare, insurance, security insurance, rules, dental
payment or leave of absence from the staff. (Staff 01)
- If we want any information about the security insurance, welfare and etc.-
we should directly contact HR. It should be walk-in to ask the staff because
the university‟s website does not provide any information. (Staff 06)
63
- Talking about the President‟s Office, I contact about salary certificate or
catching up with some documents. Sometimes, ask the staff there or I contact by
myself. (Staff 14)
- I walk-in to his/ her room and tell them what document I need. (Staff 15)
- Currently, I contact to ask some documents that are related to HR like
salary certificate, leave of absence, security insurance or even the internal instructors‟
portfolio in the university. When we requested or send this kind of document, we should
walk-in to inform the staff by word first and send the documents later. (Staff 16)
- To sum up, the current HRD system which has been operated in
the selected university are of a bottom-up communication type, self-service operation,
and paper-based system. All staff are required to complete requested forms and
submit them to get their approval. The work related to HRD is centrally operated at
the President‟s office (available HRD and training activities, as well as staff benefits
and career development opportunities) and in Faculties (staff attendance and training
approval).
Research question 2
The second question was “How do the stakeholders find this current HRD
system?”
To investigate stakeholders‟ opinions and attitudes toward the current HRD
system in the university, the researcher interviewed four groups of stakeholders who
are Faculty members, IT staff, management teams, and HRD staff.
Most informants reported their opinions towards the current HRD system of
the university with four shortfalls-poor working operations, inefficient data and
information management, deficiency services, and the need to have Human Resource
Development Information System
This study reported, how do the stakeholders find this current HRD system
in four categories and 8 sub-categories as follows:
64
Table 4-4 Four categories displaying opinions of stakeholders towards current HRD
system
Main categories Sub-categories
C4: Poor working operation C4_sub1: Not being able to inform staff
about their specific training courses
matching with individual‟s needs
C4_sub2:Slow training approval process
C5: Poor practice of information
management
C5_sub1: Lack of information about HRD
program
C5_sub2: Not updating stored data
C5_sub3: Losing Documents
C6: Deficiency Services C6_sub1: Incompetent service staff
C6_sub2: Inadequate number of staff
leading to poor services
C6_sub3: Not providing information
regarding training application process and
time
C6_sub4: Not providing information
regarding training application process and
time
C7: Not utilizing any online HRDIS
application.
Four major categories and 9 sub-categories. The researcher shows some
examples of direct quotations supporting each category are presented as follows:
Category 1: Poor working operation
Sub- Category 1.1 Not being able to inform staff about specific training
courses matching individual‟s needs
- If topic from HR, I think it does not match with my topic. I think I already
have my own format that matches with what I need like instructors at Engineering
65
Faculty work in this career area. So, it might know better who is expert in which area
as well as the relationship. (Staff 01)
- I don‟t think they can do it because when I go to training, it is based on
program of Council of Engineers which requires a number of trainees-one training
program should be about 30-50 people. For us it is no good because we need to
base on Council of Engineers. My view is why should we be based on Council of
Engineers because of the connection to meet with instructors, colleagues and
exchange knowledge. (Staff 05)
- About the training program, it‟s not usually from HR department. It‟s from
individual‟s department like QA training program is for instructors or staff within
those department. But other training program that benefit for all departments should
be from HR department. (Staff 09)
- Training program from this department is so general, not matching with
what I needed. (Staff 11)
- I mostly search training programs by myself from outside. The university
provides training program such as Quality Assurance, Academic Position, and English
training course. Now they also have exercise courses as well. Sometimes not
matching with my needs but I do have another option to be trained from outside
because the university arrange a budget for training program. (Staff 14)
Sub-Category 1.2 Slow training approval process
- Sending request of training program, time is a worry. The process of
signing document takes time. Sometimes it‟s difficult to set timeline but if they set
timeline of signing document is useful. (Staff 01)
- Process of document finding or other process that takes too much time.
It would be good if it‟s faster like requested salary certificate or training program.
Some people might be in a hurry but document has just arrives in a couple days is
already late. (Staff 02)
- As I tell at the beginning, many signatures to be approved which make its
delay. If set the timeline for signing document would be useful. If not setting timeline,
it depends on the management level when they want to sign. (Staff 11)
- The approval is very delay like for training program. We couldn‟t rely on
this department at all. It‟s ok for staff sometimes, I guess. (Staff 12)
66
- The center will send the document which training program should
I trained or invitation letter from the department but it arrives late sometimes.
Then we ask permission for approval. If there is a MUST thing to do, we just inform
them about leave of absence. (Staff 13)
- About training program, we send documents through university‟s processes
which cover university‟s budget as well. It needs too much time for the process.
(Staff 14)
- If instructor is interested in certain training program, they send a document
to ask for approval but need to allow time for preparation or you might need to
pre-pay for the program first. (Staff 15)
Category 2: Poor practice of information management
Sub- Category 2.1 Lack of information about HRD program
- HR department should inform about training program, requirements.
These things are still lack of information. (Staff 01)
- The HR management is useless here. They just inform us about leave of
absence, lateness and sick leave. There is no information widely in terms of training/
HRD program, etc. (Staff 02)
- Database system is weak and slow, don‟t know when the saved file will be
located. The Faculty and department having problems with instructors‟ portfolio such
as when they started job and how many training courses in a year. The system won‟t
tell the exact same day when job started which is reflected in the annual assessment.
(Staff 03)
- The HR department isn‟t successful up to 80% yet because sometimes
they should have an instructor‟s professional license. For example, Nursing Faculty,
they should registered every five years of training license, but HR doesn‟t record
necessary data at all. (Staff 06)
- When requesting any information for QA online to fill out about how
many training courses this instructor had, can it be claimed for QA assessment?
But HR will say there is no data for that, please ask your Faculty. (Staff 10)
- When I apply job in other organization, HR‟s staff inform me about
regulations, workdays, and training courses but doesn‟t exist here. (Staff 11)
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- Sometimes, staff can give an information but they mostly let us ask
between Instructors who had done it before which documents are required because
they‟re not sure about it. (Staff 13)
- They can answer basic questions such as leave of absence. Beside this
thing like regulations, specific training program their information is very poor.
(Staff 14)
- They do their best to provide us with information, but not clear enough.
(Staff 15)
- One big problem concerned is data completion. We need to record
staff information in case Office of the Higher Education Commission requested.
But we can‟t provide all details to them because our HR didn‟t record all necessary
details that can be used. (Staff 19)
- The data isn‟t supported at all or they might have something behind and
won‟t tell. They worked within specific groups only. (Staff 20)
Sub- Category 2.2 Not updating stored data
- When requested the Act of Organization Division, how organization
division worked. This office didn‟t have any information. They recorded it since 2007
which is useless. They should update it. (Staff 03)
- Information is mixing between old and updated. It‟s in hard copy
documents, not online document (e-doc) which can‟t get it from the system. The hard
copy document is a waste of time in the process even when we want it fast. (Staff 06)
- Personnel information, work record, research, or academic position, new
comer of instructors and staffs here-if its update should walk-in to HR department to
get information then update into university‟s website. If didn‟t walk-in, so wouldn‟t
get any details. (Staff 08)
- This department keeps folders separately including up-to-date folders but
some folders aren‟t. (Staff 16)
- Sending information to Office of the Higher Education Commission,
problems occur with instructors‟ because information isn‟t up-to-date. (Staff 18)
- One of the problems we had is information updating because its lack of
updated information causes us to lose some benefits. So HR department should update
information frequently because each staff always improve their profiles such as
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educational degree, salary, and training program. It would be useful when needed.
(Staff 19)
Sub- Category 2.3 Losing Document
Informants highlighted that not only could they lose different types of
documents which they have submitted to the university, some documents which were
already stored in the university could disappear. The extracts below are examples of
direct quotations shared by experienced informants.
- Document has lost within the process if not followed up. But if there is
a system, it won‟t lose it for sure. (Staff 01)
- From my experience, I sent document about continue studying. First, I did
a required document to HR department, then they do the next process. I had to follow
up with those documents in case they lost it. (Staff 07)
- When I wanted any announcements to do Quality Assurance, they said
staff resigned, no saved-file, or not found. (Staff 10)
- Process of document flow respectively, it seems good but time is a concern
and may lose it somewhere. (Staff 12)
- Document should be sent to everyone that is involved but sometimes it
gets delayed and lost. (Staff 13)
- Process of work is inefficient. Stored data isn‟t in a good system.
When instructor requested any documents, they couldn‟t find it. (Staff 15)
- There are too many requested documents from staffs to the HR department
which cause missing document, error document or putting in a wrong folder. (Staff 18)
Users have to Monitor Document
- About training program need to monitor document frequently to be
on-time and avoid losing. (Staff 07)
- Document frequently lost along the process. If user not monitor document,
it may get lost. If there is a system, it won‟t be lost. (Staff 11)
- We should follow up the document with secretary‟s Faculty or by
yourself. Everyone knows that they should copy document in case it becomes lost.
(Staff 13)
- The secretary‟s faculty will copy all documents in case it‟s lost. In order to
save time making a new one. (Staff 14)
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Category 3: Deficiency Services
Sub- Category 3.1 Incompetent service staff
- He provides information and advice about many things to me. Currently,
he‟s all good because of the relationship we have. (Staff 05)
- HR‟s potential is lack of instructors‟ need in term of training program
that require many different fields-staff wouldn‟t know deeply any details in human
resource. They can‟t meet the instructors‟ needs. So in the President‟s Office, less
people know everything. (Staff 06)
- They tried to give me information, but it was delayed. We communicated
what is needed but end result is totally different. (Staff 08)
- Depends on the period requested, if they‟re busy, they may be useless.
But they‟re in a good mood, they‟re welcome to tell what document is needed or not
needed. (Staff 10)
- Staff service depend on their mood. If they‟re in a good mood, they will
help but if not, they will let you do it yourself. (Staff 12)
- Staff are very kind. Before I‟m going to get the documents, I‟ve checked
with the secretary‟s Faculty whether this staff is working today or not because
sometimes they‟re not in the office. Staff service mind is good because of our
connection. They‟re very helpful to me, but sometimes not. (Staff 13)
- Staff service mind depends on when you use the service. Sometimes they
can be very helpful, but sometimes not at all. (Staff 14)
- Staff are kind. I usually don‟t see them in their office because they have to
process the documents. About their service mind is good, maybe because of our
connection. They‟re welcome to give information or make a phone call when
document is done, but sometimes they let us to be self-service. (Staff 15)
- If you ask me, is this department do best in the job, I would say “No”
because the staff are lack of HR knowledge such as main training needed. (Staff 16)
- It should have a document - if it‟s delayed, the university can‟t wait
because we concern about our main customer which is student. The student is
the most important person that we need to do one stop service for them, no rejected.
If the student visited me, I can provide all information about university. If visited
this office, it‟s about academic program or when problem occur-who can help them
70
because the university‟s system is telephone transfer that leads to time wasted.
(Staff 20)
Sub- Category 3.2-Inadequate number of staff leading to poor service
- I want them to notify me by email or internal services but it doesn‟t exist.
I try to encourage this issue but they lack of management staff. (Staff 02)
- They don‟t have a professional staff to deal with human resources.
They need to hire the HR expert. Many private companies hire HR expert to deal with
career path such as how salary-based improvement to motivate staff for higher level.
This is why career path needs to be clear. (Staff 03)
- When insurance company want any documents from HR department, they
can‟t provide any details. The reasons for that such as staff resigned, staff day off, or
wait for main staff. (Staff 10)
- We‟re quite busy now because a few people do the work. We have to do
documents all day as well as update information for everyone continuously. (Staff 18)
Sub- Category 3.3-Weakness not receiving Information
- Most of the meeting reports (minutes) that has been sent from President‟s
Office never reach me even I attend the meeting. They send reports to the Faculty, not
department. (Staff 01)
- Management level such as Head of Department or Dean are limited to
serving for 2 years according to requirements. Is this the right information, not sure
about it? Its need to be updated or making it a university‟s formal announcement
because staff don‟t know it. (Staff 03)
- I give you an example about training program, everyone should attend
even the staff but information never reach me. External information usually sent
directly to the Dean but he never read it. So, I missed the opportunity to go. But if
the center know that they have a business management, it‟s going to be a right track.
(Staff 04)
- About the continued studying, we find all of information by ourselves as
well as do the approval documents. Perhaps they never pass through HR sometimes
from my previous experiences. (Staff 09)
- Staff do their best to help me, but they have a lack of information such as
documents are not found, not updated, or don‟t know the process. (Staff 13)
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Sub- Category 3.4 Not providing information regarding training application
process and time
- The limitation of time should be set such as within 3 days, 7 days or
15 days in each specific process to help user plan to process the document as well as
finished period. But they don‟t tell us anything. (Staff 01)
- Document processing isn‟t fast because our documentation is in hard
copy. It can‟t search right away when requested causes time wasted. (Staff 15)
- It takes time when requested document. Staff will search it from shelves
because its kept in hard copy. Sometimes, they couldn‟t find the document for us.
(Staff 08)
- Time is a main concern. We don‟t know how long does the approval
process take but if it‟s run in the system, it should be better and on-time. Sometimes,
I‟ve to wait for a couple weeks or if lost, I should make a new one which causes
delay. (Staff 11)
- They should improve time-ability. Normally, the documents that issue
from here won‟t take long but stuck in the approval process, even more signatures to
prove-time is concerned. (Staff 15)
Category 4: Not utilizing any online HRDIS application
- There is no helping-tool such as information system for stored staff
profiles and can access to those details. Now, facing problem finding stuff but never
be solved by the system causes staff workload. Every process takes time but how to
make it less to do. (Staff 02)
- There is no information system in here. When requesting any document
seem to be self-service. They let us find stuff by ourselves in hard copy folders. But if
we requested the current document, they might have it in their computers. This why
information system should be involved. (Staff 09)
- This department doesn‟t have a program recorder. If it‟s an old stuff such
as announcement or forms, it takes time and sometimes not found. (Staff 13)
- Currently, work-ability is inefficient. Staff lack of information when it‟s
needed. No work-time requirements cause its delay in the process. Technology is
going to be helping tools for better management in the President‟s Office. (Staff 14)
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- How fast for receiving information depends on what kinds of information
we requested, If it is current information we will get real soon, but if it is old stuff,
it takes time or sometimes not found it because they didn‟t have a program recorder.
(Staff 15)
- My main responsibilities are taking care of Microsoft word and scanner
program. (Staff 17)
To recap, informants reported four major concerns and 8 subs major towards
the current HRD systems as follows: First, poor working operation-2 points of
concern from using the current systems : Not being able to inform staff about their
specific training courses matching with individual‟s needs and the slow training
approval process. Second, poor practice of information management-3 concerns
include lack of information about HRD program, not updating stored data, and losing
documents. Third, not providing enough service is comprised of four sub-categories:
incompetent service staff, inadequate number of staff leading to poor service three
and four Fourth, not utilizing any online HRDIS application.
Research question 3
The third research question was “What are possible modules and features
the university should have to ensure a more effective human resource function?”
To identify the possible modules and features in which Information
Technology should possess to ensure a more effective human resource function in
the university, the researcher interviewed faculty groups of stakeholders who are
faculty members, IT staff, management teams, and HRD staff.
The informants provided information on the requirement for a new system
that would allow for better performance, including the six system features of the
program, and three modules to work on.
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Table 4-5 Possible modules and features the university should have to ensure a more
effective human resource function categories
Main categories Sub-categories
C8: System features C8_sub1: Agility
C8_sub2: Work via web application
C8_sub3: Authorization and security
mechanisms for data access
- Authorization and accounting of
users
- Authentication for protection of
personal data
C8_sub4: Paperless
C8_sub5: Auto reminder system
- Annual training reminder
- Professorships
C8_sub6: Online approval and authorization
- Submitting and approving
documents/ forms
C9: Managing personal HRD
information
C9_sub1: Recording of personal training
information
C10: Managing training and
development
C10_sub1: Organization training program
C10_sub2: Submitting Application for
Approval of organizing in-service Training
Programs
C10_sub3: Providing training information
C10_sub4: Submitting staff training needs
- Provide information about research
and training need
- Online registration and evaluation
training course
- Reporting training results
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Table 4-5 (Continued)
Main categories Sub-categories
C10_sub5: Presenting straightforward HRD
- Provide reports in graphic
- Provide DSS report to executive
C11: Electronic communication for
training and development
C11_sub1: Provide chat with HR Staff
There are 3 categories and 13 sub-categories some examples of direct
quotations supporting each category are presented as follows:
Category 1: System features
Sub- Category 1.1 Agility
- Currently, we should do the information technology for staff to access
their personal information easily and become self-service. Easily accessible (Laugh)
Our personal information still reached by Google Chrome. (Staff 04)
- In my opinion, I would like to have something that is easy to access and
widely, I‟m not specific about which types of access but something we are able to
access all the time even though we‟re outside. We need somebody to access
information all the time. (Staff 05)
- My opinion, it should be online information that is able to be accessed and
allow us to access everywhere. Currently, it should be agility first, not only operating
inside the university. Sometimes, we should be able to access easily even when we‟re
outside. (Staff 09)
- Should make it online. It‟s not necessary to be in the university to use it,
we should be able to access anywhere we are able to check all of our personal
information. (Staff 10)
- Personally, I want something that gives simple accessibility, widespread.
We can access all the time. We can search out the information from outside university
as we could. (Staff 15)
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Sub- Category 1.2 Work via web application
- Personal information is very significant. Any applications such as
webpage of HR department, training and seminar application, chat application, or
research application and existing our personal information. It could be updating or
requested. Suppose there is a main system, we need to fill out all information which
I experienced from submitting my research. Currently in Thailand, any journals that
aren‟t in ThaiJo, I won‟t send it even when it‟s requested by email. Because when
I registered into ThaiJo, I only filled my personal information once, and when
I submitted the article it will use the previous information, then I just click “OK”.
I use the same username and password. This kind of system will make the old version
to disappear automatically. (Staff 02)
- It‟s complicated to install applications into computers, then using user
friendly like website. It should be easy to access and get all the details from the first
page, no need to click many features. (Staff 03)
- New system should make a web application through mobile phone
because our university already has the Internet and Wi-Fi, so not much cost expense.
By using this system, it will be accessible, for example we had a seminar today, the
notification pop-up. (Staff 04)
- I want to get a website first because I can access easily and no need to
install Browser program to use it. (Staff 05)
- I suggest it to be web application because it‟s easy to install and adapt it
into intranet for the first step. (Staff 07)
- New system should be web application, no need to install into computer.
It can accessible anywhere. (Staff 08)
- In my opinion, it should make everything online. Only the internals have
user and password to access information such as leave of absence, lateness, training
program schedule. It‟s not only one person knew it. Everyone should be able to know,
especially management board. That‟s why I think we should make a web application.
(Staff 09)
- Working on a website would be great. It‟s easy to use, especially on
mobile phone. Do I request it over? (Staff 12)
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- Working on a website would be convenient but the instructions shouldn‟t
be complicated and can be used on all devices. (Staff 14)
- Making a webpage would be great, it‟s easy to use and able to access
anywhere, but it should not be complicated. (Staff 15)
- Working on website would be great and convenient. Mobile phone can
also be used without installing any programs and the webpage should be accessed
easily and no errors should occur. (Staff 21)
Sub-Category 1.3-Authorization and security mechanisms for data access
Authorization and accounting of users (Provide different data level)
- It should be divided into three main sections which are staff, head office,
and management board. The accessibility will be different in each section such as
staff can access into their profile by inserting information as required about needs in
each semester or annually. Then HR able to manage the information in the first place,
and management board can access throughout the information or even the Dean can
access its own faculty as well as each department will know their responsibilities.
(Staff 02)
- To show personal information need to be accessed by level. For example,
Heads of Department know what each staff needs to be done, what training to be
involve or any improvement. But management board can access every level including
appointment or dismissal from positions. It should be authorized by level. (Staff 06)
- The access privileges should be limited- the administrator will be used by
upper level only because if it allows everyone to access, it will be a mistake. (Staff 11)
- For sure, how can you allow instructors to look up others‟ profiles? If it‟s
a Dean, he/ she enabled to see staff profiles, and each person can see their own
information. If some departments request any information, they only get information
as requested, not for all such as salary or personal profile. (Staff 12)
- Administrator allowed to use every function menus, but for the users allow
them to limited access. For example, Head of Department has the right for approval or
report their own staffs. Or the President permitted to access everything, and assistant
president can access their responsibility and related topics only. (Staff 13)
- In terms of security, the system must set “login” menu before entering
the data. Setting the limitation of getting the data by level, how privilege management
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board, Dean, Department Head, and staff can get the data from the system that is kept
secure. The security must be very strict. (Staff 15)
- The program shouldn‟t provide the same data for everyone. The data must
provide separately between management board and instructors. The management
board can access all data about their own staffs and instructors can only get their own
data. The program designer should be able to set the limitation to different levels.
(Staff 16)
- The system authorization should be set clearly. The management board
can access the report, summaries of related topic, and staff annual plan to meet with
university rules. (Staff 18)
- It should be divided into four levels of authorization in the system which are
main management board, assistant management board, Heads of Department, and
instructor. Every level of authorization can update their own information. (Staff 19)
- The program must set the authorization in each level such as Dean,
instructor, and Heads of Department to access the data. (Staff 21)
Authentication for protection of personal data (Increase security process)
- The data could be stolen from HR department, if it runs on Local Area
Network (LAN). Hacking issues might occur if the security process not secure
enough. So, it should have a username and password menu to allow certain people to
get the data. (Staff 01)
- Writing program or web browser should be secure enough. So please note
for programmer to develop the application to be agility and secure. (Staff 06)
- Online from the outside, I don‟t think we‟re there yet. Because the security
process must be concerned about strengths and weaknesses that effect the organization.
All data must be kept securely. We should have a username and password to access
into the system like we had to do for university‟s website. (Staff 07)
- Everyone should have their own username and password. Others can‟t see
except the management board able to see data only. (Staff 10)
- Main function should be username and password to access into the system.
(Staff 11)
- The system must set the username and password menu before access into
the data. The website should use https for protection to avoid hacking issues while
we‟re logged-in. It‟s going to be safe while using it. (Staff 13)
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- For the security matter, the system must set login first with username and
password before access into the data. (Staff 15)
- We need to weigh between highly protected and friendly use, verifying
the data, or access the data. On the other side, we‟re concerned if hacking issues
occur, what should we do? I think the developer should prepare for the security
process and using the password will be safe at the beginning. (Staff 16)
- Getting into the system should insert password first. It‟s the same when we
login to other websites. (Staff 21)
Sub- Category 1.4 Paperless
- Sending the document such as leave of absence, lateness, or vacation leave,
it should be approved by the system. So we don‟t need to use paper and reduce costs
as well. In other organization doing paperless already, but our university is still not
there yet. (Staff 01)
- Requesting the academic position is specific. It should be processed in
the system. If we need the hard copy or any related document, then get it out from
the system. These kinds of document should be recorded in the system, so
management board can get the data right away if needed. Do we still need the hard
copy? I don‟t think so, because the approval can be made within the system. It‟s not
necessary for some documents to be made in paper, it can be made online which
it will automatically record in a link. The data can be sent directly to management
board, final decision maker, or HR department. Everyone can get the data from main
system anytime and no need to print out in paper because it‟s waste. (Staff 02)
- The data should be kept in the system. Now, we should make sure that
the data is correct then scan it because the Higher Education Commission (สกอ.)
might need us to keep all important documents. For example, instructors want
to make a content and scan it which document that is linked to academic office.
So academic office or related people can print it in case they need it. It can also reach
out to certain people leading to reduce paper use age and people rather to read it
online than paper. (Staff 03)
- We always get news updates, no need circulate paper notices and lead to
being environmentally friendly. It makes staff alert to all activities. Nowadays,
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the organizations don‟t need to be concern with intranet because everyone got their
mobile phones. (Staff 04)
- Once it‟s an electronic data, no need to send on paper. We just need a link.
The documents that are related to HR department will be ok because it‟s for certain
use. Mostly, the department will send to the Faculty and end up at academic office.
We follow this work flow but it‟s not related to HR department. That‟s why need it
separately because HR department taking care of new coming staff, resignation, leave
form, and personal training programs. For example, I have a certificate of training
program and upload it into the system. (Staff 05)
- Everything should be in online version first. It‟s about all data that is
related to President‟s Office and Human Resource Department including profile and
individual training needs that will lead to being paperless. (Staff 06)
- It needs to be changed. Now, we keep data in documents is ok but we
should keep it in electronic file as well so it‟s easy for searching anywhere and
anytime when needed. (Staff9)
- If documents can be made in the system will lead to being paperless, not
lost, fast and no time wasted. (Staff 14)
Sub-Category 1.5-Auto reminder system
- If anyone sends documents that are related to the Faculty or department
into the system, it needs to be automatic alert to the Dean and department about it.
(Staff 02)
- I want an automatic alert like this event everyone needs to attend. I think
the system able to alert directly to specific groups, Faculty or to all. (Staff 04)
- Can the notification be made online? Not just sending the documents that
lead to delayed arrival and takes time for everyone to know. (Staff 06)
- Annual training reminder (Training needs)
- I want an automatic alert of language examination date because I might
forget it. Or I might need to do more training programs at least once during this year.
(Staff 06)
- Yes, I want a reminder in reporting form about continued studying, career
training needs, research periods, and personal training needs. (Staff 07)
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- We should be able to request which training program we need to be
trained in by an online survey. When it‟s time for training will notify and make
a report into the system when it‟s done. No need to write document. (Staff 13)
- We should have this kind of system to remind and notify about periods of
continued studying or training. So we know what we had to do during this year.
(Staff 16)
- Need requirements about instructors‟ earning degree and toefl results.
The Higher Education Commission requires a language skill every two years
according to royal decree. I want to have a complete program reminder to notify me.
When it‟s an annual staff evaluation, we will get a report from HR that is located in
President‟s Office. So I want a reminder program to summarize when instructors need
to do academic position requesting, career training programs, revise curriculum or etc.
(Staff 21)
Professorships (Academic Rank)
- I want to see when and how many researches I have done, when I need to
do more and when do I have to request for academic position from system reminder
because the research will collect after graduated. For full-time instructors, I want to
get a report that you‟re graduated in Master degree and working 5 years already,
it‟s time to request academic position. (Staff 06)
- The system should remind about research periods or requests for academic
position because this process takes time to prepare. If there is no alert, time will be
wasted to wait for academic positions in the next round. (Staff 16)
- I want to get a research report at the beginning of working to keep it as
a record. Once it‟s time to request an academic position, the notification should occur.
(Staff 18)
- When we already get an academic position, it‟s not complete yet. We need
to continue developing from assistant professor to be associate professor. At this point,
the system should be able to remind instructors to request highly ranked positions and
notify how many years in same ranking position to encourage instructors to improve
themselves which will lead to university‟s benefit to get better ranking number. (Staff 19)
- The new system should be able to remind specific instructors for
requesting academic positions such as master degree graduated for 4 years already-no
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need to wait for fifth year. The system can calculate the time for faculty, researchers,
and management board to recall specific instructors to request academic positions.
(Staff 21)
Sub- Category 1.6 Online approval and authorization
Submitting and approving documents/ forms
Process online approval (codes about attendance)
- The process of submitting documents that need approval should be
made online because management board enabled to approve without signature.
And document can be made later. (Staff 01)
- It‟s supposed that this process we need three signatures for approval,
everyone able to see document and make online approval. No need to wait this person
for three days, the approval can be made online even if they‟re aboard. I think one day
is enough to process. (Staff 02)
- If there is a system, the management board can approve at home and
no need to come to the office. Sometimes, sending hard copy document while
the management board go abroad for a week causes time wasted. (Staff 10)
- It‟s an online system for approval process or personal data. It should be
able to access from HR and directly get all profiles and other related stuff. The HR
department should also update instructors‟ data or instructors‟ can update their profile
by themselves as well. The accessibility will be more effective. (Staff 11)
- The process of sending documents should be an online system such as
leave of absence. It‟s able to fill out from the system without writing a form as well as
summarized the history of it and directly approved in an online system. (Staff 12)
- Waiting for management board to approve can be understandable, but it
will be more effective if it‟s an online approval for any leave of absence. (Staff 14)
Delegation and empowerment
- In case authorized person can‟t approve the document. The assistant
person should have an authorization to act for their boss without waiting for main
person. (Staff 01)
- Sometime we set an authorized person to act for management board to
approve things, in case they‟re away. The system should be able to be set for this
case. (Staff 03)
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- Suppose that the Dean is going abroad and the Assistant Dean is enabled
to authorize for approval online. The system should be able to be set for this case as
well. (Staff 5)
- To delegate an authorized person to act for - those people enabled to
manage stuff online during that period. (Staff 12)
- In my Faculty, the Assistant Dean has an authority to act for in some cases
which the system is enabled to realize their authorization to work for approval instead
of my authority. This new feature should be included in the new system. (Staff 16)
- Sometimes, the President delegates an authority for others to act for
the authorized person is enabled to make an online approval as equal to the President
during certain periods. (Staff 18)
- Sometimes, the university delegates an Assistant Dean to empower duty to
other assistants. The system should be able to manage the different duties as well.
(Staff 21)
Category 2: Managing personal HRD information (MODULE 1)
Sub- Category 2.1 recording personal training information
- Getting profile data enabled to get from HR department such as personal
profile and related stuff. About program curriculum presentation, we can provide
instructors‟ profile, their specialism and earning degree to the students in certain time.
Actually, HR should update instructors‟ profile because they might be busy making
a research paper or doing career plan. About instructors‟ training program, it should
be able to check history and meet with requirements needed from it. If HR department
can update these stuff, it will be faster and effective. (Staff 01)
- It should have data evaluation in the system. Because when data is at HR
such as requirements of revised program curriculum, the Faculty should be able to see
and make a plan in time. For training program, HR should record all instructors‟
information so when the management board need it, they can get it right away.
(Staff 02)
- Instructors‟ information is very important. We should have record of
instructors‟ training program for university‟s Quality Assurance in Education.
The instructors will fill out things during the assessment only and we‟re tired to
collect it from them. We know that instructors will do for us but in certain time only.
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Then we follow the requirements to do the next process. If there is a system, we can
get it out from data that instructors‟ record in there. (Staff 03)
- We should have a data about leave of studying, work portfolio, study
material, training program and instructors‟ academic position requesting. (Staff 07)
- About human resource service should provide personal information such
as name, position, work experience, education background and training program
record. They should also have a news update about personal training events within
the field so staff enabled to click on it and register in that webpage. There must be
a link to click for external events as well. (Staff 09)
- It should record instructors‟ portfolio about general information, research,
guest speaker and training program. So instructors can update by themselves.
When anyone wants any information, they can get it right away, no need to request
from other department. (Staff 12)
- The program should be able to manage HR‟s data for user friendly and
faster. In terms of personal portfolio, research and training programs, staff can update
their latest data into the system. Then summarise it as a report. When we want any
data, we don‟t need to walk-in for requesting causing time wasted. We can get it from
the system. (Staff 15)
- The Human Resource Development such as instructors‟ portfolio and
individual‟s training. It should have an online notification. As well as individual‟s
data needed for purpose use could get it from the system. (Staff 16)
Category 3: Managing training and development (MODULE2)
Sub-Category 3.1 Organizations training programs
- About instructors‟ training plan - the President‟s Office should handle it
but right now I did it because no staff to do. The President‟s Office set the instructors‟
training plan and rules, then they arranged key data evaluation at the end of year-so
we will see the final result of what we had done. (Staff 03)
- The university is making a main plan for Human Resource Development
and announced it to the Faculty what they should do. We actually requested the plan
from President‟s Office, but to be faster, we rather chose to request from Faculty than
the President‟s Office. (Staff 10)
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- Normally, instructors‟ training plan should be sent to the university before
semester started. If we enable to do everything online, it would be more convenient to
search for data and make decisions about something such as I do my own training -it
should be able to insert plan to calendar system and send automatic email to every
instructor‟s email within the university. (Staff 13)
- When we‟re going to the training program, the university should have a
big plan which topic we should be trained such as English language that we need to be
evaluated. (Staff 16)
- The Faculty will send instructors‟ training and development draft plan to
the management board for approval. After the approval, the plan will be sent to
the Faculty to proceed further in this matter according to the Faculty‟s HRD plan.
(Staff 19)
- The university set short-term and long-term plans for Human Resource
training and development and it will be rethinking every year when management
board meeting held. Then the university will forward the plan to each Faculty and let
them make their own plan. After each Faculty has its own plan, they need to reply
back to university for fitness. Finally, the Faculty and related departments will follow
the annual plan that has been accepted. (Staff 20)
- In general, making a training program needs to be planned ahead and has
been accepted from university‟s management board meeting including the President,
Assistant President and Deans involved. After that, the departments will follow
the plans and by the end of academic year, the Faculty will send a report to
the committees how they performed and what achievements. (Staff 21)
Sub- Category 3.2 Submitting Application for Approval of organizing in-
service Training Programs (Input proposal form)
- I‟m looking at the format and form such as activity or project report.
Get into this application-we just insert the objective, photos, survey, score and print it
out in the same format. (Staff 02)
- We should have a system that enables us to fill out the project or training
program into it and automatically send to the related department for approval. To
make it simple, it should be in electronic form in the first place. (Staff 07)
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- Activity or project report-get into this program and insert the objective
that we have, photo during the activity and survey that has been assessed with score.
Then just print those things out. (Staff 14)
- Instructors want to have a system that can fill in everything about the
project without typing a form in word and print it out for submission. By the end of
the year, they need to fill out the project again into their portfolio, it‟s just tiring.
We should have a link that can be single use. (Staff 16)
- I want to see that we don‟t have to make a document and send for
signature. I want to submit it into the system such as project‟s documentation or
training program. By the end of the year, we can get into the system and use those
stuff for quality assurance or we can look at those things during the year. (Staff 17)
- Having a system, we would be able to run everything about training
program into the computer and we basically can approve it in the system. It can help
university to be more efficient and paperless. (Staff 21)
Sub- Category 3.3 Providing training information (Offering adjustable list of
training courses)
- This department should have a report of overall training events of when it
was held on the calendar. So when I look at the system, it enables me to see all
university‟s training events but they might not find it at the right place as I needed.
For example, I went to some training program and report to HR and then I requested
any information, it will be in a list which is ok. But if I tell that the topic is from HR,
I think the topic isn‟t the same as I meant. (Staff 01)
- For example, when we have a training program, we should ask the Faculty
to fill out again. Then it will show on the website that today will have a training
program in this topic. If everyone fills out here, we would be able to see all university‟s
training program and when (Staff 03)
- If there is a central office, they should have a business management that
can access here, the notifications occur and it will show on the webpage when training
program held. No need to look up at the document which might get lost. When I want
to see the training schedule, I can get into the website. (Staff 04)
- The training program should show in the system that this year which topic
will be held and when because we can make a decision who should attend or we
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should be trained from outside instead. This matter should be in the system, no need
to contact with HR only. (Staff 05)
- The document that will be sent from centra office told us to attend this
training program or invitation from other department. But this kind of document will
be delayed. If there is an online system, it can reduce time problems and everything
should be shown on the webpage about training events. So that everyone who is
interested will be able to see it online, no need to wait for the document which may be
delayed. (Staff13)
Sub- Category 3.4 Submitting staff training needs
Provide information about research and training needs
- It should have a system that tells us which training program should we be
trained. Then the university is collecting the data of how many people need to attend
this topic. If there is a lot of people needed, then do a training project proposal for
instructors. This way will meet our needs. (Staff 02)
- The new system should involve what staff training needs and be able to
show to whom responsible for. This way is good and meet the staff training needs as
well. (staff 05)
- It should have a system that we can request which training we need to be
trained, when and who is the speaker. Not just having a training program which
doesn‟t meet our needs. (Staff 12)
- About training program, we should be able to request which training
program we want to be trained or having a system that shows all training programs
in the calendar and provide information when and which training program that
the university can provide to us. (Staff13)
- It should be able to get our feedback about what staff needs and which
training program we want to be trained in. (Staff14)
Online registration and evaluation of training courses
- About the training course, it should have an online registration. Once
the training course done, participants should be able to evaluate online. This way can
reduce the time of manual survey and it can tell who is involved in the course as well.
(Staff03)
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- Talking about the university‟s training course, I want to see an online
registration on the webpage for programs. (Staff 12)
- It should be a center for register any training course that held by any
departments, it will be good. Once there is an existing program, it enables us to make
an online registration as well as online report about the training course. Lastly,
the evaluation can be made online. (Staff 13)
- Once the training course done, it should be able to be evaluated online.
The result of evaluation can help to improve for a better training course. It should
evaluate both speaker and the course at the same time. (Staff 14)
- The evaluation of the training course should be able to be done online
version. We don‟t need to do a manual survey which can reduce complications and
document errors. (Staff 16)
Reporting training results (Training report submission)
- If there is a proper system, we need to be able to do an online training
report. This way will reduce time wasted by typing in word and printing it out.
We can actually do a training report submission on the system. (Staff 03)
- Once the training course is done, the report should be made online.
No need to do on paper and wait until the quality assurance period comes.
The submission should be made online at home or within the university.
The university can also post on the website for promotion as well. (Staff 12)
- Once the training course or other project is done, it should be able to do a
report for instructors. So they don‟t need to type in word such as evaluation score.
It should report how many participants attended and the average score to meet
the objectives of training course. If there is an existing system, it will be helpful for
instructor a lot. (Staff 13)
- About the training report or project can be made in the program by
inserting the existing objective that we had, uploading photos and evaluation score.
Then just print it out. (Staff 14)
- After the training course, instructors need to submit the report to their
head office. They need to type all documents which is very complicated. If there is an
online format to fill out, save files and submission online will be good. (Staff 17)
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Sub- Category 3.5 Presenting straightforward HRD reports
Provide report in graphic way
- Want to have a report and graphic table. It can tell some information but
the graphic table will show some requirements like 1 2 3 4 5 that this person need to
be improved in what way. (Staff 06)
- Most of the management board want to know about the dashboard that
what to do for this year, how to improve staff and weaknesses. Then the Faculty‟s
Deans should have a combination of dashboard and data to see the details of each
instructor. Next the practical department will look at the data and manage it for
improvement. (Staff 07)
- The Office of Quality Assurance looks at number of instructors, education
degree, educational position like associate professor and human resource planning for
staff and instructors. It should be able to present straightforward in a graph
individually. (Staff 10)
- Provide information in graphic format that we can filter to look up on
specific details such as reporting of activities. (Staff 13)
- Provide information in bar graph or circle graph, it‟s easier to understand
than text. We should be able to filter details we wanted such as a report. (Staff15)
- Graph reporting about number of staff following with work position in
each institution and details about Quality Assurance. (Staff18)
- Any reporting presentation should be easy to understand in graphic form.
When I want to look up any details of report, I just click in those details and it comes
out. (Staff 21)
Provide DSS report to executive
- If the management board has DSS report on their desk and curious who‟s
this staff, they should be able to search staff name to see their profile. It can be
decision making tools for approving something. Suppose that there is some budgets,
the management board can see the staff profile and their experiences. It will be useful.
(Staff 02)
- Because the quality assurance has to be linked with every department,
my department has a representative as well. By the end of the year, I will get all
information to make a report about which strategy needs to be used or improved.
The management board can get this report and making final decisions. (Staff 03)
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- I want to see a report presentation about instructors‟ earning a degree and
how long for graduated. The management board can see the possibility of continuing
study or training course that will be useful for the university or not. Suppose that
instructors pass the training course by committee of Educational Quality Assurance
at Faculty level or institution level, I want to see a report for management to make
a right decision. (Staff 06)
- In general, people fill out the information about the training course
because there is an existing database. Anyway, I want to have a recheck every six
months to check that information is there or not. Other university has a tool to check
how each Faculty performed in percentage terms or which Faculty hasn‟t finished and
reported it. The management will know which Faculty does not meet the evaluation
requirements. (Staff 13)
- The report presentation for decision making of management board is very
important. It‟s necessary to provide all information in every aspect and if they want to
see individual‟s details is possible to see in chart on report page. (Staff 21)
Category 4 Electronic communication for training and development
(Module3)
Sub-Category 4.1 Provide chat with HR Staff (electronic communication in
workplace)
- Want to have an immediate response. When I‟m having any direct
problems with the program, HR department should be able to have a quick online
response. If I ask something, then HR can reply to it quickly. (Staff 03)
- When I went to HR‟s office, the staff might not be at their desk. If there is
an electronic communication such as line application will be good, we can
communicate or leave message directly to HR staff and wait until they reply to
my questions. (Staff 06)
- To contact with the President‟s Office, most of the time I have to walk-in.
If we have a system that can communicate directly with them will be convenient, no
need to worry about any privacy disturbances. (Staff 09)
- Seminar for newcomers. It should provide information about seminar,
training course, budget requirements and related issues for us to see and understand
by ourselves. If not so, it should have an electronic communication to contact about it
like live chat. (Staff 12)
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- The new system is about communication with staff. I want to have an
electronic communication to contact all my staff. (Staff 14)
- I want to have a system that can respond immediately. Sometimes I
‟m outside the university and I want to contact with staff in the President‟s Office.
So I can directly talk or leave a message to staff and wait for their reply. (Staff 16)
- When I request any documents, I can ask them to do directly online. I also
can communicate with staff at the President‟s Office, no need to meet each other.
(Staff 21)
To recapitulate, six and three modules and features of the new HRDIS were
required by informants. Three modules were Managing personal HRD information,
Managing Training and Development and Electronic communication for training and
development. six Features were Agility, Work via web application, Authorization and
security mechanisms for data access, Paperless, Auto reminder system and Online
approval and authorization. The entire requirements were the one of data analysis in
phase two to draw up a clear picture of how the system should be.
In order to illustrate a clear picture of the Data Flow Diagram (DFD) and
Entity-Relationship Diagram (ER Diagram), the researcher drew the following
entities, data store and process (modules) as guided in step four of System
Development Life Cycle suggested by Whitten et al. (2001). Both diagrams were
the guideline to develop the HRDIS in the university. The diagrams were drawn based
on data oriented design. The logical design Step four of SDLC for new HRDIS is
displayed below.
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Personal Data
HRDStaff
2
FacultyMember
Personal
Training
Education
Research
Arts & Culture
New employee data
Training
HRDStaff
3
FacultyMember
ExecutiveBoard
Proposal Form
Training Courses
Regis Training
Evaluation Training Courses
Communication
HRD Staff
4
Faculty Member
Executive Board
Send Text
Read Text
Read Text
Send Text
Send Text
Read Text
Report
5
D1User information
D2
D3
D4
D5
D6
D7
D8
D9
PersonalD1
Personal
Training
Education
Research
Arts & Culture
D1
D2
D4
D5
D3
1
AuthenticationUser information
User information
User data
Request
Regis information
Training Notice
Training
Approving
ExecutiveBoard
Reports
Request Report
Figure 4-1 DFD level 1 of new HRDIS
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From the above diagram there are five main processes
Process 1: Authentication: Verify the user who is accessing the system,
enforcing policies, auditing usage, and providing the necessary information for
services. These combined processes are considered important for effective network
management and security. This process retrieves data from personal files.
Process 2: Personal Data: Has responsibility for the management of personal
information of the University by storing important information in a data store (Person,
Training, Education, Research, Art and Culture) from 4 missions of Faculty members.
Process 3: Training: Management training, internal and external. There are
people involved, including HRD Staff, Faculty Members, Executive. Data from the
Data Store can be used as follows: Proposal Form, Training Courses, Regis Training,
Evaluation of Training Courses
Process 4: Electronic communication: The act involves communication with
the relevant staff at the University by the HRD Staff, Faculty Members, Executive
Board. By retrieving data from Data Store Personal
Process 5: Report: Report as requested by the user, the report format is
graphical. Depending on the nature of the request and the information will be used in
decision-making in many fields. The people involved include Entity Executive Board,
will be made by importing data from the Data Store Personal, Training, Education,
Research, Arts & Culture.
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HRDStaff
FacultyMember
D1User information
User information
User information
Personal
Receive User/Password
1.1
Check User/Password
1.2
Record Login
1.3
User/Pass
User/Pass
User information
Figure 4-2 DFD level 2 process1 authenticate
Process 1: Authentication
From above Authentication diagram there are included three sub processes
Receive User/ Password, Check User/Password and Record Login. All of the sub
processes will verify the user. It starts from process 1.1 this process gets username
and password from external entity, HRD Staff and Faculty Member then sends data
to process 1.2 Check User/Password from this process will compare username and
password from both external entity and data store personal if they match the data will
send to process 1.3 Record Login if not match user have to input again. After data
sent to process 1.3 Record Login the data (Username and Password) will record to
the system and user has a right to access the program.
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HRDStaff
New employee data Add
Update
Delete
2.1
2.2
2.3
PersonalD1
EducationD3
Training D2
ResearchD4
Arts & Culture D5
User dataFaculty
MemberUser data
HRDStaff
Employee data
Figure 4-3 DFD level2 process 2 personal data
Process 2: Personal Portfolio
They consist of three sub processes 2.1 Add, 2.2 Update and 2.3 Delete.
This diagram has three external entity that have a different right to access the system
HRD Staff can add a newcomer staff to the system and delete HRD Staff record when
they quit the job. Faculty members can update their own data after the HRD Staff add
username and password to the program. The data that HRD Staff have to update are
personal data, Training, Education, Research and Art & Culture.
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Submitting Application
FacultyMember
ExecutiveBoard
Proposal FormD6
Training CoursesD7
Provide Training Information
Training CoursesD7
HRDStaff
Submitting Training Need
Training CoursesD7
Regis TrainingD8
Evaluation Training CoursesD9
FacultyMember
Training Course
Training CourseApprove Detail
Detail Training Course
Request
Training Notice
HRDStaffHRDStaff
Approve
3.1
3.2
3.3
Detail Training Course
Figure 4-4 DFD level 2 process 3 training
Process 3: Training
Training process comprised of three sub processes Submitting application,
Provide Training Information and Submitting Training Needs.
Sub processes 3.1 Submitting Application presents that Faculty members
firstly load their training proposal into the system which could be Executive Board.
After they send the proposal forms (detailed training application) via the program to
the executive board to get their proposal approved or not if they approve the name of
training course will automatic list in the program so other Faculty members will see it.
Sub process 3.2 Providing Training Information presents that in-house training
the training detail has to show to the process 3.2
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Sub process 3.3-Submitting Training Needs presents that the system is able
to manage in-house training course form and begin to report training results to
executives board.
CreateForm
3.1.1
FacultyMember
Detail Training Couse
Proposal FormD6
Training CoursesD7
SubmitForm
3.1.2
Proposal FormD6
Approve
3.1.3
ExecutiveBoard
Approve Proposal
Approve Detail
Figure 4-5 DFD level 3 process 3.1 submitting application
Process 3.1 Submitting Application: Faculty member will create electronic
form after they submit that form will be sent to executive board to make a decision
then program will send it to the owner.
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Request Training Program
Regis Training Program
Approve Regis
Evaluation
Report Result
Training CoursesD7
Regis TrainingD8
Evaluation Training CoursesD9
Training CoursesD7
Regis TrainingD8
Training CoursesD7
FacultyMember
Request
HRDStaff
Training Notice
HRDStaffHRDStaff
Approve
FacultyMember Training Course/Scores
HRDStaff
Summary Report
Result Training
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
Figure 4-6 DFD level 3 process 3.3 submit training needs
Process 3.3: Submitting Training Needs consists of 5 sub processes
Faculty members will request the training course to the system by selecting
training course from the program if they don‟t have the request will be sent to the
HRD staff. After they select a training course Faculty member can submit online
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registration the data will be sent to HRD staff to approve the registration. After
the training course, Faculty member has to evaluate that course and submit into
program. HRD Staff can make summary report form this process.
Whitten et al. (2001), Database models are part of Logical design which show
the data has a relationship with another data that is called ER diagram (Entity-
relationship diagram). This model is useful to design a database which is shown
below
Education
have
Art&Culture
Person
Research
Proposol Form
Regis TrainingTraining Course
Evaluation Traing Course
have
have
Create
regis
havehave
Qualification
University
Years Majors Certificate
Title
PublishCo-
WorkerYears
TitleYears
Name Name Faculty
Majors
Start DateContact
ID
Title Objective
Detail
Approve
Date
Name Date Location
ResPerson
Lecturer
Budget
DetailScore Comment
ResPerson
Figure 4-7 ER diagram
ER diagram consists of 8 entity: person, education, research, art &culture,
training course, regis training, training course and evaluation training course in which
they are related with data stored from HRDIS Model (DFD Level1). The diagram
shows only relationship between data and data.
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The detailed framework could be put together as the following proposed
tentative features and modules of HRDIS in a medium-sized private university in
Pathumthani
Figure 4-8 Tentative system design of HRDIS
The system users are categorized into two groups, namely, „administration‟
and „client‟. The administrative users are basically the HR staff and developers who
will be deputized to maintain and update the database. On the other hand, the client
users are the executive board, faculty members and staff whose access to the same
database is restricted only to query on human resources development information
system and keep track of individual records. Both types of users will be interfaced
with standard browsers (Abadiano, 2012).
HRDIS
Executive Board
Persona Data
InInIPr
Communication
HR Staff
Staff
Database
Network
Network
Training
Interface with multi level security
Interface with multi-level subsystem
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Summary of chapter 4
This chapter presents the categories which are findings obtained from
the in-depth interviews of 21 participants in the selected medium-sized private
university in Pathumthani. The obtained data were initially classified in open codes
through the use of ATLAS.Ti application before they were developed as concepts and
categories. A total of 11 categories and 23 sub-categories are described in this
chapter. Data Flow Diagram and Entity Relationship Diagram were drawn by using
Microsoft Visio. The logical design of System Development Life Cycle (Step four)
were drawn and proposed based on the findings – categories and sub categories found
in this study.
.
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CHAPTER 5
CONCLUSIONS, DISCUSIONS AND RECOMENDATIONS
This chapter presents the overview picture of the study, discussion of
research findings and responds to the research questions based on the findings in this
study. The researcher also discusses both implications for practice and system design
implications, then suggests some of the recommendations for further research.
The study entitled “Exploring the features and modules of HRDIS in a
Medium-sized private University in Pathumthani”. The three main objectives in this
study include.
1. To investigate the ways the current HRD system is operated in a selected
medium sized private university in Pathumthani.
2. To investigate stakeholders‟ opinions and attitudes towards the current
HRD system in the university.
3. To identify the possible modules and features in which Information
Technology should have to ensure a more effective Human Resource Development
function in the university.
The overview picture of the study
1. Participants and non-probabilistic sampling techniques applied in this
study:
About 21 stakeholders in the HRD system in the universities were identified
as participants in this study. The selected medium sized private university in
Pathumthani which has operated more than 10 years. To identify these participants,
the combination of two non-probabilistic sampling techniques were constructively
employed: 1) Snowball sampling guided the researcher how to link from one to other
informants and 2) Theoretical sampling was used to enable the researcher to understand
when to stop collecting data from a new informant when data was saturated.
The group of sampling techniques effectively helps the researchers to identify
the actual informants. Obtaining enough saturated data, the researcher could, later on
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apply the grounded content inductive analysis to draw a full conclusion and construct
the features and modules.
2. Data Collection Instrument and Methods
To gain a deep understanding, the data collection technique was a Semi-
structured interview with 21 informants from five groups of stakeholders. The data
collection instrument in this study was, therefore, an interview schedule. About six
types of interview questions were 1) Behavior/ Experience 2) Opinion/ Value
questions 3) Feeling questions 4) Sensational questions 5) Knowledge questions
6) Demographic/ Background questions. If it was possible the question was asked in
past, present, and future as guided by Maykut and Morehouse (1994).
3. Data analysis
After transcribing recorded interview audio files into text using word
processing software, the researcher follows the „Step of Grounded Theory Data
Analysis‟ guided by Charmaz (2006) to analyze the data in this study. The data was
coded, categorized theoretically constructed to develop the model through the use of
Atlas.Ti, the qualitative data and research software version 6.2. The features and
modules were analyzed and designed guided by Whitten et al. (2001) step 1 to 4 and
used Microsoft Visio to draw diagrams.
Summary of results and research findings
Based on the results collected through the interview with 21 stakeholders
who are working in the selected private university in Pathumthani, 4 shortfalls of
the current HRD system were reported. In addition, the participants in this study
expressed at least 6 features of the new system. They viewed that the new HRD
system should consist of three main modules for new HRDIS based on conversations
and interviews with them. It is acknowledged from reviews of literature that while a
number of studies have mentioned the work of Human Resource Development in an
organization, Human Resource Development Information System modules and
procedures have not really been explored. By reviewing sources of information
required when conducting features and modules of HRDIS in the medium-sized
private university in Pathumthani, It was found that
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Addressing the first research question
“How has the current HRD system been operated in the selected university”.
This study reported that the current HRD system in the selected university relies on
1) the bottom-up communication, 2) self-service operation and paper based system in
which all staff are required to complete the requested forms and submit their requests
through a long chain of command to get their approval. Similar findings were agreed
by Moghadam (2002) who found that the organization that produced documents
suffered from bureaucracy. When an engineering unit creates a document, then sent it
to other units for assertion and in the end sends it to the employer. Control of papers,
specifically when there are thousands of them, is a very challenging task. Abadiano
(2012) said that in the University of Cebu (UC) the Human Resource Officer is
manually looking up the files in the archives of the Human Resource Office. There is
no computerized human resources information system existing in the university.
All staff have to submit documents and forms and then send to the HR office. Some
important documents are either missing or misplaced which makes report‟s generation
and tracking of absences difficult. Also these findings have been congruently reported
in studies involving the flow of HR data in educational organizations. While SHRM
(2016) explained that Centralization, the degree to which decision-making authority
is restricted to higher levels of management, typically leads to a pyramid structure.
Philip (2012), moreover, found that the work of HR in most educational institutes
asks their people to help themselves for HR services and some services need to be
requested through their supervisors in their departments.
Addressing the second research question
“How do the stakeholders find this current HRD system” Most informants
reported their opinions towards the current HRD system of the university in 4 shortfalls
1) poor working operation, 2) inefficient data and information management, 3) deficiency
services, and 4) the need for having a Human Resource Development Information
System. These drawbacks were also in line with Papa (2016) pointing out that at
The Cavite State University, the HR office is having a hard time in managing their
employee records. It becomes highly inefficient to store and process data and uses
the derived information to make decisions. Managing needed data is very time
consuming leading to deficient service when users request data. This leads towards
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developing a human resource information system with centralized database that would
help the HR staff and other employees to retrieve and process employees‟ information
in a fast way. Furthermore, when discussing the effectiveness of document management,
Mehrad and Aski (2012) also agreed with this presenting the similar result that in
technical and vocational institutes that did not often practice a good operation in
storing their documents since the time they are produced until their final storage of
disposition, the important data may be stored in different places causing problems
such as losing, inaccessibility and damaged documents. Then they have to design
electronic document management in the institute. Abadiano (2012) pointed out
problems of HR systems found in the University of Cebu related to the findings in this
study. These included the delay of dissemination of HR data, lack of a proper
monitoring system, tracking or recording documents as well as inefficiency and slow
processing of shared documents. In addition, this study also found that both teaching
and non-teaching staff were lacking the skills for using their new HRD inventory.
Tanner (1999) raised the similar finding which was discovered in two types of
organizations-one of them was a production company and the other was a medium-
sized university. It was found in these two organizations that the work of HR still
demands the use of paper unnecessarily and inefficiently during their data
management procedures.
Addressing the third research question
“What are possible modules and features the university should have to ensure
a more effective human resource function?” This study reports that the participants in
this study require the new HRD system to have six features 1) Agility, 2) Work via
web application, 3) Authorization and security mechanisms for data access, 4) Paperless,
5) Auto reminder system, 6) Online approval and authorization. Additionally, the new
HRDIS should have three modules which are 1) Managing personal Human Resource
Development information, 2) Managing training and development, and 3) Electronic
communication for training and development. These similar findings were agreed by
Miller (1998) explaining most managers demand an HR system from which they
could have access to accurate data reviewing their human resources and facilitating
their decision making. The information system should provide information on various
areas such as training and development, internal communication, areas of improvement
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and thereby contribute to the formulation of strategic goals and objectives. KPMG
International company, furthermore, conducted a study entitled “Rethinking Human
Resources in a Changing World” to investigate the forces influencing the Human
Resources function and reviewed how the technology was shaping the work of the HR
department. The study reported that the advance in technology seems to promote
“mobile, online and self-service HR functions. Nagendra and Deshpande (2014)
found that managers agreed on the usefulness of a Human Resource Information
System in the process of staff training in an organization. Siengthai and Udomphol,
(2016) also supported that a Human Resource Information System had potential
benefits in improving organizational effectiveness through the use of human resource
data and processes, time savings, cost savings, information effects, decision making
all of which could lead to the strategic roles of HR department.
Implications for system design
According to Scott Morton (1991), it can be achieved by implementing
new and available information technologies integrated into one human resource
development information system (HRDIS). Since we still have not found any
adequate model of HRDIS for universities our intention is to develop one.
The researcher of this study has developed the features and modules of
HRDIS framework both from the data collected in this study and the guidelines
proposed by Scott Morton (1991). Morton highlighted that the HRDIS model should
involve 1) organizational structures, 2) individuals and roles, 3) management
processes and 4) technologies (Figure 5-1). In short, strategy is a basic standpoint of
top management for the future organization development. Structure is the
arrangement of the organization units that collaborate and contribute to serve one
common aim. Management processes plan and control the performance or execution
of any type of activity in an organization. Human resources are the individuals who
comprise the workforce of an organization. Technology is the usage and knowledge
of tools, techniques and crafts and also a set of systems or methods of an organization.
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Figure 5-1 MIT90s framework
Source: Adapted from Scott Morton (1991)
MIT90s framework inspired several authors into further research and
application in real systems.
In this study, the researcher develops the following HRDIS model
The proposed features and modules of Human Resource Development
Information System in a medium size private university in Pathumthani
After reviewing MIT90s framework (Scott Morton, 1991) the researcher
propose HRDIS system design which includes features and modules that have been
developed from the findings of the present study (see Figure 5-2).
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Figure 5-2 Tentative system design of HRDIS
The tentative features and modules for HRDIS are described as:
The system users are categorized into two groups, namely, administration
and client. The administrative users are basically the HR Staff and Developers who
will be deputized to maintain and update the database. On the other hand, the client
users are the executive board, faculty members and staff whose access to the same
database is restricted only to query on human resources development information
system and keep track of individual records. Both types of users will be interfaced
with standard browsers (Abadiano, 2012).
Recommendations for future research
1. Perhaps new studies in the area of HRDIS should collect data which
could help to design the system which could assist the work or needs required for
professional training standards.
2. Future research may consider some quantitative data collection
HRDIS
Executive Board
Personal Data
InInIPr
Communication
HR Staff
Staff
Database
Network
Network
Training
Interface with multi level security
Interface with multi-level subsystem
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techniques in exploring the participant's opinion of the system. For example, they
should summarize the frequency of required modules demand and prioritizing by
most users.
3. The future research may exhibit the needs of modules in the HRDIS or
feasibility of developing HRDIS projects together with required resources in
developing them.
4. It is recommended that the future study analyze and present possible
HRD activities and training plans to ensure the readiness and comforts of all faculty
members to the change of new HRDIS.
5. It is advisable that the future research measure the impact of the utilization
of the new HRDIS. For example, system effectiveness as measured by user satisfaction
and system usage or system efficiency as measured by cost efficiency can be used to
measure the perceived impacts. Alternatively, financial measures such as profitability
and return on investment may be part of points the researcher should consider when
setting their research questions.
Implication for practice
Based on the research findings reported in this study, several implications
are proposed for the benefits for HRDIS stakeholders. These include 1) Most
university faculty members; 2) HR Staff/ HR Department; 3) University board
committee; 4) University ADDD the 5th
.
Implication for practice #1: Most university faculty members.
Since one of the drawbacks found in the manual HRD system is the loss of
important documents, as being reported in this study, this shortfall would be mitigated
if the new HRDIS is developed to run on the platform where detailed information,
work paper, or requested materials are securely and easily, required, recorded,
completed, submitted, stored and delivered between users and HR operators through
the internet network. Moreover, not only does the newly-analyzed system allow the
employees to review available training courses, but also they could straight away
register for courses that they are eligible to join, then evaluate the success of their
development experiences received from the courses. Moreover, by utilizing the new
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system, the faculty members are permitted to write a request for an open access to
needed in-house training courses or ask for permission to attend some public training.
If they wish to attend the public training, the new recommended HRDIS system has
a module to assist how the member may complete an electronic form to describe the
details of their training proposal so that necessary information could be provided to
assist the university board committee‟s decision-making approval process. After being
considered, the result of the training approval would be automatically returned to
the senders.
Implication for practice #2: HR staff/ HR department.
By launching the new HRDIS in which data is thoroughly manipulated and a
number of manual HRD transactions could be conveniently made and stored in the
database by the users of this new application, the great amount of workload of the
HRD department could be reduced. For example, HRDIS should shorten some HR
work processes especially the requirements of which are less complicated or do not
need approval from the top management. Therefore, instead of submitting documents
through a long chain of command, the new HRDIS may consider whether some
transactions such as requesting the approval of work leave letters may be directly
sent through the system to the person who could have the authority to approve them.
However, the HRD team still has their authorization to access the routine functions
such as generating, recording, monitoring, tracking or deleting staff profiles or
reviewing the training history of all faculty members. Additionally, being able to
monitor staff training which are submitted online or requested, the HR department
would conveniently review and approve the registration for the training courses, then
make and print out a summary report after the end of each training program.
Implication for practice #3: University board committee.
Developing a new HRDIS presented in this study, University board committee
can effortlessly receive and approve the public training courses requested by
individual faculty members online. In addition, the new HRD software could provide
University board committee with both graphic and detailed reports regarding current
situations of HRD activities, staff training as well as workforce competencies.
Decision making based on the supported information, eventually, helps the policy
makers to work out future HRD strategies, training budgets and plans.
110
Implication for practice #4: University.
Developing the online HRDIS, the university could promote the concept of
the green university and paperless office in which the organization could reduce
the amount of paper required in the previous system. It is accustomed that the university
could reduce much paper in the processes of training transactions which have been
currently utilized.
Implication for practice #5: Program developers
Based on the findings in this study, the university system development team
is advised to design the new HRD application which could be run on the web browser.
This is to provide the users with freedom to access the application anytime on any of
their online devices. In addition, to support the needs of velocity, volume, and variety
of transferred data, the university should ensure the improvement and effective
coverage of a quality network.
Summary of Chapter 5
This research was to explore the features and modules of HRDIS in a
medium-sized private university in Pathumthani. The qualitative study applied
the grounded theory strategy and the System Development Life Cycle. The data
collection methods were in-depth interview, observation and review of relevant forms
and documents. About 21 participants from the selected medium-sized private
university in Pathumthani were contacted as suggested by the theoretical sampling
and Snowball sampling techniques. The results of this study provide some useful
findings and requirements which are needed for the development of the new Human
Resources Development Information System. The results from this study, in addition,
highlight the features and modules of HRDIS which could be introduced or included
to solve the problems which occurred in the work of HRD in the past. The new
HRDIS plan should be developed based on the suggested modules and features
reported in this study. However, it is highly recommended that new HRIS program
should be carefully developed and used simultaneously with the current HRD system
before the new HRDIS is fully developed, implemented and improved to meet the
needs of all groups of stakeholders.
111
The Higher Education sector is a complex environment that differs from
other sectors. Although there is a lot of research in the area of integrated IS in
organizations a lot of this research is not applicable in a university setting.
In an HE institution many diverse stakeholders co-exist. These stakeholders
have different aspirations and different requirements hence the new system needs to
take into consideration all the different elements involved. This often is either not
possible or it is overlooked and thus it leads to staff resistance, system
incompatibilities and expensive implementations that do not realize the benefits that
are expected or promised.
112
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APPENDICES
121
APPENDIX A
122
REFLEXIVE NOTE
บนทกสะทอนคด วน Sat 11/14/2015 รายละเอยด วนนไดรบ e-mail จากดร.วทญญ สวรรณเศรษฐ ใหเขาไปพบในวนเสารท 21 เพอทจะไดคยเรองหวขอในการท างานดษฏนพนธ โดยอาจารยไดบอกในจดหมายวาจะถาผมอยากจะจบภายใน 1-2 ปใหเขามาคยกน หลงจากอานจดหมายเสรจแลวกเขาไปดในเวปสาขาวาอาจารยคนนคอใครเนองจากเราขาดการตดตอกบสาขามานานแลว และรบตดตอกลบไปหาอาจารยวาจะเขาไปพบตามนด เนองจากเรากยงไมมหวขอในการท าเลย พรอมกบกงวลวาอาจารยกบเราจะคยกนเขาใจหรอเปลา ในหวขอทเราสนใจ วน Sat 11/21/2015 วนนรบขบรถมาบางแสนแตเชาเนองจากนดไวตอน 11 โมง พอขนมาถงชน 5 กเขาหองภาคไปถามคณหนงวาอาจารยอยหองไหนแลวกรบเขาไปพบ ครงแรกทเจออาจารยแปลกใจวาอาจารยยงดหนมมาก หลงจากทไดคยกนกเลยรวาอาจารยม background ทางดานสายคอมพวเตอรดวย อาจารย ใหบอกหวขอทสนใจท าซงหลงจากทไดรบเมลมาวนกอนกไดเขาไปคนควาบางเลยสนใจหวขอเกยวกบทางดานเทคโนโลยทเกยวของกบ HRD แลวกบอกอาจารยไป หลงจากนนกใหค าแนะน ารวมถงวางแผนคราวๆ วาควรจะท าบทไหนใชเวลาเทาไหร กอนกลบบอกวาใหสงการบานใหดดวยคอ บทท 1 นนเองในอก 1 อาทตยถดไป วนท Tue 12/1/2015 รายละเอยด วนนไดรบเมลใหสงการบานแตยงท าไมเสรจเลย การเขยน background ยากกวาทคดมากนกไมออกวาจะเขยนอยางไรด แตกตองสงไปใหอาจารยตรวจแลวแตกยงไมเสรจแตกสงเมลไปหาอาจารย พอค าๆ กลบมาเชคเมลอกทไดรบการตอบกลบมาแลวเรวมากพรอม comment ตางๆ อกเพยบ อาจารยตอบจดหมายเรวมาก และอาจายกบอกใหเขาไปพบอกครงในวนเสารท 19 สรปแลว version นตองทงไปเรมใหม วนท Sat 1/19/2016 วนนขบรถออกแตเชาเหมอนเดมและตองรบท าเวลาดวยเพราะมนด ถงบางแสนกเขาไปพบอาจายพรอมกบ background อนใหมทแกตามทอาจารยบอก แลววนนกแกอกครงนงยงใชไมได พรอมกบแนะน าวาอนไหนทเราอางองมาจ าเปนตอง paraphrase กอนเสมอ และหามลมเขยนอางองดวย พรอมกบบอกวนมนตองมความตอเนองกนของแตละยอหนาไมใชกระโดดไปมา วนนอาจารยก
123
ชวย paraphrase ไปหลายเหมอนกนพรอมสอนเทคนคการ paraphrase ดวยวธตางๆ แตทกาวหนา กวาคอพวก objective, question, significant, scope พวกนเสรจแลว background มนเขยนยากจรงๆ นถาอาจารยไมชวยไกดใหกบคอยตามงานตลอดกคงยงไปไมถงไหนอยด วนท Fri 12/18/2015 รายละเอยด อาจารยสงเมลใหให siting ในรายวชา Advance research ทอาจารยบรรยาย และใหเขามาท างาน ในวนอาทตยหลงจากเรยนเสรจแลวแทนจากทนดกนในทกๆ วนเสารพรอมกบบอกวาผมนาจะสอบ 3 บทไดภายใน 1 เทอม ในรายวชานผมจะไดเรยน atlas ti ดวยซงอาจารยบอกวาจะน ามาใชตอนทเรา transcode และชวยสราง theme ไดโดยทเราไมตองท า manual code ดวย ทจรงกเคยเรยนแลวแตกนานมากแลวถอวาไดทบทวนยงไงกตองใชอยด วนท Sat 4/2/2016 รายละเอยด หลงจากทเขาไปเรยนงานทท ากไมคอยกาวหนาเทาไหรเนองจากมงานทมหาวทยาลยเขามาท าให ยงมาก และไดขาววาอาจารยไดทนท าวจยทอตาล ในชวงปลายปดวยท าใหตดสนใจท าเรองลาทมหาวทยาลยเพอมาท างานท ม.บรพาอาทตยละ 4 วน พอท าเรองเสรจกไมไดรอใหเคาอนมต แตกนเลยและเรมนงท างานทหองท างานของอาจารย วนท wed 4/8/2016 รายละเอยด วนนเขามานงท างานในหองอาจารยกเขามาชวยเกลาส านวนในบทท 1 ใหและกเขาไปหาขอมลเพมเตมอกเนองจากยงมขอมลทเขยนนอยเกนไปอาจารยชวยบอกเทคนคในการเขยน background ใหวาตองท าอยางไร ท าเสรจกใหอาจารยตรวจและแกไขใหเลยงานวนนคบหนาไปอยางมากกลบหอพกทมกวา วนท Wed 7/13/2016 รายละเอยด วนนท าบทท 1 เสรจแลวสงใหอาจารยตรวจทางเมลเมออาทตยทแลว พรอมกบงงวาทอาจารย comment มาในword สแดงๆ ท ายงไงถงหายไปจะแกไขยงไง ตองกลบมาถามอาจารยวาจะปด comment ใน word ไดยงไง และอาจารยกเรมรางโครงรางของบทท 2 วาตองมหวขออะไรบางพรอมกบสงใหเรมท าไดเลยโดยก าหนดใหเสรจภายใน 1 เดอน
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วนท Thurs. 8/13/2016 รายละเอยด หลงจากเมอวานไดโครงมาแลวกกลบมานงท างานตองานตอนนกคอเขา Google ไปคนควาหาขอมลงานทเกยวของมาใหไดมากทสดเพอทจะไดเอามาเขยน มความยากในตอนนคอรวาตองหาอะไรแตใชค าทหาไมดพอทงถาเทยบอาจารยแลวหาไดเรวกวาใชค าในการคนไดดกวา ท าใหเสยเวลาทงวนในการหาขอมลเรมปวดตาบางแลว และแขนขวาเหมอนตงๆ เลกนอย วนท Fri 8/14/2016 รายละเอยด วนนเปนวนแรกในรอบหลายปทเขาหองสมดของมหาวทยาลย เขามาหาหนงสอทใชเขยนบทท 2 ปรากฎวาเขาไมไดบตรมปญหาตองตดตอเจาหนาท วนนเขาไปยมหนงสอพรอมกบ co-adviser ดวยได Charmaz กลบมาพรอมกบ Creswell และหนงสอเกยวกบ HRIS อกเลมนงใชบตรของ co-adviser ยมดวย วนนกยงคงหาขอมลจาก Googleเหมอนเดมคอยๆ เขยนไป co-adviser กชวยเขาใหค าปรกษาดวย วนท Tue 9/6/2016 รายละเอยด วนนอาจารยทปรกษาสงเมลมาบอกวาจะนดสอบ 3 บทในอก 1 เดอนขางหนาเนองจากอาจารยจะไปตางประเทศ ตอนนบทท 2 เกอบเสรจสมบรณแลวแกไขอกนดหนอยรอใหทปรกษาตรวจอกครงกไปท าบทท 3 ไดแลวชวงนเครยดเนองจากตองเรงท างานมากเนองจากเหลอเวลาอกเดอนนดๆ นถาไมลามาคงไมมทางเสรจทนกอนอาจารยไปตางประเทศแนนอน ตอนนเรมเขยนบทท 3 แลวอาจารยทปรกษาวางโครงคราวๆ แลวกเรมลงมอท าเลยบทนเหมอนจะงายแตทจรงตองท าความเขาใจกบมนมากๆ เหมอนกบอยอกโลกนงเลย paradigm, research design, rigor พวกนตอนเรยน กวายากแลวตอนทตองเขยนตอนนตองกลบไปอานอกรอบ ไมงนกเขยนไมไดตอนสอบกตองโดนถามแนนอน………..โชคดทเรองพวกนถาม co-adviser ไดอาจารยกเลยสงเลมของ ดร.สารทศ สกลค ทเปนทปรกษาของอาจารยมาใหอานพรอมอธบายดวย ซงเรวกวาเราอานเองแลวท า ความเขาใจมาก สวนทปรกษาหลกกถามในเรองของงานหลกๆ จะไดไมตองกวนอาจารยมากนก วนท Wed 10/6/2016 รายละเอยด หลงจากเมอวานกอนไดเลมมาอานแลวเรมเหนถงวธการเขยนของแตละเลม แลวกน าเอามาประยกตใชกบเลมของตวเอง ดทในบทท 3 นนเกยวของกบเรองวธในการวจยกพอจะมแบบอยาง
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ใหไดดบางวนนกเขาไปเขยนตอและตดตอคณหนงเรองของการสอบวาจะตองมการเตรยมเอกสารอะไรบาง วนท 8/1/2016 รายละเอยด วนนเอาแบบฟอรมแตงตงอาจารยทปรกษาแลว สงเลมพรอมทง ท างานน าเสนอส าหรบเตรยมตวสอบในชวงตนเดอนตลาคม อาจารยทปรกษาใหค าแนะน าเรองการ present และการตอบค าถามจากคณะกรรมการหลงจาก กลบไปกน าไปเรยบเรยงตามทอาจารยแนะน าและกซอม present และแนวค าถามทกรรมการนาจะถาม วนท 8/10/2016 รายละเอยด วนนเปนวนขนสอบผลการสอบมการแกไข research objective และ research question และเรองอนๆ ในบทท 1 สวนบทท 3 กมการปรบแกค าผดนดหนอยวนนถอวาผานไปไดดวยด มปรบแกบางกไมมากมายนก แตกยงไมไดพกเนองจากตองเตรยมสรางค าถามสงใหผตรวจ อาจารยทปรกษา กสงงานตอเลยใหสรางค าถามไวและตองท า ioc ดวย และเตรยมยนขอจรยธรรมดวย วนท 10/24/2016 รายละเอยด ผานมาไดเกอบเดอนตอนนสงค าถามใหผทรงตรวจครบแลว อาจารยเมลมาถามวาท างานคบหนาถงไหนแลวสงเมลตอบอาจารยวามปญหาทบานยงไมสงจรยธรรมเลย ตอนนกเลย ยงเกบขอมลไมได ชวงนกไมคอยมใจเรองงานเทาไหรกลบบานทกสปดาห วนท 6/20/2017 รายละเอยด ชวงทผานมาไมไดแตะงานเลยหลงจากสงจรยธรรมในชวงตนปไป กมตองรบท าปรบปรงหลกสตรทตวเองรบผดชอบเนองจากครบรอบปรบปรงแลวและกเรองของครอบครวอก วนนเปนวนแรก ทไดนดสมภาษณคนแรกรสกตนเตนบาง แตไมมากนกเนองจากเปนหวหนาสาขาในคณะเดยวกน ค าถามแรกทถามไปกไดค าตอบทไมคอยตรงใจนกกบสงทคาดหวงไวสวนในค าถามตอๆ ไปกเปนไปดวยดไมคอยเกรงนก สวนค าตอบทไดจากวนนกท าใหตองกลบไปทบทวนเรองของค าถามเนองจากมบางค าถามทเคาไมคอยเขาใจ คดวาตองน าไปปรบปรง และกมบางค าถามทมลกษณะคลายๆ กน ดจากค าตอบทตอบออกมา นกตองปรบปรงเชนกนแตตองรอดอกซกคน 2 คนกอน ค าตอบทไดจากคนแรกถอวาโอเคในระดบนงเลยเนองจากbackground ของอาจารยมาจากภาคธรกจจงท าใหเหนภาพและสามารถเปรยบเทยบกนได
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วนท 6/25/2017 รายละเอยด วนนมนดสมภาษณคนท 2 วนนไมคอยตนเตนแลวการสมภาษณเปนไปอยางราบลนทกค าถามและใชเวลานานพอสมควรเลย อาจารยสามารถตอบค าถามไดอยางดและใหค าแนะน าทดดวยถอเปนตวอยางทด วนท 7/4/2017 รายละเอยด วนนคนทสมภาษณ 2 คนคนแรกมประเดนนดหนอยตรงทเมอถามถงระบบในอนาคต จะเหมอนคนทยงมองไมเหนภาพในสงทตวเองตองการเนองจากในปจจบนเลยยงไมมและยงคงมปญหาอยความตองการในตอนนแคตองการแกปญหาเฉพาะหนาใหลลวงไปเทานนและกพบปญหาเชนเดยวกนกบคนแรกเรองค าถามมความคลายคลงกน ตอนนม 2 คนแลวทมปญหาคลายกน และค าถามทในสวนทายๆ เกยวกบเรองเทคโนโลยทตองมการอธบายกนกอน สวนคนท 2 นนไมมประเดนอะไรเปนพเศษในเรองของความเหนมการตอบแบบเปนกลางๆ เหมอนระวงค าพดตางจากผถกสมภาษณคนกอนหนาทจะใหความเหนตรงๆ อาจเปนเพราะต าแหนงหรอสาขาทท างานอย ท าใหผวจยตองกลบไปทบทวนการถามส าหรบผบรหารเพอใหไดค าตอบทลงลกมากขน หลงจาก case นกเมลไปถามอาจารยทปรกษาเรองของการนดเนองจากมการขอเลอนนดสมภาษณของผบรหารหลายครงท าใหไมเปนไปตามแผน และเทคนควธทจะถามตอบ วนท 7/16/2017 รายละเอยด วนนการสมภาษณเสรจเรวนดหนอยเนองจากอาจารยตดธระดวนเลยตองรบสมภาษณใชเวลา 30 นาทไดส าหรบปญหายงคงพบวาค าถามทบางค าถามทเปนค าถามตอเนองผตอบไดตอบมาแลวในค าถามกอนหนาทใหไมไดถามค าถามนนออกไป ซงผวจยจะท าการปรกษากบอาจารยเรองการตดถามนนออกไป ตอนเยนโทรหา co-adviser เรองคนถอดเทปและโทรหานองป.โทใหชวยถอดเทปดวยตามทปรกษาหลกแนะน าให เพอความรวดเรว นองทรบแปลบอกวาอก 1 เดอนจะไดงาน วนท 7/16/2017 รายละเอยด วนนนดสมภาษณฝงผพฒนาระบบ 2 คนผวจยไมไดคาดหวงกบการค าถามแรกมากนกผวจยคาดหวงกบค าถามทเกยวของกบทางเทคโนโลยซงผลจากการสมภาษณกเปนไปตามทคดไวค าถามแรกทเกยวกบสภาพแวดลอมโดยทวไป ความรสก หรอปญหาพบวานกพฒนาไมสนใจในระบบอะไร มเพยงแตพฒนาระบบตามทแผนทวางไวเทานน มสงหนงผถกสมภาษณคอนขางประหมา
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ในชวงแรกๆ ของการถามค าถาม ซงผวจยตองปรบปรงในเรองของการคยกนในเรองทวไปกอนแลวคอยเขาเรอง ปญหาอกอยางคอค าตอบทไดจะคอนขาง technical term มากๆ ซงผวจยตอง แปลงกลบใหเปนภาษาทคนทวไปเขาใจได ส าหรบกลมนผวจยจะท าการถอดเทปดวยตวเอง วนท 8/16/2017 รายละเอยด หลงจากเมลไปถามอาจารยทปรกษาไดใหค าตอบวาในสวนของค าถามเรากสามารถทจะขามไปไดในกรณทไดตอบค าถามมาแลวเนองจากทจรงแลวกเปนการ in-depth interview อยแลวค าถามพวกนเปนแค guide ใหเราไมใหหลงทางไมใชกรอบทเราตองเดนตาม ซงหลงจากนกจะมการปรบในตอนทจะสมภาษณอกครงนง วนนมนดชวงบายๆ การสมภาษณวนนไดขอมลทคอนขางครบถวนหลงจากมการปรบค าถามบางเพอใหเหมาะสมกบสถานการณและขอมลทไดคอนขางจะดเลย วนท 2/7/2018 รายละเอยด หยดท างานไปอกชวงนงเนองจากมสมาชกเพมขนในครอบครวเมอตอนตนเดอนกนยายน ชวงนไดนดอาจารยทปรกษาเขาไปลองเอาขอมลออกมาวเคราะหดวย โปรแกรม atlas ti กบอาจารยทปรกษาโดยนดกนท กทม. ในชวงตอนเยนๆ ซงตอนนเกบขอมลไปเกอบจะครบแลวตามเปา 20 คน เพอไมใหเสยเวลาเลยลองท าด เหนขอมล และความสมพนธกนพอสมควรซงขอมล นาจะ saturate แลวเพอยนยนผวจยจะเกบขอมลเพมอก 1 คนเพอยนยนวาไมไดมการอมตวแลว ซงอาจารยทปรกษาไดแนะน าในการท า coding และสาธตออกมาใหเปน theme อาจารยทปรกษาใหสงความกาวหนามาใหตรวจดวย เนองจากขาดการตดตอไปคอนขางนานอกแลว วนท 2/22/2018 รายละเอยด หลงจากเกบขอมลไดครบแลวกเรมมนดอาจารยอกครงเพอท าในบทท 4 ตอโดยอาจารยแนะน าให พมพ code ทงหมดออกมา แลวตดออกเปนแตละ code หลงจากนนกนง group รวมกนอกส าหรบ code ทเหมอนๆ กน เพอในไปท าเปน category แลวไดออกมาเปน theme ออกมาส าหรบแตละ research question ผวจยไดใชเวลาทงวนในการหา category ของ research question 1 วนท 2/23/2018 รายละเอยด วนนมการใชโตะกลาง 4 ตวในหองพกอาจารยทปรกษาเพอวาง code ทงหมดลงไปแลวลองจดกลม ซงขนตอนนทปรกษาเพยงแตแนะน าวธเทานน แลวมาตรวจอกทภายหลงผวจยใชเวลาทงวนในการจดกลม ซงหลงจากจดเสรจแลวกจะสงไปใหอาจารยทปรกษาตรวจอกครงซงไดนดอกครงในวนท
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24 น ผวจยไดสง direct quotation ไปแปลเปนภาษาองกฤษเนองจากท าไมทน และอาจารยทปรกษาอยากใหขนสอบในชวงเดอน พฤษภาคม นเนองจากลาชามานานแลว วนท 4/20/2018 รายละเอยด หลงจากเขามาท า coding และสงแปลครบเรยบรอยแลวผวจยกไดตดตออาจารยทปรกษาใหชวยอาน direct quotation ทไดสงแปลไปแลวทง 4 research question ผวจยไดสราง theme จากค าแนะน าของอาจายทปรกษาและสงใหอาจารยทปรกษาไดตรวจแกไขอกครง ผวจยไดเรมสราง model ของ HRDIS โดยใชเทคนคในเรองการวเคราะหและออกแบบระบบ เขามาชวยสราง โดยอาศย theme ทงหมดทไดมาเปน requirement ของระบบใหม วนท 5/26/2018 รายละเอยด หลงจากสราง model เสรจแลวผวจยพบวางานมความลาชากวาแผนมากเกดจากตวผวจยไดรบงานของมหาวทยาลยในการวางระบบใหกบวทยาลยในเครอตองออกตางจงหวดในชวงเดอนพฤษภาคมเกอบทกสปดาห หลงจากเสรจแลวกกลบเขามาท าบทท 5 ตอและพบวาในบทนกมความยากในสวนของการ discussion เปนอยางมาก ท าใหตองนดพบอาจารยทปรกษาและทปรกษารวมในการ discussion ผวจยเขาใจดความส าคญของ discussion แตการหาขอมลนนท าไดยากและไมคอยตรงกบความตองการ วนท 5/27/2018 รายละเอยด เมอวานไดสง discussion ไปใหอาจารยทปรกษาหลกดและอาจารยตอบกลบวาผด เลยลองปรกษา ทปรกษารวม วาผวจยมความเขาใจคลาดเคลอนตรงไหนบางกไดรบค าตอบเชนเดยวกนวาไมนาจะถก ผวจยเลยตองกลบอานเลมของ ดร.สารทศ สกลค, อาจารยทปรกษาหลก, และทปรกษารวมอกครง กเขาใจไดอยางคราวๆ วาท สงไปในครงแรกนนนาจะผดจรง ผวจยจงเปลยนไปท าในสวนอนของบทนกอนแทนในเรองของ Implication, Conclusions, Future research กอนแลวสงใหอาจารย ทปรกษาดเพอใหเหนถงความกาวหนาของงาน วนท 6/6/2018 รายละเอยด อาทตยนตงเปาหมายทจะท าสวนอนใหเสรจสมบรณกอน แลวจะวกกลบมาท างานในสวนแรก ทคางไว ซงวนนไดพบอาจารยทปรกษาจงไดถามเรองสวนทผด อาจารยไดใหค าตอบวาเนองจาก
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สงทผวจยใสเขามาใน discussion นนมนไมสอดคลองกบ finding ทเราหามาไดจากในบทท 4 เลย และกใหอาจารยดในสวนอนทท าคบหนาใกลเสรจแลวใหอาจารยทปรกษาไดตรวจ วนท 6/7/2018 รายละเอยด วนนท าในสวนอนเสรจเรยบรอยแลวอาจารยตรวจแลว ok แลวกเรมท าในสวนของ discussion ในสวนของ research question 2-3 กอนเนองจาก 1 นนหาขอมลคอนขางชา และเวลากกระชนมากดวยอาจารยทปรกษาก าหนดเสนตายมาใหแลวคราวนเปลยนหรอเลอนอกไมได วนท 6/14/2018 รายละเอยด ชวงนผวจยตองท าการเรองลาอกครง เนองจากตองการความตอเนองในการท างานแตกลาไดเฉพาะวนพธ-ศกรเทานน และไดเปนบางสปดาหเนองจากมคาบสอนทผสอนตองท าเรองชดเชย ในสปดาหนหลงจากท า question 2-3 ไดแลวในอาทตยทผานมาก กท าตอ 4 เลย โดยในครงนผวจยเปลยนไมหาในสวนของงานวจยทางดานสายHRD แตเปลยนไปดทางดานสาย IT กบ Business Computer แทนท าใหเจอในสวนของขอมลมากขนแตกตองท ามากรองใหมเนองจากคอนขางจะเปน Technical Term มากการเขยนอธบายกนอย เมอท าเสรจกใหอาจารยชวยตรวจความถกตองอกครงชวงนไมไดนดอาจารยผานทาง email เลยเพยงแตเขาม.แลวกพบอาจารยแลวนดตอเนองกอนจะกลบในสปปดาหตอไป วนท 6/20/2018 รายละเอยด อาทตยน plane ไววาจะเรมท า question 1 พอเรมท างานวนนหาขอมลใน Google และ Google Scholars เจอขอมลทตองการบางแลวเอามาเขยนในสวนของ question 1 ไดแลวลองใหอาจารย ทปรกษาตรวจวาเขยน discuss แบบนถกหรอไม อาจารยไดบอกวาอมม แลวกมการปรบแกค าบางสวน ผวจยจงเรมท าตอในสวนของ question ท 1 วนท 6/21/2018 รายละเอยด วนนผวจยหาขอมลมาไดไมดนกไมสามารถน ามาใชเขยน ตอไดและบอกอาจารยตองขอตวลาในอาทตยหนาเนองจากตองไปตามงานทสงไวทวทยาลยในเครอซงจะเขามาในอาทตยถดไปอกทงานเหมอนใกลจะเสรจแลวแตยงเหลออกนดหนอย วนท 7/4/2018 รายละเอยด
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สปดาหทผานมาผวจยไดท างานเพมขนในสวนของ Question 1 และกลบมาท างานปกตท ม.บรพา พบอาจารยทปรกษาพรอมทปรกษารวมบอกวาใหก าหนดวนขนสอบเลยและก าหนดวนขนสอบพรอมใหนดอาจารยเลย วนท 7/20/2018 รายละเอยด วนนมนดทจะตองสงใหกบเลขาภาคแตเนองดวยจากเพงจะท าเสรจตรวจดความเรยบรอยของเลมและบทตางๆ แตยงไมไดสงใหอาจารยทปรกษาดอกครงกอนจะพมพเลมเลยขอเลอนสงเลมเปน วนพธหนา ซงนดกบอาจารยเอาไววาวนองคารจะมาตรวจใหอกครงนงกอน วนท 7/21/2018 รายละเอยด วนนหลงจากทสงงานอาจารยตรวจอกครงกมการปรบแกเรองส านวนและค าผดอกนดหนอย แลวกพมพเลม 4 เลมไปใหกบเลขาเพอท าเรองสงบณฑตตอไป
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APPENDIX B
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EXAMINING THE VALIDITY OF THE RESEARCH
INSTRUMENT
1. Mr. Natayos Suriyasanee Lecturer in Digital Business School,
Rangsit University
2. Dr. Kampanat Khusirirat Lecturer in Animation and Multimedia
Department, Faculty of Science and
Technology, Bansomdejchaopraya
Rajabhat University
3. Dr. Nuchsharat Nuchprayoon Lecturer in Technology Management
Department, Faculty of Industrial
Technology, Valaya Alongkorn Rajabhat
University
4. Miss Samita Klinpong Deputy Director of Human Resources
Managment Development Division,
Rangsit University
5. Maj. Dr. Amphol Pajontis Lecturer in Department of Mathematics
and Computer Science, Chulachomklao
Royal Military Academy
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Workable/ Tentative Interview Questions
Interview questions
1) Please share any of your experiences you have had when you requested some
assistance from HRD department.
2) What steps do you take when you need to make a request for an HRD service
from HRD department?
3) When saying dealing with HRD department or the work of HRD, what comes
up into your mind?
4) What are benefits and services which you have asked for assistance from
HRD department?
5) What are sorts of information which HRD department collect from you or
other stakeholders?
6) In your opinion, what services could current HRD system offer you?
7) Can you share what are the current problems you are facing and you want to
solve them.
8) What impede you to get information concerning HRD services?
9) What are the limitations and difficulties from using, accessing, retrieving
information/ HRD news?
10) What are advantages of implementing the current systems in place?
11) In your opinion, what technology should be introduced to comfort or fulfill
your HRD requirement?
12) What could be added in the new HRDIS?
13) What are HRD routines/ task or process which should be put online?
14) How the new HRDIS should be presented to you?
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Interview questions
15) What may you include in the new HRDIS model?
16) What kind of data or report do you need from the system?
17) How many dimensions should the HRDIS display to different types of users?
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เรยนทานผทรงคณวฒ คณ................................................ กระผมนายมสทธ ชยมณ นสตหลกสตรปรชญาดษฎบณฑต สาขาการพฒนาทรพยากรมนษย รหสนสต ๕๕๘๒๐๐๔๘ ขณะนก าลงท าดษฎนพนธเรอง Exploring the features and modules of HRDIS in a Medium-size private University in Pathumthani ซงมค าถามในการวจย 3 ขอ โดยผวจยไดออกแบบค าถามในการสมภาษณดานลางเพอน าไปสการตอบค าถามของการวจยดานลาง ๑) To investigate the ways the current HRD system is operated in a selected medium sized private university in Pathumthani. ๒) To investigate stakeholders’ opinions and attitudes toward the current HRD system in the university. ๓) To identify the possible modules and features which Information Technology should have, to ensure more effective human resource development functions in the university. ผวจยขอความอนเคราะหใหทานชวยประเมนและพจารณาความเหมาะสมโดยท าเครองหมาย √ เพอลงความเหนในชอง ไมสอดคลอง ไมมนใจ และสอดคลอง
ค ำถำม ไมสอดคลอง
-1
ไมมนใจ
0
สอดคลอง
1 1) Please share any of your experiences you have had when you requested some assistance from HRD department.
2) What steps do you take when you need to make a request for an HRD service from HRD department?
3) When saying dealing with HRD department or the work of HRD, what comes up into your mind?
4) What are benefits and services which you have asked for assistance from HRD department?
5) What are sorts of information which HRD department collect from you or other stakeholders?
6) In your opinion, what services could current HRD system offer you?
142
ค ำถำม ไมสอดคลอง
-1
ไมมนใจ
0
สอดคลอง
1 7) Can you share what are the current problems you are facing and you want to solve them.
8) What impede you to get information concerning HRD services?
9) What are the limitations and difficulties from using, accessing, retrieving information / HRD news?
10) What are advantages of implementing the current systems in place?
11) In your opinion, what technology should be introduced to comfort or fulfill your HRD requirement?
12) What could be added in the new HRDIS? 13) What are HRD routines/ task or process which should be put online?
14) How the new HRDIS should be presented to you? 15) What may you include in the new HRDIS model? 16) What kind of data or report do you need from the system?
17) How many dimensions should the HRDIS display to different types of users?
ขอคดเหนเพมเตม ............................................................................................................................................................. ............................................................................................................................................................. ............................................................................................................................................................. ............................................................................................................................................................. ............................................................................................................................................................. (ผทรงคณวฒ)