1

UFHRD Conference 2016: Leadership, Diversity and Changing

Practices in HRD in a Global Context

Title of the paper: Thai Perspective on Coaching Practices for Talent in Small and

Medium Enterprises (SMEs): A case study from Thailand

Submission type: Working paper

Stream: Global, Comparative and Cross-Cultural Dimension of HRD

Name of author: Fuangfa Panya, PhD student

Director of Study: Dr. Aileen Lawless, Senior Lecturer

Address: Liverpool Business School, Liverpool John Moores University, Redmonds

Building, Research Centre, Brownlow Hill, Liverpool, England, L3 5UG

E-mail address: F.Panya@2014.ljmu.ac.uk

2

Abstract

Objective: The purpose of this working paper is to present the findings of coaching

practices for talent within one Thai company classed as an SME – a small and

medium enterprise. This case study organisation, a critical case, was selected as a

top performing organisation, having won an SME national award in Thailand.

Design & Methodology: A case study methodology was utilised and a variety of

qualitative methods were employed, including document analysis, non-participant

observation and in-depth interviews. Purposive sampling was used to identify 9 key

informants within the SME. The data generated during the field work has been

analysed by a combination of constant comparative method and template analysis.

Results & Conclusion: The initial analysis reveals that no formal coaching sessions

take place, but informal coaching is evident. An interesting finding is the key role of

the owner-manager and the influence of his Buddhist beliefs. The owner-manager

talked about using a ‘Buddhist’ approach as the key concept underpinning Human

Resource Development (HRD) practices which play a role in many activities and

practices in this organisation. The owner-manager believed that a Buddhist approach

to coaching provides a discipline that enables the employees to be good people; for

him this was the basis for building talent. This paper illuminates the cross-cultural

dimension of HRD, with a particular focus on coaching practices for talent within a

Thai SME context. The paper provides insight into the complex relationships at play

within this critical case study and in doing so cautions academics and practitioners

who adapt an overly westernised view of HRD.

Keywords: Buddhist approach to coaching, Human Resource Development,

Coaching, Talent, SME

3

Introduction

Coaching is one of the most widely used Human Resource Development (HRD)

interventions for improving learning processes and it is a key element in the success

of individuals and organisations (Ellinger et al., 2003; Whybrow and Lancaster, 2012;

Neale et al., 2009; Bueno, 2010; Lane, 2010; Ellinger and Kim, 2014). However, the

volume of research on coaching in Small and Medium Enterprises (SMEs) remains

relatively low when compared with research on large companies or multinational

corporations (Peel, 2008; Lane, 2010). It is generally accepted that SMEs are

influential in sustaining the strong economic growth of many countries around the

world (Craig et al., 2004; Jasra et al., 2011; Ates et al., 2013). Unfortunately, most

SMEs have the problem of a lack of time and financial investment in HRD (Samra,

2010), although HRD is the key factor affecting the survial and growth of SMEs

(Pansiri and Temtime 2008; Ahmed et al., 2011). This working paper is set within the

context of Thailand where SMEs have played a vital role in increasing Gross

Domestic Product (GDP) and the Thai economy (APEC, 2013; Chittithaworn et al.,

2011; Buranajarukorn, 2006; Kluaypa, 2013; Pruetipibultham, 2010; OSMEP, 2014).

Research focus

In Thailand, SMEs account for 99.73 per cent of the total establishments in several

sectors, with various conditions and problems that may require different measures

(OSMEP, 2015). It is thus necessary to study these conditions and problems to

acquire information for analysis. Previous studies pointed out the fact that Thai

SMEs have barriers to effective business operation, such as management,

accounting, financing, production and human resources (APEC, 2013), and they are

also unable to fully adopt the best practice from the West; it may be that HRD in

Western concepts do not transfer easily into other cultures, SMEs, or businesses

with different operating contexts (Thassanabanjong et al., 2009). In addition, much

Organization Development (OD) proposed by foreign specialists does not work well

in Thai companies because of the cultural differences (Akaraborworn and McLean,

2001). Thus, it is important for organisations in Thailand to develop business

approaches and effective working methods that are appropriate in the Thai context

(Pruetipibultham, 2010).

4

Moreover, this paper focuses not only on coaching practices in SMEs but also

talented people who are viewed as the source of competitive advantage (Chamber et

al., 2007; Srivastava and Bhatnagar, 2008). Both coaching and talent are beneficial

in the business world (Gallardo et al., 2013; Hartmann, et al., 2010), however

coaching research has a tendency to focus on large companies and there is a lack of

coaching research within the SME context (Peel 2008). The purpose of this empirical

research paper is to present findings that highlight the global, comparative and

cross-cultural dimension of HRD, with a particular focus on coaching practices for

talent. Many authors argue that coaching for talent is a critical success factor for

organisations (Malikeh et al., 2012; Porkiani et al., 2010; Norma D'Annunzio-Green

et al., 2008). The significance of this purpose can be summarised by the following

questions that will be of interest to HRD scholars and practitioners:

1. What are the coaching practices within this critical case study organisation?

2. What is the perceived effectiveness of these coaching practices from both an

employer’s and an employee’s perspective?

Literature review

Definition of Coaching

Coaching can be used and applied in many areas (Passmore, 2010; Bono et al.,

2009; Ellinger et al., 2003; Hamlin et al., 2008) and there are therefore a wide variety

of definitions and descriptions of coaching in the present literature. In this paper, the

content of definitions were scrutinised in order to establish a definition which shared

common goals related to enhancing performance. Consequently, I defined coaching

as “a development method that can improve employee’s performance with regard to

achieving their goals, through structured conversation and a structured learning

process, and a good relationship between coach and coachee".

5

The Value of Coaching for Talent

There are many different definitions of talent in the academic HRM literature; talent

may refer to people or characteristics of people (Gallardo-Gallardo et al., 2013). In

conclusion, talent refers to a group of employees who are high performers and

possess a high potential of knowledge, skills, capability and commitment (Gallardo-

Gallardo et al., 2013; Ulrich, 2008; Cheese, 2007; Bethke-Langenegger, 2012). This

may lead them to dominating others, meeting the appropriate needs of the

organisation, and enabling the business to achieve its goals. In this study, I defined

talent as “an employee having high potential, such as high-level loyalty, the ability to

learn, honesty and so forth, which is how all of the talented employees in this paper

have been identified by the owner-manager or their coaches”.

Many studies have accepted that coaching is an important role of HRD professionals

(McLagan, 1999; Davis et al., 2004; Jarvis et al., 2006) and that it has the potential to

enhance individuals, teams, organisational growth, and learning development

(Ellinger and Kim, 2014; Hamlin et al., 2008). In a survey, 48 per cent of coaching

was used to develop talented people or those with high potential (Coutu and

Kauffman, 2009), who were viewed as the source of competitive advantage and

excellent performance (Srivastava and Bhatnagar, 2008; Gallardo-Gallardo et al.,

2013). Talent is valuable, rare and difficult to replace, and organisations should take

some actions, such as recruiting and retaining them, to reduce the risks of business

(Cairncross, 2000; Barney and Wright, 1997). One key result of coaching is that it

retains high- performance employees (Homan and Miller, 2006), so this paper on

coaching is used to develop talented employees in SMEs using the literature review

to ask questions.

Overview of SMEs in Thailand

SMEs comprise 99.73 per cent of all establishments in Thailand, and provide 80.30

per cent of overall employment (OSMEP, 2015). Thai SMEs have been divided

according to three broad categories: Production, Trading and the Service sector.

These are defined by their fixed assets and the number of full-time employees, as

can be seen in Table 1.

6

Table1. The Categorisation of Thai Small and Medium Enterprises (SMEs)

Small Enterprise Medium Enterprise

Employees Fixed Assets

(Million Baht)

Employees (Persons) Fixed

Assets

Manufacturing <= 50 <= 50 >50-200 > 50-200

Trading

- Wholesaling <= 50 < =25 >25-50 > 50-100

- Retailing < =30 < =15 >15-30 > 30-60

Service <= 50 <=50 >50-200 > 50-200

Source: Adapted from the Office of SMEs Promotion (OSMEP, 2015)

Note: Exchange rate at 50 Baht = 1 UK pound.

SME National Awards

The SME National Awards Competition selects the best SMEs in accordance with a

set of criteria from the Thailand Quality Award (TQA), which is considered a world-

class award. The fundamentals of the technical and decision-making processes are

identical to the Malcolm Baldrige National Quality Award (MBNQA) of the United

States of America, as the MBNQA is being adopted by many countries around the

world (Meethom and Kengpol 2008). The SME National Award sets criteria from the

TQA Framework consisting of seven categories, such that contestants with scores of

at least 800 points will receive SME National Awards, while 700 – 799 points equates

to an SME Outstanding Award, and 600 – 699 points is an SME Rising Star Award.

This competition started in 2006; the competition has been held for 7 times and

around 200 SME entrepreneurs have been granted the awards, with approximately

30 SMEs being granted the SME National Award (SMEs National Award, 2015). In

this paper, one SME which was granted an SME National Award was selected as the

critical case study.

7

Next Steps

Based on both the literature review and findings, it can be summarised that there are

missing gaps in this area of study. Filling the gap will make a contribution to

knowledge in this field, and it would help to develop talented employees and to

strengthen HRD management and the sustainable growth of SMEs.

For the full study, a multiple-case study will be used as the research strategy and this

will include 3 cases representing each SME sector in Thailand: Production, Service

and Trading. Three cases will be chosen from among the top performing SMEs,

distinguished by receipt of an SMEs National Award, earning more than 800 points,

and therefore considered as critical cases, which is a rationale of potential case

designs (Yin, 2014, Flyvbjerg, 2006).

As this is a working paper, the findings are not completed at present. Case study 1 in

one Thai SME company has been conducted and it will be presented at the UFHRD

conference to ensure the feasibility of the next steps in a larger study. Therefore, the

findings from case study 1 will be analysed and written up before progressing to case

study 2; this will be repeated for case study 2 before progressing to case study 3.

This iterative approach will enable the researcher to remain reflective and reflexive

as the research progresses.

Methodology

In this paper, I adopted a social constructivist ontology and interpretivist

epistemology, as a research paradigm with a constructivist perspective is actively

constructed through interaction with the world on the basis of the existing knowledge

and experiences in an individual’s mind (Applefield et al., 2000). We assume that the

terms ontology and epistemology are central to social science research, as

‘Ontological assumptions are concerned with what we believe constitutes social

reality’ (Blaikie, 2000: p.8), while reality in interpretivist research is generated through

social construction (Klein and Myers, 1999). ‘If ontology is about what we may know,

then epistemology is about how we come to know what we know’ (Grix, 2002). It is

clear that choosing this epistemological position will lead one to use a methodology

with an inductive approach for analysing qualitative data. Also, it was designed as a

8

qualitative research which is suitable for answering questions of interpretation from

the perspective of the study participants (Marshall and Rossman, 2014), and which

can produce reliable and valid findings through a critical case study.

This paper draws on material from a larger study which has 3 critical case studies as

mentioned above. The paper focuses on one critical case study organisation

because this helps the author to ensure the feasibility of the next steps in a larger

study, and it is useful for trying out strategies, such as gaining access to each

company, finding ways to eliminate any barriers, etc.

In the data collection process, the setting is the trading sector of SMEs. Data was

gathered from document analysis, one-to-one semi-structured interviews, and non-

participant observation, with 9 key informants through purposive sampling. The

owner-manager was interviewed as the first participant, and he was also approached

as the gate keeper and initial informant. The owner-manager then identified 4

managers as coaches in the interview process. The final interview process was with

coachees who were identified by their coaches as being ‘talented’. Moreover, this

SME was observed for a coaching session and its working environment was

examined, along with gaining access to relevant documents. Thai language was the

primary means of communication; all of the questions were asked in the Thai

language in order to put the participants at ease when answering. In addition, the

data was generated sequentially and each stage of the research process informed

the next stage.

In the data analysis process, the data generated during the field work was

analysed by combining the constant comparative method (Glaser and Strauss, 2009)

and template analysis (King, 2004). This was useful for finding patterns and

developing the themes of this case study, in which all of the data were transcribed

verbatim in the Thai language. The coding for data interpretation and analysis was

therefore performed on the Thai interview transcripts, and all the themes and

participant statements presented in this paper were translated into English and

checked by a proofreader.

9

The conceptual framework

A design map with key five components is presented (see Figure 1) which ‘can be

useful is as a tool or template for conceptually mapping the design of an actual study’

(Maxwell, 2012: p.8).

Figure1. A design map adapted from Maxwell, 1996

I integrated knowledge about coaching, talent and the Thai SME context together

with the literature review and findings to develop the conceptual framework. This can

be considered as a tentative theory (Maxwell, 1996), and it will be flexible to

emergent concepts and themes (Layder, 1993) in the next study.

GOALS

To investigate the coaching practices within a Thai SME case study, in order to develop a coaching framework for talent, with the aim of making a theoretical and

practical contribution.

CONCEPTUAL FRAMEWORK

Own background in HRD education.

Literature on coaching, talent and SMEs.

Own experiences as a lecturer, study of a coaching training programme, and understanding of Thai SMEs context.

RESEARCH QUESTIONS

1. What are the coaching

practices within this critical case study organisation?

2. What is the perceived effectiveness of these coaching practices from both an employer’s and employee’s perspective?

METHODS

Document analysis, non-participant observation and semi-structured interviews were employed in a qualitative research methodology.

VALIDITY Triangulation of

sources, methods, and theories.

Search and comparison with other studies in the

literature.

10

Figure2. The conceptual framework

Findings

Background of the SME

SME A (a pseudonym was used to represent all the participants’ names), is managed

by Mr. Owner who started the recycling business with capital of 1,000 baht (£20) and

an old pick-up truck going round to villages. It now operates waste recycling trading,

and the network has been widely expanded from a national level to an international

level, with many franchise branches across Thailand and overseas. SME A has also

obtained many awards, such as the National Outstanding Organisation in Social

Development, a Golden Decoration from His Majesty the King, the World Aware

One SME

The Owner-Manager

(1 person)

The role of the Owner-manager Employer’s Perspective Coaching Practices Coaching Techniques

The Characteristics of Talent The Characteristics of Coachee Employee Perspective Concepts of Talent

The Manager as Coach Concept Concepts of Coaching Employee’s Perspective The Characteristics of Coach

Effectiveness of SMEs A Coaching Framework for Talent

Managers as Coach

(Talent= 4 persons)

Subordinates as Coachees

(Talent=4 persons)

Identify

Identify

11

Business Awards, and the ASEAN Business Awards. This company has been

registered as a Thai SME representative of the trading sector and it received an SME

National Award in 2012, earning 801 points. This result comes from the feedback

report, which is the confidential document from the Office of SMEs Promotion

(OSMEP; a governmental agency) that was sent directly to SME A only and it is not

normally disclosed to the public because of internal audit results. However; the

owner-manager agreed to disclose this information in the public interest, and the

results are presented in Table 2.

Table2. Evaluate Results of SMEs National Award 2012

Criteria

Full Score

Evaluate Results

1. Leadership

2. Strategic Planning

3. Customer and Market Focus

4. Measurement, Analysis, and Knowledge Management

5. Human Resource Focus

6. Process Management

7. Business Results

120

120

120

100

140

160

240

103

96

97

83

111

124

187

Total 1,000 801

Source: feedback report of SMEs National Award, 2012

Coding and Themes

9 participants’ interviews, observations and document analyses were revised and studied thoroughly. All 3 themes and 11 sub-themes emerged from the critical case study as follows:

12

Theme Sub-theme

Coaching Practices for Talent Informal Coaching

Coaching Techniques

Measuring and Evaluating

The Problem

Suggestion

Perspective of Coaching Effectiveness of Coaching

Benefit of Coaching

Negative Effect of Coaching

The Characteristics The Characteristics of Talent

The Characteristics of Coach

The Characteristics of Coachee

Initial analysis reveals that no formal coaching sessions take place but informal

coaching is evident. The informal coaching can be identified by three main practices:

1) On-the-job coaching using the manager as a coach. In addition, the senior

colleagues sometimes were assigned to be a coach instead of the manager.

2) Friendly coaching, there being a close relationship between the coach and

coachee. They have a tight relationship to help each other.

3) The coach as a ‘good’ role model, especially, the good role model from the owner-

manager, who uses a Buddhist approach as the key concept of organisational

development.

Suggested techniques for coaching for talent are:

1.) To give them freedom to work creatively

2.) To provide challenging tasks and develop them consistently through job

assignments

However, an interesting finding emerging from the initial analysis is the key role of

the owner-manager and the influence of his Buddhist beliefs. The owner-manager

talked about using a ‘Buddhist’ approach as the key concept underpinning HRD

practices. Activities that informed these practices included religious ceremonies,

making merits, and providing areas around the factory for religious imagery. The

13

owner-manager believed that a Buddhist approach to coaching provides a discipline

that enables the employees to be good people; for him this was the basis for building

talent.

The following is an interesting direct quotation which represents that the owner-

manager believes that Buddhism’s teachings affected the coaching practices for

talent in this SME. He said:

“This SME emphasizes doing good things, helping others, and having a lot of making

merit, many activities for charity. Here we set the policy encouraging our employees

to make merits and do charitable activities often; our staff are encouraged to pray

and the monks are usually invited to preach to the employees. We also have the

Buddha image; the Buddha image is set for worship in my factory. This place has

preaching practices, giving dharma, and provides the principles as the tool for

binding minds. For giving the Buddhism’s principles, it is perfect for our employees.

Performing these principles, they are developing themselves. Every year I have a

merit project to take my employees to India in order to practise dharma and prostrate

themselves at the Bodhi tree and Buddhist temple. All the bad behaviours and

malignant attitudes of those employees are completely vanished.”

With strong support from the owner-manager, one of the coaches said: “It is wrong for us to coach others to do good things but then misbehave ourselves;

therefore we have to be the good model and coaching is about skills transfer; it is

necessary to pass good things to replace the bad things. It the prototype is good, the

followers are invariably good and this is the virtue concept”.

Additionally, the data from the observation supported strongly the fact that they have

5-6 areas around the factory which serve as a spiritual house, installing the image of

Buddha, Ganesha, the Statue of King Naresuan, and other sacred things for binding

the minds of employees and having them paying homage, pray and worship (see

pictures 1-3). These act as the sources of morals for the employees. The data from

the documents showed in more detail that this SME helped disadvantaged people to

secure a job, something that they have done for 10 years now, and they have many

CSR activities.

14

Picture1. This statue of Buddha is at the front of the factory.

Picture2. Image of Buddha, the King, awards, and sacrifice are in the living room

Picture3. This image of a monk is in the office.

15

Limitations

The limitation of this paper being a one-case study has been considered. Because it

deals with only one SME in Thailand, it is not certain that the results from this

particular case study apply elsewhere. Hence, further research should be carried out

in SMEs, especially in those where the new concept of HRD has not yet been tested

or implemented.

Implications

Contribution to Knowledge

The full study will make both a theoretical and practical contribution to knowledge. In

terms of theoretical contribution, it offers an understanding of knowledge, and it will

add various literature streams to the study of SMEs. In practical terms, coaching and

talent are seen as key elements in the success factor of individuals and

organisations. SMEs support the strength of economic development. Moreover,

having a coaching framework for talent, matching the SME context, can be useful for

employees, SMEs, government sector policy makers, other related partners in

Thailand, and quite possibly other countries where similar development would also

be beneficial.

In this working paper I have, albeit tentatively, raised the possibility of coaching

practices for talent in SMEs. Further conceptual work is required to explore the

potential of this concept, so I welcome feedback from the approach taken and the

insights revealed.

16

References

Akaraborworn, C. T. & McLean G.N. (2001).The Relationship between factors impacted by the current economic crisis and human resource development roles and functions in Thailand. In Aliaga, O. A. Proceedings of Academy of Human Resource Development pp. 32-1-32-8.

APEC. 2013. Thailand Experiences to Empower SMEs [Online].

Available: http://mddb.apec.org/documents/2013/scsc/wksp2/13_scsc_wksp1_004.pdf [Accessed 15 August 2015].

APPLEFIELD, J. M., HUBER, R. & MOALLEM, M. 2000. Constructivism in theory and practice: Toward a better understanding. The High School Journal, 35-53.

ATES, A., BITITCI, U., GARENGO, P. & COCCA, P. 2013. The development of SME

managerial practice for effective performance management. Journal of Small Business and Enterprise Development, 20, 28-54.

BARNEY, J. B. & WRIGHT, P. M. 1997. On becoming a strategic partner: The role of

human resources in gaining competitive advantage. BETHKE-LANGENEGGER, P. 2012. The Differentiated Workforce–Effects of

Categorisation in Talent Management on Workforce Level. Unpublished working paper, 18.

BONO, J. E., PURVANOVA, R. K., TOWLER, A. J. & PETERSON, D. B. 2009. A

survey of executive coaching practices. Personnel Psychology, 62, 361-404.

BLAIKIE, N. (2000),Designing Social Research, Cambridge: Polity. BUENO, J. 2010. Coaching: one of the fastest growing industries in the world. Therapy

Today, 21, 10-15. BURANAJARUKORN, P. 2006. Human aspects of quality management in developing

countries: a case study and model development for Thai manufacturing SMEs. CAIRNCROSS, F. 2000. Inside the Machine: A Survey of E-management, Economist

Newspaper. Chambers, E.G. Foulon, Mark. Handfield-Jones, H. Hankin, S.M. and Michaels,

(2007). The war for talent. The Mckinsey Quarterly: The Online Journal of Mckinsey and CO. pp.1-8.

CHEESE, P. 2007. The talent powered organization: Strategies for globalization, talent management and high performance, Kogan Page Publishers.

CHITTITHAWORN, C., ISLAM, M. A., KEAWCHANA, T. & YUSUF, D. H. M. 2011.

Factors affecting business success of small & medium enterprises (SMEs) in Thailand. Asian Social Science, 7, p180.

17

COUTU, D., KAUFFMAN, C., CHARAN, R., PETERSON, D. B., MACCOBY, M., SCOULAR, P. A. & GRANT, A. M. 2009. What Can Coaches Do for You? Harvard Business Review, 87, 91.

CRAIG, B. R., JACKSON, W. E. & THOMSON, J. B. 2004. On SBA-Guaranteed

Lending and Economic Growth. SSRN Electronic Journal. DAVIS, P., NAUGHTON, J. & ROTHWELL, W. 2004. Landmark study: New roles and

new competencies for the profession. T AND D, 58, 26-37.

ELLINGER, A. D., ELLINGER, A. E. & KELLER, S. B. 2003. Supervisory coaching

behavior, employee satisfaction, and warehouse employee performance: A dyadic perspective in the distribution industry. Human Resource Development Quarterly, 14, 435-458.

ELLINGER, A. D. & KIM, S. 2014. Coaching and Human Resource Development:

Examining Relevant Theories, Coaching Genres, and Scales to Advance Research and Practice. Advances in Developing Human Resources, 16, 127-138.

FLYVBJERG, B. 2006. Five misunderstandings about case-study research.

Qualitative inquiry, 12, 219-245. GLASER, B. G. & STRAUSS, A. L. 2009. The discovery of grounded theory:

Strategies for qualitative research, Transaction Publishers. GALLARDO-GALLARDO, E., DRIES, N. & GONZÁLEZ-CRUZ, T. F. 2013. What is

the meaning of ‘talent’ in the world of work? Human Resource Management Review, 23, 290-300.

GRIX, J. 2002. Introducing students to the generic terminology of social research.

Politics, 22, 175-186. HAMLIN, R. G., ELLINGER, A. D. & BEATTIE, R. S. 2008. The emergent 'coaching

industry': a wake-up call for HRD professionals. Human Resource Development International, 11, 287-305.

Hartmann, E. Feisel, E. and Schober, H. (2010). Talent management of western

MNCs in China: Balancing global integration and local responsiveness, Journal of World Business, 45, pp. 169-178.

HOMAN, M. & MILLER, L. 2006. Need a coach. Journal of Leadership Excellence, 23, 11-11.

JARVIS, J., LANE, D. & FILLERY-TRAVIS, A. 2006. The case for coaching: making

evidence-based decisions on coaching, Chartered Institute of Personnel and Development.

18

JASRA, J. M., KHAN, M. A., HUNJRA, A. I., REHMAN, A. U. & AZAM, R. I. 2011. Determinants of business success of small and medium enterprises. International Journal of Business and Social Science, 2.

KLEIN, H. K. & MYERS, M. D. 1999. A set of principles for conducting and evaluating KING, N. 2004. Using Templates in the Thematic Analysis of Text. In: CASSELL, C.

& SYMON, G. (eds.) Essential guide to qualitative methods in organizational researchSage.

KLUAYPA, P. 2013. Development of a quality management model for Thai Small,

Medium and Large Enterprises (SMLEs). Bibliographies Theses Non-fiction, University of Portsmouth.

LAYDER, D. 1993. New strategies in social research: An introduction and guide,

Polity Press. LANE, D. A. 2010. Coaching in the UK–an introduction to some key debates.

Coaching: An International Journal of Theory, Research and Practice, 3, 155-

166. MARSHALL, C. & ROSSMAN, G. B. 2014. Designing qualitative research, Sage

publications. MALIKEH, B., HOJAT YOSSEFI, N. & MAHMOOD NEKOIE, M. 2012. Effective

Talent Management: A Vital Strategy to Organizational Success. International Journal of Academic Research in Business and Social Sciences, 227.

MAXWELL, J. A. 1996. Qualitative research design : an interactive approach, Sage,

1996. MAXWELL, J. A. 2012. Qualitative research design: An interactive approach: An

interactive approach, Sage. MCLAGAN, P. L. 1999. As the HRD World Churns. Training and Development, 53,

20-30. Meethom, W. and A. Kengpol (2008). Study on weight of the assessment criteria for

Thailand Quality Award. Industrial Engineering and Engineering Management, 2008. IEEM 2008. IEEE International Conference on, IEEE.

NEALE, S., SPENCER-ARNELL, L. & WILSON, L. 2009. Emotional intelligence

coaching : improving performance for leaders, coaches and the individual, London, England.

NORMA D'ANNUNZIO-GREEN, T., MAXWELL, G., WATSON, S. & D'ANNUNZIO-

GREEN, N. 2008. Managing the talent management pipeline: Towards a greater understanding of senior managers' perspectives in the hospitality and tourism sector. International Journal of Contemporary Hospitality Management, 20, 807-819.

19

OSMEP. 2014. SME White Paper. [Online]. Available:http://www.sme.go.th/eng/images/data/SR/download/2015/report_year/ExecutiveSummary/Chapter%204.pdf [Accessed 15 February2016].

OSMEP. 2016. SMEs National Award [Online]. Available: http://smesnationalawards.com/ [Accessed 15 February2016].

Pansiri, J. and Z. T. Temtime (2008). Assessing managerial skills in SMEs for capacity building. Journal of Management Development Coaching 27(2):

251-260. PASSMORE, J. 2010. A grounded theory study of the coachee experience: The

implications for training and practice in coaching psychology. International Coaching Psychology Review, 5, 48-62.

PEEL, D. 2008. What Factors Affect Coaching and Mentoring in Small and Medium

Sized Enterprises. International Journal of Evidence Based Coaching & Mentoring, 6, 1-18.

PORKIANI, M., BEHESHTIFAR, M. & NEKOIE-MOGHADAM, M. 2010. Succession

Planning In Iranian Governmental Agencies. Journal of American Science, 6,

736-741. PRUETIPIBULTHAM, O. 2010. The sufficiency economy philosophy and strategic

HRD: a sustainable development for Thailand. Human Resource Development International, 13, 99-110.

SAMRA, P. K. 2010. A systematic method to develop work-based training for SMEs.

BibliographiesTheses Non-fiction, Coventry University.

SRIVASTAVA, P. & BHATNAGAR, J. 2008. Talent acquisition due diligence leading

to high employee engagement: case of Motorola India MDB. Industrial and Commercial Training, 40, 253-260.

THASSANABANJONG, K., MILLER, P. & MARCHANT, T. 2009. Training in Thai

SMEs. Journal of Small Business and Enterprise Development, 16, 678-693.

ULRICH, D. 2008. The talent trifecta. Development and Learning in Organizations:

An International Journal, 22. WHYBROW, A. & LANCASTER, H. 2012. Coaching for the greater good: How are

Charities accessing and implementing coaching interventions to sustain, develop and innovate? Coaching Psychologist, 8, 66-73.

YIN, R. K. 2014. Case study research : design and methods, Los Angeles : SAGE,

[2014]. 5 edition.

20

ZEUS, P. & SKIFFINGTON, S. 2000. Complete guide to coaching at work, Sydney ; London : McGraw-Hill, 2000.6-73.