{"id":5698,"date":"2025-03-09T05:14:23","date_gmt":"2025-03-09T05:14:23","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/humanities-social-sciences\/?page_id=5698"},"modified":"2026-07-09T04:33:48","modified_gmt":"2026-07-09T04:33:48","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-3-%e0%b8%ad%e0%b8%87%e0%b8%84%e0%b9%8c%e0%b8%9b%e0%b8%a3%e0%b8%b0%e0%b8%81%e0%b8%ad%e0%b8%9a%e0%b8%97%e0%b8%b5%e0%b9%88-5-%e0%b8%9a-2","status":"publish","type":"page","link":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/?page_id=5698","title":{"rendered":"\u0e2a\u0e48\u0e27\u0e19\u0e17\u0e35\u0e48 3 \u0e2d\u0e07\u0e04\u0e4c\u0e1b\u0e23\u0e30\u0e01\u0e2d\u0e1a\u0e17\u0e35\u0e48 5 \u0e1a\u0e38\u0e04\u0e25\u0e32\u0e01\u0e23 (Criteria 5.2 \u0e04\u0e27\u0e32\u0e21\u0e1c\u0e39\u0e01\u0e1e\u0e31\u0e19\u0e02\u0e2d\u0e07\u0e1a\u0e38\u0e04\u0e25\u0e32\u0e01\u0e23 (WORKFORCE Engagement))"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Criteria 5.2 \u0e04\u0e27\u0e32\u0e21\u0e1c\u0e39\u0e01\u0e1e\u0e31\u0e19\u0e02\u0e2d\u0e07\u0e1a\u0e38\u0e04\u0e25\u0e32\u0e01\u0e23 (WORKFORCE Engagement)<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Quality level assessment<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Result<\/strong> 5.2<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The Faculty places high importance on faculty members’ and staff engagement, recognizing that engaged individuals are more likely to take initiative, contribute ideas, share knowledge, and remain actively involved\u2014factors that drive the Faculty\u2019s overall success. To foster this engagement, the Dean and faculty committees have specified key engagement drivers into three main groups (shown in the diagram). From the three main groups, the Faculty has identified these key engagement drivers tailored to different personnel groups based on their unique roles and needs.<\/p>\n\n\n\n

These groups include:<\/p>\n\n\n\n

    \n
  1. Faculty members with doctoral or master\u2019s degrees who hold academic titles<\/li>\n\n\n\n
  2. Faculty members with doctoral or master\u2019s degrees without academic titles<\/li>\n\n\n\n
  3. Support staff<\/li>\n<\/ol>\n\n\n\n

    The Faculty has carefully defined engagement drivers relevant to each group\u2019s specific needs and circumstances, as outlined in the table below.<\/p>\n\n\n\n

    Engagement Drivers Specified for Each Type of Personnel<\/strong><\/p>\n\n\n\n

    Types of Personnel<\/strong><\/td>Engagement Driver<\/strong><\/td><\/tr><\/thead>
    Faculty members with a doctoral or master\u2019s degree with an academic title<\/td>– Encouraging research or academic creation to seek higher academic positions. – Encouraging further study at the doctoral level – Effective communication – Recognition or award for significant performance – Autonomy: control over their work – Work-life balance to avoid burnout – Supportive and inclusive faculty community – Positive workplace relations – Psychological safety – Clear career progression – Transparent leader – Health and wellness program<\/td><\/tr>
    Faculty members holding a doctoral or master\u2019s degree without an academic title<\/td>– Encouraging research or academic creation to seek an academic position. – Encouraging further study at the doctoral level – Effective communication – Recognition or award for significant performance – Autonomy: control over their work – Work-life balance to avoid burnout – Supportive and inclusive faculty community – Positive workplace relations – Psychological safety – Clear career progression – Transparent leader – Health and wellness program<\/td><\/tr>
    Support Staff<\/td>– Professional development – Effective communication – Recognition or award for significant performance – Fostering a sense of authority and freedom in decision-making – Work-life balance to avoid burnout – Supportive and inclusive faculty community – Collaboration – Positive workplace relations – Psychological safety – Clear career progression – Health and wellness program – Flexible work options <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    The Faculty recognizes that high levels of engagement of the faculty members and support staff lead to strong organizational commitment. This commitment stems from emotional attachment, alignment with the organization’s values, and a genuine sense of belonging. Individuals with this type of commitment are motivated to remain with the organization and actively contribute to its success, as they feel deeply connected to its mission and goals.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    \u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/p>\n\n\n\n

    \u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr>
    5.2.1 (1)-1<\/td>\u0e23\u0e32\u0e22\u0e0a\u0e37\u0e48\u0e2d\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c  1) \u0e17\u0e35\u0e48\u0e21\u0e35\u0e15\u0e33\u0e41\u0e2b\u0e19\u0e48\u0e07\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 2) \u0e44\u0e21\u0e48\u0e21\u0e35\u0e15\u0e33\u0e41\u0e2b\u0e19\u0e48\u0e07\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 3) \u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e27\u0e38\u0e12\u0e34\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e42\u0e17<\/a><\/td><\/tr>
    5.2.1 (1)-2<\/td>\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
    5.2.1 (1)-3<\/td>\u0e08\u0e14\u0e2b\u0e21\u0e32\u0e22 of recognition<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
    \"\"<\/figure>\n\n\n\n

    The Dean and all committees unanimously agree that workforce engagement plays a critical role in enhancing workplace culture, reducing staff turnover, improving faculty performance, and fostering stronger relationships among colleagues and with students. Highly engaged personnel also become strong advocates for the organization and help address common workforce challenges such as high absenteeism and low retention rates.<\/p>\n\n\n\n

    To effectively measure engagement, the Faculty has explored and adopted methods aligned with recognized best practices. These methods are aligned with procedures outlined in the \u201c<\/strong>Guidelines for Employee Engagement Measurement,\u201d<\/strong> as detailed below.<\/p>\n\n\n\n

    Workforce Engagement Assessment<\/strong><\/p>\n\n\n\n

    Assessment<\/strong> procedure<\/strong><\/td>Procedural methods<\/strong><\/td>Results<\/strong><\/td><\/tr><\/thead>
    Direct assessment<\/td>1) Survey: Happy Workplace Index 2) Absenteeism rate 3) Voluntary turnover rate 4) Late for work 5) Questionnaire: Engagement with the Faculty<\/td>1) The Index shows a high level of Happiness, which is 4.25. 2) No absenteeism 3) No turnover 4) 1.14 % 5) Overall engagement rate: 4.47<\/td><\/tr>
    Indirect assessment<\/td>1) Length of work in years 2) Work\/task completion by the due time 3) Work results served the Faculty\u2019s strategic objectives 4) Number of works for self-promotion 5) Attending activities\/events\/ projects arranged by the Faculty and the College 6) Volunteering for extra work\/ duties 7) Pursuing a doctoral degree 8) Planning for an academic title application 9) Attending training\/seminar for academic development<\/td>1) The average length of work = 5.3 years 2) Most faculty members and support staff completed their work on time. 3) All work serving the Faculty\u2019s strategic objectives was completed on time. 4) 4 research papers 5) Most faculty members and support staff attended all activities, events, and projects. 6) 100% volunteering 7) 2 faculty members pursuing a doctoral degree, one has just received his Ph.D. 8) 3 faculty members plan for an academic title 9) All faculty members\/support staff attend training\/seminar at least 15 hours\/year <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    \u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/p>\n\n\n\n

    \u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr>
    5.2.1 (2) -1<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 Happy Workplace Index<\/a><\/td><\/tr>
    5.2.1 (2) -2<\/td>\u0e23\u0e30\u0e22\u0e30\u0e40\u0e27\u0e25\u0e32 (\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1b\u0e35) \u0e02\u0e2d\u0e07\u0e01\u0e32\u0e23\u0e17\u0e33\u0e07\u0e32\u0e19\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
    5.2.1 (2) -3<\/td>\u0e23\u0e32\u0e22\u0e0a\u0e37\u0e48\u0e2d\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e17\u0e35\u0e48\u0e25\u0e32\u0e2d\u0e2d\u0e01\/\u0e40\u0e23\u0e35\u0e22\u0e19 \u0e1b.\u0e40\u0e2d\u0e01\/\u0e02\u0e2d\u0e15\u0e33\u0e41\u0e2b\u0e19\u0e48\u0e07\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23<\/a><\/td><\/tr>
    5.2.1 (2) -4<\/td>\u0e2a\u0e16\u0e34\u0e15\u0e34\u0e01\u0e32\u0e23\u0e02\u0e32\u0e14\u0e07\u0e32\u0e19 \u0e2a\u0e32\u0e22 \u0e07\u0e32\u0e19\u0e25\u0e32\u0e0a\u0e49\u0e32<\/a><\/td><\/tr>
    5.2.1 (2) -5<\/td>\u0e2a\u0e23\u0e38\u0e1b\u0e01\u0e32\u0e23\u0e2d\u0e1a\u0e23\u0e21\/\u0e2a\u0e31\u0e21\u0e21\u0e19\u0e32<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
    \"\"<\/figure>\n\n\n\n

    The Faculty acknowledges the vital role of organizational culture as a reflection of its identity and character. It significantly influences staff behavior, interpersonal interactions, and overall job satisfaction.<\/p>\n\n\n\n

    To build a strong and unified organizational culture, the Dean has assigned the Policy and Planning Committee to oversee the strengthening of the organizational culture, emphasizing three core components: alignment with its values and mission, the decentralization of responsibilities to encourage shared ownership of outcomes, and the establishment of a positive, supportive work environment. This initiative aims to foster open communication, operational excellence, and engagement. The focus is on two-way communication to encourage participation and feedback. Key actions include hosting pre-semester meetings twice a year, providing a platform for the faculty’s executive team, faculty members, and support staff to connect, exchange ideas, address inquiries, and gather valuable suggestions.<\/p>\n\n\n\n

    After integrating the key factors mentioned above, the Faculty concluded that the organizational culture it has cultivated aligns with the characteristics of a Clan Organizational Culture<\/strong>.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    This people-oriented culture<\/strong> places a strong emphasis on individuals, aligning well with the Faculty\u2019s Flat Organizational Structure<\/strong>. Within this structure, faculty members and support staff collaborate in an environment where everyone is valued equally. As a result, individuals feel comfortable expressing honest and open feedback.<\/p>\n\n\n\n

    The advantages of this culture are as follows<\/p>\n\n\n\n

    A positive working environment<\/strong><\/p>\n\n\n\n

    Focusing<\/strong> on well-being and satisfaction, the faculty members and support staff feel like they fit in and are appreciated. This supports morale and motivation to create a relaxed, cheerful workplace.<\/p>\n\n\n\n

    Open communication<\/strong><\/p>\n\n\n\n

    Regular check-ins are a clan culture trait. One-on-ones, employee surveys, and open meetings are common. Everyone has a voice and is kept informed of the Faculty\u2019s messages and what\u2019s happening.<\/p>\n\n\n\n

    Employee engagement<\/strong><\/p>\n\n\n\n

    When the Faculty\u2019s personnel are proud to be a part of the group, they feel connected to teammates, which drives them to devote more energy to their jobs and push beyond the minimum requirements.<\/p>\n\n\n\n

    The Faculty effectively communicated its organizational culture to all staff levels via meetings and, implicitly, via annual project operations, leading to sustained adoption across the organization. The annual PDCA-based evaluation reflected high alignment, yielding an average employee satisfaction score of 3.71. These insights are continuously analyzed to strategically refine and embed the organization’s core values into daily practices.<\/p>\n\n\n\n

    \u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/p>\n\n\n\n

    \u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr>
    5.2.2 -1<\/td>Resume \u0e02\u0e2d\u0e07 Dr.Pushpraj Singh<\/a><\/td><\/tr>
    5.2.2 -2<\/td>Resume \u0e02\u0e2d\u0e07 \u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c Brandon<\/a><\/td><\/tr>
    5.2.2 -3<\/td>Resume \u0e02\u0e2d\u0e07 \u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c Jonathan<\/a><\/td><\/tr>
    5.2.2 -4<\/td>\u0e08\u0e33\u0e19\u0e27\u0e19\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e17\u0e35\u0e48\u0e25\u0e32\u0e2d\u0e2d\u0e01<\/a><\/td><\/tr>
    5.2.2 -5<\/td>\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e2a\u0e21\u0e31\u0e04\u0e23\u0e15\u0e33\u0e41\u0e2b\u0e19\u0e48\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
    5.2.2 -6<\/td>\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e04\u0e27\u0e32\u0e21\u0e1e\u0e07\u0e1e\u0e2d\u0e43\u0e08 \u0e41\u0e25\u0e30 \u0e04\u0e27\u0e32\u0e21\u0e1c\u0e39\u0e01\u0e1e\u0e31\u0e19<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    3. \u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e07\u0e32\u0e19\u0e41\u0e25\u0e30\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32 (5.2 \u0e04)<\/p>\n\n\n\n

    (1) \u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e07\u0e32\u0e19<\/p>\n\n\n\n

    To effectively design and implement the performance management process, it is essential that the Dean and all personnel have a clear and shared understanding of its purpose. Together, the Faculty and faculty committee have defined performance management as a continuous process that enables the Faculty to monitor and assess the work of each faculty member and support staff<\/strong>. Its ultimate goal is to foster an environment where everyone can perform at their best while aligning with the Faculty\u2019s strategic objectives.<\/p>\n\n\n\n

    Based on this understanding, the Faculty has developed a five-stage performance management process<\/strong>.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n
      \n
    1. Planning<\/strong>:
      Roles and responsibilities are clearly defined for each faculty member in alignment with their assigned tasks and the Faculty\u2019s strategic objectives.<\/li>\n\n\n\n
    2. Monitoring<\/strong>:
      The Faculty consistently tracks progress and performance, offering both positive reinforcement and constructive feedback to guide improvement.<\/li>\n\n\n\n
    3. Reviewing<\/strong>:
      Performance results are analyzed and assessed to determine whether individual progress meets expectations.<\/li>\n\n\n\n
    4. Improving<\/strong>:
      Based on the review, the Faculty identifies areas for development and provides targeted support through activities such as training sessions, development programs, and coaching.<\/li>\n\n\n\n
    5. Rewarding<\/strong>:
      Faculty members who meet performance expectations are recognized\u2014not through monetary rewards, but through acknowledgment and encouragement, which serve as powerful motivational tools.<\/li>\n<\/ol>\n\n\n\n

      Through this process, faculty members and support staff report feeling autonomous and empowered<\/strong>. Knowing that underperformance leads to support rather than punishment fosters a culture of psychological safety. This encourages staff to take thoughtful, intelligent risks and confidently engage in their responsibilities, ultimately enhancing overall performance.<\/p>\n\n\n\n

      \u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/p>\n\n\n\n

      \u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr><\/thead>
      5.2.3 (1) -1<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 \u201c\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u201d<\/a><\/td><\/tr>
      5.2.3 (1) -2<\/td>\u0e04\u0e30\u0e41\u0e19\u0e19\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 SAR \u0e02\u0e2d\u0e07\u0e04\u0e13\u0e30 \u0e22\u0e49\u0e2d\u0e19\u0e2b\u0e25\u0e07 3 \u0e1b\u0e35 (2565-2567)<\/a><\/td><\/tr>
      5.2.3 (1) -3<\/td>Peer review (class observation)<\/a><\/td><\/tr>
      5.2.3 (1) -4<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49 (HS 10)<\/a><\/td><\/tr>
      5.2.3 (1) -5<\/td>\u0e20\u0e32\u0e23\u0e30\u0e07\u0e32\u0e19\u0e2a\u0e2d\u0e19 (\u0e15\u0e32\u0e23\u0e32\u0e07\u0e2a\u0e2d\u0e19)<\/a><\/td><\/tr>
      5.2.3 (1) -6<\/td>\u0e01\u0e32\u0e23 Review \u0e02\u0e49\u0e2d\u0e2a\u0e2d\u0e1a<\/a><\/td><\/tr>
      5.2.3 (1) -7<\/td>TRSU on Point<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
      \"\"<\/figure>\n\n\n\n

      Operational Excellence and Performance Development Framework<\/strong><\/p>\n\n\n\n

      The Faculty is dedicated to achieving organizational excellence, a goal rooted directly in the high performance of our faculty members and support staff. By elevating individual capabilities, we drive the collective success of both the Faculty and the University.<\/p>\n\n\n\n

      Performance Monitoring & Continuous Improvement<\/strong><\/p>\n\n\n\n

      To maintain these high standards, the Dean\u2014in collaboration with the academic and research committees\u2014continually monitors faculty performance across key domains: academic instruction, research output, and IT competencies.<\/strong> When evaluation data identifies areas underperforming against benchmarks, the Faculty immediately triggers a structured, five-step development process designed to guide personnel back to peak performance.<\/p>\n\n\n\n

      The 5-Step Performance Development Process<\/strong><\/p>\n\n\n\n

        \n
      1. Performance Review:<\/strong> Conducting rigorous individual assessments to clearly isolate core strengths and specific areas requiring development.<\/li>\n\n\n\n
      2. Goal Setting for Improvement:<\/strong> Establishing clear, measurable improvement targets tailored to address the identified performance gaps.<\/li>\n\n\n\n
      3. Action Planning:<\/strong> Formulating concrete, actionable steps and timelines to guide personnel effectively toward their goals.<\/li>\n\n\n\n
      4. Milestone Definition:<\/strong> Defining specific progress indicators and intervals to monitor growth and keep development on track.<\/li>\n\n\n\n
      5. Support & Resource Identification:<\/strong> Allocating the necessary institutional support, specialized tools, and training resources to ensure individual success.<\/li>\n<\/ol>\n\n\n\n

         This structured framework reinforces a culture of continuous improvement, ensuring that every team member is empowered, equipped, and supported to perform at their absolute best.<\/p>\n\n\n\n

        Performance Development Process Plan<\/strong><\/p>\n\n\n\n

        Personnel<\/strong><\/td>Task\/work<\/strong><\/td>Step<\/strong><\/td><\/tr>
        1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/thead>
        Faculty member<\/td>Teaching and  learning<\/td>– Poor exam  paper<\/td>– Write good test items<\/td>– Work with a mentor<\/td>– Exam paper  reviewer<\/td>– Mentor<\/td><\/tr>
        – Classroom  Teaching  activities<\/td>-Productive-based  teaching and learning  activities<\/td>– Peer review – Classroom observation<\/td>– Student\u2019s  productive work<\/td>– Seminar – Training<\/td><\/tr>
        Research<\/td>– Lack of research knowledge<\/td>– Gain knowledge via co-research <\/td>– Find a co-researcher – Work with the research committee<\/td>– Write a  proposal<\/td>– Research  Mentor – Workshop<\/td><\/tr>
        Support  Staff<\/td>IT knowledge and system<\/td>– Not sufficient knowledge<\/td>– Update the knowledge<\/td>– Learn the  knowledge from IT personnel – Attend training<\/td>– Improved  work<\/td>– Training – Workshop<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

        \u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/p>\n\n\n\n

        \u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr><\/thead>
        5.2.3 (2) -1<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e04\u0e25\u0e34\u0e19\u0e34\u0e01\u0e40\u0e02\u0e35\u0e22\u0e19\u0e02\u0e49\u0e2d\u0e2a\u0e2d\u0e1a (HS 07)<\/a><\/td><\/tr>
        5.2.3 (2) -2<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e28\u0e31\u0e01\u0e22\u0e20\u0e32\u0e1e\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e2a\u0e2d\u0e19\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c (HS 08)<\/a><\/td><\/tr>
        5.2.3 (2) -3<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e17\u0e27\u0e19\u0e2a\u0e2d\u0e1a\u0e21\u0e32\u0e15\u0e23\u0e10\u0e32\u0e19\u0e1c\u0e25\u0e2a\u0e31\u0e21\u0e24\u0e17\u0e18\u0e34\u0e4c\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32 (HS 09)<\/a><\/td><\/tr>
        5.2.3 (2) -4<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49 (HS 10)<\/a><\/td><\/tr>
        5.2.3 (2) -5<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e04\u0e38\u0e13\u0e18\u0e23\u0e23\u0e21\u0e08\u0e23\u0e34\u0e22\u0e18\u0e23\u0e23\u0e21\u0e02\u0e2d\u0e07\u0e1c\u0e39\u0e49\u0e2a\u0e2d\u0e19 (HS 11)<\/a><\/td><\/tr>
        5.2.3 (2) -6<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e2d\u0e1a\u0e23\u0e21\u0e01\u0e32\u0e23\u0e40\u0e02\u0e35\u0e22\u0e19\u0e1a\u0e17\u0e04\u0e27\u0e32\u0e21\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23\u0e41\u0e25\u0e30\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22 (HS 23)<\/a><\/td><\/tr>
        5.2.3 (2) -7<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e2a\u0e19\u0e31\u0e1a\u0e2a\u0e19\u0e38\u0e19\u0e17\u0e38\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22 (HS 24)<\/a><\/td><\/tr>
        5.2.3 (2) -8<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e2a\u0e19\u0e31\u0e1a\u0e2a\u0e19\u0e38\u0e19\u0e01\u0e32\u0e23\u0e15\u0e35\u0e1e\u0e34\u0e21\u0e1e\u0e4c\u0e1a\u0e17\u0e04\u0e27\u0e32\u0e21\u0e27\u0e34\u0e08\u0e31\u0e22\u0e41\u0e25\u0e30\u0e1a\u0e17\u0e04\u0e27\u0e32\u0e21\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 (HS 25)<\/a><\/td><\/tr>
        5.2.3 (2) -9<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e1a\u0e38\u0e04\u0e25\u0e32\u0e01\u0e23\u0e2a\u0e32\u0e22\u0e2a\u0e19\u0e31\u0e1a\u0e2a\u0e19\u0e38\u0e19 (HS 37)<\/a><\/td><\/tr>
        5.2.3 (2) -10<\/td>\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
        5.2.3 (2) -11<\/td>Peer review\/ Class observation<\/a><\/td><\/tr>
        5.2.3 (2) -12<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e04\u0e25\u0e34\u0e19\u0e34\u0e01\u0e40\u0e02\u0e35\u0e22\u0e19\u0e02\u0e49\u0e2d\u0e2a\u0e2d\u0e1a (HS 07)<\/a><\/td><\/tr>
        5.2.3 (2) -13<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e17\u0e31\u0e01\u0e29\u0e30\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e17\u0e32\u0e07\u0e40\u0e17\u0e04\u0e42\u0e19\u0e42\u0e25\u0e22\u0e35\u0e2a\u0e32\u0e23\u0e2a\u0e19\u0e40\u0e17\u0e28 (HS 40)<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
        \"\"<\/figure>\n\n\n\n
        \"\"<\/figure>\n\n\n\n

        The Faculty manages its human resources through two complementary strategies: Career Development Planning and Succession Planning. Career Development Planning focuses on supporting the professional growth of faculty and staff, while Succession Planning prepares the Faculty to meet its future leadership and organizational needs. Progress achieved through career development provides the foundation for an effective succession planning system.<\/p>\n\n\n\n

        Career Development Planning<\/strong><\/p>\n\n\n\n

        The Faculty establishes both long-term and short-term development objectives to support personnel growth.<\/p>\n\n\n\n