problem of the competency development for staff in local administrative

organizations, 2) to study the concept, theory and Buddha-Dhamma principle

concerning the competency development for staff in local administrative

organizations, and 3) to present the ways for the competency development for staff

in local administrative organizations according to Buddhism.

The methodology was the Mixed Methods Research consisting of the

qualitative research and the quantitative research. The qualitative research collected

data from 18 key informants by In-Depth interview from 18 key informants and the

Focus Group Discussions with 10 experts. The quantitative research collected data

from 328 samples. The data was analyzed by Percentile and Mean.

The findings were as follows:

1.Overall, the generality and the problem of the competency development

for staff in local administrative organizations found that the 45.7 percent of the

respondents are married, the 73.5 percent of the respondents are female, the 46

percent of the respondents age between 31-40 years, the 59.1 percent of the

respondents graduated at the Bachelor’s degree, the 54.6 percent of the

respondents are government officers, and the 49.1 percent of the respondents have

6-10 year work experience. The competency development for staff in local

administrative organizations was in the middle level (  =3.04,S.D.=0.698).

When considering each aspect, it was found that these were in the middle level for all aspects. 2.The concept, theory and Buddha-Dhamma principle concerning the competency development for staff in local administrative organizations found that 1) the training applied the project for the knowledge, the capability and skill development according to the difference of each person. The training in Silã (the behavior) was the adjustment of the conduct in body and speech. The training in Samãdhi (the concentration) was the mental development in the condition of the patience. The training in Pañña (the wisdom) was the suggestion in the suitable behavior. 2) The education promoted the personnel in higher education to develop the knowledge and capability. The Silã was the adjustment of the conduct by the system of the education. The Samãdhi was development of the mental behavior to make the EQ. The Pañña was the additional education. 3) The development was that the Silã was the cultivation in the good conduct. The Samãdhi was the mental practice in the good direction. The Pañña was the promotion and development of the additional education. The potential development was that the knowledge, skills and attributes had effect in the main work, related to the works of the work position and evaluate as the general standard by the training and development. 3.The ways for the competency development for staff in local administrative organizations according to Buddhism should begin at the process or the approach for the human resources according to the theory of Leonard Nadler : T (training), E (education), and D (development). The Buddhist principle, Tisikkha, was Silã (the behavior), Samãdhi (the concentration), and Pañña (the wisdom) made the competency of the staff in the 3 aspects the knowledge, the skill and the attiributes according to the theory of David C. McClelland. Therefore, this way for the development could apply the Buddha-Dhamma principle in the competency development for staff efficiently to make the Synthesis model : TED+SSP = KSA.