1. INTRODUCTION
The innovation system is a critical factor in the overall competitiveness of regional and national economies (Samara et al., 2023). Therefore, digital technology has become an issue of public policy according to policy information publication and geographic restriction (Setthasuravich & Kato, 2022), which is a basic factor leading to digital government in the future. For example, the Canadian government proposed to develop a framework and integrated format according to characteristics and agencies that were expected to create the communication, sharing, publication, and information access caused by using digital equipment and various resources for transportation and record keeping (Kupfer, 2022; Taher, 2015). The Singapore government outlined a plan to transform its economy, government, and society through a digital economy framework called the ‘Digital Government Blueprint,’ which set goals for success to achieve digital transformation of public services by 2023. For Thailand, the goal was to increase the potential of the digital workforce and to increase awareness and digital skills by driving programs that promote the creation of talent and professionals in digital technology and innovation, to enhance digital skills for the general public toward a dynamic digital economy based on a scholarly society, workforce, and digital innovation (Digital Economy Promotion Agency, 2018).
Therefore, the adoption of digital technologies and the replacement of non-digital processes with digital ones have led to organization-wide transformation and the emergence of new business models (Radziwon et al., 2022; Verhoef et al., 2021) or modifying existing ones, focusing on the technological aspect, such as optimizing operational processes within the organization (Dąbrowska et al., 2019; Vial, 2021). As a result, there has been an ever-increasing demand for digital competencies worldwide (New Zealand Digital Skills Forum, 2017). Siddoo et al. (2019) showed that the talent of a digital workforce in the digital age strongly influences the nature of digital technology jobs and the demand for a digital workforce. But there still remains a gap in the top five competency requirements: lifelong learning, personal attitude, teamwork, credibility, and digital fundamentals. Additionally, a review of 70 empirical papers between 2010 and 2022 identified essential characteristics of labor change: (1) the digital capabilities of a person, (2) digital culture, (3) digital workspace, (4) empowerment, participation, and motivation, (5) presenting and expressing a shared vision, and (6) transformational leadership and governance (Alrasheedi et al., 2022). To achieve workforce transformation, essential skills were also promoted, such as communication, openness, positive attitude, critical thinking, empathy, and potential training through face-to-face role play (Konstantinidis et al., 2022). The conclusion was that a diverse workforce of gender, age, color, and digital capabilities requires flexibility and balance between life, family, work, education, and digital society (Wong et al., 2020). Therefore, the model organization should respond to its work in the integrated environment of the workforce, which is necessary to receive skills and new potential from personnel, to balance the arrangement of different workplaces with the process of integrating the digital workplace in the digital age, especially those digital workforces in organizations that need to develop their digital capabilities. This was consistent with provincial and national strategic plans. According to the insights of Weritz (2022), it was found that responsible digital thinking, digital literacy, change skills, personal development skills, communication skills, community management skills, data analysis skills, and web development skills are critical in the digital workplace. This considers employees as the top priority for digital transformation, and highlights employee-level innovation in the workplace (Ahmed et al., 2022).
Under the provincial office in Thailand, there is a group called the Strategy and Information Technology Development Division, which employs computer technicians who are considered essential digital human resources. They are responsible for carrying out digital tasks related to the mission and responsibilities of information technology in order to drive organizational development in accordance with the country’s digital technology plans and policies (Office of the Council of State, 1991). Therefore, it is important to establish a digital infrastructure foundation to benefit from digital technology in maintaining digital security, supporting public culture with technology, and preparing a suitable working environment for collaborative technology use, including the safe use of data related to digital technology. They possess wisdom and responsibility for continuous learning (Smart Nation Singapore, 2018). The scope of digital capabilities includes data, communication, content creation, security, and problem-solving abilities (Ragnedda & Kreitem, 2018). This aims to create an efficient digital workforce that can integrate and utilize technology (Basilotta-Gómez-Pablos et al., 2022) to generate new jobs that develop alongside technological advancements (Pesch, 2021), leading to two research objectives: firstly, to define the necessary competencies and propose an essential competencies framework for digital personnel in the regional offices of Thailand and, secondly, for planning digital workforce development that aligns with management platforms and supports digital changes according to the digital economic and social development plan of Thailand from 2018-2037, enabling digital integration and keeping pace with continuous global digital transformations.
2. RELATED LITERATURE
2.1. Digital Workforce Concept
The concept of a digital workforce in this research was a human-centered approach that was part of skilled human capital and provides them with sustainable, suitable employment opportunities. As organizations transform into the digital workplace, it becomes a real challenge to manage the digital talent of employees (Cooke et al., 2022). The definition of the digital workforce is employee transition from traditional/semi-traditional production to fully automated systems (Cooke et al., 2022), which encounters outdated skills in some workforces. This meant that some of the roles and skills need to be recovered. It was estimated that 30% of the workforce is forced to do different jobs, low-skilled and high-skilled, and inevitably needs to change careers and occupations and their skill levels. The result has been the creation of millions of new jobs requiring new skills (World Economic Forum, 2020) based on the flexibility of qualifications and defined digital competency targets (Chaerunisa et al., 2022). Therefore, it is necessary to develop all-new abilities. The same applies to the digital workforce working in computer academic positions; according to the workforce structure and division of labor within the provincial government under the Ministry of Interior, Thailand, it is necessary to have roles, features, and capabilities in digital operations.
2.2. Knowledge and Skill of Digital Workforce of the Provincial Offices in Thailand
In this research, conceptual approaches related to digital workforce competency involve using and supporting basic information technology skills and using computers to retrieve, evaluate, store, produce, present, and exchange information (European Union, 2006). The role of digital literacy in the workplace was to transition towards a management style oriented around digital technology (Dery et al., 2017; Hanelt et al., 2021a), as well as pointing out that it is necessary to recognize and support an organization’s digital innovation efforts (Hanelt et al., 2021b; Kohli & Melville, 2019; Wrede et al., 2020). Moreover, digital competencies are required for general management or leadership in the digital age (Furr et al., 2012; Volberda et al., 2021). These fulfill the requirements appropriately and are flexible enough to adapt to different digital situations. Moreover, protection against rapidly obsolete structures is required (Bartolomé et al., 2022); for example, skills to transform digital literacy could be classified into five aspects: (1) data and information literacy, (2) communication and collaboration, (3) digital content creation, (4) security, and (5) problem-solving. This describes capabilities in general terms and is technologically neutral. A deep understanding of the technology capable of analyzing data and creating scenarios, simulations, and insights is also needed (Wu, 2022). Thereby, the knowledge dimension is the acquisition and retention of specific information, specific contexts, or rules for exchange. The skill dimension is communication or showing different behaviors of people. This results in successful discussions (Sue, 1998; Sue et al., 1992).
2.3. Characteristics and Functional Roles of Digital Workforce of the Provincial Offices in Thailand
General knowledge, mental ability, behavior and attitude, emotional management, personal relationships, and goals (Cunningham et al., 2022) are prerequisites for a digital workforce looking to manage learning and digital technologies. Therefore, stimulating the integration of that behavior is necessary. Furthermore, the hierarchical structure in the team division, in particular, is a contextual factor resulting from the influential role of senior management (Firk et al., 2022). Furthermore, interdependence, enhanced by networks, facilitates collaboration and innovation, manages complex social issues, augments governance, and collectively steers the development and implementation of policies (Gray & Purdy, 2018; Larsson, 2020). This transformation encompasses shifting towards more open, egalitarian interpersonal relationships while diminishing hierarchical structures. It primarily entails improvements in several key areas, namely: (1) work-life balance, (2) flexibility, (3) versatility, (4) alignment of values, and (5) the enhancement of work meaningfulness (Hofmann et al., 2019), all of these focusing on inspection, acceptance, utilization, and the significant advancement of digital technology (Beliaeva et al., 2020; Nambisan et al., 2018; Olsson & Bernhard, 2021; Srinivasan & Venkatraman, 2018). Therefore, achieving a balanced and accurate digital career path discovery should be prioritized, starting with strategic digital business model support, digitalizing the process of strategic digital platform support, and building a digital ecosystem (Bartolomé et al., 2022), as well as stimulating the inclusion of behaviors under specific traits of digital innovation with the behavioral integration of digital knowledge (Buyl et al., 2011; Georgakakis et al., 2017) and emphasis on skill level enhancing coordination roles (Firk et al., 2021; Kunisch et al., 2022; Singh et al., 2020). These objectives were linked to the need for success theory. This reflects a sense of accomplishment by striving to achieve one’s career goals (McClelland, 1961). Positive intercultural relationships, and values embedded in the environment, preferences, and awareness of importance, are the deepest part of the culture in that environment (Bukowski & Rudnicki, 2019; Gao et al., 2020; Okada et al., 2021). Individuals with aspirations for high achievement proactively engage in significant endeavors motivated by a deep-seated desire for success. They consistently pursue success, driven not only by goal orientation but also by a lasting aspiration for the psychological satisfaction that results from achieving desired outcomes (Furnham, 2021).
Therefore, the above information could be considered as concepts and principles of digital competency, which had many issues. The researcher asked the research questions, “What are the competency requirements required for the digital workforce of the Provincial Offices in Thailand?”, and “What should be the ideal competency framework for an effective digital workforce in these offices?” The summaries were synthesized to form a conceptual framework for the study, shown in Fig. 1.
3. METHODOLOGY
The Delphi technique is a method of collecting and organizing the results of expert group opinions and decision-making regarding consensus answers. This involves gathering answers in a series of interviews and using systematic consensus checks on specific issues through the design of questionnaires to collect feedback and summarize opinions as a consensus in each successive round (Balasubramanian & Agarwal, 2012). Following the feedback-response process for decision-making (Novakowski & Wellar, 2008), this is a method for validating potential conclusions based on the highest possible level of expertise (Glass et al., 2022), covering diversity in the researcher’s focus group, regardless of the conversation, including reflections on individuality, identity, and sensitive contexts (Milani & Borba, 2022). The approach was receptive to creativity, innovation, and discovery, fostering a sense of responsibility (Jarzabkowski et al., 2021), and more practical application of new ideas, processes, and design procedures (Lê & Schmid, 2022). Personalization and linguistic diversity (Daft & Lengel, 1986), together with the integrated Delphi technique between the Delphi technique and Delphi electronics technique (von der Gracht, 2012), achieved flexibility and suitability in the current context. This allowed the researcher to uncover new insights from exploring specific social contexts by utilizing channel interviews to simultaneously send and receive verbal and non-verbal messages. Furthermore, the process could personalize and prevent multilingualism. A distinguishing feature of Delphi research was that a group of experts was free to provide answers but could not know the answers or details of the experts who were primary informants. This study was approved by the Human Research Ethics Committee, Khon Kaen University, number HE643217, certified on 24 November 2021.
The population studied in this research consists of individuals who work and are involved with the digital workforce in Thailand. Since the actual population size is unknown, a targeted selection method was used to select primary data sources. This includes individuals working or responsible for digital technology under provincial offices, experts working or responsible for digital technology in public and private sectors, those involved in the digital workforce, and experts from educational institutions who contribute to teaching and research in producing digital technology personnel. They represent the research study as representatives for the research objectives. The discrepancy was between 0.02-0.50 (Macmillan, 1971), totaling 17 people, divided into groups of organizational personnel (12 people, including six executives and six digital workforces), and a group of digital technology experts (5 people, including two digital workforce development experts and three digital workforce production experts). However, if the leading informant group needed help providing information, each region’s provinces would be selected instead according to the population. The three criteria for the exclusion of informants from the research were defined as follows: (1) they do not meet the qualifications specified in each group, (2) they fail to provide consent and complete cooperation in providing information by the completion of the data collection process, and (3) consent to participate and cooperate by providing information was incomplete; participants reserved the right to withdraw prior to the completion of the data collection process.
Conducting research using the Delphi technique was an efficient and fast data collection process, starting with brainstorming. This was followed by assessment and screening to ensure a unanimous consensus (Nayahangan et al., 2019), generated as an electronic survey with anonymous and confidential responses. This provided independent feedback and limited the risk of bias affecting the outcome (Karstensen et al., 2018; Nayahangan et al., 2018; 2019). An approach to concept and framework development (Rowe & Wright, 2011), especially in research on professional learning with an iterative process, avoids groups’ dynamic bias (Harteis, 2022). Data collection and knowledge had to be built on informed opinions, subjective expert judgments, and experiential interpretations (Winkler & Moser, 2016). Obtaining group opinions from individual primary informants (Landeta & Barrutia, 2011) allowed input from large and geographically dispersed cohorts. There were always multiple rounds to include around the generation of ideas. The first round needed to be more structured. This gave each primary informant an independent scope to identify and elaborate on issues they deemed necessary (Hartland-Rowe & Wright, 1975). In this research, work was divided into two phases according to the 2-step Delphi technique (Judd, 1971) as follows:
Step 1: The determination of the topics studied, leading to structural and operational policy formulation.
The first phase focused on the study of competency requirements for the digital workforce of the Provincial Offices in Thailand (1st time). The steps involved in Phases 1 and 2 are included in Fig. 2.
Fig. 2
Implementation of research data collection using Delphi techniques and Delphi electronic techniques.
The research instrument was a structured interview with in-depth information about the questionnaire (Crabtree et al., 1993), generated from a synthetic review of secondary data. This was a set of two open-ended questions. It consisted of an interview form for corporate personnel and digital technology experts. The quality of the tools was examined by five experts knowledgeable in digital technology, competency, and social science research statistics, with rates of +1 (consistent), 0 (unsure), and -1 (inconsistent). The Index of Item Objective Congruence method was used to analyze the results. It was found that the consistency of the question items was between 0.80-1.00, indicating that both interview forms had content validity (Rovinelli & Hambleton, 1976).
The initial data collection was conducted by developing an interview form using Google Forms, a method employed to gather empirical data pertinent to qualitative and quantitative research (David et al., 2023). This approach enabled experts to freely provide information and respond to inquiries (von der Gracht, 2012). The form was disseminated via online channels, including Line, Facebook, and Email, to facilitate accessibility and participation. When the primary informant had to participate in the interview in person or via online platforms such as Line, Facebook, or Zoom, they chose individual interviews. Maintaining the anonymity of responses is a key aspect of the Delphi technique. Iterative surveys used diverse groups and solving differences to achieve the goal of maximum consensus (Gupta & Clarke, 1996; Guzys et al., 2015), with a total of 15 people, representing 88.23%, consisting of 10 corporate personnel (66.67%) and a group of five digital technology experts (33.33%). This was consistent with the observations of Creswell and Creswell (2017) that guidelines determine the appropriate sample size in qualitative studies. Depending on the research design and saturation, there could be 1-30 participants.
Data analysis uses the method of analyzing the content region, connection, and relationships (Steiner et al., 2007) by using short or long statements with latent content analysis on the fundamental aspects of the phenomenon under consideration (Boyatzis, 1998; Vears & Gillam, 2022) that were relevant to the question. The research was used to outline the competency required for the digital workforce of the Provincial Offices in Thailand through a closed-ended questionnaire. A 7-level assessment scale (Chan & Idris, 2017; Vagias, 2006) allowed for assessing different levels of importance, agreement, or even quality (Claveria, 2018) and appropriateness before being used to collect data in Phase 2.
Step 2: Collection, analysis, and reporting of study results (2nd, 3rd, and 4th, unanimous confirmation of concordance).
The second phase of the project proposed the necessary competency framework for the digital workforce of provincial offices in Thailand. Data collection was created as a closed-ended questionnaire in an online form using Google Forms delivered via online channels (same as Phase 1, Time 1) with the primary informants as follows: for Time 2, a total of 15 people (there was a synthesis of each issue); for Time 3, a total of 10 people (reviewing issues and adding feedback); and for the 4th time, 10 participants were able to confirm their consensus to determine the importance of each case and reach agreement in the end (Gupta & Clarke, 1996; Guzys et al., 2015).
Descriptive statistical methods were employed to analyze the data, facilitating an understanding of key metrics such as the maximum and minimum values and the overall data distribution (Sudarto et al., 2020). Initially, this involved calculating the frequency, mean (M), and standard deviation (SD). Subsequently, measures of distribution, including the quartile range, were examined. The interpretation of the calculated median was conducted by Best (1970)’s criterion. According to this criterion, a median value of 3.50 or higher was deemed necessary to indicate consistency in the data. Subsequently, the standard for interpreting the interquartile range was defined by the methodology proposed by Glass and Hopkins (1996). This involved calculating the difference between the first and third quartiles. A resultant value not exceeding 1.50 was indicative of consistency in the opinions of the expert group regarding each question in the report. Finally, the criteria for interpreting the mode results were established based on Flanders (1988)’ guideline, which stipulates that the absolute difference between the Mode and Median should not exceed 1. This criterion was adopted to ascertain the uniformity of opinions within the expert group.
For presenting the necessary competency framework for the digital workforce of provincial offices in Thailand with the application of the conceptual framework, the researcher visualized the understanding of concepts, sub-concepts, and relationships between concepts in a mind map (Kwon & Cifuentes, 2009). The relationship between concepts in the mind map consisted of open-ended ideas, connecting lines, phrases, and concept map structures linked. The researcher chose terms for ideas similar to the respondent’s knowledge to characterize overall coverage and associations between categories (Cañas et al., 2013; Ruiz-Primo, 2000; Ruiz-Primo et al., 2001; Watson et al., 2016). The researcher synthesized the results derived from consensus-building exercises to construct a competency framework essential for the digital workforce in Thailand’s Provincial Offices.
4. RESULTS
4.1. Competency Requirements Needed for the Digital Workforce of the Provincial Offices in Thailand
4.1.1. Summary of Competencies for Digital Labor in Thai Provincial Government Offices
This initial phase of data collection, utilizing the Delphi technique with a primary informant group, encompasses findings presented in Tables 1Table 2-3, detailing essential skills for digital tasks in provincial government settings in Thailand.
Table 1
Summary of competency requirements required for digital workforce digital knowledge dimension
| Dimension | Requirement |
|---|---|
| Digital literacy | Knowledgeable, spacious, clean, modern, and timely digital innovation is designed and developed with the old technology to the new one with expertise for continuous use |
| 1. Digital use | Using computers, the Internet, management program presentation programs, computer security applications for daily career, and self-development |
| 2. Digital understanding | Thinking, searching, filtering, discriminating, analyzing, synthesizing, and using digital tools to create, modify, communicate, disseminate, share, monitor, and supervise digitally |
| 3. Digital applied creativity | Inventing, innovating, and processing together with digital technology concepts in the form of digital creation for managing and providing digital services |
| 4. Digitally using problem-solving tools | Use equipment, technology, knowledge, programs, processes, and formats to solve problems arising from digital operations and services |
| 5. Digital transformation adapting | Changing habits and behavior to improve, correct, develop, and reform operations, operations, and digital services |
| 6. Digital organization management | Selection and recruiting digital technology increases productivity and adds value to the work process and digital workforce management according to plans and projects |
Table 2
Summary of essential competency requirements for digital workforce; digital skills
| Dimension | Requirement |
|---|---|
| Digital skill | Specific skills were amalgamated with knowledge, predicated on the requisite digital technology, to foster a novel digital work ecosystem, thereby augmenting professional competency in alignment with the demands of digital labor |
| 1. Digital technology | Bringing modern scientific knowledge to apply digital work to achieve operational results and deliver digital services |
| 2. Digital systematic calculation | The results were systematically deduced through computational science, leveraging knowledge of digital technology. This involved the integration of complexity characteristics into a coherent sequence, guided by specific digital technical logic, for developing a system encompassing information and technology |
| 3. Digital service innovation | Finding ways to create new digital innovations and different digital work services, with principles, processes, steps and concepts, technical theories, and specific digital techniques to benefit the organization, colleagues, and service users |
| 4. Digital programming | Writing a list of commands, a set of instructions written in a computer language to work with information systems and digital programs according to established procedures |
Table 3
Summary of essential competency requirements for digital workforce; digital characteristics
| Dimension | Requirement |
|---|---|
| Digital characteristics | A digital work environment, as measured by roles and performance, is achieved accurately, reasonably, and transparently to all parties |
| 1. Digital personal image | Showing gestures and behaviors requiring communication about facilitation, service delivery, and digital performance to society |
| 2. Digital function role | The requisite status for conducting digital activities and operations must be underpinned by a conscientious awareness of responsibility and a commitment to ethical practice |
| 3. Digital performance result | Ability to perform tasks effectively following the organization’s digital objectives and goals |
| 4. Digital ethical practice | Acting and proceeding following guidelines for conduct based on moral principles rationally, distinguishing what is right and what should and should not be done, not selfishly encroaching on one another, and following the rules, conventions, laws, and regulations related to digital work |
4.1.2. Delphi Study Findings on Essential Competencies for Digital Labor in Thailand
Identifying essential competencies for digital labor in Thailand was derived from the insights of a primary cohort of 15 data contributors, utilizing the Delphi technique in its second round and second iteration. The findings were as follows: 1) In digital literacy, scores ranged from high (5) to high (6). The highest score (6) was attributed to digital usage and adaptation to digital transformation, as indicated by 13 respondents. Following this, digital applied creativity was noted by 12 respondents. Nine respondents acknowledged using digital tools for problem-solving and digital organizational management, while eight respondents ranked digital understanding last. 2) For digital skill dimensions, the scores varied from moderate (4) to high (6). The highest score (6) in this category was for digital service innovation, as reported by 14 respondents. This was followed by digital technology and digital systematic calculation, noted by 12 and 6 respondents, respectively, with digital programming being the least mentioned by four respondents. 3) Regarding digital characteristics, the scores again ranged from high (5) to high (6). The top position, with a score of (6), was for the role of digital function, as identified by 12 respondents. There were three areas with equal scores: digital personal image, digital performance result, and digital ethical practice, each cited by ten respondents. These results are detailed in Table 4.
Table 4
Summary of the frequency of the competency requirements required for the digital workforce of the provincial offices in Thailand (n=15)
| Dimension | Number (issue) | Frequency (n) | ||||||
|---|---|---|---|---|---|---|---|---|
| Not have (1) | Little (2) | Quite a bit (3) | Moderate (4) | Quite a lot (5) | A lot (6) | The most (7) | ||
| Digital literacy | 56 | |||||||
| 1. Digital use | 12 | - | - | - | - | 2 | 13 | - |
| 2. Digital understanding | 10 | - | - | - | - | 7 | 8 | - |
| 3. Digital applied creativity | 6 | - | - | - | - | 2 | 12 | 1 |
| 4. Digitally using problem-solving tools | 7 | - | - | - | - | 5 | 9 | 1 |
| 5. Digital transformation adapting | 9 | - | - | - | - | 2 | 13 | - |
| 6. Digital organization management | 12 | - | - | - | - | 6 | 9 | - |
| Digital skill | 33 | |||||||
| 1. Digital technology | 8 | - | - | - | - | 3 | 12 | - |
| 2. Digital systematic calculation | 9 | - | - | - | - | 9 | 6 | - |
| 3. Digital service innovation | 9 | - | - | - | - | 1 | 14 | - |
| 4. Digital programming | 7 | - | - | - | 3 | 8 | 4 | - |
| Digital characteristics | 50 | |||||||
| 1. Digital personal image | 11 | - | - | - | - | 5 | 10 | - |
| 2. Digital function role | 10 | - | - | - | - | 3 | 12 | - |
| 3. Digital performance result | 15 | - | - | - | - | 5 | 10 | - |
| 4. Digital ethical practice | 14 | - | - | - | - | 5 | 10 | - |
| Total | 139 | - | - | - | - | - | - | - |
4.1.3. Ranking and Analysis of Competency Dimensions for Digital Personnel in Thailand’s Provincial Offices
The computation of the mean and standard deviation for the competency requirements essential for digital personnel in Thailand’s provincial office sector was conducted based on the inputs from a primary group of 15 data contributors, employing the Delphi technique in its second round and iteration. The results indicated a high level of competency across all dimensions (M=5.62, SD=0.03). The dimensions were ranked in descending order of importance as follows: (1) The Digital Literacy dimension exhibited the highest mean (M=5.69, SD=0.09), with Digital Applied Creativity leading within this category (M=5.90, SD=0.40). (2) The Digital Characteristics dimension followed closely (M=5.68, SD=0.09), with the Digital Function Role being the most prominent aspect (M=5.79, SD=0.31). (3) Lastly, the Digital Skills dimension (M=5.49, SD=0.14) was identified, where Digital Service Innovation was ranked highest (M=5.73, SD=0.17). These findings are comprehensively detailed in Table 5.
Table 5
Mean and standard deviation of competency requirements required for digital workforce in Thailand (n=15)
| Dimension | Number (issue) | M | SD | Meaning | Rank |
|---|---|---|---|---|---|
| Digital literacy | 56 | 5.69 | 0.09 | A lot | 1 |
| 1. Digital use | 12 | 5.76 | 0.34 | A lot | 4 |
| 2. Digital understanding | 10 | 5.43 | 0.30 | A lot | 6 |
| 3. Digital applied creativity | 6 | 5.90 | 0.40 | A lot | 1 |
| 4. Digitally using problem-solving tools | 7 | 5.80 | 0.51 | A lot | 2 |
| 5. Digital transformation adapting | 9 | 5.78 | 0.27 | A lot | 3 |
| 6. Digital organization management | 12 | 5.47 | 0.30 | A lot | 5 |
| Digital skill | 33 | 5.49 | 0.14 | A lot | 3 |
| 1. Digital technology | 8 | 5.63 | 0.23 | A lot | 2 |
| 2. Digital systematic calculation | 9 | 5.45 | 0.24 | A lot | 3 |
| 3. Digital service innovation | 9 | 5.73 | 0.17 | A lot | 1 |
| 4. Digital programming | 7 | 5.16 | 0.49 | A lot | 4 |
| Digital characteristics | 50 | 5.68 | 0.09 | A lot | 2 |
| 1. Digital personal image | 11 | 5.64 | 0.42 | A lot | 3 |
| 2. Digital function role | 10 | 5.79 | 0.31 | A lot | 1 |
| 3. Digital performance result | 15 | 5.62 | 0.39 | A lot | 4 |
| 4. Digital ethical practice | 14 | 5.68 | 0.52 | A lot | 2 |
| Total/average total | 139 | 5.62 | 0.03 | A lot | - |
4.2. Presenting the Necessary Competency Framework for the Digital Workforce of the Provincial Offices in Thailand
This discovery confirms a consensus on various issues within the framework of competencies necessary for digital personnel in the regional office sector of Thailand. The data were obtained from a questionnaire survey conducted with a main group of 10 data providers, using the Delphi technique, round 2, iteration 3, and were further confirmed as a consensus in round 4. It was found that there was a consensus level of consensus on all dimensions (3 dimensions), all aspects (14 aspects), and all issues (84 issues). The interquartile range (IQR) was not over 1.50, and the median (Mdn) was between 5.00-6.00, indicating the most consistent, and the absolute value of the difference between the mode and the median was between 0.00-0.50. When classifying as a digital knowledge dimension (6 aspects, 28 issues), it was found that the IQR was not more than 1.50, and the Mdn was between 5.50-6.00, indicating that it was the most consistent, and the absolute value of the difference between the mode and the median was between 0.00-0.50. The digital skills dimension (4 aspects, 20 issues) found that the IQR was not more than 1.50, and the Mdn was between 5.00-6.00, indicating that it was the most consistent, and the absolute value of the difference between the mode and the median was between -0.25-0.00. The digital feature dimension (4 dimensions, 36 issues) found that the IQR was not more than 1.50, and the Mdn was between 6.00-6.00, indicating that it was the most consistent, and the absolute value of the difference between the mode and the median was between 0.00-0.00, as shown in Table 6.
Table 6
Summary of the consensus of the essential competency framework required for the digital workforce of provincial offices in Thailand
| Dimension | Number (issue) |
Consensus | |||||
|---|---|---|---|---|---|---|---|
| Mod. | Mdn | Mod.-Mdn | Q3 | Q1 | IQR | ||
| Digital literacy | 28 | 6.00 | 5.88 | 0.13 | 6.25 | 4.84 | 1.41 |
| 1. Digital use | 5 | 6.00 | 5.50 | 0.50 | 6.25 | 5.00 | 1.25 |
| 2. Digital understanding | 3 | 6.00 | 6.00 | 0.00 | 6.25 | 5.00 | 1.25 |
| 3. Digitally applied creativity | 4 | 6.00 | 5.75 | 0.25 | 6.25 | 5.00 | 1.25 |
| 4. Digitally using problem-solving tools | 3 | 6.00 | 5.50 | 0.50 | 6.25 | 4.75 | 1.50 |
| 5. Digital transformation adapting | 5 | 6.00 | 6.00 | 0.00 | 6.13 | 4.88 | 1.25 |
| 6. Digital organization management | 8 | 6.00 | 6.00 | 0.00 | 6.25 | 5.00 | 1.25 |
| Digital skill | 20 | 6.00 | 5.63 | 0.38 | 6.25 | 4.83 | 1.42 |
| 1. Digital technology | 5 | 6.00 | 6.00 | 0.00 | 6.25 | 5.00 | 1.25 |
| 2. Digital systematic calculation | 4 | 5.00 | 5.25 | -0.25 | 6.00 | 4.81 | 1.19 |
| 3. Digital service innovation | 5 | 5.00 | 5.00 | 0.00 | 6.25 | 4.88 | 1.38 |
| 4. Digital programming | 6 | 6.00 | 6.00 | 0.00 | 6.25 | 5.00 | 1.25 |
| Digital characteristics | 36 | 6.00 | 6.00 | 0.00 | 6.25 | 4.81 | 1.44 |
| 1. Digital personal image | 9 | 6.00 | 6.00 | 0.00 | 6.25 | 4.75 | 1.50 |
| 2. Digital function role | 9 | 6.00 | 6.00 | 0.00 | 6.13 | 5.00 | 1.13 |
| 3. Digital performance result | 9 | 6.00 | 6.00 | 0.00 | 6.25 | 5.00 | 1.25 |
| 4. Digital ethical practice | 9 | 6.00 | 6.00 | 0.00 | 6.25 | 5.00 | 1.25 |
4.3. Results of the Proposed Framework for the Essential Digital Workforce for the Provincial Offices in Thailand
Results were derived from the analysis of the key points from the consensus confirmation of conformity (Table 6), consisting of the overall components, the total amount of 3 dimensions, 14 aspects, and 61 issues, as shown in Fig. 3.
4.4. Additional Recommendations and Guidelines
4.4.1. Promoting Digital Work Management according to the Policy Plan
Suggestions of driving digital management according to the policies and operational plans of the Provincial Offices in Thailand in the future include: (1) increased or sufficient personnel support for digital workloads, (2) establishing a digital skills development framework for personnel, (3) promoting sufficient digital technical competency along with modern digital tools, and (4) raising awareness of adapting and paying attention to competency dimensions according to different contexts of personnel and organizations, as in the interview examples here:
...It is necessary to establish a framework for developing digital skills that will promote and support the use of digital technology in operations and the development of government work, and support the transformation of the public sector into a digital government…. (D001, interview, 18 March 2022)
4.4.2. Guidelines for Promoting the Essential Competencies in the Future
As illustrated in Fig. 3, guidelines for driving the critical digital competencies of the workforce through the development of digital-specific technically assisted artificial intelligence for public sector organizations may include: (1) guidelines for establishing a framework for developing essential digital competencies that could promote and support the use of digital technology in work for all workforce levels equally, (2) guidelines for policy framework comprehensive digital implementation plans to support digital government transformation development platforms, (3) guidelines for driving the digital networking policy to develop the digital competencies needed to manage the digital workforce for the dynamic organization, and (4) guidelines for a systematic approach to developing essential competencies using the digital knowledge, skills, and feature dimensions for people development planning, technology, and digital management.
5. DISCUSSION
The results of the essential competency requirements for the digital workforce of the Provincial Offices in Thailand are as follows:
The findings provide a comprehensive overview of the competencies needed for digital literacy, emphasizing the necessity for clear, current, and timely knowledge. These competencies are crucial for responding innovatively to evolving technological demands and effectively understanding and managing complex digital data sets. This could be analyzed, adapted, and planned to be utilized dynamically and collaboratively in response to missions with expertise (Alaimo, 2022), which require finding the most appropriate model by taking advantage of skills and resources of organizations through data generated by data-driven digital technologies (Björkdahl, 2020) focused on auditing optimization. The Provincial Offices in Thailand have responded by approaching an organizational model that exploits coherence and interdependence (Cennamo et al., 2020). This is an opportunity to innovate change in structure, process, and management models that enable organizations to adapt quickly and continuously (Cennamo et al., 2020; Hanelt et al., 2020; Lanzolla et al., 2020). Schallmo and Lohse (2020), along with Verhoef et al. (2021), posit that the application of digital technologies in the analysis and collection of data encompasses the generation of actionable information for assessment, decision-making, and the development of innovative digital business models. This process aids organizations in creating value and enhancing performance, encapsulating the concept of “Organization+Technology+Information.” This concept is characterized by model innovation, value creation, and the emergence of new economic paradigms. Parallel to this, the professional development of librarians, as discussed by Ezeani et al. (2015), has facilitated their ability to design novel information resource formats for communities, thereby contributing to the advancement and stability of the librarianship career (Khan & Du, 2017; Sivankalai, 2021; Venturella & Breland, 2019). An example of this evolution is the creation of e-learning communities, where an operating system, leveraging online knowledge resources, functions as an e-learning server. This system allows users to engage with libraries via the Internet, as illustrated by Cooke (2012), thereby expanding the scope and accessibility of library services.
It is imperative to possess competencies in specific professional skills, which involve integrating knowledge acquired from digital transformation to transition into the new digital paradigm that is both in demand and congruent with digital work. The Intellectual Property Rights Allocation Regime and Geopolitical Strategy have emerged as critical conditions for utilizing technology and digital information (Brem & Nylund, 2021; Lee, 2018; Petricevic & Teece, 2019). Producing and portable accumulation of big data for worldwide policymakers requires better infrastructure, interfaces, and storage (Otto & Jarke, 2019), along with a robust infrastructure to enable governance to create more value and distribute more widely (Jones & Tonetti, 2020). While having more accessible access to many platforms as a member leads to more creativity, it might encourage opportunistic behavior (Karhu & Ritala, 2021). Consequently, pursuing creative digital organizational innovations is essential (Cennamo & Santaló, 2019). The study by Popoola and Adedokun (2023) revealed that collective intelligence skills markedly influence the utilization of electronic library resources. Furthermore, librarians’ attitudes towards technology underscore the importance of skills such as computational thinking in technology development, coding proficiency, and using technology as a tool tailored to local needs. Additionally, the necessity for technical language skills and the capability to bridge users with technology necessitates a comprehensive understanding of both domains (Cox, 2023).
As for the digital attributes dimension, there is a need for digital collaboration capabilities within the context of accuracy, fairness, and transparency in the digital ecosystem environment and within the digital workforce. The human involvement of behavioral needs, expectations, creativity in design, and the use of digital technology to solve problems and perform other tasks, might be at risk of being used as a customization tool according to the needs of the organization (Kellogg et al., 2020; Nørskov, 2022). Therefore, determining how to design digital technology that facilitates including a model of sustainable cultural use is an important management task. It has to be ensured that those technologies could enhance moral, social, and emotional skills to bring about valuable changes in practices and norms in the workplace (Ulhøi & Nørskov, 2021), while individual competencies depend on digitally promoting learning, engagement, and problem-solving (Belpaeme et al., 2018; Ford, 2015; Tennent et al., 2019; Traeger et al., 2020). Organizations must maintain equilibrium among structures, formats, and ecosystems shaped by design principles and processes stemming from digital technology. This balance is crucial to effectively harness the organization’s existing knowledge, capabilities, and potential (Lanzolla et al., 2020; Maijanen & Virta, 2017). Such an approach fosters an awareness of the varying priorities that exist at different levels: personal (emotional), organizational (strategic), and geographic (regulatory). This awareness acknowledges the distinctiveness and significance of each level in the broader organizational context (Aarikka-Stenroos et al., 2021; Nylund et al., 2021). At the same time, library and related fields are beginning to show interest and study the services, changes, and application of technology in the metaverse era (Njoku et al., 2023). The metaverse is a newly created space built on various technologies, such as virtual reality, cloud computing, blockchain, and 5G (Kesselman & Esquivel, 2022). To develop smart libraries and provide intelligent and convenient public services (Sanji et al., 2022), it is generally recognized that smart librarians are the driving force behind the development of libraries and are representatives of the main components of smart libraries (Duncan, 2021).
However, developing measurable benchmarks should be considered role norms seeking the link between participatory processes, trust, and firm performance (Roy, 2022). Dynamic analysis, guidelines, rules, and interactions are necessary as organizations increasingly rely on technology. Therefore, there is a need to balance productivity and human well-being (Nørskov & Nørskov, 2020). As one clear example, AI is an extension of personal abilities and a potential replacement for human cognition, including increasing the creativity of individuals and teams (Amabile, 2019; Wang & Siau, 2019). Therefore, it affects employees’ well-being and performance in digital work environments (Marsh et al., 2022). At the same time, the results confirm conformity as a unanimous consensus. This is an evaluation of data choices per the decision by a group of 10 primary informants who cooperated in identifying data according to reduced items. Consequently, the issues encapsulated within the essential competency framework for digital workforces were rendered more specific and lucidly delineated. This clarification aligns with the argument presented by Belton et al. (2021), who qualitatively examined data feedback issues. They raised concerns regarding whether pre-judgmental or selectively curated information poses an intellectual challenge, noting that the clarity of this challenge was previously ambiguous. The extent of this challenge depends on the interaction between many factors, including the amount of data (number and length of reasons and overall word count), complexity (variety of viewpoints, explanations, arguments, and types proposed), and the participants’ expertise. The researcher often had to read other primary informants’ responses and written rationale before reviewing them to make informed decisions with extreme accuracy (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2019).
6. CONCLUSION
This research explored the essential competency framework for the digital workforce in Thailand’s Provincial Offices. Utilizing a Delphi study, a rigorous consensus confirmation process was employed to achieve consensus on key issues. This process facilitated the prioritization of appropriateness in digital literacy across six aspects, digital skills encompassing four aspects, and digital characteristics also spanning four aspects. Consensus was established for 84 issues, concluding that 61 points are critical for constructing an effective competency framework for the digital workforce, enhancing their efficiency in utilizing digital technology as a labor-saving tool. Consequently, the findings of this study can inform the development of more thoughtful and practical program strategies. Furthermore, the identified essential competency framework for the digital workforce in this research can be adapted for broader coverage and policy adjustments as needed. This adaptability extends to planning, decision-making, implementation, evaluation, and future research endeavors. However, the group of primary informants in this study was relatively small. Suppose there are future studies with larger sample sizes. In that case, the findings of the performance outcomes required for the digital workforce can be most prominently demonstrated in a volatile technology environment, quickly and continuously in the digital world, and to make research more in-depth and different. Furthermore, this will result in guidelines to promote, develop and train specific digital techniques. It is essential to focus on applying the necessary competency frameworks for digital manpower to improve the curriculum of relevant digital-related courses, including digital technology, computer science, information science, and library science. These are professional fields that require the continuous development of digital competencies to create valuable and sustainable potential.
The combination of a digital workforce and the Delphi technique can be highly beneficial to libraries and library professionals in several ways. The following is an overview of how these two elements can contribute to their effectiveness:
6.1. Digital Workforce in Libraries
Automation: Libraries can leverage digital technologies to automate repetitive and mundane tasks, such as cataloging, inventory management, and circulation processes. This allows library professionals to focus on more strategic and value-added activities.
Enhanced access: Digital platforms and online catalogs enable libraries to provide greater accessibility to their collections, resources, and services. Users can search, request, and access materials remotely, expanding the reach of the library beyond physical boundaries.
Personalization: Digital tools can enable libraries to personalize user experiences by offering recommendations based on users’ preferences and interests. This can enhance engagement and satisfaction among library patrons.
Data analysis: With a digital workforce, libraries can collect and analyze data on user behavior, resource utilization, and preferences. These insights can help librarians make informed decisions regarding collection development, resource allocation, and service improvements.
6.2. Delphi Technique for Decision Making
Expert consensus: The Delphi technique involves gathering input from a panel of experts through a structured and iterative process. Libraries can employ this technique to tap into the collective wisdom and knowledge of library professionals, researchers, and scholars for decision-making purposes.
Strategic planning: Libraries can use the Delphi technique to identify emerging trends, anticipate future challenges, and develop long-term strategic plans. The iterative nature of the technique allows for refining and validating ideas over multiple rounds, resulting in well-informed decisions.
Resource allocation: The Delphi technique can aid libraries in determining resource priorities and allocations. By engaging a diverse group of experts, libraries can assess the relative importance of different projects, initiatives, or services, leading to more efficient and effective use of available resources.
Policy development: Libraries often face complex issues and dilemmas requiring careful policy development. The Delphi technique facilitates structured discussions, helping library professionals reach consensus on policies and guidelines that align with user needs and organizational objectives.
Combining a digital workforce with the Delphi technique empowers libraries and library professionals to harness technology for automation, improved decision-making, enhanced user experiences, and optimized resource utilization. By leveraging these approaches, libraries can adapt to the evolving needs of their patrons and remain relevant in the digital age.
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