Human Resource Development and Training in Balinese Higher Education Staff

Abstract

This study examines how training and human resource development (HRD) contribute to the performance of educational personnel (tendik) in higher education institutions in Bali. Using a phenomenological approach, the research explores the lived experiences of tendik regarding the effectiveness, relevance, and impact of training programs and HRD initiatives. This study used a qualitative phenomenological approach to explore the subjective experiences of educational personnel regarding training and human resource development, focusing on the essence and meaning of those experiences rather than objective facts. Data analysis followed phenomenological procedures outlined, beginning with transcription, horizonalization, and thematic categorization of significant statements. These were then synthesized into textural and structural descriptions to reveal the essential meaning of participants’ experiences related to self development and professional identity. The findings indicate that although training and HRD are generally perceived positively, issues of relevance, follow up, and institutional support significantly affect performance outcomes. Training aligned with personal growth and institutional goals is considered effective in enhancing motivation, job satisfaction, and professional identity. The study concludes that training and HRD play a crucial role in improving the performance of educational personnel when they are designed based on actual needs, implemented sustainably, and supported by a conducive institutional culture.