Concept and Classification of Technical Workers

Competency-based training, that is, training people to know how to apply knowledge, skills, and attitudes to solve practical tasks, providing them with the necessary and appropriate capacities to perform well the requirements of professional activities. The author has inherited the competency-based training approach, applied some theoretical bases and implementation guidelines to design solutions to improve training and development of CNKT in Hanoi's DM enterprises.

In general, most studies on vocational training and development focus on macro-level research, assessing the current status of vocational training and proposing solutions to improve the quality of this workforce in a certain industry, or recommending macro-management policies to solve the current situation of surplus teachers and shortage of workers in education and training activities, recommending policies on vocational training for rural workers to stimulate economic restructuring towards industrialization and modernization. The second research direction, vocational training and development in enterprises, implemented by enterprises themselves to meet their human resource needs, has not received much attention from researchers. Notable studies on vocational training and development in enterprises are as follows:

Author Doan Duc Tien delves into the evaluation of the quality of technical worker training in his doctoral thesis with the topic Research on the quality of technical worker training in the Vietnam Electricity industry [61]. Author Doan Duc Tien used Kirkpatrick's 4-level training program evaluation model to evaluate the quality of technical worker training programs in the electricity industry. He also introduced some concepts of technical workers, technical worker training and technical worker training quality. The approach of the thesis is inclined to analyze vocational training activities in vocational training institutions and technical worker training schools in the electricity industry without analyzing in depth the current situation of training and development implemented by enterprises for their technical workers. Moreover, the Kirkpatrick model is suitable for evaluating each training program, but is not general enough to evaluate the overall training and development activities of a specific enterprise.

In the article Some solutions to improve the quality of human capital of Vietnamese garment enterprises [28], author Hoang Xuan Hiep proposed to evaluate the quality of human capital of garment enterprises by criteria of years of schooling, years of experience, average income of employees and labor turnover rate. Author Hoang Xuan Hiep assessed the quality of human capital in garment enterprises as very low due to the production in the form of outsourcing, using many untrained workers, low years of experience, low average income, high labor turnover rate. However, in the opinion of the thesis author, these assessments of human capital quality do not provide a clear and in-depth view of the actual capacity and skills of employees as well as do not evaluate

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evaluate the contributions of the enterprise's own human resource development and training activities to the quality of that enterprise's human capital.

Research on the practice of training and development of human resources in enterprises, conducted by enterprises themselves to meet human resource needs for production and business, is not numerous and not in-depth. It can be said that, up to now, there has been no research that has built a complete theoretical basis for training and development of human resources in enterprises. The above studies have not evaluated the results of training and development of human resources in enterprises in a comprehensive and clear manner, and have not fully considered the impact of objective and subjective factors affecting training and development of human resources in enterprises. These are gaps that raise the following research questions:

 First , what theoretical basis can be applied to training and developing technical workers in enterprises?

 Second , does training and development of technical workers in Hanoi Textile and Garment enterprises meet the production and business requirements of enterprises? Why?

 Third, what solutions are there to improve training and development of technical workers in Hanoi Textile and Garment enterprises?

3. Research purpose:

With the approach from the perspective of human resource management and competency-based approach, enterprises need to conduct training and development activities themselves to build a human resource of technical workers with the capacity to meet current job requirements and future development directions. The specific research objectives of the thesis are as follows:

- Systemize and develop theoretical basis on training and development of human resources, and specifically, develop theoretical basis on training and development of technical workers in enterprises.

- Assessing the current status of training and development of technical workers in Hanoi Textile and Garment Enterprises: content, results, subjective and objective factors affecting the results of training and development of technical workers.

- Propose solutions and recommendations to improve training and development of technical workers in Hanoi Textile and Garment Enterprises with orientation to 2025.

4. Research object and scope

Research object

The research object is training and development of technical workers in Hanoi Textile and Garment enterprises.

Scope of research

- Technical workers in Hanoi Textile and Garment enterprises include main workers in the Fiber-Textile-Garment industries, directly operating machines and participating in product manufacturing. The thesis does not study the training and development of auxiliary workers and workers serving the production process in technology, mechanics, electricity and hygiene.

- The thesis researches “Training and developing technical workers in enterprises”, that is, researching the activities of training and developing technical workers carried out by enterprises themselves to have a technical workforce that meets production requirements and organizational development orientations. Training technical workers in enterprises includes skills training and vocational training activities for some relatively simple occupations, suitable for the material and technical conditions of enterprises. Developing technical workers in enterprises includes career development and management development activities.

- Regarding space: "Hanoi Textile and Garment enterprises" are understood as enterprises producing yarn, weaving-dyeing, sewing and enterprises combining these production activities operating in Hanoi city or under the management of Hanoi city. Due to the trend of shifting industrial production out of Hanoi city's inner city and the policy of moving enterprises to rural areas of the Vietnam Textile and Garment industry, currently, many large textile and garment enterprises in Hanoi have moved their operations to neighboring provinces such as Hung Yen, Hai Duong, Bac Ninh, Thai Binh, Ha Nam, Nam Dinh... However, these enterprises are still under the management of Hanoi city or directly under large textile and garment enterprises in Hanoi.

- Regarding time: conducting research and practical surveys on IT investment and development of 60 Textile and Garment Enterprises in Hanoi during the period from 2009 to 2012.

5. Research methods

Qualitative research :

+ In-depth research on the current situation of IT training and development at 7 typical Hanoi enterprises.

+ In-depth interviews and research of typical CNKT role models on career development

+ In-depth interviews with managers and experts

Quantitative research

The thesis conducted a survey on the assessment of vocational training and development of 2 types of subjects: learners (vocational workers, using vocational training ) and employers (managers at all levels, using vocational training ). The survey was conducted at 60 textile and garment enterprises in Hanoi, in 2011 and 2012. The survey results were processed using SPSS software.

In addition, the topic uses a number of research methods such as: inheriting and using information from secondary sources, interpreting and inductive methods, synthesizing and analyzing methods, comparing methods, collecting and analyzing primary and secondary data statistics.

6. Contributions of the thesis

The thesis systematizes and develops the theoretical basis of training and development of human resources in enterprises based on theories of training and development of human resources in organizations. Inheriting the models of evaluating training results in previous studies, the thesis proposed to evaluate the results of training and development activities of enterprises through

Assess the level of meeting the job requirements of CNKT after being trained in knowledge, skills, work attitude and future career development ability. The criterion of career development ability of learners after training is a new contribution of the thesis compared to previous theoretical studies on evaluating training results [28], [61], [116].

The thesis also applies Ivancevich's Career Development Stages Model [115, pp.196-199] to explain the relationship between vocational training and development and the changes in the needs and expectations of each individual vocational worker according to the stages of the career development process. The results of in-depth research on typical vocational workers in career development in Hanoi enterprises show that: (i) the initial training foundation and vocational training and development activities in enterprises have a positive impact on the career development of vocational workers and (ii) the maturity in work itself and career advancement opportunities have a great significance in stimulating labor motivation. Therefore, vocational training and development of vocational workers also need to be recognized as an important non-financial labor motivation tool for vocational workers.

The thesis has conducted a number of qualitative and quantitative studies to assess the impact of three groups of factors: factors related to the design and implementation of technical training and development activities in enterprises, factors related to individual technical workers, and factors related to the external environment on the results of technical training and development in Hanoi-based enterprises. In particular, the group of design-implementation factors is actively controlled by enterprises and can be improved to bring about good training results, so the thesis focuses on further research. The group of design-implementation factors includes: (i) determining the needs for training and developing technical workers, (ii) choosing appropriate training methods, (iii) the quality of vocational teachers, (iv) policies and concerns of enterprises, and (v) organizing and managing training programs. The research results show that after being trained and developed in enterprises, the technical staff have the required skills and working attitudes, but their knowledge and ability to develop their careers are still very limited, due to a number of main reasons: (i) the professional knowledge and pedagogical capacity of vocational teachers are still weak, (ii) the training and remuneration policies have little effect on material and spiritual incentives for workers, reducing the motivation of learners to study.

(iii) The training methods currently applied in enterprises are mainly on-the-job training methods, which are not systematic and systematic; (iv) Enterprises do not want to invest in training and developing technical workers because they are afraid that skilled workers will quit and will not be able to recover training costs.

To complete the training and development of human resources, the thesis proposes that enterprises in Hanoi need to consider training and development of human resources as both a solution to improve competitiveness, ensure sustainable development for enterprises, and a tool to stimulate the spirit of employees and change their viewpoints.

Training and development of human resources according to the competency-based approach . The main solutions include: improving the identification of training and development needs, improving training methods based on the learner-centered perspective, improving pedagogical capacity and professional knowledge for vocational teachers, improving policies to encourage training and development, using professional development activities for human resources as a tool to stimulate the spirit of employees, improving the system of evaluating the results of training and development of human resources and enhancing the attraction, treatment and retention of good workers. The thesis also proposes a number of recommendations to the Government and relevant agencies to create favorable conditions and support for training and development of human resources in Hanoi's enterprises.

7. Structure of the thesis

In addition to the introduction, conclusion, list of references and appendix, the thesis consists of 4 chapters, structured as follows:

Chapter 1: Theoretical basis of training and development of technical workers in enterprises Chapter 2: Research methods and information sources

Chapter 3: Analysis of the current situation of training and development of technical workers in Hanoi Textile and Garment enterprises

Chapter 4: Solutions to improve training and development of technical workers in Hanoi Textile and Garment enterprises.

CHAPTER 1

THEORETICAL BASIS FOR TRAINING AND DEVELOPMENT OF TECHNICAL WORKERS IN ENTERPRISES

1. 1. Basic concepts

1.1.1. Concept and classification of technical workers

Currently, there are many documents written about the concept of technical workers. Among them, the concept presented in the Human Resources Economics textbook [14, p.112] is noteworthy as follows: " Technical workers are people who are trained and granted degrees (for those who graduate from long-term vocational training programs from 1 to 3 years) or certificates (for those who graduate from short-term vocational training programs under 1 year) of vocational education in the education system to have the capacity to practice - perform complex tasks required by production ." Thus, CNKT is understood as workers who are trained in vocational education institutions, granted degrees or vocational certificates , to ensure that they have sufficient capacity to practice - perform complex tasks required by production , directly participating in the process of creating products and services of enterprises.

Practical capacity - performing work is understood as "a unified set of knowledge, skills and attitudes that allows successful implementation of an activity or a set of actions such as a task or a job " [49, p.7]. Thus, the practical capacity - performing work of CNKT is a set of certain understandings of theoretical knowledge, proficiency in certain skills of operational operations in production and appropriate work behaviors and attitudes to complete jobs of a certain level of complexity in a certain profession or specialty.

The Law on Vocational Training also introduces the concept of vocational skill standards, which stipulate the level of performance and the knowledge, skills and attitudes required to perform the work of a profession [46, p.7]. Vocational skill standards set out specific requirements for the level of performance of workers at certain levels of skill (worker level) and requirements for certain levels of knowledge, skills and attitudes required to perform the work of that profession. To acquire the necessary knowledge, skills and work attitudes, workers must be trained for appropriate periods of time and certified for their vocational skills to be able to undertake work at certain levels of complexity as required by production. The above concept of CNKT emphasizes that workers must be trained, have degrees, certificates and have the ability to practice and perform complex work requirements of production, that is, only workers who have been trained and have been granted degrees or professional certificates are considered CNKT.

In fact, CNKT can be provided from 3 sources: (i) formal training at vocational schools in the technical and vocational education system, (ii) pre-employment vocational training (outside of school), and (iii) on-site training by enterprises. The Law on Vocational Training recognizes production and business establishments and enterprises that conduct vocational training activities for workers as vocational training establishments [46, p.11]. In reality, there is a group of workers who have completed or undergone at least one training course, are participating in production but still do not have or do not have a vocational degree or certificate, therefore, will not be considered CNKT according to the above viewpoint. However, according to the annual labor and employment statistics of the Ministry of Labor, Invalids and Social Affairs [9], uncertified workers are those who have not attended any training school, but through self-study, apprenticeship or on-the-job training, they have acquired skills and expertise equivalent to level 1 of a certified worker in the same profession and have actually worked in their current job for 3 years or more. Thus, uncertified workers are still recognized and included in official reports and statistics.

Author Doan Duc Tien [61, p.17] stated that “CNKT is a worker who has undergone vocational training of a technical nature, the training program combines theoretical knowledge and practical skills”. A worker is considered CNKT when he has completed or undergone at least one vocational training activity. Normally, CNKT is a person who has attended a vocational training class/course/program with a profession on the list of training professions promulgated and the training program is in accordance with the regulations of the General Department of Vocational Training. According to the opinions of experts and managers, the time to be able to impart simple vocational knowledge and skills must be at least 1 month or more. At the end of the course, learners are tested or assessed on the knowledge and vocational skills learned, achieve results and are granted a diploma or vocational certificate according to the regulations of the training course.

Related to the concept of vocational training is the concept of vocationally trained workers. Vocationally trained workers are provided from many different sources and are broadly understood as those who have undergone vocational training in many different forms. According to Dr. Bui Ton Hien [27, p.16]: "Vocally trained workers are workers who have completed at least one training program of a profession at a vocational training facility (including production and business establishments) and have been granted a vocational certificate or are recognized according to current regulations". Vocationally trained workers do not only include the group of vocationally trained workers from schools and vocational training classes (according to the old concept) but also include workers trained at all three levels: elementary vocational, intermediate vocational, and college vocational according to the provisions of the Law on Vocational Training [46], and workers

Workers are trained by enterprises, vocational training facilities outside of school, or self-study, are passed on the profession and are recognized by current regulations.

However, according to the common understanding in our country as well as many countries in the world, the term "technical worker" is used to refer to workers who have been trained at different levels of vocational training, have sufficient professional and technical capacity to perform operational activities to produce products/goods/services of the enterprise. Therefore, according to the author of the thesis, the term CNKT should be understood as follows: "Technical workers are workers who have completed at least one training program of a profession at a vocational training institution (including production and business establishments) and have been granted a vocational certificate or are recognized according to current regulations to have the capacity to practice - perform complex tasks required by production". Thus, CNKT are workers who have been trained at different levels in vocational schools or right in enterprises, production and business establishments. Vocational workers can be classified into the following groups: the group of vocational workers without a degree/certificate, and the group of vocational workers with a certificate (primary vocational, intermediate vocational, college vocational).

From the perspective of division of labor by function [7, pp.79-81], CNKT belongs to the group of industrial production employees in enterprises. In textile enterprises, CNKT are divided into the following types:

- Main workers : are workers who directly produce products or operate machines, changing the properties and shapes of the labor objects. These are workers who directly participate in the yarn production process such as machine operators in the cotton-combing, raw yarn, yarn, tube-parking-twisting stages; or the weaving-dyeing and fabric finishing process such as machine operators in the stages of yarn preparation, weaving, bleaching/dyeing/printing, washing-finishing fabric; or the garment production process such as machine operators in the stages of cutting, sewing, checking the quality of garment products, and finishing garment products.

- Auxiliary workers : are workers who perform auxiliary functions in main production, auxiliary production and supporting production. These are workers who do not directly produce products, but with their labor ensure normal production activities. In DM enterprises, auxiliary workers are workers who transport semi-finished products between production stages, electromechanical workers who serve the repair, preservation and maintenance of machinery and equipment, workers who operate air conditioning and ventilation equipment or industrial cleaning workers.

Viewed from the perspective of division of labor according to technology and depending on the level of labor specialization [7, pp.84-86], the labor force of DM enterprises is divided into types of workers belonging to different occupations, for example, workers in the manufacturing profession

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