Current Status of Organizing Soft Skills Education Activities

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- The role of helping to develop individual potential is considered less important with the very important assessment rates of staff, lecturers and students being 69.5% and 73% respectively.

Comparing with the students' assessments of the level of awareness of the content of the role of GDKNM that was assessed by the lecturers, we found that it was completely appropriate, the difference was not significant, confirming that the survey results were objective. Combined with interviews with a number of students and lecturers, we learned that the roles of GDKNM were highly assessed by lecturers because those roles of GDKNM were directly related to the learning content and major of the final year students. Some important roles of GDKNM were not highly appreciated by lecturers as roles that helped them develop their own capacity. This was due to many different reasons: such as not being related to the content of the subject, teachers were still limited in those skills.

2.3.2. Current status of organizing soft skills education activities

2.3.2.1. Evaluation of staff, lecturers and students on soft skills education content

Surveying staff, lecturers and students about the current status of KNM content that lecturers have been interested in conveying to students in the economic sector, I obtained the results in table 2.4.

From table 2.4, it can be seen that the school's staff and lecturers have paid attention to KNM, and organized quite regularly KNM education activities for students of the economic sector.

Specifically as follows:

98% of lecturers regularly impart communication skills and teamwork skills to students.

Table 2.4. Evaluation of staff, lecturers and students on the content of KNM education for students in economic majors

Skills	STAFF, LECTURERS			STUDENT
	Level			Level
	Frequent	Not often through	Not real presently	Frequent	Not often through	Not real presently
1	Communication skills	196	4	0	99	1	0
1	Communication skills	98.00%	2.00%	0	99.00%	1.00%	0
2	Persuasion skills	195	5	0	97	2	1
2	Persuasion skills	97.50%	2.50%	0	97.00%	2.00%	1.00%
3	Teamwork skills	196	4	0	98	2	0
3	Teamwork skills	98.00%	2.00%	0	98.00%	2.00%	0
4	Planning and organizing skills	192	8	0	91	5	4
4	Planning and organizing skills	96.00%	4.00%	0	91.00%	5.00%	4.00%
5	Interview skills	152	36	12 6.00%	71	20	1
5	Interview skills	76.00%	18.00%	12 6.00%	71.00%	20.00%	1.00%
6	Creative and risk-taking thinking skills	175	24	1	85	14	1
6	Creative and risk-taking thinking skills	87.50%	12.00%	0.50%	85%	14%	1%
7	Problem solving skills	181	18	1	88	10	2
7	Problem solving skills	90.50%	9.00%	0.50%	88.00%	10.00%	2.00%
8	Listening skills	156	41	3	75	22	3
8	Listening skills	78.00%	20.50%	1.50%	75.00%	22.00%	3.00%
9	Self-leadership skills and personal image	133	42	25	69	23	6
9	Self-leadership skills and personal image	66.50%	21.00%	12.50%	69.00%	23.00%	6.00%

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Other skills

154

77.00%

16.00%

7.00%

68.00%

15.00%

17.00%

Persuasive skills are regularly taught to students by 97.5% of lecturers.

96% of lecturers regularly teach students work planning and organization skills.

Problem-solving skills are regularly taught to students by 90.5% of lecturers.

However, there are still some following skills that have not been regularly taught to students by most lecturers, such as:

Only 76% of lecturers regularly teach interview skills to students.

Listening skills are only taught to students by 78% of lecturers on a regular basis.

Only 66.5% of lecturers regularly impart self-leadership and personal image skills to students.

Compared with the students' assessments of the level of implementation of GDKNM contents that were assessed by lecturers, I found that they were generally suitable and highly agreed. The difference in level was not significant.

Combined with interviews with a number of students and lecturers, we learned that the skills that lecturers regularly impart to students at a high level are directly related to the learning content and the output standards of students at the end of the course. Some important skills have not been given attention by lecturers.

The reason for this is often due to many different reasons: not being related to the subject content, or the lecturers' limited skills in those skills.

The issue is that the School and the Board of Directors need to pay attention to have measures to direct the activities of GDKNM for students of economic majors.

2.3.2.2. Evaluation of staff and lecturers on subjects and activities contributing to soft skills education for students

Conducting a survey of lecturers and school administrators, I obtained the results in Table 2.5:

Table 2.5. Evaluation of staff and lecturers on subjects and activities of KNM education for students of economic majors

Content

Staff, lecturers		Student
Number of ideas ants	%	Number of ideas ants	%
Communication Skills Course	200	100	100	100
Activities to develop communication skills	200	100	100	100
Activities to develop reasoning and judgment skills	200	100	100	100
Exchange activities	192	96	94	94
Skills development activities	192	96	93	93
Social volunteer activities	186	93	93	93
University learning methods and scientific research	170	85	88	88
Special activities and all subjects at school have the ability to teach KNM.	156	78	71	71
Youth Union Movement	148	74	72	72

Most of the staff and teachers chose the most answers for the subjects Communication skills, communication skills development activities, and reasoning and judgment skills development activities with the same percentage of choices of 100%, followed by communication activities, skills development activities with the same percentage of 96%, social volunteer activities ranked third with 93%, university learning methods and scientific research subjects accounted for 85%, thematic activities and all subjects at school have the ability to teach communication skills with a relatively high percentage of 78%, while 74% of the staff and teachers chose the answer of the Youth Union Movement.

The opinions of staff and teachers are consistent with the practice of training KNM in current conditions, because this is an educational activity that is being focused on in the School through integrated education, integrated into subjects and other extracurricular activities.

Lecturers have the highest choice of three paths to educate students of economics at the University of Economics, which are: the subject of Communication Skills, activities to develop communication skills and activities to develop reasoning and judgment skills because those three paths are planned by the school and are regularly inspected and supervised by the school's Board of Directors and professional groups. The remaining paths depend on the preferences and strengths of the lecturers and are not mandatory, so lecturers rarely or never choose them.

Studying the evaluation of students of the economic sector at the School on the forms of conducting soft skills education for students through the content of subjects and activities, we obtained the results in Table 2.4. Comparing with the evaluation of staff and lecturers on the way to conduct soft skills education content

I found the lecturer's assessment completely suitable, the difference in level is not significant.

In addition to the forms of GDKNM for students through teaching activities, I learned about the forms of GDKNM for students through organizing extracurricular educational activities and I obtained the results in Table 2.6 through comments and assessments of students in the economics department of Hai Duong University.

Table 2.6. Student evaluation of the forms of organizing extracurricular activities conducted to train students' life skills

Forms of organizing extracurricular activities	Number of comments	Rate (%)
1	Organize competitions	52	52
2	Organize discussions, seminars, and exchanges	36	36
3	Organize tours and picnics	40	40
4	Form a club	45	45
5	Organize the game	35	35
6	Other forms	42	42

Through the survey results obtained in Table 2.6, I found that the form of organizing competitions to train soft skills for students is carried out most by the school with 52% of students' opinions, besides that, clubs according to topic groups to enhance soft skills education for students account for 45%.

Besides, the forms of sightseeing, picnics, organizing discussions, seminars, and exchanges have not received much attention. These are also figures that managers and lecturers need to pay attention to. Because these two forms are two forms that have strengths in creating an environment for students to experience life.

Economic sector, creating conditions for students to express themselves, have many experiences with the working environment, and adapt to many different situations.

2.3.3. Current status of soft skills education management

2.3.3.1. Current status of soft skills education management for students majoring in economics

To study the current status of GDKNM management for students of economics majors at HDU; pay attention to evaluating the implementation level and effectiveness of the stages in the management process. Specifically including:

- Planning and building GDKNM program;

- Organize and direct the implementation of the National Education and Training Activities;

- Manage the team implementing the GDKNM program plan;

- Manage facilities and other conditions in implementing the National Education and Training Activities;

- Coordinate management of educational forces in implementing educational activities;

- Manage the inspection and evaluation of the implementation of the National Education and Training Activities. The results are summarized in Table 2.7 as follows:

Table 2.7: Current status of managing GDKNM activities for economic students

Content

Level of implementation			Average score	Implementation efficiency				Average score
Frequent	Sometimes	Few	Average score	Good	Rather	TB	Weak	Average score
Planning, building program building	182	11	7	2.88	143	34	22	1	3.60
Organize, direct perform	152	21	27	2.63	128	45	25	2	3.50
Real team management present plan	145	32	23	2.61	132	48	18	2	3.55

other conditions

121

2.41

121

3.36

Coordinate management of

educational force

148

2.65

140

3.62

Manage the testing

GDKNM assessment

180

2.85

150

3.70

Facilities Management and

Through the survey results obtained in Table 2.7, I found that the level of implementation of the contents in the program of managing the training activities for students of the economic sector of Hai Duong University is highly appreciated. Specifically:

- The indicator " Planning and developing the GDKNM program " has 182 cadres and lecturers assessing the level as regular; only 7 cadres and lecturers said that the implementation level is very low. The average score of this indicator is 2.88 points, ranking first in the content of GDKNM management. Next in second place is " Managing the inspection and assessment of GDKNM " with an average score of 2.85 points.

- The indicator " Management of facilities and other conditions in implementing the National Education and Training Activities " is assessed as the lowest with an average score of 2.41 points. This shows that the management of facilities serving the National Education and Training Activities has not been given due attention.

- The implementation efficiency of the indicator " Management of inspection and evaluation in the implementation of GDKNM activities " is the highest with an average score of 3.70 points, the lowest is still the management of facilities and other conditions with 3.36 points. This is consistent with the result that the level of management implementation of this indicator is still very low.

The survey results show that 172/200 (86%) of the opinions of staff and lecturers assessed that the organization of soft skills education activities for students was carried out regularly, with clear assignment of responsibilities and decentralization to each organizing force.

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