Factors Affecting Training and Development of Civil Servants

work (complete tasks on time; improve work efficiency; reduce error rate,...).

For levels 3 and 4, training facilities and units should annually collect the work results of trained and fostered trainees through comments and assessments from the Head of the unit directly employing the civil servant. Based on those comments and assessments, training facilities and units should review and research to adjust the content, program, teaching methods and methods of organizing and managing training and fostering.

1.2.4. Factors affecting training and development of civil servants

There are many factors that affect the training and development of employees (human resources) of an organization. They can be divided into two groups: Internal factors and external factors.

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1.2.4.1. Internal factors.

First of all, it depends on the correct perception of managers, especially senior managers, about the role of training and development.

- When managers consider training as costly, they do not care about it.

heart;

- When they see training as providing higher value, they will be interested.

In fact, if managers care about training, they themselves will actively participate in training and development and feel the importance, meaning and effectiveness of training and development. They will spend time and money on training and development.

The second factor is the organization's field of operation. Many areas of operation of organizations are less volatile; there is little new investment, so training and development activities are not really effective. This can also be due to the conservatism and voluntarism of many organizations, including state organizations.

The third factor is the level of technological innovation required. If organizations invest and focus on equipment technology to serve production and business activities to bring higher profits (leaning more towards modern technology), it requires employees to have the capacity to meet and therefore, training and development is inevitable. If organizations pay little attention to technological innovation, the need for training and development will be limited.

The fourth factor : the financial capacity of the organization. When facing financial difficulties, managers often cut first the costs of training and development activities.

Fifth factor : the management department in charge of training and development. Do they have enough capacity to recognize the importance of this activity; what decision-making authority do they have; and sufficient human resources to carry out related activities?

Sixth factor : the current state of the organization's human resources. Some organizations are proud of their good human resources so they do not care about training and development. They pay a lot of attention when recruiting.

1.2.4.2. External factors.

There are many external factors that affect an organization's training and development activities. Some of the following key factors need attention.

First of all, the socio-economic environment where the organization is headquartered. If that environment has a high learning atmosphere and socio-economic development, it can affect the organization when determining training and development needs.

Second factor : the labor market in the organization sector is closed. If the labor market is scarce, organizations may find ways to attract and entice people to work for the organization and therefore, may have to increase the need for new recruitment and training.

If the labor market is good, it can help organizations easily recruit the right people so training and development activities can be carried out.

Third factor : the level of progress and development of science and technology. Competition in science and technology is one of the vital issues of an organization against competitors in the same development environment. Science and technology directly affect labor productivity, product quality, and reduce product costs. The demand for technological innovation is also the demand for increased training and development activities;

Fourth factor : Other organizations operating in the same field as the organization are also required to pay attention to training and development.

1.3. Training and fostering of civil servants in vocational education institutions

Training and fostering civil servants in vocational education institutions is the process of systematically imparting and receiving knowledge and skills according to the regulations of each training level, while at the same time equipping, updating, and training to improve the necessary knowledge and skills for civil servants working at public vocational education institutions.

Purpose: to provide knowledge and skills to students according to the prescribed educational program and plan, manage students in educational activities organized by the School, be responsible for the quality and effectiveness of education, research and practical application for learners.

According to Circular 06/2017/TT-BLDTBXH regulating the recruitment, use and training of vocational education teachers, vocational education institutions have the following responsibilities:

- Develop a plan for recruiting, using and training teachers in each stage, annually submit it to the competent authority for approval.

- Guide teachers sent for training to develop plans, outlines, and reports on implementation results. Ensure teachers are rotated for training.

Training at least once every 5 years; internship at enterprises or professional agencies: 4 weeks in 1 year for teachers teaching college and intermediate levels and 2 weeks in 1 year for teachers teaching elementary levels.

- Organize or cooperate with other educational institutions, businesses or qualified professional agencies to train teachers.

- Send and create favorable conditions for teachers to participate in training courses organized by competent agencies and units; have a mechanism to encourage self-training activities for teachers.

- Report on the results of recruitment, use and training of teachers in each period and annually according to regulations [6].

Responsibilities of training institutions

- The training facility for teachers must ensure the conditions required for each type and content of training and be permitted by the competent authority to organize the implementation.

- The training organization for teachers must develop a training plan; manage the learning process, evaluate and recognize the learning outcomes of learners; report training results, and issue certificates to learners according to the regulations of the Ministry of Labor, War Invalids and Social Affairs (General Department of Vocational Education).

Vocational education training activities are carried out in accordance with state laws on training and fostering civil servants.

Decree No. 03/NĐHN-BNV on recruitment, use and management of civil servants stipulates in Article 32. Objectives and principles of training and fostering civil servants[13].

Training and development objectives:

- Update knowledge, foster and improve skills and methods to perform assigned tasks;

- Training contributes to building a team of civil servants with professional ethics, qualifications and professional capacity to ensure the quality of professional activities. Training and development principles:

- Training and development must be based on job positions, professional title standards and human resource development needs of public service units;

- Ensure the autonomy of public service units in training and fostering activities;

- Encourage employees to study and improve their qualifications to meet job requirements;

- Ensure publicity, transparency and efficiency.

Thus, based on the objectives of training and fostering civil servants such as updating knowledge, fostering, improving skills and methods of performing assigned tasks, training contributes to building a team of civil servants with professional ethics, sufficient qualifications and professional capacity to ensure the quality of professional activities to improve professional skills and professional knowledge for the team of civil servants.

As of February 28, 2019, the Department of Teachers and Educational Administrators has compiled a list of 49 universities and colleges assigned to train professional title standards for teaching staff in public educational institutions.

In addition to training in vocational education titles, depending on the training needs, professional development, technical skills; professional certificates, etc. of civil servants, annual training and development plans are established.

1.4. Experience in training and fostering civil servants in some localities and lessons learned for Dak Lak

Experience in training and fostering civil servants in some provinces in the Southeast:

In recent years, the work of training and fostering cadres, civil servants and public employees (CBCC) has always been focused on by Party committees and authorities of provinces and cities in the Southeast region and has achieved remarkable positive results. Recognizing the importance of the quality of the team of CBCC to the effectiveness and efficiency of the organization and operation of the political system, Party committees and authorities of the Southeast provinces have implemented many comprehensive measures, focusing on the work of training and fostering. Strengthening coordination between the Provincial Party Committee's Organization Board, the Department of Home Affairs, the Provincial Political School and related units to develop, plan, and implement increasingly effective implementation.

In the period from 2011 to 2016, Ba Ria - Vung Tau province conducted professional training for 850 civil servants and public employees, trained 129 civil servants and public employees abroad, and trained 2,581 civil servants and public employees in political theory; training work was evenly distributed with updating and equipping professional knowledge, skills, titles, source cadres, national defense - security, training and learning from foreign experiences according to Project 165 with a total of 15,554 civil servants and public employees.

In addition, the province has also invested in a synchronous system of training facilities for civil servants and public employees, from the province to the grassroots level, including: the Provincial Political School, political training centers at district and city levels, universities and colleges of the province... The field of training has been expanded; the content, programs, methods and forms of training have changed in a positive direction, combining theory and practice closely linked to practical needs.

In addition, focus on developing plans and projects for training and retraining of some specific groups of civil servants and public employees such as: projects to send civil servants and public employees to practice and work at

Foreign science and technology enterprises chaired by the Department of Science and Technology.

This can be considered one of the breakthrough and bold projects that need to be replicated because reality proves that the working style, management and scientific and technological equipment of foreign enterprises have been and are superior in efficiency compared to state agencies.

Promote master and doctoral training programs for the political system. During the term, 12 doctors and 208 masters were trained. In addition, Ho Chi Minh City also piloted a policy to attract science and technology experts with positive initial results; promote the attraction and training of high-quality human resources.

Binh Duong province implements the policy of training and attracting human resources by promulgating the policy of training, developing and attracting human resources of the province including 4 major contents: domestic training policy; policy of sending for training abroad; policy of attracting human resources and policy of treating university-educated people working in communes, wards and towns.

The effective implementation of these policies in recent years has helped Binh Duong province supplement a number of civil servants with sufficient qualifications and capacity to meet the development requirements of the locality. Binh Duong is one of the localities that has drastically implemented the policy of streamlining the payroll; in the process of streamlining the payroll, the province has always focused on the work of training civil servants.

Instead of having to spread out spending and focus on “quantity over quality” for training, streamlining the payroll helps authorities at all levels have more financial resources and select more capable civil servants and public employees to conduct training. According to data from the Department of Home Affairs of Binh Duong province, in 2016, there were more than

1,000 civil servants and public employees were trained to improve their professional and technical skills. Authorities at all levels should promote the spirit and focus on attracting people to practice.

resources for state management, promoting effectiveness in state management, moving towards a service government and a creative government.

In Tay Ninh, Binh Phuoc, and Dong Nai, the cadres and civil servants of communes, wards, and towns are identified as the core part of the political system at the grassroots level, because they are the ones who directly handle the specific work of the people and are closely associated with the people's lives. Therefore, these localities have enhanced the quality of training for cadres and civil servants at the commune level in the fields of political theory, state administrative management, and expertise and profession in sectors such as: police, military, land administration, justice, finance and accounting, etc.

Thoroughly implementing the policy of "rejuvenating" the quality of the commune-level cadres and civil servants, the professional titles are arranged stably and effectively. In addition, these provinces focus on and actively implement Khmer language training for provincial cadres and civil servants, especially those working in border communes. Dong Nai province especially focuses on training commune-level cadres and civil servants according to the Project "Vocational training for rural workers". Binh Phuoc province identifies the focus of training cadres and civil servants with the team of leaders and managers as the key. Over 11 years (2006 - 2016), the province has provided professional training, job training, and title training on Party building for 1,167 comrades.

Thus, basically, the implementation of training for civil servants and public employees in the Southeast provinces in recent years has achieved many remarkable results. These achievements have contributed to helping Party committees and provincial authorities at all levels improve the quality of human resources in state agencies, ensuring the effective operation of the political system.

However, there are still some limitations and shortcomings in the work of training and fostering. The Party Committee of Ba Ria - Vung Tau province frankly stated: "Training and fostering are not close to practical requirements, not really linked to planning, evaluation and use of cadres; training and fostering methods have not had many breakthroughs.

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