Level 2 Survey Results (Knowledge)

In fact, at EVN, analyzing the organization's vision, mission, values, strategies, goals, development plans, new products, and new services is an annual activity of EVN and this is implemented very well, but those analyses have not been systematically transformed into training needs for employees. To ensure that the training needs from the business side are accurately identified, all goals, business strategies, and priorities of each strategic unit need to be transformed into action plans and goals of each department and finally plans and goals of the corresponding individuals, in order to determine the training requirements for each individual and the priority order for the accompanying training programs. However, determining training needs for employees at EVN does not follow that roadmap, leading to not being able to determine which areas the employees of each work block will be trained in and what the priority order of those programs is; Therefore, the training plan does not clearly show the connection with the business's goals. Because the priority order is not clearly determined, the training for the technical staff has not received due attention. This is the direct working group and their main job is technical expertise, but the training programs offered do not focus on improving their knowledge and skills to do a specific job or to improve their actual capacity. The training programs are heavy on theory and principles without going into practical guidance. In addition, the training priority order for this group of people is done very emotionally, whichever industry group is interested by the superior agency, the employees will receive more training, whichever industry group is not interested, will hardly receive training.

- About location analysis :

At EVN, most of the CNKT are developed vertically, that is, promoted from low to high levels of workers. However, each level of workers in each field does not have a clear job description, that is, it is not possible to distinguish the difference between job levels (worker levels) in terms of qualifications, experience, knowledge, skills, tasks, responsibilities, authority, personnel characteristics and evaluation criteria for each position... Once there is no clear job description

For each position, it is impossible to accurately determine the training needs in terms of knowledge, skills and behavior for each individual holding that job, and there is no basis for building training programs to help that individual achieve a higher position in the job. Because there is no job description, there are no evaluation criteria for each job level, leading to many shortcomings in the training of workers: each affiliated company has its own way of training for promotion, its own program, its own duration... thus not ensuring uniformity in training quality. Furthermore, due to the lack of job descriptions, employees have a vague idea of their jobs, lacking clear distinctions and it is difficult for them to orient their development path in the enterprise, leading to employees lacking initiative in proposing appropriate and suitable training programs for themselves, but usually, they will receive training plans from above, sometimes they attend training without knowing the objectives of the training program. According to the survey, most trainees said that all the information they received to prepare before going to school was only the time, duration and location of the class from their direct manager. They did not know clearly about the detailed content, training program outline and the content that needed to be prepared before going to school; at the same time, they did not have the opportunity to discuss the content and training methods that they thought were effective for them. The lack of a job description also leads to some people being promoted to higher positions but not being able to distinguish the difference between the new role and the role in the old position, leading to low productivity and quality of work...

- Personal analysis :

Personal analysis is the process of finding out the level of response of that individual to the requirements of the assigned job in order to build a suitable training support program. This analysis is closely linked to the job criteria. Because there are no job criteria, the assessment of suitability is not clearly based, so it is not guaranteed to be accurate. At EVN, the assessment of work results is also carried out annually and classified according to criteria A, B, C. The form of assessment is

The team leaders of each department will meet in groups and vote based on a few criteria about the work. The purpose of this evaluation is only to classify annual rewards, not to find out the training needs for the coming year. In addition, the salary and welfare system is not suitable to promote training. With the salary system following "egalitarianism" according to the current outdated salary system of the State, it does not motivate employees to strive to improve through work results and through studying efforts.

Thus, the analysis of training needs for all employees in general and for technical workers in particular at EVN is not conducted systematically and is not guaranteed to be accurate. The output of that analysis is to provide a training plan with content, program and implementation methods that are difficult to ensure the right person for the right job, greatly affecting the entire training process including training implementation and evaluation.

b. Regarding the training implementation process in the classroom:According to the evaluations, most of the issues that students are not satisfied with are in the training methods, practical training time and the level of achievement of training objectives. Specifically as follows:

- Regarding training methods : Training programs are organized in the form of classes. The number of students in the class is relatively large, so there is little opportunity for lecturers and students to discuss knowledge or information about the issues mentioned in the course; therefore, the knowledge acquisition of students is mainly one-way, passive and unverified. This training method also leads to a classroom atmosphere that is not exciting and uninteresting for listeners. Training according to this method also leads to students sharing less knowledge and experience with each other, which is a waste for both lecturers and students.

- Regarding practical training : Currently, training classes at EVN mainly provide students with theory and principles without focusing on practical training. Practical training is also mainly limited to observing instructors in action; students do not have many opportunities to directly follow instructions and spend time

There are not many people who have done this, so many people think that if it is necessary to practice in real work, there must be a supervisor or need to look up training documents. In fact, the highest requirement of the CNKT subject is skill training, but the number of hours participating in practice or observing practice takes up a very small amount of time compared to the entire training program. Moreover, according to the opinion of the majority of those surveyed, their first expectation is to solve the remaining problems in the actual work they are facing, which are not met by their current knowledge or skills. To do this, the training program needs to be built on a practical survey, delving into the expertise and work processes of each specific job, needing to compile statistics on the problems that workers are wondering about to build a training program to solve those problems, and in the lectures, it is necessary to pay attention to integrating situations to discuss and come up with solutions. However, in reality, because workers are not involved in the needs analysis process, nor do they have the opportunity to discuss the content of the training program or how it is implemented, most training programs are far from reality; the number of real situations included in the lectures is very small and most of them are hypothetical situations, with little practical value.

Through monitoring, evaluating and collecting feedback from students at EVN, it can be seen that the approach to building training content in most training programs and teaching topics is done according to the old method. When there is a request for training on a certain topic, usually, the officers in charge of training propose the content, time, subjects to be learned and invite lecturers to teach without closely following the specific requirements of the related work. In other words, approaching the building of content in this way is completely backwards, while the correct approach must be to start from the requirements of the job. This approach leads to the content of current training programs being shallow, not close, missing or overlapping, not meeting the actual requirements of the job. On the other hand, currently, technical training programs for CNKT rely on lecturers from colleges and universities of the Industry, which are informed by the training content.

Usually, they do not have time to exchange information and accurately determine the training needs of each student, so the programs they build are mostly very general, heavy on theory and have little time for practice.

c. Regarding course organization and implementation:The comments mainly focused on the number of students in the class, the classification of students, the time of training and the equipment for practical training:

Regarding the number of students in the class and the classification of students: Most opinions agree that skill training requires good interaction between teachers and students so that students have the opportunity to be guided and corrected promptly. However, currently, for most classes, the number of students is relatively large (mostly over 20 people, some classes have over 40 people), so students have few opportunities to ask questions and be directly tutored. In addition, the same curriculum, but the participants are not at the same level (Most classes, the participants include 3 or more worker levels). That leads to some people thinking that the program content is relatively easy for them, while for others the program is too difficult, leading to low learning efficiency.

Regarding training time: Currently, training programs for technical staff at EVN are conducted periodically, without following any priority order and mainly based on the low production and business season to arrange people to attend classes, so sometimes the training program is necessary, but not timely to meet the work requirements of the trainees.

d. About the lecturer:Through a survey of 5 courses of 5 professions, it shows that in reality, the selection of lecturers for each course does not follow a unified process and there is no clear selection criteria, so even though the evaluation score is the highest, it is still difficult to ensure long-term and sustainable quality of lecturers. Specifically, while training skills for CNKT subjects, some units sign contracts with schools in the Group to send employees for training, while some units delegate to affiliated Power Companies to organize the implementation. Thus, with the purpose of training skills,

But each unit chooses different lecturers. While lecturers from universities with pedagogical qualifications do not have much knowledge and practical experience, most internal lecturers do not have pedagogical qualifications.

2.3.1.6. Conclusion 1

Analysis of the causes leading to the results: The rate of students dissatisfied with the class is relatively high (40.67%), while only less than 15% of students are satisfied with the class .

There are many reasons leading to the level of dissatisfaction at level 1 of students. After summarizing the survey and evaluation, the author draws out the following specific issues:

On analyzing and determining training needs :

- There is no clear link between training needs and business goals, leading to undefined priorities and inaccurate training planning.

- Conflicts in sending students to attend training courses. One of the major conflicts in training and improving the qualifications of the Industry's staff is the conflict between the requirements for imparting and acquiring knowledge and the training time fund. Employers, learners, etc. require regular updating of new knowledge. But learners have to both work and improve their qualifications, etc., which is a conflict (highly skilled technical staff are often retained by the Director to work, and have little opportunity to go to school if the training time is > 1 month).

- There is no job description for each position, leading to no evaluation criteria and no identification of what training each position needs in terms of specific knowledge, skills or behaviors.

- The criteria for evaluating the performance of new employees are built on general standards that are difficult to quantify and have only just been developed.

Stop at the purpose of annual reward assessment without linking it to the purpose of analyzing and determining training needs.

Regarding the training program : The weakness of building a training program for the CNKT group is that it has not really come from the practical requirements of production and business, and has not been developed based on the core requirements of knowledge and skills that need to be provided to workers to help them minimize errors due to lack of current skills or help improve their ability to do specific jobs, leading to the program content not meeting the requirements of learners.

Regarding training methods : Current training methods for technical workers still mainly use the traditional method of lecturing, which is not suitable for the requirements of technical training for workers.

Regarding training objectives : Currently, the determination of training objectives is still vague, so it is difficult to have a basis for evaluating training quality.

Regarding lecturers : Lecturers do not really have a deep understanding and experience of the practical issues happening at the production site. In addition, because there is no process and criteria for selecting lecturers for each training subject, this is also a risk that affects the quality and stability of training quality at EVN.

The training time devoted to practical instruction is too little;

Class sizes are too large, resulting in little interaction between students and instructors.

pill;

The level of students is uneven (there are at least 2 levels of workers or higher)

in a class) and the learning goals of each subject are different, leading to the same curriculum but some find it boring and some absorb it poorly.

Training materials are mostly heavy on theory , with few real-life situations or lessons from the workplace.

2.3.2. Level 2 survey results (knowledge)

In fact, the end-of-course test has been implemented and has results. According to statistics, 100% of students met the requirements (with a score of 5 points or more).

on a 10-point scale). However, this number does not reflect the actual quality of the course.

The survey to assess the quality of training at level 2 is conducted as follows: First, assess the level of change in knowledge of learners. Second, expand the survey on the suitability of the test form, test content, time, duration and fairness of the test.

2.3.2.1. Level of change in knowledge

The change in knowledge after the course is often assessed by comparing the knowledge that students have before and after completing the course; the assessment method is to synthesize the average scores of students' knowledge assessment through pre- and post-course tests; then compare to get the change index (  ).

Table 2.25: Distribution of survey subjects

according to the level of knowledge change before and after training

Class

Before training	After training	Change (  )
Electrical experiment	1.83	3.14	1.21
Grid control	2.74	2.89	0.14
Electrical measurement	2.96	3.21	0.25
Management-Operation	2.35	2.48	0.13
Electrical construction	2.43	4.00	1.57

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Source: Author's compilation from student interview questionnaires conducted in January 2011

Looking at table 2.25, we see that students in the Electrical Construction class have the highest level of knowledge change (  = 1.57) and the class with the second highest level of knowledge change is the Electrical Experiment class ( (  = 1.21). This is also consistent with the results of the satisfaction assessment when conducting the open training quality assessment at level 1. These are two classes with a higher level of satisfaction at level 1 than the other classes.

2.3.2.2. On the suitability of the test form

In training, there are many different forms of knowledge testing, Methods

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