Mr. Nguyen Cong Hieu, Technical Officer at Technical Sample Room, Dalat Trading Joint Stock Company.

for production workshops. He is also a part-time teacher, assisting in teaching theory in the Company's vocational training programs.

2. Mr. Nguyen Cong Hieu, technical officer at Technical Sample Department, Dalat Trading Joint Stock Company.

In 2001, Mr. Hieu worked as a textile worker at Da Lat Trading Joint Stock Company. Before that, he was trained in weaving at Vocational College 26.3 and worked at the Winter Textile Company for 2 years. Due to his excellent work results and good technical thinking, Mr. Hieu was assigned to attend a training course instructed by the Technical Sample Department. The training course lasted 3 months, consisting of 2 parts: theory and practice. The theoretical part taught how to distinguish between types of machines, and the uses of each machine, and how to build a weaving pattern when there was a new order. The practical part taught how to test products according to the weaving pattern as instructed in the theoretical part and adjusted accordingly. After that, he was promoted to the position of technical officer in the Technical Sample Department.

Through studying typical examples of career development, we can draw some conclusions as follows: first , from CNKT, one can become a technical officer, professional specialist or a basic, intermediate or even a senior manager if properly trained and developed. Second , the foundation of capacity due to being properly trained helps CNKT develop their career better and be promoted to higher positions more easily (the case of Mr. Thu - Chairman of the Board of Directors, General Director of Dap Cau Garment Joint Stock Company, Ms. La - Garment Joint Stock Company 19). CNKTs who are initially trained in a mentoring style can usually only develop to become a basic or intermediate manager. Third , if workers are trained in a non-systematic and unsystematic way (for example, through mentoring), in order to develop their careers and advance in management, it is clear that enterprises need to provide training and supplement by sending workers to long-term or short-term courses at training institutions (the case of Mr. Tuan, Dap Cau Garment Joint Stock Company; Ms. Huong and Mr. Ba - May 19 Joint Stock Company). Fourth , when they have matured in their careers, participating in mentoring and teaching new workers helps workers understand and perceive their jobs better, love and be more committed to their jobs, develop their careers more easily and have easier access to promotion opportunities. Fifth , the combination of off-the-job training methods with on-the-job training such as mentoring in production, or rotation and transfer has a very good effect in developing workers' professional capacity and management capacity.

In short, vocational training - additional skills training - career development have a very close dialectical relationship and have mutual impact. These activities are one

On the one hand, it aims to develop the personal capacity of the workers, while at the same time having a great impact on stimulating labor motivation, on the other hand, it helps to improve the quality of human resources, ensuring the foundation for sustainable development for the enterprise. However, in order for workers to develop their professional capacity and advance to management positions, it is not only necessary for workers to make efforts to study and work, but also requires support from the enterprise through the provision of appropriate training and development activities.

3.2.2. Current status of determining needs and building training and development plans for technical workers in Hanoi Textile and Garment enterprises

Hanoi DM enterprises often determine the need for IT investment and development according to a systematic approach, including: (1) determining the need for IT investment and development in terms of types and quantities needed to complete a certain amount of work in the following year, (2) determining the requirements for necessary professional skills, and from there, (3) determining IT investment and development goals.

1.22%	2.44%	30.49%	According to the mechanism superior authority According to the needs of the individual
			employee
			According to experience of
			CBQL
			According to job requirements, requirements
			Company production
			Calculated by definition
56.10%	7.32%	2.44%	Labor level Calculated according to the machine's service level

Maybe you are interested!

Chart 3.4. Statistics of responses from Hanoi DM enterprises on the forms of determining the need for investment and development of IT in terms of types and quantities needed to complete a certain amount of work in the following year. How to determine

Chart 3.4: Distribution of enterprises according to the form of determining annual IT investment and development needs in HN DM enterprises 38

Determining training needs based on job requirements and company production and business requirements is the most common way of determining training needs.

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%

Not available

Little use

Usable temporarily

Good use

Use

Identify needs Hand assessment Build test very well

vocational training for workers to upgrade their level

56.1% of respondents. Determining the training needs of enterprises depends largely on the mobilization of the superior management agency with 30.5% of respondents. In addition, determining the needs

experiential training required

Chart 3.5: Summary of comments on the quality of the Technical Level Standards used in the Technical Training and Development of Enterprises in Hanoi 39

of the manager, according to the service level of the machine and the needs of the workers.

38 For details, please see table 1, appendix 5.4

39 For details, please see table 2, appendix 5.4

To determine the necessary skill level requirements, enterprises will use the Technical Level Standards document. However, among the surveyed DM HN enterprises, only 65.7% of enterprises have circulated TCCBKT, while 34.3% do not have TCCBKT. In enterprises with TCCBKT documents, 72.2% of the opinions used these documents to determine training needs at the satisfactory and good level (chart 3.5). Particularly, among the 7 enterprises that conducted in-depth research, 2 enterprises had these documents that were too outdated and had not been updated; 1 enterprise had built TCCBKT for 2 years but only described the knowledge and skill requirements at level 4/6, and had not yet described levels 5/6 and 6/6. In general, the determination of technical training and development needs in terms of quantity in the surveyed DM HN enterprises was carried out relatively well. However, because some enterprises do not have TCCBKT documents or the quality of these documents is not good, they have difficulty determining the knowledge and skills requirements that CNKT must meet after training.

For example, consider how to determine the training needs of Factory 5 - JSC May 10 for 2012. The time to produce a shirt product made of colored uni fabric is 1688 seconds/product; white uni fabric is 1773 seconds/product. The production plan for 2011 is 2.150 million products, of which 0.5 million products are made of colored uni fabric; 1,650,000 products are made of white uni fabric. Workers work 270 days/year, 8 hours/day.

Number of workers required to complete the production plan:

CNKTct  500,000 x 1688  1,650,000 x 1773  484 ( people)

270 x 8 x 3600 x 1.0

Table 3.4: Labor structure of May 5 Factory - May 10 Joint Stock Company in 2011 40

STT

Industry	Total (People)	Worker structure by level (person)
Industry	Total (People)	I	II	III	IV	V	IV
1	Garment worker	418	230	79	71	25	8	5
2	Cutting worker	42		14	13	7	8
3	Workers are	76		56	10
4	Other workers	50	5	12	8	19	4	2
	Total	586

Determine the number and types of workers needed in the following year.

In fact, in 2011, with the above labor structure, Garment Factory 5 produced 1.985 million products. The reason was that some workers were not skilled enough to meet the required output, and some apprentices only completed 1/3 of the required output, and workers quit suddenly and could not find immediate replacements.

40 Authors compiled from the 2011 Labor Statistics Report of Garment Factory 5 - Garment Joint Stock Company 10

May 10 is improving production to increase labor productivity, it is estimated that in 2012 labor productivity will increase by about 15%, plus overtime during peak months of orders, so with the current number of workers, it is completely possible to carry out the production plan of 2,150 million products. Based on the 2011 report, it is forecasted that by 2012, about 5 workers will retire, the annual rate of workers leaving the job is about 10-12% (about 70 people), mainly sewing workers. Because workers are arranged in production lines, the labor force is fixed, vacant positions need to be filled. May 2 Factory currently has about 50 surplus sewing workers, who will be transferred to May 5 with equivalent positions, 5 workers will be transferred to the position of retired workers who need to be trained in a second profession (2 sleeve sewing workers, 3 separation sewing workers). Therefore, we need to recruit 20 new workers, including 15 sewing workers, 3 cutting workers and 2 ironing workers.

Identify the knowledge and skills that CNKT needs to have to perform the assigned workload.

May 5 mainly produces export processing products, technical requirements must comply with the partners. The technical requirements of the 2012 orders are not much different from before, so there is no need for additional training in new skills, nor is there any need for additional machinery and equipment. The new May 10 Vocational Skills Standards document has been rebuilt and can be used well in this step.

Assess the number of existing CNKT and their current skill level

Table 3.5: Technical training needs of May 5 Factory - May 10 Joint Stock Company in 2012 41

STT

Training needs	Number/type of workers
1	Vocational training for new workers	20 people including 15 sewing workers and 3 cutting workers and 2 workers are.
2	Retraining low-skilled workers	156 CNKT
3	Vocational training two	2 workers sew sleeves, 3 workers sew splits
4	Management skills training	5 deputy team leaders
5	Training for promotion exam	218 workers met the standards according to the promotion regulations, including 150 level I workers; 34 level II workers; 19 level III workers. III; 10 CN level IV; 5 CN level V

Through the monthly work performance results, the year-end summary of 2011 of the management staff at the factory showed that 156 workers were underpaid and had poor skills and needed retraining. It is estimated that in 2012, 5 shift leaders will be transferred and resign. Based on the monthly performance appraisal results, 15 workers were classified as excellent workers for 2 consecutive years, and 5 workers were nominated to be promoted to deputy head of the production team to reduce the overload of work.

41 Source: 2011 training needs report of Garment Factory 5 - Garment Joint Stock Company 10

for the team leader. The manager summarizes the training needs of Factory 5 (Table 3.5) and submits them to the Organization-Administration Department to balance and make a general training plan for the Corporation.

The grassroots managers have not yet used the results of periodic job performance assessment (JEP) of employees to determine training needs. The results of JEP are mostly used to determine which workers have lost wages or made mistakes in operating procedures for 2-3 consecutive months and need to be retrained, or to determine which employees are eligible for promotion exams. Very few grassroots managers know how to make personal development plans for employees. The synthesis of training and development needs of employees

The factory is usually determined by the Factory Directors or Deputy Directors 42 .

3.2.3. Current status of designing training and development activities for technical workers in Hanoi Textile and Garment enterprises

Based on the identified needs and goals of vocational training and development in the textile-garment industry and actual conditions, enterprises often use on-the-job training methods (direct supervision in production) and apprenticeship training (short, concentrated theoretical lessons in class followed by direct practice at the production site) 43 .

5.0

4.5

4.0

3.5 3.7

3.0

2.5

2.0

1.5

1.0

0.5

0.0

Methodical, systematic Apply immediately Easy to understand, Save time Save cost

system

get into work

easy to understand

space

4.3

4.0

3.9

4.2 4.2

3.6

3.5

3.6

2.7

2.2

2.6

2.5

CV Instructions

DN edge layer

Apprentice

Formal school education

Chart 3.6 summarizes the opinions of managers about training methods according to the following criteria: systematicity; practicality; easy to absorb for learners; time-saving and cost-saving.

Figure 3.6: Evaluation of training methods 44

cost saving

Specifically, for garment workers, almost all training and development activities apply the job instruction method due to a number of reasons. Firstly, because this is a simple job, learners can acquire professional skills from more skilled workers and learn directly at the production site. Secondly , Hanoi garment enterprises are currently facing great difficulties in attracting and recruiting workers. The Head of the Human Resources Department of Hanoi Textile and Garment Corporation said that in recent years, each time the company announced a recruitment notice, it could only attract 3-4 candidates. Therefore, enterprises cannot

42 Information from in-depth interviews with managers at all levels and human resources staff of DM enterprises in Hanoi, in 2010, 2011 and 2012 (for details, please see Appendix 4)

43 Tables 14, 15, Appendix 2.

44 For details, please see table 3, appendix 5.4

Vocational training classes for workers cannot be organized, but can only be taught by the method of mentoring 45 . For the professions of fiber production, weaving, dyeing and finishing textile products, cutting, because the characteristics of these jobs are more complicated than sewing and the internship of students greatly affects the production process, enterprises mainly use the method of apprenticeship. Only when enterprises cannot conduct vocational training, they have to organize classes next to the enterprise or send them to study at formal schools 46 .

For training and development of grassroots managers, the commonly used methods are mentoring and instruction. For training and development of middle and senior managers, enterprises often apply off-the-job training methods such as sending them to formal schools, sending them to attend seminars, visiting and learning from domestic and foreign enterprises, or laboratory-style training.

In terms of methodicality and systematization : the job guidance method was rated the lowest, the method of sending students to study at formal training institutions was rated as the most methodical and systematic. However, the job guidance and vocational training methods were rated as the most cost-effective and time-saving, with the average evaluation score being much higher than organizing classes next to enterprises or sending students to study at formal training institutions. In terms of practicality (ability to apply knowledge and skills after studying to actual work) and the level of understanding and ease of absorption, the evaluation opinions of all four methods were not too different. This means that the job guidance and vocational training methods are suitable for the financial and material conditions of enterprises in the training and development of CNKT and are still rated as quite good. Of the four methods, the method of organizing classes next to enterprises is generally considered the best in terms of methodicality, practicality, and ease of understanding for students, although it requires quite high investment costs in facilities and equipment.

3.2.4. Current status of training and development of technical workers in Hanoi Textile and Garment enterprises

3.2.4.1. Evaluation of the quality of vocational teachers of enterprises

The vast majority of vocational teachers of enterprises are part-time teachers (accounting for 95.7%), only Garment 10 JSC and Textile 10-10 JSC employ full-time vocational teachers. Normally, teachers who teach production theory, or train production skills, train new labor orientation, train regulations, rules, or ISO, ASA, WRAP, etc. are human resources officers, training officers, professional officers, engineers in charge of technology, heads, deputy heads of functional departments, directors/deputy directors.

45 Interview with Ms. Bui Thi Hai, Head of Human Resources Management Department of Hanosimex

46 Synthesized from the opinions of human resource managers of Hanosimex Company, 10-10 Textile Joint Stock Company, and Da Lat Trading Joint Stock Company.

Factory managers, shift leaders, etc. This number only accounts for 19.1% of the number of vocational teachers. Teachers in charge of guiding and tutoring workers in production practice are grassroots managers such as shift leaders, foremen, production team leaders, line leaders, and some level 5-6 workers (accounting for 33.2%). The qualifications of vocational teachers are still limited because the majority of vocational teachers of enterprises are workers with average skills, level 3-4 (accounting for 47.9%).

GVDN structure by type

96%

Full-time GVDN Part-time GVDN Other types

According to working seniority, the majority of vocational teachers in these enterprises are technical workers with over 10 years of working experience (accounting for 59.4%) and from 5 to 10 years (34.1%). The current structure of vocational teachers according to professional seniority is reasonable because only after 7 to 10 years of working can vocational workers truly mature, become proficient and have a relatively thorough understanding of their work, thus, they can take on the role of teachers to pass on their skills to others (data is presented in Figure 3.5).

GVDN structure by level 19%

48%

33%

Technique

engineer

technician

Level worker

5-6

Level worker

3-4

GVDN structure by seniority 7%

59%

Below

5 years

5-10 years

Over 10 years

Figure 3.4: Summary of vocational teacher structure by level, seniority and type

full-time/part-time 47

Large-scale enterprises that have been operating for many years and have extensive experience in training and developing vocational training institutions often build a team of good-quality vocational teachers. A typical example is the case of Hanosimex and Garment Corporation 10. In 2011, because Hanosimex had to relocate from the inner city of Hanoi to Dong Van, most of the vocational teachers and a part of the managers and professional staff quit their jobs. It was the skilled and experienced vocational teachers (including skilled workers, seniority or retired vocational teachers) who helped the enterprise train local workers and rebuild the vocational training force. After only 2 years, Hanosimex began to stabilize production at the new facility. At Garment Corporation 10, the specialized vocational teachers of Long Bien Vocational College (LBC) are regularly updated with knowledge and advanced teaching methods from the Ministry of Education and Training.

47 For details, please see tables 16,17,18 in Appendix 2.

General Department of Vocational Training and practical training in workshops. LBC encourages lecturers to improve their knowledge, improve teaching methods, and conduct scientific research through a salary and bonus mechanism. Good quality vocational teachers, modern facilities and equipment help graduates meet the requirements of enterprises 48 .

Small or medium-sized enterprises, lacking long-term investment in vocational training and development, often face many difficulties in the quality of vocational teachers, thus greatly affecting the quality of vocational teachers after training. However, in particular, at Da Lat Trading Joint Stock Company, a young private enterprise , the workforce is also very young in both professional age and age. The vocational teachers are all level 3-4 workers, with less than 10 years of experience, and are mainly trained through practical production. Whenever there is a new product, the company's engineers will directly train skilled workers (who are also vocational teachers).

The training model is a "drifting oil drop " style, which is very suitable for supplementary skills training because it is fast and ensures quality (the rate of students meeting the required skills after training is usually over 90%).

3.2.4.2. Evaluate the incentive policies and attention paid to training and development of technical workers of the enterprise

Benefits policies for employees after training

Table 3.6: Summary of reasons for participating in training and post-training benefits 50

Reasons for employee training participation

Response rate (%)	Treatment of workers after training	Response rate (%)
Due to skills not meeting job requirements	53.3	Be assigned suitable work fit Be provided with the opportunity to apply new knowledge and skills	71.3 37.4
Due to MMTB modernization	16.5
Due to new product production, need to update knowledge knowledge, skills	27.6
Update knowledge of labor safety and fire prevention	35.3
ISO, ASA 8000 training	27.1
Time for the promotion exam	37.1	Upgrade	57.9
As requested by the manager	4.7
Serving career development needs	25.3	Promotion	7.6
Due to personal desires and needs	22.9	Give more difficult tasks, more authority, responsibility	22.8
Because I want a raise	28.8	Salary increase	25.1