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Survey to Evaluate the Effectiveness Before and After Implementing the Solution

activities that are both consistent with theory and meet practical requirements to promote the school's resource potential.

3.4.2. Solution testing

3.4.2.1. Test purpose

Evaluate the results of the practical impact of one of the above solutions at 06 universities of research under VNU selected for the pilot.

3.4.2.2. Test hypothesis

- Based on the assessment of the school's capacity for innovation, identify the limited knowledge and skills of each innovation team in the University of Economics - VNU and have a plan to pilot the solution.

- The trial was conducted over a period of 1 year, so the evaluation of effectiveness by quantitative measurement, product counting and personal opinion survey should be relatively high.

3.4.2.3. Test subjects

The experiment was conducted with managers at all levels, lecturers and lecturers at the University of Economics - VNU. Currently, the University of Economics has 6 faculties, with 21 departments. In recent times, the University of Economics has paid much attention to the development of departments with the view that this is the core factor in creating training and scientific research activities, as well as ensuring the quality of the school.

The thesis solicits opinions by questionnaire for specific subjects as follows:

- School managers (faculty and functional department level): 15 votes.

- TBMs: 21 votes.

- Lecturer: 50 votes.

3.4.2.4. Test content

- Select Solution 3 content "Organizing competency-based training for young people", because this is the content that is assessed as the most feasible for testing. The assessment focuses on the following contents:

+ Evaluate the effectiveness of the solution;

+ Evaluate satisfaction level with the solution.

- The conclusion of the testing process is based on the change in response of the person directly affected by the solution before and after implementation.

3.4.2.5. Test time

The 1-year trial period begins with the solution being implemented and the trial results are collected after the above period (from June 2018 to June 2019).

3.4.2.6. Testing methods and procedures

Directly deploy the content of organizing training to foster the missing capacity for the National Economics University according to the demand survey at the University of Economics - VNU.

Procedure :

(1) Agree on the experimental policy with the leaders of the University of Economics, faculties and TBM.

(2) Develop a training plan for TBMs (program content, time, location, conditions, TBMs required to participate in training...):

i) Training in training program development skills: In coordination with the University of Education - VNU;

ii) Fostering scientific research organization skills: Inviting experts in each specialized field of the University of Economics - VNU;

iii) Political theory training: Coordinate with Ho Chi Minh National Academy of Politics;

iv) Training in management knowledge and skills: In coordination with the University of Education - VNU;

v) IT and foreign language training: Coordinate with University of Technology, University of Foreign Languages ​​- VNU;

vi) Fostering skills in developing international cooperation, developing social relationships and supporting the community: Inviting international cooperation experts from the Faculty of International Affairs, Faculty of Business Administration - VNU, VNU Scientists Club.

(3) Conduct training: Implement training according to plan, promote self-study, organize seminars, exchange experiences...

(4) Apply acquired knowledge to practice in each subject at school.

(5) Evaluate the results and work efficiency of TBM, thereby evaluating the effectiveness of the solution (evaluate work efficiency through observation, recording, comparing results before and after testing and using questionnaires to get opinions from test participants about the suitability and satisfaction with the solution).

(6) Summarize, draw lessons, replicate solutions and propose to superiors policies on building a team of professional team leaders to contribute to the development of the National University of Science and Technology.

3.4.2.7. Evaluation criteria and test rating scale

Evaluation of the effectiveness of the test solution is done in the following way:

- Compare the changes in the TBM before and after the experiment through a survey to collect opinions from relevant people such as colleagues, direct managers and the TBM themselves who participated in training courses to improve their capacity.

- Compare the changes in department management activities after TBM was implemented by DT-BD during the solution testing process.

The evaluation criteria are constructed in a comparative manner, each content will have a number of indicators that clarify the issue of the criteria.

In the study evaluating the effectiveness of solution implementation, the type of scale chosen to use is the Likert scale - a scale commonly used to measure the level of opinion. Each point in the scale will indicate the level of effectiveness or not for the activities of DT-BD for DNTBM during the testing period.

In the study evaluating the level of satisfaction when implementing the solution, the scale indicates the level of satisfaction of the evaluators with the training content as well as the impact on TBM and TBM management activities, as well as assessing the suitability of policies for the development of TBM.

3.4.2.8. Test results

* Evaluate the effectiveness of the solution

After 1 year of training the National Defense and Security Council through short-term training courses and being applied by the National Defense and Security Council in practice, the PhD student and the leaders of the University of Economics - VNU conducted an assessment of the work performance according to the following criteria:

According to the survey results, the effectiveness was also evaluated differently before and after implementing the solution. The TBMs changed in both knowledge and awareness and action. The task performance of the TBM increased by about 01 point, from 2.56 to 3.51 on average. The smallest change was the criterion "enhancing new professional knowledge for TBMs" which also had a difference of 0.92 points on average before and after implementing the solution.

The solution also has an effective impact on the change of department management activities. The strongest increase is the impact on improving the quality of lecturers in the department. If before implementing the solution, the effectiveness of improving the quality of lecturers was only assessed quite low with an average score of 2.6; but after implementing the solution, the average score increased to 3.76. This is an impact with very important survey results, demonstrating the urgency and feasibility of the solution. Previously, in the survey on the capacity to improve the quality of lecturers in the department of the Department of Science and Technology at the universities of the VNU, the results also gave a low assessment. The impact on promoting scientific research and organizing scientific research of the department was also assessed to have changed strongly after implementing this solution. The average evaluation scores before and after implementing the solution are nearly 1 point apart, showing that the experimental solution at the University of Economics - VNU is completely suitable and meets the requirements of the current context.


Table 3.3: Survey to evaluate the effectiveness before and after implementing the solution



Content

Inefficient


Less effective


Neutral


Quite effective


Effective


Average


Total

Before

After

Before

After

Before

After

Before

After

Before

After

Before

After

Change of Head of Department (TBM)














Carry out the assigned tasks of TBM


8


4


45


20


14


13


12


25


6


23


2.56


3.51


85

Enhance new expertise for TBM


10


7


47


17


5


7


10


30


13


24


2.64


3.55


85

Changes to departmental management














Impact on improving the quality of lecturers in the department


11


4


42


15


10


6


14


32


8


28


2.60


3.76


85

Impact on promoting scientific research of the department


8


2


36


11


14


9


16


27


11


36


2.84


3.99


85

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Survey to Evaluate the Effectiveness Before and After Implementing the Solution


Table 3.4: Survey to assess satisfaction level before and after implementing the solution




Content

Not satisfied


Less satisfied


Neutral


Quite satisfied


Satisfied


Average


Total

Before

After

Before

After

Before

After

Before

After

Before

After

Before

After

Change of Head of Department (TBM)














Professional competence, pedagogical skills


9


7


24


20


5


5


23


25


24


28


3.34


3.55


85

Research capacity and research organization


14


4


48


22


6


10


14


32


3


17


2.34


3.42


85

Professional management capacity


12


6


16


10


9


14


26


32


22


23


3.35


3.66


85

Leadership

15

10

17

9

4

5

28

35

21

26

3.27

3.68

85

Social performance

12

3

40

15

8

9

17

26

8

32

2.64

3.81

85

International cooperation capacity

18

11

25

16

8

9

28

32

6

17

2.75

3.33

85

Changes to departmental management














The results impact the teaching activities of the department


8


2


34


12


9


8


21


37


13


26


2.96


3.86


85

Results impact on research activities of the department


10


5


31


14


7


5


19


35


18


26


3.05


3.74


85

After participating in the training courses, the TBMs have more skills in organizing scientific research and managing the department, which has a strong impact on the activities of lecturers in the department, and the achievements of the TBMs have been recognized. This shows that the solution has solved the set goals quite well. The quantifiable results after the experiment have all increased. Obviously, with the trained skills, the TBMs have better promoted the potential of their departments, especially in the field of scientific research. If the measurement of teaching quality is relatively done through surveys, the results of organizing scientific research and training cooperation can be statistically calculated. After the training courses, the TBMs have more skills to implement and promote lecturers to strengthen scientific research by registering for quotas. In particular, with the course on writing international articles, the TBMs themselves have also increased the number of international publications compared to before. At the same time, the TBMs actively seek and expand relationships to organize specialized workshops or seminars. Several projects of exchanging lecturers and students were also carried out. This result shows the effectiveness in selecting suitable training courses for TBMs in the University of Science and Technology.

Table 3.5: Statistics of the department's results achieved after implementing the solution


TT

Content

Before the test

After the test

1

Number of articles published domestically and internationally

20

25

2

Research topics at all levels

6

8

3

Student research

15

30

4

Professional seminars and workshops

6

10

5

Domestic training cooperation

3

7

6

International training cooperation

2

3

7

Technology transfer project

0

0

8

Social projects and community support

2

4


* Rate your satisfaction with the solution

The satisfaction level was greatly improved after implementing the solution. The competencies of the DNTM were evaluated differently. The professional and pedagogical competencies did not change much in the satisfaction level. The average score before implementation

The solution is 3.34 and then 3.55. The reason is that the professional capacity training programs are quite few within 01 year and the change is not clearly visible. However, the capacity for scientific research and scientific research organization has increased dramatically in terms of satisfaction. The TBMs have promoted the faculty members in the department as well as attracted students to participate in scientific research activities, and published domestically and internationally. One of the training courses that was highly appreciated when implementing the solution is the method of selecting topics, methods and experience of international publication. Therefore, the average score assessing the level of satisfaction with this capacity increased from 2.34 to 3.42 points after implementing the solution. Professional management capacity and leadership capacity also did not change dramatically after the TBMs participated in the training courses, but the capacity for social activities and international cooperation also changed greatly. Thus, it can be generally assessed that after implementing the solution, the level of satisfaction with the capacity of the National Economics University - VNU has improved.

The level of satisfaction with the results of department management activities also showed a clear change before and after implementing the solution. With the implementation of the above solution, over 85.7% of the school's TBMs showed their willingness to focus on developing department activities, including teaching management and scientific research. In addition, 100% of the TBMs were willing to self-study to improve their qualifications and capacity. This is also a very positive result for the implementation of the solution proposed by the thesis.

3.4.2.9. Test conclusion

It can be seen through the pilot implementation of solution 3 “ Organizing competency-based training for young talents ” at the University of Economics - VNU, Hanoi, with good results. This shows that the solution is not only necessary but also highly feasible. The implementation of this solution will improve the effectiveness of developing young talents in universities and research institutes in Vietnam.


Chapter 3 Conclusion:

In order for the development of human resource management in universities and research institutes in Vietnam to be of high quality and effective, management work must be carried out scientifically, approaching modern human resource development experiences, suitable for the subjects and educational conditions of Vietnam. Before the strong impact of industrialization and modernization of the country, international integration, and the way of

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