Testing the Necessity and Feasibility of Training Program Development Management Measures

3.4. Testing the necessity and feasibility of training program development management measures

3.4.1. Objective

We conducted a survey to evaluate the necessity and feasibility of the proposed measures, to enhance the effectiveness of management and development of training programs in Finance - Banking according to the financial system at the College of Economics and Business Administration.

3.4.2. Content and method

a. Regarding content: Testing the necessity and feasibility of measures to enhance the effectiveness of management and development of training programs in the Finance - Banking sector according to the financial system at the College of Economics and Finance.

b. Regarding the method: We developed a questionnaire and organized to ask for opinions from 50 managers, teachers, 91 students, and 15 employers about the management measures proposed by the topic.

3.4.3. Results

We used a survey of 50 managers, teachers, 15 employers and 91 students (Appendix 4 and Appendix 5) to test the necessity and feasibility of 7 measures to manage the development of training programs in the Finance - Banking sector. The results are summarized in tables 3.1 and 3.2.

Measure 1: Complete the training development process.

Measure 2: Fostering management capacity and developing training programs in the Finance sector

- Financial support bank for teachers and training managers.

Measure 3: Regularly evaluate and adjust training programs to meet labor market needs.

Measure 4: Innovate methods and forms of organizing training activities and managing training programs.

Measure 5: Complete necessary conditions to serve the development and management of training programs.

Measure 6: Strengthen the role of stakeholders in training program development. Measure 7: Strengthen international cooperation in training program development.

Table 3.1: Test summary table

The necessity of measures to manage the development of training programs in the Finance - Banking sector according to the financial system

Measures

Necessity (%)
Managers, Teachers						Employer						SV
Very necessary design		Necessary		Not needed yet design		Very necessary design		Necessary		Not needed yet design		Very necessary design		Necessary		Not needed yet design
SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)
Measure 1	14	28	36	72	0	0	0	0	15	100	0	0	15	16.5	48	52.7	28	30.8
Measure 2	9	18	41	82	0	0	0	0	15	100	0	0	37	40.6	29	31.9	25	27.5
Measure 3	12	24	38	76	0	0	2	13.3	11	73.4	2	13.3	26	28.6	35	38.5	30	32.9
Measure 4	9	18	41	82	0	0	2	13.3	11	73.4	2	13.3	18	19.8	36	39.6	37	40.7
Measure 5	11	22	39	78	0	0	3	20	9	60	3	20	18	19.8	42	46.2	31	34.1
Measure 6	9	18	35	70	6	12	0	0	15	100	0	0	12	13.2	33	36.3	46	50.5
Measure 7	5	10	31	62	14	28	0	0	9	60	6	40	15	16.5	42	46.2	34	37.4

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Table 3.2: Summary table of feasibility testing of management measures for developing training programs in the Finance - Banking sector according to the financial system

Measures

Feasibility (%)
Managers, Teachers						Employer
Very possible		Possible		Not feasible		Very possible		Possible		Not feasible
SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)	SL	TL (%)
Measure 1	15	30	35	70	0	0	0	0	15	100	0	0
Measure 2	7	14	43	86	0	0	0	0	15	100	0	0
Measure 3	6	12	44	88	0	0	0	0	13	86.7	2	13.3
Measure 4	7	14	43	84	0	0	0	0	13	86.7	2	13.3
Measure 5	6	12	44	88	0	0	0	0	12	80	3	20
Measure 6	7	14	38	76	5	10	0	0	15	100	0	0
Measure 7	5	10	31	62	14	28	0	0	9	60	6	40

Analysis of test results:

Measure 1: Complete the training development process

Regarding the level of necessity: 14 managers and teachers (28%) and 15 students (16.5%) rated it as very necessary; 36 managers and teachers (72%), 15 employers (100%), 48 students (52.7%) rated it as necessary; 28 students (30.8%) rated it as not necessary.

Regarding feasibility: 15 managers and teachers, accounting for 30%, rated it as very feasible; 35 managers and teachers, accounting for 70%, and 15 employers, accounting for 100%, rated it as feasible.

Measure 2 : Fostering management capacity and developing training programs in the Finance sector

- Bank for TC training system for teachers and training managers

Regarding the level of necessity: 9 managers and teachers accounting for 18%, and 37 students accounting for 40.6% rated it as very necessary; 41 managers and teachers accounting for 82%, 15 employers accounting for 100%, 29 students accounting for 31.9% rated it as necessary; 25 students accounting for 27.5% rated it as not necessary.

Regarding feasibility: 7 managers and teachers, accounting for 14%, rated it as very feasible; 43 managers and teachers, accounting for 86%, and 15 employers, accounting for 100%, rated it as feasible.

Measure 3 : Regularly evaluate and adjust training programs to meet labor market needs.

Regarding the level of necessity: 12 managers and teachers accounting for 24%, 2 employers accounting for 13.3%, 26 students accounting for 28.6% rated it as very necessary; 38 managers and teachers accounting for 76%, 11 employers accounting for 73.4%, 35 students accounting for 38.5% rated it as necessary; 2 employers accounting for 13.3%, 30 students accounting for 32.9% rated it as not necessary.

Regarding feasibility: 6 managers and teachers, accounting for 12%, rated it as very feasible; 44 managers and teachers, accounting for 88%, 13 employers, accounting for 86.7%, rated it as feasible; 2 employers, accounting for 13.3%, rated it as not feasible.

Measure 4: Innovate methods and forms of organizing training activities and managing training programs

Regarding the level of necessity: 9 managers and teachers accounting for 18%, 2 recruiters accounting for 13.3%, 18 students accounting for 19.8% rated it as very necessary; 41 managers and teachers accounting for 82%, 11 recruiters accounting for 73.4%, 36 students accounting for 39.6% rated it as necessary; 2 recruiters accounting for 13.3%, 37 students accounting for 40.7% rated it as not necessary.

Regarding feasibility: 7 managers and teachers, accounting for 14%, rated it as very feasible; 43 managers and teachers, accounting for 84%, 13 employers, accounting for 86.7%, rated it as feasible; 2 employers, accounting for 13.3%, rated it as not feasible.

Measure 5: Complete necessary conditions to serve the development and management of training programs.

Regarding the level of necessity: 11 managers and teachers accounting for 22%, 3 employers accounting for 20%, 18 students accounting for 19.8% rated it as very necessary; 39 managers and teachers accounting for 78%, 9 employers accounting for 60%, 42 students accounting for 46.2% rated it as necessary; 3 employers accounting for 20%, 31 students accounting for 34.1% rated it as not necessary.

Regarding feasibility: 6 managers and teachers, accounting for 12%, rated it as very feasible; 44 managers and teachers, accounting for 88%, and 12 recruiters, accounting for 80%, rated it as feasible; 3 recruiters, accounting for 20%, rated it as not feasible.

Measure 6: Strengthen the role of stakeholders in training program development

Regarding the level of necessity: 9 managers and teachers accounting for 18% and 12 students accounting for 13.2% rated it as very necessary; 35 managers and teachers accounting for 70%, 15 employers accounting for 100%, 33 students accounting for 36.3% rated it as necessary; 6 managers and teachers accounting for 12%, 46 students accounting for 50.5% rated it as not necessary.

Regarding feasibility: 7 managers and teachers, accounting for 14%, rated it as very feasible; 38 managers and teachers, accounting for 76%, and 15 employers, accounting for 100%, rated it as feasible; 5 managers and teachers, accounting for 10%, rated it as not feasible.

Measure 7: Strengthen international cooperation in training program development

Regarding the level of necessity: 5 managers and teachers accounting for 10% and 15 students accounting for 16.5% rated it as very necessary; 31 managers and teachers accounting for 62%, 9 employers accounting for 60%, 42 students accounting for 46.2% rated it as necessary; 14 managers and teachers accounting for 28%, 6 employers accounting for 40%, 34 students accounting for 37.4% rated it as not necessary.

Regarding feasibility: 5 managers and teachers (10%) rated it as very feasible; 31 managers and teachers (62%) and 9 recruiters (60%) rated it as feasible; 14 managers and teachers (28%) and 6 recruiters (40%) rated it as not feasible.

The number and proportion of survey subjects assessing the necessity and feasibility of the 7 measures we proposed are relatively high. This proves that the 7 measures we proposed are necessary and can be applied in practice in the management and development of the Finance - Banking training program at the College of Economics and Technology at present.

Chapter 3 Conclusion

With a tradition of more than 35 years of development and growth, the College of Economics and Finance has been training economic managers and intermediate-level officials to effectively serve the northern mountainous provinces in particular and the whole society in general. However, through research and practical surveys, in order to further improve the quality of training programs, contributing to improving the quality of training, effectively serving the cause of industrialization - modernization of the country and international integration, we have proposed 7 measures to manage the development of training programs in the Finance - Banking sector according to the financial system at the College of Economics and Finance: Perfecting the process of developing training programs; Fostering the capacity to manage and develop training programs in the Finance - Banking sector according to the financial system for teachers and training managers; Regularly evaluating and adjusting training programs to meet the needs of the labor market; Innovating methods and forms of organizing training activities and managing training programs; Perfecting the necessary conditions to serve the development and management of training programs; Strengthening the role of stakeholders in training program development; Strengthening international cooperation in training program development.

The test results show that all the proposed measures are necessary and highly feasible. Each measure has its own role, but they are closely related to each other, complementing each other to contribute to improving the effectiveness of the school's training activities.

CONCLUSION AND RECOMMENDATIONS

1. Conclusion

1.1. Curriculum development is the process of identifying and organizing all the listed activities to confirm the achievement of the goals and desires of the educational system based on an existing design or model. Curriculum development is a closed process, with no final step. It is important that each step is monitored and evaluated from the beginning.

1.2. Training program development management is a task that is consistent with the law in the principal's management work in implementing the goals and content of the training program. Education and training that are suitable for practical needs and international integration are important and necessary conditions in colleges and universities today. Therefore, the work of building, developing, and managing the development of training programs is one of the most basic tasks contributing to improving the effectiveness of training activities in each school.

1.3. The process of awareness, organization, implementation and development of training programs in the Finance sector

- Banking according to financial system is affected by many factors, but besides the path of self-training and self-improvement, organizing training activities and fostering professional capacity to meet the requirements of building, developing training programs and managing training program development in accordance with social needs is the basic path.

1.4. The research process shows that most managers, teachers and students have correctly recognized the importance of organizing the implementation of training programs, developing training programs, managing the development of training programs in the Finance - Banking sector according to the financial system; recognizing the concepts; approaches; and training program development process. Correctly assessing the current situation, finding out the strengths and weaknesses in organizing the implementation, developing training programs and managing training program development are the basis for proposing measures to manage training program development to improve the effectiveness of training program development management and ultimately improve the quality of training of the School.

1.5. The process of theoretical and practical research is the basis for us to build 7 measures to manage the development of the Finance - Banking training program according to the credit system at the College of Economics and Technology, which are: Perfecting the training program development process; Fostering the capacity to manage and develop the Finance - Banking training program according to the credit system for lecturers and training managers; Regularly evaluating and adjusting the training program to meet the needs of the labor market; Innovating methods and forms of organizing training activities and managing training programs; Perfecting the necessary conditions to serve the development work.

Developing and managing training programs; Strengthening the role of stakeholders in training programs; Strengthening international cooperation in training programs development

1.6. The test results show that the proposed measures are urgent, practical and feasible in the management of the development of the Finance - Banking training program at the College of Economics and Technology at present.

2. Recommendations

2.1. For the Board of Directors of Thai Nguyen College of Economics and Finance

Specify documents related to training programs, strengthen dissemination and propaganda work so that training program development attracts the attention, sharing and contribution of all members of the School for the purpose of continuously improving the quality of training of the School.

Strengthen supervision of work related to curriculum, textbooks, and teaching materials. Innovate the management of curriculum development. Promote training and fostering to improve professional qualifications as well as curriculum development for managers and teachers. Make reasonable investment in funding for curriculum development.

2.2. For functional departments and specialized departments

Train and develop training program development teams with adequate scientific knowledge on building, developing, and managing training program development.

Timely issue decisions and documents guiding the implementation of training program development, adjustment and supplementation.

2.3. For lecturers

Regularly update new knowledge, improve self-control and self-responsibility in professional work and other assigned tasks.

Regularly and promptly update the guiding circulars, decisions and documents of the Ministry, branches, Thai Nguyen Province and the School related to the educational and training activities of the School.

2.3. For businesses

Regularly liaise with the School and specialized faculties in developing human resource development plans, providing timely information on resource needs for the School.

Actively participate in the school's training activities: Excellent student contest, training program development, training cooperation, supporting teachers to contact reality, receiving students to contact for internship.

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