LIST OF DIAGRAMS
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Diagram name | Page | |
1 | Figure 1.1. Stages of career development | 20 |
2 | Figure 1.2. O'Connor's training process | 22 |
3 | Diagram 1.3. D. Kolb's Experiential Learning Process Model | 27 |
4 | Figure 1.4. Theoretical framework for research on training and development of workers technical staff in business | 39 |
5 | Diagram 4.1. Process of determining training and development needs in DN DM HN | 119 |
6 | Figure 4.2. Satellite-style organizational structure | 135 |
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Image name | Page | |
1 | Figure 2.1. Structure of surveyed employees by age, gender and seniority | 48 |
2 | Figure 2.2. Structure of managers surveyed in some Hanoi DM enterprises according to function name, age, gender, seniority and qualification | 49 |
3 | Figure 3.1. Human resource structure and technical worker force structure (by profession) of Hanoi Textile and Garment enterprises | 61 |
4 | Figure 3.2. Structure of technical workers in Textile and Garment enterprises Hanoi by gender and age | 62 |
5 | Figure 3.3. Structure of technical workers in Textile and Garment enterprises Hanoi by seniority and skill level | 62 |
6 | Figure 3.4. Summary of vocational teacher structure by level and seniority and by type of full-time/part-time | 82 |
7 | Figure 3.5. The impact of the systematic nature of the enterprise-based class organization method on the level of meeting job requirements after training. of CNKT on knowledge and career development ability | 92 |
8 | Figure 3.6. The influence of GVDN's knowledge on the level of meeting job requirements after training of CNKT in terms of knowledge and development ability career development | 93 |
9 | Figure 3.7. The impact of vocational skills of vocational teachers on the level of meeting job requirements after training of vocational workers in terms of skills and abilities career development | 94 |
10 | Figure 3.8. The influence of pedagogical competence of vocational teachers on the level of response meet the post-training job requirements of CNKT in terms of knowledge and skills | 94 |
11 | Figure 3.9. Impact of policies to encourage investment and development of enterprises with the level of meeting the job requirements after training of CNKT in terms of knowledge and career development ability | 95 |
12 | Figure 3.10. Results of vocational training and development by gender | 97 |
13 | Figure 3.11. Results of vocational training and development by age | 98 |
14 | Figure 3.12. Results of vocational training and development classified by seniority | 99 |
15 | Figure 3.13. Results of vocational training and development classified by worker level | 100 |
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Chart Name | Page | |
1 | Figure 2.1. Structure of interviewees on career development | 46 |
2 | Figure 2.2. Expert interview structure | 46 |
3 | Chart 3.1 Statistics of Hanoi Textile and Garment enterprises by product | 59 |
4 | Chart 3.2. Comparison of average income per capita of the whole country, Hanoi Domestic and Hanoi Textile and Garment Enterprises | 60 |
5 | Chart 3.3. Statistics on the number of people participating in DNKT training and development every year Year of the DN DM HN | 65 |
6 | Figure 3.4. Distribution of enterprises according to the form of determining investment and development needs Annual CNKT of Hanoi DM Enterprises | 78 |
7 | Figure 3.5. Summary of opinions on the quality of the Standard document Technical level standards used in IT development of Hanoi enterprises | 78 |
8 | Figure 3.6. Evaluation of training methods | 81 |
9 | Chart 3.7. Evaluation of employee treatment after training | 85 |
10 | Figure 3.8. Statistics on support for workers during training period create | 85 |
11 | Chart 3.9. Evaluation of the support policy of enterprises for employees during training | 86 |
12 | Chart 3.10. Opinions on the level of compensation for training costs | 86 |
13 | Chart 3.11. Summary of management staff's comments on organizational work and serve training programs | 87 |
14 | Chart 3.12. Assessment of job satisfaction after training of technical workers | 88 |
15 | Figure 3.13. Influence of external environmental factors to the results of investment and development of science and technology in enterprises in Hanoi | 102 |
16 | Form 4.1. Personal development plan form | 118 |
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Table name | Page | |
1 | Table 1.1: Material and mental stimulation tools in training and Developing technical workers in the enterprise | 32 |
2 | Table 1.2: 4-level training evaluation model | 34 |
3 | Table 3.1: Summary of textile-garment industry by skill level | 63 |
4 | Table 3.2: Summary of textile-garment industry by training level | 63 |
5 | Table 3.3. Statistics on the number of managers at all levels and professional staff The profession was developed from technical worker in 2011. | 72 |
6 | Table 3.4. Labor structure of May 5 Factory - May 10 JSC as of the end of 2015. 2011 | 79 |
7 | Table 3.5. Technical training needs of May 5 Factory - May 10 Joint Stock Company 2012 | 80 |
8 | Table 3.6. Summary of reasons for participating in training and post-training benefits | 84 |
9 | Table 3.7. Chi-square test results | 90 |
10 | Table 3.8. Assessment of the influence of design factors- Deployment to the results of training and development of science and technology in enterprises in Hanoi | 91 |
11 | Table 4.1. Development strategy of Vietnam's Textile and Garment industry to 2020 | 107 |
12 | Table 4.2. Forecast of human resource needs of Hanoi Textile and Garment enterprises Domestic period 2014-2015 and 2016-2020 | 109 |
13 | Table 4.3. Forecast of demand for managers at all levels of enterprises Hanoi Textile and Garment in the period 2014-2015 and the period 2016-2020 | 110 |
14 | Table 4.4: Forecast of demand for technical workers in various occupations of enterprises Hanoi Textile and Garment Industry in the period 2014 - 2015 and 2016-2020 | 111 |
15 | Table 4.5. Forecast of demand for textile-garment technical workers of enterprises Hanoi Textile and Garment Industry in the period 2014-2015 and 2016-2020 | 111 |
16 | Table 4.6: Forecast of training needs for textile-garment-fiber technical workers of textile enterprises HN period 2014-2015 and 2016-2020 | 112 |
17 | Table 4.7. Overall training and development plan for 2014 - Company A | 118 |
18 | Table 4.8. Role of GVDN in teaching activities | 125 |
19 | Table 4.9. Labor demand for development planning Vinatex textile industry in the period 2014-2015 and 2016-2020 | 136 |
INTRODUCTION
1. Urgency of the topic
Vietnam's economy is developing strongly and increasingly integrating deeply with the world economy. Hanoi, the capital, the economic - political - social center of the country, is the second largest locality in terms of contribution to the country's economic growth. According to the report of the Hanoi Statistics Office [18, p.59], in 2011, the city's gross domestic product reached about 283,767 billion VND, accounting for 11.2% of the country's gross domestic product. The average annual GDP growth rate of Hanoi (HN) in the period 2006-2010 reached 10.4%, of which the growth rate of industry and construction accounted for about 43%. Currently, the city has nearly 100,000 production and business establishments (SXKD) in many different industries. Of these, the textile and garment industry has 18,483 production establishments (accounting for 18.5% of the total number of industrial production establishments in the city), contributing about 17.3% of the annual gross domestic product of Hanoi. Textile and Garment Enterprises (TEEs) play an important role in the economic development of Hanoi, creating jobs for people in the city and neighboring provinces.
International economic integration brings many opportunities to expand the market for textile enterprises but also brings many challenges. These are challenges from increasingly fierce competition in a highly internationalized market. These are also pressures from technological innovation, international regulations, treaties and technical barriers in production and business. These are increasingly strict demands from customers on product quality and design. To survive and develop in competition, Hanoi textile enterprises must ensure high labor productivity, good product quality and reasonable prices, and strictly implement international regulations in product manufacturing.
Obviously, one of the conditions for enterprises to achieve high production and business efficiency is a good quality human resource, especially a technical worker force (CNKT) that meets strict requirements on skills and updating knowledge, techniques, new production technology, has ethics, serious working attitude, and is attached to the enterprise. The role of CNKT comes from the importance of the human factor - the central factor of the enterprise's production and business process. CNKT is the subject of the production process, performing operational activities, directly producing products, goods, and services for the enterprise. To carry out the operational process, workers use machinery, equipment, tools, and instruments, impacting and transforming raw materials to produce products and services. Knowing how to operate machinery and equipment effectively and safely, using tools and equipment properly, and saving materials, workers can make a great contribution to helping businesses use them effectively.
investment capital and save a significant part of variable costs for tools, equipment and raw materials. Their work performance has a direct and decisive impact on the quantity and quality of products and services that the enterprise provides in the market, on the image and reputation of the enterprise in the market and with customers, and therefore, also affects the competitiveness and sustainable development of the enterprise.
The characteristic of textile and garment enterprises is that they employ a lot of labor. Currently, the Hanoi Textile and Garment industry employs about 111,600 workers [18, pp. 131-132]. Of which, technical workers account for 84.5% (equivalent to 98,865 people). In fact, the level of understanding of technology and production, especially the level of training in knowledge and professional skills of technical workers in Hanoi textile and garment enterprises, is still limited, not meeting the requirements of increasingly modernized production and business activities. These limitations have a significant impact on labor productivity, output, product quality, and thereby, affecting production and business efficiency and reducing the competitiveness of enterprises.
A workforce that meets current and future job requirements and production and business requirements in terms of both quantity and quality is an extremely valuable resource, a competitive advantage that competitors cannot easily imitate. However, in order to create and maintain a competitive advantage from a workforce that is skilled, knowledgeable, serious in working attitude and awareness, committed and loyal, enterprises must definitely pay attention to investing in training and development (DT&PT) of technical workers seriously and reasonably. This can be considered one of the core issues, decisive to the success not only in the production and business of Hanoi Textile and Garment Enterprises but also in the process of industrialization and modernization of the country, requiring urgent solutions. Therefore, the research on the topic "Training and development of technical workers in Hanoi Textile and Garment Enterprises" is really necessary.
2. Overview of typical domestic and foreign studies
Research on training and development of human resources in enterprises must first be based on the theoretical basis of training and development of human resources (HR) in organizations. In the world, research on training and development of HR can be temporarily divided into four large groups. The first group is the theories on training system design, typically the theories of Goldstein [120] and O'Connor [126]. The second group is the theories explaining the human learning mechanism such as: Skinner's Behavioral Change theory [22, p.135], M. Knowles's Adult Learning theory [119] and D. Kolb's Experiential Learning Process [126, p.132]. The third group is research based on theories of motivation: the model of career development stages
J.Ivancevich [115, pp.196-199], ARCS model of J. Keller [131]. The fourth group is the theories on training results evaluation: Kirkpatrick's 4-level training evaluation model [117], Kirkpatrick's 4-level model + ROI developed by J.Phillips [127], Stufflebeam's CIPP model [128]. However, these theories do not go into detail about training and development of specific labor types, namely CNKT in enterprises. Therefore, the thesis only inherits the theories and applies and develops the theoretical basis for training and development of CNKT in enterprises.
Research on the theory and practice of vocational training and human resource development in Vietnam can be divided into two main directions: one is research on vocational training, vocational training and human resource development of a province, a city or an industry, and the other is research on vocational training and human resource development in enterprises, carried out by enterprises themselves to meet human resource needs for their production and business.
Some outstanding studies on vocational training, training and development of human resources at the macro level are as follows:
The doctoral thesis on Training and development of technical human resources in the field of detection and handling of post-war bombs, mines and explosives in Vietnam by author Nguyen Trong Canh [13] presents some concepts of technical labor, training and development of technical human resources for a specific field of detection and handling of post-war bombs, mines and explosives. In this study, Dr. Nguyen Trong Canh also mentioned the fact that many workers without degrees (certificates) but with skills equivalent to level 3 workers are also considered technical labor. The thesis proposed a management model for training and development of technical human resources in the field of detection and handling of bombs, mines and explosives, as well as mentioned external factors affecting this work. However, this is an approach from the side of managers and policy makers, so it is necessary to propose solutions and recommendations to the Ministry of National Defense and the State to support and encourage this work. The thesis has not yet deeply assessed the impact of factors on the implementation of this work in the industry.
In the thesis Research on employment of vocationally trained workers in Vietnam [27] , Dr. Bui Ton Hien used the human capital model to analyze factors affecting the employment of vocationally trained workers (including factors affecting job creation and job creation and factors of policies on the use and development of vocationally trained workers). Author Bui Ton Hien also mentioned the concepts of vocational training, vocationally trained workers and especially the concept of technical workers. The above concepts have been inherited in this thesis.
The topic of Improving the suitability of the vocational training system (TVET) in Vietnam to meet the needs of the business sector is conducted by the Institute of Business Management Research.
The Central Institute of Vocational Education and the Institute of Vocational Science [81] collaborated to analyze the current status of the vocational training system in Thai Nguyen and Vinh Phuc provinces. The study found that the main problems in the TVET system in Vietnam include: fragmentation in the organization and management of the TVET system, weak capacity of the management team of TVET institutions, weak capacity of TVET teachers, training courses that are not compatible with market requirements, and limited information and access to the TVET system for the poor in rural areas. The results of this study also help the author explain the shortcomings of vocational training and development in Hanoi's textile and garment enterprises and their causes, as well as external impacts, especially from the vocational training system of the textile and garment industry.
Authors Pham Truong Hoang and Nguyen Thi Xuan Thuy presented the survey results at 76 manufacturing enterprises in the fields of electricity, electronics and mechanics in Vietnam in the article "Vietnam's industrial human resources from the perspective of enterprises" [30]. The article identifies the prominent problems with training technical human resources in Vietnam today as enterprises do not highly appreciate the quality of newly graduated workers, the trend of in-depth development of industrial manufacturing enterprises leads to the demand for management workers, vocational schools need to focus on training hard skills, while enterprises can provide additional training for soft skills after graduation.
The article Training technical workers - International experience and solutions for Dung Quat economic zone by Le Quang Son, Nguyen Hong Tay [51] summarized the experiences of training technical workers in China, Japan, Korea and Singapore, analyzed practical lessons on training technical workers for Dung Quat economic zone, and from there, proposed a number of solutions for managing technical worker training to meet the needs of human resources for the development of Dung Quat economic zone. Notably, the authors proposed assessing the quality of training products through assessing the professional competence of learners after completing a training program. The criteria for assessing professional competence are: knowledge, skills and attitudes/behaviors. Although these assessment criteria have not been analyzed in depth, they can also be considered as suggestions for the author in proposing indicators for assessing the results of technical worker training and development in Hanoi's DM enterprises.
Within the framework of cooperation between the General Department of Vocational Training, Ministry of Labor, War Invalids and Social Affairs (MOLISA) with the Association for the Promotion of Education and Training Abroad (APEPE-French-Speaking Community of Belgium) and the International Organization of the Francophone (OIF), the set of documents guiding the implementation of the Competency-Based Approach in vocational training [29] mentions the contents that need to be implemented to innovate and improve the quality of vocational training, applicable to the system of vocational schools in Vietnam. Viewpoint