IMPROVING THE MOTIVATIONAL TOOL SYSTEM FOR CIVIL SERVANTS IN THE STATE ADMINISTRATION DEPARTMENTS

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MINISTRY OF EDUCATION AND TRAINING MINISTRY OF HOME AFAIR’S
NATIONAL ACADEMYOF PUBLIC ADMINISTRATION



NGUYEN THI PHUONG LAN

IMPROVING THE MOTIVATIONAL TOOL SYSTEM FOR CIVIL
SERVANTS IN THE STATE ADMINISTRATION DEPARTMENTS
Subject: Public management
Code: 62 34 82 03




SUMMARY OF DOCTORAL THESIS










HANOI, MAY 2015

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The doctoral thesis was completed at the National Academy of Public Administration
Supervisor: 1. Prof.Dr Nguyen Đang Thanh
2. Dr. Ha Quang Ngoc
Examiner 1:……………………………………………………………………….
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Examiner 2:………………………………………………………………………
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Examiner 3:……………………………………………………………………….
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The thesis is going to be defended at the Council of Doctorate Thesis
Examiners of National Academy of Public Administration
Address: Doctoral Thesis Defense Room - Hall… Block……., National
Academy of Public Administration. 77 Nguyen Chi Thanh Street - Dong Da District -
Hanoi
Time: ………………………………………………………………………

The doctoral thesis can be found at National Library of Viet Nam or Library of
National Academy of Public Administration
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INTRODUCT IO N !
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! 1.!The!necessary!of!research!
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,:! +('45*+!+*5*-/*3!4(//*)$+!(/! *(-%!5*2*5!(+!:,55,6+T!Q*2*5!L1$1+/)8T!\R!2,/*+M!
>),21$-1(50!C1/8T!"VR!2,/*+M!31+/)1-/!($3!-,''&$*!5*2*5+T!JRR!2,/*+=!
! #$2*+/1.(/1,$!-,$-5& 3*+!/%(/!/%*!-5*($1$.!4),-*++!F&*+/1,$$(1)*!-,' 91$*+!
+&)2*8!3(/(!4),-*++1$.!XW44*$31;!R"Z=!A%*!F&($/1/(/12*!)*+&5/+!:),'!/%*!+&)2*80!
+&)2*8! 98! F&*+/1,$$(1)*! 6(+! &+*3! (+! (! 9(+1+! :,)! ($(58<1$.! ($3! (++*++1$.! /%*!
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(3'1$1+/)(/12*!3*4()/'*$/+=!
! 5.3.!Depth!interview!method.!
! D*+13*+! /%*! 1$2*+/1.(/1,$! 98! F&*+/1,$$(1)*! :,)! /%*! F&($/1/(/12*! )*+&5/+0!
I*55,6+! (5+,! -,'91$*3! 61/%! 1$E3*4/%! 1$/*)21*6+! /,! -5()1:8! :&)/%*)! 6%(/! 1$! /%*!
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1$/*551.*$/!61/$ *+ +!/ ,!/% * !F &( $ /1/ ( /12 *!3 ( /( !61/%!6%1-%!/,!:1$($ - *!, 9/ ( 1$* 3 =!
! W/! /%*! -,$-5&+1,$! ,:! /%*! 1$2*+/1.(/1,$! 98! F&*+/1,$$(1)*! (/! *(-%! L1$1+/)80!
4),21$-*+! ($3! -1/1*+! +&)2*8*30! I*55,6+! (5+,! -,$3&-/! 1$/*)21*6+! /,! 13*$/1:8!
4)(-/1-(5! ().&'*$/+! -,'45*'*$/()8! 4),-*++! /,! -5()1:8! /%*! ',/12(/1,$! ,:! -1215!
+*)2($/+!4 &951-!(3'1$1+/)(/1,$+!(/!*(-%! 5* 2*5=!A%*! 4),-*++!,:! 1$E 3*4/%!1$/*)21*6+!
6*)*!-,$3&-/*3!61/%!RJ!-(/*.,)1*+!,:!)*+4,$3*$/+0!/%*!,::1-1(5+!($3!5*(3*)+! ,:!
-1215! +*)2($/+! 1$! /%*! (3'1$1+/)(/12*! 3*4()/'*$/+! XJR! 4*,45*Z! ($3! 4&951-!
*'45,8**+!@CUU!XNR!4*,45*Z=!! A%*! F&*+/1,$$(1)*! 1+! 9&15/! ( ,)31$.! /,! /%*!
1$:,)'(/1,$! .),&4T! ]) ,& 4 ! F&*+/1,$+! +**71$.! 1$:,)'(/ 1,$ ! )*:5*-/+! /%*! ),5*! ($3!
1$:5&*$-*! ,:! *(-%! ',/12(/1,$(5! /,,5+! 1$! 1$:,)'(/1,$! +8+/*' +! ($3! .),&4 + ! )*:5*-/!
/%*! (9151/8!/,!())($.*! /%*!,)3*)! >)1,)1/8!*2*)8! ',/12(/1,$(5! /,,5!1$! /%*!+8+/*'=!
#$:,)'(/1,$! 6(+! 1$/*)21*6*3! +%,)/%($3! (&/%,)! ($3! .)(3&(/*! +/&3*$/!
1$:,)'(/1,$! .(/%*) *3 ! 1$! .),& 4 +! /,! %($ 3 5*! F& *+ /1, $+ ! 517*! %($ 3 5 1$. ! (! +&)2 *8! 98!
F&*+/1,$$(1)*=!
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5.4.!Methodology!and!expert!council!
! A%),&.%! J! /1'*+! ($$&(5! -,$:*)*$-*! :,)! >%O! +/&3*$/+! ,:! /%*! I(-&5/8!
?-1*$/1:1-! C,&$-15! *;4*)/+0! +*)1,&+! (&/%,)+! 3*'($3! ($3! (-F&1)*0! *31/! /%*!
-,''*$/+! ,:! +-1*$/1+/+! +4*-1(51<*3! 1$! /%*! C,&$-15! /,! .)(3&(558! -5()1:8! ($3!
+%()4*$!/%*!$*6!5,-(/1,$!,:!/%*!/%*+1+=!
! W/! /%*! +('*! /1'*0! /%),&.%! *(-%!+/(.*! ,:! /%*! )*+*()-%0! :),'! -,$+/)&-/1,$!

+855(910!4),/*-/!/%*' (/1-! /,!-,'45*/*!/%*!/%*+1+! (/!/%*!.)(++),,/+!5*2*50!I*55,6+!
(5+,! )*.&5()58! -,$+&5/! *;4*)/+! ,$! '($(.*'*$/! /%*,)8! 4&951-! '($(.*'*$/0!
%&'($! )*+,&)-*! '($(.*'*$/! ($3! 5*(3*)+%14! *;4*)/+0! +/(/*! (3'1$1+/)(/1,$0!
%&'($!)*+,&)-*!'($(.*'*$/!+/(/*!(3'1$1+/)(/1,$ !/, !%(2*!(!&$1:1*3!21*6!,:!/%*!
-,$/),2*)+1(5!4,1$/+!1$!/%*!/%*+1+=!
! #$!(331/1,$0!.)(3&(/*!+/&3*$/+!(5+,!&+*!/%*!1$/*)21*6!,/%*)!(&/%,)+!%(2*!
9**$! 4&951+%*3! 1$! /%*! '(++! '*31(! 1$! ,)3*)! /,! *$)1-%! /%*! 4,6*):&5! ($3!
4*)+&(+12*!/%($!/%*!().&'*$/+0!/%*!().&'*$/ +!, & /!1$ !/ %* !/% * +1+ =!
! 5.5.!Comparative!method!
! #'45*'*$/(/1,$! 4),-*++! /%*+1+! /%*! -,'4()1+,$! 9*/6**$! /%*,)8! ($3!
4)(-/1-*! 1$! ,)3*)! /,! :1$3! -,$+*$+&+! ,)! 1$-,$+1+/*$/0! /%*! 31::*)*$-*! 9*/6**$!
/%*,)8!($3!4)(-/1-*!,:!',/12(/1,$!($3!',/12(/1,$0!(9, &/!/% *!&+*!,:!+8+/*'!/,,5+!
/,!-)*(/*!1$-*$/12*+!:,)!4&951-!*'45,8**+!1$!/%*!+/(/*!(3'1$1+/)(/1,$!9,31*+=!
! 6.!New!research!aspects!of!the!thesis!
! E!A%*!/%*+1+! %(+!-,31:1*3!(! 9(+1-!/%*,)1*+!,$!',/12(/1,$0!',/12(/1,$(5!:,)!
*'45,8**+0! /%*! 9(+1-! /%*,)1*+! ,:! ',/12(/1,$! ($3! ',/12(/1,$M! ($(58<*! /%*!
',/12(/1,$(5! /%*,)8! -(/*.,)1-(5! -,$/*$/! 3,-/)1$*0! 3,-/)1$*! ($3! /%*,)8! /,,5+!
4),-*++!*(-%!.),&4!)*4)*+*$/+!(&/%,)+!/,!+**!/%*!4),+!($3!-,$+!,:!*(-%!/84*!,:!
3,-/)1$*=!
! A%1+!/%*+1+!%(+!(5+,! -,$/)19&/*3!/%*,)*/1-(5!+&9 +*F&*$/!/,!-5()1:8!/%*!'($8!
31::*)*$-*+! 1$! /%*! 38$('1-+! ($3! :(-/,)+! /%(/! ',/12(/*! 4&951-! +*)2($/+! /%($!
6,)7*)+!1$!$,$E+/(/*!+*-/,)=!
! E! A%*! /%*+1+! %(+! 3*2*5,4*3! (! /%*,)*/1-(5! :)('*6,)7! /%(/! 1'4),2*! /%*!
+8+/*'!',/12(/1,$(5!/,,5!:,)!4&9 51-!(3'1$1+/)(/1,$+!($3!-1215!+*)2($/+!&$3*)!/%*!
+8+/*'!(44),(-%0!$('*58T!
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(!)*(+,$(95*!(44),(-%!:,)!/%*!'(1$!',/12(/1,$(5!+8+/*'!(44),(-%!/,!1'4),21$.!
/%*!+8+/*'!,:!',/12(/1,$(5!/,,5+!(2(15(95*!/,3(8=!#$!,/%*)!6,)3+0!,$!/%*!9(+1+!,:!
/%*! +8+/*'! ( 44),( -%0! /%*! (& /%,)+! 13*$/1:1*3! (! /%*,)*/1-(5! 9(+1+! ($3! 4)(-/1-(5!
+-1*$-*! ,:! &).*$-8! )*F&1)*! +8 $-%),$ 1<(/1,$! ($3! +8+/*'(/1<*! /%*! (4451-(/1,$! ,:!

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',3*51$.! /,,5+! ',/12(/1,$! /,! 6,)7! %&' ($! )*+,&)-*+! '( $(.*' *$/0! ',/12(/1$.!
4&951-!+*)2($/+!(-/&(558!*::*-/12*=!
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+8+/*'0! +&9S*-/+! (::1)'*3! /%*! (3, 4/1,$! 31+S,1$/*30! 5(-71$.! -,%*+1,$! ($3!
&$13*$/1:1(95*!-*$/)(5!/,,5!1+!/%*!-( & +* !,:! 6,)7!',/12 (/ *!-1215!+*)2($/+!@CUU!$,/!
*::*-/12*0! ( ::*-/1$.!)*:,)'0!-1215!+*)21-*!)*:,)'=!` $58!6%*$!(4 4581$.!',/12(/1,$(5!
/,,5+! ()*! 3*45,8*3!+8+/*'+0!+8$-%),$1<(/1,$0! &$1:1*3M! /,,5!/,! :1$3! /%*!-*$/*)! ,:!
/%*! +8+/*'0! (+! /%*! 9(+1+! 4)*)*F&1+1/*! :,)! *::*-/12*! (4451-(/1,$! ,:! ,/%*)!
1$+/)&'*$/+! 1$! /%*! +8+/*'0! *::*-/12*58! -)*(/1$.! ','*$/&'! :,) ! -1215! +*)2($/+!
)*(558!%1.%!)*+&5/+=!
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/)(31/1,$(5580!/%*!+&9S*-/!%(+!*' 4 5,8*3!/,!-)*(/*!+8+/*'+!/%*,)*/1-(5!:)('*6,)7!
/,! ($(58 <*! /%*! +/(/&+! +8+/*' ! ',/12(/1,$(5! /,,5! :,)! -1215! +*)2($/+! +/(/*!
(3'1$1+/)(/1,$0!3)(6!/%*!4),95*'!/,!9*!+,52*3!9,/%!1$!/%*,)8!($3!4)(-/1-*M!
! E!A%*!/%*'*!%(+!(5+,!4),4,+*3!+,5&/1,$+!/,!+4*-1:1-!,2*)(55!($3!-,'45*/*!
+8+/*'!',/12(/1,$(5!/,,5!:,)!4&9 51-!(3'1$1+/)(/1,$+!($3!-1215!+*)2($/+!&$3*)!/%*!
+8+/*'!(44),(-%!
! 7.!Structure!of!the!thesis.!!
! W4()/!:),'!/%*!4),5,.&*M!]121$.!/%*!,2*)21*6!,:!/%*!+1/&(/1,$!-,$-*)$1$.!
)*+*()-%! /,41-M! C, $-5&+1,$0! K;%191/! ($3! G*:*)*$-*+0! /%*+1+! ()*! 31213*3! /,! /%)**!
-%(4/*)+=!A%*!+4*-1:1-!-,$ / *$ /+ !( )*!( + !:, 55, 6+T!
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OVERVIEW!OF!THE!RESEARCH!RELATED!TO!THE!THESIS!
! 1.!The!abroad!study!
! L,/12(/1,$! ($3! ',/12(/1,$(5! :,)! *'45,8**+! 1+! ($! 1'4,)/($/! /,41-! ,:!
)*+*()-%! 1$/*)* +/! 98! '($8! :,)*1.$! +-%,5()+=! I),'! /% *! 5(/*! "a/%! -*$/&)80! *()58!
JR/%!-*$/&)80!61/%!/%*!(1'!,:!+/1'&5(/1$.!($3!*$%($-1$.!6,)7!*::1-1*$-80!5(9,)!
*::1-1*$-80!/%*!/%*,)*/1-(5!+/&38!,:!/%*!-5(++1-(5!+-%,,5!,:!/%*!6,)53!6(+!:,-&+*3!
,$! /%*! +/&38! G*+*()-%! ,$! (++1.$'*$/! ($3! +4*-1(51<(/1,$! -($! 6,)7! :,)! 5(9,)!
,).($1<(/1,$+!-5,+*58!($3!*::*-/12*58=! A%*+*!+/&31*+!5(8!/%*!:,&$3(/1,$! ,:!+-1*$-*!
%(+! 5*3! /,! .*$*)(5! (3' 1$1+/)(/1,$0! %&'($! )*+,&)-*! '($(.*'*$/0! 1$! 4()/1-&5()!
:5,&)1+%*3!1$!/%*!JR/%!-*$ /& )8 !( $ 3!/%*!J"+/!-*$/&)8! :( ' ,& + !+ -%, 5()+!)*+*()-%!,$!
',/12(/1,$!($3!-)*(/*!4,++195*!',/12(/1,$!(+!I)*3*)1-7!P1$+5,6!A(85,)!'*$/1,$!
X"a""Z!6 1/%!/%*!/%*,)8!,:!/%*!+/1-7!($3!-()),/M!W9)(%('!@(),53!L (+5, 6 !X"aVNZ!
61/%! /,6*)! $**3+0! O,&.5(+! L-! ])*.,)! X"a\RZ! 61/%! b! ($3! c! A%*,)80! I)13*/1-7!
@*)<9*).!X"aYaZ!61/%!/6,!*5*'*$/+!.)(4%!',/12(/1,$!1$+13*!($3!,&/+13*!,:!/%*!
*'45,8**M!H),,'!d!D),6$!X"a\VZ!61/%!*;4*-/( $-8!/%*,)8M!W 3('+!X"a\YZ!61/%!
(!:(1)!4)*+*$/(/1,$!===!
! 2.!The!domestic!research’s!
! A%*! +/&38!,:!',/12(/1,$0!',/12(/1,$(5! 3,'*+/1-!+/()/!*()580! *+4*-1(558!(:/*)!
(!-,'4)*%*$+12*!)*$,2(/1,$!6,)7!1$!"a[\=!A%*+*! -,&$/)8!+/&31*+!,$! ',/12(/1,$0!

',/12(/*0!($3!1$+41)*!4,/*$/1(5!(-/12*58!4),',/*!/%*!%&'($!:(-/,)!1$!/%*!-(&+*!,:!
9&1531$.! ($3! +,-1,E*-,$,'1-! 3*2*5,4'*$ /! /,! 9*! &$3*)/(7*$! /,! /%*! .,(5! ,:!
4),2131$.!(!/%*,)*/1-(5!9(+1+!($3!4)(-/1-(5!:,)!/%*!>()/8!($3!?/(/*!1$!/%*!4,51-8!
:,)'&5(/1,$0!+ /) (/ *. 1-!$(/1,$(5!3*2*5,4'*$ /!+/)(/*.1*+=!A%*!(&/% ,) +!-($! $ ('*!(+!
>),:=!O)=!Q*!@&&!A($.!($3!>),:=!O)=!U .&8* $!O&8!e&8!/1/5*3!B>),95*'!4),',/1,$!
($3!4),4*)!&+*!,:!/%*!3)121$.!),5*!,:!*-,$,'1-!3*2*5,4'*$/!E!+,-1(5!B/%*!(&/%,)!
U.&8*$! A),$.! W)/1-5*! /,! )*+*()-%! /,41-+B! G*+*()-%! -,'45*/*3! +-1*$/1:1-! 9(+1+!
3&/8!)*.1'*!1$!H1*/$('!B===!#$!(331/1,$0!/%*)*!()*!'($8!+&-%!+/&31*+!31++*)/(/1,$!
/%*+1+! >%=O=! 1$! *-,$,'1-+B! L,/12(/1$.! *'45,8**+! 1$! /%*! '($(.*'*$/! ,:! +/(/*!
*$/*)4)1+*+! 1$! /%*! 4),21$-*! ,:! @($,1! JRJR! BH&! A%1! f8*$! W&/%,)+! XJRR_Z0!
*-,$,'1-! 31++*)/(/1,$B! #$:5&*$-*! ,:! ',/12(/1,$! /,! 6,)7! ,$! 5(9,)! *::1-1*$-8! 1$!
-,'4($1*+! 61/%! +/(/*! -(41/(5! 1$! H1*/$('! B98! L(1! W$%! XJRR[Z0! >%O! *-,$,'1-+B!
4,51-8!:,)!+/(::! ' ,/12(/1,$0! -1215!+*)2($/+!E!)*+*()-%!1$!/%*!()*(!U. %*!W $!4), 21$-* !
B98! Q*!O1$%!Q8! XJR"JZ!===! D*+13*+0!(!5,/! ,:!-&))1-&5&'0! 6%1-%!%(+!31+-&++*3!/%*!
',/12(/1,$! ($3! ',/12(/1,$(5! :,)! *'45,8**+! ,:! U(/1,$(5! K-,$,'1-+! f$12*)+1/80!
U(/1,$(5!,:!W3'1$1+/)(/1,$!W-(3*'8=!
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! 3.!Through!the!overview!above,!we!can!draw!some!comments:!
! O*4*$31$.! ,$! /%*! 31::*)*$/! (44),(-%*+0! )*+*()-%! +-1*$/1+/+! (9),(3! %(2*!
(32($/(.*+! ($3! 31+(32($/(.*+0! 31::1-&5/! /,! +(8! (4451*+! *$/1)*58! (! /%*,)*/1-(5!
:)('*6,)7! 6155! 4),213* ! /%*! 9*+/! 4*):,)'($-*! :,)! /%*! ',/12(/1,$! 1$!
,).($1<(/1,$+=!A%*!.*$*)(5!+8+/*'+!/%*,)8!%(+!(5+,!9**$! +/&31*30!3*2*5,4*3!/,!
+&1/! /%*! -%()( -/*)1+/1-+! ,:! *(-%! +-1*$-*=! A %*! 41,$**)1$.! )*+*()-%! (1'+! /,! &+*!
+8+/*'+!/%*,)8!1$!/%*!6,)7!,:!/%*!4*)+,$$*5!(3' 1$1+/)(/1,$!($3!:,)*1.$!(&/%, )+!
%(2*! ,4*$*3! &4! $*6! ,44,)/&$1/1*+! :,)! 9*//*)! '($(.*'*$/0! ',)*! *::1-1*$/!
%&'($! )*+,&)-*+! 1$! ,).($1<(/1,$+! ,::1-*0! '(;1'1<*! %&'($! 4,/*$/1(5! /,! /%*!
,2*)(55!3*2*5,4'*$/!,:!/%*!,).($1<(/1,$=!

! O,'*+/1-(5580! 1++&*+! ($3! ',/12(/1,$(5! 38$('1-+! 6*)*! (5+,! 1$/*)*+/*3! 1$!
)*+*()-%! +1$-*!/%*!)*$*6(5!,:!/%*!-,&$/)80!61/%!(!613*!)($.*!,:!)*+*()-%!:),'!
X4),95*'! ,:! ',/12(/1,$0! ',/12(/1,$! 1$! 4 ),' ,/1$. ! /%*! 4,6*)! +,&)-*! U(/1,$(5!
%&'($Z! /,! $()),6! X/%*! 4),95*'! ,:! ',/12(/1,$0! ',/12(/1,$! 1$! 4),',/1$.! /%*!
+/)*$./%!,:!% &' ($!)*+,&)-*+!(/!(!5,-(50!(.*$-1*+0!,).($1<(/1,$+!($3!-,'4($1*+Z=!
A%*! +/&38! %(+! 4),213*3! )*5(/12*58! (3*F&(/*! +-1*$/1:1-! :,&$3(/1,$! :,)! /%*! 6,)7!
($3!4)(-/1-*+! ,:!%&'($!)*+,&)-*!'( $(.*' *$/!(/! (55!5*2*5+0!4),',/*!4,+1/12*!($3!
*::*-/12*!-)*(/1,$!,:!.*$*)(5!6,)7*)+0!+/(::!%,&+*+!1$!4()/1-&5()!6(/*)=!
! D&/! +,! :()0! /%*)*! %(2*! $,/! 9**$! ($8! 4),S*-/+! :,-&+*3! 1$/*$+12*! )*+*()-%0!
($(58<*! /%*! +1/&(/1,$! ,:! ' ,/12(/1,$(5! /,,5+! ($3! /%*! &+*! ,:! &$1:,)'0! *::*-/12*!
+8+/*'! ',/12(/1,$(5! /,,5! 1$! ' ( $(.*' *$ /! 4*)+, $$*5! 1$! /%*! (3'1$1+/)(/12*!
3*4()/'*$/+=!A%*!+/&380!3*4*$31$.!,$!/%*!(44),(-%!',+/58!:,-&+*+!,$!-5()1:81$.!
/%*!),5*!, :!(!/,,5!+&-%!(+!:,,3!+/&::!,)!,/%*)!/,,5+!+&-%!(+!/)(1$1$.0!)*-)&1/'*$/0!
4),',/1,$!===!/,!*$-,&)(.*0!',/12(/*!.*$*)(5!5(9,)*)+0!1$-5&31$.!-(3)*+!($3!-1215!
+*)2($/+! ($3! $,/! (! +8+/*' +! (44),(-%0! /%*! ,2*)(55! ($(58+1+! ,:! /%1+! ' ,/12( /1,$(5!
/,,50! 1$! )*5(/1,$! 1$/*))*5(/*3! /, ! -)*( /*! 3,'1$($/! 5*.1/1'(-8! /,! ',/12(/*! -1215!
+*)2($/+!(!',+/!*::1-1*$/!6(8=!`$!/%*!,/%*)!%($30!-1215!+*)2($/+!1+!(5+,!(!+4*-1(5!
5(9,)! ,9S*-/0! /%*)*:,)*0! 31+/1$.&1+%! /%*! :&$3( ' *$/( 5! 31::*)*$-*+! 1$! /%*1)!
-%()(-/*)1+/1-+!,:!6,)7*)+!1$!/%*!4)12(/*!+*-/,)!1+!(5+,!$*-*++()8!/,!&$3*)+/($3!
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! 4.!Issues!for!further!study!and!confirm atio n: !
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""!
Chapter!1!
THEORETICAL!BACKGROUD!
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! 1.1!Motivation,!motivating!employees!in!general!
+ 1.1.1+Basic+understanding+of+motivation,+motivation+
! 1.1.1.1!Definition of motivation!
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! 1.1.2!Theory!of!motivation!
+ There are many assumptions about the nature of motivation theories.
According to Mitchell (1982), the purpose of motivational theories is to predict
behavior, and it is not either behavior or performance itself. Armstrong examines the
process of motivation that is much more complex than many people believe. He
explains: “It does not only explain why people at work behave in the way they do in
terms of their efforts and the directions they are being, but also describe what
organizations can do to encourage people to apply their efforts and abilities in ways
!
!
"N!
that will further the achievement of the organization’s goals as well as satisfying their
own needs”. Robert also suggests that motivation theories seek to explain the process
through which goals are pursued and achieved in specific situation and environment. !
! The diversity of motivational concept reflects the richness of motivation
theory. These different cognitive theories of motivation are usually divided into three
approaches (i) Instrumentality theory; (ii) Content theory and (iii) Process theory.
(Armstrong, 2004, pp 215-230)!
! 1.1.2.1 Instrument Theory:
Attempts to explain the impact of rewards and punishments system in
motivating people. The assumption is if we do one thing it will lead to another, so,
“carrots or sticks” serve as the meaning of ensuring that people behave or act in
desired ways. This theory is first introduced by Taylor (1911), then developed by the

principle of reinforcement as influenced by Skinner’s (1974) theory.!
! 1.1.2.2!Content/Need Theory:
Attempts to explain those specific things, which actually motivate the
individual at work. Represented by Maslow’s hierarchy of needs (1954); Herzberg’s
two factor model (1966); Mausner and Synderman’s (1957) listed needs which they
termed “satisfiers”, this theory is concerned with identifying people’s needs and their
relative strengths, together with the goals they peruse in order to satisfy these needs.
Content theories place emphasis on the nature of needs and what motivates people.!
! 1.1.2.3!Process Theory
Attempts to identify the relationship among the dynamic variables, which make
up motivation, namely psychological processes. Representing by Vroom and his
expectancy theory (1964); Latham and Locke and their goals theory (1979); Adams
and perceptions of equity (1965), this theory is concerned more with how behavior is
initiated, directed and sustained. It also stresses on the actual process of motivation.!
! 1.2! Motivation,! motivating!civil! servants! in! the! state! administrative!
departments!
+ 1.2.1+Concept+of+civil+servants++
! 1.2.1.1!The!definition!of!civil!servant!
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! 1.2.2! Motivation,! motivation! expression! and! differences! in!

motivational!factors!of!civil!servants!!
! 1.2.2.1!Motivation!and!the!expression!of!civil!servants!motivation!
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! 1.3! System! theory! application! to! improve! motivational! tool! system!
for!civil!servants!!
! 1.3.1+General+system+theories+and+system+approach++
! 1.3.1.1!System!definition!
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! 1.3.2.1!The!definition!and!basic!characteristics!
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approach!system!
! 1.3.3.1!Improving!every!motivational!tool!
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! 1.3.3.4! Ensuring! effective! conditions/environment! for! system! dyna mics!
modeling!tools!
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"a!
CHAPTER!2!
!MOTIVATIONAL!TOOLS!SYSTEM!FOR!CIVIL!SERVANTS!IN!THE!STATE!
ADMINISTRATIVE!DEPARTMENTS!IN!VIET!NAM!
! 2.1! O verview! of! civil! servants! in! the! state! administrative!
departments!in!Viet!Nam!
+ 2.1.1+Law+on+civil+servants+
! >()(.)(4%!J!,:!W)/1-5*!V!,:!/%*!Q(6!,$!,::1-1(5+!($3!4&951-!+*)2($/+!JRR[!

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! 2.2!Current!motivational!tools!system!for!civil!servants!!
! 2.2.1+Motivational+tools!
! 2.2.1.1!Motivation!tools!by!material!
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! 2.2.2.1! The! relationship! between! compensation! too l! and! job! performance!
evaluation!
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! 2.3.4+ The+ link+ between+ environmental/conditional+ improvement+ a nd +
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! 2.2.3+Problems+posed+by+the+current+motivational+tool+system++
! First,!the!motivation!tools!for!civil!servants!are!weak!and!not!really!optimal!
effective!in!motivating!
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